On July 29, 2022, you charged the Academic Master Plan Committee with the creation of Fredonia?s Academic Master Plan. Since that time, as noted in the Plan, members of the committee hosted numerous forums to obtain feedback from constituents across the campus. By way of these conversations and Committee deliberations, the Committee discerned themes of importance for Fredonia's future, such as a focus on increasing the accessibility of its academic programming.
Most recently, the Committee generated a significant array of possible academic programs to pursue. Following additional feedback from campus and guidance from you, the list was reduced and consolidated into curriculum clusters and centers of excellence.
The Academic Master Plan Committee submits to you the plan that will guide our campus through the next 10 years. We are grateful for the opportunity to participate in creating such an important document and we are proud of the plan that resulted from this work.
If you approve of this plan, the Committee invites you to sign below.
Sincerely,
The Academic Master Plan Committee on April 7th, 2025
I, President Stephen H. Kolison, Jr., approve the Fredonia Academic Master Plan.
Signature Date 4-9-25
IntroductionofthePlan
The Academic Master Plan (AMP) is the principal component of the Fredonia planning process This document is a road map that will serve as a living guide to Fredonia as it navigates the challenging and rapidly morphing landscape before it. It cannot be stressed enough that without an AMP during this pivotal time, Fredonia will struggle to find its footing.
Goal 5 of Fredonia?s strategic plan, True Blue Transformation, is the development of a distinctive identity. Although an organization?s identity is derived from a variety of elements (e.g., its connection to social mobility), a significant portion of an academic institution?s identity is rooted in the nature and quality of its academic array.
Not only does the AMP chart a course, it also serves as the blueprint of the intellectual life of the campus. As such, the AMP is an essential element of the campus master plan, as it will inform Fredonia and the SUNY Construction Fund about its future physical infrastructure needs. Without a well-developed AMP, it will be challenging to receive support for future renovations and/or construction.
Finally, it is also important to understand that the AMP is a living document. It is best seen as offering a strong starting point for planning purposes; as the topography continues to shift, so might decisions about which programs to adopt over the coming years.
The academic mast er plan can be cat
egorized int o five areas:
- Developing and Strengthening In-Demand Academic Programming
- Assessing Academic Program Health
- Supporting the Development of New and Strengthening Existing Forms of Experiential Learning
- Increasing the Accessibility of New and Current Programs
- Providing Multiple Means of Degree Completion and Continuing Education
As part of the planning process, the AMPC was charged with investigating new academic programs the campus might wish to pursue. The team utilized data provided by Hanover Research, the Occupational Information Network (O*NET), the Occupational Outlook Handbook provided by the Bureau of Labor Statistics (BLS), and the State University of New York Business Intelligence (SUNY-BI) platform. Altogether, these tools provided the AMPC with occupational and prospective student demand data as well as possible redundancies or opportunities within SUNY. (See page 47, in the appendix, for additional details about these tools.)
Not only were these data used to support the case for possible additions to Fredonia?s academic program array, it is proposed that they be used to examine existing programs The purpose of this process is to determine possible program adjustments and to better understand the staffing and infrastructure needs of existing programs, particularly those with strong enrollments.
When coupled with program health data, market and student demand data offer a complete picture of how the campus might distribute resources to implement new programs, strengthen existing curricula, and sunset programs lacking demand.
It must be stressed that this list is not exhaustive. Areas can, and should, continue to explore new programming. Further, it is not expected that everyprogram listed be pursued. The overriding purpose of this plan is to provide strategic direction to the campus.
Ultimately, success in this area will be measured by the approval of in-demand programs and credentials across the disciplinary divisions found within Academic Affairs. Expansion of programming in the areas of healthcare, business, and technology/engineering is of particular interest; however, this does not preclude the development of liberal arts. In addition, existing programs will be strengthened by conducting the same market analyses used for the exploration of new curricula.
Interdisciplinarity
It has become increasingly clear that preparing students with a narrow set of skills likely prepares them for only a specific set of occupations. Given how quickly things can change (e.g., artificial intelligence), a broader set of skills and knowledge is essential. The importance of interdisciplinarity is greater than ever before. Fredonia has a history of promoting interdisciplinarity; however, it has seldom offered the infrastructure necessary to properly support it. Furthermore, it has typically focused primarily on programs traditionally found under the ?interdisciplinary studies?(INDS) umbrella. While these are important curricula, almost every degree program offered at Fredonia would benefit from the inclusion of greater breadth. Indeed, the Academic Affairs strategic plan highlights the importance of exploration, where ?[s]tudents engage with diverse experiences to discover and fulfill their personal and professional aspirations.?Although this is captured by minors and Fredonia?s self-design options, a more comprehensive and integrative approach is needed to ensure our graduates leave with the knowledge and skill sets necessary for emerging and future jobs.
Partnerships
Market analyses alone are not enough; given the current strain on Fredonia?s budget, it will be challenging to launch new programs that require significant investments in infrastructure and personnel. Therefore, it will be critical to expand and strengthen partnerships with other entities, such as businesses, community organizations, local governments, community colleges, and PK-12 schools In particular, given the growing interest in developing programming in the health sciences, business, and technology, it will be imperative to work closely with our community college partners, as they excel at taking the pulse of their respective communities. Furthermore, they have academic programs that can and should connect to ours.
Although independent of this process, Fredonia has already established a preferred partnership with JCC and the campus has already discussed possible curricular developments, such as degree-completion programs and pathways between curricula.
ProgramClusters
The AMPC recommends viewing curricula in relation to one another. This will encourage the campus to view the development of new curricula in a strategic, big-picture fashion. It will also allow for greater flexibility; as the campus moves ahead in certain areas (e.g., sustainability), it will not be locked into a specific set of programs (e.g., public health), making it easier to make adjustments according to the changing landscape. The following clusters are result of our work:
Writing.
A number of the programs found on the AMP list focus on writing, specifically a Screen/Play Writing B.A., a Professional Writing Certificate, and Songwriting B.A.. Fredonia has just established a Writing B.A. with average enrollments of 35 over the last couple of years. Recent feedback about the AMP list indicates support for revising the writing program to include the additional areas/types of writing found in this document. This will involve a collaboration between multiple departments, thus creating an interdisciplinary writing program from which prospective students can choose areas of specialization.
fredonia
Data Science & Analytics. Both data science and artificial intelligence are increasingly essential in a variety of today?s disciplines and occupations. Data science is frequently referred to as an interdisciplinary field, utilizing statistics (e.g., linear regression), computer science (e.g., machine learning), etc. Similarly, artificial intelligence has found its way into a variety of tools. The campus has already developed a Data Science M.S.; if it chooses to pursue a B.S. or M.S. in Artificial Intelligence, the stage is set for its inclusion within other programs on the list, such as the Actuarial Science Certificate, Computer Science M.S., the Information Analysis & Cybersecurity B.S., and the the Robotics B.S. The B.S./M.S. in Informatics might include tracks including bioinformatics, education informatics, health informatics, etc. These tracks might also be delivered as certificates.
Forensics. One of the most recent areas of exploration by the campus is forensics. Faculty and staff from Fredonia have held a number of meetings with county officials and a team was deployed to visit the Erie County Forensics Laboratory. Funding for a feasibility study has been obtained by the county and possible locations for a facility have been examined by the campus.
Although there is yet much to be done, Fredonia has many of the pieces in place to begin creating the necessary curricula to support a forensics lab at Fredonia. This potential partnership with the county would align with the goals of the Academic Affairs Strategic Plan, which emphasizes strengthening relationships with community partners. Additionally, it would create enhanced opportunities for students to engage in meaningful hands-on learning experiences. Further analysis suggests that multiple areas of study in forensics exhibit both student and market demand. These include Forensic Chemistry B.S., Cyber/digital Forensics B.S., & Forensic Psychology B.S.
Health & Wellness. One of Fredonia's fastest growing majors is the Exercise Science B.S.. Per SUNY Business Intelligence, its enrollment has increased by 90% over the last 5 years and now stands at 74 students. This is an obvious area of interest to prospective students. The addition of a Human Nutrition B.S. (or track with Exercise Science) would likely yield significantly more students. Similarly an Athletic Training M.S. would compliment, and perhaps, offer a pathway to a graduate degree from Exercise Science. Also, the Dance B.S. might also tie into this cluster (e.g., kinesiology).
Another strong program is the B.S. in Sports Management. It has exhibited relatively stable enrollments over the past 5 years; fall 2024 enrollment was 105. An obvious next step is the Sports Management M.S. which is included in the AMP list. Another, perhaps less obvious option, is to explore the connections between the curricula associated with exercise science and sports management. Additionally, the recently created Healthcare Administration B.S. might have elements important to these curricula.
CentersofExcellence
One way of setting Fredonia apart from its peers is to create centers that reinforce existing areas in which Fredonia excels and for which it is known. These centers would link curricula, both existing and future. They would also promote community outreach, support cuttingedge scholarship, offer professional development opportunities (e.g., continuing education credits), build regional, national, and international partnership, provide innovate teaching and learning opportunities, and engage in special projects aimed at enhancing economic mobility, addressing societal problems, and improving the human condition. When recognized by SUNY, centers of excellence are often able to attract funding that would otherwise not be available.
(See here for examples.)
Center of Excellence in Communication Disorders.
One area of obvious strength is the university?s programming in speech-Language pathology programs, in particular, its master?s program. Indeed, Fredonia has one of the only five graduate programs in the SUNY system. Since 1955, the Department of Communication Disorders & Sciences (CDS) has served the surrounding community by way of the Youngerman Center for Communication Disorders which has the distinction of being the first functioning regional center in New York State. The Center currently offers a variety of speech-language and audiology services to over 300 clients per year, it provides a popular preschool program, and it hosts a Stroke/Head Injury Support group, which is registered with the American Stroke Association and the National Aphasia Association.
In 2015, the American Speech-Language-Hearing Association (AHSA) created guidelines for a clinical doctorate in speech-language pathology (SLPD). This relatively recent development offers Fredonia an additional avenue to pursue, thus strengthening its place in educating future speech-pathology practitioners.
Center of Excellence in Mental Health.
A very recent addition to Fredonia?s academic curriculum in the area of health sciences is its master?s degree program in Clinical Mental Health Counseling (CMHC). At this time, it is one of only three such programs within the SUNYsystem and the only SUNYprogram found in Western New York. Fredonia?s program began with a cohort of 11in spring of 2024 and currently has 33 students enrolled; an additional 33 students have been accepted for fall 2025.
As noted here, the campus is actively exploring a refit of the Fenner House to create a Family Support Center.
Much like the Youngerman Clinic, this new facility would facilitate the training of future clinical mental health counselors. If supported by the SUNYConstruction Fund, this facility would serve to both train CMHC students and provide much needed mental health support for our region.
The immediate success of Fredonia?s CMHC program and its plan to utilize the Fenner House suggests another likely center of excellence. It is, therefore, recommended that Fredonia explore establishing a professional doctorate (PsyD) in clinical or counseling psychology. Much like the aforementioned SLPD, this doctorate would likely be the first offered with the SUNYsystem.
Center of Excellence in Music Learning & Teaching.
Since Fredonia?s inception, both music and education have been interwoven elements of its identity. This is, perhaps, best captured by Fredonia?s music education degree programs. Preparing music educators to serve New York State?s schools has been at the center of Fredonia?s efforts for most of its history. Records indicate that Fredonia (then known as Fredonia Normal School) graduated its first music majors in 1889, and in 1909, was identified by New York State Department of Education to host a program in ?Public School Music.?Fredonia appointed Howard Clarke Davis? an established leader in music education? as Fredonia?s first Director of Music in 1924. Roughly 100 years later, Fredonia remains one of the nation?s foremost destinations for post-secondary music study.
Music education is also one of the largest programs on campus. Per SUNYBusiness Intelligence, fall 2024 enrollment was 291. Further, despite the enrollment declines across much of the university, its enrollments have exhibited 10% growth over the past 5 years. The Center will advance music education study and practice by fostering interdisciplinary collaboration, cutting-edge research, and relevant professional development opportunities facilitated by experts with national and international profiles. It will serve as a national model for preparing educators equipped to facilitate music learning and engagement in diverse settings.
Center of Excellence in Science Education.
SUNY Fredonia has a long tradition of teacher education dating back nearly 200 years. We currently have a strong partnership with our local and regional BOCES around science education and a prominent presence in the Science Teachers of New York State (STANYS). The institute?s connections to regional, national and international organizations promoting science education, citizen science, and science literacy, will be invaluable in supporting the work of this center. We believe this institute to be unique within the SUNYsystem as there are currently no programs within SUNYfocused primarily on research, innovation and professional support for science education.
This center will serve as a major draw for students interested in degree programs in science and science education and will assist in the recruitment of new students at both the undergraduate and graduate level in STEM fields. As well, the center will serve as a SUNY-wide resource for STEM faculty to shape course and program offerings that reflect current and critical problems and questions facing our society The focus of this work will be on high impact and interdisciplinary learning experiences for students and faculty as well as representatives of community-based organizations engaged in informal education opportunities.
Center of Excellence in Environmental Sustainability and Agricultural Innovation. Another group of proposed and existing programs offers programming in an area of growing student interest: environmental sustainability. Indeed, the B.S. in Environmental Sciences has generated steady growth since its formal launch four years ago. The recent revision of the Environmental Studies minor is expected to attract students from a variety of majors on campus. Further, the AMP includes a number of inter-related programs including Alternative Energy Management B.S., the Public Health B.S./M.S., and the certificate in Geographic Information Systems (GIS).
The AMPC-derived list also includes a Fermentation Science B.S. Very recent feedback to the draft AMP suggested the addition of a Viticulture B.S. Given the regional ubiquity of vineyards and the growing national interest in local hops production, these suggestions are not without merit. Pursuing the study of such crops from the standpoint of sustainability is a possible direction to take; a search of SUNYprograms uncovered only two sustainable agriculture programs, both at community colleges.
Finally, while often found under the guise of ?environmental studies,?academic focus on the natural environment extends beyond the sciences and includes communication, history, and gender & ethnic studies. This center would serve as a resource to put these various components together to create interdisciplinary programming, such as an Environmental Studies B.A. It would also serve as a means of strengthening the many science and service-learning opportunities offered by Fredonia?s partnerships with the Village of Fredonia, the Chautauqua Institution, the Dewittville Creek Restoration Monitoring Project, etc. It will also facilitate the development of new partnerships.
WorkforceDevelopment/Training
A recent review of minors has highlighted the need to rethink how the campus packages its various non-degree curricula. While minors offer students the chance to go into a secondary educational focus, their recruitment capacity is limited. Certificates are likely perceived favorably by employers and can be offered as non-credit bearing training opportunities. Many minors could be converted to certificates which can be offered for both credit and non-credit, expanding their impact. Candidates include Geographic Information Systems (GIS), Leadership Studies, Accounting, and Cybersecurity.
Finally, Fredonia is not currently recognized as a technology or engineering school; however, its current focus on offering direct pathways from associate degrees to bachelor's degrees offers the campus an opportunity to offer select engineering/technology curricula. To that end, the campus has collaborated with Jamestown Community College (JCC) to add two years to its Welding Technology program, meeting local and national demand for welders with advanced skills. (This would be offered entirely on the JCC campus.) Similarly, it has been determined that a combination of engineering and computer science courses offered at JCC can create a relatively seamless pathway into Fredonia?s recently developed robotics program.
Fredonia is at a crossroads. It has before it the opportunity of retaining those elements of its identity for which it is well known, while re-imagining what it offers as a regional comprehensive university. Fredonia will generate new and defining in-demand curricula that reaffirm its purpose as a comprehensive campus to make meaningful educational opportunities accessible regionally and nationally.
Notes. It is assumed that not every program, cluster, or center will be pursued Short term =1? 3 years, intermediate term =3 ? 6 years, & long term = 6+years. Health & Wellness Cluster
AssessingAcademicProgramHealth
Fredonia must look to the development of future academic programs as it navigates the ever-changing landscape facing higher education. At the same time, Fredonia needs to examine, with an objective lens, its existing program array in order to determine the health of each program. This is specifically addressed by both the campus and Academic Affairs strategic plans. During the 2022?2023 academic year, Fredonia established the Joint Task Force on Academic Program Health (JTAPH). This body initiated an academic program health review process. As part of this undertaking, every undergraduate academic program was analyzed by examining a combination of data, including enrollments (e.g., 5-year average enrollment), graduation rates, faculty-to-student ratios, etc. A combination of these variables resulted in an academic program health (APH) score. It is important to note that each score is relative to other programs on campus; the scores are not standardized measures. (See here for details of the inaugural process.)
A joint task force has been approved by the University Senate to help determine what this process will look like in the future. Regardless of its exact makeup, the APH process will be a recurring event, perhaps linked to the periodic program review process.
The development of a successful program health review process will result in significant program revisions which will result in enrollment growth and/ or stabilization. Such revisions are already in process or under review, including curricula offered by the Departments of Visual Arts & New Media and Communication. Also, additional and/ or revised APH metrics will be explored and implemented. One recommendation is determining resources based on student credit hours (SCH) / full-time equivalents (FTEs) associated with each program.
Experiential learning is found across Fredonia?s curriculum; it can be found at an internship site, in a laboratory, in a public school classroom, on a lake, or in a studio. Indeed, as things currently stand, if a student wants an applied learning experience, they can find one, regardless of their major. The Fredonia strategic plan directs the campus to ?[i]nvest in high-impact practices . . .?The recently approved Academic Affairs strategic plan takes this a few steps farther and indicates that ?[e]very student will complete at least one experiential learning experience.?Furthermore, it states that ?[e]very degree program will aspire to incorporate multiple high-impact experiences.?According to the American Association of Colleges and Universities (AACU), examples of such forms of learning include internships, capstone projects, collaborative assignments, and student research. Although all of these are important and should be supported, the AMP focuses mainly on experiential learning, such as student research.
Expanding experiential learning opportunities will require careful attention to the many resources available and the need to rethink how resources are assigned. Additionally, exploring ways of incentivizing the adoption of new experiences will be important.
Progress toward this goal will be indicated by increases in funding for students to engage in experiential learning activities (e.g., summer research). Faculty annual reports will be carefully analyzed by deans, with special attention to faculty members facilitating experiential learning, thus ensuring that faculty have the time and resources necessary.
Resources&Infrastructure
Many of these new learning opportunities will utilize existing spaces (e.g., genetics lab) or will not require spaces (e.g., field work in geology); however, depending on the nature of each, access to new equipment and renovated spaces will likely be required. For example, if Fredonia decides to pursue curricula in AI, the existing robotics lab in Houghton Hall may require additional types of technology and/or software. Also, many forms of experiential learning are supported by other offices (e.g., the Career Development Office) and it must be recognized that as Fredonia increases experiential learning opportunities, these support areas will, perhaps, need additional resources.
One measure of success will be the number of applied learning spaces developed to support active, hands-on learning. Other measures will include the number of such experiences being offered and the number required by curricula. A key factor will be the insertion of curricular plans into the campus master plan.
EquitableAccess
The Academic Affairs strategic plan stresses the importance of inclusive excellence, defined as giving ?all students the access to opportunities and tools they need to achieve their individual goals.?This is likely a key to the campus plan?s assertion that ?everyone experiences growth, belonging, and connectedness.?This is critical, as the 2020 Middle States self-study found sizable disparities among students taking advantage of these opportunities. The Academic Affairs plan offers methods for generating equitable access, such as working with Student Affairs ?to complete a study of best practices for ensuring equitable access,?the creation of a ?directory of faculty research/expertise to be updated annually?to help match student and faculty research interests, and increasing funding (e.g., use of endowment funds) ?for internships, study-abroad, and summer research opportunities.?
While factors, such as funding, will have a positive impact on accessibility, they cannot remove every obstacle, such as access to necessary transportation. Transportation has been a challenge for many of our students, especially those who are required to complete clinical placements, internships, scientific fieldwork, and/or student teaching experiences. The SUNYInternship Community of Practice group has discussed the expansion of virtual internships as well as micro internships.
Although perhaps not ideal, the provision of such options should help. Unfortunately, not every field experience can be completed digitally; in fact, approximately 30% of our students must complete their experiences in person (e.g., Music Therapy, Childhood/Early Education, Social Work, etc.). Fredonia must continue to explore ways of making transportation accessible to those students.
Continued vigilance and monitoring will be required to ensure that Fredonia observes an increase in equitable access to experiential learning, as measured by percentages of student engagement across segments of the student population.
Partnerships
Fredonia already has a long history of working with partners in order to provide students with necessary educational experiences. In most cases, these are required for licensure and/or certification; however, Fredonia?s connections do not end there. Here is a sample of long-standing and more recent partnerships:
- student teaching placements across the state,
- regional social work field placements,
- summer research opportunities across the nation,
- internships at accredited hospitals (Medical Lab Sciences),
- Super Bowl internships,
- internships at WNY libraries & museums (e.g., archives),
- and service learning opportunities with the Village of Fredonia, etc.
Although this list is impressive, it will require expansion, both in terms of additional partnerships and the breadth of existing partnerships. For example, recent conversations with leadership at Erie County Medical Center (ECMC) will likely lead to internship opportunities for students enrolled in a number of majors across campus. This goal will be considered met by growth in experiential learning opportunities and partnerships that support them.
As a SUNY comprehensive university, Fredonia is obligated to serve the region by making education accessible. Accessibility increasingly means developing modalities that reach a broader audience through the scheduling of classes during times that allow for post-traditional students (e.g., working adults) utilizing new(er) modalities for the same purpose. These might include asynchronous online, live digital instruction (LDI), and Hyflex. All of these require significant investments in technology. Hyflex, in particular, will need multiple teaching spaces that allow for learning via at least three different modalities.
In addition to technology, forays into modalities beyond the traditional classroom will require training and incentivization. Training already exists for LDI and online (asynchronous) teaching; however, additional resources might be required as Fredonia expands its digital offerings. The training needed for the implementation of Hyflex instruction will be a new addition. With regard to incentivization, Fredonia will explore ways of encouraging the faculty to either create new digitally accessible programs and/or refit existing curricula.
On a final note, despite the new ways of reaching students, Fredonia will continue to be a regional comprehensive university, and as such, will be primarily a residential campus. Fredonia will have to grapple with balancing distance-learning approaches with the traditional college model. Ultimately, it is an issue of both identity and budget.
Success in supporting and increasing academic program accessibility will be measured by the offering of new or digitally refitted programs, the implementation of additional professional development opportunities, and the creation of spaces that support the growth of alternative delivery methods.
As a regional comprehensive public university, our mission is to support and facilitate the education of the surrounding community and beyond. Indeed, much of the plan up to this point has focused on the nature of and access to high-quality educational experiences. As a result, much of this section is somewhat redundant with what has come before; however, degree completion and continuing education are and will become increasingly important to Fredonia?s future as an institution of higher education. Both, therefore, are deserving of separate attention.
We know that education is a powerful means of facilitating social mobility. This is particularly true of Fredonia students, as so many are Pell eligible and first generation Fredonia can and should play a more active role in providing degree completion options for current students and those that have stopped out. In addition, Fredonia should do much more in the area of continuing education, such as non credit-bearing credentials.
A variety of avenues are available to Fredonia, including curricula developed with degree completion in mind. In particular, the following will be revised or developed: self-design degrees, integrative studies degrees, and general studies degrees. Ideally, these will be offered online, making them accessible to post-traditional students. In addition, high-demand courses will be made digitally available and marketed via SUNYOnline and/or SUNY-led consortia. These will assist post-traditional students and those unable to take in-person courses because of other obligations (e.g., field experiences).
Fredonia will create degree-completion opportunities via partnerships with community college partners. Specifically, Fredonia will create associate?s-to-bachelor?s degree agreements that will allow students at ECC, JCC, and MCC to seamlessly earn bachelor?s degrees.
Finally, Fredonia will explore and implement ways of assessing prior learning experiences. This will facilitate time to degree for a variety of individuals, such as veterans, those having earned licensure, and those who have received on-the-job training that corresponds to an academic experience (e.g., college course).
IdentifiedFacilityConnections toCampusMasterPlan
As noted at the start of this document, the AMP is important because it will inform the campus and the SUNY Construction Fund of upcoming physical infrastructure needs. Below are a few illustrative highlights of how the academic program array is likely linked to campus construction.
FennerHouse
Although the Clinical Mental Health Counseling (CMHC) Program is already established, planning has begun to utilize the Fenner House for a Family Support Center where CMHC students would obtain internship experiences. Given the need for privacy and confidentiality, as well as the importance of accessibility, this is a much better option when compared to any other existing spaces on campus.
CrimeLab
The campus has begun working with county officials to explore the creation of a crime lab. At the time this plan was published, funding was obtained by the county to assist with the creation of a feasibility study. Currently, possible spaces are being examined in order to inform those chosen to conduct the study. Ideally, this will lead to the construction of a new building that would house a variety of forensic sciences, including cyber/digital forensics, DNA testing, forensic chemistry, and, possibly, ballistics. A couple of related academic programs might be initiated prior to the establishment of the building (e.g., forensic chemistry); however, in order to properly train students and serve surrounding communities, a secure facility is needed to ensure safety and accreditation.
ModularTeachingSpaces
As Fredonia continues to focus on its strategic planning goals of exploration, experiential learning, and creativity, it is important to recognize that these goals will be met in different ways by different areas. Hence, it is critical that teaching spaces be developed with furniture and technology that allow for flexibility of instruction and learning experience.
Possibilities include rolling tables that can be put together to generate collaborative arrangements, tracking cameras that support multiple, smart boards that allow the instructor and students the ability to have real-time access to data, etc..
ThompsonHall
Finally, while the creation of in-demand curricula is imperative, the physical spaces in which they are housed can matter a great deal for the student experience, recruitment, and fundraising (e.g., naming opportunities). Take, for example, the positive attention that the Science Center and Houghton Hall have received by prospective students, current students, and donors (e.g., alumni). For instance, at least 10 spaces found within Houghton Hall have been named in only a few years of its opening. Many of the potential programs generated by the AMPC, including those mentioned in the preceding section, are housed in Thompson Hall. (This makes sense when one considers that the building houses the School of Business, the College of Education, Human Services, and Health Sciences, and a significant portion of the College of Liberal Arts & Sciences.)
This is somewhat unfortunate; to refer to Thompson Hall as nondescript? both inside and out? would be an understatement. Hence, it is important to imagine what Thompson Hall might look like when renovated with certain programs (or program clusters) in mind.
Might significant renovations help recruit students and faculty in Speech-Language Pathology programs?
Should a portion of a refreshed Thompson be set aside for Business, assuming it does not obtain the funding for a new building?Thompson Hall illustrates the importance of always recognizing the connections between the AMP and facilities plan. Simply put, one cannot be discussed without the other.
TheCommittee
Adam Cook Assistant Professor of Economics
Cory Bezek Director of Admissions
Rob Deemer Professor of Composition
Lisa Denton Associate Professor of Psychology
Michael Dunham Associate Professor of Physics
J. Andy Karafa Dean, College of Liberal Arts & Sciences
Kathryn Kendall Vice President for Enrollment Management & Services
Kristian King Executive Director of Campus and Community Engagement & Events
Kaustav Misra Dean of the School of Business
David Phillips Academic Advisor
Janeil Rey Dean of the College of Education, Health Sciences, & Human Services
Mary Beth Sievens Professor of History
David Stringham Dean of the School of Music and Theatre & Dance
Jill Swanson Assistant Director of Residential Life & Townhouse Coordinator
Lisa Walters Associate Professor of Business Administration
Kerrie Wilkes Director of the Reed Library
Julie Williams Director of the Youngerman Center
CompleteListofProgramsConsidered
CompleteListofProgramsConsidered(continued)
CompleteListofProgramsConsidered(continued)
CompleteListofProgramsConsidered(continued)
CampusCommunityFeedback
Surveys and forums were utilized to obtain campus feedback. This feedback resulted in the five areas described in the AMP. The following forums were held:
Following the development of the list of programs, additional meetings were held with:
- Academic Affairs Committee (11/06/2024)
- Graduate Council (11/04/2024)
- Department chairs and department coordinators (09/13/2024)
The entire draft plan was shared with campus on 03/07/2025 and faculty and staff were invited to offer feedback.
Market&StudentDemandData
Both O*NET and the BLS offer market-demand data, such as projected growth in a plethora of occupations. Hanover pulls data from the BLS but also offers national data on the number of academic programs and student degree completions in those programs. Finally, SUNY-BI provides a survey of existing SUNYprograms to help the group determine whether certain areas are already saturated within the system. In the future, the campus will utilize Lightcast to explore demand for curricula.
InauguralProgramHealthProcess
The process was conducted in the following stages:
- Summer 2023: The administration gathered data
- August 29, 2023: The Senate voted on the APH formula
- September 1, 2023: The administration provided program data to departments
- September 8, 2023: Departments reported data discrepancies
- September 15, 2023: The administration released data
- October 30, 2023: Departments submitted contextual data and recommendations for strengthening programs
- November 17, 2023: The administration communicated analyses and recommendations
- December 15, 2023: Campus discussed analyses and recommendations
- January 15, 2024: The administration submitted final reports
EstimatedTimes-to-LaunchPrograms
The following metrics were used to assess how quickly the campus would be able to move forward with each program it chooses to adopt. The following factors were utilized when determining the time needed to launch a program:
- Accreditation Partnership development
- Master plan amendment (e.g., engineering)
- State University of New York (SUNY) approvals
- Middle States approval (e.g., offering curricula at another location)
- Physical infrastructure additions/improvements
- Percentage of existing courses needed
- Ability to attract (and retain) faculty in area
The list of new curricula offers estimates of the times needed for each program. The standard time estimates proposed are the following:
