TABLE of CONTENTS Agenda: Thursday, April 25, 2019, Meeting 2 Minutes of March 7, 2019, Meeting 3-8

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TABLE OF CONTENTS Agenda: Thursday, April 25, 2019, Meeting 2 Minutes of March 7, 2019, Meeting 3-8

RESOLUTIONS Consent Agenda 9 Regular Agenda 10-16

COMMITTEE REPORTS Committee on Academic and Student Services 17 Minutes 18-19 Report by the Provost 20-21 Report by the Student Trustee 22 Action Items (Pages 10-16) Executive Committee 23-24 Minutes 25-26 Report by the President 27-29 Action Item (Pages 10-16 External Affairs Committee 30 Minutes 31-32 External Affairs Reports 33-39 Finance and Facilities Committee 40 Minutes 41-42 Report by the Vice President of Administrative Services 43-55 Action Item (Pages 10-16)

Human Resources Committee 56 Minutes 57-58 Report by the Executive Director of Human Resources and CDO 59-60 Consent Agenda Action Item (Page 9) Regular Agenda Action Items (Pages 15-16)

Executive Session 61

APPENDIX Pace Executive Summary 62-65 Fine Arts and Design, A.S. Program Review Executive Summary 66-70 Fine Arts and Design, A.S. Program Review Full Report 71-128 1 SUNY CORNING COMMUNITY COLLEGE REGIONAL BOARD of TRUSTEES MEETING

AGENDA

DATE: Thursday, April 25, 2019 TIME: 5:30 p.m. Dinner 6:15 p.m. Meeting LOCATIONS: Health Education Center, 132 Denison Parkway East, Room 110, Corning, NY

5:50 – 6:10 p.m. - Dessert Presentation: Student Association Executive Board

1. Call to Order 2. Approval of the Meeting Minutes of the March 7, 2019, Meeting 3. Chair’s Report 4. President of the College’s Report 5. Student Trustee’s Report 6. CCC Development Foundation, Inc., Report 7. Approval of Agenda 8. Approval of Consent Agenda RESOLUTION #T4576-19 – Appointments, Promotions, and Separations 9. Regular Agenda CASS Committee RESOLUTION #T4577-19 – Program Review Fine Arts and Design, AS RESOLUTION #T4578-19 – 2019 RBOT Teaching Award EXECUTIVE Committee RESOLUTION #T4579-19 – Approval of Tuition Rate and Waiver of Student Fees for Cornell Prison Education Program Partnership EXTERNAL AFFAIRS Committee FINANCE AND FACILITIES Committee RESOLUTION #T4580-19 – Operating Reports for February 2019 HUMAN RESOURCES Committee RESOLUTION #T4581-19 – SUNY CCC and NYS Law Enforcement Officers Union, Council 82, AFSCME, AFL-CIO Agreement RESOLUTION #T4582-19 – Operating Reports for October and November 2018 10. Old Business 11. New Business 12. Executive Session to discuss matters pertaining to the status of the Presidential search, pending litigation, and collective bargaining. 13. Adjournment Return to Agenda Table of Contents 2 SUNY CORNING COMMUNITY COLLEGE REGIONAL BOARD of TRUSTEES March 7, 2019 Health Education Center – 110

MEETING MINUTES

Trustees: Vice-Chair Wightman, G. Baity, T. Blumer, D. Creath, S. Epp, C. Heyward, N. Milliken, N. Parks, A. Winston, M. Wayne Excused: Chair Blowers, J. Kelley Senior Staff: President Douglas, Provost Fisher, VP Winger, Executive Director Eschbach, Executive Director May, Executive Director Park, Director Maarit Clay Support Staff: R. Stanley, J. Toribio

1. CALL TO ORDER. Vice-Chair Wightman called the meeting to order at 6:15 p.m. 2. APPROVAL OF MINUTES of the January 17, 2019, meeting (Blumer, Baity; unanimously approved). 3. CHAIR’S REPORT. a. Vice-Chair Wightman provided an update on the status of the presidential search. b. Chair Blowers, Vice-Chair Wightman, and Trustee Baity are developing the onboarding process for the incoming president. 4. PRESIDENT OF THE COLLEGE’S REPORT. a. Red Night at the Enforcers Game. The Office of the President, Workforce Development and Academic Pathways, and CCCDF. President Douglas will drop the puck at 7 p.m. b. Student Awards season. SUNY Student Excellence Award awarded to nursing student Samantha Orr. c. PTK NYS All-Academic Team - two students awarded Ana Leonard and Ian Wallis. d. New Program Development. President Douglas provided an update on opposition to proposal by SUNY Delhi to offer associate degree. e. Trustee Appointment Update. Gubernatorial movement on appointee from Schuyler County. f. Update Siemens bond. Signing date on March 13, 2019. g. Earth Day. Targeting Monday, April 22, for groundbreaking of the STEAM Innovation Center. h. In honor of Women’s History Month, WETM featured President Douglas in an interview. 5. STUDENT TRUSTEE REPORT. 6. CCC DEVELOPMENT FOUNDATION, INC., REPORT. The report will be reviewed in the External Affairs report. 7. APPROVAL OF AGENDA (Heyward, Winston; unanimously approved). 8. APPROVAL OF THE CONSENT AGENDA (Baity, Heyward; unanimously approved).

RESOLUTION #4572-19 – Appointments, Promotions, and Separations

WHEREAS, Human Resources has affirmed the eligible qualifications of hires, transfers and promotions; 3 WHEREAS, Human Resources has verified the adherence to internal policy and procedures related to hires, transfers and promotions; WHEREAS, Human Resources has reviewed and confirmed the separation of current employees; BE IT RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College hereby ratifies the following employment actions to be taken. .

Employee Name Title Action Effective Background Notes (not included in the formal resolution) Margaret Educational Planner Termination 1/5/19 After the conclusion of the 1-year leave of absence, Margaret Hamman will not Hamman return to employment and therefore the College has terminated her appointment. Rianne Collson Cleaner Resignation 2/22/19 Rianne Collson resigns after one year of service. She has accepted another position with the Tompkins County government. A needs assessment will be conducted on the full time vacancy. Donald Earle Chief Waste Water Resignation 1/30/19 Donald Earle resigns after 13.5 years of service. He plans to retire from the NY Plant Operator State system. A needs assessment will be conducted on the full time vacancy. Collin Wright Admissions Resignation 2/8/19 Collin Wright resigns after 10 months of service. He plans to remain at home Recruiter with the birth of his new child. A needs assessment will be conducted on the full time vacancy. Tashana Curtis Registrar Resignation 2/8/19 Tashana Curtis resigns after 1.5 years of service. She has accepted a full time position with another university outside the region. Justine Maxson Cleaner Leave of 2/18/19 As allowed by the CSEA contract, a 1.5 month leave of absence request has Absence been approved for Justine Maxson with an expected return date of 4/1/19. Mary Wolfe* Instructor of Nurse New Hire 2/5/19 This is a 10-month, tenure track, academic appointment at an annual pay rate of Education $52,000. This hire was a result of an open search. Christopher Corporate Trainer New Hire 1/30/19 This is a 12-month standard position, professional pay grade of 204, externally Mulroy* funded at an annual pay rate of $45,000.

1. REGULAR AGENDA

COMMITTEE ON ACADEMIC AND STUDENT SERVICES (CASS)

Trustee Heyward reported: ● No action items on the agenda. ● Report on Academic Affairs. ● Provost Fisher provided an update on the approval of SUNY CCC Digital Design program; it cleared internal process. ● Faculty being trained on accessibility in blackbboard. ● 2-2 SUNY Geneseo ● Update on the Prof Services – 14 month AAS Business hybrid program, noting that additional programs are under development. ● The Career Expo was held on campus.

● Report from Student Development and Enrollment Management: 4 ○ Athletics update. ○ Student Services is partnering with the Sex Assault Resource Center for Take Back the Night event. ○ Follow up acceptance letters sent. ○ Red Baron enrollment events - Keystone events.

EXECUTIVE COMMITTEE

Vice-Chair Wightman noted that there are no action items on the agenda and referred the Committee to the minutes.

EXTERNAL AFFAIRS COMMITTEE

Trustee Winston reported:

● CCCDF. ○ February 6 sent tax letter to donors of $250+, reported on all giving in addition impact numbers by category, purpose, resource ○ Almost 50% of funding came in for scholarships, 30% source other individuals, gen public, 4% raised the most $240k ○ Mid-march donor acquisition mailing going to alumni allowing to identify faculty or staff encouraging donation ○ June 14 hosting private retirement fundraiser for President Douglas at the Corning Country Club ○ Vice-Chair Wightman noted that RBOT members have not all participated and encouraged members to donate any amount.

Marketing and Communications: Provost Fisher provided an update on the following: ○ Efforts taken to leverage PA as a market, Keystone and Good Neighbor initiatives ○ Media efforts to Instagram and snapchap, alongside traditional efforts ○ Open House will be held on April 6

Workforce Education and Academic Pathways. Executive Director Eschbach provided an update as follows: ○ Revenue update -- On track to exceed revenue projections ○ Community collaborations with apprenticeship in support of the I-86 Innovation Corridor report ○ Sexual harassment prevention training.

Legislative Update. Trustee Winston provided an update on legislative advocacy efforts as follows: ○ CCC engaged in legislative advocacy. ○ Trustees attended summit to support reauthorization of HEA ○ Attended panels/ one on 2nd chance pell, CTE perkins funding and food insecurity. ○ At state level, Legislative Day was held on campus, 3 elected officials attended. College made a compelling presentation emphasizing the need for the establishment of a floor of funding and necessity of gubernatorial trustee appointments moving through the approval process. ○ Local level. President Douglas concluded making the State of the College presentations to the three county legislatures.

FINANCE AND FACILITIES COMMITTEE

5 President Douglas provided an overview:

The Committee discussed the operating report. ● Declining enrollment continues to be a concern on declining revenues. ● The Committee discussed moving towards non-persoonnel actions before moving to personnel actions. ● The Committee discussed the Siemens bond resolution.

RESOLUTION #4573-19 - Operating Report (Creath, Epp; unanimously approved)

BE IT RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College hereby approves the Operating Reports for the periods ending December 31, 2018, and January 31, 2019.

RESOLUTION #4574-19 – Bond Resolution Dated February 26, 2019 (x, x; unanimously approved)

A RESOLUTION AUTHORIZING THE ISSUANCE OF $3,525,000 BONDS OF THE REGIONAL BOARD OF TRUSTEES OF CORNING COMMUNITY COLLEGE, STEUBEN, SCHUYLER AND CHEMUNG COUNTIES, NEW YORK, TO PAY THE COST OF the construction of energy efficiency improvements to and reconstruction of various community college facilities FOR SAID COLLEGE

WHEREAS, all conditions precedent to the financing of the capital project hereinafter described, including compliance with the provisions of the State Environmental Quality Review Act (“SEQRA”) as a Type II Action, have been performed and it has been determined that said capital project will thus not have any significant adverse effect on the environment; and

WHEREAS, special legislation, being chapter 492 of the Laws of 2010, authorizes the Regional Board of Trustees of Corning Community College, Steuben, Schuyler and Chemung Counties, New York (the “Regional Board of Trustees”) to finance capital assets of the Corning Community College and this Regional Board of Trustees has determined to undertake and to finance the construction of energy efficiency improvements to and reconstruction of various Corning Community College facilities, including in each case, original furnishings, equipment, machinery, apparatus, appurtenances and incidental improvements and expenses in connection therewith, at a maximum estimated cost of $3,525,000, with $3,525,000 obligations of said Regional Board of Trustees to be issued therefor, which purpose has been approved by the Counties of Steuben, Schuyler and Chemung and the State University of New York in accordance with the requirements of Section 6310(10) of the Education Law; and

WHEREAS, it is now desired to provide for the authorization of such purposes and for the financing thereof;

NOW, THEREFORE, BE IT RESOLVED, by the affirmative vote of not less than two-thirds of the total voting strength of the Regional Board of Trustees of Corning Community College, Steuben, Schuyler and Chemung Counties, New York, as follows:

Section 1. The construction of energy efficiency improvements to and reconstruction of various Corning Community College facilities, including original furnishings, equipment, machinery, apparatus, appurtenances and incidental improvements and expenses in connection therewith, for the Corning Community College, Steuben, Schuyler and Chemung Counties, New York, a class of objects or purposes, is hereby authorized at a maximum estimated cost of $3,525,000.

Section 2. The plan for the financing of the aforesaid aggregate maximum estimated cost shall be by the issuance of not exceeding $3,525,000 bonds of said Regional Board of Trustees hereby authorized to be issued therefor, pursuant to the provisions of Section 6304(1)(c) of the Education Law as enacted by Chapter 492 of the Laws of 2010, and the applicable provisions of the Local Finance Law; PROVIDED, HOWEVER, that to the extent that any Federal or State grants-in-aid or other monies are received for such class of objects or purposes, the amount of bonds to be issued pursuant to this resolution shall be reduced dollar for dollar.

Section 3. It is hereby determined that the period of probable usefulness of the aforesaid class of objects or purposes specified in Section 1 hereof is twenty- five (25) years, pursuant to subdivision 12(a)(1) of paragraph a of Section 11.00 of the Local Finance Law.

Section 4. The payment of the principal of and interest on such bonds as the same respectively become due and payable shall be paid from any revenues or other monies of the Regional Board of Trustees legally available therefor pursuant to Section 6304(1)(c) of the Education Law. An annual appropriation shall be made in each year sufficient to pay the principal of and interest on such bonds becoming due and payable in such year. Such bonds shall constitute valid and legally binding unsecured obligations of the Regional Board of Trustees.

Section 5. Subject to the provisions of the Local Finance Law, the power to authorize the issuance of and to sell bond anticipation notes in anticipation of the issuance and sale of the bonds herein authorized, including renewals of such notes, is hereby delegated to the Chairman of the Regional Board of Trustees, the chief fiscal officer. Such notes shall be of such terms, form and contents, and shall be sold in such manner, as may be prescribed by said Chairman of the Regional Board of Trustees, consistent with the provisions of the Local Finance Law.

Section 6. The powers and duties of advertising such bonds for sale, conducting the sale and awarding the bonds, are hereby delegated to the Chairman of the Regional Board of Trustees, who shall advertise such bonds for sale, conduct the sale, and award the bonds in such manner as he shall deem best for the interests of said Corning Community College, including, but not limited to, the power to sell said bonds to the Dormitory Authority of the State of New York (the “Dormitory Authority”) or the United States Department of Agriculture; provided, however, that in the exercise of these delegated powers, he shall comply fully with the provisions of the Local Finance Law and any order or rule of the State Comptroller applicable to the sale of municipal bonds. The receipt of the Chairman of the Regional Board of Trustees shall be a full acquittance to the purchaser of such bonds, who shall not be obliged to see to the application of the purchase money.

Section 7. All other matters except as provided herein relating to the bonds herein authorized, including sale pursuant to Section 57.00, Section 62.10 or Section 63.00 of the Local Finance Law, the date, denominations, maturities and interest payment dates, within the limitations prescribed herein and the manner of execution of the same, including ability to issue bonds with substantially level or declining annual debt service, shall be determined by the Chairman of the Regional Board of Trustees, the chief fiscal officer. Such bonds shall contain substantially the recital of validity clause provided for in Section 52.00 of the Local Finance Law, and shall otherwise be in such form and contain such recitals, in addition to those required by Section 51.00 of the Local Finance Law, as the Chairman of the Regional Board of Trustees shall determine consistent with the provisions of the Local Finance Law.

Section 8. The Chairman of the Regional Board of Trustees is hereby further authorized, at his sole discretion, to execute agreements with the Dormitory Authority and/or the United States Department of Agriculture, including amendments thereto, and including any instruments (or amendments thereto) in the effectuation thereof, in order to effect the financing or refinancing of the class of objects or purposes described in Section 1 hereof, or a portion thereof, by (i) a bond, and/or note issue of said Regional Board of Trustees in the event of the sale of same to the Dormitory Authority or the United States Department of Agriculture, or (ii) a financing through the auspices of the Dormitory Authority, including authority to enter into a loan agreement, financing agreement, and/or other agreements and ancillary documents with the Dormitory Authority. 7

Section 9. The validity of such bonds and bond anticipation notes may be contested only if: 1)Such obligations are authorized for an object or purpose for which said Regional Board of Trustees is not authorized to expend money, or 2)The provisions of law which should be complied with as of the date of publication of this resolution are not substantially complied with, and an action, suit or proceeding contesting such validity is commenced within twenty days after the date of such publication, or 3)Such obligations are authorized in violation of the provisions of the Constitution.

Section 10. This resolution shall constitute a statement of official intent for purposes of Treasury Regulations Section 1.150 2. Other than as specified in this resolution, no monies are, or are reasonably expected to be, reserved, allocated on a long-term basis, or otherwise set aside with respect to the permanent funding of the object or purpose described herein.

Section 11.This resolution, which takes effect immediately, shall be published in summary form in the official newspaper(s) of said Regional Board of Trustees for such purpose, together with a notice of the Secretary of the Regional Board of Trustees substantially in the form provided in Section 81.00 of the Local Finance Law.

HUMAN RESOURCES COMMITTEE Trustee Baity provide an overview of the agenda, including the following highlights: Noting one action item

● Successfully moved all HR activities to one consent agenda topic. ● To facilitate disc of strategic discussions at the meeting. ● The Committee reviewed the vacant positions list. ● Headcount numbers consistent over time.

RESOLUTION #4575-19 - SUNY CCC and NYS Law Enforcement Officers Union, Council 82, AFSCME, AFL-CIO Agreement (Baity, Epp; unanimously approved)

BE IT RESOLVED that the Regional Board of Trustees of SUNY Corning Community College hereby ratifies the Agreement between SUNY CCC and Council 82, effective February 7, 2019 – August 30, 2022.

10. OLD BUSINESS. None. 11. NEW BUSINESS. None. 12. EXECUTIVE SESSION. None. 13. ADJOURNMENT. Vice-Chair Wightman adjourned the RBOT meeting at 6:47 p.m. (Heyward, Park).

Return to Agenda Table of Contents

CONSENT AGENDA

HUMAN RESOURCES COMMITTEE

RESOLUTION #T4576-19

Appointments, Promotions, and Separations

WHEREAS, Human Resources has affirmed the eligible qualifications of hires, transfers and promotions; WHEREAS, Human Resources has verified the adherence to internal policy and procedures related to hires, transfers and promotions; WHEREAS, Human Resources has reviewed and confirmed the separation of current employees; BE IT RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College hereby ratifies the following employment actions to be taken.

Employee Title Action Effective Background Notes (not included in the formal resolution) Name Nicholas Alumni Resignation 3/8/19 Nicholas Simons had served approximately 5 months, starting on 8/21/18 Simons Development and has accepted a position with Corning Museum of Glass. Coordinator Margaret Corporate Resignation 4/4/19 Maggie Barnes has served for more than two years, starting on 1/9/17 Barnes Outreach and has accepted a position with Arnot Health. Specialist Patricia Jerzak Instructor (Nursing Resignation 5/24/19 Patricia Jerzak has served in Nursing Education since 8/16/17. She has Education) accepted a position with Arnot Ogden Medical Center as the Unit Director but will remain on as an adjunct instructor. *Resumes are available in the HR folder as a supplement for the HR Committee agenda

Return to Agenda Table of Contents Human Resources Agenda

REGULAR AGENDA

COMMITTEE on ACADEMIC and STUDENT SERVICES

RESOLUTION #T4577-19

Fine Arts and Design (A.S.) Transfer Program

BE IT RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College hereby approves the continuation of the Fine Arts and Design (A.S.), Transfer Program as a program offering of SUNY Corning Community College.

BACKGROUND NOTES

According to the policy guidelines of the State University of New York all academic programs must be reviewed every six years. Each year, the Provost prepares a program review calendar which is sent to the Curriculum Committee and shared with all associate deans of instruction. The Curriculum Committee assigns two principle reviewers for each program review. All program reviews are sent before the Curriculum Committee on the dates established on the program review calendar. The Curriculum Committee makes a recommendation concerning whether to continue or deactivate the program as part of the program offerings of the College. This recommendation is then sent to the Faculty Assembly as an action item. The Program Review recommendations are reviewed by Senior Staff and the President prior to consideration by RBOT. Therefore, the Faculty Assembly, the Provost, and the President all recommend continuance of the indicated programs.

Return to Agenda Table of Contents CASS Agenda

REGULAR AGENDA

COMMITTEE on ACADEMIC and STUDENT SERVICES

RESOLUTION #T4578-19

Regional Board of Trustees Excellence in Teaching Award

BE IT RESOLVED, that the Board of Trustees of SUNY Corning Community College hereby approves the 2019 Regional Board of Trustees Excellence in Teaching Award to Dr. Sri Kamesh Narasimhan, Professor in the STEM Division.

BACKGROUND NOTES

Each year, faculty members are invited to nominate a faculty colleague for the Board of Trustees Excellence in Teaching Award. The nominee must have five years of full-time teaching experience at SUNY Corning Community College and show undisputed excellence in all five of the criteria areas: Teaching Performance, Scholarship and Professional Growth, Student Services, Academic Standards and Requirements for Student Performance, and Curriculum Development and Instructional Improvement. The Provost convenes a selection committee; each academic division appoints a faculty member who has previously been awarded a Trustee’s Award for Teaching Excellence to serve on the committee. The awards committee selects no more than three candidates to be recommended as recipients of this award. The Provost recommends the candidates to the President. The President, therefore, makes the following recommendation for the Board of Trustees Excellence in Teaching Award.

DR. SRI KAMESH NARASIMHAN

Teaching Performance: Kamesh's student evaluations are consistently above the Division and College means, and his peer evaluations have been of the highest quality. Kamesh uses a variety of teaching styles and instructional technologies, including individual PowerPoint presentations, group work, self-created videos, Blackboard assignments, incorporation of films and movies, unique laboratory exercises, and a lot of traditional board work, which is absolutely essential in the math• heavy field of chemistry. All of these techniques are tailored to maximize student learning, comprehension, and retention. Kamesh truly excels in the laboratory, where his teaching style emphasizes individual learning and group cohesion, while maintaining the highest of standards.

Scholarship and Professional Growth: Kamesh is very active in his field and makes a point of keeping up-to-date and current, so that his courses remain relevant and reflect the most recent work within the field of Chemistry. He is a member of the American Chemical Society (ACS) and regularly attends their events and the Division of Chemical Education (ACS DIVCHED). He recently completed intense training (Cornell's EHS Boot camp on chemical safety) to become SUNY CCC's Chemical Hygiene Officer - a task that he takes very seriously, such that the College has already seen improvements in this area. He is a campus leader in online education and has been recognized by Open SUNY as an Exemplary Online Educator. He often helps colleagues with developing their own online courses or converting existing courses to online. He currently serves as a mentor for our new chemist, Dr. Kyle Williams. Kyle comments that Kamesh is constantly thinking about how to teach more effectively, and we chat regularly about ways in which we can improve the chemistry curricula.

Student Service: 11 Kamesh is very available to students and extremely generous with his time. Each semester, he advises at least 30 students and always signs up for additional advising sessions, including over the summer. There are always students in Kamesh’s office, seeking help and advice. Since starting at SUNY CCC back in 2014, Kamesh has been the Science Department's go-to person for advising Chemical Technology and Biochemistry students. Students consistently comment that he is "patient, helpful, and kind" and that he is a "good advisor who is very available to students." He is also known to give students a realistic impression of what it will take to both get accepted into and then succeed at a four-year institution and beyond. His unique sense of humor and personable style help students accept reality, while also encouraging them to pursue their goals. Few professors at SUNY CCC are as committed to student success as Kamesh. He is a strong supporter of undergraduate research and made great strides in this area. Kamesh was the faculty advisor and mentor for Project WaterFed. This student-led water filtration project began as an Honors project in which students were developing an easy-to-use, cost-effective water filter that could be made readily available and accessible to people around the world, particularly those in poor countries. The second example of Kamesh's strong support of student development and undergraduate research is GripM8. Another student-led project, GripM8 was SUNY CCC's entry into the New York State Department of Health's Aging Innovation Challenge, which asked college students to develop a device to help keep aging and otherwise challenged individuals in their homes. SUNY CCC's invention, the GripMB, helps individuals with decreased motor skills feed and otherwise care for themselves without the need for outside assistance. In November 2018, the GripM8 tied for 1st place as the Top Innovator in the challenge! CCC was also the only community college to make the final five and was up against some very strong competition. Kamesh was a faculty mentor and advisor for this project, and truly let his leadership skills shine throughout the process.

Academic Standards and Requirements for Student Performance: Even a quick glance at Kamesh's syllabi reveals that he requires a great deal of work from his students. While this is especially true of the majors-level Organic Chemistry courses that he teaches, his non-majors, Introduction to Organic & Biochemistry course also requires a high amount of time and work on the part of his students. However, it is not just the quantity of the work that is of interest here, but rather the quality. Kamesh offers his students a wide variety of learning experiences and grading opportunities. He requires students to work together in groups during lab and continues to incorporate more and more technology into his classes. Kamesh is also very willing to take on Honors projects with students, usually having one or two each semester. These projects range from additional, unique laboratory work to independent research papers. In all cases, students are required to present their work to the class and then answer questions about it. Kamesh tries to make this as close as possible to what the students will experience when they actually present such work later in their careers in seminar courses, at conferences, or as graduate students.

Curriculum Development and Instructional Improvement: Kamesh is perhaps most active in these two areas. He continually strives to update his courses and make them relevant to his students. When he first arrived at SUNY CCC, Kamesh immediately took over a floundering Chemical Technology program. He completely redesigned the curriculum in both Analytical Chemistry (CHEM 2033) and Chemical Instrumentation (CHEM 2043), rewrote the laboratory manuals for both courses, reestablished a very strong relationship with Corning Inc., expanded internship opportunities Curriculum Development and Instructional Improvement - Continued: with Corning Inc. through the Technician Pipeline Program (TPP) and our Chemical Technology Internship course (CHTK 2960), and transformed the entire program into the growing success it is today. More recently, he worked with a number of Corning Inc. scientists to develop the first courses in Glass Science, Introduction to Glass Science 1/11 (GLSS 2010/2020), offered at SUNY CCC. These courses greatly strengthen the Chemical Technology program, enhance our relationship with Corning Inc. (since the course are taught by their scientists, and expand what SUNY CCC has to offer. Kamesh has taught General Chemistry I and 11 (CHEM 1510/1520) in the recent past, where he also redesigned much of the laboratory experiences. He continues to teach the non- majors Introduction to Organic & Biochemistry (CHEM 1020), which is yet another example of strong curriculum development on his part. It should also be noted that Kamesh also converted CHEM 1020 to a completely online format (lecture/lab) and offers this version of the course every semester to include the winter term and summer, plus face to face. 12

REGULAR AGENDA

EXECUTIVE COMMITTEE

RESOLUTION #T4579-19

Approval of Tuition Rate and Waiver of Student Fees for Cornell Prison Education Program Partnership

WHEREAS, the SUNY Corning Community College Mission states a commitment to providing access to high-quality, affordable educational opportunities and collaborate locally for social sustainability, and

WHEREAS, incarcerated students are currently not eligible for New York State and federal financial aid, and

WHEREAS, the Cornell Prison Education Program (CPEP) is partnering with SUNY CCC to serve incarcerated individuals in the Southern Tier region who seek college education, and

WHEREAS, the CPEP has limited grant funding for tuition, which will be reimbursed to CPEP for project support;

THEREFORE, BE IT RESOLVED that the Regional Board of Trustees of SUNY Corning Community College hereby approves a 1/3 tuition rate and waives student fees for students in the Cornell Prison Education Program. The Cornell Prison Education Program will pay the students’ tuition, and bill SUNY CCC a like amount. SUNY CCC will pay the tuition monies in full to the Cornell Prison Education Program for program costs.

BACKGROUND NOTES

The grant funded Cornell Prison Education Program (CPEP) offers support for incarcerated students to earn a SUNY CCC degree. The CPEP initiative at Elmira Correctional Facility is funded by the Andrew W. Mellon Foundation. In this model Cornell assumes all responsibility for course instruction, course scheduling, academic advising, academic integrity sanctions, and on-site course evaluations. Cornell will coordinate SUNY CCC administrator’s and staff’s ability to enter the Elmira Correctional Facility when necessary. SUNY CCC will assign a SUNY CCC campus liaison for the CPEP to facilitate matriculation, registration, degree audits, and communication with academic divisions. The CPEP has a similar partnership with Cayuga Community College for Auburn Correctional Facility, Cayuga Correctional Facility, and Five Points Correctional Facility. Should financial aid become available for incarcerated students, the CPEP will help SUNY CCC transition to negotiating SUNY CCC educational services directly with Elmira Correctional Facility.

Return to Agenda Table of Contents Executive Committee Agenda

13 REGULAR AGENDA

FINANCE AND FACILITIES COMMITTEE

RESOLUTION #T4580-19

Operating Report

BE IT RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College hereby approves the Operating Reports for the period ending February 28, 2019. Return to Agenda Table of Contents Finance and Facilities Agenda

14 REGULAR AGENDA

HUMAN RESOURCES COMMITTEE

RESOLUTION #T4581-18

Karen Poole, Educational Planner - Retirement

BE IT RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College hereby ratifies the retirement of Karen Poole, Educational Planner effective June 1, 2019.

BE IT FURTHER RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College extends its deepest appreciation to Karen Poole for her service to the College and wishes her the best of luck in her future endeavors.

BACKGROUND NOTES

Karen Poole began with the College on August 18, 1986. With 33 years of service, Ms. Poole has contributed in a variety of roles, supporting students and providing administrative leadership. She has most recently served as an educational planner but has served in the past as Associate Dean of Enrollment Services and instructor for First Year Experience courses. As a member of the community, she has consistently volunteered and donated her time and personal resources to benefit the campus as her colleagues. Return to Agenda Table of Contents Human Resources Agenda

REGULAR AGENDA

HUMAN RESOURCES COMMITTEE

RESOLUTION #T4582-19

Virginia Gillespie, Secretary - Retirement

BE IT RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College hereby ratifies the retirement of Virginia Gillespie, Secretary effective May 4, 2019.

BE IT FURTHER RESOLVED, that the Regional Board of Trustees of SUNY Corning Community College extends its deepest appreciation to Virginia Gillespie for her service to the College and wishes her the best of luck in her future endeavors.

BACKGROUND NOTES

Virginia Gillespie began with the College on May 18, 1998 as a Secretary in the Financial Aid office. She has provided consistent student and administrative support, most recently with the Athletics department. She retires with 21 years of service and with the appreciation of the campus.

16 SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Committee on Academic and Student Services April 25, 2019 Health Education Center – 110

MISSION:

The Committee on Academic and Student Services shall consider and make recommendations to the Board of Trustees with respect to all aspects of academic and student matters.

MINUTES

DISCUSSION ITEMS: 1. Provost Report 2. Student Trustee Report

ACTION ITEMS: 1. Fine Arts and Design Degree 2. RBOT Teaching Award 2019

NEXT COMMITTEE MEETING: June 4, 2019

Measurable Standards for the CASS Committee are:  Review for approval academic programs at least every six years and receive a follow-up on recommendations to ensure viability for continued offering;  Review status of the Strategic Enrollment Plan addressing student success as demonstrated by recruitment, retention and graduation.  Review Academic Support/Student Services and Retention/Enrollment Planning programs for effectiveness;  Review progress of the Academic Plan annually to align strategies and initiatives with the College-wide Strategic Plan;  Receive from the president recommendations for promotion, tenure, and professional leave for the faculty;  Monitor progress of the institution's effort to assess student learning to meet accreditation requirements established by the Middle States Commission of Higher Education;  Review action items forwarded to the President from the Faculty Assembly that require the approval of the Regional Board of Trustees (such as program reviews);  Receive updates regarding student-guided funding of activities and services.  On a regular basis, monitor the College’s interaction with business, economic and community leaders to ensure college educational opportunities are aligned with regional needs.  Review status of the Online Education plan addressing infrastructure, quality, enrollment and effectiveness of online courses, programs, and service  Review efforts by the institution to establish partnerships with transfer institutions to provide seamless experiences for students.  Review efforts that integrate faculty into recruitment and retention efforts of the institution, where needed.

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SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Committee on Academic and Student Services April 16, 2019 Health Education Center – 110

MINUTES

Present: Trustees: Chair Blowers, T. Blumer, S. Epp, C. Heyward, J. Kelley, M. Wayne Other Trustees in Attendance: G. Baity, N. Wightman, A. Winston Senior Staff: President Douglas, VP Winger, Provost Fisher, Executive Director Eschbach, Executive Director May, Executive Director Park, Director Clay Support Staff: Tanya Jones, Robert Stanley Excused: Trustees: N. Milliken

Trustee Blumer called the CASS Committee meeting to order at 6:43 p.m. and noted that there are two action items on the agenda.

 Academic Affairs. Provost Fisher provided the following highlights from the agenda: o Black and Woman’s history displays have been going on in the Library. o Installation of Blackboard Ally to assist faculty with compliance gaps. o Learning Commons is assessing student success and satisfaction with its tutoring services o A 1+3 in Game Design articulation has been formalized with SUNY Canton, and we are working with GST BOCES Career Development Council organizing a Game Design Career Summit. o A 16-month AAS in Business Administration, primarily online -requiring only one night per week on campus, has been developed. It will begin in May and offered at Airport Corporate Park. Corning Inc. and Wayfair will internally communicate the program. o Disability Awareness Month activities are happening on campus. o Faculty are engaged and personally reaching out to students for enrollment purposes.  Student Development and Enrollment Management. Provost Fisher provided the following highlights from the agenda: o Open House was attended by 151 students and thanked Workforce Education and Academic Pathways for their planning of ACE reception. o Regional Food Bank of the Southern Tier continued their mobile food pantry o New Student Trustee will be Anna Moretti o Prom 2.0 was attended by 65 students o Men’s and women’s basketball have finished up successful season. Baseball and softball seasons are underway. o Financial Aid awareness events happened in March. o Testing Center implemented high school grade point average method for course placement. o Red Baron Enrollment events going out to the high schools are being organized. o Electronic newsletter is being generated for high school administrators and teachers and will soon include coaches and athletic directors. 18

 Student Trustee Report. Student Trustee Epp provided the following highlights: o Beat the Board event proved successful with an influx of students participating o Elections have been completed and the new Executive Board will include: . Student Trustee: Anna Moretti . President: Evan Goldrick . Vice President: Brooke Halm . Treasurer: Connor Nazarczyk . Activities Coordinator: Alyssa Burback . Public Relations: Emily Leszyn . Secretary: Leslie Card o Muse of Fire will present Young Frankenstein April 24th through April 27th o Supported Mobile food pantry and Prom 2.0 o Current Executive Board will provide orientation/training to new Board. o Set up a table at Open House to encourage more participation in the future.  Action Items. Fine Arts and Design, A.S. Program. o Trustee Blumer pleased with in-depth analysis completed. o ADI Shaw and Professor Fred Herbst discussed the Fine Arts A.S. Program. o Have made improvements with Digital Arts options as recommended at the last program review. o A new program announcement for Digital Design has been sent to SUNY o Unique Facilities - a hybrid wood-fired ceramics and glass-blowing kiln, an Anagama wood-fired kiln o Discussion around math requirements - many colleges require three credit. We require six. Also, exploring broader math course options. o Program Review document and Executive Summary included with CASS agenda.  RBOT Teaching Award. o Professor Dr. Sri Kamesh Narasimhan has been recommended. Very impressive nomination.  The Committee agreed to forward the resolutions to the full Board for consideration and approval.

Trustee Blumer adjourned the CASS Committee meeting at 7:09 p.m.

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Committee on Academic and Student Services Report by the Provost April 25, 2019

Academic Services  The College Library featured displays featuring black and women’s history themes for February and March. On March 29, Dean Laurie Lounsberry- McFadden from Alfred University presented The Feminist Roots of Wonder Woman as a guest lecture.  The College Library staff continues to support faculty for the conversion and pedagogical training of courses to be taught (or moved to) online instruction. Blackboard Ally has been installed as a tool to identify to faculty compliance gaps with content where loaded content does not achieve a reasonable level of ADA compliance.  The Learning Commons is accomplishing assessments for tutoring services at SUNY Corning Community College, focusing on two dimensions: impact upon student success and satisfaction.  The Associate Deans of Instruction and department chairs have been engaged in a process that will “build out” program webpages that will focus on careers, transfer partners and more student-centric language. Academic programs will be presented using a theme of Career and Academic Communities to support students more easily being able to envision how SUNY CCC programs can support their aspirations/goals.  The process for supplemental program reviews continues, focusing on low-enrolled programs with a deadline in mid-fall, with a goal to provide recommendations to the President and the Regional Board of Trustees by late fall 2019.  A 1+3 in Game Design has been formalized with SUNY Canton, along with 2+2 agreements with SUNY Canton for 10 other programs. The GST BOCES Career Development Council will be organizing a Game Design Career Summit for students within its service region, with the 1+3 as the focus for the summit.  Professional Studies has developed a 16 month Business Administration program--that will meet one night per week with remaining other coursework provided online. It will be offered at Airport Corporate Park. A weekday evening Discovery Day event is planned for ACP, and employees in the region are being invited. Corning, Inc., and Wayfair have both pledged to internally communicate the program to their employees who could benefit. Other programs will be promoted at the Discovery event, including Machining, Manufacturing Technology, Auto Body and Automotive Technology, Human Services, and Criminal Justice.  April is Disability Awareness Month, and SUNY CCC’s Accessibility Services has organized a month of activities using the theme of “Focus on the Person, Not the Disability.” The week of April 8 featured information stations in the Commons on autism, GripM8, ASL, living with diabetes, and organ donation awareness. The Tuesday Talk in the Diversity Center featured a dialog on the experiences of those with a disability.  Faculty have been engaged in reaching out to matriculating students, to add that important voice to encouraging students to enroll for 2019-2020

Student Development and Enrollment Management  April 6 was SUNY CCC’s Open House, featuring a later start time to allow for those from NYC and other urban areas to attend. There were 151 students registered, and their 138 guests. In addition, organized by Workforce Education and Academic Pathways, an ACE Senior Reception was supported to encourage matriculation.  The support for SUNY CCC students continues with mobile food pantry deliveries, with one remaining scheduled for Spring 2019 on May 9. Student Life is organizing a clothes closet to support students, and will begin communications with the campus for donations. 20

 A new Student Trustee was elected (Anna Moretti), as well as a new slate of Student Association officers. Orientation meetings for those new officers is being planned and will occur before the end of the semester.  On March 7, Student Life hosted the 2nd annual Prom 2.0, with 65 students in attendance.  Men’s basketball finished with an 18-8 overall record, and advanced the MSAC Conference Championship. Christian Simmons was named the player of the year for the MSAC, and to the NJCAA first team.  The Women’s basketball program finished its seasons in 4th place in the MSAC, and Taylor Herberger was named to the MSAC All-Conference team.  Baseball and softball seasons are getting underway as SUNY CCC’s spring sports.  Student Financial Aid supported a variety of awareness events during the week of March 25, promoted to the campus as “FAFSA FEST.” The purpose was to promoted financial aid application completion for federal and state aid.  Student financial literacy efforts continued with workshops on managing debt and reaching financial goals. Most of these workshops are organized by Financial Aid and Student Support Services/TRiO with speakers drawn from the region’s financial institutions.  TRiO staff organized a cultural event (funded by the federal grant) for program students to attend Lion King in New York City during a day trip.  The Testing Center has moved to implement a high school grade point average only based method for course placement. Work continues to partner with academic units to create efficiency for math placement.  Remote Red Baron Enrollment events are being organized for high schools in our service counties and in the Northern Tier. Enrollment events will focus on late afternoon at the conclusion of the school day, and leveraging communication from school personnel to reinforce.  Biweekly electronic newsletter continue to be generated to message high school administrators and teachers to influence them to assure they are aware of SUNY CCC programs and services.  A variety of internal messaging efforts continues to encourage enrollment for Summer and Fall 2019 by current students.

COMMITTEE ON ACADEMIC AND STUDENT SERVICES Report by the Student Trustee April 25, 2019

 The Beat at the Board event was a success, providing current students with a social and fun event to get to know student leaders.  Student elections have been completed with a new Student Trustee elected and a new Student Association Executive Board selected.  The student club, Muse of Fire, will present Young Frankenstein as its spring production.  The Student Association will be advancing proposed changes to the constitution.  The Student Association has supported the mobile food pantry distributions, and the hosting of Prom 2.0.  A series of meetings will be accomplished for the new elected student executive officers to support their orientation to their roles.  Student Government supported and assisted with the Open House which experienced a good turnout.

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SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Executive Committee April 25, 2019 Health Education Center – 110 MISSION: The Executive Committee shall consist of the officers: Chair, Vice-Chair, Treasurer, of the Board of Trustees; the Chairperson of the Academic and Student Services Committee; the Chairperson of the External Affairs Committee; the Chairperson of the Human Resources Committee; Chairperson of Finance and Facilities Committee; and the immediate past Chairperson. The Board of Trustees is responsible for establishing all policies regarding the operation of the College. During the interim between Board meetings, the Executive Committee is empowered to act in lieu of the Board. All actions of the Executive Committee are to be ratified by the Full Board at the next regularly scheduled meeting of the Board of Trustees. The Committee recommends, through the Board, to the appropriate appointing authorities candidates for replacement of Board members as vacancies develop. The Committee will also assist in discussing appointments to the Foundation Board, Alumni (ae) Association Board of Directors. Advisory Committees will be appointed by the Regional Board of Trustees upon the recommendation of the President of the College. The Executive Committee will review Advisory Committee appointments and will recommend action by the Full Board. In conjunction with the President of the College, the Committee shall monitor general operations as they pertain to the approved strategic plan.

MINUTES EXECUTIVE SESSION MINUTES

DISCUSSION ITEMS: 1. PACE Campus Climate Survey 2. RBOT Student Achievement Award 3. Dr. Mullaney Onboarding 4. NYS FY’20 Budget Update 5. Strategic Initiatives a. Grants Update b. Guided Pathways: Pillars of Excellence

ACTION ITEM: 1. Approval of Tuition Rate and Waiver of Student Fees for Cornell Prison Education Program Partnership

EXECUTIVE SESSION: Status of pending litigation, employment, and collective bargaining matters.

NEXT COMMITTEE MEETING: Tuesday, June 4, 2019

Measurable Standards for the Executive Committee are: . Review and maintain Trustee Orientation Program; . On an annual basis, monitor the progress of the Strategic Budgeting Plan, the Strategic Plan, and Report Card and refer issues to appropriate Regional Board of Trustees Committee; . Plan and Implement the Annual Board Retreat; . Coordinate the evaluation of the President’s review process; . Coordinate the annual evaluation process for Board effectiveness at the Annual Retreat; . On a bi-annual basis, review the existing By-Laws of the Regional Board and recommend appropriate changes; . On an annual basis, review and approve the composition of all Advisory Boards for academic programs and recommend appointments for replacements as needed; . At the Annual Retreat, review report of Regional Board of Trustees resolutions; . Review the Regional Board of Trustees policy manual at least annually; . Review of Presidential contract in second calendar quarter; . Monitor the development of the plan for the establishment of campus sites; . Review President’s expenses on semiannual basis; . Review and discuss Regional Board of Trustees attendance at the annual retreat; . Ensure that actions are consistent with Strategic Initiatives 23

. Maintain relationships with county legislators through annual presentations of the State of the College during the first quarter of every calendar year. . Invest NYS legislative software through NYCCAP. . Support community college advocacy staff representations in Albany through annual budget cycles. . Forward legislation information to RBOT members quarterly. . Support faculty and student participation in SUNY Legislative Days in Albany. . Nurture Senior Staff interaction with Legislators. . Annually host elected officials to inform, advocate, and expose them to our campuses.

SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Executive Committee February 26, 2019 Location: Health Education Center – 110

MINUTES

Present: Trustees: Chair Blowers, G. Baity, T. Blumer, M. Wayne, A. Winston Other Trustees in Attendance: Vice-Chair Wightman, S. Epp, C. Heyward, J. Kelley Senior Staff: President Douglas, Provost Fisher, VP Winger, Executive Director Eschbach, Executive Director May, Executive Director Park, Director Clay Guest: Dr. William Mullaney Excused: Support Staff: Tanya Jones, Robert Stanley Trustees: Chair Blowers called the Executive Committee meeting to order at 7:42 p.m.

 PACE Campus Climate Survey o President Douglas provided overview of Executive Summary and offered comparisons to survey results from 2012. o Of the top ten highest scores eight are the same as in 2012, and of the bottom ten scores, nine are the same. o Current survey showed improvement in “student ethnic and cultural diversity is important at the institution.” o New at the bottom of the scale was “successful in positively motivating my performance.” New initiatives in Human Resources as discussed earlier address improving this rating.  RBOT Student Achievement Award o President Douglas does not recommends we move forward with this award at this time. The College has many opportunities for students to receive awards: Chancellor's Award, PTK All American, along with dozens of achievement awards, e.g. chemistry, engineering, theater,etc. Trustee Epp agreed. Will table and keep framework for future consideration. Increased enrollment will allow for a second Chancellor’s Award.  Dr. Mullaney Onboarding o Program has been developed that includes three visits to campus. The first visit wraps up today. Dr. William Mullaney stated it has worked well, time with Dr Douglas was crucial, and it’s a great start. Two additional visits will be planned with targeted meetings scheduled. Included in this program is a six month review and a one year review of the President.  NYS FY’20 Budget Update. o Covered in External Affairs.  Strategic Initiatives Grants Update. . Still waiting to hear about the Clean Energy Grant . Working on other prospects, including Sloan Foundation for Planetarium. 25 . Explorations in Diversity submitted  Guided Pathways: Pillars of Excellence o The College has created the name “Pillars of Excellence” for our initiative. o Team is finishing training in June. The College will receive implementation assistance from the National Center for Inquiry and Improvement, through The New York State Student Success Center -part of the Jobs For the Future Student Success Center Network.  Action Item: Approval of Tuition Rate and Waiver of Student Fees for Cornell Prison Education Program Partnership o Discussion ensued around the sustainability and cost of the program. o Offers some additional opportunities for the College.  The Committee agreed to forward the resolution to the full Board for consideration and approval.

Chair Blowers adjourned the Executive Committee at 8:04 p.m.

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SUNY CORNING COMMUNITY COLLEGE BOARD OF TRUSTEES AWARD FOR STUDENT EXCELLENCE

The Board of Trustees Award for Student Excellence acknowledges students who have excelled in a wide variety of areas, both inside and outside the classroom. Nominees should have demonstrated success primarily in academics, but also in other areas including leadership, campus involvement, community service, arts (creative or performing), athletics, and/or career achievement.

Only students graduating at the end of the current academic year will be considered. All information must be typed on the form; handwritten copies will not be accepted.

Criteria:

1. Academic Excellence. There must be positive evidence that the candidate performs superbly in the classroom. Any awards, recognitions, or accomplishments that demonstrate this should be listed and described. The nominee’s GPA, program of study, breadth of courses taken (including Honors), and other factors can also be recognized. Note that this category carries the highest weight for this award.

2. Leadership. There should be positive evidence that the nominee has assumed leadership roles and/or participated in activities that demonstrate leadership. Any awards, recognitions, or accomplishments that demonstrate this should be listed and described.

3. Campus and Community Involvement. There should be positive evidence that the nominee has been generous with his or her personal time, and has been involved with various campus activities, including clubs, programs, events, and the like. Community service, volunteerism, athletics, the performing arts, and other related activities should also be recognized here. Any awards, recognitions, or accomplishments that demonstrate this should be listed and described.

4. Career Achievement. There should be positive evidence that the nominee is motivated and goal-oriented toward his or her chosen career. Relevant job experiences (both on and off campus), internships, presentations, and related activities should be recognized here. Any awards, recognitions, or accomplishments that demonstrate this should be listed and described.

The Selection Process:

1. The President will request faculty to nominate any of their exemplary students, individually and confidentially, on the basis of the listed criteria. A candidate should demonstrate excellence in each of the listed areas. Nominations are to be submitted to the Award Selection Committee by XXX.

2. The President will convene an Award Selection Committee consisting of the current chair of the Faculty Assembly (or his/her designee), one faculty member from each Academic Division, and one member from the Staff Assembly whose job involves regular interaction with students. The Committee will objectively review each nomination.

3. The Award Selection Committee will recommend no more than three candidates to the President as recipients of the award. The President will recommend the candidates to the Board of Trustees, who in turn will take final action at its April meeting.

4. Recipients of this award will be announced and acknowledged at Commencement.

Strategic Initiatives a. Grants Update i. Completed: 1. SUNY Clean Energy Workforce Development Grant $667,138 12/21/18 w/SUNY Canton & Siemens 2. Planetarium: SUNY Innovative Instruction Technology Grants $ 60,000 3/3/19 ii. In Development: 1. Sloan Foundation, Science of Learning $125,000 letter of inquiry 2. SUNY Explorations in Diversity and Academic $10,000 April 12 3. NSF-Advanced Technological Education $300,000 October 3 b. Guided Pathways: Pillars of Excellence

SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees External Affairs Committee April 25, 2019 Health Education Center – 110

MISSION: The External Affairs Committee shall consider and make recommendations to the Regional Board of Trustees on the College’s relationships with: SUNY Corning Community College Development Foundation, Inc.; Alumni Program; County and State Legislative bodies; The NYCCT and the ACCT; Business/Industry and Education Institutions.

MINUTES

DISCUSSION ITEMS: 1. Review CCC Development Foundation Report 2. Review Marketing/Communications Report 3. Review Workforce Education & Academic Pathways Report 4. Review Legistlative Relations Report

ACTION ITEM: None.

NEXT COMMITTEE MEETING: June 4, 2019

Measurable Standards for the External Affairs Committee are: ○ In alignment with strategic and/or department goals provide updates as needed on: fundraising, grants, marketing, public relations, and nurturing community relations; ○ Review annually the Resource Development Plan for the Foundation to determine that it meets the funding priorities of the Regional Board of Trustees; Review periodic reports from the President regarding college meetings with elected officials from Chemung, Schuyler and Steuben Counties to understand workforce priorities of the 3 counties and to discuss the state of the College; ○ As appropriate, review periodic reports from the President on State University of New York (SUNY) priorities and activities; monitor college activities at the regional, state and federal level legislative efforts; ○ Track participation and encourage information sharing by trustees who attend NYCCT and ACCT meetings; encourage new trustees begin by attending NYCCT Orientation; ○ As appropriate, track activities of the Office of Workforce Development and Academic Pathways, including its interactions with business, economic, and community leaders to confirm alignment with regional workforce needs.

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SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees External Affairs Committee April 16, 2019 Health Education Center – 110

MINUTES

Present: Trustees: Chair Blowers, G. Baity, N. Wightman, A. Winston Other Trustees in Attendance: T. Blumer, S. Epp, C. Heyward, J. Kelley, M. Wayne Senior Staff: President Douglas, Provost Fisher, VP Winger, Executive Director Eschbach, Executive Director May, Executive Director Park, Director Clay Guest: Dr. William Mullaney Excused: Support Staff: Tanya Jones, Robert Stanley Trustees: D. Creath, N. Parks Trustee Winston called the External Affairs Committee to order at 5:51 p.m. and noted that there are no action items on the agenda.

 CCCDF report. Executive Director May provided the following highlights: o Alumni Development Coordinator position is currently vacant. Search Committee is accepting and reviewing applications with plans to make an offer by mid-May. o Finance and Properties Committee met and reviewed a dramatic decrease in 2018 investment earnings. Progress is being made in first quarter 2019 to recoup earnings. o Audit Committee has met and agreed to hire EFRP Group to provide Audit services. Auditors were on campus in early April. o Provided an overview of charts comparing 2018 and 2019 of dollars raised and donor counts o Online scholarship applications closed on April 1st. 108 students completed applications. o Dr. Douglas’s retirement celebration Save-the-Date postcards have been sent. Invitations to be sent early May.  Marketing and Communications Report. Provost Fisher provided an overview of the College’s marketing efforts, web traffic, and press releases. o Press releases were completed for Presidential Search and announcement. o College is working with 2060 Digital for marketing solutions efforts. Their work has proven to yield results. o Open House was promoted through targeted marketing and saw a 50% increase in registered prospects. o Direct mail support open house and enrollment. o Built an email list for teachers and counselors for counties in the Northern and Southern Tiers including private schools.  Workforce Education and Academic Pathways. Executive Director Eschbach provided an overview of the following highlights: o On track to meet goals set for this year with corporate training and open enrollment o Micatu visit and tour proved to be a very interesting company o Hardinge visit -beginning discussion for WEAP to provide internal training

31 o Met with Fred Arcuri (I-86 Director of Workforce) and provided a tour of campus. Jeanne will continue to meet with regularly and collaboratively o Developing new course for Sexual Harassment Prevention Training for Non-Profit Board of Directors. Corning Area Chamber of Commerce is going to pilot the course. o VIP reception was well attended for ACE students and families o Accelerated 16-month AAS in Business Administration program will be promoted.  Legislative Relations. President Douglas and Trustee Winston provided an overview of the following highlights: o State Budget for FY’20 has passed. President Douglas underscored how grateful we are to Senator Tom O’Mara for his advocacy and information flow. Four important updates in the budget include: New funding model has gained traction underscoring that the State legislature is open to thinking differently; new language regarding concurrent/dual degrees granting permission to reduce tuition or offer tuition free; and language regarding workforce funds of $175 million distributed through Regional Economic Development Council’s CFA process, which has been successful with the Health Education Center and Steam Innovation Center grants. The three capital projects were approved including Renovations to the Planetarium, Critical Maintenance, and Safety. o Trustee Winston reported on National Legislative updates as well as NYCCT. o Focus has been on Reauthorization of the Higher Education Act. Congress has been quiet -no Bills out of the House yet. o Workforce Opportunity and Innovation Act comes up for reauthorization next year. o NYCCT Board of Directors meeting broaden mandate in respect to responsibilities on advocacy. A resolution has been drafted transforming advocacy into government relations, working on by-law language. o Trustee meeting in Saratoga Springs will be September 21st and 22nd. New trustees are encouraged to attend training meeting on September 19th.

Trustee Winston adjourned the External Affairs Committee meeting at 6:17 p.m.

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External Affairs Committee April 25, 2019

 The Housing LLC Board of Managers met on February 27. ○ Reviewed the 2018 unaudited financial statements and cash flows, among other items.  The Finance & Properties Committee met on February 27. ○ Reviewed the 2018 unaudited financial statements, cash flows, investment statements, income allocation, and committee objectives, among other items. ○ The committee discussed the dramatic decrease in investment earnings at the end of the fourth quarter in 2018.  The Alumni Program Committee held its first meeting on February 27. ○ Reviewed the committee objectives and Alumni Program Plan.  Business of the Audit Committee was handled via e-mail. ○ The committee reviewed the committee objectives, agreed to serve as the Compliance Team, and selected EFPR Group to perform the LLC’s 2018 Audit. Auditors were on-site in early April.  The CCCDF Board met on March 18: ○ Jeanne Eschbach presented an overview of the Workforce Education and Academic Pathways Department. ○ Approved recommended updates to the Foundation’s Whistleblower Policy. ○ Approved the Foundation’s Compliance Officer and Team. ○ Final 2019 Committee Objectives were presented. ○ An ad hoc committee will be established with a goal of reviewing the Foundation’s finances to create a strategic financial plan.  As of March 8, the Alumni Development Coordinator position is vacant. ○ The job description was posted in late March. ○ Transition plan in place among staff to cover duties of this role until position is filled.  The second Baron Bulletin e-newsletter was sent in late March.  The first quarter Annual Fund solicitation letter was mailed in early April to Community, Leadership, Employees, Retirees. ○ Sent a special appeal letter to approximately 20,000 Alumni (who graduated between 1960 and 2010) with the theme of Teacher Appreciation Week in early April. Will send a similar message to 2011-2018 graduates via e-mail. ○ Annual Giving comparison graphs:

Dollars 2018 2019 Unrestricted $16,925.10 $18,460.50 Counts 2018 2019 Temp $24,195.97 $41,988.70 Unrestricted 53 41 Perm $20,025.00 $109,699.30 Temp 66 56 Total $44,220.97 $151,688.00 Perm 2 17 2019 Goal $285,000.00 Total 68 68

 108 students completed the online scholarship application which closed on April 1.  Save-the-Date postcards were mailed in mid-March for Dr. Douglas’s Retirement Celebration in June.  Katherine P. Douglas Scholarship Fund support request letters were sent to RBOT and CCCDF Board in late March.  Angela May attended the second Corning Area Chamber of Commerce Non-Profit Roundtable in mid-March.  Working with On the Spot Photos to offer keepsake photo magnets to graduates at post-Commencement Celebration.  The deadline to submit Alumni Award Awards and Athletics Hall of Fame Induction nominations was April 1. ○ Separate committees will review any past and new nominations to identify award recipients and inductees who will be honored at the Reflections event in the fall.

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Marketing/Communications Submitted by Dr. L. Dean Fisher Marketing and Communications  A variety of email efforts, website updates and press releases were accomplished in support of the Presidential search and announcement.  Marketing efforts continue through social media (principally Instagram and SnapChat) promoting the Keystone Residential Scholarship and the Good Neighbor tuition rate. Geofencing is being used, along with email campaigns to purchased lists, and influencers in Pennsylvania.  Social media and email campaigns have occurred to promote FlexStart classes, leveraging geofencing, “went elsewhere/went nowhere” lists and banner ads/social media within the College’s service area.  Open House was promoted through a variety of targeted banner ads, email campaigns to purchased lists, students who have attended prior events (e.g. STEM Day), influencers in the Southern and Northern Tiers, and social media. There has been a 50 percent increase in registered prospects for the Open House.

 Communications and Marketing have supported Workforce Education and Academic Pathways efforts to convert ACE students to matriculation, supporting communications to them for an ACE reception in conjunction with Open House.  Direct mail was generated to slightly over 18,000 prospects in support of Open House, with embedded reminders for summer enrollment included with the direct mail.  Email campaigns in support of Open House were accomplished supporting Open House to purchased name lists, current applicants, went elsewhere/went nowhere lists, and influencers (e.g. teachers/counselors in the Northern and Southern TIers and teachers/administrators at private schools in New York, Pennsylvania, Ohio and Connecticut).

 Various collateral was developed for distribution by recruiters in support of Admissions, including posters, rack cards, print ads, and radio commercials. Additionally, a press release was generated and issued.  Summer class enrollments continue to be promoted using direct mail, radio ads, print ads (local and college newspapers), social media (SnapChat), and video displays on campus.  The Visiting Scholar event has been promoted through a press release, posters/rack cards, and local and public radio ads. The Visiting Scholar event has also been promoted through local print ads, social media, email campaigns and internal messaging.  News releases have been generated promoting FAFSA completion, presidential search/selection updates, Visiting Scholar, the Elmira Enforcers events, the Regional Job Fair, the SUNY CCC and Alfred State College Running Start program, a 1+3 Game Design partnership with SUNY Canton, an evening/online business administration program, and a SUNY CCC and Empire State partnership.

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Submitted by Jeanne Eschbach February to March 2019April 25, 2019 Revenue Report (August 20-February 6):  Corporate Training: $64,150/$75,000 (86% of goal)  Open Enrollment: $163,525/$250,000 (65% of goal)  Online Partner Courses: $3,768/$5,000 (75% of goal) Corporate Contacts:  Business Networking: o 3/1 Micatu Visit o 3/5 JME facilitated SPARK Leadership Conference for Watkins Glen Chamber o 3/14 JME acted as emcee for Corning Chamber Regional Projects Roundtable o 3/15 Non-Profit Roudtable (Board Development) o 3/15 & 3/27 Siemens (corporate training development) o 3/18 Chemung Chamber Presentation to Board of Directors (JME & LC) o 3/18 SUNY CCCDF Board Presentation (JME) o 3/20 Hardinge Visit o 3/29 JME gave Fred Arcuri (I-86 Director of Workforce) tour of all campus facilities o 4/3 Watkins Glen Chamber Business Expo  Corporate Contracts o SUNY Grant Training: . Non-Profit Management & Leadership o Corning, Inc.—OSHA 30 o CAF USA—Performance Management o First Heritage (in development) Workforce Education Highlights:  New course development in Sexual Harassment Prevention Training for Non-Profit Boards of Directors.  Jeanne Eschbach served as external review for Genesee Community College Functional Area Review.  Maggie Barnes has accepted a new position as Assistant Director of Communications, Arnot Health; last day is 4/5/19.

Academic Pathway Highlights:  Community Involvement

o Student Activities . Human Services/CJ Job Expo (in conjunction w/Academic Affairs) . Black History Month Local Panel . “A Race Against Time” interactive discussion simulcast w/Spencer Hill campus . Mobile Food Pantry 3/12 o JME & Troy Martin presented information about higher education issues to ASMS students.  ACE Activities o 461 educational plans were sent to 322 freshman, sophomores and juniors linking ACE credits to SUNY CCC programs. o 25 ACE seniors and their families attended a VIP reception prior to Open House on 4/6. Students were also given the opportunity to register that day. o 3/15 Tyre Bush presented to regional guidance counselors on teacher in-service day  Elmira After School Grant o Finalizing Summer 2019 schedule  Adult Recruitment o 3/8 SUNY CCC Night at the Enforcers o 3/15 JME—information table at Horseheads School District Wellness Day o Developing plan for business outreach (with Academic Affairs) to promote 16-month AAS in Business Administration; brochures will be handed out to all employers attending Regional Job Fair on 4/25. o Tyre Bush working with Eric Smith on Human Services and Criminal Justice More After 4 programming for fall. o Updating Credit for Prior Learning information in Banner

Legislative Relations Submitted by Dr. Katherine P. Douglas Tuesday, April 16, 2019

 NYCCT Updates

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SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Finance and Facilities Committee April 25, 2019 Health Education Center – 110

MISSION: The Committee on Finance and Facilities shall consider and make recommendations to the Board of Trustees with respect to all aspects of fiscal affairs. The Committee shall consider and make recommendations to the Board of Trustees on all matters pertaining to the real property and equipment of the College.

MINUTES

DISCUSSION ITEMS: 1. February 2019 Revenue/Expense Highlights 2. Open Capital Projects 3. Banner Improvement Project 4. Actions to Reduce the FY19 Budget Revenue Shortfall 5. Assumptions for FY20 Operating Budget 6. Preliminary Projected Revenues for FY20 7. Siemens Project Financing Update 8. Vice President of Administrative Services/CFO Search

ACTION ITEMS: 1. Operating Report for February 2019

NEXT COMMITTEE MEETING: June 4, 2019

Measurable Standards for the Committee on Finance and Facilities are: o Review the proposed Budget and recommend action; o Review the Operating Budget Report at every meeting and recommend action; o Review capital expenditures and active construction projects at every meeting; o Review the progress on the College’s Facilities Master Plan: – Develop a five-year Facilities Master Plan, effective for 2015-2020; – Review space allocation at all campus facilities and ensure it is being utilized in the most strategic manner; – Review the transportation needs of resident and commuter students to and from campus. o Review each capital project proposal in relation to the overall Facilities Master Plan; o Review the College’s Three-year Fiscal Operating Plan and recommend action; o Annually review the audited financial statements of the CCC Development Foundation; o Review the Technology Plan of the College and monitor annually, including financing and technology policies; o Ensure that actions are consistent with the Strategic Plan. Return to Agenda Table of Contents 40

SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Finance and Facilities Committee April 16, 2019 Health Education Center – 110

MINUTES

Present: Trustees: Chair Blowers, T. Blumer, S. Epp, C. Heyward, J. Kelley, M. Wayne Other Trustees in Attendance: G. Baity, N. Wightman, A. Winston Senior Staff: President Douglas, Provost Fisher, VP Winger, Executive Director Eschbach, Executive Director May, Executive Director Park, Director Clay Guest: Dr. Willliam Mullaney Excused: Support Staff: Tanya Jones, Robert Stanley Trustees: N. Milliken

Trustee Wayne called the Finance and Facilities meeting to order at 7:09 p.m. and noted that there is one action item on the agenda.

 The Committee reviewed and discussed the February Operating report.  The Committee reviewed February revenue and expense highlights.  The Committee reviewed the Unrestricted fund.  The Committee reviewed the Restricted fund.  The Committee reviewed the Student Activities fund.  Banner Improvement Project Update. VP Winger provided the following update: o Ultimate Consulting has consultants with a lot of experience in Banner and currently primarily working in Registrar’s office and Student Accounts. The off-site consultant is working on Argos reporting. o All recommend we move to “vanilla” Banner and build capacity from there. o Banner Users Group (BUG) is now meeting bi-weekly instead of monthly. o Total expenditures to date on Banner Improvement Project are $70,302.  The Committee reviewed Open Capital Projects. o Not a lot of capital spending so far this year. Three NYS approved projects will be added once we receive notice from SUNY.  Actions to Reduce the FY19 Budget Revenue Shortfall. o Projected shortfall of 100 FTE’s and approximately $750,000 o Reducing expenses with vacant positions and budget restrictions o Senior Staff is meeting to discuss additional savings options. Assumptions for FY20 Operating Budget. o Planned Tuition increase of 3.5% 41 o Non-resident tuition decrease of 16% o Operating Chargeback Rate increase of 1.9% per CPI o Base State Aid increase of .35%  Preliminary Projected Revenues for FY20.  Siemens Project Financing Update. o Bond for the project closed March 27, 2019 o College received funds on March 29, 2019 o Groundbreaking will be on College’s Earth Day, Monday, April 22, 2019  Vice President of Administrative Services/CFO Search. o Search Committee has completed interviews o Search Committee is recommending two finalists for campus visits o ACCT is working on background checks.  The Committee agreed to forward the Operating Report to the full Board for consideration and approval.

Trustee Wayne adjourned the Finance and Facilities meeting at 7:42 p.m.

Return to Agenda Table of Contents Finance and Facilities Agenda

SUNY Corning Community College Operating Report February 2019

SUNY Corning Community College

Operating Report Comments

February 2019 - Cash

The total cash position of all college funds at month end amounted to $9,254,856. All funds not immediately needed are in interest bearing accounts.

The current cash position of $9,254,856 represents 116 days of College operations.

Unrestricted Fund Operations – February 2018

● Operating revenues of $20,608,671 represents 71% of budgeted revenues.

● Operating expenses of $13,280,547 represents 46% of budgeted expenses.

Net Operations reflects an excess of revenues to expenditures of $7,328,124 which is normal at the midpoint of the College’s fiscal year.

February 2019

Unrestricted Funds

Revenue Sources - Unrestricted Fund Feb-19 Year End Feb-19 Budget % of Budget FY18 Student Tuition and Fees $12,943,050 $13,582,467 95.29% $13,284,808 Sponsor Counties $2,923,854 $6,810,739 42.93% $6,070,069 Other Counties $395,169 $592,237 66.72% $855,838 State Aid $3,917,477 $7,123,576 54.99% $7,211,059 Other Revenues $429,121 $891,308 48.15% $764,339 Federal Aid $0 $0 0.00% $33,366 Transfer In $0 $0 0.00% $265,426 Applied Fund Balance $0 $161,938 0.00% $0 Total Revenues $20,608,671 $29,162,265 70.67% $28,484,905

Expenses - Unrestricted Fund Feb-19 Year End Feb-19 Budget % of Budget FY18 Personnel Services $7,198,030 $16,085,646 44.75% $15,272,776 Purchase Services $699,109 $2,042,190 34.23% $2,515,284 Equipment $108,539 $351,169 30.91% $159,854 Materials and Supplies $399,280 $853,566 46.78% $831,022 Other Expenditures ** $1,418,160 $2,715,056 52.23% $2,671,648 Gerneral Institutional $509,880 $712,235 71.59% $1,435,014 Employee Benefits $2,947,550 $6,402,403 46.04% $6,074,843 Transfer Out $0 $0 0.00% $0 Total Expenses $13,280,547 $29,162,265 45.54% $28,960,440

**Other Expenditures Feb-19 Budget Year End FY18 Conference and Travel $74,883 $225,041 $174,752 Trustee Meetings $2,208 $7,500 $7,884 College Governance $0 $1,920 $650 Other Travel $7,097 $8,440 $13,125 Professional Development $0 $672 $190 Vehicles $24,367 $70,060 $51,524 Communications $0 $0 $0 Voice and Data Communication $44,747 $101,104 $93,159 Speakers $375 $0 $0 Stipends $0 $0 $0 Special Projects $47,786 $174,858 $141,600 Special Programs $2,221 $26,540 $7,247 Special Events $1,525 $36,850 $2,519 Food $20,053 $37,926 $65,050 Food Vendor Purchases $0 $5,000 $10,727 Cash Short/Over $0 $6,200 $1 Misc. Student Expenditures $0 $0 $0 Misc. Expenditures $7,112 $33,700 $38,200 Utilities $235,231 $480,000 $465,853 Maintenance $75,480 $109,625 $203,910 Repairs $26,010 $215,317 $147,742 Maintenance Contracts $287,217 $417,091 $514,568 Software Maintenance Contract $315,038 $420,387 $450,252 Rentals $225,616 $336,825 $282,696 Keystone Scholarship $21,195 $0 $0

Total $1,418,160 $2,715,056 $2,671,648 Return to Agenda Table of Contents Finance and Facilities Agenda

Restricted Fund

Revenue Sources - Restricted Fund Feb-19 Feb-19 Budget % of Budget Year End FY18 State Aid $241,688 $516,733 46.77% $529,744 Other Revenues $3,686,677 $0 - $8,112,425 Transfers In $0 $0 - -$839 Total Revenues $3,928,365 $516,733 760.23% $8,641,329

Expenses - Restricted Fund Feb-19 Feb-19 Budget % of Budget Year End FY18 Personnel Services $213,417 $0 - $390,996 Purchase Services $27,650 $0 - $33,570 Equipment $16,831 $28,341 59.39% $58,166 Materials and Supplies $15,578 $26,362 59.09% $28,060 Other Expenditures ** $5,797,219 $69,258 8370.47% $8,002,989 General Institutional $0 $30,468 0.00% $32,266 Employee Benefits $49,094 $95,921 51.18% $84,543 Transfer Out $0 $0 - $18,447 Total Expenses $6,119,789 $250,350 2444.49% $8,649,037

Year End **Other Expenditures Feb-19 Budget FY18 Conference and Travel $28,705 $10,619 $16,218 Voice and Data Communication $0 $0 $0 Special Projects $0 $0 $0 Food $2,140 $500 $334 Miscellaneous Expenditures $5,753 $52,549 $147 Utilities $0 $0 $0 Software Maintenance Contract $0 $1,590 $4,090 Financial Aid Payments $5,712,870 $4,000 $7,922,029 Part Time Tap Payments $47,750 $0 $60,172 Total $5,797,219 $69,258 $8,002,989 Return to Agenda Table of Contents Finance and Facilities Agenda

Student Activities

Revenue Sources - Student Activities Feb-19 Feb-19 Budget % of Budget Year End FY18 Student Fee Revenue $614,164 $659,043 93.19% $621,637 Other Revenues $211,794 $615,593 34.40% $1,434,585 Transfers In $0 $0 - $0 Applied Fund Balance $0 $0 - $0 Total Revenues $825,957 $1,274,636 64.80% $2,056,222

Expenses - Student Activities Feb-19 Feb-19 Budget % of Budget Year End FY18 Personnel Services $214,648 $528,292 40.63% $508,317 Purchase Services $0 $500 0.00% $400 Equipment $22,449 $30,750 73.00% $53,732 Materials and Supplies $17,407 $52,291 33.29% $92,017 Other Expenditures ** $237,458 $612,645 38.76% $1,451,532 General Institutional $0 $0 - -$857 Employee Benefits $57,978 $50,158 115.59% $162,997 Transfers Out $0 $0 - $35,182 Total Expenses $549,940 $1,274,636 43.14% $2,303,319

**Other Expenditures Feb-19 Budget Year End FY18 Conference and Travel $86,491 $135,700 $124,342 Vehicles $0 $0 $7 Communications $2,161 $0 $3,119 Voice and Data Communication $668 $2,500 $1,226 Speakers $9,000 $0 $27,625 Stipends $27,960 $27,800 $42,607 Special Projects $7,275 $2,000 $13,521 Special Programs $1,786 $0 $3,939 Special Events $360 $0 $1,690 Pinning Ceremony $0 $0 $570 Striping Ceremony $0 $0 $1,107 Awards $1,342 $500 $3,129 Commencement Exercise $0 $10,000 $29,688 Economic Development $0 $0 $0 Food $19,361 $17,000 $37,230 Clubs $0 $0 $0 Entertainment $14,861 $0 $39,166 Promotions $11,650 $1,275 $9,645 Cash Short/Over $0 $0 $0 New Text $0 $0 $377,383 Used Text $0 $0 $99,054 Trade Books $0 $0 $1,563 Soft Goods $0 $0 $17,103 School Supplies $0 $0 $350,527 Freight/Shipping $0 $0 $22,068 Software Hardware $0 $0 $3,750 Misc. Purchases $0 $0 $32,784 Misc. Expenditures $26,655 $289,264 $79,258 Utilities $0 $20,090 $0 Maintenance $14,874 $36,200 $120 Housekeeping $1,156 $17,316 $4,620 Repairs $1,307 $0 $349 Maintenance Contracts $10,550 $50,500 $56,159 Software Maintenance Contracts $0 $0 $9,651 Rentals $0 $2,500 $58,532 Total $237,458 $612,645 $1,451,532

February 2019 – Analysis of Revenues and Expenses FY19/FY18 Highlights Feb-19 Feb-18 Variance Tuition & Fees $ 12,943,050 $12,990,253 ($47,203) Personnel Services $ 7,198,030 $ 7,354,577 ($156,547)

Return to Agenda Table of Contents Finance and Facilities Agenda

Banner Improvement Project We have contracted with Ultimate Consulting to provide two on-site and one off-site Banner consultant plus an interim Registrar with extensive Banner experience. One of the consultants has been working primarily with the Registrar’s Office; a second with the Student Accounts Office and the off-site consultant has been available to prepare Argos reports for all Banner users. While the interim Registrar has been very helpful in solving Banner problems within this office, the expenses for his consulting engagement are not being charged to this project.

These consultants, along with an earlier consultant who assessed Banner issues in the Registrar’s Office have recommended that the college abandon most of its Access and SQL Banner related processes and reports and begin using basic Banner functionality and Argos as the report writer. When the college converted to Banner in the early 1990’s, these add-ons were necessary, but through the years Banner has become more robust and they are no longer needed. Transforming to a more “vanilla” Banner approach will simplify office processing routines and eliminate outdated and, in some cases, no longer supported tools that the college has been using.

Good progress is being made to correct many of the problems that the Registrar and Bursar have been experiencing with Banner. There is recognition that Banner is not broken, but the way the college has been using Banner was broken. Weekly meetings have been held with each of the consultants to review progress that has been made and to develop priorities for the following week. The Banner Users Group (BUG) is now meeting bi-weekly and will assist in prioritizing the Banner issues on which the consultants will focus.

The following accomplishments have been made thus far:

 Elimination of prerequisite errors that were preventing students from registering for classes. As of April 3, there are 1,575 classes registered in Fall, 2019 with zero prerequisite errors.  Improvement in the way the college sets up terms, courses, classes, students and curriculum.  Working with IT to get the Banner Communication Management and the Banner Self-service Registration applications up and running. These will eliminate many manual processes.  Improved accuracy of Registrar’s reports such as advisor reports, graduation reports and lists of faculty teaching each term. Correction of external reports such as the National Student Clearinghouse.  Developing plans to move the faculty load process from an Access database to basic Banner. This database is no longer supported and should it fail, paying faculty the correct salary amounts would become a very large college problem.  Reconciliation of the student accounts receivable to the general ledger. The source of the difference was due to SQL reporting issues and an account created in 1998 and earlier that created a non-valid receivable.  Refined the student hold process by not placing students on financial hold that have memo financial aid or are on a payment plan or have bills not yet due. Created a report that shows student balances after authorized or memo aid.  Training of personnel in the Registrar Office, Student Accounts Office and Information Technology department in the use of Banner. This is an ongoing process that is an important responsibility of each of the consultants. As consulting assistance is extended to other offices, these personnel will be trained as well.  Expenditures to date: $70,302

Actions to Reduce the FY19 Budget Revenue Shortfall

As reported at the last RBOT meeting, the college administration is taking steps to reduce expenditures and to increase revenues to address the projected revenue shortfall of approximately $750,000 based on a projected shortfall of 100 FTE. Vacant positions that will not be filled will reduce expenses by about $350,000. Each department was

requested to submit what savings could be achieved in their budget lines. Those total about $111,000. Faculty and staff were notified that requests for voluntary furloughs would be entertained. The deadline for submitting requests was April 3.

While we appreciate the voluntary actions that have been taken to reduce expenses we will be recommending mandatory reductions for both FY19 and FY20.

Assumptions for FY20 Operating Budget

In preparing the operating budget for FY20, the administration is using the following assumptions:  FY20 FTE = 2,346 FY19 budgeted FTE = 2,528 FY19 projected actual FTE = 2,428  Resident Tuition per Semester = $2,437 a 3.5% increase over current year rate of $2,355  Non-Resident Tuition per Semester = $3,988 a decrease of 16% over current year rate of $4710 (note: computed by adding resident tuition and chargeback rate rather than double tuition)  Operating Chargeback Rate = $3,102 a 1.9% increase equal to increase in CPI  Basic State Aid = $7,256,428 a .35% increase over the current aid of $7,231,380

Preliminary Projected Revenues for FY20

2528 FTE 2428 FTE 2346 FTE Budget FY19 Projected FY19 Preliminary FY20 State Aid $ 7,123,576 $ 7,231,000 $ 7,256,428 Tuition $ 11,882,467 $ 11,400,000 $ 10,986,427 Fees $ 1,700,000 $ 1,630,000 $ 1,700,000 Chargebacks $ 7,402,976 $ 7,100,000 $ 7,000,000 Other $ 891,308 $ 890,000 $ 800,000 Applied Fund Balance $ 161,938 $ 161,938 $ - $ 29,162,265 $ 28,412,938 $ 27,742,855

Siemens Project Financing Update

Bonds for this project total $3,525,000 closed on March 27, 2019 and funds were received by the College on March 29, 2019. We expect that work on the project will begin soon. Groundbreaking for the project will be held on the College’s Earth Day, Monday, April 22, 2019.

Vice President of Administrative Services/CFO Search

A total of thirty-three applications were received. The search committee narrowed the list of semi-finalists to seven individuals, who were invited to participate in interviews via Google Hangout. Of the seven, two individuals declined, as they had accepted positions elsewhere. Four interviews have been held with the fifth scheduled to take place on April 11, 2019. Following the interviews, the search committee expects to recommend two or three candidates as finalists who will be brought to campus for full-day interviews. Background checks will be completed on each candidate before they arrive on campus. The schedule will include an opportunity for Dr. William Mullaney, RBOT, President Douglas, members of Senior Staff, Direct Reports in Administrative Services, Faculty, Staff, the Finance and Facilities Committee to meet with the candidates.

Return to Agenda Table of Contents Finance and Facilities Agenda

SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Human Resources Committee April 25, 2019 Health Education Center – 110

MISSION: This Committee shall consider and make recommendations to the Board on all policy matters pertaining to personnel.

MINUTES

DISCUSSION ITEMS: 1. Review Status of Vacant Positions 2. Summary of Appointments and Separations

ACTION ITEMS: 1. Consent Agenda Item 2. Regular Agenda Items

EXECUTIVE SESSION: Review the status of pending litigation/complaints and collective bargaining matters.

NEXT COMMITTEE MEETING: June 4, 2019

Measurable Standards for the Human Resources Committee are: 1. This Committee shall consider and make recommendations to the Board on all policy matters pertaining to personnel; 2. At every committee meeting, receive recommendations from the President of the College and recommend action to Regional Board of Trustees on personnel actions, including appointments, reappointments, non-faculty promotions, and terminations of personnel; 3. At every committee meeting, receive a report on the status of vacant positions and review how the personnel actions impact the Budget and diversity; 4. Review equal opportunity efforts and the diversity plan and results annually in the fall; 5. Review the Regional Board of Trustees Personnel Policies Handbook for contemplated changes and to keep it current annually in the fall; 6. Ensure that actions are consistent with Strategic Initiatives. Return to Agenda Table of Contents

SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees Human Resources Committee April 16, 2019 Locations: Health Education Center – 110

MINUTES

Present: Trustees: Chair Blowers, Vice-Chair Wightman, G. Baity, A. Winston Other Trustees in Attendance: T. Blumer, S. Epp, C. Heyward, J. Kelley, M. Wayne Senior Staff: President Douglas, Provost Fisher, VP Winger, Executive Director Eschbach, Executive Director May, Executive, Director Park, Director Clay Guest: Dr. William Mullaney Excused: Support Staff: Tanya Jones, Robert Stanley Trustees: D. Creath, N. Parks Trustee Wightman called the Human Resources Committee to order at 6:20 p.m. Trustee Wightman welcomed Dr. William Mullaney.

 Consent Agenda. Executive Director Park reviewed the Appointments Promotions and Separations there are three employees that have submitted resignations. o The Committee reviewed the newly revised Consent Agenda. The Committee agreed to forward the Consent Agenda items to the full Board for consideration and approval.  Regular Agenda. o Retirement of Karen Poole. o Retirement of Virginia Gillespie. o Trustee Wightman requests a Thank You letter for the years of service be sent to these retirees  The Committee reviewed and discussed the resolutions and agreed to forward the Regular Agenda items to the full Board for consideration and approval.  The Committee reviewed the headcount chart. o Executive Director Park provided an overview of the Summary of Appointments and Separations table. As requested it provides a snapshot of hires, separations and retirements for a 1-year period. Trustee Blumer is requesting an additional column with years of service be added to see if there is a pattern to employees leaving the College. Trustee Baity suggested an exit interview a period of time after departure to help determine why employees leave. Trustees expressed particular concerns over new employees departing.  The Committee reviewed the Summary of Activity o Executive Director Park highlighted that the annual recognition nominations and programs have begun. She added that she has been in contact with Excellus Blue Cross, Blue Shield for the renewal process. Executive Director Park discussed a supervisory feedback tool, noting that her office received 162 responses. In addition HR is offering a Supervisory Brown Bag forum to identify issues and use peers as resources. Finally HR in conjunction with the Diversity Council has recently distributed the diversity and inclusion climate survey. 57  The Committee reviewed the status of vacant positions. o Trustee Wightman provided a review of the vacant positions chart and noted the list is longer than past meetings. President Douglas stated we are looking carefully at whether we will fill a vacant positions to ensure they are needed.

Trustee Wightman adjourned the Human Resources Committee meeting at 6:43 p.m.

Return to Agenda Table of Contents Human Resources Agenda

Discussion Topics:

Summary of Appointments and Separations

(By date, as reported in HR Committee) Vacancies Reported (snapshot) RBOT Committee Civil date Hires Separation Retirement Net +/- Service Faculty Staff 4/17/2018 4 2 3 -1 3 8 7 5/29/2018 3 0 0 3 2 7 6 7/24/2018 9 6 0 3 1 3 10 9/18/2018 6 5 0 1 2 4 7 11//6/18 4 2 1 1 2 5 6 1/8/2019 3 3 0 0 3 5 5 2/26/2019 2 5 0 -3 5 4 6 4/16/2019 0 3 2 -5 6 4 8 1-Year Lookback (Net) -1

Summary of Activity  Annual recognition nominations and programs are in progress: Emeritus, Professional Growth Awards, Recognizing a Valuable Employee (RAVE), and Service Awards will be delivered at the Baron’s BBQ  HR has begun the renewal process with Excellus Blue Cross Blue Shield  We have initiated two new management initiatives: o Mid-year performance feedback on supervisors – HR released a supervisory feedback tool for employees to offer confidential feedback on their supervisors. 162 responses were received, summarized and delivered to the evaluating supervisor. Mid-year performance conversations were initiated overall. Performance feedback will also inform training opportunities provided to staff in June. o Supervisory Brown Bag forum – this is a peer-based initiative for supervisors to come together to identify issues they want to address and create a community where we discuss important management and leadership topics  The diversity and inclusion climate survey was implemented and has closed as of 4/14/19. We expect to receive results in the next few weeks.

Status of Vacant Positions as of April 16, 2019

CIVIL SERVICE POSITIONS

POSITION DEPT LAST HELD BY STATUS Cleaner Physical Plant K. Hall Temporary PT cleaner hired Cleaner Physical Plant J. Haynes External review expected 4/30 Cleaner Physical Plant C. Orcutt External review expected 4/30 Cleaner Physical Plant R. Collson External review expected 4/30 Chief Waste Water Plant Physical Plant D. Earle Position review in progress Operator Secretary Athletics V. Gillespie (eff. 5/4/19) Needs assessment in progress

FACULTY POSITIONS

POSITION DEPT LAST HELD BY STATUS Instructor Academic Affairs STEM (Pappas) Temporary Instructor hired Instructor Academic Affairs Humanities & Soc Sci (Cagwin) CLOSED Instructor Academic Affairs Humanities & Soc Sci (Clay) Needs assessment in progress Instructor Academic Affairs Nurse Education (Congdon) Search in Progress Instructor Academic Affairs Nurse Education (Jerzak, Needs assessment in progress eff. 5/24/19)

STAFF POSITIONS

POSITION DEPT LAST HELD BY STATUS VP Administrative Services Senior Staff K. England Search in progress Research Analyst Administrative Services J. Rubitski Reorganization in review Enrollment Adviser SDEM A. Crouthamel  CLOSED e-Services Administrator Information Technology D. Kinney Search in progress Admissions Recruiter SDEM C. Wright Position review in progress Registrar SDEM T. Curtis Interim consultant in place Alumni Development Coor Development Foundation N. Simons Search in progress Corporate Outreach Specialist WEAP M. Barnes Needs assessment in progress Educational Planner SDEM K. Poole (eff. 6/1/19) Needs assessment in progress

Return to Agenda Table of Contents Human Resources Agenda

SUNY CORNING COMMUNITY COLLEGE Regional Board of Trustees April 16, 2019 Location: Health Education Center – 110

Executive Session

MINUTES

Trustees: Chair Blowers, G. Baity, T. Blumer, S. Epp, C. Heyward, J, Kelley, M. Wayne, N. Wightman, A. Winston Senior Staff: President Douglas, Provost Fisher, VP Winger, Executive Director Park Guest: Dr. William Mullaney

Chair Blowers called the Executive Session to order at 8:05 p.m. (G. Baity, N. Wightman). The Board discussed:

o A matter pertaining to an employee. o The status of a litigation matter. o Collective bargaining matters.

No action was taken by RBOT.

Chair Blowers adjourned the Executive Session at 8:35 p.m. (N. Wightman, J. Kelley).

Return to Agenda Table of Contents

SUNY Corning Community College Corning, New York

PACE Executive Summary Personal Assessment of the College Environment

Lead Researchers Conducted Laura G. Maldonado & Greyson Norcross December 2018

Audrey J. Jaeger, Ph.D. Jemilia S. Davis Andrea L. DeSantis Executive Director Research Associate Research Associate

Laura G. Maldonado Greyson Norcross Haruna Suzuki Research Associate Research Intern Research Associate

Phone Web North Carolina State University (919) 515-8567 nilie.ncsu.edu College of Education 310 Poe Hall Fax Email Box 7801 (919) 515-6305 [email protected] Raleigh, NC 27695-7801

Suggested Citation: National Initiative for Leadership & Institutional Effectiveness, North Carolina State University. Personal Assessment of the College Environment (PACE) Executive Summary, by Maldonado, L. G., & Norcross, G. Raleigh, NC: 2018.

EXECUTIVE SUMMARY

During December 2018, the Personal Assessment of the College Environment (PACE) survey was administered to employees at SUNY Corning Community College (CCC). One hundred fifty-eight employees completed and returned the instrument for analysis. Respondents were also given the opportunity to complete a qualitative section. Of the 157 CCC employees who completed the PACE survey, 88 (55.7%) provided written comments.

Employees completed a 46-item PACE instrument organized into four climate factors as follows: Institutional Structure, Student Focus, Supervisory Relationships, and Teamwork. They also completed a qualitative section, a customized section designed specifically for CCC, and a change readiness subscale. Respondents were asked to rate the items about the four factors on a five-point Likert-type scale ranging from a low of “1” to a high of “5.” The PACE instrument administered at CCC included 69 total items and two qualitative questions.

At CCC, the PACE results yielded an overall 3.521 mean score. When disaggregated by the Personnel Classification demographic category of the PACE instrument, Administrators rated the campus climate the highest with a mean score of 3.779, followed by Faculty (3.576) and Staff (3.414). The most and least favorable areas cited in the qualitative questions pertain to the Institutional Structure climate factor.

Of the 46 standard PACE questions, the top mean scores have been identified at SUNY Corning Community College.

• The extent to which I feel my job is relevant to this institution’s mission, 4.394 (#8) • The extent to which my supervisor expresses confidence in my work, 4.299 (#2) • The extent to which students receive an excellent education at this institution, 4.154 (#31) • The extent to which this institution prepares students for further learning, 4.146 (#37) • The extent to which my supervisor is open to the ideas, opinions, and beliefs of everyone, 4.135 (#9) • The extent to which this institution prepares students for a career, 3.971 (#35) • The extent to which I am given the opportunity to be creative in my work, 3.952 (#39) • The extent to which student ethnic and cultural diversity are important at this institution, 3.893 (#18) • The extent to which faculty meet the needs of students, 3.875 (#17) • The extent to which students’ competencies are enhanced, 3.860 (#19)

Executive Summary - 1

Of the 46 standard PACE questions, the bottom mean scores have been identified as areas in need of improvement at SUNY Corning Community College.

• The extent to which this institution is appropriately organized, 2.470 (#32) • The extent to which I am able to appropriately influence the direction of this institution, 2.739 (#15) • The extent to which a spirit of cooperation exists at this institution, 2.762 (#25) • The extent to which information is shared within this institution, 2.794 (#10) • The extent to which I have the opportunity for advancement within this institution, 2.794 (#38) • The extent to which decisions are made at the appropriate level at this institution, 2.795 (#4) • The extent to which institutional teams use problem-solving techniques, 2.841 (#11) • The extent to which open and ethical communication is practiced at this institution, 2.867 (#16) • The extent to which this institution has been successful in positively motivating my performance, 3.053 (#22) • The extent to which administrative leadership is focused on meeting the needs of students, 3.093 (#6)

The full PACE report includes: the standard PACE and demographic reports, which break out PACE climate factors by question response rates and by each standard demographic category; a personnel classification report; a custom report that includes custom questions included specifically for CCC; a change readiness subscale report; and a qualitative report. Report interpretation instructions and a data Excel file with a codebook are also included.

Executive Summary - 2

CORNING COMMUNITY COLLEGE

PROGRAM REVIEW DOCUMENT

Program Name by Registered Title: Fine Arts and Design

Degree or Certificate Awarded: A.S.

Effective Dates of Program Review: 2014 -2018

Date of External Review: 2018 / 2019

Date of Submission to Curriculum Committee: January 29, 2019  Recommend continuation of the program __X___  Recommend continuation of the program with condition _____ o Condition:

 Recommend suspension of the program _____  Recommend termination of the program _____

Date of Submission to CASS: (Regional Board of Trustees Committee on Academic and Student Services)

Date of Approval by Regional Board of Trustees:

Date of Program Review Submission to SUNY:

Date of Assessment of Student Learning Outcomes in the Major – Summary Report Submission to SUNY:

Date of Program Data Summary Table Submission to SUNY:

EXECUTIVE SUMMARY

The Fine Arts and Design, Associate in Science program was designed to enable students to transfer to most baccalaureate institutions with standing as juniors in either fine arts or design areas. Due to the variety of requirements from transfer destinations, this program was meant to allow study in as many areas as possible. Its flexibility encourages students to explore a spectrum of art forms and styles without locking them into a particular discipline. Its general education requirements in English, mathematics, lab sciences, social sciences, and wellness provide students with the foundational elements of a liberal arts and sciences education, while its core requirements—art history, design, drawing, digital art, and painting—are the elemental building blocks for further study in fields as varied as ceramics, photography, graphic design, or art education. A required portfolio preparation course specifically acquaints students with the expectations of quality transfer institutions and how to assemble a professional portfolio. Program electives allow students to choose from a diverse array of interests as timeless as ceramics or as contemporary as web design. The program provides considerable instruction in theory and aesthetics, but also develops the practical skills required for careers in art education, fine arts, and commercial arts. Corning Community College’s Fine Arts and Design program reflects the region’s reputation as a center for the arts, exemplified by such institutions as the Corning Museum of Glass, the Rockwell Museum, etc., and is especially suited to the character of the Corning/Elmira area and the Southern Finger Lakes region. The program affords CCC the opportunity to provide academic achievement, employment, and cultural enrichment to the sponsorship area, and it is an excellent example of the College’s Vision Statement that affirms that CCC is “a premier community college where learning transforms lives.” Furthermore, the Fine Arts and Design program stands as an appropriate model of the 2017-2020 Strategic Plan goal to “Enhance present programming opportunities.”

The complexity of the fine arts field makes identifying employment opportunities difficult because the fine artist is often their own promoter, marketer, and employer. Americans for the Arts, the nation’s largest non-profit organization for the promotion of the arts, states that in 2017 “Nationally, 673,656 businesses are involved in the creation or distribution of the arts, and they employ 3.48 million people” The New York State Department of Labor Statistics says that from 2016 and 2026, the demand for art and design workers will increase by 6.4% statewide and by 2.8% in the Finger Lakes region. One note that appears regularly in the employment statistics is that the higher the educational attainment, the better the job prospects and salary. Additionally, employment potential increases with more diverse coursework, including marketing/advertising and computer aided design

The Fine Arts and Design program was originally developed to have three important components: general education requirements, core requirements, and electives. The general education requirements provide a strong foundation in the liberal arts and sciences and also support the institutional learning outcomes. As part of the core requirements, the studio courses provide fundamental experience in the essential media for careers in art: drawing, painting, 2-D and 3-D design, and digital art while the required art history courses provide context for students in their own creative expression, and the portfolio preparation course provides students with a professional quality portfolio to aid them in advancing toward the next stage of their academic or professional lives.

Changes have been implemented to the basic requirements of the program, upon consultation with the advisory board and transfer schools, since the last program review. The main change has been adding Introduction to Digital Art as a program requirement to ensure that all majors have basic experience with the tools and concepts of image making in the digital workspace. Additional concepts on the evolution of the Fine Arts and Design program include creating concentrations allowing study in 3-D media, such as ceramics and art glass and the creation of a collaborative program (Digital Design) with the STEM Division that includes most of the Fine Arts and Design core and CAD coursework.

The two full-time faculty members in the Fine Arts and Design program are published and award-winning exhibitors who are nationally and internationally known within their disciplines. All of the adjunct faculty are fully vetted and overseen by the full-time instructors who ensure that our adjuncts have the proper credentials and instructional skills to represent the institution. Additionally, many of our adjuncts are independent professionals in their own right, providing our students with the practical knowledge necessary to pursue careers in arts and crafts.

In addition to two well-equipped drawing and painting studios, the Fine Arts and Design program has several unique facilities that are not often available to students at the community college level: the Ceramics Studio with its wood-fired Anagama kiln, the wood-fired ceramics and glassworking kiln, a fully equipped Macintosh lab, and the Atrium Gallery.

In regard to demographics and costs, the Fine Arts and Design program is in conformance with the average parameters of academic programs offered by CCC.

 Over the last six years, full-time enrollment averaged 47 full-time majors and 10 part-time majors.  Time to completion rates of majors are longer than the AS degree average which was ranged from 2.8 to 3.0 years for all AS graduates. Fine Arts and Design graduates completed the degree in an average of 3.2 to 3.8 years. This may be due to outliers in a major with lower overall numbers, but program structure and support will be examined in order to reduce time to completion.  The overall demographics of the program mirror the college’s demographics: o Females outnumber males by a higher margin than the college average. Female students were an average of 65% of the majors. o Caucasians predominate with an average of 80%. o The primary age group is 18-24 with an average of 89% of the program majors.  Completion rates in the core program requirements are high, averaging 89%.  Program income has increased due to a reduction in program costs given a decrease in instructional cost per FTE across all programs in 2016, according to the national Benchmarking Project.

Strengths of the Program:  A dedicated, knowledgeable, and skilled full-time faculty with national and international reputations in the art world.  An excellent cadre of adjunct faculty.  Several unique facilities and exhibition areas.  Excellent transfer opportunities for our students to both SUNY and non-SUNY institutions.  A solid foundation for students in traditional media.  An ideal location in a region known as a center for the arts with museums, art festivals, independent artisans, etc.  A balanced mix of general education and core requirements, all addressing the institutional learning outcomes.  A required portfolio preparation course.

Recommendations:  Consider concentrations in 3-D media such as ceramics and glass.  Develop closer relationships with transfer institutions in order to create “2+2” transfer agreements  Create a program coordinator position  Develop collaborative relationships with STEM division to create true STEAM programming and sharing of equipment like 3d Printers and Laser cutters  Implement group advising sessions for majors to help with SUNY Gen Ed issues, moving through the program in a timely fashion, and creating a more cohesive group of students  Develop stronger relationships with local school districts and potential transfer schools  Adjust course fees to current costs.  Investigate safety concerns in the studio teaching spaces.  Devise an efficient means of surveying alumni to determine preparedness for transfer/career.  Investigate similar program structures at similar institutions to see if any adjustments need to be made  Review and revise program Student Learning Outcomes in order to address Advisory Board concerns about drawing focused outcomes.  Consider micro-credentialing.

Advisory Board recommendations from November 30th and December 7th, 2018 meetings:

There was a question about the traditional approach to program structure, coursework, requirements. This could be a seen as issue as other college and university art programs evolve their core structure into a more conceptual focus. The current SUNY-CCC core could also be seen as a niche approach with an emphasis on traditional hand skill that many students are lacking. Students are learning how to make things “from scratch” and get a good foundation in materials. This gives them a tool box of skills to draw from. Information was shared that SUNY-CCC transfer students to Mansfield University’s Art Department are well prepared for more advanced work.

Discussion followed about recruiting new students to the program included ideas around faculty doing in-person visits to local high schools for presentations, current Fine Arts and Design students also going on visits with faculty as service learning opportunities, and having high school students come to campus to do small projects in a variety of studios.

Another topic was the expectation of the basic skills needed for a student to succeed in a SUNY- CCC studio art class. These are all classes with no prerequisites but there may be a way to recruit potential students into the program by describing or marketing what happens in the studio. Problem solving and design thinking skills will be a vital part of success in the future in any career field.

Internships and service learning opportunities with local arts organizations were discussed. This could fit into the portfolio prep course by expanding the curriculum (and credit hours) to include art professional practice in the community.

Discussion continued regarding the Program Learning Outcomes. An observation was made that many are related to specifics of drawing. These should be reworked and consolidated so that they contain program level concepts as opposed to discussion of drawing materials and specific projects, for example charcoal and perspective drawing. In addition, the new program requirement of Intro to Digital Art needs to be reflected in the PLO’s. Finally, some outcomes associated with program ARTS electives should be developed.

The introduction of group advising sessions in the fall 2018 semester was discussed. The first attempts were generally successful but adjustments will be made to timing for the spring 2019 semester. A semester by semester course schedule plan model was suggested and that would also fit into the new Guided Pathways focus.

An observation of General Education requirements was made that these may not be as effective for transfer to private or non-SUNY schools. The SUNY-CCC Fine Arts and Design requirements of 6 credits of Math was discussed and this is a very important issue since the vast majority of BFA/BA art programs would require only 3 credits of Math.

A question was raised about SUNY-CCC van transportation. This was eliminated years ago and continues to make group trips and projects off campus a challenge. Group transportation would allow for things like a suggestion of collaborative projects with other colleges/universities that would create additional opportunities for SUNY-CCC art students to see potential transfer campuses and work with students at those institutions.

Advisory Board Members:  Mary Mix, Director of Education, Rockwell Museum  Cynthia Cratsley, Art Faculty, Horseheads High School  Keith Millman, Associate Professor in New Media, Tompkins Cortland Community College  Dale Robie, Digital Media Arts Faculty, Coopers Plains BOCES  Michelle Lockwood, Associate Professor in Graphic Design, Art Department Chair, Mansfield University CORNING COMMUNITY COLLEGE

PROGRAM REVIEW DOCUMENT

Program Name by Registered Title: Fine Arts and Design

Degree or Certificate Awarded: A.S.

Effective Dates of Program Review: 2014 -2018

Date of External Review: 2018 / 2019

Date of Submission to Curriculum Committee: January 29, 2019 • Recommend continuation of the program __X___ • Recommend continuation of the program with condition _____ o Condition:

• Recommend suspension of the program _____ • Recommend termination of the program _____

Date of Submission to CASS: (Regional Board of Trustees Committee on Academic and Student Services)

Date of Approval by Regional Board of Trustees:

Date of Program Review Submission to SUNY:

Date of Assessment of Student Learning Outcomes in the Major – Summary Report Submission to SUNY:

Date of Program Data Summary Table Submission to SUNY:

EXECUTIVE SUMMARY

2 ceramics and art glass and the creation of a collaborative program (Digital Design) with the STEM Division that includes most of the Fine Arts and Design core and CAD coursework.

In regard to demographics and costs, the Fine Arts and Design program is in conformance with the average parameters of academic programs offered by CCC.

• Over the last six years, full-time enrollment averaged 47 full-time majors and 10 part-time majors. • Time to completion rates of majors are longer than the AS degree average which was ranged from 2.8 to 3.0 years for all AS graduates. Fine Arts and Design graduates completed the degree in an average of 3.2 to 3.8 years. This may be due to outliers in a major with lower overall numbers, but program structure and support will be examined in order to reduce time to completion. • The overall demographics of the program mirror the college’s demographics: o Females outnumber males by a higher margin than the college average. Female students were an average of 65% of the majors. o Caucasians predominate with an average of 80%. o The primary age group is 18-24 with an average of 89% of the program majors. • Completion rates in the core program requirements are high, averaging 89%. • Program income has increased due to a reduction in program costs given a decrease in instructional cost per FTE across all programs in 2016, according to the national Benchmarking Project.

Strengths of the Program: • A dedicated, knowledgeable, and skilled full-time faculty with national and international reputations in the art world. • An excellent cadre of adjunct faculty. • Several unique facilities and exhibition areas. • Excellent transfer opportunities for our students to both SUNY and non-SUNY institutions. • A solid foundation for students in traditional media. • An ideal location in a region known as a center for the arts with museums, art festivals, independent artisans, etc. • A balanced mix of general education and core requirements, all addressing the institutional learning outcomes. • A required portfolio preparation course.

Recommendations: • Consider concentrations in 3-D media such as ceramics and glass. • Develop closer relationships with transfer institutions in order to create “2+2” transfer agreements • Create a program coordinator position • Develop collaborative relationships with STEM division to create true STEAM programming and sharing of equipment like 3d Printers and Laser cutters • Implement group advising sessions for majors to help with SUNY Gen Ed issues, moving through the program in a timely fashion, and creating a more cohesive group of students • Develop stronger relationships with local school districts and potential transfer schools • Adjust course fees to current costs. • Investigate safety concerns in the studio teaching spaces. • Devise an efficient means of surveying alumni to determine preparedness for transfer/career. • Investigate similar program structures at similar institutions to see if any adjustments need to be made • Review and revise program Student Learning Outcomes in order to address Advisory Board concerns about drawing focused outcomes. • Consider micro-credentialing.

Advisory Board recommendations from November 30th and December 7th, 2018 meetings:

Discussion continued regarding the Program Learning Outcomes. An observation was made that many are related to specifics of drawing. These should be reworked and consolidated so that they contain

4 program level concepts as opposed to discussion of drawing materials and specific projects, for example charcoal and perspective drawing. In addition, the new program requirement of Intro to Digital Art needs to be reflected in the PLO’s. Finally, some outcomes associated with program ARTS electives should be developed.

Advisory Board Members: • Mary Mix, Director of Education, Rockwell Museum • Cynthia Cratsley, Art Faculty, Horseheads High School • Keith Millman, Associate Professor in New Media, Tompkins Cortland Community College • Dale Robie, Digital Media Arts Faculty, Coopers Plains BOCES • Michelle Lockwood, Associate Professor in Graphic Design, Art Department Chair, Mansfield University

PROGRAM MISSION, GOALS, AND OBJECTIVES

The Fine Arts and Design, Associate in Science program was designed to enable students to transfer to most baccalaureate institutions with standing as juniors in either fine arts or commercial arts. Due to the variety of requirements from transfer destinations, this program was meant to allow study in as many areas as possible. Its flexibility encourages students to explore a spectrum of art forms and styles without locking them into a particular discipline. Its general education requirements in English, mathematics, lab sciences, social sciences, and wellness provide students with the foundational elements of a liberal arts and sciences education, while its core requirements—art history, design, digital art, drawing, and painting—are the elemental building blocks for further study in fields as varied as sculpture, photography, animation, or art education. A required portfolio preparation course specifically acquaints students with the expectations of quality transfer institutions. Program electives allow students to choose from a diverse array of interests such as graphic design, ceramics, and web design. The program provides considerable instruction in theory and aesthetics, but also develops the practical skills required for careers in art education, fine arts, and commercial arts. Corning Community College’s Fine Arts and Design program reflects the region’s reputation as a center for the arts, exemplified by such institutions as the Corning Museum of Glass, the Rockwell Museum, etc., and is especially suited to the character of the Corning/Elmira area and the Southern Finger Lakes region. The program affords CCC the opportunity to provide academic achievement, employment, and cultural enrichment to the sponsorship area, and it is an excellent example of the College’s Vision Statement that affirms that CCC is “a premier community college where learning transforms lives.” Furthermore, the Fine Arts and Design program stands as an appropriate model of the 2017-2020 Strategic Plan goal to “Enhance present programming opportunities.”

Program Goals The following are the goals that are to be achieved by the program, and these goals served as guiding principles in the creation of the Fine Arts and Design program and continue to serve as the values upon which the maintenance and oversight of the program are based: • Students will build proficiency in a variety of 2-D and 3-D artistic media. • Students will develop an awareness and appreciation of the qualities and characteristics of fine art produced by themselves and others, present and past. • Students will develop a strong educational foundation in the liberal arts and sciences. • Students will build a portfolio for possible transfer to a baccalaureate institution or for immediate employment.

Student Learning Outcomes The following are knowledge, skills, and proficiencies expected of students completing the program. These outcomes are measured within the general education requirements and/or core requirements of the program, as indicated in the program grid that follows this list of outcomes. Students will: • Demonstrate fundamental drawing concepts, including line, proportion, value, gesture, texture, and style. • Be able to draw an architectural interior in correct linear perspective. • Draw and paint realistic portraits and figure subjects in correct proportion, including self-portraits.

• Demonstrate proficient use of pen and ink, charcoal, conte crayon, ink wash, oil paint, and all graphite media. • Demonstrate proficiency in manipulating the major elements of 2-D and 3-D design, including shape, scale, color theory, balance, symmetry, kinetics, texture, materials, and composition. • Demonstrate a foundational knowledge of major historical styles of western art, from ancient Egypt through the present. • Assemble a portfolio and resume for possible transfer or employment. • Demonstrate a foundational knowledge in the liberal arts and sciences, to include Basic Communication, Humanities, Social Sciences, Natural Sciences, Mathematics, and Western Civilization.

Program Grid for Fine Arts and Design, A.S. Fall 2018

higher 2999

D Design D Design - - Painting I Drawing I 2 3 Drawing II ARTS 1310 ARTS 1320 ARTS 1030 ARTS 2030 ARTS 1410 ARTS 1420 ARTS 2110 ARTS ENGL 1020 ENGL 1010 Art History I History Art Art History II History Art College Comp I Comp College College Comp II Comp College Humanities electives Humanities Lab Science electives Science Lab Portfolio Preparation Portfolio MATH 1110 or or 1110 MATH or higher 1110 MATH Program electives Science Social Outcomes Graduates will: Demonstrate fundamental F F F F F F F F F F F F F F F drawing concepts, including I I I I I I I I I I X I I I line, proportion, value, I I gesture, texture, and style. R R R R R R R R R R R X R R R R C C C C C C C C C C C C C C X C

Be able to draw an F F F F F F F F F F F F F F F architectural interior in I I I I I I I I I I X I I I correct linear perspective. I I R R R R R R R R R R R X R R R R C C C C C C C C C C C C C C X C

Draw and paint realistic F F F F F F F F F F F F F F F portraits and figure subjects I I I I I I I I I I X I I I in correct proportion, I I including self-portraits. R R R R R R R R R R R X R R R R C C C C C C C C C C C C C C X C

Demonstrate proficient use F F F F F F F F F F F F F F F of pen and ink, charcoal, I I I I I I I I I I X I X I I conte crayon, ink wash, oil I I paint, and all graphite media. R R R R R R R R R R R X R R R R C C C C C C C C C C C C C C X C

Demonstrate proficiency in manipulating the major F F F F F F F F F F F F F F F elements of 2-D and 3-D I I I I I I I I I I I I I I I design, including shape, R R R R R R R R R R R R R R R scale, color theory, balance, C C C C C C C C C C C C X C X C C symmetry, kinetics, texture, materials, and composition. Demonstrate a foundational F F F F F F F F F F F F F F F knowledge of major I I I I I I I I I I I I I historical styles of western I I art, from ancient Egyptian R R R R R R R R R R R R R R R time through the present. C C C C C C C C X C X C C C C C C

Assemble a portfolio and F F F F F F F F F F F F F F F resume for possible transfer I I I I I I I I I I I I I I or employment. I R R R R R R R R R R R R R R R C C C C C C C C C C C C C C C X

•Demonstrate a foundational knowledge in the liberal arts F F F F F F F F F F F F F F F and sciences, to include I X I X I X I X I X I X I I I I I I I I I Basic Communication, Humanities, Social Sciences, R R R R R R R R R R R R R R R Natural Sciences, C C C C C C C C C C C C C C C Mathematics, and Western Civilization. Key F: Foundation I: Introduce R: Reinforce C: Culminate

PROGRAM ESSENTIALITY

Data from the U.S. Department of Labor Occupational Outlook Handbook:

Occupation 2017 Media Salary Entry-Level Education Growth in 2016-2026

Art Director $92,500 Bachelor’s degree 5%--average growth Craft and Fine Artist $49,160 High school or higher 6%--average growth Fashion Designer $67,420 High school or higher 3%--slow growth Graphic Designer $48,700 Bachelor’s degree 4%--slow growth Interior Designer $51,500 Bachelor’s degree 3%--slow growth Multimedia Artists and $70,530 Bachelor’s degree 8%--average growth Animators Curators, Museum $47,360 Bachelor’s degree 13%--faster than Technicians, average Conservators Photographer $32,490 High school or higher -6%--decline

The New York State Department of Labor Statistics says that from 2016 and 2026, the demand for art and design workers will increase by 6.4% statewide and by 2.8% in the Finger Lakes region. One note that appears regularly in the employment statistics is that the higher the educational attainment, the better the job prospects and salary. Additionally, employment potential increases with more diverse coursework, including marketing/advertising and computer aided design.

Fine Arts and Design

Associate in Science Degree, Transfer program Division of Communications & Humanities, Associate Dean: Byron Shaw Department Chair: Fred Herbst

This program is designed to enable students in both fine arts and commercial art to transfer to many baccalaureate institutions with standing as a junior. Due to the variety of requirements from transfer destinations, this program is meant to cover as many bases as possible. Its flexibility encourages students to explore a spectrum of art forms and styles without locking them into a particular discipline. Its general education requirements in English, mathematics, lab sciences, social sciences, and wellness will provide students the required elements of a liberal arts and sciences education. Its core courses—art history, design, drawing, and painting—are the elemental building blocks for further study in fields as varied as ceramics, digital art, or art education. A required portfolio preparation course will specifically acquaint students with the expectations of quality transfer institutions. Graduates of this program will be able to build proficiency in a variety of 2-D and 3-D artistic media, develop an awareness and appreciation of the qualities and characteristics of fine art produced by the student and others, present and past, and build a portfolio for possible transfer to a baccalaureate institution or employment. The State University of New York (SUNY) requires students who intend to receive a bachelor’s degree from a SUNY college to complete at least 30 credit hours in specific general education areas. Students in this program who plan to transfer to a SUNY college can meet 21 credits of the general education requirement. For more specific information about this requirement, refer to SUNY General Education Requirement on page 9 and see an advisor for program assistance.

High school or equivalent preparation desired: No special requirements.

Program Requirements English (ENGL 1010 and 1020 by placement)*...... 6 Laboratory Science electives...... 6 Mathematics (MATH 1110 or higher)*...... 6 Social Sciences electives...... 6 Core Requirements: Humanities electives...... 3 ARTS 1310, 1320 (Art History I & II)...... 6 Art electives...... 6 ARTS 1030, 2030 (Drawing I & II)...... 6 Free electives...... 3 ARTS 1400 (Intro to Digital Art)………………………………..3 Wellness...... 2 ARTS 1410 (2-D Design)...... 3 ARTS 1420 (3-D Design)...... 3 Total hours...... 63 ARTS 2110 (Painting I)...... 3 ARTS 2999 (Portfolio Preparation) ...... 1

*Based on placement, students might be required to successfully complete preparatory course(s) before attempting further course or program requirements.

First Semester Second Semester English (ENGL 1010)...... 3 English (ENGL 1020)...... 3 2-D Design (ARTS 1410)...... 3 Drawing II (ARTS 2030)...... 3 Drawing I (ARTS 1030)...... 3 3-D Design (ARTS 1420) ...... 3 Mathematics elective...... 3 Mathematics elective ...... 3 Social Sciences elective...... 3 Social Sciences elective...... 3 Wellness ...... 1 Wellness...... 1

Third Semester Fourth Semester Art History I (ARTS 1310) ...... 3 Art History II (ARTS 1320)...... 3 Painting I (ARTS 2110)...... 3 Laboratory Science Elective ...... 3 Portfolio Preparation (ARTS 2999)...... 1 Art or Media elective...... 3 Art or Media elective...... 3 Humanities elective...... 3 Laboratory Science elective...... 3 Free elective...... 3 Humanities elective...... 3 Sample Sequence: intended as a guide for academic planning. It need not be followed exactly or completed in four semesters.

Suggested HUMA electives: arts, music, foreign language, or theatre.

Suggested ARTS electives: ARTS 1210, 2210 (Ceramics I & II), ARTS 1400 (Intro to Digital Art), ARTS 1440 (Intro to Graphic Design), ARTS 1450 (Digital Photography), ARTS 2120 (Painting II), ARTS 2540 (Graphic Design II), ARTS 2550 (Web Design), ARTS 2620 (Ceramic Sculpture), ARTS 2990 (Independent Studio Project)

PROGRAM DESIGN

The Fine Arts and Design program was originally developed to have three important components: general education requirements, core requirements, and electives.

• General education requirements—A strong foundation in the liberal arts and sciences was built into the program due to the widely acknowledged fact that artists and designer need a wide array of educational experiences in order to make their work. These general education requirements also support the institutional learning outcomes. ENGL 1010, College Composition I, provides instruction in written and oral communication skills necessary for all successful individuals in a highly literate society. ENGL 1020, College Composition II, is not only a cultural literacy course, but it is also a critical thinking course in which students must support claims with clarity and precision. The requirement for mathematical literacy is often a surprise to incoming students. However, mathematics has always been an important element in art and design, and the importance of mathematical literacy is increasing with the growing emphasis on digital art. An understanding of the natural sciences is also foundational to the arts, to the point of individual disciplines being essential, such as chemistry in ceramics and biology and anatomy in drawing, painting, and sculpture. Art often is the commentary and insight on the social being. Therefore, exploration into the social sciences is basic to the creative process. • Core requirements—The studio courses in the Fine Arts and Design program provide fundamental experience for students in the essential media for careers in art and design: drawing, painting, 2-D and 3-D design, and digital art. The required art history courses provide context for students in their own creative expression. The purpose of the portfolio preparation course is to give students every advantage that we can as we launch them toward the next stage of their academic or professional lives. • Electives—The six humanities electives, six art electives, and three free electives allow students to explore other forms of artistic media—photography, ceramics, graphic design, etc.—or other forms of artistic expression, such as literature, theater, or music, as well as other areas of interest.

Furthermore, the design of the program addresses CCC’s institutional learning outcomes:

1. Demonstrate critical thinking—Specifically addressed in ENGL 1020. 2. Communicate effectively orally and in writing, and through other modes of expression— Specifically addressed in ENGL 1010. 3. Utilize research, apply scientific reasoning and mathematical concepts, and employ creative techniques to solve problems—Addressed in the liberal arts and sciences requirements. 4. Demonstrate knowledge and skill proficiency in their program of study—Specifically addressed in ARTS courses. 5. Apply information literacy skills necessary to support continuous, lifelong learning— Addressed in all liberal arts and sciences requirements. 6. Demonstrate cultural and global awareness and civic knowledge—Addressed in the liberal arts and sciences requirements. 7. Demonstrate growth in professional and personal development—Addressed in the portfolio preparation requirement.

Changes have been implemented to the basic requirements of the program, upon consultation with the advisory board and transfer schools, since the last program review. The main change has been adding Introduction to Digital Art as a program requirement to ensure that all majors have basic experience with the tools and concepts of image making in the digital workspace. Additional concepts on the evolution of the Fine Arts and Design program include creating concentrations allowing study in 3-D media, such as ceramics and art glass and the creation of a collaborative program (Digital Design) with the STEM division that includes most of the Fine Arts and Design core and CAD coursework.

Library Holdings:

Electronic Resources

The Arthur A. Houghton, Jr. Library subscribes to an extensive array of electronic databases, providing 24/7 access through the Library’s web page to thousands of full-text periodical titles. Databases containing hundreds of periodicals covering the subject areas of Art and Design and thousands of art images include: ARTStor, Pop Culture Collection, Fine Arts and Music Collection, EBSCOhost's Art Museum Image Gallery and Academic Search Complete.

The Library also subscribes to ebrary, which provides electronic access to the full-text of over 89,000 books. Thousands of books relating to this program are available to search or read in entirety through ebrary. Databases are obtained through SUNYConnect, campus-funded subscriptions, and NOVELNY.

Print and Media Resources

Current print holdings - book and periodical titles - on subjects in art include: ceramics, painting, sculpture, photography, music, theatre, history, and many other relatated topics. The librarians actively work with faculty and consult current reviews and standard bibliographies to select resources for each subject area. Related media holdings are available in the Library. Additional print and media resources to support the program will be purchased immediately once a need is identified.

Recommended Databases

Academic Search Complete- Comprehensive scholarly, multi-disciplinary full-text database, with more than 7,400 full-text periodicals, including more than 6,800 peer-reviewed journals

Below are examples of the electronic databases available to CCC students through the Arthur A. Houghton, Jr. Library for their research in the field of Art and Design.

Art Museum Image Gallery (H.W. Wilson) Art Museum Image Gallery offers access to thousands of art images and related multimedia covering time periods ranging from 3000 B.C. to the present day. The collection represents art from the cultures of Africa, Asia, Europe, and the Americas, including Native American and Meso-American peoples.

ARTStor Access over a million images covering architecture, painting, photography, sculpture, decorative arts and design, as well as archeological and anthropological objects.

ASSESSMENT

Fine Arts and Design Course Assessments

Course Number Course Name Assessment Date Assessment Result ARTS 1030 Drawing I F16 Faculty created a work book on perspective that students must complete to prove mastery of perspective drawing. ARTS 1210 Ceramics 1 F15 Faculty will continue to emphasize the importance of attendance in studio courses and the importance of completing all assigned work in order meet learning outcomes. ARTS 1310 History and F17 Student success Appreciation of Art I: heavily dependent on Prehistoric to attention to detail Medieval especially in online section. ARTS 1320 History and F16 Review sessions have Appreciation of Arts been very helpful in II: Renaissance to addition to using Modern flashcard methods for memorizing required information on exams. ARTS 1400 Introduction to Digital S16 Use of “free speech” Art assignment helped to create an effective

learning experience for dialogue and critique around images created. ARTS 1410 2-D Design F16 Final project changed this term in order to keep up to date with current issues in art and design. ARTS 1420 3-D Design S16 The addition of the 3- d printing project has allowed for hands on cross-disciplinary collaboration with engineering faculty and is becoming a critical element of contemporary 3d art making. ARTS 1440 Graphic Design I F17 Creation of themed “icons” using Adobe Illustrator allowed students to experiment using software in a manner consistent with the field of Graphic Design. ARTS 1500 East Asian Art S16 This group of students did a better job of research and writing the paper but some problems still exist with correct citations inside the text. Continue to emphasize resources available in Learning Commons. ARTS 1505 Contemporary Craft SUM16 This course is only History taught online in the summer session due to reduced demand. Low data / enrollment has made assessment difficult. ARTS 1670 American Art I F16 Investigating local museum resources in context of the historical time period (specifically

Revolutionary and Civil War) for the museum visit requirement. ARTS 2030 Drawing II S16 Students were given other assignments which allowed them to validate drawing styles that emulated a linear and stylized look, such as that of Japanese manga, and they accepted the necessity of differentiating between stylization and fact-based drawing. ARTS 2110 Painting I S18 A number of assignments are available and are chosen based on student level of understanding / skill to aid in overall growth of painting ability in the class. ARTS 2120 Painting II S18 Past student attendance issues were addressed with class adjustments to ensure students were working as needed. ARTS 2210 Ceramics II F16 The firing of small woodfired kiln led to greater engagement with material and the group. Students were encouraged to explore more personal choices beyond assigned criteria. ARTS 2550 Web Design F16 Previously, this course had used Adobe Dreamweaver, which by this assessment date had become obsolete. Adobe Muse is a superior program with

more user control for students and it is currently an industry- standard web design program. ARTS 2620 Ceramics Sculpture F17 Some assignments may need a broader research component into the history and context of ceramic sculpture when fewer students are enrolled.

A common finding in course assessments of the core requirements for the program is that some students are not entering the program with the self-discipline and work ethic to undertake fine arts as a college- level program of study demanding the same level of commitment as any other academic program. One recommendation from the faculty is to have a program coordinator who will oversee a required orientation session and continued group advising for all matriculated students, and who will organize periodic program meetings of all matriculated students for the purpose of group cohesion and mutual support.

In addition, some classes are low enrolled as normal practice since they are a split section with the introductory class, for example, Ceramics 2 with Ceramics 1. This creates a difficult assessment situation with limited amounts of data to support conclusions.

SUNY General Education Requirement The Fine Arts and Design program can meet SUNY’s General Education Requirement of seven out of ten general education areas. • ENGL 1010 = Basic Communication • ENGL 1020 = Humanities • Lab Sciences electives = Natural Sciences • Social Sciences electives = Social Sciences, but could also include American History • Art History = Western Civilization • Core requirements = Arts • Humanities electives = could meet Foreign Language and/or Other World Civilizations

Consideration are being made to specifying social science electives to guarantee completion of seven general education courses, and consideration should be made to increasing the mathematics requirement to meet the general education requirement in math. Guided pathways and directed group advising to ensure students meet requirements are being undertaken with the first group advising session in Fall 2018.

FACULTY

Full-time:

• Fred Herbst—Fred earned a BFA in Art with an emphasis in Sculpture from the University of Wisconsin at Stevens Point. He then attended the University of North Texas to earn a MFA in Ceramics in 1998. He joined the faculty at CCC in the fall of 2000. His artwork has been exhibited across the country in a variety of juried and invitational exhibitions. Fred has given numerous presentations at international conferences and most recently, for the Ceramics Program at Harvard University. He has published a number of articles in Ceramics Monthly, Studio Potter, and The Log Book: The International Publication for Woodfired Ceramics. His work has also been published in 500 Teapots Vol. 2 and Wood-fired Ceramics: 100 Contemporary Artists. Fred has developed a hybrid wood-fired ceramics and glassblowing kiln in collaboration with the Corning Museum of Glass. This design is used to fire ceramics and blow glass simultaneously and has been built at CCC and the Domaine de Boisbuchet in France, where Fred has spent several summers leading workshop classes with CMOG on the use of this kiln. Fred received the SUNY Chancellor’s Award for Excellence in Teaching in 2007 and the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities in 2017.

• David Higgins— Dave earned a BA in Studio Art from SUNY-Binghamton in 1983 and an MFA in Painting and Drawing from Louisiana State University in 1988. He worked for five years as a professional graphic designer. Dave has been teaching at CCC since 1991. He is represented by West End Gallery in Corning and The Caffery Gallery in Baton Rouge, Louisiana, and has exhibited his work nationwide. He is also the director of CCC’s Atrium Gallery, which exhibits work of regional and national artists. Dave received the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities in 2006.

Part-time: In the Fall of 2018, the Fine Arts and Design program employed 7 adjunct instructors. This number varies from semester to semester, depending on need and availability, but generally ranges from 6 to 9. All of the adjunct faculty are fully vetted and overseen by the full-time instructors who ensure that our adjuncts have the proper credentials and instructional skills to represent the institution. Many of our past adjuncts have used CCC as a stepping stone toward academic careers at other colleges, which increases our network of association with transfer institutions for better service to our students. Additionally, many of our adjuncts are independent professionals in their own right, providing our students with the practical knowledge necessary to pursue careers in arts and crafts.

SPECIAL FACILITIES

In addition to two well-equipped drawing and painting studios, the Fine Arts and Design program has several unique facilities: • The Ceramics Studio—a stand-alone facility with potter’s wheels, electric kilns, storage, and all of the equipment necessary for the full range of ceramics instruction. • The Anagama kiln—a Japanese-style wood-fired kiln, one of the few at a community college in the United States. • The wood-fired ceramics and glassworking kiln—the first such kiln in the world, the second of which is at Domaine de Boisbuchet in France. • A fully equipped Macintosh lab for digital art and photography. • The Atrium Gallery for exhibition of student and professional art.

STUDENTS

The following report was prepared by the Office of Institutional Research. In summary, the report says that the Fine Arts and Design program is in conformance with the average parameters of similar academic programs offered by CCC. • Fulltime enrollment in Fine Arts and Design has dipped and now has rebounded somewhat. • Time to completion rates of majors are longer than the AS degree average. This may be due to outliers in a major with lower overall number. • The overall demographics of the program mirror the college’s demographics: o Females outnumber males by a higher margin than the college average. o Caucasians predominate. o The primary age group is 18-24. • Completion rates in the core program requirements are quite high, averaging 89%. • Program income has increased due to a reduction in program costs given a decrease in instructional cost per FTE.

Institutional Research Memo

To: Byron Shaw, Associate Dean of Instruction

Re: Fine Arts and Design-AS (ARTS-AS)--REVISED

From: Paul Andrews, Director of Institutional Research

Date: November 20, 2018

Introduction This document provides data and preliminary analysis on enrollment, graduation and other characteristics of students matriculated in the Fine Arts and Design-AS program. The data is focused on trends over a six-year period, from 2012-13 to 2017-18.

The intent is to provide a standardized “first glance” at the students in the program. These standardized datasets will not and should not be interpreted as the complete story about the program’s strengths and weaknesses; however, these datasets will provide general comparison data across programs and should spark further inquiry. Each program is unique and data from that program cannot be fully analyzed without context. Graduates of this program will be able to:

• Demonstrate fundamental drawing concepts, including line, proportion, value, gesture, texture, and style.

• Be able to draw an architectural interior in correct linear perspective.

• Draw and paint realistic portraits and figure subjects in correct proportion, including self-portraits.

• Demonstrate proficient use of pen and ink, charcoal, conte crayon, ink wash, oil paint, and all graphite media.

• Demonstrate proficiency in manipulating the major elements of 2-D and 3-D design, including shape, scale, color theory, balance, symmetry, kinetics, texture, materials, and composition.

• Demonstrate a foundational knowledge of major historical styles of western art, from ancient Egypt through the present.

• Assemble a portfolio and resume for possible transfer or employment.

• Demonstrate a foundational knowledge in the liberal arts and sciences, to include Basic Communication, Humanities, Social Sciences, Natural Sciences, Mathematics, and Western Civilization.

Enrollment Trends Figure 1 presents the number of full-time students matriculated in the program compared to the number of part-time students over the past six Fall semesters (2012-17). There may be students pursuing this program who had not officially matriculated at the time this data was collected. In no way should these numbers be compared with specific course enrollments which could include students who are not officially matriculated in this program. Figure 2 presents the number of Full Time Equivalent (FTE) students over the past six academic years (2011-12 to 2016-17). Figure 3 presents the number of students over the past six Fall semesters matriculated with the program as their primary program based on their student type.

Figure 1: ARTS-AS Enrollment Trends: Full-time vs. Part-time

Figure 2: ARTS-AS FTE Trends Findings derived from Figures 1 and 2 include:

• The overall number of students in the program increased from 48 in Fall 2014 to 58 in Fall 2016. • The program’s FTE have increased from the 2014-15 year to the 2016-17 year by 12.80.

Enrollment Trends by Student Type Figure 3 provides a snapshot of headcount enrollment in the program by student type over the past six Fall semesters (2012-17). Student type categories utilizing SUNY’s official definitions are presented in this report and not those utilized in internal enrollment/admissions reporting.

Figure 3: ARTS-AS Enrollment Trends: Student Type Findings derived from Figure 3 include:

• A majority of the students were Continuing/Returning students, ranging from 50.0% to 63.4% in Fall 2017. • New students enrolled increased from Fall 2015 to Fall 2016 by 5 but dipped to 16 in Fall 2017. Graduation/Completion in Program Figure 4 presents the number of graduates from the program over a six-year period while Figure 5 presents the overall number of CCC graduates with that degree award. The number of graduates in any given year includes only students who were officially reported to SUNY as having been awarded the degree.

Figure 4: ARTS-AS Program Graduates

Figure 5: CCC AS Graduates

Findings derived from Figures 4 and 5 include: • The number of graduates in the program has decreased from the 2015-16 academic year to the 2016- 17 academic year and has continued to decrease in the 2017-18 academic year. • The percentage of overall AS recipients who were from the ARTS-AS program ranged from 3.1% to 7.3%

Time to Completion Figure 6 presents the average and median completion time (in calendar years from when the graduates started at CCC) for students who were awarded the specified degree during each academic year reported. The calculation is based on when the graduates started as degree/certificate-seeking students which is not necessarily when they matriculated into the specified program. The data is disaggregated by the enrollment status of the graduates during their first term at CCC (full- vs. part-time). Students are assigned to the full-time or part-time cohort during their first term and remain in that cohort until graduation. This cohort designation does not always reflect their subsequent enrollment activity. Figure 7 presents the average and median completion time for all CCC graduates with the same degree award. The completion times for program/degree awards with small numbers of graduates can be skewed by outliers.

Figure 6: ARTS-AS Graduates Average/Median Time to Completion

Figure 7: CCC AS Graduates Average Time to Completion Findings derived from Figures 6 and 7:

• The average number of years it took students who started out full-time to graduate from the program since starting at CCC ranged from 3.2 to 3.8 compared to 2.8 to 3.0 for all AS graduates. Transfer Status/Subsequent Degrees Awarded This section presents transfer/subsequent degree data for graduates of the ARTS-AS program from the time period of 2012-13 to 2017-18 as well as students who were matriculated in the program during the time period 2011-12 to 2016-17 but did not graduate with a degree in ARTS-AS from CCC during that

time period. The transfer information presented in this section is extracted from a National Clearinghouse Student Tracker report.

Graduates Of the ARTS-AS program graduates submitted to National Clearinghouse, these students enrolled at 18 different institutions after completing their ARTS-AS degree at Corning Community College, including some who enrolled for additional coursework at Corning Community College. Table 1 presents the institutions as well as the number of CCC graduates who enrolled there. Please note some graduates may have enrolled at multiple institutions since graduation. Table 1: ARTS-AS Transfer Status: Graduates Count College Name College State 2-year / 4-year Public / Private 1 ACADEMY OF ART UNIVERSITY CA 4 Private 2 ALFRED UNIVERSITY NY 4 Private

1 CAZENOVIA COLLEGE NY 4 Private 1 COGSWELL POLYTECHNICAL COLLEGE CA 4 Private 1 COLLEGE FOR CREATIVE STUDIES MI 4 Private 1 KEUKA COLLEGE NY 4 Private 2 MANSFIELD UNIVERSITY PA 4 Public 1 PACIFIC UNIVERSITY OR 4 Private

1 PENNSYLVANIA COLLEGE OF TECHNOLOGY PA 4 Public 1 STATE UNIVERSITY OF NEW YORK AT FREDONIA NY 4 Public 6 SUNY CORNING COMMUNITY COLLEGE NY 2 Public 1 SUNY PURCHASE COLLEGE NY 4 Public 1 SUNY STONY BROOK UNIVERSITY NY 4 Public 2 SUNY UNIVERSITY AT BUFFALO NY 4 Public

1 TALLAHASSEE COMMUNITY COLLEGE FL 2 Public 2 THE STATE UNIVERSITY OF NEW YORK COLLEGE @ BUFFALO NY 4 Public 1 UNIVERSITY OF THE ARTS PA 4 Private 1 WESTERN GOVERNORS UNIVERSITY UT 4 Private

After graduating from the ARTS-AS program, seven additional degrees were subsequently awarded to these students. Table 2 presents details about degrees earned. Please note some graduates may have earned multiple subsequent degrees. Table 2: ARTS-AS Subsequent Degrees Received: Graduates

Degree Title Major / Program College Name

BACHELOR OF ARTS ART HISTORY SUNY UNIVERSITY AT BUFFALO

BACHELOR OF ARTS INTERDISCIPLINARY ART ALFRED UNIVERSITY

BACHELOR OF ARTS STUDIO ART SUNY STONY BROOK UNIVERSITY

BACHELOR OF FINE ARTS ART STUDIO SUNY COLLEGE - CORTLAND

BACHELOR OF FINE ARTS GRAPHIC DESIGN & DIGITAL MEDIA CHAMPLAIN COLLEGE

BACHELOR OF SCIENCE GRAPHIC DESIGN: PRINT GRAPHICS MANSFIELD UNIVERSITY

BACHELOR OF SOCIAL WORK SOCIAL WORK MANSFIELD UNIVERSITY

Students Of the students submitted to the National Clearinghouse who did not complete their ARTS-AS degree in the time specified, these students enrolled at 25 different institutions including some students who continued at Corning Community College. Table 3 presents the institutions as well as the number of students who enrolled at each institution. Table 3: ARTS-AS Transfer Status: Students

College 2-year / 4- Public / Count College State year Private

1 ALFRED STATE COLLEGE NY 4 Public

1 ALFRED UNIVERSITY NY 4 Private

1 CARLOW UNIVERSITY PA 4 Private

1 COLORADO STATE UNIVERSITY - PUEBLO CO 4 Public

1 CORNELL UNIVERSITY NY 4 Private

1 CUNY CITY COLLEGE NY 4 Public

2 KEUKA COLLEGE NY 4 Private

1 MANCHESTER COMMUNITY COLLEGE CT 2 Public

METROPOLITAN STATE UNIVERSITY OF 1 CO 4 Public DENVER

1 NORTHAMPTON COMMUNITY COLLEGE PA 2 Public

PENNSYLVANIA COLLEGE OF 1 PA 4 Public TECHNOLOGY

2 ROCHESTER INSTITUTE OF TECHNOLOGY NY 4 Private

SCHOOL OF THE ART INSTITUTE OF 1 IL 4 Private CHICAGO

2 SUNY COLLEGE - BROCKPORT NY 4 Public

1 SUNY COLLEGE PLATTSBURGH NY 4 Public

52 SUNY CORNING COMMUNITY COLLEGE NY 2 Public

1 SUNY GENESEE COMMUNITY COLLEGE NY 2 Public

1 SUNY MONROE COMMUNITY COLLEGE NY 2 Public

SUNY NIAGARA COUNTY COMMUNITY 1 NY 2 Public COLLEGE

1 SUNY ONONDAGA COMMUNITY COLLEGE NY 2 Public

SUNY TOMPKINS CORTLAND COMMUNITY 2 NY 2 Public COLLEGE

2 SUNY UNIVERSITY AT BUFFALO NY 4 Public

1 THE OHIO STATE UNIVERSITY OH 4 Public

1 UNIVERSITY OF PHOENIX AZ 4 Private

1 UNIVERSITY OF PITTSBURGH PA 4 Public

Of the students who did not complete their ARTS-AS degree at Corning Community College during the timeframe specified, 16 degrees were awarded to these students from Corning Community College or elsewhere during the identified time period. Table 4 presents the institutions as well as the degree received.

Table 4: ARTS-AS Transfer Status: Graduates

Degree Title Major / Program College

COMMUNICATION AND MEDIA SUNY TOMPKINS CORTLAND COMMUNITY ASSOCIATE ARTS COLLEGE

ASSOCIATE IN APPLIED DIRECTED STUDIES SUNY CORNING COMMUNITY COLLEGE SCIENCE

HUMANITIES & SOCIAL ASSOCIATE IN SCIENCE SUNY CORNING COMMUNITY COLLEGE SCIENCES

ASSOCIATE IN SCIENCE MATHEMATICS AND SCIENCES SUNY CORNING COMMUNITY COLLEGE

ASSOCIATE OF ARTS ASSOCIATE OF ARTS PIKES PEAK COMMUNITY COLLEGE

BACHELOR OF FINE ARTS ART COLORADO STATE UNIVERSITY - PUEBLO

CERTIFICATE VETERINARY ASSISTANT MANCHESTER COMMUNITY COLLEGE

MASTER OF FINE ARTS CERAMICS ROCHESTER INSTITUTE OF TECHNOLOGY

Demographics Table 5 presents the headcount and percentage of students in the program by IPEDS Race Ethnicity categories over a six-year period while Table 6 presents the headcount and percentage of CCC students (excluding ACE) in each category. Table 7 presents the headcount and percentage of students in the program by age category over a six-year period while Table 8 presents the headcount and percentage of CCC students by category. Table 9 presents the headcount and percentage of students in the program by gender over a six-year period while Table 10 presents the headcount and percentage of CCC students by gender.

Table 4: Demographic Trends for ARTS-AS: IPEDS Race Ethnicity

Table 5: CCC Demographic Trends (excluding ACE): IPEDS Race Ethnicity

Table 6: Demographic Trends for ARTS-AS: Age Category

Table 7: CCC Demographic Trends (excluding ACE): Age Category

Table 8: Demographic Trends for ARTS-AS: Gender

Table 9: CCC Demographic Trends (excluding ACE): Gender

Findings derived from Tables 5-10 include:

• The ARTS-AS students were predominately White (ranging from 74.0% to 87.8%), which is comparable to the overall College population (ranging from 83.0% to 85.0%). • Most of the ARTS-AS students fall into the 18-24 age population (ranging from 86.2% to 94.6%), higher than the overall CCC population of the 18-24 age group range of 63.2% to 69.7%. • The percentage ARTS-AS students who were female (ranging from 62.0% to 69.0%), is slightly higher compared to the overall college population (ranging from 58.6% to 59.2% female).

Course Completion and Success Rates Program-related courses were selected for analysis based on requirements for the program listed in the 2016-17 Catalog. Unlike previous iterations of program review data summary reports, the course analysis in this report only includes ARTS-AS students enrolled in the courses. Table 11 presents completion rates of ARTS-AS students enrolled in the specified courses. Table 12 presents the completer success rates of ARTS-AS students who completed the specified courses.

Note: Grades for Spring and Fall 2016 were not available from SUNY at the time of this reports preparation.

Table 10: Course Completion Rate for ARTS-AS Headcount Percent

Course Term # Enrolled Complete Not Complete Not Complete Complete

ARTS1030 -- Drawing I Fall 2012 13 10 3 76.9% 23.1%

Spring 2013 11 9 2 81.8% 18.2%

Fall 2013 24 21 3 87.5% 12.5%

Spring 2014 7 7 100.0%

Fall 2014 10 9 1 90.0% 10.0%

Spring 2015 5 3 2 60.0% 40.0%

Fall 2015 12 11 1 91.7% 8.3%

Spring 2016 8 8 100.0%

Fall 2016 18 18 100.0%

Spring 2017 9 9 100.0%

Fall 2017 11 11 100.0%

Spring 2018 10 9 1 90.0% 10.0%

ARTS1030 -- Drawing I Total 99 39 71.7% 28.3%

ARTS1310 -- Art History: Prehistoric -Med. Spring 2015 5 4 1 80.0% 20.0%

Fall 2015 8 8 100.0%

Spring 2016 9 9 100.0%

Fall 2016 12 12 100.0%

Spring 2017 11 10 1 90.9% 9.1%

Fall 2017 10 9 1 90.0% 10.0%

Spring 2018 6 6 100.0%

ARTS1310 -- Art History: Prehistoric -Med. Total 37 24 60.7% 39.3%

ARTS1310 -- History/Appreciation of Art I Fall 2012 11 7 4 63.6% 36.4%

Spring 2013 3 3 100.0%

Fall 2013 17 15 2 88.2% 11.8%

Spring 2014 11 11 100.0%

Fall 2014 11 10 1 90.9% 9.1%

ARTS1310 -- History/Appreciation of Art I Total 46 7 86.8% 13.2%

ARTS1320 -- Art History:Renaisnce.- Modern Spring 2015 9 9 100.0%

Fall 2015 8 8 100.0%

Spring 2016 10 10 100.0%

Fall 2016 9 9 100.0%

Spring 2017 14 11 3 78.6% 21.4%

Fall 2017 12 11 1 91.7% 8.3%

Spring 2018 9 6 3 66.7% 33.3%

ARTS1320 -- Art History:Renaisnce.- Modern Total 45 26 63.4% 36.6%

ARTS1320 -- History/Appreciation of Art II Fall 2012 5 4 1 80.0% 20.0%

Spring 2013 13 11 2 84.6% 15.4%

Fall 2013 2 2 100.0%

Spring 2014 13 12 1 92.3% 7.7%

Fall 2014 8 7 1 87.5% 12.5%

ARTS1320 -- History/Appreciation of Art II Total 36 5 87.8% 12.2%

ARTS1400 -- Introduction to Digital Art Fall 2012 6 5 1 83.3% 16.7%

Spring 2013 5 4 1 80.0% 20.0%

Fall 2013 9 8 1 88.9% 11.1%

Spring 2014 5 5 100.0%

Fall 2014 9 8 1 88.9% 11.1%

Spring 2015 3 3 100.0%

Fall 2015 4 4 100.0%

Spring 2016 4 4 100.0%

Fall 2016 4 4 100.0%

Spring 2017 3 2 1 66.7% 33.3%

Fall 2017 4 4 100.0%

Spring 2018 2 2 100.0%

ARTS1400 -- Introduction to Digital Art Total 45 13 77.6% 22.4%

ARTS1410 -- Two-Dimensional Design Fall 2012 27 23 4 85.2% 14.8%

Fall 2013 16 13 3 81.3% 18.8%

Spring 2014 9 9 100.0%

Fall 2014 13 13 100.0%

Spring 2015 10 7 3 70.0% 30.0%

Fall 2015 11 10 1 90.9% 9.1%

Spring 2016 11 11 100.0%

Fall 2016 12 12 100.0%

Spring 2017 11 10 1 90.9% 9.1%

Fall 2017 14 14 100.0%

Spring 2018 8 5 3 62.5% 37.5%

ARTS1410 -- Two-Dimensional Design Total 104 38 73.2% 26.8%

ARTS1420 -- Three-Dimensional Design Spring 2013 14 14 100.0%

Fall 2013 9 8 1 88.9% 11.1%

Spring 2014 8 7 1 87.5% 12.5%

Fall 2014 6 6 100.0%

Spring 2015 8 7 1 87.5% 12.5%

Fall 2015 12 12 100.0%

Spring 2016 12 12 100.0%

Fall 2016 14 14 100.0%

Spring 2017 13 12 1 92.3% 7.7%

Fall 2017 9 9 100.0%

Spring 2018 11 10 1 90.9% 9.1%

ARTS1420 -- Three-Dimensional Design Total 85 31 73.3% 26.7%

ARTS2030 -- Drawing II Fall 2012 7 7 100.0%

Spring 2013 6 5 1 83.3% 16.7%

Fall 2013 5 5 100.0%

Spring 2014 13 12 1 92.3% 7.7%

Fall 2014 10 10 100.0%

Spring 2015 4 4 100.0%

Fall 2015 8 8 100.0%

Spring 2016 8 8 100.0%

Fall 2016 7 7 100.0%

Spring 2017 14 13 1 92.9% 7.1%

Fall 2017 9 9 100.0%

Spring 2018 9 8 1 88.9% 11.1%

ARTS2030 -- Drawing II Total 81 19 81.0% 19.0%

ARTS2110 -- Painting I Fall 2012 12 12 100.0%

Spring 2013 9 9 100.0%

Fall 2013 7 7 100.0%

Spring 2014 7 7 100.0%

Fall 2014 7 7 100.0%

Spring 2015 8 7 1 87.5% 12.5%

Fall 2015 4 4 100.0%

Spring 2016 11 11 100.0%

Fall 2016 7 7 100.0%

Spring 2017 10 10 100.0%

Fall 2017 6 6 100.0%

Spring 2018 9 9 100.0%

ARTS2110 -- Painting I Total 78 19 80.4% 19.6%

ARTS2990 -- Independent Studio Projects Fall 2012 2 1 1 50.0% 50.0%

Spring 2013 2 2 100.0%

Spring 2014 2 2 100.0%

Spring 2015 1 1 100.0%

Spring 2016 1 1 100.0%

Fall 2016 1 1 100.0%

ARTS2990 -- Independent Studio Projects Total 5 4 55.6% 44.4%

ENGL1010 -- College Composition I Fall 2012 21 16 5 76.2% 23.8%

Spring 2013 10 8 2 80.0% 20.0%

Fall 2013 19 16 3 84.2% 15.8%

Spring 2014 11 11 100.0%

Fall 2014 12 11 1 91.7% 8.3%

Spring 2015 4 4 100.0%

Fall 2015 14 11 3 78.6% 21.4%

Spring 2016 5 5 100.0%

Fall 2016 22 22 100.0%

Spring 2017 5 5 100.0%

Fall 2017 18 14 4 77.8% 22.2%

Spring 2018 5 2 3 40.0% 60.0%

ENGL1010 -- College Composition I Total 98 48 67.1% 32.9%

ENGL1020 -- College Composition II Fall 2012 4 4 100.0%

Spring 2013 15 10 5 66.7% 33.3%

Fall 2013 7 7 100.0%

Spring 2014 8 8 100.0%

Fall 2014 4 4 100.0%

Spring 2015 6 3 3 50.0% 50.0%

Fall 2015 7 7 100.0%

Spring 2016 12 12 100.0%

Fall 2016 6 6 100.0%

Spring 2017 12 9 3 75.0% 25.0%

Fall 2017 5 4 1 80.0% 20.0%

Spring 2018 12 11 1 91.7% 8.3%

ENGL1020 -- College Composition II Total 67 31 68.4% 31.6%

MATH1110 -- Structures of Mathematics I Fall 2012 5 5 100.0%

Spring 2013 1 1 100.0%

Fall 2013 5 5 100.0%

Spring 2014 1 1 100.0%

Fall 2014 2 2 100.0%

Spring 2015 2 2 100.0%

Fall 2015 7 6 1 85.7% 14.3%

Spring 2016 3 3 100.0%

Fall 2016 3 3 100.0%

Spring 2017 9 9 100.0%

Fall 2017 2 2 100.0%

Spring 2018 1 1 100.0%

MATH1110 -- Structures of Mathematics I Total 33 8 80.5% 19.5%

MATH1215 -- College Mathematics I Fall 2012 6 6 100.0%

Spring 2013 2 2 100.0%

Fall 2013 7 5 2 71.4% 28.6%

Spring 2014 2 2 100.0%

Fall 2014 11 10 1 90.9% 9.1%

Spring 2015 5 5 100.0%

Fall 2015 6 3 3 50.0% 50.0%

Spring 2016 4 4 100.0%

Fall 2016 12 12 100.0%

Spring 2017 4 4 100.0%

Fall 2017 4 3 1 75.0% 25.0%

Spring 2018 4 3 1 75.0% 25.0%

MATH1215 -- College Mathematics I Total 43 24 64.2% 35.8%

Table 11: Course Completer Success Rate for ARTS-AS Headcount Percent

Complete Not Complete Not Complete Complete

Course Term # Enrolled Not Success Not Not Success Not Success Success Success Success

ARTS1030 -- Fall 2012 13 10 3 100.0% 100.0% Drawing I Spring 2013 11 9 2 100.0% 100.0%

Fall 2013 24 1 20 3 4.8% 95.2% 100.0%

Spring 2014 7 7 100.0%

Fall 2014 10 1 8 1 11.1% 88.9% 100.0%

Spring 2015 5 1 2 2 33.3% 66.7% 100.0%

Fall 2015 12 1 10 1 9.1% 90.9% 100.0%

Spring 2016 8 8 100.0%

Fall 2016 18 18 100.0%

Spring 2017 9 9 100.0%

Fall 2017 11 2 9 18.2% 81.8%

Spring 2018 10 9 1 100.0% 100.0%

ARTS1030 -- Drawing I Total 6 93 39 6.1% 93.9% 100.0%

ARTS1310 -- Art Spring 2015 5 4 1 100.0% 100.0% History: Prehistoric - Med. Fall 2015 8 3 5 37.5% 62.5%

Spring 2016 9 9 100.0%

Fall 2016 12 12 100.0%

Spring 2017 11 4 6 1 40.0% 60.0% 100.0%

Fall 2017 10 9 1 100.0% 100.0%

Spring 2018 6 2 4 33.3% 66.7%

ARTS1310 -- Art History: Prehistoric -Med. Total 9 28 24 24.3% 75.7% 100.0%

ARTS1310 -- Fall 2012 11 3 4 4 42.9% 57.1% 100.0% History/Appreciation of Art I Spring 2013 3 3 100.0%

Fall 2013 17 6 9 2 40.0% 60.0% 100.0%

Spring 2014 11 3 8 27.3% 72.7%

Fall 2014 11 2 8 1 20.0% 80.0% 100.0%

ARTS1310 -- History/Appreciation of Art I Total 14 32 7 30.4% 69.6% 100.0%

ARTS1320 -- Art Spring 2015 9 9 100.0% History:Renaisnce.- Modern Fall 2015 8 1 7 12.5% 87.5%

Spring 2016 10 10 100.0%

Fall 2016 9 9 100.0%

Spring 2017 14 3 8 3 27.3% 72.7% 100.0%

Fall 2017 12 3 8 1 27.3% 72.7% 100.0%

Spring 2018 9 6 3 100.0% 100.0%

ARTS1320 -- Art History:Renaisnce.- Modern Total 7 38 26 15.6% 84.4% 100.0%

ARTS1320 -- Fall 2012 5 4 1 100.0% 100.0% History/Appreciation of Art II Spring 2013 13 6 5 2 54.5% 45.5% 100.0%

Fall 2013 2 2 100.0%

Spring 2014 13 2 10 1 16.7% 83.3% 100.0%

Fall 2014 8 2 5 1 28.6% 71.4% 100.0%

ARTS1320 -- History/Appreciation of Art II Total 10 26 5 27.8% 72.2% 100.0%

ARTS1400 -- Fall 2012 6 1 4 1 20.0% 80.0% 100.0% Introduction to Digital Art Spring 2013 5 1 3 1 25.0% 75.0% 100.0%

Fall 2013 9 8 1 100.0% 100.0%

Spring 2014 5 1 4 20.0% 80.0%

Fall 2014 9 8 1 100.0% 100.0%

Spring 2015 3 3 100.0%

Fall 2015 4 4 100.0%

Spring 2016 4 4 100.0%

Fall 2016 4 4 100.0%

Spring 2017 3 2 1 100.0% 100.0%

Fall 2017 4 4 100.0%

Spring 2018 2 2 100.0%

ARTS1400 -- Introduction to Digital Art Total 3 42 13 6.7% 93.3% 100.0%

ARTS1410 -- Two- Fall 2012 27 2 21 4 8.7% 91.3% 100.0% Dimensional Design Fall 2013 16 1 12 3 7.7% 92.3% 100.0%

Spring 2014 9 1 8 11.1% 88.9%

Fall 2014 13 4 9 30.8% 69.2%

Spring 2015 10 7 3 100.0% 100.0%

Fall 2015 11 1 9 1 10.0% 90.0% 100.0%

Spring 2016 11 11 100.0%

Fall 2016 12 12 100.0%

Spring 2017 11 1 9 1 10.0% 90.0% 100.0%

Fall 2017 14 14 100.0%

Spring 2018 8 1 4 3 20.0% 80.0% 100.0%

ARTS1410 -- Two-Dimensional Design Total 11 93 38 10.6% 89.4% 100.0%

ARTS1420 -- Three- Spring 2013 14 1 13 7.1% 92.9% Dimensional Design Fall 2013 9 2 6 1 25.0% 75.0% 100.0%

Spring 2014 8 1 6 1 14.3% 85.7% 100.0%

Fall 2014 6 1 5 16.7% 83.3%

Spring 2015 8 2 5 1 28.6% 71.4% 100.0%

Fall 2015 12 1 11 8.3% 91.7%

Spring 2016 12 12 100.0%

Fall 2016 14 14 100.0%

Spring 2017 13 2 10 1 16.7% 83.3% 100.0%

Fall 2017 9 3 6 33.3% 66.7%

Spring 2018 11 10 1 100.0% 100.0%

ARTS1420 -- Three-Dimensional Design Total 13 72 31 15.3% 84.7% 100.0%

ARTS2030 -- Fall 2012 7 1 6 14.3% 85.7% Drawing II Spring 2013 6 5 1 100.0% 100.0%

Fall 2013 5 5 100.0%

Spring 2014 13 12 1 100.0% 100.0%

Fall 2014 10 1 9 10.0% 90.0%

Spring 2015 4 4 100.0%

Fall 2015 8 8 100.0%

Spring 2016 8 8 100.0%

Fall 2016 7 7 100.0%

Spring 2017 14 13 1 100.0% 100.0%

Fall 2017 9 9 100.0%

Spring 2018 9 8 1 100.0% 100.0%

ARTS2030 -- Drawing II Total 2 79 19 2.5% 97.5% 100.0%

ARTS2110 -- Painting Fall 2012 12 1 11 8.3% 91.7% I Spring 2013 9 1 8 11.1% 88.9%

Fall 2013 7 1 6 14.3% 85.7%

Spring 2014 7 1 6 14.3% 85.7%

Fall 2014 7 7 100.0%

Spring 2015 8 7 1 100.0% 100.0%

Fall 2015 4 4 100.0%

Spring 2016 11 11 100.0%

Fall 2016 7 7 100.0%

Spring 2017 10 1 9 10.0% 90.0%

Fall 2017 6 6 100.0%

Spring 2018 9 9 100.0%

ARTS2110 -- Painting I Total 5 73 19 6.4% 93.6% 100.0%

ARTS2990 -- Fall 2012 2 1 1 100.0% 100.0% Independent Studio Projects Spring 2013 2 2 100.0%

Spring 2014 2 2 100.0%

Spring 2015 1 1 100.0%

Spring 2016 1 1 100.0%

Fall 2016 1 1 100.0%

ARTS2990 -- Independent Studio Projects Total 5 4 100.0% 100.0%

ENGL1010 -- College Fall 2012 21 4 12 5 25.0% 75.0% 100.0% Composition I Spring 2013 10 4 4 2 50.0% 50.0% 100.0%

Fall 2013 19 2 14 3 12.5% 87.5% 100.0%

Spring 2014 11 4 7 36.4% 63.6%

Fall 2014 12 3 8 1 27.3% 72.7% 100.0%

Spring 2015 4 1 3 25.0% 75.0%

Fall 2015 14 4 7 3 36.4% 63.6% 100.0%

Spring 2016 5 5 100.0%

Fall 2016 22 22 100.0%

Spring 2017 5 1 4 20.0% 80.0%

Fall 2017 18 5 9 4 35.7% 64.3% 100.0%

Spring 2018 5 2 3 100.0% 100.0%

ENGL1010 -- College Composition I Total 28 70 48 28.6% 71.4% 100.0%

ENGL1020 -- College Fall 2012 4 1 3 25.0% 75.0%

Composition II Spring 2013 15 3 7 5 30.0% 70.0% 100.0%

Fall 2013 7 2 5 28.6% 71.4%

Spring 2014 8 1 7 12.5% 87.5%

Fall 2014 4 4 100.0%

Spring 2015 6 3 3 100.0% 100.0%

Fall 2015 7 2 5 28.6% 71.4%

Spring 2016 12 12 100.0%

Fall 2016 6 6 100.0%

Spring 2017 12 3 6 3 33.3% 66.7% 100.0%

Fall 2017 5 1 3 1 25.0% 75.0% 100.0%

Spring 2018 12 3 8 1 27.3% 72.7% 100.0%

ENGL1020 -- College Composition II Total 16 51 31 23.9% 76.1% 100.0%

MATH1110 -- Fall 2012 5 2 3 40.0% 60.0% Structures of Mathematics I Spring 2013 1 1 100.0%

Fall 2013 5 5 100.0%

Spring 2014 1 1 100.0%

Fall 2014 2 2 100.0%

Spring 2015 2 1 1 50.0% 50.0%

Fall 2015 7 3 3 1 50.0% 50.0% 100.0%

Spring 2016 3 3 100.0%

Fall 2016 3 3 100.0%

Spring 2017 9 9 100.0%

Fall 2017 2 1 1 50.0% 50.0%

Spring 2018 1 1 100.0%

MATH1110 -- Structures of Mathematics I Total 9 24 8 27.3% 72.7% 100.0%

MATH1215 -- Fall 2012 6 3 3 50.0% 50.0% College

Mathematics I Spring 2013 2 1 1 50.0% 50.0%

Fall 2013 7 1 4 2 20.0% 80.0% 100.0%

Spring 2014 2 2 100.0%

Fall 2014 11 4 6 1 40.0% 60.0% 100.0%

Spring 2015 5 5 100.0%

Fall 2015 6 1 2 3 33.3% 66.7% 100.0%

Spring 2016 4 4 100.0%

Fall 2016 12 12 100.0%

Spring 2017 4 1 3 25.0% 75.0%

Fall 2017 4 3 1 100.0% 100.0%

Spring 2018 4 1 2 1 33.3% 66.7% 100.0%

MATH1215 -- College Mathematics I Total 15 28 24 34.9% 65.1% 100.0%

Program Costs A new model for assessing and presenting program costs has been developed by the CFO and representatives from Institutional Research and Academic Affairs. As this new model is applied to other programs comparative data will be available.

Table 13: Program Costs per FTE for ARTS-AS

Fall Term Tuition Income Program Facilities Profit/Loss %Change from Expense Overhead Previous Year

Fall 2012 $206,551 $167,249 $17,293 $22,009

Fall 2013 $194,021 $143,742 $22,123 $28,156 27.9%

Fall 2014 $144,095 $113,042 $13,663 $17,389 -38.2%

Fall 2015 $161,458 $137,107 $10,714 $13,637 -21.6%

Fall 2016 $197,778 $119,952 $34,243 $43,583 219.6%

Program Cost: cost per FTE of instructional cost multiplied by FTE count for students matriculated in this program.

Tuition Income: total credit hours multiplied by per credit rate, plus the number of FTE multiplied by the county chargeback rate Facilities Overhead: calculated at 44% of net Profit/Loss: tuition income minus program expense minus facilities overhead

Findings derived from Table 13 include:

• Overall, the profit/loss category has fluctuated with a high of $43,583 in Fall 2016 and a low of $13,637 in Fall 2015. • In Fall 2016, the profit/loss displays a change over the previous year of 219.6%. This is due to maintaining a steady level of program income coupled with a reduction in program cost given a decrease in the instructional cost per FTE across all programs, according to the national Benchmarking Project.

Glossary In an effort to standardize and clarify communication about Program Review, IR has compiled a glossary of terms used in program review documents.

Academic Year: An annual period of time used to report institutional data. For SUNY’s reporting of enrollment, an academic year includes fall-winter-spring-summer terms (for example, 2015-16 includes Fall 2015, Winter 2016, Spring 2016 and Summer 2016). For SUNY’s reporting of graduates, an academic year includes summer-fall-spring-winter terms (for example, 2015-16 includes Summer 2015, Fall 2015, Winter 2016, Spring 2016).

Completer Success Rate: The total number of students who received a grade A-C and P divided by the total who completed.

Completion Rate: The total number of students in a course or group of courses who received a grade A- F and P divided by the total number enrolled.

Continuing/Returning: See Student Type.

Degree Award: A degree is official recognition of the completion of a program of study. A degree award is the type of degree. CCC has the offers the following: Associate of Arts (AA), Associate of Applied Science (AAS), Associate of Occupational Studies (AOS), Associate of Science (AS), Certificate (CERT).

EOT/End of Term: The official enrollment reporting for SUNY. Submissions are required approximately 45 days after the conclusion of each term.

Ethnicity: Self-reported racial categories. A person may be counted in only one group. Program review data summaries utilize the IPEDS Race Ethnicity categories: American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, White, Non-resident alien, Two or more races, unknown.

FT/Full-time: Students who are enrolled for 12 or more credit hours in a semester.

FTE Student (Full Time Equivalent): Based on the number of credit hours generated by student enrollment during a term. It is calculated as fifteen (15) credit hours per semester for a student. The calculation is Student Credit Hours / 15 or student credit hours / 30 (Annual Average FTE).

Matriculated: Enrolled in a program leading to a degree. Students must be matriculated to qualify for federal financial aid. Students must be matriculated in the program being reviewed.

New: See Student Type.

PT/ Part-time: Students who are enrolled for fewer than 12 credit hours in a semester.

Student Type (STYP): Categories students based on their pattern of enrollment according to SUNY’s definitions:

• Continuing/Returning: Student type utilized by SUNY for currently enrolled students who were enrolled in a previous term at the college (excluding ACE) including readmitted students who returned after stopping out. • New: Student type utilized by SUNY for students who are currently enrolled and have not previously enrolled at a college or university (excluding for ACE) and will not receive transfer credit from a non-collegiate institution. • Transfer: Student type utilized by SUNY for students who are currently enrolled and were previously enrolled at another institution. They may or may not bring credits that are applicable to their program.

Transfer: See Student Type.

REVIEW SUMMARY

Strengths of the Program: • A dedicated, knowledgeable, and skilled full-time faculty with national and international reputations in the art world. • An excellent cadre of adjunct faculty. • Several unique facilities and exhibition areas. • Excellent transfer opportunities for our students. • A solid foundation for students in traditional media. • An ideal location in a region known as a center for the arts with museums, art festivals, independent artisans, etc. • A balanced mix of general education and core requirements, all addressing the institutional learning outcomes. • A required portfolio preparation course.

• Investigate safety concerns in the studio teaching spaces. • Devise an efficient means of surveying alumni to determine preparedness for transfer/career. • Investigate similar program structures at similar institutions to see if any adjustments need to be made • Review and revise program Student Learning Outcomes in order to address Advisory Board concerns about drawing focused outcomes. • Consider micro-credentialing.

EXTERNAL REVIEW DOCUMENT

Because of a series of scheduling problems, the entire external review team was unable to visit CCC as a group. Two reviewers met together and one separately for a tour of facilities and discussion of the program. Below are the individual reports of the external team.

Essentially, they all agreed with the strengths of the Fine Arts and Design program. Their recommendations generally echoed those of the advisory board and the faculty. A few points were misunderstood; for example, photography classes continue to be taught despite the recent resignation of the full-time faculty in that area. Photography classes are being taught by adjuncts.

Amy Schwartz, Director of The Studio of the Corning Museum of Glass: Review Summary December 17, 20018

CCC is lucky to have a Fred Herbst as one of the two heads of this program. Fred is dedicated and keeps his eyes open to what is going on around him and down the hill. He is understanding of the need students have to collaborate and connect with each other. He is dedicated to making community connections and has an understanding of what is going on in technology and art.

The new class taught by Fred and the engineering department is a great collaboration and a great way to show art students that technology is their friend. Consider increasing collaborative courses like this and integrating other community resources into this area. The Studio has equipment that could be used and glass could be integrated into the program.

Professional practices are extremely important for students. Not only are these important for their art careers but these are important for getting jobs. I would like to see courses in professional practice as part of this program: resume building/creating; photography, portfolio making, how to dress for success (I can’t believe I am writing this but I hire a lot of young artists), personal hygiene, interview skills, social media, outreach, marketing, PR.

I was disappointed to learn that the full-time photography professor has left the program and that position will not be filled. Consider a part-time person to teach photography. This is an important skill for art students. Perhaps add a course in video creating.

The Studio would be interested in collaborating with this program by providing internships or work-study opportunities for students.

Create internships or work-study opportunities throughout the community. 171 Cedar Arts, the exhibition space that the Arts of the Southern Finger Lakes has, The Corning Museum of Glass, The Rockwell Museum, The Arnot Museum. So many opportunities for such a small community!

Encourage more use of the exhibition space and have students put on exhibitions and invite the community. Students could make flyers and emails to encourage attendance.

The facilities and equipment seem fine. More access to technology or encourage students to use technology available elsewhere in the community.

I do not see major weaknesses in this program. It would be a good idea to have a multi-year plan that slowly adds new components and builds the program. It is easier to work to a plan than to add new components randomly.

Chris Longwell, Lecturer of Art and Art History, Elmira College, Elmira, N.Y. Review Summary

December 17, 2018

Comments and Recommendations:

Overall the program mission, goals, and objectives were well stated and realistic. I especially am in agreement that in preparing art students for transfer that they encouraged to experience the full range of art and art history classes at Corning. The narrative in the program review document was consistent with the discussion between Fred Herbst and me during my visit to the campus.

From the program strengths section of CCC Program Review Document:

Strengths of the Program:

• A dedicated, knowledgeable, and skilled full-time faculty with national and international reputations in the art world. • An excellent cadre of adjunct faculty. I suggest with the loss of one Full Time Tenure Track position that CCC replaces that position. While a “cadre” of adjuncts is good in some respects, variety of perspectives for students to experience being one, they can also have negative effects on a program. Adjuncts can be less committed and involved in the program as they often need to take other adjunct positions elsewhere. Please consider some form of full time, non-tenure track positions if at all possible.

Suggestions for additional course offerings:

I would suggest the program consider some studio offering in printmaking or integrate a component of the printmaking process into drawing or graphic design courses. The graphic arts have a long wonderful tradition. This discipline can offer students a wide variety of ways to express themselves. I would also recommend that Corning Community College expand their current art history courses. For example, an Asian, Oceanic, African or Pre-Columbian art history offering would fertilize student’s interest and understanding of global art and culture.

Additional Suggestions:

The drawing and painting studios are congested. I suggest a revamping of those spaces to get better functionality from them.

I would also suggest that off campus student exhibition be considered. Exhibition exchanges with other colleges and agency’s in the region would increase the amount of feedback students receive on their work and growth. This concept has recruitment potential and provides the opportunity to show off the programs strengths. 171 Cedar Arts, The Arts of the Southern Finger Lakes, coffee houses, and restaurants on Market Street are potential sites.

Internships:

From: Advisory Board recommendations from November 30th and December 7th, 2018 meetings: Internships and service learning opportunities with local arts organizations were discussed. This could fit into the portfolio prep course by expanding the curriculum (and credit hours) to include art professional practice in the community.

I am whole-heartedly in support of this expansion. Students can experience the first hand the work world value of their skills and experience’s from the CCC classroom.

Finally are your course fees. At Elmira College our admin. has gone back and forth with ways to deal with course fees. Is there general student academic fee that could be tapped to bridge the gap between current art course fees an the actual current cost of materials? Putting an increase in fees to students can sometimes put some in to difficult financial situations which has effects on drop out and retention rates.

Conclusion:

The CCC Art Program is a strong one. The full time and adjunct faculty are well respected in their respective disciplines. With excellent facilities in the art rooms and overall campus, especially the new library construction, the CCC art program serves students interested in this field well.

Matt Kelleher Assistant Professor New York State College of Ceramics Alfred University Review Summary December 14, 2018

Corning Community College has very strong faculty and substantial facilities in their Fine Arts and Design program. Ceramics is a vital component of the program and should be exploited for a 3D concentration and for recruitment. Below are a few observations on Facilities and Safety, Faculty Numbers, and Program Goals vs. Learning Outcomes. The last part includes some thoughts on how the Fine Arts and Design program is addressing CCC’s institutional learning outcomes. If this area is reexamined and rewritten to include how Fine Arts and Design is achieving these outcomes within their own curriculum, rather than passing much of it off to the Liberal Arts component of the degree, the strengths of Fine Arts will be more fully recognized.

Facilities

The studios for drawing, painting, and design are wonderful with tall ceilings and soft light. The Drawing Studio is small with limited area for still life subjects and wall space for critique. Could the drawing studio switch places with 2D/3D design? This would create a large drawing/painting studio and an independent space for 2D/3D design.

The Ceramics facility is a unique island with specialized woodkilns, clay mixing area, and a shared workspace for throwing and handbuilding. The space holds many classes efficiently. With the current investment there could be a strong 3D concentration in Ceramics.

Within the Ceramics facility, an outdoor gas kiln housed with the woodkilns would complete the set of firing processes found at most transfer institutions. A gas kiln would provide students an opportunity to reduction fire and learn about its effect on glaze and clay body materials.

An investment in a small woodshop with a few pieces of equipment could support the current 3D design class and help diversify a 3D concentration. Can the investment in a small woodshop be shared with programs in engineering?

The current collaboration between 3D design and engineering with CAD and 3D printing is very promising. The proposed degree between design and engineering highlighting CAD and 3D printing will make an interesting recruitment tool and strong degree for transfers. Continued administrative and financial support for this innovative curriculum development is encouraged.

The Library is very supportive of the Fine Arts and Design program through housing the Art books right in the communal learning space and displaying many examples of Art throughout the building.

Health and safety

The current position of electric kilns in the Ceramic Studio classroom is a concern. Ventilation appears inadequate. The kilns are being fired over night to avoid subjecting students to off- gasing during the firing process. One solution is moving the kilns to the clay mixing room and venting them from there. A more cost effective solution might be moving the electric kilns outside the wall they are currently up against and house them in a shed/lean-to structure.

Faculty

Two full time faculty take on a number of duties beyond their attention to teaching. One faculty Chairs the Humanities, hires/advises adjuncts, and manages a very demanding Ceramics area. Other areas being managed are drawing, painting, 2D/3D design, and computer lab. These spaces

and equipment are used by adjuncts but are the responsibility of full time professors. Adjuncts fulfill a very important role, but full-time faculty are responsible for the programs’ mission and building curriculum to achieve the mission. As the ratio of full-time faculty to adjunct gets weighted more and more towards adjuncts, success of the mission proportionally decreases. Adding a third full-time faculty splitting duties in Art History and Foundations would strengthen the program in many areas: 1. Create a comprehensive viewpoint for developing curriculum that brings a strong Art History voice to the table. 2. A permanent presence in Art History would solidify curriculum that addresses the critical thinking, communication, and research goals of CCC. 3. Adding expertise in Foundations, this faculty position would be the conduit between Art History and Studio courses. This will help students understand the connection between research, critical thinking, communication and the haptic processes of making. 4. Build consistency for students traveling through Fine Arts and Design program. 5. As the curriculum becomes more consistent, assessment will be more accurate and valuable. 6. Allow room for a 3D concentration to grow out of the curriculum. 7. Create a team to develop and execute a student advising plan.

Program Goals

The Program Goals on page 6 of the Program Review Document that lay out guiding principles for the Fine Arts and Design program are repeated in the Program Learning Outcomes. They could be differentiated from each other so goals become a broad foundation and the Learning Outcomes become the building blocks supporting the goals.

A principle missing in these goals is one dealing with the mind, imagination and conceptualization. An effective way to fold this principle in is to include the CCC learning outcomes as a program goal (specifically looking at CCC goal 1 and 2). The program should support the goals of CCC and could be declared by simply including them.

The first program goal states proficiency in art materials. This sounds skill based only. It is important that skill building be a goal, but could it go on to say why or to what end? A strong skill set helps a student communicate their ideas? Or a strong skill set of manipulating materials prepares students to be creative thinkers and problem solvers for any type of future employment?

The second program goal starts to move away from the art major and addresses understanding and appreciating art whether one becomes a maker or not. This develops a more aware citizen and an art connoisseur class. But if this goal is intended to address the art major and how art history broadens awareness, growing a stronger maker, then a rewrite might help clarify.

Student Learning Outcomes

The first five outcomes are about learning the vocabulary and using it to make a drawing or object that is based on accuracy. These outcomes work well in a rubric but avoid the meaty, expressive, human-ness about making. It is extremely difficult to construct an outcome around subjectivity and ambiguity in art, but it could include idea or concept, aesthetics or use of visual language elements, and creativity or innovation.

Corning Community College Learning Outcomes

How the Fine Arts and Design program addresses the CCC learning outcomes is effective but with a reexamination of current curriculum and subtle additions to curriculum, the program could be address learning outcomes more profoundly in the core Art classes. For example, from page 13 of the program review document:

1. Demonstrate critical thinking. The assessment of critical thinking is almost exclusively performed with writing examples. Using only writing examples is too narrow and leaves the haptic activities of the brain and body at a disadvantage. This may be because the persons strategizing assessment rubrics are from the disciplines that use words exclusively to express an idea. Art Making is built on critical thinking, or we can use the term Critical Making and shows up in many forms that often are void of words-2D, 3D, and 4D. Practitioners of Art Making are continuously analyzing and evaluating their decisions through the creative process. Students exercise critical making from their very first Art class.

2. Communicate effectively orally and in writing, and through other modes of expression. This learning outcome is covered in every studio class through making the work, presenting or describing the work in oral or written form, and critiquing the work in oral or written form. Practicing the making and critiquing cycle, students slowly build their confidence and discover their voice. Art History should be addressing this learning outcome through analyzing artwork, comparing artworks, and projects that include an oral presentation and research paper.

3. Utilize research, apply scientific reasoning and mathematical concepts, and employ creative techniques to solve problems. Research is part of every studio course. Applying scientific process or reasoning is exercised by most professional artists and learning the process starts in foundation studio classes. An artist works and comes up with questions (hypothesis), then goes about testing those questions, and then analyzes the tests. The main difference between artists and engineers when it comes to the scientific process is engineers have their expectations set on being right and the artist have their anticipations set on questions.

4. Demonstrate knowledge and skill proficiency in their program of study. The review document says this is specifically addressed in ARTS courses. This is a missed opportunity to be more elaborate and to give specific examples from the Arts program at CCC.

5. Apply information literacy skills necessary to support continuous, lifelong learning. The review document states this is addressed in all liberal arts and sciences requirements. This is a missed opportunity to be more elaborate and to give specific examples from the Arts program at CCC.

6. Demonstrate cultural and global awareness and civic knowledge. The review document states this is addressed in the liberal arts and sciences requirements. It is essential that this learning outcome is addressed within Art History courses and could be integrated into studio projects through a social practice assignment.

7. Demonstrate growth in professional and personal development. Addressed in the portfolio preparation requirement.

Template: Summary of Assessment of Student Learning in an Academic Program

This template, a slight revision of a form that was originally developed as part of the SUNY Assessment Initiative, can be used as a guide for maintaining summary records of the assessment of student learning outcomes in academic programs.

Registered Program Title(s) Included in the Assessment (or Assessment SED IRP Group) Code(s) Fine Arts and Design 31888

Year of Previous Assessment Year of Current Assessment 2012 2018

External Reviewers (or Name of Specialized Accreditation Agency)

Name Title Institution Amy J. Schwartz Director of The Studio Corning Museum of Glass Matt Kelleher Assistant Professor in Art New York State College of Ceramics at Alfred University Chris Longwell Lecturer in Art and Art Elmira College History

External review reports, and a letter of accreditation, as applicable, should be attached to this Summary Report.

1. Program improvements made as a result of the previous assessment of this major:

ARTS 1400 Intro to Digital Art has now been added as a Program requirement as suggested in past program review.

2. Major learning outcomes for this 1. Measures used to assess these learning program: outcomes:

Demonstrate fundamental drawing concepts, All of the assignments throughout Drawing I including line, proportion, value, gesture, texture, and II. and style. Be able to draw an architectural interior in correct Perspective and interior drawing assignments in linear perspective. Drawing I and II. Draw and paint realistic portraits and figure Assignments throughout Drawing I and II and subjects in correct proportion, including self- Painting I. portraits. Demonstrate proficient use of pen and ink, Assignments throughout Drawing I and II and charcoal, conte crayon, ink wash, oil paint, and all Painting I. graphite media. Demonstrate proficiency in manipulating the All assignments throughout Two-Dimensional major elements of 2-D and 3-D design, including Design and Three-Dimensional Design. shape, scale, color theory, balance, symmetry, kinetics, texture, materials, and composition. Demonstrate a foundational knowledge of major All assignments throughout History and historical styles of western art, from ancient Egypt Appreciation of Art I and II. through the present. Assemble a portfolio and resume for possible Portfolio Preparation transfer or employment. Demonstrate a foundational knowledge in the All of the courses in the general education liberal arts and sciences, to include Basic component of the program. Communication, Humanities, Social Sciences, Natural Sciences, Mathematics, and Western Civilization.

4. 4. Major findings of this assessment 5. Action to be taken to address these specific related to student learning: assessment findings: Overall, the major finding was that greater The program review makes these emphasis must be placed on good attendance recommendations: 1.) create an orientation and work attitudes. Some variation of this course or session that will familiarize students finding appeared in the assessments of several with the degree of commitment in time and courses. Many students enter the program effort that will be expected of them in the without an understanding that college-level program, and 2.) create the position of program courses in fine arts and design require the same coordinator who will oversee the orientation and dedication and discipline as any other college- organize periodic program meetings of all level coursework students matriculated into the program, as well and overseeing assessment, scheduling, etc.

6. What has been learned from this assessment that could be helpful for the next assessment of student learning in this major? Some means, other than voluntary-response surveys, needs to be devised to see how well students are progressing in baccalaureate programs, as employees, or as independent entrepreneurs.

NOTES