SUNY University Faculty Senate Volume 1, Issue 1

Plenary Report

Stony Brook University—January 21-22, 2016

Executive Committee Meeting, Thursday, January 21

Executive Committee Meeting information on Presidential terms of a starting point for nego‐ Dominated by Budget Discussion searches. tiations." President Knuepfer made the following observations In addition to their usual duties of Campus Performance Improve‐ on the Governor's proposed responding to committee reports, ment plans were submitted in budget: refining resolutions and discuss‐ October. The Provost and Chan‐ ‐No money for SUNY pay raises, ing the President's report, cellor approved all of the plans no maintenance of effort the Executive Committee was after some give and take. The ‐$485 M cut from CUNY senior Special Thanks forced to respond to the upcom‐ plans look at Access, Completion, colleges (about 30%) To our Hosts ing winter snow storm. The Success, Inquiry and Engagement. ‐Concerned that funds negotiated storm that eventually dumped to restore the CUNY cut will come over 20" of snow in NYC was rap‐ SUNY announced the first phase from SUNY. idly advancing up the eastern of "winners" for the $18 million ‐SUNY doesn't want Governor to seacoast. It was forecast to hit (M) investment fund. There were back off of his support for tuition Stony Brook around 2:00am on a number of themes used to de‐ ‐Some legislators want Saturday. As a result, the group termine the final awards. These "maintenance of effort"— decided to cancel the Saturday are Data Systems, Procurement increased base operating support morning meeting and combine and SmartTrack. Winners of the from the State—and no tuition two days into one. other portions of the $100 M will increases be announced later this semes‐ ‐if SUNY does not gain the au‐ President Pete Knuepfer pre‐ ter. thority to raise tuition and the sented his President's re‐ legislature does not approve port. The report covered some of The Executive Budget Proposal maintenance of effort, SUNY the key initiatives and actions at received the greatest amount of could lose $78 M in real terms SUNY. These include the follow‐ discussion. Stacey Hengsterman, ‐State funding for higher educa‐ ing: Performance Improvement SUNY's Chief of Staff and Director tion has declined across the coun‐ Plans, SUNY Investment Fund, of Government Relations was try. Executive Budget Proposal, Ap‐ quoted "This year's Executive ‐SUNY is doing better than most. plied Learning Initiative, TeachNY, Budget represents a substantial UFS vice President changes and improvement from last year's in

Inside this issue: CGL Student & Faculty Governance Workshop: Working Together to Improve Campus Climate Executive Committee 1

Report from Chairman McCall 2 March 5-6, 2016 - Hilton Garden Inn Albany/SUNY 1389 Washington Avenue, Albany NY Chancellor Zimpher and Faculty Concerns 3 Registration and Hotel Information Provost Office Report 4 Applied Learning 5 518‐320‐1376 Joe Hildreth, Recorder 800‐547‐1548 Resolutions 6 Designed by Carol Donato [email protected] Page 2 Friday Senate Plenary Session, January 22, 2016

The Senate received a video welcome dent Knuepfer mentioned the $485 eligible for TAP and other NYS schol‐ from Stony Brook President Samuel M cut to CUNY and his concern that arship support Stanley. In addition, Provost Dennis negotiations to restore funding could ‐ $15.00/hour minimum wage for Assanis and Campus Governance result in cuts to SUNY or at least an hourly workers Leader Ed Feldman welcomed the inability to secure additional funds A brief overview of the annual group. for SUNY. Other items mentioned budget calendar was provided. The were: budget process begins with a SUNY Eileen McLoughlin, Senior Vice Chan‐ ‐SUNY System/campuses receive ask in December. The Governor's cellor and Chief Academic Officer was $708 M Executive Budget is presented in scheduled to provide a budget report, ‐Loss of $4.7 M in salary support January. This is followed by SUNY but she was unable to arrive in time from current enacted 2015‐16 advocacy efforts in February and to give her report. President budget March. Also, there will be budget Knuepfer was able to use the Power ‐Add of $10.0 M for a Clean Energy hearings in March. The final budget Point prepared by Ms. McLoughlin Workforce Program is scheduled to be passed by March and he provided the Senators and ‐No increase in FTE support for Com‐ 31. Campus Governance Leaders with an munity Colleges update on the status of the SUNY ‐Continuation of SUNY 2020 will pro‐ The Senate moved to the impressive budget. vide up to a $300 annual tuition in‐ Wang Center for lunch and an ad‐

crease through 2020‐21 dress by SUNY Board of Trustees The Governor's Budget provides sup‐ Chairman, H. Carl McCall. port for renewal of SUNY 2020. Presi‐ ‐Dream Act will allow students with‐ out lawful immigration status to be Budget Report - Faculty Senate Win- ter Plenary 2016 Chairman H. Carl McCall Calls for Diversity

BOT Chairman McCall made a brief support diversity? A. I have never had the feeling that presentation to the Senate. During A. Yes. It will come in the form of the Comprehensives were not being his remarks he made three student support. adequately supported. I am glad that points. 1) SUNY was founded to be you brought this to my attention. and open inclusive institution. Conse‐ Q. How can you help us improve quently SUNY has developed a sys‐ shared governance on our cam‐ Q. What is the Board doing to sup‐ tem‐wide diversity plan. The plan puses? port our hospitals? requires every campus to hire a chief A. I am going to urge our Chancellor A. We decided that we should have a diversity officer. This person will to encourage our Presidents to be governance structure with knowl‐ oversee the development of a diver‐ responsive to shared governance. edgeable people from outside the Board. Downstate is continuing to sity plan containing information on Q. With advocacy in mind, one possi‐ how the campus will recruit more struggle. We really need a first rate bility is to give the Governor and the professional at System to help us to diverse students and faculty. 2) At Legislature what they want, then what point do we tell the legislature develop strategies for our hospitals. maybe they will give us what we that we cannot continue to grow want. The Conference Board was a Q. At many campuses, fees are being SUNY based mostly on tuition in‐ model for advocacy. created to help the campus sur‐ creases. The State must do its A. Yes, I did chair the Conference vive. These fees are on top of tui‐ part. The students have done their Board. We need to do something like tion. What is your position on fees? part. 3) SUNY is engaged in a contin‐ that. I am concerned over what will A. I am concerned with fees. It ual effort to promote shared govern‐ happen to any potential for SUNY makes it more difficult for students ance and make it work. SUNY Voices increases if the cuts to CUNY are re‐ to afford college. We must do bet‐ is an example of this commit‐ stored. Will we be asked to merge? I ter. ment. We look forward to hearing hope not. your ideas on how we can improve The Senate showed their apprecia‐ shared governance. Q. It seems there are funding models tion for the Chairman with an enthu‐ for the University Centers. The Com‐ siastic round of applause. Following his remarks, McCall an‐ prehensive Colleges are feeling unap‐ swered questions from the Senate. preciated. How do you feel about Q. Will there be additional money to funding the Comprehensive Colleges? Page 3

Chancellor Zimpher Responds to Faculty Concerns Chancellor Zimpher addressed the Senate the engagement of the faculty. Colleges of Technology via a video conference call from NYC, Q. A search has begun for a new Q. We understand the Governor has having chosen not to join in person due president for Alfred University. Our proposed $15 M to use in the develop‐ to the impending storm. Following Chan‐ existing Memorandum of Under‐ ment of the Clean Energy Workforce cellor Zimpher's introduction, the various standing needs a revision. How will Improvement program. As the technol‐ sector leaders asked questions developed SUNY be involved? ogy sector is proactive in clean energy from sector discussions. A. I don't know if we have represen‐ research and leaders in workforce de‐ tatives on the search committee, but velopment, we are interested in how Campus Governance Leaders I want representation. We will not the $10 M targeted for the state oper‐ Q. We ask that campus presidents be revisit the MOU until the new presi‐ ated colleges might be distributed to required to report on how campus gov‐ dent is in place. the tech sector campuses. ernance organizations were included in A. We have not been mandated on how the development of performance im‐ University Colleges to distribute those funds. What we provement plans. Q. The comprehensive sector is ex‐ need is a process on the way we distrib‐ A. I think we talked about some kind of a periencing a drop in enrollment. Is ute the funds. If you are competitive, sign off on campus plans. I don't know if SUNY considering a system‐wide you will win. this works. rational, strategic enrollment plan Q. We hope presidential reviews will Q. It would be nice if we could report on that would reduce inter‐sector and contain evaluations on diversity, full‐ the exact nature of the involvement of intra‐sector competition? time/part‐time faculty ratios and campus governance in the development A. We are trying to be less competi‐ whether bias initiatives have been im‐ of performance improvement plans. tive and more diverse. We have bro‐ plemented. A. A minority report attached to campus ken down how campuses can use A. I want to know why you have an in‐ plans would be reasonable. It would be Open SUNY or some hybrid program terest in full‐time/part‐time faculty ra‐ your assessment of the proposal. I get to grow enrollments. We are on tios. I know part‐time faculty make that. I appreciate that. it. It is on the top of our list. valuable contributions. I would like for Q. Support is naturally going to be you to develop a thought piece on this Health Science Sector declining with declining teacher edu‐ issue. I don't know how to respond to Q. How will future presidential searches cation enrollments. How will SUNY part‐time faculty's interest in a broader for our hospitals be convened? support teacher education programs engagement when this will result in a A. We are moving forward with the so that the programs maintain excel‐ reduced role for our full‐time faculty. search for Downstate. We are looking for lence? A. I want to start with our diversity ini‐ external candidates to chair the search. A. We have tried to say that teacher tiative to bring diversity leaders to our Q. What is your position on donors hav‐ education is an across the board ef‐ campuses. More than a third of our ing buildings named after them? fort. Education schools need to work presidents reflect gender balance. We A. We have a full‐blown naming process more closely with schools of arts and have less success in other areas of diver‐ that works most of the time. It is not sciences. You would think that sity. You are never going to have a di‐ unusual for a donor to have a building should be obvious. We need to work verse group of presidents if you don't named after them. We do have policies more closely with our campuses to have diversity in your search pool. I am and I hope they were used. involve all of our disciplines. We are trying to be as involved as possible. We working with our education schools are trying to get this right. Statutory Colleges to resolve the problem. Q. A school at Alfred University has been Q. We have heard much about cer‐ University Centers consumed by the private side. Were you tificates, badges and layered creden‐ Q. We are concerned about support in consulted? tialing. What do you see as the role the Governor's budget. Our infrastruc‐ A. Chancellor Garrett called and in‐ of the comprehensive colleges in this ture is failing. SUNY is not providing formed me that this move was going for‐ discussion? adequate support. We need to reinvest ward. They want to build a college of A. We are trying to unbundle our in our university centers. Will you help business. I was not privy to the proc‐ degrees. What are the Carnegie clas‐ us? ess. I think they will have some chal‐ sifications? We will resolve this issue A. Well, you would not want me to say lenges in going forward. I would like to by forming a task force to determine no. We have a major push to get more have a more authentic engagement in what our degrees consist of. protection for our campuses in SUNY the future. I don't have any evidence of 2020. The fact of the matter is that sala‐ Page 4 Chancellor Zimpher (continued from page 3)

2020. The fact of the matter is that him that systemness is producing a The Chancellor received one final ques‐ salaries have been exempt. We did not reduction in student debt. Every dime tion. get support for salaries in the we have saved in shared services has Q. In your State of the University ad‐ past. The University Centers did get gone into faculty salaries. We also dress, you mentioned Open part of the $18 M. We used external talked about SUNY Excels, our perform‐ SUNY. Would you speak to this? reviewers to help us determine which ance improvement program. I think A. What I said was that we are extend‐ proposals would get funds. I feel we we made our case. ing our Open SUNY capacity. We still are trying as hard as we can to get sup‐ have to work on the revenue stream. I port for our budgets. I can tell you that The Chancellor then asked Stacey want to expand Open SUNY capac‐ saying we need more money to the Hengsterman to comment on the Gov‐ ity. We need to ensure that we have State will not work. I thank you for ernor's budget. Stacey said that during online partners in the business com‐ your concern. the last 5 years, SUNY has done a good munity. We now have the beginnings job of investing the money provided by Following the question and answer the State. We could receive $40‐50 M session, the Chancellor made some new dollars in the Governor's new additional remarks. I don't live in Won‐ budget. That is pretty good. If we can derland. I believe the Governor did get more, we will use it to pay faculty what he wanted to do. Last year when salaries. UUP is pushing the clean work the editor of Higher Education asked force energy idea. We will take more me if "systemness" was working, I told any way we can get it.

Alex Cartwright, University Provost, Shares His Thoughts on Moving Forward

Provost Cartwright presented his re‐ plete SUNY Excels summaries were that degree? port via a video conference call from shared electronically with the Sena‐ A. If a student needs a credential for a Albany. Today I am going to spend a tors. job, how does a student do that? It is lot of time talking about where we are something that we need to talk going. First, I want to recognize some In his discussion of a SUNY‐wide enroll‐ through. I understand the concern of the events impacting our cam‐ ment management plan, the Provost about taking courses from multiple puses. He mentioned the incident that said that a high priority would be campuses. I don't have an answer for produced student protests in Potsdam reaching 150,000 degrees by 2025/26. that, but I do think we should explore and how campuses shared university how it should be done. police to help address the problem. He Later, the Provost asked if it was possi‐ Q. A consulting firm was hired to ad‐ also mentioned the murder suicide at ble for SUNY to define micro‐ vise on Open SUNY. They recom‐ Geneseo. He felt that impacted the credentials? How do we assure quality mended that a President be hired for entire campus. for these degrees? Open SUNY. What do you think of this idea? The Provost mentioned that SUNY is Open SUNY 2.0 stands for Optimized, A. I think a lot about people who want interested in the following: Personalized, Education, and Net‐ to come back and take a degree. I am 1) Diversity and Inclusion work. Is it possible to have a student just asking that as we move forward, 2) Student Completion and Success taking classes from many SUNY cam‐ that we think about how they can do 3) Impact of State and Global Chal‐ puses in order to obtain a de‐ that. lenges gree? How should we use the enor‐ mous amount of SUNY data that is Provost Cartwright concluded his pres‐ He then spoke about SUNY Excels. The available to us? entation by saying "I just want to say metrics of Access, Completion, Success, that I am bringing you my raw Inquiry and Engagement have been Several questions were asked following thoughts. I want to have some help used in campus plans. During his pres‐ the Provost's presentation. from you on these ideas. entation he said that he wants our Q. I question whether a student can community colleges to achieve a obtain a legitimate degree when they Provost's Report - Faculty Senate Win- graduation rate of 28% (compared to a are taking courses from all across the ter Plenary 2016 national benchmark of 19%). The com‐ System. Which campus would grant Page 5 High impact Practices of Applied Learning

Elise Newkirk‐Kotfila, Director of Allied Learning, led a panel discussion on high im‐ pact practices of applied learning. The panel members consisted of Janet Nepkie, Distinguished Service Professor, SUNY Oneonta Nancy S. Goroff, Professor and Associate Provost for Integration of Research, Educa‐ tion, Professional Development, Stony Brook University Allison Puff, Professor of Visual Communication, Farmingdale State College.

Elise Newkirk‐Kotfila said the first deadline is February 15 when campuses will be During the dinner on Friday night, NYS required to submit an inventory of current applied learning efforts. Applied Learning Senator Ken LaValle, Chair of the Sen‐ must include preparation, orientation and training. Some current concerns are what ate Higher Education Committee re‐ the impact of every SUNY student working in local communities will be. Additional ceived the “Friend of the Senate” information on the subject can be found in the Internship Guide as well as the Ap‐ award. Senator LaValle has been a plied Learning Report posted on the University Faculty Senate website. reliable supporter of SUNY for many SUNY Faculty Senate ‐ Plenary Meeting Information years. The UFS is fortunate to have

this kind of loyal support. He offered Allison Puff elaborated on the benefits to student and faculty that these experiences remarks about the value of SUNY and provide. the importance of increasing State op‐

erating support to SUNY. Nancy Goroff shared a process through which the internship will enable the student to have a deeper understanding of their area of interest. In particular, she has devel‐ oped a framework that emphasizes reflection and monitoring, codified in a contract.

SUNY University Faculty Senate Executive Janet Nepkie emphasized the value of applied learning as high impact (see guiding Committee principles for SUNY internships). Peter L. K. Knuepfer, President [email protected]

Gwen Kay Vice President/Secretary CUNY University Faculty Senate & [email protected]

The Faculty Council of Community Colleges Fred Walter University Centers Terry Martell, Chair CUNY University Faculty Senate and Nina Tamrowski, [email protected]

President of the Faculty Council of Community Colleges each addressed the Joe Marren Senate and shared the major concerns and initiatives impacting their respec‐ University Colleges tive governance organizations. [email protected]

Rebecca Marinoff Health Science Centers SUNY Faculty Senate Nominations Committee Report [email protected]

The afternoon session ended with a report from the Chair of the Nominating Timothy Gerken Committee. He reported that two nominations have been received for the Colleges of Technology [email protected] position of UFS Vice President. The Committee will continue to receive nominations until 5 weeks before the Spring Plenary. The person being Peer Bode nominated must be a member of the body. Special/Statutory Colleges [email protected]

Fred Hildebrand SUNY System Administration [email protected] www.system.suny.edu/facultysenate Page 6 Resolutions

172‐01‐1 experience and intimate realities is po‐ tion. Resolution Recommendation the tentially harmful, traumatic, and damag‐ Background SUNY Wide Implementation of Pre‐ ing to a person’s health and wellness; The Chronicle of Higher Education ferred Name and Gender Identity Ap‐ and states that “Another concern cited by plications on the Registration, Email, Whereas students who are transgender, many study participants was not being ID cards, and other Identification Sys‐ adopted, in domestic partnership, transi‐ able to include their chosen name tems tioning, victims of domestic violence, (which for many differs from their birth those with non‐traditional family struc‐ name) or their gender identity on cam‐ Whereas the SUNY Board of Trustees tures and any other number of possibili‐ pus records. More and more colleges passed a resolution on September 10, ties such as members of ethnic, religious are creating a process for students to 2015 “to make SUNY the most inclusive or indigenous groups, desire the right to have their chosen first name (some higher education system in the coun‐ have access to preferred name and gen‐ institutions refer to this as preferred try”; and der identity representation on our cam‐ name, but it is not a preference) on Whereas SUNY has “defined diversity puses; and course and grade rosters, advisee and broadly to include race, ethnicity, relig‐ Whereas being able to use one’s pre‐ campus housing lists, online directo‐ ion, sexual orientation, gender, gender ferred name is a reasonable accommoda‐ ries, email addresses, unofficial tran‐ identity and expression, age, socioeco‐ tion that enhances our cultural climate scripts, and identification cards and nomic status, status as a veteran, and acts as a mechanism for inclusion diplomas. But only about 150 colleges status as an individual with a disability, and creates a welcoming environment; currently offer this option. There is no students undergoing transition (such as therefore, legitimate reason for colleges not to transfer, stop‐out, international stu‐ Be it resolved, That the University Fac‐ provide a chosen‐name option; it is dent acclimation), and first‐generation ulty Senate recommends that SUNY Sys‐ legal to do so in all states, and software students”; and tem Administration require a SUNY‐wide systems used by campuses can be Whereas “SUNY’s approach must em‐ implementation of preferred name and modified to accommodate an addi‐ ploy best practices to attract diverse gender identity policies and processes so tional first name students, faculty, staff and administra‐ that all faculty, staff, and students can tive leaders, including efforts to equitably represent themselves on our Only about a third of the colleges that strengthen the pipeline of diverse indi‐ campuses with their preferred names; allow students to add a chosen name viduals with advanced credentials; en‐ and also enable them to change the gender sure that services are in place to sup‐ Be it further resolved, that the University marker on their campus records, unless port retention (of faculty and students) Faculty Senate recommends to all Cam‐ they have changed their gender on and foster student completion at a rate pus Presidents, Chief Information Offi‐ legal documents, which in many states that closes existing achievement gaps; cers, and SUNY System Administration requires undergoing gender‐affirming and implement programs and strate‐ that they implement the necessary proc‐ surgeries. Having the gender marker on gies to establish a welcoming environ‐ esses and software to allow faculty, staff, campus records match one’s gender ment for all”; and and students the ability to use their pre‐ identity and expression is important in Whereas members of designated ferred name and gender identities; and instances when gender comes into play groups require specific action plans to Be it further resolved, that preferred at colleges — such as for housing, be taken on their behalf to ensure in‐ name and gender identity policies and locker‐room, and bathroom purposes.” clusive and equitable learning and processes allow for flexible identity http://chronicle.com/article/Leaving‐ work environments; and based on context and contact so that No‐Trans‐College/233754/? Whereas the practice of using “non‐ faculty, staff, students, patients, and visi‐ key=TgpJxK1EIaUfogHu3cAXSVIc43vcq legal” names for the purposes of iden‐ tors can use a preferred name and gen‐ mHjA1L‐LH‐‐ tification is long standing on our cam‐ der identity on campus while not being Q41CbEpibzU3U2tDQ2l2ckowUWViV‐ puses; and “outed” at home or work; and TROSFNJRUZQeUJ5MGFmdVN3UGxlaG Whereas the practice of using a Be it further resolved, that the University xB “preferred name” does not change a Faculty Senate recommend that the person’s “legal identity” but creates SUNY Chancellor and the Chairperson of 172-01-1 equitable access to a person’s lived the Board of Trustees make access to the Passed without dissent experiences and intimate realities; and use of preferred name and gender iden‐ Whereas being forced to use a name tity a standing policy of the Board of that does not represent one’s lived Trustees and SUNY System Administra‐ Page 7 Resolutions (continued)

and biological sexes; therefore, Strategies for Implementation”; and 172‐02‐1 Whereas, the report is the culmination of Resolution Recommending the SUNY Be it resolved, that the University Fac‐ interviews with campus service‐learning Wide Implementation of Gender Inclu‐ ulty Senate recommends to the Chancel‐ champions from 54 institutions in the sive Spaces lor, Campus Presidents, Chief Student SUNY system; and, Affairs Officers, Chief Administrative Whereas the SUNY Board of Trustees Officers, and Chief Diversity Officers that Whereas, the report provides a baseline passed a resolution on September 10, they create gender inclusive spaces on knowledge from which service‐learning, 2015 “to make SUNY the most inclusive all campuses and at System Administra‐ as a form of applied learning, may be higher education system in the country”; tion where there are currently only male understood, explored, and improved at a and and female designated spaces; and system‐wide level; and, Whereas SUNY has “defined diversity Be it further resolved, that the Univer‐ Whereas, the report makes the following broadly to include race, ethnicity, relig‐ sity Faculty Senate recommends to the recommendations: ion, sexual orientation, gender, gender Chancellor, Campus Presidents, Chief 1) Individual campuses should take identity and expression, age, socioeco‐ Student Affairs Officers, Chief Adminis‐ time to define service‐learning for nomic status, status as a veteran, status trative Officers, and Chief Diversity Offi‐ their campus and set criteria under as an individual with a disability, stu‐ cers that gender inclusive spaces be which courses can be designated to dents undergoing transition (such as marked per their intended use without a include service‐learning, consistent transfer, stop‐out, international student gender designation and these spaces be with guidance from the Applied acclimation), and first‐generation stu‐ placed on campus maps; and Learning Steering Committee dents”; and Be it further resolved, that the Univer‐ 2) Disseminate information effec‐ Whereas “SUNY’s approach must em‐ sity Faculty Senate recommends to the tively on campus. The report yields ploy best practices to attract diverse Chancellor, Campus Presidents, Chief a number of ways that faculty and students, faculty, staff and administra‐ Student Affairs Officers, Chief Adminis‐ students learn about this opportu‐ tive leaders, including efforts to trative Officers, and Chief Diversity Offi‐ nity. strengthen the pipeline of diverse indi‐ cers that gender inclusive housing be 3) Assess the outcomes of service‐ viduals with advanced credentials; en‐ provided to all students on all campuses learning. sure that services are in place to support and this housing be part of regular stu‐ 4) Provide incentives for service‐ retention (of faculty and students) and dent housing; and learning to increase the number of foster student completion at a rate that participating faculty and students closes existing achievement gaps; and Background (e.g., through tenure and promotion implement programs and strategies to 1. BOT Memorandum September 10, criteria, small grants, and recogni‐ establish a welcoming environment for 2015: Diversity, Equity and Inclusion tion awards), all”; and Policy Therefore, Be It Resolved that the Uni‐ Whereas members of designated groups versity Faculty Senate of the State Uni‐ require specific action plans to be taken 172-02-1 versity of New York adopts the “Service‐ on their behalf to ensure inclusive and Passed Learning in SUNY: Current Status and equitable learning and work environ‐ ——————————————————‐ Strategies for Implementation” report ments; and and encourages campuses to follow the Whereas students, faculty, and staff 172‐03‐1 four recommendations developed as a who have gender expressions and gen‐ Resolution to adopt the Undergraduate result of the report’s findings. der identities that do match with male Academic Programs and Policies Com‐ and female designated spaces— mittee report entitled “Service‐Learning Background bathrooms, locker rooms dressing in SUNY: Current Status and Strategies The subcommittee on service‐learning of rooms, and residential housing—are for Implementation” the 2014‐2015 Undergraduate Academic often unwelcome and unsafe in these Programs and Policies Committee investi‐ spaces; and Whereas, the service‐learning subcom‐ gated how service‐learning is executed Whereas to create a welcoming and safe mittee of the 2014‐2015 Undergraduate throughout the SUNY system. Individuals environment for faculty, staff, students, Academic Programs and Policies Com‐ on this subcommittee include Andrea alumni, and visitors all campuses must mittee has researched, collected data, Zevenbergen (Fredonia), Dan White have spaces that accommodate a fluidity and produced a report entitled “Service‐ (SUNY Polytechnic), Amitra Wall (Buffalo of gender identities, gender expressions, Learning in SUNY: Current Status and State), Ramona Santa Maria (Buffalo Page 8 Resolutions (continued)

State), Michael Jabot (Fredonia), and Sarah Titus (Fredonia). Inter‐ the credit is integrated into a typical course. With regard to views with individuals involved in service‐learning on the various service‐learning policies, the most common campus‐wide SUNY campuses were conducted between November and March. policies apply to criteria under which courses may be desig‐ One knowledgeable representative from each campus (e.g., coor‐ nated as including service‐learning. Many campuses have dinator of service‐learning) was interviewed. In total, interview recommended forms for faculty, students, and community data were obtained from 52 of the SUNY campuses. partners including contracts, applications, student time logs, and assessment measures. Most faculty and professionals The following is excerpted from the conclusions that will be pre‐ on the SUNY campuses do not receive additional compensa‐ sented in the service learning report. Andrea Zevenbergen from tion for including service‐learning components in their Fredonia is the first author and principal contributor to the analy‐ courses. In general, financial resources for service‐learning sis. “Ninety percent of the SUNY campuses participated in this in‐ are limited. When resources do exist, they are typically used vestigation. Of these campuses, approximately three‐quarters of to support the development of courses that include service‐ them have service‐learning opportunities for students on the cam‐ learning, student transportation to service‐learning sites, pus. The university centers and university colleges are more likely and training opportunities for faculty and professionals. than the colleges of technology and community colleges to have Reported barriers to service‐learning occurring on the cam‐ service‐learning opportunities. On most campuses, service‐ puses included lack of administrative support and campus learning is optional, rather than required. Approximately one‐half infrastructure for service‐learning, lack of financial re‐ of the campuses which offer service‐learning have at least one sources, and lack of time for faculty and students to partici‐ program of study which requires service‐learning. On most of the pate in service‐learning.” campuses which offer service‐learning, there is no minimum num‐ ber of hours established for students to complete. Most of the The subcommittee has included recommendations and an campuses that offer service‐learning opportunities complete at appendix with the report that includes best practices, typi‐ least some assessment of service‐learning, but the types and com‐ cal forms, and ways of integrating service learning into the prehensiveness of assessment strategies vary across campuses. curriculum.

Campuses have generated many ways to inform students and fac‐ 172-03-1 ulty about service‐learning opportunities. On most campuses that Passed have service‐learning, students receive credit for participation and