REPORT CARD 2011
the Powerof
Letter from the Chancellor When we launched The Power of SUNY in April
This Report Card is a product of that promise. Through it, we embrace our public mission to
2010, we committed the resources of SUNY to
“move the dial” in a positive direction regarding critical social issues facing the state, the nation,
a singular goal — to drive New York’s economic
and the world. And we are embracing accountability by laying out our goals — small and big, immediate
revitalization and enhanced quality of life. We
and long-term — and asking New Yorkers to hold us accountable.
promised to build a better SUNY, while staying focused on our three-part mission — To Learn, To Search, To Serve. We also proclaimed
Six Big Ideas:
This document is the culmination of intense discussion and research by more than 300 scholars, experts, and other stakeholders who make up what we call our Innovation Teams — one for each of our Six Big Ideas — and Transformation Teams — seven groups aligned to our objective of internal improvement. Many of New York’s best and brightest in their fields, representing SUNY’s vast institutional diversity, academic breadth, and geographic reach, volunteered for a true team effort.
SUNY and the Entrepreneurial Century These teams continue to serve as a central implementation mechanism for The Power of SUNY. Their
SUNY and the Seamless Education Pipeline
steadfast service and unwavering commitment to the plan are crucial to its success. Development of the Report Card, like that of The Power of SUNY itself, was unprecedented in its inclusivity and
SUNY and a Healthier New York SUNY and an Energy-Smart New York SUNY and the Vibrant Community
aggressive in its approach. True to form, we think you’ll find the metrics used to measure our success to be equally encompassing and ambitious.
No other institution of higher education in the country is taking itself to task in such a comprehensive, explicit, and transparent manner. The level of public accountability provided by this
SUNY and the World
Report Card is truly a first for SUNY, for New York, and for the nation.
Finally, we vowed to use data to carry out the plan
Thank you for taking this journey with us.
in an absolutely transparent and responsible manner.
Nancy L. Zimpher Chancellor, The State University of New York
Report Card Guide As noted, the purpose of this Report Card is to monitor our progress in implementing The Power of SUNY. While a unique endeavor among systems of higher education, the effort is not intended simply as an exercise in self-promotion, nor should the reader ascribe a punitive quality to the Report Card — we are not scoring our performance for purposes of assigning failing grades or meting out negative consequences. Instead, given the tremendous effort in developing the strategic plan, our deep commitment to its goals, and our philosophy of constant improvement, it only seems fitting that we measure our progress. Moreover, as a self-assessment and progress tool, SUNY’s Report Card has the added benefit of “telling our story” and documenting our contribution to New York State’s health and vitality in a concise and efficient manner. To this end, the Report Card can further our advocacy efforts with policy makers and external stakeholders, thus helping advance our cause of increased state support and regulatory flexibility.
I. FORMAT
Throughout this report, you will also see
We have divided our Report Card into three sections:
II. THE EVOLUTIONARY NATURE OF THE REPORT CARD
A Competitive SUNY, which brings to life our Power
The Report Card you see today will most certainly
In such instances, we have identified a metric
of SUNY commitment to building a better university;
evolve over the course of the next several years.
we believe is important to track, but for which
Diversity Counts, which tracks our commitment
In fact, this first edition represents our baseline
we lack data today. Our commitment is to develop
to building upon our rich tradition of providing
year wherein we establish the place from which
the necessary processes or systems to collect
opportunity to traditionally underserved populations
we begin to show progress and improvement.
this data in a timely fashion and to incorporate the results of this work into future editions of the
and better preparing students for the myriad of
1
a metric defined, but without associated data.
Report Card.
complex issues they will face as the next generation
We also fully anticipate that over time, new metrics
of state, national, and international leaders; and
will be added and others abandoned. Certainly, core
A Competitive New York, which tracks our progress
metrics, particularly those that track standard and
You will also note that the metrics chosen for
in implementing the strategies associated with our
well-accepted measures will remain constant. In
this Report Card do not measure progress in
Six Big Ideas. In each section, you will find metrics
other areas, however, experience will teach us
exactly the same way. Throughout the document
that represent national best practices and objective
something about gaps in precision, areas for
you will see a mix of hard numbers and percentages,
data designed to hold us accountable to the task
improvement, and measures that do not actually
as well as measures that assess processes instead
of driving New York’s economic recovery. Numbers
track real progress.
of outcomes. In each case, we have tried to choose
throughout this document are rounded for ease of
metrics that best advance the achievement of the
reading. In some places that means totals and sub-
goal in question.
categories do not match exactly.
As our data collection becomes more sophisticated and we experience progress, we anticipate the metrics will be displayed in a more consistent way. Finally, this Report Card represents our commitment to constant improvement toward implementation of The Power of SUNY. Metrics that show improvement over time will also demonstrate progress
Denotes: OUTPUT METRIC
Denotes: PROCESS METRIC
Denotes: SUNY WORK IN PROGRESS
Denotes: CONDITION MEASURE
toward implementation. The establishment of targets or goals, based upon national standards, will better help us understand the context and pace of our progress. Accordingly, future editions of this Report Card will include specific targets for improvement, based upon national trends and data.
SUNY’s Report Card represents a work in progress. It will improve with time, experience, and feedback that you, as the reader, provide.
III. DEFINITIONS & KEY
WORK-IN-PROGRESS METRIC: A metric for which
This document represents data summarized over
data is not readily available.
the entire State University of New York System. In addition, each of the following definitions will
CONDITION MEASURE: Sometimes referred to as
assist you in reading and understanding the
a “top-line metric,” this measure, included in each
significance of our Report Card:
of the Six Big Idea sections, efficiently defines the overall issue or societal condition SUNY seeks to
BASELINE DATA: Assesses SUNY’s status in terms
influence by making progress on the metrics
of data available for the 2008–2009 academic year,
specified in each section. Generally the condition
except where noted.
is not something SUNY can control by itself because improvement requires action from a
OUTPUT METRIC: A metric that tracks progress
multitude of institutions, policy makers, and
toward achieving a particular goal.
individuals. Instead, by moving the dial for the metrics identified in each of the Six Big Idea
PROCESS METRIC: A metric that tracks
sections, SUNY has the ability to positively impact
progress toward implementing a process,
the condition and influence change.
program, or system that is critical to achieving a particular goal.
2
A COMPETITIVE SUNY By building a better SUNY, we not only improve upon the delivery of our core mission, but also better enable implementation of the strategic plan. Accordingly, the metric set forth in A Competitive SUNY tracks our progress in improving the delivery of our core mission — To Learn, To Search, To Serve. In selecting these metrics, we looked to national best practices and existing databases to inform our thinking. In this section you will find the essential measurements that define modern public higher education. SUNY’s strength is rooted in its connectedness as a system, so throughout this document you will find data for the entire University, along with specific aspects for our specialized components.
3
•
TO LEARN
•
STUDENTS AND FACULTY
•
TO SEARCH
•
FINANCIAL HEALTH
•
TO SERVE
4
To Learn SUNY SUCCESS
In other words, this item measures; 1) students who
certificate and are successful in a specific amount
Traditional measures of graduation rates do not
stay at one SUNY school; 2) students who transfer
to time — for an associate’s degree that time frame
take into consideration students who elect to make
between two or more four-year schools; or 3)
is three years; for a bachelor’s degree it is six years.
certain transfer decisions. Because transfer is such
students who transfer between two or more two-
an important aspect of SUNY’s system, we developed
year schools.
this measurement to quantify the rates at which
In order to graduate, students must first return
our students earn degrees or certificates within the
GRADUATION RATES
for their second year in college. Retention rates
standard time frame regardless of transfer behavior.
Graduation rate is the percentage of students
count the percentage of students entering college
entering college for the first time in a full-time
for the first time in a full-time capacity returning
capacity with the intention of earning a degree or
for year two.
SUNY SUCCESS
5
RETENTION RATES
GRADUATION RATES
RETENTION RATES
FIRST TIME, FULL-TIME BACHELOR’S DEGREE
88%
62%
83%
TRANSFER BACHELOR’S DEGREE
76%
61%
77%
FIRST TIME, FULL-TIME ASSOCIATE’S DEGREE OR CERTIFICATE
55%
26%
61%
TRANSFER ASSOCIATE’S DEGREE OR CERTIFICATE
75%
24%
56%
A COMPETITIVE SUNY
6
NUMBER OF CREDITS AT GRADUATION One in three SUNY students is a transfer student, meaning these students attend more than one college in the course of their higher-education career before completing a degree. Therefore, the ability to seamlessly transfer within SUNY is critical. This metric compares the number of credits earned by transfer students vs. non-transfer students. NON-TRANSFER BACHELOR’S DEGREE
133
TRANSFER BACHELOR’S DEGREE
135
NON-TRANSFER ASSOCIATE’S DEGREE
70
TRANSFER ASSOCIATE’S DEGREE
71
COURSES AVAILABLE ONLINE The ability to take courses online is increasingly important: here we intend to track their availability.
7
A COMPETITIVE SUNY
STUDENT/FACULTY RATIOS The number of students per faculty member,
RECRUITMENT AND ENROLLMENT OF STUDENTS FROM HISTORICALLY UNDERREPRESENTED POPULATIONS
adjusted to represent a full-time assignment.
Our commitment to, and belief in, the power of diversity is at the very core of SUNY’s mission and the reason for its creation. We are very focused on creating diversity opportunities. Access to
STATE-OPERATED CAMPUSES
15.6:1*
higher education is critical, and so we must hold ourselves accountable for reaching out to AND attracting students from historically underrepresented populations. In future years we will be adding
COMMUNITY COLLEGES
20.5:1
STUDENTS ENGAGED IN INTERNSHIPS AND COOPERATIVE EDUCATION Work experience is an important enrichment activity for our students, and we strongly believe in encouraging internships. We think this is important to our students and the future economy
economically disadvantaged populations to this item.
39,000 applications from historically underrepresented populations vs. 143,000 total applications To be comparable to applications, enrollment is for entering students in the fall of 2008.
22,000 students enrolled from historically underrepresented populations vs. 122,000 total new enrollment
of the state. Similarly, co-op education (a paid internship while students earn credit toward their degree) is an important strategy to improve college completion to scale statewide.
STEM GRADUATES In the knowledge economy, STEM credentials — a degree in science, technology, engineering, or math — are increasingly valuable to the individual. Some have gone so far as to say that a strong corps of STEM graduates is critical to our nation’s future prosperity and security.
NOTE: *This figure includes highly labor-intensive clinical and research faculty; for example, academic health science center faculty rations are by necessity considerably lower. In future years, we may consider alternate configurations of this element.
9,940 STEM Graduates
8
To Search OUR RESEARCH ENTERPRISE
FACULTY/STUDENT RESEARCH AND CREATIVE PRODUCTIVITY
Publishing or executing original scholarly or creative work is a hallmark of academia. Having other academics cite or reference your work is a badge of honor.
RESEARCH EXPENDITURES*
Tracking how much is spent on research activity is the national standard for evaluating the breadth of a research enterprise. Why is this item presented by amount spent versus dollars awarded? For a couple of reasons: First, many research grants are multiyear projects, and using annual expenditures is a nationally accepted way to develop a comparable figure on an annual basis. Second, many colleges and universities contribute operating dollars to their research enterprises and those funds are equally important.
RESEARCH EXPENDITURES PER TENURE-TRACK FACULTY
NUMBER OF LICENSES* EXECUTED
NUMBER OF FACULTY AND STUDENTS PARTICIPATING IN SPONSORED GRANTS*
Total dollar figures, especially of this magnitude, can be hard to evaluate. Looking at research expenditures per tenure and tenure-track faculty can be more meaningful.
• $849,961,000 all SUNY • $720,332,000 Doctoral Campuses only
• $123,000 all SUNY • $255,000 Doctoral Campuses only
In the process of bringing new intellectual property — i.e., discoveries — to the market, executing a license is a milestone. It is at this juncture that a new discovery receives external validation.
• 49 IN 2008–9
Looking at the number of faculty and students involved in sponsored grants is an indicator of how engaged our learning community is in research activity.
• Faculty – 3,920 • Students – 5,290 • Total – 9,210
NOTE: *Represents figures from four-year schools only as reported by the SUNY Research Foundation.
9
• 38,300 Publications (2003-2005) • 123,100 Citations (2003-2005)
A COMPETITIVE SUNY
LIBRARY CIRCULATION AND E-RESOURCE DOWNLOADS The depth of a university’s library holdings was once the measure of an active academic enterprise. Today, the availability of online resources is just as important. This item uses data for the calendar year 2008.
CIRCULATION (HOLDINGS: BOOKS, JOURNALS, MANUSCRIPTS )
3,020,000
E-RESOURCE DOWNLOADS
10
To Serve GRADUATES EMPLOYED IN NEW YORK STATE
AFFORDABILITY/COMPARATIVE DEBT OBLIGATION UPON GRADUATION
SYSTEM ENERGY CONSUMPTION
SUNY’s mission is to prepare our students well for
More than 30 percent of SUNY students receive
SUNY can tangibly impact the state’s energy use. It’s
the workforce — so they get good jobs, stay in New
some form of financial assistance; for many, higher
a matter of leadership, but also a matter of economics
York, and become productive citizens.
education would be out of reach without it. For students who benefit from financial assistance, the affordability of a SUNY education (and the value of a
MEDIAN INCOME OF GRADUATES EMPLOYED IN NEW YORK STATE
SUNY degree in the job market) can be measured in
One way to differentiate jobs from good jobs
student debt post graduation.
part by their ability to manage and, eventually, settle
As one of the largest energy consumers in New York,
— using less energy means more money can be put towards our students and our academic mission. We are using a measure of consumption per square foot to be in line with New York’s Executive Order 111.
140,565 BTU/sf
is to look at income. We believe higher education
PURCHASING POWER
has a tangible value in the market place, and we seek to define that value here.
GRADUATES IN SUPPORT OF NEW YORK STATE WORKFORCE NEEDS
In an increasingly diverse world, our students must be
The Department of Labor projects which industries
balance of diversity content in our curriculum, we can
are most in need of qualified workers. SUNY
help students gain these important skills. Tracking
is focused on providing highly skilled graduates
curricular opportunities, we think, will allow us to strike
to fill those needs that require a college degree or certificate.
11
DIVERSITY CONTENT IN THE CURRICULUM AND COURSE OFFERINGS culturally competent. We think by providing the right
this balance. You will see similar measures focusing on different areas in this Report Card.
As one of New York’s largest and most important assets, SUNY contributes directly to the local economy. Beyond providing education and jobs, SUNY is a mass purchaser of goods and services. Other than personal services — all expenditures other than salaries and benefits — is one way to think about the purely monetary impact SUNY makes.
SUNY’s annual purchasing power:
$2,848,451,000
A COMPETITIVE SUNY
PATIENTS SERVED BY OUR HOSPITALS
Our three teaching hospitals (Upstate Medical University, Downstate Medical Center, and Stony Brook University) are the medical safety net for vast portions of New York.
• Inpatients: 67,000 • Outpatients: 1,077,000
DOCTOR RETENTION FROM OUR MEDICAL SCHOOLS
Our medical schools are the vehicle through which native New Yorkers become doctors. This is important because these individuals are far more likely to stay in New York and practice medicine.
81% of our medical students are from New York
TOTAL HOSPITAL AND CLINICAL EMPLOYMENT
Our teaching hospitals are a major source of employment.
13,540 employees
12
Students and Faculty STUDENT DIVERSITY
AVERAGE TIME TO DEGREE
INTERNATIONAL STUDENTS
SUNY was founded with the intention to provide fair
The longer it takes for students to complete their
International diversity is important in developing a
access to higher education, without regard to ethnicity.
degrees, the higher the personal cost of their
globally competent student body — something we talk
We use standard federal classifications.
education. While there are many personal factors that
more about in the SUNY and the World section.
RACE
NUMBER
PERCENTAGE
can impact the time it takes a given student to earn a
TOTAL
439,500
100%
college degree, promising college careers can also be
WHITE NON-HISPANIC
286,800
65%
ALL MINORITIES
90,600
21%
Black Non-Hispanic
39,200
Hispanic Asian/Pacific Islander
prolonged or derailed indefinitely as a consequence of budget restrictions or flaws in policy. SUNY is committed to eliminating obstacles and increasing the
DIVERSITY OF FACULTY AND STAFF
9%
number of graduates of its two-, four-, and five-year
It’s important to us that the diversity of our students is
29,400
7%
programs to complete their course requirements on
reflected in the diversity of our university leadership.
19,700
4%
time. These figures include full- and part-time students.
We use standard federal classifications.
2,200
1%
FIRST TIME BACHELOR’S DEGREE
NON-RESIDENT ALIEN
18,200
4%
FIRST TIME ASSOCIATE’S DEGREE
UNKNOWN
44,000
10%
Native American/ Alaskan
RACE
PERCENTAGE
4.5 years
85,800
100%
4.6 years
WHITE NON-HISPANIC
68,600
80%
ALL MINORITIES
13,300
16%
Black Non-Hispanic
6,900
8%
Hispanic
3,000
3%
Asian/Pacific Islander
3,200
4%
300
<1%
3,900
4%
Our mission is to prepare students to be career ready upon graduation. By tracking how long it takes our students to find jobs we can begin to understand how well we execute that mission.
NUMBER
TOTAL EMPLOYEES
TIME TO EMPLOYMENT UPON GRADUATION
13
18,200 international students: 4%
Native American/ Alaskan
NON-RESIDENT ALIEN
A COMPETITIVE SUNY
TENURE AND TENURE-TRACK FACULTY Tenure and tenure-track faculty form the basis of campus culture and a college’s scholarly core. They are supported in teaching by talented adjunct faculty.
The percent of SUNY’s faculty who are tenured or tenure-tracked is: STATE-OPERATED CAMPUSES: 64%
COMMUNITY COLLEGES: 54%
STUDENT AND FACULTY SATISFACTION For students, higher education is a pivotal investment of time, money, and ambition that will shape every life step that follows. For faculty, it’s a life commitment to excellence. Each group’s assessment of its academic experience at SUNY is critical to the institution’s continued improvement. This year we will focus on student satisfaction as evaluated by the National Survey of Student Engagement (NSSE). In particular, we are interested in the percent of our students satisfied with the instruction and course, campus, facilities, and support services.
SUNY
TOP 50%
TOP 10%
STUDENTS REPORTING RECEIVING AN ENRICHING EDUCATIONAL EXPERIENCE
40%
47%
54%
STUDENTS REPORTING A SUPPORTIVE CAMPUS ENVIRONMENT
57%
63%
67%
STUDENTS SATISFIED WITH THE LEVEL OF ACADEMIC CHALLENGE
55%
60%
63%
STUDENTS REPORTING AN ACTIVE AND COLLABORATIVE LEARNING EXPERIENCE
50%
55%
60%
STUDENTS SATISFIED WITH STUDENT-FACULTY INTERACTION
42%
49%
55%
14
F Financial Health A
FULLY FULLY YL LOADED OADED C COST OST PER P ER S STUDENT TUDENT
STATE S TATE SU SUPPORT PPORT P PER ER STUDENT STUDENT FTE F TE †
enterprise (medical school) and the hospital.
State support support is a critical piece of SUNY’s SUNY’s
In 2 2008-09 008-09 our three three hospitals contributed contributed
Knowing Kno wing the specific ccost ost to educate a student
overall overall budget.
significantly to our medical school budgets.
is critical to good d management, budgeting, and prioritizing. These figur figures es ar are e based on a ssystemys
STATE OPERATED**
$8,290
$186,500,000 contributed to
$2,770
medical school budgets from hospital revenues
T
wide formula formula recently recently developed developed and ap applied p plied to the COM M U N I T Y COLLEGES C OLL E G ES COMMUNITY
state-oper state-operated ated campuses. I
STAT U TORY COLLEGES: C OLL E G ES : STATUTORY TOTAL COST PER STUDENT FTE*†:
$15,940
INSTRUCTIONAL COST PER STUDENT FTE †
$14,470
NEW N YORK R KINANCIAL S STATE TAT E HOSPIT HOSPITAL TEWALYO F FINANCIAL SUPPORT SU PPORT COLLEGE C OLL E G E OF OF CERAMICS CERAMICS $23,000 ALFRED A LCADEMIC FRED U UNIVERSITY NMIC I V E R SHEALTH I T Y LTH T OA HEAL TH TO ACADEMIC C CORNELL OR N E LL $57,000 EDUCA ATIONAL ENTERP RISE EDUCATIONAL ENTERPRISE
Academic health and hospital ledger ledgerss can be Direct Instruction:
$7,570
Administrative Costs:
$5,000
*Excludes Fringe benefits. The fully loaded expenditures include
$1,900
Capital Expenditures:
d F
RESEARCH AND PUBLIC SERVICE COSTS:
f
$1,470
NOTE: N OT E : **Excludes E xc l u d e s F Fringe ringe b benefits. enefits. T The h e ffully u l l y lloaded oaded e expenditures x p e n d i t u re s iinclude nclude the m i ss i o n s , plus plus a d istribution o updirect d i re c t costs co s t s for fo r each each o off the missions, distribution off rrelated e l a t e d ssupre s e a rc h e x p e n d i t u re s d on o t iinclude xpendinclude e p port o r t ccosts. o s t s . Note N o t e that t h a t the t h e research expenditures do not expendio u n d a t i o n . **** T re l a t e d state s t a t e ffunding ttures u re s aatt tthe he R e s e a rc h F h e related u n d i n g iincludes ncludes Research Foundation. The u d g e t aand n d ffor or d e b t sservice/capital e r v i c e /c a p i t a l e x p e n d i t u re s . ssupport u pp o r t ffor o r tthe h e core c o re b budget debt expenditures. fringe ro g ra m s , ssystem y s t e m aadministration, d m i n i s t ra t i o n , fringe F u n d i n g ffor or u n i v e rs i t y - w i d e p Funding university-wide programs, or A id re n o t iincluded. n c l u d e d . **** ** C AE: C o u n c i l ffor b e n e f i t s , aand nd S UNY h o s p i t a l s aare benefits, SUNY hospitals not CAE: Council Aid tuF T E indicates i n d i c a t e s full-time f u l l - t i m e equivalent e q u i v a l e n t sstuto E ducation – w w w . c a e . o r g . † FTE to Education www.cae.org. art-time h a t ccomparisons o m p a r i s o n s aaren’t re n’t sskewed ke w e d by by p dents o fa c u l t y to t o ensure e n s u re tthat dents orr faculty part-time s t u d e n t s and a n d faculty. fa c u l t y . students
15
HOSPIT HOSPITAL TAL F FINANCIAL INANCIAL SU SUPPORT PPORT ccomplex. omplex. Large amounts of money rapidly rapidly T OA CADEMIC MIC HEALTH HEAL LTH TH TO ACADEMIC gest an organization moving mo ving in and out can sug suggest EDUCA ATIONAL ENTERP RISE EDUCATIONAL ENTERPRISE flush with cash, ho however wever the truth is bil bills ls Academic health and hospital ledger ledgerss can be and obligations. P Potentially otentially mor more e cconfusing, onfusing, ccomplex. omplex. Large amounts of money rapidly rapidly but critical to consideration, consideration, is the financial moving mo ving in and out can sug suggest gest an organization cconnection onnection betw een the academic health between flush with cash, ho however wever the truth is bil bills ls and obligations. P Potentially otentially mor more e cconfusing, onfusing, but critical to consideration, consideration, is the financial cconnection onnection betw between een the academic health
Diversifying D iversifying rrevenue evenue sstreams treams and and engaging engaging our our friends friends and and supporters supporters are are ttwo wo important important reasons reasons to to increase increase our our fundraising. fundraising. We We use use C CAE*** AE*** rreporting eporting standards. standards.
U
$232,821,000 Donated to SUNY Campuses ALUMNI AL UMNI GIVING RA RATE ATE TE
S A Alumni lumni D Donors onors = S SUNY UNY graduates graduates w who ho h have ave made made one one or or more more gifts gifts iin n tthe he past past year year Alumni A lumni On On Record Record = living liviAng graduates graduates ffor or whom whom SUNY S UNY h has as a ccurrent urrent aaddress ddress Alumni A lumni on on Record/Alumni Record/Alumni Donors Donors = alumni alumni giving giving rate rate
S STATE-OPERATED TAT E - OPE R AT E D CAMPUSES C A M P US ES
8%
C COMMUNITY OM M U N I T Y C COLLEGES OLL E G ES
1%
A COMPETITIVE COMPETITIVE SUNY
CLASSROOM UTILIZATION RATE Classroom utilization rate is an industry standard measurement of how much use a single classroom space gets compared to a predetermined expectation.
FACILITY MASTER PLAN PROGRESS AND UPDATES The SUNY Construction Fund is executing an extensive facilities master-planning process. We think it is the best of its kind in the country. This item tells you how many campus-facility master plans have been completed:
0 in 2008â&#x20AC;&#x201C;9 (the first year of our program) OPERATION AND MAINTENANCE OF BUILDINGS AND GROUNDS Stewardship of buildings and grounds is critical to our educational mission and to diminishing future critical maintenance backlogs. We are working to give you two numbers here: one will represent total dollars spent on maintenance and operation per student. The second will tell you how effective our program is.
16
DIVERSITY COUNTS The Power of SUNY made promises to embed SUNY’s commitment to diversity in everything we do. Diversity enriches our lives and the educational experience: it invigorates conversations, awakens curiosity, and widens perspectives. Diversity also ensures our campuses mirror the rapidly changing world, creating an environment that prepares our students to be culturally competent so they can succeed anywhere. • DIVERSITY COUNTS IN A COMPETITIVE SUNY • DIVERSITY COUNTS IN A COMPETITIVE NEW YORK
17
18
19
Diversity Counts The modern SUNY System was created more
The educational and social benefits of diversity within higher education are clear. The concept is
than fifty years ago through Governor Nelson
vital to American and international business efforts to hire and maintain a diverse workforce. Major
D. Rockefeller’s vision to greatly expand
American businesses, the U.S. military, and other entities have clearly expressed the skills needed
New York’s educated citizenry. His goal was
in today’s increasingly global marketplace, which can only be developed through exposure to widely
to provide opportunities where none existed
diverse people, cultures, ideas, and viewpoints. The U.S. Supreme Court acknowledged this need, and
for the racial and religious groups that were
the supporting social science, in its seminal examination of, and justification for, diversity in higher
targets of discrimination and the economically
education in the case of Grutter v. Bollinger (2003).
disadvantaged who could not afford private colleges. Today, New York is the third most
Beyond being a pathway to culturally competent employment, SUNY campuses are also the
populous state in the nation and one of the
training grounds for many future corporate and community leaders. As the Supreme Court
most culturally diverse. SUNY reflects and
recognized, the path to leadership should be visibly open to talented and qualified individuals of every
values that diversity, which is truly one of
race and ethnicity in order to cultivate a set of leaders with legitimacy in the eyes of the citizenry.
our greatest strengths.
The SUNY student body is sewn from the threads of our nation’s diverse quilt, where the views of all students across the educational spectrum are sought out and given voice.
At SUNY, we recognize our diversity makes us stronger and smarter. We respect,
In sum, SUNY’s diverse educational environments create an intellectual climate that fosters
encourage, and promote all aspects of human
respect for differences, stimulates innovation, encourages collaboration, and prepares students
difference. Diversity enriches lives and the
to live and work productively in a multiracial and multiethnic society.
educational experience. By capitalizing on diversity, our SUNY campuses invigorate conversations, awaken curiosity, foster civic engagement, and widen perspectives.
20
Diversity Counts in a Competitive SUNY In A Competitive SUNY, we looked at a number of measurements typically associated with responsible 21st-century higher education. In this section, we seek to look at the same elements, but using disaggregated data to highlight opportunities for us to better serve underrepresented populations. For the purposes of data integrity, we have used federal Department of Education classifications.
SUCCESS RATES
RETENTION RATES NATIVE NONASIAN/ AMERICAN/ RESIDENT PACIFIC WHITE BLACK UNKNOWN ALIEN TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN
MALE
FEMALE
FT FT - BA
83%
83%
83%
83%
89%
68%
85%
86%
83%
85%
FT FT - ASSOC
61%
65%
54%
61%
72%
51%
69%
64%
61%
66%
TRANSFER - BA
77%
77%
74%
76%
81%
63%
73%
80%
78%
76%
TRANSFER - ASSOC
56%
56%
56%
56%
56%
50%
55%
56%
53%
58%
GRADUATION RATES NATIVE NONASIAN/ AMERICAN/ RESIDENT PACIFIC WHITE BLACK UNKNOWN ALIEN TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN
FEMALE
62%
63%
55%
56%
69%
47%
45%
67%
58%
66%
FT FT - ASSOC (3 year)
22%
25%
10%
14%
18%
17%
21%
20%
19%
26%
TRANSFER - BA (4 year)
61%
62%
52%
54%
65%
50%
70%
61%
59%
63%
TRANSFER - ASSOC (2 year)
22%
22%
14%
15%
22%
18%
43%
29%
16%
27%
GRADUATES IN SUPPORT OF NEW YORK STATE WORKFORCE NEEDS
21
MALE
FT FT - BA (6 year)
AVERAGE TIME TO DEGREE NATIVE NONASIAN/ AMERICAN/ RESIDENT PACIFIC WHITE BLACK UNKNOWN ALIEN TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN
MALE
FT FT - BA
4.5
4.5
4.9
4.6
4.5
4.9
4.0
4.5
4.6
4.5
FT FT - ASSOC
4.4
4.4
4.7
4.0
3.7
5.1
3.7
4.1
4.1
4.5
TRANSFER - BA
3.2
3.2
3.5
3.2
3.1
3.4
2.5
3.1
3.2
3.2
TRANSFER - ASSOC
3.2
3.3
3.7
3.2
2.5
3.6
2.1
2.5
3.4
FEMALE
3.3
STUDENTS WHO HAVE STUDIED ABROAD RECRUITMENT OF STUDENTS FROM HISTORICALLY UNDERREPRESENTED AND/OR ECONOMICALLY DISADVANTAGED POPULATIONS
TOTAL
NATIVE TWO OR NONASIAN/ AMERICAN/ RESIDENT MORE PACIFIC WHITE BLACK MALE UNKNOWN RACES ALIEN NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN
FEMALE
APPLICATIONS Historically Underrepresented
142,620 100%
75,150 53%
20,170 14%
18,060 13%
11,810 8%
500 <1%
-
14,310 10%
2,610 2%
61,640 43%
80,980 57%
ENROLLMENT Historically Underrepresented
122,420 100%
79,870 65%
12,190 10%
9,280 8%
5,060 4%
710 <1%
3,650 3%
11,660 10%
-
58,360 48%
64,060 52%
ENROLLMENT Economically Disadvantaged
DIVERSITY CONTENT IN THE CURRICULUM PROPORTION OF UNDERGRADUATE AND GRADUATE/PROFESSIONAL STUDENTS BY ETHNICITY AND GENDER
TOTAL
NATIVE NONASIAN/ AMERICAN/ RESIDENT PACIFIC WHITE BLACK UNKNOWN MALE ALIEN NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN
ACTIVE MILITARY FEMALE DUTY
NATIONAL GUARD OR ACT RESERVE
VETERAN
TOTAL
439,520 100%
286,770 65%
39,220 9%
29,450 7%
19,720 4%
2,240 <1%
18,150 4%
43,990 10%
198,030 45%
241,490 55%
480
50
3,170
UNDERGRADUATES
398,580 100%
262,310 66%
37,230 9%
28,090 7%
17,530 4%
2,120 <1%
11,020 3%
40,300 10%
181,190 45%
217,390 55%
470
50
3,070
GRADUATES/ PROFESSIONAL
40,940 100%
24,460 60%
1,990 5%
1,360 3%
2,190 5%
130 <1%
7,130 17%
3,690 9%
16,840 41%
24,100 59%
1
100
-
DIVERSITY OF FACULTY AND STAFF NATIVE ASIAN/ AMERICAN/ PACIFIC WHITE BLACK TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN
NONRESIDENT MALE ALIEN
FEMALE
TOTAL EMPLOYEES
85,780 100%
68,590 80%
6,860 8%
2,980 3%
3,230 4%
270 <1%
3,850 4%
39,760 46%
46,020 54%
FULL-TIME FACULTY
15,530 100%
12,680 82%
610 4%
380 2%
1,040 7%
50 <1%
780 5%
9,080 58%
6,450 42%
PART-TIME FACULTY
16,570 100%
14,920 90%
570 3%
340 2%
420 3%
50 <1%
270 2%
8,490 51%
8,090 49%
FULL-TIME STAFF
39,100 100%
30,310 78%
4,790 12%
1,710 4%
1,330 3%
140 <1%
810 2%
16,100 41%
23,000 59%
PART-TIME STAFF
14,580 100%
10,680 73%
880 6%
550 4%
440 3%
30 <1%
2,000 14%
6,100 42%
8,480 58%
22
Diversity Counts in a Competitive New York The Power of SUNY made six clear commitments to diversity opportunities within the Six Big Ideas. In this section, we hold ourselves accountable to those promises.
We have looked at overall SUNY graduates in STEM disciplines. Here, we look
SUNY AND THE SEAMLESS EDUCATION PIPELINE*
specifically at underserved populations achieving degrees in STEM fields.
The Strive National Cradle to Career Network
SUNY AND THE ENTREPRENEURIAL CENTURY
provides a framework for building community-
GRADUATES IN STEM FIELDS BY ETHNICITY AND GENDER NATIVE NONASIAN/ AMERICAN/ RESIDENT PACIFIC WHITE BLACK UNKNOWN ALIEN TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN
based and data-drive educational solutions. MALE
FEMALE
You can learn more at: www.strivenetwork.org. Our Strive adaptations will employ a number
UNDERGRADUATE CERTIFICATES
180 100%
140 74%
7 4%
20 12%
8 4%
3 2%
1 1%
6 3%
150 80%
40 20%
ASSOCIATE
1,830 100%
1,410 77%
100 6%
100 5%
60 3%
6 <1%
30 1%
130 7%
1,520 83%
300 17%
BACHELORS
5,820 100%
3,520 60%
280 5%
230 4%
640 11%
20 <1%
430 7%
710 12%
3,710 64%
2,110 36%
MASTERS
1,520 100%
570 37%
30 2%
20 2%
80 5%
5 <1%
770 51%
50 3%
960 63%
560 37%
college prepared for college-level work. Here
DOCTORAL
560 100%
190 35%
8 1%
14 3%
30 5%
3 <1%
280 51%
30 5%
350 62%
210 38%
we will first track the implementation of these
GRADUATE CERTIFICATES
30 100%
20 68%
2 6%
1 3%
-
3 10%
4 13%
20 52%
15 48%
strategies within Strive sites, toward tracking
-
of evidence-based intervention strategies aimed at increasing the number of vulnerable students achieving a high-school diploma and entering
their effectiveness. INTERVENTION STRATEGIES DEVELOPED FOR HISTORICALLY UNDERREPRESENTED POPULATIONS NOTE: *No Strive adaptations have been developed in New York yet.
23
DIVERSITY COUNTS
SUNY AND A HEALTHIER NEW YORK
SUNY AND THE VIBRANT COMMUNITY
We have looked at graduates in health care fields. Here, we disaggregate that data.
As our campuses design specific service-learning plans we will measure the development — and
GRADUATES WITH HEALTHCARE CREDENTIALS BY ETHNICITY
then results — of those aimed at serving vulnerable
NATIVE NONASIAN/ AMERICAN/ RESIDENT PACIFIC WHITE BLACK ALASKAN UNKNOWN ALIEN TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER
MALE
FEMALE
and underserved populations. We will call these “Diversity Counts” service-learning opportunities.
TOTAL
8,830 100%
5,920 67%
850 10%
370 4%
770 9%
40 <1%
160 2%
710 8%
1,870 21%
6,950 79%
UNDERGRADUATE CERTIFICATES
570 100%
400 70%
80 14%
30 5%
20 3%
2 <1%
3 1%
30 6%
130 22%
440 78%
ASSOCIATE
4,090 100%
3,100 76%
330 8%
170 4%
140 3%
30 <1%
14 <1%
310 8%
680 17%
3,410 83%
BACHELORS
2,070 100%
1,110 53%
270 13%
110 5%
280 14%
5 <1%
50 2%
260 13%
420 20%
1,650 80%
Service-learning plans called for by the SUNY and
MASTERS
860 100%
550 64%
100 12%
30 4%
60 7%
-
50 6%
70 8%
120 13%
750 87%
the Vibrant Community Innovation Team have not
DOCTORAL
240 100%
170 68%
20 7%
3 1%
20 7%
1 <1%
20 9%
20 8%
80 34%
160 66%
FIRST PROFESSIONAL
920 100%
550 59%
50 5%
20 3%
260 28%
2 <1%
20 2%
20 2%
430 47%
480 53%
GRADUATE CERTIFICATES
80 100%
50 68%
9 12%
2 3%
2 3%
1 <1%
6 8%
4 5%
10 12%
70 88%
CERTIFIED DIVERSITY COUNTS SERVICE-LEARNING OPPORTUNITIES
yet been developed.
SUNY AND AN ENERGY-SMART NEW YORK
SUNY AND THE WORLD
In A Competitive New York, we commit to delivering Energy-Smart education opportunities to the SUNY
Study-abroad opportunities often feel out of reach
community. Here, we focus specifically on those programs offered to low-income families with the ultimate
for many, but as SUNY places increasing value on
goal of reducing the proportion of disposable income those families are spending on energy costs.
them, it must do so for all populations.
MEASURE CAMPUS-BASED PROGRAMS DESIGNED TO EDUCATE LOW-INCOME FAMILIES IN BECOMING ENERGY-SMART
STUDY-ABROAD AND INTERNATIONAL STUDENTS STUDYING AT SUNY BY ETHNICITY
24
A COMPETITIVE NEW YORK Just over a year ago, SUNY presented Six Big Ideas — areas where SUNY could focus its capacity and expertise to make a difference for the State of New York. We promised to link resources and expertise in targeted and quantifiable ways. In the pages that follow, we have translated these Big Ideas into condition measures, processes, and outcome metrics that we think drive A Competitive New York.
25
• SUNY AND THE ENTREPRENEURIAL CENTURY
• SUNY AND AN ENERGY-SMART NEW YORK
• SUNY AND THE SEAMLESS EDUCATION PIPELINE
• SUNY AND THE VIBRANT COMMUNITY
• SUNY AND A HEALTHIER NEW YORK
• SUNY AND THE WORLD
26
SUNY and The Entrepreneurial Century Entrepreneurship is to the knowledge economy what the assembly line was to industrialism. In higher education, federal research dollars are the fuel, and by increasing our ability to capture funding we are able to create more jobs in New York. More importantly, they’ll be jobs people want, because SUNY has a unique ability to align its breadth and scale with business and industry, taking our solutions and making them viable for real-world applications. NEW YORK STATE RESEARCH EXPENDITURES
$4,500,000,000 (According to Excell Partners, Inc.).
NEW YORK STATE JOBS CREATED
58,000 (According to New York State Department of Labor).
NEW YORK STATE AVERAGE WAGE VS. NATIONAL AVERAGE SALARY
$60,384 (According to the New York State Department of Labor). vs. $43,460 (According to the New York State Department of Labor Bureau of Statistics).
RESEARCH EXPENDITURES BY ECONOMIC DEVELOPMENT REGION*
EXPENDITURES*
CAPITAL
$294,137,000
JOBS CREATED THROUGH SPONSORED PROGRAMS
CENTRAL NEW YORK
$53,700,000
FINGER LAKES
$5,790,000
STAR METRICS is a federally sponsored effort to
expenditures, but in New York, and especially
LONG ISLAND
$177,513,000
quantify impact of federally funded research.
under the leadership of Governor Andrew Cuomo
MID-HUDSON
$7,689,000
MOHAWK VALLEY
$5,902,000
Using its methodology we can determine how
NEW YORK CITY
$51,738,000
many jobs are directly supported by SUNY’s
collaboration is critical. Therefore, we plan to build
NORTH COUNTRY
$11,252,000
research enterprise.
research capacity regionally.
SOUTHERN TIER
$39,843,000
WESTERN NEW YORK
$202,398,000
We’ve already looked at SUNY’s total research
and Lieutenant Governor Robert Duffy, regional
27
REGION
Jobs supported by SUNY research: 5,360
A COMPETITIVE NEW YORK
THE NUMBER OF INVENTION DISCLOSURES* Successful research can be measured by the knowledge and innovation we produce.
“The future belongs to those who can create, nurture, and commercialize intellectual capital, and the place where that happens is here.”
– Carl T. Hayden,
Chairman, SUNY Board of Trustees
Through regional technology-transfer offices, SUNY is able to leverage strengths across campuses. Measuring invention disclosures is a critical moment in the process of bringing inventions to market.
320* inventions disclosed
ENTREPRENEURIAL CURRICULUM CONTENT AND ACTIVITES To create the next generation of leaders, we must embed entrepreneurial training in our coursework and in extracurricular activities.
SUNY’S ENTREPRENEURIAL SUPPORT OF NEW YORK BUSINESS AND INDUSTRY For SUNY to become a major driver of economic revitalization, we must provide the right kind of support to the business community. This includes qualified and talented graduates, access to our research enterprise, and high-quality training programs. We will evaluate our effectiveness by partnering with businesses and business organizations to create a semi-annual survey.
NOTE: * Represents figures from four-year schools only as reported by the SUNY Research Foundation.
28
SUNY and The Seamless Education Pipeline SUNY views education as a pipeline, which encompasses all that we learn from the day we are born through our experiences in the workforce. As New York State and the nation seek to fix the leaks in the education pipeline, SUNY has the capacity and a plan to lead the charge. 19 of 100 New York State ninth graders graduate from college in the standard time frame (According to the National Center for Public Policy and Higher Education)
Average New York State unemployment rate: 5.3%
(According to the United State Department of Labor Bureau of Statistics)
SUNY WORKS By partnering with business and industry leaders, economic development organizations, and private foundations, SUNY will create a unique new cooperative-education initiative. SUNY Works will allow students to earn salaries and college credits while simultaneously completing their degree and gaining on-the-job training and experience that will garner job opportunities in high-need 21st-century fields in New York upon graduation. SUNY is committed to: Increasing the number of students enrolled in cooperative-education programs and successfully gaining employment as a result of their co-op experience.
“Education — educating more people and educating them better — appears to be the best single bet that a society can make.” 29
– David Leonhardt,
Columnist, The New York Times
A COMPETITIVE NEW YORK
“It is a myth that one person or group can fix education by themselves, no matter how visionary or passionate. Only by working together — public and private institutions of higher education, state education departments, school districts, elected officials, civic, philanthropic and corporate leaders — will we see results.” – Nancy L. Zimpher, Chancellor, The State University of New York
SUNY URBAN-RURAL TEACHER CORPS
SUNY is committed to the Strive concept — a
SMART SCHOLARS EARLY COLLEGE HIGH SCHOOLS
framework for developing community-based,
Historically underrepresented high-school students
of Teacher Education (NCATE) Blue Ribbon Panel on
data-driven partnerships to address learning
are in desperate need of additional opportunities to
Clinical Preparation and Partnerships for Improved Student
outcomes for our most vulnerable populations.
get a head start on college. One way SUNY can
Learning in November 2010, SUNY will transform its
A Strive network engages leaders in Pre-K-
make this possible is through the implementation
undergraduate and graduate teacher education programs
through-12 schools, higher education,
of Smart Scholars Early College High Schools. The
by offering teacher training akin to the clinical training
business and industry, community
network was developed as a collaboration between
that medical professionals receive. Collectively, students
organizations, government leaders, parents,
EdWorks/KnowledgeWorks Foundation, the New York
training in the new and improved programs and program
and other stakeholders. Together we will:
State Education Department, the Bill & Melinda Gates
graduates will be known as the SUNY Urban-Rural Teacher
Increase the number of New York sites
Foundation, colleges and universities, school
Corps (URTC). To develop the URTC, SUNY will:
qualifying for membership in the Strive
districts, and community organizations to allow
Develop clinically rich teacher-education
National Cradle to Career Network and as
students to earn both a high-school diploma and
programs at SUNY campuses toward increasing
a result effectively work toward closing
up to two years of college credit while they are in
the number of SUNY graduates prepared and
high school. With these partners, SUNY will: Increase
teaching in hard-to-serve schools.
CRADLE-TO-CAREER NETWORKS
the achievement gap and increasing career entry.
0 sites in 2008–9
the number of historically underrepresented high-school students receiving college-level
As recommended by the National Council for Accreditation
0 programs in 2008–9
credits in ECHS, and consequently increase the numbers of those students admitted to college.
30
SUNY and A Healthier New York Building a virtual SUNY Institute for Health Policy and Practice (IHPP) will harness and leverage capacity across all 64 SUNY campuses. SUNY will address health issues for our students and faculty in a defined environment — our campuses — and then take “what works” to scale statewide and nationwide. Development of the SUNY Institute for Health Policy and Practice.
THE RIGHT HEALTH PROFESSIONALS IN THE RIGHT PLACES The lack of enough well-trained health care professionals is well known and felt nationwide. SUNY is committed to changing this dynamic by: • Producing more well-trained healthcare workers.
THE SUNY WELLNESS NETWORK
To be on the forefront of effective, outcome-based
One in four undergraduate students arrives at
healthcare we need to ramp up our research base
college with one or more significant and chronic
and use “level one” evidence to create the SUNY
health challenges. We know some of the biggest
Scale — a measure of quality healthcare.
risk factors facing our SUNY family; others require
SUNY knows it must:
investigation. Therefore SUNY will:
• Increase funding to strengthen
• Use industry standards to execute a behavioral risk-assessment study.
the IHPP — $4,637,500 in 2008-9. • Increase funding for the four SUNY REACH pillars*.
• Become the largest system to • Analyzing specific needs both geographically and by the type of professional required.
31
NOTE: *SUNY REACH is a program to promote increased research, especially collaborative research in the areas of cancer, infectious disease, disorders of the nervous system, diabetes, and cardiovascular disease.
become entirely tobacco free. • Develop the SUNY SCALE.
A COMPETITIVE NEW YORK
“We all — everyone – have something in common. Each and every one of us will someday be a patient.”
– Dr. David Smith,
President,
SUNY Upstate Medical University
32
SUNY and An Energy-Smart New York Some believe the green energy economic revolution will be akin to the development and proliferation of the personal computer. By 2030 the U.S. Renewable Energy Market is estimated to be worth $4.5B; similarly, the U.S. Green Collar Workforce is estimated to top 250,000 by 2020. SUNY’s expertise in applied research and its ability to take it to scale will allow us to prepare New York State to capture an outsized share of that market and workforce while leading to a decrease in New York’s energy consumption. SUNY sees the road to realizing this ambition in three parts: Education, Research, and Consumption Practices. New York’s share of the Renewable Energy Market and Green Collar Workforce
ENERGY-SMART EDUCATION Step one is to prepare a generation of Energy-Smart graduates — an educated citizenry that has the skills and drive to take on 21st-century green jobs. At the same time, SUNY needs to take a more active role in providing continuing community education and energy-management recommendations.
33
A thorough evaluation is in progress to build and assess the impact of a deep, broad, and effective green curriculum.
A COMPETITIVE NEW YORK
ENERGY-SMART RESEARCH
INVENTION DISCLOSURES*
As we have committed to tracking research
Similarly, we seek to enhance our technology
expenditures in total and by region, we
transfer process to identify, protect, and
seek to focus on — and significantly grow —
commercialize SUNY’s intellectual property
expenditures in the Energy-Smart disciplines.
portfolio and grow the number of invention
This measurement includes research in
disclosures related to energy disciplines made
the following areas: Smart-Energy Grid
by our faculty and student researchers.
technologies, energy-efficiency technologies, energy storage, alternative and renewable sources, energy for transportation, and energy policy.
ENERGY-SMART CONSUMPTION
Energy-Smart research expenditures: $23,524,400
Finally, controlling consumption is critical. As one of the largest energy consumers in New York, SUNY can lead the way to more responsible usage practices.
“SUNY has embraced our natural role as a source for research and innovation, and we are leveraging it to break new ground in clean energy technology that will encourage discovery, innovation, demonstration, education, and commercialization of green - and renewable - energy solutions and prepare the workforce that will lead New York’s new economy. We are turning words and ideas into action and jobs — this is the very essence of The Power of SUNY.” – Nancy L. Zimpher, Chancellor,
SYSTEM ENERGY CONSUMPTION
• BTUs/Ft2 – consumption per space (in line with Executive Order 111): 140,565 • MMBTUs/AAFTE – consumption per student: 61.97
SYSTEM CARBON FOOTPRINT (MTCO2E)
• Emissions/Ft2 – per space: .0116 • Emissions/AAFTE – per student: 5.1352
SYSTEM RENEWABLE ENERGY
• Produced: 645,169 kWh • Utilized: 27,395,169 kWh
The State University of New York
NOTE: *Represents figures from 4-year schools only as reported by the SUNY Research Foundation.
34
SUNY and The Vibrant Community Strong communities are at the heart of economic revitalization. They foster investment, improve quality of life, and grow stronger citizens. As anchor institutions, our influence is widely felt. Our scholars can quantify our contributions to the well-being of our communities, and our SUNY family can provide significant impact. Well-being Index for New York State Counties
1) Increasing campus-community engagement is central to our mission as a public university system. We’ve identified two ways in which SUNY can better serve its local communities: Establish service-learning plans tailored to the needs and capabilities of each campus that produce evidence-based results to the communities. 2) Require the implementation of a signature engagement project at each campus — a long- term, ever-changing tailored project to meet the community’s needs.
“Locality matters, as John Dewey wrote in 1927, ‘democracy begins at home and home must be the neighborly community’… No institution can make such significant contributions to the quality of life in their communities and cities as colleges and universities…” – Ira Harkavy, Founding Director and
35
Associate Vice President, Netter Center for Community Partnerships, University of Pennsylvania
A COMPETITIVE NEW YORK
SUNY PASSPORT With a plethora of arts and culture opportunities at the fingertips of all New Yorkers, we will encourage our students and faculty to take advantage of these opportunities by: Partnering with 250 or more organizations across New York State for reduced or waived cost to cultural or recreational activities.
Current Partners: 0
The Carnegie Elective Classification for Community Engagement and the President’s Higher Education Community Service Honor Roll are the gold standard in recognizing effective community service. Therefore, SUNY will: Increase the number of SUNY campuses recognized by the Carnegie Elective Classification for Community Engagement and/or the President’s Higher Education Community Service Honor Roll.
Currently Recognized Campuses: 5
QUANTIFYING THE IMPACT OF VOLUNTEERISM AND COMMUNITY SERVICE RENDERED BY SUNY Each year, SUNY students, faculty, and staff perform hundreds of thousands of hours of community service. IndependentSector.org values community service in New York at $28.52 per hour. Using this figure, we can quantify the impact of those volunteer hours — and then double it.
36
SUNY and The World
“Globalization is a new reality. So the question is, what do we do to compete? The only way we can keep our edge is to keep educating.” – Vivek Wadhwa, Director of Research,
Center for Entrepreneurship and Research Commercialization, and Executive in Residence, Pratt School of Engineering, Duke University
Sustained economic prosperity requires a global approach. For New York, comprehensive internationalization will mean more global trade and an increase in personal income and job creation. SUNY can tangibly support this vision for New York by training an army of globally competent graduates with the experience and preparation necessary for their successes to transcend borders and return back home. NEW YORK STATE EXPORTS (INTERNATIONAL)*
$39,211,000,000 (According to the U.S. Department of Commerce, Bureau of Census).
NEW YORK STATE JOB CREATION
-237,100 (According to New York State Department of Labor).
NEW YORK STATE AVERAGE WAGE
$57,794 (According to the New York State Department of Labor).
BUILDING A GLOBAL STUDENT TALENT POOL SUNY students will drive New York’s workforce of tomorrow, so they must possess a series of skills and experiences that will enable them to thrive in a competitive global marketplace. It starts here in New York — learning a foreign language or interacting with international students in the classroom and in the dorm. But it also extends beyond: students must be encouraged to study abroad and get real, hands-on experience bridging cultural divides.
Enrollment in Education Abroad: International Students: 18,200 37
STUDENTS ENROLLED IN FOREIGN LANGUAGE COURSES TOTAL
44,940
INTRODUCTORY UNDERGRADUATE
39,500
ADVANCED UNDERGRADUATE
4,900
POST GRADUATE
540
A COMPETITIVE NEW YORK
EARNING INTERNATIONAL PRESTIGE
BUILDING A GLOBAL FACULTY TALENT POOL
SUNY’s ability to prepare its students for
Faculty excellence and activity is the
participation in the global knowledge economy
only way to ensure comprehensive and
is best exemplified by the recognition of those
sustained internationalization. When
students as successful international scholars.
faculty members are awarded fellowships
An increase in scholarships from organizations
from prestigious international entities, SUNY
such as Fulbright, Gates, and Rhodes helps to
expands its profile and builds new and vital
raise the global profile of all students.
partnerships across the globe.
Number of prestigious international scholarships awarded to SUNY students: 64
Number of international fellowships to faculty and staff: 18
HARNESSING THE IMPACT OF INTERNATIONAL STUDENTS
ECONOMIC IMPACT OF INTERNATIONAL ACTIVITY***
While educating generations of globally
The global activity of our students, faculty, and staff
prepared students is a multi-year process,
not only encourages academic discourse throughout
the impact of SUNY’s efforts will be felt
the world, it brings grants, contracts, and cooperative
immediately. Increasing the number of
agreements back home to benefit New York. SUNY
international students studying at SUNY
expands its reach when it invests abroad and when
not only provides a more rounded experience
investments from abroad are in turn made to SUNY.
for others, but also contributes directly to New York’s economy.
Economic impact of international research activities: $42,528,000
Economic impact of international students: $406,802,000** NOTE: All data in this section reflects 2009-10. *May not fully account for exports to Canada ** According to NAFSA: Association of International Educators *** According to the SUNY Research Foundation.
38
Conclusion Today’s SUNY is a system created with
This Report Card gives us a series of baseline metrics using data from the 2008-9 academic year. It
excellence in every dimension. It’s a system
presents a starting point—which we will revisit annually beginning this September.
we take great pride in, but also one that we believe can do even more for students and
As we work toward realizing The Power of SUNY plan by building a stronger SUNY and, in turn, a
families, faculty and staff, alumni, and
stronger New York, we vow to be transparent and urge you to hold us accountable by utilizing this
ultimately all New Yorkers.
initial Report Card and its follow-up companions, which will be published annually. We hope you have found this Report Card helpful and we welcome your feedback and engagement.
In developing our strategic plan — The Power of SUNY — we took ourselves to task and
With these products to guide us, and with your help, SUNY will continue to be a source of immense
challenged the system to reach its full
pride for all of New York.
potential by sustaining its core mission of teaching, research, and service, and also by fulfilling a need in New York State for an
Together, we are
economic-revitalization champion.
the
39
Powerof
40