STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
UNIVERSITY SENATE
M E M 0 R A N D U M
TO;
Members of the University Senate
FROM:
Donald Bishko, Chairman
DATE:
May 8, 1978
There will be a meeting of the 1977-1978 Senate
on Monday, May 15, at 3 p.m. in the Campus Center Assembly
Hall.
The agenda for this meeting will consist of discussion
and action on Senate Bills No. 197778-16 (Establishment of
a Dissertation Faculty) and No. 197778-17 (Dropping a Course).
-~,£'/~.,PM.,
Donald Bishko, Chairman
Attachments:
Bill No. 197778-16
Bill No. 197778-17
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STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
UNIVERSITY SENATE
. TO:
FROM:
DATE:
Dean and Department Chairpersons
Donald Bishko, Chairman
University Senate
May 5, 1978
The 1977-1978 University Senate will hold its last
meeting of the academic year on May 15, 1978.
Among the items
on the agenda for action is the enclosed proposal for a SUNYA
Dissertation Faculty.
In order to provide an opportunity for all faculty
members to review the proposal, will you please circulate the
enclosed copies to the faculty in your school or department.
The Senate meeting will begin at 3 p.m. and will be
held in the Campus Center Assembly Hall. All members of the
University are welcome to attend.
Donald Bishko, Chailm.an
Enclosures
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
Establishment of a Dissertation
Faculty
INTRODUCED BY:
Graduate Academic Council
May 15, 1978
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
I.
That the attached proposal for the establishment of a
SUNYA Dissertation Faculty be approved.
II.
That this proposal be referred to the President for his
acceptance.
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THE SUNYA DISSERI'ATION F7\.CULTY
I. Statement of ~~-
Doctoral candidates at the State Unive.~rsity of New York at Albany deserve
the best guidance possible in the develop:rent of their dissertations.
To
tha.t end, a Dissertation F.'~l<:n.llty will be established and maintained, and
only m;:mbers of this Diss<.::Jrtation Faculty will be authorized to chair
doctoral dissertation ccmn:Lt:t.ees. It is ass\.llred that the chairperson of
the doctoral dissert..ation oc:.an:ni ttee will carry the major responsibility
for directing and supervising the candidate's dissertation research.
II. · Crite:ria_ !.9£ MembershiJ? in the Dissertation Faculty
A.
Initial Detenni.nation of Criteria
Criteria for nenbership in the Dissertation Faculty will be deter-
mined initially by the faculties of the individual schools or .
colleges according to tl1eir accepted procedures.
J3.
Minimal Criteria
------·-----
Minim:"llly, all school or college criteria will include (1) the
earned doctorate or equivalent, (2) continuing scholarly excellence
as excellence is nationally recognized in the discipline or disci-
pl.ines, and (3) continuing professional involvem:mt with the
advancement of the field.
c.
~roval of the Criteria
Criteria agreed upon by a school or college will go into force only
after a statem:mt of them, with a justifying rationale, has been
submitted to and approved. by the Graduate Academic Council, or by
a designated camdttee of the council composed of recognized scholars
who are fully qualified to chair dissertation ccmnittees.
If the Graduate Academ.i.c COuncil or its designated ccmni ttee does
not approve of a stat.eroont of criteria, it will return the statement
to the drafters with suggestions for change. A revised state.mmt
moot then be drawn up and stil:mi. tted to the Graduate Academic Counc.il
not later· than the date specified by the Council.
D.
Jlr:>..adline for the Submission of Stateoonts of Criteria
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The deadline for filing the first statements of criteria is 1 November
1978.
E.
Am:mdment of Criteria
=~-·--- ------
A school or college IM.Y request ammc'll.nent of its approved criteria
at any t:iire.
The procedu:re for having an ame.nd!oont approved is the
sarre as that for having ·!:he initial statement approved.
SUNYA Dissertation Faculty-~contd.
Page 3
G.
Ad. Hoc Mernbershi£
When special circumstarices warrant, an individual who is not a narber
of the Dissertation Faculty may be desi.gnat:ed by the Graduate Academic
Council to chair a particular dissertation corrmi.ttee.
TV.
Review and Alrend.trent of '.rhis DocUment
-------
A.
AJ.rendrrent
At any tilre the President, Academic Vice President, the faculty of
a school or college, or the Graduate Academic Council itself may
request one or more amendments to the procedures specified in this
document.
The Graduate Academic Council will consider ·the request
as soon as possible, act on the request as seems best, and infonn
the party requesting the a.rrr.mdment of its action and the .reasons
for the action.
B. Re<Ju;lar Review
The Graduate Academic Council will review the purpose and procedures
set forth in this d.ocl.:ment at least every five years and make such
changes as seem necessa:ry and desirable.
v.
The Relation of the Dissertation Facultx., to An;y Graduate Facul:tY
EStablished~ Individual School 9!.·~!f~e -
This document describes only ·the purpose and procedures attendant to the
establishnent and maintenance of a university-wide Dissertation Faculty~
The existence of the Dissertation Faeul ty does not preclude a school or
college from organizing its own Graduate Faculty with its own purpose,
scope,_ C1119 pr~dures:~. . Nothing in the establishment of a school or
college Graduate Faculty, however, shall contravene the purposes or pro-
cedures of the university-wide Dissertation Faculty.
~re specifically,
no member of a school or college Graduate Faculty will be eligible to
chair dissertation ccmn:L ttees unless he or she is also a IOOmber of the
university-wide Dissertation Faculty.
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Bill No. 197778-17
UNIVERSITY SENATE
STATE UNIVERSITY· OF NEW YOHK A'I' ALBANY
Dropping a Course
INTRODlXl!!D BY:
Undergraduate Acadanic Council
May 15, 1978
IT IS HEREBY PROPOSED THAT THE FOI.J:Di\TING BE ·AOOl?'rED:
I. Students may withdraw fran a course and have that course deleted fran
their academic record by filing the a:pp1:opriate fo:on, signed ~y ·the
instructor, with the Registrar not later than one week after the mid-
serooster date as stated in the academic ciu.endar.
The instructor's
signature acknCMledges the fact that· the student is withdrawing fran
the 'course. After that date, the appropriate academic grade shall be
assigned by the instructor.
II.
UfX:>n receipt of a wri tt.en request fran the instructor responsible for
the course, the Office of the Regis'l:xar may delete a course fran the
academic reoord where there is no evidence of attendance since the last
day to add a course.
III. A student who attends a course a£ter the last day to add, and does not
canplete the withdrawal procedure above, shall be assigned the appro-
priate academic grade by the instructor responsible for the course.
rv. · Exceptions to this policy may be granted by the Ccmni ttee on Academic
Standing of the Undergraduate Academic CO'lmcil.
V.
Drplem:m.tation of this policy will be contingent upon satisfactory
resolution of :n:ethod$ of recording student enrollment status, i.e.,
full-t:ilm, part-tilm student.
VI.
That this resolution be referred to t.he President.
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Bill No. 197778-17
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DISCUSSIOO
Many faculty feel that the current policy of allowing students to drop
a course and receive a "W'' until one "Week before the end of classes should be
changed.
The UAC therefore reqlteste.d the C<mn.ittee on Academic Standing (CAS)
to review this policy ·and recom:I'I8nd any changes it might:. feel appropriate.
·The CAS discussed currE>nt polir.;y and felt that the present lengthy drop period
drains university res-:>OU.rces, results in additional oourses being closed during
pre·-registration, and resul·t:.s :i.n $1tudent decisions to drop courses based pri-
marily upon ·anticipated grades. 1he Ccmnittee feels that the current policy
should be changed.
·
This proposal was unani.IIDusly approved by the CAS.
But it definitely
represents a
11canpranise proposal" designed to acccmrodate the various and
dorlflicting rteeds evinced by Ccmnittee ~s, faculcy and students. Aft..er
initial c.lisoussion, the canmittee unan:i.nously agreed that (1) the ti.ne period
for dropping courses should be shorte~ and (2) the t.irre period at the
beginning of the serooster for having a oourse deleted should be lengthened.
Preliminary discnssi.on focused on a policy which would allow a delete for
approximately four to six ~s, a "W
11 for the next four to six weeks, with
an academ:i.c grade assigned thereafter. Subsequent d;iscussion of this proposal
persuaded the Ccmnitt:E:..'e that the introduction of an addi·t:.ional drop date would
only lead to confusion and to unsom1d educational decisionS on the part of
st::udents.
'!he ca:rmittee first surveyed deans and department chairpersons as to
. the type of policy they would prefer.
Responses were not consistent but the
najoricy were incl:inded to retain a "W" in Scm:! form.
Results of a student
survey s·trongly favored a policy whereby courses dropped would be deleted
from the transcript.
As might be expected, students preferring this policy
indicated the strongest preference for a withdrawal date near the end of the
semester.
A questionnaire was then distributed to faculty to elicit the
-degree of approval to the .following specific policy, -On-which the O:;mn.ittee
opinion was converging:
Students may withdraw fran a course and have that course
deleted from the academic record by filing the ~:ropriate
.fo:r:m signed by the instructor with the Registrar at any
time prior to the close of the ninth week of classes.
AftE>.x that date, the appropriate acadern:i.c grade would be
assigned by the instructor.
Of the 270 responses received, 73% of .the faculty indicated they w.:>uld approve
or strongly approve this proposed change in policy. In general, the results
fxan the faculty indicated a nore favorable or "liberal" disposition to t.he
concept: of a "delete" than the original opinions received by the CAS fran deans
fllnd departttS'lt chairpersons.
SOOe of those who disapproved indicated they
would approve of a .. delete if the drop date were nearer the fifth or sixth week.
others disapproved because they felt strongly that a ''W" should denote a course
dropped. Still others felt that. the transcript should accurately reflect what
the student has or has not done at the university, including courses which were
sub.c;eque.ntly dropped.
The.se resr:x>ndent.s were cx:mcemed a.'bout the integrity of
the &'UNYA transoipt if withdrawn c.."'\.lrSes \<Tere deleted.
.Bill No. 197778-17
Page~-
that our current delete policy :Ls notf:lbly less liberal than tha.t of m:my o-ther
major institutions. The CAS does not know Lf any of the ins·titutions :m:mti.oned
are planning to change t.hei:r. policy and reinstit:rxte a "wn grade. However, if
the tiine CCll:OOS that our. policy seems .:incx:mg:r:ucRIS to ot:her tm:lversities' policies,
:we have the opportunity to change it.
saoo faculty who .disapproved of :f::his policy indica.ted it. would increase
the number of "I" grades assigned.
However, the Comnitt.:ee feels that an "I"
can only be granted by an instructor. If current c:dteria for the award of "I"
are maintained, the number of such grades should not substantially increase.
Also, since our retention standards are based on graduation credits ocmpleted,
an "I" carries no credit and can result: in a student being academically dis-
missed.
The proposed policy should tend to decrease grade inflation, as nore
students receive academic grades (including lower ones), because they will not
have the option of withdrawing from courses late in the semest.er. The tran-
script should thus nore accurately reflect what the stud.E>.nt has achieved in
her/his courses.
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Concern has beEill expressed that in such courses as COJ11ml.mity service
and internships, a late withdrawal without Pf'...nalty creates hardships.
T.iroo
is necessary to train the st.udent, and the agency expects to have the student's
services for the entire semester.
An. unusually large number of drops can
jeopardize an agency's status in the program.
The Ccmni.ttee feels that
individual courses of this nature should see>.k, through gove:mance, same type
of contractual agreetmnt that would be built into the course prerequi.si tes.
In formulating this policy proposal CAS has attempted to compromise
between the opposing and strongly felt viewpoints of faculty and students.
Although CM endorsed the proposal unanimously, we emphasize the need for
careful deliberation of the matter in the UAC and the S<?.nate.
We feel that
the proposed policy successfully addresses t.he concems of faculty and
students, and that it will not carq;:>:r.omi.se the quality of education in this
institution.
Since the ·end-of-semester reoord will not indicate stUdents' CCil'plete
enrol.lnent, it is necessary to deter.nrlne and store full-time versus part-t:i.roo
enrol.lnent information.
This is necessacy for retention purposes and for
whatever other university and outside offices that might need this enroll.mant
info:r:mation. It is reconm.:mded that the polic..y be approved but not imple-
:rrented until the rrethods of recording student e.nroll.ment status have been
resolved.·
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STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
UNIVERSITY SENATE
DATE:
TIME:
September 11, 1978
3 p.m.
LOCATION: Alumni House
A G E N D A
l. Approval of Minutes
2.
Council and Committee Reports
3.
Old Business:
3.1 Bill No. 197778-11 (Revised Requirements for
the Business Administration Program)
4.
New Business:
4.1 Bill No. 197879-01 (Requirements for the
Bachelor of Arts and Bachelor of Science ·
Degrees)
4.2
Other
5.
Adjournment
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STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
Minutes of Sept~· 11,_ 1978
PRESENT:
E. Becker; M. Berger; M. Bers; D. Birn; D. Bishko; M. Borkowski;
N. Brown; D. Bunis; H. Cannon; .M. Canter; D. Day; E. Edwards;
P. Foti; F. Frank; E. Garber; L. Gastwirth; J. Gelb; R. Gibson;
T. Greenberg; D. Gross; R. Hardt; J. Hartigan; .H. Hill; C. Keith;
E. Klein; L. Lerner; B. Marsh; D. Martin; G. Martin; B. Maxant;
P. MeadCMs; R. :M)ore; J • .r.brehead; M. Phillips; J. Pipkin; F~ Pogue;
M. Range; D. Raskin; W. Reese; B. Rice; J. Riedel; S. Rubloff;
R. Sanders; L. Salkever; J. Savitt; E. Scatton; c. J. Schmidt;
A. Shane; M. Shipp; D. Shub; M. Stoller; P. Tcmpkins; J. Uppal;
B. Wakin; P. Wallace; D. Weintraub; L. Welch; K. Wittenberg.
ABSENT:
H. Bakhru; S. Bank; P. Benedict; K. Burke; E. CCMley; S. COx;
B. Cronin; c. Edwards; R. Hall; N. Hegner; K. Hotaling; c. Izzard;
G. Klima.; M. Lafayette; R. Meyers; M. Miringoff; B. M:>wder;
D. Nielsen; R. Nirenberg; v. O'Leary; G. Purrington; J~ Scott;
J. Shumaker; C. Tarlton; L. 'Ibrnatore; B. Vonnegut
'!he meeting was called to order at 3:05 p.m. in the Alumni House
by the Chairperson, Francine Frank.
1.
~proval of Minutes
_S§m_at_ot" B._ .Ma!'sh !IDV~ approval of the Minutes of April 24·, 1978; mti.on
seconded by Senator B. Wakin and approved.
Senator G. Martin noved approval of the Minutes of May 15, 1978; notion
seconded by Senator H. Hill. Minutes approved.
· ·
Senator H. Hill noved approval of the Minutes of May 1, 1978; notion
seconded by Senator Marsh and approved.
Senator G. Martin noved approval of the Minutes of May 15, 1978; notion
seconded. Minutes approved.
2.
Council and Conmi ttee Reports
2 .1 E:xecuti ve Camni ttee Report
Bill NJ. 197778-19 (Revision in the Ra;Iuirements for the Spanish
Major) was accepted by the Senate.
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Senate Minutes--contd.
September 11, 1978
Pag~.3
· 3.
Revised Reqtlirerrents for the Business Administration P:rogram-contd.
Senator Marsh called the question on the notion to delete Section ii;
tn:>tion seconded and approved.
'!he notion to aiOOnd was approved by. a majority vote.
3, 3 · Senator canron .noved that this bill be rem:>ved from bill status and
accepted as a report . from the UAC; notion seconded.
M::>tion approved
by majority vote.
In reS};X>nse to a question fran Senator Gibson, it was reported that
the revisions will be in effect for the Fall 1979 - Spring 1980
catalogue.
4.
Reguirements for the B.A. and B.S. ~rees (Bill 7879-.01)
4.1 penator Cannon noved approval of Bill 7879-01; nntion seconded.
Senator Riedel questioned the reasoning for requiring that only 36
hours of coursework at or above the 300 level be satisfactorily
cx:llg?leted.
Senator Riedel suggested that 48 hours be required.
Mr. Lapinski (Center for Undergraduate Education) ooted . that 36
hours of upper-level work is the usual requirerrent.
4. 2 Senator Hill noved that this bill be returned to the UAC until.
sudl t.:i.Ioo as the CUrriculum Ccmn.ittee of the UAC can devise a
general revision of all courses; notion seconded.
Senator Shance suggested that the Curriculum Ccmnittee review item .
__ 5 of- the bill,. with the idea of -increasing- the 48 graduation credits
to 60 graduation credits.
Bill No. 7879-01 returned to the Undergraduate Academic Council by
majority vote.
5.
<?.e::n Senate Meeting
'lhe Cllai.rperson asked the advice of the Senate as to whether or not the
Senate should sponsor an open meeting for the faculty to meet with the
representatives of the canpeting unions. After sane discussion, the
Chairperson reported that the Executive COmnittee would oonsider this
matter at its next meeting and report back to the Senate.
·
The meeting was adjo1m1ed at 3:55 p.m.
REPORTS TO THE SENATE
SEPTEMBER 11, 1978
Donald Bishko, Chairperson
1977-1978 Executive Committee
For. Action
1. After the last Senate meeting and prior to the change fran the 1977-1978
to the 1978-1979 Senate, the Executive Canmittee Iret once and approved
for Senate action, Bill No. 197778-11 (Revised Requiret"rents for Business
Administration Program), which had been returned by the Senate to the
Executive CCmni.ttee for clarification. The Executive Carnnittee requested
that the Undergraduate Academic Council consider the c6urses in qu.estion.
'Ihe UAC determined that the courses were essentially different and that
a stW.ent oould receive graduation credits for both._
For Infonnation
1. Acting for the Senate ae; specified in Article II, Section 5. 4 of the
Faculty By-laws, the Executive Carmi.ttee approved revisions in the ·
B.A. program in Spanish. 'Ihe matter is being sul:mitted to the Senate
for confirmation.
FOCM:
Francine Frank, Chairperson
1978-1979 Executive Committee
For Action
'!he Executive Ccmnittee recomoonds the following appointments:
EPC:
Eric Edwards (Senior, Accounting/Eco:na:nics)
Linda Lerner (JUnior, Business)
Mark Stoller (Senior, History /English)
UAC:
Hugh Hill (Senior, History/ReO)
Jackie Gelb (SophClliDre, Economics)
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English/ReO>
GAC:
Duncan Blanchard, ASRC (Sr. Research Assoc.)
Dorothy Christiansen, Library (BibliograP,her)
Arthur Collins, English (Professor)
Richard Hall, Sociology (Professor)
Leonard Lerman, Biology (Professor)
Robert Pruzek, Educ. Psycrology (Associate)
Bill No. 197778 .. 18 ·
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK N.r. ALBANY
Requi:rements for the Ma.j or in Spanish
INIRODUCED BY:
Undergraduate AC'.ada.nic Council
May 16, 1978
IT IS HEREBY PROPOSED '!HAT THE FOJ.J:.DinN3 BE AOOPTED:
I. That the following degree requiremnts for the major in Spanish be approved
and became effective far Fall 1978.
·
A student wishing to major in Spanish may choose one of four
sequences offered by the Department. All students I¥USt t.ake
a m.in:im.:m of 36 credits in Spanish courses above the 102B
level, :l.ncluding Spn 206, Spn 207, Spn 223, Spn 301, Spn 311A,
and Spn 311B or Spn 316B.
Students tWSt also take addit:i.onal
courses in Spanish, unless otherwise indicated, according to
the requirements of their sequence, as follows:
Literature S!9uence: a minim..m of 18 credits to include
Efie foiT~: I)-at least 12 credits of literature
courses, including two courses at the 400 or 500 level;
2) one civilization course; 3) one additional course as
advised.
Language and Civilization -~= a mininun of 18
~tOTnClUde Si5ri )USana1)-at least two oourses
~ §p~i~h or Spanish-.Anm'ican Civilization; 2) at
least two adaitianallanguage courses-;- 3) one additional
course as advised.
Li~stics S~ce: a mi.n:inun of 18 credits to incl~
Dii
0, spn ~~~spn 402, and 1) at least two courses 1.n
Spanish language or li.nguistics at the 400 level O!C above;
2) one additional course as advised.
(With advisor's
permission, a maxinun of two uppe:e-divis:lcm. courses in
linguistics fran outside the Dept:lrt.men.t my be counted as
electives in the Spanish linguistics sequence.
Students
also are urged to study a sec011d language. )
Sec.Of!_~ ~.ducation S~.e: a tni.n:i.m.m of 18 credits to
mc1tiaet:l:ie fon:owtng:
-'"305, Spn 403 or Spn 404, and
1) at len.•'lt one course in Spanish or Spanish-Atoorlcan
Civil:tzati.on; 2) at least one literature course at the
400 level or above; 3) two additional courses as advised.
Bill No. 197778-11
UNIVERSI'I'Y SENATE
S'l'A'IE UNIVERSI'l'Y OF NEW YORK AT ALBANY
Revised Requirements for
the Business Administration Program
INI'RODUCED BY:
Undergraduate Academic Council
April 3, 1978
IT IS HEREBY PROPOSED TW\T 'I'HE F'OLLOWll\fG BE ADOPTED:
I. That the following revised requirements in the l.iberal arts portion of
the Business Administration program be approved and became effective
with the Fall 1979 semestErr.
Hum.ani ties:
Eng 100 -- 3 credits
Eng 309 -
3 credits
J.Vlathematics~
Mat 106, 107, or 112 - 3 credits
Social Sciences:
Eco lOOa and b
-
6 credits
Eco 300 or above* ~ 3 credits
Psy 101
- 3 credits
Soc 115
- 3 credits
'IDTAL:- 24 credits
*Must be a course for which Eco lOOa and b are
prerequ:Ls:L t.es.
II. 'Ihat this resolution be referred to ·the President for his approval.
Bill No. 197879-01
UNIVEHS.ITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
Requirements for the
Baccalaureate Degree
INTRODUCED BY:
Undergraduate Academic Council
September 11, 1978
IT IS HEREBY ProPOSED 'lliAT THE FOI.J:.CmiNG BE AOOPTED:
I. •lhat the following requirements for the Bachelor of Arts and the Bachelor
·Of: Science degree become effective for students using the 1979-1980
Undergraduate Bulleti_!.l_ for the purposes of degree clearance.
Bachelor of ~
~~
~ts
1. A minimum of 120 graduat.ion credits.
2. A minimum of 36 graduation credits in coursework satisfaatoX'iZy
compZeted at or above the 300 ZeveZ.
3. A minimum of 90 graduation credits in coursework defined as
liberal arts and sciences.
4. A major consisting of 30-36 gradua.tion credits which has been
registered with the Fliucation Department of the State of New
York. A minimum of 18 graduation credits in the major must
be compZeted in coursework at or above the 300 ZeveZ~ of which
12 graduation-credits must be compZeted-in residence at State
University of New York at AZbany.
5. A maxiw~ of 48 graduation credits with a singZe subject
designation may be app Zied towa.rd the degree requirements.
· 6. A second field consisting of 18-24 graduation credits which
must include a minimum of 9 graduation credits in cours6NOrk
requiring one or :rrore prerequisite courses or courses at or
above the 300 level •.
7.
'lhe second field requirarents m1.y be combined with the rnajor
requi~nts but the total ma.y. rot exceed 60 credits.
8.
Twenty-one credits in professional courses for the candidate
desiring State Certification in Education.
An added require-
ment for teacher certification is a oourse in Drug Abuse
Education.
Bill Nb. 197879-01--contd.
Page 3
the literature stresses the desirability of discouraging an over-concentration
in a single area of study.
'Ihe requirements propose a maximum of 48 gradua-
tion credits with a single subject or departmental designation that may
be applied toward the B.A. degree requirements. Allowing for more concentra-
tion within B.S. programs, the maximum was established at 60 credits.
'Ihe need for "depth" within ·the undergraduate expE!rience is a camon
eleroont of degree requirements.
The Curriculum Camtittee, consistent with
SUNY-central's :roc>st recent thinking, believes that a portion of the major
program must be devoted exclusively to mat is defined as "upper-level" on
this campus.
Thus, 18 graduation credits in the major will be required in
course,..rork at or above the 300 level. 'Ihe Coornitt.ee also felt that in order
for a student to obtain a degree fran this institution, 12 credits of
coursa\Ork at or above the 300 level must be completed in residence.
'Itiis.
latter requireroont is currently in effect for major programs offered by the
College of Humanities and Fine Arts, the College of Science and .Mathematics,
the College of Social and Behavioral Sciences, and the Graduate School of
Public Affairs.
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
DATE:
October 9, 1978
TIME:
3 p.m.
LOCATION:
CC Assenbly Hall
AGENDA
1. Approval of Minutes
2. President's Rep:>rt
3.
Council & Catrni ttee Reports
4.
New Business
- - 5.- Adjournment-
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STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
UNIVERSITY SENATE
Minutes of October 9, 1978
ABSENT:
S. Bank; M. Bers; D. Bim; D. Bunis; E. Cowley; S. Cox; B. Cronin;
D. Day; C. Edwards; E. Edwards; E. Garber; R. Garvin; R. Hardt;
C. Izzard; G. Klima; P. Meado;vs; D. Neilsen; R. Nirenberg;
F. Pogue; G. Purrington; M. Range; W. Reese; B. Rice; L. SaJkever;
C. J. Schmidt; J. Scott; M. Shipp; C. Tarlton; J. Uppal; B. Vonnegut;
P. Wallace; L. Welch
The Chairperson called the :rreeting to order at 3:10 p.m. in the
Campus Center Assembly Hall.
1.
~Eroval of Minutes
Senator Wakin rroved approval of the Minutes of September 11, 1978; rrotion
seconded.
The Minutes were approved.
2. President's Rep:>rt
Budget - 'Ihe Supplemental Budget was passed last week.
The .budget for
this University Center provided funds for the Center for Vibmen in <bvern-
nent.
The Center is associated with the Graduate School of Public Affairs
and the one-year appropriation from the Legislature will augment the work
of the Center.
'Ihe President stated that he does oot anticipate any major increases in
fun9~ fqr higher:' education-in next year's budget.
Any increases will be
rid.nimal at best.
Enrollment - The President distributed a chart oamparing Fall 1978 enroll-
ments w~th budgeted goals.
He noted that the figures in the chart repre.-
sent a healthy picture for SQNYA.
Enrollment figures for SUNYA will likely
remain stable for the next few years.
3. · Council, & Carro:ni ttee Re:e;>rts
Executive Carro:nittee - Senator G. Martin npved approval of the list of
appomtnl;:mts contained in the Executive Camnittee report; rrotion seoonded
by Senator Wakin.
M:>tion approved by majority vote.
'Ihe Chairperson announced that Bruce .Marsh, Chairperson-Elect of the
Senate, has resigned.
An election to fill the vacancy on the Executive
Com:nittee will be held at a special meeting on October 30, 1978.
Senate Minutes--contd.
Oc;tober 9; 1978
Page 2
3. Council & Comni ttee Re:e:>rts--C<?ntd.
A xooeting will be held on Friday, October 6, with gra,duate stud.ent
representatives from all the schools and colleges. It is hoped that
this ItEeting will result in nauinations to fill the graO.uate student
vacancies on the Senate councils.
~raduate Academic Council - Senator Ca.ru::on, Chairperson of the
CounCl.l, reported that the undergraduate program in environm::mtal
studies will be presented to the Senate for action at the October 30
meeting.
Some of the matters which ma:y be discussed by the UAC this year are:
plus-minus grading; incarrplete grades; rEqUirements for graduation with
honors; review of special talents admissions; review of six interdis-
ciplinary majors with the intent of converting than to regular university-
offered majors; honors program in political science; campetency-based
teacher education; definition of upper-level courses; review of
departmental programs; review of the report· of the Special Ccmni ttee
on Writing; revia-v of the policy on faculty-initiated interdisciplinary
majors; and review of the report of the Special Camnittee on Undergrad-
uate Education.
Student Affairs Council - The Chairperson reported that the Council is
meeting regularly and that the subcomn:i.ttees are beginning their work.
There being m new business to cane before the Senate, Senator
G. Martin moved to adjourn.
The notion was seconded and approved by
majority vote.
'.fue meeting was adjourned at 4:05 p.m.
REPORT TO THE SENATE
FROM:
Francine Frank, Chairperson
Senate Executive Comnittee
DATE:
October 9, 1978
FOR ACTION
Appointments
· EPC- Mike Faber (Junior, Public Affairs)
·
· Michelle Vass (Senior, Business Administration)
UAC - Sandy Blitz (Sophomore, Public Affairs/EGonomics)
Jim Mitchell (Junior, Social Studies)·
GAC ., Robert Sanders (Associate Professor, Rhetoric & Communication)
to replace R. Michael Range
.
.
Robert Bowgley (Senior, Political Science/Rhetoric)
Research - Marc Maxin (Senior, Psychology/Chemistry)
CPCA - Jerry McDonald (Senior, Sociology/Biology)
FOR .INFORMATION
The Senate has invited Paul T. Veillette 4f the NYS DiVision of the
Budget to address an open Senate meeting on November 6, 1978.
Mr. Veillette will speak on the topic of higher education:financing
- ;-n New Yo-rk State; -
- ·
I
cmrPAR!SO;.: Of FALL 1978 t::·:ROLL~H~~TS
tHTH BUDGETED GOALS.
Data as of September 26, 1978
(Final Data Not Available Until Fid-Octobel)
FIRST-TI~ffi UNDERGRADUATES:
Freshmen (01)
Special Students (40)
Genaral Studies (15~
l'otal
Budget Goals
:NEt-l TRANSFER UNDERGRADUATES
Matriculated Transfers (01-04)
Visiting Students (30,31)
Total
Budget Goals
Shortfall{-) or Ov'erem:ollment (+) + 57
NE\-l GRADUATE STUDENTS
Graduate Studies (20)
-General Studies (18)
Total·
Budget Goals
588
11
599
Shortfall(-) or Overem:ollment(+) -161
CONTINUING UNDERGRADUATES:
6,238
Budget -Goals
Shortfall(-) oi:' Overenrollment (-t)
-
202
CO~TINUING G~~UATES:
1,168
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12
:
I
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586
:
141
I
:
585
I
I
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I
609
I
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I
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24
I
i
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·-
920_
69
1,17'1
152
1,326
32
6,823
226
: 2,019
:
3,187
I
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Budget Goals
P-_1_,,_1_3_5 __ ~: __
2~·~1_1_.3 __ ~:~.3~,2
__ 4~8-4
Shortfall(-) or Overem:ollment(-T) +
33
TOTAL ENROLU!ENT
Undergraduate
Graduate
.. Tota 1
.. ..
11,250
' '
I
·-
61
:
I
·:
I
I
'
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: 10,1.,66
I
4,513
I
3,729
I
~
I 14,979
I
I
Budget Goals
~1=1~2~3~6~---'rl ~.~3~4--~.l 14,970
I
I
Shor tfa 11 (-) or Qverenro llmen t (-:) + 14
5
'+
9
Office of Institutional Research
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
1978-1979 Membership
(The term of nn elf.~cted Senator ends on Junt' 30
of the year Jn parentheses after ..• the name.)
Vincent O'Leary, President of
State University of New Y9rk
at Albany
EX OFFICIO SENATORS
C. James Schmidt, Director of
University Libraries
David Martin, Vice President
for Academic Affairs
Charles Edwards, Representative
to State-wide SUNY S.enate
John Hartigan, Vice President
for Finance and Business
'
Phillip Tompkins~ Representative
to State-wide SUNY Senate
Louis Salkever, Vice President for
Research & Dean of Graduate Studies
--~~--~-' Representative
to State-wide SUNY Senate
Lew:f.s Welch, Vice President
for University Affairs
Elected:
At Large
Peter Benedict· (1979)- ·
Geology
Edward Cowley (1979)
Art
Patrick Foti (1979)
Admissions
Elected:
Education
Harold Howes (1979)
Counseling
Barbara Mowder (1979)
Educ. Psychology
Donald Bishko, Past Chairperson
of the SUNYA University
<•
Senate
ELECTED SENATORS
._ "•. Mor-ris Bei"ger (1980) -
EPPI
• •• Kevin Burke (1980)
Geology
George Martin (1980)
Mathematics
-..,Louise Tornatore (1980)
Psychology
Dennis Nielsen (1980)
EPPI
Murray Phillips (1979)
EPPI
- -Donald-Bunis_ (1981)_
Registrar's Office
Robert Gibson (1981)
CUE
James Riedel. (1981)
Political Science
Jon Scott (1981)
Atmospheric Science
• Gor.d6n Purr1.ngton (1980)
EPPI
• .Bertha Wakin (1980)
Business Education
1978-1979 Membership--contd.
Page 3
Ell :lt~ Beeker
Mark Borkowski
Mi. tch Canter
Steven Cox
Bruce Cronin
Dee Dee Day
Eric Edwards
J;t-~elvln llers
hcononr.lcs .
Ne:ll Brown
Student Affairs
... Richard Hall
Sociology
Lor:l Gastwirth
Jackie. Gelb
Ted Greenberg
David Gross
Hugh Hill
Ed Klein
Craig Keith
Mark Lafayette
APPOINTED SENATORS
Robert Meyers
Philosophy
~ Ricardo Nirenberg
Mathematics
Frank Pogue
African & Afro-American
Studies
Linda Lerner
Bob Maxant
Bob Moore
Debbie Raskin
Sheryl Rubloff
Mark Stollar
David Weintraub
Alex Shane
Slavic Studies
David Shub
Biology
John Shumaker
Humanities & Fine
Arts
1978-1979 Membership--contd.
Page 5
COUNCIL ON EDUCATIONAL POLICY--contd.
Mombor,
Confenmc~:~ of Deans:
Seth Spellman, Social Welfare
Teaching Faculty:
Non-Teaching Faculty:
Undergraduate Students:
Graduate Students:
GRADUATE ACADEMIC COUNCIL
Ex Officio:
Teaching Faculty:
Non-Teaching Faculty:
Undergraduate Student:
Graduate Students:
Al Cali, EPPI
Norman Greenfeld, Psychology
*Robert Hardt, Criminal Justice
*Robert Meyers, Philosophy
*Ricardo Nirenberg, Mathematics
*Ernest Scatton, Slavic Studies
Susan Sherman, Social Welfare
*David Shub, Biology
*Jogindar Uppal, Economics
*Karen Wittenborg, University Library
Vernon Buck, Educational Opportunity Program
*Robert Gibson, Center for Undergraduate Education
Wendell Lorang, Institutional Research
*Eric Edwards
*Linda Lerner
*Mark Stoller
*David Martin, Vice President for Academic Affairs
*Loufs Salkever,- Dean for GradUate Stuafes
Dorothy Christiansen, University Library
Arthur Collins, English
*Richard Hall, Sociology
Leonard Lerman, Biology
Robert Pruzek, Educ. Psychology & Statistics
Dean Snow, Anthropology
*Charl~s Tarlton, GSPA
Duncan Blanchard, ASRC
'1~'78-1979 Membership--contd.
Page 7
COUNCIL ON RESEARCH--contd.
Non-Teaching Faculty:
Undergraduate Students:
Graduate Students:
STUDENT AFFAIRS COUNCIL
Ex Officio:
Teaching Faculty:
Non-'l'eaching Faculty:
Undergraduate -se-uaents:
Graduate Students:
*John Shumaker, Humanities & Fine Arts
*Bernard Vonnegut, Atmospheric Sciences/ASRC
Marguerite Warren, Criminal Justice
Gary Yukl, Business
John Tuecke, Computing Center
Peter Wissel, Center for Governmental Research
*Neil Brown, Dean for Student Affairs
*Peter Benedict, Geology
Michael Motta, Physi~al Education
*Barbara Mowder, Educ. Psychology & Statistics
Anne Shaffer, University Library
Walter Zenner, Anthropology
Barbara Bodner, Student Accounts
*Donald Bunis, Registrar
Carlos Cupril, Educational Opportunity Program
Patricia Snyder, Residence
*Mark Borkowski
*Dee Dee Day
· *Ted Greenberg
*Ed Klein
*Mark Lafayette
*Debbie Raskin
UNDERGRADUATE ACADEMIC COUNCIL
Ex Officio:
Teaching Faculty:
*David Martin, Vice President for Academic Affairs
Helen Desfosses, Dean of Undergraduate Studies
*Harold Cannon, Business
*Eugene Garber, English
Helen Horowitz, Economics
ATTENDANCE ROSTER
10/9l-78 l
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10/9/78
ATTENDANCE ROSTER
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STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
UNIVERSITY SENATE
DATE:
October 30, 1978
TIME:
3 p.m.
lOCATION:
Lecture Hall 23
AGENDA
1. Approval of Minutes
2.
3.
4.
5.
President's Report
Council & Committee Reports
Election of Chairperson-Elect
New Business:
5 .1 Proposal for an Undergraduate Major in Environmental
_ _ _ Studies_ - Undergraduate .Academic Council- -
5. 2 Proposal to Convert the Interdisciplinary Major in
Chinese Studies to a University-offered Major -
Undergraduate Academic Council
5.3 Other
6. Adjournnent
Ut-IIVERSITY SENATE
STATE UNIVERSITY OF NEW VOAK AT ALBANY
1400 Washington Avenue
Albany, New Vcr!t 12~22
ABSEI.\f.r:
M. Berger~ M. Bexs; D. Bun:i.s; E. COWley; C. Edwards; J. Gelb7
R. Hall; R. Hardt~ J. Hartigan; N. Hegne.r; D. :ll!l!teti:t'l; J. ~rehead;
B. M!:::Mder~ D. Neilsen; R. Nirenbe.xg; V. 0°Leary; M. Phillips;
F. Pogue; G. Purrington; R. Sanders; L. Salkeve:q c. J. Schmidt;
D. Shub; J. Shunlalcer; C. Tarlton; P. Tcmpkins; J". Uppal.
'!he meeting was called to order at 3:10 p.m. in Lecture Hall 23
by the Ch~...rson, Francine Frank.
1.
!i?PEOV!i.~ Minutes
'Ihe Minutes of the Oct'.aber 9, 1.978 meeting we.r.e approved as distributed.
2.
~olU'lcil ~~ ~~
Re~X:'!::'!
2.1 Written reports we.re sul:mi.tt.ed. by the Council on Educational Policy,
the Undergraduate Academic Council, the Student Affairs Council, and
th.e Council on Research.
· 2. 2 Executive Camri:ttee ReJ?!?r!
The appoinbnent of Constance Durant (Graduate Student - Sociology)
to the Graduate Academic Council was approved.
The Chairperson reninded the Sena:tors tha:t a special meeting of
- -the Senate would be -held on No'Vfo:smer- 6. -Paul Veillette_ of the __
NYS Division of the Budget will speak on the financing of higher
education in New York State.
The Executive Coomi ttee and the Senate will sponsor an open
meeting on the up-cam:ing union election. Representatives fran
both unions and a representative for t:he "no representation'u
viewpoint will have an opportunity to presen·t their a:rgUI'!"el1ts.
'Ihe meeting will be held on November 29 in the Campus Center
Ballroan. ·
2. 3
~ciL~~i:i~n!i!_ and c;SJJ:1t_g!_l!ing_.!_~il}!~t:!~:s
'Ihe Council has elected Paul Wallace as Chairperson and the Council
is :meeting on a regular basis.
Senator J. Riedel, Chairperson of the Librru::y Council, reported
Senate Minutes-..-contd.
OCtober 30, 1978
Page 3
5. Chjnese S~~
Pro~
--contd.
Senator cannon noted that SUNY Central 1-\dministration has suggested that
all interdiscipli.nal:y programs in exist:emce for :trore than five years be
QJnverted to regular university-offered programs.
Senator D. :Martin stated that adoption of the proposal would have no
effect on resources and would reg:uire no increase in faculty or suppo:r.t.
Question called .
.r.bt:ion approved unanirocrusl y.
6 .1 Senator D. Weintraub rnoved the adoption of the following:
Whereas, many students were forced to make a decision
on whether or not to drop a course without the
benefit of scme type of evaluation to guide
their choice 1 and
Whereas, in developing the c..urrent drop policy, it was
the clear intent of the University Senate of
the State University of New York at Albany that
such an evaluation should be available to every
student; and
Whereas, the cun·ent situation is unfair to the students
described above:
Be it resolved that the University Senate of the State
- Oriiversity of New York a.t- Al..Dany- :ts -deeply -con-
cerned about this problem; and
Be it furthe:r: resolved that the Senate intends that such
a si tua.tion will not occur in the future; and
Be it further resolved that the Senate requests the
Pr:esident of the University tD investigate and
e.xecute a procedure of proper reoourse for
those students described above, preferably by
an extension of the drop deadline fo:r those
students: and
Be it £-u:ct.he>..r resolved that copies of this resolution
be sent to President 0 1 Leat:y, all :members of
the faculty, the Student .Association, and the
~
Student. ~·
Motion seconded.
;
.l
'
j
· · REPORI'S ·r:ro .. '!HE ·SENATE
FIQ1:
R:t>ert Gibson, 01.airperson
Council on Educational Policy
DA.TE:
Oct:ober 30, 1978
For Infonnation
The Council received and accepted a proposal outlining the planning/
buO.geting proceSs at SONYA.
Using a ;flow c.b.art, President O'Ieaty explained
the sequence of this process, highlighting the role of the EPC and itS
cx:mnittees. 'Ihe Council also endorsed an outline of the p:rocess for approving
new: academic programs and new research aiX1 planning centers.
·
At our neXt neeting we will be discuss.tng rreans by 'Which the Univer-
sity can best address the issue of improvaoont of urrlergraduate teaching.
! For Action
'
FtO!:
None
Harold cannon, ~son
undergraduate Acadanic Council
OctOber 30, 1978
1
. For Aoti.on
1. ·A proposal for an undergraduate major. 'in erivironm:mtal studi,es
(see attaChed resolution) •
'
2. A proposal to oonvert the interdisciplinary major in Ch.iriese
studies to a· Universit.y--offered major (see attached resolution) •
FJUIJ:
Ste};hen Delong, Co-Chairperson
Council on Research
~T.E:
Octdber 30, 1978
For Infonnation
At a special neeting held on Octobe:r 13, 1978., the Council on
REl?ORrS--contd.
OCtober 30, 1978
Page 3
explain the basis for their rejection. These steps
are consistentwi~ University guidelines for
.Affi,maUve Act.ion. ·
(2)
'Ihls statement, signed by the project director 6r super-
visor, arrl accanpanying naterial should be sul:ini. tted to
.. the appropriate chairperson: (or director). and dean, each
of wham Should indicate by approval or. disapproval of
the. appoini:Jrent her/his jl,ldgnent of the fairness of the
hirillg practice. ·
·
(3)
oe·tailed review 9f. the requested. exenption should fle
made bY a. standim <Xmnittee of r.o :fewer than t:hree
~s
(to be established) of the Council. on Re~dl.
(or perhaps the Counc.U on Academic FreedJm and·Ethics).
'!his carmitt:.ee will base its reCXJJ.TI'C\el'ldtion on the
a~t suitability of the nan:inee .for the jci>, the
relative qualifications of other interested candidates,
and other extenuating job-related circunstances.
(4)
'!'.he report of this camdttee review am its re<;X:tm¥:mda-
tion should be fo:r.warded to the Vice President for
Research for r~search-grant appoint.:m:.mts or the Vice.
President for J\cadernic Affairs for University acoounts
for final decision.
~gtse?S!!
'!he Council oonsidered this subject at three :rooetings in Sept.,eni:)er
aoo Octd:>er. Vice President Salkever and .Mr. Frank Lucarelli of
thE:l Office for Reseax'Cl1 explained recent events stemning fxan the
HEm audit at the Office of Sponsored Funds and the necessity of
. _ _ _ ~vir!g a_lln!~l:'§l~t.y pol!cy _o~ tl1e _supjec_"t.
Mr. Lucarelli also surveyed a number of other institutions to
de~ if there were established guidelines or policies that
\«>uld be useful in our discussion. 'Ihe definition of "family
n:erOOE!r" in Section I is taken directly fran the Stony Brook
policy sta'l:.e.lrent.
Discussion and ~.if?~~
We believe that our recamendation an:3. its suggested inplementation
provide a practical procedure to minimize discrimination in hiring
on the basis of factors unrelated to job perfo:onance, to satisfy the
HDl ma.ndate, and to protect the interests of individual project
directors 8.00. the university as a whole~:
We are also concerned that the procedure not inpJse an unnecessary
bur<ifen on project directors, supervisors, or the reviewing officials
and a:mni.ttee.
Mr. Lucarelli indicated that the m1ti:>er of potential
l"R'.)M:
REPOI~ 'ID 'UIE SENATE
l~)be.rt. Pruzok , Co-Ola.irperoon
Graduate 1\cnd<:!tnic Council
October 30, 1978
'Ihe Graduate Academic Council has met four times this sarEster,
August 30, Septerrber 14, Septenber 28, and Octd:>er 12, 1978.
The regular
meeting time for the Council is 2 p.m. on 'l'bursdays.
At our first meeting, the Council elected three officers: Charles
rl1arlton (GSPA) and Ibbert Pruzek (Educ. Psychology) as Co-Chairpersons and
I.Duis Salkever (Graduate Studies) as Secretary. In addition, the GAC appointed
an ad hoc 0<1ITIUittee to reoolm\E3..nd slates of candidates for the GAC subc<:mtni.ttees.
Dorothy Christiansen (Library) was appointed to chair this cmm:i.ttee.
Duncan
Blanchard (ASRC) and Charles Tarlton agreed to assist her.
At the seoond neeting of the GAC on Septenber 14, approval was
given t..o the rernrt of the naninating cxmnitteee and to the question of
·who should be asked to serve as liaison to the different camd ttees of the
Council.
At the seoond meeting the Council also discussed the major issues
the GAC would be facing this year. Special attention was given to the idea
of .i.rrproving ccmmmications between the Council and the Senate and its
Executive Ccmni.ttee and the rnssibility of soliciting concerns about
graduate education on this can-pus.
·
At the Septeni>er 28 meeting of the Gl\C, the standing camd.ttees
were approved with sane minor manges to accamOO.ate the fact that several
people declined to serve. Perhaps scme rrore systematic way can be found
-to -identif-y prople -willing to Ser\l'e_ on_ c.."<l'llni tj:.ee~ s_o _ tl'].at the Gl\C, and
others, can have as broad a base as possible from wh:i.ch to select -ccimnittee --
:manbers.
We want to have the best people possible se:t:Ving on our t.."''md. ttees.
Foll.CMing a discussion t.ht'lt Rclbert Pruzek had with Francir:e F.'ra.nk.
and .roonbers of t.he Executive Comni tt.ee, the GAC discussed sane revisions in
its charge.
An alternative to section 1.4 of the charge has been fo:rwarded
to the Executive Canmi ttee for action.
On October 12, the G\C again oonsidered the cauposition of its
various subcamrl. ttees.
Sane changes were :made to ac<.nrm:>date further
declinations. 'Ihe C':rAC agreed to have Dorothy Christiansen, together with.
the ad hoc camri.ttee on nominations, searC".h out additional :naninations for
two conmittees and to report. back at the next neeti.ng.
'Ihe GAC then dis-
cussed the charge to its ccmnittee on SED Heviews of Doctoral Programs.
'Ihat Ccrmti.ttee was changed fran an ad hoc o:mnittee to a standi.ng c..-amri.ttee
and given four charges:
1.
Examine the doct..oral prog-rams scheduled for
SED review, and oonsul t wi. th the GAC concerning
these programs;
REPORT TO SENATE
October 20, 1978
FROM:
Ted Greenberg: Chairperson Student Affairs Council
FOR ACTION:
None.
FOR INFORMATION:
SAC has met four times since the beginning of the semester.
Meetings are held every other week alternately mondays at
~:00 in AD 123 and thursdays at 8:30 in AD 129.
The next
meeting is November 2.
1.
Membership on the student residence committee has been
approved by SAC.
Some of the areas into which the com-
mittee will be looking are the following: projection of
housing needs in the future, Pittman hall, a review of
the residence contract and a review of the selection
process for Quad Coordinators, Dorm Directors and Res-
ident Assistants.
2.
The Committee on Student Conduct held it's first meet-
ing October 19.
It was decided that the committee shall
meet weekly.
Currently four appeals are before the com-
mittee.
A review of student guidelines is in the future.
3.
The Financial Aids Committee met for the first time October
13.
Most of the appeals already filed have been decided.
Besides the appeals the committee is charged with policy
-r·eview. -No meeting schedule has been established •- __ _
4.
The Dean's ad hoc committee to assist and evaluate the
Potter Club has met weekly all semester.
Two students
and one faculty member from SAC are members of the com-
mittee.
The committee is to send a recommendation to
the Dean by February 1, 1979.
Before March 1,1979 SAC
·is to decide on rechartering the club.
5.
The three other standing committees of SAC (Health Re-
lated Issues, Concerns of Special Students and Student
Organizations) are still in formation.
These committees
hope to meet within the next few weeks.
FIRST BALLOT
CHAIRMAN-ELECT
I~ Kevin Burke, Geology
[] ______________ __
0
II
I~
0
-------------------------------------------
SECOND BALLOT
II
I~
II
CHAIRMAN-ELECT
17
17
. (7
---------~------~--------------------------
THIRD BALLOT
II
0
II
. CHAIRMAN-ELECT
17
II
II
--------------- -.--------------- ~------------
FOURTH BALLOT
CHAIRMAN-ELECT
II
II
UNIVERSITY SENATE
STATE UNIVERSI'TY OF NEW YORK AT ALBANY
Major in Environmental
Studies·
INTRODUCED BY:
Undergraduate Academic
Council
October 30, 1978
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
I.
That the University Senate approve the attached
proposal for an undergraduate major in environmental
studies.
II.
That this proposal be referred to the President for
approval.
Attachment
STATE UNIVERSITY OF NEW YORK AT ALBANY
~lforan
Enviromeil stUdies l?rog!:;am
OCtx:ber 1978
Reoc:mrendation for a Bachelor's nep:ee Program
A major in enviror:Jil'e!1tal studies is offere4 for the student with a
serious interest in formal instruction and intensive study of the <XJI11?lex and
inter-related world in which an industrialized soc:t,ety must exist. The k.r1ow:-
laige and skills needed to understand the canplex interactiOns between
··
industrializoo society and the natural resources of the earth are oonsid.ered ·
to cover a broader range than those needed for nost undergraduate degrees.
Consequently, the student must develop proficiency ·in two areas: first, the
manner in Which various a::mponents of the "natu:ral" world are reliiited to one
, another and how human society does and can beneficially exist within this
, setting'; and second,. a specific discipline which can be related to sare• aspeot
of our natural enviroment. 'Ihe enviro111'!¥imtal studies program major, therefore,
includes first, a core of integrative environmental st'l..dies courses which cross
disciplinary bounds, and secondly, a disciplinary Et!phasis in OM of those
specific fields of study which are useful for the solution of envirol'll'n:mtal
problems.
'lhe problems of the environroont cross all disciplinary lines, yet they
nust be understood and ultimately solved within a fr~rk of OCJ'i!POnents
described in traditional te:r:ms.
Understandings and catpetencies in basic
disciplines must be possessed by anyone seeking to . a:raprehend the intricacies
of .societal use of resources and space. Whether the student wish..es to pursue
~itative or quantitative studies of the enviroment, high skill levels are
needed in the physical, life, and social sciences, and law, as wall as in the
, disciplj,ne of major interest. Thus, there is a core of oourses which develep
these necessaxy OCl'lllPn skills, taken by all enviro:t"llrental studies stud.ents.
.
A major in enviromental studies will lead to a B. s :- degree whether
the stu:lent wishes to concentrate on the science of environmental intemactiona
or the social and policy aspects of envi:rol'1lD3Iltal interactions.
·
Students may be involved in individual or group research project.s as
~ly as their ·SOpharore year. Such projects, carried out under close. :faculty
~ision, are considered an integral part of the program. All seniors must
participate in a practiC\Jtl in which there is group study and critical discuS-
sion of Wependent research projects.
'!he professional portion of the major consists of 24 credits. '!hese
credits CXJXprise a camon core of courses for all enviro~tal studies
st~ts. '1he core courses develop skills in the many areas needed to work
effectively in "tb! natural envirormant ~apply the knowledge in the social
envirol'lllent. Ecornuics, law, philoso{ily, W e(X)logy are ~en tOgether to
fo:rin the basis for directed study of o:mplex issues in the business and
Envi:rol1ll*' .. ntal Studies Program P:roposal-contd.
()ct.{,lber 1978
Page 3
'lhere is clearly a need for an emrironmental studies major to obtain
considerable breadth of study.
'1'0 this end, it will be expected that students
tc"lke a nodest nllrt1l:>E>..r of courses in fields of study other than the disciplinary
emphasis or e>..nvirormE.ntal affairs. It is expected that eac.h stud.ent will have
at least 12 credits in departments other than the one of the disciplinary
etlfhasis and at least 12 credits in another college. 'lbe same courses cannot
be used to fulfill these two expectations.
l!.nv.ironmental Studies Advisory Comni. ttee
H~
Hanl:i.l ton, At:rrospheric
Sciences (Chairperson)
Paul J. l!'ox, GeJlogy ·
Paul Marr, Geograptw
Eugene McLaren, Chemistry
M:irgaret Stewart, Biology
William Stigl.iani., ASFC
James Vi tale, Geography ·
Environmental Studies Program Proposal--contd.
OctobP...r 1978
Page 5
Enviror.m:mtal Studies Core Courses
-·----
-~-----
Emr 101 Environmental Iu~ct: Perception, Semantics, and .Analysis (3 credits)
An examinat:i.on of the ways in which . society ~....rcei ves the human environ-
ment and the impact of surroundings on its behavior; the philosophical and
psychological considerati.ons involved in factual knowledge, personal
va,lues, and aesthetic judgirent.s; the logic of inquiry relating to the
environment.
Env 182 (Eco .182) Econom:ics and Envirol1Il.)q!'l:tal Policy 1 (3 credits)
'lhe econanics of publi.c policies which aim. at environmental control; the
concepts of resource scarcity, external.i ties, and ca:rlllK)n property as they
affect the role of the public sector in envirome:ntal control. ·
Env 201 Environmentc"ll Law (3 credits)
An int:r.oduction ·to law as. it relates to societal use of land, other resources,
curl. protection of the envil:ol'IIOOnt; the deyelopnent and administration of
public policy as expressed in law at local, state, and national levels;
legal problems created by conflicting environmental interest.s.
Env 230 (Bio 230) People and Resources in Ecological Perspective (3 credits)
Introduction to ecosystems, soils science, and the disi+ibution of natural
carmuru:ties; ~
study of the globaL.population and the conoorn.itant
social :iiiJPlicati.ons for resource exploitation; a historical perspec·tive
on resource-oriented behavio:r:·.
Env 303 Environnental. Legislative Workshop* (3 credits)
Intensive s·tudy o:E C\ll:'rent New York State legislative proposals involving
envirornoontal topics; prepara:tion of factual analyses. of these proposals
as infox:mation for the legislators and the general public.
(Consent of
instructor. )
Env 304 Envirormental lllq:>act Stat.emen.ts (3 c.redits)
History and principles of enviro:rn.nental i.rcpact assessm:m.t with review of
SE".lected E.'IS 's; metl'Pds for EIS preparation with emphasis on understand-
ing data and t:enninology; preparation of an EIS for a local project.
*Elective course
1, 2 student may choose between these pairs of courses
lJNIVER.<3I'rY SENATE
STATE UNlVERSlTY OF NE.W YORK A!r ALBANY
Major in Chinese Studies
IN'm)DtJCED BY:
Undergrad®te Academic. Cbuncil
Octt~ 30, 1978
I'I' IS HEREBY PROJ?0.'3ED THA'I' 'liDI! :FOI.L<.'M.[NG BE ADOPTED:
I. 'lhat the faet;llty-i.n:i.tiated interclisciplina:cy major in Chinese Studies
be ~nverted to a lmiversit.y~offered 1uajor a.~ of the Fall 1979 semester
with the following . dc'grE->e requirenm1ts :
·
Chinese Studies (B.A. degree) : Catbined major and seoond
field sequence requiring a mini.rm.tn of 54 credits distributed
as follc:Ms:
·
!e~9e (24 C'..redits) : Q1i 10~.; 102; 201; 2021· 300a;
300b or 310*
IJ.terature:
Hi,!_t.gE:{ ( 6 c:~;edi ts) :
Nine c:redi.. ts to be se.lected
from Chi 210; 211; 212; 310*
His 379a and b
Fifteen credits as advised fran three Qr oore of the
follCM:i.n;J groups:
1) Chi 220; 410; 421; 497
2} -His -497**1 579 -
--- - -
3) Phi 344: 440**; 497**
4) Eoo 440; 497**
5) Soc 439; 497a** and b**
*Chi 310 can be credited either toward the language
or the literature require:t'Mmt, but. not both.
**These courses will fulfill major requirements· only
when the topic is relata:l t.o Chinese Studies.
II. '!hat this ref3()1ution be ·referred to th~ Pre:sident for aw;roval.
~jor in Chinese Studies--contd.
OOtdJe.r ~Q 1 1978
Page 3
Chinese libraries, and the major Chinese centers in the New England area:
Ha.tVard, Yale, Columbia and Cornell.
Off-campus activities am cooperative
plans with the centers can be explored and developed..
A fo:tmal degree
program in Chinese Studies, once established, will also enable the host
university to seek extra-mural support.
OBJECTIVES
'Ihe program, leading to a B.A. degree in Chinese Studies, provides
solid am well-rounded training in Chinese language and literature, coor-
dinates courses in Chinese history, Ihilosophy and other sister disciplines
that are integral to the Chinese major sequence, and offers opportunities
for independent study and advanced 'WOrk in the Humanities and the SOcial
SCiences. Students are expected to l:>ecaoo proficient in . understanding,
reading, speaking and writing roodern Chinese, and at the same t:i.rOO generally
infOJ:Ited in the areas of Chinese literature, histo:cy, philosotily, and
other disciplines that are of special interest to the individual students
as Chinese majors.
Kuan-I Chen, Professor, Depa.:rt::m;mt of E:oonanics
Yu-shih Chen, Assistant Professor, Director of
Chinese Studies Program
*Lanny B. Fields, Assistant Professor, Department
of Histo:cy
Robert M. Gatvin, Assistant Professor, Department
of Philosophy
'
Tsoo-E King, Professor, Department of ChefuistrY-
Nan Lin, Professor, Department of SOciology
Chi-Ree Sun, Professor, Department of Physics
Li-hua Yu, lecturer, Chinese Studies Ptograin
*Professor Lanny B. Fields has taught the Chinese history course
frctn 1973-1978, and had been an active JMmber of the Advisory
Colllnittee for the program.
He recently left the university and
the Depa.rtnent of H.istory is ncM seeking a specialist in Chinese
history to replace him.
In 1978-1979, His 379a and b (History
of China) is being taught by Mrs. Ro Lin Chu, an adjunct faculty
n:ember •
': ...
'!he above manbers of the faculty are original sponsors of Chinese
Studies at SUNY at Albany as a faculty-initiated interdisciplinary major.
Major in .Chinese Studies--contd.
Ootdber 30, 1978
Page 5
:Music; Popular Entertaintt'ei'lt - the Storyteller's
· Art {Professor Iris Pian of Harvard university)
4. Exchange ~ogram
'!he Chinese Studies Program and its Advisory. Ccmni tt~ CJ,t SUN¥
at Albany is willing to ooordinate interest on campus tp pro-
note p:>ssible faculty and student exchanges with the People's
Republic of China. It is hoperl that with supp:>rt fran the
university administration, the first exchc;mge of students
and/or faculty can be realized ir 1979-1980.
5. Extracup::icular Activities
The Chinese Studies Program will continue to sp:>nsor ~
houses 1 film shCMingS 1 field trips to :museums, Chine~ music
am dance perfonnances, festive celebrations and picrii.c$, as
it has done in the past.
6. Staff
At present, the Chinese Studies Program has one full-~
director, one three-fourths instructional support posit,i.o;n,
one teaching assistant, one half-tiroo secretary, and st\¥ient
work-study help through the COllege of Hunanities and Fine
Arts. In Fall 1976, the program had two full-~ and one
half-tine instructors, one teaching assistant, part-~
secretarial help, and work-study students. Recent di§cils-
sions between the program director and the Dean's offi,oe
have resulted in an understanding that priority for t:lle
restoration of the three-fourths instructional support
position borrowed fran the program in the Fall s~ster Qf
1978 has been assigned for Spring 1979 so that the program
may maintain its critical mass.
'Ihe degree requir~ts for the major in Chinese Studies are outlined
on page 1 of this propo.c:;al.
f2_urses Offered ~5ffi!arl::i
Chi 101 Elementary Chinese {5)
Introduction to the national language {Kuo-Y'll).
'lb,e
enphasis will be on oral work inclooing training in
pronunciation {Marrlarin) , drill in structure, and
analysis of the differences in approach to the expree?-
sion of ideas in Cllinese and Etiglish. 'Ulere will. also
be SQOO study of a limited nl.'ltlber of ideographs
selected on the basis of word counts.
FoUY' aZasseaJ
two laboratories eaah week.
Major in Chinese Studies-contd.
dctober 30, 1978
Page 7
Chi 310 Introduction to Literary Chinese (3)
Introduction to classical Chinese. Basic grarmar and
reading of simple texts selected from early Chinese
classics including Chuang-tzu and Records of the Grand
Historians. Prerequisite: Chi 202 or consent of
instructor.
Chi 410 Readings in Vernacular Literature (3)
Extensive readings in Chinese vernacular literature in
classical and nodern periods. Lecture and discussion
conducted in Chinese.
Chi 421 Documentacy Chinese (3)
Anootated selections fxom newspapers, magazines, and
other non-literary cbcumants.
Texts largely in
simplified characters now used in People's Republic
Of China.
Chi 497 Independent Study in Chinese (1-6)
Projects in selected areas of Chinese studies, with
regular progress rep:>rts. Supervised readings written
in the Chinese language.
May be repeated onae for
credit when topics differ. Prerequisites: Chi 202 or
the equivalent, and consent of departroont.
~PJ?Orti:O.S ~urses credited Toward the Major
in Chinese Studies
C¥ _ 2~0 Chine~ ~ligrapw (3)
Practical instruction in the artistic design and the
different styles of written Chinese with the traditional
implements: brush, rice paper, ink plate, and ink bar.
No knc.Mledge of the language is required.
His 379a and b History of China (3, 3)
First session: a topical study of Chinese histoey fran
historic t.iloos to 1644 with particular ~asis on
pOlitical, eooncmic, and social develofiOOnts.
Second
session: a topical study of nodern Chinese history
with enq:basis on the strengths and weaknesses of the
traditional state and the solutions which the Chinese
developed in response to fore,:i,g.n aggression and
internal disintegration. Either session may be taken
without the other.
Major in Chinese Studies--contd.
dctober 30, 1978
Page 9
Eco 497 Independent Study and Researc.h (2-6)
Guided study in selected topics. Prerequisite:
12
credits in erooomics. can be repeated. for credit to
total of six credits.
(NOTE:
Professor Kuan-I Chen will give special super-
vision and special attention to students
majoring in Chinese studies Who do not meet
the 12-credi t prerequisite.)
SOc 439 Special Topics in SOciological Tteory (3)
An intensive examination of a specialized topic in the
area of sociological theory.
'!he special topic to be
studied will vary from term to tenn. and will be
indicated by course subtitle. Course repeatable for
up to nine credits urrler different subtitles. Depart-
roontal permission required for nore than nine credits.
Prerequisite: six credits in sociology and consent
of instructor.
Soc 497a and b Independent Study in Sociology (3, 3)
Independent reading or research on a selected experi-
mental, theoretical, or applied problem, under the
direction of a faculty :manber.
May be taken a second
tixre for an addi tiona! three credits up:m recc:m:\l9llda-
tion of the faculty supervisor and with approval of
the depart:rcent chair. Prerequisites: oonsent of
depari::Irent chair and instructor.
___ ~ _ _ _ _ _ _ _ Pre~~.!:X and_ Ep;r_!~t courses
--- --
'lhe follCMing courses are not credi. ted toward the major, but
are rec:xmnended to those students who may be oontanplating Chinese
Studies as their major, am to those who are already majoring in
Chinese Studies but feel urged to further enrich their experience.
Hum 150b Cultural Diversity and the HUI'!\'ID COndition (3)
A humanistically-oriented study of selected cultures and
societies, focusing on continuity and change in the
follCMing:
family~ culture and religious values~ art
arv:l nature; work and play; health-ecology-science and
nature. Team-taught by university faculty, utilizing
guest lecturers and international students as resource
persons.
'!be spring session focuses on China,
Guatemala, and Iran.
(Designed primarily for entering
f;reshloon. )
'·
,,,l .t;1ajor in Chinese Studies--contd.
OCtOber 30, 1978
Page 11
Lan.guage Placanenj:,
Students with previous experience in Chinese will be plaoed in
appropriate course levels on the basis of their language proficiency.
Mandarin Program
Qualified students are enoouraged to participate in the SUNYA
Cooperative Program at Nanyang University, Singapore, in intensive
study of the Chinese language.
'!he Mandarin teaching program in
the Language Center of Nanyang University has the follCMing course
offerings: Mandarin 101, 102, 201, 202, 301, 302, 401, and 402.
A student majoring in Chinese Studies is encouraged to study
at the language center after having acmpleted Chi 101 and 102 at
SUNYA.
Upon successful oc:mpletion of one year's study at the
center, students may receive 18 to 24 transfer credits applicable
to their degree requirements at SUNYA.
.
curriculum Develo~t
The current program has a very solid language and literature
core curriculum which is unparalleled in sum. It is also the only
Chinese program within SUNY that offers an undergraduate degree.
As of Fall 1978, the p:r:ogram aCXjll.i.red a r!fM director, Dr. Yu-13hlli
Chen, who is highly regarded in the Chinese field both for her
research scholarship and. for her resourcefulness in program
develo);IOOnt.
Since her arrival, innovative curriculum building and out<;"
read1 programs are already urxle:.tWay.
r.emers of the Advisory
___ Ccmnittee,_ who _haw_traditionally_]::x:en_active _in_ thei;-_ involve-
m;mt with the program, have all expressed their continW.ng-strong-
support by carmi ting th~elves to teaching component units of
nsw proposed oourses and to participating in outreach auxiliary
programs.
Professor Kuan-I Chen of the Department of Econanics,
Professox· RJbert Gaxvin of the Department of Philosolily, and
Professor Nan Lin of the Department of Sociology, for example,
will lecture in Hum 150 (Spring 1979) as well as in Hum/Chi 198
(Fall 1979). Professor Tsoo-E King of the Depar't:IOOnt of Che.ni.stry
and Professor Chih-Ree Sun of the Department of Physics are
designing a course in Science and Technology in China while
assisting in the praootion of possible exchanges wi tll. the People's
Papublic of China.
'lhe Chinese Studies program envisions three areas of oourse
offerings in the next two years:
:~~
1. Language courses:
Regularly offered: Chi 101, ·102, 201, 202, 300a, 300b,
410, 421.
Enclosure 1:
~-~·".
Student Enrollment Figures spring 1976-fa11 1978.
PROPOSAL FOR A COLLEGE MAJOR IN CHINESE STUDIES
September 22, 1978
----
!J£ THE UllllJE~SITY AT AL8P111Y
CHINESE STUDIES PROGRAM: ENROLLMENT
.1975-1976
Sun
Walton
Chung
TOTAL
1976
spring
1976-1977
1976
Fall
1977
spring
1977-1978
1977
fall
---
1978
spring
1978-1979
1978
fall
Enclosure #1
Chi 421 (8)
Chi 300a (4)
(Cwl)
Chi 200 (90)
211 (21)
300b ( 4)
497 (13)
Chi 220 (86)
211 (7)
410 U•)
497 (5)
-
----
Chi 220 (84)
212 (9)
421 (3)
497 (10)
Chi 220 (88)
300a (12)
410 (4)
497 (8)
--- --
Chi 102 (30)
202 (8)
330b(9)
Chi 101 (32)
in two sect.
201 ( 10)
Chi 102 (20)
202 (18)
Ling 499 (30)
Guilford
Chi 101 (14)
201 (15)
300a (5)
-
-
-
--
----
--
Chi 102 (10)
202 (12)
300b (5)
Chen
Chi 101 (21)
201 (5)
310 (12)
Chi 210 (15)
220 (50)
Chi 220 (54)
(Cwl)
--
--
--
--
120
102 (not in·
eluding cw:
courses)
196
134
-
-
-
-
--
-
133
150 (as of
Sept 8 ' 7 8)
CHINESE STUDIES PROGRAM • HUMANITIES 209 • !318/457·8076 OR 518/457·8378
STATE UNIVE'.HSITY OF NEW YOrlK AT ALBANY • 1400 WASHINGTON AVENUE • ALOANY, Nf.W YORK 12222
Enclosure 2:
Lists of Students Majoring in Chinese 1975,1976,1977,1978.
PROPOSAL FOR A COLLEGE MAJOR IN CHINESE STUDIES
September 22, 1978
........ .AI i
IJ£ T~~E UflllJEI(SITY f1T ALGhllY
CHINESE MAJORS
1975
Cohen, Mark A.
086-40-6731
Jr.
Coleman, David B.
263-11'-3428
Sr.
Collins, Helen J.
020-30-5717
Sr.
Kohler, Daniel L.
114-46-8878
Sr.
Malmud, Hal R.
133-42-1355
Sr.
Marcus, Erica
091-44-3455
Fr.
Mylott, Mary Beth
071-46-8770
Jr.
Schor, Michele
131-40-6433
Sr.
Stein, Harriss.e---R. --·-
131-40-7753
Sr.
CHINESE STUOIES PROGRAM • HUMANITIES 200 • 518/457-8076 OR 518/457-8378
STATE UNIVEnSITY OF NEW YOF1K Al AL8ANY • 1400 WASHINGTON AVENUE • ALBANY, NEW YOnK 12222
r
:
-;
I
,
~THE UNilJE~SITV f1T f1L8hNV
CHINESE MAJORS
1976
Harig, Mary K.
125-50-8883
Sr.
Heft', Jeffery M.
115-38-.,7106
So.
Looker, Cynthia
118-50-9984
So.
Marcus, Erica
091-44-3455
So.
· Mylott, Mary Beth
071-46-8770·
Sr.
Pemble, Lawrence Russ
076-48-8986
So.
Silverbury, E.ly~e B.
102-52-0275
So.
Stulgaitis, Karen Ann
074-38~4930
So.
Tsui, Theresa K.
130-44-4535
Jr.
CHINESE STUDIES PROCiRAM • HUMANITIES 200 • 510/457-8076 On 510/457-0378
STATE UNIVH1SITY OF NEW YOHK AT AUJANY • 1400 WASHINGTON AVENU!i.: • ALUANY, NEW YOF'IK 12222
Barron, Susan D.
*Dempsay, Joseph R.
**Diamant, Veronica
Greifer, Bette s.
Harig, Mary K.
Jennings, Grants.
*Kong, Robert C.
Lee, Henry Thomas
Looker, Cynthia
Marcus, Erica
**Mory, Edward Henry
Northridge, Victoria
*Pemble, Lawrence Russ
Silverberg, Elyse B.
Stulgaitis, Karen Ann
CHINESE HAJORS
1977
045-54-2598
086-56=9001
144-42-2681
052-38-9298
125-50-8883
049-52-3755
066-54-5256
131-38-6605
118-50-9984
091-44-3455
101-40-7808
114-46-7839
076-48-8986
102-52-0275
074-38-4930
Jr.
Fr.
Jr.
So.
Jr.
Fr.
Fr.
Jr.
Jr.
Jr.
Jr.
Jr.
Jr.
Jr.
Jr.
-.-- *-seu-de-nT.s- wno- aec-lare-d -c-h-inese --s-tuai-es -,;rs- £1ieir n1a~ro_r_ to- -"Ene- - - ---- -- -----
-----
Director but their names do not appear on the registrar's list
because:
the student was abroad that year or the student ne-
glected to register with the university.
**Students who take Chinese Studies either as a double major or a
. second major.
. "
!l£ THE Uf11l)EQSITY riT riLGP\~Y
Barron, Susan D.
*Dempsay, Joseph R.
**Diamant, Veronica
GreifGr, Bette S.
Harig, Hary K.
*Jennings, Grant s.
*Kong, Robert c.
**Kwan, Siu Mei
Lee, Henry Thomas
Looker, Cynthia
**Hory, Edward Henry
*Hurai, Norio
**Pemble, Lawrence Russ
*Shen, Joseph
Silv~rburg, Elyse B.
Stulgaitis, Karen Ann
CHINESE MAJORS
1978
045-54-2598
086-56-9001
144-42-2681
052-38-9298
125-50-8883
049-52-3755
066-54-5256
045-54-2598
131-38-6605
118-50-9984
101-40-7808
076-54-6929
076-48-8986
114-50-0025
102-52-0275
074-38-4930
Sr.
So.
Sr.
Jr.
So.
So.
Jr.
sr.
Sr.
Sr.
Nm.
Sr.
Jr.
Sr.
Sr.
*Students who declared Chinese Studies as their major to the
Director but their names do not appear on the registrar's list
because:. the student was abroad that year or the student ne-
glected to register with the university.
**Students who take Chinese Studies either as a double major or a
second major.
Enclosure tF 2
CHINI:SE STUDIE'S PFWGRAM • HUMANITIES 209 • 518/457-8076 OR 518/457-8378
STATE UNIVUlSITY OF NEW YOFIK AT ALB1\NY • 1400 WASHIN(1TON AVCNUE • ALBANY, NEW YORK 12222
/
'!
~.k . ...a.
Enclosure 3:
Library holdings on Chinese Studies (1975 and 1978),
and 1978 Listing of Periodicals on China
PROPOSAL FOR A COLLEGE MAJOR IN CHINESE STUDIES
September 22, 1978
ro:
Helen Sun, Chinese Studies.
·FROM:
Mina B. LaCroix, Bibliographer for the Humanities
DATE:
September 13, 197t;3
SUBJECT:
Number of volumes Relevant to Chinese Studies in the Library
These figures are for volumes in the following call number ranges as of
12 September 1978.
AC 149
Collected Editions
B 125-128
Philosophy
BL 1801-1975
Religion
DS 701-800
History
GR 335
Folklore
UC 426-439
Economics
JQ 1500-1519
Politics & Government
LA 1131-1134
Education
N 7340-7349
Art
------- ND -1040-1049- -Pa±nting-&-Sculpture-- --- --
PL 1001-3770
Language & Literature
Z 3101-3109
Bibliographies
No. of Volumes
110
125
150
2275
28
225
125
50
100
~-- -75- -
.1625
65
Total Volumes
4953
Approximate number of titles
2971
ln chocking the arithmetic on the memo of 15 April 1975 I have discovered a
terrible error--the volume figure should have been 4241.
MBl.:tnhg
UNIVERSITY LIBRARIES • 518/457-8555
STAn; UNIVERSITY OF NEW YORK AT ALOANY • 1400 WASHINGTON AVENUE •·ALBANY, NEW YORK 12222
PER
DS
1
A453x
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DS
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A4715
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UNIVERSITY LIBRARIES
PERIODICAL HOLDINGS IN THE FIELD OF CHINESE STUDIES
ASEA Yongu
v. 8 + (1965)+
Asia: Asian Quarterly of Culture and Synthesis
v. 1-4, 1951-1955
Asian Affairs
v. 57 + (1970)+
Artibus Asiae
v. 1-21, v. 28 + (1925/26-1958, 1966)+
Asia and the Americas
v •. 18-ll6, (1918-1946)
Asia Hajor
v. 1-10 (1924-35)
501
Ne\V' Series,
--- -Ao5 - - --- --v. -7--, -13-19\1959~ --1967=t6T ---- ------ ----- --
PER
DS
501
A836x
PER'
HC
411
A85x
PBR
HU
9
AS
Asia Quarterly
v. 1 + (1971)+
Asian Economic and Social RevietV'
v. 1 + (197li)+
Asian Economic Review
v. 6-9, (1964-1967)
LJNIVErlfiiTY l.IOfV\fliES • 510.'4~7·£!555
<-STATE UNIVEflSifY OF NFW YOF1K AT' AI.UANY • 1400 WA~)fiiNGTON AVENUE • AUlANY, Nf:W YOF1K 1::?222
PERIQDlCAL HOLDINGS IN THE
FIELD OF CHINESE STUDIES
-2-
PER
ML
1
A834
PER
DS
514
A78
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DS
1
A4747
PER
LB
2301
A85x
PER
DS
1
A492
MIC
PER
HQ
1101
H47x
PER
z
3001
BS
Asian Music
v. 6 + (1975)+
Asian Perspective
v. 18 + (1975)+
Asian Recorder
v. 7-8, 11 + (1961-62, 1965)+
Asian Studies Professional Review
v. 1-5,(1971-1976)
Asian Survey
v. 1 + (1961)+
Asian Women, 1971
Reel 5
Bibliotheca Orientalis
v. 1 + (1943)+
- - -------
PER
:Buirefin -o-f Concer-nea -Asian -s-cFioTars--- -
DS
v. 4 + (1972)+
'1
C55x
PER
llC
411
B868x
PER
DS
701
C395
PER
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777.55
ct.t.69
Business Asia
v. 1 + (1970)+
China Journal
v. 1 + (1969)+
China News Analysis
1966 + (issues missing)
..
PERIODICAL HOLDINGS IN
-3-
TUJ~ FIELD OF CIIINESE STUDIES
FER
DS
777.55
C4l•7
PER
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701
C472
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DS
701
C643
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777.55
C4484
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1701
C55x
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701
C635
PER
DS
701
C647
China Pictorial
(1969)+
China Quarterly
Oct/Dec (1966)+
China Reconstructs
v. 17 + (1968)+
China Report
v. 7 + (1971)+
China (Republic of China) Directorate -
General of Budget, Accounting.
Monthly Bulletin
~f Statistics.
v. 1 + (1975)+
China Today
v. 1-8 (1934-1942)
Chinese Culture
v. 6 + (1965)+
PER
Chinese Economic Studies
-- -HB-- --- --- - ~ v.-1- + -(l-967--68i+-- ---- ------
9
C482x
PER
Chinese Education
L
v. 1 + (1968)+
11
C55x
PER
Chinese Language Teachers Assoc.
p
v. 6 + (1971)+
9
Cl19X
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Chinese l.nw and Government
K
v. 1 + (1968)+
3
ll55x
~
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PERlOlHCAL HOLDINGS IN
-l•-
Tlm. HELD OP CHINESE STUDIES
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C482x
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673
C58x
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PL
2250
C55x
Chinese Literature
(197'•)+
Chinese Sociology and Anthropology
v. 1 + (1968)+
Chinese Studies in History
v. 3 + (1969)+
Chinese Studies in History and Philosophy
v. 1-2 (1967-1969)
Chinese Studies in Philosophy
v. 1 + (1969)+
'
Chung Hua Tu Shu Kuan Hsieh Hui Hui Pao
v. 1-14 (1925-1940)
Chung Wai Hen Asueh
v. 1-12 (1972-1975)
- -
- -
PER- - - - -- Clrmrg=Kuo- -Hu-a -H-Sueh -Hui ---
QD
Series 2
1
v. 2-8, 20 + (1955-1961, 1973)+
C785
PER
DS
701'
C483x
PER
DS
754
C5332
PER
DS
701
C9
Ch'Ing Hua Hsueh Pao Tsing Hua.Journal of Chinese Studies
v. 6 + (1967)+
Ch'Ing-Shih Wen-T'I
v. 3 + (1974)+
Current Scene
(1971-1972)
~~RIODICAL HOLDINGS IN
-5-
THE FIELD OF CI!lNESE STUDIES
i ;.
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37
~2?
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East and \olcst
v. 3-14, 19 + (1952-1963, 1969)+
Eastern Horizon
v. 6 + (1967)+
Far Eastern Economic Review
v. 1-25, 51 + (1946-58, 1966)+
Far E'3.stern Survey
v. 1-13 (1932-44)
Far Eastern Survey
v. 19-30 (1950-1961)
Issues and Studies
(1966)+
Jen Min Hua Pao
(Apr. 1968 .:.... Har. 1972)
--PER--- -
- Journal-o.f-Asian-Affairs--
DS
v. 1 + (1976)+
1
J637
P~k
Journal of Asian and African Studies
DT
v. 1 + (1966)+
1
J66
P':ER.
Journal of Asian History
ns
v. 1 + (1967)+
i
.:i67x
P'E'R
Journal of Asian Studies
·f>'s
v. 1 + (19H)+
s·6'i
t2i4
PERIODICAL HOLDINGS IN
-6-
THE FIELD OF CHINESE STUDIES
PER
PL
1001
J68
PER
B
125
J68x
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DS
501
H6
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715
K36x
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· DS
701
M64x
PER
DS
701
M6
PER
DS
701
P42
PER
--- -- nc-:--
426
Al
Q37x
Journal of Chinese Linguistics
v. 2 + (1974)+
Journal of Chinese Philosophy
v. 1 + (Dec. 1973)+
Journal of Oriental Studies
v. 1-3, 6 + (1954-56, 1961)+
K'ao Ku
(1972~73)
Modern China
v. 1 + (1975)+
Monumenta Serica
v. 1-12 (1935-1947)
Peking Review
v. 16 + (;1.973)+
Quarterly Economic Reivew of China, Hong Kong, North Korea
----- ----(T9-5J}f- -----
-- --- ----- -- -- --
-
--------
PER
Royal Asiatic Society of Great Britain and Ireland.
Journal
AS
(1922-39, 1956)+
122
L71x
PER
Taiwan Industrial Panorama
nc
(current year plus one)
497
F6
T35x
PERIODICAL HOLDINGS IN
-7-
THE FIELD OF CHINESE STUDIES
PER
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41
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MBL:il
9/19/78
Taiwan Trade Honthly of the Republic of China
(April 1971)+
Tsu Kuo
(1969)+
Tzu Yu Chung-Kuo Chih Kung Yeh
(1969)+
Wen Ti Yu Yen Chiu
(1968-1969)
Wen Wu
(1972-73, 1977)+
'1'0:
FROM:
DATE:
SUBJ:
Ling
M. B.
ONIVERSI17 LIBRARIES
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue, Albany, N.Y. 12222
April 15, 1975
Number of titles in support of Chinese Studies
These figures include titles in individual volumes, it does not
indicate books which have more than one title per volume.
AC 149
B 125-128
BL 1801-1975
DS 707-800
OR 335
HC 426-439
JQ l.S00-1519
LA 1131···34
N 7340-7349
ND 1040-1049
PL 1001-3770
F 3101-3109
Enclosure #3
/il
Collected editions
Philosophy
Religion
History
Folklore
Economics
Politics & Government
Education
Art
Art
Language & Literature
Bibliographies
65·
65
65
1300
17
98
65
33
48
33
715
48
approximately
518 • 457-3300
Cable Address SUAtB
4552 _titles
10,208 volumes
L:tct of pcriod.lcr.lo in SUHYJ\ libr0-ry
Aca.c1.o:..1y of Scl.onccc of China
~.r:wric<m Oricntul Society, Journ<:'ll
ft.r~io.
I\c:J.n o.nd tho 1\mcricn;:;
N:5in ;.rajor
Acin quDrtorly
t;,::;:to.t:l.c
1~ccoorch Bulletin
A::1iD..i1 .StudiN3 Profos:::)ional Review
The l\oj_nn Economic Rev:tow
Ch:Lnt1 Journ.:t1 ... f::.:"'l.st Jl..f;ia :Publico.tion
Chinn News P.nulysis
Chinn Fictori£J.1
l''·:O.r:o. r-:oc-:>nt::tx·ucts
linino. ~\0port
Chinn. Tocby
Tl:o Ch:.na r.unrtcrly
C1:inoce Ct.1,l ture
ChjJloce 7:dt:.cC\tion
·· Cf~:tt;c:.o tJour:J.:.:rl of Ph~rc.:ics-
(t?7J:)
.,;
Cn.2J• o~: o I.::>.n ,-;-.:.::-~2;c Tcr c:·~ Ol'::J Ac:. o c:tr.\'i~ ion ... r o m·n G.l
Ch:Lno.so I,c:.,w t::nd Govcrw.:lont
Ch:i. r:. O!: o
I··i~.t h f':.:a tic G
C '.•'.~.'.·.l(.~."'-·0 So,..-lnlo.-.·'•
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·~ ,,
.J.. .. . ~
Pc}p·f.oc11.c :"ln ( cont:l.nttod)
----~
..... _... .. ~
Current Scene
Er.Dt c.nd west
r~otern t..nthropr.)lcr.;ist
F.actcrn Horizon
F~cono:nic Bulletin for Asio. e.nd the Far East
fnr T'..cutcrn Econo:nic :hovJ.ew
For t~ctorn Survey
J
Hc.rvard Journnl of Aeio.tio Studios
\
Iacuen vnd Studies
Journal of As:i.an Stud:i.os
Jotu"'nnl of Orientol Studio~:-l
I.on_don University, .School of Oricntnl rmd A:f.'r:i.c.:m ::;tud:.te8
Qu.::1.rterly ?conomic :Revi0w of China
Royo.l Acio.tic Boc:i.oty of Crco.t !")ritcd.n o .. nd Irolo.nd
Royetl Central Ac:Lan Journo.l
·~su I<\lO iP 1~
I
'
\J . ~·,.;en ti yu yon chiu 1\·,j ~-~ _}1., ;.,l ~
Free C!'lino. VioBkly
r'roe China RoView
rr ai \'! eJ1 Inchw t r· i o.l ? t:m 0 r CT;) n
TD.iv:an T:cmlc ;.;onthly of the Ro}!uLlic of. c:.inn
Enclosure 4: A List of Chinese Language Tapes Currently Available
at The SUNY-Albany Language Laboratory
PROPOSAL FOR A COLLEGE MAJOR IN CHINESE S1UDIES
September 22, 1978
Language Tapes at SUNY/Albany, 9/20/78
De F.rances Series
, ______________ __
Lessons
Hours
Basic Chinese
Basic Chinese Reader
lntermediat~ Chinese
Intermediate Chinese Reader
Advanced Chinese Reader
Speak Mandarin
Read Chinese
Primer of Newspaper Chinese
Chinese Reader
20 Lectures on Chinese Culture
Readings in Contemporary Chinese
Foundation Works for Handarin Chinese
Chinese Dialogues
34
17
46
28
25
20
20
22
6
20
26
6
24
The following tapes are 4n order as of September 10, 1978
34
17
46
28
.25
10
2
2
3
10
13
12
5
Read Chinese I (selected lessons.
for her students special drills.
Recorded by Yu-shih Chen
On order)
Kung Yi-Chi
(re~orded by Yu-shih Chen on order) short
story by Lu H Sun
"A Village Boy WithdrawsFrom School" (A short story by
Lao Hsiang, recorded by Yu-shih Chen, on order)
'Ya-p'o'"(An One-Act comedy by Ting Hsi-lin, recor~ed
by Yu-shih Chen and assistants,on order)
Read Chinese Book One 15 lessons (recorded by Kenneth
~uang ~t a slower re~ding than the original Yale tapes.
On order.)
·
Enclosure #4
\
Enclosure 5:
{;';!;lt'riculun Vitae of Members of The Faculty Involved in
~
Major Program
~Wtm--1 Chen
Yu .. shih Chen
H~len Jon Collins
RoLin Chu
Lanny B. Fields
Robert M. Garvin
Tsoo·I King
Nan Lin
Chih · Ree Sun
Li·hua YU
I.
I .
. I'
I
•
Professor, Department of Econom1cs
Assistant Professor and Director
Chinese StudiesProgram
Teaching Assistant, Chinese Studies
"Adjunct Instructor, Department of
History
Assistant Professor, Department of
History
Assistant Professor, Departm~nt of
.. Philosophy
Professor, Department of Chemistry
Professor, Department of Sociology
Professor, Department of Physics
Lecturer, Chinese Studies
PROPOSAL FOR A COLLEGE MAJOR IN CHINESE STUDIES
-
-
-
-
September 22, 1978
'
'
..
RESOLUTION TO TilE UNIVERSITY SENATE:
WHEREAS, many students \-Jere forced to make a dec is ion on
whether or not to drop a course without the benefit of
some type of evaluation to guide their ·choice; and
WHERb/\S, in developing the current drop policy, it was the
clear intent of the University Senate of the State University
of New York at Albany that such an evaluation should be
availrible to every student;, and
WHEREAS, the current situation is unfair to the students
described above:
BE IT HEREBY RESOLVED that the.Uni~ersity Senate os the
State University of New York at Albany is deeply concerned
about this problem; and
BE IT FURTHER RESOLVED that the Senate intends that such a
situation will not occur in the future; and
BE IT FURTHER RESOLVED that the Senate requests the President
of the University to investigate and execute a procedure of
proper recourse for those students described above, prefer-
ably by an extension of the drop deadline for those students;
and
- -BE_LT_EURTHER _RESO_LYED_ tha_t __ c_op_ies. o_:(
thi~ TE)so_lution_be
sent to President O'Leary, all members of the faculty, the
Student Association, and the Albany Student Presso
J
.(
,,
(
II
I
I'
.
r
.
ATTENDANCE
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
N 0 T I C E
The Senate has invited Paul T. Veillette,
Chief Budget Examiner of the NYS Division of the
Budget to address an open Senate meeting on Monday,
November 6, 1978.
Mr. Veillette will speak on the
subject of higher education financing in the State
of New York.
All members of the University co1nmunity are
invited to attend this meeting.
The meeting will
begin at 3 p.m. in the Campus Center Assembly Hall.
UNIVERSITY SENATE
STATE UNiVERSITY OF NEW VORl< AT ALBANY
141.)0 Washington Avemu®
Albany, New York 12222
R E M I N D E R
....... _______ __
The University Senate will meet on Monday,
November 6, to hear Paul Veillette of the New York
State Division of the Budget.
The meeting will
begin at 3 p.m. in the Campus Center Assembly Hall.
All members of the University community
are ini[it~d_ tQ attend _this meeting.
STATE UNIVERSITY OF NEW YORK
AT ALBANY
OFFICE Or' THE PRESIDENT
Mr. Paul T. Veillette
Chief Budget Examiner
Education Unit
Division of the Budget
The Capi_tol
Albany, New York
12224
Dear Paul:
September 27, 1978
)?}cZ/JZ-fl__..--
/-~ y L~ ·- y.:/:-t.r(-'
This is to confirm our conversation of yesterday morning
at which time I invited you to speak to an open meeting of the
University Senate at 3:00p.m. on Monday, November 6, 1978.
I asked you at that time to talk generally about higher educa-
tion financing in the State of New York over the next several
years as you see it, making whatever remarks would be of
interest to a group of faculty members at a university center.
I anticipate that we will have 90 faculty and perhaps 20 to 30
students.
We could meet up to an hour and a half and I hope
that you might join us at 4:30p.m. for a short reception to
meet the faculty and students who are at the meeting.
Professor Francine Frank is the Chairperson of the Uni-
versity Senate and she will introduce you.as well as conduct
_tbE} mee_tjng_. _ I_ hQp~ _yot1 w:i ],1_ fee], _f"ree to b:ring wlu~t_ever s~taff _
you would think appropriate for the meeting.
May I suggest
that we meet in my office at 2:45 p.m. and I will be happy to
escort you to the meeting.
'Leary
cc:
Professor Francine Frank
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
UNIVERSITY SENATE
GUESTS:
University Senate Meeting
November 6, 1978
Paul T. Veillette, Chief Budget Examiner, New York State Division
of the Budget
Joseph A. Fernandez, New York State Division of the Budget
Professor Francine Frank, Chairperson of the Senate, convened the
meeting at 3:10 p.m. in the Campus Center Assembly Hall. President O'Leary
was asked to say a few words of introduction.
Mr. O'Leary:
Thank you.
Paul decided to come out here this afternoon and
announce that the State of New York will nCM support inter-
collegiate athletics-~especially the soccer team.
For those
of you athletically minded, it was what the Irish would call
a grand day Saturday, a grand day.
-Several- people on the campus, -a- number of us,- are engaged-
with the practical problems of financial resources for
this campus; and last year we arranged for sane seminars to
take place by those who are concerned with the development
of the financial resources of this campus, namely Paul
Veillette, Joe Fernandez, and Eric Engler of the Division
of the Budget, to taJJ.<: with us a bit about the context of
higher education support and finance in the State of New
York,specifically as it relates to the State University
of New York and to the extent possible, to the State
University Senate
November 6, 1978
Page 2
University of New York at Albany.
We were less interested in
the details of a given budget at that time and more about the
general context, the climate, tl1e forces at play in higher
education financing.
There were about twenty of us at that
seminar which Paul conducted, Paul and Jroe.
We found it
extremely useful in at least better understanding the
climate of resource allocation in higher education in the
State of New York.
And this year what we did was to talk
with the Executive Committee of the Senate and they suggested
that rather than have that seminar with a relatively small
group of us, twenty, to open it up to whomever would like to
join tha-t seminar or session--and here we are this afternoon.
Paul Veillette·wiJl.ll.b:e>tlre·11ead--ofLs;pMikert he will be joined
by his colleague, Joe Fernandez, who many of you know.
The first time I lmew of Paul Veillette was, I guess it goes
back to Chicago, where he was involved with things in
criminal justice at that time.
The Chicago Police Department
under 0. W. Wilson, was bringing the Chicago Police Deparbnent
forthwith into the 17th century and •.. into the 20th century,
and part of that involved utilization of modern technology
and Paul was certainly a leader in that field and that
department made remarkable strides. Coming to the State of
New York, he got involved with an organization called NYSIIS
for a while, setting up the entire criminal justice system in
the State of New York.
I guess it is now over in Executive
Plaza, I'm not sure where it has moved to these days, or is
University Senate
November 6, 1978
Page 3
downtown Paul? Stuyvesant Plaza. And across the United States
was very well knc::l'Wn for the kinds of application of modern
COll'\PUter technology to that entire field.
Paul then went on
to the Budget Division where he rose until today he is Chief
Budget Examiner and has specific responsibility for higher
education in the State of Narv York, if not all education, as
well as the arts if I remember.
I think you will find Paul
is also an occasional faculty member of the University,
teaching in the School of Public Affairs.
You will find
him and his colleagues to be very knowledgeable about the
areas of concern, of budgeting and finance forces in the
State.
Let rne say s.omething on a more personal level and I mean
this very genuinely; you will find Paul and his colleagues,
all of them--if I were to use a string of adjectives I would
use words like tough, confident, principled. 'Ihey are very
professional people. It doesn 1 t mean that you are going to
get what you really deserve--very tough bunch of people.
Wrong at times--principled but wrong, but very honest.
You
knarv where you stand. And bring to it a high order of
professionalism.
I 1 ve worked with budget people in three
states very intimately, and clearly these men and women of
that Division represent a high order of professionalism.
And I would also say to you, who must work in a very specific
context.
'Ihe world is a very, in many respects, proscribed
University Senate
Novernber 6, 1978
Page 4
for them.
Policies are set by others. But within that context
I believe that each of the persons in the Division of the
Budget is very sensitive to the realities of producing a
quality university. It is a struggle within the organiza-
tional, legislative and bureaucractic,organization, that is
New York.
But inevitably I think that all of these people
have shown themselves to understand what higher education
requires and to make, within the limitations of that process,
be responsive to that.
With all of that I am delighted to introduce an old police
colleague, a budget man of the first order, and a friend,
Paul Veillette.
Mr. Veillette:
Thank you Vince.
You know we had a debate within rqy office
concerning the football team and rqy assistant, Joe Fernandez,
'Who has !ttoraetimes been uncharitably described as a "jock"--
right Joe?--Joe said I should open up my little talk here by
congratulating SUNY-Albany on defeating Ithaca. The other
faction of the office said that I should rather congratulate
SUNY-Albany on being the first University Center to get a Phi
Beta Kappa chapter.
Now I, so I congratulate you ·on both.
I tell you that little story to shCM you that the Budget
Division is not a monolithic group; that there are different
points of view within it.
What I want to talk about, it is a very ComPlex subject, the
future of higher education financing.
So 'What I' 11 try to
University Senate
November 6 , l9 7 8
l?a.ge 5
do is limit it to just a few points to give you the flavor
of it and so you understand where we are coming from, and
what we 1 re facing, and what we' 11 all be facing together.
Can you all hear me all right from that, going down and
down.
0. K.
Thank you.
First let me talk about the context that we in the Budget
Division have to approach higher education budgeting from.
The first is--let me talk about ·<two contexts.
I 1 11 keep
this, you know, infonnal1: because I would really like to have
gues·tions afterward that Joe and I could answer for you,
or try to answer for you.
The first context Vince made
a casual reference to, and that is we are not free agents
at the Division of the Budget.
We are literally surrogates
for the Governor. in carrying out his fiscal and :m:magement
policies;, and the Governor has made it clear that his first
priority, assuming he is re-elected tomorrow, is to
--effectuate-a tax-decrease in 179- 1 8o.--This i~ partiy in-
response to the "Proposition 13" fever that is sweeping
the country because his opponent has made the same promise
basically. But it is also in response more fundamentally
to the fact that New York State is the highest-taxed state
in the nation--state and local taxes combined in the
continental United States, that is excluding Alaska. And
that is putting the State of New York in a position, in
the opinion of the administration, of being unable to
retain industry and to attract new industry to New York
University Senate
November 6, 1978
Page 6
State; a factor of considerable consequence because New York,
as you know, is a matured econonw, one of the old states in
the Union, and the Frost Belt generally is taking second
place to the Sun Belt.
New York State in the Frost Belt,
just as some of the New England States, is experiencing
difficulty in maintaining a heal thy economic base.
To
help the economic base, of course, is something that affects
us all. It affects the future of thi:s campus~ over the
long run in terms of being able to provide the necessary
funds to maintain a quality operation.
So that is one of the contexts that we have to operate
under in the Budget Division.
How long will that stance
last? Well, the prediction of the Director of the Budget,
Dr. Miller, is that it will last at least another four or
five years;, and he is probably being conservative in saying
that. It will probably last longer than that. It won't be
austerity all that time;-but it -will at least- be corrsoli-
dation where we have to look at programs very carefully,
make priority judgments, engage in trade-offs, make tough
decisions.
Not a pleasant world, but it is a world that
we're a part of in the Budget Division and you people are
equally a part of because the University is, you recognize
better than I, doesn'·t belong to the University adrninistra-
tors, it does not belong to the Division of the Budget, it
is really literally the people's University and we share the
responsibility of keeping it healthy and qualitatively
oriented.
University Senate
November 6, 1978
Page 7
The second context that we're faced with is predominant in
higher education but not unique to it, and that is the
enrollment decline that is predicted by everyone.
There
are no people who disagree with it. The enrollment decline
that we'll experience in the 1980's. Approximately a 30%
decline in the number of high, - school students who will
go to college-~the traditional college-going cohort--that
will intimately affect the budgeting of every campus in
the State University and City University systems.
I want
to talk just a little bit about that enrollment decline
as the second major context that influences our judgments.
First, there is the 30% drop in the normal full-time
student.
Then people look for offsets to the 30% drop;
and here's were frankly some wishful thinking enters into
it. People think in terms of part-time students.
That the
women' s liberation :rrovement unleashes the housewife--the
- - housewife who -has-been yearning- to- go to -college part-time; -
So the 45-year old housewife will start assuming her second
career when the kinds are grown and leaving off for college.
:My wife happens to be in that position at this point in
time so I speak about it with a certain sensi ti vi ty. Well,
you know as a rule of thUmb it takes three part-time students
to create one full-time equivalent student.
In my judgment
there is no question that there is a lot of optimism in that
stance of trying to rely on part-time students to offset tl1at
huge 30% drop.
Well, the wishful thinkers also talk in tenus
University Senate
November 6, 1978
Page 8
of the sibling effect. This is a rather new tenn, but the
sibling effect--and this theory goes along these lines, that
in our society in the United Stat~s, families vary one
generation from another.
There is the large family in one
generation then it goes to the smaller family--·that is the
generation we are in right now--the next generation is the
large family then it goes to the small family. It 1 s a
cyclic kind of thing.
So they hope that the sibling effect
will produce large families in the next generation, 1995 or
so; so we will be back up to where we were in the late 60 1 s
to early 70''s.
That approach ignores same fundamental
changes in social attitudes. It is certainly in conflict
with the women's liberation movement effect which would be
to more part-time students.
So they have to wrestle trade-
offs on this.
Well, then there is the group that yearns for a higher
- college~going-rate because even-though -the number o:E students -
declines by 30% who are graduating from high schools, that
the college-going rate might jump from 65% to 70% to 80%.
Virtually universal, you know, higher education.
That
gets us into another policy thicket of open access1of standards
for admission and that is another problem.
'Ihen there is the group that hopes to off-set the 30% drop in
the traditional college-going cohort by starting new programs
that are iluaginative and innovative.
Of course, those are
University Senate
November 6, 1978
Page 9
the magic words.
In the past new programs that were irnagin-
ative and innovative were, in fact n:ost of them imaginative
and innovative, but when you have a decline that is so sharp
in the traditional college-going cohort, the programs may not
best, at that point in time--let's say 1985 we are talking
about--be imaginative and innovative.
'Ihey may be mediocre.
They may instead not be really suitable for higher education.
'Ihere may be a question in the struggle to get FTE' s,
credit-beating, that carry dollars within the budget process
that courses will be offered in all kinds of areas that
really don't deserve college~· level accreditation.
Now that
is a fear.
With those courses, of course, goes TAP and that
brings bread to the students 1 with those courses and the
FTE' s they generate it brings m:mey to the campus in the
I & DR, instructional and deparbnental research, function.
Well, those are some of the hopes. There's n:ore on the
-laundry -list,- but those-are- some of the hopes-to offset- -
the drop in the traditional college-going population. It
raises same questions on roles which I'll get back to, you
know, in a few minutes and it certainly raises some questions
on faculty concerns. It raises questions on the proper
nature of the university as a community of scholars but
I'll get to that a little later.
NON the enrollment decline has other implications to it. One
of which is that we must remember that only a portion of any
University Senate
November 6, 1978
Page 10
university's budget, public university budget, is related
to FTE generation. 'Ihat in the last four years or so, 40%
of the budget increases have not been related toFTE's at
all but rather to such things as OPEC, oil prices, cost of
energy, general inflation. 'Ihis is really where on ·this
campus most of the additional money came from, you know,
for university operations. And that is very significant
because that really doesn't add to the quality of the enter-
prise at all. You know, if the Division of the Budget
recommends additional funds for oil, you know, for the
campus or for inflation, it doesn't buy any more books.
It doesn't improve the academic quality. It doesn't do
anything for the institution as a scholarly enterprise.
All it does is stand still. But that essentially is one
of the major factors in a period, and now I am getting
back to the first condition of the context, of fundamentally
austerity, consolidation, no new dollars. What new dollars
are forthcoming have been, and probably will be for some
time, primarily to stand still and to avoid the ravages
of inflation and how that can affect quality.
Perhaps the major implication of this second context, the
enrollment decline, is ·the capital program of the university.
Now this university is virtually built if we ferget--w:hat
is it John? the West Podium was on the drawing board some
t:ims back--but if we forget the West Podium for the morrent,
this campus is virtually built. But not all of the SUNY
University Senate
NOVe:mbe;t;' 6, 1978
Page 11
campuses are built. There's SUNY-Buffalo which is half-built;
there's Purchase which is 90% built; There's Old Westbury
which is, God knows depending UJ?On the way you define it,
which mission ¥<UULamsept of Old Westbury--half built, three-
fourths built, 25% built. Yet you've got a situation where
in toto in the State University of New York, there will be
more space, or there is more space now, then will be needed
in 1985 by far.
In toto in the Univeristy as a whole.
Yet
some of the campuses aren't fully built. They are in a
state of inbalance.
You may have the hard sciences buildings
built, but~not· the soft. s:;cienoe's· ~J:Du.illddmgs on one carrq:::ms.
On
another campus maybe the reverse.
So you have to COIT!Plete
those campuses to make them viable whole enterprises. Yet
throughout the SUNY system as a system, you will be over-
built.
Now over-building, it ties in wiitih :what I said a few minutes
-ago. -Buildings- have to be heated.- That's OPEC oi1 -again.
You know,all sorts of inflationary costs that have to go to
finance buildings; it has implications for tuition because
the first claim on tuition monies from the students, by law,
goes to pay off the debt service on the bonds. What's left
over from that goes to the operating budget of a campus or
of the university campuses as a whole.
So that has inplica-
tions for the increases in tuition, you know, over the years.
Well, all of this is interrelated to inter-sector problems
in higher education in the futtire, creating tensions between
University Senate
Novembe;t; 6 r l9 78
l?.a<Je l2
the private sector, or as they now ljj<:e to call themselves,
the independent sector, the independent sector and the two
public sectors, SUNY and CUNY.
I '11 talk about that next.
Let's first talk about the private versus the publics.
You know, the favorite word in describing governmental
policy on the issue of private versus the publics is the
word "balance", and every J?Oli tic ian that I know of, and
even almost all higher education officials in New York
are in favor of balance between the private and public
sectors.
The problem is in defining balance.
You knew,
as Plato once said when we begin any analysis we begin by
defining our tenus.
So the question of defining balance
is a difficult one.
We in the Budget Division define balance in,terms of our
budget recorrroendations. If in a given year, we recom:uend
an increase in Bundy Aid, which we never really have done~-
that has always been forced on us by the Legislature--
Bundy Aid is aid that goes to the private colleges-- if
we recorrroend an increase in Bundy Aid and no increase in
the University's budget, that is a statement on balance.
It is a definition of balance, an operating definition of
balance.
Well, theoretically, the State of New York has this unique
system where the two public sectors and the private sector
are all part of one system called the University of the
University Senate
November 6, 1978
Page 13
State of New York under the Regents.
And I say that, that
is a theoretical situation because in the world of de facto
budgeting it is really not treated as one system. It is
trea·ted as two sys·tems:
the SUNY/CUNY system as a public,
inter-related process and then the private sector as, you
know, as a separate thing.
But the fact that it is
officially, at least, one system forces the Division of the
Budget and,,anyygovernor and the Legi.slature··to look at the
funding for the private colleges. And here you can look
at it one of several waysi: You can look at it as we do in
the Division of the Budget,,'naJ.nely in trying to achieve
balance, narrEly trci>.w'hmuch support does the State give to the
private colleges per student attending the private colleges.
We regard that as a good measure.
Now on that measure the State of New York far and away .
exceeds any other state in the nation of the amount of
- - - -state public -funds given- to the- private-colleges of the -
state. Whether those public funds come in the form of
Bundy Aid, TAP, aid to private medical/dental schools,
or special programs such as the recent grant to Syracuse
University for their football stadium.
But whatever
measure used, we are far and away ahead of the rest of
the nation.
Now on the other hand,
ti~e private college people don't
like that measure.
They' 11 say, on a per capita basis
of the total population, New York State is way down there,
University Senate
November 6, 1978
Page 14
number twenty-seven--not number one. And it is true.
On
per capita aid for all of higher education, public and
private, New York is down right in the middle of the
nation, you know, number tw'enty-seven.
But you see from
our standpoint that is not a valid figure because that
includes within it the fact that New York State has such
a heavy percentage of its students minority, but a heavy
percentage of its undergraduate students going to private
colleges. And consequently that takes the mix and changes
it in terms of the subsidy mix in contrast to California
where, you know, 90% of the students are going to public
universities. 'Ihat figure, that approach is more valid
to California then it .is, you know, valid for New York.
In any event, the key figure in terms of aid per student
for the private colleges, for students actually a·ttending
there, far and away is the leader in the nation.
Now this struggle betw'een the privates and the two public
sectors has been going on for some years on a rather
subdued pasis, heated p.p recently, you know, the last
year or two.
'Ihere was the farrous meeting of rapprochement
at the Rensselaerville Institute of Man and Science where
they all tried to get together and develop a coiUJJ:On
strategy but it heated up during the last few years because
of the fiscal crisis.
And the fiscal crisis leads to what our friends down at
University Senate
November 6, 1978
Page 15
the City University qannibalism, where one campus
tries to get its share of the bread at the expense of
the other campuses.
That happens within the CUNY system.
It also happens between the public and the privates. And
they have a large lobbying group that is working very
actively(10n the issue of cannibalism, if you will, to
get more of the share for tl1e private colleges.
So when this began developing, when we began seeing
this, the legislature began seeing that the way· ·out of
it seemed to be to give the aid to the student. It's
called now TAP--the Tuition Assistance Program.
And
then let the student in a free market choose the college
he or she wants to go to, based upon whether that
college served the academic needs of the student, for
quality of the college, and so forth and so on. All of
the other factors that students use. And that way the
-St:.ate could- sidestep the -issue of favoring the privates-
or favoring the publics.
And Assemblyman Costigan
pushed this about five years ago, I guess, and it
became state law.
On the surface it seems as if'"·i'!i~'iS a simple solution
with a certain arrount of validity to it. But then when
you get into the detailed analysis of i·t and discussion
of it with the private and public people, you see that
even there there are problems.
For example, the private
colleges will say to us that the Budget Division has
University Senate
November 6, 1978
Page 16
favored student aid over institutional aid--we favor TAP
over Bundy following the Costigan philosophy. Yet, that
doesn't make any sense they say to us because that asst:rrnes
that the private colleges can remain healthy as institutions.
The students are certainly not going to select a private
college that's on the edge of bankruptcy as against a
public university that is institutionally funded through
the funding process of the State. So consequently, Bundy
Aid must be increased to make this competition, to rnake
the Costigan philosophy work in real life. And it's only
fair, that's what they tell us.
They also say to us that because there is a ceiling on
tuition assistance--$1',,500 it used to be for the lowest
socio-economic group then it was raised to $1,800 last
year--that that covers all of the tuition for some socio-
economic groups going to public universities but only
- - -part of that going- to private-universities;-
So-again
this program designed to equalize the publics and the
privates, to have the free market place work, you knarv,
a la Adam Smith, doesn't really work because it is not
high enough.
Eighteen hundred dollars should be higher.
Of course, their ideal solution is what former Governor
Wilson advocated and that is that the public and private
universities both should have the same level of tuition
and then have a tuition assistance program that would
be equally applied to them all, you see. A position
University Senate
Noverriber 6, 1978
Page 17
that has never been adop-ted officially in the state, but
it is one that Governor Wilson used to privately talk about.
Now there are other problems in terms of a private/public
balance of a budgetary nature.
One is that this capital
program expansion that I talked to you about a few minutes
ago in tenns of SUNY proper.
That the State has no control
over that at all in the private sector. N6ne.
'Ihey build
whichever buildings they want to. And I recall a dis tin-
guished institution of higher learning, private, in down-
state New York, I won't mention the name, but in downstate
New York that was going bankrupt at one time and approached
the Division of the Budget to have us buy one of their
ca:rrpuses, spending a vast arrount of money for it, and
turning it over to a public institution because they
were going bankrupt and needed the m:mey. : And in the
newspapers in the middle of that negotiation they announced
-that- they-were-going to build- a sports -palace-; - How-- -
could they afford a sports palace. If they were a state
university system, part of the State University system,
that issue would have never corre up.
But you see it raises the issue of more funding for the
private colleges because they now regard themselves as
public but independently con·trolled and meaning less
funds for the public colleges because the privates
regard them as public but governmentally controlled.
You see, that is the distinction: they're all public
University Senate
November 6, 1978
Page 18
but some are independent and same are governmentally con-
trolled. Without the kind of controls over new physical
plants, you know, expansion into new programs, that are
present in the public sector.
They want the money to flow
equally between ·the publics and the privates but no
controls at all over ·the privates but controls over the
publics.
Well, it raises questions of equity. It would take a
little ·too long to go into here, you know, as to how
those should be resolved but they do raise serious
questions of equity.
O.K.
A second factor, and this is the last one I really
want to talk about. in terms of the future of higher
education financing.
An underlying issue is the relation-
ship between CUNY and SUNY.
Now this is a fascinating
one because there are all different ](inds of ways you can
approach this problem.
And I want to say here that the
Governor of the State of New York and his opponent, his
chief opponent Duryea, are both in favor of autonomy for
City University and are against merger for City Univer-
sity and State Uni\ersity.
So I talk in that context.
But there're all kinds of ways of approaching this problem.
One way of approaching it, if you're a super-agency type,
if you belong to that school of thought that believes in
super-agencies, is to merge SUNY and CUNY into one vast,
University Senate
November 6, 1978
Page 19
monolithic system of higher education. Well, that has
all kinds of ramifications to it. There're always those,
of course, who don't believe in super-agencies, who see
that they get created by people like Mayor Lindsay and
they collapse four years later because the human capacity
for management seems to be stretched to its upper limits
and beyond in managing super-agencies.
Then you have
other problems however.
You have problems within such a vast system of power
struggles among the varuous constituencies within the
system.
The fact that it is one system doesn't mean
that every aspect of the system will get treated equally.
You have the New York City power base concentrated; you
have the upstate power base, SUNY, dispersed. If they
are in one system or if they are separate, the political
reality of that has its j.mpact in a budgetary sense.
- - As- you know,- one -de:Hni tion- of- bud~etoing is-conflict;- -
resolution between and among power centers; and those
power centers continue to exist whether they're part
of one roonoli thic system or whether they're part of
two systems.
So really in this aspect of budgeting
you have to get into political science and even
political psychology to understand i·t.
You know, it's
not budgeting just dollars and cents with an accountant's
point of view in it.
University Senate
November 6, 1978
Page 20
Another way of looking at the CUNY/SUNY relationship is
to forget about governance entirely. Instead to think
in tenns of parity and equity between SUNY and CUNY in
their funding.
And that's the approach that we have
been taking in the Division of . the Budget, and I' 11
give you one example of that to reduce it from an
abstraction to something concrete: the issue of
student/faculty ratios.
When we first took over CUNY budgeting,two years ago,
the presidents of the "big four" down at CUNY, you
know, Queens, CCNY, Brooklyn, and Hunter, wanted to
be regarded as university centers like Albany and
Binghamton and be funded that way.
Now any ,analysis
though of the student composition, of the kinds of
courses offered, or the level of instruction offered,
showed really that those colleges were much closer,
- -despi-te their- presi"t;ge, -pa:r-ticular~l y GCNY, they were -
much closer to the four--year colleges of SUNY than
they were to Binghamton or Albany.
Much, much closer.
But they didn't want to be funded the way those colleges
were funded.
They wanted to be funded as if they were
offering large numbers of doctoral programs which
inherently get :rrore funding with them.
Well, we
broke that by meeting with the presidents down there
and saying that that's not a rational approach to
budgeting, you're dealing in cliches, you're dealing
University Senate
November 6, 1978
Page 21
in nomenclature; you wan·t to be called a center because of
the prestige of the word center and the rroney you ·think
comes with it but we should develop a budgeting system
that meets your programmatic needs, that preserves quality
at your colleges, for your unique missions, and no·t try
to use the rrold of a Binghamton or an Albany on a CCNY
or a Hun·ter, which are very different kinds of institutions.
And so we talked to them about budgeting student/faculty
ratios with a different approach, which I' 11 just talk
about very briefly, using a different approach than we
had used in the past. Namely to identify the disciplines
at a campus by ten major categories, and develop student/
faculty ratios for each of those disciplines and student/
faculty ratios for each of the four levels of those
disciplines:
lower division, upper division, and the two
graduate levels. And with that matrix of about 40 student/
---- --- -- --faculty-ratios-to-apply those- to-the-nature of-the student
body and the courses at each of the CUNY campuses and each
of the SUNY colleges so that the faculty it would generate
would meet the unique configuration of each college. And
tha·t way Albany would be treated differently than
Binghamton; CCNY differently from the others.
Each
institution being treated uniquely depending upon its,
the kind of courses it had and the mix of those kinds
of courses and the kinds of students by level. And we
went to the academic discipline approach to budgeting
i i
University Senate
November 6, 1978
Page 22
which helped mightly in preserving parity and equity
between SUNY and CUNY.
Those techniques, which bore rrost people, are the tech-
niques that protect quality, you see. Let me give you a
contrasting example.
There is a distinguished figure in
SUNY-Central--not the Chancellor, lower dawn--a distin-
guished figure in SUNY-Central who would love to have the
campuses budgeted on the basis of so many dollars per
student, $2,500 per student or whatever the figure is.
The difficul·ty with that is that the concept would have
been good for SUNY ten, fifteen years ago. It would be
disaster today.
Because in a period of declining enroll-
ment, and many SUNY campuses have the enrollment
declining already--New Paltz 20% below its budgeted
target--in that kind of situation if.younhave $2,500
per student or $3,000 whatever the figure turns out to
- be,-and the -enroitl:rrent declines sharply just simple-
-
mathematics raises the $2,500 figure to $4,000,
$3,500.
So it looks as if they are being richly funded.
A budget examiner knows how to use that tool$ you keep
it at $2,500 and give it a 6% inflationary increase and
that means retrenchment on the campus.
In other words,
that technique for administrative flexibili ty7'·-another
phrase frought with peril, requires definition, Platonian
definition, before one even uses it--that kind of
technique plays right into the hands of a green-eye
r
i
I
I
I
University Senate
November 6, 1978
Page 23
shaded budget examiner who is interested only in saving
money, you see. And it is against the interest of
protecting quality at the university. And yet this is
advocated by a professional, vigorously advocated, in
SUNY-central.
Now there is a simple way out of this SUNY/CUNY relation-
ship, givenifhl'let)3overnor's policy stance~ : mhat is to
leave them separate.
Leave CUNY to pursue its unique
mission.
Concentrate on parity and equity.
Concentrate
on more sophisticated, intelligent ways of protecting
quality in each of those segments and when it comes to
governance1 change the composition of the Board of Higher
Education to add more gubernatorial appointees to it.
Instead of nerely 50%, make it 75%, make it 80%--whatever
percent the State puts -qp in funding.
The S·tate puts up
now 75% of the CUNY funds. It should follow that they
· -- - - - - - - - -- -should-have-75%- of- the-Board -of-Trustees-membership;-
-
Simple governance solution. Its very simplicity makes
it unattractive. Its very simplicity makes it unattrac-
ti ve because people like to think that if there's more
State money there then there should be an institutional
merger between SUNY and CUNY.
That doesn't follow.
Why, if we funded CUNY 100% and we funded SUNY 100%,
why should they be one organization? We fund the State
Health Depari:rrBnt 100%; we fund the State Mental Hygiene
University Senate
November 6, 1978
Page 24
100%; we don't combine them into one organization.
They're separate organizations for reasons of organi-
zation and management, for reasons of their mission
and their purpose.
So the real question of analyzing a
SUNY and CUNY merger is to analyze from an organiza-
tional and mission standpoint what CUNY is all about,
what SUNY is all about, and let ·the organizational
structure flow from that rationality, and not flow
from a sort of empire-building thinking that super-
agency people tend instinctively to go for.
Or over-
simplistic concepts of organization that don't flaw
from the need of the mission.
Well, I get slightly impassioned on that issue because,
based upon need from which flowed organization which
derronstrated why SUNY and CUNY should be merged.
No
- -one- has ever -done that-analysis; - I>erhaps-if they had-
done it in a rigorously professional way, it would
make a convert out of a lot of people.
But if anyone
wants to have rationality in budgeting, they like to
look for that kind of evidence first, of some thought
and SotrB rigorous analytical thinking.
O.K.
The solutions to all of these problems where
you have CUNY and SUNY, the privates versus CUNY and
SUNY, CUNY and SUNY versus each other, the "big four"
at CUNY versus the "little four" at CUNY, the Carro:nunity
University Senate
Noverrber 6, 1978
Page 25
Colleges--whom I haven't even mentioned at all, that's
another separate story--involved in the struggle, con-
flict resolution between and among power centers.
Against that is a definition of budgeting where you have
all of the other State agencies versus SUNY--the Mental
Hygiene people want their share of the bread, so do the
cr:inri.nal justice people, so do the welfare :rrothers.
It is a saying in budgeting that when the :rroney gets
tight the weak and the defenseless get cut and the
affluent and articulate get it. It is almost Marxian--
you know, the rich get richer and the poor get poorer.
And the arQ:P.culate and the affluent are you.
I am
looking at them right here, you people.
The welfare :rrother gets shafted, the prisoner gets
shafted, the :Mental Hygiene patient who can't articulate
gets shafted, and this induces liberal guilt in the
- - - -- -higher edueat-ion-cemnunity for-TI10st of-them -are -liberals;-
it induces liberal guilt, but that's the way budgeting
goes on in a period of austerity. The ones who can
create the furor and unleash the 10,000 students and
write articulate letters, none of whom are prisoners,
or !Xental Hygiene patients or mental retardates, or
the poor welfare mothers who get their daily food
allc:Mance cut from $1.10 to $. 95 you see.
It happens
that way.
University Senate
November 6, 1978
Page 26
Well all those factors have to be considered.
Now what's
the solution to it, and I' 11 -wrap this up because I've
talked a little longer than I inte.nded to.
The solution
is very complex; this whole area is very complex so I' 11
be overly simplistic again and say, I'll just talk about
two solutions.
One is to pursue, with a doggedness, rationality in
budgeting.
That should be particularly apt for higher
education: baeause: peQple in< ,fud;.gher education .are
supposedly dedicated to the pursuit of truth and ration-
ality so we should all try to pursue together rationality
in budgeting.
Try to minimize the poli ti!'Za-tion of
budgeting, the reliance upon ];X)Wer which is always very
transient and leads to what we have in elementary and
secondary education--gross inequities between and among
the school districts so,. dJI::J.at the Levittown decision has
- --ruled what we'-re- doing- unconst-itut-ional and rightly-so.-
But in the long run the health of the enterprise,
rationality, this means fonnulas where formulas are
appropriate. But the formula is not being regarded
as absolute answers because the limitations of quanti-
fication budget are far more potent than their advan-
tages, if they are treated as absolutes.
Formulas should be indicators, pointing a direction,
a beginning point of discussion.
University Senate
November 6, 1978
Page 27
Intelligent policies--another aspect of rationality where
you can't quantify something but where intelligent
people sit across a table, discuss a problem, try to
develop a policy stance for, it aii<;l, 1 !i.JnuBffe[:t, it beco:rres
a social contract between one power group and another
power group.
And you're a power group. Vince is the
leader of a power group.
The Budget Division is a power
group even though it is a secondary power group serving
the Governor.
And he is a power. All power centers.
But sitting across a table trying to develop a plan in
the context of declining enrollment, of limited revenues,
and of the various power relationships between and among
the privates and publics, and CUNY and SUNY, and all
the rest of these things. You say Ahh.
But trying to
rationally approach it, at planning ahead on it, and then
the budgets unfold according to those understandings.
I)·
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and I've got a whole slew of examples on that from
attempting to define peer institutions of the various
CarrPUSes to try and see if they could serve as a model
for budgeting in various SUNY campuses--to faculty
distribution ratios·~-to models, mathematics models, of
funding student services--mathematical models for ·fi'unding
plant and maintenance.
There are all kinds of areas
where an approach to systematic analysis of budgeting
can be extremeley helpful but where it should not be
University Senate
November 6, 1978
Page 28
regarded as absolutes, but as indicators, beginning points
of discussion.
The second aspect of a solution is for people to take a
fresh look at their roles.
Each pc.Mer center ·taking a
fresh look at its role. Because, you knCM, when rroney
was forthcc:ming in the late 60's - early 70's in carloads,
we didn't have to worry about our proper roles.
~ney
papered everything over.
But if we're going to retrench--
and we're not talking about retrenclunent in the 1979-·1980
budget, I want to tell the fellow from ASP, we 1 re not
talking about that and I don 1 t want to get anybody
frightened about that--but if we're talking about retrench-
ment a few years ago at the University here, the question
then becomes, in' ~tenus of role, who should do the
retrenching? Should it be the Budget Division doing
that retrenching or should it be the campus.
The answer then, I think it was a.::l?J:JP~rannewer, was that
the campus should do the retrenching.
The Budget Division 1 s
proper role,,:l;:!ecause the survival of the State was at
stake, was to take the money away from the campuses and
say "here we're taking this amount of money from you, now
you do your think and decide how you 1 re going to retrench" .
The Budget Division made its decision based upon the total
fiscal picture of the State. The campus made its program-
matic decision based upon their academic knowledge and
expertise. And the Budget Division avoided interfering
University Senate
November 6, 1978
Page 29
in what people could say is academic freedom or academic
prerogatives at least.
The Regents--what is their prmper role in a period of
retrenchment? In a period of expansion the Regents had
a simple role: the University would suggest a new
program and the Regents would rubbers tamp it and send
it t.ha::ough without any analysis.
The Regents would
turn out their quadrennial master plan, generally
mediocre, at l:east not a high level. It v.ould not be
Phi Beta Kappa.
They did turn that out.
IM a period
of consolidation and decline in enrollments that's not
allowable any more. If the Regents aren't to do the
master planning as they.' re: ;Sltatutorially ·r:Jtiequired to do
it, the quality must be there. It Ihust face the issues
and this makes tough decisions.
Otherwise why have the
Regents? 1Nhy have them involved in the master planning
- - -- - -}?recess-fer- the -Universit:.y-of- the- St:.ate e£ New -York,-
including both the public and the private sectors.
That becomes increasingly ixnportant.
They do do the doctoral reviews of the SUNY-AJbany
campus.
Tho~e must be done quantitatively.
The
creditability must be there. People must see that it
is rigorous, qualitative analysis that is being done.
And they must then later feed into the budgeting process.
But their role is an academic~and educational role, not
the Budget Division's role you see.
University Senate
November 6, 1978
Page 30
0. K.
The Governor's role--he has to think of his role.
The Trustees ' role--have to think of their role. And I
am going to stop. I'm not going to analyze each of
those roles in detail. You can think about them yourselves.
Enough that I sensitize you to the fact that roles have
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But, you know, the roles, people's consciousness.of their
roles have atrophied over the last fifteen years because
of all that money that was available. You know, since the
early days of the Rockefeller administration. And now
people have to rethink those again;. and •a. netliJ.Ji::rlldng of
the roles, paying particular attention to what are the
proper limits on their behavior, as well as what are the
opportunities that the responsibilities of that role
engenders.
You have to think of both.
We in the Budget Div1ision have to think what is our
proper role vis-a-vis the Governor and where do we stop
so that we're not interfering in campus activities or
in SUNY-Central's proper role.
SUNY-Central is another
area that has to think vigorously about its role because
that has atrophied over the years as well.
So that,
you know, all of that has to be done.
The people at SUNY-Central and the people at the campuses
in thinking of their role have to avoid trying to tread
on the proper roles of the Budget Division and the Governort
University Senate
NOvember 6, 19 7 8
Page 31
Because after all, the Governor is accountable to t11.e
people in the elective process and, if we have a civil
religion in this state and the nation, it is called
democracy and electoral accountability. And that civil
religion that we in the Budget Division follow--bur other
kinds of religion are private--but the civil religion that
we follow, accountability of the electiDral process, is a
powerful force in our society as much as academic freedom
is on a campus.
O.K.
Now all of that gives you the underpinings as we
see it. The thoughts that go through our minds this
time of year as we're wrestling with the budget process.
It is not merely:~ they want 12 more faculty members,
should we recom:nend to the Governor 12 or 9 or 10 or 0.
It is not that. It has got to be fit into this kind of
a context. Which is why budget examiners reailily, who are
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first;. technically educated afterwards.
Superimposed
on a liberal education.
Because those underlying contexts
are really what makes budgeting worthwhile and what makes
it the art form that it really is.
1 i
I thank you.
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GUESTS:
STATE UNIVEHSITY OF NEW YOHI< AT ALBANY
1400 Washington Avenue
Albany, New York 12222
University Senate Meeting
November 6, 1978
Paul T. Veillette, Chief Budget Examiner, New York State Division
of the Budget
Joseph A. Fernandez, New York State Division of the Budget
Professor Francine Frank, Chairperson of the Senate, convened the
meeting at 3:10 p.m. in the Campus Center Assembly Hall. President O'Leary
was asked to say a few words of introduction.
Mr. O'Leary:
Thank you.
Paul decided to come ou·t here this afternoon and
announce that the State of New York will nCJ.i/ support inter-
collegiate athletics--especially the soccer team.
For those
of you athletically minded, it was what the Irish would call
a grand day Saturday, a grand day.
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with the practical problems of financial resources for
this campus; and last year we arranged for same seminars to
take place by those who are concerned with the development
of the financial resources of this campus, namely Paul
Veillette, Joe Fernandez, and Eric Engler of the Division
of the Budget, to tan< with us a bit about ti1e context of
higher education support and finance in the State of New
York, specifically as it relates to the S·tate University
of New York and to the extent possible, to the S·tate
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November 6, 1978
Page 2
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University of New York at Albany.
We were less interes·ted in
the details of a given budget at that time and nore about the
general context, the climate, the forces at play in higher
education financing.
There were about twenty of us at that
seminar which Paul conducted, Paul and Joe.
We found it
extremely useful in at least better understanding ·the
climate of resource allocation in higher education in the
State of New York.
And this year what we did was to talk
with the Executive Com:ni·ttee of the Senate and they suggested
that rather than have that seminar with a relatively small
group of us, twenty, to open it up to whomever would like to
join that seminar or session--and here we are this afternoon.
Paul Veillette will be the'lead-off speaker, he will be joined
by his colleague, Joe Fernandez, 'Who many of you knOi\7.
The first t:i.me I knew of Paul Veillette was, I guess it goes
back to Chicago, where he was involved with things in
criminal justice at that ti.rre.
The Chicago Police Department
under 0. W. Wilson, was bringing the Chicago Police Department
forthwith into the 17th century and •.. into the 20th century,
and part of that involved utilization of modern technology
and Paul was certainly a leader in that field and that
departrrent made remarkable strides. Coming to the State of
New York, he got involved with an organization called NYSIIS
for a while, setting up the entire criminal justice system in
the State of New York.
I guess it is now over in Executive
Plaza, I'm not sure where it has moved to these days, or is
University Senate
November 6, 1978
Page 3
downtown Paul? Stuyvesant Plaza. And across the United States
was very well known for the kinds of applicat..i.on of modern
computer technology to that entire field. Paul then went on
to the Budget Division where he rose until today he is Chief
Budget Examiner and has specific responsibility for higher
educa·tion in the State of Net~ York, if not all education, as
well as the arts if I remember.
I think you will find Paul
is also an occasional faculty member of the University,
teaching in the School of Public Affairs.
You will find
.him and his colleagues to be very knowledgeable about the
areas of concern, of budgeting and finance forces in the
State.
Let me say something on a more personal level and I rrean
this very genuinely; you will find Paul and his colleagues,
all of them--if I were to use a string of adjectives I would
use words like tough, confident, principled.
They are very
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get what you really deserve---very tough bunch of people.
Wrong at times--principled but wrong, but very honest.
You
knavv where you stand. And bring to it a high order of
professionalism.
I've worked with budget people in three
states very intimately, and clearly these men and women of
that Division represent a high order of professionalism.
And I would also say to you, who must work in a very specific
context.
The world is a very, in many respects, proscribed
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University Senate
November 6, 1978
Page 4
for them.
Policies are set by others.
But within that context
I believe that each of the persons in the Division of the
Budget is very sensitive to the realities of producing a
quality university. It is a struggle within the organiza-
tional, legisla·tive and bureaucractic.organization, that is
New York.
But inevitably I think that all of these people
have shown themselves to understand what higher education
requires and to make, within the limitations of that process,
be responsive to that.
With all of that I am delighted to introduce an old police
colleague, a budget man of the first order, and a friend,
Paul Veillette.
Mr. Veillette: 'Ihank you Vince.
You know we had a debate within rrw office
concerning the football team and nw assistan·t, Joe Fernandez,
who has sometimes been uncharitably described as a "jock"--
right Joe?--Joe said I should open up 111Y li t·tle talk here by
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congratulating SUNY-Albany on defeating Ithaca. 'Ihe other
faction of the office said tha·t I should ra·ther congratulate
SUNY-Albany on being the firs·t University Center to get a Phi
Beta Kappa chapter.
Now I, so I congratulate you ·on both.
I tell you that little story to sho;.v you that the Budget
Division is not a :m:::moli·thic group; that there are different
points of view within it.
What I want to talk about, it is a very cOit'Y?lex subject, the
future of higher education financing.
So what I' 11 try to
University Senate
November 6, 1978
Pa.ge 5
do is limit it to just a few :[X)ints to give you the flavor
of it and so you understand where we are coming from, and
what we're facing, and what we'll all be facing together.
Can you all hear me all right from that, going down and
down.
0. K.
Thank you.
First let Il'lle talk about the context that we in the Budget
Division have to approach higher education budgeting fran.
The first is--let me talk about tlr.To contexts. I' 11 keep
this,you know, informal because I would really like to have
questions afte:r:ward that Joe and I could answer for you,
or try to answer for you.
The firs·t context Vince made
a casual reference to, and that is we are not free agents
at the Division of the Budget.
We are literally surrogates
for the Governor . in carrying out his fiscal and management
:[X)licies; and the Governor has made it. clear that his first
priority, assuming he is re-elected tomorrow, is to·
--"- - - - - - - - - - - - ef'fect.uate- a- tax-decrease--in -' 79~' 80-; -'Ibis-is partly-in-- - ·
res:[X)nse to the "Proposition 13" fever that is sweeping
the country because his op:[X)nent has made the same promise
basically. But it is also in res:[X)nse rrore fundamentally
to the fact that New York State is the highest-taxed state
in the nation--state and local taxes conibined in the
continental United States, that is excluding Alaska. And
that is putting the State of New York in a position, in
the opinion of the administration, of being unable to
ret~in industry and to attract new industry to New York
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University Senate
November 6, 1978
Page 6
State; a factor of considerable consequence because New York,
as you know-, is a matured econonw, one of the old states in
the Union, and the Frost Belt generally is taking second
place to the Sun Belt.
New York State in the Frost Belt,
just as some of the New England States, is experiencing
difficulty in maintaining a heal thy economic base.
To
help the economic base, of course, is something that affects
us all. It affects the future of this campus · over the
long run in terms of being able to provide the necessary
funds to maintain a quality operation.
So that is one of the contexts that we have to operate
under in the Budget Division.
How long will that stance
last? Well, the prediction of the Director of the Budget,
Dr. Miller, is that it will last at least another four or
five years; and he is probably being conservative in saying
that. It will probably last longer than that. It won't be
austerity all that time; but it will at least be consoli-
dation where we have to look at programs very carefully,
make priority judgments, engage in trade-offs, make tough
decisions. Not a pleasant world, but it is a world that
we're a part of in the Budget Division and you people are
equally a part of because the University is, you recognize
better than I, doesn't belong to the University a&ninistra-
tors, it does not belong to the Division of the Budget, it
is really literally the people's University and we. share the
resJ?onsibility of keeping it healthy and qualitatively
oriented.
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Dniversi·ty Senate
November 6, 1978
Page 7
'lhe second context that we're faced with is predominant in
higher education but not unique to it, and that is the
enrollment decline that is predicted by everyone.
There
are no people who disagree with it. 'Ihe . enrolJment decline
that we' 11 experience in the 1980's. Approximately a 30%
decline in the number of high
school students who will
go to college--the traditional college-going cohort--that
will intimately affect the budgeting of every campus in
the State University and City University systems.
I want
to talk just a little bit about that enrollment decline
as the second major context that influences our judgmen·ts.
First, there is the 30% drop in the no:rmal full-time
student. 'Ihen people look for offsets to ·the ·30% drop;
and here's were frankly same wishful thinking enters into
it. People think .in tenus of part-time students. That ·the
women's liberation movement unleashes the housewife--the
-- oousewrfeWho -lias-reen-yeairling -to go to college part-time.
So the 45-year old housewife will start assuming her second
career when the kinds are grown and leaving off for college.
My wife happens to be in that position at this point in
time so I speak about it with a certain sensitivity. Well,
you know as a rule of thmob it takes three part-time students
to create one full-time equivalent student. In my judgment
there is no question that there is a lo·t of optimism in that
stance of trying to rely on part-time students to offset that
hug~ 30% drop. Well, the wishful thinkers also talk in tenus
University Senate
November 6, 1978
Page 8
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of the sibling effect. This is a rather nevv term, but the
sibling effect--and this theory goes along these lines, that
in our society in the United States, families vary one
generation from another.
There is the large family in one
generation then it goes to the smaller family--that is the
generation we are in right nav--the next generation is the
large family then it goes to the small family. It 1 s a
cyclic kind of thing.
So they hope that the sibling effect
will produce large families in ·the next generation, 1995 or
so; so we will be back up to where we were in the late 60 1 s
to early 70 1 s. That approach ignores some fundamental
changes in social attitudes. It is certainly in conflict
with the women 1 s liberation movement effect which would be
to more part-time students.
So they have to wrestle trade-
offs on this.
Well, then there is the group that yearns for a higher
college-going rate because even though the number of students
declines by 30% who are graduating from high schools, that
the college-going rate might jump from 65% to 70% to 80% .
Virtually universal, you know, higher education. That
gets us into another policy thicket of open access, of standards
for admission and that is another problem.
Then there is the group that hopes to off-set the 30% drop in
the traditional college-going cohort by starting new programs
that are imaginative and innovative.
Of course, those are
University Senate
November 6, 1978
Page 9
the magic words.
In the past new programs tha·t were imagin-
ative and innovative were. in fact nost of them ooginative
and innovative, but when you have a decline that is so sharp
in the traditional college-going cohort, the programs may not
best, at that point in ·t.ime-let 1 s say 1985 we are talking
about--be imaginative and innovative.
'Ihey may be mediocre.
They may instead not be really suitable for higher education.
There may be a question in the struggle to ge·t FTE 1 s,
credit-bearing, that carry dollars within the budget process
that courses will be offered in all kinds of areas that
really don't deserve college--level accreditation.
Now that
is a fear. With those courses, of course, goes TAP and that
brings bread to the students; with those courses and the
FIE 1 s they generate it brings money to the campus in the
I & DR, instructional and departmental research, function.
Well, those are some of the hopes.
There 1 s nore on the
-rauna.ry-rist7-nut:-tfiose -are -some-OI tlie -hoj?es-to-offset ____ _
the drop in the traditional college-going population. It
raises sane questions on roles which I 111 get back to, you
know, in a few minutes and it certainly raises some questions
on faculty concerns. It raises questions on the proper
nature of the university as a communi·ty of scholars but
I '11 get to that a little later.
Now the enrollment decline has other implications to i-t.
One
of which is that 'We must remember that only a portion of any
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University Senate
November 6, 1978
Page 10
university's budget, public university budget, is related
to FTE generation.
That in the last four years or so, 40%
of the budget increases have not been related to FTE 's a·t
all but rather to such things as OPEC, oil prices, cost of
energy, general inflation. 'Ihis is really where on this
carrg;:>us rrost of the additional rroney came from, you know,
for university operations. And that is very significant
because that really doesn't add to the quality of the enter-
prise at all. You kna.v, if the Division of the Budget
recommends additional funds for oil~ you know, for the
campus or for inflation, it doesn't buy any more books.
It doesn't improve the academic quality. It doesn't do
anything for the ins·titution as a scholarly enterprise.
All it does is stand still. But that essen-tially is one
of the major factors in a period, and now I am getting
back to the first condition of the context, of fundamentally
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are forthcoming have been, and probably will be for some
time, primarily to stand still and to avoid the ravages
of inflation and how that can affect quality.
Perhaps the major implication of this second context, the
enrollment decline, is the capital program of the university.
Now this university is virtually built if we forget--what
is it John? the West Podiun.was on the dra:ving board some
time back--but if we forget the West Podium for tl1e moment,
this campus is virtually built. But not all of the SUNY
University Sena·te
November 6, 1978
Page 11
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carrpuses are built. There's SUNY.-Buffalo ~lhich is half-buil·t;
there's Purchase which is 90% built; 'rhere 's Old Westbury
which is, God knows depending urx:>n the way you define it,.
mich mission you accept of Old Westbury--half built, three-
fourths built, 25% built. Yet you've got a situation where
in toto in the State University of New York, there will be
more space, or there is rrore space oow, then will be needed
in 1985 by far.
In toto in the Univeristy as a whole.
Ye·t
some of the carrpuses aren't fully built. They are in a
state of inbalance.
You may have the hard sciences buildings
built, but no·t the soft sciences buildings on one ca:rrpus.
On
another ca:rrpus maybe the reverse.
So you have to · conplete
those campuses to make ·them viable whole enterprises. Yet
throughout the SUNY system as a system, you will be over-
built.
Now over-building, it ties in with what I said a few minutes
ago.
Buildings have to be heated. That's OPEC oil again.
You know, all sorts of inflationary costs that.have to go to
finance buildings; it has implications for tuition because
the first claim on tuition rronies from the students, by law,
goes to pay off the debt service on the bonds.
What's left
over from that goes to the opera·ting budget of a campus or
of the university carrpuses as a whole.
So that has implica-
tions for the increases in tuition, you knqw, over the years.
Well, all of this is interrelated to inter-sector problems
in higher education in the future, creating tensions between
University Senate
Novembe:t;" 6 r ~978
J2a,ge 12
the private sector, or as b.~ey now lD\:e to call ·themselves,
the independent sector, the independent sector and the two
public sectors, SUNY and CUNY.
I '11 talk about tha·t next.
Let's first taTh. al:x:m·t the private versus the publics.
You know, the favorite word in describing goverrunental
policy on the issue of private versus ·the publics is ·the
word
11balance
11 , and every politician that I know of, and _
even a.J.mJst all higher education officials in New York
are in favor of balance betw-een the pri va·te and public
sectors.
The problem is in defining balance.
You know,
as Plato once said when we begin any analysis we begin by
defining our terms.
So the question of defining balance
is a difficult one.
We in the Budget Division define balance in terms of our
budget recommendations. If in a given year 1 we recorrrnend
_ _ _ _____________ ~-i~_cE~~e _:i:n_ ~~dy !\i.d..I ~hJ-<::~-w~ __ l'J:_eV~'_!'~~l_:I-y_hav~ _§c:>.1l~--= _________ _
that has always been forced on us by the Legislature--
Bundy Aid is aid that goes to the private colleges-- if
we recommend an increase in Bundy Aid and no increase in
the University's budget, that is a statement on balance.
It is a definition of balance, an operating definition of
balance.
Well, thc.'Oretically, the State of New York has this unique
system where the tw-o public sectors and the private sector
are all part of one system called the University of the
University Senate
November 6, 19 7 8
Page 13
State of New York under the Regents.
And I say that, tha·t
is a theore·tical si·tuation because in the world of de facto
budgeting it is really no·t treated as one system. It is
·treated as two sys·tems:
the SUNY/CUNY system as a public,
inter-related process and ·then the priva·te sector as, you
know, as a separa·te thing.
But the fact that i·t is
officially, at least, one system forces the Division of the
Budget and any governor and the Legislature to look a·t the
funding for the pri va·te colleges. And here you can look
at i·t one of several ways.
You can look at it as we do in
the Division of the Budget, narnel y in trying to achieve
balance, na:rrel y how much support does the Sta·te give to the
private colleges per student at·tending the private colleges.
We regard tha·t as a good measrrre.
Now on that measure ·the State of New York far and away
exceeds any other state in the nation of the amount of
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state. Whether those public funds come in the form of
Bundy Aid, TAP, aid to private medical/dental schools,
or special programs such as the recent grant to Syracuse
University for ·their football stadium.
But whatever
measttre used, we are far and away ahead of the rest of
the nation.
Now on the other hand, the private college.people don'·t
like that measttre.
'!hey' 11 say, on a per capita basis
of the total popula·tion, New York State is way down there,
University Sena·te
November 6, 1978
Page 14
number twenty-seven---not nurrber one. And i·t is true .
On
per capita aid for all of higher educq.tion, public and
private, New York is down right in the middle of the
na·tion, you know, number twenty-seven.
But you see from
our standpoint that is not a valid figure because tha·t
includes within it the fac·t that New York State has such
a heavy percentage of its students minori·ty, but a heavy
percentage of its undergraduate students going to priva-te
colleges. And consequently that takes the mix and changes
it in ·te:r:ms of the subsidy mix in contrast to California
where, you knCJ'i.V, 90% of the students are going to public
universities. 'Ihat figure, that approach is more valid
to California then it is, you knoW, valid for New Yon(.
In any event, the key figure in teJ;ll'lS of aid per s·tudent
for the private colleges, for students actually a·ttending
there, far and away is the leader in the na·tion.
Now this struggle between the privates and the two public
sectors has been going on for some years on a rather
subdued pasis, heated up recently, you know, the las·t
year or two.
'Ihere was the fa.rrous meeting of rapprochement
a·t ·the Rensselaerville Institute of Nran and Science where
they all tried to ge·t ·together and develop a comnon
s·trategy but it heated up during the last few years because
of the fiscal crisis.
And ·the fiscal crisis leads to wha·t our friends down at
University Senate
November 6, 1978
Page 15
the City University cannibalism, where one campus
tries to get its share of the bread at the expense of
the other campuses.
That happens within the CUNY system.
It also happens between the public and the privates. And
they have a large lobbying group ·tha-t is working very
actively on the issue of cannibalism, if you will, to
get more of the share for the private colleges.
So when this began developing, when we began seeing
this, the Legislature began seeing that tile way out of
it seemed to be to give the aid to the student. It's
called now TAP--the Tuition Assistance Program. And
then let the student in a free market choose the college
he or she wants to go to, based upon whether that
college served the academic needs of the student, for
quality of the college, and so forth and so on. All of
the other factors that students use.
And that way the
State could sidestep the issue of favoring the privates
or favoring the publics.
And Assemblyman Costigan
pushed this about five years ago, I guess, and it
became state law.
On the surface it seems as if it is a simple solution
with a certain arrount of validi-ty to it. But then when
you get into the detailed analysis of it and discussion
of it with the private and public people, you see that
even there there are problems. For example, the private
colleges will say to us that the Budget Division has
University Senate
November 6, 1978
Page 16
favored student aid over institutional aid--we favor TAP
over Bundy following the Costigan philosophy.
Yet, tlmt
doesn't make any sense they say to us because that assumes
that the private colleges can rema:in healthy as institutions.
The students are certainly not going to select a private
college that's on the edge of bankrup·tcy as against. a
public university that is institutionally funded through
the funding process of the State.
So consequently, Bundy
Aid must be increased to make this competition, to make
the Costigan philosophy work in real life. And it's only
fair, that's what they tell us.
They also say to us that because there is a ceiling on
tuition assistance---$1,500 it used to be for the lowest
socio-economic group then it was raised to $1,800 last
year-~that that covers all of the tuition for some socio-
economic groups going to public universities bu·t only
----- ------- ----- -part- o:E-that-go:tn-g -ro-priva-ce un:iversit:ies.-so-again ___ - ----- ------
this program designed to equalize the publics and the
privates, to have the free market place work, you kno;,v,
a. la Adam Smith, doesn' t really work because it is no·t
high enough. Eighteen hundred dollars should be higher.
Of course, tlleir ideal solution is wha·t fonner Governor
Wilson advoca·ted and that is that the public and private
universities both should have the same level of tuition
and then have a tuition assistance program that would
be equally applied to them all, you see. A r:osition
University Senate
November 6, 1978
Page 17
ti1at has never been adopted officially in ·the state, but
it is one that Governor Wilson used to privately talk about.
Now there are other problems in terms of a private/public
balance of a budgetary nature.
One is that this capital
program expansion tha·t I talked to you about a few minutes
ago in ·terms of SUNY proper.
That the State has no control
over that at all in the private sectoL None.
They build
whichever buildings they want to. And I recall a distin-
gu.-Lshed institution of higher learning, private, in down-
state New York, I won 1 t mention the name, but in downsta·te
New York that was going bankrupt at one time and approached
the Division of the Budget to have us buy one of their
campuses, spending a vast arrount of money for i·t, and
turning i·t over to a public institution because they
were going bankrupt and needed the rroney.
And in the
newspapers in roe middle of that negotiation they announced
-- -- - -- - - - - - - - - - - -that-they-were -going- -co-l:Ju.tld -a-sport::s-:-pa1.a:ce.- -Hovr ------ - -- ------
could they afford a sports palace. If they were a state
university syste..m, part of the State Universi·ty system,
that issue would have never cortB up.
But you see it raises the issue of more funding for the
private colleges because they naw regard themselves as
public but independently controlled and meaning less
funds :Eor the public colleges because the privates
regard roem as public bu·t governmentally controlled.
You see, that is the distinction:
iliey 1 re all public
University Senate
November 6, 1978
Page 18
but some are independent and some are governmentally con-
trolled. Wi·thout the kind of controls over new physical
plants, you know, expansion in·to new procJrams, that are
present in the public sector.
They want the money to flow
equally between ·the publics and the priva·tes but no
controls at all over ·the privates but controls over ·the
publics.
Well, it raises questions of equity. It would take a
little too long to go into here, you know, as to how
those should be resolved but they do raise serious
questions of equity.
O.K.
A second factor, and this is the las·t one I really
want to ·talk about. in terms of the future of higher
educa·tion financing.
An underlying issue is the relation-
ship between CUNY and SUNY.
Now ·this is a fascinating
__________________ one_because _there-are-alL different-kinds-of-ways-you c<m------- ------
approach this problem.
And I want to say here tha-t the
Covernor of the State of New York and his opponent, his
chief opponent Duryea, are both in favor of autonorey for
Ci'ty University and are against merger for ci·ty Univer-
si ty and State Uni \ersi ty.
So I talk in that context.
But ·there' re all kinds of ways of approaching this problem.
One way of approaching it, if you're a super-agency type,
if you belong to that school of thought tl1.a·t believes in
super-agencies, is to merge St~l and ~
into one vast,
University Senate
November 6, 1978
Page 19
rronolithic system of higher education. Well, that has
all kinds of ramifications to it. There're always those,
of course, who don 1 t believe in super-agencies, who see
that they get created by people like Mayor Lindsay and
they collapse four years later because the human capacity
for rranage:ment seems to be stretched to i·ts upper limits
and beyond in rranag:i.ng super-agencies.
Then you have
other problems however.
You have problems within such a vas·t system of power
struggles among the varuous constituencies within the
system.
The fact that it is one system doesn 1 t rrean
that every aspect of the system will get treated equally.
You have the New York City power base concentrated; you
have the upstate power base, SUNY, dispersed. If they
are in one system or if they are separate, the political
reality of that has its impact in a budgetary sense.
As you know, one definition of budge·t:i.ng is conflict
resolution between and arrong power centers; and those
power centers continue to exist whether they're part
of one monoli th:i.c system or whether they're part of
two systems.
So really in this aspect of budgeting
you have to get into political science and even
political psychology to 1..mderstand i·t.
You know, i·t 's
not budgeting just dollars and cen·ts with an accountant's
point of view in it.
University Senate
November 6, 1978
Page 20
Another way of looking at the CUNY/SUNY relationship is
to forget about governance entirely. Instead ·to think:
in tenns of parity and egui ty between SUNY and CUNY in
their funding.
And tha·t' s the approach that we have
been ·taking in the Division of the Budge·t, and I '11
give you one example of that to reduce it from an
abstraction to sorrething concrete: the issue of
student/faculty· ratios.
When we first ·took over CUNY budgeting.· two years ago,
the presidents of the "big four" down at CUNY, you
knmv, Queens, CCNY, Brooklyn, and Hunter, wanted to
be regarded as university centers like Albany and
Binghamton and be funded that way.
Now any .analysis ·
though of the student composition, of the kinds of
courses offered, or the level of instruc·tion offered,
showed really tha·t those colleges were much closer,
despi·te their presitge, particularly CCNY, they were
much closer to the four··year colleges of SUNY than
they were to Binghamton or Albany.
Much, much closer.
But they didn't want to be funded the way those colleges
were funded .. 'Ihey wanted to be funded as if they were
offering large numbers of doctoral prograrrks which
inherently ge·t rrore funding with them. Well, we
broke tha·t by rreet-..ing with the presidents down there
and saying tha·t that's not a rational approach ·to
budgeting, you're dealing in cliches, you're dealing
Universi·ty Senate
November 6, 1978
Page 21
in nomenclatuce; you want to be called a center because of
the prestige of the word center and the m::mey you think:
comes with it but we should develop a budgeting system
that meets your prograTllitlatic needs, that preserves quality
at your colleges, for your unique missions, and no·t try
to use the rrold of a Binghamton or an Albany on a CCNY
or a Hunter, which are very different kinds of institutions.
And so we talked to them about budgeting student/faculty
ratios with a different approach, which I' 11 just talk
abou·t very briefly, using a different approach than we
had used in ·the past. Namely to identify ·the disciplines
at a campus by ten major categories, and develop student/
faculty ra-tios for each of those disciplines and student/
facul·ty ratios for each of the four levels of those
disciplines:
lower division, upper division, and the two
graduate levels. And with that matrix of about 40 student/
faculty ratios to apply those to the nature of the student
body and ·the courses at each of the CUNY campuses and each
of the SUNY colleges so that the faculty it would generate
would meet th.e unique configuration of each college. And
that way Albany would be trea·ted differently than
Binghamton; CCNY differently from the o·thers.
Each
institution being treated uniquely depending upon its,
the kind of courses it had and ·the mix of ·those kinds
of courses and the kinds of students by level. And we
went to ·the academic discipline approach ·to budge·ting
University Senate
November 6, 1978
Page 22
which helped mightly in preserving parity and equity
between SUNY and CUNY.
Those techniques, which bore rros·t people, are the tech-
niques that protect quality, you see. let me give you a
contrasting example.
'Ihere is a distinguished figure in
SUNY-cent.ral--not ·the Chancellor, lower down~-a distin-
guished figure in SUNY-Central who would love to have the
ca.rrrpuses budgeted on the basis of so many dollars per
student, $2,500 per student or whatever the figure is.
The difficul:ty with that is ·that the concep-t would have
been good for SUNY ·ten, fifteen years ago. It would be
disaster today.
Because in a period of declining enroll--
ment, and many SUNY campuses have the enrolJ.men·t
declining already---New Paltz 20% below its budgeted
target-·-in that kind of situation if you have $2,500
per student or $3,000 whatever the figure tunJ.s out ·to
~-- ---- ------ - - --- - - -:Oe 7 and-the enrolirrenE-decl:iiiessharply jffi-t:. s:iiUPie ---
roa.thematics raises ·the $2,500 figure to $4, 000,
$3,500.
So it looks as if they are being richly funded.
A budget examiner knows how to . use that ·tool; you keep
it a-t $2,500 and give i·t a 6% inflationary increase and
that means re-trenchment on the campus.
In other words,
that technique for admi.nis·trati ve flexibili ty-:-another
phrase frough·t with peril, requires de:Eini·tion, Platonian
defini·tion, before one even uses i·t-·-that kind of
technique plays right into ·the hands of a green-eye
University Sena·te
November 6, 1978
Page 23
shaded budget examiner who is interested only in saving
money 1 you see. And it is against the interest of
protec-ting quali-ty at the university. And yet this is
advocated by a professional, vigorously advocated, in
SUNY -central.
Now there is a sirrple way out of ·this SUNY/CONY relation-
. ship, given ·the Governor 1 s policy stance,
That. is to
leave them separate.
J.eave CUNY to pursue its unique
mission.
Concentrate on parity and equi·ty.
Concen·tra te
on rrore sophisticated, intelligent ways of protecting
quality in each of those segments and when it comes to
governance1 change the corrposition of the Board of Higher
Education to add more gubernatorial appointees to i-t.
Instead of merely 50%, make it 75%, make it 80%--whatever
percent the State puts up in funding.
The S·tate puts up
now 75% of the CUNY funds. It should follow ·that they
should have 75% of the Board of Trustees membership.
Sirrple governance solution. Its very sirrplicity makes
it unattractive. Its very simplicity makes it unattrac-
tive because people ljJm to think ·that if there's more
Sta·te rroney there then there should be an institutional
merger between SUNY and CUNY.
That doesn 1 t follow.
Why, if we funded CUNY 100% and we flmded ~UNY 100% 1
why should they be one organization? We fund the State
Health D8parbnsmt 100% i we fund the State :Mental Hygiene
University Senate
NoveUber 6, 1978
Page 24
100%; we don't combine them into one organiza-tion.
They're separate organizations for reasons of organi-
zation and manageme1t, for reasons of their mission
and their purpose.
So the real question of analyzing a
SUNY and CUNY merger is to analyze from an organiza-
tional and mission standpoint what CUNY is all about,
what SUNY is all about, and let the organizational
structure flow from tha·t rat:ionali ty, and not flON
from a sort of empire-building thinking that super-
agency people tend ins-ti.ricti vely to go for.
Or over·-
simplistic concepts of organization that don't flow
from the need of ·the mission.
Well, I get slightly impassioned on that issue because,
and believe me, because I've never seen an analysis
based upon need from which flowed organization which
derronstrated why SUNY and CUNY should be merged.
No
one has ever done tha·t analysis.
Perhaps if they had
done it in a rigorously professional way, it would
make a convert out of a lot of people.
But if anyone
wants to have rationality in budge·ting, they like to
look for that kind of evidence first, of some ·thought
and sanE rigorous analytical thinking.
O.K.
The solutions to all of these problems where
you have CUNY and SUNY, ·the privates versus CUNY and
SUNY, CUNY and SUNY versus each o·ther, the "big four"
at CUNY versus the "little four" at CUNY, the Comrmmity
Universi·ty Senate
November 6, 1978
Page 25
Colleges---whom I haven't even rrentioned at all, that's
another separate story--jnvolved in the struggle, con-
flic·t resolution between and a:rrong p::>wer centers.
Agains·t that is a definition of budgeting where you have
all of the other s·ta·te agencies versus SUNY--the :M3ntal
Hygiene people want their share of the bread, so do the
criminal jus·tice people, so do ·the welfare mot:hers.
It is a sayillg in budgeting that when the money gets
tight the weak and the defenseless get cut and the
affluent and articulate ge·t it. It is almost Marxian--
you know, the rich ge·t richer and the poor get poorer.
And the articulate and the a:Efluerrt are you.
I am
looking at them right here, you people.
T.he welfare rno·ther gets shafted, the prisoner gets
shafted, ·the Mental Hygiene patient who can't articulate
gets shafted, and this induces liberal guilt in the
it induces liberal guilt, but that's ·the way budgeting
goes on in a period of aus·teri ty.
T.he ones who can
crea·te the furor and unleash the 10,000 students and
write articulate letters, none of whom are prisoners,
or ~zental Hygiene patients or mental retardates, or
the poor welfare mothers who ge·t tlleir daily food
allowance cut from $1.10 to $.95 you see.
It happens
that way.
University Senate
November 6, 1978
Page 26
Well all those factors have to be considered.
NCYitV wha·t' s
the solution ·to it, and I '11 wrap this up because I've
talked a little longer than I intended to.
The solution
is very coruplex; this whole area is very complex so I' 11
be overly simplistic again and say, I'll just talk about
two solutions.
One is to pursue, with a doggedness, rationality in
budgeting.
That should be particularly apt for higher
education because people in higher education are
supposedly dedicated to the pursui·t of truth and ration-
ality so we should all try to pursue togethex rationality
in budge·ting.
Try to minimize the politization of
budgeting, the reliance upon power which is always very
transient and leads to what we have in elementary and
secondary education--gross inequities between and a:rrong
the school districts so that the Levittown decision has
ruled what we're doing-unconstitutional and rightly so.
But in the long run the health of the enterprise,
rationality, this rreans for:mulas where foxmulas are
appropriate. But the for:mula is not being regarded
as absolute answers because the limitations of quanti-
fication budget are far more potent than their advan~
tages, if they are treated as absolutes.
;Formulas should be indicators, pointing a direction,
a beginning point of discussion.
University Sena.·te
November 6, 1978
Page 27
In-telligent policies---another aspect of rationality where .
you can 1 t quantify something but where intelligent
people sit across a table, disc~ss a problem, try to
develop a :r;Dlicy stance for it and, in effect, it becorres
a social contract between one :r;Dwer group and another
power group.
And you 1 re a :t;x)Wer group. Vince is the
leader of a power group.
The Budge·t Division is a power
group even though i·t is a secondary power group serving
the Governor.
And he is a power. All power centers.
But sit·ting across a table hying to develop a plan in
the context of declining enrolJJnent, of limited revenues,
and of the various :t;x)wer relationships between and among
the pri va·tes and publics, and CUNY and SUNY, and all
the res·t of ·these things. You say Ahh.
But trying to
rationally approach it, at planning ahead on it, and then
the budgets L1Dfold according to those understandings.
·-··- ------- - --- - -- -
-It-~s- vecya.lf-ficult:--co-ao-:-It--isvery diffimul:-toao --
and I've got a v-1hole slew of examples on ·that from
a·ttempting to define peer institutions of the various
campuses ·to ·try and see if they could serve as a rrodel
for budgeting in various SUNY campuses--to faculty
distribution ratios·~-·to models, mathematics models, of
funding student services--mathematical rrodels for funding
plant and maintenance.
There are all. kinds of areas
where an approach to systema·tic analysis of budgeting
can be extreme ley helpful but where i·t should not be
University Senate
November 6, 1978
Page 28
regarded as absolut.es, but as indicators, beginning points
of discussion.
The second aspect of a soluLion is for people to take a
fresh look at their roles. Each power cen·ter ·taking a
fresh look at its role.
Because 1 you know, when rroney
was forthcaning in the late 60 1 s - early 70 1 s in carloads 1
we didn 1 t have to worry about our proper roles. :rvbney
papered everything over. But if we 1 re going to retrench---·
and we're not talking about retrenchment in the 1979-1980
budget, I want to tell the fellow from ASP 1 we 1 re not
talking about that and I don 1 t want to get anybody
frigh·tened about ·that--but if we 1 re taJking about retrench-
ment a few years ago at. the University here, the question
then becomes, in tenus of role, who should do the
retrenching? Should i·t be the Budget Division doing
that retrenching or should it be the campus.
The answer then, I think it was a proper answer, was that
the campus should do the retrenching.
The Budget Division 1 s
proper role, .because the survival of the State was at
stake, was to take the money away from the Catl\puses and
say "here we're taking this amount of money from you, now
you do your think and decide how you
1 re going to retrench" .
The Budget Division made its decision based upon the total
fiscal picture of the State. The campus made its program-
matic decision based upon their academic knowledge and
expertise. And the Budge·t Division avoided interfering
University Senate
November 6, 1978
Page 29
in what people could say is academic freeclDm or academic
prerogatives at least.
The Regents-.. -wha·t is their proper role in a ·period of
retrenchnBnt? In a period of expansion the Regents had
a s:i.rnple role: the University would suggest a new
program and the Regents would rubbe:mtarnp it and send
it through without any analysis.
The Regents would
turn out their quadrennial master plan, generally
mediocre, at least not a high level. It would not be
Phi Beta Kappa.
'l"hey did tum that out.
In a period
of consolidation and decline in enrolhnents that's not
allo;vable any more. If the Regents aren' t to do the
master planning as they're statutorially required to do
it, the quali·ty must be there. It rnust face the issues
and this makes tough decisions.
Otherwise why have the
Regents? Why have them involved in the master planning
process for the University of the State of New York,
including both the public and the private sectors.
That becones increasingly in-portant.
They do do the doctoral reviews of the SUNY-Albany
campus.
Those must be done quan·ti tati vely.
The
credi·tabili ty must be there.
People must see ·that i·t
is rigorotlB, qualitative analysis that is being done.
And they must then later feed into the budgeting process.
But their role is an academic and educa-tional role, not
the Budget Division's role you see.
Uni versi·ty Senate
November 6, 1978
Page 30
O.K.
The Governor's role---he has to think of his role.
The Trus·tees' role--have to think: of their role. And I
am going to stop.
I 'm no·t going to analyze each of
·those roles in detail.
You can think about them yourselves.
Enough that I sensitize you ·to the fact that roles have
to be examined.
But, you know, the roles, people 's consciousness of t.heir
roles have atrophied over the last fifteen years because
of all ·that money that was available. You know, since ·the
early days of the Rockefeller administration. And now
people have to rethiru< those again; and a rethiru<ing of
the roles, paying par·ticular a·ttention to what are ·the
proper limL·ts on their behavior, as "~;vell as what are the
opportunities that the responsibilities of tha·t role
engenders.
You have to think of both.
proper role vis--a-vis the Governor and where do we stop
so that we're not interfering in campus activities or
in SUNY-Central's proper role.
SUNY··-Central is another
area that has to thiru< vigorously about its role because
that has atrophied over the years as well.
So that,
you know, all of that has to be done.
The people a·t SUNY-Cent.t"al and the people at ·the campuses
in thinking of their role have to avoid trying to tread
on ·the proper roles of the Budget Division and the Governor~·
University Senate
Novernber 6, 19 7 8
Page 31
Because after all, the C.,overnor is accountable to tll.e
pc~ple in the elective process and, if we have a civil
religion in this sta·te and the nation, it is called
democracy and electoral accountability.
And that civil
religion that we in the Budget Division follO'itJ-·~our other
kinds of religion are private--bu-t the civil religion tha·t
we follOiN, accountabili-ty of the electoral process, is a
powerful force in our socie·ty as much as academic freedom
is on a campt1S •
0. K.
Now all of that gives you the tmderpinings as we
see it. The ·thoughts that go through our minds this
time of year as we're wrestling wi tll the budget process.
It is not merely:
they want 12 more faculty members,
should we recommend to the Governor 12 or 9 or 10 or 0.
It is not that.
It. has got to be fit into this kind of
a context. 'Which is wily budget examiners really, who are
---------------- gooa-:Oudget-examinerB-;-have tO-be -riberally educated- ------------
first; technically educated afterwards.
Superimposed
on a liberal education.
Because those underlying contexts
are really what mc"J.kes budgeting worthwhile and what makes
it the a-rt fo:rnt that it really is.
I thank you.
