Office of the Vice President
Student Development Division
I. Executive Summary of Divisional Accomplishments and Outcomes
The Division of Student Development includes seventeen functional units, migrant grant
programs, and the Office of Student Development. The division continues to play a significant
leadership role for the College in the areas of Diversity and Inclusion, Enrollment Management,
Quality of Campus Life, External Support and Image, and Community, as well as making
important contributions to Academic Quality. In addition to this divisional summary, each
manager has provided an annual report, which is appended to this report. Department appendices
have been excluded, but are available to readers, if desired.
The Division‘s senior leadership team is experienced and effective. Mr. Roger Sullivan, Dr.
Jeanne Miller and Dr. Barton Ingersoll provide outstanding leadership and service to the division
and College. Given the diversity of functions and complexity of issues across our many
departments, their expertise is crucial to managing the day-to-day operation of the division and
planning for the future. Department managers are highly capable and expert in their respective
functions. As a team, they engage in lively discussion about a wide range of issues and provide
valuable perspective to policy development and long-range planning.
Significant accomplishments for the division this year include the implementation of a five-year
student learning outcomes project; progress on meeting the goals of the Strategic Action Plan on
Equity, Diversity, and Inclusion; campus safety enhancements; success in meeting freshmen and
transfer enrollment targets; collaboration in managing scholarships; and enhanced emergency
A number of personnel, enrollment, facilities and college-wide issues are identified in the last
section of this report.
II. Divisional Accomplishments
Student Learning Outcomes
The division‘s major initiative for 2008-09 was to initiate a five-year process to identify and
assess student learning outcomes across the division. Each measured student learning outcome
will be mapped to outcomes identified for Student Development during previous Middle States
The primary motivation for measuring student learning outcomes is continuous quality
improvement, with additional benefit expected as accrediting bodies and other external agencies
challenge the college to demonstrate its effectiveness.
Excellent progress was made in most areas, although there is some unevenness among units with
respect to opportunities to measure student learning outcomes. Despite assistance from the
Office of Institutional Effectiveness and Assessment, Financial Aid was not able to develop a
meaningful student learning outcome project. All other departments were able to develop and
implement projects this year. Some of the projects were developed as follow ups to other
assessment data that had identified weaknesses and/or lack of satisfaction with services.
Because resident advisors are critical frontline staff in the residence halls, three departments
(Counseling Center, Judicial Affairs, and Residential and Community Life) measured the RAs‘
knowledge of procedures and policies following their training sessions. Residential and
Community Life used rubrics for use by resident directors in evaluating the RAs‘ application of
that knowledge in their work. The outcomes of all three projects had implications for the content
and timing of the training for RAs.
The First Year Experience/Orientation Office, Hunt Union, UPD, and Admissions Office also
tested their student workers and/or volunteers on the information that is provided in training
sessions. While the outcomes overall were positive, these programs were able to identify specific
content areas that need more emphasis in the training sessions. They also concluded that using
rubrics to evaluate the application of their knowledge in actual work situations would be helpful.
Other departments (Academic Advisement, Athletics, CAMP, Career Development Center,
Health Center) measured their consumers‘ knowledge of information that bore directly on the
effectiveness of the services provided. Student Disability Services and Office of Multicultural
Student Affairs asked their consumers to evaluate the student workers/mentors as to their
performance on their behalf; rubrics were used to evaluate specific aspects of the
workers/mentors effectiveness in their jobs.
Strategic Action Plan on Equity, Diversity, and Inclusion
Highlights of the division‘s work on the Strategic Action Plan follow:
Recruitment: Three significant actions/outcomes stand out in the area of diverse student
recruitment. First, a new question was added to the supplemental admissions application
to address diversity leading to the awarding of 10 Diversity Presidential Scholarships.
These scholarship dollars were created by diverting $40,000 (18%) from the existing
Presidential Scholarship pool. Second, high school visits and on-campus visitation
programs were modified to enhance recruitment of diverse populations. Third, outcomes
associated with these efforts are as follows: applications from AALANA students rose
19.0%, deposits from AALANA students rose 78.8%, and approximately 14.5% of the
incoming freshmen/transfer class will be AALANA students.
Leadership: Significant leadership for diversity activities directed toward students has
been provided by the division of Student Development. In addition to the Center for
Multicultural Experience, which was created in the early 90‘s, the division provided
significant leadership to PCOD (2003-2007), created the Office of Multicultural Student
Affairs (2003), accepted leadership for the Gender Sexuality Resource Center (2007), and
received funding for the College Assistance Migrant Program (2000). Current programs
initiated prior to the plan include AALANA Mentor program, Safe Space Training,
Action Hero, Pride Week, Multicultural Club Expo and NCBI. All of these programs
continued or expanded in 2008-09. New programming in 2008-09 included AALANA
Call Center, 18 diversity education workshops by OMSA, Safe Space II, and Speak Up –
A Workshop on Activism.
Collaboration: Offices in the division partnered with various groups to develop new
programs including Kente graduation celebration, Sistah-to-Sistah discussion circles,
video production "Decreasing Barriers, Planting SEEDS: Success in Education through
understanding Equity and Diversity in Students", ―Know Your Rights‖ and ―Faith and
University Police, in collaboration with the offices of Facilities and Safety and
Telecommunications, continued to make improvements to the campus safety infrastructure with
three notable additions. First, after an extensive campus policy discussion, the infrastructure for
video surveillance cameras was installed and 26 video cameras are now in use monitoring high
traffic areas of the campus. As funding is available, additional cameras will be installed at other
locations. Second, a siren has been installed on the top of Milne Library and protocols for use
and weekly testing are in place. Finally, University Police has acquired and installed an
interoperable radio system allowing secure communications with other law enforcement and
emergency response agencies.
Another agency involved in maintaining campus safety is the Behavioral Assessment Team
(BAT), which meets weekly and includes staff from the Office of Student Development, Judicial
Affairs, UPD, Residential and Community Life, Counseling Center, Health Center, and Student
Disability Services. The team responds to reports from the campus community about students
who are of concern and who may be dangerous to themselves or others. The team‘s process
includes following up on reports by talking with all parties who have information, determining
actions that need to be taken to insure safety, and communicating to those who have a need to
know the information.
Despite meeting its freshmen and transfer input targets, the college‘s AAFTE enrollment
dropped by 60 in 2008-09. The primary reasons were a decline in international enrollment and
flat graduate enrollment. Student retention remained constant.
With leadership from the Associate Vice President for Enrollment Management and Director of
Admissions, the college‘s enrollment goals for 2009-2010 appear to be met. These goals called
for increased inputs for both freshmen and transfers, and moving the college back to or near its
funded 5650 AAFTE. Modest international student enrollment goals appear to have been
exceeded. The freshman class profile appears to be similar to 2008-09 and racial diversity
among new students has increased.
Cooperation and Collaboration with Faculty to Enhance Student Engagement
The programming entities within the Division of Student Development maintain a priority of
involving faculty in the planning and implementation of programs and events. Offices that utilize
advisory groups regarding their services include faculty in those groups. From the beginning of
the College‘s contacts with students in the admissions and orientation processes, our staff works
hard to provide students with meaningful contacts with faculty.
The Retention Subcommittee of the Enrollment Management Committee represents an ongoing
collaborative effort to enhance the engagement and retention of students. The Subcommittee is
comprised of an equal number of faculty and Student Development staff and is co-chaired by a
faculty member and the Associate Vice President for Student Life.
This year, the Subcommittee reviewed initiatives that had been put forth in recent years by that
group, endorsed by the Enrollment Management Committee and approved by the president, but
were not successfully acted upon. All of these initiatives represented opportunities and structures
for connecting students with faculty and enhancing student engagement. With a few
modifications, the Sophomore Initiatives, the Early Warning and Intervention System for
freshmen, and the recommendations from the Freshman Engagement Task Force were again
brought forward to the Enrollment Management Committee for endorsement and again sent to
the president for approval. The Retention Subcommittee also received the endorsement of the
Enrollment Management Committee, the president, and the academic leadership to conduct a
survey in Spring Semester, 2009, of students and faculty regarding student advisement by
faculty. The results of the survey will be available in Fall Semester, 2009.
Coordination of Scholarship Opportunities
In collaboration with the Division of College Advancement, the Scholarship Coordinator
position was established under the supervision of Financial Aid. By all accounts, management of
scholarships and associated funds has been streamlined and more efficiently handled. As
expected, additional duties will be assigned this position, now that the transition year has been
completed, including veteran‘s affairs.
In collaboration with the Division of Finance and Administration, the Emergency Management
Coordinator position was established under the supervision of University Police. This new
position has resulted in:
Improved management of the AED program, including installation, maintenance and
Improved management of the fire extinguisher and drill program, including mandatory
inspection, replacement and long-term budgeting for equipment replacement.
Training for all department members to ensure proficiency in operating emergency
systems and compliance with mandates.
Coordination of all NIMS training for campus employees.
Development of physical resources and computer files of all materials needed in crisis
management and EOC operations.
Improved coordination of emergency operation training (table tops) including logistics,
written protocols and written evaluations.
Development of a NIMS compliant emergency response plan.
Implementation of Workplace Violence training for all employees.
III. Current Major Initiatives for 2009-10
Continued Progress on Strategic Plan for Diversity
The table below identifies initiatives from the Strategic Action Plan on Equity, Diversity, and
Inclusion on which the division plans to work as part of its continuing programming or new
Identify and award Diversity Scholarships to qualified students who contribute to
I4(a)A1 diversity as reflected in the College Diversity Statement.
I4(a)B1 Continue to develop comprehensive approaches to recruit AALANA students.
Develop measures to identify level of AALANA students‘ representation,
I4(b)A1 participation, and needs. Address campus climate issues.
Develop/implement Discussion Circles Model to engage the campus community on
I2A1 topics relevant to diversity/equity/inclusion.
Encourage AALANA, women, and first-generation students to explore the Honors
III5A2 Program and math and science majors.
Increase the number of AALANA, women, and first-generation students who major
III5A3 in math and science and/or participate in the Honors Program.
Establish community-building opportunities for individuals belonging to identity
I3A3 groups including AALANA, LGBTQ, and differently-abled.
Create and implement programs to address bias, stereotype threat, and profiling on
I3A5 Review, assess and revise the Campus Bias Protocol.
Create a plan to address concerns of AALANA and LGBTQ students on campus
I3A6 (e.g., housing and classroom milieu to feel safe).
Implement a campaign to raise awareness of reporting mechanisms already in place
I3A8 to report bias, stereotype threats, and profiling.
Provide day versions of evening programming when appropriate, to best serve needs
II2A2 of campus community.
Identify institutions with benchmark policies on identity groups that
II3A1 historically/presently experience discrimination, unfair treatment, or acts of
Develop guidelines to write and revise College policies addressing discrimination,
II3A2 unfair treatment, or acts of intolerance.
Develop measures to identify level of representation and participation in campus life
II3B1 by identity groups that historically/presently experience discrimination, unfair
treatment, or acts of intolerance.
Strive to meet the inclusion factors of the ―LGBT Friendly
II3B2 Campus Climate Index‖ and register the College on the site.
Survey campus locations for potential unisex bathrooms and Gender neutral spaces to
II3B3 meet the criteria of the Campus Climate Index.
Offer training and workshops for employees and students on cultural competence
III6A3 aimed at creating a welcoming learning, teaching, and working environment for
persons with disabilities.
Use the results of data analyses (initiative 1) to identify equity, diversity, and
II1B2 inclusion needs, identify resources, and address those needs.
Provide flexible training programs and professional development opportunities that
can be tailored to specific audiences and schedules (e.g., Stereotype Threat, A
Culture of Inclusion, Anti-Defamation League, Campus of Difference Program,
Diversity Storytelling Circle, Continuing the Conversations for Creating a
Welcoming Campus Community, National Coalition Building Institute workshops,
and Safe Space)
Increase the opportunities for cultural competence skills acquisition and/or
III5A1 enhancement within the student‘s education.
Continuous Quality Improvement
Continuous quality improvement is at the core of division and department activities. In 2008-09,
the student learning outcomes initiative formalized one element of continuous quality
improvement and this will continue in 2009-10.
In addition, results for the 2009 SUNY Student Opinion Survey are expected to be available in
early fall. The division will work with the Office of Institutional Effectiveness and Assessment
to analyze and disseminate results to the campus community.
Continue to meet college undergraduate enrollment targets while maintaining or improving
quality and diversity.
Campus safety is a campus-wide, collaborative and continuous effort. Plans for 2009-10 include
refining and fully implementing Workplace Violence training for all employees, CPR/AED
training for volunteers, NIMS training for senior officials and faculty and staff likely to have a
role in emergency response, filling in the gaps of continuity of operations planning across the
campus, and expansion of video monitoring.
Continue to work collaboratively with Office of Facilities and Safety to develop strategic vision
and plans for new and improved facilities as outlined below.
IV. Summary, Conclusions and Recommendations
Following is an outline and brief explanation of important division and college issues in the areas
or personnel, enrollment, college-wide issues, and facility needs. These represent some of the
most significant challenges and opportunities from a Student Development perspective for the
division and, in some cases, the college.
Educational Opportunity Program: The associate director line is currently frozen.
Funding has been made available from one-time monies to hire a part-time senior staff
associate to handle some responsibilities.
Student Disability Services Support: Completing the transformation of the SDS
assistant from a part-time to full-time professional (to enhance student support and create
redundancy of expertise) has been placed on hold for budgetary reasons. (PSR savings
intended for the enhancement were frozen due to budget constraints).
University Police: Efforts to move toward nationally recognized police standards with
the addition of a deputy chief have been frozen due to budget constraints. Civil service
hiring constraints and delays have resulted in one officer and two dispatcher lines
Graduate: After much discussion there is consensus on growing graduate enrollment.
However, there is still no clear plan beyond developing new graduate programs for
achieving the ―right‖ balance of undergraduate/graduate enrollment or assigning
accountability for graduate enrollment. Although several new programs are in the
planning stages, we continue to advocate for a thorough review of graduate policies and
International: The hiring of a new director has resulted in significant progress toward
stabilizing international enrollment and addressing barriers to attracting and retaining
international students (e.g., continuous housing, food service options).
Transfer: There appears to be continued resistance to transfer articulation, despite the
importance of transfer students to our enrollment health.
Scholarships: The issue of one time funding in the amount of $500,000 for scholarships
has been resolved by embedding this cost on a permanent basis in DIFR. Additional long-
term concerns will emerge if endowment investment performance does not improve soon.
Continuing Education: Summer school enrollment and other continuing education
enrollments have declined. The College lacks a robust program targeted at non-traditional
and non-degree learners.
Student Engagement: Recommendations (2007) of a faculty-led task force on freshman
engagement were finally discussed by the Enrollment Management Committee and
passed on to the Provost. Recommendations emerging from a review of NSSE/BCSSE
o Oneonta should initiate a campus-wide discussion of student engagement and
strategies for enhancing this process, to include faculty, staff, and students.
o Oneonta should focus on initiatives to improve engagement with first-year
o These initiatives should target the following areas: Student-Faculty Interaction,
Active and Collaborative Learning, and Level of Academic Challenge.
o Oneonta should aspire to be among the top 50% of NSSE institutions for both
first-year students and seniors when the NSSE is next conducted in 2011.
Branding: The need for branding grows larger each year. In Student Development, this is
especially so with respect to Admissions and Athletics. We lack consistency from
department to department and across divisions with the many names, logos, colors,
dragons etc. that we use.
College Web Site/Portal: Initially designed around our Admissions publications, the
homepage will need a new look when we move into a new publications package. It is one
of our biggest marketing tools for new students. The lack of a portal for students and
employees means all information is available to all constituents – good, bad or otherwise.
Our site serves many groups, but in its present form, is viewed as complex and
Event Management System (EMS)/College Calendar: Lack of access to important
functionality has resulted in designing local systems to do what the primary EMS
software can handle. Access to this important functionality will create efficiencies and
cost savings, and will enhance the attractiveness of EMS for other campus users bringing
us closer to an integrated college web-based master events calendar.
Video Monitoring: Phase I implementation for video monitoring is nearly complete
with most major high traffic and problem areas covered. Phase II expansion of the
program, except where funded by interested departments, lacks funding.
ESCORT: College bridge money ($112,000) was crucial in helping ESCORT staff begin
a process of redefining itself in the face of shifting federal technical assistance priorities
from ―special populations‖ to building the capacity of state departments of education.
ESCORT will be managing approximately $1.5 million of one-year and multi-year
awards after July 1, an increase from 2008-09 of approximately $150,000. Despite
progress, ESCORT continues to be challenged to find work to maintain current staffing
levels. Notably, efforts to partner with academic departments and/or individual faculty
have been unsuccessful.
Higher Education Program (HEP): HEP appears to have met its program goals,
although it continues to carry a sizeable account balance into 2009-2010. A recently
completed program review should help identify program improvements in preparation for
a five-year extension of the program (2010-2015).
Upgraded Admissions facilities: A program study has been completed. This is a high
priority for the division, ideally funded through additional legislative allocation.
Upper Fields Project: A program study has been completed. This is a high priority for
the division, ideally funded through additional legislative allocation.
New Multipurpose Athletic Facility (MAF): A program study is nearing completion.
This is a high priority for the division, and opens up tremendous opportunities for
athletics, recreation, and fitness, as well as opportunities to redefine instructional, fitness
and recreational uses for Chase. This is ideally funded in the next five-year capital plan
for the College.
Upgrade to Counseling, Health and Wellness: This project is ready for a program study
and can be funded with critical maintenance monies.
Chase rehab: Building the MAF opens up opportunities to redefine instructional, fitness
and recreational uses of Chase – perhaps as a state-of-the-art instructional, fitness and
recreational center. Much of the rehab can be accomplished with critical maintenance
funding, but a decision on a MAF is vital to redefining its use.
Manage Parking: Parking issues mount almost daily due to construction, changes in
class scheduling, and the desire of more students to have cars on campus. To the extent
we can permit freshmen and sophomores to have cars, we believe this will have a positive
impact on recruiting top students. Resolving parking issues requires a multi-part plan
including, but not limited to, developing additional parking areas, including additional
parking in the plans for every rehab and new construction project, reducing contractor use
of parking lots as staging areas, expanding the campus footprint for additional parking,
spreading class enrollment across a wider portion of the day, and encouraging the use of
public transportation and car pooling.
Upgrade to CME: Program planning has been completed for a SICAS Center expansion,
which will consolidate CME space on one level. While this has multiple advantages for
CME, some construction money will be needed for CME to maximize use of this space.
V. Assessment and Planning
Planning and assessment are driven by the goals of the Comprehensive College Plan (updated
periodically) and continuous quality improvement. The Division‘s annual assessment and
planning cycle incorporates departmental and divisional activities. Department level activities
include: 1) annual or periodic assessment of department performance indicators and desired
student outcomes and, 2) annual departmental reporting and goal setting. Division level activities
include: 1) annual or periodic assessment of desired student outcomes, 2) annual division retreat
for managers to establish division goals supporting the Comprehensive College Plan and, 3)
annual divisional report documenting achievements and goals. This continuous process relies on
performance indicator data and assessment of desired student outcomes to inform department
and division planning in support of College goals.
Sample assessments at the departmental/area level within the Division include Admissions
decliner survey, Counseling Center Quality of Service Survey, EOP Student Perception Survey,
Health Center Satisfaction Survey, Orientation surveys of student and family participants,
Residence Life Quality of Life Survey, CORE, and American College Health Assessment.
Sample assessments administered by the Division include the freshman six-week survey, SUNY
Student Opinion Survey, SUNY Oneonta Alumni Survey, National Survey of Student
Engagement, Beginning College Survey of Student Engagement, and Withdrawal/Non-returning
Department and division level assessment and planning are ongoing and occur simultaneously;
these activities complement each other and are incorporated into a planning and assessment cycle
which has been in place for almost a decade. At the conclusion of each academic year, the
division conducts an annual planning retreat which is designed to establish divisional goals for
the next year linked to the Comprehensive College Plan. Annual department level reports due
shortly after the retreat (and included in the division‘s annual report) include assessment of
department performance indicators, desired student outcomes, and departmental goals which
reflect departmental level support for the divisional goals established the previous year and the
Comprehensive College Plan. Annual departmental reports also identify strategies which will be
employed during the next yearly cycle to improve desired student outcomes specific to their area
and to reinforce or develop initiatives which support divisional goals linked to the
Comprehensive College Plan.
As a result, Student Development divisional assessment and planning is an ongoing activity
informed by the prior year‘s assessment data at both the departmental and divisional levels.
Departmental initiatives and activities are developed and evaluated in light of new and emerging
divisional goals linked to the Comprehensive College Plan. The model provides departments
across the division with a template for planning and assessment and insures that the planning and
assessment process at all levels is both agile and responsive to emerging institutional needs.
Appended to this report are annual reports from each department in Student Development,
including the major grant programs associated with the division. Appendices for each department
report are not included, but are available upon request from the respective department manager.
ACADEMIC ADVISEMENT CENTER (AAC)
ANNUAL REPORT 2008-2009
The Academic Advisement Center (AAC) continued its commitment to providing quality
and accurate academic information to students and staff (as generally evidenced by its high
ranking on a variety of assessment instruments). In addition, the Center continued to work
cooperatively with other offices to provide student support and to receive or offer training.
Highlights for the year include maintaining customer service, especially considering three of the
five office staff and twelve of the fifteen Academic Team Members were new; increasing advisor
information regarding advisees on the web (including e-mail links and other contact information,
dual major and all concentration information, a listing of other advisors assigned to the advisee,
and a link to the academic transcript); making on-line arrow sheets of advisees available for
advisors; increasing paperless operations where appropriate; conducting an assessment of the
Academic Advisement presentation at orientation in terms of student learning outcomes and
finding where students are informed or misinformed, and where we are successful in clarifying
policies and availability of resources; working with the Adolescence Education Chair to review
curriculum variations between adolescent education and liberal arts majors to create a template
for curricula changes that will make the pairing of the dual majors identical in content; and
increasing individual student contact hours for ATMs.
2008-2009 Progress Toward Goals / Accomplishments
Specific to Office Goals stated in 2007-8 Annual Report
o Goal: At orientation, students will gain basic knowledge of college-wide
academic requirements and support, and be able to simply apply this knowledge
to their specific requirements. Outcome: An academic policy/resource pre-test
was administered to all students (n=269) at January 2009 Orientation. A post-test
was randomly administered a day later to 48% of the original population (n=128).
The purpose of the assessment was to determine how much students knew coming
into orientation and if they learned anything as a result of the Academic
Advisement presentation at orientation. The pre-test indicated a 61% correct
response rate while the post-test indicated an 89% correct response rate (with one
item negatively affecting the overall correct response rate).There were variations
in the level of knowledge coming into orientation (as separated by various
admission types: freshmen, readmit, new transfer, new transfer who had been
continuing education) and that learned after orientation, but all groups increased
their correct response rate as a result of orientation. The results of this assessment
are being used to edit the advisement presentation at orientation and to use in a
future study when the presentation is offered as an on-line module.
o Goal: Staffing: Train the new emergency temporary Assistant Director, and hire
and train a new emergency temporary advisor, and hire and train a new part-time
data entry person. Outcome: All three positions were filled and the training was
successful as evidenced by a review of their documented work, the scope of their
work, and scheduled and unscheduled observations of performance. Searches will
be conducted in the summer of 2009 to replace the emergency temporary
positions with regular hires. This may result in a new series of staff training.
o Goal: Work with the new director of residence life to better coordinate ATM
program and support. Outcome: The requirement for ATMs to provide monthly
programming was redefined (active vs. passive), leaving more time for ATMs to
attend RA programming and to increase student contact hours with an extra
scheduled office hour each week. There is still much that can be done with the
ATM program, and each year brings new opportunities for enhancement.
o Goal: Create advisement workshops that support academic needs of targeted
student groups. Outcome: AAC, at times in conjunction with the ATMs, offered
pre-registration advisement for AALANA, EOP, Athletes, Off-campus students,
and International Education students.
o Goal: Continue process of receiving access to run all required reports without
requesting them through the Computer Center. Outcome: More reports were
turned over to AAC for processing, but the new move to e-print Banner files has
shifted the focus and programming for report generation. This is an on-going
project that will eventually result in more user control and access to reports as
well as an increase in electronic rather than paper reports.
o Goal: Assess viability of migrating to Degree Works (Banner‘s newest version of
degree audits). Outcome: The Director of the Computer Center went to an SCT
Conference where Degree Works was discussed. He came away with the
impression it would be a valuable tool for us to implement. Timing, staff support
and cost are all issues that will need to be addressed.
o Goal: Get advisors on-line access to arrow sheets for their advisees. Outcome:
This process has been created and tested. It is currently available, but the
announcement of its availability will be distributed to advisors in August when
another enhancement to the process is created (adding a link on the advisor web
page to access the arrow sheet instead of having to move between and among
o Goal: Continue training to access the paperless environment. Outcome: All
AAC staff utilize Extender to view transcripts, student visit forms, and other
previously paper-filed information. The process is still in transition so there is
difficulty when some items are on Extender and some are in paper format, but this
will disappear as old files are scanned. The ability to annotate scanned documents
is an access item that needs addressing and training.
o Goal: Finish four year ―academic major‖ plans and update all minor sheets (and
place on web). Outcome: The ATMs continued working with Departments to
create the four year plans. The constant changes to degree requirements make this
an on-going task. Minors are on the web, but also require updates based upon new
curricula changes. These changes will be evident prior to the start of the fall 2009
o Goal: Revisit the Academic Advisor Award offered through the Provost‘s Office.
Outcome: There has been no change in the process at this time, but the ―process‖
is noted in the Retention Sub-Committee‘s assessment of advisement.
o Goal: Create an on-line advisement orientation. Outcome: Funds were secured to
create an on-line advisement orientation, but a student who had the appropriate
skills could not be found. A change in focus to a less elaborate on-line process
(utilizing Angel) to achieve this goal will be one of next year‘s goals.
o Goal (specifically designated for AAC in the ―Strategic Action Plan for Equity,
Diversity and Inclusion‖ item III5A3): Increase the number of AALANA,
women, and first-generation students who major in math and science and/or
participate in the Honors program. Outcome: A) At orientation, the value of
majoring in math and science is discussed (along with information regarding
special grants for students majoring in these areas), but no ―target audience‖
programs have been created. B) AAC members attend Earth Science Major Night
and other science department events to acknowledge and encourage current
students‘ choice of major. C) The ATM staff is representative of the noted
populations, and many are science and/or math majors, so they act as role models
for other similarly inclined students. D) At present, what constitutes a first-
generation student is not coded on Banner so there is no way to identify or track
this population. E) The Honors program is not a self-selected group, so it is
difficult to determine how one might increase the participation of targeted
populations in this group. In addition, as long as the Honors program maintains its
current design, it will be difficult to have any student participate in it in any
o Sustained timeliness of change of major/advisor, prior approval, and course sub
form processing (change of major/advisor forms still processed on the day of
receipt; prior approvals reviewed within two days of receipt, and course subs
generally processed in one week if form has been completed properly). This was
accomplished despite having three new staff.
o Revised athlete pre-advisement night to increase individual advisement with
athletes and minimize their time commitment. All planning and implementation
was done in concert with the Athletics Department. AAC and Academic Team
Members provided the support necessary to provide needed information/advice.
This program continues to increase student-athlete preparedness and decrease the
number of ―emergency: office visits‖ on athlete pre-enrollment day.
o Worked closely with academic departments to assist them in creating new minors,
providing department specific advisement training, cooperating with internal and
external reviews, and reviewing or creating course placement policies.
Related to ATMs:
o ATMs provided much needed support during the fall and spring semesters by
continuing to have weekly office hours in AAC along with their in-building
hours. On average, they offered 2500 residence hall office hours and 265
Academic Advisement office hours. Student visits in the hall remained steady as
evidenced by completed student visit forms.
o ATMs continued to receive good ratings on the Residence Life Survey.
o ATMs held all-campus Prior Approval Nights and Pre-Enrollment Nights both
semesters, including offering AALANA, EOP, off-campus, International
Education, and athlete advisement specific programs. In addition, they
participated in campus-wide events.
o ATMs continue to assist with Open House by hosting the AAC table and
answering students‘ and family members‘ questions.
o Individual ATMs were recognized for their high quality academics and
involvement on campus (and thus continue to act as positive role models for other
students). Three ATMs were recognized as Best and Brightest. Five ATMs
participated in the Student Research Day. Three ATMs were inducted into ODK,
two into Chi Alpha Sigma, three into the NRHH, and one into Alpha Chi Epsilon.
80% were named to the Deans‘ and Provost‘s lists, and two were nominated for
the Chancellor‘s Award.
Related to Diversity
o All staff members continue to participate in opportunities for training and
discussion on issues of diversity.
o The Director continued her study of Spanish to improve her ability to
communicate with some of our students and family members.
o Working closely with International Education to improve orientation for new
International Education students; to review procedures pertinent to International
student recruitment and retention; to review testing and placement procedures; to
review advisor assignment; and to assist in the creation of International Education
articulation agreements (completed: Japan College of Foreign Language- JCFL).
o AAC supports the efforts of EOP and AALANA by attending classes and offering
workshops for staff and/or students.
Related to Recruitment and Retention
o Worked with the Biology Department to identify the scope of re-evaluations
necessary for its new course re-numbering, resulting in the updating of the master
course equivalency file by the Coordinator of Transfer Credit.
o Offered a special re-orientation for readmitted students who were previously
o Items listed in above goals, as well as: committee work (OPEN, IAB, Senate,
Curriculum Committee, Orientation Committee, Greek Committee, Retention
Sub-Committee, Enrollment Management Committee, Senate By-Laws
Committee); support of other campus offices (programming for FYE;
presentations in courses: INTD 100 and PROF 100; etc.)
o Processed two mailings to support Enrollment Management‘s initiative to inform
new students‘ families of interim grades. Responded to the small number of
inquiries generated by the mailing.
o Contacted all students who had advisement concerns as noted on the five week
o Continued to participate in all aspects of orientation planning.
o Processed VA benefits with 90% of eligible students receiving aid within the first
three weeks of school. (Note: Three years ago, students waited two to three
months for payments).
o Processed mailings to recruit faculty to participate in the Retention Sub-
Committee‘s recommended Early Warning program for freshman students.
Measurable Planned Actions Time Frame Measures Issues to be
Through an on- Develop an on-line Develop on-line 1) Students‘ ability Need to
line advisement advisement modules by late to correctly answer coordinate
orientation, orientation using October, test in assessment items. efforts with
students will Angel. November, plan 2) Internal review of Orientation to
gain basic for distribution in delivery and type of provide
knowledge of Attach the January December, review information shared information and
college-wide 2009 assessment in February, and based on survey participation in
academic instrument to make changes to results, especially as an on-line
requirements and January 2010 orientation compared to advisement
support, and be students. information based previous year‘s orientation
able to simply on results for results. assessment.
apply this summer
knowledge to orientation 2010.
1) Students will
be able to
that meet GE2.
2) Students will
ability to select
courses for GE2.
3) Students will
4) Results of pre
and post tests
will be compared
delivery of the
Others - Planned Actions Time Frame Measures Issues to be
Through pre and Revise training to Training modules It is expected that
post tests include pre-and revised by early returning ATMs will
(cognitive skills post tests. August 2009. score higher than
domain), the new ATMs on
training of new Create pre-and Pre and Post tests specific knowledge
and returning post-tests. created by mid- and application
ATMs will be August 2009. items, but not
assessed. Group necessarily score
learning will also Initial training 100% given the
be assessed by conducted end of complexity of the
giving ATMs the August 2009. information. It is
opportunity to Pre-test given at expected that
complete the pre first meeting, merged groups will
and post tests in post-test given at score higher than
small groups. end of week long individuals.
given second time It is expected that
mid-October. both new and
returning ATMs will
score above 90% on
the post-test, with
scoring higher than
new ATMs. It is
merged groups will
score 100% when
items and utilizing
Work with the - Discuss -Summer for Fall - Creation of new -Funding
Res Life to better integration of start, with contracts -Programming
coordinate ATM ATMs in hall staff. continued - Coordination of -Integration with
program and - Discuss discussion RA/ATM training RAs
support. supervision and throughout the - Revised ATM -Survey items
evaluation of year. evaluation questions
ATMs on Res Life survey
-Create a team of - Improved resident
RDs to meet evaluations of ATM
regularly with the services.
Director of ACC to
monitor the ATM
program and RD
Others - Planned Actions Time Frame Measures Issues to be
Create Continue work with Initial discussions Identifying needs To be
advisement FYE, EOP, Int‘l – September Creation of determined
workshops that Ed, and Athletics to Planning programs
support academic offer special programs –
needs of targeted programs. October
student groups. Implementation –
rest of year
Continue process Have Computer All year Ability to run reports AAC computer
of receiving Center reports without problems, programmer
access to run all converted to self and correctness of works half time.
required reports requested Banner data output. The work load of
without requests. the supporting
requesting them programmer may
through the Have access restrict ability to
Computer Center granted to AAC create new work
and have them users for report flow jobs.
run through the generation.
Assess advisors Create and August Advisor access and AAC computer
on-line access to implement a utilization. programmer is
arrow sheets. marketing on half-time.
campaign to inform Reduction of paper This makes it
advisors of reports to difficult to
enhancements and departments each complete or
to encourage their semster. update new
Create an on-line
assessment for Create: October
advisors of the new Implement:
on the advisor web
Provide hotline for
Continue Receive training to Fall Ability to annotate. Need support of
creating annotate scanned Computer Center
opportunities for items in Extender. and Academic
a paperless Departments
environment Place more All year Readmission,
information on-line change of major,
to reduce forms and course subs and re-
booklets. evals all on-line in
some reduced format
Summary, Conclusions and Recommendations
Turn-over of staff (both professional and student) creates challenges in being able to
provide an extensive array of services (i.e. more training for faculty, redesign of web
page, etc.) since much time must be spent on internal employees‘ competence to maintain
basic services. Depending on the outcome of this summer‘s searches, the ability of AAC
to expand its services may be limited.
The support from the Computer Center in creating on-line access to advisement tools
empowers faculty to provide more up-to-date and timely assistance to students, reduces
paper use, and reduces office expenditures for paper/printing.
The results of the Retention Sub-Committee‘s assessment may create/highlight other
avenues for support to both faculty and students.
Data from various assessment instruments (Five Week Survey, Student Opinion Survey,
Withdrawal Survey, Res Life Survey, etc.) will continue to be used in the creation and
implementation of services and training for students, faculty and staff as related to
2008-2009 Annual Report
A year unlike any other is the essence of the 2008-2009 recruitment year. As the
economy continued on a downward spiral, the stock market crashed, the nation fell into a
recession and New York State continued to uncover an ongoing budget crises, admissions staffs
across the country were racing to recruit the entering class of 2009. Given these circumstances it
was critical to accept the things that we could not change and aggressively manage and/or
influence those we could, if we were to be successful.
Our year was challenging yet the institution can celebrate the success we have achieved.
Freshman applications were slightly up, and we experienced a 13.9% increase in our early action
applications. We maintained a 39.9% acceptance rate and as of June 15th it is likely that our yield
has improved over that of 2008. Transfer applications are up over 6%, and our yield will also
Our commitment to the goals described within this report is what drives our everyday
activities. Enrolling an academically qualified freshman and transfer class is the overarching
goal, all others are there to support that primary goal. Data to date indicates that in spite of the
increased outside negative forces working against us this year we have continued to attract and
enroll an academically talented freshman and transfer classes.
2008-2009 MEASURABLE GOALS
Continue to maintain Highly Selective status, specifically increase the number of Group I
students. (CCP II A& B)
GI, GII and GIII data will not be calculated until later this summer/early fall ‘09. The
current freshmen class profile, before extraction/profiling, is an 89.97gpa (90.4gpa‘08 to date)
and an 1114 combined SAT (1111 ‘08 to date). Based upon this preliminary data it is highly
likely that we will maintain our Highly Selective status, although likely losing some percentage
of the Group I students.
It was anticipated that the addition of the Common Application (CA) as an option for
students applying would draw additional G I students. The applicant data for Common
Application vs. ASC illustrates this assertion was accurate.
Our scholarship program continues to support our efforts to enroll an academically
talented class. Our major scholarship initiative includes the following: Presidential, OAS
Diversity, Deans, Catskill, COAMS, Griesmer, Mildred Haight and ALBOD. Of these categories
we made 804 offers with a target of 176 actual scholarships. For 2008 we made 842 offers with a
goal of 188, a decline in total awards of 12 or 6%.
Overall our scholarship yield went from 20% in 2008 to 17.7% for 2009. The Presidential
Scholarships had the largest drop in yield, from a 20% in 2008 to 13.9%. Given the current
economic crisis and recession in New York these numbers are not a surprise. Private colleges
across our state (and nation) increased scholarships (merit and need based) in an effort to
discount tuition in order to secure their classes.
Guidelines for the initial scholarship review are below.
PRES ($4000) 207 95.4/1200 (94.6/1200 ‘08)
$4000) 45 93.7/1100 (none awarded ‘08)
OASMRS ($4000) 21 93.5/1050 (93.5/1060 ’08)
DEANS ($2000) 185 94.7/1150 (93.6/1150 ’08)
ALBOD ($1000) 0 (95.9/1100 ’08)
COAMS ($1000) 253 93.6/1100 (92.8/1100 ’08)
GRIES ($2500, 2 yrs) 16 94.6/1150 (93.6/1290 ’08)
MHM ($1000) 16 97.6/1100 (94.6/1100 ’08)
In addition to these scholarship categories our restricted funds available for scholarship were
severely cut, due to shortfalls in the endowments, and of course out of our control. The following
table reflects these scholarships.
Freshmen awards 87 56
Transfer awards 48 6
Funding Available for 140K 70K
Revision of electronic communication plan from inquiry to deposit for freshmen &
(CCP II A & B CCP IV A)
A review of all communications to freshman and transfer students was made in the
summer and early fall of 2008. This review considered what are our critical communications,
marketing messages, associated costs, and freshmen vs. transfer needs from inquiry to deposit.
While from a cost perspective it might make sense to eliminate much of our paper based
communications and send emails and other forms of electronic communication directly to
students we also considered the ramifications of that decision. If mailings do not arrive via US
Postal Service, will the parents see it? The answer is probably not given the current research in
this area. Students are more willing to share mail that arrives, or parents can simply see it and
open/request to see it, email however is viewed as more personal and students do not share that
as readily. Knowing this and recognizing parents are still major influencers on a student‘s
college choice, we attempted to maintain a new balance between electronic communication and
We contracted with an outside vendor to assist us with design and distribution of our
email communications and also worked with our internal computer staff to improve the look of
our internally sent emails. The elimination of approximately 12 letters/communication from
inquiry through deposit plans provided savings in paper, workload, postage and most important
time, as many of those communications were at the applicant stage involving completion of
application information. In addition to the elimination of letters from our communication plans,
we also utilized email as part of our event activities, in the past email follow up was utilized
minimally for some events and not at all for others. Beyond the pre-event communications, for
ALL of our events all students in attendance (with active email addresses) were sent links for an
evaluation for that particular event.
In total we sent out approximately 370,659 email communications to students this year
between our internal process and outside vendor. In addition to these we communicated
electronically with many of our Common Application applicants prior to application submission,
sent communications to our accepted students through our on-line community and of course
answered thousands of emails to students, counselors, parents, etc….
While I believe that we had a successful year with the changes made, I also believe there
is much more to be accomplished in this area and will include that in the goals section of this
Review of transfer recruitment activities and processing
The transfer team continued to travel and visit a similar number of 2 year schools this
year. A thorough analysis of how we process, review and communicate with transfer applicants
was made in the summer and early fall. Through that analysis we made changes to many of our
internal processes, which in turn allowed us to be more efficient and productive, ultimately
improving time to decision and credit evaluation process for our applicants. A revision to our
transfer brochure and updates to the transfer web page allowed for better marketing, additional
email communication allowed for faster response (both by student and admissions staff) and we
believe quicker time to completion of applications, and the maintenance of 2 campus transfer
days allowed us to invite transfer students to an event focused only on their issues.
Improve School Counselor Outreach
Mailing of 4 promotional post cards (Ongoing)
Development of a Counselor Newsletter for fall travel (New)
Participation in 7 SUNY Operation Information programs (Ongoing)
Participation in the Summer 2009 SUNY New Jersey Counselor Bus Trip (New)
Hosting of Oswego County Counselor campus visit and luncheon (New)
Continued participation on the Op Inform planning committee (Ongoing)
Maintenance of a School Counselor page on the Admissions Web Site (Ongoing)
2 student data mailings to HS & 2 year counselors sent per year (Ongoing)
Active participation in the College for Every Student events & efforts (Ongoing)
Continued active participation in NYSACAC & NYSTAA
Collaboration with local Otsego County Counseling Association
*Admissions Office acting as the new coordinator for the Otsego County
Annual College Night, October 2009.
*Luncheon on campus, February ‘09, introducing Dr. Kleniewski to
*Rebecca Lynch participation and assistance in the planning and
execution of the first annual Senior Summit hosted by local counselors in
April 2009 on the SUNY Cobleskill campus.
Further develop a new plan for the recruitment of AALANA students
(CCP II A & B CCP IV A)
Initially Justin Brymn was asked to identify market areas in New York State, where we
could maintain and/or improve relationships with AALANA students. This was accomplished
during summer and fall 2008. A review of inquiry to deposit data was done to identify
appropriate high schools to add and/or eliminate from our travel and outreach activities.
Multicultural high school visits in NYC were more focused, based on prior student behavior for
applying or enrolling rather than on simply repeating the same travel calendar. We expanded
those visits to schools in the Mid-Hudson, Westchester, Suffolk and Nassau Counties as well as
Buffalo, Syracuse, Schenectady and Albany. We also reviewed our on and off campus events to
determine effectiveness and finally Justin attended a National Conference on the Recruitment
and Retention of Students of Color in April 2009.
AALANA applications (F/T) represented 27.6% of our applications (23.4% in ‘08),
16.1% of our accepted students (14.5% ‘08) and 14.4% of our deposits (12.7% ‘08). These are
comparisons as of June 16, 2009. We were clearly successful in our efforts to enroll AALANA
students. This data must be benchmarked against the increasing number of AALANA HS
graduates in New York State to be more meaningful.
Beyond AALANA, diversity remains an important goal for us. It is challenging to
identify other areas of diversity during the admissions process. In an effort to show our support
for enrolling a diverse class the following question was added to our supplemental application:
In some cases we received unique and interesting information from students, in other
situations we did not. In addition the Admissions Office also supported Robin Nussbaum,
Coordinator of the Gender & Sexuality Resource Center, to attend 2 recruitment trips focused on
gay, lesbian, and transgendered high school and college students. We will continue to look for
opportunities to recruit a diversely rich class.
OTHER HIGHLIGHTS & ACHIEVEMENTS
►12,647 total freshman v 12,570 (‘08)
► Successful implementation of the Common Application
Received 3,400+ applications
New internal application upload process
New communications with students & counselors
New process for receiving and retrieving HS transcripts/mid-year grades,
and other supporting documentation
► 90% + of applicants applied on-line (82% ‘08)
► Streamlined MANY of our internal process for more efficient use of time and
improved customer service
►Spring 2009 transfer applications up 4%
►Enrolled 250 transfer students January 2009 to support overall College
► Fall transfer applications at 2,315 v 2192 (‘08) or 6.7%↑
► Provided a total 3500+ credit evaluations (2,950 ‘08)
On Campus Events & Activities
►Maintained the following programs in our recruitment activities
ZINCH- a college search web site/ community
GOAL QUEST- an on-line networking community for accepted
Ruffalo Cody Search- Analysis of inquiry pool and purchase of
Of student search names currently with a 5%
QAS- address search/correction software in recruitment
► Hosted 1,647 students at 3 open house events (1,634 07-08)
► Increases in the following visit programs
Friday/Saturday information Session- 81% ↑ (1,623 vs. 895)
Group Visits 22.4% ↑ (72 vs. 58)
►Participation in YOUniversity – a video tour of campus
►Student Admissions Assistants responded to 4,792 emails
(firstname.lastname@example.org) and 967 IM messages
►Hosted 16 on-line chats, with over 377 participants (663 ‗08)
►Maintained 12 student blogs and 15 student profiles on our website.
►developed an accepted student page on web site
►Successful transition from our traditional scholarship dinners to a new
Scholarship Brunch event
►Maintained active Staff Development Committee within Office of Admissions
►Over 695,384 hits to the admissions website or 38.5% increase
2009-2010 MEASURABLE GOALS
*Continue to maintain Highly Selective status, specifically increase the number
of Group I students. (CCP II A& B)
*Revision of electronic communication plan from inquiry to deposit for
freshmen & transfers (CCP II A & B CCP IV A)
* Improve School Counselor Outreach
*Continue to develop and improve the recruitment of AALANA and other diverse
groups of students to campus.
Goal/Objective Planned Actions Time Frame Measures
Improve Yield on Earlier targeted messages at September 2009 - Deposits made on
Early Action application and acceptance May 2010 acceptances
Improve Admissions ongoing
Move to an electronic Identify impediments, pros and Summer-Fall
credit evaluation cons. 2009
We are increasingly falling behind with our website in usability,
functionality, information, timeliness.
*Admissions Office Facilities
* Increasing cost of doing business
Rising gas prices impact travel
Rising food costs impact events
Rising mail and paper costs impact communications
* Movement into more selective applicant pool- competing now with more
competitive colleges which are often private colleges offering large
* Changing demographics, shrinking high school graduates in New York
and the north east
*Increasing volume of EOP applications
SUMMARY & RECOMMENDATIONS
The mission of the Admissions Office is to enroll an academically qualified freshman and
transfer class, which supports the diversity priorities and other enrollment priorities of our
College. This will continue to be challenging as we move into the future. Balancing the
marketing aspects of college admissions with the counseling aspects at times creates challenges.
The public examination of the college admission process and the perceived critical importance of
attending the ―right school‖ proves to be a burden for all of us involved. The constant evolution
of communication options from email to video on Utube and social networking sites necessitates
the need for us to prioritize our mediums for communication particularly given the current
I believe as an institution we need to resolve a number of issues/outstanding items in
order for us to move forward with a united message to prospective students, families, counselors,
etc. We confuse the market with the many names, logos, colors, dragons etc… that we are using
in different areas of the College. Our web site was created based on our Admissions
publications, or at least the initial pages of content were, which will create the need for a new
―look‖ when we move into a new publications package. Our website serves many groups but
currently it truly is the biggest marketing tool we have and we are losing many people due to its
complexities and inefficiencies.
A recommendation is to enlist the assistance of an outside higher education firm (e.g.,
STAMATS) to lead us in a discussion of who we are and who we want to be. I believe it will be
critical to our success in the future. Additional resources must be moved to our website, again I
recommend an outside company assist in the construction of an entirely new site, keeping in
mind that the external/outside public is the primary user of our website and the need to move
those internal messages to a different area/place.
ASSESSMENT & PLANNING
The Admissions Office uses a variety of evaluation tools in order to assess our progress.
Most every student/parent/counselor that visits our campus (e.g. open house, interview,
information session) is asked to complete an evaluation of their experience including interactions
with staff, facilities, directions and overall satisfaction. In addition we have emailed all decliners
in an effort to better understand why students are not choosing to enroll here. This type of
feedback from students/parents/counselors is truly critical to our continued success and better
understanding of the market.
Student Learning Outcomes
Tour Guides participated in a series of presentations covering the following topics: Customer
Service, Application Review, LEAD/GSRC, OAS and Residential Life. Following each
presentation a post test was administered to all in attendance in order to evaluate/assess their
understanding and comprehension of the information presented. The goal was for 80% of the
tour guides to score a 90% or higher on each post test, this was achieved. These results then
indicate the tour guides were successful at increasing their knowledge in these areas. Future
training will utilize similar methods, perhaps instituting both a pre and post test.
Athletic Department Executive Summary 2008-2009
The College at Oneonta Athletic Program prides itself in developing exemplary scholar
athletes and continues to strengthen the overall educational experience for students through
experiential learning outside the traditional classroom setting. These experiences include
―life skills‖ training through daily competitive sport, Champs Lifeskills programming and
added academic support. We remain a competitive college by maintaining current program
quality which is exemplified by our academic success in 2008-2009. This includes providing
support and programming to 480 student athletes on 21 varsity teams. The Fall 2008 and
Spring 2009 term GPA for all student-athletes was 3.01 compared to the student body, 2.99.
We celebrate 208 SUNYAC All-Academic Team and Commissioner‘s List members, 25
Chi Alpha Sigma National Student Athlete Honor Society inductees, two SUNY Chancellor
Scholar-Athlete award winners and two National All-America Scholar Teams. With a focus
on student engagement, a Captain‘s Leadership Program and Faculty Mentorship Program
continue to flourish. 14 campus faculty members provided team and individual academic
advisement, team building knowledge and support at both home and away contests.
The College at Oneonta Athletic Program strives to strengthen the college through external
support, enhanced image and celebration of its traditions which is exemplified by national,
regional and conference athletic success. Teams or individuals that competed in NCAA
qualifying competition included; women‘s soccer, men‘s indoor & outdoor track and
wrestling. We celebrate a national championship in the 4x400 men‘s indoor relay team.16
student-athletes obtained Regional All-American honors and 6 student-athletes were
recognized as National All-Americans in their respective sport. We celebrate 2 team
conference champions, 1 conference player of the year, 1 pitcher of the year and 1 NCAA
Atlantic Region track athlete of the year. Additionally, we are in the second year of an
NCAA awarded CHOICES grant of $30,000, a 3 year grant promoting a positive student
athlete and student body experience as it relates to responsible alcohol use and decision
making. Student athletes engage the greater Oneonta community regularly throughout the
year participating in 22 different community service programs and events totaling more than
4000 hours of service. The first BOCES High School Coaches Symposium was held.16 local
HS coaches were provided programming related to injury prevention, leadership, recruiting
and technology advancements in athletics. The first ―Dining with Champions‖ fundraising
event was held engaging 170 community guests in support of student athletes.
The College at Oneonta Athletic, Intramural and Recreation Program continues to define
and enhance the college community and the common characteristics which engage all
individuals in unified ways by providing quality of life facility support (fitness centers,
weight room and swimming pool) that marked 99,290 student participants/users in 2008-
2009. Intramural programming offered 19 participatory activities throughout the academic
year. Students also recreated through independent offerings such as aerobic classes,
kickboxing and yoga which attracted 5,670 participants to engage in campus life through
intramurals and recreation. Athletic facility use and student interest in recreation and
intramurals is at an all-time high in the history of our college.
The College at Oneonta Athletic Program is focused to attract and enroll talented and
diverse students. Spring 2008-Fall 2008 data confirms an 82% retention rate for freshman
student- athletes. The department made 2,142 contacts and 255 new freshman and transfer
students will attend Oneonta in the fall of 2009. In challenging economic times, athletics
made the most of in-house professional development programming by advancing the
department mentorship program and using on-campus resources to promote learning. This
included a ―Leadership through Film‖ series developed and implemented by Tom Rathbone,
advanced Microsoft outlook workshops with Deb McClenon and coaches supporting
coaches in mentorship.
Athletic Department Goals for 2008-2009
Competitive 1. 4th place out of 10 institutions in the SUNYAC Conference Commissioner‘s Cup.
Excellence Moved from 5th place in 2007-08 to 4th place in 2008-09. Cortland, Geneseo and
Brockport are in front of us.
2. 2 teams and 11 individuals were conference champions; 9 teams competed in post-
season. 1 team and 6 individuals qualified for NCAA competition (1 national
champion – 4x400 men‘s indoor relay).
3. Maintained a departmental GPA above the student body average: 3.01 vs. 2.99.
4. 2 National All-America Scholar Teams, 2 Chancellor Award winners, 205 student
athletes recognized as members of the SUNYAC All-Academic Team or
To recruit and retain 1. Athletics and Admissions created technology connections across departments to
highly qualified enhance the communication plan for prospects.
student-athletes 2. Employed the use of TeamDeskTop internet accessible sports management
software to enhance efficiency of recruitment for coaches.
3. Enhanced Open House events with Athletics Reception and Athletic Director
address to parents and prospects. Further, added on-line prospect submission of
recruitment form directly to coaches.
4. Developed coaches calendar for sport specific use.
5. Explicit CHAMPS and SAAC programming to augment the student athlete
Professionalism, 1. Athletic home page redesigned.
Positive Environment 2. Staff guidelines, Student athlete handbook and disciplinary matrix revised.
and superior customer 3. Expanded audio and video web casting of sporting events.
service 4. Facility upgrades; AFH fitness center card access and design, upgraded sound
5. AFH Skybox renovation for campus and recruitment use.
6. AFH Dewar arena more accessible to students and faculty due to redesign of
7. In house coaches professional development ―Leadership through Film‖ with Tom
Rathbone promoted professionalism and dialog related to coaching leadership.
To provide students & In a campus wide effort, we provided on-campus housing during official college
student athletes with breaks for the first time in history, promoted safety and saved money by allowing the
the best opportunities use of the travel visa card for meals on the road and 18 of 21 teams traveled for a pre-
for success on and off season, in-season or non-traditional season ‗team training and bonding‘ experience.
the field Some teams for the very first time.
To augment the quality 1. Created and implemented a ―Dining with Champions‖ Fundraising Event that
of campus life for enlisted community members support for athletics.
students and improve 2. Created and mailed a newsletter to fans and invited them to several basketball half-
student engagement by time receptions.
developing fan support 3. Worked closely with the Office of College Advancement to create a fundraising
for athletics campaign for alumni athletes and hall of famers. Post card mailing for alumni games.
4. Various special campus events ―Battle of the Red Dragons‖, ―Think Pink‖, ―Dig
Athletic Department Measurable Goals for 2009-2010
Continuous quality improvement in the areas of competitive excellence, recruiting and retaining
highly qualified student athletes, superior customer service to students, facility enhancements for
success and continuous development of a fan base are essential to 2009-2010 success in athletics.
All planned actions for 2008-09 will be requisite in 2009-2010.
New Goal/Objective Planned Actions Time Measures Issues to be
To recruit and retain Collaborate with New and Travel abroad to Identify funding
highly qualified International Education ongoing recruit quality source.
student-athletes to promote a faculty prospects that fit the
exchange model for college profile and
coaches. have athletic talent. Convene a
Collaborate with EOP to Travel with EOP, committee of
identify, recruit and evaluate talent and coaches and
support prospects that create a plan for campus
meet EOP standards. successful constituents to
recruitment of EOP develop strategies
qualified prospects. for EOP and
Athletics role in
To provide students and Train more coaches in ongoing Schedule repeated Support from
student athletes with the Dartfish digital video training with skilled student managers
best opportunities for analysis to augment facilitator during to video tape, cut
success on and off the student athlete learning coaches time frame and tag film and
field though this dynamic for learning prepare for
teaching tool coaching
to support video
To augment the quality Prioritize FITS Ongoing Allow flex time to
of campus life for Programming. Head Athletic Trainer
students and improve to facilitate.
student engagement by Support efforts of
developing fan support Develop a strategic plan FITS committee by New Associate
for athletics for marketing & offering time in Athletic Director
promoting athletics. regular staff meetings will need time to
to update the group. acclimate to
Commit to a community and
technology medium athletic
and use it to grow community
Cultivate Community & Develop athletics On-going Track # of hits on Creating a format
Alumni relations magazine show that can web site during for athletics
be incorporated into The broadcast. working within
Wire – possibly a call-in Track # of callers the existing
type format (make it each week. format of the
available on the internet Create on-line survey show.
for people to download for assessment.
Tax deductible status
Enhance Dining with for Dining with
Champions Event. Champions gifts.
Select projects that
Streamline student athlete community will
community service value.
projects for greatest Enlist CRSC Creating change
impact in the community. resources. of mentality
Utilize NCAA within coaching
Create an online service Leadership staff to embrace
form that tracks student- Conference ―less is more‖.
athlete community participant to create
service hours. online form and link Maintenance of
it to CHAMPS online form
Athletic Training Develop assessment tool Fall 2009 Injury data tracking Identify team by
to evaluate most common through Sportsware team injury
injuries treated during software. patterns (if
weekly scheduled patterns exist) as
appointments. a means of
Develop eating disorder Collaborate with assisting
management protocol Fall 2009 campus constituents coaching staff
outline. in the H&W Center and student
and Nutrition faculty. athletes.
Athletic Facility Create an online Fall 2009 Tracking of facility Reduce the
Scheduling reservation form for reservations by both amount of paper
facility reservation on campus (non and man hours
requests. permit) and off used for facility
Create on online calendar campus (permit) reservations
of facility availability. groups. (>250 approved
made in 2009;
non approved not
Create Up To Date CHAMPS Coordinator October Will streamline CHAMPS
CHAMPS Website will make this a priority 2009 assessment tools for Coordinator must
and solicit help from programs and student- create website and
computer services. athlete assessment receive guidance
forms. in learning new
Improve Program calendar technology.
CHAMPS/SAAC including SAAC
outreach to student- events, Captain‘s Inputting of
athletes, campus Leadership programs, assessment forms
community and Red Flag Buddy to survey tool are
potential recruits. Games and FITS time consuming.
events will be posted
on this site.
LEAD Credit for Flag all Fall 2009 Collaborate with Identify all
student-athletes. CHAMPS/SAAC events LEAD coordinator athletic
at beginning of school and other campus programming
year to LEAD credit constituents to award events planned for
criteria. This will allow credit. 2009-2010
student-athletes to Collaborate with academic year.
coordinate their other campus
leadership opportunities constituents regarding
on campus with athletic their programming
opportunities and that will benefit
CHOICES Grant Fulfill Grant On-going Collaborate with Identify
responsibilities CHOICES committee facilitators to train
including PALS/MVP and SAAC. PALS & MVP
leadership programming Utilize SAAC to help leaders.
and Fans in the Stands. with disbursing Identify training
information to their and programming
Fans in the Stands
(FITS) needs solid
buy-in from RD‘s
and Greek Life
Coordinator to get
groups to support
Summary, Conclusions and Recommendations
The vision for the athletic department is consistent with the mission, goals and objectives of
the college such as they are the recruiting of quality students who will be successful,
demonstrate pride in the college, and represent the college with the highest degree of
integrity. The work environment has become more efficient due to staff aptitude in
Microsoft outlook calendar. Proficiency in TEAMdesktop (sports management software)
and Dartfish (video analysis software) have provided a technologically advanced, well-
organized and dynamic approach to teaching and learning for both coaches and student-
athletes. There is still much to learn and do. As we prepare for the new academic year we
will continue to pride ourselves in providing a ―winning experience‖ for the student-athlete
in all academic, athletic, social and personal pursuits.
Areas of concern are as follows:
Continued planning for rehabilitation of current facilities and building a major athletic
facility (MAF). With new facilities and funding it will be expected that we will engage and
give opportunities to more students to join the demonstrative successful academic and
athletic strength of the athletic program
Student engagement in recreation and fitness is beyond current accessibility and
programming, limitations in this area prohibit serving all ―student needs‖ of the college
community. A Strategic Plan for Intramurals is underway.
Development of enhanced assessment tools to demonstrate student learning outcomes.
Continue appropriate implementation of policy and educational programming for the
millennial student athlete.
Assessments and Planning 2009-2010
Both direct and indirect measures of learning outcomes are assessed. Directly, winning is an
objective measure for coaches to endorse that teaching and learning has occurred. The
expectation is that fastidious recruitment, proper preparation, perseverance and intelligently
executed strategy created a scoreboard win. By design, fastidious recruitment, preparation,
perseverance and departmental academic support for students executes a departmental GPA
we are proud of. We must begin to assess these elements in a methodical way, one
dimension at a time. In the 2009-2010 academic year, coaches agree that an indirect
assessment of leadership will be valuable as we look ahead. Coaches will assess the
development and growth of student athlete leadership through a rubric identifying
―beginner‖, ―novice‖, ―proficient‖ and ―advanced‖ leadership skills. The expectation is that
those teams identifying large numbers of student athletes with ―proficient‖ and/or
―advanced‖ leadership skills will ―win‖ more both academically and athletically.
Executive Summary for 2008-09 student learning outcome
2,215 students, faculty and staff successfully completed an on-line fitness center orientation
video program and received card access to the fitness center. 308 of these fitness center members
responded to an on-line fitness center survey. The results show that the successful completion of
an on-line fitness center video program served to provide important safety information to users,
no user injuries were reported and the implementation of card access allowed the Athletics
Department to establish a database of known Alumni Field House Fitness Center users. The
implementation of card access to this facility and an on-line education video resulted in reduced
injury, liability and vulnerability to campus community members and the college as a whole.
CAREER DEVELOPMENT CENTER ANNUAL REPORT
Kristy Cable, Director
Matthew Munson, Senior Career Planning Associate
Megan Ackley, Student Employment Coordinator
Patti St. John, Secretary I
Colleen Bulger, Keyboard Specialist I
Student Interns On-Campus Recruiting
Amanda Bowden ―Don‘t Cancel Your Class‖
Career Consultants Outreach programming/class presentations
Wilkin Carbera on career-related topics
Tenika Isaac-Reynolds CDC Website
Laurie Ann Wick IM hours
Federal Work-Study Students
Angela Anderson Career Development Courses
Erika Baggett PROF 100 - Survey of Career Fields
Benjamin Bridges PROF 103 - Careers and Alternatives
Lisa Deyo PROF 289 - Program Assistantship in
Capria Haynes Career Counseling
Career Development Services
Student Employment Service
Federal Work-Study Job Placements
Central New York Teacher Recruitment
Graduate and Professional School Fair
Leadership Institute Networking Dinner
Job Vacancy Listings
Resume Critiques: Drop-off & Walk-in
The Career Development Center met many of the goals set for the year. One main priority was
hiring and training a new Student Employment Coordinator on an emergency hire basis. Megan
Ackley started July 2008 after Matthew Munson was promoted to his new position as Career
Counselor. Despite the short training timeframe to the start of fall classes, the Student
Employment Service had a successful year with large increase in student registrations (63%) and
noted increases in employer job posting (25%) and number of students‘ hired (23%). Matthew
Munson was trained in his new counseling role, and successfully taught the PROF 100 Survey of
Career Fields each mini with positive enrollment.
Additional staff training, challenges and changes happen every year with office support. Students
are selected and granted positions as paraprofessionals to assist in all office tasks and resume
critiquing services which require frequent monitoring and training. This year, two to three
students served as career consultants each semester and one student for an internship for fall. On
average, there were nine students working as office assistants who assist at the Netzer Lobby
Desk and main office reception desk.
A highlight for the office was establishing On Campus Recruitment (OCR) policies and
procedures for students and employers as recruiters were asking for more defined policies on
canceling their commitments due to the economic downturn. Additionally, the review and
submission for approval of a new credential folder fee scale was sent to Office of State
Controller at the end of Spring 2009 with an expectation of approval to increase fees as of July 1.
Two new program initiatives were implemented. A Internship Panel program was offered in the
fall where 30 plus students attended and a coordinated effort with CDO Workforce on
networking event in the spring with the expectation of making these annual events. Program
planning for seniors in conjunction with the Alumni Office to provide 6 seminars was completed
along with the Leadership Institute Networking Dinner in the spring.
The key services provided by the office continue to be a focal point. Resumes/cover letter
critiques, student appointments, credential folder requests, job vacancy listings, and class
required mock interviews consume much of staffing time during the semester. Many of these
services are marketed during presentations to students in class or other group settings.
The office continues to provide access for the students to opportunities after graduation. The
Graduate and Professional School Fair was again a highlighted event for this academic year, with
increased student participation by 6% from the prior year. Also, the annual Teacher Recruitment
Days event held in the spring had an increase in students register from Oneonta, with 13 %
increase in attendance. Students were told to explore every opportunity when looking for jobs
due to the job market and were notified early with an electronic invitation and then followed up
with a postcard invitation. Both may have had a positive impact on the increase in attendance.
Besides student outreach, the office continues to make connections with faculty and published,
for a second year, the Faculty Outreach Newsletter during each semester. In addition, the office
met with a couple of faculty departments in the fall and collaborated with them to review and
update ―What Can You Do With A Major In?‖ publications in the spring.
Goal: Define and improve on campus recruiting
New On Campus Recruiting policies and procedures for employers and students were
established Fall 2008. There was a decrease of 17% of on campus recruiting that is
attributed to the economic downturn as nationwide college recruiting declined 22%.
A recruiter database was created for potential future career fairs.
Goal: Identify a database management tool for job and internship postings
NACELink has been identified and a license agreement was purchased Spring 2009.
Goal: Review Credential folder service fee
A proposal for an increase in fees was submitted to Office of State Controller at the
end of Spring 2009 and waiting approval.
Goal: Develop awareness of services and identify collaborative options with faculty by
attending departmental meetings
As a result of a mailing at the beginning of fall to department chairs, the office made
2 presentations during faculty department meetings. A follow up reminder was put in
the Faculty Outreach Newsletter that was sent once each semester via email with no
Goal: Hire and train a Student Employment Coordinator
Megan Ackley was hired in July 2008 on emergency temporary hire to replace
Goal: Train new Career Counselor
Matthew Munson was trained and successful in first year as career counselor. He
effectively managed the Graduate and Professional School Fair as there was an
increase in participants and recruiters.
Goal: Additional computer training for clerical staff such as MS Excel and Access, and basic
The clerical staff did not attend scheduled trainings but sought individual assistance
when necessary for job duties.
2009-10 Measurable Goals:
Goal/Objective Planned Actions Time Frame Measures
Implement database Work with CSM June 2009 – Number of students
management system personnel to set up December 2009 registered and jobs
for job and internship NACELink. posted in system
posting Market NACELink to
students and employers
email and contacts.
Evaluate and formalize Consult with other July 2009 – Updated written
Credential Folders Career Centers and December 2009 policy and
policy on sub-mission review policies and registration form
of electronic procedures. Update all
documents to school written material and
Increase students who Review policy on student July 2009 – May Increase in volume
submit a resume for resume appointments and 2010 of resume critiques
second critique presentations to students and resume
Improve Participate in OPEN August 2009 – May Students complete
comprehensive training and require 2010 required OPEN
training for Career Consultants and course and receive
paraprofessionals Facilitators to attend B+ or better for
events during academic PROF 103 or 289.
Hire and train a Position posted with June 2009 – August Qualified person in
Student Employment deadline. 2009 position by August
Coordinator Review and select 2009
Outcome Statement Assessment Success
2009 – 10: Students Developed rubrics, short 85% of students who
who participate in a answer test and grade on complete the course
career class will final paper along with will met the course
demonstrate they instructor overall learning objectives
increased their career evaluation.
knowledge and self
awareness by meeting
the set objectives
Assessment and Planning:
Information is gathered through the Alumni Survey, Graduation Survey, specific program
surveys and anecdotal information gathered from students during classes, presentations
Given the time it takes to critique a resume and the need to have a well developed resume
to gain access to job opportunities after graduation, the Career Development Center
provides resume critiquing as a key service to students. The resume critiquing service
was assessed for 2008-2009 to determine if students who used the service were learning
how to write a resume at the job ready quality level defined at level 4 after three
submissions. The collection of data was from September 2008 to June 2009. The
assessment was conducted with a small sample due to a low return rate and a resume
rubric was used to score the written resume. The expected result was 50% of the resumes
submitted for a third critique would receive a score of level 4 or higher. The assessment
showed 49 % met the expected measure. An outcome discovered by the process was very
few students submit their resume more than one time to the office. As a result of the
assessment, the assessment project will continue and be modified to improve and assess
the quality of the resume by the second critique.
Summary, Conclusions and Recommendations:
The 2008-2009 academic year was again a growing year with two new hires in
professional positions when the office has only three professional staff who all meet with
students and give presentations. Many of the programs and services offered by the office
continue to be valuable to students and will only continue to see an increase in demand as
the job market continues to be a challenge for not only recent college graduates but our
alumni as well. The office did not see a large increase in alumni contacts over the past 12
months but other career colleagues have noted they are anticipating an increase. The
office offers basic resume/cover letter critiques, career counseling and help with job
search information and strategies to all alumni.
Also, the office will need to work closely with the Alumni Office to provide a successful
senior seminar program and 200 Days Till Graduation. The seminars had a relatively
lower attendance compared to the prior year. In addition, alumni are looking to connect
with the office for help meeting their internship needs with current students, and students
continue to ask to network with alumni. A more coordinated effort will be discussed with
the Alumni Affairs Office.
The Student Employment Service will need to redesign the way is markets and registers
student after the NACELink implementation. A strategy for both is being looked. All
career staff will be trained on the system to effectively manage and monitor job postings
The IM chat will be discontinued as a result of low student usage, less than 20 contacts
over the academic year after a survey was completed in fall and additional marketing
strategies were used to increase awareness of the service.
The Don‘t Cancel Your Class (DCYC) program coordination is a service that needs to be
revisited for the next academic year. The number of request for programs significantly
dropped even with the same marketing strategies used in prior years. A survey of the
faculty and program presenters needs to be administered to identify and address issues
related to the decline in requests.
Center for Multicultural Experiences
2008-2009 Annual Report
The Center for Multicultural Experiences (CME) mission to support, develop, and promote
social and academic events that celebrate, embrace, and enhance one‘s knowledge and
understanding of individuals and groups from various racial, ethnic, and cultural communities,
supports the college‘s Comprehensive College Plan goals for Diversity and Inclusion, Academic
Quality, Student Engagement, and Community.
The Center for Multicultural Experiences continues to offer an array of programs and works
collaboratively with faculty, staff, and students to promote speakers, artists, workshops and
trainings. The Faculty In Residence program this year sponsored professor of anthropology
Edgar Rivera Colon, who spoke in classrooms, met informally with faculty and students and
provided two public presentations attended by students, faculty and community members. This
year‘s program was provided in conjunction with the Africana and Latino Studies Department,
the Anthropology Department, and the Office of Diversity, Equity and Inclusion.
This year the CME continued a number of programs in honor of Dr. Ralph Watkins, professor of
history and founding member of the CME Advisory Board. This year there were several
presentations by SUNY Oneonta faculty members, and an external speaker who spoke about the
AIDS epidemic in Africa as well as about journalism in Africa. The Martin Luther King
Celebration annual poetry slam continues to be offered in Ralph‘s honor.
Goals and Accomplishments 2008-2009
Goal 1: To focus on the Comprehensive College Plan goal to encourage understanding and
respect amongst all members of the campus community by continuing to collaborate with
departments and organizations across the campus community to provide programs and
opportunities that meet this goal.
The CME collaborates with a variety of campus departments and clubs on most of the
programming at the CME.
Increased collaboration provides CME programming with more opportunity for funding,
better participation by students, faculty, staff and community members, and an increase
in the awareness of the CME by a variety of groups.
Significant collaborations this year included: working with the Residence Life Diversity
Committee on Unity week by organizing the Know Your Rights panel with the local
NAACP, planning the Kente graduation ceremony with the Office of Multicultural
Students Affairs and the Africana Latino Studies Department, and organizing the Social
Activism workshop with the GSRC and OMU.
Goal 2: Provide quality services for scheduling and planning events at the CME.
A survey was developed and distributed during the 2008 fall semester to evaluate the
CME‘s services. For the most part, people were extremely satisfied with the services
offered at the CME. Results indicated satisfaction with CME response time to those
requesting space and meeting the needs of organizers during the actual event. The one
area that needed improvement was with the accessibility of CME student managers. To
respond to this concern, a bulletin board was strategically placed to let patrons know
which manager was on duty, where the student manager office was located, and where in
the building the manager was currently located. As part of our training for the student
managers, we focused on their role in assisting people during events by introducing
themselves, checking on set up needs, and being available to assist during events.
Goal 3: Explore need for additional programming space for CME.
To maximize the space and accommodate as many requests as possible we have
established a policy regarding the large room which allows clubs to schedule regular
meetings there with the understanding that they may be asked to move to the upstairs
location if there is a major event request for the large room.
Goal 4: Work with facilities to design future space at Lee Hall for most effective use for CME
Jeanne Miller, Dale Capristo and Mary Bonderoff met with facilities to discuss the design
that would be best for the CME programming needs. These meetings were quite
successful and plans have been drawn that would give the CME the best possible set up
for meeting the needs of our students and programs.
Goal 5: Restructure CME Advisory Board to become collaborative project committees. Utilize
Cultural Unity group as advisory for student issues.
This year CME focused on working with individuals from the advisory board to
collaborate on projects. This seems to work best. Focusing on the individual and their
area of expertise helped to increase our collaboration efforts and broaden our
Goal 6: Continue to develop the ―Cultural Unity‖ group.
The Fall Cultural Expo has continued to be a huge success in bringing the clubs that
primarily use the CME together. It has also been a resource for the AALANA mentees
during their first nights on campus.
There has been an increase in clubs attending and supporting each other‘s events and
therefore developing a stronger alliance among the groups. The clubs generally enjoy
holding their own programs and take great pride in showcasing their ―cultural‖ identities.
Goal 7: Continue to enhance the role of the CME Student Managers through specific
CME student managers have continued to assume more responsibility for many
aspects of the center. Managers provide service to groups using the CME, provide
technical assistance for media, reserve rooms, organize programs and coordinate
programs with student clubs and organizations. Weekly meetings with each staff
member provided an opportunity to review the events scheduled during their shifts
that week and what actions to take to ensure success.
CME student managers were involved and often leaders of various clubs on campus
which facilitated more CME co-sponsorship of student run events.
Each manager was successful in the planning and implementation of their program
goals and met weekly with Mary Bonderoff to assess plans.
Department Goals 2009-2010
Goal 1. To continue to focus on the Comprehensive College Plan goal ―to encourage
understanding and respect among all members of the campus community.‖
Goal 2. Continue to provide quality services by improving scheduling and planning of events at
Goal 3. Continue to enhance the role of CME Student Managers.
Goal 4. Continue to work with facilities to design future space at Lee Hall for most effective use
for CME programming and needs.
Goal 5. Continue to develop the ―Cultural Unity‖ group.
Goal/Objective Planned Actions Time Measures Issues to be Addressed
Diversity Goal: Have qualitative August Information Determining the best methods
Utilize the Cultural and quantitative 2009 – obtained for gathering the information.
Unity group as a needs assessments April and shared.
source for at various Cultural 2010
information about the
needs of diverse
Summary Conclusions and Recommendations:
A number of issues have surfaced this year because of the increased use of available space at the
CME. Because of demand there is constant juggling of groups between the two rooms, and there
are always a number of groups or people turned away because of the lack of rooms available for
meetings or events. Another issue that has arisen this year has been events being booked back to
back to accommodate as many requests as possible. Sometimes groups tend to go longer then
they anticipate and/or book the space. We have been successful in working through these issues
but it would assist programming efforts significantly to have more options in meeting spaces.
In the assessment survey of CME services the availability of Student Managers during programs
was an area identified as an issue. Mary Bonderoff worked with student managers to provide
signage so that users will know where the student manager is at all times. Plans for next year will
include a change in student manager training to increase their service effectiveness during
programs. This improved training will tie into the student learning outcome assessment for 2009-
Assessment and Planning:
The Center for Multicultural Experiences continues to provide programming to meet the Student
Development Mission and the outcomes for Intercultural Maturity. We are continuing to work on
assessment tools for programs at CME to measure the intercultural maturity outcomes of:
understanding and appreciating cultural and ethnic differences between people, and getting along
with people from various cultures, races, backgrounds, etc.
In planning for the CME both qualitative and quantitative information is used. Feedback from
our program collaborators provides impetus for new or refined programs, as well as any issues
regarding service. The Cultural Unity student collaborative is also a source of information
regarding effectiveness of CME service and programming.
Executive Summary of Student Learning Outcome for 2008 - 2009:
This learning outcome addressed the Student Development domain of effective citizenship -
becoming more aware of social issues, and developing and using effective leadership skills.
The workshop, ―Speak UP! Freedom of Speech, Activism, and Social Change,‖ was evaluated
for effectiveness. Students came in with a self reported moderate understanding of aspects of
free speech, hate speech, and legal issues surrounding speech, and limited understanding of
principles and strategies for social action. Results indicate that the portions of the program
where students had to apply information in activities provided greater increase in knowledge and
understanding. Changes for the future would include additional opportunities for activities to
integrate material and additional rubrics for assessing the activities. The students found it to be
interesting, educational, and desirable.
Student Learning Outcome for 2009-2010:
Student Development Student Learning Outcomes domain: Cognitive Skill – applying
knowledge in practical ways.
CME will assess the student manager training to determine if students are learning the aspects of
the position required to provide the best possible service to program users of the CME. In
particular we want to know if student managers are learning the knowledge and practical
application of service skills needed in working with CME‘s various publics.
A rubric will be designed relating to components of the training. The rubric will be used by
professional staff to assess students and students will also use the rubric for self-assessment. In
addition we will continue to use a post event survey with clients to evaluate student manager‘s
availability and responsiveness.
Counseling Center 2008-2009
Mark E. Rice, Ph.D. Director
J. Stephen Byrne, M.A. Pre-doctoral Psychology Intern
Amy Clarvoe, Ph.D. Counselor
Jan Cramatte Secretary I
Melissa Fallon, Ph.D. Counselor
Jeanne Keahon, L.M.S.W., A.C.S.W. Counselor
Colleen M. Neumann, M.A., M.S.W. Pre-doctoral Psychology Intern
Kerry Wagner, L.M.S.W. Alcohol and Other Drug Counselor/Educator
This report includes information from both the Counseling Center and Alcohol and Other Drug
Committee. The Counseling Center is a busy and well utilized center with counseling utilization
having increased about 8% annually over the past four years and 194% in the past 10 years. A
major trend this year was a large increase in the number of group counseling services provided.
The center was aided in meeting the challenges of utilization by an addition full-time staff
member, Amy Clarvoe, Ph.D. and by the promotion of Melissa Fallon, Ph.D. to Assistant
Director of Counseling. We were able to maintain good accessibility throughout the year and to
keep wait times relatively short even in peak times. Student satisfaction remained high as we
continue to support the Comprehensive College Plan with regard to Quality of Campus Life
through enhancing students‘ psychological, social, cognitive, and emotional functioning.
Crisis services, consultation, outreach, and education are also core Counseling Center services.
Crisis response was an intensive focus again this year, with new initiatives in suicide risk
prevention and assessment. A Student Learning Outcome measure demonstrated that the
Counseling Center is effective in training RA‘s on how to respond to students at risk for harm to
self or others. The Center‘s outreach, education, and consultation services remained strong with
over 100 outreach programs delivered. Educating faculty about recognizing and responding to
students in distress was a particular emphasis in this year‘s outreach.
AOD Committee Executive Summary: The Alcohol and Other Drug (AOD) Committee is a joint
collaboration of students, staff, and faculty chaired by Kerry Wagner, the AOD Counselor/
Educator. In 2008-2009 the committee successfully completed stated goals of developing highly
visible awareness weeks, social norms programming, campus-community partnership initiatives,
and expanded prevention across the addictions spectrum. The committee also implemented a
new alcohol education initiative, a freshmen population-based online AOD program under the
leadership of Ms. Wagner. The program provided preventative AOD education with the aim of
decreasing high-risk AOD use at OSC.
2008-2009 Goals with Outcomes
Counseling Center Goals:
1. Assure accessible and timely counseling services. Measurable by utilization rates,
appointment scheduling, and student satisfaction surveys.
Scheduled appointments: 3,151 an increase of 9% from last year
Students scheduled: 548, an increase of 7% from last year.
Longitudinal data over the past 10 years: a 194% increase in appointments and an 85%
increase in students served.
Significant increase in group counseling services: 7 different groups totaling 351 service
hours. Group services have unique effects in meeting particular student needs.
99% client satisfaction with timeliness of initial appointments and 94% satisfaction with
6.1 overall client satisfaction rating on a 7-point scale.
Increased daily crisis appointment slots to ensured accessibility.
Goals were met to increase the number of available crisis hours and to modify intake systems
to ensure timely appointments. Non-crisis initial appointment wait times were typically 1-3
days and were kept to less than one week even in peak times.
2. Counseling Center Crisis-related goals: Continue improving Counseling Center crisis
response through coordinating with new crisis unit, counselor training, purchasing
crisis assessment instruments, and completing review of suicide prevention efforts.
Outcomes: The Director of Counseling met with Bassett Hospital staff in summer 2008 to
facilitate coordination of care, which was much improved over last year. In-house training
was completed on Psychological First Aid (PFA) and the Crisis Response Guide was
reviewed and updated; these protocols can be implemented during major campus crises.
Jeanne Miller, Ph.D., Associate Vice President for Campus Life, provided training and
consultation on managing risk and liability. A psychological testing instrument was
implemented to aid in conducting suicide risk assessment. Local suicide prevention
protocols were compared to a nationally recognized comprehensive prevention model; in
most areas the campus is doing well and marketing of services was identified as an area to
improve. The Student Learning Outcome of gatekeeper training for suicide prevention is
detailed in the Assessment section of this report.
3. Counseling Center outreach goals: Maintain broad base of programs to multiple
campus constituents and continue specific initiatives particularly in digital outreach
possibilities (see planned actions).
Outcomes: 103 Outreach programs were delivered in 2008-09 to a wide range of campus
constituents and on a wide variety of psychological topics. We provided 166 consultations,
which represents a 36% increase over last year. (A consultation involves assistance to
someone other than a current counseling client, e.g. a roommate or family member, usually
about a distressed student.) We educated faculty about how to help students in distress
through programs for new and part-time faculty, the Celebration of Teaching, individual
department meetings, and Bulletin and website information. Psychological educational
materials on the electronic reserve in the library were significantly expanded and were
advertised for campus community use. Counseling Center staff also served on many college
committees including AOD, EAP, GSRC, BAT, PAIRS, PCOD, IACS, Greek Affairs, and
Orientation. Staff members chaired the AOD Committee and the GSRC Advisory Board.
4. Counseling Center diversity goals: Continue to infuse diversity training into staff and
intern training, supplement current diversity resources.
Outcomes: A review was completed of best practices for assessment with diverse
populations and recommendations were made for revised practice. A detailed inventory was
also conducted of diversity resources (books, articles, etc.) held by various clinicians in order
to ensure that information is fully known and shared. This compendium of diversity materials
will be reviewed to determine whether there are gaps in resources for clinicians. During
training and staff professional development seminars in 2008-09, attention was given to
expanding diversity components particularly in case conceptualization, risk assessment,
AOD assessment, and racial identity development.
5. Counseling Center future projects to enhance services: plan for paperless office system
and longer-term large scale renovation.
Outcomes: Paperless office systems (also referred to as EMR, Electronic Medical Records)
were reviewed in and the Titanium software program was identified as best meeting the
Center‘s needs. Purchase of a system is expected in 2009-10 pending budget approval. The
long-term renovation project was delayed due to budgetary reasons, although progress was
made with design development as the Counseling Center Director and Health Center Director
visited SUNY New Paltz for ideas and continued to confer about design. The next step,
preliminary project proposals by architectural firms, awaits budgetary approval.
AOD Committee goals and outcomes:
1. Implement freshmen population based online AOD program
Outcome: In August 2008 Ms. Wagner implemented College Alc, the freshmen population
based online AOD program, which was a new initiative. The program was completed by 484
students which represents a completion rate of 45% (this was a non-mandated program). A
post-test of the students showed changes in attitude toward drinking and improved preparation
to respond to alcohol-related consequences such as alcohol poisoning. Behavioral changes
were unreported due to insufficient time between pretest and post-test.
2. Continue to develop Alcohol Awareness Week, Safe Spring Break, St. Patrick’s Day and
Outcome: In October 2007, a successful Alcohol Awareness Week was implemented, titled
―I count do you?‖ focusing on setting limits (i.e. counting drinking and being aware of your
BAC) on alcohol consumption and developing protective factors. In March the Committee‘s
St. Patrick‘s Day programming was expanded over previous years as faculty and staff were
placed in each hall to engage students in conversations. The Safe Spring Break initiative
disseminated AOD information over a two-week period and held a large scale late night
event, ―The Safe Spring Break AOD Dance.‖ Utilizing the NCAA grant a 2-day motivational
interviewing (MI) training was developed with an outside speaker from Cornell University.
National Alcohol Screening Day was conducted in April.
3. Continue Social Norms Programming, emphasizing multi-media approaches.
Outcome: The Committee continued its Social Norms Campaign by distributing posters and
give-aways during awareness weeks and in outreach programming by Ms. Wagner. In
addition, as part of the NCAA grant, we initiated ―Fans in the Stands‖ which distributed
merchandise with imprinted social norm messages to both students and community members
at selected athletic events. Ms. Wagner worked with Residence Life to develop ―umbrella‘
programming that distributed the social norm messages within the residence halls and campus
community. The 2nd annual PSA Contest was implemented by the RA AOD Committee.
4. Continue campus-community partnership.
Outcome: The Campus-Community Partnership continued this year with Ms. Capristo
representing the AOD committee. Otsego‘s CHOICE Campus Community Coalition
continued to meet on a semi-regular basis to achieve the coalitions goals: to advocate for strict
enforcement of existing laws and community policies that are pertinent to alcohol, tobacco,
and other drugs (ATOD‘s); to educate the community about research, data, and statistics
regarding use of ATOD‘s and to acquire further data through surveys within our community,
and to reduce availability of alcohol and other drugs to those who are underage.
5. Continue and expand education on marijuana, other drugs and gambling.
Outcome: Changes were made by Ms. Wagner to the Checkpoint Judicial Program that
incorporated an online prevention/intervention/assessment of marijuana use. This program
was utilized as a sanction for judicial students in addition to an intervention for students in
individual meetings with Ms. Wagner. The online assessment tool allowed students to assess
current patterns of use while learning ways to minimize and/or abstain from marijuana use. A
gambling brochure was distributed to the students within the residences halls along with
faculty and staff. Ms. Wagner delivered an interactive outreach centered on other drug use.
2009-2010 Goals with Outcomes
1. Assure accessible and timely counseling services. Measurable by utilization rates,
appointment scheduling, and student satisfaction surveys. A specific objective is to pilot
a student learning outcome related to counseling effectiveness.
2. Maintain broad base of educational programs to multiple campus constituents and
continue specific initiatives particularly in digital outreach and education. Provide
student education and marketing about broad services as well as crisis services.
3. Crisis-related goals: Continue improving Counseling Center crisis response through
annual counselor training, critical incident scenarios, gatekeeper training, and marketing
4. Continue to infuse diversity training into staff and intern training, and follow up the
inventory of diversity resources for staff by filling in gaps in resources. Assist with
development of campus transgender student guide.
1. Continue implementation of College Alc, the freshmen population based online AOD
2. Continue to develop highly visible campus-wide prevention programs including Alcohol
3. Continue Social Norms Programming, emphasizing multi-media approaches.
4. Continue campus-community partnership.
5. Continue and expand education in areas that fall within the spectrum of addictions (e.g.
prescription drugs, other drugs, gambling and internet addiction).
Summary, Conclusions, and Recommendations
In conclusion, the Counseling Center continues to be a busy and well utilized center that is
functioning well in its many areas of service: counseling, outreach, consultation, crisis, and
referral. Staff additions and promotions have enhanced our ability to provide timely and flexible
service delivery. The staff‘s participation within the division and college remains strong with
staff chairing committees and advisory boards, conducting staff training for Student
Development units, and delivering programs to many constituents. The pre-doctoral internship,
which continued in its 5th year, had its membership renewed in APPIC, the national training
organization; interns continue to bring valuable service and knowledge to students and the
campus community. There are no sharp trends in student presenting issues or counseling
methods other than the increase in group services, which is due to both improved recruiting
practices and possibly student generational values or practices of working in teams. The next
clear initiative in counseling will be measuring effectiveness of counseling outcomes, most likely
over several years. We have met major goals with crisis management in the past few years; at
this point the main foci with crisis services will be to market services to distressed students and
to continue with crisis response rehearsals within the center and in campus-wide mock drills.
Our continued work in outreach will be to market services broadly and to enhance digital media
for counseling and outreach. We will also continue to monitor trends in college mental health.
The AOD Committee continues to work in collaboration with campus community as well as the
surrounding communities to promote a healthy environment both academically and personally
for students. The committee implemented multiple highly visible preventative efforts in order to
meet the needs of our students, parents and campus community. We reached students through
our online website, poster campaigns, community outreach, and educational events throughout
campus. Attendance this past academic year at the AOD Committee meetings continued to be
strong and supportive with solid energy and creativity from committee members across the
campus. A challenge of the upcoming 2009-2010 year is to maintain the breadth of programming
under fiscal constraints. Recommendations would be to continue with the committee‘s stated
goals, particularly improving implementation of the population based program while
highlighting/incorporating buzz topics like prescription drug abuse, gambling addiction and sex
Assessment and Planning
The Counseling Center has its own database from which many of the statistics in this report are
drawn (the database imports some demographic data from Banner and is accessible only to our
staff and the designated programmer). We also administer a satisfaction survey at several points
throughout the year. Outreach programs are evaluated on an ongoing basis, though the results are
too lengthy for inclusion into this report. A report on website usage is also generated. The CORE
survey is used to inform the AOD Counselor/Educator and other staff involved with AOD
programming. ACHA surveying has been reviewed in the past but could be used more fully for
counseling outreach and prevention College-wide data (e.g. Student Opinion Survey, Transfer
Survey) received from the unit manager meetings is sometimes brought into discussions.
Counseling Center surveys and program evaluations contain sections for qualitative review.
Planning is done to some extent throughout the year but primarily at end-of-year staff meetings
(May), beginning-of-year meetings (August) and retreats which may be at either time period.
We review the trends (both statistically and qualitatively/anecdotally), problem areas with
operations and with student populations, and needs of student populations and subpopulations.
The 2008-09 Student Learning Outcome for the Counseling Center was related to both outreach
and crisis management. An assessment was conducted to evaluate the effectiveness of training
the Counseling Center provides to student RA‘s regarding identifying and responding to students
at risk for harm to self or others. A post-test assessment was administered directly after an
August 2008 one hour training and the assessment was administered again approximately 5
months later to test longer-term retention of information. This process was repeated with new
RA‘s who began in January 2009. The training was successful as evidenced by RA‘s achieving a
passing score at the rate of 98% for the immediate post-test and 91% at the 5-month follow-up.
This pass rate was well above the criterion cut-off score set at 70%. Implications are that RA‘s
do not need full refresher training on this information each semester but new RA‘s will be
trained each semester.
AOD Committee Assessment and Planning: the committee works to collect data on students
AOD attitudes and behaviors through the ongoing CORE Survey, ACHA Survey and Athletics
Surveys. Additional sources of qualitative and anecdotal information included but not limited to
periodic focus groups and written and verbal evaluations from campus community professional
and paraprofessionals. Planning is done ongoing by the committee as a whole, with some
subcommittee meetings with staff that have additional AOD duties within their core job
descriptions (Ms. Wagner, Mrs. Harrington, and Mrs. Capristo). The committee reviews annual
goals regularly and sets new goals in April and May of each academic year.
Office of Special Programs
Educational Opportunity Program
2008-09 Annual Report
The Educational Opportunity Program collaborated with campus constituencies to enhance
activities in recruitment of AALANA new freshmen; engage students to improve persistence to
graduation; and support tradition by cultivating expanded EOP alumni participation in student
Collaborated with Multicultural Student Affairs and Admissions staff to develop a
telecounseling campaign conducted by participants in the AALANA Mentorship
Partnered with Admissions, the Africana & Latino Studies department, and Student
Development to secure grant funding and implement student-driven recruitment visits to
two upstate high schools with significant African American and Latino student
populations. Nearly 200 high school students participated.
New freshman recruitment efforts targeted specific underrepresented populations and
yielded 71% AALANA waived EOP deposits for fall 2009: an increase of 6% over the
Redefined the probation students‘ course toward increased student persistence to
graduation. The mean cumulative gpa for students completing the course during AY
2008-09 was 2.14 with 70% at 2.0 or better.
Universal success in credit-bearing summer courses was not achieved. The three-credit
STAT101 course had mixed results with a mean gpa of 2.37 for the nine students
enrolled. Three students earned at least a B, but two earned D+. The highest achiever
earned an A-. The course is inappropriate for condensing into a four-week period and will
be dropped from the Summer Academy schedule.
Implemented a meaningful interview process for eligible freshmen applicants. Yield,
freshman gpa, retention, and graduation rates will be tracked through 2014.
Reached 138 EOP students with academic support services, an increase of 11% over the
prior academic year.
Continued to build on the success of Student Opportunities Committee (SOC) events with
a 19% increase in overall student participation; however, EOP student attendance
dropped by 15.6%. Student fundraising efforts were highly successful at well in excess
of the annual $500 goal.
The GRE prep program was unsuccessful. Approaches will be re-evaluated and a new
attempt to reach students with this valuable program will continue next year.
Developed an on-line newsletter with significant student participation.
External Support & Tradition:
Completed the ―Karl‘s Kloset‖ project with a collection of over 40 donated caps and
gowns available to provide to seniors who would otherwise not be able to attend
Elected and began work with a new EOP Alumni Network Steering Committee including
presentation of the two inaugural Outstanding EOP Alumni Achievement Awards at
Reunion Weekend. Raised $1500 through Reunion activities celebrating EOP‘s 40th
anniversary at Oneonta.
Cultivated student to alumni interaction through a social event during Summer Academy
(July – 60 pre-freshmen student contacts) and an informal mentoring session at
Homecoming Weekend (October – 20 current student contacts).
Continuous Quality Improvement
Student Learning Outcome:
Students will be empowered to control their financial lives.
Upgrade tutorial database management to produce multi-functional reports and
streamline the reporting process.
Consolidate, analyze, and apply EOP Student Opinion Survey data
Build connections and collaborations between EOP student leadership groups: Freshman
Class Officers, XAE honor society members, and Peer Counselors.
Continue to refine the interview process as part of the freshman selection process.
Collaborate with Athletic Department to connect coaches/recruiters with talented
AALANA students and coaches in NYC high schools.
External Support & Tradition:
Target Homecoming Weekend as the premier weekend for EOP alumni to return to
campus and thus interact with current students and initiate mentoring relationships.
Solidification and consistency in leadership of academic programs.
Apply Summer Academy performance data to enhance the fall freshman seminar syllabi
by targeting weak academic areas.
Goal/Objective Planned Actions Time Frame Measures
Diversity and Brainstorm & July 5, 2009 – Quantifiable increase
Inclusion: collaborate with May 31, 2010 in EOP students
Develop and Science Faculty. majoring in Math or
implement activities Conduct math/sci Science
for increasing the major exploration
number of AALANA, targeting undeclared
first generation, and Fr. & So.
women students who Recognize &
major in math or encourage current
science. math/sci majors
Summary & Conclusions
The EOP department experienced a vacancy in the Associate Directors position which muddled
leadership particularly for the academic functions of the program (Summer Academy, Academic
Support Services, and academic courses). Re-instatement of this position in 2009-10 will not
only strengthen the academic functions, but will strongly support the department‘s ambition to
expand activities in analysis and application of on-going and a decade of collected student
opinion and performance data to support student persistence.
For recruitment, a permanent track staff member was successfully hired to lead an enhanced
selection process; and in late spring one counselor completed her PhD program and a second was
promoted to senior status which will help solidify leadership in the academic courses area for the
Assessment & Planning
EOP assesses all of its programs and activities through formal survey and/or collection of
quantitative data. Data is collected for tutorial hours, counseling hours, new freshman profile
and family income, retention rates, graduation rates, and other student demographics. The
aggregate data is reported to the Office of Special Programs and the college‘s Enrollment
Management Committee. The data as well as the survey results are reviewed at two, two-day
department planning meetings to directly measure outcomes of prior year goals as well as to
revise department programs and develop new goals. In addition, an extended planning session is
conducted to outline goals and initiatives implemented by the Student Opportunities Committee
in collaboration with EOP Freshman Class Officers.
Major initiatives that include formal assessment processes through collection of data and/or
surveys are: Academic Support Services (usage hours, tutor evaluations); the Student
Opportunities Committee (participation and feedback for selection and scheduling of activities);
Summer Academy (performance data, and student and staff feedback); Probation student and
freshman seminar courses (INTD110 and INTD194 curricula are reviewed and developed based
on student feedback including SPI‘s); Primary departmental functions such as counseling and
tutorial are reviewed based on EOP biennial survey data.
Assessment of Student Learning Outcomes: Executive Summary
An assessment of the academic performance of incoming freshmen students attending the 2008
EOP Summer Academy (SA) was implemented. In all, 64 students with weaknesses in college
preparatory courses -- as indicated by SAT scores and high school average -- participated in SA.
Students were administered pre- and post-tests in the following courses: Math, English
Vocabulary, and English Reading Comprehension; and College Placement Tests in Math and
Writing. The results showed an overall improvement of students‘ performance at the end of the
SA. For instance, at least 45% of the students improved on their pre-test scores in any of the
courses taken. A comparison of the mean scores showed that the difference between the pre- and
post-test scores was statistically significant (at the 0.001 level) for Math. The results also showed
that the mean post-test score for English Reading Comprehension was relatively lower than the
mean pre-test score, although the difference was not significant at the 0.05 level. Furthermore,
84% of tested EOP students placed at college entry-level in writing and 20% of those tested in
Math. The results underscore the relevance of the academic portion of the SA to incoming EOP
students. This assessment contributes to the Cognitive Skills category of Student Learning
2008-2009 Annual Report
The Financial Aid Office processed 22,274 for 0708 and 23,713 for 0809 and 22729 to date for
0910. We expect the number of applications to increase 40% or more as a result of economic
stress. This compares to 8,438 during the 9697 processing year. Counselor caseloads average
900 to 1,200 students per counselor. The office continues to meet 1-2 day one on one
appointment benchmarks and 3-4 day document review benchmarks.
2008-2009 award letters were began mailing on February 25, 2008. As of June 1, 2009, we
mailed 7,111 0809 award letters. During the 9697 award year 9,783 award letters were mailed.
Our applicant pool is becoming significantly more affluent on average. Average adjusted gross
income for 0809 has risen from $71,451 in 0506, to $80,467. Early 0910 AGI averages $87,344
as of this writing.
Implementation of the new Federal Teach Grant created by the passage of the College Cost
Reduction and Access Act of 2007 was successfully implemented. Twenty six students
participated in the program for a total grant of $98,000. That implementation was completed with
the start of 2009-2010 award year in which packaging included Teach Grant awards for returning
Implementation of Title IV Reauthorization changes to financial aid.
Summary, Conclusions and Recommendations
Title IV Reauthorization was signed into law by President Bush on August 14, 2008. We are
eagerly awaiting the outcomes of negotiated rulemaking and further interpretation of this
legislation. Among the compliance challenges will be implementation of an institutional net
price calculator, and a multitude of disclosures relative to consumer transparency.
New York State has initiated a new loan program, NYHELP. NYHELP was enacted as part of
the NYS 2009-2010 budget. Developments are being watched closely. Whether we participate at
this writing or not remains to be seen. The hurdle is an ‗institutional origination fee‘ of 1%.
We will continue to monitor developments related to the Ensuring Continued Access To Student
Loans Act (H.R. 5715). This legislation contains several significant changes to various aid
programs and will require significant changes to computer programming.
We will continue to rely on significant IT resources to implement and meet compliance for all
programs. Conference attendance and other professional development venues will be vital during
this year to insure we implement these new programs with full compliance.
Assessment and Planning
We continually monitor progress and efficiency by several benchmarks. Most benchmarks are
process driven and related to cash flow of financial aid, in other words, how quickly we get
money into the hands of students. We unsuccessfully attempted to identify a student learning
outcome for our functional area that is both measureable and meaningful. We will continue to
work towards identifying a student learning outcome.
First Year Experience and Orientation Office
The First Year Experience and Orientation Office collaborated with many different departments
within the division and several student clubs/organizations to enhance the transition experience
for new students. We continue to enhance our outreach to parent/guardians of new students. We
continue to collaborate with our campus colleagues on the College‘s Orientation Program and
the First Year Experience.
08-09 Goals with Outcomes
*Mission Statement updated to reflect roles of the Office.
The First Year Experience and Orientation Office facilitates the transition of new students to
SUNY College at Oneonta. We collaborate with students, faculty, and staff to create social,
physical, cultural, and intellectual connections in the College’s academic and co-curricular
communities. We strive to prepare parents/guardians of new students for the personal and
academic development changes that will take place during their student's first year in college.
*Enhance the Parent/Family Connection- in progress. Campus Link was published on a monthly
basis. The “What to Expect This Month” page on the website was updated monthly.
Parent/Guardians will have the opportunity to sign up for Campus Link at Orientation 2009 in
an effort to gain a wider audience.
*Address Transfer Student needs- In progress.
*Market the FYE and Orientation to a diverse range of students. In progress
*Enhance Orientation to meet the needs of entering students, and their parent/guardians. In
*Explore use of technology for use in FYE/Orientation. In progress. We investigated an online
orientation program that would provide some value added for Transfer students. However, the
cost was fairly prohibitive at this time. Luminus (SCT product) remains a strong interest as an
additional method of interacting/connecting/communicating with new students prior to
orientation and during their first year.
09-10 Measurable Goals
*Enhance the Parent/Family Connection
*Market the FYE and Orientation to a diverse range of students.
*Explore use of technology for use in FYE/Orientation
*Address Transfer Student needs
*Enhance Orientation to meet the needs of entering students, and their parent/guardians.
NEW GOALS 09-10 Planned Actions Time Measures Issues to be
Implement the Early *Faculty contact over ongoing ~# of faculty *transition to
Warning System summer 2009 involved college
CCP: IF, IIIC, IIID *Meet with ~# of students
RHD‘s/coaches/EOP staff to referred
explain their role ~outcome of
Begin planning process of *Investigate needs of 2009- *transition to
freshmen mentorship Freshmen and ways that 2010 college
program with Department Mentor program can assist in
of Residence Life meeting those needs.
CCP:IIIB, IIIC, VA, VC
Summary, Conclusions and Recommendations
Significant issues include the cost of orientation; the use of time at orientation sessions; transfer
student transition; and parent services. We must continue to keep the cost of orientation at a
reasonable level while maintaining our current level of ―human touch‖ combined with
information sharing, especially since the ―personal touch‖ at the College‘s orientation program is
the cornerstone of our success. We are able to break students into small groups so that they have
the opportunity to meet other new students as well as establish connections with the Orientation
Staff. We continued the tradition of mailing a packet out to new students, freshmen and transfers,
giving them information about orientation. Each packet cost over $1.30 to mail. We are
investigating the outcome of a move to a short letter sending the students online to access the
information. The President‘s Cabinet made the decision to remove the Writing Placement Exam
from the Freshmen Orientation Schedule. In its place are: added time with University Police, a
session on Healthy Living, a session on career goal setting, as well as some additional time with
the Orientation Leaders. With so many offices requesting time with new students, particularly
freshmen, and given our commitment to an academically focused orientation program, it is a
challenge to determine appropriate timing and ―fit‖. Many people see orientation as a captive
audience who should hear from ―them‖. While it is true that new students need a great deal of
information in order to be successful in their first year and beyond, we need to ensure that the
time available at each orientation session is used efficiently and in an engaging manner. We are
constantly seeking new modes of reaching out to transfer students. Our hopes of an online
orientation fell through due to cost. This online piece would have given us a little time during an
orientation session to establish more connections with our transfer students. We continue to
refine our role with parent/guardians as their students are transitioning to the College.
Assessment and Planning
Summer Orientation has used paper evaluations at the end of each session to assess satisfaction
with the orientation program for the last 5+ years. For Summer 2009, we have created an online
survey that will be emailed to parents/guardians and students two-three days post orientation. We
will not be offering any incentives to fill out the survey. We will be collecting email at check-in
and check-out at each session.
We also utilize the results of the First Six Weeks Survey as well as other surveys that capture
freshmen points of view.
We also rely on student opinion to give us feedback on what topics are ―hot‖ and which topics
should be cut from the Success Series and Welcome Dragon Week. We plan to do a post-
Welcome Dragon Week evaluation for Fall 2009.
The Student Learning Outcome Project for 2009-2010 is: Very Influential Peers will demonstrate
knowledge of campus policies, norms, opportunities for involvement, provide quality service,
and engage new students as they start their transition to the College. (SLO)
A pre-test will be done prior to the training period. A post-test will be done approximately 6
weeks into the semester to determine how much was retained. The expectation is that 90% of
VIPs will score an 85% or better on post training assessment.
FYE STUDENT LEARNING OUTCOMES PROJECT
The results of the post-training evaluation indicate that this group of Orientation Leaders was
slightly better informed than expected. In planning training for the 2009 OLs, the modalities for
training them about FERPA and computer services will be reviewed and modified. An area for
future investigation is the knowledge base that OLs bring with them before they receive formal
training. This group would be likely to be well informed given that more than one-third of the
OLs had served as OLs prior to this assessment. In addition, this group reported being involved
in an average of two other leadership or other extra-curricular activities and one-third of them
were rising seniors. It could be helpful in the future to conduct a pre-training assessment
(conducted immediately after the hiring process) to determine the knowledge base in the group
and to compare the scores of returning and new OLs on pre- and post-training tests. Another way
of studying this issue would be to conduct a post-post assessment at the end of the summer
orientation sessions. That assessment could help to determine if working as an OL increases the
knowledge base and if there are categories of information that are not retained over time.
Annual Report 2008-09 Hunt College Union
The Hunt College Union will promote and provide intentional co-curricular and social
opportunities for the campus and surrounding communities that support the mission of the
college, enhance the collegiate experience, and build community.
I - Executive Summary
Program activity and participation remains strong. Traffic increased by 6% this year
compared to last year. Reservations increased for the fifth consecutive year and increased by 2%
compared to last year‘s numbers and they have increased by 160% since 2001. In November
Campus Activities and CUAC negotiated and contracted to host the legendary Bob Dylan in
concert. In February 2009 the Dragon‘s Lair opened within budget with fourteen gaming
systems, a lounge area, vending machines and a broad library of games across all platforms.
Campus Connection, an online portal for student organizations was introduced in spring 2009
and registered 1608 individual users. In March the 22nd annual Leadership Institute was
successfully conducted and in honor of the passing of former campus activities director Harvey
Delaney, the college adopted the Student Association (SA) recommendation to name the institute
after him. The SA negotiated OPT enhancements including a fourth bus stop and starting in
2009-10, free transfers to Southside during the weekend. The SA recognized eight new
organizations and 38% of these were multicultural organizations.
Hunt College Union hosted the noteworthy 2008 fall Association of College Unions
International (ACUI) regional conference in November and integrated the Emerging Leaders
program into the educational components of the conference. The result offered Oneonta students
and students from around the region more learning opportunities during the conference. A
service learning component was added to the Emerging Leaders program.
The GSRC has continued to provide excellent and vital programming and education on
gender and sexual orientation. Visitations to the GSRC have increased by 140% between fall
2007 and fall 2008.
Interest and activity within the LEAD program has grown substantially and a great deal
of effort is being made to make it more accessible and user friendly. In the first year there were
175 programs earning LEAD credits. This year these opportunities increased by 85% for the
number of programs eligible for credit to 375 programs. Participation increased by 125% going
from 900 participants last year to a total of 2006 participants this year. LEAD graduates were
also recognized at graduation which helps to institutionalize the program.
The Committee on Greek Life met four times during the spring semester. Results of these
meetings include making recommendations for college recognition for the sorority of Chi
Upsilon Sigma and extending the pre-application phase for Lambda Theta Alpha sorority until
the end of fall semester 2009. The committee made important changes to the Code in terms of
changing the minimum numbers of active members required for recognition in order to help
support smaller multicultural Greek organizations. While the committee did not support a
minimum number for an organization to continue to exist, it did recommend a new optional
phase be established to provide support and mechanisms to assist an organization who is in
danger of closing. The committee also participated in making the final decision for the Greek
Chapter of the Year-Phi Kappa Psi.
II - 08-09 Goals with Outcomes
1. Revise policies and procedures with regards to sustainability-
Hunt Union has reduced printing and copying costs by approximately $1,250 through the
creation of online reservation request forms, use of email reservation confirmations,
distribution of room set up sheets via email, paper reuse and digitizing posters,
newsletters, applications and other documents. The college union is an avid participant in
the Student Association‘s Campus Connection Online Bulletin Board.
The department participated in a service to recycle and shred paper documentation with a
contracted vendor and in accordance with the college Hunt Union has eliminated all CRT
2. Market the Hunt Union as a co-curricular center ―for participation, personal challenge,
Hunt Union developed a brochure to target key audiences and participated in a free
notebook program with ABS to promote the programs, services and facilities.
More than 65% of the messages on the new electronic sign promoted events in the
A standardized bar was designed to identify LEAD Credit and co-curricular (CAS)
outcomes on Hunt Union event posters.
The Campus Connection project now offers students the opportunity to publish a co-
3. Improve overall satisfaction with Hunt Union programs, services, facilities.
The Hunt Union customer service survey administered in the middle of the spring
semester yielded an overall satisfaction experience of 98%.
In the fall a new electronic sign was installed outside of Hunt Union.
As of June 2009, after consultation with office of facilities, and the technical director of
fine arts, a design plan for a ballroom stage lighting upgrade project is being explored.
The Dragon‘s Lair opened in February.
Hunt Union upgraded new furnishings in the International Lounge and Leatherstocking
rooms and new carpeting in the Susquehanna Room.
Funding was secured for upgrading LCD projectors which will be installed in the
Ballroom, Glimmerglass, Red Dragon Theater and Waterfront Rooms. Hunt Union
purchased new wireless receivers and microphones for the ballroom sound system.
In the spring a new lighting & ceiling grid was installed in the main lobby area and a
bathroom renovation/ADA upgrade has begun.
The Hunt Union upgraded art in the lower level corridor and Union Square room with a
series of donated prints by James Mullen. Monies have been encumbered for a series of
photographs of Catskill scenery by John Mazarak to be installed in the Catskill room later
Funding was secured for support of non-SA events which require staffing by the
Technical Assistants and a new student Operations Assistant position was developed to
help deliver services.
Modifying building policy to permit student managers the flexibility to assist student
groups and college offices with access to rooms via Urgent Room Requests (URR) has
improved the manager‘s capability to be more service friendly. The new electronic sign
operation has also reduced the time needed as in the past to manually change messages
and therefore keep student managers focused on the needs of the union and its customers.
4. Identify and Assess Learning Outcomes for Student Employees
Hunt Union identified 12 learning outcomes pertinent to all Hunt Union student
employees and 18 learning outcomes specific to Building managers, GSRC staff,
Information Desk Attendants and Technical Assistants.
Hunt Union assessed 4 student outcomes pertinent to all Hunt Union student staff and 6
learning outcomes specific to the various student job groups. The summaries follow in
the assessment section of the annual report.
5. Create an environment that supports diversity, equity, and inclusion.
GSRC events have been included in the events listing via EMS.
Student employees participated in a diversity, equity and inclusion exercise in the spring
semester presented by the Office of Equity and Inclusion.
Multicultural remembrances, historical dates and celebrations were included on calendars
in the Snack bar and Office of Campus Life and featured prominently in the weekly
Hunt Union staff was involved in the increased partipation of Action Hero Days and
Increased advertising for programming related to diversity, equity and inclusion though
the electronic signs, weekly broadcasts, Campus Connection bulletin board and check
Intentional programming with CUAC, GSRC, and Hunt Union of more than 50 programs
around Diversity, Equity and Inclusion.
Provided support to multicultural Greek organizations through changes in the Greek
Code on minimum numbers, creation of a Multicultural Committee in the IGC, and
adopting results from regional research on what other institutions are doing to support
multicultural Greek organizations.
III - 09-10 Measurable Goals-
1. Continue to revise policies and procedures with regards to sustainability.
2. Market the Hunt Union as a co-curricular center ―for participation, personal challenge,
3. Improve overall satisfaction with Hunt Union programs, services, facilities.
4. Identify and Assess Learning Outcomes for Student Employees/Student Leaders.
5. Create an environment that supports diversity, equity, and inclusion.
IV- Summary, Conclusions and Recommendations
The consistent increases in the usage (160% overall increase of reservations since 2001
and 9% traffic increase since 2003) of the Hunt College Union continue to strongly
indicate Hunt Union is a desirable facility and offers value to the College and to the
community. The long term issues include identifying viable revenue generating sources
for the Hunt Union to continue funding improvements in facilities, programs and
The Dragon‘s Lair requires more marketing and connection to new students.
Programming in the Lair during summer orientation and an improved marketing
campaign and increased programming in the fall will be implemented to increase traffic.
Pending funding we anticipate administering the ACUI/EBI survey on student
satisfaction with the college union in the spring of 2010 to monitor progress from the ‘04
The GSRC has shown itself to be a vital aspect of campus, particularly in the realm of
diversity, equity, and inclusion. As the commitment to diversity, equity, and inclusion
deepens and the workload of this office grows, it may become necessary in the future to
explore the possibilities of staffing the GSRC to a full-time position.
Since its inception LEAD has been adapted to become more user-friendly and it has
increased participation. The challenges that remain are making the program more
automated, giving the students more direct access to their personal progress in the
program, and integrating it with Campus Connection.
Continued education of the campus community is important because many non-Greek
students (and employees) do not understand the difference between recognized and
unrecognized Greek organizations.
In support of our findings from the SLO assessments, we will emphasize a joint training
for all student employees from all job categories at least once a year on across the board
issues: the role and purpose of the college union, policies and procedures, good customer
service practices, diversity, equity and inclusion, and campus knowledge and
We maintain that an integrated college web-based master events calendar using existing
software on this campus must be implemented.
Explore means of increasing customer service for access to guest passes to the visitors
parking in Hunt Union.
V- Assessment and Planning
Hunt Union staff continues to assess and evaluate programs, services, and participation, traffic
and student employees. Some highlights include:
In March, the Office of Greek Life with funding provided by the college through a
Sodexo grant administered the EBI/AFA Fraternity and Sorority Assessment. This is a
learning outcomes based assessment. The formal results will be delivered this summer
and reported on in the fall.
Greek Life also conducted surveys measuring the interest and knowledge of AALANA
students about Greek organizations at Oneonta and measured the perception of service
and support of the college, office of Greek life and the IGC.
In the spring, Hunt Union surveyed users on customer service and the reservation
process. The survey had a response rate of 47%. Scores were high in meeting needs
during reservation process, room availability, employee attitude, knowledge, and
availability. Satisfaction for overall experience was at 98%. Areas to improve on were
cleanliness of rooms, equipment availability and room set ups.
The ACUI regional conference evaluation results reveal delegates felt the money to
attend this conference was well spent (82%), they would recommend this conference to
others (95%), rated the Hunt Union good to excellent (89%), and were quite satisfied
with the quality of educational sessions (81%).
Student Learning Outcomes
Executive Summary: Role and Mission of the College Union
As a means to provide student employees a foundation for understanding their work and role in
the Hunt College Union a series of presentations were conducted during the year to the GSRC
staff, Information Desk attendants, building managers, student techs and office assistants on the
role of the college union, a brief history of the college union movement and discussion of the
Hunt College Union mission statement. An online survey tool was administered and the results
indicate a need to increase awareness and application for the Hunt Union mission statement and
role of the college union during next fall‘s training.
Executive Summary: Cultural Competency
An online survey was administered to frequent patrons of the Hunt Union to assess the cultural
competence of our student employees. Overall data showed high scores on most of the measures,
but a closer look at the data suggest that in three key areas, race, class, and sexual orientation,
discriminatory behavior may still be a problem and may need to be addressed through further
training of our student staff members.
Executive Summary: Communicate Employment Experience
The Hunt Union conducted an assessment to determine transferable skills gained by student
employees and to demonstrate their development as students. As part of the process, all student
employees were provided with documents to assist them in identifying transferable skills and
asked to report the outcomes of the process. Employees expected that their employment was part
of their education and identified twenty-five desirable skills utilized on the job. The information
will help us restructure those positions where skills were not identified and to note areas where
we might provide more developmental opportunities.
Executive Summary: Appropriately Complete Timesheets
A rubric was applied to timesheets turned in by the Hunt Union student employees for the pay
period of 11/27/08-12/10/08. The rubric determined which students were effective in filling out
their timesheets accurately and correctly. Results showed that 86% of the Hunt Union student
employees know the process for filling out timesheets and the current method of training them is
effective. Results showed that 14% of respondents scored less than satisfactory on the rubric
which means they have received additional training and guidance to fill out their timesheets.
This rubric will be used every fall semester to determine which students need extra training in
filling out their timesheets.
Executive Summary: Managers will Understand & Enforce Laws & Policies
A series of tests were administered to the Hunt Union student building managers to determine
their understanding of campus and HU policies and procedures. The criterion for success was
that all managers would score 90% or better on the post-post test. Three of the four managers
reached the criterion. Results indicate that training and orientation for the managers can be
helpful in increasing their knowledge. The managers‘ performance on the pre-test will be
analyzed and used to modify the training and orientation process.
Executive Summary: Services, Offices and People in the Hunt Union
Pre-tests were given to students prior to training in the fall semester and post-tests were emailed
to students on May 1. Both tests showed which areas in the Union students knew about and
which areas students needed extra training. The students‘ scores were much higher on the post-
test meaning they learned the information about the Hunt Union over the course of their
employment during the academic year. The pre- and post-tests will be used in upcoming
academic years as a training tool and a gauge of learning over the course of an academic year.
Executive Summary: Technical Assistant Assessment-Multiple Objectives.
The purpose of this assessment is to ensure that events are covered professionally and
appropriately by student technical assistants. A 360 degree method was employed to survey
colleagues, supervisors, and customers. Overall, responses were positive in regards to teamwork,
problem solving, and technical skill. As this was a staff with a great deal of experience, it was
good to see that others recognized their good work and it sets a high benchmark for next year‘s
crew who will be mostly newcomers due to the graduation of most of this year‘s crew after
several years of service.
Executive Summary: GSRC-Commitment and Independence/Collaboration
Rubrics of two outcomes (balance of independence/collaboration and commitment to the GSRC)
were assessed by both the supervisor and the individual student employees. A majority of the
students showed a good ability to balance independence and collaboration. However, there was
considerable range in the students‘ levels of commitment to the GSRC and their self-assessments
sometimes differed considerably from the supervisor‘s. More thorough hiring procedures may be
one solution to both issues. More clarity and training from the supervisor may be the best
solution to the second issue in particular.
Office of Judicial Affairs Annual Report 2008-2009
Amanda L. Kiakis, Director of Judicial Affairs
The Office of Judicial Affairs is charged with the responsibility of overseeing the campus-wide
judicial system. This responsibility includes adjudication and disposition of cases at the
administrative level, as referred by University Police, Oneonta City Police, Residence Life staff,
faculty and/or students. Additionally, the referral and presentation of cases to the Standing
Disciplinary Board falls under the responsibility of this office. During the 2008-2009 academic
year, these responsibilities remained unchanged. A total of 952 cases were adjudicated this
academic year, two of which the Standing Disciplinary Board heard.
During the 2008-2009 academic year, the office experienced the transition of a new director.
During this transition a number of new initiatives and projects were undertaken. One of these
was a project assessing the learning outcome created for the office. Another was a new incident
report submission database, which was created in collaboration with Residence Life.
Additionally, changes to the Code of Conduct regarding crime and ordinance policies were
drafted and approved by the College Council.
Goals for 2008-2009 with Outcomes
1. Transition of new Director of Judicial Affairs.
Outcome: The new Director of Judicial Affairs, Amanda Kiakis, arrived in September of
2008 and the transition has been on going during this academic year.
2. Create learning outcome(s) project for the Office of Judicial Affairs.
Outcome: A learning outcome assessment project was developed and completed. In
January 2009, an assessment instrument was administered to all Resident Advisors
immediately following training in order to demonstrate knowledge gained from the
training regarding the judicial process and their role within that process.
3. Adjudicate alleged violations of the Code of Student Conduct and the Code of Conduct
for Greek Letter Organizations.
Outcome: This year 952 cases were adjudicated. Most were heard at the administrative
level, two cases were heard by the Standing Disciplinary Board.
4. Coordinate Standing Disciplinary Board hearings and the appeal process
Outcome: The Board heard two cases during the 2008-2009 academic year.
5. Provide training regarding the implementation of the Code of Student Conduct to
Residence Life staff and Standing Disciplinary Board members.
Outcome: Residence Life training occurred in August 2008 and January 2009. Standing
Disciplinary Board training occurred during the fall and spring semesters as well.
6. Provide information regarding the Code of Student Conduct and Judicial Banner.
Outcome: Orientation presentations were given to freshman and transfer students, as well
as to parents in July of 2008 and January of 2009. A presentation regarding the Academic
Dishonesty Policy was also given to EOP students in September 2008. New faculty also
received a presentation regarding the Code of Conduct at their orientation session in the
fall of 2008.
7. Manage judicial files consistent with SUNY policy and Clery Mandates and develop and
disseminate statistical reports.
Outcome: Statistical and anecdotal information was provided to the Committee on
Student Progress in December 2008 and June 2009. Management of hard copy files has
become more central by storing them in the Residence Life central office and the Student
8. Implement changes as identified in comprehensive external audit conducted by the
National Center for Higher Education Risk Management, Ltd.
Outcome: The Crime and Ordinances policies in the Code of Conduct were revised and
submitted for approval to the College Council. In April 2009 the College Council
approved the revision of these two policies. The revisions will go into effect in August
Goals for 2009 – 2010
The office of Judicial Affairs plays a significant role in maintaining a quality of student life that
is consistent with the College Comprehensive plan goal VI. COMMUNITY. In support of this
goal the office of Judicial Affairs has set the following goals for the 2009-2010 academic year:
1. Adjudicate alleged violations of the Code of Student Conduct.
2. Coordinate Standing Disciplinary Board hearings and the appeal process.
3. Provide training regarding the implementation of the Code of Student Conduct to
Residence Life staff and Standing Disciplinary Board members.
4. Provide information regarding the Code of Student Conduct to the campus community as
well as City community constituents.
5. Manage judicial files consistent with SUNY policy/Clery mandates and develop and
disseminate statistical reports.
6. Implement changes to the Code of Student Conduct as identified and approved by Legal
Counsel and the College Council.
7. Create learning outcome(s) assessment project for the office of Judicial Affairs.
New Initiatives 2009-2010
Goal/Objective Planned Actions Time Frame Measures
Develop, implement, Pilot a program with two Academic year Qualitative
and assess Restorative athletic teams and assess 2009-2010 results/anecdotal from
Justice Program effectiveness interviews with
players and coaches
Summary, Conclusions and Recommendations
Although there were a number of new initiatives and changes for the office of Judicial Affairs,
there were also a number of things that remained the same. The total number of cases
adjudicated this year is consistent with the numbers in prior years. Alcohol, Drug, Sexual
Misconduct, and Disorderly Conduct violations have also continued to be consistent over the last
few years. Interestingly, Failure to Comply and Assault/Reckless Endangerment violations have
steadily declined since 2005. This trend continues with the 2008-2009 reported statistics. In
contrast to this, Fire Regulations and Residence License violations have substantially increased
this year. This increase may be due in part to the creation of a full time Emergency Management
Coordinator position, which places particular emphasis on prevention of these particular
violations. Additionally, the Fire Marshall inspected many more individual rooms this year than
he has in years past. There were also two new fire regulations added to the Residence License
this year that had not been considered violations in past years (curtains & holiday lights).
Residential and Community Life also focused their learning outcome assessment project on RA
confrontation skills this year. The increase in Residence License violations may indicate that the
confrontation skills training was successful and RAs were more confident in confronting
situations within their halls.
There was a slight increase in Standing Disciplinary Board level cases this year. Eleven cases
rose to that level of adjudication in 2008-2009. However, only 2 of these cases were actually
referred to the Board. The other 9 cases resulted in Voluntary Withdrawal.
This year a collaborative relationship was fostered with the Oneonta Police Department (OPD)
which aided in the changes to the Crime and Ordinance Policies in our Code of Student Conduct.
The partnership between the Office of Judicial Affairs and OPD has allowed us to adjudicate off
campus cases more expeditiously and with more accurate information. This partnership has also
allowed the Office of Judicial Affairs and OPD to implement a more proactive campaign for
student safety and awareness. OPD has created brochures about off campus safety and typical
pit-falls for students. The Office of Judicial Affairs, Residential Community Life, University
Police, and the Office of First Year Programs have been disseminating these brochures on
campus. OPD has also been actively participating in our orientation programs for first year and
Assessment and Planning
A learning outcome assessment project was developed and carried out this year. Resident
Advisors were chosen as the focus for this project because they are the cornerstone of the judicial
process. Resident Advisors (RAs) participate in an extensive training program twice a year
during which they learn about all the facets of their job. They are an integral part of the judicial
process and are expected to be knowledgeable about College policies and procedure. This
assessment was conducted to determine if the RAs were able to recall the information provided
to them during the Judicial Affairs portion of spring 2009 training. The assessment instrument
was a 10 item paper and pencil questionnaire given at the end of the training session. The success
criterion for this assessment was that 70% of participants would score 80% or better on the
questionnaire. The results indicate that the majority of RAs were able to recall the information
accurately, but the overall group did not meet the success criterion. New RAs met with a higher
rate of success than that of the returning RAs. Results also indicate that the topic areas of relative
weakness were related to key policy, Standing Disciplinary Board process, and discipline
philosophy. These results have been shared with Residential Community Life and will be used to
modify future training programs.
A project for the 2009-2010 academic year is in the planning stages. This project will assess
student understanding of critical information relayed to them during an administrative hearing
such as explanation of the alleged violation and student rights information.
Office of Multicultural Student Affairs
2008-2009 Annual Report
Bernadette Tiapo – Director
Theresa Doane - Secretary
In 2008-2009 the OMSA worked extensively with all AALANA students. An average number of
60 students attended the different activities organized. The OMSA carried out collaborative
activities with other departments of the Student Development Division to promote AALANA
students recruitments, retention, and engagement. The OMSA Director offered 18 presentations
and workshops on diversity related topics in classroom and other training sessions. Other new
initiatives in 2008-2009 include: reinforcing the training for AALANA mentors with a new
quality assurance framework; organizing and coordinating a functional Multicultural Student
Steering Committee; publishing The AALANA Watch; and collaborating with ALS Department
and other offices to organize the Kente Graduation Ceremony to recognize the achievements of
AALANA students and their allies. The assessment of the 2008-2009 learning outcomes showed
that overall the students in the AALANA Mentor program felt the program helped them in their
academic and social adjustment on campus. Overall there is continuous need for support
activities and advocacy for minority students, and for diversity- and multicultural-related issues
2008-2009 Goals and Outcomes
The OMSA defined five key goals to be accomplished in 2008-2009.
Goal 1: Continue to develop relationships within the campus community including student
organizations and clubs.
The OMSA continued to develop and maintain relationships within the campus community,
notably with the Oneonta Peer Education Network (OPEN) through attending regular meetings,
involvement in trainings, and reinforcing the need for AALANA students to be a part of OPEN.
In addition to working with faculty and staff to implement programs and address issues related to
AALANA students, the OMSA maintained active working relationships with the student
organizations and clubs, the Office of Equity and Inclusion, CME, EOP, CADE, Office of
Admissions, Financial Aid, Academic Advisement, and the Office of Judicial Affairs. A new
functional Multicultural Student Steering Committee (MSSC), involving students from different
multicultural student organizations was established in March 2009. The MSSC held 4 meetings
by the close of the school year, with participants from 11 student organizations.
Goal 2: Continue to provide leadership training and support for AALANA mentors.
Leadership training was organized for all newly recruited AALANA mentors at the start of fall
2008. A new component to the training program was a provision that allowed returning mentors
to attend and make presentations to the newly recruited mentors. In all, 27 participants took part
in the leadership training. In addition, all mentors participated in designing a quality assurance
instrument for the monitoring and evaluation of program activities. Additional support was also
ensured through monthly one-on-one or group meetings with the director.
Goal 3: Continue to assess student interest in the AALANA mentor program and other
organizations and provide support of student indicated interest.
Two opinion surveys were administered to AALANA mentors and mentees in the course 2008-
2009. The OMSA Director met on a one-on-one with all mentors and mentees. In addition,
mentor and mentee get-togethers were organized at the start of each semester to plan and design
implementation strategies for interest activities. In all, at least 10 group activities were organized,
including: 4 Academic support activities; 5 social activities; 1 Recognition Ceremony;
community building activities by students including group dinners, cookouts, and study sessions;
creative and art activities such as AALANA Make a Difference Day. A newsletter, The AALANA
Watch, available on-line, was established at the end of the 2008-2009 academic year. This will
be of use for recruitment purposes, as well as during student orientations.
Goal 4: Collaborate with Student Development offices and other departments to provide
focused support for AALANA students.
The OMSA collaborated with EOP, CADE, Office of Admissions, Financial Aid, Academic
Advisement, and the Office of Judicial Affairs to advocate for, and support AALANA students.
AALANA students received a presentation on financial aid process and related issues. The
OMSA and EOP collaborated to address issues of minority students across the board. The
OMSA also worked in close collaboration with the Office of Admissions to foster the
recruitment and retention of AALANA students: the OMSA co-sponsored the AALANA Spend
the Night initiative – a 2-day campus visit by 38 high school students; AALANA students
participated as volunteer in The AALANA Call Center initiative, reaching out to more than 400
prospective students; AALANA students served as Admissions Ambassadors; and, AALANA
mentors volunteered to cover shifts during admission Open Houses and other activities.
The OMSA also collaborated with Africana and Latino Studies (ALS) Department, the Center
for Multicultural Experiences (CME), and the Office of the President, to organize the Kente
Graduation ceremony to recognize the achievements of minority students. 29 graduating
AALANA students took part in the ceremony. Several awards honoring the accomplishments of
AALANA students were granted including the first AALANA Mentor Outstanding Award. The
Kente Graduation ceremony reemphasized the importance the college places on minority
students‘ retention, college involvement, and overall success.
Goal 5: Provide leadership on diversity in the broadest sense.
The OMSA Director offered 18 presentations and workshops on diversity related topics in
classroom and other training sessions. This included: 7 workshop sessions carried out with
Resident Hall Advisors and Directors; 1 workshop with the Oneonta Police Cadets; 10
Classroom presentations carried out in the Department of Education, Human Ecology, and EOP
PROF 209 Courses. In all, 10 training themes were covered, including: Understanding cultural
differences & the needs and challenges of underrepresented students; Diversity and cultural
competence; Enhancing diversity sensitivity in teaching and learning; and, Cross–cultural
communication and leadership.
2009-2010 Measurable Goals
Continuing Goals/Initiatives for 2009-2010
1. Develop relationships within the campus community including student organizations and clubs
2. Provide leadership training and support for AALANA mentors.
3. Assess student interest in the AALANA mentor program and other organizations and provide
support of student indicated interest.
4. Collaborate with Student Development offices and other departments to provide focused
support for AALANA students
5. Provide leadership on diversity in the broadest sense through workshops and presentations
New Goals/Initiatives for 2009-2010
Goal/Objective Planned Actions Time Frame Measures
Develop and implement a - Collaborate with Summer 2009 - Number of students who
diversity peer education other departments to – spring 2010 participate in the program
training program for consolidate per semester
students to address framework - Range of activities by
diversity-related issues - Apply for funding participating students in the
and concerns - Implement initiative course of the year
Collaborate with other - Collaborate with Summer 2009 - Number of community
departments to establish CME, ALS, EOP, – fall 2009 organizations involved
an AALANA Welcome Camp, ALS etc. to - Number of campus office
Week consolidate represented at the event
framework - Number of students who
- Consolidate needed attended the event
resources - Range of resources
- Implement initiative available on display
- Students satisfaction
Collaborate with other Collaborate with Fall 2009 - - Number of complaint
departments in designing a other departments spring 2010 - Number of references
plan that addresses - Students satisfaction
AALANA students‘ survey
and campus issues.
Summary, Conclusions and Recommendations
In the course of 2008-2009, the OMSA worked extensively with AALANA and other SUNY
Oneonta students – serving the students in the AALANA Mentor program, as well as students
who were not part of the program. More than10 group activities were organized and attended by
students, ranging from trainings and peer support activities, community involvement, and socio-
cultural activities. The OMSA also actively participated in promoting diversity and
multiculturalism education on campus. Over 18 workshops and presentations were offered in the
course of the academic year, and extensive collaboration also occurred with other departments
and offices. New initiatives the OMSA was involved in, in the course of the year include: the
Kente Graduation Ceremony organized in collaboration with ALS Department, CME, and the
Office of the President; a newsletter, the AALANA Watch, published toward the end of the
academic year; and the creation and coordination of a Multicultural Student Steering Committee
in collaboration with the multicultural student clubs on campus.
The volume of activities carried out by the OMSA in 2008-2009 and the significant level of
accomplishments, underscore the continuous need for support activities and advocacy for
minority students, and by extension diversity- and multicultural-related issues on campus. In this
respect, one of the new initiatives envisioned for 2009-2010 is the design and implementation of
a Diversity Peer Education Program (DPEP), to train students for advocacy in diversity-related
issues. Other efforts will be put in place in 2009-2010 to design a plan aimed at addressing
AALANA students‘ classroom, room-mate, and campus-related issues.
Assessment and Planning
Assessing the AALANA Mentor program - a peer mentorship program to assist first year and
transfer students from traditionally underrepresented groups (African Americans, Latino, Asian,
and Native Americans) with the transition to college life - is an essential process to help identify
strong points to be reinforced as well as areas of concern that need to be improved upon. This
2008-2009 assessment examined the Cognitive Skills, Mature Relationships, and Intercultural
categories of the SUNY Oneonta Student Development Learning Outcomes. The results showed
that, to a great extent, most AALANA mentors have a good understanding and mastery of the
objectives of the program. Overall, the AALANA mentor program provided both mentors and
mentees an opportunity for growth and development, and a positive college experience.
The 2008/2009 assessment methodology will be adopted in 2009/2010 with needed adjustments.
The assessment will examine: AALANA mentors‘ level of understanding of the purpose /goals
of the AALANA mentor program; their knowledge and ability to direct mentees towards campus
resources; their problem solving skills and level of assistance to mentees; and their demonstrated
understanding of intercultural working relationships.
Residential Community Life
During the 2008-09 the Office of Residential Community Life hired a new Director of
Residence Life, realigned the central staff in appropriate classifications, and trained three people
in new responsibilities. Two central staff and two residence directors were hired on temporary
service, Tobey Hall underwent a major renovation and was closed for the year, and preparation
for two more building rehabs began.
We rewrote the resident advisor and residence director staff manuals, reaffirmed the
programming model we use, and reorganized the professional staff tasks. We created a learning
outcome for our RA staff, and learned much about our training and teaching components using a
Overall it was a learning and developing year, and has set a good foundation for next
The goals set forth for the year and their level of accomplishment were as follows:
Create a Sophomore Experience program-
A SYE Committee was formed with representation from Residence Life, Alumni
Affairs, Career Development, the Wellness Program, and Student Development
Office. Residence Life will pilot a program in Fall 09 based on theory based
programming, training for RAs based on their clientele, and a programming guide for
staff using the HOUSE model.
Realign central staff duties based on the departure of 2 Assistant Directors and the
This goal was accomplished by temporarily hiring 2 AD‘s who both had experience
and vision for program development and occupancy management. Also, we promoted
from within for the Associate Director who took over the responsibilities of facilities
management. Cross training was a priority to reduce vulnerability for the department.
Continue to press for renovations to, or creation of, an adequate apartment for
ARD of Hulbert Hall-
Construction within Hulbert is being completed this summer on the ARD apartment.
Develop student learning outcomes and measures for Residential Community Life in
accordance with the division initiative-
A student learning outcome was developed on confrontation skills of RAs
A rubric was created for 3 skill variables
We modeled training and evaluation of the staff from the rubric
RA evaluations and the Quality of Life Survey were used as measures of evaluation
Develop a Customer Service initiative involving all areas of the department-
We implemented a new protocol in dealing with customers. We developed a tracking
process to record all incoming calls, who they were referred to, and when the calls
Continue to develop a plan for rehab of Wilber and subsequent residence halls-
Tobey Hall is reopening in the fall.
Wilber Hall has been closed and renovation is beginning.
Plans are underway for Golding, Littell, and Macduff Halls.
Work with Athletic Department to implement break housing for teams in play and
This was implemented and was successful.
Revise RA/RD contracts and manuals to reflect updated protocols and emphasize
ethics and accountability
Both manuals were revised and updated and will be ready for fall 09 in electronic and
Revisit the department diversity assessment and goals, report progress and establish
goals for 2008-09. Monitor progress of the department in meeting appropriate
objectives of the Strategic Plan on Equity, Diversity and Inclusion-
Much of this objective was executed through the departmental multicultural
committee which had the charge of ―celebrate diversity, practice inclusion‘ for
students. Effort was directed at focusing attention on as many diverse groups as
possible. Many of this committee‘s efforts culminated in Unity Week (April 16 –
April 23) which provided a variety of programs including professional staff
presentations, international/multicultural fairs, and student club panels.
Residence Life worked with OMU to develop the first step in providing SAFE space
housing for students which is in place for both returning students and new student
assignment processes for fall 2009. We have identified areas to implement gender
free bathrooms, and are exploring gender neutral areas of privacy.
The department‘s professional development committee sponsored safe space training,
and at this time the entire professional staff provides safe space for students.
Coordinate AED training for residence life staff in collaboration with UPD-
This goal was accomplished.
Department Goals 09-10
Goal/Objective Planned Actions Time Frame Measures
Complete searches Form search committees June 2009 Successful searches
for 2 ADs in May/June by 8/1/09
Implement the SYE Refine strategy, train Academic year 09- Program evaluations,
program RDs/RA, 10 Q of L survey
track all programs
Develop freshmen Form committee, develop Academic year 09- Qualitative in terms
mentorship program strategies 10 of development
With FYE office
Develop new Define outcome, develop June 2009- Dec 09 Probably RA eval
student learning rubric, train staff, develop and Q of L survey
Continue Create gender free On-going Qualitative in terms
exploration of bathrooms in lobbies of of responses of
housing needs of all residence halls, offer LGBTQA students
LGBTQ students safe space housing
Review of Quality Form committee to Fall 2009 Results of the Q of L
of Life Survey for review and make survey
Realignment of Construction of new Summer - fall 2009 Qualitative
programming space spaces, defining needs of
in Hulbert Hall students
(OWLS, Hall Gov‘t,
Summary, Conclusions, and Recommendations
During 2008-09 Residence Life made progress on all goals but will continue to refine
what‘s been accomplished. This includes improving paraprofessional performance and customer
service, providing well rounded multicultural outreach, and managing occupancy needs in the
midst of major building renovations and closings.
We will move into the future with the changing needs of students as our focus. This
includes life skills education - such as the sophomore year experience program - to supplement
classroom learning, and focusing on the housing needs of LGBTQ students. We will also partner
with the First Year Experience Program to explore and develop a freshmen mentoring program
to further connect our new freshmen and sophomores to the college.
Challenges for next year:
In programming- better training for RAs in program planning and execution.
In occupancy management- manage housing needs with building closures and
development of renovations for Golding Hall.
In facilities- managing inventory of all furniture and equipment, storage facilities,
and adding student fitness centers outside of major building renovations.
Assessment and Planning
Residence Life utilizes the Quality of Life Survey results and student input through departmental
committees and RSO as major sources for future programmatic planning each year. Additionally,
the DIFR management group works well with facilities in planning renovations and new building
projects for several years in the future.
Residence Life Learning Outcome: We developed a learning outcome based on the results of
the Quality of Life survey this past year. The purpose of this initiative was to improve the
confrontation skill of 122 Resident Advisors who are the first point of contact in the residence
halls in confronting inappropriate behavior and situations of distress.
A rubric was designed to define levels of increasingly satisfactory behavior for each of three
variables - procedural issues and verbal and nonverbal skills. RA training and evaluation were
modeled after this rubric.
At the end of the fall term 59% of the RA‘s reached the ―meets‖ level on the RA evaluation
(compared to a goal of 80%), and student satisfaction remained fairly constant (compared to a
goal of increased satisfaction).
Professional staff were found to be subjective in their assessment, and were further trained in
identifying and evaluating confrontational behavior in order to ―normalize‖ evaluations in the
Training was effective in teaching consistency and positive confrontational behavior based on
professional staff evaluations. The rubric will continue as a model for staff training and RA
Student Disability Services (SDS)
Craig Levins Director
Jenny Bagby Assistant Director
Vickie Hunt Secretary
Student Disability Services met several important challenges this year surrounding service
provision to students with disabilities. A new website was launched that included more
information for students and the ability to download several documents to enhance the speed of
service provision. A student learning outcome was introduced to improve note-taking services,
an area identified as a need in the previous year‘s end of year survey. New strategies were put in
place to increase the database of potential note-takers which resulted in a faster turnaround time
for students receiving notes. Technology across campus was improved in the general labs, as
well as upgrades in the SDS Adaptive Technology Center. A College Accessibility Committee
was created to approach Universal Design from a cross-campus perspective.
2008– 2009 Department Goals with Outcomes
1. Meet with students diagnosed with a disability (SDS students) to determine eligibility of
academic accommodations; create accommodation plans to inform faculty what
accommodations need to be provided for SDS students, advocate for SDS students to
ensure accommodations are being provided; assist faculty as needed and appropriate in
providing appropriate accommodations for SDS students; assist SDS students in moving
toward self advocacy; provide personal and academic advisement for SDS students.
2008-2009 5 Year Avg.
Students diagnosed with a disability assisted by SDS 200 208
Exams proctored 767 756
Student assistants hired 150 144
―Temporary disabled‖ students assisted 11 13
Students referred for psycho-educational testing 21 17
2. Launch new, interactive, website for ease of access to information for both students and
- Website was launched in Fall of 2008 and has continued to be updated as appropriate.
3. Continue to educate the campus on Universal Design, through department presentations
- Department presentations were made to both Academic and Student Development
Departments, as well as individually on an as needed basis. Appropriate literature was
included on website and bundled with returned exams to faculty.
- A new College Accessibility Committee was created with the primary goal of
pursuing Universal Design across campus.
4. Develop and distribute a thorough publication resource package for the SDS office.
- Brochures were developed and will be available for print through the department
5. Develop an educational program for May is Mental Health Month.
- Due to the early timing of Final exams this goal was not pursued.
6. Student Learning Outcome: Effectiveness of SDS Note-taking Services.
- Assessment of note-takers was completed, successful and will be updated according
to results to resubmit at the department student learning outcome for 2009-2010.
7. Offer training and workshops for employees and student on cultural competence aimed at
creating a welcoming learning, teaching, and working environment for persons with
- Training was provided at the beginning of the academic year for new part time
faculty, several departmental meetings were attended, and individualized training was
ongoing with faculty throughout the semester, on as needed basis, to address the
needs of students with disabilities and how to best serve them. Information was also
available through the website which was publicized in a variety of formats.
Department Goals 2009-2010
1. Meet with students diagnosed with a disability (SDS students) to determine eligibility of
academic accommodations; create accommodation plans to inform faculty what
accommodations need to be provided for SDS students, advocate for SDS students to
ensure accommodations are being provided; assist faculty as needed and appropriate in
providing appropriate accommodations for SDS students; assist SDS students in moving
toward self advocacy; provide personal and academic advisement for SDS students.
2. Educate the campus on Universal Design, through department presentations and
3. Meet the technological accessibility needs of students with disabilities throughout the
4. Offer training and workshops for employees and students on cultural competence aimed
at creating a welcoming learning, teaching, and working environment for persons with
5. Student Learning Outcome: Effectiveness of SDS Note-taking Services Part 2
Summary, Conclusions and Recommendations
SDS continues to improve its direct service provision, and is in a position where services such as
test taking accommodations and note-taking services are very effective. According to the end of
year student satisfaction survey, which improved upon last year‘s survey, SDS students are
highly satisfied with the services and advocacy SDS provides.
The SDS student population for the academic year was 200, which is consistent with the average
student population over the past five years. Students diagnosed with a cognitive disability made
up 77% of the SDS population, while students diagnosed with a mental health impairment made
up 12%. Both populations remained consistent with the five year average, and as such the
primary focus of the office continues to be increasing the services available to these populations,
while continuing to serve all populations diagnosed with a disability.
The three biggest areas outside of service provision needing to be addressed continue to be
adaptive technology, universal design, and campus outreach. Adaptive technology has been
upgraded continuously both within the SDS office and throughout campus; a new committee has
been created to address universal design and is representative of the campus community at large;
and, campus outreach has been ongoing; however, although all areas have been pursued, the
shortness of SDS staff prevents these areas from reaching their potential. A focus in the SDS
office for the upcoming years will continue to be the measurement and improvement of
effectiveness of services, beginning with note-taking services.
Assessment and Planning
In the Spring of 2009 an annual assessment was given to SDS students during Finals week. The
response rate for this survey was 14.5%. The area found in need of most attention was
effectiveness of note-takers, which was also found in greatest need last year. While this year‘s
results improved upon last year‘s, which were addressed directly through a student learning
outcome measure, the measure will be updated and repeated to address this need in 2009 - 2010.
The second area in need of attention is self advocacy, which continues to be addressed
throughout each academic year.
2009 Student Learning Outcome Project: Effectiveness of Note-takers
The note-taking program at SDS is one of the most essential services provided for students
diagnosed with a disability at The College at Oneonta. An assessment was developed to measure
the cognitive skills of note-takers by evaluating how well their perform their duties as evaluated
by the consumers, ultimately to determine which areas SDS staff may need to improve upon in
A rubric was developed to measure consumer satisfaction with their note-taking services with a
ranking system from unacceptable to outstanding, and was presented to each note-taker as they
were hired so they knew the areas they would be measured on. This rubric was sent out at the
end of the semester to each consumer, for each of their note-takers. A total of 86 note-takers
were to be evaluated. Any area receiving a score of 4 or 5 was considered unacceptable, and an
area of concern.
With the results attained from this assessment, and information received throughout the semester,
a follow up student learning outcome will be performed to bolster awareness to notetakers in the
above mentioned areas, as well as introducing a measurement for confidentiality.
Student Health Services
The Center had 18,913 student contacts which included acute care visits, triages, immunizations
and mandated documentation. Swine flu surveillance and campus community care occurred
during spring 2009 testing our emergency response system. A learning outcome piloted project
to assess student knowledge was initiated.
The office provided a variety of active and passive education activities to the campus, conducted
the ACHA-NCHA survey and collaborated with many campus committees and groups.
The committee had a productive year that included bringing speakers to campus, the continuation
of a multi-part poster campaign each semester focusing on relationship violence and bystander
interventions, a consent campaign and a stalking education campaign. The relationship violence
poster campaigns from 2007-2008 academic years were presented at the New York State College
Health Association Conference.
08-09 Goals with Outcomes
1) Goal: Provide accessible, high quality health care to Oneonta State students.
98/99, 03/04 & 08/09 comparisons of total contacts, appointment, walk-in and gender use of
*Note: No data available for total contact for 98/99
** Total contact differences in 03/04 to 08/09 is relative to appointment time extension.
SUNY wide benchmarking on pre-hypertension screening was done. Analysis of data revealed
the Health Center did not meet the set criteria threshold of 80%. Recommendations will be to
repeat this study summer 2009. The appointment schedule model was extended from 15 minutes
to 20 minutes in the fall 2008 to allow providers to have additional time with patients. It is
believed this modification will improve customer satisfaction by allowing more time for
questions and answers regarding individual treatment plans and thus improving SOS scores.
(See Student Learning Outcome project executive summary) The Nurse Call Line contract was
approved by the finance office and initial work began on set up. Due to budget constraints this
project was tabled until fall 2010. Health Education initiated new programs with the Counseling
Center and had 6 interns assisting with many campus projects throughout the year. Several
additions were made to the PAIRS website including information regarding relationship violence
and information for male victims of sexual assault.
2) Goal: Expand staff presence outside of the department and with students.
Staff attended many on-campus workshops and worked with on- and off-campus committees
during the year. Review and revision of SHAC committee structure was started and will
continue for next year. Work with Continuing Education and International Education Offices
began to expand our services to meet the interest in global study. Health Education offered a
variety of health topic information sessions on alternating Wednesdays in Wilsbach and Mills
Dining Hall during February and March. CHOICES students designed drink coasters through a
grant obtained by VIP which were then distributed in downtown bars. PAIRS worked more
collaboratively with Hartwick College and VIP.
3) Goal: Promote healthy lifestyles by providing health education to the college community
With the onset of Swine Flu in April, the CDC and WHO increased our national alert level to
Phase Six (highest). Daily surveillance of symptoms and investigation into recent student travel
to Mexico was done. This event allowed us to test our emergency plan and build on our
framework from the Bird Flu alert several years ago. We also tested the NPH health network
and DOH alert system as part of our activities. The ACHA-NCHA II survey was administered
online during the fall 2009. Kinsey Confidential syndicated articles were purchased for the
Health Education column in The State Times.
09-10 Measurable Goals
1) Goal: Provide accessible, high quality health care to Oneonta State students. Continue with
actions set in 08/09.
2) Goal: Expand staff presence outside of the department and with students. Continue with
actions set in 08/09. Add the following:
Goals/Objective Planned Actions Time Frame Measures
Open discussion on different diversity topics Monthly Staff meeting
at monthly staff meeting. Staff will 2009-2010 minutes
facilitate discussion. Guest
3) Goal: Promote healthy lifestyles by providing health education to the college community.
Continue with actions from 08/09. Add the following:
Goal/Objective Planned Actions Time Frame Measures
Increase campus & community Fall 2009 # of
awareness on issues of sexual assault participants
Perpetrators ID. Speaker to meet with
Campus Professionals & Otsego
County Law Enforcement
Implement a public awareness Fall 2009 Post campaign
campaign encouraging students to evaluation
intervene when they see warning
signs in their friends‘ relationships.
Virginia‘s Red Flag Campaign
Evaluate effectiveness of PAIRS Fall 2009 Test
Don‘t Cancel that Class presentation. assessment
Develop post DCTC assessment tool Spring 2010 tool
Summary, Conclusions and Recommendations
One effort to increase customer satisfaction was to expand individual appointment minutes to
provide longer provider/patient contact. Quality Assurance evaluations and benchmarking
studies were completed to ensure health care standards are being met. Electronic medical records
vendors were researched and interviewed. No decisions on systems were made. Diversity
training began and will be expanded next year. Conversations and work began with various
campus departments and will be continued next year.
The office changed the format of weekly news articles and will evaluate 2009-2010 for
effectiveness. The results of ACHA-NCHA II survey will be evaluated and programs designed to
meet the needs of our students.
The committee has continued to work collaboratively through all stages of planning with other
offices and has found continued success in attracting wider audiences to planned events. Plans
for evaluating PAIRS activities should be considered during the preliminary stages to ensure all
educational activities have the desired impact intended by the committee. Continued work will
be done to discover % of students who know to call hotline if they are aware of the need.
Assessment and Planning
Executive Summary Learning Outcome
The Health Center piloted a student learning project to assess student baseline knowledge
retention and make predictions about compliance and satisfaction with health care.
Student Health Center medical providers give verbal instructions to students that include
diagnosis of illness, individual care plan and recommendations if their illness does not improve
at the end of each visit. A face to face interview was conducted with nine student patients to
determine their understanding of their medical plan after their visit with a medical provider. The
results indicate students did gain adequate knowledge during their visit. This was a pilot project
and will be repeated with a larger number of students during the fall 2009 semester.
’08-‘09 UNIVERSITY POLICE
The University Police Department has worked hard in the past year to achieve our goals.
In particular, we have seen much growth in the area of emergency management. The Emergency
Management Coordinator‘s position has been filled and has proven to be a great asset to the
College community. This Coordinator has worked at revising the College‘s emergency plans,
improved our fire safety program, and administered campus-wide training in workplace violence.
In addition to these improvements, all supervisory staff has been trained to the ICS 300 level.
We continue to involve the entire campus community in the ICS Tabletop exercises, and have
implemented an Incident Action Plan for Commencement. We have also implemented the NY-
Alert system, including the addition of a warning siren.
This department has seen improvement in other areas as well. A video surveillance
system has been implemented and has already proven to be an effective law enforcement tool as
well as a defense in a civil law suit against the college. We have hired a new officer to fill a
vacancy caused by a promotion to another department. We have seen a continued improvement
in morale due to personnel changes, the continuation of the employee recognition program, and
participation in ceremonies at the National Police Memorial.
The University Police continue to seek out training that would benefit the Department
and the College Community. In the past year, our officers attended Active Shooter training,
Patrol Rifle courses, Tactical Shotgun, Data Master/DMT Breath Analysis and Recertification
and ARIDE courses. Technical Sergeant O‘Donnell completed the OC Instructor course and
Officers Begunoff and Nichols attended the Instructor Development course. Technical Sergeant
Rommer completed the Division of Criminal Justice Services Crime Scene Evidence
Technicians course, Lieutenant Baker completed the Supervisor‘s course and Lieutenant Bartlett
completed the Division of Criminal Justice Service Master Instructor Certification and also
attended the FBI National Academy in Quantico, Virginia. Members attended the SUNY
CPR/AED Instructor Facilitator course in Saratoga. Several members also completed the ICS-
300 course. All armed personnel successfully completed their annual firearms training.
Several Security Guard Courses were given and attended by local area bouncers. Our
campus Public Safety Officers, Hartwick College Campus Safety and Oneonta High School
security attended the eight-hour Security Guard In-Service course.
Also offered were Crime Prevention and Bicycle Safety courses to the surrounding
communities at no charge.
Last year, the Otsego County Law Enforcement Academy provided or facilitated the
following courses: Basic Police Academy, Patrol Rifle Operator, Tactical Shotgun, Supervisors
course, OC Instructor course, Instructor Development course, Radar/Lidar, Data Master/DMT,
Data Master/DMT recertification, DMT update courses, Security Guard courses, ARIDE and
DRIVER TRAINING, VAN AND DEFENSIVE DRIVING COURSES
We continue to offer driving courses to the community and to the campus constituents‘.
Last year we taught the National Safety Council Defensive Driving courses in all but one month.
We also taught ―Coaching the Van Operator‖ a safe driving course. CEVO and EVOC courses
were conducted for emergency responders.
RAPE AGGRESSION DEFENSE
Officer Leonard and Sergeant O‘Donnell became Basic RAD instructors in November of
2008. They join the rest of the RAD instructors in providing basic self defense to women of the
community. The total number of RAD instructors at SUNY Oneonta is now seven.
Also in November 2008, Officer Leonard and Sergeant O‘Donnell became nationally
certified radKIDS instructors. radKIDS is the national standard for children's safety education
and violence prevention. radKIDS gives children ages 5-12 the knowledge and skills they need
to "resist aggression defensively" (rad). radKIDS trains children to recognize, avoid, resist and
escape potential danger, empowering them to stop these vicious crimes before they start. We are
working with community leaders to bring a radKIDS program to Oneonta.
We have begun the rebuilding of the RAD program. We held two programs in 2009 and
will be scheduling more in the future. We continue to offer dynamic simulation, an integral part
of RAD, with the newest instructors.
The bicycle patrol is another example of how the University Police have responded to the
unique challenges faced on a college setting and serves as a way of providing enhanced
community policing. Bicycle patrol is effective on campus due to the amount of vehicle and
pedestrian traffic. During the hourly class breaks, there are often hundreds of people walking and
driving on campus and the bicycle officers can move through the central campus quickly – often
faster than a squad car during peak traffic times. There are also areas of campus that are not
accessible by car but can be patrolled easily on a bicycle. Members of this patrol also provide
presentations on bike safety to many outside organizations and have participated in the Baseball
Hall of Fame weekend in Cooperstown as well as the annual spring celebration between
Hartwick and Oneonta State known as O-H Fest.
STUDENT SECURITY ASSISTANT PROGRAM
Nine years ago, the University Police responded to the increased use of our escort
program by developing a partnership with the Student Association for funding and hiring of
students to perform this service. Each semester, five students are hired and work as Security
Assistants out of University Police and are on duty from 8PM-2AM escorting students on
campus. This service has allowed our patrol to concentrate on other areas as well as offering
employment to the students.
For the period of June 1, 2008-May 21, 2009 this program conducted 145 escorts.
FACULTY ADVISEMENT – OSES
The Oneonta State Emergency Squad continues to be a fluid organization with more
experienced members graduating and new members being added. This past year OSES
responded to 227 calls. Members have taught SUNY AED/CPR classes, and two of our
members are American Heart Association CPR Instructors and teach classes to new members.
All EMT‘s attended New York State C-Spine Immobilization protocol updates and Atropine
Auto-Injector protocol updates. All members attended Multi-Casualty & High Impact Incident
training. Basic training requirements have been increased to a minimal of CPR, First Aid, ICS
100 and NIMS 700. Crew chief requirements have been increased to Basic EMT, sixteen (16)
documented patient care hours, ICS 200 and NIMS 800.
All by-laws and SOP‘s have been updated to comply with New York State Department of
Members of the University Police Department continue to be an integral participant in the
College Community. Members are active in the following committees or activities:
College Senate Traffic Commission
Chairperson of Search Committees Appeals Board
Intercollegiate Athletics Board Orientation Activities
Radiation Safety Committee Open House Activities
Campus Safety Committee Council 82 Labor/Management
SUNY Oneonta Personal Safety Committee Sexual Harassment Advocate
NYSCOPBA Labor/Management 504 EASED Committee
Affirmative Action Advisory Committee Smoking Committee
Commencement Committee PAIRS Committee
Faculty Advisor to OSES Employee Assistance Program
Student Health Advisory Committee Residence Hall Directors
Downtown Community Police Task Force SUNY Health & Safety Committee
University Police continue to be involved in activities outside the college community
which enhance and provide leadership in local, regional, state and national organizations
Critical Incident Stress Management Team (Otsego and Delaware County)
Shadowing Program for area public schools
Participant in Otsego STOP DWI
Otsego County Board Advisor on Highway Safety
Administrative Training Board, Zone 6 for NYS Municipal Police
Committee work for International Association of Campus Law Enforcement
NYS University Police Chief‘s Association
Training Committee for SUNY Police Officers
Rape Aggression Defense and radKIDS Instructors National Association
Law Enforcement week
Organizing Committee for Pit Run
NHTSA Buckle Up America
NHTSA Drug Recognition Expert/Regional Coordinator
Fund raising United Way for Delaware and Otsego County
Police Instructors for Otsego, Broome and Delaware Counties Police Academies
National Safety Council Defensive Driving Association
Central New York Anti Crime Task Force
SUNY DRE Coordinator
Law Enforcement Training Directors Association
Delaware County Police Supervisors Association
Otsego County Executive Law Enforcement Association
Oneonta State College Criminal Justice Intern Program
Northeast Colleges & Universities Security Association (NECUSA)
Otsego County Animal Response Team (CART)
Chancellor‘s Critical Incident Task Force Team
PCOD – President‘s Council on Diversity
CAT – Community Awareness Task Force
NYS Gang Investigators Association
08--09 Goals and Updates
Review and examine the ticket writing and collection rates with Department members: Overall
parking and vehicle and traffic tickets are down slightly, but this is likely affected by the staffing
Maintain 100 per cent authorized strength: Several searches are in progress slowed by NYS Civil
Implement the AED program in residential halls once the state provides the AED‘s: This
program has been implemented with training provided to RHD‘s and RA‘s.
Meet or exceed the mandates imposed by SUNY, State or Federal authorities: To our knowledge,
all mandates have been met or exceeded. An area for improvement is participation in Workplace
09-10 Measurable Goals and Issues
Many of our concerns regarding the coming year involve personnel issues. We currently
have an open officer‘s line but are experiencing difficulties in finding qualified candidates due to
problems with the civil service list. It is possible that we may have two more vacant positions
this year due to retirements. In addition, we currently have two vacant dispatcher lines with a
third line being filled by a provisional hire. Once again, we are waiting on New York State Civil
Service in order to fill these positions. Once these lines have been filled, we may be in a position
where we have to train several officers at the same time with a limited number of training
Another issue this department will face in the coming year is the implementation of new
technologies. We expect the LiveScan fingerprint system to be put in place by the first of the
year. This will require installation of new hardware, interface with our current report writing
system, and training personnel in its use. We are also expecting the State to implement a change
from our current NYSPIN system to E-Justice and will have to train accordingly. We also hope
to see an increase in the number of video cameras this year.
A particular concern we will face this coming year is the accurate compilation of
statistics in compliance with mandates. We are attempting to reconcile apparent contradictions
between the results of last year‘s state audit and the training provided by the FBI regarding Clery
Other challenges the department faces during the coming year include difficulties in
parking enforcement due to construction, concern over State budget issues, and the ongoing
training of Department personnel.
Assessment and Planning
The State of New York mandates that public buildings have AED‘s and that each
building must have personnel trained in the event of an emergency requiring their use.
University Police implemented training with certified instructors to provide this training with
hundreds of volunteers culminating in a skills test graded on a pass/fail basis. The assessment
project was designed to determine the failure rate on the skills test and the reasons for failure. Of
one hundred and seventy-five participants, only four did not pass the skills test on the first
attempt. The common problem of the four was that their physical size was small and requiring
they work harder to get deeper compressions on the manikins. As a result, instructors work with
persons of smaller stature before the first skills tests to ensure they recognize the level of
physical force required to achieve proper technique.
Goal/Objective Planned Time Measures Issues to be
Actions Frame Addressed
Students will demonstrate CPR/AED On- SUNY Skills test
proficiency in providing training and going for CPR/AED with
life saving skills. skills testing a pass/fail criterion
Students will increase their A social rubric to
level of personal maturity be determined.
for service to the
Personal Safety Committee Annual Report
State University College at Oneonta 2008-2009
The personal safety committee at the College at Oneonta is a broad-based advisory group that is
charged to assess campus environment and procedures and to recommend measures which might
be instituted to resolve identified problems.
During the academic year, members of the college community were invited in campus
publications to voice their concerns regarding personal safety. No responses were obtained from
Concerns brought forth during this year‘s meeting included apprehensions regarding stress levels
of campus employees due to the economic environment, and the possibility that someone could
lose their job and then come back to campus as an active shooter. Suggestions were made to
institute a fun campus event(s) that could help relieve stress during this time and to occasionally
post in the Bulletin the Active Shooter informational sheet as a reminder of how to stay
protected. Questions were also raised regarding a drill at least once a year pertaining to a
lockdown/ shelter in place. Should this be scheduled and practiced throughout the campus as a
precautionary measure? Concerns were also expressed for pedestrians crossing as cars/trucks do
not slow down or stop as required by law. A suggestion by the committee included having UPD
issue tickets during the first two weeks of school each semester which would help to spread the
word to students and staff that safety of pedestrians crossing is important.
The committee discussed how students perceive the changes on campus regarding safety with the
installment of cameras, building card access and crisis management policies. It was suggested to
send a survey to a select group of students (CHOICES, Greeks, Athletes, ATM‘s, FYE,
ALAANA) rather than all students to assess their perceptions. The committee would like to
know how much each of the pathways are utilized throughout the year by students walking
downtown which would be asked in the survey and possibly install security cameras at these
locations if the need is determined. The committee also agreed that the chair should receive
minutes from other committees on campus that have safety concerns, i.e. PAIRS, OMU, etc. to
help determine the climate on campus regarding safety.
The bi-annual Blue light walks continue to focus on assessing the quality of lighting on campus
and address any safety concerns. The Personal Safety Committee questioned whether there was a
blue light or surveillance camera at the upper Clinton Street pathway and how often that pathway
gets used by students. The committee recommends strongly that a blue light be installed at this
At the close of the 2008-09 academic year, the committee affirmed that the College at Oneonta is
in compliance with the International Association of Campus Law Enforcement Administrators
Annual Report for:
College Assistance Migrant Program (CAMP)
05.31.08 through 06.01.09
The College Assistance Migrant Program at the College at Oneonta is federally funded and
completing its 8th year. The project‘s primary goal for the United States Department of
Education, Office of Migrant Education, is to identify, recruit and enroll 25 eligible students per
year, ensure those students complete their first year of college and continue to be enrolled in
post-secondary education after completion of their first year. In addition, the College at
Oneonta‘s CAMP should provide such services, in collaboration with the campus community,
and that 80% of those freshmen who completed their first year would do so with a 2.0 or better
During the 2008-2009 academic year the program served 28 new freshmen students (avg.
GPA=84, SAT=900, ACT=22.5). Twenty-two students (79%) completed their freshman year
and are eligible to return to the college for the Fall 2009 semester. Twenty of the 22 students
(91%) completed with a 2.0 or better GPA with an average GPA for the class of 2.82 and
average credit accrual of 29 semester credit hours. Thirteen CAMP students were AALANA
students. CAMP‘s freshman to sophomore retention rate at the College at Oneonta for the 2007-
2008 cohort was 83% with another 12% enrolled in other post-secondary institutions as
confirmed by our Registrar‘s Office.
Student highlights for the 2008-2009 academic year include nine graduating seniors, one student
named ―Best and Brightest‖, and two students named to the ―Provost‘s List‖-- one of which
received the award for ―Outstanding Senior in Physics‖. We had seven students on the ―Dean‘s
List‖ and eleven students on the EOP Honor Scroll during the academic year. Seven students
received the Office of Special Programs ―Academic Achievement Award‖ and two 1st year
students were elected officers on the Student Opportunities Committee. One student, inducted
into the Chi Alpha Epsilon Honor Society, also received an Educational Opportunity Award for
the highest cumulative GPA. Two students became Chi Alpha Epsilon office holders, two were
inducted into the Omicron Delta Kappa Honor Society, and a former CAMP student was elected
President of that society for the 2009-2010 school year. Two 1st year students participated in the
Kente Graduation ceremony, and three upperclassmen were recognized for their LEAD
participation. Four students attended the March 2009 Leadership Institute and three students
participated in the Student Fashion Society Fashion Show—one of which was accepted into the
Fashion Institute of Technology for the 2009-2010 academic year. One student was awarded the
OAS ―Thomas Ryder Scholarship and one student served as a student panelist on the
faculty/student forum, ―Spanglish in the 21st Century‖.
Staff continues to be involved in the Teaching Breakfast, AOD and OPEN committees, as well
as the President‘s Council on Diversity (PCOD). We will continue to monitor and provide
follow-up and referrals to all former CAMP students until graduation.
On-going program assessment remains multifaceted. We continued the ―Exit Survey‖ to
evaluate our freshman students‘ satisfaction with the program and services. A survey was used
this year to assess services provided to our referral sources and students by our Recruiter. We
continue to monitor the number of students/parents contacts by the recruiter and the number of
presentations made to groups during the recruitment process. In November 2009 we contracted
with an external evaluator to provide a summative evaluation to determine the effectiveness of
the project in meeting the CAMP objectives as determined by the U.S. Department of Education.
We incorporated the suggestions made by the evaluator, adopting some of the Educational
Opportunity Program‘s process for documenting program eligibility, and created a committee to
evaluate each applicant's eligibility and need for the program based upon the legislative criteria.
Our 2009-2010 goals will remain the same and we will continue to work at recruitment and
acceptance of more AALANA students in the coming years. For the fall 2009 semester we have
accepted 28 new students. Eighteen (18) of the 28 are AALANA students and 25 of these
students will attend EOP summer academy in July.
An overview of the goals and outcomes of the last 3 grant years are shown in the chart below
(corrected from last year per revised guidelines from the Office of Migrant Education).
Number Number Number who Number Who
Year Funded Served Number Who completed Continued
To Be Served Completed 1 year with a 2.0 or better To Be Enrld in PSED
2006-2007 25 19 76% 18 95% 16 89% 18 100%
2007-2008 25 28 112% 22 79% 20 91% 21 95%
2008-2009 25 28 112% 22 79% 20* 91% 22** 100%
Totals 75 75 100% 62 83% 56 90% 61 98%
* Number as of today. One (1) additional student remains enrolled in Summer Sessions in an
effort to increase GPA to 2.0.
** This number is projected. The correct number of students who return to post-secondary
education will not be available until after the fall 2009 semester begins and can be confirmed by
the Registrar‘s office.
Student Learning Outcome Executive Summary
A majority of CAMP students with learning disabilities have neither completed their freshman
year, or have completed with less than a 2.0 cumulative GPA. The belief of this assessor was
that students who had a better understanding of their disability, were connected with the Office
of Student Disabilities at the earliest possible date, and had direct assistance in advocating with
professors, would be more likely to use the accommodations to which they were entitled and
have a successful 1st year of college. During random interviews and direct contact with
professors and the Office of Student Disabilities it was determined that 75% of those students
identified with learning disabilities did exhibit an understanding of their disability, used the
resources provided by the Office of Student Disabilities and the necessary accommodations. All
of these students completed their year with a 2.0 or better GPA.
ESCORT Annual Report
July 1, 2008 - June 30, 2009
This has been a difficult and transitional year for ESCORT due to unexpected funding cuts, staff
and salaries being stretched to the limit, campus funding support to bridge the gap and countless
hours dedicated to working on a re-organization of our group. In spite of the internal pressures to
remake ourselves, from July 1, 2008 - June 30, 2009, ESCORT staff continued to generate
proposals, grants and sub-contracts while maintaining a busy schedule conducting activities to
support children of migrant farmworkers, English Language Learners (ELLs), low performing
schools and other at-risk student populations.
ESCORT continues to work with a variety of educational agencies including federally funded
Regional Comprehensive Centers, state education agencies and local school districts. Last year
we provided services, through subcontracts, to two Regional Comprehensive Centers: George
Washington University for the Mid-Atlantic region, Edvantia for the Appalachia region. As a
result, we provided services in PA, NJ, MD, DE, DC, VA, WV, TN, KY and NC.
Our strongest and most loyal set of clients that have either retained or increased services (and
funding) to ESCORT has been from state education agencies. This past year, in addition to the
Comp Center work, ESCORT worked with the states of FL, AL, MS, MA, ME, KY and GA.
Additional contracts are pending with MS and NJ.
Unfortunately, the landscape changed at the end of last fiscal year (08-09) and ESCORT had
funding reductions from all 3 of the Comprehensive Centers. This loss in funding was
approximately $600,000. These reductions resulted from a shift in federal technical assistance
priorities away from ―special populations‖ (which include migrant children and families and
English language learners) to building the capacity of state departments of education. ESCORT
has traditionally worked with states and districts to help their most needy children and families
navigate our educational system. This assistance, for the most part, has been providing technical
assistance and professional development for local school administrators and teachers.
ESCORT‘s most important challenge for the coming year will be identifying new funding
sources and services and securing needed contracts.
ESCORT will be managing approximately $1.5 million of one and multi-year awards after July
1, an increase from 2008-09 of approximately $150,000, which includes the following awards:
Florida MEP 513,000
Alabama ELL 127,123
Maine MEP 197,000
META – MS re-interview 60,000
Georgia MEP 39,464
Hotline support (10 states and separate awards) 150,000
ESCORT continued to negotiate small but significant service contracts from districts and
schools. Currently, we are about to close a contract to provide English language learning
professional development to DeKalb County, Alabama for $33,000 and the Middletown School
district in Sullivan County, New York to provide literacy services for $29,000. These contracts
are a result of the work of our education specialists following up on requests from local schools.
We are also proud of the fact that since the OME funded National Migrant Hotline ended on
6/30/06, more than 13 states have contributed to maintain this importance service to the
farmworker community. The grants in support of this service year will total more than $180,000
for this coming year.
As stated above, the staff of ESCORT has been working diligently to balance the contracted
work load with the demands to remake the organization for the future. In the summer and fall of
2008, we contracted with 2 business and organizational consultants to assist us with surveying
perceived strengths, weaknesses, internal and external pressure points, a business and marketing
plan, name change, branding and other key re-organizational components. We also worked with
college staff and the business department to flesh out ideas that could assist the organization with
Currently, we have focused our work in the following areas:
Name change and subsequent branding rollout
Improved and expanded IT internal and external functions
Improved college relations
Improved administrative and staff communication
New services, products and marketing/business plan
The organization has made significant progress in some of the areas (IT and administrative
communication), but we continue to explore new options regarding the name change, some areas
of college relations and the marketing of our new and expanding services. However, the
organization is committed to completing the remaining tasks this year.
Due to reduced funding with 2 Com Center contracts, ESCORT will again experience a slight
reduction in FTE. In spite of the funding reductions, ESCORT was able to retain most
employees at slightly lower FTE levels as we search for additional funds. ESCORT now
employs 12 full and part time staff located primarily at Bugbee Hall on the campus of SUNY
Oneonta, with 4 staff telecommuting from their homes in Chestertown, NY, Washington, DC,
Gainesville, FL and Orlando, FL. ESCORT also maintains an office located in Tampa, Florida.
Staff members include:
Bob Levy, Director
Tom Hanley, Assistant Director
Ray Melecio, Senior Education Specialist
Pam Wrigley, Senior Education Specialist
Michele Sloan, Senior Education Specialist
Monica Ulewicz, Senior Education Specialist
Jorge Echegaray, Identification & Recruitment Specialist
Alma Hinojosa, Senior Education Project Specialist
Phil Kellerman, Senior Education Project Specialist
Bob Thomas, Director of Information Technology
Jocie LeFever, Administrative Assistant
Margarita DiSalvo, Administrative Assistant
General Areas of Work
Mid-Atlantic Comprehensive Center: The Center for Equity and Excellence in Education of
George Washington University, serving the states of Delaware, Maryland, New Jersey,
Pennsylvania, and the District of Columbia. Areas of technical assistance include: SEA capacity
building, migrant education, comprehensive needs assessments, service delivery planning and
Appalachia Region Comprehensive Center: Edvantia, serving the states of Kentucky, North
Carolina, Tennessee, Virginia, and West Virginia. Areas of technical assistance include: SEA
capacity building, ELL policy and train-the trainer academies, migrant education, literacy and e-
coaching, comprehensive needs assessments and service delivery planning
Florida: ESCORT continues to assist the state in facilitating the implementation of the service
delivery plan, developing an evaluation framework for the state, coordinating all of their ID&R
efforts and system, conducting research (with the help of university research teams) on their
most mobile population, and finally, providing all the logistics and hosting a statewide MEP and
Homeless Conference attended by 400 participants. The contract for the coming year will
probably be level funded at $513,000.
During this past year, ESCORT continued the operation of the National Migrant Education
Hotline by providing a country-wide 800 number for farmworker families to access as they
migrate. Since project funding was initiated in April of 1996 by the United States Department of
Education, more than 195,000 calls have been logged and thousands of migrant families have
been helped enrolling their children in school and with other health and other supportive
services. We continue to average nearly 1000 calls a month from farmworkers and in addition,
have responded to over 125 requests for promotional materials totaling over 100,000 items
(mostly from California).
ESCORT continues to work with the Office of Migrant Education (OME) and the Center for
Migrant Education (CME) at the University of Texas at San Marcos to support the Binational
Migrant Education Program, a cooperative effort between the United States and Mexico. The
CME hosted meetings of educators from Mexico and the U.S. to work on issues such as access
for students enrolling late in Mexico, free textbook distributions, standards of academic
achievement, teacher exchange programs, transfer documents, use of technology, and outreach.
ESCORT continued to distribute professional materials, directories and resources related to
migrant farmworker issues. They included the ever popular HELP! They Don‘t Speak English
Starter Kits (Primary and Secondary Levels) and have distributed more than 600 copies to 100
schools and individuals. We also shipped out over 90 CDs of the Kit to educators this past year.
Clients of ESCORT services repeatedly praise the staff for their professionalism and for
responding to requests with well-developed, informative and specific training, workshops,
consultations, lab schools and conferences.
The coming year will be a special challenge for ESCORT, as we face the changes in technical
assistance priorities and funding issues. With a growing collaboration and support from the
college, we fully expect to return or exceed previous funding levels and maintain our exceptional
and specialized staff.
HEP (High School Equivalency Program) Annual Report
John Sparaco, Director HEP Oneonta
HEP (High School Equivalency Program) is a federally funded program by the Department of
Education designed to serve migrant or seasonal farm workers and their dependents that have
dropped out of high school. This program allows qualified candidates to attend the only
residential GED program in the entire northeast; to study and prepare for the GED exam on the
campus of SUNY Oneonta.
The program is in the process of completing the fourth year of a five year block grant which runs
from 2005-2010. All students reside on campus at SUNY Oneonta and the program provides
housing, food, laundry services, counseling, transportation, testing services, and post program
In addition to the residential program, HEP Oneonta also has a distance learning component
where qualified applicants can study for the GED on-line. The on line component is the first and
only on line program offered in New York State. The on line program is designed to serve at
least 50 students a year and the residential program serves 60 per year. HEP Oneonta has
established a partnership with Finger Lakes Community College where students from the Finger
Lakes area study on line on the campus of FLCC.
Highlights from the 2008-2009 academic year include:
1. HEP Oneonta has completed the fourth year of operations under the new funding cycle;
award number S141A050020, award amount--$561,347; total grant for five years:
2. The fourth year grant cycle runs from 8/8/2008 through 8/7/2009. This report does not
cover the final nine weeks the program‘s fiscal year.
3. Total students programmed to serve—110
4. Total students served—110
5. Recruiting success rate—100%
6. Total GEDs awarded to date; 20 Projected GEDs : 38
7. GED success rate: 58% Projected success rate: 63 % (residential program)
8. HEP Oneonta offers the only on-line GED curriculum in New York State. To date, 50
students have registered out of a total of 50 openings. The program has a part time
administrator to track all on line students and provide much needed academic assistance
to these students.
ANNUAL REPORT: July 1, 2008 – June 30, 2009
ONEONTA MIGRANT EDUCATION OUTREACH PROGRAM
NYSED/Title 1 Migrant: $ 998,674
MOU – Parent Involvement $148,370
Food Bank of Northeastern NY: $10,400
Food Bank of Northeastern NY Operations Grant: $2,510
Reading is Fundamental Oneonta Grant: $7975
NYS Homeless Grant: $4500
Migrant Even Start: $ 17,229
TOTAL GRANTS: $ 1,189,658
College Liaison: Steven R. Perry Admin. Assistant.: Carol Thomas
Director: Robin Robbins Data Specialist/Coordinator: Dale Gordon
2 Adolescent Specialists
2 Parent Involvement Specialists
The Oneonta Migrant Education Outreach Program (O-MEOP) continues to serve migrant
eligible children and families in Otsego, Delaware, Schoharie, Chenango, Sullivan, and Greene
Counties. In the past year over 300 migrant children from birth through 21 years of age were
served in summer and school year programs in home, camp, and school settings. In addition to
educational services, the program also focuses on parent involvement, adolescent outreach and
family literacy using a combined advocacy/direct instruction model. Special activities include
community service activities, family literacy, parent involvement and career education projects.
Program funding is through the Elementary and Secondary Education Act/ Migrant Unit of the
NYS Education Department, the Food Bank of Northeastern New York, Reading is
Fundamental, a Homeless Assistance Act grant, Migrant Even Start, community support and
contributions of time, services and funds from the college community.
1. To provide academic and enrichment school year and summer programs
2. To provide family literacy programs to preschoolers and their parents
3. To provide academic and enrichment programs to adolescents and drop outs.
4. To provide nutrition and health support to children and families
5. To provide parent involvement opportunities to migrant parents
SCHOOL YEAR AND SUMMER PROGRAMS: School year programs were carried out in all
6 counties by a staff of 15 tutors with support from parent involvement specialists and adolescent
outreach counselors. Migrant tutors provided in class and pull out services to over 300 children
in 27 school districts. A 6 week summer program was provided to 350 students in the 6 county
area through campus and in-home programs. Regular home visits to inform parents of student
progress were held throughout the year.
During the school year/summer program 15 migrant educators, 9 of whom are bilingual, offered
instructional and advocacy services based on family and student goals and needs. The staff
worked closely with administrative and instructional personnel to ensure appropriate educational
services for migrant children. Regular home visits and home instruction ensured strong parental
involvement in each child‘s education and progress on family goals. The program also
continued to have a strong relationship with community agencies and farm worker support
groups to ensure that student and family needs and goals are met.
We continue to have an increasing number of Spanish speaking children and youth enrolling in
schools and working on area farms. To meet this need we have increased the number of classes
and services needed by this population. The Oneonta Migrant Education Outreach Program
continues assisting school districts in the understanding and implementation of State Education
Department regulations regarding second language learners. Additionally, we have provided the
guidance and, often the translation support, to bring school districts and parents together to
develop appropriate instruction and support for their students.
To meet this growing need we are now sponsoring 7 English as a Second Language classes for
youth and adults. These classes teach basic English and survival skills that assist students with
classroom participation and young adults in work performance.
The special problems of the migrant adolescent continue to be met through the Adolescent
Outreach Program which offers services to eligible migrant youth from 13 to 22 years of age
whether in school or out. This year we continued a weekly meeting of adolescent youth and
their parents in the Fallsburg district to help these two groups examine school and family related
issues. The parents and students meet separately for a period of time and then together for the
last part of the meeting. We have seen significant improvement in the communication between
student and parent and parent and school since the inception of this program.
This year our Latino dance group has been extremely successful. They have performed at school
district, community and migrant functions. This dance group was highlighted in the Sullivan
County newspapers several times throughout the year as they continued to perform for schools
and other agencies throughout Liberty and Fallsburg. In addition to the academic and
community service facets of the program, students participated in work experience, Summer
Leadership Program, PASS Academy, Women, Options and Work (WOW) and Getting Ahead
in the New Millennium (GAIN) career retreats, a career exploration trip, and family fun days.
Concerns for the future:
Throughout the past few years, the New York State Migrant program has seen a continued
decrease in eligible migrant students and families. This is due to the dwindling farm work as
more and more of our New York dairy farmers are forced to go out of business due to economic
reasons. Another trend the program continues to see is that the type of worker being signed up
for the migrant program is by definition OSY (Out of School Youth), single and close to or over
the age of 22. As this trend continues, the program will need to remain flexible and continue to
find ways to best serve their current population. This will also increase the need for the staff to
better prepare and educate themselves with ESL strategies and other non-English speaking
reading and writing activities.
Due to New York State‘s continued focus on state standards and state testing, we find that more
of our adolescent population is struggling to pass the regents tests and other NY state tests. The
drop-out rate across New York State for all students has continued to rise during the past several
years and this is true for the migrant students also. Our migrant staff will need to put more of
their energies and focus on our adolescents in order to help encourage them to stay in school and
achieve the goal of graduation, which is the ultimate goal of the Migrant Outreach Program in
2008 – 2009
MIGRANT YOUTH PROGRAMS
TITLE: Migrant Youth Programs
FUNDING PERIOD: 9/l/08 - 8/31/09
BUDGET: Migrant Youth Programs $334,367
STAFF: Robert Apicella (Director, MYP 1.0 FTE)
Mike Coyle (PASS Coordinator .5 FTE)
Joan Garner (Education Specialist .75 FTE)
GOALS for Migrant Youth Programs:
To coordinate, review, and provide assistance to existing Migrant Education
Outreach Programs (MEOP) in the area of adolescent concerns and to serve as a
resource to the Migrant Education Office with respect to programs involving
To coordinate a statewide leadership conference for migrant adolescent students.
To provide opportunities for students to accrue high school credits and to learn
English in an intensive residential program.
To supervise the New York State PASS Program and insure that credit deficient students
have an opportunity to make up classes failed or missed.
To coordinate the implementation of the New York State Needs Assessment for
migrant students aged 3 - 21.
To develop, implement, analyze, and distribute migrant dropout and graduation
rates for New York State migrant students to SED and all regional Migrant
To provide pre and in-service training to all migrant programs and to provide
training to individual Adolescent Outreach Counselors as required.
To coordinate interstate efforts in credit accrual for secondary migrant youth.
REGULAR YEAR PROGRAM REVIEWS: Eight Migrant Education Outreach Program AOP
reviews will be completed by August 2009. Each review includes an interview with the program
director/coordinator and various members of their staff. Program reviews are shared, in writing,
with the New York State Office of Migrant Education and each respective MEOP.
SUMMER--PROGRAM REVIEWS: Review of all summer programs occur each year during
July and August to assist program directors in areas of scheduling, evaluation, and proper course
placement for students.
NEW YORK STATE PASS: The PASS Program continues to help many credit deficient
students in New York, Texas, and Florida. During the program year many students enrolled in
PASS, Mini-PASS, and the PASS Academy were awarded credits toward high school
graduation. Migrant Youth Programs continue to update all PASS courses. All requested PASS
courses were duplicated and distributed to MEOP'S. In addition, a New York PASS Program
home page was developed for the Web. Migrant Youth Programs also subcontracts with the
National PASS Program for course development.
PASS ACADEMY: During summer 2009 20 students will attend a program of intensive credit
accrual for 14 days on the Hartwick College campus. Students will work towards earning ½ to 1
academic high school credit. The curriculum will be based on the PASS program. Courses will
be available in English (grades 9-12), Algebra, Geometry, Global Studies 9&10, Biology, Earth
Science, and Health.
ENGLISH LANGUAGE IMMERSION PROJECT: During summer 2009, 11 students will
attend an intensive ESL program geared to improving their English competency. Academic and
social English is emphasized but students also have the opportunity for self-exploration. English
credit may be granted for this program depending on each specific school district across the state.
SUMMER LEADERSHIP CONFERENCE: During July 2009 the Summer Leadership
Conference will provide 27 migrant youth with a simulated college experience. The program
involves academics, recreation, and social activities. The role of the Migrant Youth Programs
- recruitment of participants
- planning activities
- organizing follow-up activities and,
- planning a reunion of participants.
NEEDS ASSESSMENT: The New York State Needs Assessment for migrant students aged 3 -
21 was updated and distributed. It‘s now called the Comprehensive Needs Assessment (CNA)
and gives a profile of all eligible students and their parents. All MEOP's completed a CNA on
all students and parents and submitted these to Migrant Youth Programs. Analysis of the data
was conducted by Migrant Youth Programs and distributed to each MEOP and the New York
State Office of Migrant Education.
IN-SERVICE PRESENTATIONS: Several presentations and/or trainings were conducted
throughout the program year. Topics included:
- Second Language Acquisition
- Early Reading Interventions
- Credit Accrual
- AOP Training
- HEP, CAMP, and Increasing Graduation Rates
- PASS and the PASS Academy
- Dropout Prevention
INFORMATION DISSEMINATION: Migrant Youth Programs continues to review and
disseminate information concerning youth. Youth concerns include:
- Scholarships and Financial Aid
- Congressional Awards
- Alternative Education
- Grade Retention
- High School Equivalency Program
- Services for Out-of-School Youth
AOP MEETINGS: Migrant Youth Programs held one regional and one statewide AOP meeting
during the program year. These meetings include goal-setting for migrant youth, fund raising for
program activities, planning a yearly calendar, and sharing MEOP plans for summer service to
secondary and out-of-school youth.
Out-of-School Youth Meeting (OSY): Three OSY meetings were held during the program year.
A majority of our migrant population is now identified as OSY. OSY meetings focus on how we
can best meet the needs of this population. Topics included: successful activities for OSYs,
materials available for OSY, native language instruction, sharing existing materials, "Living In
America" and "Wise Guys" curriculum, and learning more about High School Equivalency.
HIGH SCHOOL EQUIVALENCY PROGRAM: Migrant Youth Programs has continues to
work closely with HEP in recruitment of eligible migrant students during its ninth year of
DIVERSITY PROJECT: Migrant Youth Programs continues to work closely with the
Diversity Project . Migrant Youth Programs is a member of the Diversity Catalyst
(Council). Strategy planning for Diversity Workshops and programming for local
summer programs is planned and will be implemented this summer.
OBJECTIVES FOR 2009-10
Objective 1. To increase services to migrant out-of-school youth statewide and to develop a
steering committee to implement services.
As a result of the efforts of Migrant Youth Programs and the Comprehensive
Needs Assessment (CNA) process, each MEOP in New York will increase
services to out-of-school youth.
Objective 2. To increase PASS usage by migrant students statewide.
The CNA has established credit accrual as a priority need for secondary students.
Based on a review of student transcripts every student eligible for PASS will be
considered for enrollment. Also, the PASS Academy will provide opportunities
for 20 students to make up credit during the summer of 2010.
Objective 3. To increase ESL services to LEP students who are still in school.
The English Language Immersion Project will provide opportunities for 20 LEP
students to increase their oral and written English skills. At the end of a two week
residential program students will receive high school English credit.
Objective 4. To increase services to OSY statewide.
An OSY Retreat will provide 20 OSY with information and resources to learn
English, find work, obtain a GED, operate in a dominate culture, and learn
everyday survival skills.
Objective 5. To orient 8th grade students to high school.
A three day residential program will be provided to 8th grade students to help
them in their transition to high school.
The objective of Migrant Youth Programs is to assist the office of Migrant Education and
existing Migrant Education Outreach Programs (MEOPs) in the following areas of adolescent
concerns: dropout prevention, career development, work experience, guidance and support
counseling, alternative academic programs, advocacy for dropouts and out-of-school youth,
conflict resolution, etc.; to meet with and review local MEOP'S; to provide in service and
technical information to schools and MEOP's regarding adolescent concerns; to coordinate the
Summer Leadership Conference and HEP; to supervise the administration of the Statewide PASS
Program, and to perform other duties and tasks which address adolescent needs as determined
by the State Director of Migrant Education. Migrant Youth Programs has achieved its objectives
for the program year 2008-09.