campusalignment-150711-1401-788

1. The Power of SUNY and Geneseo Campus Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.1 SUNY Six Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.1.1 1st Big Idea - SUNY and the Entrepreneurial Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.1.1.1 Center for Inquiry, Discovery, and Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.1.1.2 Faculty and Undergraduate Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61.1.1.3 GOLD Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81.1.1.4 IDS Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91.1.1.5 Klainer Center for Women and Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131.1.1.6 Small Business Development Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141.1.1.7 Student Managed Investment Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151.1.1.8 Washington Center Internship Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

1.1.2 2nd Big Idea - SUNY and the Seamless Education Pipeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181.1.2.1 2+2 agreements with Community Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181.1.2.2 Expansion of AOP programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191.1.2.3 Gao School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211.1.2.4 Ghana Student Teaching, Multicultural Education Master's Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221.1.2.5 Greater Rochester Summer Learning Association Membership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231.1.2.6 Literacy work at Harley School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241.1.2.7 LIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261.1.2.8 Physics Teacher Education Coalition (PhysTEC) Targeted Site Award . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261.1.2.9 RYSAG - Rochester Young Scholars Academy at Geneseo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281.1.2.10 STEM Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301.1.2.11 The Power of Physical Sciences (POPS) Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311.1.2.12 Writing & Learning Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

1.1.3 3rd Big Idea - SUNY and a Healthier New York . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351.1.3.1 H.O.P.E for Haiti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351.1.3.2 Sexual Assault Teach-In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371.1.3.3 Student Community Health Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

1.1.4 4th Big Idea - SUNY and an Energy-Smart New York . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391.1.4.1 Admin savings in energy, recycling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391.1.4.2 Best Practices Workflow Toolkit - OCLC "Greening ILL" report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.4.3 Transportation Programs - Bus program - Hertz cars - Rideshare - reduction in cars on campus . . . . . . . . . . . . . . . . 411.1.4.4 Wind turbine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

1.1.5 5th Big Idea - SUNY and the Vibrant Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431.1.5.1 Arboretum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441.1.5.2 Cultural Harmony Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451.1.5.3 Geneseo Community Boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471.1.5.4 Geneseo Food Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481.1.5.5 Livingston County Cares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491.1.5.6 Main Street Organization (CAS involvement) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501.1.5.7 Mt. Morris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511.1.5.8 Real World Geneseo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521.1.5.9 Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

1.1.6 6th Big Idea - SUNY and the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551.1.6.1 COIL - SUNY Center for Online International Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551.1.6.2 El Sauce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561.1.6.3 Faculty International Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581.1.6.4 Ghana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591.1.6.5 New Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611.1.6.6 Number of International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621.1.6.7 Number of Students Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

1.2 Geneseo Strategic Planning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651.2.1 Goal I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651.2.2 Goal II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 661.2.3 Goal III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671.2.4 Goal IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671.2.5 Goal V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681.2.6 Goal VI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681.2.7 Goal VII . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

1.3 Geneseo Six Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 691.3.1 1st Big Idea - Bring Theory to Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 721.3.2 2nd Big Idea - Create Innovative Five-Year Professional Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 721.3.3 3rd Big Idea - Expand Instructional Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 721.3.4 4th Big Idea - Rethink the Course Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 721.3.5 5th Big Idea - Create a Center for Collaborative Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 721.3.6 6th Big Idea - Create a Center for Strategic Community Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

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The Power of SUNY and Geneseo Campus AlignmentMessage from President Dahl

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Donec ultrices fermentum mauris, ut elementum neque sagittis ut.Vestibulum ac tortor gravida libero luctus dignissim. Suspendisse tristique ligula ac elit auctor fermentum. Sed vitae lacus tellus, nonmalesuada orci. Donec varius convallis erat vitae aliquet. Pellentesque ut lectus sit amet lacus accumsan pulvinar adipiscing adolor. Praesent rutrum neque eget lectus pharetra ac consectetur ante lacinia. Curabitur sit amet elit at nisl dignissim dictum sitamet sit amet lorem. In luctus consequat diam et laoreet. Aliquam eu leo turpis. Nam et enim justo.Lorem ipsum dolor sit amet,consectetur adipiscing elit. Donec ultrices fermentum mauris, ut elementum neque sagittis ut. Vestibulum ac tortor gravida liberoluctus dignissim. Suspendisse tristique ligula ac elit auctor fermentum. Sed vitae lacus tellus, non malesuada orci.Lorem ipsumdolor sit amet, consectetur adipiscing elit. Donec ultrices fermentum mauris, ut elementum neque sagittis ut. Vestibulum ac tortorgravida libero luctus dignissim. Suspendisse tristique ligula ac elit auctor fermentum. Sed vitae lacus tellus, non malesuada orci.

Mission Statement

SUNY Geneseo, nationally recognized as a center of excellence in undergraduate education, is a public liberal arts college withselected professional and master's level programs. It combines a rigorous curriculum and a rich co-curricular life to create alearning-centered environment. The entire college community works together to develop socially responsible citizens with skills andvalues important to the pursuit of an enriched life and success in the world.

Attachment BSUNY and the …

B-1 Programs – Campus ActionsSupporting SUNY Central’s Six BigIdeas

B-2 Campus Planning Goals &Alignment w/Geneseo’s Six Big Ideas

1. EntrepreneurialCentury

1. SBDC 2. GOLD Program 3. UG Research 4. Klainer Center for Women and

Business 5. Center for Inquiry, Discovery

and Leadership 6. (Tony Macula, Padalino

Connection with NIF?) 7. Geneseo Food Project 8. Student Managed Investment

Fund 9. El Sauce Program

10. Washington Center Program 11. IDS Project

Planning Goals - Quality Education - Community Partnerships - Funding

BIG IDEAS

- Center or Strategic CommunityPartnerships - Center for CollaborativeResearch

2. Seamless EducationPipeline

1. POPS Grant 2. STEM project 3. 2x2 agreements with CCs, using

MCC as model 4. Gao School 5. Writing and Learning Center 6. Expansion of the AOP programs 7. RYSAG 8. Membership in Greater

Rochester Summer LearningAssociation as charter member

9. Literacy work at Harley Schoolby Sharon Peck

10. Ghana Student teaching,multicultural education Master’sprogram

Planning Goals - Quality Education - Diverse Community - Assessment - Facilities & Technology

BIG IDEAS - Bring Theory to Practice - Expanding InstructionalDelivery

1.

2.

3.

4.

1. 1.

2.

3.

4.

5.

6.

7.

8.

9.

1. 1.

2.

3.

4.

5.

6.

7.

3. Healthier New York

1. Geneseo Food Project 2. Sexual Assault Teach-in 3. Mike Mattuci and the Student

Community Health project

Planning Goals - Community Partnerships - Curricular-Co-Curricular (EcoHouse)

BIG IDEAS - Bring Theory to Practice - Strategic CommunityPartnerships - Collaborative Research

4. Energy-Smart NewYork

Admin savings in energy,recyclingWind turbineTransportation Programs; Busprogram, Hertz cars reduction incars on campusBest Practices Workflow Toolkit –OCLC report

Planning Goals - Quality Education - Facilities and Technology

BIG IDEAS - Collaborative Research

Vibrant Community

Service LearningMt. MorrisGeneseo community boardsMain Street organization? CASinvolvementGeneseo Food ProjectArboretumLivingston CaresNYSLAA ConferenceCultural Harmony Week

Planning Goals - Quality Education - Diverse Community - Curricular/co-curricular - Community partnerships - Facilities and Technology

BIG IDEAS - Center or Strategic CommunityPartnerships (YMCA, OWPDD)

the World

Number of students abroadNumber of international studentsNew partnersGhana projectEl Sauce projectCOILUNGC

Planning Goals - Quality Education - Diverse Community - Curricular/co-curricular - Community partnerships

BIG IDEAS - Bring Theory to Practice - Re-thinking the Course Load

Geneseo Values

Excellence, and upholds high standards for intellectual inquiry and scholarly achievement;Innovation, and affirms a spirit of exploration that fosters continued excellence;Community, and embraces the educational aspirations and interests that its members share;Diversity, and respects the unique contributions of each individual to the campus community;Integrity, and promotes the development of ethical citizens;Service to Society, and models the qualities it seeks to develop in its students;Tradition, and celebrates its long history of collaborative, learning-centered education.

SUNY Six Big Ideas1st Big Idea - SUNY and the Entrepreneurial Century

Center for Inquiry, Discovery, and LeadershipFaculty and Undergraduate ResearchGOLD ProgramIDS ProjectKlainer Center for Women and BusinessSmall Business Development CenterStudent Managed Investment FundWashington Center Internship Program

2nd Big Idea - SUNY and the Seamless Education Pipeline

2+2 agreements with Community CollegesExpansion of AOP programsGao SchoolGhana Student Teaching, Multicultural Education Master's ProgramGreater Rochester Summer Learning Association MembershipLiteracy work at Harley SchoolLIVESPhysics Teacher Education Coalition (PhysTEC) Targeted Site AwardRYSAG - Rochester Young Scholars Academy at GeneseoSTEM ProgramThe Power of Physical Sciences (POPS) GrantWriting & Learning Center

3rd Big Idea - SUNY and a Healthier New YorkH.O.P.E for HaitiSexual Assault Teach-InStudent Community Health Project

4th Big Idea - SUNY and an Energy-Smart New YorkAdmin savings in energy, recyclingBest Practices Workflow Toolkit - OCLC "Greening ILL" reportTransportation Programs - Bus program - Hertz cars - Rideshare - reduction in cars on campusWind turbine

5th Big Idea - SUNY and the Vibrant CommunityArboretumCultural Harmony WeekGeneseo Community BoardsGeneseo Food ProjectLivingston County CaresMain Street Organization (CAS involvement)Mt. MorrisReal World GeneseoService Learning

6th Big Idea - SUNY and the WorldCOIL - SUNY Center for Online International LearningEl SauceFaculty International ExperienceGhanaNew PartnersNumber of International StudentsNumber of Students Abroad

Geneseo Strategic Planning GoalsGoal IGoal IIGoal IIIGoal IVGoal VGoal VIGoal VII

Geneseo Six Big Ideas1st Big Idea - Bring Theory to Practice2nd Big Idea - Create Innovative Five-Year Professional Programs3rd Big Idea - Expand Instructional Delivery4th Big Idea - Rethink the Course Load5th Big Idea - Create a Center for Collaborative Research6th Big Idea - Create a Center for Strategic Community Partnerships

SUNY Six Big Ideas

Six Big Ideas

To revitalize the economy of New York and enhance the quality of life for its citizens, SUNY will commit our energy and resources to therealization of Six Big Ideas:

SUNY and the Entrepreneurial Century

SUNY and the Seamless Education Pipeline

SUNY and a Healthier New York

SUNY and an Energy-Smart New York

SUNY and the Vibrant Community

http://www.suny.edu/powerofsuny/

SUNY and the World

1st Big Idea - SUNY and the Entrepreneurial Century

SUNY and the Entrepreneurial Century

We will cultivate entrepreneurial thinking across our entire learning landscape, helping new and existing businesses innovate,prosper, and grow.Research and innovation have long been hallmarks of American higher education. But in the 21st century, knowledge creation is nolonger enough. Economic growth depends on translating that knowledge into tangible, measurable benefits—from more patentsissued, to more grants won, to more jobs. This shift demands an entrepreneurial mindset—a way of thinking determined to createand shape new markets.

The critical components that businesses of all sizes and stages need—knowledge, talent, and expertise— can all be found atSUNY. We have $1 billion annually in research expenditures, more than 10,000 research projects across 64 campuses, significantinfrastructure, strong existing partnerships, and some of the best faculty and students in the world. We need to look at how we cancombine our many diffuse pieces to help current and future New York companies and address national research gaps. Ourindividual institutions don’t have to do it all themselves—they can invest in infrastructure more cost-effectively and make morecompelling cases for public and private funding when they work collaboratively. The more we integrate, the greater our impact onthe state’s economy.

We also need to follow the lead of the most fertile states for entrepreneurs and engage more local industries and local venturecapitalists with our students, labs, and campuses. Nationally, 43 percent of start-up founders established their companies in thesame state where they received their academic degree. But among founders graduating from universities in New York, only abouthalf that amount established their start-ups in our state. Given the huge number of institutions at SUNY and the number of venturecapitalists in New York State, the opportunities for turning the tide in our favor are enormous.

Center for Inquiry, Discovery, and Leadership

Goals

The Center for Inquiry, Discovery, and Leadership is a new initiative that aims to connect students to transformative experience inthe world through a dynamic learning environment including visiting lecturships and residencies, internships, research experiencesand student awards and fellowships. Student ambassadors and community members will be engaged in shaping the work of theCenter.

SUNY Big Six


Metrics/Results

More than $1,000,000 has been committed by donors to the inaugural year of the Center.

As shown in , Geneseo consistently outperforms its Council of Public Liberal Arts Colleges (COPLAC), SUNY and nationalthis tablepeers in terms of student involvement in internships, volunteer work, research and study abroad. The Center will help grow thisunique strength at Geneseo.

Program Description

Led by a Director, a Board of Advisors, and a Board of Student Ambassadors, the Center will significantly expand the capacity ofthe College and enhance the lives of students. Five areas of endowed programs will be identified at the outset: studentambassadors, student research, student internships, student academic grants and awards, and lectureships. The Center creates aforum for the active acquisition of new knowledge by bringing professional leaders from various fields to campus and enablingstudents, in turn , to pursue focused learning opportunities outside the classroom.

https://wiki.geneseo.edu:8443/download/attachments/74907913/NSSEActivities.xlsx?version=1&modificationDate=1310593639346

"The Center for Inquiry, Discovery and Leadership seeks to engage individuals in business, industry, government, and the arts whoare shaping our society with Geneseo students and faculty."

Carol Long, Provost

Geneseo Six

1st Big Idea - Bring Theory to Practice

5th Big Idea - Create a Center for Collaborative Research

6th Big Idea - Create a Center for Strategic Community Partnerships

Geneseo Planning Goals

Goal I. Provide every student the highest quality education through a rigorous, challenging, and active learning experience in closeworking relationships with faculty and staff, that encourages intellectual engagement and personal growth.

Goal II. Recruit, support, and foster the development of a diverse community of outstanding students, faculty, and staff.

Goal III. Enrich the collegiate experience by strengthening the integration between curricular and co-curricular programs.

Goal IV. Cultivate relationships between the College and the wider community that support college programs and serve thecommunity.

Goal V. Expand funding for institutional priorities and initiatives through public and private support, grants, and entrepreneurialactivities..

Faculty and Undergraduate Research

Link to Office of Sponsored Research website

Goals

The Offices of Sponsored Research and Grants Management work in tandem to develop, promote and support the research andscholarly activities of the College. They support and enhance the efforts of faculty researchers, engage students in undergraduateresearch, and encourage work with community partners.

SUNY Big Six


http://www.geneseo.edu/sponsored_research

Metrics/Results

Faculty research has resulted in technology transfer opportunities such as Physics Professor Kurt Fletcher's "F of B on I in aShoebox" (an efficient and miniaturized classroom demonstration technology); student and faculty experience with the NationalIgnition Facility at the Lawrence Livermore National Laboratory in California through the work of Physics Professor Steve Padalinoand the department's research collaboration with the Laboratory for Laser Energetics at the University of Rochester; an NSF SmallBusiness Innovation project led by Mathematics Professor Tony Macula; and research and consultation for small business partnersthroughout Livingston County with the classes of Communication Professor Mary Mohan.

Institutional outcomes that result from faculty and undergraduate research engagement include Geneseo's invitation to participate inthe 2012 Howard Hughes Medical Institute (HHMI) Undergraduate Science Education Grants Competition; participation in theNational Academies/Howard Hughes Medical Institute (HHMI) Summer Institute for Undergraduate Education in Biology in 2011;participation in the COPLAC/CUR/NSF "Institutionalizing Undergraduate Research" Initiative; participation in the Teagle FoundationPlanning Grant to COPLAC (Council of Public Liberal Arts Colleges) for sharing expertise in faculty-mentored undergraduateresearch.

Recent National Survey of Student Engagement (NSSE) responses to a question of intent to work on a research project with afaculty member outside of a course or program requirement show Geneseo senior students consistently participating at significantlyhigher levels than our Council of Public Liberal Arts Colleges (COPLAC) and national peers. In the 2008 NSSE cycle, Geneseoagain significantly outperformed its COPLAC, national and SUNY peers in terms of students reporting of undergraduate research,as shown in .this table

Research by Geneseo faculty and undergraduates is supported through external sponsors, including the National ScienceFoundation, the National Institutes of Health, the U.S. Department of Energy, the U.S. Department of Education, the NationalAeronautics and Space Administration, the Research Corporation for Science Advancement, and the American Chemical Society.Please see for a external funding summary. College-based funding also provides significant support for our researchthis tableendeavors. In recent years Geneseo has further increased college-based support for faculty and student research, by both addingnew programs and expanding existing ones. In FY 2010-11 over 350 awards valued at nearly $290,000 were made in support offaculty and student research. Details and a multi-year comparison are available in .this attachment

GREAT Day (Geneseo Recognizing Excellence, Achievement & Talent: ) continues to engage over 800 students eachGREAT Dayyear in presenting research and performances that are open to the community. The contains abstracts2011 GREAT Day Programof all student presentations.

Additional information on faculty and undergraduate research is included in the attached poster presentation, Transforming, which was presented at the Council on Undergraduate ResearchStudents with Engaged Learning: Past, Present and Future

(CUR) 2010 National Conference, "Undergraduate Research as Transformative Practice: Developing Leaders and Solutions for aBetter Society."

Program Description

The and the , working with the Grants Management Office, the Office of theOffice of Sponsored Research Research CouncilProvost, the Student Association, and the Geneseo Foundation, coordinates the work of faculty and undergraduate research. Programs include GREAT Day, department seminars and colloquia, workshops on grants/fellowships and proposal writing,compliance oversight, outreach, and a variety of internal funding programs.


https://wiki.geneseo.edu:8443/download/attachments/74908041/Geneseo+External+Grants+Summary.pdf?version=1&modificationDate=1310747929263

https://wiki.geneseo.edu:8443/download/attachments/74908041/SUNY+Geneseo+College+Research+Support.pdf?version=1&modificationDate=1310666047005

http://www.geneseo.edu/great_day

https://wiki.geneseo.edu:8443/download/attachments/74908041/GREAT+Day+2011+Program.pdf?version=1&modificationDate=1310676944583

https://wiki.geneseo.edu:8443/download/attachments/74908041/CUR+Poster+June+11+2010.pdf?version=1&modificationDate=1310652952101

https://wiki.geneseo.edu:8443/download/attachments/74908041/CUR+Poster+June+11+2010.pdf?version=1&modificationDate=1310652952101

http://www.geneseo.edu/sponsored_research

http://www.geneseo.edu/sponsored_research/research-council

"My first steps as an anthroplogist were with Dr. Rose-Marie Chierici in Haiti as an undergraduate researcher. Now I am bringing mystudents into the field to conduct research and I model my teaching/mentoring on those experiences."

John Mazzeo '98Assistant Professor of Anthropology

DePaul University

Graduating senior on the best thing about Geneseo . . .

"My opportunity to become involved in undergraduate research. I was honored to be offered a position over the summer adjoiningmy junior and senior years to conduct physics research with Dr. Kurt Fletcher and two fellow students. Over that summer I learnedmore about my field and applying scientific knowledge in general than I could ever dream, I developed valuable life and work-relatedskills, and I developed a new found passion for physics. It was such a beneficial experience that I continued to work on researchthroughout the past school year with Dr. Fletcher and his other research students. I believed this experience contributed greatly tomy graduate school application process, developing my portfolio sufficiently to be accepted at prestigious institutions such asCornell University, the University of Rochester, Boston University, and Rensselaer Polytechnic Institute."

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Goal V. Expand funding for institutional priorities and initiatives through public and private support, grants, and entrepreneurialactivities.

GOLD Program

Link to GOLD Program website

Goals

The Geneseo Opportunities for Leadership Development program seeks to prepare students for leadership roles andresponsibilities in service to the college and the global community. Our mission is accomplished through education, development,and training of students in an extensive series of personal development programs, institutes, leadership certificates, servicelearning, volunteer work, and active engagement in college and community life.

SUNY Big Six


http://gold.geneseo.edu

Metrics/Results

Awards received: National Association for Campus Activities (NACA) Foundation Exemplary Practices and Model Program Award;National Association of Student Personnel Administrators (NASPA) Bronze Excellence Award; State University of New YorkOutstanding Student Affairs Program for Leadership Development Award

Multi-Institutional Study of Leadership: 2933 students participated in this survey, which found that students involved in the Goldleadership development certificate programs scored higher in six of eight areas: congruence, commitment, collaboration, commonpurpose, controversy with civility, and citizenship.

Our seniors consistently report doing more community service or volunteer work significantly more often than our Carnegie, nationaland SUNY peers over the last administrations of the NSSE; provides the details.this table

Program Description

The Gold Program offers a broad range of weekly workshops and resources to support leadership development at all levels. TheLeadership Center and the Leadership Library are available to all students, and the Cocurricular Involvement Transcript offers ameans for students to create a record of their out-of-class activities during their time at Geneseo.

"Although GOLD is a leadership development program designed primarily for students at the College, everyone in the collegecommunity or Livingston Count area is welcome to participate in any of our programs."

Tom Matthews, Director

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IDS Project

Link to IDS Project website


http://idsproject.org

Goals

The major goal of the IDS Project is to continually implement and objectively evaluate innovative resource-sharing strategies,policies and procedures that will optimize mutual access to the information resources of all IDS Project libraries, and to explore thedevelopment of a rapid, effective resource-sharing system among libraries in New York State. To set the groundwork for this, weencourage participation in the IDS Project by additional SUNY, CUNY, and private libraries.

IDS is a community of transformative libraries that includes:

a cooperative of 65 New York libraries (Academic - Public & Private, Medical, Public and Special)a Best Practices community of over 1,000 libraries across the nationdistributed research and development teams that invent new software, systems and workflows:

Article Licensing Information Availability Service (ALIAS)Get It System Toolkit (GIST)Workflow Toolkit

SUNY Big Six


4th Big Idea - SUNY and an Energy-Smart New York

http://www.idsproject.org/Tools/ALIAS.aspx

http://gist.idsproject.org

http://toolkit.idsproject.org/

Metrics/Results

Article Licensing Availability Service Statistics

Alias Time Saved Alias Time Reduction

GIST Gift Manager Statistics at Geneseo

Weeding Gifting

IDS Transaction Analysis

Articles Loans

Program Description

The IDS Project is a library cooperative that provides its members with a platform from which to efficiently and effectively maximizemutual, speedy access to each others’ holdings as well as to resources outside the system. The IDS Project is a collaborativelibrarian and staff effort to solve real problems.

The mission of the IDS Project is to advance the sharing of library resources through collaboration, innovation, and efficiency. Themajor goal of the Project is to continually implement and objectively evaluate innovative resource-sharing strategies, policies andprocedures that will optimize mutual access to the information resources of all IDS Project libraries.

Based on a unified community of trust and support, IDS Project libraries abide by the maxim that “my library is your library and yourlibrary is my library.” By sharing best practices, the IDS Project has created a unique and nationally recognized resource sharingnetwork that provides innovative high-performance alternatives to the high cost, commercially available systems. OCLC’s ILLiad™Interlibrary Loan (ILL) software is the request management framework for the Project.

While participation is voluntary, members commit to meeting contractual performance standards based on a user-centric definitionof an interlibrary loan transaction as, “from the time the user places a request until the time the user is notified the loan is ready forpickup or the article is ready to be retrieved from the Web.” The standards are to deliver articles within 48 hours and loans within 72hours (excluding holidays and weekends.)

https://wiki.geneseo.edu:8443/download/attachments/74908011/ALIAS_Time_Saved.jpg

https://wiki.geneseo.edu:8443/download/attachments/74908011/ALIAS_Time_Reduction.jpg

https://wiki.geneseo.edu:8443/download/attachments/74908011/GIST_Weeding.jpg

https://wiki.geneseo.edu:8443/download/attachments/74908011/GIST_Gifting.jpg

https://wiki.geneseo.edu:8443/download/attachments/74908011/IDS_Articles.jpg

https://wiki.geneseo.edu:8443/download/attachments/74908011/IDS_Loans.jpg

Because the system operates based on the commitment of the talent and time of its members and on volunteer teams ofapplications and technical mentors, the IDS Project has no startup or annual membership fees or library to library charges. The IDSProject is committed to providing improvements to the entire resource sharing community through the ongoing development andsharing of innovative tools and the promotion of best practices.

2010 Highlights

IDS Project libraries fill 52% of loan requests and 59% of article requests within the membership.53% of requested articles are delivered to users within 24 hours; 77% within 48 hours.31% of loans are delivered to users within 72 hours; 54% within 96 hours.ALIAS – an automated and smart article requesting system“Getting It System Toolkit” (GIST) – an innovative acquisition and ILL interface; plus a new Gift and Deselection Managerreleased Aug. 2010A nationally recognized mentoring program to help staff optimize ILLiad systems and ILL workflow; Mentor Institutegraduated 14 mentors.

KUDOS: The IDS Project received national recognition when it was named a 2008 Innovation Award winner by the RethinkingResource Sharing Initiative for "Creating a Highly-effective and Innovative Resource Sharing System."

Seven Innovative Components of the IDS Project

1. Workflow Toolkit - http://workflowtoolkit.wordpress.comThe Workflow Toolkit is designed and updated regularly to help libraries adopt best practices to get the most out of ILLiad. It helpsmember libraries and potentially over 1,200 other ILLiad libraries by decreasing staff time spent processing requests and byincreasing the efficiency of workflows in general. It can also save libraries money by reducing borrowing and lending costs as wellas through better use of staff time, equipment, and supplies. It also serves users by improving turnaround times.

2. Mentor Program - http://idsproject.org/About/Mentors.aspxThe mission of the Mentor Program is to help each IDS Project member perform within the cooperative's standards through theadoption of tools and best practices, led by a trained group of volunteer experts in resource sharing. These experts are certified tohelp each member simplify their ILL workflows and systems, working closely with staff to implement positive changes and build astrong sense of community within the IDS Project.

3.Addons: https://prometheus.atlas-sys.com/display/ILLiadAddons/Addons+DirectoryAddons are a relatively new feature of Atlas System's ILLiad. These tiny programs allow the user to mash up data from othersystems without modifying the ILLiad program. ILLiad users can now expand ILLiad on their own! The IDS Project has created over16 addons, including two that combine the licensing data of ALIAS and the purchasing ability of CCC's Get It Now Service witheither Serials Solutions or SFX.

4. Transaction Performance Analysis Module (TPAM) - http://idsproject.org/Tools/TPAM.aspxThe IDS Project promotes cooperation through mutual accountability. “Trust but verify” is the guideline. In order to accomplish this,the TPAM is used for extensive interlibrary loan data analysis that serves as a basis for informed decision-making. It queriestransaction data from each IDS Project library’s ILLiad server and creates graphical displays useful for understanding and analyzingeach step of the entire ILL transactions either an individual library or network of libraries.

5. Article License Information Availability Service (ALIAS) - http://idsproject.org/Tools/ALIAS.aspxWorking with Atlas Systems, the IDS Project has developed a service that allows ILLiad to perform unmediated article requestprocessing. ALIAS is able to construct a lender string and send article requests straight to OCLC. This can save an average of 10 to20 hours of processing time and decrease the turnaround time for article requests. ALIAS uses a unique licensing managementsystem that eliminates the need for each library to monitor licenses. ALIAS promotes electronic over print holdings and performsload leveling.

6. IDS Search - http://idsproject.org/Tools/IDSSearch.aspxIDS Search is a powerful new discovery tool that enables users to search for materials at their local, IDS Project member, andWorldCat libraries. Features include; facets, relevancy ranking, availability and citation views, spell check, RSS for searches,Google Books preview, Get It button to place ILL requests, statistics, and lots of customization in an easy to use control module.IDS Search uses APIs from WorldCat, Google Books, and Yahoo spell check, it also offers context sensitive linking to externalresources; reserve collection, EBSCO, YouTube, Google, and more. IDS Search is hosted on a robust commercial server thatprovides fast speeds.

7. Getting It System Toolkit (GIST) - http://gist.idsproject.org/GIST is designed to leverage data from various systems to help libraries streamline and transform their acquisitions, collectiondevelopment, and interlibrary loan workflows.

GIST for Web enhances the ILLiad web request form to show users links to millions of full text titles from Hathi Trust andGoogle Books; Amazon.com reviews; and price options for books. This information helps users and staff make informeddecisions, saving money and diversifying your regional holdings.The GIST Gift and Deselection Manager (GDM) is a standalone open-source system that streamlines deselection and giftprocessing. GDM streamlines processing and provides local & regional holdings, edition, and full text information, andrecommendations based on customizable profiles for rapid decision making and handling, including OCLC cataloging anddonor letters. GDM also provides batch analysis of collections to evaluate for weeding, digitizing, or selecting for specialcollections – automatically generate a spreadsheet of holdings, full-text, pricing, and more.The GIST Acquisitions Manager will streamline budget management, fund tracking, and materials purchasing. It isscheduled for release on August 2011.

http://workflowtoolkit.wordpress.com

http://idsproject.org/About/Mentors.aspx

https://prometheus.atlas-sys.com/display/ILLiadAddons/Addons+Directory

http://idsproject.org/Tools/TPAM.aspx

http://idsproject.org/Tools/ALIAS.aspx

http://idsproject.org/Tools/IDSSearch.aspx

http://gist.idsproject.org/

"A unified community of trust and support built around a critical and clearly understood purpose: effective resource sharing."

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. Expand funding for institutional priorities and initiatives through public and private support, grants, and entrepreneurialGoal Vactivities.

. Promote Institutional effectiveness through ongoing assessment in every program.Goal VI. Provide a high quality environment and outstanding services, facilities, equipment, and technology.Goal VII

Klainer Center for Women and Business

Link to the Klainer Center website

Goals

Provide students of the School of Business and other academic disciplines at the college with hands-on experience tacklingreal world business problems through direct access to local, regional, and national business leaders.Provide a challenging environment in which young women and men can develop skill sets necessary for leadership,innovation, and working as part of high-functioning self-directed teams.Conduct research and publish results throughout the academic community on issues of importance to working women.Serve as a resource center for the larger community on priority workplace issues, especially preparing undergraduatestudents to make difficult ethical choices in a competitive, global marketplace.

SUNY Big Six


Metrics/Results

The student directors and faculty advisor of the Klainer Center hosted 18 speakers during the 2010-2011 academic year; theseincluded speakers from Strong Memorial Hospital, Kwame Nkruma University of Science and Technology in Ghana, SecondAvenue Software, Philadelphia Industrial Development Corporation, Munich Reinsurance American, Nice N Easy Grocers, HomeProperties, Inc., Bentley-Hall, Inc., The Student Loan Corporation, and Agility 3R.

The Women's Leadership Institute has an average of 30 - 35 active members a year and serves larger audiences with theirprograms.

http://www.geneseo.edu/women_business/welcome

Program Description

The Center works closely with the local business community. It runs a Speaker Series featuring 15-20 professionals annuallyspeaking on a variety of topics focused on career development, professional skills and job search. The Center has also sponsoredstudent Business Plan Competitions in recent years. The Women's Leadership Institute also uses the Center for its program home. Information about the Women's Leadership Institute can be found . here

"The Klainer Center’s Mission is threefold: (1) to accelerate the learning curve for Geneseo students striving to be dynamic leadersand citizens; (2) to integrate Geneseo students into the business and public policy life of the upstate New York region; and (3) toestablish a national reputation for research on issues related to women and the workplace."

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Small Business Development Center

Link to SBDC websitetestimony

Goals

The Geneseo Small Business Development Center provides management and technical assistance to start-up and existing smallbusiness firms in Livingston, Wyoming, and Monroe Counties. Its goal is to support the development of small firms that are able torespond quickly to market changes, create jobs and lead the way in the development of hew technologies.

SUNY Big Six


http://www.geneseo.edu/small_business/welcome

https://wiki.geneseo.edu:8443/download/attachments/74908033/Pres+Chris+Dahl+Eco+Dev+Testimony.pdf?version=1&modificationDate=1310745506918

Metrics/Results

Since 1993, over 3,000 people have received assistance from the SUNY Geneseo SBDC, resulting in 1,565 new jobs and another320 retained by existing companies. More than $165 million has been invested in the local economy by the Center's clients. Between October 1, 2010 and May 31, 2011, 26 jobs have been created and 4 jobs saved, with $746,600 invested in the localeconomy.

The SBDC is an important force in SUNY Geneseo's efforts in business attraction and workplace development and provides supportfor Geneseo's core educational mission, which contributes to workforce development by ensuring an educated and motivatedworkforce for New York's future. President Dahl summarized Geneseo's engagement in economic development in his totestimonyGovernor David A. Paterson's Task Force on Diversifying the New York State Economy through Industry-Higher EducationPartnerships in 2009.

Program Description

The SUNY Geneseo Small Business Development Center provides free and confidential help primarily for business startups inLivingston, Wyoming, and Monroe Counties. Director Richard Barth says the SBDC helps clients get a realistic plan in place andfind financing to get the business off the ground. Through one-on-one counseling the SBDC works with existing and aspiring smallbusiness owners in areas such as feasibility studies, needs assessment, structuring a business, market research and marketplanning, financial analysis and control, cash flow analysis and financial projections, debt and equity funding development, valuationof business, strategic planning, accounting systems, and management issues.

The Geneseo campus also houses the , which works with the SBDC, the Geneseo GOLD program,Alliance for Business Growthand other campus resources. Students in the Department of Communication, the School of Business, and the School of the Artshave been active in the Alliance's Downtown Revitalization Program that assists small businesses locating in the targeteddowntown districts of Livingston County. Professor Mary Mohan, Professor of Communication, and her students have workedclosely with developer and alum Greg O'Connell ('64) to revitalize the village of Mt. Morris, New York. Relatedly, Geneseo studentinterns annually produce for the Alliance a professional student-designed, ad-driven publication (LIVE magazine) marketingGenesee Valley businesses to college students and the larger community.

"The job of the SBDC is to help entrepreneurs see all the possibilities and to offer them the tools and information they need to getthe job done. By providing counseling, training and research assistance in the start-up, successful operation and expansion ofsmall businesses and by facilitating export and technology development and transfer, SBDC's strengthen business and economicdevelopment throughout New York State."

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Student Managed Investment Fund

https://wiki.geneseo.edu:8443/download/attachments/74908033/Pres+Chris+Dahl+Eco+Dev+Testimony.pdf?version=1&modificationDate=1310745506918

http://www.geneseo.edu/~alliance/index.html

Goals

The Student Managed Investment Fund provides hands-on out-of-classroom experience in investment decisions and other areas ofthe financial services industry.

SUNY Big Six


Metrics/Results

The SMIF performed better than the S&P 500 and the Russell 3000 indexes for the year of 2010 and the first quarter of 2011. Thefunds available to the Student Managed Investment Fund currently total over $160,000, a nearly four-fold increase since 2008.

Program Description

The SMIF falls under the umbrella of the College's Finance Club and provides lessons of real-world finance. Donors provide thecapital for the students' experience. The Fund gives students an opportunity to manage a portfolio of real funds for investment. The students make all investment decisions, create quarterly reports, and meet twice a year with the Advisory Board comprised ofmembers of the financial community. This experience provides valuable preparation for careers in the financial services industry. Student managers are able to participate in related national conferences or other educational programs such as the GAME (GlobalAssets Management Education) Forum in Connecticut. An alumnus of SMIF, Joe Skinner ('09), speaking of his successful interviewwith Price Waterhouse Coopers, said: "At every point in that interview they drew attention to it. They saw it on my resume andwere immediately intrigued by it. It shows them we're extremely responsible and, I guess, devoted to increasing our knowledge."

"It really creates a great learning opportunity, that they can get their hands dirty managing real money, having to make decisionsthat are going to have real consequences in terms of performance of the fund."

Mike Schinski, Dean, School of Business

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Washington Center Internship Program

Link to the Washington Center's website

Goals

The Integrated Science and Policy Internship Program, a partnership of SUNY Geneseo and The Washington Center, will preparestudents for professional positions in government, industry and nonprofits as well as for graduate education. It will provide a richand collaborative environment for learning and scientific exploration through research.

SUNY Big Six


Metrics/Results

The Academic Advisory Committee for this project will meet in August, and the first student from Geneseo enters the program inSeptember. Faculty from SUNY Purchase and University of Buffalo will be involved in the program planning.

Program Description

The Integrated Science and Policy Internship Program will be composed of the following elements: internships, academicprogramming, and a leadership forum. Students will also participate via the internet in lectures, discussions and research projectsthrough Geneseo's Integrated Science Center as well as in other science and research-based activities. Academic programmingwill be suited to a student's major and/or professional interests. Special programming each Monday enhances the internshipexperience and academic studies, including the President's Lecture Series, workshops, interviews, seminars, and insider tours ofWashington institutions. The Public Policy Dialogues on Capitol Hill Program allows students to interact with policymakers,including members of Congress and/or their staffs. Civic engagement projects are also organized and students complete a portfoliothat outlines their work in Washington D.C.

"Students say The Washington Center changes their lives by sparking fresh ideas, creative thinking and passion for the people andcommunities that they call home. Students have found that interning through out program opens doors to long and successfulcareers. Through our internships, students develop compassion for others, acute awareness for public policy and the ability togenerate new ideas."

David Anderson,Senior Vice President, TWC

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3rd Big Idea - Expand Instructional Delivery



http://www.twc.edu/






SUNY and the Seamless Education Pipeline

SUNY sees education in New York State as a pipeline that extends from birth to retirement years---and finds ways to close thegaps that impede success.

An educated population is the foundation of economic growth. Studies show that in the years ahead, almost half of the jobs willrequire at least some college experience. Already, the 30 fastest-growing fields demand a minimum of a bachelor’s degree. At firstglance, New York State may seem well-positioned for this new age: we rank fifth in the nation in terms of the percentage of theworkforce that holds a bachelor’s degree or higher. But in reality, more and more of our young people are being sidelined from theknowledge economy. Nearly three in 10 students fail to graduate from high school in four years. And only six in 10 of those whomake it to graduation do so with a Regents Diploma---a critical indicator of college readiness. What’s more, far too many studentswho enter the higher education system need remedial coursework, a level of unpreparedness that jeopardizes their success incollege and career.

Working adults face equally discouraging odds. Skills and experiences that once served them well are now overshadowed by theenormous economic and technological changes in the workplace and the expanding opportunities for workers with knowledge andskills in science, technology, engineering, and mathematics (STEM). We must help our population retool.

SUNY will seek ways to minimize attrition throughout the “cradle to career” pipeline, with a particular focus on developing highlyeffective teachers. Targeting our resources wisely, we will make a huge impact on the individual and collective prospects of NewYorkers.

2+2 agreements with Community Colleges

Link to MCC 2+2 model website

Goals

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SUNY Big Six


Metrics/Results

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http://www.monroecc.edu/auditsheets.nsf/welcome?OpenPage

Program Description

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"Being a transfer, I wish I could have spent all four years at Geneseo. I had a wonderful time. The people here- friends, faculty, andstaff are all so pleasant and friendly (at least compared to my last school). Everyone here made life easier for me."

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2nd Big Idea - Create Innovative Five-Year Professional Programs



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Expansion of AOP programs

Link to AOP programs website

http://www.geneseo.edu/aop/access_opportunity_programs_aop

Goals

The mission of the Access Opportunity Programs (AOP) is to identify, through a cooperative relationship with the Office ofAdmissions, academically talented students who are capable and willing to add their own unique talent to the fabric of the Geneseocommunity of learners. The AOP department serves as a support system for its students throughout their developmental years incollege. Through relationships with the administration, faculty and staff, we assist in the encouragement and facilitation ofco-curricular opportunities for our students, which will allow them to meet the College's mission of developing socially responsiblecitizens with skills and values important to the pursuit of an enriched life and success in the world .In order to accomplish this mission, the AOP department sponsors a variety of support services geared towards helping studentsunderstand their own personal role in the development of their experience as a student educated within a liberal arts institution. These support and developmental services include, but are not limited to:

Outstanding academic advisement services across academic disciplinesInnovative student development workshops geared toward intellectual, career and social developmentCounselor/student ratios that allow for the creation of an environment of support and cooperationPersonal development initiatives and programs geared toward the development of the whole student.

The Access Opportunity Programs (AOP) at Geneseo also serves as the College's means of meeting the higher educationalaspirations of students who are under represented at the post-secondary level of education. The programs that are united under theAOP department are the Educational Opportunity Program (EOP) and the Transitional Opportunity Program (TOP).

While the programs serve different segments of society, they are similar in that they both provide educational access opportunititesand academic support services to participants. It is through this relationship that we try and foster individuality, personalresponsibilty, initiative, determination and effort from our students in all of their academic and personal endeavors.

SUNY Big Six


Metrics/Results

Program Description

The Isom E. Fearn Access Opportunity Programs (AOP) at SUNY Geneseo serves as the College's means of meeting thehigher educational aspirations of academically talented students who are under-represented at the post-secondary level ofeducation. The programs that are united under the AOP department are the Arthur O. Eve Educational Opportunity Program

and the While the programs serve different segments of society, they are similar(EOP) Transitional Opportunity Program (TOP).in that they both provide educational access opportunities and academic support services to participants. Eligibility for the EOPprogram is both academically and economically based and the program provides students with some financial support. The TOPprogram, however, is not economically based, although TOP students may qualify for financial aid.

The , a parallel of CUNY’s SEEK programs, was extended to the StateArthur O. Eve Educational Opportunity Program (EOP)University of New York in 1968 to provide higher education to traditionally by-passed residents of New York State. The program isaimed at students who have the potential to complete a college degree, but do not meet the general admission requirementsbecause their academic credentials may have been adversely affected during their high school years by economic factors.Applicants are required to provide specific supporting and verifying documentation before admission decisions will be rendered.Specific state economic guidelines must be followed, and campus interviews may be required for some applicants.

The is a SUNY Geneseo sponsored program that includes many of the servicesTransitional Opportunity Program (TOP)commonly associated with EOP. Although the academic standards for admission are the same as for EOP, TOP applicants are notheld to the same firm economic guidelines expected of EOP applicants. Most students qualify for the program because of theCollege’s interest in and commitment to expanding its student body to include the rich ethnic/racial, economic and age diversity ofour society. Applicants applying for admission through this program shall be required to provide supporting documents to verifystatus and academic potential. Approximately 50% or more of TOP students qualify for financial aid.

Although applicants for the AOP department represent some of the brightest students in New York State, due to the high academicstandards for admission, applicants seeking admission through AOP ordinarily do not satisfy one or more of the College's generaladmission requirements. Given their academic potential however, a more in-depth review of their academic credentials is used toassess their potential for success at SUNY Geneseo. In addition to high school grades and standardized test scores, AOPapplicants are required to complete and submit an AOP specific Part II Supplemental Application, an essay, and other supportingand veryifying documentation(e.g. counselor/teacher recommendations and a personal essay that discusses high schoolperformance and educational goals) before an admission decision is rendered. In some cases, an on campus interview may berequired for some AOP applicants.

“I wanted to be part of a project that promoted love and hope. And I don’t want people to feel alone.”

Margot Terc

An answer from a graduating student on the best thing about Geneseo . . .

"Being accepted into Geneseo through the AOP program, which prepared me extremely well for its courses, and successfullygraduating cum laude."

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2nd Big Idea - Create Innovative Five-Year Professional







Gao School

Link to external page

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http://www.atlassian.com/software/confluence

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Ghana Student Teaching, Multicultural Education Master's Program

Ghana student teaching, multicultural education Master's program

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6th Big Idea - SUNY and the World

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4th Big Idea - Rethink the Course Load


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Greater Rochester Summer Learning Association Membership


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Goal II: Diverse Community

Goal IV: Community Partnerships

Literacy work at Harley School



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LIVES

Link to LIVES

Goals

To provide an opportunity for students with intellectual and/or other developmental disabilities to earn ndependence, ocationalL I Vskills, and functional ducational (academic) kills within an inclusive educational community supported by university students,E Seducators, administrators, and community leaders.

SUNY Big Six

3rd Big Idea - SUNY and a Healthier New York

Metrics/Results

As evidenced by the , students gain a tremendous amount of knowledge about and comfort in interacting with peopletestimonialswith disabilities

Program Description

The L.I.V.E.S. program provides a 'college experience' for students with intellectual disabilities. Every student receives the highestquality education through a rigorous, challenging, and active learning experience in close working relationships with faculty and staffthat encourages intellectual engagement and personal growth. Testimonials from LIVES students and Geneseo students can beread on the LIVES program page

"I couldn't be happier that I agreed to participate in the LIVES Program, as what I have learned, and the relationships I've built overthe course of the semester are priceless. I have come to find that many of the experiences I shared with the other instructors andthe students are beyond measure. I can not recommend this experience enough. I grew as a teacher/mentor/friend, learned a greatdeal about working with others, as especially saw how much I still have to learn. Working with the students in the LIVES Programtaught me more than any textbook could teach me."

A Dual Certification(childhood and special education)

Preservice Teacher Candidate & Mentor

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Goal VII. Provide a high quality environment and outstanding services, facilities, equipment, and technology.

http://www.geneseo.edu/lives

http://www.geneseo.edu/lives/testimonials

Physics Teacher Education Coalition (PhysTEC) Targeted Site Award

Link to PhysTEC website

Goals

Geneseo’s PhysTEC project, led by Kurtis Fletcher, Distinguished Teaching Professor of Physics, creates a multifaceted approachthat will double the number of physics teachers we graduate within the three-year grant period and create a model for otherinstitutions. The new five-year bachelor/masters program will fast track the career path for students to become certified high schoolphysics teachers In New York State.

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Metrics/Results

This is a very recent award beginning on August 1, 2011.Goals for 2011-12 Project Year

Project Goal: Double the number of physics majors at Geneseo recommended for certification in physics.

Goals for this year:

By May 2012 at least six students from the class of 2014 will be enrolled as physics teacher candidates.By May of 2012 we will have set up the Geneseo PhysTEC website for recruitment and advisement.Travel with at least five Geneseo physics teacher candidates to an AAPT meeting to attend PER presentations.

Project Goal: Develop and test a model of collaborative Activity Teams, bringing together upper level teacher candidates, 1st and 2nd-year physics majors, and area high school students as a way to encourage physics majors to understand and consider careers inhigh school teaching.

Goals for this year:

By May of 2012, at least four of our physics majors will participate on Activity Teams involving one or more local highschools.The TIR, paid student researchers, and Activity Teams will design and fabricate at least two pieces of equipment for theBuild-it, Teach-it, Leave-it program.By May 2012, training for tutors and tutoring in the high schools will have begun.

Project Goal: Develop two new courses that integrate physics content courses with physics pedagogy to support the new 5-yearmasters program.

Additional Goals for this year:

By May of 2012 we will have formed the Teacher Advisory Group (TAG) and the TAG will have met at least once.

Project Overview

During this first year we will constitute and meet with a TAG. We will initiate the Activity Team projects for Build-it, Teach-it,Leave-it and for tutoring as an Early Teaching Experience. We will integrate the TIR into the Department to begin Recruitmentactivities (tutoring, Physics Colloquia, SPS-Physics Club, Geneseo PhysTEC website). We will begin discussions regarding thepedagogical components to upper-level content courses for the 5-yr program.

Project PersonnelDr. Kurt Fletcher, Distinguished Teaching Professor of Physics, will be the project director. Dr. Dennis Showers, DistinguishedService Professor of Education and a former high school science teacher, spent five years as an Education Specialist for theDepartment of Nuclear Engineering at Penn State, and has been preparing teachers at SUNY Geneseo for 24 years. Dr. JamesMcLean is an Associate Professor of Physics with significant experience teaching physics to non-science students and supervisingundergraduate researchers. Our part-time Teacher-in-Residence, Mr. Robert Sells, is a high school science teacher at nearbyMount Morris Central School.

http://www.phystec.org/

Program Description

A master “Teacher in Residence” (TIR) will mentor first year physics majors, serve as an adjunct faculty member and example of hisprofession, and will oversee the collaborative activity teams that build and deliver engaging learning modules in local high schools.The college students who present activities and tutor students in high schools will benefit from positive early teaching experiencesand will serve as examples to high school students who might themselves consider becoming physics teachers, thereby potentiallycreating a pipeline of candidates. The Teacher Advisory Group will guarantee real world input and experience to the project. Anyone of the elements of this project would have a positive impact on increasing the number of physics teachers. In concert, theirimpact could be transformative.

Valerie Otero, University of Colorado education professor and PhysTEC site co-leader, discusses teaching methods with Anil Damleand Anna Lieb, undergraduate peer instructors and potential future teachers. Photo by Ted Hodapp, APS.

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Goal VI. Promote Institutional effectiveness through ongoing assessment in every program.

RYSAG - Rochester Young Scholars Academy at Geneseo

Link to Rochester Young Scholars Academy at Geneseo (RYSAG) website

Goals

In cooperation with Rochester City School District (RCSD) and SUNY College at Geneseo, the Rochester Young Scholars Academyat SUNY Geneseo (RYSAG) offers Summer Camp and Saturday School opportunities to improve urban teacher training and makepositive impacts on Rochester children.

http://rysag.geneseo.edu/

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Metrics/Results

During the 2009-2010 school year, 40 RCSD students were registered in the program. The program is making a difference in thelives of individual children who may choose to stay in school and go to college. In a survey of 34 students attending the program,88% agreed that the tutoring hour at the program helps them keep their grades high. Eighty-four percent agreed that their half hourof academic conferencing each week is helping them prioritize their educational and personal goals.

Program Description

The RYSAG program consists of two programs. The Saturday School program supports the success of both pre-service teachersand 6-10th grade students from all ethnic and cultural communities, especially those who have been historically less well-served bypublic schools. The Rochester Young Scholars Academy at SUNY Geneseo (RYSAG) is an interdisciplinary, thematic summercamp program directed at incoming 7th - 10th grade students for any one academic year. Rochester Young Scholars spend twoweeks at the Geneseo campus. The 7th - 10th grade students take a course to refine interpersonal communication and conflictnegotiation skills, work in teams to create real world solutions to catastrophic global conflicts; think critically by connecting cluesthrough contextual and cultural hints, library-based research and scientific method in a chemistry lab; use state-of-the-arttechnology; and practice and improve public speaking skills. After classes, the students engage in recreational activities such asbasketball, soccer, dance, music and headquarter time, in addition to many other special events.

"I love doing archaeology. It's really cool. You're finding things nobody else has probably ever seen."

Veronica Sickler

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STEM Program

Link to The Science, Technology, Engineering, and Mathematics (STEM) Education Coalition website

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http://www.stemedcoalition.org/

"If America is to maintain our high standard of living, we must continue to innovate. We are competing with nations many times oursize. We don't have a single brain to waste. Math and science are the engines of innovation. With these engines we can lead theworld. We must demystify math and science so that all students feel the joy that follows understanding."

Dr. Michael Brown

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The Power of Physical Sciences (POPS) Grant

Link to The Power of Physical Sciences (POPS) website

Goals

This MSP-Start Partnership project, "Power of Physical Sciences" (POPS), is partnering the State University of New York atGeneseo and teachers and administrators from five neighboring rural school districts in Livingston County to investigating ways toencourage middle and high school girls to study physics and geological science. The Project Director is Kurtis Fletcher,Distinguished Teaching Professor of Physics.

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http://pops.mspnet.org/

Metrics/Results

During the first year of the project (2009-10) the POPS team prepared for the pilot study, to be conducted at the Geneseo,Dansville, Pavilion, and York Central Schools. Several workshops were held with our teacher participants, whose input greatlyimpacted the pilot study curriculum development. In addition, the curriculum was aligned with New York State Standards. A majortheme in the NYS curriculum, related to transfer of energy from one form to another, is emphasized in the POPS lessons.

In the second year of the project (2010-11) the POPS pilot study was completed. During the Spring of 2011, over 350 5th through8th grade students from five area school districts participated in the study. All students were given the same pre- and post-assessments. The students in the control group were not exposed to the POPS materials. Those in the experimental group weretaught a seven-lesson unit on energy by their usual science teachers using the POPS curriculum materials. These materialsincluded teacher notes, student notes sheets, PowerPoint files, homework assignments, and hands-on materials.

Hands-on activities include the following:• timing of rubber-band powered K'nex cars to demonstration transfer of elastic potential energy to kinetic energy• assembling electric circuits to show transfer of electrical energy to light energy• constructing electrical generators that transfer kinetic energy to electrical energy• sorting of 'energy cards' to show that oil and gas energy originally derives from solar energy• testing of windmills and water wheels to power the electrical generators to see how renewable sources can be used to produceelectricity

Several lessons include videos emphasizing the societal benefits of physics and geology. For example, the lesson on kinetic andpotential energy includes a short video on how automotive researchers develop bumpers and airbags to keep people safe.

POPS personnel delivered the materials to the participating teachers and proctored the pre- and post-assessments.

At a Teacher Workshop following the pilot study we collected information and suggestions from the participating teachers. Usingtheir comments and suggestions our undergraduate research team spent time during the summer of 2011 modifying and improvingthe materials. In addition we have added some more lessons connected to energy and geology. These materials will continue tobe available to the participating school districts, and many of our partner teachers have indicated an interest in using the materialsin the coming year.

The program’s external evaluator is analyzing the data collected by the pilot study. This includes the pre- and post- assessmentsfrom the students, data from a web-based survey completed by the teachers, and comments from a focus group of the participatingteachers. Preliminary results show that the students in the POPS experimental group showed an increase in awareness of thesocietal benefits of physical science and showed improved performance on the content assessment, in comparison with the controlgroup. The final assessment report by the external evaluator will be received at the end of the summer 2011.

Program Description

Project Summary:

The Power of Physical Science (POPS) is an MSP-Start program designed to investigate ways to encourage middle and highschool girls to study physics and geological science. Women are under-represented at all levels in the fields of physics and geology,and research indicates that many girls pull away from the physical sciences before they reach college. The centerpiece of thePOPS program is a hands-on, middle-school enrichment curriculum for that emphasizes the roles that physics and geology play insolving societal problems. The POPS Team includes science and education faculty from the State University of New York atGeneseo and teachers and administrators from five neighboring rural school districts in Livingston County.

The centerpiece of the POPS program is a pilot study involving an hands-on enrichment curriculum for small groups of students ateach of the partner schools. The enrichment curriculum will emphasizes the roles that physics and geology play in solving societalproblems, specifically in addressing our future energy needs in an environmentally responsible way. Students will see how basicconcepts in the physical sciences relate to solutions for energy production. The curriculum will emphasize a hands-on approach,with student’s building their own generators, windmills, etc. An independent evaluator from the Donahue Institute will work with thePOPS team to design and implement an evaluation plan to monitor the success of the program.

Intellectual Merit:

Can a rigorous and engaging enrichment curriculum that emphasizes the societal benefits of the physical sciences encourage moregirls to study physics and geology? The POPS program will address this science education research question by designing andimplementing a curriculum for a pilot study involving students from the K-12 partners. Science teachers and administrators from theK-12 partners will be involved in designing and testing a curriculum that introduces the students to the interrelated andinterdisciplinary issues of energy, climate change, and new approaches to meeting the nation’s future energy needs whilesafeguarding our environment. The research will contribute to the literature on gender and science, informing future studies andinterventions about effective strategies for increasing the number of women in physics and geology.

Broader Impact:

Encouraging girls in middle and high school to study physics and geology is the first step in addressing the problem of underrepresentation of women in these disciplines. Physicists and geologists will be central to solving many of the complex problemsfacing our future. Perhaps the most important of these is reducing our dependence on fossil fuels in an environmentally benign way.In order to tackle these issues the physical sciences need a diverse pool of talented, enthusiastic researchers. The POPS programwill investigate ways to encourage girls to study the physical sciences and to seek careers in these areas. Discovering successfulstrategies for encouraging young women to study these disciplines will enhance the physical science disciplines; society will benefiteven more from the new ideas, approaches, and questions that female researchers will contribute.

"Women are underrepresented in these disciplines and many pull away from the physical sciences before they reach college.Encouraging young women in middle- and high-school to study physics and geology is the first step."

Kurt Fletcher

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Writing & Learning Center

Link to Writing & Learning Center website

Goals

The Writing Learning Center is staffed by experienced student writers from a variety of academic disciplines. All WLC tutors havebeen formally trained and are available to help you:

Get started, brainstormOrganize your thoughtsWrite a thesis statementDevelop ideasTackle grammar and style problemsCite sources

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Program Description

The WLC is open to serve you and help you get the most out of your writing potential. Come prepared. Bring your assignment sheetwith you, along with any other relevant textbooks or research materials. You don't have to have something written before you showup. It's helpful to bring whatever you might have in order to make your visit most effective. Be prepared to spend time on your work.

A session at the Writing Learning Center, while rewarding, can be an intense experience for both you and your tutor. Come morethan once. Seek out a particular tutor with whom you work well, or try a variety of tutors if you need a different perspective.

The Writing Learning Center is the place to get help on all types of writing assignments such as:* essays

research papersbusiness writing examslab reportsspeechespublic service announcementsfilm and music reviewsnews articlescover lettersresumesapplicationsscholarship and grant proposals The Writing Learning Center has books on referencing for all academic disciplines,including MLA, APA, and Turabian styles.

http://www.geneseo.edu/english/writing_center

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SUNY and a Healthier New York

A fully integrated SUNY healthcare enterprise has enormous potential—in terms of public health, economic impact, and globalinfluence.

New York’s medical and health dilemmas mirror those of our nation. Healthcare costs are overwhelming our state budget.Disparities in access plague the system. Our population is aging. We face critical shortages in our healthcare workforce. Spiralingcosts are bankrupting families. And too many New York children come to school every day with health problems that underminetheir ability to learn.

The health of New Yorkers is essential to our economic success. And no other organization, public or private, can address NewYork’s health challenges as powerfully as SUNY. We have field-tested knowledge that covers the entire state. Our researchers aregenerating new insights into everything from HIV/AIDS, to personalized medicine, to cardiovascular disease. SUNY institutionseducate thousands of students each year for medical, dental, nursing, public health, optometry, pharmacy, research, paramedicine,allied health, and biomedical careers—9,800 alone from our four Academic Medical Centers—and the majority of these graduatesstay to serve the people of New York State. Our Academic Medical Centers treat more than one million patientsannually—including the sickest, the most vulnerable, and the most diverse populations. We see firsthand where and how the safetynet is fraying or failing, and we can bring about pragmatic, fundamental reform.

Just as Silicon Valley is synonymous with innovation in information technology, we want New York State to be recognized for thebest thinking in healthcare. And we can do it—by capitalizing on what we already know and the innovations that emerge fromSUNY’s healthcare environments every day.

H.O.P.E for Haiti

Link to H.O.P.E for Haiti website

http://www.hopehaiti.org/

Goals

Community development: H.O.P.E. collaborates with a variety of grassroots organizations in the Commune of Borgne on projects inthe areas of health, education, and economic development.

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Metrics/Results

H.O.P.E. receives funding from local organizations, foundations, and individual donors. After the recent earthquake in Haiti, over 50individual members and over 25 campus organizations and departments contributed over $7,000.00 to a Haiti Relief Fundestablished by Livingston CARES. The funds were donated to H.O.P.E. and designed to be used for teacher kits, the establishmentof a nursery to help re-forest the country and the relocation and housing of two families who lost their homes in the earthquake.Livingston CARES anticipates additional contributions top these projects as the stories and relationships with Haiti continuesthrough the work of the H.O.P.E. Foundation.

Over the past 16 years, over 30 students from both Geneseo and medical students from the University of Rochester have traveledto Haiti to provide basic services. Students receive the opportunity to apply what they have learned in a the classroom is a realworld situation that is very different from their everyday life. When they return from going to Haiti and the work they have donethere, students share the experience with their peers. Faculty incorporate what they learn in the field into their teaching and raiseawareness of major issues in the developing world.

Program Description

Development work is mainly about building relationships and addressing community problems in the receiving country. Studentshave contributed significantly to the work of H.O.P.E. in Borgne in all areas of community development. Some students who beganworking with H.O.P.E. 15 years ago are still engaged with the program. Some of the impact of their work is easily seen in allprojects, health, education and economic development. Students work alongside health workers in a hospital and in mobile clinics,they conduct public health research, and help in the lab. Students also work with local teachers on a variety of projects includingteaching English or with teachers. In the area of economic development, they work alongside peasant groups on agriculturalprojects such as tree nurseries or cooperative gardens, help with water projects, or livestock distribution projects.

"It’s not enough to have a well equipped and financed facility! What is needed, above all, is a fuller awareness to deal with these complexities –and this is what H.O.P.E. enables us to develop and nurture. Each and every patient is the most important one to this caring team. Not only do wehave generous financial support, but also a sincere friendship and an incredible way of living closely together is spite of the physical separation.This facilitates understanding and enables faster decision making and implementation of these solutions."

Dr. Thony

"My first steps as an anthroplogist were with Dr. Rose-Marie Chierici in Haiti as an undergraduate researcher. Now I am bringing my students intothe field to conduct research and I model my teaching/mentoring on those experiences."

John Mazzeo '98Assistant Professor of Anthropology

DePaul University

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Sexual Assault Teach-In

Link to Sexual Assault Teach-In website

Goals

The Sexual Assault Teach-In was a year long process of learning about campus sexual assault. By engaging in constructive,informed discussions, we ended the general silence about this problem. The Teach-In aimed to bridge divides amongconstituencies and to create an inclusive knowledge base and collaborative working relationships. The slogan "Be the Solution. Join the Discussion" brought a wide range of participants, and the workshops and discussions laid a good foundation for the nextstep: to formally evaluate our current procedures, identify gaps in our services, and work to fill these gaps.

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Metrics/Results

53 volunteer student, faculty, and staff Facilitators attended 9 Facilitator training meetings.

Program Description

Our SAT was a voluntary educational program open to all students, staff, and faculty. The main event was a large forum held in thespring semester 2011. This forum included informational presentations, a dynamic guest speaker, and semi-structured groupdiscussions led by trained Facilitators. Training sessions were held during the fall and early spring semesters and includedcommunity experts and resources. By beginning our process of self-evaluation with campus-wide discussions, we've alreadystarted to improve our campus climate. By involving hundreds of people in an open discussion, our campus has powerfullycommunicated that sexual assault is a problem and we take that problem seriously. By considering multiple legitimate sources ofknowledge (including scholarly readings, local research, students' personal narratives, and the concerns of campus officials),participants expanded and deepened their understandings of campus sexual assault.

http://www.geneseo.edu/health/sexual-assault-teach-sat-0

"I stand up against sexual assault because I feel one sexual assault is one too many"

Laura Canfield, Facilities Services Manager

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Student Community Health Project

[Link to Community Health Alliance website|http://www.facebook.com/group.php?gid=315053587386&v=info]

Goals

The Community Health Alliance is an organization of students at SUNY Geneseo who strive to aid local, regional and globalcommunities in their health needs. As students, we will address these needs with two main goals: to create healthier communitiesand to gain knowledge through experience in the healthcare field. By partnering with communities (working with them, not for them)we aim to work compassionately and effectively for those we serve by exchanging appropriate knowledge and resources.

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SUNY and an Energy-Smart New York

Achieving sustainability demands action on multiple fronts at once. SUNY’s collective intelligence makes it New York’s renewableresource for ideas.

The alarms have been sounded again and again on the consequences of climate change and overdependence on fossil fuels.Meanwhile, New York State’s energy costs have escalated to 50 percent above the national average—a burden that makes ourbusinesses far less competitive and places enormous financial strain on households. Without smarter energy use, economicrevitalization will remain an elusive goal. The time to act is now. And SUNY, New York’s renewable resource for ideas, is ready tolead.

Many of our initiatives in this field are already in the vanguard of research and discovery, particularly in the areas of renewables,energy storage systems, interoperability and cyber security, sensors and energy control systems, and the energy applications ofnanotechnology. We have productive partnerships with a wide range of private and public enterprises to tackle the multifacetedchallenges of sustainability. We also have extensive degree, certificate, and non-credit programs related to energy andsustainability and training for green jobs.

What’s missing is a coordinated, focused approach. By changing that, we can exemplify how a large-scale, geographically far-flunginstitution can turn promises into genuine progress.

Admin savings in energy, recycling

Link to Environmental Sustainability website

http://www.geneseo.edu/sustainability

Goals

The Climate Action Plan for SUNY-Geneseo makes clear the actions that have already been taken to increase energy efficiency oncampus, identifies new projects to reduce or offset our energy usage, and sets a timeline for climate neutrality with interim goals.The ultimate goal is to achieve climate neutrality by 2050 with less than 20% of the reduction at that time through purchased, off-sitecarbon credits.

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In the fall of 2006 the Environmental Impact and Sustainability Task Force, comprised of faculty, students and staff from acrossdepartments and divisions at the college, was formed at SUNY-Geneseo to implement strategies to reduce the College’senvironmental impact. On June 26, 2007, President Christopher Dahl signed the American College and University Presidents’Climate Commitment (ACUPCC) and initiated Geneseo’s formal journey towards a goal of climate neutrality. The ACUPCCcommitted the College to calculating the College’s greenhouse gas footprint, setting a date for carbon neutrality and establishing anaction plan for achieving that goal. In addition, the ACUPCC also committed the college to initiating at least two specific tangibleactions to reduce greenhouse gas emissions before the submission of the action plan. Geneseo fulfilled this part of the commitmentby establishing a policy that all new campus construction will be built to at least the equivalent of the U.S. Green Building Council’sLEED Silver standard. In addition, the College has an appliance purchasing policy that requires the purchase of Energy Starcertified products for all areas where these ratings exist, and has increased access to public transportation (through the LATS bussystem) for the campus and wider community.Beginning in 2008, the Task Force student intern, Alicia Kowsky, along with membersof the climate impact and monitoring subcommittee conducted a baseline greenhouse gas inventory for the College. This inventorywas completed by our summer 2009 student intern, Hallie Miller, to include comprehensive information on the College’s electricity,natural gas, transportation, solid waste, and wastewater contributions to greenhouse gas outputs from 1990-2009. This importantinformation is critical for establishing a picture of the College’s current and historical greenhouse gas footprint, and as basis forpredicting future trends in our greenhouse gas emissions.

"The ultimate goal is to achieve climate neutrality by 2050 with less than 20% of the reduction at that time through purchased,off-site carbon credits."

Geneseo Climate Action Plan

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Best Practices Workflow Toolkit - OCLC "Greening ILL" report

Link to Greening Interlibrary Loan Practices website

Link to Workflow Toolkit website

http://www.oclc.org/research/news/2010-05-17.htm

http://toolkit.idsproject.org/

Goals

The Workflow Toolkit is a repository of best practices for ILLiad users. The Toolkit is being developed by the Information Delivery, in partnership with . The goal of the Workflow Toolkit is to help ILLiad practitioners provide theServices (IDS) Project Atlas Systems

most effective resource sharing services possible.

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Over 41,000 page views since October 2009431 listserv subscribers, 29 active blog subscriptions, & 49 Twitter followers

Program Description

The Workflow Toolkit draws upon the contributions of the ILLiad community. To discuss your tricks of the trade, post your commentsthroughout the website. You can also strike up a conversation one the listserv.WorkflowToolkit-L

To stay informed about changes to the Workflow Toolkit, subscribe to the blog using RSS or sign up to receive email subscriptions.You can also follow our updates on .Twitter

"IDS can save ur ILL life... if you let them!"

Dennis Nangle (via Twitter)

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Provide a high quality environment and outstanding services, facilities, equipment, and technology.Goal VII.

Transportation Programs - Bus program - Hertz cars - Rideshare - reduction in cars oncampus

Link to Transportation Services

http://idsproject.org/

http://idsproject.org/

http://www.atlas-sys.com/

http://mail.geneseo.edu/mailman/listinfo/workflowtoolkit-l

http://twitter.com/workflowtoolkit/

https://www.geneseo.edu/pts

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Wind turbine

Link to Environmental Sustainability

http://www.geneseo.edu/sustainability

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5th Big Idea - SUNY and the Vibrant Community

SUNY and the Vibrant Community

As other entities cut or loosen local ties, SUNY’s role as an enduring, enriching presence in communities becomes even morecritical.

Wherever New Yorkers come together as a community, SUNY is there—a remarkable 97 percent of all New Yorkers live within 20miles of a SUNY campus. Many of our campuses proudly bear the name of their home city or town. All of them serve as the localcrossroads, enabling people from many different backgrounds to meet and deepen their mutual sense of belonging. Even in a “flatworld,” the SUNY campuses stand as testimony to our powerful attachment to place.

Strong communities are at the heart of economic revitalization. As more and more communities worry about “brain drain,” SUNYcampuses act as a natural magnet for young, talented, and creative people—the intellectual firepower that’s so critical to economicdevelopment in the 21st century. SUNY graduates also become volunteers, teachers, healthcare professionals, first responders,employers, advocates, and leaders— the people who make communities work. And SUNY is a major source for arts-and-cultureprogramming that makes life richer for everyone and connects us to one another as no device or social network ever can. Ourcultural efforts are critical building blocks in the development of a new creative economy.

Now we need to act on behalf of New York’s communities with greater intentionality across our entire system. Our initiatives willtake advantage of the already fluid boundaries that exist between town and gown while offering new ways for SUNY communitiesto form stronger bonds with one another. We want to create a broader sense of common ground and make a lasting difference foreveryone in the places we call home.

Arboretum

Link to Arboretum

Goals

The Spencer J. Roemer Arboretum’s mission is to encourage both the students of SUNY Geneseo and the Geneseo community tounderstand, enjoy, and preserve the natural world. This mission is accomplished through a blending of educational programs andstudent-oriented research, and through exemplary, ecologically-based management and conservation. The Arboretum providesopportunities to bring together members of both the SUNY Geneseo and Village of Geneseo communities to interactivelyexperience the benefits provided by this centrally-located, natural heritage.

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http://arboretum.geneseo.edu/

Program Description

Teaching and Community Education

To provide an outdoor laboratory for use by faculty and students in Biology as well as other college departments, and thecommunity of Geneseo. The Arboretum also seeks to provide outreach to the neighboring community with information about thenatural world, Arboretum events, and publications of research activities.

Research

To support research in a broad range of subjects including ecology, field biology, conservation, and natural history. Arboretumresearch combines both short-term and long-term observational studies and experiments.

Conservation

To conduct wise conservation and management practices, as we protect and enhance the biological diversity of this unique naturalarea.

Collections

To maintain, develop, and interpret well-documented plant collections for teaching, research, public education, and enjoyment.

Recreation

To provide a place where people from the College at Geneseo and the Geneseo community may enjoy passive recreation andwhere they may come to learn, reflect, and renew themselves through contact with the natural world. The Arboretum enhances thequality of life, both for the College and the citizens of the Geneseo region.

Dedicated to the Integration of Research, Education, and the Appreciation of Nature

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Cultural Harmony Week

Link to Cultural Harmony Week Website

http://www.geneseo.edu/multicultural/cultural_harmony_week

Goals

The annual observance of Cultural Harmony Week has become a tradition at Geneseo that truly puts into practice the sentimentsexpressed in its mission and values statements. At its inception, the week was designed to explore issues of race, ethnicity andculture, and was given a home during the week of October 24th, United Nations Day. Now, several years later, this annual eventseeks to provide programming that addresses a wide variety of community and diversity issues.

SUNY Big Six


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Planned by a campus-wide, ad-hoc committee it is envisioned as an extension of the Social Sciences core requirement which worksto deepen students' understanding and awareness of important aspects of human behavior and social organization, to increasestudents' understanding of the human condition and human institutions, as well as, to augment the Non-Western Traditionsgraduation requirement seeking to focus students' attention on ideas, experiences, and concepts existing outside Westerntraditions.A full-week of programming ranging from the academically staid to fun and interactive, Cultural Harmony Week activitiesalways focus on learning outcomes. Participation by students in a few of the week's programs, over each of the four years of theircollegiate career, can make a notable impact, furthering the stated goal of encouraging intellectual engagement and personalgrowth through high quality curricular and co-curricular programming.

Response from a graduating student on the best thing about Geneseo . . .

"I really appreciated the building of the MOSAIC room and for President Dahl's constant effort to promote diversity, unity andunderstanding on campus. I really enjoyed participating in the deliberative dialogues held with the multicultural groups in order tohear the student's voices and opinions about promoting diversity on campus."

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Geneseo Community Boards


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SUNY Big Six


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Geneseo Food Project

Link to Geneseo Food Project

Goals

The Geneseo Food Project was established to explore the relationships between food, environmental sustainability, and socialjustice, and to model an environmentally and socially sustainable food system on campus.

SUNY Big Six



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"...the garden provides a space where people can learn from each other about growing and preparing food while working togetherfor a common purpose. A community garden, after all, is as much about community as it is about gardening."

https://www.geneseo.edu/food_project

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Livingston County Cares

Link to Livingston CARES

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SUNY Big Six


Metrics/Results

The volunteer and community service opportunities provided by Livingston County Cares is one of the contributing factors toGeneseo seniors reporting engaging in significantly more community service and volunteerism than our Council of Public LiberalArts Colleges (COPLAC), SUNY, national and Carnegie peers across recent administrations of the National Survey for StudentEngagement (NSSE). A table of the NSSE results on enriching activities is shown here.

Livingston CARES volunteers have worked on the reconstruction of over 50 homes in Biloxi and Gulfport, MI and donated over21,650 volunteer hours @ $20.85 per hour (2011 federal guide for value per hour of volunteer service) worth $453,402.50 of serviceto the Gulf Coast Region. Livingston CARES has also raised funds to assist youth programs in the Woolmarket RecreationComplex and is assisting the Moore Community House that serves low income families with day care and other pre-school

In 2010 Livingston CARESprograms in East Biloxi. CARES has also provided financial assistance to the ARC of the Gulf Coast.established a Haiti Relief Fund to assist the country with recovery from the January earthquake. Numerous campus organizations,departments and individuals contributed over $7,000 which has been donated to three projects of the H.O.P.E. foundation in Haiti:assistance to two homeless families with housing, teacher education boxes for rural villages, and the creation of a nursery to helpreforest Haiti. Livingston CARES has also established a partnership with Catholic Charities to assist low income families with homeprojects such as insulation and handicap ramps. Livingston CARES and the Volunteer Center also created a new initiative"Geneseo Goes to Town" to connect SUNY Geneseo student volunteers with service projects in each of the 17 towns in LivingstonCounty. The project started in the spring of 2010 with seven towns and will expand to other communities in 2011.

Program Description

Livingston CARES is a non-profit humanitarian organization dedicated to assisting communities and individuals locally, regionally,nationwide, and globally in humanitarian projects, including disaster relief and recovery efforts. In September 2005, LivingstonCARES began as a response to Hurricane Katrina's devastation along the Gulf Coast. Livingston CARES is a collaborative effortamong SUNY Geneseo groups and organizations and the surrounding Livingston County, New York community. Livingston CARESmade a 10 year commitment to assist the people and communities of Harrison County, Mississippi rebuild their homes and lives.Livingston CARES created a Haiti Relief Fund and raised over $7,000 to responded to the call for help.

http://communitycare.geneseo.edu/

"It’s been hard; God knows it has. I didn’t know what was going to happen or how we would ever survive such a blow. But we havebeen so blessed. Because of Urban Life Ministries, we have been helped by people from all over the country: Pennsylvania,Michigan, Illinois, Washington, California, New York, Alabama, North and South Carolina. First they provided food when no storeswere open. Now the work they have done on our home is so wonderful. Soon we’ll be able to move back in."

Betty Pollard

And from a student perspective in response to the best thing about Geneseo . .

"The volunteer work helped me to grow as a caring person and inspired me to devote my spring break to service through alternativespring break in Biloxi. It gave me friendships that will last a lifetime. I learned about leadership, event coordination, and effectivegroup communication."

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Main Street Organization (CAS involvement)

Link to Campus Auxiliary Services

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http://cas.geneseo.edu/index.html

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Mt. Morris


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SUNY Big Six


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Real World Geneseo

Link to Real World Geneseo (RWG)

Goals

SUNY Big Six


Metrics/Results

After going through the RWG retreat, students reported being more comfortable talking about diversity topics in the classroom, anincreased likelihood of challenging others on derogatory comments, participating in cultural groups or activities, and getting to knowother from diverse or different race/ethnicity. Attached are a brief and a of the summary.narrative summary presentation

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http://www.geneseo.edu/xerox_center/real_world_geneseo

https://wiki.geneseo.edu:8443/download/attachments/74908504/Brief+Summary4GrantApril2011.docx?version=1&modificationDate=1310603519507

https://wiki.geneseo.edu:8443/download/attachments/74908504/RWG+Presentation+Student+and+Campus+Life+May+2010.ppt?version=1&modificationDate=1310603519552

"Following the RWG experience, I have felt myself more able to place myself in someone else's shoes. I learned that sometimes bylistening to someone else's story you are more able to show greater understanding and compassion. Also I learned that while we allcome from different walks of life we all have something to bring to the table."

RWG participant

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Service Learning

Link to Service Learning

Goals

A teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking andcivic responsibility. Service learning programs involve students in organized community service that addresses local needs, whiledeveloping their academic skills, sense of responsibility and commitment to the community.

SUNY Big Six


http://www.geneseo.edu/volunteer_center/service_learning

Metrics/Results

Geneseo recently applied unsuccessfully to be recognized as a Carnegie Classification on Community Service. Reflection upon theproposal showed us that we need to work on identifying and tracking the different service learning courses we offer. This is merelyone of our identified business intelligence needs; a working committee has been establish to to investigate and implement solutionsto our business intelligence needs

Students involved in these courses have experienced a deeper level of learning with the service-learning component. In addition topersonal transformation, students show increases in development of research, analytical and critical skills. Other skill areasacquired with projects include increases in problem-solving and decision making abilities. Typically, Internships and Directed Studyexperiences provide vehicles to continue this work in the communities and to implement the designs and concepts created in thecourses. The creation of LIVE Magazine grew out of these efforts over the past decade. For the conflict, negotiation, andmediation course (Comn 346), students function either as mediators or as representatives of special interests in a simulatedmediation. Internships at both Rochester and Livingston County Center for Dispute Settlement (CDS) have allowed students tofurther develop their mediation skills and to pursue graduate work in specialized programs such as global mediation. Theseinteractions between Dr. Mohan's courses, students, and the community partner have strengthened "town gown" relationships.

Program Description

In the past year, Geneseo offered about XX service learning courses involving XX students. One example is Dr. Mary Mohan'sCommunication 341 course which over the past seven years, has included projects such as the branding of Rochester's SouthWedge and most recently, Charlotte's new harborfront development. In conjunction with the Alliance for Business Growth and localeconomic development agencies, students in Comn 200 have worked in the villages of: Mount Morris, Wyoming, Attica, Perry,Castile, Livonia, Dansville, Warsaw, Caledonia, Avon and Lima. The project centers around the creation of strategies to revitalizesmall Main Street business districts in order to preserve rural "downtowns" in the face of encroaching commercial development. InComn 346, One mediation session focused on conflicting interests surrounding the building of a Lowe's in Geneseo - this includedmany perspectives on the pro's and cons of certain types of economic development in rural counties. Community membersrepresenting corporate interests, residents' concerns, town government officials and grassroots organizations such as PDDG(Please Don't Destroy Geneseo) participated in the lively discussion and drafted a document articulating ways in which "opposing"groups/interests could collaborate or compromise on key issues. The document was given to the newly-elected Town Supervisor touse in an advisory capacity.

“It shifts from community as laboratory to community as classroom”

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SUNY and the World

We will nurture a culturally fluent, cross-national mindset and put it to work improving New York’s global competitiveness.If you look around our campuses on any given day, it quickly becomes clear that we have succeeded at bringing the world toSUNY: taken together, our campuses comprise one of the most diverse learning communities in the world. Our system attractsadventurous and ambitious people from every possible background. In the international race for talent—the most fiercely contestedrace of the 21st century—we’re off to a running start.

But numbers alone are inadequate. For SUNY to drive economic vitality, we must remain a beacon for talent worldwide. And oncethat talent is here, we need to retain it within our state. Most important, we must think of diversity in terms of the energy andperspective that it represents and use it to everyone’s advantage—for example, in partnerships with domestic companies that arestruggling to expand globally and adapt to new economic and competitive realities.

While building upon our New York roots, we can transform SUNY into a transnational enterprise of the highest order—a ubiquitousknowledge generator and provider, and a leader in the globalization of information.

COIL - SUNY Center for Online International Learning

Link to the COIL website

Goals

The COIL Center’s mission is to develop and implement online collaborative international courses at SUNY as a format forexperiential cross-cultural learning, thereby sensitizing participating students to the larger world by deepening their understanding ofthemselves, their culture, how they are perceived and how they perceive others. These globally networked courses also intensifydisciplinary learning in fields where engaging other cultural perspectives is key. COIL builds bridges between study abroad,instructional design and teaching faculty through team-taught courses, thereby promoting, integrating and enhancing internationaleducation experiences across the curriculum. The COIL Center also works with international programs offices, helping them tointegrate technology into their workflow.

To extend the enriching benefits of international education to a broader spectrum of SUNY students, faculty and staff thanpresently are able to study abroad.To encourage and support the development of courses incorporating international collaborations which have a significanton-line component.To develop a network of faculty, administrators, staff and students from SUNY and campuses abroad who are committed toonline international education and to provide venues, including an annual conference, where their ideas and experiencescan be shared.To meet the international market demand for educational opportunities at SUNY by locating, contacting and developingforeign partners who are interested in collaborating on online international projects.To educate ourselves and our colleagues about practices and technologies that can enhance our ability to create inspiringcross-national courses and to create a repository of on-line resources to facilitate this work.To enhance the development of hybrid teaching models by sharing faculty between SUNY campuses - both virtually and inthe classroom.To demonstrate and promote model online international courses through online meeting spaces, dedicated web pages andin-person presentations throughout the SUNY system.To develop funding sources that can support the incubation and development of innovative international online coursework, degree programs, training and professional development, and life-long learning.To foster the sustainability of on-line international scholarship, by promoting the "bottom-up" culture of individuality,entrepreneurship and creativity inherent in the academic community.

SUNY Big Six


http://coilcenter.purchase.edu/

Metrics/Results

COIL receives $250K NEH Institute Grant

COIL was awarded $250K from the National Endowment for the Humanities to establish a 3-year Institute (the first of its kind in theU.S) to support the development of globally networked learning nationally - with international partners.

COIL wins ACE Award

COIL was awarded the Bringing the World into the Classroom Award

Program Description

Geneseo is participating in COIL's National Endowment for the Humanities Institute on Globally Networked Learning in theHumanities. Our project is the collaborative development of a course in Intercultural Communication to be team-taught by facultyfrom Geneseo's Department of Communication and Moscow State University's Department of Foreign Languages and Literatures.The course, which will be taught in spring 2012, will engage students from both universities in learning about interculturalcommunication as well as gaining technological competencies. The knowledge gained by the faculty and administrators will beshared within their respective institutions with the goal of developing other collaborative online courses to provide global educationopportunities in other disciplines.

COIL: From the Latin Colligere and the Medieval French Coillir: "To Gather Together".

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El Sauce

Link to El Sauce Service Learning website

http://coilcenter.purchase.edu/index.php?option=com_content&task=view&id=134&Itemid=237

http://www.acenet.edu/Content/NavigationMenu/ProgramsServices/cii/Technology_Award.htm

http://www.geneseo.edu/study_abroad/nicaragua

Goals

Provide Geneseo students a “real world” experience to foster civic responsibility and complement their education. Engage Geneseo students in helping El Sauce residents develop their economy and improve their standard of living.

SUNY Big Six



Metrics/Results

The program has continued to grow from its inception in 2006, and has expanded beyond the original School of Businesscollaboration, which was supported by a $10,000 grant from the Millennium Challenge Corporation.

Over 50 students in a wide range of majors have participated in this program, and 10 faculty and staff members are involved in theAdvisory Committee, teaching the preparatory course and leading student groups to El Sauce.

Program Description

After a visit from the mayor of El Sauce, Nicaragua in 2006, who met with representatives from Geneseo's School of Businessabout potential economic development opportunities, Geneseo's partnership with that community in Nicaragua has connected aliberal arts college to a rural village. The project has engaged Geneseo students, faculty, and community members in addressingfinancial, legal, and resource challenges to advance understanding of global issues of health, poverty, economic development, andsocial structure through a service-learning study abroad course. The course is supervised on-site by a Geneseo-employed director,with guidance from Geneseo faculty. Service opportunities are available in literacy education, health care, economic development,and ecotourism development. The semester before going to Nicaragua, students are required to take a 1 credit, weekly, preparatorycourse to provide an introduction to Nicaragua and examine the historical, political, and socioeconomic forces at work in the region. The class focuses on various aspects of Nicaragua’s history, culture, and environment as well as other topics including the effectsof socioeconomic status on development.

In 2010, a section of Geneseo's Western Humanities II course was first offered in El Sauce. This course focuses on many themesthat manifest themselves in the history and culture of Nicaragua, including European colonialism, the Atlantic slave trade, andMarxism, for example. In this course, students read great books in an environment that fosters new perspectives and connectsbooks from the canon of Western culture to the lived experience of culture.

"I thought, 'Here we go, this is for real. Life gets serious. We're going to speak their language, eat their food, live under their roofs.' Itwas definitely the most memorable experience I've had and the most 'out there' experience."

Adam Davis '09

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Faculty International Experience


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SUNY Big Six

Sixth Big Idea - SUNY and the World

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The number of Geneseo's international partner institutions has increased from 7 in 2005-2006 to 15 in 2010-2011. Newpartnerships currently are being developed in South Korea and China.


Program Description

In the past two years 4 Geneseo faculty have received Fulbright and Fulbright-Hayes Awards. The campus has hosted one VisitingFulbright Scholar in 2009-10 and will host two Fulbright Foreign Language Teaching Assistants in 2011-12.

In fall 2009, the Geography Department welcomed Visiting Fulbright Scholar Dr. Eva Tagoe-Darko, head of the Geography andRural Development Department and Dean of the Faculty of Social Science at Kwame Nkrumah University of Science andTechnology (KNUST) in Ghana. During her year-long residency at Geneseo, Dr. Tagoe-Darko's research focused on adolescentreproductive health and the neglected role of traditional teachings and practices in Ghana. She also taught courses within theGeography Department and worked with students and faculty on the Ghana Project.

In a true exchange of scholars, Dr. Jennifer Rogalsky, associate professor of geography, was awarded a Fulbright Lecturing andResearch Award to study informal markets in Kumasi, Ghana and to teach courses in the Geography and Rural DevelopmentDepartment at KNUST from January to May 2010.

Dr. Denise Scott, associate professor of sociology, received a Fulbright-Nehru Award to teach in India from July through December2010 at the H.N.B. Carhwal University in Srinagar, Uttarakhand on the topic of women and development.

Dr. Linda Steet, associate professor of education and women's studies, received a Fulbright Lectureship to teach at the Universityof Jordan in the American Studies and Women's Center for the 2010-11 academic year.

Dr. Stephen Derne, professor of sociology, received a Fulbright-Hayes Faculty Research Abroad Fellowship to conduct research onwell-being in India in Dehra Dun, Uttarakhand from July to December 2011.

In 2011-12, Geneseo will host two Fulbright Foreign Language Teaching Assistants, one from Egypt and one from Russia.

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Ghana


Goals

Provides student teaching experience at a foreign college and Geneseo faculty opportunity to teach at a foreign school.

SUNY Big Six

SUNY and the World

Metrics/Results

Length of Partnership: 5 years

Number of Faculty: 7 faculty and 4 members of Division of Student & Campus Life

Number of Students: 31

Grant Funding: in process of preparing NSF grant

Program Description

SUNY Geneseo's relationship with Ghana began in 2006, in response to student desires to expand study abroad programming toinclude more options in Asia and Africa. After a trip to Ghana that included visits to three different institutions of higher education,the Kwame Nkrumah University of Science and Technology (KNUST) was selected to be our institutional partner, and in 2008 aMemorandum of Understanding was signed with the Colleges of Art and Social Sciences. An MOU with the School of MedicalSciences was signed in 2009. Both MOUs include faculty, staff, and student exchanges, joint research, joint conferences, and thesharing of academic materials. Under the umbrella of the MOU with the Colleges of Art and Social Sciences, in 2009-10 the twoinstitutions exchanged geography faculty, each of whom had Fulbright awards. Currently, faculty from the sociology departments ineach institution are working on a grant request for a joint conference.

In 2008, the first student teaching abroad program took place at the Village of Hope in Ghana, in which six student teachers fromGeneseo participated. Since then, the student teaching program has moved to the campus school at KNUST. So far, 28 studentteachers have taught in Ghana, with another 9 scheduled for fall 2011. Geneseo believes that student teaching abroad encouragesfuture teachers to gain global competence, helping them to understand complex world issues and to become more aware of theirown cultural filters and biases.

In 2010, professor of biology Dr. Susan Bandoni-Muench first led the study abroad program Global Health in Ghana, in whichstudents from a variety of majors explored the connections between human health and ecological and social change in the contextof a developing country. This program includes travel in southern Ghana, as well as three weeks at KNUST, with site visitsorganized by the faculty in KNUST's Department of Community Health in the School of Medical Sciences, including visits to theGamashie neighborhood, an urban slum; the Agogo Presbyterian Hospital, which treats patients with Buruli Ulcers; and theBoabeng-Fiema monkey sanctuary. In 2011, the program also included six undergraduate students from KNUST's Biochemistryprogram, enabling close interaction between students from the two institutions. Plans for future iterations of this high-impactprogram include offering a laboratory component and service learning opportunities.

Geneseo's relationship with Ghana, however, extends beyond study abroad programming. In 2010, Georgina T. Wood, the firstwoman to serve as the Chief Justice of Ghana, came to Geneseo to speak about judicial reform in her country. In addition, studentsengaged in earning the Diamond Leadership in Community Engagement and Social Justice Certificate (a capstone certificateactivity in the GOLD Leadership Development Program) created the "Ghana Project." The intent of the student leaders in the projectis to "promote global awareness and civic engagement by conducting educational programming and developing communitypartnerships to raise funds to help build and sustain a school in Ghana, sharing Ghanaian culture and maintaining connections toKNUST. The local chamber of commerce is also involved in Ghana and collaborates with Geneseo in areas of mutual interest.


"We cannot change what we do not acknowledge. To be the change you want to see, you must first leave the comfort of your ownhome. To know what it is to be human, and to realize that we all strive for the same securities, you must witness the everyday livesof people elsewhere. My trip to Ghana helped me understand myself and also people that I never thought I had anything in commonwith."

Mohammad Iqbal, '11

Geneseo Big Six











New Partners


Goals

To continue to identify potential partner institutions around the world and develop deep, cross-institutional relationships that involvestudents, faculty, and staff in intercultural learning and develop global understanding.

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SUNY Big Six


Metrics/Results

The number of Geneseo's international partner institutions has increased from 7 in 2005-2006 to 15 in 2010-2011, in 20 countries.New partnerships currently are being developed in South Korea and China.

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The Office of International Programs works with faculty, staff, and students to identify and develop partnerships with institutions andcommunities around the world.

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Number of International Students

Link to International Students website

http://www.geneseo.edu/iss

Goals

To increase the percentage of international students in order to create a vibrant intercultural experience on campus.

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SUNY Big Six


Metrics/Results

Geneseo's international student population has grown from 2 in 1999 to 154 students in 2010. International students seekingdegrees and exchange students from 33 countries have studied at Geneseo over the last 10 years, from Bangladesh, Brazil, andCamaroon to Uzbekistan, Vietnam, and Zimbabwe.

Program Description

Geneseo's International Student Services Office is dedicated to providing comprehensive support services from the application andadmissions process to optional practical training after graduation. The Study Abroad Office currently brings approximately 20exchange students a year to campus from partner universities in 4 countries.

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"An intriguing thing about having a different background than other people is that you never really consider yourself as havingunique experiences until you hear about the experiences other people have gone through; and it strikes you that your ownexperiences vary by so much from others. Especially as an international student, the diversity proffered by having a range ofstudents with various contrasting backgrounds in a school is enormous, and it is the cumulative overall international studentpopulation that really brings so much to the campus. Just some thoughts!"

Id Goh

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Number of Students Abroad

Link to Study Abroad website

Goals

To increase study abroad and study away opportunities for Geneseo students.To increase the number of Geneseo students who participate in study abroad and study away programs.

SUNY Big Six


Metrics/Results

The number of Geneseo students studying abroad has increased from 223 in 2005-2206 to 475 in 2010-2011. During that sametime, there has been a shift in the areas of the world in which Geneseo students choose to study, with increases in the numbers ofstudents studying in Africa, Asia, and Latin America and the Caribbean.

According to the National Survey of Student Engagement, about 30% of our seniors report having studied abroad during theircareers at Geneseo. As shown in , Geneseo seniors report having studied abroad at significantly higher rate than ourthis tableSUNY and national peers in 2008, and our COPLAC and public Carnegie peers in 2010.

Program Description

Geneseo's Study Abroad Office offers 15 semester/academic year exchange and study abroad programs, 2 dual-diploma programs,and 25 faculty-led short-term programs. These programs take students to 20 countries around the world.

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Geneseo Strategic Planning GoalsSTRATEGIC PLANNING GROUPProgress Report on Goals and ObjectivesJuly 1, 2011

Goal I. Provide every student the highest quality education through a rigorous, challenging, and active learning experience in close workingrelationships with faculty and staff, that encourages intellectual engagement and personal growth.



Goal IV. Cultivate relationships between the College and the wider community that support college programs and serve the community.

Goal V. Expand funding for institutional priorities and initiatives through public and private support, grants, and entrepreneurial activities.



Goal I

Goal I. Provide every student the highest quality education through a rigorous, challenging, and active learning

experience in close working relationships with faculty and staff, that encourages intellectual engagement

and personal growth.

Objective* Status Responsibility Status Notes

I,2.

Make a capstone experience available to all students in theirfinal year.

NearlyCompleted/SignificantProgress

AcademicAffairs

21 majors havecapstones (19of theseare required); anadditional 3 majors areinterested in creatingcapstones.

I,3.

Undertake a study of the curriculumRe-think the Course Load (Six Big Ideas)

Nearly Completed/SignificantProgress

AcademicAffairs

Task ForceRecommendationssubmitted Sept., 2009DepartmentalDiscussion of 4 courseload, Spring 2009 - Fall2010Curriculum Innovationgrants to 10departments, 2011-12AAC&U SummerInstitute on GeneralEducation, June, 2011

I,5.

Reduce the student: faculty ratio to a level commensuratewith those of the nation’s leading public liberal arts collegesand comparable, highly selective private liberal arts colleges.

Limited Progress PresidentandAcademicAffairs

Progress has beenlimited by budgetconstraints.

I,6.

Expand opportunities for interdisciplinary and integrativeteaching and learning.

In Progress AcademicAffairs

Consultants will visitcampus 2011012through CurriculumInnovation grants;several bridge hiresexperimenting with jointappointments.

I,7.

Bring Theory to Practice In Progress AcademicAffairsCampusLife

Six Big Ideas projectSeveral successfulgrants; Real WorldGeneseo and extremelearning coursework;TLC support

I,8.

Expand Instructional Delivery In Progress AcademicAffairs

Six Big Ideas projectSummer Sessionexpanded; onlinecourses increased; studyaway expanded.

I.9.

Create Innovative Five-Year Professional Programs In Progress AcademicAffairs

Six Big Ideas project. MS in Accounting and 4MS Ed Programs inprocess

I,10.

Create a Center for Collaborative Research In Progress AcademicAffairsStudentAssociation

Six Big Ideas project. Institutionalize andexpand undergraduateresearch and facultyresearch opportunities

Goal II



II,3.

Increase the percentage of minority students in the student bodyto 15% by 2010.

In Progress Admissions, AcademicAffairs,Campus Life

Enrollment data show ussurpassing the 15% markin the entering class.Inclusive ExcellenceCommitteedevelopingrecommendations; newfocus on scholarships andacademic support.

II,5.

Establish programmatic links with colleges and universities thatenroll larger percentages of racially and ethnically diversestudents than Geneseo does.

In Progress AcademicAffairs

Xerox Center programs;IEC will explore thepossibility of programmingwith an HBCU inMississippi.

II,6.

Systematically gather quantitative data on faculty and staff wholeave Geneseo; use the data to improve faculty/staff retentionand recruitment, enhance the quality of the employmentexperience, and produce reports and assessments as needed toensure effective institutional support for faculty and staff.

In Progress Administration& Finance;AcademicAffairs

HR Office has begunconducting regular exitinterviews with full-timefaculty and professionalstaff who leave theCollege for reasonsunrelated to dismissal orretirement. Develop aquestionnaire?

II,7.

Develop, by May, 2009, a campus diversity plan that will identifydiversity goals and objectives, performance indicators, and ameans of assessing progress on an annual basis.

NearlyCompleted/Significant

Progress

President’sCommissionon DiversityandCommunity

II,8

Implement the campus diversity plan. In Progress StrategicPlanningGroup

SPG has reviewed andapproved the DiversityPlan draft. It will assignresponsibility for actions.

II,9.

Expand and enhance opportunities for international study forfaculty and students; increase number of international studentsand faculty on campus; internationalize the curriculum to supportglobal and intercultural competency.

In Progress AcademicAffairs,Admissions,Campus Life

Number of studentsstudying abroad, numberof international students,number of Fulbrights,partnerships withinternational institutionshave all increased. International EducationAdvisory Committee isbeing formed for 2011-12.

II,10.

Develop integrated learning center to serve all students In Progress AcademicAffairs

Writing and LearningCenter opened in MilneLibrary Fall 2010;integration and planningwill continue.

Goal III


Objective Status Responsibility Status Notes*

III,1.

Articulate the College’s expectationsfor student involvement indevelopmental activities that facilitatestudent success in the first year.

NearlyCompleted/SignificantProgress

CampusLife andAcademicAffairs

Associate Dean of Students appointed from the faculty in Spring 2004to integrate efforts toward this goal. Task Force reviewed OrientationProgram 2010. Recommendations reviewed by FAC and SAC.

III,3.

Develop innovative programming,such as Faculty/Staff AssociatesProgram, to foster closer relationshipsbetween faculty and Residence Life.

In Progress CampusLife, AcademicAffairs

Two residence hall language floors; Faculty Fellows dining program;registration assistance program; faculty cooperation with Cruise Aroundthe World and Tunnel of Oppression; Creation of new position, Dean ofResidence Life; Dante House residence hall; Asian Health andWellness Program.

Goal IV

Goal IV. Cultivate relationships between the College and the wider community that support college programs and serve the community.

Objective Status Responsibility Status Notes

IV,1.

Articulate the College’s expectations forpromoting the involvement of its students,faculty, and staff in relevant communityservice.

InProgress

All Divisions Campus involvement in the community has increasedin various ways, but there has been no articulation ofCollege expectations for this involvement. ADPcurrently developing learning outcomes for civicengagement.

IV,2.

Assess and document the community’sdesire, expectations, and needs forinvolvement in College activities andprograms provided by the College.

LimitedProgress

Academic Affairs Possible project for either/both graduate andundergraduate policy committees of the CollegeSenate.

IV,3.

Implement a plan to fully inform thesurrounding communities of the servicesand events of the College available tothem.

NearlyCompleted

CollegeAdvancement,Campus Life,Scheduling andConferences

The College posts a comprehensive schedule ofevents on the College home page; weekly on-lineENCompass hasexpanded its readership. Direct media contacts topromote visibility for campus news and events haveincreased. Comprehensive performing arts schedule.

IV,4.

Establish a Center for Strategic CommunityPartnerships

InProgress

Academic Affairs,Campus Life

Six Big Ideas Project. Center for Inquiry, Discoveryand Leadership in progress.

Goal V



V,1.

The College resolved to shape a sustainableadvancement program and will initiate afocused fundraising campaign to begin in 2008.

SignificantProgress

CollegeAdvancement

The Campaign for Geneseo will begin its public phaseSeptember 15, 2011. The Board of the Foundation forGeneseo has been strengthened, and a strong alumniprogram is in progress.

V,2.

Grow and strengthen efforts to bring grants tocampus for research and for programmaticdevelopment.

InProgress

AcademicAffairs

Staffing has been increased in the Office of SponsoredResearch and Grants Management; Research Council hasbeen expanded; the Research Foundation has supportedCommunity of Science.

V,3.

Develop programming in summer to providenew income streams; monitor income ofexisting programs

InProgress

AcademicAffairs

Summer programming has expanded and added someincome; International Education has improved incomestream. Additional programs are under development.

Goal VI



VI,2.

Implement an assessment plan for each departmentand administrative unit to ensure the fulfillment of eachunit's objectives consistent with the mission, goals, andvalues of the College.

Completed AllDivisions

All academic departments and most administrative unitshave assessment plans and assessment results.Results available for Middle States visit Spring 2012.

VI,4.

Ensure that assessment becomes a routineprofessional activity of faculty and staff in everyacademic and administrative department.

SignificantProgress

AllDivisions

Assessment is occurring on a yearly basis in alldivisions. Staff development assessment workshopshave been held (both campus-wide and withindivisions), and assessment is being introduced intoformal professional expectations.

VI,5.

Perform assessment to ensure effectiveness of divisionand unit assessment plans and procedures.

SignificantProgress

AllDivisions

Objective introduced 5/04. College AssessmentAdvisory Council formed and reporting to the StrategicPlanning Group.

VI,6.

Undertake study of Business Intelligence needs acrossthe campus in order to provide better and moreaccessible information for planning and assessmentactivities.

InProgress

AllDivisions

Institutional Research Committee formed,recommendations developed.

Goal VII

GOAL VII. Provide a high quality environment and outstanding services, facilities, equipment, and technology.

Objective Status Responsibility Status Notes

VII,1.

Conduct a campus-wide study of programmaticneeds and academic and cocurricular spaceutilization. Take appropriate action based on thisstudy.

Completed Administration& Finance

Final report completed and provided to CampusMaster Planning process.

VII,2.

Ensure a safe, accessible, visually attractive andsustainable environment by measuring againstappropriate benchmarks, guidelines, codes, andstandards.

SignificantProgress

Administration& Finance

VII,3.

Create and implement a master plan for reliableand redundant utility and technology systems.

InProgress

Administration& FinanceandAcademicAffairs

Technology Committee has issued two annualreports (2010, 2011) with recommendations;membership in NITLE; reserves used to completewireless access in residence halls.

VII,5.

Develop and implement a plan for regularreplacement and refurbishing of equipment andfurniture.

Administration& Finance

VII,6.

Develop and implement an ongoing professionaldevelopment program for service providers,including support staff.

All Divisions

VII,7.

Ensure excellence in library services andinstructional technology.

SignificantProgress

AcademicAffairs

Services continue to expand for faculty and studentsin Milne; IDS Project provides superior resources;Milne and CIT staff collaborating on instructionaldesign and technology.

Geneseo Six Big Ideas

Six Big Ideas: Going Forward

Christopher C. Dahl, President, SUNY Geneseo

Presentation to the College CommunityMay 12, 2010

Thank you all for joining me today, one year after we launched the Six Big Ideas initiative. I appreciate your willingness to meet at this busy time,as we seek to wrap up the work of the semester and make our way to Commencement-a symbolic new beginning for our graduates and a time forus to look back on the four years we have spent with them as they have developed and matured, and as they now, ready or not, set forth into theworld beyond Geneseo. Before we all scatter for the summer, I would like to take this opportunity to assess what we have accomplished since lastMay, take honest stock of the financial condition of the College, and look forward to the challenges and opportunities we face in the coming year.

One year ago, my prognosis for the budget was grim. It will surprise no one in this room to hear me say that I was right. And I take no pleasure inmy ability to predict the obvious. As we projected then, we began this year with a $3.3 million budget shortfall. In the fall, we were hit with a furthermid-year cut of $890,000. on the budget provides all of the details, but the bottom line remains the same: We have madeMy recent memo (.pdf) it successfully through this year, only by continuing a series of one-time cuts, maintaining hiring freezes in most areas of the College, and makinguse, as planned, of reserve fund balances in IFR's and other revenue accounts. But who could have predicted last May the summer melt-down ofthe New York State Senate, Governor Paterson's decision not to seek re-election, and now the specter of state employee furloughs? We live, asthey say, in (excessively) interesting times.

[A brief word about the furloughs. They are a real possibility. They are serious. But we are in an extremely fluid and changing situation in Albany.So far, the furloughs apply only to next week. They do not affect all employees of the College. They are part of the Governor's negotiating processon the State budget. And in that process, to an unfortunate extent, we are held hostage as the Governor seeks to make both houses of thelegislature address the budget issues. As Vice President Levison said in yesterday's message to the College community, as soon as we get thedetails on implementation from the SUNY system administration, we'll share them with you. Though we must take the possibility of furloughsseriously, I would like to stay focused on the long-term issues we face as a College. The College will do everything in its power, however, toprovide complete information and to minimize the effects of any furloughs on our operations.]

As we look at Geneseo's long-term budgetary situation, we face severe challenges. Again, this is no surprise. As I have pointed out repeatedly inthe past year, the College's current budget gap is structural. This year we are closing the gap with one-time measures and through the use ofreserves from revenue accounts. We plan to do the same thing again next year, but the College's reserve funds are finite and will not take usbeyond the middle of the 2011-12 fiscal year. We cannot continue to operate with a structural deficit between two and three million dollars. Wecannot continue with hiring freezes and across-the-board cuts without threatening the quality of the education we offer. If the Public HigherEducation Empowerment Act is not passed and if we do not receive-and are allowed to keep-significant additional tuition revenue, we mustconsider how to move forward in a very challenging budgetary environment. It is more evident every day that diminished state funding is the "new

http://www.geneseo.edu/webfm_send/2857

normal" for New York State. That's why the Higher Education Empowerment Act is so important. There are signs that the Act may be makingsome headway in the Assembly, but we cannot predict what, if any portions of the Act will survive; and in any event it would not be prudent to pinall our hopes on its passage this year. We shall continue to advocate vigorously for the Higher Education Empowerment Act and for additionalfunds for SUNY, but at the same time we must also plan for the worst and keep all options on the table.

As I mentioned in my budget message, Geneseo's situation is not unique in American higher education. We face an environment, as we did lastyear, in which we have a choice. We can manage the budget by whittling away at the edges of programs, making incremental cuts, and watchingthe quality, the essential characteristics, of a Geneseo education-indeed the very fabric of the College itself and all we have built together-dwindleaway and ultimately disappear. Or we can seek to set our own destiny and approach the future of Geneseo in a more positive fashion that willallow us to survive and prevail as an outstanding public liberal arts college.

Through the Six Big Ideas and other initiatives in the past year that I will tell you about, we have taken the latter, more positive course. But theuncertainty of the budget and the magnitude of the cuts to SUNY make it necessary that we also consider more radical and difficult options. Giventhe size of the cuts in the Governor's budget, in fact, it may not be feasible, on a long-term basis, to make incremental, across-the-board cuts. Wecannot, at any rate, continue for more than another year or two by using reserves to fill the gaps in the budget. That is why we have reluctantlyreached the conclusion that we must explore and seriously consider program reductions during the coming year.

These are not desirable options to contemplate, and every fiber in my being rebels against them. It is not entirely certain that we will need toimplement them, but face them we must, honestly and realistically, if we are to preserve our essential quality as a public liberal arts college. Andas we deal with the worst budget in thirty years, I want to be as open and transparent with the College community as possible about thealternatives we face.

What would we be looking at in considering the options, and what process might we use to do so? The Budget Priorities Committee, co-chairedby Vice President Levison and Professor David Granger, met before the end of classes to discuss the process that might be used to determinepermanent budget cuts. The Committee indicated that they wished to be consulted in a general fashion about possible budgetary actions theCollege might take. They did not want to make recommendations on specific departmental or program reductions. They requested that theCollege administration bring them options-this is what we're thinking and this is how it might reshape the College. They also identified criteria forprogram reductions. Here they are:

• Centrality to the College's mission• Program Quality• Efficiency/Effectiveness of the Program• Inter-relatedness to Other Programs• Enrollment, Cost per Student, and other Cost Metrics• Effect on Alumni

They also recommended that the president spell out the financial situation in a detailed message to the College community and give all membersof the community an opportunity to make further suggestions for cost savings. As you know, I have done this in my memo of May 6.

Where do we go from here? First, I plan to keep the College's two relevant consultative bodies, the Budget Priorities Committee and the StrategicPlanning Group, fully informed of our planning-and fully involved in an advisory capacity. As you know, the membership of those groups isdeliberately designed to overlap with our shared governance system; and each body provides a voice in decision-making for faculty, staff andstudents. The Strategic Planning Group is the keeper of the College's mission, and anything we do must support our Mission. They are alsocharged with the task of keeping our eyes on the future and guiding the work on the Six Big Ideas initiatives. Second, over the coming weeks andmonths we shall of course follow the budget developments in Albany closely and keep all members of the College community informed of theirimplications for Geneseo. To support our planning and decision-making, I have asked Jim Milroy, Julie Rao, and the Provost's staff to gatherrelevant data about programs, costs, and potential savings. The task of considering and identifying possible budget options will occur over thesummer, and we will be able to be much more definitive about both the issues and the challenges we face when we all gather in the fall.

Having laid out the challenges in our current situation, let me step back from the immediate prospect and talk about what we have accomplishedin the past year and what the inevitable process of change might mean for Geneseo. There is much good news to report, and I remain convincedthat we are making progress in moving the College closer to its ideals as an outstanding public liberal arts college. We are not marking time. Weare not retreating. Change is always difficult, but we must continue to be active rather than reactive and keep moving forward together as aCollege. This is the choice we have made. And this is exactly what the task forces on the Six Big Ideas have done in the past year-and continueto do now, as their ideas and recommendations move forward under the aegis of the Strategic Planning Group.

As you may recall, the Six Big Ideas were intended to accomplish two things: on the one hand, to generate increased revenue, greaterefficiencies, or better integration of our programs; and on the other, to improve Geneseo as a public liberal arts college and thereby strengthenour position in the distinctive niche we occupy in SUNY and in higher education in general. To a greater or lesser extent, each one of the sixinitiatives has already moved us closer to these goals. What we know now that we didn't know on May 6, 2009, is that the need to advance the sixinitiatives is even more urgent, as the State's budget situation deteriorates. Given the challenges that confront us, moving forward in implementingthe Six Big Ideas is no longer optional. In our present situation, even more than a year ago, it is clear that this period of adversity can be a majorturning-point in the history of the College, a time when we can shape the nature of Geneseo for a long time to come. In the late 1970s, theCollege faced similar budgetary challenges, but out of that process emerged our Core Curriculum and the much stronger admissions operationthat transformed Geneseo into the nationally ranked institution it is today.

Let me talk about what we've accomplished on each of the six initiatives, but first a word of thanks. I am deeply grateful to the members of all sixtask forces for their efforts over last summer and at the end of the fall semester, when the final task force reports were due. Since then, theStrategic Planning Group and faculty and staff from throughout the College have worked hard to implement the ideas. My thanks to them as welland especially to Carol Long, Dave Gordon, and Paul Schacht, who have done much of the legwork-and much of the wiki work, too.

The work of the Bringing Theory to Practice group has borne fruit in a number of ways-perhaps not so much in savings or new revenue, butcertainly in efficiency and greater quality. It has even helped us in defining the primary focus of our Middle States self-study process, namely,transformational learning. This, I would submit, is a good example of economy of effort. Bringing Theory to Practice has also helped us tounderstand how all our efforts to promote transformational learning fit together and foster Geneseo's excellence as a public liberal arts college.

The pilot project emerging from the discussions of the group, the "Real World Geneseo" course, was a splendid success and provides a model forpromoting diversity and inclusion at our College. It has just received a second grant from the SUNY Office of Diversity and Equity (so I suppose ithas garnered new resources). Related but not directly part of the work of Bringing Theory to Practice, I am also pleased to note that a draftcollege-wide diversity plan has been presented to the Strategic Planning Group for consideration. Already, we are seeing the fruits of increasedefforts to recruit a diverse student body-as well as signs of more positive campus climate.

The development of innovative five-year programs is probably the most effective of the Six Big Ideas, if one considers revenue alone; but it alsorepresents an opportunity to create distinctive integrated bachelor's and master's degree programs that leverage our unique strengths as a publicliberal arts college. An integrated master's degree program in literacy education has been approved at the SUNY level, and the new integratedprogram in science education has been approved at the campus level. Work continues on the other programs, and discussions are continuing. Inthe School of Business, enrollments in the integrated M.S. in accounting program already in place have increased. In our current situation, itabsolutely essential to make further progress in program design for integrated five-year programs for teacher preparation, so that formal approvalmay be sought in the fall.

Expanded Instructional Delivery. In this area, I am pleased to report that we have made progress in expanding the ways we offer courses andadding non-traditional modes of course delivery in areas where they supplement our traditional teaching methods as a residential liberal artscollege. We have a robust summer program on the books, and it has drawn more students than last year. Courses include a new offering ofHumanities I in New York City, on the campus of Manhattan College. We are also piloting a summer course program for alumni to test its potentialfor raising revenue and strengthening our alumni's ties to their alma mater. We have also completed an inventory of non-traditional and"blended-delivery" courses, which are attractive summer offerings.

Reconfigure curriculum. We are actively exploring what implementation of the change from five to four courses would mean on the ground. Sixdepartments have volunteered individuals or groups to work on "demonstration" curricula this summer, to test what might happen if we moveforward on the idea. We have taken a teaching inventory in all departments to clarify the effects of such a change on faculty workload, and toensure that reconfiguring our curriculum will not add to it. In addition to the extensive research conducted by the task force, we know that morethan a dozen colleges in AAC&U are considering such a shift, and we will be able to learn from their work-as well as from similar changesimplemented at The College of New Jersey, which members of the Task Force visited this fall. The reasons for this switch are primarilylearning-related (in keeping with the principles of Bringing Theory to Practice), but such a change will also benefit Geneseo in terms of budget andfaculty workload. We are seeking to cost out those benefits more precisely as well.The Task Force on Collaborative Research surveyed peer institutions and aspirational peers about levels of support for collaborative researchand undergraduate research. While the members of the task force did not endorse the creation of a center for collaborative research, we learneda lot from their reports. In response to their report, the Office of Sponsored Research is developing a website and searchable data base on facultyresearch. Research is important in a public liberal arts college that upholds the scholar-teacher model, and we now have a much clearer idea ofwhat we need to encourage success in major grant writing. On the basis of the report, we have repurposed the Research Council, so that it canplay an even more prominent role in supporting sponsored research and grant writing. In the past year we have already seen some notablesuccesses in garnering major grants and getting prestigious fellowships such as Fulbrights-three of them in the past few weeks, in Sociology(Denise Scott and Steve Derne) and Education (Linda Steet). One thing is clear: we need further to explore the meaning and nature of facultyresearch in a public liberal arts college-especially one like Geneseo, with our strong record of undergraduate research.

Our work on Strategic Community Partnerships has also borne good fruit since the task force submitted its final report. I have already mentionedthe plans for a Geneseo Summer Institute for alumni. In the next several months we will move to create a virtual clearing-house for our numerousand varied community partnerships. We are moving ahead on creating a teacher research center that will leverage our extensive experience inboth the Rochester City schools and high-need rural districts-an idea, I might add, very much in keeping with the SUNY strategic plan for anurban-rural teacher corps. We are exploring enhanced use of our Geographic Information Systems (GIS) lab for local and regional planning andenvironmental work. And, perhaps most exciting, thanks to alumnus Greg O'Connell '64, we are engaged in a multi-disciplinary communitypartnership in Mt. Morris, drawing upon faculty and student expertise and enthusiasm for service-learning in a wide range of fields, from businessand communication to the arts. In fact, students from our School of the Arts have recently presented a performance of Waiting for Godot inrenovated space in Mt. Morris. This work, an inspired re-creation of Greg O'Connell's community development in the Red Hook section ofBrooklyn, has major potential as model of college-community partnerships and a replicable experiment in rural development. Here, too,Geneseo's work is very much in keeping with the six big ideas in SUNY's strategic plan. We will recognize Greg O'Connell's work as a communitydeveloper at Commencement on Saturday.

As I hope you can see, all of the initiatives I have mentioned this afternoon are vital to our continuing success as a public liberal arts college. All ofthem also address the budgetary challenges we face. All of them position us at the forefront of liberal education for the Twenty-First Century. Allof them have potential to engage us as faculty and members of the staff in multiple exciting ways.As we head toward Commencement, in spite of the seemingly never-ending hassles of the state budget as it works its way through a frustratinglegislative process, I believe that there are still events to celebrate, accomplishments by many to praise, and accomplishments to take great pridein. As I pointed out last year, it is more challenging to keep our eyes on advancing the college, while simultaneously dealing with very difficultbudget issues. It will require great care and the willingness to invest in the future while we protect what is excellent in Geneseo's collegecommunity. Even in the midst of bad times, we have made continuing commitments in areas that will make things better in the future. On that frontas well, there is some good news to share. I've already mentioned our success in recruiting multicultural scholars for next year. That's an areawhere we've maintained funding-and it has paid off. The number of multicultural fellows has doubled from last year, and our yield rate for talentedstudents from all backgrounds has increased, according to preliminary data. There is further good news in the advancement area. Commitmentsto the forthcoming capital campaign now stand at close to $12 million--$7.5 million of that for endowment, which will keep supporting students andfaculty long after we are gone. Total annual giving to Geneseo is currently running $700,000 ahead of this time last year-a product in part ofmodest recovery in the economy, but also the result of hard work by the staff and volunteers in Advancement. If you ask more people for money,you will in all probability raise more money, and the number of staff visits to individual donors this year will substantially exceed 500, up from 364last year. Finally, we have experienced good fortune on the federal funding front. Thanks to the efforts of Congressman Lee and SenatorsSchumer and Gillibrand, we have received $1 million in appropriations for a new Fourier Transform Nuclear Magnetic Resonance Spectrometer.This major equipment will assist faculty and student researchers in all our science programs. We have also received support from SenatorsSchumer and Gillibrand for a $384,000 request for a scanning electron microscope. This is equipment, but it is enabling equipment for a veryhard-working faculty in the sciences and an outstanding program of undergraduate research-one of the hallmarks of a Geneseo education.

So, you see, we do have much to celebrate. We are in very perilous times, but I am confident that we can manage them well, that we can field thecurveballs and handle the challenges of a very difficult period of change in SUNY and the State of New York. Some of you may be aware of the

SUNY system-wide planning process. Four members of our community-Linda House (Communicative Disorders), Gregg Hartvigsen (Biology),Dennis Showers (College Senate), and Brice Weigman (College Controller)-have been participating in the so-called Group of 200: faculty, staff,and community leaders who have met on eight occasions since December, throughout the state, to fashion the major outlines of a strategic plan,launched last month in a series of community meetings across the state. This comprehensive plan, as Dennis pointed out at last week's CollegeSenate meeting, is very much externally focused and seeks to position the System in the aggregate, at the most general level, as a force foreconomic and civic development for the entire state. In planning for the years ahead, we shall of course keep our focus on developing Geneseoas an outstanding public liberal arts college, with unique strengths to offer the state and nation; but our efforts in general and the initiatives I havebeen discussing today are not incompatible with the SUNY plan. The title of the plan is "The Power of SUNY." Under the plan there are-guesswhat-Six Big Ideas. When I spoke at the Rochester launch of the plan, I took some pleasure in reminding Chancellor Zimpher that, when shemade her initial visit to Geneseo last July, she first heard of the "Six Big Ideas." Sometimes, perhaps, plagiarism is the sincerest form of flattery.Seriously, though, there are many connections between our Six Big Ideas and the SUNY strategic plan-a fact that will help Geneseo thrive in thecoming years.

In the current political environment, I am often a bit skeptical about the power (lower case) of SUNY, but I am unshaken in my belief in the powerof Geneseo. That power comes from our focus on excellence in liberal and liberating education for the whole person in a publicsetting-excellence, not in local or system-wide terms, but in national terms; our ability as faculty, staff, and administrators to work together and getthings done; our great sense of community; a dynamic but lasting commitment by faculty and staff to teaching and learning in partnership withtalented undergraduates; and our ability to do more than one thing at once and do it well. That's the power of Geneseo. It has stood us in goodstead in the past and will do so again. I have tried to be as honest and transparent about the very real challenges we face, but I want you to leavehere with a sense of our own powers as a community of teachers and learners, if we exercise them wisely and fully. I have every confidence thatwe can and we shall.


Bring Theory to Practice

Bring Theory to Practice in order to promote transformational learning, integrate disparate efforts to achieve synergy, andguarantee that all students will have at least one high-impact learning experience during their careers at Geneseo.


Create Innovative Five-Year Professional Programs

Create Innovative Five-Year Professional Programs in order to move to the cutting edge of best practice and reinforce ourdistinctive identity as a public liberal arts college.


Expand Instructional Delivery

Expand Instructional Delivery through innovative approaches to summer courses, graduate education, and non-traditional timeslots.


Re-think the Course Load

Re-think the Course Load in order to create new alignments between teaching and learning.


Create a Center for Collaborative Research

Create a Center for Collaborative Research in order to secure funding for undergraduate research, multidisciplinary research, ruraleconomic development, physical science projects, and more.


Create a Center for Strategic Community Partnerships

Create a Center for Strategic Community Partnerships in order to support internships; action-based community research; projectssuch as Microenterprise, Livingston/CARES, Geneseo/South Wedge Revitalization; and joint work with organizatons such as RCSDand the Small Business Development Center.

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Documents

th big idea suny

nd big idea suny

rd big idea suny

power of suny

coil suny center

big ideas

geneseo community boards

international learning