Academic Catalog 2019-2020

ACADEMIC CATALOG 2019-2020 SUNY CANTON 34 Cornell Drive, Canton, New York 13617 OFFICE OF ADMISSIONS: 315-386-7123 / 800-388-7123 FAX: 315-386-7929 www.canton.edu / [email protected] Academic Calendar 2019-2020 Please reference the following link for updated Academic Calendar information. www.canton.edu/academic/calendar/18-22_grid_calendar.pdf 2 Table of Contents SUNY CANTON’S MISSION AND GOALS .............. 4 ABOUT SUNY CANTON ......................... 7 DEGREE PROGRAMS ............................. 9 ADMISSIONS .................................. 11 TUITION AND FEES ............................. 33 FINANCIAL ASSISTANCE .......................... 36 THE ACADEMIC PROGRAM ........................ 52 ONLINE LEARNING ............................. 60 ACADEMIC SUPPORT SERVICES ..................... 61 CAMPUS LIFE ................................. 63 PROGRAM OFFERINGS ........................... 71 COURSE DESCRIPTIONS .......................... 136 THE STATE UNIVERSITY OF NEW YORK............... 216 CAMPUS DIRECTORY: ADMINISTRATION............... 218 CAMPUS DIRECTORY: ACADEMIC PERSONNEL .......... 222 SUNY CANTON EMERITI ........................ 225 CANTON COLLEGE FOUNDATION ................... 228 CONSUMER COMPLAINT PROCEDURE ................ 229 GLOSSARY .................................... 231 INDEX ...................................... 233 CAMPUS MAP . 235 CATALOG DISCLAIMER Notwithstanding anything contained in this Catalog, SUNY Canton expressly reserves the right, wherever it deems advisable, (1) to change or modify its schedule of tuition and fees, (2) to withdraw, cancel, reschedule or modify any course, program of study, degree or any requirement in connection with the forego- ing, and (3) to change or modify any academic or other policy. Please be advised that, due to printing deadlines, information in this Catalog may be outdated. Changes in information in this Catalog and new academic regulations, policies or programs will be published on campus and in each semester’s registration materials. It is the responsibility of each student to ascertain current information that pertains to the individual’s program, particularly with regard to satisfac- tion of degree requirements, through consultation with the student’s advisor, the office of the student’s dean, and other appropriate offices such as the Registrar or Financial Aid. In preparing this Catalog, efforts are made to provide pertinent and accurate information; however, SUNY Canton assumes no responsibility for Catalog errors or omissions. 3 SUNY Canton’s Mission and Goals Great Majors. Great Careers. MISSION StatemeNT SUNY Canton is dedicated to providing a progression of accessible, affordable, high-quality applied programs that enable students in the North Country, New York State, and beyond to achieve their highest potential both personally and professionally. VISION StatemeNT Educating the leaders of tomorrow for careers in the global technological economy. VALUES StatemeNT/DISTINCTIVE IDENTITY We Value… A Student-Centered Philosophy… by keeping students’ best interests at the center of everything that we do. Excellence… by challenging everyone to perform at a consistently high level through continuous quality improvement. Integrity… by treating others with honesty and respect during every interaction. Success… by creating an environment that encourages maximum personal and professional growth and helps students translate that growth into meaningful action. Diversity… by fostering a culture of inclusiveness that values individual differences, gives voice to all in the campus community, promotes the free exchange of ideas based on merit, and encourages a global perspective. Access… by offering affordable career-oriented public higher education to motivated, mature and disciplined students through innovative delivery methods. Sustainability… by implementing viable long-term options for resource usage, disaster management, transportation, and waste management in connection with all campus activities and weaving sustainability concepts throughout the curriculum. Flexibility… by embracing change to better address the needs of the college community and society at large. 4 INSTITUTIONAL STUDENT LEARNING OUtcomeS The Institutional Student Learning Outcomes (ISLOs) represent the knowledge, skills, and attitudes students will develop as a result of their education experience at SUNY Canton. Upon completion of a degree program at SUNY Canton, students will have competency in five areas: 1. Communication Skills 2. Critical Thinking 3. Foundational Skills 4. Social Responsibility 5. Industry, Professional, Discipline-Specific Knowledge and Skills ISLO Definition 1. Communication Skills The category of communication skills requires students to demonstrate competency in (all subsets required for pro- both oral and written expression, including a basic understanding of discourse contexts grams) and appropriate use of style and necessary writing technologies. Oral Students demonstrate or share knowledge to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors through a prepared, purposeful, communicative act. Written Students develop and express ideas in writing. This written communication involves learning to work in many genres and styles. It can also involve working with many different writing technologies, and mixing texts, data, and images. 2. Critical Thinking The category of critical thinking requires students to demonstrate competency in for- (one of three subsets required mulating conclusions as a result of exploration, evaluation, and analysis. Students will for programs) explore, evaluate, and analyze objects, subjects, and phenomena. Critical Analysis Students demonstrate a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclu- sion. Inquiry and Analysis Students demonstrate a systematic process of exploring issues/objects/works through the collection and analysis of evidence that result in informed conclusions/judgments (inquiry) and demonstrate the process of organizing complex topics or issues into parts to gain a better understanding of them (analysis). Problem Solving Students design, evaluate, and possibly implement strategies to answer an open-ended question or achieve a desired goal. 3. Foundational Skills The category of foundational skills requires students to demonstrate knowledge in infor- (all subsets required for pro- mation management, basic math skills as required by disciplinary standards, and skills grams) associated with their discipline. Information Management Students perform the basic operations of personal computer use to understand and use basic research techniques; and locate, evaluate and synthesize information from a variety of sources. Quantitative Literacy & Rea- Students demonstrate competency in working with data. Individuals with QLR skills will soning (QLR) possess the ability to reason and solve quantitative problems from a wide array of con- (Requirement filled by GER 1) texts. Students will be able to create arguments supported by quantitative evidence, -ac curately communicate those arguments in a variety of formats (e.g. using words, tables, graphs, mathematical equations, etc., as appropriate), and check the results for reason- ableness and accuracy. 4. Social Responsibility The category of social responsibility requires students to demonstrate understanding of (two of four subsets required cultural relations and global concerns. Students should demonstrate cultural sensitivity for programs) and global concerns with an emphasis on ethical standards. 5 Ethical Reasoning Students demonstrate the ability to assess their own and others’ ethical values and the social context of problems, recognize ethical issues in a variety of settings and contexts (which could include cultural, historical, or professional contexts), think about how different ethical perspectives might be applied to dilemmas, and consider the ramifications of decisions and actions. Global Learning Students critically analyze and engage with complex, interdependent global systems and legacies (natural, physical, social, cultural, economic, or political) and explore their implica- tions for people’s lives and the earth’s sustainability. Intercultural Knowledge Students demonstrate knowledge that supports effective and appropriate sensitivity to, and interaction in, a variety of cultural contexts. Teamwork Students exhibit behaviors that facilitate teamwork and collaboration as demonstrated by effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions. 5. Industry, Professional, The category of industry, professional, and discipline-specific knowledge and skills re- Discipline-Specific Knowledge quires students to demonstrate the knowledge and skills necessary to succeed as leaders of tomorrow in their chosen career path. and Skills COLLEGE GoalS • Offer programs in business, public ser- vice, health, liberal arts and engineering technologies that prepare students to enter rewarding careers and continue their education. • Deliver a program of general education which provides a broad set of coherent and focused educational experiences aimed at enabling students to acquire knowledge and skills that are useful and important for all persons. • Provide a community that enhances the development of leadership skills

Load more