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Minutes #2 - September 17, 2013

                             FACULTY SENATE MINUTES #2  

September 17, 2013  

The second meeting of the Faculty Senate 2013-2014 was called to order by Chair Jeffrey Walkuski on Tuesday, September 17, 2013 at 1:15 PM in Brockway Hall, Jacobus Lounge.  

SENATORS AND MEMBERS PRESENT:  J. Walkuski, C. Schubert, W. Miller, D. Miller, S. Sharma, D. West, R. Grantham, B. Wodi, R. Borden, K. Pristash, J. Hendrick, L. M. Weber, J. Figura, E. Bitterbaum, G. Sharer, M. Dodds, M. McGuire, A. Fitz-Gibbon, K. Pristash, S. Anderson  

SENATORS AND MEMBERS ABSENT:  E. Lind, K. Polasek, O. White, S. Shi, A. Dearie, N. C. Paley, K. Lindh, D. Harms, T. Slack, E. Owens, R. Nauseef, M. Prus, K. Pietro, W. Shaut, G. Douglas  

GUESTS PRESENT:  M. Gonzalez, B. Buxton, J. Dangler  

I.  APPROVAL OF THE MINUTES:   The minutes from September 3, 2013 were approved, as amended.  


The committee vacancies were approved for the Committee on Committees (Approved)  

The EPC proposal to change for GE9 foreign language requirement was voted on.  (Approved) 

III. CHAIR’S REPORT – The Chair gave a brief report.  





  • Carbon Blueprint
  • Long Island Hospital crisis
  • Shared services
  • International opportunities  

After the President’s Report there was a presentation, added to the agenda by Chair Walkuski, given by J. Dangler and W. Buxton, regarding Seamless Transfer, including a handout {See Appendix 2}  


Student Affairs CommitteeE. Lind – No report (absent)  

Academic Faculty Affairs Committee – A. Fitz-Gibbons – The chair reported that the committee has a full agenda including 6 or 7 personnel policies in review.  

Long-Range Planning Committee – G. Douglas - No report (absent)  

Educational Policy Committee –  M. McGuire - No report. {See Old Business}  

Professional Affairs Committee  – K. Pristash – The chair reported that there will be three meetings this semester which he will be setting up soon.   


Committee on Teaching EffectivenessThe chair reported that he is attempting to convene a meeting.  

Committee on Committees – J. Barry – Chair Walkuski gave the report for the Committee on Committees and asked for a motion to approve the committee vacancies.  

College Research Committee  – No report. 

General Education Committee – No report.  

Graduate Faculty Executive Committee  – M. Dodds – The chair reported that the committee met on Monday.  The by-laws have been changed and there has been reclassification of membership.  

Review of Governance Committee – J. Walkuski – No report.  

X. AREA SENATOR’S REPORTS:  There were no Area Senator Reports.  

XI. SUNY SENATOR’S REPORT – J. Hendrick – No report.  

XII. STUDENT SENATORS’ REPORT –  L. M. Weber –. The chair gave the following report:  

SGA has it's all e-board senate meeting Tuesday night where they will be discussing the reasons why the students govern the way they do. Throughout the semester they get questions as to why certain rules are the way they are so this meeting helps guide the clubs a bit better.   

SGA will also have its club fair this Wednesday from 11-3 on the steps of Corey Union. All clubs were encouraged to participate.  

L. M. Weber has a meeting with Sue Vleck at the end of this week to start planning for an upcoming party.  

XIII. OLD BUSINESS: - There was no Old Business. 


L. M. Weber has a meeting with Sue Vleck at the end of this week to start planning for an upcoming party. The EPC Proposal to change the GE9 foreign language requirement was discussed, voted on and approved.

 XV.  ANNOUNCEMENTS: There were no announcements.  

Respectfully Submitted, 

Barbara Kissel 

Recording Secretary

The following reports are appended to the minutes in the order that they are distributed:  

(1)   Seamless Transfer/Core Curriculum: Impact on Higher Education, submitted from UUP by Jamie Dangler(2)   Committee on Committees Report, submitted by J. Barry, Chair(3)   EPC Proposal to change the GE9 foreign language requirement, submitted by M. McGuire, Chair  


Seamless Transfer/Core Curriculum: Impact on Higher Education                                                            submitted by J. Dangler, UUP

Seamless Transfer/Core Curriculum:

Impact on Public Higher Education  

What is Seamless Transfer? 

Seamless Transfer is SUNY’s plan to facilitate student transfer from SUNY campuses that offer A.A. andA.S.    degrees to SUNY baccalaureate programs by mandating a university-wide General Education program. The Seamless Transfer process has restrained faculty oversight of curriculum. It has developed in the context of a narrow focus on more rapid degree completion, without acknowledging the full set of factors that affect student completion patterns. It is connected to a broader agenda to streamline, increasingly privatize, and drain substantive content from public higher education programs.  

What are some of the primary components of Seamless Transfer? 

  • Standardized acceptance of GE courses across SUNY community colleges and state-operated campuses
  • 64-credit limit on associate degrees; 126-credit limit on bachelor’s degrees
  • Course availability for transferred students within a prescribed timeline
  • Majors declared by students after 30 credits in two-year programs; after 60 credits in four-year programs
  • Submission of required program changes by campuses before Dec. 1, 2014  

United University Professions           President  frederick  e. kowal, Ph.d. 518.640.6600          fax: 518.640.6698                                     

Concerns About Seamless Transfer Plans  

u A SUNY-wide General Education curriculum threatens academic freedom and our ability to provide diverse educational experiences in tune with student needs and program specialties. 

Pressure to standardize curriculum threatens the academic freedom of educators who design courses in concert with their respective disciplines and fields. It compromises SUNY’s ability to offer students the diverse curriculum they need to be prepared for a dynamic and highly differentiated society.  

u Extensive curriculum standardization is not justified. 

While the goal of facilitating timely student completion of degrees is important, Seamless Transfer goes substantially beyond what is necessary to improve student completion rates. It is part of a broader set of SUNY goals, most notably to standardize curriculum in order to facilitate increases in online courses with large student enrollments.  

u Seamless Transfer could lead to the further privatization of public education, which threatens educational quality and rigor. 

Many aspects of Seamless Transfer are aligned with the educational reform agenda funded by private interests, including the Lumina and Gates foundations. This agenda is supported by corporations such as Pearson and Coursera, which have positioned themselves to take over functions that are the purview of public educators and public-service providers.  “College completion” has been emphasized as the measure of an academic institution’s success, with little concern for quality education or the need to prepare students for an economy and society that demand flexibility and broadly defined career readiness.  

u Seamless Transfer could weaken the curriculum, adversely affecting students from middle- and lower-income families. Seamless Transfer plans imply a “core curriculum”— similar to that imposed in K-12—that may compromise diverse educational objectives and standards. Faculty direction of curriculum is threatened, and more and more curriculum content decisions may be turned over to profit-seeking corporations, compromising academic standards.  A “core curriculum” at SUNY will further erode educational opportunities in terms of quality and flexibility to meet diverse student needs and broad educational and career objectives. If Seamless Transfer is fully implemented, standardization of college courses could weaken the curriculum and foster a more sharply tiered public higher education system.  

u Online courses may be imposed in areas where online delivery is not optimal. 

SUNY’s Seamless Transfer objectives depend on the expansion of online education. SUNY is looking to online courses with high enrollments—not the hiring of additional teaching and support faculty—to meet new directives for course availability under specific time- lines. There is nothing to stop SUNY from expanding online education in ways that are not consistent with high-quality online course delivery. Private corporations that create curriculum and online service delivery systems stand to benefit as “contracting out” for these functions becomes more feasible. This could lead to further privatization of SUNY’s educational functions, with potential consequences such as additional cuts in courses, programs and services, and faculty, and an increase in the use of contracting out for the for-profit delivery of courses.  

u Seamless Transfer could lead to longer degree completion time. 

The neediest students are less likely to succeed in the streamlined process that Seamless Transfer creates. At the community college and four-year college levels, students’ time to completion is affected by multiple factors. These include the need for remedial and “college success” course work, uncertainty regarding educational and career interests, changes in initial majors as interests and career objectives develop, the desire to pursue more than one major and/or minors, internship and study abroad experiences that may alter completion paths, employment demands, and personal and family issues that affect course load and scheduling possibilities (especially for the increasing nontraditional student population).  

u Teaching and professional faculty have not been adequately consulted. 

Consultation has involved campus presidents, chief academic officers, and some faculty governance leaders and committees. The extent to which academics and professionals at the department level have been consulted varies across institutions. On most campuses, there has been little, if any, campus-wide discussion and analysis of its implications. The Seamless Transfer process thus far has relied on top-down directives that present SUNY’s plan as justified and inevitable. There has been very little analysis of its full implications. 

u Seamless Transfer runs counter to SUNY’s mission.  

SUNY was never designed to be a homogenous institution across all campuses, nor is there justification for transforming its mission as dramatically as Seamless Transfer implies. SUNY’s plans compromise its mission to “… provide the people of New York educational services of the highest quality ….” Course quality will be sacrificed in many cases as “cookie-cutter” curricular directives are imposed from above. Seamless Transfer plans also contradict SUNY’s mission that emphasizes diversity and providing educational services and activities through a system of “diverse campuses which shall have differentiated and designated missions designed to provide a comprehensive program of higher education, to meet the needs of both traditional and nontraditional students and to address local, regional and state needs and goals.” 


UUP urges all of its members—especially those involved in campus governance and curriculum review processes—to demand open review of Seamless Transfer plans and their possible consequences. Campus dialogue is critical. 

UUP pledges to work with our members, campus administrators, and SUNY officials to engage in a full and open review of ways to facilitate transfer of students from community colleges and colleges of technology to baccalaureate programs at our campuses. Accurate information, transparency, and problem-solving—rather than radical surgery that will remove the heart of our educational institutions—is called for. 

UUP will call on the chancellor to redirect SUNY  to its essential educational mission and work with us to collaboratively address problems.  

UUP Contact Information 

Members can contact their UUP chapter office for additional information and follow-up or they can contact UUP’s statewide vice presidents at 1-800-342-4206 or via email: 

Vice President for Academics Jamie Dangler, 

Vice President for Professionals Philippe Abraham,  

SUNY’s Seamless Transfer documents can be found at:                                         



Committee on Committees Report

submitted by J. Barry, Chair

Committee on Committees – Report to the Faculty Senate

September 17, 2013 

Item #1 

A call for nominations was re-opened for Senators.  Nominations were received as noted below:  

School of Education, 2013-15 – Joseph Rayle 

            Full-time Lecturer, Education/Professional Studies, 2013-15 – Matt Seyfried    

Since the number of candidates is equal to the number of seats, the Faculty Senate Secretary can be asked to cast a single ballot for the nominations above.  

Item #2 

The Committee on Committees recommends the following appointment.  This requires confirmation of the Faculty Senate:            

 College Research Committee: 

               Professional Staff, 2013-16 – Liz Speziale 

Item #3 

A call for nominations was extended through Friday, September 13, 2013 for the nominations listed below.  No nominations were received:  

At Large

Faculty Senate Vice Chair 

Faculty Senate Secretary 

Faculty Senate Treasurer 

Faculty Representatives to the Student Senate (2 seats)  

School Arts & Sciences

Academic Faculty Affairs Committee (Social/Behavioral Sciences) 

Committee on Committees: 

 (Fine Arts/Humanities) 

(Social/Behavioral Sciences) 

Long Range Planning Committee (Math/Science) 

Senator (Fine Arts/Humanities)  

School of Education

Student Affairs Committee  

School of Professional Studies

Committee on Teaching Effectiveness  

Professional Staff

Professional Affairs Committee: 

 (Student Affairs) 

(Academic Affairs) 

Item #4 

A call for nominations was extended for the following seats on the General Education Committee.  The nomination deadline is Wednesday, September 18, 2013.  Nominations received to date are noted below:  

  • Academic at large (2013-15) – S. Kelley
  • Fine Arts/Humanities
  • Social/Behavioral Sciences (Fall 2013 sabbatical replacement) – B. Skipper  

Respectfully submitted, 

Joanne Barry



EPC Proposal to Change the GE9 Foreign Language Requirement 

submitted by M. McGuire, Chair                          

Current Catalog

All undergraduate students must demonstrate proficiency in foreign language
by fulfilling one of the following requirements:
* successful completion of a one-semester
     college-level foreign language course (101) or the equivalent, such as
     CLEP, the ACTFL Oral Proficiency Interview (OPI)  or  AP credits
* having earned a score of 85 or higher on the New
     York State Regents examination in a foreign language. 

Proposed Language for the New Catalog 

All undergraduate students must demonstrate proficiency in foreign language
by fulfilling one of the following requirements:

* successful completion of a one-semester
     college-level foreign language course (101) or the equivalent, such as
     CLEP, the ACTFL Oral Proficiency Interview (OPI)  or  AP credits


* having earned a final grade of 85 or higher in the third year of H.S. foreign language study or a passing grade in any subsequent year of H.S. foreign language study  


* having earned a score of 85 or higher on a foreign language
Regents Exam or a local exam aligned with a discontinued Regents Exam
(Checkpoint B Exam) 

Under Degree Requirements 

Current Language
Students scoring an 85 or higher on the Foreign Language High School Regents Exam fulfill
the GE Category Nine language requirement.” 

Proposed Language 

Students earning a final grade of 85 or higher in their third year of H.S. foreign language study or passing ANY SUBSEQUENT year of H.S. foreign language study, or scoring an 85 or higher on a Foreign Language Regents Exam or a local
exam aligned with a discontinued Regents Exam (Checkpoint B Exam) fulfill the GE
Category Nine language requirement.