SUNY Faculty Senate 167th Plenary
Empire State College
May 2-3, 2014
Call to Order and Introductions
President Merodie Anne Hancock; UFS Senator Ed Warzala; Campus Governance Leader (CGL) Tom McElroy
Vice President /Secretary Election
candidates: Gwen Kay (SUNY Oswego), Joe Marren (Buffalo State), Ron Sarner (SUNYIT), Ed Warzala
(Empire State)
round one: Kay 23 Marren 1 Sarner 12 Warzala 11
round two: Kay 24 Sarner 13 Warzala 10
Sector report with Chancellor Nancy Zimpher
University Center
Q1: Transdisciplinary studies imply transdisciplinary faculty; concerns about faculty, as departments have
different expectations about teaching, service and research.
Q2: Trying to achieve goals in SUNY 2020 but fear will fall short, particularly because of budget shortfalls. How
can system help?
Q3: Concerned, continually, about funding for graduate research and education.
A: Transdisciplinary studies have not reached desk yet. As faculty member 30 years ago, clear that neither
department in interdisciplinary programs fares well. We need to change our strict boundaries or reward structure.
Faculty need to get ahead of this issue. Content and academic interest need to work themselves out.
Not convinced that legislature will renew commitment on rational tuition. Maintenance of effort? Not likely. And
funding for SUNY 2020 – need to find other ways to tap into state's investmnet in SUNY. In DC,
president/Department of Education working to incentivize state legislatures to better fund higher education.
University Colleges
Q1: Given our challenges to meet our goals with problems – shrinking budgets, LICH monies, OPEN SUNY,
dropping enrollment – we're feelng compressed by this, and by mandates. How do these fit in our budgets. What
is your vision for how the comprehensives fit within SUNY five or ten years down the road? What kind of
mechanism do we nee dto engage in?
Q2: Concerned about stagnant budgets, declining enrollments … how will SUNY help us fund needs funding?
How can we have a dialogue with the state, or system? When can we have a conversation with System?
A: Greatest shift in mission probably is at the comprehensive level. Campuses assume residential model,
traditional student-age and that is upside-down; mostly adults, want education to come to them. Yet, best suited
to deliver this because place-bound and wide-spread. Almost as different within as across sector.
Our online commitment is not going away; how you participate is campus choice. Notion that can lobby
legislature to return to base aid is unrealistic so “what will attract more state investment?” (Answers include
rational tuition; maintenance of effort; every sector invited to participate in SUNY 2020; every sector
encouraged to participate in STARTUP NY). Open SUNY; RF wants to fund more research at comprehensive
level so there is opportuunity. This is the new normal. It might be time to drill down on comprehensive colleges.
CGLs
Q1: Shared governance predicated on timely communication; concerned about lag of communication between
upper administration and campuses. Provost Bringsjord has set a good bar. How will you facililtate
communication between system administration, campus administration, faculty senate?
Q2: What resources will SUNY offer to campuses to help comply with new mandates, etc.?
Q3: The SUNY guide to presidential searches calls for search committees composed of more than half faculty.
For the sake of general policy, can you comment on importance of current policy and role of faculty consultation
with this. Also, 360 reviews are not being embraced.
A: We have learned a lot about communication through seamless transfer, and this is a good precedent. The
three buckets – system, campus and CGLs – need to in the conversation.
Bill Howard is in charge of all campus searches: will ensure that guidelines are adhered to; use search firms
more efficiently; constant opporunity for breakdown in information of searches.
Colleges of Technology
Q1: Open SUNY/metrics question – we often graduate students in four years but not necessarily in majors
desired. What are the implications for funding repetitive courses?
Q2: Many courses require specialized tutoring (math, engineering, etc.) – how will Open SUNY help with this?
A: More on metrics forthcoming in presetnation.
Programmatic implications of delivery, including experential learning, is well served in provost's council, and
also looking for help. There is much room for experimentation, in Learning Commons, Centers for Teaching
Excellence so some kind of funding for experimentation sounds like a good idea.
Special/Statutory Colleges
Q: SUNYIT concerned about lack of consultation re: CNSE (among other things). Ceramics still no visibility.
A: There has been some consultation. Also, Linda Jones, vp for statutory affairs and unit head of Ceramics at
Alfred, is moving on. Leadership transition? Task force? Re-think MOU?
Health Sciences
Q1:In view of strong support for medical education in SUNY, what will you do with the programs at Downsttate
placed on 'hold' by ACGME for accreditation?
Q2: Perceived trend to produce clinical revenues is at the expense of teaching, research & service missions of
SUNY. How can we use systemness to mitigate this impact on patient care, and loss of participation in shared
governance, teaching/service/research?
A: There will be an aggressive response to accreditation issues at Downstate, adding some heft academic
oversight (and currently no provost). “On it,” concerned and sending information and support to ACGME.
Hadn't heard about pressures of clinical practices and impact but aware of tension between revenue and SUNY
mission. In transition on Board about oversight of hospitals –should we continue to own them? Or return concern
to medical education?
Chancellor's report: Power of SUNY 2020
Discussing the shelf-life of strategic plans (SUNY 2020). Thinks that paying attention to the economic status and
adding quality meshes the plan; never believed these were incompatible goals. This has generated a response
from the legislature and gotten the governor’s attention. A quick review: 2009-10 focus was “the power of
SUNY” (economic impact, six big ideas); 2010-11 report card/accountability; 2011-12 infrastructure reforms =
(shared services); 2012-13 systemness (value-added of being a system).
For the next five years, concentrating on metrics and performance (anticipating ratings, as per White House).
How can we add accountability to a visionary plan? Metrics: have >116 in various assessments as proxy for
SUNY impact. We will use four metrics: college readiness; degree completion; success (quality, value add);
increase in research and innovation.
Faculty Council of Community Colleges Report – Nina Tamrowski
Thanks for co-sponsoring SUNY Voices conference on shared governance.
Passed resolutions on edTPA (endorsed UFS resolution opposing implementation of edTPA). Concerned about
performance-based funding (Woluntary Frameworks of Accountability); want this through faculty governance.
Changes in (or new) articulations for transfer requiring two agreements, not one. Support for waiver of appeals
process for seamless transfer. Asking CGLs to work with CAO so that non-credit remedial courses not be linked
with academic programs.
Executive Committee report – Edward Feldman
Talked about presenting budget to the body (what freedom president will have in allocating funds, e.g.). Most of
meeting was about resolutions, including provision of textbooks for students, edTPA (similar to that endorsed by
FCCC), shared governance report, health sciences call for investigation or understanding re: LICH. Pete
expanded on his report, including more on STARTUP NY (some were returned to campuses because didn't meet
criteria); president of BoT convening representatives of other trustees from around country to push for federal
funds for research; discussion about vp election process. Changes in guidelines for Middle States include
governance. At FCCC-CUNY-FS meeting in January, started work on resolution from all three re: shared
governance. Will have more progress at summer planning meeting in June.
Presidents’ Report – Peter Knuepfer
STARTUP NY
If there aren't discussions on your campus, please inform him. Important that we are part of this process. There
are discussions happening,and bids are out there. Many campus plans (i.e. identification of possible locations)
have been approved, and some campuses are in an advanced stage of discussion with potential companies.
Encouraged by what I have heard about the involvement of faculty governance in the process; administrators are
engaging faculty governance in the decision-making, focused on the academic relevance of proposals.
EdTPA
New resolutions and work on this. Furndamental issues as being implemented include (a) NYS Board of
Education decided that this would be required for certification, of students who have been in classroom for 8
weeks, need video etc; is profit-making opportunity for private company; students who fail need to re-take exam
+ re-do video + pay another $150 to find out why didn't pass. Unions have taken the lead on this; unified voices
made a significant improvement. Students still need to take the edTPA; if they pass, great. If they fail, can be
certified under previous system. What happens in two years?
LICH
Things are changing daily. Read the papers.
Seamless Transfer Initiative. Thanks to our efforts in the fall, and endorsed by the Senate at our Winter Plenary,
Interim Provost Bringsjord re-visited the Transfer Paths to clarify which courses faculty from across the system
agree need to be included for a student to achieve true junior standing in a major. More than 800 faculty
participated in the review and evaluation of more than 30 transfer paths.
Open SUNY. The call for proposals for the second “wave” of Open SUNY online degree programs and courses
was sent to the campuses on April 11. SUNY is seeking both existing degree programs in high-needs areas and
courses that can shared across/between campuses. The Provost’s Open SUNY advisory committee will make
recommendations to the Interim Provost later this spring, with “winners” to be announced early in the fall
semester. SUNY System Administration continues to explore how to offer support services to students and
faculty to meet the Chancellor’s ambitious goal of adding 100,000 new students to the SUNY family.
SUNY Budget. The 2014-15 budget for SUNY doesn’t provide everything to cover mandated costs, including
negotiated salary increases and inflationary costs. However, better financial situation than the last couple of
years—a small increase in State operating aid, an increase in EOP funding, an increase in the maximum TAP
award, and substantial increase in capital funds.
Additional Activities.
Nearly completed my visits to all campuses, learned a lot—about what’s working and what’s not, about what
issues we share across the campuses, and about issues that are of paramount importance on each campus. Shared
governance is alive and well on most campuses; the challenge is to find ways to improve on those campuses
where one or more senior administrators is less open to sharing governance.
Resolutions Discussion
1. Resolution on edTPA, Passed by the Executive Committee of the SUNY University Faculty Senate, April
3, 2014, Updated April 15, 2015
Whereas, the (Teacher Preparation Assessment) edTPA is more appropriate for professional certification after
teachers have had full-time teaching experience because of its emphasis on classroom performance; and
Whereas, New York State requirements for student teaching (NY State Education Department Commissioner’s
Regulation 52.21), coupled with the need to present new material for evaluation if a teacher certification
candidate fails the edTPA, limit the candidate’s ability to be fairly tested by emphasizing the results of a
candidate’s initial student-teaching experience; and
Whereas, there were multiple fundamental flaws in the implementation of the edTPA in New York, compared
with the current recommendations by the Stanford Center for Assessment, Learning and Equity (SCALE), the
developer of the test; and
Whereas the teacher preparation programs have not been given sufficient time to evaluate whether programmatic
changes should be made to prepare students for the edTPA or to implement such changes; and
Whereas, there is a near-consensus of opinion among teacher education faculties and leaders that there was not a
sufficient period of low stakes participation for proper implementation of edTPA; and
Whereas the teacher preparation programs were not provided final guidance material for edTPA preparation until
fall 2013 in many cases; and
Whereas national validity and reliability studies are not applicable to New York’s specific implementation, and
predictive validity for actual teacher quality has not been established; and
Whereas, the increasing burden of test fees and other fees impacts the ability of low-income students to pursue
teacher certification; and
Whereas, this burden may further limit the ability of under-represented and under-prepared students to become
teachers, restricting the diversity of future classroom teachers at a time when K-12 students themselves are
increasingly from multicultural backgrounds; and
Whereas, the State Assembly of New York has introduced legislation (A09207 and S07001) to delay use of the
edTPA in initial teacher certification until July 1, 2015;
Therefore, be it resolved that the Executive Committee of the State University of New York University Faculty
Senate emphatically urges the Board of Regents and the State Education Department:
To remove the use of the edTPA as a requirement for initial certification in New York beginning May 2014 and
thereafter; and
To establish a task force involving college faculty and administrators to review the role of externally evaluated
performance-based assessment in teacher education programs, and whether or how edTPA (or other measures)
might be used in those programs; and
To postpone the use of edTPA data in the profiles of teacher education programs until the 2015-16 academic
year at the earliest.
2. Downstate/LICH
Whereas the devolution of Downstate Medical Center precipitated by the fiscal burdens imposed by acquisition
of Long Island College Hospital (LICH) has had an impact on the entire SUNY system, and
Whereas the financial impact of these events can be expected to compromise educational opportunities for
countless students throughout the State University of New York for many years to come, and
Whereas there are numerous rumors and partial insights circulating in various venues about the events leading
into this problem, and
Whereas in our role as educators we are devoted to the notion concept that history and experience affords all
persons the opportunity to avoid the repetition of mistakes by understanding the causes of the system that
allowed the financial issues at Downstate to continue for so long and to such an extent, therefore
Be it resolved that the SUNY Faculty Senate urges SUNY System Administration (add the Compliance Office or
let the Chancellery delegate the issue?) to initiate and support a thorough, formal and impartial analysis of the
events which brought about the decision to purchase LICH and to publish the findings of this investigation
publically and in a timely fashion.
3. Resolution on textbook costs
WHEREAS the mission of the SUNY system is to provide the people of New York educational services of the
highest quality and with the broadest possible access; and
WHEREAS the cost of higher education in the United States including SUNY has risen significantly over the
past few decades; and
WHEREAS this rise in the cost of education can be prohibitive, affect access and affordability, and contribute to
indebtedness for students and their families; and
WHEREAS the increased cost of instructional materials, including textbooks, contributes to the overall increase
in the cost of higher education; and
WHEREAS ensuring that students have access to textbooks and related materials is consistent with SUNY’s
mission and integral to student success; and
Whereas textbooks are continuously updated it is not general policy of libraries to purchase textbooks as part of
their academic holdings; and
WHEREAS faculty instructional copies may not be copyright compliant for use in library reserves:
BE IT THEREFORE RESOLVED that, when a course offered at any institution within the SUNY system
requires textbooks or other related print or electronic materials, the Institution (not the library) will make an
effort to provide a copy of that text to the library for every 50-75 students enrolled in the course. When the text
cannot be provided by the instructor or borrowed from the library, the instructor is encouraged to make an effort
to select an affordable text, no more than $150.00.
4. Evaluation of Presidential Commitment to the Principles of Shared Governance
Shared governance is recognized as an essential element in American higher education. This is exemplified in
the following statements:
The widely accepted and respected 1966 Joint Statement on Government of Colleges and Universities from the
American Association of University Professors (AAUP), American Council on Education, and the Association of
Governing Boards of Universities and Colleges establishes:
The faculty has primary responsibility for such fundamental areas as curriculum, subject matter and methods of
instruction, research, faculty status, and those aspects of student life which relate to the educational process.
A draft form of the proposed standard of The Middle States Commission on Higher Education (MSCHE) also
addresses the importance of shared governance during the accreditation process:
An accredited institution possesses and demonstrates…a clearly articulated and transparent governance
structure that clearly outlines roles, responsibilities, and accountability for decision making for each
constituency, including governing board, administration, faculty, staff, and students
The SUNY Shared Governance Transformation Team (2011) also recognizes the importance of shared
governance by defining it as follows:
Shared governance in higher education refers to the structures and processes through which faculty,
professional staff, administration, governing boards and, sometimes, students and staff participate in the
development of policies and in decision making that affect the institution.
The 1966 Statement indicates that
The faculty has primary responsibility for such fundamental areas as curriculum, subject matter and
methods of instruction, research, faculty status, and those aspects of student life which relate to the
educational process. On these matters, the power of review or final decision lodged in the governing
board or delegated by it to the president should be exercised adversely only in exceptional
circumstances, and for reasons communicated to the faculty.
An assessment of a campus president must include an evaluation of his or her commitment to the essential
principles and practices of shared governance. It is imperative that the president acknowledges the importance
of shared governance and the roles of various stakeholders (e.g. faculty, administration, students, professional
staff, governing boards) in decision-making processes. Based on a review of a variety of materials the
University Faculty Senate believes that the following descriptors, with supporting evidence, should be used to
evaluate SUNY presidents’ commitment to the principles and practice of shared governance:

The institution fosters shared governance by supporting development of governance skills of campus
constituents and recognizing and rewarding participation in governance work.

Faculty, through its representative governance organizations, has primary responsibility in determining
educational policy, curriculum design, curriculum review, and standards and procedures for evaluating
teaching and scholarly production. i

Faculty, through its representative governance organizations, has primary responsibility for establishing
and using those standards and criteria for determining retention, promotion, and tenure for faculty.

Faculty, through its representative governance organizations, has primary responsibility for determining
policies and decisions concerning those aspects of student life that relate to the educational process.

The faculty, through its representative governance organizations, sets agendas, chooses representatives
and leadership, and establishes procedures for committees that oversee those areas in which the faculty
has primary responsibility.

The president uses established campus governance mechanisms to ensure a faculty voice in matters of
shared concern.

The president provides adequate funds and resources for the campus governance bodies to carry out their
responsibilities.

In those cases, which should be rare, when the president overturns faculty judgments in those areas in
which the faculty has primacy (i.e., curriculum, subject matter and methods of instruction, research, and
faculty status), a written explanation for this action is provided to the campus governance body.
In order to demonstrate a commitment to these descriptors of shared governance, a campus president may choose
to present various documents such as the faculty handbook, bylaws and constitutions of governance
organizations, relevant policies and procedures, and written records of various committees. These documents
should demonstrate appropriate participation by campus governance bodies across diverse activities and
responsibilities. All should be consistent with SUNY’s strategic plan as well as that of the individual campus.
The campus governance organization should also provide an assessment to document the degree to which the
president practices shared governance.
It has been noted by Trakman that “‘Good’ university governance … does not simply happen. It is usually the
product of painstaking effort to arrive at suitable governance structures, protocols and processes.” Within their
evidence of a commitment to shared governance, presidents should be expected to demonstrate an appreciation
of the evolution of shared governance. Protocols and processes of shared governance must be reviewed,
amended, and updated if they are expected to stay relevant. Therefore, presidential review should include
evidence of periodic assessment of the effectiveness of institutional leadership and shared governance.
Provost’s Office Report – Elizabeth Bringsjord, Interim Provost
A year in review. There has been an on-going commitment to shared governance and strengthening
communication; important for data-informed policy making; renewed focus on access, completion and success;
effective use of technology; and expanded focus on research.
*Shared governance and strengthening commucations: conference was inspiring. Seamless transfer update –
transfer path faculty review concluded with 1249 faculty invited to particpate, 844 faculty logged into groups
and 2800+ responses to 315 topics. Summarized in 32 discplinary submissions, some with multiple tracks, some
with no change and others significantly modifed. 94% were approved (232 recommended revisions submitted,
101 courses added, 55 courses deleted, 10 titles changed, 26 descriptors added). Full implementation fall 2015.
*Data-driven policy making: using metrics and want input. Getting information on STEM, graduation rates,
graduation retention, AAS and AOS degrees. All academic affairs meetings are online (can watch them).
Emphasis on transparency and context.
*Commitment to access completion and success: need type of universal PSAT in NYS (in 10th grade, and11th
grade) to aid in graduation from HS, keep on track for college. If yes, would like them to take college-level
courses in HS; if no, would like to help with intervention in HS. Also emphasize fourth year of math in high
schools. Educate parents about college, so lack of information not keeping kids from college.
*Open SUNY: effectiveness in technology; want more applications (for courses, not just programs)
*Expanded focus on research and innovation: will include arts & humanities; understanding the science of
teaching & learning.
*Office update: provost fellows Phil Ortiz (NY Academy of Sciences) and Ken O'Brien (Open SUNY),
surviving remarkably well. Organizational changes include Jason Lane, vice provost for academic affairs, and
Carlos Medina, vice provost and chief diversity officer. Starting search for vice provost of strategic enrollment
management; about to conclude search for director of office of institutional research and data analysis. Ongoing
search for provost.
SUNY Finance & Budget Report – Robert Halen, Interim Chief Financial Officer
Asked for $195 million (increase), enacted increase was $46m . State operating campuses asked for $708m,
enacted $715m; univesrity-wide programs $700k (EOP); statutories flat; directed fringe flat; tuition revenue –
permission to stablize funds.
Asked for $82m, got $7.6m (salary increases).
Board actually does disbursement of funds and can re-distribute. Core budget base of $708m, additional $7.6m.
Hospitals: additional $27.8m (total $87.7m), distribution again to be discussed by board.
Community colleges: increase of $9.5m in base aid ($75/base operating aid FTE).
Other areas: unclear if benefit of TAP ceiling will benefit SUNY, CUNY campuses (could mean $6.5m for
campuses); new STEM incentive scholarship program (not clear how funded, how 10% is determined – managed
by Higher Education Services Corporation).
Tuition: 4th year of 5 for rational tuition, so increases $300 (undergraduate).
Emphasis to Board: SUNY is still affordable, offers a great education.
Other initiatives: NYSUNY 2020, START-UP NY (21 plans approved); capital budget.
Capital state-operated campuses educational facilities: asked for $500m + $10m for Binghamton school of
pharmacy + Stony Brook critical maintenance; got $90m less – restricted to existing facilities. Appropriation
authority (bonded), not actual cash (and subject to state level bond cap).
Other capital: Hospitals asked for $600m and got nothing. Community colleges, residential halls got more than
executive budget ( seen as drivers of regional economic development).
LICH: Brooklyn Health Partners as highest bidder (to Peebles Corporation, if BHP unable to complete deal).
Document includes exit strategy for SUNY.
Ethics Forum – Andrew Fitz-Gibbon, SUNY Cortland: University Faculty Senate Committee on Ethics
and Institutional Integrity presentation
Center for Ethics, Peace and Social Justice (Cortland); runs an ethics institute on campus, and also have
community and faculty scholars.
Saturday, May 3
Call to Order
SUNY Student Assembly Report – Trey Price
New leader, Lori Mould.
Resolutions on adjunct pay (minimum pay $5000/course), and when possible, offer two courses to a contingent
faculty member to make them eligible for benefits; postponement of edTPA for at least two years ; in support of
Open SUNY, and questions about it; concern about LICH and greater transparency about how this deficit is
funded.
Concerns about academic advising; assessment campus-by-campus about this to develop comprehensive plan.
By-laws changes, including election processes, executive committee, and more.
Sector representatives for 2014-15 (executive committee members)
University colleges: Joe Marren, Buffalo State
University centers: Fred Walter Stonybrook
Statutories: Tim Gerken, Morrisville
Health sciences: Henry Flax, Downstate
Technology: Ron Sarner, SUNYIT
Resolutions
*Textbook Costs: Referred back to committee; to be discussed at Fall Plenary.
*edTPA Passed by the Executive Committee of the SUNY University Faculty Senate, April 3, 2014, Updated
April 15, 2015. Endorsed.
*Evaluation of Presidential Commitment to Shared Governance. Endorsed.
*Downstate/LICH. Resolution suspended.
Committee Reports
Diversity and Cultural Competence Committee – Noelle Chaddock Paley
Presentation at Fall Plenary about white paper; panel at SUNY Voices: Shared Governance conference.
Fall conference, “Making Diversity Count: Ensuring Equity, Inclusion, Access and Impact” November 12-13
2014 (Albany Marriott) – would like provosts, presidents to attend as well as faculty.Need to be more deliberate
and intentional about diversity, having those conversations often and frequently.
Ethics and Institutional Integrity Committee – Chuck Moran
Presentation on Ethics and Best Practices at Spring Plenary. Creating database of academic ethics initiatives
across campuses.
Governance Committee - Rochelle Mozlin
Crafting resolution on shared governance as part of presidential review. Working on issues of academic freedom.
Organized conference on shared governance. Concern about separation of SUNY Albany and CNSE, as well as
SUNYIT-CNSE creation. Developing best practices for video conferences, timing for resolutions.
Graduate and Research Committee - Shadi Shahedipour-Sandvik
Question is how to attract best graduate students to SUNY. Did SUNY-wide survey, anticipating 10% return but
got extremely high response rate (19 campuses, 4000 responses, including many MA students). Look at this data
for what is attractive, appealing (or not) to prospective students. What's important for MA students? Time to
graduation, tuition. Have complete survey results, and report; happy to share this.
Operations Committee - Ed Warzala
Concerns about budget process, textbook costs, and Open SUNY. Is charge of committee appropriate?
Programs and Awards Committee – Dennis Showers
19 proposals for Conversations in the Discipline funding; meeting to determine
Student Life Committee – Kelley Donaghy
Best practices in textbooks, veteran’s affairs survey, a whitepaper on hazing and bullying, inclusiveness initiative
for gender and sexual identity, conditions for transfer students, support services for international students, OPEN
SUNY and the underground nature of drugs and alcohol.
Undergraduate Committee – Barbara Brabetz
Undergraduate research day was well-attended by students, not as much by administrators. Continue to work on
Open SUNY, transfer pathways.
Other/new business
Alfred College of Ceramics: BoT decided not to have resolution calling for reopening of discussion of Alfred
College-Alfred College of Ceramics relationships, but a conversation is starting.
Provost's Office: Have produced detailed reports on variety of issues; will send links to these reports out soon.
SUNYIT-sponsored resolution
Whereas a set of guidelines for presidential searches was created by the Board of Trustees in 2012 after active
engagement with and endorsement by the University Faculty Senate, and
Whereas the recent Board action that may lead to the appointment of a chief executive officer to a college with
authority and responsibilities equal to a campus president at a state-operated campus is an area not covered by
current policy,
Therefore be it resolved that the University Faculty Senate reaffirms emphatically and unequivocally its support
for the process for selection of campus presidents outlined in the 2012 State University of New York Guide to
Presidential Searches at State-Operated Institutions and in their own policies, and recommends to the Chancellor
and the SUNY Board of Trustees that the applicability of that policy extend to positions equal in authority and
responsibility to a president regardless of title, other than interim or acting.
For next year... President Kneupfer will host regional meetings, in lieu of visiting every campus.
Open Discussion
Adjourn
i
External accrediting bodies may require administrative oversight of the curriculum