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: | Africana Studies
Registered 4
ped rrogram Code . >
Program to be SED Program Code | 04652, 28813, 89224
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: | 2211
CIP 2010 Code: | 05.0201
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
(len 7/21/2022
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:
Signature and date:
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 2.1. 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 internship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.
Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules
Description: Changes have been made to offer students more options and increase rigor of the overall program.
They only required course now is our Senior Seminar course, to ensure graduates of the program have in depth
research and writing experience within the field. The other courses in the core now allow students to choose three of
the five courses based off student interests. We also increased the number of upper division electives required to
ensure academic rigor of the program.
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b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly
indicates all new or significantly revised courses, and other changes.
1990 Africana Studies B.A. Requirements:
2022 Proposed Changes to Africana Studies B.A.
Requirements:
36 credits (12 must be at the 300 level or above) to include:
Minimum of 36 credits to include:
AAFS 101 — Introduction to Africana Studies (3) *
AAS 142L — African/Afro-American Literature (3)
AAFS 142 — African/African-American Literature (3) *
Required
courses
AAS 219W - Introduction to African/Afro- ote J
American History (3) shah _ . . a .
Select AAS 219J ~ Introduction to African/Afro. | the five AAFS 219 Introduction to African/African-American
one ‘ 5 j courses | History (3)
American History (3) (writing intensive listed
version of course) hare
AAS 221 — The Economic Structure of the Black | (marked Elective option in 2022
Community (3) with *): e
AAS 286W — History of Africa | (3)
AAFS 286 — African Civilizations (3) *
AAEFS 287 — Africa in the Modern World (3) *
AAS 322 — Developing African Nations (3)
Elective option in 2022
AAS 490 — Senior Seminar for African/Afro-
American Studies Major (3)
Required | AAFS 490 — Senior Seminar for Africana Studies
course Majors (3)
Additional department courses as advised: must include 6
credits of which are at the 200 level and 6 credits at the
300 level or above (options listed below)
Additional 24 credits within departmental courses as
advised; must include at least 21 credits at 300 or above
AAFS 209 — Black American Music (3)
AAS 213 — History of Civil Rights Movement (3)
AAFS 213 — History of Civil Rights Movement (3)
AAFS 220 — Black and White in America (3)
AAFS 221 — The Economic Structure of the Black Community (3)
“listed as required course in 1990, but elective course in 2022*
AAS 224 - Cities as People (3)
AAFS 224 — Cities as People (3)
AAS 240P - Classism, Racism and Sexism: Issues (3)
AAFS 240 - Classism, Racism and Sexism: Issues (3)
AAS 270 — Geography of Africa (3)
AAFS 270 — Geography of Africa (3)
AAS 287W - History of Africa II (3)
AAFS 287 — ‘listed as elective course in 1990, but required course option in
2022"
AAS 301W — The Caribbean: Peoples and Cultures (3)
AAFS 269 — The Caribbean: Peoples, History, and Culture (3)
AAS 311W — History of Slavery in the Western Hemisphere (3)
AAFS 311 — History of Slavery in the Western Hemisphere (3)
AAS 320 - Black Nationalism: Political Perspective in Africa (3)
AAFS 320 — Black Nationalism: Political Perspective in Africa (3)
AAFS 325 — Introduction to Research Methods (3)
AAFS 331 — The African/African American Family (3)
AAS 333 — The Black Community: Continuity & Change (3)
AAFS 333 — The Black Community: Continuity & Change (3)
AAS 340 — The Black Essay (3)
AAFS 340 — The Black Essay (3)
AAFS 341 — African/African American Religion (3)
AAS 342W — Sub-Saharan Africa: Peoples and Cultures (3)
AAFS 342 — Sub-Saharan Africa: Peoples and Cultures (3)
AAS 345 — The Black Novel: Black Perspectives (3)
AAFS 345 — The Black Novel: Black Perspectives (3)
AAS 355Z — Introduction to African and Afro-American Poetry (3)
AAFS 355 — Introduction to African and Afro-American Poetry (3)
AAS 370 — The Psychology of the Black Experience (3)
AAFS 370 — The Psychology of the Black Experience (3)
AAFS 375 — Black Popular Culture (3)
AAS 386W - Race and Conflict in South Africa (3)
AAFS 386W - Race and Conflict in South Africa (3)
AAFS 393 — Topics in African History (1-4)
AAS 400 — The Law and Afro-America (3)
AAFS 400 — The Law and African-America (3)
AAFS 401 — Seminar in African American History | (3)
AAFS 402 — Seminar in African American History II (3)
AAS 416 — Contemporary Black Women and their Fiction (3)
Removed option
AAS 430 — Black Social and Political Thought in the Americas (3)
AAFS 430 — Black Social and Political Thought in the Americas (3)
AAS 432M - The African-American Woman: Contemporary
Issues (3)
AAFS 432M - The African-American Woman: Contemporary Issues (3)
AAS 435 — Blacks and the American Political Process (3)
AAFS 435 — Blacks and the American Political Process (3)
AAS 440 — Black Women in United States History (3)
Removed option
AAFS 446 — Literature and Human Rights (3)
AAFS 451 — Jazz, Identity and the Human Spirit (3)
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c) For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly 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.
AAFS 101 — Introduction to Africana Studies (3)
AAFS 209 — Black American Music (3)
AAFS 220 — Black and White in America (3)
AAFS 325 — Introduction to Research Methods (3)
AAFS 331 — The African/African American Family (3)
AAFS 341 — African/African American Religion (3)
AAFS 375 — Black Popular Culture (3)
AAFS 393 — Topics in African History (1-4)
AAFS 401 — Seminar in African American History I (3)
AAFS 402 — Seminar in African American History II (3)
AAFS 446 — Literature and Human Rights (3)
AAFS 451 — Jazz, Identity and the Human Spirit (3)
d) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.
Change involves addition of six credit hours for upper level courses and update of courses. These new course
offerings did not require any costs due to the current faculty being able to teach the courses.
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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.
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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.
NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.
«= [t 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.
«= [t 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
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
b) For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.
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SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award: Africana Studies B.A.
a) Indicate academic calendar type: [ x] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Name of SUNY Transfer Path, if one exists:
Term 1: Fall
See Transfer Path Requirement Summary for details
opy/expand the table ieeded. Complete all columns that apply to a course.
Course Number & Title Cr |GER | LAS Path | New | Co/Prerequisites| | Course Number & le Cr _|GER | LAS Maj New_| Co/Prerequisites
3 | HU 3 AAFS 101 - Intro to Africana 3 | HU 3 3
AAFS 101 - Intro to Africana Studies ow Studies (CH) OR AAFS 142 — ow
(CH) OR AAFS 142 - African/African- CH African/African-American CH
American Literature (HU) OR AAFS AH Literature (HU) OR AAFS 219 - AH
219 — Intro to African/African-American Intro to African/African-
History (AH) OR AAFS 286 - African American History (AH) OR
Civilizations (OW) or AAFS 287 - AAFS 286 - African
Africa in the Modern World (OW) Civilizations (OW) or AAFS 287
— Africa in the Modern World
(OW)
UUNI 110 - Writing and Critical Inquiry | 3 BC 3 General Education - Social 3] SS 3
Science
General Education - Mathematics 3 M 3 General Education - Foreign 3 FL 3
Languages
General Education — Arts 3 | AR General Education — 3 | HU 3
Humanities, US History, ow
International Perspectives or CH
Challenges *Depending on AH
which course was not chosen in
Major to meet Gen Ed
Requirement
General Education - Natural Sciences | 3 NS 3 LAS Elective 3 3
‘erm 15 12
Term 3: Fall
Course Number & Title Cr _|GER | LAS | Maj Co/Prerequisites |_| Course Number & Title New_| Co/Prerequisites
AAFS 101 — Intro to Africana Studies 3 | HU 3 3 AAFS Elective, 200-level 3 3
(CH) OR AAFS 142 - African/African- ow
American Literature (HU) OR AAFS CH
219 - Intro to African/African-American AH
History (AH) OR AAFS 286 - African
Civilizations (OW) or AAFS 287 -
Africa in the Modern World (OW)
LAS Elective 3 3 AAFS Upper Division Elective 3 3 3
(1 of 7)
LAS Elective 3 3 LAS Elective 3 3
LAS Elective 3 3 LAS Elective 3 3
Free Elective 3 Free Elective 3
Term credit totals:[ 15 | 3 | 12 | 3 | Term credit totals: | 15 Rm [6 |
Westem Civilization (WC)
Course Number & Title Cr |GER TPath | New | Co/Prerequisites| | Course Number & Title Cr_|GER | LAS Maj | TPath New _| Co/Prerequisites
AAFS Upper Division Elective (2 of 7) 3. AAFS Upper Division Elective 3 3 3
(40f7)
AAFS Upper Division Elective (3 of 7) 3 3 3 AAFS Upper Division Elective 3 3 3
(6 0f7)
LAS Upper Division Elective 3 3 LAS Upper Division Elective 3 3
LAS Elective 3 3 Free Elective 3
Free Elective 3 Free Elective 3
Term credit totals: |_15 12 6 Term credit totals: | 15 9 6
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
AAFS Upper Division Elective (6 of 7) 3 3 3 AAFS 490 - Senior Seminar in | 3 3 3
Africana Studies Majors
LAS Upper Division Elective 3. 3 AAFS Upper Division Elective 3 3 3
(7 of 7)
Free Upper Division Elective 3 LAS Upper Division Elective 3 3
Free Upper Division Elective 3 LAS Upper Division Elective 3 3
Free Elective 3 Free Elective 3
Term credit tota 6 [3 | Term credit totals: | 15 2 | 6
Total SUNY LAS: | Major: Elective & Upper Upper Division a eee eG
Credits: 120 | GER: 30 90 36 Other: 63 Division: 45 Major: 24
eviation) LAS: Liberal Arts &
Courses (Enter credits) New: new course (Enter X) Co/Prerequisite(s): list co/prerequisite(s) for the noted coui
Abbreviations: American History (AH), Basic Communication (BC), Foreign Language (FL), Humanities (H), Math (M), Natural
Upp
its) Maj: Major requirement (Enter credits) TPath:
urses intended primarily for juniors and seniors
iences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),
SUNY Transfer Path
UNY GER Category
SUNY Graduate Program Schedule OPTIO:
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
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.
: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Term I: Term 2:
Course Number & Title Credits_[ New | Co/Prerequisi Course Number & Title New |Co/Prerequisites
Term credit total: PE Term credit total: Po
Term 3: Term 4:
Course Number & Title Credits [ New | Co/Prerequisites Course Number & Title New [Co/Prerequisites
Term credit total: P| Term credit total: Po
Term 5: Term 6:
Course Number & Title Credits | New | Co/Prerequisites Course Number & Title Credits [| New [Co/Prerequisites
Term credit total: Po Term credit total: Po
Term 7: Term 8:
Course Number & Title Credits _[ New | Co/Prerequisites Course Number & Title Credits | New |Co/Prerequisites)
Term credit total:
Term credit total:
Potal
Progra ‘ol Credits:
Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if
applicable:
New: X if new course
Prerequisite(s): list prerequisite(s) for the listed courses
[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.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member
(a)
(b)
(c)
(d)
(©)
0)
Rank at the Institution
(Include and identify Program
Director.)
Faculty Member Name and Title and/or
% of Time
Dedicated
to This
PART 1. Full-Time Faculty
David Agum, Lecturer
100%
Program Courses
Which May Be
Taught
AAFS 101
(Introduction to
Africana Studies),
287 (Africana In the
Modern World), 322
(Developing African
Nations)
Highest and Other
Applicable Earned
Degrees (include College
Ph.D.- Temple University
Discipline(s) of Highest
and Other Applicable
Africana Studies
Additional Qualifications: List
related certifications and
licenses and professional
—_— (Number and Title) or University) Earned — — in field.
Jennifer Burns, Assistant Professor
100%
AAFS 219
(Introduction to
African American
History); AAFS 220
(Black and White in
America), AAFS 401
(Seminar in African
American History I),
AAFS 402 (Seminar
in African American
History II)
Ph.D. - University at
Albany
History
David Glovsky, Assistant Professor
100%
AAFS 287 (Africana
in the Modern
World)
AFFS 393 Topics in
African History
Ph.D. - Michigan State
University
History
Michelle Harris, Professor
100%
AAFS 220 (Black
and White in
America)
AAFS 432 (The
African American
Woman)
Ph.D. - University of
Michigan
Sociology
Marcia Sutherland (Department Chair),
Associate Professor
100%
AAFS 498 (Topics in
African Studies);
AAFS 499 (Topics in
Ph.D. - Howard University
Psychology
10
(a) (b) (c) (d) (©) (f)
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
Afro American
Studies)
El-Ra Radney, Assistant Professor 100% AAFS 101 Ph.D. — Michigan State African American &
(Introduction to University African Studies
Africana Studies),
AAFS 150 (Life in
the Third World),
AAFS 375 (Black
Popular Culture),
AAFS 490 (Senior
Seminar in Africana
Studies)
Leonard A. Slade, Jr. (Professor Emeritus) | 100% AAFS 375 (Black Ph.D. — University of English
Popular Culture) Illinois
Daphne Chandler (Assistant Professor) 100% AAFS 325 Ph.D. — University of Educational Psychology
(Introduction to Wisconsin
Research Methods),
AAFS 331 (The
African/African
American Family)
Alejandra Aguilar Dornelles (Assistant 5% AAFS 446 Ph.D. — Washington Latin American
Professor) (Literature and University Literature
Human Rights)
Kyra Gaunt (Department of Music and 25% AAFS/AMUS 209 Ph.D., University of Musicology
Theatre), Assistant Professor (Black American Michigan
Music)
Robert Gluck (Department of Music and 25% AAFS/AMUS 451 M.F.A., Rensselaer Music
Theatre), Professor
Part 2. Part-Time Faculty
(Black American
Mu:
Polytechnic Institute
Dr. Roxanne Jones Booth, Adjunct 5% AAFS 341 (African Ph.D. - Gordon Conwell Theology
Professor American Religion) Theological Seminary
Clayton Eichelberger, Adjunct Professor 25% AAFS 400 (Law and | J.D. - Mercer University Law
the Black
Community)
Frank Essien, Adjunct Professor 5% AAFS 286 (African Ph.D. - University at Public Administration
Civilizations to
1870), AAFS 287
Albany
(a) (b) (c) (d) (©) (f)
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
(Africa in the
Modern World)
Annette Johnson, Adjunct Professor 25% AAFS 333 (The Ph.D. - Columbia Health Education
Black Community) University
Marcel Kittisou, Adjunct Professor 3% AAFS 286 (African Ph.D. - Syracuse University | History
Civilizations to
1870) AAFS 287
(Africa in the
Modern World)
Part 3. To-Be-Hired Faculty (List as
TBH1, TBH2, etc., and provide
expected hiring date instead of name.)
TBHI — Fall 2022 semester start 100% AAFS 219 Ph.D. — from a U.S. History or a related field
(Introduction to
African American
History), 311
(History of Slavery
in the Western
Hemisphere), 490
(Senior Seminar in
Africana Studies )
491 (Seminar in
African American
History I), 492
(Seminar in African
American History II)
Department of Education
accredited university or
from an internationally
recognized accrediting
organization.
such as Africana
Studies, African
American Studies or
American Studies) with
a specialization in
African American
History
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: | Africana Studies
Registered or
Proposed Program SED Program Code | 04652
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: | 2211
CIP 2010 Code: | 05.0101
©) Name and title: Billie Bennett Franchini Ph.D, Director of the Institute for Teaching, Learning and
Distance Academic Leadership and Interim Director of Online Teaching and Leaming
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
Signature and date: leben 7/21/2022
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 50 10 60 55
2 55 10 65 60
3 60 10 70 65
4 65 10 75 70
5 70 10 80 80
[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.
50 minutes
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?
100 percent of the program will be offered in distance education format. Students will be able to complete 100
percent of the format online.
e) What is the maximum number of students who would be enrolled in an online course section?
50-70 students.
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.
All programs are subject to the academic standards and requirements set by the University at Albany and SUNY.
Other than delivery of the course, the program will be the same as in-person courses Any new course proposed is
presented to the Africana Studies department on a Course Action Form. The proposed course's syllabus is
reviewed and discussed by the faculty to ensure the course is keeping with departmental and University policies
and standards. The College of Arts and Sciences also reviews the proposal and approves its creation or not. Once
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a course has been approved and put into the university catalogue, the instructor can choose the mode of delivery
(in person, online, or hybrid).No matter the mode chosen, the instructor must ensure that departmental and
university standards are being met. Syllabi are collected each semester, of classes taught. Annually, a department
committee reviews student learning outcomes. This process will be the same for any course taught via distance
format.
b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?
Yes. Our foundational courses and senior seminar course are offered every semester and will be offered online
each semester once approved for Distance Education. Our elective courses will have some offered online each
semester, allowing students to choose online courses if they choose.
c) How do faculty and others ensure that the technological tools used in the program are appropriate for the content
and intended learning outcomes?
Faculty are familiar with developments in online classroom technology via Information Technology Services
(ITS) and Institute for Teaching, Learning and Academic Leadership (ITLAL), both of which assist faculty with
learning and adapting to online teaching best practices at UAlbany. ITLAL offers trainings and one on one
assistance to faculty to help adapt courses online in the most productive ways possible. Our faculty can
participate in trainings or schedule one on one sessions when needed.
d) How does the program provide for appropriate and flexible interaction between faculty and students, and among
students?
Through the Blackboard platform, students will have access to discussion boards, group chats, and videos. Zoom
will allow students to communicate via video for group work or for faculty office hours.
e) 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?
The University at Albany has a two layer authentication and authorization system. Students participating in
online learning are required to establish an account and log into the University password protected domain by
using their unique NETID. They must also log into Blackboard using their university credentials. Blackboard also
uses Safe Assign as a tool to monitor the completion of specific tasks within the LMS Environment. Faculty will
monitor enrollment, student participation, and completion of curriculum in their respective distance learning
course.
[ 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?
Faculty are experts in their discipline and will stay updated on new literature and technology pertinent to their
fields of research and specialization. They will be applied to courses to prepare students to be knowledgeable in
Africana Studies. As for courses, the Department of Africana Studies will adhere to the following Student
Learning Outcomes:
¢ Africana Studies majors will demonstrate their knowledge and understanding of the ways in which Africans and
people of African descent have constructed and interpreted their own lives and culture.
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b)
Africana Studies majors will demonstrate their knowledge of causes and effects of African peoples’ subordination
and their struggle for liberation.
Students will be prepared to continue their studies at the graduate level or seek careers that contribute to
changing the subordination of people of African descent.
Graduating seniors will demonstrate their ability to synthesize and apply knowledge acquired in the major
(verbally and in writing).
Africana Studies majors will demonstrate their knowledge and understanding of the research methods used in the
discipline of Africana Studies.
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.
Each course has assignments required of students that measures and assesses student learning that is applicable
to the specific course at hand and to the level of the course. Writing assignments and presentations are often used
to within the discipline and are used in our courses. Writing assignments are submitted through Blackboard, and
presentations are done over zoom to all students in the course. Each course’s faculty member grades these
assessments to ensure students are demonstrating their learning. In addition, at the end of each semester the
department reviews the Student Instructional Rating Form (SIRF) Evaluation reports to see what student's
perspectives are on their learning. Syllabi are also reviewed each semester, to ensure that syllabi include methods
of assessments and assignments that align with course and departmental learning outcomes.
[Part B.3. Program Evaluation
a)
b)
What process is in place to monitor and evaluate the effectiveness of this particular distance education program
on a regular basis?
The Department of Africana Studies conducts annual undergraduate course reviews in its Student Learning
Outcomes Annual Report. This yearly assessment evaluates the effectiveness for all courses, both in-person and
online. In addition, the departments Undergraduate Committee assesses the effectiveness of the entire
undergraduate program for both in-person and online programs. The department also will ensure that faculty
teaching online keep up with online education technology supported by our Information Technology Services
team within the University through trainings and webinar workshops.
How will the evaluation results will be used for continuous program improvement?
The Department of Africana Studies had an Undergraduate Committee that review our faculty's annual self-
evaluations, syllabi, and Student Instructional Rating Form (SIRF) Evaluation. The committee will make
recommendations for program improvement and share this with the faculty of the department. If changes to the
program are required, the department's full-time faculty will vote on proposed changes and changes would be
reviewed and approved by College and campus shared governance. The Chair of the department can also make
suggestions for changes to courses and the program based on these evaluations as well. These reviews take place
annually.
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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 evaluation process will incorporate the academic standards set by the University at Albany in regards to
rigor and breadth of required coursework for graduation and the Department of Africana Studies’ student
learning outcomes. Results from the Africana Studies Student Learning Outcomes Annual report will be shared
with our faculty. If the report shows that learning outcomes are not keeping with departmental and university-
wide learning outcomes and requirements, the faculty will be notified and changes to the programs will be made
to ensure that learning outcomes with appropriate rigor and breadth are being met.
| 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 University at Albany follows policies set by the National Council of State Authorization Reciprocity
Agreement (https: //www.nc-sara.org/)
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?
http://www.sheeo.org/stateauth/C omplaint% 20Process% 20Links.pdf
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