College Senate Bulletin

Bulletin No. 12

January 21, 2004

Agenda for Senate Meeting on January 27, 2004
Spring 2004 Senate Meeting Schedule
Approval of Actions Taken at December 2, 2003 Senate Meeting
College Senate Membership Changes
Call for Nominations: At-Large Senators, Vice-Chair, Secretary, Treasurer
Minutes: Faculty Affairs Committee Meeting on December 9, 2003
Minutes: Executive Committee Meeting on January 13, 2004
Minutes: Undergraduate Curriculum Committee Meeting on January 13, 2004
UCC Proposal Summaries
Cover Letter from President of University Faculty Senate Regarding Campus-based System-wide Assessment
Proposed Resolution on Campus-Based System-Wide Assessment
GAAC Proposal Summary: ECON 510

Correspondence: Charlie Freeman, Department of Physics,

Greene 202; e-mail:; phone: 245-5286

Agenda for Senate Meeting on January 27, 2004

Call to Order

Adoption of the Agenda

Approval of the Minutes of the Previous Meeting

p. 111-113, Senate Bulletin 11

Senate Reports

President Christopher Dahl

Provost David Gordon

Chair Charles Freeman

Vice Chair Gregg Hartvigsen

Treasurer Errol Putman

University Senator William Gohlman

Central Council Liz Dance

Reports of the Standing Committees of the Senate

Undergraduate Curricula Cynthia Klima

First Readings:

New Courses:

ANTH 234 (p. 120)

MATH 239 (p. 120)

ECON 365 (p. 122)

ECON 293 (p. 122)

Course Revisions:

ACCT 211 (p. 121)

ACCT 310 (p. 122)

CSCI 242 (p. 121)

ECON 364 (p. 122)

ECON 393 (p. 122)

GEOG 365 (p. 122)

GEOG 250 (p. 123)

MATH 237 (p. 121)

Major Revisions:

B.A. in Mathematics (p. 121)

B.A. in Mathematics with Adolescent Certification (p. 121)

B.A. in Theater (p. 120)

B.S. in Accounting (p. 121)

Minor Revisions:

Asian Studies Minor (p. 122)

Minor in Mathematics (p. 121)


Undergraduate Policies Harold Hoops

Graduate Academic Affairs Dale Metz

First Reading:

New Course: ACCT 510 (p. 125)

Second Reading:

Revised Program Description: MSED Secondary Education Spanish Specialization (p. 106)

New Course Description: Span 414 (p. 107)

Revised Courses:

Span 413 (p. 107)

Span 425 (p. 108)

Span 426 (p. 108)

Student Affairs Michael Lynch

Faculty Affairs Rosanne Hartman

Old Business

New Business

Proposed Resolution on System-wide Assessment (see p. 123-124, and also Exec Cmt minutes in this bulletin).


Spring 2004 College Senate Meeting Schedule

All Senate Meetings: 4:00 pm, Newton 204
Jan 27
Feb 24 (preceded by the All-College Meeting)
Mar 23
April 20

Approval of Actions Taken at December 2, 2003 Senate Meeting

President Dahl has informed the Senate Chair that he approves the recommendations that resulted from the College Senate actions on December 2, 2003.

College Senate Membership Changes

Jeffrey Mounts will replace Steve Kirsch as the Psychology department representative and on the Graduate Academic Affairs Committee.

Kurt Fletcher will replace Bridget Tartick as the Physics department representative and on the Faculty Affairs Committee

Call for Nominations: At-Large Senators, Senate Vice-Chair, Secretary, and Treasurer

The Nominations Committee is seeking nominations for At-Large Senators (over 6 and under 6 years) and for the Senate offices of Vice-Chair, Secretary, and Treasurer. The term for At-Large Senators is 2 years, and the term for Senate Secretary and Treasurer is one year. All members of the Teaching Faculty are eligible for these positions. Election to Senate Vice-Chair is a 3-year commitment, as the Faculty Constitution stipulates that the Senate Vice-Chair becomes Senate Chair and then Senate Past Chair. Please suggest candidates for these positions by Tuesday, February 17, 2004 to a member of the Nominations Committee (Rachel Hall, Duane McPherson, Jane Morse, Amy Sheldon, Melissa Sutherland (Chair), or Jasmine Tang). Self-nominations are permitted. The Nominations Committee will present its slate of nominees at the All-College Meeting, Tuesday, February 24, 2004 and will accept additional nominations from the floor. Please consider running for one of these positions.

Minutes: Faculty Affairs Committee Meeting on December 9, 2003

Present: J. Bearden, D. Bicket, M. Esch, T. Everett, K. Hannam, R. Hartman, D. Johnson, R. Pretzer, E. Savellos, B. Tartick, Tze-Ki Hon, C. Woidat, R. Young, C. Youssef

Old Business: Fire Drill Scheduling.

J. Vanremmen reported the discussion and recommendations of FAC from the October 21 meeting to Captain R. Ossont. Captain Ossont has concerns about the University Police Department coordinating the test date information received from faculty for several reasons. First, University Police is operating with limited resources and may be unable to coordinate the information flow. Second, while there are three individuals on first shift, each person has two days off per week and three officers must be scheduled in order to run the fire drill for safety reasons. Generally, this leaves one day per week (a variable day each week) where fire drills can be scheduled. Third, NYS mandates fire drills must be unanticipated—time unknown to faculty and students to emulate an actual fire situation.

In the past, attempts have been made to schedule fire drills within the first four weeks of the semester. A solution proposed by Captain Ossont is to try to meet NYS mandates for fire drills in academic buildings within the first two weeks of the semester. While this scheduling cannot be guaranteed because of possible inclement weather, earnest attempts will be made to do so.

Finally, while a fire drill in Greene occurred beyond week four of the semester, it was an actual fire drill, not a practice drill.

New Business: Academic Calendar Changes

Members of the college faculty are concerned with the changes in the academic calendar that shorten the semester break between fall and spring semester.

Guest: S. Padalino, Associate Provost

S. Padalino began the discussion explaining the motivation behind the changes in the academic calendar. Two primary and related reasons were discussed: budget and expansion of summer session.

1. Budget: Under Former SUNY Geneseo President Carol Harter, several budget items were moved and added to the summer budget. The reallocation of the budget line items provided funding for certain positions and other budgetary items. The change in budget allocations prevented lay-offs and other cuts, such as in the area of library periodicals. The current summer budget must provide for these salaries and supplies.

2. Summer session: While SUNY determines the financial support the college receives during the regular academic calendar, the college has complete control over the summer budget. As a result, the decision was made to create and add on summer programs which do not currently exist. By increasing summer schedule by two weeks, the college is seeking to generate money to offset budgetary deficits. To address faculty concerns about summer teaching, the college is seeking ways to provide faculty with summer flex plans for teaching and has increased summer teaching salaries.

Budget details were provided concerning campus facilities (heating, air conditioning, electricity) and the residence halls.

Members of FAC stated concerns about the earlier start in the spring semester, especially in terms of preparation time for spring courses. Members reiterated concerns made last year to former Provost Dixon regarding the spring calendar start date. Specifically, last year, FAC members requested that a start up date in the spring semester not occur prior to January 10. It was noted in spring, 2006, the start date is January 9 and in spring, 2007, the start date is January 8. It was noted that most faculty members do not begin to work on spring courses until after the holiday season, ending January 1.

While open sessions occurred last year to allow faculty discussion on the calendar changes, some faculty felt the sessions were going to focus on intersession only. Other faculty stated they felt the decision to change the calendar had already been made PRIOR to the open sessions, hence the lack of participation.

Associate Dean S. Padalino stated the college has already signed contracts for events such as graduation for the next 2-3 years. The college would be committed to these contracts and dates for the next 2-3 years.

Faculty discussed several other issues related to calendar changes such as conference attendance, ability to engage in research, and how the calendar changes might impinge on faculty ability to prepare for spring semester. Efforts will be made to gather faculty opinion about calendar changes.

Minutes: Executive Committee Meeting on January 13, 2004

Approval of Minutes
Last Meeting (November 11, 2003), p 98, Bulletin 9--approved

… Chair's Report - Charles Freeman: He is meeting today w/ the Nominations Committee to go over the different officers and committee positions that we need to elect this spring. There are five open spots for senator at large (over 6 yrs.), three open spots for senator at large (under 6 yrs), vice chair, secretary, treasurer. Also three positions are open on the professional leave review committee, and two on the general education committee. Slate of nominees will be presented at senate on Feb. 24.

… President's Report - Christopher Dahl: Blake D and E are gone. The project is on schedule for the most part. We will have a new walkway to library soon. Governor’s state-of-state speech was not particularly revealing about budget. But contained two interesting SUNY items: enlarged/increased 5 year capital plan (last year’s plan never made it through); ¼ billion dollars in capital program money for private colleges and universities in state, when public colleges and universities dealing with deferred maintenance. SUNY wants protection from cuts or modest increase in funding, and more regular tuition increases. Geneseo will be working to get 15-20 million for renovations of Green in capital budget. Geneseo also seeking designation as honors college and appropriate additional resources. The new chief operating officer is Betty Capaldi (sp?), provost at SUNY Buffalo. Reminder: This Friday at 4 pm is the installation of Phi Beta Kappa and speech by Katherine Stimson, educator and scholar of women’s studies. Strategic planning group will meet soon. Dahl planning response to strategic plan as it was after middle states.

… Provost's Report - David Gordon: Funded all sabbatical requests that professional leave review committee recommended. Chancellor announces new SUNY level award for excellence in faculty service. Plan to make awards this year--deadline March 14. In library on bottom floor new Intd 105 seminar room, should be exciting place to teach. Will be ready by this summer. Plan to occupy it entirely with Intd 105 sections.

… Vice Chair - Gregg Hartvigsen: no report

… Past Chair - Terence Bazzett: no report

… Secretary - Carol Faulkner: no report

… Treasurer - Errol Putman: Senate has $721.77, Richard Roark principal $1972.02, Richard Roark income $475.60

… University Faculty Senator - William Gohlman: no report

… Central Council - Liz Dance: recruiting 3 new student reps hopefully by next Friday. Need two on curriculum, one on student affairs due to scheduling conflicts.

Committee Reports

… Faculty Affairs Committee - Rosanne Hartman: At Dec. 9 meeting talked about calendar changes b/c of faculty concern about earlier start. Padalino came into explain reasoning: budget and summer session. Faculty still concerned, want to negotiate changes in start of semester.
Gordon: schedule for coming years in bulletin, which is all ready to go to printers, but not sure if contracts for graduation are finalized
Hartman: concern about starting early--shorter time to prep for classes, conferences affected, education students can’t use intercession student teaching anymore. Checked out calendar and she thinks there is space to negotiate. Faculty assumed the open discussions were solely about intercession not calendar changes.
Gordon: would be helpful to have specific list of problems caused by calendar change.
Dahl: pros and cons to new calendar.
Gordon: public schools still in session in May and education students can do their intercession student teaching then.
Hartman: reason for 3 weeks between semesters in August?
Gordon: thinks it has to do with graduate education
Hartman: will gather more information
Lynch: doesn’t like that we are locked into calendar. He doesn’t think it was clear that it was a good change. Driving in January is terrible.
Gordon: there were public discussions last year. We haven’t even finished one school year so we don’t know what advantages there might be in May.
Hartman: people don’t want to return at end of January, just want one more week in January.
Klima: large class load--just got out and time to make new syllabi
Gordon: used to teach on quarter system where there was no time between quarters. New schedule will take adjustment.
Dahl: This change came as no surprise--fully discussed over years in both departments and in senate. In practice, it’s surprising. But it’s not that abnormal a schedule. Other colleges in this area are on the same schedule. Actually brings us closer to schedules of other schools nationwide. It will take getting used to and there may be advantages at end of spring semester. We should wait before we make changes. Probably wouldn’t be a bad idea to fine tune the schedule at some point, but this is too early to decide. Need to gather all problems in some detail. We don’t need to be locked in until 2010, but shouldn’t switch back immediately. Need to see what happens. Pros: Students like it, intercession enrollments low.
Gohlman: calendar debate used to come up every two years. Don’t know what problems are yet with this way. He’d rather know what the calendar will be for several years.
Dahl: this is an experiment.
Dance: hasn’t heard anything negative from students.

… Graduate Affairs - Dale Metz: The MA in accounting program is missing Econ 510. When the Business school went accreditation realized Econ 510 not voted on by senate. Did we ever get the course?
Freeman: we didn’t vote on it. Can we bring it up at next senate meeting? We can put it in the bulletin and do one reading on it if time is an issue.
Bazzett: was it passed by GAC? Should be passed by committee before it comes before full senate.
Freeman: GAC should approve it and bring it before senate
Metz: needs something approved by dean’s office before he can act on it.

… Policy Committee - Harold Hoops: proposal from TAG on changing attendance policy. Under some conditions, TAG wants attendance to be considered in grade. Restrictive proposal.

… UCC - Cynthia Klima: meeting today at 4 pm in Welles 210, 20 proposals

… Student Affairs Committee - Michael Lynch: next Tuesday meeting. At end of semester had been discussing needs of students with disabilities. Some suggested that faculty include statement in syllabus. Split opinion among faculty in informal poll. Dean Bailey said perhaps should coordinate with policy committee.

Old Business

New Business

System-wide campus based assessment resolution:

Resolution by University Faculty Senate (UFS) plus additional documents from Chancellor and Joe Hildreth, president of UFS. Some time issues. Hildreth would like us to get back to him by Jan. 16. The Board of Trustees is meeting on Jan 27. The next senate meeting is not until Jan. 27. It still might be worthwhile for full senate to consider for UFS meeting in Oneonta.
What are people’s thoughts on the resolution?
Gohlman: goes far to meet Chancellor’s requirements. Not sure how much farther they can go. Schacht thinks it’s reasonable. The question is whether chancellor will accept it or board will overrule it.
Freeman: several other campuses have already met and have chosen not to endorse this resolution.
Dahl: time requirements too short.
Gordon: externally referenced measures problematic--commits us to standardized tests.
Bazzett: where are the resources coming from? Who is going to do the work?
Dahl: real issue is academic issue. Is this the right way to assess? We need to take more time to figure out what is the right way to assess.
Freeman: should we put this resolution on the agenda for January meeting? Sense is opposition in exec comm.
Gohlman: yes, then can take it to Oneonta.
Bazzett: motions to present
Golhman: seconds
Motion carries

Putman (moderator of fac-l): guidelines for faculty mailing list? Are political views ok?
Freeman: separate mailing list for events. Doesn’t think fac-l place for politics, but doesn’t know about official rules.
Dahl: state law on mailing lists for SUNY. Need to be careful even on factalk not to espouse particular candidates

Minutes: UCC Meeting, January 13, 2004

Present: Cynthia Klima (Chair), Ed Spicka (Dean), Annaliese Weibel, Gary Towsley, Olympia Nicodemi, Darrell Norris, Joe Cope, Anna Kline, Bob Owens, Sid Bosch

Excused: Zhiming Zhao, Sue Ann Brainard, Janine Giordano, Kathleen Hursh

Absent: Amy Stanley, Katie O’Neill, Maria Levis

Visitors: Jack Johnston, Barbara Howard

The meeting was called to order at 4:10 pm. A total of 18 new proposals were discussed and all passed through the committee as first readings for the Senate meeting on Jan. 27, 2004. The meeting adjourned at 4:45 pm.

Respectfully submitted by Cynthia A. Klima, Chair, UCC

UCC Proposal Summaries

B.A. in Theater (revised major-requirements, revision/modification of a major program) – establish a senior, capstone course (Thea 399), increase basic requirements to 1, reduce practicum credits to 3, eliminate focus requirements

Rationale: There are two reasons for the revision. One is to establish a senior, capstone course for all theatre majors (Thea 399 Directed Study: Senior Project). To limit an increase in Basic Requirement credits to 1, the number of practicum credits has been reduced to 3, and the 3-credit Focus Requirements have been eliminated. Another reason is to provide students with an enlarged menu of elective requirements from which they may select courses that suit their particular interests, whether pre-professional or founded in the liberal arts.

Anthropology 234 – Social Anthropology (new course)

Rationale: Departmental program needs to be strengthened in its availability of Cultural-Social Anthropology offerings and in its making ethnographic experiences available to students. Social Anthropology has been a major force in the development of modern anthropology and needs greater emphasis in our curriculum.

Math 239 – Introduction to Mathematical Proof (new course)

Rationale: The current Discrete Mathematics course has evolved into an introduction to proof course. As such, it is no longer a course in the specific content area of mathematics for which it is named. Thus we propose a new course with the explicit goal of teaching proof and the language of proof. It will replace Math 237 as a requirement of all our majors. Instructors will no longer be tied to a specific subject matter but can choose any subject matter on which to practice the skill of proof. The title also brings the course into the current curriculum practice and will be more recognizable on transcripts.

Math 237 – Introduction to Discrete Mathematics – no longer required of math major but option for Computer Science – Major and math minor (revised course – syllabus, description, prereq., core)

Rationale: As currently offered, Discrete Mathematics course has evolved into an introduction to proof course. As such, it is no longer a course in the specific content area of mathematics for which it is named. We wish to return the course to its original emphasis. The curriculum of the revised course follows the recommendations of the curriculum committee of the ACM, the computer science professional organization.

BA in Mathematics – Replace Math 237 with Math 239 (revised major-requirements, revision/modification of a major program)

Rationale: Math 239 will replace Math 237 as a requirement for the major. Math 237(Discrete Math) has always been used as a course to train students in proof technique. The new course addresses the issue of proof more directly.

BA in Mathematics with Adolescent certification, replace Math 237 with Math 239 (revised major w/ cert - requirements, revision/modification of major program)

Rationale: Math 239 will replace Math 237 as a requirement for the major. Math 237(Discrete Math) has always been used as a course to train students in proof technique. The new course addresses the issue of proof more directly.

Minor in Mathematics – replace Math 237 with Math 239 (revised minor-requirements, revision/modification of a minor program)

Rationale: Math 239 will replace Math 237 as a requirement for the major. Math 237(Discrete Math) has always been used as a course to train students in proof technique. The new course addresses the issue of proof more directly.

CSCI 242 - Analysis of Algorithms – drop Math 222 as prereq. and add Math 239 to prereqs required (revised course – prereq., revision/modification of a course)

Rationale: We have submitted a program change in which our students can either take Math 237 or Math 239. Therefore, the prerequisite for CSci 242 needs to be adjusted accordingly. We are dropping Math 222 as a required course from our related requirements

BS in Accounting – Drop ACCT 303 and ACCT 308 and add an ACCT elective and Mgmt 250 (revised major – requirements, revision/modification of a major program)

Rationale: The proposed changes to the B.S. Accounting program will align the undergraduate program with the M.S. in Accounting program. The modifications include; dropping Acct 303 Advanced Accounting and moving the majority of the material currently covered in this course to the graduate level, requiring an upper level accounting elective, dropping Acct 308 Accounting Information Systems and replacing it with Mgmt 350 Information Systems (a broader coverage course). These changes will provide the undergraduate student that chooses not to pursue the MS degree greater flexibility, broader exposure to course material and better preparation for an accounting career.

After a phase-out period, Acct 303 will no longer be offered, and will be replaced by accounting electives – no new faculty resources will be needed. The AIS course will be replaced by additional sections of the IS course so no new faculty resources will be needed.

ACCT 211 – Intermediate Financial Accounting II – moving material from Acct 303 (revised course – syllabus/description, Revision or modification of a course)

Rationale: The modification of Acct 211 is a part of the proposal to modify the BS Accounting major. By moving some material from the current course to the graduate level, material from Acct 303 can be added to Acct 211. This will provide the student not seeking the masters with valuable accounting material. This change strengthens the B.S. program.

ACCT 310 – Title Change from Tax Accounting I TO Introduction to Federal Income Taxation and adding a prereq. of Acct. 103 and junior status (revised course – title/syllabus/description – Revision/modification of a course)

Rationale: This major course revision reflects the recommendations in the report of the AICPA’s Model Tax Curriculum Task Force. The Task Force recommends that the first tax course be revised to give students more exposure to a broad range of tax concepts and taxpayers as well as an opportunity to compare and contrast federal tax provisions and financial accounting principles.

In developing this revision of the first tax course, we have broadened significantly the consideration of fundamental tax concepts and their effects on different types of entities. We have included consideration of similarities and differences between tax code provisions and financial accounting principles, and have renewed emphasis on the significance of tax in decision making and on the role of professional ethics in tax practice.

Econ 364 – Title Change from International Economics TO International Trade and Economic Policy (revised course – title/syllabus, revision/modification of a course)

Rationale: The modification to this course proposal is one part of a proposal to split Econ 364 International Economics, into two classes: Econ 364, International Trade and Economic Policy, and Econ 365, International Macroeconomics.

Currently, we offer the single course, but the material that should be covered in such a course is simply too extensive for a single class. With increased international focus, both due to increasing world economic integration and due to our own School of Business educational objectives, a single course cannot adequately cover the distinct areas of international trade and international macroeconomics. Thus we would like to split the course into two distinct courses.

Econ 365 – International Macroeconomics (new course)

Rationale: This new course is one part of a proposal to split Econ 364 International Economics, into two classes: Econ 364, International Trade and Economic Policy, and Econ 365, International Macroeconomics.

Currently, we offer the single course, but the material that should be covered in such a course is simply too extensive for a single class. With increased international focus, both due to increasing world economic integration and due to our own School of Business educational objectives, a single course cannot adequately cover the distinct areas of international trade and international macroeconomics. Thus we would like to split the course into two distinct courses.

Econ 293 – Honors Seminar in Economics I (new course)

Rationale: The development of this course will provide a more systematic method of registration for students wishing to pursue Honors in Economics. It will provide an improved uniformity of the honors sequence requirements among faculty members. Students will have a better understanding of the expectations of faculty members regardless of which faculty member is supervising the honors thesis.

Developing this course will also provide a more logical course numbering (Econ 293 is the first course instead of the current Econ 399). It also makes it clear to students that the 1st semester course, Econ 293, does not count as a part of their elective requirements.

Econ 393 – Title Change TO Honors Seminar n Economics II. Prereq. Change: A grade of B or better in Econ 293 and permission of the supervising instructor (revised course – title/description/prereq. – revision/modification of a course)

Rationale: The modifications to this course are needed to align it with the development of Econ 293 Honors in Economics I. It will also clarify the requirements for honors in economics and provide uniformity of the requirements among faculty members.

Asian Studies minor – Asian language courses thru the 201 level can be counted toward meeting the requirement (revised minor – requirements – revision/modification of a minor program)

Rationale: Since the fall semester of 2003, students who enter the college are required to "demonstrate proficiency in one foreign language through the 201 level." This revision is to update the foreign language requirement of the minor program to reflect the college policy change.

Geog 365 – Add M/ to Geography of Islam (revised course – core, revision/modification of course, M/core)

Rationale: The scale and diversity of the Islamic world are at odds with common perceptions which view Islam as quintessentially Middle Eastern or Arab. It is neither. This course surveys peoples in settings as wide-ranging as west and north Africa, southeastern Europe, central Asia and the Caucasus, south and southeast Asia (home to the majority of the world's Moslems), and--through migration and conversion--much of the industrialized world. The historical-geographical spread of Islam is examined, and the varied circumstances of Moslems are assessed in a regional framework. Prospects of socio-economic development, secularization, political representation and stability are considered in countervailing contexts of fundamentalism, anti-Western sentiment, fragile statehood, militarism, repression, and the geopolitics of oil. Key precedents for significant positive change, such as Turkey, will be explored in detail.

Geog 250 – Add U/ to American Landscapes (revised course – core, revision/modification of course, core – U)

Rationale: GEOG 250 will next be offered in Spring 2004. The focus of the course is American material-cultural historical geography from the colonial period to the automobile age. The emphasis is consistently on the social, economic, and esthetic or ideological contexts of material-cultural forms, as well as their distribution, and spread. The student is, therefore, repeatedly asked to consider and absorb the rootedness of material culture and its landscape assemblages in the ground of shifting historical circumstance. American domestic-architectural practices are a case in point. Comparable contextual emphasis is given to gravestones, barns, fences, main street morphology, and several elements of the American roadside during the automobile era. American Landscapes was launched in the mid-1980s and has been a popular offering ever since. Education students, for example, appreciate the course's emphasis on field investigation that can be readily adapted to history/social studies in middle and high school grades.

Cover Letter from President of University Faculty Senate Regarding Proposed Resolution on Campus-based System-wide Assessment

December 4, 2003

Dear Colleagues:

Since Chancellor King's latest assessment offer directly addresses most of the faculty concerns presented during the assessment discussion group's interaction, the Executive Committee feels that we should move forward with this initiative. The new four goal offer differs from the old Memorandum of Understanding on Value-added assessment in a significant number of ways. It might be helpful if I explain the differences.

In the new offer only the building blocks of General Education would be assessed. Since the content areas would not be assessed, this would preserve the diversity of our curriculum. Also, the value-added approach is now an option. Campuses could choose either a value-added (two assessments) or an outcomes-based assessment (one assessment).

Although an externally referenced measure would need to be selected, it would not be a single, across-the-system test. Campuses could choose their own nationally or SUNY normed metric. This would make System-wide comparisons, such as a SUNY report card, very difficult.

A survey, such as the National Survey of Student Engagement (NSSE), would be required. The purpose of this data collection is to document the campus environmental factors which could impact student learning. Several of our campuses use the NSSE in their current GEAR assessment.

The analysis of the learning outcomes assessment and its linkage to campus environmental factors would be done at the campus level and included in campus reports. This would make this analysis campus-based and not System-based.

The new offer is campus-based instead of System-based. The above mentioned points would be built into existing campus-based assessment plans. The additional, externally referenced assessments would be approved and administered (as is now the case) by the GEAR Group.

As a result of the changes in the new offer, the Executive Committee believes that we should continue the dialogue with System Administration on assessment for accountability. This will ensure continuing faculty involvement with the process.

The Executive Committee feels that it is critical for us to be supported by our campus colleagues. We are asking for your support. Please present the attached resolution to your governance group and encourage the group to pass the attached resolution. It can be used directly by inserting your campus name in the blank space provided in the resolution. It would be most helpful if you could take action on this during your next scheduled faculty meeting or no later than Friday January 16, 2004. The reason for the urgency is to have a formal response for the Chancellor before the next scheduled Board of Trustees meeting on January 27, 2004. If your faculty governance organizations cannot meet before this date we would ask that your executive committee act on behalf of your faculty.

Thanks so much.

Joe Hildreth, President
University Faculty Senate


Proposed Resolution on Campus-based System-wide Assessment


BE IT RESOLVED the Executive Committee of the University Faculty Senate recommends that each faculty governance body pass the attached resolution on next steps for an assessment framework.


Whereas, the request of the Faculty Council of Community Colleges and the University Faculty Senate that the Board of Trustees suspend the implementation of its June 17, 2003 resolution on assessment in favor of a continuing dialogue on this issue has been honored; and

Whereas, Chancellor King has “invited faculty governance bodies [to] take the lead in developing a draft of a revised proposal” for university-wide campus based assessment of the “building blocks of general education;” and

Whereas, the Executive Committees of the Faculty Council of Community Colleges and the University Faculty Senate believe that such a dialogue would be beneficial to the process of searching for a joint agreement on a framework for university-wide campus based assessment that would satisfy the concerns of both the faculty and the Board of Trustees; therefore

Be it resolved that the faculty of SUNY __Geneseo_________supports the following four-part proposal to initiate this dialogue:

1. The establishment of an assessment framework for determining the level of achievement and/or the increment of growth in learning achieved by SUNY undergraduates in the building blocks of general education. In addition to those measures already in place in campus plans, this framework should include “externally referenced measures" of the campus’s choice -- either nationally or SUNY-normed. For campuses choosing a value-added approach, this framework should consist of a set of instruments administered at two points in time: close to the student’s entry to the institution and at some later date when the student has completed this learning.

2. A survey instrument that will provide for an understanding of the indicators that reflect the campus academic environment (e.g. National Survey of Student Engagement-NSSE).

3. An analysis of the relationship between academic assessment results and these environmental influences. This analysis would be done at the campus level and included in campus reports.

4. An indication of how individual campus plans will be folded into the GEAR approval process, including the specific criteria that GEAR will use in approving them.

GAAC Proposal Summary: ECON 510

During the 2003 fall semester, GAAC approved a proposal from the School of Business regarding the establishment of a MS in Accounting degree program. Several new courses associated with this MS were also approved. The College Senate subsequently approved both the degree program and the associated new courses. One of the new courses, ACCT 510, was inadvertently omitted from the Senate Bulletin, and as such, it was not included in the voting of the full Senate. On the advice of the Executive Council, GAAC reconsidered ACCT 510 via e-mail correspondence and voting. Accounting 510 was again approved by GAAC on Tuesday, January 20, 2004. It is now being submitted for full Senate consideration.

New Course Description

ACCT 510: Advanced Taxation Accounting

This course involves an in-depth study of federal income taxation as it applies to individuals, corporations, and partnerships, including complex topics related to those entities. Students will also be introduced to the following: estate and gift taxation, fiduciary accounting, tax-exempt entities, and qualified and nonqualified plans related to employee compensation. Students will have the opportunity to develop their competencies in tax research and tax planning, and in the use of technology in tax practice. Additionally, regulatory provisions and professional standards for tax practices will be considered, with a review of sanctions imposed for failure to comply.