As I was coming on campus earlier this week, I was momentarily surrounded by dozens of eighth-graders from Herman Badillo Bilingual Academy, or Buffalo Public School 76. This was a visit by 80 eighth-graders to explore the college experience...

Please follow my blog at http://kateconwayturner.tumblr.com.

Many of you may have heard that the Starfish Retention Management System is coming to Buffalo State College soon. On behalf of the Starfish implementation committees, I am pleased to announce that this system will be launched for all students this fall! This system will serve to enhance student success by cultivating a better-informed and more connected campus community. It will facilitate efficient, targeted communication with students, empowering them to explore campus resources as well as schedule appointments directly with faculty and student services. Faculty and staff members will be able to use the system to provide encouragement, support, and suggestions to students. Instructors, advisers, and professional staff will be able to maintain simple case notes was well as "flag" students of concern to trigger timely intervention with professional advisers, staff members, and student services providers.

Buffalo State will brand our instance of the Starfish system as the "Bengal Success Portal." The Bengal Success Portal will be piloted with the Educational Opportunity Program during the summer in preparation for a full campuswide launch in the fall. A schedule of Bengal Success Portal training sessions will be available to staff and faculty during the summer months and will continue throughout the academic year. An advisory council will be formed in the fall to continually assess and refine the system as we grow with it.

While an FAQ for students, faculty, and staff is currently in development and will be announced when available, any and all inquiries about the Bengal Success Portal may directed to Aimee Woznick, director of the Academic Commons.

Two annual celebrations recently highlighted the varied research opportunities that are nurtured and cultivated at Buffalo State...

Please follow my blog at http://kateconwayturner.tumblr.com.

Following President Conway-Turner’s endorsement of the Civic Action Plan, I am pleased to announce the creation of the Civic and Community Engagement Office, which will be housed in Academic Affairs beginning July 1. The new office will replace the Volunteer and Service-Learning Center (VSLC), and Laura Rao will serve as director. I look forward to working with the staff of the VSLC in this exciting transition that will allow us to build on a great foundation, increasing Buffalo State’s mission as an urban, engaged campus.

I am pleased to announce that Patrick McGovern, associate professor of political science, has agreed to serve as interim assistant director of the Honors Program. Dr. McGovern will have primary responsibility for the new Dean’s Honors Program that will launch in fall 2017. Please join me in congratulating and thanking Dr. McGovern for taking on this important new role.

Have you heard the news? The Excelsior Scholarship program is coming in fall 2017! Buffalo State College is excited about the recent approval of the Excelsior Scholarship program in the 2017–2018 New York State budget. This new program is designed to help middle-class families cover the cost of tuition gaps at SUNY and CUNY campuses while promoting on-time graduation and reducing student loan indebtedness.

While there is tremendous excitement about the potential impact the Excelsior Scholarship will have on our students, there are still many outstanding questions being addressed by the Higher Education Services Corporation (HESC) and SUNY at this time. Understanding that there is interest throughout the campus community to know more about this new program, we invite our faculty and staff members to participate in one of several scheduled town hall sessions to be hosted by our Financial Aid and Student Accounts offices. We will share what we know about the program to date and entertain questions from attendees. Please join us for one of these sessions to learn more about the Excelsior Scholarship program and what it may mean for eligible Buffalo State College students.

All sessions will be held in the Ethel Lockman Newman Lecture Hall, Bulger Communication Center North.

Monday, May 22: 2:00–4:00 p.m.
Tuesday, May 23: Noon–2:00 p.m.
Wednesday, May 24: 10:30 a.m.–12:30 p.m.

At its April 14, 2017, meeting, the College Senate voted to recommend to the president that a revision of the DOPS Policy on Academic Misconduct, Policy No. VIII:04:00, be implemented as follows:

WHEREAS, a process to ensure academic integrity is required so that students acquire knowledge and skills honestly in the classroom, which will in turn help them succeed as they move into the workforce after college; and

WHEREAS, Buffalo State has a strong commitment to ensuring quality learning experiences in which student work is evaluated fairly and hard work is recognized and valued; and

WHEREAS, students must be consistently informed and educated about what defines academic misconduct and the possible consequences of engaging in academic misconduct at Buffalo State; and

WHEREAS, faculty must be made aware of the policies and process that exist for dealing with allegations of academic misconduct in their classrooms; and

WHEREAS, Buffalo State needs an effective system for identifying students who have been found to have engaged in academic misconduct on multiple occasions and to deal with those cases more forcefully; and

WHEREAS, Buffalo State has a strong interest in being sure that student academic misconduct is addressed in a manner that is fair and equitable to students, ensures due process, and allows faculty members some discretion and latitude when dealing with instances of misconduct,

THEREFORE, BE IT RESOLVED that the following revision to the Academic Misconduct policy (DOPS VIII:04:00) be adopted by the administration; and

BE IT FURTHER RESOLVED that the College Senate recommend that the administration regularly communicate the definitions of academic misconduct, the possible consequences for engaging in academic misconduct, and the procedural requirements of our academic misconduct policies to both faculty and students, and that this communication to students begin during orientation programs and continue regularly throughout their academic career.

BUFFALO STATE COLLEGE
DIRECTORY OF POLICY STATEMENTS
Policy Number: VIII: 04:00 Updated: March 2017
SUBJECT: Academic Misconduct

All Buffalo State students are expected to display honesty and integrity in completing course requirements and following college academic regulations. “Academic misconduct” refers to any form of plagiarism, fraud, or cheating in connection with academic coursework, and is inconsistent with the aims and goals of Buffalo State College. Instances of academic misconduct include but are not limited to:

• Presenting as one’s own work the words or ideas of another individual without proper acknowledgment (“copying” or plagiarism)

• Fabricating facts, data, or other forms of evidence for use in coursework

• Reusing coursework from another course without the permission of the instructor

• Performance of coursework for another individual

• Misrepresenting an individual's share of responsibility for collaborative coursework and/or assignments

• Working with other students on course assignments without the permission of the instructor

• Cheating on an exam or quiz (looking at another’s exam, participating in unauthorized communications, using “cheat sheets,” failing to follow the rules of an exam stipulated by an instructor or proctor, etc.)

• Prior acquisition, selling, or possession of an examination, written assignment, or similar assessment without the permission of the instructor

• Providing false information on or tampering with attendance records, academic records, or other official documents or means of identification

• Enabling another student to commit any act of academic misconduct described above

I. General Considerations
Statement on Notification

Students will be provided with information about academic misconduct in the Handbook of Student Policies and during Orientation. In addition, it is good practice for instructors to provide notification about academic misconduct policies and potential penalties for engaging in academic misconduct to students in their classes. Instructors should include a clear statement about academic misconduct in their syllabi. Instructors also may wish to provide abbreviated statements about academic integrity for individual assignments, exams, or projects.

Statement on Due Process
No penalty for any alleged instance of academic misconduct may be imposed unless the student has been apprised of the allegation, the penalty, and the procedures of due process that are available under this policy. Neither the instructor nor the student should be represented or accompanied by an attorney at any point in the proceedings. Throughout the entire process the student is expected to continue attending classes and complete all coursework.

Statement of Resolution
The Statement of Resolution is a written record of an allegation of academic misconduct and the resolution of the allegation. A signed Statement of Resolution is an essential component of any allegation of academic misconduct. The Statement of Resolution consists of two sections:

Section A, which provides documentation of a student’s being found not to have engaged in an act of academic misconduct, and Section B, which details the sanctions imposed if it is found that a student has engaged in academic misconduct.

Preliminary (“Informal”) Procedure
The course instructor, any student, or any Buffalo State employee who has personally witnessed or has knowledge of an act of academic misconduct can initiate the charge of academic misconduct against a student. Allegations of academic misconduct that do not originate with the course instructor must be made in writing and delivered to the instructor in charge of the course in which the alleged act of misconduct occurred. The course instructor is responsible for investigating any personally observed or reported instances of alleged academic misconduct in his or her class. Allegations of academic misconduct are initially handled through a preliminary (“informal”) procedure. This preliminary process allows the instructor and the student to engage in a dialog aimed toward arriving at an agreeable resolution to the allegation. The student may wish to seek advice or counsel from an adviser, a faculty member, a staff member, or support services on campus. During the preliminary procedure, if the student admits academic misconduct, the instructor may suggest imposing any of the following sanctions:

1. Issue a written warning

2. Allow the student to repeat or resubmit academic work, telling the student what grade penalty, if any, will be assessed

3. Assign a grade penalty on an assignment(s)

4. Submit a recalculated grade for the course

5. Submit a failing grade for the course. Note that the J component of the EJ, FJ, or UJ assigned for academic misconduct will be recorded on the student’s “internal” audit but will not appear on the student’s official transcript, and quality points will be averaged, if applicable, even if the student repeats the course. In addition, students found to have engaged in academic misconduct may be required to complete an academic misconduct educational program. If the student accepts responsibility for engaging in academic misconduct and accepts the suggested sanctions, a Statement of Resolution form must be completed by the instructor, signed by the parties noted on the form, and filed in the Academic Standards Office, the student’s major department office, and the department office of the course in which the academic misconduct occurred.

NOTE: The Academic Standards Office will review the Statement of Resolution form when it is received to see if the student has prior academic misconduct findings against him or her. If so, the Academic Misconduct Committee will be convened to review the appropriateness of the agreed-upon sanction and may revise the sanction if warranted based on past academic misconduct violations. If the student disputes the allegation of academic misconduct or the sanctions proposed by the instructor, then the student has the right to appeal and will follow the formal procedure for resolution of the case.

Formal Procedure
The formal procedure describes a step-by-step appeal process for resolving the case, which must be carefully adhered to by all those involved. At any point in the process, the student has two choices: (1) to accept the allegation of academic misconduct and the stipulated consequences indicated in the Statement of Resolution prepared by the instructor, or (2) to continue the formal procedure. Failure of the student to comply with the timeline or to cooperate with the described procedure will be construed as an acceptance of the stipulations and sanctions in the Statement of Resolution. Throughout the description of the formal process, the term “business day” is defined as a day upon which classes are held at the college, with the exception of Saturdays and Sundays.

Academic Misconduct Committee
The Academic Misconduct Committee serves as the body of appeal in the formal review process. The committee also reviews all cases of academic misconduct where it has been determined that the student is a repeat offender of the policy. The committee is composed of eight members:

• The director of academic standards (chair)

• The associate dean from each instructional school (4)

• The judicial inquiry officer

• The chair of the College Senate Committee on Standards for Students

• The chair of the College Senate Committee on Student Welfare, or designee

Grading and Course Repeats
A J designation associated with a grade is used to indicate academic misconduct. A failing grade of EJ, UJ, or FJ may be given as a result of a charge of academic misconduct and will become a permanent part of the student’s “internal” audit, but the J component of the grade will not appear on the student’s official transcript. An EJ will not be removed from a student’s internal audit by repeating the course, and further, a student will be allowed to repeat a course with an EJ only by obtaining the written permission of the chair of the department that offers the course. Copies of written permission to repeat the course must be sent to the Registrar’s Office and the Academic Standards Office. Quality points will be computed using the average of the two grades.

If a student withdraws from a course while academic misconduct allegations are being addressed, the student will receive a W at the time of withdrawal. If it is substantiated through the academic misconduct due process procedure that the student engaged in academic misconduct during the course, the grade will be converted to a WJ. The J component of the grade will be recorded on the student’s “internal” audit but will not appear on the student’s official transcript. If the charges are not substantiated, the grade will remain a W.

II. Process for Alleged Academic Misconduct in Connection with a Course

A. Preliminary Procedure
1. Preliminary discussion between the student and the instructor should be the first course of action in resolving a question of academic misconduct. When an instructor suspects that a student has committed an act of academic misconduct, the instructor shall consult with the student first within a reasonable period of time (after the suspected misconduct is discovered but before the end of the following semester [spring or fall]). As part of this preliminary process, the instructor will complete a Statement of Resolution, inform the department chair and the student of the allegation, and set up a meeting to discuss the allegations with the student. The department chair may also be present at the meeting. This meeting may take place via videoconference or similar technology if a student is unable to travel to campus. The instructor must provide the student with a copy of the Academic Misconduct Policy at least one business day prior to this meeting. Prior to the meeting, the student is encouraged to seek advice or counsel from an adviser, a faculty or staff member, or support services on campus. At the meeting, the student will have the opportunity to explain any alleged misconduct, to present evidence of innocence, or give information relevant to the investigation. The student will receive an N grade for the course until the matter is resolved.

2. If a student is found not to have engaged in academic misconduct during the preliminary discussion, the instructor completes and retains a copy of the Statement of Resolution and provides a copy to the student. The instructor will change the grade of N if necessary, and the situation is resolved at this point.

3. If a student is found to have engaged in academic misconduct during the preliminary discussion and has accepted the sanction(s) proposed by the instructor, the instructor completes and retains a copy of the Statement of Resolution and provides a copy to the student. Additional copies are also forwarded to the Academic Standards Office, the course’s departmental office, and the student’s major program departmental office, where it will remain on file for a period of seven years. The instructor then imposes the sanction(s) and changes any grades as necessary.

4. If the matter is unresolved in the preliminary discussion or the student disputes the proposed sanctions, then the student has the right to appeal and will follow the formal procedure described in Section IIB.

5. Upon receipt of a Statement of Resolution where a student has admitted to academic misconduct and accepted sanctions, the Academic Standards Office will review the student’s record and determine if the new instance of academic misconduct represents a first offense or if the student is a repeat offender of the Academic Misconduct Policy.

a. If the Academic Standards Office determines that this is the student’s first offense, the student may be directed to attend an academic misconduct educational program. The situation is resolved at this point.

b. If the Academic Standards Office determines that the student is a repeat offender of the policy, the matter will be referred to the Academic Misconduct Committee, and the Academic Misconduct Committee will be convened to review the appropriateness of the agreed-upon sanction and may revise the sanction if warranted based on past academic misconduct violations.

B. Formal Procedure
1. In the case of an allegation of academic misconduct where the preliminary procedure fails to resolve the situation, the instructor must notify his or her chair in writing explaining the alleged misconduct, steps taken to resolve it, and proposed sanctions within five business days of the conclusion of the preliminary procedure.

(NOTE: In the event that the instructor making the allegation is the department chair, step 1 will consist of sending notification of the allegation to the associate dean of the appropriate school, who will assume the duties of the chair as indicated below.)

2. Within five business days of the receipt of the instructor’s written notification, the chair of the instructor’s department will send a registered letter to the student’s local address or address of record informing the student of the allegations and possible consequences, and enclosing a copy of this policy, thereby informing the student of his or her right to due process.

3. The student must submit to the department chair a written request for review of the allegation of academic misconduct within five business days of receipt of the department chair’s written notification.

4. The department chair, within five business days of receipt of the student’s request, will forward copies of the request to the chair of the Academic Misconduct Committee.

5. The chair of the Academic Misconduct Committee, within five business days of receipt of the department chair’s request, will forward copies of the request to the instructor, the department chair, and the dean of the appropriate school.

6. The Academic Misconduct Committee will schedule a meeting as soon as possible with the student, the instructor, and the department chair. Prior to the meeting, copies of all previous correspondence and any evidence concerning the allegation of academic misconduct will be gathered and forwarded to all committee members for review. At the meeting of the Academic Misconduct Committee, testimony will be received from all parties in the presence of the student, instructor, and department chair. This meeting may take place via videoconference or similar technology if a student is unable to travel to campus. The student has the right to cross-examine any witnesses who have presented evidence against him or her. The committee has the right to schedule further meetings or seek further evidence as necessary. The Academic Misconduct Committee’s final judgment will be reached in private conference, with two-thirds majority vote being required for the binding decision.

7. Within five business days following the meeting, the chair of the Academic Misconduct Committee will prepare a written decision and complete a new Statement of Resolution form, which will stand as the final determination of the allegation of academic misconduct. The chair of the Academic Misconduct Committee will send copies to the student (via registered mail), the instructor, the department chair, the appropriate dean, and all members of the committee.

a. If the Academic Misconduct Committee determines that the allegation of academic misconduct is not substantiated, the instructor will submit a grade consistent with the instructor’s grading policies and procedures as stated in the instructor’s syllabus for this course. The situation is resolved at this point.

b. If the Academic Misconduct Committee determines that the allegation of academic misconduct is substantiated, the sanctions will be outlined in the Statement of Resolution. Sanctions may be determined with input from the instructor.

c. If it is determined that a student has engaged in multiple academic misconduct offenses, the penalty may be more severe, up to and including academic dismissal from the college.

8. Students shall be informed of their final right to appeal in the Academic Misconduct Committee’s written decision. Students may appeal, in writing, to the provost within five business days of receipt of the Academic Misconduct Committee’s decision.

III. Process for Alleged Academic Misconduct in Settings Not Related to a Course
Any allegations of academic misconduct that occur outside the setting of a course will follow the formal procedure (Section IIB), with the supervisor of the academic activity in which the misconduct allegedly occurred assuming the duties of the instructor and his or her immediate supervisor assuming the duties of the department chair.

IV. Complicity in Academic Misconduct
When it has been determined by an instructor that another student(s) in the class has been involved or assisted with the alleged misconduct of a student, the alleged accomplice(s) will meet with the instructor to discuss his or her role in the incident. If the instructor feels that there is sufficient evidence to indicate complicity in the misconduct, the case will be treated as a potential act of academic misconduct and the procedures outlined in Section II will be followed.

If the alleged accomplice is not a member of the instructor’s class, then the student will be referred directly to the student judicial system for formal resolution.

V. Record Keeping and Access
1. Each confirmed instance of academic misconduct will result in a signed Statement of Resolution that will be advanced to the Academic Misconduct Committee Chair and kept in the Academic Standards Office for seven years.

2. A student file containing all relevant materials to the academic misconduct proceedings will be kept in the Academic Standards Office for seven years.

3. Academic misconduct records may be accessed in accordance with the FERPA guidelines outlines by the college. Any college employee asked for assistance in obtaining a student’s academic misconduct records will be responsible for assisting the student until the student’s records have been obtained.

I hereby approve the changes to the academic misconduct policy and authorize immediate implementation of the revised policy. I charge the provost with the responsibility to oversee and ensure implementation and communication of the revised policy to all appropriate constituents.

At its April 14, 2017, meeting, the College Senate voted to recommend to the president a revision of the DOPS Policy on Guidelines for Promotion, Policy No. VI:04:01. The proposed revision to the policy appears in boldface type below:

WHEREAS, the College Senate was charged by the provost in 2015 to conduct a self-study on academic advisement using CAS standards; and

WHEREAS, the completed self-study then led the College Senate to be charged in 2016 to provide recommendations to improve the quality of academic advisement at Buffalo State; and

WHEREAS, one of the recommendations presented to the Senate in 2016 to improve academic advisement was to “revise DOPS to note the value and weight of quality academic advisement in the tenure and promotion process, as well as to place advisement in either teaching or service for the tenure and promotion process” (Recommendations for Improving Academic Advisement at SUNY Buffalo State, 2016, p. 4); and

WHEREAS, Standards for Students has reviewed all potentially relevant DOPS policies (i.e., VI: 04:00 - Procedures for Promotion of Faculty; VI: 04:01 - Policy Guidelines for Promotion; VI:04:02 - Procedure for Promotion to Rank of Associate Professor; VI:04:03 - Procedure for Promotion to Full Professor; VI:04:04 - Guidelines for Documentation of Teaching Effectiveness; and VI:04:05 - Supplemental Policy on Scholarship Encompassing Applied Research and Scholarship of Teaching) and determined that just two of those policies need revision to fulfill the recommendation noted in the 2015–2016 academic advisement review,

THEREFORE, BE IT RESOLVED that Buffalo State College amend DOPS VI: 04:01 Policy Guidelines for Promotion, revised* as follows, to create a campuswide standard by which effective academic advisement is assessed and valued in faculty members’ promotion process.

(*Revisions to current policy appear in boldface in the text that follows.)

BUFFALO STATE COLLEGE
DIRECTORY OF POLICY STATEMENTS
Policy Number: VI: 04:01 Updated: March 2016
SUBJECT: Policy Guidelines for Promotion

The Faculty Handbook contains a section (p. 9.1) on faculty ranks. It addresses in specific terms qualifications for appointments to each of the regular academic ranks, qualified academic ranks, and secondary appointments. This document is an elaboration of those guidelines.

Policy Guidelines for Promotion
General Statement

Three major promotion criteria are outlined in the Board of Trustees Policies:

1. Effectiveness in Teaching
2. Scholarly Ability
3. University and Public Service

Scholarly ability will be evaluated in the context of the approved departmental statement on research, scholarship, and creative activity. The other two criteria, mastery of subject matter and continued growth, are interrelated with the major criteria in the forms of sustained contributions and demonstrated excellence.

Instructor
The rank of “instructor” should be used for a full-time academic appointment when a regular (i.e., not “qualified”) appointment is appropriate but the candidate is minimally short of the requirements for an assistant professor, i.e., absent of a finished terminal degree or absent minimal experience in fields traditionally requiring a terminal master’s degree plus experience prior to the assistant professorship. The initial appointment may be for two years, but reappointment should normally be for not more than one year. Initial appointments for those who are some years away from the terminal degree might better be made in a lecturer rank so that the faculty member can have sufficient time after the terminal degree, but prior to the determination of continuing status, in which to build scholarly credentials.

Promotion to Rank of Assistant Professor
Assistant professor is the normal beginning rank for a faculty member with a terminal degree or its equivalent and less than five years’ experience elsewhere. A person promoted to the rank has established himself or herself as being qualified in the discipline/profession. In addition, there is the expectation that the person has the potential for achieving excellence in the discipline/profession and for attaining the highest rank in the department. The “terminal degree” is a doctorate in most fields but may be the master’s in certain applied and studio fields. Some departments may require a doctorate for certain posts and less than a doctorate for others, depending on the particular teaching and scholarly expectations.

I. Teaching - The person demonstrates knowledge of the discipline/profession, skills of pedagogy, including clear and precise communication and methods of instruction, and interest in the educational achievements of students. The person should provide the following evidence: syllabi which reflect the use of contemporary sources; a good correlation of method, content, and student interest and need; student evaluation appropriate to the course objectives and academic standards of the institution; and other appropriate indices of teaching effectiveness.

II. Scholarship, Research, and Creative Activity - In the area of scholarship, research, and creative activity, competency is demonstrated by successfully completing a doctoral dissertation or project that is required for the terminal degree. In addition, there should be some indication from the individual that he or she will continue scholarly/creative work.

III. Public, University, and Professional Service (including Academic Advising) - The person demonstrates a willingness to serve the department, college, university, community, and discipline/profession by participating on departmental program and service committees, and by involvement in community service activities and professional organizations. The person applies effective academic advising principles (see Appendix I) and communicates current SUNY, departmental, and college policies and practices that help students navigate college processes, understand degree requirements, follow a meaningful path from matriculation through graduation, and evaluate graduate and career options. The person should provide evidence of effective advising from departmental advisement assessment data or other appropriate indices of effective advisement.

Promotion to Rank of Associate Professor
Promotion to associate professor requires both a high and a consistent level of performance on all Trustees’ Policies criteria. Evaluation and recommendation for promotion to associate professor and for continuing appointment will normally take place within the same cycle of departmental, faculty, and administrative considerations. Although the Trustees’ Policies do not permit continuing appointment being made contingent upon promotion to associate professor, or vice versa, a recommendation for one substantially reinforces a recommendation for the other.

I. Teaching - The person’s teacher effectiveness dossier evidences continued excellence in the classroom in the rank of assistant professor. This is to be done in the following ways:

a. By demonstrating that courses taught are in a continuous state of development and reflect extensive and current resources.

b. By successfully undertaking new course assignments; by designing, developing, and successfully teaching new courses not previously part of a department’s offerings; and by successfully participating in the collegewide instruction programs.

c. By providing whole-class student evaluations of teaching effectiveness in a variety of courses over a reasonable period of time since appointment or promotion to the rank of assistant professor.

d. By confirmation of teaching excellence by departmental colleagues who are directly familiar with the person’s work.

e. By demonstrating consistent and successful involvement with independent studies, research projects, final major student works, and/or theses.

II. Scholarship, Research, and Creative Activity - The person has advanced significantly in the area of scholarship beyond the level of assistant professor. This progress is demonstrated by providing the following evidence:

a. Scholarly/creative work or performance record beyond that demonstrated for the terminal degree. (There should be evidence that the person promoted to the rank of associate professor has completed substantial work in new or continuing investigations that demonstrate a cohesive line of thought in the discipline.)

b. Scholarship, creative works, and performance record (documented in visual media or through reviews) should be national in scope. (Reputation of the journals, sources of reviews, and extent of the performance record will be an important consideration.)

c. Significant work or research conducted but not yet published can also be provided at this stage of professional development. (The significance of the creative research or work should be attested to by reputable and established individuals in the field. It is important in these cases to attain a number of objective evaluations that testify to the quality and the value of the research, product, or performance.)

d. Invitations (particularly if unsolicited) to give readings, presentations, exhibitions, demonstrations, or workshops at major conferences, institutes, or universities should also be included.

e. Grants, awards, and particularly the quality of the works resulting from them are important for promotion to associate professor.

III. Public, University, and Professional Service (including Academic Advising) - The person ought to be able to demonstrate excellence on a continuous basis in the area of service during the period of tenure as assistant professor. This is demonstrated by providing the following evidence:

a. Increased administrative responsibilities and major leadership roles. (The important point is that the assistant professor has consistently played an active and constructive role in departmental meetings and committees and in collegewide service, including recruiting and student service activities.

b. Substantive letters of recommendation that cite and describe the success of specific contributions in providing initiative and direction in committee efforts.

c. Active role in the resolution of issues in professional and/or community organizations.

d. Applies effective academic advising principles (see Appendix I) during timely meetings with students and by sharing current SUNY, departmental, and college policies related to satisfactory academic progress toward graduation.

Those assistant professors already holding continuing appointments should be considered periodically for promotion, at least by their chairs and deans. Although not all of these assistant professors on continuing appointment can be expected to be promoted, chairs and deans should consider each case and discuss with the candidate whatever criteria are still being insufficiently met, to the end of facilitating the promotion to associate professor of those “tenured assistants” who are meeting our expectations for promotion and continuing status.

Promotion to Rank of Professor
The promotion to professor should signal maturity and demonstrated excellence as scholar, teacher, and contributing member of the college. Promotion to professor demands substantial and sustained growth and evidence of contributions beyond the level upon which promotion to associate professor was based. There are no hard and fast rules for time in rank or promotion to the next higher rank, and faculty may apply for promotion at any time.

I. Teaching - The person must demonstrate continued excellence in the classroom in the rank of associate professor. This is to be done in the following ways:

a. By demonstrating that the courses taught are in a continuous state of development and provide students with extensive resources.

b. By successfully undertaking new course assignments and by designing, developing, and successfully teaching new courses not previously part of curricular offerings.

c. By providing whole-class evaluations in a variety of courses since promotion to the rank of associate professor.

d. Confirmation of teaching excellence by departmental colleagues who are directly familiar with the person's work.

e. Evidence of a major contribution to the department or collegewide instructional program.

f. External assessments/reviews of student accomplishments/creative works that have a direct link to the faculty member.

II. Scholarship, Research, and Creative Activity - Accomplishment in this area should be significantly greater than was expected to achieve the rank of associate professor. There should be evidence of new and more sophisticated levels of achievement. Successful research has led by now to publication or creative work that has been subject to further review. Furthermore, the significance of the person’s accomplishment is attested to by peers and reputable figures in the field away from campus.

a. Recognition of the quality of the work (publications, works of art, or performance record) should be made evident and available in the form of reviews, comments, and citations in the works of others; direct letters of assessment by recognized authorities off campus solicited by the department and by the candidate; and such evidence as invitations from leaders in the field to contribute to publications, conferences, and exhibitions, to serve on editorial boards, to review books, etc. (Reputation of the place—journal, gallery, theater—in which the articles, research projects, poems, short stories, works, etc., have appeared will be an important consideration, as will the publishers or sponsors.)

b. Honors or awards serve to recognize the person’s contributions for long-term work in the field and/or new interpretations and applications of research.

III. Public, University, and Professional Service (including Academic Advising) - Accomplishment in this area should be significantly greater than was expected to achieve the rank of associate professor. Not only has the person consistently played a constructive role in departmental meetings, committee, and in collegewide faculty governance since the last promotion; he or she is now accepting leadership roles in the department, the college, and the profession. This is demonstrated by providing the following evidence:

a. Increased complexity in administrative duties (for example, the person has chaired a variety of committees, both inside and outside the department).

b. The excellence of his or her contributions to the committees is testified to by colleagues and can be illustrated in tangible ways.

c. The work/product of the committees is exemplary and significant to the college or organization.

d. Applies effective academic advising principles (see Appendix I) during timely meetings with students and by sharing current SUNY, departmental, and college policies related to satisfactory academic progress toward graduation.

As a general guideline, from associate to professor could come as quickly as four or five years after promotion for the most exceptional faculty, i.e., those who are clearly outstanding on all promotional criteria. Most associate professors should aspire to and seek promotion to full professorial status from six to 10 years after their promotion to associate status. Those associate professors whose further growth is undistinguished or poorly balanced (i.e., very strong on some promotional criteria but undistinguished on others) may expect to serve longer as associate professor before promotion to professor. Some associate professors can be expected never to become professors.

Appendix I
IV. ACADEMIC ADVISING AT BUFFALO STATE COLLEGE
a. Definition: Academic advisement at Buffalo State College is a relationship between students and advisers that prepares students to successfully navigate college processes; understand the parts and purpose of degree requirements; follow a meaningful, experience-rich path from matriculation to choosing majors to timely graduation; evaluate postgraduate career options; and become positive, contributing members of the Buffalo State alumni community.

b. Mission Statement: Academic advisement serves as inspiration, motivation, and support for all students in their academic and professional goals as they develop as members of the Buffalo State community and transition to being active alumni leaders of a diverse society.

c. Values Statement: The values associated with advising at SUNY Buffalo State resonate with the values of the college. Academic advising exemplifies the profitable learning that can occur outside of the classroom and the fulfillment that is found in intellectual discovery.

i. Access: We are committed to offering accurate, purposeful advising to help all students develop meaningful academic and career plans that address their goals in a timely manner.

ii. Diversity: We respect the individuality of our students. Advising services are available in a variety of ways that meet the diverse needs of our campus populations and help individuals realize their full potential.

iii. Service to Society: We foster habits required for critical thinking and social awareness so that students make informed choices consistent with their academic, career, and life goals.

iv. Integrity: We seek to build meaningful academic relationships between advisers and students in a process that demonstrates a commitment to professional ethics and moral integrity, and that thereby affords students the opportunity for self-reflection and authentic inquiry.

d. Academic Advising Commitments: Academic advising at Buffalo State reflects the college’s strategic position as a transformational learning environment focused on student success. Academic advisers and students at Buffalo State share responsibility for quality academic advisement. Students must commit to taking responsibility for actively, regularly, and honestly engaging with their academic advisers to develop their personal and professional plans. Buffalo State College will

i. provide students with advisers who care for students’ experiences, respect their life choices and plans, and serve as advocates when problems need resolution;

ii. mentor students as they explore and clarify their values, educational path, career plans, and life goals;

iii. offer timely information and accurate guidance about degree requirements, extracurricular educational activities and research opportunities, policies, and procedures to assist students in navigating and maximizing their college experience;

iv. guide students to maximize academic success, complete graduation requirements in a timely manner, and transition smoothly to future academic or professional work;

v. conduct ongoing assessment of collegewide academic advising to maximize effectiveness.

I hereby approve the changes to the guidelines on promotion as recommended by the College Senate and authorize the provost with the responsibility of implementing these changes and communicating them broadly and widely to all appropriate campus constituents.

At its April 14, 2017, meeting, the College Senate voted to recommend to the president changes in language to the Institutional Learning Outcomes. The Senate further recommended that these changes be implemented after the General Education curriculum, which is currently under review, is revised:

Buffalo State College Senate Academic Plan Committee Recommendation of ILOs
April 14, 2017

WHEREAS, the Buffalo State College Senate resolution of May 2013 calls for the adoption of "All College Learning Outcomes”; and

WHEREAS, the Middle States Commission on Higher Education Standards for Accreditation and Requirements of Affiliation, 13th edition (2015), Standard V (PDF, 4.2 MB), requires “clearly-stated educational goals at the institution and degree/program levels that are interrelated with one another, with relevant educational experiences, and with the institution’s mission”; and

WHEREAS, extensive public discussion and deliberations within and among a wide range of campus constituencies throughout the 2015–2016 academic year produced the 2016–2021 Buffalo State College Strategic Plan; and

WHEREAS, the 2016–2021 Buffalo State College Strategic Plan declares Buffalo State College to be “SUNY’s Urban-Engaged Campus”; and

WHEREAS, 2016–2021 Buffalo State College Strategic Plan 1.1.1. commits the campus to “adopt all-college learning outcomes that respond to twenty-first-century trends, leverage existing strengths, and result in a distinctive framework for undergraduate education at Buffalo State,”

THEREFORE, BE IT RESOLVED that the Buffalo State College Senate adopt the following Buffalo State College Institutional Learning Outcomes:

Graduates of Buffalo State College will be known for their:

I. Cultural fluency^[i] - Graduates will be aware of how ideas are shaped by cultures and social norms and be able to engage with ideas different from or in conflict with their own; students will be aware of cultural, societal, and institutional factors influencing assumptions, prejudices, and privileges.

II. Urban engagement ^{[ii] -} Graduates, leveraging their experiences in Buffalo State’s distinctive urban setting, will understand how to interact meaningfully in their communities and possess the skills to be wise, productive, and responsible citizens.

III. Scholarship and creative activity ^{[iii] -} Graduates will possess the quantitative, conceptual, and creative skills to pose, frame, and analyze a range of questions, problems, and issues. They will produce complex and intellectually challenging work and demonstrate essential technological skills.

IV. Ethical reasoning ^[iv] - Graduates will deliberate ethical values and principles and apply them in ambiguous, complex, and controversial contexts. They will be conscientious persons, students, and professionals.

[i] Assessment model:
Miville-Guzman Universality-Diversity Scale (M-GUDS-S) (short form)

[ii] Assessment models:
Civic Engagement VALUE Rubric
Socially Responsible Leadership Scale (SRLS-R2)

[iii] Assessment models:
Quantitative Literacy VALUE Rubric
Information Literacy VALUE Rubric
See Northcote (2012) (PDF, 473 KB)
Inquiry and Analysis VALUE Rubric
Creative Thinking VALUE Rubric (PDF, 42 KB)
Problem Solving VALUE Rubric

[iv ] Assessment models:
Ethical Reasoning VALUE Rubric
Defining Issues Test 2 (DIT-2)

I hereby approve the recommended language changes to the Institutional Learning Outcomes as presented by the College Senate. I charge the provost with the responsibility of overseeing the implementation of these changes after revisions to the General Education curriculum have been put in place, thus providing the appropriate curriculum to address the changes and a mechanism to assess them.

Buffalo State continued its recognition of outstanding research last weekend by celebrating the research completed by our graduate students...

Please follow my blog at http://kateconwayturner.tumblr.com.