Senate Bill 1415-01
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Graduate Academic Council
University Planning & Policy Council
Date:
December 1, 2014
PROPOSAL TO ESTABLISH A GRADUATE CERTIFICATE PROGRAM IN
ADOLESCENT SPECIAL EDUCATION FOR CONTENT TEACHERS
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That the University Senate approves the attached proposal to establish a Graduate
Certificate Program in Adolescent Special Education for Content Teachers as
approved by the Graduate Academic Council (11/18/14) and University Planning
& Policy Council (11/20/14).
2.
That this proposal be forwarded to the President for approval.
Why
Executive Summary
Proposal for New Advanced Certificate Program
Adolescent Special Education for Content Teachers
Teacher Supply and Demand Reports presented at the November 2013 Board of
Regents Meeting indicated that special education was a high need area nationally
and also that Special education (grades 7-12) was a shortage area in NY State.
The Teacher Supply and Demand Reports indicate that the likelihood of
employment increased with multiple certifications and thus it is anticipated that
content area teachers from across the state would find this additional certification
in a shortage area advantageous.
Who
Already certified grade 7-12 content area teachers -_NY State certification as a
content area teacher (7-12) in English, mathematics, Social Studies, Science, or
Language other than English and a master's degree is required for admission, as
well as prerequisite distribution of coursework.
What
This 15 credit program prepares students with knowledge regarding best practices
in special education so they can serve those learners with the greatest needs.
Students will become familiar with research-validated components of effective
assessment, instruction, and behavior management. Students in this program will
have the opportunity to apply these skills in required practicurn. The practicurn
requires the inclusion of the External Instruction Form. The program meets the
academic requirements for initial and professional certification for Students with
Disabilities Generalist (grades 7 -12).
Where
Initially a combination of online and on campus courses; ideally fully online in
future to recruit from across NY. That is why Distance Education form is included.
When
Depends on when approved by NYSED and resources. A small cohort could
possibly begin in 2015. Students with degrees from Albany (i.e. MSSE program
may apply relevant graduate coursework (ESPE 562) to this degree.
Changes required in addition to approval of new advanced certificate
1. One new course added to meet certification requirement- ESPE 658 -
Curriculum and Instruction for Adolescents with Disabilities: Collaboration and Co-
Teaching (course action form, syllabus, and instructor vita included).
2. Revisions to prerequisites adding admission to advanced certificate program to
course prerequisites for ESPE 562, ESPE 580, ESPE 653, and ESPE 655 (course
action forms included).
New Program Proposal:
Certificate and Advanced Certificate Programs
Teacher Education
EPP Form 2C
3119/2014
This form should be used to seek SUNY's approval and the State Education Department's (SED) registration of a proposed
new academic program leading to a cettificate (undergraduate) or an advanced ce1tificate (graduate). Approval and
registration are both required before a proposed program can be promoted or adve1tised, or can enroll students. The campus
Chief Executive or Chief Academic Officer should send a signed cover letter and this completed form (including any
appended items) as a single, continuously paginated document to the SUNY Provost at program.review@suny.edu.1
Guidance on academic program planning is available at http://www.suny.edu/provost/academic affairs/app/main.cfm.
'
--,-
Section 1. Generallnformation
.·
.
Item •.
· .. Response ((vpe iu the requested information)
a )Institutional
Date of Proposal: October 28, 2014
1 Information
I
..
Institution's 6-digit SED Code: 210500
I
Institution's Name: University at Albany, SUNY
.
Address: 1400 Washington Ave., Albany, NY 12222
I
·.· ·· ...
· .. ··
Dept of Labor/Regent's Region: Judicial District 3
·.·. · .. ·.·
1 b) J.>rogra~--;T
List name, address, and 6-digit SED Code of each additional campus where the entire program will be
Locatio{~
· ..•.. offered:
··.
< List the name and address of extension sites or extension centers where courses will offered, or check
; ,..
. .. . here [ X ] if not applicable:
,~
Adolescent Special Education for Content Teachers
c) Pt·oposed .••...••.•...• ·
Program Title:
Pr()gram
·.: ·
Award(s) (e.g., Certificate, Advanced Advanced Cettificate
:
Infot·mation
.......
Ce1tificate ):
.
Number of Required Credits: Minimum [ 15 ] If tracks or options, largest minimum [
l
1•·······. · .. >
.....
(15 credits required ifleading to a base certificate)
r::··~i··•·
•••••••••••••
Proposed REGIS Code: 0808 Special education, general
Proposed 6-digit CIP 20 I 0 Code: 13.1019
. .. ·
I .
I
Expected date of next CAEP or other accreditation visit: 2021
·<
•••••••
New York State certificate title(s) and level to which the program leads:
··.
..•...... •.••··• ... Students with disabilities Grades 7-12- Generalist (Initial and Professional)
d) C!l~tac~ for ·
Name and title: Dr. Deborah May, O'Lemy Professor, Division of Special Education
•••.•• thisl>rofosai·····
Dr. Bruce Saddler, Director, Division of Special Education
I
... ····.· .. ··.
Dr. Jane Domaracki, Director of Clinically Rich Programs
1.
"•
•. Telephone:
(518) 495-7017
E-mail: dmay@albany.edu
I
(518) 442-5062
E-mail: bsaddler@albany.edu
•• · .. : ...... ·.···· ...
(518) 424-7021
E-mail: jdomaracki@albany.edu
'This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it should be
emailed in parts.
I
Signature affirms that the proposal has met all applicable campus administrative and shared governance
procedures for consultation, and the institution's commitment to support the proposed program.
£-signatures are acceptable.
Name and title: R. Timothy Mulcahy, Ph.D., Provost
Signature and date:
If th~.program will be registered jointly2 with one or more other institutions, provide the following
information for each institution:
Partner institution's name and 6-digit SED Code:
Name and title ofpattner instihltion's CEO:
Signature ofpmtner institution's CEO (or appeml a signed Jetter indicating approval of this proposal):
I Section 2. Program Information
l2.l:Prograni Format
Check all SED-defined format, mode and other program features that apply to the entire program.
a) Format(s): [ ]Day [X ]Evening [ ]Weekend
[ ]Evening/Weekend
[X ]Not Full-Time
b) Modes: [X ]Standard [ ]Independent Study [ ]External [ ]Accelerated [X ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.
c) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ]4.5 year [ ] 5 year
I 2.2;Related Degree Programs
All coursework required for completion of the certificate or advanced certificate program must be applicable to a currently
registered degree program at the institution. List below the registered degree program(s) by title, award, and five-digit SED
Inventmy of Registered Programs (IRP) code to which the credits will apply.
Answer: Program Title: Adolescence: Special Education Generalist
Program Title: Educational Psychology
I 2.3 Program Description, Purposes and Planning
a) Insett the program description as it will appear in the institution's catalog.
Award: MS
Award: PhD
Program Code 35099
Program Code 14481
Answer: This program prepares certified grade 7-12 content area teachers to become knowledgeable regarding best
practices in special education so they can serve those learners with the greatest needs. Students will become familiar with
research-validated components of effective assessment, instruction, and behavior management. The program meets the
academic requirements for initial and professional certification for Students with Disabilities Generalist (grades 7-12). NY
State certification as a content area teacher (7 -12) in English, mathematics, Social Studies, Science, or Language other than
English and a master's degree is required for admission.
b) What are the program's primaty student learning outcomes (SLOs)? NOTE: SLOs are defined by the Middle States
Commission on Higher Education in the Characteristics of Excellence in Higher Education as "clearly articulated written
statements, expressed in observable terms, of key learning outcomes: the knowledge, skills and competencies that students
2 If the partner institution is non-degree-granting, see SED's CEO Memo 94-04.
2
are expected to exhibit upon completion of the program."
Answer: The program has multiple objectives, but the primary educational and career student learning objectives
(SLOs) are that at the end of the program, the students will know:
•
the historical and legal foundation of special education;
•
the characteristics of students with disabilities, including students with autism;
•
how to create educational environments that accommodate individual differences, including
students with autism
•
appropriate curriculum and research-validated instructional practices, including use of assistive
and instructional technology as appropriate;
•
appropriate behavior management strategies, focusing on positive behavioral interventions;
•
collaborative strategies for working with others involved with students with disabilities;
•
assessment approaches and evaluation strategies; and
•
how to apply their knowledge to the education of adolescent students with disabilities during their
practicum and internship placements.
•
In addition, after completing this program the students will be recommended for the Teaching
Students with Disabilities 7-12 Generalist Certification.
c) How does the program relate to the institution's and SUNY's missions and strategic goals and priorities? What is the
program's importance to the institution, its relationship to existing and/or projected programs, and its expected impact on
them? As applicable, how does the program reflect diversity and/or international perspectives?
Answer: Consistent with the institution's mission to expand knowledge and transform minds, this program directly
targets the specialized knowledge needed for our graduates to meet the needs of a range of learners in special
education settings. Faculty members are dedicated to studying and teaching the processes, relationships, and
structures by which learning best occurs, as well as those that interfere with optimal growth and development, so as to
inform theory, practice and societal expectations. The University at Albany's School of Education is a community of
nationally recognized researchers who are committed to preparing scholars and practitioners in a variety of fields; this
project expands the recognized strengths of the faculty and the graduate programs in Special Education to a new
program track to meet the shortage of teachers for students with disabilities at the 7-12 grade levels.
d) How were faculty members (education and mts and sciences) involved in the program's design? Also describe input by
external pattners; e.g., P-12 schools, community college partners.
Answer: Building on the experiences gained in previously registered programs as well as in implementing our current
Graduate Level Clinically Rich Teacher Preparation Pilot Program for Adolescent level special education teachers, the
faculty have continued their collaboration in the design of this program. Full-time and part-time faculty members, as well as
external partners in high schools, have collaborated on the key aspects of this program, including admissions, course
development, course content, sequencing, scheduling, continuity across coursework and assignments.
e) Enter anticipated enrollments for Years 1 through 5 in the table below. How were they determined, and what
assumptions were used? What contingencies exist if anticipated enrollments are not achieved?
...
AnticiJJated Head count Enrollment
Estimated
Year
Full-time
Part-time
Total
FTE
1
5
5
5
2
5
5
5
3
5
5
5
4
10-15*
10-15*
10-15
5
10-15*
10-15*
10-15
3
Answer: It is anticipated that many newly certified teachers with Masters degrees in secondary content areas (such as those
in the MSSE program at the University at Albany) will wish to increase their employment opportunities by adding this
additional teaching certification in a teacher shortage area. The Educational Theory and Practice MSSE program at the
University at Albany, as well as a private college have expressed interest in such a program for their students. In addition, we
often are contacted by already certified teachers wishing to obtain special education certification at the secondary level. This
program would meet these needs.
We would start the program small, absorbing the new students into as many existing courses as possible. Five part-time
students taking 15 credits a year (spread across a summer and two semesters) would be the equivalent of 5 FTE students,
and 10-15 part-time students taking 15 credits a year would be the equivalent of 1 0-15 FTE students. Initially the small
enrollment of 5 part-time students could be handled by distributing students across existing on-campus courses with
available seats, and adding an additional section of ESPE 653, taught online, since the on campus section is already over
enrolled. ESPE 658, which is a new offering, would also need to be added to the schedule and offered ideally once a year
on-line, attracting students not only in this program, but also others from ETAP's MSSE program and elsewhere interested in
the content. ESPE 658 might be offered every other year with two cohorts taking it at once if enrollments were low.
Supervisors would also be assigned for each student only as needed during the student's practicum.
Full enrollment of 10-15 FTE students would also require the addition of another section ESPE 562 (already offered online)
and 655 offered as an online course which would be open to other students too. The goal would be to eventually move this
new advance certificate program to an on-line program to draw students from across New York since the teacher shortage in
this certification area extends across New York. With additional resources the program could expand even beyond these
numbers.
• Would require additional resources. The program could expand if demand exists.
f) List all curricular requirements for the proposed program, including prerequisite, core, specialization (track,
concentration), internship, capstone, and any other relevant component requirements, except General Education courses.
Answer:
Prerequisites Required for Admission
1.
Valid New York State Classroom Teaching Certificate for Adolescence Education (grades 7-12) in English,
Mathematics, Social Studies, Science or a language other than English.
2.
Education -Master's degree from an accredited institution plus the following:
General Core in Liberal Arts and Sciences- 30 S.H. (including coursework in artistic expression, communication,
information retrieval, humanities, Language other than English, written expression)
Content Core- 30 hours in Liberal Arts and Sciences including 6 S.H. in each of the following areas: English
Language Arts; Concepts in Historical and social Sciences; Scientific Processes; Mathematical processes
Pedagogical Core- 21 S.H. including Human Development and Learning; Teaching Students with Disabilities;
Foundations of Education; Curriculum, Instruction and Assessment; 6 S.H. in Teaching Literacy and 6 S.H. of
coursework at Adolescent Level- Grades 7-12.
Core Requirements- Coursework in Teaching Students with Disabilities at the Adolescent Level- 15 S.H.
Foundations of Special Education
Assessment, Diagnosis and Evaluation
Curriculum and Instruction
Behavior Management
Practicum
3hr rion-credit workshop on autism, ie. Responding to the Needs of Students with Autism Spectrum Disorders
(offered on-line through Center for Autism and Related Disabilities at University at Albany as well as elsewhere)
g) Program Impact on SUNY and New York State
Need: What is the need for the proposed program in terms of the clientele it will serve and the educational and/or
economic needs of the area and New York State? How was need determined? Why are similar programs, if any, not
meeting the need?
4
Answer: Teacher Supply and Demand Reports presented at the November 2013 Board of Regents Meeting
indicated that special education was a current high need area nationally and also that Special education (grades 7-12)
was a shortage area in NY State. Although there are currently similar advanced certificate programs offered in the NY
City area, and western New York, there is only one other offered in this region (College of St Rose). Only Brockport
offers Advanced Certificates leading to this same certification, but its programs are very different than our proposed
program and not for certified teachers like ours will be. The Teacher Supply and Demand Reports indicate that the
likelihood of employment increased with multiple certifications and thus it is anticipated that content area teachers
from across the state would find this additional certification in a shortage area advantageous.
Employment: For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and describe their specific
employment needs. If letters from employers suppmt the program, they may be appended at the end of this form.
Need: Proiected positions
Employer
In initial vear
I In fifth vear
I
Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in the
service area, region and state, as appropriate. Expand the table as needed. NOTE: Detailed program-level informal ion
for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic Program
Dashboards. Institutional research and information security officers at your campus should be able to help provide
access to these password-protected sites. For non-SUNY programs, program titles and degree information- but no
enrollment data- are m>ai/ablefi'om SED's Inventory of Registered Prof!rams.
· Institution
Progmm Title
Degree
Enrollment F'13
SUNY INSTITUTION
sue Brockrlort
BioiOiW Education Inclusive Generalist
None
1
SUC Brockport
Phvsics Education Inclusive Generalist
None
0
SUC Brockport
Chemistry Education Inclusive
None
0
Generalist
sue Brockport
Social Studies Education Inclusive
None
0
Gener
SUC Brockport
Earth Science Education Inclusive
None
0
Gener
SUC Brockport
Mathematics Education Inclusive
None
1
Genralst
sue BrockPort
Enalish Education Inclusive Generalist
None
0
IN SERVICE AREA
Colleoe of St Rose
Certificate Only in Special Education
None
unknown
STATE
Adelphi University
Teaching Students w/Disabilities
None
unknown
Generalist 7-12
CUNY City College
Teaching Students w/Disabilities
None
unknown
Generalist 7-12
CUNY Lehman College
Special Education Teacher Grades
None
unknown
7-12
CUNY Queens College
Teaching SWD at the Ado! Level Gen
None
unknown
7-12
Fordham Univ-
Tchng Except Ado!: Gen/Sub Area Ext
None
unknown
Westchester
Cert
Fordham IRse Hiii-Lncln Cl
Tchna ExcePt Ado!: Gen: Sub Area Ext
None
unknown
5
Cert
LIU - Brentwood Campus
Students W/Disabilities(SWD) 7-12
None
unknown
Gener
LIU- CW POST Campus
Students W Disabilities (SWD) 7-12
None
unknown
Gener
LIU-Hudson Grad Ctr
Special education in adolescence
None
unknown
Manhattanville College
Special Ed: GR 7-12 Generalist
None
unknown
Medaille College
Students with Disabilities 1-6/Gen 7-12
None
unknown
Medaille Colleqe
Stdnts w/Dsblts:Subiect:Ext GEN 7-12
None
unknown
Molloy College
Teaching Students with Disabilities
None
unknown
Niagara University
Special Education, 7-12
None
unknown
Pace Univ- Pleasantville
Spec Ed- Tchng Adolesc Students
None
unknown
W/Disab
Pace Univ- New York
Spec Ed- Tchng Adolesc Students
None
unknown
w/Disab
Relay Grad School of Educ
Adolescent Tchng Exceptional Learners
None
unknown
StJohn Fisher College
Adolescence Education - Sts
None
unknown
W/Disabilities
St John Fisher College
Special Education: Adolescence
None
unknown
StJohn's Univ- Staten
Tchng SWD 7-12 Gener Subj Area Ext
None
unknown
Island
StJohn's University- Main
Tchng SWD 7-12 Gener Subj Area Ext
None
unknown
StThomas Aquinas
Teaching Students with Disabilities
None
unknown
College
GR 7-12
University of Rochester
Inclusion Adolescence Education
None
unknown
Collaboration: In what ways did this program's design benefit from consultation with other SUNY campuses?
Answer: We discussed the potential for this program with other programs during meetings about our Federally
funded 32ST grant and our NYS funded clinically rich program and realized there was only one advanced
certificate program in this certification area in SUNY, and it was one designed for new teacher and their
initial ce1tification and ours was completely different, designed for already certified teachers, with a
Master's degree, to obtain an additional certification. It was helpful to see the variations that existed.
I 2.4. Admissions
Identity all institutional admission requirements and all program admission requirements.
What is the process for evaluating exceptions to those requirements?
How will the institution encourage ern·ollment in this program by persons from groups historically underrepresented in the
institution, discipline, or occupation?
Answer: The program requires candidates to have:
1. N.Y State certification (initial or professional) as a classroom teacher (7-12) in one of the following
areas: mathematics, social studies, English, biology, physics, earth science or chemistry, or a language
other than English
2. A master's degree from a regionally accredited institution of higher education or from an institution
authorized by the Board of Regents to confer degrees
3. Appropriate required course distributions
4. A 3.0 or better (out of a 4.0) quality grade point average,
5.
Completion of DASA (Dignity for All Students Act) training.
6.
Three letters of recommendation from those familiar with the applicant's teaching or academic work
7.
A compelling written statement of intent or reason for pursuing the advanced certificate in special
education
6
List of assessments used in determining admission
1. Academic record -transcripts
2.
Three letters of recommendation
3. Written statement of goal
4.
Proof of certification
5.
Resume
Otherwise well-qualified applicants who are missing one or two prerequisite academic classes may be admitted to
the program with the stipulation that such courses are completed prior to student teaching.
Our primary methods of recruitment include informational mailings to other departments and colleges with
appropriate graduate programs, materials distributed at relevant conferences and through both the special education
division and other departmental websites, attendance at minority student fairs, faculty contact through consultation
work in school districts, word of mouth from previous graduates, and the reputation of the program in the community
and schools. Data from our currently registered Adolescence: Teaching Students with Disabilities Master's program
indicates our success in efforts to recruit pre-service teachers from underrepresented groups; this program accepts
nontraditional career changers, just as this adolescence program will, and has had the largest number of
academically strong students from underrepresented groups of any of our programs (i.e., 1 0-15% in the last three
1
cohorts). We expect this new program to draw from similar groups who wish to teach students with disabilities at the
.I'.
secondary level.
I 2.5. Academic and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program.
Answer: The Division of Special Education Director works closely with those admitted, beginning at orientation
sessions. This mentoring and advisement experience continues with other faculty members as students begin their
coursework. As they transition into their field placement, the Director of Training Programs in Special Education
provides support in conjunction with faculty.
Individualized supports available, including a writing center, a counseling center, and all the support services from the
Office of Students with Disabilities, in case an otherwise qualified student has an identified disability.
I 2.6. Prior Learning ASsessment
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the learning and the
maximum number of credits allowed, or check here [ X ] if not applicable.
12.7. Program Assessment and Improvement
Describe how this program's achievement of its objectives will be assessed, in accordance with SUNYpo/icv, including
the date of the program's initial assessment and the length (in years) of the assessment cycle. Explain plans for assessing
achievement of students' learning outcomes during the program and success after completion of the program.
This program, like other special education programs at the University of Albany is part of the School of Education's
accredited programs. Once approved, it will be incorporated into the annual reports and into the full evaluation reports for
CAEP accreditation. Assessments of the learning objectives will be conducted through coursework, field experience
evaluations, and student surveys. The initial assessment will be at the end of the first semester of coursework and will
continue each semester. Student follow-up surveys will determine success after completion of program.
I Section 3. Sample Program Schedule and Curriculum
Complete the SUNY Program Schedule for Certificate and Advanced Certificate Programs to show how a typical
student may progress through the program.
7
Answer: See chart on the following page for a sample.
a) If the program has fewer than 24 credit hours, or if the program will be offered through a nontraditional schedule (i.e., not
on a semester calendar), what is the schedule and how does it impact financial aid eligibility? NOTE: Consult with your
campus financial aid administrator/or information about nontraditional schedules and financial aid eligibility
Answer: It is anticipated that most students will complete this program on a part-time basis in one year and that
they will therefore not be eligible for financial aid.
b) For each existing course that is patt of the proposed undergraduate certificate or the graduate advanced cettificate,
append, at the end of this form, a catalog description.
Answer: Catalog descriptions appended
c) For each new course in the ce1tificate or advanced ce1tificate program, append a syllabus at the end of this document.
Answer: ESPE 658 syllabus appended
d) If the program requires extemal instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction Form at the end of this document.
Answer: External instruction form appended
Additional sites may be added as the program and student needs are identified
8
f{()lW Sampl¢:(>rQgraJil S~ll~ule f()r (Jertifi~:ate anlf ~dvanced (Jertifi~:at<l :(>rograJils
Program/Track Title and Award: Program Title: Content Teachers -Adolescence: Special Education Generalist
Award: Adv Cert
a) Indicate academic calendar type: [X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution's academic calendar (e.g., Fall I, Spring I, Fall 2)
c) Use the table to show how a typical student may progress through the program; copy/expaod the table as needed. Complete all columns that apply to a course.
m Totals (in credits):
Total
Credits: 15
9
Section 4. Pedagogical Core Coursework and Student Teaching
For programs leading to initial certification, in the Pedagogical Core Courses Table below, list all pedagogical courses
in the proposed program. The Pedagogical Core Courses Table is designed for a program leading to a single certificate
or multiple certificates. See example on Pedagogical Core Courses Table for an inclusive childhood education program
leading to Childhood Education 1-6 (Cert Code: 02) and Teaching Students with Disabilities 1-6 (Cert Code: 06).
Step 1:
In the first four columns, identify each pedagogical course by course number, title, number of credits, required (R) or elective
(E), and the instructor(s)/status (full-time or patt-time). See example on Pedagogical Core Courses Table.
Step 2:
Use the Cettification Area Codes listed immediately below to identify the cettificate area(s) the program leads to and insert
the cettificate area number code(s) in the Cett Code column(s). For example, if a program prepares candidates for
cettification in Childhood Education 1-6 and Teaching Students with Disabilities Childhood 1-6, mark 02 and 06 in the Cett
Code columns. See example on Pedagogical Core Courses Table.
Cettification Area Code
0 I. Early Childhood Education
02. Childhood Education
03. Middle Childhood Education
04. Adolescence Education
05. Teaching a Special Subject
06. Teaching Students with Disabilities in Early Childhood and Childhood
07. Teaching Students with Disabilities 7-12 Generalist
08. Teaching Students Who are Deaf and Hard of Hearing
09 Teaching Students Who are Blind or Visually Impaired
10. Teaching Students with Speech and Language Disabilities
11. Teaching English to Speakers of Other Languages
12. Literacy
13. Teaching the Career Field
14. Teaching a Specific Career and Technical Subject
15. Librmy Media Specialist
16. EducationalTechnologv Specialist
17. Bilingual Education Extensions*
18. Bilingual EducationExtensions**
19. Grades 5 and 6 Extensions
20. Grades 7 through 9 Extensions
21. Gifted Education Extensions
22. Coordination o[Work-BasedLearningPro(!rams Extensions
24. Teaching Students with Severe or Multiple Disabilities &tensions
* Bilingual education extensions for all with exception of library media specialist and educational technology specialist.
** Bilin ual education extensions for librar media s ecialist and educational teclmology s ecialist.
Step 3:
Using the Roman numerals embedded in the Certification Area Codes above, identify the general and program-specific
pedagogical core requirements addressed by the course and insert the Roman numerals corresponding to the requirements in
the appropriate columns. See example on Pedagogical Core Courses Table. The general and program-specific requirements
can be found by clicking on the link to each cettification area. NOTE: The Roman numerals found in the Cettification Area
Codes (e.g., ii, vi, vii,) reflect the regulatmy requirements for each certificate title. However, the Roman numerals used in
the table and found in the links do not always align with the Roman numerals in Section 52.21. For purposes of completing
the Pedagogical Core Courses table, please use only the Roman numerals found within the Cettification Area Codes above.
10
Step 4:
Provide a description of each existing pedagogical course for this program as it appears in the college catalog by pasting it
below, insuring that the description reflects alignment with the regulat01y requirements:
Step 5:
Attach syllabi for each new course. Syllabi should include a course description and identifY course credit, objectives,
topics, student outcomes, texts/resources and the basis for determining grades.
Pd
. I C
e agog1ca
ore c ourses Table
Pedagogical Core Requirements (l'CR)
Addressed
Program-Specific PCR
Course Number and
Credit
RJE
Instructor(s) I Status
Cert
Title
General
Code
PCR"
07
ESPE 562
All met
Characteristics of and
Methods for
through
Teaching Exceptional
3
R
O'Conneii/PT
admission
(i), (ii), (v), (vi), (viii), (ix), (x)
Saddler/FT
prerequisites
Secondary Students
in first
in Inclusive Settings
certificate
ESPE 653 Managing
All met
School and
through
Classroom-wide
student behavior to
3
R
Quinn/FT
admission
(iii), (iv), (vi), (ix), (x)
Promote Efficient and
Ficcara/PT
prerequisites
Effective Instruction
in first
certificate
ESPE 658 Curriculum
All met
and Instruction for
through
Adolescents and
Disabilities: Co-
3
R
O'Conneii/PT
admission
(iv), (vi), (ix), (x)
Saddler/FT
prerequisites
teaching and
in first
Collaboration
certificate
All met
ESPE 655
through
Assessment of
Saddle riFT
admission
Students with
3
R
Lee/PT
prerequisites
(v)
Disabilities
in first
certificate
All met
ESPE 580 Practicum:
through
Teaching Students
LaFave/FT
admission
50 clock hours & 20 days of
3
R
Gardner/PT
prerequisites
practica across grades 7-9 and
with Diverse Learning
in first
10-12
Needs
certificate
*Based on regulatiOns, General Pedagogical Core ReqUirements (PCR) are applicable to all programs With exception of a) programs
leading exclusively to initial certificates valid for teaching a specific career and technical subject; and b) programs leading exclusively
to extensions/annotations.
11
Section 5.cFieldcExperience and Student Teaching
For programs leading to initial certification, each requirement for field experience, student teaching and practica must
meet the following regulatory requirements: THESE REQUIREMENTS WERE MET BY STUDENTS INITIAL
CERTIFICATES, NOT BY THIS ADVANCED CERTIFICATE WHICH IS PROVIDING AN ADDITIONAL
CERTIFICATION FOR ALREADY CERTIFIED TEACHERS WITH A MASTER'S DEGREE.
•
It is consistent with the program's philosophy, purposes and objectives and carefully selected and planned by
program faculty, with learning outcomes specified and their achievement regularly evaluated;
•
It is accompanied by coursework or seminars and supervised by one or more faculty who patticipate actively in
the program and in program development, and who have training and skills in supervision and the expettise to
provide supervision related to content and pedagogy. Full-time faculty shall patticipate in supervising students
during their student-teaching or practica experiences; and
•
It provides candidates with experiences in a variety of communities and across the range of student
developmental levels of the cettificate, experiences practicing skills for interacting with parents or caregivers,
experiences in high need schools, and experiences with each of the following student populations:
socioeconomically disadvantaged students, students who are English language learners and students with
disabilities.
List Courses that Require Field Experiences*
CourseN umber
Course Title
Instructor
Grade Level
Clock Hours
ESPE 580
Practicum: Teaching
Lafave or
across the 7-12
50 clock hours
Students with Diverse
Gardner
grade level
Learning Needs
*Based on regulations, field experiences are not applicable to programs leading exclusively to the following extensions: I) 5-6 extensions; 2) 7-9
extensions; and 3) coordination of work-based/discipline-specific and diversified learning programs extensions.
SUNY policy for student teaching requires that candidates complete a minimum of75 days in classrooms and
schools in two separate experiences, at least one of which is in a high-need school. In the table below, list the
courses that require college-supervised student teaching. THESE REQUIREMENTS DO NOT APPLY TO THIS
PROGRAM- SEE BELOW
As per correspondence with Assistant Provost Pagerey at SUNY, these
requirements listed above do not apply to programs for already certified
teachers preparing for an additional certification and revisions are being made
to this form for the future (see attached email). As required by SED regulations,
students preparing for an additional certification will have 50 clock hours of
practica and a minimum of 20 full days of student teaching with students with
disabilities across the 7-12 grade level during their program practica
experiences in this advance certificate program.
L' tC
IS
ourses tl tR
ta
eqmre C II
s
'
I St d
t T
I'
E
. SEE COMMENT ABOVE
o cge- upervtse<
u en - eac nng . xpel'lencesx
' '
'
'
Course Number
Course Title
Instructor
Grade
No. of Full School
Level
Days
ESPE 580
Practicum: Teaching
Lafave or Gardner Grade 7-12
20
Students with Diverse
Learning Needs
*Based on regulations, studenHeaclung cxpenences are not apphcable to programs leadmg exclusively to extensmns/annotatiOns.
12
I Section .6. Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
If the demand for the program justifies an expansion of the program, then a request for additional faculty will be made in
the future.
NOTE: CVsfor all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally fimded projects.
New York State's requirementsforfaculty qualifications are in Part 55.2{b! oft he Regulations o(the Commissioner of
Education.
c) What is the institution's definition of"full-time" faculty?
A full-time faculty member is a person in a qualified academic rank receiving full salary who is working 100% FTE in the
position, whether it be a tenure or non-tenure position.
13
SUNY Faculty Table
Provide information on current and prospective faculty members (identifYing those at off-campus locations) who will be expected to teach any course in the
graduate program. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.
Dr
Faculty Member Name and
Title/Rank
(Include and identify Program
***All
variations in
faculty time
result of
possible
schedule
combinations
Program
Courses Which
MayBe
Taught
(Number and
PhD
University at Albany
University at Albany
14
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
Education, Supervision, Teacher
Special Education
Expertise in Behavior Management,
Experience college teaching and
7-12, National Board Certified Teacher
Secondary Special Needs, Experience
Experience
Experience college teaching and
Faculty Member Name and
Title/Rank
(Include and identify Program
Program
Courses Which
MayBe
Taught
(Number and
Highest and Other
Applicable Earned
Degrees (include
College or
UniversitY)
15
Discipline(s) of
Highest and Other
Applicable Earned
Additional Qualifications: List
related certifications, licenses
I Section 7. Financial Resources and Instructional Facilities
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel, the
library, equipment, laboratories, and supplies. Also include resources for capital projects and other expenses.
Answer: This program will join 5 other Nationally accredited special education programs at the
University at Albany. The faculty have strong reputations in both teaching and research and
resources from a Federally funded 325T program improvement grant have been allocated to provided
technology and supplies needed to support this program. The resources exist, with the addition of a
small amount of monies to begin the program; it could be scaled up to a larger program if demand
justifies that, additional resources would be requested in the future. We have strong adjuncts who
share teaching responsibilities for some of these courses with full-time faculty, depending on the
semester, so the expertise already exists. A strong partnership with the secondary level schools in
the Amsterdam City School District was forged during the 4 years of the funded Graduate Level
Clinically Rich Teacher Preparation Pilot Program that resulted in this same certification, and they are
anxious to continue this relationship. Partnerships with other schools in the area that we currently
have could easily be expanded to the secondary level if needed.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan summary.
Enter the anticipated academic years in the top row of this table. List all resources that will be engaged
specifically as a result of the proposed program (e.g., a new faculty position or additional library resources).
If they represent a continuing cost, new resources for a given year should be included in the subsequent
year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes as needed.
SUNYProgram Expenses. Table
IOPTION:. Yot~Caf!pusie·an Excel version ()(tills sclletlule AFTER tills sentence, a/1{1 tlelete tile table below.)
Expenses (in dollars)
Program Expense Categories
Before
.
Academic
Academic
Academic
Academic
Academic
Start
Year 1:
Year2:
Year3:
Year4:
Year 5:
2015-16
2016-17
2017-18
2018-19
2019-10
(a) Personnel (inc/utllng
jftculty a/1{/ all others)
$9,000.00
$9,270.00
$9,548.00
$23,248.00
$23,946.00
(b) Library
(c) Equipment
(tl} Laboratories
(e) Supplies
$500.00
$550.00
$600.00
$1000.00
$1200.00
(/) Capital E . ..:penses
(g) Other (Specify):
Q•) Sum of Rows Above
$9,500.00
$9,820.00
$10,148.00
$24,248.00
$25,146.00
.
.
16
J Section 8. Application for Distance Education
a) Does the program's design enable students to complete 50% or more of the course requirements through
distance education? [ ] No [X] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
b) Does the program's design enable students to complete 100% of the course requirements through distance
education? [ ] No [X] Yes The design intends for this to be able to happen, although the courses are not
all available online at present. It is hoped that this will be able to be done in the future.
17
Course Catalog Descriptions
University at Albany
Advanced Certificate: Adolescent Content Teachers- Special Education 7-12 Generalist
ESPE 562 Characteristics of & Methods for Teaching Exceptional Secondary Students in
Inclusive Settings.
Characteristics of students with disabilities and gifted students. Examines legislative mandates and
the process of developing and implementing differentiated and special education services for
students at the middle childhood or adolescence levels. Use of research-based approaches and
methods, including co-teaching and collaboration for integrating students with disabilities is
emphasized. Prerequisite: Admission to MSSE program or Advanced Certificate program in special
education.
ESPE 580 Practicum: Teaching Students with Diverse Learning Needs
Supervised practicum observing, assessing, and teaching students with diverse learning
needs. Prerequisites; Admission to Master's or Advanced Certificate programs in special education
ESPE 653 Managing School and Classroom-wide Student Behavior to Promote Efficient and
Effective Instruction
Presentation of theory, assessment techniques, and planning and teaching procedures for managing
school and classroom-wide student behavior. Emphasis on use of evidence-based practices,
especially Positive Behavioral Interventions and Supports (PBJS). Satisfactory completion of course
includes New York Violence Prevention (SAVE) Training. Prerequisites: Admission to Master's or
Advanced Certificate program in special education or permission of Instructor.
ESPE 655
Assessment of Students with Disabilities
This course provides a foundation for understanding the assessment process for students with
special needs, and how to use assessment information for planning instruction and guiding
instructional decisions. Course will emphasize evidenced based and best practices in the area of
assessment. Prerequisites: Admission to Master's or Advanced Certificate program in special
education or permission of Instructor.
ESPE 658 Curriculum and Instruction for Adolescents with Disabilities; Collaboration and Co·
Teaching
This course is designed to prepare educators to develop curricula and to select specific instructional
strategies and methods appropriate for teaching adolescent students with disabilities (SWD). The
course will include discussion on the current best practices on co-teaching adolescents in the regular
classroom as well as supporting them with other models of service delivery, i.e. consultant teaching
or resource support. Course readings and activities will assist teachers develop ideal practices for co-
teaching and collaboration to serve students with disabilities. Prerequisite; Admission to Advanced
Certificate program in special education or permission of instructor.
External Instruction Form
Form2E
This form is required when external instruction is patt of the degree requirements in an academic
program. External instruction includes internships, field work, clinical placements, cooperative
education, service learning, and the like, which are offered in cooperation with external patiners, such as
business and industry, health care facilities, public agencies, or schools.
I. Use the table below (expanded as necessary) to summarize proposed arrangements for required
external instruction in an academic program. List all proposed arrangements. The number of
placements listed below should equal or exceed the number of students expected to be in the initial
cohmt of a new program.
Name and Title of Contact Person
Name and Address of Placement Site
Number(s) of
placements per
year
David Ziskin, Principal
Amsterdam High School
1-20
Susan Stoya, Director of Secondary
Amsterdam Middle School
1-20
Education
2. For clinical placements for programs leading to professional licensure in a health profession, append
documentation to demonstrate each site's commitment to a numerical range of students each year, and
the time period of its commitment. The documentation should be signed by the responsible official at
each proposed clinical site.
3. In the table below, list the individual(s) at the campus (or at each campus, in the case of multi-
institution programs) who will have responsibility for oversight and administration of external
instruction.
Name
Title
Email Address
Dr Matthew Lafave
Coordinator of Special
Mlafave@albany.edu
Education Field
Experiences
Version 2013-10-15
I
PILOT DRAFT 2-2014
Distance Education Format Proposal
For A Proposed or Registered Program
EPPForm 4
3/18/2014
When a new or existing program is designed for a distance education format, which enables students to complete
50% or more of the course requirements at a distance, a campus Chief Executive Officer or Chief Academic
Officer should submit a signed cover letter and this completed form to the SUNY Provost at
program.review@suny.edu. According to Middle States Commission on Higher Education (MSCHE), the 50%
standard includes only courses offered in their entirety via distance education, not courses utilizing mixed
delivery methods. Also, MSCHE requires that the first two programs for which 50% or more is offered through
distance education be submitted for Commission review and prior approval of a substantive change.
•
All campuses must complete Sections 1 - 3 and Patt B: Program Specific Issues.
•
Patt A must be completed if the proposing campus has not previously submitted this form with a completed
Patt A: Institntion-wide Issues, or has made significant changes to its institntion-wide distance education
operations since last completing Patt A. This applies even if the institntion has programs registered to be
delivered at a distance.
Section l .. Genel'al Infonn!)~imt ..
. .
.·
.. >
.
ltllm
.......... ··.
··.
·.
·.
Response{zypein.the requestedinformatiml)
.····
. .
a)Institutionl)l
Institution Name and Address
University at Albany, SUNY
Information
.. 1400 Washington Ave., Albany, NY 12222
. ,,: ......
NYS Depattment of Labor/Regents Region: Judicial District 3
b)Program···•·.
Program Title: Adolescent Special Education for Content Teachers
Infin'niatiori
Award(s) (e.g., MS, MAT): Advanced Cettificate
X •
SED Program Code (for
HEGIS Code: 0808
i<
··.·
existing program):
New York State cettificate title(s} and level to which the program leads:
•••
.. ·
. :
Cettificate Title(s)
Initial, Professional, Initial/Prof
·... . ·< ... "
• Students with Disabilities Grades 7-12- Generalist
Initial/Prof
c) Distance .·. . · .. ····. Name: Dr. Deborah May
Title: O'Leary Professor
Education
...... Telephone: 518 495-7017
E-mail: Dmay@albany.edu
··· Contact
· .. ·.•
,-',;.
J';erson.
e)Cbie,f)S:.
Name and title: R. Timothy Mulcahy, Ph.D., Provost
·. E:Kecntiye of
Chief
·• Email: Tmulcahy@albany .edu
Academic .
··.····
Officer
·· • ,A:pprov~I' • Date:
..
*Signature affirms that the proposal has met all applicable campus admnustrattve and shared governance procedures for consultatmn, and
the institution's commitment to support the proposed program.
I Sectiou2: Expected Enrollment
Maximumb
20
I Section 3: Program Information
a) Termlengtlz (in weeks) for the distance program:
Answer: 15 weeks, same as for campus programs
b) Is this the same as term length for classroom program? [ ] No [ X] Yes
c) How much "instructional time" is required per week per credit for a distance course in this program? (Do not
include time spent on activities that would be done outside "class time," such as research, writing
assignments, or chat rooms.)
NOTE: See SUNYpolicv on credit/contact hours and SED guidance.
Answer: The online classes are designed to be equivalent in terms of instructional time and total material
covered to the face-to-face classes, which follow SED guidelines of 150 minutes/week for 15 weeks.
d) What proportion or percentage of the program will be available in Distance Education format?
Answer: The intent is to make the entire program available online eventually, however, all courses are
not yet on-line. Even when they are, students will also have the option to take some of the courses
on campus too.
e) What is the maximum number of students who would be enrolled in an online course section?
Answer: The maximum number of students in each online section is 25.
f)
How will field experiences, internships, and student teaching placements be arranged? How will these
experiences be supervised?
Answer: The practicum experiences will be arranged by the Coordinator of Special Education Field
Experiences in collaboration with the individual students to make sure that all experiences fulfill all
necessary components and requirements. All experiences will be supervised by qualified University
supervisors, either by face to face observations or through Skype or Facetime observations and
conferencing.
P~rtA: Institution-wide Issues: Submit l'art.A only for the firs !Distance Education program proposed by your
· institutiqll:.Usingthis'for!Ua~HJNY and thj)State Education Department will keep this in a master file so that your
institution will.notneed to.resubmit it for each new proposed online program, unless there are significant
cl!anges, ~uch as a;new,platf!lrm.
a) Describe your institution's planning process for Distance Education, including how the need for distance
access was identified, the nature and size of the intended audiences, and the provisions for serving those
audiences, including how each student's identity will be verified.
2
b) Describe your institution's resources for distance learning programs and its student and technical support
services to ensure their effectiveness. What course management system does your institution use?
c) Describe how the institution trains faculty and suppmts them in developing and teaching online courses,
including the pedagogical and communication strategies to function effectively. Describe the qualifications of
those who train and/or assist faculty, or are otherwise responsible for online education.
d) If your institution uses courses or academic support services fi·om another provider, describe the process used
(with faculty pa1ticipation) to evaluate their quality, academic rigor, and suitability for the award of college
credit and a degree or cmtificate.
e) Does your institution have a clear policy on ownership of course materials developed for its distance
education courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY's
statement on copvright and faculty ownership ofinstructional content, and/or faculty contract provisions.
I II. LEARNER SUPPORT
a) Describe how your institution provides distance students with clear information on:
•
Program completion requirements
•
The nature of the learning experience
•
Any specific student background, knowledge, or technical skills needed
•
Expectations of student participation and learning
•
The nature of interactions among faculty and students in the courses
•
Any technical equipment or software required or recommended
b) Describe how your institution provides distance learners with adequate academic and administrative support,
including academic advisement, technical support, library and information services, and other student support
services normally available on campus. Do program materials clearly define how students can access these
support services?
c) Describe how administrative processes such as admissions and registration are made available to distance
students, and how program materials inform students how to access these services.
d) What orientation oppmtunities and resources are available for students of distance learning?
PartB: Progral11-Specific Issues: Su.bmit Pa1t B for each newrequestto add Distance Education Format to a
prppps~.4·()J;i;epi~~t?r~<j P~p9ram,. · .··· · .. ·· ..... ···
· ..
.
. ,
.
lm. LE~GDESIGN
a) How does your institution ensure that the same academic standards and requirements are applied to the
program on campus and through distance learning? If the curriculum in the Distance Education program
differs from that of the on-ground program, please identify the differences.
Answer: The curriculum for courses offered through Distance Education is the same as the campus-
based versions. The courses have the same syllabi, instructors, and requirements. Students may take
either and online or campus section of a course.
3
b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?
Answer: Yes, these courses are offered on a regular basis, although not all are offered yet as distance
education, but our intent is to move to that. At present, with a combination of on campus and online
courses, students could complete the program in one year, depending on how many courses they take at
a time.
c) Describe how your institution provides distance students with clear information on:
•
Program completion requirements, including clinical placements
•
Process for selecting clinical placement sites
•
Program policies for clinical placements
•
Testing requirements for cet1ification
Answer: The students admitted to the program will receive a letter from the graduate office specifying the
program requirements. They will also receive a letter from the Division of Special Education specifying
program requirements, a program plan outline, and a handbook that outlines the policies for placements,
requirements for program completion, and certification testing requirement.
d) How do faculty and others ensure that the technological tools used in the program are appropriate for the
content and intended learning outcomes?
Answer: The faculty use the standard platform provided by the university, currently, Blackboard 9.1. This
platform is updated regularly and enables video, student discussion and collaboration, weblinks, and
many other resources. However, we do not rely on only one tool and also use tools such as online library
resources, UAibany website, online special education resources such as IRIS and CAST, and Drop box or
Google documents websites.
e) How does the program provide for appropriate and flexible interaction between faculty and students, and
among students?
Answer: There are several means of communication, including discussion boards, email, chat rooms,
large group discussions, small group discussions, wikis, and opportunity for regular phone call or
SKYPE video chats if appropriate. Face to face appointments can also be arranged between faculty and
students if requested by a student.
f)
How do faculty teaching online courses verify that the student who registers in a distance education course or
program is the same student who pmticipates in and completes the course or program and receives the
academic credit?
Answer: Students are assigned a confidential net 10 and select a password to use for accessing
university services; individuals logging in are presented with the policy that they are an authorized user
(The University at Albany computer system is reserved for authorized use only. By using this system, you
represent that you are an authorized user and agree to protect and maintain the security, integrity, and
confidentiality of the system and data stored on it consistent with University at Albany policies and all
legal requirements. Certain activities are monitored in the course of normal system operations and
maintenance. Unauthorized use will be reported to the appropriate authorities). Some courses use photos
and videos to identify the individuals; during instructor training, faculty are alerted to the need to have
writing and discussion assignments rather than multiple choice exams--using these, faculty would notice
differences in writing styles from an individual student (their 'online voice').
4
I IV. OUTCOMESANDASSESSMENT
a) Distance learning programs are expected to produce the same learning outcomes as comparable classroom-
based programs. How are these learning outcomes identified- in terms of knowledge, skills, or credentials-
in course and program materials?
Answer: The courses in this advanced certificate program are courses that are also available in our other
accredited degrees, with the same or comparable learning goals. Each course has a syllabus with
objectives, reading, and assignments. Faculty discuss and revise the course syllabi for both the on
campus and online format, assuring the same learning outcomes.
b) Describe how the means chosen for assessing student learning in this program are appropriate to the content,
learning design, technologies, and characteristics of the learners.
Answer: The courses in this advanced certificate program are courses also available in our other
accredited degrees, with the same or comparable assessments. The assessments are specific to the
course objectives and may include simulations, discussions, written reflections, analysis of teaching
strategies, application of materials learned, etc. The assessments require integration, application, and
analysis of course content, and may involve use of multiple media.
I v. PROGRAMEVALUATION
a) What process is in place to monitor and evaluate the effectiveness of this particular distance education
program on a regular basis?
Answer: The School of Education has a yearly evaluation process, including course surveys, graduation
surveys and monitoring of course grades. This program will use the same evaluation system as the other
accredited degrees.
b) How will the evaluation results will be used for continuous program improvement?
Answer: The Division Director routinely reviews evaluation results and arranges for mentoring and other
supports where needed to improve instruction. The department faculty members routinely discuss the
courses and programs drawing on evaluation results, to discuss any needed improvements. We have
items on Division meeting agendas to discuss student and course issues, intended for program
improvement.
c) How will the evaluation process assure that the program results in learning outcomes are appropriate to the
rigor and breadth of the college degree or cettificate awarded?
Answer: The program evaluation is the same for students taking online or campus based courses. Most
of these courses are already part of programs with national accreditation. Therefore they meet university
requirements for rigor and breadth required of graduate coursework, including credits, format, and
assignments needed for a graduate degree.
Ll VI_.·
·_._s_T-'-u'-'-·n···-E.:_:N--'T-'s-'R'-'-·E·····_sm.:_. ·._.IN_G_o_u_T_s_m_E_N_E_w_v_o_R_K_s_T_A_T_E __
___:_ __________ ]
SUNY programs must comply with all "authorization to operate" regulations that are in place in other U.S. states
where the institution has enrolled students or is otherwise active, based on each state's definitions.
5
a) What processes are in place to monitor the U.S. state of residency of students enrolled in any distance
education course in this program while residing in their home state.
Answer: Distance learning students will be flagged in our integrated administrative system. This will allow
regular querying so that we can identify any our of state students who participate from their home state.
We can then seek approval from their home state if necessary.
b) Federal regulations require institutions delivering courses by distance education to provide students or
prospective students with contact information for filing complaints with the state approval or licensing entity
in the student's state of residency and any other relevant state official or agency that would appropriately
handle a student's complaint. What is the URL on your institution's website where contact information for
filing complaints for students in this program is posted?
www.albany.edu/ir/rtk/
NOTE: Links to information for other states can be found at http:l/system.suny.edu/academic-
affairs/distance-learn ing/
6
