Banner Preview for the summer and fall 2019 semesters begins today, March 6. The summer 2019 master schedule has been available online for viewing since December 4. The fall 2019 master schedule will also be posted online starting today.

Students are encouraged to view their holds (if applicable) and attempt to resolve them at least two weeks before the start of registration.

Students will be able to view their assigned time ticket, which is the first date they are eligible to register directly in Banner. All time tickets begin at 6:00 a.m. on the assigned date and are then continuous. The web registration schedule is posted for general reference. Time tickets are based on earned credit hours only; students should not include their spring 2019 credit hours as those are considered "in progress."

Please bookmark the Summer 2019 Courses web page to view the master schedule online, the deadline calendar, the web registration schedule, and the addendum.

Bookmark the Fall 2019 Courses web page to view the master schedule online, the deadline calendar, and the web registration schedule. The CEP schedule, bookmark, and addendum will also be posted on this page when they become available.

Please join the Chemistry and Physics departments for the seminar "Improved Instrument Robustness via a Hot Surface Induced Desolvation (HSID) Interface for Tandem Mass Spectrometry Instrumentation: Fundamentals and Applications," presented by Frank A. Kero, Ph.D., field application scientist for PerkinElmer, on Thursday, March 7, from 12:15 to 1:30 p.m. in Science and Mathematics Complex 173.

The emergence of liquid chromatography tandem mass spectrometry (LC-MS/MS) as a gold standard analytical platform for quantitative method development in high throughput toxicology, environmental surveillance and food safety laboratories has been well documented. Recent trends in practical considerations for improvements towards laboratory implementation focus on reduced downtime to facilitate testing methods for large sample populations. This presentation will report on related strategies with a special focus on a dual spray ionization apparatus equipped with a heated coaxial flow ion source. The result yields a path for ion introduction into the orifice of the mass spectrometer using multi-orthogonal channels and laminar flow sampling. The advantages for this platform include high sensitivity due to an inherent reduction in chemical background (i.e., S/N, reduced N). Instrument ruggedness and stability are also improved due to orthogonal sampling and laminar flow. The laminar flow phenomenon is achieved by a combination of the influences of gas flow dynamics and electric fields. Ions are orthogonally extracted at atmospheric pressure and focused through a series of channels and turns entrained in a hot laminar flow of gas (different than traditional mass spectrometry instrumentation). Efficient desolvation is accomplished as a result of sequential energy transfer events. The flow of gas evolves through multiple transitions beginning with supersonic transitioning to shock cascading to turbulent and decreasing to laminar flow. The reduction in the speed of ion transmission is important to maintaining the sensitivity advantages of this interface. Applications will demonstrate improved performance for residue analysis (pesticides in cannabis and wine, antibiotics, vet med drugs) in food and selected targeted applications in biological matrices with a focus on forensic toxicology.

Dr. Kero is a field application scientist for PerkinElmer who has covered the Midwest, West, Northeast, and Canadian territories. He holds a B.S in chemistry from Seton Hall University and a Ph.D. in analytical chemistry from the University of Florida. He was awarded an ORISE research fellowship at the Centers for Disease Control and Prevention, where he completed work in support of NHANES and additional research evaluating the utility of animal sentinels for utility in exposure assessment of thyroid inhibitors in environmental surface waters. He has almost 20 years of analytical method development experience. His R&D product development measurable include three investigational new drug (IND) 505B2 FDA submissions; three new invention disclosures; roughly 16 peer-reviewed publications (journals and encyclopedias), 96 conference posters, 20 vendor application notes, and more than 4,000 reads on Researchgate.net.

Please join us for a conversation about how applied learning can promote professional behavior and  dispositions on Wednesday, March 13, from noon to 1:30 p.m. in Chase Hall 109. (Attendance at part one of this series is not required to attend part two). 

This session will provide a brief overview of SUNY's and Buffalo State’s applied learning initiatives. We will discuss how applied learning can be used as a platform to promote professional behavior and dispositions. Participants will have the opportunity to develop and share ideas for their own classes. The session will be facilitated by Angela Patti, Pamela Schuetze-Pizarro, Lauren Mirabella-Ormsby, and Pixita del Prado Hill. Please register through the Workshop Registration System.

Please join the Global Engagement Center in welcoming Fulbright alumni ambassador Brian Polkinghorn to campus on Friday, March 8, at noon in the Grande Conference Room, Cleveland Hall 418. Interested faculty members can hear about Dr. Polkinghorn’s personal experiences as a Fulbright scholar in Israel and inquire about how they might become Fulbright scholars themselves. We hope to see you there.   

Brian Polkinghorn is a distinguished professor of conflict analysis and dispute resolution at Salisbury University. In 1994, Dr. Polkinghorn was the co-founding faculty member of the Department of Conflict Analysis and Resolution at Nova Southeastern University. In 2000, he designed and launched the Department of Conflict Analysis and Dispute Resolution and became the executive director of the Bosserman Center for Conflict Resolution at Salisbury University. He has worked in the field of conflict intervention since 1985 as a mediator, arbitrator, facilitator, trainer, researcher, academic program and curriculum developer, conflict coach, dispute systems designer, and ombudsman. He has published more than 50 articles, book chapters, and books and has been the principal or co-principal investigator on several dozen research projects. Dr. Polkinghorn has also received more than 80 grants. He has practiced in a dozen countries primarily in the areas of environmental policy dispute intervention, labor-management, cross-border cooperative enterprises, leadership development, and support of peace talks. He is an alumnus of the School for Conflict Analysis and Resolution at George Mason University as well as the Program on the Analysis and Resolution of Conflicts at Syracuse University, and was a fellow with the Program on Negotiation at Harvard University Law School. Dr. Polkinghorn is currently a Fulbright alumni ambassador with the Council for International Exchange of Scholars, the scholar division of the Institute of International Education.

Here's one easy thing you can do this week to help the students you advise: 

We are already a third of the way through the spring 2019 term. Now that students have completed initial class assignments and instructors have responded to the Bengal Success Progress Report, it's the perfect time to review how your advisees are faring and reach out to them if necessary. 

You can do this quickly by logging in to the Bengal Success Portal and filtering your assigned advisees by tracking items to identify those who may be missing assignments, not attending class, or experiencing other issues that threaten their academic success. If students have multiple red flags, that may be an indicator of more serious issues—you may find you need to refer them to an on-campus service like the Counseling Center, Financial Aid, or tutoring. In some isolated cases, you may want to have a conversation about the possibility of taking a courses pass/fail or, as a last resort, withdrawing from a class. (Here are some consequences of withdrawing from a course to weigh.)

If you've reached out to students about flags they received, clearing the flags will communicate to the instructor(s) who raised it that you've closed the loop. Clearing flags is also a convenient way to keep track of your own work with advisees. (Remember, you can review all the interactions you've made in Bengal Success, as well as students' interactions with other instructors, advisers, and service providers, in the student's profile under Notes or Meetings.) 

This Tip of the Week has been brought to you by the Academic Advising Advisory Council (AAAC). Have a question, concern, suggestion, or technical problem with the Bengal Success Portal? Contact bengalsuccess@buffalostate.edu.

Got a great advising tip you'd like to share (or some feedback about academic advising at Buffalo State)? Contact AAAC co-chairs Lisa Berglund, professor of English, or Aimee Woznick, director of the Academic Commons.

Do you take your laptop off campus? If so, please read the IT Knowledge Base article "Taking Your Laptop Off Campus."

There are different ways to share files and folders using OneDrive. To do so, you must first upload your files and folders to OneDrive. You can share just a document, spreadsheet, photo, or other file or you can create a folder and share the whole folder.

Please be mindful of the Buffalo State Data Risk Classification Policy (PDF, 145 KB) and its companion document, Buffalo State Guidelines for Storing and Transmitting College Data (PDF, 382 KB).

Blackboard Ally goes live in all Blackboard course sites today. Ally is a tool, embedded in Blackboard Learn, designed to make digital course content more accessible to all students. Alternative formats include OCRed PDF, HTML, ePub (for e-book devices and apps), electronic braille, audio (MP3), and machine translation. The Ally tool also assists faculty members in identifying and correcting accessibility issues within their own course content.

A detailed message has been sent to all deans, chairs, and directors of student support services. Please review the IT Knowledge Base article about Blackboard Ally, and sign up for training via the Workshop Registration System.

A summary of feedback from the Ally pilot conducted on campus is available online.

Watch how students can choose alternative content delivery in this generic Blackboard Ally video. Messaging to students begins shortly.

Ally goes live in Blackboard Learn tomorrow, April 17, and will be available in spring 2019 Blackboard course sites.

Ally is a tool, embedded in Blackboard Learn, designed to make digital course content more accessible to all students. Alternative formats include OCRed PDF, HTML, ePub (for e-book devices and apps), electronic braille, audio (MP3), and machine translation. The Ally tool also assists faculty members in identifying and correcting accessibility issues within their own course content.

A detailed message has been sent to all deans, chairs, and directors of student support services. Please review the IT Knowledge Base article about Blackboard Ally, and sign up for training via the Workshop Registration System.

A summary of feedback from the Ally pilot conducted on campus is available online.

Watch how students can choose alternative content delivery in this generic Blackboard Ally video. Messaging to students begins after April 17.

As previously announced, Ally goes live in Blackboard Learn—and will be available in spring 2019 Blackboard course sites—on Wednesday, April 17.

Ally is a tool, embedded in Blackboard Learn, designed to make digital course content more accessible to all students. Alternative formats include OCRed PDF, HTML, ePub (for e-book devices and apps), electronic braille, audio (MP3), and machine translation. The Ally tool also assists faculty members in identifying and correcting accessibility issues within their own course content.

A detailed message has been sent to all deans, chairs, and directors of student support services. Please review the IT Knowledge Base article about Blackboard Ally, and sign up for training via the Workshop Registration System.

A summary of feedback from the Ally pilot conducted on campus is available online.

Watch how students can choose alternative content delivery in this generic Blackboard Ally video. Messaging to students begins after April 17.