The State University of New York Budget Request 2007-08 Table of Contents I. Mission 2 II. Message from the Chancellor 3 III. Commitment to Excellence Accessibility 6 Affordability 7 Accountability 8 Quality 10 IV. Innovation Teaching and Learning 16 Research in the Laboratory 19 Driving Economic Development 21 Across the Globe 31 Efficiency and Effectiveness 36 External Funding 39 Informing Public Policy 41 V. 2007-08 Operating Budget Request State-Operated and Statutory Campuses 43 Base Level Budget 47 Targeted Initiatives 47 Community Colleges 53 Base Level Budget 53 Targeted Initiatives 53 Budget Request Summary 56 VI. 2007-08 Capital Facilities Budget Request Capital Facilities Request 58 Master Capital Plan 59 VII. SUNY Campuses University Centers/Doctoral Campuses 66 University Colleges 74 Colleges of Technology 82 Community Colleges 87 Mission of The State University of New York (New York State Education Law, Section 351) “The mission of the state university system shall be to provide to the people of New York educational services of the highest quality, with the broadest possible access, fully representative of all segments of the population in a complete range of academic, professional and vocational post-secondary programs including such additional activities in pursuit of these objectives as are necessary or customary.” “These services and activities shall be offered through a geographically distributed comprehensive system of diverse campuses which shall have differentiated and designated missions designed to provide a comprehensive program of higher education, to meet the needs of both traditional and non-traditional students and to address local, regional and state needs and goals. In fulfilling this mission, the state university shall exercise care to develop and maintain a balance of its human and physical resources that: a. recognizes the fundamental role of its responsibilities in undergraduate education and provides a full range of graduate and professional education that reflects the opportunity for individual choice and the needs of society; b. establishes tuition which most effectively promotes the university’s access goals; c. encourages and facilitates basic and applied research for the purpose of the creation and dissemination of knowledge vital for continued human, scientific, technological and economic advancement; d. strengthens its educational and research programs in the health sciences through the provision of high quality care at its hospitals, clinics, and related programs; e. shares the expertise of the state university with the business, agricultural, governmental, labor and nonprofit sectors of the state through a program of public service for the purpose of enhancing the well- being of the people of the state of New York and in protecting our environmental and marine resources; f. promotes appropriate program articulation between its state-operated institutions and its community colleges as well as encourages regional networks and cooperative relationships with other educational and cultural institutions for the purpose of better fulfilling its mission of education, research and service.” Message from Chancellor Ryan SUNY was founded in 1948 with the foresight of taking the state’s Normal Schools and Teacher Colleges and creating a statewide system of higher education accessible to all New Yorkers. As SUNY nears its 60th anniversary, we need to continue our historical commitment to providing a high quality, student-focused accessible, affordable and attainable higher education. We need to fuel economic development by producing graduates who meet the State’s growing workforce needs in fields such as healthcare, education, computer technology, engineering, science and math. We need to focus more on campus research and community involvement to support regional economic priorities and challenges. We need to raise philanthropic support and we are more than half way to our collective goal of raising $3 billion in private support to provide the margin of excellence for each campus. We need to continue to invest in the talented SUNY professionals who will provide our students with the quality education they deserve. SUNY’s enrollment reached a record-breaking level in the fall of 2006, a milestone made possible by targeted investments in the University and by the prudent management of our campus presidents. But there are thousands more prospective students who are seeking a SUNY education and we must be prepared to offer them the opportunity. The demographics of New York State show that future SUNY students will come from an increasingly more diverse group of individuals, intellectually, culturally and financially. To best serve them, SUNY must be equally diverse, addressing the needs of this population from every angle. Access and affordability are the keys to the future of higher education in New York State, and with additional financial resources, SUNY can continue to show all New Yorkers the gateway to success. This success is not just individual, for SUNY’s success fuels New York’s economy as well as its national and international stature. As the world transitions to a knowledge-based and global economy, we must continue to invest in higher education. As the world gets flatter, New York State must get smarter. In this next budget cycle, it is imperative that SUNY expand the programs and initiatives that are attracting these new students to our system – Empire Innovation, Centers for Excellence, local community and international collaboration, research and, above all, affordability, accessibility, and quality. One of the greatest challenges facing the State University is maintaining a sufficient level of full-time faculty. While part-time faculty perform important service to SUNY, it is our full time faculty who expand our research portfolio, participate in University governance, and shape the culture of our campuses through their commitment to teaching and learning. Simultaneously, SUNY must maintain its affordable “sticker price” as it continues to achieve top quality. SUNY offers students one of the best college educations in the nation at one of the nation’s most affordable prices. As higher education costs continue to rise and state budgets across the nation are increasingly strained, New York State and SUNY can and should implement policies that guarantee even greater affordability and accessibility to higher education. To that end, SUNY supports the concept of a rational tuition plan that would break the cycle of episodic and unpredictable tuition increases and guarantee a tuition rate for all students for the length of their degree program. Rational tuition is sound policy and a commitment to our students that would allow them to efficiently plan for their education instead of worrying about unexpected tuition rate increases. Moreover, the modest incremental increases would be invested directly back into academic quality initiatives on campuses to enhance the learning atmosphere. SUNY continues to work diligently to achieve its primary goal of providing each and every SUNY student a top-quality higher education that is affordable, accessible and attainable. At the same time, we must stay focused on the key aspects of higher education that are evolving, such as globalization, economic development, innovation and research. The University’s 2007-08 Budget Request provides a detailed outline of what SUNY has achieved and our vision moving forward relative to affordability, accessibility, accountability, globalization and, above all, quality. If we are not providing all of our students a top-quality education that is affordable, accessible, and attainable, we are not doing our job. It’s that simple. John R. Ryan, Chancellor The State University of New YorkCommitment to Excellence Accessibility Access to public higher education is a point of pride and an obligation for the state of New York and, with strategic investment, SUNY can remain an open gateway to better lives and more opportunities for all New Yorkers, regardless of family income. SUNY’s goal is to maintain points of entry for all students through its four-year institutions and its network of community colleges. Enrollment at SUNY is at a record level of 418,000 students. The number of full-time, first-time students is also at an all-time high, meaning that more students are choosing SUNY each year. While SUNY community college enrollment has increased 15 percent in the past 5 years, enrollment at four-year SUNY campuses has grown at a lesser rate, primarily because state funding for enrollment growth was absent. This has resulted in a growing number of eligible students, including community college graduates, being denied admission to a four-year SUNY campus. Targeted investment has begun to allow SUNY to hire additional full-time faculty and add course sections to accommodate additional students. A chart shows the Total University Enrollment, Fall Headcount, preliminary estimate 2006 SUNY community colleges, which offer open enrollment, are serving more than 216,000 students. Enrollment of first-time, full-time freshmen at SUNY community colleges has increased nearly 30 percent in the past five years, to more than 38,000 in 2005. This number is projected to increase through the end of the decade as the number of New York State high school graduates continues to grow. It is critical to provide funding to SUNY’s four-year colleges to enable SUNY to meet this growing demand by New York residents. Community colleges also provide valuable access to retraining and skill development for mid- and late-career workers, single parents and other non-traditional students. The importance of continuing education is rising as New York transitions to a knowledge- based economy, and demand increases for workers with new skills and an aging baby boomer population creates greater need for healthcare workers, many of whom are trained at community colleges. In addition, for more than 35 years, the University’s Educational Opportunity Program has provided access to public higher education for students whose academic and economic circumstances prevented them from realizing their full potential in high school. SUNY currently enrolls over 10,000 students in its EOP program systemwide. These students received financial assistance, tutoring, mentoring and counseling to assist them in their higher educational pursuits. This group of students graduates at a very high rate into successful career tracks. As educational costs continue to increase and the pool of college-going students continues to grow, the state needs to uphold its commitment to ensure that every single New York State resident who wants to earn a college degree or further their education has a place in our public higher education system – regardless of income. Affordability Affordable higher education is one of the most effective ways we can improve the social and economic future of individuals, our communities, and New York State. It permits students to transcend social and economic barriers and pursue and achieve a high quality college education. An undergraduate education at the State University of New York is one of the most affordable in the country. Tuition is low, financial aid is plentiful, and the long-term return on investment is excellent. Nearly 80 percent of full-time SUNY students receive financial aid through grants, loans, work study or a combination of the three, minimizing the initial cash outlay for educational expenses and maintaining access to the State University system for low- and middle-income students. Most important, SUNY tuition is an extremely affordable investment. The state pays more than 60 percent of the cost of educating each undergraduate SUNY student at a four-year institution, keeping SUNY’s full tuition amount – or ‘sticker price’ – well below the regional average and far below the cost of private college tuition. With resident tuition of $4,350 per year and average annual fees of $1,072, SUNY offers the lowest average tuition and fees of any four-year public college or university in New England and the Mid-Atlantic Region. SUNY tuition and fees are also below the national average. According to the 2006 College Board annual survey, the national average for tuition and fees at public four-year institutions is $5,836, well above the SUNY average. SUNY’s community colleges provide a gateway to higher earnings and increased personal and professional opportunity for students who are place-bound or cannot afford to live away from home. Community college’s open access policy provides entry to higher education for many groups who would not otherwise enroll, including full-time workers and high school graduates without the skills needed to matriculate directly to baccalaureate programs. The state’s Tuition Assistance Program (TAP) is a significant source of aid for many SUNY students. The program awards need-based grants of up to $5,000 per year to New York State residents who attend college within the state, for a maximum total award to SUNY students of up to $17,400 over four years. In 2005-06, 128,900 SUNY students received $261.4 million in tuition assistance through TAP. TAP makes community and four-year college attendance particularly affordable for students who are economically challenged. With community college tuition averaging $3,059 and SUNY four-year tuition of $4,350, both are less than the maximum TAP grant; thus, students from low- income households who maintain their existing living arrangements essentially attend college nearly tuition free. Over a working lifetime, the individual benefits of investment in higher education are substantial, from increased physical and mental health to nearly one million dollars extra in earnings for bachelor’s degree holders on average. SUNY is committed to preserving the affordability of public higher education in New York State. A chart shows the Average In-State Tuition and Fees (Northeastern United States) 2006- 07. Source: College Board Survey Accountability The State University of New York has exemplar processes to ensure the quality and rigor of the academic enterprise. Our campus-based, university-wide assessment and planning initiatives position the State University as a national leader in accountability. Created in partnership with our faculty, the SUNY Assessment Initiative and Mission Review Planning Process lay out a series of guidelines and standards that are even more rigorous than those required by regional accrediting agencies. Assessment SUNY’s Assessment Initiative is a comprehensive program to improve teaching, learning and curricula by focusing on student learning outcomes. Faculty use sophisticated assessment tools to infuse continuous quality improvement into classroom teaching and academic program design. The General Education Assessment Program requires all campuses to measure student learning in each of the ten general education subjects: Mathematics, Natural Sciences, Social Sciences, American History, Western Civilization, Other World Civilizations, Humanities, the Arts, Foreign Language and Basic Communication. Further, student learning is measured in two competency areas consisting of thirty specific student learning outcomes: Critical Thinking (Reasoning) and Information Management. SUNY requires these measurements to be completed on a three-year cycle and the results used to improve student learning through, for example, modifications to the curriculum and the teaching. The program guidelines for the Assessment of Academic Majors are stringent ensuring the sustained quality of the academic programs on our campuses. SUNY requires every undergraduate major to undergo a program review on a five- to seven-year cycle. The review must include a detailed self-assessment that focuses on student learning outcomes, as well as an objective evaluation of the self-assessment report from an external review team, including a campus visit and written report to the campus Chief Academic Officer. Since this process began in 2001, well over 1,000 programs across the system have been reviewed. These reviews frequently lead to curricular changes that improve student learning within their academic major. Mission Review SUNY uses its nationally recognized Mission Review process for institutional planning across all 64 campuses. This comprehensive planning tool is designed to align the State University’s goals with campus strategic plans. The process culminates in a Memorandum of Understanding (MOU) signed by the Chancellor and Campus President. The MOU requires institutional planning on many facets such as enrollment and admissions, faculty profile and development, academic programs, student outcomes, student life, technology, facilities, administrative structure and external relations. The Mission Review Process requires each campus to benchmark itself against peer institutions and to articulate specific quantifiable goals that will be achieved during a five-year period. The goals include plans to improve student success as measured, for example, in improved graduation and retention rates. Other areas of emphasis include faculty research and scholarship, and planning for facilities and infrastructure to support the academic enterprise. Building on the success of the first cycle of Mission Review SUNY is now completing the planning phase of the second cycle marked by the signing of new Memoranda of Understanding for each campus. Our campuses have articulated new goals that continue to move the University toward achieving even higher levels of quality. The MOU serves as an important accountability tool for both campuses and system, allowing the University to measure its progress and improvement on an ongoing basis. Quality The quality of an institution is determined by the quality of the people who work, learn and lead within it. At SUNY, the quality of its faculty, students and campus leadership is the driving force behind its growing reputation as one of the nation’s premier public university system. SUNY faculty and students are leading unprecedented growth in research, teaching and academic achievement, while campus administrators are ensuring that faculty and students have the tools and resources necessary to ensure a healthy learning environment and that SUNY students are graduating in a timely manner. Student Quality Enhanced reputation supported by stronger and broader programs of study has raised the academic profile of incoming students at all SUNY campuses. Our enrollment and average SAT scores are at all-time highs. Forty-three percent of college-bound New York State students enroll at SUNY each year, and SAT scores of SUNY students continue to rise. More than 50 percent of those who enrolled at SUNY University Centers in Fall 2003 had SAT scores above 1200 and grade point averages above 90, comparable to admission profiles found at top public flagship institutions in California, Michigan, Texas and North Carolina. Overall, SUNY four-year campuses averaged 1142 on the SAT, 116 points above the national average. Faculty Quality The State University of New York continues to attract, engage and support a diverse faculty of leading teachers and scholars, while advancing the frontiers of knowledge and practice. SUNY faculty include winners of the Nobel Prize for pharmacology, chemistry and physics; Dirac and Fields medalists; winners of MacArthur “Genius” grants and the National Medal of Science; and members of the National Academies of Science, Engineering and Medicine. SUNY faculty are experts in fields as diverse as nanotechnology, medieval literature and textile design. Award Winning SUNY Faculty • Dr. CN Yang 1957 Nobel Prize in Physics (Stony Brook) • Dr. Herbert A. Hauptman 1985 Nobel Prize in Chemistry (UB) • Dr. Robert F. Furchgott 1998 Nobel Prize in Medicine (Brooklyn HSC) • Dr. Paul C. Lauterbur 2003 Nobel Prize in Medicine • Dr. John Milnor Fields Medalist (Mathematics) (Stony Brook) • Peter van Nieuwenhuizen Dirac Medal (Physics) (Stony Brook) • Lydia Davis 2003 MacArthur Fellow, (U Albany) • Carl Dennis 2003 Pulitzer Prize (poetry), (UB) SUNY also has many Pulitzer Prize, Truman Scholars, Grammy, Emmy and Tony winning faculty. SUNY’s high level of academic quality is produced by constant innovation and reinvestment in its faculty, by maintaining an atmosphere that supports intellectual challenge and inquiry, and by our faculty members’ individual commitments to their students and their work. It is also the product of more pragmatic elements: competitive salaries for attracting top faculty and graduate students, well-equipped laboratories that support groundbreaking research, and a critical mass of full-time faculty whose work extends well beyond the classroom. As SUNY enters its next phase of growth, investment in faculty and research is critical to building quality that enables SUNY to transition from a very good university to one that is great. Investment in SUNY faculty and research is also essential to New York State’s ability to create economic growth in the coming years. Strategic investment in higher education produces enormous economic benefits not only for college graduates, who earn, on average, an extra million dollars over their working lifetimes because of their college degrees, but also for state and local communities. These benefits are evident in states such as Florida, Arizona, and Virginia, which are investing aggressively in higher education and seeing their grant awards nearly doubling the national average. The benefits of such dramatic growth are widespread: a single $1 million grant creates 29 jobs, the equivalent of bringing a small business to town. The United States invests $40 billion annually in academic research, an amount expected to continue to grow. Substantially increasing the number of SUNY’s research faculty would make the University far more competitive for the growing pool of research funding and dramatically increase both the University’s economic impact and its return on faculty investment. Achieving a critical mass of high-quality research faculty produces a much greater rate of return on the institution’s investment in its faculty. The University of California at Los Angeles, for instance, attracts more than three times as much annual grant funding as it spends on its research faculty, as does Pennsylvania State University. Both have research faculties about twice as large as SUNY’s largest research centers, the University at Buffalo and Stony Brook University, and generate significantly more research dollars per faculty member. A chart shows Faculty Research Productivity at Selected Universities. Source: NSF Academic Research and Development and IPEDS Increasing investment in top faculty would increase the state’s return on its investment in SUNY, and thus the university’s economic impact on New York State. The growth would have a much-needed positive impact on Upstate New York, which houses three of SUNY’s university centers, and expand opportunities for students, business, and citizens statewide. Using national peer performance as a benchmark, SUNY sets faculty productivity goals in teaching, research and scholarship. Data from national sources suggest the SUNY faculty are in the top ranks of higher education in terms of publications and citations. The following chart (page 12) shows that full-time SUNY faculty members exceed the national averages for published academic articles at all four-year campuses, and far exceed the averages for doctoral and health science centers. A chart shows SUNY’s where Doctoral/Research Faculty Scholarly Productivity Execeeds National Benchmarks. Source: Institute for Scientific Information (ISI) Compared with public colleges and universities in the same Carnegie classification, nine state-operated SUNY campuses are in the top quartile in total faculty publications per full-time faculty member. For our doctoral campuses, that puts them in the company of institutions such as the University of Wisconsin at Madison, University of Texas at Austin, University of Illinois at Urbana-Champaign, and University of Michigan. Expanding the level and distinction of the research enterprise within the University is an essential component of SUNY’s mission. Indeed, it is an important component of maintaining and developing the State’s economy in an era of increasing global competition. World-class research promotes SUNY’s stature to the benefit of all New Yorkers. Enhancing the research environment on all campuses enables the University to continue to attract the best and brightest faculty from around the world. The State University’s Empire Innovation Program, established in Fiscal Year 2006-07, will allow the University to hire sought-after research faculty in specific areas to help drive research and economic development. The program began with the hiring of 33 faculty and will culminate with 200 new faculty over five years who will generate over $1 billion in economic benefit for the state. Strengthening the research enterprise also enriches student learning, as research and teaching are closely interrelated and synergistic. Faculty who are actively engaged in creating knowledge bring those insights to their teaching at both the graduate and undergraduate level, and students have opportunities to work with top faculty researchers from whom they learn to do original work. Finally, university-based research directly and indirectly benefits the people and economy of New York through advancing knowledge from basic research to product development in business partnerships. The $895 million in external funding attracted each year for SUNY research is a factor in the state’s economic growth. In 2004-05, more than 10,500 sponsored projects on State University campuses supported 18,500 jobs statewide, and SUNY inventions generated $13.5 million in royalties. As of last year, 47 start-up companies using SUNY inventions and technologies were in operation. Graduation Rates SUNY’s six-year graduation rate of 58 percent is not only 13 percentage points above the national average graduation rate of 45 percent for publicly funded universities, but also leads the national average for private universities.1 This trend continues through four- and five-year graduation rates, with SUNY matching or exceeding graduation rates for both public and private universities. A chart shows Public Sector Graduation Rates by State (2002-03). Source: College Board Survey When compared to their national peer institutions, SUNY schools rank at or near the top. In 2003, the latest year for which national data is available, SUNY Geneseo had the highest four-year graduation rate in the nation, 64 percent, among public comprehensive colleges and is ranked 21st when private colleges are factored in. Other notable rankings of SUNY’s comprehensive colleges include SUNY Fredonia, ranked 7th, and SUNY Plattsburgh, ranked 13th, among public comprehensives. SUNY’s university centers also rank high. Binghamton University’s 69 percent graduation rate is the third highest four-year graduation rate in the nation among public research/doctoral universities and was ranked 32nd nationally among all research/ doctoral universities in 2003.3 The University at Albany, Stony Brook University and the University at Buffalo all have graduation rates within the top third of the country’s public research/doctoral universities and within the top half when private schools are factored in. SUNY’s graduation rate also compares favorably to public colleges and universities in peer states, exceeding the average graduation rates peer institutions in California, Wisconsin, Michigan, Massachusetts and Florida. The quality of a SUNY education is good. In order to make it great, new initiatives and targeted investments must be made. These investments will assure greater attainment in faculty quality and student achievement. A chart shows Graduation rates Exceed National Public Benchmarks. Source: Integrated postsecondary Education Data System (IPEDS) Innovation Teaching and Learning SUNY’s award winning faculty continually seek innovative ways to enhance student learning and to prepare students to compete in the global marketplace. The following are examples of innovation in teaching and learning from SUNY campuses. SUNY has 38 campuses with formal honors programs that provide an engaging learning community for highly motivated students through rigorous academic coursework and one-on-one interaction with top faculty and support networks that help honors students achieve at the highest level. For example, the SUNY Plattsburgh Honors Program, established in 1984 and serving over 300 students, is one of the oldest and largest in SUNY. At Plattsburgh, honors students are offered a range of small seminars during their freshman and sophomore year that have been specially designed for the honors program. The program culminates in the junior and senior years with research opportunities directed by faculty mentors that result in a written honors thesis. Stony Brook University is breaking new ground through its Undergraduate Colleges that are designed to bring students together in thematic learning communities (Arts, Culture and Humanities; Global Studies; Human Development; Information and Technology Studies; Leadership and Service; and Science and Society). These colleges serve as academic and social communities and are linked to one of six residential living complexes. Each year, first-year students join one of the six colleges and are required to take two consecutive Freshman Seminars. These courses are small, interactive seminars designed to introduce students to thought-provoking subjects. They provide a unique opportunity to explore ideas, learn from peers, and benefit from interaction with faculty in small learning environments. Buffalo State College’s Volunteer and Service-Learning Center leads efforts to integrate service with learning in academic curricula while improving the success of local agencies and schools in meeting the needs of community residents. Students work with leaders in local agencies on projects designed to enhance community programs that benefit local residents. For the student, service-learning facilitates their attainment of several crucial educational goals of the college, including civic engagement, teamwork, problem solving, public speaking, research, communication, and analytical skills. Hudson Valley Community College, with key support from its Workforce Development Research and Development Center and its School of Engineering and Industrial Technologies, has partnered with the New York State Energy Research and Development Authority specialists in residential energy conservation and related training and curriculum development. Key features of this program include the establishment of a statewide network of geographically distributed Energy Smart Learning Centers at secondary and post-secondary educational institutions. The “Energy Institute” at Hudson Valley Community College will develop and deliver a broad range of degree and non- degree programs, furthering the impact of this innovative program. Teacher Education Teacher preparation, long a core mission of the State University, has now emerged as one of the most urgent policy priorities in the nation. Accordingly, SUNY set out to build on its historic strength in teacher education to assure that all teachers educated at SUNY campuses are superbly prepared and able to meet the challenges posed by the country’s rising school performance expectations. The result was a path-breaking initiative entitled A New Vision in Teacher Education (2001). On an annual basis, SUNY prepares approximately 25 percent of the state’s 20,000 new teachers who gain certification through college and university programs. SUNY continually outperforms its public and private peers on state teacher certification exams. The New Vision in Teacher Education action agenda strengthens SUNY’s highly regarded teacher education program in three fundamental ways: building in greater academic rigor and accountability by increasing content and clinical preparation requirements; committing significant resources to address New York State’s growing need for excellent teachers, especially in urban areas and high-need subjects; and reinforcing a culture of continuous assessment and improvement through accreditation standards. Specifically, New Vision sets rigorous standards that significantly exceed those required by New York State, including content majors for all secondary school teaching candidates; concentrations in relevant disciplines for all elementary school teaching candidates; and 100 hours of field experience prior to student teaching and 75 to 90 days of student teaching, with half of those days served in a high-needs setting. Building on the success of A New Vision in Teacher Education, SUNY has undertaken several new initiatives: • The SUNY Urban Teacher Education Center (SUTEC), in cooperation with the New York City Department of Education, places SUNY students in semester-long teaching experiences in the City, providing a broad range of support services. Nearly 50 percent of students placed by SUTEC obtained full-time jobs in City schools upon graduation. • SUNY is actively administering a $675,000 FIPSE (Fund for the Improvement of Postsecondary Education) grant to help campuses collaboratively develop processes for assessing teacher education. The results of this project will provide meaningful ways to measure teacher performance in the classroom, looping back to continuously improving our own teacher education programs. • SUNY System Administration facilitated collaboration between SUNY Teacher Education Programs and SUNY community colleges to develop a Teacher Education Transfer Template (TETT) that provides community college graduates with seamless entry into teacher education programs. New efforts in the teacher education arena are under way: • Creation of Regional Advisory Councils throughout New York State in collaboration with the NYSED and Regional BOCES superintendents. These councils will collaboratively discuss teacher education agreements, school planning needs, and alignment between the K-16 curriculum and University expectations. SUNY Learning Network The SUNY Learning Network has received awards for excellence in online instruction and programming from the Alfred P. Sloan Foundation and Educause, two prominent national organizations devoted to understanding and promoting distance education. The SUNY Learning Network (SLN) supports and encourages distance learning over the Internet on the SUNY campuses. Since opening in 1995 with 119 students, SLN has grown to be one of the largest and most prominent online learning programs in the nation. SLN currently supports approximately 100,000 enrollments on 40 SUNY campuses in over 100 complete degree and certificate programs and 4,300+ courses. Through SLN, SUNY extends its academic reach to students already on its campuses, to underserved, working and non-traditional New Yorkers, and to students in other states and nations. It enables cross-campus academic collaborations, leveraging existing resources to create innovative new programs that pool the resources of multiple campuses, such as the new initiative instituting one of the nation’s first Bachelors of Electrical Engineering degree online from three SUNY universities, and the SUNY Center for International Online Programs, created this year. SUNYConnect SUNYConnect, the university’s electronically integrated library system, provides universal student and faculty access to over 18 million volumes – housed in 71 different libraries – and thousands of electronic resources and digital images. The system integrates the newest technology-based library and information systems with traditional library resources to provide an extensive, up-to-date teaching and learning environment. SUNYConnect features an online uniform catalog that provides the university community with 24/7 access to critical library resources. SUNYConnect provides a Digital Repository program that provides technology infrastructure to improve access to and preservation of SUNY produced digital content. Many of the collections within the Digital Repository program are freely available, while the use of other collections is restricted to the SUNY system or individual campuses. The SUNYConnect initiative also includes an effort to expand the University’s electronic resource holdings, purchased consortially with significant cost savings. In 2005, over 4.7 million journal articles were downloaded from the two major SUNYConnect electronic content providers: 1,299,861 titles from Elsevier ScienceDirect, and 3,468,338 from the Gale Group databases. SUNYConnect added access to thousands of full-text journals in 2006. These included materials across the disciplines and additional coverage in the areas of business and nursing. The ARTstor Digital Library, also part of SUNYConnect, is comprised of digital images and associated data clips, including: The Carnegie Arts of the United States, a widely used collection of images documenting the history of American art, architecture, visual and material culture, and The Mellon International Dunhuang Archive: high resolution images of wall paintings and sculpture from the Buddhist cave shrines in Dunhuang, China. SUNYConnect is planning a new series of strategies to unify and expand the collection, to enhance the information retrieval process for students and faculty, and to ensure the libraries’ ongoing role at the heart of the University’s academic enterprise. Research In the Laboratory SUNY faculty conduct some of the most sophisticated and complex research in the world. Cutting-edge success stories from SUNY researchers include pioneering nuclear Magnetic Resonance Imaging (MRI), introducing time-lapse photography of forestry subjects, isolating the bacteria that cause Lyme disease, and developing the first implantable heart pacemaker. SUNY researchers have done all of this and much more. Scientific and technical developments emanating from research conducted on SUNY campuses often translate into new American products, markets and jobs. SUNY research faculty continue to move New York State and its public universities forward. In the 2006 fiscal year, for example, The Research Foundation of State University of New York managed 284 new invention disclosures, filed 193 patent applications, executed 45 licensing and option agreements, and received 33 U.S. patents – raising the total number of patents issued to the Research Foundation to more than 750. In this same timeframe, $13.5 million in royalties was generated by licensing SUNY inventions. At the center of this progress is the Technology Transfer Office, within the Research Foundation of SUNY, that identifies and protects intellectual property on SUNY campuses, help faculty market their inventions and create partnerships with industry leaders that can further research and commercialize SUNY-developed technologies. Mind to Market: A Global Analysis of University Biotechnology Transfer and Commercialization was published by the Milken Institute in September 2006. The Milken Institute is an independent economic think tank that is nonprofit, nonpartisan and publicly supported. The study examines the biotechnology transfer process taking place at universities, from knowledge creation to technology transfer and early-stage commercialization. Key findings within the Milken report show that the Research Foundation of SUNY ranks very high when compared to universities around the world. The group used a unique scoring system based on critical performance measures. For example: The Research Foundation of SUNY also ranked 9th in research expenditures among 208 institutions in the U.S., Europe and Canada. Research expenditures are the first measure of success in the “innovation pipeline,” a phrase the group uses in reference to the support and process infrastructures that enable a university to convert its research and creativity into intellectual property that is commercialized. Among 492 universities in the U.S., Europe, Japan, Canada, Australia and Asia, SUNY’s Research Foundation ranked 21st in commercialization performance, a measure that takes into account patents, licenses, licensing income and startups. Other top-ranked institutions include the University of California’s system (2), Harvard (18), and Stony Brook University, a SUNY institution, ranked 3rd in biotechnology publications activity. Campus Achievements SUNY’s campuses are at the forefront of research and innovation. In October 2006, SUNY’s College of Environmental Science and Forestry discovered that by adding an ounce of crystals to a pound of plastic, you can increase the strength of the plastic by 3,000 times. The group is also developing ways to use cellulose from wood to strengthen plastics, providing a lightweight biodegradable component. SUNY research has resulted in the creation of numerous spin-off corporations, such as: Nanogenesys, Inc. - A start-up company is producing miniaturized devices for conducting biomedical analysis based on licensed technology developed by a University at Buffalo professor. Therex, LLC - A start-up company that is entering into strategic alliances with a major pharmaceutical company to develop new generations of drugs targeted to infections and inflammatory diseases that affect mucous membranes and skin. The drugs will be based on licensed technologies involving two recent generations of patented salicylanilide compounds developed by University at Buffalo professors. Vitatex, Inc. - A start-up company developing anti-metastatic drugs based on Stony Brook University technology that shows the potential to analyze rapidly the invasive phenotype of human carcinoma cells. BioLife Solutions, Inc. - A start-up company producing solutions that significantly extend the life of cells, tissues and organs for therapies and transplants based on technologies developed by Binghamton University researchers. Reactive Systems, Inc. - A start-up company that builds embedded-system design automation tools based on modeling, simulation and verification technology developed at Stony Brook University. Albany NanoTech - Semiconductor materials and equipment suppliers are being targeted by an industrial licensing program for materials based on a new method developed at the University at Albany for applying titanium and tantalum alloys in a computer chip. Myomatrix Therapeutics, LLC - A privately held biopharmaceutical company headquartered in the University at Albany East Campus has licensed two Downstate Medical Center molecular based therapies, which they will use to create new drug therapy options that treat or prevent certain cardiovascular disorders. Upstate USA, Inc. - A leader in biomedical reagents for cell signaling research with research facilities in Lake Placid, N.Y., has licensed antibodies developed at Downstate Medical Center. Upstate USA scientists are developing vaccines and other harmaceutical cancer treatment agents based on the antibodies. Viatronix, LLC - A start-up company that has developed the FDA-approved Viatronix Virtual Colonoscopy. The company developed diagnostic 3D imaging software, based on licensed technologies developed at Stony Brook University, that puts computed tomography (CT) colonography images together into a three-dimensional computerized image of the colon. Vitmatics, LLC - This University at Buffalo spin-off company is developing a suite of novel software tools that streamline the design of molecular biology experiments and data processing, increasing efficiency and dramatically cutting costs in the fields of genomics, proteomics and structural genomics. Driving Economic Development The 64 campuses of the State University of New York are an economic engine for business and industry development. Every campus president acts as an economic development ambassador in his or her region and has extended their impact globally. SUNY’s colleges and universities provide the research and development necessary to keep New York competitive. The State’s investment in high technology initiatives and workforce development at the State University has produced immediate and tangible results across New York State in urban, suburban and rural areas. World-class facilities and equipment are attracting top scientists and researchers to New York State. In turn, they are bringing in grants that produce jobs. The National Science Foundation estimates that, in New York, 29 jobs are created for every $1 million in grants awarded. The economic impact is multiplied through the researchers and their graduate and post doctoral students, who buy goods and services in the local communities. The SUNY community colleges serve as engines of workforce development for the state and their service areas. Within reach of every geographic region in the state, these open- enrollment colleges have comprehensive missions that include transfer education, career and technical education, and community service education. New York State’s high technology initiatives also produce important economic intangibles: • Human Capital: education, expertise, and knowledge that employees take with them when they leave a facility/campus • Structural Capital: the pool of knowledge, such as intellectual property, that remains at the facility/campus • Relational Capital: relations with the business community and other universities New York State is significantly increasing its investment in high technology and biotechnology, which has created new jobs and has built a stronger economy for the future. The state has fostered the growth of these industries by supporting the investment of more than $1 billion to build the physical and intellectual infrastructure necessary to achieve unprecedented breakthroughs in science and technology. These research facilities have begun to attract a critical mass of nationally recognized researchers, generate significant new research funding, spur the establishment of spin-off enterprises and increase the development and transfer of technology from the research lab to the marketplace. SUNY is a key partner in these initiatives. SUNY recognizes the need to form alliances for economic prosperity state-wide, nationally and globally. Through various initiatives and programs, the campuses provide visibility, coordination and outreach for targeted traditional and emerging industries. These programs provide direct assistance for businesses, bring together innovators and those at the forefront of developing a knowledge-based economy, and link state and federal agencies, associations, and councils to small, medium and large businesses in all sectors. The State University’s activities in the area of economic development are described below. Empire Innovation – Enhancing ResearchNew York State recognized the value of increased investment in faculty with the establishment of the Empire Innovation Program. The Empire Innovation Program is a targeted, results-oriented plan for producing needed growth at the State University’s research and university centers, the flagships of SUNY. This program, when fully instituted, will enable SUNY to recruit over 200 of the most promising new research faculty. It is projected that those new faculty will bring in more than $130 million in new grant money each year from outside the state, generating an annual increase in New York’s economy – much of it upstate – of more than $250 million. The actual economic impact will be much greater, upwards of $1 billion over the next five years, as university research results in a wide variety of advanced scientific, medical and other industrial spin-off enterprises. The most successful universities in academic research have benefited from aggressive investment in building stronger research faculties, with states such as Florida, Georgia, Arizona, and Virginia realizing grant award growth nearly double the national average. Without exception, the universities that have the strongest research profiles invest the most in faculty. Increased investment in SUNY’s research campuses will enable them to match or surpass their national public university peers. SUNY’s higher level of academic quality will be produced by constant innovation and investment in our faculty, by developing an atmosphere that supports intellectual inquiry, and by our faculty members’ individual commitments to their students and their work. It is also the product of more pragmatic elements: competitive salaries to attract top faculty and graduate students, well-equipped laboratories that support groundbreaking research, and a critical mass of full-time faculty whose work extends well beyond the classroom. As SUNY enters its next phase of growth, investment in faculty and research is critical to building quality that enables SUNY to transform from a very good university to one that is great. Investment in SUNY faculty and research is essential to New York State’s ability to create economic growth in the coming years. Strategic investment in higher education produces enormous economic benefits not only for college graduates, who earn on average an extra million dollars over their working lifetimes because of college degrees, but also for state and local communities. The United States invests $40 billion annually in academic research, an amount expected to continue to grow. Substantially increasing the number of SUNY’s research faculty would make the university far more competitive for the growing pool of research funding and dramatically increase both the university’s economic impact and its return on faculty investment. High Needs Workforce to Meet New York’s Demand The state of Science, Technology, Engineering and Mathematics (STEM), and nursing and allied health education is a major issue in New York, across the nation and around the globe. It deserves not only appropriate consideration, but action to ensure that the state and nation get the leadership they need to compete. As demand for science, engineering and technology workers continues to rise, it creates stiff competition for graduates in these fields. Job openings for computer software engineers, for example, will grow by more than 50 percent in New York through the end of the decade. But nationally, job openings in the field will grow by more than 90 percent, making it difficult – if not impossible – to fill New York’s job openings in any other way than by producing these workers. Nursing is another area where the state’s colleges are not producing enough workers to meet industry demands. The bottom line is that we need many more scientists and engineers, computer specialists and nurses, and we must produce them in New York State. New York’s businesses need qualified, high-skilled workers to be competitive. If these needs aren’t met, business will find the workers it needs elsewhere, either through outsourcing or relocating facilities. SUNY has begun to increase the enrollment in high-need fields such as nursing, healthcare, engineering and technology but has not yet reached the critical capacity that the New York State economy demands. Although the need was higher, the 2006-07 budget included $4.8 million for enhancement of priority academic programs in mathematics, information science, engineering, physical and life sciences and other allied health professions. This funding supported more than 40 new faculty positions and increased course sections and capacity at SUNY’s state-operated campuses and its community colleges, in direct response to local community needs. Centers of Excellence Universities now play a critically important role in creating a high technology economy. The future economy will increasingly rely on higher education as a source of knowledge, technology and talent. The U.S. Department of Commerce, in a 2005 report, found that regional efforts to develop industry clusters increasingly included universities as central assets. It also found that universities that are highly engaged with regional industry clusters are of a great value to the cluster. The Center for Regional Strategies concluded in a 2005 report that “great public universities have global footprints, but they are also intricately linked to their local and regional economies and to broad strategic economic development initiatives.” The report also stressed that research investment should be viewed not as “higher education spending” but as economic development. Historically, universities did not collaborate with each other nor did they regularly collaborate with industry. Today, the model has changed. Universities now work together and alongside industry to help create the technology and innovations that will enable our state’s economy to grow and prosper. The most successful models are the Research Triangle Park in North Carolina, driven by three academic institutions, and Austin, Texas, as enabled by the University of Texas at Austin. The most successful educational institutions are those that have redefined themselves in terms of the model research institution. SUNY, through the support of the governor and the Legislature, is redefining itself as a key player in the economic development field with the creation of Centers of Excellence, STAR Centers, Gen*NY*sis Centers, and RESTORE High-Tech Centers. As New York State began to recognize that the SUNY colleges and universities are powerful economic development engines that can create high technology jobs and opportunity in the state, SUNY was poised to take advantage of funding opportunities. New York State began committing significant resources to foster strategic collaborations with state, national and international organizations to address science and engineering economic development priorities. The Centers of Excellence initiative, launched in 2002, is designed to bring thousands of well-paying, high-tech jobs to New York State, while further enhancing the State’s leadership role in the fields of high technology and biotechnology. The Centers of Excellence focus on critical emerging technologies that are anticipated to become major high-tech growth areas. Each Center is designed to complement other Centers in a seamless network of high-tech research and economic development. The State’s unprecedented efforts to support cutting-edge research at public and private colleges and universities are providing a powerful new incentive for businesses to create jobs in New York. The state-of-the-art research and development being conducted at the State’s academic institutions – in partnership with the business community in New York – is designed to produce tremendous economic benefits. The private sector, universities and the Federal government have already pledged nearly $750 million for Centers of Excellence across the State. The Centers of Excellence are positioned to evolve to the next level. Research that results in innovative discoveries with direct commercial application and new jobs must be shared quickly and efficiently through a sophisticated network of business, industry and educational institutions. The technology transfer infrastructure will connect researchers at the Centers of Excellence to business. By leveraging research and innovation into commercial application, the Centers will play a vital role in the growth of strategic industries. The University is proud to be host to four of the six Centers of Excellence established at leading universities throughout the state. SUNY, the state, and our corporate partners have invested billions of dollars in the SUNY based public-private partnerships in nanoelectronics at State University at Albany, bioinformatics at the State University at Buffalo, and wireless and information technology at SUNY’s Stony Brook University and small scale systems integration and packaging at Binghamton University. These Centers are prime examples of how the State University is helping position New York State as a global leader in high-tech business growth and private sector development. SUNY University Centers host four of the six Centers of Excellence: Nanoelectronics at the University at Albany The Albany Center of Excellence in Nanoelectronics and Nanotechnology (“CENN”), developed to be a world-class, university-based research and development, prototyping and deployment and education resource aiming to transform the Capital Region and New York economies, is the research and development arm of the College of Nanoscale Science and Engineering (“CNSE”) of the University at Albany, the first college in the world devoted exclusively to the research, development and deployment of innovative nanoscience, nanoengineering, nanobioscience and nanoeconomics concepts. In May 2006, CNSE was ranked by Small Times magazine as the nation’s number one college for nanotechnology and microtechnology. Through its affiliation with CENN, CNSE has built the world’s first “nano-mall” known as the Albany NanoTech (ANT) complex. CNSE’s ANT is the most advanced research and development complex of any university in the world, with a current net asset base of $3 billion located within 450,000 square feet of state-of-the-art facilities, including 60,000 square feet of Class 1 capable 300mm wafer cleanrooms. ANT is also home to over 1,500 scientists, researchers, engineers, and technicians from many of the world’s leading nanoelectronics companies, such as IBM, AMD, Qimonda, Micron, SEMATECH, Applied Materials, Tokyo Electron, ASML, Ebara, SONY, Toshiba and Honeywell, among many others. CNSE’s ANT complex is projected to expand to over 700,000 square feet, including 75,000 square feet of Class 1 capable 300mm wafer cleanrooms, and house over 2,000 scientists, researchers, engineers, and technicians by the end of 2008. In addition, CNSE works with nearly 250 global corporate partners from around the world. At the same time, the CENN has played an enabling role in the attraction of more than $15 billion in high-tech investments and 5,000 research and development jobs to the State of New York, evidenced most recently by announcements from two global technology leaders: Advanced Micro Devices, which will build a $3.2 billion computer chip manufacturing facility in Saratoga County, and Vistec Lithography, which will re- locate its international headquarters, sales, manufacturing and research operations from the United Kingdom to the Watervliet Arsenal and UAlbany NanoCollege. As it charts a course for the future, the CENN is embarking on an ambitious initiative that leverages its massive intellectual and physical resources to advance new enabling industries in areas such as nanomedicine, energy, homeland defense and software, among many others. Center of Excellence in Wireless and Information Technology (CEWIT) at Stony Brook University Information Technology has become an integral part of the national and global economies, and its latest wave, the worldwide diffusion of wireless, has already had a profound impact. With $50 million in support from the state, Stony Brook University is constructing and equipping a 109,000 square-foot CEWIT facility to be completed by August 2008. Corporate commitments of support for the Center’s research programs exceed $150 million. As of July 2006, the Center has received more than $110 million in research support from industry and Federal agencies. CEWIT programs are organized around three multidisciplinary R&D Divisions – Network Technologies, Software Systems and Communications and Devices – and will address the applications needs of some of the largest/fastest growing sectors of the national economy, including healthcare, transportation, finance and mobile commerce. Even without a building in place, CEWIT’s programs have resulted in the filling of 21 faculty and staff positions and 50 graduate students. Off-site industry employment generated with CEWIT’s support totals 550. It is anticipated that 1,200 additional jobs per year will be created/retained five years from the completion of the facility. Long Island is home to roughly 4,500 IT companies (18 percent of the New York total), employing nearly 118,000 employees (10 percent of the Long Island workforce). CEWIT fulfills a critical need to support the economic health of these IT companies and also of the entire state. CEWIT affiliated faculty have created a portfolio of 20 patented technologies with an additional 30 patent applications in the pipeline. Stony Brook University incubators presently have 25 tenant companies employing over 100 employees – 6 of these companies were attracted by CEWIT, which has taken the lead in the formation of the LI Venture Capital Angel Network to provide seed funding for the start- up companies, further fueling the economic growth of the region. Bioinformatics & Life Sciences at the University at Buffalo The Center specializes in drug design research, computational and three-dimensional visualization, product commercialization and workforce training. Researchers at the Center of Excellence in Bioinformatics and Life Sciences are looking for clues to who may be most susceptible to diseases such as Alzheimer’s and cancer, as well as for ways to treat or prevent such illnesses. The Center of Excellence opened in 2001 and moved into its new home in June 2006. The center shares space in the new building with the Roswell Park Cancer Institute. The Center of Excellence has already yielded dividends. By the end of last year, 2,386 jobs had been created at the center or with new spin-off companies. In addition, 1,667 jobs had been retained because the Center helped keep some companies in Buffalo or recruited new companies to replace those that left. By mid-2006, 15 new companies have grown out of the Center, including Empire Genomics, to create tests for genetic abnormalities; Buffalo BioBlower, which received a $3 million appropriation from the Defense Department to develop a system to clean contaminated air by heating and compressing it as it is blown through a rotary pump; and Pneuma Partners, a company that is developing an inhalant to combat respiratory failure. Small Scale Systems Integration and Packaging at Binghamton University The Small Scale Systems Integration and Packaging Center (S3IP) is dedicated to the creation and development of new electronic applications that will enhance the way people live and interact with their surroundings. The Center brings together partners from government, industry and academia, providing unique opportunities for collaboration that will advance the frontiers of microelectronics research and development. Specifically, S3IP is committed to addressing challenges in small-scale systems design, development, prototyping, process development and manufacturing for the microelectronics industry. The Center coalesces and builds upon the resources of several of Binghamton University’s organized research centers, including the Integrated Electronics Engineering Center (IEEC). The IEEC, a New York State Center of Advanced Technology, is internationally renowned for its leading research in electronics packaging. S3IP also engages Binghamton’s newly developed Center for Advanced Microelectronics Manufacturing (CAMM), a national roll- to-roll (R2R) manufacturing R&D center. The CAMM is dedicated to demonstrating the feasibility of R2R electronics manufacturing by acquiring prototype tools and establishing processes capable of producing low-volume, test-bed products. The work of the CAMM will be central to the field of flexible electronics. S3IP relies on an affiliated multidisciplinary faculty team and state-of-the-art facilities to enable microelectronics research, diagnostics and analysis, and it provides a unique platform for prototype R2R manufacturing. Key application areas the Center will advance include: • medical diagnostics and treatment; • military and homeland security; • flexible displays and electronics; • computer and telecommunications; and • a wide range of new or improved consumer products. SUNY institutions are partners in the other Centers of Excellence: Center of Excellence in Environmental and Energy Systems, Syracuse The Center is focused on creating innovations in environmental and energy technologies that improve human health and productivity, security and sustainability in urban and built environments in the areas of indoor air quality, comfort, lighting, acoustics and intelligent controls. Partners include SUNY institutions: Environmental Science and Forestry, Upstate Medical University, University at Albany and University at Buffalo. Center of Excellence in Microsystems, Greater Rochester The Center will focus on creating technology transfer and pilot fabrication facilities for high-resolution imaging and ultra-fast communications devices that can be shared by Center partners to accelerate product development. Partners include SUNY institutions: University at Albany, Binghamton University, University at Buffalo, Stony Brook University, Corning Community College, Finger Lakes Community College and Monroe Community College. Centers for Advanced Technology Since its establishment in 1983, the Centers for Advanced Technology (CAT) Program has supported university-industry collaboration in research, education and technology transfer, with a strong focus on helping New York businesses gain a competitive technological edge. The CAT program was created to capitalize on New York’s outstanding university research resources and to use those resources to create jobs and opportunity. At each CAT, researchers at New York’s leading research universities work side-by-side with their counterparts in large and small companies to develop new technologies and commercialize these developments. Seven of the 15 CATs are located on State University campuses: • Center for Advanced Ceramic Technology at the NYS College of Ceramics at Alfred University • Center for Life Science Enterprise (CAT) at Cornell University • Integrated Electronics Engineering Center (IEEC) at Binghamton University • CAT in Medical Biotechnology at Stony Brook University • Sensor CAT at Stony Brook University • Center for Advanced Technology in Nanomaterials and Nanoelectronics at the University at Albany • Center for Advanced Technology in Biomedical and Bioengineering Technologies at the University at Buffalo Strategically Targeted Academic Research (STAR) Centers Strategically Targeted Academic Research (STAR) Centers provide a dynamic combination of state-of-the-art facilities, cutting-edge technology and the world’s most sought-after academic and scientific talent. These Centers provide the physical and intellectual infrastructure necessary to achieve unprecedented breakthroughs in science and technology in New York State. Four of the eight STAR Centers are on SUNY campuses: • Center in Biomolecular Diagnostics and Therapeutics at Stony Brook University • The Center of Disease Modeling and Therapy Discovery at the University at Buffalo • Genomic Technologies & Information Sciences Center at Cornell University • Nanoelectronics and Optoelectronics Research and Technology Center at the University at Albany and Rensselaer Polytechnic Institute SUNY campuses are partners in two other STAR Centers: • New York STAR Center for Environmental Quality Systems (EQS STAR Center) at Syracuse University • Information Technology Collaboratory at the Rochester Institute of Technology Generating Employment through New York State Science (Gen*NY*sis) The Gen*NY*sis plan is designed to complement New York’s comprehensive efforts to make the Empire State an international leader in high-tech and biotechnology-related research and economic development. The 2002-03 state budget included $225 million in funds for Gen*NY*sis over three years. These funds leverage additional resources to support the construction of high-tech and biotech facilities, which will transform research into economic development throughout the State. Six of the 17 Gen*NY*sis Centers are located on SUNY campuses: • Biosurfaces Laboratory at the New York State College of Ceramics at Alfred University • Advanced Biotechnologies Center at Binghamton University • Broad Hollow Bioscience Park, Inc. at Farmingdale State College • Life Science Technology Center at Cornell University • Central New York Biotechnology Research Center at SUNY Upstate Medical University • Gen*NY*Sis Center for Excellence in Cancer Genomics at the University at Albany Rebuilding the Empire State Through Opportunities in Regional Economies (RESTORE) The New York State budget provided $150 million in 2002-03 for the RESTORE program as recognition that this state is home to leading biotechnology and other high technology research institutions, and that high technology companies are making new scientific discoveries which will create and retain jobs. RESTORE’s enabling legislation noted that the development of facilities that promote biotechnology and other high technology research and commercialization is crucial to the state’s economic development efforts. To date, RESTORE has funded two SUNY facilities that promote economic development: investment in University at Albany’s Nano Sciences; and support for Downstate Medical Center’s biotechnology incubator. The expansion of these two key regional high tech centers will create and retain jobs, attract business investment and enhance the state’s competitive advantage in national and international business and commerce. SUNY/CICU Portal SUNY and the Commission on Independent Colleges and Universities (CICU, representing 100+ private, not-for-profit campuses) embarked upon their first-ever partnership to develop an online “portal” which will function as an easy-to-use Internet gateway to approximately 175 higher education institutions. The portal will have significant benefits for New York’s businesses, the state’s economy and higher education as an active partner. Once designed and implemented, the portal will serve as a fast, relevant online resource to support efforts to connect and grow industry clusters, emerging businesses and non- profit organizations. This first-of-its-kind online gateway will facilitate connections between industry and academia, offer new opportunities to New York companies and build exciting careers for the state’s students. As New York State seeks to develop its economic potential by investing in academic research and talent, policymakers and regional leaders have stated a desire to more directly connect businesses and higher education institutions in order to facilitate productive partnerships. The portal will leverage New York’s assets, by serving as an economic development engine and providing access to some the world’s greatest research and academic institutions. SUNY and the independent colleges share the vision to accomplish this goal. The portal will provide firms, organizations and individuals with sophisticated search capabilities to facilitate access to expertise, research and business partnerships, consulting agreements and service learning projects, as well as access to recent graduates, facilities and equipment, and technologies available for licensing. It is a prime example of how New York State can leverage the strengths of higher education institutions to enhance the state’s overall economic development efforts. New York State Small Business Development Center (NYS SBDC) The State University supports economic development in New York State in numerous ways, with one important service being the Small Business Development Center (SBDC). The SBDC reaches into neighborhoods and communities throughout New York State to support economic development. Through the 23 campus-based regional centers and numerous outreach offices, the SBDC applies the resources of the university, private sector and government to help small businesses resolve problems and to foster entrepreneurship in individuals who aspire to business ownership. The SBDC focuses on manufacturers, exporters, technology-oriented firms and businesses with projects that advance the job development, investment and economic growth priorities of New York State. As a result of its management and technical assistance activities, SBDC clients have created and saved more than 118,000 jobs in New York. The SBDC has worked directly with 250,231 businesses and helped them invest more than $3 billion in private and public funds in the State’s economy. Independent analysis shows that $20.01 in tax revenue is returned to the state for each dollar expended on the SBDC program, and is later leveraged by approximately $21.38 in debt and equity capital. Strategic Partnership for Industrial Resurgence The Strategic Partnership for Industrial Resurgence (SPIR) utilizes the extensive engineering resources of the SUNY system to help industry in the State compete more effectively. SPIR fills a critical gap in existing State industrial assistance programs by providing technically advanced multidisciplinary assistance on a fast turnaround basis. The intent is to help companies improve their market posture, retain existing employees and create new jobs. There are no other similar programs nationally. The SPIR program was developed to follow the model of the ag-extension programs around the country but focusing on engineering needs. SPIR is built on the successful relationships between the individual SUNY engineering programs and their industrial partners. By working together, SUNY engineering programs can reach many more companies with an even wider range of needs. SPIR provides New York State industries with: • The expertise of over 250 engineers and applied scientists; • Cutting-edge research findings (over $60 million in annual expenditures); • Experience with companies in a variety of industries across New York State; • Access to top engineering and applied science students; • Access to advanced manufacturing and high-technology facilities; and • A host of other resources to help businesses become more competitive. Any small or mid-sized New York State technology-based or technology-dependent company in the manufacturing, product development, information technology or service sector is eligible for SPIR assistance. Companies work together with the SPIR center to define measurable outcomes and how initiatives meet their own business objectives. SPIR funding is usually supplemented by the firms themselves or federal grants. Federal grants including SBIR/STTR awards made possible by the SPIR program exceed $300 million. Data from three University Centers (University at Buffalo, Binghamton University and Stony Brook University) indicate that the SPIR program has worked with over 1,000 New York State companies, mostly small businesses, providing technical assistance on more than 5,000 individual projects. The program’s advanced technical assistance has led to the creation/retention of over 25,000 jobs and hundreds of millions in increased sales. Increased funding for SPIR will permit the program to expand and to include other colleges and universities that can service additional areas of the state and to increase the types of services provided including: • Prototype and new product development assistance • New product research and development • Pre-certification testing and evaluation • Manufacturing Process/ Infrastructure improvement • Joint projects for Federal funding Community Colleges and The Workforce SUNY’s community colleges lead the state in workforce training, retraining and job development. Of the more than 165,000 community college students enrolled in associate degree and certificate programs at community colleges, over 60,000 (36%) are enrolled in career and technical programs. These programs support most fields of endeavor, including emerging industries, high technology fields and high demand occupations. They provide the increasingly comprehensive skill sets demanded of the workers of the 21st Century. They have been designed specifically to meet the ongoing needs of New York State’s industries. Most of these programs also provide an essential core of general education, ensuring that graduates have the general skills required in today’s workplaces. In addition to credit programs, community colleges also offer a vast array of non-credit programs. Of the 20,000 non-credit community college courses, 5,000 (25%) were programs provided for business and industry and over 8,000 (40%) were conducted for vocational and professional training purposes. Of the 223,000 registrations, 49,000 (22%) were in business and industry courses, and 79,000 (35%) were in vocational and professional training courses. The SUNY community colleges are allocated $2 million annually in the state budget for the Workforce Development Training Grants Program, also known as Contract Courses. These funds are competitively awarded to the colleges for customized training programs for specific businesses or consortia of businesses. This is a highly popular and successful program, which provides training ranging from computer and management skills to advanced technological skills in fields such as manufacturing. Since the program was instituted in 1998, the community colleges have been allocated $12.5 million in state funding for the program, which has supported over 500 employer- based training projects. These high-impact projects have trained over 75,000 workers, helped to create 6,000 jobs and retain 94,000 others, and leveraged $18 million in employer matching contributions. Participating employers have also reported other benefits from the program, including increased employee skills and knowledge, increased productivity, increased sales and market opportunities, increased quality and ISO certification efforts, improved process efficiency, improved safety and reduced accidents and worker’s com-pensation claims, adoption of new products and technologies, employee promotions and pay raises, and cost savings. Across the Globe The State University strives to ensure that every SUNY graduate enters the workforce with the knowledge necessary to compete in today’s increasingly global economy. SUNY works to achieve this goal by creating opportunities for more students and faculty to study and teach abroad, collaborating internationally on research and expanding its partnerships with higher education groups in numerous countries around the world. Every SUNY campus conducts international programs of a wide variety. These institutions serve as hosts to foreign students from countries around the world, as well as an outlet for resident students to study abroad. These students are offered a variety of structured programs and support services, including instruction in English as a Second Language. In the Fall of 2005, 15,477 foreign students from 168 countries were enrolled at SUNY institutions. This included 8,966 undergraduate students and 6,511 graduate students. International student enrollment has grown significantly, from 9,494 in the Fall of 1998, a 63% increase through the Fall of 2005. All campuses and sectors of the University are actively engaged in the education of international students. Of the 15,477 students, 58.5% were enrolled at the doctoral institutions, 16.2% were enrolled at the comprehensive colleges, 3.2% were enrolled at the technology colleges, and 22.1% were enrolled at the community colleges. SUNY campuses create learning experiences that ultimately build increased global awareness across the institution. The international dimension reflects the campus’ sense of social responsibility to understand their role in the global community and to help their students develop the inclination, knowledge and skills needed to address issues more globally and inclusively. Enrollment of international students naturally enhances the internationalization efforts of the campuses, which meets and strengthens the colleges’ missions, visions and core values. Leading SUNY’s efforts in this area are the Office of International Programs (OIP) and the Center for International Development (CID). These offices provide the expertise for the development of the University’s dual and joint degree programs, faculty and scholar exchanges, international curricula development, academic collaborations and international assistance and training programs. While SUNY’s international partnerships exist in many countries around the world, collaboration with higher education in China has begun to emerge as a top international priority for SUNY in recent years. College presidents from SUNY, as well as senior administrators, have visited higher education officials and campuses in China and have hosted China’s leading government and higher education officials at SUNY campuses. Together, SUNY and China have identified a path that will take higher education in New York State to a new level, one that benefits students and faculty in both university systems. International collaboration is a steadily expanding venture that SUNY has been leading for decades. The development of dual diploma programs between SUNY campuses and universities abroad at both the undergraduate and graduate levels is an area where SUNY has been particularly successful. SUNY’s dual diploma programs, which now number greater than 30, integrate the degree curriculum from a SUNY campus with that of an international partner. Students complete up to half of their study at each university, and when they have fulfilled the requirements at each, they receive two diplomas, one from each partner. Dual diploma programs provide students a sound curriculum, a rich international experience and the enhanced credentials of diplomas from two universities. SUNY students and faculty are gaining global experience and exposure to higher education and culture across the globe. As the world continues to get flatter, higher education in New York State must continue to get smarter. The success of our students in the workforce following graduation is enhanced by greater exposure to what is happening around the world during their college career. Dual Diploma and International Study Programs There are more than 30 programs between SUNY campuses and universities in several countries in which international and United States students do a portion of their program at a SUNY campus and a portion at an international partner campus, and receive two diplomas upon completion of the program. SUNY has had some of the strongest partnerships in this area with Turkish, Chinese and Russian Universities. Turkey – SUNY offers 25 dual diploma programs with Turkish universities, enrolling more than 1,300 Turkish students. Twelve Turkish graduate students are supported annually by the Turkish government for PhD studies at SUNY campuses exclusively. SUNY has an office and full-time staff in Ankara. China – SUNY campuses have been collaborating with Chinese universities for more than 25 years. Several campuses have centers and programs in China; SUNY opened an office in 2006 in Beijing; and a joint effort is underway through the University at Albany to create an international education center in Nanjing. The Education Minister of China is a graduate of the University at Buffalo. Mexico – SUNY’s office in Mexico City promotes dual diploma and other collaborative relationships with Mexican Universities. An agreement with CONACYT, the Mexican equivalent of the National Science Foundation, funds graduate students at SUNY campuses. Russia – SUNY’s collaboration with Russian universities will be 30 years running in 2007. SUNY has offices at Moscow State University and St. Petersburg State University to promote dual diplomas, exchanges, joint conferences and other forms of academic collaboration throughout the country. Poland – Dual diploma, study abroad and cultural exchange programs are ongoing and in development with several Polish universities and cultural institutions. Canada – SUNY offers a jointly funded Fulbright Award granted to a scholar from Canada each year to lecture at the Center for Canadian Studies at SUNY Plattsburgh and around the system. Partnerships are also developing with universities in Quebec and across Canada. Egypt – Partnerships are under development with several universities in Egypt. SUNY receives students from the American University in Cairo through the AID funded LEAD Project. New program and project development is underway with universities in Brazil, India, Tunis, Jordan, Ukraine, Azerbaijan, the Philippines and other countries around the world. The China Initiative China couples the world’s largest higher educational market with the world’s fastest growing economy. Strengthening academic partnerships between China’s many public universities and SUNY is a top priority for the State University. Currently, SUNY is building upon its relationship with numerous universities in China, particularly in the areas of dual diploma programs, and a focal point of these efforts is full intellectual collaboration with Nanjing University (NJU), located in China’s Jiangsu Province. SUNY and NJU have signed several Memorandums of Understanding (MOU) to solidify a partnership between higher education in New York and China. The first MOU, signed May 24, 2005, reiterated a mutual determination between the two to develop an innovative, collaborative international higher education institution first considered in the 1970s. Three days later, on May 27, 2005, SUNY’s Neil D. Levin Graduate Institute and NJU’s Business School signed a similar MOU. Following these agreements, international discussions emphasized cooperative research and teaching in the material sciences, urban planning, computer information and technology, nano-technology and materials sciences, biological technology, environmental sciences, language and culture, engineering, business management and distance education. Most recently, on February 26, 2006, an MOU was signed between SUNY and higher education officials in China to solidify their agreement to establish a joint international higher education institution that would be based at a branch campus of NJU at Xianlin University Town, Nanjing City, Jiangsu Province. These agreements now provide the basic framework for future negotiations and collaboration between the two university systems and set the stage for the recent opening of a SUNY office in Beijing, where detailed partnerships between NJU and participating SUNY campuses are being coordinated. Ultimately, Nanjing University will construct SUNY Nanjing, a free- standing University dedicated to providing a full education and cultural exchange for faculty and students from New York and China. Neil D. Levin Graduate Institute The Neil D. Levin Graduate Institute, located in the heart of New York City, offers a broad range of academic programs designed for both working professionals and traditional graduate students. The Levin Institute’s academic experience provides students with a combination of analytic tools, cross-cultural skills and global perspectives needed to inform successful leadership as well as managerial thinking and decision-making in the 21st century. The curriculum is highly interdisciplinary, with a heavy emphasis on experiential learning, team-building and leadership skills. Working with its various counterparts across the SUNY system, the Levin Institute has the ability to draw upon a vast array of faculty, library and information resources and educational technologies. In addition, the Levin Institute often joins academic resources with educational institutions in the greater New York area as well as educational partners overseas. World class teaching requires a linkage with cutting edge research. The Levin Institute is also a research center and a collector and disseminator of information on the consequences of the integration of the global economy. A major program focus of the Levin Institute concerns the globalization of innovation and the utilization of the world’s increasingly integrated pool for high-end talent. The Levin Institute has completed the first phase of a study of China’s scientific, engineering and management talent pool. The study examines the supply and demand of high-end talent through the use of a statistical forecasting model that ties together the impact of economic and technology change with the growing requirements for high quality talent in China. The study also covers the impact of geographic and demographic trends on the supply of talent, with projections ranging up to 2020. Building on this study, the Levin Institute conducts research in other countries around the globe in an effort to establish a global talent index that serves as a resource for understanding the evolving talent pools in emerging as well as developed markets. The SUNY/Center for International Development (CID) The State University of New York’s Center for International Development (CID) is a university-wide institution that designs and implements international technical assistance and training projects, conducts policy-oriented research and contributes to both the theory and the practice of international development. Through its in-country development projects, and its conferences, publications, research and outreach activities, the Center works to enhance the capacity of developing nations to meet critical challenges. The Center’s approach is cross-national and interdisciplinary, working as part of a global community of scholars, technical experts, government officials and community leaders. Since 1986, the Center has implemented more than $100 million in international development projects on five continents in the areas of democracy, governance and civil society; economic development; and environmental policy. The Center is one of the most active university centers in international development, with implementation and research activities being funded by the U.S. Agency for International Development, the Organization of American States, the Inter-American Development Bank, the United Nations Development Programme, the US Information Agency, the Organization for Security and Cooperation in Europe and the Andrew W. Mellon, Tinker, Ford and Soros Foundations. The Center has operated field offices over the years in Kenya, Uganda, Mozambique, Benin, Rwanda, Tanzania, Zimbabwe, Mexico, Nicaragua, El Salvador, Guatemala, Bolivia, Brazil, Chile, Bulgaria, Hungary and Russia. The Center carries out its mission in association with the Levin Institute of International Relations and Commerce. The Center works with the Levin Institute to offer specialized research and learning opportunities for SUNY faculty and students and provides them access to international fellowships in its overseas offices, internships, conferences, publications and links to a certificate program in international development. Community Colleges Go International Fifteen of SUNY’s community colleges provide international programming that includes dual and joint degree offerings, academic collaboration and faculty exchanges. C Coordinated through the Office of International Programs (OIP), many of these colleges are attracting international students and are providing their resident students with study abroad opportunities. The initiatives include: Turkey: Fashion Institute of Technology (FIT) continues to run a successful Dual Diploma Program in Fashion Design with Istanbul Technical University. World Cultures Forum: Ulster Community College and Hudson Valley Community College (HVCC) have been asked to assist in planning and organization of international student and faculty participation of the Fourm Monterrey 2007 in Monterrey, Mexico in conjunction with the United Nations Educational, Scientific and Cultural Organization (UNESCO). The Forum’s main premise is “People caring for knowledge, knowledge caring for people.” Canada: OIP is working with Hudson Valley Community College to plan for academic exchanges with Canadian partner institutions. Russia and Central Europe: Monroe Community College and OIP have been working closely to evaluate and plan the creation of a new college in Bosnia-Hercegovina. Tompkins-Cortland Community College was among the SUNY campuses collaborating with Ukrainian university rectors in Yalta in October 2005. Hudson Valley Community College will be hosting the SUNY-wide one-day meeting with the visiting Ukrainian delegation in the near future. Corning Community College will host the Deputy Minister of Education from Ukraine to discuss the community college model of education. Similarly, the Minister of Education for Russia’s Kaliningrad region is interested in community colleges and their relation with their local communities’ development, and plans to visit the United States and SUNY’s community colleges. Mexico: Ulster Community College participated in the AMPEI exchange, which allowed Ulster’s Director for International Education to attend intensive Spanish language instruction along with the Small Business Development Center Director from Ulster. Administrators from ITSON, their AMPEI Exchange partner, visited Ulster in Fall 2006, at which time they further developed their ideas for joint academic programming that integrates small business development. This successful exchange has led the U.S. Embassy to focus on community colleges for the coming year. In addition, OIP continues to work closely with FIT in the consolidation of joint academic programming in Fashion Merchandising Management, International Trade and Marketing, and Global Fashion Management. Vietnamese Community College Initiative: OIP, the Center for International Development (CID) and the SUNY Office of Community Colleges are working together to build on the successes of Mohawk Valley Community College’s work with the U.S. State Department and the emerging Vietnamese Community College sector, with the intent of building a larger network to include other SUNY Community Colleges. Japanese Initiative: Herkimer Community College and OIP hosted a delegation from Yamagata University to discuss plans for articulation of academic programming between the two institutions that will allow Japanese students to complete associate’s degrees here at SUNY and return to Yamagata to complete their bachelor’s programs. A similar collaboration is under consideration at Fulton-Montgomery Community College. Efficiency and Effectiveness The State University of New York is enhancing efficiency through a diverse assortment of initiatives that range from large programs generating millions of dollars in savings to small, everyday actions that keep our commitment to efficiency strong at all levels. Efficiency in managing our resources, from the people whose work drives university achievement to the dormitories in which students reside, allows SUNY to be a good steward of public tax dollars and maximize its impact on the university community. The University has been successful in achieving efficient management through an ongoing self-assessment, sharing best practices amongst campuses and through energy management initiatives. Task Force on Efficiency and Effectiveness A SUNY self-assessment was undertaken by the SUNY Task Force on Efficiency and Effectiveness in 2004, which analyzed efficiency throughout SUNY Campuses, System Administration, the State University Construction Fund and the Research Foundation. The Task Force made a series of recommendations for increasing efficiency across the University and the affiliated offices. These recommendations were classified by function, including organization, strategic planning, benchmarking and best practices, and by area within System Administration, the Construction Fund and the Research Foundation. All these new recommendations for efforts at efficiency and effectiveness have been incorporated into the university’s regular processes and are ongoing. They include: • Increasing online student applications • Establishing a database of faculty and staff experts • Integrating campuses’ and System Administration’s vision and goals • Incorporating system-wide goals into individual campus Mission Reviews • Improving assessment of campus capacity and enrollment planning • Developing a clear, dynamic budget allocation process • Increasing energy savings and cost-avoidances system-wide • Enhancing electronic data reporting by campuses The full report of the Task Force on Efficiency and Effectiveness can be found on the University’s website. SUNY Best Practices Campus presidents initiate and generate many initiatives they believe they carry out better than any other campus, along with innovative ideas that have saved or avoided spending resources. These best practices are cataloged by campus and by category of campus activity and are shared amongst all SUNY administrators. The listing includes the person responsible for the innovative idea, along with a contact phone number, to make it easier to share the details of the initiatives. It is updated quarterly and is available to the general public. The University provides access to this information online at: http://www.suny.edu/bestpractices/. The best practices report also includes a search engine, allowing users to quickly find practices within their areas of interest. The best practices reported have resulted in significant savings throughout SUNY and, when shared with other campuses, have the potential to realize even greater savings within the system. To date, 130 initiatives have been reported, with total savings/cost avoidance of over $7.5 million. Best Practices Highlights • SUNY Delhi saved $411,000 per year by converting from electric to steam heat. • SUNY Brockport saved $150,000 by partnering with the Department of Transportation on road paving through a DOT training program. • Stony Brook University outsourced elevator maintenance, saving $150,000. • Empire State College saved $137,500 by centralizing academic support and providing services online. • SUNY Potsdam reduced solid waste disposal cost by partnering with 2 other colleges and saved $25,000. • The College of Optometry saved $25,000 by producing an online course catalog. Energy Efficiency SUNY’s energy conservation program began in 1972, when the Oil Embargo inspired increased energy efficiency worldwide. Since then, SUNY has reduced its energy use by 37 percent and saved more than $1 billion in cumulative cost avoidance measures through FY 05-06. The methods used to reduce energy use and achieve these savings have ranged from shutting off lights and heating, ventilation and air conditioning (HVAC) systems when not needed to using energy savings to pay for over $100 million in upgrades to more efficient lighting and HVAC systems. SUNY currently is working with the New York Power Authority (NYPA) and the New York State Energy Research and Development Authority (NYSERDA) on its second $100 million of energy conservation projects. In 2002, SUNY formed an energy-buying group that allows campuses to buy their electricity directly from the wholesale market operated by the New York Independent System Operator (NYISO). This buying method will save the 28 member campuses more than $1.4 million this year, with an additional $600,000 in savings at the University at Buffalo, which purchases its electricity independently and was one of the first direct customers of the NYISO. The success of the energy buying group led to a partnership between SUNY and the State Office of General Services (OGS) that enables OGS to be a direct customer of the NYISO. Through this partnership, OGS is saving approximately $1 million annually for New York State. Ninety percent of SUNY campuses are using system-awarded natural gas contracts. These contracts allow campuses to lock in future gas prices while providing competitive delivery costs. Last year, many campuses used the ability to lock in forward prices to avoid the high gas prices in January and February. The university uses an outside consultant to bid gas needs and audit the bills from the selected gas marketers, a practice that saves about $250,000 a year. SUNY energy managers are now working on securing longterm electric prices from renewable sources that will lead to a cleaner environment and less price instability. They are also piloting innovative programs to increase energy efficiency on their campuses. Dutchess Community College (DCC), for example, was the nation’s first community college to be named an Environmental Protection Agency Energy Star Partner of the Year for its outstanding contribution to reducing greenhouse gas emissions. DCC’s energy conservation efforts include replacing a 500-ton electric chiller with two new 300-ton gas-engine powered chillers. In addition to reducing electricity consumption, the new natural gas engine-driven chillers provide “free” hot water from recovered exhaust heat. Environmental systems and controls were also updated and computerized across campus. The program is guaranteed to save DCC $1.2 million in energy costs over a 15-year period, as well as provide $308,000, minimum, in rebates from New York State Energy Research and Development Authority (NYSERDA). Finally, SUNY’s Energy Task Force, formed by Chancellor Ryan in 2006, and co-chaired by Morrisville President Raymond W. Cross and Environmental Science and Forestry President Cornelius B. Murphy, is reviewing SUNY’s energy programs and recommending a comprehensive energy policy for the entire SUNY system. A chart shows Energy History and Cumulative Cost Avoidance. Source: SUNY Energy Management and Budgeting External Funding In today’s economy, institutions of higher education cannot rely solely on tuition and State support to attain increasingly comprehensive goals. Just as we want our colleges to possess three important characteristics – accessibility, affordability and quality – our colleges require three effective funding sources – tuition, state support and external funding, in order to achieve success. The majority of external funding utilized by the SUNY System comes from three sources: sponsored research, which acts as a vessel for SUNY faculty to benefit from university facilities, staff and resources while generating revenue for the system; federal appropriations, which SUNY competes for at a national level; and philanthropy, which often draws on the strengths of individual campuses. Sponsored Research The Research Foundation of State University of New York manages activity at SUNY’s 29 state-operated campuses and is a leader in the national research arena as it supports the growth of SUNY’s research enterprise by efficiently and effectively administering thousands of projects that are funded by a wide range of sponsoring agencies. This provides SUNY the flexibility it needs to enter into collaborative projects in order to promote the accomplishments of its faculty researchers. The Research Foundation of SUNY, established in 1951, is a private, not-for-profit educational corporation that administers externally funded contracts and grants on behalf of SUNY, pursuant to a 1977 agreement with the University. In Fiscal Year 2005-06, the volume of research and other sponsored programs administered by the Research Foundation of SUNY was $725 million. This figure represents the second highest total in the 55 years that Research Foundation of SUNY has been in operation. In addition, statutory colleges at Cornell and Alfred estimate research volumes of $163 million and $6 million, respectively, bringing the total for the entire SUNY system to $895 million. Research expenditures increased at the majority of the campuses in Fiscal Year 2005-06. Stony Brook University generated the most research dollars, with $159.4 million, followed by the University at Albany, which generated $150.6 million. In addition, Upstate Medical University achieved a 13 percent increase over last year; SUNY Oswego achieved a 19 percent increase over last year; and Morrisville State College achieved a 39 percent increase over last year. The U.S. government provided more than half of the research funds for SUNY, with the largest sponsors being the U.S. Department of Health and Human Services, the National Science Foundation, the U.S. Department of Education and the U.S Agency for International Development. Research funding received from business and industry climbed 22 percent, to more than $31 million, in Fiscal Year 2006. In total, the external funding generated by sponsored research supported more than 10,500 sponsored projects on State University campuses and more than 18,500 full- and part-time jobs in New York State. A chart shows Sponsored Program Expenditures. Source: SUNY Research Foundation Federal Appropriations Five years ago, SUNY undertook a more coordinated system-wide approach to requesting federal appropriations. Instead of individual campuses asking individually, a partnership between SUNY and the campuses was used to leverage the power of the largest system of public higher education in the country. This new approach has proven to be very successful. Since 2002, SUNY campuses have received an additional $102 million in appropriations, showing the effectiveness of collaboration and this partnership approach. The members of New York’s congressional delegation, as well as other members of congress, have responded well to SUNY’s coordinated approach as a model of efficiency and effectiveness. SUNY’s success in appropriations and sponsored research will be leveraged to assist in the focus on federal agency grant awards going forward. SUNY campuses have individual programs of great prominence, but collaboratively their strength can position them to win peer reviewed grant awards from the various federal agencies. A chart shows Federal Appropriations Received 2002-2006. Source: SUNY research Foundation Philanthropy SUNY established the Office of Philanthropy and Alumni Affairs in 2001 to assist its campuses with a focused effort to supplement their campus revenue with alumni support and philanthropic gifts. The effort began with the SUNY campuses being challenged with raising $1 billion within three years. Campuses started identifying and communicating with their alumni and for the first time as they organized fundraising campaigns. Within eighteen months, the campuses exceeded the $1 billion goal and had established full- scale philanthropic programs. A chart shows SUNY Philanthropic Support. Source: SUNY In January 2004, the first of its kind “SUNY $3 Billion Challenge” was officially announced by SUNY. The program goal is to enhance world-class academic and cultural programs, providing critical student support, attracting and retaining internationally recognized faculty and advancing intellectual inquiry and research thorough a vital public-private partnership. The $3 Billion Challenge brings together 64 campuses with one vision – to ensure The State University of New York is a leader among top public higher education institutions in America. Each campus is or will soon be in a capital campaign, expanding the flow of gifts, grants and bequests that will help them create an extra margin of excellence that builds in greatness. Campus presidents and development staffs throughout the SUNY system worked with their respective campus foundations, alumni associations, volunteers and supporters to develop fundraising programs that will help them achieve their fundraising targets. Informing Public Policy Rockefeller Institute of Government The State University of New York is proud to be the home of the Nelson A. Rockefeller Institute of Government, known as the Rockefeller Institute, the preeminent national center for the study of state government. The Institute has statewide responsibilities, and also has a special affiliation with the Nelson A. Rockefeller College of Public Affairs at the University at Albany. The Rockefeller Institute of Government conducts studies and special projects to assist government and enhance the capacity of states and localities to meet critical challenges. Through its conferences, research and publications, the Institute works with the best experts and top officials at all levels of government to forge creative solutions to public problems. The work of the Institute focuses on the role of state governments in the American federal system. State governments are the heart of America’s domestic policy process, and no other governmental policy research center deals with states on such a comprehensive basis. Its staff works closely with federal and state officials and with the major national organizations that represent state and local government. While many of the Institute’s projects are comparative and multi-state in nature, the Institute maintains a continuing emphasis on assisting New York State and its local governments. Study Areas State and Local Finances and Employment Staff members of the Rockefeller Institute’s Fiscal Studies Program regularly track state and local government finances. The Institute’s regular reports on state revenues are leading indicators of state fiscal health and are widely used by the financial community, state forecasters, fiscal and policy analysts and the media throughout the country. Welfare, Jobs and Health Programs The Rockefeller Institute’s Federalism Research Group focuses on the management capacity of state and local governments to implement social programs. Its aim is to inject management expertise to the development and analysis of state and local policies. Most of the Federalism Group’s studies are based on field research by a network of academic researchers in 25 states and over 50 localities; their work also encompasses the activities of not-for-profit organizations. Urban and Metropolitan Studies The goal of the Institute’s Urban and Metropolitan Studies Program is to increase understanding of urban neighborhoods and their metropolitan and intergovernmental contexts. Emphasis is placed on the role of social capital in community change, particularly as it affects minority working- and middle-class neighborhoods. Related activities include longitudinal research on urban hardship conditions, poverty impaction and suburban-urban disparity in large U.S. metropolitan areas, and a major project on government partnerships with faith-based social service organizations. New York Activities The Rockefeller Institute’s New York activities focus on carrying out studies and providing technical assistance to New York state agencies, hosting forums and seminars on New York State issues and conducting field research in New York State as part of the Institute’s national research projects. In all of these efforts, the aim is to assist New York State governments by using the Institute’s research expertise and data-analysis skills to help government officials build a knowledge base in areas of their responsibility. NYS Forum for Information Resource Management The Forum is a network of New York State and local government agencies and organizations in the field of information technology. Public managers in New York State have become increasingly aware of a need to articulate information policies and to improve the management of information resources that support state operations. Higher Education The Higher Education Program identifies higher education policies that balance the concerns of students, teachers, university trustees, and government, business and labor leaders. Recent work includes studies of higher education accountability, performance indicators and performance reporting for higher education. New York State Network for Economic Research The Rockefeller Institute’s Fiscal Studies Program coordinates the New York State Network for Economic Research. The network is an interdisciplinary group of experts who share an interest in developing and using research related to New York State’s public policies and economy. The Rockefeller Institute of Government organizes and holds NYSNER conferences on topics significant to New York State and its local governments. Publications The Institute publishes books, research reports and papers dealing with a variety of public policy issues as well as with the economy, government and political history of New York State. It also publishes the annual New York State Statistical Yearbook and the Fiscal Study Program’s quarterly State Revenue Reports and monthly State Fiscal Briefs. Rockefeller InstitutePublic Policy Issue Areas • Integrating Human Services • Homeland Security • Welfare and Jobs • Medicaid Research • Urban and Metropolitan Studies • Fiscal Studies Program • Education • Book Lists - 2005 - Public Service Theme - 2004 - History of the World’s Three Monotheistic Religions - 2003 - Meaning of Nonfiction - 2002 - Culture Wars - 2001 - Civil War Reconstruction Period 2007-08 Operating Budget Request 2007-08 Budget Request With 64 institutions and more than 418,000 students, the State University of New York is the largest comprehensive system of colleges and universities in the nation, and is positioned to be the nation’s premier public higher education system. Created in March 1948, the SUNY system now includes major university research centers that support the economies of entire regions of the State; health science centers that offer essential healthcare services to communities and cutting edge medical research; comprehensive colleges dedicated to excellence in undergraduate education; colleges of technology that provide undergraduates with applied skills in high demand technical and agricultural fields; and community colleges that provide open access to career education and degree programs. The University’s strategic differentiation and geographic sweep are powerful forces that can be aggregated to meet most critical challenges facing New York State – access to an affordable and attainable education; economic development and job growth; and achieving national excellence in education and research. SUNY’s 2007-08 operating budget request seeks to strengthen and expand its partnership with the Executive and Legislative branches to build a flexible and responsive SUNY that provides solutions for New York State and serves all New Yorkers. In addition, the 2007-08 budget request seeks capital funding for educational facilities to provide for the critical maintenance and new buildings for both state-operated campuses and community colleges (see next chapter). THE SUNY-STATE PARTNERSHIP – AN ALL FUNDS VIEW SUNY is a nearly $10 billion all funds enterprise. The State’s share of its financial partnership with the University is reflected in the core operating budgets at state-operated campuses, base operating aid for community colleges, fringe benefit payments for employees at state-operated campuses and debt service on educational facilities. Since 1991-92, the rate of increase in University-generated funds is nearly double the rate of increase in State-tax dollar funding. SUNY’s academic activities are supported largely within the state-operated campuses’ core operating budget – comprised of tuition and state support – and the community colleges operating budget – comprised of State base operating aid, tuition revenue and local sponsor support. For both State-operated campuses and community colleges, the rate of increase in non-State tax dollar funding has exceeded State support. A chart shows All Funds Expenditures. A chart shows State-Operated Campuses Core Operating Budget. A chart shows Community College Revenue Sources Share Trend. 2007-08 OPERATING BUDGET REQUEST The State University’s 2007-08 budget request is the result of a collaborative, disciplined process involving the Chancellor, the 64 SUNY campus presidents and SUNY management. SUNY’s request totals $2,218.7 million in State tax dollar support for state- operated campuses, the contract colleges at Cornell University and the statutory College of Ceramics at Alfred University, community colleges, and the University’s three teaching hospitals – reflecting a $239.8 million increase from 2006-07 State support levels, or 2.4% of SUNY’s all funds budget. Of this amount, $116.7 million is for base- level and mandatory costs and $123.1 million is for strategic new initiatives. A chart shows 2007-08 State Tax Dollar Budget Request Summary. STATE-OPERATED CAMPUSES AND UNIVERSITY-WIDE PROGRAMS Base-Level Budget Mandatory costs for the State-Operated campuses and University-Wide Programs are projected to increase by $62.8 million. The majority of this increase is due to collective bargaining obligations, and non-personal service (OTPS) inflation. Base Request Thousands of Dollars 2006-07 Adjusted State Tax Support1 $1,106,818 Total Change 62,802 2007-08 Base Level State Tax Request $1,169,620 1Assumes $27 million from the $45 million 2006-07 energy contingency appropriation is provided to the University in 2006-07. Targeted Initiatives Access to an Affordable and Attainable Education ($35 million) The mission of the State University of New York as prescribed in the New York State Education Law is “to provide to the people of New York educational services of the highest quality, with the broadest possible access, fully representative of all segments of the population in a complete range of academic, professional and vocational post- secondary programs…” This responsibility is central to the University’s mission as a public institution and must be supported if SUNY is to fulfill its obligation to provide all New Yorkers with access to an affordable and attainable education. Meeting Enrollment Demand Enrollment at the University’s State-operated campuses has been on an upward trajectory for the past 10-years, growing from 184,696 students in the fall of 1997 to an estimated 208,073 in the fall of 2006. This increase is consistent with campuses’ Mission Review II strategic plans, which anticipate further growth over the next five years of the University’s planning horizon. A major factor driving the increase in enrollment is improved retention rates among all State-operated campus sectors. SUNY’s retention rates are already above the average rate for national public institutions and on par with or exceeding the national private retention rate averages. (ref. chart on page 48). Additional pressure on enrollment growth is expected to occur as a result of continued increases in New York’s traditional college-aged population (age 18 to 24). Further enrollment growth will also result from the decline in the number of jobs that do not require some college education, while jobs requiring post-secondary education continue to grow. A chart shows State-Operated Campus Enrollment. The 2006-07 enacted State budget provided funding for an additional 7,400 students. This growth included: existing students admitted in line with enrollment goals established in the first-cycle of Mission Review; growth in first-time/full-time freshman and transfer students; and enrollment increases due to improving retention rates. Preliminary indications from fall 2006 enrollment data are that the University has exceeded anticipated funded growth targets. In 2007-08, the State-operated campuses’ Mission Review II strategic plans anticipate more than a 5,600 student increase from 2006-07 funded enrollment levels. The University requests State support to meet this demand. Expanding Opportunity The State University is committed to a student population that reflects the social, economic and cultural diversity of New York State. For 2007-08, SUNY’s budget request includes State support to expand opportunities for New York State’s low-income, first generation and multi-cultural students. This will be achieved by building on existing University opportunity programs, which support undergraduate students who have the potential to succeed in higher education, as well as through the establishment of a new office dedicated to enhancing diversity throughout SUNY. A new Office of Diversity and Multi-Cultural Affairs will focus university efforts to provide access and opportunity to the underserved students of all ethnic origins: African American, Hispanic, Latino/a, Asian, Native American and Pacific Islander. Economic Development – Expand Support for High Need/Resource Intensive Programs ($5 million) The 2006-07 Budget provided $3 million to expand or establish campus programs with demonstrated economic development or public health need. From a pool of requests totaling $7 million, a committee of campus and System Administration representatives made awards in the areas of engineering, information science, and nursing and allied health. In only a few short months since the program’s inception, approximately 370 new students have been enrolled and 25 faculty hired. An additional $5 million for the High Need Program in 2007-08 will enable the University to meet the significant unmet demand for program funds, and expand upon this partnership with the State to meet the critical workforce needs of communities throughout New York. A chart shows First-Year Retention. Academic Performance and Innovation ($5 million) SUNY is committed to providing not only access, but access to success. While this budget request seeks funding to increase enrollment capacity by adding faculty and expanding and improving academic facilities, the University also seeks to create capacity through innovation. Funding is sought for three initiatives that will improve retention, shorten the time-to-degree, and improve teaching and learning. Student Performance Tracking High quality and timely academic advisement increases students’ progress toward degree completion. However, the complexities of degree programs and the needs of an increasingly diverse student body have placed greater demands on academic advisors. SUNY proposes to implement a system-wide on-line degree tracking program that will facilitate more timely degree completion by providing students and academic advisors with real time degree audits. The program will also model for students the consequences of course selection and sequencing with respect to degree completion as well as the impact of changing majors on time-to-degree. A similar program at the University of Florida found that satisfaction with registration and advising went from 36% to 92% and the University achieved a sustainable 7% increase in its six-year graduation rate. Building on the State University’s already strong graduation rates, SUNY can realize even better results with an on-line degree tracking tool. Course Redesign Persistence or retention through the first year of college strongly correlates with degree completion. Too many new students fall behind because they have difficulty mastering the material in large lecture classrooms. The result is that these students are not prepared to succeed in the higher-level courses which follow and, ultimately, the student is at risk of dropping out. While reducing class sizes might alleviate some of the problem, the University is also actively pursuing other ways to increase student learning without increasing cost. Student performance can be enhanced by course redesign that, at the same time, reduces the overall costs of instruction. By using technology and course redesign to improve large lecture introductory courses in mathematics, science, technology and social sciences, student learning and retention can be dramatically improved. For example, as a pilot project, the faculty at the University at Buffalo redesigned their computer literacy course, which typically enrolls 1,000 students per year, resulting in a higher percentage of students successfully completing the course, with better grades, while achieving a reduction in cost of $248 per student to $143 per student. With support from the State in FY 2007-08, SUNY will initiate a series of innovative system-wide course redesign efforts to improve student satisfaction and success, and more effectively use existing resources. Assessment SUNY is playing a leadership role in advancing the assessment movement in higher education. Rigorous assessment policies and procedures are already in place for campuses’ curricular programs. This achievement has been acknowledged nationally, as illustrated in February 2006 when SUNY’s assessment efforts were featured in the publication Assessment Update, where they were cited as possessing “all the characteristics of effective outcomes assessment.” Support from the State would be used to make the most recent component of SUNY’s assessment program – Strengthened Campus-Based Assessment – even more robust. Under this program, campuses evaluate student outcomes in mathematics, writing and critical thinking. In addition, campuses evaluate their students’ academic engagement. Enhancing SUNY’s Strengthened Campus-Based Assessment program will provide campuses with more comprehensive feedback that faculty and staff can use to improve student engagement, learning and, ultimately, retention and time-to-degree. Achieving the Margin of Excellence ($14 million) Among the hallmarks of premier higher education institutions are outstanding graduate and undergraduate students, and a robust university press. In pursuit of excellence, the University seeks additional support from the State for the following initiatives: Strategic Investment in Graduate Excellence In order for SUNY to compete with other preeminent research universities, it must compete for the most promising graduate students. By attracting such students, SUNY is able to attract and retain the best faculty, increase research expenditures and achieve nationally recognized graduate programs. Top-tier research universities attract the strongest graduate students by offering strong and competitive financial packages. Investment in doctoral education must increase for SUNY to be fully effective in this sphere. SUNY needs more doctoral stipends, and stipends that are at competitive levels of compensation. The aver