Academic Plan
2013 - 2018
School for Graduate Studies
School for Graduate Studies
111 West Ave.
Saratoga Springs, NY 12866-6069
2/2014
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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Forward from the Dean
On behalf of the School for Graduate Studies Academic Plan Task Force, I am pleased to present the
Academic Plan 2013 - 2018 for the School for Graduate Studies. The plan was approved by the School
for Graduate Studies voting membership in October 2013.
The plan is the culmination of a year of intensive work led by the Academic Plan Task Force. This
faculty-led process involved the faculty chair, four program chairs, and at-large representatives from
the faculty and the professional employees of the school. The voting members of SGS convened
formally in October of 2012 to frame the charge and scope of the plan, and provided feedback in
March and June of 2013. Following the intensive work within SGS, the draft was presented to the
Graduate Studies and Policy Committee (a standing committee of the College Senate) and the provost
for their suggestions and recommendations. The final draft was approved at SGS’s October 2013
meeting in Saratoga Springs.
Drawing on Empire State College’s Strategic Plan, the Power of SUNY, the college’s Academic Plan,
several volumes of supporting material, and the SGS budget and enrollment planning information,
the Academic Plan Task Force scanned the external environment to develop an understanding of the
issues affecting graduate education and the needs of our students. As data sources expand, we will
continually revisit the plan and make adjustments.
I am enormously grateful for the work of the task force, which divided itself into three working groups
to examine our academic programs, environments for learning, and faculty development. I also want
to specifically thank Diane Gal and Barry Eisenberg for their leadership in moving this plan forward and
Diane for her deft work in weaving all of the ideas, views and information into a coherent document.
Task Force Members
Tai Arnold, Acting Dean
Alan Belasen, Chair, Business, Management and Leadership
Barry Eisenberg, Assistant Professor
Diane Gal, Faculty Chair
Mark Soderstrom, Chair, Liberal Studies
Kate Spector, Visiting Assistant Professor
Peggy Tally, Chair, Policy Studies
Tina Wagle, Chair, Education
Previous Members
Amy McQuigge, Coordinator Student Services
Anita Paley, Assistant to the Dean
Lisa Snyder, Instructional Designer
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Vision (2018). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Brief History of the School for Graduate Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Graduate Studies and the Open SUNY Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Current Academic Program Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Programs in the Development Pipeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Within Graduate Business, Management and Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Within Graduate Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Current Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Situational Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Goals, strategies (direction) and means for attaining them. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Structure of this Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Section A: Academic Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal A1: Expand interdisciplinary learning opportunities that are relevant
for students’ changing needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal A2: Build our international leadership profile as an innovative,
cross-disciplinary school for graduate education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal A3: Enhance our culture of continual improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Section B: Environments for Advising, Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal B1: Explore new ways of creating effective, interactive and flexible work
and study environments – both physical and virtual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal B2: Reinvigorate students’ academic experience from recruitment through
induction, key academic milestones, to graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal B3: Enhance our environment of collaboration, diversity and respect. . . . . . . . . . . . . . . . . . .
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Section C: Faculty Planning and Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal C1: Ensure that faculty maintain relevant content expertise to serve current and future
needs of students, pursue scholarly interests and contribute to their communities . . . . . . . . .
Goal C2: Ensure that faculty employ sound pedagogical practices, particularly as they
pertain to the graduate student body at Empire State College. . . . . . . . . . . . . . . . . . . . . . . . .
Goal C3: Support faculty effectiveness across a comprehensive range of their roles in the
college, professional organizations and larger community . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Appendix A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Selected References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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Introduction
The academic plan for the School for Graduate Studies (SGS) establishes our goals and programmatic
aspirations. Accordingly, we view it as a compass that will enable us to continue serving our students in
a distinguished manner.
Building on Empire State College’s strategic and academic plans as well as the college’s principal values
and traditions, SGS’ vision for the future of graduate education also is sensitive to the evolving needs
of our students and how their needs are influenced by changes in the worlds in which they live and
work. As such, the plan is intended to be a “living” document, one which is updated, as necessary,
to reflect and accommodate shifting environmental conditions and emerging needs of our students.
Its effectiveness rests on its capacity to remain relevant and current as well as faithful to the core
principles in which it is grounded.
The chief aim of this plan is to chart an academic direction for graduate studies at Empire State
College. Toward that end, the plan reflects broad input from faculty and staff and is shaped by the
college’s commitments and traditions along with SUNY initiatives and goals. Most particularly, the
plan is fueled by an ongoing determination to provide our students with enriching and high quality
educational experiences.
The central principles of Empire State College are deeply embedded in SGS’ approach to our work with
graduate students. Ernest Boyer, the visionary first chancellor of the SUNY system, encouraged us to
consider the role of the student as a citizen in his or her community; he posited that a hallmark of the
educational experience was the preparation of the student to contribute to the environments in which
he or she resides and works. Such rootedness of the “adult learner” constituted an organizing principle
for Empire State College. Rather than requiring the student to disengage from his or her community
to access higher education, the college situated itself within the environs of the student. As such,
the college honors our students’ place in those communities. We encourage students to continue to
make contributions to their communities and to integrate their educational experience with all the
dimensions of their lives.
The notion of community need not be defined by, nor restricted to, geographical parameters. Rather,
as Boyer would advocate, it consists of the multitude of networks and interfaces, formal and informal,
which span and interweave an individual’s professional, social and cultural experience. Moreover,
it is not possible to consider the individual’s presence in his or her work and life communities
without considering one’s obligations and responsibilities, that is, one’s role as a citizen. The SGS
core programs in management, policy, education and liberal studies are linked by a commitment to
strengthen students’ abilities to make informed, ethical, reasoned and constructive contributions
to the organizations and industries in which they work, the people they serve, their professions,
their colleagues and fellow citizens, and to themselves by fostering a love of learning and devotion
to personal and professional development. Such civic-mindedness involves advancing best practice
models, contributing to the expansion and dissemination of knowledge, exercising leadership while
promoting collaboration and working to address societal problems.
Empire State College, generally, and the School for Graduate Studies in particular, have recognized
that students’ needs and interests vary with respect to modes of learning. The college has a rich history
of employing multiple contexts for engaging students, including assembling students in face-to-face
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
as well as in technologically-mediated and blended learning settings. This reflects our desire for and
expertise in adapting the educational context to the student. As technology advances and learning
needs continue to diversify, SGS intends to strengthen its commitment to examine how the educational
environment can best facilitate the achievement of learning goals. In light of the college’s history with
respect to teaching innovativeness and working with multiple and varied learner populations, SGS is
well-positioned to pursue a national leadership role in this endeavor.
Building on the tradition of student-centeredness, we recognize that students’ needs and interests for
graduate study vary. For example, some seek limited and highly-focused educational curricula, whether
to evaluate readiness for a more comprehensive and rigorous degree-oriented course of study or as a
terminal program which provides a foundation for professional advancement. Our implementation of
a broad-based certificate program represents our commitment to address this need. Other students
immerse themselves directly into our master’s programs, and still others hold educational objectives
that can be satisfied only through doctoral-level studies, the latter constituting a natural prospective
expansion of our program offerings. Similarly, SGS is dedicated to continuing our efforts to serving
students whose needs cross disciplinary boundaries by fortifying the interdisciplinary and collaborative
orientation of our faculty.
The academic plan provides a framework for achieving the delicate balance between stability and
innovation. Our core graduate programs address critical and enduring educational needs for those
seeking to advance in business, education, policy studies and liberal studies. At the same time, student
needs are evolving based on societal and environmental trends. These needs demand that we regularly
assess and upgrade our curricular offerings, the methods by which we engage students pedagogically,
the degree and program options available to students, our collective expertise, technological and
administrative support systems and practices, and our understanding of what constitutes a properly
educated graduate student. The academic plan enables us to articulate our approach to achieving our
goals to our college community and to external audiences – including prospective students – and to
galvanize our energies to fulfill our mission.
Mission
The School for Graduate Studies is committed to excellence in providing enriching and challenging
academic programs which serve the professional and personal needs of our diverse students and
the larger society. The school offers a range of programs, in various learning modes, that help adult
learners make a difference in their lives and in their communities.
Vision (2018)
The School for Graduate Studies is a widely recognized leader in preparing practitioner-scholars at the
master’s and doctoral levels, across a range of degree options. The school provides and continually
assesses quality educational experiences in innovative and flexible learning formats which promote the
development of critical thinkers, creative professionals, engaged citizens and community leaders.
The school’s vision is built on the following values:
• Integrity in academics and in relationships among students, faculty and staff
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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• Continuous improvement of academic quality through a coherent assessment process focused
on student learning outcomes
• Refinement and expansion of adaptable, creative, student-centered approaches to learning
• Judiciously planned program growth which responds to students’ evolving needs, builds
on principal areas of the school’s expertise, and is sensitive to and anticipates changing
environmental conditions
• Ongoing enhancements of service to our students, also through a coherent assessment process
of student learning and experiences
• Encouragement and support of faculty development in research, teaching and advising
• Engagement with educational partners to broaden and maximize learning opportunities
for students
• Advancement of outreach to strengthen students’ capacities for contributing to the
communities in which they live and work
• Modeling and supporting lifelong, self-directed learning
Brief History of the School for Graduate Studies
As early as 1972, one year after the college was established, Empire State College President James
W. Hall sent a proposal to SUNY Chancellor Ernest Boyer to launch graduate programs in three areas:
cultural studies and comparative analysis, urban studies and environmental studies. The graduate
program would “free graduate instruction from the constraints of usually required residency on a
single campus.” Undeterred by initial reticence from the State Education Department and the Division
of Budgets, President Hall won the chancellor’s support in 1976 when he again petitioned to begin a
M.A. in Liberal Studies (M.A.L.S.). M.A.L.S. was to be piloted in the NYC region, with concentrations
in Labor Studies, Business and Management, and Cultural Studies, “each governed by a social policy
framework.” The intention was to make use of faculty from across Empire State College, SUNY
and other regional colleges. Though thwarted by the Regents, the college would prevail in 1982,
when – despite difficult state financial circumstances – it received provisional approvals for three
“nonresidential degrees” in Business and Policy Studies, Labor and Policy Studies, and Cultural and
Policy Studies. In 1983/1984, with an infusion of $280,000 from a FIPSE grant, the graduate program
was on its way, under the leadership of nationally searched Dean Theodore DiPadova and several ESC
advisors, including Robert Carey, Carolyn Broadaway, Reed Coughlan, Clarke Everling, Elana Michelson
and Wayne Willis. Even in these early years, one-third of the graduate students were drawn from recent
ESC undergraduates.
In 1987/1988, the State Education Department reviewed and renewed ESC’s registration of graduate
programs, with 200 enrolled students, and praised its innovative residency based model and use of
individualized degree planning. In 1992, the State Education Department approved an M.A. in Liberal
Studies (M.A.L.S.) led by Elana Michelson as founding chair, and Mike Andolina who succeeded her a
few years later. It was in this decade that several international collaborations were explored, and a new
proposed Master of Business Administration program was designed and developed by Alan Belasen,
Michael Fortunato and James Savitt.
Initiated in fall 1999 with a small cohort of students, the MBA in Management program was developed
to meet the educational needs of managers and executives seeking to enhance their analytic, decisionmaking and communication skills in complex organizational environments. By 2001/2002, the program
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
was more tightly integrated and streamlined from 60 to 48 credits, which increased the focus and
specialization of each course. The architecture of the new MBA included competency-based, modular
curricular design; opportunity for competency assessment that allows students to place out of some
content courses in which they have prior learning; blended learning experiences; integration of
functional knowledge and managerial skills for all courses.
In 2003, Empire State College entered into a joint venture with Anadolu University, Turkey, to offer a
dual diploma program, designed by Michael Fortunato and Alan Belasen. The joint program had strong
programmatic and pedagogical links to the fully redesigned MBA. By 2010, the MBA program grew to
300 students and 10 full-time faculty with several graduate certificate offerings, which led to renaming
the overall program as Graduate Business, Management and Leadership. This culminated in IACBE
accreditation in 2013.
In 2003, five faculty were hired across the state to begin program development, recruitment and
building partnerships with local school districts for a Master of Arts in Teaching degree program. In
2004, the first cohort of approximately 60 students enrolled for their NYS certification and master’s
degree. The program continued to build due to a $2.4 million Transition to Teaching grant as well
as a partnership downstate with the NYC Teaching Fellows. Shortly after its TEAC re-accreditation in
2011, and to meet changing needs in the field, the program piloted a clinically-rich residency model
which allows students to bypass the Transitional B certificate by spending an entire school year as a
resident in a school under the tutelage of a critic teacher. This program has proved to be successful
in developing teacher candidates who were not able to find a job placement under Transitional B
mandates.
During this period, the graduate programs were led by interim deans, Robert Carey and Meredith
Brown, both longtime faculty at the college. From 2007 - 2012, Bob Clougherty served as dean. Under
his tenure, faculty developed several new programs and certificates, including the M.A. in Adult
Learning, and M.A. in Learning and Emerging Technologies. Succeeded in 2012 by Acting Dean Tai
Arnold, these and four additional programs launched (2012 - 2013) including a unique pathway in the
MBA in Management for service members and veterans which received $536,000 in grant support from
the Graduate Management Admission Council Management Education for Tomorrow Fund.
Graduate Studies and the Open SUNY Initiative
Current definitions of “open education” arise from the idea that knowledge is a common good that
should be accessible to all, and that the acquisition of knowledge should be learner-driven. The open
education concept has roots in self-education movements such as 12th century student universities,
17th century coffeehouses, and in the various public open university initiatives of the 20th century
(Pester and Dimann, 2013). Empire State College emerged from the open university tradition of
democratizing education and providing access to those were not well served by traditional higher
education. Challenges faced by learners in relation to time and location have been addressed by flexible
delivery options that include one-to-one tutorials, weekend residencies and online courses.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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With an extensive history and commitment to open education, the college has been closely associated
with developing Open SUNY. Elements of the Open SUNY initiative align well with our mission,
pedagogical strengths, faculty expertise, student profile and academic directions. Accordingly, we
are confident that SGS will contribute to its development as the Open SUNY initiative unfolds in the
coming years.
The current revitalization of the open education movement has been driven in-part by technological
advances that have expanded global capacity to share information. For SGS “open” refers to education
that is accessible and student-centered, and is guided by a strong commitment to continued
strengthening of academic quality, and ensuring effective teaching and learning.
In our ongoing consideration of what it means to be open, we look beyond technology-mediated
distance learning, which runs the risk of becoming synonymous with the term. For quite some time,
online platforms have been a key element of the school’s learning systems and research agenda,
and will remain so. Yet, we will look beyond teaching and content toward a re-examination of how
knowledge is created and accessed in a democracy, and how we can contribute to expanding access
to higher education. Our examination might include an exploration of how knowledge has been
disseminated in a traditional academic environment, and how we ought to account for knowledge
acquired outside of formal education structures. Most importantly, we should examine how the
renewed concept of openness might allow for a more participatory and inclusive vision of transmitting
the shared values of our society.
Our consideration should, therefore, be critically reflective and ensure that we are not inadvertently
simply reproducing the traditional and arguably hierarchical academic structures, but instead draw on
the potential of the concept of openness to facilitate a broader access to higher education for formerly
disenfranchised groups. In the short term, we will make judicious choices and address:
• the ways in which we recognize extra-collegiate learning, employing prior learning
assessment methods
• inclusion of nontuition-paying students in learning activities (MOOCs, community spaces, etc.)
• how best to make education resources publicly available
• expansion of competency-based education
• dissemination of research and best practices in open and distance learning.
As our definitions of open learning and open education evolve, we remain firmly committed to the
values of access and excellence in our teaching methods and in ensuring that our students develop the
best possible analytic and critical thinking tools that are necessary for active citizenship in a democracy.
Current Academic Program Offerings
In the 2013 - 2014 academic year, Empire State College’s School for Graduate Studies offers 11 degrees
and 15 advanced certificates in four broad areas of Education; Business, Management and
Leadership; Policy Studies; Liberal Studies.
The four cornerstone academic areas emerged from a founding pledge to prepare students to engage
their professional worlds with pertinent knowledge and skills as well as a heightened sensitivity to
ethical obligations associated with their place in society and their aspirations.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
The four main academic areas are vital for an educated public and, as such, are enduring; each has
served our students admirably and will continue to have a critical role in a graduate curriculum.
The challenge for any institution of higher learning is to ensure, on a continuous basis, that its core
educational areas are kept relevant and that they reflect and adapt to evolving needs of students
and society. Toward this end, SGS vigilantly practices environmental scanning and monitors
students’ interests. As presented in the sections which follow, we have focused our efforts to remain
programmatically proactive in two broad ways. First, we encourage faculty throughout the college to
develop ideas for expanding our graduate curricula content in areas that address students’ emerging
needs. We are proud of the program development that has occurred and are heartened by the positive
response from students. At the same time, we are mindful that program expansion occurs best when it
is carefully planned, is modeled on efficient use of resources, is consistent with our mission and areas
of expertise, and is economically feasible.
Second, we have instituted multiple ways for students to access our educational offerings, for example,
through certificates, which are brief and highly specialized courses of study, to full degree programs;
moreover, as noted, such programs serve as building blocks for one another. To best accommodate
students, we have sought to be both versatile and flexible; accordingly, while the certificates are
offered in completely online mode, some degree programs are offered in a blended model, and others
in completely online mode.
Education
Empire State College’s Master of Arts in Teaching (MAT) programs are designed for those seeking
certification to teach in schools at the middle-school and high-school levels in math, biology, chemistry,
earth science, physics, Spanish, French, English and social studies. The general science 5 - 9 extension
certification is available to science students meeting additional criteria. Students may choose to enter
the Transitional B or Clinically Rich Residency options – both use a blended model of delivery. There are
four programs registered, each 42 credits with a blended delivery mode.
• MAT in Adolescence Education: Trans B
• MAT in Middle Childhood Ed: Trans B
• MAT in Adolescence Education (clinically-rich residency)
The Transitional B programs offer an innovative, fast track to the classroom giving students the
opportunity to begin teaching full time in just one year. The program is effective for career changers
seeking certification to teach at either the middle or high school level. While employed as a teacher
after the first year, the student completes the MAT degree and receives support for his or her ongoing
intellectual and professional development through online courses and face-to-face meetings.
The clinically rich residency programs provide a clinically based placement after the introductory year.
The student completes a year-long placement in a 7 - 12 classroom with a critic teacher certified in the
resident’s content area. As a resident, the student assumes more responsibility incrementally for the
classroom, culminating in the complete assumption of the critic teacher’s classes for eight weeks during
the spring term.
The Master of Arts in Adult Learning is designed for students interested in adult learning and
education, including: learning in organizations, online learning, adult learning in international
contexts, adults in higher education, adult literacy, adult learning for social change and community
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engagement. A blend of theory and application, the fully online degree program provides multiple
options for individualized study and program design to respond to the unique needs and interests of
learners. Students develop a critical awareness of themselves as learners, which is deepened within
a collaborative and supportive community of diverse mentors and peers. Students engage in critical
analysis and inquiry within a robust online learning environment with opportunities to explore various
educational technologies and settings, as well as experiential learning and hands-on engagement with
the practices of Empire State College. (36 credits, online)
The Master of Arts in Learning and Emerging Technologies is designed for individuals from a variety
of backgrounds, comprising a community engaged in exploring and researching the learning process,
specifically with emerging online technologies. This program is appropriate for community college
faculty, instructional designers, trainers in corporate and nonprofit organizations, K - 12 teachers and
international educators, among others. For a student, being part of this community of practice is to
model the types of interactions and creative, problem-based activities made possible by using a range
of technology tools for learning. (36 credits, online)
The Master of Education in Teaching and Learning degree of Empire State College’s School for
Graduate Studies prepares innovative educators and policy makers to be valuable resources in K - 12
schools and other educational settings. A student completing the Master of Education (M.Ed.) in
Teaching and Learning degree will be able to demonstrate reflective practice, particularly in areas of
equity, social justice, and current teaching theory. Successful degree candidates will provide evidence
of growth in developing pedagogical knowledge and skills, in making content meaningful, and in
projecting a caring professionalism. Students will leave the program able to problem-solve while
teaching diverse learners, creating effective learning environments, and leading learners toward selfactualization. This program features a partnership with the New York State United Teacher’s Education
Learning Trust (ELT), allowing students to use up to 9 credits of approved ELT course work toward the
degree. (36 credits, online). The program will enroll its first cohort in the fall of 2013.
Business, Management and Leadership
The Master of Business Administration in Management (MBA-M) is a 48 credit, competency-based
program for professionals and mid-career managers targeted for upward mobility or lateral movement
seeking to augment their business, management and leadership skills. The blended curriculum features
intensive weekend residencies (similar to executive retreats) and assessment of prior learning. Through
independent direct assessment (IDA) students may waive up to 24 credits in eight content areas:
accounting and finance, managerial decisionmaking, managerial economics, management information
systems, operations management, marketing management, human systems and behavior, and highperformance management. Historically, students waive 4 - 6 credits, making the program accelerated
and cost effective. The addition of the graduate certificates afforded students a unique opportunity to
complete the MBA plus a certificate without added tuition or time since the certificate courses consist
of MBA electives.
MBA in Management’s Pathway for Service Members and Veterans (MBA-MV) speeds up the time
to degree by recognizing veterans and service members’ prior learning, knowledge and competencies
in business, management and leadership through graduate-level ACE evaluations of educational
experiences in the armed services, independent direct assessment and transfer credits. Thus, the
program is accelerated, relevant and costeffective for veterans. This pathway affords the opportunity
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
for veterans and service members transitioning into civilian leadership roles to apply their knowledge
and skills acquired through military service to civilian leadership in commercial enterprises. Moreover,
by assisting veterans and service members to reframe their considerable leadership and management
knowledge in commercial business terms the MBA can have a positive effect on employability and
success after military service.
Master of Business Administration in Global leadership (MBA-GL) is a 45-credit online program
designed for those interested in becoming leaders in global organizations. With a curriculum based on
24 credits in core areas, 18 credits in specialized areas flexibly distributed across six categories, and a
3-credit capstone, students become proficient in the effective management of complex multinational
organizations. The MBA in Global Leadership and its multidisciplinary approach to teaching and
learning is a timely response to the increased demand for business knowledge, management education
and leadership competencies in global environments. Throughout the program, students learn to use
critical thinking and problem-solving skills, assess ethical decision making in global environments,
practice global management strategies, and apply cross-cultural and business communication skills to
international business situations. Students learn to grapple with complex, multilayered issues faced by
business executives in global markets.
Policy Studies
The Master of Arts in Social Policy (in approvals process to be renamed M.A. in Social and Public
Policy) is designed for practitioners, managers and administrators in public and private, for-profit and
nonprofit sectors who want to learn more about how to make either governmental or organizational
policies more effective. In this program, students build skills in policymaking, implementation, and
analysis and develop a greater understanding of the connections among federal, state, local and
organizational policies and policy processes. (36 credits, blended)
The Master of Arts in Labor and Policy Studies (in approvals process to be renamed M.A. in Labor
and Policy Studies) is designed for unionists, human resource professionals, arbitrators, educators,
journalists, political activists, lawyers and individuals involved in government or private industry.
This degree can help advance careers by strengthening communication, analytical and leadership
skills. The program helps students become more effective in their present positions and prepares
them for greater responsibilities or new positions that involve labor, industrial relations or human
resources. (36 credits, blended)
The Master of Arts in Community and Economic Development incorporates two distinct bodies
of theory and practice: economic development and community development. It focuses on the
importance of linking these two concepts in a model that integrates the development of social capital
and community capacity with the economic development of the community. After a broad examination
of the public policy process, students will examine theoretical development concepts as well as
approaches that real communities have used in an effort to produce positive economic outcomes as
well as improvement in the quality of life of their members. It culminates with a final project that
provides the opportunity to examine a community development problem or issue in an in-depth
manner. (36 credits, online)
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
11
Liberal Studies
The Master of Arts in Liberal Studies (M.A.L.S.) is designed for educators, artists, writers, activists,
advocates, lifelong learners and others who, in collaboration with their faculty mentor, want to create
the design and focus of their own unique graduate degree plan. These are people with experience,
imagination and creativity – active learners who value an interdisciplinary sequence of studies focused
on a central theme, concept or issue. (36 credits; blended)
Graduate Certificates (2013 - 2014)
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American Studies (12 credits)
Child and Family Advocacy (12 credits)
Community Advocacy (12 credits)
Financial Management and Analysis (12 credits)
Global Brand Marketing (12 credits)
Health Care Management (12 credits)
Human Resource Management (12 credits)
Innovation Management and Technology Transfer (12 credits)
Nonprofit Management (12 credits)
Optometry Business Management (18 credits)
Project Management (12 credits)
Public History (15 credits)
Public Sector Labor and Employment Policy (12 credits)
(Currently in approvals process to be renamed Work and Public Policy)
Veterans Services (12 credits)
Women’s and Gender Studies (12 credits)
Programs in the Development Pipeline
Within Graduate Business, Management and Leadership
The MBA in Management for Accountants
The program derives from the existing MBA in Management and will prepare students to satisfy the
educational requirements to be allowed to sit for the New York State Certified Public Accountancy
[CPA] exam. The program will be registered by New York State Education Department as a licensurequalifying program. The accounting admission requirements satisfy the accounting credits and
distribution required by the NYS Education Department for Public Accountancy license (33 semester
hours in accounting with at least one course in each of the following areas: financial accounting and
reporting, cost or managerial accounting, taxation, auditing and attestation services) along with some
business foundations. The MBA in Management curriculum itself covers the range of business principles
and competencies that will build on the undergraduate degree in accounting. The combination of
undergraduate and graduate requirements in business will meet the requirement for 36 semester hours
in general business electives. The total number of credits will be at least 162 credits with at least 120
from a bachelor’s degree and 42 in the MBA program.
While initially submitted in January 2012, SUNY and SED requested significantly more information than
originally provided. The proposal has been resubmitted and we anticipate a fall 2014 launch.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
The MBA in Health Care Leadership
The Master of Business Administration in Health Care Leadership, designed for health care executives
and physicians seeking to enhance their managerial leadership skills, is proposed as a 42 credit
blended program, i.e., with residency and online components. The program is sequenced in three
phases. The first involves the identification of managerial leadership roles in health care organizations.
A context for these roles and the factors which influence them is shaped by examining the history of
the industry, important trends in health care policy, industry dynamics, environmental forces bearing
on the industry, stakeholder values, and emerging roles of health care executives. The second phase
focuses on key competencies associated with health care leadership roles. The third phase is both
integrative and applied; students use analytic tools, principles and strategies related to the effective
management of health care organizations and articulate objectives and develop long-range plans for
their own institutions.
We anticipate a fall 2014 launch.
M.S. in Finance
The Master of Science in Finance program is intended to provide students with a bachelor’s degree
interested in, or already professionally situated in a career in finance, with an opportunity to earn
professional competencies and marketability in various areas of finance related discipline, by addressing
a core group of relevant needs.
It will be a focused course of study that will enhance students understanding of the principles and
practice of finance. This will enable participants to deal more readily with the increasingly complex
concepts and body of knowledge faced by finance professionals. The program would be particularly
relevant to those working in, or planning to work in the following areas:
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Commercial and retail banking
Investment banking
Security analysis and brokerage
Corporate finance, venture capital and corporate restructuring
Security trading and risk management
Financial services and consulting
Government financial regulator
Financial information systems and data providers
The program is in the concept development phase and we expect a fall 2015 launch.
DM: Doctor of Management
As a professional doctoral program, the Doctor of Management (DM) will build on graduate study
across business, management and leadership fields and is tailored for managers seeking advanced
knowledge and decision-making skill for leadership at the executive level. The interdisciplinary nature
of this program and its focus will draw on the versatility and expertise of business faculty as well as
other graduate faculty, and a cutting-edge curriculum that balances online instruction with real-world
experience. The audience for the program includes consultants, practicing professionals, business
managers, organizational leaders, scholarly professionals, corporate executives, and military officers
who will benefit from a shared learning process that challenges them to transform their knowledge
into valuable experience applicable to their organizations.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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The program of study for the Doctor of Management will combine theoretical and empirical knowledge
and research with emphasis in core content in research science, advanced leadership, managerial and
organizational theories. Students will develop dissertations that bridge theory and practice and that
are appropriate to the leadership environments in which they are situated. Graduates of this program
will be prepared to assume senior leadership positions in public and private organizations to
successfully lead their organizations in a rapidly changing environment. Graduates also may venture
out and start their own domestic or international business leading to long-term economic growth and
resource efficiency.
Within Graduate Education
MAT in Special Education
The SUNY Empire State College Master of Arts in Teaching in Special Education program is a clinicallyrich initial certification program designed for both adult career changers and current teachers. For
students entering as uncertified teachers, this will be a 45-credit program; for students with a base
certificate in a content area, it will be a 30 to 42-credit program. Completion of this degree leads
to a NYS Students with Disabilities 7 - 12 Generalist initial certification. Curriculum delivery will be
a combination of online courses, face-to-face meetings and/or webinars at selected Empire State
College locations. The MAT in Special Education degree includes pedagogy related to teaching special
education grades 7 - 12, and instructional design and assessment of students with various types
of exceptionalities.
We anticipate a fall 2014 launch
Combined B.S. or B.A. in SMAT or Cultural Studies and the MAT programs in middle and
adolescent education
This is a proposal to offer a combined undergraduate program (B.A., B.S.) and Master of Arts in
Teaching (MAT) program in order to create a pathway for students to complete a five - six year
advanced teaching degree (MAT). Due to the fieldwork and observation components of this clinical
program, applicants would need to be residents of New York state and complete their clinical
experience in the state of New York. Upon completion of their undergraduate content core, students
would take the first four courses of the MAT program while still enrolled as an undergraduate. Students
would then continue on as graduate students to complete the MAT program in one to two years,
through either the clinically-rich residency or Transitional B certification pathways. This program would
lead to an MAT degree and New York State Initial Certification. This program would lead to certification
at the middle childhood education (grades 5 - 9) and/or adolescent education (grades 7 - 12) levels.
The clinically rich residency program is a 7 - 12 certification program. A general science 5 - 9 extension
certification is available to science students meeting additional criteria. Both the Transitional B and
clinically rich residency program are 42-credit hour programs that lead to initial certification in the state
of New York.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Ed.D.: Education Doctorate
The Carnegie Foundation project for the education doctorate has honed the nature of the professional
education doctorate to differentiate it from the academic Ph.D. – with equal rigor. It serves those who
plan to assume or remain in professional roles in education. The definition the foundation developed
is, “The professional doctorate in education prepares educators for the application of appropriate and
specific practices, the generation of new knowledge, and for the stewardship of the profession.”
It is in this vein, and in active engagement with the Carnegie Foundation project that Empire State
College will approach the development of the Ed.D. We know that the New York State Education
Department is particularly interested in our expansion of the learning and emerging technologies
curriculum to the doctoral level. With synergies to be exploited among the MAAL, MALET and the
M.Ed. programs, we have a strong basis for doctoral programming in teaching and learning.
Current Resources
The college, and thus, the School for Graduate Studies is dependent on enrollment for the majority of
its revenues. The School for Graduate Studies served 1,244 students in 2011 - 2012, with the graduate
head count increasing by 10.3 percent over the previous year. Graduate students accounted for 6.2
percent of the total college head count. In 2011 - 2012 the school generated 11,211 credits which was
a 1.9 percent increase over the previous year. Graduate students accounted for 5 percent of the total
college credits (2011 - 2012 Fact Book).
For the most part, tuition and fee revenue generated goes into general funds for the college and is
reallocated to the school through the annual budgeting process. The total state funds allocated for
2012 - 2013 were $4,720, 394 with 97 percent of the resources dedicated to salaries. The remainder
is allocated to travel, supplies and services. Other resources total $156,621. Of those, small amounts
are allocated from specific fee accounts to cover related expenses: SUNY and the Empire State College
Foundation support some scholarships, and the Empire State College Foundation supports student
activities and stewardship.
Faculty resources are determined primarily by the number of credits generated by the school. As of fall
2013, one faculty FTE is allocated per 420 credits generated by the school. Currently the school has an
allocation of 38.23 lines, with 36.00 filled. Of those, 33 individuals or 32.1 FTE (two individuals are .60
and .50 in SGS) are tenured or tenure track with their home center in SGS. One tenure track search is
under way for the Business, Management and Leadership group, which would bring the total to 34
such individuals. The remaining faculty members are a combination of part-time faculty appointed by
SGS and faculty based at other college centers with a portion of their responsibilities in SGS. The school
also receives Accessory Instruction funds at a rate of $80 per credit for .15 of its planned enrollment or
target for the year.
Professional and support staff resources are determined through the annual budget process with
requests made as needs arise. The staff, which includes seven professional employees and 8.25 support
staff, is organized into four divisions: learning design and management, student and academic services,
admissions and outreach, and teacher education. Each group is headed by a director and includes other
professionals and support staff. Searches are in process for two instructional designers. In addition to
the four staff divisions, the dean’s office includes one other management confidential employee and
one support staff member (with a search for a second support staff member in process).
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
15
Situational Analysis
As part of the academic planning process, SGS faculty and staff gathered, initially in fall 2012 and on
multiple occasions in 2013, to initiate the process of evaluating strengths, weaknesses, opportunities
and threats. We recognize that the external environment is shifting in ways that pose challenges
and, at the same time, present exciting opportunities. Figure 1 which follows, depicts a preliminary
assessment of internal capabilities and areas for development, as well as external forces which affect
our programs, policies and resource allocation. The TOWS situational analysis is neither a formal nor
final strategic assessment. Rather, it has constituted a guide in formulating our thinking about how
our assets and areas for development align with environmental shifts and strategic opportunities. This
framework constitutes the foundation for a more systematic and methodologically rigorous approach
to an assessment of strengths, weaknesses, opportunities and threats.
Figure 1. TOWS Matrix
StrengthsWeaknesses
Internal Factors S1=Quality academic programs
External Factors
W1=Technology/Instructional Design support
W2=Research/PD funding
S2=Programs meet needs of top
growth industries (education, health
W3=Marketing/Outreach and Recruitment
care, business/finance)
W4=Access to useful data with which to
S3=Student centered and flexible
make planning decisions
learning formats
S4=Adaptable faculty and
professionals
Opportunities
SO Strategies
WO Strategies
O1=Increased demand
for graduate degrees
SO1: Leverage cross-program use
of courses and faculty to better
serve students
WO1: Draft an integrated communications
strategy for school as a whole, to include
social media
SO2: Improve relationships and
partnerships with SUNY, industry,
professional organizations
WO2: Explore cost/benefits of short-term
consulting services to supplement technology/
ID support needs
SO3: Develop, for approval and
launch, professional doctorate in
education and/or management
WO3: Encourage collaborative research on
new models of learning to raise visibility for
faculty and programs
Threats
TS Strategies
WT Strategies
T1=Finances and
decreased state funding
TS1: Plan, secure funding for, and
launch a collaborative,
interdisciplinary research Institute
for Teaching and Learning
WT1: Strategically seek large project support
from grant organizations
O2=Growth in need for
professional doctorates
O3=More demand for
online/blended models
of learning
O4=Part of SUNY system
and becoming more visible
T2=Competition/poor
visibility/erosion of
distinctiveness as online/
blended provider
T3=Student readiness
TS2: Improve student support
services in academic readiness
at graduate level
WT2: Improve school’s recognition in
communities through faculty and student
profiles in varied media outlets
WT3: Build professional development and
networking opportunities among current
TS3: Use multiple sources of data for students, alumni, businesses, community
organizations and educational institutions
recruitment, retention and success
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Goals, strategies (direction) and means for attaining them
As a student-centered institution, achievement of learning outcomes is measured at both program
level (for example, as mandated by accrediting institutions such as IACBE, TEAC) and institutional level
(Middle States Outcomes Assessment). Hence, the goals and strategies identified in the academic
plan are aimed at providing quality and relevant education that meets students’ needs through
interdisciplinary learning opportunities and innovative modes of delivery that enhance students’
engagement supported by a culture of continual improvement. The three goals and accompanying
strategies draw on the collective strengths of faculty expertise, organizational resources, governance,
planning, staffing, coordination, budgeting and decision-making processes that exist in the School for
Graduate Studies. The goals follow the external trends and challenges identified by SUNY and Empire
State College’s Vision 2025 and which also provided direction for SGS goals and strategies. These
trends and challenges include, but are not limited to:
• In 2008, 10.5 percent of working adults held graduate or professional degrees. The big goal
identified by the Lumina Foundation for Education is to increase higher education attainment
rates in N.Y. to about 15 percent by 2025. Closing the gap will require us to increase access and
success rates across SGS programs.
• Projected increase for master’s degrees in N.Y. between 2008 and 2018 equals 18.3 percent
(NYSDOL)
• Top industries with projected growth: Health Care, Business and Finance, Education, Technology
• Undergraduate and graduate earning potential increases projected at approximately 22 percent
• Aligning adult education expectations to admissions and placement requirements
• Pressure to accelerate learning, reduce costs with the aid of technology to improve outcomes
(course redesign project in Maryland) – change course delivery modalities to provide maximum
flexibility and affordability
• Departures from traditional doctorate degrees (shift to mass education)
• Growth in professional doctorates (demand triggered by the professions)
• More part-time students, more distance learning
• Access through advances in IT
The following combined strengths of SGS enable its faculty to address these trends and challenges and
facilitate the attainment of the strategic goals.
• program development, implementation and management
• complementary knowledge and competencies
• flexibility and innovation
• quick response to specialized students’ needs through customization, course development
and access to ESC faculty
• adaptive culture enhanced by supportive administration and fluid communication processes
• collaborative research that blends current findings and updated knowledge in course contents
• robust knowledge of adult learning and competency assessment
• technology and curricular innovation
Structure of This Plan
The academic plan for the School for Graduate Studies follows the format of the three sections of
the college’s plan, in recognition that they reflect the most important overarching areas of strategic
concern. Each of the sections offers separate but inter-related goals and objectives relevant for its
scope. The three sections around which the plan is organized are: Academic Programs; Environments
for Advising, Teaching and Learning; and Faculty Planning, Scholarship and Development.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
17
Section A: Academic Programs1
The School for Graduate Studies is responsive to the educational and professional goals of our students,
and the needs of our broader society by building on our core values and areas of scholarly strength.
Our rich academic offerings allow students to create seamless pathways from their undergraduate to
graduate experience, or build on their professional experience as they enhance their knowledge and skills
in their chosen field. Empire State College’s School for Graduate Studies has developed a reputation
for flexible educational programs, offered in multiple formats: totally online, blended with a residency
component and blended with other interpersonal components. Programs range from more structured
(MBA, MAT) to more customized (M.A.L.S., MALET), and allow for modular learning in the sense that
cross-program course offerings are available to all students. Faculty who serve as graduate advisors are
experienced in mentoring practices – long a hallmark of the college as a whole. Altogether, being part
of any of Empire State College’s graduate programs is an experience characterized by quality teaching,
relevant academics, mentorship, flexible learning formats and assessment options, and dynamic
relationships that are developed regardless of geographic distances. Our graduates overwhelmingly report
finding new and renewed paths to the labor market as well as personal and community enrichment.
Goal A1: Expand interdisciplinary learning opportunities that are relevant
for students’ changing needs
The school’s core graduate programs address the educational needs of those seeking to advance in
business, education, policy studies and liberal studies. At the same time, student needs are evolving
based on societal and environmental trends. To better address these needs, the school continues
to monitor external developments, and to consider its own human and financial resources. It is
committed to developing a systematic process to better understand our current and potential
students, and meet their academic needs. The recent launch of several new programs related to
the core program areas, and many new, corresponding certificates has created a matrix of learning
opportunities that students can use, sometimes in a modular fashion, to complete a degree that
addresses their unique needs. The school’s aim is to continue developing academic offerings that
enhance this flexible, customizable experience for students, as they respond to broader social,
cultural and economic trends.
Facilitating more seamless pathways from undergraduate to graduate study is already in progress
with the recent approval to allow advanced Empire State College undergraduates to earn up to 9
graduate credits that will count towards the completion of their B.A. degree and in the relevant
master’s program should they matriculate. Additionally, the faculty has begun the development
of combined master’s degrees that share specific curricula between the masters and bachelor’s
programs. The first proposal is for multi-award program leading to bachelor’s (B.A., B.S., B.P.S.)
in Business, Management and Economics or Public Affairs and a Master of Arts in Community and
Economic Development. Another such proposal is under consideration for the MBA. With this model
in place, the school will investigate other potential linkages between ESC undergraduate areas of
study and the various graduate programs and certificates.
________________________
1
The college’s academic plan included criteria against which new programs should be judged for approval. The School for
Graduate Studies will use those developed by the college since they are intended to be collegewide. For details, see the Empire
State College 2011 - 2015 Academic Plan.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Joint programs and partnerships also show promise. The recently approved Optometry Business
Management certificate uses courses from the SUNY College of Optometry and Empire State College
toward the advanced graduate certificate that is awarded by Empire State College. The partnership
with the New York State United Teachers Education Learning Trust (ELT) allows in-place teachers who
complete graduate-level ELT courses offered in conjunction with the union to complete a master’s
degree that incorporates that learning.
To accommodate the ongoing aspirations of many of our practitioner-scholar graduate students,
the school aims to create additional pathways for advancement by offering professional doctorates
in the near future. The Council of Graduate Schools reports a new wave in interest for professional
doctorates, and for the foreseeable future. Also, there is a clear demand among ESC students for
such degrees in education (Doctor of Education, Ed.D.) and another in management (Doctor of
Management, D.M.) – both broadly conceived in an interdisciplinary framework.
Our Doctor of Education and Doctor of Management programs will be online, and potentially
supported by residencies. We will use our strengths in using innovative, blended learning formats
and focusing on practical knowledge required in the workplace to support the needs of working
professionals. In a reciprocal manner, individuals coming into these programs bring their experience
from the workplace and contribute it to the academic environment, while the academic environment
helps them improve and transform it at a new level. These programs expand access in opening up an
entirely new doctoral arena of professional doctorates – a path currently not available within SUNY.
Moreover, the blended format professional doctorates that ESC will provide reflect the core value of
community engagement, as articulated in the Power of SUNY strategic plan.
With the doctoral programming in our future, the policy faculty will develop a social science research
sequence that would support the future doctoral students, as well as those in the current master’s
programs. That group will consider a certificate in research methods to provide a common basis for
completing theses and dissertations.
Strategy: Encourage cross-program sharing of studies to expand students’ learning options, and
leverage faculty expertise
Strategy: Expand combined B.A./M.A. degree paths, and joint degree programs with other SUNY
schools, and other higher education partners
Strategy: Evaluate and develop combined master’s degree opportunities for students whose
professional interests span multiple disciplinary areas
Strategy: Design and launch professional doctorate programs in the fields of education and
management, with related, supporting certificates
Strategy: Create a systematic process to better understand our current and prospective students in
order to continue offering program options that serve their diverse needs
Strategy: Strengthen relationships with regionally based faculty to maximize use of the college’s
academic talent for graduate offerings
Strategy: Improve relationships and partnerships with SUNY, industry, relevant professional
organizations, and select international partners
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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Goal A2: Build our international leadership profile as an
innovative, cross-disciplinary school for graduate education
The School for Graduate Studies is recognized across New York state through the work that
our faculty, students and alumni contribute to their communities – in schools, businesses, local
organizations and government. By example, we engage creatively and productively in all areas of
our lives. In turn, this reflects the spirit and deliberate design of our graduate school experience
at Empire State College. Yet, we have just begun to “tell our story” to a larger audience. In doing
so, we can invite larger and more diverse numbers to our school community, which enhances our
collective global outlook.
In order to increase our international leadership profile as an innovative graduate education
provider, the School for Graduate Studies will build on our current strengths and enhance our
work in three main areas: research on our teaching and design practices, incubating new academic
program areas, exploring prior learning assessment in graduate programs.
Research Institute
Cutting across all our programs is the need to address the impact of emerging technologies on
learning, organizational effectiveness, communication, social policy and creative expression. There
is a clear and growing need to address this not only internally at the college, but in the work
environments and communities of our students. Moreover, the recent OpenSUNY initiative is
aimed at establishing “SUNY as the preeminent and most extensive online learning environment
in the nation by providing affordable, high quality, convenient, innovative and flexible online
education opportunities for the citizens of the state of New York and beyond.” (SUNY, 2012)
In response, the School for Graduate Studies will identify funding to establish a Teaching and
Learning Research and Design Institute that supports and disseminates the work of the college as
it relates to our diverse approaches in creating learning opportunities across environments. The
mission of the Teaching and Learning Research and Design Institute will be to incubate, research
and disseminate new knowledge and practical solutions to the design and outcomes of virtual
and blended learning environments. Using Empire State College as its first incubator for potential
projects, and leveraging the skills of graduate students – particularly in the education programs –
the institute will serve as a resource for the entire SUNY system as it gears up for the Open SUNY
initiative. It will be a vehicle for raising the profile of SUNY – and Empire State College – in the area
of technology enhanced learning, experienced in a range of modalities. Establishing the institute
will help Empire State College more fully realize its vision to be “widely recognized as a pioneering
and innovative public institution of higher education [providing] high-quality and affordable liberal,
interdisciplinary and professional education to motivated and engaged lifelong learners everywhere
in New York state and beyond.” (Empire State College, 2010)
Incubating new programs
The School for Graduate Studies has successfully tested and expanded more than a dozen new
certificate offerings through a process of idea incubation within the four established programs. The
majority of the certificates were immediately popular among new and current students who use
the targeted course sequence as a way to differentiate their academics and their professional skills
set. Students also make use of the certificate course offerings as a means of interdisciplinary study,
which adds depth and breadth to their learning experiences.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
There are evolving opportunities to merge certain certificate areas into full programs, according
to student demand and interest. Similarly, as high need labor markets are identified, additional
certificates and joint degree programs (with other SUNY schools or other graduate programs) can
be quickly designed, particularly because of our experience developing our current offerings. The
School for Graduate Studies has already had success with these models, including the Health Care
Management certificate, in conjunction with SUNY School of Optometry.
Largely because of its interdisciplinary and customized program design, the Master of Arts in
Liberal Studies (M.A.L.S.) program offers the greatest opportunity for exploring the development
of new learning opportunities. The certificate in Public History serves as a model that connects
academic study with in-field internships across the state. In a similar way, the M.A. in Community
and Economic Development includes apprenticeships and other professional opportunities to
enhance students’ learning experience. The school can leverage this model to increase our capacity
in creating entrepreneurial and creative opportunities for all our students, so they may bridge the
academic and practical aspects of their field of interest.
Exploring graduate-level prior learning assessment
Empire State College has a long history in prior learning assessment for undergraduate students.
Prior learning assessment is a term that describes a range of methods for assessing and awarding
academic credit for learning acquired outside of colleges and universities – the learning and
knowledge gained through life activities. The practice ascribes to the belief that people acquire
college-level learning through a myriad of experiences including work or military service, formal
training, volunteer activities, hobbies, independent study, and now, through open learning
resources, such as massive open online courses or MOOCs. The ubiquity of content and learning
networks available via the Internet makes it possible learn almost anything from anywhere.
At the graduate level, the school acknowledges students’ prior learning in different ways. While
some programs (M.A.L.S.) use the customized nature of the academic program as a way for
students to build on, rather than replace, learning in their field of interest, others use a range of
approaches for recognizing prior learning. The long-standing indirect direct assessments in the
MBA program are systematic competency based assessments that align directly with MBA core
courses. It also will begin the first systematic use of ACE evaluated credit for those who have served
in the military. The M.A. in Adult Learning program was approved with a plan to award up to 6
credits through individualized (portfolio-based) assessment. The M.A. in Learning and Emerging
Technologies program is developing generic evaluation for no-credit courses offered through the
University of Manitoba.
In the ongoing effort to serve our students in the most flexible, but academically rigorous way
possible, the school will continue exploring varied methods of assessing prior learning at the
graduate level – where appropriate, and as determined by faculty. The school will develop enabling
policy for the graduate programs so we may develop a framework, and a series of models that
might serve our future needs. Sharing our work externally also will contribute to our profile as an
innovator across disciplines of graduate study.
Strategy: Establish, with external funds, a Teaching and Learning Research and Design Institute
Strategy: Use existing programs as incubators to explore the development and bundling of new
learning opportunities (certificates, programs and joint endeavors)
Strategy: Define the role of prior learning assessment in graduate programs, and share our
approaches with a broader audience
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Strategy: Explore and grow additional partnerships with other SUNY campuses, and select
national/international partners in higher education
Strategy: Identify and pursue external funding resources for program-related research
and development
Strategy: Expand advisory and fundraising role of alumni and external donors
Strategy: Draft an integrated communications strategy for the school as a whole, to include
social media
Strategy: Develop and share widely in public an annual report that highlights the successes
of students, faculty and alumni
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Goal A3: Enhance our culture of continual improvement
Each program group in the School for Graduate Studies regularly reflects on the rigor and
effectiveness of their respective academic programs. In addition, every few years, each program
undergoes a more formal review process. While some of the school’s programs align their review
processes with discipline-specific accreditation guidelines, those without such requirements have
developed a holistic approach that is more appropriate to the nature of the program. As a whole,
the School for Graduate Studies acknowledges the value of having faculty from all programs
develop a better understanding of the range of approaches currently used so we may consider
adapting them in future iterations of our reviews. The results of these regular reviews should not
only support academic program improvement, but inform our planning for future growth. An
approach should build upon existing assessment and improvement programs (see appendix B)
including those developed for programmatic accreditation.
Based upon Lumina’s Degree Qualifications Profile, Empire State College has developed the
expected learning outcomes standards for the college learning goals. (The college learning goals
appear in the Executive Summary of the college’s Academic Plan.) The School for Graduate Studies
has modified these goals to reflect both the overall vision of the college, while addressing the
distinct expectations for graduate-level student achievement as demonstrated by one’s depth
and breadth of knowledge, and intellectual ability to understand, create, integrate and apply that
knowledge. (See appendix A).
Strategy: Refine existing program-specific learning goals to align with statement of graduate
studies learning outcomes
Strategy: Improve means of formative and summative assessment for students, as appropriate
to each program
Strategy: Integrate outcomes assessment and analysis at the individual, course and programmatic
levels in order to inform program improvements, and future growth
________________________
2
The Lumina Foundation is the nation’s largest private foundation focused solely on increasing Americans’ success in higher
education. Some of its recent work has been in developing a Degree Qualifications Profile – a tool that proposes specific
learning outcomes that benchmark associate, bachelor’s and master’s degrees.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Section B: Environments for Advising, Teaching and Learning
As a learning environment, the School for Graduate Studies encompasses students, faculty,
professionals and staff who collectively engage in distinctive academic programs. This rich academic
environment fosters a commitment to lifelong learning for all its members by creating an atmosphere
that promotes the ideas and practices of engaged public scholars and practitioners. This emerges from
a desire to enhance the unique tradition of Empire State College that is characterized by close facultystudent relationships, and the chance to work across traditional disciplinary boundaries.
The school recognizes the unique challenges of its faculty and students being geographically dispersed.
Collectively, the members of the school try to organize themselves in ways that foster a sense of
cohesion and community. To sustain a positive school culture, we make concerted efforts to interact
in meaningful and productive ways for the purpose of not only advising, teaching and learning, but
conducting the work of governance and operations that support our mission. As such, we acknowledge
the benefits and challenges of being a highly dispersed community that is acutely reliant on technology
to support communication and learning.
Despite such challenges, the school is committed to maintaining a culture of civility, one that is rooted
in working relationships that are respectful and open to a diversity of ideas and perspectives. Such
an environment can blossom only when there is the recognition that all who serve in the school for
Graduate Studies – dean, faculty, professional employees and staff – make contributions of value.
Moreover, the quality and tenor of our interpersonal relations within the school should be not only
evident to our students, but extended to our students.
The School for Graduate Studies has a long history of working with learners in multiple educational
contexts. Using the college’s established mentoring approach, the school engages students in
technologically-mediated as well as in conventional classroom settings, and gives value to students’
varied life and professional experiences which become integrated into their learning plans. Given the
depth and range of this experience, the school is particularly well-prepared to lead a more systematic
study of the rapidly evolving and shifting higher education environment, focusing especially on
the implications for learning processes, instructional effectiveness, technological tools, quality and
relevance of educational experience, emerging pedagogical strategies, and the role of the instructor.
Goal B1: Explore new ways of creating effective, interactive and flexible
work and study environments – both physical and virtual
The school has learned that regularly scheduled face-to-face meetings support attentiveness
towards colleagues, and inspire positive emotions among us. Building relationships is crucial
to achieving a constructive and pleasant climate in any organization, perhaps more-so in one
dedicated to sharing and creating knowledge. At present, the entire community of faculty,
professionals and staff that constitute the School for Graduate Studies (GradAll) meet face-to-face
twice per year (October and March), typically for two days. These meetings are primarily devoted
to internal and collegewide governance, academic program updates and planning, operations
updates and planning, and faculty reviews. Several virtual meetings are scheduled (as needed) in
the intervening months, and are held via BlackBoard Collaborate or videoconference. In addition,
program specific meetings are held monthly among constituent faculty. Most governance and
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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internal committee meetings also are held virtually. As such, reliable technology is imperative in
order to support productive communication for the majority of the work within the school, and
across the college.
Moreover, the school relies on the support of instructional designers and technologists to help
create and sustain learning spaces both physical and virtual, for the benefit of our students and
faculty alike. This collaborative relationship is vital to maintaining and assessing the quality of our
courses and community spaces.
Strategy: Inventory, assess and support all staffing and infrastructure needs that
support communication
Strategy: Plan and participate in a third GradAll face-to-face meeting each year – designed as an
academic retreat, devoted to sharing scholarship and exploring collaborative research projects
Strategy: Cooperatively establish current design and assessment needs for courses and community
spaces across academic programs
Goal B2: Reinvigorate students’ academic experience from recruitment
through induction, key academic milestones, to graduation
Current students in the school’s academic programs enjoy connecting with faculty and peers at inperson orientations, multiday residencies and various online community groups. These experiences
are continually being evaluated and redesigned based on student feedback. Similarly, the school
strives to maintain consistent communication in both print and online, so that students feel
informed and organized throughout their program experience. Moreover, recognizing the value of
experiential learning, most programs incorporate activities that involve faculty-student collaborative
research, or external partners who provide internship and consulting practicum opportunities.
Tied to these initiatives is the desire to provide students with additional professional development
and networking opportunities not only while they are matriculated, but after they graduate. In this
way, new graduates can contribute to the larger community of alumni and external partners, and
benefit from an expanding professional network.
Strategy: Streamline communication and guidance from admissions through enrollment and
graduation, for both students and faculty
Strategy: Institute improved measures of identifying target markets and strengthening recruitment
and retention strategies and processes
Strategy: Build professional development and networking opportunities among current students,
alumni, businesses, community organization and schools
Strategy: Continue to experiment with new designs for engaging and interactive learning
experiences in person and virtually
Strategy: Create new opportunities for students to collaborate with faculty on research or
development projects
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Goal B3: Enhance our environment of collaboration, diversity and respect
Strengthening the collaborative and interdisciplinary dynamic in the School for Graduate
Studies will provide richer and more varied educational options for students, enhanced
research, course and program development opportunities for faculty, and the potential
to achieve economies of resource utilization. In so doing, students (current and prospective), faculty
and the college benefit.
The concept of “splitlines” may hold particular value in facilitating collaboration since faculty
with such appointments cross programmatic and center lines. A precondition for fostering such
collaboration is the establishment of a welcoming environment for such faculty. Therefore,
it is recommended that the School for Graduate Studies evaluates its practices relative to the
monitoring and management of assignments for “split-line” faculty, and ensures that such
practices are conducive to producing satisfying and enriching experiences for such faculty.
Faculty and professionals in the School for Graduate Studies seek to work in a civil atmosphere in
which there is respect for academic freedom, for one another, and for the ethical imperative of
establishing an educational climate for students which maximizes their receptivity for learning. It
is understood that there may be some barriers which interfere with one’s aptitude for contributing
effectively to such an atmosphere, therefore, the school commits to the development of an explicit
statement of “citizenship” which includes principles that govern the approach to managing
relationships with students, and each other. A proactive approach toward fostering awareness of
and respect for the nature of the work that each group does will help to create a more positive
work climate.
Strategy: Encourage and organize more interdisciplinary collaboration across programs, and among
faculty research endeavors
Strategy: Develop and implement a progressive approach to achieving and celebrating civility
Strategy: Establish and charge task force to draft a statement of citizenship, to include principles
that govern how we manage relationships with students, and among ourselves
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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Section C: Faculty Planning and Development
The primary obligations of faculty in a state institution of higher education include their commitment
to the public through service to their professional and local communities, research in their fields,
and the principal duty to educate students as they develop as citizens of the state, nation and the
world. In that spirit, faculty planning and development speak to the conditions necessary to bring
such commitments to fruition. Faculty planning and development may be organized around a set of
interdependent goals essential for faculty to perform their roles effectively and which contribute to
their capacity for organizing and sustaining an enriching academic experience for their students.
Student interests and faculty interests are not discrete but, rather, intertwined; to the extent that
faculty are well-prepared to serve students, they are likely be active in and contribute to their
professional fields, enjoy a well-balanced work life, feel effectively assimilated into their work
environment, are knowledgeable of pedagogical practice applicable to their learners, reap the benefits
of collaboration, and are supported in the pursuit of satisfying their intellectual curiosity. When
the conditions which nourish these interests are present, student-faculty engagement is likely to be
assessed by both parties as meaningful, challenging, productive and gratifying. In this respect, even
faculty pursuits relative to community service and personal growth effectively inform their ability as
teachers.
An overarching aim of faculty development is to create a rich academic environment which fosters
the commitment to lifelong learning for students as well as faculty. The intent is to create an
atmosphere which promotes the ideas and practices of engaged citizen-scholar practitioners among
students and faculty. This emerges from a desire to enhance the unique tradition of Empire State
College that enables collaborative relationships between faculty and students to work across traditional
disciplinary boundaries.
Goal C1: Ensure that faculty maintains relevant content expertise to serve
current and future needs of students, pursue scholarly interests, and
contribute to their communities
In light of the need for graduate students to have access to a comprehensive and current body
of discipline-specific scholarship, and to prepare students to contribute to such scholarship and/
or apply theory and practice to professional environments, it is imperative that their professors
have an active and ongoing involvement in their academic and professional fields. That same
engagement is essential to the fulfillment of faculty commitments to serve their respective
communities, to contribute to their academic fields through research, and to continuously attend
to personal growth. Accordingly, the college and the School for Graduate Studies will evaluate
and develop plans for the following representative list of recommendations: design and commit
to a more generous and systematic approach to supporting professional development and active
engagement in professional fields; encourage and promote professional collaboration within
as well as external to the college; design and institute activities, programs and systems, e.g., a
speakers bureau, by which faculty can bring their expertise to relevant communities (which also
would support the college’s principle of fostering good “citizenship”); and enrich and broaden
students’ roles by inviting them to participate in research endeavors with faculty.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
A comprehensive approach to the achievement of this objective would include, minimally, the
following: establishing a program of professional development which extends to professional
employees and other support staff in addition to faculty; identifying, clarifying, and communicating
the sources of funds for professional development; clarifying and communicating procedures
and criteria relating to the application for, and procurement of, funds; developing and issuing
communications regarding approval processes; acknowledging the importance of, and providing
for, release time from other duties which might otherwise constitute a barrier to the achievement
of these endeavors.
The concept of shared governance is grounded in the assumption that curricular development and
program implementation created by a productive faculty-administration partnership are likely to be
characterized by academic soundness and programmatic viability. Recruitment and hiring processes
are vital to the development and maintenance of a vibrant, highly capable, and responsive faculty.
It is recommended that the various stages necessary to bring new faculty on board – from the
drafting of position descriptions through recruitment, interviewing and selection – are carried
out with a robust level of faculty involvement. Since search committee members do not generally
participate in such forums on a frequent basis, it is recommended that guidelines and training
(when feasible and necessary) on relevant legal issues and interviewing strategies be made available
to committee members.
Strategy: Support members of the faculty in their endeavors to remain uptodate in their
respective academic and professional fields
Strategy: Support faculty’s scholarly productivity so they may expand knowledge in their
scholarly fields
Strategy: Provide relevant resources to the Professional Development Committee to expand
their recent initiatives
Strategy: Safeguard faculty participation in recruitment and hiring practices
Goal C2: Ensure that faculty employs sound pedagogical practices,
particularly as they pertain to the graduate student body at Empire
State College
Empire State College’s mission is grounded in the centrality of the student’s perspective, experience
and learning goals in the design and organization of his or her academic program. It follows, then,
that a plan for faculty development must be sensitive to the particular ways in which students’
personal, educational and professional aspirations translate into learning goals. As such, faculty
development in a graduate environment begins with the premise that students engaged in
graduate study often bring advanced, but generally varied, levels of professional and life experience
to learning contexts. They may properly expect that faculty will (1) draw on the diversity of their
students’ experiences in guiding them toward the articulation and achievement of learning
objectives; (2) encourage students to play an active role in advancing their own educational
development; (3) nurture students’ aptitude for applying their studies to professional and scholarly
pursuits which, for graduate students, often involves a relatively immediate and direct transfer
from educational to professional environments; (4) define theoretical and research bases for such
application; and (5) help students develop a sound understanding of the most current state of their
fields of study.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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Through its concept and plan for a Teaching and Learning Research and Design Institute, the School
for Graduate Studies will not just showcase its own reflective practice, but make contributions
to the academic field. Using our own institution as an incubator, we can collectively deepen our
appreciation of the theory and practice associated with teaching adult learners; access the best
practice models related to the college’s principal teaching mode of technologically-mediated
instruction; and, on an ongoing basis, gain an understanding of technological tools that support
educational activities, including but not limited to course design, course development, instruction
and student assessment. The college has institutional resources – for example, the Center for
Mentoring and Learning – which compile repositories of research relevant to adult learning,
sponsor or provide educational activities on the subject, and have affiliations with professional
associations in the field of adult learning. The School for Graduate Studies (and its planned
institute) will work collaboratively in order to ensure such resources and services are pertinent to
graduate education contexts and available to faculty and staff in the School for Graduate Studies,
and a broader audience beyond Empire State College.
Strategy: Support the practice of pedagogical approaches, tools and strategies intended to
maximize the quality and effectiveness of learning processes for students
Strategy: Develop a collaborative plan with existing institutional resources to enhance faculty’s
understanding of theory, practice and design that is relevant to graduate education contexts
Goal C3: Support faculty effectiveness across a comprehensive
range of their roles in the college, professional organizations and
larger community
The manner by which new faculty members assimilate into their positions, programs and the
college significantly influences their understanding of policies and procedures, student needs,
pedagogical practices, personnel responsibilities, support staff and functions, colleagues’
professional interests and activities, and organizational culture; it also shapes a sense of belonging.
Strengthening and formalizing orientation activities in the School for Graduate Studies and in
each of the respective graduate programs and aligning with the college’s orientation program,
establishing “buddy” and mentoring systems, and instituting relevant self-guided activities should
be undertaken to ensure that the initial phase of employment occurs effectively. Extending at least
an abbreviated orientation to adjunct, parttime, “splitline,” and faculty who transfer into Graduate
Studies from other college centers is essential to prepare them for their responsibilities and to
ensure that they can articulate the connections between the material they teach and the programs
they represent.
Ongoing educational and training opportunities relevant to graduate studies should be more fully
available to current faculty. Keeping the faculty updated on the needs, characteristics and evolving
nature of the graduate student population, instructional design and teaching strategies, student
assessment, program development, as well as key institutional issues such as budget, enrollment
projections and future plans are critical to the maintenance of an informed and engaged faculty.
A more formal and consistent approach to faculty development planning will facilitate faculty
members’ capacity to manage their growth and progress in the college. More specifically, an
annual prospective-oriented development plan, established in concert with the dean of the School
for Graduate Studies, will enable faculty members to more fully understand their obligations,
performance expectations, criteria for advancement, areas in which performance improvement
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
may be necessary, and opportunities for role development in and providing service to the college,
the School for Graduate Studies, and each faculty member’s respective program. Further, such a
planning process can be instrumental in aligning strengths and goals with various committees and
projects, and can provide the basis for faculty members to evaluate the most advantageous way
of balancing their various commitments and responsibilities at the college, including for program
development.
The needs for resource support for faculty are ever-evolving and pertain to such areas as course
and instructional design, research opportunities and funding sources (e.g., grant acquisition),
student assessment, program development, community outreach and information management.
Depending on the need, support may take the form of personnel with particular expertise, financial
support and/or release time to pursue professional development endeavors, or the implementation
of tools and systems which facilitate information storage, retrieval and exchange (e.g., personal
electronic filing cabinets).
Faculty members seek to work in a civil atmosphere in which there is respect for academic
freedom, for one another, and for the ethical imperative of establishing an educational climate for
students, which maximizes their receptivity for learning. It is understood that there may be some
barriers which interfere with one’s aptitude for contributing effectively to such an atmosphere.
For example, while faculty may have achieved a high level of content area expertise, they may not
have received adequate education in pedagogical methods, particularly methods most relevant to
the School for Graduate Studies’ adult learner audience; or faculty with little experience teaching
in an online setting may find it challenging initially to navigate through or mediate breakdowns of
civility in technologically mediated education contexts; or, perhaps, cultural discrepancies between
instructor and learner may be accompanied or characterized by differences in language and dialect,
meanings of important terms, interpersonal intent, definitions of and expectations for roles in
educational contexts, and ways of initiating and managing instructor-professor relationships –
all of which could significantly influence the quality of the educational experience for both
parties. Faculty who are ill-prepared to overcome such barriers may have difficulty in creating an
environment in which student satisfaction with the learning experience is maximized. In the worst
case scenario, students may feel the educational environment is not sufficiently tolerant of diversity
and that respect for students is lacking.
At least three levels of support for faculty are advisable. First, it is important for faculty to have an
understanding of legal requirements and relevant institutional policies associated with the roles of
mentor and instructor. The New Mentor Orientation acquaints new faculty with policies that define
boundaries for faculty conduct and provides guidelines and resources for addressing sensitive
student issues. Ensuring that current faculty members are equally knowledgeable of such policies,
guidelines and regulations also is recommended. Second, as noted above, the more that faculty
understand and are sensitive to the manner by which adults learn at the graduate level, the more
capably they can organize the learning environment around learner needs. Therefore, as noted, it
is recommended that opportunities and resources which focus on the theory and practice of adult
learning are accessible to faculty. Third, some faculty may experience a more substantial challenge
than others in establishing and maintaining an effective learning environment for students.
Combined support resources can be made available by the Center for Mentoring and Learning and
the SGS Professional Development Committee.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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Strategy: Provide a comprehensive, supportive and multifaceted approach to orienting new
members of the faculty
Strategy: Ensure that current members of the faculty have access to institutionally-sponsored
education activities related to pedagogy and issues of significance for the college
Strategy: Ensure that faculty development planning and performance review processes are
meaningful, constructive and serve as a blueprint for professional growth
Strategy: Ensure faculty have access to a sufficient and appropriate compilation of resources and
training to fulfill their responsibilities to their students, to their role as scholars, to the college, and
to service in their respective communities
Strategy: Support faculty in developing skills in effective interpersonal and cross-cultural
communication relevant to teaching in our online and blended learning environments
Strategy: Strengthen relationships with regionally based faculty to maximize use of the college’s
academic talent for graduate offerings
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Appendix A
The College Learning Goals at the Master’s Level
In conjunction with the Academic Plan 2011 - 2015, the college developed broad learning goals
for all students across all levels, with the expectation that these would be made more specific for
graduate programs. The approved college learning goals and their collegewide definitions (in italics)
are presented followed by a statement of expected master’s level outcomes. The School for Graduate
Studies expects students to achieve the outcomes listed below upon completion of an Empire State
College master’s degree.
Active Learning
Assess and build upon previous learning and experiences to independently pursue new learning, and to
participate effectively in concert with others.
Expected master’s level learning outcomes:
• Initiate and manage one’s own learning, demonstrating mastery in comprehending and
engaging complex issues and ideas
• Create and complete a substantive individual project, paper, portfolio exhibit, performance
or other appropriate product, applied or theoretical, that demonstrates the integration of
knowledge and application of skills gained across the student’s master’s curriculum
• Reframe, adapt, reformulate and employ the principle ideas, techniques or methods at the
forefront of the one’s own field of study
Depth and Breadth of Knowledge
Cultivate a broad, interdisciplinary understanding in the liberal arts and sciences, as well as expertise in
a particular field.
Expected master’s level learning outcomes:
• Explain and interpret the major theories, applications, research methods and approaches to
inquiry and/or schools of practice as appropriate to the field of study, demonstrating a critical
awareness of current problems and new insights
• Assess the nature and quality of the contribution of major theoretical figures, and/or schools of
thought in the student’s field of study
• Critically evaluate current research and the most recent and advanced scholarship in the
student’s field of study
Social Responsibility
Engage in ethical reasoning, and reflect on issues such as democratic citizenship, diversity, social justice
and environmental sustainability, both locally and globally.
Expected master’s level learning outcome:
• Develop an ethically sound argument or position on a significant, current issue, policy or
strategic initiative with significance to society, taking into account the most recent scholarship
and published positions, and narratives of relevant interest groups
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Communication
Express and receive ideas effectively, in multiple contexts and through multiple strategies.
Expected master’s level learning outcome:
• Create sustained, coherent and effective written and oral arguments or explanations and
reflections, for both general and specialized audiences
Critical Thinking and Problem Solving
Evaluate, analyze, synthesize and critique key concepts and experiences, and apply diverse perspectives
to find creative solutions concerning human behavior, society and the natural world.
Expected master’s level learning outcomes:
• Select and employ appropriate methods of research/inquiry and analysis for investigating
questions and problems, and identifying solutions or drawing conclusions
• Through systematic evaluation and analysis, creatively and articulately address complex issues
and ideas, substantively considering diverse perspectives in formulating responses, hypotheses
and solutions
Quantitative/Qualitative Literacy
Read, interpret, use and present quantitative or qualitative information effectively.
Expected master’s level learning outcome:
• As appropriate to the field of study, comprehend, interpret, and employ concepts, theories and
methodologies suitable to research inquiry
Information Literacy and Digital Media Literacy
Critically assess, evaluate, understand and create and share information using a range of collaborative
technologies to advance learning, as well as personal and professional development.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Appendix B
School for Graduate Studies Academic Assessment Plan
Submitted by Sabrina Fuchs Abrams, Heather Reynolds, Roz Rufer and Peggy Tally (in consultation with
some MAT, M.A.L.S., MBA and Social Policy faculty)
May 18, 2013
INTRODUCTION
The School for Graduate Studies, while a part of SUNY Empire State College, is a distinct body with its
own structure, goals and learning outcomes that warrants a distinct plan for assessment of graduate
student learning goals and outcomes. Unlike the undergraduate program at ESC, which is divided by
areas of study and has periodic assessment in the major as well as general education requirements and
assessments, the graduate program is divided into several distinct programs that share certain common
goals. Among the programs at the School for Graduate Studies that have existing assessment programs
are the Master of Arts in Teaching (MAT), the Master of Arts in Business Administration (MBA) and
other Graduate Business, Management and Leadership programs, the Master of Arts in Liberal Studies
(MALS) and the Policy Studies programs (Master of Arts in Social Policy, Master of Arts in Labor
and Policy Studies, Master of Arts in Community and Economic Development). Other distinguishing
characteristics of the School for Graduate Studies include the structure (which include core courses
and possible electives leading toward a final project) as well as the mode of delivery (which is primarily
blended, including residency-based learning, online learning, and possible face-to-face and distance
learning). While the distinct areas of assessment among these programs will be enumerated below, all
of the programs in the School for Graduate Studies share certain common goals in terms of graduatelevel student learning goals and outcomes and can benefit from a graduate academic assessment plan
and analysis.
STUDENT LEARNING OUTCOMES ASSESSMENT
The programs within graduate studies already have a number of assessment components in place.
This varies from providing assessment evidence to outside accrediting agencies (TEAC, IACBE for the
MAT and MBA programs) to stringent exit requirements and final projects (M.A.L.S., Social Policy). The
following section will document what is currently in place in the School for Graduate Studies in terms
of assessing student outcomes by program.
MASTER OF ARTS IN TEACHING PROGRAM (MAT): The MAT program received TEAC (Teacher Education
Accreditation Council) accreditation (2012 - 2019) as a result of the program providing evidence that
graduates possessed subject matter knowledge, pedagogical knowledge, and caring teaching skill.
Descriptions of each quality principal, and measures, reliability, and validity procedures for each claim
can be found on pages 40 and 50.
MASTER OF BUSINESS ADMINISTRATION (MBA): Student learning outcomes assessment plan is the
center piece of the self-study for accreditation from IACBE. Following the IACBE guidelines, the MBA
has received accreditation for the next seven years. The self-study included both student learning
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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outcome assessment and institutional assessment. Within three years continual improvement
was recommended in a few areas. There were two areas where the institutional assessment
needed improvements:
• Contact hours between faculty and student needed to be defined for online instruction
• MBA Learning goals, while aligned with college level learning goals needed to be aligned with
center level learning goals
For a more detailed description of MBA student learning outcomes please refer to pages 41 and 51.
POLICY STUDIES PROGRAMS (MA): Policy Studies has not had a formal review for accreditation
purposes, since it is not subject to the same demands for this kind of outside accounting, but has
nevertheless been engaging in the past two years in an internal review of our existing programs.
Policy faculty have engaged in several activities that reflect ongoing analysis of our curriculum and
design, in particular with respect to identifying how we can best meet the academic needs of our
prospective students.
In addition, in the past few years policy faculty have introduced several new certificates, as well as a
curriculum redesign in one existing program (LPOL,) and a sequence and curricular revision in another
(SPOL). These changes were based on the premise that students would be best served by these
curricular changes, both as a reflection of the changing labor market the students were entering into
as well as in consideration of the changing nature of the academic fields and degrees that students
sought. Student input was solicited during this process, as well as ongoing feedback from faculty and
alumni on the content and scope of the courses presently being offered. In addition to new certificates,
a new program in Community and Economic Development has been added. At each point in the
process of implementing these new initiatives, faculty have engaged in sustained conversations about
what the learning goals for our courses should be, how these goals fit within our larger conception
of the values and mission of our work in policy, and how these values and missions also align with
the larger college’s trajectory. For example, as we developed our certificates in Community Advocacy
and Child and Family Advocacy, we began to identify how our courses may be mapped onto a specific
learning rubric. This rubric, which was developed in conversation with some of our faculty, has helped
us to articulate the specific learning objectives that we consider important, as well as activities that are,
or might be, engaged in to realize those objectives.
In the spring of 2012, we began to conduct exit interviews with several of our students who had
graduated from the Social Policy program, to find out what was beneficial as well as what could be
improved upon in terms of their experience in the program. We have shared this with some of our
faculty, and it has helped to shape our thinking about how we might move forward in re-crafting our
learning experience for our students so that it better aligns with their needs and goals.
What follows, then, is a brief sampling of some of the language that we have developed to help us
improve upon our current practices with the ultimate goal of creating a potentially transformative
learning experience for our students.
• Effectively gather, report and analyze social science information and to creatively utilize
information in making recommendations for policy decisions made by executive managers and
legislative bodies
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
•
•
•
•
Summarize and critique literature and research about policy topics
Understand and apply public policy theories, models and frameworks
Evaluate and compare policy alternatives based on effectiveness and cost criteria
Understand and utilize qualitative and quantitative research methods commonly used in
policy studies
• Gain an overview of the most important legislative, judicial and regulatory instruments used
in public policy
For more detailed mapping of student outcomes please refer to pages 44 and 53.
MASTER OF ARTS IN LIBERAL STUDIES PROGRAM (M.A.L.S.): The M.A.L.S. program underwent an
internal program review in 2012 in which it evaluated student feedback, self-assessment of program
rubrics and outcomes, and external comparisons for benchmarking/good practices. In addition, the core
faculty sought details on students’ applications, retention and general success in the program along
with the program’s presentation to those outside the program including prospective students, curious
individuals and other academic entities. Core courses were evaluated for program goals and student
learning outcomes, including the following criteria: 1) critical reasoning and communication
2) interdisciplinary understanding and approach to inquiry 3) academic research.
The M.A.L.S. program also utilizes internal measures of assessment for each student seeking a degree.
After completing the required core courses a student submits his or her degree program plan and
rationale along with a literature review demonstrating graduate level research, writing and analysis
to a M.A.L.S. Program Review board. The student receives feedback and makes revisions to his or her
program before receiving approval to proceed. In addition, there is a rigorous process for approval of
final projects. Once the student has been approved by his or her first and second readers, the student
will undergo an oral defense. If the student passes the oral defense the final project must then be
approved by the dean of graduate studies. For a more detailed mapping of student outcomes please
refer to pages 45 and 55.
ADDITIONAL STUDENT LEARNING OUTCOMES IN THE
FORM OF FINAL PROJECTS/EXIT REQUIREMENTS:
MAT FINAL PROJECT: M.A. TEACHING PORTFOLIO (MATP)
The Master of Arts in Teaching Portfolio (MATP) is a culminating activity that a teacher completes in the
final semester of the program, as a capstone project. The portfolio consists of artifacts and narrative
reflections on the artifacts that provide a rationale which explains how the teacher’s portfolio embodies
the MAT program standards. In 2006-07, the initial Master of Arts in Teaching Portfolio (MATP) rubric
was developed with one category established to assess content expertise. The MATP evaluation rubric
was collaboratively developed by MAT faculty. Content experts in science, math, LOTE, English and
social studies evaluate evidence of a teacher’s knowledge of, and expertise in: the use of contentspecific language, integration of differing viewpoints related to methods of inquiry, demonstration
of solid knowledge of structure and concepts of discipline, integration of subareas into lessons,
and implementation of multidimensional lesson and unit plans. There are two reviewers of each
completed MATP, including one content specialist in the teacher’s content area. They rate the portfolio
independently, and then meet to review their results. Either they reach consensus or a third reviewer
is brought in.
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Although the format of the MATP has been modified to improve its effectiveness, the content criteria
have not changed dramatically. A significant change in the MATP rubric as of 2010 has been the
development of a numerical scoring system used by reviewing faculty to evaluate whether the teacher
does not meet, meets or exceeds the MATP rubric-stated expectations for each criterion. Two faculty
members, at least one of whom is an expert in the teacher’s content area of certification, evaluate
each teacher’s portfolio. The content portion of the portfolio is evaluated using criteria developed by
faculty content experts, which serves as a measure of content validity. The student’s work is evaluated
against the content measures to determine whether a student meets the portfolio criteria in the area of
content expertise. MAT students failing any component of MATP will fail the entire portfolio. Any MAT
student who fails a component must revise and then pass the failed component(s) in order to pass the
MATP. This final portfolio evaluation process ensures the graduate has adequate evidence of content
expertise. Construct validity is demonstrated because the evidence in the artifacts put forth by MAT
graduates for this component is being evaluated by faculty content experts for proof of content quality.
MBA CAPSTONE PROJECT:
Strategic Executive Leadership and Strategic Analysis and Executive Choice
Strategic Analysis and Executive Choice is taken during the term previous to the students’ last term.
It is the first of a two-course sequence that culminates in the final project in the MBA program:
a strategic analysis and presentation, written and delivered at a professional level. The project is
largely contained in the second course, Strategic Executive Leadership. In SAEC, the purpose is to
assure that every student is familiar with the critical ideas and tools of strategy formulation and
implementation, and has the opportunity to apply those ideas and tools in a practice case before
proceeding to the environmental scan for the final capstone project, which is completed in the
second term of the sequence.
In the MBA the two direct measures of student learning were to include the continuation of the
evaluation of the capstone project (where all six learning goals are incorporated into the final project)
by noncapstone faculty and the second direct measure was to be a case study also incorporated into
the first of the two capstone courses. In addition the two indirect measures were to be the alumni
survey after five years and the graduating students immediately after completing their MBA program.
To see the associated rubric, please refer to the Appendix.
POLICY PROGRAMS AND M.A.L.S. FINAL PROJECTS
Developing a final project proposal involves the following: Identifying a topic or area of interest,
narrowing that interest, and assessing the resources that the student will need to complete the form of
final project they have selected. The student needs to have their proposal approved by their first reader,
the chair/coordinator of their program and the dean of the School for Graduate Studies. In Policy
Studies, the student usually writes their Final Project Proposal as part of the Modes of Inquiry/Directed
Research course. In consultation with their academic advisor or first reader, the student is expected to
develop a formal written proposal for their final project. In the proposal, the student must include the
following information:
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
Working title
Question/argument – What question(s) do you want to ask? What are the general and the subsidiary
questions involved in investigating or examining the topic that you have chosen? What argument do
you intend to make in your final project?
Methods – How will you demonstrate proof to support your argument? What sources will you consult
in your research? What research methods are appropriate to answer the research questions posed?
How can you arrange to use the statistical tools necessary for your proposed topic (if this is applicable)?
Human subjects research issues – Consideration must be given to the ways in which your research may
involve obtaining information from human subjects. Have you thought about and prepared for the
issues of confidentiality, protection from harm, etc.? If appropriate for the proposed study, students
should consult the college’s information on research with human subjects, and complete the CITI
training module.
Type – Consider which type of project you want to do and why that particular type might be suitable to
your question and methods.
Hypothesis – In your opinion, what do you think that you will learn from your investigation or work?
What do you think the results of all this work will be when you are finally finished?
Readers – Who do you want to have as your first reader – the person with whom you will do most of
the work – and your second reader? The decision about who will be your first and second reader is not
yours alone, but your desires and reasons for wanting to work with a certain faculty member will be
seriously considered. The actual appointment of the first and second reader is made by the dean of the
School for Graduate Studies on the recommendation of the program chair/coordinator.
Culminating experience – Finally, the student is asked to explain why this is an appropriate culminating
experience for the program in which they are enrolled. How is this project connected to the rest of their
program and the policy or liberal studies curricula as a whole?
In addition, the graduate dean requests the following: A statement of significance – why is what is
being proposed important (contextualize it)? A methodology – what specifically is going to be done
(and how)? A hypothesis – what’s the point; what will the outcome be/look like?
Students need to answer these questions in their final project proposal, and note how prepared they
are to complete the project. Students should state what they are doing clearly, cleanly and explicitly.
There is a required cover page form accessible at: www.esc.edu/gradstudents, and it needs to be signed
by your first reader, the program chair, and the dean/associate dean.
TYPES OF FINAL PROJECTS
Final projects can be one of the following types:
Thesis
Typically, a thesis involves the empirical test of a hypothesis or idea; the historical examination of a
set of ideas, practices or institutions; the analysis of the philosophical basis for certain practices or
beliefs; or the examination of a topic from a particular analytical perspective. The student must develop
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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a methodological approach to undertake the type of research required for their topic. The thesis
option typically involves research in particular source materials or use of specific empirical techniques
appropriate for the topic of the thesis.
Position Paper
This particular option differs from the others in that it is more clearly change and advocacy based. It
is an opportunity to make a persuasive argument, supported by good research, about what should
happen and how it should be implemented. Although this form of Final Project is change oriented, it
still requires significant thought and research. The student’s position must be supported with research,
grounded in a theoretical framework, and provide intelligent responses to opposing arguments. If the
student is interested in applying his or her knowledge to a specific situation that may need change or a
new policy, then this option may be an appropriate way to bring together one’s interests and the goals
of the program.
Case Study
A case study can take several forms:
the application of a theory or set of ideas to a specific institution or event;
the close examination of a particular program, project or organization in order to draw conclusions
relevant to similar situations; or
the evaluation of a special methodology for research.
Collection of Related Papers
Preparing a collection of related papers as a final project provides an opportunity to bring several
perspectives or methodologies to a topic of interest. Once the student has determined an area of
interest, he can, for example, develop a modest thesis, a modest case study and a modest position
paper on that topic so that he can address the issues from those perspectives. Alternatively, if the
student wants to examine a topic from both theoretical and practical points of view, he might develop
two papers reflecting those approaches. A third option might involve a series of four papers on aspects
of a particular problem or issue of concern.
Practicum
A practicum must be a learning opportunity where the student develops skills and practical insights
related to the development, analysis, implementation or evaluation of policy/work. It involves
considerable work at a specific site or in a fieldwork setting where the student can try out the ideas
he has developed in this program or examine their applicability to specific situations or theories. A
practicum is a very effective way to expand one’s education and provide an exciting and challenging
culminating experience. It also allows the student to use course work and gain experience in actual
field settings. It involves: approximately 240 hours of work in the practicum during the term (or
approximately 16 hours of involvement a week for the duration of a 15-week term); reading and
research during the term to provide theoretical insights and a broader context for the work that you
will be doing; a log or journal of your activities and the insights gathered during the experience; and
some field site supervision by an appropriate professional, or observations of the nature and quality of
the work that is done or the projects that the student undertakes during the practicum.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
At the end of the practicum, the field supervisor will need to provide an evaluation of the work done
in the practicum and you will prepare a reflection paper – a descriptive analysis of the student’s
experience. This paper is typically 20 to 40 pages long and completed after the practicum. In this paper
the student will: analyze the experience; describe what he/she learned from your involvement; discuss
the policy issues or other issues/theories involved; draw appropriate conclusions from the readings
and the experience; and assess the ways in which he/she met the goals described in the final project
proposal.
Creative Project (Liberal Studies students only)
This option can effectively integrate course work with an actual creative product. It involves:
approximately 240 hours of work on a creative project (painting, writing, etc.) during the term (or
approximately 16 hours of work a week for the duration of a 15 week term); reading and research
during the term to provide theoretical insights and a broader context for the work that you will be
doing; a log or journal of your activities and the insights gathered during the creative experience; and
critiques and creative supervision by an appropriate professional.
A reflection paper also is required. This should be 20 to 40 pages long and in it the student will:
analyze the experience; discuss issues involved with the project; draw appropriate conclusions from the
readings and the creative experience; and assess the way in which the student met the goals described
in the final project proposal.
PLAN FOR DIRECT ASSESSMENT OF THE COLLEGE
LEARNING GOALS AT THE MASTER’S LEVEL
The college developed broad learning goals for all students across all levels, with the expectation that
these would be made more specific for master’s programs. The School for Graduate Studies expects
students to achieve the outcomes listed below upon completion of an Empire State College master’s
degree. The college learning goals and the approved definitions (in italics) are presented followed by a
statement of expected master’s level outcomes.
Active Learning: Assess and build upon previous learning and experiences to pursue new learning,
independently and in collaboration with others.
Expected master’s level learning outcomes:
• Initiate and manage one’s own learning, demonstrating mastery in tackling complex issues
and ideas.
• Autonomously, create and complete a substantive individual project, paper, portfolio exhibit,
performance or other appropriate product, applied or theoretical that documents the integration
of knowledge and application of skills gained across the master’s curriculum.
• Reframe, adapt, reformulate and employ the principle ideas, techniques or methods at the
forefront of the student’s field of study.
Depth and Breadth of Knowledge: Cultivate a broad, interdisciplinary understanding in the liberal arts
and sciences, as well as expertise in a particular field.
Expected master’s level learning outcomes:
• Explain and interpret the major theories, applications, research methods and approaches to
inquiry and/or schools of practice as appropriate to the field of study, demonstrating a critical
awareness of current problems and new insights.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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• Assess the nature and quality of the contribution of major figures and/or organizations,
in the field.
• Critically evaluate current research and advanced scholarship in the field.
Social Responsibility: Engage in ethical reasoning, and reflect on issues such as democratic citizenship,
diversity, social justice and environmental sustainability, both locally and globally.
Expected master’s level learning outcomes:
• Develop an ethically-based position on a significant issue, policy or strategic initiative with
significance to the community of practice, taking into account scholarship and published
positions, and narratives of relevant interest groups.
Communication: Express and receive ideas effectively, in multiple contexts and through
multiple strategies.
Expected master’s level learning outcomes:
• Create sustained, coherent, effective written and oral arguments or explanations, and reflections,
to both general and specialized audiences.
Critical Thinking and Problem Solving: Evaluate, analyze, synthesize and critique key concepts and
experiences, and apply diverse perspectives to find creative solutions concerning human behavior,
society and the natural world.
Expected master’s level learning outcomes:
• Select and employ appropriate methods of research or inquiry for investigating questions and
problems, or in applied fields, appropriate methods of investigation or inquiry for identifying
and articulating problems and solutions.
• Through systematic evaluation and analysis, address complex issues and ideas with creative and
sound judgment, substantively considering diverse perspectives in formulating responses,
hypotheses and solutions.
• Make sound judgments in the absence of complete data.
Quantitative Literacy: Read, interpret, use and present quantitative information effectively.
Expected master’s level learning outcomes:
• For those in quantitatively-based programs, articulate and complete multiple applications of
quantitative methods, concepts and theories appropriate to the field of study.
Information Literacy and Digital Media Literacy: Critically assess, evaluate, understand and create and
share information using a range of collaborative technologies to advance learning, as well as personal
and professional development.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
THE ALIGNMENT OF MAT PROGRAM STANDARDS WITH
COLLEGE-LEVEL LEARNING GOALS AT THE MASTER’S LEVEL
College-Level Learning Goals at the Master’s Level
MAT Program Standards (STANDARDS 1 - 7)
Active Learning
STD. 2: Mentoring: Teachers value and practice
mentoring in their teaching.
STD. 6: Professional Responsibilities: Teachers assume
responsibility for their own professional development.
STD. 7: Learner-Centered Collaborative Relationships:
Teachers foster active, collaborative school-centered
communities that support student learning.
Depth and Breadth of Knowledge
STD. 3: Integration and Application of Knowledge:
Teachers demonstrate advanced level knowledge in the
content area.
STD. 6: Professional Responsibilities: Teachers assume
responsibility for their own professional development.
Social Responsibility
STD. 1: Cultural Competence: Teachers embody
cultural competence; an informed commitment to the
education of students in high needs settings.
Communication
STD. 2: Mentoring: Teachers value and practice
mentoring in their teaching.
STD. 1: Cultural Competence: Teachers embody
cultural competence; an informed commitment to the
education of students in high needs settings.
Critical Thinking and Problem Solving
STD. 5: Appropriate and Effective Assessments: Teachers
engage in ongoing assessment on the effectiveness of
their teaching and their students’ learning to support
the continuous development of the learner.
STD. 1: Cultural Competence: Teachers embody
cultural competence; an informed commitment to the
education of students in high needs settings.
Quantitative Literacy
STD. 5: Appropriate and Effective Assessments: Teachers
engage in ongoing assessment on the effectiveness of
their teaching and their students’ learning to support
the continuous development of the learner.
Information Literacy and Digital Media Literacy
STD. 4: Media and Technology: Teachers employ
knowledge of appropriate uses of technology for
teaching and learning in the content area.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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THE ALIGNMENT OF MBA LEARNING GOALS WITH
COLLEGE-LEVEL LEARNING GOALS AT THE MASTER’S LEVEL
College Learning Goal Definition
Current MBA Learning Goal Definition
Active Learning
Leading in the
Assess and build upon
Learning Organization
previous learning
and experiences to
pursue new learning,
independently and in
collaboration with others.
Appreciation for the competing
tensions and paradoxes of
management and the ability to
apply the requisite knowledge
and skills needed to balance
those competing forces.
Depth and Breadth
of Knowledge
Cultivate a broad,
interdisciplinary
understanding in the
liberal arts and sciences,
as well as expertise in a
particular field.
The development of functional
knowledge in content areas such
as MIS, A&F, OM, marketing and
economics.
Social Responsibility
Engage in ethical
1) Ethical Decision Making
reasoning and reflect
on issues such as
2) Global Understanding
democratic citizenship,
diversity, social justice
and environmental
sustainability, both locally
and globally.
Disciplinary Knowledge
Capacity for discussing the
relative ethical principles for
managing complex organizations
operating in diverse
environments, and applying
them to organizational
decision making.
Appreciation for international
modes of business, including
economic, political and cultural
differences of importance.
Communication
Express and receive ideas
effectively, in multiple
contexts and through
multiple strategies.
Managerial Communication Capacity for communicating at a
professional level, in writing, in
presentations, and in modes of
common business analysis.
Critical Thinking and
Problem Solving
Evaluate, analyze,
synthesize and critique
key concepts and
experiences, and apply
diverse perspectives to
find creative solutions
concerning human
behavior, society and the
natural world.
Strategic Critical Thinking
Quantitative Literacy
Read, interpret, use and
present quantitative
information effectively.
The development of functional
knowledge in content areas such
as MIS, A&F, OM, marketing
and economics.
Information Literacy
and Digital Media
Literacy
Critically assess,
evaluate, understand
and create and share
information using a
range of collaborative
technologies to advance
learning, as well as
personal and professional
development.
The development of functional
knowledge in content areas such
as MIS, A&F, OM, marketing
and economics.
An appreciation for the
difference between strategic and
operational or tactical business
practices, including command of
the basic strategic management
frameworks.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
POLICY PROGRAMS PLAN FOR DIRECT ASSESSMENT OF GRADUATE LEARNING OUTCOMES
Active Learning: students in the policy programs engage in active learning through designing their own
degree plans. In addition, they create their own final projects, which can consist of a position paper, a
thesis, a collection of related papers or a case study and finally, a practicum. This final project is done in
concert with a first reader and second reader, both of whom are actively engaged with the student as
they pursue their specific intellectual project.
Depth and Breadth of Knowledge: Students in the Policy Programs engage in a sustained examination
of a particular policy area and take several studies that allow them to pursue this policy from a variety
of perspectives. In addition, through the core studies, students are exposed to a range of theories and
content areas that allow them to draw on several disciplines to grasp the multifaceted nature of how
policies are created within a specific political, economic, historical and social context.
Social Responsibility: Students in the policy programs are all exposed to the ways in which ethics is
central to the development of policies that are grounded in social justice. This emphasis on ethics
in public policy cuts across all of the policy programs, and is the central moral and political tenet
that allows students to understand their role as citizens in their communities, and the rights and
responsibilities that derive from being part of this collective. Not only are they required to all take a
course in ethics and policy, but several of the studies are grounded in the perspective of how policy
implementation is decided upon can either positively or negatively affect our most vulnerable citizens.
Ethics is the measure by which our students learn to evaluate the efficacy, efficiency and adequacy of
policies that they study.
Communication: Students in the policy programs are asked to engage in communication both
interpersonally, on discussion boards, through online posts, as well as through face-to -face
interactions during the residency sessions. They are further encouraged to think about how these
communications convey the central ideas of the core studies, based on a framework of mutual respect,
and to translate these ideas in written as well as oral form. Part of the process of learning how to
communicate in fact includes being sensitive to others in these online posts, in terms of acknowledging
differences, and our core studies all emphasize the need to be thoughtful in how one articulates one’s
positions. All of our studies, both electives as well as core studies, include a strong writing component,
and students are often asked to submit several drafts of both critical essays as well as research papers
to hone their capacity to effectively communicate their ideas. The final project is the culmination of this
engagement with sustained critical communication, and every effort is made to ensure that this project
meets the high standards of argument, evidence, counter-evidence, sources, organization and clarity
that defines graduate-level writing.
Critical Thinking and Problem Solving: In policy studies, our core studies are dedicated to developing
higher order critical-thinking and problem-solving skills. Both policy process and social policy
perspectives, for example, require students to write several analytic essays; in addition, they are
required to engage in sustained online debate and analysis of each other’s writings and posts. The
study in modes of inquiry further develops these skills, as students are required to develop a final
project topic that is based on sound methodological principles, a well-developed theory in their
field, and the appropriate social scientific models to develop a hypothesis, with a corresponding
methodology and plan of action to engage in their research. We are presently in the process of adding
an additional research design study, in addition to our qualitative and quantitative methods studies,
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
43
which students are already required to take. Taken together, these methods courses will provide
a powerful framework for our policy students to engage in evidence-based research that is both
epistemologically sound and socially responsible.
Quantitative Literacy: Realizing that many of our students will need to be familiar with basic statistical
and quantitative literacy in both their work lives as well as in their own original research for their final
project, we have developed several studies to meet their needs. These include courses in Qualitative
Methods and Modes of Inquiry in Social Policy, Research Methods in Labor Policy and a number of
studies in CAED, including: Public Policy Analysis; Research Methodology; Principles of Economic
Development; Strategic Management for Private, Nonprofit and Government Organizations; Population,
Land Use and Municipal Finance and Macroeconomics/Development Policy. This focus on quantitative
literacy is addressed in these core studies, with the assumption that our graduating students will need
to be as thoroughly prepared to both analyze and, at times, create, their own quantitative measures of
the efficacy of policies that they are designing and implementing.
Information Literacy and Digital Media Literacy: Students are able to gain information literacy through
the online course tutorial that the online library offers. All students in the introductory core studies are
required to go through this online tutorial. From there, students develop more skills as they progress
through qualitative research as well as modes of inquiry, where they are asked to critically evaluate
a variety of online sources to understand what distinguishes scholarly from nonscholarly sources, for
example, or how to read online sources to assess whether the content is legitimate. Courses in media
and public policy further help students to understand the ways in which media is always already
mediated, or “framed” and how information, in particular, that is disseminated online requires a special
kind of critical engagement and analytic rigor.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
College-Level Learning Goals at the Master’s Level Policy Studies Student Learning Outcomes
Active Learning
Academic Research: Identifies a creative, focused and manageable
topic that addresses potentially significant yet previously less-explored
aspects of the topic. Synthesizes in-depth information from relevant
sources representing various points of view/approaches. Designs a final
project which organizes and synthesizes evidence to reveal insightful
patterns, differences or similarities related to focus. States a conclusion
that is a logical extrapolation from the inquiry findings.
Depth and Breadth of Knowledge
Interdisciplinarity: Be able to conceptualize and apply knowledge,
principles and/or values to more than one academic discipline
simultaneously. The disciplines may be related through a central
theme, issue, problem, process, topic, or experience. Learn to apply
these to the focus of one’s research area and apply the appropriate
methodological tools to analyze them effectively.
Social Responsibility
Approach to Inquiry: Student recognizes ethical issues when
presented in a complex, multilayered context and can recognize crossrelationships among the issues. Learns to independently apply ethical
perspectives/concepts to ethical question, accurately, and is able to
consider full implications of the application.
Communication
Critical Reasoning and Communication: Issues/problem to be
considered critically is stated clearly and described comprehensively;
delivering all relevant information for full understanding.
Organizational pattern (specific introduction and conclusion,
sequenced material within the body, and transitions) is clearly and
consistently observable and is skillful and makes the content of the
presentation cohesive.
Critical Thinking and Problem Solving
Critical Reasoning: Demonstrates the ability to construct a clear and
insightful problem statement with evidence of all relevant contextual
factors. Thoroughly (systematically and methodologically) analyzes
own and others’ assumptions and carefully evaluates the relevance of
contexts when presenting a position. Uses appropriate, relevant and
compelling content to illustrate mastery of the subject, conveying the
writer’s understanding, and shaping the whole work.
Quantitative Literacy
Approach to Inquiry: Provides accurate explanations of information
presented in mathematical forms. Makes appropriate inferences based
on that information. Uses the quantitative analysis of data as the
basis for deep and thoughtful judgments, drawing insightful, carefully
qualified conclusions from this work. Uses quantitative information in
connection with the argument or purpose of the work, presents it in
an effective format, and explicates it with consistently high quality.
Information Literacy and Digital Media Literacy
Approach to Inquiry: Effectively defines the scope of the research
question or thesis. Effectively determines key concepts. Types of
information (sources) selected directly relate to concepts or answer
research question. Accesses information using effective, welldesigned search strategies and most appropriate information sources.
Thoroughly (systematically and methodically) analyzes own and
others’ assumptions and carefully evaluates the relevance of contexts
when presenting a position. (adapted from College Learning for the
New Global Century (2007), www.aacu.org/leap.)
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ALIGNMENT OF M.A.L.S. PROGRAM GOALS AND LEARNING OUTCOMES WITH
COLLEGE-LEVEL LEARNING GOALS AT THE MASTER’S LEVEL
College-Level Learning Goals at the Master’s Level M.A.L.S. Student Learning Outcomes
Active Learning
Academic Research: articulate a research question; demonstrate
the ability to make and support a substantive knowledge claim in
one’s field; focus and clarify own scholarly aims.
Depth and Breadth of Knowledge
Interdisciplinary Understanding and Approach to Inquiry:
conceptualize and use disciplinary and interdisciplinary frameworks
appropriately; apply relevant interdisciplinary themes to own
stated interest/problem/issue; understand and effectively use
different methodological approaches related to one’s own stated
interest/problem/issue.
Social Responsibility
Interdisciplinary Understanding and Approach to Inquiry:
understand contestation; understand and apply concepts of
paradigms and paradigm shifts; understanding “meaningful”
difference; Research: acquire competency in all methods to be
used for one’s project, including ethical procedures, if required.
Communication
Critical Reasoning and Communication: think critically and
communicate ideas orally to individuals and groups; identify
readership and make effective choices concerning argumentation
and voice; draft and revise coherent academic arguments, written
in clear, well supported papers; develop ideas in coherent and
connected ways in their writing; use accepted academic formatting
styles; respect the principles of academic honesty.
Critical Thinking and Problem Solving
Critical Reasoning: think critically and communicate ideas orally
to individuals and groups; identify readership and make effective
choices concerning argumentation and voice; understand the
logical structures and rhetorical frameworks of thesis-driven
papers; develop ideas in coherent and connected ways in their
writing; draft and revise coherent academic arguments, written in
clear, well supported papers.
Quantitative Literacy
Interdisciplinary Understanding and Approach to Inquiry:
understand and effectively use different methodological
approaches related to one’s own stated interest/problem/issue.
(i.e., social science research methods and IRB training for use of
human subjects); Academic Research: select and develop skills in
appropriate methodological approaches to one’s proposed final
project; acquire competency in all methods to be used for one’s
project, including ethical procedures, if required.
Information Literacy and Digital Media Literacy
Interdisciplinary Understanding and Approach to Inquiry:
Understand and effectively use different methodological
approaches related to one’s own stated interest/problem/issue
(i.e., demonstrated competence in information literacy and digital
media literacy relevant to field of inquiry); Academic Research:
Select and develop skills in appropriate methodological approaches
to one’s proposed final project.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
GAP ANALYSIS FOR STUDENT LEARNING OUTCOMES ASSESSMENT
Although programs within graduate studies are distinct, we also share many commonalities in terms of
goals for improvement, in particular, in relation to assessment. In this section we will begin with some
common identified gaps related to student learning outcomes assessment, and then move into more
specific gaps that were identified individually by program.
Front-End Assessment: Graduate students need additional support from the beginning of their studies.
This includes the need for better tools to analyze their writing and critical-thinking skills. A graduatereadiness workshop with clear resources to support students who may need extra guidance, as
identified in their early writing samples. This sort of academic support resource should be open to all
students, including those who are relatively strong writers and thinkers but want to increase their skills
to excel in graduate-level work. There should be ongoing academic support provided throughout a
student’s time in the program.
Alignment of criteria for, and the assessment of, final projects across programs. The final project should
be a self-directed, integrative and culminating educational activity. It has multiple purposes including
that students should demonstrate a nuanced comprehension of a complex body of knowledge at the
forefront of their field of study along with the ability to critically evaluate current scholarship. Students
should be able to exhibit creativity and originality in applying knowledge to a research question or
problem. Students should be able to demonstrate facility in using established inquiry techniques in
creating and interpreting new knowledge. The final project should be a challenging piece of work
that draws on and brings together the skills and concepts students have learned through the master’s
program. It can be an applied or real world project, an academic research project or a creative project.
Self-Assessment. As a part of the front end assessment process students should be asked to self-assess
in terms of their needs, interests, and strengths and weaknesses to further help in assessing individual
student needs as well as progress over the course of their graduate program.
Administrative/Personnel Support: Students who have been identified as “at risk” need to have a
specific office and person who is their contact person throughout the program. This could be a
SAP person, but that person is specifically designated as the SGS support person who is assigned
to track the person throughout their time in the Program. Since the local tutors are often unable to
support individuals in need of help, a more systematic and clearly demarcated individual is required
who will have a “caseload” of students who have been identified as being in need of ongoing support.
This individual would be a graduate director of academic support (DAS) who could provide support
in terms of time management, organization, and writing skills (and possibly teach the Graduate
Readiness course).
Library Orientation: A recommended one-to-one session with an Empire State College online librarian
to assist with research skills and final project development/implementation.
Learning Outcomes: Clearer incorporation of learning outcomes in learning contracts to assist
students with learning goals for the course and to make grading criteria/assessment more transparent.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
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PROGRAM SPECIFIC GAP ANALYSIS
MAT PROGRAM
For the MAT program, there is a need for in depth course mapping to adjust to current changes in
teacher education at the state and national level that will change some of what is currently taught and
assessed in the MAT program. For example, new exit requirements for certification (EdTPA) will need to
be integrated into existing courses so that students have mastery of the necessary skills and content.
This in-depth program and course mapping with attention to these external changes (EdTPA, APPR,
new assessments) will be discussed indepth at both the June MAT meeting and a retreat in August.
Student outcomes and how to assess these outcomes, both during and at the conclusion of the
program (exit requirement) will be the focus of these meetings.
The MAT program also has adopted a rubric for the Transitional B program based on Danielson (2007)
which is one of the state approved rubrics for teacher evaluation under APPR (annual professional
performance review). On this rubric, students are rated from ineffective (1) to developing (2) to
effective (3) to highly effective (4). The Marzano rubric (revised) is the rubric used for the clinically
rich residency program where the scale ranges from beginning (1) to developing (2) to applying (3) to
innovating (4). The rubrics, which are completed during classroom observations, are used as indicators
of student learning and success across the program. Currently, we are working on developing
consistent exit standards related to both the Danielson and Marzano rubrics so that teachers can be
accurately assessed in terms of their knowledge about best teaching practices prior to graduation.
MBA PROGRAM
The student learning outcomes from the two direct measures will be used to see if at least 80 percent
of our students are at the proficient or expert level when they complete the capstone course (see
draft rubric in the Appendix). If 80 percent of MBA students are not meeting all six learning goals, we
will go back to the courses that have identified the learning goal as a primary objective and find how
assignments or learning activities can be modified to improve our student learning outcomes. These
primary learning goals were identified in the follow curricular map:
Skill-based outcome assessment aimed at measuring student success in meeting program learning
goals embedded in the 13 MBA core courses (see table below): Accounting and Finance (AF); Executive
Assessment and Development (EAD); High Performance Management (HPM); Human Systems and
Development (HSB); Managerial Decision Making (MDM); Managerial Economics (MEC); Management
Information Systems (MIS); Marketing Management and Strategy (MMS); Managerial Reasoning (MR);
Operations Management (OM); Strategic Analysis and Executive Choice (SAEC or first part of capstone
course); Scanning the Business Environment (SBE); Strategic Executive Leadership (SEL or second part of
capstone course). The six learning goals, as learning objectives in each of the 13 courses, are indicated
in the following curricular map.
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
MBA Learning Goals/MBA Core
AF
Leading in a Learning
Organization
EAD
HPM
XX
XX
HSB
MDM
MEC
MIS
XX
MMS
XX
MR
OM
XX
SAEC
SBE
SEL
XX
XX
XX
XX
XX
Strategic Critical
Thinking XX
XX
Disciplinary
Knowledge
XX
XX
XX
XX
XX
XX
XX
Ethical Decision
Making
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
X
XX
XX
Global
Understanding
XX
Managerial
Communication
XX
XX
XX
XX
XX
XX
POLICY PROGRAMS
Since Policy Studies does not have an accredited review board in our discipline, we are currently
searching for ways to develop an understanding of what our programs need to do in order to improve
though internal measures. On the one hand, we will need to do a program review to update what
we have already done. Drawing on the Graduate Council Program Review Guidelines, we will develop
a rubric that is modeled from their research and will focus on issues of curriculum, enrollment and
students; faculty and assessment information. In terms of curriculum, enrollment and students, some
of the specific areas we hope to measure include such things as our program website, curriculum and
course descriptions, degree requirements, relationship with institutional mission, continuing need,
enrollment trends and projections, degree completion and student abilities.
In terms of other measures of our Policy Programs, we also hope to assess the area of faculty,
specifically looking at the number and percentage of tenured faculty; the use of part-time faculty;
the level of academic preparation of faculty; the scholarly productivity of faculty and the professional
development of faculty. Finally, in terms of assessment information, we will look at such areas
as previous reviews and actions taken; strengths and weaknesses and student learning outcomes
description and measurement. All of these areas will be measured according to the following metrics:
inadequate, good, exemplary or NA. By the end of this review process, we want to make sure that our
students have met the following learning objectives:
•
•
•
•
•
•
Conduct original, publishable research in the field of Policy.
Demonstrate a broad knowledge of theory and research across several subdisciplines in the field.
Demonstrate in-depth knowledge of one area of expertise.
Follow ethical guidelines for work in the policy field.
Write and speak effectively to professional and lay audiences about issues in the policy field.
We are in the process of developing our own rubrics to measure whether students are achieving
these learning goals in their studies.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
49
M.A.L.S.: Based on the 2012 Program Review the M.A.L.S. Review Committee made the following
recommendations:
Improve Web presence/program presentation: In general, the Basic program landing page seems
to provide just enough information for a potential student (PS) to get a sense of M.A.L.S. Links to
the more detailed program pages is important, as that is where a potential student can get a deeper
understanding of what is on offer. The following recommendations encompass both technical and
substantive issues:
Technical
Ensure that both versions of the detailed program pages are merged and accessible to PS more easily.
Add a detailed M.A.L.S. program pages link to the basic program landing page found by navigating
through the Future Students button from ESC homepage.
Add an Apply Now link to detailed program pages.
On all program information pages, replace term “electives” with “supporting studies”
On all program information pages, replace term “mentor” with “advisor”
Substantive
On the detailed program pages, the individualized nature of the program is made clear. Left unstated is
the fact that students design not only their own degree program plan, but most/all of their electives (or
“supporting studies”). This should be clarified.
There are many places where links to specific examples would be much more informative and
compelling, e.g., samples of degree program plans, sample abstracts/descriptions of final projects,
sample abstracts of literature reviews, samples of student-designed electives, etc. At a minimum,
abridged descriptions (one page max) of such examples could be added in text form, or video clip.
Add a statement about the nature and value of the residency requirement, and then add a link to a
“residency” page where detailed information is provided, including the preresidency assignments and
expectations for the residency experience.
In the evaluation of student feedback several suggestions for improved marketing and outreach of
the M.A.L.S. program were made as follows: “students came from varying backgrounds but found
out about the program primarily by word of mouth. If it hasn’t been done previously, it would be a
worthwhile exercise to try to uncover commonalities among prospective students and then target
marketing efforts, if possible, at these groups. For example, a few of the respondents were in the
arts (arts educators), and a couple of others were teachers in New York hoping to receive teaching
certification. Rather than a passive approach to marketing, one may wish to consider reaching out to
specific schools or specific organizations such as NYSUT to make direct contact and to strategize about
spreading the word about what a M.A.L.S. degree has to offer these specific populations.”
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
At the April 2013 M.A.L.S. retreat, faculty had a norming session of essays from the core course Models
of Critical Inquiry (a previous evaluation was made of the core course Seminar in Liberal Studies) and
there was a review of application files measured against student success and retention.
Future recommendations include the creation of a pamphlet clarifying the Final Project process from
proposal to requirements to defense to submission of final project for approval. The M.A.L.S. core
faculty also recommends creation of an orientation pamphlet for the M.A.L.S. program to clarify course
sequencing, requirements, study options, individual program design, and policies and procedures
leading up to the creation of a final project. These suggestions were made, in part, in response to
the fact that this information is currently distributed in different places on the Web page and may be
difficult for students to access. It also will allow for a certain consistency in the orientation process in a
geographically dispersed context.
Appendices for SGS Assessment Plan
MAT STUDENT LEARNING OUTCOMES
MAT PROGRAM TEAC ACCREDITATION
1.0 Quality Principle I: Evidence of Student Learning (TEAC, 2013)
1.1 Subject matter knowledge
Candidates for the degree must learn and understand the subject matters they hope to teach.
TEAC requires evidence that the program’s candidates acquire and understand these subject matters.
1.2 Pedagogical knowledge
The primary obligation of the teacher is representing the subject matter in ways that his or her students
can readily learn and understand. TEAC requires evidence that the candidates for the program’s degree
learn how to convert their knowledge of a subject matter into compelling lessons that meet the needs
of a wide range of students.
1.3 Caring teaching skill
Above all, teachers are expected to act on their knowledge in a caring and professional manner that
would lead to appropriate levels of achievement for all their pupils.
Caring is a particular kind of relationship between the teacher and the student that is defined by the
teacher’s unconditional acceptance of the student, the teacher’s intention to address the student’s
educational needs, the teacher’s competence to meet those needs, and the student’s recognition that
the teacher cares.
Table 3.1 (from the TEAC inquiry brief) Measures, reliability and validity procedures for each claim
and theme
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
51
MBA STUDENT LEARNING OUTCOMES
MBA Learning Goals
Outcome Claims
Measures
Content course grade
Content Claim:
The MAT program
CST score
graduates teachers
who have the content MATP unit plan
knowledge needed
to teach graduates in
their subject area.
Pedagogy Claim:
The MAT program
graduates teachers
who design and teach
effective lessons in
their classes.
Teaching and
Curriculum grade
Classroom Observation
Rubric
Reliability
Validity
Comparison across terms
Taught by content specialist who
evaluates content knowledge
External measure
Inter-rater measures
External measure
Faculty review, including specialist
Comparison across terms
Multiple reviews
External measure
ATSW score
Taught by pedagogy specialist;
grade based on pedagogical
knowledge
Expert review of teaching in
the field
External measure
Caring Teaching
Skill Claim:
The MAT program
graduates teachers
who exhibit caring
teaching skills by
teaching lessons that
relate to graduates’
lives, culture and
interests.
Classroom Observation
Rubric
Cross-cutting Themes
Learning to Learn
MATP: Professional
Responsibility
Multicultural
Perspectives
COR: Cultural
Competencies
Technology
MATP: Cultural
Competencies
Multiple reviews
Inter-rater measures
MATP: Teaching Rationale
Expert review of teaching in the
field
Faculty review
Inter-rater measures
Faculty review
Comparison across terms
Expert review of teaching
performance in field
Multiple reviews
Inter-rater measures
Faculty review
MATP: Media and
Technology
As part of the accreditation process, the MBA faculty identified nine learning goals that guide the
curricular architecture and the delivery of content areas (courses). These learning goals are: leadership,
managerial communication, strategic integration, disciplinary knowledge, decision making, human
capital, global understanding, critical thinking and managerial ethics. Together the MBA courses cover
all of the nine learning goals.
In this course we will put an emphasis on the following learning goals and demonstrative outcomes:
The ability to identify a
problem
Written communication
is rudimentary. Ideas are
presented in a manner
that demonstrates neither
consistent structure nor
adequate foundation of
thought.
Demonstrates little or no
understanding of ethical
issues or corporate social
responsibility (CSR).
Demonstrates inadequate
bias in human judgment.
Students are able to
demonstrate the basic
principles of sound decision
making and judgment.
Partial demonstration of
the basics, or imperfect
understanding of them.
Students will be able to
identify the various crosscultural issues, as well as the
dynamics across countries,
and their potential relation
to organizational entities.
Ability to demonstrate,
on a descriptive level,
leadership concepts including
roles, competencies, and
behaviors such as the role of
organizational leaders, formal
vs. informal leadership and
authority, organizational values,
culture, mission, vision and
behaviors typically associated
with good leadership practice.
1.1 insufficient evidence of
1.2 evidence of
1.3 significant evidence of
Critical
Thinking
Managerial
Communication
Managerial
Ethics
Decision
Making
Global
Understanding
Leadership
Functional/
Disciplinary
2.1 insufficient evidence of
2.2 evidence of
2.3 significant evidence of
Demonstrates ability to apply a
broad understanding of the role of
organizational leaders and historic and
emerging leadership challenges to the
roles and skills required in a variety of
different situations.
Students will not only show the ability
to distinguish between the different
types of cultural issues and effects on the
organization, but also will identify its impact
as a result of its exposure to these dynamics.
Students demonstrate familiarity with
traditional models of decision making
and show the capacity to apply such tools
in problems of moderate computational
complexity (i.e., complexity beyond that
amenable to “paper and pencil” analysis).
Demonstrates evidence of comprehension
of implications of social responsibility and
personal accountability for organizational
actions.
Written arguments reflect organized
thought processes that are presented
using proper grammar and structure with
some consideration to stakeholders.
Select method and gather relevant
information to evaluate appropriate
solutions.
2.1 insufficient evidence of
2.2 evidence of
2.3 significant evidence of
NOVICE – Below graduate level, Competency – Acceptable
basic skills
1.1insufficient evidence of
1.2 evidence of
1.3 significant evidence of
Score
Professional
Learning Goals
3.1 insufficient evidence of
3.2 evidence of
3.3 significant evidence of
Demonstrates the ability, using the competing
values framework or similar theory, to articulate
and differentiate the tensions among various
organizational functions and the leadership roles
and skills required to reconcile these tensions.
Students will show the ability to identify and
recommend those of the disciplinary tools that are
likely to be most effective in helping the organization
to address the global challenges and take advantage
of opportunities, in achieving a global understanding.
Students demonstrate familiarity with traditional and
alternative models of decision making and show the
capacity to apply such tools to complex problems and
with enhanced precision. Further, highly proficient
students show the capacity to reflect on human
decision making failings (e.g., biases) and practical
short cuts (e.g., heuristics) and their implications for
the quality of a decision.
Begins to reference ethical issues and CSR as a
subject of personal inquiry for a leader. Shows
evidence of contemplation of these issues on
organizational and personal choice, such as the
concepts of CSR and accountability to stakeholders
including the natural environment.
Formulates written communication demonstrating
command of the language, structured in a manner that
presents opposing viewpoints while applying concepts
derived from course material.Consideration is given
to the variety of internal and external stakeholders.
Critically assess/analyze the value of appropriate
alternatives.
3.1 insufficient evidence of
3.2 evidence of
3.3 significant evidence of
Proficiency – Know-how
4.1 insufficient evidence of
4.2 evidence of
4.3 significant evidence of
Demonstrates a personal philosophy of
leadership that integrates the requirements
of an increasingly complex management
environment with the needs of various
organizational stakeholders including
employees, competitors, communities, etc.
Students will not only demonstrate the
ability to use assessment tools to analyze
and evaluate the final outcomes resulting
in recommendations to implement necessary
modifications, in order to optimize the
various global understanding objectives.
Students demonstrate proficiencies (above)
but they also are able to reflect on the
assumptions, strengths and weaknesses of
alternative decision-making paradigms. Further,
they are able to exercise expert judgment with
respect to problems with multiple sources of
complexity, balancing problematic uncertainty,
computational messiness, organizational
and financial constraints, and the distortions
coming from multiple sources of bias.
Demonstrates a deep awareness of how ethical
issues are translated into a leader’s personal
choice or core values including conflicting
decision on how to lead and act in an
organizational context. Connects organizational
environmental and processes with the view
that corporate success can be sued to promote
societal welfare which may include protection
of the natural environment
Consistently applies a sophisticated method
of constructing and disseminating concepts
using both theoretical and applied examples
in clearly constructed written and or
communication to respond dynamically
to targeted audience.
Systematically monitor (critique) the selected
course of action and adjust (synthesize) for
optimal implementation.
4.1 insufficient evidence of
4.2 evidence of
4.3 significant evidence of
EXPERTISE – Exceptional
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
53
SOCIAL POLICY STUDIES PROGRAM STUDENT LEARNING OBJECTIVES
Student Learning Objectives/Concept Map:
Below are sample learning activities expected to enable students to achieve the learning objectives of
the Social Policy studies programs.
Student Learning Objectives Course(s)
Activity (sampling)
Orientation to graduate
education
Policy Process
Social Policy Perspectives
Completion of graduate online orientation
Completion of teleconference orientation requirement
with advisor on graduate standards and expectations
Recognition and analysis of
elements of community and
institutional organizations
Electives: Human Services Policy
Community Organizing
NYS Government
Evaluation of online service agency resources
Examination of agency mission statements and
strategic plans
Core Studies:
Policy Implementation
Policy Process
Social Policy Perspectives
Community resource and mapping exercise
Advocacy in State and
Community Level Government
Advocacy for the
Mentally Disabled
Recognition and analysis
of cultural, historical and
individual differences in
human societies
Gaining understanding of the history and development of
human services and voluntary associations demonstrated
in essays
Review and analysis of current budget and
legislative proposals
Examination of statutes, regulations and legal
cases regarding mental health policy
Core study: social policy
perspectives
Ethics in Public Policy
Identify racial and socioeconomic disparities through
mapping exercise employing census data
Race, Class, Gender in
U.S. Public Policy
Identify demographic changes in the age pyramid and
dependency ratios through exercise employing census data
Class discussion of Harris-Perry on “The Help”
Aging and Public Policy
Recognition and analysis
of differences in power
relations and justice and
ethical positions
Ethics in Public Policy
Policy Implementation
Social Policy Perspectives
Advocacy in State and
Community Level Government
Community Organizing
Compare/contrast permanency placements by race and
ethnicity
Participation in public hearings and community meetings
on policy issues
Essay analysis AFDC/TANF transition
Preparation of a policy brief or position paper in support
of a particular candidate position
Lobbying on behalf of grassroots organizations
Employment of critical
thinking skills in comparative
social analysis
Advocacy in State and
Community Level Government
Public Policy Analysis
Community Organizing
Analysis of community advocacy case studies
Review and analysis of current budget and
legislative proposals
Core Studies: Modes of Inquiry
Quantitative Methods
Qualitative Methods
Application of concepts
in a “service learning”
environment
Advocacy in State and
Community Level Government
Core Studies:
Policy Implementation
Final Project
Gain practice-based policy reform experience in
internship component
Examples (as one part of the final course)
1. “shadowing” internship in an agency (40 - 50 hours only) or
2. preliminary research for grant application or
3. preparation for incorporating an agency as a nonprofit or
4. program evaluation/outcomes assessment or
5. program development or
6. action research for a social change agenda
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
M.A. in Labor and Policy Studies Learning Objectives
Student Learning Objectives Course
Activity
Term One
Program Introduction
Foundation Knowledge
Term One
Work and Labor Studies
Policy Process
Term One
Policy theory
Overview of labor studies
Completion of individual written assignments and other
course activities.
Term Two
Understand historical context
for work and labor policy.
Acquire knowledge of
required research skills.
Term Two
History of Labor and Policy
Labor Research Methods
Term Two
Research and write papers that reflect an understanding of
the emergence of workers movements in the United States,
the historical development of employment in the United
States, the role of the state.
Complete assignments that demonstrate an understanding
of the difference between primary and secondary sources,
human subject research requirements and qualitative vs.
quantitative research.
Term Three
Understand and analyze
contemporary labor and
employment issues.
Understand and analyze
the legal framework
which governs labor and
employment policy.
Term Three
Current Issues Facing Labor
Labor Law
Term Three
Demonstrate familiarity with current labor issues through
required course learning activities.
Demonstrate familiarity with the legal framework associated
with work and labor through designated course learning
activities.
Term Four
Understand and be
conversant with global labor
and work issues.
Or
Understand and be
conversant with key concepts
in the sociology of work.
Research and write a final
project proposal.
Term Four
Globalization
Sociology of Work/HR
Labor Research Proposal
Term Four
Demonstrate familiarity with concepts like globalization,
outsourcing, offshoring.
Or
Show familiarity with concepts such as Maslow’s Hierarchy
of needs, workplace place structure and gender.
Demonstrate the ability to identify and use primary and
secondary sources; identify and explain a manageable research
topic; demonstrate knowledge of the human subject research
protocols if applicable to the final project being proposed.
Term Five
Build on program progress
through an elective course
and by commencing work on
a final project.
Term Five
Elective
Final Project I
Term Five
Continue to show evolving understanding the program
content through course and final project work.
Term Six
Program completion through
an elective and final project
completion.
Term Six
Elective
Final Project II
Term Six
Complete the degree by successfully defending an original
final project.
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
55
GRAD/M.A.L.S. PROGRAM GOALS AND LEARNING OUTCOMES
Goal 1: Critical reasoning and communication
Goal 2: Interdisciplinary Understanding and Approach to Inquiry
Goal 3: Academic Research
B or better grades
DP and Lit Rev
Final Project and Defense
First term
M.A.L.S. Student Learning Outcomes
Students will be able to:
Think critically and communicate
G1:
ideas orally to individuals
Critical
and groups.
Reasoning
and
Develop skills of close/critical
Communication
reading of academic literature
across appropriate disciplines.
Seminar in Models of
Perspectives in
Liberal Studies Critical Inquiry Interdisciplinary
Studies
Identify readership and make
effective choices concerning
argumentation and voice.
Understand the logical structures
and rhetorical frameworks of
thesis-driven papers.
Locate and utilize relevant
academic literature.
Draft and revise coherent
academic arguments, written
in clear, well supported papers.
Develop ideas in coherent and
connected ways in their writing.
Use accepted academic formatting
styles properly and consistently.
Respect the principles of
intellectual honesty.
G2:
Interdisciplary
Undergraduate
and Approach
to Inquiry
Conceptualize and use disciplinary
and interdisciplinary frameworks
appropriately.
Apply relevant interdisciplinary
themes to own stated interest/
problem/ issue.
Understand and effectively
use different methodological
approaches related to one’s own
stated interest/ problem/ issue.
Understand contestation.
Understand and apply concepts
of paradigms and paradigm.
Articulate relevant theoretical and
methodological approaches to
one’s field of study.
Identify and evaluate theory(ies)
relevant to own scholarly inquiry
and work.
Understanding “meaningful”
difference (differentiate trivial
from wider implications).
FP Proposal
Second Term
Literature
Review
Electives
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SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
B or better grades
DP and Lit Rev
Final Project and Defense
First term
M.A.L.S. Student Learning Outcomes
Students will be able to:
G3:
Articulate a research question
Academic
Research
Demonstrate the ability to
make and support a substantive
knowledge claim in one’s field
Seminar in Models of
Perspectives in
Liberal Studies Critical Inquiry Interdisciplinary
Studies
Focus and clarify own scholarly
aims for a program of study
Compile and annotate an
appropriate research bibliography
Identify key journals relevant to
one’s theme/field of interest
Write a review of literature
Identify key thinkers, debates and
theoretical frames in one’s field
Determine the history and position
of one’s question/project in a larger
intellectual discourse
Position and articulate one’s own
scholarly or creative voice clearly
within the broader scholarly
community discourse
Select and develop skills in
appropriate methodological
approaches to one’s proposed
final project
Acquire competency in all
methods to be used for one’s
project, including ethical
procedures, if required
Demonstrate mastery of the topic
of inquiry or creative medium of
one’s final project
FP Proposal
Second Term
Literature
Review
Electives
SUNY Empire State College • School for Graduate Studies • Academic Plan 2013 - 2018
57
Selected References
NB: The task force consulted a variety of sources to inform the discussions and collective drafting of this document, including but
not limited to those listed below, and various graduate school policy and planning documents, academic program reviews, student
information and enrollment reports.
Belasen, A. T. (2000). Leading the learning organization: Communication and Competencies for Managing Change, Albany, NY:
SUNY Press.
Bonnabeau, R. (1996). The Promise Continues: Empire State College – The First 25 Years. Virginia Beach, VA: Donning Co.
Center for Planning and Institutional Effectiveness. (2013) SUNY Empire State College Fact Book, 11th edition. Saratoga Springs:
Empire State College. Retrieved
http://www8.esc.edu/esconline/cdlrev2.nsf/pix/Fact%20Book%20201112%20FINAL_updated%20AITM%20Cycle.pdf/$file/Fact%20Book%20201112%20FINAL_updated%20AITM%20Cycle.pdf?OpenElement
Council of Graduate Schools. (2009). Data sources: Graduate degree attainment of the U.S. population. CGS Communicator,
42(6), 6 - 7.
Empire State College. (2010). Integrated Technologies Strategic Plan 2010 - 2015. Saratoga Springs: Empire State College.
Retrieved http://www.esc.edu/media/oit/ESC-Integrated-Technologies-Strategic-Plan-2010---2015.pdf
Empire State College. (2010). Vision 2015: Strategic Plan for 2010 - 2015. Saratoga Springs: Empire State College.
Retrieved http://www.esc.edu/media/president/presidentoffice/2010-15-Vision-5-24-10.pdf
Empire State College. (2011). Empire State College: Academic Plan. Saratoga Springs: Empire State College.
Retrieved http://www.esc.edu/media/academic-affairs/oaa/Academic-Plan-1-11-2012.pdf
School for Graduate Studies. (2012). School for Graduate Studies [draft] Academic Assessment Plan. Saratoga Springs: Empire State
College. Retrieved https://www.dropbox.com/s/1nbg2d2iqrx65ka/SGSASSESSMENTPLAN5-18DRAFT.pdf
State University of New York. (2009). The Power of SUNY: Strategic Plan – 2010 and Beyond. Albany: State University of New York.
Retrieved http://www.suny.edu/powerofsuny/pdf/SUNY_StrategicPlan.pdf
State University of New York. (2012). SUNY Report Card. Albany: State University of New York.
Retrieved http://www.suny.edu/powerofsuny/reportcard/
State University of New York. (2013). Open SUNY. Albany: State University of New York. Retrieved
http://www8.esc.edu/esconline/cdlrev2.nsf/7ee05c19c4623d128525767800520634/581ad7d9e
2ccc8f7852579fb006695d0/$FILE/OpenSUNYFinal.pdf
U.S. Bureau of Labor Statistics. (2009). Employment projections: 2008 - 2018 summary. Washington, DC: U.S.
Department of Labor. Retrieved from http://www.bls.gov/
U.S. Bureau of Labor Statistics. Employment projections: 2008 - 2018 summary.
Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N. and McAllister, P. (2010). The Path Forward: The Future of
Graduate Education in the United States. Princeton, NJ: Educational Testing Service.
Academic Plan
2013 - 2018
School for Graduate Studies
School for Graduate Studies
111 West Ave.
Saratoga Springs, NY 12866-6069
2/2014