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: | Linguistics
Registered
ev rrogram Code , a ,
Program to be SED Program Code | 79287, 28841, 83261, 89205
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: | 1505
CIP 2010 Code: | 16.0102
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
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(Aiea 7/21/22
Signature and date:
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.
[ ] 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 LIN major requirements are being changed to add additional upper level requirements and
options. Some elective options have been removed due to faculty changes.
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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.
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1990 Linguistics B.A. Requirements:
2022 Proposed Changes to Linguistics B.A. Requirements:
Core of 36 credits to include:
Core of 36 credits to include:
Minimum of 24 credits at the 300 level or above
LIN 220Y — Introduction to Linguistics (3) A LIN 220 — Introduction to Linguistics (3)
LIN 321 — Introduction to Syntax (3) A LIN 321 — Introduction to Syntax (3)
LIN 322 — Introduction to Phonology (3) A LIN 322 — Introduction to Phonology (3)
LIN 421Z — Advanced Syntax (3)
LIN 422 — Advanced Phonology (3)
A LIN 421 — Advanced Syntax (3)
or A LIN 422 — Advanced Phonology (3)
One year of a foreign language
or A LIN 423 — Linguistic Structures (3)
A LIN 429 — Field Methods to Anthropological Linguistics (3)
LIN 499 — Seminar on Topics in Linguistics (3)
Removed requirement
“Additional credits as advised, including a minimum of 3 credits at
the 300 level or above; these are to be chosen from courses offered
by the Program in Linguistics and Cognitive Science and from
approved courses in other departments.”
“Additional credits as advised, including enough courses at the 300
level or above, to achieve a minimum overall total of 24 in the major;
these are to be chosen from courses offered by the Program in
Linguistics and Cognitive Science and from approved courses in other
departments.”
LIN 301 — Introduction to Cognitive Science (3)
A LIN 301/ APHI 301 — Introduction to Cognitive Science (3)
LIN 325 — Sociolinguistics (3)
A LIN 325 — Sociolinguistics (3)
A LIN 326Z — Writing, Reading, and Language (3)
A LIN 425 — Comparative and Historical Linguistics (3)
LIN 497 — Independent Study in Linguistics (1-6)
A LIN 497 — Independent Study in Linguistics (1-6)
A LIN 499 — Seminar on Topics in Linguistics (3)
*required core course in 1990, not required core course in 2021*
AANT 424 — Language and Culture (3)
AANT 424 — Language and Culture (3)
CLC 125 — Latin & Greek Elements in English (3)
COM 373 — Computer Mediated Language (3)
COM 465 — Study in Communication Theory (3)
CSI 101Y — Elements of Computing (3)
ICSI 201 — Introduction to Computer Science (4) ICSI 201 — Introduction to Computer Science (4)
ICSI 310 - Data Structures (4)
AENG 311- History of English Language (3) AENG 311- History of English Language (3)
ENG 411 — Old English (3)
AFRE 306 — Comprehension & Pronunciation of French (3) AFRE 306 — Comprehension & Pronunciation of French (3)
AFRE 406 — French Linguistics: Morphology and Syntax (3) AFRE 406 — French Linguistics: Morphology and Syntax (3)
AFRE 450 — French Speech Styles (3)
GER 312Y — German Phonology (3)
GER 400 — Grow and Structure of German (3)
APHI 210 — Introduction to Logic (3) APHI 210 — Introduction to Logic (3)
APHI 332 — Intermediate Logic (3) APHI 332 — Intermediate Logic (3)
APHI 415 — Philosophy of Language (3) APHI 415 — Philosophy of Language (3)
APHI 432 — Completeness and Decidability (3) APHI 432 — Completeness and Decidability (3)
APOR 402 — Studies in Portuguese Linguistics (3) APOR 402 — Studies in Portuguese Linguistics (3)
PSY 301 — Intro to Cognitive Science (3)
APSY 365 — Psychology and Language (3) APSY 365 — Psychology and Language (3)
APSY 381 — Memory & Cognition (3) APSY 381 — Memory & Cognition (3)
ASPN 305 — Spanish Phonetics (3)
ASPN 401 — Spanish Phonetics and Phonology (3)
ASPN 402 — Spanish Linguistics: Morphology and Syntax (3) ASPN 402 — Spanish Linguistics: Morphology and Syntax (3)
ASPN 405 — Evolution of Spanish Language (3) ASPN 405 — Evolution of Spanish Language (3)
AMAT 108 — Elementary Statistics (3)
or APSY 210 — Statistical Methods in Psychology (3)
or ASOC 221 — Statistics for Sociologists (3)
or GOG 396Y
AMAT 108 — Elementary Statistics (3)
orAPSY 210 — Statistical Methods in Psychology (3)
or ASOC 221 — Statistics for Sociologists (3)
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A LIN 429, Field Methods in Anthropological Linguistics (4)
A LIN 423 Language Structures (3)
A LIN 495 Honors Thesis (3)
c) Foreach 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.
A LIN 326Z — Writing, Reading, and Language (3)
A LIN 423 — Linguistic Structures (3)
A LIN 425 — Comparative and Historical Linguistics (3)
ALIN 429 — Field Methods to Anthropological Linguistics (3)
ASPN 401 — Spanish Phonetics and Phonology (3)
d) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.
There are no anticipated additional costs because current faculty will teach new courses.
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[ Section 2.2. Other Changes
Check all that apply. Describe each proposed change and why it is proposed.
]
] Program award
xX] 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.
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 fill-
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.
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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:______LinguisticsB.S.
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) Name of SUNY Transfer Path, if one exists: ___ See Transfer Path Requirement Summary for details
d) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply 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
UUNI 110 Writing and Critical Inquiry 3 BC 3 General Education: US History | 3 | AH 3
General Education: Math 3 M 3 General Education: Natural 3 | NS 3
Science
LAS Elective 3 3 General Education: Humanities | 3 | HU 3
LAS Elective 3 3 General Education: 3 | OW 3
International Perspectives
Free Elective 3 3 LAS Elective 3 3
Term credit totals: | 15 | 6 15 Term credit totals: | 15 | 12 15
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| {Course Number & Title Cr |GER [LAS |Maj|TPath | New | Co/Prerequisites
General Education: Arts 3 | AR ALIN 321 — Introduction to 3 3 3 ALIN 220
Syntax
ALIN 220 — Introduction to Linguistics 3 | SS 3 3 General Education: Foreign 3 FL 3
Language 1
Local General Education: Challenges 3. 3 General Education Elective 3 3 3
of the 215 Century *Any GEN ED Elective
LAS Elective 3 3 LAS Elective *Upper Division 3 3
LAS Elective 3 3 LAS Elective 3 3
Term credit totals: |_15 6 12 3 Term credit totals: | 15 | 6 15 3
Course Number & Title Cr |GER | LAS | Maj | TPath | New |Co/Prerequisites| [Course Number & Title Cr |GER |LAS |Maj|TPath | New | Co/Prerequisites
ALIN 322 - Introduction to Phonology 3 3 3 ALIN 220 ALIN Elective (1 of 6) 3 3 3 LIN 324
Foreign Language 2 OR ALIN 423 - 3 3 3 X | ALIN 321 ALIN Elective (2 of 6) 3 3 3 LIN 321
Linguistic Structures
Free Elective 3 Free Elective 3
Free Elective’Upper Division 3 Free Elective *Upper Division 3
LAS Elective *Upper Division 3 3 Free Elective *Upper Division 3
Term credit totals: | 15 9 6 Term credit totals: | 15 6 6
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| {Course Number & Title Cr |GER [LAS |Maj|TPath | New | Co/Prerequisites
ALIN Elective (3 of 6) *Upper Division 3. 3 3 LIN 321 ALIN Elective (5 of 6) *Upper 3 3 3 LIN 321
Division
ALIN Elective (4 of 6) *Upper Division 3 3 3 LIN 321 ALIN Elective (6 of 6) *Upper 3 3 3 LIN 321
Division
ALIN 421 Advanced Syntax OR ALIN 3 3 3 LIN 321 ALIN 429 - Field Methods to 4 4 4 X | LIN 321
422 Advanced Phonology Anthropological Linguistics
Free Elective *Upper Division
Free Elective *Upper Division
Free Elective
Free Elective
Term credit totals: | 15 9 Term credit totals: | 15 9 9
Program Totals (in credits)
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 (EnterX) 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:
Program Total
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
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[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
Professor
Phonetics and Phonology
Second Language
Acquisition
(a) (b) © (d) ) )
Faculty Member Name and Title | % of Time Highest and Other Discipline(s) of Additional Qualifications: List
and/or Rank at the Institution | Dedicated | Program Courses Which Applicable Earned Highest and Other | related certifications and licenses
(Include and identify Program to This May Be Taught Degrees (include College | Applicable Earned and professional experience in
Director.) Program (Number and Title) or University) Degrees field.
PART 1. Full-Time Faculty
Lee Bickmore, Professor, 100 ALIN423-Language Ph.D. University of Linguistics
Undergraduate Program Director Structures California, at Los Angeles
ALIN425-Comparative &
Historical Linguistics
ALIN 429 — Field Methods
in Anthropological
Linguistics
Craig Hancock, Lecturer 10 ALIN 326Z Writing, DA, University at Albany | English
Reading, and Language
Michele Goldin, Visiting Assistant | 10 ASPN 401 — Spanish Ph.D. Rutgers University | Bilingualism and
Part 2. Part-Time Faculty
Part 3. To-Be-Hired Faculty
(List as TBH1, TBH2, etc., and
provide expected hiring date
instead of name.)
11
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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: | Linguistics
Registered or
Proposed Program SED Program Code | 79287
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: | 1505
CIP 2010 Code: | 16.0102
©) 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
a
Signature and date: (alee 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:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating approval of this
“If the partner institution is non-degree-granting, see SED's CEO Memo 94-04,
proposal):
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[Section 2: Enrollment
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 35 5 40 40
2 35 5 40 40
3 35 5 40 40
4 35 5 40 40
5 35 5 40 40
[Section 3: Program Information
a) Term length (in weeks) for the distance program: 15
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.
The online classes are designed to be equivalent in terms of instructional time and total material covered to the
face-to-face classes, which follow SED guidelines of 150 minutes/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. Students will not be able to complete the entire program online at this
time.
e) Whatis the maximum number of students who would be enrolled in an online course section?
Lower division: 80; Upper division: 25
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.
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?
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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.
The curriculum for the Distance Education program is the same as the campus-based version. The courses have
the same template/syllabi, instructors, and requirements. Students may take participate either on campus or via
an online format. Syllabi will be reviewed after each semester, to ensure that all academic standards and
requirements are met within online courses, just as they are reviewed for in-person courses.
b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?
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Courses will be offered on a regular basis, with each student assigned a professional advisor who works with
students to make sure courses they need are available, advising which semester to take a particular course. All
courses are available at on a rotating basis.
c) How do faculty and others ensure that the technological tools used in the program are appropriate for the content
and intended learning outcomes?
The faculty use the standard instructional platform provided by the university—currently Blackboard. This
platform is updated regularly and enables video, student discussion and collaboration, weblinks, and many
other resources. Assignments will be submitted through electronic submission and/or email. Zoom is often
used for meetings between faculty and students, and student groups. Annually the department reviews courses
taught and will ensure that the technological tools used for our online courses are the best ones being used.
d) How does the program provide for appropriate and flexible interaction between faculty and students, and among
students?
Faculty and programs are supported in using a variety of technologies and pedagogical approaches to
support the effectiveness of their online courses and programs. Zoom allows for students to attend lectures, as
well as one on one meetings with faculty and student group meetings. Blackboard uses discussion boards so
students can comment and build ideas off of each other’s ideas. Email and phone are also used by faculty to
interact with students one on one.
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 utilizes two layers of authorization and authentication for students who participate
in online learning. Students are required to establish an account and to log in to the University password
protected domain using the NETID protocol and must also log into the BLS Learning Management System
using their university credentials. Blackboard also uses Safe Assign as a tool to monitor the completion of
certain tasks within the LMS environment.
[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?
Each course has a syllabus with course goals, content focus, readings, and assignments. Course instructors
and program faculty discuss and revise the course syllabi, and student learning outcomes for both the on-
campus and online formats based on program assessments and evidence of student learning.
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.
All the courses have assessments aligned to our student learning outcomes. The assessments are specific to the
course goals and may involve, discussion, essay response, exams, written reflection, analysis of teaching
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strategies, critique of available resources, publications etc. The assessments require integration, application, and
analysis of course content.
[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?
Whether a course is face-to-face or online there are similar methods to evaluate program effectiveness: a yearly review of
student learning outcomes. The periodic assessment and length of assessment cycle is the same for the currently
registered program and the distance education program.
b) How will the evaluation results will be used for continuous program improvement?
Evaluation results are used to make changes and modify the curriculum.
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 program evaluation is the same for students taking online or campus-based courses. The courses meet university
requirements for rigor and breadth of coursework approved for the major in Linguistics.
[ 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?
Distance learning students will be flagged in our integrated administrative system. This will allow regular
querying so that we can identify any out of state students who participate from their home state. The University
isa member of the National Council for State Authorization Reciprocity Agreement (NC-SARA). This is a
voluntary agreement among member states and U.S. territories that establishes comparable national standards
for interstate offering of postsecondary distance-education courses and programs. As a member institution, the
University is approved to offer distance education courses to students outside of New York.
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/online/non-nys-residents.php
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