!
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Meetinf! of:
UNJVERSJTY SENA'T'F
ATTENDANCE
T
University Senate
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
UNIVERSITY SENATE
Monday, May 2, 1994
3:30 p.m. -- Campus Center Assembly Hall
AGENDA
1.
Approval of Minutes:
Aprilll, 1994
2.
President's Report
3.
SUNY-wide Senate Repmi
4.
Chair's Repmi
5.
Council Repmis
a.
CPCA
b.
EPC
c.
GAC
d.
UAC
e.
RES
f.
LISC
g..
CAFE
h
SAC
1.
ucc
6.
Old Business
7.
New Business
Vincent Aceto
Paul Wallace
Ronald Bosco
Judith Baskin
Richard F elson
Bonnie Spanier
John Pipkin
Robeli Frost
Scott Lyman
Donald Biggs
Richard Goldstein
· Administration 259
Albany, New York 12222
518/442-5406
a.
Senate Bil19394-03: Reclassify Cunent NCAA Division III Membership to
Division II
b.
Senate Bill 9394-04: Ph.D. in Biometty and Statistics
c.
Senate Bil19394-05: S/U Grading
8.
Adjournment
A
T R A D I T I 0 N
0 F
E X C E L L E N C E
I N "I)r:::?A T I 0 N ,
R E S E A R C H
A N D
S E R V I C E
University Senate
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
1993-94 UNIVERSITY SENATE
May 2,1994
Administration 259
Albany, New York 12222
518/442-5406
Present:
V. Aceto, J. Baskin, J. Berman, P. Bloniarz, R. Bosco, L. Brannon, C. Carr,
I. Chengalur-Smith, L. Childs, R. Collier, G. DeSole, P. Eppard, R. Farrell,
-R: Felson, R.-Frost,R~-Gibscm.~ J.-Gillesp1e, R.-Golclstein, B~ Green, T- - --
Gullahorn, J. Jacklet, S. Jones, C. Kersten, J. Kiepper, S. B. Kim, T. Lance,
Guests:
W. Lanford, M. Livingston, S. Lyman, A. Macario, A. Millis, A. Morris, G.
Newman, J. Pipkin, C. Santiago, D. Smith, B. Spanier, M. Steinberger, G.
Stevens, D. Strogatz, M. Thomas, S. Thomson, A. Ungar, R. Waajid, P.
Wallace, J. Wessman, K. Wilkins
E. Gossen, E. Rivero, students and faculty from PEAR
The meeting was called to order by Chair Champagne at 3:35p.m.
1.
Approval of Minutes
The minutes of the April11, 1994, Senate Meeting were approved as distributed.
2.
President's Report
Commencement will be on May 15 at the Knickerbocker Arena, reported President
Swygert. This is the Sesquicentennial year.
President Swygert announced a major campus activity for the Fall Semester--
National Campus Together Day where the University community will come
together.
Turning to the budget, the President noted that SUNY is still awaiting conclusion
of the local assistance budget. He thanked the faculty for their letters to the
Governor and the Legislature.
President Swygert noted the passing ofDistinguished Service Professor of Physics
James Corbett. A program in his memory will be held in the Fall.
A
T R A D I T I 0 N
0 F
E X C E L L E N C E
I N "I)~
A T I 0
N ,
R E S E A R C H
A N D
S E R V 1 C E
2
3.
SUNY -wide Senate Report
Senator Wallace had nothing to add to the report that was distributed.
4.
Chair's Report
There was no Chair's Report.
5.
Council Reports
a.
CPCA: Senator Bosco had no report.
b.
EPC: Senator Baskin had no report. There is a Bill from EPC under New
Business.
c.
GAC: Senator Felson had no report. There is a Bill from GAC under New
- HtisinesS.
-
- - - -- -- - --- - -
- - - - -
- - - - -
d.
UAC: Senator Spanier had no report. There is a Bill from UAC under New
Business.
e.
RES: Senator Pipkin had no report.
f.
LISC: Senator Frost had no report.
g.
CAFE: Senator Lyman had no report.
h.
SAC: Senator Biggs reported that SAC looked at the issue of out of
classroom life. SAC hopes to develop a report with recommendations for the
future.
1.
UCC: Senator Goldstein had no report.
6.
Old Business
There was no Old Business.
7.
New Business
Senator Champagne noted that the Executive Committee reviews only the format
of Senate bills. The Committee does not discuss substance or issue of Senate bills.
a.
Senate Bi119394-03: Reclassify Current NCAA Division III Membership
to Division II. Senator Baskin noted that EPC looked at the conditions imposed in
the May 1990 Senate resolution. EPC believed that these conditions were met.
3
Senator Baskin spoke on the following issues:
1.
This is a move to Division II. Any efforts to move to Division I would be a
new proposal.
2.
No State resources can be diverted to this program. New resources will be
from outside fundraising or other Division II athletics.
3.
Admission standards currently in effect will not be compromised. The
University at Albany may be more competitive for athletes to enroll.
The Bill was moved and seconded. Senate members discussed the pros and cons
of this Bill. Several students spoke in favor of moving to Division II and cited the
strong school spirit at the recent basketball competition. Senator Jones read a
lett~r from Dick Hall, Chair of lAB, which states a strong endorsement from lAB
for the move.
The question was called and seconded. Those in favor of moving to Division II:
37 in favor; 3 opposed, 2 abstentions. The motion passed.
b. .
Senate Bill 9394-04: Ph.D. in Biometry and Statistics. Senator Felson stated that
this was initially proposed in 1988. The Ph.D. program is currently part of the
Math Department and the proposal moves it to the School of Public Health as a
new program. EPC reviewed the resource portion about a year ago and GAC
approved the academic program, he said. Site visitors responded favorably to the
program.
There were two friendly amendments. The first amendment to page two,
paragraph one, proposed to delete the second sentence. The second amendment to
page six, paragraph five, proposed to delete the words "full time." These were
accepted by Senator Felson.
Senate Bill 9394-04 was moved and seconded.
Discussion then centered around resource issues. It was noted that resource issues
are independent of the site report. Senator Goldstein moved that this Bill be sent
back to EPC for clarification on resources. The motion was seconded. This
program is central to the School of Public Health, Dean Carpenter said. The Ph.D.
program does not require any change in resources, noted Senator Strogatz. The
separate issues should be resolved in a separate way. The question was called on
the motion to resubmit to EPC. The vote on the motion: 6 in favor, 28 opposed, 7
abstentions. The motion to return the matter to EPC failed.
+1-----'---
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4
c.
Senate Bill9394-05: S/U Grading. Senator Spanier gave a brief summary
of the Bill. Dropping the S/U Grading will not affect departments' rights to
designate S/U grading for their courses. It was moved and seconded to approve
this Bill.
Discussion centered around the abuse of the S/U grading, taking S/U grading in the
major, and the need for clarification of this grading. Senator Schulz moved the
Bill be amended to read "that, beginning with the 1994 Summer Session, junior
and senior students no longer be allowed to designate for S/U grades those courses
in their major, minor, or Writing Intensive courses ordinarily graded A-E." The
motion was seconded. Several students noted that there is confusion in the S/U
grading and one policy is needed. Senator Gibson noted that there are currently
two policies in force and this proposed amendment may cause more confusion. It
wasmoved f6 send tlie anienCle-d-Bilr15ackto-UAC. -The motion wasseconiled~ - - - - -- - -
The question was called to return the Bill to UAC. The vote on the motion: 22 in
favor, 15 opposed, 1 abstention. The amended Bill will be returned to UAC.
Other Business
Senator Bosco asked for permission to speak to comments made during the
discussion of the Division II Bill. He stated that he has been a member of the
Senate and its Councils or committees for nearly 20 years, and has heard a great
variety of debate on many issues. Yet even in the most heated exchanges, he said
he has never before heard remarks such as those expressed earlier today during the
consideration of the Bill on Division 2 athletics. Senator Bosco felt they were
hate-laden remarks, remarks characterized by ugly stereotypes and personal
attacks. They were remarks that maligned our students, our colleagues on the
faculty and in the administration -- both those already among us, and those who
have yet to join our community. This is a University; as members of this
University community, each of us has an absolute obligation to foster an
environment in which all persons are accorded respect and dignity. Senator Bosco
urged the Senate to reject absolutely and publicly all such discourse and to
renounce such hate speech.
The Senate endorsed Senator Bosco's position by acclimation.
There being no further business, the meeting adjourned at 5:15 p.m.
Respectfully submitted,
I "h' 1 ' T
. f
/?'f1/J,(J__.,..
-+--------------------,-------~-- -1-J;. e-y-.~.gnes
____,____
-
Secretary
107TH PLENARY MEETING
UNIVERSITY FACULTY SENATE
APRIL 15-16, 1994
SUNY CANTON
I.
President's Report--James Chen
A.
Education Summit.
Serves on Steering Committee, to be
convened on April 27-28 by President Patrick Swygert, requested by
the Governor.
B.
Search Committee for the Chancellor.
Initial meeting on
March 15.
To be discussed during Senate meeting.
Next meeting to
be in late April.
C.
Distance Learning Committee.
Recommended a 13 -member
Committee to Executive Committee.
D.
Showed 8-minute video synopsis of Chancellor Johnstone's
_Gbe>.nc~llpxs_hip_. __ _
II.
A resolution was passed in appreciation for Chancellor
Johnstone.
III.
Election of Vice President/Secretary for 1994-96:
Carl
Wiezalis, Health Sciences, Syracuse.
IV.
Budget Report--Deputy to the Chancellor, Marilou Jarvis.
V.
ByLaws Committee Report, Executive Committee, Vince Aceto.
VI.
Sharing of Concerns, by campus type.
VII.
Speech by Interim Chancellor Joseph C. Burke (attached)
VIII.
Committee reports.
A.
Awards Committee:
Approximately 190 nominations for
Excellence
Awards,
21
nominations
for
Distinguished
Ranks.
Resolution continuing concerning rank of Distinguished Librarian.
Vincent Aceto
Paul W. Wallace
SUNY Faculty Senators
PRIORITIES FOR 1994
1 • Obtain passage by the Legislature and approval by
the Governor of a SUNY budget for 1994·95
that:
•
For the community colleges:
•
restores base aid
- ---.---- --proviaes-categorrcaT fullaing for -e-conomic- -- -- -- - -
development, child care, and critical
programs
•
For the state-operated campuses supplies
additional funding for:
•
restoration of courses and sections
•
support for student services
•
operating funds for the Graduate
Education Research Initiative
2. Gain endorsement of SUNY Health Reform
Legislation as a Governor's Program Bill and
obtain passage of this proposal by the Legislature.
PRIORITIES FOR 1994
3. Improve State University's image as a system that
provides a broad diversity of campus types
offering high quality education to students, and
excellent research and service to the state and its
•
•
major regions.
4. Ensure an aggressive student recruiting campaign
for the Fall of 1994 to increase the demand for
enrollment in State University and to ensure that
the System and each of its sectors and campuses
achieve their goals.
5. Implement the reporting of Performance
Indicators, and develop a process for utilizing the
results to improve and publicize System, sector,
and campus performance.
l ..
PRIORITIES FOR 1994
6. Demonstrate to state leaders in the Executive and
Legislature1 to presidents and their senior staffs
and to governance and constituent groups that
-tlie--suNv- System -is--fun-ctionin-g effectively -during
the interim chancellorship.
7. Enhance communication among the Interim
Chancellor 1 senior system staff1 trustees1
presidents and campus officers and other
governance and constituent leaders.
8. Respond swiftly to the recommendations at the
recent retreats of the community college and
state-operated presidents.
PRIORITIES FOR 1994
9. Recognize the critical contribution of System
administrative staff to the operation of the SUNY
System, communicate to staff members important
-- - --priorities-ana involve them-more-in- decision- -- .. -- ---.
making to enable them to serve effectively both
the System and the campuses.
1 0. Review with Trustees, presidents, and faculty
leaders the System goals and associated objectives
articulated in SUNY 2000: A Vision for the Next
Century.
11 • Change the title of "Central Administration" to
"System Administration" to reflect the current
operating philosophy of State University.
PRIORITIES FOR 1994
12. Implement a fully automated student application
system that reduces subtantially the time from
application receipt to campus delivery.
1 3. Reduce the turnaround time for system response
to campus requests and encourage campuses to
reduce their response time to system requests.
4/94
Introduced by:
Date:
Senate Bill No. 9394-03
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Educational Policy Council
April 22, 1994
Proposal to Reclassify Cunent NCAA Division III Membership to Division II
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That the University at Albany take action to upgrade the Intercollegiate Athletics
Program to Division II of the National Collegiate Athletic Association, beginning
in the 1995-96 academic year.
2.
That the Bill be fotwarded to the President for approval.
Introduction
Proposal to Reclassify
Current NCAA Division III Membership to
Division II
On May 3, 1990, the University Senate passed and the President approved the
following resolution pertaining to the issue of Division I Athletics at the University at
Albany.
Resolution
[rz_ orr]_f!r j}Jat th~_&n_qte 1J1J1X df!Jermi!l§ wju~Jhet_ or_]loJ _it §hoyld resQ111_m_e71d_tQ tfl(} _ _
_. ____ _
President that the University move to Division I athletics, the Educational Policy Council
is directed to prepare the following material for consideration by the Senate in the Spring
of 1991:
1.
a set of policies that could be considered by the Senate, providing for strong
faculty control and oversight, particularly with respect to admissions and
academic progress for those in athletics;
2.
a budget analysis to enable the Senate to determine that Division I would not
require any increase in the proportion of University funds currently devoted to
intercollegiate athletics; and
3.
a review of financial guidelines for the Institutional Athletics Board, including
guidelines for the distribution of grants-in-aid, to assure the Senate that strict
controls over all expenditures on athletics are in place and that all women's and
men's sports would enjoy an appropriate level of support.
In 1991 President H. Patrick Swygert asked the Senate to suspend the discussion
of Division I Athletics at the University at Albany in response to the fiscal circumstances
faced by the State of New York.
In 1994 President Swygert asked that the EPC of the University Senate consider a
recommendation by the Director of Athletics that the University at Albany move its
athletic program to Division II. This move was unanimously endorsed by the
Intercollegiate Athletics Board.
President Swygert asked that the issue be considered utilizing the previously
approved criteria for moving the program to Division I, but at the same time the President
+--~----'---------..t'"n......,adrl,e:r-Irt-· t-.:oecvxprrllicitly cleat a move to Division II was all that was to be considered!-.--------
I
(
Motion
It is moved that the University at Albany take action to upgrade the Intercollegiate
Athletics Program to Division II of the National Collegiate Athletic Association,
beginning in the 1995-96 academic year. Approval of this action in no way commits the
University to pursuit of Division I competition. In support of this motion the following
information is provided in satisfying the criteria previously approved by the Senate for
such an action.
Criterion I
A set of policies that could be considered by the Senate, providing for
strong faculty control and oversight, particularly with respect to admissions and
academic progress for those in athletics;
The University Athletics program already recruits student athletes aggressively for
·- -our-9ivisionlll sports.-A-move-to-Bivision-II-would -require no-additional-staff or-costs-·
for recruitment but would be more likely to attract superior student athletes to the
University at Albany.
Admissions decisions for student athletes at the University at Albany are made and
will continue to be made by the admissions office consistent with cun-ent University
admissions criteria approved by the University Senate and overseen by the Undergraduate
Academic Council's Committee on Admission and Academic Standing.
Student athletes will be required to fulfill the requirements of academic progress.
In fact, concerns for student athletes' academic progress will be enhanced at the Division
II level, unlike on the Division Ill level since, specific criteria concerning satisfactory
progress towards graduation are required by NCAA regulations.
Criterion II A budget analysis to enable the Senate to determine that Division I would
not require any increase in the proportion of University funds currently devoted to
intercollegiate athletics;
In 1993-94 the University at Albany budgeted $1.6 million for its Division III
athletics program. Under State University of New York Board of Trustees policy this ·
budget cannot be increased to accommodate Division Il athletics. Only inflationary
adjustments are permitted, and under no circumstances may additional state resources be
diverted from other university activities to fund Division II athletics.
Therefore, projected expenditure of State resources in Division II for the next four
years will not exceed $1.6 million 1993-94 dollars. The University cun-ently possesses
excellent facilities, staffing and resources to suppmt a Division II Athletics program
within its present budget framework.
Athletic grants-in-aid are not a requirement for Division II and no athletic
scholarships would be awarded at the Division II level unless they were generated by
revenue acquired through: private donations, ticket sales, guarantees for away contests,
or other self-generated dollars. No state funds can be used for athletic scholarships.
Criterion Ill A review of .financial guidelines for the Institutional [now Intercollegiate]
Athletics Board, including guidelines for the distribution of grants-in-aid, to
assure the Senate that strict controls over all expenditures on athletics are in
place and that all women's and men's sports would enjoy an appropriate level of
support.
The University at Albany's Intercollegiate Athletics Board (lAB) is our oversight
body for athletic programs, as mandated by the State University ofNew York Board of
· Trustees.- Gurrently-ehaired-by-Distinguished-Serviee Professor-Richard-Hall, -the IAB- -
consists of four teaching faculty, two non-teaching faculty (professional staff) and five
students appointed by the President in consultation with the Senate Executive Committee.
The lAB is responsible for oversight of all fiscal and scheduling policies of the
Athletics programs. Its guidelines for expenditures are consistent with NCAA regulations
and all State of New York policies and guidelines.
Should the University Athletics program propose to award grants-in-aid, the lAB
would ensure that such scholarships would be administered in compliance with NCAA
regulations, which include limitations of such scholarships, and requirements that they be
administered in a gender-equitable manner.
Gender Equity Criterion
President Swygert has indicated that gender equity must be considered as an
additional criterion for consideration in the proposal to move to Division II. The proposal
meets the President's concerns in this regard. We have worked to enhance gender equity
in the Intercollegiate Athletics Program. In an effort to continue to do so, the athletic
department has hired a Senior Women's Administrator, Gail Cummings-Danson, who has
experience in dealing with gender equity issues. The department is currently examining
the status of opportunities and resources of the men's and women's programs to ensure
that in organizing a Division II program, issues related to gender equity are addressed and
that the program will serve as a model for other institutions.
The NCAA asserts the value of equitable participation and treatment of men and
women in intercollegiate athletics through its structure, programs, legislation and policies.
It is important that at the institutional level, gender equity in intercollegiate athletics
describes an environment in which fair and equitable distribution of overall athletics,
opportunities, benefits and resources is available to men and women.
An athletics program can be considered gender equitable when the participants in
both the men's and women's sports programs would accept as fair and equitable the
overall program of the other gender.
Rationale
A move to Division II competition would bring our athletic program to a national
level consistent with the academic and research programs of the University in terms of
competition level and visibility. Competition on the Division III level with institutions
like Green Mountain College and Stockton State College does not match with the
academic caliber of a major research institution like the University at Albany.
Division II status would also provide the University community with an
- ------ -- intercollegiate athletics-program with-the potentiaLto_contribute_substantially_to_campus_
life and community interaction. Intercollegiate athletics provides an attractive outlet for
many athletes, as the mission of the NCAA highlights, and it can also provide an exciting
and positive campus life experience for students as spectators as well, enhancing our
reetuitment and retention efforts. Faculty, staff, community residents and alumni/ae, too,
can participate as spectators in the athletics programs, contributing positively to
University relations with our home community. Visibility in local and even national
I
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media would be expected to increase as well, consistent with the University's reputation
in academic and research programs. In short, a move to Division II, undertaken in a
manner consistent with the University's 150 year tradition of excellence, would benefit
the University community immensely.
To
Company
'-ocation
Fax#
Comments
From
Compan>;
Location
Oep:. Cc::\rge
Telephone#
nl Return
fln If
"
, _val or pickup
' t.
~ ..
Dear University Senate Colleagues:
i am sotry that t am unab\e to attend the May 2, 1994 Senate
meetina and particioata in a dtscussion of the o. ro .... nosal to move ths
....
-
.
University's intercoHegiate athletics program to Division H
membership m the NCAA.
U~fortunately~ the last meeting of my
graduate dass is from 2:30n5:15
As marry of you knO\N\
~ serve as the cha1r of the
!ntercoUegiat~ Athletics Board, which is the Unhtersit;ts pri':;;:J
over~ight
and
very seri-ously~
Athletics Soard
intercollegiate
ensure the
and
A.s the i rL::tees' j:HJiky !\3Cfu};:-~~, Ui~ ~ntercf}'!egiate
's respctJ=.ib~e for lfH3 rnan~ge .·:·;e:.t and ov,::r:E>sgL, of
·"L..:·
~ " .
, 1:...'-..
~t !S our respc~ns~uuitY to
us
including
~demic and other
the Senate. its programmatic focus,
1
and aB o1her matt~r:::
luding gender equity.
We are fully
f
.d
- ·k •• - -
.
. •
.
-
p
r li d..
·::>
,
con 1 em ~i ,(.rt m~s :.:;;;BLiQfrl can oe succes~:::tn.lliY accomp.;s. HJ
o.na
th
t
. ' . .
. "
. '
.
. - ' .
h ~
''!
us con m:n;te hj an !nlfH·co!ieg1ate amH:t!CS program t1 .(h ww
make aU iiH3tr:i:As:ts of our University community pn:Y.id.
·• ho.nk you for the opportunity to be heard.
Ayain 1 1 o1ier my
full endorsemer1t
o~ this iflitiative,
Distinguishea Service Professor of Sociology
2
Introduced by:
Date:
Senate Bill No. 9394-04
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Graduate Academic Council
April25, 1994
Ph.D. in Biometry and Statistics
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That the Ph.D. in Biometty and Statistics program be approved by the University
Senate and submitted for approval and registt·ation by the State University of New
York and the New York State Education Department;
2.
That the program become effective September 1994 contingent upon State
Education Department registt·ation; and
3.
That the Bill be refened to the President for approval.
STATE UNIVERSITY OF NEW YORK
GRADUATE ACADEMIC PROGRAM PROPOSAL
COVER PAGE AND SUMMARY SHE8"
Campus
University at Albany
Date
September 29, 1993
.Proposed Program Title
Biometry and Statistics
PrcposedDegree/Certificate
HEG!SClassificationandNumber Biometry and Statistics 1702
Department(s)oracademicunit(s)tootferprcgram
Biometry and Statistics, School of Public Health
Proposed first enrollment date
September 1994
Projected number ot students (headcount)
Projected number of new faculty
Projected number of new support staff
Full-time
Part-time
Full-time
-
--
-
Part-time
Full-time
Part-time
YEAR I
20
1
-
--
Number of existing faculty who will participate in program in Year 1:
Professor
Associate Professor
Assistant Professor
lnstruc>.or
Full-time
6
3
1 y EARl
I
25
I
1
--
-
-
-
I
Part-time
3
3
I
4
If pre gram will lead to certification or licensure, please indicate field or specialty:
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I
y R
EA Ill I YEAAlV I YEAAV
25
25
I
25
2
I
2
I
3
I
:.I
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Regular I Regular
Adjunct
(Tenured)
(Untenurec
.8
I
1
I
4
I
2
2
I
I
4
I .
I
If special accreditation will be sought, please a) list accrediting bodies and b) indicate when you plan to seek accreditation.
Please indicate location(s) and projeeed enrollment for any off-campus offering of this program.
Will students be able to complete all requirements for the program at the off-campus slte(s)?
....:..:.N;:;:..o __________
_
Identify existing programs in related and supporting disciplines:
I
Students I
Faculty
Program Title
FTJPT
FTrPT
Students
Fac~fty
Program Title
FT1PT
FT1PT
Ph.D. in Educational
I 8 I 8 I 3 I 2
Ph.D. in Mathematics
49 I 3
32 I 1
Psvcholo~y & Statistics I
I
I
I
I
I
Please attach a--bciel-(-250-wer-6-s-m-a.ximom) surnmary of proposal, describing academic content. structure, credits, etc.
The University at Albany
State University of New York
The School of Public Health
Department of Biometry and Statistics
Doctor of Philosophy Program
in Biometry and Statistics
28 September 1993
Ill
Proposed HEGIS code:
Proposed Starting Date:
A. Introduction
School of Public Health
Ph.D. Program in Biometry and Statistics
Biometry, Biostatistics 0419,
Statistics 1702
September 1994
The Doctoral degree in Biometry and Statistics is designed to prepare its recipients to teach,
to do research in biometry and statistics and to apply up-to-date statistical and biometrical
methods to scientific problems. The Department of Biometry and Statistics is the University at
A1banyts-center for graduate work in- statistics-and- will--coordinate campus Wide statistiCal -
offerings as well as provide needed service courses in statistics to students in public health,
mathematics, economics, the natural sciences and the social sciences. It is an essential component
in the educational and research roles of a public health school.
In 1988, the University decided to transfer the graduate statistics program from the
Department of Mathematics and Statistics to the Department of Biometry and Statistics. The
proposed program in statistics is comparable to the statistics sequence offered during the last
fifteen years in the Department of Mathematics and Statistics. Since 1980, 15 students have
received a Ph.D. in Mathematics for work in statistics. Previous graduates have gained an
understanding of the theory and methods of statistics that have enabled them to do research in
statistics, and to teach and/or apply statistics in government agencies, universities and in private
industry.
The current faculty of the Department of Biometry and Statistics includes statisticians in
the Department of Mathematics and Statistics who have been supervising degrees in mathematics
for work in statistics. Several joint appointments of New York State Department of Health
statisticians and UA faculty in the departments of Economics and Educational Psychology whose
research interests include the development of statistical methodology currently hold joint
appointments in the Department.
c.
The Ph.D. in Biometry and Statistics will provide students with a fundamental
understanding of the mathematical foundation of statistics and prepare them to become productive
research scholars capable of communicating their knowledge to students, statisticians and
specialists from other fields. Students will obtain the prerequisites to apply statistics in most areas
of application, including the health and biological sciences. The applications may include
environmental science, health care financing, prediction of health care needs, sample survey
techniques in health and clinical care, and laboratory and clinical trials. These occur as part of
the ongoing workload at the New York State Department of Health. Students will be able to work
with the faculty and employees of the New York State Department of Health on current research
activities that are on the forefront of public health research. A faculty with diverse interests and
students with diverse backgrounds and goals will result in a challenging and intellectually
stimulating environment.
B. Admission Requirements
In addition to the general University requirement for admission to graduate study,
applicants to the graduate programs in Biometry and Statistics are expected to satisfy the
following requirements for admission:
1)
A bachelor's degree with a major in mathematics, statistics, computer science, the
biological, physical or social sciences. Linear Algebra, multivariate calculus and
computer programming are required for the successful completion of the program.
Highly qualified students who are deficient in these prerequisites may make up
such deficiencies.
2)
Provide three letters of recommendation from academic advisors or other faculty
members familiar with the applicant. 1
3)
Submit official scores of the Graduate Record Examination or Medical College
Aptitude Test.
International Students
The ·Department and the University welcome students from other countries to engage in
graduate study leading to a Master's Degree and/or the Ph.D. Degree. The University's policies
for graduate admission are applicable. All inquiries for graduate admission should be made
through the Office of Graduate Admission and Policy, University at Albany, State University of
New York, 1400 Washington Avenue, Albany, New York, 12222.
C. Degree Requirements for Programs Leading to the Doctoral Degree
The Ph.D. Program of study and research will normally require at least four academic
years of full-time study and research beyond the baccalaureate. The general program
requirements for the Ph.D. in Biometry and Statistics adhere to the guidelines for the minimum
requirements for a Ph.D. as set forth by the University. These requirements call for a minimum
of two years of full-time graduate study (60 credits), or the equivalent, and at least one additional
year devoted to the necessary research and writing of an acceptable dissertation; also included
are the University requirements in Residence Study and Advanced Standing, Full-time Study in
Residence, Research Tools, Admission to Candidacy, Dissertation, Approval of Doctoral
1 For candidates whose academic record predates the application by five years or more, letters of
recommendation may be submitted by supervisors,
Dissertations, Development and Distribution of Dissertation Procedures, Continuous Registration
of Doctoral Students and Statutes of Limitation as described in the Graduate Bulletin.
During the first two years of study the student obtains a general education in statistical
theory and methodology. The student will develop a program of course-work under the guidance
of a faculty advisor and will usually receive a Master's Degree at the end of the second year. A
Master's Degree is not required, but the requirements for one of the Master's Degree Programs
described in Appendix I must be completed by the end of the second year. (A typical program
of study is shown in Appendix II.)
Two preliminary examinations will be required and the students will normally talce these
by the end of the second year of study. One will be in the area of mathematical statistics and
probability and the other in the area of statistical methodology and applied statistics. After
successfully passing the preliminary examinations, the student begins the process of
specialization.--As-soon as -possible,-the -student-selects- a dissertation advisor. A- committee
consisting of the advisor and three other faculty members is formed to guide the student's
subsequent progress toward the degree. Readiness to begin the dissertation is marked by
completion of the qualifying examination, which should take place within 18 months after passing
the preliminary examinations. Upon completion of the qualifying examination the student is
advanced to candidacy and begins work on the dissertation. (Examples of the first two years of
study are given in Appendix II.)
Research Tool Requirements
The research tool requirement for the Doctoral Degree will met by the satisfactory
demonstration of computer literacy as evaluated by the faculty.
Admission to Candidacy
A.. student is admitted to candidacy for the degree of Doctor of Philosophy upon the
following:
1.
2.
3.
4.
5.
Dissertation
Satisfactory record in course and research study.
Completion of the University residence requirements.
4>
Satisfactory completion of research tool requirement.
SatisfaCtory completion of the preliminary and qualifying examinations.
Approval by the student's committee of a proposed dissertation topic.
The dissertation is based on independent research by the student and should constitute a
significant original contribution to biometry and statistics. The dissertation committee will have
a minimum of three members, all of whom must hold the rank of assistant professor or above.
One of the committee members must be from outside the Department of Biometry and Statistics.
Outside readers may be included at the discretion of the committee. The dissertation must be
approved by the dissertation committee and the student must successfully complete a defense
before the committee; the defense will be open to the university community.
Part-time study will be permitted. In accordance with University policy, all degree
requirements must be completed within six years. Preference for admission to the program is
given to students applying for full-time study.
D. Proced~.!res for Academic Advising, Supervision and Evaluation of Student Progress
Each student will be assigned an advisor who will assist the student in selecting courses,
a project and a dissertation topic. Students will meet with their advisors at least once each
semester to discuss progress in the program and to establish goals for the next term.
Sixty-four students have completed the Master's degree requirements in statistics since
1980. Fifteen of those students also completed the Ph.D. requirements in the statistics sequence,
eight are currently in the Ph.D. program and three others continued their graduate work at other
institutions. All of the graduates were in demand for positions in the Federal Government, State
Government and the private sector. The added visibility of a Department of Biometry and
Statistics and the other programs of the School of Public Health should increase the number of
students interested in biometry and statistics as well as the demand for the graduates of the
program.
The Department will maintain a listing of prospective employers and will assist the
students in their efforts to locate a position in their field of interest. To collect accurate job
information for its placement files, the Department of Biometry and Statistics will maintain
regular contact with Local Health Departments, HMOs, and private health-related industries.
Federal, State, and Local Government positions and academic job opportunities will also be
investigated.
F. Resources and Support Programs Available to Students
The resources of the Universi.ty Libraries and the Department of Health Libraries are
adequate for the proposed Doctoral program. The close relationships among the Department of
Biometry and Statistics, the Department of Epidemiology, the Department of Health Policy and
Management, the Department of Mathematics and Statistics, and the Economics Department will
offer the students a very broad spectrum of support for their chosen area of study. The emphasis
on applications of biometry and statistics will be supported by the departments in the School of
Public Health. Numerous personnel, programs and data bases are available for dissertation
research and it is anticipated that support will be available to encourage students to work on
problems of interest to the Department of Health as well as Albany Medic;;al Center and other
State agencies.
5
r I
G. Faculty in the Department of Biometry and Statistics
The faculty currently consists of (primary affiliation 0f joint appointments in parentheses;
faculty vitae are attached):
Joseph Sedransk, Professor
Nell Sedransk, Professor
Howard Stratton, Professor
Igor Zurbenko, Professor
Lloyd L. Lininger, Associate Professor, Department Chair
Edward L. Hannan, Professor (Health Policy & Management)
Kajal Lahiri, Professor (Economics)
.... T~rrap~~ Kinal, _As~ociate .Emf~S.SQL (EQQnomiQS)_ ·- _ _ __ .
Robert Pruzek, Professor (Educational Psychology & Statistics)
Charles E. Lawrence, Associate Professor (Biomedical Sciences)
Andrew A~ Reilly, Associate Professor (DOH)
Carlos Rodriguez, Associate Professor (Mathematics)
Malcolm Sherman, Associate Professor (Mathematics)
Ivan Auger, Assistant Professor (DOH)
Syni-an Sean Hwang, Assistant Professor (Epidemiology)
Gerald Kaufman, Assistant Professor (DOH)
Vito Logrillo, Assistant Professor (DOH)
Gene Therriault, Assistant Professor (DOH)
Lenore Gensburg, Adjunct Assistant Professor (DOH)
Peter Ochshorn, Adjunct Assistant Professor (BOB)
In addition, Professors Melvin Katz and Benton Jamison of the Department of
Mathematics also teach full time in the statistics programs.
H. Faculty Responsibilities
~»
Professor Lloyd Lininger is the chair of the Department. Faculty,, with primary
appointments in Biometry ·and Statistics teach statistics courses on a full time basis. The
remaining faculty have primary appointments either with another academic department or in state
government. All faculty will be expected to participate in teaching, advising and departmental
activities. Faculty who are not University at Albany employees will contribute on an as available
basis. Many of these faculty members will be able to contribute the equivalent of teaching one
course per year, but most will probably make their contribution through the supervision of
students and other service needs of the Department.
6
It is expected that all faculty will either be actively involved in research, have
demonstrated the potential to be an active researcher, or be engaged in the innovative application
of statistics to the practice of public health.
I. Changes in the Graduate Faculty for the Next Three Years
No retirements are anticipated during the next three years. If faculty positions should
become available through additional resources, resignation or early retirement, new appointments
will be made at the rank of assistant or associate professor.
J. Faculty Grant Support
A summary of the research support received during the last five years by Professors
Lininger, Stratton, Rodriguez, J. Sedransk, N. Sedransk and Zurbenko is given below:
Lloyd Lininger
5/20/87-5/20/90
EPA/NIH
88,281
6/92
UA
2,000
5/20/90-
UA/NIH
21,300
Equipment Grant
7/93
AT&T/NCR
125,000
Howard Stratton
411/88-3/31190
NIH
175,870
1011/91-
NIH
57,000
Carlos Rodriguez
8/1/86-1/31/89
NCI
73,759
4115/86-4/14/87
UA
2,000
Joseph Sedransk
4115/88-5/31/90
ASA
70,000
7/89-12/91
NSF/ASA
40,000
7/89-12/91
NCHS
55,000
111/92- 12/31/92
USBC
22,000
Nell Sedransk
4115/88-5/31/90
NSF
45,000
9/90 - 9/92
NSF/IPA
220,000
Igor Zurbenko
5/92-
NIEHS
65,000
7
K. Students
Enrollments and Projected Enrollments
M.S. FulHime
M.S. Part-time
Ph.D. Full-time2
Ph.D. Part-time
Non-degree and
Service students
1992
17
2
10
1
22
1993
18
2
15
1
35
1994
20
2
20
1
50
1995
25
2
25
1
50
1996
30
2
25
2
60
1997
33
2
25
2
60
1998
33
2
25
2
70
The criteria and procedures for admission of students into the programs are described
above (Section B., page 3). It is expected that at least half of the students will be from the
Albany area, one quarter from New York State and the remaining quarter from other states and
international origins (currently fifteen are from New York, two from other states and six from
foreign countries). Women will make up approximately half of the student population (currently
six of the eighteen full time students are women). Minority participation in the program will be
encouraged (currently there are three minority students). All students will be required to meet
the minimum admission requirements as listed above.
A few students, who are employed in the Albany area, will pursue their studies on
a part-time basis, however, they must meet the residency requirement. These students will not
require financial support. The remainder of the students may need financial support in the form
of graduate assistantships ($9,500-10,800/year) with a tuition waiver of 10 credit hours. The
majority of full-time graduate students will be awarded teaching assistantships to teach
undergraduate courses, or to assist the instructors of the core statistics courses required by all
the programs at the School. The Department currently has four teaching assistantships and
twelve research assistantships (at the same level of support funded by research projects), and the
Mathematics and Statistics Department supports three statistics Ph.D. student with a teaching
assistantship.
~u
2Ph.D. students listed for current and previous years are biometry and statistics students who have been formally
admitted to the Ph.D. program in the Department of Mathematics and Statistics. These students receive their degree
from that department and must meet all the requirements of that program. These students are advised by faculty and
take courses in the Department of Biometry and Statistics. When the Ph.D. program in Biometry and Statistics has
been accredited, these students will transfer to the new program.
Program of Study
General 1 nformation.
The goal is to make it possible to complete the Ph.D. in four years. The course work
should be completed in three years and the fourth year will be used to complete the research and
writing of the dissertation. The courses required for the Ph.D. preliminary examinations are
offered each year and they can be satisfactorily completed in three years or less. Students
entering the doctoral program are encouraged to take some work (3-9 credit hours) 111
mathematics and at least 6 credit hours in departments other than Biometry and Statistics.
Typical Program of Study for a Beginning Ph.D. Student.
First Year
a) Fall Semester
1) HSTA 554 Introduction to Theory of Statistics I
2) HSTA 559 Methods of Data Analysis I
3) AMAT 511 Introduction to Analysis
Semester Total
b) Spring Semester
1) HST A 555 Introduction to Theory of Statistics II
2) HSTA 556 Methods of Data Analysis II
3) AMAT 510A Introduction to Real Analysis
Semester Total
Second Year
a) Fall Semester
Credits
3
3
3
9
3
3
3
9
Credits
J.) HST A 654lrobabili ty and Theory of Statistical Inference I
3
2) HSTA 669 Master's Seminar in Biometry and Statistics
3
3) Elective
3
Semester Total
9
9
b) Spring Semester
Credits
1) HST A 655 Probability and Theory of Statistical Inference II
3
2) Electives
6
Semester Total
9
Third Year
a) Fall and Spring Semester
Credits
1) Independent Study and Research in Biometry and Statistics
3 (6)
2) Electives
Semester Total--- · --· - --
Fourth Year
a) Fall and Spring Semester
1) Doctoral Dissertation
2) Elective
Semester Total
6 (12)
- 9 (18t
Credits
6 (12)
3 (6)
9 (18)
The above outline is typical of the course work presently taken by doctoral students in the
statistics sequence.
Most take some work during the summer or work on applied research
projects. Students usually accumulate significantly more than the required 60 credit hours during
their study.
Courses
The following three graduate courses are offered each semester and are required core
courses for all graduate programs in the School of Public Health except biometry and statistics.
ST A 550 Introduction to Computing
ST A 552 Principles of Statistical Inference I
ST A 553 Principles of Statistical Inference II
(1)
(3)
(3)
-1:-----------------------to,-------------------
Year 1994-95
Fall Semester
STA 554 Introduction to the Theory of Statistics I
STA 557 Introduction to Bayesian Inference II
STA 558 Methods of Data Analysis I
STA 562 Design of Experiments 1
ST A 565 Sample Survey Methodology II
STA 654 Probability & Theory of Statistical Inference I
STA 668 Independent Study in Biometry and Statistics
STA 669 Seminar in Biometry and Statistics
STA 868 Independent Study & Research in Statistics
__ _STA 899 DoctoraLDissertation_ _ _ -
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(2-5)
--- - 0-1-2)
Spring Semester
Year 1995-96
Fall Semester
ST A 555 Introduction to the Theory of Statistics II
STA 556 Introduction to Bayesian Inference I
STA 559 Methods of Data Analysis II
ST A 560 Introduction to Stochastic Processes
ST A 563 Design of Experiments II
STA 564 Sample Survey Methodology I
STA 655
Probability & Theory of Statistical Inference II
STA 665 Time Series Analysis II
STA 658 Mathematical Models in Biometry
ST A 668 Independent Study in Biometry and Statistics
ST A 669 Seminar in Biometry and Statistics
STA 868 Independent Study & Research in Statistics
STA 899 Doctoral Dissertation
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(2-5)
(3-12)
STA 554 Introduction to the Theory of Statistics I
(3)
STA 558 Methods of Data Analysis I
(3)
STA 564 Sample Survey Methodology I
(3)
STA 566 Analysis of Categorical Data I
(3)
STA 654 Probability & Theory of Statistical Inference I
(3)
ST A 660 Linear Models I
(3)
STA 666 Survivorship Analysis I
(3)
ST A 668 Independent Study in Biometry and Statistics
(3)
STA 669 Seminar in Biometry and Statistics
(3)
11
STA 868 Independent Study & Research in Statistics
(2-5)
STA 899 Doctoral Dissertation
(3-12)
Spring Semester
Year 1996-97
Fall Semester
STA 555 Introduction to the Theory of Statistics II
STA 556 Introduction to Bayesian Inference I
STA 559 Methods of Data Analysis II
STA 560 Introduction to Stochastic Processes
ST A 565 Sample Survey Methodology II
STA 655 Probability & Theory of Statistical Inference II
STA 656 Design of Clinical Trials
STA 661 Linear Models II
STA 662 Multivariate Analysis I
_ . _
ST A o68lndependent Study-fn Biometry and Statistics
STA 669 Seminar in Biometry and Statistics
STA 868 Independent Study & Research in Statistics
ST A 899 Doctoral Dissertation
STA 554 Introduction to the Theory of Statistics I
STA 556 Introduction to Bayesian Inference I
STA 558 Methods of Data Analysis I
STA 562 Design of Experiments I
STA 566 Analysis of Categorical Data I
ST A 664 Time Series Analysis I
STA 668 Independent Study in Biometry and Statistics
ST A 669 Seminar in Biometry and Statistics
STA 868 Independent Study & Research in Statistics
ST A 899 Doctoral Dissertation
Spring Semester
STA 555 Introduction to the Theory of Statistics II
STA 556 Introduction to Bayesian Inference I
STA 557 Introduction to Bayesian Inference II
ST A 559 Methods of Data Analysis II
STA 560 Introduction to Stochastic Processes
ST A 563 Design of Experiments II
STA 662 Multivariate Analysis II
ST A 665 Time Series Analysis II
12
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(2-5)
(3-12)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(2-5)
(3-12)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
STA 666 Survivorship Analysis I
STA 668 Independent Study in Biometry and Statistics
STA 669 Seminar in Biometry and Statistics
STA 868 Independent Study & Research in Statistics
STA 899 Doctoral Dissertation
(3)
(3)
(3)
(2-5)
(3-12)
See Appendix III and IV for advanced methodology courses and supporting courses
offered by other departments at the University.
L. Facilities
The Department of Health facilities occupied by the Department of Biometry and Statistics
will be the location for statistics courses and some of the research activities of the students. The
______ DeQ(!.rtmentP.~.d~v_eloped_and m_aintains_two computerlabs-tobeused primarily-by stud€-nt-s,-but
also by faculty, of the School. One lab has thirteen 486 IBM model computers, with hard wire
connection to the DOH mainframe and printer support. The other computer facility has six SUN
workstations on the University Ethernet. Both facilities are being used to near capacity with our
current student and faculty size. The Department has recently received a donation from AT&T
of twenty-one 486 model computers to be networked· in a classroom. The School purchases
equipment and software through a regular budget process.·
The support staff of the Department currently consists of an assistant to chair (.50 FTE)
and a secretary (.50 FTE). Full-time support in these positions is planned for the future.
Office, classroom and study space are provided by the Department of Health and by the
University at Albany. Further office space will be needed to accommodate new faculty and the
increase in graduate students.
M. Regular Program Review
The University's Graduate Academic Council reviews all doctoral programs in a
continuous review cycle of five to seven years. As the key component of these reviews, at lest
two distinguished evaluators from renowned disciplinary research universities come to the campus
for a minimum two-day visit and submit a detailed written report to the Graduate Academic
Council and the Vice President for Research and Dean of Graduate Studies. The Graduate
Academic Council sends a formal report of each reviewed program to the Vice President for
Academic Affairs, citing strengths, weaknesses and recommendations for future development.
Graduate programs in the School of Public Health also undergo a rigorous external
evaluation every five years from the national accrediting Association of Schools of Public Health.
The School underwent such a review in October of 1992. Additionally, graduate programs at
the School are monitored internally on an annual basis by a faculty/student committee in order
to respond formally and expeditiously to immediate opportunities and problems.
13
:.
Appendix I
Master's Degree Requirements
Statistics Sequence (30 credits, minimum)
1. Statistics (18 credits, minimum)
This is the basic sequence in statistics with requirements in statistics and mathematics.
Students entering with extensive backgrounds in statistics and mathematics will be able to broaden
their academic experience with courses in other areas. Students completing this program are
employed in teaching and other areas depending on their overall training.
Courses as advised, including HSTA 669 (AMAT 682). With departmental approval, a
___ thesis_may be-presented -in-place-of-HS'I'A-669-(-AM-AT- 682-).- Individual programs may -range
from a concentration in one area of statistics to a broad spectrum of courses.
2. Supporting courses (0-12 credits). Courses as approved by the advisor.
3. Satisfactory completion of a special field examination in Statistics.
Recommended courses, HSTA 554-555, HSTA 558-559 and at least one of HSTA 556, HSTA
560, HSTA 562, HSTA 564 or HSTA 566, HSTA 669, AMAT 511, AMAT 510A AND AMAT
524.
Biometry Sequence (36 credits, minimum)
This program expands the Statistic sequence to include additional training to better prepare
the graduate for a career in the application of Statistics to biological problems. Students
completing this sequence would normally find employment in the fields of public health,
pharmaceutical research, actuarial science, environmental science and clinical trials.
1. Statistics (18 credits minimum)
Courses as in Statistics sequence as above, including HSTA 669. With departmental
approval a thesis may be presented in place of HSTA 669.
2. Biology, epidemiology or public health courses (6 credits, minimum). Courses as approved
by the advisor.
3. Supporting courses. (0-12 credits, minimum). Courses usually in statistics, but may be in other
areas, as approved by the advisor.
4. Satisfactory completion of a special field examination in statistics.
14
Recommended courses, HSTA 554-555, HSTA 558-559, and at least one of HSTA 556,
HSTA 560, HSTA 562, HSTA 564 or HSTA 566.
Students are encouraged to select six credit hours of elective courses in departments other
than Biometry and Statistics. A project is normally required in the HSTA 669 (AMA T 682)
course. This project requires the design of a statistical study, acquisition and analysis of the data,
and the preparation of a written report on the project. The project requires working with actual
data on a problem of interest to the student and instructor, usually in the area in which the
elective courses were taken. The project will be under the supervision of the instructor and
requires the instructor's approval for completion.
15
Appendix II
Department of Biometry and Statistics
Course Listings
ST A 550 Introduction to Computing
(1)
An introduction to the use of micro and mainframe computers.
Communications between
computers and the use of statistical and wordprocessing software packages will be included.
Prerequisites: None
ST A 551 Survey Instrument Design
(1)
An introduction to the design of instruments to collect data for research purposes. Topics to
include wordiog_oLquestions, _pretesting,_ coding,-keying, internal validation,--instructions- to
interviewers, and issues of privacy and security. Prerequisites: None
ST A 552 Principles of Statistical Inference I (3)
An introduction to descriptive statistics, measures of central tendency and variability, probability
distributions, sampling, estimation, confidence intervals and hypothesis testing. Computing will
be introduced and used throughout the course. STA 552 and STA 553 will satisfy the core
requirement in statistics for programs in the School of Public Health.
Prerequisites: None
ST A 553 Principles of Statistical Inference II (3)
Continuation of STA 552. Topics will include correlation, regression, analysis of variance,
analysis of contingency tables and non-parametric statistics. Computing will be used throughout
the course. ST A 552 and ST A 553 will satisfy the core requirement in statistics for programs in
the School of Public Health. Prerequisites: ST A 552 or equivalent
STA 554 Introduction to Theory of Statistics I
(3)
A mathematical treatment of principles of statistical inference. Topics include probability,
random variables and random vectors, univariate and multivariate distributions and an
introduction to estimation.
Appropriate for graduate students in other disciplines and for
preparation for the second actuarial examination. Prerequisites: Calculus and Linear Algebra.
Equivalent to Mat 554. Students may not receive credit for Mat 554 and STA 554.
STA 555 Introduction to Theory of Statistics II
(3)
Continuation of STA 554. Topics include methods of estimation, theory of hypothesis testing,
sufficient statistics, efficiency and linear models. Appropriate for graduate students in other
16
disciplines and for preparation for the second actuarial examination. Prerequisites: STA 554,
Mat 554 or equivalent.
STA 556 Introduction to Bayesian Inference I (3)
Topics include subjective probability, axiomatic development and applications of utility, basic
concepts of decision theory, conjugate and locally uniform prior distributions.
Prerequisites:
STA 552 or equivalent. Equivalent to Mat 556. Students may not receive credit for Mat 556
and STA 556.
ST A 557 Introduction to Bayesian Inference II
Continuation of STA 556. Topics will include limiting posterior distributions, estimation and
_ hypothesis_ testing,_ prepostedor-distributions and-their-application- t0 . the- design-of -statistical- ---
investigations. Prerequisites: STA 556 or equivalent. Equivalent to Mat 557. Students may
not receive credit for ST A 557 and Mat 557.
STA 558 Methods of Data Analysis I (3)
Statistical methodology emphasizing exploratory approaches to data. Elementary notions of
modeling and robustness.
Overview of inferential techniques in current use.
Criteria for
selection and application of methods. Use of computing facilities to illustrate and implement
methods. Regression and analysis of variance are the primary topics. Prerequisites: STA 552
or equivalent. Equivalent to Mat 558. Students may not receive credit for STA 558 and Mat
558.
STA 559 Methods of Data Analysis II
(3)
Continuation of STA 558. Topics will include clustering, multivariate analyses, .sequential and
nonparametric methods.
Prerequisites:
STA 558 or equivalent.
Equivalent to Mat 558. ·
Students may not receive credit for STA 559 and Mat 558.
STA 560 Introduction to Stochastic Processes I (3)
An introduction to applied stochastic processes. Topics include Markov chains, queuing theory,
renewal theory, Poisson processes and extensions, epidemic and disease models. Prerequisites:
STA 552 or an introductory probability course. Equivalent to Mat 560. Students may not
receive credit for STA 560 and Mat 560.
STA 561 Introduction to Stochastic Processes II
(3)
Continuation of HSTA 560. More advanced topics in Markov chains, queuing theory, renewal
theory, Poisson processes and extensions, epidemic and disease models. Prerequisites: STA 560
or permission of the Instructor.
17
STA 562 Design of Experiments I
(3)
Principles in the design and analysis of controlled experiments. Topics include general linear
hypotheses, multiple classifications, Latin squares and factorial designs. Prerequisites: STA 552
or equivalent. Equivalent to Mat 562. Students may not receive credit for STA 562 and Mat
562.
STA 563 Design of Experiments II
(3)
Continuation of STA 562. More advanced designs, information and efficiency, an introduction
to response surface methodology. Prerequisites: STA 562 or equivalent.
ST A 564 Sample Survey Methodology I
(3)
--
-
- -- -- -Principles or survey -sampling and analysis. Topics include simple random sampling, stratified
sampling, cluster sampling and multistage sampling.
Prerequisites: STA 553 or equivalent. Equivalent to Mat 564. Students may not receive credit
for STA 564 and Mat 564.
ST A 565 Sample Survey Methodology II
(3)
Continuation of STA 564. Topics include more complex designs in stratified sampling, cluster
sampling and multistage sampling. An introduction to cost studies, nonsampling errors and
miscellaneous topics.
Prerequisites: STA 564 or equivalent.
STA 566 Analysis of Categorical Data I
(3)
Introduction to the analysis of categorical data. Topics include rates, ratios and proportions,
relative risk, Cochran-Mantel-Rae: :,zel procedures, linear and log-linear models for categorical
data, maxim.um likelihood estimation and tests of hypotheses.
Prerequisites: STA 552 or
equivalent. Equivalent of Mat 566. Students may not receive credit for STA 566 and Mat 566.
STA 567 Analysis of Categorical Data II
(3)
Continuation of STA 566. Topics will include more complex linear and log-linear models for
categorical data, goodness of fit measures and tests of hypotheses. Prerequisites: ST A 566 or
equivalent.
ST A 568 Statistical Ecology
(3)
Density estimates for closed and open populations using simple and multiple marking methods.
Mortality and survival estimation, population dynamics. Spatial patterns in one and two-species
populations.
Characterization of many-species populations.
Prerequisites:
ST A 553 or
equivalent. Equivalent to Mat 568. Students may not receive credit for STA 568 and Mat 568.
18
STA 569 Survey of Statistics
(3)
A survey of hypothesis testing and estimation theory. Recommended for secondary teachers and
graduate students in mathematics education. Prerequisite: STA 553 or equivalent. Equivalent
to Mat 569. Students may not receive credit for STA 569 and Mat 569.
STA 654 Probability and Theory of Statistical Inference I
(3)
Univariate and multivariate distribution theory, properties of estimators, large sample theory,
confidence intervals and theory of tests. Prerequisites: STA 555 or equivalent.
STA 655 Probability and Theory of Statistical Inference II
(3)
____ Con_tinuati_Qn_ Qf_STA _65A._Ad\'anced_ theor_y __ oLtests,- decision
theo~y- and other topics-.-
-
Prerequisites: STA 654 or equivalent.
STA 656 Design of Clinical Trials
(3)
Introduction to topics in the design and analysis of clinical trials and related experiments.
Prerequisites: STA 555 or equivalent.
ST A 657 Mathematical Models in Demography
(3)
Introduction to mathematical methods and applications required for natality models, deterministic
and stochastic models for population growth. Prerequisites: STA 555 or equivalent.
STA 658 Mathematical Models in Biometry I
(3)
Topics in the mathematical and statistical methods required to model deterministic and stochastic
models for phenomenon found in the different areas of biometry and the health sciences.
Prerequisites: STA 555 or equivalent.
STA 659 Mathematical Models in Biometry II
(3)
Continuation of STA 658. Advanced topics in the mathematical and statistical methods required
to model deterministic and stochastic models for phenomenon found in the different areas of
biometry and the health sciences. Prerequisites: STA 658 or consent of the instructor.
ST A 660 Linear Models I
(3)
Topics include the theory of least squares, distribution of quadratic forms, G-inverse, general
Gauss-Markov model, estimation, hypothesis tests, confidence intervals for unrestricted and
restricted models, regression models and analysis of variance. Prerequisites: STA 555 or
equivalent. Students may not receive credit for STA 661 and Mat 660.
19
STA 661 Linear Models II
(3)
Continuation of STA 660.
Topics include advanced analysis of variance and analysis of
covariance, repeated measures, mixed and random models.
Prerequisites: STA 660 or equivalent.
STA 662 Multivariate Analysis I
(3)
Topics include the basic properties of multivariate normal distributions and other related
distributions, inference in multivariate cases and principle component analysis.
Prerequisites:
ST A 555 or the consent of the instructor.
STA 663 Multivariate Analysis II
(3)
Continuation of STA 662. Topics will include discriminate analysis, canonical correlation
analysis and factor analysis. Prerequisites: STA 662 or the consent of the instructor.
ST A 664 Time Series Analysis I
(3)
Topics include the study of inference, estimation, prediction, parsimonious description for
univariate time-ordered data, various models including Box-Jenkins and classical stationary
processes with rational
spectral densities.
Prerequisites:
STA 555 and ST A 559 or consent of the instructor.
Equivalent to Mat 664. Students may not receive credit for STA 664 and Mat 664.
STA 665 Time Series Analysis II
(3)
Continuation of STA 664. Advanced topics include the study of univariate and multivariate
time-ordered data, various models including Box-Jenkins and classical stationary processes with .
rational spectral densities. Prerequisites: STA 664 or consent of the instructor.
ST A 666 Survivorship Analysis I
(3)
Topics in survival functions, hazard rates, life tables, estimation of survival functions from
complete and censored data, fitting parametric models, tests of hypotheses, and covariate models.
Prerequisites: STA 555 or consent of instructor.
ST A 667 Survivorship Analysis II
(3)
Continuation of STA 666. Advanced topics in the theory of survival functions for complete and
censored data, tests of hypotheses, and time dependent covariate models. Prerequisites: STA
666 or consent of instructor.
20
STA 668 Independent Study in Biometry and Statistics
(3)
Selected study of a topic in Biometry and Statistics.
Prerequisites: Consent of the instructor.
STA 669 Master's Seminar in Biometry and Statistics
(3)
Selected topics in statistics.
A report is written on the subject studied.
Required of all
candidates for a master's degree in Biometry and Statistics, except those who write a master's
thesis. Prerequisites: Consent of the instructor.
STA 868 Independent Study and Research in Biometry and Statistics (2-5)
Independent study at the doctoral level under the direction of a member of the Biometry and
Statistics faculty. May be repe~ted for_ cr_e~lit. _ _Prer~u_isit~: Consent of instructor._
STA 899 Doctoral Dissertation
(3-12 L.U.E.)
May be repeated for credit.
Load equivalent only.
Prerequisite:
Consent of dissertation
director.
21
Appendix Ill
Advanced Methodological Courses in other Departments
Department of Epidemiology
EPI 612 Quantitative Methods in Epidemiology (4)
Department of Mathematics and Statistics
MAT 501 Numerical Analysis (3)
MAT 503 A,B Life Contingencies (3) (3)
MAT 510 A,B Real Analysis (3) (3)
MAT 511 Foundations Analysis (3)
MAT 513 A,B Complex Analysis (3) (3)
MAT 524 Advanced Linear Algebra (3)
-- -- --- ---MAT-s 3 s--DifferenfiaT Geom-efry (3T -
MAT 570 Combinations (3)
MAT 572 Linear Programming (3)
MAT 575 Optimal Control Theory (3)
MAT 576 Game Theory (3)
MAT 616 Introduction to Ergodic Theory (3)
MAT 646 Introduction to Differentiable Manifolds (3)
MAT 669 Probability Theory (3)
MAT 760 A,B Basic Probability Theory (3) (3)
MAT 865 Topics ir Statistics (1-4)
MAT 867 Seminar in Statistics (1-4)
Department of Psychology
PSY 633 Nonparametric and Distribution-Free Statistics (3)
PSY 731 Experimental Design (3)
PSY 733 Factor Analysis (3)
PSY 734 Multivariate Analysis with Computer Applications (4)
Department of Sociology
SOC 626 Survey Design O.J1d Analysis (3)
SOC 707 Structural Equation Models (3)
22
Appendix IV
Supporting Courses in other Departments
Department of Biomedical Sciences
BMS 505 Biological Basis of Public Health (3)
Department of Epidemiology
BPI 501 Principles and Methods of Epidemiology I (3)
BPI 502 Principles and Methods of Epidemiology II (3)
BPI 603 Chronic Disease Epidemiology (3)
BPI 604 Cancer Epidemiology (3)
EPI 605 Infectious Disease Epidemiology (3)
BPI 608 Injury Epidemiology (3)
- -- ---Epr-6rO -AIDS Epiaemiology -D)
BPI 613 Occupational and Environmental Epidemiology (3)
Department of Environmental Health and Toxicology
EHT 590 Introduction to Environmental Health (3)
EHT 670 Contemporary Issues in Environmental Health (3)
EHT 671 Concepts and Issues in Occupational Health Policy I (3)
Department of Health Policy and Management
HPM 501, 502 Introduction to Health Policy and Management (3) (3)
HPM 541 Health Care Systems (3)
HPM 511 Economic Analysis (3)
Department of Sociology
SOC 551, 552 Demographic Techniques (3) (3)
SOC 665 Special Topics in Demography (3)
23
Review of Ph.D. Proposal in Biometry and Statistics
Department of Biometry and Statistics
SUNY at Albany
Report of Site Visit
by
Dr. Robert M. Elashoff, University of California at Los Angeles
and Dr. Robert Woolson, The University of Iowa
Site Visit Dates - March 14 and 15, 1994
Site Visit Description
The site visit began at 9:00 a.m. on March 14 and ended in the early afternoon of March 15,
__________ 1994._ MeetingS_ we_r_e_held_with:_ JlresidentSw_ygert, Vice Eresidents-Hitchcockand Gullahom,-Dean--
Carpenter, Assistant Dean Bartow, faculty of the Department of Biometry and Statistics, and students
in the Department of Biometry and Statistics. This report is a description of the findings of this site
visit.
Program
This program was initially proposed in 1988 and represents a step in the transfer of the
Graduate Programs in Statistics from the Department of Mathematics to the Department of Biometry
and Statistics. The Master of Science Degree is already in place in the Department of Biometry and
Statistics, and the intent is that this Ph.D. program will finalize the transfer of these graduate
programs from Mathematics.
The demand for Ph.D.-Ievel biostatisticians with a strong background in the medical and/or
public health sciences is evident throughout the U.S. Job opportunities continue to exceed the number
of qualified applicants. There are ample opportunities in academic health science centers, in
pharmaceutical research firms, and in various branches of government at the local, state, and federal
levels. This Ph.D. propo'sal promises to contribute well-trained Ph.D.-Ievel biostatisticians and
statisticians who will help fill this demand. This program is also central to the School of Public
Health at SUNY at Albany. Biostatistics and Epidemiology are universally regarded as core
disciplines to the Public Health Sciences, and vital, energetic Master of Science and Ph.D. programs
in both of these areas are critical to a School of Public Health developing its research capability.
The courses proposed as part of this curriculum represent a strong cross-section of courses in
both applied and theoretical statistics. It should also be noted that the curriculum, as proposed, offers
ample opportunities for students to take electives in a variety of related areas including mathematics
and related fields, as well as the public health and medical sciences. A special feature of the program
is the involvement of the New York State Department of Health (DOH). This will provide a great
opportunity for students to interact with nationally recognized scholars in public health and related
medical research areas.
There are several areas of the program which will require careful attention once the program
is set in place. One critical issue is the matter of monitoring the program's quality. With the move
+---4-----~----lO..uf,---\cthe Ph.D. program from Mathematics to the Departmeflt-of-B-iometry afltle-!S'T-It7T'att--t:i:'<+;ttfie~s-, tt-it4oW'<I1'ir-Hll-tbTfe:------------
+-----~itkaLtcLmonito_Uhr_ee_ar_eas-.------T-h-ese-ar-e:-tJle-cho-i-ce--oLe-l-e-ct-i-¥es,ad-m-i-S-S-iG-IH-t-a-nclaFd-s--,-a-Htll--------
definition of a suitable dissertation research project. To date, the Mathematics Department has
provided a relatively careful screen of applicants entering the program. Their admission standards
have been at a suitably high level to keep the quality of students in the Ph.D. program in Mathematics
(Statistics) at a sufficiently advanced level that these students have been successful in their Ph.D.
studies. The development of this program in the Department of Biometry and Statistics will increase
the opportunities for students to take elective courses outside the Department of Mathematics. This
should greatly enhance students' opportunities to take a broader curriculum and will allow them to
advance their research methodologies to a broader class of problems than is presently possible in the
Department of Mathematics. While this increased freedom in elective selection is positive from so
many perspectives, it is also an area that will require careful evaluation. Students should be required
to submit a formal plan of study which will outline course work they will take during the course of
their Ph.D. studies. This will allow careful specification Gf elective courses and will help the faculty
of this department decide what electives are appropriate programmatically, and what group of
electives are appropriate for an individual student. The matter of dissertation topics also will require
careful thought. During site visit discussions with faculty and students, it is clear that the nature of
dissertations will be broader than is presently allowed with the Ph.D. program in Statistics being
_______ administered_through_the-Department-of-Mathematics.-On-the other-hand, this additional breadth- will- -
require that the faculty of the department balance issues concerning depth of methodologic research
required with depth of data design/analysis required for a dissertation.
In short, this program will add great strength to the offerings of the School of Public Health.
The program will attract strong students and promises to offer a number of outstanding opportunities
to both faculty and students through the close relationship to the DOH. This relationship will provide
access to important problems in public health and medicine, and will also offer the opportunity for
involvement of DOH scientists in the educational offerings of the Department of Biometry and
Statistics.
Faculty
A relatively large number of faculty are listed within the Department of Biometry and
Statistics. Five of these faculty are full-time faculty while the remaining faculty are DOH faculty
members or joint appointees. During the site visit, much attention was given to questions regarding
the nature of faculty responsibilities and activities, and the increased opportunities that the Ph.D. will
offer both faculty and students of this department. There is no doubt that one of the strengths of the
faculty group is its diverse nature, namely a combination of core appointments, joint appointments,
and appointments through the DOH. It is a competent and dedicated faculty. It is also evident that
the faculty are very interested in this Ph.D. program and are committed to the success of the
program. As evidence of the commitment of th~ faculty, it should be noted that Drs. Lininger and
Stratton have been involved in extensive applied collaborative work for some time~. This has led to
student research opportunities. Their work should continue to stimulate the development of
methodologic research topics that will be suitable as Ph.D. dissertation projects. In addition, the site
visitors would also like to applaud the efforts of Dr. Nell Sedransk for her commitment to the
development of the curriculum for this program and for seeking ways to increase Ph.D. students'
awareness of dissertation topics. For example, during the site visit it was learned that a workshop has
been coordinated by Dr. Sedransk. At this workshop the faculty will speak regarding their research
interests in the hope that students will become increasingly aware of possible dissertation research
areas. An additional strength in this faculty is the presence of Dr. Joseph Sedransk as a core member
of the faculty. He is an internationally recognized scholar in the field of statistics with a continuing
record of high quality methodologic contributions to the statistics and biostatistical literature. His
presence on the faculty enhances the visi&i+-i-tJ4lf this pr-e-g-ram and ~ea-F-efl-6fJf)ertunities fe-F-----
~-----·st~&. __________________________________________________________________________ ___
2
!
J
The present faculty seem to be heavily burdened with teaching responsibilities. Perhaps this
explains the relatively low number of extramural grants in which the faculty members in this
department are principal investigators. There will be a need to increase the research activities of the
faculty. Hopefully, the placement of this Ph.D. program in the Department of Biometry and Statistics
will strengthen these aspects of the program thereby increasing further student opportunities for
research projects.
An important step towards making this program a long-term success will be a commitment of
additional faculty resources to this program in the very near future. This department has been
charged with the delivery of graduate statistics training at SUNY at Albany, yet the number of f1111-
time faculty available to deliver this training is relatively low in number. It is critical that SUNY at
Albany complete the transfer of the Statistic's program to this department, by moving the resources.
including faculty lines that are consistent with this transfer. Most, if not all, of the statistics faculty
lines in the Math Department should be transferred together with the necessary teaching assistants.
This would raise the number of core faculty in this program from five to perhaps eight or nine,
----- -thereby-enhancing-oppo!'tunities for -increased-extramural-support,-inGreased opportunities -for student--
research, increased faculty research productivity, and increased interactions with other departments in
the School of Public Health and at other colleges and schools of SUNY.
Students
The proposed Ph.D. program will appeal to a broad cross-section of graduate students with
quantitative interests. The strong connection of this program with the New York Department of
Health will likely attract those students who have an interest in the public health or biomedical
sciences. The relatively large number of students (35) who are currently in the Ph.D. Program in
Statistics in the Department of Mathematics is testimony to tl1e need for this program in the state.
The new program, bei:1g administered through the Department of Biometry and Statistics, will appeal
to a broader cross-section of the students, since students will be permitted to choose elective courses
not only in mathematics but also in the biomedical and public health sciences and related fields. It
should be noted that the students presently in the program are of an exceptionally high quality. The
site visitors met for 1 1/2 hours with 12 of the students and discussed their graduate programs and the
possible changes that would result with the program being moved to t}le Department of Biometry and
Statistics. It was evident that these students were interested in maintaining a high quality quantitative
methodologic degree program, but at the same time wanted to have the flexibility to choose elective
courses in important scientific subject matter areas, such as epidemiology, environmental health, or
toxicology. Among the 12 students in attendance at the site visit meeting, they were unanimous in
their feelings and assessment of the positive consequences that are expected with the move of this
Ph.D. program to the Department of Biometry and Statistics. It was also evident that these students
have extremely high regard for the School of Public Health faculty, including all members of the
faculty of the Department of Biometry and Statistics. Many of the students are actively engaged in
collaborative medical or public health research projects, some of whom are receiving funding for their
efforts.
Recruitment of students is not likely to be problem for this program. There are a number of
strong undergraduate programs in mathematics and the mathematical sciences in the State of New
York; it is likely that the School of Public Health's participation in student recruitment fairs and the
like will attract high caliber graduate students to this program. It is also expected that minorities and
females will be adequately represented from such recruitment efforts.
3
Resources
While it is critical that the faculty lines for teaching of statistics be moved into the
Department of Biometry and Statistics, it should be noted that the institution is making a rather strong
commitment to this program and to this department at this time. In particular, it is the understanding
of the site visit team that there are a total of 12 1/2 School of Public Health faculty lines that have
been committed by the State University of New York at Albany. Dean Carpenter has dedicated 5 of
these 12 1/2 lines to the Department of Biometry and Statistics. This represents a significant
commitment on the part of the Dean of the School of Public Health to the development and
enhancement of the programs of the Department of Biometry and Statistics. It should also be noted
that students appear to be well-supported in the current Ph.D. program and will likely have increased
opportunities for such support with the move of this program to the Department of Biometry and
Statistics. There are currently four teaching assistants lines available to the Chair of the Department
of Biometry and Statistics. Hopefully, these will remain with the department, and preferably, would
come under the complete administrative control of the Department of the Biometry and Statistics.
-- Stuclents-also-receivesupport-from-researeh-activities-in-the-Department of Health.- In-addition, -- -
Professors Stratton and Lininger are actively engaged in collaborative research projects in the Albany
Medical College and several students have received financial support from these activities. It should
also be noted that Dean Carpenter provides graduate student support and faculty support through his
extensive research program in environmental health.
While the site visit team did not visit the library, it is evident from discussions with faculty
and students that the library holdings appear more than adequate for this Ph.D. program. One area
for future development would be the possibility of increasing the number of holdings in the School of
Public Health conference room so that oft-cited reference sources can be accessed easily by the
students. Computer hardware and software appear to be generally adequate for the success of this
Ph.D. program. One area of improvement would be the inclusion or the extension of the
ETHERNET cable to the building where the Department of Biometry and Statistics is currently
housed. This would allow important electronic communication such as EMAIL and would facilitate
students access to STA TLID and other important electronic technical reference sourc.~s.
TI1e finances of the department, while adequate for the program, might be regarded as
somewhat limited. With the addition of new faculty to this department, an increased effort should be
made to obtain ROI or other grants in which primary faculty of this department are principal
investigators. TI1is would increase the pool of resources available for the department and for the
development and enhancement of this Ph.D. program. It is difficult to assess whether all is being
done that could be done to increase the financial base of the department. All faculty seem to have
relatively heavy teaching loads and related professional activities which decrease the amount of time
available for applying for additional research funds. This is, in general an area, if developed further,
that could help the department in general, and this program in particular.
General Comments
It is difficult for Biostatistics or Statistics to flourish when it is administered through a
department in which the development of Statistics in not a high priority. The administration of
SUNY at Albany is to be congratulated for its efforts to move these important graduate programs in
Biometry and Statistics into an environment which will foster the growth of this f1eld. By placing the
Ph.D. program in the Department of Biometry and Statistics, it is reasonable to expect that it will
flam ish iu a telatively short time period. One immediate effect will be the liberation of the program
-"-------;:ffe-m-th-e-ret:he-r-res-t-r-iet-ive-r-rog-r-a-m-m-at-ie-rons-tr-a-i-nt:s--tha-t-a-re-rreees-s-a-r-i-1-y-i-n-p-l-a-ee-witl~t-lte-p-rogra-m------
structured as a Mathematics program. With this move, it is logical to expect new research directives
4
and initiatives, not only in the area of development of statistical methodology, but in novel application
of these methodologies to important problems in public health and the medical sciences. One would
also expect novel chnnges and developments in the curriculum, both at the undergraduate and the
graduate level. It is also evident that this program move has resulted in considerable faculty and
student enthusiasm. The overall effect of this move will likely be a long-lasting, energizing one that
will yield positive rentlts for Statistics at SUNY at Albany.
While the institution is to be lauded for its policy move, it should also hasten the completion
of the implementation phase. There remain significant Statistics core courses that are taught by
members of the Department of Mathematics. These courses are, as noted, central to the program and
ought to be the entire responsibility of the primary faculty· in the Department of Biometry and
Statistics. This would ensure greater continuity of course content from year to year, as well as permit
the opportunity for the core faculty to modernize and modify courses for the program. Thus, there is
the need to move faculty lines held by statisticians in the Department of Mathematics to the
Department of Biometry and Statistics. It is also imperative that the teaching assistant lines that are
----currently-dedicated-to Statistics-teaching iJrthe-Department of-Math-emati-cs be transferred as weir-ana -
that teaching assistant Jines in the Department of Biometry and Statistics be used for t11is purpose.
This, once again, will ensure greater cohesiveness of statistical activities throughout the campus.
One area of the program which will require continuing and vigilant attention is that associated
with monitoring admissions and progress of the graduate students. To its credit, the Department of
Mathematics has provided quality control by maintaining high quantitative standards for admission to
the graduate program. It is important that the faculty of the Department of Biometry and Statistics
review, as early as possible, the issue of admission standards to this program. Those standards in
place in the Mathematics Department are adequate with regard to mathematical capabilities of students
who have applied; however, consideration may now be given to modifying these standards in certain
areas, particularly if students apply who come from a strong biological or physical sciences
background. The department also may wish to consider requiring a student to submit a plan of study
toward the end of their first semester of matriculation in the Ph.D. program. 1l1is plan of study
should identify t110se courses the students intends to take, paying particular attention to the elective
courses and how these constitute a significant cognate area related to biostatistics, or courses focusing
on specialized topics in biostatistics. Particular attention should be given to ensure that these electives
are not a mere collection 6f courses, but are part of a related theme.
There are a number of unique aspects to this program, particularly the interrelationship to the
New York State Department of Health. There are a number of research opportunities available to
students for research projects. In addition to the opportunity to collabonte in research laboratories,
there exist a number''Of data bases related to Public Health Sciences issues including those dealing
with Public Health Policy. Examples of these opportunities available include the Wadsworth
Research Laboratories.
In conclusion, this is a sound Ph.D. proposal. There are a number of unique characteristics
associated with it. The faculty are competent and capable of supervising this program; there are a
number of research opportunities available for the graduate students and it would appear that adequate
support is in place to fund students during their graduate studies. In addition, there is a great demand
for Ph.D.-level biostatisticians in this country and this program will help fill this void.
Robert F. Woolson, Ph.D.
Robert M. Elashoff, Ph.D.
+----------'March---3-1--;--+994,------------------------------------
5
Department of Biometry & Stati~tics
School of Public Health
A joint venture with the
Nell' York State Departmmt (~(Health
in affiliation with Alhany Medical College
UNIVERSITY AT ALBANY
STATE UNJVERSITY OF NEW YORK
Department of Biometry and Statistics
Response to the Ph.D. Program Site Visit Report
One University Place
Albany. New York 12203-3:\99
51 R/451\-6 71\6
Fax: 518/451\-6774
The Site Visit Report identifies three areas which deserve continuing attention to
maintain the high quality of the doctoral program: admissions standards, review of
individualized coursework plans, definition of a "suitable dissertation research project. II
Each of these issues has been of serious concern to the Department of Biometry and
Statistics. Informal, and in some cases formal, measures are in place with respect to
each.
Admissions Standards
While the Ph.D. program with a concentration in biometry and statistics is currently
offered through the Department of Mathematics, the admissions process has been a
cooperative effort since 1988 when the program was transferred to Biometry and
Statistics. Thus for any student indicating an interest in statistics, biostatistics or
biometry in the application to the Department of Mathematics, the application was
forwarded to Biometry and Statistics for recommendation which was then forwarded
with the concurrence of Mathematics.
Since the admission requirements are not changed with the offering of the degree
directly, and even more importantly since the course requirements are not changed,
students previously rejected because of an improbability of completing a solid program
~> should still be viewed as inappropriate for admission.' In actuality, the qualifications of
students entering the program are strong now and steadily rising even as the number is
growing; so that there appears no difficulty in maintaining the quality of entering
classes.
·
Individualized Programs
The program outline and advisement of all graduate students is currently handled by a
single faculty member which allows coordination in planning course offerings. Initially,
until the end of 1993, all students were advised by the Chair of the Department. In
January 1994, the Department approved the creation of a Director of Graduate Studies,
one of whose duties is advisement of · raduate students. Pr fe
olds this position. The advisement process begins when a student acdy_as_o_n_campus.-; ----
Site Visit Response
Page 2
the director and the student draft a (written) coursework plan which may be amended
during the advisement process in later semesters. This plan is constructed based on
the Department's planned cycle of course offerings and the student's areas of interest.
This program plan stays in the student's departmental file and is a principal tool for
advisement. When it becomes necessary for several faculty to function as graduate
student advisors, these procedures will be continued.
Defining "Suitable Dissertation Research"
Ultimately, the suitability of dissertation research is the responsibility of the faculty, the
chair and the dissertation committee itself. The unusual resources for Biometry and
- --- Stat+sties-tl"lat exis-t-throt:Jgh-the-collaborative-effortwith the New-York State Department
of Health offer access to additional faculty researchers/mentors and also offer access
to types of research normally outside the bounds of a university or school of public
health setting. For Biometry and Statistics, it is anticipated that the role of a
dissertation committee will be an active one, involved in the definition of the research
project and in the review of progress from time to time, in contrast to responsibility
principally as a panel of readers. In addition, the faculty of Biometry and Statistics
plans a series of meetings, with an annual review of a range of research efforts
deemed "suitable" as dissertations in all aspects: quantity, innovation, technical
expertise, methodologic or theoretical contribution to statistics and biometry.
April 20, 1994
~~~
Lloyd L. Lininger
Chair
,,
Introduced by:
Date:
Senate Bill No. 9394-05
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Undergraduate Academic Council
March 21, 1994
Eliminating Student-Opted S/U Grading
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That, beginning with the 1994 Summer Session, students no longer be allowed to
designate for S/U grading courses normally graded A-E.
2.
That the Bill be forwarded to the President for approval.
Rationale:
When student selected pass/fail grading was initiated at the University, it was
thought that predominately lower division students would use the option to sample
introductory courses they might otherwise be afraid of sampling, perhaps on occasion
discovering new majors and minors. It was also hoped that the option might encourage
students to test their facility in areas new to them, such as foreign languages, computer
science, and the fine arts.
When it was found that the option was mostly used by juniors and especially
seniors in upper division coursework, primarily in the major and Writing Intensive
courses, the limit was reduced to two courses, both at the lower division level. Even with
these modifications, however, the greatest use of opted S/U still occurs in the last
semester of the senior year, while fewer than one out of 50 use the option their first year.
In the past two years, less than 1 percent of the use has been in introductoty
foreign languages or computer science or the fine arts. In contract, well over half the use
has been in common major and minor requirements in business, English, psychology,
math/statistics, economics, histoty, political science, sociology, and physics.
Meanwhile, as noted by the appellate subcommittee of the Committee on
Admissions and Academic Standing, each semester the abuses of S-opted grading
continue to contribute to academic dismissals, loss of credits, and, most common, delays
in graduation.
This change will not affect departments, schools and programs, who will continue
to have the right to designate sections and courses as "S/U Graded" for all students in
·---------these-sections-and-courses.---------···-------------------------·-------
Senate Bill No. 9394-05
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Undergraduate Academic Council
Date:
March 21, 1994
Eliminating Student-Opted S/U Grading
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
2.
That, beginning with the 1994 Summer Session~t ~ger be allowed to
designate for SIU grading course.~ormally graded A-E.
r
""
r- --//-
.--...
~~~It~
"/-'~::0;;/,(-1' ~~_-u---7~/'-t
That the Bill be forwarded to the President for approval.
Rationale:
When student selected pass/fail grading was initiated at the University, it was
thought that predominately lower division students would use the option to sample
introductory courses they might otherwise be afraid of sampling, perhaps on occasion
discovering new majors and minors. It was also hoped that the option might encourage
students to test their facility in areas new to them, such as foreign languages, computer
science, and the fine arts.
When it was found that the option was mostly used by juniors and especially
seniors in upper division coursework, primarily in the major and Writing Intensive
courses, the limit was reduced to two courses, both at the lower division level. Even with
these modifications, however, the greatest use of opted SIU still occurs in the last
semester of the senior year, while fewer than one out of 50 use the optwn their first year.
In the past two years, less than 1 percent of the use has been in introductory
fore'ign languages or computer science or the fine arts. In contract, well over half the use
has been in common major and minor requirements in business, English, psychology,
math/statistics, economics, history, political science, sociology, and physics.
Meanwhile, as noted by the appellate subcommittee of the Committee on
Admissions and Academic Standing, each semester the abuses of S-opted grading
continue to contribute to academic dismissals, loss of credits, and, most common, delays
in graduation.
This change will not affect departments, schools and programs, who will continue
to have the right to designate sections and courses as "S/U Graded" for all students in
those sections and courses.
·I
(
(
(
-----------------------~-----.
)
c::::.__A __ -~~ ,L~-
··--=/:.:::,.·· ...
·-
Ron Bosco's remarks from Senate Meeting on May 2, 1994
I have been a member of this body and its Councils or committees for nearly 20
years, and have heard a great variety of debate on many issues. Yet even in the most
heated exchanges, I have never before heard remarks such as those expressed earlier
today during the consideration of the bill on Division 2 athletics ....
They were hate-laden remarks, remarks characterized by ugly stereotypes and
personal attacks. They were remarks that maligned our students, our colleagues on the
faculty and in the administration -- both those already among us, and those who have yet
to join our community. This is a University; as members of this University community,
each of us has an absolute obligation to foster an environment in which all persons are
accorded respect and dignity. I urge the Senate to reject absolutely and publicly all such
-
-- aiscourse and-to renounce sucllliatespeecn.--- -- -----
- -- -- -
OFFICERS OF THE SENATE
Joan Schulz
Chair
English
EX OFFICIO SENATORS
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
(As of May 2, 1994)
1994-1995 Membership
Cyril Knoblauch
Chair-Elect
English
Shirley Jones
Secretary
Social Welfare
:
H. Patrick Swygert, President
Audrey Champagne
[------- ---University-at~Albany- -- --- ---- ------ - -- -Paseehair -
- - --
I
I
Karen R. Hitchcock, Vice President
for Academic Affairs
Jeanne Gullahmn, Vice President
for Research & Dean of Graduate Studies
Mitchel Livingston, Vice President for
Student Affairs
Paul Wallace, SUNY Senator (1992-95)
Altemate: Gloria DeSole (1992-95)
Vincent Aceto, SUNY Senator (1994-97)
Altemate: Richard Collier (1994-97)
Cliff Lent
President, Student Association
ELECTED SENATORS
At Large (8)
RichardFarrell (1995)
Registrar's Office
Gloria DeSole (1996)
Affhmative Action
Robert Frost (1997)
Histmy
Eleanor Gossen (1995)
University Libraty
Chantal Raven (1995)
Intemational Programs
William Lanford (1996)
Physics
Estela Rivero (1997)
Student Health
J. Fredericks Volkwein (1997)
Institutional Research
College of Arts and Sciences (15)
Judith Baskin (1995)
Judaic Studies
Bonnie Spanier (1995)
Women's Studies
Peter Bloniarz (1995)
Computer Sciences
Mark Steinberger (1995)
Mathematics
Colbet1 Nepaulsingh (1995)
Latin American/Caribbean
Business (2)
Anthony Ungar ( 1996)
Philosophy
Jon Jacklet (1996)
Biological Sciences
Carlos Santiago (1996)
Economics
Indushobha Chengalur-Smith (1996)
Cornelia Cahill ( 1997)
Education (2)
James Kiepper (1995)
Edu Theory & Practice
GSPA (1)
Charles Tarlton (1996)
Libraries (3)
Aaron Morris (1995)
Public Health Sciences (2)
David Strogatz (1996)
Fred Dembowski (1997)
Ed Admin & Policy Studies
Info Sci & Policy (I)
Philip B. Eppard (1996)
William Young ( 1996)
Steven Rich ( 1997)
Steven Messner (1997)
Sociology
Albeit Millis ( 1997)
Biological Sciences
John Monfasani (1997)
History
Gregmy Stevens (1997)
Dean's Office
Katherine Trent (1997)
Sociology
Criminal Justice ( 1)
Graeme Newman ( 1996)
Social Welfare (1)
Scott Lyman ( 1996)
Carol Anderson ( 1997)
Joint Appointments (10)
Cyril Knoblauch
English
Shirley Jones
Social Welfare
Dean's Representative (1)
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
(As of May 2, 1994)
1994-95 Council Membership ·
COUNCIL ON PROMOTIONS AND CONTINUING APPOINTMENTS
(Consists of the Vice President for Academic Affairs [Ex Officio];
8 Teaching Faculty, 4 of whom must be senators;
1 Professional Employee;
2 Graduates;
2 Undergraduates, 1 of whom must be a senator)
The Council recommends to the President promotions in rank; recommends to the President individuals for
continuing appointment.
Ex Officio:
Teaching Faculty:
Professional
Employee:
Karen R. Hitchcock, Vice President for Academic Affairs (AD 201, 4000)
1.
Richard Alba (Sociology, SS 323, 4669)
2.
Lilian Brannon (English, HU 367, 4051)
3.
*H Jon Jacklet (Biological Sciences, BIO 323, 4372)
4 .. *H Shirley Jones (Social Welfare, RI 111, 5330)
5.
HP Frances Kemmerer (Educational Administration & Policy, ED 313,
3528)
6.
P Edward Mayer (Art, Art Annex, 17 Railroad Avenue, 438-8992)
7.
Walter Zenner (Anthropology, SS 314, 4718)
8.
1.
H
Steven A. Thomson (International Student Services, LI 66, 5495)
Graduates:
1.
2.
Undergraduates:
1.
2.
*=Senator
H=Holdover from 1992-93 Council
P=Pending Acceptance
COUNCIL ON EDUCATIONAL POLICY
(Consists of the President of the University, the Vice Presidents for Academic Affairs, Research and
Student Affairs [Ex Officio members];
1 Dean's Council Appointment;
8 Teaching Faculty, 4 of whom must be senators;
3 Professional Employees, 1 of whom must be a senator;
1 Graduate and 3 Undergraduates, 2 of these last 4 must be senators)
The Council is responsible for the overseeing of the total academic plan for the campus and for indicating
educational priorities; participates in the formulation and execution of the campus budget; evaluates the
educational performance of the university as a whole and of its various components; reviews proposals for
new programs and for the discontinuance of existing programs with respect to budgetary implications.
Ex Officio:
H. Patrick Swygert, President (AD 246, 5400)
Karen R. Hitchcock, Vice President for Academic Affairs (AD 201, 4000)
Jeanne Gullahorn, Vice President for Research (AD 227, 3500)
--- --~~- -----
--~ - - ----Mttch-el-tivingston;-Vice-President-forStudent-Affairs-(:AI) 129; 5500)-- - -
Dean's Council
Appointment:
Teaching Faculty:
Professional
Employees
Graduate:
Undergraduates:
*=Senator
1.
I.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
1.
1.
2.
3.
*H
*
*H
*
*
*H
H
Carolyn Ban (GSPA, MI 318, 5283)
Judith Baskin (Judaic Studies, HU 243, 4135)
Philip Eppard (Information Science & Policy, DR 141D, 5128)
James Fleming (Reading, ED 211, 4988)
Carlos Santiago (Latin American & Caribbean Studies, SS 250, 4890)
Katherine Trent (Sociology, SS 351, 4681)
Jogindar Uppal (Economics, BA 123E, 4748)
Igor Zurbenko (Biometry & Statistics, 2 University Place, 458-6773)
Richard Farrell (Registrar, AD 118, 5550)
Robert Gibson (CUE, UL B36, 3960)
Geneva Walker-Johnson (Residential Life, State Quad, 5875)
H=Holdover from 1992-93 Council
P=Pending Acceptance
GRADUATE ACADEMIC COUNCIL
(Consists of the Dean of Graduate Studies or his/her designee [Ex Officio];
6 Teaching Faculty, 2 of whom must be senators and 1 of whom must be a member of the library staff;
1 Professional Employee;
3 Graduates, 1 of whom must be a senator;
1 Undergraduate)
The Council is responsible for implementing the academic plan as established by the Council on
Educational Policy in respect to graduate studies; establishes criteria for determining academic standing
and admissions policy; reviews all graduate academic programs and recommends new programs it deems
desirable; insures and reviews procedures for individual student academic grievances at the school and
college levels; considers and recommends suspension or discontinuance of programs to the Vice President
for Academic Affairs and to the President.
Ex Officio:
Jeanne Gullahorn, Dean of Graduate Studies or designee (AD 227; 3500)
Teaching Faculty:
Professional
Employee:
1.
2.
3.
4.
5.
6.
1.
Graduates:
1.
2.
3.
Undergraduate:
1.
*=Senator
H
*H
H
Alberto Cabrera (Educational Admin & Policy, ED 326, 5086)
William Clossen (Chemistry, CH 309D, 4442)
Louis Roberts (Center for the Arts & Humanities, HU 327, 3978)
Lorretta Smith (University Libraries, UL B58, 3578)
David Strogatz (NYS Health Dept, Corning Tower-- Room 557,
Albany, NY 12237, 474-1515)
.
Michelle van Ryn (Health Policy & Management, Husted 203b, 4026)
Maria Brown (Registrar's Office, AD B5, 5527)
H=Holdover from 1992-93 Council
P=Pending Acceptance
UNDERGRADUATE ACADEMIC COUNCIL
(Consists ofthe Dean ofUndergraduate Studies or his/her designee [Ex Officio];
6 TeachingFaculty, 3 of whom must be senators;
2 Professional Employees, 1 of whom must be a senator;
1 Graduate;
3 Undergraduates, 1 of whom must be a senator)
The Council is responsible for implementing the academic plan as established by the Council on
Educational Policy in respect to undergraduate studies; establishes criteria for determining academic
standing, academic honors, admissions policy and undergraduate program review; reviews all
undergraduate academic programs and recommends new programs; formulates policies for honors
programs and independent study programs; insures and reviews procedures for individual student academic
grievances at school and college levels; considers and recommends suspension or discontinuance of
programs to the Vice President for Academic Affairs and to the President.
Ex Officio:
Teaching Faculty:
Professional
Employees:
Graduate:
Undergraduates:
*=Senator
Sung Bok Kim, Dean of Undergraduate Studies or designee (AD 214, 3950)
1.
*
Steve Messner (Sociology, SS 357, 4674)
2.
Ray Benenson (Physics, PHY 310, 4539)
3.
H
Donald Reeb (Economics, BA 109C, 4738)
4.
*H Anthony Ungar (Philosophy, HU 279, 4230)
5.
Rose-Marie Weber (Reading, ED 331, 5106)
6.
HP James Wessman (Latin American & Caribbean Studies, SS 250C, 4892)
1.
H
2.
*H
Dawn Kakumba (CUE, UL B36, 3960)
Gregory Stevens (College of Arts & Sciences, SS 369, 4292)
1.
1.
2.
3.
H=Holdover from 1992-93 Council
P=Pending Acceptance
COUNCIL ON RESEARCH
(Consists of the Vice President for Research or his/her designee [Ex Officio];
7 Teaching Faculty, 2 of whom must be senators;
1 Professional Employee;
2 Graduates;
1 Undergraduate)
The Council reviews research activities and the allocation of research funds within the university; considers
ways by which the university can increase the effectiveness of its research activities; considers ways in
which the publication of research may be assisted; reviews procedures of research being conducted with
regard to the well-being of human subjects, safety standards, etc.; considers the relationship between
teaching and research.
Ex Officio:
Jeanne Gullahorn, Vice President for Research or designee (AD 201, 3500)
'
'
r--------Teacning Faculty--:------1:----:rv.ronammacl s~-Alam (Physics, -PBY-3 n,-45J5r-- -
---- -------------
2.
*
Peter Bloniarz (Computer Science, CH B27)
3.
Bonnie Carlson (Social Welfare, RI 221, 5356)
4.
*
Fred Dembowski (Educational Administration & Policy, ED 327, 5083)
5.
P Bonnie Nastasi (Educational Psychology & Stats, ED 233B, 5060)
6.
H
Martha Rozett (English, HU 365, 4089)
7.
Giri Tayi (Management Science & Information Systems, BA 331, 4947)
Professional
1.
P Marijo Dougherty (Art Museum, FA 101, 4035)
Graduates:
1.
2.
Undergraduate:
1.
*=Senator
H=Holdover from 1992-93 Council
P=Pending Acceptance
COUNCIL ON LIBRARIES. INFORMATION SYSTEMS AND COMPUTING
(Consists of the Associate Vice President for Information Systems, the Director ofLibraries, Director of
Computing Services Center [Ex Officio members];
9 Teaching Faculty: 2 each from the College of Humanities and Fine Arts,
the College of Social and Behavioral Sciences, and the College of Science
and Mathematics; 1 from the Professional Schools taken together; of these 9,
3 of whom must be senators;
1 Professional Employee;
1 Graduate;
1 Undergraduate)
The Council reviews plans and recommends policies for the development and operation of library facilities
and of information systems and technology on campus.
Ex Officio:
Meredith Butler, Director ofLibraries (UL 108, 3568)
,
Benjamin E. Chi, Executive Director of Computing Services
~------------ -----------eenter(WB7;-3702) ______ ---- ----- -------- -
'
Timothy Lance, Associate Vice President for Information
Systems and Technology BA B22, 3535)
Teaching Faculty:
Professional
Employee:
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
Graduate:
1.
Undergraduate:
1.
*=Senator
*H
*
p
*H
*
Robert Bangert-Drowns (Educational Theory & Practice, ED 110,5022)
Lee Bickmore (Linguistics & Cognitive Service, HU 313, 4160)
Rita Biswas (Finance, BA 338, 4954)
Robert Frost (History, Ten Broeck 201-1, 4810)
Albert Millis (Biological Sciences, BIO 226, 4361)
Paliath Narendran (Computer Science, LI 95B, 3387)
Stephen North (English, HU 321, 4069)
Mark Steinberger (Mathematics, ES 124, 4712)
William Young (University Libraries, UL 130, 3552)
H
Carole S~~_etQQ_--~OmQuting & Network Services, AD B20, 3761)-c@E.,.
.~~~ijjr~~j:@>)
·-
H=Holdover from 1992-93 Council
P=Pending Acceptance
COUNCIL ON ACADEMIC FREEDOM AND ETHICS
(Consists of 4 Teaching Faculty, 2 of whom must be senators;
1 Professional Employee;
1 Graduate;
1 Undergraduate)
The Council considers problems and recommends policies concerning matters of academic freedom and
responsibility; considers problems and recommends policies and standards of professional ethics as they
relate to the interaction between academic privilege and academic responsibility both within and without
the university community; insures that procedures are available for student grievances concerning
professional behavior deemed to be in derogation of professional responsibility and privilege; hears,
investigates, and makes recommendations concerning complaints brought by any member of the university
community against any other member of the university community.
Teaching Faculty:
1.
H
Myrna Friedlander (Counseling Psychology, ED 221, 5049)
,
2.
Paul Leonard (Finance, BA 313, 4922)
r--------------- --- -- -J.--*H-scotn:ym:an (SociarWelfare;Rr214,-5351J --- --- -- · ----- --------
1
4.
*H Indushobha Chengalur-Smith (Management Science & Information
Professional
Employee:
Graduate:
Undergraduate:
*=Senator
Systems, BA 350A, 4028)
1.+H Estela Rivero (Counseling, Student Health Services; 5800)
L
1.
H=Holdover from 1992-93 Council
P=Pending Acceptance
STUDENT AFFAIRS COUNCIL
(Consists of the Vice President for Student Affairs or his/her designee [Ex Officio];
3 Teaching Faculty, 1 of whom must be a senator;
3 Professional Employees, 1 ofwhom must be a senator;
1 Graduate;
3 Undergraduates, 1 of whom must be a senator)
The Council initiates and develops the policies necessary to establish and maintain a strong out-of-class
program designed to complement the formal curriculum for all students; considers all matters of student
life outside the formal instruction program and independent of the business and maintenance functions of
the university.
Ex Officio:
Mitchel Livingston, Vice President for Student Affairs or
designee (AD 129, 5500)
--- -Teacliing Faculty: --- -r:-
-H--n-ohalcfBiggs(CounselingPsyclf6logy~Ecf2T7~-5042lr- --- ---- ------
Professional
Employees:
Graduate:
Undergraduates:
*=Senator
2.
Malcolm Sherman (Math & Statistics, ES 114, 4628)
3.
*H Charles Tarlton (Political Science, MI 117, 5264)
1.
2.
3.
1.
1.
2.
3.
H
H
Carson Carr, Jr. (BOP, LI 94C, 5180)
Deborah Curry (University Libraries, UL 205, 3599)
Joan Savitt (International Programs, LI 85, 3525)
H=Holdover from 1992-93 Council.
P=Pending Acceptance
UNIVERSITY CO.MNIUNITY COUNCIL
(Consists of the Vice President for University Advancement or his/her designee [Ex Officio];
3 Teaching Faculty, 1 of whom must be a senator;
1 Professional Employee;
1 Service Staff;
1 Graduate;
2 Undergraduates, 1 of whom must be a senator)
The Council is responsible for the overview of university-wide matters, non-academic in nature and
pertaining to any and all constituencies; reviews and makes recommendations concerning arrangements for
university communications among internal constituencies and with outside publics; takes under
consideration and makes recommendations to appropriate bodies and those policies and conditions which
affect such things as safety, lounge facilities, and parking; takes under consideration and makes
recommendations concerning the operations of the University Auxiliary Services; supervises the
solicitation of funds from faculty and staff for organized charitable purposes; makes recommendations on
matters of personal and economic welfare; considers matters relating to alumni affairs.
- - - - - - - - - -
Ex Officio:
Teaching Faculty:
Christian Kersten, Vice President for University
Advancement or designee (AD 231, 5300)
1.
2.
*
*H
John Monfasani (History, Ten Broeck 306-2, 4814)
Graeme Newman (Criminal Justice, DR 223B, 5223)
---------
3.
Neal Robbins (Educational Administration & Policy, ED 329, 5085)
Professional
Employee:
1.
H James Pasquill (International Programs, LI 85, 3525)
Service Staff:
1.
H Patricia Colongione (Financial Management, AD 341, 311 0)
Graduate:
1.
Undergraduates:
1.
2.
*=Senator
H=Holdover from 1992-93 Council
P=Pending Acceptance
0590s
