It can take some juggling to fit a sabbatical into a teaching career, and stretching a sabbatical over two semesters might seem next to impossible. But Michael Zborowski knew what he was up against when planning time away through fall 2007 and spring 2008.

Zborowski, an associate professor of psychology, took the year to gain expertise in teaching and supervising psychiatry resident students and to develop and implement an inpatient group psychotherapy program at the Erie County Medical Center (ECMC). And despite being very busy for 12 months, he said, he wished he could have accomplished more.

“Trying to take a full-year sabbatical can be prohibitive for a number of reasons, but it does offer the opportunity to get very involved with what you’re doing,” Zborowski said. “During my sabbatical, if not for issues surrounding a looming merger between ECMC and Kaleida Health, I would have also tried to expand my involvement in developing additional treatment programs. It’s something I still hope to tackle in the near future.”

Zborowski, a licensed clinical psychologist who runs a limited private practice during evening hours, began his sabbatical in July 2007 by working with residents in the Department of Psychiatry at the University at Buffalo’s School of Medicine and Biomedical Sciences through an academic appointment as a clinical assistant professor of psychiatry. He provided six months of clinical supervision for first- and second-year residents during their rotation on inpatient psychiatric service. From October to December, he taught an advanced psychotherapy course for third- and fourth-year psychiatry residents. And throughout the entire sabbatical, he provided individual psychotherapy training and supervision.

“I had the opportunity to work with some gifted resident students and staff,” Zborowski said. “It was great to see intellectual curiosity stimulated. But I missed my own colleagues and students at Buffalo State, too.”

In January 2008, Zborowski began an in-service assignment at ECMC. He developed a group psychotherapy program, figured out how to tie the project’s note-keeping system into ECMC’s existing computer network, and then trained doctors, nurses, social workers, and interns. Patients responded very well to the program, which, Zborowski said, is the first of its kind in Buffalo in nearly 20 years.

“I enjoyed getting back into inpatient psychiatric work,” Zborowski said. “I hadn’t engaged these types of patients in a long time, and the experiences helped me hone old skills and gain new ones.”

Zborowski said group psychotherapy is efficient and can be valuable in different ways. “It aids interpersonal understanding and helps people open up in a group setting,” he said. “By using a multidisciplinary treatment approach and making discussions personally relevant to patients, the setting helped them understand and manage painful experiences and anger. Group psychotherapy gives people a voice, and it helps doctors like me to address important problems faced by patients.”

Zborowski is confident that his sabbatical will yield long-term benefits for Buffalo State. The experiences at UB and ECMC connected him with many professionals in the Western New York community, giving him more knowledge of potential internship sites and applied research opportunities. Zborowski said he also engaged with people who were either unfamiliar with Buffalo State or who, he hopes, found a new appreciation for the college after working with him.

Next up for Zborowski: finding time for meaningful writing on applied clinical issues.

------------------------------------------------------------------

Read previous Focus on Sabbatical stories:

Felix Armfield
Betty Cappella
Ann Colley
Michael De Marco
Rob Delprino
Musa Abdul Hakim
Katherine Hartman
David Henry
Andrew Nicholls
Wendy Paterson
M. Stephen Pendleton
Stephen Phelps
John Song
Carol Townsend
Jonathan Thornton
Mark Warford

Instructors who teach BSC 101—no matter what approach they take—agree that the course offers students an introduction to the liberal arts, encourages them to think critically, and helps them construct well-reasoned arguments. Daniel Blum, lecturer of history and social studies education, argues in his section that some of the things students enjoy most can hinder their free will—which is the key to achieving BSC 101’s goals and becoming critical thinkers for life.

Given Blum’s background in history, incoming BSC 101 students might be inclined to think the course’s theme of freedom and slavery has something to do with the pre–Civil War era. But they quickly learn the “slavery” he focuses on is their own self-imposed limitations.

“The comforts students are used to—such as text messaging, television, and even food—can create an environment where they cannot flourish,” Blum said. “The things we enjoy can be the worst tyrants when they’re not critically considered.”

One of the initial exercises Blum conducts is an order for students to take off their shoes and socks. Some students seem puzzled at first, he said, but eventually the entire class complies. “I do this as an example to let students know they can be taken advantage of if they allow themselves to be bullied and don’t ask questions,” Blum said.

On face value, Blum’s section of BSC 101 might not seem much different from others. Students read from theFoundations of Inquiry text, have exams and papers, make presentations, and are required to participate to class. But Blum gives a series of smaller assignments and lets a shared discussion, rather than lecture, dominate class time. He also uses a variety of tools to instruct students, including philosophical passages, music, a class trip to the Burchfield Penney Art Center, and selections from modern books such as Neil Postman’s Amusing Ourselves to Death.

“I think students are engaged in the class because they’re challenged,” Blum said. “My goal is to get students to use the liberal arts to gain broad perspectives and deep views, and then apply critical thinking across all disciplines.”

Blum, who has taught BSC 101 for three years, said he sees a sense of pride, accomplishment, and growth in his students each semester. One of his current students, Cody McKellar, describes his experience:

“Professor Blum’s class has forced me to realize there are more important things in life than American Idol and Facebook,” he said. “Coming in to BSC 101, I expected another boring class telling me to think deeply but never teaching me how. After a semester with Professor Blum, I realized his class not only told me to think critically about everything, but he actually taught me how to do so. I’m finding it is no longer a chore to think critically—instead, it happens instinctively.”

Blum said he pushes students to keep finding new vocabulary words to describe their thoughts. He hopes they come away from the class knowing that critical thinking is a learned skill—but that they are very capable of mastering it.

“It’s rewarding to teach BSC 101 and see the development of first-year students,” Blum said. “I think the techniques taught in the various sections help with long-term student success.”

Blum’s class is receiving very positive reviews from students. Jenna Phillips calls Blum’s energy, passion, and friendliness “refreshing.”

“I learned to have the humility and courage to ask questions both inside and outside of the classroom,” she said. “Professor Blum taught us to never be satisfied with the first thing that comes to mind, and to stretch ourselves when it comes to participating in any aspect of college. I will carry these lessons with me in the years to come.”

------------------------------------------------------------------

Read previous Focus on First Year stories:

‘Be a Hero, Be a Teacher’ Learning Community
BSC 101—Entry to the Liberal Arts
Foundations of Inquiry
‘Naked America’ Learning Community

Since its inception, the Continuing Professional Studies Office has encountered its share of new programs, partnerships, and opportunities to help others. Through it all, one mission has remained constant: providing access for part-time adult students who seek to further their education at Buffalo State.

Continuing Professional Studies’ roots can be traced back to 1983, when the Bulger Lifelong Learning Center was dedicated in response to the growing needs of nontraditional students. In the late 1990s, the name changed to the Continuing Education Office, and services shifted to Cleveland Hall 210. In 2005, the office wasrenamed again to the present Continuing Professional Studies, reflecting its broader constituency.

“We are the front door for adults who are considering returning to college or who are seeking professional development,” said Margaret Shaw-Burnett, associate vice president for continuing professional studies. “Adults return for various reasons, whether due to a job layoff, needing job certification requirements, changing careers, wanting a personal sense of accomplishment, or completing a degree. We provide access for them.”

Shaw-Burnett said the office studies trends and issues surrounding workforce training and recommends ways to reshape existing interdisciplinary programs on campus. It also tries to identify and recommend improvements to any policies or practices at the college that are barriers for returning adult students.

A variety of adults pass through the Continuing Professional Studies Office. Some are professionals seeking specialized certification for areas such as tax preparation, driver education, and speech-language pathology. Others are nonmatriculating students who wish to expand their knowledge or pursue individualized studies as a degree-completion option. One of the newest populations to fall under the province of the office are returning veterans; Shaw-Burnett recently oversaw the creation of the Veterans Office.

“We work with adult part-time populations and offer credit programs and noncredit opportunities,” she said. “We’ve also worked directly with companies such as National Fuel, National Grid, Kaleida Health, United Way, and a number of school districts to provide opportunities.”

The Continuing Professional Studies Office overseesSummer Session and the development of distance-learning programs. It also creates special sections of existing courses and facilitates the creation of off-campus classes to serve specific populations, and underwrites stipends for faculty to teach these courses. For example, the office is helping local Head Startteachers’ aides obtain teaching degrees, and it also created career and technical education classes off-site in Wyoming County to help adults become certified to teach in area prisons.

Shaw-Burnett said the office also provides links between professors and outside organizations. One example is thecreation of the Erie Niagara Coordinating Committee, a coalition under the Erie Niagara–Area Health Education Center (EN–AHEC) to help underrepresented populations become interested and thrive in the health-care field. Shaw-Burnett led the committee and helped secure a five-year, $2.6 million grant to help EN–AHEC become a self-sustaining nonprofit organization. Continuing Professional Studies continues to work with EN–AHEC and Buffalo State professors for specific education needs, such as designing health-care awareness and forensics workshops for the community.

The office also helps faculty in other ways, such as offering an online registration system that can be used for conferences. Shaw-Burnett also helped the School of Natural and Social Sciences with the purchase of a 12-passenger van for student field trips.

Continuing Professional Studies provides continuing-education credits to participants for a fee, and also oversees tuition vouchers for CSEA employees and for Public Employees Federation (PEF) employees through the Public Service Training Program (PSPT). It is working on a number of future initiatives, including a partnership with National Grid to help laid-off workers, and a partnership with the School of Education to help teachers’ aides in the Rochester City Schools.

In serving nontraditional student populations, the Continuing Professional Studies Office strives to act as a clearinghouse. “We help students through the application process for specialized studies,” Shaw-Burnett said. “Our goal is to save them time from having to navigate through a maze of forms.”

Continuing Professional Studies administers many programs to many students but maintains an overall focus by operating under the Academic and Student Affairs Office. “Our initiatives come from the provost,” Shaw-Burnett said. “The delegated tasks are designed to provide easy access for the adult population and reflect the college’s mission.”

To contact Continuing Professional Studies, call 878-5907.

The following grants were awarded through the Research Foundation at Buffalo State College in November. For more information, contact the principal investigator or the Research Foundation at Buffalo State College.

November 2009

Robin Harris, Associate Professor, Earth Sciences and Science Education
$14,000 (Continuation)
Buffalo Public Schools
MSP Science Partnership Program

Kimberley Irvine, Professor, Geography and Planning
$6,610 (First-Year Funding)
Indiana University
Management of Sturgeon Point, NY, IADN Site

Jill Singer, Professor, Earth Sciences and Science Education
$19,201
National Science Foundation
Outreach and Evaluation Efforts to Extend the Impact of the NSDL Program

Being a parent is not easy, but having to manage college classes and parenting at the same time is a feat in itself. College students with children must balance their lives to accommodate both a commitment to higher education and family life.

A unique program at Buffalo State has allowed students with families to do just that. Started in 1997, Family College was designed to provide housing on campus for full-time students who are parents. As the only SUNY institution to offer this program to undergraduates, the campus has set aside apartments in Moore Complex to accommodate up to 20 undergraduate students and their families.

“Buffalo State College was beyond its time in 1997,” said Toni Phillips, complex director of Moore Complex and Tower 1. “Look at where we are now; the culture of a student fits no particular mold. Today, we have displaced workers and military personnel wanting to go back to school or come for the first time, and a lot of these people come with families. Buffalo State has the accommodations to meet the needs of such families.”

According to Phillips, an important feature of Family College is the integration of students with families and more-traditional students. Students with families are not segregated; instead the residence hall population is intermingled, creating a diverse community for the families and for other residents. Moore Complex also provides a family-friendly environment for the students and their children with a child play center, and activities such as holiday events and family programming. Family programming activities have included stress management, healthful eating, and story time, Phillips said.

The housing has a mix of two- and three-bedroom apartments that include a living room and kitchen area with a stove and refrigerator. The cost of a family dorm, like any campus housing, can be paid for with financial aid.

“I am excited about Family College and hope to continue to expand initiatives for the program,” added Phillips.

Phillips has presented at various workshops around the region and believes “that Buffalo State can be the benchmark on how other institutions can begin to meet the needs of an ever-changing student demographic.”

“The parent-student is not a new phenomenon,” she said, “but being able to accommodate the needs of that student demographic is far and few, and Buffalo State’s Family College program has been and continues to do just that.”

Though highly unusual for this time of year, Family College does have vacancies this semester, but Phillips points out that this is actually a positive for the program.

“This is a happy sign, as this means the program is aiding these students to be able to graduate and pursue a career, which not only changes one life but changes a family and even a generation,” said Phillips.

Phillips noted that there are always opportunities for students to grow and learn. She invites any faculty or staff members interested in creating workshops or opportunities for these students to aid with their family or school responsibilities to contact her. For more information, contact Phillips, 878-3809.

The panda is the newest addition to the list of animals that Edward A. Standora, professor of biology, has helped scientists understand. Last summer, he spent two weeks in China sharing his experience in biotelemetry with researchers interested in studying panda behavior.

Standora has spent many years studying both freshwater and sea turtles, and has served as a co-principal investigator with the Earth Watch Institute on a leatherback sea turtle project in Costa Rica. He is currently a co-PI on a grant studying the continuing viability of thediamondback terrapin, a turtle species of special concern that lives in the estuaries along the New Jersey coast.

However, Standora has an international reputation for his pioneering work in biotelemetry, which has been the constant in his four-decade-long career. As a graduate student at California State University, Long Beach, he developed a telemetry system for studying sharks. Then, while earning his doctorate at the University of Georgia, he studied alligators inhabiting nuclear reactor cooling reservoirs.

His encounter with giant pandas took place last summer. Longtime colleague and former Buffalo State faculty member James R. Spotila, professor of biology and Betz Chair Professor of Environmental Science at Drexel University, invited Standora to join a group of researchers traveling to China as part of an intellectual exchange program through the Global Cause Foundation.

The panda is considered to be a “conservation-reliant species,” meaning that its decline in the wild is so severe that its survival depends on active wildlife management and conservation. Estimates of the wild panda population range from 1,000 to 3,000. The Chengdu Research Base of Giant Panda Breeding “focuses on the advancement of wildlife conservation in China,” especially the panda, according to its Web site.

Standora’s first stop was at the Chengdu base, where he spent three days and earned himself the nickname “Father Tracker.” One of the projects under way at Chengdu is the breeding of pandas in captivity, with the intention of releasing them to the wild. “One of the early Chinese efforts failed,” said Standora, “when the wild pandas killed the newcomer.”

Scientists plan to enclose a square mile around a soon-to-be-built research base that will act as a “halfway house,” according to Standora, where pandas bred at the base will learn the social skills necessary for survival. Using biotelemetric devices, researchers hope to learn more about panda behavior, including collecting data from pandas during their stay within the sanctuary and then in the bamboo forests that are their native habitat.

Besides describing various projects that have direct potential applicability to the study of pandas, Standora led a hands-on demonstration of telemetry tracking, GPS plotting of movement data, and the use of remote video cameras for recording animal behaviors. Standora also flew to Beijing, where he attended the 23rd International Congress for Conservation Biology and the third International Symposium of Integrative Zoology. He conferred with panda researchers to exchange ideas involving the newest technologies for monitoring the behaviors of rare animals.

------------------------------------------------------------------

Read previous Faculty Spotlight stories:

Simeon W. Chilungu 
Al Riess
Kimberley Zittel-Palamara

Behind the scenes at Buffalo State, a few watchful eyes are constantly monitoring pollutants and safety issues on campus. Members of the Environmental Health and Safety Office, under the aegis of Campus Services, diligently ensure that the college complies with hundreds of regulations and, at the same time, make the campus more environmentally friendly.

The office began in 1985 with one fire safety officer and has since evolved into a team of five that oversees fire, radiation, lab, and occupational worker safety; public health protection; environmental programs; training; and waste-stream management. Duties are currently grouped under four categories: general health and safety, lab safety, environmental programs, and fire safety.

“Part of our growth earlier this decade came as a result of increased regulations and inspections on college campuses by the U.S. Environmental Protection Agency and the New York State Department of Environmental Conservation,” said David Miller, director of environmental health and safety. “There are many regulations to follow, and we have to be ready for inspectors. We also conduct numerous reports for permits throughout campus, particularly at the power and boiler plants.”

The Environmental Health and Safety Office maintains 1,500 fire extinguishers and all smoke detectors and AED (automated external defibrillator) units in each building. Staff members offer consultations for new construction—for example, proper chemical storage in the new science and mathematics complex. They also move four shipments of hazardous waste from campus each year, carefully packaging and tracking everything from electrical equipment to radioactive materials.

The office’s efforts also affect the surrounding community. Staff members and students from the Geography and Planning Department pay close attention to the campus’s 400 catch basins and 300 manholes, ensuring proper water drainage and tracking runoff into nearby Scajaquada Creek. EVERGREEN, another group under Campus Services that focuses primarily on recycling efforts, works closely with the office to label and monitor storm water drains to prevent other liquids or contaminants from entering.

Miller said that while his office works with all academic departments on campus, it tends to work most with Biology, Chemistry, Physics, and Art Conservation, monitoring items such as chemicals, radioactive materials, and x-ray machines. The staff routinely inspects fume hoods, chemical storage areas, and safety equipment in labs across campus.

Environmental Health and Safety also plays a major role in fire-safety training. They train all resident assistants and resident directors about fire-safety issues and how to properly use fire extinguishers.

With support from Sodexo and the Hospitality and Tourism Department, the office purchased a propane machine that creates contained fires for training purposes. Since fall 2002, more than 500 students in the HTR 380: Advanced Training in Hospitality class have been trained in fire safety. Members of CERT, the Community Emergency Response Team, also have undergone the training.

The office conducts four fire drills a year for each building on campus, including at least one evening drill for residence halls. Miller reminds all faculty and staff to be mindful of long or frayed extension cords, as they are main culprits of college fires.

In addition to meeting compliances and regulations, the office engages in community outreach and public health protection. Staff members work regularly with University Police and Weigel Health Center for bloodborne pathogen training. They also uphold OSHA regulations through programs such as asbestos management, mold control, and ergonomic awareness.

The list of tasks for the Environmental Health and Safety Office is long, but it’s all in a day’s work for the staff. “We take pride in what we accomplish,” Miller said. “So much of what we do is behind the scenes to keep the college running.”

Discover a world of handcrafted items perfect for holiday gifts or gracing your home or office. The 13th annual Student Art Sale in the Czurles-Nelson Gallery (formerly Upton Gallery) features jewelry, pottery, scarves, paintings, photos, prints, and sculptures, all created by students in the art education, design, interior design, and fine arts programs. The sale runs Wednesday, December 9, from 10:00 a.m. to 7:00 p.m. and Thursday, December 10, from 10:00 a.m. to 4:00 p.m. For more information, call 878-6014.

November 23 marks the debut of Buffalo’s first college-community orchestra, the Buffalo State College Philharmonia, an initiative made possible by the vision and participation of the Buffalo State College Music Department.

The idea for a Buffalo State–based community orchestra grew out of the Music Department’s accreditation by the National Association of Schools of Music (NASM), which included the goal of creating a string program with an orchestra. Department chair Bradley Fuster approachedPaul Ferington, who has been on the Buffalo Philharmonic Orchestra conducting staff for 25 years, for his planning input and music direction of the orchestra. Within months the initiative was under way.

“From the start, we envisioned the orchestra as an education ensemble in which experienced players in the community would rehearse and perform with our Buffalo State College students,” said Ferington, who conducted the Niagara Community Orchestra for 12 years. He is now adjunct music professor at Buffalo State and music director of the philharmonia.

“We want our students who are studying to be music teachers and professional musicians to have a first-rate orchestra experience from which to learn and market themselves. At the same time, we want to create engaging, high-level performances for our audiences,” he said.

The 75-member ensemble includes seven Buffalo State faculty and staff members and 33 students, both music and non-music majors. Faculty and staff members are David Abbott, instructional support specialist, Physics (cello); Ellen Barnum, lecturer, Music (bassoon); Brad Fuster, chair and professor, Music (percussion); Meredeth Lavelle, senior staff assistant, Art Conservation (bassoon); Anna Mattix, lecturer, Music (oboe); Sheldon Tetewsky, senior research analyst, Center for Health and Social Research (trumpet); and Paul Zapalowski, lecturer, Music (double bass).

In addition to its educational value, the orchestra has proved to be a great collaboration of campus and community. Experienced but nonprofessional musicians from the region have been drawn to the orchestra as a way to continue to play their instruments. There is a retired nun who comes from Lockport every Monday for rehearsals; graduates of the Juilliard School and the New England Conservatory, who are now living at home in Western New York; a woman whose cello was stolen nine years ago when she was giving birth to triplets (she showed up at the audition with her father’s cello); a high school sophomore from City Honors; and many others who are balancing work and home life with the pursuit of their art and interest.

“Through our NASM accreditation, we are building our music program and our community,” said Fuster. “It is one more reason to study music at Buffalo State and live in Western New York.”

The debut concert features the world premiere of Revels for Orchestra by composer Steve Cohen, as well selections by Brahms, Glazunov, and Strauss II. The free performance will be held from 7:30 to 9:15 p.m. in the Performing Arts Center at Rockwell Hall. For more information, call 878-6401 or visitwww.buffalostate.edu/music.

Performances for 2010 include an April 13 “Informance,” which features a lecture and concert that chronicles the history of orchestra music, and in the fall, a concert of symphonic marches.

New enrollment data for Buffalo State points to a strong year of growth for the college. Total enrollment is at its highest level since fall 2002. The academic profile for the incoming class rose significantly, and transfer enrollment increased nearly 20 percent from last fall.

Buffalo State’s enrollment is 11,714, an increase of 480 students (4.3 percent) from last year. Total undergraduate enrollment is 9,822—an increase of 451 students (4.8 percent) from last year and the highest total since fall 1992. Full-time graduate enrollment reached its highest in the history of the Graduate School, at 630. New freshman enrollment is 1,530—the third-largest class since fall 1990. And the 82 incoming students in the All College Honors Program nearly doubled the previous year’s total.

A number of academic departments also experienced dramatic student gains, most notably Communication, Theater, Criminal Justice, Technology, Biology, and Psychology. Student Personnel Administration also grew at the graduate level.

One area of concern is a larger-than-anticipated drop in the first-time, full-time retention rate, from 77.7 percent last year to 72.2 this year. According to Mark Petrie, associate vice president for enrollment management, the economy and the January tuition increase were the prime causes. Petrie said his office followed up with students and found that most did not leave because of dissatisfaction with Buffalo State. Half are now attending community colleges to save money, while most of the others are not enrolled in college at this time. Petrie hopes Buffalo State will consider pushing for more need-based tuition aid next year.

The economy also seems to have had a slight effect on the number of students living on campus. Total enrollment in the residence halls is 2,275, down 37 students (1.6 percent) from last year and the first decrease in 10 years.

“The economy is making a huge impact on students’ ability to live on campus,” Petrie said, “and we have a sizable number of students who could move back home and commute if financially pinched. But there’s still an increased demand for housing. The numbers should go back up.”

The struggling economy has, however, attracted more students to public education—allowing Buffalo State to increase its admission selectivity. SUNY categorizes selectivity levels of students from Group 1 (best) to Group 5 (lowest). Petrie said that 84 percent of incoming Buffalo State students were at Group 3 or better, up from 76 percent the previous year. The mean high school average for freshmen is 86.6, up from 86.2, and the mean SAT composite score rose 15 points, to 1,013.

“We’re still very much committed to access, but there’s also a direct correlation between the academic profile and retention,” Petrie said. “SAT scores normally only increase a few points each year, so this jump is huge for us.”

Nevertheless, with declines in the numbers of college-age students expected throughout the next decade, the large increase in transfer students comes at an opportune time. New transfer enrollment is 1,408, an increase of 223 students (18.8 percent) from last year and the largest transfer class in 30 years.

“It’s important to keep our enrollment up, especially given the uncertainty surrounding the state budget,” Petrie said. “Tuition dollars pay the bills. A continued focus on transfer students should help with retention rates, and we may strive to bring in more transfer students than first-year students over the coming years.”

Petrie said that he is monitoring two trends based on recent statistics. First, Hispanics continue to grow in number. “They’re the future of college enrollment in this country,” he said, “but unfortunately there’s a socioeconomic gap for many, and tuition keeps going up while federal and state support keeps going down. We’ll need to make sure more of them can get through college—specifically, four-year institutions.” Second, Petrie noted that 40 percent of students attending a four-year institution nationally are not at their first-choice school—up from 30 percent just four years ago. “This is a retention issue we’ll need to continue to better understand,” he said. “We want to help our students feel good about being here.”