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1 Childcare 2 Letter from the president 4 Performance funding 5 MOOCs 6 CGL conference

7 CGL conference 8 Moeckel’s Matters 9 Open SUNY 11 Delegates Matter 12 Good News

In this issue

By Lisa Strahley, Treasurer, FCCC and Barbara Ann Nilsen, Professor Emeritus, Broome Community College Twenty-nine percent of community college students are parent students; 14 percent are single parents. According to a 2011 report published by the Institute for Women’s Policy Research, many of these single parent students live in poverty and report that financial challenges are likely to cause them to drop-out of college. Almost half of parent students work full-time in addition to attending college. Studies have shown that for parent students

both access and persistence are linked to the availability of child care. Quality early childcare also has long lasting benefits to society. According to data published by Ready Nation, exposure to high quality early care experiences reduce special education placements by 49 percent and grade retention by 50 percent. Child abuse and neglect incidences decrease by 51 percent and juvenile arrests decrease by 33 percent. In addition, high school graduation, college attendance and employment rates rise.

CC childcare Promoting success across the generations

Continued on page 3

Faculty Council Matters Fall 2013 page 2

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Faculty Council of Community Colleges State University Plaza

Albany, NY 12246 518.320.1651

http://www.fccc.suny.edu

Volume 2 ● Issue 1

Leanne Warshauer………….………..Editor warshal@sunysuffolk.edu

Letter from the president Faculty buy-in. We need to sell this to the faculty. Faculty are not the most forward thinking. Faculty are afraid of change. We need to help the faculty understand why this is good for the students. We need faculty on board or this will fail. These are all phrases I hear regularly, and not just from administrators, but from faculty themselves. Of course, the monolithic and fictional construct of “faculty” implied by these phrases is useful in rhetorical and political situations, it undermines what I think is a real strength of faculty. That strength is the creative tension that results when faculty do not agree either among themselves or with policy makers and administrators. As we all know, creativity requires a certain kind of energy that sometimes, given our manic day-to-day schedules and responsibility, takes some coaxing. The tension ge n er at ed f r o m c o l l eg i a l disagreements, explorations, and conversations inspires deeper und ers t anding, innov at iv e solutions, and yes, even heightened chaos. Strong shared governance can promote those moments of creative tension through activities that encourage discussion of diverse opinions amongst our colleagues. This issue of Faculty Council Matters does just that. We have solicited passionate articles on subject matters that our readers may already have very strong views. Some of our readers may be offended by the content of some of the articles. Some may think about an issue in a new way because of something said in one of these articles. In this issue and in our previous issues, we did not ask

our contributors to tow any sort of party line. You may find that some of the content even seems to be in direct contradiction to Faculty Council positions. But I guess I think that’s what shared governance should do. Shared governance can nurture diverse perspectives and channel them into decision-making processes that lead to better policies, programs, and institutions. SUNY Voices is SUNY’s articulation of our value for shared governance. SUNY continues to increase funding to this initiative, and the Steering Committee works very hard to create venues for bringing to light diverse perspectives on pressing topics and concerns. In addition to workshops and surveys, we will be hosting a national conference in April 2014 focusing on shared governance in the 21st century. The Faculty Council has a long history of seeking out faculty voices, student voices, trustee voices, and administrative voices. Our communication and consultation mechanisms have exploded and we are hearing from and responding to more of our constituents than ever before . . . and we are making a difference. From advocating for better child care on our campuses for our students to protecting the mission of the American Academy from the too often short-sighted interests of political agendas that have little to do with the well being of our institutions or our students, the Faculty Council, and, dare I say, the wonderfully complicated FACULTY we represent, are changing the world every single day. Tina Good, Ph.D. President, FCCC

In addition to our newsletter, the FCCC has multiple means to provide information and facilitate communication:

FCCC website www.fccc.suny.edu FCCC angel group support8.sln.suny.edu FCCC facebook www.facebook.com/ FacultyCouncil Faculty Council Notes fcccnotes.blogspot.com Wikipedia http://en.wikipedia.org/ wiki/ Faculty_Council_of_

Community_Colleges Twitter @SUNYFCCC

FCCC: Interactive

Faculty Council Matters Fall 2013 page 3

Twenty-nine of the 31 SUNY community colleges have childcare centers, some on more than one campus. Top Ten Reasons for Campus Childcare 1. Increase student retention. 2. Provide a valuable student

service that supports learning. 3. Provide affordable care. 4. Provide field sites for early

childhood and teacher education academic programs on campus.

5. Provide clinical sites for students in programs such as nursing, dental hygiene, art, music, theater, and psychology.

6. Serve as demonstration classrooms.

7. Encourage completion across two generations.

8. Create a campus culture of caring.

9. Provide work study opportunities. 10. Create a social network for

parents. YES, BUT… As important as these reasons are to student success, providing accessible, affordable, quality childcare on campus is not without its challenges. The greatest challenge is funding. Campus childcare that pays a living wage to its qualified teachers and makes the care affordable to students cannot fiscally operate on parent tuitions, the declining SUNY campus childcare grant, and small fundraisers. It requires substantial college support and outside funding that recognizes and values the importance of quality child care to student success. Maintaining fiscal stability with decreasing support systems may result in

centers having to make operating decisions such as hiring part-time staff or hiring professionals with lesser degrees just to save money yet ultimately compromising the overall quality of care offered to children. In addition, many centers lack the capacity to serve the demand for care, resulting in some students having a year or longer wait to get into the child care center thereby delaying college. “Unfortunately the amount for student subsidies has been declining and I felt terrible when I had to tell eligible students there was no more money left for them,” said Nancy Seliga, director of BC Center at Broome Community College. “They had to self-pay, some did, even adding child care to their student loan, but some couldn’t.” Some centers resort to increasing the percent of slots allotted to faculty/staff and community in order to generate more income. The cost of childcare is an added fiscal burden on student parents, in some circumstances consuming

much of their monthly family budget. Although the SUNY Operating Grant which covers expenses such as staff development, classroom materials, and staff salaries has increased over the past five years by approximately $500,000, the SUNY Block Grant which supports funding for student parent childcare expenses has decreased by approximately $900,000 in the same time period. How Can Campuses Meet the Challenge? ● Assist students in placements in the campus childcare center or in referrals to a community childcare center that can meet the student parent’s needs. ● Set up a reserve account with the college foundation to underwrite the operating costs of campus childcare services, perhaps with an annual campaign targeting alumni who used the center themselves and are now in successful careers, faculty who understand the importance of the service for students, and unions to support the faculty and staff parents who may use the center. ● Apply for local, state and federal subsidies, grants and earmarks to underwrite the campus childcare program.

Childcare Continued from page 1

The BC Center knows what it’s like to be a student AND a parent, my crazy schedules, the stress times of mid-terms and finals and they give

me little tips that help me cope with my kids while I’m trying to study. I couldn’t leave my baby

downtown someplace and concentrate on my school work.

— From a student parent at Broome Community College

Continued on page 10

Faculty Council Matters Fall 2013 page 4

By Michael Delaney Chair, Communication and Professional Development Committee, FCCC In Governor Cuomo’s Executive Budget proposal for 2013-14, many academic leaders were expecting to see the introduction of performance funding at New York’s publicly funded baccalaureate degree-granting institutions. Instead, and unexpectedly, there were two proposals regarding PF for the State’s community colleges. One involved additional funding (that is, above base aid, which of course is still far below its former level) for vocational/professional programs which could demonstrate that their graduates got jobs. Using a competitive grant model, a rather small amount of $3 million for SUNY’s community colleges and $2 million for CUNY’s was allocated. This proposal passed the legislature. The other proposal was rather remarkable. It tied base funding (FTE reimbursement) for these same programs to job linkage. In other words, colleges would have to prove that their graduates of AAS and AOS programs were getting jobs before they would get their state funding. This failed in both houses. However, the word in Albany has been that Governor Cuomo prefers competitive grants as a funding model for higher education, and that PF for all SUNY colleges is coming back to the table. Performance funding is getting a lot of press in the national media, but does it work? Of course, the answer to that question depends on how success is defined; however, we do know about some

of the consequences resulting from performance funding initiatives that have been used in other states. After conducting his own study, Dr. Howard Bunsis of t h e AA U P, pr o fes s or of accounting at Eastern Michigan University, reports that his own institution lost revenue due to the performance funding formula in Michigan, while other institutions benefitted. Unsurprisingly, Eastern Michigan’s students come from high levels of poverty, as do other Michigan public institutions which have lost funding. The Chronicle of Higher Education (Katherine Mangan, 10/01/2013) published a short piece, jam-packed with important points, on a discussion of the “unintended consequences” of performance funding at a symposium sponsored by the A m er ic a n A s s o c i at io n o f Community College Trustees. It has never worked, at least not in accomplishing its stated goals. According to the article, a recent study from University of Alabama

at Tuscaloosa concluded “that there is no compelling evidence that such policies have moved the needle on student performance.” Additionally, Sara Goldrick-Rab, an associate professor of educational-policy studies and sociology at the University of Wisconsin at Madison, “cautioned that there are many ways that performance-based models can go wrong: wh en st at es us e inappropriate metrics to measure success…and when faculty members feel left out of the process. In addition, she said, ‘You can exacerbate inequality if you create a system in which colleges that are ahead remain ahead and those that are behind remain behind.’" So what do we do? Should we attempt to fight the move toward PF through advocacy and educating the public and passing resolutions, even if we are sure we will lose? Should we accept it as inevitable and attempt to get a seat at the table so that the metrics are crafted as well as possible? Should we find ways of demonstrating that we can improve “performance” through innovative, bottom-up, faculty-driven programming? I do not have answers to any of these questions – I only know that it is important that we talk about these things and try to arrive at some conclusions, and quickly. Read the Chronicle article at http://chronicle.com/article/Trustees-Hear-About-Risks-of/142037/?cid=at&utm_source=at&utm_medium=en

Performance funding back on the table

Dr. Howard Bunsis was a guest speaker at this fall’s College Governance Leader’s conference.

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Faculty Council Matters Fall 2013 page 5

By Cynthia Eaton Associate Professor of English Suffolk County Community College “I insist that the object of all true education,” W.E.B. DuBois wrote in The Talented Tenth, “is not to make men carpenters, it is to make carpenters men. . . . Education must not simply teach work—it must teach Life.” In 1903 DuBois was arguing for blacks to have access to a classical liberal arts education in response to Booker T. Washington’s advocacy of industrial training for newly freed blacks. In 2013 national trends again generate vigorous debate about purpose of higher education—and the impact of various policies and approaches on the haves versus the have nots. The college completion agenda, which had been building for decades but was intensified by President Obama’s 2009 State of the Union address, focuses on strategies to significantly increase the number of U.S. college graduates. This goal has brought intense pressure to higher ed in recent years from local, state and federal stakeholders and from external groups like high profile grants foundations and for-profit companies eager to offer solutions. The completion agenda is problematic for a number of reasons but primarily due to the focus on shortening time to degree—with too little consideration of factors impacting student completion rates—and a lack of attention to the quality of

students’ education. Open SUNY: What’s the big idea In New York, the completion agenda seems evident in the Open SUNY resolution, passed on March 19, 2013, which aims to use prior learning assessment (PLA), competency-based education (CBE), three-year undergraduate

programs/five-year graduate programs and massive open online courses (MOOCs) to add 100,000 SUNY enrollments in three years and to increase the number of SUNY graduates. Inside Higher Ed quotes SUNY Chancellor Nancy Zimpher on

Open SUNY, MOOCs, and the teaching of life

Continued on page 10

The term MOOC was coined in 2008 by Dave Cormier in reference to a course offered at the University of Manitoba by George Siemens and Stephen Downes. “Connectivism and Connective Knowledge” enrolled some 2,300 students, with a small portion receiving academic credit. The course focused on how learning and knowledge emerge from a network of connections; real knowledge, they assert, rests in the diversity of opinions, experiences, perceptions—and learning is the process of connecting concepts from various disciplines and sources. The theory of connectivism has been used by Downes to distinguish types of MOOCs. The term cMOOCs, he suggests, refers to the original connectivist MOOCs, which are not for profit and not necessarily even “courses,” as they interrogate the structure of traditional courses and the centralization of course management systems (CMS) which defy the open principles of the Internet. Mainstream media more often reports on xMOOCs, the private, for-profit type offered by

companies like Coursera and Udacity that are structured like large lecture courses in that participants watch lectures recorded by professors at elite universities, then interact and complete computer- or peer-scored assessments in a CMS. In fall 2011, the New York Times reported on a Stanford MOOC on artificial intell igence that eventually enrolled over 160,000 participants. The professor, Sebastian Thrun, founded MOOC provider Udacity, while Stanford colleagues Daphne Koller and Andrew Ng founded Coursera. Unlike these for-profit ventures, MIT and Harvard developed edX as a non profit. Spring 2012 saw numerous institutions race to affiliate with and offer courses through the three major MOOC providers. A scandal erupted last summer with the very public ouster then reinstatement of University of Virginia president Teresa Sullivan due, in part, to the belief that she wasn’t pursuing online education aggressively enough. Last November, the New York Times declared 2012 as The Year of the MOOC.

The brief, wondrous life of MOOCs

Faculty Council Matters Fall 2013 page 6

Fall 2013 Campus Governance

Leader’s Conference

Herkimer, NY

“I’m trying to digest it all,” said James Truitt, governance leader from Ulster County Community College (speaker, photo left). This was Truitt’s first CGL conference, and he said he left with a better understanding of the budget process thanks to the conference’s budget focused agenda. These opportunities to come together as faculty are important, Truitt said. “It’s phenomenal that we have the opportunity to connect the dots and work together to make informed decisions.”

“Performance funding is going to be the majority of your

funding in the next decade,” said Dr. Howard Bunsis,

professor of accounting at Eastern

Michigan University (top left corner, photo

right). “There’s no doubt in my mind.”

Faculty Council Matters Fall 2013 page 7

Photos by Leanne Warshauer

“Attending these conferences always gives me

insight into how better to do my job,” said

Lynette Meslinsky of Erie Community College

(photo left). This was Meslinsky’s third CGL.

“Tina Good's passion for shared governance

and its importance in facilitating community

and collegiality on campus is contagious. She

inspires me at these events to try to do the best

job possible. She has made the trek to Buffalo

on three different occasions to help me get

things started at ECC as well as been available

to advise me via phone and email. These are

the things that keep me coming back.”

Jeff Steele and Katie Stables of Herkimer County Community College

Brian Hutzley (speaker, photo left), SUNY vice chancellor for financial services and economic development, encouraged faculty to get involved in the shared services initiative. “Savings get reinvested in your campuses,” Hutzley said. His team will be visiting every campus over the next three months.

Faculty Council Matters Fall 2013 page 8

By Deborah L. Moeckel, Ph.D. SUNY Assistant Provost for Community College Education For the past year or so, some of you may have heard me talk about Open Educational Resources (OER), reform of developmental/remedial education, use of data analytics for student placement in credit bearing courses, and competency-based education. In addition, many of you are in the middle of leadership crises on your campuses, and facing Middle States sanctions for assessment, as well as increased federal and state mandates for accountability, shrinking institutional budgets and the specter of performance-based funding. To top it all off, because of our funding structures, our institutions are often placed in competition with each other for the same pool of students. (This last is more prominent now than ever with the advent of more and more residence halls on CC campuses.) A big question is, how are we going to handle change and what is the role of faculty governance in the process? It strikes me that we are caught in the middle between innovation and tradition. It’s more important than ever to maintain academic standards, but if we do not adapt to the changes all around us, and indeed, take a leadership role in innovation, we increasingly run the risk of ceasing to exist in our current form.

OK at this point some of you are saying that’s just Debbie and her glass half empty perspective. Is it? Open Educational Resources The University System of Maryland will be piloting a program to test the efficiency of using OER to reduce textbook costs for students. Developmental/Remedial Education Reform In the past year, Washington state community colleges have been gaining recognition for their effectiveness. A lot of this has been credited to their adoption of the I-BEST (Integrated Basic Education and Skills Training) model for remediation which contextualizes basic skills within college level work. Data Analytics for placement into remediation The Community College Research Center at Columbia University is piloting a study on several of our campuses to develop an algorithm using multiple data points of varying types to more accurately place students. Competency-Based Degrees You may be aware of President Obama’s recently announced plan for higher education in which he endorses, among other points, the idea of competency-based degrees. This type of study allows

students to proceed with their coursework as soon as they master the competencies in the previous courses. Western Governors University, University of Southern New Hampshire, The University of Wisconsin system, Capella University, and Northern Arizona University have already adopted programs in this format and their accreditors have approved them. Many more focal points are emerging in higher ed, but I believe that these are the salient ones for our population. So here’s the question: how will faculty governance participate in the process of dealing with change? I would suggest to you that the responsible role would be to work together to adopt the changes which most benefit students while ensuring academic integrity. No easy task, but an essential one if we are to preserve access to higher education for all of our students as well as increase their chances of success without their breaking the bank in the process. At the very least, we need to be having these conversations in productive ways. The only option not open to us is not to change at all.

Moeckel’s Matters

Shared governance in the face of disruptive change: A call to action

SUNY Assistant Provost for Community College Education Deborah Moeckel.

Faculty Council Matters Fall 2013 page 9

Faculty Will Drive Open SUNY’s Success

By Nancy L. Zimpher, SUNY Chancellor

There is a great deal of much-deserved buzz surrounding the upcoming launch of Open SUNY in early 2014. Worldwide, colleges and universities and the people they serve – from students and parents to faculty and staff and business and industry—are looking to SUNY as we aim to shape the future digital learning. Your voice – the perspectives and insight of the SUNY faculty –will be critical as Open SUNY moves forward.

The calls nationally for innovation and new opportunities that increase access to a college degree while shrinking the amount of time and money spent have never been more prevalent. In New York alone, nearly 8.8 million adults – 55.6 percent of the state’s adult population – do not have even a high school degree, let alone a college degree. Many of them are military veterans, displaced workers, and single mothers. Many of them have family obligations and work schedules that have prevented them from attending college in its traditional form. SUNY has made digital-enabled learning a priority, in part, to make college accessible to these groups. Open SUNY will allow us to reach New Yorkers in ways we have not been able to reach them before—in their homes and communities, and on their time, adapting to their schedules. Think about what this kind of flexibility will mean for the population. Tens of thousands of would-be students could become actual

students who, through the power of Open SUNY, will be able to position themselves to enhance their lives, and the lives of their loved ones, by setting and achieving new career goals and driving our economy.

Additionally, Open SUNY builds upon our history of innovative instruction and online teaching by getting us all on the same page and creating a forum for us to learn from one another. SUNY’s current online environment was created by the strategic and tactical decisions of individual campuses and moved along with central supports like the SUNY Learning Network (SLN) and other University-wide programs. And while the result has been an environment rich in online course offerings and even degree programs, the system is poor in cross registration, collaborative programming, and degree ladder opportunities.

We are proud to be on the cusp of launching Open SUNY, which will answer the many challenges before us as we continue to set the national model for public higher educat ion and meet the educational needs of more New Yorkers. The initiative’s success, however, is directly dependent upon you, the SUNY faculty.

SUNY’s treasured content and education experts from every possible field have put us in a position to create Open SUNY, and though the launch is just months away, your continued f e e d b a c k , s u p p o r t , a n d partnership in the system’s delivery of Open SUNY will be essential throughout next year, as

we fine-tune the program, and well beyond its short-term implementation.

In the spirit of shared governance and continued partnership, we will all need to work together to tackle tough issues, build effective consortia, and get more creative about delivering effective student services, for starters. Over the next few months, we will work together with you and your campus leadership to design a center for online teaching excellence that will help coordinate all things Open SUNY and provide the faculty supports we know are necessary for this initiative to achieve its goals. In the meantime, I encourage you to visit http://open.suny.edu, tell us your thoughts and share your contact information, so that we can keep you apprised as Open SUNY moves forward.

As a member of the SUNY faculty while this exciting initiative puts down its roots across the state, I hope that each of you will take the opportunity become involved in the development and implementation of Open SUNY, which has the potential to be the world’s premier digital-enabled learning environment, powered by the best, most qualified online teaching corps in the world.

Open SUNY is a big idea designed to fill big needs and you, the faculty, are key to its ultimate success.

Faculty Council Matters Fall 2013 page 10

March 27 as saying that up to a third of the credits for some degree programs could come in from other institutions, including MOOCs from companies like Coursera. According to the Open SUNY resolution, members of the nascent Distinguished Faculty Academy—created just last May—will be tapped to deliver SUNY MOOCs. Indeed, SUNY has a lr eady s een MOOCs in development and/or already taught from Empire State College, Geneseo, and Stony Brook. Not so seamless complications From a national perspective, the push for MOOCs doesn’t seem unique in the Empire State but, considered in conjunction with the SUNY seamless transfer ini t iat ive, th ings become complicated. Seamless transfer refers to SUNY’s plan to expedite student transfer from SUNY community colleges, or those offering associates degrees, to SUNY four-year colleges and universities, or those offering bachelor’s degrees. The initiative is built upon a mandatory SUNY-wide general education curriculum with a goal to standardize acceptance of credits from community colleges at the four-year institutions. It includes credit limits on degrees and timelines for student declaration of majors. Faculty have expressed a number of concerns about seamless transfer—which provide important context for their concern about MOOCs. First, the move to standardization threatens academic freedom and faculty control of the curriculum.

The structure of seamless transfer feels strikingly similar to the uniformity of the Common Core curriculum imposed on K-12, which compromises academic standards and represents a push against individual campus autonomy. The implementation of seamless transfer thus far has relied far more fully on top-down directives rather than on broad-based campus discussions and analysis by the faculty who stand to be impacted by these changes. Second, the “one size fits all” mentality contradicts SUNY’s mission to provide quality education through a “comprehensive system of diverse campuses which shall have differentiated and designated missions . . .” SUNY’s own emphasis on diversity is at risk with an over-reaching set of plans to facilitate student transfer. Finally, community college faculty are concerned that seamless transfer fundamentally posits the two-year institutions as mere service organizations for the four-year institutions. This would destroy the very mission of our community colleges, which require flexibility to meet diverse student needs and a broad range of educational objectives. These issues help us better understand why MOOCs in this context might be tricky. Seamless transfer sets up a structure in which individual campuses might be forced to accept credits from MOOCs offered by other SUNY faculty. And success in achieving the seamless initiatives is dependent upon an increased reliance on online courses, including MOOCs. But MOOCs remain a relatively new, academically unproven modality with inordinately high dropout rates and little assessment of their effectiveness.

Furthermore, research indicates that students of color, men, and academically underprepared students fare worst in any online courses. What curricular process will enable faculty to help shape the development of SUNY MOOCs in ways that ensure that those who most need access to higher education aren’t being shut out altogether due to the digital divide or aren’t adversely impacted in online environments that aren’t optimal learning environments for those populations? Defining our profession My college’s mission statement says that Suffolk County Community College “transforms lives, builds communities, and improves society.” Like our colleagues in community colleges across the state, we transform lives. We are not devoted to merely training students for a vocation but instead we work to prepare them for life. Developing one’s intellectual skills takes time. Learning new things takes time. If you’re interested in learning more about the completion agenda and how it’s being manifested in New York State, get involved in your campus governance bodies. Get involved with your local union or with New York State United Teachers. Both governance and union groups are constantly interrogating these trends and advocating for faculty input on the issues. You can have a voice in defining the future of our profession—in making sure that higher education remains dedicated to teaching students about life.

MOOCs Continued from page 5

Faculty Council Matters Fall 2013 page 11

Delegates Matter

By Leanne Warshauer Press Officer, FCCC In her ten plus years as a delegate, Maryann Faller has seen the Faculty Council’s influence expand. “We have a lot more credibility,”

she said. “SUNY sees us as a presence to be reckoned with.” Faller herself is a presence to be reckoned with. “Maryann has been with the FCCC as we worked with SUNY on gen ed, assessment, seamless transfer, Open SUNY and now performance funding,” said Nina Tamrowki, vice president of the Faculty Council. “Her sense of humor, attention to detail, and her ability to bring diverse opinions together toward a common goal have helped shape the Faculty Council to what it is today.” “And she’s really good at writing resolutions on cocktail napkins!” Tamrowski added. Faller began her teaching career in the math department at Adirondack in 1992 and became a delegate to the Faculty Council in 2000. “I remember feeling totally overwhelmed and confused during the first roll call vote,” Faller said, recalling her first

plenary. She went on to serve as the Council’s secretary and is currently vice chair of the Academic and Student Affairs committee. “A lot of what I’ve become is due to Tina Good,” Faller said. “As a strong, confident leader she’s been a role model for me.” Living in the Adirondacks has nurtured a love of the outdoors. Faller enjoys hiking, kayaking, and snowshoeing, and goes to her garden when she needs to get centered. She also crochets, making christening outfits for each of her three grandchildren, and serves on the board of her local Habitat for Humanity chapter. Faller says faculty leaders have to think about the end goal before they react. “So often it happens that system is trying to impose mandates or regulations and faculty are reactive,” she said. “We sound whiny. We have to be more proactive. More often than not we are the experts.”

Meet Maryann Faller, Adirondack Community College

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● Offer childcare center staff who supervise student field work at the site partial loads under the college administration budget. ● Advocate for county social services to further assist student parents. ● Prioritize funding allocations within SUNY that support student parents.

With all the powerful reasons for campus childcare, SUNY should set a high priority in supporting student parents as an investment not only in the present students but those young children who are b enef i t t ing fr om c ampus childcare. They are in a pipeline toward success. Let’s start the dialog and take action toward this goal. Full article with references available here.

Childcare Continued from page 3

Call for Papers: SUNY Voices Conference on Shared Governance

in the 21st Century As American universities and colleges adapt to 21st century needs and technologies, so too must the concept of shared governance. Conference will focus on how shared governance can go beyond traditional boundaries of local campuses and constituencies.

Event: 04/23/2014 – 04/24/14, Albany, NY Proposal and abstract due: 1/15/14

For more information contact Tina Good tina.good@suny.edu

Faculty Council Matters Fall 2013 page 12

Timothy Stedman, Onondaga Community College Tim was elected in May as the vice president for full-time and part-time faculty for the OCC Federation of Teachers and Administrators. Ron LaBuz, Mohawk Valley Community College Ron is co-author with his intern,

Brigitta Field, of a book: Faces of

The Mohawk Valley (a photographic

exploration of ethnic diversity in the

Mohawk Valley).

Eileen Abrahams, Schenectady County Community College Eileen received a Chancellor’s Award for Excellence in Faculty Service. She also enrolled in the Masters Program in Learning and Emerging Technologies at Empire State College and is “loving it.” Albert Romano, Fashion Institute of Technology Al took 16 students to Shanghai, China from May 22 to June 24,

2013 on the first FIT work-study internship program in Asia. The students had an experience that they will forever cherish.

Chancellor's Award for Excellence in Teaching

Barbara Squires, Corning Community College

Renee Lathrop, Dutchess Community College

Anna Regula, Tompkins Cortland Community College

Don Kelly, Mohawk Valley Community College

Chancellor's Award for Excellence in Scholarship and Creative Activities Barbara Buckman,

Niagara County Community College

Chancellor's Award for Excellence in Faculty Service

Maarit Clay, Corning Community College

Ron LaBuz, Mohawk Valley Community College

Iris Cook, Westchester

Community College

Iris was nominated by her campus

for the CASE Professor of the Year

award for 2013. She was also

invited to return to Oxford’s

programs this year.

Jarrod Cone, Clinton

Community College

The Cone family welcomed their

fifth child this summer. Dylan

Quartuccio Cone was born Aug 8

and weighed 7 pounds 10 ounces.

Father

reports that

she is a

happy baby

and sleeps

really well

at all times.

Good news from the delegates

#G2 2012-2013: Urging Implementation within Open SUNY of Principles of Academic Freedom and Faculty Control of Curriculum Calls on SUNY to ensure that the policies and procedures informing Open SUNY conform to the principles expressed by the AAUP. #ASA1 2012-2013: 64-Credit Limit for A.A., A.S., A.A.S. and A.O.S. Degrees Calls on SUNY Provost to develop clear criteria for issuing waivers to programs with more than 64

credits; an extension of the timeline for bringing programs into compliance; the creation of a representative committee for d e l i b e r a t i n g o n w a i v e r applications; and the possibility for automatic waivers. #EC1: 2012-2013: SUNY Board Resolution on SUNY Seamless Transfer Requirements And A.A.S. and A.O.S Degrees Endorses Student Mobility Committee’s recommendations to the SUNY Provost to broaden the implementation of the credit cap beyond 64/126 credits to adhere to the language of the SUNY BoT resolution on Seamless Transfer

Requirements and NYSED requirements and to remove the A.A.S. and A.O.S. from the MTP guidelines for implementing the BoT resolution as they are not transfer degrees. #A1 2012-2013: In Support of Adjunct Teaching Award Supports creation of Chancellor’s Award for Adjuncts. #A2 2012-2013: Recognition for Distinguished Faculty Award Agrees to recognize community college faculty who receive the Distinguished Faculty Award by issuing plaques.

FCCC Resolutions March through September 2013