At its November 10, 2017, meeting, the College Senate voted to endorse the SUNY Microcredentialing Task Force Report and Recommendations:

SUNY Microcredentialing Task Force: Report and Recommendations
Presented by the College Senate Instruction and Research Committee

Overview
Microcredentials can be non-credit or credit bearing. They can also be stackable, which means that they may contribute toward a minor, certificate, or degree program. Microcredentials should assist students with earning employment. It is recommended that Buffalo State College explore working with industry partnerships. They should also be approved by the local campus governance and should indicate market need in their proposal. Examples of microcredentials include but are not limited to badges, MOOCs, and licensure.

Potential Role of Microcredentials at Buffalo State College
There is great potential for microcredentialing at Buffalo State. The development and implementation of microcredentials can help enhance the education and retention of existing student as well as attract additional student groups. Although Buffalo State has made some efforts toward the development of microcredentials, there is room for expansion. One example of a successful microcredential at Buffalo State is the MOOC Igniting Your Everyday Creativity. The potential is there to expand the use of microcredentials on campus. Currently, Buffalo State offers many certificate programs. Stackable microcredentials could be developed that can count toward the completion of these certificate programs. When considering developing microcredentials, it may be worth focusing on programs that already experience a higher percentage of microcredentials in SUNY, such as disciplines in technology, business, and education. This may help fulfill a need and aid with the transferability of microcredentials among SUNY institutions. Microcredentials may go beyond helping traditional students by supporting workforce development initiatives in conjunction with various programs and entities on campus (e.g., the Small Business Development Center or Butler Library).

Another way that microcredentials may be useful is by helping students achieve specific skill sets. One of the benefits of microcredentials is to verify, validate, and attest that students have achieved specific skills or competencies. Some microcredentials can be developed not only to help students when they enter the workforce but also to assist them in gaining basic tools and skills that make them better students and citizens. Microcredentialing could lead to specialized work opportunities for students. For example, students could serve as peer tutors at the library Reference Desk once they earn certain microcredentials, which would attest to their capability. Microcredentials can also assist with retention by providing students with an avenue by which to gain additional confidence and knowledge in specific areas. For example, creating microcredentials for competencies such as writing, communication, or computer skills could benefit students. Furthermore, offering badges for high-impact practices such as service learning related to urban engagement could provide students with unique skills while achieving experiences that could be valuable to external stakeholders.

Concerns about Microcredentials at Buffalo State College
Microcredentials have many benefits, and there are opportunities to expand the offering of microcredentials at Buffalo State. Among the concerns remaining about microcredentials include the need for financial aid assistance for non-credit bearing microcredentials. Currently, financial aid is focused on students working toward traditional degree programs; however, financial assistance may be needed for students completing microcredential requirements. Additionally, it is important for the campus to evaluate resources required to support the development and implementation microcredentials. For example, technology and instructional support is often necessary to develop and implement some microcredentials. The time and cost required to support both credit and non-credit bearing microcredentials must be considered. Also, governance and quality control for non-credit-bearing microcredentials is important. For example, clarity should be provided to distinguish badges that are offered as an approved microcredential versus badges that students can earn as part of coursework using the Blackboard learning platform.

Recommendations
To ensure quality and oversight of microcredentials, policies should be reviewed and developed regarding the development, approval, implementation, and review of microcredentials at Buffalo State. In addition, there should be a central directory of microcredentials available on the website for Buffalo State College to improve the transparency, accessibility, and promotion of these opportunities. The possibility of including microcredentials on student transcripts should also be explored. Furthermore, resources that can assist with the development and implementation of microcredentials at Buffalo State should be examined, such as the Small Business Development Center, Butler Library and library staff, RITE, and other support entities on campus.

I appreciate the College Senate’s endorsement of the SUNY Microcredentialing Task Force Report and Recommendations and look forward to the many ways that Buffalo State faculty and staff will use the recommendations in the report to develop programs that will benefit our students and the larger community.

At its November 10, 2017, meeting, the College Senate voted to recommend to the president the following amendments to the DOPS policies on Transfer Students and Collegewide Degree Requirements for Baccalaureate Degrees as indicated in the following resolution:

DOPS Revisions: Transfer Students
Introduced at the October 13, 2017, College Senate meeting by the Standards for Students Committee
Presented for vote at the November 10, 2017, College Senate meeting.

WHEREAS, New York State has recently implemented the Excelsior Scholarship, which requires students to take 30 credits per year toward degree completion for scholarship eligibility; and 

WHEREAS, the current transfer credit limit from a baccalaureate degree-granting institution is 88 credits, per the Transfer Students DOPS policy (1:01:05), which renders students who transfer to Buffalo State ineligible for the Excelsior Scholarship, as they would need to have obtained 90 credits (30 credits per year) for eligibility; and

WHEREAS, multiple SUNY comprehensive colleges accept 90 credits or more from a baccalaureate degree-granting institution (Brockport, Geneseo, Oswego, New Paltz); and

WHEREAS, a change in the transfer credit limit would also result in a necessary change in the Collegewide Degree Requirements for Baccalaureate Degrees (1:04:00) to reduce the minimum number of credits to be completed at the college from 32 to 30 credits,

THEREFORE, BE IT RESOLVED that Buffalo State amend its DOPS policies on Transfer Students and Collegewide Degree Requirements for Baccalaureate Degrees as revised in this document to enhance transfer student eligibility for the Excelsior Scholarship.

AND BE IT FURTHER RESOLVED that the college catalog and college website be updated to ensure that DOPS language is consistently reflected in the catalog and on the website for these policies.

DOPS Policy Number: I:01:05  (sections noted with recommended changes)
Subject: Transfer Students
Admission is based on academic performance in college and on space availability. A minimum cumulative GPA of 2.0 out of 4.0 is necessary for consideration, although some programs are very competitive and will require a higher minimum cumulative GPA for admission. Transfer students with more than 45 credit hours are encouraged to apply for and be admitted to specific programs. Those with less than 60 credit hours may be undeclared. No student who is on academic probation at another institution or who has been academically dismissed in the past year will be accepted.

Previously earned credit will be evaluated for all transfer students after acceptance, and accepted students will be apprised regarding transferable credit. A maximum of 90 credit hours may be transferred from a regionally accredited baccalaureate degree-granting institution with no more than 66 credit hours from a regionally accredited associate degree-granting institution.

The State University of New York (SUNY) Board of Trustees in 1998 adopted a resolution that established a general education requirement for all baccalaureate degree candidates at the university’s state-operated campuses. The requirement was instituted with student who entered the SUNY system as first-time freshmen in fall 2000. Community colleges have been working closely with their transfer students to ensure that these students complete most, if not all, of the general education requirements at the community college.

Students transferring to Buffalo State with an A.A. or A.S. degree must complete the remaining hours of the trustees’ general education requirements at Buffalo State College but are not obligated to take additional Buffalo State general education courses (now referred to as Intellectual Foundations courses) beyond those mandated by SUNY.

This continues the policy established in fall 1996 that waives the Buffalo State College Intellectual Foundations requirements for students who enter with an A.A. or A.S. degree.

Transfer students should understand that only credit is transferable. Credit is granted only from institutions listed on the application for admission. Grades, quality points, and cumulative averages do not transfer. Credit hours previously earned will be evaluated for all transfer students upon admission to college. Most credit hours earned at other institutions will be accepted, although the college cannot guarantee how credit hours earned at two-year institutions will relate to bachelor’s degree requirements. The most common cases in which transfer credit hours are not accepted are as follows:

1. Developmental courses in mathematics, English, and learning skills

2. Courses in theology or religion with sectarian emphasis

3. Courses in programs that do not exist at Buffalo State

The evaluation of transfer credit hours is recorded in Degree Works, the audit system located at http://registrar.buffalostate.edu/degree-works. The system records the major and general college requirements that have already been fulfilled, and those that remain.

Departments reserve the right to refuse to accept transfer credit hours in fulfillment of their own major requirements. Whether or not a course fulfills a major requirement may be open to discussion with the department chair or academic adviser, and it is useful to have a copy of the catalog from the previous institution.

DOPS Policy Number: I:04:00 (sections noted with recommended changes)
Subject: Collegewide Degree Requirements for Baccalaureate Degree

Additional Degree Requirements
In addition to the liberal education coursework described on the following pages, all undergraduate degree candidates must meet the following collegewide graduation requirements:

• Successful completion of required coursework in the declared major.
• Successful completion of at least 120 credit hours, of which at least 45 must be upper division. At least 30 credits must be taken at Buffalo State College, including the last 15 credits.
• Final minimum overall cumulative GPA of 2.0.
• Final minimum major GPA or 2.0.
• Successful clearing of all I, N, or X grades.

Graduation Requirements
The Application for Undergraduate Degree for undergraduate graduation can be obtained at http://registrar.buffalostate.edu/graduation-preparation-0. All students expecting to qualify for a degree must fulfill the following requirements:

1. File Application for Undergraduate Degree with the Registrar’s Office by the specified date. Failure to make application before the date may eliminate the student from the commencement program and delay the granting of the degree.
2. Students must meet all financial obligations to the college and return all college property.
3. Students must meet all curricular requirements. They must have completed the prescribed curriculum for their major. If requirements have changed since they were admitted to a program, they may choose to graduate under the old or new requirements.

   a. Students must maintain a minimum cumulative GPA of 2.0 for all coursework taken at the college. The minimum cumulative GPA for the courses taken in the major field must also be 2.0.
   b. Students must complete the 39–66 credit hours of Intellectual Foundations requirements. c. All candidates must have completed a minimum of 45 credit hours of upper-division coursework, courses generally considered advanced and numbered 300–499.
   d. A minimum of 30 credit hours, including the last 15, must be completed at the college.
   e. A minimum of 120 academic credit hours must be completed.
   f. Students are required to successfully complete two “writing intensive” courses indicated by the designation “W” following the course number.
    

4. Education majors leading to certification for teaching in the early childhood and upper-elementary grades must fulfill a drug-education requirement and should file a certification application with the Teacher Certification Office.
5. No students will be cleared for graduation until all grades of I, N, or X have been replaced with an appropriate letter grade.

I hereby accept the recommendation of the College Senate regarding amendments to the DOPS policies on Transfer Students and Collegewide Degree Requirements for Baccalaureate Degrees. I charge the provost with responsibility for overseeing the implementation of this policy change, ensuring that all appropriate documents are updated, and communicating the change to the campus and broader community.

At its November 10, 2017, meeting, the College Senate voted to recommend to the president the following amendment to the DOPS Policy on Alternate Methods of Earning College Credit to include undergraduate-level project courses as indicated in the following resolution:

Motion to Amend DOPS regarding Alternate Methods of Earning College Credit at Buffalo State
Introduced at the October 13, 2017, College Senate meeting by the Curriculum Committee.
Presented for vote at the November 10, 2017, College Senate meeting.

WHEREAS, current policy in DOPS reflects only upper-division project courses; and

WHEREAS, the College Senate updated the current policy in December 2012 that outlined procedures for undergraduate and graduate level Course by Contract, Independent Study and Projects which require students to have completed 30 or more credits; and

WHEREAS, the Undergraduate Research Office recently put in place programs that support projects for first- and second-year students; and

WHEREAS, there is currently no policy in place for students with fewer than 30 earned credits to get credit for projects,

THEREFORE, BE IT RESOLVED that the College Senate Curriculum Committee recommend that Buffalo State adopt changes to DOPS that reflect the addition of lower-division project courses, as detailed below.

BUFFALO STATE COLLEGE
DIRECTORY OF POLICY STATEMENTS
Policy Number:  I:04:01
Date: October 13, 2017
SUBJECT: Proposals for Addition of Undergraduate Lower Division Project Courses

In order to facilitate lower-level undergraduate credit-bearing project courses, special provision must be made to ensure adequate planning and approval.

COURSE DESIGNATION:  (Prefix will indicate department)

Project (295 – Undergraduate)

Undergraduate students may undertake a project related to a required course for up to 3 credit hours per project. No more than 6 credit hours of academic project work is allowed. Application forms are available in the academic department and the Registrar’s Office, and must be filed with that office by the deadline date published in the class schedule each semester.

Title Variable: Yes
Repeatable: Limit two times
Credits: Variable 1–3
Course Description: Scholarship or creative work conducted under the supervision of a faculty member
Prerequisite: Instructor permission.

1. The College Senate Curriculum Committee does not review lower-level project courses. 
2. Submit three copies of the Lower-Level Project Course Form, initiated by faculty, approved by department and dean.
3. Dean forwards form to Academic Affairs

Policy Number:  (attachment)

Three copies of this form must be submitted to the Dean’s Office at least two weeks in advance of proposed instructional dates.

FORM FOR 295:  LOWER LEVEL UNDERGRADUATE PROJECT COURSE

Department ____________________________________________________________________

Faculty Member ________________________________________________________________

Description of Research Activity:

DEPARTMENTAL ACTION

Course Offering Schedule: This course will be offered: _________________________________

Approved with confirmation that all necessary laboratories, studios, resources, and

facilities for support of this course are available.

____  __________________________________________________________________

Date                            Signature of Department Chairperson Department

Forward three (3) copies forwarded to Dean.

DEAN’S ACTION

Approved with confirmation that all necessary laboratories, studios, resources, and

facilities for support of this course are available.

____  __________________________________________________________________

Date                            Signature of Associate Dean

ACADEMIC AFFAIRS ACTION

_____  __________________________________________________________________

Date                            Signature 

I hereby accept the recommendation of the College Senate regarding the addition of undergraduate-level project courses to the DOPS Policy on Alternate Methods of Earning College Credit at Buffalo State. I charge the provost with responsibility for overseeing the implementation of this policy change and for communicating the change to the campus community.

Daniel C. Vélez, interim vice president for student affairs, is leaving Buffalo State effective Thursday, December 14, to become chief of staff to the president of Shippensburg University in Pennsylvania.

Dr. Vélez has served Buffalo State within the Student Affairs division in various positions of progressive responsibility, including as coordinator of Latino/Caribbean student services, assistant to the vice president for student affairs, interim associate vice president for enrollment management, associate vice president for student success, and currently as interim vice president for student affairs. In recognition for consistently superior professional achievement, he received the Chancellor’s Award for Excellence in Professional Service in 2012.

In all of his duties and responsibilities, Dr. Vélez has served with distinction, dedication, and the highest level of professionalism. For example, in his short time as interim vice president for student affairs, he made significant advancements to the Student Affairs division, such as reorganizing Weigel Health and Counseling under new leadership and a new name, and aligning and reorganizing student conduct to meet best practice.

Dr. Vélez is also leaving Western New York, where he has been a leader in the Hispanic community with service to organizations such as the Hispanic Heritage Council of Western New York Inc., Alianza Latina of the Evergreen Association, El Museo Francisco Oller y Diego Rivera, and the Buffalo Latino Lions Club. Dr. Vélez was recognized by Mayor Byron Brown  in 2013 for his work in education and numerous contributions to the Hispanic community.

Please join me in expressing heartfelt appreciation to Dr. Vélez for his 16 years of exceptional service to Buffalo State and the Western New York community.

Sarah Young, interim dean of students, will serve as officer in charge of the Student Affairs division until Timothy Gordon assumes the role of vice president for student affairs on February 1, 2018.

Many thanks to the Buffalo State College community for your generosity and support of the 2017 SEFA Campaign. I’m pleased to announce that Buffalo State has surpassed its goal of $105,000 with $106,452 in pledges and contributions recorded to date. Your efforts truly demonstrate compassion to our neighbors and commitment to this community. I thank interim vice president and campaign chair Daniel C. Vélez for his leadership as well as campaign coordinator Tom Koller and our campus solicitors for volunteering their time and talent this project.

I am also pleased to announce the winners of the raffle held at the annual SEFA celebration luncheon:

• Paul Brennan – Fitness Center membership
• Daniel Brint – Dinner for two at Chef’s
• Deborah Renzi – Office pizza party for 20
• Raymond Zymowski – Two tickets to the 2018 Scholarship Gala
• Lisa Noreck - Reserved parking space
• Geralyn Juston – Jimmy John’s gift cards
• Michael Notarius – Tim Hortons gift cards

Congratulations again to our raffle winners, and thank you again to all who helped us bring this campaign to a successful end.

Susanne P. Bair, vice president for institutional advancement and executive director of the Buffalo State College Foundation, has informed me that she plans to retire on March 22, 2018, after more than 10 years of outstanding service to the college community.

Dr. Bair brought more than 20 years of development experience to Buffalo State when she was appointed as the college’s top fundraiser in November 2007. Since that time, she has elevated and greatly expanded Buffalo State’s philanthropic efforts. Most notably, she oversaw the successful completion of the college’s first comprehensive fundraising campaign—Transforming Lives: A Campaign for Buffalo State. Launched in 2011 with a goal to raise $20 million for the campus, the campaign successfully closed in June 2015 with more than $27.3 million raised, exceeding the original goal by more than $7 million. Campaign gifts included funding for 30 new endowed scholarships, eight non-endowed scholarships, an endowed faculty chair in Exceptional Education, two art conservation program fellowships, and the lead gift for the soon-to-be-completed Jacqueline Vito LoRusso Alumni and Visitor Center at the corner of Rockwell Road and Grant Street.

The Buffalo State College Foundation experienced tremendous growth during Dr. Bair’s tenure, jumping from $26 million in total assets in 2007 to nearly $60 million today. During the 2016–2017 academic year, Dr. Bair and the Institutional Advancement team raised more than $6.7 million, marking the second-highest single-year fundraising total in the college’s history—a year highlighted by a $4 million gift from the Richard E. and Patricia H. Garman family to support the college’s distinguished Art Conservation Department. The family’s donation marked the largest ever one-time gift to Buffalo State.

Other projects guided by Dr. Bair included securing support to create the Community Academic Center, establishing the presidential portrait gallery in Rockwell Hall, launching “Orange Fridays,” and installing the Bengal statues in front of the Sports Arena and in the Student Union Plaza—the latter of which she supported with a personal donation to the project.

While Dr. Bair’s collaborative, thoughtful, and creative leadership will be missed on campus, we wish her an exciting and fulfilling retirement.

Please join me in thanking Dr. Bair for her wonderful service to Buffalo State.

I will announce interim leadership for Institutional Advancement in the coming days.

An open forum on general education revision will be held on Wednesday, December 13, from 3:00 to 4:30 p.m. in Bulger Communication Center West. This will be the final general education open forum for 2017. All Buffalo State faculty and staff members are invited to hear the General Education Task Force present its findings and plans for the future of general education at Buffalo State. Materials presented at the forum and a form for submitting feedback from the campus community are available on the General Education Task Force website. Whether or not you are able to attend the open forum, please give us your opinions on this important topic by submitting feedback through the website.

The request for proposals for the 2018 round of Innovative Instruction Technology Grants (IITG) is now open. If you are interested in submitting a proposal, please contact John Draeger, director of the Teaching and Learning Center, or Jimmy Xu, coordinator for pre-award outreach.

All campus proposals for IITG must be sent to Melissa Miszkiewicz, director of RITE strategic partnerships, by Monday, February 19, for my review. After review, I will provide a letter of support from the campus.

More information is available on the IITG website.

The Equity and Campus Diversity Office is happy to announce the annual Martin Luther King Jr. 2018 celebration, featuring keynote speaker Kevin Powell, writer and activist, who will visit campus Thursday, February 8, in the Burchfield Penney Art Center. Please stay tuned for details and save the date.

Download the flier (PDF, 202 KB).

The Registrar’s Office is excited to share some important updates to the graduation application process:

• Undergraduate students are now able to apply for graduation online through Banner Self-Service. Students are no longer required to drop off paper forms at Moot Hall. Complete instructions can be found on the Registrar’s website. (Graduate students should visit the Graduate School website for degree applications and information about applying for graduation.)
• Students who apply for graduation after the application deadline will no longer be charged a fee.
• After the application deadline has passed, the Registrar’s Office will review the records of students who have not applied for graduation but are likely to graduate and will administratively register these students for graduation. These students will be alerted via e-mail that they have been registered for graduation and that they may opt out of review for graduation by contacting the Registrar’s Office.