University Senate
Administration 259
Albany, New York 12222
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
UNIVERSITY SENATE
Monday, February 10, 1992
Campus Center Assembly Hall
3:30p.m.
AGENDA
1.
Approval of Minutes: University Senate, December 9, 1991
2.
President's Report
3.
SUNY -wide Senate Report
4.
Chair's Report
5.
Council Reports
a.
CPCA
b.
EPC
c.
GAC
d.
UAC
e.
RES
f.
LISC
g.
CAFE
h.
SAC
i..
ucc
6.
Old Business
7.
New Business
Paul Wallace
Vincent Aceto
Ronald Bosco
Robert Sanders
Audrey Champagne
Cyril Knoblauch
Judith Lan~er, Acting Chair
Peter Blomarz
Michael Sattinger
Steven Thomson
Shirley Jones
a.
Appointment of William Lanford to Research Council
b.
Senate Bill No. 9192-01: General Education Program (V-6)
c.
Senate Bill No. 9192-02: Faculty-Initiated Major in Art History (V-
12)
d.
Senate Bill No. 9192-03: Ph.D. Program in Philosophy (V-28)
8.
Adjournment
518/442-5406
UNJVERSJ'J'Y SEN ATF
Meetintr of: ';;;;;E 10 {Pf?o<
University Senate
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
UNIVERSITY SENATE
Minutes
February 10, 1992
Administration 259
Albany, New York 12222
518/442-5406
PRESENT: M. K. Ali, J. Berman, P. Bloniarz, R. Bosco, L. Brannon, C. Carr, L. Childs,
R. Craig, R. Don, S. Faerman, E. Fagan, R. Felson, R. Frost, C. Goldberg, J.
Green, R. Hoyt, S. Jones, J. Kiepper, C. Knoblauch, W. Lanford, S. Lyman,
A. Macario, D. Meliti, S. Messner, J. Parker, D. Reeb, R. Sanders, M.
Sattinger, M. Sherman, L. Smith, J. Southwick, D. Strogatz, S. Tannenbaum,
S. Thomson, T. Turner, L. Videka-Sherman, G. Walker, D. Windham, S.
Zevin.
Chair 1)rner called the meeting to order at 3:45 p.m.
1.
Approval of Minutes
The minutes of December 9, 1991, Senate were approved as distributed.
2.
President's Report
President Swygert reported that the Search for the Dean of the School of Education
continues to move forward. The committee will interview six candidates and the
finalists will be invited to campus later this month. Vice President Gullahorn has
tendered an offer of appointment for an Assistant Vice President for Research to
one of the two finalists. The President noted that the vacancy for the Vice President
for Finance and Business is pending a review of the administrative structure of the
University. He will be meeting with the Vice Presidents to discuss this vacancy.
President Swygert praised Dr. DeLong for agreeing to serve as Interim Vice
President for Finance and Business.
GOER, SUNY and UUP have made money available to the campus for salary
disparity adju~tments, Presid.ent Swygert reported. Salary meri~ adjustl?ent
recommendatwns were received from the Deans, and by the V1ce President and the
President approved. Letters to the faculty were sent out last week informing them
of their merit adjustments, he said.
Dr. Cook's report regarding integration of the Theatre Institute into the Department
of Theater was circulated, reported the President. He will be meeting with the
Theatre Institute and the Department of Theater and will go forward with the
integration. The University waived $233,000 that was due the University by the
Theatre Institute when they moved onto campus, he said.
Last Friday all of the SUNY Presidents met in Albany to discuss the issue of the
budget and strategy to deal with it, noted the President. The University Centers are
trying to adhere to Albany's first financial planning principal -- no faculty
retrenchment. However, some of the four-year colleges have already sent
retrenchment notices to their faculty. The President noted that Albany will see a 5.1
percent reduction in our operating budget this year if the Governor's budget is
adopted, making a 10 percent reduction of State funds in two calendar years.
Differential tuition was also discussed at the Presidents' meeting. The University
Centers are in favor of it while the majority of the four-year colleges oppose it, said
the President. But a new concept has arisen -- cross~subsidization tuitwn. This
means the University Centers would subsidize other colleges -- although this is not
acceptable to the University Centers, he emphasized. The University Centers are
urging SUNY Central to keep the extra funds on each campus for their benefit and
to maintain student access.
There doesn't seem to be resistence to the Governor's budget, reported the
President. There is a general consensus formin~ concerning the magnitude of the
budget deficit and what has to be done to meet 1t. A suggestion that a multi-year
budget be adopted for SUNY has been raised with the Chancellor who thinks this
might have merit, he said.
Overall, the President said, we must continue to assert the special role of the
research university. The Mission Statement is one reminder that the University at
Albany is not a four-year college. He praised the new Ph.D. iniatives as a reflection
of our commitment to be a research and graduate campus.
3.
SUNY -wide Senate Report
A report of the SUNY -wide Senate meeting in Binghamton, written by Senator
Aceto, is available at the table, noted Senator Wallace. He reported that the
Chancellor dealt primarily with the five bud~et options and that number five was
rejected. The Chancellor feels the only feas1ble option is number one. Dr. Frank
Newman, President of the Education Committee of the States, gave a very good
presentation, Senator Wallace said. The Senators responded favorably to what
Dr. Newman had to say.
Differentiated tuition was discussed, said Senator Wallace. The four-year colleges
resisted strongly. Senator Frost asked how the discussion was framed and if the
additional money would stay on campus. Senator Wallace replied that the
University Centers should insist that some money stay on the campus.
4.
Chair's Report
The Spring Newsletter has been distributed. The Newsletter contains the Fall
activities of the Councils.
Senate elections will be held in March. Chair Turner asked the Senators to
encourage their colleagues to stand for election either in their schools/ colleges or
for Senator-at-Large.
The election for Chair-Elect and Secretary for 1992-93 will be held at the Apri113
Senate meeting. The Executive Committee wil make the nominations to Senate,
said Chair Turner. Senators can contact members of the Executive Committee with
nominations for either position.
Chair Turner then reported on the meetings for the local governance leaders held in
Binghamton at the same time as the SUNY -wide Senate was meeting. The local
governance leaders support the conceJ?t of increased tuition, and most of the four-
year colleges supported differential tmtion. The Chancellor's option number four
was not accepted.
Chair Turner noted that may of our sister institutions have had to deal with
retrenchment. Any further reductions in budget would necessitate retrenchment at
many other institutions. He reported that at the meeting of local governance
leaders in Binghamton it was announced that various campuses would be surveyed
on the issue of the relationship between administratively appointed task forces and
governance committees. He requested the feelings of Senators on this issue.
A subcommittee of the Executive Committee has been formed to consider the issue
of Senate agenda items. The subcommittee consists of Senators Turner, Brannon,
and Bosco.
·
5.
Council Reports
a.
CPCA: Senator Bosco had no report.
b.
EPC: Senator Sanders reported that the Council will meet shortly.
c.
GAC: The Council has not yet met this Spring semester, said Senator
Champagne.
d.
UAC: The Council is continuing discussion on the matter of restricted
majors and expects to take up the assessment issue, reported Senator Knoblauch.
Senator Goldberg asked if the Council is considering community service credit.
e.
RES: Senator Lanford reported that the Council met this morning and
considered the issues of safety and toxic waste disposal. Chair Turner noted that
Senator Kaloyeros found it necessary to resign and that Senator Langer had been
elected as the new Chair of the Council.
f.
LISC: Senator Bloniarz reported on three items of information to the
Senate: 1) the Library expects cuts in their acquisitions for next year; 2) the Council
had concerns for support of campus technology; and 3) the Council continues to
have briefings concerning the plans for the new Library.
g.
CAFE: Senator Sattinger had no report.
h.
SAC: Senator Thomson reported that the Council will meet tomorrow.
i.
UCC: Senator Jones reported that the Council met last week with Vice
President Hitchcock. The Council will meet on February 20 to address a letter from
the University Art Gallery concerning parking.
6.
Old Business
There was no Old Business.
7.
New Business
a.
Appointment of William Lanford to Research Council: The appointment
was moved, seconded and approved.
Chair Turner noted that the following Senate Bills come to the Senate moved and
seconded by the Executive Committee.
b.
Senate Bill No. 9192-01: General Education Program. Senator Knoblauch
gave a brief introduction.
. '
i
The proposed bill defines the undergraduate experience at the University at Albany,
stated Senator Lanford. He finds the balance troubling and would like to see more
offerings in the Arts and Sciences.
Senator Frost stated he was not sure what the rationale for for the chan~e in
General Education is. Senator Knoblauch replied that General Educatwn has been
criticized over the last few years. He also suggested that a number of faculty have
commented on the limitations of the _J?resent program. When the Task Force first
received its charge, it began by interviewing faculty, students and administrators and
discovered that there was uncertainity and no clear sense as to what the program
ought to be, Senator Knoblauch said. The Task Force wanted to simplify the
program, fine-tune the categories, make the administrative apparatus clear, and
open up the program to faculty input.
Senator Sanders asked if the Council discussed a foreign language requirement, the
difficulty in mounting another intensive writing course, and the other tools besides
languages as elements of general education? Senator Reeb responded that writing
intensive courses were discussed as a category. The Council was trying to keep the
program to a minimum set of requirements. The Council included a provision for
the growth of general education over a period of time, said Senator Knoblauch.
Senators expressed their concern about a "core" curriculum, the number of diversity
courses, interdisciplinary courses and the language requirement. Senator
Knoblauch said that the general education committee and Dean Scatton would
maintain the flexibility to look at the general education proposal on their own
merits. The Senators also discussed the impact of the general education program on
transfer students and staffing.
Chair Turner called the question. The motion passed.
Senator Lanford moved to continue the Senate meeting past 5 p.m. The motion was
seconded and passed.
c.
Senate Bill No. 9192-02: Faculty-Initiated Major in Art History. There being
no discussion, the bill was passed.
d.
Senate Bill No. 9192-03: Ph.D. Program in Philosophy. There being no
discussion, the bill was passed with two abstentions.
The meeting was adjourned at 5:02p.m.
Respectfully submitted,
~~c.:rJts,u !III&J~t ... :,.Bill
Joan Schulz
Secretary
REPORT OF UNIVERSITY FACULTY SENATE MEETING
January 31 - February 1, 1992
University at Binghamton
1.
100TH MEETING OF UNIVERSITY FACULTY SENATE
The meeting at the University at Binghamton was the
100th session and was celebrated with a brief history of the
Senate presented by President Chen.
Previous presidents,
including Professor Shirley Brown and Professor Emeritus
Joseph Norton from Albany, were invited as guests.
Professor Martin Fausold form the University College at
Geneseo presented a working paper on the history of SUNY.
Based on the History SUNY Project initiated in 1987,
Professor Fausold identified six anecdotes that helped to
shape SUNY.
These were: The Regents of 1784 and SUNY
Truste~ James J. Warren; The Peoples College, the Morrill
Act of 1862 and SUNY 'in.fine print' at Cornell;
Commissioner Andrew Sloan Draper, Herman Cooper and the
Teachers· Colleges; New York Budget Director John Burton,
Syracuse Unive~sity and the Founding of SUNY in 1948; SUNY
President Carlson, Trustees Chairman Frank Moore, and the
One Flagship Campus Idea, 1957; SUNY Chancellor Samuel B.
Gould and the Texas Legislature.
2.
EXECUTIVE BUDGETS
Craig Conley from SUNY Central reported in the impact
of the mid-year $28.7 million reduction in the SUNY budget
for the rest of 1991-92.
Appended are tables which list
these reductions.
He also presented an overview of the
1992-93 Executive Budget recommendations reported to the
Board of Trustees last month.
These recommendations are
appended to this report.
3.
CHANCELLOR JOHNSTONE'S REPORT
1
The Chancellor reviewed the five budget options
document which has been sent to faculty and professional
staff by President Swygert.
There was lengthy discussion of
these options by faculty senators with option #5: Make up
for lost General Fund support with much higher tuition for
those who can afford to pay, the only option supported by
most senators.
The Chancellor distributed two other
documents: The Case for Differential Undergraduate Tuitions
which presented a rationale for differential tuition by
campus type and; Income-linked Tuitions for SUNY and CUNY: A
Reply from the Public Sector which presented arguments
opposed to a ''means-tested" public tuition policy.
A copy
of these documents is on file in the Senate office.
4.
PRESIDENT CHEN'S REPORT
The President of the University Faculty Senate, Jim
Chen, reported on the response of the Executive Committee to
Chancellor Johnstone's request for reactions to the five
budget options.
The Executive Committee viewed option #5
reported above, and option #2: Downsize permanently both the
faculty and staff and enrollments, as the only viable
options.
A resolution on ''Policy on Faculty Utilization" was
passed by the University Faculty Senate in October 1991 and
sent to the Chancellor for adoption.
This resolution
stated: "no campus policy on faculty utilization should be
formulated or promulgated without full consultation with the
campus governance structure, nor promulgated without the
distribution of these draft policy statements to all faculty
who would be affected by their implementation."
The
Chancellor supported the right of faculty governance bodies
to discuss draft policy statements and to make
recommendations to campus presidents.
However, negotiations
to change workload policy contained in collective bargaining
agreements would be conducted with the official collective
bargaining agent.
He said it would be inappropriate for a
president to officially refer the issue of faculty
utilization policy to the campus governance unit.
President Chen reported University Faculty Senate
representation on the following SUNY bodies:
·
Task Force on College Entry-level Knowledge &
Skills.
Dick Collier
from Albany serves on this Task
Force.
Council on Educational Technology.
Vince Aceto
from Albany serves on this Council.
The Board of Trustees approved the following:
Granting. of PhD in glass science at the New York
State College of Ceramics at Alfred University.
Granting of baccalaureate degree in technologies
and applied sciences at the College of Technology at
Farmingdale
·
Elimination of baccalaureate degrees in behavioral
science, music, and health education K-12 at the University
College at Plattsburgh.
Guidellnes for Selection of Presidents at State-
Operated Campuses.
5.
SHARING OF CONCERNS
At each University Faculty Senate meeting, senators
break out by campus type to discuss concerns of mutual
interest.
These concerns are then reported to the body as a
whole.
The major concerns by campus type were:
University Centers
scholarships
Support for differential tuition
Increase in support for graduate tuition
Support for regionalization of SUNY
Specialized Colleges
Support for differential tuition
Concern over TIAA/CREF benefits
2
Excessive cuts. in library budgets in face of
increased costs
Increased use of IFR accounts to support
regular campus budget
Colleges of Technology/Agricultural & Technical
Colleges
Vulnerability of costs of technical degrees
in relation to potential campus closings
Responsibilities of colleges to address
remediation for entering first year students
Impact of increased tuition on enrollments in
relation to community colleges
Health Sciences
Reorganization of hospitals as public-benefit
corporations
Four-Year Colleges
Opposition to differential tuition
Opposition to campus closings
Concern for TIAA/CREF reductions
Local Governance Leaders
Support for differential tuition
Support for tuition increases
6.
PANEL ON LEARNING OUTCOMES AND ASSESSMENT
3
Representatives from the University At Buffalo,
University College at Fredonia, and North Country Community
College discussed their campus experiences with drawing up
assessment plans.
Associate Provost Jarvis from SUNY
Central summarized the discussion by identifying the
comprehensive plan elements: communication & computational
skills, general education, assessment in academic major, and
social and personal development.
He also listed the guiding
principles for assessment as: comprehensive, comprehensible,
cost-effective, complex, collegial, constructive, campus-
based, no standardized tests, no comparative rankings.
Perhaps the most enlightening observation was made by the
faculty member panelist who identified the elements of a
good class as: feeling of trust in the classroom, use of
examples, asking thoughtful questions, relating class to
life, and fostering a sense of excitement.
7.
RESOLUTIONS PASSED BY UNIVERSITY FACULTY SENATE
7.1 Resolution on Differential Undergraduate Tuition
Be it resolved:
That the University Faculty Senate recommends to the
Chancellor:
(1) A policy of differential undergraduate tuition by
campus type be developed with specific guidelines on student
diversity and sufficient financial aid to insure continued
access to all campuses, and with campus fiscal and other
incentives;
.
(2) The appropriateness of a specified monetary range
of differential tuition within campus type be examined;
(3) A differential undergraduate tuition policy based
on program, time of instruction; discipline, or type of
instruction be rejected;
(4) Continued consultation with the University Faculty
Senate occur prior to adoption of any differential tuition
policy.
Passed by majority vote
7.2 Resolution on TIAA/CREF
Resolved: that the University Faculty Senate commends
the actions of the Chancellor in challenging the actions of
the Comptroller, and in forcefully articulating the
importance of maintaining the Optional Retirement Program in
its present form.
The Senate urges the Chancellor to
continue to speak out forcefully on.this issue and its
importance to the University, its staff, and ultimately, to
its students.
· ·
Passed without dissent
7.3 Resolution on Tuition Increases and Tuition
Scholarship Funding
· Be it hereby resolved that the President of the
University Faculty Senate convey to the Chancellor and to
the Board of Trustees the Senate's conviction that increases
in graduate tuition in SUNY ~hould be matched by increases
in tuition scholarship funding for funded graduate students
affected by the tuition increase.·
Passed without dissent
7.4 Resolu~ion on Student Life
.
4
Be it resolved that the University Faculty Senate
supports the Chancelior in his efforts to provide access and
excellence within SUNY.
Be it further resolved that the University Faculty
Senate urges the Chancellor to alert all involved in the
budget process, including campus presidents,to the crucial
need for sufficient allocations. to ensure access by
students, retention of a diverse student body in SUNY, and
the support for adequate basic services and quality in all
aspects of studen.t life, as integral parts of the overall
excellence of·SUNY campuses.
Passed witbout dissent
Vincent Aceto, Senator
Paul Wallace, Senator
.
1991-92 Financial Plan
14-Jan-92
Temporary Campus Reduction by Object
(OOO's Omitted)
Personal
..
. .
Ser\rice
Temporary·
Contract.
AcceSsory.
. Library.
Total ..
Regular
Service
Savings
··supplieS
Utilities .
Services
.• .. ln~ruc~ .• Equipment y .··•.· Acquis; ·
.. Unalloc
Total University
($28,018.8)
($10, 108.1)
($219.8)
-
($6,218.7)
-
($1,260.8)
($4,373.5)
($30.0)
($5,929.4)
($982.1)
$1,103.6
University Centers
($12,088.8)
($3,496.4)
($1,335.9)
($250.0)
($3,443.2)
($3,225.0)
{$338.3)
--
Albany
(2,148.1)
(1,423.1)
(725.0)
Binghamton
(1,438.3)
(600.0)
(250.0)
(150.0)
(100.0)
(338.3)
Buffalo (Center)
(4,679.1)
(85.9)
(3,293.2)
(1,300.0)
Stony Brook
(3,823.3)
(2,073.3)
(650.0)
(1 ,100.0)
Health Science Centers
($2,253.2)
($1,598.8)
-
-
($654.4)
-
-
-
-
-
-
-
-
-
-
HSC at Brooklyn
(1,349.2)
(694.8)
(654.4)
HSC at Syracuse
(904.0)
(904.0)
Arts & Sci Colleges
($8,298.2)
($3,213.9)
($132.1)
--
($1,338.1)
($303.0)
($807.6)
($30.0)
($1,942.0)
($455.6)
($75.9)
Brockport
(742.2)
(180.0)
(84.1)
(57.6)
(140.6)
(168.8)
(111.1)
Buffalo (College)
(1,119.2)
(1,000.0)
(119.2)
Cortland
(656.9)
(234.6)
(8.0)
(71.0)
(193.9)
(73.3)
(76.1)
Empire State
(379.6)
(28.4)
(45.0)
(20.0)
(95.0)
(30.0)
(161.2)
Fredonia
(595.8)
(30.0)
(124.8)
(233.0)
(133.0)
(75.0)
Geneseo
(581.6)
(202.7)
(147.9)
(50.0)
(131.0)
(50.0)
w
New Paltz
(713.6)
(245.0)
(40.0)
(39.0)
(45.0)
(294.6)
(50.0)
Old Westbury
(361.6)
(245.0)
(66.6)
(50.0)
Oneonta
(658.4)
(39.1)
(18.0)
(151.1)
(450.2)
Oswego
(788.6)
(788.6)
Plattsburgh
(636.5)
(100.0)
(181.1)
(162.0)
(150.0)
(43.4)
Potsdam
(543.3)
(343.3)
(200.0)
Purchase
(520.9)
(120.5)
(124.6)
(20.0)
(129.9)
(50.0)
(75.9)
Specialized Colleges
($1,269.9)
($548.8)
($42.0)
-
($586.3)
-
($55.0)
-
ru:ID
~
-
-
-
-
-
Env. Sci.+ Forestry
(515.3)
(254.8)
(42.0)
(173.5)
(45.0)
Maritime
(210.8)
(163.0)
(10.0)
(7.8)
(30.0)
Optometry
(249.8)
(249.8)
Technology
(294.0)
(294.0)
Colleges of Ag & Tech
($2,272.1)
($702.2)
($8.4)
--
($970.1)
($1(Xl0)
-
-
($491.4)
-
-
-
-
-
-
Alfred
(454.7)
(88.0)
(8.4)
(324.6)
(33.7)
Canton
(255.3)
(255.3)
Cobleskill
(313.3)
(231.8)
(81.5)
Delhi
(301.7)
(115.9)
(100.0)
(85.8)
Farmingdale
(649.3)
(358.9)
(290.4)
Morrisville
(297.8)
(297.8)
Statutory Colleges
($2,702.0)
($373.4)
($37.3)
--
($1,259.4)
($607.8)
($2.7)
--
($263.2)
($158.2)
--
Ceramics
(165.0)
(110.0)
(55.0)
Cornell
(2,537.0)
(373.4)
(37.3)
(1,259.4)
(607.8)
(2.7)
(153.2)
(103.2}
Total Campuses
($28,884.2)
($9,933.5)
($219.8)
--
($6,144.2)
($1,260.8)
($4,308.5)
($30.0}
($5,929.4)
($982.1)
($75.9)
U-Wide Administration
Central Administration
M/WBE Cont & Purchas.
Prog_ In Arts
U-Wide Programs
Restructure Research
Lump Sum Reduction
1% Reduction
Energy Conservation
Reduction to Central
Reserve
NY Network
Computer Center
Underrep Faculty
Acad. Equip. Rep.
Sea Grant
U-Wide Governance
Tuition Reimbursement
College Work Study
-P--
SUSTA
Univ. Computing Dev.
Student Comput Access
Canine Research
Communication Network
Child Care Centers
Rockefeller Institute
Priority Needs/Reserve
Library Cons. + Pres.
Small Business Develop
Dev Cntrs Bus & Indus
Library Automation
Empire State Scholars
Two-Year College Dev.
Internal Audit
GAAP Fin Statements
African American lnst.
SEOG/Coll Work Study
Minority Fellowsh!ps
GAl Non-Doctoral
Contract Provisions
First Time Student Supp
Student Support Serv
Student Loan
Prog for Disadvantaged
EOC
EOP
Total
($314.1)
(305.9)
(5.3)
(2.9)
$1,179.5
1,179.5
··••· Personal
Service
·Regular
($174.6)
(174.6)
1991-92 Rnancial Plan
Temporary Campus Reduction by Object
(OOO's Omitted)
Temporary·
Service.
Savings.
($74.5)
(66.3)
(5.3)
(2.9)
Utilities
($65.0)
(65.0)
·•Equipment
Library
Acquis.
.
14-Jan-92
Unalloc
$1,179.5
1,179.5
1991-92 Rnancial Plan
14-Jan-92
Temporary Campus Reduction by Function
(OOO's Omitted)
:
Organized
Organized
Ext.&
Student·
Mainten.
'General
Gen. ln.
Total
I&DR
Activit.
Research
Pub. Ser.
Aid
&Oper; ,
.1\dmin.
Services
Clinics
Total University
($28,018.8) ($14,657.3)
($304.2)
($518.9)
($283.2)
($1,824.5)
($885.5)
--
{~>4.315.5)
($2,071.4)
($3,048.3}
($110.0)
University Centers
($12,088.8)
C$8.629.1}
($48.0)
($37.5)
($7.2)
($736.9)
($251.7)
($1,464.9)
($279.3)
($634.2)
--
Albany
(2,148.1)
(989.0)
(25.0)
(380.8)
-(51.4)
(426.9)
(125.0)
(150.0)
Binghamton
(1 ,438.3)
(300.0)
(338.3)
(400.0)
(400.0)
Buffalo (Center)
(4,679.1)
(4,365.1)
(23.0)
(37.5)
(7.2)
(17.8)
(50.3)
(88.0)
(49.3)
(40.9)
Stony Brook
(3,823.3)
(2,975.0)
(150.0)
(550.0)
(105.0)
(43.3)
Health Science Centers
($2,253.2)
($1,514.0)
-
-
-
-
--
($410.4)
{$200.0)
($128.8)
HSC at Brooklyn
(1,349.2)
(690.0)
(360.4)
(200.0)
(98.8)
HSC at Syracuse
(904.0)
(824.0)
(50.0)
(30.0)
Arts & Sci Colleges
{$8,298.2)
($3,489.4)
($57.0)
--
($20.6)
($788.8)
($393.2)
--
($1,342.8)
($376.4)
($1,830.0)
--
Brockport
(742.2)
(223.2)
(10.6)
(121.1)
(47.7)
(22.0)
(135.2)
(182.4)
Buffalo (College)
(1, 119.2)
(750.0)
(150.0)
(94.2)
(125.0)
Cortland
(656.9)
(157.4)
(31.3)
(307.9)
(65.0)
(74.4)
(20.9)
Empire State
(379.6)
(249.6)
(60.0)
(10.0)
(60.0)
Fredonia
(595.8)
(133.0)
(75.0)
(10.0)
(293.0)
(39.8)
(45.0)
Geneseo
(581.6)
(131.0)
(50.0)
(50.0)
(7.0)
(343.6)
l.n
New Paltz
(713.6)
(333.6)
(140.0)
(75.0)
(80.0)
(15.0)
(70.0)
Old Westbury
(361.6)
(51.7)
(4.6)
(1.4)
(67.7)
(77.8)
(48.4)
(110.0)
Oneonta
(658.4)
(223.2)
(229.3)
(205.9)
Oswego
(788.6)
(580.2)
(55.2)
(147.3)
(5.9)
Plattsburgh
(636.5)
(200.0)
(43.4)
(50.0)
(343.1)
Potsdam
(543.3)
(246.6)
(21.1)
(25.0)
(250.6)
Purchase
(520.9)
(209.9)
(10.0)
(50.0)
(47.6)
(109.0)
(20.9)
(73.5)
Specialized Colleges
($1,269.9)
($595.1)
($117.3)
($101.2)
-
($30.0)
($56.3)
-
($49.5)
{$258.3)
{$62.2)
-
-
-
-
Env. Sci.+ Forestry
(515.3)
(345.8)
(2.3)
(101.2)
(12.5)
(20.0)
(6.5)
(27.0)
Maritime
(210.8)
(30.8)
(115.0)
(30.0)
(20.0)
(3.0)
(2.0)
(10.0)
Optometry
(249.8)
(249.8)
Technology
(294.0)
(218.5)
(23.8)
(26.5)
(25.2)
Colleges of Ag & Tech
($2,272.1)
($712.7)
($81.9)
($0.6)
($80.1)
($163.4)
-
($414.8)
($600.8)
($217.8)
-
-
-
Alfred
(454.7)
(454.7)
Canton
(255.3)
(139.5)
(57.6)
(40.3)
(17.9)
Cobleskill
(313.3)
(30.0)
(45.0)
(20.0)
(10.0)
(20.0)
(188.3)
Delhi
(301.7)
(103.9)
(11.9)
(0.6)
(20.1)
(25.8)
(114.8)
(13.0)
(11.6)
Farmingdale
(649.3)
(379.3)
(60.0)
(150.0)
(60.0)
Morrisville
(297.8)
(60.0)
(70.0)
(15.0)
(140.0)
(12.8)
Statutory Colleges
($2,702.0)
($896.5)
($380.2)
($246.6)
($188.7)
($20.9)
--
($633.1)
($115.7)
($110.3)
($110.0)
Ceramics
(165.0)
(110.0)
(55.0)
Cornell
(2,537.0)
(786.5)
{380.2)
(246.6)
(133.7)
(20.9)
(633.1)
(115.7)
(110.3)
(110.0)
Total Campuses
($28,884.2) ($15,836.8)
($304.2)
($518.9)
($275.0)
($1,824.5)
($885.5)
--
($4,315.5)
($1,830.5)
($2,983.3)
($110.0)
U-Wide Administration
Central Administration
M/WBE Cont & Purchas.
Prog. In Arts
U-Wide Programs
Restructure Research
Lump Sum Reduction
1% Reduction
Energy Conservation
Reduction to Central
Reserve
NY Network
Computer Center
Underrep Faculty
Acad. Equip. Rep.
Sea Grant
U-Wide Governance
Tuition Reimbursement
College Work Study
SUSTA
Univ. Computing Dev.
Student Comput Access
Canine Research
Communication Network
Child Care Centers
Rockefeller Institute
Priority Needs/Reserve
Library Cons. + Pres.
Small Business Develop
Dev Cntrs Bus & Indus
Library Automation
Empire State Scholars
Two-Year College Dev.
Internal Audit
GAAP Fin Statements
African American lnst.
SEOG/Colf Work Study
Minority Fellowships
GAl Non-Doctoral
Contract Provisions
First Time Student Supp
Student Support Serv
Student Loan
Prog for Disadvantaged
EOC
EOP
($314.1)
(305.9)
(5.3)
(2.9)
$1,179.5
1,179.5
Organized
I&DR
Activit
$1,179.5
1,179.5
1991-92 FinanCial Plan
Temporary Campus Reduction by Function
(OOO's Omitted)
Organized
Research
· ... ··Ext. &
Pub.Ser.
($8.2)
(5.3)
(2.9)
Library
Studerit
Services
Student·
.. Aid
Maintert
&Oper.
General
Admin.
($240.9)
(240.9)
Gen. ln.
Services
($65.0)
(65.0)
0
14-Jan-92
Clinics
Overview
1992-93 Executive Budget Recommendations
Report to the Board of Trustees
January 28, 1992
• New York State's 1992-93 General Fund budget recommendation is $30.2 billion
•
$4.8 billion potential gap is closed by:
$1.4 billion income (postpone tax cuts, other actions)
$3.4 billion budget reductions
• Calls on the Board of Trustees to adopt a strategy to restructure and consolidate programs and to enhance existing
revenue.
The Executive Budget recommends the strategy should be one that
•
Maintains existing enrollments and emphasizes undergraduate education
•
Reallocates resources to improve educational quality
•
Promotes access and affordability at Community Colleges
• Executive Budget recommends:
•
Restructuring where possible high cost, low enrollment programs
•
Greater flexibility in tuition setting
•
Elimination of Hmits on authorized positions
•
Creation of a more flexible operating environment for hospitals
Recommendations for SUNY State-Operated. Campuses and Statutory Colleges
• Recommends maintaining existing enrollment levels
•
Planned 1992-93 level is 160,291 FTE students
• Recommends a -$143 million (-13.7%) reduction in general fund (tax) support for University operations
• Recommends $554 million in University income funds versus $425 million SUNY request
+ $75 million (gross) tuition increaser-) ~v-~~fz,p ~ ~!.;,"bw.r\\~\0-'\ (61p~f~ o»-ftv~ll' fl>t~v~
+ $20 million in Hospital revenues
+ $34 million in other income requirements
('
• Sets overall 1992-93 University Operations Budget at $1,368.2 million or $49.1 million less than the adjusted 1991 level.
Significant changes:
•
$11 million cut in revised Executive Budget 1991-92 base f .1·L rvtrTtthLY'" at0L! VOA~ts}llv~il/vr. v\.fi;;{:u;~~v
•
$11 million in inflationary costs funded ~~ tt l'ltt~i lVh v~ 1U;~J{ -
~% b b
0 (;Li.l
.
!
.
~
L-~ tot&~)
•
No salary funds recommended
w
fb
~
fJ
1
•
$60.3 million lump sum reductions
-2-
Senate Bill No. 9192-01
UNIVERSITY SENATE
UNIVERSITY AT ALABNY, STATE UNIVERSITY OF NEW YORK
General Education Program
INTRODUCED BY: Undergraduate Academic Council
December 16th, 1991
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
I. That the attached General Education Program be adopted .
. ;
II. That the implementation for this revision be effective
for all students matriculating at the University in the Fall
1993 semester and thereafter.
III. That this bill be referred to the President for
approval and implementation.
Proposed Gen. Ed. Legislation
I. Size and Scope of the Program
1. The General Education requirement includes 24 credits
distributed over the following categories of instruction:
Humanities and the Arts--2 courses
Social Sciences--2 courses
Natural Sciences--2 courses
Cultural and Historical Perspectives--1 course
Human Diversity--1 course
2. It also includes two courses of writing-intensive
instruction.
II. Administration
1. The Dean of Undergraduate studies is responsible for
administering General Education and will have sufficient staff
and resources to meet responsibilitie~ for advisement, course
approvals, assessment, faculty and curricular development,
training of TAs, faculty incentives, and program advertising.
2. A standing Committee on General Education will assist
the Dean on matters of .advisement, course approvals, assessment,
and program development. Its membership should include a core of
arts and science faculty, representatives from CUE and UAC, and
one undergraduate student. The Committee should begin its work
immediately, in anticipation of a substantial project of
redesigning and re-registering gen. ed. courses.
3. Course proposals originate in departments and Colleges,
pass through appropriate College curriculum committees, and are
reviewed by the General Education committee. The Dean of
Undergraduate Studies and the Gen. Ed. Committee are responsible
for insuring that the values and criteria of the program are
clearly represented in new proposals. Each College is responsible
to insure that proposals are tailored specifically to the goals
of general education.
4. Evaluation of the curriculum is the responsibility of
the Dean of Undergraduate studies. It will include, yearly, both
survey and course-specific measures. The Dean of Undergraduate
studies can recommend deregistering a gen. ed. course judged to
be unresponsive to the goals of the program.
(5) Advisement policy will be coordinated by the Dean of
Undergraduate studies in consultation with CUE, Admissions, EOP,
Registrar, Summer Sessions, and individual departments. Specific
policy guidelines will be implemented uniformly across all
advisement centers. The guidelines should address the purposes of
gen. ed., timing of courses in student schedules, connections
between gen. ed. and the selection of major, waiver policies, and
other relevant information. students should be advised to include
gen. ed. courses in their schedules as early as they can, ideally
during their first two years. A rigorous waiver policy should be
developed to insure the integrity of the program.
III. Program Categories and Criteria
1. The bulletin description of the program will read as
follows:
The General Education Program of the University at Albany
promotes
breadth, coherence, critical inquiry, and public
responsibility in the intellectual life of every undergraduate
student.
--It promotes breadth through a distribution of courses in
the humanities, the natural sciences, and the social sciences.
--It promotes coherence by emphasizing historical, social,
aesthetic, and philosophical contexts that shape knowledge and
culture.
--It promotes critical inquiry into the assumptions, goals,
and methods of various academic fields of study.
--It promotes public responsibility by emphasizing cultural
pluralism, human diversity, a respect for difference, and a
commitment to civic dialogue.
In addition, general education aims to develop the reasoning
abilities, the writing, reading, and com~utational_abilities, the
interpretive, analytic, and synthesizing abilities, central to
the intellectual life of the University.
The majority of General Education courses are at the 100 and 200
level. students are encouraged to complete the requirements in
their first two years.
The program includes four interrelated kinds of courses:
(1) those intended to introduce the variety of disciplines
comprising a university;
{2) those intended to promote understanding of the diversity
of social groups and practices in American society;
{3) those intended to promote understanding of the world's
cultural diversity and historical change;
(4) those intended to develop writing abilities as a means
of composing, learning, and sharing disciplinary knowledge.
Courses in the Disciplines (18 credits)
Students complete two courses in each of the following
categories: Humanities and the Arts, Social Sciences, and Natural
Sciences. Approved courses have these features:
--they offer general, non-specialized introduction to central
topics in a discipline or interdisciplinary field; while they may
satisfy major or minor requirements, their special purpose is to
serve students who do not intend to pursue more advanced work;
--they encourage reflectiveness about disciplinary knowledge,
aesthetic discernment, reasoned inquiry, andjor a particular
discipline's aims, methods, history, differences from other
disciplines, and intellectual or aesthetic assumptions; they
explain what it means to be a practitioner of a discipline; they
convey explicit rather than tacit understanding.of the nature of
a discipline;
·
--they attend, as appropriate, to reasoning andjor aesthetic
aptitudes, to reading, writing, and computational abilities, and
to the multiple perspectives of a pluralistic culture both within
and beyond the university.
Courses in Human Diversity (3 credits)
(As described in the current Bulletin.]
Courses in Cultural and Historical Perspectives (3 credits)
Approved courses involve students in the study of cultures,
civilizations, or geographic regions as they change through time,
providing students with knowledge of various critical approaches
to interpreting history and with an understanding of diverse
cultural vantage points and worldviews.
Writing-Intensive Courses {6 credits)
(As described in the current Bulletin.]
IV. Course Approvals and Curricular Experiments
1. Courses submitted to the General Education Committee
should explain in detail how their content, instructional
) .. ,.
methods,, and assignments satisfy the goals and stated criteria of
the program. Syllabi of those courses, likewise, should make
clear to students how classwork relates to the goals of the
program. Course assessment will ultimately be tied to student
awareness of how gen. ed. values are realized in particular
courses.
2. The majority of non-writing-intensive gen. ed. courses
should be li$ted at the 100 and 200 level. Courses at the 400-
level (aside from writing-intensive) are inappropriate for the
gen. ed. curriculum.
3. Colleges and departments are encouraged to experiment
with new curricular possibilities, including cross-disciplinary
core courses, capstone courses, disciplinary introductions, and
courses in the epistemologies of different disciplines or groups
of disciplines.
4. Nothing in the gen. ed. legislation should be seen as
discouraging the development of additional University
requirements, such as language competence, mathematical
reasoning, or public speaking, which might later be appended to
that legislation or stand outside it.
V. Departmental and Faculty Incentives
1. Departments should not be discouraged by staffing
formulas or other administrative signals from developing 100 and
200 level gen. ed. courses or from committing full-time faculty
to gen. ed. instruction.
2. Departments with proven commitments to gen. ed. should
receive appropriate resource incentives.
3. Faculty, especially those without tenure, who undertake
gen. ed. (including writing-intensive) instruction in the face of
well-known professional disincentives must be protected and
rewarded for their commitment. Options include the following:
(a) Merit pay increases specifically for gen. ed.
service. Some percentage of the University's pool of merit
resources could be provided to the Dean of Undergraduate studies
for appropriate distribution.
(b) Released time at the conclusion of a specified
term of service, say four semesters.
(c) Teaching awards.
(d) Letters of achievement from the Dean of
Undergraduate studies andjor the Academic Vice-President for
inclusion in tenure and promotion files.
i
I·
1-
r!
11
1 ..
-y_:, -II
(e) Explicit reference in tenure and promotion
guidelines to the importance given to gen. ed. service under the
category of teaching excellence.
VI: Faculty and Program Development
1. Departments and Colleges should encourage continuing
discussion of the means and ends of general education instruction
through seminars or other conversations designed to attract and
prepare new faculty, design new courses, and improve teaching.
2. The Dean of Undergraduate Studies should have resources
to spread information about the goals of the program, its most
successful courses 1• the new initiatives it is developing, the
needs it may have for additional courses, and the on-going
discussions of gen. ed. faculty.
Appendix: Transition to the New General Education Program
1. The current program will be suspended as of fall, 1993.
2. All present gen. ed. courses, except writing-intensive
and those in Human Diversity, should be reviewed within
departments and college curriculum committees in light of the new
legislation. After appropriate reconsideration, course proposals
should be submitted to the General Education Committee during the
1992-93 academic year. Given the reduced number of seats required
for the new program, emphasis should be on the quality, not the
quantity, of submitted courses.
UNIVERSITY SENATE
UNIVERSITY AT ALBANY, STATE UNIVERSITY OF NEW YORK
Faculty-Initiated Major in Art History
INTRODUCED BY: Undergraduate Academic Council
December 16, 1991
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
I. That the attached bill creating a new faculty-initiated
interdisciplinary major with a concentration in Art History
be adopted.
II. That this bill be referred to the President for approval
and implementation.
·'·
~ ... ,
TO:
FROM:
DATE:
M E M 0 R A N D U M
\
committees Reviewing the Faculty Initiated Undergraduate Major
in Art History
Department of Art
April 8, 1991
RE:
Proposed Faculty Initiated Undergraduate
•
DEAN OF ll.~Et!t1AUIT.Hr: ~n;:::_:r>
The proposed faculty witiated major in art history draws primanly
.. .... :;,Q
on the resources of the Classics and Art Departmefif and also on courses .
offered by other departments that largely focus on the visual arts.
There
have been a number of students,usually 1-3, per year during the past
decade who have opted to put together student-initiated majors in art
history using basically the same range of courses as those presented
here.
In addition numbers of students have shown interest in pursuing
such a major, but ha~e not wanted to go the route of putting together
their own program.
We are convinced that with a faculty-initiated major
in place, there will be many students who will take advantage of it.
In presenting our request we have followed the guidelines for
making this application found on page 27_of the Undergraduate Academic
Council's Manual.
l: want to summarize some of the changes for part "e" which includes
the proposals for new courses and course action forms for changes in
either number, course descriptions, prerequisites, credits or combinations
thereof:
1.
Many courses have been renumbered according to a system that
will bring order and consistency to the course numbers in the
major (CLA 0-29; ARH 30-39 -Medieval, ARH 40-49 -
Renaissance, ARH 50-59 - Baroque and Eighteenth Century,
ARH 60-64 - Cinema History; ARH 65-69 - Modern & Contemporary;
ARH 70-79 - surveys, Thematic and Cross-Cultural courses;
ARH 80-89 - Art outside the European Tradition, ARH 90-99 -
Major - specific courses, Independent Study, Special Topics,etc.
2.
Arthur Lennig's cinema history courses have been shifted from
ART to ARH.
Because they deal with cinema history, the Art
Department has been planning this change for awhile.
3.
There are some changes in level of offerings in ARH courses
(see justifications)
4.
ARH has added writing intensive sections for most upper division
courses.
This is so we have flexibility in having a WI section
available every semester for art history and art majors.
other changes are, I think, fully explained on the course action
c,.....__ ....
,........,,...., ___ ,...,..:J
7
a.
FACULTY INITIATED INTERDISCIPLINARY UNDERGRADUATE MAJOR IN ART HISTORY
program of Study for Faculty Initiated Undergraduate Major in Art History
B.A.:
A minimum of 36 credits as follows:
1).
9 credits of core courses; 2). 9 credits of lower division electives,
3).
18 credits of upper division electives (no more than 6 credits from
CLA).
Students must take a minimum of 6 cr.edits in courses with a CLA
prefix.
Students are strongly advised to distribute courses in different
periods and cultures as broadly as possible. It is recommended
that majors study at least one language other than English.
Students
who plan to enter a graduate program in art history are urged to study
German.
A.
Core Courses, 9 credits
(ARH l50L)
(ARH 151L)
ARH 170L Survey of Art of the Western World I (3)
ARH 171L. Survey of Art of the Western World II (3)
ARH 499
Senior Seminar {~ Art History (3)
*
B.
Lower Division Electives, 9 credits
CLA 20/L
Egyptian Archaeology (3)
CLA 208L
Greek Archaeology (3)
GLA 209L
Roman Archaeology (3)
CLA 210L
Art & Archaeology, Cyprus (3)
(ART 290)
ARH 260
Introduction to the Cinema (3)
*
ARH 273
History of Printmaking (3)
ANT 268L
Ethnology of Pre-Columbian Art (3)
GER 230L
Expressionism in the Arts .(30)
HFA 240
Images and Issues of Diversity in the Visual Arts (3)
HIS 263E
Art, Music and History:
A Multi-Media Approach I (3)
HIS 264E
Art, Music and History:
A Multi-Media Approach II (3)
Upper Division Electives, 18 credits (No more than 6 cr. from CLA)
CLA 301W
CLA 302W
CLA 303
CLA 307L
(CLA 402)
CLA 401
(CLA 412)
CLA 402
(CLA 432)
CLA 403
(CLA 460)
CLA 405
(CLA 461)
CLA 406
CLA 407
CLA 490
CLA 497
Aegean Prehistory (3)
Villanovans, Etruscans and Early Rome (3)
Early Christian Art and Architecture (3)
The Pyramid Age (3)
Greek Sculpture (3)
Roman Sculpture (3)
Greek Painting (3)
Greek Architecture (3)
Roman Architecture & Town Planning (3)
The Egyptian Empire (3)
Internship in Archaeology Conservation & Documentation
(3-15)
Independent Study (2-4)
1
:£--!5 --
ARH 455
Women in Art - 3 credits (occasionally)
ARH 462
Gothic Painting - 3 credits (eveiy other year)
ARH 472
Early Painting of the Netherlands - 3 credits (every other year)
ARH 482/ART 482Z
18th Century Art and Society - 3 credits (every other yr)
ARH 490/ARH 490Z
Contemporary Art- 3 credits (every other year)
ART 490
Special Topics in Cinema - 3 credits (yearly)
ARH 491
Modern Art I - 3 credits (every other year)
ARH 492/492Z
Modern Art II - 3 credits (every other year)
ARH 497
Independent study - 1-4 credits (every semester)
ARH 498. - Special Topics in Art History 1-3 credits (occasionally)
2
b.
FACULTY INITIATED INTERDISCIPLINARY UNDERGRADUATE MAJOR IN ART HISTORY
Objectives
The purpose of the Interdisciplinary Undergraduate Major in Art History is to
introduce students to the principles and methods of art history and to
encourage their intellectual exploration of art and architecture in historical
culture.
Using primarily the resources of the Art and Classics Departments,
the Art History Major also incorporates courses from other departments,
including Anthropology and History.
While the major is founded upon a
commitment to Art History as a central element of humanistic study, its
positioning beyond the borders of the Art Department emphasizes the
interdisciplinary nature of the study of art within particular cultural
contexts.
The range of course offerings in several departments also exposes
students to a stimulating diversity of scholarly approaches.
While the
majority of the current offerings concerns art produced in Europe and America,
a global perspective on the history of art will be emphasized in the core
surveys and in new courses developed in the Art Department over the coming
years.
Students majoring in Art History take a range of general and specialized
courses which address art of different historical periods, cultures, themes,
and media.
Individual advising encourages a diversification of coursework
within the Art and Classics Departments.
On all levels of instruction
students develop skills for critically judging works of art within an
historical and cultural framework.
A core capstone course for majors focuses
upon the methods and theories of Art History, to promote an awareness of the
nature of the discipline, and of its varieties and controversies.
In seminars
and in special projects the majors are encouraged to advance their skills for
critical thinking and for independent research in art history.
The Art
History program also emphasizes the study of original art objects in the
University Art Gallery, in local collections, and on field trips to museums in
surrounding areas.
Majors may work with art objects at first hand by serving
as an intern in a local museum, gallery, or historic site.
The range of
courses and experiences provided by the Art History Major is designed to
prepare students for graduate programs in art history, as well as for future
work in museums or galleries.
Individual advising within the Art Department
guides students to those additional areas of academic study which they need
for post graduate work or education.
In order to declare themselves majors in this faculty-initiated
interdisciplinary program, students must obtain approval from the program
director.
! :
' c.
FACULTY INITIATED INTERDISCIPLINARY UNDERGRADUATE MAJOR IN ART HISTORY
Courses Currently in the Bulletin and Frequency of Offerings:
A.
100 and 200 Level
ARH l50L Survey of Art of the Western World I -
3 credits (every semeater)
ARH l51L Survey of Art of the Western World II - 3 credits (every semester)
CLA 207L
CLA 208L
CLA 209L
CLA 210L
ARH 281
ARH 282
ART 290
ANT 268L
GER 230L
HFA 240
HIS 263E
HIS 264E
Egyptian Archaeology - 3 credits (yearly)
Greek Archaeology - 3 credits (yearly)
Roman Archaeology- 3 credits (yearly)
Art and Archaeology of Cyprus - 3 credits (every other year)
Baroque Art - 3 credits (yearly)
Rococo art - 3 credits (yearly)
Introduction to the Cinema -
3 credits (every semester)
Ethnology of Pre-Columbian Art -
3 credits
Expressionism in the Arts -
3 credits
Images and Issues of Diversity in the Visual Arts - 3 credits(yr)
Art,Music and History: A Multimedia Approach I - 3 credits
Art,Music and History: A Multimedia Approach II - 3 credits
B.
300 and 400 Level
CLA 301W
Aegean Prehistory - 3 credits (every other year)
CLA 302W
Villanovans, Etruscans, Rome- 3 credits (every other year)
ARH 303/CLA 303
Early Christian Art & Architecture - 3 credits (every
other year)
CLA 307L
The Pyramid Age - 3 credits (every other year)
CLA 402
Greek Sculpture - 3 credits
CLA 407L
The Egyptian Empire - 3 credits (every other year)
CLA 412
Roman Sculpture -· 3 credits (every other year)
CLA 432
Greek Painting - 3 credits (every other year)
CLA 460
Greek Architecture - 3 credits (every other year)
CLA 461
Roman Architecture and Town Planning- 3 credits (every other yr.)
CLA 497
Independent Study -
2-4 credits (every semester)
CLA 490
Internship in Archaelogy Conservation & Documentation - 3-15 cr.
(every semester)
ARH 354
Art of Eastern & East Central Europe- 3 credits (every 2 yrs.)
ARH 361L Medieval Art I -
3 credits (every other year)
ARH 362L Medieval Art II - 3 credits (every other year)
ARH 371L Renaissance Art I - 3 credits (every other year)
ARH 372L
Renaissance Art II - 3 credits (every other year)
ART 387
European Screen Masters -
3 credits (every other year)
ART 388
Great Cinema Directors -
3 credits (every other year)
ART 395
Art of American Silent Fil.ms - 3 credits (every other year)
ART 396
Cinema of the 30's - 3 credits (every other year)
1
(ARH 361L)
(ARH 362L)
(ARG 371L)
(ARH 372L)
(ARH 382)
•····
..
(ART
(ART
(ART
(ART
(ARH
387)
388)
395)
396)
491)
*
(ARH 492)
* * * *
*
(ARH 492Z)
(ARH 354)
(ARH 462)
(ARH 472)
(ARH 482)
(ARH 482Z)
(ART 490)
(ARH Lt90)
(ARH 490Z)
(ARH 455)
*
* = New Course
ARH 331L
Early Medieval & Romanesque Art (3)
ARH 332L
Gothic Art (3)
ARH 341L
Renaissance Art of the Fift~enth Century (3)
ARH 342L
Renaissance Art of the Sixteenth Century (3)
ARH 350
Southern Baroque Art (3)
ARH 350Z Southern Baroque Art (3)
ARH 351
Northern Baroque Art (3)
ARH 351Z Northern Baroque Art (3)
ARH.352
Eighteenth Century Art in Europe (3)
ARH 352Z Eighteenth Century Art in Europe (3)
ARH 361
European Screen Masters (3)
ARH 362
Great Cinema Directors (3)
ARH 363
Art of American Silent Films (1)
ARH 364
Cinema of the 30's (3)
ARH 365
Modern Art I (3)
ARH 365Z Modern Art I (3)
ARH 366
Modern Art II (3)
ARH 366Z Modern Art II (3)
ARH 374
Art of Eastern & East Central Europe (3)
ARH 432
Gothic Painting (3)
ARH 442
.Early Painting of the Netherlands (3)
ARH 450
RococoArt and Society (3)
ARH 450Z Rococo Art and Society (!) ··
ARH 460
Special Topics in Cinema (3)
ARH 468
Art Since 1945 (3)
. ARH 468Z Art Since 1945 (3)
ARH 475
Women in Art (3)
ARH 496
Internship in Art History (3)
ARH·497
Independent Study (1-4)
ARH 498
Special Topics in Art History (1-3)
·jf-;f
Please Note:
Numbers in parenthese are all former numbers of these courses.
2
d.
FACULTY INI'l'IATED INTERDISCIPLINARY UNDERGRADUATE MAJOR IN ART HISTORY
Independent Study or Project Work
ARH 497 and CLA 497 can be taken as electives.
A final research project will
be required of every student in the capstone course, ARH 499, Senior Seminar
in Art History.
f.
FACULTY INITIATED INTERDISCIPLINARY UNDERGRADUATE MAJOR IN ART HISTORY
~vail~bl~ Resou~ces and Need fo~ Additional Resou~ces:
Library holdings are adequate to suppo~t the proposed interdisciplinary major
in art history.
The Art department had an art history major until 1975 and a
strong collection was built for that program.
Since that time the art
historians and library staff have continued to make sure the collection
remains up-to-date particularly in the faculty members' areas of
specialization.
The faculty of the Classics Department have kept the library
collection up-to-date in the area of ancient art and archaeology.
There is presently an adequate collection of slides to support the proposed
major.
The Classics Department has a collection of about 14,000 slides housed
in the Humanities building.
The Art Department has a collection of
approximately 90,000 slides kept in a Slide Library in FA 121.
While the
slides are adequate lo teach the courses for the proposed interdisciplinary
major, it is important to stress the need for resources to maintain and build
the slide tbllection and to staff the Slide Library.
This is an on-going need
whether or not such a major is approved.
The Fine Arts Slide Library
currently serves the needs of the entire Art Department (studio faculty and
teaching assistants as well as art h~storians) and also the wider University
. community.
The establlshment of this interdisciplinary major should bring
more altentlon and resources to the Fine ~r.ts Slide Library.
Plans are already underway to improve the collection through a computer
database to inventory the slide holdings and label slides.
The Art Department
has be.gun t.o explore the possibility of using computer. technology for storing
images and to provide a means for students to more effectively study course.
materials.
We hope to acquire computer stations in our Slide Library for such
purposes and will plan to work with the Humanities Language Center and the
main library's Interactive Media Center as well to enrich the study resources
for our students.
g.
FACULTY INITIATED INTERDISCIPLINARY UNDERGRADUATE IN ART HISTORY
Principal Faculty Involved:
CLA:
John Overbeck
Theodore Pena
Hans Pohlsander
Paul Wallace
Michael Werner
ARH:
Roberta Bernstein
Sarah Cohen
Mojmir Frinta
Arthur Lennig
TO:
FROM:
DATE:
RE:
M E M 0 R A N D U M
Conunittees Reviewing The Faculty-Initiated Interdisciplinary
Major in Art History
Department of Art
April 22, 1991
Frequency of Course Offerings for Faculty-Initiated
Interdisciplinary Major in Art History
The following list provides a possible sequence of courses with the
"ARH" rubric for 3 academic years beginning Fall 1991.
(The new numbering
system is used.)
This is for the undergraduate program only:
art history
faculty teach graduate courses which are not indicated on this list.
The
core courses (ARH l70L and 171L) both will be taught every semester only
with adjunct funding which has been forthcoming consistently for the past
few years.
This projected plan addresses the request of the college curriculum
committee to show that the Art Department can offer its full sequence of
art history courses on a regular enough basis to meet the needs of majors.
fall 1991 (Frinta on Leave)
ARH 170L core survey I
ARH 171L core survey II
ARH 260
Introduction to Cinema
ARH 366
Modern Art II
ARH 498
Topics in Art History
ARH 460
Special Topics in Cinema
ARH 361
European screen Masters
SRring 1992
ARH 170L Core survey I
ARH 171L Core survey II
ARH 260
Introduction to Cinema
ARH 331L Early Medieval
ARH 341L Renaissance - 15th century
ARH 352
Eighteenth Century
ARH 362
Great Directors
ARH 363
Art of American Silent Films
ARH 468
Art Since 1945
Fall 1992
ARH 170L Core survey I
ARH 1/lL core survey II
ARH 260
Introduction to Cinema
ARH 332L Gothic Art
ARH 342L Renaissance - 16th century
ARH 350
Southern Baroque
ARH 364
Cinema of the 30's
ARH 442
Netherlands
ARH 460
Special Topics in Cinema
ARH 475
Women in Art
ePring 1993
ARH 170L Core survey I
ARH 171L core survey II
ARH 260
Introduction to Cinema
ARH 351
Northern Baroque
ARH 361
European Screen Masters
ARH 362
Great Cinema Directors
ARH 365
Modern Art I
. ARH 432
Gothic Painting
ARH 498
Special Topics
ARH 499
Senior Seminar
1
Fall 1993
ARH 170L
ARH 171L
ARH 260
ARH 341L
ARH 352
ARH 363
ARH 364
ARH 366
ARH 498
core survey I
core survey II
Introduction to Cinema
Renaissance - 15th century
Eighteenth
Century
Art of American Silent Films
Cinema of the 30's
Modern Art II
Special Topics
spring 1994
ARH 170L
ARH 171L
ARH 260
ARH 273
ARH 331L
ARH 342L
ARH 361
ARH 374
ARH 460
ARH 468
ARH 499
Core survey I
Core survey II
Introduction to Cinema
History of Printmaking
Early Medieval
Renaissance - 16th century
European Screen Masters
Eastern Europe
Special ~opics in cinema
Art Since 1945
senior seminar
UNIVERSITY .. AT
ALBANY
Department of Classics
442-4050
STATE UNIVERSITY OF NEW YORK
DATE:
19 Apr i 1 <71
TO~
Committees Reviewing the Faculty-Initiated
Interdisciplinary Major in Art History
FF<:olvl:
1'1. R.
We1·· net·~ Chii:li t· ~
Humanities Building
Albany, New York
SUBJECT:
Proposed Faculty-Initiated Interdisciplinary Major
i n At· t H i s tot" y
I am writing to a~~irm that the Department o~ Classics
has been ~ully involved in the planning and development of
the above-mehtioned major from its inception.
Pro~essor
Berstein and I informally directed the ~aculty committee
which prepared the proposal ~or the major, and all of the
participating ~aculty in the program took an active part in
that process.
I might also add that the Department of
Classics is ~ully prepared to support the execution o~ the
major once it is approved.
1f any questions arise during the approval process~ I
will be available for consultation.
cc:
CutT i cu 1 um Commit tees
Roberta Bernstein
M. F:. W ..
Attachments:
copies o~ curricula vitarum ~or departmental
faculty participating in the program.
File~
ARTHIST; storage:
OFFICE4
12222
I'
I.
1\
I
it
if.
I
TO:
FROM:
DATE:
RE:
M E M 0 R A N D U M
Committees Reviewing the Faculty-Initiated Interdisciplinary
Major in Art History
Departments of Art and Classics
April 19, 1991
Diversity Within The Faculty Initiated Interdisciplinary Major
in Art History
At the request of the curriculum committee of the College of
Humanities and Fine Arts this memo will address the issue of diversity as
it relates to the proposed faculty-initiated interdisciplinary major in
art history .
. The faculty proposing the major are aware of the importance of
diversity to the curriculum of the university and are committed to
diversity within their program.
While the focus of our program is Western
Art, reflecting the expertise of our current faculty, the faculty of both
the Classics and Art Departments are in full support of expanding our
offerings to include a global orientation.
Presently we have no faculty
whose speciality is in a field other than Western.
When this major was
conceived last year we were in the process of hiring an African art
historian through a T.O.P. line.
Both the Art and Classics Departments
were in full support of the candidate as was the Dean of the college of
Humanities and Fine Arts.
Because of this strong support, the Vice
President's office made a very competitive offer that unfortunately did
not match an even higher offer from another college.
We want to mention
this not only to fill in some background missing from the other enclosed
documents, but more importantly to show the support for hiring a
specialist in African art to expand our offerings.
The support at all
levels and the willingness of the administration to make a competitive
offer even in difficult budgetary times encourages the faculty proposing
the art history major to pursue another such appointment through T.O.P.,
and we are committed to doing so.
we also will encourage and support
hiring of faculty in other disciplines, such as Anthropology and East
Asian Studies, who could teach courses dealing with the visual arts
outside the Western tradition.
1
Another aspect of diversity in our curriculum has to do with the
involvement of many of our faculty with issues of diversity within our
courses.
First, as stated in our objectives, the art historians plan to
develop our core courses to present a global perspective on art.
The
introductory surveys have always been taught as surveys of Western art
reflecting the faculty's areas of training.
Professors Cohen and
Bernstein who will now be responsible for the surveys plan to change them
into world art surveys within the next few years.
Currently we are both
including sections on art from outside the Western tradition and art that
reflects the diversity of u.s.A. culture, as well as bringing a critical
examination of the Eurocentic approach to studying art history.
Professor
Cohen has included sections on African and Native American Art in her
survey (ARH 150L) and Professor Bernstein has included the art of African
Americans, Latinos and other groups and has used Whitney Chadwick's Women,
Art and ~ociety as one of two texts for ARH 151L.
Professor Cohen is
teaching a Topics course on "Issues of Gender and Sexuality in Eighteenth
Century Painting" next semester.
Professor Bernstein is team-teaching a
new course on "Diversity of Voices in Literature and the Fine Arts" which
will be taught again next Spring and added to the list of electives for
the art history major.
Professor Pershing's ''Diversity of Image in the
Visual Arts," taught yearly, is available as an elective.
Now that a
third art historian has been added to that department (there have been
only two for the past 10 years), the art historians will have more
flexibility to teach new courses or those already on the books, such as
"Women in Art," which were not taught regularly because of the need to
cover a basic sequence of required graduate and undergraduate courses for
the art programs.
The Classics Department includes a course on "Women in
Antiquity" (CLC 310) and courses on the Ancient Near East and Egypt that
cover areas other than Europe.
The faculty proposing the program is very aware of the need to
expand beyond a European focus and the issues of diversity that the
University is committed to.
These issues have been thoroughly discussed
in the process of formulating the major and will continue to influence
decisions made in curricula changes within the program.
2
Bill 9192-03
UNIVERSITY SENATE
INTRODUCED BY: Graduate Academic Council
DATE:
17 January 1992
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
I.
That the Ph.D. program in Philosophy be approved by the
University Senate and submitted for approval by the New
York State Education Department;
II.
That the program become effective September 1, 1992;
and
III. That the Bill be referred to the President for
.approval.
University at Albany
State University of New York
PROPOSAL FOR A PH.D. IN PHILOSOPHY
ABSTRACT
The
Ph.D.
program proposed by the Department of Philosophy of the University
at
Albany
focuses
on
two
areas
of
specialization:
"Knowledge
and
Representation"
and
"Society
and Values''.
These areas are distinguished by
philosophical issues of both
contemporary
and
historical
importance;
each
has
social
and
intellectual significance extending beyond the discipline of
philosophy.
The program's concentration in these two areas
is,
furthermore,
designed
to
make
use
of
the
spec~al strengths
of
the
Department
of
Philosophy at
the University at
Albany
and
of
other
resources
at
the
University.
When
applying
to
the doctoral program, students will indicate
their preferred area of concentration.
After admission to the
program,
the
area
of
concentration will serve as the focus for their course work and for
their dissertation research.
As
a
specialized
doctoral
program
in
philosophy,
the
program differs
structurally and in content from the Ph.D.
program
in
philosophy previously offered
at the University at
Albany
(deactivated
in
1980)
and
from
Ph.D. offerings in philosophy at the other
New
York
State universities.
Both
the
specialized
program
and
the
particular foci
that
constitute it are important features of the proposal
and of its rationale.
The rationale for
proposing to reactivate
the
Ph.D.
in philosophy
thus
reflects the
following
premises:
(1) That the principle of a specialized,
in contrast to a general, Ph.D.
in philosophy
has,
in relation to other
Ph.D.
programs
state-wide
and
nationally,
distinctive
and
advantageous
features, and .that the
specific
areas
of
specialization proposed
address
significant
issues
in both contemporary and traditional philosophy; (2) That
the need, the audience, and the potential uses
for
a
doctoral
program
in
philosophy
at
the
University
at
Albany
like the
one
proposed
are
demonstrable, in terms of
future
careers,
academic
and
non-academic,
for
philosophy Ph.D.'s,
as
well
as in terms of the identity and mission of the
University at Albany; (3) That the resources of the Department
of
I~ilosophy
at
the
University at
Albany
as a research university are fully capable of
successfully implementing and sustaining the program, and that these
will
in
turn be benefitted by it.
The Two Areas of Specialization.
The
justification
for
a
specialized rather than
a
general
Ph.D.
is
methodological and substantive.
Methodologically, from the point of
view
of
the
educational
process,
the focus on an area of specialization that begins
at the time of the student's entry to the Ph.D. program has the
advantage
of
structuring the
student's efforts
around
a
group
of
issues
which
are
PROPOSAL FOR A PH.D. IN PHILOSOPHY
ABSTRACT
Page 2
coherent
as
a
group
and
which
yet
allow flexibility for exploration and
development.
Within the individual area, working in
a
common
framework
of
issues
provides
students with a sense of collaboration and engagement that a
general
and
thus
more
diffuse
program
ordinarily
does
not.
such
concentration fosters
a
valuable
sense of ·intellectual and psychological
coherence--a quality that all doctoral and research programs
strive
for
but
do not often achieve.
(I)
"Knowledge and Representation"
This
area
of
specialization
focuses_ on historical and contemporary
accounts
of
representational
systems:
cognitive,
linguistic,
and
cultural.
The
strong current interest in such systems on the part of
researchers
in
cognitive studies
who
model
them,
and
of
social,
literary,
or historical critics concerned
with
identifying
and
applyin~ them
to particular
concepts
or
contexts,
underscores the
centrality of the phenomenon of representation and its elements.
The
core
courses
in this area will come from epistemology and metaphysics,
the philosophy of logic, aesthetics, and the philosophy of science.
(II)
"Values and Society"
This area of
specialization
focuses
on
the
problems
of
moral
and
political values
in relation to the social context.
Since such values
are
rooted
in history,
the
approach
to
them will
be
in
part
historical,
but
since
even
single historical moments yield various,
sometimes incompatible values, the study of them must
be
critical
and
thus
contemporary
as
well.
The
core
courses
for this
area
of
specialization will be drawn from ethics
(including the
varieties
of
applied ethics),
social
and
political philosophy, philosophy of law,
and the philosophy of religion.
Admissions Procedure and Program Requirements.
Admissions.
The
admissions
process
for
students
applying to the
Ph.D.
program is designed to ensure that the students admitted to the Program have
demonstrated substantial intellectual achievement
and
commitment,
and that
as
a
group,
they
reflect breadth
in their
academic
interests
and
backgrounds, answering
as
well
to the
University
at Albany's
goals
of
diversity.
In its review of
applications
for
admission,
the
Graduate
Studies
Committee will place special weight on those that show promise of
originality and creativity; non-academic experience and
achievement will
be
given
consideration
as
will
academic
training
in
fields
other than
philosophy.
PROPOSAL FOR A PH.D. IN PHILOSOPHY
ABSTRACT
Page 3
Program Requirements.
The requirements for students
admitted to the
program
will
include
(A)
course
work,
(B)
language
requirement,
examinations, and (D) the dissertation.
Ph.D.
(C)
(A)
Courses:
Students in either of the two areas of concentration will
be
required to take a minimum of 60 credits of graduate coursework.
(B)
(i)
Five
courses
(20
credits)
will constitute core-courses
required of all students.
One of these will
be
a
Proseminar,
to
be
taken in the first semester of their studies by incoming
students, on "Current Research in Philosophy."
The
four
other
core-courses
will
be in Metaphysics, Epistemology, ValueB, and
Logic.
(ii)
(iii)
(iv)
Three courses (12 credits) in the history
be
required
of all students.
At least
philosophy courses will be in ancient
or
and at least one of them will be in modern
of
philosophy will
one of the history of
medieval
philosophy,
philosophy.
Students will
be
required
credits) designated for the
they will be working.
to take at least five courses (20
area of
specialization in which
With
approval
graduate courses
by
students
specialization.
of
(8
on
the Director
of
Graduate
Studies,
two
credits) in other Departments may
be
taken
topics
that
b~ar
on
their area of
Language Requirement:
approved language.
Students
must
demonstrate
compentency
in
an
(C)
Examinations:
(i)
General
Examination:
By
the
end
of their fifth semester in
the
program,
students
are
expected
to
take
general
examinations in ths history of
philosophy,
value
theory,
and
metaphysics
and
epistemology
(three
hours
each).
These
examinations will be given during the Fall
semester
of
each
academic
year
and will
be based on reading lists received by
the students upon their entry to the
program.
Students
who
fail
one
or
more
of
these
examinations
have
one
opportunity--on the next occasion that the examination(s)
are
given--to retake the examination(s) that they failed.
PROPOSAL FOR A PH.D. IN PHILOSOPHY
ABSTRACT
Page 4
(ii)
Qualifying
Examination:
By
the
end
of the first semester
after the semester in which
students
complete their General
Examinations,
they
are
expected to
take
the Qualifying
Examination.
The Qualifying Examination
is
meant
to assess
the
progress
of
students
in their respective
areas
of
specialization and their preparation for
undertaking
the
work
of
the dissertation.
Based on a reading list drawn up by the
individual student
subject to the
approval
of his
or
her
adviser,
the
Qualifying
Examination
will consist of
a
three-hour written section and an oral section,
the
latter to
be
scheduled
for
a
time after the written section has been
read.
The Qualifying Examination will
be
administered
by
a
committee
of three
faculty
members
chaired by the student's
adviser; the other two members of the
committee
are
appointed
by the Graduate studies Committee.
(D)
Dissertation:
Students will
be
expected to write a dissertation in
the area of their specializations.
The topic of the dissertation will
be
subject to the approval of the Graduate Studies --Committee who will
also,
when
they
grant
this
approval,
appoint
the
student's
Dissertation
Committee.
A Defense of the dissertation is required, to
be scheduled by the Dissertation Committee.
STATE tiUVERSITY OF NEW YORK AT ALIMY
c.pus Center
••••rv•tion •n-' lnt., •• uon CHANGE REQUEST
P..-JNE:
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( <...)/
App.tovt.d
( I Oait.d
( )
Hold _____
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--------------------------------------~-----------------------------------------------------
, ____________________ _
·-------------------------
ADJUSTMENT IN COST ESTIMATE:
----~----------------------------~----------------------------------------------------------
------------------------
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cc:
128
Rev. 3/73:1000
