REPORT CARD 2011 The Power of SUNY When we launched The Power of SUNY in April 2010, we committed the resources of SUNY to a singular goal - to drive New York's economic revitalization and enhanced quality of life. We promised to build a better SUNY, while staying focused on our three-part mission - To Learn, To Search, To Serve. We also proclaimed Six Big Ideas: SUNY and the Entrepreneurial Century SUNY and the Seamless Education Pipeline SUNY and a Healthier New York SUNY and an Energy-Smart New York SUNY and the Vibrant Community SUNY and the World Finally, we vowed to use data to carry out the plan in an absolutely transparent and responsible manner. This Report Card is a product of that promise. Through it, we embrace our public mission to "move the dial" in a positive direction regarding critical social issues facing the state, the nation, and the world. And we are embracing accountability by laying out our goals - small and big, immediate and long-term - and asking New Yorkers to hold us accountable. This document is the culmination of intense discussion and research by more than 300 scholars, experts, and other stakeholders who make up what we call our Innovation Teams - one for each of our Six Big Ideas - and Transformation Teams - seven groups aligned to our objective of internal improvement. Many of New York's best and brightest in their fields, representing SUNY's vast institutional diversity, academic breadth, and geographic reach, volunteered for a true team effort. These teams continue to serve as a central implementation mechanism for The Power of SUNY. Their steadfast service and unwavering commitment to the plan are crucial to its success. Development of the Report Card, like that of The Power of SUNY itself, was unprecedented in its inclusivity and aggressive in its approach. True to form, we think you'll find the metrics used to measure our success to be equally encompassing and ambitious. No other institution of higher education in the country is taking itself to task in such a comprehensive, explicit, and transparent manner. The level of public accountability provided by this Report Card is truly a first for SUNY, for New York, and for the nation. Thank you for taking this journey with us. Nancy L. Zimpher Chancellor, The State University of New York Report Card Guide As noted, the purpose of this Report Card is to monitor our progress in implementing The Power of SUNY. While a unique endeavor among systems of higher education, the effort is not intended simply as an exercise in self-promotion, nor should the reader ascribe a punitive quality to the Report Card - we are not scoring our performance for purposes of assigning failing grades or meting out negative consequences. Instead, given the tremendous effort in developing the strategic plan, our deep commitment to its goals, and our philosophy of constant improvement, it only seems fitting that we measure our progress. Moreover, as a self-assessment and progress tool, SUNY's Report Card has the added benefit of "telling our story" and documenting our contribution to New York State's health and vitality in a concise and efficient manner. To this end, the Report Card can further our advocacy efforts with policy makers and external stakeholders, thus helping advance our cause of increased state support and regulatory flexibility. I. FORMAT We have divided our Report Card into three sections: A Competitive SUNY, which brings to life our Power of SUNY commitment to building a better university; Diversity Counts, which tracks our commitment to building upon our rich tradition of providing opportunity to traditionally underserved populations and better preparing students for the myriad of complex issues they will face as the next generation of state, national, and international leaders; and A Competitive New York, which tracks our progress in implementing the strategies associated with our Six Big Ideas. In each section, you will find metrics that represent national best practices and objective data designed to hold us accountable to the task of driving New York's economic recovery. Numbers throughout this document are rounded for ease of reading. In some places that means totals and subcategories do not match exactly. II. THE EVOLUTIONARY NATURE OF THE REPORT CARD The Report Card you see today will most certainly evolve over the course of the next several years. In fact, this first edition represents our baseline year wherein we establish the place from which we begin to show progress and improvement. We also fully anticipate that over time, new metrics will be added and others abandoned. Certainly, core metrics, particularly those that track standard and well-accepted measures will remain constant. In other areas, however, experience will teach us something about gaps in precision, areas for improvement, and measures that do not actually track real progress. Throughout this report, you will also see a metric defined, but without associated data. In such instances, we have identified a metric we believe is important to track, but for which we lack data today. Our commitment is to develop the necessary processes or systems to collect this data in a timely fashion and to incorporate the results of this work into future editions of the Report Card. You will also note that the metrics chosen for this Report Card do not measure progress in exactly the same way. Throughout the document you will see a mix of hard numbers and percentages, as well as measures that assess processes instead of outcomes. In each case, we have tried to choose metrics that best advance the achievement of the goal in question. As our data collection becomes more sophisticated and we experience progress, we anticipate the metrics will be displayed in a more consistent way. Finally, this Report Card represents our commitment to constant improvement toward implementation of The Power of SUNY. Metrics that show improvement over time will also demonstrate progress toward implementation. The establishment of targets or goals, based upon national standards, will better help us understand the context and pace of our progress. Accordingly, future editions of this Report Card will include specific targets for improvement, based upon national trends and data. SUNY's Report Card represents a work in progress. It will improve with time, experience, and feedback that you, as the reader, provide. III. DEFINITIONS & KEY This document represents data summarized over the entire State University of New York System. In addition, each of the following definitions will assist you in reading and understanding the significance of our Report Card: BASELINE DATA: Assesses SUNY's status in terms of data available for the 2008-2009 academic year, except where noted. OUTPUT METRIC: A metric that tracks progress toward achieving a particular goal. PROCESS METRIC: A metric that tracks progress toward implementing a process, program, or system that is critical to achieving a particular goal. WORK-IN-PROGRESS METRIC (WiP): A metric for which data is not readily available. CONDITION MEASURE: Sometimes referred to as a "top-line metric," this measure, included in each of the Six Big Idea sections, efficiently defines the overall issue or societal condition SUNY seeks to influence by making progress on the metrics specified in each section. Generally the condition is not something SUNY can control by itself because improvement requires action from a multitude of institutions, policy makers, and individuals. Instead, by moving the dial for the metrics identified in each of the Six Big Idea sections, SUNY has the ability to positively impact the condition and influence change. A COMPETITIVE SUNY By building a better SUNY, we not only improve upon the delivery of our core mission, but also better enable implementation of the strategic plan. Accordingly, the metric set forth in A Competitive SUNY tracks our progress in improving the delivery of our core mission - To Learn, To Search, To Serve. In selecting these metrics, we looked to national best practices and existing databases to inform our thinking. In this section you will find the essential measurements that define modern public higher education. SUNY's strength is rooted in its connectedness as a system, so throughout this document you will find data for the entire University, along with specific aspects for our specialized components. � TO LEARN � TO SEARCH � TO SERVE � STUDENTS AND FACULTY � FINANCIAL HEALTH To Learn SUNY SUCCESS Traditional measures of graduation rates do not take into consideration students who elect to make certain transfer decisions. Because transfer is such an important aspect of SUNY's system, we developed this measurement to quantify the rates at which our students earn degrees or certificates within the standard time frame regardless of transfer behavior. In other words, this item measures; 1) students who stay at one SUNY school; 2) students who transfer between two or more four-year schools; or 3) students who transfer between two or more two-year schools. GRADUATION RATES Graduation rate is the percentage of students entering college for the first time in a full-time capacity with the intention of earning a degree or certificate and are successful in a specific amount to time - for an associate's degree that time frame is three years; for a bachelor's degree it is six years. RETENTION RATES In order to graduate, students must first return for their second year in college. Retention rates count the percentage of students entering college for the first time in a full-time capacity returning for year two. SUNY SUCCESS First time, full-time bachelor's degree 88% Transfer bachelor's degree 76% First time, full-time associate's degree or certificate 55% Transfer associate's degree or certificate 75% GRADUATION RATES First time, full-time bachelor's degree 62% Transfer bachelor's degree 61% First time, full-time associate's degree or certificate 26% Transfer associate's degree or certificate 24% RETENTION RATES First time, full-time bachelor's degree 83% Transfer bachelor's degree 77% First time, full-time associate's degree or certificate 61% Transfer associate's degree or certificate 56% NUMBER OF CREDITS AT GRADUATION One in three SUNY students is a transfer student, meaning these students attend more than one college in the course of their higher-education career before completing a degree. Therefore, the ability to seamlessly transfer within SUNY is critical. This metric compares the number of credits earned by transfer students vs. non-transfer students. Non-transfer bachelor's degree 133 Transfer bachelor's degree 135 Non-transfer associate's degree 70 Transfer associate's degree 71 COURSES AVAILABLE ONLINE The ability to take courses online is increasingly important: here we intend to track their availability WiP STUDENT/FACULTY RATIOS The number of students per faculty member, adjusted to represent a full-time assignment. STATE-OPERATED CAMPUSES 15.6:1* COMMUNITY COLLEGES 20.5:1 NOTE: *This figure includes highly labor-intensive clinical and research faculty; for example, academic health science center faculty rations are by necessity considerably lower. In future years, we may consider alternate configurations of this element. STUDENTS ENGAGED IN INTERNSHIPS AND COOPERATIVE EDUCATION Work experience is an important enrichment activity for our students, and we strongly believe in encouraging internships. We think this is important to our students and the future economy of the state. Similarly, co-op education (a paid internship while students earn credit toward their degree) is an important strategy to improve college completion to scale statewide. WiP RECRUITMENT AND ENROLLMENT OF STUDENTS FROM HISTORICALLY UNDERREPRESENTED POPULATIONS Our commitment to, and belief in, the power of diversity is at the very core of SUNY's mission and the reason for its creation. We are very focused on creating diversity opportunities. Access to higher education is critical, and so we must hold ourselves accountable for reaching out to AND attracting students from historically underrepresented populations. In future years we will be adding economically disadvantaged populations to this item. 39,000 applications from historically underrepresented populations vs. 143,000 total applications To be comparable to applications, enrollment is for entering students in the fall of 2008. 22,000 students enrolled from historically underrepresented populations vs. 122,000 total new enrollment STEM GRADUATES In the knowledge economy, STEM credentials - a degree in science, technology, engineering, or math - are increasingly valuable to the individual. Some have gone so far as to say that a strong corps of STEM graduates is critical to our nation's future prosperity and security. 9,940 STEM Graduates To Search OUR RESEARCH ENTERPRISE FACULTY/STUDENT RESEARCH AND CREATIVE PRODUCTIVITY Publishing or executing original scholarly or creative work is a hallmark of academia. Having other academics cite or reference your work is a badge of honor. � 38,300 Publications (2003-2005) � 123,100 Citations (2003-2005) RESEARCH EXPENDITURES* Tracking how much is spent on research activity is the national standard for evaluating the breadth of a research enterprise. Why is this item presented by amount spent versus dollars awarded? For a couple of reasons: First, many research grants are multiyear projects, and using annual expenditures is a nationally accepted way to develop a comparable figure on an annual basis. Second, many colleges and universities contribute operating dollars to their research enterprises and those funds are equally important. � $849,961,000 all SUNY � $720,332,000 Doctoral Campuses only RESEARCH EXPENDITURES PER TENURE-TRACK FACULTY Total dollar figures, especially of this magnitude, can be hard to evaluate. Looking at research expenditures per tenure and tenure-track faculty can be more meaningful. � $123,000 all SUNY � $255,000 Doctoral Campuses only NUMBER OF LICENSES* EXECUTED In the process of bringing new intellectual property - i.e., discoveries - to the market, executing a license is a milestone. It is at this juncture that a new discovery receives external validation. � 49 IN 2008-9 NUMBER OF FACULTY AND STUDENTS PARTICIPATING IN SPONSORED GRANTS* Looking at the number of faculty and students involved in sponsored grants is an indicator of how engaged our learning community is in research activity. � Faculty - 3,920 � Students - 5,290 � Total - 9,210 NOTE: *Represents figures from four-year schools only as reported by the SUNY Research Foundation. LIBRARY CIRCULATION AND E-RESOURCE DOWNLOADS The depth of a university's library holdings was once the measure of an active academic enterprise. Today, the availability of online resources is just as important. This item uses data for the calendar year 2008. CIRCULATION (HOLDINGS: BOOKS, JOURNALS, MANUSCRIPTS) 3,020,000 E-RESOURCE DOWNLOADS WiP To Serve GRADUATES EMPLOYED IN NEW YORK STATE SUNY's mission is to prepare our students well for the workforce - so they get good jobs, stay in New York, and become productive citizens. WiP MEDIAN INCOME OF GRADUATES EMPLOYED IN NEW YORK STATE One way to differentiate jobs from good jobs is to look at income. We believe higher education has a tangible value in the market place, and we seek to define that value here. WiP GRADUATES IN SUPPORT OF NEW YORK STATE WORKFORCE NEEDS The Department of Labor projects which industries are most in need of qualified workers. SUNY is focused on providing highly skilled graduates to fill those needs that require a college degree or certificate. WiP AFFORDABILITY /COMPARATIVE DEBT OBLIGATION UPON GRADUATION More than 30 percent of SUNY students receive some form of financial assistance; for many, higher education would be out of reach without it. For students who benefit from financial assistance, the affordability of a SUNY education (and the value of a SUNY degree in the job market) can be measured in part by their ability to manage and, eventually, settle student debt post graduation. WiP DIVERSITY CONTENT IN THE CURRICULUM AND COURSE OFFERINGS In an increasingly diverse world, our students must be culturally competent. We think by providing the right balance of diversity content in our curriculum, we can help students gain these important skills. Tracking curricular opportunities, we think, will allow us to strike this balance. You will see similar measures focusing on different areas in this Report Card. WiP SYSTEM ENERGY CONSUMPTION As one of the largest energy consumers in New York, SUNY can tangibly impact the state's energy use. It's a matter of leadership, but also a matter of economics - using less energy means more money can be put towards our students and our academic mission. We are using a measure of consumption per square foot to be in line with New York's Executive Order 111. 140,565 BTU/sf PURCHASING POWER As one of New York's largest and most important assets, SUNY contributes directly to the local economy. Beyond providing education and jobs, SUNY is a mass purchaser of goods and services. Other than personal services - all expenditures other than salaries and benefits - is one way to think about the purely monetary impact SUNY makes. SUNY's annual purchasing power: $2,848,451,000 PATIENTS SERVED BY OUR HOSPITALS Our three teaching hospitals (Upstate Medical University, Downstate Medical Center, and Stony Brook University) are the medical safety net for vast portions of New York. � Inpatients: 67,000 � Outpatients: 1,077,000 DOCTOR RETENTION FROM OUR MEDICAL SCHOOLS Our medical schools are the vehicle through which native New Yorkers become doctors. This is important because these individuals are far more likely to stay in New York and practice medicine. 81% of our medical students are from New York TOTAL HOSPITAL AND CLINICAL EMPLOYMENT Our teaching hospitals are a major source of employment. 13,540 employees Students and Faculty STUDENT DIVERSITY SUNY was founded with the intention to provide fair access to higher education, without regard to ethnicity. We use standard federal classifications. RACE NUMBER PERCENTAGE TOTAL 439,500 100% WHITE NON-HISPANIC 286,800 65% ALL MINORITIES 90,600 21% Black Non-Hispanic 39,200 9% Hispanic 29,400 7% Asian/Pacific Islander 19,700 4% Native American/ Alaskan 2,200 1% NON-RESIDENT ALIEN 18,200 4% UNKNOWN 44,000 10% AVERAGE TIME TO DEGREE The longer it takes for students to complete their degrees, the higher the personal cost of their education. While there are many personal factors that can impact the time it takes a given student to earn a college degree, promising college careers can also be prolonged or derailed indefinitely as a consequence of budget restrictions or flaws in policy. SUNY is committed to eliminating obstacles and increasing the number of graduates of its two-, four-, and five-year programs to complete their course requirements on time. These figures include full- and part-time students. FIRST TIME BACHELOR'S DEGREE 4.5 years FIRST TIME ASSOCIATE'S DEGREE 4.6 years TIME TO EMPLOYMENT UPON GRADUATION Our mission is to prepare students to be career ready upon graduation. By tracking how long it takes our students to find jobs we can begin to understand how well we execute that mission. WiP INTERNATIONAL STUDENTS International diversity is important in developing a globally competent student body - something we talk more about in the SUNY and the World section. 18,200 international students: 4% DIVERSITY OF FACULTY AND STAFF It's important to us that the diversity of our students is reflected in the diversity of our university leadership. We use standard federal classifications. RACE NUMBER PERCENTAGE TOTAL EMPLOYEES 85,800 100% WHITE NON-HISPANIC 68,600 80% ALL MINORITIES 13,300 16% Black Non-Hispanic 6,900 8% Hispanic 3,000 3% Asian/Pacific Islander 3,200 4% Native American/ Alaskan 300 <1% NON-RESIDENT ALIEN 3,900 4% TENURE AND TENURE-TRACK FACULTY Tenure and tenure-track faculty form the basis of campus culture and a college's scholarly core. They are supported in teaching by talented adjunct faculty. STATE-OPERATED CAMPUSES: 64% COMMUNITY COLLEGES: 54% STUDENT AND FACULTY SATISFACTION For students, higher education is a pivotal investment of time, money, and ambition that will shape every life step that follows. For faculty, it's a life commitment to excellence. Each group's assessment of its academic experience at SUNY is critical to the institution's continued improvement. This year we will focus on student satisfaction as evaluated by the National Survey of Student Engagement (NSSE). In particular, we are interested in the percent of our students satisfied with the instruction and course, campus, facilities, and support services. SUNY% TOP50% TOP10% Students reporting receiving an enriching educational experience 40% 47% 54% Students reporting a supportive campus environment 57% 63% 67% Students satisfied with the level of academic challenge 55% 60% 63% Students reporting an active and collaborative learning experience 50% 55% 60% Students satisfied with student-faculty interaction 42% 49% 55% Financial Health FULLY LOADED COST PER STUDENT Knowing the specific cost to educate a student is critical to good management, budgeting, and prioritizing. These figures are based on a systemwide formula recently developed and applied to the state-operated campuses. TOTAL COST PER STUDENT FTE*~: $15,940 INSTRUCTIONAL COST PER STUDENT FTE ~ $14,470 Direct Instruction: $7,570 Administrative Costs: $5,000 Capital Expenditures: $1,900 RESEARCH AND PUBLIC SERVICE COSTS: $1,470 STATE SUPPORT PER STUDENT FTE State support is a critical piece of SUNY's overall budget. STATE OPERATED** $8,290 COMMUNITY COLLEGES $2,770 HOSPITAL FINANCIAL SUPPORT TO ACADEMIC HEALTH EDUCATIONAL ENTERPRISE Academic health and hospital ledgers can be complex. Large amounts of money rapidly moving in and out can suggest an organization flush with cash, however the truth is bills and obligations. Potentially more confusing, but critical to consideration, is the financial connection between the academic health enterprise (medical school) and the hospital. In 2008-09 our three hospitals contributed significantly to our medical school budgets. $186,500,000 contributed to medical school budgets from hospital revenues Diversifying revenue streams and engaging our friends and supporters are two important reasons to increase our fundraising. We use CAE*** reporting standards. $232,821,000 Donated to SUNY Campuses ALUMNI GIVING RATE Alumni Donors = SUNY graduates who have made one or more gifts in the past year Alumni On Record = living graduates for whom SUNY has a current address Alumni on Record/Alumni Donors = alumni giving rate STATE-OPERATED CAMPUSES 8% COMMUNITY COLLEGES 1% NOTE: *Excludes Fringe benefits. The fully loaded expenditures include direct costs for each of the missions, plus a distribution of related support costs. Note that the research expenditures do not include expenditures at the Research Foundation. ** The related state funding includes support for the core budget and for debt service/capital expenditures. Funding for university-wide programs, system administration, fringe benefits, and SUNY hospitals are not included. *** CAE: Council for Aid to Education - www.cae.org. ~ FTE indicates full-time equivalent students or faculty to ensure that comparisons aren't skewed by part-time students and faculty. CLASSROOM UTILIZATION RATE Classroom utilization rate is an industry standard measurement of how much use a single classroom space gets compared to a predetermined expectation. WiP FACILITY MASTER PLAN PROGRESS AND UPDATES The SUNY Construction Fund is executing an extensive facilities master-planning process. We think it is the best of its kind in the country. This item tells you how many campus-facility master plans have been completed: 0 in 2008-9 (the first year of our program) OPERATION AND MAINTENANCE OF BUILDINGS AND GROUNDS Stewardship of buildings and grounds is critical to our educational mission and to diminishing future critical maintenance backlogs. We are working to give you two numbers here: one will represent total dollars spent on maintenance and operation per student. The second will tell you how effective our program is. WiP DIVERSITY COUNTS The Power of SUNY made promises to embed SUNY's commitment to diversity in everything we do. Diversity enriches our lives and the educational experience: it invigorates conversations, awakens curiosity, and widens perspectives. Diversity also ensures our campuses mirror the rapidly changing world, creating an environment that prepares our students to be culturally competent so they can succeed anywhere. � DIVERSITY COUNTS IN A COMPETITIVE SUNY � DIVERSITY COUNTS IN A COMPETITIVE NEW YORK Diversity Counts The modern SUNY System was created more than fifty years ago through Governor Nelson D. Rockefeller's vision to greatly expand New York's educated citizenry. His goal was to provide opportunities where none existed for the racial and religious groups that were targets of discrimination and the economically disadvantaged who could not afford private colleges. Today, New York is the third most populous state in the nation and one of the most culturally diverse. SUNY reflects and values that diversity, which is truly one of our greatest strengths. At SUNY, we recognize our diversity makes us stronger and smarter. We respect, encourage, and promote all aspects of human difference. Diversity enriches lives and the educational experience. By capitalizing on diversity, our SUNY campuses invigorate conversations, awaken curiosity, foster civic engagement, and widen perspectives. The educational and social benefits of diversity within higher education are clear. The concept is vital to American and international business efforts to hire and maintain a diverse workforce. Major American businesses, the U.S. military, and other entities have clearly expressed the skills needed in today's increasingly global marketplace, which can only be developed through exposure to widely diverse people, cultures, ideas, and viewpoints. The U.S. Supreme Court acknowledged this need, and the supporting social science, in its seminal examination of, and justification for, diversity in higher education in the case of Grutter v. Bollinger (2003). Beyond being a pathway to culturally competent employment, SUNY campuses are also the training grounds for many future corporate and community leaders. As the Supreme Court recognized, the path to leadership should be visibly open to talented and qualified individuals of every race and ethnicity in order to cultivate a set of leaders with legitimacy in the eyes of the citizenry. The SUNY student body is sewn from the threads of our nation's diverse quilt, where the views of all students across the educational spectrum are sought out and given voice. In sum, SUNY's diverse educational environments create an intellectual climate that fosters respect for differences, stimulates innovation, encourages collaboration, and prepares students to live and work productively in a multiracial and multiethnic society. Diversity Counts in a Competitive SUNY In A Competitive SUNY, we looked at a number of measurements typically associated with responsible 21st-century higher education. In this section, we seek to look at the same elements, but using disaggregated data to highlight opportunities for us to better serve underrepresented populations. For the purposes of data integrity, we have used federal Department of Education classifications. SUCCESS RATES WiP RETENTION RATES Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Unknown Male Female FT FT - BA 83% 83% 83% 83% 89% 68% 85% 86% 83% 85% FT FT -ASSOC 61% 65% 54% 61% 72% 51% 69% 64% 61% 66% Transfer - BA 77% 77% 74% 76% 81% 63% 73% 80% 78% 76% Transfer - ASSOC 56% 56% 56% 56% 56% 50% 55% 56% 53% 58% GRADUATION RATES Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Unknown Male Female FT FT BA (6year) 62% 63% 55% 56% 69% 47% 45% 67% 58% 66% FT FT ASSOC (3year) 22% 25% 10% 14% 18% 17% 21% 20% 19% 26% Transfer BA (4year) 61% 62% 52% 54% 65% 50% 70% 61% 59% 63% Transfer ASSOC (2year)22% 22% 14% 15% 22% 18% 43% 29% 16% 27% GRADUATES IN SUPPORT OF NEW YORK STATE WORKFORCE NEEDS WiP AVERAGE TIME TO DEGREE Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Unknown Male Female FT FT BA 4.5 4.5 4.9 4.6 4.5 4.9 4.0 4.5 4.6 4.5 FT FT ASSOC 4.4 4.4 4.7 4.0 3.7 5.1 3.7 4.1 4.1 4.5 Transfer BA 3.2 3.2 3.5 3.2 3.1 3.4 2.5 3.1 3.2 3.2 Transfer ASSOC 3.2 3.3 3.7 3.2 2.5 3.6 2.1 2.5 3.4 3.3 STUDENTS WHO HAVE STUDIED ABROAD WiP RECRUITMENT OF STUDENTS FROM HISTORICALLY UNDERREPRESENTED AND/OR ECONOMICALLY DISADVANTAGED POPULATIONS Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Unknown Two or More Races Male Female Applications - historically underrepresented population 142,600 75,200 20,200 18,100 11,800 500 - 14,310 2,610 61,600 81,000 100% 53% 14% 13% 8% 0.4% 10% 2% 43% 57% Enrollment - historically underrepresented population 122,400 79,900 12,190 9,280 5,060 710 3,650 11,660 - 58,400 64,100 100% 65% 10% 8% 4% 0.6% 3% 10% - 48% 52% Enrollment - Economically Disadvantaged WiP DIVERSITY CONTENT IN THE CURRICULUM WiP PROPORTION OF UNDERGRADUATE AND GRADUATE/PROFESSIONAL STUDENTS BY ETHNICITY AND GENDER Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Unknown Male Female Total 439,500 286,800 39,200 29,400 19,720 2,240 18,150 44,000 198,000 241,500 100% 65% 9% 7% 4% 0.5% 4% 10% 45% 55% Undergraduates 398,600 262,300 37,200 28,100 17,530 2,120 11,020 40,300 181,200 217,400 100% 66% 9% 7% 4% 0.5% 3% 10% 45% 55% Graduates/Professional 40,900 24,500 1,990 1,360 2,190 130 7,130 3,690 16,840 24,100 100% 60% 5% 3% 5% 0.3% 17% 9% 41% 59% DIVERSITY OF FACULTY AND STAFF Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Male Female Total Employees 85,780 68,590 6,860 2,980 3,230 270 3,850 39,760 46,020 100% 80% 8% 3% 4% 0.3% 4% 46% 54% Full-time Faculty 15,530 12,680 610 380 1,040 50 780 9,080 6,450 100% 82% 4% 2% 7% 0.3% 5% 58% 42% Part-time Faculty 16,570 14,920 570 340 420 50 270 8,490 8,090 100% 90% 3% 2% 3% 0.3% 2% 51% 49% Full-time Staff 39,100 30,310 4,790 1,710 1,330 140 810 16,100 23,000 100% 78% 12% 4% 3% 0.4% 2% 41% 59% Part-time Staff 14,580 10,680 880 550 440 30 2,000 6,100 8,480 100% 73% 6% 4% 3% 0.2% 14% 42% 58% Diversity Counts in a Competitive New York The Power of SUNY made six clear commitments to diversity opportunities within the Six Big Ideas. In this section, we hold ourselves accountable to those promises. SUNY AND THE ENTREPRENEURIAL CENTURY We have looked at overall SUNY graduates in STEM disciplines. Here, we look specifically at underserved populations achieving degrees in STEM fields. GRADUATES IN STEM FIELDS BY ETHNICITY AND GENDER Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Unknown Male Female Undergraduate Certificates 180 140 7 20 8 3 1 6 150 40 100% 74% 4% 12% 4% 2% 1% 3% 80% 20% Associate 1,830 1,410 100 100 60 6 30 130 1,520 300 100% 77% 6% 5% 3% <1% 1% 7% 83% 17% Bachelors 5,820 3,520 280 230 640 20 430 710 3,710 2,110 100% 60% 5% 4% 11% <1% 7% 12% 64% 36% Masters 1,520 570 30 20 80 5 770 50 960 560 100% 37% 2% 2% 5% <1% 51% 3% 63% 37% Doctoral 560 190 8 14 30 3 280 30 350 210 100% 35% 1.4% 3% 5% <1% 51% 5% 62% 38% Graduate Certificates 30 20 2 1 - - 3 4 20 15 100% 68% 6% 3% - - 10% 13% 52% 48% SUNY AND THE SEAMLESS EDUCATION PIPELINE* The Strive National Cradle to Career Network provides a framework for building community-based and data-drive educational solutions. You can learn more at: www.strivenetwork.org. Our Strive adaptations will employ a number of evidence-based intervention strategies aimed at increasing the number of vulnerable students achieving a high-school diploma and entering college prepared for college-level work. Here we will first track the implementation of these strategies within Strive sites, toward tracking their effectiveness. INTERVENTION STRATEGIES DEVELOPED FOR HISTORICALLY UNDERREPRESENTED POPULATIONS WiP *NOTE: No Strive adaptations have been developed in New York yet. SUNY AND A HEALTHIER NEW YORK We have looked at graduates in health care fields. Here, we disaggregate that data. GRADUATES WITH HEALTHCARE CREDENTIALS BY ETHNICITY Total White Non-Hispanic Black Non-Hispanic Hispanic Asian/Pacific Islander Native American/Alaskan Non-Resident Alien Unknown Male Female Total 8,830 5,920 850 370 770 40 160 710 1,870 6,950 100% 67% 10% 4% 9% <1 % 2% 8% 21% 79% Undergraduate Certificates 570 400 80 30 20 2 3 30 130 440 100% 70% 14% 5% 3% <1% 1% 6% 22% 78% Associate 4,090 3,100 330 170 140 30 14 310 680 3,410 100% 76% 8% 4% 3% <1% 0.3% 8% 17% 83% Bachelors 2,070 1,110 270 110 280 5 50 260 420 1,650 100% 53% 13% 5% 14% <1% 2% 13% 20% 80% Masters 860 550 100 30 60 - 50 70 120 750 100% 64% 12% 4% 7% - 6% 8% 13% 87% Doctoral 240 170 20 3 20 1 20 20 80 160 100% 68% 7% 1% 7% <1% 9% 8% 34% 66% First Professional 920 550 50 20 260 2 20 20 430 480 100% 59% 5% 3% 28% <1% 2% 2% 47% 53% Graduate Certificates 80 50 9 2 2 1 6 4 10 70 100% 68% 12% 3% 3% <1% 8% 5% 12% 88% SUNY AND AN ENERGY-SMART NEW YORK In A Competitive New York, we commit to delivering Energy-Smart education opportunities to the SUNY community. Here, we focus specifically on those programs offered to low-income families with the ultimate goal of reducing the proportion of disposable income those families are spending on energy costs. MEASURE CAMPUS-BASED PROGRAMS DESIGNED TO EDUCATE LOW-INCOME FAMILIES IN BECOMING ENERGY-SMART WiP SUNY AND THE VIBRANT COMMUNITY As our campuses design specific service-learning plans we will measure the development - and then results - of those aimed at serving vulnerable and underserved populations. We will call these "Diversity Counts" service-learning opportunities. CERTIFIED DIVERSITY COUNTS SERVICE-LEARNING OPPORTUNITIES Service-learning plans called for by the SUNY and the Vibrant Community Innovation Team have not yet been developed. WiP SUNY AND THE WORLD Study-abroad opportunities often feel out of reach for many, but as SUNY places increasing value on them, it must do so for all populations. STUDY-ABROAD AND INTERNATIONAL STUDENTS STUDYING AT SUNY BY ETHNICITY WiP A COMPETITIVE NEW YORK Just over a year ago, SUNY presented Six Big Ideas - areas where SUNY could focus its capacity and expertise to make a difference for the State of New York. We promised to link resources and expertise in targeted and quantifiable ways. In the pages that follow, we have translated these Big Ideas into condition measures, processes, and outcome metrics that we think drive A Competitive New York. � SUNY AND THE ENTREPRENEURIAL CENTURY � SUNY AND THE SEAMLESS EDUCATION PIPELINE � SUNY AND A HEALTHIER NEW YORK � SUNY AND AN ENERGY-SMART NEW YORK � SUNY AND THE VIBRANT COMMUNITY � SUNY AND THE WORLD SUNY and The Entrepreneurial Century Entrepreneurship is to the knowledge economy what the assembly line was to industrialism. In higher education, federal research dollars are the fuel, and by increasing our ability to capture funding we are able to create more jobs in New York. More importantly, they'll be jobs people want, because SUNY has a unique ability to align its breadth and scale with business and industry, taking our solutions and making them viable for real-world applications. NEW YORK STATE RESEARCH EXPENDITURES $4,500,000,000 (According to Excell Partners, Inc.). NEW YORK STATE JOBS CREATED 58,000 (According to New York State Department of Labor). NEW YORK STATE AVERAGE WAGE VS. NATIONAL AVERAGE SALARY $60,384 (According to the New York State Department of Labor).vs. $43,460 (According to the New York State Department of Labor Bureau of Statistics). RESEARCH EXPENDITURES BY ECONOMIC DEVELOPMENT REGION* We've already looked at SUNY's total research expenditures, but in New York, and especially under the leadership of Governor Andrew Cuomo and Lieutenant Governor Robert Duffy, regional collaboration is critical. Therefore, we plan to build research capacity regionally. REGION EXPENDITURES* CAPITAL $294,137,000 CENTRAL NEW YORK $53,700,000 FINGER LAKES $5,790,000 LONG ISLAND $177,513,000 MID-HUDSON $7,689,000 MOHAWK VALLEY $5,902,000 NEW YORK CITY $51,738,000 NORTH COUNTRY $11,252,000 SOUTHERN TIER $39,843,000 WESTERN NEW YORK $202,398,000 JOBS CREATED THROUGH SPONSORED PROGRAMS STAR METRICS is a federally sponsored effort to quantify impact of federally funded research. Using its methodology we can determine how many jobs are directly supported by SUNY's research enterprise. Jobs supported by SUNY research: 5,360 THE NUMBER OF INVENTION DISCLOSURES* Successful research can be measured by the knowledge and innovation we produce. Through regional technology-transfer offices, SUNY is able to leverage strengths across campuses. Measuring invention disclosures is a critical moment in the process of bringing inventions to market. 320* inventions disclosed SUNY'S ENTREPRENEURIAL SUPPORT OF NEW YORK BUSINESS AND INDUSTRY For SUNY to become a major driver of economic revitalization, we must provide the right kind of support to the business community. This includes qualified and talented graduates, access to our research enterprise, and high-quality training programs. We will evaluate our effectiveness by partnering with businesses and business organizations to create a semi-annual survey. WiP NOTE: * Represents figures from four-year schools only as reported by the SUNY Research Foundation. "The future belongs to those who can create, nurture, and commercialize intellectual capital, and the place where that happens is here." - Carl T. Hayden, Chairman, SUNY Board of Trustees ENTREPRENEURIAL CURRICULUM CONTENT AND ACTIVITES To create the next generation of leaders, we must embed entrepreneurial training in our coursework and in extracurricular activities. WiP SUNY and The Seamless Education Pipeline SUNY views education as a pipeline, which encompasses all that we learn from the day we are born through our experiences in the workforce. As New York State and the nation seek to fix the leaks in the education pipeline, SUNY has the capacity and a plan to lead the charge. 19 of 100 New York State ninth graders graduate from college in the standard time frame (According to the National Center for Public Policy and Higher Education) Average New York State unemployment rate: 5.3% (According to the United State Department of Labor Bureau of Statistics SUNY WORKS By partnering with business and industry leaders, economic development organizations, and private foundations, SUNY will create a unique new cooperative-education initiative. SUNY Works will allow students to earn salaries and college credits while simultaneously completing their degree and gaining on-the-job training and experience that will garner job opportunities in high-need 21st-century fields in New York upon graduation. SUNY is committed to: Increasing the number of students enrolled in cooperative-education programs and successfully gaining employment as a result of their co-op experience. WiP "Education - educating more people and educating them better - appears to be the best single bet that a society can make." - David Leonhardt, Columnist, The New York Times "It is a myth that one person or group can fix education by themselves, no matter how visionary or passionate. Only by working together - public and private institutions of higher education, state education departments, school districts, elected officials, civic, philanthropic and corporate leaders - will we see results." - Nancy L. Zimpher, Chancellor, The State University of New York CRADLE-TO-CAREER NETWORKS SUNY is committed to the Strive concept - a framework for developing community-based, data-driven partnerships to address learning outcomes for our most vulnerable populations. A Strive network engages leaders in Pre-Kthrough- 12 schools, higher education, business and industry, community organizations, government leaders, parents, and other stakeholders. Together we will: Increase the number of New York sites qualifying for membership in the Strive National Cradle to Career Network and as a result effectively work toward closing the achievement gap and increasing career entry. 0 sites in 2008-9 SMART SCHOLARS EARLY COLLEGE HIGH SCHOOLS Historically underrepresented high-school students are in desperate need of additional opportunities to get a head start on college. One way SUNY can make this possible is through the implementation of Smart Scholars Early College High Schools. The network was developed as a collaboration between EdWorks/KnowledgeWorks Foundation, the New York State Education Department, the Bill & Melinda Gates Foundation, colleges and universities, school districts, and community organizations to allow students to earn both a high-school diploma and up to two years of college credit while they are in high school. With these partners, SUNY will: Increase the number of historically underrepresented high-school students receiving college-level credits in ECHS, and consequently increase the numbers of those students admitted to college. WiP SUNY URBAN-RURAL TEACHER CORPS As recommended by the National Council for Accreditation of Teacher Education (NCATE) Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning in November 2010, SUNY will transform its undergraduate and graduate teacher education programs by offering teacher training akin to the clinical training that medical professionals receive. Collectively, students training in the new and improved programs and program graduates will be known as the SUNY Urban-Rural Teacher Corps (URTC). To develop the URTC, SUNY will: Develop clinically rich teacher-education programs at SUNY campuses toward increasing the number of SUNY graduates prepared and teaching in hard-to-serve schools. 0 programs in 2008-9 SUNY and A Healthier New York Building a virtual SUNY Institute for Health Policy and Practice (IHPP) will harness and leverage capacity across all 64 SUNY campuses. SUNY will address health issues for our students and faculty in a defined environment - our campuses - and then take "what works" to scale statewide and nationwide. Development of the SUNY Institute for Health Policy and Practice. THE RIGHT HEALTH PROFESSIONALS IN THE RIGHT PLACES The lack of enough well-trained health care professionals is well known and felt nationwide. SUNY is committed to changing this dynamic by: � Producing more well-trained healthcare workers. WiP � Analyzing specific needs both geographically and by the type of professional required. THE SUNY WELLNESS NETWORK One in four undergraduate students arrives at college with one or more significant and chronic health challenges. We know some of the biggest risk factors facing our SUNY family; others require investigation. Therefore SUNY will: � Use industry standards to execute a behavioral risk-assessment study. � Become the largest system to become entirely tobacco free. WiP To be on the forefront of effective, outcome-based healthcare we need to ramp up our research base and use "level one" evidence to create the SUNY Scale - a measure of quality healthcare. SUNY knows it must: � Increase funding to strengthen the IHPP - $4,637,500 in 2008-9. � Increase funding for the four SUNY REACH pillars*. WiP � Develop the SUNY SCALE. NOTE: *SUNY REACH is a program to promote increased research, especially collaborative research in the areas of cancer, infectious disease. "We all - everyone - have something in common. Each and every one of us will someday be a patient." - Dr. David Smith, President, SUNY Upstate Medical University SUNY and An Energy-Smart New York Some believe the green energy economic revolution will be akin to the development and proliferation of the personal computer. By 2030 the U.S. Renewable Energy Market is estimated to be worth $4.5B; similarly, the U.S. Green Collar Workforce is estimated to top 250,000 by 2020. SUNY's expertise in applied research and its ability to take it to scale will allow us to prepare New York State to capture an outsized share of that market and workforce while leading to a decrease in New York's energy consumption. SUNY sees the road to realizing this ambition in three parts: Education, Research, and Consumption Practices. New York's share of the Renewable Energy Market and Green Collar Workforce WiP ENERGY-SMART EDUCATION Step one is to prepare a generation of Energy-Smart graduates - an educated citizenry that has the skills and drive to take on 21st-century green jobs. At the same time, SUNY needs to take a more active role in providing continuing community education and energy-management recommendations. A thorough evaluation is in progress to build and assess the impact of a deep, broad, and effective green curriculum. WiP ENERGY-SMART RESEARCH As we have committed to tracking research expenditures in total and by region, we seek to focus on - and significantly grow - expenditures in the Energy-Smart disciplines. This measurement includes research in the following areas: Smart-Energy Grid technologies, energy-efficiency technologies, energy storage, alternative and renewable sources, energy for transportation, and energy policy. Energy-Smart research expenditures: $23,524,400 INVENTION DISCLOSURES* Similarly, we seek to enhance our technology transfer process to identify, protect, and commercialize SUNY's intellectual property portfolio and grow the number of invention disclosures related to energy disciplines made by our faculty and student researchers. ENERGY-SMART CONSUMPTION Finally, controlling consumption is critical. As one of the largest energy consumers in New York, SUNY can lead the way to more responsible usage practices. SYSTEM ENERGY CONSUMPTION � BTUs/Ft2 - consumption per space (in line with Executive Order 111): 140,565 � MMBTUs/AAFTE - consumption per student: 61.97 SYSTEM CARBON FOOTPRINT (MTCO2E) � Emissions/Ft2 - per space: .0116 � Emissions/AAFTE - per student: 5.1352 SYSTEM RENEWABLE ENERGY � Produced: 645,169 kWh � Utilized: 27,395,169 kWh "SUNY has embraced our natural role as a source for research and innovation, and we are leveraging it to break new ground in clean energy technology that will encourage discovery, innovation, demonstration, education, and commercialization of green - and renewable - energy solutions and prepare the workforce that will lead New York's new economy. We are turning words and ideas into action and jobs - this is the very essence of The Power of SUNY." - Nancy L. Zimpher, Chancellor, The State University of New York NOTE: *Represents figures from 4-year schools only as reported by the SUNY Research Foundation. SUNY and The Vibrant Community Strong communities are at the heart of economic revitalization. They foster investment, improve quality of life, and grow stronger citizens. As anchor institutions, our influence is widely felt. Our scholars can quantify our contributions to the well-being of our communities, and our SUNY family can provide significant impact. Well-being Index for New York State Counties WiP 1) Increasing campus-community engagement is central to our mission as a public university system. We've identified two ways in which SUNY can better serve its local communities: Establish service- learning plans tailored to the needs and capabilities of each campus that produce evidence-based results to the communities. 2) Require the implementation of a signature engagement project at each campus - a longterm, ever- changing tailored project to meet the community's needs. "Locality matters, as John Dewey wrote in 1927, 'democracy begins at home and home must be the neighborly community'... No institution can make such significant contributions to the quality of life in their communities and cities as colleges and universities..." - Ira Harkavy, Founding Director and Associate Vice President, Netter Center for Community Partnerships, University of Pennsylvania SUNY PASSPORT With a plethora of arts and culture opportunities at the fingertips of all New Yorkers, we will encourage our students and faculty to take advantage of these opportunities by: Partnering with 250 or more organizations across New York State for reduced or waived cost to cultural or recreational activities. Current Partners: 0 The Carnegie Elective Classification for Community Engagement and the President's Higher Education Community Service Honor Roll are the gold standard in recognizing effective community service. Therefore, SUNY will: Increase the number of SUNY campuses recognized by the Carnegie Elective Classification for Community Engagement and/or the President's Higher Education Community Service Honor Roll. Currently Recognized Campuses: 5 QUANTIFYING THE IMPACT OF VOLUNTEERISM AND COMMUNITY SERVICE RENDERED BY SUNY Each year, SUNY students, faculty, and staff perform hundreds of thousands of hours of community service. IndependentSector.org values community service in New York at $28.52 per hour. Using this figure, we can quantify the impact of those volunteer hours - and then double it. WiP SUNY and The World Sustained economic prosperity requires a global approach. For New York, comprehensive internationalization will mean more global trade and an increase in personal income and job creation. SUNY can tangibly support this vision for New York by training an army of globally competent graduates with the experience and preparation necessary for their successes to transcend borders and return back home. NEW YORK STATE EXPORTS (INTERNATIONAL)* $39,211,000,000 (According to the U.S. Department of Commerce, Bureau of Census). WiP NEW YORK STATE JOB CREATION -237,100 (According to New York State Department of Labor). NEW YORK STATE AVERAGE WAGE $57,794 (According to the New York State Department of Labor). "Globalization is a new reality. So the question is, what do we do to compete? The only way we can keep our edge is to keep educating." - Vivek Wadhwa, Director of Research, Center for Entrepreneurship and Research Commercialization, and Executive in Residence, Pratt School of Engineering, Duke University Building a Global Student Talent Pool SUNY students will drive New York's workforce of tomorrow, so they must possess a series of skills and experiences that will enable them to thrive in a competitive global marketplace. It starts here in New York - learning a foreign language or interacting with international students in the classroom and in the dorm. But it also extends beyond: students must be encouraged to study abroad and get real, hands-on experience bridging cultural divides. Enrollment in Education Abroad: WiP International Students: 18,200 STUDENTS ENROLLED IN FOREIGN LANGUAGE COURSES Total 44,940 Introductory undergraduate 39,500 Advanced undergraduate 4,900 Post graduate 540 EARNING INTERNATIONAL PRESTIGE SUNY's ability to prepare its students for participation in the global knowledge economy is best exemplified by the recognition of those students as successful international scholars. An increase in scholarships from organizations such as Fulbright, Gates, and Rhodes helps to raise the global profile of all students. Number of prestigious international scholarships awarded to SUNY students: 64 HARNESSING THE IMPACT OF INTERNATIONAL STUDENTS While educating generations of globally prepared students is a multi-year process, the impact of SUNY's efforts will be felt immediately. Increasing the number of international students studying at SUNY not only provides a more rounded experience for others, but also contributes directly to New York's economy. Economic impact of international students: $406,802,000** BUILDING A GLOBAL FACULTY TALENT POOL Faculty excellence and activity is the only way to ensure comprehensive and sustained internationalization. When faculty members are awarded fellowships from prestigious international entities, SUNY expands its profile and builds new and vital partnerships across the globe. Number of international fellowships to faculty and staff: 18 ECONOMIC IMPACT OF INTERNATIONAL ACTIVITY *** The global activity of our students, faculty, and staff not only encourages academic discourse throughout the world, it brings grants, contracts, and cooperative agreements back home to benefit New York. SUNY expands its reach when it invests abroad and when investments from abroad are in turn made to SUNY. Economic impact of international research activities: $42,528,000 NOTE: All data in this section reflects 2009-10. *May not fully account for exports to Canada ** According to NAFSA: Association of International Educators *** According to the SUNY Research Foundation. Conclusion Today's SUNY is a system created with excellence in every dimension. It's a system we take great pride in, but also one that we believe can do even more for students and families, faculty and staff, alumni, and ultimately all New Yorkers. In developing our strategic plan - The Power of SUNY - we took ourselves to task and challenged the system to reach its full potential by sustaining its core mission of teaching, research, and service, and also by fulfilling a need in New York State for an economic-revitalization champion. This Report Card gives us a series of baseline metrics using data from the 2008-9 academic year. It presents a starting point-which we will revisit annually beginning this September. As we work toward realizing The Power of SUNY plan by building a stronger SUNY and, in turn, a stronger New York, we vow to be transparent and urge you to hold us accountable by utilizing this initial Report Card and its follow-up companions, which will be published annually. We hope you have found this Report Card helpful and we welcome your feedback and engagement. With these products to guide us, and with your help, SUNY will continue to be a source of immense pride for all of New York. Together, we are the Power of SUNY