A
UNIVERSITY
ATALBANY
State University of New York
Senior Vice President for Academic Affairs & Provost
May 17, 2017
Dr. Alexander Cartwright Updated Proposal
Provost and Executive Vice Chancellor June 28, 2017
State University of New York
System Administration
State University Plaza
Albany, New York 12246
Dear Dr. Cartwright:
On behalf of the faculty at the University at Albany, I am pleased to transmit the attached
proposal for establishment and registration of an Advanced (Graduate) Certificate
Program in Community College Leadership. This proposal has been fully considered and
approved through our campus governance system.
We are appreciative for anticipated efforts by staff in your Office of Program Review for
the consideration of the proposal. Should there be any technical questions or the need for
additional materials, please have inquiries directed to Jonathan Bartow, Vice Dean for
Graduate Education (jbartow@albany.edu) at our campus. As always, we thank you for
your on-going support.
Sincerely,
Darrell P. Wheeler, PHD, MPH
Interim Provost and Senior Vice President for Academic Affairs
Enclosure
c. Dean Kevin Williams, Graduate Education
Dean Robert Bangert-Drowns, School of Education
Vice Dean Jon Bartow, Graduate Education
University Hall, 308
1400 Washington Avenue, Albany, New York 12222
PH: 518-956-8030 Fx: 518-956-8043
wwwalbany.edu
New Program Proposal:
Certificate or Advanced Certificate Program
Form 2C
The State University
of New York
This form should be used to seek SUNY’s approval and the State Education Department’s (SED) registration of a
proposed new academic program leading to a certificate (undergraduate) or an advanced certificate (graduate).
Approval and registration are both required before a proposed program can be promoted or advertised, or can
enroll students. The campus Chief Executive or Chief Academic Officer should send a signed cover letter and
this completed form (unless a different form applies!), which should include appended items that may be
required for Sections | through 3 and Section 10 of this form to the SUNY Provost at program.review@suny.edu.
The completed form and appended items should be sent as a single, continuously paginated document.?- Guidance
on academic program planning is available at http://www.suny.edu/provost/academic_affairs/app/main.cfm.
Table of Contents
NOTE: Please update this Table of Contents automatically after the form has been completed. To do this, put
the cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field” and
then “Update Page Numbers Only.” The last item in the Table of Contents is the List of Appended and/or
Accompanying Items, but the actual appended items should continue the pagination.
Section 1, General Information
Section 2. Program Information
2.1. Program Format
2.2. Related Degree Programs
2.3 Program Description, Purposes and Planning
2.4, Admissions
2.5. Academic and Other Support Services
2.6. Prior Learning Assessment
2.7. Program Assessment and Improvement
Section 3. Sample Program Schedule and Curriculum
Section 4. Faculty
Section 5. Financial Resources and Instructional Facilities
Section 6. Library Resources
Section 7. External Evaluation
1Use a different form if the proposed new program will lead to a degree; be a combination of existing registered programs
(i.e. for a multi-award or multi-institution program); be a breakout of a registered track or option in an existing registered
program; or lead to certification as a classroom teacher, school or district leader, or pupil personnel services professional
(e.g., school counselor).
2This email address limits attachments to 25 MB. Ifa file with the proposal and appended materials exceeds that limit, it
should be emailed in parts.
4
Section 8. Institutional Response to External Evaluator Reports
Section 9. SUNY Undergraduate Transfer
Section 10. Application for Distance Education
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
List of Appended Items
Date of Proposal May 2017
Institution’s 6-digit SED Code: |210500
Tnstitution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
Dept of Labor/Regent’s Region: | Capital Region
ist each campus where the entire program will be offered (with each institutional or branch campus
: 210500
List the name and address of off-campus locations ext
| courses will offered, or check here [ X ] if not applicable:
|
Program Title: |Community College Leadership
Award(s) (e.g., Certificate): | Advanced Certificate
Number of Required Credits: ] Minimum [12] If tracks or options, largest minimum[ J
Proposed HEGIS Code: | 0806.00
Proposed 6-digit CIP 2010 Code: | 13.0407
|If the program will be accredited, list the accrediting agency and expected date of accreditation: N/A
° to which the program leads: N/A
If applicable, list the SED
Name and title: Jonathan Bartow, Vice Dean for Graduate Education
Telephone:518-437-5062 E-mail: jbartow@albany.edu
Signature affirms that the proposal has met all applicable campus administrative and shared governance
procedures for consultation, and the institution’s commitment to support the proposed program.
E-signatures are acceptable.
Name and title: Darrell P. a Oho Interim Provost & Senior Vice President for Academic Affairs
TAG
Signature and date:
Updated Proposal a
June 28, 2017
3 the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this
proposal.
2
Officer If the program will be registered jointly’ with one or more other institutions, provide the
Approval following information for each institution:
Partner institution’s name and 6-digit SED Code:
Name and title of partner institution’s CEO:
Signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal):
Version 2013-10-17
4 If the partner institution is non-degree-granting, see SED's CEO Memo 94-04.
3
| Section 2. Program Information
2.1, Program Format
4
Check all SED-defined format, mode and other program features that apply to the entire program.
a) Format(s): [ ]Day [ JEvening [ ]Weekend [ ]Evening/Weekend [ X JNot Full-Time
b) Modes: [ |Standard [ ]Independent Study [ JExternal [ ]Accelerated []Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements
through distance education, check Distance Education, see Section 10, and append a Distance Education
Format Proposal.
c) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year[ ]5
year
[ 2.2. Related Degree Programs
All coursework required for completion of the certificate or advanced certificate program must be applicable
to a currently registered degree program at the institution (with the possible exception of post-doctoral
certificates in health-related fields). Indicate the registered degree program(s) by title, award and five-digit
SED Inventory of Registered Programs (IRP) code to which the credits will apply:
Educational Policy and Leadership Ph.D. 13791
Educational Policy and Leadership M.S. 13789
Higher Education M.S. 38879
[2.3 Program Description, Purposes and Planning
a) What is the description of the program as it will appear in the institution’s catalog?
The Certificate of Graduate Study in Community College Leadership prepares faculty and staff for leadership
roles within the two-year college setting. This 12-credit program is designed to provide students with
knowledge about the administration, leadership, and learning environment in the community college as well as
provide them with an introduction to skills necessary to effectively analyze and address education-related
problems. The program is intended to prepare globally-aware community college leaders who can identify,
analyze, and lead in the rapidly changing world of community colleges. This program also serves as a gateway
into the MS in Higher Education, MS in Educational Policy and Leadership, and PhD in Educational Policy and
Leadership.
b) What are the program’s educational and, if appropriate, career objectives, and the program’s primary
student learning outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher
Education in the Characteristics of Excellence in Higher Education as “clearly articulated written
statements, expressed in observable terms, of key learning outcomes: the knowledge, skills and competencies
that students are expected to exhibit upon completion of the program.”
4
The learning outcomes for the community college leadership certificate of graduate study are:
1. Articulate the purposes of the community college and how they differ from and integrate with other
educational institutions in the cradle-to-career pipeline.
2. Think systematically and analytically about organizational cultures, structures, and functions.
3. Understand the relationship between the college and the community, including cultural, social, and
economic implications.
4. Use data-driven evidence and proven practices from internal and external sources to solve problems,
make decisions, and plan strategically.
5. Appreciate and articulate cultural and socioeconomic differences of community colleges students and be
able to identify programs to effectively support such students.
6. Understand and effectively use data for program improvement purposes and decision making.
7. Demonstrate the ability to integrate knowledge of emerging issues, academic innovations, leadership
expectations, organizational culture, global education trends, and institutional change.
8. Demonstrate an understanding of team dynamics and conflict management, including how to build and
develop effective leadership teams.
c) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities?
What is the program’s importance to the institution, and its relationship to existing and/or projected programs
and its expected impact on them? As applicable, how does the program reflect diversity and/or international
perspectives?
Community colleges are an increasingly important component of the educational pipeline, expanding access
by serving a growing and increasingly diverse student body. In fact, half of all colleges students in SUNY are
enrolled in community colleges and more and more baccalaureate graduates are starting their postsecondary
educational pursuits within a community college. The 30 SUNY community colleges, spread across New York
State, are critical drivers of local economies and community vitality. In order to advance any of SUNY’s
strategic priories in the areas of Access, Completion, Success, Inquiry, and Engagement, the system needs
strong community colleges with a robust leadership contingent.
Yet, there are no community college leadership programs currently available within the SUNY system, nor
within New York State. Indeed, the closest academic programs with an explicit focus on educating
individuals with the particular demands of leading a community college are offered by Drexel University
(Pennsylvania) and Rowan University (New Jersey), according to the National Center for Educational
Statistics (NCES). This program responds to a desire that has been expressed by community college
presidents within SUNY as well as Chancellor Nancy Zimpher that a SUNY institution provide academic
training and leadership development for the next generation of community college leaders.
The Department of Educational Policy and Leadership at the University at Albany is uniquely poised to
provide such an opportunity. For more than 50 years, the Department of Educational Policy and Leadership
has provided graduate level education to prepare scholars and practitioners with a specific interest in
academic leadership at all education levels. The proposed program formalizes long-standing activities within
the department in order to better capture the learning opportunities available to potential students as well as
to provide a stackable credential that could be used as a pathway to our existing masters and doctoral
programs.
Finally, the Department of Educational Policy and Leadership works to extend the University’s mission of
being a community-engaged research university. It does this through strong linkages with local schools,
school districts, community colleges and other universities, as well as with other entities such as SUNY
5
System Administration, the State Education Department, the Rockefeller Institute of Government, and the
Capital Area School Development Association (CASDA) to build the intellectual knowledge about leadership
and policy in the educational setting as well as preparing the next generation of educational leaders. The
proposed program complements existing efforts by the university to build strong community relationships and
to build a stronger educational ecosystem within the capital district.
d) How were faculty involved in the program’s design?
Faculty of the Department of Educational Policy and Leadership discussed and agreed to the development of
this certificate program, also agreeing to the broad outlines for its development. This certificate program
largely extends from and builds upon existing courses and competencies in the department. The department
chair assumed the role of coordinator and undertook responsibilities to gather information; discuss program
development with core faculty involved in teaching courses; and gathering information from the field,
including CC presidents. The departmental faculty curriculum committee reviewed the proposed program,
provided feedback on program design, and recommended the final program design for approval by the full
department, which unanimously endorsed the certificate program. The proposal was then shared with and
approved by the School of Education’s Academic Council comprised of faculty from the four department’s in
the School.
e) How did input, if any, from external partners (e.g., educational institutions and employers) or standards
influence the program’s design? If the program is designed to meet specialized accreditation or other external
standards, such as the educational requirements in Commissioner’s Regulations for the profession, append a
side-by-side chart to show how the program’s components meet those external standards. If SED’s Office of
the Professions requires a specialized form for the profession to which the proposed program leads, append a
completed form at the end of this document. ,
The Department Chair consulted with current and former community college presidents, seeking their input
about the skills needed to be a successful leader within the community college, where they send their staff for
advanced educational opportunities, and what they would like to see in a community college leadership
program offered locally. This input was used to determine the learning outcomes, course selection, and
overall program design.
In addition, we will be developing an advisory board of community college leaders to provide ongoing advice
in order to ensure the program remains grounded in the professional needs of the community.
f) Enter anticipated enrollments for Years | through 5 in the table below. How were they determined, and
what assumptions were used? What contingencies exist if anticipated enrollments are not achieved?
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 1 5-8 5-8 3.5-5
2 2 8-10 8-10 6-7
3 2 10-12 10-12 7-8
4 2 10-12 10-12 7-8
5 2 12-15 12-15 8-9.5
The projected enrollment is based on the assumptions that a small number of current full-time students would
be interested in obtain additional knowledge about the community college sector, but that enrollments will
primarily come from staff at the 6 nearby community colleges coming to campus to pursue the certificate
program. The project enrollments are based on historic patterns of students with interest in the community
college sector who have pursued their degrees with the department as well as opening up to a new market
based on discussions with local community college presidents.
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization
(track, concentration), capstone, and any other relevant component requirements, but do not list each General
Education course.
The proposed program is intended to be a 12-credit certificate structured to serve as a standalone educational
experience or serve as a stackable credential into either the EPL masters or doctoral program. Each of these
courses count toward the completion of these two degree programs.
The certificate program will require two community college core courses that provide a foundational
understanding of the community college; how they are administered and led; and how they are situated in the
broader educational context. EAPS 654 provides students with a foundation understanding of the community
college in the US context and is required of all students. Student then have their choice of either EAP 757 or EAPS
609. Students interested in more advanced understanding of theoretical and research questions related to
community colleges would pursue EAPS 757. Students interested in more applied questions about how the
community college is part of the larger educational pipeline would pursue EAPS 609.
Students will then be able to choose one leadership elective, allowing him or her to pursue a more in-depth
understanding of a particular leadership topic, and one analytical elective intended to ground them in the
effective analysis of educational institutions.
The certificate is structured in the following way:
Community College Core (6 credits): EAPS 654 + EAPS 757 or EAPS 609
EAPS 654: Two-Year College in American Education (3 credits)
EAPS 757: Seminar in the Administration of the Community College (3 credits) or
EAPS 609 Cradle-to-Career Education Systems (3 credits)
Leadership-Elective (3-credits — choose 1 of the following):
EAPS 641: Seminar in Adult and Continuing Education (3 credits)
EAPS 651: Administration of Institutions of Higher Education (3 credits)
EAPS 659: Assessment and Accountability in Higher Education (3 credits)
EAPS 750: Higher Education Finance (3 credits)
Analytical-Elective (3-credits — choose 1 of the following):
EAPS 600: Introduction to Organizational Leadership (3 credits)
EAPS 601: Introduction to Social Analysis (3 credits)
EAPS 614: Quantitative Methods in Educational Leadership (3 credits)
h) Program Impact on SUNY and New York State
h)(1) | Need: What is the need for the proposed program in terms of the clientele it will serve and the educational
and/or economic needs of the area and New York State? How was need determined? Why are similar
programs, if any, not meeting the need?
Community colleges have emerged as essential elements of the educational pipeline — serving diverse students,
strengthening communities, and expanding educational access. These institutions have evolved significantly over
the last 100 years and they are now confronting significant turnover in the senior leadership ranks. In fact, a
2012 survey by the American Council of Community Colleges found that 75% of community college presidents
intended to retire within 10 years. It is likely that those in other senior leadership roles are likely to be moving on
at similar rates as many in the upper administration were initially hired during the 1960s and 1970s when there
was significant growth in the number of these institutions nationally.
With 30 community colleges within the SUNY system, there is growing local demand for providing leadership
training for up-and —coming community college administrators. Many of these leaders have academic
preparation in other disciplines or fields of study, but have not had the opportunity to learn about the structure
of community colleges, how they fit within the broader educational ecosystem, and how to effectively lead such
institutions. We have consulted with a wide array of current and former community college presidents as well as
our alums who currently work in the community college setting. There was broad agreement that sucha
program was needed and that they would support their staff in attending such a program. Currently, their staff
are pursuing such degrees at institutions outside of the SUNY system as there are no educational leadership
programs focused on community colleges.
h)(2)_ Employment: For programs designed to prepare graduates for immediate employment, use the table
below to list potential employers of graduates that have requested establishment of the program and
describe their specific employment needs. If letters from employers support the program, they may be
appended at the end of this form.
As appropriate, address how the program will respond to evolving federal policy on the “gainful
employment” of graduates of certificate programs whose students are eligible for federal student
assistance.
The program’s Gainful Employment disclosure will follow the same format as other Gainful Employment
programs in the department. Data will be posted on the EAPS website following university and federal
guidelines.
Need: Projected positions
Employer In initial year In fifth year
h)(3) Similar Programs: Use the table below to list similar programs at other institutions, public and
independent, in the service area, region and state, as appropriate. Expand the table as needed. NOTE:
Detailed program-level information for SUNY institutions is available in the Academic Program
Enterprise System (APES) or Academic Program Dashboards. Institutional research and information
security officers at your campus should be able to help provide access to these password-protected sites.
8
For non-SUNY programs, program titles and degree information — but no enrollment data — is available
from SED’s Inventory of Registered Programs.
Institution Program Title Degree Enrollment
University of Nebraska— | Community College Leadership Grad 12
Lincoln Certificate
(online)
Drexel University Community College Administration Grad 8
Certificate
& Masters
(online)
Rowan University Community College Leadership Grad 8
Certificate
& Masters
(online)
h)(4) Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so,
what was that consultation and its result?
On academic program collaboration matters, no consultation with other SUNY campuses took place
since no other campus offers a program similar to the certificate of graduate study. However, extensive
consultation occurred with SUNY community colleges in terms of program design.
h)(5) Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were
they resolved?
N/A
[2.4 Admissions
a) What are all admission requirements for students in this program? Please note those that differ from the
institution’s minimum admissions requirements and explain why they differ.
e Must hold a Bachelor's degree from an accredited college or university.
e Minimum of 3.0 GPA and/or 5 years of work experience (any setting).
e Resume
e Personal Statement setting out experience, interests, and expectations for the certificate
program
e Letter of support, from supervisor or colleague, setting out the applicant's qualifications,
interests, and likely professional trajectory
e / additional letter of recommendation from professional and/or academic references
b) What is the process for evaluating exceptions to those requirements?
9
The Admissions and Academic Standing Committee of the Department of Educational Policy &
Leadership would consider exceptions on a case by case basis and make recommendations for
exemptions to the department chair, who will have final determination on whether or not to
grant an exemption.
b) How will the institution encourage enrollment in this program by persons from groups historically
underrepresented in the institution, discipline or occupation?
)
Given the diverse students that community colleges tend to serve, it is critical that we build a diverse
educational leadership pipeline that reflects this diversity. The department will work with SUNY’s Vice
Chancellor for Diversity and Inclusion, Senior Vice Chancellor for Community Colleges & the Educational
Pipeline, Community College Presidents, and the University Center for Academic and Workforce
Development (UCAWD) to identify and support diverse applicants for the program.
[ 2.5. Academic and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program.
Each student in the certificate of graduate study will be contacted by the program coordinator, who will
oversee the student’s participation and progress both individually and through course assessment and
completion information provided by course instructors. Advisement will be provided throughout the
program, on administrative matters through the program coordinator and assisted by the department
coordinator/assistant. Each instructor will establish, through the structure and procedures of the on-line
course, means of communication, advisement and feedback. The School of Education also provides a
separate channel for access to information and support, through its Pathways into Education Center (PIE),
especially intended for new, part-time, and non-matriculated students.
[ 2.6. Prior Learning Assessment
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the
learning and the maximum number of credits allowed, or check here [ X ] if not applicable.
Bai Program Assessment and Improvement
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy,
including the date of the program’s initial assessment and the length (in years) of the assessment cycle.
Explain plans for assessing achievement of students’ learning outcomes during the program and success after
completion of the program. Append at the end of this form, a plan or curriculum map showing the courses
in which the program’s educational and, if appropriate, career objectives — from Item 2.3(b) of this form —
will be taught and assessed. NOTE: The University Faculty Senate's Guide for the Evaluation of
Undergraduate Programs is a helpful reference.
The first assessment will take place two years after the program begins. After that there will be a bi-annual
assessment cycle. Learning outcomes will be assessed on the basis of the following information:
10
1) GPA of students in the program.
2) Course evaluations completed by students each semester.
3) Students will be asked to submit a written evaluation of the program anonymously after completing the
program.
4) Surveys of graduates with respect to the relevance and use of knowledge, skills, and capacities acquired in
the certificate of graduate study.
5) Surveys of graduates on job responsibilities and career mobility, within two (and eventually four and six)
year intervals).
[Section 3. Sample Program Schedule and Curriculum
Complete the SUNY Program Schedule for Certificate and Advanced Certificate Programs to show how a
typical student may progress through the program.
NOTE: For an undergraduate certificate program, the SUNY Sample Program Schedule for Certificate and
Advanced Certificate Programs must show all curricular requirements and the number of terms required to
complete them. Certificate programs are not required to conform to SUNY’s and SED’s policies on credit limits,
general education, transfer and liberal arts and sciences.
EXAMPLE FOR ONE TERM: Sample Program Schedule for Certificate Program
Term 2: Fall 20xx
Course Number & Title Cr__[New | Prerequisite(s)
“eA
NOTE: For a graduate advanced certificate program, the SUNY Sample Program Schedule for Certificate and
Advanced Certificate Programs must include all curriculum requirements. The program is not required to
conform with the graduate program expectations from Part 52.2(c)(8) through (10) of the Regulations of the
Commissioner of Education.
a) Ifthe program has fewer than 24 credit hours, or if the program will be offered through a nontraditional
schedule (i.e., not on a semester calendar), what is the schedule and how does it impact financial aid
eligibility? NOTE: Consult with your campus financial aid administrator for information about
nontraditional schedules and financial aid eligibility.
Students in the program will not be eligible for financial aid from state and federal governments unless also
enrolled in the masters or phd program. In that case, students would be eligible for financial aid. .
b) For each existing course that is part of the proposed undergraduate certificate or the graduate advanced
certificate, append, at the end of this form, a catalog description.
Catalog description appended.
b) For each new course in the certificate or advanced certificate program, append a syllabus at the end of
this document.
11
All courses are existing. No syllabi included.
d) If the program requires external instruction, such as clinical or field experience, agency placement, an
internship, fieldwork, or cooperative education, append a completed External Instruction form at the end of
this document.
N/A
12
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[ Section 4, Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH)
faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty
member.
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment
status, educational and employment background, professional affiliations and activities, important awards and
recognition, publications (noting refereed journal articles), and brief descriptions of research and other
externally funded projects. New York State’s requirements for faculty qualifications are in Part 55.2(b) of the
Regulations of the Commissioner of Education.
c) What is the institution’s definition of “full-time” faculty?
Full time faculty status is granted to those holding an appointment with 100% time commitment. For a faculty
member participating in doctoral level work and research, a full-time teaching load is two courses per
semester.
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[ Section 5. Financial Resources and Instructional Facilities ]
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel, the
library, equipment, laboratories, and supplies. Also include resources for capital projects and other expenses.
This new program will be using existing resources. EAPS is bringing together a set of courses we already
teach into a certificate program.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan summary.
Enter the anticipated academic years in the top row of this table. List all resources that will be engaged
specifically as a result of the proposed program (e.g., a new faculty position or additional library resources).
If they represent a continuing cost, new resources for a given year should be included in the subsequent
year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes as needed.
SUNY Program Expenses Table
(OPTION: You can paste an Excel version of this schedule AFTER this sentence, and delete the table below.)
Expenses (in dollars)
Before Academic | Academic | Academic Academic Academic
Program Expense Start Year 1: Year 2: Year 3: Year 4: Year 5:
Categories
(a) Personnel (including NA
faculty and all others)
(b) Library NA
(c) Equipment NA
(d) Laboratories NA
(e) Supplies NA
(f) Capital Expenses NA
(g) Other (Specify): NA
Marketing
(h) Sum of Rows Above N/A N/A N/A N/A N/A N/A
Explanatory Note: It is anticipated that there will be no new expenses associated with the
program. All courses are already offered and there is capacity in these courses to absorb the
anticipated additional enrollments.
[ Section 6. Library Resources ]
NOTE: This section does not apply to certificate or advanced certificate programs.
[ Section 7. External Evaluation
NOTE: This section does not apply to certificate or advanced certificate programs.
[Section 8. Institutional Response to External Evaluator Reports
NOTE: This section does not apply to certificate or advanced certificate programs.
[Section 9. SUNY Undergraduate Transfer
NOTE: This section does not apply to certificate or advanced certificate programs.
[Section 10. Application for Distance Education
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [X]No [ ] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
b) Does the program’s design enable students to complete 100% of the course requirements through distance
education? [X ]No [] Yes
[Section MPA-1, Need for Master Plan Amendment and/or Degree Authorization
NOTE: This section does not apply to certificate or advanced certificate programs.
[_ List of Appended Items
a]
Appended Items: Materials required in selected items in Sections | through 5 and Section 10 of this form should
be appended after this page, with continued pagination. In the first column of the chart below, please number the
appended items, and append them in number order.
Number
Appended Items
Reference Items
For multi-institution programs, a letter of approval from partner
institution(s)
Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of
specialized accreditation, Commissioner’s Regulations for the
profession, or other external standards
Section 2.3, Item (e)
For programs leading to licensure in selected professions for which the
SED Office of the Professions (OP) requires a specialized form, if
required by OP
Section 2.3, Item (e)
OPTIONAL: For programs leading directly to employment, letters of
support from employers, if available
Section 2, Item 2.3 (h)(2)
For all programs, a plan or curriculum map showing the courses in
which the program’s educational and (if appropriate) career objectives
will be taught and assessed
Section 2, Item 7
For all programs, a catalog description for each existing course that is
part of the proposed program
Section 3, Item (b)
For all programs, syllabi for all new courses in the proposed program
Section 3, Item (c)
For programs requiring external instruction, External Instruction Form
and documentation required on that form
Section 3, Item (d)
For programs that will depend on new faculty, position descriptions or
announcements for faculty to-be-hired
Section 4, Item (b)
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format Section 10
Proposal
Curriculum Map
The program includes three required courses (9 credits). Through admission, students are judged to be prepared
to undertake study at the graduate level in this certificate program and, by extension, in each of the three courses.
Course Descriptions
Community College Core (6 credits):
EAPS 654: Two-Year College in American Education (Required)
Historical and sociological contexts of the two-year college in America; consideration of the purposes,
roles, and trends in the development and structure of the two-year college.
EAPS 757: Seminar in the Administration of the Community College
Organization and management of the two-year college as a distinct sector of postsecondary education.
Topics include administrative concepts and functions such as finance, governance, and management of
academic programs. Major field-based project required
OR
EAPS 609 Leadership for Cradle-to-Career Education Systems
This seminar describes, explains, and evaluates cradle-to-career educational reform. Special emphasis is
accorded to leadership for new systems that connect early education programs, K-12 school systems,
and postsecondary education, including policy leadership.
Leadership-Elective (3-credits - choose 1 of the following):
EAPS 642: Seminar in Adult and Continuing Education
Problems of scope, organization, program initiation, leadership, coordination, and integration with
community development.
EAPS 651: Administration of Institutions of Higher Education
Analysis of controls in higher education; internal organizational patterns, roles of trustees,
administrative personnel, and faculties. The impact of teaching, research, criticism, and sanctions on the
differentiation of institutional goals.
EAPS 659: Assessment and Accountability in Higher Education
An examination of accountability, including accreditation and quality assurance in higher education.
Topics include development and use of rankings, assessment methods, program reviews, external
accountability and linkages to planning and budgeting.
EAPS 750: Higher Education Finance
Analysis of higher education in the United States. Investment nature of higher education decisions, the
definition and estimation of benefits and costs, and the alternative private and public means of
financing. Prerequisite: EAPS 602 or consent of instructor
Analytical-Elective (3-credits — choose 1 of the following):
EAPS 600: Introduction to Organizational Leadership
Overview of concepts and theories essential to the understanding of educational organizations.
Emphasizes organizational structure and processes. Includes topics such as structure, technology, goals,
controls, power, conflict, communication, leadership, motivation, environmental/ interorganizational
relations, effectiveness, and change.
EAPS 601: Introduction to Social Analysis
Examines the historical and social context of educational leadership. Identifies environmental factors
that impinge upon the functioning of school, postsecondary, adult, and other educational
administrators. Selected issues related to the economics, sociology and politics of education are
analyzed.
EAPS 614: Quantitative Methods in Educational Leadership
Introduction to the basic methods of quantitative analysis for leadership and management in
educational settings. Topics include methods for description, modeling, forecasting, inference, and
presentation of data relevant to monitoring, assessment, and planning in education. Includes use of
spreadsheet and other analytical tools.
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