Graduate Academic Council
2022-2023
Minutes of the Graduate Academic Council meeting on 9/20/22, 11:30 AM via Zoom
https://albany.zoom.us/j/93081726775?pwd=SDVjNFZEMUhPR2FWWExUL1h2SCsrdz09
Approved by the Council on 10/13/2022.
In attendance: Oleg Lunin (chair), Phil Eppard, Eliot Rich, Kathleen Flynn, Jaclyn Napoleon, Rakhee Balaram,
Kim Colvin, Andrew Gill, Byoung Park, Ming-Ching Chang
Staff/Guests: Colleen Davis (staff), Na-Vasia Phillips(staff), Shanise Kent (staff), Rachael French (Registrar’s
Office), Masa Yamamoto (Department of Communication), Cheryl Dozier (Department Of
Literacy Teaching and Learning), Reisha Rieder (Department of Literacy Teaching and
Learning)
Agenda
1.
Introductions
2.
Approval of this GAC Agenda (no edits)
3.
Approval of the minutes of the GAC meeting of 5/3/2022
4.
Dean’s Report – Kevin Williams; Dean Williams was unable to attend GAC. A brief report was given
on his behalf by Colleen Davis. Welcome to GAC members and thank you for your participation.
Dean Williams has created a Graduate Board that will include leaders of graduate programs across
the Division of Academic Affairs. Specifically, this group will include graduate or program directors of
doctoral and master’s programs from all schools & colleges. The goals of this board are to enhance
communication between the Graduate School and academic departments, exchange ideas and best
practices related to graduate education and enrollment management, provide updates on Graduate
School related matters, and promote cross-disciplinary interaction. The first meeting is scheduled for
October 3rd. Currently, the board consists of graduate/program directors (does not have graduate
students). This is not a policy committee.
5.
Chair’s Report – Oleg Lunin; Unfortunately, he will be unable to attend Senate Executive Committee
and Senate meetings during the Fall 2022 semester. We will need to elect a Vice Chair to represent
GAC during these meetings this Fall. We will discuss this further later in the agenda.
6.
GAC Standing Committees and Chairs for 2022-2023; we have a preliminary list of committee
members for the Committee on Curriculum and Instruction and the Committee on Admissions &
Academic Standing. If you have not given your preference yet, please submit it as soon as possible
to Colleen. Once we settle the committees, Colleen and Shanise will reach out to its members to
coordinate initial meetings.
7.
Elect a Vice Chair; nominations were solicited and Jaclyn Napoleon volunteered. GAC voted to
approve 9-0-0.
8.
Program Curriculum Proposals –
a.
School District Leadership AGC and School District Business Leadership AGC Programs;
NYSED has removed the NYS exam requirement as part of the degree requirements for
students completing these two programs. Previously, NYSED required the external exam as
part of the degree requirements, but they adjusted this at is May Board of Regents meeting.
The exam has been removed from the Graduate Bulletin for both programs. This is a
mandate from NYSED, which means GAC does not need to vote on this change.
b.
Communication CGS and PhD Program Proposals; Masa Yamamoto from the Department of
Communication presented both program changes to GAC. There was a question inquiring if
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there was required language for doctoral comprehensive exams in terms of attempts and
repercussions of failing the exam. The Graduate Schools stance is that if we need to enforce
a program requirement, it should be listed in the bulletin. If the department is flexible in the
attempts to complete the comprehensive exam, then that can be listed in the departmental
handbook. GAC voted to approve the program proposals 10-0-0.
c.
Reading MS Program Proposal; Reisha Rieder and Cheryl Dozier presented the proposal to
updated the Reading MS. The changes will add rigor to the program. There were no
questions related to the proposal. GAC voted to approve the proposal 10-0-0
9.
No other business; meeting adjourned 12:07pm
2
Graduate
Academic
Council
2022-2023
Roster
Council
/Committee
Senator?
Name
TF/PF
Title/Rank
School/Unit
Term
Start
Term
End
* GAC: Graduate Academic Council: 6 - 8 TF (2 of whom must be Senators and 1 must be a
member of the library staff); 1 PF; 1-3 GSA; 1SA
GAC
S
Lunin, Oleg
(Chair)
T
Associate
Professor
CAS/Physics
2022
2023
TBC; (to be
appointed 1 year
Senate term to chair
council)
GAC
S
Park, Byoung
T
Assistant
Professor
CAS/Economics
2022
2023
GAC
S
Balaram,
Rakhee
T
Assistant
Professor
CAS/Art & Art History
2022
2024
GAC
Flynn, Kathleen
T
Senior Assistant
Librarian
University Libraries
2022
2024
GAC
Rich, Eliot
T
Associate
Professor
School of Business
2021
2023
GAC
Colvin, Kim
T
Assistant
Professor
School of Ed
2021
2023
GAC
Eppard, Philip
T
Professor
CEHC
2022
2024
GAC
Chang, Ming-
Ching
TF
Associate
Professor
CEAS/Computer
Science
2022
2023
volunteer
GAC
Napoleon,
Jaclyn
PF
Director of
Graduate
Recruitment &
Admissions
Rockefeller College of
Public Affairs & Policy
2021
2023
GAC
Gill, Andrew
GSA
Graduate
Student
CAS/Philosophy
2022
2023
GAC
Massara,
Gregory
GSA
Graduate
Student
EDU/Educational
Policy and Leadership
2022
2023
3
GAC
Ajayi,
Boluwatife
GSA
Graduate
Student
CAS/Women's,
Gender & Sexuality
2022
2023
GAC
UG
GAC
F/S
GAC
F/S
GAC
French, Rachel
volunteer
The Registrar's
Office
willing to serve on
subcommittee
GAC
Support
Colleen Davis
Support
Dean of the
Graduate
School's
designee
N/A
N/A
GAC
Support
Shanise Kent
Support
CA&AS
Committee
Support
N/A
N/A
GAC
ex officio
Williams, Kevin
ex officio
(non-
voting)
Dean
Graduate School
N/A
N/A
4
Graduate Academic Council
2022-2023
9/20/22
Committee Memberships
Draft for GAC consideration
GAC Committee on Curriculum & Instruction (CC&I)
Assistant Graduate School Dean Colleen Davis, staff
Kim Colvin (potential chair)
Eliot Rich
Kathleen Flynn
Byoung Park
Phil Eppard
Rachael French
GAC Committee on Admissions & Academic Standing (CA&AS)
Assistant Graduate School Dean Shanise Kent, staff
Rakhee Balaram
Ming-Ching Chang
Jaclyn Napoleon
Lunin, Oleg
Gill, Andrew
** Chair
5
University at Albany
Course and Program Action Form
Proposal No.
2
0
Please check one:
Course Proposal
X
Program Proposal
Please mark all that apply:
New Course (Attach Syllabus)
Revision of:
Number
D
e
New Program
Title
P
re
Cross-Listing
Credits
Shared-Resources Course
Grading
Deactivate/Activate Course (boldface & underline as appropriate)
X
Other (specify):
Departmen
t:
EEPL
Effective Semester, Year:
June 1, 2022
Explanation of proposal:
Due to COVID, the Board of Regents exempted school district leader (SDL) and school district business leader (SDBL)
candidates from passing the SDL and SDBL assessment, respectively, for program completion and the institutional
recommendation for Professional certification, if they completed all other program requirements during the 2019-2020 or
2020-2021 academic year. At the May meeting the Regents reviewed a proposal seeking to make these flexibilities
permanent and is a vote on the permanent adoption of the emergency rule passed in January 2022. Motion passed
unanimously. The proposed amendment will become effective as a permanent rule on June 1, 2022.
Please remove the successful completion of the appropriate NYS exam requirement for graduation (it is still a certification
requirement) from the Bulletin for:
SDL AGC
SDBL AGC
https://www.regents.nysed.gov/common/regents/files/522brca2.pdf
6
Communication CGS Program Proposal
University at Albany – State University of New York
College of Arts and Sciences
Course and Program Action Form
Proposal No.
22-043
Please check one:
Course Proposal
x
Program Proposal
Please mark all that apply:
New Course
Revision of:
Number
Description
Cross-Listing
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as appropriate)
x
Other (specify):
Revision of Certificate of
Graduate Study in
Communication
Department:
Communication
Effective Semester, Year: Spring 2023
Course Subject &
Number
Current:
New:
Credits: Current: New:
Course Title: (47
char max)
Current:
New (if applicable):
Course Description to appear in Bulletin:
Current: see page 2
New: see page 2
Prerequisites statement to be appended to description in Bulletin:
Current:
If S/U is to be designated as the only grading system in the course, check here:
If this course is repeatable, indicate how many credits, total instances, and if it can be repeated within a given term:
This course is (will be) cross listed with (i.e., CAS ###):
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
Revise the Certificate of Graduate Study (CGS) in Graduate Bulletin and on Communication page
(https://www.albany.edu/graduatebulletin/certificate_communication.php)
See page 2 please: Remove: ACOM 590: Computer-Mediated Communication
Add: ACOM 657: Leadership Communication to the list of CGS Organizational Communication Concentration Courses
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap their offering:
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department (TYPE NAME)
Administrative Manager or Admin. Assistant (TYPE NAME)
Date
Rukhsana Ahmed
Monica Bartoszek
6-1-22
Approved by Chair(s) of Departments having cross-listed course(s) [Copy of e-mail
approval(s) on following page.]
Date
Dean of College
Date
Caren Stark
6/6/22
Caren Stark for APC
6/6/22
Certificate of Graduate Study in Communication
Program of Study (12 credits)
Concentration requirements are fulfilled by selecting 3 courses from one of the two core groupings, and 1
7
additional course (either from the core grouping that the student has declared, or from the other
concentration grouping, or as advised).
Organizational Communication Concentration Courses
Remove: Com 590 Computer-Mediated Communication (3)
Com 595 Communication & Culture Across Organizational Contexts (3)
Com 620 Communicating Globally (3)
Com 652 Interaction in Institutional Contexts (3)
Com 655 Communication, Work and Organization Life (3)
Add: Com 657 Leadership Communication (3)
Com 664 Corporate Communication: Theory and Practice (3)
Strategic Communication Concentration Courses
Com 600 Understanding Data in Strategic Communication (3)
Com 628 New Media and Engagement (3)
Com 640 Risk & Crisis Communication in the Public Interest (3)
Com 660 Digital and Social Media in Strategic Communication (3)
Please Note: This program is not eligible for federal financial aid.
8
COM 657-0001
Leadership Communication
Fall 2021 - Online
Instructor:
Kenneth J. Levine, J.D., Ph.D.
359 Social Sciences Building
klevine@albany.edu
Office Hours:
Wednesday: 2:00 p.m. - 3:00 p.m.
Friday: 11:00 a.m. - noon; or by appointment
Course Description
The focus of this course is on organizational leadership and specifically how the communication variable is used to
help achieve the shared goals of the organizational members. In addition to understanding the history of leadership
studies, this course will also look at present-day communication issues including charisma, culture and inclusion.
Readings
HBR's 10 Must Reads on Leadership, Harvard Business Review Press, 2011, 1st ed ISBN 978-1422157978
Additional articles will be found on Blackboard.
Objectives
This course is designed to assist students in becoming leaders. By the end of the term, each student should be able to
assess their leadership roles and personality traits, evaluate strengths and weaknesses and analyze their leadership
profiles as compared to examples of high-performance leaders.
Learning Outcomes
• Use theories and concepts to explain the relationship between organizational goals and leadership roles
• Understand the various leadership roles and competencies essential for successful performance
• Identify leadership strengths and weaknesses and how to leverage strengths for high impact
• Work on understanding cultural and organizational barriers and unconscious biases in the workplace and in
leadership
• Appreciate the value of diversity and inclusion in top management teams
Course Requirements:
Note: Failure to turn-in any of the course papers, projects or exams will result in failure of the course.
1. Leadership Qualities Reaction Paper: (25 points). This first reaction paper will discuss the basics of leadership
found in the readings and lectures. Due dates are listed in the course calendar located that at the end of the syllabus
and more details on this assignment will be provided.
2. Book Report (50 points). Students will select a “popular press” leadership book and compare the text of the book
with the theories and concepts discussed in class. The book needs prior approval by the instructor. More details on
this assignment will be provided.
3. How to be a Leader (100 points). This is the major assignment of the semester. This paper will be a
guidebook/leadership manual for you to follow during your career that was guided and written based on the theories,
concepts, readings and lectures in this course.
4. Final Reaction Paper: (25 points). There will be a short (2 – 4 pages) reaction papers assigned at the end of the
term. More details on these papers will be provided.
5. Weekly quizzes: (15 points each). There will be ten online quizzes given during the semester (see attached Course
Schedule). The quizzes will consist of Multiple Choice/True or False/Matching questions as well as short-answer
and essay questions and are worth up to 15 points each. The quizzes will be available on Blackboard from 5:00 p.m.
on Friday until Midnight on Monday. Quizzes are to be taken individually.
9
Student Evaluation --
Grade Distribution
ASSIGNMENT
DUE
POINTS
1. Leadership Qualities
9/26
25
2. Book Review
10/26
50
3. How to
Communicate like a
Leader
11/21
100
4. Final Reaction
Paper
12/5
25
5. Weekly quizzes
8/24-12/6
150
TOTAL
350
Grading Scale:
A 93%-100%
C
73%-76.99%
Final Grades
A- 90%-92.99%
C-
70%-72.99%
Points Earned ÷ Possible Points =
B+ 87%-89.99%
D+
67%-69.99%
Final %
B 83%-86.99%
D
63%-66.99%
Example
B- 80%-82.99%
D- 60%-62.99% 193
Earned Points ÷ 220 Possible Points
C+ 77%-79.99%
E 0%-59.99% 87%
= (B+, Very good!)
Extra Credit:
Extra Credit opportunities may become available during the semester. If so, students may participate in these
studies/activities for extra credit. These opportunities are only available for a short time and once the deadline has
passed, no credit for participation will be granted. Most of these opportunities will be available only once in class or
via a URL forwarded through your Blackboard account.
Assistance:
As in the workplace, it is your responsibility to seek assistance when you are having difficulty understanding the
course material. Please ask questions during class if the material is unclear and/or seek help during office hours (or
set up an appointment) to receive assistance outside of class. You don’t have to be struggling with the material to
receive assistance. Office visits also are helpful for review of course material and other guidance.
Academic Dishonesty:
The principles of truth and honesty are fundamental to the educational process and academic integrity. All students
should act with personal integrity, respect other students’ dignity, rights, and property, and help create and maintain
an environment in which all can succeed through the fruits of their efforts. The University’s published code of
student conduct (see Academic Regulations in the Undergraduate Bulletin and Graduate Bulletin) prohibits cheating,
plagiarism, or disruption of class.
Academic dishonesty (e.g., cheating on exams, claiming someone else’s work or ideas as your own, removing an
exam from the classroom, posting any classroom materials online) is a serious offense. All work that you submit in
this class must be completed independently, with the exception of the Small Group Interactions and the Group
Projects. Each student is responsible for being familiar with the University at Albany’s policies on academic
dishonesty. Any student engaging in academic dishonesty in this course will receive an “E” for their final course
grade.
Dishonesty of any kind will not be tolerated in this course. Therefore, no student shall: claim or submit the academic
work of another as one's own; procure, provide, accept, or use any materials containing questions or answers to any
examination or assignment without proper authorization; complete or attempt to complete any assignment or
examination for another individual without proper authorization; allow any examination or assignment to be
completed for oneself, in part or in total, by another without proper authorization; alter, tamper with, appropriate,
destroy, or otherwise interfere with the research, resources, or other academic work of another person; and finally,
10
fabricate or falsify data or results. If a community “google doc” or other sharable documents are found to exist and
contain any of the information listed above, everyone contributing to the shared document will be reported to the
proper U Albany authorities.
All papers submitted via Blackboard will be automatically checked for plagiarism. If this plagiarism score is over
30%, you will be given one chance to correct this problem without punishment. If the score remains high, the student
and the instructor need to meet to discuss this problem in more detail.
Religious Observance/Illness/Death in the Family:
Consistent with university policy, students’ religious observance days, illness, or death in the family will be
respected by re-scheduling any exams/projects/small group interactions that conflict with those observances. A
student who requires a reasonable religious accommodation should contact me directly. Students are expected to
provide sufficient notice of the request for an accommodation to be implemented.
New York State Education Law (Section 224-a) - Campuses are required to excuse, without penalty, individual
students absent because of religious beliefs, and to provide equivalent opportunities for make-up examinations,
study, or work requirements missed because of such absences. Faculty should work directly with students to
accommodate religious observances. Students should notify the instructor of record in a timely manner.
https://www.albany.edu/registrar/absence-due-to-religious-observance.php
Student Evaluations of Instructor
Students are responsible for completing the Student Evaluation of Instruction (SEI) for this course and for all your
courses with an enrollment of five (5) or more students. I value your feedback and use it to improve my teaching and
planning.
Ph.D. Student Requirements
There are additional requirements for Ph.D. students. Please contact me ASAP to discuss these requirements in
greater detail.
Course Policies:
1. Please be prepared for worst case scenarios. Save your work often. Keep a local copy of your work and materials.
Have a plan in case you lose internet access or power or if your computer unexpectedly breaks down.
2. All students are expected to have access to the course’s Blackboard site. You can access pertinent course
resources and check your grades through the Blackboard Learning System. Logon to the Blackboard Learning
System at https://blackboard.albany.edu/.
3. Late assignments will have points deducted equivalent to 1 letter grade for each day late. Papers and other outside
assignments are due by midnight on the date listed in the syllabus. Unless otherwise notified, all assignments must
be turned in via Blackboard.
4. Failure to turn in individual reaction papers and assignments will result in the failure of the course.
5. Incompletes: No incompletes will be given except in the case of severe illness and when only a small number of
assignments remain unfinished.
6. Deadlines: All assignments must be completed on schedule. No makeups or extensions will be permitted unless
the student contacts the instructor prior to the due date and has a verifiable excuse.
7. E-Mails: Students in this course are encouraged to use their UAlbany issued email accounts for all
communication with the Instructor.
Note: Improper or unprofessional emails (i.e.: no salutation, no subject line and not listing your name) will not be
answered. The Instructor reserves the right to not respond to any emails that could be answered by reading the
syllabus. The Instructor will attempt to answer all emails within 24 hours of receipt, but please be respectful and
11
understand that I may not be able to respond immediately to your query. (Remember, even if you believe that emails
are archaic and obsolete, your workplace supervisor may not agree!)
8. Please check your grades online often to be sure that there are no errors or omissions. All discussions about grades
need to take place via an online platform (zoom). Please make an appointment for an online meeting for any
discussion about grades.
9. ADA compliance: Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, medical, cognitive, learning and mental health (psychiatric) disabilities.
If you believe you have a disability requiring accommodation in this class, please notify the Disability Resource
Center by contacting them at drc@albany.edu or 518-442-5501.
Upon verification and after the registration process is complete, the DRC will provide you with a letter that informs
the course instructor that you are a student with a disability registered with the DRC and list the recommended
reasonable accommodations.
The DRC will provide you with a letter that informs the course instructor that you are a student with a disability
registered with the DRC and list the recommended reasonable accommodations. For more information, please see:
https://portal.itsli.albany.edu/documents/14702/27405/ep-hp-RAP- UpdatedSummer08-2016.pdf
The student, not the instructor, is responsible for making all contact with the Disability Resource Center.
10. Writing Style: Writing is essential for leadership. All assignments must be double-spaced, have normal
margins and be composed in an easy-to-read font (12 point) and use WORD software. Any paper that contains three
or more errors (including, but not limited to, grammatical, typographical, and/or failure to proofread) will be
returned without a grade. The student will be permitted to rewrite the paper and turn it back in within a week. The
final grade will reflect a 10%-point deduction for each new version of the paper. If no new version is turned in, the
student will receive a “zero” for the assignment. Please use APA 7th as you style guide for references and citations.
Note: Proficiency in written discourse is an element of evaluation. Written work should be carefully edited and
conform to basic standards of academic argumentation, style, and format. The Writing Center offers resources to
students who may need assistance in the different stages of the writing process. You may visit the Writing Center at
https://www.albany.edu/writing/.
11. Please use my Albany email (klevine@albany.edu) for all communication and for the scheduling of online office
hours.
Assignments:
1. Leadership Qualities Reaction Paper
(25 points – Due before midnight on Sept. 26)
Please read the assigned text (HBR’s 10 Must Reads on Leadership) and evaluate the qualities of a great leader and
how high-achieving individuals can gain those qualities. Examples include “What does a leader need to do” or “Why
would you make – or not make – a good leader?”). There should be at least one entry from each of the readings in
the text. Please identify the reading used for the quality listed.
The paper should be between 5 – 7 pages in length. Please see Course Policy #10 for more instructions. Additionally,
please pay particular attention to the introduction and conclusion and be sure that the final paper is well edited,
within the assigned page length and that the references follow APA 7th.
2. Book Review & Oral Presentation
(50 points – Due before midnight on Oct. 24)
Each student will select, prepare, and present a critical review of a popular-press leadership book. The book must be
approved by the Instructor.
Book titles need to be submitted for approval before October 3, 2021
The presentation, 15-18 PPT slides, needs to last about 20-25 minutes. Creativity is important, but not if it gets in the
way of the necessary information. Please feel free to use any multi-media tools to augment your presentation and
make it interesting to follow. The audio should supplement the slides by elaborating and explaining the content of
the slides (as opposed to simply reading or repeating the bullets).
12
The paper
and the
presentation
will be
graded
separately,
but both will
be graded
using the
following
criteria:
CRITERIA
Points
EXL
VG
GD
FAIR
POOR
5 =
A
4 = A-
3 = B+
2 =
B
1 =
B-/C+
Opening statement/paragraph
5
Clarity of writing and/or audio and slide
presentation
5
Flow of ideas/transition
5
Understanding of leadership theories
5
Understanding of common leadership
Practices
5
Integration and application of course
material
5
Creativity
5
Strength of conclusion
5
One major Take-Away
5
References
5
Assignment 3 = How to communicate like a Leader
(100 Points – DUE by midnight on November 21)
Think of this as a leadership manual. Please identify, define and thoughtfully explain the five most important
insights or takeaway points on leadership you believe you have gained from this course. Explain why you found
them personally meaningful to you and also what may be a barrier to put that behavior in action. Support your ideas
with the assigned and outside readings. Please include an introduction and conclusion for the entire essay. Please
keep the paper to between 6 and 8 pages in length. Citations and references are encouraged (and required for an “A”
grade).
Assignment #4 = Reaction Paper #2
(25 points – DUE by midnight on December 12/5)
Topic: To be announced.
13
Course Schedule
For each week, you will find a series of short PowerPoint presentations, readings and URLs on Blackboard.
Any assignments or due dates for the week will also be listed online.
Please purchase Harvard Business Review's 10 Must Reads on Leadership, Harvard
Business Review Press, 2011, 1st ed ISBN 978-1422157978
Also, please introduce yourself to your colleagues on Student Commons.
Feel free to contact me if you have any questions – klevine@albany.edu
Weeks 1 (August 23 – 29)
Orientation to Leadership Communication
Week 2 (August 29 – September 5)
Introduction to Leadership
Quiz #1 – Due by midnight on September 5
Week 3 (September 6 – 14)
Managers versus Leaders. What is the difference?
Quiz #2 – Due by midnight on September 14
Week 4 – September 13 - 19
Charismatic Communication
Quiz #3 – Due by midnight on September 19
Week 5 – September 20 – 26
Leadership Theories
Leadership Qualities assignment – DUE by midnight on September 26
Week 6 – September 27 – October 3
Leadership Theories – continued
Quiz #4 – Due by midnight on October 3
Week 7 – October 4 – 10
Leading Groups and Teams
Quiz #5 – Due by midnight on October 10
Week 8 - October 11 – 17
Leader’s Personality
Quiz #6 – Due by midnight on October 17
OPTIONAL zoom meeting for the class to “meet” each other
October 17, 2021 at 7:30 p.m. EST
Meeting ID: 811 0000 2784
Passcode: UAlbany
Week 9 – October 18 – 24
Book Review Week
Week 10 – October 25 – 31
Persuasion and Persuasion strategies
14
Quiz #7 – Due by midnight on October 31
Week 11 – November 1 – 7
Persuasion and Persuasion strategies – continued.
Quiz #8 - Due by midnight on November 7
Week 12 – November 8 - 14
Leadership and Diversity
Quiz #9 – Due by midnight on November 14
Week 13 – November 15 – 21
“How to Be a Leader” week
Week 14 – Thanksgiving, NO CLASS
Week 15 - November 29 – December 5
Toxic Leadership – The Dark Side.
Quiz #10 – Due by midnight on December 5
Reaction Paper – DUE by midnight on December 8
15
University at Albany – State University of New York
College of Arts and Sciences
Course and Program Action Form
Proposal No.
20-106
Please check one:
Course Proposal
x
Program Proposal
Please mark all that apply:
New Course
Revision of:
Number
Description
Cross-Listing
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as appropriate)
x
Other (specify):
Revision of COM Ph.D. Program
Department:
Communication
Effective Semester, Year: Spring 2023
Course Subject &
Number
Current:
New:
Credits:
Course Title:
Current:
New (if applicable):
Course Description to appear in Bulletin:
Current:
Current Communication Doctor of Philosophy Degree Program on the Graduate Bulletin (https://www.albany.edu/graduatebulletin/communication_phd.htm).
New:
See pages 2-5 of this document for the specific changes we request to be made.
Prerequisites statement to be appended to description in Bulletin:
Current:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with (i.e., CAS ###):
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
The Degree Program on the Graduate Bulletin (https://www.albany.edu/graduatebulletin/communication_phd.htm) is not consistent with the Department’s
current Ph.D. degree requirements outlined in the Ph.D. Handbook and needs to be updated.
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap their offering:
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department (TYPE NAME)
Administrative Manager or Department Secretary (TYPE NAME)
Date
Rukhsana Ahmed
Monica Bartoszek
Approved by Chair(s) of Departments having cross-listed course(s) [Copy of e-mail
approval(s) on following page.]
Date
Dean of College
Date
Caren Stark
5/27/22
Caren Stark for APC
5/27/22
16
The Communication Doctor of Philosophy Degree Program information on the Graduate Bulletin needs to be updated in order to
reflect the current requirements outlined in the Department’s Ph.D. Handbook
. The specific changes to the current bulletin we
request are listed as follows (see track changes)
Communication Doctor of Philosophy Degree
Program
The program leading to the Doctor of Philosophy degree is designed to prepare qualified students for college and
university teaching and for careers in communication research. The program emphasizes communication theory,
research methods, and the application of knowledge in the field to identify, analyze and propose solutions for
communication problems. The program requires at least three academic years of full-time study and research or the
equivalent over a longer period beyond the baccalaureate.
Students entering the program with a Bachelor’s degree (having not yet earned a Master’s degree) are required to take a
minimum of 60 credits, distributed as follows below, along with successful completion of a qualifying exam and a
dissertation. Items in A1 below should be completed within the first two years of the program.
Doctoral students are required to complete a plan of study indicating a projected pathway to a program specialization and
cognate, to be determined in negotiation between each student and his/her advisory committee.
A. Required Coursework The core, substantive area, cognate area, electives, and guided research project require a
minimum of 60 credits for completion.The core, substantive area, cognate area, electives, and independent research
project add up to 57-63 credits minimum. A minimum of 60 credits is required for the program.
1.
Core Courses (24 18 credits)
Consists of 3 theory courses and 3 methods courses
1.
Theory courses (9 credits)
Communication Theory (Com 502)
Persuasion/Message Design and Social Influence (Com 503)
Additional advanced theory course (to be selected in consultation with advisor)Advanced Theory (Com 702)
2.
Methods courses (9 credits)
Communication methods (Com 525)
2 additional methods courses: quantitative and/or qualitative2 additional quantitative or qualitative methods
courses*
*Qualitative methods may be satisfied with Qualitative Research Methods (Com 580), Field Research Methods
(Com 587), Conversation Analysis (Com 585), Qualitative Research Techniques (Soc 535), and Field Methods in
Ethnology (Ant 608). Quantitative methods may be satisfied with Research Methods (Soc 509), Intermediate Stats
(Soc 522), Multivariate Analysis (Soc 609), Survey Design and Analysis (Soc 626), Empirical Data Analysis (Pos 517),
Regression Analysis (Pos 518), and Advanced Statistical Methods (Pos 519).
2.
Breadth Courses (6 credits)
This requirement ensures that students become familiar with 1 or 2 other fields of study in the communication discipline
beyond that represented by the substantive area. Courses fulfilling this requirement are designated by the Director of
Graduate Studies, selected from courses such as: Theories and Research in Public Organizational Communication (COM
551), Interpersonal Interaction (COM 575), Culture and Communication (COM 577), Theories and Research in Political
17
Communication (COM 520), Introduction to Health Communication (COM 560). (Note that these courses may not be double
counted to fulfill other requirements.)
3.
Substantive area (1515-18 credits, at least 12 of which are within the Department)
The substantive area will be defined in consultation between students and their faculty advisers. Fields of study historically
associated with the discipline of communication and represented in this department are: interpersonal/intercultural
communication, organizational communication, political communication, health communication, and communication
technologies.
4.
Cognate area (9 credits)
The cognate area consists of coursework related to or supportive of students’ substantive areas, consisting of courses in or
outside department; courses are selected in consultation with students’ doctoral advisors.
5.
Guided Research Project (6 credits)
Doctoral students must complete a 6 credit guided research project (courses 697A and 697B). This is typically a two-
semester commitment. It is generally recommended that students complete their guided research project during the third
and fourth semesters of study An M.A. thesis completed elsewhere does not necessarily exempt a student from the guided
research project requirement; this will be determined during approval of the student’s Plan of Study. Students who have
completed a guided research project during their M.A. coursework at the University at Albany may transfer the credits.
Internship practicum credits from the M.A. in Communication cannot be used to fulfill this requirement.Independent
Research Project (3 credits)
This project is to be completed in the 4th semester, under the guidance of a faculty member in an independent study.
6.
Electives (6-96 credits)
Electives inside and outside of the department, including independent studies, as advised.
B. Other Program Requirements
1.
Proseminar (Participation required until coursework is completed; not credit bearing.) These are weekly research
discussions with faculty during the academic year; participation is expected until the student completes coursework.
2.
Doctoral Comprehensive Examination
Students must pass the doctoral comprehensive exam. Students will respond to questions that cover each of three areas:
their major area, their cognate/secondary area, and methods.
The doctoral comprehensive exam is typically undertaken at the completion of required coursework.
3.
Three qualifying examinations, 1 in methods, 2 in substantive areas as defined in consultation with the qualifying
examination committee. The qualifying exams can be initiated as early as the 5th semester (or when required methods
courses are completed) but should be completed by the end of the 7th semester (or 1.5 years past Master’s level
coursework). Students who fail a qualifying exam or portions of an exam may retake the entire exam or that portion with
deficient work. Students who do not pass the qualifying exams on second attempt will not be allowed to continue in the
Ph.D program. Students will remain eligible to complete the master’s degree.
4.
Research Tool
Students must demonstrate competence in use of one research tool relevant to the area of specialization. The research tool
requirement must be fulfilled with an acquisition of expertise in one special methodological area.Students must
demonstrate competence in use of one research tool relevant to the area of specialization. The research tool requirement
may be fulfilled with a reading knowledge in one appropriate foreign language, or competence in one special
methodological area.
Foreign language skills are tested by appropriate examinations. Research tool options not involving foreign languages are
satisfied by passing appropriate courses, as advised by the chair of the committee, with a grade of B or better.
5.
Teaching Tool / Pedagogy Requirement
18
Students must complete a semester-length experience (or its equivalent) focusing on the acquisition of pedagogical theory
and method. This requirement may be waived by the student’s committee on the basis of past experience. The nature of
the experience will be determined in consultation with the student’s committee.
6.
Teaching Tool Requirement
Students fulfill this requirement by successfully engaging in a bona fide teaching experience, such as teaching a course or
playing a major role in assisting in the teaching of a course, under the supervision of a faculty member in the Department.
Students will generally complete this requirement by fulfilling the duties of a teaching assistantship, although other options
will be available.
7.
Dissertation
Doctoral students will complete a dissertation presenting original research, guided by a committee comprised of at least 3
faculty members, one of whom will serve as chair. The chair generally should be selected from faculty members in the
Department of Communication. Other members of the committee will be selected by students in consultation with
committee chair.
C. Other Program Information
1.
Advanced Standing and Waivers
Of the 60 credits required for the degree, 30 credits must be completed at this university. Students who have completed
graduate work in our M.A. program or elsewhere may apply for advanced standing credits. Prior UAlbany M.A. sStudents
who completed the Research Practicum as their capstone project may receive up to 27 credits of advanced standing from
their MA coursework, whereas those who completed the Guided Research Project as their capstone are eligible for up to 33
credits of advanced standing. Those who completed graduate work outside of UAlbany may receive up to 30 credits of
advanced standing. The number of may receive up to 33 credits of advanced standing credits is determined and approved
by on the approval of a student’s their plan of study committee30 credits of advanced standing, and this credit may or may
not include credit for required courses. It also is possible for students with or without a master’s in communication to
receive advanced standing for one or more courses in a related discipline.
A waiver is granted when the faculty committee deems that students have satisfied a specific requirement by some means
other than taking the required course. It does not carry credit.
2.
Admission to Candidacy
Students are admitted to candidacy for the degree of Doctor of Philosophy upon the following:
a.
Satisfactory record in course study
b.
Satisfactory completion of the research tool requirement
c.
Completion of the University residence requirements
d.
Satisfactory completion of the qualifying examination (both methods and specialty areas)
3.
Leaves of absence
Students should be continuously enrolled during the period of graduate study. Leaves of absence may be granted upon
petition of the student’s advisor, the Director of Graduate Studies, and the Graduate School.
4.
Getting a Master’s degree along the way
Students who do not enter the doctoral program having already completed a Master’s degree in communication may, at
their option, apply to be awarded a Master’s degree while they are completing their doctoral program. All requirements of
the M.A. program must be satisfied. The application form for the Master’s degree can be obtained from the MyUAlbany
website.
19
Please note: This program offers an internship, field experience, study abroad component, or clinical experience
in the course listing as an option to fulfill course requirements. Students who have previously been convicted of
a felony are advised that their prior criminal history may impede their ability to complete the requirements of
certain academic programs and/or to meet licensure requirements for certain professions. If you have concerns
about this matter please contact the Dean’s Office of your intended academic program.
20
University at Albany – School of Education
Course and Program Action Form
Proposal No.
2
0
Please check one:
Course Proposal
x
Program Revision Revision
Proposal
Please mark all that apply:
New Course (Attach Syllabus)
Revision of:
Number
D
e
X
New Program/Revised Program
Title
P
r
Cross-Listing
Credits
Shared-Resources Course
Grading
Deactivate/Activate Course (boldface & underline as appropriate)
X
Other (specify):
Revised Program
Requirements
Department:
Literacy Teaching and Learning
Effective Semester, Year:
Upon approval
Course Number:
Current:
New:
Credits:
Program Title:
Revisions to MS in Reading
Course Description to appear in Bulletin:
See below and attached documentation for overview of MS in Reading Program Revisions.
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with:
This course is (will be) a shared-resources course with:
Explanation of proposal: See attached proposal.
The overall goal of the proposed revisions for the MS in Reading program is to extend the focus of reading and literacy theory and pedagogy within the
program. The two proposed revisions reflect current student applicants and will better support successful student program completion. The first proposed
change is a shift in a capstone course (from ELTL 658 to ELTL 677) and milestone project (from an Inquiry Project to Attributes Focused Reflective Essay).
The second proposed change is a shift from 15 required core credits/15 elective credits to 18 required core credits/12 elective credits. This program revision still
maintains a range of elective options for graduate students interested in a master’s degree.
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap their offering (attach email
or memo):
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department Date
Administrative Manager or Department Secretary
D
a
Cheryl Dozier, Co-Chair 4-21-2022
Reisha Rieder
4
/
2
Chair(s) of Departments Having Cross Listed Course
Date
Associate Dean, School of Education
D
a
Christy Smith
9
/
1
Chair of Academic Council
Date
Dean of Undergraduate or Graduate Studies
D
a
Kimberly Colvin
9/1/22
Program Revision Proposal:
Changes to an Existing Program
21
Form 3A
Version 2016-10-13
SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,1 a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed
form to the SUNY Provost at program.review@suny.edu.
Section 1. General Information
a)
Institutional
Information
Institution’s 6-digit SED Code
: 210500
Institution’s Name: University at Albany-State University of New York
Address: 1400 Washington Ave, Albany, NY 12222
b)
Program
Locations
List each campus where the entire program will be offered (with each institutional or branch
campus 6-digit SED Code
):
List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ X ] if not applicable:
c)
Registered
Program to be
Changed
Program Title: Reading
SED Program Code 77554
Award(s) (e.g., A.A., B.S.): MS
Number of Required Credits: Minimum [ 30 ] If tracks or options, largest minimum [ ]
HEGIS Code: 830.00
CIP 2010 Code: 13.1315
Effective Date of Change: Upon approval
Effective Date of Completion2 Ongoing-graduates each semester
d)
Campus Contact
Name and title: Colleen Davis, Assistant Dean for the Graduate School
Telephone and email: 518-437-5063 cdavis@albany.edu
e)
Chief Executive or
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. E-signatures are acceptable.
1 To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.
2 If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).
22
Chief Academic
Officer Approval
Name and title: Carol H. Kim, Provost and Senior Vice President for Academic Affairs
Signature and date:
If the program will be registered jointly3 with one or more other institutions, provide the
following information for each institution:
Partner institution’s name and 6-digit SED Code:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal):
Section 2. Program Information
Section 2.1. Changes in Program Content
[ ] No changes in program content. Proceed to Section 2.2.
a)
Check all that apply. Describe each proposed change and why it is proposed.
[X] Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)
[ ] Changes in a program’s focus or design
[X] Adding or eliminating one or more options, concentrations or tracks
[ ] Eliminating a requirement for program completion (such as an internship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.
[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules
The overall goal of the proposed revisions for the MS in Reading program is to extend the focus of reading and literacy theory and
pedagogy within the program. Proposed revisions reflect current student applicants and will better support successful student program
completion. This program revision maintains a range of elective options for graduate students interested in a master’s degree.
Adding or eliminating a requirement for program completion
•The first request is to change the capstone requirement and associated course. The current MS in Reading program includes a
capstone research course (LTL 658) with the option of engaging in a research project or completing the Attribute Focused Reflective
Essay (AFRE) as a possible culminating project. The AFRE is required as the culminating project for all other master’s degree
programs offered by the Department of Literacy Teaching and Learning at the University at Albany (including our teacher
preparation programs). We are requesting the elimination of LTL 658 and replacing the culminating course with LTL 677, where
students will complete the AFRE, which will provide students a capstone experience supported by and aligned to the revised program
coursework. The requested change would eliminate the research project option (LTL 658) as the capstone project. The AFRE is
3 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
23
completed in LTL 677 and serves as a milestone for the culminating project requirement. In this proposal, LTL 677, “Data Based
Decision Making in Literacy, Assessment, Policy, and Practice,” would be required and would now become the capstone course,
replacing LTL 658.
Change in program core requirements
The second request is a revision in the core course requirements. All of the courses in this proposed program revision were either
part of the prior MS in Reading coursework (2011) or are a part of current the MS in Early Childhood, Childhood or Literacy
degrees (2019 revisions). All required reading courses listed in this proposal already exist in the accredited programs.
Currently the MS in Reading program requires 15 credit hours of required Reading Core courses and 15 credit hours of reading or
education elective courses for a total of 30 credit hours.
This change to the program core is for a redistribution of the total 30 program credit hours. The revised program would now
have 18 credit hours of required reading courses and 12 credit hours of elective courses. A minimum of 6 of the 12 elective
credit hours would come from courses offered by the Department of Literacy Teaching and Learning (LTL). The other six
credits must be education related (though all could be reading related). In the revised MS in Reading, students will have 24
required reading credits, while the total program credit hours remain at 30 credits.
Of the eighteen required credit hours (6 courses), four of the course options remain the same. Two current elective course
options (LTL 600/LTL 601 and LTL 677) will become required courses in the proposed pedagogical core changes. The
two changes are:
o
addition of LTL 600 or LTL 601 requirement. LTL 600, “Strategic Intervention to Prevent Literacy Difficulties,’
currently an elective course option, is added as a required course. Or students might select LTL 601, “Practicum:
Instruction to Prevent Literacy Difficulties” instead of LTL 600 to satisfy this requirement. Rationale: Adding LTL
600 (or LTL 601) as a required course extends the literacy pedagogy component of the MS in Reading program.
An understanding of early literacy instruction and early intervention will strengthen the content knowledge of
graduates. Additionally, the 600/601 focus on early literacy instruction is based on collaborations with
departmental stakeholders and meets content area needs of school districts. With the addition of LTL 600/LTL 601
as a required course, students gain additional literacy-related theory, content, and practice for the completion of the
AFRE capstone project (see next point).
o
the elimination of LTL 658 with the replacement of LTL 677 for the culminating project. LTL 677, “Data Based
Decision Making in Literacy Assessment, Policy and Practice,” also an elective course option in the
current MS in Reading program, would be required and would become the capstone course, replacing LTL 658.
Rationale: In the past few years, students have completed either a literature review or the AFRE as part of LTL
658. The majority of students selected the AFRE. In addition, we found students who took LTL 677 benefitted
from the content learned in this course. Given this feedback from students and our own perspectives on best
coursework and experiences, taking LTL 677 and completing the AFRE within the course, serves as a more
appropriate culminating experience and project.
Course Descriptions from Graduate Bulletin
Ltl 600 Strategic Intervention to Prevent Literacy Difficulties (3)
Course Description: Teachers will learn about the Interactive Strategies Approach to early literacy instruction and
Intervention and how the approach can contribute to RTI processes in the primary grades. The topics include: the
development of strategic, self-regulated early literacy learners who view reading and writing as meaning making activities,
providing differentiated instruction in an RTI context, promoting motivation to read and write, and the development of
phonological skills, a strategic word approach to word learning, oral language skills, and the knowledge base upon which
comprehension depends. Prerequisite: Satisfactory completion of Ltl 500.
Ltl 601 Practicum: Instruction to Prevent Literacy Difficulties (3)
Course Description: Most early literacy difficulties can be prevented through early, responsive, comprehensive, and coherent
literacy Instruction. This course focuses on helping teachers to develop greater expertise in identifying and effectively
24
responding to learners who struggle at the early stages of literacy acquisition. Topics include differentiated instruction in an
RTI context, promoting motivation to read and write, the development of phonological skills, a strategic word approach to
word learning, and oral language skills and the knowledge base upon which comprehension depends. Graduate students
provide one-to-one intervention for a young literacy learner and engage small groups of students in interactive read alouds.
Prerequisite: Satisfactory completion of Ltl 655.
Ltl 677 Data-Based Decision Making in Literacy Assessment, Policy and Practice (3)
Course Description: This class is intended to enable teachers to effectively analyze and draw conclusions from classroom-,
school- and system-level literacy assessment data and to develop a critical understanding of the use and implications of data
in literacy research. Areas of emphasis include assessment functions (screening, monitoring, etc.), basic concepts of
measurement, statistical inference, and research designs. The course uses data sets as the basis for discussions about
evaluation systems, instructional improvement (Common Core, APPR), data-driven decision making, proactive participation
in literacy initiatives, and principles for linking research and practice in literacy instruction. Prerequisite: Satisfactory
completion of Ltl 600 or 601.
25
b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.
Note: In 2015, the department name changed from the Department of Reading to the Department of Literacy Teaching and
Learning. Subsequently, all course codes changed from RDG to LTL. Further, in the process of changing the MS in Literacy in
2012 and 2019, some course names and descriptions changed. SUNY and NYSED approved this code LTL change as part of the
MS in Literacy revision in 2019, though it has not occurred in the prior MS in Reading submission.
Existing Program
Proposed Revised Program
Course Number/Title
Credits
Course Number/Title
Credits
Required Reading Courses (15 credits)
Required Reading Courses (18 credits)
RDG 500 Introduction to Literacy Teaching and
Learning, B-6 (3) OR
RDG 505 Introduction to Literacy Teaching and
Learning, 5-12 (3-6)
3
LTL 500 Classroom Literacy Instruction (3) OR
LTL 505 Practicum: Academic Literacy Across
Instructional Contexts, 5-12 (3-6)
3
RDG 504 Literature for Reading Programs (3) OR
RDG 506 Young Adult Literature (3)
3
LTL 504 Children's Literature (3) OR
LTL 506 Young Adult Literature (3)
3
RDG 615 Teaching Writing, B-6 (3) OR
RDG 616 Teaching Writing, 5-12 (3)
3
LTL 615 Teaching Writing, B-6 (3) OR
LTL 619 Practicum: Writing in the Classroom, 1-6
(3)
3
RDG 610 Literacy in Society
3
LTL 610 Literacy in Society
3
RDG 658 MS Research Project
3
LTL 600 Strategic Intervention to Prevent Literacy
Difficulties (3) OR LTL 601 Practicum: Instruction
to Prevent Literacy Difficulties (3)
3
Elective Course Options (15 credits)
LTL 677 Data-Based Decision Making in Literacy
Assessment, Policy and Practice (3)
3
RDG 526 Language Acquisition
3
Literacy Department Elective Course Options (6
credits)
RDG657 Reading in a Second Language
3
LTL 526 Language Acquisition, B-2
3
RDG 638 Media Literacy
3
LTL 657 (Tap 657) Literacy for English Language
Learners
3
RDG 655 Emergent Literacy
3
LTL 655 Early Literacy Development, B-2
3
EPSY 521 Development of the Child
3
LTL 625 Integrated Literacy Instruction, B-6
3
EPSY 540 Classroom Assessment
3
Additional Electives Courses (6 credits)
Electives as advised
As approved by advisor
6
Total required credits
30
Total required credits
30
c)
For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly
26
revised course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that
all work for credit is college level and of the appropriate rigor. Syllabi generally include a course description,
prerequisites and corequisites, the number of lecture and/or other contact hours per week, credits allocated
(consistent with SUNY policy on credit/contact hours), general course requirements, and expected student
learning outcomes.
No new courses have been created. All courses already exist and are part of current masters’ programs in the
Department of Literacy Teaching and Learning.
d) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.
There are no additional costs. This change involves a redistribution of existing courses with a shift from
elective to required courses. Faculty in the Department of Literacy Teaching and Learning currently teach all
the core courses offered in the revised program.
Section 2.2. Other Changes
Check all that apply. Describe each proposed change and why it is proposed.
[ ] Program title
[ ] Program award
[ ] Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification,
SED may register the version as a separate program.
[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program
1)
State proposed format(s) and consider the consequences for financial aid
2)
Describe availability of courses and any change in faculty, resources, or support services.
[ ] A change in the total number of credits in a certificate or advanced certificate program
[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.
Section 3. Program Schedule and Curriculum
a)
For undergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and
scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program
Schedule for each one.
NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.
It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor’s degree programs should have at least 45 credits of upper division study, with 24 in the major.
It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
27
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign
Languages
It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
When a SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and MTP 2013-03.
Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request –with compelling justification(s).
EXAMPLE FOR ONE TERM: Undergraduate Program Schedule
Term 2: Fall 20xx
Credits per classification
Course Number & Title
Cr
GER
LAS
Maj
TPath
New
Prerequisite(s)
ACC 101 Principles of Accounting
4
4
4
MAT 111 College Mathematics
3
M
3
3
MAT 110
CMP 101 Introduction to Computers
3
HUM 110 Speech
3
BC
3
X
ENG 113 English 102
3
BC
3
Term credit total:
16
6
9
7
4
b) For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.
NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.
28
SUNY Graduate Program Schedule OPTION: You can insert an Excel version of this schedule AFTER
this line, and delete the rest of this page.)
Program/Track Title and Award:___MS in
Reading_____________________________________________________
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 1, Spring 1, Fall 2)
c)
Use the table to show how a typical student may progress through the program; copy/expand the table as
needed.
d)
Complete the last row to show program totals and comprehensive, culminating elements. Complete all
columns that apply to a course.
Term 1: Fall 1
Term 2: Spring 1
Course Number &
Title
Credits New Co/Prerequisites
Course Number &
Title
Credits New Co/Prerequisites
LTL 500 Classroom
Literacy Instruction
OR LTL 505
Practicum: Academic
Literacy Across
Instructional Contexts
3
LTL 615 Teaching
Writing, B-6 OR
LTL 619 Practicum:
Writing in the
Classroom, 1-6
3
LTL 504 Children’s
Literature OR
LTL 506 Young
Adult Literature
3
LTL 600 Strategic
Intervention to Prevent
Literacy Difficulties
OR LTL 601
Practicum: Instruction
to Prevent Literacy
Difficulties
3
Term credit total:
6
Term credit total:
6
Term 3: Summer 1
Term 4: Fall 2
Course Number &
Title
Credits New Co/Prerequisites
Course Number &
Title
Credits New Co/Prerequisites
Literacy Department
Elective Course
3
LTL 610 Literacy in
Society
3
Literacy Department
Elective Course
3
Literacy Department
Elective Course OR
Elective Course
3
Term credit total:
6
Term credit total:
6
Term 5: Spring 2
Term 6:
29
Course Number &
Title
Credits New Co/Prerequisites
Course Number &
Title
Credits New Co/Prerequisites
Literacy Department
Elective Course OR
Elective Course
3
LTL 677 Data Based
Decision Making in
Literacy Assessment,
Policy and Practice
3
Must be taken in
final semester.
Term credit total:
6
Term credit total:
Term 7:
Term 8:
Course Number &
Title
Credits New Co/Prerequisites
Course Number &
Title
Credits New Co/Prerequisites)
Term credit total:
Term credit total:
Program Total:
Total
Credits: 30
Identify the required comprehensive, culminating element(s), such as a thesis or
examination, including course number(s), if applicable:
The culminating project for the MS in Reading is the Attribute Focused
Reflective Essay (AFRE). This essay is completed and submitted during the
candidate’s final semester, typically while taking the capstone course, LTL 677.
New: X if new course
Prerequisite(s): As listed in the Graduate Bulletin, LTL 655 is a pre-requisite for
students who choose the LTL 601 course option.
Section 4. SUNY Faculty Table
a) If applicable, provide information on faculty members who will be teaching new or significantly
revised courses in the program. Expand the table as needed.
There are no newly created or significantly revised courses in the program.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty
member
30
Faculty
Member
Name and
Title/Rank
(Include and
identify
Program
Director with
an asterisk.)
% of Time
Dedicated
to This
Program
Program Courses
Which May Be
Taught
(Number and Title)
Highest and Other
Applicable Earned
Degrees (include
College or University
and discipline)
Additional
Qualifications: List
related certifications,
licenses and
professional experience
in field.
31
