Office of the Provost and Vice Chancellor for
Academic Affairs
State University of New York

1998-99 Annual Report



Office Contact Information:

Office of the Provost and Vice Chancellor 
for Academic Affairs 
State University of New York 
State University Plaza, Albany, New York 12246 
http://www.suny.edu/provost 
518/443-5154, fax: 518/443-5321 



Office of the Provost Mission Statement:

The Office of the Provost provides academic leadership to the State University
in the pursuit of excellence, drawing on both the strengths of campuses and
the potential that is inherent within a System. 

The Office establishes priorities, including resource allocation, in support
of the mission of the University, the policies of the Chancellor and Board of 
Trustees, and the aspirations of the University�s constituent institutions. 

The activities of the Office reflect its dedication to the enhancement of 
academic quality throughout the University and will effectuate the sharing 
of expertise, data and analyses. 

In implementing its mission, the Office will work to further the University�s
fundamental commitment to access, public service and the advancement of research. 


Message From the Provost

Providing academic leadership in the pursuit of excellence, is more than 
just a catch phrase highlighted in our Office mission statement; it has 
been the drivingforce behind a year of achievement, accomplishment, and change. 

In keeping with an ongoing focus on communication, I am pleased to provide
you withan overview of activity within the Office of the Provost for the 
1998-99 academic year. 

The Office of the Provost is a multifaceted unit with broad and diverse 
responsibilities ranging from the development of policy and academic program
review, to data collection,,implementation of technology and more. When I 
joined the University in 1997, one of my first priorities was a reorganization 
that would reduce the number of independent divisions within the Office and, 
with a focus on efficiency, separate academic leadership and policy functions
from operations and services. As much as any single initiative coming
from the Office of the Provost, this reorganization played a vital role
in progress through 1997 and certainly in activity during the 1998-99 
academic year. 

Created in the reorganization was the Office of Academic Affairs, serving
as a central hub for the planning, development and evaluation of the academic 
activities within the Office. A newly created Campus Liaison function was 
added under the umbrella of Academic Affairs that would play a vital role in 
leading the Office.s outreach efforts, would assume the responsibilities of 
the former Office of Research and Economic Development and would house the 
Educational Opportunity Programs Office. Academic Planning, Policy and 
Evaluation, also included in Academic Affairs, expanded its scope of 
responsibilities through an integration of the academic activities of the 
former Office of International Programs. 

The primarily self-funded programs and activities of the Office were 
aggregated under the newly formed Division of Academic Operations and 
Services (DAOS), providing a unified management structure for these varied
entities. Responsibility for the Educational Opportunity Centers was relocated
to the University Center for Academic and Workforce Development within DAOS.
DAOS was also given responsibility for international development 
initiatives. 

And finally, the service functions of the Office of Educational 
Technology were moved to the newly established Office of Advanced Learning
and Information Services in DAOS, while its academic policy responsibilities
were placed in the Advanced Learning and Information Initiatives unit. 

In essence, we moved from an Office with many independent areas, to one 
led by three primary divisions: the Office of Academic Affairs, the Office
of Advanced Learning and Information Initiatives and the Division of Academic
Operations and Services. Further detail about the responsibilities and 
accomplishments of each area follows. 

This enhanced definition of both the academic and the service sides of 
the Office of the Provost set the tone for an aggressive development of
initiatives in the 1998-99 academic year. In evaluating the needs of the
University and the goals of the Chancellor, the Board of Trustees and our
campus leadership, the work of the Office fell within four key areas of focus: 

(1) campus mission; (2) accountability, including our responsibilities to
the State of New York; (3) research and contributions to economic growth;
and (4) advanced learning and information. Prominent initiatives in each 
of these areas are outlined in the second section of this report. 

As we set the framework for new initiatives, we continued to evaluate 
how we could best integrate those initiatives with our day-to-day 
operation, again with a commitment to efficiency and effectiveness. 

We have accomplished much. Note too that we have outlined an aggressive
strategy for moving forward. From conclusion of our first comprehensive
Mission Review (page 15) to enhancement of the SMART-NY initiative 
(page 25), we have set a full agenda for the 1999-00 academic year. 
This is an exciting time for the University and New York State;
together we are poised for terrific things. I look forward to, and 
am committed to, working toward the brightest of futures for the State
University of New York and the many constituencies we serve. 

Peter D. Salins, Ph.D.
Provost and Vice Chancellor for Academic Affairs



Table of Contents

Office Update 

Academic Affairs ........................................................1 
Advanced Learning and Information Initiatives and Services ..............3 
Division of Academic Operations and Services ............................6 

Review of Major Office Initiatives
 
Mission Review .........................................................15 
Mission Components of BAP ..............................................16 
Mission and Admissions Selectivity .....................................16 
University Colleges of Technology ......................................18 
Faculty Recognition ....................................................19 
General Education ......................................................20 
Performance Indicators .................................................22 
Assessment of Student Learning .........................................23 
SMART-NY ...............................................................25 
Engineering ............................................................26 
Research Advisory Council ..............................................27 
SUNYConnect ............................................................29 
SUNY Learning Network ..................................................30 



Photos as described below:
 
A sampling of the diverse classroom activity taking place within the 
University today. 

Photos at left: Peter Finger, Photo at top right: John Senzer, Photo 
at bottom right: Nancy Battaglia State University of New York



Office Update (1998-99 Academic Year)

Office of Academic Affairs
Steven Poskanzer, Senior Associate Provost

The office of Academic Affairs serves as a focal point for academic
activity of the Provost's Office:

(1)conceptualizing and then implementing academic initiatives to
enhance the quality of the State Planning,Policy and Evaluation University;
(2) ensuring that State University campuses and System Administration have 
current, accurate and useful data on all key aspects of the educational 
enterprise, providing a basis for campus and System-wide planning and 
budgeting efforts; (3) helping to make certain that new academic programs
offered across the System are of excellent quality, fit within campus 
mission envelopes, and facilitate the University.s goals of comprehensiveness,
excellence and access; and (4) working to improve communication and 
coordination between System Administration and campuses and their leadership.

The Office of Academic Affairs, created in June 1998, is established 
entity within the Office of the Provost. composed of two distinct units, 
further described below, it consciously functions in a cross-cutting manner,
drawing teams of professionals from different units and sub-units to address
specific issues. increasingly function as a think tank� for new ideas 
and as a sounding board for campuses. 

The central and indeed signature work of the office during the 1998-99
academic year has been Mission Review (additional information on page 15). 
This University-wide effort to think cohesively about the role and niche
of each of the System's 64 campuses - what they do best is what they 
would like to do better - has been driven by participation from the 
Office of Academic Affairs at every stage; from creation of the initial
procedural guidance for the project to the ongoing dialogue with the
campuses and the University community at large that will ultimately
bring this process to conclusion.  
    
Office staff have also taken the lead in pressing forward all of the 
other academic efforts described in the Office Initiatives section of
this report. In the last 12 months, considerable effort was devoted 
to the development of the Universitys new Budget Allocation Process
- making certain that the allocation of funds is driven by the 
academic goals of campuses and the results achieved in pursuit of 
those goals (additional information on page 16) and devising widely
accepted performance indicators (additional information on page 22)
that will eventually be linked to campus funding.
 
Another central item of business during the 1998-99 academic year
has been the successful recruitment of a top-flight staff in multiple
areas of the office through a series of national searches. 

The Office of Academic Affairs includes an Academic Planning, 
Policy and Evaluation (APPE) Group, whose focus includes responsibility
for the review of academic program and new System policies, and the 
maintenance of appropriate academic standards. Staff assigned to this 
group are particularly active in the area of program review. For example, 
for the period June 1, 1998 to May 31, 1999, the office examined, 
commented upon, refined and ultimately approved over 150 new academic 
programs from 42 campuses, 94 program revisions from 21 campuses, and a
host of program deactivations, discontinuances and title changes. 
Health care and technology continue to be the programmatic areas 
experiencing the most activity and there is a clear increase in the
number of cross-disciplinary programs, requiring little in the way of
new resources, that are being submitted for approval: Cinema and 
Cultural Studies, Sport Management, Computer Engineering, and I
nformation Design and Technology to name only a few. The development, 
approval and registration of academic programs is viewed by most campuses
as part of the lifeblood of their operations. It is likewise an area where
System and campus representatives must engage in dialogue about programmatic
niche, market demand, and enhancements to quality. 

A second, ongoing item of business for the Office of Academic Affairs,
also housed within the APPE Group, is the State University's institutional
research and data analysis function. The planning and management of an 
enterprise the size of the State University requires the maintenance of a
statistical clearinghouse� in a central location that can provide information
to interested parties, comply with reporting obligations to state and federal
agencies, and create and utilize statistical concepts and measures for budgetary
and accountability purposes. This data serves as the backbone of the financial
and academic planning done by System Administration and serves as a 
resource for individual State University campuses that rely on such
data and measures in their daily work. In 1998.99, the office maintained 
38 comprehensive databases on University activities such as graduation rates,
instructional workload, academic programs, degrees awarded, libraries, 
residence hall utilization, and student satisfaction. In addition to responding
to over 500 data requests from inside and outside the State University,
the office also published an annual series of 16 major reports and 25 short
releases. 

The other primary component of the Office of Academic Affairs is the Campus
Liaison Group, whose job it is to promote administrative and intellectual
linkages and streamline flows of communication between System Administration
and campuses and among the campuses themselves. The office now has in place
a group of very experienced and knowledgeable individuals to serve as the 
Provosts primary liaisons to each of the State University.s campuses � and
also in some cases to particular programs, such as engineering schools. The
liaisons are charged with gaining a deep appreciation of respective campuses'
history and culture, current needs and future plans. They then share this
information with appropriate colleagues and offices at System Administration,
ensuring that the plans formulated and decisions made herein are properly 
sensitive to campus considerations. At the same time, the liaisons offer 
campuses accurate information about and analyses of System-wide developments.
 
The Campus Liaison Group includes the University.s Equal Opportunity Program (EOP),
which continues its longstanding and successful efforts to ensure access to 
higher education for all New York residents. Over the last year, staff in this
area have begun a regular series of focused reviews of the quality of campus
EOP programs. Another important Campus Liaison responsibility is supporting
the academic work of the University.s health science centers. Campus Liaison
staff have worked to enhance management flexibility at University hospitals
and provide targeted support that will allow the hospitals to be responsive 
to changes in the health care administrative and fiscal environment. For 
example, when State University hospitals became eligible for participation
in the Tax Exempt Leasing Program, Campus Liaison staff guided the University
Hospital at Stony Brook though a complex application process in less
than 60 days that allowed it to borrow $9.5 million for needed equipment
replacements and upgrades (additional information on page 9). 

The coming year promises to be an exceptionally busy and productive time
in the Office of Academic Affairs. Topping the offices list of priorities
will be bringing the ground-breaking Mission Review effort to a successful
conclusion. The office will also work to facilitate progress on other Provosts
Office academic initiatives as outlined in this report. 

In addition to undertaking these activities, the Office of Academic Affairs
will continue a recently begun evaluation and refinement of the program 
review process which will permit it to more effectively address System 
and campus needs. The office will focus on efforts to make data in the 
Universitys statistical clearinghouse� instantly available to campuses 
through electronic means, with a top priority being the development and 
maintenance of a data warehouse.� All of this work is aimed at supporting
the University in its effort to move to an even more prominent position
in the front ranks of American higher education. 




Advanced Learning and Information Initiatives and Services (ALII/ALIS)
Christine Haile, Associate Provost 

The Office of Advance Learning and Information Initiatives (ALII) and
the Office of Advanced Learning and Information Services (ALIS) share in 
a commitment to providing leadership in a supportive for the effective use 
of technology thorughout the State University.  ALIS is focused on technology
related services, ALII on technology related planning and policy development.  
Because the two functions are so closely interrelated,they are referenced 
together in this section of the report.  Making up the two areas are four 
majoring operating groups: (1) Learning Environments; (2) Library Services; 
(3) Networks and Infrastructure; and (4) Training, Development and Support.

ALII and ALIS collectively represent the Provost and the State University 
in a number of state and national efforts focused on technology and higher 
education. The State University is one of only two university System offices
in the federal Internet2 project (a collaborative effort with industry and 
government to accelerate the next stage of Internet development in 
academia) and was recently selected by PC Week magazine as one of the 
"top 10" innovators in higher education for its use of technogy.


Learning Environments
�  Assisting campuses in their efforts to meet diverse and ever-changing 
student needs, the use of technology to create new teaching and learning 
environments is a high priority for ALII and ALIS. In particular, the 
1998-99 academic year has seen significant progress in (1) the expansion 
of on-line course offerings and (2) in the debut of a campus-based Course 
Management Systems (CMS) program.

Recognized as the national leader in the delivery of on-line courses, 
the SUNY Learning Network�s (SLN) capacity for facilitating on-line 
instruction has grown dramatically. Through 37 participating campuses, 
SLN expanded its number of on-line courses from 200 in 1997-1998 to 
almost 500 in 1998-1999; enrollments over this same period tripled 
from 2000 to over 6000. While most widely known for its delivery of 
on-line courses, plans for future development include expansion of SLN�s 
role in providing a framework for a full continuum of distance learning 
options (additional information on page 30). 

The Internet has proven valuable not only in meeting the needs of 
students whose schedules or geographic locations make coming to a 
University campus difficult, it has also provided added benefit to those 
students who are learning in the classroom. The campus-based CMS program 
was created to help campuses respond to the growing number offaculty who 
want to use the Internet as a resource for course materials and on-line 
discussion as a complement to regular classroom instruction � it is a 
project with the potential to benefit substantial numbers of faculty and 
students at every State University campus. For the purposes of this project, 
Course Management has been defined as the process of developing, managing 
and delivering information related to a specific course. Course Management 
Systems are applications, processes and the requisite infrastructure 
designed to facilitate course management. Twenty-nine State University 
campuses participated in the CMS program in the first year and System-wide 
participation is expected to increase. 

The continued growth of the annual Conference on Instructional Technologies
(CIT) is further advancing the University�s efforts to keep pace with advances
in learning environments. Over 500 faculty from at least 50 campuses gathered
at the Institute of Technology at Utica/Rome in June 1999 to increase their 
knowledge and skills in using technology for instruction. This conference is 
the showcase event for University faculty to demonstrate and evaluate new 
technology products and to address the pedagogical impact of technology. 


Library Services 

� Support for State University library services is provided through the 
Office of Library and Information Services and Nylink (New York Library 
Network, formerly the SUNY/OCLC Network). 

The Office of Library and Information Services works with the libraries
of all State University campuses to ensure the availability of high 
quality library resources and materials. During the 1998-99 academic year, 
the highest priority in this area was planning for SUNYConnect; a major 
initiative intended to strengthen State University libraries with a 
common library management system as well as improved access to electronic 
databases, journals and full-text resources. Implementation for SUNYConnect 
is scheduled to begin during the 1999-2000 academic year (additional 
information on page 29). 

After 25 years of service to the New York State library community, the
SUNY/OCLC Network was renamed Nylink, effective April 1, 1999. The mission
of Nylink, a membership organization of over 700 libraries in New York � 
including all State University libraries � and surrounding areas, is to 
enhance collaboration and cooperation and facilitate access to and 
implementation of, quality, cost-effective information technologies, 
products, and services for its members. During the past year, Nylink has 
been successful in continuing to enhance and expand the services it 
provides members in the areas of training, user support, consulting, 
communications, and consortial purchasing. Internally, the 1998-99 academic 
year focused on strategic planning and an enhancement of technological 
infrastructure. 

In addition to providing support for all of OCLC's (On-line Computer 
Library Center) products and services, Nylink continues to expand its 
consortial purchasing activities for reference databases, full-text 
resources available on-line, and software solutions for libraries. These 
activities have resulted in greater access to information and savings for 
libraries of approximately $1.5 million in this past year alone. 


Networks and Infrastructure 

� SUNYNet, the University�s universal data communications network � 
linking all state-operated campuses, System Administration andmost 
community colleges � is celebrating its tenth year of operation as the 
University-wide data and compressed video network. SUNYNet connects 72 
University locations for networking, supporting instructional, library, 
business, research, E-mail and Internet connectivity. Several important 
accomplishments were made in this area during the 1998-99 academic year:
 
� SUNYNet ISP is a new service launched to provide and manage campus 
connections to the Internet. SUNYNet Technology Services is engaged in 
ongoing planning and development activities designed to ensure capacity 
for initiatives like SUNYConnect and other University-wide programs. 

� Videoconferencing services provided to the University were expanded 
during the 1998-99 academic year with the establishment of the University 
Videoconference System, connecting sites in Albany, Syracuse, Buffalo and 
New York City. This accommodated a growing demand for a wide variety of 
both academic and administrative uses. 

� National activity continued with participation in the federal Internet2 
project and its New York State component NYSERNet 2000, ensuring that the 
University remains a leader in higher education networking. NYSERNet 2000 
was inaugurated in April 1999 with the University at Buffalo as its 
founding University participant. This will be a key area of development 
in the coming year. 

� Technology and program development, conducted through the New York 
Network and SUNYSAT, continued to grow. New equipment was deployed to all 
64 campuses, completing the "digitization"of SUNYSAT, improving the quality 
and lowering the cost of broadcast TV transmission to all campuses. In 
addition to activity at the State University,the New York Network continues 
to serve a broad range of clients with its video production and transmission 
services, including clients in state government and news gathering 
organizations. A pilot program to test satellite broadcast of video
programs as data files was also implemented, demonstrating the practicality 
of "datacasting" for video, CD content, text and image filesto campuses. 


Procurement, Training and Support 

� The 1998-99 academic year was marked by significant progress in a number 
of activities that support the acquisition and effective use of technology, 
on behalf of University-wide initiatives and all State University campuses. 

� The Contracts Unit creates and administers licenses, agreements and 
contracts for a wide range of technology products and services. During 
1998-99, the office facilitated the SUNYConnect software selection process. 
In addition, new or amended agreements were signed with Oracle, Symantec, 
CBT Systems, Campus America, SQRIBE, WBT, Inc. and, a major initiative with 
Microsoft is nearing completion. 

� The SUNY Training Center, located in Syracuse, offers technology training 
and professional development opportunities for faculty and staff across the 
University. In addition to providing a significant training program for 
campus technology staff, the SUNY Training Center hosted a record number 
of events this year in support of the SUNY Learning Network, campus-based 
Course Management Systems, Nylink, and the 1999 Conference on Instructional 
Technologies. 

� The Information Technology Exchange Center (ITEC), located in Buffalo, 
serves as a primary technical support center for programs including the 
SUNY Learning Network, campus-based Course Management Systems, and library 
activities. ITEC also provides software distribution, maintenance and support
functions to over 50 member campuses. ALII/ALIS actively support the 
initiatives of the Office of the Provost through a comprehensive approach to 
service; from learning environments and networking, to libraries, training 
and support. Whether it is providing the high-speed network and qualified 
library resources for the research enterprise growing through SMART-NY or 
providing campuses with the option of using the SUNY Learning Network to 
meet select General Education requirements, Advanced Learning and Information 
Initiatives and Advanced Learning and Information Services are committed 
to supporting the efforts of the Provost in meeting the needs of the 
University. Goals for the 1999-00 year include implementation of SUNYConnect 
and a further expansion of learning programs. 
 

 
Graphic Image of the individual units that comprise ALII/ALIS
is described below:

There are four major units within ALII/ALIS:

The first is Learning Environments, which houses the SUNY Learning Network,
Course Management Systems, and Special Projects 				      
 
The second is Library Services, which houses the Office of Library & 
Information Services and Nylink

The third is Technology Infrastructure, which houses Technology 
nfrastructure, which includes SUNYNet Technology Services, and New York 
Network/SUNYSAT                    
                                            
The fourth is Training, Development & Support, which includes the
SUNY Training Center, SUNY FACT and SCAP, the Information Technology
Exchange Center (ITEC) and Contracts




Division of Academic Operations and Services (DAOS)
Richard Steiner, Senior Associate Provost 

The Division of Academic Operations and Services (DAOS) enjoyed a year 
of growth, progress and rising expectations punctuated by national 
recognition for its accomplishments. DAOS is a broad, dynamic organization 
integrating primarily self-funded programs and activities of the University 
and its Research Foundation into a unified management structure within 
System Administration. 

The division advances the University�s academic mission by: (1) providing 
the technological and program infrastructure necessary to support the 
academic enterprise; (2) strengthening the System�s ability to administer 
and oversee campus-based and geographically dispersed academic activities; 
(3) harnessing and then projecting the University�s research and public 
services assets and capacities into the global marketplace; and 
(4) obtaining external support for critical University initiatives.



State University of New York Press

SUNY Press is the second largest University press in the country with 
over 2,600 books in print. 

Enjoying an international reputation for excellence, the State University 
of New York Press (SUNY Press) is the second largest state university press 
in the country with more than 2,600 titles in print. Founded in 1966, SUNY 
Press is one of the few university presses that is entirely self-supporting. 
1998-99 academic year, SUNY Pres will have released over 200 new titles, 
achieving approximately $5.8 million in sales (estimated as of the time of 
this printing). 

Particular strengths lie in the fields of political science, philosophy, 
religion, sociology, and education, with continuing notice in the areas 
of literary theory, communication, women�s studies, and environmental 
studies. The best-selling SUNY Press book continues to be Being and Time:
A Translation of Sein und Zeit, the Heidegger classic; it has just entered 
into its sixth printing and has sold more than 13,000 copies to date. Among 
the many outstanding books produced by the Press during the 1998-99 academic 
year was Housing and Community Development in New York City: Facing the 
Future, edited by Michael H. Schill, which included a chapter by Provost 
Salins. 

Some of the many awards received over the past year include the 1998 
Lynton Caldwell Book Award and the Prix Cardinal Mercier Award. Nine books 
were honored as CHOICE Outstanding Academic Books, six titles received the 
1998 American Educational Studies Association Critics� Choice Award, and two 
titles won the National Conference of Black Political Scientists 1998 
Outstanding Book Award. Press books have also received excellent notices 
over the past year in publications such as: Library Journal, Publishers Weekly, 
New York Times Book Review, Wall Street Journal London Review of Books, and 
The Times Literary Supplement. 

Technical accomplishments at the Press include substantial upgrades to the 
in-house data base, the Book Tracking System (BTS). Notably, the BTS was 
converted from a DOS-based system to the more user-friendly Windows 
environment. Staff now have access to up-to-date information regarding price, 
availability, rights, etc., at their desktops, improving efficiency and 
customer service. The SUNY Press website continues to develop both in 
relation to the content provided and the number of visitors received. In 
the past year,the site has received more than one million hits, averaging 
3,000 per day. The site is updated weekly, and more than 1,500 web-generated 
customer E-mails were expeditiously handled. One of the major goals for the 
coming year is to integrate the Book Tracking System data base into the Press 
website, making up-to-the-minute information regarding price and availability 
readily accessible to all. The Press also hopes to continue its pursuit of 
leading-edge opportunities in electronic distribution. For example, SUNY Press 
is in negotiation with netLibrary.com, an electronic service provider to 
general and academic libraries.

The office is exploring ways to leverage the content of the soon-to-be 
completed 40-volume set of The History of al-Tabari by developing a CD-ROM 
product for primary distribution to libraries and Islamic education centers. 
The Press is excited about publishing A Parliament of Minds: Philosophy for 
a New Millennium in the fall of 1999, which is the companion volume to a 
documentary scheduled to air on PBS affiliates as well as the Wisdom 
Channel. This broadcast tie-in gives the Press and the State University
unprecedented exposure.


Rockefeller Institute of Government 

. The Rockefeller Institute of Government, the public policy research arm of 
the State University, is recognized nationally as a respected source of expertise 
on American federalism and state and local public management and finance. The 
Institute, working closely with many state and local agencies in New York, 
draws on the State University�s intellectual resources and relies on academic 
experts throughout the country. Current areas of concentration include: the 
capacity of state and local governments and nonprofit organizations to manage 
social programs; the development and social capital of urban neighborhoods; 
performance measures and management; state finance, budgeting, and employment; 
and public higher education, including studies for the Office of the Provost 
on teacher education, and student preparation and remediation for higher 
education. 

-Welfare/Job Reform - In October 1998, the Institute released its first report, 
now published in book form, Implementing the Personal Responsibility Act of 1996: 
A First Look,on how states and localities are carrying out welfare reforms. The 
book explained how the institutions of welfare have changed in the past two 
years, including how power is being devolved from state agencies to local welfare 
offices and private service organizations. Major findings have been presented to 
many audiences, including Congressional and White House staff, the Association
of Public Human Services Administrators, the Association for Public Policy Analysis 
and Management, health policy experts, and at university and other professional 
forums. Additional reports will be released soon on information systems for 
welfare reform, devolution of power to local offices and case managers, children 
and welfare management systems, and a �Citizen�s Guide� to devolution and 
new social policies. 

-Urban Neighborhoods - The Institute�s program of Urban and Metropolitan 
Studies has learned much about the unprecedented responsibilities 
devolved to the community level as a result of welfare reform through 
(1) the assessment of the federal government�s Empowerment Zone/Enterprise 
Community Initiative and (2) the Institute�s field network study of The 
Pew Charitable Trusts� Neighborhood Preservation Initiative in ten working
-class neighborhoods. Insights gained from this work are being applied to 
two projects for the coming year: the Study of Urban Neighborhoods and 
Community Capacity Building, an analysis of the importance of social 
capital in neighborhoods in sixteen metropolitan areas; and a multi-city 
study on the effects of welfare reform on community development corporations.

-Fiscal Studies - The Rockefeller Institute�s Center for the Study of the 
States analyzes fiscal and budgeting trends, policies and issues in 
government, with a focus on the 50 states. Ongoing programs include 
quarterly State Revenue Reports, which examine tax and fiscal trends; 
quarterly Government Employment Reports, which examine trends in federal,
state, and local employment; and periodic State Fiscal Briefsexamining major 
issue areas such as education finance, Medicaid, and criminal justice. In 
1998, the Institute established a Public Budgeting Studies Program housed 
at the Center. The program�s first major project funded by the Pew Charitable 
Trusts brings together a group of nationally known scholars and practitioners 
on a Task Force on Performance Management to strengthen government 
performance reform, and to document best practices in this important 
area. The Center for the Study of the States has received significant 
funding from the Ford Foundation, the Smith Richardson Foundation, the 
Pew Charitable Trusts, and various research contracts. 

-Higher Education Studies -The Institute�s Higher Education Program is 
continuing its study of performance funding and a national analysis of 
budgeting by state university systems. During the 1998-99 academic year, 
the program director and staff published a book, a monograph, and three 
articles on performance funding. They also presented papers at national 
conferences and have published a book chapter, a monograph, and one 
article on system and campus budgeting under fiscal stress. The Rockefeller
Institute�s New York Program coordinates projects involving state and local 
governments and nonprofit organizations throughout the state. This work 
include two large research conferences per year on economic conditions in 
New York State and organization of regular events called �Policymakers� 
Forums.� The Rockefeller Institute also houses the New Yor State Forum for 
Information Resources Management, which convenes state agency officials in 
this field. The Forum director heads Institute projects on information 
technology conducted for several state agencies and participates actively 
in the Institute�s national research on the management systems of state 
and local governments. 


University Center for Academic and Workforce Development 

� The University Center for Academic and Workforce Development (UCAWD) 
harnesses the academic resources of the State University to promote the 
acquisition of education and skills for all state residents. It is responsible 
for the overall coordination of the University�s academic preparation services, 
workforce development programs and has management responsibility for the 
University�s ten Educational Opportunity Centers (EOC), two Counseling and 
Outreach Centers and the Bridge Program. 

In its first full year of operation, UCAWD was able to offer The Bridge 
Program was recently recognized by Governor quality educational and workforce 
development programs and Pataki for achieving 124 percent of its performance 
target. initiatives to approximately 22,000 residents and 1,800 employers 
throughout New York State. The office initiated 35 new grant funded programs 
at EOCs and 17 new grant funded programs at University community colleges 
throughout the course of the 1998-99 academic year. These programs addressed 
such areas as the strengthening of families through inter-generational 
learning, family literacy, academic preparation of at-risk students and the 
use of instructional technology. The office also partnered with the State 
Education Department to establish seven EOCs as General Equivalency Diploma 
(GED) testing sites, redesigned the fiscal and program reporting procedures
for EOCs and satisfied a legislative mandate by establishing York College as 
host campus for the Queens EOC. 


The Center�s welfare-to-work program, Bridge, has grown to encompass 34 
sites throughout the state and to sponsor 12 additional Bridge Child Care 
Training and Placement Programs, preparing students for careers in day-care 
or to one day operate a day-care facility. On a parallel track, Bridge operates 
an employer-specific initiative that provides services specifically requested 
by employers, including soft or hard skills training and post employment 
retention services to help incumbent and newly hired employees meet employer
expectations.  In its last complete program cycle (July 1997 - September 
1998), Bridge placed over 2,200 public assistance recipients into gainful 
employment. The program was recently recognized by Governor Pataki for 
achieving 124 percent of its performance target, with earned wages exceeding 
150 percent of recipients� welfare grants, and an average savings of 
approximately $5,000 per entry to employment. Since inception, Bridge 
has saved the state approximately $38 million in welfare grant payments. 

In its work with community colleges, UCAWD published the �Best Practices: 
Community College Welfare-to-Work� handbook which outlines the many 
successful strategies developed by State University community colleges in 
the transition of welfare recipients from dependency to self-sufficiency. 
The UCAWD also joined with the Department of Labor in hosting two 
significant workforce development conferences: the �Governor�s Employer 
Conference� and the �Workforce Investment Act -- Federal State Partnership 
Conference.� In addition, the staff provided requested technical assistance 
to the Private Industry Council and Standard Delivery Area leadership from 
Puerto Rico. UCAWD looks forward to continued opportunities for collaboration 
in the coming year as well as continued growth in all office initiatives. 


Office of Hospital and Clinical Services 

� Committed to the support of the University�s health science centers, 
the Office of Hospital and Clinical Services is specifically charged with: 
(1) contributing to the University�s education policy as it applies to 
health-related professions � based on New York State health care needs � by 
identifying priorities, setting goals, coordinating programs, and assessing 
and encouraging collaboration across the System; (2) monitoring the 
performance of the University�s health care enterprises and reporting 
to the Board of Trustees on issues including quality assurance and compliance 
with federal and state regulations and codes; and (3) serving as a liaison 
for campuses with the Board of Trustees, System Administration, the Legislature 
and Executive Chamber, unions, state and national governmental agencies, and 
other external constituencies. The 1998-99 academic year was marked by a number 
of significant accomplishments for the office: 

-Following a lengthy and significant advocacy effort to the New York State 
Legislature, the Hospital Flexibility Legislation was passed into law. This 
legislation allows the University�s hospitals to compete in the highly 
competitive health care market, authorizing them to participate in managed 
care contracting by becoming a member or partner in a managed care network. 
The legislation also authorized the capitalization of business ventures,
 exemption from specific provisions of the Public Officer�s Law, the 
ability to contract with one�s own employees, etc. This legislation has, 
and will continue to have, a significant impact on the University�s three 
hospitals. 

-The office was able to secure an additional $7.0 million during both the
1997-98 and 1998-99 fiscal years of disproportionate share payments for 
the Health Science Center at Brooklyn. 

-The office completed a review of the patient account receivables at the 
Health Science Center at Brooklyn that helped identify areas where changes 
in billing and collections could improve financial performance. As a result, 
the Hospital is projecting $3.0 million in additional patient collections 
during the 1998-99 fiscal year and should experience similar savings in 
subsequent years. 

-In connection with Mission Review, the office initiated a comprehensive, 
System-wide study of nursing education. The study will measure workforce 
issues on a statewide and regional basis and measure student outcomes by 
sector in terms of educational, licensure, and professional preparation. 

The Office is committed to the continued development of the health 
profession workforce and will evaluate the effectiveness of health 
professions programs, teaching settings, and the University�s ability to 
respond to the demand for trained health professionals within the state. 
In addition, the Office will continue to facilitate implementation of the 
Hospital Flexibility legislation, with particular emphasis on continued 
development of a standardized evaluation process for risk contracts, 
business investments, and network development. 


SUNY Applied Research Center 

� SUNY International Development Group of outside consultants and partner 
institutions. SUNY International Development Group (IDG) promotes 
international development in the broad areas of: democracy, governance 
and civil society; private sector and economic development; and 
environment, health and education, through interdisciplinary collaboration 
among scholars, professionals, and technical experts. To this end, IDG 
draws on the considerable resources of the University and on a wide network
of outside consultants and partner institutions.

Photos appear throughout the publication. Photo Caption in this 
section is as follows:

IDG's project to assist the newly formed Mexican Congress recently  
brought two of Mexico�s congressional dignitaries (center) to Albany 
to meet with University and state legislative officials. 

IDG is the U.S. Agency for International Development�s (USAID) most active 
contractor in the field of legislative strengthening. IDG is the only 
university recipient of an Indefinite Quantity Contract (IQC); a three-year 
funding vehicle. These activities have put the University into some of 
the most interesting and rapidly changing nations in the developing world 
� Uganda, Benin, Rwanda, Madagascar, and Paraguay. 

IDG is improving the institutional development and infrastructure of 
the Nicaraguan Congress; its project has been successful in the establishment 
of the Committee for the Modernization of the Legislature in which both 
Sandinistas and Liberales work together to develop their Assembly. IDG also 
provides nonpartisan assistance to the modernization process in the National 
Assembly of Mozambique. A major accomplishment of this project in 1998-99 
was the revision of the Mozambican Constitution. Through IDG's assistance,
the Ugandan Parliament is completing a major expansion of the Parliamentary 
Library and the establishment of an information center for use by elected 
officials and staff. In Brazil, IDG has a long-term project involving the 
provision of training to professionals, primarily from the Amazon region, 
in environmental issues. As highlighted by the brief examples above, the 
1998-99 academic year has been a busy and productive one for IDG. The office 
plans an equally aggressive schedule for 1999-00: 

-IDG will organize the USAID Worldwide Conference on Legislative Strengthening, 
to be held in Maputo, Mozambique in October 1999. The Mozambique venue will 
allow IDG to showcase its successful legislative project with the Mozambique 
National Assembly. 

-IDG was selected by the USAID Global Democracy Bureau to draft a handbook 
on legislative strengthening. 

-IDG anticipates expansion over the next year into the Middle East and 
Northern Africa, and later into the nations of the former Soviet Union 
and Asia. 

IDG is competing for the new USAID IQC with its current institutional 
partner � the National Conference of State Legislatures � and with 
Associates for Rural Development, a new partner which has been successful 
in this field. At the same time, new opportunities continue to arise in 
Latin America, and IDG anticipates beginning a major project in Colombia in 
late 1999. IDG staff will be attending a conference in Brazil this autumn on 
environmental and energy coordination. In conjunction with attendance at this 
conference, IDG will attempt to develop contacts and Amazon regional partners 
to initiate a start-up environmental project in that region. 


� DAOS Sponsored Programs Office 

The DAOS Sponsored Programs Office (SPO), is the administrative link 
between the Applied Research Center and The Research Foundation, for all 
externally funded sponsored programs in DAOS and other units of System 
Administration. The office experienced extraordinary growth in the fiscal 
year 1998-99. The volume of direct expenditures administered by the SPO 
office increased a dramatic 42 percent over the last fiscal year, a 
difference of $8.2 million by the end of April. The DAOS Sponsored Programs 
Office expects to administer over $36 million this fiscal year (note, as of 
this printing, figures for May and June are estimated.) 

Offsetting this dramatic growth in direct expenditures was a decrease in 
indirect cost recoveries, due to caps placed on indirect rates by state and 
federal sponsors. While the direct expenditures increased 42 percent by April, 
the indirect recoveries dropped by 20 percent from the previous year. 


� New York State Medicaid Fraud, Waste and Abuse Partnership 

June 30 marks the culmination of a multi-year, multi-million dollar 
interagency research collaboration between the University, the NYS Department 
of Health, the Attorney General.s Medicaid Fraud Control Unit, the Office of
Children and Family Services, and the Governor.s Office called the Medicaid 
Fraud, Waste and Abuse Prevention Partnership Project. The University was 
clearly able to show that through the appropriate application and utilization 
of technology, fraud detection can be significantly improved and investigatory 
practice greatly enhanced � leading to profound reductions in Medicaid fraud, 
waste and abuse estimated to range from a low of $500 million to a high of 
$2 billion annually in New York State alone. 

A real-time demonstration for senior government officials hosted by the 
University highlighted the ground breaking Medicaid fraud research and 
software development capabilities of the University and its development and 
design team including Los Alamos National Laboratories, Sandia National 
Laboratories and Deloitte Consulting. This landmark collaborative effort
presented: (1) viable alternatives to current fraud detection technologies, 
or more people-intensive, manually-driven investigatory approaches; 
(2) new anti-fraud technologies offering the promise of stopping 
Medicaid fraud by ultimately swinging detection to the front end, before 
payments are made; and (3) significant opportunities for saving substantial 
amounts of tax dollars either through Medicaid fraud prevention or recovery 
of inappropriately expended Medicaid dollars. 


� Early Childhood Education and Training Program -Distance Learning Program 
A major portion of program activity within the office is the production of 
training seminars via videoconference. Each conference consists of live panel 
discussions with experts, on-site activities, footage of childcare and human 
services programs and resource material. In collaboration with New York 
Network, the office produces over 100 broadcasts per year. In December 1998, 
the National Staff Development and Training Association presented its 
Innovation and Quality Award to the program. The Developing Brain, a 
videoconference produced in March 1998, received a Silver Medal from 
the International Cinema in Industry Competition. This video was a 
national finalist in the competition sponsored by the National 
Association of Video Producers and received Honorable Mention from the 
Columbus International Film and Video Festival for overall quality in 
production. 

The office also developed a variety of multi-media, computer-based training 
applications which include text, graphics, audio, full-motion video and 
interactive exercises intended to support the broad range of adult learning 
styles. In addition, several on-line courses are in development. In 1999, the 
office will award $1 million in scholarships for those working in early 
childhood settings throughout the state. The scholarships are part of a 
strategy to promote professional development of the workforce. 





Office Initiatives (1998-99 Academic Year)


In keeping with the principles outlined in its mission, the development 
and implementation of new and innovative initiatives is not only a hallmark 
of the Office of the Provost, it is a vital tool in its ability to meet the 
broader goals of the University.  These initiatives and the supporting 
strategies that secure their implementation are fdriven by a focus on academic 
quality that is prominent not only in activities of the past academic year 
but as a guiding logic behind the overall work of the Office of the Provost.

The Office of the Provost is committed to strenghtening the individual 
campuses of the University - through a focus on refined missions, a 
stronger research enterprise and the careful and effective integration
of technology - to ultimately enhance the stature of the University as
a whole.  For the 1998-1999 academic year, that comittment translated
into the development of targeted initiatives that would each impact
academic standards and the University's ability to fulfill its broader
mission of access and service.

What follows is designed to capture an up-to-date overview of the guiding
philosophy and immediate status of a series of prominent Office initiatives.                 


Initiatives

Campus Mission

As the University strives to fully realize its potential as a System, its 
focus derives from the strength and quality of individual campuses. When we
have succeeded in ensuring that the mission of all campuses is closely related
to what those institutions do best, they can - with a focus on 
differentiation - build upon and enhance academic programs and unique institutional
characteristics in a dynamic effort to attract students and resources. Their
success in this effort ensures the University's ability to achieve its broader
goals of quality academic programming, scholarship, access, and service to
the State of New York.

The Office of the Provost has urged and implemented a focus on mission
during the 1998-99 academic year through numerous initiatives:

(1) strengthening and clarifying campus missions through the System-wide
Mission Review process; (2) a budget allocation process that rewards
campuses for success in achieving their missions; (3) implementation of an
undergraduate, admissions selectivity scale that can help set standards for
each campus consistent with its mission; (4) assistance to the University's
five agricultural and technology colleges as they forge a new relationship
and identity as the University Colleges of Technology; (5) recognition of
faculty efforts to strengthen and further the mission of the campus and
University; and (6) the establishment of a University-wide Task Force on
General Education to facilitate implementation of the Board?s recent
resolution on General Education, again, within the context of individual
campus missions.


Mission Review

At the heart of the Office�s efforts for a stronger, more vibrant State 
University is the need to clarify, differentiate, and strengthen the 
individual missions of our 64 campuses. Throughout the 1998-99 academic 
year, the Office of the Provost has placed a significant focus on the 
value inherent in a review of mission, a focus that has translated into 
multiple Office initiatives. 


Mission Review Process 

The System-wide Mission Review initiative was designed to: (1) clarify 
goals and market niches of each campus, with a focus on distinctiveness; 
(2) enhance the quality of academic programs, through effective planning 
and a resolution of programmatic overlaps; and importantly (3) increase 
opportunities for and support of inter-campus collaboration. In guidance 
issued at the start of this process, the Office of the Provost outlined 
the following key premises: 

-The University should build on current levels of success and achievement.
All campuses should aspire to perform at even higher levels, and to enhance
the quality of all programs within their unique mission envelopes. 

-Consistent with a required degree of comprehensiveness, each campus 
should identify, develop and hone a distinctive mission. Campuses should 
not all seek to be equally comprehensive, to serve the same mix of students, 
or to provide the same range of programs. Rather, they should be geared to 
complement each other and cooperate in sharing the resources of the State 
University System. 

-Although campuses should have reasonably differentiated missions, they all 
share three key objectives: to advance student learning through an academically 
rigorous program of instruction, to support an outstanding faculty in instruction 
and scholarship, and to provide service to New York residents. 

Mission Review was formally launched in the spring of 1998 with the issuance of 
customized questions to each campus, fostering a thorough review of campus 
activities and mission. From information on institutional peers and enrollment
goals, to selectivity standards and plans for program development, each campus
response � in the form of a Mission Summary � created a foundation from which 
extensive dialogue between that campus and System Administration would flow. 
System Administration staff, organized into campus specific Mission Review teams,
were responsible for studying their assigned campuses, reviewing submitted 
Mission Summaries and for participation in further dialogue at scheduled 
visits to the campuses. Campus visits involve day-long, intensive and iterative 
discussion with campus leadership, faculty, and campus governance representatives,
to further a mutual understanding about the best possible direction for the
institution. 

The conclusion of the 1998-99 academic year marks significant progress in this
initiative with more than 30 Mission Review visits complete. As the aggressive
schedule of visitation continues, there are two remaining phases of Mission Review:
(1) regional and sector-wide meetings will be held to both discuss areas of concern
and to promote opportunities for inter-campus collaboration and (2) the collaborative
development of a Memorandum of Understanding for each campus � facilitated by 
consensus achieved at the regional and sector meetings � that will summarize 
institutional goals, milestones of progress, and planned changes brought about
by Mission Review. 

At the conclusion of this process, the greater definition of campus mission
throughout the System will significantly enhance the University�s reputation
for quality and leadership. This initiative has already been recognized as a 
�best practice� in higher education by the American Association of State College
and Universities (AASCU) in the category of quality assurance. 


Mission Components of BAP
 
The Budget Allocation Process (commonly referred to as BAP) is the recently
revised methodology � developed by the Office of the Vice Chancellor for 
Finance and Business � by which state funding is distributed to the University�s
state-operated campuses. BAP moves the University from a cost-based 
model of allocating funds to one that is more incentive and performance
based. 

The Office of the Provost, working together with the Office of Finance and 
Business, served as both a resource and an advocate for a focus on academic
quality throughout the final development stages of BAP. The Provost�s Office
worked to ensure that success in the pursuit of academic mission would 
ultimately drive the budget process. 

Implemented for the 1999 fiscal year, the Budget Allocation Process is 
reflective of a desire within the University to recognize autonomy and to
acknowledge best practices. Meshing with the principles of the Mission 
Review process, BAP draws on the strength of individual institutions and 
the potential of the University as a System. The Budget Allocation Process 
has five major components: 

� Allowing each campus to retain tuition and fee revenue previously pooled 
in the operating budget; 

� Focusing on enrollment to include recognition of high, medium and low 
cost factors; 

� Encouraging outside funding for research and public service through a
20 percent state match for both direct and indirect external support; 

� Adjusting for program-related missions for campuses with unique resource
needs; and 

� Adding performance incentives within each of the first four areas, 
to be supplemented with bonuses for achievement and improvement in campus 
quality. 

Each of the above outlined components was implemented in the financial plan
for 1998-99 with the exception of performance based funding; to be phased in
at a later date. The Office of the Provost was charged with identifying 
areas of campus responsibility best reflective of overall performance and 
developing appropriate measures that could be used fairly and accurately to
reward both existing excellence and improved performance for individual 
campuses. Performance based funding will be phased in following approval of 
recommendations made by the Performance Indicators Task Force, expected 
sometime this summer. The Task Force is currently collecting data to study 
various statistical models (additional information on page 22). 

Also included in the budget is an allocation to support campuses that, 
as a result of the Mission Review process, would be undergoing some type of
mission-related change, i.e., new program development, an increase in 
selectivity, etc. The Office of the Provost and the Office of Finance and 
Business are currently in the process of developing a strategy for weighing 
requests and ultimately, for awarding, this targeted funding. It is hoped that 
in future state budgets, funds for mission directed support will continue to 
increase. 

The Budget Allocation Process will continue to be refined and the Provost�s 
Office will take an active role in this effort, with a particular focus on 
reinforcing academic priorities. 



Mission Review and Admissions Selectivity 

Discussions about campus niche necessarily involve consideration of 
undergraduate admissions selectivity and planned improvements in 
institutional quality. The State University wants to attract talented, 
creative, motivated students; including the best and brightest of New 
York, from other states and around the world. At the same time, we 
have a critical responsibility to fulfill our goal of access to 
a quality education for all citizens of New York State. 

For our community colleges, a review of selectivity might focus 
on particular programs. For our research universities and our 
most selective colleges, admissions selectivity becomes a valuable 
benchmark by which performance can be gauged both within and outside 
the System. 

The Office of the Provost developed a matrix to help facilitate 
discussions of admissions selectivity as an indicator of quality and 
as a means to addresscompetition for students among University campuses. 
The matrix has been a valuable resource in completing many initiatives 
in the 1998-99 academic year.

Divided into five categories, the matrix is based on SAT scores and 
high school averages. The bold lines on the matrix define the lower 
threshold of each category in terms of combinations of SAT scores and 
high school averages (there is no upper threshold). The Groups on the 
chart are cascading, i.e., Group 2 contains Groups 1 and 2; Group 3 
contains Groups 1, 2 and 3, etc. The selectivity categories apply to 
first-time, full-time students accepted by an institution as regular 
freshman admissions. The matrix excludes part-time students, students
admitted into EOP or special programmatic admissions. 


Admissions Selectivity Chart is described below:

Most Selective is Group 1, at least 60% of the students 
have high school averages from 85 to 100, with SAT scores 
higher than 1300 Highly Selective is Group 2, at least 60% 
of the students have high school averages from 80 to 100, 
with SAT scores higher than 1200 Very Selective is Group 3, 
at least 60% of the students have high school averages from 
75 to 100, with SAT scores higher than 1100 Selective is Group 
4, at least 60% of the students have high school averages from 
70 to 100, with SAT scores higher than 1000 General Admission 
is open admissions.

The matrix excludes part-time students, students admitted into 
EOP programs or special programmatic admissions.

<end of chart>


University Colleges of Technology

The institutions making up the University Colleges of Technology (UCT): 
Alfred, Canton, Cobleskill, Delhi and Morrisville, were founded in the first
and second decades of the century as Institutes of Agriculture and Domestic 
Science, with a curriculum specifically designed to meet the needs of the New 
York economy. Their unique mission succeeded in helping the five campuses gain
recognition as institutions of quality, providing tangible value to the state. 

Today, in an effort to most effectively address the changes in New York�s 
economic and demographic make up, the five colleges have formed an alliance: 
a collaborative effort whose focus on technology hopes not only to boost 
enrollment at all five schools, but to reinvigorate their ability to meet the 
changing needs of New York State. Formed in 1997, this five-campus alliance has 
positioned the State University to better fulfill the increasing industry demand 
for highly-skilled technicians.
 
From an expanded recruitment campaign and joint research and marketing efforts
to the implementation of a distance learning initiative that allows faculty to 
simultaneously teach to students at all five campuses, these institutions have 
made significant progress in formalizing their collaboration. The UCT alliance 
is committed to: (1) developing new technology-based programs to directly 
support and benefit New York state industry; (2) the positioning of the UCT in 
a niche between community colleges and the colleges of engineering, catering to 
the demand for mid-level technicians and technology management personnel; and to 
(3) the evolution, within the next five years, to a consortium that is flexible,
learning sensitive and that features interactive delivery systems. With a 
predominant focus on education at the baccalaureate level, the University 
Colleges of Technology are working to implement portable, five-campus 
Bachelor�sdegree programs in such areas as Information Technology and Technology 
Management, to gain strength and maximize efficiency, and importantly, in the 
midst of change, to maintain a sense of autonomy, of the appeal of the small 
campus environment. 

The 1998-99 academic year saw formal recognition of the UCT by the State 
University Board of Trustees in a resolution that approved a new campus-
based management structure. This organization would feature a new UCT 
Executive Director with broad administrative responsibility, a Council of 
Presidents 
responsible for developing all UCT plans, and a new UCT Advisory Board that 
would provide oversight regarding the coordination of efforts between the 
five UCT institutions as well as between the UCT and other State University 
campuses. The past year also saw extensive work on the development of a strategic 
plan for the UCT that would include a focus on: 

� Academic Planning - from the development of new baccalaureate programs 
to the coordination of existing associate degree programs; 

� Financial Planning - from work to integrate the Budget Allocation Process 
to the development of strategies that will increase productivity, efficiency
and effectiveness; 

� Marketing and Image - from creating a Polytechnic image for the UCT to the 
coordination of promotional material; 

� Resource Development - from cooperative and shared programs where possible, 
to a focus on the pursuit of federal and other external resources; and 

� Business and Industry Services - from analysis of state-wide business and 
industry training development needs to the development and marketing of 
targeted training programs. 

The UCT strategic plan is expected to be completed shortly after the close 
of the academic year. The search for an Executive Director is currently 
underway. 
 

Faculty Recognition and Development

Committed to the recognition of those individuals directly responsible
for delivery of instruction, for research and for service to and beyond
the University, the Office of the Provost: (1) coordinates and administers
the Distinguished Faculty Ranks and Awards for Excellence on behalf of the
University Chancellor, and (2) supports faculty development through the 
Conversations in the Disciplines Program.

Distinguished faculty ranks recognize prominence in four areas: scholarship,
public service, teaching, and in a newly-established category this year, 
librarianship. Designation to distinguished faculty rank, conveyed solely by 
the State University Board of Trustees, constitutes a promotion in rank, and 
follows a careful evaluation of candidates� achievements. The ranks are as 
follows: 

� Distinguished Professorship - recognizes faculty who have achieved 
national, and preferably, international prominence in their chosen field 
through significant contributions to the research literature or through 
artistic performance or achievement. Eight faculty were promoted to the rank 
in the 1998-99 academic year. 

� Distinguished Librarianship - recognizes faculty whose contributions 
have created a new information environment through access to information, 
sharing or networking information resources, and fostering information 
literacy. Paralleling the Distinguished Professorship, this rank requires 
contributions which are of national or internationalsignificance. As the 
initial invitation to submit nominations was sent this academic year, no 
appointments have yet been made; there is, however, one nomination 
currently undergoing evaluation. 

� Distinguished Service Professorship - rewards faculty who have 
consistently achieved a distinguished reputation for service not only to
the campus and the University, but also to the community, the state or
even the nation. Five faculty were promoted to the rank in the 1998-99 
academic year. 

� Distinguished Teaching Professorship - rewards faculty who have 
consistently demonstrated outstanding teaching competence over a period 
of years at the graduate, undergraduate or professional levels and requires, 
above all other criteria, a consistently superior mastery of teaching skills. 
Ten faculty were promoted to the rank in the 1998-99 academic year. 

The Chancellor�s Awards for Excellence provide System-wide recognition 
to faculty and professional service staff who have consistently demonstrated 
superlative performance, encouraging the continuation of excellence in the 
areas of librarianship, professional service and teaching. The awards are 
bestowed on individuals across the entire System, and specifically honor: 

� Excellence in Librarianship - recognizes extraordinary professional 
achievement and requires superior skill in the performance of librarian 
duties, service to the University and to the profession, and scholarship 
and professional growth. The Chancellor conferred this honor to 13 
individuals this year. 

� Excellence in Professional Service - acknowledges extraordinary 
professional achievement, within and beyond the parameters of the 
position, by individuals who consistently seek improvement of themselves, 
their campuses and the University. The award is open to professional staff 
serving in academic administration, business affairs, student affairs, 
institutional support technologies, instructional and research support 
technologies and to directors of campus libraries. For 1998-1999, 55 
individuals were selected as recipients of the Chancellor�s Award for 
Excellence in Professional Service. 

� Excellence in Teaching -recognizes consistently superior teaching at 
the graduate, undergraduate or professional level based on: mastery 
of teaching skills and techniques, scholarship and professional growth,
student service, and academic standards and student performance. This year,
the Chancellor honored 94 individuals as recipients of the Award for
Excellence in Teaching. 

The Office of the Provost also supports an annual grant program to 
encourage and foster the professional and personal growth of individuals 
and the programs of instruction and research within the University. The 
Conversations in the Disciplines Program sponsors intercampus faculty 
conferences within and across academic disciplines bringing together State 
University members and visiting scholars to examine new trends, review 
promising research findings, and become acquainted with professional 
developments in their fields and on other campuses. A total of ten 
Conversations in the Disciplines grant awards were made in the 1998-99 
academic year. 

The strength and diversity of the University�s faculty is a critical tool 
in any effort to enhance individual institutions and to foster success in 
achieving mission related goals. 


General Education

The Provost's Report on General Education: Overview and Recommendations
(issued December 1998) highlights the importance of General Education and
its role within the State University: 

"...General education represents the academic subject matter, out of the 
totality of available knowledge and experience, that an institution considers
of basic importance to the life of an educated person... Although each of 
our campuses has a somewhat distinctive mission, and serves a somewhat 
different student body, general education represents the academic arena in
which all State University institutions can and should have the most in common.
While each institution may want to develop its own unique approach to general 
education, we have a shared interest in making all of our general education 
programs as rigorous and comprehensive as possible. Strengthening academic 
foundations across the University will not only help our students enrich 
their lives and succeed in their subsequent study and work, it will put the 
State University in the vanguard of American public higher education."

In keeping with the Office's focus on enhanced academic standards, this report
proposed an initiative � engaging the entire University community � that 
would ultimately result in a System-wide, consistent program of general 
education. This December 1998 report echoed similar sentiments of the 
University Faculty Senate and the Faculty Council of Community Colleges in 
the final report of their Joint Task Force on General Education, submitted 
to the Chancellor in January 1998. 

After review of both reports and an evaluation of ongoing discussion about
general education within the University that had begun as early as 1995, 
the State University Board of Trustees adopted a resolution in December 1998 
calling for a System-wide minimum of 30 credit hours in the following ten 
academic subject areas: mathematics, natural science, social science, American 
history, western civilization, other world civilizations, humanities and the 
arts, foreign languages, basic communication and reasoning, and information 
management. The resolution charged faculty and administrators at each campus 
with the responsibility of establishing .the specific course requirements and
content of a General Education Curriculum, reflective of the best practices in
American higher education.� 

To aid in the implementation of the resolution, the Provost called for the 
establishment of a University-wide Task Force � with broad participation from 
campus administration, academic leadership, faculty and students � and 
representation from university centers, comprehensive colleges, the university
colleges of technology and community colleges. The Task Force is charged with 
the following responsibility: (1) consulting with campuses to identify their 
concerns regarding the implementation of the Trustees� Resolution; 
(2) interpreting both the letter and spirit of the Trustees� resolution; 
(3) developing guidelines to assist campuses in adapting their general 
education programs to the Trustees� resolution, consistent with campus and 
program missions; and (4) identifying the resources that will be needed to 
implement the Trustees� resolution and suggesting ways that these may be 
developed and allocated. 

Following a dialogue with all campuses to generate feedback about the 
resolution, the Task Force has developed an initial set of learning outcomes
for each of the ten subject areas that will help faculty in determining which
courses already meet the established criteria, and if necessary, what elements
would need to be included in new courses. 

The Task Force, co-chaired by Provost Salins and President Muriel Moore 
(Buffalo State), plans to issue its report, including specific guidelines 
for campuses, shortly after the close of the 1998-99 academic year. 


Accountability

As the largest state university system in the country, the State University 
of New York must proactively respond to the changing economy, the evolving
needs of industry and the opportunities presented by a global environment.
The University must be respectful of the demands facing its diverse student
body and of the ever-higher expectations of the State of New York. Further,
it has an obligation to the citizens of the state to be as efficient and 
innovative in its use of resources and in seeking new and alternative means 
of funding as it is in the pursuit of quality scholarship.

This responsibility translates into a need for added measures of 
accountability that will allow the University to build on existing successes 
and make improvements where necessary. The Office of the Provost, over the 
course of the past year, has initiated two new programs that provide a means 
for such evaluation: (1) performance indicators - identifying areas of current
and growing excellence that can be measured and, through the Budget
Allocation Process, rewarding performance in each; and (2) assessment of
student learning?exploring just how the State University adds educational
value to students, helping them to achieve their desired educational outcomes.


Performance Indicators

Establishing measures to identify and reward excellence among individual 
institutions within the State University � with a particular emphasis on 
success in achieving mission-related goals � will make an important 
contribution to efforts to elevate the stature of the University. 

The Provost�s Office was charged with the development of performance 
measures that would not only be used in the budget process (The new Budget 
Allocation Process, in a measure strongly recommended by the Office of the 
Provost, will allocate a certain percentage of funding � building up to 
6 percent � to be awarded based on measures tied specifically to 
performance.), but would also serve as a source of valuable data for a 
broad number of initiatives. 

A University-wide Task Force on Performance Indicators was charged with the 
development of indicators that, within the context of campus mission, will: 

� Measure student achievement with respect to learning, graduation and 
post-graduation outcomes; 

� Measure faculty achievement with respect to scholarship, research and
teaching; 

� Measure the robustness of the academic enterprise with respect to student
applications, external support and reputation; and 

� Gauge the quality of campus services and facilities as well as its 
environment and climate. 

The Task Force is currently in the process of collecting data and testing 
models to evaluate different measurement approaches; a process which at its 
core works to distill hundreds of variables into categorized clusters. The 
group is expected to submit its findings to the Provost sometime this summer,
who will distribute the document throughout the University community. 

Driving the deliberations of the Task Force is a series of general guiding 
principles and assumptions developed after extensive research and study. 
These guidelines make clear that the sole purpose of measuring performance 
(and basing any funding on performance) is to promote improvement and reward 
excellence, recommending that campuses should compete with their own record 
to improve performance rather than against a single University standard. The 
guidelines call for performance measures that would be easily understood and 
evolutionary in nature and that indicators should measure outcomes rather 
than inputs and processes. 

In addition, the initial work of the Task Force calls for the distribution of
merit-based performance funding for both excellence and significant improvement
(a campus can be honored in both categories). Some of the data sources being 
considered as measurement tools for the above listed categories include the 
following:

the Student Opinion Survey, the Alumni Outcomes Survey, a Faculty Opinion 
Survey currently in development, multiple analyses of the University�s 
existing data set, and the possible purchase of additional national databases. 
Again, it should be emphasized that the overall goal of this process is to 
measure outcomes within a process that is simple and easy to understand. 

It is also important to note that the original target of this initiative
was the state-operated campus sector, as it is the one affected by the new
Budget Allocation Process. However, the Performance Indicators Task Force
has indicated that it will strongly urge the adoption of parallel measures
and rewards for community colleges, reflecting differences between 
institutions and the populations they serve. 


Assessment of Student Learning

The State University devotes enormous time and resources to the 
education of an ever-growing, ever-diverse student population. As we 
continue efforts to strengthen the University and to focus on academic 
quality, it is imperative that we evaluate our performance in this critical 
area. As a result, the Office of the Provost is in the initial stages of an 
initiative that would complement existing assessment efforts on the part of 
our campuses.offering System Administration support in the development and 
implementation of new assessment tools and, as appropriate, broader 
University-wide strategies on assessment. 

The 1998-99 academic year featured extensive discussion about the value of 
assessment. In leading these discussions, the Office of the Provost 
emphasized the need for the University to explore the expansion of existing
assessment strategies; not only in light of the inherent value of assessment,
but also in response to the national focuson this issue. Further strengthen in
the need to proactively address assessment was the passage of the General
Education resolution by the Board of Trustees which included an emphasis
on assessment in its guidelines. 

The State University.s assessment discussions to date have primarily 
been campus driven, although they have begun to explore ways in which
System Administration staff can help campus efforts. There is an emerging 
consensus that we need to take our dialogue to the next level. 

The Office is currently in the process of empaneling a University-wide 
Task Force with broad participation from campus leadership, institutional 
research personnel, and System Administration staff. The Task Force will
be asked to draw upon external experts and to conduct an intensive review 
of existing literature in its effort to assess various components of 
learning outcomes in the undergraduate experience. Areas of focus extend 
across the entire curriculum; from general education to the major course 
of study. 

While a formal charge is still in development, the Task Force will maintain
a broad focus, looking at a variety of assessment techniques: entrance 
and/or placement testing; achievement tests, both criterion and norm based; 
portfolio review; and capstone experiences. The Task Force will offer guidance
on practical questions 
associated with assessment, such as: student motivation; how best to create a 
methodology that allows meaningful comparisons across campuses, and how to 
facilitate broad campus-based involvement and support throughout the process. 

Ultimately, the fundamental purpose of assessment is to determine what students
collectively gain from the education provided by the University, and to use 
that information in a variety of ways to further improve its educational 
program. 

The Task Force will formally be named this summer, and will actively begin work
in the fall. 


Research and Contributions to Economic Growth

Investment in its research enterprise ultimately means an investment in the 
strength and stature of the University. By highlighting and seeking support 
for research initiatives that will positively impact the economic health of 
the state, as well as through ongoing efforts to train and to retrain a 
workforce that, at all levels, must be technologically proficient, the State
University will prosper.

Initiatives in this important area include: (1) the implementation of the 
SMART-NY effort to bring together the research expertise of the State 
University and Cornell, (2) an effort to double the number of engineering 
graduates within the System to meet an existing labor need, and (3) the 
development of the Research Advisory Council to help shape research activity.


SMART-NY

From the development of Magnetic Resonance Imaging (MRI) to the creation
of the technology used in today.s popular bar coding systems, the intellectual
resources and capital found within the State University have made significant
improvements in the economy of New York State and in the lives of residents
in New York and beyond. Despite this success, however, a lack of dedicated state 
funding.at levels comparable to that of other states� has left the Universitys 
research enterprise short of the resources needed to reach its dynamic potential. 

Citing the successful relationship between MIT and Route 128 in Boston and 
between Stanford and the growth of Silicon Valley, the State University has, 
over the course of the past academic year, developed a collaborative initiative
designed to enhance legislative and industry support for the research activity
on its campuses. 

The SUNY/Cornell Multiplier to Advance Research and Technology (SMART-NY) is a 
focused research effort dedicated to strengthening the critical link between 
academic research and the economic future of New York State. This initiative is 
the collaborative effort of Provost Salins, the provosts and research officers 
of both the State University doctoral campuses and Cornell University, and of 
the State University engineering deans. Their collective goal is to highlight 
the need for legislative and industry support of university research today in 
an effort to yield results for the State University and New York State well 
into the 21st century. 

SMART-NY is committed, within the next five years, to doubling sponsored 
research activity in those areas where the University and Cornell have existing 
strengths and where federal research budgets are expected to increase: 
(1) biomedical sciences; (2) advanced materials; (3) information technology; 
and (4) the environment. This effort will also address growing concern over 
New York's shortage of well-trained engineers and applied scientists. 

The 1998-99 academic year saw the formal launch of the SMART-NY initiative
to over 200 legislative and industry leaders at an afternoon conference as 
well as the development of promotional material designed to increase the 
visibility of this important effort. 


Graphic depiction of the positive impact of investment in research by the
state is described below:

First, sow a seed by investing in Smart-NY with a $20 million grant from New 
York State.

Second, grow the research enterprise plant by leveraging federally 
$100 million dollars in sponsored funds

By applying resarch and results, created industrial plants, economic 
development and jobs, will be valued at over $500 million. 				 


SMART-NY, by securing additional funding, will strive to meet state needs by: 

� Building key centers of knowledge for the growth of the New York economy; 

� Increasing the competitiveness of the SUNY/Cornell research enterprise; 

� Providing New York with needed engineers and technologists; 

� Taking advantage of increased federal funding; and 

� Attracting and supporting high-tech enterprise. 

In each of the four target areas of research, the SMART-NY effort plans 
investment in: top quality faculty, with a focus on both recruitment and 
retention; top quality students, through competitive stipends and the 
creation of fellowships; and research infrastructure, with the upgrading 
of equipment, facilities and support staff by creating a pool of working 
capital to rapidly match federal awards. 

Going forward, the SMART-NY team will work to generate further legislative 
and industry awareness of current research success and its vital link to the
fiscal health of New York State. By demonstrating the potential of the SMART-NY
effort, the group hopes to gain ongoing support. 



Engineering 

As part of the SMART-NY effort, the Office of the Provost is also seeking
funding to support the University�s ongoing effort to increase collaboration
among its multiple schools of engineering. 

The Schools of Engineering and Applied Sciences at Binghamton, Buffalo and 
Stony Brook, in coordination with engineering activities at the College of 
Environmental Science and Forestry at Syracuse, the College of Ceramics at 
Alfred, and Cornell University, have joined together to build on existing 
strengths and successes in support of a comprehensive effort to provide world
class engineering and applied sciences within the University. The Office of 
the Provost is seeking funding to: 

� Double the University�s number of engineering, computer science and applied
science graduates; 

� Elevate State University engineering to the ranks of a top tier engineering 
school through a research expenditure increase to $80M/year; 

� Establish three additional National Science Foundation Centers (State 
University campuses frequently compete with the best in the nation, as 
evidenced by their having been awarded five National Science Foundation 
research centers.); and 

� Double the number of industry/university interactions currently conducted
by State University schools of engineering. 

The number of awarded engineering degrees, per million population in New York
State, dramatically lags behind states such as Florida, California, Pennsylvania,
Ohio, North Carolina, Maryland, Massachusetts and Michigan. Those states average
50 percent more engineers per million population and as a result, point to 
dramatically greater high tech job growth between 1990 and 1996. The potential
impact of an increased state investment in engineering is staggering. Still, 
even without looking at anticipated gains, a case for investment is made by 
looking no further than current need. Data from the New York State Department 
of Labor predicts that New York will need approximately 6,550 engineers per year
to meet the needs of the state�s industries. This is more than double the 
engineering baccalaureate degrees that the University estimates are currently
being granted to New York students � by universities, public and private � in 
the state.

The Strategic Partnership for Industrial Resurgence (SPIR), organized four 
years ago to provide a vehicle for delivering advanced technical assistance
to industry as well as helping to identify opportunities for joint ventures, 
is one significant example that collaboration among the schools of engineering
works. For the period 1994 to 1998, on Long Island alone, SPIR has conducted
over 430 projects with more than 100 New York companies � generating $45.5
million in new Federal funding to New York State, with a leverage of 
fourteen to one to the program�s state funding. In upstate New York (Buffalo)
and on the Southern Tier (Binghamton) over 700 projects with more than 
250 companies have generated 1500+ new jobs and retained almost 6000 jobs
according to company testimonials. The SMART-NY initiative is another 
important example of what this group, relying on the strength of the 
University can accomplish together. 

Investment in the University�s schools of engineering will not only meet
an existing workforce need within the state, it will take advantage of the
impact of technology on tomorrow�s economy, positioning New York State and 
the State University at the leading edge of the progress it will generate. 



Research Advisory Council 

The Research Advisory Council was formed in recognition of the importance
and potential of research on State University campuses. 

Composed of representatives from state-operated doctoral and non-doctoral 
institutions, the University Faculty Senate, the Research Foundation�s 
Sponsored Programs Advisory Council, System Administration and the Research
Foundation, the Council was given a multifaceted charge to: 

� Advise the Provost and the System Administration on the use and 
distribution of research funding available for allocation under the proposed
Budget Allocation Process; 

� Develop criteria for supporting University-wide initiatives and 
prioritizing its research agenda; 

� Identify research policy issues of concern to both specific campus 
sectors and to the system-at-large and recommend solutions to the Provost; 

� Clarify the University�s research mission and develop a direction for the
University to realize that mission; 

� Devise both a strategy and implementation plan to make the University
one of the nation�s premier research centers; 

� Create a mechanism for enhancing both the dollar volume and the
number of research projects of sponsored programs in the University; and
 
� Develop a strategy and implementation plan for enhancing System-wide
research opportunities. 

Throughout the 1998-99 academic year, the primary focus of the Council 
was to stimulate investment in the University�s research enterprise, 
primarily through support of the SMART-NY initiative (as outlined on page 
25). 



Advanced Learning and Information

There is no mistaking the broad-reaching impact of technology throughout
the twentieth century and its leading role in the evolution of the next
one hundred years. Technology will drive our national economy and as a
result, the Office of the Provost placed the effective use of technology
as a critical component of many office initiatives for the 1998-99 
academic year. 

In addition to the technology related research and workforce development 
initiatives previously outlined, there were two specific efforts that
focused on the integration of technology for the benefit of the 
University as a whole: (1) growth of the SUNY Learning Network as
both a provider of on-line education and a facilitator of distance
learning initiatives, and (2) an investment in the University's 
libraries through SUNYConnect.


SUNYConnect

� State University libraries provide services to approximately 350,000
students. For the last year in which data is available (1996), approximately
4 million items were borrowed from University libraries. 

� State University libraries house over 18 million volumes in more than
80 facilities. The total value of the collection is estimated at over
$500,000,000. 

With a true focus on cooperation and collaboration, State University 
libraries are a tremendously valuable resource. Today, using a wide 
variety of methods, students can search the catalogs of most State 
University libraries and, through traditional inter-library loan processes,
obtain needed resources. Students have access to 13 on-line research data
bases with access to thousands of journal abstracts and an on-line research
tool with full-text article accessibility. Still, there are limitations to
the existing system and the needs and demands of the State 
University community outweigh its current ability to provide. 

SUNYConnect was designed to aggressively address this issue and is a
proactive plan to meet the information needs of students, faculty and
staff well into the next century. SUNYConnect, with the guidance of the
Provost, is based in the Office of Library and Information Services and 
closely interrelates with other technology projects in the Office of 
Advanced Learning and Information Services. 

SUNYConnect is a dedicated effort to provide students with access to the
entire State University library collection, to reduce the inter-library
loan process from two weeks to two days, to ensure the availability of 
qualified information sources to a community whose research needs can 
follow a 24-hour per day schedule, and much more. SUNYConnect is the catch
phrase for a state-of-the-art virtual library system that will integrate 
the newest technology-based library and information system with more
traditional library resources to provide an expansive and up-to-date 
teaching and learning environment. 

At the start of the 1998-99 academic year, this multi-year initiative
had two immediate priorities: to identify and secure a new library 
management system for all campuses within the University and to 
complement that system with on-line services, i.e., additional user
resources. 

The office is now completing an extensive research and testing phase 
in evaluation of possible vendors for the new Library Management System. 
The new product will replace MultiLIS, the dominant system in place 
throughout the System today. Contract negotiation, key in assuring that
the State University receives the volume pricing appropriate for such a
large system, will follow. Regarding the expansion of on-line services,
research is under way to facilitate the purchase of a comprehensive 
collection of full-text, full image and multimedia digital publications
and services that will be available at anytime and from anywhere. 

In large part, SUNYConnect is modeled after programs in other states 
that have not only provided outstanding results to the participating 
universities, but have also had a positive impact on economic growth. 
Ohio, Pennsylvania, Virginia, Florida, Louisiana and California are a
few of the states that have made significant investments in library services.
SUNYConnect will enable State University libraries to collectively reduce
certain major costs while making new or expanded resources available. 

SUNYConnect is a multi-year initiative and ultimately could include 
strategies such as regional storage and preservation facilities that 
will ease space pressures in individual libraries or the redesign of 
existing libraries to accommodate changing usage patterns. 



SUNY Learning Network

In recognizing the potential of technology to reach nontraditional
student populations and the added value of technology in the traditional
classroom setting, the State University remains on the cutting edge of
distance learning initiatives. The SUNY Learning Network (SLN) is a
comprehensive System-wide program to promote and support the use of 
technology to create new learning environments, providing a framework
for the full continuum of distance learning. 

A sampling of SLN�s broad service capacity includes: 

� Faculty development and training, creation of faculty training 
materials, ongoing faculty support; 

� Course development and an instructional design and support team; 

� Materials allocation by way of a virtual bookstore; 

� Technical infrastructure (servers/telecommunications); 

� Technical/operational support 24 hours a day, 7 days a week; 

� Marketing and promotional activities; 

� Research, data collection and analysis; 

� Policy development; and more. 

Recognized as a national leader in on-line education, the SUNY Learning
Network has made important strides toward fulfillment of the Rethinking 
SUNY commitment to accessible education. Thanks to SLN, the State 
University experience is available to that pool of students previously
precluded from taking classes due to geographic barriers and/or busy 
personal and professional schedules. Likewise, SLN gives individual 
campuses the ability to expand their program offerings without having
to make the resource investment associated with on-site instruction. 

Enrollment in on-line courses for the 1998-99 academic year has exceeded 
6,000 students, more than tripling the number enrolled last year. 
Currently, 37 State University campuses offer almost 500 courses through 
SLN and that number continues to rise. From implementation of the technical 
infrastructure to training and technical support, SLN offers campuses an 
existing framework for on-line education, saving significant time and
expense. 

In an effort to build on its success to date, Provost Salins recently 
commissioned an SLN Advisory Board. With a focus on long-term planning,
a major charge of the Advisory Board is the development of a new grant 
proposal for the Alfred P. Sloan Foundation. Recognizing the leadership 
of the State University in this area, the Sloan Foundation was an initial
supporter of SLN and has been an ongoing contributor to its development. 

Under the broader umbrella of distance learning, the SUNY Learning 
Network, through the Advisory Board, will continue to assess which 
technologies best support State University students. Future developments
include the addition of voice and video capabilities and the expansion
of efforts to maximize the use of the Internet in the traditional 
classroom through the Course Management Systems program (additional 
information on page 3). 



Universities 

University at Albany 
University at Binghamton 
University at Buffalo 
University at Stony Brook 

Colleges 

Brockport 
Buffalo 
Cortland 
Empire State College 
Environmental Science and Forestry 
Farmingdale 
Fredonia 
Geneseo 
Institute of Technology at Utica/Rome 
Maritime 
New Paltz 
Old Westbury 
Oneonta 
Optometry 
Oswego 
Plattsburgh 
Potsdam 
Purchase 
Ceramics at Alfred University 
Agriculture/Life Sciences at Cornell University 
Human Ecology at Cornell University 
Industrial/Labor Relations at Cornell University 
Veterinary Medicine at Cornell University 

Health Science Centers 

Health Science Center at Brooklyn 
Health Science Center at Syracuse 

Colleges of Technology 

Alfred 
Canton 
Cobleskill 
Delhi 
Morrisville 

Community Colleges 

Adirondack 
Broome 
Cayuga 
Clinton 
Columbia-Greene 
Corning 
Dutchess 
Erie 
Fashion Institute of Technology 
Finger Lakes 
Fulton-Montgomery 
Genesee 
Herkimer County 
Hudson Valley 
Jamestown 
Jefferson 
Mohawk Valley 
Monroe 
Nassau 
Niagara County 
North Country 
Onondaga 
Orange County 
Rockland 
Schenectady County 
Suffolk County 
Sullivan County 
Tompkins Cortland 
Ulster County 
Westchester 


Educational Opportunity Centers 

Bronx 
Brooklyn 
Buffalo 
Capital District 
Long Island 
Manhattan 
North Bronx Career Counseling and Outreach Center 
Queens 
Rochester 
SUNY College and Career Counseling Center 
Syracuse 
Westchester 


Board of Trustees 

Thomas F. Egan, Chairma.
Erland E. Kailbourne, Vice Chairman
Bernard F. Conner
Edward F. Cox
Randy A. Daniels
Candace de Russ.
Louis T. Howard
Pamela R. Jacobs
Edward S. Nelson
Celine R. Paquett
Paul R. Perez
Nelson A. Rockefeller, Jr.
Patricia Elliott Steven
Celine Traylor
Harvey F. Wachsman


John W.Ryan,Chancellor
Donald G.Dunn Executive Vice Chancellor
John J.O.Connor Vice Chancellor and Secretary of the University
Peter D.Salins Provost and Vice Chancellor for Academic Affairs 
Brian T.Stenson Vice Chancellor for Finance and Business
Joyce Yaple Villa Attorney in Charge Office of University Counsel and Legal Affairs 
Jon R.Sorensen Associate Vice Chancellor for Public Relations 
Molly McKeown Associate Vice Chancellor for Government Relations 
Peter N.Tenbeau, Executive Vice President The Research Foundation of the 
State University of New York