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UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
g~SITY SENATE MEETI~G
Q~cember~983
~JLJn. - Campus Center. Asse~bly Hal~
AGENDA
- Approval of Mi.nut~es-
Presidentts Report
Chairts Report
Council Reports
5.
New Business:
5.1 Bill No. 8384-07
Proposed Statement of Policy of Evaluation of
Teaching at SUNY/Albany - (EPC)
5.2 Bill No. 838lt-08
Proposed Combined B.A./M.S. Program in Psychology
and Rehabilitation Counseling -
(UAC/GAC)
5.3 Bill No. 8384-09
Proposed Combined B.A./M.S. Program in Psychology
and Counseling -
(UAC/GAC)
5.4 Bill No. 8384-10 Proposed Revision of Charges to Senate Councils -
(Executive Conwittee)
5. 5 Bill No. 838Lt.-11
Policy for Allocation of Campus Royalties from
Patents and Licenses - (Research)
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
!JNIVERSITY S.ENATE
r1!!'!~
December 5, 1983
ABSENT:
L. Welch, o. Christiansen, A. Zitell.i, s. Lubensky, H. Bakhru,
w. Lanford, J. Logan, D. Reeb, c. Smith, o. Nikoloff, s. Watk:i.ns,
R. Wilkinson, D. Betz, c. Doran, R. Farley, J. Schnapper
The meet:l.ng-was ca-u-ed to order at 3:40 p.m.- :tn- the Calnpus -cente-r -Assen1bly- - - - -
Hall by the Chair, Ronald A. Bosco.
1.
~r.oval of Mitlut:es
'l'he m:i.nutes of October 31, 1983 were approved w:tt.h one minor correction.
In his report to the Senate, President O'Leary reported that the
University has been pushing for three possible facilities:
a research
building, a field house, or dormitories.
A research building would be the
easiest to acquire since an earlier effort to push for a field house had
been in vain.
He may have a further report on this at the next Senate
meeting.
The President also reported bri<1fly on the budget.
3.
Chair_'s Report
Chalr Ronald Bosco reported that two senate bills were approved by the
President: Bill No. 8384-05 Proposed M.S. Program in Epidemiology· and
Bill No. 8384-02 Proposed Student Conduct Model.
4.
Council ReEorts
4.1
EPC -· With regard to EPC' s first information report in the packet, a
Student senator asked the President when a formal ded.sion would be
made on the discont1.nuance of the B.S. in Business Education.
Pres:l.dent 0' Leary stated that this would be looked at early in the
spring Semester.
There were no further council reports other than the written reports
contained in the packet.
senate Minutes
December 5, 1983
Page 2
5.
New Bus :!.ness
5.1 Bill No. 8384-:Ql- ProQosed Statement of Policy on Evaluation of
Teaching_ at SUNY A_lbal)y - F. Frank gave a brief statement regardtng
the policy and noted that peer review has been added in the policy
statement.. The Chair of the Evaluation Policy committee, Keith
Ratcliff, gave background information regarding the development of
the policy and the committee's viewpoints.
There was considerable
discussion and dissent.
There seemed to be concern that student
evaluation did not have as much weight as peer evaluation.
F. Frank
po:l.nted out that student evaluation is an important ingredient in the
evaluation process and K. Ratcliff explained that peer evaluation is __
an added-elemerif to- the- policy; student evaiuafion- alread-y -exfsted-.-
Discussion continued.
K. Birr moved that "the bill be returned to EPC with the
recommendation that EPC submit to the senate at its next meeting a
bill that will embody the recommendations of this report in a form
analogous to i-nstruction :l.n the department about procedures and
standards for continu:i.ng appointment."
The motion was seconded.
After discussion on the motion it was voted on and defeated.
w. Hammond moved the previous question to close debate. It was
seconded and approved.
A motion was made for secret ballot vote on
the bill. on the advice of the Parliamentari-an, the Chair ruled to
allow such a vote.
P. Krosby appealed the decision of the Chair.
The question was put to a vote and the body upheld the position of
the Cha:i.r.
A secret ballot was then taken and counted.
The b:l.ll was
approved by a vote of 46 to 27.
5.2 Bill No. 8389-08 - Proposed combined B.A./M.S. Prqgram in Psychology
and Rehabi.litation Counseling - The program was voted on and approved.
5.3 Bill No. 8384-09 - Proposed Combined B.A./~s. Program in Psychology
and ~ounseling - The bill was voted on and approved.
5.4 Bill No. 8384-10 -Proposed Revision.of Charg~ to senate Councils-
After brief discussion on this bill, it was voted on and approved.
5. 5 Bill No. 8384-11 - Policy_ for Allocation of_ C~pus RoyaH~es from
Patents and Licenses - Research council Chair, T. Dandridge, gave a
brief background of the policy.
Vice President Shumaker answered a
few questions regarding the policy i.e., where funds for research
came from.
The policy was voted on and approved.
The meeting was adjourned at 5:00 p.m.
Respectfully s~bm~tted,
.~
•
~.v\~
crysta~ J. HutcRins
Recorder
FROM:
EPC REPORT TO SENATE
December 5, 1983
Francine Frank, Chair
Educational Policy Council
For Information:
The Educational Policy Council voted to endorse
Administration's proposal that the B.S. in Business Education
be formally discontinued in May of 1986.
FRCXvi:
REPJRTS 'ID THE SENATE
December 5, 1983
Francine Frank, Chair
Educational Policy Council
For Information:
At its meeting of September 23, the Council discussed and approved the
statement of policy on the evaluation of teaching developed by its
committee on Evaluation Policy.
FOr Action:-
Bill No. 8384-07 Proposed Statement of Policy on the Evaluation of
Teaching at SUNY/Albany.
FRO.~:
cathy LaSusa, Chair
Undergraduate Academic Council
For Information:
1.
The UAC held its fourU1 meeting on Thursday, November 3.
2.
As charged by the Chair of the Senate, the UAC has undertaken review of
the drop-add policy.
However, the Academic Standing Conuni ttee of the UAC
to which this matter has been assigned will not be finished with its
review by the Novermber 21 due date.
By early next semester, Academic
Standing will have completed a thorough investigation and its findings
will be reported accordingly.
3.
The UAC approved the following proposed minor in Medical Anthropology as
forwarded by the UAC Curriculum Committee:
Requirements:
A minimum of 18 graduation credits as follows:
ANT 210N;
6 credits from ANT 119M, 364, 418 and 450; 6 credits from ANT 310, 313,
319, 413 and 414; and 3 additional credits from other ANT courses listed
above, or from ANT 375, BIO 211, BIO 220N, BIO 308, BIO 407, GOG 380M, and
SOC 359P.
Reports to the Senate
November 21, 1983
Page 2
4.
The UAC approved the following revision of the major in Sociology as
forwarded by the Currciulurn Committee:
Sociology majors must take 36 credits in sociology courses (SOC
prefix).
This replaces the current requirement of completing 30 credits in
sociology courses and 6 credits in "support" courses.
5.
The UAC denied a request of the Sociology Department to exclude certain
courses fulfilling the major requirements from being taken under the S/U
grading option.
As a result of many similar requests from different
departments, the Council will be taking up this issue.
For Action:
1. Bill No. 8384-08 Proposed Combined B.A./M.S. Program in Psychology and
Rehabilitation Counseling.
2.
Bill No. 8384-09 Proposed Combined B.A./M.S. Program in Psychology and
Counseling.
FROM:
Thomas Dandridge, Chair
Council on Research
F'or Information:
The Council on Research met on Monday, October 24.
The Council reviewed
and recommended to the Vice President for Research the establishment of the
Thunderstorm Analysis Center.
Directed by Professor Richard Orville of the
Department of Atmospheric Sciences, this national center will acquire and
archive ground based lightning data.
The Center will eventually be expanded
to include global lightning data obtained from satellites.
The Animal Welfare procedures and Report of the Task F'orce on Research on
Minors in the Schools were reviewed by the Council and approved,
The Council
on Research has oversight responsibilities for the Animal Welfare Committee
and the Institutional Review Board, and approved policies and procedures of
these cornmi t tees .
(,
. The Council was informed that the Chemical Safety manual has been produced
(
and will be distributed shortly.
Reports to the Senate
November 21, 1983
Page 3
A draft proposal on a SUNY Small Grants Program, prepared by the Committee
on Research Incentives, was discussed by the Council.
The Committee will
continue its work on the guidelines for the program and submit its
recommendation to the Vice President for Resarch and Educational Development.
The Council reviewed and approved Provisional Guidelines for University
Industry Cooperative Use of University Research Equipment.
The Council
requested that the Committee on Industrial Linkages obtain feedback from the
Vice President for Finance and the Director of the Computing Center on the
provisional guidelines before preparing final guidelines. Attached are the
provisional guidelines.
For Action:-
The Council also approv~d and recommends to the Senate the Policy for
Allocation of CamEus Royalties from Patents and Licenses (Bill No. 8384-11 in
the packet) .
Lisa Kerr, Chair
Student Affairs Council
For Information:
The Student Affairs Council dissolved the following three standing
committees:
1.
Committee on Health and Drug Education
2.
Subcommittee on International Students
3.
Committee on Concerns of Special Students
Rationale:
1.
The proposed revision reflects the current structure of SAC.
2.
At present, University funded offices now exist to handle the work
previously done by committees of 2 and 3 above, thereby reducing the
need for these committees to exist.
PROVISIONAL
Campus Guidelines for University-Industry
Cooperative Use of University Research Equipment
In all'three of its mission areas, education, research and
public service, the State University of New York at Albany
wishes to cooperate with industry for the mutual attainment of
a common goal:
namely the enhancement of the well-being of the
people of the State.
To this end, SUNY/Albany is continuing to seek research
grants and ~ontracts from industrial concerns.
'
Additional cooper~tive relationships may be possible.
University-industry cooperative use of university research
equipment is one such possibility.
It is university policy
that such cooperative use may be authorized within specific
guidelines, subject to such additional restrictions as are
imposed by federal or state law or regulations, the provisions
of sponsored program contracts, or the terms of financing
agreements.
The following constitutes guidelines for
(.
university-industry cooperative use of university research
equipment.
Guidelines
l.
Although the primary academic mission and research
activities of the university must take first priority, it
is the intention of these gui6elines to encourage the use
of university research equipment to achieve mutually
beneficial objectives to all parties, especially when it is
cons~stent with the educational or research mission of the
university by involving fac~lty, students or technical
staff in ways which add to their knowledge and professional
skills.
2,
For cooperative use of research equipment in excess of
$2,000, the Research Foundation of SUNY will negotiate and
administer an agreement, grant or contract on behalf of the
campus.
All agreements will be arranged through the
Unive:sity
1 s regular practice for managing sponsored
projects.
This will insure that university officials will
hav~ an opportunity to review all agreements co insure that
university policies and regulations such as Conflict of
Interest, Patent Policy, disclosure of research activity,
etc., are not violated.
(
3.
The University recognizes the possibility of incidental use
of such equipment.
In such instances, the preferred
mechanism for the transfer of funds will be through a
purchase order.
The purchase order will indicate the
service provided and the dollar value of the service.
Incidental use will be defined as a single instance of use
amounting to less than $2,000.
4.
Such arrangements with industry will provide for full
recovery of costs, both direct and indirect by the
university.
Any special cost relating to security,
insurance and indemnification protection for the university
and the industrial user must be borne by the user.
5.
Rate structure for the use of equipment and facilities must
have the approval of the Research Foundation appointed
fiscal designee of the campus.
6.
Appropriate attention must be paid to the availability of
equivalent servic~s from private organizations to minimize
the university's becoming engaged in competition with such
organizations.
7.
All arrangements must be consistent with general Trustee's
policies, including the university patent policy and policy
on disclosure of research activities.
I I-
Bill No. 8384-07
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
PROFOSED STATE1v1ENT OF FOLICY ON THE EVALUATION OF TEACHING AT SUNY/ALBANY
t
SUBMI'ITED BY:
Council on Educational Policy
December 5, 1983
IT IS HEREBY PROPOSED THAT:
I.
The attached Statement of Policy on the Evaluation of Teaching at
SUNY/Albany be approved.
II.
That this bill be referred to the President for approval and
implementation.
1-\TI'ACHMENT
BACKGROUND AND RATIONALE:
The improvement of teaching has been a campus concern for many years.
The
(
Senate's charge to the EPC states that "The Council shall have the
.
responsibility for ensuring the review of the quality of teaching and
developing standards for its evaluation.
11
Since 1979, when President O'Leary
and the EPC jointly appointed the Committee on the Improvement of
Undergraduate Teaching, the improvement and evaluation of teaching has been a
recurring EPC agenda item. One way to improve teaching is to improve its
assessment.
The Council therefore, has taken a number of steps to improve
Student Ratings: first by recommending (in 1980) a set of items for
departments to consider using7 and second by approving (in 1981) a plan for
the SIRF evaluation now used in all General Education courses.
Subsequently, in the spring of 1982, the council charged its Committee on
Evaluation Policy with developing "a comprehensive policy statement concerning
the evaluation of instruction on the Albany campus."
The issues to be
addressed by this statement included the purpose(s) of evaluation and whether
the form and sources of evidence used in evaluations should be uniform across
the campus.
In the course 9f its deliberation, the committee discussed these
issues with many members of the academic community.
The attached statement of policy was submitted by the committee in
September 1983 and endorsed by the EPC at its October meeting.
The policy
statement stresses the centrality of peer review in the evaluation of
teaching.
In its introductory statement to the council, the committee
reaffirmed that "Student opinion is both a unique and essential source of
information ...
11
But it also maintained that student opinion "should never
f ,:
stand by itself as 'the' evaluation of teaching." There are a number of
guidelines on this campus regarding the collection and use of student opinion
in the evaluation of teaching, but there is at present no comprehensive
statement concerning the role of peer review.
The EPC believes that the
attached statement fills this gap and that its implementation will strengthen
tl1e process of the evaluation of instruction at sm~ Albany.
(
A STATEMENT OF POLICY ON THE EVALUATION OF TEACHING AT SUNY/ALBANY
I.
Principles Underlying an Evaluation of Teaching
The issue of the evaluation of teaching derives from the question of
teaching competence.
An evaluation of teaching is a judgment
concerning the degree of competence with which the function of teaching
has been performed,
Teaching is not a homogeneous entity or operation.
Within a
university context, teaching is always specific to a particular subject
matter or discipline.
A judgment of teaching competence relates always
to a particular subject matter or discipline.
In the university, it is an established principle to recognize that
within the faculty resides the special competence needed to design the
v~riou-sfprograms -of -the -c-urriculum-, -to ma-ke st-affin-g-dec-ision-s-for -
courses, and to establish the standards by which student achievement is
certified.
Primary use of that same competence must be made in
evaluating teaching.
It is both the obligation and prerogative of the
faculty (and chairs) that an effective peer review play the primary
role in the evaluation of teaching in a university.
The enormous differences in the traditions and practice of
disciplines as diverse as economics, music, English and physics may
well be reflected in similarly diverse approaches to the evaluation of
teaching in these disciplines.
Even within a single academic
discipline, teaching responsibilities in a university may run the gamut
from large freshman survey and service courses through the supervision
of small graduate research seminars to the direction of doctoral
dissertations.
Responsible evaluation of teaching recognizes both
differences among disciplines and the diversity of efforts within, and
approaches to, a discipline by individual faculty.
Each department is
expected to take the initiative in devising criteria and methods of
evaluation appropriate to its discipline and to the spectrum of its
responsibilities.
II.
The Pu~se of Evaluation
The purpose of instructional evaluation shall be~
1.
to encourage continuing improvement in teaching; and
2.
to provide an appropriate basis for the recognition of the
quality of teaching in personnel decisions.
III.
The Procedure of Evaluation
The procedure by which instruction is evaluated at SUNY/Albany shall
ensure that the information obtained, its evaluation, and its use is
generally agreed to be relevant, significant, valid and fairly applied.
-2-
IV.
Peer Evaluation
A)
Responsibility and Objective
The faculty of a department shall have responsibility for setting
up a policy and procedures for the peer evaluation of the teaching
abilities of departmental colleagues being considered for promotion or
tenure.
Those policies and procedures shall be made explicit in a
statement to all faculty in the department and included in each
tenure/promotion candidate•s personnel folder.
A necessary condition of the peer review is that the department
establish a credible and defensible method of evaluation of teaching.
This evaluation should identify instruction which significantly exceeds
or falls short of the expectations of the department in its various
instructional responsibilities.
In short, the departmental evaluation
should provide both a judgment of the instructor's competence and an
explanation of how that judgment was arrived at.
B.
Examples of Questions Relevant to a Peer Review
No list of objectives could or should be of universal importance to
the variety of disciplines represented in the university.
Those
questions of key relevance to a discipline will be created as part of
departmental policy and procedures.
We offer examples below only to
illustrate the kinds of questions whose answers
i) bear strongly on the evaluation of teaching, and
ii) can be responsibly answered only by peers.
1.
Is the level or challenge of the courses appropriate?
2.
Is the coverage of those courses sufficiently comprehensive
within the context of current practice within the discipline?
3.
Is the material of the courses up-to-date and does it reflect
an awareness of current issues within the discipline?
4.
Is the scholarly content of the courses adequate?
5.
Does the instructor's teaching reflect intellectual growth?
6.
Does the instructor exhibit skill in the art of communication
through presentations in seminars and colloquia?
7.
To what extent does the instructor develop new courses or
innovative approaches to teaching?
8.
Do course assignments and examinations allow for an adequate
evaluation of student performance?
(
(
(
-3-
9.
Are the grading standards of the instructor reasonable?
10.
Is the content of the courses appropriate and relevant to their
role in the curriculum?
11.
Is the instructor creative and effective in helping students
develop independent research skills?
C)
Examples of Information in Support of a Peer Review
Those rnaterials deemed most important to an evaluation of teaching
will be decided upon in the context of each department's procedures.
For illustration, we list below examples of the great variety of
information which is available, relevant to the evaluation of teaching,
and generally non-intrusive in its collection.
1.
-
.
-
~-
2.
3.
4.
5.
6.
7.
8.
course syllabi, goals, objectives_
ass-ignme-nts-;- papers,- p-~o-biem- ~ets.
required textbooks
reading lists
examinations
student questionnaires
audio-visual materials
class handouts
9.
class grade distribution
10.
independent study projects
11.
theses
D)
Classroom Observation
lab reports, projects
We consider separately the issue of classroom observation since
this is a highly controversial issue, though it is currently practiced
in some departments.
Classroom observation is neither encouraged nor
discouraged as part of departmental procedures.
Observation in the
classroom is at the discretion of departmental faculty.
Such decisions
shall be made by the faculty at the departmental level.
If a department
chooses to employ classroom observation as a part of its peer
evaluation, then it is suggested that:
1.
classroom observation should be made only with the consent of
the instructor being evaluated; an instructor may withhold
consent without prejudice;
2.
each instance of classroom observation should be made by more
than one colleague; and
3.
more than one observation over a semester should be made to
ensure adequate representation.
-4-
V)
Student Evaluation
The collection of student opinion shall be by systematic methods
formulated or selected and administered at the department level, and
this information shall serve as input to the peer evaluation.
A collection of data generated by student questionnaire and
unsupported by peer evaluation shall not by itself be considered to have
met the criterion of the evaluation of "effectiveness in teaching'' as
mandated by the Policies of the Board of Trustee~. Nevertheless, the
reactions of students to their instruct+Geis recognized as an
important, relevant, and distinct form ~f 1nformation in the overall
evaluation of teaching.
The objective of student questionnaires should be to obtain
information which is relevant to the evaluation of teaching and which
students are in a unique position to provide - namely the students' own
perceptions of the impact upon them of what goes on in the classroom.
This might well include questions that attempt to explore both the
affective and cognitive impact of instruction from a student
perspective.
Communication skiJ.ls relevant to instruction and the flow
of information in the classroom is another potential area in which
student perception can be useful.
(
The results of questionnaires are usually summarized in numerical
form.
However, it is not raw numbers but rather a clear interpretation
(by the department) of the meaning of those results which should be of
(
prime concern.
For example, the need for interpretation of student data
is brought into focus by studies showing a statistically significant
impact of subject matter, class size and course level upon student
ratings of instructors.
The research literature is also inconclusive on
the relation between student ratings and objective measures of teaching
effectiveness.
To interpret student data responsibly, the peer review should have
available to it data from comparable courses taught by other faculty.
Data on candidates for promotion and tenure should be current.
It is
reasonable to expect that every effort be made to obtain student
responses on candidates in a variety of courses at different levels over
a period of time.
Efforts should be made to ensure that student data
represent a comprehensive sampling of each class.
Data transmitted in
behalf of a candidate should identify the course, the enrollment and the
percentage of students reporting.
It is the responsibility of the department to transmit a summary of
the student response data with the personnel folder.
The form of that
summary should be left to the depa.rtment.
The summary should state the
basis on which the peer review evaluated student response to the
instructor.
The Office of Institutional Research is prepared to offer
technical assistance to departments in the development of methods for
assessing students' opinions of teaching and in the analysis of data.
-5-
VI.
Rights of the Instructor Under Review
Faculty members under peer review shall be given the opportunity to
contribute information to that review.
The purpose of this opportunity
shall be to make explicit relevant information in such areas as
curriculum development and innovation, teaching methods and techniques,
student advisement and instructional goals to aid a responsible and
fully informed peer evaluation.
Faculty members shall also have the opportunity to address any
issues they feel are raised by the documentation arising from either
student input or the general peer evaluation and shall retain the right
to have this information included with the documentation of their case.
-
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Bill No. 8384-08
UNIVERSITY SENATE
STATE UNIVERSITY OF NKV\1 YORK AT ALBANY
PROPOSED CDMBINED B.A./M.S. PROGRAM IN PSYCHOLOGY AND
REHABILITATION COUNSELING
SU&~ITTED BY:
Undergraduate/Graduate Academic Councils
December 5, 1983
IT IS HEREBY PROPOSED:
I.
That the Combined B.A./M.S. Program in Psychology and Rehabilitation
Counseling with the attached requirements be approved and become
effective immediately upon registration by the State Education
Department.
II.
That this bill be referred to the President for his approval.
A'ITACHMENT
State University of New York at Albany
Combined B.A.~.S. Program in Psychology ana Rehabilitation Counseling
1.
Title:
Combined Major in Psychology --Master's Program in Rehabilitation
Counseling.
2.
Titles of currently registered programs which are to be combined:
B.A. in
Psychology and M.S. in Rehabilitation Counseling.
3.
General program completion requirements:
a.
B.A. requirements for combined major and minor in Psychology:
51
cre9its minimum.
b.
M.S. requiremenes:
54 credits minimum of graduate credits (up to
12 graduate credits may be applied to both B.A. and M.S.
requirements) •
c.
The combined undergraduate major in Psychology --master's degree
program in Rehabilitation Counseling requires a minimum of 93
credits of which at least 54 must be graduate credits.
(
d.
The combined bachelor's degree in Psychology -- master's degree in
(
Rehabilitation Counseling requires a m1n1mum of 162 credits of
which at least 54 must be graduate credits.
4.
Specific program requirements:
a.
Underoraduate courses and credits
(1) 27 credits in Psychology including:
PSY 101M
PSY 210
PSY 211
PSY 327
PSY 338
Introduction to Psychology ( 3)
Statistical Methods in Psychology (3)
Introduction to Experimental Psychology (3)
Personality (3)
Abnormal Psychology ( 3)
12 credits in Psychology numbered 300 and above.
( 2) 24 credits in tbe ·interdepartmental minor including 6 credits in
quantitative skills.
(
-
2 -
b.
Graduate courses and credits
(l) CPY 60la
CPY 60lb
CPY 602
CPY 603
CPY 604
CPY 607
CPY 608a
CPY 627
CPY 630
CPY 661
CPY 662
_Cf'Y_ 663
CPY 761
CPY 767
CPY 768a
EPSY 640
(2) Electives -
Introduction to Counseling Theory and Practice (3)
Intermediate Counseling Theory and Practice (3)
Practicum in Counseling (3)
Assessment Techniques in Counseling and
Rehabilitation (3)
career Development ( 2)
Techniques of Consultation and Supervision (3)
Foundations and Techniques of Group Counseling (3)
Seminar in Counseling (3)
Behavior Disorders (3)
Principles and Practices in Rehabilitation (3)
Psychology of Disability (3)
_career Developnent and_ Elace~nt _of _l)is9-bled _ (_2)
Medical Aspects of Disability (2)
Research Seminar in Counseling and Rehabilitation (3)
Internship in Rehabilitation Counseling Practices
(12)
Educational and Psychological Measurements (3)
0 - 3 in behavioral social sciences as advised.
c.
l'' -~t>er of semesters of full-time study required for completion of
co~ed B.A.QM.S. degrees
Undergraduate:
8
Graduate:
2 plus full summer session
d.
9ther pr09ram requirements
(l) In qualifying for the baccalaureate 1 students will meet all
University reguirements 1 including the minimum liberal arts and
sciences credit requirement, general education requirements, and
residency requirements.
(2) In qualifying for the master
1 s, students will meet all University
and school requirements, including residency requirements and the
satisfactory completion of a comprehensive examination in
Rehabilitation Counseling.
e.
Admission requirements
Students may be admitted to a combined degree program at the beginning
of their junior year, or after the successful completion of 56
credits, but no later than the accumulation of 100 credits.
A minimum
GPA of 3.2 and three supportive letters of recomrrendation from faculty
are required.
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3 -
f.
Graauate courses for ·satisfying unaersraauate program re~irements
ECPY 661
ECPY 662
ECPY 60la
EPSY 640
(3) Principles ana Practices of Rehab. counseling
{3) Psychology of Disability
(3) Introduction to Counseling Theory ana Practice
(3) EDucational ana Psychological Measurements
Freshman Year
PSY 101M
PSY 203
Math 100
.eophomore Year
PSY 210
PSY2ll
PSY 209
CSI
'~"~' y
Junior Year
FSY 314
PSY 327
PSY 338
*CPY 661
*EPSY 640
Senior Year
PSY 380
PSY
3~.2
PSY 384
*CPY 60la
*CPY 662
OR Behavioral - Social Science Elective as approved
by aavisor.
Sample Prcerarn
Introduction to Psychology
~ychology of Child Development
College Alge9ra ana Trigonometry
Statistical Methods
Introduction to Experimental Psychology
Psychological Testing
Elem~nts of Computing
Biological Bases of Behavior
Personality
Abnormal Psychology
Principles of Rehabilitation
Educ. & Psychol. Meas.
Learning
Perception
JYJoti vat ion
Introduction to Couns. Theory & Practice
Psychology of Disability
( 3)
( 3)
(3)
( 3)
( 3)
( 3)
( 3)
(3)
( 3)
( 3)
(3)
( 3)
( 3)
( 3)
( 3)
( 3)
( 3)
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Fifth Year
CPY 60lb
CPY 604
CPY 608a
CPY 761
CPY 767
CPY 630
CPY 602
CPY 603
CPY 607
CPY 627
CPY 663
Summer
CPY 768a
- 4 -
Interm. Couns. Theory & Practice
career Development
Group Counseling
Medical Aspects of Disability
Research Seminar
Behavior Disorders
Practicurn
Assessment Techniques in Couns. & Rehab.
Consultation and Supervision
Seminar in Counseling
Career Development of Disabled
Internship in Rehab. Counseling
( 3)
( 2)
( 3)
( 2)
( 3)
( 3)
( 3)
( 3)
( 3)
( 3)
( 2)
(12)
*May be used to partially satisfy the interdepartmental minor requirements in
Psychology.
Bill No. 8384-09
UNIVERSITY . SENATE
STATE UNIVERSITY OF NEW' YORK AT AlBANY
PROPOSED Q)MBINED B.A./M.S. PROGRAM IN PSYCHOLOGY AND mUNSELING
SUBMITTED BY:
Undergraduate/Graduate Academic Councils
December 5, 1983
IT IS HEREBY PROPOSED:
I.
That the Combined B.A./M.S. Program in Psychology and Counseling be
approved and become effective immediately upon registration by the
State Education Department.
II.
That this bill be referred to the President for his approval.
ATI'ACHMEN'r
STATE UNIVERSITY OF NEW YORK AT AIBANY
Combined B.A.~.s. Program in Psychology and Counseling
1. Title:
Combined Major in Psychology --Master's Program in Counseling.
2.
Titles of currently registered programs which are to be combined:
B.A. in
Psychology and M.S. in Counseling.
3.
General program completion requirements:
a.
B.A. requirements for combined major and minor in Psychology:
51
credits minimum.
b.
M.S. requirements:
54 credits minimum of graduate credits (up to
12 graduate credits may be applied to both B.A. and M.S.
requirements) •
c.
The combined undergraduate major in Psychology --master's degree
program in Counseling requires a minimum of 93 credits, of which
at least 54 must be graduate credits.
d.
The combined bachelor's degree in Psychology-- master's degree in
Counseling requires a minimum of 162 credits, of which at least 54
must be graduate credits.
4.
Specific program requirements:
a.
Undergraduate courses and credits
(1) 27 credits
PSY
101M
PSY
210
PSY
211
PSY
327
PSY
338
in Psychology including:
Introduction to Psychology (3)
Statistical Methods in Psychology (3)
Introduction to Experin~ntal Psychology (3)
Personality ( 3)
Abnormal Psychology (3)
12 credits in Psychology numbered 300 and above.
(2) 24 credits in the interdepartmental minor including 6 credits
in quantitative skills.
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b.
Graduate courses and credits
(1) CPY
521
CPY
60la
CPY
60lb
CPY
602
CPY
603
Introduction to Counseling Psychology (3)
Introduction to Counseling Theory and Practice (3)
Intermediate Counseling Theory and Practice (3)
Practicum in Counseling (3)
Assessment Techniques in Counseling and
Rehabilitation (3)
CPY
604
career Development (3)
CPY
606
Internship in Counseling (12)
CPY
607
Techniques of Consultation and Supervision (3)
CPY
608a
Foundations and Techniques of Group Counseling (3)
CPY
627
Seminar in Counseling (3)
CPY
630
Behavior Disorders (3)
- - ePY-- 16'7- - -Researeh -Seminar-- in-CoUBsel-iBg--anEl- Rel'latli1-itatcien- -
( 3)
EPSY 640
Educational and Psychological Measurements (3)
(2) Electives-
·6-9 credits in behavioral social sciences as
advised
c.
Nwm)er of semesters of full-time study required for program
completion of combined B.A./M.S. degrees
Undergraduate:
8
Graduate
2 plus full summer session
d.
Othei program requirements
(1) In qualifying for the baccalaureate, students will meet all
University requirements, including the minimum liberal arts and
sciences credit requirement, general education requirements, and
residency requirements.
(2) In qualifying for the master's, students will meet all
University and school requirements, including residency
requirements and the satisfactory completion of a comprehensive
examination in Counseling.
e.
Admission requirements
Students may be admitted to the combined degree program at the
beginning of their junior year, or after the successful completion
of 56 credits, but no later than the accumulation of 100 credits.
A minimwn GPA of 3.2 and three supportive letters of
recommendation from faculty are required.
f.
- 3 -
Graduate courses for satisfying undergraduate program r~uirements
The following graduate courses may be counted toward the required
24 credits in the interdepartmental minor for the undergraduate
major in Psychology:
ECPY 521
ECPY 604
ECPY 60la
EPSY 640
Behavioral
(3) Introduction to Counseling Psychology
(3) Career Development
(3) Introduction to Counseling Theory and Practice
(3) Educational and Psychological Measurements OR
- Social Science Elective as approved by advisor
--
SAMPLE PROGRAM
Freshman Year
PSY 101M
Introductiol) to Psychology
(3)
PSY 203
Psy. of Child Development
( 3)
Math 100
College Algebra and Trigonometry
( 3)
_sophomore Year
PSY 210
Statistical Methods
( 3)
PSY 211
Introduction to Experimental Psychology
( 3)
P8Y 209
Psychological Testing
(3)
CSI lOlY
Elements of Computing
( 3)
Junior Year
PSY 314
Biological Bases of Behavior
(3)
PSY 327
Personality
( 3)
P8Y 338
Abnormal Psychology
(3)
*CPY 521
Introduction to Counseling Psychology
( 3)
*EP8Y 640
Educational and Pscyhological Meas.
(3)
Senior Year
PSY 380
Learning
(3)
PSY 382
Perception
( 3)
PSY 384
Motivation
(3)
*CPY 60la
Introduction to Couns. Theory and Practice
( 3)
*CPY 604
Career Development
(3)
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5th Year
CPY 60lb
CPY 608a
CPY 767
CPY 630
CPY 602
CPY 603
CPY 607
CPY 627
elective
Summer
CPY 606
- 4 -
Interm. Couns. Theory & Practice
Group Counseling
Research Seminar
Behavior Disorders
Practicum in Counseling
Assess. Tech. in Counseling & Rehab.
Tech. of Consultation and Supervision
Seminar in Counseling
Internship in Counseling
(3)
( 3)
(3)
( 3)
(3)
( 3)
(3)
( 3)
(6)
(12)
*May be used to partially satisfy the interdepartmental minor requirements in
Psychology
Bill No. 8384-10
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT AlBANY
PROPOSED REVISION OF CHARGES 'IO SENATE ())UNCUS
IT IS HEREBY PROPOSED:
SUBMITTED BY:
Executive Committee
November 21, 1983
That Article III of the Implementation of the By-laws be amended as
follows:
Council on Educational Policy (p. 16)
New l. 23 The Council shall review proposals for new programs and for the
discontinuance of existing programs with respect to budgetary
implications and consistency with the academic plan.
1.23.1 In the course of its review, the Council shall consult with other
Senate councils and/or with academic, governance, and administrative
units, as appropriate, in carrying out this responsibility.
l. 23.2 The Council shall recommend dates for implementing new programs
or discontinuing existing programs.
(modifications of existing l. 24 and
subsunting under new l. 23) .
Renunber old 1.23 to 1.24.
Undergraduate Academic Council
Revision to Section 1.5 (p.l8).
-
Note:
new material is underlined; material in parentheses to be deleted.
1.51 All P-roposals for new undergraduate academic programs shall be
submitted to the Undergraduate Academic Council which shall consult with
the Council on Educational Policy (and the Academic Services Council) as
part of its deliberations.
l. 52
All new programs recommended by the council shall be submitted to
the Senate for approval.
[to be parallel to Section l. 45 p. 19, GAC)
Bill No. 8384-10
Page 1
New 1.53 It shall develop criteria for undergraduate-program reviews~
[to
be parallel to Sect ion 1. 4 2 p. 19 , GAC]
New 1.54
[Note:
use word discontinuance in place of termination since
former is defined by SUNY Central.]
The council may, after due
consideration, recommend suspension or discontinuance of a program to the
Vice Pres.ident for Academic Affairs and to the President.
All such
recommendations shall at the same tDme be reported to the Senate.
[parallel to Section 1.46, p. 20, GAC]
Graduate Academic Council (p. 19)
Section 1.46 Substitution: suspension or discontinuance for termination
or suspension.
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UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
POLICY FOR ALLOCATION OF CAMPUS ROYALTIES
FROM PATENTS AND LICENSES
Introduced By:
Council on Research
December 5, 1983
Bill No. 8384-11
~T IS HEREBY PRDPOSED __ T~AJ_THE FOLLOWING BE ADOPTED:
I.
That the attached policy for allocation of campus
royalties from patents and licenses be approved.
II.
That this resolution be referred to the President
for his approval.
Attachment
POLICY FOR ALLOCATION OF CAMPUS ROYALTIES FROM PATENTS AND LICENSES
RATIONALE
The patent policy of the State University of New York (Central
Administration) provides for sharing of gross royalty income from inventions
and licensing of inventions between the Inventor and the University.
Under
this policy, in cases where the University funds the patent application, 40%
of all royalties shall be awarded to the Inventor and the remaining 60% going
to tl1e University.
In those cases where the University does not fund the
patent applic.ation, 90% goes to the Inventor, and 10% to the University.
The Chru1cellor has elected to share 40% of the State University portion
of net royalties (after costs) with the campus on which the invention(s) was
(were) discovered, the remaining portion being absorbed by the Research
Foundation.
The disposition of these funds is to be determined by the
President of the campus.
Thus, it is necessary tl1at the SUNY at Albany campus
have a l)Olicy for the allocation of campus royalties derived from patents and
licenses.
FQLICY
r.
This policy deals with the disposition of the 24% of the royalties
(after costs) of an invention whose patent application has been funded
by the University, and 4% of the royalties (after costs) of an
invention whose patent application has NOT been funded by the
university.
Furthermore, this policy statement deals exclusively with
the distribution of this local campus allocation, hereafter called
SUNY/Albany Royalty Funds.
II.
It is in the interest of SUJ\'Il' at Albany to reward the development of
new technology resulting from faculty research efforts by sharing
SUNY/Albany Royalty Funds with the Inventor(s) and the Department(s) of
or1gm.
Thus, this policy allocates royalties to the Inventor and the
Department according to tlle following arrangement:
A) The most generous share is allocated to the research and scholarly
pursuits of the Inventor(s).
B) The Department(s) of the Inventor(s) origin(s) and SUNY/Albany, as a
whole, shall share a somewhat lesser amount, in recognition of the
atmosphere which led to the relevant discovery.
In recognition of the interdisciplinary stimulation which may lead
to discovery, the Department(s) of stimulation may be recognized by
the Inventors as a weighted linear combination of Departments in
designating appropriate shares.
For example, a biochemist whose
primary appointment is in the department of chemistry may feel that
80% of external stimulation for the Invention came from that
department and 20% came from the Department of Biological Sciences,
and may thus designate 80% of the Department share to go to
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Chemistry, and 20% to Biological Sciences.
In no case, however, may
the Department of primary appointment receive less than 50% of the
Department share.
III.
11le funds allocated to the Department and to the University are to be
used in accordance with University policies and procedures in ways that
are appropriate to enhance research development activities within the
following guidelines.
In recognition of the enormous difficulty involved in the establishment
of successful and ongoing research activities, it is stipulated that as
much as possible of the Department and University shares shall each be
devoted to the furtherance of new research activities, especially of
newly arrived Junior faculty (Assistant Professors).
IV._ __ The _royalties- acGrt.:Jed- frem an inventi-on shaU be-al16cafea--accoidfng -to
the following formula:
A) The Inventor(s) will receive in its entirety the first $25,000 of
SUNY/Albany Royalty Funds per invention to be used for
discretionary research support or other scholarly activity.
l. He/she may not charge any additional personal salary against
these funds.
2. These funds are not to be restricted in any fashion, and may
be used for any research or scholarly purposes chosen by the
Inventor(s).
3. Appropriate adjustments to this amount for inflation or other
reasons come under the purview of tbe continual review of the
Patent Policy Board.
B) All SUNY/Albany royalty funds in excess of $25,000 are to be
equally divided between the Inventor(s), the Department(s) of
origin and the University.
1he University funds shall be
deposited in a University Research Development account, to be
administered by the Vice President for Research and Educational
Development, in accordance with the general directives stipulated
above.
C) In the case where more than one Inventor and/or more than one
Department are recipients, the dollar amounts listed in A) above
will apply to the combined shares of all recipients. Distri-
bution among them shall follow a formula predetermined by written
agreement among recipients and the Vice President for Research
and would be determined by the percentage ownership of the patent
stated in the Patent Application by the co-Inventors.
D) In the event of the inventor leaving SUNY/Albany, disposition of
the inventor's share will be determined by the University
President upon review and recommendation of the Royalty
Allocation Board.
v.
The President shall establish and appoint a Royalty Allocation Board in
accordance with the following:
A) The Vice President for Research and Educational Development will
chair the Board.
B) The Royalty Allocation Board shall have one member from each College
or equivalent division within the University.
In addition, a
College or equivalent division will gain another member for each 20%
of t.otal University patents granted to Inventors in that College or
equivalent division, after 5 total patents have been granted.
One
additional member of the Royalty Allocation Board shall come from
the Faculty Senate, one from the Division of Finance, and one from
the student body.
C) The Royalty Allocation Board shall advise the President in the
following matters:
f
1. Guidelines and,procedures for the implementation of these
policies;
2. Exceptions to these policies in unusual circumstances;
3. Determination of the extent of the University's interest in
inventions; and
4. Such other matters as the President may deem appropriate.
VI.
The Royalty Allocation Board shall:
A) Undertake continual review of these policies and advise the
President accordingly;
B) Encourage general alvareness of and interest concerning patents
within the University community; and
C) ~~intain current information concerning patent activity within the
University and disseminate this information to the faculty of
SUNY/ Albany.
VII.
The Council on Research shall maintain oversight of the patent policy
board.
A) At timely intervals, the Council shall revie'iv the operation of the
board and shall report to the University Senate the results of that
review.
B) When necessary, the Council shall recommend to the board appropriate
changes in the review procedures within the constraints imposed by
lm¥ and regulation.
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