Summary of Table Responses
Strategic Planning Town Hall Conversation #1
Wednesday, October 21, 2009
Hudson Valley Community College


Table of Contents

Group Questions	2
Table #1	3
Table #2	5
Table #3	6
Table #4	8
Table #5	10
Table #6	12
Table #7	14
Table #8	15
Table #9	19
Table #10	20
Table #11	21
Table #12	22
Table #13	23
Table #14	25
Table #15	27
Table #16	29
Table #17	31
Table #18	32
Table #19	33
Table #20	35
White Board Table Notes	36





Group Questions
 
Question #1:  Paul Grogan highlighted three major means through which universities 
can manifest stronger relationships with their communities: employment, public 
education, and economic development.  With these in mind:

A. Identify any existing initiatives among the SUNY institutions represented in your group 
that fit into these categories.

*	In your experience, what has made them successful or promising?

*	Are there principles that you can derive from these successes that might 
be "syndicated" to other SUNY institutions?

B. Having heard Paul Grogan's description of several examples in each of these 
categories, what role might SUNY as a system play as a catalyst for such initiatives?


Question #2:  Chancellor Zimpher has emphasized that this strategic planning process is 
to result in a transformative vision for SUNY.  Chancellor Zimpher has referenced the 
concept of a "Big Hairy Audacious Goal," or "BHAG, developed by Jim Collins in his 
book, "Good to Great."  In that book, Collins describes a BHAG as, "a huge and daunting 
goal," but one that is "clear, compelling, and people 'get it' right away."  It "serves as a 
unifying focal point of effort, galvanizing people and creating team spirit."  It "captures 
the imagination and grabs people in the gut."

A good BHAG Collins notes, reflects an organization's understanding of three things:
*	What it genuinely can be the best at;
*	What will significantly improve its economic position; and
*	What it is passionate about.

Question #3:  What BHAG for SUNY could you imagine with respect to helping ensure 
New York State's economic vitality and quality of life?
 


Table #1

Question #1:
Oswego and Oneida:  Office of Business and Community Relations; Workforce Board; 
Outreach 6 f/t; Staff populates boards in region; Revenue generation grants

Economic Development in Sullivan County: Sullivan County Community College 
partnerships in Economic Development; Hudson Valley Center for Innovations; Green 
Technology Park - must produce green products; Center for Advanced Science and 
Technology

K-12 Partnership - Yonkers Collegiate Academy

Morrisville - Nelson Farms (student employees) Products for approx. 300 clients 
Saratoga Salsa - Economic impact on region
College does product development

BRIDGE - Welfare to Work - $10 million dollar - Department of Labor - involves 
localities and Social Services - 6-7,000 clients a year brings them to Educational 
Opportunity Centers (EOC's) and community college. Career ladder in Health Care 
Industry - attached to many colleges at 32 sites

Purchase - Focusing on Arts education for the underserved; Service Learning; Bring 
communities to SUNY Purchase and takes Art Education to community

STEP - Albany - Underserved middle and high school kid; primarily in the sciences
Recommendation: EOC's more energized in some of efforts in K-12

Students (Oswego) work with Civic Organization to get students in need scholarships to 
go to college (STEM) $40,000 per student for four years - ten scholars

Say YES - Privately sponsored now SUNY needs to adapt this program
Have multi purposes - bring people back to inner cities
 
We are the only arts in some of our communities 
Quality of life

Downtown Syracuse - at Downtown Graduate Center

Extension Centers on Economic Workforce Development

BHAG - Rural future of New York State - Literacy rate issue - Not yet a focus of SUNY
Our rural assets attached to urban issues and urban experiences, e.g. Morrisville - rural 
environment
Rural issues sometimes ignored
Educational Opportunity Program (EOP) needs to be on 64 campuses - could lead to 
Economic Development

Principles
1.	Partnership
2.	Identifying a need
3.	Place matters in defining opportunities and needs
4.	Take our program into the community - place specific

Question #2
Power of the Convener (SUNY can do)
More educated people will translate into an economic boom - "Free Public Education" - 
for 1st 2 years  
Municipalities 
Corporate

Passionate - Education
*	Growing percentage of population that completes a degree
*	Having citizens who are living not just making a living
*	Revisiting the tax people
*	Bring business to NYS
*	Creating Entrepreneurs

Question #3:
Recommendation: Connect with Gates/RPI effort to develop strategic roadmap for 
improving STEM education in NYS.



Table #2

Question #1

Shared: Our colleges are largest employers (1st-3rd)
Initiatives in place:

1) Continuing Education opportunities
2) Every graduate must complete a professional experience or opportunity
3) Established Center for Lifelong Learning and traveling continuing education outside of 
county/college
4) Small Business Development Center is now housed on campus - community outreach 
and exposure has resulted in support for small businesses
5) Branch campuses, tops into other locales, partnerships with businesses (IBM)
6) University of Buffalo - UB 20/20 - build community leadership/engagement - works 
to develop community - center/downtown revitalization efforts to assist business 
growth and employment 
7) Center for Teaching and Learning
8) Offer evening courses, on-line opportunities for workforce, access to education
9) Initiatives to build in critical thinking, collaboration - professional 
writing/communication

Example: Lighthouse Project

Question #2:

1. Mobility for students as they apply/transfer to colleges
2. We are not meeting the demands for students and employees; ex. Math (we need 
more teachers to meet the demands of students)
3. We educate but do not control the supply/demands


Table #3

Dr. Jeffrey Borer, Downstate Medical
Matthew Morgan, Steering Committee, President ACT
Linda House, Geneseo
Ken Abt, New Paltz
Cliff Wood, Steering Committee, President Rockland Community College
Dennis Golladay
Bret Meckel, Delhi
Robert Matson, Finger Lakes
Noah Dorsky, New Paltz

Question #1:
K-12: Cayuga Community College, Auburn, NY "Summer Theatre Festival" Revitalize the 
downtown; Local entrepreneur app.
Public Education: Geneseo and Rochester City District "Xerox Multi-Cultural Program"

Public Education in Economic: SUNY Downstate Medical - "Arthur Ash Academy"; need 
patients; high school education students - educational opportunities within the health 
care industry

"One of the examples of a relation between SUNY and its community in employment, 
education and economic development was from my institution, SUNY Downstate, 
involving teaching high school students about medicine to foster consideration of 
careers in the health care industries and, particularly, in medical research. The example 
used was the Arthur Ashe Academy, sponsored jointly by the Arthur Ashe 
Institute/Foundation, SUNY Downstate and the Brooklyn Borough President's Office. 
However, as presented, the activity was cited as an effort at "education". In fact, 
however, I think it is much more. In order to be successful, the Academy requires 
academic credibility and research projects for its students.  SUNY DMC offers both. In 
order to be successful in its tripartite mission, SUNY DMC requires expertise in outreach 
to patients. The Arthur Ashe Institute has such expertise. Thus, fostering this particular 
relationship allows realization of important goals for all partners - a "win-win" 
opportunity. 
 
The key principle to be derived from this example is that, in "town-gown" interactions, 
each partner (and particularly SUNY) must determine the needs of both partners and 
must develop strategies that provide useful outcomes for both - the "win-win" attitude 
is likely to lead to the greatest success and most durable partnerships."  Jeff Borer

Question #2:
SUNY New Paltz - Economic Driver.  Economic Impact Study to work with the 
community on how college's presence affects them economically; why is it beneficial to 
have the college there, how they can collaborate? Ongoing 

Question #3:
SUNY to become a truly unified system that would be the "public" first choice

"The BHAG, suggested by another member of the group, involved making SUNY the 
higher education destination of choice for NYS students and their parents for reasons 
other than cost alone. However, the key to achieving this BHAG, also suggested by 
another member of the group and more important, I believe, than the BHAG itself, was 
not mentioned. That is, to enable students from any SUNY campus to take courses at any 
other SUNY campus for academic credit at the home campus and without additional 
cost. The later would take advantage of the breadth of academic opportunity across the 
system, would provide truly unparalleled learning opportunities, and would make SUNY 
more attractive than currently for prospective students." Jeff Borer


Table #4

Question #1:
Student representation (3), community college representation (3), and a representative 
from Buffalo State

Workforce development; Herkimer Jefferson Community College

Need on the part of the Community Colleges to identify employment needs within 
community and address them.

Could have a broader economic impact - employment-wise - in situations where 
independent contractors come to work on our campuses.  This may be a metric that 
needs to be measured.  Corollary is whether or not these contractors go back or are in 
higher education.  Economic impact reports are available for area colleges. 
Collaboration that studies higher education student demographics, and can be reported 
out on a college by college basis.  In essence, economic impact statements.

Non-degree, continuing education types of programs are offered at some of the four-
year colleges as well as community colleges.

In Western NY - the health care industry is desperate for employees, an example being 
nurse-managers, Nurses frequently prefer not to be managers, and so for those who 
wish to become managers, this educational opportunity is a real niche.

Question #2:
Community colleges and four-year institutions all need to become more nimble, in 
terms of identifying opportunities and addressing them

Community College's are at the forefront where they offer college programs and 
classes in high schools, in a variety of ways and models.

Colleges and universities could do more to help K-12 students prepare themselves for 
college and life.  Student success classes could be offered earlier in life. "Life skills" 
lessons are also important, yet missing.  Tools for success.  Encouragement to take AP 
classes in high school is needed.  "Middle college" is another model that is already 
being offered.  9th grade students begin their high school / college careers at a WNY 
community college in coordination with Buffalo Public Schools. - They get their regents 
high school diploma.

Question #3:
Community Service should be an important component of the college experience, and 
should be required.  The impact of the 400,000 students on the communities in which 
they're located.  There could be a course that fulfills a general education elective 
requirement. Can these 400,000 plus students be channeled toward increasing 
graduation rates in college and high schools?  The barrier is the willingness of students 
to do this, which can be overcome with incentives.  We need to enhance access to 
SUNYU Learning Network, as there are, in some areas of the state, barriers to computer 
internet and SLN access.



 Table #5

Question #1:  

Cortland: 
*	A large and successful teacher education program has created very strong K-12 
connections
*	Professional development program
*	Renovation and use of a downtown building
*	Educational opportunities are provided for children of migrant workers

Oswego
*	Small Business Development Center assists individuals with startup and 
expansion of businesses

Utica-Rome
*	Small Business Development Center
*	Continuing and professional department that brings K-12 teachers to campus to 
learn technology.

Plattsburgh
*	High school outreach program that provides professional development and 
student leadership skills in the areas of diversity and social justice
*	Institute for Ethics and Public Life

Delhi
*	Nursing program offers classes at Bassett Health Care. Bassett funds tuition. This 
creates career ladder for Bassett employees

Hudson Valley CC
*	Grow Your Own Program with Albany Med (similar to Bassett program above).
*	College in the High School dual enrollment program 
*	Center for Service Learning and Civic Engagement
*	Workforce Development Institute

Erie CC
*	Workforce development - training and scholarship of adults who need retraining 
*	Middle early college: 800 applications per year from incoming 9th graders. The 
college runs this program, in which students start in 9th grade, and complete high 
school and an associate's degree in five years.



Monroe CC
*	A strong service learning program
 
Question #2:

*	Foster the sharing of best practices and challenges across the SUNY system
*	Provide financial and organizational assistance
*	Promote service learning
*	Promote diversity and social justice among all SUNY constituents (one of our 
prime value propositions could be that we generate graduates who are ethical, 
engaged citizens).
*	Provide solid, stable leadership
*	Develop and promote its own leadership from within (professional development 
opportunities and career ladders across campuses and from campuses to SUNY 
Central Administration). 
*	Fund capital construction, which creates jobs and enhances the communities we 
serve
*	Consider a new General Education requirement for students in the arena of 
Civics/Social Justice
*	Be more centrifugal. The campuses have become too independent and insular
*	Facilitate regional and statewide conversations
*	Brand SUNY 

Question #3:

*	Create a respected institution that is dedicated to community engagement and 
social justice
*	Reduce poverty in our communities a certain percentage (the original BHAG 
here was "end poverty in our communities")
*	Work to increase college degree attainment in our communities a certain 
amount 
*	Set a goal to capture a certain percentage of NYS high school graduates to 
become SUNY students 



Table #6 

Question #1:

1)	Bad job of building appreciation of what we do; We don't market what we do - 
successes; need better marketing; selling our story and impact to public; how to 
use concepts in rural communities; Alfred doesn't market relationships between 
Legislators and school
2)	How do we raise awareness and impact of SUNY? Well respected in other states: 
in NYS not so much because we do not sell ourselves
3)	Employment - SUNY campus is major employment center in community; 
Economic impact analysis; Object is to produce number but without context; i.e. 
Cortland; what is impact for region - terms of percentage and what would state 
pay; Here is what State can do; partnership - but need numbers; Internships; but 
not targeting local economic development

*	Workforce training 
*	Leadership partnerships between colleges and intercity schools
*	FLCC
*	Dual enrollment program - final year of high school at college and earn credit 
toward associate degree - not as subscribed as it should be; try syndication; look 
at SUNY wide perspective; how these programs are done is key; has to be 
meaningful; can be managed
*	Job creation programs; future job creation; what can lead to? Alfred; agriculture; 
early stages
*	Suffolk Community College; Know what community needs; Nursing, culinary - did 
in record time, hospitals funded nursing programs, best practice which could 
address other college needs - but we need infrastructure to help all campuses 
and all levels
*	Employment - Buffalo; upward mobility, academic health center downtown; 
consortium; curriculum, jobs and communities; done thru lens of community; 
computer access to jobs
*	identify emerging practice
*	EOC - job training program; Bring local population into jobs

Establish a SUNY fund (with campus match) to fund research into local issues, urban or 
rural - special state appropriation?

What are SUNY best practices? Outlet; Transparency




Question #2:

*	Establish best practices
*	Regularize community relations; i.e. internships; tying to curriculum
*	Understanding what is needed in workforce; helps in classroom and expectation
*	Research; set up research fund that is campus specific but requires a campus 
match; could work for all kinds of campuses
*	Inter-SUNY collaborations; how can a system drive this without interfering with 
local campus; seed fund; drive local needs
*	Tool that catalogs best practices; Easily accessible

Question #3:
*	Preserve State base; state is broke; efficient spending, new revenue generation, 
reserve
*	Market why to invest in SUNY education; What you are getting for that tuition; 
How it is equivalent to private institutions
*	Partner with K-12 to assist in higher graduation rate; have resources to do it; 
difference between private and public institutions.

Emphasis on SUNY
Public Higher Education
*	Social mobility - double/triple the number of students in public high school 
graduating from an institution of higher education
*	Creation of new economies
*	Underpinnings tying the social fabric of our communities together

Lots of activities
What is the impact?
High Impact capacity to replicate 64-laboratories


Table #7

Question #1:
Largest employer in Binghamton is Binghamton University
Hudson Valley Community College
Tech Smart - Malta
Training for Global foundries
Economic revitalization
Renewable technologies
SUNY Empire State
Labor Center
MBA; Allow collaboration with community
Nursing Teaching Program
Local Approach
Maritime - Worldwide maritime community - basic and continuing development
Brockport 
      Secondary and primary education
      Partnership education department and Rochester School District
Higher education major driver in Rochester
Lack of inclusion of Higher Education into regional development
U Binghamton
      Incubator 
Solar
Kick 20/20 20% UB graduates stay in Binghamton
Empire State - Innovation; Community involvement  

Question #2:
Locally sponsored research and assistance
What can we do? Open SUNY for open NY
Put lectures by academic stars on web. 
Available distance learning - open to public; pay for degree.
Incentives from System Administration for professors to work with local governments

Question #3:
List of who is the expert or doing the system wide database
How does a mayor get help and advice on...


Table #8

Question #1:
Keen (Farmingdale): The Advanced Energy Research and Tech Center; collaboration of 
University, utilities and businesses; Based at Stony Brook, led by executive of utilities and 
formerly president of Stony Brook. 
	* Looks to future for different kinds of employment and education to lead to it
	* Served net meters to more sophisticated things (ladder)
	* Economic development; green energy

Voorst (Binghamton): Initiative 2020; by 2020, Binghamton graduates will stay in tri-
county area. (1) Right now working with cities and leaders to have programs that 
interest students in city itself. Build relationship outside of campus. (2) What types of 
initiatives/jobs will keep students in that area?  Five years in. And it's truly gaining a lot 
of good benefits for community; and more and more students involved. 

Baldwin (Albany/BOCES): Tech Valley High School on SUNY east campus, it's a 
collaboration of two BOCES and institutes of higher education; Many businesses in Tech 
Valley region. Project-based learning and tech based platform. 

Gueye (Schenectady): Schenectady County Community College; partnership of High 
School and college, for students - what are the college level expectations. 

Kremenek (Onondaga): Onondaga's Presidential Scholarship program, "Say Yes to 
Education" (part of national initiative). Funding for inner-city students to go to college. 
Probably doesn't apply to suburbs; many in suburbs not going to college because of cost. 
Raised over three million dollars to help students within city and also in suburbs. Hope is 
to get students into community college and they can save for 4 year institutions. 

Matonak (Hudson Valley): Follow up on green jobs: Hudson Valley Community College 
has been: (1) energy efficiency training, training people trained to evaluate companies, 
schools; also training trainers. 12 or 13 colleges involved in that; also grant for trainers 
to do photovoltaic instruction - 35 colleges in northeast. We can do a lot together; don't 
have to reinvent wheel. 

Giopolus (Alfred):  Alfred State; building trades program; has built 40 new homes in the 
area. Not a huge # but a small community so has impact on quality of life and has 
introduced college to community. Opportunity again for student employment when 
they're out. This year now doing totally green home on campus and bringing people to 
campus. 

Gueye (Schenectady):  In area of workforce development: programs with hospitals try to 
support need for training and employees, also EMT programs for that need. 

Keen (Farmingdale):  Health care area: partnership with Winthrop University Hospital; 
huge need for nurses. Limit on how many one campus can produce; we've expanded a 
great deal, limited in resources. Some external funding for high-need disciplines. Nurses 
are a primary goal. WUH provides funding for 2 full-time faculty and 2 nursing labs. 
Cannot ensure they hire the grads, but they provide a pathway for recruitment. Great 
partnership. 

Matonak (Hudson Valley): Same arrangement in Albany medical, but they initiated a 
"Grow Your Own" program. Employees with potential to move up, they provide the 
training via their HR dept. Have slots in nursing program. 

Giopolus (Alfred):  Have been programs well established and well known; idea is to stay 
current in demands of society. Some of it has morphed, and other dramatic. 2 examples: 
1. rural area where he is; changing program to have a rural nursing emphasis; support 
staff. 2. Farm. Historically Alfred has had a farm; was losing money. Strategic initiative 
turned into a sustainable organic farm; students now have richer curriculum. Two 
examples where needs of society morphed and SUNY went with. The farm was 
prompted by fact it was losing money. Often own resources; refined. 

Pace Watson (Optometry): New collaboration with ophthalmology; does a lot in 
community outreach, kids in underserved areas, providing eye exams. We also have 
programs with local HS and college; CSTEP, bring in students interested in optometry. 
Success there.

Giopolus (Alfred): There are lots of ad hoc things occurring with colleges and 
community. One thing today: new approach - creating an umbrella organization to 
include more partners and connections. Seems many are afraid to go that route; feel 
loss of autonomy or smaller orgs intimidated about their contributions. 

Haefele (Oswego): Really important for leaders of institutions to do outreach, but also 
important for students to have investment in their areas. As an undergraduate 
education major, she didn't get placed in local schools. Students need to have 
investment in community; creating their own plans. Some volunteer opportunities 
(after-school program for ex). Could be more; lots of potential. 

Guptill (Brockport): Three things that come to mind on our campus. (1) Delta College - 
time-variable degree program, with an emphasis on three internships. (2) Small 
Business Development Center in department of Business. (3) Camp Abilities, sports 
camp for blind, deaf-blind, and visually impaired children; become a model that has 
spread around the world. 

Baldwin (Albany/BOCES): Three-year bachelor degree is reemerging as an area to 
explore.  From a K-12 perspective, the pipeline issue is huge, need seamless 
opportunities to go to higher education. New Visions Programs, for ex, that provide 
authentic college exp in their senior year. Connected in some cases to life sciences; a 
number of partnerships. 

Kremenek (Onondaga): At Onondaga we have a link to SUNY-ESF. Qualifying OCC-
students can transfer to ESF at level tuition!! Many students, that's a significantly 
lowered barrier, links to good jobs with good futures. 

Gueye (Schenectady):  Have to think in a global context. There's a center in Schenectady 
connecting different regions of the world. Reside in Schenectady - provide research, 
marketing strategies, rigorous consulting. 

Factors for success:

Keen (Farmingdale): example of a GEAR UP project that failed miserably because HS 
superintendent and principal said they wrote the grant, they manage it, and they 
produce programs which were miserably misaligned with college. 

*	GENUINE collaboration; utterly essential; among all levels (K-12) (it's not easy)
*	Importance of leadership (especially among key collaborators)
*	Articulating clearly what goals and roles are, being able to do so for multiple 
audiences

Key principles:

*	Thinking outside the box 
*	Commitment to excellence 
*	Authentic collaboration: SUNY can bring private investment to bear if SUNY is 
willing to invest on the faculty side

Question #2:
*	Employment
*	K-12: Integral role on pipeline issue; convening, catalyzing, analysis, training
*	Economic development: workforce development - we have GOT to make it 
easier for students to transfer between campuses; it's the University of NY. 

Question #3: 
Keen (Farmingdale): As I'm hearing all this today, I'm not yet seeing the connection 
between the work most of us do every day with the students in our classes. What 
connects that work there with their eventual impact on the community?

Gueye (Schenectady): We do a lot of research; complicated research. We need to 
simplify research to be useable; application - purpose even; take away cloud that keeps 
people apart

Guptill (Brockport): Does the term "creating value" capture connecting academic 
programs and economic vitality?

Baldwin (Albany/BOCES): Strategic alignment with economy and with higher ed and K-
12; BOCES looking for info that is of practical utility. K-12 looking at what works. 
University cranks out research; and the people there aren't rewarded for spending time 
with K-12 people on how to apply research. 

Giopolus (Alfred): One possible operational way: establish annual SUNY-wide theme that 
SUNY would be sponsors of; same theme could be picked up on multiple campuses. One 
theme a year, or maybe for two or three. Foster some system-wide connections. 

Keen (Farmingdale)): Connecting students that we graduate to the economic engines; so 
that they stay. Address brain drain problem. 

Gueye (Schenectady): SUNY has to identify the strengths of the state because they don't 
know what it is.





Table #9

Question #1:
1)	Helping business communities across SUNY: 
Workforce development 
Workforce Investment Board
2)	Keeping our graduates in the community
3)	Leverage the 64 campus size by using expertise from across the system
4)	Physical presence in economic distressed areas (move campus activity off 
campus into the community)
5)	Field training in the community
6)	What can we do best - better than the CICU's?
7)	 Enhance programs that track students for success (K12 - Higher Education)
8)	Focus research on localities
 
Question #2:
Follow the money = SUNY to provide funding for start-up
1)	Articulate centrally that this is important (allowing some campuses autonomy, 
but having a central commonality)
2)	Make it more clear and known what we currently do.  Don't reinvent the wheel.  
Share best practices
3)	Facilitate us getting data on the outcomes of our graduates (especially teacher 
candidates )
4)	Share resources for institutions working on common problems
5)	Improve the SUNY/campus relationship (system currently seen as the imposer of 
rules and restrictions)
6)	Help campuses communicate /interact with each other better.  Promote 
cooperation rather than competition
Question #3:
1)	Workforce Preparation - Access with Success for students
2)	Workforce Preparation - Growing the education workforce for NYS
3)	Workforce Preparation - Helping NYS be the house of our graduates
4)	Job Creation - Research and knowledge creation/create the jobs of the future.  
World class location for incubating research as the innovation and job creation 
of the future
5)	Job Creation - Connecting the 10,000 great things that are happening on the 64 
campuses




Table #10

Question #1:
Student Shadowing
A.	High school students and FIT college students spend a day going to classes 
and experience college classes
B.	Rural education at Potsdam Research Product conducted to help local college 
town.  Grant writing assistance to local towns. Sponsored Research Office
C.	Capital construction work 20% woman and minority projects; Buffalo 
University - Architecture - start up companies
D.	K-12 - Recruit students; 1000 students invited to participate and prepare to 
help local high school students to apply/enter Buffalo University
E.	Binghamton - Nursing Program reaches out to help undergrad
Children/families
Clinics
Flu shots
Collaborate with local health offices - hospitals - clinics
F.	Farmingdale
Collaboration - Coldspring Harbor (University and Business)
Helping companies grow
Lab Tech's from school to help
G.	SUNY/Goal
Unified colleges statewide
Business development statewide
Job development




Table #11

Question #1:
Students employed back into community; Case by case
Student teacher initiative; Instructional
Student experiences in local community; gaining experience
Internships are integral (no data)
Student mentor programs to low and middle school kids
School has department of career development
Share Education data from all silos (all entities at that location)
SUNY as employer - What are the numbers?
2nd year employment, critical mass; development at new technical 2 percent 
instructional
Faculty staff ratio (successes)

Question #2:
Distance learning from SUNY
Local teachers coming to SUNY
Energy institutes in summer; Garcia Center
Collaboration higher education with public education

Economic Development
Grants thru Research Foundation
Employment to learn to use new tool or technical

Albany College of Nanoscale Science and Engineering; Close proximity of critical mass 
of bio technology, industry clusters; Biotech feeds Technology feeds Money feeds 
Employment feeds Biotech; Must be champion - point person; Workforce initiative 
means to be used to retrain/re-teach

Question #3:
Shared knowledge
Collaboration
Central Clearance Center

Best practices are not shared
Could make New York energy independent
Feed self sufficient

Consider reorganization of topics



Table #12

Question #1:
Plattsburgh State and Economic Development: New supply chain management program, 
real opportunity from Montreal border; Canadian studies program and Economic 
Development Canadian Relationship; Quebec minister for international relations; 
Business School - internship program more dynamic

Clinton Community College: Former Air Force base develop aerospace workforce needs; 
Partner with BOCES regarding aeronautical program, accelerated degree program; 
Local economic development - regional; Put together inspirational programs; Regional 
workforce investment board; Wind technology program at Clinton Community College 
with Quebec (Wed components) strategic take no prisoners chamber. Presidents matter. 
Top down values.

Robert Ward: What can SUNY say to business community to get engaged?

Buffalo State: Faculty leave time for community engagement internships; student 
involvement in non-profits; integrate academic & community work; SUNY's hiring and 
evaluating of President should reflect community involvement; Buff State: Community 
score/score; Need for local studies to help communities 

Plattsburgh State: 13N Grant for Workforce Development: Plattsburgh doing studies for 
chamber; "Green Job Study" for real vs. ideology - Important role for SUNY; "Think 
Tank" - harness with Ontario Money; UG research opportunities in social sciences

Question #2:
Publish and catalog; Name it; Pick a few key actions; what are definite high impact 
strategies; packaging too; Energy policy in NYS - Rockefeller - Don't study NYS;
UAlbany - Workers careers (union issues)
Albany High School - UAlbany
Albany - Name
Does it do as much as it can?
Need for regional data?

Question #3:
1)	Measure local political economic research and double it
2)	Bring international people (students, professors) to upstate NY (new Americans) 
and bond them to the community; Intellectual capital and individual people
3)	SUNY must define its role and be measured against deep community 
engagement in relevance to its area; leadership collaboration ; SUNY First 
Choice in NY


Table #13

Question#1:
Impact of Employment to Communities

Provide educational opportunities that lead to higher employment
1.	SUNY Upstate - R.N., L.P.N., Master - PhD program for nursing career ladder
2.	SUNY Stony Brook Medical Center created 1,500 jobs in the hospital in past ten years
3.	EEOC  opportunities for workforce development
4.	Onondaga Community College partner with high school
SUNY Upstate - Intern programs, outreach program to inner cities and recruiters go out 
to high school - Project "Search" - Onondaga Community College: Workforce Readiness 
Center 

Public Education partnership with K-12 - senior year needs more work      
1.	Concurrent enrollment program at Herkimer program
2.	SUNY ESF NSF funded program graduate student teach in high school
3.	Scholarly undergraduate students mentoring support in high school Science and 
Technology program
Need to be able to measure impact of these interventions

Triad relationship with government, educational matches and industry may be 
interesting for SUNY to consider; Need to define success in a broader way - with 
outcome measures

Economic Development

Provide innovation
Provide skilled workforce to attract companies
Levin Institute: "Global begins at home"; Work closely with NYC Mayor; Deal with fiscal 
crisis at Wall Street; Entrepreneurial Program; Look at how to do that at various SUNY 
campuses; React quickly to economic problems

Upstate: Partner with politicians for other educational opportunities for rural 
communities.  3rd year rural medicine program; we train 65% of NYS health care 
workers and retain only 14%; Key is collaboration with communities

Question #2:
1.	Quick response; Partnership and good leadership is required; 
2.	Need good vision and ability to pull people to work together
3.	Be able to overcome resistance of change
4.	Difficult in NYS in development of new programs

Question #3:
(Blue Commission Report on Higher Education); Breaking down bureaucracy of State of 
New York to allow SUNY to move publicly on innovative programs

Better mechanism at New York State on monitoring entrepreneurialism (other states 
are competing to attract industries away from New York State)

Higher education needs to play a leadership role in community

Stronger partnership with research and businesses

Protective innovations in taking risks



Table #14

Participants from ESF, North Country, Oswego, Stony Brook, Geneseo, Dutchess, 
Morrisville, System Admin/SUNY Central

Question #1:
Employment / Public Education / Economic Development
(North Country/Oswego/ESF/Stony Brook/Morrisville) - Local and regional environment:
1.	Oswego - Student Association - Community Service - tutoring / after-
school activities with city school.
2.	Stony Brook - Center for Math and Science Education - high school 
student / research faculty (funded through grants)
3.	NCC - advisory groups with communities; career program with 
communities; work with dual enrollment (last year high school, first year 
college)
4.	ESF working with public school system; summer camps, grant funded 
program; Green - work - with city for cleanup of Onondaga Lake 
Coincide with service learning components
5.	Dutchess - Students taking college courses in high school - Bridge dual-
enrollment in high school / college
  
  What can go to other SUNY institutions:
1.	Presidents with institutional commitment to help community
2.	Partnered with community groups to receive funding
3.	Service - Learning courses / freshman / student leaders participate in community 
service
4.	Partner with community in advocacy group

Question #2:
1.	Reward faculty for facilitating service learning - assist them
2.	Reward for cross-campus initiative  / collaborative efforts (research activities, 
other)
3.	Facilitate grants across campus 
4.	Ensure that SUNY campuses are staffed sufficiently to...

Autonomy for campuses; Evaluation / accountability for outcomes at campus; Workload 
study outcomes; Invest in talent / develop talent that would bring in additional 
companies / businesses

Question #3:
SUNY is treated like a state agency / treat like a university - (Lille Tube 3)
Be more explicit about quality of life discussion; define and measure
Service scholarship - tuition traded for service back to community
Competitive funding for SUNY schools based on SUNY goals - fund best campus ideas.


Table #15

Question #1:
SUNY: Responsible for 50 Charter Schools out of the 100 approved in NYS
Unusual for SUNY to be given a K-12 responsibility

Community colleges partner through Corporate and Community Education Division 
(Mohawk Valley Community College)

Cobleskill: "Commun-university" aimed at revitalizing downtown Cobleskill - 
architectural students worked with community to revamp a mini park; Culinary students 
involved with a Bistro for the community

Broome Community College 
1)	Nursing program to meet local hospital needs
2)	Fast forward - college credit throng Broome Community College in high school
Brockport: Collaborative projects with community; Number of community links is 
important and invaluable; Business program advisory council linked to campus; Same 
true in communication access

Nano College: Industry/government/academic partnerships; 250 companies on site; 
Living, breathing example of how these partnerships can benefit the community and the 
institutions

School of Public Health: Program in Nano Health - no other schools do this

Mohawk Valley Community College
Assisted in creating a degree program to train mechanics (a private project center) for 
an air force high paying job creation

What will make SUNY & successful?
Academic leadership is key/vision; Non-silo approach necessary; Bring state dollars that 
benefit multiple groups; What has happened at Nano College should be a model; 
Have a transition prepared and ready to respond when there is a community need; Be 
proactive and position for opportunity; Need to be adaptable; Is SUNY coordinating this 
need to be adaptable; Centers of Excellence exist but where is the national consistency; 
Local institutions are linked to local school districts; But there is no central cleaning 
house for coordination of efforts; What can SUNY do 'Ethos muse' to change this?
Chancellor and SUNY administration need to expect a level of leadership on a state wide 
level; Bold recommendations to legislature; 	64 campuses need to have a 
consistent ID - SUNY; Multiple year funding to become less reliant on legislature 
powers; But there is no 'stick' that Chancellor can bring to the legislature process; 
Improve image - image building; image and identity readjustment can and should be 
done

Question #2:
1)	Branding
2)	Collaboration with in and outside SUNY needs to strengthened and prosper
3)	Competition among the different campuses needs to be productive and not 
destructive
4)	How does SUNY strategic plan dovetail with the community and NYS
5)	"Our Plan" and "Your Plan"
6)	Development with Public Education issue
30% of NYS 9th grades don't graduate greater connectivity between SUNY to K-12

Question #3:
Command Community Colleges to help students become college ready - take it as a 
challenge to developmental prepare students for college work
SUNY needs to focus!



Table #16

Question#1:
Existing Initiatives
a.	Broadhollow Science Park at Farmingdale College - cluster of Bioscience firms 
that are working with the campus to create a bioscience degree that will supply 
the workforce on Long Island.   The incubator intends to spin off businesses which 
will generate jobs.  Internships will be available to students.
b.	Hudson Valley - training for workers for the chip factory in Malta
c.	Summer Live and Saturday Live  FIT - high school students from the NY and NJ 
metropolitan area attending summer and weekend programs specifically 
tailored to their needs; registered with faculty; exposing them to a college 
environment but acts as a feeder to college programs.  Given some of the 
students' directions;  also bring in high school student interns.
d.	Binghamton University - Innovative Technologies Complex - flexible research 
space with small incubator space; out of building within a year into a permanent 
space.  
e.	New Binghamton Downtown Center revitalizing depressed urban area
f.	Educational Opportunity Centers - Western New York at the Buffalo Educational 
Opportunity Center, EOC program centered on life sciences, integrating with 
local community and providing information
g.	International Students - $2B - SUNY $500M; intellectual capital; enriching 
institutions;  tying NYS to the world;
h.	Fredonia - outreach into the Dunkirk community;  get the Latino parents 
involved by having a Spanish speaking open house;
i.	Economic importance of Farmingdale State - show the importance of the SUNY 
campus to the local economies.
Concept of building on synergy within SUNY; New Paltz has a center devoted to research 
on local and regional issues.

Question #2:
a.	Researching local issues (requires providing incentives to faculty to conduct such 
research
b.	Technology development to improve the economic position
c.	Be passionate about students
d.	Doubling the college completion rate by 
Set an expectation that each SUNY institution participates actively in the local 
community in specific ways; Take stock of the existing research; Explicit role of SUNY 
institutions to bring in talented immigrants from local community, reversing the current 
brain drain in upstate NY; Someone should be assigned the responsibility to ensure that 
SUNY is a part of the economic development of its communities.


Question #3:
Each campus integrate with local/regional community through dedicated research unit
Set goal for improving college completion rate, as Paul Grogan described in the Boston 
example
Set goal for educating adults for new professional responsibilities (resulting from 
transformational recession)
Significantly reducing barriers to HE by reducing cost
Using higher education to bring the world to our communities and integrating our 
communities in the larger world








Table #17

Question #1:
Use the community colleges as a mechanism to strengthen the number of persons in the 
workforce.
Strengthen the transfer or articulation between the four year schools and community 
colleges
Offer tuition waivers for low-wage employees within the SUNY System
Enhance existing initiatives currently in place to extend college access to low-income 
communities (EOP) - Educational Opportunity Programs
Redefine success in the community colleges as an approach to provide more support to 
those institutions
Take funding from the reinvestment and Recovery Act and create additional STEM SUNY 
activities
Promote more environmental science / green tech programs across the University.
Design pre-college STEM programs in urban communities

Question #2:
Country vs. Community
We need to produce more of what we want
What can make our communities more productive?
What is the role of the University?  Research, Skilled workforce
How can we reestablish the love of entrepreneurialship?
SUNY as a place known for excellence in producing managers
Small and medium size businesses are critical to success of communities they reside in
More people to finish school = better community
Entrepreneurial research on what works
Packaging - impact on brand identity
What is the relationship of the 64 campuses to central administration?

Question #3:
Investigate Harvard Program - BHAG Improve standard of living for low-income people
Cradle to Grave - How can we connect Pipeline issue to what we need to do in the 
community to make us more productive?


Table #18

Question #1:
1.	Existing initiatives
     Various programs
Themes 1) Community support, high school outreach,
2) Small business, retirees, tech services, program for growing industries 
and alumni programs
Challenges				Benefits
Fleeting students			Town Gown relations 
Funds					Combating brain drain 
Legal issues				Pride in community 
					Increased giving

2.	SUNY can do 1. Central depository for leadership talent, 2. Embrace SUNY's diversity 
3. Help brand the family, 4. Help secure funding

Question #2:
Streamline costs, and build system wide infrastructures (ex. Library resources.) 
Keep students in NYS 
Keep degrees competitive

Question #3:
Work to limit legislative road blocks for implementing innovative programs


Table #19

M. Harrell, Downstate Medical, Community Relations
C. Wiezalis, Upstate Medical, Distinguished Service Professor, recently retired, President 
of Faculty Senate
D. Showers, SUNY Geneseo, Professor in School of Education
Karen Davison Blazey, Finger Lakes CC, Trustee
Arthur Lundahl, Suffolk County Community College, Faculty, FCCC representative
Leah Akins, Dutchess Community College, Faculty and Department Head Engineering, 
Architecture, and Computer Technologies
Nick Laino, Herkimer Community College, VP Administration and Finance
Jim Ketterer, System Administration, Deputy Provost, Overseas Academic Affairs, 
Academic Access, student mobility

Question #1:
Employment, Public Education, Economic Development Focus
*	Business, Education, Leadership Consortium operates out of System 
Administration 
*	Downstate works closely with K-12 and charter schools in their area (Brooklyn), 
students come to the college, they set up seminars and symposiums for HS 
students, limited funding available for this.
*	HV First Lego League - industry-education partnership to foster excitement 
about math, science, engineering, and technology
*	Advantage of NY State is that we have historically attracted very high talent, we 
need to continue doing that and to that better, we need to be a magnet, what 
kind of data is available on this (balance international draw with taking care of 
our own)
*	Engage local legislators in the campus
*	International students are coming to community colleges, a draw of new and 
diverse talent, also consider international faculty exchange
*	"University in the high school", dual enrollment programs, many SUNY 
institutions are involved in doing this.
*	Foster series of curriculum discussion, getting the institutions to understand the 
different curricular areas
*	Facilitate transfer ... keep going with that initiative
*	Energy curriculum - engineering, architecture, and environmental 
science/studies

Goals
*	Be number one in sustainability in education and innovation. Infuse sustainability 
in the education system.
*	Set, keep, and differentiate our tuition as a system
*	Leader in stabilizing and reversing the huge loss in our students, our talent, our 
tax base, and our businesses ... stop the brain drain.
*	Be more collaborative and supportive as a State university system rather than 
individual institutions.  "System-ness"
*	Foster innovation at every level.


Table #20

Question #1: 
Global Perspective - Economic implications of university on global level unknown; 
International education has huge economic impact; Cultural education for students 
traveling aboard; At CCC many Canadian businesses located in U.S. and require training; 
They are training workforce from Canada; At Columbia Greene CC - Best of Chamber of 
Commerce of counties

Public Education - Problem solving and Education for NY; Columbia Green CC - going 
into K12 schools; UBuffalo - Public School Partnerships; UAlbany - working with area 
schools; Service-learning could and should be improved

Economy and Development
UAlbany Business School students work as interns for local businesses
SUNYIT - We need a regional of SUNY strategy to partner with local businesses; 
Economic stimulus grants/access; Consortiums need o be formed between business 
schools and non-profits - SUNY should be the lead on this; Fundraising - must market 
products of University; must gain respect from community and businesses
Brand Promise of SUNY needs to be established; offer interns jobs, purchasing power; 
public may assume government will "carry" SUNY and they don't need to support; 
universities should reach out to companies

Employment - Eager about the idea of educational ladders for employees; Columbia 
Green employees get tuition waivers; Dean used to be Secretary for VP

Question #2:
Other: Public Awareness: Many people don't know small schools are part of SUNY; Need 
to market themselves as a SUNY school

Leadership:  Lead grant writing; bring together individuals and community groups
Function improvements:  Need high qualifications to solve problems; limited funding 
promotes problems; students leave communities after school - drain communities 
(Solution:  Scholarships contingent on staying in region and create jobs through 
businesses) We are not seen as the solution for jobs or for economic issues.  "State 
University FOR NY"; most attention is given to budget cuts; More State leaders are SUNY 
graduates (make the link - invite them)

Need to address multiple sectors to increase vitality.  Students will stay if there's 
regionally located jobs; incentives with scholarships

Products - Report of contributions
Question #3:  
Educated workforce in diverse areas - problem solving and education for NY
White Board Table Notes

Table1
Collegiate Academies in each region
Partner with local business, civic orgs and SAY YES
Downtown is the key to revitalization
Rural assets
Identify needs, take programs to the communities
SUNY as convener
2 yrs free education

Table 3
Collaborate with community
Contribute to the community
(Summer Theatre Program CCC
(Genesee - Regional Education)
Arthur Ashe - Downstate)
(Economic Impact Study - New Paltz)
Create cohesive university system to allow for 1st choice (employers, students, parents)
World class SUNY

Table 12
Set regional expectations with community stakeholders
Research benchmark
Talented immigrants to the community
SUNY Central assigned to economic and community development

Table 13
Upstate's Career Pathways 
SB 1500 jobs - med center assoc.
Internships and outreach in high schools
K-12 concurrent
Tally Initiatives & give community results
(Clinton) attract companies with educated and skilled workforce
React quickly, leadership
Insert and take lead as educational institutions - cut barriers.

PG
High Impact - strategies
What you decide to focus on is important and now you package it. Will define. (What 
will communities value?)
Use campuses as labs and take to scale what works
Central/campuses: what is the relationship? 



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