2017-2018 Catalog
Welcome to Paul Smith’s College: The College of the Adirondacks Letter from the President I am pleased you have selected Paul Smith's College as your college of choice. Paul Smith's offers every student the opportunity to learn and achieve their goals with the help of dedicated faculty and staff members. We are committed to providing you the best educational experience we offer in our living learning community.
Our incredible campus is made up of 14,000 acres within the Adirondack Park. You'll also have every recreational activity imaginable right at your doorstep and the nearby Tri-Lakes communities of Saranac Lake, Lake Placid and Tupper Lake offer a variety of activities year-round.
Please refer to the College Catalog often as it is your guide to college life. Here you will find information on academic programs and course descriptions from the five academic departments: Business & Hospitality, Culinary Management, Environment & Society, Forestry, and Natural Science. Additionally, you will find information on academic and self- improvement support services, residential life, athletics, sports and club activities in this reference guide.
One verifiable fact about education is that people learn best when they take what they have learned by study and apply it to a real-life situation. Paul Smith's College is committed to involving students in the learning process. Each and every one of our programs combines classroom learning with practical field and laboratory experiences. In addition, students are presented with the opportunity to further test their knowledge and skills through externship programs in their chosen fields, and for our baccalaureate students, the Capstone course in the senior year allows you to demonstrate to the entire community your newly acquired expertise.
As you begin your journey at Paul Smith's College, I wish you every success and challenge you to make the most of this experience.
Respectfully yours,
Cathy S. Dove, Ed.D. President Paul Smith's College
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Table of Contents Welcome to Paul Smith’s College: The College of the Adirondacks ...... 2 Letter from the President...... 2 Profile of Paul Smith’s College ...... 10 Mission ...... 10 Vision ...... 10 Values ...... 10 Provide Experience ...... 10 Encourage Responsibility ...... 10 Strive for Excellence ...... 10 Expect Integrity ...... 10 Develop Self-Confidence ...... 10 Foster Tolerance ...... 10 Build Community ...... 10 Engage in Lifelong Learning ...... 10 Accreditation ...... 10 College Communication Policy ...... 11 College use of email ...... 11 Redirecting of email ...... 11 Privacy ...... 11 Retention of email ...... 11 Faculty and Students ...... 11 Graduation Rate...... 12 Graduate Employment and Further Education Rates ...... 12 Articulation/Transfer Agreements ...... 12 2+2 Associate to Bachelor Degree Articulation Agreements ...... 12 Admission to Paul Smith’s College ...... 15 Application Process ...... 15 Admission to the Freshman Class ...... 15 Transfer Students ...... 15 International Students ...... 16 University of Cambridge Exams ...... 16 International Baccalaureate Courses and Diploma ...... 16 Translation and Evaluation for International Transcript ...... 16 Non-Discrimination Policy ...... 16 Visiting the Paul Smith’s College Campus ...... 16 Orientation and Placement Testing ...... 17 Program Admission Standards ...... 17 Expenses and Refund Policy ...... 18 Tuition and Fees for 2017-2018 (per semester) ...... 18
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Fall and Spring Semester ...... 18 Academic Summer Study Session ...... 18 Expense Explanatory Notes ...... 18 External Study Programs ...... 19 Other Charges ...... 19 Payment of Expenses ...... 20 Payment Plan ...... 20 Payment Deadlines ...... 20 Refund Policy ...... 21 PSC Title IV Refund Policy...... 21 Students Changing Residential Status ...... 21 Student Withdrawals ...... 21 Financial Obligations and Collection ...... 21 Financial Aid: Financing Your College Education ...... 22 Financial Aid Application Procedures & Priority Deadline Date ...... 22 Student Eligibility for Federal Student Aid Programs ...... 22 Federal Grants and Loans ...... 22 Federal Pell grants ...... 22 Federal Supplemental Opportunity Grants (FSEOG) ...... 22 Federal Perkins Loans ...... 23 Federal Direct Stafford Student Loans- Subsidized and Unsubsidized ...... 23 Federal Direct Parent PLUS Loan (Undergraduate) ...... 23 Federal Work-Study and College Sponsored Student Employment Programs ...... 24 Veterans’ Affairs (VA) Educational Benefits ...... 24 New York State Grants ...... 24 New York State Tuition Assistance Program (TAP) ...... 24 Higher Education Opportunity Program (HEOP) ...... 25 New York State Grants and Scholarships ...... 26 State Aid to Native Americans ...... 26 Paul Smith’s College Grants and Scholarships ...... 26 Merit Scholarship Award ...... 26 Awards ...... 27 Satisfactory Academic Progress (SAP) Policy - Federal and College ...... 30 Required Minimum Successful Completion Rate ...... 31 Maximum Time frame for Completion of Degree or Certificate Requirements ...... 31 New York State Eligibility Standards ...... 31 SAP Appeals Process ...... 33 Aid for Part-Time Study (APTS) ...... 33 Other Awards and Scholarships ...... 33 Academic Requirements for Title IV Federal Student Aid ...... 33
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Complete Withdrawal and Non-Attendance Regulation...... 34 Appeal Procedures for Loss of Title IV Federal Student Aid ...... 34 Student Affairs & Campus Life ...... 35 Student Activities ...... 35 Campus Clubs and Organizations ...... 35 Regulations for the Conduct of Clubs and Activities ...... 37 Student Health Services ...... 37 Intercollegiate and Intramural Sports ...... 40 Soccer ...... 40 Cross Country...... 41 Bowling ...... 41 Volleyball ...... 41 Golf ...... 41 Basketball ...... 41 Nordic Skiing ...... 41 Timbersports ...... 41 Rugby ...... 41 Snowshoe Racing ...... 42 Rock Climbing ...... 42 Canoe Racing ...... 42 Facilities and Equipment ...... 42 Student Development Center ...... 43 Residence Hall Living ...... 44 On Campus Living ...... 44 Residence Hall Services ...... 44 Residence Halls ...... 44 Off Campus Living ...... 45 On and Off Campus Housing Policy for Students with a Temporary Disability ...... 45 The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act ...... 46 Notice of Availability of Annual Security Report and Annual Fire Report ...... 46 Academic Program Information ...... 47 Academic Programs Offered ...... 47 Integrated General Education Program ...... 48 Purpose ...... 48 Educational Goals ...... 48 Guidelines ...... 48 Competency Levels ...... 48 The Integrated General Education Experiences ...... 49 Academic Programs ...... 50 Business & Hospitality ...... 50
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Communication, B.S...... 50 Entrepreneurial Business Studies, B.S...... 52 Hotel, Resort and Tourism Management, B.S...... 54 Hotel and Restaurant Management, A.A.S...... 57 Culinary Management ...... 58 Baking Arts and Service Management, B.P.S...... 58 Culinary Arts and Service Management, B.P.S...... 60 Food Service Management, B.P.S...... 62 Baking & Pastry Arts, A.A.S...... 64 Culinary Arts, A.A.S...... 66 Environment & Society ...... 68 Environmental Studies, B.A...... 68 Integrative Studies, B.S, B.A., A.S., or A.A...... 70 Natural Resource Conservation & Management, B.S...... 74 Park & Conservation Management, B.S...... 76 Psychology, B.S...... 78 Recreation, Adventure Education and Leisure Management, B.S...... 80 Sustainable Communities & Working Landscapes, B.S...... 82 Forestry ...... 84 Forestry, B.S...... 84 Arboriculture and Landscape Management, A.A.S...... 88 Forest Technology, A.A.S...... 90 Surveying Technology, A.A.S...... 91 Natural Science ...... 93 Biology, B.S...... 93 Ecological Restoration, B.S...... 95 Environmental Sciences, B.S...... 97 Fisheries and Wildlife Sciences, B.S...... 99 Minors ...... 102 Biology Minor...... 102 Botany Minor ...... 103 Chemistry Minor ...... 103 Craft Beer Studies and Management Minor ...... 104 Entrepreneurial Business Minor ...... 104 Environmental Communications Minor ...... 105 Environmental Studies Minor ...... 106 Forestry Minor ...... 107 Geographic Information Systems Minor ...... 108 Maple Production and Products Minor ...... 109 Outdoor Leadership Minor ...... 110
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Sustainable Communities Minor ...... 111 Course Descriptions ...... 112 Academic Policies and Procedures ...... 161 Academic Advising ...... 161 Academic Advising ...... 161 Academic Integrity Policy ...... 161 Academic Honesty ...... 161 Academic Dishonesty ...... 161 Procedures in Case of Alleged Incidents of Academic Dishonesty ...... 161 Appeals ...... 162 Sanctions ...... 163 Records ...... 163 Attendance ...... 163 Auditing ...... 163 Behavioral Standards ...... 164 Certification of Enrollment ...... 164 Classification of Students ...... 164 Commencement Participation ...... 164 Complaints ...... 164 Dean’s List/Adirondack Scholar’s List ...... 164 Degree Completion...... 165 Drop/Adds ...... 165 Dual Degree Guidelines ...... 165 Externship Verification Process ...... 166 Family Educational Rights and Privacy Act (FERPA) ...... 166 Definition of Education Record ...... 166 Right to Inspect and Review...... 166 Waiver of Rights of Access ...... 167 Procedures for Inspection and Review ...... 167 Right to Challenge Information in Records ...... 167 Procedures for Hearings to Challenge Records ...... 167 Consent for Release Required ...... 167 Release Without Consent...... 167 Directory Information...... 168 Complaints, Concerns or Suggestions ...... 168 Final Assessment Policy ...... 168 Grade Change Procedure ...... 169 Grading System ...... 169 Graduation Requirements ...... 170 Exceptions ...... 171
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Independent Study ...... 171 Institutional Credits ...... 171 Minor Guidelines ...... 171 Mobile Computing Requirement ...... 172 Overloads ...... 172 Program Changes ...... 172 Re-Admission ...... 172 Registration ...... 172 Rescheduled Classes ...... 173 Standards of Academic Progress ...... 173 Probation ...... 173 Suspension ...... 173 Standards of Progress for Veterans ...... 174 Transcripts ...... 174 Transcript Notations ...... 174 Transfer Credit Policy ...... 174 Prior to Matriculation ...... 174 After Matriculation ...... 175 Transitional Program ...... 175 Veterans ...... 176 Active Military Duty ...... 176 Service-Members Opportunity College (SOC) Consortium ...... 176 Standards of Progress for Veterans ...... 176 Withdrawal...... 176 Non-medical Withdrawals...... 176 Medical Withdrawals ...... 177 Educational Resources ...... 178 Academic Success Center ...... 178 Peer Tutoring ...... 178 Supplemental Instruction (SI) ...... 178 Academic Success Counseling...... 178 Study Groups/Workshops ...... 178 Writing Center ...... 178 Career Services ...... 178 Center for Accommodative Services (CAS) ...... 178 The Higher Education Opportunity Program (HEOP) ...... 179 TRiO - Student Support Services ...... 179 Instructional and Administrative Facilities ...... 181 Facilities Building ...... 181 Forestry Club Cabin ...... 181
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J.R. Freer Science Hall- Renovated in 1998 and 2004/2005...... 181 Phelps Smith Administration Building- Renovated 2000 ...... 181 Howell G. Pickett Hall- Renovated 2007 ...... 181 Sporck Admissions Center ...... 181 Cantwell Hall- Renovated in 1998, 2003, 2005, 2012 ...... 182 Countess Alicia Spaulding Paolozzi Environmental Science and Education Center ...... 182 Joan Weill Student Center- Constructed 2005 ...... 182 Joan Weill Adirondack Library ...... 182 Campus Safety Building- Renovated 2011/2012 ...... 182 Saunders Sports Complex- Renovated in 2007, 2008, 2009 ...... 182 Buxton Gymnasium- Renovated 2010 ...... 182 Personnel Directory ...... 184 Office Directory ...... 184 Board of Trustees ...... 186 Officers ...... 186 Members ...... 186 Ex-officio Trustees ...... 187 Trustees Emeriti ...... 187 Administrative Staff ...... 188 Office of the President ...... 188 Academic Affairs ...... 188 Admissions ...... 189 Business and Finance ...... 190 College Advancement ...... 191 Marketing ...... 191 Student Affairs ...... 191 Faculty Emeriti ...... 193 Faculty ...... 193 Academic Support Staff ...... 196 Notes ...... 197 A Note to Prospective Students ...... 197 Possible Changes in Catalog Material ...... 197 Clery Act Statement ...... 197 Equal Opportunity Policy & Non-discrimination Statement ...... 197 Equal Opportunity Policy ...... 197 Non-discrimination Statement ...... 197 Publishing ...... 199
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Profile of Paul Smith’s College Mission To develop career-ready graduates through hands-on, personalized education. To educate, research and advocate for issues that improve our planet and the lives of the people that inhabit it. To help the Adirondack region be ecologically and economically sustainable. Vision We are a thriving college, broadly recognized for our outstanding experiential education and an adventurous spirit. Values Through its focus on teaching, learning, research, and outreach, the College endeavors to create, disseminate, and apply knowledge to expand the horizons and opportunities of our students and to advance community and economic development in the Adirondack region. The College also strives to graduate persons capable of making significant and enduring contributions to their families, professions, communities and the world. The foremost goal is to prepare students to become competent professionals and active citizens, confident in their knowledge, skills and beliefs. Eight fundamental values guide the personal and professional conduct of the PSC faculty and staff as they serve as educators, facilitators, and role models for delivery of the Paul Smith's educational experience. It is our aspiration to challenge our students to reach their full potential by embracing these values:
Provide Experience We involve our students in the learning process as they set out to discover the essential knowledge of their chosen discipline, the arts, and sciences.
Encourage Responsibility We celebrate independent thinking, self-motivation, maintenance of optimum physical stamina, and a strong work ethic as exhibited through ownership of positive work and life style choices.
Strive for Excellence We expect a well-developed, internal model of quality work resulting in a sense of pride and ownership for a student and demonstrated by the highest level of competence, professionalism, and productivity.
Expect Integrity We hold all faculty, staff, and students to high ethical standards of trustworthiness, integrity, and morality based on mutual respect and honesty.
Develop Self-Confidence We encourage our students to see themselves as positive, competent, and successful, with poise and self-assurance in a variety of situations.
Foster Tolerance We celebrate diverse social, cultural, and ecological communities through awareness and active involvement in vital contemporary issues.
Build Community We are committed to our local and global community and expect our students to be responsible, active members of that community. As members of that community we value the strength that comes through teamwork and collaboration.
Engage in Lifelong Learning We are committed to nurturing a love for learning in ourselves and in our students. We will help students develop skills and quality such as: problem solving, decision making, critical thinking, creativity, communication, information competency, organization, management and leadership to foster inter-disciplinary understanding, and interpersonal development. Accreditation Paul Smith’s College is accredited by the Middle States Commission on Higher Education (MSCHE), 3624 Market Street, Philadelphia, PA, 19104, 215-662-5606. The Surveying Technology Program is accredited by the Engineering Technology Accreditation Commission of ABET, http://www.abet.org, 111 Market Place, Suite 1050, Baltimore, MD, 21202, 410-347-7700.
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The B.S. in Forestry and the A.A.S. in Forest Technology are accredited by the Society of American Foresters (SAF), 5400 Grosvenor Lane, Bethesda, MD, 20814-2198, 301-897-8720. The A.A.S. in Culinary Arts is accredited by the American Culinary Federation (ACF), 180 Center Place Way, St. Augustine, FL, 32095, 904-824-4468. The College-owned forest, more than 14,200 acres of the College’s total land holdings, is certified by the Smartwood Program, a certification organization accredited by the Forest Stewardship Council, 58 State Street, Montpelier, VT, 05602, 802-229-0650. College Communication Policy College use of email Electronic Mail is the official means of communication for the Paul Smith’s College (PSC) community. The college has the right to expect that email communications will be received and read in a timely manner. Faculty, Staff and Students are expected to regularly check, read, and respond to their email.
Redirecting of email Students, faculty and staff are advised not to forward their PSC mail to an off-campus email address (e.g. @aol.com), as the college cannot be responsible for email delivered beyond the PSC system. If forwarded, students, faculty and staff are responsible for information sent to their official PSC accounts, even if their off-campus email provider fails to deliver the message.
Privacy Users should exercise extreme caution in using email to communicate confidential or sensitive matters, and should not assume that email is private and confidential. It is especially important to send messages only to the intended recipient(s). Caution should be exercised when using the “reply” or “reply all” command during email correspondence. When feasible, attachments containing sensitive information should be encrypted or password protected as an additional safeguard.
The email system is owned by the college, which retains the right to inspect and disclose the contents of electronic mail to the extent permitted by law. The college may inspect and disclose the contents of electronic mail to:
Assist in the investigation of misconduct or misuse Protect public health and safety Prevent interference with the academic mission Locate substantive information required for the college business that is not more readily available by some other means Fulfill obligations to law enforcement for criminal or civil investigations Where not otherwise restricted by law or policy, the college will inform users if their email was inspected or disclosed without their prior consent. To protect the user and the college, faculty and staff should attach the following statement to their email signature: “This message may contain confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e- mail if you have received this e-mail by mistake and delete this e-mail from your system.”
Retention of email In many cases, email is considered official correspondence of the college. As such, users have a responsibility to retain email records as required by law or policy. Each office or department should have guidelines and retention plans that provide guidance to determine which items will be retained and for how long. Those items that are determined to require long term retention should either be printed and filed or saved to a stable electronic medium (CD or DVD). NOTE: lf you know, or should have reason to know, that litigation is imminent, all records relating or possibly relating to the litigation must be excepted from this retention policy. Electronic documents should be retained in electronic format to preserve possible metadata. Faculty and Students Because of the interactive nature of learning at Paul Smith’s, teachers and students communicate with each other in a personal and dynamic way. Students have much closer contact with faculty than is found at most other colleges. Opportunities for working closely with faculty outside of class on a variety of projects are numerous.
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Graduation Rate The 4-year average Student-Right-to-Know completion or graduation rate for cohorts starting in 2007, 2008, 2009 and 2010 is 40.2%. This represents students who started as degree seeking students in those years and completed within 150% of normal time (6 years for a bachelor's degree).
The 4-year average Student-Right-to-Know transfer-out rate is 2%, indicating that on average for these 4 years, 2% of the entering cohort transferred to another college or university. Graduate Employment and Further Education Rates The data below is for graduates of the classes graduating in 2008 through 2013. The graduates in each graduating class are surveyed on an annual basis requesting the follow-up information on their post-grad employment or further education within six months to one year of graduation. The students who responded to our inquiries provide the basis for the percentages which follow:
Overall percentage of PSC Graduates who found employment or continued their education:
Class of 2013 – 99% Class of 2010 – 99% Class of 2012 – 99% Class of 2009 – 98% Class of 2011 – 99% Class of 2008 – 98% Articulation/Transfer Agreements 2+2 Associate to Bachelor Degree Articulation Agreements Paul Smith's College is committed to helping associate degree holders to complete their bachelor's degree in as little time as possible. As such, Paul Smith's continues to expand our list of associate degree programs that qualify for an in-field 2+2 articulation agreement. If you have an A.A.S, A.S. or A.A. in a field similar to or equivalent to a Paul Smith's College degree program, you may be eligible for a 2+2 articulation agreement where Paul Smith's will accept a minimum of 60 credits in transfer and will require you to complete no more than 66 additional credits unless additional liberal arts and science courses are required by NY State Regulations (more common in A.A.S. degree transfers).
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A partial list of associate degree programs which have already been approved for the 2+2 articulation program includes:
Community Colleges CC Program Paul Smith's Program Erie Community College Environmental Science AS Environmental Science BS, Fisheries and Wildlife Sciences - Fisheries Concentration BS, Fisheries and Wildlife Sciences - Wildlife Concentration BS Erie Community College Liberal Arts and Sciences - Sciences Biology BS, Fisheries and Wildlife Sciences - Fisheries AS Concentration BS, Fisheries and Wildlife Sciences - Wildlife Concentration BS Erie Community College Health and Wellness – Exercise AS Biology BS Erie Community College Health and Wellness – Health Biology BS Education AS Erie Community College Business Administration AS Entrepreneurial Business Studies BS Finger Lakes Community College Hospitality Management AAS Hotel, Resort and Tourism Management BS Finger Lakes Community College Natural Resources Conservation AAS Natural Resource Conservation and Management BS Finger Lakes Community College Natural Resources Conservation: Law Natural Resource Conservation and Management BS Enforcement AAS Finger Lakes Community College Fish and Wildlife Technology AAS Natural Resource Conservation and Management BS Finger Lakes Community College Environmental Studies AS Natural Resource Conservation and Management BS Genesee Community College Environmental Studies AS Environmental Sciences BS, Biology BS, Fisheries and Wildlife Sciences-Fisheries Concentration BS, Fisheries and Wildlife Sciences-Wildlife Concentration BS Hudson Valley Community College Environmental Science AS Environmental Sciences BS Monroe Community College Hospitality Management-Travel & Hotel, Resort and Tourism Management BS Tourism AAS Monroe Community College Hospitality Management--Hotel AAS Hotel, Resort and Tourism Management BS North Country Community College Environmental Science AS Biology BS, Ecological Restoration BS, Environmental Studies BA, Environmental Sciences BS, Fisheries and Wildlife Sciences-Fisheries Concentration BS, Fisheries and Wildlife Sciences-Wildlife Concentration BS North Country Community College Environmental Studies AA Environmental Studies BA North Country Community College Liberal Arts and Sciences: Math and Parks and Conservation Management BS Science AS North Country Community College Health Science AS Biology BS North Country Community College Wilderness Recreation Leadership AS Recreation, Adventure Education and Leisure Management BS Onondaga Community College Hospitality Management AAS Hotel, Resort and Tourism Management BS
Paul Smith’s College maintains articulation agreements with more than 50 community colleges, technical schools, and other educational associations from which the college accepts advanced credit toward PSC degrees. Information regarding such transfer credit can be obtained through the Admissions Office or the Registrar's Office. Of special interest to students earning business degrees at PSC, both baccalaureate and associate levels, is the “Clarkson University/Paul Smith’s College 4+1 MBA” articulation - an agreement between Paul Smith’s College and Clarkson University’s school of Business allowing PSC students to complete both the College’s EBSB baccalaureate and the MBA program at Clarkson University within 5 years. Interested students should consult with EBSB advisors for program details. An articulation agreement with Duke University’s Nicholas School of the Environment and Earth Sciences exists as well. This agreement is designed to coordinate the education of students from Paul Smith’s College with graduate programs in the broad area of natural resources and environmental studies at Duke. Participating students will be accepted into either the Master of Environmental Science (MEM) or the Master of Forestry (MF) programs offered by the Nicholas School. Students in this program will spend three years at Paul Smith’s College and two years at Duke. After their first year at Duke, they will be awarded a Bachelor’s degree from Paul Smith’s College and will earn either the MEM or MF after one additional year at Duke. Students interested in this agreement should consult with a PSC advisor for further details.
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A partial list of colleges, technical schools and/or educational associations participating in articulation agreements with Paul Smith’s College includes: Community Colleges Adirondack Community College Herkimer-Fulton-Hamilton-Otsego BOCES, Herkimer, NY Bristol Community College Howard G. Sackett Technical Center of Jefferson Lewis BOCES Broome Community College Hunterdon County Polytech Career Academy, Flemington, NJ Cayuga Community College Jefferson- Lewis BOCES Clinton Community College Madison-Oneida BOCES Community College of Vermont The National Academy Foundation Erie Community College North Country Career Center, Newport, VT Fulton-Montgomery Community College Northwest Technical Center, St. Albans, VT Genesee Community College Oneida-Herkimer-Madison BOCES, New Hartford, NY Herkimer County Community College Onondaga Cortland Madison BOCES Hudson County Community College Orange-Ulster Career and Technical Center Jefferson Community College Otsego Northern Catskills BOCES Park West High School, New York, NY Mohawk Valley Community College Passaic County Technical Institute, Wayne, NJ Monroe Community College Putnam/Northern Westchester BOCES, Yorktown Heights, NY Nassau Community College Randolph Area Vocational Center, Randolph, VT New Hampshire Community Technical College Berlin River Bend Career and Technical Center, Bradford, VT North Country Community College River Valley Technical Center, Springfield, VT Ocean County College Rockland BOCES Career Education Center Questar III, Hudson and Troy, NY Onondaga Community College St. Lawrence-Lewis BOCES, Gouverneur, Norwood, Ogdensburg, NY Penn State Mont-Alto Salem County Vocational Technical Schools, Woodstown, NJ Schenectady County Community College Schuyler-Chemung-Tioga BOCES, Elmira, NY Southern Maine Community College Stafford Technical Center BOCES, Rutland, VT Suffolk County Community College Steuben-Allegany at Wildwood BOCES SUNY Rockland Community College Sugar River Valley Regional Technical Center SUNY Canton Sullivan County BOCES, Liberty, NY SUNY Cobleskill Sussex County Tech School, Sparta, NJ Trocaire College Ulster County BOCES, Port Ewen, NY Villa Maria of Buffalo Washington-Saratoga-Warren-Hamilton-Essex BOCES, NY Western School of Technology, MD High Schools/BOCES: Atlantic County Vocational Technical School Mays Landing, NJ York County Technical College Barre Technical Center & Spaulding High School Campus, Barre, VT
BOCES 2 We-Mo-Co, Spencerport, NY Career Center at Steinmetz, Schenectady, NY Cattaraugus Allegeny Eire Wyoming BOCES at Olean Agreements for current Paul Smith’s College students: Cayuga-Onondaga BOCES BUSINESS Champlain Valley TEC Plattsburgh Campus Clarkson University 4+1 Chariho Career & Technical Center FORESTRY Delaware Chenango Madison Otsego BOCES Duke University's Nicolas School of the Environment and Earth Sciences 3+1 Erie 2 Chautauqua/Cattaraugus BOCES Emerson School of Hospitality, Buffalo, NY
Finger Lakes BOCES, Stanley, NY Franklin-Essex-Hamilton BOCES
Forest Park High School, Baltimore, MD Foxcroft Academy Genesee Valley BOCES Hannaford Career Center, Middlebury, VT Hartford Area Career and Technical Center
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Admission to Paul Smith’s College Application Process Admission to the Freshman Class To be admitted as a first-time college student, applicants are expected to be enrolled in a college preparatory course of study in a secondary school in order to have a solid academic foundation to begin college-level coursework. The course of study should include four years of English, three years each of mathematics and social studies, three years of natural science with two courses of laboratory experience, and foreign language. The cumulative grade point average in the core academic classes should be no lower than 73 on a 100-point scale, or 2.0 on a 4.0 scale. Exceptions to this requirement are considered on an individual basis.
Applications are reviewed on the basis of academic preparation and aptitude, participation in extracurricular activities, leadership roles and activities, related work experience and character. Prospective students should also display promise in their field of study.
In addition to submitting a complete Admissions Application form, applicants should submit the following materials for full consideration for Admission:
Official Secondary School Transcript* Official Transcript of any prior college work (if applicable) An essay and two letters of recommendation are highly recommended for all applicants.
Apply online. Paper applications are available upon request.
Prospective students who are out of high school four or more years and have never attended college are encouraged to meet with an admissions counselor to discuss the application process and criteria for admission. Transfer Students Students who have been enrolled at a college or university for the equivalent of one full semester (12 credit hours completed) or more are regarded as transfer students. Students who completed college coursework while in high school as part of a dual- enrollment program are exempt from this definition.
In order to be considered for transfer admission to Paul Smith’s College, students must be in good academic, social and financial standing at all previously-attended colleges with the eligibility to re-enroll if he or she has not yet earned a degree. Transfer applicants are expected to have achieved a minimum cumulative grade point average of 2.0 on a 4.0 scale for all college coursework attempted.
Paul Smith’s College maintains a policy of rolling admission for transfer students; specifically, once an applicant files all of the necessary documents, the total application file is read and a decision is made. Students are notified immediately until the class is filled. Students seeking financial aid should complete an application for admission as soon as possible since it is necessary to be admitted into the college in order to be awarded financial aid. Applications are accepted for classes entering both Fall (September) and Spring (January) Semesters.
In addition to submitting a complete Admissions Application form, applicants should submit the following materials for full consideration for Admission:
Official Transcript of any and all prior college work attempted Official Secondary School Transcript (if requested)
An essay and two letters of recommendation are highly recommended for all applicants.
Transfer students can apply online. Paper applications are available upon request.
*For first-year students who have completed high school requirements with an equivalency diploma should submit an official copy of the General Equivalency Diploma (GED) and the individual scores received on the tests. An official secondary school transcript must be submitted to the Office of Admission if any high school courses have been completed. Proof of high school graduation or its equivalent is required prior to the start of classes. An Individualized Education Plan (IEP) diploma does not meet the requirement for proof of high school graduation. International Students International students are admitted for the Fall or Spring semesters. The standard admission procedures apply to international applicants. Candidates for transfer from accredited institutions may be admitted with advanced standing upon presentation of certified credentials.
In addition to submitting a complete Admissions Application form, applicants should submit the following materials for full consideration for Admission:
Official secondary school transcript in English Official transcript of any and all prior college work (if applicable) Official copy of English Proficiency Test Scores** and or SAT/ACT scores. Paul Smith’s College accepts the following minimum English proficiency scores: TOEFL - 550/79/213 (paper/internet/computer), TOEFL Test Code - #2640 IELTS – 6.5 EIKEN – Grade Pre-1 ** The official English proficiency results must be forwarded to the Office of Admission. This requirement may be waived if the student’s native language is English, or if the student has attended a high school where English was the primary spoken language. University of Cambridge Exams Paul Smith’s College accepts University of Cambridge International Exams at the A-level with a grade of E or higher for transfer credit. Depending upon entry program, science-related courses may have to clearly show a laboratory component on the transcript to be considered the equivalent of the Paul Smith’s College laboratory based course. Otherwise, the course may only transfer as general elective science credits. International Baccalaureate Courses and Diploma Paul Smith’s College recognizes the rigorous academic nature of the International Baccalaureate program and actively seeks students with this academic preparation. Thus, students receiving a 4 or above on their Higher Level IB exams will be given credit for the equivalent Paul Smith’s course. Higher Level exam scores of a 5 or higher will be considered for credit for a two course sequence in the equivalent Paul Smith’s course where applicable. The Registrar’s Office, in consultation with the appropriate Dean, will make the final determination. Students completing the full International Baccalaureate Diploma will be admitted with 30 transfer credits and advanced standing as a sophomore. To be considered for transfer credits and advanced standing, students must submit their official IB transcripts as part of the admission process. No credit will be received for Standard Level courses. Translation and Evaluation for International Transcript International students must have their transcript evaluated and translated. Paul Smith’s College accepts transcripts translated by companies specializing in this process, such as:
World Education Services, Inc. Josef Silny and Associates, Inc.
International students wishing to receive transfer credit must also pay for a course-by-course evaluation of their transcript. In general, fees for these services range from $80-$200 and are paid by the student. Non-Discrimination Policy Paul Smith’s College admits students whose aptitude and demonstrated academic achievement give evidence of their ability to complete the various degree programs. The College welcomes applicants regardless of gender, race, age, national or ethnic origin, sexual orientation, religious preference or physical disability. Visiting the Paul Smith’s College Campus A campus visit to the Paul Smith’s campus is highly recommended. Prospective students and their families will have the opportunity to tour our beautiful campus with one of our student ambassadors and converse with an admission counselor on all aspects of the College. In addition, faculty members are available to speak with prospective students to discuss their specific area of interest. Your visit, like your education at Paul Smith’s College, will be personalized to meet your schedule and your expectations.
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Please contact the admissions office to schedule your visit at (800) 421-2605, or schedule your visit through the Paul Smith’s College website. Orientation and Placement Testing All entering students are required to attend an orientation session (usually during the summer) which is designed to facilitate the adjustment to college life at Paul Smith’s. This orientation period is specifically designed to provide academic counseling, to familiarize students with campus life and to promote the development of peer relationships.
All students are encouraged to take the Accuplacer math placement exams prior to arriving on campus for orientation. The test is used to accurately determine whether students are placed in foundational, supplemental, regular or accelerated course-work during the first semester at Paul Smith’s College. Program Admission Standards The following college preparatory courses are strongly recommended: Baccalaureate Program Degree Mathematics Science
Baking Arts and Service Management B.P.S. 2 years including Algebra I 2 years Biology B.S. *3 years including Algebra II 3 years including Biology and Chemistry Communication B.S. 2 years including Algebra I 2 years Culinary Arts and Service Management B.P.S. 2 years including Algebra I 2 years Ecological Restoration B.S. *3 years including Algebra II 3 years including Biology and Chemistry Environmental Sciences B.S *3 years including Algebra II 3 years including Biology and Chemistry Environmental Studies B.A. 2 years including Algebra I 2 years Entrepreneurial Business Studies B.S. 2 years including Algebra I 2 years Fisheries and Wildlife Sciences B.S. *3 years including Algebra II 3 years including Biology and Chemistry Food Service Management B.P.S 2 years including Algebra I 2 years Forestry, all concentrations B.S. *3 years including Algebra II 3 years including Biology and Chemistry Hotel, Resort and Tourism Management B.S. 2 year including Algebra I 2 years Integrative Studies B.A./B.S. 2 years including Algebra I 2 years Natural Resource Conservation & Management B.S. *3 years including Algebra II 2 years Parks & Conservation Management B.S. *3 years including Algebra II 2 years Recreation, Adventure Education & Leisure Management B.S. 2 years including Algebra I 2 years Sustainable Communities & Working Landscapes B.S. *3 years including Algebra II 2 years Associate Degree Program Degree Mathematics Science
Arboriculture and Landscape Management A.A.S 2 years including Algebra I 2 years Baking and Pastry Arts A.A.S 2 years including Algebra I 2 years Culinary Arts A.A.S. 2 years including Algebra I 2 years Integrative Studies A.A./A.S. *3 years including Algebra II 2 years Forest Technology A.A.S. *3 years including Algebra II 2 years Hotel and Restaurant Management A.A.S. 2 years including Algebra I 2 years Surveying Technology A.A.S. *3 years including Algebra II 2 years *New York State students: Successful completion of Sequential Course III, Math B or equivalent is required
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Expenses and Refund Policy This section is a review of the expenses that students can expect to incur at Paul Smith’s College. The Student Accounts Office coordinates information about expenses, including required fees and optional and incidental expenses.
Substantial financial assistance is awarded to a majority of students at Paul Smith's College. A comprehensive review of scholarships, awards and financial aid programs is available through the Financial Aid Office and programs are listed in the Financial Aid: Financing Your College Education section. Tuition and Fees for 2017-2018 (per semester) Fall and Spring Semester Tuition (1) $13,795 Room Charges Type 1 (2) $3,220 Type 2 (2) $4,000 Type 3 (2) $4,945 Board Type 1 & Type 2 (3) $2,715 Type 3 (3) $2,465 Sustainability Fee (4) $31 Books and Supplies (5) $500 Special Uniforms, Clothing & Equipment (6) $300-850 NOTE: The numbers in parentheses ( ) above refer to the complete explanations for expenses below. Prospective students should review the explanation well in advance of registration for any semester or session. These explanations are intended to serve as aids in estimating the overall costs of a student's education at Paul Smith’s College.
Academic Summer Study Session Summer Study Sessions are academic programs which last for 3 or 6 weeks. The programs are required for students in the Forestry, Forest Technician and Surveying Technology programs, or for students who personally elect to attend the College during Summer 2018. Students enrolled in a Summer Study program pay charges according to the following schedule:
Three Week Summer Session Tuition - Surveying $1,485 Room $450 Board $570 Six Week Summer Session Tuition - Forest Technician* $2,970 Room $900 Board $1,140 Expense Explanatory Notes (1) Tuition — The tuition charge for each semester covers the period as set forth in the Academic Calendar for 2017-2018 under the headings of Summer 2017, Fall 2017, and Spring 2018. (2) Room Charges — Residence Hall descriptions are found in the Residence Hall Living section. (3) Board — All residential students attending Paul Smith’s College must participate in the Board Plan. The plan is Carte Blanche that offers unlimited access to the Dining Hall during serving hours. Please contact Sodexho for hours of operation. Off-Campus Student 25 Block - $210 Block Meal Plan 50 Block - $415 (4) Sustainability Fee — This fee allows students the opportunity to demonstrate Paul Smith’s College spirit and commitment to local and global sustainability. (5) Bobcat Bucks -- This fee gets you a prepaid gift card for $500.00 per semester for use of purchasing books at the Pack Basket (The College Bookstore). If you choose not to have this card, fill out a waiver and you will then be able to purchase your books outright at the store. You may pay using cash, personal or traveler's checks or VISA, MASTERCARD, DISCOVER, and AMEX. (6) Special Uniforms, Clothing and Equipment — Students in the specified programs will need to purchase personal items as described in the program sections of the catalog. The charges are a one-time investment and are approximately: Division/Program Charge Baking and Pastry Arts $850 Culinary Arts $700 Forestry $300-600 Hotel and Restaurant Management $300 External Study Programs Students enrolled in external study programs (externships) pay tuition to Paul Smith’s College at the rate of $310 per credit hour. Room and board charges are made under separate arrangements with the industry host or independently by the student, depending upon the particular job site. Other Charges Armory Charges: Students failing to return any Armory identification items within 30 days of the close of the armory will be assessed a $25.00 fee for each item. (tags, armory id cards, etc…). Audit: Students enrolled at Paul Smith’s College as full-time students may audit one course per semester, on a space available basis. If the audited course does not place the student’s total load over 18 credit hours, there is no charge. If the audited course is an overload, the charge is $100 per credit hour. Students who are not full-time Paul Smith’s College students may audit one course per semester, on a space-available basis. The charge is $150 per credit hour plus appropriate fees for supplies in laboratory courses. Details of the audit policy are available in the Community Guide. College Health Insurance — All students are required to have health insurance coverage. The college health insurance will automatically be billed yearly to all student accounts. Students who already have health insurance and would like the student account credited must go on-line and complete an insurance waiver by the deadline date. The on-line site and deadline date will be provided to the student with the initial billing statement. A waiver must be completed on an annual basis. Students who do not complete an on-line waiver from by the deadline date are automatically covered under the College Health Insurance Program. These students should read the Insurance Brochure and be familiar with the plan. Questions about the college insurance should be directed to Gallagher Insurance Company at (877) 320-4347. Students who waive the college insurance should know the requirements of their company to activate their insurance coverage. If the student has a pharmacy plan, the student should remember to bring a pharmacy card to campus and register the card with the pharmacy. Equipment: Welding Course Fee: Students enrolled in the Welding course will be charged $125 for supplies and equipment. Identification Card Replacement - All students attending Paul Smith’s College must have a student ID card. Lost ID Cards or cards that need replacement due to change in appearance are assessed a replacement fee of $5.00 per card. Infirmary Fees: There is no out of pocket cost to the student for seeing the nurse or the medical representative at Student Health Services. However, there are certain items or services that may have a cost to them. Any fee incurred by the student, at Student Health Services, will be placed on the student’s account as an "infirmary charge". These charges will vary. Some examples of what may incur a cost through Student Health Services are:
Vaccine – Hep A, Hep B, Influenza, PPD, Tdap, Menengitis Rapid tests – Mono, Step, Influenza, Pregnancy, Urinalysis Prescription co-pay
OTC medication – cough syrup, mucinex, nasal spray, eye drops Supportive devices – walking boot, cock-up splint, ankle/knee/wrist wrap Failure to Confirm Enrollment Fee: Students who fail to confirm their enrollment for the semester by the deadline of the first day of classes will be charged $150. Students must confirm their enrollment on-line through The Self-Service Enrollment Check-in Process.
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Laboratory Damages: Many courses have policies regarding charges for equipment lost, damaged, or broken by students. Such policies will be presented by the instructor at the beginning of the term, and appropriate charges levied by the Student Accounts Office upon notification by the instructor. A similar charge is assessed for lost or damaged library materials. Late Registration and/or Late Payment Fee: Applies to each semester and/or session —$75. Late Medical History Form Fee: Applies to each semester the form is not submitted — $60. Library Fines: Students may incur fines of various amounts for lost, damaged or overdue items in accordance with the library circulation policy. For item replacement fines, students have a maximum of 60 days from the date of the charge being placed on their account to return items to the library to get their replacement fines removed. Students may not appeal overdue charges unless a case for the illegitimacy of the fine is presented by the end of the semester that the charge was given. Movie charges: Students will be charged a replacement fee for any movies they borrow from the movie rental and have not returned by the end of the semester. The replacement charge for movies is $25 per movie. Television series and documentaries are based on the cost of the season or documentary with a minimum charge of $25. Overload: Credit hours over 18 in any semester are considered an overload and charged at the rate of $540 per credit hour. Parking Fines: Paul Smith’s College does not charge for parking on Campus. All vehicles utilizing on campus parking must register their vehicle with campus safety within 10 days of the start of the fall semester or, if after that time, immediately upon bringing a vehicle to campus. Campus regulations are outline in the college’s parking policy available on the Campus Safety webpage. Failure to abide by the parking policy will result in parking citations being issued and the attached fines levied. In addition, any towed vehicle charges (towing, vehicle storage, etc.) are the responsibility of the vehicle owner. Part-time: A student accepted on a part-time basis will be charged, at a rate of $840 per credit hour plus a pro-rate charge of the Program Fee, Technology Fee, and Student Activity Fee for the respective program. Withdrawal Fee: An administrative fee of $100 will be charged to a student’s accounts if they withdraw during the semester. This fee covers associated expenses related to establishing classes, room and board reservations, and changes thereto. PSC Tuition Policy – For Students who drop or add courses: The institution’s policy regarding tuition charges for students who add or drop courses is outlined below. The tuition charges for students who add or drop courses on or before the College’s official Last Day to Add/Change Academic Courses/Programs, will be based upon the latest number of credit hours for which the student is enrolled. The tuition charges for students who add or drop courses after the College’s official Last Day to Add/Change Academic Courses/Programs will be based upon the original number of credit hours for which the student was enrolled prior to dropping the course(s) Payment of Expenses It is the policy of Paul Smith’s College to be as helpful as possible to students and their parents in payment of college expenses. However, no student will be permitted to register unless payment in full has been received prior to registration. Payment Plan The College allows the students to spread the cost of attendance, less all financial aid, over a 10-month period. This is done through a payment plan administered by Advanced Education Services, Inc. For information about this plan contact the Student Accounts Office. Payment Deadlines First year students are required to make a reservation deposit of $250.00 as explained under Admissions. The total amount of the charges for the semester or session is due on the following dates preceding that semester:
Fall Semester 2017 July 14, 2017 Spring Semester 2018 December 15, 2017 Summer Semester & Session 2018 May 15, 2018
Payment for the amount due shall be sent directly to Paul Smith’s College by the due date as defined in the schedule above. All checks sent for payment of student accounts shall be payable to Paul Smith’s College, and sent to the attention of the Student Accounts Office.
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Refund Policy PSC Title IV Refund Policy The institution’s policy regarding the distribution of any refund due to the Title IV programs is outlined below:
1st to Federal Family Educational Loans 2nd to Federal Perkins Loan Program 3rd to Federal Pell Grant 4th to Federal SEOG 5th to Institutional Grant or Scholarship 6th to Student/Family The institution’s policy regarding repayment for students who receive disbursement(s) of Title IV financial aid for payment of non-institutional costs is stated as follows: o The refund formula calculation is first used to determine the amount of overpayment to be refunded. The tuition and fees refund policy is also used at this time. o Next, the distribution policy stated above is used. o Once the amount of overpayment has been determined using the above calculations, the College contacts the student for repayment. The College will bill the student and maintain a receivable account until the obligation is paid.
Students Changing Residential Status No refunds will be made for the room charge when a resident student changes his/her status to non-resident after the beginning of the term, nor when the student has been removed from a residence hall for disciplinary action. All residential students MUST participate in the Board Plan.
Student Withdrawals All withdrawals will be calculated on the day the student or his/her parent(s) have completed the necessary withdrawal procedures with the Academic Success Center. The schedule for tuition, room, board and fee refunds to be credited is:
Withdrawal during first 3 days 100% Withdrawal during first or second week 75% Withdrawal during third or fourth week 50% Withdrawal during fifth week 25% Withdrawal after fifth week 0%
Note: The refund policy may be amended at any time to comply with new federal and or state regulations.
Once the amount of the refund is calculated by the Student Accounts Office, an administrative fee of $100 will be deducted from the refund. This fee covers associated expenses related to establishing classes, room and board reservations, and changes thereto. Financial Obligations and Collection Students are responsible for completing their financial obligations to Paul Smith’s College before graduation. If hardship prevents them from meeting their obligations, they should notify the Office of Student Accounts as soon as possible to discuss a payment plan.
Paul Smith’s College will forward student accounts to a collection agency when a student fails to make payment on outstanding debts and does not contact the Student Accounts Office to establish a payment plan. The agency will attempt to collect on the account and all collection costs and fees are the responsibility of the student.
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Financial Aid: Financing Your College Education Selecting and paying for college are challenges most students and families face. The primary responsibility for meeting college cost rests with students and parents. Because there are limitations to family income and assets, various forms of financial aid are available to supplement the family contribution. Student aid programs are intended to help bridge the gap between family resources and the anticipated cost of education. Eligibility for financial aid varies according to program regulations and with the individual circumstances of the student and family. Generally, financial aid is granted on the basis of demonstrated need and academic potential. Most families are eligible for some form of financial assistance, be it gift aid from grants and scholarships or self-help such as employment or low-interest loans. Financial Aid Application Procedures & Priority Deadline Date To be considered for College, Federal and State Financial Aid Programs, students must complete and submit each year the Free Application for Federal Student Aid (FAFSA). The FAFSA may be completed any time after January 1st. Paul Smith’s does not have a deadline but the sooner the better because several Federal programs are limited with federal funds.
The WEB address for FAFSA Express is: fafsa.ed.gov and can be accessed by clicking the address. You are strongly encouraged to apply online.
If you need or wish to complete the FAFSA by paper form you can visit the FAFSA website and download the application and submit by mail. Please keep in mind that this process may take up to 6 weeks depending on the Federal Government FAFSA department.
To simplify filling out the FAFSA, both student(s) and parent(s) need to apply for a FSA ID at www.fsaid.ed.gov. Student Eligibility for Federal Student Aid Programs To receive financial aid from the federal student aid programs, you must:
Demonstrate financial need, except for some loan programs. Be enrolled or accepted for enrollment as a regular student working toward a degree or certificate in an eligible program. Be a U.S. citizen or eligible non-citizen. Have a valid social security number. Make satisfactory academic progress. Sign a statement of educational purpose and a certification statement on overpayment and default (both found on the Free Application for Federal Student Aid). Register with the Selective Service, if required.
Priority consideration is given to those applicants whose Free Application for Federal Student Aid (FAFSA) information is available in the Financial Aid Office by the May 1st deadline. Federal Grants and Loans Federal Pell grants Pell Grants are awarded to undergraduate students who have not earned a bachelor's degree. To determine eligibility, the U.S. Department of Education uses a standard formula to evaluate the information reported on the Free Application for Federal Student Aid. The formula produces an Expected Family Contribution (EFC) number. The result of the federal application is a Student Aid Report (SAR) which contains the EFC number and indicates Pell Grant eligibility. Pell Grants for the 2015– 2016 award year will range from $626 to $5,775.
A Federal Pell Grant, unlike a loan, does not have to be repaid. Federal Pell Grants usually are awarded only to undergraduate students who have not earned a bachelor's or a professional degree (In some cases, however, a student enrolled in a post baccalaureate teacher certification program might receive Federal Pell Grant). You are not eligible to receive a Federal Pell Grant if you are incarcerated in a federal or state penal institution or are subject to an involuntary civil commitment upon completion of a period of incarceration for a forcible or non-forcible sexual offense.
Effective on July 1, 2012, you can receive the Federal Pell Grant for no more than 12 semesters or the equivalent (roughly six years). You will receive a notice if you are getting close to your limit. If you have questions, contact the Financial Aid Office.
Federal Supplemental Opportunity Grants (FSEOG) A Federal Supplemental Opportunity Grant (FSEOG) is for undergraduates with exceptional financial need. These students have the lowest EFC and are generally eligible for Federal Pell Grants. The college is awarded an FSEOG allocation each year from federal funds and eligibility is determined by the Financial Aid Office. Since funds are limited, not every eligible student will receive an FSEOG. Priority consideration is given to those applicants whose Free Application for Federal Student Aid information is available in the Financial Aid Office by the April 1 deadline.
Federal Perkins Loans A Federal Perkins Loan is a low-interest (5%), 9-month grade period loan for students with exceptional financial need. A Perkins Loan borrower is not charged any processing fees. The College is the lender and the loan is made with government funds with a share contributed by the college. You must repay the College beginning nine months after you graduate or leave college. The College is awarded a Perkins Loan allocation each year from federal funds, and eligibility is determined by the Financial Aid Office. Once a Perkins Loan is approved, the student signs a promissory note with the College. Since funds are limited, priority consideration is given to those applicants whose FAFSA information is available in the Financial Aid Office by the May 1 deadline. Perkins Loans at Paul Smith’s College range from $500 to $2,000 per year.
Federal Direct Stafford Student Loans- Subsidized and Unsubsidized Federal Stafford Loans are either subsidized or unsubsidized. A subsidized loan is awarded on the basis of financial need. Subsidized loans will not be charged any interest before or during the 6 months’ grace periods of deferment. The federal government subsidizes the interest during these periods. An unsubsidized loan is not awarded on the basis of need. Students are charged interest from the time the loan is disbursed until paid in full. The interest rate for 2016-2017 is 3.76% with a 1.068% origination fee.
**First time borrowers must complete a Federal Master Promissory Note (MPN) and Entrance Counseling before the funds are disbursed to the students account.
For additional Federal Direct Stafford Loan information and to complete the Federal MPN and Entrance Counseling, please go to the Financial Aid Office website or www.studentloans.gov
New regulations for limits on Direct Subsidized Loans Maximum eligibility period to receive Direct Subsidized Loans: There is a limit on the maximum period of time (measured in academic years) that you can receive Direct Subsidized Loans. In general, you may not receive Direct Subsidized Loans for more than 150% of the published length of your program. This is called your "maximum eligibility period". You can usually find the publish length on any program of study in the College Catalog.
For example, if you are enrolled in a 4-year bachelor's degree program, the maximum period for which you can receive Direct Subsidized Loans is 6 years (150% of 4 years = 6 years). If you are enrolled in a 2-year associate degree program, the maximum period for which you can receive Direct Subsidized Loans is 3 years (150% of 2 years = 3 years).
Your maximum eligibility is based on the published length of your current program. This means that your maximum eligibility period can change if you change programs. Also, if you receive Direct Subsidized Loans for one program and then change to another program, the Direct Subsidized Loans you receive for the earlier program will generally count against your new maximum eligibility period.
Students who enter into an agreement regarding a Title IV or HEA loan programs should understand that their loan information will be submitted to the National Student Loan Data System (NSLDS). NSLDS receives data from schools, guaranty agencies, the Direct Loan program, and other Department of ED programs. NSLDS Student Access provides a centralized, integrated view of Title IV loans and grants so that recipients of Title IV Aid can access and inquire about their Title IV loans and/or grant data.
For more information: https://www.nslds.ed.gov/nslds/nslds_SA/
Federal Direct Parent PLUS Loan (Undergraduate) Federal PLUS Loans enable parents with good credit histories to borrow up to the cost of education minus financial aid received.
Parents pay a processing fee which is deducted proportionately each time a loan payment is made directly to the college. The processing fee ranges from 4.272 to 4.292%. The fixed interest rate for the 2016-2017 academic year is 6.31%. Generally, repayment begins within 60 days after the final loan disbursement for the academic year. There is no grace period for PLUS loans. This means interest begins to accumulate at the time the first disbursement is made.
**First time borrowers must complete a Federal Master Promissory Note (MPN) before the funds are disbursed to the students account.
For additional Federal Direct Parent PLUS loan information and to apply, please go to Paul Smith's College - Offices - Financial Aid.
Private Loans – To review lenders and requirements go to www.elmselect.com
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Federal Work-Study and College Sponsored Student Employment Programs The Federal Work-Study Program provides jobs for students who demonstrate financial need. In addition, the college funds a student employment program which is not based upon financial need. Students at Paul Smith’s College work for 5 to 10 hours per week, earn an average of $2,500 per academic year and are paid the current federal minimum wage on a semi-monthly basis. Eligibility is determined by the Financial Aid Office. Students begin their job search with the College Student Placement Office where they obtain a Work-Study Authorization Form and a listing of job opportunities. Students are responsible for contacting potential employers and arranging interviews. The hiring decision is made by the person who listed the position. Since funds and job opportunities are limited, priority consideration is given to those applicants whose Free Application for Federal Student Aid information is available in the Financial Aid Office by the May 1 deadline. Work-Study is first-come, first serve. Work Study is not deducted from your bill. Work-Study money is used for personal expense - Remember - Not deducted from your bill.
Veterans’ Affairs (VA) Educational Benefits Paul Smith's College is a veteran friendly campus. Our Veterans Information Website provides a number of links to important GI Bill and Veteran Websites and scholarship and other support information dedicated to serving those who served.
Please click on the link to our Veterans Information Website to apply for your GI Bill Benefits. Once you have completed the online application, the Department of Veterans' Affairs will mail you a letter confirming your eligibility for benefits. Please bring or mail a copy of this benefits letter to the Office of Veterans Services prior to the student’s registration at Paul Smith’s College. New York State Grants New York State Tuition Assistance Program (TAP) The New York State Tuition Assistance Program (TAP) helps eligible New York residents pay tuition at approved schools in New York State. Depending on the academic year in which you begin study, an annual TAP award can be up to $5,165. Because TAP is a grant, it does not have to be paid back.
Who is Eligible? To be eligible for TAP, you must:
Be a United States citizen or eligible noncitizen. Be a legal resident of New York State. Study at an approved postsecondary institution in New York State (NYS). Have graduated from high school in the United States, earned a GED, or passed a federally approved "Ability to Benefit" test as defined by the Commissioner of the State Education Department. Be enrolled as a full-time student taking 12 or more credits (applicable toward your degree program) per semester. Be matriculated in an approved program of study and be in good academic standing. Have declared a major no later than within 30 days from end of the add/drop period: - In the first term of your sophomore year in an approved two-year program; or - In the first term of your junior year in an approved four-year program Meet good academic standing requirements. Be charged at least $200 tuition per year. Not be in default on any State or federal student loan or on any repayment of state awards. Meet income eligibility limitations.
What Determines the Amount of the Award?
The award amount is determined by:
Academic year in which first payment of TAP or any state award is received. Type of postsecondary institution and the tuition charge. Combined family NYS taxable income, Federal, State or local pension income and private pension and annuity income, if applicable. Financial status (dependent or independent). Other family members enrolled in college.
Tuition Assistance Program (TAP) Details TAP is a grant program for New York State residents attending college full time in New York State. There is neither a qualifying examination nor a limited number of awards.
The applicant must:
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Be a New York State resident, and a U.S. citizen or permanent resident alien. Be enrolled full-time and matriculated at an approved New York State post-secondary institution. Have, if dependent, a family net taxable income below $80,000; or independent and single with no tax dependents, a net taxable income below $10,000. Be charged tuition of at least $200 per year. All income tax data are subject to verification by the New York State Department of Taxation and Finance.
Undergraduate students generally may receive TAP awards for four years of study. Currently, the amount of the award is scaled according to level of study, tuition charge, and net taxable income. Funding levels for the program are set by the state appropriations each year. The award is credited to the student's account on a semester basis.
Applicants must apply annually by completing the Free Application for Federal Student Aid (FAFSA). Start the TAP application process by completing and submitting the Free Application for Federal Student Aid (FAFSA) electronically at www.fafsa.ed.gov. New York State will use FAFSA information as part of your application for TAP. If you apply using FAFSA-on-the-Web, you will be able to link to your online TAP application at the end of the FAFSA session. You will be asked to establish a PIN (Personal Identification Number) for TAP. The TAP PIN will allow you complete your application, keep track of your application information, or make changes, later. After establishing your PIN, you will be able to complete your TAP application online. Information from your FAFSA and your family's calculated NYS net taxable income will be pre-filled on your TAP-on- the -Web application. Follow the instructions provided. If you don't apply for federal aid online, you will have to get a paper FAFSA from a high school guidance office, the local library, or your college's financial aid office. Even if you use a paper FAFSA to apply for federal aid, you may still choose to complete your TAP application on the Web. Approximately 3 weeks after submitting your FAFSA, HESC will notify you, by post card or e-mail, that you can go to hesc.org, apply for a PIN, and complete your TAP application online. Follow the online instructions for completing the TAP-on-the-Web application. If you choose not to apply online, HESC will mail you an Express TAP Application (ETA). Information from your FAFSA and your family's calculated NYS net taxable income will be preprinted on your ETA. Review this information, change any incorrect items, complete any missing items, then SIGN AND MAIL THE FORM USING THE RETURN ENVELOPE. If you have previously received TAP, and your information remains the same, you may only have to file a FAFSA to get an award. If you provide an e-mail address on your FAFSA, HESC will use that address to contact you about your TAP application, give you processing updates, or award information. Please respond to any requests or instructions sent by HESC. If you have submitted applications, you can check the status of your TAP at any time. The TAP application deadline is May 1 of the academic year for which aid is sought.
Higher Education Opportunity Program (HEOP) The Arthur O. Eve Higher Education Opportunity Program (HEOP) is a collaboration between the New York State Education Department and Paul Smith's College. The Paul Smith's College HEOP Program provides supplemental academic and financial support to New York State residents who meet academic and income eligibility guidelines and are selected. Please note, there are a limited number of spaces in HEOP; not everyone that is eligible will be selected.
All prospective HEOP applicants must:
Reside in New York State and hold a high school diploma or equivalent Meet the economic requirements established by the New York State Department of Education. Meet the academic requirements for HEOP as set by Paul Smith's College Have the potential and motivation for the successful completion of college. If transferring, have been enrolled in an approved opportunity program (HEOP, EOP, SEEK, or College Discovery)
In addition to the admission requirements for Paul Smith's College, HEOP applicants must complete the following:
HEOP application HEOP essay Two letters of recommendation A campus visit An interview with HEOP personnel A Free Application for Federal Student Aid (FAFSA) and Tuition Assistance Program (TAP) Verification of household income (for two previous years) and any documentation required by our Financial Aid Office.
For eligibility guidelines and the online HEOP application please go to: http://www.paulsmiths.edu/heop1/
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You may also call the HEOP Office on campus at (518)327-6480 if you have any questions.
New York State Grants and Scholarships Please go to Higher Education Services Corporation for a list of all scholarships and grants offered by New York State.
State Aid to Native Americans State Aid to Native Americans is a financial assistance program for applicants who:
Are members of one of the Native American Tribes located on reservations within New York State Have graduated from an approved high school, or have earned a General Equivalency Diploma Are enrolled in an approved post-secondary institution in New York State.
There is neither a qualifying examination nor a limited number of awards. The award is currently $1,750 per year for a maximum of four years of full-time study, a minimum of 12 credit hours per semester. Students registered for less than this number will be funded at approximately $50 per credit hour.
Application forms may be obtained from the Native American Education Unit, New York State Education Department, Albany, New York 12234. The completed application should be forwarded to the Native American Education Unit along with the following materials:
Official transcript of high school record Letters of recommendation from leaders in the community Personal letter, setting forth in detail educational plans Signature of the parents of minor applicants Official tribal certification form Copy of acceptance letter from college attending.
Students are responsible for notifying the Native American Education Unit in writing of any change in status, program or institutional enrollment. Paul Smith’s College Grants and Scholarships Grants are awarded to students who demonstrate financial need. Award amounts are dependent on grants from all sources for which the College establishes a cap.
Merit Scholarship Award Paul Smith's College is pleased to announce the Merit Scholarship Program for incoming freshmen and transfer students for 2016-2017. This program offers scholarships to new entering freshmen students ranging from $6,000 to $14,000 per year for up to four years. All scholarships are renewable for up to eight semesters so long as the student is enrolled full time at PSC and maintains the cumulative GPA required for the individual scholarship. Recipients must maintain satisfactory academic progress at the end of each semester of study to continue to receive the scholarship.
No separate scholarship application is needed to be considered for a Merit Scholarship. Determination is within the application review:
Incoming Scholarships: Scholarship Award Continued Eligibility President $14,000 a year maintain 2.50 GPA Provost $12,000 a year maintain 2.50 GPA Dean $11,000 a year maintain 2.00 GPA Faculty $9,000 a year maintain 2.00 GPA Rising Scholar Award $5,000 a year maintain 2.00 GPA Transfer Excellence $11,000 a year maintain 2.50 GPA Transfer Achievement $8,000 a year maintain 2.50 GPA Transfer Recognition $6,000 a year maintain 2.00 GPA
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Awards Paul Smith’s College has established awards to recognize returning students for their accomplishments. Some awards provide students with financial support while others constitute a plaque. When the award includes a specific dollar amount, returning students can expect to have the amount credited to their account upon their return to school for the subsequent semester. Questions regarding applications for these and other awards (not listed) may be directed to the Financial Aid Office. Depending on availability of each, awards will be reviewed during the fall semester. A. LINDSAY AND OLIVE B O’CONNOR FOUNDATION is awarded to students from Delaware County that demonstrates a financial need. ADIRONDACK FRED SULLIVAN MEMORIAL SCHOLARSHIP was established by the College, the family and friends of Fred. G. Sullivan who was the Director of Development at Paul Smith's College. Fred, perhaps more than anyone else, helped set the College on its current course of defining itself as The College of the Adirondacks. The scholarship is awarded to students with course work and a career focused on the Adirondacks. ADIRONDACK MOUNTAIN CLUB SCHOLARSHIP established in 2001, is presented annually to a resident of the Adirondack Park, namely within what is designated as "the blue line" of regular acceptance. ADIRONDACK PARK SCHOLARSHIP is awarded to a resident of the Adirondack Park who demonstrates financial need. ALFRED W. CURRIER SCHOLARSHIPS are applied toward the payment of tuition for the following year. The selection committee chooses one recipient from the Forest Technician program and one from Pre-Professional Forestry. Consideration will be based on scholastic records, citizenship and activity in forestry projects. ALUMNI AWARD is given to the student for overall improvement academically over a period of at least four semesters. ANDY VAUGHN MEMORIAL AWARD was established by friends and family in memory of this 1990 graduate. It is given each year to a non-traditional Forestry student who displays the spirit and character similar to Andy and who has financial need. AUGSBURY SCHOLARSHIPS recognize the students demonstrating financial need who hail from the North Country region of New York State. This award, made possible through the generosity of Mr. Frank A. Augsbury, Jr., a member of Paul Smith's College Board of Trustees, is open to both first year students and sophomores. BRIAN W. SMITH ‘95 MEMORIAL SCHOLARSHIP is awarded in the spring for the fall to a returning sophomore HEOP student recommended by the Director of HEOP. The student must demonstrate financial need and exhibit some of the qualities that set Brian apart, represent and honor his memory. BRIAN ZEHR MEMORIAL SCHOLARSHIP is awarded to a forestry student in memory of Brian Zehr. The recipient is chosen on the basis of high professional standards and a desire to contribute to the forestry profession. CANTWELL FAMILY MEMORIAL SCHOLARSHIPS were established by the family and friends of Paul Cantwell who was a trustee and long-time friend of Paul Smith's College. These $1,000 scholarships are awarded to students based upon academics and citizenship who demonstrate financial need. CHARLES D. KIRCHE MEMORIAL SCHOLARSHIP was established in 2002 by the family of Professor Emeritus Charles Kirche and is awarded to students who have graduated from a secondary school within the Adirondack Park. As a fitting tribute to this much- loved mathematics professor, the Kirche award is a mathematical reward based on your average. CHESTER L. AND MILDRED Z. BUXTON SCHOLARSHIPS Originally established in loving memory of his wife Mildred, by college President Emeritus Chester L. Buxton. Dr. Buxton served as president of Paul Smith’s from 1948 to 1975, and since Dr. Buxton’s passing in 1996 and to honor his pivotal role in the success of Paul Smith’s college along with the help of his wife, this memorial scholarship now bears both of their names. This award recognizes friendliness, good citizenship and campus community service. CHRIS MICHIELEN MEMORIAL AWARD is presented to the Forestry student who exhibits a love for other people, nature, and the outdoors. DENNIS J. MURPHY MEMORIAL SCHOLARSHIP was established in loving memory of Dennis J. Murphy for nontraditional students (over 21) who have a passion for rock climbing, want to share their passion they feel for their natural surroundings with other people, who embrace life to its fullest and who embrace mountain life. Preference for students in Forestry or Recreation program. DR. EDWIN H. HUGHES MEMORIAL SCHOLARSHIP is granted to a first year student to be applied to tuition during the following year. The recipient is chosen on the basis of scholarship, activities, and character. EDWARD F. PRESCOTT MEMORIAL SCHOLARSHIP was established by family in 1995 in memory of this 1962 Liberal Arts graduate. This award recognizes a student's appreciation of the Adirondack Park. EILEEN CRARY SCHOLARSHIP established in 2000 by the Board of Trustees of Paul Smith's College, is presented to deserving students from the Adirondack Park who demonstrates the qualities of dedication, honesty and loyalty, the very qualities epitomized by the honoree. ENDOWED ALUMNI SCHOLARSHIP was established in 2001 through the generosity of many Paul Smith’s College alumni, family and friends. It is the intent of the scholarship to recognize graduates from one of Paul Smith’s two-year degree programs who have expressed the intent of continuing on in one of the College’s four-year degree programs.
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F.A. BARTLETT TREE EXPERTS COMPANY recognizes Arboriculture and Landscape Management (AALM) students who are interested in a career in arboriculture. Recipients are recommended by AALM faculty. F. IVES TURNER SURVEYING SCHOLARSHIP established in December of 1988, is presented annually to a returning Surveying Technology student who exemplifies outstanding citizenship, scholarship, and dedication to the surveying profession. It is given in memory of F. Ives Turner, prominent local land surveyor and long-time associate of Paul Smith's College, by the Northern Association of Land Surveyors. FORESTRY DIVISION ACHIEVEMENT AWARD is presented to an outstanding forestry student in recognition of his/her achievement in forestry activities. The student is presented with a plaque and a small financial award. FRANK L. CUBLEY SCHOLARSHIP FUND was established by a bequest from his wife, Frances. One $500 Scholarship is awarded to the returning sophomore with the highest scholastic average at the end of freshman year. FRESHMAN CHEMISTRY ACHIEVEMENT AWARD is given to an outstanding chemistry student in recognition of his/her achievements in chemistry during the year. GORDAN A. RUST AND PHYLLIS R. CROWNER MEMORIAL SCHOLARSHIP is awarded to a student based on character traits and overall academic effort. GOULD HOYT MEMORIAL SCHOLARSHIP was established in 2013 at Paul Smith’s College in memory of professor Hoyt. Students must submit an essay demonstrating "what does Paul Smith’s College mean to them" and "why is sustainability important?" HEARST FOUNDATION SCHOLARSHIP is awarded to women from low and middle income families with an emphasis on women from minority groups and/or students of either gender who are from rural area and/or first-generation college students. HECTOR BOIARDI SCHOLARSHIP is awarded to students in the culinary program who demonstrate high financial need. HOWARD AND BESS CHAPMAN FOUNDATION SCHOLARSHIP is awarded to both incoming and returning students with demonstrated financial need who live within a 25-mile radius of Oneida, NY. IRA G. PAYNE BAUMGARTNER SCHOLARSHIP is offered to a Liberal Arts student who demonstrates high potential for success. JAMES D. KURTOWICZ '66 MEMORIAL SCHOLARSHIP is awarded to a U.S. veteran with first preference to a student enrolled in the forestry division. Absent any qualified forestry veteran students, the recipient shall be a U.S. veteran, in any program, with demonstrated financial need and leadership potential. JAMES CHAPMAN ’73 VETERANS SCHOLARSHIP is awarded to a combat veteran majoring in Forestry/ Environmental Science and is a New York resident who demonstrates financial need. Preference will be given to Marine applicants, but not limited to Marines. JIM AND PEG REAGAN MEMORIAL SCHOLARSHIP was established in 2013 by alumnus Dr. James Reagan Jr., Class of 1964, in memory of his parents. The scholarship is awarded to students who are enrolled in the College of Natural Resource Management and Ecology with preference given to students pursuing an Associate’s degree. JARL VICTOR MEMORIAL SCHOLARSHIP is awarded to a BMES student who is an active member of the Paul Smith's College community, demonstrating a variety of interests, involvement and demonstrates financial need. JEFFERY L. HILL JR. MEMORIAL SCHOLARSHIP was established to in memory of Jeffery L. Hill, Jr. ’97 by his family. Jeff had a great love for forestry and most importantly for nature and the outdoors. Paul Smith’s was one of the most important things in Jeff’s life. This award will be given to a forestry student who demonstrates a desire to improve the environment, have a passion and love for the outdoors and show a willingness to overcome their academic challenges because they are engaging in a curriculum they love. JOAN H. WEILL ENDOWED SCHOLARSHIP was established in 2012 by Joan & Sandy Weill to be awarded to students who demonstrate a passion for Paul Smith’s education and all that it entails – experiential learning, a love of the outdoors and the Adirondacks JOHN GAY P.E., L.S. SURVEYING SCHOLARSHIP AWARD was endowed in 1993 by John Gay, President of Northeast Land Survey and Land Development Consultants of Ballston Spa. The award is presented to a returning Surveying Technology student with above average scholastic standing, displaying outstanding citizenship on and off campus, and in need of financial assistance. The Surveying Technology faculty recommends candidates annually to the Awards Committee. JOHN 'MOUSE' SHEAFFER MEMORIAL SCHOLARSHIP was established in 1986 by the family and friends of this 1983 graduate. The income from the principal is to be awarded to a "worthy student, preferably in the Ecology and Environmental Technology Program." JOHN W. MILLS & MEG BALASSONE-MILLS SCHOLARSHIP was established in 2014 when President John W. Mills, on the occasion of his retirement, asked that in lieu of a retirement party and gifts a scholarship be established to help students with financial difficulties continue on. JON & SHARON LUTHER HOSPITALITY AND RESTAURANT MANAGEMENT SCHOLARSHIP was established by Sharon and Jon Luther ‘67 to be awarded to students enrolled in the Commercial and Applied Liberal Arts School with preference given to students majoring in Hotel and Restaurant Management and geographic preference given to students from Western NY with the highest level of financial need.
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LLENROC MATCHING FUND is provided by Mr. George Callaway of Argyle, NY to Arboriculture and Landscape Management students who can prove their ability to save earnings for their college education. Established in 1993, this award will recognize the strong work ethic of the PSC student and further the study of shade tree care by matching students' savings. LYLE J. FRANK ’65 HOSPITALITY SCHOLARSHIP was established in 2009 by alumnus Lyle Frank in recognition of the positive experience he had as a student at Paul Smith’s College. The recipients shall be enrolled in either a two- or four-year hospitality degree program and shall demonstrate the most improvement in GPA over the previous year. LYLE LUTHER NATURAL RESOURCE MANAGEMENT & ECOLOGY SCHOLARSHIP Lyle Luther Natural Resource Management and Ecology Scholarship was established by Sharon and Jon Luther ‘67 to be awarded to students enrolled in the Natural Resource Management & Ecology School with preference given to students from Western NY with the highest level of financial need. MATTHEW S. LeCLAIR MEMORIAL SCHOLARSHIP was established by the friends and family of Matthew LeClair, a 1983 Forest Technician graduate of PSC. Given each year to a forestry student residing in Clinton County, NY. MAX CALDERONE MEMORIAL SCHOLARSHIP was established in 2014 by the family and friends of Mark Antonio "Max" Calderone. The scholarship is awarded to a worthy student who demonstrates his or her passion for learning at Paul Smith’s College, with preference given to NRME students within the Adirondack Park, involved with the Academic Success program, and/or a member of the Paul Smith College Soccer team. MCKITTRICK/HOYT NATURAL RESOURCE SCHOLARSHIP established in 1997 by alumnus Russell C. McKittick, is presented to a recipient with financial need and enrolled in one of the Natural Resource Programs. MOST OUTSTANDING CULINARY ARTS GRADUATE AWARD is presented by the Culinary Arts faculty of Paul Smith's College to the student who exhibits the highest potential for success in the culinary field. The award is based on a superb academic record, leadership, and achievement in local and national culinary competitions while at Paul Smith's College. NEW YORK STATE ASSOCIATION OF PROFESSIONAL LAND SURVEYORS MEMORIAL AWARD is presented in memory of Arthur D. Shaw to a second year student or students who are recommended by the forestry faculty to the awards committee of the association. The award is based on achievements in scholarship, service, and the submission of an essay. A plaque and award are presented to the recipient(s). NORTHERN NEW YORK ASSOCIATION OF LAND SURVEYORS provides this annual award to an outstanding Surveying Technology student. OUTSTANDING ATHLETE AWARD is presented to the outstanding female and male athletes for demonstrating leadership, sportsmanship, community participation on the Paul Smith's College campus, and having made significant contributions to the College by achievements of merit in league, regional, or national competition. PARTRIDGE-INVITATION SCHOLARSHIP is awarded to hospitality major with demonstrated financial need. PAUL ROBERSON MEMORIAL AWARD is awarded to the first year student who typifies Paul Roberson's qualities as an outstanding athlete, leader, and active participant in campus organizations. PAUL SMITH'S COLLEGE OUTSTANDING GRADUATE AWARD is presented at commencement to the graduate whose comprehensive abilities and achievements have been deemed to be the most outstanding among all students receiving their degrees. PRESIDENT'S AWARD is made to the graduate earning the highest cumulative grade point average during the previous two full semesters, or their equivalent, and must include a minimum of 30 credit hours earned at Paul Smith's College. The student must also have earned a 2.0 cumulative grade point average before entering the second year. RAYMOND C. JACK MEMORIAL SCHOLARSHIP established in 1993 by a bequest from the estate of the 1951 graduate, recognizes academic achievement and financial need of Hotel and Restaurant Management students. REBECCA L. IBITZ '00 MEMORIAL SCHOLARSHIP established in 2002 by the family, is awarded to a female student in the Urban Tree Management Program who demonstrates financial need. ROGER W. TUBBY MEMORIAL SCHOLARSHIP is presented to the graduate who demonstrates outstanding communication skills in the program of Ecology and Environmental Technology. The award is given in memory of Roger W. Tubby -- a Presidential Press Secretary, United States Ambassador to the United Nations in Geneva, a newspaper journalist and publisher, founder of the Adirondack North Country Association and adjunct professor at Paul Smith's College. The award commemorates his devotion to preserving Adirondack lands and providing satisfying career opportunities for its residents. ROSENBLUM SCHOLARSHIP established in 1989, awarded to students in the Hospitality Management Division who demonstrate unmet need. These awards are made possible through the generosity of Herbert Y. Rosenblum, Paul Smith's Class of 1960, and his wife, Joyce Lapato Rosenblum. RUTH E. A. DAVIS '49 SCHOLARSHIP established in 2002 by Ruth E. A. Davis, is awarded to a student in the Liberal Arts Program who demonstrates financial need. RUTH GILLESPIE BROWNE MEMORIAL SCHOLARSHIP is awarded to preferably a female student, but not limited to being a female, studying the natural sciences with demonstrated financial need.
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RUTH KLEIN HOYT SCHOLARSHIP established in 2005 by a friend of the Hoyt family, is presented to a student who participates in any Paul Smith's College English curriculum, regardless of program of study, who demonstrates financial need. STANLEY JEZ SCHOLARSHIP Open to all Paul Smith's College students majoring in forestry, environmental science, or arboriculture. Preference given to Catholic students in the Springfield, Massachusetts area. STATLER FOUNDATION SCHOLARSHIP is awarded to students enrolled full-time in the Hospitality and Culinary Arts degree programs. STEPHEN O. GEHRING - B.F. DEWEY CONSERVATION SCHOLARSHIP established in 1998, recognizes the returning students who have distinguished themselves in the areas of forestry and/or conservation. It is given in honor of noted conservationist Stephen Gehring and his long-time friend, Benjamin "Bud" Dewey. STIRLING TOMKINS FORESTRY SCHOLARSHIP is awarded to forestry students based on financial need, demonstrated academic achievement or leadership potential. STUDENT LIFE AWARD is given to the student selected by the Student Life Staff who has demonstrated an outstanding involvement and participation in campus life. THOMAS F. "RED" MCGRAW '48 MEMORIAL SCHOLARSHIP established is 1998, is awarded to a student demonstrating financial need from the Capital District of New York State. TRI-LAKES ENDOWED SCHOLARSHIP was established in 2014 by a generous alumnus. The scholarship is awarded to deserving students with first preference given to students from the Tri Lakes area of northern New York. VAUGHN DOTY MEMORIAL SCHOLARSHIP was established in memory of Vaughn Doty. He graduated from Paul Smith's College in 1967 and went directly into the army and fought in Vietnam. Friends and family establish this scholarship in Vaughn’s memory, and honors those students who demonstrate campus community service. VIRGINIA AND MICHAEL ADLER ENDOWED SCHOLARSHIP Need-based scholarships open to all incoming students of regular acceptance. Scholarship amounts range from $500-$1,000. WILLIAM RUTHERFORD AWARD is presented to the first-year student who has made the greatest contribution to the Paul Smith's Student Chapter of the Society of American Foresters. The award is given by alumni, colleagues, family and friends of William Rutherford, Jr. who served the College as a member of the faculty and as an administrator, and head of the Forestry Division from 1950 until his retirement in 1982. WILLIAM S. SULLIVAN MEMORIAL SCHOLARSHIPS were established in 1991 in honor of the former Gouverneur, NY owner of White Crystal Quarries by his sister, Ruth Sullivan Greenhaus. The scholarships are awarded to students based upon leadership, academics, and campus community service. WJ COX SCHOLARSHIP is awarded to a freshman or full-time matriculated forestry student, in good academic standing with New York State residency.
To review additional scholarships opportunities please contact the Financial Aid Office. Satisfactory Academic Progress (SAP) Policy - Federal and College Recipients of assistance under the Pell Grant, Federal Work-Study, Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Stafford Loan, Federal Parent Loan, and Paul Smith's College financial aid programs must also meet minimum qualitative and quantitative academic progress standards. Academic progress is determined by two criteria: the quality of academic achievement as indicated by the cumulative grade point average and progress toward the degree. With the exception of suspended students, continuing eligibility for federal and PSC need-based assistance is reviewed once per academic year, at the end of each spring semester. By definition, suspended students do not meet minimum qualitative academic progress standards.
To make SAP, a Paul Smith's College undergraduate student must earn at least the number of credits and the cumulative GPA indicated in the table below. The credits and average must be earned by the beginning of the term in which the financial aid is to be disbursed.
Qualitative Standards Total Hours Attempted at PSC Probation (1)-GPA Below Suspension (2)-GPA Below 1-18 1.75 1.5 18.5-30 1.75 1.75 30.5-39.5 1.75 1.90 40-59.5 1.90 2.00 60+ 2.00 2.00
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Quantitative Standards Total Hours Attempted Including Transfer Probation Below % Total Credits Completed Credit Completed 0-30 40% 12-30 31-60 45% 27-60 61-90 53% 48-90 91-120 60% 72-120 121-150 64% 96-150 151-180 67% 120-180 Required Minimum Successful Completion Rate Please note that financial assistance attempted hours are the same as attempted hours used in determining the student's official enrollment status. Exceptions to the official enrollment status are made for students who add credit hours after the official enrollment (census) date. Such additional hours will be included in the number of financial assistance attempted hours for the term. Students whose overall successful completion rate falls below the required percentage will be placed on academic probation. Students placed on probation have one semester in which to establish satisfactory SAP. Failure to establish satisfactory SAP by the end of the probationary term will result in academic suspension and the loss of financial aid eligibility. Suspended students wishing to return to the College must appeal their academic suspension to the Academic Standards Committee and the loss of their financial aid eligibility to the SAP Appeals Committee.
Courses in which a passing grade is earned are considered successfully completed. Courses in which a failing grade, no pass grade, incomplete grade, withdraw passing, withdraw failing or withdrawal is assigned are not successfully completed.
Students may make up a deficiency in successfully completed credits at their own expense and submit a written request for review of eligibility to the Director of Financial Aid. Such credit hours must count toward the completion of the student's degree/certificate. Please remember all courses taken at another college must be approved in advance by the Registrar's Office.
Maximum Time frame for Completion of Degree or Certificate Requirements Federal grant, loan, and work study programs are limited to six years or 12 semesters of full-time enrollment, the equivalent part-time enrollment, or any equivalent combination of part-time and full-time enrollment for students pursuing the first baccalaureate degree. Students enrolled in associate degree and certificate programs are limited to three years or six semesters of full time enrollment All prior enrollment periods are considered including those in which students did not receive federal or state financial assistance. To ensure compliance with the above limitations, students enrolled in their first baccalaureate program are limited to 180 attempted credits. Associate degree students are limited to 90 attempted credits.
New York State Eligibility Standards Satisfactory Academic Progress - New York State Tuition Assistance Program (TAP) Undergraduate Students receiving funding from New York State Tuition Assistance Program (TAP) must also meet additional TAP satisfactory academic progress (SAP) requirements. Note that the criteria for TAP satisfactory academic progress differs from the federal and College satisfactory academic progress criteria listed in our SAP section.
Per the 2011 enacted New York State budget, there are new provisions for TAP set forth in Chapter 53 of the Laws of 2010:
New York State Standards for Financial Aid Eligibility (for first recipients in 2007-2008 through 2009-2010 and remedial programs).
Baccalaureate Degrees TAP Points Earned Cumulative Credits Earned PSC Cumulative GPA 6-2nd Payment 3 1.1 12-3rd Payment 9 1.2 18-4th Payment 21 1.3 24-5th Payment 33 2.0 30-6th Payment 45 2.0 36-7th Payment 60 2.0 42-8th Payment 75 2.0
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48-9th Payment 90 2.0 54-10th Payment 105 2.0 60 No further eligibility Associate Degrees TAP Points Earned Cumulative Credits Earned PSC Cumulative GPA 6-2nd Payment 3 0.5 12-3rd Payment 9 0.75 18-4th Payment 18 1.3 24-5th Payment 30 2.0 30-6th Payment 45 2.0 36-7th Payment No further eligibility New York State Standards for Financial Aid Eligibility (for first recipients, non-remedial, in 2010-2011 and thereafter). Baccalaureate Degrees TAP Points Earned Cumulative Credits Earned PSC Cumulative GPA 6-2nd Payment 6 1.5 12-3rd Payment 15 1.8 18-4th Payment 27 1.8 24-5th Payment 39 2.0 30-6th Payment 51 2.0 36-7th Payment 66 2.0 42-8th Payment 81 2.0 48-9th Payment 96 2.0 54-10th Payment 111 2.0 60 No further eligibility Associate Degrees TAP Points Earned Cumulative Credits Earned PSC Cumulative GPA 6-2nd Payment 6 1.3 12-3rd Payment 15 1.5 18-4th Payment 27 1.8 24-5th Payment 39 2.0 30-6th Payment 51 2.0 36-7th Payment No further eligibility Incomplete and failing grades are included in the number of credits completed per semester. Only passing grades are included in the number of credits earned. For example, to receive your fourth TAP payment under the associate degree standards immediately above, students must:
Be registered for at least 12 new credits Have completed 9 credits in the previous semester Have earned 27 credits Have a 1.8 cumulative GPA
Students who fail to meet the criteria for TAP for satisfactory academic progress will be notified by the Office of Financial Aid
*Only students enrolled in the HEOP program or in approved five-year bachelor's program are eligible for ten TAP payments. The maximum number of payments for all students is eight.
Transfer Credits: Credits accepted by PSC from other institutions will be used in determining total credit hours attempted and successfully completed. The cumulative GPA will be determined by the Registrar using only credits attempted at PSC. Transfer
~ 32 ~ coursework accepted into the students' PSC programs will be used to make up completion rate deficits and will raise a student's cum GPA.
Incompletes: Students who convert an incomplete to a passing grade for the course prior to the start of the next regular semester (fall or spring) may submit a written request for review of eligibility to the Director of Financial Aid.
Course Repeats: Students who earn a failing grade in a course may repeat the course until it is passed. Courses in which a grade of D was earned that are repeated more than once can no longer be used for determining completion rate for financial aid neither can the credits be used in determining official enrollment status.
SAP Appeals Process Student financial aid recipients failing to maintain the qualitative and/or quantitative Satisfactory Academic Progress due to an extenuating circumstance such as serious injury, illness, death or mental health condition involving the student or immediate family member can appeal in writing explaining their circumstance to the Director of Financial Aid. Students must submit documentation with the appeal which confirms this circumstance. All appeals must include why the student failed to make SAP and what has changed that will allow the student to make SAP at the next evaluation. The total number of appeals a student is allowed is three.
When a SAP appeal is denied by Director of Financial Aid, students may appeal to the Satisfactory Academic Progress Appeals Committee which is composed of the Registrar, Director of Student Accounts and the Director of Academic Success Center. Students whose appeals are approved will continue to have their records reviewed at the end of each SAP interval. Aid for Part-Time Study (APTS) This program is for part-time students who are enrolled in 3-11 credit hours per semester and provides an average award of $500 per semester to help pay tuition. Application forms may be obtained from the Financial Aid Office and the completed application must be returned to that office for processing.
To be considered a candidate for the APTS assistance, the applicant must: Be a New York State resident and U.S. citizen. Meet the income limits of $80,000 for dependent students and $34, 250 for independent students.
Independent students with dependents are eligible if their income is less than $80, 000. APTS recipient must remain in good standing. The award is credited to the student's college account on a semester basis. Other Awards and Scholarships Continued eligibility for College funded awards and federal and state financial assistance programs is dependent upon the maintenance of good academic standing and satisfactory progress toward a degree. In order to maintain eligibility for financial aid, the student must progress at a rate that ensures completion of a degree program within a reasonable time frame. The maximum time allowed for completion of a Certificate program is two years, for an Associate Degree is three years, and for a Bachelor's Degree is five years. Academic Requirements for Title IV Federal Student Aid Continued eligibility for scholarships and financial aid programs is dependent upon the maintenance of good academic standing and satisfactory progress toward a degree in accordance with the academic policies of Paul Smith's College and the regulations associated with federally sponsored aid programs.
Paul Smith's Scholarships & Grants: Recipients must maintain satisfactory academic progress at the end of each academic year to continue to receive the award. Specific academic guidelines are outlined for some awards.
Satisfactory Academic Progress Policy (SAP) – (Federal and College) - Financial aid recipients are required to maintain Satisfactory Academic Progress (SAP). The College will evaluate SAP after grades are reported at the end of each academic year. This SAP policy applies to all financial aid programs except for the New York State financial aid programs that have a different policy for academic progress and program pursuit. The SAP policy requires that financial aid recipients achieve a minimum number of earned credits and a minimum cumulative Grade Point Average (GPA) after each year.
If you withdraw from a course, it may affect your aid for the next semester/year. The Financial Aid Office strongly encourages you to make an appointment with financial aid before officially withdrawing from a course.
**In addition to maintaining SAP toward the educational objective after each semester, recipients of Federal Student Aid (FSA) cannot receive FSA funding for more than 150% of the minimum time duration for completing their program. The time frame
~ 33 ~ maximum in which a student must complete his/her Associate degree is three academic years; the time frame maximum for a Bachelor's degree is five academic years.
Complete Withdrawal and Non-Attendance Regulation Students who withdraw or stop attending their classes prior to the end of a semester without proof of mitigating circumstances will lose their Paul Smith's College funded awards and Title IV Federal Student aid eligibility for their next term of study.
Appeal Procedures for Loss of Title IV Federal Student Aid Federal regulations allow students the right to appeal the loss of their eligibility to receive Federal Title IV financial aid. The appeal procedures provide students who have experienced extraordinary circumstances beyond their control an opportunity to continue their aid eligibility. Students wishing to appeal must complete an Appeal Application, along with a letter of appeal and two letters of support from staff and/or faculty members who will support your efforts, and submit it to the Financial Aid Office.
Students whose appeal has been denied or who have not appealed and who choose to continue their studies at the College without Federal Title IV student assistance, may request a review of their academic record after the completion of additional credit hours to determine whether they have met the appropriate academic standard. If the standard has been met eligibility for Title IV financial aid may be restored for subsequent semesters.
Higher Education Opportunity Act – 2008: The office of Student Aid maintains guidelines set forth. https://www2.ed.gov/policy/highered/leg/hea08/index.html
NASFAA Code of Conduct: The Office of Financial Aid adheres to the professional practices and guidelines as set forth by NASFAA. https://www.nasfaa.org/uploads/documents/ektron/2165f305-025c-498f-9166- 65d45bcf494b/18e81926ccdb4e9a9eefedec93bb1fd25.pdf
Federal Student Consumer Information Requirement Resources. Go to http://www.paulsmiths.edu/financialaid/files/2016/05/student_policy1-1zyed21-2iob17p.pdf
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Student Affairs & Campus Life The faculty and staff of Paul Smith’s College recognize that a college education extends beyond the classroom. To assist the student in the various facets of adapting to, taking full advantage of, and benefiting from the college experience, Paul Smith’s offers a coordinated support system involving trained personnel from both the academic and the student life areas. Student Activities Participation in extracurricular activities can help students develop self-confidence, leadership, and the social skills that will help them in their future lives. Being involved in campus life outside the classroom is a great way to meet new people and experience the diversity of community living. The Office of Student Activities sponsors opportunities for students to interact with other students and staff seven days a week during each semester. There are clubs and organizations in which students can become involved. Students also have a collective voice within the College governance system through an elected Student Government Association (SGA). The purpose of SGA is to promote cooperation both within the student body and among students, faculty and administration, and to act as a channel for the expression and resolution of student concerns. For more information see the Coordinator of Student Activities.
Campus Clubs and Organizations Adirondack Mycology Club: The Adirondack Mycology Club’s mission is to explore, inform, educate, investigate and celebrate the diverse fungi of the Adirondacks. Club activities will include classification and naming of fungi, mushroom forays and other field trips near Paul Smith’s College and the surrounding area, as well as exploring the cultivation, culinary and artistic aspects of mushrooms. Anime and Gaming Club: The Anime and Gaming club seeks to explore and enjoy the Gaming and Anime cultures. This club participates in video, table top, card, and board gaming, setting up numerous tournaments around campus and holding open events to all participants. They also have multiple Anime and Movie marathons that are open to the campus, and seeks to boost campus interest in such activities. Please sign up for our club’s email and attend our club meetings where we will hold demonstrations of games and be screening anime for any who are interested, while sharing the upcoming events that will be held on campus! This club is all fun and games! Astronomy: The Paul Smith’s College astronomy club focuses on the universe and the mechanisms that allow it to operate. We learn best by applying mathematics and scientific principles to extend our senses farther than their human capabilities and by interactive discussions. Our club meets twice a month to discuss special cosmological topics including constellations, black holes, planets, comets, the search for extraterrestrial life, and other phenomena. We also take advantage of the spectacular Adirondack night sky for regular star gazing outings as well as other nearby opportunities. Baking and Pastry Arts: Our club is to provide out of class, fun, learning for the Baking and Pastry Art Major, allowing members to become more involved in our Paul Smiths College community, while bringing a new perspective to it. We test recipes, go on trips, and learn new skills or build on old ones. The club often participates in catering of events on campus which allows us to fund raise for our club to experience off campus field trips. If you can’t bake no problem you can learn, all are welcome. Beekeeping Club: The PSC Beekeeping Association is dedicated to educating the Paul Smith’s community about honey bees and the practice of keeping bees. We aspire to have a apiary at the PSC VIC and pair with VIC employees to hold informal educational opportunities. Eventually we would like to sell honey in the PSC VIC store and the college bookstore. Bobcat Steppers Cheerleading Team DECA: We’re a student chapter of DECA, an international business and marketing association that has chapters in High Schools, Colleges and Universities throughout the U.S. There are more than 15,000 collegiate DECA members. DECA is a well-known organization that holds leadership conferences, knowledge competitions, an annual convention and learning opportunities. DECA includes students from many different majors that have an interest in marketing, finance, hospitality and management. We provide professional experience to Paul Smith’s students through a variety of activities including guest speakers, seminars, business site visits, planning and running special events and fundraisers, volunteering for community service and participation in the NYC Hotel Show and PSC’s biennial Boomerang alumni event. Draft Horse Club: PSC’s Draft Horse Club is dedicated to educating club members and the community about draft horses and their uses. The club holds both logging and agricultural events at the annual Homesteading Festival and for various classes offered by the college. Members go on trips to regional draft animal demonstrations to learn and collaborate with other teamsters. The club keeps an active presence in the community by giving wagon and sleigh rides for the public, as well as making a float for the Winter Carnival Parade. Weekly meetings at the barn provide a chance to interact with the horses and maintain the barn. No previous horse experience is necessary! Entrepreneurial Club FFA: The letters “FFA” used to stand for Future Farmers of America; these letters are a part of our history and our heritage that will never change. FFA is not just for students who want to be production farmers; FFA also welcomes members who aspire to careers as teachers, doctors, scientists, business owners and more. For this reason, the name of the organization was updated in 1988 after a vote of national convention delegates to reflect the growing diversity and new opportunities in the industry of agriculture: The National FFA Organization. Fish and Game Club: The goal of the PSC’s Fish and Game Club is to promote the importance of sportsmanlike conduct within a learning environment. Hunting safety and ethical fishing practices will be held with the highest regard. Likewise, the club will strive to bring in members with little to no experience in the field in the effort to educate them to the sports. As that Paul Smith’s College is a center of the environmental education the club will also augment environmental awareness and responsibility to the community. Members with all levels of experience in hunting or fishing are welcome! Fisheries Society: The Paul Smith's College Sub-Unit of the American Fisheries Society is set up to help students interested in fisheries and aquatic sciences gain a higher level of knowledge and experience in all of our programs. This organization also provides students with opportunities to meet professionals in the field and network with these experienced individuals. Within the past year, this chapter has taken part in long-term monitoring of fish populations in St. Regis Lake and Smitty Creek Watershed, toured the Lake Clear Fish Hatchery, and attended the New York State American Fisheries Society conference in Cooperstown, NY. More information on this club can be found here. Forestry Club: This club attracts students from all academic disciplines. It sponsors a wide range of social activities, and is involved in many projects around campus and many are involved in the woodsmen’s team. Intervarsity Christian Fellowship: is an inter-denominational Christian fellowship that offers weekly Bible studies, church outings and opportunities to serve not only the Paul Smith’s College campus, but also the surrounding community. Lady Bobcats Rugby Club: The club was started in the fall of 2015. It is a group of hard-working, dedicated women, who have spent months practicing and learning the sport. The team is made up of women from different backgrounds, majors, athletic abilities, and skill sets. Many of the ladies on the team had never played the sport before. They participate in spring tournaments and will be playing in the regular fall season games as well. They are constantly recruiting, so the best time to join is any. No one is ever turned away. The best way to find out if rugby is the right fit for you, is to come to a practice, meet the players and coaches, and mess around in a scrum. Medical Emergency Response Team (MERT): The Medical Emergency Response Team is a club on campus made up of EMTs and other medically certified students. We respond, along with Campus Safety, to medical incidents and treat the patient before the ambulance gets there. Due to the isolation of the campus, MERT is able to provide a better sense of security for students. All students are welcome to join regardless of training. The Outing Club: The Outing Club covers a wide variety of outdoor recreation pursuits: hiking, canoeing, kayaking, skiing, backpacking, bobsledding, biking, snowshoeing, kayaking, rock and ice climbing, the ropes course, safety certifications & training. PSC Pride (Bisexual, Gay, Lesbian Advocates for Diversity): A safe place for any students identifying under the LGBTQIA+ spectrum. An open, welcoming space for students questioning themselves, or those looking to find others who share common interests and identities. Our club is working constantly to make the Paul Smith’s community a more open, accepting, and diverse place for all students! PSC Snowcats: We are a new forming club gearing up for next winter, we were established to provide a meeting place for snowmobilers to get together and ride; we give new members a chance to try the sport of snowmobiling. Our goal is to help spread the joy that snowmobiling gives and help make the long winters in the ADK’s more fun. Rugby (Men’s): Teamwork, integrity and loyalty are the foundations of this club. Our students get together to play, have a good time and promote sportsmanship and athletics at Paul Smith’s. Society of American Foresters (SAF): SAF is the national scientific and educational organization representing the forestry profession in the United States. Our club brings in guest speakers for the benefit of the entire campus. Members of the club may also attend state and national SAF conferences that offer valuable networking and connection building opportunities. Society for Ecological Restoration: To practice ecological restoration on and off campus to sustain biodiversity and create a more ecologically sound relationship between nature and culture and to advance student careers in our respective fields through attending conferences, workshops, and networking with relevant professionals. Swordsmanship Club: The Swordsmanship Club teaches students the basics of Medieval European Martial Arts. Techniques are based off of surviving historical manuals. Weapons include long-sword, sword and shield, polearms, and more. This club is a great way to meet new friends, learn new skills, and exercise. Student Activities Council: Want to be involved in the events on campus? Then join this club!! This group is responsible for the planning and implementation of events on campus such as bands, comedians, special events and movies. This organization works in conjunction with the Student Activities Office. All are welcome to join!
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Veteran’s Club: This club provides support to the Veteran’s at PSC. They also do many community service projects for the local community as well as for our military oversees. Wildlife Society: The Wildlife Society is a student branch of the National Wildlife Society. The Wildlife Society has planned several events and activities which include providing members with peer and professional networking opportunities. Woodworking Club: This club provides an opportunity for all students to further their knowledge of the craft of woodworking. The club is open to all students with any level of woodworking experience, and many of the projects that the school community requests are undertaken by the club. Safety is emphasized. Regulations for the Conduct of Clubs and Activities Clubs and organizations recognized and sponsored by Paul Smith's College may not sponsor or engage in hazing or in any other activities which endanger anyone's mental or physical well-being. Groups may not sponsor events at which alcohol is served, and no College funds may be used to purchase alcohol. Clubs and organizations fall under the same rules and regulations outlined within the Student Code of Conduct, and are subject to the disciplinary action should they be found "responsible" for the violation of any College policy. Clubs and organizations recognized by the Student Government, must be open to any student who wishes to join, and may not require any initiation activities that would be potentially harmful in any way to the participants.
Organizations recognized and sponsored by Paul Smith's College may not sponsor or engage in hazing or in any other activities which endanger anyone's mental or physical well-being. Groups may not sponsor events at which alcohol is served, and no College funds may be used to purchase alcohol. Other drugs are forbidden at any club-sponsored events, as they are elsewhere on campus. Clubs and organizations recognized by the Student Government, with the exception of academic honor societies, must be open to any student who wishes to join, and may not require any initiation activities that would be potentially harmful in any way to the participants. Student Health Services Student Health Services is located in the Joan Weill Student Center, down stairs, room 003, just past the student mail boxes. During the Fall and Spring Semesters, the office of Student Health Services is staffed by a Registered Nurse. Basic clinic hours are: Monday - Friday 8:30 am - 3:30 pm. The clinic is walk-in, with students being seen on a first come, first serve basis. The nurse reserves the right to use professional judgment to adjust the order that students are seen in as it becomes necessary. All students are triaged first by the nurse. After triage and/or treatment, the nurse will decide if an appointment is necessary with the Physician or Physician Assistant.
A Physician or Physician Assistant, from Medical Associates in Saranac Lake, New York, is available on campus two hours, three days a week. Basic Doctor hours are: Monday/Wednesday/Friday 10:00 am – 12:00 pm Students are encouraged to visit Student Health Services if they become ill, sustain an injury, or would like to discuss any health related concern(s).
Some of the services that are offered at Student Health Services are: Basic assessment and treatment options Blood pressure screening/tracking Reproductive health care needs Basic OTC medications and supportive devices Allergy serum administration Immunizations: Hep A/Hep B/Influenza/Meningitis Rapid tests: Mono/Strep/Influenza/Pregnancy/Urinalysis Prescription processing Emergency contraception Nebulizer treatment Tuberculosis screening and treatment Nicotine Replacement Therapy/Tobacco cessation counseling Vision testing Glucose testing Confidential HIV and STD testing and counseling Sports physicals Coordination of care with other specialty offices and/or hometown practitioners
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There is no out of pocket cost to the student for seeing the nurse or the medical representative at Student Health Services. However, there are certain items or services that may have a cost to them. Any additional fee encored by the student, at Student Health Service, will be placed on the student’s account as an "infirmary charge". These charges will vary. Some examples of what may add an infirmary charge are: Immunizations Rapid tests Prescription co-pay OTC medication Supportive devices
Prescription medications can be ordered for the student by our medical representative, or Student Health Services is happy to assist the student with processing any prescription given to them by their hometown practitioner. Prescriptions are billed to insurance by the pharmacy and the co-pays are placed on the student’s account as an "infirmary charge". Students are advised to come in for a refill when they have at least 3-5 days of medications left to ensure they do not run out before a refill is obtained. Additionally, this allows time to schedule to see our medical representative should refills be out and a prescription renewal is necessary.
As an added convenience, prescription medication is delivered to Student Health Services each afternoon, Monday thru Friday, from the Post Office Pharmacy, in Saranac Lake. The prescription is placed in the student’s mail box usually around 5pm. Student Health Services is not responsible if a student opts not to pick up their prescription. It will not be returned to the pharmacy. It will be disposed of by the end of the semester if left in their mail box. The charge to their account will remain, regardless.
**A reminder to all: Students are responsible for keeping controlled medications in a secure place.
For any on campus emergency, Campus Safety (518-327-6300) is to be called. They will be the first responder and liaison to either Student Health Services or will call for an ambulance if necessary. It is important to note that a student may refuse ambulance service. The fee is not covered by the college and will be billed to the student or their insurance by the ambulance service. There is no official transportation provided by Paul Smith’s College at this time. However, a POV may be used.
Ambulance services to Paul Smith’s College are provided by the Saranac Lake Volunteer Fire/Rescue Department. All transports via ambulance are to the Adirondack Medical Center in Saranac Lake. Please be aware that resources are limited in this small geographical area. Ambulance service should be used only for emergencies. All other health care concerns should be directed to Student Health Services during normal clinic hours.
If a student feels they cannot safely get to Student Health Services, they may call Campus Safety (518-327-6300) and transportation will be provided. (Campus Safety will only provide campus transportation of students in need). If any significant injury is sustained while on campus, the student is expected to report to Student Health Services, as soon as possible to be evaluated and to complete an incident report. This includes students who are injured during a sporting event or practice.
Students are expected to arrange for their own transportation for any off campus appointments, such as: dental, doctor, physical therapy, optometrist, or psychiatrist. Paul Smith’s College does not provide transportation at this time.
If a student is determined, by the Nurse, to have acute need and it is not a reasonable time frame to wait on doctor hours at the clinic, a referral will be made to Medical Associates in Saranac Lake. If there is no availability at Medical Associates, the student will be referred to Adirondack Medical Center- ER or Mountain Medical – Urgent Care. Again, transportation is the student’s responsibility, a POV may be used, a taxi or the ambulance called.
If an appointment is made at Medical Associates because of scheduling and length of visit needed, rather than emergency, it will be made after the Nurse has triaged the student and Student Health Services must make the appointment. If the student attempts to make their own appointment, they may be refused or if accepted, they will be charged as a private patient.
Appointments made at any other office in the area for specialty reasons, should be honored. It is the student’s responsibility to get there. If they are unable to keep the appointment, they should let that specialty office or Health Services know as soon as possible to either cancel or reschedule that appointment.
Prior to or by the start of classes, students are required to complete the Health Form packet that was mailed to them. One can be found on line at the PSC website under Student Health Services, should the location of the packet elude the student when it is
~ 38 ~ time to complete it. With this packet, Student Health Services is looking to create a comprehensive baseline of the student to better meet any needs they may have during their time at PSC. So, please take the time to complete the packet neatly and thoroughly. Here is a checklist of what basic information will be requested: Basic demographics Insurance specifics – completed; and a front and back copy of private insurance card Consent to treat – signed Emergency contact information – completed and signed Expressed understanding of when we might need to share information – initialed and signed Student’s health history - completed Clinical evaluation (Entry physical) no older than 3 months prior to entry date. Immunization list – up to date immunization list with required ones received Meningitis Response Form- completed and signed
All full-time students are required to have health insurance coverage while attending Paul smith’s College. It is important to note that not all health insurance is created equal and that although it may work in the state it originated in, it may not work locally while at PSC. The student is considered a precious resource and their education is a substantial investment. Please take the time to ensure they have the insurance they will need while attending PSC. While they will not be billed when seen at SHS, there are many times when insurance may be necessary during their time here. (i.e. Emergencies, doctor ordered tests or labs, prescribed medications, referrals for specialty appointments, etc…)
Acceptance or waiver from the college health insurance is necessary at the start of each academic year. The cost of college insurance will be automatically billed to the student account. To ensure the college insurance is in place by the start of classes or waive out of the college health insurance, it must be done electronically at gallagherstudent.com/paulsmiths.
Insurance cards for college insurance can be printed by going to gallagherstudent.com/paulsmiths .They will not be printable until approximately September 15, if starting in the fall, and by February 15 if starting in the spring.
Students with their own private insurance are responsible for knowing what their insurance covers, initiating their own claims, and following the requirements of their insurance. Some insurance has one card for medical and one for prescriptions. A front and back copy of their card(s) should be provided to Student Health Services upon entry and any time there is a change in coverage. The student should have their own card (s) when they arrive at PSC. It does them no good for Mom or Dad to have it back home when they may have an emergency locally.
Additionally, many private insurances have high co-pays because they are attached to flex accounts. If this is the case, please order an additional flex card for your student. It will be the student's responsibility to provide their card with medications are ordered on their behalf.
Entry physicals should be done prior to arrival at PSC. This service is not covered under contract and therefore, not provided at the PSC clinic.
Proof of immunization is required by all students who are taking 6 or more credits. MMR – Measles/mumps/rubella Required 2 shot series Available @ PSC SHS upon request. Price may vary PPD – Tuberculosis screening Required Available @PSC SHS $10 * Meningitis – single shot; may need booster Required if resident student Available @ PSC SHS $109 * Hepatitis A – 2 shot series Required for all RATE, Culinary, Baking, or HRTM students Available @ PSC SHS $85 * Tetanus/Diptheria/Pertussis – childhood series needs booster every 10 years Recommended Available @ PSC $45 * Varicella – 2 shot series for chicken pox Recommended Available @ PSC SHA upon request. Price will vary.
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Hepatitis B – 3 shot series Recommended Available @ PSC SHS upon request. Price will vary. Polio – child hood series Recommended Not available @ PSC SHS HPV – 3 shot series Recommended Available @ PSC SHS upon request. Price will vary. Seasonal Influenza – single yearly dose Recommended Not currently available. *These prices may vary year to year. These are accurate as of Spring 2015.
Any vaccine administered at Paul Smith’s College, Student Health Services is charged to the student’s account under "Infirmary charge". Upon request, the student will be provided with a receipt for the purposes of attempting insurance reimbursement.
Students who do not submit the completed health record will not be seen by Health Services. Incomplete records can lead to dismissal from Paul Smith’s College.
All your health care information is confidential and protected by HIPAA (Health Insurance Portability and Accountability ACT). To help keep it that way, please use the pre addressed envelope marked confidential that was attached to your health form packet. Or mail those documents, in an envelope marked confidential to:
Paul Smith’s College Attn: Student Health Services P.O. Box 265 Paul Smiths, NY 12970
Please make sure the entire health packet that is submitted is the "original". For legal purposes, we cannot accept copies. If you need a copy, let us know and we will be happy to make one for your records. It is suggested that a copy be made of at least all immunizations prior to submitting them to Student Health Services as the need for them may come up as the student enters the job field or pursues other degrees.
Inactive student health records are retained for 7 years from the term they went inactive. They will be destroyed within 90 days of reaching the 7-year mark.
To obtain health records after leaving Paul Smith’s College, a release of information form must be completed and mailed to:
Paul Smith’s College Attn: Student Health Services P.O. Box 265 Paul Smiths, NY 12970
Intercollegiate and Intramural Sports Paul Smith's College is excited to belong to the Yankee Small College Conference (YSCC) of the United States Collegiate Athletic Association (USCAA). There are currently fifteen members of the YSCC, including both two-year and four-year colleges; most of which are located in New England. Paul Smith’s College participates in the following YSCC pursuits: golf, soccer, cross country, women’s volleyball, men’s and women's basketball, and bowling. The 2011-12 season marked the first season of full membership into the YSCC for many of the Bobcat teams.
In addition to the information below, visit the Athletics & Recreation website for year-round updates on athletic events and offerings.
Soccer Both soccer teams have advanced to the YSCC Final Four in each year since joining the conference, with the women's team winning the YSCC Tournament in 2013 and advancing to the USCAA National Tournament in Charleston, West Virginia.
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The men’s team advanced to the championship game in 2011, while the women’s team advanced to the finals in 2012. The men’s team won the western division of the YSCC regular season in 2011, while the women’s team earned a #3 national ranking in the USCAA in 2012, and earned an automatic berth to the National Tournament in Asheville, North Carolina.
In 2013, the men’s team won the Barkeater Cup over rival SUNY – ESF at home in 2013, and won 11 games, earning a spot in the YSCC Final Four.
Cross Country The men’s cross country team has been quite successful, having won the Sunrise Conference championship (2006 – 2009), and then winning the YSCC Championship in 2010, 2011, and 2014. The women’s team placed second from 2007 – 2009; and then won for the first time in 2010. The women’s team won the YSCC Championship again in 2013 and 2014. Both teams represented Paul Smith’s College at the USCAA Nationals in 2010; where the men finished third and the women placed fourth. Paul Smith’s College hosted USCAA Nationals in 2011 and again in 2012. Both the men and women’s teams placed fourth in 2011, and the men’s team followed this up with another fourth place finish in 2012.
In the past four seasons, the cross country teams have had four individuals earn First Team All American honors.
Bowling The collegiate bowling team won the 2012 YSCC championships in the team’s inaugural season. The team practices locally in Saranac Lake, and participates in tournaments regionally, while also competing against other collegiate teams in preparation for the conference tournament. In 2014 and 2015, the team dominated the YSCC Championships, with two teams from Paul Smith’s winning their brackets and faced one another in the championships.
Volleyball The women’s volleyball plays over 20 matches during the fall semester, and participates in tournaments in Vermont, New Hampshire and New York as they prepare for the Yankee Small College Conference Tournament. The volleyball team finished the 2013 season ranked fourth in the conference. The volleyball team won the YSCC tournament in exciting fashion coming from behind to defeat tournament host and #1 see Unity College for their first conference championship victory
Golf Paul Smith's College is excited to bring collegiate golf to the slate of athletic offerings for the fall of 2015. The team will compete in some regional invitationals as well as the Yankee Small College Conference matches and tournament.
Basketball The college will be bringing back men's and women's basketball on a club level in 2015 with plans to elevate both programs to full varsity status for the following year. The teams will be competing in the Western Division of the Yankee Small College Conference (YSCC) in 2016, with out of conference contests with regional colleges and universities.
Nordic Skiing The Nordic Ski Team was re-established in the 2006-2007 season, and the men’s program was quite successful at the Northeast Regionals, qualifying for Nationals in 2008 – ‘12. Recent Nordic Coach, Stefan Bibb became the first Nordic Skier from the college to earn All-American status in the United States Collegiate Skiing Association (USCSA), with both third and fourth place finishes in 2008. The men’s team placed third in the 3 X 5 K relay at nationals in Colorado in 2009. The team annually competes in the United States and Canada as well as in regional collegiate races.
Timbersports The Woodsmen’s Team has re-established itself as one of the premier timbersports team in the north-eastern United States, as the team won the annual spring meet in 2003 for the first time in over 19 years. Both the Men’s and Women’s Team won the combined titles in 2006, while the men’s team won the men’s division in 2007. The annual Spring Meet is the collegiate championships for timbersports. The Women’s Team won the team title in 2009 and 2010 at the Spring Meet.
The men's team had a great season in 2014-15 winning nearly all of the invitationals throughout the season, and culminating with a win at the Spring meet at Dartmouth College.
Four of the past seven Stihl Timbersports National Individual Collegiate Champions have come from Paul Smith's College, with many heading into the professional ranks upon graduation.
Rugby The Men’s Rugby team belongs to the National Small College Rugby Organization and plays in the Upstate Small College Rugby Conference. The NSCRO replaces USA Rugby - Collegiate and the USCRC replaces the New York State Excelsior East Division III in the New York State Collegiate Rugby Association.
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During a typical season, the Paul Smith's College rugby team is quite competitive, and generally makes the playoffs. The Bobcat Rugby Team finished in the top four in the state tournament in 2009 - 2011; losing in the championship game in 2009. The men's team practices during the winter months with an estimated four spring matches against other collegiate and club teams in the North Country as they prepare for the fall collegiate season.
The college features additional sports that are indigenous for the region, and the programs are quite successful.
Snowshoe Racing The Paul Smith's College Striders have dominated the International Snowshoe Championships through the 21st Century, having won this title in 2002, 2004 – 2006, and again from 2008 - 2015. The Striders compete throughout New England, New York, and northeast Canada, with an occasional trek to the western United States. Three members have competed in La Ciaspolada in Italy, a snowshoe race that annually attracts well over 5,000 runners. Nearly a dozen members of the Striders have been competing at the US Snowshoe Nationals, with four students earning National Team honors in 2011-2015. Paul Smith’s College has featured national championship relay teams in the men’s, women’s, and co-ed divisions since 2011.
With our abundance snowfall and proximity to Lake Placid, the Striders annually host the Empire State Games sprint snowshoe events, featuring over 100 athletes. The coach of the program is an active official nationally and internationally, having worked as the Head Referee for the World Winter Special Olympics in Idaho in 2009, and more recently in PyeongChang, South Korea, where over 300 athletes from over 60 nations competed in snowshoeing on the world stage.
Rock Climbing The rock climbing team competes regionally in climbing competitions held at other regional colleges and universities as well as at private climbing gyms. Our collegiate climbers have continued to compete at the national level after graduation.
Canoe Racing The College’s Marathon Canoe Team features a mix of faculty, staff, students and alumni, who train and compete in flatwater canoe races throughout the Northeast. The racing season begins in mid-April, and usually ends in the fall with the 90-mile Adirondack Canoe Classic. The team has a great stable of canoes, featuring one person, two, and four person canoes, for a myriad of racing categories to suit the range of skills of our paddlers. The College’s canoe team has met with incredibly success since the program’s inception in 1996, as the paddlers garner dozens of top three finishes in races throughout a given season. Two of the program’s paddlers have competed in the Thailand International Swanboat Races representing the United States in 2000 and again in 2003. Three of the program’s paddlers competed in the Yukon River Quest in June 2008, a 400(+) mile race. This was an exciting challenge as they competed in the longest canoe race in the world.
Facilities and Equipment Saunders Sports Complex With the newly completed Saunders Sports Complex and the renovation of the Buxton Gymnasium, the intramural and inter- collegiate programs have two inter-connected gymnasiums to utilize. Intramural sports include indoor soccer, dodgeball, basketball, and Ultimate Frisbee. Other sports are added upon request. Special one-day tournaments in the spring are also offered. Contact the Recreation and Intramural Coordinator for additional information.
The Recreation offerings include Wilderness First Aid and Wilderness First Responder through SOLO, and a variety of American Red Cross programs in first aid and safety training, including CPR/AED for the Professional Rescuer and Lifeguard Training. We also annually provide NYS – DEC certification in Basic Search and Rescue as well as the Federal Wildland Fire Suppression courses, S-130 and S-190. These programs, although not credit bearing, all prepare students for their careers in the outdoor professions. Open Water Scuba Diving classes are offered both spring and fall, and are open to any students.
The completion of the dance room in the Saunders Sports Complex has enabled the college to provide programs in Irish Step Dancing, Hip Hop Aerobics, Step Aerobics, Ballroom Dancing, Yoga, Pilates, and Caribbean Dance. The nearly half million-dollar renovation of the Bobcat Fitness Center doubled the square footage of this center, with all brand new cardio-equipment as well as new free weight and cable assisted stations throughout. The state-of-the-art Cybex Eagle equipment as well as the personal media centers on the ellipticals, treadmills, stationary steppers and bikes enables users to catch up on the news of the day, listen to music, or watch their favorite television shows while working out. The center is open over 100 hours per week while the college is in session.
Climbing Facility The indoor climbing facility is in the entrance to the Buxton Gymnasium Annex, and includes 29 vertical feet, over two parallel 26-foot-long walls. This dedicated space provides both bouldering and rope assisted climbing, and is supervised by student
~ 42 ~ facilitators. Regular practices for the Climbing Team are held there and open to all academically eligible students. The collegiate Rock Climbing Team has been regionally recognized as among the top in the Northeast since the program’s inception in 2011.
Aquatics Athletics, Recreation, and Intramurals also provides over 30-hours of pool time weekly, including lap swimming, kayak training, log rolling (Woodsmen’s Team), scuba diving, swim lessons for area youths. General recreational swimming is available every day school is in session. American Red Cross lifeguard certification is offered annually through the Recreation Department. The college’s swim team trains in the facility beginning in the fall, and began collegiate competition in 2012.
Nordic Ski Rental Nordic (cross country) skis are available for free student use during the winter months. Trails are maintained throughout the campus and surrounding area, with ready access to the nearby Jackrabbit Ski Trail, maintained by the Adirondack Ski Touring Council. Students can ski on the groomed and well maintained Visitor’s Interpretive Center’s trails adjacent to the campus, or head across Route 30 and jump onto the Jackrabbit for an hour or a few days of Nordic skiing pleasure. We also maintain sixteen canoes for general recreation use for students. All students must complete the Canoe Safety Training prior to using the canoes for recreational use, and this training is readily available during orientation as well as at the beginning of both spring and fall semesters.
Sports Medicine and Rehabilitation Lake Placid Sports Medicine provides the Athletic training and rehabilitation needs for the Paul Smith’s College student athletes. This valuable service enables our students to return to the athletic fields and competition as soon as possible, while also helping the students learn how to prevent injuries from re-occurring, or better yet, happening in the first place. Student Development Center The Student Development Center, located in Joan Weill Student Center #017, provides students with confidential counseling, personal development, substance abuse services, prevention information and health education at Paul Smith’s. All services are free to students of the College.
The Counseling activities of the office are designed to help students better understand themselves, deal with important decisions, and resolve personal, social, career and academic problems that can interfere with their educational goals. Services include counseling (for issues such as depression, anxiety, relationships, family concerns, grief, academic concerns, etc.) Crisis intervention, referrals, choosing majors, setting career goals, and making career changes. The office works with Health Services or off-campus providers should the student require medication. Support and educational counseling for alcohol and other drugs is available. Additional services include workshops such as stress management and freshman transition, support groups (eating disorders, gay/lesbian/bisexual awareness, mindfulness and personal growth) prevention campaigns, a newsletter, and residence hall programming. The office provides a reporting source, advocacy, and support for rape and sexual harassment, and will help students to file charges if they wish to do so. If students would prefer to use counseling services off campus, the Center provides referrals.
The Student Development Center also coordinates non-academic services to students with special needs. It aids in obtaining documentation and accommodations for psychiatric concerns, working closely with the Center for Accommodative Services to provide counseling and/or any non-academic accommodations that might be required. It is a point of contact for requests for medical accommodations for housing and for medical withdrawals.
The office provides health education information and programs on issues such as substances, safer sex, mental health issues, and stress, as well as facilitating the College’s chapter of Bacchus and Gamma peer educators. This group conducts workshops on issues such as harassment, sexual health, rape, substances, relationships and communication. They also encourage wellness and healthy activities, and work to build community at the college. Peer Educators receive special training which enables them to become Nationally Certified Bacchus and Gamma Peer Educators.
The SAFE Program (Substance Assessment for Education) is a program of individual assessment and education for students who have had at least one alcohol or other drug violation. The purpose of the program is to keep the student enrolled if possible, and to prevent substances from interfering with the student’s academic and life goals. Neither an AA program, a punishment, nor an assumption that the student has a serious problem with drugs and/or alcohol, SAFE is an assessment with a counselor which helps students to look at their decisions to use substances, evaluate that use, make informed decisions, recognize abusive behavior, and give them information. The program may be individual or in a group setting and may involve outside evaluation. If long-term treatment is required, the student usually deals with this concern at home.
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*Note: Entering students with counseling or documented special needs are encouraged to contact the Student Development Center as soon as possible after admission for assistance in obtaining counseling and any non-academic accommodations required. Questions of a confidential nature may also be addressed to the Center before admission. Residence Hall Living The Office of Residence Life is charged with supervising all college residence halls. The Coordinator of Residence Life oversees all Residence Life staffing, training and evaluating, and has trained staff to provide support for students making the adjustment to community living, while helping them to understand the regulations necessary to build and support residential communities. The Coordinator of Residence Life, who lives within campus housing, is on-call 24 hours a day. The Coordinator is responsible for residence hall programming, designated residence hall initiatives, and is a judicial designee.
Our residence halls offer a variety of housing environments that support and enhance the college’s academic mission. Students will be offered the opportunity to be part of Paul Smith’s vibrant, healthy college community. Individual growth is supported through activities based on the College’s Values. Residential students are encouraged to take part in residence hall activities in order to learn, grow and become involved in College life.
On Campus Living Campus Living is designed to support the development of communities in which students can meet their educational and personal goals. In a group living situation, guidelines exist to insure the rights and personal liberties of each individual, while promoting a community atmosphere conducive to learning and living. These policies serve to protect the rights, health and security of others, as well as to protect the property of the college. Any student who violates these standards is subject to a disciplinary action possibly resulting in removal from the residence halls. The Office of Residence Life is responsible for the day- to-day operation of the residence halls and supervision of College paraprofessional staff (Resident Assistants).
Students are expected to know and follow all subsections of the Student Code of Conduct so they may better promote the mission, values, and goals of on-campus living. These guidelines along with others pertaining specifically to the residence halls are enforced to ensure that all students are provided with a living environment conducive to academic and social success.
The College believes on-campus living is one of the best ways for students to learn and practice essential life skills. By stressing care for the individual, the living environment, academics, and a good social atmosphere, we develop a strong sense of community values among residents. Community living also helps students experience diverse cultures and thoughts, helping them to better understand of people with different views.
For these reasons, all students are required to live on campus and take their meals in the College dining hall on one of the approved meal plans. In certain cases, and after meeting specific standards, students may reside off campus.
Residence Hall Services Resident students are provided with a full range of services within the residence halls. Laundry facilities (washers and dryers) are provided in each building for residents’ use. Basic cable access and internet access is provided in all residence hall rooms. Each room is furnished with beds, desks, chairs, dressers, and closets or wardrobes. Bed linens may be ordered through the Residence Hall Linen Program in which students order sheets, comforters, mattress pads, pillow cases, and towels. Unless noted, all buildings have quiet hours from 10:00 p.m. to 10:00 a.m. on weekdays and 12:00 a.m. to 10:00 a.m. on weekends. Courtesy hours are in effect at all times. Students seeking additional living accommodations should contact Accommodative Services at 518-327-6414.
Residence Halls Blum Residence Hall - Located on the West end of Campus, this residence hall is a unique, historical house that houses approximately 17 students. Every two rooms share a bathroom. A kitchen and lounge are located on the first floor. Students must have a cumulative GPA of at least a 3.0 and no disciplinary record to live here. Clinton Residence Hall - Clinton houses approximately 38 students; this hall has a community bathroom on each floor, contains a small lounge on the first floor and has one resident assistant. Currier Residence Hall - A co-ed, first year hall, this building houses approximately 100 students and is located in the center of campus. In traditional residence hall style, this building consists of long hallways and common bathrooms and lounge. Essex Residence Hall - Essex Hall is an upper class, co-ed hall. It houses approximately 36 students. Each room has its own bathroom; a lounge and laundry facility are located on the first floor. The first floor accommodates students with disabilities. Franklin Residence Hall – Franklin is our transfer student Hall. It Houses approximately 38 students and is a co-ed residence hall. It also accommodates students with disabilities. This building has a lounge and laundry facilities on the first floor.
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Hillside Residence Hall - Hillside is 24-hour quiet, housing approximately 50 upper class students. Every two rooms are connected by a bathroom. Kitchen, lounge and study area are also available to students in this hall. St. Regis Residence Hall - Upper and Lower buildings: This upper class, apartment style building has four single-occupancy bedrooms, two bathrooms and a full kitchen with a stove, microwave and refrigerator. There is an increased cost per semester for this building. Lakeside Residence Hall - This co-ed, freshmen 24-hour quiet building houses 43 students. Rooms in this building are carpeted, and each floor shares a common bathroom. There is a lounge and kitchen on the first floor, which consists of tripled male rooms. The second floor consists of double female rooms. Lambert Residence Hall - Housing approximately 20 upper class students. Lambert is our Osgood Farm Homestead/Sustainability Living Learning Community. Each room has its own bathroom, and there is a lounge and kitchen on the first floor. Livermore Residence Hall - As one of our first year student residence halls, this building houses approximately 100 students in 53 carpeted rooms that share two common bathrooms for each gender, one on each floor. A lounge is located on the first floor, and laundry facilities are provided. Lydia Martin Smith (LMS) Residence Hall - Located along the Lower St. Regis Lake, this building houses a majority of our first year students in quad rooms. One wing contains our Emerging Leaders Living Learning Community. With a population of approximately 184 students, this co-ed building provides students with a lounge, kitchen and laundry service along with common bathrooms on each floor. Overlook Hall - This upper-class, apartment-style building consists of units that each have four-single occupancy bedrooms, two bathrooms and a full kitchen with a stove, microwave and refrigerator. There is an increased cost per semester to live in this building. Saratoga Residence Hall - Located at the highest elevation on campus, this building houses approximately 100 upper class students in double and triple rooms and provides them with a lounge, kitchen and laundry service. It also contains 5 pet- friendly rooms.
Off Campus Living As a residential college, Paul Smith’s believes that students learn much about themselves, others and the world around them through community living. Students who wish to live off campus must submit an application to the Office of Housing and Student Conduct prior to the posted deadline for such applications. Deadlines for off campus housing applications will be announced and distributed to each student via the Housing Office. Permission is granted on a yearly basis and each student must reapply before the beginning of the next academic year, including summer session. It is the student’s responsibility to contact the Office of Housing and Student Conduct to determine whether their application has been approved. A completed off-campus application/verification form must be on file at check-in.
Exemptions may be granted to students who meet one of the following criteria:
If a student is 23 years of age or older. If the student is living at home with their parents or guardian within a reasonable commuting distance (20-40 miles). If the student is a veteran of at least one year of active military service. If the student is legally married or in a domestic partnership. If the student has a child in his/her physical and legal custody. If the student has lived within Paul Smith’s College housing for at least 4 consecutive semesters. Transfer students that have resided within college housing for at least 4 consecutive semesters at their former institution.
Students residing off-campus must provide the Housing Office with an address and phone number information. Off-campus students are expected to abide by all College Policies while they are on College-owned property and must act with good moral character as a member of the local community. Off-campus students who wish to eat in the College’s dining facilities may either purchase a limited board plan or can purchase meals on a cash basis.
On and Off Campus Housing Policy for Students with a Temporary Disability All students are subject to the policies, rules, and regulations in the Paul Smith’s Community Guide and College Catalog. Any requests for off-campus or special housing as an accommodation for temporary disability will be reviewed by Health Services, Counseling, and Accommodative Services personnel and will follow the procedures for documenting a disability set forth on the Center for Accommodative Services portion of the PSC website. Their recommendation will be forwarded to the Director of Student Affairs and the Housing and Operations Manager. Students with a temporary disability will be handled on a case-by-case basis. Permission for special housing accommodations will be granted for one semester only. Students should apply as soon as they realize they have a need. The
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College will need at least one week to process the request once the appropriate documentation has been received. Students who know they will need temporary accommodations (such as those who will be having surgery, etc.) should let the College know prior to their need so that a space may be reserved if possible. Requests can only be approved to the extent that space is available. The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act The student Right -to- Know and campus Security Act (Public Law 101-542) was signed into law in November 1990 and amended several times in subsequent years. Title ll of this act was known as The Crime Awareness and Campus Security Act of 1990. The 1998 amendments renamed this subsection of the Higher Education Act the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act.
Disclosure of Campus Security Policy and Campus Crime Statistics Act. This act requires institutions to disclose information about campus safety policies and procedures and to provide statistics concerning whether certain crimes took place on campus.
During the 1990 New York State Legislative session, the legislature passed and the governor signed into law as chapter 739 of the Laws of 1990 new requirements for post-secondary institutions regarding campus security. This law requires post-secondary institutions to provide specific information to incoming students about sexual assault prevention and the information at an advisory committee on campus security.
Notice of Availability of Annual Security Report and Annual Fire Report In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, Paul Smith's College will provide upon request the Annual Security Report, Annual Fire Report and all campus crime statistics as reported to the United States Department of Education. The statistics are available on the US Department of Education website or on the College website. A hard copy of the report can be obtained by contacting Campus Safety at 518-327-6300 or the Emergency Management and Compliance Coordinator at 518-327-6451.
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Academic Program Information Academic Programs Offered The following section describes the programs of study offered through each academic division of Paul Smith's College, and as appropriate, an academic-term course-scheduling guide to individual programs of study. Students should closely review the recommended sequence of course offerings for each program of study, and should consider course scheduling patterns as listed, if they are changing majors, repeating courses, etc. While the College makes every reasonable effort to offer courses as closely as possible to the academic-term course-scheduling guides published, it reserves the right to shift from the suggested model as circumstances warrant.
The degrees authorized to be granted by Paul Smith's College are in common use throughout the nation. Enrollment in other than registered or otherwise approved degree programs may jeopardize a student's eligibility for certain student aid awards. All of the degree certificate programs offered at Paul Smith's College qualify students for financial aid eligibility.
HEGIS Code Bachelor’s Degree Programs
5404.00 Baking Arts and Service Management, B.P.S.
0401.00 Biology, B.S.
0601.00 Communication, B.S.
0508.00 Culinary Arts and Service Management, B.P.S.
0420.00 Ecological Restoration, B.S.
0506.00 Entrepreneurial Business Studies, B.S.
0420.00 Environmental Sciences, B.S.
0199.00 Environmental Studies, B.A.
0107.00 Fisheries and Wildlife Sciences, B.S. 0508.00 Food Service Management, B.P.S.
0114.00 Forestry, B.S.
0510.10 Hotel, Resort and Tourism Management, B.S.
0199.00 Integrative Studies, B.A. or B.S.
0115.00 Natural Resources Conservation and Management, B.S.
2103.00 Parks and Conservation Management, B.S. 2001.00 Psychology, B.S.
0510.10 Recreation, Adventure Education and Leisure Management, B.S.
0420.00 Sustainable Communities and Working Landscapes, B.S.
Associate Degree Programs
5403.00 Arboriculture and Landscape Management, A. A. S.
5404.00 Baking and Pastry Arts, A.A.S.
5404.00 Culinary Arts, A. A. S.
5403.00 Forest Technician, A.A.S.
5010.00 Hotel and Restaurant Management, A. A. S.
0199.00 Integrative Studies, A.A. or A.S.
5309.00 Surveying Technology, A. A. S.
Minors Biology Botany Chemistry Craft Beer Studies & Management Entrepreneurial Business Environmental Communications Environmental Studies Forestry Geographic Information Systems (GIS) Maple Production & Products Outdoor Leadership Sustainable Communities
Integrated General Education Program Purpose The General Education experience at Paul Smith's College allows students to develop the competence and skills necessary to become productive citizens in today’s world. The program focuses on five important competency areas:
Written Communication (WC), Quantitative Problem Solving (QP), Analytical Reasoning & Scientific Inquiry (AR), Social & Cultural Engagement (SC), Responsibility & Expression (RE).
Embedded across all five competencies are the additional competencies of technology competency and information competency, which includes critical analysis and reasoning. Each competency is introduced, reinforced and expanded across the curriculum. Students are encouraged to make connections between liberal arts, discipline, curricular, and co-curricular experiences.
Educational Goals Paul Smith’s College takes a unique approach to general education that gives students the opportunity to achieve common educational goals as part of their major course requirements rather than through a separate distribution list. The Hotel, Resort and Tourism Management program integrates achievement of these goals into a variety of courses. The program also gives you the opportunity to choose courses of interest to you that also introduce or reinforce the structure of these concepts. (See the checklist below)
The curriculum is designed to ensure that when students graduate from Paul Smith's College they will not only be able to demonstrate program goals, they will also have the competence and skills necessary to become productive citizens in today’s world. These competencies and skills have been defined by the Integrated General Education (IGE) program as the ability to demonstrate:
Analytical Reasoning and Scientific Inquiry (AR), generate meaning by using appropriate research methodologies to collect, analyze, evaluate and synthesize data. Quantitative Problem Solving (QP), apply quantitative and mathematical methods and models to develop potential solutions to real-world problems. Written Communication (WC), communicate organized and informed ideas clearly and persuasively to diverse audiences in writing. Social and Cultural Engagement (SC), collaborate, interact and empathize with individuals and groups who represent diverse cultures, and contemporary and historic perspectives. Responsibility and Expression (RE), use a variety of modes and media, to creatively express an informed point of view regarding human experience, cultures, values, and choices in a manner appropriate to audience and context. Guidelines PSC General Education competencies are delivered, reinforced and enriched across the curriculum in each program offered by the college. This allows each program of study to integrate the general education goals and learning objectives with the program's course requirements.
Competency Levels Foundation (F), Reinforcing (R), Integrated (I) and Multidimensional (MD) learning objectives define what is meant by competency for each knowledge area.
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At the completion of an associate program or at the mid-point in a baccalaureate program, students should be able to demonstrate reinforcing outcomes.
At the completion of a baccalaureate program students should be able to demonstrate multidimensional outcomes.
Associate Degrees Students must complete one foundation experience and one reinforcing experience in each of the 5 competency areas.
Bachelor's Degrees Students must complete one foundation experience, one reinforcing experience, one integrated experience and one multidimensional experience in each of the 5 competency areas.
The Integrated General Education Experiences Foundation Experiences The primary purpose of courses designated as a foundation competency in a knowledge area must be the foundation level outcomes. Students may place above the foundation experience for written communication and quantitative problem solving competencies through college placement testing. The Responsibility & Expression Foundation experience is required in the first semester of the student’s first year at Paul Smith's College. Transfer students who have completed one full time semester at a previous college with a semester GPA of a 2.0 or greater will be considered to have completed the Responsibility & Expression Foundation experience. These students will have to take either a liberal arts and science elective or a general elective to complete the required credits. Foundation experiences may NOT meet the foundation requirement for more than one competency. An experience may not count as both a foundation and a reinforcing experience.
Reinforcing Experiences The reinforcing /intermediate level refers to the student’s ability to apply knowledge in a meaningful way within (but not limited to) their chosen discipline. Objectives at this level build on the competency foundation by reinforcing and expanding student understanding across the curriculum. Reinforcing level courses are 100 or 200 level courses. Depending on the program outcomes, reinforcing experiences can be found in either program or Liberal Arts and Sciences courses. All students must have one reinforcing experience for each competency. One course may meet the experience requirement for more than one competency. While a course may meet both the foundational and reinforcing objectives, that course cannot count for the student as both a foundational and reinforcing experience. Courses designated as reinforcing experiences must meet and assess all of the reinforcing level outcomes for that competency. Students are encouraged to choose for themselves the kinds of experiences they wish to have in order to meet these expectations.
Integrated Experiences The integrated/baccalaureate/advanced level refers to the student’s ability to synthesize and construct knowledge from the competency into their chosen field in order to solve problems or answer questions out of the context in which they learned the concept/skill. Baccalaureate students must have one integrated experience for each competency. An integrated course should be a discipline oriented program requirement or from a pre-approved cluster of restricted electives. An integrated course is a 300 level course or higher. A student can count one course as meeting more than one integrated competency experience. Courses at the integrated level must meet and assess all of the integrated level outcomes for that competency.
Multidimensional Experience/Culminating Experience/Capstone All programs are expected to provide a culminating experience or capstone that meets the standards defined by the Capstone Experience Guidelines approved by Faculty Council May 2008.
All IGE level experiences, with the exception of the Multidimensional or Capstone experience, can be met with equivalent transfer credit.
Please consult the course description in SelfService to determine whether a course has been approved as a general education elective experience and for which competency.
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Academic Programs This section of the Catalog provides a description of each academic program. Additional information can be found on the Paul Smith’s College website. Printable versions of the Program Planning Sheets can be found on the Registrar’s web page, http://www.paulsmiths.edu/registrar/services-resources/#programplanning. Business & Hospitality Communication, B.S. The Communication program prepares students to be change agents and leaders in a variety of professions involving business policy and advocacy. The goal of the Communication program is to product leaders who are capable of facilitating internal organizational change, promoting social change, and negotiating problems with diverse audiences. Graduates will apply strategic communication techniques to a chosen field of interest in specific types of organizational settings including for-profit, not-for- profit and government organizations.
The program develops in students a strong foundation in communication theory through coursework including Mass Media, Public Relations, Communication Theory, Rhetoric, Argument and Advocacy, Politics, Change Management, and Intercultural Communication. Additionally, the program develops communication skills appropriate for a variety of settings and applications, including Interpersonal Communication, Group Facilitating, Organizational Communication, Persuasion, Public Speaking, Negotiation, and Technical Communication. Finally, the Communication program is designed to take advantage of the rich array of offerings at the college by requiring students to apply their communication skills and understanding the theory in one or more specific fields, such as the Environment and Natural Resources, Rural Sustainability, Community Development, Tourism, Entrepreneurship, Social Justice, Hospitality and the Food Industry.
Graduates of this program will develop content knowledge in a chosen field of interest and will be able to: Communication organized and informed ideas persuasively to diverse audiences, orally and in writing. Work collaboratively to negotiate, build consensus, and develop solutions to complex problems. Apply strategic communication techniques in organizational settings. Create active, interested and knowledgeable audiences to meet organizational goals. Promote organizational and social change in an ethical and culturally-sensitive manner. Improve policy and decision-making through evidence-based research, analysis and application.
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Degree Requirements: The minimum number of credit hours necessary to meet degree requirements for the Communication degree program is 120. A minimum of 60 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 45 credits shall be 300- or 400-level courses. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR COM 102 X INTRO COMM & LEAD SC-F 100 3 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 X ANALY REASONING AR-F 100 3-4 PSY 110 X ORG BEHAVIOR SC-F 100 3
COM 210 X TECH COMMUNICATIONWC-R 200 3 RE-R COM 201 X INTERPERS COMMUN SC-R 200 3 X QUANTITATIVE QP-F 100 3 ANALY REASONING AR-R 1/200 3-4 ELECTIVE 3-4
COMM METHOD CRS 100 3-4 COM 216 X MASS COMMUNICATION 200 3 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4 ELECTIVE 3-4
COMM METHOD CRS 100 3 MKT 200 PRINC OF MARKETING 200 3 SOC 220 X SOCIAL RESEARCH QP-R 200 3 X LA ELECTIVE 3-4 ELECTIVE 3-4 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR COMM METHOD CRS 100 3-4 WC-I COM 310 FACILITATION & REPORTSC-I 300 3 MKT 304 ADVERT & PROMO 300 3 X DIVERSITY COURSE 300 3 X LA ELECTIVE 3-4
RE-I COM 305 X CHANGE MANAGEMENT SC-I 300 3 SC-I SOC 315 COMM ORG OUTR ADV RE-I 300 3-4 X DIVERSITY COURSE 300 3 X LA ELECTIVE 3-4 ELECTIVE - UD 3/400 3-4
COM 320 CREAT & COMM VALUE QP-I 300 3 MGT 335 PROJECT MANAGEMENTAR-I 300 3 X DIVERSITY COURSE 400 3 X LA ELECTIVE 3-4 ELECTIVE - UD 3/400 3-4
COM 495 COMM EXPLORATION 400 3 (capstone) ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Entrepreneurial Business Studies, B.S. Entrepreneurship is a core American value which forms the basis of our economics and social system. The Entrepreneurial Business Studies program explores the balance between the rewards and challenges of individual business innovation set within a social-economic system of shared services, social systems, and values. Students in Entrepreneurial Business Studies (EBSB) program study the process of entrepreneurism, management, finance, accounting, communications, marketing, economics, program, and information management. The program focuses on providing students with the opportunity to study all dimensions of management, set in a context of sustainability, small business, and community.
Graduates of the program should be able to: Integrate their liberal arts education with business education to foster lifelong learning skills. Develop analytic, reflective thinking, critical thinking and problem-solving skills. Demonstrate ethical decision-making and reasoning abilities. Demonstrate the processes of entrepreneurship, strategic management, accountability and project planning. Expand oral, written and listening communication skills. Articulate and defend a personal business philosophy within a global context. Synthesize content knowledge from functional areas of business, including Marketing, Accounting, Management, Economics, Operations, Planning, and Finance. Use and explain information technologies as they influence the structure and processes of organizations and economies, and as they influence the roles and techniques of management. Develop skills in team management, conflict resolution and consensus building. Develop a stewardship orientation in business decision-making.
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Degree Requirements: To complete the B.S. degree program, a minimum of 120 credits must be completed, 60 credits must be in the Liberal Arts and Sciences, and at least 45 credits must be in the upper-division (300- and 400- level courses). COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEM RE-F 100 3 X QUANTITATIVE -F QP-F 100 3 MGT 101 INTRO TO ENTREP 100 3 MGT 200 PRINC OF MANAGEMENTSC-R 200 3
X WRITTEN COMM - R WC-R 100 3 X ANALY REASONING - F AR-F 100 3 MKT 200 PRINC OF MARKETING RE-R 200 3 PSY 101 PSYCHOLOGY or X SC-F PSY 110 ORG BEHAVIOR 100 3 X LIBERAL ARTS ELECT 3-4
ACC 101 FINAN ACCOUNTING QP-R 100 3 ECN 200 X PRINC OF ECONOMICS SC-R 200 3 MGT 210 ENTRP SYS RES & POL 200 3 X LIBERAL ARTS ELECT 3-4 X LIBERAL ARTS ELECT 3-4
ACC 102 MANG ACCOUNTING 100 3 MGT 250 SUS PRACT ENTREP AR-R 200 3 SOC 220 X SOCIAL RESEARCH 200 3 X LIBERAL ARTS ELECT 3-4 X LIBERAL ARTS ELECT 3-4 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR MAT 210 X STATISTICS 200 3 MAT 335 X FINAN DEC MAKING QP-I 300 3 RE-I SC-I MGT 306 BUS ETHICS & DEC MAKWC-I 300 3 X LIBERAL ARTS ELECT 3-4 X LIBERAL ARTS ELECT 3-4
FIN 310 FINANCE 300 3 MGT 335 PROJECT MANAGEMENTAR-I 300 3 MGT 360 APPL IN ENTREP 300 3 X LIBERAL ARTS ELECT 3-4 ELECTIVE - UD 3/400 3-4
COM 305 X CHANGE MANAGEMENT 300 3 COM 320 CREAT & COMM VALUES 300 3 ELECTIVE 3-4 ELECTIVE - UD 3/400 3-4 X LIB ARTS ELECT - UD 3/400 3-4
MGT 490 ENTREPREN CAPSTONE 400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Hotel, Resort and Tourism Management, B.S. The Bachelor of Science Degree in Hotel, Resort and Tourism Management prepares graduates for exciting careers in the fastest growing fields of hospitality. This dynamic industry is now one of the largest in the world. The opportunities in the Hospitality industry are many and varied. These range from being the General Manager of a hotel, resort, casino, club, or food service operation, or the Director of Marketing for a hospitality organization, or a real estate developer or owner of hotels and resorts. One could find oneself employed in small privately owned hospitality business all the way up to working for a global multi-unit hotel or resort corporation in an international location.
Students will be taught a set of marketable, transferable skills that are applicable to a wide range of industries both in and outside of the "umbrella of Hospitality". This is because Hospitality Management is not just a set of hard skills one uses within specific organizations but is, rather, a "way" to run a business. One that is customer focused, in tune with the needs of the market and set up to develop long term relationships with the guest and employee.
Specifically, students will study applied business areas of marketing, finance, internal and external communications, customer relationship management, trend studies, guest psychology, teamwork and leadership.
At the end of the program students will be able to: Make rational, logical and creative decisions to confront a variety of challenges. Understand, analyze and synthesize data derived from management information systems to address management challenges in the areas of marketing, guest services, cost control, and human resource management. Convert financial data and operational reports into action plans. Plan and conduct group meetings with agenda, outcome goals and post meeting analysis. Demonstrate the ability to plan, organize and execute a multi-faceted business project. Have the ability to apply several approaches in the supervision, training and management of employees. Understand the industry's inherent cultural diversity and the variety of issues related to managing a multicultural workforce and providing service for an international clientele. Understand basic accounting practices and be able to apply industry-specific math applications to actual case studies and develop pricing strategies. Utilize management skills for the development, delivery and evaluation of quality guest services. Demonstrate knowledge and application of ethical and socially responsible practices. Identify the steps involved in developing a strategic plan and apply management practices necessary to implement and evaluate the success of the plan. Research and develop a fundamental marketing plan and integrate basic marketing principles into management decisions. Apply advertising, promotional and direct sales techniques to the marketing of tourism products and special events. Develop and stage high-quality oral presentations to groups, integrating the use of presentation software. Express thoughts and opinions clearly through written and oral communication. Apply active listening skills. Describe the history and traditions of the hospitality industry, and survey the full range of available career opportunities. Recognize current and emerging industry trends. Demonstrate knowledge of guest psychology and professional guest service skills that are required during all phases of the guest cycle. Apply knowledge of all functional areas involved in the delivery of exceptional guest service. Demonstrate the proper usage and care of common kitchen & dining room equipment. Apply knowledge of basic food preparation as it relates to planning, scheduling, production and management. Apply knowledge of proper sanitation & safety procedures for food service and lodging applications. Understand and model the purpose, value and rewards of hard work. Understand and have the ability to present an appropriate appearance and decorum in a variety of professional settings ranging from interviews to presentations in the workplace. Exhibit self-confidence, initiative and the ability to function effectively as a member of a work group. Apply academic theories learned in the classroom with real, hands-on learning opportunities within the hospitality industry. Code of Professionalism and Uniform Requirements: Professionalism is stressed throughout this program and is applied student appearance during applied work experiences, guest lectures and site visits. It is required that all students have a specified business suit to use for these occasions. This suit is worn as a requirement of HOS Field Studies in Hospitality 350 and HOS 250 Applications in Hospitality. The suit can be acquired through Land’s End Business Outfitters.
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Other lab courses electives may have specific uniform requirements in addition to the one stated above. In these cases, the uniform will be stated in the Course Syllabus. Co-curricular opportunities may arise that will require the student to wear a pair of black dress pants, a long-sleeved oxford button down collar white shirt a black tie, black socks and black dress shoes.
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Degree Requirements: The minimum number of credit hours required to complete this program is 120; 60 of the credit hours shall be in the liberal arts and sciences and 45 credit hours must be of upper division 300/400 level courses. 800 hours of internship/industry work experience are required for this degree with no less than 200 hours occurring at each internship site. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YEAR SEM RE-F 100 3 HOS 101 HTL RESORT & TOUR 100 3 X QUANTITATIVE - F QP-F 100 3-4 ELECTIVE 3-4
ACC 101 FINAN ACCOUNTING I QP-R 100 3 X WRITTEN COMM-R WC-R 1/200 3 CUSTOMER REL CLUST 1/200 3 X ANLY REASONING - F AR-F 100 3-4 X LIB ARTS ELECTIVE 3-4
ANYL REASONING - R AR-R 1/200 3-4 CUSTOMER REL CLUST 1/200 3 X SOCIAL CULTURAL - F SC-F 1/200 3 X LIB ARTS ELECTIVE 3-4 ELECTIVE 3-4
HOS 210 HOTEL ACCOUNTING QP-R 200 3 CUSTOMER REL CLUST 1/200 3 ELECTIVE 3 X LIB ARTS ELECTIVE 3-4 X LIB ARTS ELECTIVE 3-4 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR HOS 331 HOSP FUTURES AR-I 300 3 AR-I RE-I HOS 350 FLD STDS IN HOSP SC-I 300 6 RE-R X LANGUAGE SEQUENCE SC-R 3 X LIB ARTS ELECT 3-4
MGT CLUSTER - UD 3/400 3 MGT CLUSTER - UD 3/400 3 RE-R X LANGUAGE SEQUENCE SC-R 3 X DIVERSITY CLUST - UD 300 3 X LIB ARTS ELECT - UD 3/400 3-4
WC-I MAT 335 X FINAN DEC MAKING QP-I 300 3 X LIB ARTS ELECT - UD 3/400 3-4 X LIB ARTS ELECT - UD 3/400 3-4 MGT CLUSTER - UD 3/400 3 MGT CLUSTER - UD 3/400 3
WC-I RES 431 X CULTURAL ENOLOGY SC-I 400 3 MGT CLUSTER - UD 3/400 3 X LIB ARTS ELECT 3-4 ELECTIVE 3-4 HOS 462 HOSP BUS SIMULATION 400 3
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Hotel and Restaurant Management, A.A.S. The Hotel and Restaurant Management, A.A.S. curriculum is designed to serve both those students who plan to begin work in the industry upon completion of the two-year program and students who wish to pursue a baccalaureate degree.
Students will be taught a set of marketable, transferable skills that are applicable to a wide range of industries both in and outside of the "umbrella of Hospitality". This is because Hospitality Management is not just a set of hard skills one uses within specific organizations but is, rather, a "way" to run a business. One that is customer focused, in tune with the needs of the market and set up to develop long term relationships with the guest and employee.
This program is designed to provide a student with the skills and background required for an excellent start in the hospitality industry and to help in rapid professional development. The program also allows students to continue and complete the baccalaureate degree offered at Paul Smith's College in Hotel, Resort and Tourism Management.
Code of Professionalism and Uniform Requirements: Professionalism is stressed throughout this program and is applied student appearance during applied work experiences, guest lectures and site visits. It is required that all students have a specified business suit to use for these occasions. This suit is worn as a requirement of HOS Field Studies in Hospitality 350 and HOS 250 Applications in Hospitality. The suit can be acquired through Land’s End Business Outfitters.
Other lab courses electives may have specific uniform requirements in addition to the one stated above. In these cases, the uniform will be stated in the Course Syllabus. Co-curricular opportunities may arise that will require the student to wear a pair of black dress pants, a long-sleeved oxford button down collar white shirt a black tie, black socks and black dress shoes.
Degree Requirements: A minimum of 61 credit hours is required for completion of this A.A.S. degree program; 20 credit hours shall be in the Liberal Arts and Sciences. An internship/work experience (WRK 290) 400 hours are required for this degree with no less than 200 hours occurring at each internship site.
COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ACC 101 FINAN ACCOUNTING I QP-R 100 3 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 HOS 101 HTL REST & TOUR OR 100 3 X QUANTITATIVE - F QP-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3
X WRITTEN COMM - R WC-R 1/200 3 HOS 150 FRONT OFF PROP MGT 100 3 RES 170 FD SERV SANIT AR-R 100 3 RES 250 FOOD PRODUCTION 200 4 X SOCIAL CULTURAL - F SC-F 1/200 3
CUL 280 X NUTRITION AR-F 200 3 BUSINESS ELECT 3 BUSINESS ELECT 3 RES 132 DINING RM KIT OPS 100 3 X SOCIAL CULTURAL - R SC-R 1/200 3-4 RESP & EXPRESS - R RE-R 1/200 3-4
HOS 210 HOTEL ACCOUNT I QP-R 200 3 HOS 270 HOSPITALITY APPLIC 200 6 ELECTIVE 3
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Culinary Management Baking Arts and Service Management, B.P.S. The baking and pastry profession has dramatically grown and changed over the last few decades. New products, techniques, and technology have all proven the need for trained baking and pastry chefs. With innovative medians the baking and pastry field has broadened as a passion for many. Now the scope has widened, going from traditional bakery shops to upscale restaurants without forgetting the catering field a fast growing industry, the casinos and the hotel resorts always looking for skilled pastry and baking graduates with exceptional work ethics. The opportunities in the baking and pastry field extend far beyond making desserts and breads. These include, managing a full-scale bakery, to become head of pastry department managing a team. Graduates of the Baking Arts and Service Management (BPS) will have the foundation skills and knowledge to manage a bakery operation or ultimately serve as an Executive Pastry Chef. At the same time, the BPS program continues and reinforces the Paul Smith’s tradition of experiential learning with a focus on integrating management skills with hands-on learning in the baking and pastry field.
This integrated type of learning is delivered on the Paul Smith’s campus in facilities that include a student-operated bakery, two on campus restaurants, a baking laboratory with commercial baking equipment, a lab for chocolates and confections, and a state- of–the-art world link classroom. Off-campus field trips to enhance learning out of the classroom are also part of learning in the Baking and Pastry program. Guest chefs, guest speakers and demonstrations by professionals in the field are another way learning can happen in the program.
Professional skills that the program will prepare a student for are to professionally prepare, cost, produce, and present pastry, baked products, and desserts that exemplify emerging trends, nutritional awareness, and creative artisan quality. Students will also learn how to direct and oversee the pastry and baking functions of the kitchen(s), including menu development, inventory and purchasing of supplies, and cost control. They will create dessert menus and bakery inventory to maximize profits and minimize loss. Students will test and develop recipes and presentation styles that exhibit current concepts, practices, and procedures. Other areas of focus in the program are, but not limited to, customer development and service, critical thinking and financial management, leadership and communication, and safety and responsibility.
This focus on "It’s the Experience" culminates with the completion of an industry internship by each student. These internships are an integral aspect of the program, providing students with paid employment opportunities that support individual career goals. For many it is a way to experience their intended career field. Students enrolled in the four-year BPS degree programs are required to complete a minimum of 800 hours of documented work experience prior to graduation.
At the end of the program students will be able to: Professionally prepare, cost, produce, and present pastry, baked products, and desserts that exemplify emerging trends, nutritional awareness, and creative artisan quality. Direct and oversee the pastry and baking functions of the kitchen(s), including menu development, inventory and purchasing of supplies, and cost control. Create dessert menus and bakery inventory to maximize profits and minimize loss. Test and develop recipes and presentation styles that exhibit current concepts, practices, and procedures. Exemplify the effective marketing, management, and interpersonal skills for the development, delivery, sales, presentation, and evaluation of quality customer service. Apply cost control concepts to develop appropriate systems for bakery operations this includes the ability to prepare, analyze and interpret financial documents as well as analyze trend and market data to develop effective business and strategic operations plans. Successfully manage diverse individuals in group projects and multi-faceted tasks through effective team building, goal setting, needs analysis, supervision, training, and evaluation. Apply ethical decision making, legal standards, and industry best practices in operating a safe food operation. Follow federal, state, and local food sanitation regulations. Exhibit quality judgment to plan and accomplish goals. Equipment and Uniform Requirements All students are required to purchase equipment and uniforms they will need for their courses at Paul Smith's College. In order to ensure uniformity in training, this packet of materials must be obtained through The Pack Basket (College Store). Students will be billed for these items and will be able to pick them up when they arrive on campus. A detailed sizing chart and order form will be sent to students before registration.
Students are required to have five complete sets of professional chef's whites, a pair of black safety non slippery kitchen shoes, and a complete pastry kit purchased from the college bookstore. Headwear is white skullcaps for freshmen and sophomores (included in the initial uniform packet) and black skullcaps for juniors and seniors. Students will be billed for this uniform packet.
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* Please be advised that the Internship/Industry Work Experience is no-credit and there are no charges for the course, therefore, students who choose to complete this course alone during a semester will not be considered as an enrolled student during that particular semester.
Degree Requirements: The minimum number of credit hours required to complete this program is 120; a minimum of 30 credits must be in the Liberal Arts and Sciences and 45 credit hours are required of upper division 300/400 level courses for graduation. 800 hours of internship/industry work experience are required for this degree with no less than 200 hours occurring at each internship site. Completion of the Food Safety Managers or National Restaurant Association ServSafe Certificate is required for graduation. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BAK 160 FOUND BAKING I 100 4 BAK 165 QUANTITY BAKING 1 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3
BAK 260 FOUND OF BAKING II QP-R 100 4 BAK 265 QUANTITY BAKING II 100 4 CUL 280 X NUTRITION AR-F 200 3 X QUANTITATIVE - F QP-F 100 3 X SOCIAL CULTURAL -F SC-F 1/200 3
BAK 280 RETAIL PRACT EXP 200 4 MGT 200 PRINC OF MGT 200 3 MGT 250 SUST PRACT ENTREP AR-R 200 3 RES 250 INTRO FOOD PRODUCT 200 4
BAK 270 INTN BAKING & PASTRYSC-R 200 4 BAK 275 CONF DECO WORK 200 4 X WRITTEN COMM - R WC-R 1/200 3 RE-R MKT 200 PRINC OF MARKETING SC-R 200 3 X LIB ARTS ELECTIVE 3 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ACC 101 FINANCIAL ACCOUNT QP-R 100 3 BAK 310 GUID STDY/BAKING TECH 300 3 Individual Topic CUL 320 AMER GASTRONOMY SC-I 300 4 HOS 331 HOSP FUTURES AR-I 300 3
BAK 320 ADV BAKING & PASTRY RE-I 300 4 HOS 300 X THE SERVICE ECONOMY 300 3 MGT CLUSTER CRS 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4
BAK 410 PRACT PASTRY CHEF EX 400 4 WC-I MAT 335 X FINAN DEC MAKING QP-I 300 3 X LA ELECTIVE - UD 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4
CUL 462 CAPST KIT MENU MGT 400 4 MGT CLUSTER CRS 3/400 3 ELECTIVE - UD 3/400 3 ELECTIVE 3-4
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Culinary Arts and Service Management, B.P.S. The need for leaders and managers in the culinary field has changed and broadened dramatically over the past few decades. As an example, the responsibilities of the executive chef has changed from being a highly skilled cook overseeing a kitchen operation to being a manager of a very complex business. In addition to being a manager of people, financial, and physical resources, an executive chef today must be a planner and a marketer. The opportunities in the culinary field extend far beyond the kitchen and individual restaurant ownership. These include multi-unit food service operations and management in different types of operations ranging from quick service and casual dining up to up-scale five-star gourmet. Other areas include hotel, casino and resort food and beverage operations, corporate and contract feeding, research and development, and private chefing. The Bachelor of Professional Studies (B.P.S.) Degree in Culinary Arts and Service Management will prepare a student to work and move into management in these areas. At the same time, the B.P.S. Program continues and reinforces the Paul Smith's tradition of "experiential learning" with a focus on integrating business management skills with the "hands on" learning in the culinary area both from an historical and future perspective.
This integrated type of learning is delivered on the Paul Smith's campus in facilities which include three commercial kitchens, three baking laboratories fully equipped and the Wally Ganzi, Jr. Palm Restaurant Training Complex (a 32 seat dining room and supporting cooking kitchen).
These "hands-on learning" experiences are further reinforced in a semester long-series of culinary and food service work experiences known as the Practicum. Students develop and practice work skills and perform jobs under the direction of faculty working in conjunction with industry professionals.
This focus on "It's about the Experience" culminates with the completion of an industry internship by each student. These internships are an integral aspect of the program, providing students with paid employment opportunities that support individual career goals. For many it is a way to experience their intended career field. Students enrolled in the four-year BS and BPS degree programs are required to complete a minimum of 800 hours of documented work experience prior to graduation. The requirement for the AAS two-year program students is 400 hours.
At the end of the program students will be able to: develop, plan, set standards understanding the human dimension, empathy Strategic Planning (Develop, management, assessment) Equipment and Uniform Requirements All students are required to purchase equipment and uniforms they will need for their courses at Paul Smith's College. In order to ensure uniformity in training, this packet of materials must be obtained through The Pack Basket (College Store). Students will be billed for these items and will be able to pick them up when they arrive on campus. A detailed sizing chart and order form will be sent to students before registration.
Students are required to have five complete sets of professional chef's whites, a pair of black safety kitchen shoes, and a complete kit of professional knives. Headwear is white skullcaps for freshmen and sophomores (included in the initial uniform packet) and green skullcaps for juniors and seniors. Students will be billed for this uniform packet. The student will also need a pair of black dress pants, a long-sleeved oxford button down collar white shirt (with Paul Smith's embroidery), a black bow tie and black dress shoes. The pants and white shirt will be ordered through the Hotel and Culinary Practicum Coordinator prior to beginning the semester-long Practicum.
* Please be advised that the Internship/Industry Work Experience is no-credit and there are no charges for the course therefore, students who choose to complete this course alone during a semester will not be considered as an enrolled student during that particular semester.
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Degree Requirements: The minimum number of credit hours required to complete this program is 120; a minimum of 30 credits must be in the Liberal Arts and Sciences and 45 credit hours are required of upper division 300/400 level courses for graduation. 800 hours of internship/industry work experience are required for this degree with no less than 200 hours occurring at each internship site. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR CUL 101 PROF COOK FUND I 100 4 CUL 102 PROF COOK FUND II 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 RES 132 DINING RM KIT OPS 100 3
BAK 150 FOUND OF BAKING I 100 4 CUL 150 INTERN CUISINE SC-R 100 4 X QUANTITATIVE - F QP-F 100 3 RES 170 FOOD SERV SANIT AR-R 100 3 X SOCIAL CULTURAL -F SC-F 1/200 3
CUL 220 CONTEMP CUISINE 200 4 CUL 240 GARDE MANG &CHARC 200 4 CUL 280 X NUTRITION FD SCIEN AR-F 200 3 ELECTIVE 3 X WRITTEN COMM - R WC-R 1/200 3
CUL 260 COMM COOK & CAT 200 6 CUL 230 FD SERV OPS MGT QP-R 200 3 MKT 200 PRINC OF MARKETING 200 3 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ACC 101 FINANCIAL ACCOUNT QP-R 100 3 BAK 332 ADV PATISSERIE 300 4 CUL 320 AMER GASTRONOMY SC-I 300 4 RE-R X LANG SEQUENCE SC-R 3
HOS 300 X THE SERVICE ECONOMY 300 3 HOS 331 HOSP FUTURES AR-I 300 3 RE-R X LANG SEQUENCE SC-R 3 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4
CUL 341 CUL FUT/FD TECH AR-I 300 4 CUL 461 CUL RESEARCH PLAN 400 3 FIN 310 FINANCE QP-I 300 3 RES 330 FAC PLAN & ENV MGT 300 3 RESPON & EXPRESS - I RE-I 3/400 3-4
CUL 462 CAPST KIT MENU MGT 400 3 MGT 400 STRAT PLAN & POLICY 400 3 WC-I RES 431 X CULTURAL ENOLOGY SC-I 400 3 ELECTIVE - UD 3/400 3-4
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Food Service Management, B.P.S. The Bachelor of Science Degree in Food Service Management prepares graduates for exciting careers in the broad Food Service arena including the production, preparation, distribution and service of food and food related products. This dynamic industry is now one of the largest in the world. The opportunities in the food service industry are many and varied, ranging from managing or directing hospitality type food and beverage operations within an individual hotel, resort, restaurant, casino, cruise ship or club all the way to serving a corporate vice president or director for the companies that own and operate multi-unit facilities in this arena. Another major area of focus is in the institutional food service area which includes providing food service for hospitals, schools and universities, the military, prisons, and other large organizations that have a need for feeding their employees and customers. Another exciting and growing area is being involved in the area of contract feeding working for global companies such as SODEXO, ARAMARK, or Compass that provide food service on a contractual basis for the organizations listed above as well as for airlines. Another rapidly expanding area is within the retail grocery or supermarket industry which has entered both the in- store and take away prepared foods field. You could find yourself employed in small privately owned food service business all the way up to working for a global multi-unit hospitality/food service corporation in an international location.
The Food Service Management Program focuses on developing those skill sets necessary for managing the operations of the multi-faceted food service venues of today. This program is unique in that it is built upon acquiring a strong foundation in the culinary arts and food production. This is followed by learning and gaining the knowledge and skills required to manage people, financial, and physical assets. This is accomplished through the development of students critical thinking, written and verbal communication and people management skills. Marketing, finance and accounting, and human resource management are major focuses at the upper division level. This learning is applied through practical application both in the classroom, laboratory and in the field. In addition to the prescribed integrated general education focus, students have the opportunity to explore other areas and broaden their perspective of our global environment by selecting and taking classes from a diversified selection of liberal arts courses. One of the major threads throughout the program curriculum is on a balanced approach to sustainability.
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Degree Requirements: The minimum number of credit hours necessary to meet degree requirements for Food Service Management is 121. A minimum of 30 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 45 credits shall be 300- or 400-level courses. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR CUL 101 PROF COOK FUND I 100 4 CUL 102 PROF COOK FUND II 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 RES 132 DINING RM KIT OPS 100 3
BAK 150 FOUND OF BAKING I 100 4 CUL 150 INTERN CUISINE SC-R 100 4 X QUANTITATIVE - F QP-F 100 3 RES 170 FD SERV SANITATION AR-R 100 3 PSY 110 X ORG BEHAVIOR SC-F 100 3
ACC 101 FIN ACCOUNTING QP-R 100 3 CUL 280 X NUTRITION AR-F 200 3 X WRITTEN COMM - R WC-R 1/200 3-4 MGT 200 PRINC MANAGEMENT 200 3 CUSTOMER RELAT CRS 1/200 3
CUL 260 COMM COOK & CAT 200 6 CUL 230 FD SERV OPS MGT QP-R 200 3 MGT 250 SUS PRACT ENTREP 200 3 MKT 200 PRINC MARKETING RE-R 200 3 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR HOS 331 HOSP FUTURES AR-I 300 3 WC-I AR-I RES 3XX FIELD STUDIES IN FOOD RE-I 300 3 ELECTIVE 3-4 ELECTIVE 3-4
MGT 400 MGT CLUSTER - UD 3/400 3 MGT CLUSTER - UD 3/400 3 X DIVERSITY CLUST - UD 300 3 X LIB ARTS ELECT 3-4 ELECTIVE 3-4
WC-I MAT 335 X FINAN DEC MAKING QP-I 300 3 AR-I MGT 335 PROJECT MGT QP-I 300 3 MGT 360 APPLIC IN ENTREP I 300 3 X LIB ART ELECT - UD 3/400 3-4 ELECTIVE - UD SC-I 3/400 3-4
MGT 460 MGT CAPSTONE 400 3 MGT CLUSTER - UD 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Baking & Pastry Arts, A.A.S. The Baking & Pastry Arts AAS Program provides a comprehensive learning opportunity for learners who plan to pursue careers in the Baking and Pastry Arts aspect of the rapidly expanding food service industry. Graduates of the AAS program are prepared to enter the workforce as journeyman bakers, assistants to pastry chefs, retail bakery management trainees, or commercial bakers. This program is also designed to prepare people who desire to own and operate a bakery or café/bakery.
Baking and Pastry Arts students learn by applying basic baking principles and developing the hands-on skills necessary to become a professional in the baking and pastry arts field. Skill development is accomplished through a variety of individualized hands-on assignments where the basic principles, methods, and techniques of baking are integrated and applied in the production of baked items on a small scale. This application is further reinforced through production on a larger scale of quality baked items on a consistent basis for retail sale and commercial use. During this process students are introduced to the different components of baked goods including the different types of dough, cake batters, pastry and crème fillings, and custards. The use of these components to produce the final high quality product for resale and or commercial use is the final phase of learning on the production side. As baking is considered to be both an art and a science, understanding the use of the scientific method and principles are a major focus. The importance and impact of time and temperature, ratios, weights & measures, and ingredient composition on the final product is learned and reinforced through the use of the trial and error method.
In addition to producing high quality baked goods for re-sale, the business side of bakery operations are learned by operating a retail outlet located on-campus as a part of the course work. Students will incorporate their technical skills with the business practices necessary to merchandise product and manage the A.P. Smith's commercial bakery outlet. All of this learning is further reinforced and integrated through the completion of a 400-hour industry work experience.
Hotel bake shops, restaurant pastry departments, private retail bakery operations, and in-store bakeries actively seek those individuals who successfully complete these program requirements. Students pursuing this track may choose to enroll in the Culinary Arts and Service Management Baccalaureate Program at Paul Smith's College.
At the end of the program students will be able to: Professionally prepare, cost, produce, and present pastry, baked products, and desserts that exemplify emerging trends, nutritional awareness, and creative artisan quality. Direct and oversee the pastry and baking functions of the kitchen(s), including menu development, inventory and purchasing of supplies, and cost control. Create dessert menus and bakery inventory to maximize profits and minimize loss. Test and develop recipes and presentation styles that exhibit current concepts, practices, and procedures. Exemplify the effective marketing, management, and interpersonal skills for the development, delivery, sales, presentation, and evaluation of quality customer service. Apply cost control concepts to develop appropriate systems for bakery operations this includes the ability to prepare, analyze and interpret financial documents as well as analyze trend and market data to develop effective business and strategic operations plans. Successfully manage diverse individuals in group projects and multi-faceted tasks through effective team building, goal setting, needs analysis, supervision, training, and evaluation. Apply ethical decision making, legal standards, and industry best practices in operating a safe food operation. Follow federal, state, and local food sanitation regulations. Exhibit quality judgment to plan and accomplish goals.
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Degree Requirements: A minimum of 62 credits are required for the Baking and Pastry Arts Degree. A minimum of 20 credits of Liberal Arts courses needed for graduation. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BAK 160 FOUND BAKING I 100 4 BAK 165 QUANTITY BAKING 1 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3
BAK 260 FOUND BAKING II QP-R 100 4 BAK 265 QUANTITY BAKING II 100 4 CUL 280 X NUTRITION AR-F 200 3 X QUANTITATIVE - F QP-F 100 3 PSY 101 PSYCHOLOGY or X SC-F 100 3 PSY 110 ORGAN BEHAVIOR
BAK 280 RETAIL PRACT EXP 200 4 MGT 200 PRINC OF MGT 200 3 MGT 250 SUST PRACT ENTREP AR-R 200 3 RES 250 FOOD PRODUCT 200 4
BAK 270 INTERN BAK PASTRY SC-R 200 4 BAK 275 CONF DECORT WRK 200 4 X WRITTEN COMM - R WC-R 1/200 3 also must be a liberal arts MKT 200 PRINC OF MARKET RE-R 200 3 X LIBERAL ARTS ELECT 3-4 Studio Art Courses are NOT liberal arts
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Culinary Arts, A.A.S. The Culinary Arts, A.A.S. Program at Paul Smith's College is accredited by the Accrediting Commission of the American Culinary Federation, 180 Center Place Way, St. Augustine, FL, 32095, 904-824-4468, a specialized accrediting agency recognized by the Council of Higher Education Administration. One objective of this program is to provide rigorous and concentrated training of students who plan to pursue careers in the rapidly expanding food service industry. The program emphasizes the science and techniques associated with the selection, preparation, and serving of foods to both large and small groups. In addition, students are introduced to the development and costing of recipes and menu, and overall food cost and inventory control.
The program also provides excellent preparation for those students who wish to pursue the Bachelor of Professional Studies Degree in Culinary Arts and Service Management offered at Paul Smith's College. Transition from the Culinary Arts A.A.S. Degree to the B.P.S. Degree in Culinary Arts and Service Management is seamless.
This integrated type of learning is delivered on the Paul Smith's campus in facilities which include three commercial kitchens, three baking laboratories fully equipped and the Wally Ganzi, Jr. Palm Restaurant Training Complex (a 32 seat dining room and supporting cooking kitchen).
These "hands-on learning" experiences are further reinforced in a semester long-series of culinary and food service work experiences known as the Practicum. Students develop and practice work skills and perform jobs under the direction of faculty working in conjunction with industry professionals.
This focus on "It’s the Experience" culminates with the completion of an industry internship by each student. These internships are an integral aspect of the program, providing students with paid employment opportunities that support individual career goals. For many it is a way to experience their intended career field. Students enrolled in the four-year BS and BPS degree programs are required to complete a minimum of 800 hours of documented work experience prior to graduation. The requirement for the AAS two-year program students is 400 hours.
Equipment and Uniform Requirements All students are required to purchase equipment and uniforms they will need for their courses at Paul Smith's College. In order to ensure uniformity in training, this packet of materials must be obtained through The Pack Basket (College Store). Students will be billed for these items and will be able to pick them up when they arrive on campus. A detailed sizing chart and order form will be sent to students before registration.
Students are required to have five complete sets of professional chef's whites, a pair of black safety kitchen shoes, and a complete kit of professional knives. Headwear is white skullcaps for freshmen and sophomores (included in the initial uniform packet) and green skullcaps for juniors and seniors. Students will be billed for this uniform packet. The student will also need a pair of black dress pants, a long-sleeved oxford button down collar white shirt (with Paul Smith's embroidery), a black bow tie and black dress shoes. The pants and white shirt will be ordered through the Hotel and Culinary Practicum Coordinator prior to beginning the semester-long Practicum.
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Degree Requirements: A minimum of 63 credit hours is required for completion of this A.A.S. degree program; 20 of the credit hours shall be in the Liberal Arts and Sciences. 400 hours of internship/industry work experience are required for this degree with no less than 200 hours at each location. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR CUL 101 PRO CK FUND I 100 4 CUL 102 PRO CK FUND II 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 RES 132 DINING RM KIT OPS 100 3
BAK 150 FOUND OF BAKING I 100 4 CUL 150 INTERN CUISINE SC-R 100 4 X QUANTITATIVE - F QP-F 100 3 RES 170 FD SERV SANIT AR-R 100 3 X SOCIAL CULTURAL - F SC-F 1/200 3
CUL 220 CONTEMP CUISINE 200 4 CUL 240 GARDE MANGER &CHA 200 4 CUL 280 X NUTRITION AR-F 200 3 X RESPON & EXPRESS - R RE-R 1/200 3 X WRITTEN COMM - R WC-R 1/200 3
CUL 260 COMM COOK & CAT 200 6 CUL 230 FD SERV OPS MGT QP-R 200 3 ELECTIVE 3
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Environment & Society Environmental Studies, B.A. The Environmental Studies (B.A.) program uses the tools of the social sciences and humanities to examine the challenging intersection of nature and culture. In the context of the global environmental crisis, Environmental Studies students will learn how different cultures view themselves in relation to the natural world and explore how those views impact Earth's systems. The Environmental Studies program allows students to explore these crucial issues from a variety of perspectives across the traditional disciplines, including politics, the arts, sciences, sociology, economics, ethics, philosophy, and environmental history.
The program employs a three-fold thematic approach to build and focus student understanding of the relationship between nature and culture and of the importance of stewardship. The three themes—Environment and Human Expression, Environment and Society, and Environment and Science —represent broad perspectives through which to examine the opportunities and issues surrounding our society's dialogue with nature.
The Environmental Studies program is built upon the College's well-established strengths in environmental and cultural stewardship and in the Liberal Arts. The design of the program is flexible enough to allow students to pursue their individual interests while they are also developing a solid foundational experience in the Liberal Arts. Upon graduation a wide range of career opportunities are open to the Paul Smith's Environmental Studies student. Careers in environmental writing, advocacy, environmental education, parks and recreation, and business are all appropriate for Environmental Studies graduates. In addition, the students may choose concentration electives that prepare them for further academic study.
At the end of the program students will be able to: Creatively and critically interpret, in written and oral form, the influence of philosophy, literature, religion and the arts in developing environmental policies and perspectives. Critically interpret the influence of politics, social forces, economics, and geography in developing environmental perspectives, policies and actions, highlighting the influence of social, cultural and ecological diversity. Analyze how different societies’ patterns of relating to and valuing the natural world have shaped the ecosystems around them over time, and how societies in turn have been shaped by their material environments. Effectively communicate and discuss how ecosystems function in conjunction with the mechanisms of human influence on nature. Through out-of-classroom group and individual work, describe how history, art, local culture, and economic activity have influenced environmental and social outcomes in the Adirondacks and other regions. Integrate critical thinking and research skills as a basis for informed action by using one or more applied tools for environmental study and management in independent and group research/action projects. Employ and integrate a variety of intellectual and disciplinary concepts in their study of and engagement with complex environmental policies and perspectives.
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Degree Requirements: Minimum 120 credits for B.A. degree with 45 credits in 300/400 level courses and 90 credits in the Liberal Arts and Sciences. CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITING WC-F 100 3 FYS 101 X FIRST YEAR SEM RE-F 100 3 SOC & NAT WRLD CRS 100 3 default course - Environ & Society ENV & SOCIETY CLUST 3 default course - Adirondack Studies
COM 201 X INTERP COMMUNICAT RE-R 200 3 X WRITTEN COMM - R WC-R 1/200 3 EST 200 X INTRO NATUR & CULT SC-F 200 3 X QUANTITATIVE - F QP-F 100 3 X LIBERAL ARTS ELECT 3-4
AR-R BIO 210 X GENERAL ECOLOGY QP-R 200 4 POL 202 X POLITICS OF THE ENV SC-R 200 3 X ENV&HUM EXPRESS CLUST 3 ENV & SOCIETY CULST 3-4 ELECTIVE 3-4
ECN 200 X PRINC OF ECONOMICS SC-R 200 3 ENV & SCIENCE CLUST 3 PRACTIC SKILL CLUST 3 SOC 220 X SOCIAL RESEARCH QP-R 200 3 ELECTIVE 3-4
CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR ENG 115 WILD AMER LIT or RE-R 100
X WC-I 3 RE-I ENG 340 CONT ENV WRITERS SC-I 300 EST 300 X ECOL CHANGE & SOC SC-I 300 3 EST 310 X ENV HST & SOC JUSTICE 300 3 ENV & SCIENCE CLUST 3-4 X LIBERAL ARTS ELECT 3-4
WC-I EST 320 X GLOBAL ES SEM SC-I 300 3 AR-I QP-I RE-I NRS 410 X NAT RES ECONOMICS SC-I 400 3 ENV & SOCIETY CLST - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
HUM 300 PHIL OF NATURE or 300 X RE-I 3 HUM 400 NATURE & ART 400 X ENV & SCIEN CLUST-UD 3/400 3-4 X ENV&HUM EXPR CLST 3 X LA ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
SUS 400 SUSTAIN CAPSTONE 400 4 X ENV&HUM EXPR CLST -UD 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Integrative Studies, B.S, B.A., A.S., or A.A. Today's world is in the midst of transformative change—environmental, economic, technological, scientific, and cultural. These changes confront us with new perspectives on what constitutes an educated, empowered person. Institutions of higher education have evolving expectations for student learning and student success. Increasingly, higher education is asked to develop in students not only skills and knowledge required by specific disciplines, but also the interdisciplinary skills student's need to work with diverse groups of people, to develop solutions to unstructured problems, and to demonstrate the self-directed qualities of intentional students (Association of American Colleges and Universities [AAC&U], 2002, 2005, 2007).
Paul Smith’s College endeavors to provide a quality education for its students. Our mission is to educate students to become productive citizens by combining experiential and traditional instruction through our commitment to discovery, discipline, and creativity. PSC programs address student interest in a number of professional programs that provide students with the knowledge and skills to be successful in these areas. The College is also committed to provide depth and breadth in a variety of areas that have been identified as essential to students’ lives.
The Integrated General Education (IGE) Program established five important competency areas that define the competence and skills necessary to become productive citizens in today’s world: analytical reasoning & scientific inquiry, quantitative problem solving, written communication, social & cultural engagement, and responsibility & expression. The following BA/BS/AS or AA degree in Integrative Studies builds on our Integrated General Education program by allowing students flexibility in developing their own self-designed major. Through this program, students select concentration tracks that appeal to them and form a basis for their future career and personal goals. The program also builds on the IGE program by placing greater emphasis on the skill areas such as financial competency and computer competency which will improve student success rates after college. A BA/BS in Integrative Studies complements the degree programs now available for students to select at Paul Smith’s College. This innovative degree allows students to discover their world and themselves without selecting one of our more career specific majors. A degree in Integrative Studies provides a way for entering students to explore, learn, and identify a focus later in their course work. In addition, this program improves the flexibility of our baccalaureate design by allowing current students in two year programs to add to their Associate's degree with an additional two-years of courses that connect their programmatic focus to their future interests.
At the end of the program students will be able to: Coherently integrate diverse elements from multiple domains of knowledge and practice to create a thesis, product, performance, or other kind of artifact within an appropriate context. Communicate organized and informed ideas clearly and persuasively to diverse audiences in writing. Apply quantitative and mathematical methods and models to develop potential solutions to real-world problems and financial decision making. Generate meaning by using appropriate research methodologies to collect, analyze, evaluate and synthesize data. Collaborate, interact and empathize with individuals and groups who represent diverse cultures, and contemporary and historic perspectives. Creatively express an informed point of view regarding human experience, cultures, values, and choices in a manner appropriate to audience and context.
Bachelor Degree (BS/BA) Students will be given the opportunity to integrate two or three topics in either a BA or BS model. The selection will depend on student interest and prerequisite coursework. Working collaboratively with their advisor, students will define a graduation plan in their sophomore year that clearly outlines which topics and degree they are pursuing. Please see the program planning guide for more information and a semester by semester course guide example.
Degree Requirements: A minimum of 120 credits, with 42 Upper Division credits and either 60 Liberal Arts and Science credits (BS) or 90 Liberal Arts and Science credits (BA).
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Two Topic: CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITING WC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 X ANALY REAS - F AR-F 3-4 X QUANTITATIVE - F QP-F 100 3 X SOCIAL CULTURAL - F SC-F 3
X WRITTEN COMM - R WC-R 3 X ANALY REAS - R AR-R 3-4 X QUANTITATIVE - R QP-R 3-4 X RESP & EXPRESS - R RE-R 3 X SOCIAL CULTURAL - R SC-R 3
MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4
INT 200 X INTEGRATED SEMINAR 200 3 MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4
CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR MAJOR ELECT TOPIC 1 3-4 MAJOR ELECT TOPIC 2 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4 ELECTIVE 3-4
Q-I MAT 335X FINAN DEC MAKING WC-I 300 3 MAJOR ELCT TOPIC 1 UD 3/400 3-4 MAJOR ELCT TOPIC 2 UD 3/400 3-4 ELECTIVE UD 3/400 3-4 ELECTIVE UD AR-I 3/400 3-4
CAPSTONE PLANNING 300 1 MAJOR ELCT TOPIC 1 UD 3/400 3-4 MAJOR ELCT TOPIC 2 UD 3/400 3-4 X LA ELECTIVE UD SC-I 3/400 3-4 ELECTIVE UD 3/400 3-4 ELECTIVE 2-4
CAPSTONE PROJ 400 3 X MAJOR ELCT TOPIC 1 UD 3/400 3-4 X MAJOR ELCT TOPIC 2 UD 3/400 3-4 X LA ELECTIVE UD RE-I 3/400 3-4 ELECTIVE UD 3/400 3-4
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Three Topic: CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITING WC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 X ANALY REAS - F AR-F 3-4 X QUANTITATIVE - F QP-F 100 3 X SOCIAL CULTURAL - F SC-F 3
X WRITTEN COMM - R WC-R 3 X ANALY REAS - R AR-R 3-4 X QUANTITATIVE - R QP-R 3-4 X RESP & EXPRESS - R RE-R 3 X SOCIAL CULTURAL - R SC-R 3
MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 MAJOR ELCT TOPIC 3 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4
INT 200 X INTEGRATED SEMINAR 200 3 MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 MAJOR ELCT TOPIC 3 3-4 X LA ELECTIVE 3-4
CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR MAJO R ELECT TPC 1 UD 3/400 3-4 MAJO R ELECT TPC 2 UD 3/400 3-4 MAJO R ELECT TPC 3 UD 3/400 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4
Q-I MAT 335X FINAN DEC MAKING WC-I 300 3 MAJO R ELECT TPC 1 UD 3/400 3-4 MAJO R ELECT TPC 2 UD 3/400 3-4 MAJO R ELECT TPC 3 UD 3/400 3-4 X LA ELECTIVE UD AR-I 3/400 3-4
CAPSTONE PLANNING 300 1 X LA ELECTIVE UD RE-I 3/400 3-4 X LA ELECTIVE UD SC-I 3/400 3-4 ELECTIVE UD 3/400 3-4 ELECTIVE UD 3/400 3-4 ELECTIVE 2-4
CAPSTONE PROJ 400 3 X LA ELECTIVE 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4 ELECTIVE 3-4
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Associate Degree (AA/AS) Students may also choose to pursue an AA or AS degree in Integrated Studies.
Degree Requirements: The AA requires 45 liberal arts and science credits while the AS requires 30 liberal arts and science credits. Two Topic: COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 X ANALY REAS - F AR-F 3-4 X QUANTITATIVE - F QP-F 100 3-4 X SOCIAL CULTURAL - F SC-F 3
X WRITTEN COMM - R WC-R 3 X ANALY REAS - R AR-R 3-4 X QUANTITATIVE - R QP-R 3-4 X RESP & EXPRESS - R RE-R 3 X SOCIAL CULTURAL - R SC-R 3
MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4
INT 200 X INTEGRATED SEMINAR 200 3 MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4 Three Topic: COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 X ANALY REAS - F AR-F 3-4 X QUANTITATIVE - F QP-F 100 3-4 X SOCIAL CULTURAL - F SC-F 3
X WRITTEN COMM - R WC-R 3 X ANALY REAS - R AR-R 3-4 X QUANTITATIVE - R QP-R 3-4 X RESP & EXPRESS - R RE-R 3 X SOCIAL CULTURAL - R SC-R 3
MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 MAJOR ELCT TOPIC 3 3-4 X LA ELECTIVE 3-4 X LA ELECTIVE 3-4
INT 200 X INTEGRATED SEMINAR 200 3 MAJOR ELCT TOPIC 1 3-4 MAJOR ELCT TOPIC 2 3-4 MAJOR ELCT TOPIC 3 3-4 X LA ELECTIVE 3-4
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Natural Resource Conservation & Management, B.S. The Natural Resource Conservation and Management program (NRCM) prepares students for the challenges ahead with an approach based on a blend of the natural and environmental sciences, technical training in natural resource management- related subject, and a solid foundation in the liberal arts. Included in this blend are numerous opportunities to take highly experiential courses that will have students out in the forests, on the lakes or in the wetlands that surround the campus. Graduates of this program are well prepared for positions with local, state and federal agencies involved in natural resource management or environmental consulting firms and non-profit environmental organizations. This degree provides many different career choices, including the ability to plan for a Conservation Officer career.
At the end of the program students will be able to: Explain the historical role and value of science in policy formation designed to protect, maintain, and restore natural and human altered environments. Articulate the differences between inductive and deductive methods of scientific inquiry as each pertain to gaining reliable knowledge. Teach students to articulate complex scientific and social issues into a language which is useful and meaningful to the general public. Explain the implications of the relationship of cumulative environmental impacts on the resilience of ecosystems, biomes and the biosphere. Apply basic principles of sustainability to problem solving across political boundaries. Delineate the management environment in ecological, economic, political, and socio-cultural terms. Define the cyclic management process as related to an organization's mission statement, strategic planning, assessment, implementation, and evaluation/monitoring program. Articulate the appropriateness of sustainable management models or approaches used to address resource management issues. Demonstrate basic knowledge of management and communication needed to work effectively with stakeholders in integrated natural resource management teams. Articulate the role of the political process in affecting change in policy and regulations at local, state, national and international scales. Develop evaluation and monitoring techniques which facilitate social and economic tenets in the management process. Identify opportunities for collaboration and public participation around resource-based issues and define steps to create and maintain effective collaborations under a range of social-economic conditions. Apply adaptive management approaches to increase the capacity of human communities to change with economic conditions while maintaining ecological integrity.
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Degree Requirements: Minimum 120 total credits, 45 upper division credits and 60 Liberal Arts and Science credits to complete the degree. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YEAR SEM RE-F 100 3 SOC & NAT WRLD CRS 100 3 default course - Environ & Society X LIBERAL ARTS ELECT 3-4 default course - Adirondack Studies
COM 201 X INTERP COMMUNICAT SC-R 200 3 X WRITTEN COMM - R WC-R 1/200 3 EST 200 X INTRO NATUR & CULT RE-R 200 3 X QUANTITATIVE - F QP-F 100 3 X LIBERAL ARTS ELECT 3-4
AR-R BIO 210 X GENERAL ECOLOGY QP-R 200 4 POL 202 X POLITICS OF THE ENV SC-R 200 3 PSY 110 X ORG BEHAVIOR SC-F 100 3 PRACT SKILLS CLUSTER 3-4 ELECTIVE 3-4
ECN 200 X PRINC OF ECONOMICS SC-R 200 3 SOC 220 X SOCIAL RESEARCH 200 3 PRACT SKILLS CLUSTER 3 ELECTIVE 3-4 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR FWS 210 CONSV LAW ENFORCEM 200 3 NRS 340 WATERSHED MGT 300 3 X CULT PRESP CLUST-UD 3/400 3 X ORG HABIT CLUSTER 3 ELECTIVE 3-4
ENV 455 X SUST DEVELOP 300 3 QP-I RE-I NRS 410 X NAT RES ECON SC-I 400 3 ORG HABIT CLUSTER 3 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4
AR-I ENV 420 X ENV IMPACT ASSESS WC-I 400 3 NEG & PLAN CLUST-UD 3/400 3 ECOSYS MGT CLUST-UD 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
ENV 315 ENV LAW REG PRACT 300 3 SUS 4XX SUSTAIN CAPSTONE 400 4 ECOSYS MGT CLUST-UD 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Park & Conservation Management, B.S. The Parks and Conservation Management program (PRCM) provides comprehensive educational approach offers the integration of traditional and experiential learning to encourage discovery, discipline and creativity. Through coursework in classrooms, laboratories, and program-specific fieldwork, Parks and Conservation Management students gain knowledge and develop skills to prepare them for rewarding careers and life-long learning.
Career opportunities exist in the public sector such as the National Park Service, U.S. Forest Service, state park departments, city and county parks and recreation departments. But there are a growing number of opportunities in the private sector working within resorts, lodges, estates and in managing facilities and parks for specific demographics such as elder communities. The program concentrates on the skills and knowledge areas needed to be successful in Parks and Conservation Management. This includes an emphasis in diverse backgrounds to form partnerships that meet client needs.
At the end of the program students will be able to: Examine the social, biological, and physical sciences underlying sound land use planning & management to include ecological principles & their application to management & use of the resources Employ the principles & practices of stewardship and use of natural resources and the ability to interpret them to the general public, particularly as related to the public's role in stewardship Demonstrate the ability to apply both traditional and innovative management. Evaluate the relationship of society to the environment. Discuss the conceptual foundations of play, recreation, & leisure Examine the significance of play, recreation, & leisure in contemporary society, and throughout a person's life span. Compare the interrelationship between leisure behavior and environmental ethics and the natural environment Implement leisure principles and procedures related to individuals, groups and the communities quality of life Evaluate a variety of assessment techniques and their uses Develop out-come oriented goals and objectives Utilize ethical considerations, leadership models, motivation techniques, team leadership, and self-managed team concepts. Identify the roles, interrelationships and use of diverse delivery systems addressing park resources, recreation, and leisure. Identify the public, private, profit, and not-for-profit delivery systems that address the leisure needs of the public, how they work together, and their importance Demonstrate the importance of leisure delivery systems for diverse populations Differentiate the impact of leisure delivery systems on a wide diversity of populations Apply appropriate research methodology and statistical analysis for assessment, planning and evaluation processes for evidence based decision making Apply the fundamental principles and procedures of management Explain the principles and procedures of human resource management Utilize the tools of professional communication
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Degree Requirements: The minimum number of credit hours necessary to meet degree requirements for the Parks and Conservation Management program is 122. A minimum of 60 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 40 credits shall be 300/400-level courses. CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR BIO 101 X BIOLOGY AR-F 100 4 ENG 101 X EFFECT COLL WRITING WC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 X QUANTITATIVE - F Q-F 100 3 REC 105 X REC & LEIS IN THE US SC-F 100 3
X WRITTEN COMM - R WC-R 1/200 3 X ANLY REASONING - R AR-R 1/200 3 X QUANTITATIVE - R QP-R 1/200 3 ELECTIVE 3-4 ELECTIVE 3-4
X RESP & EXPRESS - R RE-R 1/200 3 X SOCIAL CULT - R SC-R 1/200 3 X LIB ARTS ELECTIVE 3-4 ELECTIVE 3-4 ELECTIVE 3-4
ELECTIVE 3-4 ELECTIVE 3-4 ELECTIVE 3-4 ELECTIVE 3-4 ELECTIVE 3-4
CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR NRS 320 ENVIR RES ANALYS AR-I 300 3 PRK 340 FACILITIES MGT 300 3 RE-I DIVERSITY & SC-I PRK 360 INCLUSION BY DESIGN WC-I 300 3 X HUM DIM CLUSTER 3/400 3 X LIB ARTS ELECTIVE 3-4
QP-I MAT 335X FIN DEC MAKING WC-I 300 3 REC 310 RISK MGT LIAB 300 3 PRK 355 VISITOR MGT SERV RE-I 300 3 X HUM DIM CLUSTER 3/400 3 ELECTIVE 3-4
AR-I QP-I RE-I SC-I PRK 475 PARK & REC DESIGN WC-I 400 3 X HUM DIM CLUSTER 3/400 3 X NAT WORLD CLUSTER 3/400 3 X NAT WORLD CLUSTER 3/400 3 ELECTIVE 3-4
INTEGRT PARK MGT PRK 490 or SUS 4XX SUSTAIN CAPSTONE 400 4 (CAPSTONE) X HUM DIM CLUSTER 3/400 3 X NAT WORLD CLUSTER 3/400 3 X NAT WORLD CLUSTER 3 ELECTIVE 3-4
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Psychology, B.S. The BS in Psychology educates students to become productive citizens by combining experiential and traditional instruction in a caring community of engaged learners. Psychologists strive to understand themselves and the world. Some go into careers as researchers, teachers, or counselors. Others decide to take on challenges in diverse settings in business, the arts, or government service. Psychology is an excellent foundation for work in business or social services, or for graduate studies leading to a professional career in psychology or related fields.
Every graduate of the Paul Smith’s College Bachelor’s Program in Psychology will be able to: • Demonstrate fundamental knowledge and comprehension of the history, perspectives, concepts, and findings of psychology, such that they can explain how psychological principles apply to behavioral problems • Use scientific reasoning to interpret behavior, design research projects, and draw conclusions from research results • Act as an ethical student-scholar, recognizing their professional responsibility to respect the dignity of human and animal subjects
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Degree Requirements: The Psychology (PSYCH) program requires a total of 120 credits with 45 credits in 300/400 level courses and 60 credits in the Liberal Arts and Sciences. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YEAR SEM RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3 PSY 101 X INTRO PSYCHOLOGY SC-F 100 3
BIO 102 X BIOLOGY II 100 4 X WRITTEN COMM REINFWC-R 1/200 3 PSY 102 X PSYCH OF PERSONALITYSC-R 100 3 SOC 101 X SOCIOLOGY 100 3 ELECTIVE 1/200 3-4
MAT 210X STATISTICS QP-R 200 3 PSY 2XX X HUMAN DEVELOPMENTRE-R 200 3 SOC 200 X SOCIAL ISSUES 200 3 X SCIENCE ELECTIVE 200 4 BIO,CHM,ENV,PHY ELECTIVE 1/200 3-4
PSY 200 X ECOSPYCHOLOGY 200 3 PSY 3XX X ABNORMAL PSYCH 300 3 SOC 220 X SOCIAL RESEARCH AR-R 200 3 ELECTIVE 1/200 3-4 ELECTIVE 1/200 3-4 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR PSY 3XX X COGNTIVE PSYCH WC-I 300 3 AR-I QP-I PSY 3XX X RESCH METHODS PSYCH SC-I 300 3 X SCIENCE ELECTIVE 200 3-4 BIO,CHM,ENV,PHY X SOCIOLOGY ELECT - UD 3/400 3
PSY 3XX CLINICAL PRACTICE 300 3 PSY 3XX X SOCIAL PSYCHOLOGY RE-I 300 3 SOC 3XX X SOCIOLOGY ELECT-UD 300 3 ELECTIVE - UD 3/400 3-4 ELECTIVE 1/200 3-4
X PSYCH ELECTIVE - UD 3/400 3 X PSYCH ELECTIVE - UD 400 3 ELECTIVE- UD 3/400 3-4 ELECTIVE- UD 3/400 3-4 ELECTIVE 1/200 3-4
PSY 460 CAPSTONE 400 3 X PSYCHOLOGY ELECT-UD 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE 1/200 3-4
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Recreation, Adventure Education and Leisure Management, B.S. The Bachelor of Science (B.S.) Degree in Recreation, Adventure Education and Leisure Management (RECR) prepares leaders for professional positions in the field of participatory nature-based tourism. The RECR program seeks to develop students who can plan, conduct and assess ecologically and economically-sustainable outdoor pursuits programs within public or private settings committed to global sustainability. Within RECR coursework students will develop critical thinking, management, organization, problem-solving, decision making, communication, collaboration and leadership skills that will be transferable to any professional context. The RECR program addresses wholesome recreation that supports and improves the health of local and global ecosystems, economies and human cultures.
Students in the Recreation, Adventure Education and Leisure Management (RECR) program will have exposure to all of the following knowledge areas: Principles of Sustainability, Recreation, and Nature, Cultural and Global Relationships, Management and Administration, and Outdoor Pursuits Programming and Leadership, in conjunction with a strong liberal arts foundation.
Students will also be required to develop and articulate an Emphasis along with its outcomes as part of their course of study. According to their Emphasis within RECR, graduates can be excellent candidates for outdoor pursuits, activity leadership (guiding) positions, recreation resource management positions in public and private parks and reserves, and for positions involving the administration of adventure travel and ecotourism programs and trips. RECR programs of study are highly individualized, building upon the particular interests and career goals of each student, and drawing upon the full array of courses of the Paul Smith's College curriculum. All students are strongly urged both to consult with RECR program advisors and to review planning guides found on the Paul Smith's College website planning individual schedules, in order to ensure their timely progress toward degree completion.
At the end of the program students will be able to: Demonstrate foundational wilderness travel and camping skills according to the Leave No Trace philosophy. Identify and exhibit fundamental management principles and industry standards relevant for leading a sustainable nature-based recreation business or agency. Apply principles of quantitative problem solving, ethics, and sustainability to leadership and management decisions. Respectfully exemplify facilitation and leadership skills through effective individual and group communication with diverse audiences in written, graphic and oral form. Assess, design, deliver and evaluate safe, ethical, recreation pursuits that meet and develop the leisure interests of diverse audiences. Analyze the effect of nature based tourism and recreation in different cultural, historical and environmental contexts. Effectively select and use technology and equipment to meet programming, problem solving and communication needs. Deliver and evaluate best recreation professional practices in a given professional setting or context
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Degree Requirements: The minimum number of credit hours necessary to meet degree requirements for the RECR program is 120. A minimum of 60 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 40 credits shall be 300- or 400-level courses. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 REC 104 ADVENTURE ED I 100 3 REC 105 X REC & LEISURE IN US SC-F 100 3 SOC 115 X ADIRONDACK STUDIES SC-R 100 3
X QUANTITATIVE - F QP-F 100 3 MGT 200 PRINC OF MGT 200 3 REC 120 OUTD REC LEADERSHIP 100 3 WC-R REC 133 ENVIRON EDUCATION RE-R 100 3 ELECTIVE 3-4
QUANTITATIVE - R QP-R 1/200 3-4 REC 204 ADVENTURE ED II 200 3 X *NAT WORLD CLUSTER AR-F 100 3-4 X LIBERAL ARTS ELECT 3-4 ELECTIVE 3-4
ECN 200 X PRINC OF ECONOMICS 200 3 MGT 250 SUS PRACT ENTREP AR-R 200 3 MKT 200 PRINC OF MARKETING 200 3 REC 240 OUT ED PROG DES PLAN 200 3 X LA ELECTIVE 3-4 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR REC 320 SUS NAT-BASED TOURIS SC-I 300 3 ***DIVERSITY CLUSTER 3/400 3 X LIBERAL ARTS ELECTIVE 3-4 X LIBERAL ARTS ELECTIVE 3-4 X LIBERAL ARTS ELECTIVE 3-4
WC-I MAT 335 X FIN DEC MAKING QP-I 300 3 #EXPERIENT CLUSTER RE-I 3/400 3 X LIB ARTS ELECT - UD 3/400 3-4 X LIB ARTS ELECT - UD 3/400 3-4 ELECTIVE 3-4
REC 310 RISK MGT LIABILITY 300 3 **REC MGT CLUSTER 3/400 3 X LIB ARTS ELECT - UD AR-I 3/400 3-4 ELECTIVE - UD 3/400 3-4 X LIBERAL ARTS ELECTIVE 3-4
REC 440 REC THEORY CAPSTONE 400 3 **REC MGT CLUSTER 3/400 3 X LIB ARTS ELECT - UD 3/400 3-4 X LIB ARTS ELECT - UD 3/400 3-4 X LIB ARTS ELECT - UD 3/400 3-4
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Sustainable Communities & Working Landscapes, B.S. The Sustainable Communities & Working Landscapes program prepares students to work in the rapidly growing fields of conservation and sustainable development, environmental planning and management, green construction, sustainable agriculture and support of local agriculture, sustainable forestry, green business practices, conservation design, recycling and waste reduction, community green design, land use policy and regulation, and alternative energy and energy efficiency. In preparation for careers in this field, students will be provided with a program of study that integrates the natural, social, and management sciences. In addition, the program aims to help students develop tangible tools, including remote sensing and GIS, for assessing and managing sustainable enterprises, while providing an opportunity to develop creativity and curiosity through curriculum flexibility and open and restricted electives. The program is firmly rooted in the core principles of experiential learning promoted at Paul Smith’s College, ensuring that students will not only develop the theoretical underpinning necessary for a successful career in this field, but will also have hands-on experience of the realities of managing resources sustainably. Given that the field of sustainable resource use is rapidly developing, the program will also incorporate a constantly evolving curriculum to ensure that graduates receive relevant training and remain at the forefront of the industry.
At the end of the program students will be able to: Integrate political, social, economic, technological, and ecological dimensions of conservation and resource sustainability to make appropriate land use decisions. Analyze concepts, issues and practices related to sustainable food systems from farm to fork at individual, family, community, regional and global levels. Analyze concepts, issues and practices related to cultural sustainability and preservation of traditional arts at individual, family, community, regional and global levels. Develop, implement, and evaluate sustainable, entrepreneurial business strategies and projects that incorporate environmental and social consciousness into economic practice. Facilitate opportunities for collaboration and public participation around natural resource and cultural sustainability and work to create and maintain effective collaborations under a range of social-economic conditions.
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Degree Requirements: The Sustainable Communities and Working Landscapes (SCWL) program requires a total of 120 credits with 42 credits in 300/400 level courses and 60 credits in the Liberal Arts and Sciences. CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITING WC-F 100 3 FYS 101 X FIRST YEAR SEM RE-F 100 3 SOC & NAT WORLD CRS 100 3 default course - Environ & Society X LIBERAL ARTS ELECT 3-4 default course - Adirondack Studies
COM 201 X INTERP COMMUNICAT SC-R 200 3 X WRITTEN COMM - R WC-R 1/200 3 EST 200 X INTRO NATUR & CULT RE-R 200 3 X QUANTITATIVE - F QP-F 100 3 SUS 120 SUSTAIN COMM AGRIC 100 3
AR-R BIO 210 X GENERAL ECOLOGY QP-R 200 4 POL 202 X POLITICS OF THE ENV SC-R 200 3 PSY 110 X ORG BEHAVIOR SC-F 100 3 SUS 200 CONSV DES GRN COMM 200 3 X LIBERAL ARTS ELECT 3-4
ECN 200 X PRINC OF ECONOMICS SC-R 200 3 SOC 220 X SOCIAL RESEARCH 200 3 MGT 250 SUS PRACT ENTREP 200 3 SUS PRACT CLUSTER 3 ELECTIVE 3-4 CO MP# L REQUIREMENTS GE SEM CO URSE LV HRS GR ADDITIO NAL/REPEAT CRS GR RE-I COM 305 X CHANGE MANAGEMENT SC-I 300 3 EST 300 X ECOL CHANG & SOCIET 300 3 SOC 302 X THE CULTURE OF FOOD 300 3 SUS 310 CONSV DES GRN CONST 300 3 ELECTIVE 3-4
ENV 455 X SUST DEVELOP WC-I 400 3 QP-I RE-I NRS 410 X NAT RES ECON SC-I 400 3 ELECTIVE - UD 3/400 3 ELECTIVE 3-4 ELECTIVE 3-4
AR-I MGT 335 PROJECT MGT QP-I 300 3 SOC 315 COMM ORG OUTREACH 300 3 SUS 350 ALT ENERGY EFFICIENCY 300 3 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4
ENV 315 ENV LAW REG PRACT 300 3 SUS 496 SUSTAIN CAPSTONE 400 4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Forestry Forestry, B.S. The Forestry Bachelor's degree builds on the long tradition of forestry education at Paul Smith's College. The strength of the program is the foundation of technical, field-based, and experiential education that combines forest science, theory, and practice. Although it is not required, students in the Forestry Bachelor's program may also acquire one of our two-year technical degrees.
There are three concentrations available within the Forestry Bachelor's degree program. Ecological Forest Management is the most general of these and will prepare students for positions with government forestry agencies, forestry consulting firms, and non-governmental organizations. The Forest Operations concentration is best-suited for students interested in working for forest products companies or running their own forest products firm. Forest Biology, a science-based concentration, is ideal for a student who plans to specialize in a field such as forest ecology or forest entomology and possibly go on to graduate school. Regardless of the concentration, graduates of the Forestry program are also well prepared to continue their studies in graduate school if they choose. Each graduate of this program will have completed a rigorous core curriculum that includes forestry and related courses. The student will also have acquired the solid foundation in liberal arts and sciences, as well as in communications skills, necessary to be an effective professional and a responsible citizen.
The educational program in Forestry leading to the B.S. degree is accredited by the Society of American Foresters (SAF).
At the end of the program students will be able to: Analyze and synthesize the ecological and biophysical underpinnings of Forests. Analyze forestry production cycles. Analyze forest inventory and natural resources data, both spatially and non-spatially. Develop and express informed perspectives and opinions on the biophysical and sociopolitical contexts in which forestry is practiced. Integrate forestry knowledge and experience to develop forestry-related arguments and plans that reflect an appreciation of the diverse uses and values associated with forest resource and their sustainable management. Evaluate costs and benefits related to forest resource management.
Degree Requirements: A minimum of 121- 123 (depending on concentration) credits with a minimum of 40 credits of 300/400 level courses and 60 credits of Liberal Arts and Sciences credits is required for the B.S. degree.
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Ecological Forest Management Concentration, Forestry, B.S. The minimum number of credit hours necessary to meet degree requirements for the Ecological Forest Management concentration is 122. A minimum of 60 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 40 credits shall be 300- or 400-level courses. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FOR 101 INTRO TO FORESTRY 100 3 FOR 110 X DENDROLOGY AR-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3
X WRITTEN COMM - R WC-R 1/200 3 FWS 105 INTRO TO WILDLF MGT 100 3 GIS 230 GEOSPATIAL INFO TECHQP-R 200 3 X RESP & EXPRESS - R RE-R 1/200 3 X SOCIAL CULTURAL - F SC-F 1/200 3 REQUIRED SUMMER SESSION - SEE BACK OF PLAN SHEET BIO 101 X BIOLOGY AR-F 100 4 FOR 235 TIMBER HARVEST 200 4 FOR 241 FOREST MENS II AR-R 200 4 SRV 240 FIELD SURVEYING II QP-R 200 4
ECN 200 X PRINC OF ECONOMICS SC-R 200 3 FOR 260 SILVICULTURE 200 3 MAT 210X STATISTICS QP-R 200 3 X LIB ARTS ELECT 3-4 ELECTIVE 3-4 REQUIRED SUMMER SESSION BETWEEN FRESHMAN AND SOPHOMORE YEARS - 6 CREDIT HOURS COMP# L REQUIRED COURSES GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR FOR 206 FOR PROD PROCESS 200 2 FOR 240 FOR MENS I 200 2 SRV 201 FIELD SURVEYING I 200 2 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 210 X GENERAL ECOLOGY 200 4 CHM 141 X CHEMISTRY I 100 4 FOR 231 FOREST HEALTH 200 3 RE-I FOR 350 FOREST POLICY SC-I 300 3
FOR 310 X FOREST ECOLOGY AR-I 300 3 QP-I FOR 340 FOREST MANAGEMENT WC-I 300 4 FOR 461 CAPSTONE PLANNING 400 1 NRS 340 X WATERSHED MGT AR-I 300 3 X LIB ARTS ELECT - UD 3/400 3-4 ELECTIVE 2-4
FOR 3XX X SOILS & HYDROLOGY 300 4 FOR 420 X ADV SILVICULTURE 400 3 AR-1 NRS 410 X NAT RES ECONOMICS Q-1 400 3 ELECTIVE - UD 3/400 3-4
FOR 462 CAPSTONE PROJECT 400 3 X LIB ARTS ELECT - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Forest Biology Concentration, Forestry, B.S. The minimum number of credit hours necessary to meet degree requirements for the Forest Biology program is 123. A minimum of 60 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 40 credits shall be 300- or 400-level courses. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FOR 101 INTRO TO FORESTRY 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3
BIO 102 X BIOLOGY II 100 4 X WRITTEN COMM - R WC-R 1/200 3 FOR 110 X DENDROLOGY AR-F 100 3 FWS 105 INTRO TO WILDLF MGT 100 3 GIS 230 GEOSPAT INFO TECH QP-R 200 3 REQUIRED SUMMER SESSION - SEE BACK OF PLAN SHEET BIO 210 X GENERAL ECOLOGY AR-R 200 4 CHM 141 X CHEMISTRY I AR-R 100 4 ECN 200 X PRINC OF ECONOMICS SC-R 200 3 FOR 241 FOREST MENS II AR-R 200 4
BIO 204 X PLANT BIOLOGY 200 3 CHM 142 X CHEMISTRY II QP-R 100 4 FOR 260 SILVICULTURE 200 3 MAT 210 X STATISTICS QP-R 200 3 SOCIAL CULTURAL - F SC-F 1/200 3 REQUIRED SUMMER SESSION BETWEEN FRESHMAN AND SOPHOMORE YEARS - 6 CREDIT HOURS COMP# L REQUIRED COURSES GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR FOR 206 FOR PROD PROCESS 200 2 FOR 240 FOR MENS I 200 2 SRV 201 FIELD SURVEYING I 200 2 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 225 X GENETICS 200 3 CHM 241 X ORGANIC CHEMISTRY 200 4 FOR 231 FOREST HEALTH 200 3 RE-I FOR 350 FOREST POLICY SC-I 300 3
FOR 310 X FOREST ECOLOGY AR-I 300 3 FOR 340 FOREST MANAGEMENT WC-I 300 4 NRS 340 X WATERSHED MGT AR-1 300 3 FOR 461 CAPSTONE PLANNING 400 1 RESP & EXPRESS RE-R 3 ELECTIVE - UD 3/400 2-4
FOR 3XX X SOILS & HYDROLOGY QP-I 300 4 FOR 420 X ADV SILVICULTURE 400 3 X BIOLOGY CLUSTER-UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
FOR 462 CAPSTONE PROJECT 400 3 X BIOLOGY CLUSTER-UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Forest Operations Concentration, Forestry, B.S. The minimum number of credit hours necessary to meet degree requirements for the Forest Operations program is 121. A minimum of 60 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 40 credits shall be 300- or 400-level courses. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FOR 101 INTRO TO FORESTRY 100 3 FOR 110 X DENDROLOGY AR-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3
X WRITTEN COMM - R WC-R 1/200 3 FWS 105 INTRO TO WILDLF MGT 100 3 GIS 230 GEOSPATIAL INFO TECHQP-R 200 3 X RESP & EXPRESS - R RE-R 1/200 3 X SOCIAL CULTURAL - F SC-F 1/200 3 REQUIRED SUMMER SESSION - SEE BACK OF PLAN SHEET BIO 101 X BIOLOGY AR-F 100 4 FOR 235 TIMBER HARVEST 200 4 FOR 241 FOREST MENS II AR-R 200 4 SRV 240 FIELD SURVEYING II QP-R 200 4
ECN 200 X PRINC OF ECONOMICS SC-R 200 3 FOR 150 WOOD PROPERTIES 100 3 FOR 260 SILVICULTURE 200 3 MAT 210 X STATISTICS QP-R 200 3 X LIB ARTS ELECT 3-4 REQUIRED SUMMER SESSION BETWEEN FRESHMAN AND SOPHOMORE YEARS - 6 CREDIT HOURS COMP# L REQUIRED COURSES GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR FOR 206 FOR PROD PROCESS 200 2 FOR 240 FOR MENS I 200 2 SRV 201 FIELD SURVEYING I 200 2 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ACC 101 FINAN ACCOUNTING 100 3 CHM 141 X CHEMISTRY I 100 4 FOR 231 FOREST HEALTH 200 3 RE-I FOR 350 FOREST POLICY SC-I 300 3 X LIB ARTS ELECTIVE 2-4
FOR 310 X FOREST ECOLOGY AR-I 300 3 QP-I FOR 340 FOREST MANAGEMENT WC-I 300 4 FOR 461 CAPSTONE PLANNING 400 1 NRS 340 X WATERSHED MGT AR-I 300 3 X LIB ARTS ELECT - UD 3/400 3-4
FOR 3XX X SOILS & HYDROLOGY 300 4 FOR 400 FOREST PRODUCTS 400 3 FOR 420 X ADV SILVICULTURE 400 3
AR-1 NRS 410 X NAT RES ECONOMICS Q-1 400 3
FOR 462 CAPSTONE PROJECT 400 3 X LIB ARTS ELECT - UD 3/400 3-4 X LIB ARTS ELECT - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Arboriculture and Landscape Management, A.A.S. The Arboriculture and Landscape Management Program prepares students to perform as professional and business owners in the areas of tree and landscape planning, planting, and maintenance. The primary emphasis of the program focuses on the field of arboriculture including proper tree care methods. Students also receive classroom instruction and hands-on training in the areas of landscaping, greenhouse operations and turf management.
Graduates are in high demand in this growing profession. Many go to work for or establish and run tree care companies, landscaping firms or tree nurseries. Some students continue their education in pursuit of a bachelor's degree in Forestry or a related field.
At the end of the program students will be able to: Understand the fields of arboriculture and urban forestry along with career opportunities and affiliated professional organizations. Identify native trees and commonly planted ornamental trees and shrubs. Assess the condition of trees and shrubs on a property and be able to write maintenance recommendations. Use approved equipment to safely work in trees in order to perform tree surgery tasks. Properly prune and fertilize trees and shrubs. Perform a street tree inventory as well as compile and assess gathered data. Understand landscape design principles and be able to properly install landscape plants. Propagate plants from seeds, cuttings, and grafting methods. Recognize insect and disease problems of trees and understand acceptable control strategies. Understand basic accounting principles. Appreciation the day-to-day workings of a tree care related business. Communicate, reason, and interact in a professional manner. Use basic GIS technology and computer mapping technology.
Degree Requirements: A minimum of 62 credit hours is required for completion of this A.A.S. Degree program; 20 of the credit hours shall be in the liberal arts and sciences.
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COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FOR 101 INTRO TO FORESTRY 100 3 FOR 110 X DENDROLOGY AR-F 100 3 FOR 120 X INSECTS & DISEASE 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3
X WRITTEN COMM - R WC-R 1/200 3 FOR 130 LANDSCAPE FUND 100 2 FOR 140 ARBORICULTURE I 200 4 X QUANTITATIVE - F QP-F 100 3 X SOCIAL CULUTURAL-F SC-F 1/200 3
FOR 295 AALM EXTERN or 200 MGT 101 INTRO ENTREP or 100 can be taken during any 3 MGT 200 PRIN OF MANAG 200 regular semester
ACC 101 FINAN ACCOUNTING QP-R 100 3 FOR 250 ARBORICULTURE II AR-R 200 3 FOR 276 ORNAMENTAL DEND 200 3 GIS 201 X INTRO TO GIS or 200 3 GIS 230 GEOSPATIAL INFO TECH ELECTIVE 3-4
FOR 225 GREENHOUSE TURF 200 3 FOR 285 URBAN FOREST ISSUES SC-R 200 2 RESTRICTED ELECTIVE 3-4 ENV, FOR, GIS, NRS, PRK, REC Courses BUSINESS ELECTIVE 3 ECN, MGT, MKT Courses RESPON & EXPRESS - R RE-R 1/200 3
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Forest Technology, A.A.S. The Forest Technology, A.A.S. Program is designed to prepare students for employment in a variety of forestry related positions, both in government agencies and private forestry companies. During their two years of study, students will be exposed to the major concepts of forest operations and management. In addition, students will obtain practical experience and rigorous training through actual applications of these concepts in the field. Practical course work includes saw milling, timber cruising, timber harvesting, and surveying. Students gain further experience in silviculture, forest management, and forest production, as well as supporting fields including wildlife conservation and geospatial information technology.
The educational program in Forest Technology is accredited by the Society of American Foresters (SAF).
At the end of the program students will be able to: Identify the ecological and biophysical characteristics of forests. Measure and map land and forest resources and watersheds. Demonstrate forestry field skills and practices using forestry-related technology and equipment. Collect and interpret forest inventory and natural resources data, both spatially and nonspatially. Explain the biophysical and socio-political contexts in which forestry is practiced. Systematically gather data, synthesize information, and test hypotheses related to forest science to develop woodlot management strategies. Communicate and conduct oneself in a professional manner.
Degree Requirements: A minimum of 63 credit hours is required for completion of this A.A.S. program; one-third (20) of the credit hours shall be in the liberal arts and sciences. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FOR 101 INTRO TO FORESTRY 100 3 FOR 110 X DENDROLOGY AR-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3
X WRITTEN COMM - R WC-R 1/200 3 GIS 230 GEOSPAT INFO TECH QP-R 200 3 *FORT CLUSTER CRS 3 X RESPON & EXPRESS - R RE-R 1/200 3 X SOCIAL CULTURAL - F SC-F 1/200 3 SUMMER FOR 206 FOR PROD PROCESS 200 2 FOR 240 FOREST MENS I 200 2 SRV 201 FIELD SURVEYING I 200 2
FOR 231 FOREST HEALTH AR-R 200 3 FOR 235 TIMBER HARVEST 200 4 FOR 241 FOREST MENS II AR-R 200 4 SRV 240 FIELD SURVEYING II QP-R 200 4
FOR 260 SILVICULTURE 200 3 FOR 280 WOODLOT MGT SC-R 200 3 *FORT CLUSTER CRS 3 ELECTIVE 3
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Surveying Technology, A.A.S. Students in the Surveying Technology, A.A.S. program learn the concepts and principles needed for a career in land surveying. They gain extensive experience in the application of these concepts and principles to field problems. The surveying externship provides the students with additional experience working with an established land surveying company. The Surveying Technology Program at Paul Smith’s College seeks to produce graduates who have the knowledge, technical skills, and professional predispositions necessary for entry level positions in this rapidly changing profession. Graduates will be capable of advancing in the profession to the level of licensed land surveyor. Upon graduation students will be able to select appropriate measurement systems, analyze positional accuracy in conformance with appropriate standards, and prepare land records and plats to meet legal requirements.
Specifically, students will be able to: Prepare maps and drawings utilizing standard surveying methods and technology. Stakeout surveys for construction projects. Plan and conduct land subdivisions. Research and prepare a boundary map and surveyor’s report in compliance with legal requirements. Communicate, reason, and interact in a professional manner.
The Surveying Technology Program is accredited by the Engineering Technology Accreditation Commission of ABET, http://www.abet.org.
The New York State Education Department has registered this program for professional purposes. Graduates of the program receive two years of credit toward the education and experience requirements for the licensing examination for Land Surveyor in New York State.
Mathematics Entrance Requirement To successfully complete the Surveying program in two years, students must place, via the Accuplacer testing process or via transfer credit, into College Algebra. Students, who do not meet this expectation, while able to enter the College as an undeclared Forestry Associate Degree student, will not be admitted into the Surveying Technology program until they are able to meet the math requirement. Students who do not place into College Algebra will require a third year to complete the surveying program. As such, it is recommended that students take the Accuplacer placement examination as early as possible. Students who are weak in mathematics may choose to take a math course over the summer at a community college to prepare for the College Algebra course in the Fall. A recommended first year schedule for students who place below College Algebra is available and will help the student complete both their Surveying degree and the GIS Certificate program during their three years.
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Degree Requirements: A minimum of 63 credit hours is required for completion of this A.A.S. Degree program; 20 of the credit hours shall be in the liberal arts and sciences. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FOR 110 X DENDROLOGY AR-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 X QUANTITATIVE - F QP-F 100 3 SRV 100 *SURVEYING I FUND 100 3
MAT 145X TRIGONOMETRY QP-R 100 3 SRV 101 SURVEYING II: AUTO 100 3 SRV 210 PHOTOGRAMMETRY QP-R 200 3 SRV 220 CAD I FUND 200 3 RESPON & EXPRESS - R RE-R 1/200 3
SRV 235 SURV III: FLD EXPER 200 3 WRK 190 SURVEYING EXTERN 100 0
GIS 260 GEODESY GPS, GIS AR-R 200 4 SRV 250 TOPO SURVEYING 200 4 SRV 260 ROUTE SURVEYING 200 4 MAT 210X STATISTICS QP-R 200 3
X WRITTEN COMM - R WC-R 1/200 3 SRV 221 CAD II SURV APPLIC 200 3 SRV 270 LAW & LAND SURV SC-R 200 3 SRV 290 PROB SOLVING IN SURV SC-R 200 3 X SOCIAL CULTURAL - F SC-F 1/200 3
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Natural Science Biology, B.S. In addition to providing the required knowledge base, Paul Smith's B.S. program in Biology teaches students how to formulate questions, how to observe and record natural phenomena, how to analyze and evaluate data, and how to draw conclusions from scientific results. In the spirit of our hands-on, experiential approach to learning, Paul Smith's students have full access to a unique “living laboratory” which includes 14,200 acres of college-owned forests, wetlands, lakes, and streams. They are encouraged to study natural habitats and environmental issues first-hand, often within walking distance of their residence halls.
At the end of the program students will be able to: Articulate a global context, using the ADK park as a model. Acquire a body of knowledge , including biodiversity, structure and function and ecology, and apply this knowledge to answer questions. Develop an ability to analyze, evaluate and synthesize scientific information. Effectively collaborate with others and communicate scientific information. Develop experimental and investigative scientific skills. Acquire technology skills in the study of biology. Consider ethical, social, economic and environmental implications of using science and technology.
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Degree Requirements: Minimum 120 credits for B.S. degree with 40 credits in 300/400 level courses and 60 credits in the Liberal Arts and Sciences. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITING WC-F 100 3 FYS 101 X FIRST YR SEMINAR RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3
BIO 102 X BIOLOGY II 100 4 MAT 210X STATISTICS QP-R 200 3 WRITTEN COMM - R WC-R 1/200 3 RESPON & EXP - R RE-R 1/200 3 SOCIAL CULT - F SC-F 1/200 3
BIO 210 X GENERAL ECOLOGY AR-R 200 4 CHM 141 X CHEMISTRY I AR-R 100 4 PHY 241 X PHYSICS I AR-R 200 4 SOCIAL CULTURAL - R SC-R 1/200 3
BIO 204 PLANT BIOLOGY or X 200 3 BIO 205 ANIMAL BIOLOGY BIO 225 X GENETICS 200 3 CHM 142 X CHEMISTRY II 100 4 ELECTIVE 3 ELECTIVE 3 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR AR-I RE-I BIO 320 X EVOLUTION SC-I 300 3 CHM 241 X ORGANIC CHEM I 200 4 UD BIOLOGY ELECT 3/400 3-4 WRITTEN COMM - I WC-I 3/400 3-4 ELECTIVE 2-4
BIO 230 COMP VERT ANATOM 200 4 UD BIOLOGY ELECT 3/400 3-4 QUANT - I Q-I 3/400 3-4 ELECTIVE 4 SOC 461 CAPSTONE PLANNING 400 1
UD BIOLOGY ELECT 3/400 3-4 UD BIOLOGY ELECT 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4
UD BIOLOGY ELECT 3/400 3-4 UD BIOLOGY ELECT 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4 SOC 462 CAPSTONE PROJECT 400 3
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Ecological Restoration, B.S. Students who major in Ecological Restoration will learn to repair ecosystems that has been degraded, damaged or destroyed. When it comes to sustaining the diversity that’s fundamental to life on Earth, nature and culture are not mutually exclusive.
Ecological Restoration, one of our newest majors, equips students with a deep understanding of the interdependent relationships among aquatic and terrestrial ecosystems and the humans who populate them. With 14,000 acres of biodiversity right here on campus, here’s what you’ll do: Participate in surveys of a variety of ecosystems: forests, lakes, streams and wetlands. Assess ecological conditions using biological communities (plants and animals). Design and implement projects to restore watersheds, rivers and streams, lakes and wetlands. Engage communities and encourage citizen science.
The mission of the program is to prepare students to be future leaders in the emerging field of ecological restoration. Our graduates will be able to participate in collaborative planning and execution of ecological restoration projects by applying ecosystem knowledge and technical skills, by engaging communities and citizen participation and by using adaptive management. Our graduates will be able to articulate the relationship between ecosystem function and human health and well-being.
At the end of the program students will have: Learned how science as a body of knowledge and as a method of inquiry are used to understand and study ecosystems. Ecosystem Structure and Function Natural Disturbance Regimes and Succession Measuring Change and Variability in Ecological Systems Matters of Scale (spatial and temporal) Learned how to assess the level of damage or degradation to the structure and function of watersheds, rivers and streams, lakes, and wetlands in forested, agricultural and suburban/urban environments. Research Design Survey and Assessment Techniques Selecting Benchmarks or Reference Conditions Human-mediated Alterations to Disturbance Regimes and Succession Identifying Legacy Effects Learned how ecosystem knowledge and human systems are integrated into restoration planning, implementation, and adaptive management in order to restore damaged or degraded ecosystems. Planning Ecological Restoration Projects The Management Environment (ecosystems and human systems) The Management Process (Assessment, Implementation, Monitoring) Teamwork , Collaboration, and Stakeholders Reporting, Celebrating and Publicity
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Degree Requirements: The minimum number of credit hours necessary to meet degree requirements for the Ecological Restoration degree program is 120. A minimum of 60 credits of the total shall be drawn from the Liberal Arts and Sciences. At least 45 credits shall be 300- or 400-level courses. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 ENV 110 X FOUND ENV SCIENCE 100 4 FYS 101 X FIRST YEAR SEM RE-F 100 3
BIO 102 X BOLOGY II 100 4 X WRITTEN COMMUN WC-R 1/200 3 FOR 110 X DENDROLOGY 100 3 MAT 125X ALGEBRA QP-F 100 3 X SOCIAL CULTURAL SC-F 1/200 3
BIO 210 X GENERAL ECOLOGY AR-R 200 4 CHM 141 X CHEMISTRY I 100 4 ECN 200 X PRINC OF ECONOMICS SC-R 200 3 ELECTIVE 3-4
CHM 142 X CHEMISTRY II 100 4 ENV 120 GEOLOGY or X GEO 101 GEN GEOGRAPHY 100 3 GIS 201 X INTRO TO GIS 200 3 HUM 270X ETHICS RE-R 200 3 MAT 210X STATISTICS QP-R 200 3 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 204 X PLANT BIOLOGY 200 3 FOR 3XX X SOILS & HYDROLOGY 300 4 NRS 300 X ECOLOG RESTORATION WC-I 300 3 ELECTIVE 3
ENV 330 X CONSERV BIOLOGY QP-I 300 3 RE-I & SC-I FOR 310 X FOREST ECOLOGY AR-I 300 3 NRS 340 X WATERSHED MGT 300 3 ELECTIVE 3-4 ELECTIVE 4
ENV 471 X STREAM ECOL MGT 400 3 ENV 473 X WETLANDS ECOSYST 400 3 HUMAN SYST CLUSTER 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
NRS 495 INT NAT RES MGT 400 4 HUMAN SYST CLUSTER 3/400 3 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Environmental Sciences, B.S. A broad science foundation and technical expertise characterizes the bachelors in Environmental Science. In addition to building foundational knowledge and skills in Biology and Chemistry, students will gain expertise with Geographic Information Systems technology. This technology is used in a wide variety of situations to store and analyze geographic data related to human use of land and other natural resources. A variety of upper-division electives allows students to tailor their course work to their interests within this broad field of science.
At the end of the program students will be able to: Describe the physical environments and biological communities that characterize terrestrial and aquatic environments. Describe the physical, chemical and biological processes that govern the flow of energy and material resources in air, water, and soil. Apply science as a body of knowledge and as a method of inquiry in research. Apply basic statistics to problem solving and hypothesis testing. Be able to access and synthesize scientific literature to gain a comprehensive understanding of issues on environmental quality. Develop a scientific rationale for assessment of problems effecting environmental quality. Apply assessment and monitoring techniques to data collection, quality assurance & quality control, and analyses. Articulate scientific findings in oral and written forms. Describe management approaches that appropriately address environmental issues (e.g., adaptive management, ecosystem management, best management practices). Delineate influential factors in environmental management (e.g., ecological, economic, political, and socio-cultural) and delineate the basic steps in the management process (e.g. assessment, implementation of action, and evaluation). Articulate the role of law and regulatory process in the protection, maintenance and restoration of the environment (e.g., clean water act). Develop the skills needed to effectively work with a variety of stakeholders in an interdisciplinary management setting as an integrated team.
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Degree Requirements: Minimum 120 credits for B.S. degree with 40 credits in 300/400 level courses and 60 credits in the Liberal Arts and Sciences. COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 ENV 110 X FOUND OF ENV SCIENCEAR-F 100 4 FYS 101 X FIRST YR SEMINAR RE-F 100 3
BIO 102 X BIOLOGY II 100 4 X WRITTEN COMM - R WC-R 1/200 3 MAT 125X ALGEBRA QP-F 100 3 RESPON & EXPRESS - R RE-R 1/200 3 X SOCIAL CULTURAL -F SC-F 1/200 3
BIO 210 X GENERAL ECOLOGY AR-R 200 4 CHM 141 X CHEMISTRY I AR-R 100 4 PHY 241 X PHYSICS I AR-R 200 4 POL 202 X POLITICS OF THE ENV SC-R 200 3
CHM 142 X CHEMISTRY II QP-R 100 4 MAT 210X STATISTICS QP-R 200 3 ELECTIVE 2-4 ELECTIVE 3-4 ELECTIVE 3-4 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR CHM 241 X ORGANIC CHEM I AR-R 200 4 GIS 201 X INTRO TO GIS 200 3 UPPER DIV SCIENCE CRS 3/400 3-4 UPPER DIV SCIENCE CRS 3/400 3-4 ELECTIVE 3-4
CHM 310 X ENVIRON CHEMISTRY AR-I 300 4 AR-I Q-I RE-I ENV 330 X CONSV BIOLOGY SC-I 300 3 ELECTIVE 3-4 WRITTEN COMM - I WC-I 3/400 3-4 SOC 461 CAPSTONE PLANNING 300 1
UPPER DIV SCIENCE CRS 3/400 3-4 UPPER DIV SCIENCE CRS 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4
UPPER DIV SCIENCE CRS 3/400 3-4 UPPER DIV SCIENCE CRS 3/400 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE 3-4 SOC 462 CAPSTONE PROJECT 400 3
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Fisheries and Wildlife Sciences, B.S. The Fisheries and Wildlife Sciences B.S. Program at Paul Smith's College, with concentrations in Fisheries Science and Wildlife Science, offers students the education needed for entry-level positions in state and federal agencies, non-profit organizations and private consulting firms and prepares students for graduate education. Program content is based upon emerging issues in natural resource management and on certification requirements of professional organizations such as the American Fisheries Society and the Wildlife Society. Program activities are coordinated with the Adirondack Watershed Institute, a research and outreach organization based at Paul Smith's College.
At the end of the program students will be able to: Apply science as a body of knowledge and as a method of inquiry. Apply key concepts of biology and ecology to fisheries and wildlife organisms, populations, communities, and their habitats. Apply basic math skills to problem solving in fisheries and wildlife populations and their habitat. Apply key principles of physics and chemistry to fisheries and wildlife adaptations. Develop a comprehensive understanding of the relation between trends in human population growth and major issues (past, present, and future) affecting fish and wildlife populations, communities, and their habitat. Explain how major issues affect the dynamics of fish populations, communities, and their habitats. Articulate scientifically a rationale and justification for assessing and monitoring the effects of major issues on fish and wildlife populations, communities, and their habitat. Apply gained knowledge of assessment and monitoring protocols to evaluate the effects of major issues on fish and wildlife populations, communities, and their habitats Delineate the management environment in ecological, economic, political, and socio-cultural terms. Define the cyclic management process as related to an organization's mission statement, goals, objectives, strategies, assessment plan (problem definition), implementation plan (action plan), and evaluation/monitoring program. Articulate the appropriateness of management approaches used to address the issues and problems affecting fisheries and wildlife, their habitats, and humans. Define the skills needed to effectively work with a variety of stakeholders in an interdisciplinary management setting as an integrated team.
Degree Requirements: This degree includes both a set of program core requirements and core electives (48) credits), and completion of an 18 -to 21 - credit concentration within either Fisheries or Wildlife Sciences. A minimum of 60 credits are liberal arts and science courses; at least 45 credits of the minimum of 120 approved credits required are in the upper-division. The degree is offered within a standard eight-semester sequence, providing opportunity for summer employment, internships or additional studies.
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Fisheries Concentration COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FWS 101 INTRO FISH & WILD 100 4 FYS 101 X FIRST YR SEMINAR RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3
BIO 102 X BIOLOGY II 100 4 WRITTEN COMM - R WC-R 1/200 3 MAT 180X PRECALCULUS QP-R 100 3 X RESPON & EXPRESS-R RE-R 1/200 3 X SOCIAL CULTURAL -F SC-F 1/200 3
BIO 210 X GENERAL ECOLOGY AR-R 200 4 CHM 141 X CHEMISTRY I AR-R 100 4 FWS 270 X NAT HIST OF NA VERTS AR-R 200 3 PHY 241 X PHYSICS I 200 4
BIO 225 X GENETICS 200 3 CHM 142 X CHEMISTRY II QP-R 100 4 GIS 201 X INTRO TO GIS 200 3 MAT 210 X STATISTICS QP-R 200 3 SOCIAL CULTURAL-R SC-R 1/200 3 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 457 X AQUATIC INVERTS 400 3 FOR 3XX X SOILS & HYDROLOGY 300 4 FWS 331 FISHERIES TECHN 300 3 ELECTIVE 2-4 ELECTIVE 2-4
BIO 362 X ICHTHYOLOGY 300 3 NRS 340 X WATERSHED MGT 300 3 SOC 461 X CAPSTONE PLANNING 400 1 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 2-4
AR-I ENV 361 X LIMNOLOGY QP-I 300 4 ENV 471 X STREAM ECOL & MGT 400 3 X BIOLOGICAL SCI ELECT 3/400 3-4 HUMAN DIMEN ELECT 3 ELECTIVE - UD 3/400 2-4
AR-I WC-I QP-I RE-I SC-I FWS 480 FISHERIES BIOL & MGT 300 3 X BIOLOGICAL SCI ELECT 3/400 3 HUMAN DIMEN ELECT 3 ELECTIVE - UD 3/400 3-4 SOC 462 X CAPSTONE PROJECT 400 3
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Wildlife Concentration COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR BIO 101 X BIOLOGY I AR-F 100 4 ENG 101 X EFFECT COLL WRITINGWC-F 100 3 FWS 101 INTRO FISH & WILD 100 4 FYS 101 X FIRST YR SEMINAR RE-F 100 3 MAT 125X ALGEBRA QP-F 100 3
BIO 102 X BIOLOGY II 100 4 X WRITTEN COMM-R WC-R 1/200 3 MAT 180X PRECALCULUS Q-R 100 3 X SOCIAL CULTURAL - F SC-F 1/200 3
BIO 210 X GENERAL ECOLOGY AR-R 200 4 CHM 141 X CHEMISTRY I AR-R 100 4 FWS 270 X NAT HIST OF NA VERTS AR-R 200 3 RESPON & EXPRESS-R RE-R 1/200 3 SOCIAL CULTURAL - R SC-R 1/200 3
BIO 204 X PLANT BIOLOGY 200 3 BIO 225 X GENETICS 200 3 CHM 142 X CHEMISTRY II 100 4 GIS 201 X INTRO TO GIS 200 3 MAT 210X STATISTICS QP-R 200 3 COMP# L REQUIREMENTS GE SEM COURSE LV HRS GR ADDITIONAL/REPEAT CRS GR AR-I Q-I RE-I FWS 320 TECH WILDLIFE MGT WC-I 300 4 ECOLOGY ELECTIVE 300 3-4 ZOOLOGY ELECTIVE 3-4 ELECTIVE - UD 3/400 3-4
X WILDLIFE BIO ELECT 300 4 ENV 330 X CONSERV BIOLOGY SC-I 300 3 POL, ADM ELECTIVE 3 ELECTIVE - UD 3/400 3
X PHYSICAL SCI ELECT 3-4 X BOTANY ELECTIVE 3-4 ZOOLOGY ELECT 3-4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
FWS 470 WILDLIFE MGT CAPST 400 4 X WILDLIFE BIO ELECT 300 4 ELECTIVE - UD 3/400 3-4 ELECTIVE - UD 3/400 3-4
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Minors Students must formally apply for all minors. For addition information, see Minor Guidelines in Academic Policies and Procedures.
Biology Minor Students from different backgrounds and in various major programs of study may have an interest in the study of living things. The design of the biology minor includes lower division courses covering the structure, functioning and interactions of living things. The upper division electives cluster offers a variety of courses that deal with living things at different levels of organization. For instance, there are courses that mainly address biological processes within living things (e.g. Biotechnology, Plant Physiology), course that mainly address organism diversity (e.g. courses with the ‘ology’ suffix) and courses that mainly address interactions between organisms and the environment (e.g. courses with ‘ecology’ in the title). With this variety of courses in the upper division cluster, students can choose courses that complement their major program of study.
The minor consists of at least 21 credits; four foundational courses and two upper division electives. The upper division electives used for this minor cannot be used to fulfill requirements for any other program of study. All prerequisites to foundation and electives courses apply. Students applying for this minor should have earned an overall GPA of 2.0 or higher and be in good academic standing within their individual major.
Minor Requirements:
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Botany Minor Students will deepen their understanding about the structure, function, and ecology of the flora in the Adirondack Park. The Botany Minor requires a completion of 18 credit hours.
Minor Requirements:
Chemistry Minor Chemistry courses include laboratory skills that are not typically taught in other PSC science courses. The lower division courses for this minor provide a foundation in both physical and organic chemistry. Students then choose one upper division chemistry course to gain specific expertise. The upper division chemistry courses each have a different focus, making them attractive to students from different disciplines.
The minor consists of 5 courses (19-20 credits); four foundational courses and one upper division chemistry elective. All prerequisites to foundation and electives courses apply. Students applying for this minor should have earned an overall GPA of 2.0 or higher and be in good academic standing within their individual major.
Minor Requirements:
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Craft Beer Studies and Management Minor Brewing craft beer has become all the rage in recent years, and with this minor, students can not only learn the process, but how to market and successfully sell products. The Craft Beer Studies and Management minor requires the completion of 21 credit hours.
Minor Requirements:
Entrepreneurial Business Minor The Entrepreneurial Business minor requires the completion of 18 credit hours, consisting of 12 credits in foundation courses and two business electives (at least one course needs to be upper division - 300/400 level). The minor will be awarded with the diploma as an annotation to the transcript, providing that the student has at least a 2.0 GPA in the minor course requirements. All prerequisites to foundation and required courses apply. Elective choices cannot be courses already being required for the student's program of study.
Minor Requirements:
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Environmental Communications Minor The Environmental Communication minor offers students the opportunity to develop skills in communicating the critical and challenging issues involving the integrity of the natural world and the human practices, policies and traditions that affect it. The program serves the needs of students aiming at writing for the public about environmental challenges confronting our planet. Students will gain competence in reporting and science news writing, feature writing, and essay writing and storytelling. The program builds skill in the entire writing process, from topic generation to drafting, revision, editing and proofing.
Please note that students must have completed a Communication Foundation and one Communication Structural experience prior to being accepted into the minor.
Minor Requirements:
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Environmental Studies Minor The Environmental Studies minor is attractive to students in baccalaureate programs who wish to gain an enriched understanding of critical environmental issues and their socio-cultural implications. Forestry, Natural Resources and Recreation students might desire additional courses in the humanities and social sciences to supplement their technical degrees. An Environmental Studies minor could be a valuable addition to a Hospitality or Culinary Arts student interested in ecotourism, green management, or the environmental dimensions of the culinary sector. Similarly, science and business majors could benefit from an Environmental Studies minor to provide critical cultural and historical context to their program studies.
Minor Requirements:
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Forestry Minor Forestry is one of the signature programs at Paul Smith’s. The Forestry Minor, consisting of 5 courses (21 credits) plus the summer forestry block, provides students in other programs the opportunity to get a basic education in forestry. Anyone seeking employment in the woods (environmental scientists, biologists, wildlife managers, natural resource managers, etc.) can broaden their training and learn about the multiple uses of forests through the Forestry Minor.
Minor Requirements:
~ 107 ~
Geographic Information Systems Minor Geographic Information Systems (GIS) and related techniques for spatial data collection and analysis are increasingly important tools in forestry, recreation, natural resources, environmental science, and related disciplines. The GIS Minor is designed to allow students currently enrolled in other programs to develop and demonstrate their skills in this important area. Minors can only be pursued and earned in conjunction with a degree program. They cannot be earned after completion of the degree; they must be earned prior to or at the same time.
A minimum of 18 credit hours is required to complete this program, but several of the required courses or restricted electives have prerequisites, so students starting with no applicable college-level course credits will typically have to complete a minimum of 22 credit hours.
Minor Requirements:
~ 108 ~
Maple Production and Products Minor Learn how to produce maple syrup through hands on learning, while also learning proper sugar bush management as well as marketing skills. The Maple Production and Products minor requires 18 credits.
Minor Requirements:
~ 109 ~
Outdoor Leadership Minor Become an outdoor leader through developing leadership skills in the classroom while learning how to safely have fun out in the outdoors, whether it’s with friends or leading a group of people on an expedition. The Outdoor Leadership Minor requires a completion of 18 credit hours.
Minor Requirements:
~ 110 ~
Sustainable Communities Minor Sustainability is a common thread that runs through many of the programs at Paul Smith’s. The Sustainable Communities Minor allows a student to demonstrate a broad knowledge of natural resources sustainability from the basics of ecological sustainability and society’s interaction with natural resources to conservation design of communities, structures, or alternative energy, and land use planning.
Understanding sustainable practices is increasingly important in many fields including facilities management, hospitality, and business.
Minor Requirements:
~ 111 ~
Course Descriptions ACC 101 Students utilize the rules of debits/credits in preparing the step-by-step process incorporated in a full Financial Accounting accounting cycle. Analysis and preparation of basic financial statements are included. Students will be able to complete an in-depth accounting of certain assets and liabilities.
Completes General Education Requirement: QP-R. ACC 102 Study of the principles of financial accounting begun in Financial Accounting (ACC 101) is continued, Managerial Accounting including in-depth studies of cash flows, international accounting practices, and corporate structure. A foundation of managerial accounting is presented, including standard costing, budgeting, profit planning, break-even analysis, and responsibility accounting in decision-making situations. Prerequisite: Financial Accounting (ACC 101).
Completes General Education Requirement:QP-R. ACC 301 This course will familiarize students with accounting principles and practices applicalble to small Small Business Accounting business organizations. Various business models will be explored. Students will analyze and maintain financial information using small business accounting software and assess the financial implications of small business decision-making. Prerequisite(s): Junior standing and ACC 101 Financial Accounting. BAK 150 In this laboratory course, the student will be exposed to a foundational array of baking preparations and Foundations of Baking skills. The student will be exposed to quick breads; yeast-raised products including artisan breads; pies, tarts, cookies, and cakes; and introductory pastry items such as pâte à choux, puff pastry, and phyllo dough, as well as custards, fillings, and cold dessert sauces. Additional emphasis will be placed on formula conversion, scaling, and mixing techniques that differentiate baking from cooking. BAK 160 In this laboratory course the student will be exposed to a foundational array of baking methods, Foundations of Baking & procedures and techniques. The student will be introduced to yeast risen dough, quick breads and Pastry Arts introductory pastry items. Emphasis will be placed on formula conversion, food cost, scaling and mixing methods. Students will begin preparation of professional baking career portfolio. This course may use alcoholic beverages to flavor production items.
Completes General Education Requirement:QP-R. BAK 165 A lecture/laboratory course that introduces the foundations of quantity baking and offers the Introduction to Quantity opportunity for students to produce products to be used for retail sales. Utilizing foundational baking Baking I skills from BAK 160, students will learn techniques and theory regarding formula conversion and quantity scaling and production. Prerequisite:BAK 160. BAK 260 Based on foundational competencies achieved in Foundations of Baking 160 students will build upon Foundations in Baking II learned concepts and be exposed to an advanced array of baking methods, procedures and techniques. The student will be introduced to laminated dough, tarts, pâte à choux mousses, Bavarians, basic dessert sauces. Introduction of dessert plating and presentation as well as advanced cake decoration will also be included. This course may use alcoholic beverages to flavor production items. Prerequisite: BAK 160: Foundations in Baking I.
Completes General Education Requirements:Q-S, QP-R. BAK 265 A lecture/laboratory course that builds upon the foundational quantity baking skills obtained in Quantity Baking II Introduction to Quantity Baking I and Foundations of Baking I while introducing new products and techniques. Students will prepare artisan style yeasted products, laminated dough and a variety of additional retail and wholesale products. Pre- requisites: BAK 160: Foundations of Baking I and BAK 165: Introduction to Quantity Baking I. BAK 270 A lecture/laboratory class that focuses on the preparation of classical pastries and contemporary International Baking & Pastry restaurant desserts. Students will learn the techniques, methods and procedures used in the production of International style tortes, petits fours sec & glacé, frozen desserts. Strong emphasis will be placed on plating and presentation techniques.Students will explore the factors that have had an affect on the evolution of dessert pastries in a variety of countries. These factors include geography and climate; historical and political events and various cultural and religious influences. Prerequisite(s): Foundations of Baking I (BAK 160), Foundations of Baking II (BAK 260)
Completes General Education Requirement:SC-R. BAK 275 A lecture/laboratory class that focuses on the preparation of confections and contemporary restaurant Confections & Decorative desserts. Students will learn the techniques, methods and procedures used in the production of petits Work fours sec & glacé, confections, and decorative finishing work, including, but not limited to, chocolate and sugar. Strong emphasis will be placed on presentation techniques. Prerequisites: Foundations of Baking I and II (BAK 160, BAK 260). BAK 280 This course focuses on the advertising, merchandising and management of a retail bakery and the Retail Practical Experience baked goods produced. Each student will act as General Manager of the bakery operation during rotation through course positions. Students will utilize previously learned formula food costing and be responsible for sales, marketing, inventory and ordering as well as labor cost control techniques regarding retail and wholesale operations. The measurement of customer satisfaction will also be focused upon. Prerequisites: Foundations in Baking I and II (BAK 160, BAK 260), Quantity Baking I and II (BAK 165, BAK 265). BAK 310 This course provides students with the opportunity to conduct advanced study and skill development Guided Study on Baking on specific baking techniques. This advanced-level course will provide students with greater depth on a Techniques specific skill or tehcnique associated with baking. There is a course fee associated with this course. Prerequisite: BAK 280 Retail Practical Experience. BAK 320 This advanced baking and pastry course will focus on taking the previous skills learned, refining and Advanced Baking & Pastry Arts applying them to current trends in the industry. Strong emphasis will be placed on displaying and presentation techniques. Through an exploration of the professional literature and associations, lectures, demonstrations, and hands-on applications, students will explore current baking industry trends and then build on methods and applications learned from previous baking classes to demonstrate those trends. Prerequisite: BAK 280 Retail Practical Experience. BAK 332 A lecture/laboratory class that focuses on the preparation of classical pastries and contemporary Advanced Patisserie restaurant desserts. Students will learn the techniques and procedures used in the production of European-style tortes, petit fours sec and glace, frozen desserts, cooked fruits, confections, and decorative work, including but not limited to, chocolate and sugar. Strong emphasis will be placed on plating and presentation techniques. Prerequisite: BAK 150: Foundations of Baking. BAK 410 Building on the practical experience gained through bakery operations, this next step in the baking Practical Pastry Chef management skill development will focus on planning and executing special events. Students will apply Experience cost control concepts to develop appropriate systems for bakery operations, including costing techniques, yields, menu planning, prep lists, ordering and receiving product. Students will analyze and interpret financial documents related to a baking enterprise. They will assess staff abilities and all aspects of the operations, including customer service, industry trends and market date to develop effective business and strategic operations plans. Student will also take an active role in customer relations while planning events using analytica tools to measure customer satisfaction. Prerequisite: BAK 280 Retail Practical Experience. BIO 100 During this course students will learn about microorganisms and understand their place in ecology and Microbes And Society the environment, their uses in biotechnology, their role in food production and other industrial applications. The course will also address ways in which microorganisms may more directly influence the quality of our lives, including infectious diseases, problems with antibiotic resistance, and issues of bioterrorism. Much of the future may be influenced by the function of microorganisms in our world, and a scientifically-based awareness of their potential is important for everyone to understand. (3 hours lecture).
Completes General Education Requirements:LAS, AR-F, AR-R. BIO 101 This introductory course serves as a foundation for other life science courses. Students will review the Biology I process of science and the properties of life. The diversity of organisms across all domains and kingdoms will be studied using an evolutionary perspective. Students will learn about the structure and function of major organ and tissue systems in animals and plants. Ecosystem structure and evolutionary processes will also be covered. (3 hours lecture, 3 hours lab).
Completes General Education Requirements:LAS, AR-F. BIO 102 This course provides an introduction to the molecular and cellular basis of life. Topics covered will Biology II include biomolecules and their behavior in living systems, cell structure and function, metabolism, inheritance and biotechnology. Laboratory exercises will introduce students to techniques and investigational approaches used in the field of cell and molecular biology. This course will provide a foundation for understanding scientific methods, models and hypotheses that form the basis of our current knowledge in the field of cell and molecular biology, and to appreciate the role this knowledge plays in society. (3 hours lecture, 3 hours lab)
Completes General Education Requirements:LAS, AR-F. BIO 204 In this course students will be introduced to the diversity, structure, and economic uses of plants. Plant Biology Topics discussed in this course include anatomy and physiology of plants, biochemistry, cell structure, classification of major groups of plants, life cycles, and unique adaptations plants have acquired to live in various environments. Prerequisites: BIO 101: Biology I and BIO 102: Biology II.
Completes General Education Requirement:LAS.
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BIO 205 This lecture course builds on the prerequisite courses by focusing specifically on animal biology using a Animal Biology taxonomic approach. Each major animal phylum will be studied in detail with respect to its morphology, physiology and evolutionary relationship to other animal phyla. Emphasis will be placed on understanding how the evolutionary changes seen across animal groups relate to specialization and success in a wide variety of environments. Prerequisites: BIO 101: Biology I and BIO 102: Biology II.
Completes General Education Requirements:LAS, AR-R. BIO 210 This is a general ecology course that stresses niche parameters, population dynamics and regulation, General Ecology species interactions, and community organizations and change. The course concludes with a coverage of the basics of ecosystem ecology. In the lab component, field work and work with computer models reinforce concepts covered in class. (3 hours lecture, 3 hours lab). Prerequisites: Biology I (BIO 101).
Completes General Education Requirements:LAS,*AR-F, *AR-R, QP-R. * Course may be used for either Foundational or Structural - but not both BIO 225 This course provides an introduction to study of the science of inheritance, and will include exploration Genetics of the molecular basis of inheritance, DNA technology, structure and behavior of chromosomes, genomics, transmission genetics and the basic principles of molecular evolution and population genetics. (3 hours lecture). Prerequisites: BIO 102 Biology II.
Completes General Education Requirement:LAS. BIO 230 The major topic of this course is comparative vertebrate anatomy, presented in an evolutionary Comparative Vertebrate context. Students will explore the changes over time in vertebrate anatomy in both different taxa and Anatomy the evolution of major organ systems across taxa. Hands-on dissections during the class time will allow the students to better understand the evolution of vertebrate traits. Prerequisite: BIO 101: General Biology I.
Completes General Education Requirements:AR-R and LAS. BIO 305 This course provides students with an understanding of how ecological systems work, how structure Human Ecology: Community and function of these systems is altered be human activity, and how we can minimize our impact on and Environment these systems. Emphasis is on humans as members of ecosystems and how human activities influence other living organisms and the environment. The course is designed to help students understand the relationships between the principles of ecology and human environmental decision-making.
Although this course has a global focus, students will also learn about specific human and ecological issues facing the people and environments in Costa Rica and Nicaragua. Prerequisites: ENG 101, BIO 101, ENV 110.
Completes General Education Requirements:LAS, WC-I, AR-I, SC-I. BIO 310 Is it safe to drink the water? Is it safe to breathe the air? This question is of primary concern to those BiologicalEffect of concerned with human impacts on the environment. A mechanistic understanding of how Environmental Toxins environmental toxins exert their biologic effects is critical to determining exposure limits of human and wildlife populations. This course offers a unique approach to the study of cellular and molecular biology by exploring, in depth, the mechanisms of action of currently-relevant environmental toxins. Students will explore how cells and organisms adapt and respond to the presence of toxic substances, why certain organs and tissues are specifically targeted, histopathology of important target organs, and methods involved in toxicity testing. Prerequisites: BIO 102: General Biology II and CHM 141: General Chemistry I.
LAS, WC-I, AR-I, RE-I, SC-I BIO 320 This course will address the development and current state of evolutionary biology. Students will learn Evolution about sources of genetic variation, natural selection and other processes involved in both organismal and molecular evolution. Topics also include micro-and macro-evolutionary processes, the history of life on Earth, and ongoing conflicts between evolutionary theory and creationist worldviews. (3 hours lecture). Prerequisites: BIO 101: Biology I and BIO 102: Biology II.
Completes General Education Requirements:AR-I, SC-I, RE-I, LAS.
~ 114 ~
BIO 355 Through reading, discussing and reporting on current literature, and through active participation in Plant Physiology course research projects using plants in our local habitats, students will build on their basic biological and ecological background from previous courses. Students will develop an understanding of the physiological mechanisms that are necessary for and influence plant acquisition of energy and allocation of that energy under different environmental scenarios/conditions. This understanding will be demonstrated through their ability to describe plant physiological concepts in their own terms, link concepts with others, and use that information to draw conclusions and perhaps predict or hypothesize about novel scientific problems in the field. (2 hours lecture, 3 hours lab). Prerequisites:BIO 210 General Ecology and BIO 204: Plant Biology.
Completes General Education Requirements:WC-I, AR-I, LAS. BIO 361 Students will learn about the biology and classification of insects. Topics covered include insect Entomology diversity, morphology, physiology, and behavior. For the lab portion of the course, students will collect, observe, and classify insects based on morphological characteristics. (3 hours lecture, 3 hours lab). Prerequisites: Biology I and II (BIO 101, BIO 102) or permission of the instructor.
Completes General Education Requirement:LAS. BIO 362 Ichthyology is the scientific study of fishes. This includes morphology, physiology, and ecology of Ichthyology freshwater and marine fishes. Structure, function, evolution, and behavior of fish are discussed as adaptations to the environment. Laboratory exercises are designed to provide the student with the opportunity to explore the internal and external morphology of fishes, to observe common behavior, and to practice taxonomic identification of fishes using dichotomous keys. (5 contact hours). Prerequisites: Biology I and II (BIO 101, BIO 102).
Completes General Education Requirement:LAS. BIO 363 This course deals with the biology of mammals. Topics will include origins and evolution, classification, Mammalogy zoogeography, physiology, reproduction, ecology, behavior, and the relations between mammals and humans. Students will also learn to identify the mammals of the Adirondacks. (3 hours lecture, 3 hours lab). Prerequisites: BIO 101: Biology I and BIO 102: Biology II.
Completes General Education Requirements:AR-I, LAS. BIO 364 Ornithology is the study of birds. Lecture topics in the course will address the physiology, behavior, Ornithology ecology and evolution of birds. The laboratory portion of the course will address bird morphology, behavior and vocalizations as it relates to bird identification and will include several field trips to local birding areas. (3 hours lecture, 3 hours lab). Prerequisites: Biology I and II (BIO 101, BIO 102) and BIO 205: Animal Biology or FWS 270:Natural History of North American Vertebrates.
Completes General Education Requirements:LAS,WC-I. BIO 366 This course is an in depth study of the biology of amphibians and reptiles including aspects of their Herpetology evolutionary history, taxonomy, anatomy, physiology, ecology, behavior, conservation, and natural history. The emphasis is on adaptive breakthroughs within each major lineage as studied in a phylogenetic context. Laboratory and field experiences will complement and expand upon topics introduced in lecture. Pre-requisites: BIO 101, General Biology; BIO 102, Introduction to Cell and Molecular Biology; BIO 210 General Ecology OR FOR 310 Forest Ecology.
Completes General Education Requirements:QP-I, AR-I, LAS. BIO 375 Through individual studies, as well as cooperative activities during classes and laboratory sessions, Environmental Microbiology students will broaden their understanding of microbial cell biology including cell morphology and structures, growth and reproduction, metabolic processes, and regulation of cellular activities. Topics related to microbial genetics will address natural genetic processes as well as genetic engineering. Issues concerned with the interactions of microorganisms and humans in the areas of biotechnology and applied industrial microbiology, as well as human systems that influence microbial diseases and their control will be addressed. Students will also study microbial interactions and adaptations, and the impact of the microorganisms in the environment. In the laboratory portion of the course, the students will learn basic techniques used to study microorganisms, and apply these skills to investigate some of their functions and interactions. Prerequisites: BIO 101, BIO 102, and BIO 210.
Completes General Education Requirements:WC-I, AR-I, LAS.
~ 115 ~
BIO 380 In this unique science offering, we apply basic principles of biology, chemistry, and physics to study the Internationl Winter Ecology challenges of life in the winter. The 14-day course is offered as a collaboration between Paul Smiths College, and Moscow State University at Zvenigorod Biological station. The study area is in temperate deciduous forest in Russia that experiences extreme winter conditions. We will learn to identify organisms and study the options that different taxa have for surviving the stresses of winter in terrestrial and aquatic environments. We will focus on the behavioral, physiological, and morphological adaptations to low temperatures, lack of food, lack of available water, and changes to the physical structure of snow over time as it impacts organisms living in the subnivean environment. Research projects and analysis and presentation are incorporated into the course. Students will learn with international students and be taught by both PSC and MSU faculty. Prerequisite: BIO 210 General Ecology and at least one upper division Science or Forestry course.
Completes the following Gen Ed requirements: AR-I, SC-I, RE-I LAS BIO 381 Globally, emergent infectious diseases are of growing concern, and many of these diseases involve Parasites,Vectors and Diseases animal reservoirs and insect vectors (zoonoses). Evolutionarily, these diseases have played a significant role in shaping human populations. However, the increased incidence and expanding geographic range of these diseases is spurred largely by rapidly growing populations, human mobility, anthropogenic changes to the environment, technology and industry, and changing interactions between humans and other animals. Several global initiatives, such as the One Health Initiative, recognize that human health is inextricably linked with health of animals and the environment. This course will focus on zoonotic diseases of current concern, such as Lyme disease, Zika virus, HIV, yellow fever and malaria, to explore the biology of parasitism, the role of reservoirs and vectors, immunology, disease pathology, and environmental factors affecting transmission and disease spread. Prerequisite: Biology 102
Completes General Education Requirements for: WC-I LAS BIO 410 Animal Behavior is an integral course for anyone wishing to understand animal biology or ecology. Animal Behavior Students will explore the basis (genetics to environmental) for animal behavior and be able to describe, quantify, and analyze animal behavior. Students will use Tinbergen's four why questions (development, causation, function and evolution) to explain animal behaviors such as foraging, reproductive, social and parental behaviors. Students should have a good understanding of experimental design and statistical analysis before taking Animal Behavior. BIO 101: Biology I, BIO 102: Biology II, MAT 210: Statistics. (3 hours lecture).
Completes General Education Requirements:LAS, WC-I, AR-I. BIO 430 This course will present a computer-based approach to statistics as applied to biological systems. Biometrics Students will be exposed to real experimental data to study the methods used to analyze that data. The course will give students an appreciation of the widespread use of statistics and its importance in decision making. The methods that will be emphasized in this course are experimental design, sampling techniques, regression analysis, analysis of variance, and non-parametric tests. (4 hours lecture). Prerequisite: Statistics (MAT 210).
Completes General Education Requirement:LAS. BIO 455 This course provides an in depth exploration of state-of-the art technology currently being used in the Biotechnology biological sciences including DNA technology, genetic engineering, genome projects, antibodies, protein analysis and purification, gene expression, cell culture, cloning and stem cell research. Prerequisites: BIO 225: Genetics.
Completes General Education Requirement:LAS. BIO 457 This course explores the ecology of invertebrates in freshwater ecosystems. Special attention will be Aquatic Invertebrate given to taxonomy and diversity, the role of invertebrates in aquatic food webs, and the implications non-indigenous invertebrates have on aquatic systems. The laboratory component is designed to provide students with skills in invertebrate sampling, identification, and culturing. (2 hours lecture, 3 hours laboratory). Prerequisites: Biology I and II (BIO 101, BIO 102), General Ecology (BIO 210), or permission of the instructor.
Completes General Education Requirement:LAS.
~ 116 ~
BIO 472 This is an advanced-level, multidisciplinary course that examines current environmental topics in the Paleoecology context of (1) long time periods, (2) multiple scientific disciplines, and (3) human interactions with the environment. We examine topics such as acid rain, climate change, water pollution, fisheries and forest management, and extinction from all of these perspectives, tying together most of the major areas of study in our science-oriented programs. Human value systems and cultural histories are intimately involved, as illustrated by questions such as; Why are we "reclaiming" Adirondack lakes and should we keep doing so? Is modern human society unusually destructive of the environment, or have societies always been this way? Through activities in the classroom and field, students will have the opportunity to engage in coring techniques, basic sediment sampling, and microfossil analyses. Prerequisites: BIO 210: General Ecology or FOR 310: Forest Ecology.
Completes General Education Requirements:AR-I, LAS. BIO 476 We will apply the basic principles of chemistry, physics and biology to study ecology as it applies to the Winter Ecology challenges of the winter environment (as we know it). We will design and conduct experiments in winter ecology that test hypotheses we develop from theory that has resulted from other research. We will study the options that different groups of plants and animals have for dealing with the stresses of winter. We will focus on the behavioral, physiological, and morphological adaptations to low temperatures, lack of food availability and lack of available water. We will examine the properties of snow and how the physical structure of snow changes over time. We will also explore the interaction between snow characteristics and those animals that face life in the cold. Prerequisites:BIO 102:Biology II and BIO 210: General Ecology, and MAT 210: Statistics.
Completes General Education Requirements:LAS,WC-I, QP-I, AR-I. BIO 499 In this course, students will engage in more in-depth study within a major subdiscipline of biology, such Special Topics In Biology as cellular biology, physiology, organismal biology or ecology. In most cases, student demand and/or faculty expertise are factors that influence the selection and timing of this course. Students enrolling in the course will be expected to have foundational biological knowledge. This course is intended to supplement those designated biology courses described in the PSC catalog. Prerequisite: Junior standing.
Completes General Education Requirement:LAS. CHM 141 This course focuses on the fundamental principles and laws underlying chemical action, their Chemistry I integration with the theories of atomic structure and chemical bonding, and correlation with the position on the periodic chart. Students will study atomic structure, states of matter, chemical measurements (stoichiometry), nomenclature, gas laws, spectroscopy, periodicity, and chemical bonding. (3 hours lecture, 3 hours lab). Prerequisites: MAT 125 College Algebra or Accuplacer placement.
Completes General Education Requirements:AR-F, AR-R, LAS. *May count as a Foundation or a Structural Experience, but not both CHM 142 This course is a continuation of Chemistry I (CHM 141) and continues the focus on the fundamental Chemistry II principles and laws underlying chemical action. Students will study oxidation/reduction, solutions, ionization and electrolysis, acids, bases and salts, chemical and ionic equilibrium, coordination compounds, kinetics, and a short introduction to organic chemistry. The course has a required three- hour laboratory that focuses on qualitative analysis. (3 hours lecture, 3 hours lab). Prerequisite: Chemistry I (CHM 141).
Completes General Education Requirements:LAS,AR-R, QP-R. CHM 199 Special Topics in Chemistry. Special Topics Chemistry Completes General Education Requirement:LAS. CHM 241 The course is designed to cover the wide range of topics concerning the chemistry of carbon. Students Organic Chemistry I will study chemical bonding, nomenclature and reactivity of hydrocarbons, alcohols, ethers, and alkyl halides, configuration of alkanes, and cycloalkanes, and stereochemistry. Additionally, students will learn various reactions mechanisms, with an emphasis on nucleophilic substitution reactions. The laboratory will focus on fundamental techniques in organic chemistry, e.g., distillation, purification, synthesis, chromatography and spectroscopy. (3 hours lecture, 3 hours lab). Prerequisites: Chemistry I and II (CHM 141, CHM 142).
Completes General Education Requirements:LAS, AR-R.
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CHM 242 This course is designed to be a continuation of Organic Chemistry I (CHM 241) in the study of carbon Organic Chemistry II compounds. Students will study reactions of aromatic compounds, aldehydes, ketones, carboxylic acids, amines, esters, carbohydrates, and lipids. Additionally, students will study the theory of various spectroscopic methods of structure determination. The laboratory will concentrate on the synthesis and analysis of organic compounds. (3 hours lecture, 3 hours lab). Prerequisite: Organic Chemistry I (CHM 241).
Completes General Education Requirements:LAS, AR-R. CHM 310 This course emphasizes environmental laboratory techniques, precision, and safety. The course is a Environmental Chemistry study of the sources, reactions, transport, effects, and fates of chemical species in the study of water, soil, and air environments, as well as the influence of human activity upon these processes. (3 hours lecture, 3 hours lab). Prerequisite: CHM 141: Chemistry I or equivalent.
Completes General Education Requirements:AR-I, LAS. CHM 330 This course explores the molecules that comprise living things and the specialized set of chemical Biochemistry reactions that have evolved to sustain life. Topics will include the chemical nature of biomolecules; thermodynamics and bioenergetics; protein structure and analysis; enzymes and enzyme kinetics; design, control and regulation of metabolic and other biochemical pathways. (3 hours lecture). Prerequisites: BIO 102 Co-requisite: CHM 241 Organic Chemistry.
Completes General Education Requirement:LAS. COM 101 The purpose of the course is to give students training and practice in effective oral communication. Speech English usage of good formal quality is stressed. The attainment of clear and interesting speech, augmented by appropriate public speaking techniques and skills, is emphasized. (3 hours lecture).
Completes General Education Requirements:RE-R, LAS. COM 102 Humans communicate in a variety of different ways both intentionally and unintentionally. This Intro to Communication & foundation course explores what is meant by the term communication. Students will consider Leadership communication theories and models that form interpersonal relationships, group dynamics, and public communication. Students will develop an analytical approach to communication experienced in their own lives and apply that knowledge to make choices about meanings and responses in appropriate, ethical, and effective ways. By the end of the course, students will analyze the connection between effective communication and strong leadership.
Completes General Education Requirements:SC-F, LAS. COM 201 Through this course students will analyze interpersonal communication practices Interpersonal and issues between individuals, small groups, and organizations. Students will develop their ability to Communications actively listen, manage conflict, influence others, and communicate in teams. Throughout the course students will incorporate and consider diverse cultural perspectives to examine how culture influences how we communicate and how we interpret the communication of others. Students will also explore the field of ideas relating to human modes of communication and personal relationships in the shaping of our social environment, this includes a review of the research findings in interpersonal communication, a subject which crosses traditional disciplinary boundaries as it synthesizes findings in psychology, sociology, biology, and communication.
Completes General Education Requirements:RE-R, SC-R, LAS. COM 210 This course enables students to collect, manage and translate technical information to prescribed Technical Communications audiences to increase broader understanding and facilitate action. In this information age we are deluged with large amounts of information. The process of technical communication involves, collecting, organizing and evaluating that information and then translating it into easily understood formats through a variety of media. Technical communication also involves writing to prescribed criteria such as grant applications, report specifications and other formats. Therefore this course requires consideration of research, visuals, format, audience-awareness, syntax, semantics, and most importantly, the ability to communicate ideas clearly and succinctly. (3 hours lecture). Prerequisite: Communication Foundation.
Completes General Education Requirements:LAS, WC-R.
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COM 216 The course provides a critical overview and analysis of how mass communication tools and systems Mass Communication have influenced our society and ourselves. By grounding our study in the founding principles of the First Amendment, the course will facilitate analysis of the following questions: What is meant by the term mass communication? What influence does mass communication have on our public discourse and the way we function as a society? How is a message crafted to fit a specific media format or to reach a specific demographic? What kind of messages are truly for the masses and what messages are for defined groups and why? How do new media formats compare to historic methods and what are the implications of these new trends? Through this analysis, students should become critical consumers of communication messages. Prerequisite: ENG 101 English Composition or equivalent WC-F.
Completes General Education Requirements:SC-F or SC-R, WC-R, RE-R, LAS. COM 220 “New Media” refers to interactive forms of communication that use digital computer technology for New Media Tools: Various distribution and exhibition. Often these objects can be manipulated by both creator and user. This Topics course will provide opportunities for students to develop their skills in using these communication tools. Each tool is presented as a separate course under a distinctive topic name. Topics could include (but are not limited to) web design, podcasts, RSS feeds, designing for social networks, blogs, wikis, virtual worlds and more! COM 305 When communities come together to address a specific issue or develop a project, change is inevitable. Change Management This course will investigate how individuals respond and react to change. Students will explore strategies to effectively and cooperatively address these concerns and by investigating and committing to skills and best practices associated with inspiring action, minimizing resistance, and gaining commitment. Specific focus will be given to models of change processes such as Appreciative Inquiry and Action Research which can leverage existing culture to prevent resistance and promote accountability.
Completes General Education Requirements:SC-I, RE-I, LAS. COM 310 Effective group facilitation involves using a variety of different communication skills to assist groups to Facilitation & Reporting use effective process for decision making. A facilitator is a guide who helps people move through a process together. The role of the facilitator is to focus on how people participate in the process, how ideas are shared and heard, and how that discussion gets translated into action items that have group support. Through this course, student will develop effective facilitation skills and processes to assist groups in making decisions, planning, and developing action oriented reports. Prerequisites: COM 201: Interpersonal Communication and COM 210 Technical Communication.
Completes General Education Requirements:WC-I, SC-I, RE-I. COM 320 The ability to persuade others is vital to leadership and advocacy. "Selling" an idea or product should be Creating and Communicating based on a clear understanding of the audience in terms of who they are, what they want, and how the Value proposed solution will meet those needs in a way that holds value for all stakeholders. This course will help the student develop interpersonal skills to build trust, shape meaningful dialogue, and form meaningful partnerships. The course will also focus on how to specifically analyze audience and market data to determine value and propose solutions that hold value for both the organization and the individual involved in the process. Prerequisites: QP-F, COM 201: Interpersonal Communication, COM 210: Technical Communication.
Completes General Education Requirements :RE-I, QP-I, WC-I. COM 340 This course addresses the topic generation, topic research, reporting and newswriting process in the Reporting & Writing context of environmental concerns and issues. The course also addresses newsmedia and reporting Environmental News business and ethical concerns, including changing readership, print and digital outlets and social responsibility in journalism. Students will engage in a semester-long news reporting and writing workshop guided by content presentations and discussions addressing the theoretical and practical concerns of writing environmental news, journal articles, feature essays and other non-fiction formats. Prerequisites: ENG 101, or ENG 102, or ENG 103, or ENG 105, or COM 210, or ENG 200, or HST 201, or HST 202, or ENG 115, or ENG 220, AND EST 101, or BIO 101, or SUS 101, or ENV 110, or NRS 101, POL 202, or ENV 110.
Completes General Education Requirements:WC-I, LAS. COM 495 As a culminating experience, students will have the opportunity to design, develop and in some cases Communication Exploration implement a communication plan for a given organization or project. Through this process students will have the opportunity to explore how the communication skills and knowledge acquired through their program of study can be used in their chosen field. Students will analyze the communication issues or problems and develop a solution that is grounded in best practices and credible data from the field. Student can opt to work as part of the course team or independently. The independent option may include the opportunity for internship if approved by the course instructor in advance. At the conclusion of the course, students will present findings and lessons learned as part of a comprehensive report and oral presentation. Capstone Course. Prerequisites: SOC 220, SOC 315, COM 310, COM 320.
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CUL 101 This foundational course provides the student with an introduction to foundational professional Professional Cooking cooking. It includes study of the basic tenets of kitchen safety, sanitation and food service mathematics. Fundamentals I The primary focus is the theory and skill development of knife handling, preparation of stocks, soups and sauces and primary cooking methods. Also covered is product identification, use of herbs, spices and seasonings as well as fundamental fabrication techniques. CUL 102 This is a continuation of Professional Cooking Foundational I. The course provides the students with the Professional Cooking opportunity to strengthen the skill development and application of cooking techniques as introduced in Fundamentals II that course through application in breakfast cookery, grains, potato and vegetable cookery. Prerequisite: CUL 101: Professional Cooking Fundamentals I. CUL 123 In the last several decades the Farm to Table movement in the United States has gained significant Farm to Table momentum and market share; restaurants, schools, and institutions are all trying to transition to a more local, sustainable, and more nutritious food culture. Chefs and restaurants plan an important role in this transition as they feature “new” local ingredients to customers and play an important role in educating customers on the Farm to Table movement. In this course, students will gain an understanding of our current food system, with a specific focus on distribution and consumption of local ingredients in commercial (restaurant and institutional) markets in the Adirondack/ North Country Region. Students will tour large and small scale farms to identify and discuss their farming methods, sustainable practices, and commercial markets for local products. Students will study new marketing and distribution methods for local foods and how restaurants and intuitional kitchens can adapt to serving and marketing local food year-round. Students will have opportunities to harvest and prepare local ingredients, preserve local foods, and develop and market value added products for resale. Examples include cheese, maple products, and fruit jams.
Completes General Education Requirements: SC-F. CUL 140 This lab course will provide an opportunity for students to identify and understand the different uses of MapleSweet&Savory:Maple maple in both sweet and savory applications. Emphasis will be placed on using maple as a sugar in the Uses in Cul, Bak development of flavors in savory food items such as soups, sauces, marinades and glazes. Additional emphasis will be placed on understanding maple as an inverted sugar and the applications in which it might be used. Specific sweet utilization areas will cover cookies, quick breads, fruits and pies, pastries and confections. CUL 150 As an exploration and examination of global cuisines this course is intended to build upon the students International Cuisine culinary repertoire while expanding students understanding and appreciation of others cultures. Students will explore the factors that have had an affect on the evolution of foods in a variety of countries. These factors include geography and climate; historical and political events and various cultural and religious influences. Prerequisites: CUL 101 and CUL 102.
Completes General Education Requirement:SC-R. CUL 220 This Lecture/Lab course provides an opportunity to synthesize the various techniques that students Contemporary Cuisine have learned to date in the program to create various preparations with contemporary applications. Emphasis will be placed on presentation and the introduction of modern plating techniques. Additionally, with the growing awareness that diet plays an important role in physical health, foods prepared will incorporate a lighter and more nutritionally sound approach. Submission of Industry Work Experience portfolio is a requirement of this course. Prerequisite: CUL 150 International Cuisine. Co- requisite: CUL 280 Nutrition/Food Science. CUL 230 This course is designed to introduce the student to the relationship between menu development and Food Service Operation the financial impact on food service operations. This course walks the student through the development Management cycle, beginning with the market research process to support functions of purchasing and receiving, storing and requisitions of food and beverage to produce menu items. Students become familiar with management practices related to foodservice operations such as costing recipes, setting appropriate selling prices based on fixed and variable costs and forecasting to determine food and labor needs. This course also addresses the ongoing processes necessary for maintaining overall profitability including the development of a budget, the analysis of financial reports, and the identification of areas requiring corrective action.
Completes General Education Requirement:QP-R. CUL 240 A lecture/ lab that focuses on the methods and theories related to cold food preparation, hors Garde Manger & Charcuterie d'eourves, display platters, charcuterie, smoking meats, butchering, seafood and preparing centerpieces from edible foodstuffs. Production methods and safe food handling are emphasized. Prerequisite: CUL 150 International Cuisine.
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CUL 245 This course offers a practical experience that allows students the opportunity to apply and adapt skills Specialized Cuisine and and techniques learned in fundamental laboratory classes in an actual restaurant setting by operating Service an “a la carte menu”. Students will learn about customer specific needs and requests such as allergies, intolerances, religious and wellness diets requirements. Students will also participate in establishing menus and creating recipes in accordance of the theme of the chosen restaurant. Students will also rotate to the different stations offered in the back of the house to have a clear understanding of the importance and the purpose of all positions required to operate a kitchen efficiently. This course allows students to assess their professional strengths, weakness, and preferences in order to prepare their externship in a more efficient way.
Completes General Education Requirements: WC-R, RE-R. CUL 260 A practical experience that allows students the opportunity to apply skills learned in fundamental Commercial Cooking And laboratory classes in an actual restaurant setting by operating an a la carte restaurant. Students will Catering prepare breakfast, lunch and dinner four days per week in the St. Regis Café. A weekly student buffet will allow students to experience buffet preparation. Students will rotate through all positions required to operate facility. Prerequisites: CUL 101: Professional Cooking Fundamentals I, CUL 102: Professional Cooking Fundamentals II, CUL 150: International Cuisine, BAK 150: Foundations of Baking or the Dean of the Division. CUL 270 In this course students will be exposed to the different styles of service in practice in restaurants and Front of the House catering industries. They will be confronted to the problems that can raise in the day-to-day activity in Management this field. They will be able to define the role and the importance of every position in the front of the house from bus boy to manager. A special emphasis will be brought to the manager responsibilities and abilities. Through this experience, students will acquire specific food operations skills in two essential areas which are customer needs and expectations and employee internal relations. An analysis of the history and current state of the industry will serve as a foundation for helping students to acquire the necessary knowledge to ensure and evaluate that guests are receiving and excellent service. In this course students will be introduced to the objectives and requirements of the work experience internship.
Completes General Education Requirements: QP-R. CUL 280 This course focuses on the functions that carbohydrates, fats, protein, water, vitamins, and minerals Nutrition Food Science have in the body. The course will include measurement of nutritional status and labels as well as the application of dietary guidelines and recommendations. The student will study human nutritional requirements throughout the life cycle.
Completes General Education Requirements:LAS, AR-F, AR-R. *May be used for either Foundational or Structural - but not both CUL 299 This course will provide students with an opportunity to study culinary arts topics which are not Special Topics in Culinary Arts normally offered. These courses are selected for their potential to contribute both to the professional and intellectual development of students. In most cases, student demand or faculty expertise (or both) are factors which influence the selection and timing of these courses. CUL 320 American Gastronomy traces the evolution of American eating habits. The course will research the American Gastronomy influence of original native cultures, US geography, regional natural resources, immigrant culture/cuisine and specific historical and cultural events on the kinds of foods Americans eat today. Through this experience students will be able to recognize the cultural influences in a typical modern American meal. A study in family genealogy will be introduced to discuss the makeup of the student’s family culinary background and gain a greater appreciation of the individual student’s own cultural heritage. Prerequisites: (CUL 220: Contemporary Cuisine and CUL 240: Garde Manger) or BAK 280 Retail Practical Experience.
Completes General Education Requirement:SC-I. CUL 341 A lecture/lab course which will explore current and future trends in restaurant menus, as well as dealing Culinary Futures/Food with an understanding of how science and technology are changing the way society and our industry Techniques cooks, operates and lives. Through lectures, demonstrations, and hands-on applications, this course will cover a wide and varied array of topics and trends as they evolve and shift in a dynamic industry. Students will be exposed to the methods that chemists and technologists use to present products for market using high-tech emulsifiers, fat substitutes, flavor enhancers, irradiation technology, sous-vide (vacuum cooking) and genetic engineering. Prerequisites: CUL 220: Contemporary Cuisine and CUL 150: International Cuisine Co-requisite: CUL 280: Nutrition.
Completes General Education Requirement:AR-I.
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CUL 380 A comprehensive lecture/laboratory class that requires students to understand and implement all of Advanced Kitchen And Menu the aspects of managing a modern restaurant that serves contemporary cuisine. Students will be Management required to rotate through all positions required to operate this restaurant with emphasis on student’s rotation as Executive chef. In this position student will conduct menu research, create menu, order food supplies, develop budgetary proposal, and assign duties pertaining to food production and front of house service. At the completion of executive chef rotation student will prepare a portfolio to document this work as well as standardized recipe development and signature dish design. Prerequisites: CUL 101 Professional Cooking Fundamentals I and CUL 102 Professional Cooking Fundamentals II and, CUL 150 International Cuisine, CUL 220 Contemporary Cuisine, BAK 150 Foundations of Baking. CUL 461 The Culinary capstone course series gives students the opportunity to demonstrate that they have Culinary Research & Planning obtained the goals of the program. This course addresses the goal that to contribute to the food Seminar industry, culinarians must be able to explore new concepts, trends, and methods that hold the potential to enrich the dining experience. In this first course, students will research a dining experience concept. The student will develop a literature review that will include a rationale for studying that concept, a public sector interested in the concept, and an overview of the appropriate research methodology needed to address a specific research question. The resulting Capstone Project plan will then be implemented in the second course of this series: Capstone Kitchen and Menu Management. Pre- requisites: CUL 320: Gastronomy and CUL 260: Commercial Cooking and Catering. CUL 462 This course is the second in a series of culminating courses designed to give students the opportunity to Capstone Kitchen and Menu demonstrate that they have obtained the goals of the program. This final course will ask students to Management demonstrate their culinary techniques, aesthetic appreciation, research, management, and leadership abilities. Students will design and execute all of the aspects of managing a conceptual restaurant. Students will be required to rotate through all positions required to operate this restaurant. During their Executive Chef rotation students will create a menu, order food supplies, develop a budgetary proposal, and assign duties pertaining to food production and front of house service. Students will also implement the research design developed in their Research and Planning Seminar. At the completion of the Executive Chef rotation students will prepare and defend a portfolio which will include a complete research report. In combination with CUL 461, this course satisfies the Capstone/Culminating experience requirement. Prerequisite: CUL 461: Culinary Research and Planning Seminar or SOC 460: Capstone Research Methods.
This course satisfies the Capstone requirement. ECN 101 An examination of macroeconomics, including an introduction to economic systems, money and Macroeconomics banking, monetary and fiscal policy, economic growth, and the theories and measurement of national income, employment and international trade.
Completes General Education Requirements:LAS, SC-R. ECN 102 Explores the theory of the firm and consumer behavior within a market system. Emphasis is placed on Microeconomics the relationship between market structure and price and output determination. Current economic problems are used to clarify the development and application of economic models. This is a Hybrid course. Hybrid courses blend both traditional classroom instruction with the flexibility of online learning.
Completes General Education Requirements:SC-R, LAS. ECN 199 This course explores the theory of the film and consumer behavior within a market system. Emphasis is Special Topics in Economics placed on the relationship between market structure and price and output determiniation. Current economic problems are used to clarify the development and application of economic models. Additionally, this course will cover foundations in macroeconomics, to include an introduction to economic systems, money and banking, monetary and fiscal policy, economics growth, and the theories and measurement of national income, employment and international trade.
Completes General Education Requirements:SC-R, LAS. ECN 200 Explores the theory of the firm and consumer behavior within a market system. Emphasis is placed on Principles of Economics the relationship between market structure and price and output determination. Current economic problems are used to clarify the development and application of economic models. Additionally, the course will cover foundations in macroeconomics, to include an introduction to economics systems, money and banking, monetary and fiscal policy, economic growth, and the theories and measurement of national income, employment and international trade. Prerequisite: QP-F course.
Completes General Education Requirements:SC-R, LAS.
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ECN 400 Students will develop an understanding of the global nature of all business and how much of our future The Global Market lies outside the boundaries of the United States. This course will evaluate recent paradigm shifts from isolationism to regionalized and global economics. Additionally, students will reflect on agreements that have forced the issues of the global market into political debate. Prerequisites: Macroeconomics (ECN 101) or The Sevice Economy (HOS 300).
Completes General Education Requirement:LAS. ENG 101 This course advances students' knowledge of writing and reading demands of college-level courses Effective College Writing I across disciplines. Professional and academic writing involves reading critically, thinking logically, responding to texts, organizing ideas, and revising systematically. This course requires multiple drafts that demonstrate effective revision editing of expository essays for specific audiences. This course focuses on the basic principles of rhetoric and strategies for academic inquiry and argument. The critical reading process and the responsible use of both print and electronic source material are emphasized (3 hours lecture).
Completes General Education Requirements:WC-F, LAS. ENG 102 This writing-intensive course complements Effective College Writing I (ENG 101). The main purpose is to Effective College Writing II develop critical thinking and expository writing skills through the study of and written reaction to various professional texts, literary, persuasive, or some combination thereof. The work will consist chiefly of written essays, with emphasis on audience awareness, ownership, clarity, organizational methods, and logic. The course will also include a research component. (3 hours lecture). Prerequisite: Communication Foundational Experience.
Completes General Education Requirements:WC-R, LAS. ENG 103 American democracy depends upon an informed and critically attuned citizenry. Advancement in one's Hearts and Minds: Making career similarly depends upon critical thinking and eloquent advancement of one's ideas. In this course Good Arguments we will study classical and modern techniques of argument and persuasion and methods logical and illogical others use to influence our behavior. Class discussion of current issues will result in essays aimed at developing student argumentative and persuasive skills. Posters, advertising, video, and class debate may also be part of the course. Time or similar magazine and a polemical novel will be two of our texts. At semester's end students will prepare a lengthy written argument along with an oral presentation. Prerequisites: Communication Foundation.
Completes General Education Requirements:RE-R, LAS, WC-R, SC-R. ENG 104 Students will view major American films covering an array of topics and themes at the core of the Social & Political Issues in national debate. Controversial feature films such as Dead Man Walking, Thelma and Louise, and Ameri Films Philadelphia, will be studied for their insights as well as biases. Building on the skills learned in the Communication Foundation, students will write a variety of papers on issues raised by these films, such as racism, censorship, sexual discrimination, environmental destruction, and war making. A research paper and an oral presentation on a matter of controversy will culminate the semester. Prerequisites: Communication Foundation (3 lectures and 2 film showings)
Completes General Education Requirements:WC-R, LAS, RE-R, SC-R. ENG 105 Food writing plays an integral role in the culinary arts. Concise recipes and persuasive menus, for Food Writing example, are tools for communication between the culinary professional and the consumer. In this course, students will build on the writing skills acquired at the foundation level while enhancing their knowledge of food. Students will compare and analyze the writing styles found in recipes, menus, essays, newspaper reviews, poetry, food in fiction, journal articles and internet blogs. Through this analysis students will develop their own preferences for expressing a point of view about food in these formats. Students will be expected to develop a culinary-based research project, a personal memoir enriched with recipes, and to participate in class discussions, critiques and formal presentations of projects. Prerequisite: Written Communication Foundation.
Completes General Education Requirements:LAS, WC-R, SC-R. ENG 115 This course will provide students with an analytical framework for interpreting perhaps our nation’s Wilderness In American greatest contribution to world literature, nature-based writing. Particular emphasis will be placed on Literature wilderness encounters as seen in its classic, mostly American, environmental writers from the early republic to more recent times. Explorers like Meriweather Lewis, naturalists like William Bartram, poets like Henry David Thoreau, artists like John James Audubon, adventurers like John Wesley Powell, scientists like E.O. Wilson, preservationists like John Muir, conservationists like Aldo Leopold, and philosophers like Thomas Merton will help the class dive into the issue that has always vexed us: how do we live rightly on this planet? (3 hours lecture). Prerequisite: Written Communication Foundational Experience.
Completes General Education Requirements:LAS, RE-R, WC-R, SC-R.
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ENG 200 In this course the student learns by writing and by analyzing essays, both professional models and Advanced Composition student themes. Students will analyze contemporary writers as an aid to the study of style and technique. (3 hours lecture). Prerequisite: Communication Foundational Experience.
Completes General Education Requirements:LAS, WC-R. ENG 210 From the Exploration and Colonial periods through the Civil War, this course surveys the writings of Early American Literature explorers and Americans of diverse backgrounds in an attempt to understand the character of the American experience. Along with such classic authors as Franklin, Thoreau, Poe, and Whitman students will read and discuss the journals of explorers, diaries of colonial settlers, slave narratives, and Native American poetry and prose. Prerequisite: Written Communication Foundation Experience.
Completes General Education Requirements:LAS, RE-R, WC-R, SC-R. ENG 211 This course forms the second half of a survey of the rich literary life of the United States from Amer Lit Reconstruction to Reconstruction, westward expansion, and the era of industrial and urban development to more recent Vietnam War times, the Depression, World War II, the Cold War, and the Vietnam era. The fiction, poetry, and non- fiction prose of our many peoples will be examined as they comment on the nature of the American story. Selections from Native American, Hispanic, African-American, Jewish and other traditions will be read and discussed along with the works of such traditional figures as Mark Twain, Henry James, Ernest Hemingway, Robert Frost, and William Faulkner. Prerequisite: Communication Foundational Experience.
Completes General Education Requirements:LAS, RE-R, WC-R, SC-R. ENG 220 Combined lecture and workshop in the writing of poetry, fiction, and drama (emphasis may vary). As Creative Writing background to the writing itself, attention will be given to the creative process and to necessary elements of craft and of tradition. (3 hours lecture). Prerequisite: Written Communication Foundational Experience
Completes General Education Requirements:LAS, RE-R, WC-R. ENG 240 This course will focus on American and English women writers and critics studied in relation to literary Women In Literature developments defining and affecting women's roles in society and the arts. Primary texts are studied, along with critical theory of writing by women. (3 hours lecture).
Completes General Education Requirement:LAS. ENG 340 This advanced literature survey course will study contemporary nonfiction and literary journalism that Contemporary Environmental focuses on issues in nature, natural history, the environment and their related topics. Students in Writers Contemporary Environmental Writing will examine literature that reveals and interprets the environment and its social, philosophical, economic, and cultural contexts and implications. Readings may include works by noted contemporary writers such as E.O. Wilson, Barry Lopez, Edward Abbey, Terry Tempest Williams, Bill McKibben, Wendell Berry, Rick Bass, Annie Dillard, Peter Matthiessen, Stephen Jay Gould, and David Quammen. (3 hours lecture). Prerequisites: Communication Foundation and Structural.
Completes General Education Requirements:WC-l, RE-l, SC-l LAS. ENG 350 This course is a study of the interconnections among literatures from a wide variety of cultures, eras, World Literature and genres. An upper-division survey course, World Literature examines the roles literature plays within cultures. (3 hours lecture). Prerequisite: Written Communication Foundation and Social Cultural Foundation.
Completes General Education Requirements:SC-R, RE-R, LAS. ENG 400 This course is designed as an advanced writing workshop, and students will study and practice the Writing On Nature And The writing and editing skills necessary to interpret the environment through its social, philosophical, Environment scientific, economic or cultural aspects. This course will also expose the student to techniques in nonfiction and literary journalism employed by contemporary writers on issues in nature, natural history, the environment and related topics. A student’s final project will include a publishable work - review, feature, essay, study or memoir - to be presented to the College community, as well as submitted for possible publication in a regional or national periodical. (3 hours lecture). Prerequisites: One Foundation Level Course in the Communication Literacy, one Structural Level Experience in the Communication Literacy and one Structural Experience in the Human Condition Literacy.
Completes General Education Requirements:WC-I, RE-I, LAS.
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ENV 100 This course introduces non-science major students to key concepts in environmental science. Students Our Environment will gain an understanding of the interrelationship between the economy and the environment, and the balancing of problems and solutions in an integrated manner on a personal, local and global basis. (3 hours lecture).
Completes General Education Requirements:AR-F, AR-R, LAS. *May count as either a Foundation or a Reinforcing but not both. ENV 105 Adirondack Field Ecology provides a field-based introduction to fundamental ecological principles and ADK Field Ecology biodiversity in the Adirondack Park. The course is designed to expose students to the diversity of different scientific disciplines and approaches used to understand ecological systems, and look at connections between those systems. The course is based on modules that integrate scientific processes with information about ecology, including specific taxa (e.g. mammals, birds, amphibians, invertebrates, and herbaceous plants) within the context of the ecosystems in which they are studied. Students learn to work with techniques and tools used for ecological field studies and research projects in different environments. Evenings are utilized for broader discussions and activities.
Using a blended (hybrid) model, students complete two weeks of online modules before arriving on campus to provide an introduction to the course and ecology, in addition to background information on material to be covered in the field. ENV 110 This course is for students entering the Environmental Science and the Ecological Restoration program. Foundations of Environmental The lecture portion will cover three essential foundations: ecosystem patterns and process that govern Science the flow of energy and material resources, ongoing and emerging issues that affect these patterns and processes, and management approaches used to address these issues. Emphasis will be given to ecological restoration as a management approach to ecosystem recovery as a science and as a way of understanding and re-connecting people to the environment. The field portion will focus on comparisons of physical environments, biological assessment, and monitoring, and matters of scale in defining environmental problems and solutions. Students will become acquainted with current research and management approaches in the Adirondacks and other regions. (3 hour lecture, 3 hour lab).
Completes General Education Requirements:AR-F, LAS. ENV 120 This course provides students with an overview of the foundations and scope of physical geology in the Geology context of its influences on living organisms. Students will gain an understanding of major physical and chemical processes and events that have shaped today’s landscapes and ecosystems, will learn to identify and classify common rocks, minerals, and landforms, and will gain awareness of how physical geography influences the distribution and adaptations of Earth's life forms. (3 hours lecture)
Completes General Education Requirements:LAS, AR-F,AR-R. ENV 290 Ideally, the student will participate in a practicum in his/her third or fourth semester. The practicum Environmental Studies can take several forms. The student can participate in one of the practicums developed by the College, Practicum e.g., the PSC Recycling Coordinator, or a part-time intern at the Adirondack Park Agency, Department of Environmental Conservation, or the Adirondack Park Visitor Interpretive Center. Or, an appropriate independent study relationship can be arranged by the student with the approval of the Dean of the Division or Program Coordinator. Enrollment in either option requires a GPA of 2.00 or better at the end of the last full semester. This course is open to any student, regardless of course of study. ENV 315 In this course, the students will learn the legal basis for environmental protection in the U.S.A. They will Environmental Law And begin by studying the legal system and procedures. Students will then study specific legislation Regulatory Process governing air and water pollution, forest and wildlife management, pesticide use, and the disposal of toxic wastes. The National Environmental Policy Act, and how this landmark piece of legislation has changed the way decisions are made in the United States will be covered. The course will conclude with a study of international conventions governing the global environment. (3 hours lecture). Prerequisite: POL 202: Politics of the Environment. ENV 330 The major topic of this course is biological diversity. Students will explore the various meanings of Conservation Biology diversity, the role of diversity in natural systems and its importance in human welfare. Students will also study present and past biogeographic patterns, and factors affecting those patterns, with special emphasis on human impacts. Finally, students will focus on the methods used to ameliorate negative impacts on diversity within the framework of the social, economic, political and ecological problems involved in this endeavor. (3 hours lecture). Prerequisites: BIO 101: Biology I and BIO 102: Biology II, and BIO 210: General Ecology or FOR 310: Forest Ecology.
Completes General Education Requirements:AR-I, SC-I,QP-I, RE-I, LAS.
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ENV 350 This course will provide a study of the nature and causes of atmospheric phenomena and pollution, Atmospheric Sciences along with basic physical and chemical processes and energetics. Air Pollution will also be covered along with visits to our New York State Department of Environmental Conservation Air Pollution Monitoring Station. Topics include composition and structure of the atmosphere, atmospheric thermodynamics, hydrostatics, solar and terrestrial radiation, cloud and precipitation processes, elementary dynamics, atmospheric wind and pressure patterns, and air pollution and its effect on the Adirondack Park. (3 hours lecture) Prerequisites: Chemistry I (CHM 141) and Chemistry II (CHM 142).
Completes General Education Requirement:LAS. ENV 361 This course examines the structure and function of aquatic ecosystems with specific focus on the Limnology physical, chemical, and biological processes of lakes. Themes related to human impact on aquatic systems and watershed level approaches to limnology are common threads throughout the course. The laboratory is designed to provide students with the knowledge and ability to collect, analyze, interpret, and disseminate limnological data. (3 hours of lecture, 3 hours of lab). Prerequisites: BIO 101 Biology I, BIO 102 Biology II, and CHM 141 Chemistry I.
Completes General Education Requirements:QP-I, AR-I, LAS. ENV 399 Completes General Education Requirements:SR-S, AR-I. Special Topics in Environmental Science ENV 420 The purpose of this course is to help the student recognize the profound impact of human activity on Environmental Impact the inter-relations of all components of the natural environment, particularly the influences of Assessment population growth, high-density urbanization, industrial expansion, resource exploitation and new and expanding technological advances. We will evaluate the impact of human activities on our nations earth resources, fish, wildlife, endangered species, terrestrial biota, marine life, surface waters, ground waters, air, historic and cultural resources. This will allow us to explore the critical importance of restoring and maintaining environmental quality to the overall welfare and development of mankind. Finally, it will cover policies and procedures used by federal, state, and local governments to create and maintain conditions under which people and nature can exist in harmony. Prerequisites: POL 202 Politics of the Environment or FOR 350 Forest Policy.
Completes General Education Requirements:WC-I, AR-I, SC-I, LAS. ENV 455 This course is primarily concerned with the continued challenges and opportunities of finding Sustainable Development sustainable patterns and processes of development within the international, national, regional, and local communities for the future. This course also provides a historic look at the demographic pressure on renewable and non-renewable resources and demonstrates the need for management strategies. Management of both resource supply and demand is considered. Sustainable resource management methods are applied to specific resources including soil, water, minerals, forests, energy, and food. The inter-relationship and sustainability between natural and cultural resources are studied. (3 hours lecture). Prerequisite: Junior standing.
Completes General Education Requirements:WC-I, LAS. ENV 471 Structure and function of river and stream ecosystems will be studied. Variables at several spatial and Stream Ecology And temporal scales will be hierarchically linked to the physical, chemical and biological attributes of stream Management environments. Conceptual models will be used to describe constraints that large-scale geomorphic patterns and processes place upon small-scale patterns and processes as related to primary production, invertebrates and vertebrates. The rationale behind watershed-based approaches and methodologies to assessment and monitoring of stream ecosystems will be explored. Students will learn how to design a watershed assessment and monitoring project which links land uses with monitoring data. (2 hours lecture, 3 hours laboratory). Prerequisites: Biology I and II (BIO 101, BIO 102), General Ecology (BIO 210).
Completes General Education Requirement:LAS. ENV 473 We will study and discuss the ecology and management of wetland ecosystems. Among the topics we Wetlands Ecosystems And will cover are, the history of wetlands in North America, wetland hydrology, physiological adaptations of Management wetland plants, biogeochemistry and nutrient cycling in wetlands, wetland delineation and classification, wetland restoration and mitigation, the function of wetlands in water treatment, and wetland function in the context of the landscape. (3 hours lecture) Prerequisites: BIO 101: Biology I and BIO 102: Biology II.
Completes General Education Requirements:AR-l, LAS.
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ENV 499 This will be a topical course in natural resources management. In this course, students will examine Special Topics in issues of present-day importance to the management of natural resources. The topic of study will Environmental Science change from year to year, as different issues gain prominence. Although the topics will change, the purpose of the course will remain the same. That purpose will be to provide a forum to engage the students in the national, state, or local debate on the management of natural resources. (3 hours lecture). Prerequisite: Permission of the instructor. EST 101 This course includes lecture, discussion, and experiential components which provide students an Introduction to Environmental introduction to the field of environmental studies, both generally and specifically at Paul Smith's Studies College. Students examine a variety of issues in the Adirondack region in an interdisciplinary manner and become acquainted with the complex, multi-dimensional nature of environmental problems and solutions. Various faculty involved in the Environmental Studies Program are involved with this course as guest speakers, leaders of field trips, etc., so that students have an opportunity to meet the members of the PSC ES Program.
Completes General Education Requirements:SC-F, LAS. EST 200 This course introduces students to major aspects of the interaction between human beings and the Intro Nature and Culture environment. Focus is on the historical and cultural connections between people and the environment. Human conceptions about the nature of nature, the wilderness, conservation, parks, recreation, etc. are discussed along with the shaping roles of religion, philosophy, art, literature, pop culture, and politics. Among the diverse topics covered are urban and rural ecologies; communication and sense of place; gender, ethnicity, and class; the arts and artists; indigenous cultures; ethics, law, and the education system; the impact of media in popular culture; agriculture, business and tourism.
Completes General Education Requirements:SC-F, LAS, RE-R. EST 210 Environmental issues have both local and global manifestations and interconnections. Exposure to a Comparative Enviro Studies variety of cultural and ecological settings provides essential breadth and depth necessary for informed Practicum response to environmental challenges. This course is designed to immerse students in a distant region and its issues in comparison and contrast to familiar issues and regions. This course consists of a two- week long trip to a location in the US or abroad where students will have an opportunity to directly experience and examine environmental questions that are significantly different from those of the Adirondack region. Interdisciplinary and comparative perspectives on environmental issues are emphasized. This course is conducted entirely off campus and entails additional fees above tuition. (3 credit hours) Prerequisites: Introduction to Environmental Studies (EST 101) and Nature and Culture (EST 200) OR Politics of the Environment (POL 202) EST 220 Permaculture is defined as the conscious design of human systems, both natural and social, that have Introduction to Permaculture the diversity, stability, & resilience of natural ecosystems. Permaculture is a powerful and internationally-recognized form of design science that has become increasingly important since its emergence in Australia about 30 years ago. Working with nature, permaculture provides a well- established route to create human environments that mimic the sustainable, resilient, and energy- efficient natural environments we see all around us. Permaculture is concerned with the study and practice of the way human beings – as individuals and societies – can participate in the creation of ethical and ecological support systems. Incorporating traditional knowledge, modern science, and natural patterns of the living world, permaculture design is applicable to farms, gardens, neighborhoods, and towns in both rural and urban settings. Prerequisites: AR-F and WC-F
Completes General Education Requirements: WC-R, AR-R, SC-R, LAS EST 300 This course translates, applies and interprets critical concepts from global change science so that the Ecological Change & Society non-scientific community might become better informed in the policy decision- making arena. Students will examine the natural and anthropogenic changes taking place in the totality of the earth's environment across spatial and temporal scales. Students will deepen their understandings of interrelationships and connections between biogeochemical processes in various parts of the earth system, and discuss change mechanisms, tipping points and possible mitigation and adaptation solutions to the tremendous challenges posed by anthropogenic climate change. The course will examine long-term records of global change, as well as focusing on near-past human societies that have successfully or unsuccessfully adapted to changing environmental conditions. We will assess global change models for implications regarding vulnerability of human society and non-human ecosystems to potential change and for insight into strategies for future sustainability. Prerequisite: SC-F and AR-R.
Completes General Education Requirements:SC-I, AR-I, LAS.
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EST 310 This course looks at the historical, cultural and ecological basis for our changing concepts of the Environmental History & environment. The course provides an overview of US environmental history in an effort to understand Social Justice the interactions, interdependencies and changes implicit in the relationship between human culture and the environment. American history is characterized by the paradox of the bounty of the continent's vast natural resources and subsequent establishment of natural institutions, such as our National Park System, and the sweeping and often catastrophic ecological changes wrought on the landscape by the process of Manifest Destiny and industrialization. Environmental history combines political, social, ecological, artistic and literary forms to clarify how our culture's concept of the environment has changed over time. Prerequisite: Social Foundational.
Completes General Education Requirements:SC-I, LAS. EST 320 While virtually all the peoples of the earth face important environmental issues, the form and content Global Environmental Studies of these human-nature interactions often differs widely from place to place. Variations in political Seminar forms, economic status, cultural contexts, and the natural environment are all significant factors in shaping environmental politics and policy around the world. This course investigates these differences using the framework of political ecology and important recent books on environmental politics at various sites around the globe. Various regions and countries are examined through a critical and intensive reading of texts which focuses on these locations. The exact regions and countries vary from year to year. The other major focus of this course is learning the skills of critical reading and analysis of book-length sources, and communicating these analyses in both oral and written forms. Prerequisites: EST 101: Introduction to Environmental Studies or POL 202: Politics of the Environment.
Completes General Education Requirements:WC-I, SC-I, RE-I, LAS. EST 400 The Environmental Studies Research Seminar is a culminating endeavor based upon students' course Environmental Studies work, reading, interests and experience. Students in the seminar undertake a faculty-selected and Research Seminar directed research project. Students will work in small groups, and individually within their group, toward the completion of the overall class goal. Students are required to prepare a substantial written report demonstrating the students' project focus, as well as the integration of their work, and an oral presentation for their group. Prerequisite: Global Environmental Studies Seminar (EST 320).
This course satisfies the Capstone requirement. FIN 310 This course presents detailed financial concepts as applied to both corporate and entrepreneurial Finance business environments. The course will cover financial theory and applications using case studies. The course will address those issues of finance that apply to today's business, such as ratios, liquidity, profitability, financial forecasting, operating and financial leverage, etc. Prerequisite: ACC 101: Financial Accounting.
Completes General Education Requirement:QP-I. FOR 101 A lecture and laboratory course which gives students a broad survey of forestry history, federal, state Introduction To Forestry and private forest management, timber harvesting practices, outdoor recreation, wildlife, silviculture, mensuration, and aspects of the forest products industry. The laboratory is designed to get students into the woods and introduce the use of hand tools, saws, mechanized equipment and safe woodworking practices. The course covers procedures for measuring trees, wildlife habitat improvement, scaling, and running a compass line. (2 hours lecture, 4 hours lab). FOR 110 The identification, taxonomy, ecology, geographic ranges and uses of trees of North America with Dendrology emphasis on the commercially-important species. Field trips survey native Adirondack trees, shrubs, and some introduced ornamentals. (2 hours lecture, 3 hours lab).
Completes General Education Requirements:LAS, AR-F. FOR 120 This course presents the basic terminology and principles pertaining to the study of entomology and Insects And Diseases Of Trees tree pathology. The taxonomy and morphology of insects will be covered, along with the categories and characteristics of diseases that affect trees. The students will learn to identify common insects and diseases of trees. Various control strategies will be presented with an emphasis on environmentally- sound methods. (2 hours lecture, 2½ hours lab).
LAS, AR-R FOR 130 This course is intended to give the students an understanding and appreciation of landscape design Landscape Fundamentals And fundamentals. Students will learn how to evaluate a site and construct a design to meet the needs of Interpretation the site and property users. The foundations of proper landscape installation will also be reviewed. (2 hours lecture)
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FOR 140 The first of a two-course sequence concerning the discussion and practical training laboratory Arboriculture I application of the skills needed to practice arboriculture. Material covered will include tree physiology, tree surgery, tree removal methods, fertilization, and general maintenance practices of shade and ornamental trees. (2 hours lecture, 6 hours lab). Prerequisite: Insects and Diseases of Trees (FOR 120) or permission of the instructor.
AR-R FOR 150 This course presents the physiology, structure, manufacture and identification of wood. This is Wood Properties & Production accomplished through lectures, weekly labs, guest lectures, and hands-on experience with wood Processes samples and processing. (2 hours lecture, 3 hours lab). FOR 206 This course is designed to develop knowledge of and experience in safe and efficient practices related Forest Production Processes to forest production processes. In addition, students will study the interrelationships between timber and lumber production, including log bucking, scaling and grading, lumber manufacturing and grading, and lumber and grade recovery. The emphasis is on understanding systems related to forest production processes, from harvesting to lumber manufacturing and drying. (Two (2) 40 hour weeks). Prerequisites: MAT 125: College Algebra, FOR 101: Intro to Forestry and FOR 110: Dendrology. FOR 210 This course is designed to train forestry students in the operating principles and maintenance of 2- Equipment: Small Engines stroke and 4-stroke cycle single cylinder gasoline engines. Lectures, videos, and discussions center on Repair the disassembly, assembly and operating principles of small engines. Students learn the importance of lubricating oils and the application of scheduled maintenance to promote long engine life. (3 hours lab). FOR 225 The course covers various phases of greenhouse management including the construction and function Greenhouse-Turf Practice of a greenhouse. Students will learn how to propagate annuals and woody plants from seeds and cuttings. The turf study portion of the course is intended to provide the students with a working knowledge of how to install and maintain various types of turf grass. (2 hours lecture, 2 hours lab). Prerequisite: Enrollment in Aboriculture and Land Management Program, or permission of the instructor. FOR 231 This course examines the major factors that can affect the health of forest ecosystems. Major topics will Forest Health include forest insect pests, diseases, and the impact of fire on forest communities. The concept of "forest health" will be discussed and the important concepts of forest ecology that relate to forest health will be covered. (3 hour lecture).
Completes General Education Requirement:AR-R. FOR 235 This course combines class lectures, guest lectures, field trips, and field experience focusing on timber Timber Harvesting harvesting. Students will gain experience in the diverse elements and aspects of forest harvesting. the course is taught from the perspective of what a forester should know about harvesting which includes logging safety, timeber harvesting operations and sale administration, legal dimensions of harvesting, planning and maintaining forest access systems, timber procurement and appraisal, logging costs and analysis and environmental and social influences. Field experiences will emphasize logging technigues. Depending on scheduling, students may have the opportunity to obtain harvesting-related certifications for which additional student fees are required. Prerequisites: FOR 101: Introduction to Forestry, FOR 206: Forest Production Process, FOR 240: Forest Mensuration I, SRV 201: Field Surveying and Game of Logging Level 1 certification.
Beginning with the Fall 2011 semester, this course no longer satisfies any general education requirements. FOR 240 FOR 240 is an introductory course in forest measurements. Specific subject areas include the use of Forest Mensuration I forest mensuration instruments, standard forest mensuration practices, and basic design of forest inventory systems. The approach to teaching will integrate classroom discussions, field demonstrations and practice, and guidance on student field and data analysis projects. (two (2) 40 hour weeks). Prerequisites: FOR 110: Dendrology and FOR 101: Introduction to Forestry. FOR 241 FOR 241 is an advanced treatment of forest measurements that assumes a student's prior exposure to Forest Mensuration II an introductory course in forest measurements. Specific subject areas include cull estimation; local volume table construction using simple linear regression; site quality evaluation; tree growth and stem analysis; stand growth; growth and yield and the use of multiple regression estimation; timber trespass estimation; probability proportional to size and probability proportional to prediction forest sampling; and forest inventory planning, execution, and analysis. The approach to teaching will integrate classroom discussions, field demonstrations and practice, and guidance on student field and data analysis projects. (2 hours lecture, 5 hours lab). Prerequisite: FOR 240: Forest Mensuration I and GIS 201 Introduction to GIS or GIS 230 Geospatial Information Technology for Forestry.
AR-R, QP-R
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FOR 250 This is the second course of a two-course sequence concerned with the care and maintenance of trees. Arboriculture II Topics covered will include tree physiology, plant selection, planting site modification, planting guidelines, construction damage to trees, and pest management. The lab sessions will provide the opportunity to apply tree maintenance practices and explore specialized areas of arboriculture, such as hazard tree management and lightning protection of trees. (2 hours lecture, 3 hours lab). Prerequisite: Arboriculture I (FOR 140) or permission of the instructor.
Completes General Education Requirement:AR-R. FOR 260 This course provides a detailed introduction to different silvicultural systems and practices, with an Silviculture emphasis on the underlying ecological basis of silviculture and systems in the United States, particularly the Northeast, using the College's surroundings as a "laboratory". (2 hours lecture, 3 hours lab). Prerequisites: FOR 241:Forest Mensuration II.
Completes General Education Requirement:AR-R. FOR 270 This course introduces the student to the care, management, and use of draft horses in a variety of Draft Horse Management work situations. Lectures focus on care, maintenance, anatomy, and facility requirements for optimum management. Laboratories will concentrate on handling, harnessing, and driving horses in a variety of applications (i.e., one-horse, two-horse team, log skidding, wagon driving.) (2 hours lecture, 3 hours lab). FOR 275 This course is designed to teach students the many dimensions of successful operation and Maple Sap And Syrup management of a sugar bush. The skills learned from this course will range from managing sugar maples Production for sap production to marketing maple syrup. The College's Sugar Bush will be the classroom for this course and provide students with the hands-on experience. The student may be asked to demonstrate his or her knowledge by conducting tours for the public. (2 hours lecture, 3 hours lab). FOR 276 This course provides the opportunity to study woody plants that are used for ornamental purposes. Ornamental Dendrology Students will be required to identify and name the plants on the study list. Information pertaining to the uses of the plants, site requirements, and pest problems will also be covered. (1 hour lecture 4 hour lab) FOR 280 This course focuses on applied forest ecology in the context of landowner goals and objectives at the Woodlot Management woodlot level. Students will be expected to develop management strategies which consider both market and non market products. Application of these concepts will be further reinforced through the development of a woodlot management plan. (2 hour lecture, 3 hour lab). Prerequisites: FOR 235: Timber Harvesting, FOR 241: Forest Mensuration II, and GIS 230: Geospatial Information Tech for Forestry.
Completes General Education Requirements:AR-R, SC-R. FOR 285 This course explores the components of the urban forest and the social benefits of urban green space. Urban Forestry Issues These components include planning and management of street tree populations, basic inventory methods and job cost estimation. The goal is for students to gain an appreciation for the intricacies of running a tree care business, therefore insurance and tax issues will be studied, along with the importance of maintaining a professional image, work place relations including personnel management, conflict resolution, harassment, and drug use in the work place. (2 hours lecture). Prerequisite: Arboriculture FOR 140.
Completes General Education Requirement:SC-R. FOR 295 This is a first-job experience in the “green” industry. The student is required to complete a minimum of Arboriculture & Landscape 400 hours in a position approved by the Program Coordinator. Students are informed of various job Mgt Externship opportunities through the Career Services Office or the Program Coordinator. A student may opt to independently select a job experience upon approval of the Program Coordinator. Prerequisite: FOR 140 Arboriculture I. FOR 305 This course is designed for students and existing sugarmakers who want to develop a profitable Developing Profitable Sugaring operation. It will cover many aspects of how to develop a profitable enterprise, including sugarbush Operation management, sap collection and processing, and marketing of finished products. Sugarbush management will focus on getting the maximum-value out of the timber and other non-timber resources. Sap collection techniques will highlight all of the latest research and developments in getting the most sap out of trees in the most cost-effective manner. The economics and logistics of buying sap and leasing additional taps will be covered in detail. Sap processing will include assessments of various fuels and machinery for converting sap in to syrup. Marketing and business development will highlight opportunities that can result in the greatest returns on capital and time invested. Those taking it for credit will be required to develop a business plan for a sugaring operation. Four-day workshop plus Independent Study time for business plan. Prerequisite: FOR 275 Maple Sap and Syrup Production.
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FOR 310 Forest Ecology is the study of composition, structure and function of forest ecosystems. The biotic and Forest Ecology abiotic components are analyzed, bringing together climate, soil, physiography, trees and other forest organisms. The ecological principles governing forest establishment, competition, succession and growth are emphasized along with the carbon, nitrogen and water cycle.(3 hours lecture). Prerequisites: FOR 101: Introduction to Forestry and FOR 110: Dendrology, or BIO 210: General Ecology.
Completes General Education Requirements:AR-l, LAS. FOR 330 This course examines the structure and function of soil as a fundamental component of the earth Soils and Hydrology system. The roles of soil in providing vital services to natural and human communities through climate regulation, water and nutrient cycling, as habitat for plants and animals, and by providing humans with food and fiber will be discussed. The laboratory reinforces lecture and is designed to provide students with the ability to collect, analyze, interpret, and communicate soil and hydrologic data. Through this course students will develop a fundamental understanding of soils and hydrology and the role that soil plays in sustainable management of natural resources. 3 hours of lecture, 3 hours of lab. Prerequisite: BIO 210 General Ecology.
Completes General Education Requirements:WC-I, QP-I, AR-I, LAS. FOR 340 This course is designed to teach the fundamentals of decision making in relation to forest management. Forest Management The course has three major parts: The first part deals with land and timber appraising techniques. The time - value of money and investment decision models are discussed along with forest taxation. The second part deals with traditional methods for regulating even- and uneven-aged forests, rotation determination and allowable cut calculations. The third part covers the more advanced topics such as linear programming for maximization, multiple use management practices (with an emphasis on recreation, wildlife, and water), appraisal of non-timber resources and the fundamentals for writing a forest management plan. Excel spreadsheets and the use of Geographic Information Systems for development of the students’ forest management plans is strongly encouraged (3 hours lecture, 3 hours lab). Prerequisites: FOR 260: Silviculture and FOR 241: Forest Mensuration II.
Completes General Education Requirement:WC-I, QP-I. FOR 346 Integrated Vegetation Management (IVM) utilizes mechanical, chemical, ecological and cultural Integrated Vegetation techniques to manage vegetation in a variety of settings, including forest and park lands, power line and Management highway rights-of-way and to eradicate invasive plant species. An understanding of the ecological interrelationships between herbaceous plants, shrubs and trees is a major emphasis of the course. The lab component of the course will focus on the use of computers and GIS systems as well as field mapping and inventory of plant communities to develop appropriate management programs and control techniques. There will be one or more field trips to vegetation management project sites. (2hour lecture, 3 hour lab) Prerequisite: FOR 110: Dendrology. FOR 350 This course will examine the evolution of forestry as an applied science. Emphasis will be placed on Forest Policy identifying the major scientific and social drivers which have created the emergence of new paradigms in forestry. Policy and actual forestry practices will be examined concurrently to better understand how land-use decisions are made. The scope of this course will range from local forestry issues within the Adirondack Park, to global issues faced in the developing world which, strive to strike a balance between development and preservation. General topics will include historical land-use shifts, environmentalism, economic shifts, interagency conflict, conservation mechanisms, and cross-border forest policies. Prerequisites: Introduction to Natural Resources and Society (NRS 101) OR Introduction to Forestry (FOR 101).
Completes General Education Requirements:RE-I, SC-I. FOR 380 In this course, students will explore and develop skills in classifying the understory and ground cover Understory And Ground Cover flora of the region including ferns, club mosses, wildflowers and shrubs. Students will learn the Flora lifecycles, anatomy and features used to identify plants and learn various characteristics of plants including edibility, toxicity, habitat and protective status. This course will help train those interested in conducting research and leading interpretive walks for the public. Classes will be held in the field and in the classroom. Prior knowledge of botanical nomenclature is beneficial. LAS. Prerequisite(s) FOR 110: Dendrology or BIO 204: Plant Biology. FOR 395 Students spend from 240 to 400 hours working for an organization that carries out forestry-related Forestry Externship activities, such as an industrial firm, consulting company, government agency, non-profit conservation/ environmental group, or a research institute. The student must identify a sponsoring supervisor at the chosen organization and have the supervisor provide both a written description of the proposed student work plan and a final performance review. It is the responsibility of the student to secure the externship, and to obtain approval, prior to beginning the externship, from the Dean of the Division or the designated Externship Coordinator. Grading is on a pass/fail basis. Prerequisite: One full year of course work in major.
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FOR 400 The major emphasis of this course is on wood and its use as the raw material for forest products Forest Products industries. The physical and chemical nature of wood, important wood properties, and the nature and properties of major wood products will be covered. The production processes that result in products made from forest resources are covered in depth, these include lumber manufacturing, kiln drying, conversion of “waste” into valued wood products, and pulping of wood products. Some of the products covered in this course include: paper, dimensional lumber, finished lumber, veneer, engineered wood products, woody biofuels, and specialty wood products. Tours of production facilities is a component of this course. (2 hours lecture, 3 hours lab). Prerequisites: FOR 150: Wood Properties and Production Processes and FOR 235: Timber Harvesting. FOR 420 Building on knowledge gained in FOR 260 (Silviculture), the course emphasizes the relationship between Advanced Silviculture the science of silviculture and the social, political, ecological, technological, and physiographic environments within which silviculture is practiced. The course is not, therefore, simply a more in-depth treatment of aspects of elementary silviculture, but rather a treatment of silviculture in a broader context. The course addresses innovative silvicultural practices, the relationships between silviculture and contemporary forestry issues, and the effects of silvicultural practices on forest values and uses. Regional and international silvicultural practices and issues are also discussed. In addition, the relationships between silviculture and non-timber forest management objectives, including aesthetics and non-timber forest products, are explored. Students will study and discuss the scientific literature in the field. Field trips and indoor lab periods will explore silvicultural practices in the northeastern US as well as provide the opportunity to conduct group research projects. (2 hours lecture, 4 hours lab) Prerequisite: FOR 260: Silviculture.
Completes General Education Requirements:AR-l, QP-l, SC-l, LAS. FWS 101 This course will serve as a primer to students in the Fisheries and Wildlife Sciences Program. Its Intro to Fisheries & Wildlife purpose is to create the awareness that management of fisheries and wildlife resources is firmly Management steeped in the biological sciences. The basic science behind managing populations of birds, mammals, and fish will be explored (data collection, analyses, presentation). Furthermore, the student will be exposed to reality of the roles that communication, human dimensions, and policy play in fisheries and wildlife management. (3 hours lecture, 3 hours lab). FWS 105 This course provides an introduction to the principles involved in the maintenance of sustainable Introduction to Wildlife wildlife populations. The focus of the course is in two major areas: (1) the ecological and biological Management principles underlying wildlife conservation, such as habitat, population dynamics, and animal behavior, and (2) the role of humans in wildlife conservation, including both the effects of wildlife exploitation and the effects of various restoration and management practices. The major emphasis of the course is on, but not completely limited to, terrestrial vertebrate animals. (3 hours lecture).
Completes General Education Requirement:AR-R. FWS 210 Conservation law enforcement is intended for students seeking careers as conservation officers. The Conservation Law course will cover theory and techniques of conservation law enforcement. This is accomplished through Enforcement an introduction to criminal justice, law enforcement issues and techniques, the history of conservation law enforcement, current N. American and New York environmental laws and wildlife forensics. As communication skills are integral to conservation officers, students will be required to demonstrate written and verbal communication skills. Students will also be required to successfully complete or show proof of prior completion of a state approved hunter's education class to pass the course.
Completes General Education Requirements:SC-R & RE-R. FWS 220 In this course, students will develop an understanding of the natural history of raptors (including owls) Adirondack Raptors species commonly inhabiting the Adirondacks. They will identify each species by sight, sound, habitat, behavior and nests. They will build on this knowledge, describing the biology and ecology of raptor species such as migration patterns, reserved sexual dimorphism, and fratricide. Knowledge of raptor biology can be applied to further research and management including conservation. Thus, students will learn research and management techniques of raptors, such as trapping and marking as well as examine case studies of historical and current research. The course has a field component and a field trip is required. Prerequisite: BIO 101 Biology I FWS 270 This course introduces students to the biodiversity and natural history of vertebrates that live in North Natural History of North America. The focus will be on fish, amphibians, reptiles, birds and mammals with an emphasis on American Verteb vertebrates that live in the eastern United States. Students will be able to identify vertebrates as well as demonstrate an understanding of vertebrate anatomy, physiology, behavior, reproduction, life history and ecology. (3 hours lecture). Prerequisites: Biology I and II (BIO 101, BIO 102).
Completes General Education Requirements:LAS, AR-R.
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FWS 320 The course requires students to estimate population demographics, calculate home range sizes, and Techniques In Wildlife perform other quantitative analysis for wildlife management, including but not limited to game and Management endangered species. Students will develop skills in capturing and handling wildlife as well as aging, sexing, and marking individuals. While the primary focus of the course is on mammals and birds, some attention will be given to amphibians and reptiles. (2 hours lecture, 3 hours lab). Prerequisites: BIO 210 General Ecology, MAT 210 Statistics.
Completes General Education Requirements:WC-I, QP-I, AR-I, RE-I. FWS 331 This course introduces the student to the wide array of tools to assess and monitor fish populations, Fisheries Techniques communities, and habitat. Students will gain experience using passive and active fish sampling gear, and learn basic approaches to assessing physical habitat and water quality. Standardized sampling as a basis for collecting scientifically-sound data and as a means to gather reliable data for long-term monitoring will be emphasized. Students will be introduced to statistical methods used to quantify population size, age and growth, recruitment and year-class strength, and mortality. Advanced topics will include diet analysis, linear growth modeling, bioenergetics modeling, and biotelemetry. In addition, students will explore methods used by the profession to gather information on human users of fisheries resources, which will include development and use creel surveys. Computer use will be a strong component in this course. (2 hours lecture, 3 hours lab). Prerequisites: BIO 101: Biology I or BIO 102: Biology II or FWS 101: Introduction to Fisheries & Wildlife Management. FWS 395 The student obtains fisheries or wildlife research or management experience with an organization such Fisheries & Wildlife Sciences as a governmental agency or private conservation/environmental group. A sponsoring supervisor in the Externship organization provides a written work plan of the student’s activities before the externship begins. The student identifies a faculty mentor at PSC to approve the work plan. The student must secure approval from his/her mentor and advisor prior to registering for the externship. During the externship the student keeps a log. Upon completion of the externship, the student submits a written report and an oral presentation. The student’s supervisor suggests a grade to the faculty mentor who assigns a final pass/fail grade. See the Fisheries and Wildlife Externship Approval Form for more information. Credit hours will be determined based on the breadth and depth of the work experience. (Prerequisites: BIO 101, BIO 102 and GPA of 2.0 or above) FWS 470 This advanced course prepares students to manage wildlife as natural resource by requiring students to Wildlife Management apply their knowledge about wildlife biology, issues, and management in order to develop wildlife management plans. Creation of the management plan finalizes the Fisheries and Wildlife Science program by demonstrating mastery of both general education and program goals. Much of the course is based on historical and current case studies on the effects of food, habitat, predation, and diseases on wildlife populations. Students evaluate management policies and protocols including sociocultural and economic impacts. (3 hours lecture). Prerequisites: FWS 320 Techniques in Wildlife Mgt and (BIO 363 Mammology or BIO 364 Ornithology or BIO 366 Herpetology). Senior Status is required.
This course satisfies the Capstone requirement. FWS 480 Fisheries management is based on the use of scientific information, communication skills, and an Fisheries Biology And understanding of human dimensions to manipulate aquatic populations, aquatic habitats, and humans Management to sustain or increase the benefits of fishery resources. In this class, students will become intimate with an understanding of the science foundation beneath fisheries management that can help humans make informed decisions. Students will 1) study the scientific approaches used to assess fish population and community dynamics, 2) review the components and managing limiting factors, and 3) learn the historic and contemporary roles of humans in traditional and emerging management approaches in fisheries protection, maintenance, and restoration. Class discussion of case histories will provide focal points for developing an understanding of the complexity of fisheries management. (3 hours lecture). Prerequisites: BIO 210: General Ecology.
Completes General Education Requirements:Q-PI, WC-I, AR-I, C-S, Q-S, RE-I. FYS 101 First Year Seminar is an interdisciplinary discussion based course designed to explore questions of FYS meaning, value, and responsibility encountered by individuals and communities. Through reflective activities, readings, projects, presentations and discussions students will develop: active listening skills, oral communication skills, respect for diverse opinions, and action plans that will guide independent, confident, decision making.
Completes General Education Requirements:LAS, RE-F. FYS 102 The focus of this course is threefold. First, students will be instructed on fundamental professionalism First Year Seminar: skills and explore career goals and aspirations. Second, this course will provide opportunity for students Professionalism to learn and practice effective study skills and self-sufficiency. Third, students will develop active listening skills, respect for diverse opinions, and effective communication through active participation in reflective activities, readings, projects, presentations and discussions.
Completes General Education Requirements: RE-F, WC-F.
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GEO 101 This course provides students with an introduction to the physical landscapes of the earth as seen by General Geography the geographer. It views the physical landscape as consisting of landforms, climates, and biomes, and provides students with an opportunity to understand the interactions among them. All three features of the landscape are presented as evolving over time; consequently, students will be introduced to dynamic processes associated with geomorphology, meteorology and climatology, and ecology. (3 hours lecture).
Completes General Education Requirement:LAS, AR-F, SC-F. GIS 201 This course will introduce students to the most widely used Geographic Information System software Introduction To GIS called ArcView. Students will learn what GIS is and how it works. High-quality maps will be created through projects that require students to analyze and organize information tailored to various situations. Students will also learn how professionals in a wide range of fields are using GIS and how it can be a useful tool in their future careers. (2 hours lecture, 3 hours lab).
Completes General Education Requirement:LAS. GIS 230 This course introduces general uses of geospatial information technologies (GIT) - geographic Geospatial Information Tech information systems (GIS), remote sensing, and global positioning systems (GPS) - with applications to for Forestry natural resource management and forestry. Skills in basic mapmaking with GIS software, aerial photos and handheld GPS units are developed. Quantitative skills (such as measuring areas, distances, bearings, heights of objects and elevations of the ground) from aerial photos as well as calculations utilizing computer spreadsheets are emphasized. Forest stand mapping, inventory plot locations using GPS, and stereo aerial photo measurements are applications presented. Prerequisite: (MAT 125 College Alebra or taken concurrently)
Completes General Education Requirement:QP-R. GIS 260 An intensive hands-on course introducing concepts and applications in Geodesy, Global Positioning Geodesy, GPS & GIS Systems (GPS) and Geographic Information Systems (GIS), with an emphasis on their use in surveying. Emphasis is on determining the validity, accuracy and reliabiliy of data collected. Students will apply these concepts and technologies in several group and individual projects. GPS hardware and software, as well as GIS software, will be used extensively. Prerequisite: Surveying III: Field Experience.
Completes General Education Requirement:AR-R. GIS 335 This course provides advanced training and experience in Geographic Information Systems (GIS). Advanced GIS Techniques Advanced GIS Techniques is a continuation of Introduction to GIS (GIS 201) where students will learn new skills and refine skills previously acquired. Topics include data acquisition and automation, Global Positioning Systems (GPS), spatial analysis, cartographic modeling and output design. Software used during the course will include MS PowerPoint, ArcView, Spatial Analyst, and GPS Pathfinder. Students will be required to select a project that will focus on creating a database, using both Spatial Analyst and GPS, analyzing their own data, producing a high-quality map product, and presenting the findings in a public format. (2 hours lecture, 3 hours lab). Prerequisite: Introduction to GIS (GIS 201). GIS 350 Building on knowledge from Aerial Photo Interpretation (GIS 220) or Photogrammetry (SRV 210), the Introduction to Remote fundamentals of non-photographic remote sensing will be presented. Several current types of remotely Sensing sensed imagery from various platforms, utilizing many portions of the electromagnetic spectrum, will be discussed. Experience with image analysis and classification techniques using digital image processing software will culminate in a map that will be useful for natural resource management or environmental assessment applications. Students will also learn the importance of statistical map accuracy assessments in order to judge the quality of their own maps or those produced by others. (2 hours lecture, 3 hours lab) Prerequisite: MAT 125 College Algebra and GIS 201 Introduction to GIS and Co- requisite: MAT 210 Statistics.
Completes General Education Requirements:QP-l, AR-l. GIS 399 Special Topics GIS GIS 420 This course provides students with the experience of how Geographic Information Systems (GIS) are GIS Application applied to forestry and natural resources. GIS Applications is a project-oriented course which is the final GIS course taught in the series. Projects include application of GIS in forestry, landscape ecology, wetlands, land management and surveying. Software used during the course will include MS PowerPoint, ArcView, Spatial Analyst and GPS Pathfinder. Students will be required to select and plan their own project that will focus on an application of GIS, thus creating a database, analyzing their own data, creating metadata, producing a high-quality map product, and presenting their methods, results and map products professionally. (2 hours lecture 3 hour lab). Prerequisite: GIS 201:Introduction to GIS.
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HOS 101 This is an introductory course covering hotel operations from Biblical inns to the present complex Hotel Resort And Tourism structure of hotels/resorts and the evolution of tourism due to improvements in transportation, Industry Orient communication and technology. The course provides an overview of the hospitality business and introduces students to a variety of career paths available within the hospitality industry. Students are also introduced to the concept of student assessment portfolios. HOS 150 This course prepares students for front office operations at a hotel/resort. The course provides an Front Office/Property overview of front office accounting and night audit practices, communications and guest services, and Management front office management functions. Students will participate in role-playing and individual/group activities to simulate real-life situations frequently encountered within the Front Office. The course also incorporates exercises in telephone answering skills and room selling strategies. HOS 210 A course designed for the Hotel/Restaurant Management student who has completed a course in Hotel Accounting introductory accounting at the college level. It consists of explanation and demonstration of the more common techniques and methods by which management can interpret, analyze, and make decisions from information provided by accounting systems. Prerequisite: Accounting ACC 101.
Completes General Education Requirement:QP-R. HOS 270 Hospitality Applications is a course that offers students the opportunity to work, as part of a team lead Hospitality Applications by upperclassmen, with an external hospitality organization (hotels, restaurant, tourism associations) to research and create opinions on a specific aspect of its business. Within the organization, the students will assist in the creation of interview questions for key personnel and review business standards and procedures to understand its current operations. The students will research industry trends, best practice methods, and key performance measures to report to team leaders, in order for the team to develop multiple alternatives or business scenarios for the organization to consider. A professional findings report, that discusses the selected solutions along with advantages and disadvantages of each, will be a major deliverable of the course. The course will culminate in the students orally presenting the findings to the organization’s management followed by a robust roundtable discussion. HOS 299 This course will provide students with an opportunity to study Hospitality topics which are not normally Special Topics in Hospitality offered. These courses are selected for their potential to contribute both to the professional and intellectual development of students. In most cases, student demand or faculty expertise (or both) are factors which influence the selection and timing of these courses. HOS 300 A course designed to introduce the student to the significance of economic transitions from agriculture, The Service Economy through manufacturing, and on to one of the most significant economic paradigms of the last 50 years: service and experience. The student will review historical examples of economic paradigm shifts and numerous case studies of successful companies that have implemented competitive service initiatives. The student will additionally be charged with identifying quality and value of service and its delivery in modern society and how it impacts consumer behavior. Prerequisites: SC-F AND SC-R.
Completes General Education Requirement:LAS. HOS 310 This course charts world history through the story of six beverages: beer, wine, spirits, coffee, tea, and Beverages: History World Six Coca-Cola. The modern system of taxation, social castes, America's independent spirit, freedom of Glasses information and society's move toward globalization have all been made possible by these beverages. Prerequisite: Social Foundational or permission of instructor.
Completes General Education Requirements:SC-I, LAS. HOS 315 This course focuses on beer as a manufactured product and the brewing process itself. Through hands- The Practical Brewing on laboratory training, the student will learn the fundamentals of beer making from scratch; major categories of beer will be demonstrated. Using a variety of brewery equipment and technology the student will develop knowledge of beer brewing and the critical role of health and safety. The course will include field experiences at regional brewing facilities. (2 hours lecture, 2 hours lab). Prerequisite: QP-R. HOS 318 This course focuses on beer as a saleable product after the production phase. It provides an overview of The Business of Craft Beer the growing beer industry with topics ranging from the practical elements of marketing, promotion, service and profitability. These areas will be presented from different perspectives as they relate to a range of sectors within the industry. Potential career in each sector of the industry will be highlighted and punctuated with guest lecturers and trend topic discussions. Prerequisites: MKT 200: Principles of Marketing and Sales, MKT 305: Advertising and Promotion, QP-R, HOS 315: Practical Brewing. HOS 320 This course examines the full event planning process; beginning with the anatomy of an event to Festival & Major Event establish the different layers of an event experience and the step by step processes needed to plan, Management design, and execute events that will meet the needs of both customers and their audiences. Course may include involvement in an area special event. Prerequisites: HOS 101: Hotel, Resort & Tourism Management OR RES 132: Dining Room & Kitchen Management, OR REC 101: Intro to Recreation OR special permission of the Dean.
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HOS 325 Tourism does not just happen. Destinations are a mix of attractions and events, facilities, Destination Dynamics infrastructure, transportation, and hospitality resources that must be carefully planned for and marketed. This course looks at the tourism system through destination planning and development, marketing, demand factors influencing the market, and the characteristics of travel. A multidisciplinary approach will utilize principles, concepts and theories from psychology, economics, planning, and marketing that influence tourism. Those involved in tourism will see where they fit, who is affected by their actions, and how they are affected by the actions of other system participants. Numerous destinations will be analyzed, including the Adirondacks, and guest speakers from multiple levels of the tourism system will offer their perspectives on tourism and what it takes to create and maintain a successful destination. Prerequisite: MKT 200: Principles of Marketing. HOS 331 This is a hospitality industry current events course. Using various creative thinking techniques, students Hospitality Futures will both present and participate in lectures and discussions concerning current and predicted future trends in the hospitality industry. Because of the nature of the course, subject matter will change each semester to reflect the emergence of new cultural, socioeconomic, business, technology and demographic trends. Prerequisites: SC-F AND 1-SC-R.
Completes General Education Requirement:AR-I. HOS 350 This course that offers students the opportunity to work directly with an outside hospitality Field Studies in Hospitality organization (hotels, restaurant, tourism associations) to analyze and assess a specific aspect of its business. Within the organization, the students will interview key personnel and review business standards and procedures to understand its current operations. The students will research industry trends, best practice methods, and key performance measures to develop multiple alternatives or business scenarios for the organization to consider. A professional findings report, that discusses the selected solutions along with advantages and disadvantages of each, will be a major deliverable of the course. The course will culminate in the students orally presenting the findings to the organization's management followed by a robust roundtable discussion. Prerequisite: HOS 101.
Completes General Education Requirements:AR-I, RE-I, SC-I. HOS 400 A course that applies organizational management techniques to a dynamic, specific segment of the Recreation & Resort tourism market. Students will discover the unique nature of resorts, the market segments attracted, Marketing & Mgmt the complexity of customer service options needed to sustain a market share, human resources issues specific to resorts, economic challenges in resort operations and the environmental characteristics that give each resort its differentiation. Heavy emphasis is placed on marketing principles as applied to these destinations. Prerequisite: MGT 200 Principles of Management or MKT 200 Principles of Marketing or Sales. HOS 462 The Paul Smith's College capstone experience allows students to finalize their Paul Smith's education by Hospitality Business giving students the opportunity to demonstrate mastery of the general education core and Simulation programmatic learning objectives. Students apply skills, methodologies and knowledge learned during their courses of study, building on this undergraduate learning experience as they evaluate their readiness for the next stage in their professional development. Prerequisite(s): HOS 210: Hotel Accounting, HOS 331: Hospitality Futures, HOS 350: Field Studies in Hospitality AND completion of 3 courses from the Customer Relations Cluster.
This course satisfies the Capstone requirement. HOS 499 This course will provide students with an opportunity to study Hospitality topics which are not normally Special Topics in Hospitality offered. These courses are selected for their potential to contribute both to the professional and intellectual development of students. In most cases, student demand or faculty expertise (or both) are factors which influence the selection and timing of these courses. Prerequisite: HOS 265 Hotel Practicum or CUL 260 Commercial Cooking and Catering. HST 201 This course studies the history of the United States to Reconstruction. Origin and development of History Of The US Through America and its institutions from the discovery of the New World to the close of the Reconstruction 1887 Period. (3 hours lecture).
Completes General Education Requirements:LAS, WC-R,SC-F. HST 202 This course studies significant cultural, economic, political, and social forces from 1877 to the present. History Of The US 1877 To Among the topics covered are industrialization, social and political reform movements, foreign policy, Present World Wars I and II, the Great Depression and the Cold War. (3 hours lecture).
Completes General Education Requirements:LAS, WC-R,SC-F. HST 215 This course will examine the environmental, political, and cultural history of the Adirondack Mountain The Adirondacks region and provide students with an analytical framework for interpreting the landscape and history of our regional environment, the natural world and mankind's relationship to it. (3 hours lecture). Please note that there is a $40 fee for the raft trip on the Upper Hudson River.
Completes General Education Requirements:LAS, SC-R, RE-R, SC-F.
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HUM 105 Students will be introduced to major aspects of the art of film, one of this nation’s greatest Art Of Film contributions to human expression. The intention of this course is that by viewing and discussing significant motion pictures in a variety of genres and their artful manipulation of such tools as lighting, framing, movement, sound, and editing, students will develop a richer appreciation. Directing, acting, set design, story telling, and other elements of film production also will be discussed. The course culminates in a written critique of a contemporary film. (2 hours lecture, 2 hours film showing).
Completes General Education Requirements:LAS, RE-R. HUM 110 This course allows students to develop their musical proficiency while rehearsing and performing as Musical Performance part of an ensemble. The students will be divided into appropriate performance groups, based on their stylistic preferences, instruments, and abilities. These groups will each give three on-campus performances during the semester. The students will rehearse both by themselves and with the instructor, and they will develop and publish a program for each concert. Taken three times, this course will fulfill only an Open Elective requirement; it will not substitute as a Social Science/Humanities Elective. Grading is Pass/Fail. HUM 115 The aim of this course is to increase student understanding and enjoyment of music. The semester will Western And World Music begin with the fundamentals in common musical concepts (basic notation, rhythm, dynamics, melody, harmony, texture, and form) and then survey the principal periods of Western Music (Medieval, Renaissance, Baroque, Classical, Romantic, and Modern). The course will also examine the way in which popular music incorporates the techniques and forms of the composers of the past. Non-Western music, or 'World' Music, will be explored and discussed in order to emphasize the universality of musical expression. Other styles, such as Post-modern Classical, the American Musical, Jazz, etc., will be explored as time permits. Previous musical training is not necessary. (3 hours lecture).
H-S, LAS, RE-R HUM 120 This survey course will be an overview of the origins, evolution and achievements of what we loosely Western Culture: The Ascent call Western Culture, and how it has shaped our lives today. It will cover technological, philosophical, Of Man and cultural advancements and their inter-relationships. The specific contributions of various great historical figures will be highlighted. (3 hours lecture).
Completes General Education Requirements:LAS,RE-R, SC-R,SC-F. *May be used for either Foundational or Structural - but not both HUM 135 This beginning photography course introduces students to the concepts and the technical skills Photography necessary to create black and white prints. All essentials of black and white photography - from hardware to film to developing to printing to mounting - are covered. A student-owned, fully adjustable SLR camera is needed.
Completes General Education Requirements:LAS,RE-R. HUM 150 A special topics course where students will learn through direct interaction with a variety of working Survey of Art: Various Topic artisan entrepreneurs. Emphasis will be placed of the use of the creative process as applied to both business and art. HUM 200 This introductory-level course will provide students with "hands-on experience" in the art studio. The Studio Art concepts and processes necessary to produce art using various techniques such as drawing, painting, woodcarving, and collage will be addressed. Students will be encouraged to experiment with the different mediums. They will be introduced to the principles of composition, dimensionality, and color with an emphasis on individual expression. (3 hours lecture).
Completes General Education Requirement:RE-R. HUM 270 This course focuses both on the nature of morality itself and on its practical day-to-day application. It Ethics takes a unique “organic” approach to the subject: beginning with the complete ethics of Reverence for Life developed by Dr. Albert Schweitzer it then moves outward from this center to show how the various approaches to ethics are all contained, like a plant in a seed, within that comprehensive formulation and how none can exist apart from it. Emphasis is on critical discussion of the strengths and weaknesses of each idea, on developing an integrated perspective on the whole field of ethics as a foundation for further study, and on practical applications to daily life. (3 hours lecture)
Completes General Education Requirements:LAS, RE-R.
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HUM 300 This course explores the wide range of ideas about nature that philosophers and other thinkers have Philosophy Of Nature developed from ancient times to the present, and examines how such ideas inform (though often invisibly) contemporary debates concerning our relationship to the land, resource use, and other issues. General topic areas include Nature as Empirical Reality, Nature as Synonymous with Reason, Nature as Antithetical to Man, Nature as Moral Lawgiver, Nature as Aesthetic Norm, and Ecological Ideas. Discussion will draw on thinkers ranging from Aristotle, Tertullian, and Descartes to Thoreau, Aldo Leopold, and Frederick Turner. This philosophical component is complemented by readings and discussions of materials from the current press and recent publications. (3 hours lecture).
Completes General Education Requirements:LAS, RE-I. HUM 320 This course explores Latin America, the diverse and complex region including Mesoamerica, South Latin American & Caribbean America and the Caribbean, focusing on culture, history, art, food, gender, race, and class to Studies understand the experiences and processes that have shaped the region. Students will reflect on Latin American identity, political history, nation-state formation, modernization and social mobilization based on analysis of primary sources such as cinema, music, literature, art and historical documents along with secondary sources. Prerequisite: SC-F, WC-R.
Completes General Education Requirements: WC-I, SC-I, LAS HUM 400 Students will explore the influence of various theories of nature on visual artists throughout history. In Nature And Art turn, the influence of art on human perception of nature, especially as reflected in the conservationist movement, will be studied. Representative works in painting, sculpture, architecture, photography, film, and video from earliest times to the contemporary period will be discussed. Human expression in landscape design and other manipulations of nature will also form part of the course. Many cultures, particularly Japanese and Native American, will be examined for their contributions to human appreciation of the natural world. (3 hours lecture). Prerequisite: Junior standing.
Completes General Education Requirements:LAS, RE-I. LAN 101 Elementary Spanish I is designed to give students with little or no background a basic introduction to Elementary Spanish I Spanish phonology, grammar, and syntax, as well as a basic vocabulary. Students are also introduced to some of the varied Spanish culture and history of Spain, Latin America, and Mexico. Some attention is also devoted to Latino in the United States.
Completes General Education Requirements:LAS,RE-R, SC-R. LAN 102 Building on a basic understanding of Spanish phonology, grammar, and syntax, Elementary Spanish II Elementary Spanish II extends the student's knowledge of Spanish to include, as examples, an understanding of the different uses of the preterit and imperfect; direct and indirect object pronouns; constructions with gustar; uses of por and para; the present subjunctive; an expanded vocabulary for carrying on extended conversations; and a further understanding of Spanish cultures in and outside of the United States. An increased emphasis is placed on oral proficiency and the ability to carry on extended conversations in Spanish. (3 hours lecture). Prerequisite: Elementary Spanish I (LAN 101).
Completes General Education Requirements:LAS,RE-R, SC-R. LAN 103 This is a proficiency-oriented beginning French course intended for students with no previous Elementary French I background in French. As the first half of the elementary French sequence, it introduces the basics of the French language using a proficiency-oriented approach to practice vocabulary, common expressions, reading and writing. Students will also make comparisons between French culture and North American culture.
Completes General Education Requirements:LAS,RE-R, SC-R. LAN 104 As the second half of the elementary French sequence, this proficiency-oriented course expands on the Elementary French II basics learned in Elementary French I through cumulative expansion of vocabulary, grammar, pronunciation and commonly used expressions, as well as increasing cultural understanding through continued comparison of French and North American culture and customs. Prerequisite: LAN 103 Elementary French I.
Completes General Education Requirements:LAS,RE-R, SC-R. LAN 105 Completes General Education Requirements:LAS, RE-R, SC-R. Elementary Italian I LAN 106 Completes General Education Requirements:RE-R, SC-R, LAS. Elementary Italian II
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LAN 107 Conversational Language I is the first course in a series that provides an introduction to a target Conversational Language I language, and associated culture and history. Students with little or no background in a given language will study phonology, grammar, syntax, and basic vocabulary. The course will blend individualized web- based learning programs, field experiences (when possible), and in-class discussion and lecture to develop language skills and compare and contrast language use in various cultures.
Completes General Education Requirements:RE-R, SC-R, LAS. LAN 108 Conversational Language II is the second course in a series that provides an introduction to a target Conversational Language II language, and associated culture and history. Students with little or no background in a given language will study phonology, grammar, syntax, and basic vocabulary. The course will blend individualized web- based learning programs, field experiences (when possible), and in-class discussion and lecture to develop language skills and compare and contrast language use in various cultures. Pre-requisite: LAN 107: Conversational Language I (in the same language) or Elementary Language I of the same language.
Completes General Education Requirements:RE-R, SC-R, LAS. LAN 201 This course will review basic Spanish grammar while introducing more complex structures. Vocabulary Intermediate Spanish I expansion will also be a major objective as students practice the four skills of speaking, listening, reading and writing on an increasingly sophisticated level. To the extent possible, in-class discussion will be in Spanish. Readings will encompass a variety of literary genres such as essays, poetry, and short stories, with a major objective being to introduce students to such icons of Spanish culture as Octavio Paz and Pablo Neruda. Reading and writing skills will be refined as students translate, write and respond to these readings. As well, through these and other course activities, such as the appropriate use of video and music, students will enrich their understanding of the Spanish-speaking world. Prerequisite: LAN 102 Elementary Spanish II.
Completes General Education Requirements:LAS,RE-R, SC-R. LAN 202 Intermediate Spanish II will increasingly emphasize oral comprehension and expression with classes Intermediate Spanish II conducted almost entirely in Spanish. Class discussion and reading will be centered on a selection of short literary readings from a variety of well-known Spanish authors. Selected review of key grammatical differences between Spanish and English will occur in the context of the study of Spanish literature. Also, the class will study lexical options in context (i.e., denotational vs. connotational, colloquial and dialectical, the dangers of false cognates, etc.). (3 hours lecture). Prerequisite: Intermediate Spanish I (LAN 201), or permission of the instructor.
Completes General Education Requirements:LAS,RE-R, SC-R. LAN 203 This course will provide a thorough review of basic grammar while introducing more complex structures Intermediate French I and greatly expanding vocabulary. The four skills of listening, speaking, reading and writing will be developed at a more sophisticated level. In-class discussions will be conducted in French with few exceptions, giving students abundant practice in oral communication. To refine writing skills, there will be frequent written compositions based on a variety of subjects. Reading activities will encompass various literary genres such as poetry, comic strips, songs, short stories, newspaper articles, etc. Students will learn proper usage of a bilingual dictionary. Course materials and activities will greatly enrich students' understanding and appreciation of the vast French-speaking world. (3 hours lecture). Prerequisites: Elementary French I & II (LAN 103, LAN 104), or permission of the instructor.
Completes General Education Requirements:LAS, RE-R, SC-R. LAN 204 This course completes the Intermediate French sequence. Basic grammar will continue to be reviewed Intermediate French II while new, more complex structures are introduced. Vocabulary will be further expanded. French texts from various genres will be used for reading activities and as a springboard for class discussions and written compositions. Class discussions will be conducted in French, giving students the opportunity to greatly advance their oral proficiency. Proper use of the bilingual dictionary will continue to be addressed. Students will continue to learn about and discuss numerous aspects of French and francophone culture, which will be presented through various sources, such as music, literature, newspaper articles, film and other media. Upon successful completion of this course, students should be able to function successfully in a French-speaking environment and should have a solid foundation for attaining fluency. (3 hours lecture). Prerequisite: Intermediate French I (LAN 203), or permission of the instructor.
Completes General Education Requirements:LAS, RE-R, SC-R.
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MAT 097 This course is designed for students in all programs of study and includes basic algebra concepts and Fundamentals of Math fundamental skills needed for success in higher level mathematics courses. This course does not provide college credit, or fulfil any degree program requirement. Topics include basic algebraic expressions, mathematical models, real numbers, exponents, polynomials, rational expressions, radicals, graphing, factoring and solving linear and quadratic equations and applications. Emphasis is given to solving applied problems from different curricula. This remedial course includes 3 hours of instruction and 1 hour of recitation weekly. MAT 110 This is an introductory course in using mathematics as a basis for making logical decisions. The course Finite Math will include the algebra of linear equations and inequalities and the solution of linear equations needed to solve linear programming problems geometrically. Other topics include set theory, matrices, basic statistics and the analysis of graphs. Prerequisite: MAT 097 Fundamentals of Math (C* or better) or appropriate Accuplacer placement score.
Completes General Education Requirements:LAS, QP-F. MAT 125 This course will start with a review of basic algebra (factoring, solving linear equations and inequalities, Algebra etc) and will introduce various functions to include polynomial, rational, exponential, logarithmic and radical functions. Techniques of graphing these functions will also be explored. Additionally students will study systems of equations and sequences and series. Prerequisite: MAT 097 Fundamentals of Math (C* or better) or appropriate Accuplacer score.
Completes General Education Requirements:LAS, QP-F. MAT 145 This course is devoted to the study of plane trigonometry. Formal topics include: solution of right and Trigonometry oblique triangles, trigonometric identities and equations, graphs of trigonometric functions, and applied problems. Prerequisite: MAT 125 College Algebra or appropriate Accuplacer placement score.
Completes General Education Requirements:LAS, QP-R. MAT 180 This course will cover topics that prepare a student to study in many different technical venues. Topics Precalculus covered will prepare the student for further work in more advanced math courses particularly the Calculus sequence. Topics that covered include a very brief review of algebra concepts, with a more in depth treatment of linear equations and inequalities, quadratic equations and inequalities, graphing and modeling basic functions to include polynomial, rational, exponential, logarithmic and trigonometric. Additionally students will study systems of equations, conic sections, analytic geometry, sequences, series, binomial expansion and an introduction to limits. Prerequisite: MAT 125 College Algebra or Accuplacer placement.
Completes General Education Requirements:LAS, QP-R. MAT 210 This is an introductory course in statistics, designed to familiarize the student with numerical and Statistics graphical data distributions; exploratory data analysis; correlation and linear regression; the normal and binomial probability distributions; confidence intervals and some hypothesis testing. Prerequisites: MAT 125 College Algebra or MAT 110 Finite Math or appropriate Accuplacer Placement score
Completes General Education Requirements:LAS, QP-R. MAT 241 In this introductory calculus course, students will use practical problems to develop the concepts of Calculus I calculus. Students will gain an appreciation of the usefulness of calculus to a broad range of applications. The concept of a function, including polynomial, rational, exponential, logarithmic, and trigonometric, the derivative, applications of differentiation and the definite integral will be covered. Prerequisite: MAT 180 Pre-Calculus or appropriate Accuplacer placement score.
Completes General Education Requirements:LAS, QP-R. MAT 242 This course is a continuation of Calculus I (MAT 241). Students will use practical problems to develop Calculus II the concepts of integral calculus and to introduce differential equations. By focusing on the ideas behind solving the problems, the student will be able to solve a broad range of problems. Definite and indefinite integrals and first-order separable differential equations and their applications will all be approached from the graphical, numerical and analytical points of view. (4 hours lecture). Prerequisite: MAT 241 Calculus I.
Completes General Education Requirement:LAS.
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MAT 243 This course is a continuation of Calculus II (MAT 242). Students will use practical problems to develop Calculus III the concepts of multivariable calculus. Students will gain an appreciation of the possibilities for problem solving when freed from the constraints of modeling with one independent variable. Approximating functions with Taylor and Fourier series, vectors, partial derivatives, directional derivatives, gradients, the differential, methods of calculating multiple integrals, parametric curves and surfaces, vector fields, and their applications will all be approached from the graphical, numerical and analytical points of view. If time permits, line integrals, flux integrals, divergence and curl will be discussed. (4 hours lecture). Prerequisite: MAT 242 Calculus II
Completes General Education Requirement:LAS. MAT 331 This course is to provide an introduction to the fundamental concepts of ordinary differential equations. Differential Equations The course should prepare students for advanced study in engineering or the physical, mathematical, biological, or social sciences. This course deals with first- and second-order differential equations and their applications. (3 hours lecture). Prerequisite: Calculus III (MAT 243).
Completes General Education Requirement:LAS. MAT 335 This course will examine the use of mathematics to solve contemporary mathematical problems using Financial Decision Making real financial transactions as examples. Students will analyze trends and current problems using graphs, spreadsheets, internet resources, and financial equations. Students will develop an Investment Portfolio and write a report on the semester long investigation they conduct on the investing world. Their report will be research based and they will use their own portfolio as an example of the topics they study. Concepts involving algebraic manipulations of equations, exponential equations, and mathematical modeling with their applications to financial decision-making will be emphasized. Course topics will include time value of money, present value and future value, simple and compound interest, ordinary annuities, sinking funds, amortization, stocks and investments. Pre-requisites: MAT 125: College Algebra or MAT 110: Finite Math I or appropriate Accuplacer placement AND completion of a Quantitative Problem Solving Reinforcing course.
Completes General Education Requirements:WC-I, QP-I, LAS. MGT 101 A modern small-business course that focuses on the traits and methods of management required of Introduction To successful owner/operators in today's business environment. Students will explore why some Entrepreneurship entrepreneurs fail while others succeed repeatedly. Additionally, the students will learn how to assess their chances for success by discovering how to recognize their own strengths and weaknesses. (3 hours lecture). This course is primarily for non-major, or transfer business students. MGT 200 This course is designed to introduce students to the management functions of planning, organizing, Principles of Management leading and controlling. Management theory is examined from an historical perspective and principles are applied using the systems approach and contingency as related to contemporary management practice. Students focus on industry examples and problem solving.
Completes General Education Requirement:SC-R. MGT 201 An introductory course designed to develop a basic understanding of the legal aspects of business. The Business Law functions and operations of the court system are discussed. Formation of the single proprietorship, partnership, and the corporation types of business are examined. Contracts, their formation, legal effect, and discharge; trust and agency; employer-employee relationships; and government regulation are also discussed. (3 hours lecture).
Completes General Education Requirement:SC-R. MGT 210 The rapid pace of business for the entrepreneur often means learning procedures, mechanisms, and Entrepreneurship Sys, policies of doing business in real time. Each year requirements change at the local, state, and national Resources&Policies level. For an entrepreneur to be successful he/she must stay informed on personnel hiring and retention issues, benefit policies, employee compensation models, insurance needs, credit systems, payment systems, and tax law, among other topics. This course will walk students through the necessary mechanics of the entrepreneur, and additionally provide the tools where students can seek out current and applicable entrepreneurship information as is necessary. Human resources planning is emphasized and job planning, job design, recruitment, selection, hiring, training, evaluation, promotion, compensation systems and termination are discussed. Different types of business required documentation as applied to sole proprietors, partnerships, and corporations will be studied.
Completes General Education Requirements:SC-R, RE-R.
~ 141 ~
MGT 250 This course relates how business can cut costs, reduce risk, increase revenue and create strong Sustainable Practices branding and business presence by incorporating environmental and social consciousness into their Entrepreneurship economic practices. This course will cover long-term economic sustainability, recycling, reusing, and limiting waste as management and marketing strategies. It will explain how to compute carbon emissions and the cost that incurs to the business. It will address how savings can be obtained through a change in business operations. Finally, it will explore the effect businesses that practice social consciousness have on communities.
Completes General Education Requirements:AR-R, SC-R. MGT 306 This course provides an opportunity to participate in a series of business simulations that demonstrate a Business Ethics & Decision wide array of business issues and business decision making. The course will also focus on debate of Making ethical issues in business. Particular emphasis will be given to businesses with entrepreneurial roots. Concepts, including ethical reasoning, critical thinking, strategic thinking and professional articulation of personal ideologies will serve as a backdrop for the class. The goal is for students to learn not only what is involved in ethical decision making, but also how ethical decision making can be effectively used. (3 hours lecture). Prerequisite: MGT 200: Principles of Management.
Completes General Education Requirements:SC-I, RE-I,WC-I. MGT 310 The study of human resource management as it relates to the contemporary employment environment. Human Resource Human resources planning is emphasized and job planning, job design, recruitment, selection, hiring, Management training, evaluation, promotion, compensation systems and termination are discussed. Leadership skills are developed, and motivation theory is examined. The role of labor unions is discussed, and legislative requirements affecting employment practices are examined. (3 hours lecture). Prerequisite: Junior standing. MGT 320 More than 80% of the businesses in the United States are private entrepreneurships. Although there is The Family Enterprise a preponderance of "flag" brands throughout this country, the lifeblood of free enterprise is still the family operation. The blend of family values, family systems, and business operations can lead to a very challenging environment for ownership. The course will focus not only on the systems necessary to run a family business, but also on the psychological, human issues that inevitably arise. (3 hours lecture). Prerequisite: Junior standing. MGT 325 Franchising provides many with an opportunity to reach the "American Dream" of becoming an Franchising entrepreneur. Tying in with a "flag" operation allows private entrepreneurs to take advantage of the experience and image that a brand brings to the table. For the small firm with multiple outlets, the opportunity to continue expansion and gain substantial market share through franchising a concept is quite enticing. This course offers students an opportunity to become familiar with the systems, legal issues, financing opportunities, and strategies for promotion that exist in the U.S. for franchise concepts. (3 hours lecture). Prerequisite: Junior standing. MGT 335 This course addresses project management of diverse activities. The course offers a practical approach Project Management to managing projects, focusing on organizing, planning, and controlling the efforts of the project such as budgeting, time management, staffing and resource management. The course will focus on aligning project goals and strategies with organizational strategic objectives and culture. Students will establish and evaluate measures of success, quantify value commensurate with costs, optimize the use of organizational resources, and consider risk management. Prerequisite: MGT 200 Principles of Management or PSY 110 Organizational Psychology.
Completes General Education Requirements:QP-I, AR-I. MGT 360 This practice-based experience course is designed to provide practical application of the Applications in entrepreneurial knowledge gained during the student's first two years of study in Business Entrepreneurship Management and Entrepreneurial Studies. Students will write a business plan for a business, product or service, and realize it during the semester. Prerequisite: ACC 101: Financial Accounting.
Completes General Education Requirements:WC-I, QP-I. MGT 400 An inter-disciplinary senior seminar emphasizing the analysis of complex business problems in domestic Strategic Planning And Policy and global settings. Using a strategic management framework, this course integrates core business knowledge across all functional and decision-support areas to arrive at economically-sound, ethically- principled, value-adding solutions. This case-based seminar will focus on issues of venture capital and other forms of capitalization and enterprise growth; initial public offerings (IPO's); small business management problems and entrepreneurial strategy. (3 hours lecture). Prerequisites: ACC 101: Financial Accounting and MGT 200: Principles of Management.
Completes General Education Requirements:QP-I, SC-I, RE-I.
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MGT 460 Students have the opportunity to execute a project related to the world of management and Capstone Consulting entrepreneurship. Building on their management curriculum, they can elect to act as a consultant to existing business, or develop and execute a project based on a topic in business. Students can elect to expand on research projects that were investigated during their SOC 460, Research Methods course. (3 hours lecture). Prerequisite: Senior standing and completion of Capstone Research Methods Seminar (SOC 460). This course satisfies the Capstone requirement. MGT 490 Through this culminating experience, students will have the opportunity to demonstrate the critical Entrepreneurship Capstone thinking and synthesis skills necessary to integrate college educational goals with business related learning objectives. Building on the process developed in Applications in Entrepreneurship, students will have the opportunity to execute independently a research-based and/or practitioner focused project. For a given situation in a community, students will analyze the environmental and demographic factors, develop a needs assessment, and make recommendations for an action plan to address a specific problem, issue, or concern. Prerequisite: Senior Status and MGT 360 Application in Entrepreneurship and SOC 220 Social Research. MGT 499 Theories of management evolve at an exponential rate. Dealing with the management of people, inside Special Topics In Management and outside an organization, is complex due to the nature of human behaviors. Organizational structures change as the definition of these organizations mutate in response to economic conditions and the needs of those stakeholders who make the organization breathe. As new approaches rise to the surface, this free-form course will allow members of the faculty to research and present new concepts in management and leadership. ( 3 hours lecture). Prerequisite: Junior standing or permission of the Dean of the Division. MKT 200 Students are introduced to the functions of a marketing system to gain a better understanding of the Principles Of Marketing consumer and industrial market place. Creating in design work that illustrates persuasion, emotional allurement, and ability to attract sales is taught. Different strategies necessary to market a product or service are discussed from scientific and practical viewpoints. Topics discussed include product planning and development, quality, pricing promotions, and channels of distribution. (3 hours lecture).
Completes General Education Requirements:SC-R, RE-R. MKT 305 Students will learn to evaluate advertising as an institution in society and investigate advertising, both Advertising And Promotion as a tool of marketing and as a process of mass communication. Topics such as marketing research, media selection, budget allocation, publicity, and personal selling efforts will be discussed. Through various assigned projects, students will design and produce advertisements in a variety of mediums. (3 hours lecture). Prerequisite: Junior standing. MKT 310 Consumers still drive the U.S. economy. Retailing today is at an interesting crossroads. As consumers Retailing spend ever more of their disposable income, the industry that exchanges that tender for goods is faced with unique opportunities. Franchising, niche marketing, aggressive point-of-sale merchandising, the use of the Internet, and competitive pricing strategies combine to make the exchange of goods for money a complex science. This course will prepare students for entrance into the dynamic, fascinating, psychologically- driven, fast-paced and ever-changing retail business sector. (3 hours lecture). Prerequisite: Principles of Marketing (MKT 300). NRS 110 This interdisciplinary course addresses the scientific, cultural, economic, philosophical, historical, and Introduction to Environment legal dimensions of the complex environmental challenges facing humanity. The course will begin with a & Society conceptual overview of key issues, and trace the evolution of our society’s uses and management of various natural resources. The course will examine both domestic and global resource sustainability challenges. Students will consider resource allocation issues from a variety of professional, cultural, and socio-economic perspectives. Particular attention will be given to options and tools for sustainable resource allocation and environmental quality. Specific topics include resource stewardship, population growth, poverty and affluence, global equity and justice, ethical considerations, agriculture, water and air quality and access, energy, climate change, and non-renewable resources.
Completes General Education Requirements:SC-F, LAS. NRS 299 This will be a topical course in natural resources management. In this course, students will examine Special Topics in Natural issues of present-day importance to the management of natural resources. The topic of study will Resources change from year to year, as different issues gain prominence. Although the topics will change, the purpose of the course will remain the same. That purpose will be to provide a forum to engage students in the national, state, or local debate on the management of natural resources. (3 hour lecture). Prerequisite: Watershed Management (NRS 340), Land Use Planning (NRS 331) and Conservation Biology (ENV 330).
~ 143 ~
NRS 300 Ecological restoration is the process of assisting the recovery of an ecosystem that has been degraded, Ecological Restoration damaged, or destroyed (Society for Ecological Restoration). The emergence of the field of ecological restoration signals a historical paradigm shift in how humans perceive their relationship to the environment. Students will be challenged to think deeply about how the intersection of history, ecology, philosophy, and culture influence the emergence of ecological restoration; to develop an integrated, interdisciplinary perspective for viewing ecosystems; and to articulate the relationship between ecosystem function and human health and well-being. Case studies will be used to examine how ecosystem knowledge, citizen participation, and adaptive strategies have factored into successful restoration of ecosystems and into reconnection of communities to these ecosystems in meaningful ways. Prerequisites: BIO 210 General Ecology and a WC-R course.
Completes General Education Requirements:WC-I, LAS. NRS 320 This course is a study of the principles and techniques of environmental resource analysis, landscape Environmental Resource and scenery classification, and procedures for environmental quality and impact analysis. The course Analysis will present basic information on land classification, landscape patterns, function and evaluation. It will define the difference between foreground, middle ground, and background and stress their importance in enhancing or detracting from the visitor experience. In addition, a sense of how the resource manager relates to users is developed. Students are encouraged to utilize their creativity and problem- solving skills to issues facing the industry (2 hours lecture, 4 hours lab). Prerequisite: REC 105: Recreation and Leisure in the US or ENV 100: Introduction to Environmental Sciences, or NRS 101: Introduction to Natural Resources and Society, or NRS 110 Intro Environment and Society or FOR 101: Introduction to Forestry, or SUS 101: Ecological Foundations of Sustainability AND a reinforcing level general education experience.
Completes General Education Requirement:AR-I. NRS 331 This course will expose the students to the practices and concepts of land-use and site planning as used Land Use Planning to guide and direct development. The course will give the students an appreciation of how the bio- physical environment and human social systems can be made to work together through the planning process. Skills that will be developed include ecological analysis, cartography, and social science research methods. The course will examine case studies where different approaches to land use planning were used. It will look at the similarities and differences among the case studies, within the context of the goals, politics, economics and cultural differences. (3 hours lecture). Prerequisite: BIO 210: General Ecology or equivalent.
Completes General Education Requirements:QP-I, AR-I, SC-I, RE-I, WC-I, LAS. NRS 335 This course provides an introduction to wilderness and wilderness designation and management in the Wilderness Management United States, with a special emphasis on wilderness and wilderness management in the Adirondack State Park. Topics covered include the social construction of wilderness, the history of wilderness in America, contemporary wilderness philosophy, and the politics of wilderness. Students will explore how these dynamic phenomena influence wilderness-related policy-making at local, regional, and national levels. Case studies, field trips, weekend camping excursions, and interactions with local actors and stakeholders provide students with on-the-ground insights into wilderness policy-making and management. (2 hours lecture, 4 hours lab). Prerequisite: REC 101: Introduction to Recreation or permission of the instructor.
Completes General Education Requirement:SC-I. NRS 340 Water is a basic ingredient in biological, chemical, and physical processes, linking them together in a Watershed Management number of ways to enable ecosystems to function. Properly functioning ecosystems are the foundation on which the long term viability of human economies is based. Watershed management focuses largely on water and manipulating ecosystem components to maintain or repair the functions of water. In this course students will learn the principles of watershed management as related to land form, water quantity and quality, land use practices, and social organizations. The course will teach students the value of the watershed as a unit of study for environmental analysis. Students will understand how land management within the watershed affects water quality. The students will also learn why and how these factors relate to human settlement patterns and the socio-economic conditions in the watershed. The course will emphasize the effect of vegetation on watershed management. (3 hours lecture). Prerequisites: BIO 101: Biology I.
Completes General Education Requirement:LAS.
~ 144 ~
NRS 410 This course will cover important economic principles relevant to natural resource management with an Natural Resource Economics emphasis on forest-based resources. Topics will include supply and demand, pricing, investment evaluation, net revenue maximization, non-timber forest products and the emerging field of ecosystem service valuation. These topics will be explored through a variety of case studies, both domestic and international in scope. Emphasis will be placed on learning to construct strong, defensible, land-use arguments through the use of quantitative analysis. Prerequisites: ECN 102: Microeconomics or ECN 101: Macroeconomics.
Completes General Education Requirements:QP-I, AR-I, SC-I, RE-I, LAS. NRS 432 Landscape ecology is the youngest of the ecological sciences and is growing largely because of recent Landscape Ecology concern for maintaining and restoring environmental quality and habitat integrity. In fact, an understanding of the ecology of landscapes (and regions) is central to effective decision making in conservation planning, management and policy development. In this course, ecological structure, function, and change over both time and space will be addressed in the context of both landscapes and regions. We will look beyond typical land use and political boundaries to consider the broader spatial context of human activities and their impacts. (3 hours lecture). Prerequisites: Biology I and II (BIO 101, BIO 102) and General Ecology (BIO 210) or permission of the instructor.
Completes General Education Requirement:LAS. NRS 495 Integrated natural resource management (INRM) is an interdisciplinary, collaborative, and adaptive Integrated Natural Resource approach used to assess environmental concerns and to make recommendations for management of Management humans and natural environments to meet conservation goals, restore ecological integrity and sustainability, and protect human health. Students are given a natural resource problem or environmental issue and use an INRM approach to find a solution. Students must integrate relevant environmental and social-cultural information to assess the problem, and develop either a management plan for a given landscape unit or watershed, or produce a scientific report with management implications or recommendations. Other outcomes include presentations in an open forum. Students will have the opportunity to develop collaboration and team management skills through consensus building, planning, project execution and reporting. Capstone Course. Prerequisites: BIO 210 or FOR 310, MAT 210, Senior Status. PHY 199 Completes General Education Requirement:SR-F. Special Topics in Physics PHY 241 This course will introduce students to the branch of physics known as classical mechanics, through a Physics I variety of classroom activities. Students will learn about the parameters that describe motion and the inter-relationships between motion and force that are embodied in Newton's laws. They will specifically study straight line motion, plane motion, rotation, equilibrium, and gravitation. Through this study, students will become familiar with the basic concepts that form the foundation of natural science. Pre- Requisite MAT 125 Algebra. (3 hours lecture, 3 hours lab).
Completes General Education Requirements:LAS,AR-R. PHY 242 Students continue the study of physics that they began in Physics I (PHY 241). They will continue their Physics II study of mechanics with an introduction to fluid mechanics, harmonic wave motion, and sound. In addition, they will study thermodynamics with an emphasis on heat engines and kinetic theory. Finally, they will study electromagnetism. Through this study, students will become familiar with the basic concepts that form the foundation of natural science. (3 hours lecture, 3 hours lab). Prerequisite: Physics I (PHY 241).
Completes General Education Requirement:LAS. POL 200 This course is devoted to a study of the origins and nature of American political thought. A survey of Origins of American Gov and major ideas from Greece, Europe, and Colonial America serves as the basis for an examination of the Politics basic political philosophy in the Declaration of Independence, the Articles of Confederation, and the Constitution of 1787. (3 hours lecture).
Completes General Education Requirements:LAS, SC-R. POL 201 A continuation of Origins of American Government and Politics (POL 200), this course is an examination American Government And of the structure, organization, and operation of American government at the national level, with Politics Today emphasis on the relationship between the ideal inherent in American democracy as studied in Origins of American Government and Politics and the actual operation of the government. (3 hours lecture). Prerequisite: POL 200 Origins of American Government and Politics
Completes General Education Requirement:LAS.
~ 145 ~
POL 202 This course explores the political process and the conflicting perspective and values involved in Politics Of The Environment environmental policy making. The Adirondack Park and the Champlain Adirondack Biosphere Reserve serve as a regional focus and case study for this capstone experience. (3 hours lecture). Prerequisite: Sophomore standing.
Completes General Education Requirements:LAS, SC-R. PRK 340 In an era of unprecedented expansion, park and recreation facilities management is a multi-disciplinary Facilities Management field that has developed as facilities have increased tremendously in both number and variety. Facility management is critical in keeping any organization operating smoothly and efficiently. Professionals find themselves responsible for a variety of recreation facilities varying in type, scope, size, budget and condition with vastly different goals and expectations according to setting and location. this course brings together a variety of information, knowledge, and techniques for managing these facilities. Students will analyze and synthesize the practical application of facility management applicable to a variety of areas and facilities. (2 hours lecture, 4 hours lab). Prerequisite: REC 105: Recreation and Leisure in the United States and one (1) reinforcing level general education experience. PRK 355 The basic purpose of parks is to serve people. Several basic questions that must be answered are: Who Visitor Management Services are the visitors? Where do they come from? In what activities do they participate? How long do they stay? This course first seeks to answer these types of questions by looking at user-group characteristics and participant profiles. The latter part of the course is then devoted to visitor management techniques. (3 hours lecture). Prerequisite: Introduction to Recreation (REC 101).
Completes General Education Requirement:RE-I. PRK 360 Inclusion values the participation of all persons in programs and facilities. Students will consider the Diversity & Inclusion By Design effects of privilege, discrimination, and prejudice on the lives of people and how these factors affect services. This course assumes all people deserve respect and to be treated as full members of their communities, thereby sharing an overall quality of life. Students are encouraged to appreciate and celebrate differences in their personal lives and those of others. In this course, students will develop the skills and knowledge they need to incorporate the principles of inclusion. Prerequisites: WC-R, SC-R, RE-R.
Completes General Education Requirements:WC-I, SC-I, RE-I. PRK 475 This course will examine the process to assess the needs of the public, translate the need into a Park & Recreation Design comprehensive plan and communicate those ideas to a variety of stakeholders. It will investigate how the public expresses their needs, how the park board prioritizes the public need, and how various administrations provide the funds to build and maintain the parks. It will analyze how design minimizes vandalism, discourages undesirable activities, reduces conflict between vehicles and pedestrians and allows the park to be available to those with disabilities. The course will explore various methods of demonstrating design, both visually and orally. The course will communicate communicate new material and utilize previous knowledge gained in other related courses. (2 hours lecture, 3 hours lab). Prerequisites: PRK 340: Facility Management, NRS 320: Environmental Resource Analysis, REC 3**: Inclusive Recreation.
Completes General Education Requirements:WC-I, SC-I, AR-I, RE-I, QP-I. PRK 490 This course will examine the process to assess the needs of the public, translate the need into a Integrated Park Management comprehensive plan and communicate those ideas to a variety of stakeholders. It will investigate how the public expresses their needs, how the park board prioritizes the public need, and how various administrations provide the funds to build and maintain the parks. It will analyze how design minimizes vandalism, discourages undesirable activities, reduces conflict between vehicles and pedestrians and allows the park to be available to those with disabilities. The course will explore various methods of demonstrating design, both visually and orally. The course will communicate new material and utilize previous knowledge gained in other related courses. This is a Capstone course. Prerequisite: PRK 475: Park and Recreation Design. PSY 101 The course presents a systematic approach to the study of human behavior and experience. It sets Psychology modern psychology in a meaningful context examining how the discipline has developed from its early traditions through present-day schools of thought. Students will explore the fundamental question of “nature versus nurture” in the development of the human mind. They will examine human perception, how it can differ from one culture to another, and the manner in which learning occurs. The course ties what we know about cognition, thought, and language and intelligence to the everyday lives of students. Thus, the classroom is viewed as a laboratory. (3 hours lecture)
Completes General Education Requirements:SC-F, LAS.
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PSY 102 This course is a continuation of Psychology (PSY 101). The concepts of personality development, Psychology Of Personality learning, intelligence, feelings, emotions, mental illness, and the treatment of mental illness are studied. (3 hours lecture). Prerequisite: Psychology (PSY 101).
Completes General Education Requirements:LAS, RE-R, SC-R. PSY 110 The course introduces students to the study and application of psychology as it pertains to Organizational Behavior organizations. The course develops from the basic theories in psychology - leadership, goal setting, perceptions and attributions - to the applied levels of team development, reward systems, cultural competencies, and organizational effectiveness.
Completes General Education Requirements:LAS, SC-F or SC-R. *Completes EITHER SC-F or SC-R BUT NOT BOTH PSY 200 This is a study of the developmental, therapeutic, and related benefits of exposure to the natural world, Ecopsychology from built-up environments like gardens to the wilderness. Developmental benefits focus on self- actualization, skill development, and self concept. Study of nature's healing benefits-physical and psychological-will form a major part of the course. Among other topics covered are: biophilia, the ecological unconscious, synergistic interplay of planetary and personal well-being, and environmental therapies. A major research paper is required. (3 hours lecture). Prerequisites: Two Social Science/ Humanities courses or permission of the instructor.
Completes General Education Requirement:LAS. PSY 210 The purpose of this course is to describe and explain the psychological, emotional, physiological and Human Development behavioral changes that occur throughout the lifecycle from conception until death. Major theoretical perspectives, current research and literary analyses form the basis of the foundation from which students will develop the framework for understanding basic human psychology.
Completes General Education Requirements: RE-R. PSY 300 Abnormal psychology is the branch of psychology that studies unusual patterns of behavior, emotion Abnormal Psychology and thought. This course will investigate current research in the areas of behavior disorders as attributed to abnormal psychology. Topics will include, but not be limited to: depression, anxiety, personality disorder, and aging effects on the brain. Adaptive and maladaptive responses to such conditions will be considered.
Completes General Education Requirements: WC-I, SC-I PSY 310 This course provides an investigation into cognitive psychology, the scientific study of mental processes: Cognitive Psychology how people acquire, store, transform, use, and communicate information. Topics include perception, attention, language, memory, reasoning, problem solving, decision making, and creativity.
Completes General Education Requirements: WC-I, AR-I. PSY 330 This course addresses the theory and practice of psychological counseling, introducing students to the Clinical Practice realities of working in the counseling profession. Students will explore a number of methods of assessment, strategies for interviewing patients, and approaches for therapeutic intervention. Specialty areas within clinical practice and the need to attend to high standards of personal and professional ethics will also be addressed. PSY 335 Have you ever wondered why ordinary people do unusual things, things that seem alien to their Social Psychology natures: why do good people sometimes do bad things, or smart people sometimes do foolish or irrational things? This course studies the intersection between two traditional disciplines: Sociology and Psychology. By analyzing individuals' thoughts, feelings and behavior as they affect or are affected by other individuals we will understand how our affiliation with a group shapes us. Prerequisities: Any PSY or SOC 200 course.
Completes General Education Requirements: RE-I, SC-I. PSY 340 In this course students will study the physiological basis of human and animal behavior, with a particular Brain Injury & Recovery focus on injuries to the brain through trauma or stroke and how such injuries impact behavior and change the brain. Both traditional theories and approaches to treatment, and more recent developments will be included. Course will consider what injury and recovery can teach us about “normal” mental/physical functioning and address the ethical issues of how the medical system and society treat patients with brain injuries. Prerequisities: BIO 102, any PSY 200 course. PSY 350 This course provides a general orientation to therapeutic recreation and its role in serving the needs of Introduction to Therapeutic persons with varying abilities. This course content emphasizes the history of the American with Recreation Disabilities Act (ADA) and recreational therapy, areas of practice, and considerations for treatment of a wide range of common disorders. Practical application and adaptations for all persons who engage in recreation will be discussed. Prerequisities: any PSY 200 course, ENV 100.
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PSY 361 This course prepares students for the research in psychology. Students learn to view a situation from a Research Methods in critical perspective, and are guided to apply the scientific method to systematically explore a complex Psychology research question. Students will execute literature searches, apply various data collection methods, analyze data, and learn to present reports in written and oral formats.
Completes General Education Requirements: AR-I, QP-I, SC-I. PSY 400 This course provides an overview of theories on addictions and the approaches to identification, Addiction & Dependency prevention, and treatment. Addictive behaviors are studied from theoretical and research perspectives. Therapeutic interventions and legal issues are also considered. Additionally, current issues within the field of addictions and mental health treatment will be explored. PSY 410 Positive Psychology is the scientific study of personal growth, life satisfaction, and psychological well- Positive Psychology being. The course will examine the history and literature of positive psychology beginning with humanistic/transpersonal psychology developed in the late 60s and continuing to modern day research. Of special importance will be investigation of how research is applied to individual development, higher education, career development, and specifically to support programs at Paul Smith’s College (e.g., Fellowship Program of the TRiO-SSS project, Peer Leadership Initiative of the Academic Success Center, Peer Educator Program of the Counseling Center). Students will serve as facilitators of small support groups (intentional communities) focused on developing non-cognitive competencies related to holistic, personal growth. Prerequisite: any PSY 200 course. PSY 460 The Capstone Group/Independent Project is a culminating endeavor based upon student’s coursework, Psychology Capstone reading, interests, and experience. It provides a representative sample of student work that may be used to assess student learning.
The Group Project enables a class of students to investigate a topic of interest determined during Research Methods in Psychology. Students will work in small groups, and as individuals, toward the completion of the overall class goal. Students are required to prepare a substantial written report describing the project, as well as the integration of their work, and an oral presentation for their group. Alternatively, students may work independently on their projects developed during Research Methods in Psychology, under the supervision of the instructor. Students are responsible for satisfying the established standards for successful completion of the Capstone Project, that include a substantial written report and an oral presentation. REC 102 This introductory level course will familiarize students with the rich and unique natural history of the Adirondack Woodsmen I Adirondacks. Specifically, this course will examine the important role of wilderness guides and woodsmen in the late 19th and early 20th Centuries. In addition to developing an appreciation for the history of the Adirondacks, students will be introduced to hard skills which were historically used by Adirondack woodsmen, and are today used by collegiate woodsmen and competitive lumberjacks. Examples of these skills include primitive fire-building, speed chopping, war canoe camping, axe throwing and birling. REC 104 This course provides students with a theoretical understanding of adventure education and outdoor Adventure Education I recreation. This course also provides students with opportunities to acquire the knowledge and develop the skills necessary for the effective implementation of all phases of adventure programming: assessment, planning, preparation, leading/facilitating, and evaluation. Students will become proficient in group management and the professional delivery of safe, high quality, ethical and educationally sound nature-based experiences and/or adventure pursuits for diverse audiences and cultures. Students will learn how to facilitate ice-breaker activities, initiative games and low and high ropes elements. The importance of sequencing, framing, and the use of metaphors is emphasized and practiced. Skills learned include low and high ropes course set-up, knot-tying, spotting, and belaying. This course prepares students for ACCT Level One Certification. REC 105 The historical origins of recreation and leisure and outdoor recreation in the United States are Recreation & Leisure in the US presented and discussed with a focus on how landscape aesthetics, environmental psychology, wilderness philosophy, and a select group of noted individuals have influenced Americans' attachment to wild nature and the outdoors. This course explores the history of recreation and leisure trends in the United States with a special emphasis on the ways the United States views outdoor recreation. Students are provided with opportunities to characterize and differentiate between both abstract concepts such as play, recreation, and leisure, and tangible entities such as relevant federal, state, and local agencies, and private enterprises and providers. Students also critically consider the local, regional and national outdoor recreation policies and their effects on changing trends of program and facility designs. (2 hours lecture, 4 hours lab).
Completes General Education Requirements:SC-F, SC-R, LAS.
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REC 120 This course provides an introduction to leadership in outdoor recreation. Traditional and contemporary Outdoor Recreation definitions, theories, and models of leadership are presented and discussed. Attention is given to Leadership leadership in various settings, as well as effective leadership qualities/characteristics and their development. Students complete several leadership assessments and inventories which relate, for example, leadership style tendencies. This course emphasizes decision making and judgment as foundational to effective leadership. Teaching skills, communication skills, group process skills, and basic camping skills are also emphasized given their importance to effective leadership. The labs provide students with opportunities to practice and develop their leadership skills through experiential teaching and learning exercises (involving, for example, basic—minimum impact—camping and backcountry travel skills) coupled with instructor and peer feedback. (2 hours lecture, 3 hours lab) Prerequisite: REC 104: Adventure Education I.
Completes General Education Requirement:RE-R. REC 133 This course focuses on the theory and practice of nature-based, experiential education programming in Environmental Education a variety of settings including nature centers, parks, classrooms, and the backcountry. Theoretical and strategic topics include learning theories, advancing environmental literacy, and the planning, implementation and evaluation of environmental education lessons, interpretive media, and experiences. Practical topics include practicing techniques of interpretation (interpretive talks, presentations, programs, trails, exhibits, visitor centers, digital imagery, etc.), writing and speaking in interpretive programs. The primary focus of the course is on techniques of personal interpretation. (3 credit hour)
Completes General Education Requirements:WC-R, RE-R. REC 140 This course introduces students to the history, art and adventures of whitewater tandem canoeing. The Introduction to Whitewater student will learn about the history of whitewater paddling and develop a working knowledge of basic Canoeing whitewater/river communication and safety, canoe and paddle parts, strokes, and how to read a river. Students will also develop the necessary skills working in tandem canoes to safely and adeptly navigate Class II whitewater. These skills will include the proper execution of individual and tandem strokes, upstream ferries and back ferries, eddy turns, and peel-outs. There is a additional course fee for this course. Pre-requisite: REC 101: Introduction to Recreation. REC 150 This course is an introductory class in whitewater kayaking. Students will learn the skills needed to Intro White Water Kayaking maneuver safely and comfortably on still and moving water (up to Class II). Lecture topics include kayaking history, kayak and paddle designs, paddling techniques, river hazards and features, dressing to paddle safely, and simple rescues. Labs consist of various practice sessions and river trips on local and regional whitewater kayaking waters. These sessions and trips will provide students with opportunities to observe, discuss, and develop basic whitewater kayaking fundamentals while critically thinking about the challenges inherent in safely negotiating whitewater in a kayak. Students will additionally assist in the planning and execution of a weekend whitewater kayaking river trip. (2 credits). Course fee: $140. Prerequisite: REC 101: Intro to Recreation (or concurrently) and PERMISSION OF INSTRUCTOR REQUIRED. Preference for enrollment in course will be given to Recreation Students. Any remaining slots will be made available to the entire student body. REC 155 This course is an introductory class in sea kayaking. Students will learn the skills needed to maneuver Introductory Sea Kayaking safely and comfortably on open water. Lecture topics include the history of sea kayaking, kayak and paddle designs, paddling techniques, water hazards, dressing to paddle safely, basic open water navigation, and simple rescues. Labs consist of various practice sessions and trips on local and regional waterways and lakes. These sessions and trips will provide students with opportunities to observe, discuss, and develop basic sea kayaking fundamentals while critically thinking about the challenges inherent in safely paddling and navigating a sea kayak on open water. These experiences will also provide students with opportunities to develop relevant decision-making skills and judgment as leaders- in-training. Students will additionally assist in the planning and execution of a weekend sea kayaking trip.(2 credit) Course fees $60. Prerequisite: REC 101: Intro to Recreation (or concurrently) and PERMISSION OF INSTRUCTOR REQUIRED. Preference for enrollment in course will be given to Recreation Students. Any remaining slots will be made available to the entire student body. REC 160 Introductory Rock is a top roping-focused course that is designed for students that have no (or minimal) Introductory Rock Climbing prior rock climbing experience. The goal is simple; to teach students safe, contemporary climbing fundamentals and to do so from a perspective that students may one day enter the field of professional guiding. The course will consist of six full day sessions, the majority of which will be held in the field. The final day will include a review of skills, followed by a practicum in which students will be asked to demonstrate a particular skill to the class (as if they were teaching the skill to a beginner). Numerous introductory hard skills such as knot tying, belaying, rappelling, climbing technique etc., will be taught as well as various concepts such as anchor construction theory, risk management procedures and Leave No Trace principles, to name a few. There is a course fee attached to this class. Preference given to FNR RATE/FRRM students. Pre-requisite: REC 101: Introduction to Recreation.
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REC 165 This course is intended to introduce students to basic information and concepts about ice climbing, Introduction to Ice Climbing including safety and risk management, instructional and information processing techniques, environmental and economic impact, and history. The goal is to teach students the most contemporary ice climbing techniques available. General climbing techniques such as belaying, knot tying and rappelling will also be covered, thus prior rock climbing experience is not required. The majority of the course will be held outside at various ice climbing venues. REC 202 This course will build upon content presented in The Adirondack Woodsmen I, with an increased Adirondack Woodsmen II emphasis on advanced skills and exploration of contemporary Adirondack wilderness issues. Students in this course will also gain hands-on experience using draft horses and hand tools in a low-impact logging operation. Other highlights include orienteering as part of a backcountry "bushwhack" and primitive canoe building. REC 203 This course will build upon the content presented in The Adirondack Woodsmen I & II, with an Adirondack Woodsmen III increased emphasis on contemporary Adirondack forest issues. Students in this course will explore the concept of the Adirondack Park as a working landscape, and will exposed to utilitarian values through the use of the college sawmill and participation in NYS hunter safety certification. Additionally, students will develop advanced skills in chopping, sawing and other traditional lumberjack skills. REC 204 This course builds upon the foundation of experiential education and the challenge course operation Adventure Education II and facilitation skills presented in Adventure Education I. This class will use campus resources to develop their adventure education facilitation skills, with a special focus on more complex frontloading and framing, the use of metaphors, and debriefing. The use of initiative games and challenge course elements will also be used to provide students with opportunities to learn about how such activities can be applied to adventure therapy programming. Prerequisite: REC 104: Adventure Education I. REC 220 This course provides an introduction to leadership in outdoor recreation. Traditional and contemporary Outdoor Recreation definitions, theories, and models of leadership are presented and discussed. Attention is given to Leadership leadership in various settings, as well as effective leadership qualities/characteristics and their development. Students complete several leadership assessments and inventories which relate, for example, leadership style tendencies. This course emphasizes decision making and judgment as foundational to effective leadership. Teaching skills, communication skills, group process skills, and basic camping skills are also emphasized given their importance to effective leadership. The labs provide students with opportunities to practice and develop their leadership skills through experiential teaching and learning exercises (involving, for example, basic—minimum impact—camping and backcountry travel skills) coupled with instructor and peer feedback. Pre-requisite: REC 104: Adventure Education I.
Completes General Education Requirement:RE-R. REC 240 Recreation programs/events are essential means of delivering leisure benefits to participants. This Outdoor Ed Program Design & course will introduce students to a variety of programming techniques designed to enhance individual, Planning group and community quality of life. Emphasis will be placed on the planning, organization, implementation and evaluation of recreation programs that may be sponsored through various service providers. The course will prepare students to implement program/event “best practices” including: needs assessments; outcome-oriented goals and objectives; strategic planning tools; site/venue selection and coordination of resources; cost analysis; promotion; preparation, operation and maintenance of venues; procurement of equipment/supplies; implementation of programs/events; safety/risk management; group dynamics and facilitation techniques; evaluation of programs/events. (2 hours lecture, 2 hours lab). Prerequisite: REC 105: Recreation & Leisure in the US.
As of May 2013, this course no longer satisfies the general education requirements of SC-R and RE-R. REC 260 Intermediate I Rock Climbing picks up where Introductory Rock Climbing left off, introducing students to Intermediate Rock Climbing I the concepts related to efficiently following a lead climber on single and simple multi-pitch climbs. Techniques such as belaying a leader, belaying a top roped climber from above, call signals, rope tug signals, escaping a loaded belay, protection removal/racking, belay station tie-ins and multi-pitch rappels are all taught and practiced. This course involves four, full day sessions. There is a course fee associated with this class. Pre-requisite: REC 160: Introduction to Rock Climbing.
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REC 263 This course constitutes a Wilderness Education Association (WEA) National Standard Program (NSP) Outdoor Recreation which provides students with the opportunity to become WEA certified outdoor leaders. The WEA NSP Leadership is an extended backcountry experience that gives students the chance to develop leadership skills through the daily application and evaluation of individual and group decision making and judgment. The core of the course is the student-centered teaching and learning of the standard WEA 18-point curriculum that encompasses the following knowledge and skill sets: 1) Decision making and problem solving; 2) Leadership; 3) Expedition behavior and group dynamics; 4) Environmental ethics; 5) Basic camping skills; 6) Nutrition and rations planning; 7) Equipment and clothing selection and use; 8) Weather: 9) Health and sanitation; 10) Travel techniques; 11; Navigation; 12) Safety and risk management; 13) Wilderness emergency procedures and treatment; 14) Natural and cultural history; 15) Specialized travel/adventure activity; 16) Communication skills; 17) Trip planning; and 18) Teaching, processing, and transference. This particular NSP is a 40-day course typically conducted in the Adirondack State Park and entails 5 days of on-campus pre-trip planning and preparation, 2 consecutive 2-week sessions involving canoeing and backpacking, and a concluding five-day student-planned expedition . The Outdoor Leadership Practicum offers both mental and physical challenges as students travel in small groups in remote wilderness areas away from immediate medical assistance by canoe and foot. Students typically do multiple canoe portages, carry 50-75 pound backpacks, climb 4,000 foot peaks, and complete rigorous off-trail navigation exercises. (5 weeks, including mandatory weekends). Prerequisite: REC 120: Outdoor Recreation Leadership or permission of the instructor. REC 280 This course provides an introduction to various aspects of winter recreation, including history, Winter Recreation marketing trends, job prospects, techniques, teaching and leadership, required equipment and product design, risk management, user impact and resource requirements of select winter activities (e.g., snowshoeing, alpine and Nordic skiing, snowboarding, snowmobiling, and winter camping). Management issues and outdoor education concepts as well as topics specific to winter, including cold injury, ice safety, winter weather patterns and snow formation will also be covered. (2 hours lecture, 4 hours lab). Prerequisite: Outdoor Recreation Leadership (REC 120) and Outdoor Recreation Practicum (REC 263) or permission of the instructor. REC 300 This course is a 10-day intensive, field-based examination and analysis of examples of adventure travel Adirondack Nature-Based and ecotourism that depend directly on the integrity of the Adirondack ecosystem. The course will Tourism examine private and public nature-based tourism agencies, providing students opportunities to learn about the environmental, social, political and economic implications of a range of recreational programs and products. Emphasis will be on diverse interpretations of "nature," "wilderness," and "recreation," as they apply to nature-based tourism offerings. The course will also place the Adirondack model of nature-based tourism within a national and international context, providing insights about best recreational practices both in the Adirondacks and beyond. Students will spend most of the 10 days in the field, and will spend several nights in primitive wilderness locations. (Ten 8-hour days). Prerequisite: Adventure Travel and Ecotourism (REC 320) or may be co-enrolled or permission of instructor.
Completes General Education Requirement:SC-I. REC 310 Risk Management and Liability introduces students to safety systems management and the principles of Risk Management and Liability planning and administering a risk management plan for a recreation agency or business. Students will apply their knowledge of legal responsibilities as practitioners to selected case studies involving legal issues in the recreation, adventure travel and ecotourism fields. Students will design a risk management and safety operations manual for a selected business or recreation agency. Pre- Requisites: Introduction to Recreation:REC 101, or Recreation & Leisure in the US: REC 105. REC 320 This course explores and provides a perspective on nature-based sustainable tourism practices and Sustainable Nature-Based their interrelationships with human culture and ecosystem health. Detailed exploration of regional, Tourism national and international case studies will afford insights into the various forms of nature-based tourism (mass tourism, adventure travel, ecotourism, etc.), the interaction between nature-based tourism and local ecosystems and the legal and moral obligations of nature-based tourism providers to society and the global environment. This course clarifies the promises and pitfalls of the various forms of “green” adventure travel, recreation and tourism. Prerequisites: REC 105: Recreation & Leisure in the US.
Completes General Education Requirement:SC-I. REC 355 The basic purpose of parks is to serve people. Several basic questions that must be answered are: Who Visitor Management Services are the visitors? Where do they come from? In what activities do they participate? How long do they stay? This course first seeks to answer these types of questions by looking at user-group characteristics and participant profiles. The latter part of the course is then devoted to visitor management techniques. (3 hours lecture). Prerequisite: Introduction to Recreation (REC 101).
Completes General Education Requirements:H-S, RE-I.
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REC 360 Inclusion values the participation of all persons in programs and facilities. Students will consider the Diversity & Inclusion By Design effects of privilege, discrimination, and prejudice on the lives of people and how these factors affect services. This course assumes all people deserve respect and to be treated as full members of their communities, thereby sharing an overall quality of life. Students are encouraged to appreciate and celebrate differences in their personal lives and those of others. In this course, students will develop the skills and knowledge they need to incorporate the principles of inclusion. Prerequisites: WC-R, SC-R, RE-R. Satisfies gen ed literacies:
Completes General Education Requirements:WC-I, SC-I, RE-I. REC 361 This practical experience course takes students through planning, implementation and analysis of week- Recreation Practicum long nature-based expedition to a destination based within the continental United States or Canada. Destinations will be selected for the variety of front-country and backcountry locations available to provide students with a diversity of adventure and/or ecotourism-based experiences. These experiences include a sampling of adventure activities, lodging facilities, travel means, and service providers. The first part of the course will involve adventure prioritization, resource and time management decisions as the students design their itinerary. During this trip, which will take place during the week-long mid-semester break, students will critically analyze their experiences through the lens of sustainable tourism to discuss and determine the degree to which each and every experience and venue is nature-based, conservation-minded, and beneficial to the cultures and economies of local communities. Once the students return to campus, this analysis will be used to evaluate the detailed itinerary drafted in the planning segment of the course to critically consider the planning elements of their trip and further develop their expedition planning skills. Students are obliged to practice principles of “green” or sustainable nature-based tourism. This course entails an additional fee above tuition. Prerequisite(s) REC 240 Outdoor Education Program Design & Planning, REC 320 Sustainable Nature- Based Tourism. There is a course fee associated with this course.
Completes General Education Requirements:SC-I, RE-I. REC 362 This course is the second and concluding course in a two-course sequence initiated in Eco-Adventure Eco-Adventure Practicum Practicum Planning (REC 361). The Eco-Adventure Practicum 331 involves an extended, multi-day nature-based tour in a remote location. During this trip, students experience, test, and evaluate the detailed itinerary and plans they drafted in the Eco-Adventure Practicum Planning course. This experience is the implementation and enjoyment of the student-designed trip plan. Students are obliged to practice principles of “green” or sustainable nature-based tourism. This course is conducted entirely off-campus and may entail additional fees above tuition. Prerequisite: REC 361: Expedition Planning.
Completes General Education Requirements:WC-I,C-S,QP-I,Q-S,SC-I,S-S,RE-I, H-S. REC 363 Consistent with Wilderness Education Association’s Six Educational Components, this course provides Outdoor Leadership Practicum an extended backcountry experience that gives students the chance to develop leadership skills through the daily application and evaluation of individual and group decision making and judgment. This five- week course typically conducted in the Adirondack State Park entails 5 days of on-campus pre-trip planning and preparation, 2 consecutive 2-week sessions involving canoeing and backpacking, and a concluding four-day student-planned expedition . The Outdoor Leadership Practicum offers students the opportunity to demonstrate leadership level judgment required to make and implement quality decisions while experiencing both mental and physical challenge. Students will travel in small groups in wilderness areas away from immediate medical assistance by canoe and foot. Students typically do multiple canoe portages, carry 40-75 pound backpacks, climb 4,000 foot peaks, and complete rigorous off-trail navigation exercises. Prerequisite: REC 120: Outdoor Recreation Leadership.
Completes General Education Requirement:RE-I. REC 395 Agency, organization and business settings provide a context to test out theories from classroom and Rec Adv Travel Externship book learning. Opportunities provided through hands-on field experiences greatly enhance the pre- professional preparation of RATE majors. This course requires a minimum of 400 hours (10 weeks) of a supervised, full-time continuing off-campus experience in one appropriate professional recreation organization/agency within the Recreation, Adventure Travel and Ecotourism field. Placements are based on the student’s career interests and goals. This course is offered throughout the year to facilitate the student’s educational goals, the peak use times of the site/service provider, and the availability of the externship site supervisor. Grading is pass/fail. Prerequisite: REC 101 - Introduction to Recreation & Leisure Services, REC 320 Adventure Travel and Ecotourism, cumulative GPA of 2.0 or higher; minimum of 30 documented hours of field-based experience in RATE area.
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REC 420 This course provides an introduction to winter camping, travel, and trip planning in the Adirondack Park, Winter Practicum extending the three-season outdoor living skills developed in REC 363. In the months prior to the winter camping trip, normally conducted in the January semester break, students will work collaboratively to plan a safe and challenging route that is appropriate for the entire group, secure and organize required equipment, analyze nutritional requirements and organize food, develop and communicate a risk management plan, contact relevant resource managers, conduct a pre-trip shakedown, and establish personal fitness goals to prepare group members for the challenges of the venture. Management issues and topics specific to winter such as cold injury, ice safety, winter weather patterns and snow formation are also covered. This course familiarizes students with basic winter camping and traveling practices while providing field opportunities for relevant skill development, such as snowshoeing, backcountry skiing, navigation, and non-technical winter peak ascent. Prerequisite: REC 363: Outdoor Recreation Practicum or documented 4-night camping experience with a credible recreation program. Students wishing to go on the trip associated with this course must also register for REC 421: Winter Practicum Trip PRIOR to the end of the add period. REC 421 This course is the trip course associated with REC 420: Winter Practicum. Students taking this course Winter Practicum Trip MUST be concurrently registered for REC 420: Winter Practicum. Co-requisite: REC 420: Winter Practicum. Students wishing to go on the trip associated with this course must also register for this course PRIOR to the end of the add period. REC 440 This course entails a comprehensive approach to addressing recreation issues, problems and/or Recreation Theory and concerns in which students develop research-based recommendations for program management Practice Capstone and/or delivery in order to meet a stakeholder’s goals in the realm of recreation practice. Students will discuss and apply philosophical and ethical values as they assess recreation program decision making and effectiveness in consideration of current theoretical and applied issues in the recreation professions. In the applied element of the course, students will develop a research-based solution to a specific recreation concern or opportunity at the campus visitor interpretive center that requires the application of these principles. Students must integrate ecological and social-cultural information relevant to the interpretive center’s concerns and opportunities and ultimately develop a program provision and management plan designed to meet the programmatic goals defined by interpretive center’s administrative team. Working collaboratively, students will have the opportunity to demonstrate team management, consensus building, planning, and reporting. Students will also define a philosophical statement that articulates career goals and action plan. Prerequisites: REC 240: Outdoor Education Program Design + Planning, Senior Status
This course satisfies the Capstone requirement. REC 475 This course will examine the process to assess the needs of the public, translate the need into a Park & Recreation Design comprehensive plan and communicate those ideas to a variety of stakeholders. It will investigate how the public expresses their needs, how the park board prioritizes the public need, and how various administrations provide the funds to build and maintain the parks. It will analyze how design minimizes vandalism, discourages undesirable activities, reduces conflict between vehicles and pedestrians and allows the park to be available to those with disabilities. The course will explore various methods of demonstrating design, both visually and orally. The course will communicate communicate new material and utilize previous knowledge gained in other related courses. (2 hours lecture, 3 hours lab). Prerequisites: REC 340: Facility Management, NRS 320: Environmental Resource Analysis, REC 3**: Inclusive Recreation.
Completes General Education Requirements:WC-I, SC-I, AR-I, RE-I, QP-I. REC 480 This integrative course calls for the detailed study of current philosophical and applied issues in Issues:Rec Adventure Travel & Recreation, Adventure Travel and Ecotourism with emphasis on unique and imaginative solutions to the Ecotour challenges facing the Recreation, Adventure Travel and Ecotourism professional. Issues pertaining to Recreation, Adventure Travel and Ecotourism will be selected from the Recreation, Natural Resources and Hospitality/Tourism areas. (3 hours/week) Prerequisite: Senior standing.
Completes General Education Requirements:RE-l, SC-I. REC 490 This course will examine the process to assess the needs of the public, translate the need into a Integrated Park Management comprehensive plan and communicate those ideas to a variety of stakeholders. It will investigate how the public expresses their needs, how the park board prioritizes the public need, and how various administrations provide the funds to build and maintain the parks. It will analyze how design minimizes vandalism, discourages undesirable activities, reduces conflict between vehicles and pedestrians and allows the park to be available to those with disabilities. The course will explore various methods of demonstrating design, both visually and orally. The course will communicate new material and utilize previous knowledge gained in other related courses. Prerequisite: REC 475: Park and Recreation Design.
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RES 132 Students will learn about the day-to-day activities involved in managing a restaurant. Through this Dining Room And Kitchen experience students will acquire specific food operations skills while developing foundational Operations knowledge for upper-division coursework. A restaurant manager often becomes the liaison between front- and back-of-the-house operations; therefore both sides of the house will be explored. An analysis of the history and current state of the industry will serve as a foundation for helping students to acquire the necessary skills to ensure that guests receive excellent service. In this course students will be introduced to the objectives and requirements of the Industry Work Experience Internship. RES 140 This course introduces the students to various styles of table service, and the organization, sequencing Intro Food & Beverage Service and timing of service. Beverage service will be discussed with an emphasis on using customer service Techniques skills to safely serve and oversee customer consumption of alcoholic beverages. Students will be introduced to the growing business of wine in the hospitality industry. The course will bring together a variety of information, knowledge, and techniques for developing customer service skills, a la carte table service, front and back of the house communication, and function of an electronic POS System are a among the elements of restaurant service that will be reinforced through a laboratory component to be held during select lunch/dinner shifts at the student/faculty operated restaurant. (1 hour lecture, 3 hours lab) RES 170 This course will focus on the importance of sanitation in the food service industry. Students will gain an Food Service Sanitation understanding of the causes of food-borne illnesses and learn how sound sanitation management practices can reduce disease as well as improve food quality and overall success of a restaurant operation. Details concerning food supplies, food handling, the facility and training with regard to sanitation will be included. The process of the HACCP food safety program will be presented and applied. Students will be expected to take the ServSafe certification exam through the Educational Foundation of the National Restaurant Association.
Completes General Education Requirement:AR-R. RES 250 This course provides students with the opportunity to learn and practice basic culinary technical skills Introduction to Food that are essential for the foodservice industry. Students will be introduced to professional standards of Production the industry, knife skills, including handling and care, cooking processes and procedures, product identification, culinary vocabulary and terminology, use of industry equipment, recipe costing and quantity adjustments as well as menu planning. The course will utilize chef demonstrations, group participation, peer evaluations and critiques of properly prepared foods. RES 299 Special Topics in Restaurant Mgt RES 431 The course will examine the history, trends, production and taste qualities of wine as well as beer and Cultural Enology spirits as related to wine. Students will research the influence of wine on the economic and social development of various cultures. They will also analyze trends and investigate the impact of wine on the hospitality industry. Students will compare characteristics of major types of wine, evaluate overall quality and formulate wine and food pairings based on general guidelines and personal taste. Prerequisite: Social Cultural Foundation and Structural experience.
Completes General Education Requirements:LAS, SC-I, WC-I. SOC 101 Sociology I provides students with an introduction to the field of sociology, the social science discipline Sociology I that places emphasis on human interaction. The course offers a systematic study of the relationships between people in groups and between groups and society. The importance of culture to human socialization is emphasized, thus allowing students to investigate the nature of relationships with people from different backgrounds. (3 hours lecture).
Completes General Education Requirements:LAS, SC-F, SC-R. *May be used for either Foundational or Structural - but not both SOC 102 This is a continuation of Sociology I (SOC 101). Attention is given to contemporary social issues, their Sociology II causes and solutions. Sociological principles learned in Sociology I are applied, and there is opportunity for more independent study. Social trends and social theories are covered. (3 hours lecture). Prerequisite: Sociology I (SOC 101).
Completes General Education Requirements:S-S, LAS, SC-R. SOC 110 This class explores the so-called “Non-Western” World of Asia, Africa, the Middle East, and Latin Non-Western Cultures America. It asks how this variety of peoples and regions differ from each other and from those of us in the “West,” and how are they and we are similar to each other. It explores how all portions of the world influence and interact with one another, creating new and unique cultures, and changing our own lives here in North America. (3 hours lecture)
Completes General Education Requirements:LAS, SC-R,SC--F.
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SOC 115 Using the local Adirondack landscape as a living text and physical laboratory, this experiential social Adirondack Studies science course will introduce students to the local social, environmental, economic, and cultural issues that shaped the exploration and settlement of the Adirondack region within Northern New York State. The combination of original historical documentation and on-site lectures will provide the student opportunities to see, hear, feel and experience the Adirondacks much as visitors and settlers have for approximately 150 years. ( 3 Hour lecture/lab).
Completes General Education Requirements:LAS, SC-R. SOC 200 This course provides students with an opportunity to examine contemporary social issues in the United Social Issues States, and the manner in which similar issues confront societies elsewhere. Emphasis is placed on macro-societal issues, such as structural inequalities associated with race, gender, age, educational access, and work opportunities. In addition, students will explore the social dimensions of population growth vis-à-vis environmental degradation, the politics of underdevelopment, and the concentration of economic and political power. (3 hours lecture).
Completes General Education Requirements:S-S, LAS, SC-R. SOC 210 This course will trace the roots of the change, unrest, protest and lifestyle shifts of the era known The Sixties! loosely as The Sixties, as well as delve into the sixties themselves and their consequences, both short and long-term. The focus will be on both political and social history. In addition to exploring the standard causes and effects of historical approach, the students will be exposed to popular music, writing and trends of that period. In-depth reading will be required, as will extensive student writing. There will be a research component, a mandatory final exam and quizzes. (3 hours lecture)
Completes General Education Requirements:LAS, WC-R, SC-R. SOC 215 This course provides an overview of the culture, language, and history of Iceland. In addition to Language, Culture, History of providing instruction in controversial Icelandic language, the course focuses on the historical and Iceland cultural factors that have helped to shape contemporary Icelandic values. Students gain an understanding on the socio-cultural and environmental context of Iceland and discuss differences and compare these differences to their own country. Delivery of course content includes: lectures, field trips to historical sites, readings, small-group and large-group discussions, reflective writing, and several essay exams.
Completes General Education Requirements:SC-R, LAS. SOC 216 This course provides students with an introduction to and an overview of: the society, history, and Language, Culture, History culture of Kenya and Tanzania; the complex challenges of human and ecological problems and East Africa conservation and development facing people of this region; and the language of this region. Students gain an understanding of the socio-cultural context their host countries, discuss differences, and compare these differences to their own country. During this semester, students will have opportunities to live with a host family, visit some of the best examples of community sustainability in Africa, and engage in discussions, lectures, reflective writing, and sustainable-practices service work. Prerequisites: SC-F.
Completes General Education Requirements:LAS, SC-R. SOC 218 This course provides students with an overview of the society, history and culture of Nicaragua and Language, Culture, History Costa Rica; the complex challenges of conservation and development facing the people of this region; Cntrl America and the language of the region. Students gain an understanding of the socio-cultural context of their host country, discuss differences, and compare these differences to their own country. Students live with a host family; travel to various sites; are introduces to thought provoking readings; and engage in discussions, lectures, reflective writing, and sustainable-practices service work. Prerequisites: ENG 101 (Spanish language optional but highly recommended).
Completes General Education Requirements:LAS, SC-R. SOC 220 Social research explores why people make the choices they make, what the consequences are of those Social Research decisions, and what possible ways we can untangle complex social issues. Everyone may have an opinion about all of these questions, but a systematic process of social research involves forming a clear question, collecting reliable data, drawing credible conclusions from those data, and interpreting this evidence in a way that differentiates reliable information from information that should be viewed skeptically. This course focuses specifically on how we construct knowledge about our world and how that reasoning can be used in an informed decision making process. Prerequisite: QP-F, WC-F.
Completes General Education Requirements:QP-R, AR-R, SC-R, LAS.
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SOC 300 Anthropology involves the systematic study of humankind and the unique and diverse ways in which Cultural Anthropology humans have successfully adapted to vastly different environmental settings throughout the world. Cultural Anthropology provides students with an opportunity to explore and understand the diversity of human thought and behavior that characterize different cultures. Through the application of theoretical frameworks developed by anthropologists and the use of case studies from five continents, students will learn how we, in the Western world, can understand and appreciate the diversity of cultures and cultural expression found throughout the world today. (3 hours lecture). Prerequisite: Social Foundational Experience.
Completes General Education Requirements:LAS, SC-I. SOC 302 The relationship Americans have with food has changed greatly in the last two decades. A number of The Culture of Food factors have taken us from crowd sourced, mass produced, perpetually consistent, always available, widely distributed products to a rebirth of the interest in regional, unusual, small batch, artisanal and personally created items. The course explores this cultural phenomenon with specific attention paid to its effects on how Americans choose travel and leisure spending options in relation to it. Prerequisite: SC-F.
Completes General Education Requirements:SC-I, LAS. SOC 305 Gerontology is the study of aging. This course will be an introduction to the social aspects of aging. Gerontology Among the topics of interest are family relationships, health, economics, retirement, widowhood, public policy, social work, and planning for changing demographics and care of the elderly. This course will enable students to better communicate with the aging population and, therefore, anticipate their needs. Students whose career goals include working with people of various ages will benefit from this course which focuses on this growing segment of the population. (3 hours lecture).
Completes General Education Requirements:LAS, SC-I. SOC 310 People move. Sometimes, we make short trips for pleasure or business. Other times, we migrate Mobility In Modern Society permanently. We can be driven by opportunity, fear, curiosity, and any other of a thousand human motivations. Mobility has been a core part of the human condition since our first ancestors began to stroll around the savannas of East Africa over 100,000 years ago. This course explores the multiple historical, contemporary, and possible future dimensions of travel and human mobility. How, why, and where have we traveled? How does travel affect the traveler and locations to which people travel? This course includes a weekend trip to Montreal that will take place during the last week of October or the first two weeks of November. All class participants must have a valid passport (or other documentation necessary for an overland trip to Canada) or be prepared to obtain one during the course of the class. (3 hours lecture) Prerequisite: Social/Culture Foundation.
Completes General Education Requirements:LAS, SC-l. SOC 315 A community is a group of people who share a common place, experience, or interest. Often Community Organization & communities or groups of communities come together to form collaborative partnerships to address an Outreach issue, provide a service, or produce some kind of project. This course will provide students with both a conceptual framework and the practical skills for organizing effectively in and across communities. Different types of community organizations such as grassroots citizen action groups, non-profit social service agencies, issue coalitions, and government-sponsored councils will be explored. Concepts of organizing philosophy, advocacy strategies, decision making models, power-structures, institutional change, community control, diversity, and leadership will be considered. Prerequisite(s): PSY 110 Organizational Behavior, COM 201 Interpersonal Communication.
Completes General Education Requirements:SC-I, RE-I. SOC 320 This course will explore how gender has historically been defined and subsequently communicated Shattering Gender through images, language and myths through the media which tends to socialize, educate, and Stereotypes discipline sometimes in the guise of entertainment. Such stereotypes impose upon men and women the expectations of society telling them how they should act, what they should desire, who they should strive to be, and how they should value themselves; those who don't conform are often conesored. Awareness of these issues should motivate students to incorporate different pointes of view into their own thinking and behavior, specifically to intervene when they hear others perpetuate biases, to advocate for continued parity, and to make informed personal decisions about how to live, work and vote. Pre-requisite: A Social Cultural Foundational Experience.
Completes General Education Requirements:LAS, SC-I, RE-I.
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SOC 460 This course is designed to prepare students for the research needed in the world of applied and pure Research Methods science. Students learn to view a situation from a critical perspective, and explore it through the scientific method. this interdisciplinary course will guide students through the step-by-step process of doing both academic and social/business research. Students will conduct research, first, in an academic setting, and second, in a social setting. Students will execute literature searches, various data collection methods, data analyses, and final report and presentation techniques. (3 hours lecture). Prerequisite: MAT 210: Statistics.
Completes General Education Requirement:AR-I. SOC 461 This course is designed to provide students who plan to complete a Capstone Independent Project (SOC Capstone Project Planning 462) with the foundation for their work on their Project. Students are expected to broaden their Seminar understanding and application of skills gained in courses leading up to the Capstone, such as literature review, research methods, study design, and effective communication of information. The result of this effort will be a completed, approved proposal, prepared according to the guidelines established for Capstone Projects. Each student will select a mentor who will serve as the student's supervisor for the Project. (1 hour lecture).
Completes General Education Requirement:LAS. SOC 462 The Capstone Independent Project is designed to be a culminating endeavor based upon student's Capstone Project coursework, reading, interests and experience. Through the application of principles, theories and methods learned, students analyze, synthesize and evaluate information. The Project provides a representative sample of a student's work that may be used to assess student learning. Individually, students will work independently on their projects developed during the Capstone Project Planning Seminar (SOC 461), under the supervision of a mentor. Students are responsible for satisfying the established standards for successful completion of the Capstone Project, which include a substantial written report and an oral presentation. The course is offered fall and spring semesters and may be designated an honors course. (1 hour lecture and independent time). Prerequisites: Capstone Project Planning Seminar (SOC 461) and senior standing.
Completes General Education Requirement:LAS. This course satisfies the Capstone requirement. SRV 100 Introduces the student to the field of surveying and how it fits into forestry and other professions. Surveying I: Fundamentals of Surveying I gives the students the opportunity to be introduced to surveying using traditional Surveying methodologies. The course provides a foundation for then translating these skills and knowledge into computer applications in Surveying II. Prequisite: Accuplacer placement into Algebra. Algebra taken as a co-requisite.
Completes General Education Requirement:QP-R. SRV 101 Building on the traditional skills and knowledge gained in Surveying I, Surveying II gives the student the Surveying II: Surveying opportunity to translate those skills to computer based applications. Through project based activities Automation and research opportunities, students will discover their role in present and future trends in the surveying profession. (2 hours lecture, 3 hours lab). Prerequisite: SRV 100 - Fundamentals of Surveying. Co-requisite: MAT 145 Trigonometry.
Completes General Education Requirements:QP-R, SC-R. SRV 201 Field Surveying I is an intensive introductory course in plane surveying field techniques and plane Field Surveying I surveying mathematical computations. Students are introduced to linear distance measurements (taping, electronic distance measurement), vertical measurements using an engineer’s level and field traversing using a theodolite and EDM unit. (Two (2) 40 hour weeks). Prerequisite: MAT 125: College Algebra. SRV 210 This course introduces the student to the surveying applications associated with aerial photography. Photogrammetry The students develop traditional skills at measuring areas, distances, bearings, heights of objects and elevations of the ground. Basic photogrammetric concepts will be introduced and softcopy photogrammetric software will be used. Surveying requirements for aerial photogrammetry will be discussed. Prerequisites: MAT 145 Trigonometry (can be taken as a co-requisite), SRV 100 Surveying I: Fundamentals of Surveying.
Completes General Education Requirement:QP-R. SRV 220 This course introduces students to the fundamentals of computer aided design and drafting, including CAD I: Fundamentals of CAD software, hardware, and peripherals. Emphasis will be on 2-D applications of CAD. (3 hours lecture). SRV 221 This advanced CAD course for surveyors emphasizes the surveying-specific modules within CAD for CAD II: Surveying Applications displaying a variety of surveying data. Students will be asked to develop surface models from topographic data. Maps, plats and construction drawings will be emphasized. Prerequisite: CAD I, (SRV 220) Topographic Surveying (SRV 250).
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SRV 235 This culminating surveying series course provides the students with the opportunity to apply the Surveying III: Field Experience theories and techniques gained in Surveying I and II to practical, authentic, field surveying projects. Students will also develop externship proposals. Prerequisites: MAT 145 Trigonometry, SRV 101 Surveying II: Surveying Automation. SRV 240 This course is the second in a series for non-surveying majors which focuses on practical techniques for Field Surveying II a variety of surveying problems, including elements of route, construction, boundary, planimetric and topographic surveys. Field and lecture problems include contour mapping, grade lines, horizontal and vertical highway curves, horizontal and vertical control, stadia, short base triangulation, boundary survey, building location and batter boards, area and volume determinations, and a detailed topographic map. (24 per week, 5 weeks). Prerequisite: SRV 201 Introduction to Field Surveying I.
Completes General Education Requirement:QP-R. SRV 250 The hands-on experience they get in this course emphasizes field work, calculations and computer Topographic Surveying applications required to map and report topographic data. By this point in the curriculum students will have gained on-the-job experience through their externship. This course gives the students the opportunity to reflect on that experience in order to identify their own strengths and weaknesses as a surveying professional. Prerequisite: Surveying III: Field Experience. SRV 260 This advanced surveying course focuses on route surveying and design. The student will study a variety Route Surveying of techniques to design and lay out roads from preliminary to final survey. The final project is a complete plan and profile with basic road specifications for a two-lane road. Prerequisite: Surveying III: Field Experience, Co-requisite: (SRV 250) Topographic Surveying. SRV 270 Th course considers the legal aspects of boundary location. Emphasis is on deed research and Law And Land Surveying interpretation, evidence procedures, professional ethics and case law. Through this experience students will obtain a foundation in legal standards for preparing and researching land records. (3 hours lecture). Prerequisite: Communication Foundation.
Completes General Education Requirement:SC-R. SRV 290 Using problem solving techniques students will develop solutions for typical surveying dilemmas Problem Solving in Surveying encountered in the profession. This course also serves as a culminating experience in the surveying program; as such students will have the opportunity to prepare for and take the ACSM Certified Surveying Techinican Exam Level I. Prerequisites: SRV 260 Route Surveyin, Co-requisite: SRV 270 Law and Land Surveying.
Completes General Education Requirements:QP-R, AR-R. SRV 299 A practicum of typical problems encountered in the profession of land surveying are solved by Special Problems in Surveying sophomore students in a laboratory-lecture situation. Some of the subjects covered are boundary surveys, geodetic surveys, subdivision design, land planning, surveying mathematics, electronic distance measurement instruments, and state plane coordinates. An oral presentation of the student's technical report is required. (2 hours lecture, 4 hours lab). Co-requisite: Law and Land Surveying. SUS 120 An introduction to the principles and practices related to sustainable and small-scall agriculture and Sustainable Community forestry, including: agro-forestry; local agriculture; community gardens and community forestry; small- Agriculture scale farming and forestry; organic farming and forestry; non-industrial private and farm woodlot management; and agricultural and forest landowner cooperatives. The emphasis is on both domestic and international perspectives on community agriculture and forestry, including institutions, marketing and government and non-governmental organizations and policies. For the purposes of this course, agriculture is defined broadly, to include forestry and other sustainable land and water use practices that produce food, fiber, and natural resource-derived benefits and commodities. Students will begin to exposed to by (a) developing an understanding of local, regional, and global practices and issues related to sustainable agriculture; and (b) addressing a local sustainable agriculture issue or challenge and developing responses and/or solutions.
Completes General Education Requirements:AR-R, SC-R. SUS 200 This course covers dimensions of community sustainability, including: principles and practices related to Conservation Design: Green community greenscaping, including: greenspace planning; town forest development and management; Communities introduction to urban forestry; community gardens and agriculture; conservation of community natural resources; concepts related to population dynamics and management, such as exurbanization, parcelization, and sprawl; population growth management; community-based outdoor recreation; community strategies for carbon neutrality; diversified community economies; reduction of impervious surfaces; community ecological restoration; low carbon communities (LCCs); stormwater management; alternative and renewable community energy sources. Pre-requisite: SUS 101:Ecological Foundations of Sustainability or NRS 101:Intro to Natural Resources & Society.
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SUS 210 This course surveys the complexities of global climate change, explores personal responses to climate Global Warming, Changing: change, identifies our participation in the ecological crisis, and explores our individual and collective Lessons frm IS power to shape an effective response to climate change. The course also introduces students to Iceland's unique geology and provides inspiring examples of how Iceland is utilizing carbon-free geothermal resources for heating and electricity production. Course material is presents through provocative readings, student-generated learning activities, small- and large- group discussions, journaling, and field trips. Prerequisites: AR-F.
Completes General Education Requirement:LAS. SUS 305 This survey course examines the field of sustainability and explores creative ways to build sustainable Secrets of Simplicity communities. We look at innovative strategies and programs currently being implemented in the U.S. and in Central America to proactively address issues threatening global sustainability. The focus of this class is to examine the choices we make and to look at how to incorporate sustainable practices into our lives. Students also explore the principles of voluntary simplicity and the relationship of these principles to sustainability. In addition to thought-provoking readings and lively class discussions, students also explore, through experiential and service-learning, an understanding of and appreciation for the work of several internationally recognized community development organizations, including: Heifer International, Habitat for Humanity, Grupo Fenix, Association ANAI, Selva Negra, and Kekoldi. Prerequisites: AR-F, ENG 101.
Completes General Education Requirements:SC-I, LAS. SUS 310 Principles and practices of sustainable/green construction, including: design and construction, siting; Conservation Design: Green renewable and certified materials; permeable paving; contstruction costs; energy efficiencies; and Construction construction-related certifications, including LEED, and certifications related to the use of certified building materials, including SFI, FSC; grounds development and ecological restoration. Prerequisites: SUS 101: Ecological Foundations of Sustainability or NRS 101: Natural Resources and Society. SUS 320 This course challenges students to apply what they are learning in their academic course work (e.g. Service Learning: Sus Through about human and ecological issues facing the country of study) to real-life sustainable solutions being Comm adopted by CELL's internationally recognized community development partners and their work with local communities. Students work hand-in-hand with community partners to create appropriate innovative solutions to environmental, economic, cultural, and social challenges facing communities in this region of the world.
Specific learning projects will be driven by the needs of the local community and include the participation of students, members of the community who are involved in the projects, host country partnering organizations, and the instructors. Though structured reflection exercises and journaling, students continually evaluate their progress, examining how theory relates to their real world experience in the community.
Students also develop individual environmental action plans that will enable them to engage creative, environmental solutions on their campuses or in their communities back home. Students design an individual stewardship action plan in cooperation with their instructor. Prerequisite: SC-R. SUS 350 Explores the political, social, environmental, and economic dimensions of alternative energy and energy Alternative Energy & Energy efficiency. This course will explore interface with local and regional energy issues and challenges, Efficiency building on students’ backgrounds in ecology, natural resource management, and economics. Of particular interest is the potential for biofuels at PSC and in the northeast US, while not ignoring other sources of renewable and alternative energy and energy conservation. Includes study of bio-fuels, solar and wind energy, energy conservation, storable and non-storable energy, carbon neutrality, stranded energy, bio-energy ecosystems and methods and ecological effects of biomass removal. Prerequisite: SUS 101: Ecological Foundations of Sustainability or NRS 101: Natural Resources and Society. SUS 395 This course is designed to provide the opportunity to students to pursue their interests in sustainability Sustainability Externship studies in areas such as sustainable agriculture, community development, alternative farming and forestry. Opportunities may include, (but are not limited to): apprenticeships in organic farming/gardening, internships with community (including municipal, campus, and business) sustainability coordinators, and green construction, community greenscaping, and landscape management. All guidelines and requirements related to externships listed in the catalog apply. This experience must be completed before the student’s final year in residence at PSC – it may not be executed after the last semester of the student’s program. To apply for this opportunity students are required to develop and sign a written externship agreement describing the nature of the externship, planned learning outcomes, timing of the externship, student deliverables and other elements outlined below. Application must be approved by the FNRR Dean before the beginning of the externship. Credit for the experience will only be given once the student has completed an exit interview with the appropriate Dean (or designee) that should include evidence of compliance with the written externship agreement. Minimum 400 hours.
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SUS 410 In the 21st century, the interrelated and interdependent needs of providing for a growing population, Sustainable Societies in Africa finding ways to live sustainably, and ensuring the preservation of the natural environment are critical to the survival of our, and other, species. In this course, students research and explore the most critical social, economic, and environmental sustainability challenges in East Africa and examine strategies to address the challenges and opportunities such approaches create. Students explore the issues in global context using an internationally peer-reviewed methodology developed in the Crossroads Thinking course. Students also develop the ability to apply this knowledge in their own lives and communities. Prerequisites: SC-R, AR-F.
Completes General Education Requirement:LAS. SUS 496 This interdisciplinary capstone is designed to be a culminating experience for students interested in Sustainability Capstone addressing the need for a more sustainable society. Students will examine the ecological, cultural, and social dimensions of a specific community or region, focusing on sustainability issues such as food security, renewable energy, conservation, sense of place, lost arts/creative arts, cultural traditions, narratives, and community resiliency. The instructor will provide an overarching research question; however, students will develop their own sub-questions that will serve as the basis for independent inquiry. Once students have completed their independent inquiry, they will work as a group to link and synthesize their findings as applied to the original research question or issue. Capstone. Prerequisites: SOC 220 Social Research or MAT 210 Statistics and ENV 455 Sustainable Development or EST 320 Global Environmental Studies Seminar. WRK 190 The externship experience provides students with the oportunity to become familiar with what it is like Surveying Externship to work in the surveying profession. This experience should provide the student with valuable feedback about how effectively students are being prepared for the workfoce that can help the student focus on needed skills and knowledge during the remainder of the program. Pre-requisite: Externship proposal submitted in SRV 235 or equivalent proposal approved by the Dean. WRK 290 Students apply knowledge from classroom learning to on the job employment experiences that support Work Experience CALA 400hrs their career goals. Students are required to complete a minimum of 400 hours of documented work experience. This course satisfies the Associates degree requirement and the first half of the baccalaureate degree requirement for industry work experience. Students must complete a minimum of 200 work hours at any given Internship site. Assistance with Internship placement is available through the Office of Hospitality Internships. WRK 490 Students apply knowledge from classroom learning and from previous industry work experience to on Work Experience CALA 800hrs the job employment experiences that support their career goals. Students are required to complete a minimum of 400 hours of documented work experience. This course satisfies the second half of the baccalaureate degree requirement for industry work experience. Students must complete a minimum of 200 work hours at any given Internship site. Assistance with Internship placement is available through the Office of Hospitality Internships.
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Academic Policies and Procedures Unless designated, the following Academic Policies and Procedures are applicable to all degree and certificate programs. Academic Advising It is the responsibility of each student to monitor his or her academic progress at Paul Smith’s College. The student is expected to know the graduation requirements pertinent to his or her program, to be cognizant of his or her Grade Point Average (GPA), to make appropriate elective course selections, and to add/drop courses to best facilitate attainment of his or her educational goals. To assist in making these important decisions, the College provides each student with an Academic Advisor. Advice and information are also available to each student from the Department Chairs, Registrar’s Office, and online. Academic Advising It is the responsibility of each student to monitor his or her academic progress at Paul Smith’s College. The student is expected to know the graduation requirements pertinent to his or her program, to be cognizant of his or her Grade Point Average (GPA), to make appropriate elective course selections, and to add/drop courses to best facilitate attainment of his or her educational goals. To assist in making these important decisions, the College provides each student with an Academic Advisor. Advice and information are also available to each student from the Department Chairs, Registrar’s Office, and online. Academic Integrity Policy Academic Honesty Paul Smith’s College (PSC) values intellectual integrity and the highest standards of academic conduct, as set forth in the Ten Principles of Academic Integrity. To be prepared to meet societal needs as leaders and role models, students must be educated in an ethical learning environment that promotes high standards of honor and integrity in scholastic work. Academic dishonesty undermines institutional integrity, threatens the academic fabric of the College, and is not an acceptable avenue to success. It diminishes the quality and value of a Paul Smith’s College education. Fostering an appreciation for academic standards and values is a shared responsibility among students, faculty and staff. Therefore, the entire academic community must establish and enforce rules governing violations of academic honesty. Academic Dishonesty Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is, in fact, the work of another person or work in which one has received unacknowledged assistance from others. It includes, but is not limited to: 1. Submitting any fraudulent or plagiarized academic work. This includes, verbatim use of a quotation without quotation marks; use of another person’s idea or information without acknowledging your source; and submission of work prepared by another person as one’s own 2. Giving or receiving answers and/or any materials pertinent to any academic work without the permission of the instructor 3. Stealing, manipulating, or interfering with any academic work of another student 4. Multiple uses of the same work, by presenting the same or substantially the same written work (or portion thereof) as part of the course requirements for more than one project or course, without the express prior written permission of the instructor(s) involved
Academic dishonesty is a serious violation that is counter to the purpose and aims of Paul Smith’s College. A substantiated case of academic dishonesty may result in: Permanent dismissal from the College Suspension for a designated period of time Lesser sanctions as deemed appropriate, as discussed below in Sanctions
Procedures in Case of Alleged Incidents of Academic Dishonesty Within seven (7) days of when academic dishonesty is suspected by or brought to the attention of the faculty member, the faculty member will make every effort to meet with the accused student(s) and attempt to ascertain the facts. After the interview, if the faculty member believes that academic dishonesty has occurred, an Academic Integrity Report Form regarding the incident shall be completed with one copy sent to each of the following: the student, the Department Chair of the student’s academic program, the Department Chair of the course’s Department, the Registrar, and the Provost. The report form shall indicate whether the student admits or denies guilt in the incident, including all relevant documents (crib notes, copy of plagiarized materials, exams, etc.), summarize the circumstance surrounding the incident, and indicate what penalties will be applied and the student’s right of appeal.
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If the student disagrees with the faculty member’s determination of academic dishonesty and/or the penalty to be applied, an appeal may be made within seven calendar days to the Department Chair (course Department), who shall: 1. Review the faculty member’s report 2. Consult with the parties involved 3. Agree or disagree with the faculty member’s determination of academic dishonesty and the penalty to be applied 4. Within seven calendar days’ review and submit a decision in writing to the student, the faculty member, the Registrar, and the Provost. This response shall include a statement informing the student of the right to appeal to the chair of the Academic Standards Committee who will appoint a hearing board as defined below
If a student disagrees with the Department Chair’s determination of academic dishonesty and/or the penalty to be applied and desires to appeal, the appeal must be made according to the following procedures. The appeal shall be in writing, present reasons for the request, and be received in the Office of the Provost within seven calendar days of receipt of the Department Chair’s decision. The Provost shall notify the Chairperson of the Academic Standards Committee (ASC) of receipt of the appeal. The ASC chair will communicate by email or in person with the student within seven days of receipt of the appeal to inform the student: 1. Of the purpose and function of the Hearing Board, 2. Of the student’s rights in the hearing 3. That the student will receive written notification of the time and place of the hearing
The Hearing Board is composed of the Chairperson of the Academic Standards Committee, who will select the remaining participants of the Hearing Board: two other faculty members, and two students selected from the membership of student government, one of whom must be an officer. The Chairperson will preside at the hearing. The Hearing Board will follow established procedures to ensure fair consideration of the matter. In the event of an appeal or in the case of a second offense of academic dishonesty (which automatically mandates a hearing) the Hearing Board shall: 1. Convene within seven calendar days to conduct a hearing 2. As necessary, request all parties involved to appear as witnesses 3. Within three days following the hearing inform in writing the following persons of its decision: the student, the faculty member, the Department Chair and the Provost 4. Return complete file of case to the Office of the Provost
In the event there is new evidence not previously considered by the Hearing Board of the Academic Standards Committee, the student should present the evidence to the Provost and request a second hearing. If a student disagrees with the decision of the Hearing Board, an appeal may be made to the President. The appeal shall be in writing and must be submitted within seven days of the receipt of written notification of the Board’s decision. An appeal to the President will be limited to: 1. A review of the disciplinary process to ensure that the student’s right to a fair and impartial hearing was not abused 2. A review of the sanction imposed if there is sufficient reason to believe that the sanction is not consistent with the seriousness of the action.
The decision of the President is final. When appealed, a decision in a case of academic dishonesty is held in abeyance. Appeals Should the term end before a case of academic dishonesty has been resolved, an NG (no grade) is temporarily assigned for the course. Students with an appeal pending will be allowed to register for and attend the next course in the series or a course that requires the disputed course as a prerequisite or co-requisite. For a course that is required for the program or a required pre-requisite or co-requisite to another course in the program, if the charge of academic dishonesty is upheld and the course is failed, the student must repeat the course in order to graduate. If the course was not required for the student’s program or as a pre- requisite or co-requisite for a required course, the student may opt not to repeat the course; however, the “F” would remain on the student’s transcript.
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If the course is required for graduation, the student will be allowed to participate in commencement, but will not receive his or her diploma or receive official transcripts including grades for the disputed semester until the appeal is settled in favor of the student. Since it is important to good relationships that the process proceeds as quickly as possible, all parties will endeavor to expedite its resolution. The time limits specified for either party may be extended at the request of either party, with the concurrence of the Provost. The Provost may appoint alternate hearing officers at any stage of the process to facilitate a resolution of the matter. Sanctions When academic dishonesty has been substantiated, a faculty member may assign a grade of F for the course or a zero to the piece of work, assignment, or examination in question. For a student’s first offense, the Department Chair and the Hearing Board, when acting as appeal agents, shall not impose against the student a sanction which is more serious than the one assigned by the faculty member. The Hearing Board in cases of second offense may impose a sanction against a student that is more serious than the one assigned by the faculty member. In case of a third offense, the Hearing Board may dismiss the student from the College or suspend the student for a designated period of time. Students who are dismissed from the College or suspended will have a notation on his/her transcript stating that the action was due to academic dishonesty. When academic dishonesty has been identified by the instructor, a student’s right to drop or withdraw in good standing from that course is revoked until the allegations are resolved. If the student is found guilty of academic dishonesty, they will not be allowed to drop the course. Records All records of the student’s involvement in a case of academic dishonesty, including copies of any sanction letters from the Hearing Board, remain part of the student’s personal file maintained in the Office of the Registrar. Confidentiality will be maintained in accordance with the College’s policy of student records and release of information. Attendance Attendance is expected of all students. Unsatisfactory attendance occurs when a student’s accumulated absences in a semester exceed the number of times the class meets per week. Individual instructors may establish policies in their syllabi which determine the impact of unsatisfactory absences on the student’s grade in the course. Faculty report class absences through PowerCampus SelfService or StarFish. Weekly updates of students’ absences are provided to faculty and support offices from the Office of Institutional Research. Faculty may also flag a student for low attendance in StarFish. Verification of unavoidable absences is the student’s responsibility. Such absences do not excuse a student from completing the work included in a course. Auditing A student in good academic standing may, if space is available and they have the approval of their academic advisor and the course instructor, audit one course per semester. The student will receive no grade or credit for an audited course. Course(s) that a student has audited may not later be challenged for credit. When auditing a course, the student has the option of completing course assignments. An audited course will appear on the student’s transcript, with an audit (AU) notation. Attendance will be recorded by the instructor of the course. If a student has more than 5 recorded absences, no record of the course will appear on the transcript. Audited courses may not in any way apply to graduation requirements or to the student’s GPA. With approval of the academic advisor or designee, and the instructor of the course, a student may change his classification from “audit” to “for credit” on or before the second Friday of the semester. Upon reclassification to “for credit” the student will be billed regular tuition costs for the course. 1. Students enrolled at Paul Smith’s College as full-time students may audit one course per semester, on a space available basis. If the audited course does not place their total load over 18 credit hours, there is no charge. If the audited course is an overload, the charge is $100 per credit hour plus appropriate fees for supplies. 2. Students enrolled at Paul Smith’s College who are not full-time may audit one course per semester, on a space available basis. The charge is $150 per credit hour, plus appropriate fees for supplies. 3. Individuals, other than full-time Paul Smith’s College students, who are auditing a course must prove high school graduation and have Department Chair’s approval.
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Behavioral Standards Students are expected to attend class regularly, arrive on time, come to class prepared, demonstrate courtesy and respect to the instructor and other students, and contribute to a classroom environment supportive of learning and intellectual development. The College’s alcohol and drug policy applies to all aspects of student life, including the classroom, where zero tolerance is the standard. Coming to class or other academic functions under the influence constitutes a misuse of alcohol under or over age 21. Coming to class under the influence of illegal substances is also prohibited and will not be tolerated. Students who, in the opinion of the instructor, fail to abide by these expectations may face academic discipline. In addition, misconduct or disruption in the classroom or other campus areas may result in academic discipline. The instructor will report any violation of the above to the appropriate parties. Certification of Enrollment The Registrar’s Office can certify individuals as enrolled in good standing only after students register for courses, and not before the first day of the term for which certification is sought. Note that for student loan and/or health insurance purposes, full-time registration status (a minimum of 12 credits) is required; it is possible that students enrolled for fewer than 12 credits (including externship semesters) may not be covered by parents’ health insurance. All parties are urged to check with their health insurer in advance for eligibility coverage, and if that is not available, to participate in the health insurance coverage plan offered through the Paul Smith’s College Health Services Office. Classification of Students All classifications are made as of the registration date each semester. Classification will be reviewed upon re-admission, change of program, etc. The Registrar is the final authority in determining classification. First-year status— 0 to 29 credit hours Sophomore status— 30 to 59 credit hours Junior status — 60 to 89 credit hours Senior status — 90 or more credit hours Commencement Participation The commencement ceremony, held in early May, is a time when Paul Smith's College gathers to recognize the accomplishments of members of the academic community, including distinguished guests, faculty, alumni, and students. Application to participate in commencement, including for those students not in attendance at Paul Smith’s College during the spring term in which commencement is held, must be made in writing by April 1 through the Office of the Provost, Phelps Administration 205, Paul Smith’s College. Students who are set to complete all graduation requirements with a cumulative 2.00 GPA or higher by the end of spring semester are eligible to participate in Commencement. Students who have 4 or fewer credits remaining to complete their degree requirements AND have a cumulative 2.00 GPA or higher are also eligible to participate in Commencement. Students who are within 5 to 9 credits of degree completion, may petition to participate in commencement and are required to submit a Degree Completion Plan in writing to the Office of the Provost no later than April 1. The Degree Completion Plan should include a course path and a time frame to complete the degree. The Degree Completion Plan should indicate that the degree will be completed within 12 to 24 months. Outstanding noncredit work experience hours do not prevent a student from participating in Commencement, but must be completed before a degree is awarded. A December Celebration is held towards the end of the Fall Semester for students who will be finishing degree requirements. The same guidelines apply as noted above for participation eligibility. If students would like to return for May Commencement, they must complete the application to participate as noted above. Students may participate in either Commencement or the December Celebration, but may not participate in both for the same degree. Complaints Students who have a concern relating to an academic or non-academic issue can make a complaint. See the Community Guide for details. Dean’s List/Adirondack Scholar’s List Students qualify for the Dean’s List if they are enrolled full-time during any semester/session in which they obtain at least a 3.30 Grade Point Average and do not receive a grade of “F”, “INC.”, or “DEF”. As further recognition of outstanding scholarship, students who have met the above conditions, and also have a cumulative average of at least 3.80, qualify for the title of “Adirondack Scholar”.
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Students who are on the Dean’s List at the end of any semester and who have a cumulative GPA of 3.00 are permitted to enroll in one additional course (an overload) in the subsequent semester at no extra charge provided they are full-time students. Degree Completion Students who are continually enrolled (or who have a break in enrollment for no more than one continuous semester) are permitted a ten-year period from their original date of entry into any Paul Smith's College program to meet the academic requirements in existence at the time of their original entry into the program. Students who at any point during their studies are not enrolled at Paul Smith's College for two continuous semesters, will be required to meet the graduation requirements in force at the time of their re-admission to Paul Smith's College. Students who are within 9 credits hours of obtaining their degree when they leave the college are permitted a ten-year period from their original date of entry into any Paul Smith's College program during which they have the option of meeting the academic requirements in existence at the time of their original entry into the program, or of meeting the requirements of the program at the time of their re-entry. Students whose degree work extends beyond the ten-year period from their original date of entry into the program are required to meet the graduation requirements effective at the time of their re-entry. A course completed prior to re-entry and fulfilling current degree requirements will be accepted providing no significant changes have occurred in the course. If significant changes have occurred in a course completed prior to re-entry and fulfilling current degree requirements or a course in a field where there has been a significant change in the knowledge base (the sciences, GIS, etc.), the course will be accepted only upon the successful completion of a challenge examination by the student. Drop/Adds A student who withdraws from a course after the fourth Tuesday of the term will receive a grade of “WP” (withdrew passing) or “WF” (withdrew failing), unless the student simultaneously withdraws from the College. In that case, a grade of “WD” (withdrew) is issued for all courses registered for in the term of withdrawal. Dropping below full-time status may have an impact on the student’s financial aid and the ability to remain living on campus. Students are encouraged to speak with the respective offices prior to dropping a course(s) to determine how they will be impacted. Upon written recommendation of his or her advisor, a student may add a course through the first week of classes at the beginning of the semester. (The add period will be prorated for courses offered in other than full semester formats. Exact dates are available from the Registrar’s Office.) Dual Degree Guidelines Paul Smith’s College baccalaureate degrees (B.A., B.S., or B.P.S) require 120-121 credits inclusive of a relevant culminating or Capstone experience. The conferral of a second degree is reserved for those students who have satisfied degree requirements in an essentially different area. This requires 24 credits or more in course work different from the primary degree, including a different culminating experience (Capstone). Eighteen (18) of those credits must be upper division coursework. Integrated general education requirements earned for the first degree can be applied to the second degree. The additional course work should provide opportunities for the students to gain essentially different competencies aligned with the new program’s requirements, goals, and learning outcome expectations. Paul Smith’s College associate degrees (AS, AAS, AA) require 60-63 credits. The conferral of a second associate’s degree is reserved for those students who have satisfied degree requirements for the second associate’s degree. This requires 12 credits or more in course work different from the primary degree. Integrated general education requirements earned for the first degree can be applied to the second degree. The additional course work should provide opportunities for the students to gain essentially different competencies aligned with the new program’s requirements, goals, and learning outcome expectations. No more than 75% of the additional credits for the second bachelor’s degree or 50% of the additional credits for the associate’s degree can come from transfer credit. Students applying for a second degree must have earned an overall GPA of 2.5 or higher. Students seeking an additional degree must consult with their advisor and then complete the “dual degree” form and have it approved by the Department Chair of the Department offering the second degree. To be effective in the current semester the form must be completed and submitted to the Registrar’s office prior to the end of the add period for the current semester. Dual concentrations within one program are not considered separate degrees. Students who wish to add credentials in areas that are similar to their major program (as defined below) are encouraged to add a minor in that area. The following programs are considered "essentially the same" and therefore will not be allowed to earn two degrees in these combinations Fisheries & Wildlife Sciences (Fisheries or Wildlife Concentrations), Environmental Sciences, Biology,
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Ecological Restoration Natural Resources Conservation & Management, Sustainable Communities & Working Landscapes, Parks & Conservation Management Entrepreneurial Business Studies, Hotel, Resort & Tourism Management, Food Service Management Integrative Studies and any program (or related program defined above) used as a Topic Area
Students who wish to add credentials in areas that are similar to their major program (as defined above) should be encouraged to add a minor in that area. Externship Verification Process The externship semester is a fundamental aspect of the Paul Smith’s College educational experience required by some and valued by all academic programs. Instructional requirements of the various externship courses are determined by and maintained by the academic departments. Students who wish to have previous experience in their degree subject area considered for satisfaction of an externship course requirement must submit an application in writing to their Department Chair no later than 12:00 pm on the last day of classes of the second semester (excluding summer sessions) of their enrollment in the program at Paul Smith’s College. Students who have not met the externship requirement of their degree program, and who are employed in a full-time position that they wish to submit for consideration of satisfaction of an externship requirement, must: A. Have applied to the Department Chair of their academic program prior to accepting employment. B. If placement is approved, be registered for the given term’s externship course.
Paul Smith’s College is not obligated to accept externship course registrations after the start date of any term. Students registered in an externship course for any term that follows the most recent commencement ceremony, not including the present term, and who have not submitted satisfactory proof of completion of externship experience, must submit such proof to the Registrar by the close of the first business day following October 31 or March 30, for the fall and spring terms respectively. Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act of 1974, as amended (otherwise known as FERPA), sets forth requirements regarding the privacy of student records. FERPA governs the release of records maintained by educational institutions and access to those records. This notice, published in the College Catalog, serves as the yearly student notification of their rights under FERPA. Questions regarding FERPA or any College policies related to it may be directed to the Registrar's Office. Definition of Education Record The meaning of "education records" is, with certain exemptions as listed below, those records, files, documents, and other materials which contain information directly related to a student, and are maintained by any employee or agent of the College. The following categories of information are exempted and are not considered to be "education records": Records made by College personnel which are in the sole possession of the maker and are not accessible or revealed to any other person Records maintained by Campus Safety for law enforcement purposes Medical and counseling records used solely for treatment. (Medical records may be personally reviewed by a physician of the student's choice.) Records only related to a former student (alumni records) Records of that individual while a student continue to be considered education records.
Note: All records pertaining to students which are maintained by College offices are official College records, and as such, remain the property of the College. Right to Inspect and Review Students are granted the right to inspect and review all of their education records, except the following: Financial records of parents Confidential letters and statements of recommendations placed in education records\prior to January 1, 1975
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Confidential letters and statements of recommendations for admission, employment, or honorary recognition placed in education records after January 1, 1975, for which students have waived their right of access
Waiver of Rights of Access Students may waive their right of access to confidential letters and statements of recommendation. Even if the student signs a waiver, upon request, the names of all persons making confidential recommendations will be made available. Employees or agents of the College may not require a student to waive his or her right of access for receipt of College benefits or services. Procedures for Inspection and Review Requests to review records must be made to the Registrar's Office. By law, the Registrar’s Office has 45 days to respond to requests to review and inspect. However, arrangements will be made as expeditiously as possible. Information contained in education records will be fully explained and interpreted to students by College personnel assigned to, and designated by, the Registrar. Students have the right to review only their own records. When a record contains information about more than one student, disclosure cannot include information regarding the other student(s).
Right to Challenge Information in Records Students have the right to challenge the content of their education records if they consider the information contained therein to be inaccurate, misleading, or inappropriate. This process includes an opportunity for amendment of the records or insertion of written explanations by the student into such records. Note: The right to challenge grades does not apply under the Act unless the grade assigned was inaccurately recorded, under which condition the record will be corrected. Procedures for Hearings to Challenge Records Students challenging information in their records must submit, in writing, a request for a hearing to the Registrar's Office, listing the specific information in question and the reasons for the challenge. Hearings will be conducted by the Registrar. Students shall be afforded a full and fair opportunity to present evidence relevant to the reasons for the challenge, as referenced in ‘Right to Challenge Information in Records’. The Registrar will render a decision, in writing, noting the reason and summarizing all evidence presented within 10 days after the challenge is filed Should the hearing be in favor of the student, the record shall be amended accordingly Should the request be denied, an appeal may be made, in writing, and submitted according to the Grievance Procedure in the Community Guide Should the appeal be in favor of the student, the record shall be amended accordingly Should the request be denied, the student may choose to place a statement with the record commenting on the accuracy of the information in the record and/or setting forth any basis for inaccuracy When disclosed to an authorized party, the record will always include the student's statement and notice of the Board's decision, as long as the student's record is maintained by the College
Consent for Release Required Consent must be obtained from a student for the release of information from education records, specifying what is to be released, the reasons for release, and to whom, with a copy of the record sent to the student if he or she desires. Release Without Consent The requirement for consent does not apply to the following: Requests from faculty and staff of Paul Smith's College who have a legitimate educational interest on a "need to know" basis, including student employees or agents of the institution, if necessary to conduct official business, as authorized by the College Registrar. Legitimate educational interest includes performing a task related to the regular duties of the employee or agent, the student's education, the discipline of a student, a service or benefit for the student, or maintaining safety and security of the campus Requests in compliance with a lawful subpoena or judicial order
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Requests in connection with a student's application for or receipt of financial aid Requests by state authorities and agencies specifically exempted from the prior consent requirements by the Act—organizations conducting studies on behalf of the College, if such studies do not permit the personal identification of students to any persons other than to representatives of such organizations and if the personal identification data is destroyed when no longer needed Information submitted to accrediting organizations The College may release information in response to requests by parents of a dependent student, as defined in Section 152 of the Internal Revenue Code of 1954. A copy of the most recent year’s federal income tax form is required to verify dependency In the case of emergencies, the College may release information from education records to appropriate persons in connection with an emergency, if the knowledge of such information is necessary to protect the health or safety of a student or other persons To authorized federal officials who have need to audit and evaluate federally-supported programs The results of any disciplinary proceeding conducted by the College against an alleged perpetrator of a crime of violence to the alleged victim of that crime Requests for "directory information" (see Directory Information)
Note: The College reserves the right to verify the accuracy of any information contained in what purports to be an official College document (e.g., a transcript or diploma) or information provided to a third party. In addition, degrees (any honors, majors, minors and specializations) are considered public information since they are conferred in a public ceremony. Directory Information Paul Smith's College, in accordance with the Act, has designated the following information about students as public (directory) information: Name Address (local, home and e-mail) Birth date Photograph Telephone (local and home) Program of study (including school/program of enrollment, major and campus) Class level (freshman, sophomore, junior, senior) Enrollment status (e.g., full-time, part-time, withdrawn) Dates of attendance Honors awarded Previous educational agencies or institutions attended Participation in officially-recognized activities and sports Weight and height of members of intercollegiate athletic teams Names and majors of potential graduates (graduands) and students participating in graduation
Students have the right to have this directory information withheld from the public if they so desire. Each student who wants all directory information to be withheld must notify the Registrar's Office in writing by filling out the Stop Release Form. At least 10 days should be allowed for processing of these requests. The College receives many inquiries for "directory information" from a variety of sources, including friends, parents, relatives, prospective employers, other institutions of higher education, honor societies, licensing agencies, government agencies, and the news media. Each student is advised to carefully consider the consequences of a decision to withhold "directory information." The College, in all good faith, will not release directory information requested to be withheld, and any requests from persons or organizations outside the College will be refused unless the student provides written consent for the release. Complaints, Concerns or Suggestions Any concerns about applications of FERPA policy should be directed to the Registrar in writing. Final Assessment Policy Paul Smith’s College requires that a final assessment be administered in every course. The assessment, and the student’s preparation for them, provides an opportunity for a comprehensive review of subject material, thus promoting overall synthesis of the course by the student as well as improving long-term retention of the material. Exposure to a final assessment also helps prepare the student for their experiences in possible future endeavors and is required as part of the assessment cycle of the College.
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The final course assessment will occur at the end of the semester as a normal part of the course. Arrangements may be made to give a traditional two-hour final assessment after the end of the classes if preapproved by the Department Chair two weeks before the beginning of the semester. Information about all final assessments must be clearly delineated on the syllabus which is to be distributed on the first day of classes. Grade Change Procedure Considerable care is taken to ensure that all grades entered on a student’s permanent record are accurate. Records are considered to be correct if a student does not report errors within one year of the completion of the course. Any student who suspects an error in a semester’s final grade should follow this procedure: 1) The student first contacts the course instructor to discuss the grade in question within six weeks of the start of the semester (regular academic session) immediately following that in which the grade was awarded. If the instructor agrees that the grade in question was inaccurate, a grade change is processed by the instructor. 2) If the student and the instructor cannot agree on the appropriateness of the grade in question, the student may contact the Department Chair of the instructor’s department, with a specific reason, in writing, within ten working days after the meeting with the instructor. If a mutually-agreeable decision is made through mediation conducted by the Department Chair, the instructor will submit the agreed-upon grade and the process is completed. If there is no outcome that is mutually acceptable to the student and the instructor, the process may continue. If the instructor is also the Department Chair, then Step 2 is omitted and the process goes to Step 3. 3) The student may appeal the decision to the Office of the Provost in writing within ten working days after the mediation process is complete. The Provost shall collect written views and other pertinent material from the involved instructor, student, and Department Chair, and consult with any other individuals deemed necessary. The Provost shall convene a panel of faculty who have not been involved in the process described above. The panel must be formed within ten days of receipt of the written request by the Provost. 4) A three-member panel will be selected as follows: The Provost, the faculty member, and the student involved will each select one member of the panel from the designated faculty. 5) The panel will review all appropriate material and make a written determination about the grade. This review must be completed within thirty days of the formation of the panel.
The panel has the authority to assign a grade for the course in question. That grade may be the same grade as assigned by the instructor, or a higher, or a lower grade, according to the panel’s judgment. The student and the instructor will be informed of the panel’s decision and, when applicable, the authorized grade change will be submitted to the Registrar. 6) The decision of the panel may be appealed by the original instructor, or the student, to the Provost only in the following extraordinary circumstances: a) The grade change procedure was not followed b) Prejudice was manifested against either the student or the instructor c) New, relevant information was introduced
The appeal must be brought within thirty days of the panel’s decision. The burden of the proof for the appeal rests with the individual bringing the appeal. 7) If the Provost believes that the decision of the panel should be reviewed, a three-member appeal panel will be appointed from the pool of faculty as described in paragraph 3 above. The Provost, the faculty member, and the student involved will each select one member.
No member of the original panel may serve on the appeal panel. The appeal panel will follow the procedure in paragraph 5 above, including completion of its task within thirty days of the formation of the panel. The written decision of the appeal panel is final. Grading System Paul Smith’s College provides both interim grades and final grades each semester. Only the final grades appear on the student’s transcript. The Grade Point Average (GPA) is computed for each semester, and cumulatively at the end of each semester and other Paul Smith’s College sessions. Grades are recorded by letter. Quality Points (QP) are awarded as shown in the following table.
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Numerical Letter Quality Grade Grade Points 95-100 A+ 4.0 90-94 A 4.0 85-89 B+ 3.5 80-84 B 3.0 75-79 C+ 2.5 70-74 C 2.0 65-69 D+ 1.5 60-64 D 1.0 0-59 F 0.0
All grades submitted to the Registrar by faculty will be reported in letters, except as indicated below: P or F (Pass/Fail) – Awarded only in specifically-designated courses WD – Student withdrew from the College after the fourth week of term WF/WP – A transcript notation that the student withdrew from the course during the period after the fourth week through the first full week past midterm examinations AU – Course was audited; no credit or grade given NG – Little or no student work for the purpose of grade determination; used only during the interim grading period INC - In the case of student illness, or some other justifiable delay in certain work, an instructor may report an Incomplete (INC) on the Final Grade Report Sheet to the Registrar’s Office. The student must have completed a minimum of two thirds (66.7%) of the required coursework for that course. An Incomplete grade must be accompanied by the “Request for Incomplete” form which must be approved by the Department Chair of the student’s academic program and the Department Chair of the faculty member. In the event that the student does not complete the necessary work by the date indicated on the “Request for Incomplete” form, a final grade of “F” will replace the Incomplete (INC) grade. If the course for which the Incomplete (INC) is being reported is a prerequisite for another course, the student may not take that course until the Incomplete (INC) has been changed to a passing grade. A grade of Incomplete (INC) may not be given at the midterm grading period. DEF (Deferred Final Grade) – Entered only for the Capstone Project course, as an interim grade subject to completion of the Capstone Project. It is given in the case of student illness, or some other justifiable delay in certain work, by the Capstone Coordinator and with the approval of his or her Department Chair and the Provost. In the event that the student does not complete the Capstone Project by the end of the next full semester, a grade of “F” will replace the “deferral” unless an exception is granted by the Provost.
A student may repeat any course taken at Paul Smith’s College. All attempts will remain on the student’s record (unless the student withdraws within the no-penalty period). The last attempt is the grade of record, and the only one included in the computation of the Grade Point Average. Courses attempted after graduation will not be computed and will not change the academic record at the time of graduation. If a failed course has been removed from the curriculum, the student may meet graduation requirements by course substitution if they have a written recommendation from the appropriate Department Chair. (In such a case, the failed course is not to be included in the computation of credit hours or GPA.) Graduation Requirements 1) To be eligible for graduation, students must: a) Have fulfilled the institutional credit (residency) requirements, b) Have completed satisfactorily (passed) all courses in their program, c) Have met satisfactorily (passed) at least the minimum number of credit hours required in their program, d) Have a cumulative GPA of at least 2.00, e) Have met their financial obligation to the College. 2) In addition to the requirements stated in 1), baccalaureate candidates must have completed satisfactorily (passed), the minimum number of upper-division credits (300/400 level) required by their program. No more than half of the upper level- courses required in each program may be transferred in for credit. 3) Students become degree candidates when the Registrar’s Office certifies that the students have completed program and College requirements for graduation. The Registrar, on behalf of the Provost, recommends the students to the faculty for the conferring of the appropriate degree.
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4) The student’s cumulative GPA at the time of his or her completion of the program of study will be used to determine degrees with honor according to the following schedule. A student who receives final honors shall have such honors indicated on his or her diploma, as well as in the commencement program. Cum Laude 3.50 to 3.74 Magna Cum Laude 3.75 to 3.89 Summa Cum Laude 3.90 to 4.00 Exceptions 1. Proposed exceptions to graduation requirements must be recommended in writing by the Department Chair to the Provost, who will submit the request(s) to the Curriculum Standards Committee for action. 2. Proposed exceptions to other academic policies and procedures must be recommended in writing by the Department Chair to the Provost, who will approve or disapprove. Independent Study Students may be eligible for an Independent Study where the necessary prerequisites are met. Permission to enroll in an Independent Study must be obtained from the student’s advisor, the instructor of the course, the Department Chair of the course and the Provost. A separate registration form for Independent Study is available at the Registrar’s Office. The student must file the form in the Department Chairs’ Office, the instructor and the Registrar to be officially registered in the course. Independent study is designed under the direction of a faculty member to allow study of material covered in the course Master Course Outline. Unless previously arranged, independent study is conducted under the regular semester calendar and completed by the end of that semester. The evaluation of the student will be by written reports, written or oral examinations, and written final examination during the final examination period. Permission for independent study requires sophomore or higher standing. The student must have a minimum cumulative grade point average of 2.50 or better. Independent study may not be taken to replace a “D” or an “F” grade received in previous work in the course. No more than one course of the minimum requirements for the program may be met as independent study. The minimum number of student-instructor meetings in an independent study shall be four plus twice the number of hours of credit to be granted: e.g., Credit hours Number of meetings 1 4 + 2 = 6 2 4 + 4 = 8 3 4 + 6 = 10 4 4 + 8 = 12 5 4 + 10 = 14
Institutional Credits Students are entitled to use transfer credit as part of their Paul Smith’s College programs, subject to certain limits. Degree- seeking students must complete a minimum of 30 credit hours with Paul Smith’s College, with at least 15 of those credits in the major. Institutional credit requirements cannot be fulfilled by developmental courses. No more than half of the upper-level courses required in each program may be transferred in for credit. For a minor, students must complete a minimum of 9 credit hours of institutional credit, and for a certificate, students must complete a minimum of 12 credits. Credit earned through approved externships, approved international study (CELL, for example) or study through a consortium relationship counts toward institutional credit. Students may use the same institutional credit to fulfill requirements for their minors, certificates, and degrees unless otherwise restricted within the specific degree, minor, or certificate requirements. Minor Guidelines Minors provide students an opportunity to emphasize study in an area outside of their major curriculum requirements. A minor is defined as an academic program that is typically 18 credits that supplements a major. At least three credits in the minor must be an upper division course. Students may not minor in the same area of study as their associates or baccalaureate degree. When selecting a minor, students should consult with their advisor and then complete the 'minor add/drop form'. To be effective in the current semester, the 'minor add/drop form' must be completed and submitted to the Registrar's Office no later than the end of the add period for that semester. Forms received after this date will be effective for the next semester.
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Students applying for a minor must have earned an overall grade point average of 2.0 or higher. Students must have successfully completed at least one semester at Paul Smith's College to be eligible to enroll in a minor. Some minors may require completion of a number of prerequisites that are not included in the total requirements for the minor. Students are not required to complete a minor to graduate. Minors must be conferred at the same time as the student's associate or baccalaureate degree. Students may not pursue a minor independently of an associates or baccalaureate degree program and may not finish a minor after completing their degree program. Minors will not be awarded independently of conferral of the associate or baccalaureate degree program. Substitutions for specified minor course requirements are not allowed. At least nine credits in the minor must be Paul Smith’s institutional credits. A minor requires no less than 15 credits and requires no more than 21 credits. Mobile Computing Requirement Paul Smith's College requires that all incoming students are required to bring a mobile computing device that meets the minimum specifications described on the Information Technology website. You can find the most recent specifications at http://www.paulsmiths.edu/technology-services/bring-your-own-device-2/. Overloads An overload in a semester is any load over 18 credit hours except where a normal program load is over 18 credit hours. Students are permitted to register for overloads and are charged as stated in this Catalog, except as stated below. 1. A student with a cumulative GPA less than 2.0 may not carry an overload. 2. A student with a grade of “F” or “INC” in the preceding semester/session, excluding the Externship, is not permitted to register for an overload. 3. A student who is on the Dean’s List at the end of the semester and who has a cumulative GPA of 3.00 or higher is permitted to enroll in one additional course at no extra charge provided he or she is a full-time student. 4. Students scheduled for the session at the St. Regis Café or for the Work Experience during the academic year are precluded from carrying an overload. The privilege for these students will be carried over to the next semester on campus, providing that they maintain a cumulative GPA of 3.00. 5. No student will be allowed to attempt more than 19 hours per semester without a 3.0 GPA and approval of the Department Chair with a recommended cap of 22 hours.
Program Changes A student may change academic programs with permission of the appropriate Department Chair(s) and execution of the Program Change Form. A program change within the first week of the semester will be effective immediately; a change after the first week will be effective at the beginning of the next academic semester. When a student changes their program, they will be responsible for the graduation requirements of that program in the College Catalog in force at the time the change becomes effective. Prior credit from other institutions will be evaluated in regard to the new academic program. A change of academic advisor will be recommended by the Department Chair, if appropriate. Students are reminded that changing their program may result in an increase in the time to graduation. Re-Admission A student who withdraws from the College will not qualify for re-admission until he or she has been out of school for one semester. Please see the withdrawal policy for more information. All readmission applications are processed through the Registrar's Office. A student must apply for readmission if he or she did not attend Paul Smith's College during the previous semester. Applications may be obtained directly from the Registrar's Office. Registration Students are responsible for being properly registered for their course of study at the beginning of each semester/session. They are required to complete the registration processes (both pre- and final registrations) on the dates and at the times specified by the Registrar. Course selection and pre-registration takes place through SelfService. See the Academic Calendar for dates and deadlines. A fee will be charged for failure to complete the registration process by the dates specified. Students can begin enrollment for a given term and register for courses through the end of the add period of each term. No student may register for more than 18 credit hours without the written approval of his or her academic advisor and Department Chair. An overload permission form is available in the Department Chairs’ Office. Charges for additional credit hours
~ 172 ~ are described in the Paul Smith’s Catalog. Rescheduled Classes Instructors may reschedule classes only in exceptional circumstances. Such changes, including evening tests, must have the written approval of the appropriate Department Chair and the Provost. In making such changes, instructors must consider the rights of the individual. If such a change is inconvenient to even one student, the right of that student to attend class at the regularly scheduled time must outweigh the desires of the rest of the class. Classes will not be rescheduled or omitted on the two days immediately preceding or following vacations. Standards of Academic Progress Students are required to achieve a minimum cumulative Grade Point Average each semester, which becomes progressively higher according to the number of total credit hours attempted. Total Probation (1) Suspension (2) Hours Attempted Cumulative GPA Below Cumulative GPA Below 1 – 18 1.75 1.00 or below 18.5 – 30 1.75 1.50 30.5 – 39.5 1.90 1.75 40 – 59.5 2.00 1.90 60 + 2.00 2.00 1. Students on probation will be required to participate in the Academic Recovery Program and to develop an academic plan with assistance of a designated advocate. The plan may include services from, but not limited to, the Academic Success Center, Student Counseling Center and/or Center for Accommodative Services, and may also stipulate other restrictions. 2. Students may formally appeal an academic suspension in writing to the Academic Standards Committee for re-admission in the subsequent semester/session. See Appeals below.
Probation Students who achieve a cumulative grade point average that places them in the probation category (see table above) will be required to adhere to the conditions set by the Academic Standards Committee for continued enrollment and to the conditions set by the student’s Academic Recovery Program Contract and Plan, including the Advocate Agreement. While formal checkpoints for reviewing a student’s progress are included in his/her notification letter of the conditions for continued enrollment from the Academic Standards Committee, students not adhering to the requirements may be suspended at any time. Student athletes on Probation may retain their membership on an intercollegiate or club team and will be eligible to practice with the team but will be ineligible to travel or compete as a representative of the college. This prohibition will continue until the first day of classes of the semester the student is no longer on Probation. Students re-instated from Suspension will be subject to the conditions established for their Probation by the Academic Standards Committee. Continued Probation Students on probation whose cumulative grade point average places them in the probation category for the second consecutive semester/session will be suspended from the College unless they achieve a semester grade point average which is at or above the standard of academic progress for their total hours attempted (see chart below). In this case, the student will be granted one semester in continued probation status. Students whose cumulative grade point average at the end of the continued probation semester is still below the standard of academic progress will be suspended. Total Continued Probation* Hours Attempted Semester GPA at or above 1 – 30 1.75 30.5 – 39.5 1.90 40 – 59.5 2.00 60+ 2.00 *granted for one semester only
Suspension Students placing below the suspension minimum grade point average (see table above) will be suspended from the College. Students with 1-18 credit hours attempted and a cumulative grade point average (GPA) of 1.0 or below will be automatically
~ 173 ~ suspended. All students under suspension may appeal their suspended status. Appeals A student wishing to appeal his/her suspension must submit a letter to the Academic Standards Committee. The letter should detail the specific reasons and/or circumstances that warrant the appeal (a statement simply requesting reinstatement is insufficient). Letters and documents supporting the student’s appeal are welcome. The Academic Standards Committee reviews the entire record and has the authority to approve the appeal, to approve the appeal with conditions, to deny the appeal and/or to impose conditions for re-admission. Reinstatement conditions set by the Academic Standards Committee may include target grade point averages, or other conditions that otherwise supersede general guidelines for academic standards. While formal checkpoints for reviewing a student’s progress are included in his/her notification letter of the conditions for continued enrollment from the Academic Standards Committee, students not adhering to the requirements may be suspended at any time. Standards of Progress for Veterans Paul Smith’s College cooperates with the Department of Veterans Affairs to report unsatisfactory progress of students receiving VA benefits. The Department of Veterans Affairs is notified when students withdraw from school or drop to less than full-time status, when veteran students are not making satisfactory progress, or when those students are suspended or dismissed. Transcripts Upon receipt of a written request, the Registrar is authorized to honor a request for a transcript from any current or former student who is in good financial standing with the College. In the case of current students, good financial standing means that, even though a bill may be outstanding, in the Controller’s judgment the student is making reasonable efforts to pay bills. There can be no state or federal mandated impoundment of the transcripts. Good financial standing in the case of former students means that the student owes no payment to the College and there is no state or federal impoundment of the student’s transcript for failure to honor student loan terms. No exception will be made. Transcript Notations Per New York State Legislation Article 129-B, the College is required to make specific notations on the transcripts of students found responsible of any policy violation that is deemed a violent offense by the Clery Act as a reportable crime. Students suspended after a finding of responsibility will receive the following notation on their transcript: "suspended after a finding of responsibility for a code of conduct violation". Such notation will remain for at least one year after the conclusion of the suspension, at which point a suspended student can seek removal of notation by appealing to the Vice President of Student Affairs and Campus Life. Students seeking removal of the notation should contact the Office of the Vice President of Student Affairs and Campus Life. Students expelled after a finding will receive the following notation on their transcript: "expelled after a finding of responsibility for a code of conduct violation". Such notation shall not be eligible for removal. Students who withdraw pending resolution of alleged violations of this policy will receive the following notation on their transcript: "withdrew with conduct charges pending". Such notations shall not be eligible for removal unless the charges are later resolved. If the College vacates a finding of responsibility for any reason, any such transcript notation shall be removed.
Transfer Credit Policy Prior to Matriculation The following procedures must be complied with in awarding transfer credit prior to the student’s matriculation to Paul Smith’s College. Courses Taken at Another College A. The appropriate Department Chair, in consultation with the Department Chair responsible for the subject of the course, shall evaluate the transcripts submitted by entering students. Credit will be accepted only for those approved courses which are passed with grades of “C-” or better. Grades in such courses are not used in computing a student’s Grade Point Average (GPA). It is the student’s responsibility to have transcripts of prior college work sent to the Registrar’s Office. To provide for optimum academic advising and scheduling of the student, transcripts should be received at least one week before the start of the student’s first semester.
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College Proficiency Examinations (CPEP) and College Level Examinations (CLEP)* B. An applicant who passes a CPEP or CLEP exam with a grade of “C” or better will receive transfer credit for those courses applicable to his or her program as determined by the Department Chair responsible for the subject of the course. *The awarding of credit by examination, including CLEP and/or CPEP exams, is limited to 15 credit hours. Advanced Placement (AP) C. Transfer credit will be awarded for Advanced Placement scores of 3, 4, and 5. College courses taught in a high school under the sponsorship of an accredited college in which a grade of “C” or better is received, will receive transfer credit for those courses applicable to his or her program as determined by the Department Chair responsible for the subject of the course. International Baccalaureate (IB credit) D. Paul Smith’s College recognizes the rigorous academic nature of the International Baccalaureate program and actively seeks students with this academic preparation. Thus, students receiving a 4 or above on their Higher Level IB exams will be given credit for the equivalent Paul Smith’s course. Higher Level exam scores of a 6 or 7 will be considered for credit for a two course sequence in the equivalent Paul Smith’s course. Students completing the full International Baccalaureate Diploma will be admitted with 30 transfer credits and advanced standing as a sophomore. To be considered for transfer credits and advanced standing, students must submit their official IB transcripts with their admission application. The Registrar’s Office, in consultation with the appropriate Department Chair, will make the final determination as to the amount of transfer and course credit. No credit will be received for Standard Level courses. ACE Credit Recommendations E. Paul Smith’s College recognizes most credit recommendations from ACE (American Council on Education). ACE credit recommendations can originate from work completed with various organizations. Two common sources of ACE credit are military transcripts (through DANTES) or industry work experience from large corporate employers (for example externships at Disney Inc.). Please have your ACE Credit Recommendation transcript sent to the Registrar’s Office for evaluation. The Registrar’s Office, in consultation with the appropriate Department Chair, will make the final determination as to the amount of transfer credit applicable to a particular degree program. After Matriculation The following procedures must be complied with in the awarding of transfer credit subsequent to the student's matriculation to Paul Smith’s College. Courses Taken at Another College a. Students should obtain pre-approval from the Registrar’s Office before taking a course at another college to avoid the possibility of having a completed course disapproved. b. A catalog description of the course must be submitted to the Registrar’s Office for prior approval. Courses are subject to approval by the Department Chair responsible for the subject of the course and by the student's Department Chair. c. It is the student’s responsibility to have transcripts of college work sent to the Registrar’s Office. d. Grades in courses taken at another college are not used in computing a student’s GPA. e. For courses taken prior to May 2006, credit will be accepted only for those approved courses which are passed with grades of “C” or better. For courses taken after May 2006, credit will be accepted only for those approved courses which are passed with grades of “C-” or better. f. Courses that are taken at Paul Smith’s College and then repeated elsewhere and transferred back with the grade level as in part (e) will be noted on the student’s transcript. The original Paul Smith’s College grade will not be included in the computation of the student’s GPA. g. In no instance may the total transfer credit accepted exceed one-half the program credit requirement for associate degrees or 90 credits for the baccalaureate degrees. h. A candidate for a baccalaureate degree must complete at least 30 credit hours with Paul Smith’s College, with at least 15 of those credits in the major. Developmental credits cannot be used to fulfill this requirement. i. With approval, a student will be allowed to transfer back up to a maximum of 9 credit hours following his or her last semester in residence at Paul Smith’s College. j. At no time may credit be awarded more than once for the same learning.
Articulation/Transfer Agreements are listed under the Profile of Paul Smith's College section. Further questions on Articulation Agreements should be directed to the Admissions Office at 518-327-6227. Transitional Program Students may be admitted to Paul Smith’s College as a transitional student with special requirements after the review of
~ 175 ~ educational records by the Office of Admissions and in consultation with the Vice President for Enrollment Management or designee. Such students are advised of transitional enrollment status through an admissions acceptance letter. As with all students, transitional students are required to meet the standards of academic progress each semester. Additionally, transitional students are required to meet regularly with an Academic Success Counselor to develop an individual success plan and will be expected to participate in academic tutoring, advising, mentoring, and workshops as identified necessary for optimum educational success. Transitional students are limited to 15 credits their first semester and must participate in the program until they successfully complete 45 credits. Veterans Active Military Duty Paul Smith’s students called to active military duty have the following options. A. Receive course grades for the current semester, or incompletes for all courses, if approved by your professors. B. Receive administrative drops with a refund for some courses and grades/incompletes in other courses, if approved by your professors. C. Withdraw from all current semester courses with a full refund of tuition and fees. Steps to follow when leaving the College for active military duty 1. Provide a copy of your military orders to the Registrar’s Office. If you choose to complete the semester courses via an incomplete and if time permits, please follow the appropriate procedures for course completion. If your professor approves an incomplete grade, you and your professor should complete an Incomplete Grade Form, which is available in the Registrar’s Office. The Incomplete Grade Form must be initiated by the instructor, and state the reason for the incomplete grade(s), as follows: “Called to Active Military Duty”. 2. In the event that your military obligation does not permit adequate time to finalize grades or withdrawal, please contact the Director of the Academic Success Center. The Director will act on your behalf to inform the appropriate persons and/or departments of your call to active military duty, and assist to finalize grades or withdrawal. Any grading options and planning for course completion, as agreed upon by your professors, will be documented for you. You will be asked to advise the Director of the Academic Success Center whether you wish to accept the grading option available to you. If administrative drops or a withdrawal are to be processed, your academic advisor should initiate them. Reasons for withdrawal/administrative drop should clearly state “Called to Active Military Duty” Departments to contact in the event of call to active military duty Academic Advisor: Inform your advisor of your military call up. Department Chairs’ Office: If you experience any difficulties or need assistance in matters relating to your military call up: 518.327.6232 Registrar’s Office: 518.327.6231, to communicate your military call up and future plans. Please tell us if you are receiving Veteran’s Benefits Financial Aid Office: 518.327.6220, if you are receiving financial aid Student Life & Housing: 518.327.6440, as appropriate, if you are living in College housing Your final decision of the option you wish to pursue depends on your individual situation, the time remaining in the academic semester, and the course completion agreements. Contact the Registrar’s Office, 518.327.6231, to discuss your military call up status and to answer any questions regarding the above procedures/options. Service-Members Opportunity College (SOC) Consortium Students enrolled at Paul Smith’s College while on active duty with the armed forces need complete only 25% of the degree requirements at Paul Smith’s College, and need not complete the last semester in residence. All courses taken at other institutions must be approved by the Department Chair responsible for the courses, following the procedures established for approval of transfer credit. Paul Smith’s College adheres to the guidelines of the SOC for service member students. Standards of Progress for Veterans See Standards of Academic Progress-Standards of Progress for Veterans above. Withdrawal Students withdrawing from the College for any reason are reminded that housing and course registration will be subject to availability when the student’s re-admission application is complete. Non-medical Withdrawals Students may withdraw from Paul Smith’s College up until the Friday prior to the last full week of classes. Students who withdraw on or after the third Monday of the semester will receive a ‘W’ in all of their classes. This ‘W’ indicates that
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the student withdrew and is not calculated into the student’s GPA. The attempted class credits will continue to count in the student’s attempted credits. Students who intend to withdraw from Paul Smith’s College must meet with the Director of the Academic Success Center (or designee) to receive information on the withdrawal process. The Director of the Academic Success Center will also conduct an interview with the student. An Official Notice of Student Withdrawal form is then completed. Through signatures obtained by the student, the form indicates that the appropriate representatives of the Academic Success Center, Students Accounts Office, Financial Aid Office, Residence Life and Library are aware of the student’s withdrawal. The withdrawal process will not be considered official until the form is completed and returned to the Academic Success Center with signatures from both the student and a designated Department representative. Potential refunds are determined by the refund schedule which is included in the current year’s college catalog in the Expense Section under Student Withdrawals. Students who withdraw from the College after the Friday of the 7th week of classes (midterm) will not be eligible for re-admission until they have been away from the College for one semester. Students may appeal this policy to the Withdrawal Appeals Committee through the Director of the Academic Success Center, if and only if they have followed the proper withdrawal procedures listed above. Medical Withdrawals In addition to the procedure listed above under Non-Medical Withdrawals, students who intend to seek a medical withdrawal must state their intention to seek a medical withdrawal during the interview with an appropriate Department representative. A student seeking a medical withdrawal will be referred to a representative of the Medical, Academic, Psychiatric (MAP) Committee, either the Director of Student Health Services, the Director of Student Counseling, or the Director of Accommodative Services, to complete a Medical Withdrawal Classification Request Form and receive further information. Withdrawals will not be processed as a medical withdrawal until the required medical withdrawal paperwork is complete. Students have 30 days to return the necessary paperwork. After this date, the withdrawal will be processed as a non-medical withdrawal. Medical withdrawals may qualify for a tuition and program fee refund. To qualify, the medical withdrawal process must be initiated on or before the 8th Friday of the semester according to the academic calendar, and completed within the 30-day time limit. Tuition and program fees for a medical withdrawal applied for on or after the Monday of the mid- point of the semester/session will be refunded according to the withdrawal refund schedule as stated in the current year’s catalog under Student Withdrawals in the Expenses section. Room and board charges will be prorated according to the refund schedule, whether the withdrawal occurs before or after mid-term. Students withdrawing from the College as a result of physical and/or mental health conditions must apply through the Medical, Academic, Psychiatric (MAP) Committee to return to the College. While this can be as soon as the semester/session immediately following withdrawal, they should be sure they are able to manage their academic load. All medically-withdrawn students applying for re-entry to the College must submit medical clearance from their physician (physical health) and/or a licensed mental health professional (mental health), attesting that the student is returning to the College in good health and is medically prepared to resume full-time studies. This must then be approved by the MAP Committee. No student will be allowed to re-enroll until this process is complete.
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Educational Resources Academic Success Center The Academic Success Center (ASC), located in the Joan Weill Adirondack Library, offers a broad range of services, at no charge, to Paul Smith's College students. Our professional staff and peer tutors provide students with the personal support to help them transition to college and achieve their goal of graduating from PSC. Students can choose from a variety of service options including peer tutoring, Supplemental Instruction (SI), academic success counseling, study groups, writing assistance, and assistance with academic withdrawal from the college.
Peer Tutoring Available to all students in most subjects offered at the College. Regularly scheduled tutoring is designed based upon student needs and tutor availability and may be arranged as individual or in small groups.
Supplemental Instruction (SI) Offers students an opportunity to meet on a regular basis to review notes, discuss important concepts and develop study strategies. It is available for a variety of high enrollment/high challenge courses each semester and sessions are led by SI leaders who have successfully completed the course and work closely with the professor. The SI and Study Group schedule is posted online and in the Academic Success Center. It is updated throughout the semester.
Academic Success Counseling Success counseling is provided on an individual basis focusing on each student’s needs. These may include improving time management techniques. Study methods or how to incorporate personal interests into academics. Success counseling is also provided as part of the Academic Recovery Program and Transitional Program.
Study Groups/Workshops Led by peer tutors; they provide a great opportunity to review material, work on problems and review for tests. Study groups are arranged on an as-needed basis throughout the semester and are posted on our SI and Study Group schedule available online and in the Academic Success Center.
Writing Center Assistance for writing in any course is provided by peer writing consultants and faculty. Students may develop writing plans, review drafts, and learn skills needed for information competency.
For additional information contact the Academic Success Center Director at [email protected] or visit us on Starfish in My Success Network. Career Services Career Services offers several resources and tools to help students explore their career options, search for a job, prepare for a job interview, or help work through the graduate school admissions process. Center for Accommodative Services (CAS) Paul Smith’s College recognizes its responsibility to provide equal access to opportunity for students with disabilities under Section 504 of the Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990 (as amended). The College will provide reasonable adjustments and/or accommodations to assure that students will have equal opportunity to learn, grow, and succeed during their time at PSC. The entire college community (faculty, staff, and students) has the broad responsibility to adhere to this philosophy of equal access to opportunity.
Paul Smith’s College has charged the Center for Accommodative Services with providing leadership for our efforts to assure equal access for our students. The college will support the authority of the Center for Accommodative Services in these efforts. The current best practices and compliance for disability support services are represented on the Center for Accommodative Services (CAS) website. The office is located in Joan Weil Adirondack Library, room 209.
To initiate recognition and consideration as a student with a disability, students should: Self-disclose their disability by contacting the learning specialist. Request accommodations. Submit appropriate documentation to verify eligibility. Eligibility is determined on an individualized basis and is based upon documentation of a disability that currently substantially limits some major life activity. All services are completely voluntary, and it is the student's responsibility to request them. Students are encouraged to identify themselves early to ensure timely accommodations. The first step is to submit a Disability Disclosure/Application for Accommodations & Services to: Learning Specialist, Center for Accommodative Services, Paul Smith's College, Paul Smiths, NY 12970. The Higher Education Opportunity Program (HEOP) The Arthur O. Eve Higher Education Opportunity Program (HEOP) is a collaboration between the New York State Education Department and Paul Smith’s College. The Paul Smith’s College HEOP Program provides supplemental academic and financial support to New York State residents who meet academic and income eligibility guidelines and are selected. Please note, there are a limited number of spaces in HEOP; not everyone that is eligible will be selected.
All prospective HEOP applicants must: Reside in New York State and hold a high school diploma or equivalent Meet the economic requirements established by the New York State Department of Education Meet the academic requirements for HEOP as set by Paul Smith's College Have the potential and motivation for the successful completion of college. If transferring, have been enrolled in an approved opportunity program (HEOP, EOP, SEEK, or College Discovery).
In addition to the admission requirements for Paul Smith's College, HEOP applicants must complete the following: HEOP application HEOP essay Two letters of recommendation A campus visit Interview with HEOP personnel A Free Application for Federal Student Aid (FAFSA) and Tuition Assistance Program (TAP) Verification of household income (for two previous years) and any documentation required by our Financial Aid Office.
For eligibility guidelines and the on-line HEOP application please go to: http://www.paulsmiths.edu/heop1/
More information on the Higher Education Opportunity Program (HEOP) is available in the Financial Aid: Financing Your College Education section of this catalog.
You may also call the HEOP Office on campus at (518) 327-6480 if you have any questions. TRiO - Student Support Services TRIO - Student Support Services (SSS) is a federally-funded program sponsored by the U.S. Department of Education, which provides comprehensive academic support services to eligible baccalaureate degree seeking participants at Paul Smith's College. Participants are either first generation college students (neither parent completed a four-year college degree), meet family income guidelines, and/or have a documented learning disability. The mission of the Student Support Services program is to increase student persistence and graduation rates at Paul Smith's College by providing a range of services which include: Academic, career, financial, transfer, and personal counseling Professional English, writing, and math tutoring Peer mentoring support for first-year students Financial Competency Education Career, personality and learning assessments Academic skills development Personal and cultural enrichment through field trips and events Sustainability Initiative Study abroad assistance Assistance with admission to graduate school and professional programs Scholarship application assistance Grant Aid Scholarships Annual/TRIO Day Celebration and service learning activities Thriving opportunities
All program services are provided at No Cost to participants. TRiO Student Support Services is located in Room 207 of the Joan Weill Adirondack Library. Contact us through Starfish in Success Network or by phone at 518-327-6330.
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Instructional and Administrative Facilities In keeping with the tradition of Adirondack resourcefulness and independence, many of the early buildings at Paul Smith's College were constructed not only with local labor and materials, but also by the College’s employees and students! Some of the structural materials, such as the wood and stone were prepared on-site, being milled or cut from the College's sawmill and quarry. As Paul Smith’s College continues to renovate and rehabilitate its older facilities as well as construct new buildings, the College retains and promotes the Adirondack style, design, motif, and materials. The College believes the beauty and richness of this region is an essential part of the Paul Smith’s experience. The following describes the main buildings on campus in alphabetical order. Facilities Building Located at the south side of campus serves a multitude of purposes. The two primary academic functions are the:
Recreation, Adventure Travel and Eco-Tourism (RATE) Resource Area – with classroom space, double-bay truck loading garages, equipment storage, and an ample utilitarian area; the RATE Resource Area effectively serves faculty and students alike.
Tomkins Forestry Classroom – with generous donations from Stirling Tomkins Jr., the Forestry Division has ready-access to clean, spacious and modern classrooms alongside the equipment storage/maintenance area
With generous donations from Stirling Tomkins, Jr., the Forestry Department has ready-access to clean, spacious and modern classrooms alongside the equipment storage / maintenance area. Forestry Club Cabin Located at the far end of the campus on a high point overlooking the lake, the Forest Club Cabin was constructed by Forestry students over a period of ten years. In a rustic Adirondack motif, the large Main Room features a two-sided stone fireplace, which is not only among the largest fireplaces in the North Country, but was made of cut-stone from Paul Smith's original Resort Hotel. Other amenities are the Trophy Room, full kitchen, restroom facilities, and the basement level Tool Room, which provides adequate workspace for the Forestry students’ ongoing projects. Not far from the cabin on the edge of the lake is one of the College’s many outdoor lean-tos. J.R. Freer Science Hall- Renovated in 1998 and 2004/2005 Renovated in 1998 and 2004/2005, the Freer Science Building provides comprehensive ecology and environmental technology laboratories for chemistry, biology, microbiology and physics. In addition to an auditorium lecture hall with seating for 400, Freer also contains 21 faculty offices. Phelps Smith Administration Building- Renovated 2000 The Phelps Smith Administration Building is located adjacent to the College’s front entrance and is named after Phelps Smith, one of Paul Smith’s three sons, who bequeathed the bulk of the Smith estate to establish a college in his father’s name. The Phelps Smith Building serves as the hub for the many of the College’s administrative needs. On the first level, the Offices of Student Accounts, Capital Projects, Financial Aid and the Registrar are found. The Office of the President and the Provost are located on the second floor, along with College Advancement, including Alumni Relations, and Major Gifts and Development. On the lower level of the Phelps Smith Building are the Veteran’s Lounge, and Human Resources. Howell G. Pickett Hall- Renovated 2007 Located adjacent to the Joan Weill Adirondack Library, this academic facility contains six presentation classrooms, two computer labs, office suites for the Department Chairs, faculty offices, and HEOP (Higher Education Opportunity Program) Sporck Admissions Center The Sporck Admissions Center is a located in the historic waterfront district of campus. The new facility not only houses all the Admission functions of the College, but the first floor meeting room with bay windows looking out onto the lake, provides exquisite space for all kinds of events. Sporck Admissions Center was made possible by a generous donation from PSC Trustee Charles E. Sporck, who is a member of the College’s first class, the Class of 1948. Cantwell Hall- Renovated in 1998, 2003, 2005, 2012 Located at the center of the College’s academic buildings, the two-story facility contains our Wally Ganzi, Jr./Palm Training Restaurant, and eight completely equipped baking and culinary arts laboratories featuring state-of-the-art gas and electric food preparation equipment. There are also six classrooms; four (4) of which provide full presentation capabilities. Our "A.P. Smith's" Retail Bakery, is open to the campus community. Cantwell Hall also houses 12 faculty offices. Countess Alicia Spaulding Paolozzi Environmental Science and Education Center The Countess Alicia Spaulding Paolozzi Environmental Science and Education Center (Paolozzi Center) is the home of the Adirondack Watershed Institute (AWI) and the Adirondack Research Consortium. The Paolozzi Center, opened in 2010, is the focal point for the environmental research and outreach activities of Paul Smith's College. The facility has a state-of-the-art scientific laboratory with instruments used to analyze water, soil, and plant samples collected from monitoring and research projects conducted by the AWI. Students also have access to the lab during classes and for individual research projects. A classroom on the first floor is used by faculty teaching small discussion-based classes. This LEED certified green building also demonstrates the College's commitment to sustainability. Joan Weill Student Center- Constructed 2005 Situated on the edge of the Lower St. Regis Lake and offering splendid views of the distant mountains, the Joan Weill Student Center is the general focal point for students outside their academic lives. This 48,500 sq. ft. facility is home to our Recreation Hall, Stirling Tomkins Pine Room (public assembly space), St. Regis Cafe, Bobcat Cafe, Lakeside Dining, Health Services, Counseling Services, Residence Life Offices, Conference Room and 3 Lounges. In addition to our cafe, game room, entertainment and/or dance area, the Center has the students' individual mailboxes and student package center. The Pack Basket, located on the lower level, offers general merchandise and the College bookstore. Joan Weill Adirondack Library From its central location on campus, the Joan Weill Adirondack Library has excellent views of Lower St. Regis Lake and St. Regis Mountain beyond. This campus centerpiece incorporates elements of traditional Adirondack Architecture, including large windows, outdoor terrace, and extensive stone work and use of wood both inside and out within a modern high technology library. Opened in 2002, the library seats 440 students, has over 110 computer work stations, wireless network and internet access throughout the building, 8 group study rooms, 4 classrooms and over 600 data ports. The library is open seven days a week during the school year. The leather chairs, custom made furniture and cherry woodwork, cut from the College's own Green Certified Forest, help provide a homey and comfortable atmosphere for academic work or leisure.
The book collections support the college programs and there are extensive periodical holdings in both on-line and hard copy formats available for student research. All of the research tools in the library are available to students from all of the residence halls, as well as from off campus through the college network.
The library houses the Center for Accommodative Services, TRiO Student Support Services, the Writing Center and the Academic Success Center (ASC). In the ASC, students can get free peer tutoring, attend supplemental instruction and study groups. The Hutchins 24-hour study room and cafe provides a quiet place to work and use computers at any time of the day or night. Campus Safety Building- Renovated 2011/2012 Centrally located on campus, the Campus Safety Building provides offices for the Campus Safety staff. Saunders Sports Complex- Renovated in 2007, 2008, 2009 The Saunders Sports Complex provides extensive athletic and recreational opportunities. There is a 75-foot by 45-foot regulation- size saline swimming pool offering six lanes, a diving board and seating area for 125 people. The Natatorium Renovation was completed in 2009 and in keeping with Paul Smith's College's environmental experience, the Natatorium is one of a kind. Using a system to control naturally occurring humidity to reheat the pool, swimmers and spectators alike will be comfortable. The renovations bring the feeling of the outdoors inside. Paddlers and swimmers will both be capable of training year round. A full range of aquatics activities, including SCUBA lessons, are conducted in this year-round pool. The Saunders Sports Complex also offers a Dance and Motion Room, Fitness Center, and numerous offices for the athletic and recreation staff. Our "state of the art" Fitness Center was completed and opened in September 2008. Buxton Gymnasium- Renovated 2010 This facility was originally built as the main gymnasium for the campus. The wooden gym floor has been completely refurbished to accommodate basketball, volleyball, indoor tennis, and three badminton courts. The 2010 renovation provided a climbing
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Personnel Directory Office Directory Central Exchange ...... 518-327-6000 Main College Fax ...... 518-327-6161
President’s Office ...... 518-327-6223 Fax ...... 518-327-6267
Academic Affairs, Provost ...... 518-327-6247 Fax ...... 518-327-6267
Academic Departments Business & Hospitality ...... 518-327-6232 Culinary Management ...... 518-327-6232 Environment & Society ...... 518-327-6232 Forestry ...... 518-327-6232 Natural Sciences...... 518-327-6232 Department Office Fax ...... 518-327-6369
Academic Success Center ...... 518-327-6046 Career Services ...... 518-327-6082 Center for Accommodative Services (CAS) ...... 518-327-6414 Higher Education Opportunity Program (HEOP) ...... 518-327-6480 TRiO Student Support Services ...... 518-327-6330
Library ...... 518-327-6313 Fax ...... 518-327-6350
Registrar ...... 518-327-6231 Fax ...... 518-327-6951
Admissions, Enrollment Management, Vice President...... 518-327-6228 Toll Free ...... 800-421-2605 Fax ...... 518-327-6016
Finance and Administration, Vice President ...... 518-327-6226 Fax ...... 518-327-6019 Purchasing ...... 518-327-6300 Fax ...... 518-327-6250 Human Resources ...... 518-327-6400 Fax ...... 518-327-6161 Sodexo Conference Services...... 518-327-6430 Dining Service ...... 518-327-6311 Facilities ...... 518-327-6438
College Advancement, Vice President ...... 518-327-6317 Fax ...... 518-327-6267 Alumni Relations ...... 518-327-6253 Annual Fund ...... 518-327-6079
Marketing, CMO...... 518-327-6089 Communications ...... 518-327-6049 Pack Basket (College Store) ...... 518-327-6314 Public Relations ...... 518-327-6089
Student Affairs and Campus Life, Vice President ...... 518 327-6490 Athletics ...... 518-327-6286 Campus Safety ...... 518-327-6300 Counseling Center ...... 518-327-6358 Health Service ...... 518-327-6319 Fax ...... 518-327-6309 Residence Life ...... 518-327-6440 Student Activities ...... 518-327-6401
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Board of Trustees Note: The date following each person's name indicates the year that the individual became a member. * Indicates Paul Smith's College Alumni Officers and members as of August 19, 2017
Officers Patricia Keane Dowden, (2010) Chairman of the Board (2016-present) Harvard Business School, M.B.A. program
Angela Noble-Grange (2013), Co-Vice Chairman Faculty Member, Johnson Graduate School of Management, Cornell University
Katharine H. Welling (2004), Co-Vice Chairman Board of Trustees, Wilton Library, Wilton, CT
Daniel D. Tessoni, Ph.D. (2011), Treasurer Faculty Member, Saunders College of Business, Rochester Institute of Technology, Rochester, NY
Anthony L. Johnson, Secretary (2008) President/C.E.O., Empire Genomics, LLC, Buffalo, NY
Members Stuart H. Angert (2002) Business Consultant, Amherst, NY
Paul Avery (2011) Business Consultant, Tampa, FL
Paul M. Cantwell, Jr. (1993) Principal Attorney, Cantwell & Cantwell, Malone, NY
Robert Chur (2011) President and CEO, Elder Wood Senior Care, Williamsville, NY
Paul F. Ciminelli (2004) President and Chief Executive Officer, Ciminelli Development Company, Inc., Eggertsville, NY
Paul Comeau, J.D. (2016) Senior Partner, Hodgson Russ, Buffalo, NY
Dennis Curtin (2017) Business Consultant, Plattsburgh, NY
Mark Dzwonczyk (2016) President/CEO SLIC and Nicholville Telephone Company
Peter P. Forrence (2013) Co-owner, Forrence Orchards, Peru, NY
Robert Fox (2014) VP, Wendy's Restaurants of Rochester, NY
Mary Jo Hunt (2013) Hunt Real Estate, Buffalo, NY
Pauline Jennett (2014) Consultant, MBA Exchange, NY, NY
Dwayne Mahoney (2014) Executive Director, Boys and Girls Club of Rochester, NY
Dave Mammano (2015) Principal, Avanti Entrepreneur Group, Rochester, NY
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John A. Paganelli (2011) Financial Consultant, Rochester, NY
*Ken Raymond, '68 (2016) President and CEO, Prime Companies, Cohoes, NY
*Karen Regen-Baum, ’83 (2017) Hotel and marketing management, Germantown, MD
Thomas R. Rogers (2012) President and CEO, Lewis Tree Service, Inc., West Henrietta, NY
E. Philip Saunders, (1991) Chairman Emeritus (2016-present) Chairman and Chief Executive Officer, Saunders Management Company, Rochester, NY
Elizabeth Thorndike, Ph.D. (2011) Consultant, Ithaca, NY
Ex-officio Trustees Cathy S. Dove, Ed.D., Paul Smiths, NY President of Paul Smith’s College
*Thomas J. Rosol, ’74 Alumni Board President
Trustees Emeriti *Donald O. Benjamin, ’56 (Served as Trustee 1973-1995), Port Charlotte, FL *Ralph Blum, ’54 (Served as Trustee 1988-2008), Treasure Isle, FL *Richard C. Cattani, ’64 (Served as Trustee 1987-2009, Chairman of the Board of Trustees, 1997-2005), Hoboken, NJ *John T. Dillon, ’58 (Served as Trustee 1982-1992), Greenwich, CT *John W. Herold, ’65 (Served as Trustee 1976-1996), Scottsdale, AZ Sheila Hutt (Served as Trustee 1985-2007), Blue Mountain Lake, NY *Caroline Lussi, ’60 (Served as Trustee 1984-88, 1998-2013), Lake Placid, NY Joan H. Weill (Served as Trustee 1992-2011, Chairman of the Board 2005-2010), NY, NY
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Administrative Staff * Indicates Paul Smith's College Alumni
Office of the President Cathy S. Dove B.S., M.B.A., Ed.D. President
Kathleen A. Keck B.S., M.M.H.S., M.B.A. Executive Assistant to the President
Academic Affairs Nicholas Hunt-Bull B.A., M.A., M.A., Ph.D., MDP Provost
Mary Lou D'Allegro B.S., M.S., M.A.T., Ed.D. Associate Provost
*Cheryl Ploof A.A.S. Assistant to the Provost
Department Chairs *Joseph Conto A.A.S., B.A. Department Chair, Business and Hospitality
Karen Edwards B.A., M.A., Ed.D. Department Chair, Environment and Society
Jorie Favreau B.A., M.A., Ph.D. Department Chair, Natural Science
*Brett McLeod A.A.S., B.S., Ph.D. Department Chair, Forestry
Bruno Neveu C.E.P.C., C.E.C., C.C.E. Department Chair, Culinary Management
Academic Success Center Courtney Bringley B.A., M.A.Ed. Director, Academic Success Counselor
Tracy Elliott B.A. Tutor Coordinator
Career Services Debra Dutcher B.S., M.S. Career Services Coordinator
Center for Accommodative Services Roxanne McCarty B.A., M.S. Professor, Accommodative Services
*Vanessa Case A.A.S., B.S. Accommodative Services Coordinator
Faculty Office Sandy Brown Faculty Office Manager, Work Experience Coordinator
Emily Parks A.A.S. Faculty Secretary
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Higher Education Opportunity Program Katherine Mullen B.S., M.S. Director, HEOP
Amanda Sorrell B.A., M.S. Assistant Director/Counselor HEOP
Library Michael Beccaria B.A., M.A., M.S. Director, Library Services and Information Technology
Registrar’s Office Jeffrey Walton B.S., M.S., M.Ag., Ph.D. Registrar
Jane Carlin Assistant to the Registrar
TRiO Thomas J. Huber B.S., M.A. Director, TRiO Student Support Services
Monica G. Buriello A.S, B.S., M.S. Counselor, TRiO Student Support Services
Kristina Castine B.A., M.S. TRiO Academic Skills Coordinator
*Lydia Wright A.A.S., B.S. TRiO Project Coordinator
Admissions Peter Burns B.A., M.A. Vice President for Enrollment Management
*Matt Abrams B.S. Admissions Counselor
*Hannah Ackerman B.S. Assistant Director of Admissions
Kimberly Bain B.A. Admissions Counselor
*Keith Braun Director of Admissions
Erin Conner B.S. Admissions Operations Assistant
Nicole Klohmann B.A. Admissions Counselor
Keith Stephan-Giermek B.S. Admissions Operations Assistant
Amy Tuthill B.S. Director of Veteran and Transfer Services
Benjamin C. Wood B.A. Assistant Director of Admissions
*Ashley Youngberg B.S. Admissions Counselor
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Financial Aid Mary Ellen Chamberlain A.A.S. Director of Financial Aid
Kayla Hutti A.A., B.S. Financial Aid Assistant
Business and Finance Martin Hanifin B.A., M.A., M.P.A, J.D. Vice President for Business and Finance
Laura Rozell B.S., M.A. Controller
Marcella Dodds B.S., B.S. Business Office Clerk
*Lizabeth Pope A.A.S. Payroll Clerk
Capital Projects Steven W. McFarland A.A.S. Vice President for Capital Projects
Dining Services Keith LaPointe Manager (Sodexo)
Facilities Patrick Titus General Manager (Sodexo)
Human Resources Sharon Van Auken B.A. Director of Human Resources
Brenda Garver A.A.S. Human Resources Generalist
Information Technology Michael Beccaria B.A., M.A., M.S. Director, Library Services and Information Technology
Matthew Bailey B.S. PC Technician
Julie Bridgeman B.S. Software & Database Administrator
Michael Magurk B.S. IT Operations Manager
Andrew Relyea A.S. PC Technician
William Ruger B.S. PC Technician
Cassidy Smith B.S. Network Administrator
Student Accounts Amy White
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Director, Student Accounts
Sheree Tuthill Student Accounts
College Advancement F. Raymond Agnew B.M. Vice President for Institutional Advancement
Renee Burslem B.A., M.A. Senior Advancement Officer
Mary McLean Advancement Services Manager
Carol Murtagh A.A.S., B.S. Advancement Assistant
*Heather Tuttle Alumni Relations Manager
Andrea Wilcox B.A. Annual Giving and Stewardship Manager
Marketing Shannon Oborne A.A.S., B.S. CTAM Chief Marketing Officer
Robert Bennett A.A., B.A. Communications Coordinator
Andrew Johnstone S.I., B.S. Digital Media Specialist
Diana L. Lyng-Gliddi B.S., M.A. Bookstore Manager
Student Affairs Terry Lindsay B.A., M.E.d., Ed.D. Vice President for Academic Affairs and Student Life
Athletics & Recreation James A. Tucker B.A., M.A.Ed. Director of Athletics
Matt Dougherty Coordinator of Recreation and Intramural Programs
Dominique Boone Sports Information Director
Campus Safety Holly Parker A.A.S., B. Tech Director, Campus Safety
Phil A. Fiacco A.A.S. Campus Emergency Management, Compliance and Title IX Coordinator
Beatrice Hathaway B.S., M.A. Lead Campus Safety Officer
Cynthia Lemery Administrative Assistant, Purchasing Agent
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Health Services Reiko Rexilius-Tuthill B.S.N., R.N. Director, Health Services
Residence Life & Housing Dain Lewis B.A. Coordinator of Residence Life
Amanda Jones B.A., M.S. Area Coordinator
Student Activities Jill Susice B.A., M.Ed Coordinator of Student Activities
Student Conduct Teresa Gay Coordinator of New Student Orientation and Student Conduct
Student Counseling Center Ellen Gooch B.S., M.A., MSW. Director, Student Counseling Center
Lisa Garrett-Sharp B.A., B.A., M.A. Counselor
Victoria Taylor Office Manager
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Faculty Emeriti John B. Brown (1975-2005), Professor Emeritus – Sciences B.A., St. Lawrence University; M.S., Cornell University, M.S., Perdue University
Patricia C. Flath (1967-2000), Professor Emerita – Chemistry A.A.S., Broome Technical Community College; B.S., Cornell University; M.S., Clarkson University
Michael Kudish (1971-2005), Professor Emeritus – Forestry B.S., City College of New York; M.S., Cornell University; Ph.D., New York College of Forestry at Syracuse
William M. LaBounty (1958-1989), Professor Emeritus - Physical Science and Social Sciences B.S., St. Lawrence University
Theodore Mack (1969-2005), Professor Emeritus - Library Sciences B.A., Linfield College, M.L.S., SUNY Geneseo
William McLaughlin, Jr. (1979-2009), Professor Emeritus – Business B.A., M.A., SUNY Plattsburgh
Kirk Peterson (1973-2011), Professor Emeritus - English, Spanish B.A., Allegheny College; M.S., Fredonia College
Robert Seidenstein (1973-2014), Professor Emeritus – English B.A., SUNY Potsdam; M.A., SUNY Potsdam
Ruth Smith (1979-2011), Professor Emeritus – Sciences B.A., University of New Hampshire, M.S., Harvard University School of Public Health
Neil Suprenant (1976-2015), Professor Emeritus - Educational Resources and Library Services B.A., SUNY Oswego; M.L.S., Syracuse University Faculty Note: The date following each person’s name indicates the year of appointment to the Faculty. *Indicates Paul Smith's College Alumni
Alec J. Abt (2005), Associate Professor — Culinary Arts A.O.S., Culinary Institute of America; B.A., Colorado State University; Certified Executive Chef
Russell P. Aicher Jr. (2009), Assistant Professor —Forestry & GIS B.S., M.S., SUNY College of Environmental Science and Forestry
Susan N. Alexander (1973-1974, 1976), Professor — Hospitality B.S., University of Massachusetts; M S., SUNY Plattsburgh
Andrew S. Andermatt (2011), Associate Professor – English A.A.S., North Country Community College; B.A., SUNY Plattsburgh; M.A., Skidmore College; Ph.D., Indiana University of Pennsylvania
Michael Beccaria (2005), Associate Professor - Director of Library Services B.A., State University of New York at Geneseo; M.A., Southern Connecticut State University; M.S., Brandeis University
*Sarah R. Bogdanovitch (1993), Professor — Forestry Paul Smith’s College; B.S., University of Vermont; M.F., Yale University; C.F. (Certified Forester)
Josh Boykin (2017), Assistant Professor – Chemistry B.S., Marlboro College; A.B.D., Clark University
Vicky Breyette (2014), Instructor - Culinary Arts Certificates, City and Guilds of London Institute/North Hertfordshire College; National & First Diplomas, BTEC
Kelly L. Cerialo (2013), Assistant Professor – Hospitality B.A., The College of New Jersey; M.S., University of Southern California
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Kenneth Cohen (2017), Associate Professor – Recreation & Park Management B.S., University of Colorado; M.P.A., Lewis & Clark College; Ph.D., University of Idaho
Ross R. Conover (2015), Associate Professor, Wildlife Ecology B.S. Unity College; M.S. Mississippi State University; Ph.D. Iowa State University
*Joseph Conto (2006), Associate Professor — Hospitality A.A.S., Paul Smith's College: B.A., University of Nevada, Las Vegas, M.S., Florida International University
Mary Lou D’Allegro (2016), Associate Professor – Executive Director of Assessment/Instruction B.S., University of Scranton; M.S., Stevens Institute of Technology; M.A.T., Montclair State University; Ed.D., Nova Southeastern University
Amy DeWitt (2016), Assistant Professor – Baking A.A., Johnson & Wales University; B.S., University of Florida
Karen J. Edwards (1980), Professor — Mathematics B.A., SUNY Potsdam; M.A.,SUNY Potsdam; Ed.D. SUNY Albany
Celia A. Evans (2001), Professor — Ecology B.A., Humboldt State University; M.S., University of Toronto; Ph.D., Dartmouth College
Jorie Favreau (2005), Professor — Wildlife Biology B.A., Illinois Wesleyan University; M.A., DePaul University; Ph.D., North Carolina State University
Patrick Hiesl (2017), Associate Professor – Forestry B.S., University of Applied Forest Sciences; M.S., University of Maine; Ph.D., University of Maine
Eric R. Holmlund (1995), Professor — Environment & Society B.A., Dartmouth College; M.S. Southern Illinois University; Ph.D., Antioch University, Certified Wilderness Education Association
Nicholas Hunt-Bull (2015), Professor, Provost and Vice President for Academic Affairs B.A.& M.A., University of Western Ontario; M.A. & Ph.D., University of North Carolina at Chapel Hill
Melanie H. Johnson (2011), Associate Professor — Forestry & GIS B.S., Minnesota State University; M.S., University of Idaho; Ph.D., University of Idaho
Cheryl Joyce (1992), Professor — Chemistry A.A.S., North Country Community College; B.S., SUNY Cortland; M.S., SUNY Potsdam; M.S., Clarkson University
Andrew Kelly (2012), Associate Professor — Technical Services/Cataloger Librarian B.A., Boston University; M.S., Simmons College
Daniel Kelting (2003), Professor — Forestry A.A.S., New York State Ranger School, B.S., SUNY College of Environmental Sciences and Forestry, M.S., Ph.D., Virginia Polytechnic Institute and State University
*Donald O. Kirche (1971), Professor — Mathematics A.A., Paul Smith’s College; B.S., St. Lawrence University; M.S., Clarkson University
*Robert J. Kraatz (1999), Associate Professor — Surveying A.A.S., Paul Smith’s College; B.A., SUNY Buffalo
Terry Lindsay (2016), Associate Professor – Leadership Ed.D., Argosy University
Diane M. Litynski (2007), Professor — Business Management B.S., Rensselaer Polytechnic Institute; M.B.A., Buxton University; M.S., Rensselaer Polytechnic Institute; Ph.D., Rensselaer Polytechnic Institute
Sarah A. Longley (2008), Assistant Professor — Culinary Arts A.O.S., Culinary Institute of America
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Robert A. McAleese (1985), Professor — Forestry A.A.S., SUNY College of Environmental Science and Forestry, New York State Ranger School; B.A., Rutgers University; M.S., Duke University
Virginia A. McAleese (1996), Professor — Environment & Society B.S., Ramapo College; M.A., M.S. Ed., SUNY Plattsburgh
Kevin A. McCarthy (2009), Associate Professor — Culinary Arts A.O.S., Culinary Institute of America; Certified Food and Environmental Sanitarian; Certified Executive Chef
Roxanne McCarty (1990), Professor — Educational Resources/Academic Success B.A., SUNY Potsdam; M.S. Ed., M.A., SUNY Plattsburgh
*Brett McLeod (2008), Associate Professor — Forestry & Natural Resources A.A.S., Paul Smith's College, B.S., Bard College; Ph.D. Antioch University
Janet A. Mihuc (2000), Professor — Biology B.S., Oklahoma State University, M.S., D.A., Idaho State University
Craig W. Milewski (2003), Professor — Fisheries & Aquatic Science B.S., Michigan State University; M.F.A., Vermont College of Fine Arts; M.S., Ph.D., South Dakota State University
*Deborah Naybor (2015), Assistant Professor - Environment & Society A.A.S., Paul Smith's College; B.S., Empire State College; M.P.S., University of Connecticut; M.A., University of Buffalo; Ph.D., University of Buffalo
Bruno Neveu (2016), Professor – Baking & Pastry Arts and Culinary Management Brevet de Maitrise (Master in Pastry), France
Kendra Ormerod (2015), Instructor – Recreation B.A., Houghton College; M.P.S., SUNY College of Environmental Science and Forestry
Amy Pajewski (2015), Assistant Professor - Student Outreach Librarian B.A., Millersville University; M.S., Clarion University
Patricia K. Pillis (1991), Professor — Business Administration B.A., SUNY Plattsburgh; C.P.A.
Annie Rochon (2013), Assistant Professor – Languages B.A., Concordia University; M.S., SUNY Plattsburgh
Peter F. Roland, Jr. (2000), Professor — Hospitality B.A., Bowdoin College; M.S., Rochester Institute of Technology
Rebecca H. Romeo (2011), Associate Professor, English A.A.S., Alfred Ag and Tech; B.S., Cornell University; M.S. Ed., SUNY Plattsburgh; M.Ed., Grand Canyon University.
Eric T. Simandle (2006), Associate Professor — Natural Science B.S., Colorado State University; Ph.D., University of Nevada, Reno
Lee Ann Sporn (2003), Professor — Biology B.S., Ph.D., University of Rochester
J. Curtis Stager (1987), Professor — Natural Science B.A., Bowdoin College; Ph.D., Duke University
*Rebecca Sutter (2008), Associate Professor — Mathematics A.A.S., Paul Smith’s College; B.S., SUNY College of Environmental Science and Forestry; M.S., SUNY Potsdam
Randall W. Swanson (1989), Professor — Forestry B.S., M.S., University of Michigan
Justin Waskiewicz (2017), Assistant Professor – Forestry B.S. & M.S., Northern Arizona University; Ph.D., University of Maine
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James Wilson (2017), Assistant Professor – Entrepreneurship & Small Business B.A., Utica College of Syracuse University; M.B.A. & A.B.D., Grand Canyon University Academic Support Staff * Indicates Paul Smith’s College Alumni
*Cory L. Laxson (2002), Adirondack Watershed Institute A.A.S., Paul Smith’s College; B.S., SUNY Brockport; M.S., SUNY Brockport
*Kelly Linehan (2005), Natural Science A.A.S., Paul Smith’s College; B.S., Johnson State College
*David Simmons (2012), Forestry A.A.S., Paul Smith’s College; B.S., Paul Smith’s College
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Notes A Note to Prospective Students A college catalog serves several distinct purposes. As an official record of the college, it contains program and course descriptions, listings of faculty and other officials, graduation requirements and other information to serve the students, the staff, and other institutions. The catalog also serves as an introduction to the college for the prospective student. For further information, or to arrange a campus visit, please write or telephone the Office of Admissions at 800-421-2605, Paul Smith’s College, 7833 New York 30, Paul Smiths, NY 12970. Possible Changes in Catalog Material Paul Smith’s College is not responsible for changes in schedule or curriculum that are outside its control and unavoidable in nature. Other schedule or curriculum changes from those stated in this catalog would be minor and would be brought to the attention of those affected. Quoted charges may be adjusted if necessary. Clery Act Statement Paul Smith's College will provide upon request the Annual Security Report, Annual Fire Report and all campus crime statistics as reported to the United States Department of Education.
The statistics are available on the United States Department of Education United States Department of Education Website or on the College's Campus Safety website.
You can request a hard copy of the report by contacting Campus Safety at 518-327-6300 or the Emergency Management and Compliance Coordinator at 518-327-6451. Equal Opportunity Policy & Non-discrimination Statement Equal Opportunity Policy Paul Smith's College subscribes to a policy of equal opportunity. The College believes that commitment to principles of fairness and respect for all helps create a climate that is favorable to the free and open exchange of ideas, and the College seeks to reach out as widely as possible in order to attract the best individuals as students, faculty, and staff. For these reasons, decisions concerning admission to College academic and other programs, as well as employment decisions in all College departments and offices, are made on the basis of an individual's qualifications to contribute to meeting Paul Smith's educational objectives and its institutional needs. In applying to policy, the College is committed to the principle of not discriminating against individuals on the basis of personal beliefs or characteristics such as political views, religion, national or ethnic origin, race, color, sex, sexual orientation, gender identity, age, marital status, veteran status, or disability unrelated to job or program requirements
Non-discrimination Statement In compliance with Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and other applicable federal, state, and local laws, Paul Smith's College does not discriminate on the basis of age, race, color, sexual orientation, gender identity, religion, national or ethnic origin, disability, or status as a disabled or Vietnam-era veteran in any phase of its employment process, in any phase of its admission or financial aid programs, or other aspects of its educational programs or activities. The Emergency Management and Compliance Coordinator is the individual designated by the College to coordinate its efforts to comply with Title IX. The Director of Accommodative Services is designated to handle Section 504 and ADA compliance concerns. The Director of Human Resources is responsible for compliance with other Equal Opportunity and Affirmative Action regulations and laws. Questions concerning Title IX, Section 504, ADA, or other aspects of Paul Smith’s College Equal Opportunity or Affirmative Action programs should be directed as follows:
Title IX Coordinator Philip Fiacco, Emergency Management and Compliance Coordinator Phelps Smith Administration Building, Room 001 Paul Smiths, NY 12970 518-327-6471 [email protected] Coordinating Officer - Section 504/ADA Compliance Director of Accommodative Services 518-327-6414 Paul Smith's College
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Affirmative Action Officer Director of Human Resources 518-327-6242 Paul Smith's College
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Publishing
The Paul Smith’s College Catalog is published by the Registrar’s OfficeAH. Please address all comments to: Registrar, Paul Smith’s College of Arts and Sciences, P.O. Box 265, Paul Smiths, NY, 12970-0265. Tel: (518) 327-6231, Fax: (518) 327-6951.
PAUL SMITH’S COLLEGE CATALOG First Edition Published 1947 Sixty-Ninth Edition Published 2017 Printed in the United States of America Completed by the most hardworking student employee: Ashley Hodge July 1st, 2017
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