Distance Education Format Proposal
For A Proposed or Registered Program
Form 4
Version 2014-11-17
When a new or existing program is designed for a distance education format, a campus Chief Executive Officer or Chief
Academic Officer should submit a signed cover letter and this completed form to the SUNY Provost at
program.review@ suny.edu. According to MSCHE, the 50% standard includes only courses offered in their entirety via
distance education, not courses utilizing mixed delivery methods. Also, MSCHE requires that the first two programs for
which 50% or more is offered through distance education be submitted for Commission review and prior approval of a
substantive change.
e All campuses must complete the following sections: Sections 1 - 3, and Part B: Program Specific Issues.
e Part A must be completed if the proposing campus has not previously submitted this form with a completed Part A:
Institution-wide Issues, or has made significant changes to its institution-wide distance education operations since
last completing Part A. This applies even if the institution has programs registered to be delivered at a distance.
Section 1. General Information
a) Institution’s 6-digit SED Code: | 210500
Institutional oy mae
Taformation Institution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
b) Program Title: | Geography
Registered or
Proposed Program SED Program Code | 03065
Award(s) (e.g., A.A., B.S.):|B.A.
Number of Required Credits: | Minimum [ 120] If tracks or options, largest minimum [
120]
HEGIS Code: | 2206
CIP 2010 Code: | 45.0701
©) Name and title: Billie Franchini — Director for the Institute for teaching, Learning and Academic
Distance Leadership
Education C ontact
Telephone: (518) 442-4850 E-mail: bfranchini@ albany.edu
d) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed
Chief Academic | Program. E-signatures are acceptable.
Officer Approval | Name and title: Carol Kim, Ph.D., Senior Vice Provost for Academic A ffairs & Provost
(alba
Signature and date: 8/4/2022
If the program will be registered jointly! with one or more other institutions, provide the
following information for each institution:
“If the partner institution is non-degree-granting, see SED's CEO Memo 94-04,
Partner institution’s name and 6-digit SED Code:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating approval of this
proposal):
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[Section 2: Enrollment
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 10 10 10
2 10 10 10
3 10 10 10
4 10 10 10
5 10 10 10
[Section 3: Program Information
a) Term length (in weeks) for the distance program:
15 weeks
b) Is this the same as term length for classroom program? [ ]No [X ] Yes
c) How much "instructional time" is required per week per credit for a distance course in this program? (Do not
include time spent on activities that would be done outside "class time," such as research, writing assignments, or
chatrooms.) NOTE: See SUNY policy on credit/contact hours and SED guidance.
Online courses are designed to be the equivalent in terms of instructional time and materials
covered in face-to-face courses. Instructional time will be 150-160 minutes a week for 15 weeks.
d) What proportion or percentage of the program will be offered in Distance Education format? Will students be
able to complete 100 percent of the program online? If not, what proportion will be able to be completed online?
50% of the program will be offered online.
e) Whatis the maximum number of students who would be enrolled in an online course section?
It depends on the class and the instructor. Usually it is 120 students for introductory courses (100 and 200
level) and 30 students for upper level courses (300-400 level).
Part A: Institution-wide Issues: Submit Part A only for the first Distance Education program proposed by your
institution using this form. SUNY and the State Education Department will keep this in a master file so that your
institution will not need to resubmit it for each new proposed online program, unless there are significant changes, such
as a new platform.
[ Part A.1. Organizational Commitment
a) Describe your institution’s planning process for Distance Education, including how the need for distance access
was identified, the nature and size of the intended audiences, and the provisions for serving those audiences,
including how each student’s identity will be verified.
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b) Describe your institution’s resources for distance learning programs and its student and technical support services
to ensure their effectiveness. What course management system does your institution use?
c) Describe how the institution trains faculty and supports them in developing and teaching online courses, including
the pedagogical and communication strategies to function effectively. Describe the qualifications of those who
train and/or assist faculty, or are otherwise responsible for online education.
d) If your institution uses courses or academic support services from another provider, describe the process used
(with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of college credit
and a degree or certificate.
e) Does your institution have a clear policy on ownership of course materials developed for its distance education
courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY’s statement on
copyright and faculty ownership of instructional content, and/or faculty contract provisions.
[Part A.2. Learner Support
a) — Describe how your institution provides distance students with clear information on:
Program completion requirements
The nature of the learning experience
Any specific student background, knowledge, or technical skills needed
Expectations of student participation and learning
The nature of interactions among faculty and students in the courses.
Any technical equipment or software required or recommended.
b) Describe how your institution provides distance learners with adequate academic and administrative support,
including academic advisement, technical support, library and information services, and other student support
services normally available on campus. Do program materials clearly define how students can access these
support services?
c) Describe how administrative processes such as admissions and registration are made available to distance
students, and how program materials inform students how to access these services.
d) What orientation opportunities and resources are available for students of distance learning?
Part B: Program-Specific Issues: Submit Part B for each new request to add Distance Education Format to a proposed
or registered program.
[ Part B.1. Learning Design
a) How does your institution ensure that the same academic standards and requirements are applied to the program
on campus and through distance learning? If the curriculum in the Distance Education program differs from that
of the on-ground program, please identify the differences.
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b)
9)
d)
e)
Instructors will adopt the same learning objectives for distance learning as in-person learning. While
teaching methods might be different, similar assessments will be adopted for distance learning to achieve
the same learning objectives. Any newly proposed course will go through the same process of approval that
all courses go through. The department faculty will discuss the proposed syllabus to ensure the learning
outcomes are appropriate and meet all university and program standards. Once the course is approved by
the department and college and it is in the course bulletin, faculty will decide what mode of delivery they
want to offer the course in. Regardless of mod of delivery, the learning outcomes are the same. Syllabi are
collected and reviewed each semester a course is taught, to confirm the course’s learning outcomes are
being meet.
Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?
Yes. The course offering sequence will be the same as in-person program.
How do faculty and others ensure that the technological tools used in the program are appropriate for the content
and intended learning outcomes?
The University provides a course management system (currently Blackboard) to be used by faculty for
online and hybrid teaching modalities. This platform offers a space for each class to participate.
Technology that is accessible to be used through this platform is discussion boards, video links, reading
links, messaging, document submission, and many other resources. The University also provides Zoom
which may be used for lectures, office hours, and student collaborative work. Instructors are required to
attend online teaching trainings offered by the university. The Department’s Executive Committee reviews
all syllabi and make sure each instructor’s use of technological tools is appropriate and will suggest tools if
needed.
How does the program provide for appropriate and flexible interaction between faculty and students, and among
students?
Students are assigned a faculty advisor that will always serve as a good point of contact for any student,
including online students. In the classroom, faculty have access to technology that they will use to interact
with students. Zoom provides space for the whole class to get together, as well as breakout rooms for
student interactions. Zoom may also be used for office hours. Discussion boards and commenting may be
used on Blackboard for interaction between students. The department can offer online social events such as
student orientation, GIS Day, and graduate party, and encourage the establishment of student groups such
as clubs.
How do faculty teaching online courses verify that the student who registers in a distance education course or
program is the same student who participates in and completes the course or program and receives the academic
credit?
Instructors can use many different technologies and instruments to ensure students registered are the one
attending the class. Here are a few examples:
e Students will be required to turn on the camera during online classes.
e Students are required to meet virtually with the instructor during office hours at the beginning of
the semester, and verify their IDs.
e Technologies such as Responds Lockdown screens with camera can be used to ensure students who
take the exams are the students who enrolled in the class.
e The University has a two layer authentication and authorization system. Students establish a
NETID through the University that is unique to them and that they create a password for. They
use this to get access to Blackboard, but then sign into Blackboard. In addition Blackboard utilizes
Safe Assign as a tool to monitor the completion tasks within its environment.
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[ Part B.2. Outcomes and Assessment
a) Distance learning programs are expected to produce the same learning outcomes as comparable classroom-based
programs. How are these learning outcomes identified — in terms of knowledge, skills, or credentials — in course
and program materials?
Learning outcomes are required on all geography syllabi. All distance learning students will receive a copy
of the syllabus at the start of each course. Learning outcomes for courses must support the learning
outcomes set for the program, which are:
Learning objectives for Geography BA program:
1. An understanding of the complex spatial relationships, interactions, and processes within the cultural
and natural environments of the Earth’s surface.
2. An understanding of geography’s distinctive disciplinary perspectives including concepts of place,
location, region, and environment, along with exposure to the varied theoretical worlds of contemporary
geography.
3. Proficiency in two or more of the basic analytic skills of cartography, remote sensing and image analysis,
statistical analysis, and geographic information systems.
4. A demonstrated ability to apply geographic knowledge in either research or an internship
These learning objectives are derived based on the conceptual understanding of geography as a field,
mastery of technical skills in geography, and the need to apply geographical knowledge and skills in
research and real life.
b) Describe how the means chosen for assessing student learning in this program are appropriate to the content,
learning design, technologies, and characteristics of the learners.
Learning outcomes are assessed in a number of ways:
1) reviewing exam responses to appropriate questions designed to measure the objectives in the four core
courses AGOG 101, 102, 106, and 493 (typically each course is reviewed once every other year).
2) reviewing exam response to appropriate questions designed to measure the objectives in advanced
elective courses (typically each course is reviewed once every other year).
3) writing samples for core courses are also reviewed in rotation every other year.
[ Part B.3. Program Evaluation
a) What process is in place to monitor and evaluate the effectiveness of this particular distance education program
on a regular basis?
The Geography Department conducts annual reviews of the student learning outcomes by reviewing the
syllabi of courses taught each year, as well as by reviewing writing samples and exam responses, to ensure
students are meeting the learning objectives of each course and the program. This will also be completed
for online courses as well.
b) How will the evaluation results will be used for continuous program improvement?
When weaknesses are detected in any learning outcome, the faculty teaching courses associated with this
learning objective are contacted and discussion on an appropriate response is carried out. This could
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include adding additional materials regarding the learning objective, creating an assignment specific to the
learning objective or just emphasizing the learning objective within the existing courses. Though it has not
happened, revising the program learning objectives is also a possibility.
c) How will the evaluation process assure that the program results in learning outcomes appropriate to the rigor
and breadth of the college degree or certificate awarded?
The same process as is currently used in the existing program. All courses are designed to meet the
University’s standards for rigor. If the courses evaluated show that the learning objectives are being met by
a minimum of 75% of students and we are retaining 85% of or more of declared majors or which 95%
graduate, then no changes are made. If any of these baseline metrics are not met, the program Director
will determine an appropriate course of action in consultation with all faculty in the Department of
Geography and Planning. This may result in changes to courses or the program, additional assignments or
exams, or development of new courses if needed.
[Part B.4, Students Residing Outside New Y ork State
SUNY programs must comply with all “authorization to operate" regulations that are in place in other U.S. states where
the institution has enrolled students or is otherwise active, based on each state’s definitions.
a) What processes are in place to monitor the U.S. state of residency of students enrolled in any distance education
course in this program while residing in their home state?
The State Authorization Reciprocity Agreement (SARA) process allows the University at Albany to deliver
our online programs in states outside New York.
SARA is a voluntary agreement among its member states and U.S. territories that establishes one set of
national standards and regulations for offering postsecondary distance education courses and programs.
This agreement is administered by four regional educational compacts and overseen by the National
Council for State Authorization Reciprocity Agreements (NC-SARA).
New York is a member of SARA and the University at Albany is an approved SARA institution. We adhere
to the established SARA standards for offering online education among member states, districts and
territories.
As a result, our online students benefit from expanded access to educational offerings, an enhanced
quality of distance education and better resolution of any complaints.
b) Federal regulations require institutions delivering courses by distance education to provide students or prospective
students with contact information for filing complaints with the state approval or licensing entity in the student’s
state of residency and any other relevant state official or agency that would appropriately handle a student's
complaint. What is the URL on your institution’s website where contact information for filing complaints for
students in this program is posted?
https: //www.albany.edu/graduatebulletin/requirements degree.htm#academic grievance
https: //www.albany.edu/graduatebulletin/requirements student complaints.htm
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Program Revision Proposal:
Changes to an Existing Program
Form 3A
Version 2016-10-13
SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,! a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed
form to the SUNY Provost at program.review@ suny.edu.
Section 1. General Information
a) Institution’s 6-digit SED Code: | 210500
Institutional areas ——
I anaes Institution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code): 210500
Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ X ] if not applicable:
(9) Program Title: | Geography
Registered
ev rrogram Code , a ,
Program to be SED Program Code | 03065, 89221, 28812, 82100
Changed Award(s) (e.g., A.A., B.S.):|B.A.
Number of Required Credits: Minimum [ 120 ] If tracks or options, largest minimum [ ]
HEGIS Code: | 2206
CIP 2010 Code: | 45.0701
Effective Date of Change: | Fall 2023
Effective Date of Completion? | Spring 2027
d) Name and title: Kaitlyn Beachner, Staff Associate for Undergraduate A cademic Programs
Campus Contact | Telephone and email: 518 — 442 — 3941; kbeachner@ albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed
Chief Academic _| Program. E-signatures are acceptable.
Officer Approval |Name and title: Carol Kim, Ph.D., Senior Vice President for Academic A ffairs & Provost
(alba
Signature and date: 8/4/2022
If the program will be registered jointly? with one or more other institutions, provide the
following information for each institution:
Partner institution’s name and 6-digit SED Code:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal):
‘To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.
? If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).
3 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
[Section 2. Program Information ]
[Section 2.1. Changes in Program Content ]
[ ] No changes in program content. Proceed to Section 2.2.
a) Check all that apply. Describe each proposed change and why it is proposed.
[X] Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)
[ ] Changes in a program’s focus or design
[ ] Adding or eliminating one or more options, concentrations or tracks
[ ] Eliminating a requirement for program completion (such as an intemship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.
b) [ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules
Description:
The primary reason for the changes is that the department has updated its major requirements and streamlined the
requirements for BA in Geography. Changes include the following:
1) Add the capstone experience GOG 493;
2) Adda new required course GOG 106;
3) Add cluster requirement: at least one elective course in each of the three clusters;
4) Add the oral discourse requirement (““Y” courses) due to the change in Gen Education at the university level.
5) Increase 300Hevel elective courses from 18 to 21 credits.
6) Change GOG 327 to GOG 227 to be compatible to SUNY transfer pathway.
7) Chang GOG 260 to GOG 360
All other program modifications are to delete any elective courses that have not been taught since 2012, add courses
that have had been added since the last registration.
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1990 Geography B.A. Requirements: 2022 Proposed Changes to Geography B.A.
Requirements:
Core of 36 credits to include: Core of 36 credits to include:
GOG 101N/M — Introduction to the Physical Environment (3) | AGOG 101 — Introduction to the Physical Environment (3)
GOG 102G/M — Introduction to Human Geography (3) AGOG 102 — Introduction to Human Geography (3)
AGOG 106 — Introduction to Geospatial Technologies (3)
GOG 396Y — Introduction to Spatial Analysis (3) Removed requirement and re-numbered
Capstone Experience:
AGOG 493 — Geographic Thought (3)
GOG 290 — Introduction to Cartography (4) Elective option; not required
GOG 291- Map Interpretation (3) Removed requirement
Select | GOG 293 — Use and Interpretation of Aerial
Bae: Photographs (3) Removed requirement
GOG 385 — Introduction to Remote Sensing of
Environment (4) Removed requirement
©) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.
Electives: 23-24 credits in geography, a minimum of 9
credits which must be at or above the 300-level, and a
minimum of 1 course of a regional nature (marked with *
in list below).
Electives: 24 credits in geography, a minimum of 21 which
must be at or above the 300-level; at least one course from
each cluster; at least one course with Y extension.
Human Geography Cluster:
AGOG 125 — The American City (3)
GOG 150W —The Third World: Problems and Issues (3) Removed Course
GOG 155P — Geography and Contemporary Affairs (3) Removed Course
GOG 160) /W - China: People and Places in the Land of One | AGOG 160 — China: People and Places (3)
Billion (3)
GOG 190Y — Graphic Display of Information (3) Removed Course
AGOG 200 — Inequality, Conflict and The Environment (3)
GOG 201M — Introductory Geomorphology (3) Removed Course
GOG 210M — Introductory Economic Geography (3) Removed Course
GOG 220M — Introductory Urban Geography (3) AGOG 220 — Introductory Urban Geography (3
AGOG 225 — World Cities: Geographies of Globalization (3)
AGOG 227 — World Regions and Global Markets (3)
GOG 240W — Patterns of American Immigration (3) Removed Course
GOG 250) /W - Geography of Latin America (3) AGOG 250 - Geography of Latin America (3)
GOG 270W — Geography of Africa (3) AGOG 270 — Geography of Africa (3)
GOG 291 — Map Interpretation (3) Removed Course
(if not selected from core)
GOG 293Y — Use and Interpretation of Aerial Photographs Removed Course
(3)
(if not selected from core)
AGOG 321Y - Exploring the Multicultural City (3)
AGOG 325 — Global Urbanism and Culture (3)
AGOG 328 - Gender, Space and Place (3)
AGOG 344Y — World Populations (3)
AGOG 350 — Urban Development in China (3)
AGOG 361 - China In The Global Arena (3)
AGOG 364Y — India: Development Debates (3)
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AGOG 375 — Methods of Urban Analysis (3)
AGOG 405 — Topics in Human Geography (1-4)
AGOG 440 - Global Politics, Space and Place (3)
AGOG 450 — Independent Study (3)
AGOG 480 — Advanced Urban Geography (3)
AGOG 490 — Human Dimensions of Global Change (3)
AGOG 492 — Geography Internship (3)
AGOG 499 - Senior Honors Thesis (3)
Environmental Geography Cluster:
AGOG 201 — Environmental Analysis (3)
GOG 301 — Physiography of the United States (3)
Removed Course
GOG 304 — Climate and People: An Introduction to
Climatology (3)
AGOG 304 — Climatology (3)
GOG 311P — World Energy and Mineral Resources (3)
Removed Course
GOG 320M — Urban Planning (3)
Removed Course
AGOG 424 - Landscape Ecology (3)
AGOG 430Y — Environmental Planning (3)
AGOG 431 — Climate Change (3)
AGOG 433Y — Urban Ecology (3)
AGOG 460Y — People Places and Power (3)
Geographic Information Science Cluster:
GOG 290 — Introduction to Cartography
(if not selected from core)
AGOG 290 — Introduction to Cartography (4)
AGOG 307 — Geospatial Applications of Drones (3)
GOG 311P — World Energy and Mineral Resources (3)
Removed Course
GOG 330W — Urbanization in Latin America (3)
Removed Course
GOG 344P — World Populations: Past, Present, and Future
(3)
Removed Course
GOG 356 — Geography of the United States (3) *
Removed Course
GOG 359 — Geography of Canada (3) *
Removed Course
GOG 365W — Geography of Western Europe (3) *
Removed Course
GOG 368W — Geography of Eastern Europe (3) *
Removed Course
GOG 371W — Geography of the Soviet Union (3) *
Removed Course
GOG 380P — Medical Geography (3)
Removed Course
GOG 385 — Introduction to Remote Sensing of Environment
(4)
Removed Course
GOG 390 — Intermediate Cartography (3)
Removed Course
GOG 397 — Independent Investigations in Geography (1-6)
Removed Course
AGOG 406 — Topics in Geographic Information Systems (1-4)
GOG 414 — Computer Mapping (3)
AGOG 414 — Computer Mapping (3)
GOG 416 — Urban and Regional Planning Laboratory (3)
Removed Course
GOG 417 — Geography Internships (3-6)
Removed Course
GOG 420 — Planning Internship (3)
Removed Course
AGOG 422 - Geographic Information Systems for Social
Sciences (3)
GOG 426Z — Regional Planning (3)
Removed Course
AGOG 427Y — Human Factors in Geographic Information
Science (3)
GOG 431 - Selected Topics in Geography (3)
Removed Course
GOG 442Z — Cultural Geography (3)
Removed Course
GOG 450 — Directed Study in Geography (3)
Removed Course
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GOG 470Z — Urbanization in China (3) Removed Course
AGOG 479 — Fundamentals of Applied Global Positioning
Systems (GPS) (3)
GOG 480 — Applied Urban Social Geography (3) Removed Course
AGOG 484 — Remote Sensing | (3)
GOG 485 — Intermediate Remote Sensing of the AGOG 485 — Remote Sensing Il (3)
Environment (3)
GOG 496 — Geographic Information Systems (3) AGOG 496 — Geographic Information Systems (3)
GOG 499A/B — Senior Honors Thesis (3,3) AGOG 498 — Advanced Geographic Information Systems (3)
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d) For each new or significantly revised course, provide a syllabus at the end of this form, and,
on the SUNY Faculty Table provide the name, qualifications, and relevant experience of the
faculty teaching each new or significantly revised course. NOTE: Syllabi for all courses
should be available upon request. Each syllabus should show that all work for credit is
college level and of the appropriate rigor. Syllabi generally include a course description,
prerequisites and corequisites, the number of lecture and/or other contact hours per week,
credits allocated (consistent with SUNY policy on credit/contact hours), general course
requirements, and expected student learning outcomes.
We have several new courses, and many old ones have been revised by new faculty.
Core Courses
AGOG 101 - Introduction to the Physical Environment (3)
AGOG 102 — Introduction to Human Geography (3)
AGOG 106 — Introduction to Geospatial Technologies (3)
AGOG 493 — Geographic Thought (3)
Human Geography Cluster:
AGOG 125 —The American City (3)
AGOG 160 —China: People and Places (3)
AGOG 200 — Inequality, Conflict and The Environment (3)
AGOG 220 — Introductory Urban Geography (3)
AGOG 225 — World Cities: Geographies of Globalization (3)
AGOG 227 — World Regions and Global Markets (3)
AGOG 250 - Geography of Latin America (3)
AGOG 321Y - Exploring the Multicultural City (3)
AGOG 325 — Global Urbanism and Culture (3)
AGOG 328 — Gender, Space and Place (3)
AGOG 344Y —World Populations (3)
AGOG 350 — Urban Development in China (3)
AGOG 361 - China in The Global Arena (3)
AGOG 364Y — India: Development Debates (3)
AGOG 375 — Methods of Urban Analysis (3)
AGOG 405 — Topics in Human Geography (1-4)
AGOG 440 — Global Politics, Space and Place (3)
AGOG 450 — Independent Study (3)
AGOG 460 - People, Place, and Power (3)
AGOG 480 — Advanced Urban Geography (3)
AGOG 490 — Human Dimensions of Global Change (3)
AGOG 492 — Geography Internships (3)
AGOG 499- GOG 499 Senior Honors Thesis (3)
Environmental Geography Cluster:
AGOG 201 - Environmental Analysis (3)
AGOG 304 — Climatology (3)
AGOG 307 — Geospatial Applications of Drones (3)
AGOG 424 — Landscape Ecology (3)
AGOG 430Y — Environmental Planning (3)
AGOG 431 — Climate Change (3)
AGOG 433Y — Urban Ecology (3)
AGOG 460Y — People, Place, and Power (3)
Geographic Information Science Cluster:
AGOG 290 — Introduction to Cartography (4)
AGOG 406 — Topics in Geographic Information Systems (1-4)
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e)
AGOG 414 — Computer Mapping (3)
AGOG 422 — Geographic Information Systems for Social Sciences (3)
AGOG 427Y — Human Factors in Geographic Information Science (3)
AGOG 484 — Remote Sensing | (3)
AGOG 485 — Remote Sensing II (3)
AGOG 496 — Geographic Information Systems (3)
AGOG 498 — Advanced Geographic Information Systems (3)
What are the additional costs of the change, if any? If there are no anticipated costs, explain why.
There are no additional costs.
These courses are taught by existing faculty, which do not incur additional costs.
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[ Section 2.2. Other Changes
Check all that apply. Describe each proposed change and why it is proposed.
[ ] Program title
[ ] Program award
[X ] Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program.
[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.
[ ] A change in the total number of credits in a certificate or advanced certificate program
[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.
Description:
After having to transition to online learning during the Covid-19 pandemic, our department and faculty have realized
that our courses can be taught online without sacrificing any quality of education. We would like the opportunity to
now teach more of the program online to help expand opportunities for our students.
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[Section 3. Program Schedule and Curriculum
a) For undergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and
scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program
Schedule for each one.
b)
NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.
It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor’s degree programs should have at least 45 credits of upper division study, with 24 in the major.
It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign
Languages
It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
When a SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and MTP 2013-03.
Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request with compelling justification(s).
EXAMPLE FOR ONE TERM: Undergraduate Program Schedule
Term 2: Fall 20xx Credits per classification
Course Number & Title Cr GER_ [LAS |Maj |TPath New _|Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 111 College Mathematics 3 M 3 3 MAT 110
CMP 104 Introduction to Computers 3
HUM 110 Speech 3 BC 3 x
ENG 113 English 102 3 BC 3
Term credit total: | 16 6 9 7 4
For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.
NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.
3 of 15
SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Geography
a) Indicate academic calendar type: [X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
Program/Track Title and Award:
b) Label each term in sequence, con:
c) Name of SUNY Transfer Path, if one exists: Geography
stent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
See Transfer Path Requirement Summary for details
d) Use the table to show how a typical student may progress through the program; Se the table as needed. Complete all columns that _ to a course.
Term 1: SE | Term
Course Number & Title Cr |GER | LAS | Maj | TPath | New |Co/Prerequisites| [Course Number & Title Cr |GER |LAS |Maj|TPath | New | Co/Prerequisites
AGOG 104 Introduction to Physical
Geograph’ 3 NS 3 3 x Free Elective 3
AGOG 102 Introduction to Human AGOG 106 Introduction to x
Geograph’ 3 ss 3 3 x Geospatial Technologies 3 3 3 x
General Education - Western UUNI 110 Writing and Critical 3 | BC 3
civilization 3 wc 3 Inquiry
General Education - Math & Statistics | 3 | MS 3 General Education - Arts 3 | AR
General Education — 3 | HU 3
General Education American Histon 3 | AH 3 Humanities
Term credit totals: | 15 | 15 15 6 Term credit totals: | 15 | 9 9 3 3
Term 3: Term 4:
Course Number & Title Cr |GER | LAS | Maj| TPath | New |Co/Prerequisites| {Course Number & Title Cr _|GER |LAS |Maj|TPath | New | Co/Prerequisites
Lower Division GOG elective (1/1) 3 3 3 x Upper Division GOG elective 3 3 3
(Transfer Students AGOG 227 World (2/7)
Regions and Global Markets)
Upper Division GOG elective (1/7) 3 3 3 Upper Division GOG elective 3 3 3
(3/7)
General Education -Other World 3 | OW 3 General Education - UA 3 3
Civilizations Requirement - Challenges for
215‘ Century
General Education - Foreign 3. FL 3 LAS Elective 3 3
Language
LAS Elective 3 3 LAS Elective 3 3
Term credit totals: | 15 | 6 15 6 3 Term credit totals: | 15 15 6
Term 5: Term 6:
Course Number & Title Cr |GER | LAS | Maj | TPath | New |Co/Prerequisites| [Course Number & Title Cr |GER |LAS |Maj|TPath | New _|Co/Prerequisites
Upper Division GOG elective (4/7) 3 3 3 Upper Division GOG elective 3 3 3
(oral discourse) (6/7)
Upper Division GOG Elective ( 5/7) 3 3 3 LAS Upper Division Elective 3 3
LAS Elective 3 3 LAS Elective 3 3
Free Elective 3 Free Elective 3
Free Elective 3 Free Elective 3
Term credit totals: | 15 9 6 Term credit totals: | 15 9 3
Term 7: Term 8:
Course Number & Title Cr |GER | LAS | Maj | TPath | New |Co/Prerequisites| [Course Number & Title Cr |GER |LAS |Maj|TPath | New _|Co/Prerequisites
Upper Division GOG Elective (7/7) 3 3 3 AGOG 493 Geographic x
Thought 3 3 3
LAS Elective 3 3 LAS Upper Division Elective 3 3
Free Upper Division Elective 3 Free Upper Division Elective 3
Free Upper Division Elective 3 Free Upper Division Elective 3
LAS Upper Division Elective 3 3 LAS Elective 3 3
Term credit totals: Tem credit totals:
" a Total SUNY Major: Elective & Upper Upper Number of SUNY GER Categori
i ea Credits: 120 | GER: 30 36 Other: 57 Division: 45 Major: 24 [9
KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Arts & Sciences (Enter credits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path
Courses (Enter credits) New: new course (Enter X) Co/Prerequisite(s); list co/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category
Abbreviations: American History (AH), Basic Communication (BC), Foreign Language (FL), Humanities (H), Math (M), Natural Sciences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),
Westem Civilization (WC)
SUNY Graduate Program Schedule OPTION: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award:
a) Indicate academic calendar type:
] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
d) Complete the last row to show program totals and comprehensive, culminating elements. Complete all columns that apply to a course.
Term 1:
Term 2:
Course Number & Title
Credits
New | Co/Prerequisites
Course Number & Title
Credits
New
Co/Prerequisites
Term credit total:
Term 3:
Term credit total:
Term 4:
Course Number & Title
Credits
New | Co/Prerequisites
Course Number & Title
Credits
New
Co/Prerequisites
Term credit total:
Term 5:
Term credit total:
Term 6:
Course Number & Title
Credits
New | Co/Prerequisites
Course Number & Title
Credits
New
Co/Prerequisites
Tem credit total:
Term 7:
Term credit total:
Term 8:
Course Number & Title
Credits
New | Co/Prerequisites
Course Number & Title
Credits
New
Co/Prerequisites)
Tem credit total:
Term credit total:
Total
Program Total Credits:
applicable:
Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if
New: X_ if new course
Prerequisite(s): list prerequisite(s) for the listed courses
6
[Section 4, SUNY Faculty Table ]
a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.
c) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member
(a) ) © @) @ ©
Faculty Member Name and Title | % of Program Courses Which May Be Taught Highest and Other Applicable Discipline(s) of Additional
and/or Rank at the Institution Time (Number and Title) Earned Degrees (include College or | Highest and Other Qualifications: List
(Include and identify Program Dedicated University) Applicable Eamed related certifications
Director.) to This Degrees and licenses and
Program professional experience
in field.
PART 1. Full-Time Faculty
Y ougin Huang, Professor, 75 GOG 160 China: People and Places, Ph.D., University of Califomia, Los Geography
Undergraduate Program Director GOG 344Y World Population, Angeles
GOG 350 Urban Development in China
GOG 499 Honors Thesis
Kate Coddington, Assistant 100 GOG 102 Introduction to Human Ph.D., Syracuse University Geography
Professor Geography;
GOG 200 Inequality, Conflict and the
Environment;
GOG 493 Geographic Thought;
GOG 490 Human Dimensions of Global
Change
GOG 492 Intership
Andrei Lapenas, Professor, 50 GOG201 Environmental Analysis, Ph.D. Russian State Geography,
Department Chair G0G304 Climatology, Hydrometeorological University, MS | Oceanology
GOG 431 Climate Change Saint Petersburg State University
GOG 450 Independent Study
Rui Li, Associate Professor 100 GOG 106 Introduction to Geospatial Ph.D. The Pennsylvania State Geography
Technologies; University
GOG 290 Introduction to Cartography;
GOG427Y Human Factors in GI Science;
GOG 498 Advanced GIS
Shiguo Jiang, Assistant Professor 50 GOG101 Introduction to Physical Ph.D. The Ohio State University Geography
Environment
GOG422 GIS for Social Sciences
Alexander Buyantuev, Associate 75 GOG 484 Remote Sensing I; Ph.D. Institute of Geography, Geography, Plant
Professor GOG 485 Remote Sensing II; Russian Academy of Sciences Biology
GOG 424 Landscape Ecology; (Siberian Branch), Ph.D. Arizona
GOG 307 Geospatial Applications of State University, Tempe AZ
Drones;
GOG 101 Introduction to Physical
Environment,
GOG 433Y Urban Ecology
Tom Narins, Assistant Professor 100 GOG 225 World Cities; Ph.D., University of Califomia, Los Geography
GOG 227 World Regions and Global Angeles
Markets;
GOG 360 China in the Global Arena;
GOG 440 Global Politics, Space and Place
David Lewis, Associate Professor | 50 GOG 328 Gender, Space, and Place, Ph.D. Rutgers University Urban Planning and Master in Urban and
GOG 375 Methods of Urban Analysis, Policy Development | Regional Planning 1998,
GOG 440 Global Politics, Place and Space, Rutgers University
GOG 430Y Environmental Planning,
GOG 460Y People Place and Power
James Mower, Associate Professor | 50 GOG 414 Computer Mapping; Ph.D., State University of New York | Geography
GOG 479 Fundamentals of Applied GPS at Buffalo
Ray Bromley, Professor 50 GOG 364 India: Development Debate PhD, Cambridge University Geography and
Planning
John Pipkin, Distinguished Service | 100 GOG 405 Topics in Human Geography PhD, Northwestern University Geography
Professor
Pierre Kablan, Associate Professor | 25 GOG 270 Geography of Africa Ph.D., Union Institute & University Ethical & Creative Masters in Intemational
Leadership and Education from New
Public Policy Y ork University
Co-author of ‘Leadership
in the African Context”
Christopher J. Smith, Professor 50 GOG 480 Advanced Urban Geography PhD, University of Michigan Geography and
Planning
Part 2. Part-Time Faculty
Amelia Barbadoro, Adjunct 25 GOG 321Y Exploring the multicultural city Ph. D., The Graduate Center, City Education Policy and | Director of Equity and
University of New Y ork Leadership Studies Compliance & Title IX
Coordinator, University
at Albany
Christopher O'Connor (Lecturer 10 | 100 GOG496 Introduction to Geographic M.A., Geography, State University of | Geography
Month) Information Systems New Y ork at Albany
Nicholas Murphy (Lecturer 10 50 GOG 220 Introductory Urban Geography, M.A., M.S. (University at Albany, Geography
Month)
GOG 225 World Cities
SUNY)
Neusa H. McWilliams 50 GOG 102 Human Geography, Ph.D. University of Califomia, Geography
GOG 250: Latin America, Berkeley
GOG 225: World Cities,
GOG 200 Cultural Geography,
GOG 220 Intro Urban Geog,
GOG 431 Climate Change
David Banks 25 AGOG 220 Introduction to Urban Ph.D. Rensselaer Polytechnic Science and BA Urban Studies, 2009
Geography, AGOG 325 Global Urbanism Institute Technology Studies,
and Culture
Ted Orosz, Adjunct Faculty 50 AGOG 125 The American City M.S. Rensselaer Polytechnic Urban/Environmental | 30 Y ears as the
Institute Studies Metropolitan
Transpiration Authority
Bus Planning Manager
Part 3. To-Be-Hired Faculty
(List as TBH1, TBH2, etc., and
provide expected hiring date
instead of name.)
