Mentors, tutors, evaluators and others who make academic decisions (collectively referred to as faculty in the remainder of the document) are responsible for identifying breaches of the college’s academic honesty expectations. Faculty make judgments about whether a breach of academic integrity represents a developmental need or a dishonest act. Faculty determine study, course and credit by evaluation outcomes and respond to breaches of academic honesty expectations in accordance with the procedures outlined below.

The dean of the student’s home center may reprimand, warn or dismiss a student for serious acts of dishonesty in accordance with the procedures that follow.

The student must submit a withdrawal request in writing to the center or program office. The effective date is the date the student transmits the request.

Effect on Enrollment Status

The effective date of the withdrawal may affect the full- or part-time enrollment status of the student. For the purpose of establishing enrollment status, enrolled credits are the number of registered credits after day 28 of the enrollment term. For example, a student who first enrolls for 12 credits and withdraws from one 4-credit study on or before day 28 remains enrolled for only 8 credits and is no longer considered full time. If the student withdraws after day 28, he or she is considered full time.

A withdrawal that results in a change from full- to part-time enrollment status can jeopardize the student’s financial aid eligibility. See the Empire State College statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid.

Effect on Satisfactory Academic Progress

The effective date of a withdrawal also affects the calculation of satisfactory academic progress. For purposes of calculating satisfactory progress, credits attempted is the number of registered credits after day 28 of the enrollment term. Thus, the date of withdrawal affects whether the credits are counted in the number of credits attempted. For example, if a student first enrolls for 12 credits and then withdraws from one 4-credit study on or before day 28, satisfactory progress is calculated on 8 credits attempted. If the student withdraws after day 28, satisfactory progress is calculated on 12 credits attempted.

For information on the effect on financial aid eligibility, see the statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid.

1. The college will inform students annually of their rights under the act.
2. Students may request to examine their education records by the following methods:
   Center/Unit or Program Files: in person or written request to dean or designee
   Coordinating Center Files: in person or written request to college registrar
   Proper identification is required for in-person requests (e.g., Empire State College identification card).
   The college will comply with such requests in a reasonable time not to exceed 45 days from receipt of the request.
3. If the student wishes copies of the education records, the following fee schedule will apply: transcript $5, all other education materials $.50/page.
   While the college may not deny access to the records, under certain circumstances it may have cause to deny a request for a copy of a student's education records. The college will not issue an official transcript to a student who is in arrears.
   Types and locations of records maintained by the college, and the officials responsible for them are as follows:
   1. Admission Records: Admissions Office -- assistant director of admissions; center/units or programs -- center dean/program director Upon official enrollment of student, admissions records are transferred to the Office of the Registrar.
   2. Academic Records: Office of the Registrar -- the registrar; center/units or programs -- center dean/program director
   3. Official Empire State College Transcripts: Office of the Registrar (Saratoga Springs) -- registrar
   4. Financial Aid Records: Student Financial Services (Saratoga Springs) -- director of financial services
   5. Billing Records: Student Financial Services (Saratoga Springs) -- director of student financial services
   6. Graduate and Inactive Academic Student Records: Office of the Registrar -- registrar
4. The college will not disclose personally identifiable information from a student's education records without prior written consent of the student except as permitted by the act in paragraphs 99.31 and 99.37.
   
   99.31 - Prior Consent for Disclosure not Required
   Prior consent is not required for the following:
   1. school officials: those persons (and their supporting staffs) whose official functions require access to student records (e.g., Office of Academic Affairs, Admissions, Office of the Registrar, Financial Aid, Student Accounting, Office of Collegewide Academic Review personnel, mentors, research personnel)
   2. authorized representatives of the comptroller general of the United States, the secretary, the commissioner, the director of the United States Department of Education, the assistant secretary for education, state educational authorities
   3. persons connected with financial aid (e.g., determining eligibility, amount, conditions and enforcement of conditions)
   4. state and local officials when information is required to be disclosed by state statute
   5. organizations conducting studies for the college for specific purposes when personal identification will not be possible outside the organization
   6. accrediting organizations in carrying out their functions
   7. to comply with judicial orders
   8. in event of health or safety emergency
   9. to comply with the Patriot Act of 2001.
   
   99.37 - Disclosure of Directory Information
   Directory information which can be released without prior consent of the student is limited to the following (as authorized by the act):
   1. name
   2. address
   3. phone number
   4. dates of attendance
   5. most recent previous educational institution attended
   6. major area of concentration
   7. degree and awards earned
   8. participation in officially recognized college activities
   9. date and place of birth
   10. country of citizenship.

The student may restrict the release of all or part of the directory information by following the procedures specified in each annual notice.

All units of the college will operate under the following procedures with regard to requests for information:

1. Incoming Phone Requests: Only directory information items d, f and g will be released over the phone to persons outside the college.
2. Written Requests: Directory information will be released by the college registrar in response to requests on official letterhead to persons having legitimate reason(s) for requesting the information. If additional information is requested, the student will be notified and release requested.
3. In-Person Requests: Directory information will be released to those who have proper identification and legitimate reason for requesting the information. It will not be released to other students.
4. Other than directory information will be released only by the college registrar and only with the prior consent of the student.
5. The Office of the Registrar will maintain a record in the student's file of all requests for, and disclosure of, personally identifiable information (other than directory information) from a student's education records as specified in the act. This record may be inspected by the student.
6. Students may request to amend their education records if they believe information contained therein is inaccurate or misleading or violates their privacy or other rights. If such a request is refused, the college will so inform the student and advise the student of the right to a hearing to be held within a reasonable time.
7. All units of the college will maintain student records in lockable file cabinets, preferably in lockable rooms. Similarly, computer files will be maintained in such a way as to ensure maximum security and to provide access only to authorized personnel. Storage and destruction will be in accordance with State University of New York policy and procedures.
8. Copies of this policy and of the act will be on file in all locations of the college and will be made available to eligible students upon request.

Canadian students who wish to maintain their residence in Canada and travel to the U.S. for required residencies or meetings with their mentors are considered part-time border commuter students. These students are required to show their I-20 each time they enter the U.S. A new I-20 is issued each term.

Canadian border commuter students are not eligible for financial aid, college-sponsored scholarships or employment while studying in the U. S. International students must demonstrate that they have sufficient financial resources to fund their first year of study at Empire State College before they are issued an I-20, and that they have insurance coverage equivalent to SUNY insurance plan.

Border commuter students, F-1 international students that have their I-20s from other institutions, or students on other kinds of visas who have learned English as a second language must demonstrate proficiency in English.   Students may take any version of the TOEFL exam that suits their needs. Undergraduate students must achieve a score of 550 on the paper-based exam (PBT), 213 on the computer-based exam or 80 on the TOEFL (iBT) Internet-based exam.

Graduate students must achieve a score of 600 on the paper-based exam or 250 on the computer-based exam and 100 on the TOEFL iBT internet based exam.

Score reports must be sent from ETS directly to the college and are valid for two years. Photocopies of a score report sent to the college from the student will not be accepted.

Since the degree program is central to the awarding of advanced standing at Empire State College, its development is a task on which students and mentors spend considerable time and thought. Each student is expected to engage in degree program planning under a learning contract, or section of one, for at least 4 credits and up to 8 credits. The degree program describes studies done at previous colleges, college level learning from life or work experiences and contracts to be undertaken at Empire State College. The emphasis on degree program planning provides students with an opportunity to design their program of study at Empire State College in light of both their long-range goals and their previous education. Another reason for the importance of degree program planning derives from the college's perspective on assessment. Each student's request for advanced standing is evaluated in the context of the student's goals and the nature of the whole degree program. This orientation precludes a piecemeal approach to the granting of advanced standing.

The Assessment Process

The section that outlines the steps involved in "Planning the Degree Program and Developing the Portfolio" are replaced by Policy and Procedures for Degree Program and Portfolio Review and Approval (effective 7/01/09).

Where prior learning has been gained through formal study at regionally accredited colleges, a student supports the requests for advanced standing with official college transcripts. Credits indicated on such transcripts are accepted with the following limitations:

• When transferring credits from regionally accredited colleges, students may transfer in all credits that are appropriate to their Empire State College degree program and that conform to general college policies, such as those related to course credit limitations and D grades.
• A student with an Associate in Arts, Associate in Science or Associate in Applied Science degree from:
  • a regionally accredited institution, or
  • a degree granting institution on the NYSED list at the time of the student's attendance, or
  • an institution with which Empire State College has a Memorandum of Understanding (MOU) may transfer in the entire degree earned, including all of the courses completed and college credits awarded for the degree. This includes any courses that were applied toward the degree and for which a D grade was earned. The assessment committee determines whether the associate degree credits are appropriate to the student's degree plan and consistent with other Empire State College academic policies. If the student transfers part but not all of the credit earned in an associate degree, Empire State College does not accept courses in which the student earned a grade of D.
  • A student with an Associate in Occupational Studies (A.O.S.) degree from:
  • a regionally accredited institution, or
  • degree granting institutions on the NYSED list at the time of the student's attendance, or from
  • an institution with which Empire State College has a Memorandum of Understanding

  may transfer in any credits with a C grade or higher grade that the center assessment committee determines are appropriate to the degree program and which are consistent with other Empire State College academic policies. Associate in Occupational Studies degrees are evaluated by the center assessment committee on a course-by-course basis. D grades earned as part of an A.O.S. degree are not transferable, even if the student completed the A.O.S.

In determining how to use any transferred credit in an Empire State College degree program, students should consider seriously the following points:

1. "Appropriate to their Empire State College degree program" means that credit is usable only if it makes sense within the context of their Empire State College degree (e.g., a block of 22 credits in commercial art might not make sense in a human services degree). Thus, credit that is transferred from another institution to Empire State College is most often evaluated for appropriateness to the student's degree plan, not as a whole, but on a course-by-course basis.
2. Courses taken at two-year colleges almost always are designated as introductory (i.e., freshman or sophomore level) credit.
3. Professional or vocational courses generally yield non-liberal credit.
4. Credit cannot be used twice for the same learning (e.g., management principles learned in a training program or on the job may be used as a Principles of Management course taken in college).

There is no statute of limitations regarding the age of acceptable learning substantiated by transcript except in some areas, technologies and science for instance, where that learning may be outmoded and may not be accepted if it is crucial to the structure of a concentration.

The maximum advanced standing allowed toward a bachelor's degree is 96 credits; toward an associate degree the maximum is 40 credits.

Approved: October, 1978
Supersedes April, 1975 Policy
Revised: February, 1996, July 2009

Policy and Procedures for Degree Program and Portfolio Review and Approval

Policy

Undergraduate students at Empire State College develop individually designed degree program proposals, with guidance from their mentors. Each student's degree program proposal and portfolio must be approved by a center faculty assessment committee as well as by the Office of College-wide Academic Review (OCAR). The center and college must approve the individual student's program and portfolio before the college can award the degree. Specific steps in this process are outlined below.

This document presents the college's policy and procedures for review and approval of students' individual degree program proposals and portfolios. Its goals are to promote quality and consistency with college policy in student degree programs and portfolios; ensure timely approval of student degree programs and portfolios; and clarify the process for students, faculty and staff.

Important companion documents are the Policy on Educational Planning Studies, Individual Prior Learning Assessment Policy and Procedures, and Advanced Standing: Policies and Procedures that Govern the Assessment of Prior Learning.

Elements of the Degree Program Proposal and Portfolio

The elements of the student's degree program proposal and portfolio evolve over time.

Portfolio submission to the center Office of Academic Review (OAR) – When the mentor submits the portfolio to the center OAR, the degree portfolio includes the:

• Degree program proposal.
• Degree program rationale.
• General education grid.
• Official copies* of college transcripts for prior college courses included in the degree.
• Official copies* of documentation for other, generic prior learning sources.
• Student requests for individualized prior learning assessment (PLA). Mentor and student may agree that a brief description can be substituted for each request not ready for submission.

______

* The director of academic review has the discretion to accept a portfolio submission or schedule an assessment committee review pending receipt of an official document.

Center review – When the center OAR forwards the portfolio to the center assessment committee, the degree portfolio includes the items above and:

Evaluator recommendations on individualized prior learning (PLA) assessment requests. At this point, student requests for credit through PLA are removed from the portfolio. (The director of academic review may substitute the student's brief description of one or more PLA components that may still be in progress.)

College review – When the center OAR forwards the center-approved portfolio to the Office of College-wide Academic Review (OCAR), the portfolio includes all of the above, with the exception that all evaluator recommendations must be included, and with the addition of an "action statement" summarizing center assessment committee action on the portfolio.

OCAR may only review portfolios that contain official documentation of prior college coursework and other prior learning sources.

Timing of Degree Program Proposal and Portfolio Submission

The sooner the student and mentor submit all elements of the degree portfolio, the more likely the student is to secure timely college-level approval of the degree program and to complete the degree.

The student and mentor normally submit the degree program proposal and portfolio, containing the elements expected at the point of submission, within the first 32 credits of enrollment or prior to the student's final 16 credits for the degree, whichever comes sooner. (See steps 2 and 3 below.)

Procedures

Steps in Review and Approval

Degree program review and approval involves careful analysis of the degree program proposal, rationale essay and any supporting documents by college faculty and staff. The steps in review and approval include the following:

1. Student Degree Program Proposal and Portfolio Development

The student develops the degree program proposal and portfolio during an academic study in educational planning, guided by her/his faculty mentor. See the Policy on Educational Planning Studies for more information.

2. Student Submission for Mentor Review and Approval

The student submits the degree program proposal and portfolio to the mentor for her/his review and approval.

The mentor's approval indicates that s/he considers the degree program proposal and portfolio to be complete and in substantially good form.

The mentor may not necessarily agree with every academic choice the student makes. If the mentor believes that the program design is unsound or inconsistent with college policy, or that the portfolio is not ready for review, the mentor advises the student to make revisions. If the mentor is not satisfied with the changes, s/he may forward the degree program proposal and portfolio to the center OAR with a note explaining her/his concerns.

If the student and mentor continue to disagree about the program design and the mentor is unwilling to forward the program to the center OAR, the student may ask the director of academic review (DAR) to review the degree program proposal and portfolio. The DAR conducts a review upon the student's request.

3. Mentor Submission to Center OAR

The mentor submits the degree program proposal and portfolio to the center OAR as soon as s/he is satisfied that they are in substantially good form and contain all elements expected at the point of submission, as outlined above.

When the center OAR receives the degree program proposal and portfolio, an acknowledgement goes immediately to the student and mentor. If the student expects the degree program proposal and portfolio to be in the center OAR, and s/he has not received an acknowledgement, the student should contact the center OAR.

4. Review of Student Degree Program and Portfolio by Center OAR

The center OAR assembles all elements of the degree portfolio and reviews the program proposal and portfolio during two stages, as outlined below.

At either stage, if the DAR believes the degree program proposal or associated documentation is incomplete or inconsistent with college policies, s/he notifies the mentor and student regarding necessary additions or changes and may return the portfolio, in whole or in part, for further work.

When the center DAR determines that the program proposal and portfolio are incomplete or inconsistent with college policies, the DAR may schedule a center assessment committee review to clarify the issues involved.

Stage 1 – Assembling Documentation and Placing PLA Requests

From the time of admission forward, the center OAR receives and retains students' official college transcripts and official documentation for generic prior learning sources.

Ideally, the student prepares the degree program proposal and portfolio during an educational planning study, including any requests for individual prior learning assessment (PLA), and the mentor submits them as a unified whole to the center OAR. The center OAR then assigns any individual PLA requests in accordance with the Individual Prior Learning Assessment Policy and Procedures.

Alternatively, a student may submit PLA request(s) and a draft degree program proposal, which have been reviewed by the mentor, to the center OAR, prior to preparing the full degree portfolio. In this case, the center OAR begins assigning student requests for individualized prior learning assessment as they are received. See the Individual Prior Learning Assessment Policy and Procedures for more information.

Stage 2 – Preparing for Review by Center Assessment Committee

Once the DAR determines that the student's degree program proposal and portfolio are ready for review by the center assessment committee, s/he schedules it for review; ideally, the review takes place within 45 days.

If one or more components of the degree program proposal are still awaiting documentation (i.e., transcripts, other official documents, or evaluator recommendations for individualized PLA components), and the DAR determines that the remaining components do not involve issues of redundancy, general education designations, level of learning, etc., that are likely to require an assessment committee judgment, s/he may schedule the student portfolio for assessment committee review pending receipt of the remaining documentation.

5. Center-level Review and Approval by the Center Assessment Committee

The center assessment committee reviews and approves the degree program proposal and portfolio at the center level, on behalf of the college faculty as a whole. Approval by the committee is required before a degree program proposal and portfolio can be forwarded to the Office of College-wide Academic Review.

The center OAR creates meeting schedules, establishes committee membership and identifies committee chairs on a rotating basis. The committee consists of three or more faculty members. When one of the members is unable to attend, the DAR, associate dean, dean or another center faculty member or academic administrator serves as a substitute.

The center OAR records the names of assessment committee members who will be making decisions on each student's degree program proposal and portfolio, on the college's administrative system.

At least three members must review the portfolio and only those who review the portfolio may participate in the decision on a case. Centers may identify primary and secondary readers for a portfolio.

The primary mentor of a student under review may not serve in a decision-making capacity member for that case. For that student, the DAR, the associate dean, dean, or another center faculty member or academic administrator serves as a substitute.

The DAR attends assessment committee meetings as a non decision-making member (except that s/he may participate in the decision in the circumstances noted above). The DAR's primary role is to promote continuity and consistency in center judgments in relation to college policy. The DAR also provides any background information related to a student's degree program proposal and portfolio. The DAR helps the committee reach consensus, when possible.

The associate dean and/or dean may attend assessment committee meetings at any time but do not participate in decisions unless substituting for another committee member.

Action Statement. The center assessment committee review results in an "action statement," which summarizes the committee action. Center OAR staff prepare the action statement and forward it to the mentor and student, or to the mentor only, normally within 2 weeks of the assessment committee meeting. If the action statement is forwarded only to the mentor, the student will be notified that his or her program was reviewed and to contact their mentor for the details of committee action.

The center assessment committee review may result in one of the following outcomes:

Center-level approval of the degree program proposal and portfolio. Center-level approval means that the degree program proposal and portfolio are ready to forward to the Office of College-wide Academic Review. Center OAR staff forward the degree program proposal and portfolio, as approved at the center level, along with the action statement, to the Office of College-wide Academic Review. OAR staff also send the action statement, along with a copy of the center-approved degree program proposal and general education grid, to the student and mentor.

Center approval of the degree program proposal and portfolio may encompass minor changes in the original submission (e.g., changes in a study's designation as meeting a general education requirement, as part of the concentration or as advanced level). In this case, the action statement must specify the changes involved. Further, the action statement may state that if the student does not respond within a specified time frame, the center OAR will forward the portfolio as approved by the center to the Office of College-wide Academic Review.

• Conditional center-level approval of the degree program and portfolio. In this case, the committee specifies the conditions that must be met for center-level approval. Examples include:
  • Revision of the rationale essay.
  • Submission of an addendum that explains some aspect of the program design.
  • Substantive changes in the program design (e.g., changes in specific degree program components, the concentration title or the area of study).
  • Receipt of official documentation for one or more transcripts or prior learning components.

If the changes are significant, the student may need to re-submit the degree program proposal and portfolio.

When the student needs to submit revisions or further documentation, the assessment committee may delegate final review and approval to the DAR or to the committee chair and/or first reader, or may determine that the degree program proposal and portfolio must be returned to the same committee for final center-level review and approval.

• Deferral of center-level approval of the degree program proposal and portfolio. Deferral means that the student needs to make substantial changes in consultation with the mentor. The degree program proposal and portfolio need to be resubmitted to the center OAR, for review by either the original or a new center assessment committee. In this case, the action statement from the original committee specifies the issues that must be addressed.

When the DAR schedules a degree program proposal and portfolio for assessment committee review pending receipt of documentation for specific components (i.e., CLEP results, military documents, PLA recommendations, etc.), the assessment committee may:

• Provide conditional center-level approval of the degree program proposal and portfolio pending receipt of the specified documents, and delegate final center-level review and approval to the DAR, or
• Provide conditional center-level approval of the degree program proposal and portfolio pending receipt of the specified documents, and require that either the committee chair and/or first reader, or the full committee, review and approve the documentation when it is received, or
• Determine that full documentation is needed before the portfolio can be reviewed, in which case the outcome is a deferral.

It is essential that the student respond to the action statement, as needed, in a timely way, in order to complete the college's approval process. Failure to do so may mean that s/he must earn additional credit in order to graduate.

Once the degree program proposal and portfolio have center-level approval and the portfolio is complete (all required documentation is in and any conditions are met), the center OAR forwards the portfolio and action statement, normally within 2 weeks, to OCAR for final technical review, and notifies the mentor and student.

Technical Review and Approval by the Office of College-wide Academic Review (OCAR)

OCAR is responsible for the college-level technical review and concurrence of the degree program proposal and portfolio. When OCAR finds no technical problems with the degree program proposal and portfolio, it "concurs" (approves) the portfolio and the center decision then becomes official. OCAR notifies the director of academic review of the student's center and forwards the college-approved degree program and portfolio to the College Registrar. The center OAR notifies the mentor and student.

If OCAR finds that the degree program portfolio is incomplete, contains technical errors or does not comply with college policy in terms of technical criteria, OCAR staff inform the center DAR within 30 days. The center DAR works with the mentor, student, and others as appropriate as needed to resolve the problem, provide additional information, or secure a written waiver from the associate dean or dean, as appropriate.

Students Earning More Than One Degree at Empire State College

Students who plan to earn two degrees from Empire State College (e.g., both an associate and a bachelor's degree) must submit two degree program proposals. The student may develop both degree proposals during a single educational planning study, and the center and college may review both simultaneously, or these steps may occur sequentially. Students wishing to earn a second bachelor's degree must submit a degree program proposal and portfolio for the second degree, which contains at least 32 credits of new Empire State College study including 4 new credits for Educational Planning. See sections 907 and 908 in the Empire State College Advanced Standing: Resources and Criteria for the Assessment and Program Review .

Completion of the College-Approved Degree Program

The student is responsible for making enrollment choices each term, in consultation with the mentor, which are consistent with her/his college-approved degree program. The college-approved program is the basis for student-mentor consultation each time the student enrolls. For each study, the student and mentor pay particular attention to the number of credits, level of study needed for studies in the concentration and the degree as a whole, liberal arts and sciences designations, general education designations, and the role of the study in meeting concentration and area of study guidelines.

Failure to conclude the college-level approval process in a timely fashion, or failure to complete the program as approved at the college level, may mean that the student must earn additional credit in order to graduate.

Substitutions in Empire State College Studies Students, with the advice of the primary mentor who consults with the DAR as appropriate, may make substitutions for Empire State College studies so long as they do not change the structure or substance of the degree or bring it out of compliance with college policies. Some examples:

• A student's college-approved degree program calls for an advanced-level study in "American Folk Art." The student and mentor could substitute an advanced-level study of "Guatemalan Art and Culture." If the original study was to be at the introductory level, or if this student's college-approved degree program calls for an advanced-level study in "American Folk Art." The student and mentor could substitute an advanced-level study of "Guatemalan Art and Culture." If the original study was to be at the introductory level, or if this study does not need to be at the advanced level for the student's program to meet college requirements, the substitution could be at the introductory level. If the student is using this component to meet the SUNY general education requirement in the Arts, the substitution could be in music, theatre or some other studio, performing or art history area, but not in another field like literature.
• A student's college-approved degree program calls for an Empire State College study in accounting as part of a concentration in "Business Administration." The student has no other learning in accounting. Since the college's Business, Management and Economics faculty define accounting as essential to a concentration in "Business Administration," the student cannot simply substitute a study in "Strategic Planning." Either the student needs to include an accounting study, or the concentration title needs to be changed. To change the title, the student needs to request a degree program amendment.

Degree Program Amendments. The following changes in an approved degree program require a degree program amendment: degree designation (e.g., B.A. vs. B.S or B.S. vs. B.P.S.), area of study, concentration title, or advanced standing credit (i.e., transcript credit and/or credit by evaluation). See section 910 in the Empire State College Advanced Standing: Resources and Criteria for the Assessment and Program Review .

The student submits a request for an amendment for review by the mentor, who submits it to the center OAR.

When requesting an amendment, the student is responsible for paying a degree program amendment fee. The DAR may waive the degree program amendment fee.

If the amendment simply resolves a technical issue, the DAR may approve and forward the amendment to OCAR without review by the center faculty assessment committee. If the amendment involves significant academic aspects of the program design, the center DAR forwards it to the assessment committee for center-level approval, and then to OCAR. In such cases, the roles of all parties are similar to those played in the review processes described above.

A student considering a significant change in a college-approved degree program should consult with her/his mentor and may consult the DAR, to determine whether a degree program amendment is needed.

Academic Clearance for Graduation

When a student has completed all Empire State studies, center OAR staff conduct an academic review for graduation to reconcile the contract evaluations for the student's Empire State College studies with the student's college-approved degree program.

• If the student and mentor have made substitutions that are consistent with the structure and substance of the college-approved program, center OAR staff amend the degree program and provide center-level academic clearance for graduation. Center staff within or outside the center OAR also make technical corrections to contract evaluations as needed, based on the program reconciliation.
• If the student and mentor have made substitutions that depart from the structure and substance of the college-approved program, which bring into question whether the program as completed meets college policy, the DAR notifies the mentor and may consult the dean. If the issues cannot be resolved, the DAR notifies the student and mentor that the student must amend the degree program and/or complete additional studies to bring the program into compliance with college policy.

The center OAR notifies the College Registrar once the center academically clears the student for graduation. The College Registrar completes the final academic clearance for graduation.

Appeal Procedures

A student may appeal the decision of the center assessment committee, following the college's "Student Academic Appeals Policy and Procedures."

Approved July 31, 2008

Policy on Educational Planning Studies

What follows is a discussion of educational planning at Empire State College. It includes a statement about the relationship between individual degree design and the college's core values, guidelines to good practice in educational planning, and the articulation of policies and procedures relevant to the construction and approval of Empire State College educational plans.

Individualized Degrees

Individually planned degrees are a hallmark of Empire State College's academic program. The college was founded in 1971 as an experimenting institution, designed to pioneer innovative ways for adults to gain access to a college degree. Individualized degree planning is a key element of this mission for innovation and access, and reflects the college's commitment to empowering adults to define and pursue their own educational goals.

At most colleges, students complete pre-structured degree requirements in the major and general education, regardless of the knowledge and experience they may bring to their studies. The structure of, rationale for and relationships among studies are often not clear to students. Learning may be fragmented and duplicative, especially for adults who attended more than one institution, experienced interruptions in their studies, and/or already have college-level knowledge acquired outside of a college classroom.

In contrast, Empire State College's individually tailored degrees enable adults to create a coherent educational plan, incorporate credit for their existing knowledge, plan new learning that builds on that base and pursue studies of greatest interest and value to them. This flexible approach can reduce the time and resources needed to complete the degree, and is at the core of how the college affords adults genuine access to a college degree that responds to their personal, professional and academic goals.

Individually tailored degrees afford adult learners the opportunity to:

• create coherent educational plans, which integrate and build on learning histories that extend across time and place,
• identify and build on – rather than duplicate – existing knowledge and skills,
• incorporate academic credit for prior college-level learning,
• complete degrees more quickly and at lower total cost than at institutions that do not offer prior learning assessment and/or flexible program design,
• expand awareness and utilize a wide range of learning modes and subjects available,
• identify and pursue studies of greatest interest and importance to them,
• expand their capacities for self direction and independent, lifelong learning, and
• engage in active, reflective and creative academic work within a community of learners.

The college awards undergraduate degrees in eleven broad "areas of study," which are registered by the NYS Education Department (NYSED). Each student designs an individually tailored degree, with a concentration within one of the areas of study, which builds upon the student's prior college-level learning. NYSED's approval of broad registered areas of study is predicated on the college's individualized degree planning model. The alternative at other public colleges is to submit pre-structured curricula in each degree field for approval by the State University of New York and NYSED.

With the flexibility of an individual degree comes a special responsibility for the student and for the college. A curriculum that is pre-defined by the faculty of a college is ordinarily approved in advance by faculty curriculum committees, academic administrators and external regulators. Empire State College students must firmly ground their individually tailored degrees by identifying their existing knowledge and skills, degree goals and learning needs and interests, and by carefully researching their fields of study. Faculty mentors actively guide and collaborate with students in the educational planning process. Ultimately, a faculty committee must approve each individual degree program proposal, and the Office of College-wide Academic Review conducts a final technical review.

Educational Planning

Academic study in educational planning, guided by a faculty mentor, is a learning experience that serves as the student's pathway to an individualized degree. Through this study or series of studies, the student creates a degree program proposal that is tailored to her/his own background, goals and learning needs.

As a matter of context, it may be useful to think of educational planning as a learning experience that begins before and extends beyond the formal educational planning study. There are also connections among students' experiences in orientation, programs to develop and assess skills, and educational planning.

At its best, the learning that takes place in educational planning lays a foundation for student success in later studies. The student and mentor identify and plan ways to meet the student's unique learning needs during the remainder of the degree, including the need to build academic skills early on. This may be a student's first opportunity to actively develop the skills of an independent learner. Among other things, this means the student learns what topics and modes of learning are available and how they might be incorporated in the student's individual program.

Educational Planning Studies and Outcomes

Educational planning is the core undergraduate degree requirement* at Empire State College, and students must complete from 4 to 8 college credits in this topic. The college recognizes a range of learning modes and activities, mentoring styles and student needs and preferences for educational planning. There are also varied enrollment models (e.g., 4 credit studies, 2+2 or 4+2 models, other more modular approaches).

Within educational planning as a formal academic study, the primary mentor guides the student through substantive academic work, including reading, research and writing assignments that relate directly to the program design itself and to broader professional and intellectual issues.

Educational planning activities and outcomes reflect the student's goals and background. The student designs his/her individualized degree program proposal, with support and consultation from the mentor. The degree program proposal and the process of developing it should be neither mechanistic nor formulaic. Ideally, learning activities should respond to a particular student's interest and needs, and support a more reflective, transformative process.

One result of educational planning is the preparation of a degree program proposal and portfolio. Educational planning may be completed in a single study or through a more modular approach. Preparation of the degree program proposal and portfolio is normally expected for credit to be earned in the study or module designed for that purpose.

When the student's educational exploration leads to a decision not to pursue a degree at Empire State College, the mentor may award credit based on alternative assignments and the student's achievement of expected learning outcomes.

The following learning activities and anticipated outcomes in educational planning studies may help students develop the degree program proposal and portfolio and the skills needed for independent learning. During educational planning, students may:

• Identify and reflect carefully on any of the goals they intend their learning to serve – academic, professional, personal, civic, and/or others.
• Identify and begin to develop the skills needed to be an independent learner, such as skills in assessing their own academic and professional skills and knowledge, learning style and possible learning modes and resources.
• Identify their own learning needs, and consider a variety of possible ideas, studies and projects to meet those needs.
• Consider questions about learning and education, shaped by the student's interests.
• Become familiar with important intellectual and/or professional issues and expectations in their fields.
• Gain a working knowledge of Empire State College's degree requirements and expectations (e.g., SUNY general education requirements, total credit for the degree, advanced-level credit and credit in the liberal arts and sciences, credit in the concentration and in general learning, academic breadth, diverse perspectives, and relevant college guidelines for areas of study and concentrations).
• Become aware of how they may further consider the issues above and modify an approved (concurred) degree plan as their studies unfold in subsequent enrollments.
• Understand how to submit the degree program proposal and portfolio for center and college approval and how the approval process works.
• Prepare requests for individual assessment of prior learning (PLA).
• Create an example of a learning contract for a student-designed guided independent study, which could be incorporated into the student's degree program.

___________________________________________________________________

*With the exception of a very few pre-structured programs.

Level and Type of Credit

The designation of an educational planning study as to level of study and liberal arts and sciences status is based on the same considerations as for any other study at Empire State College. Whether an educational planning study meets expectations for liberal arts and sciences credit depends on the actual learning activities and outcomes included in the study. (See the college Policy on Individualized Program Design for further discussion of the distinctions between introductory and advanced level studies and between liberal arts and sciences and non-liberal-arts studies.)

Award of Credit in Educational Planning

Just as in any other study, the criteria for awarding credit in educational planning are established by the mentor in the learning contract or course guide. However, there is one generally expected college-wide outcome for the educational planning component designed for this purpose, in addition to other academic expectations for this learning experience, and that is the degree program portfolio.

It is often beneficial for students to engage in educational planning over two or more studies rather than in a single enrollment. If the student enrolls in educational planning over more than one term in smaller "modules," each learning contract or course clearly states the criteria for earning credit in that segment of educational planning. One of the student's educational planning studies should include completion of the degree portfolio as an expected outcome.

Students who have completed all elements of the degree program proposal and portfolio when the mentor awards credit for educational planning are more likely to secure timely college approval of the degree plan and complete the degree itself. The college cannot approve the student's degree program proposal and portfolio until the student completes all requests for individualized prior learning assessment (PLA) and evaluators complete their recommendations. And, the student benefits from having an approved plan of study to follow. Therefore, the college strongly encourages students to prepare all of their PLA requests (rather than just brief descriptions) within educational planning if possible, and within the next term if necessary.

The student normally completes the degree portfolio, as defined below, in order to earn credit in the appropriate educational planning study. The mentor awards credit for that educational planning study when s/he is satisfied that the student has completed acceptable drafts of the expected elements of the degree portfolio and has met all other academic expectations for the study, as specified in the learning contract or course materials. The expected elements of the degree portfolio include the following:

• A well-developed degree program proposal.
• General education grid.
• Complete rationale.
• Documentation for transfer credit and "generic" (pre-evaluated) prior learning components included in the degree program proposal.
• Student requests for individualized prior learning (PLA). Mentors and students may agree that brief descriptions can be substituted for those PLA requests that are not yet ready to submit to an evaluator.

To ensure timely evaluation of requests for individualized prior learning assessment (PLA), the student should submit all PLA requests to the mentor for transmittal to the center Office of Academic Review at the earlier possible date. Only completed PLA requests can be evaluated for recommendation of credit. The mentor's award of academic credit for educational planning is distinct from submission of a complete portfolio to the center Office of Academic Review, and from college approval of the student's program design and portfolio. To ensure timely college approval of the program and completion of the degree, the student should submit the complete portfolio to the center Office of Academic Review at the earliest possible date.

College policy on awarding incompletes in educational planning studies is the same as for other academic studies.

Submitting Official Documents

Students are responsible for having official documentation for transfer credit and "generic" (pre-evaluated) prior learning components sent to the college Admissions Office. Instructions are included in the Student Planning Guide for Degree Programs and Portfolios , which is available online and in print. Students, mentors, center Office of Academic Review (OAR) staff and committees may work from student copies of such documents during the initial planning stages. However, official copies must be included in the portfolio before the center OAR can forward the degree program proposal and portfolio to the Office of College-wide Academic Review (OCAR) for final college concurrence (approval). Until all official documents are received and reviewed, a student's program cannot be officially approved.

Timing of Educational Planning

Within the first 24 credits of enrollment, matriculated students normally enroll in an educational planning study or series of studies that includes preparation of the degree program proposal and portfolio as an expected outcome. The student must complete this study before registering for the final 16 credits in the degree.

This means that if the student expects be within 16 credits of completing the degree during the first 24 credits of enrollment, then the student must enroll in and complete the relevant educational planning very early in her/his work with the college.

Preliminary Titles for Empire State College Studies. There may be some areas of future contract study for which the student has not yet determined a precise title; in this case the student may include a broad label for the degree component rather than a specific study title. For example, the degree program proposal might label a future study "Advanced Literature Study," rather than include a specific title like "Major Women Poets of the Twentieth Century." If a planned study has no specific role in the program design (e.g., as a general education study), the preliminary title can simply be "Elective." This provides some flexibility in selecting or designing studies later in the program, so that later study choices can build on the student's learning as s/he progresses through the program.

Associate-Bachelor's Degree Sequence. Students who enter the college with little or no prior college study or potential prior learning credit may benefit from exploring various fields of study before deciding on a primary field of study (concentration) for a bachelor's degree. These students might design an initial associate degree within the first 3 terms of enrollment that provides a broad foundation for further study at the bachelor's level. An interdisciplinary, liberal arts or "one-column" associate degree may be most appropriate. The student may then design the bachelor's degree as s/he nears completion of the associate degree.

Degree Program Amendments. Students may make substitutions or amendments in approved degree programs, as provided in the Policy and Procedures for Degree Program Review and Approval.

Advanced Standing Credit for Educational Planning

In exceptional cases where students have the knowledge and skills involved in educational planning before they come to Empire State College, students may request advanced standing credit toward the educational planning requirement through prior learning assessment or transcript credit.

Approved July 31, 2008

As an institution of higher education the college is committed both to increasing the representation of protected groups throughout the workforce and promoting diversity among its administration, faculty and staff.

It is the goal of the college’s affirmative action policy to provide equal-employment opportunity, address discrimination and contribute to the diversity of the college’s workforce. The college's affirmative action policy applies to all persons identified in federal and New York state laws as protected groups, including women, people with disabilities, protected veterans, blacks, Hispanics, Asian-Pacific Islanders, American Indian/Alaskan natives and those in protected-classes identified as two or more races.

It is the college’s obligation to take appropriate action under this policy should it be determined that applicable federal and state equal employment opportunity laws and regulations have been violated.

The college’s affirmative action plan  has been prepared in accordance with State University of New York policy and the regulations promulgated by the Office of Federal Contract Compliance Programs (OFCCP), U.S. Department of Labor, 41 CFR Chapter 60. Inquiries regarding the plan may be directed to Mary Morton, affirmative action officer, 518-587-2100, ext. 2265, 2 Union Avenue, Saratoga Springs, NY 12866.

New York State prohibits on-the-job use of, or impairment from, alcohol and controlled substances. The State of New York Policyon Alcohol and Controlled Substances in the Workplace provides that upon “reasonable suspicion” a supervisor may require an employee to undergo a medical examination, which could include a drug and alcohol test.

State of New York  employees are also subject to criminal, civil, and disciplinary penalties for the unlawful manufacture, dispensing, distribution, possession, sale or the attempt to sell controlled substances while at the workplace or while performing in a work-related capacity. Such illegal acts, even if engaged in off duty, may result in disciplinary action.

Employees who unlawfully manufacture, distribute, dispense, possess or use a controlled substance will be subject to disciplinary procedures consistent with applicable laws, rules, regulations and collective bargaining agreements including termination of employment or referral for prosecution. Other corrective action may include satisfactory participation in an approved drug or alcohol rehabilitation program.

Any employee convicted of a violation of a criminal drug statute for a violation occurring in the workplace or at a work site must notify in writing the Office of Human Resources no later than five (5) calendar days following the conviction. The College will notify appropriate federal agencies of such a conviction within ten (10) days of receiving notice of the conviction.

Alcohol and substance abuse are serious problems and diminish the quality of services the College delivers. Additionally, the personal toll to individuals, families, and communities is staggering.

The New York State Employee Assistance Program is a joint labor-management committee program open to all State employees and their families. The program is a confidential information, assessment and referral program that provides employee requested services including assessment for referral to the most appropriate community resource provider for services related to emotional or physical illnesses, alcohol and other drug-related problems.

Any State employee may contact New York State Employee Assistance Program at 1-800-822-0244.

Compliance with the provisions of this policy is a condition of employment with the Empire State College.

In order to function effectively as professionals, students need to understand the work environment and internal functioning of organizations. In addition, they also need to understand the impact of domestic, political, social, ethical, international, technological, economic and environmental issues. Students must be able to think critically and to analyze situations in a variety of different contexts. They need to be able to develop a cogent argument and to substantiate their ideas. A student’s BME program should provide such learning opportunities.

Throughout their program design, students should seek to include studies offering opportunities to communicate effectively with a variety of audiences, in both oral and written formats. With growing diversity in the organization and in the environments in which the organization functions, students need to develop an appreciation of the cultural heritage of people having backgrounds and abilities different from their own. A broad selection of studies in the liberal arts and sciences will enhance a student’s ability.

Because of increasing computerization, students should carefully consider including computer experiences in their programs. A general understanding of economic principles and a mastery of basic quantitative skills are important for BME students.

The responsibility for program development in the BME area of study lies primarily with the student. The studies chosen should support student-identified goals. In addition, effective programs must meet college requirements and must show progression, depth and diversity of study.

Specific guidelines have been developed for concentrations in the following areas:

• accounting
• business administration
• economics
• finance
• human resources
• information systems
• international business
• labor relations
• management
• marketing
• public administration

Students are expected to demonstrate communication skills that enhance their ability to function in a professional or organizational environment.

* information management

Students are expected to demonstrate a basic understanding of information technology and systems appropriate to their fields.

* economics

Students are expected to demonstrate the ability to solve problems using economic principles and concepts.

* ethical and social responsibility

Students are expected to demonstrate an understanding of and appreciation for ethical and social issues facing organizations and their environments.

* quantitative skills

Students are expected to demonstrate an understanding of analytical tools appropriate to their fields.

* understanding people in an organizational context

Students are expected to demonstrate an understanding of how individuals and groups function or behave in organizations.

* understanding organizations within broader contexts

Programs should provide a solid foundation for graduates to function effectively in their professions, or organizations, in a complex and changing world. To accomplish this students might include learning that addresses diversity, political, international, technological or environmental issues.

Students must be able to think critically and to analyze situations in a variety of different contexts. They need to be able to develop a cogent argument and to substantiate their ideas. A broad selection of studies in the liberal arts and sciences will enhance a student's ability to accomplish this.

Additional specific guidelines have been developed for concentrations in the following areas:

• accounting
• business administration
• economics
• finance
• human resources
• information systems
• international business
• labor relations
• management
• marketing
• public administration

• work with individuals, groups and communities in problem-solving situations;

• entry or continuation in the practice of human services in a variety of areas and at a variety of levels of practice including advocacy/community organization, social policy and change, administration, and/or direct service delivery/practice/intervention with groups and individuals;

• graduate education or other forms of professional development.

Study in this area emphasizes the understanding and integration of four essential foundations each with its own set of unique competencies:

Knowledge -- understanding of the interdisciplinary, conceptual base of practice, historical contexts and the nature of people who live in communities. Studies will include the history of social institutions and social change; human beings and their behavior individually and in groups; the evolution of human service systems and public policy; the impact of social, economic, political, biological and environmental factors on individuals and communities, and the relationship of social policy to human service practice.

Skills -- understanding of the collaborative, helping and problem-solving relationships between the human service worker and the client. Studies will include: interpersonal skills; prevention and intervention skills; administrative skills; information management skills; research skills; advocating, community organizing and policy management skills.

Attitudes and values -- understanding of the ethical basis for human service practices with individuals, groups and communities. Studies will include developing understanding, respect of, and commitment to autonomy, confidentiality, self-determination, and the basic rights of individuals and groups from diverse backgrounds.

Experience, application and practice -- understanding of the settings, dimensions, systems and mechanics of

human service delivery. Studies will include the experience of delivering effective services to individuals, groups and communities; contributing to the development and maintenance of healthy individuals, groups and communities through prevention, intervention, organizing and policy-making activities. Application can focus on individual, group, community and/or systems activities.

Students should explicitly discuss in their rationale essay how each of these four foundations are incorporated and demonstrated in their degree program. It is not necessary that these foundations appear in specific degree titles.

The potential concentrations are numerous and may be focused or broadly conceptualized depending upon the student’s specific interests and goals, the student’s prior learning and experience, the organizing framework, and the general expectations of recognized helping professions. The organizing framework will typically be professional/vocational; however, problem oriented, thematic or interdisciplinary frameworks may also be appropriate.

Because degrees in Community and Human Services may take many forms, students must support their designs with clear and articulate rationales. Even in a broadly conceptualized concentration in Community and Human Services, it is not expected that all of the areas listed previously will be reflected in specific study titles; however, the student should discuss in the degree program rationale how they have been explored. In more narrowly conceptualized concentrations, students are encouraged to consider and discuss in their degree program rationales whether and/or how the areas listed above may be relevant to their specific concentrations.

Sample concentrations: titles are meant to be illustrative, not exhaustive nor comprehensive.

• Foundations of education
• Learning theories
• Instructional strategies
• Curricular design
• Diversity issues
• Uses of technology
• Social context of learning
• Methods of inquiry
• Human development
• Content as appropriate to the concentration

Students may address these topics in various ways as appropriate to their concentrations. These topics could be included in one or more studies or advanced standing components, and may not necessarily appear as these explicit titles. In the rationale, students describe how their degree program addresses these topics.

For those interested in becoming practitioners, other components in the concentration should demonstrate an emphasis on understanding learners and learning, and effective teaching and learning strategies. Concentrations may include community and family education, instructional technology, teaching and training, early childhood learning or adult learning.

Students interested in study and research on education, society, and culture may design concentrations based in the social and behavioral sciences or the humanities. These disciplines might include anthropology, economics, history, philosophy, political science, psychology and sociology. The degree program for those choosing this concentration should include more than one component in methods of inquiry.

Degree programs may also be organized according to thematic or problem-oriented frameworks, with concentrations such as social change, public policy, learning communities and lifelong learning. These degree programs should demonstrate a focus on a distinguishable theme or learning context.


Teacher Certification
Empire State College does not have a registered teacher certification program at the undergraduate level but does offer a Master of Arts in Teaching degree that encompasses New York State teaching certification at the middle school and secondary levels.

Students interested in obtaining teacher certification as undergraduates should consult the New York State Education Department for specific requirements and share these requirements with their primary mentor. Students planning to pursue certification after completing their Empire State College undergraduate degree should consult with the college through which they plan to pursue certification. Often, undergraduate students seeking teacher certification are better served with liberal arts or disciplinary concentrations.

For more information on pathways to teacher certification, consult the Educational Studies web site and talk with an Educational Studies or Master of Arts in Teaching mentor.
Revised: November, 2007
Revised: August, 2000

Therefore, to understand educational institutions and the teaching and learning process, students developing concentrations in educational studies should:

• inquire into who, when, where and why people participate in educational and learning activities by including the history, philosophy, sociology and psychology of education as basic foundation studies
• gain knowledge and skills in the uses and applications of technology in education
• build a broad foundation in the liberal arts and sciences, including multicultural perspectives by designing a range of learning activities including independent study, technology-mediated learning, field experiences and group studies.

Students who are not planning to engage in teaching, but are interested in educational processes and institutions, can design concentrations that examine these institutions and processes through the framework of the social and behavioral sciences and other disciplines, including anthropology, economics, history, philosophy, political science, psychology and sociology. For example, a concentration may be developed in the history of education, the economics of education, the sociology of education, educational psychology, etc. Degree programs also can be organized according to thematic or problem-oriented frameworks, with concentrations such as education and society, education and social change, education and public policy, learning communities and lifelong learning.

Students who are not planning to become certified teachers in New York state may design concentrations that include both the studies referred to and studies that focus on the relationship between theory and practice, and on educational practice itself. These students may be planning to work, or may be working, in teaching/training programs for adults, workforce development, community education, international training and development or other nonpublic institutions or educational settings.

Note: Empire State College does not have a registered teacher certification program at the undergraduate level. Students interested in preparing themselves for teaching certification in New York state must consider their options carefully and should consult with an educational studies mentor. Educational studies may not be the best option; they may be better served with a concentration in a school subject area such as English, history, science, math, foreign language, etc., or they may want to consider an interdisciplinary program that combines educational studies with a specific discipline. Students must contact the State Education Department (S.E.D.) for specific certification requirements or speak with an S.E.D. advisor. They also should be aware that new and radically changed certification requirements were implemented in 2004.

Building on the studies used to meet the SUNY General Education Requirement, students may design a concentration in Historical Studies using any of the college’s five organizing frameworks:

• Disciplinary concentrations include work in Western civilization, national, regional or ethnic histories, African-American experience, work in historical methods and historiography, and appropriate supporting studies, such as economics, statistics, literature and/or science. 
• Interdisciplinaryconcentrations in Historical Studies represent a conscious attempt to explore linkages among allied disciplines from a historical perspective (e.g., anthropology, economics, literature, and languages). Study in comparative history is also frequently interdisciplinary in approach.
• Thematic frameworks allow a student to trace and explore one or more themes in Historical Studies.
• Problem-oriented frameworks emphasize consideration of possible resolutions or continuing significance of the chosen problem. 
• Professionalprograms include studies vital for developing career-related skills in areas such as archival or museum employment, historical preservation and restoration, scholarly editing, and the research and writing of official histories. Students with a professional emphasis frequently include internship experiences in their degree program plans.

The faculty of the college expects that students who design degree programs in Historical Studies will acquire the following enabling skills and understandings:

1. an understanding of historical processes and events that have shaped social change and contemporary human problems;
2. knowledge of the breadth of historical writing and interpretation (the conversation within the discipline) that pertains to the topics of study included in the degree program;
3. an understanding of the linkage between historical studies and other disciplines;
4. an understanding of human experiences that go beyond a single time period and national or cultural experience;
5. an understanding of the diversity of sources that record and interpret the past, including writtentexts, and original documents, photographs, visual materials, oral histories, historical objectsand media and of how to identify and evaluate primary and secondary sources;
6. research skills, including a basic understanding of how to use libraries and virtual libraries, archives, databases and other internet resources;
7. knowledge of the forms of citation shared by professional historians, especially the conventions known as the Chicago/Turabian style; (see the Historical Studies web site)
8. the ability to analyze and interpret historical resources and perspectivesand to make judgments, to explore causal relationships, to seek order and patterns, to ask why and how -- not just simply report;
9. the ability to think critically and communicate effectively; 
10. an understanding of history as a creative art, a subjective discipline and an imaginative interpretation of the past.

Finally, students designing concentrations in Historical Studies are encouraged to include a capstone study or a final integrating independent study.

Concentrations in Historical Studies may use any of the college’s five organizing frameworks. Students may wish to plan disciplinary degree programs. Typically, such concentrations include work in Western civilization, American and other national histories, study of the Third World experience (such as the history of Africa, Latin America, the Middle East or Asia), work in historical methods and historiography, and appropriate supporting language studies. Interdisciplinary concentrations in Historical Studies represent a conscious attempt to explore linkages among allied disciplines from a historical perspective (e.g., ancient history, literature, culture and language). Study in comparative history is also frequently interdisciplinary in approach as is work in emerging areas such as psychohistory and cliometrics. The thematic framework allows a student to trace and explore one or more problems in Historical Studies with emphasis on considering the origins, development and possible resolution of the issue. Professional programs include studies vital for developing career-entry skills in areas such as teaching, archival employment, historical preservation and restoration, scholarly editing, and the research and writing of official histories for state and federal agencies and private corporations. Students with a professional/vocational emphasis frequently include internship experiences in their degree program plans.

The faculty of the college expects that students who design degree programs in Historical Studies will acquire the following enabling skills and understandings:

• communication skills, including effective writing and speaking skills, and the ability to read critically;
• research skills, including a basic understanding of how to use libraries, an understanding of the diversity of materials that record and interpret the past;
• a broad knowledge of the historical literature that pertains to the topics of study included in the degree program;
• an understanding of the linkage between historical studies and allied disciplines;
• an understanding of the historical experiences that go beyond a single time period and national or cultural experience;
• an understanding of historical forces that have shaped social change and contemporary human problems;
• the ability to analyze historical material and make judgments, to establish causal relationships between facts, to find order and patterns, to answer why and how -- not just simply report; and
• an understanding of the history as a creative art, a subjective discipline and an imaginative interpretation of the past.

Students of human development have an opportunity to pursue and integrate personal, academic and professional goals. Many students find that what they learn enables them to better understand themselves and others, enhances their ability to work with people in various capacities, and prepares them for more advanced or graduate study.

Students of human development must demonstrate coverage of the following topics either through a study, a series of studies, components within a study, or college-level knowledge through the PLA process. Students should obtain a broad foundation of knowledge in these topics before progressing to advanced studies, covering a range of theoretical perspectives and explanatory models about the process of human development across the life span. They should plan to fully explain how they have obtained knowledge in these topics in the rationale essay submitted with their degree plan.

Biopsychosocial Development – 1) an understanding of biological, physiological, and neurological change over time; 2) an understanding of cognition, emotion, and the behavior of individuals across the lifespan; 3) an understanding of interpersonal processes and social relationships; 4) an understanding of social and cultural influences on development; and 5) interactions of the above - an understanding of how the social, psychological, and physical influence each other across the lifespan, contributing to change over time.

Individual Differences – an understanding of characteristics, influences, and developmental outcomes (such as a study in personality theory or abnormal psychology), as well as human diversity (the range of differences in human experience and how that influences development).

Contexts for Development - an understanding of the micro level contexts for change (such as relationships and family) as well as an understanding of the macro level contexts (such as community, culture, and society).

Methodologies for Inquiry – an understanding of the body of principles, approaches, and techniques employed by a particular branch of knowledge, which may be either quantitative or qualitative. This should encompass hypothesis development, systematic data collection and analysis, and research reporting conventions.

One concentration title within Human Development has particular meaning in the wider academic community, and that is psychology. A psychology concentration is expected to meet the rigors of the discipline, including methodology and specific studies. Students planning a psychology concentration should consult Advice for Students Developing Concentrations in Psychology in the Student Degree Planning Guide.

Studies in Human Development may draw upon many different disciplines of the natural, social and behavioral sciences in an effort to understand human experience and behavior. Illustrations and understanding of human behavior may also be explored through humanistic and cultural studies. Concentrations in the Human Development area of study must in some way address critical topics in the following areas: the nature of human development and changes across the life span; the social and environmental contexts in which human development takes place; the determinants of human development and behavior; the domains and dimensions of thought, emotion and action; and a range of theoretical perspectives and explanatory models.

Human Development uses the scientific method as its basic model of learning and knowing. Thus, students are expected to develop competencies in the following areas: asking and researching questions; observing and analyzing behavior; recording and interpreting data and observations; and examining and communicating ideas. An education in Human Development also includes experience of self and others as a complementary model of learning and knowing.

Not all of these areas need be reflected in specific study titles; however, the student will be expected to indicate in the degree program rationale how the various topics and methods have been explored.

There is one concentration title within Human Development that has particular meaning in the wider academic community. That is psychology. A psychology concentration is expected to meet the rigors of the discipline, including methodology and specific studies. Students planning a psychology concentration should consult Advice for Students Developing Concentrations in Psychology in the Student Degree Planning Guide.

Some concentrations are interdisciplinary by nature and are already recognized and defined by the scholarly community, for example, environmental studies, cognitive science or Native American studies. Students with such concentrations may wish to examine survey or introductory textbooks and to study college catalogs to determine what these known concentrations typically cover. On the other hand, an interdisciplinary concentration also can be created from scratch to match a particular student’s interest. As with all concentrations, it may be focused upon a theme, problem or profession, or on a topic that necessarily includes several disciplines. Examples that illustrate some of these features (selected from approved student programs) include arts management, culinary educational studies, holistic health or writing as therapy.

As with all concentrations, the structure of Interdisciplinary Studies concentrations must meet the college’s expectations of progression and integration. Progression refers to a significant development in the program from introductory to increasingly advanced learning. It is usually demonstrated when the concentration includes foundation studies in the different areas and further studies that either refine the foundation areas and/or combine different areas relevant to the concentration. Integration refers to the concentration’s organization or form, in other words, to the way in which the different individual studies come together to support or define the concentration’s theme or topic.

A common way of establishing a concentration’s integral structure is, first, to subdivide the concentration into three or four major areas that in the student’s view cover the key components of the problem or theme of the concentration and, second, to identify which studies in the degree program belong to which component. The component parts might be entirely original with the particular concentration, or they might be borrowed from the guidelines of other program areas. For example, a professionally-oriented interdisciplinary concentration might be viewed as consisting of studies in: history, theory and practice. Or, a social science-oriented concentration, borrowing from psychology, might be seen to consist of studies in academic methods (e.g.,research or evaluation skills), disciplinary surveys, relevant practice skills (e.g., interviewing, counseling, problem solving), and integrated advanced-level studies. The concentration components could also be content based. For example, a concentration in women’s health could be subdivided into three main areas: studies about women, studies about health, and studies that integrate women and health. Note that the subdivisions of an interdisciplinary concentration are typically not the different disciplines or perspectives that make the concentration interdisciplinary; rather, each subdivision is itself a combination of perspectives.

It is when the subdivisions are combined that the concentration is defined as a whole. In recognition of the importance of the whole, a unique requirement for interdisciplinary concentrations is the inclusion of one study that explicitly integrates (or stitches together) the key component parts. In most instances, this integrating study carries the same title as the concentration. Depending upon the student’s needs, it can occur at any time during the student’s studies.

The written rationale also plays an important role in defining the Interdisciplinary Studies concentration. To provide an adequate account of the purpose and meaning of the concentration, beside the usual topics, the interdisciplinary rationale also should include an explicit discussion of the different program areas represented in the concentration; the underlying structure (method of integration); the nature of the integrating study; and the student’s reason(s) for choosing the interdisciplinary program for his or her concentration.

The following interdisciplinary examples have been developed as illustrations. Please note that these particular examples are not prescriptive. These programs could have consisted of any number of other studies or types of organization. The left column shows how the structure of the example was conceptualized, and the right column lists those studies that comprise the example components. The integrating study is marked with an asterisk.

Women's Health

In this example, the concentration draws upon studies from Science, Mathematics and Technology; Community and Human Services; Human Development; and Cultural Studies. Progression is shown by foundation studies in the different disciplines, intermediate- and advanced-level integration studies; and the integrating study, women and health, serves to capstone the entire program. Note that the structure here is by content rather than function.

Professional Training and Development

This concentration combines studies from Human Development and Educational Studies along with studies from either Business, Management and Economics or from Community and Human Services depending upon the student's orientation. Progression is shown by foundation studies in psychology, education, communications and human services (or business) and integrated studies that are largely intermediate and advanced. The integrating study is an intermediate-level survey of the purposes and methods of professional training and development.

Criminal Justice

In this example, the concentration draws on studies from Community and Human Services; Social Theory, Social Structure and Change; and Human Development. Progression is shown by foundation studies in human services, sociology and psychology as well as introductory surveys in criminal justice and corrections, by intermediate and advanced studies in the different areas (e.g., probation and parole), and by advanced integrated studies (e.g., crime and poverty, ethnic issues in corrections). The integrating study in this program is an introductory survey of the entire field.

(Please note that a criminal justice concentration could also be designed to fit within the Community and Human Services program area or as a specialty of sociology within the Social Theory, Social Structure and Change program area.)

Students select the Interdisciplinary Studies program area for their associate degrees for at least two very different reasons. One reason is that students may wish to construct an interdisciplinary concentration or focus along the lines of the bachelor's degree program but with fewer credits. For them, the bachelor's degree guidelines can be followed although without so much emphasis upon progression and comprehensiveness. A second more common reason for choosing the Interdisciplinary Studies area of study is when students are either not yet prepared or do not wish to construct a comprehensive concentration or focus. In this case, all studies are listed within a single column and the program can be regarded as somewhat comparable to a broad liberal arts or social science major at local community colleges. The concentrations of such programs have no title, or they may be called general studies, liberal studies or interdisciplinary. The student should consult the mentor about the appropriateness of a one-column or two-column format for the associate degree. A program with a concentration in liberal studies, for example, may employ a one-column format or a two-column format that differentiates liberal studies and nonliberal studies.

Although single-column programs are not organized around a concentration or focus, they still have an order or an underlying organizational plan. The purpose of these programs is to introduce the student to a broad spectrum of studies that illustrate different (often conflicting) concerns, perspectives and methods of higher education's academic disciplines. At the same time, the program also can include foundation studies in areas that interest the student, in particular his or her projected concentration for the bachelor's degree (assuming it is known), and associated fields, regardless of whether they fall within an existing discipline.

In designing these programs students need to explore and understand the meaning of a broad spectrum of studies. Traditionally, breadth is defined by including in a program a minimum of two or three studies from each of the broad areas of the humanities, the social sciences, and the natural sciences and mathematics. A slightly different way of defining breadth might be to include a couple of studies from each of a number of Empire State College's different program areas. The traditional approach will ensure that students will be introduced to a number of existing disciplines (such as psychology or history); the program area approach also will introduce students to subject areas where several disciplines are explicitly combined (such as women's studies or environmental science). Although both approaches, alone or in combination, are appropriate, they are by no means the only way of conceptualizing breadth.

The key requirement is that once students determine how breadth is to be achieved in their program, they must explain it in their written rationale. They need to describe how their interpretation of breadth meets their own particular needs and purposes and how it provides underlying structure to their program. Thus, the rationale becomes as important a part of the associate degree program as the actual selection of studies.

The guidelines have authority but they are not a fixed set of course requirements. They are open to interpretation; many of the studies they list can be undertaken in a wide variety of ways, and encourage concentrations that differ from traditional majors. The principle which governs degree program planning is individualization: Empire State College students design programs which, within very broad parameters, meet their own needs and interests. Many students’ needs and interests are best met by concentration in one of the conventional academic disciplines, and they follow the guidelines carefully; others use the guidelines as a point of departure in defining their distinctive approaches to their studies.

As you begin planning your degree, your mentor will explain the area of study guidelines to you and help you interpret them. When your program is submitted to the assessment committee, they will use the guidelines as part of the basis for their review. When you write your degree program rationale, you should address the college’s expectations for the academic content of concentrations within your area of study. Several areas of study have provided specific concentration guidelines, in addition to the broader, general guidelines. For example, in Business, Management and Economics, there is a specific title for business administration which lists topics to be included in a disciplinary degree with that designation.

If you wish to depart from the guidelines, a different concentration title or organizing framework might be chosen; this option provides flexibility in designing your degree. For example, if you choose to design a degree in business without including several of the topics listed in the concentration guideline, you might select another framework and develop a title that better describes your degree plan.

The college offers students the opportunity to select one of five organizing frameworks for designing concentrations within the areas of study. This allows flexibility in curriculum design and ensures that students’ academic plans serve their needs and, simultaneously, communicate to the outside world a coherent degree plan.

These organizing frameworks are:

Disciplinary -- a program of study guided by the existing framework of a discipline.

Interdisciplinary -- the simultaneous and interrelated study of two or more disciplines.

Problem Oriented -- a program of study organized around a problem.

Professional/Vocational -- a study which focuses on acquiring knowledge and skills needed for specific career performance and applications. It also entails inquiry into the conceptual foundations of the profession, the role of the professional in that career, and the relations between the profession and society at large.

Thematic -- a program of study focusing on a particular theme or set of ideas.

All Empire State College students develop their skills in reading, speaking and writing, so that they may communicate clearly, correctly and effectively. The college also expects students to acquire mathematical, technical, language or other skills that are essential to their particular programs of study, as well as to develop skills in analysis, synthesis and evaluation. In addition, students are required to meet the SUNY general education requirements.

A student who successfully completes a degree program at Empire State College is an independent, self-sufficient learner. We expect an educated person to have developed many different perspectives, e.g., on international, gender-related, multicultural, historical, literary, aesthetic and scientific questions. Therefore, the overall degree program and the concentration should have breadth, coherence and progression.

Labor Studies is an interdisciplinary field that draws upon the methodologies and subject matter of the social sciences and humanities. Scholars in other interdisciplinary fields, such as American studies, women’s studies and African-American studies, have also helped to define Labor Studies methodologically.

Concentrations in Labor Studies generally include studies that focus on aspects of history, sociology, economics and politics pertinent to labor. In addition, Labor Studies students should be able to express their ideas clearly, both orally and in writing, and should be capable of undertaking research in relevant areas.

While Labor Studies degree programs will vary in focus and approach, they should include exposure to:

• historical perspectives on the changing nature of work and the role of workers in effecting social change;
• theories of social stratification and the interaction of class, race and gender;
• examinations of economic, social and political change as they affect workers in the United States and internationally;
• and quantitative or other methodological perspectives appropriate to the concentration.

A variety of degree designs can correspond to the guidelines. While no individual degree program need include all of the following, Labor Studies
students consider such topics as:

• The breadth of labor studies -- the interdisciplinary characteristics of Labor Studies; methodologies that labor studies specialists draw from the social sciences and humanities; subject matter from other disciplines relevant to labor studies.
• Labor history -- the impact of workers and labor movements on historical development; how history has shaped labor's role in society; how organized workers and those outside trade unions have come to recognize distinct interests and traditions; how workers formulated strategies for defending and extending their interests in light of employer interests and government policy.
• Institutional dynamics -- what labor organizations do and how they function; how workers utilize political institutions to achieve their goals; how family, community and educational structures define labor; how racial, gender and ethic identities influence work, the workplace and the labor movement.
• Social and cultural factors -- how class, racial, ethnic and gender divisions function within society; how social identities are formed and social inequalities maintained or modified; how people experience and affect social structures and institutions.
• How the economy affects labor -- how market economies create the framework for labor movements; how worker and employer interests manifest themselves in the workplace; how wages are determined; how local, regional and international economic development affect labor.
• Labor-management relations -- how workers organize unions; how workers bargain for and enforce contracts; how labor addresses such issues as wages, hours, health and safety, and social benefits; how management responds to worker strategies; how legislation mirrors and influences labor relations; how government's role in labor-management relations changes.
• Workers outside the United States -- the degree to which the histories, interests and institutions of workers in other countries are similar to those of their counterparts in the U.S.; regional or global trends that affect workers in different parts of the world.
• Images of workers -- how images of work, workers and their organizations are depicted in literature, the arts and the media; how workers create images of themselves.
• Theories of the labor movement -- philosophies that analyze, influence and reflect labor’s growth; how the labor movement shifts divergent perspectives regarding short-term and long-term objectives.

NOTE: The Labor Studies area of study is offered only in New York City and through online study.

Studies and faculty in Public Affairs often rely upon “input from economics, psychology, sociology, planning, business administration, statistics, law, engineering, and environmental science, in addition to the traditional fields of public administration and political science. Mackelprang, A.J. and A. Lee Fritschler: “Graduate Education in Public Affairs/Public Administration,” 35 Public Administration Review 182-90 (Mar.-Apr. 1975)

”

Students interested in concentrations in such subjects or related subjects might consider Public Affairs as an Area of Study. Depending upon a student’s interest and focus, it might also be desirable or appropriate to consider a degree in Community and Human Services; Social Theory, Social Structure and Change; Business, Management and Economics; or Interdisciplinary Studies, however. An arts management concentration might also be a degree in The Arts; technology policy might come under a degree in either Science, Math and Technology or Business, Management and Economics.

Students with a degree in Public Affairs should demonstrate knowledge and understanding of the following, as appropriate to the concentration. Students may address these competencies in various ways. They could be included in one or more studies or advanced standing components and might not necessarily appear as these explicit titles.

The above competencies may be infused in a number of studies or courses; students need not demonstrate that they have a separate study or course in each area.

Public Affairs concentrations include, but are not limited to:

Government-related: Public Administration; Public Policy; American Government and Politics; Political Science ; International Affairs; Women in Government; Urban Planning

Law-related: Criminal Justice; Legal Studies; Law, Justice and Society; Homeland Security; Social Justice and Peace Studies

Communications: Public Communications; Journalism; Public Relations

Health-related: Health Policy; Environmental Policy; Public Health

Other: Emergency Management; Public History; Non-Profit Management and Leadership; Gender Policy; Technology Policy; Urban Affairs; Arts Management

These are examples of common majors or concentrations in colleges, schools and departments of public affairs in other institutions of higher learning. Many others may be appropriate concentration titles for a degree in Public Affairs, as well.

1 Mackelprang, A.J. and A. Lee Fritschler: “Graduate Education in Public Affairs/Public Administration,” 35 Public Administration Review 182-90 (Mar.-Apr. 1975)

Concentrations in Science, Mathematics and Technology (SMT) may include work in the natural sciences (physics, chemistry and biology), mathematics, computer science and a range of technological, applied science and health-related fields. Organizing frameworks may be disciplinary, interdisciplinary, thematic,
problem oriented or professional/vocational.

Since knowledge in Science, Mathematics and Technology is rapidly and continually evolving, students must develop an awareness of the field or area as an ongoing area of inquiry, including knowledge of recent developments. They should develop skills for acquiring knowledge independently, in order to avoid
scientific and technological obsolescence.

SMT degrees should demonstrate both breadth and depth. Degrees should be designed to provide the student with an understanding of the definition and
scope of a field or area, including its fundamental laws and concepts. SMT students should also pursue a progression of study that leads to the
development of in-depth knowledge and skills, and an increasingly critical and sophisticated understanding of the theoretical and conceptual models of the
field.

Program Objectives

Students with degree programs in Science, Mathematics and Technology should demonstrate:

• An understanding of the definition and scope of a field or area including its fundamental laws and concepts, including:
  • A working knowledge of the vocabulary of a field
  • An understanding of fundamental principles by applying them to a variety of problems or situations
• Basic competencies needed to work in Science, Mathematics or Technology, such as:
  • Working knowledge of needed experimental techniques, including data acquisition
    and interpretation
  • Working knowledge of needed mathematics
  • Communication skills appropriate to their fields including reading, writing,
    and presentation skills
  • Familiarity with established computer applications to the particular field of
    interest
• A critical perspective that allows them to compare and evaluate theories, models and experimental work.
• An awareness of the wider context in which science andtechnology operate, i.e. understand the relationships between science, technology, and society.

Additional specific guidelines have been developed for concentrations in the following areas:

• biology
• chemistry
• computer
• science
• information systems
• mathematics
• physics
• information technology
• technology

• an understanding of the definition and scope of a field or area, including its fundamental laws and concepts.
• basic competencies needed to work in Science, Mathematics and Technology, such as
  • working knowledge of scientific methodology including laboratory techniques and data interpretation,
  • working knowledge of needed mathematics,
  • communication skills including technical writing, data presentation and scientific argumentation, and
  • familiarity withestablished computer applications to the particular field of interest.
• knowledge in appropriate supporting areas and significantly related fields (e.g., calculus for advanced scientific study; organic chemistry for advanced study in the biological sciences).
• a progression of study which leads to the development of in-depth knowledge and skills. These should be carried out at an advanced level within the concentration, and should include:
  • resource acquisition skills, including skills in information gathering;
  • problem-solving skills, including definition, analysis, research design, evaluation and testing,
  • as well as knowledge of appropriate experimental and applications methodologies;
  • an increasingly critical and sophisticated understanding of the theoretical and conceptual models of the field; and
  • an awareness of the field or area as an ongoing area of inquiry, including knowledge of recent developments.

Since knowledge in Science, Mathematics and Technology is rapidly and continually evolving, students in this area should develop skills for acquiring knowledge independently, in order to avoid scientific and technological obsolescence. Skill in pursuing knowledge independently involves:

• knowledge of the inter-relationships and domains of various fields in Science, Mathematics and Technology related to the concentration;
• awareness of the range and limits of one’s own skills and knowledge; and
• development of a critical perspective which allows one to compare and evaluate theories, models and experimental work in new areas of study.

Finally, the student’s degree studies should provide an awareness of the wider context in which science and technology operate. This includes such elements
as:

• understanding the relationships between science and its applications;
• understanding the relationships between science and technology and society; and
• understanding the potential limitations of science and technology.

It is not necessary that everything in the previously listed areas of knowledge, skills and competencies be included explicitly in student degree
programs as specific study topics. Students should, however, address the way in which their proposed SMT program responds to these guidelines; this could
certainly be included within the description and discussion contained in the degree program rationale.

Additional specific guidelines have been developed for concentrations in the following areas:

• biology
• chemistry
• computer science
• information systems
• mathematics
• physics
• technology

Concentrations in Science, Mathematics and Technology (SMT) may include work in the natural sciences (physics, chemistry and biology), mathematics,
computer science and a range of technological, applied science and health-related fields. Organizing frameworks may be disciplinary, interdisciplinary, thematic, problem oriented or professional/vocational.

In formulating their degree programs, students should address the following developmental goals which define the aims of study in this area. Concentrations
in Social Theory, Social Structure and Change should be planned to develop:

• a broad social perspective. Students should be familiar with institutions, systems of belief, cultural patterns, or political and economic structures of society and how these are interrelated.
• a historical perspective. Students should be able to locate social issues within a historical context, and appreciate the forces which bring about change in values, ideas, customs, institutions, or political and economic systems.
• a comparative perspective. Students should examine the similarities and differences between one set of social rules, institutions, mores, political or economic structures and others of the same or different times, places, cultures, nations and states. Students should be able to address themselves to the causes of such differences or similarities and to evaluate their significance. A comparative perspective also includes understanding of race, class and gender within social groups.
• a theoretical perspective. Students should be able to identify, understand and use general theories and conceptual schemes to define and approach their chosen topics, questions or problems.
• critical ability. Students should learn to analyze, criticize and evaluate key concepts, assumptions and theories of their particular field of study. This requires development of writing abilities and research skills appropriate to their interests.

Students may meet these objectives in many ways; these may include thematic, issue or problem-oriented studies which need not be focused on a single objective, but can respond to a number of the aims described above. In order to assist those faculty who review the programs, students should describe their research and thinking concerning their concentration studies in regard to these objectives in their degree program rationales.

Students who plan disciplinary approaches to fields within this area of study will be expected to be aware of the standard expectations for academic study
within that field.

A degree program in The Arts should provide for the development of:

• understanding of the historical and cultural context of works of art;
• knowledge of relevant theoretical and philosophical issues;
• awareness of diverse cultural perspectives;
• awareness of current developments and critical perspectives;
• research skills;
• technical proficiency;
• capacity to formulate, express, and communicate concepts and images;
• and ability to formulate critical judgments.

Concentrations in The Arts begin with foundation studies which prepare the student for more advanced-level work. Advanced-level competence should be developed in those areas which are most relevant to the specific concentration design and to the specific organizing framework. A progression of studies for concentrations in practice, performance and creation should lead to: competence in methods and techniques; an understanding of current developments, theory and critical perspectives; and should result in resourcefulness and independence. A progression of studies for concentrations in history and criticism should lead to competence in understanding history, theory, critical perspectives and cultural contexts. In planning the concentration, consideration should be given both to depth and breadth.

Students who wish to continue their studies on the graduate level and/or become practicing artists should consult the guidelines for professional degrees, which have been developed by professional associations such as the College Art Association and American Theater Association.

Students preparing for graduate work also should investigate the entrance requirements of specific graduates schools.

The creative arts are traditionally included with those studies considered to be liberal arts. Studio arts would fall within this definition. Learning not considered liberal studies focuses on specialized knowledge and skills often related to specific professional vocational needs and practices. Technical photography, art therapy techniques, advertising art and methods for art education might fall into this category.

The status of associate faculty is an honorary status and does not carry with it any compensation. A member of the associate faculty may hold a concurrent appointment as adjunct, tutor or evaluator.

Faculty associates will be appointed by the president upon recommenda-tion of the center director. The initial appointment will be for a term of two years with subsequent appointments for terms of two years, with the provision that either party may terminate the appointment by notifying the other party in writing. The appointment to the associate faculty confers an honorary status and does not create the rights, privileges and obligations assigned to faculty by the policies of the Board of Trustees or the agreement between the State of New York and United University Professions, Inc.

Selection Criteria:

1. appropriate academic or professional qualifications
2. availability to provide academic service to students
3. capacity to create linkages useful to the college and its students.

As a college of arts and sciences, Empire State College expects students to acquire the qualities of a broadly educated person. The purpose of a college education is to enable students both to accumulate information and to appreciate what is learned in a broad context, relate what is being learned to what is already known, judge what one is told rather than merely accept it and use what is learned in a practical and intellectual way.

The student's learning should extend beyond a single, narrow discipline or field. The student should demonstrate an understanding of several diverse perspectives (e.g., hstorical, literary, scientific, technological, aesthetic, ethical, international, multicultural and gender-based) and be able to apply such perspectives to situations in which they must analyze, explain or solve problems related to human behavior, society and the natural world.

SUNY General Education Requirements

As an institution of the State University of New York, Empire State College is required to implement the policy of the SUNY Board of Trustees regarding general education, enacted December 1998. Students are encouraged to become familiar with the following requirements at an early stage of their studies, and to discuss with their mentor how to appropriately incorporate them into their degree program.

The State University of New York's general education requirement applies to all state-operated institutions offering undergraduate degrees. It requires bachelor’s degree candidates, as a condition of graduation, to complete a general education program of no fewer than 30 credit hours specifically designed to achieve the student learning outcomes in seven of 10 knowledge and skill areas, listed below, which must include both mathematics and basic communication. Students will select five different content areas from the remaining eight content areas. Students also must demonstrate competency in critical thinking/reasoning and information management as specified below.

Knowledge And Skill Areas

1. Mathematics

Students will show competency in the following quantitative reasoning skills:

• arithmetic
• algebra
• geometry
• data analysis
• quantitative reasoning

2. Natural Sciences

Students will demonstrate:

• understanding of the methods scientists use to explore natural phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence and employment of mathematical analysis
• application of scientific data, concepts, and models in one of the natural sciences.

3. Social Sciences

Students will demonstrate:

• understanding of the methods social scientists use to explore social phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical and interpretive analysis
• knowledge of major concepts, models and issues of at least one discipline in the social sciences.

4. American History

Students will demonstrate:

• knowledge of a basic narrative of American history: political, economic, social, and cultural, including knowledge of unity and diversity in American society
• knowledge of common institutions in American society and how they have affected different groups
• understanding of America's evolving relationship with the rest of the world.

5. Western Civilization

Students will demonstrate:

• knowledge of the development of the distinctive features of the history, institutions, economy, society, culture, etc., of Western civilization
• relate the development of Western civilization to that of other regions of the world.

6. Other World Civilizations

Students will demonstrate:

• knowledge of either a broad outline of world history, or the distinctive features of the history, institutions, economy, society, culture, etc., of one non-Western civilization.

7. Humanities

Students will demonstrate:

• knowledge of the conventions and methods of at least one of the humanities in addition to those encompassed by other knowledge areas required by the general education program.

8. The Arts

• Students will demonstrate understanding of at least one principal form of artistic expression and the creative process inherent therein. 

9. Foreign Languages

Students will demonstrate:

• basic proficiency in the understanding and use of a foreign language
• knowledge of the distinctive features of culture(s) associated with the language they are studying.

10. Basic Communications

Students will:

• produce coherent texts within common college-level written forms
• demonstrate the ability to revise and improve such texts
• research a topic, develop an argument and organize supporting details
• develop proficiency in oral discourse
• evaluate an oral presentation according to established criteria.

Competencies

The following two competencies should be diffused throughout the general education program:

1. Critical Thinking (Reasoning)

Students will:

• identify, analyze and evaluate arguments as they occur in their own or others' work
• develop well-reasoned arguments.

2. Information Management

Students will:

• perform the basic operations of personal computer use
• understand and use basic research techniques
• locate, evaluate and synthesize information from a variety of sources.

• formal communications relating to college business or academic matters
• notification of significant events or changes in governance, policy and practice
• alerts concerning matters of safety and health.

The president, the appropriate vice president or Coordinating Center director, or the center dean may approve broadcast emails to students.

Anyone choosing to communicate via broadcast email must place the student addresses in the bcc field to protect the identity of students, as required by FERPA.

1. Receiving an account is a privilege extended only to the person who was assigned the account. Under no circumstances should anyone else be allowed to use the account. Take all reasonable precautions to prevent unauthorized use of your account.
2. Unauthorized use of the Empire State College computer network will lead to the termination of your account. Unauthorized use of Empire State College computers and computer accounts includes (but is not limited to):
   1. using any Empire State College computer or account for personal profit
   2. using any Empire State College computer resources, online resources or accounts for other than academic or college purposes
   3. attempting to interfere with the performance of any Empire State College computer or computer system
   4. damaging any Empire State College computer hardware or software
   5. accessing or attempting to access computer files or information belonging to another user without permission
   6. interfering with or attempting to interfere with the legitimate work of another user on the Empire State College computer network
   7. allowing someone else to use your Empire State College computer account
   8. the unauthorized copying of any Empire State College software or webpage that is protected by copyright,
   9. patent or trade secret law
   10. abusing specific computer resources, such as the Empire State College network or the Internet
   11. circumventing or attempting to circumvent Empire State College's computer system security
   12. using any Empire State College computer or account for any activities that violate local, state or federal laws.
3. The college reserves the right to monitor or restrict computing activity on this system. The college is not responsible for loss of data or service interference resulting from efforts to maintain the college's computing facilities.
4. Students creating personal webpages on the college's servers must abide by the college's web policy (www.esc.edu/integrated-technologies/technology-policies/).

No officer or employee should have any interest, financial or otherwise, direct or indirect, or engage in any business or transaction or professional activity or incur any obligation of any nature, which is in substantial conflict with the proper discharge of his/her duties in the best interests of the Research Foundation.

No officer or employee should have any financial interest that will, or may be reasonably expected to, bias the design, conduct, or reporting of sponsored programs.

Standards:

1. No officer or employee should accept other employment, which will impair his/her independence of judgment in the exercise of his/her duties and responsibilities.
2. No officer or employee should accept employment or engage in any business or professional activity, which will require him/her to disclose confidential information, which he/she has gained by reason of his/her position or authority.
3. No officer or employee should disclose confidential information acquired by him/her in the course of his/her duties except as required by law nor use such information to further his/her personal interests, unless such information has previously been made public.
4. No officer or employee should use or attempt to use his/her position to secure privileges or exemptions for himself or herself or others.
5. No officer or employee should engage in any transaction with any business entity in which he/she has a direct or indirect financial interest that might reasonably tend to conflict with the proper discharge of his/her duties or responsibilities.
6. An officer or employee should not by his/her conduct give reasonable basis for the impression that any person can improperly influence him/her or unduly employ his/her favor in the performance of his/her duties, or that he/she is affected by the kinship rank, position or influence of any party or person.
7. An officer or employee should abstain from making personal investments in enterprises which he/she has reason to believe may be directly involved in decisions to be made by him/her or which will otherwise create conflict between his/her duties in the best interests of the Research Foundation and his/her private interest.
8. An officer or employee should pursue a course of conduct which will not raise suspicion that he/she is likely to be engaged in acts that are in violation of his/her trust. 

Disclosure:

An Annual Disclosure of Financial Interests must be completed by project directors who receive federal funds. The Disclosure must be on file at the time the proposal is submitted and must be completed at least annually for as long as project remains active or sooner if there is a significant change in the project director’s financial interests. Annual disclosures must be completed by October 1.

Disclosure Review:

The completed Annual Disclosure of Financial Interests must be submitted to the Director of Grants and Contracts for a preliminary review. All apparent conflicts of interest must be disclosed to the college’s President or designee for review and determination of whether a violation of this policy exists. Any determination by the college President or designee of a violation shall be forwarded to the President of the Research Foundation. 

1. registration of on-campus credit card marketers
2. limiting credit card marketers to specific dates and specific areas of the campus as designated by the college
3. prohibiting credit card marketers from offering gifts to a student in exchange for completing a credit card application
4. informing students about good credit management practices through programs which may include workshops, seminars, discussion groups and media presentations.

A semester credit hour is an academic unit earned for 15 50-minute sessions of classroom instruction with a normal expectation of two hours of outside study for each class session. Typically, a three-semester credit-hour course meets for three 50-minute sessions per week for 15 weeks for a total of 45 sessions.

Activity Supervised As A Group (laboratory, field trip, practicum, workshop, group studio)

A semester credit hour is awarded for the equivalent of 15 periods of such activity, where each activity period is 150 minutes or more in duration with little or no outside preparation expected. Forty-five 50-minute sessions of such activity would normally earn 1 semester credit hour. Where such activity involves substantial outside preparation by the student, the equivalent of 15 periods of 100 minutes duration each will earn 1 semester credit hour.

Supervised Individual Activity (independent study, individual studio, tutorial)

1. One credit for independent study (defined as study given initial guidance, criticism, review and final evaluation of student performance by a faculty member) will be awarded for the equivalent of 45 50-minute sessions of student academic activity.
2. Credit for tutorial study (defined as study accorded initial faculty guidance followed by repeated, regularly scheduled individual student conferences with a faculty member, and periodic, as well as final evaluation of student performance) will be awarded on the basis of 1 semester hour credit for each equivalent of 15 contact hours of regularly scheduled instructional sessions.

Full-Time Independent Study (Student teaching, practicum)

If a student's academic activity is essentially full time (as in student teaching), 1 semester credit hour may be awarded for each week of work.

Experiential Learning

At its discretion, an institution may award credit hours for learning acquired outside the institution, which is an integral part of a program of study.

When life or work experience is to be credited as a concurrent portion of an academic program design, as in an internship, 1 semester credit hour will be
awarded for each 40-45 clock-hour week of supervised academic activity that provides the learning considered necessary to program study.

Credit By Examination

At its discretion an institution may award semester hour credits for mastery demonstrated through credit by examination. When such credit by examination is allowed, it may be used to satisfy degree requirements or to reduce the total number of remaining hours required for a degree.

Short Sessions

Credit hours may be earned in short sessions (summer sessions, intersessions, etc.) proportionately to those earned for the same activity during a regular term of the institution, normally at no more than one credit per week of full-time study

The rationale essay is the student’s explanation of the purposes, design and significance of her/his individual degree plan. It is likely that most students will develop their rationale early in their degree studies. Therefore, the rationale should be perceived as a planning (or prospective) document. In the rationale, each student:

• outlines her/his own educational and professional experience, goals and learning needs
• discusses how the proposed degree plan reflects her/his own background and purposes
• discusses how the degree plan reflects the educational expectations of the college (i.e., SUNY general educational requirements, level and breadth of learning and integration and progression of learning)
• discusses how the student’s learning reflects, or may depart from,the Empire State College area of study and concentration guidelines for the degree
• reflects the student’s awareness of external professional expectations, where applicable.

The rationale essay accompanies and explains the student’s individual degree plan and is a key result of the required study in educational planning. Therefore, the essay is an important piece of writing in which the student should be able to take pride. Although not included in official transcripts from the college, the rationale is a part of the student’s permanent academic record.

• This means that the final draft that accompanies the student’s portfolio should meet college-level writing expectations in terms of substance, presentation and academic integrity.
• Since every component included in the degree plan represents the student’s own choice from among a number of possible studies, the rationale should be individualized.

The rationale essay should reflect the work the student did to meet the learning objectives in the educational planning study. The rationale is not an autobiography, nor is it a listing of degree components or courses. The student’s discussion of the degree design may vary in length depending on the complexity of the degree program. The student may submit one rationale for an associate and a bachelor’s degree program designed at the same time as long as the essay discusses both degrees. For students submitting two bachelor’s degrees simultaneously, a separate rationale has to be submitted for each degree. The rationale should be generally consistent with the degree program. The student should submit a revised rationale when there are significant revisions to the degree plan, such as in the title or design of the concentration or the substance of advanced standing.

The center portfolio review committee may require the student to revise the rationale essay to meet the expectations (for both substance and presentation) outlined above, as a condition for program approval.

The discontinuation of a program may have significant consequences for faculty and staff, as well as current and prospective students. Consideration of faculty, professional staff and classified staff interests related to such a decision must be consistent with contractual obligations, particularly Article 35 Retrenchment of the UUP contract and Article 22 Employment Security of the CSEA contract. Consideration of student interests is consistent with the SUNY and New York State Education rules requiring the college to provide an orderly, phased transition for students. The college must carefully consider proposals to end a program at the college.

The following criteria are considered in review of programs considered for discontinuation:

• the need for the program, program quality and effectiveness: data for effectiveness may include trends in numbers of applications, enrollment and graduation rates, and information about the range and quality of studies delivered. Other standard reports or evidence may be considered, such as routine program outcomes, alumni or student surveys, faculty/staffing plan, or other specific reviews. Evidence may include quality-improvement efforts and any evidence of program-renewal strategies
• the availability of resources to sustain the program at an acceptable level of academic quality: evidence may include areas such as faculty availability, cost effectiveness, the length of time a program has been offered
• the student and societal needs that the program meets, especially needs that cannot otherwise be met
• the centrality and contribution of the program to the college. evidence of how the program contributes to a collegewide role beyond student degrees, such as general education or special academic area of emphasis
• the program’s relationship to the mission of the college
• factors and dynamics impacting enrollment and retention of students in the program such as persisting students and graduates: if students leave the program, whether they go to other programs in the college or to other institutions
• the effect of deactivation or deregistration on overall cost and institutional effectiveness.

Procedures

The proposal to discontinue a program may originate from an academic administrator and involves input from all levels. A request for discontinuance may come from the faculty of the academic area offering the program, if requested by a majority vote of voting membership of the faculty in the academic area eligible to vote. The academic area is defined as the area of study or the graduate program group led by a program chair or associate dean.

The administrator considering the discontinuance of an academic program will raise the issue with the provost, sharing evidence of previous actions related to the program, and the potential plan for notification of affected faculty and staff and their supervisors of the possibility that the program might be discontinued.

The formal consideration of the discontinuance of an academic program requires a written recommendation to the program faculty, containing information and data to constitute a reasonable rationale for discontinuing the program. It also identifies whether the action should be a deactivation or deregistration. The recommendation includes the following information, except when information is unavailable or inappropriate:

1. a description of the program and its stakeholders
2. steps taken by faculty or administrators up to this point to address any of the program continuance issues
3. student enrollments and head counts in the program and the numbers of students receiving the degree(s) granted in the program in each of the preceding five years. Other data showing enrollment trends and migration of matriculated students to and from the program, or the support role played by the program in other programs or general education.
4. relevant information from program evaluation material drawn from routine program assessments, accrediting agencies or external consultants. The document may refer to materials readily available or may include copies of other reports or documents, such as program exit materials or employer surveys.
5. identification of resources required to sustain the program at an acceptable level of quality. This information should include faculty and staff needs as well as facilities, equipment and supplies, and any other financial circumstances and/or issues that need consideration.
6. identification of the faculty and staff directly affected by the action, including title, tenure/permanency status and location and a detailed plan for the consultation process and the future role of all faculty or other employees currently considered to be part of the program
7. a detailed plan of the orderly phase-out for students following the SUNY and New York State Education Department Regulations
8. discussion of the societal and economic needs or lack thereof for the coming decade, supported by available, demographic or economic information, including employment outlook for students with the preparation and the market saturation for similar programs
9. analysis of the effect on general education or on other programs of the college if discontinued.

The dean, vice provost or provost, after notifying relevant academic administrators, convenes the faculty group directly affected and discuss the recommendation with that group, gathering information that may support or refute the information included in the recommendation. The program faculty have the opportunity to respond in writing to the recommendation, if they so desire.

The recommendation for discontinuation and the response of the program faculty, if provided, is sent to the appropriate standing committee of the Senate for review and concurrence or non-concurrence. The initiating administrator will provide a summary of the factors leading to the recommendation to discontinue the program and will be present at the committee meeting when the final recommendation is discussed. The administrator of the affected program and all members of the program being reviewed for discontinuation will be invited to participate and to provide information and answer questions about the recommendation.

Once the standing committee has responded to the recommendation, the initiating administrator will make a final recommendation. This will be sent to the provost along with the response from the standing committee and the program response.

The provost will review the initiating administrator’s recommendation, along with the program’s response and the response from the standing committee. The provost then makes a recommendation to the president.

Should the provost recommend the discontinuation of any program, the president will review this recommendation. If the president concurs, the Office of Academic Affairs will begin formal notification to SUNY and SED and accrediting agencies as appropriate.

The Office of Academic Affairs identifies and notifies those campus constituents and operational offices.

Guidelines

I. Employee Awareness

1. Empire State College shall take all reasonable actions to educate employees regarding the effects of domestic violence, ways to prevent and curtail violence and methods to report such violence to authorities.
2. It is the policy of Empire State College that information on domestic violence and available resources shall be posted and, if necessary, replaced or reposted annually in areas where other employment policies and information are traditionally posted.

II. Non-Discriminatory and Responsive Personnel Policies for Victimized Employees

Empire State College shall ensure that personnel policies and procedures do not discriminate against victims of domestic violence and are responsive to the needs of victims of domestic violence.

1. New York state law makes it a crime for employers to penalize an employee who, as a victim or witness of a criminal offense, is appearing as a witness, consulting with a district attorney, or exercising his/her rights as provided in the Criminal Procedure Law, the Family Court Act, and the Executive Law. This law requires employers, with prior-day notification, to allow time off for victims or subpoenaed witnesses to exercise his/her rights as provided in the Criminal Procedure Law, the Family Court Act, and the Executive Law [Penal Law §215.14].
   

   Contact the Office of Human Resources for questions regarding leave that must be granted to victims or subpoenaed witnesses.

2. The Office of Human Resources will assist the employee in determining the best use of his/her attendance and leave benefits when an employee needs to be absent as a result of being a victim of domestic violence. If an employee requests time off to care for and/or assist a family member who has been a victim of domestic violence, Empire State College will evaluate the employee’s request for leave for eligibility under existing law and collective bargaining agreements applicable to the employee and the attendance rules.
3. Empire State College understands that victims of domestic violence may lack the required documentation or have difficulty obtaining the required documentation to justify absences without compromising their safety. In these cases, the Office of Human Resources will consult with the employee to identify what documentation she/he might have, or be able to obtain that will not compromise his/her safety-related needs and will satisfactorily meet the documentation requirement of the employer. Due to confidentiality issues associated with the submission of documentation in these instances, the Office of Human Resources may choose to consult with the Attendance and Leave Unit at the Department of Civil Service when questions arise.
4. Employees who are victims of domestic violence and who separate from a spouse (or terminate a relationship with a domestic partner, if covered), shall be allowed to make reasonable changes in benefits at any time during the calendar year where possible, in accordance with statute, regulation, contract and policy.
5. Empire State College will not make inquiries about a job applicant's current or past domestic violence victimization, and employment decisions will not be based on any assumptions about or knowledge of such exposure herein.
6. In 2010, New York state established that victims of domestic violence are now a protected class in the employment provisions of the NYS human rights law. This law prevents an employer from firing or refusing to hire any individual based on their status as a victim of domestic violence and prevents discrimination in compensation or in the terms, conditions or privileges of employment. The College will not make inquiries about a job applicant's current or past domestic violence victimization, and employment decisions will not be based on any assumptions about or knowledge of such exposure.
7. In cases in which it is identified that an employee's work performance difficulties are a result of being a victim of domestic violence, said employee shall be afforded all of the proactive measures outlined in this policy, and shall be provided clear information about performance expectations, priorities, and performance evaluation. If a disciplinary process is initiated, special care will be taken to consider all aspects of the victimized employee's situation. Empire State College shall utilize all reasonable available options to resolve work-related performance problems, and may make a referral to the Employee Assistance Program, consistent with existing collective bargaining unit agreements, statute, regulations and agency policy.
8. If reasonable measures have been taken to resolve domestic violence-related work performance problems of victimized employees, but the performance problems persist and the employee is terminated or voluntarily separates from employment due to these domestic violence-related issues, and the employee conveys to Empire State College that the separation is due to these domestic-violence issues, Empire State College shall inform the employee of his or her potential eligibility for unemployment insurance and respond quickly to any requests for information that may be needed in the claims process.New York state law provides that a victim of domestic violence who voluntarily separates from employment may, under certain circumstances, be eligible for unemployment insurance benefits. [§593 of NYS Labor Law.]

III. Workplace Safety Plans

By means of a domestic violence workplace-safety response plan, Empire State College shall make employees aware of their options and available resources and help employees safeguard each other and report domestic violence to designated officials.

1. The designated liaison between Empire State College and SUNY system administration is the affirmative action officer/title IX officer, who will ensure collegewide implementation of this policy, and serve as the primary liaison with system administration regarding it. The system administration-designated liaison will communicate with designated government agencies as necessary, on behalf of campuses, as it relates to reporting. The affirmative action officer/title IX officer provides backup to support those in need of assistance concerning domestic violence and works closely with the director of campus security and the threat assessment team as necessary.
2. Empire State College complies with enforcement of all known valid court orders of protection that are brought to the attention of Empire State College. The Empire State College Campus Safety Office shall comply with Federal and State Law when information is requested by domestic violence victims or law enforcement regarding an alleged violation of an order of protection.
3. The Empire State College Campus Safety Office maintains an emergency security response plan, which includes procedures for contacting campus safety and possibly other appropriate law enforcement agencies, and which provides employees with clear instructions about what to do and who to contact if they observe anyone engaging in threatening behavior.
4. Empire State College will respect the victim’s requests for confidentiality, to the extent legally possible. Should a victim of domestic violence request to remain anonymous, the college will act within the parameters and limitations under New York State Law (See Section VII [H]; NYS Agencies Responsibility D – G).
5. As part of an emergency security response plan, Empire State College shall take actions to assist in mitigating reoccurrence of domestic violence in an effort to protect all employees including the victim. These actions may include, but are not limited to, advising co-workers and, upon request, the employee's bargaining representative, of the situation; setting up procedures for alerting campus safety; temporary relocation of the victim to a secure area; options for voluntary transfer or permanent relocation to a new work site; change of work schedule, reassignment of parking space; escort for entry to and exit from the building; responding to telephone, fax, email or mail harassment; and keeping a photograph of the abuser and/or a copy of any existing court orders of protection in a confidential onsite location and providing copies to campus safety. Empire State College will address any additional concerns raised by a situation in which both the victim and offender are employed by Empire State College.
6. This policy shall be reviewed annually. Any substantive policy revisions and updates shall be forwarded to the Office for the Prevention of Domestic Violence (OPDV).

IV. Accountability for Employees Who Are Offenders

Empire State College will hold employees accountable for engaging in the following behavior: (1) using state resources to commit an act of domestic violence; (2) committing an act of domestic violence from or at the workplace or from any other location while on official state business; or (3) using their job-related authority and/or state resources in order to negatively affect victims and/or assist perpetrators in locating a victim and/or in perpetrating an act of domestic violence.

1. In cases in which Empire State College has found that an employee has threatened, harassed, or abused an intimate partner at the workplace using state resources such as work time, workplace telephones, fax machines, mail, email or other means, said employee may be subject to corrective or disciplinary action in accordance with existing collective bargaining unit agreements, statutes and regulations.
2. In cases in which Empire State College has verification that an employee is responsible for a domestic violence-related offense, or is the subject of any order of protection, including temporary, final or out-of-state order, as a result of domestic violence, and said employee has job functions that include the authority to take actions that directly impact victims of domestic violence and/or actions that may protect abusers from appropriate consequences for their behavior, Empire State College shall determine if corrective action is warranted, in accordance with existing collective bargaining unit agreements, statutes and regulations.
3. In cases in which any employee intentionally uses his/her job-related authority and/or intentionally uses state resources in order to negatively impact a victim of domestic violence, assist an abuser in locating a victim, assist an abuser in perpetrating acts of domestic violence, or protect an abuser from appropriate consequences for his behavior, said employee may be subject to corrective or disciplinary action, in accordance with existing collective bargaining unit agreements, statutes and regulations.

V. Firearms

Pursuant to New York state and federal law, a person convicted of a domestic violence-related crime or subject to an order of protection, under certain circumstances, forfeits the right to legally possess a firearm or long gun. Additionally, federal law contains prohibitions relating to shipping, transportation, or receiving firearms or ammunition.

1. In addition to complying with the law, employees who are authorized to carry a firearm as part of their job responsibilities are required to notify the campus if they are arrested on a domestic violence-related offense and/or served with an order of protection.
2. Should an employee fail to comply with the requirements set forth in V-A, said employee may be subject to corrective or disciplinary action, in accordance with existing collective bargaining unit agreements, statute or regulations. In addition, the appropriate law enforcement agency shall be notified for possible criminal action.

VI. Training

The OPDV’s one-day training on domestic violence and the workplace will be completed by the affirmative action officer and campus safety liaisons who provide support for those in need of assistance. All other appropriate administrators, supervisors, human resources personnel, union representatives and security personnel are encouraged to attend OPVD’s 90-minute training on Domestic Violence and the workplace. Additionally, the college will provide staff training on domestic violence and its impact on the workplace with materials provided by OPDV through the campus, OPDV and/or a local domestic violence service provider.

Online training on domestic violence in the workplace has been created for state employees. The one-hour program is accessed through the New York state learning management system (SLMS) [login required].

VII. Empire State College Responsibility

1. Domestic violence is behavior that cannot be tolerated. To that end the college will actively provide information and support to employees who are victims of such abuse.
2. The Office of Human Resources will disseminate copies of this policy: Domestic Violence and the Workplace, to all employees upon implementation and to all new employees upon hiring or appointment.
3. Empire State College encourages all employees to review and follow this policy and the procedures therein.
4. All incidents of domestic violence in the workplace will be documented; such documents will be provided to the designated liaison to system administration, as practicable. All documents will be kept confidential to the extent permitted by law and campus policy and the provisions of section G detailed below.
5. All Empire State College employees providing domestic violence information and support services shall document, consistent with applicable law and agency policy, the number of employees who report domestic violence, the number of employees that request information/services, and the number of referrals made to domestic violence service providers. All information about employees who seek assistance shall be kept confidential to the extent permitted by law and campus policy and the provisions of section G detailed below, and documentation should not include any personal information. The number of employees seeking assistance as outlined above shall be reported to the designated liaison to system administration.
6. The designated liaison to system administration shall, consistent with applicable law and Empire State College policy, provide information about the number and general nature of domestic violence incidents that happen in the workplace, the number of employees who report domestic violence, the number of employees that request information/services and the number of referrals made to domestic violence service providers, with no personally identifying information, to OPDV at the time and in a manner determined by OPDV.
7. Information related to an employee being a victim of domestic violence shall be kept confidential, to the extent permitted by law and campus policy, and shall not be divulged without the written consent of the victimized employee, unless the campus determines that maintaining said confidentiality puts the victim or other employees at risk of physical harm, is required by law, or is deemed necessary to enforce an order of protection. In such circumstances where a determination has been made that maintaining confidentiality puts the victim or other employees at risk of physical harm, only those individuals deemed necessary by the campus to protect the safety of the victim and/or other employees or to enforce an order of protection shall be given such information. Empire State College shall disclose only the minimum amount of information necessary to protect the safety of the victim and/or other employees or enforce an order of protection. Where possible, Empire State College will provide to the victim of domestic violence notice of the intent to provide information to other employees and/or safety personnel. Nothing herein shall prevent Empire State College from investigating an act or acts of domestic violence occurring in the workplace. Some examples of situations where confidentiality cannot be maintained include the following:
   1. Supervisors/managers may be informed about a domestic violence incident in the workplace, or a report of domestic violence, if it is necessary to protect the safety of the employee or the employee’s co-workers.
   2. First aid and safety personnel may be informed about a domestic violence incident in the workplace, or a report of domestic violence, if it is necessary to protect the safety of the employee or the employee’s co-workers.
   3. Government officials investigating a domestic violence incident that occurs in the workplace, or a report of domestic violence, shall be provided relevant information upon request and in accordance with legal requirements.
8. While reported information is kept private to the greatest extent possible by federal law, state law and campus policy, New York state law includes clear limitations on legal confidentiality. Information reported to anyone not in a position listed below may have to be disclosed pursuant to a subpoena, where otherwise required by law or in accordance with Section VII, paragraph G above. Such confidentiality exists in certain (but not all) instances for certain medical personnel and counselors, social workers, clergy, attorneys and rape crisis counselors, and may be required to be turned over in these cases through a subpoena or court order. Where medical information is received from an employee who is the victim of domestic violence, such medical information shall be kept confidential to the extent required by and permitted by New York state and federal laws including, but not limited to, the Americans with Disabilities Act and the Family and Medical Leave Act, if they apply to the employee’s situation.

Appendix

Information to be Included in campus postings regarding domestic violence and the workplace

At a minimum, the following information shall be provided to current employees and new employees and included in posters posted in areas where employment information is ordinarily posted:

1. Information regarding domestic violence and available resources in the work site. Such information shall include available sources of assistance such as Employee Assistance Program, local domestic violence service providers, the NYS Domestic Violence and Sexual Assault hotline, and/or human resources personnel who are trained and available to serve as confidential sources of information, support, and referral. Additionally, the posters may include information regarding domestic violence programs located on the OPDV website at
   www.opdv.state.ny.us/publications/index.html.
2. A statement informing employees that New York state law prohibits insurance companies and health-maintenance organizations from discriminating against domestic violence victims or designation of domestic violence as a pre-existing condition [§2612 of the Insurance Law].

Additionally, Empire State College shall integrate information on domestic violence and this policy: Domestic Violence and the Workplace, into existing materials and literature, policies, protocols and procedures, including the Public Employer Workplace Violence Prevention Programs 12 NYCRR pt. 800.16 Public Employer Workplace Violence Prevention Programs as appropriate.

This policy applies to electronic mail (email) on the college network.

POLICY

Network resources, including email accounts, are available to college faculty, and staff in furtherance of the college’s education, research, and public service missions. Access to email service may be provided to other users only on specific approval from the Vice President for Educational Technology (CIO), in accordance with SUNY policy.

1. Conditions for Use of College Email Accounts
   
   Email accounts provided by the college to employees are intended for college business.
   
   The college does not guarantee the confidentiality of email services. Although every effort is made to preserve the integrity of the college email system, users should be aware that the interception of email messages on shared networks is possible. Email messages should be appropriately protected, using available encryption technologies when appropriate.
   
   The owner of an email account is responsible for its use and is presumed to send all email actually sent from that account. Users may not alter an email address to disguise or block the identity of the sender.
   
   Email passwords and other credentials may not be shared. Email systems that rely exclusively on a User ID/password combination for security shall require periodic password changes to insure that the account maintains its integrity.
   
   Users may not view, copy, alter or destroy another’s email without permission unless authorized or required to do so by law or policy.
   
   Email may be scanned automatically for malicious content (viruses, spam, phishing attacks) and deleted without warning.
2. Inspection, Monitoring or Disclosure of Email
   
   Email records residing on college-owned machines belong to the college, may be audited by OIT at any time, and may be subject to disclosure to a third party, including review by authorized law enforcement personnel.
   
   Email accounts are subject to review and disclosure without notice when required by law, where a violation of law or college policy may exist, where there is a risk of unauthorized use, bodily harm, property loss or damage, where the college’s mission is jeopardized or during routine system administration.
3. Bulk Transmissions
   
   
   1. Broadcast Emails
      Broadcast messages (formatted for distribution to more than 100 individual recipients) or email messages to the entire or specific segments of the college community require pre-approval from the President, Vice Presidents, Provost or the CIO. Communications from instructors and academic center deans/directors to current students in connection with instructional activity are exempt from this provision, as are internal communications to individual area of study and center/office lists.
      
      Due to server demand and increased risk of viruses, distributed messages should be short and contain no attachments. When an authorized message refers to a longer document, that document should be referenced in an embedded link.
   2. Distribution Lists
      Distribution lists shall be developed for a specific purpose. Users who develop personal distribution lists must insure, prior to distribution, that each recipient is willing to receive the communication. Use of these lists for other than stated purposes is not permitted.
4. Retention of Email Records
   
   OIT email services are backed up daily. Email messages stored on a server within the backup cycle may be retrieved even if the user has deleted them. Local copies of email files are the user’s responsibility.
5. Closing an Email Account
   
   Employee email accounts are shut down on the date of separation from the college.
   
   Emeritus faculty may request email services, by using either the college’s forwarding service or by maintaining a full email account on the college’s email server, by request to the Office of Human Resources.

INQUIRIES/REQUESTS:
Office of the Vice President for Integrated Technologies
Three Union Avenue
Saratoga Springs, NY 12866
Phone: 518-587-2100, ext. 2484

• Federal Pell Grants
• Federal Perkins Loans
• Federal College Work/Study
• Federal Supplemental Educational Opportunity Grants (SEOG)
• Federal Direct Loan Program; includes: subsidized and unsubsidized, the Parent Loan for Undergraduate Students (PLUS) and the Graduate PLUS loan
• Federal TEACH (Teach grant is for graduate students only)

Good Academic Standing

Good academic standing standards for satisfactory academic progress and grade point average must be met in order to be eligible to receive federal financial aid.

Satisfactory Academic Progress

Students must make satisfactory progress to maintain eligibility for federal financial aid. The college's satisfactory academic progress (SAP) table is used to determine eligibility for federal aid programs.

Satisfactory Academic Progress Table

Students who do not accumulate the number of credits specified on the college's SAP table may still receive federal aid. However, if a student does not accumulate the minimum number of credits within the next 16 credits of enrollment, the student loses federal aid eligibility.

A student who is permitted to reenroll because of an exception to the satisfactory academic progress policy is not eligible for federal financial aid. However, if there are mitigating circumstances, the student may appeal as described in the mitigating circumstance section.

Grade Point Average

Students who opt to receive grades must maintain a minimum G.P.A. of 2.0 after having completed 8 graded credits at Empire State College. If after earning 8 graded credits, the G.P.A. falls below 2.0 and the student can restore the G.P.A. with 16 graded additional credits, the student is eligible to receive federal financial aid. If the student cannot or does not restore the G.P.A. to 2.0 after earning 16 additional graded credits, s/he is ineligible for federal financial aid. Students in the "narrative only" evaluation option are not required to meet the G.P.A. expectations.

A student who is permitted to re-enroll because of an exception to the G.P.A. expectations is not eligible for federal financial aid. However, if there are mitigating circumstances, the student may appeal as described below.

Regaining Federal Financial Aid Eligibility

A student who is academically dismissed and is subsequently reinstated by the college must accumulate the number of credits required to meet the college’s satisfactory academic standards and earn at least a 2.0 cumulative grade point average in order to regain federal aid eligibility.

The Effect of Withdrawal

If a student withdraws from a course of study, his/her enrollment status (full or part time) and/or SAP rate may be affected, depending on the effective date of the withdrawal. Each of these may in turn affect federal aid eligibility.

In calculating enrollment status and rate of academic progress, “credits attempted” is the number of registered credits after day 28 of the enrollment term. Thus, the date of withdrawal affects whether the credits are counted in the number of credits attempted. For example, if a student first enrolls for 12 credits and then withdraws from one 4-credit study on or before day 28, the enrollment status for the term changes to part time and the progress rate is calculated on 8 credits attempted. If the student withdraws after day 28, the enrollment status for the term is still full time and the progress rate is calculated on 12 credits attempted.

Withdrawal at any point in the term may reduce the student’s award or require the student to pay back some of the federal financial aid already received. The Office of Fianancial Aid calculates such award adjustments individually using federal formulas. Further information may be obtained from the Financial Aid Office.

The Effect of Withdrawal from All Studies

Withdrawal from the college prior to the end of an enrollment term will cause you to use a full financial aid award period’s eligibility. You will be ineligible for additional financial aid of the same type if re-enrolling within the same financial aid award period (for example, if you withdraw from the September Fall term and then enroll in the November Fall term you will not qualify for federal financial aid for the November Fall term). All financial aid will be adjusted using federal and state guidelines for the cycle in which you withdraw. The liability for tuition and fees is not dependent on the federal aid eligibility. Information about tuition and fee liability may be found online at www.esc.edu/studentaccounts.

In accordance with rules established by the U.S. Department of Education, schools must adhere to provisions regarding the treatment of Federal title IV Financial Aid for students that withdraw from school completely for any term. These rules govern all federal loan and grant programs, including Direct Subsidized and Unsubsidized Loans, PLUS Loans, Perkins Loans, and Pell, SEOG, and TEACH grants.

In general, the law assumes that a student must earn federal financial aid awards directly in proportion to the number of days of the term attended. In other words, a student earns financial assistance as they complete their studies throughout a term. If a student completely withdraws from all studies during a term, the college must calculate the portion of the total scheduled financial assistance earned. If the student received (or the college received on behalf of the student) more assistance than was earned, the unearned excess funds must be returned to the federal programs.

The portion of federal loans and grants the student earned is calculated on a percentage basis comparing the total number of calendar days in the term to the number of days completed before withdrawal. (Scheduled breaks of five consecutive days or longer are excluded from the calculation.) The calculation for unearned aid is required for students attending classes less than 60 percent period of that term.

For example: a student enrolls with an enrollment period of 09/13/10-12/23/10. The enrollment period is 102 days. The student withdraws from all coursework on 11/01/10 – which is the 50th day of the enrollment period. The student has earned 49 percent of the Title IV aid awarded (days attended/enrollment period, or 50/102, which equals 49 percent). Whatever percentage of the term the student attends is the percentage of Title IV that is earned. Once the student exceeds the 60 percent point of the enrollment period, the student has earned 100 percent of the Title IV aid. In the above example, if the student withdrew as of 11/14/10, 100 percent of the aid would be earned and no return calculation is required (11/14/10 would be day 63 of the term, so 62/102 equals 61 percent – which is beyond the 60 percent point of the term).

Unearned federal financial assistance must be returned to program funds up to the amount of assistance that the student has received from the program in the priority order established by regulation: Federal Unsubsidized Direct Loan, Federal Subsidized Loan, Federal Perkins Student Loan, Federal PLUS Loan and Federal Graduate PLUS, Federal Pell Grant, Federal SEOG and other Title IV programs. The school takes the responsibility on behalf of the student to return unearned federal financial aid assistance funds that were applied directly to institutional charges. Institutional charges at the college that are no longer covered by financial assistance immediately become the responsibility of the student. The student is also responsible for return of unearned federal financial funds that were disbursed directly to him/her. To prevent undue hardship, allowances have been made if the unearned assistance repayment owed by the student is due to a loan program. Funds due for repayment to a loan program permit the student to repay according to the terms of the promissory note. In addition, if the student is directly responsible for repayments of unearned assistance to a federal grant program, only one-half (50 percent) of the calculated repayment is required.

The Effect of Administrative Withdrawals

Appeal for Title IV Federal Financial Aid Eligibility

Occasionally, students do not meet the good academic standards for reasons beyond their control or because of "mitigating circumstances" such as serious family problems or extended illness. Under such circumstances, a student may appeal for continued eligibility for federal financial aid.

Approval of a federal financial aid appeal is not automatic. Usually students may only appeal for his/her most recent enrollment. Approval of an appeal occurs in two parts:

1. The dean of the center or program verifies the student’s academic eligibility.
2. The mitigating circumstance committee determines if the request meets federal requirements for continued eligibility for federal financial aid.

The mitigating circumstance committee approves the appeal only if both parts of the process are complete and the academic and federal requirements are met. Students must submit the information required for both parts to the dean, using the required form.

The mitigating circumstance committee has the authority to approve a financial aid appeal request. However, that approval is dependent on the verification of the student’s academic eligibility. The dean is responsible for determining the student’s academic eligibility. If the dean determines that a student does not meet academic eligibility requirements, the mitigating circumstance committee cannot approve the appeal. If the appeal is approved, the student must complete the Financial Aid Academic Plan Agreement and then abide to that agreement for continued eligibility. Failure to do so will result in the student becoming ineligible for federal financial aid.

Students are rarely granted more than one appeal for mitigating circumstances.

Note: The appeal has no direct effect on enrollment eligibility, which is an academic determination upon which the appeal approval is contingent.

Federal 150% Rule

Federal regulations limit aid eligibility to 150% of the published length of the educational program. For example, given that a bachelor’s degree at Empire State College requires 128 credits, an Empire State College student pursuing a bachelor’s degree cannot be awarded federal aid for more than 192 credits attempted. For transfer students, the maximum is based on the number of transcript credits accepted by Empire State College plus the number of credits attempted at Empire State College.

Federal guidelines do not allow waivers for mitigating circumstances that would extend a student’s aid past the 150% limit.

Final Enrollment Term

Federal regulations do not allow a student in the final enrollment term to receive federal aid for studies that are not required to complete a degree.

Federal “C” Average Expectation

Federal guidelines require that a student achieve a minimum of a "C" average in order to maintain federal financial aid eligibility after 8 graded credits at Empire State College.

Repeat of Studies with Credit Awarded

A student may repeat a passed course once to earn a better grade if required for their academic program and still receive financial aid. The student must complete the Request to Repeat a Study request form. If this is done, both studies count as credit attempted in calculating SAP, but only the latest study grade will count in the calculation of credits earned toward the degree and in the GPA calculation.

Pell Grant Maximum Duration of Eligibility

Effective with the Summer 2012 term, students are limited to 12 full time semesters or the equivalent. Therefore, students who have already used 12 full time terms of the Pell grant will no longer qualify.

Notification of Ineligibility for Federal Financial Aid

The Financial Aid office notifies students regarding their ineligibility for further federal financial aid. Students may obtain information on their financial aid status by contacting the Financial Aid office.

• Tuition Assistance Program (TAP)
• Regents Award - Child of Veteran (CV)
• Regents Award - Child of Corrections Officer Award
• Persian Gulf Veterans Award and Vietnam Veterans Tuition Assistance (VVTA)
• State University Supplemental Tuition Assistance Program (SUSTA)
• Aid for Part-time Study (APTS)

Good Academic Standing

Students who receive any NYS financial awards are required to maintain good academic standing as defined by the regulations of the NYS Commissioner of Education in order to remain eligible for state financial aid. The regulations define a student in good academic standing as one who: pursues the program of study in which s/he is enrolled (pursuit of program), makes satisfactory academic progress toward the completion of his/her program's requirements, and meets the Grade Point Average (G.P.A.) expectations.

Students who do not meet the requirements for pursuit of program, satisfactory academic progress and/or grade point average lose their eligibility for NYS financial aid. To remain eligible for NYS financial aid, a student must satisfy all three criteria.

Please note that the Academic Policies for continued enrollment have different standards for G.P.A. and satisfactory academic progress and therefore it is possible that a student may be meeting the academic standards but not meeting the state standards for aid purposes.

Pursuit of Program

The first criterion for maintaining good academic standing for eligibility for NYS financial aid is pursuit of program.

To be in pursuit of program, a student must receive either a passing or a failing outcome in a certain percentage of studies each term, depending on the number of state aid payments the student has received (which may be different from the number of enrollment terms at the college). The required percentage is illustrated in the Pursuit of Program Table for full-time students who have received funds under the Tuition Assistance Program (TAP).

An outcome that indicates that the student substantively engaged in a study or course through the enrollment term is necessary to satisfy the pursuit of program requirement. Both passing and failing outcomes are acceptable. However, a withdrawal (WD or ZW) or drop (DR) outcome does not meet the requirement for pursuit of program, because it indicates no substantial engagement in a study or course over the full enrollment term. The progression is based on only the terms a student receives state aid.

Empire State College Pursuit of Program Table*

*The table illustrates expectations for full-time (12 or more credits) enrollment. A student who enrolls on a less than full-time basis must make progress proportionate to what is illustrated in the table. For example, two payments for part-time enrollments (e.g. through APTS) equal one payment for a full-time enrollment (e.g. through TAP). Program or center staff can advise individual students regarding these calculations.

**The number of terms refers to the number of state aid payments the student has received, which may be different from the number of enrollments at Empire State College.

A student must earn a FC, CR, NC or IN outcome for the percentage of study designated in the table for each term of enrollment, to be eligible for NYS aid in the next term.For example, a student who has received two TAP payments must have outcomes that meet the pursuit of program standard for at least 6 credits in the second enrollment (i.e. 50% of the 12 credit minimum for full-time enrollment status), to be eligible for any NYS state aid in the next enrollment.

Satisfactory Academic Progress

The second criterion for maintaining good academic standing for eligibility for NYS financial aid is satisfactory academic progress (SAP).

To achieve and maintain satisfactory academic progress status, a student must accumulate a minimum number of credits per enrollment. The New York state Satisfactory Academic Progress Table specifies the minimum number of credits the student must accumulate to maintain satisfactory academic progress.

Students who do not meet the minimum academic progress requirements (on academic warning for unsatisfactory academic progress) are not eligible for NYS financial aid.

New York state Satisfactory Academic Progress Table*

*Effective at the end of Spring 2011 for non-remedial students receiving first NYS award payment in 2010-2011 and thereafter.

Students who are half time may contact the TAP Certifying officer for details on level of progress expected for New York State SAP. Students who first received a NYS award prior to Summer 2010 are reviewed by a different SAP standard. Likewise, during the 2010-2011 school year, students receiving a NYS award for the first time during the 2010-2011 year were held to a different SAP standard. Please contact the TAP Certifying officer for details. 

Grade Point Average (for those in the grading with evaluation option)

The third criterion for maintaining good academic standing for eligibility for NYS financial aid is the grade point average (G.P.A.).

Students must maintain a 2.0 or better after receiving three full-time New York State financial aid payments. All NYS aid payments are counted regardless of when they were made or what institution the student attended. A student who is new to Empire State College is assumed to meet the minimum G.P.A. requirement. The college uses only Empire State College studies to compute the G.P.A. thereafter. Therefore, a student who comes to Empire State College after attending another college and receiving three full-time NYS financial aid payments must earn a minimum of a 2.0 at the end of the first term of enrollment at Empire State College to remain eligible for subsequent NYS financial aid payments. The table below provides the minimum G.P.A. required to maintain eligibility for New York State financial eligibility after each payment.

Minimum G.P.A.*

 *Effective at the end of Spring 2011 for Bachelor’s degree seeking students receiving first NYS award payment in 2010-2011 and thereafter. Associate’s degree students are required to meet a different standard, please contact the Financial Aid office for details.

Students who first received a NYS award prior to Summer 2010 are reviewed by a different G.P.A. standard. Likewise, during the 2010-2011 school year, students receiving a NYS award for the first time during the 2010-2011 year were held to a different G.P.A. standard. Please contact the TAP Certifying officer for details.

The Effect of Withdrawal

If a student withdraws from a course or study, his/her enrollment status, SAP rate, and/or state aid eligibility may be affected, depending on the effective date of the withdrawal and the number of state aid payments the student has already received (see Pursuit of Program Table). A withdrawal is not included in the calculation of the G.P.A. Therefore, it does not affect a student's G.P.A.

In calculating enrollment status and rate of progress, "credit attempted" is the number of registered credits as of Certification Status date of the enrollment term- this is day 29 for the 15 week term and Day 22 for the summer 8 week term . Thus, the date of withdrawal affects whether the credits are counted in the number of credits attempted. For example, for a student enrolled in a 15 week term who first enrolls for 12 credits and then withdraws from one 4-credit study on or before day 28, the enrollment status for the term changes to part-time and the progress rate is calculated on 8 credits attempted. If the student withdraws after day 28, the enrollment status for the term is still full-time and the progress rate is calculated on 12 credits attempted.

If a full-time student enrolled in a 15 week term withdraws after day 28 and incurs full tuition liability, s/he will lose TAP for the next term if s/he does not meet the pursuit of program standard for the current term. If a student enrolled in a 15 week term withdraws/drops before day 28 and tuition falls below the full-time rate, the student’s TAP award for the current term is cancelled. Further information may be obtained from the Financial Aid office.

The Effect of Administrative Withdrawals

NYS regulations for financial aid establish course completion expectations. If a student receives an outcome of administrative withdrawal (ZW) for a study or course, his/ her SAP rate and/or state aid eligibility may be affected depending on the effective date of the withdrawal and the number of state aid payments the student has already received (see Pursuit of Program Table). A ZW outcome is not included in the calculation of the G.P.A. Therefore, it does not affect a student’s G.P.A.

A ZW outcome may mean the amount of the student's financial aid award is reduced or the student is required to pay back some or all of the NYS financial aid awarded. The amount depends on the last date of substantive engagement in the course. Further information may be obtained from the Financial Aid office.

Eligibility Assessment

The College assesses student eligibility for New York State financial aid at two points in each enrollment:

1. On the date the enrollment officially starts:

-the student must meet citizenship, residency, high school graduation and good academic standing requirements. If the student fails to meet any of these requirements on the first day of the enrollment, s/he is not eligible for New York State financial aid for that enrollment term.

2. As of the Certification Status Date (defined as the date that the student incurs full tuition liability for the term):

-For students in a 15 week term: By the 28th day of the enrollment term, the student must meet the full-time or part-time study requirements and must be fully matriculated (admitted as a degree seeking student) at the college. A student who fails to meet enrollment requirements by day 28 is not eligible for NYS financial aid. A student who is not matriculated by day 28 is not eligible for NYS financial aid.

- For students in the 8 week summer term: By the 22nd day of the enrollment term, the student must meet the full-time or part-time study requirements and must be fully matriculated (admitted as a degree seeking student) at the college. A student who fails to meet enrollment requirements by day 22 is not eligible for NYS financial aid. A student who is not matriculated by day 22 is not eligible for NYS financial aid.

Regaining Eligibility for New York State Financial Aid

A student may regain eligibility for NYS financial aid through one of the following four methods:

1. Meeting the standard the student failed to meet previously, during an enrollment term in which no state award is paid.

• A student who failed to meet the pursuit of program standard may regain eligibility by meeting the pursuit of program standard in a subsequent term in which the student receives no state aid.
• A student who failed to meet the satisfactory academic progress standard may regain eligibility by accumulating the number of credits required to make satisfactory academic progress, through additional enrollment(s) for which the student receives no state aid.
• A student who failed to meet the grade point average standard may regain eligibility by earning the minimum required grade point average through enrollment(s) for which the student receives no aid.

2. Being readmitted and/or reinstated at ESC after an absence of at least one calendar year and after the student provides evidence in writing to the center or program administrator of his/her ability to successfully complete a degree program.
   
   A student who is readmitted and/or reinstated after failure to make satisfactory progress must meet the credit accrual requirement the student failed to meet prior to losing eligibility by the end of the next enrollment.
3. Transferring to another institution.
4. Applying for and receiving a one-time waiver.
   
   Students must have a cumulative G.P.A. of 2.0 if they have received three or more full-time payments. A student repositioned on the SAP chart must still meet the minimum G.P.A. requirements for the number of NYS aid payments s/he has received.

Eligibility Waivers

One-Time Waiver of Eligibility Standards for New York State Awards

A student who fails to meet the state standards for pursuit of program and/or satisfactory academic progress may request a one-time waiver of these standards. A waiver enables the student to receive NYS aid for one additional enrollment term.

New York state permits only one waiver at the undergraduate level and one at the graduate level. This applies across all institutions attended. The mitigating circumstance committee may grant a waiver when the student fails to meet the pursuit of program standard, fails to meet the satisfactory academic progress, or fails to meet both standards in the same term. However, failure to meet the pursuit of program and satisfactory academic progress may not result in two separate waivers.

The one-time waiver is not automatic. The student request for a waiver for his/her most recent enrollment. Approval of a request for a one-time waiver occurs in two parts:

1. The dean of the student's center for program for program verifies the student's academic eligibility.
2. The mitigating circumstance committee determines that the request meets New York state requirements for a waiver of financial aid regulations.

The mitigating circumstance committee approves the waiver only if both parts of the process are complete and the academic and New York state requirements are met. Students must submit the information required for both parts to the dean, using the required form.

When a one-time waiver is granted for failure to make satisfactory academic progress, the last term of enrollment does not count negatively in determining satisfactory academic progress. The student must meet the credit accrual requirement s/he failed to meet before losing eligibility by the end of the next enrollment.

Note: The one-time waiver has no direct effect on enrollment eligibility, which is an academic determination upon which the waiver is contingent.

C-Average Waiver

A student in the narrative evaluation with grading option who fails to meet the state standards for grade point average may request a waiver of the G.P.A. standard. A waiver is possible only in extraordinary or unusual situations. A waiver enables the student to receive NYS aid for one additional enrollment term. The C average waiver is separate from the New York State one-time waiver. The mitigating circumstance committee may grant a C average waiver more than once.

The C average waiver is not automatic. The student may request a waiver for his/her most recent enrollment. The C average waiver request is made following the procedure described above for the one-time waiver.

Repeat of Studies with Credit Awarded

Repeat of any study for which credit has been awarded may not be considered part of that student's course load for state aid purposes. Both studies count as credit attempted in calculating SAP, but only the latest study grade will count in the calculation of credits earned toward the degree and in the G.P.A. calculation. A repeated course in which a passing grade was previously earned cannot be used to meet the pursuit of program requirement (completing a certain percentage of the minimum full-time or part-time course load in each term an award is received) to maintain good academic standing. The student must complete the Request to Repeat a Study request form. This is required for financial aid purposes.

Students can receive state aid to repeat studies for which they earned no credit.

Maximum Number of Payments

An undergraduate student may receive NYS financial aid payments for no more than the equivalent of eight full-time enrollment terms.

Final Enrollment Term

In the final term only, NYS financial aid regulations permit studies to count toward financial aid eligibility standards related to full- or part-time enrollment status, even if some of the credit is not necessary to complete degree requirements. The enrollment must include some credit that is required to completethe student’s degree.

Empire State College permits such credit beyond the degree to count for financial aid eligibility in the final term, only if all of the following criteria are met:

• The student has an approved degree program,
• The enrollment term is identified as the final enrollment for the degree, and
• The enrollment includes one or more studies or courses that apply toward the student’s degree requirements.

The TAP Certifying Officer disallows any NYS aid award if any one of these criteria is not met.

Notification of Ineligibility for State Financial Aid Awards

The Financial Aid office notifies students regarding their ineligibility for further NYS financial aid. Students may obtain information on their financial aid status by contacting the Financial Aid office.

1. Empire State College is committed to ensuring equal opportunity and access in education and employment for all qualified persons and prohibits discrimination against those with disabilities, in accordance federal, state and local laws. It is college policy to provide reasonable accommodation to a person with a disability to enable such person to perform the essential functions of the position for which he/she is applying, or in which he/she is employed.
2. The Reasonable Accommodation Policy applies to all employment practices and actions. It includes, but is not limited to, recruitment, the search process, skills assessment, hiring, training, disciplinary actions, rates of pay or other compensation, advancement, classification, transfer and reassignment, and promotions. 
3. Qualified individuals with documented disabilities (as defined by state and federal regulations, including those regarding a perceived disability), are eligible to request reasonable accommodations. The college will make reasonable accommodations for individuals with disabilities on a case-by-case basis; and will treat all requests in a confidential manner. Only relevant information pertinent to making an accommodation will be shared with college officials, as necessary.
4. The college affirmative action officer in the Office of the President serve as the ADA/504 coordinator and is  responsible for ensuring compliance with federal and state regulations and college policy.
5.  An employee with a disability must be able to perform the essential functions of his/her job either with or without reasonable accommodation.
6. Final responsibility for selection of the most appropriate accommodations rest with the college.

(Students are not covered under this policy and should be referred to the student handbook “Rights of the Disabled and Procedures For Accommodating Students with Disabilities at Empire State College”)

The following is information regarding several tuition assistance and tuition reimbursement programs available to college employees, including Research Foundation employees, to assist in the continuation of their education. Information on these programs can be obtained by contacting those offices noted with each of the program descriptions or the appropriate website listed. Information on available financial aid can be obtained by contacting the Student Financial Services office at the Coordinating Center.

SUNY Employee Tuition Programs

SUNY Employee Tuition Assistance Program
Assistance through state appropriation is provided for part or all of the tuition at a state-operated campus (payment of fees is not covered through this program). A specified allocation is provided each fiscal year to the college for this program. The waiver is prorated based upon the amount of allocation available and the applications received per term. Application is made through submission of form B-140W, available from the office of the vice president for administration or on the human resources website.

SUNY Employee Tuition Reimbursement Program:
A reimbursement of tuition paid by the employee to other than a state-operated campus (e.g., community colleges, private colleges and universities). Reimbursement is based upon the applicable SUNY undergraduate or graduate rate for New York state residents, up to a maximum of 4 credits per course. Funding is available from a limited central allocation established each fiscal year for this purpose. Application is made through submission of form B-140R, available from the office of the vice president for administration or on the human resources website.

Eligibility requirements for the SUNY Employee Tuition Assistance Program and the SUNY Employee Tuition Reimbursement Program listed above are:

• employee must be employed by the college in a permanent position for at least six months, must be working half-time or more and must be an employee at course completion
• part-time (50 percent or more) employee’s tuition assistance will be pro-rated to the full-time rate
• union-sponsored funds must be used prior to applying for SUNY employee tuition assistance/reimbursement, as well as other federal and state tuition grant programs
• proof of satisfactory completion of course must be provided in order to be eligible for future assistance
• employee must apply for funding prior to term starting; applications for previous terms will not be considered.

There is a maximum allowance of three courses per year (up to 4 credits per course), one course per term, and a maximum of 12 credits per fiscal year, and this may be prorated based upon funding availability.

2. Governor’s Office of Employee Relations
   

   Management/Confidential Employees

   • employee is required to use GOER (Governor’s Office of Employee Relations) tuition reimbursement program which covers up to $2,000 per year prior to applying for the SUNY Employee Tuition Assistance/Reimbursement Program. Complete program guidelines and applications are available at www.goer.state.ny.us/mc/mctuition.html
   • after using GOER, the employee is eligible for tuition assistance/reimbursement through the SUNY Employee Tuition Program (B140) up to a maximum of three courses per year (4 credits or less per course), one course per term, and a maximum of 12 credits per year.
3. Union Sponsored Tuition Programs
   

   Professional Service Employees (UUP Represented)

   • employee is required to use UUP tuition waiver prior to applying for the SUNY Employee Tuition Program (B140). This is a “space available” tuition assistance program and generally covers one course per semester up to three courses per year. Contact human resources for additional information and an application or go to www.esc.edu/uup-tuition-waiver.
   • after using the UUP tuition waiver (one waiver per term), the employee is eligible for tuition assistance/reimbursement through the SUNY Employee Tuition Program (B140), as previously noted.

   Classified Service Employees (CSEA Represented)

   • employee is required to use CSEA tuition vouchers (2 per year) prior to applying for the SUNY Employee Tuition Program (B140). The application for this voucher and other information is at www.nyscseapartnership.org/website/tuition_benefits.cfm
   • after using CSEA tuition vouchers, the employee is eligible for tuition assistance/reimbursement through the SUNY Employee Tuition Program (B140), as previously noted.
4. Miscellaneous Fees
   

   Books and other fees may be eligible for separate reimbursement through the college’s professional and support staff development funds. The links to these applications are at http://www.esc.edu/escnet under “Other.”

No employee can engage in other employment which interferes with the performance of the employee's professional obligation to SUNY. No full-time employee of SUNY can assume another full-time position or obligation either within or outside the university while under obligation and receiving compensation from the university.

"Extra service" is defined as:
Work performed by state employees for a state payroll agency, or the SUNY Research Foundation, other than the one to which the employee is regularly assigned, or special assignments performed at their own campus that are substantially different from, or in addition to their regularly assigned duties and responsibilities when the extra service work, in combination with the employee's regular assignment and any other dual appointment or extra service assignments, will exceed full-time service (1.00 FTE).

For employees whose primary appointments are full time, payment for all additional work must be paid on an extra-service basis, whether performed for their primary agency or for another state payroll agency.

For employees whose primary appointments are part time, they may be paid concurrently --not as extra service--if the work is for another state payroll agency and the combination does not exceed full time. If the work is for their primary payroll agency, they may have their part time payroll percent and thus, salary, increased to compensate them or be paid via extra service.

Search committees, unit heads and/or supervisors should attempt to determine the current state employment status of individuals before they recommend them for appointment (particularly part-time appointees) to ensure that appropriate approvals are obtained prior to affecting the appointments of individuals already being paid on state payrolls.

• Except for managerial/ confidential employees, campuses have been delegated responsibility for developing their own approval processes for extra service performed by their employees for their own campuses.
• Except for managerial/ confidential employees, campuses are also delegated responsibility for approving extra service with other state payroll agencies, including other SUNY units, for their employees, but in this case must adhere to SUNY/state approval procedures. An approval for extra service compensation -- usually a dual appointment form, except when the other payroll unit is another SUNY campus -- also myst be obtained from the state payroll agency(ies) from which an individual is currently being paid before s/he may commence any extra-service work.
• · In all cases extra service for M/C employees requires approval of the chancellor or his/her designee.

Extra service assignments must clearly be in addition to, and must not interfere with, the individual's regular responsibilities. Such assignments may include service by those holding positions other than academic rank, (i.e., administrators and other professionals -- even classified service employees under rare and exceptional circumstances). These assignments may involve, but are not limited to, teaching, research and public service. Extra service must be closely monitored. It must be clearly demonstrated that any extra service exceeds that which is normally performed under the regular obligation and is performed outside of normal working hours. In the exceptional cases where nonexempt classified service employees might be considered for extra service, the campus must ensure that the nature of the work to be performed is clearly and significantly different from the work normally and appropriately assigned to the title to which the employee is appointed. Otherwise, compensation for such services by nonexempt, classified employees must be paid on an overtime (time and one-half) basis. Where such an extra assignment for a classified service employee is with another payroll agency and must be paid on an overtime basis, arrangements need to be made with that agency for them to provide a record of hours worked and to then reimburse the home payroll unit for the related overtime payments. All extra-service assignments must have prior approval in accordance with the campuses internal extra-service compensation approval procedures, or, for M/C employees, the SUNY approval process.

Compensation for extra service is not to exceed an amount equal to 20 percent of base annual salary in any academic or calendar year. For example, a professional staff member earning a salary of $25,000 may not be paid more than $5,000 for extra service during the course of his or her annual professional obligation. Employees with academic year obligations may earn an amount equal to no more than 10 percent during each semester of obligation.

Individuals who are receiving stipends, not to exceed 10 percent for the academic year and 10percent for the summer, for designations as department chairpersons, may not be paid extra service compensation. However, individuals serving as department chairpersons and not receiving a stipend for such assignment may receive extra service compensation.

Summer session employment does not constitute extra service for academic employees with academic-year obligations or professional employees with college-year obligations that exclude summers. There are no restrictions on how much such employees can receive from non-SUNY employers during such periods in which such employees have no professional obligation with SUNY.

After the appropriate approval(s) has/have been obtained, payment for extra service will be made periodically, as the work is completed, based upon the submission of extra-service vouchers. Vouchers and additional guidance can be found under "Forms" at the end of this section. Additional guidance may be obtained from campus human resources office or payroll office.

This policy prohibiting the possession of firearms does not apply to law enforcement officials in pursuit of official duty when authorized by federal or state law. For purposes of this policy, law enforcement officers who are required to carry firearms while taking on-duty breaks shall be considered to be "in pursuit of official duty" when on such breaks.

It is the policy of Empire State College, State University of New York, to provide equal opportunity in education and employment for all qualified persons and prohibit discrimination on the basis of race, color, national origin, religion, age, sex, sexual orientation, disability, veteran status or marital status.

Applicants must complete the admissions process within one year of beginning the process. After one year, any application materials received by the Admissions Office will be purged.

Applications must be completed and submitted by the published deadline in order to be considered for admission to an upcoming term unless extended by the School for Graduate Studies. All graduate programs are term based. Term options for initial enrollment are specific to the degree or certificate to which a student has been accepted (fall, spring, summer).

Admitted applicants may enroll initially in the graduate program within three calendar years from the date of admission. Those who wish to initiate enrollment after this time must reapply for admission.

An applicant who is denied admission may apply again (to any Empire State College graduate degree program) after a period of one year from the prior date of application. Applicants who wish to appeal denial of admission may do so in a letter to the dean of the School for Graduate Studies.

The continuation of services paymentgives the student access to college services for an additional term, including the student’s advisor, mentor, observers and/or readers/course instructor, while not requiring the student to re-enroll to be in good standing with the program. If the student takes a formal leave of absence at the point where he/she would normally pay the continuation of services payment and returns at a later date to complete the course, the student will enroll for continuation of services payment at that time. 

The continuation of services payment is not to be used in place of re-enrollment. If a student fails a course, the student must re-enroll and complete the repeat course form.  The use of continuation of services payment is limited to only those exceptional circumstances that are deemed appropriate by the student’s academic program.

Empire State College features student-centered, mentored learning in all of its modes of study, from guided independent study to residency-based courses and on-line or blended courses. Regardless of the method of study:

• The learning experience effectively supports the student’s active engagement with the subject of study.
• The learning experience fosters life-long, independent learning skills, including the student’s capacity to assess her/his own learning needs and progress.
• The course instructor responds to, evaluates and actively guides students throughout the learning experience.
• In independent studies, evaluation procedures are often determined in consultation between the student and the course instructor.

Learning Contract/Course Design

The learning contract or course defines the learning objectives of the course, the learning activities to be completed, and the methods and criteria for evaluating the student’s performance. A well-designed learning contract or course lays the foundation for effective student evaluation by clearly outlining learning objectives and activities and methods and criteria for evaluation. The course instructor evaluates the student’s work in light of these elements throughout the learning experience. Thus, the course instructor’s feedback to the student is rooted in the learning contract or course design itself and occurs throughout the course. The course instructor also helps the student develop self-assessment skills, through the design of the course and through dialogue about evaluation methods and criteria.

Evaluation

Empire State College grades/outcomes documentgraduate students’ academic growth during their studies. At the same time, students need to meet the minimum performance standards established for each course, for credit to be awarded. To support student achievement, ESC faculty may afford students opportunities to revise work during a course in order to meet performance standards at the minimum or a higher level. Nevertheless, a student who works hard and shows progress, and is still not able to meet the stated criteria for evaluation, does not earn graduate credit.

Grades

The college uses a 4.0 grading scale. The grade assigned to a graduate course completed at Empire State College may be any of the following: A, A-, B+, B, B-, C+, C or NC (no credit). Academic performance in a course at the C- or lower level results in an outcome of “no credit” rather than a letter grade.

In the MBA program, the final grade for a modular course is the average of the grades earned in each module for which the student enrolled.

Course Outcomes

Possible course outcomes include:  

Full Credit– FC outcomes are awarded for specific courses in which the student has performed at the B or better level.

Incomplete – When extenuating circumstances arise, a student may request an outcome of incomplete (IN) from the course instructor. The course instructor may submit an incomplete only when the student has consistently engaged in learning activities and has successfully completed at least 50 percent of the work before the end of the term. The course instructor is not obligated to grant an incomplete.

A student who receives an IN outcome must complete the course within 15 weeks of the end date of the term, or earlier if the course instructor has specified an earlier completion date.

If the course is not completed, the IN outcome automatically becomes a no credit (NC) outcome at the end of 15 weeks, or earlier if the course instructor has specified an earlier completion date.

It is important to note that an IN outcome does not count as credit earned and therefore may negatively affect satisfactory academic progress. Please refer to the policy on Satisfactory Academic Progress.

Administrative Withdrawal – If a student registers for a course, does not withdraw, and does not engage in significant learning activities throughout the term, the course instructor submits an outcome of administrative withdrawal (ZW).

It is important to note that a ZW outcome does not count as credit earned and therefore may negatively affect satisfactory academic progress. Please refer to the policy on Satisfactory Academic Progress.

No credit – If a student engages in a course throughout the term and fails to satisfactorily complete it, the course instructor submits a no credit (NC) outcome. An outcome of NC may signify either that the student did not meet the standards for graduate credit, or simply that the student did not ultimately complete the course.

It is important to note that a NC outcome does not count as credit earned and therefore may negatively affect satisfactory academic progress. Please refer to the policy on Satisfactory Academic Progress.

Withdrawal – A withdrawal (WD) is the only outcome initiated by the student. If the student takes action to withdraw from a course, the college enters a withdrawal (WD).

It is important to note that a WD outcome after the 28^th day of the term does not count as credit earned and therefore may negatively affect satisfactory academic progress. Please refer to the policy on Satisfactory Academic Progress.

Repeated – A repeated course is denoted by the outcome RP.

Assessment Credit – In master’s programs that provide an opportunity for assessment, an outcome of AC denotes credit awarded through the assessment process.

Outcomes of IN, ZW, NC and WD have specific implications for financial aid eligibility. For an explanation, see the Empire State College Statements on Eligibility for New York State Financial Aid and Federal Financial Aid.

Grade Point Average (GPA) Calculation

The College Registrar calculates the grade point average and includes the GPA in the student transcript.

The GPA calculation at Empire State College is:

• Based only on courses enrolled in at Empire State College, and is not based on transfer credit or credit awarded through assessment.
• Included as part of the student’s official transcript.

The following grades/outcomes are included in the Grade Point Average:

Marginal Outcomes

Grades of B-, C+, and C, while acceptable in meeting graduate degree requirements, are considered “marginal pass” outcomes. Any such outcome, or a GPA that falls below 3.0, or a Satisfactory Academic Progress rate that falls below expectations, warrants an advising conversation between the academic advisor and student, and possibly with the program chair/coordinator.

Through the advising process, the college may direct the student to improve graduate-level academic skills (e.g., through a formal study of writing or use of other academic support resources), to take a reduced academic load or to take other steps to promote academic success.

Repeated Courses

When a student repeats a course, the more recent grade/outcome for the repeated course replaces the original grade/outcome for purposes of the calculation of a grade point average. The original course remains a part of the transcript with an outcome of RP to denote that it has been repeated. Note that both the original and the repeated course must still be included in the Satisfactory Academic Progress (SAP) calculation.

Minimum Grade Point Average Requirement

Empire State College graduate students must maintain a GPA of at least 3.0. A student who has completed at least 6 credits at ESC through course enrollment and whose cumulative GPA is below 3.0 is placed on academic warning. If a student who is on academic warning still has a cumulative GPA of less than 3.0 after attempting 6 additional credits at Empire State College (i.e., after attempting a total of at least 12 credits at Empire State College), the student is academically dismissed.

Master of Arts in Teaching students must maintain a GPA of at least 3.0 in order to be recommended for NYS transitional B certification.

Grade Point Average and Academic Standing

The grade point average is one of two criteria that establish the student’s academic standing with the college. The other is the student’s academic progress rate. A student who meets these two criteria is in good academic standing and therefore maintains her/his eligibility to reenroll. These and other criteria apply to eligibility to receive financial aid. See the Policy on Graduate Satisfactory Academic Progress and the statements on Eligibility for NYS and Federal Financial Aid.

Academic Warning and Dismissal

The dean of the School for Graduate Studies places a graduate student on academic warning when s/he has attempted at least 6 credits at Empire State College and has a cumulative GPA below 3.0, or when s/he has earned no credit (NC) for at least 3 credits.

The dean academically dismisses the student based on the following:

• The student is on academic warning and still has a cumulative GPA of less than 3.0 after attempting 6 additional credits at Empire State College, or
• The student has earned no credit (NC) for at least 6 credits.

Prior to issuing an academic warning or dismissal, the dean reviews the student’s overall academic record and may consult with the student’s academic advisor or program chair/coordinator regarding any mitigating circumstances.

Rescinding an Academic Warning. An academic warning is in effect until it is rescinded or the student is academically dismissed. The dean of the School for Graduate Studies rescinds the academic warning in writing when the student's GPA returns to a satisfactory level. The dean of the School for Graduate Studies academically dismisses the student if the student’s GPA does not return to a satisfactory level within the next 6 credits of enrollment.

Reinstatement after Academic Dismissal. In order to be reinstated, a student must present written evidence to the dean of the School for Graduate Studies that the student is ready and able to make satisfactory progress. The student should address the problems that led to the dismissal and what s/he has done to correct those problems. The dean consults with program faculty in making this determination.

 he dean of the School for Graduate Studies is responsible for acting on requests for reinstatement after academic dismissal. If the dean of the School for Graduate Studies reinstates a student, s/he may establish terms and conditions that promote future academic success. For example, the dean of the School for Graduate Studies may impose specific conditions for subsequent enrollments, such as requiring a reduced academic load or requiring enrollment in courses to build academic skills.

If the student is dismissed from her/his program and wishes to apply to a different program, the student must complete a new application. The student should address the problems that led to the dismissal, what s/he has done to correct those problems, and how s/he expects to achieve success in the new program.

Students are not eligible for reinstatement or readmission for at least one term after an academic dismissal. Students who are academically dismissed for a second time are not eligible for reinstatement or readmission.

Empire State College Transcript

An Empire State College transcript is a summary page displaying all attempted courses in chronological order with grades/outcomes awarded as well as transfer credit and assessment credit (if applicable). A cumulative grade point average will be computed for all courses with grades awarded. (See the Graduate Catalog for complete transcript information.)

Procedure for Retroactive Assignment of Grades

For much of its history, Empire State College provided narrative evaluations without grades. On occasion, a student who received narrative evaluations would later request that the college assign grades to the narratives. When such a request was received, the college, where possible, addedgrades to the narratives.

For students matriculated in a graduate program at Empire State College before July 1, 2007, the college will continue to respond to student requests, consistent with the procedure detailed below. For students who re-matriculate after that date, there will be no later assignment of letter grades to narrative evaluations.

The procedure for retroactive assignment of grades is as follows:

1. For each Empire State College course for which the original course instructor is available, the course instructor is responsible for assigning a grade based on the contract evaluation and the instructor’s records and recollection of the student’s work in the course. If the course instructor is no longer available, or if the course instructor is not able to make a letter grade judgment, no grade is assigned.

   In exceptional circumstances, this procedure cannot fully meet a student’s needs. In such a case, the dean of the School for Graduate Studies consults the provost on appropriate alternatives.

2.  The dean of the School for Graduate Studies forwards the grades to the college registrar.
3.  The registrar adds the grades to the narrative evaluations, and thereby includes them in the student’s official transcript.

Appeal of Academic Outcomes

A student may appeal a grade or narrative evaluation, an academic warning or dismissal, or other academic judgment, as provided in the Student Academic Appeals Policy.

Policy Review

This policy will be reviewed on an annual basis.

If a student is administratively withdrawn, has been inactive for less than three years and wants to return to his or her program, permission can be requested in writing from the head of the program. The request should state the reason(s) for wanting to return and any explanation that can be offered about the student’s absence from the program.

If a student has been administratively withdrawn from a program and has been inactive for three years or more and wishes to return, reapplication to the college will be necessary. The student’s application will be reviewed for admission under the admission standards that are current at the time of the new application.

Students can also be administratively withdrawn for failure to pay the tuition and/or fees required by the program.

Policy

1. The following applies to nonmatriculated study:
   
   1. study is limited to no more than three graduate courses (up to 9 credit hours) at the college if the student is in good academic and financial standing
   2. the student may select from the courses offered in the graduate nonmatriculated student registration information for the current term
   3. an official transcript must be provided verifying completion of a bachelor’s degree from a regionally accredited institution prior to registration as a nonmatriculated student.
2. If a student begins as nonmatriculated and is later admitted, only those courses appropriate to the matriculated program may become a part of the student’s degree program. No more than two courses completed as a no-matriculated student may be applied toward a master’s degree at Empire State College.
3. Although successful completion of courses as a nonmatriculated student will be considered in admissions decisions, it does not automatically qualify an individual for admission.
4. Nonmatriculated students are not eligible for financial aid.

Process

1. Requesting permission to study as a nonmatriculated student:
   
   1. To be considered for nonmatriculated study, you need to complete the graduate nonmatriculated student application form available at www.esc.edu/GradStudents. This form should be returned to GradReg@esc.edu, faxed to 518 587-9760 or mailed to the School for Graduate Studies, Empire State College, 111 West Avenue, Saratoga Springs, NY 12866.
   2. An official transcript verifying completion of a bachelor’s degree must be sent to the School for Graduate Studies, Empire State College, 111 West Avenue, Saratoga Springs, NY 12866.
   3. Once the above listed information and transcript have been reviewed, the student will receive an email from the School for Graduate Studies containing registration login and password information if eligible for nonmatriculated study.
   4. If not eligible for nonmatriculated study, the student will be notified by the School for Graduate Studies.
   5. Nonmatriculated students are exempt from any field experience requirements associated with education courses offered through the college’s MAT program
   6. If a student successfully completes an education course(s) offered through the college’s MAT program as a nonmatriculated student and later is admitted to this program, the field experience requirement(s) must be completed by the end of the first year.
2. Exceptions to the Three-Course Limit:
   Occasionally, nonmatriculated students want to enroll in more than three graduate courses. This is frequently the case with teachers who want to enroll in courses for professional development or who are working toward permanent certification at another institution. A waiver from the three-course limit may be requested through the dean of the School for Graduate Studies. This request must be made in writing and can be sent to the dean at Graduate_Dean’s.Office@esc.edu or the School for Graduate Studies, Empire State College, 111 West Avenue, Saratoga Springs, NY 12866.

The college’s Policy on Satisfactory Academic Progress for graduate students defines both whether a student is in good academic standing and whether a student is eligible for financial aid.

A student is expected to complete courses, to accumulate credit in proportion to the credit attempted (i.e. meet academic progress expectations), and to make progress toward a degree/certificate.  Though non-matriculated students are by definition not pursuing a degree/certificate, academic progress rate expectations do apply to them. 

Sometimes a student makes less academic progress than expected.  When this occurs, the college notifies the student with an academic warning or dismissal.

Satisfactory Academic Progress Determination

1. A graduate student is making satisfactory academic progress when s/he consistently earns credit toward the degree or certificate sought.
2. Academic progress is monitored at the end of each term.
3. Academic progress is cumulative across graduate programs at the college.
4. Completion of prerequisite/deficiency requirements for admission to a master’s program does not count toward the credit required to earn a master’s degree. Therefore, these credits do not count toward meeting satisfactory academic progress expectations.  
5. Academic progress advances only when a student earns credit for graduate-level study.  A student earns no graduate-level credit and makes no progress academically when the student receives any of the following outcomes for a graduate course: Incomplete, No Credit, Drop, Withdrawal issued on or after 29^th day of term. These outcomes count in the determination of credits attempted, and thus affect the calculation of the student's cumulative rate of progress.

6. Academic progress advances only when a student earns credit toward the degree or certificate sought. A student earns no graduate-level credit and makes no progress academically when the student receives any of the following outcomes for a graduate course:

   • Incomplete (IN)
   • No Credit (NC)
   • Drop (DR)
   • Administrative Withdrawal (ZW)
   • Withdrawal issued on or after 29^th day of term (W)

   These outcomes count in the determination of credits attempted, and thus affect the calculation of the student's cumulative rate of progress.

Academic Progress Warning

The dean of Graduate Studies gives the student a written academic warning if the student attempts but does not earn credit for at least 6 credits.

Rescinding an Academic Progress Warning

An academic warning is in effect until it is rescinded or the student is academically dismissed. The dean of Graduate Studies rescinds the academic warning in writing when the student's progress rate returns to a satisfactory level. Satisfactory progress can be attained by subsequently earning credit for incomplete outcomes.

Academic Progress Dismissal

1. The dean of Graduate Studies gives a warned student a written notice of academic dismissal if:
   • the warning has not been rescinded; and
   • the student does not earn creidt for an additional 3 credits attempted.
2. The dean of Graduate Studies may dismiss a student without warning if the student attempts and fails to earn credit for at least 9 credits.

Reinstatement after Academic Progress Dismissal

In order to be reinstated, a student must present written evidence to the dean of Graduate Studies that the student is ready and able to make satisfactory progress.

The dean of Graduate Studies is responsible for acting on requests for reinstatement after academic dismissal.  Students are not eligible for reinstatement for at least one term after an academic dismissal.

Students who are academically dismissed for a second time are not eligible for reinstatement.

If the dean of Graduate Studies reinstates a student, s/he may establish terms and conditions that promote future academic success.  For example, the dean of Graduate Studies may:

• place the student in warning status;
• impose specific conditions for subsequent enrollments, such as requiring a reduced academic load or requiring enrollment in courses to build academic skills; and/or
• specify individual expectations for earning credit

Students who have been reinstated after academic dismissal and who have received financial aid (NYS or federal) in the past are not automatically eligible for such aid again.

Written Notice

The dean of Graduate Studies provides written notice to the student when

• the student is placed on academic progress warning,
• warning status is rescinded,
• the student is academically dismissed,
• or the student is reinstated.

Copies of written notices are sent to the Registrar’s Office, Financial Aid Office, the program chair/coordinator and the student's academic advisor.

Effect on Financial Aid Eligibility

For discussions of how academic progress affects financial aid eligibility, see the college statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid.

Appeals

An explanation of the appeals process is in the Academic Appeals Policy and Procedures.

• the head of the student’s program approves continuation, but courses which are older than six years will not be counted toward the degree; or
• a waiver of the six-year rule is granted by the dean of the School for Graduate Studies. The student needs to make this request in writing and in consultation with his/her academic advisor and program chair/coordinator. The dean will consider the request based upon factors such as special hardship, excellence of work and closeness to completion. The request for a waiver may be sent to the dean at Graduate_Dean’s.Office@esc.edu.

• graduate level;
• from a regionally accredited college or university;
• a final grade of B or better;
• related to the student’s program/content area; and
• no more than seven years old at the time of the student’s admission to the graduate program.

A student begins the transfer request process by having an official transcript and course syllabus of all credit he/she wishes to be considered sent to the School for Graduate Studies: :

• For master’s programs that require a formal degree program (DP), the student discusses transfer credit during degree planning with his/her advisor. Proposed transfer credit is listed on the DP.
• For master’s programs that do not require a DP, the student discusses transfer credit with his/her advisor. Proposed transfer credit is listed on the appropriate transfer credit request form.
• For advanced certificate programs, the student discusses transfer credit with his/her advisor. Proposed transfer credit is listed on the appropriate transfer credit request form.

An appeal to a decision not to accept transfer credit may be made, in writing, to the dean of the School for Graduate Studies, or designee, at Graduate_Dean’s.Office@esc.edu. If this is unsuccessful, final appeal may be made, in writing, to the provost/vice president for academic affairs, or designee.

If you witness, are the victim of, or are involved in any on-campus violation of the law such as assault, robbery, theft or overt sexual behavior, local emergency police services should be called at 911 as soon as possible and the following information should be given:

Examples of Information to be given;

• nature of the incident
• location of the incident
• description of the person(s) involved, injured
• description of the property involved

In addition, the individual should immediately report the incident to the Dean (or designee) or appropriate Vice President.

Crimes or incidents of a lesser nature including, but not limited to: property crimes, larceny and vandalism, are to be immediately reported to the dean (or designee) or appropriate vice president.

If an individual notices a person(s) acting suspiciously at a coordinating center location, s/he should contact the Office of Safety and Security at 518-587-2100-ext. 2899. In all other locations, individuals should contact the dean (or designee) at the location who will determine if the police need to be contacted.

Incidents requiring medical attention should be reported to local emergency 911 officials. In addition, the individual should immediately report the incident to the dean (or designee) or appropriate vice president.

Reporting of all incidents to college officials is mandatory. Persons reporting must contact the dean (or designee), appropriate vice president, or designated College Campus Security Authority to report the incident that occurred. They in turn will contact the Office of Safety and Security (518 587-2100 ext 2899) who will conduct an investigation with the police agency taking the initial report (if applicable).

In addition, the dean (or designee) or appropriate vice president must file a written incident report with the Office of Safety and Security at http://www.esc.edu/safety-security.

All Empire State College locations located on a SUNY college campus are required to adhere to that respective college’s emergency notification system when incidents occur.

When Empire State College employees are notified of an incident on a SUNY college campus that requires that they take action. The Office of Safety and Security at the Coordinating Center should be immediately notified by the dean or designee.

In the event of a critical incident or violent criminal act, Empire State College in conjunction and communication with local law enforcement will, in accordance with the Jeanne Cleary Act (34 CFR 668.46(e), issue a “timely warning” as directed by the Empire State College Timely Warning Policy.

Identification of College Campus Security Authorities

As required under, (34 CFR 668.46a)

• The college must designate certain administrative personnel as “College Security Authorities”
• The following persons are recognized as College Security Authorities
  • The Office of Safety and Security, Director/Coordinator and Assistants/Designees
  • Vice President and Assistant Vice President for Administration, affiliate Vice Presidents
  • Director of Human Resources, or designee
  • The Provost and Vice Provosts
  • Director of Student Affairs
  • Deans and Associate Deans
  • Directors, Unit Coordinators

The Middle States Commission (the college’s regional accreditation body) and the Council for Adult and Experiential Learning (CAEL) recommend that each institution make explicit and public its approach to prior-learning assessment. Together, these bodies have identified a number of elements of prior learning assessment for which the institution should define specific principles and standards (see ESC website for their statements).

The college’s principles support institutional integrity by ensuring that credit awards are credible and reflect student learning. Empire State College:

Scope of Learning

1. recognizes students’ college-level learning, however it is acquired
2. awards credit only for college-level learning, not for experience per se
3. awards credit only once for the same learning within a student’s overall degree
4. allows prior-learning credit to apply toward any part of a student’s degree (e.g., components that are introductory or advanced level, in the liberal arts and sciences or not, in the concentration or in general learning, meet general education requirements or not)
5. recognizes emergent knowledge areas and perspectives, as well as experience-based learning by adults, which may not be represented in standard college curricula. Other institutions may limit prior-learning credit requests to course equivalents. Empire State College does not use course equivalents to automatically allow or exclude consideration of a request for prior-learning credit.

Award of Credit

6. expects prior learning recommendations to meet the college’s quality criteria, as outlined in prior-learning procedures
7. relies on the Empire State College faculty, acting through center portfolio-review committees, to approve the award of credit appropriate to the overall context of the student’s degree, and to determine the nature of the credit (e.g., level, liberal arts and sciences status, general education status, placement under concentration/general learning), consistent with college policies.
8. awards credit for prior-learning credit in the context of the student’s overall degree program. This principle promotes an integrative approach to the award of prior learning credit.
9. clearly advises students in official publications that prior-learning credit awarded by the college may or may not transfer to other institutions.

Student Responsibilities

10. recognizes that the process of identifying, articulating and evaluating prior college-level learning is itself a significant learning experience for students
11. expects students to articulate and demonstrate their college-level learning and to participate actively in the evaluation process.

College

12. provides for fair, consistent and timely treatment of students. Center assessment office staff, faculty, deans, and the Office of Collegewide Academic Review (OCAR) are responsible for monitoring these elements of prior learning assessment
13. fully discloses to students the college’s policies and procedures for prior-learning assessment, including associated fees
14. relies on subject matter experts, with at least a master’s degree or the equivalent, and expertise relevant to a prior-learning request, to evaluate student learning using appropriate methodologies and to make recommendations regarding college credit
15. provides systematic, periodic training to prior-learning evaluators, as well as staff and faculty responsible for quality review. Center assessment office staff and the Office of Collegewide Academic Review (OCAR) are responsible for training resources and activities, in collaboration with center faculty and academic administrators, the Mentoring Institute and/or the Office of Academic Affairs.
16. supports institutional integrity in prior-learning assessment through such means as ensuring that there is no conflict of interest on the part of an evaluator who conducts a prior-learning assessment and that an evaluator does not assess too much credit for one student.

Quality Review

17. periodically evaluates available resources and the quality and effectiveness of prior-learning assessment. Every three years, the Office of Academic Affairs conducts a review of policies, procedures and results related to prior-learning assessment, in collaboration with the Undergraduate Studies and Policies Committee, center faculty and academic administrators, and the Office of Collegewide Academic Review.

Empire State College offers students the opportunity to earn the Associate in Arts or the Associate in Science degree by developing individualized degree programs which are responsive to student needs and interests and to the college's educational objectives. Empire State College associate degree programs can help students pursue broad, foundation learning upon which future studies may be developed, explore several areas of potential interest, develop learning in a particular field of study, or acquire those competencies which enhance their overall education.

Degree expectations for each student are formalized through the drafting, submission and approval of an individualized degree program. The college does not set subject matter distribution requirements in advance for its students. Rather, as each degree program emerges in the course of educational planning discussions with college faculty and other appropriate experts, distinct learning requirements based on the student's needs become clear. The requirements for each degree are different in the sense that they reflect each student's educational goals; they are similar in the sense that they address the college's overall degree expectations for the associate degree.

All students at Empire State College are expected to develop their skills in reading, speaking, and writing so that they may do these clearly, correctly, and effectively. The college also expects students to acquire mathematical, technical, language or other skills that may be essential to their particular programs of study. The college expects all students, whatever studies they undertake, to gain a basic knowledge of the facts, theories and methods appropriate to those studies.

Students are further expected to develop analytical skills and to make evaluations based on appropriate criteria. In addition, the college expects students to learn how to study independently, to improve their intellectual skills by pursuing studies in a number of areas, and to increase their ability to work creatively in the fields they enter.

Degree Designations

In order to earn an associate degree, students must complete a degree program consisting of 64 credits, including up to 40 credits of advanced standing. Individualized degree program planning takes place within the context of broad degree expectations established by the State University of New York and the New York State Board of Regents. These expectations differ depending upon the type of degree the student wishes to earn. Empire State College offers two associate degrees:

• Associate in Arts
• Associate in Science

Since Empire State College does not offer the A.A.S. (Associate in Applied Science) and A.O.S. (Associate in Occupational Studies), specialized vocational concentrations normally studied in such programs in the State University of New York may be inappropriate for the A.A. and A.S. degrees.

The main differences between the requirements for the Associate in Arts and the Associate in Science degrees are the minimum amount of liberal arts and sciences and the maximum amount of applied, professional-vocational learning contained in the degree program. 

• The Associate in Arts designation requires a degree program containing at least 75 percent liberal studies.
• The Associate in Science designation requires a degree program containing at least 50 percent liberal studies.

The terms liberal studies and applied, professional-vocational learning are defined in the following manner:

• Liberal studies enhance the abilities of men and women to understand, to judge, to communicate and to take action with each other about the nature, quality and conditions of their lives. Learning that meets this definition generally tends to have strong theoretical and conceptual content. Fields of study traditionally included within the liberal arts -- humanities, mathematics, natural and physical sciences, social sciences, and the creative arts -- fall within the present definition. Other subjects when studied with appropriate theoretical and conceptual content meet this definition.
• Learning not considered liberal arts and sciences focuses primarily on specialized knowledge and skills within a professional-vocational framework rather than on the theoretical and conceptual learning from which the specialized knowledge and skills were derived. Such learning is often related to specific professional-vocational needs and practices.
• Students have the responsibility for initially identifying the liberal arts and sciences and applied learning in their degree programs. Within the general requirements, the final determination of the proportion of liberal arts and sciences to applied learning rests with the faculty. The student's educational objectives and the stated objectives of learning contracts and other degree program components help to determine the degree classification.

Degree Program Titles

Students who wish to focus on a particular area may wish to supply a title for their chosen focus. Degree program titles are subject to faculty and administrative review based on whether the title accurately reflects the program's content. Students who do not wish to focus their associate degrees but who wish to explore several areas of study or to develop broad intellectual competencies may use the title "liberal arts and sciences" or "interdisciplinary studies" as appropriate. Whatever the degree program title, it must not reflect a professional licensure area not registered at Empire State College and it must fall within one of the areas of study in which the college is authorized to offer programs: The Arts; Business, Management, and Economics; Community and Human Services; Cultural Studies; Educational Studies; Historical Studies; Human Development; Labor Studies (the curriculum in labor studies is offered at Empire State College's Harry Van Arsdale Jr. Center for Labor Studies in New York City); Science, Mathematics and Technology; and Social Theory, Social Structure and Change; and Interdisciplinary Studies.

Degree Program Design

Associate degree programs should possess a coherent structure reflecting both the student's individual educational goals and general college expectations. Some students may design a degree program emphasizing the development of a broad range of intellectual skills and competencies in keeping with the college's educational objectives; other students may wish to explore several areas of interest to help them decide on a future bachelor's concentration. Some students may have a clear focus for their program of studies, and their degree programs will reflect that focus. Other students will develop degree programs in foundational studies to prepare for future work in that area.

In designing degree programs with a focus, students may choose to utilize one of the five organizing frameworks which the college offers:

• Disciplinary
• Interdisciplinary
• Problem Oriented
• Professional-Vocational
• Thematic

In the disciplinary mode the student should be guided by the existing framework of a discipline (sociology, biology, philosophy, etc.). Disciplinary programs at the associate degree level should focus on broad surveys of the discipline and explore its relationship to other disciplines, general societal issues, themes, professions, etc. An interdisciplinary program should combine learning from several disciplines and consider their interrelationship. Problem-oriented programs should be organized around a problem (the quest for justice or providing jobs for all people); they draw upon insights from several disciplines and may, of course, include research and field study. The thematic differs from the problem-oriented mode in the sense that the student is seeking an understanding of how and why a particular theme appears repeatedly in human experience rather than seeking a solution to a problem. Degree programs organized around a professional-vocational interest will include introductory studies in appropriate disciplines, appropriate professional-vocational studies, and broad studies such as the role of the professional in that career and the relationship between the profession and society at large.

Advanced Standing

College assessment policies and individualized degree programs permit students to combine in their programs learning from a variety of sources and settings. The maximum advanced standing that can be requested and awarded toward the A.A. and A.S. degrees is 40 credits. Advanced standing based on transcripts and advanced standing based on evaluated work and life learning may be combined in any proportion. The entire program, however, must meet the college's educational objectives for associate degrees and the liberal arts and sciences requirements for the degree designation the student seeks.

The college holds that undergraduate education should focus on the individual student and should foster independent and lifelong learning. Empire State College degree programs are intended to:

•  enhance students' ability to deal with theoretical knowledge and methodological skills
• to encourage students to apply what is learned in a practical or scholarly way
• to nurture the habit of seeing what is learned in broad context and relating what is being learned to what is already known
• to foster the skill and critical habit of judging what one is told rather than merely accepting it.

Underlying these objectives is the expectation that graduates will have become better able to pursue learning independently.

Students and faculty design degree programs that respond to the students' needs and interests and the college's educational objectives. Student interests and particular educational needs emerge and become clear in the course of degree program planning discussions with the college faculty and other appropriate experts. Therefore, such needs cannot be stated in advance of these significant educational planning discussions and activities.

Degree expectations for each student are formalized through the drafting, submission and approval of a degree program. While area of study guidelines define broad program expectations, the college does not set subject matter distribution requirements in advance for its students. Rather, as each degree program emerges from the educational planning process, distinct learning requirements based on the student's needs become clear. The expectations for each degree program can be different in the sense that they reflect each student's educational goals. They can be similar in the sense that they also address the acquisition of skills necessary for independent and lifelong learning. 

Every degree program has two major sections, the concentration and general learning. In planning their concentrations, students identify the central focus of their degree programs. Concentrations consist of a series of related studies building on each other and forming together a coherent whole. In planning their general learning, students have an opportunity to explore new areas, add breadth to their degree programs and develop new competencies, which enhance their overall education. 

As a college of arts and sciences, Empire State College expects students to acquire the qualities of a broadly educated person. The purpose of a college education is to enable students both to accumulate information and to:

•  see what is learned in a broad context
•  relate what is being learned to what is already known
• judge what one is told rather than merely accepting it
• use what is learned in a practical and intellectual way.

The student's learning should extend beyond a single, narrow discipline or field. The student should demonstrate an understanding of several diverse perspectives (such as historical, literary, scientific, technological, esthetic, ethical, international, multicultural, and gender-based) and be able to apply such perspectives to situations in which they must analyze, explain or solve problems concerning human behavior, society and the natural world.

The entire degree program, not just the concentration or just the general learning, creates the opportunities for students to address their own and the college's degree expectations.

Therefore, during degree program design students should address guidelines appropriate to their program and such general objectives as the acquisition of critical and analytical skills, communication skills and literacy, historical perspective, interaction with a variety of cultural values and scientific understanding. This list is not meant to be exclusive. Rather, it illustrates the college's concern for the arts and sciences and degree program breadth, concerns that, in keeping with the college's stress on individualized degrees, can only be expressed here in a general way.

The college's overall degree expectations are also stated in the following way:

• All students at Empire State College are expected to develop their skills in reading, speaking and writing so that they may do these clearly, correctly and effectively. The college also expects students to acquire mathematical, technical, language, and/or other skills that may be essential to their particular program of study.
• The college expects all students, whatever studies they undertake, to gain a basic knowledge of the facts, theories and methods appropriate to those studies. Comprehensive knowledge does not mean only the ability to repeat facts, theories and methods from memory, but also the capacity to translate what is learned into a different context -- to interpret and to extrapolate.
• Students are further expected to develop analytical skills. Scientific laboratory work includes analysis in its most literal sense, but historians, philosophers, sociologists and other scholars also analyze by breaking apart the object of study to see its parts and its structure. Different subjects of inquiry require different methods of analysis, and competency in a subject requires a mastery of that subject's approach to analysis.
• Concentration in an area of inquiry likewise requires that the student learn to make evaluations based on appropriate criteria. Whether the subject is administrative organizations, scientific theories or musical compositions, one should be able to recognize and evaluate quality. 
• In addition, the college expects students to be able to work creatively in the fields of inquiry they enter, learn how to synthesize, combine elements in a new order and to create a whole that was not there before. Synthesis is framing a new hypothesis, designing a new experiment, creating a work of art, solving a problem or developing a new theory, generalization or principle. Students also must demonstrate the ability to apply what they have learned to practical and concrete situations.

Individualized educational planning requires cognizance of broad degree expectations established by the State University of New York and the Board of Regents. These expectations differ depending upon the type of degree the student wishes to earn.

Degree Designations

In order to earn a bachelor's degree, students need to complete a program consisting of 128 credits. At least 45 credits in every bachelor's degree must be in advanced-level studies, including at least 24 credits of advanced-level study in the concentration. These provisions apply to all Empire State College bachelor's degrees. The college is registered to grant degrees in the arts; business, management and economics; community and human services; cultural studies; educational studies; historical studies; human development; interdisciplinary studies; labor studies, (the curriculum in labor studies is offered at Empire State College's Harry Van Arsdale Jr. Center for Labor Studies in New York City); science, mathematics and technology; and social theory, social structure and change.

Empire State College offers three bachelor's degrees with the following degree designations:

• Bachelor of Arts
• Bachelor of Science
• Bachelor of Professional Studies.

Distinctions among these three degrees are made on the basis of liberal arts and sciences and educational content.

• The Bachelor of Arts degree designation requires at least 75 percent liberal arts and sciences and not more than 25 percent applied, professional-vocational learning. The B.A. may be awarded for degree programs with concentrations in any of the college's registered areas of study.
• The Bachelor of Science degree program is at least 50 percent liberal arts and sciences and may contain up to, but not more than, 50 percent applied, professional-vocational learning. The B.S. may be awarded for degree programs with concentrations in any of the college's registered areas of study.
• The Bachelor of Professional Studies is the designation for degree programs containing more than 50 percent applied professional-vocational learning. The B.P.S. must contain at least 25 percent liberal arts and sciences. The B.P.S. may be awarded only for concentrations in the arts; business, management and rconomics; community and human services; interdisciplinary studies; labor studies; and technology.

Liberal Arts and Sciences and Advanced Liberal Arts and Sciences

Liberal arts and sciences and advanced-level arts and sciences are concepts used in evaluating degree programs. For these purposes, the college provides the following definitions.

Liberal Arts and Sciences

Liberal arts and sciences enhance the abilities of men and women to understand, to judge, to communicate and to take action with each other about the nature, quality and conditions of their lives. Learning that meets this definition generally tends to have strong theoretical and conceptual content. Fields of study traditionally included within the liberal arts (humanities, mathematics, natural and physical sciences, social sciences and the creative arts) fall within the present definition. Other subjects, when studied with appropriate theoretical and conceptual content, meet this definition.

Learning not considered liberal arts and sciences focuses primarily on specialized knowledge and skills within a professional-vocational framework rather than on the theoretical and conceptual learning from which the specialized knowledge and skills were derived. Such learning is often related to specific professional-vocational needs and practices.

Advanced Level Studies

Study beyond the introductory level involves higher levels of abstraction, increasingly extensive knowledge, complex content and greater methodological sophistication. The distinction between advanced study and introductory study should be made by considering factors such as the level of theoretical and application skills required (operations requiring analysis, synthesis and evaluation are more likely to be classified as advanced), the presumption of prior study, the nature of the studies themselves (introductory studies, surveys or technical foundations are more likely to be classified as beginning studies).

Responsibility for identifying liberal arts and sciences and advanced studies rests with the faculty in the context of SUNY policies. The student's total program (advanced standing and contract work) will be considered when individual or groups of learning components are examined in light of these definitions. The student's educational objectives and the stated objectives of learning contracts and other degree program components help to determine the degree classification.

Concentration Titles

As part of degree program planning, students need to identify concentration titles. Students have the benefit of faculty advice in planning concentrations and in developing concentration titles. Students may propose concentration titles; however, these are subject to faculty and administrative review.

The basic criterion used to determine whether a proposed concentration title will be approved is simple and logical: concentration titles should accurately reflect the concentration's content. On the one hand, students may plan innovative concentrations and these should have titles that reflect their innovative content. On the other hand, concentration titles that are standard in higher education should be used only when the concentration's content meets commonly understood expectations.

There are other factors which will be considered when concentration titles are reviewed. Certain professional areas regulated by state education law are not included in Empire State College's range of concentrations. The college does not offer special professional concentrations or professional licensing in any field. Therefore, the college does not approve professional concentration titles in areas covered by the state education law. However, some study in such areas may be included in an Empire State College degree program when appropriate learning resources are available.

The college does not approve professional concentration titles in the following fields: acupuncture, animal health technology, architecture, audiology, certified public accountant, certified shorthand reporting, chiropractic, dentistry, dental hygiene, dietetics, education, engineering, professional engineering, engineering technology, interior design, land surveying, landscape architecture, law, massage, medicine, midwifery, nursing, nutrition, occupational therapy, occupational therapy assistant, ophthalmic dispensing, optometry, pharmacy, physical therapy, physical therapy assistant, physician's assistant, podiatry, public accountancy, social work, speech-language pathology and veterinary medicine. Each profession has different entry, licensure, and other requirements. The law gives the Board of Regents, the Education Department, and the State Boards for the Professions a role in the regulatory process.

The Concentration

Progression and Integration

As the central focus of the student's individualized degree program, the concentration must be qualitatively strong. The learning components in a concentration should be related, should include advanced and complex study and should a coherent whole. Therefore, in addition to serving individual educational goals, concentrations should meet the criteria of progression and integration.

Progression emphasizes development from introductory toward increasingly advanced learning in one's concentration; however, this development need not be linear and concentrations will be evaluated as a whole. Integration highlights the need to grasp relationships between and among key learning components within and related to the field of concentration.

The emphasis on progression in concentrations is in harmony with SUNY upper-division requirements. That is to say, progression will normally result in at least 24 credits of advanced study in bachelor's concentrations and the college will expect its degree programs to meet that standard. All concentrations must include advanced studies, which may be derived from prior learning as well as from Empire State College learning contracts.

Attention in bachelor's concentrations is given to the acquisition of a basic understanding of theoretical concepts and methods of inquiry appropriate to the student's educational goals and concentration. 

Additionally, students should encounter a critical approach to learning based on the investigation of differing points of view and competing ideas and solutions to problems. The relationship between theory and practice should be explored to give relevance to learning as students engage in case studies, research projects, field studies or other activities designed to enhance their ability to analyze, apply and evaluate ideas. These objectives are applicable in a general way to all bachelor's concentrations. But this does not mean that every concentration will need to be designed according to a particular structural outline.

Concentration Design

The development of a structural outline or organizing framework for each concentration is another important dimension of concentration design. Various structures are needed to respond to diverse student interests and educational goals. However, the structure will need to accommodate and support the college's educational objectives for concentrations: progression and integration.

The college recognizes the need for a variety of concentration frameworks. In the course of degree program planning and review, the faculty should assist the student in the selection of an organizing structure appropriate to the student's educational needs. This is an important aspect of concentration development because different approaches to organization suggest different objectives which in turn influence concentration content. Progression and integration can be appropriately expressed in a number of organizing frameworks. The college recognizes five organizing frameworks for concentrations:

• disciplinary
• interdisciplinary
• problem-oriented
• professional/vocational
• thematic.

In some cases, concentrations may combine elements from more than one organizational design.

In the disciplinary mode the student is guided by the existing framework of a discipline (sociology, biology, philosophy). An example of an interdisciplinary approach is the simultaneous and interrelated study of two or more disciplines. Problem-oriented study is organized around a problem and proposes solutions to the problem (the problem of reducing water pollution or providing decent housing for all). Thematic study programs focus on a particular theme or set of ideas -- the idea of the hero or of progress, for example. The thematic approach differs from the problem-oriented mode in the sense that the student is seeking an understanding of how and why a particular theme appears repeatedly in human experience rather than seeking a solution to a problem. Professional/vocational study focuses on acquiring knowledge and skills needed for specific career performance and applications. It also entails inquiry into the conceptual foundations of the profession, the role of the professional in that career and the relation between the profession and society at large.

Concentrations and Advanced Standing

College assessment policies and individualized degree programs permit students to combine in their concentration learning from a variety of sources and settings. Advanced standing based on transcripts (transfer credit), advanced standing based on evaluated work and life learning, and learning gained at Empire State College through learning contracts may be combined in any proportion to compose a concentration. The entire program, however, must meet college expectations regarding concentration progression, integration and liberal arts objectives.

In cases in which a substantial portion of the concentration is satisfied through advanced standing, the assessment process must assure that the concentration meets college expectations regarding progression and integration.

Concentration Size

Concentration sizes vary with student needs and interests. Because the concentration requires serious, focused learning and implies a degree of competenceyin an area, the amount of learning in a concentration should not be less than 24-36 credits of study. Concentrations that are larger than 50 percent of the degree should be examined carefully to be sure the learning is appropriately integrated. Large concentrations are acceptable as long as the degree program satisfies the college's educational objectives for undergraduate degrees and meet state expectations regarding liberal arts content.

The college actively fosters the participation of the student in planning and designing his/her education through the use of individualized degree programs and learning contracts. Students are encouraged to design studies that help them clarify their goals and acquire the competence, knowledge and awareness necessary to pursue those purposes actively and independently.

Through learning contracts, students undertake studies tailored to their individual educational needs. Students and mentors design contracts that take into account the student's background and skills and encompass diverse fields and methods of study. Learning contracts allow great flexibility in the design and use of learning resources, and in the time and place of student learning.

Each Empire State College contract or course specifies the amount of credit that may be earned. Learning objectives/outcomes, learning activities and academic criteria for the evaluation of student work are established in the learning contract. Credit is not given for work that fails to meet those criteria. Students are expected to complete each contract or course within the enrollment term defined for the learning contract/course.

Learning Contract

The learning contract (LC) for each study should be prepared as early as possible so that the student has a study guide and a clear record of the academic expectations. Ideally, the LC is prepared two weeks before the beginning of the enrollment term. The learning contract should be prepared no more than four weeks after the start date of the enrollment term.

The instructor is responsible for preparing and submitting the learning contract. Learning contracts should be designed to engage the student in academic work throughout the term.

The learning contract is reviewed and approved according to college and center/program procedures for academic soundness and conformity to college policies, and then submitted according to college procedures.

Since fostering independent learning skills is a prime educational objective of the college, students may participate in the design of learning contracts. Students should take increasing responsibility for study design as they advance through their programs.

Elements of the Learning Contract

• dates of the study – the beginning and end dates of the enrollment term
• definition of the study – title, amount of credit, level of credit, liberal arts/nonliberal arts designation, role in meeting SUNY general education requirements, mentor/instructor
• purpose – description of the scope and objectives of the study (this section may clarify how the study addresses one or more elements of the SUNY general education requirements)
• learning outcomes – statement of learning goals and learning outcomes that specify the knowledge, skills and/or competencies that the student can expect to attain as a result of engaging in the learning activities of the contract
• learning activities– description of the activities and modes of learning to be pursued during the study.

For independent studies, study groups, residency-based studies, and field work (internship, practicum, etc.) the description normally includes an outline of specific learning activities such as readings, writing assignments, paintings, research, laboratory study, etc.; and a bibliography of basic texts or required readings.

For study taken through cross-registration at another institution, the learning contract must document the name of the other institution, the course number, and the minimum acceptable grade for the credit award by Empire State College at the undergraduate level: C- or better. (See the Empire State College policy on cross-registration at other institutions for additional information.)

• methods and criteria for evaluation – an explicit statement of the methods and criteria for evaluation to be employed by the mentor that informs the student about how he or she will be evaluated in relation to the expected learning outcomes

The criteria for evaluation are the standards by which the student's performance will be judged. Criteria should be consistent with the level of the study. The criteria should establish the minimum standard for the award of credit. The student must satisfy the requirements and evaluative criteria in order to receive credit for the contract.

• plan for formative assessment – a description of the expected time frame for completion of learning activities throughout the term of enrollment and for developmental feedback on learning activities from the instructor. The plan outlines mutual commitments of student and instructor with regard to communication. The student is expected to engage in the study continuously throughout the term.

Empire State College has the authority to reimburse actual and necessary moving and travel expenses to employees. Reimbursement of moving expenses is not mandatory. The college maintains the right to authorize reimbursement of relocation expenses for employees.

The determination of who is to receive such reimbursement and the amounts of such reimbursement is discretionary and determined by the assistant vice president for human resources or designee. No offers of reimbursement should be made prior to such consultation with the vice president/ center dean /assistant vice president in the hiring area.

These guidelines apply to all centers except as noted below for the Center for International Programs. Reimbursement of travel and moving expenses shall be payable from the college’s (state-operating, IFR, SUTRA) budget.

Process for Determination of Reimbursement Eligibility

• The hiring dean /assistant vice president, in consultation with the assistant vice president for human resources, determines the need for moving expense reimbursement. No reimbursement for moving and travel expenses shall be made unless the assistant vice president for human resources approves such reimbursement.
• Maximum amounts to be reimbursed will be based on the chart below:
  

  Positions	Up to:
  cabinet level	$4,000
  deans, associates deans, assistant vice presidents	$3,000
  faculty	$2,500
  other*	$2,500

* The hiring vice president may recommend moving expense reimbursement up to $2,500 for other high-level, high-demand professional positions. Requests will be in writing to the president; approval of these requests will be at the discretion of the president.

These maximum rates are annually reviewed and revised as appropriate.

Payment is subject to budget availability.

Reimbursement of eligible expenses at a rate higher than noted in the chart requires the president’s authorization.

General Provisions Governing Eligibility for Reimbursement

• New York State Division of the Budget stipulates that moving expenses may be reimbursed when the distance from the employer’s old workplace to new workplace is at least 35 miles.
• The federal criteria for determining taxability of reimbursements are different from New York state. Federal guidelines require that if the distance from an employee's old residence to the new workplace is at least 50 miles more than the distance from the old residence to the old workplace, the reimbursement is not taxable. However, if the increase in commuting distance is less than 50 miles, the moving expense reimbursement is taxable, requires withholding of income and employment taxes and must be reported as wages on the employee’s W-2.

Relocation Expenses Eligible for Reimbursement

Appointees eligible for reimbursement shall be reimbursed for actual and necessary moving and travel expenses incurred provided that claim for such payment, including receipts, is made within one year of the effective date of the appointment. An eligible appointee may be reimbursed for:

• the basic cost of moving household goods and personal effects from the appointee's residence at the time of initial appointment to the residence located near the new place of employment, provided that the mover used a carrier authorized by the New York State Department of Transportation or the Interstate Commerce Commission to perform such service. Household goods are defined as all reasonable items of furniture, furnishing, clothing, appliances, tools and equipment, including necessary expenditures for handling such items as pianos, refrigerators and deep freezers. Not included are such items as automobiles and other motor vehicles; trailers other than house trailers used as appointee's residence; building materials; animals raised for profit, farming equipment, livestock, boats; belongings not the property of the appointee's immediate family; and belongings related to commercial enterprises engaged in by the appointee or his/her family.
• the cost of additional insurance above the lowest valuation rate charged
• the cost of packing and/or unpacking of household and personal effects, if such services provided by the carrier are used.
• No reimbursement shall be provided for household goods and personal effects in excess of 12,000 pounds.
• the cost of transportation of the appointee and his/her family to the new location, at the rate paid by New York state for the use of personally owned automobiles for official business, the mileage to be measured by the shortest highway route between the two places of residence. Payment shall be made at such rate for one automobile regardless of the number owned, or actual method of transportation used.
• If an appointee does not use a commercial household goods carrier, he/she shall be reimbursed for the basic cost of moving household goods and personal effects by rental of trailers or trucks from commercial establishments provided the claim is accompanied by three competitive bids. Reimbursement shall be made at the rates proposed in the lowest bid.
• New York state guidelines allow up to $200 reimbursement if no commercial carrier or rental trucks are used.

Repayment of Monies Advanced

In the event that an appointee resigns or voluntarily separates within one year of the effective date of appointment to the college, the vice president for administration shall arrange to collect from the appointee monies for relocation expenses and transmit such monies to the state treasurer in accordance with the provisions of Section 121 of the State Finance Law. Whenever possible, the college will deduct the relocation expenses from the final vacation paycheck. When the campus is unable to collect such monies, the claim shall be transferred to the New York state attorney general who shall take whatever action is necessary to collect the monies advanced.

Procedure

The process for requesting reimbursement is initiated through submission of Request for Reimbursement for Moving Expense Agreement (Form AC-1099).

• Reimbursement is for actual and necessary moving and travel expenses incurred. Total amount to be reimbursed will not exceed the college’s established guidelines. 
• The reimbursement is limited to the amount noted in the employee’s appointment letter.
• The reimbursement will be based on costs from a reasonable distance and budget availability.
• For purposes of the AC-1099 form, the appointing officer is the assistant vice president for human resources. The appointing officer must answer all questions pertaining to the move of the appointee and complete the certification block.
• The appointee must sign the repayment agreement on the form.
• A receipted original or carbon copy of the bill of lading or freight bill must be attached. Additionally, if a certified carrier is not used, copies of three competitive bids must be included.
• A standard voucher (Form AC-92) must be attached providing a summary of the details of allowable expenditures.
• All completed forms should be submitted to the assistant vice president for human resources or designee.
• OHR will forward the completed forms and all documentation to the Office of Business Services for submission to the Office of the State Comptroller for payment to the employee. Payment to the employee takes about 30 days from receipt in the business office.

Guidelines for International Programs

• CIP is to pay moving expenses from its available IFR or foundation funds consistent with the SUNY policy; no state support is to be provided.
• Selected high-demand faculty, directors and management/confidential employees may be eligible for moving reimbursement as follows:
  • domestic employees relocating to an international location at the request of the college
  • overseas employees relocating to another international location.
• A determination should be made that there are no other qualified candidates already located at the area of assignment available for the position.
• The AVP for human resources (or designee) is consulted in advance, to determine an employee’s eligibility for moving expense reimbursement.
• Employees who resign their position forfeit reimbursement for return moving expense reimbursement.
• Employees and independent contractors who resign their assignment early (within the first year), must reimburse the college for moving expenses issued and forfeit the return moving expense reimbursement.
• Moving expenses are reimbursed up to (all monies in USD) amounts listed below upon submission of paid receipts or other supporting documentation (i.e.: mileage calculations):
  • faculty members hired in the USA and asked to work abroad: $4,000 to cover the move to CIP location and return to USA.
  • employees offered to and from moving expense reimbursements may use any fractional part or the entire amount of moving expense reimbursement offered on the “to” move. Any unused portion of offered moving expense reimbursement amount is available for reimbursement of return moving expenses, subject to changes in SUNY policies.
  • overseas employees moving to another overseas location: $3,000 total covers the move to the new location, with the remainder, if any, available for return to original location.
• Reimbursement amounts are to be reviewed annually as part of the program’s budget process. CIP should include a budgetary line for anticipated moving reimbursement expenses, including providing justification for reimbursement increases and decreases based upon the exchange rate.

Individuals and Conduct Covered

This policy applies to faculty, staff and students, and prohibits harassment, discrimination and retaliation with respect to applicants, employment, programs or activities at the college whether engaged in by fellow employees, faculty, supervisors or administrators, or by someone not directly connected to the college (e.g., an outside vendor, consultant or customer).

Conduct prohibited by these policies is unacceptable in the workplace/academic class and in any college-related setting, including business trips, meetings and college-related social events.

Retaliation is Prohibited

It is unlawful to retaliate against an individual when it comes to any aspect of employment, including hiring, firing, pay, job assignments, promotions, layoff, training, fringe benefits and any other term or condition of employment.  In addition, it is illegal to retaliate against any individual who reports acts of discrimination or harassment or participates in an investigation of such reports. Retaliation against an individual for reporting harassment or discrimination or for participating in an investigation of a claim of harassment or discrimination is a serious violation of this policy and, like harassment or discrimination itself, will be the subject of disciplinary action.

Information and Reporting 

Questions regarding harassment, sexual harassment or discrimination may be addressed to Affirmative Action Officer Mary Morton, Office of the President, 2 Union Avenue, Saratoga Springs, NY 12866; or mary.morton@esc.edu. All allegations of harassment or discrimination are taken very seriously and are investigated. Supervisors and other college officials are required to report any known or perceived incidences of harassment or discrimination to the affirmative action officer. 

Employee’s Role: It is the employee’s responsibility to approach her supervisor and request an accommodation.

Supervisor’s Role: The supervisor is encouraged to rearrange work schedules to accommodate an employee’s request to express breast milk during the workday. Supervisors are to be flexible in accommodating an employee’s request at work. However, the law is not intended for employees to come in late and leave work early. If supervisors have a complicated situation or wish additional advice, they are encouraged to contact human resources.

College policies establish principles and standards that align with the mission of the college. These policies will supersede any other center or departmental policy.

The president may establish or revise administrative policies to establish or maintain compliance with federal, state or local laws, SUNY policies or collective agreements and related employee handbooks.

Pre-college studies are contracted and evaluated in the same way as college-level studies. In terms of time on task, student-mentor contact and billing, one unit of pre-college study is comparable to 1 credit of college-level study. Learning contract proposals, contracts and evaluations must specify the number of pre-college units and clearly label the study as pre-college. Students may include pre-college study in any enrollment.

Sometimes it becomes evident that a student will be unable to complete a study at the college level. By the mid-point of a study, a mentor should have enough information about a student’s work to know whether any significant changes need to be made in the study itself. Therefore, if later in a study a student has been unable to work at the college level the mentor should not submit an amendment to change the study to the pre-college level. For example, a student registered for College Writing who is unable to complete introductory-level work should receive a no credit outcome, rather than receiving credit for a study redefined as pre-college level. See learning contract amendment in the policy on learning contract study.

1. Professional Criteria for Admission, Retention, Graduation and Recommendation for State Certification:
   1. The teacher education programs prepare students to function as professionals who serve pupils and clients who may be minors or individuals in circumstances of significant vulnerability.  In pursuing their academic programs, students come into direct contact with such vulnerable pupils and clients as part of their field experiences and teaching roles.  Empire State College has an obligation to protect those pupils and clients and cannot tolerate student behavior that exploits, endangers, compromises or threatens the welfare, safety or rights of those pupils or clients.  Empire State College expects students in professional education to demonstrate a set of values and attitudes consistent with the highest professional standards and to comply with relevant local, state and federal law.
   2. In deciding whether to admit to, retain in, or graduate from a program, or to recommend an individual for state certification, the teacher education program considers not only the college’s admission and academic requirements but also the individual’s competencies related to serving in the teaching profession, including, but not limited to, personal characteristics, conduct, and potential to serve effectively and ethically in the profession, and advancement in a teacher education program.
      1. Professional Competencies and Criteria:  In deciding whether to admit to, retain in, or graduate from a program, or to recommend an individual for state certification, a teacher education program considers:
         1. The individual’s educational, work, and other life experiences related to the teaching profession;
         2. The individual’s ability to communicate and work effectively with others, including individuals from different backgrounds, individuals with exceptional needs or limitations, individuals from different religious, cultural, racial or ethnic populations, and individuals of different genders and sexual orientations;
         3. The individual’s moral character and fitness for the profession, including but not limited to any formal charge of professional misconduct or any felony conviction(s);
         4. The individual’s behavior in light of appropriate professional and ethical standards;
         5. The individual’s general and specific knowledge, skills, and dispositions needed to successfully complete the particular program and to function effectively in the profession;
         6. The legal requirements and professional expectations as set out in the applicable laws and regulations governing state certification;
         7. The standards and rules adopted or recognized by a teacher education program and applicable professional organizations; and
         8. Whether the individual has met all the other program requirements for retention, graduation, or recommendation for state certification as set forth in the Graduate Catalog and the program’s written policies and procedures.
      2. Advancement in a teacher education program: students must advance in the program within the timeline established by that program.
         1. Students must follow the prescribed course sequence unless the program chair or designee makes an exception for reasons including but not limited to workload, lack of teaching position availability, or issues related to certification.
         2. In order to enroll in a mentored teaching course and/or be observed by program faculty, students must be both certified and teaching in a qualifying position.  If a student enrolls in a mentored teaching course and/or is observed by program faculty and is not certified, the program may notify the district, decline to supervise or enroll the student, and/or warn, suspend, or dismiss the student.  The certification requirement does not apply to building or long-term substitute positions.
2. Disclaimer
   Admission to or graduation from a teacher education program does not constitute a guarantee that the student will be recommended for or granted state certification, extension, endorsement, or license or a teaching position.

Part II.  Warning or Dismissal From a Teacher Education Program

1. Academic Warning or Dismissal
   The graduate student Evaluation and Grading Policy, Satisfactory Academic Progress Policy, and Academic Honesty Policy contain college policy and procedures for academic warning and dismissal.
2. Professional Warning or Dismissal
   
   1. Grounds for Professional Warning or Dismissal.
      The dean of the School for Graduate Studies may issue a warning or dismiss a student from the program for failure to meet, satisfy, or demonstrate satisfactory performance with respect to one or more of the program’s professional criteria (see Part I).  The dean of the School for Graduate Studies may issue a warning or dismiss a student from the program for failure to meet one or more of the following:
      1. The student fails to advance in a teacher education program according to the requirements of that program (see Part I).
      2. A school or a school district decides not to hire or retain the student, dismisses the student from field experience, disciplines the student for misconduct, or determines that the student has behaved inappropriately with respect to any of the professional criteria in Part I.
      3. The dean of the School for Graduate Studies determines that the student does not meet the criteria in Part I.
   2. Procedure for Warning or Dismissal
      1. Once notified of a complaint/incident, the program chair and/or director of teacher education will consult with the student as well as his/her academic advisor and course instructor(s).  The program chair and/or director of teacher education will make a recommendation to the dean of the School for Graduate Studies.
      2. Upon receipt of this recommendation, the dean of the School for Graduate Studies may warn or dismiss the student from the program. In making this decision, the dean may obtain information, documentation, or consult with others as deemed necessary.
      3. The dean notifies the student in writing.  The warning or dismissal notice includes the effective date and reason for the warning or dismissal.  The dean provides a copy to the program chair, director of teacher education, the student’s academic advisor and course instructor(s). 
      4. If the student is in a field experience or teaching role and is dismissed, the dean also notifies appropriate school personnel of the dismissal.  If the student has been issued Transitional B Certification and is dismissed, the director of teacher education also notifies appropriate NYS Education Department personnel.
      5. In cases where the student’s behavior appears to present an immediate danger to the welfare and safety or rights of pupils or clients, the dean suspends the student pending a decision on possible dismissal.
      6. A student who receives a warning or is dismissed may make an appeal following the college’s policy on Student Academic Appeals.

Part III. Decision not to Recommend for Certification

1. Grounds for Decision Not to Recommend a Student for Certification
   1. The program does not recommend any student for certification who has been dismissed from the program.
   2. The program does not recommend any student for certification who fails to meet NYS Education Department requirements.
   3. The program director and/or director of teacher education may decide not to recommend a student for certification who fails to meet, satisfy, or demonstrate satisfactory performance with respect to one or more of the program’s academic and/or professional criteria, as described in Part I.
   4. The program director and/or director of teacher education may decide not to recommend a student for certification if a school or school district disciplines the student for misconduct, dismisses the student from field experience, or determines that a student has behaved inappropriately with respect to any of the professional criteria in Part I.
2. Procedure for Decision Not to Recommend a Student for Certification
   1. The program chair and/or director of teacher education may decide not to recommend a candidate for certification.  In making this decision, the program chair and/or director of teacher education may obtain information, documentation, or consult with others as deemed necessary.
   2. The program chair and/or director of teacher education notify the student in writing. This notice includes the reason for the decision not to recommend the student for certification.  The program chair and/or director of teacher education provide a copy to the student’s academic advisor and the dean of the School for Graduate Studies.
   3. A student who is not recommended for certification may make an appeal following the college’s policy on Student Academic Appeals.

Part IV. Incident Reporting

1. Violations of Criminal Law by Teacher Education Students
   1. Students charged with violations of criminal law must report such charges immediately to the program chair and director of teacher education.  The dean is responsible for determining the student’s status upon receipt of the information.  The dean makes an evaluation and determination concerning the seriousness of the offense or offenses charged and the bearing, if any, that the criminal charges have on the student’s fitness or ability to perform the duties and responsibilities of field experiences or teaching, until the charges have been dismissed.
   2. Depending on the nature of the charges and the information available, the dean may immediately remove such students from participation in field experiences or teaching. 
   3. If further action is required, including interim suspension from the college, the dean follows the procedures outlined in the Student Conduct Policy and Procedures.
2. Legal Notice
   1. Students in field experiences are covered by New York State Education Law §3023, which requires that each school district “save harmless and protect all teachers, practice or cadet teachers… from financial loss arising out of any claim, demand, suit or judgment by reason of alleged negligence or other act resulting in accidental bodily injury to any person, or accidental damage to the property of any person within or without the school building, provided such teacher, practice or cadet teacher… at the time of the accident or injury was acting in the discharge of his duties within the scope of his employment or authorized volunteer duties and/or under the direction of said board of education….”  A student who is involved in any such accident must immediately inform the school administrator and the program chair and director of teacher education.
   2. A student who is served with a summons, complaint or other legal process involving an incident which occurred during the course of their teaching or field experience while participating in a teacher education program must immediately forward a copy of the legal papers to the school administrator, program chair and director of teacher education.

Reapplication / Re-enrollment Procedure

1. Students who have been withdrawn for more than 36 months must reapply to the college, submitting an application for admission to the Admissions. Deans may consult with Admissions about expediting readmission, where appropriate.
2. Students who have been enrolled as matriculated students within the past 36 months can contact their center/unit and make arrangements to continue their studies by re-enrolling; reapplication is not necessary.
3. Students reapplying are responsible for the college's portfolio assessment fee if applicable.
4. For applicants (or reapplicants) who never enroll, the application file is destroyed 36 months after the date of their orientation or their last activity in the case of applicants who do not attend an orientation. After that time, an individual needs to reapply and is treated as any new applicant.

Degree Programs

The college recognizes all degree programs approved within the last five years prior to the student's re-enrollment date.

Degree programs approved more than five years prior to the student's re-enrollment date are reviewed by the center dean, who may seek the assistance of the student's mentor and/or faculty member with expertise in the student's area of concentration. If the center dean judges that the student's early degree program is sound by contemporary standards, the student is not required to make any additions or changes to the degree program. If the center dean, in consultation with the student and the mentor, judges the once-approved program to be inadequate, the student is asked to prepare a new program for submission through the regular channels following contemporary expectations. Additional degree program planning credit may be required.

1. Degree programs must conform to current standards for Empire State College degrees in terms of the total number of credits required; the maximum amount of advanced standing awarded; the inclusion of 4 to 8 credits of degree program planning; and advanced-level credit and liberal studies expectations.
2. Learning contracts and experiential learning listed as months should be translated to credits. It may be necessary to make a reasoned estimate (judicious but not overly conservative) of credit for work completed in months during the very early years of the college and experiential learning credit may need to be grouped. The college recognizes all completed learning contract months translated to credits.

 If the student is dissatisfied, the regular appeal procedures are available.

1. Where the sponsor has a published statement that they do not fund fringe benefits or indirect costs; or
2. Where the exception has been approved by both the Office of Sponsored Programs and a representative of the Office of Administration. Such exceptions may be for elimination of recovery or for use of a lower rate.

Any requests for an exception to this policy should come from the Project Director and must include documentation supporting the request.

Recycling Guidelines for Coordinating Center and Saratoga based Programs and Centers

Recycle boxes for plastic and cans are placed in each kitchen area. Recycle boxes for non-confidential documents will be placed near copiers and other work areas near the shredding boxes. Boxes marked for recycling are picked up nightly by the cleaning crew and placed in the distribution center for weekly pick up by the college recycler.

Documents containing confidential information such as social security numbers, credit card numbers, addresses, phone numbers, e-mail addresses, and date of birth must be placed in shredding containers. All other documents should be recycled.

Recycling Guidelines for Centers and Units

In center and unit locations, contact should be made with the custodial services to insure that recycling is disposed of and any of the shredded material is recycled with the normal trash removal.

Informational Reference

Effective July 1, 2008, Executive Order #4 was issued establishing a state green procurement and agency sustainability program. This order requires that all copy paper, janitorial paper and other paper supplies purchased by each State agency shall be composed of 100% post consumer recycled content to the maximum extent practicable, unless such products do not meet required form, function, or utility, or the cost of the product is not competitive.

Commencing no later than July 1, 2008, all state agency publications shall be printed on 100% post-consumer recycled content paper. Where paper with 100% post-consumer recycled content is not available, or does not meet required form, function and utility, paper procurements shall use post-consumer recycled content to the extent practicable. Non-recycled content shall be derived from a sustainability managed renewable resource to the extent practicable, unless the cost of the product is not competitive.

Each Identity Theft Prevention Program must include written policies and procedures for: (1) identifying "covered accounts"; (2) identifying relevant patterns, practices, and forms of activity within those accounts that are “red flags” signaling possible identity theft; (3) detecting red flags; (4) responding appropriately to any red flags that are detected in order to prevent and mitigate identity theft; and, (5) administering the program in a manner that ensures proper staff training, implementation, oversight, and updating.

Under FACTA, the FTC may impose civil penalties on institutions that fail to comply with the Red Flags Rule.

This Identity Theft Prevention Program ("Program") was developed pursuant to a SUNY policy adopted by the Board of Trustees on May 12, 2009 in order to comply with the Federal Trade Commission's Red Flags Rule (16 CFR 681.2). The purpose of this Program is to prevent frauds committed by the misuse of identifying information (i.e. identity theft). The Program aims to accomplish this goal by identifying accounts maintained by the College which may be susceptible to fraud (hereinafter "Covered Accounts"), identifying possible indications of identity theft activity associated with those accounts (hereinafter "Red Flags"), devising methods to detect such activity, and responding appropriately when such activity is detected.

Program Administration and Oversight

The President has designated the Vice President for Administration as Program Administrator to oversee administration of this Program. The Program Administrator may designate additional staff of the College to undertake responsibility for training personnel, monitoring service providers, and updating the Program, all under the supervision of the Program Administrator.

The Program Administrator or designees shall identify and train responsible staff, as necessary, to effectively implement and apply the Program. All College personnel are expected to assist the Program Administrator in implementing and maintaining the Program.

The Program Administrator or designees shall review service provider agreements and monitor service providers, where applicable, to ensure that such providers have adequate identity theft prevention programs in place. When the Program Administrator determines that a service provider is not adequately guarding against threats of identity theft, he/she shall have the authority to take necessary corrective action, including termination of the service provider's relationship with the College.

Prior to the beginning of each academic year, the Program Administrator shall evaluate the Program to determine whether it is functioning adequately. This evaluation shall include: a case-by-case assessment of incidents of identity theft or attempted identity theft that occurred during the previous academic year; interviews with Responsible Staff; and a survey of all accounts maintained by the College to identify any additional Covered Accounts. In response to this annual evaluation, the Program Administrator shall recommend amendments to this Program for approval by the President.

The Program Administrator shall maintain records relevant to the Program, including: the Written Program; documentation on training; documentation on instances of identity theft and attempted identity theft; contracts with service providers that perform activities related to Covered Accounts; and updates to the Written Program. From time to time, the College Vice President for Administration, or other designated internal control officer, may perform audits to determine if various segments of the College are in compliance with the Program.

Covered Accounts; Responsible Staff; Red Flags; Responses:

The official record is retained in the Records Office until the student (a) graduates or (b) is withdrawn prior to graduation for more than eighteen months. At either time, the file is moved to the Distribution Center where it is stored for six years per SUNY regulations.

Centers retain copies of all materials included in the official record as well as copies of correspondence and memoranda concerning the student. When a student graduates or is withdrawn for more than eighteen months, centers should purge their files of all documents retained in the Coordinating Center and all routine correspondence. Before purging files of graduated or withdrawn students, the centers should check the computer system to be sure that each academic document has been received in the Records Office. If a student reenrolls, the Records Office will recreate the official file and send a copy to the Center. The Records Office also recreates the student’s file on the computer system.

Six months after the Office of College-wide Academic Review clearance has been received, Centers should ask the student to pick up his/her portfolio if desired or notify him/her that it will be discarded by a certain date. After that date, all portfolio materials may be discarded.

In accordance with these regulations, a qualified person with a disability who meets the academic and technical standards required to enroll in and participate in the Empire State College program shall be provided an equal opportunity to obtain a degree in the most integrated setting appropriate to that person’s needs. Empire State College makes reasonable accommodation to meet the needs of students with disabling conditions. Reasonable accommodation does not include academic adjustments that would fundamentally alter the nature, essential requirements or academic standards of the program.

The college considers each student’s individual needs through consultation with the student’s center or unit and the director of Collegewide Disability Services.

The director of Collegewide Disability Services, coordinates the college’s compliance with Section 504, ADA and their implementing regulations with respect to students. Questions concerning the college’s policy should be directed to the director of Collegewide Disability Services, SUNY Empire State College, 2 Union Ave., Saratoga Springs, NY 12866-4390, 518-587-2100, ext. 2544 or email Disability.Services@esc.edu.

A student is expected to complete learning contract studies or courses, to accumulate credit in proportion to the credit attempted (i.e. meet academic progress expectations), and to make progress toward a degree. Though nonmatriculated students are by definition not pursuing a degree, academic progress rate expectations do apply to them.

Sometimes a student makes less academic progress than expected. When this occurs, the college notifies the student with an academic warning or dismissal.

Satsifactory Academic Progress Determination

1. A student is making satisfactory academic progress when s/he has earned the minimum number of credits expected for the number of terms of enrollment at Empire State College. The satisfactory academic progress (SAP) table, illustrates cumulative credit expectations for full-time and half-time students. A student enrolled for other amounts of credit must make progress proportionate to what is illustrated in the table. Program or center staff can advise individual students regarding these calculations.
2. Academic progress is monitored at the end of each enrollment term.
3. Academic progress is cumulative across associate and bachelor's degree study at Empire State College.
4. Pre-college credit equivalence is given for learning contract studies or courses that are developmental rather than college level.

Pre-college study does not count toward the credit required to earn an associate or bachelor's degree. Therefore, it does not count toward meeting satisfactory academic progress expectations.

Pre-college study does count toward enrollment status (full- or part-time) and financial aid eligibility within an enrollment term.

For example, 4 credits of pre-college study and 8 credits of college-level study count as 12 credits or full-time status. In this example, while all 12 credits count as credits attempted and all 12 credits count in establishing financial aid eligibility, only the 8 college-level credits will count toward satisfactory academic progress.

See the policy on pre-college study for more information.

Satisfactory Academic Progress Table*

* The SAP table is used for two purposes: to determine whether a student is in good academic standing at Empire State College and to determine whether the student is eligible for financial aid.

Empire State College's academic progress expectations meet or exceed the minimum standard for NYS financial aid eligibility. For information on implications for aid eligibility, see the Empire State College statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid.

The table illustrates SAP expectations for full-time (12 or more credits) and half-time (6 to 8 credits) enrollment, which are the most common enrollment choices made by Empire State College students. A student who enrolls for other amounts of credit, or who moves back and forth between full- and part-time enrollment, must make progress proportionate to what is illustrated in the table. Program or center staff can advise individual students regarding these calculations.

5. Academic progress advances only when a student earns credit for college-level study. A student earns no college-level credit and makes no progress academically under the following conditions:

   • The student receives any of the following outcomes for a study or course:

     • incomplete
     • no credit
     • administrative withdrawal.
       
       These three outcomes count in the determination of credits attempted, and thus affect the calculation of the student's cumulative rate of progress. (A complete discussion of study outcomes is in the learning contract study -- undergraduate student.)
   • The student successfully completes a pre-college credit study.
   • The student withdraws from a study more than 28 days after the start of an enrollment term.

Academic Progress Warning

The center or program administrator gives the student a written academic warning if the student has not accumulated the expected number of credits.

Students who are on academic progress warning are not normally eligible for NYS financial aid. For further detail, see the statement on Eligibility for New York State Financial Aid.

Rescinding An Academic Progress Warning

An academic warning is in effect until it is rescinded or the student is academically dismissed. The center/program administrator rescinds the academic warning in writing when the student's progress rate returns to a satisfactory level. The center/program administrator academically dismisses the student if the student’s progress rate does not return to a satisfactory level within the next 16 credits attempted by the student.

Academic Progress Dismissal

1. The center/program administrator gives the student a written notice of academic dismissal if all of these conditions are met:
   • the student has been given an academic progress warning,
   • the warning has not been rescinded,
   • the student has attempted 16 credits since the warning was issued and
   • the student's cumulative rate of progress remains below the minimum
2. If it is not possible for a student on academic warning to achieve a satisfactory rate of progress within the next 16 credits of enrollment, the student is dismissed.
3. In rare instances, when it is evident that a student is unable to benefit from continued enrollment in the college, the center/program administrator may academically dismiss a student without warning as warranted by the student's academic record.

Reinstatement After Academic Progress Dismissal

In order to be reinstated, a student must present written evidence to the center or program administrator that the student is ready and able to make satisfactory progress.

The center/program administrator is responsible for acting on requests for reinstatement after academic dismissal. Students are not eligible for reinstatement for at least 16 weeks or one term, whichever is longer, after an academic dismissal.

Students who are academically dismissed for a second time are not eligible for reinstatement.

If the center/program administrator reinstates a student, s/he may establish terms and conditions that promote future academic success. For example, the center/program administrator may:

• place the student in warning status,
• impose specific conditions for subsequent enrollments, such as requiring a reduced academic load or requiring enrollment in studies to build academic skills, or
• clear the student's progress rate, i.e., allow the student to begin at term 1 on the satisfactory academic progress table with the next enrollment. (However, note that the determination of a student's further financial aid eligibility may not match this placement.)

Students who have been reinstated after academic dismissal and who have received financial aid (NYS or federal) in the past are not automatically eligible for such aid again.

Written Notice

The center/program administrator provides written notice to the student when the student is placed on academic progress warning, warning status is rescinded, the student is academically dismissed, or the student is reinstated. Copies of written notices are sent to the Office of the Registrar, Student Financial Services Office and the student's mentor.

In some cases, however, potential students will be well aware of alternatives and still choose to seek a second bachelor's degree. Such students will be subject to the same graduation requirements as all other students, viz., they will have to complete satisfactorily an approved degree program including 128 credits with at least 32 new credits of contract learning and at least 4 credits of educational planning. Previous credit from Empire State College and other accredited degree granting institutions as well as assessed learning may be credited toward a second bachelor's degree up to a limit of 96 credits. A second bachelor's degree program must include at least 4 credits of educational planning, but planning of both degrees may be done in the same contract. A second bachelor's degree must meet a significantly different educational objective from the first degree.

The college will in no case award two degrees for the same 128 credits. Students who wish a double concentration within a single degree may develop such a program but they will not receive two degrees. Students who complete an Empire State College bachelor's degree must reapply for admission if they wish to pursue a second bachelor's degree. Some forms of financial aid are not available to students pursuing undergraduate study beyond a first bachelor's degree.

The college also complies with the SUNY policy on awarding of two degrees at the same level.

Civility, trust, respect and openness are professional behaviors that are expected from all members of the college community. Harassment, including sexual harassment, breaks the bonds of civility, trust, respect and openness. Harassment may create a hostile environment. Harassment can be created by verbal, written, graphic or physical conduct that is severe, persistent and/or pervasive and interferes or limits the ability(ies) of a person or persons to work or learn.

The college will not condone actions, writings, publications or words which a reasonable person would regard as sexually harassing. It is the responsibility of every administrator, supervisor and faculty member to create and maintain an environment that is free of discrimination and allows full access and opportunity for participation to all members of the college community. To this end, no member or group of the college community shall harass another member or group. Should inappropriate behaviors be identified, the manager or supervisor is required to take prompt and corrective action.

Empire State College prohibits sexual harassment. It is official college policy that sexual harassment of employees, students or visitors will not be tolerated. The college accepts the position that sexual harassment, like any civil rights violation, generates a harmful atmosphere. The college will act positively to investigate alleged harassment and to affect remedy when an allegation is substantiated.

Sexual harassment is usually defined as repeated unwelcome and unwanted sexual advances or sexual allusions, unwarranted references to sexuality or sexual activities, requests for sexual favors and other speech or conduct of a sexual nature. Sexual harassment can occur among peers, supervisors and supervisees, faculty/staff and students and can involve visitors or guests of the college.

Sexual harassment may include:

• seeking sexual favors or relationships in return for the promise of a favorable grade or other academic opportunity
• conditioning an employment-related action (such as hiring, promotion, salary increase or performance appraisal) on a sexual favor or relationship
• intentional and undesired physical contact, sexually explicit language or writing, lewd pictures or notes, pressure for a date or a romantic or intimate relationship and other forms of sexually offensive conduct by individuals in positions of authority, co-workers or student peers that unreasonably interferes with the ability of a person to perform his or her employment or academic responsibilities
• unwelcome touching, kissing, hugging, patting, pinching or massaging
• leering at a person’s body
• pressure for or forced sexual activity
• belittling remarks about a person’s gender or sexual orientation
• inappropriate sexual innuendos or humor
• obscene gestures of a sexual or gender-based nature
• offensive sexual graffiti, pictures or posters
• sexually explicit profanity
• use of email, the Internet, or other forms of digital media to facilitate any of the above referenced behaviors.

This policy applies regardless of the complainant’s or respondent’s sexual orientation, sex, gender identity, gender expression, age, race, nationality, class status, ability or religion. Further, the college does not condone retaliation. Retaliation is against the law and will subject the individual(s) to sanctions.

Isolated instances, such as a sexual overture, comment or joke, ordinarily will not constitute sexual harassment unless the circumstances are egregious. Such sexual behavior does not constitute harassment if it is welcomed (i.e., voluntary and consensual). It is important to note that conduct in the workplace or educational setting may fall short of the legal standard for sexual harassment but may still be addressed as unprofessional and/or inappropriate.

Disciplinary Action

If/when disciplinary action is found necessary, the appropriate procedures in current collective bargaining agreements or college conduct system will be followed.

Appeal Pursuit of Complaint with Outside Agencies

Use of the complaint procedures does not deprive any complainant of the right to pursue the complaint with outside enforcement agencies. The filing of an internal complaint or participating in this process does not suspend the time limitation periods to file an unlawful complaint with the courts or agencies.

Deadline for Filing a Complaint

The deadline for filing a complaint is 90 calendar days following the alleged act or from the time the complainant first knew or reasonably should have known of such unlawful discriminatory act. Employees who wish to discuss the grievance procedure in more detail may contact the Affirmative Action/Title IX Officer, located at 2 Union Avenue, Saratoga Springs, NY. Students who wish to discuss the complaint procedure in more detail may contact the Director of Student Services or the Affirmative Action /Title IX Officer.

A person who knowingly and/or intentionally files false complaint under this policy may be subject to disciplinary action.

The Affirmative Action/Title IX Officer (518-587-2100, ext. 2542) has responsibility for investigating claims of discrimination under this policy.

• Ensure the security and confidentiality of student, alumni, donor and employee records and information.
• Protect against anticipated threats to the security and/or integrity of such student, alumni, donor and employee records and information.
• Guard against unauthorized access to or use of such records or information that could result in substantial harm or inconvenience to any student, alumni, donor or employee.

The reasons for shredding documents are:

1. To ensure that personal information relating to students, alumni, donor and employees including social security numbers, credit card numbers, addresses, phone numbers, e-mail addresses, and date of birth is safeguarded and not accessed by unauthorized individuals and
2. To encourage the efficient recycling of all printed materials.

Shredding Guidelines for Coordinating Center Offices and Saratoga based Centers and Programs

It is important to shred all documents that contain any of this confidential information. Locked shredding containers are located in strategic locations throughout college buildings. Documents to be shredded should be place in the appropriate container and should not be left to accumulate in offices. The decision to “shred or not to shred” should be answered by the statement: if you can’t decide and it is no longer being used, shred it. As containers are filled, maintenance staff will replace with an empty bag and the filled bag will be emptied into locked bins located at 111 West Avenue. If special arrangements are required please contact the Director of Facilities at ext. 2925 . The College contracts with a bonded and insured shredding company to pick up and shred on site the locked bins on a will call basis as the larger bins are filled.

For offices that shred their own documents, the shredded material is put into the plastic bags that are included with the shredders.  When a bag is filled it must be placed next to the outgoing mail. Maintenance staff will remove the filled bags to 111 West Avenue for recycling. 
Shredding bins are for confidential information only, recycling guidelines are provided for documents that do not contain confidential information.  

Shredding Guidelines for Centers and Units

Since the Centers will have less volume of confidential information, the Dean of each center shall determine shredding guidelines for the center and units.  The purchase of an appropriate office shredder for the purpose of shredding confidential information is recommended.

Informational Reference

1. State legislation was enacted in 2000, which limits the use of student Social Security numbers by all levels of public and private educational institutions.

Education Law of the State of New York
Article I
Section 2

The development of the Student and Employee ID Card system in 2001 utilizing the Datatel ID number as the official identification number of the individual was in direct response to this requirement.

Approved: January 2004
Amended: January 2009
Amended: August 2012

1. Smoking is prohibited in any work area. Work area means a room, office, State car, or any other area enclosed by walls and doors.
2. Smoking is prohibited in auditoriums, classrooms, gymnasiums, elevators, rest rooms, hallways, employee medical facilities or areas containing photocopying or other equipment used by employees in common. Smoking is prohibited in conference and meeting rooms.
3. Non-smokers must not be exposed to second hand or side stream smoke without their consent.
4. Employers are not obligated to provide designated smoking areas. The buildings inSaratoga Springsdo not have designed smoking areas due to lack of adequate space.
5. Regional centers and units must comply with the smoking policy established in their buildings by the landlords.  If a smoking policy does not exist, they must comply with Empire State College's policy which is in full compliance with the Clean Indoor Air Act.  If a smoking policy does exist which is less restrictive than the Act, the centers and units must bring their procedures into compliance with the Act.
6. The decision to establish or not to establish designed smoking areas (as defined by the Act) in each ESC location will be made by the senior administrator.  If the decision is to establish a smoking area, implementation must be discussed by the Vice President for Administration with the CSEA and UUP chapter presidents or their designees.  Designated smoking areas must be in compliance with the Act and at the College they must be established without any expenditures or structural changes.

Any State employee may contact New York State Employee Assistance Program at 1-800-822-0244.

Compliance with the provisions of this policy is a condition of employment with the Empire State College.

Faculty are responsible for establishing methods and criteria for evaluation and evaluating a student’s performance in learning contracts, courses, final projects, exams, prior learning assessments, etc. Evaluations of students, awards of academic credit and other academic judgments are based upon academic performance and the application of relevant academic policies.

Academic judgments made by faculty and other academic professionals are recorded in college documents, such as:

• learning contract, and course outcomes and evaluations;
• evaluations of prior learning; and
• written academic decisions made by assessment committees, academic review committees, center or program administrators, or other academic staff.

• treat students, faculty and staff of the college with civility and respect
• represent themselves and any documentation that they may present to the college in an honest manner
• respect college property and the activities conducted at college facilities or college-sponsored events
• uphold college policies, SUNY policies and all applicable laws.

Empire State College students should expect the same degree of civility and respect from other students, faculty and staff.

Scope

A student is a person admitted or enrolled at Empire State College. The college has an interest in student conduct, which occurs during a student’s matriculation or enrollment at the college, including any breaks in enrollment permitted by college policy. Students are responsible for their own behavior and the behavior of their guests.

The college does not normally pursue alleged conduct violations that occur away from Empire State College facilities or events, or that are not associated with the student’s relationship with Empire State College. However, in situations when the safety of members of the college community may be endangered, the college may review such violations pursuant to the policy on student conduct.

College Regulations

The following behaviors by a student, or any guest of a student, whether acting alone or with any other persons, violate the policy on student conduct:

1. conduct that threatens or endangers the mental health, physical health or safety of any person or persons, or causes actual harm, including:
   • physical harm or threat of physical harm such as physical abuse, sexual assault or coercion, harassment and intimidation, whether physical, verbal (oral or written) or nonverbal
2. dishonest conduct not covered by the Empire State College Academic Honesty Policy and Procedures, including forgery, alteration, fabrication or misuse of identification cards, records, grades, diplomas, college documents, or misrepresentation of any kind to a college office or official
3. disorderly conduct that interferes with the rights of others
4. intentional or reckless disruption or interference with the activities of the college or its members
5. theft of personal or college property or services, or illegal possession or use of stolen property
6. vandalism or intentional or reckless damage to personal or college property
7. unauthorized entry, use or occupation of college facilities or the unauthorized use or possession of college equipment
8. illegal purchase, use, possession or distribution of alcohol, drugs or other controlled substances
9. failure/refusal to comply with a reasonable request from a college official acting within the scope of his/her duties
10. unauthorized possession or use of firearms, explosive devices, fireworks, dangerous or illegal weapons or hazardous materials
11. interference with or misuse of fire alarms, elevator or other safety and security equipment or programs, including, but not limited to initiating, or causing to be initiated, any false report, warning or threat of fire, explosion or other emergency*
12. violation of a condition or sanction imposed (or agreed upon) due to a violation of the policy on student conduct
13. violation of any federal, state or local law that poses a threat to the health, safety or well-being of the college or its individual members.

* See Empire State College firearms policy

Rights of the Parties

Students are entitled to equal care and fairness in the application of the policy on student conduct. A student accused of a breach of student conduct and others in the college community have equally important interests. Thus, the college takes into account the interests of all parties in order to reach a fair resolution.

1. Each party has the right to be informed of his or her rights through receipt of a copy of this policy.
2. Each party has the right to receive relevant information and documentation, including information that is favorable to the student accused of a violation or that may indicate that he or she may not be responsible.
3. Each party has the right to a meaningful opportunity to be heard and to respond to the information and documentation presented.

Consideration of Information

In both formal and informal investigations of complaints and concerns, the college may review and consider relevant information about prior complaints and their outcomes and informal steps toward changing the behavior. The college will not include information about conduct complaints for which a student was found not responsible.

Interim Suspension

1. Interim suspension is used only in the following circumstances:
   • to ensure the safety and well-being of members of the community or preservation of college property
   • to ensure the student’s own physical or emotional safety and well-being
   • if the student poses a definite threat of disruption of or interference with the normal operations of the college.
2. The dean or provost’s designee may place a student on interim suspension upon making a determination that such an action is necessary to maintain safety and order. The dean or provost’s designee normally consults with the provost and/or judicial officer before taking such action. The interim suspension remains in effect until responsibility and sanctions have been determined and any appeals have been resolved.
3. Upon placing the student on interim suspension, the dean or provost’s designee immediately forwards a formal complaint to the judicial officer. Consequently, the dean or provost’s designee is a party to the complaint.
4. The judicial officer assembles a student conduct committee as outlined and conducts the hearing within 15 calendar days of the notice to the student of the interim suspension.
5. A student placed on interim suspension may request reconsideration in writing to the dean or provost’s designee. The student must provide evidence that s/he is not a risk to safety and order. The dean or provost’s designee reviews the request and considers the information the student provides. If the dean or provost’s designee reconsiders and sustains the suspension, the student may appeal to the provost.

Informal Resolution

Center, program and functional staff (financial aid, student accounts, business services, admissions, etc.) are expected to resolve issues around student behavior informally through discussion and advisement before moving to formal complaints. Any resolution reached through this process is binding. Staff summarize in writing both informal resolutions reached with student and attempts to resolve issues informally and send that summary to the student and any other relevant parties. In some cases, it is appropriate to move directly to a formal complaint.

Formal Complaints

The office of Academic Affairs is responsible for administering formal student conduct procedures. A staff member within the office of academic affairs serves as the college’s judicial officer.

The college uses the procedures that follow only if there is a formal allegation of a breach of student conduct as defined in this policy. The procedures support investigation of alleged misconduct and hearings are an extension of that investigation and not trials.

The college’s standard for finding a student responsible for a violation of the policy on student conduct is that there is a preponderance of evidence supporting the complaint.

There are three possible formal sanctions. The sanctions of expulsion and suspension result in a loss of good standing with the college. Repeated violations may be a basis for determining that a sanction of suspension or expulsion from the college is warranted.

Expulsion: A student who is expelled from the college for disciplinary reasons is permanently excluded from all college activities, functions, facilities and buildings, and may not use any college resources.

Suspension: A student who is suspended from the college is excluded from all college activities, functions, facilities and buildings and may not use any college resources for the period of the suspension. The student is restored to good standing at the end of the suspension period.

Written warning: A written warning describes the breach of conduct and directs the student not to repeat the conduct in question. A written warning indicates that the student has damaged his or her relationship with the college, but does not carry a loss of good standing. A written warning issued for a breach of conduct will be reviewed when considering any future breaches of conduct.

A suspension or written warning may be accompanied by restrictions on the use of specific college resources or facilities (e.g., use of computer resources). A restriction may be temporary or permanent. Information defining such restrictions must be included in the written notice to the student.

In addition to the sanctions specified above, the college may require the student to make restitution or compensate for any loss, damage or injury.

1. Informal Resolution
   The student is strongly encouraged to seek informal resolution of a grievance by bringing it to the attention of the relevant center, program or central office administrator in a timely fashion. An attempt at informal resolution should begin no more than 30 days after the concern arises.
2. Written Grievance
   If the student is unsatisfied with the response, the student may make a formal, written complaint to the relevant administrator.
   1. Any formal complaint must be submitted within 60 days of the concern arising. The student must state the nature of the grievance and the remedy s/he is seeking and describe any previous attempts to resolve the issue.
   2. The administrator reviews the situation and should provide a written response within 15 days of receiving the complaint.
3. Appeal
   If the student is unsatisfied with the first level of administrative response, the student may appeal in writing to the appropriate vice president.
   1. Appeals regarding academic services are to be submitted to the vice president for academic affairs. Appeals regarding financial issues are to be submitted to the vice president for administration.
   2. Any appeal must be submitted within 30 days of the transmission of the first level administrative response. The student must state the nature of the justification for the appeal and describe any previous attempts to resolve the issue.
   3. The vice president reviews the situation and should provide a written response within 15 days of receiving the appeal. The vice president’s decision is final.

The principles described below maintain the college's emphasis on the individual student's learning and on helping each student discover and make use of the diverse resources available through the college and the community. These principles guide the development, use and context of study groups as learning opportunities at Empire State College.

1. A study group may be a component of any individual learning contract. The contract is the framework within which the study group's learning activities and methods and criteria for evaluation are described and credit is awarded.
2. Participation in a study group is generally open to any Empire State College student. Participation in a study group is undertaken in consultation with a mentor and in consideration of the appropriateness of the group process, topic, content, level and intended outcomes to the student's degree program.
3. Group meetings enrich the learning experience by providing an opportunity for exchange of ideas, clarification of content and mutual support in the learning process. Such group activities may take a variety of forms yet are unlike a conventional class in that they emphasize independent study.
4. Within any one study group, different students may participate in different ways according to their individual learning needs and interests. Various combinations of learning activities and variable credit are possible within the study group framework. The learning contract should specify the link between them.
5. Study group leaders are Empire State College mentors, tutors or adjunct faculty who are familiar with the college's approach to individualized education. In all cases, the college provides careful orientation to enable study-group leaders to acquire the skills necessary for guiding independent study and individualized learning within a group context.
6. Advance planning and preparation for a study group should take place in consultation with the center directors and faculty. Ongoing evaluation of study groups is an important part of the process of maintaining a high standard of academic quality.
7. Public announcements of Empire State College study groups should take care to inform students of the content and unique nature of study groups and the central importance of the independent study components.

Specific procedures related to the travel policies detailed here are available on ESCnet in the Fiscal Budgetary Procedures at http://mail.esc.edu/escnet/escdocuments/fisc-bud.nsf/8b7e6a319cb42aa68525692300550ba7/c26581afbded0916852569050065d436?OpenDocument

General Guidelines and Responsibilities

Employees are in travel status when they are more than 35 miles from both their official station and their home.

The designation of official station is determined by the college management in the best interest of the state and not for the convenience of the employee. OSC reserves the right to request justification from an agency to support their designation of official station. Official station designation belongs to the position, not to the person.

Travel between the employee’s home and official station is considered commuting and is not reimbursable. Employees working from two locations will only be reimbursed if they travel between the two locations on the same day. Travel to one location in a day will not be reimbursed since this is considered commuting. Travel to a location that is not the employee’s official station will be reimbursed for mileage. See Travel in Proximity of Official Station or Home.

Vouchers must be submitted in a timely manner. OSC will not allow reimbursement for employees travel expenses when the college’s fiscal year has lapsed.

 College Responsibility

• ensure all authorized travel is in the best interest of the state
• all charges are actual, reasonable and necessary
• all expenses comply with travel rules and regulations
• the most economical method of travel is used in the best interest of the state
• compliance with IRS regulations
• the official station of each employee is designated in the best interest of the state
• employees obtain appropriate approvals prior to traveling
• exceptions or waivers are justified and necessary
• adequate funds are available for travel
• provide guidance and training to agency supervisors and staff in proper procedures for reimbursing travel expenses
• a means to minimize out-of-pocket travel expenses. (e.g., cash advance)
• control all travel related documents (e.g., vouchers, tax exempt certificates).

Supervisor’s Responsibility

• know state travel rules and regulations
• know the college’s specific travel policies and procedures
• know your staff’s official stations and its effect on their travel reimbursement
• authorize travel only when necessary
• review traveler’s itinerary in advance to ensure the most economical method of travel is used in the best interest of the state
• verify that vouchers are within allowable rates and all required documentation is attached
• review and certify travelers' vouchers in a complete and timely manner
• forward vouchers to the college business office in a timely manner (generally within five business days after submission by the employee).

Traveler's responsibility

• know state travel rules and regulations
• know the college’s policies and procedures
• know your official station and its effect on your eligibility for travel reimbursement
• obtain necessary approvals for travel, including method of travel
• secure the most economical method of travel in the best interest of the State
• obtain all necessary travel documents (e.g., voucher, tax exempt certificate)
• maintain an accurate record of expenses including departure and return times, and mileage
• obtain required receipts or documentation
• claim reimbursement only for actual allowed expenses within reimbursement rates
• account for any cash advance received
• complete and submit travel vouchers accurately and timely (generally within 15 business days of completion of the travel).

All parties have a responsibility to ensure that reimbursement for the same travel expenses are not charged to multiple funding sources. Knowingly submitting duplicate travel expenses or making false statements on travel vouchers constitutes a fraudulent act and such matters will be referred to the university for counsel on action to be taken, including possible dismissal of employee and/or criminal charges. The college requires original documentation and appropriate supervisory authorization in order to avoid both intentional and unintentional duplicate payments.

Official Station

The official station is the employee’s usual work location. The official station is designated by the college and must be in the best interest of the state. The purpose of an official station is to establish when the employee is in travel status and eligible for reimbursement of travel expenses. Travel between the employee’s home and official station is considered commuting and is not reimbursable. The employee’s home is considered to be in the city or town in which the employee primarily resides when working at his or her official station. The employee’s home generally may not be considered their official station.

Pre-Approvals for Out-of-State Travel, Over-the-Maximum Per Diem and/or Air Travel

Employees planning on traveling on college business (including college-sponsored professional development opportunities) out-of-state or seeking reimbursement for over-the-maximum per diem allowance or traveling by airplane as described in subsequent sections of these guidelines must seek pre-approval prior to the travel. Center employees should seek pre-approval from their dean, deans from the provost, Coordinating Center employees from their appropriate vice president or assistant vice president designee, Vice presidents from the president or vice president for administration and the president from the vice president for administration. In making determination as to approval of out-of-state, over-the-max or air travel, centers and offices must stay within their total travel budget allocation for the fiscal year. Documentation reflecting this approval must be included with the voucher submitted for payment.

Annual Travel Budget Allocation

All travel expenditures above the center’s or office’s total annual travel allocation need pre-approval by the vice president for administration.

Determining Travel Status

When employees are on assignment at a work location more than 35 miles from both their official station and their home, they are considered in travel status and are eligible for reimbursement of travel expenses. Employees must obtain appropriate approvals prior to traveling on the assignment.

Travel in Proximity of Official Station or Home

When an employee is assigned to work at an alternate work location which is less than 35 miles from either his or her home or his or her official station, the employee is not considered to be in travel status, but rather is considered to be traveling in proximity of his or her official station. Employees traveling less than 35 miles from home or official station will not be reimbursed for overnight lodging or meals. When traveling in proximity of home or official station, an employee using a personal vehicle, is, as outlined below, entitled to reimbursement of transportation expenses associated with travel in the following circumstances:

• from home to an alternate work location
• between the official station and an alternate work location or another official station on the same day
• between alternate work locations that are not within the same city
• from an alternate work location to the employees home.

Effective September 1, 2008, when travel is from an employees home to an alternate work location, or from an alternate work location to home, at a minimum, transportation expenses must be reimbursed using the lesser of:

1. mileage between the employees home and the alternate work location
2. mileage between the employees official station and the alternate work location, times the Internal Revenue Service mileage reimbursement rate. This reimbursement method is called the lesser of mileage rule.

When travel is between an employees official station and an alternate work location, or between two or more alternate work locations in the same day, transportation expenses must be reimbursed by payment for the actual mileage between such locations, times the Internal Revenue Service mileage reimbursement rate. Parking expenses will be reimbursed if the employee is traveling to a location that is not the employee’s official station. Public transportation is recommended where practical and will be reimbursed.

The expense of meals or lodging within the proximity of the official station will not normally be reimbursed. Reimbursement for travel in the proximity of the home or the official station is subject to the audit of the comptroller. No transportation costs will be allowed between any employee's home and his or her official station.

Click here for examples: www.osc.state.ny.us/agencies/travel/lesser.pdf

Reimbursement Allowances

Overnight Travel Reimbursement

Employees may choose one of two methods for reimbursement for overnight travel, whichever is to their advantage. Travelers may not, however, combine the two methods on the same trip. Breakfast and dinner are reimbursable meals; lunch is not.

Unreceipted Method (Method 1)

This method provides for a flat rate allowance for meals, lodging and incidental expenses regardless of where lodging is obtained, including lodging with relatives or friends. Rates are established

Effective Sept. 1, 2008, the city or county where lodging is obtained or the location to which the employee was traveling (whichever rate is less), such location must be indicated on the travel voucher. No receipts are required when using this method. Current rates are as follows:

Location Per Diem:

• New York City and Nassau, Suffolk, Rockland and Westchester Counties:$50
• Albany, Binghamton, Buffalo, Rochester, Syracuseand their respective surrounding metropolitan areas: $40
• all other locations in New York state: $35
• out of state (this includes any out of state tax on lodging): $50

Travelers using this unreceipted method are also eligible for an additional $5 for breakfast on the day of departure if they have to leave more than one hour before their normal work start time. They are also eligible for an additional $12 for dinner on the day of return if they return more than two hours later than their normal work ending time.

For example, a traveler leaves Albany before 7:30 a.m. heading to NYC. The traveler stays overnight at a friend’s house in NYC and arrives back in Albany the next day after 7 p.m. The traveler’s scheduled work hours are from 8:30 a.m. to 5 p.m. The traveler is entitled to the unreceipted per diem of $50 for the one night stay in NYC. In addition, the traveler is entitled to an additional $5 for breakfast and $12 for dinner.

Receipted Method (Method 2)

This method provides reimbursement of actual lodging costs and an allowance for meals based on federal reimbursement rates for the county of lodging. The per diem rates for locations within the continental United States are revised annually. Click here for current rates. http://www.gsa.gov/Portal/gsa/ep/contentView.do?contentType=GSA_BASIC&contentId=17943

Since rates are based on location of lodging, the county and city must be indicated on the travel voucher. Receipts are required for lodging, but are not required for meals when using method 2.

Each day the traveler is in overnight travel status, the traveler is eligible for reimbursement for lodging up to a maximum lodging per diem and a per diem allowance for meals. The meal per diem is for dinner the first night and breakfast the following day.

Travelers using this method are also eligible for an additional per diem for breakfast if they have to leave more than one hour before their normal work start time the first day, and/or for dinner if they return more than two hours later than their normal work ending time on the last day of travel. In these cases, breakfast and/or dinner will be reimbursed up to the maximum amount of the meal per diem allowance specified for the particular area of lodging. The meal per diem allowance is apportioned for breakfast and dinner. See www.osc.state.ny.us/agencies/travel/meals.htm for current meal allowances.

Maximum lodging rates exclude taxes. For travel within New York state, a tax exemption certificate (ST-129) should be used. For travel outside of New York state, state and local taxes are not included in the maximum lodging amount and will be reimbursed in addition to the per diem amount. Some out-of-state hotels will accept the tax-exempt certificate. Check at the hotel to see of the hotel will accept the tax-exempt status.

Finally, on occasion, travelers may be unable to find a hotel at a rate that does not exceed the maximum federal lodging per diem rate for the location of travel. If that occurs, the traveler must obtain prior approval to exceed the federal rate from his or her dean or appropriate vice president.

Day Trip Reimbursement

Travelers may be reimbursed for breakfast and/or dinner for day trips based on departure and return times. Travelers are entitled to reimbursement for breakfast if they have to leave at least one hour before their normal work start time, and/or for dinner if they return at least two hours later than their normal work ending time.

Travelers without meal receipts are reimbursed $5 for breakfast and/or $12 for dinner. For example, a traveler leaves Albany before 7:30 a.m. for NYC. The traveler arrives back in Albany the same day after 7 p.m. The travelers scheduled work hours are from 8:30 a.m. to 5 p.m. The traveler is entitled to $5 for breakfast and $12 for dinner.

Travelers with meal receipts are reimbursed up to the maximum amount of the meal per diem allowance specified for the particular area of travel. The meal per diem allowance is apportioned for breakfast and dinner.

See www.osc.state.ny.us/agencies/travel/meals.htm or current meal allowances.

Day trip meal reimbursements are reportable as income to the IRS.

Meals and Lodging Provided by the College

If the college or another agency or organization provides meals and/or lodging without charge to the traveler, that fact including the name of the agency or organization must be indicated on the voucher. Lodging and/or meals when provided at no cost to the employee by the college or another agency or organization as part of an assignment to duty are not reimbursable. If only lodging was provided, meal allowances based on location of lodging may still be claimed.

Weekend Allowance

Travelers are allowed lodging and meals for weekends when their agency deems it necessary for them to be in travel status. An additional reimbursement over and above the per diems may be allowed in accordance with the traveler's bargaining agreement if the traveler is 300 miles or more away from home and official station.

Miscellaneous Expenses

Only actual, reasonable and necessary business related expenses will be reimbursed and must be properly indicated and justified on the voucher. Receipts are not required by OSC for miscellaneous expenses under $75, such as tolls on toll roads, bridges and tunnels, reasonable parking charges, taxis, and local bus or subway fares.

Reimbursable Expenses

Business related expenses such as:

• telephone calls
• Internet connection fees
• baggage transfer and storage expenses
• supplies and materials

Nonreimbursable Expenses

• expenses for speeding fines, parking tickets, laundry, valet services, entertainment (e.g., theater tickets, in-room movies), and other personal charges

Conference Considerations

Whenever possible, college sponsored conferences should be arranged at facilities honoring the federal per diem rates for meals and lodging. The cost of meeting room rentals, equipment, luncheons and breaks are normally paid directly by the college. In selecting the conference site, the college will consider cost, location and other special requirements. Standard procurement procedures will be followed.

On occasion, travelers must attend conferences sponsored by other organizations at facilities that exceed the maximum lodging rate. Travelers must obtain prior written (via email) approval to exceed the rate. Prior approval will come from the dean for center employees, from the appropriate vice president for coordinating center employees, from the provost for deans and from the vice president for administration for vice presidents. When considering an employee's request to exceed government rates, the approver should consider the following:

• available lodging within the rate at a location nearby
• transportation costs saved by staying at the conference site
• late evening or early morning conference events
• whether the attendee is an officer of the sponsoring organization
• whether the attendee is a speaker or is performing other functions essential to the conference.

Social activities such as sightseeing and golf outings are considered personal expenses and will not be reimbursed. When meals and lodging are provided as a part of a college sponsored conference or event, additional reimbursement is not permitted.

If meals are paid by another employee, such as a dean or vice president and reimbursed to the dean or vice president from other than state funds, such as the ESC Foundation or the Research Foundation, no additional reimbursement shall be made by the state.

International Travel

Individuals traveling abroad on official college business must adhere to all existing guidelines with regard to travel authorizations, advances and receipt requirements.

Travel outside the continental United Statesis reimbursed based on the maximum per diem allowance established by the U.S. Department of State. The foreign per diem rates are published monthly and are available www.state.gov/m/a/als/prdm/

International travel rates provide for lodging costs up to a maximum amount and an allowance for meals and incidental expenses. Similar to method 2 above, the meal per diem is for dinner the first night and breakfast the following day. Travelers are also eligible for an additional per diem for breakfast if they have to leave more than one hour before their normal work start time the first day, and/or for dinner if they return more than two hours later than their normal work ending time on the last day of travel. In these cases, the traveler would be entitled to 20 percent of the foreign meal per diem for breakfast or 80 percent for dinner.

Expenses directly related to lodging and meals are included in the foreign per diem allowance; however, some expenses unique to foreign travel may be reimbursed at the discretion of the college.

Travelers requesting reimbursement for expenses made in foreign currencies must document the exchange rate for the time of travel and provide the conversion to U.S. dollars with the request for reimbursement.

Faculty and administrative staff teams traveling to regularly scheduled residencies and graduation ceremonies may be pre-approved by including a summary list displaying all travelers, travel dates and applicable locations. Current college policy allows for these faculty/administrative groups to receive a travel advance of 75 percent of anticipated lodging and meal expenses prior to pre-approved travel with the remaining 25 percent to be reimbursed with appropriate documentation submitted within a reasonable amount of time upon return.

Transportation

Common Carrier

Travelers should use the most efficient and cost-effective method of transportation available. Often times, this means using a common carrier such as a train, bus, taxicab or airplane. This is especially true when traveling between Albany and New York City. Where possible, travel should be scheduled using NYS travel services contracts, coach accommodations and excursion fares. When traveling by commercial air, the contract established by OGS for airline travel must be used.

The passenger’s portion of the airline ticket or an e-ticket must be submitted with the travel voucher. Boarding passes are not acceptable. Super savers may be used only if the noncontract fare saves $200 or more per round trip. Appropriate documentation must be submitted confirming savings in excess of $200.

When choosing a method of transportation several factors should be considered:

• distance being traveled
• travel time
• number of travelers
• number of locations to be visited
• type of transportation available
• employee salaries and overtime.

Train travel on Amtrak will be reimbursed at the current Amtrak government rate, and the original ticket must be provided with the travel voucher.

When a common carrier is available but a more expensive method is chosen without sufficient justification, the college may reimburse only the common carrier rate. Any unused common carrier tickets should be returned to the college business office for a refund or credit on a future trip. If a trip is cancelled at the direction of the college, the traveler will not be responsible for any costs incurred. If cancelled for the traveler’s convenience, he/she may be responsible for any costs.

Charges for traveling by common carrier between a transportation terminal (airport, bus or train station) and home or official station may be incurred and are reimbursable for actual costs. Personal car mileage is reimbursable in accordance with collective bargaining agreements.

Personal Vehicle

A personal vehicle may be used when a state vehicle or common carrier is not available, is not cost effective or is otherwise not appropriate (for example, there is a need to transport voluminous files or documents). Mileage reimbursement rates are determined by the Internal Revenue Service and collective bargaining agreements. All reasonable and necessary parking and toll charges will be reimbursed whether paid in cash or with personally issued EZPass.

Charges for gasoline, accessories, repairs, depreciation, anti-freeze, towing, insurance and other expenditures will not be allowed. These are considered operational costs and are covered in the mileage allowance.

State Vehicle

If available, state vehicles should always be considered when the use of an automobile is required. Gasoline and other necessary expenses will be reimbursed. Emergency expenses, if justified, will be reimbursed.

Rental Vehicle

When a rental vehicle is necessary or prudent, employees should use the OGS centralized passenger vehicle rental contract. Information about this contract may be obtained from the business office or the OGS Travel Contracts website. The current contract is with Enterprise.

• for upstate New York and New York City the information you will need to give Enterprise is JN0225
• For western New York the code is 29B5316
• out of state is NA24NYS.

Make sure you have your college ID when you pick up the car. When renting for state business, the traveler should rent in the name of New York State and sign the agreement as the agent for the state. It is recommended that the traveler purchase the collision damage waiver. If the collision damage waiver is not purchased, the traveler’s agency is responsible for any damages to the vehicle. In case of accidents, travelers should notify the central services director as soon as possible. A copy of any accident report is to be filed with central services in Saratoga Springs as well as with the Department of Motor Vehicles and the insurance carrier. Any gasoline purchases and other direct costs associated with the vehicle will be reimbursed. Reimbursement for personal car mileage when using a rental vehicle under the state contract will not be allowed.

Travel by Personally Owned Airplane

Authorization by the vice president for sdministration is required for the use of the traveler’s privately owned plane while on dtate business. A liability insurance policy must be currently in force and provide coverage of at least $1,000,000.00 with the State of New York as a named insured. The insurer must be licensed by the state insurance department to conduct business in New York State and a copy of the policy must be filed with the vice president for administration.

Travel by privately owned plane would be reimbursed at the lesser of the personal car mileage rate (regardless of the number of passengers carried) or the published coach fare for each passenger on state business (if commercial air transportation is available between points of travel).

Airline or Train Tickets ordered through the Central Travel Account (CTA)

For employees (or their designee) ordering airline or train tickets from Carlson-Wagonlit for state authorized travel:

Before contacting Carlson-Wagonlit, the traveler or designee must email Travel Authorization@esc.edu and provide the following information:

1. name of traveler
2. account number to be charged or description such as area of study meeting, professional development funds, faculty development funds, staff development funds or governance committee meeting
3. date of departure
4. destination
5. mode of transportation.

The traveler or designee will then receive a return email providing an authorization number, which must be used when contacting Carlson-Wagonlit to make your travel arrangements. The authorization number will be used to track all travel costs and ensure that the expenditures are charged to the correct account. These procedures are to be used in conjunction with existing rules and regulations already established by the college and the Office of the State Comptroller governing travel. All travelers must complete a business traveler preference profile form before using Carlson-Wagonlit for the first time.

If the funding for the trip will be sponsored by the Empire State College Foundation, remember to complete a foundation check transfer form to generate payment to the college to cover your travel costs.

Travel Advances

The college can issue a travel advance to the traveler to pay expenses while on official state business. The traveler may request a travel advance by submitting a travel voucher for an advance to the business office. The amount of the advance is limited to $400 and is paid through the Quick Pay Travel Voucher process.

If necessary, recovery of funds may include deductions from the employee’s salary or other monies due him/her.

IRS Requirements

The Internal Revenue Service generally requires withholding and W-2 reporting for the following types of travel reimbursements:

• per diem amounts paid in excess of the rates allowed by the federal government which are not supported by receipts
• meal allowances paid for non-overnight travel or day trips
• mileage reimbursements in excess of the maximum federal rate
• reimbursement for expenses incurred at a single location when the job assignment is realistically expected to last in excess of one year.

Interviews for Employment

The appointing officer of the college may authorize reimbursement for travel expenses necessarily incurred by candidates attending interviews for positions for which there is a shortage of qualified candidates. Positions in the competitive class for which there are shortages of qualified candidates shall be determined by the State Department of Civil Service; for positions outside the competitive class the vice president for administration of the college shall make such determination. Reimbursement will be allowed to candidates who reside more than 50 miles from place of interview in accordance with the rules detailed above. Expenses may include transportation, food, and lodging.

Grading of a student’s work is based on the learning objectives/outcomes and the methods and criteria of evaluation stated in the learning contract or course syllabus.

A grade awarding credit is assigned by the instructor only if the academic expectations of the learning contract or course syllabus have been completed satisfactorily.

To support student achievement, Empire State College faculty may afford students opportunities to revise work during a study in order to meet performance standards at the minimum or a higher level. Nevertheless, a student who works hard and shows progress, but does not meet the stated criteria for evaluation, does not earn college credit.

Timely Developmental Feedback: Formative Evaluation

Empire State College instructors assure that students receive ongoing feedback about the quality of their work and accomplishments throughout the learning contract/course and indicate areas of growth and areas in need of improvement.

Letter Grades

Empire State Colleges uses a 4.00 grading scale.

The grade assigned to an undergraduate learning component completed at Empire State College may be any of the following: A, A-, B+, B, B-, C+, C, C-, D+, D, or D-.

Unsuccessful study results in an outcome of No Credit (NC) rather than a letter grade. Refer to the No Credit section under Learning Contract Outcomes for details on when a No Credit outcome should be awarded.

The award of a grade is normally final. Students may seek a grade change through the Student Academic Appeals Policy and Procedures. If an instructor discovers an error in grading after the grade is recorded, a correction is made through the dean’s office in cooperation with the Office of the College Registrar.

Status of C and D Grades

Empire State College learning contracts and courses: a grade of D- or better is required for Empire State College to award credit.Cross registration: EmpireStateCollege requires a letter grade of C- or better to award credit for courses completed through cross registration at other colleges or universities.

Full Credit/No Credit Option

A student may select a Full Credit/No Credit (FC/NC) option for up to 12 credits of Empire State College study. Under this option, receiving an FC outcome implies that the student’s work is completed at the C- level or better. The student selects the Full Credit/No Credit option at the time of enrollment. The college does not later award letter grades for such studies , nor are such studies included in the student’s G.P.A.

Assignment of Grades to Credit by Evaluation/Prior Learning Assessment Components

Empire State College does not assign grades to Credit by Evaluation /Prior Learning Assessment components.

Learning Contract Outcomes

Types of Learning Contract Outcomes

Full Credit (FC): Ordinarily, a course/study instructor submits a letter grade when the student successfully completes a learning contract/course. When a student successfully completes a learning contract/course taken on a Full Credit/No Credit basis, a Full Credit (FC) outcome is recorded.

When the course/study instructor determines that the work does not merit the award of credit through a letter grade of A through D-, or FC for a Full Credit/No Credit study, she or he awards one of three possible outcomes: Incomplete (IN), Administrative Withdrawal (ZW) or No Credit (NC). There is also a student-initiated outcome, Withdrawal (WD). These four outcomes are defined below:

Incomplete (IN): When extenuating circumstances arise, a student may request an outcome of incomplete (IN) from the course/study instructor. The course/study instructor submits an IN

outcome only when the student has consistently engaged in learning activities and has successfully completed at least 50 percent of the work before the end of the enrollment term for the study/course. The course/study instructor is not obligated to grant an incomplete.

A student who is awarded an IN outcome is allowed no more than 16 weeks after the study end date to complete the study. The course/study instructor may establish an earlier completion date. The learning contract outcome statement submitted by the course/study instructor specifies the remaining work to be completed and the expected completion date.

If the course/study instructor submits no further outcome, an IN outcome automatically becomes a No Credit (NC) outcome after 16 weeks, or earlier if the course/study instructor has specified an earlier completion date.

No Credit (NC): The course/study instructor submits a No Credit (NC) when a student engages in a study or course throughout the term of enrollment and fails to complete it in a satisfactory and sufficient manner.

An IN outcome automatically becomes a NC on the date when the IN completion period ends if the course/study instructor does not submit a letter grade or FC outcome.

Empire State College emphasizes academic achievement in its assessment of students. Therefore, a student who does not earn credit in a study is awarded a No Credit (NC) outcome rather than a failure letter grade.

Like any grade, a No Credit is ordinarily final and not subject to change outside of the college's established academic appeals processes. A student who has had an incomplete that has turned into an NC, and who believes that extenuating circumstances prevented timely completion of the study may make a request to the dean or dean’s designee to complete the study without re-enrolling. The dean or dean’s designee will consult the mentor/instructor (if available) before agreeing to re-open the study. If the request is granted, the student has no more than 16 weeks to complete the study; the mentor or instructor may specify an earlier completion date. If the student does not complete the study within the specified time frame, the NC outcome remains in place. If the student completes the study within the specified time frame, the mentor or instructor submits a grade to the dean or dean’s designee, who ensures that the outcome is recorded according to college procedures. Requests to appeal an NC outcome will not be heard through the appeals process unless the NC was recorded less than a year prior to the submission of the petition.

Administrative Withdrawal (ZW): The course/study instructor submits an outcome of administrative withdrawal (ZW) if a student registers for a course/study, does not withdraw and does not engage in course/study work consistently. The ZW outcome must include the last date of substantive contact in an academically related activity by the student. ZW outcomes should be recorded in a timely manner throughout the term when possible. In no case should a ZW outcome be filed any later than the deadline for submitting outcomes for the term.

Withdrawal (WD): A withdrawal (WD) is the only student-initiated outcome. It does not result in the award of credit. A student may withdraw from a study until the last day of an enrollment term. The student must complete and submit a Withdrawal Form. The effective date is the date the student transmits the request. The actual date of withdrawal may affect enrollment status, satisfactory academic process, and financial aid eligibility. See EmpireState College policy on Academic Withdrawal.

Outcomes of IN,ZW,NCand WD have specific implications for financial aid eligibility. For an explanation, see the Empire State College statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid.

Timing of Outcomes

The grade or outcome for each study should be prepared as soon as possible after the student has completed the study, so that the student has timely evaluative information and an official transcript for the study. Student work is due as specified in the Learning Contract.

Grades and outcomes are due as follows:

• September term: Grades and outcomes are due no later than 14 calendar days after the end of term.
• November, January, March, and May A terms: Grades and outcomes are due no later than 10 calendar days after the end of term.
• May B term: Grades and outcomes are due no later than 7 calendar days after the end of term.

Grade Point Average (G.P.A.) Calculation

The college registrar calculates the grade point average and includes the G.P.A. in the student transcript. The G.P.A. calculation at Empire State College is:

• based only on Empire State College studies for which a letter grade is assigned. This includes courses for which a student cross registers at another institution and which Empire State College treats as part of the Empire State College studies for the degree.
• based only on credit earned at Empire State College, and is not based on prior transfer credit or credit by evaluation components.
• based only on credit completed and does not reflect study that results in no credit.
• included as part of the student’s official transcript.

The following outcomes are included in the grade point average:

The following outcomes are not included in the grade point average:

• IN (incomplete)
• NC (no credit)
• WD (withdrawal)
• ZW (administrative withdrawal)

Minimum Grade Point Average Requirement

Empire State College undergraduate students must maintain a 2.0 G.P.A. A student who has completed at least 8 credits at Empire State College and whose cumulative G.P.A. is below 2.00 is placed on academic warning. If a student who is on academic warning still has a cumulative G.P.A. of less than 2.00 after earning 16 additional credits at Empire State College (i.e., after earning a total of at least 24 credits at Empire State College), the student is academically dismissed.

Grade Point Average and Academic Standing

The grade point average is one of two criteria that establish the student’s academic standing with the college. The other is the student’s academic progress rate. A student who meets these two criteria is in good academic standing and therefore maintains her/his eligibility to re-enroll. These and other criteria apply to eligibility to receive financial aid. See the Policy on Satisfactory Academic Progress and the statements on Eligibility for NYS and Federal Financial Aid.

Appeal of Grades

A student may appeal a grade or outcome as provided in the Student Academic Appeals Policy.

Empire State College Transcript

An Empire State College transcript includes a degree program (if concurred) showing the source, title and credit amount of each component included in the degree, followed by a summary sheet of grades for studies completed at Empire State College. The summary sheet includes the G.P.A. and specifies the studies on which it is based.

The college documents successful study on student transcripts while maintaining internal records of enrollment history. Thus, the official Empire State College transcript documents credit completed. The transcript does not provide an enrollment history that includes unsuccessful study with the college. The college catalog and transcript include a notice to this effect.

Repeated Studies

When a student repeats a study, the more recent grade or outcome for the repeated study replaces the original one for purposes of the award of credit, inclusion in the transcript and calculation of a grade point average. Both the original and the repeated study must be included in the satisfactory academic progress (SAP) calculation. The student initiates the Request to Repeat a Study request form. Submission of this form prior to the registration for the repeat study is required for accurate calculation of the G.P.A. This form is also required for financial aid purposes. Financial aid may not be available for a repeated study.

Retroactive Assignment of Grades

Students matriculated at Empire State College before July 1, 2004, may request the assignment of a letter grade to the relevant narrative evaluations. The college will continue to respond to these student requests. For students who matriculated after that date, there will be no later assignment of letter grades to narrative evaluations.

Admission Requirements

Requirements for undergraduate admission are:

• A completed application with official transcripts, all other required documentation, and the required, nonrefundable orientation fee,
• Official transcript of a high school diploma or its equivalent,
• Ability to pursue college-level work as demonstrated by an academic assessment in the application process,

The college’s admissions office makes the admissions decision, consulting as specified in this policy, and communicates the admission decision to applicants.

The college reserves the right to deny admission based on its inability to meet an applicant’s needs. An applicant wishing to secure certain professional licenses or certifications may be denied admission if the college does not offer such programs.

Applicants for undergraduate certificate programs complete the same application form, including the admissions essay, as applicants for degree programs.

An applicant is required to participate in a secondary assessment prior to the admissions decision if:

• the skills assessment built into the application review indicates that further information is needed to determine the applicant’s ability to succeed in college-level work,

The secondary assessment may include both direct skills assessment and review of the applicant’s recent academic history.

If the secondary assessment indicates that the applicant’s skills are insufficient to derive benefit from the college’s academic support services, the admissions office is informed that the applicant should be denied admission. If the secondary assessment supports a positive admissions decision, the admissions office is informed and sends an acceptance letter. A student admitted after a secondary assessment may be required to participate in and successfully complete a skills development course/workshop prior to or during the first term of enrollment.

Undergraduate students who have been admitted to the college are required to complete the college’s pre-enrollment orientation process before being permitted to register for credit-bearing studies.

Admitted applicants may register for enrollment at any time up to three calendar years from the date of their pre-enrollment orientation. After that time, they must reapply.

An applicant has one year from the submission of the application form to complete the admissions process, which requires that the application submit all required documentation, pay the required, nonrefundable orientation fee, undergo the secondary assessment if required, and attend a pre-enrollment orientation workshop. If the application process is not completed within that year, the application expires.

Application for a Second Degree at the Same Level

A student seeking to earn a second Empire State College associate degree or a second Empire State College bachelor’s degree must complete the entire application process for the second degree. A second associate or a second bachelor’s degree plan must meet a significantly different educational objective from the first degree.

Reapplication to the College

Students who have engaged in matriculated enrollment may re-enroll up to three calendar years from the end date of their last enrollment. Students who wish to re-enroll after this time must reapply and satisfy all the requirements for admission in effect at that time.

An applicant denied admission to the college may reapply no earlier than one year after the most recent application date.

An individual who submitted an application but did not complete the admissions process within one year may submit a new application. The applicant must satisfy all the requirements for admission in effect at the time of submission of the re-application.

Joint/Dual Admissions

The college may enter an agreement with another college for joint admission (sometimes called dual admission), in which a student accepted in the partner college is also admitted to Empire State College contingent upon successful completion of the requirements of the partner college. In such agreements, Empire State College applies the same admissions requirements as for general admissions and may include additional requirements.

1. Subject to the approval of the vice president for academic affairs, deans and center directors will determine the eligibility of organizations for payment of accessory instruction according to two criteria:
   1. The organization must be generally recognized within the relevant academic or professional community as offering educational services comparable in level and quality to those offered by institutions eligible for cross-registration.
   2. The organization must be designed primarily for education and service to students rather than designed primarily for profit.
2. Payment can be made only for instructional services provided to students under a learning contract that will specify the amount and kind of credit of college-level learning.
3. Since Empire State College does not accredit educational organizations, an organization must accurately describe its relationship to the college.

Any group wishing to use the trademark(s) must receive written permission from the senior director of marketing. Such permission will set forth the name of the group, the nature of the use and restrictions regarding the standards and quality of the goods and services in connection with which the trademark(s) are used. The college reserves the right to approve samples showing the proposed use of the trademarked product or service prior to production and distribution.

The Empire State College trademarks should not be used in any manner suggesting advocacy or official position of the college regarding any issues including, but not limited to, political issues.

For further information to use the Empire State College trademarks, contact the senior director of marketing at 518-587-2100.

1. Acquisitions and Disposition of State Vehicles
   

   Decisions to acquire vehicles shall be made by the vice president for administration upon appropriate budgetary considerations and a determination of cost/benefit of a purchase in lieu of other options. Where appropriate and required, it is the college’s policy to purchase alternative fuel vehicles in accordance with the Governor’s Executive Order 111, Section V, and all acquisitions of state vehicles shall be subject to approval by SUNY. Vehicles will be traded in or surplused in accordance with state policies.

2. Use and Assignment of State Vehicles
   

   The college shall purchase (or lease) and maintain a vehicle for the exclusive and unrestricted use by the college president. The president is responsible for determining the personal use of the vehicle to determine the taxable benefit based upon IRS guidelines. The college shall provide a gas credit card and an E-ZPass associated with the vehicle for use by the president.

   A vehicle also may e available to college employees for temporary travel. Request for use of the fleet vehicle should be sent via email to the mail center supervisor at the Coordinating Center. A log will be maintained for the use of such vehicles, which shall at a minimum, list the driver, the destination and dates of travel, the specific purpose of the trip, the odometer reading and trip mileage. An E-ZPass associated with the vehicle is provided, and employees will be reimbursed for out-of-pocket fuel and service expenses. Personal use of such vehicle is prohibited.

   The college’s other vehicles are restricted for use in maintaining the facilities and mail delivery, and shall be assigned to specific individuals responsible for such duties. Personal use of such vehicles is prohibited.

3. All use of state vehicles must meet the following state requirements and restrictions:
   
   • operation of state vehicles must be in full compliance with all NY state laws
   • all eligible drivers must be employees of the college and have a valid driver’s license
   • smoking is prohibited in state vehicles
   • driving under the influence of drugs/alcohol is prohibited
   • possession and/or use of alcohol, illegal drugs or other intoxication substance in the vehicle is strictly prohibited
   • use of cellular phones without a hands-free cellular phone adaptor is prohibited.
4. Insurance and Accident Reporting
   

   All college state-owned vehicles are covered under a state automobile insurance policy. It is the responsibility of the Office of the Vice President for Administration to instruct the Bureau of Insurance at OGS to add the vehicle to the state’s fleet coverage upon acquisition. Accidents should be reported to the vice president for administration at 518-587-2100, ext. 2233 as soon as possible. It is also the driver’s responsibility to report (within 10  days) any accident occurring in New York state causing casualty, personal injury or damage exceeding $1,000 to the NYS Department of Motor Vehicles. A completed OGS MV-104 Motor Vehicle Accident Report, using Empire State College’s name and address as the agency’s vehicle owner, should be sent to:

   NYS Department of Motor Vehicles
   Accident Records Bureau
   P.O. Box 2925
   6 Empire State Plaza
   Albany, N.Y. 12220-0925

5. Maintenance of Vehicles
   

   The vehicles should be maintained in accordance with the manufacturer’s specifications. The Office of Central Services will be responsible for having all vehicles serviced.

6.  The Office of Central Services will maintain an inventory of all college state-owned vehicles.

   Approved: September 2006

Violations/Non-compliance

1. Reports of Web content that is in alleged violation of this policy will be investigated and handled in accordance with the college’s Web Presence Standards and Practices.
2. If Web content is found to be in violation of SUNY Empire State College’s Web policies or if traffic to a page has a negative impact on the operation of a SUNY Empire State College system, the college has the authority to remove the page without prior notice and/or refer the complaint for appropriate action. Page creators or authors who have their pages removed may appeal the decision to the vice president for integrated technologies in accordance with the SUNY Empire State College’s Web Presence Standards and Practices.
3. SUNY Empire State College complies with all New York state and federal disability regulations (including the Americans with Disabilities Act, as amended in 2008, and the Rehabilitation Act of 1973) and follows industry-standard Web accessibility guidelines (such as Section 508 of the Rehabilitation Act of 1973 and World Wide Web Consortium guidelines). Additional information is at http://www.esc.edu/disabilityservices. Interpretation of accessibility requirements, policies or related questions and concerns may be directed to the SUNY Empire State College Director of Collegewide Disability Services at Disability.Services@esc.edu, 800-847-3000, ext. 2201, or the New York State Relay Service at 800-421-1220.

Exceptions/Exemptions

Requests for exceptions/exemptions to this policy may be routed to the vice president for integrated technologies.

When the college has a formal partnership or contractual relationship with an external organization, such agreements commonly include provisions for evaluation of the program. When observation of instructional activity is part of a plan agreed to by the college and an external organization, the observation will be designed to avoid interference with instructional aims. Observations conducted for purposes of program evaluation will not be used in evaluation of individual faculty. Faculty and students or prospective students will be informed of such program evaluation plans at the outset of the program and will receive advance information about specific observational visits. When the college invites individuals to visit academic programs to introduce them to the college, the visitor will observe instructional activity only when such a visit is agreed to in advance by the faculty member, in consultation with students and the program administrator. If visitors offer unsolicited evaluative comments or written reports, these will not be considered in evaluation of the individual faculty member.

Individuals wishing to visit the college, e.g., community members, legislators, representatives of organizations with which the college has no formal relationship, should be referred to the appropriate administrator

College volunteers will not perform responsibilities generally assigned to employees represented by collective bargaining agreements. Examples of volunteer duties, as stated in the SUNY Volunteer Policy “include supervising of field experiences for students; assisting in museums, libraries, theaters, and laboratories; assisting in activities relating to fund raising and campus improvement projects; and serving as guides. Volunteers may also include the spouses of campus presidents who may be appointed as SUNY Associates.  An employee of a state or local government may not volunteer to his/her own agency services of the same type the employee is employed to perform.”

Properly appointed and recorded volunteers are covered under the Worker’s Compensation Law should they be injured while performing their volunteer duties. Such appointments require that the volunteers complete an oath of office.

Section 17 of the Public Officers Law provides that the NYS Attorney General will defend these volunteers should they become involved in litigation that pertains to an incident involving their volunteer duties as long as the volunteers did not intentionally engage in wrong doing. Properly appointed volunteers may also be granted permission to operate State vehicles and operate State equipment as required for fulfilling their volunteer duties. Volunteers are not covered by the Fair Labor Standards Act.

Responsibility and Authority

1. The vice president for communications and government relations is responsible for:
   1. coordinating all college information and publications and for assuring accuracy and consistency of college message and image. The vice president has responsibility for and authority over the content and appearance of all college webpages, College-affiliated webpages and publications
   2. creating, approving and maintaining SUNY Empire State College’s Publications Style Guide. The college Web manager,  director of collegewide Web marketing and Web Presence Advisory Committee shall provide assistance to the vice president for the web-related portions of this guide
   3. approving the portions of SUNY Empire State College’s Web Presence Standards and Practices that pertain to the college’s message and image
   4. ensuring due process with regard to reviewing alleged violations and enforcing noncompliance to this policy and related procedures
   5. chartering the Web Presence Advisory Committee and recruiting and appointing members which shall include the college Web manager as an ex officio non-voting member
2. The college Web manager is responsible for:
   1. working with the vice president for communications and government relations, the vice president for integrated technologies, the director of collegewide Web marketing, the Web Presence Advisory Committee, Office of Integrated Technology staff, and others as needed to ensure that the college Web presence supports and promotes the college mission
   2. stewardship of SUNY Empire State College’s Web Presence Standards and Practices. The college Web manager will consult with the vice president for communications and government telations, the vice president for integrated technologies, the director of collegewide Web marketing, the Web Advisory Committee and OIT staff regarding the development and maintenance of the Web Presence Standards and Practices
   3. monitoring college and college-affiliated webpages for compliance with the college’s Publications Style Guide, Web Presence Standards and Practices, Integrated Technologies Acceptable Use policy and other relevant college policies, taking appropriate steps necessary to ensure compliance
   4. overseeing the content review cycle – communicating with site stewards about upcoming review deadlines, removing content that has not been reviewed on time and restoring content once reviews are completed
   5. coordinating with the director of collegewide Web marketing and OIT staff  to monitor website content, quality and performance and assisting site stewards and administrators to improve the site content, quality, and performance
   6. ensuring that stewards have regular access to site and content analytics
   7. providing assistance to site stewards and administrators on Web development and support issues, including account access
   8. maintaining records of all assigned site stewards and administrators in a form that is available to college employees
   9. stewardship of the internal search function of the college’s Web presence;  providing guidance and help to site stewards and administrators related to the searchability of their content.
3. The director of collegewide Web mMarketing is responsible for:
   1. working with the director of communications, the college Web manager, the Web Presence Advisory Committee, OIT staff and others as needed to ensure that the Web presence supports and promotes the college mission
   2. search engine optimization (SEO) of the college’s public Web presence for external search engines;  the director of collegewide Web marketing shall have authority over the SEO of the college’s public Web presence
   3. stewardship of the college’s Web-based marketing activities
   4. analyzing and reporting the college’s Web-based marketing activities
   5. providing assistance to the director of communications and the college Web manager for pertinent sections of SUNY Empire State College’s Publications Style Guide and the Web Presence Standards and Practices.
4. The Web Presence Advisory Committee is responsible for:
   1. representing the concerns of key stakeholders in all matters related to the college’s Web presence
   2. proposing and reviewing appropriate policies, standards, guidelines and practices related to the college Web presence
   3. advising the vice president for communications and government relations, the vice president for integrated technologies, the director of collegewide Web marketing and the Web manager regarding issues related to the college’s Web presence.
5. Site stewards are responsible for:
   1. overseeing and approving the content of their designated Web pages
   2. ensuring the accuracy, timeliness and relevance of their designated Web pages
   3. appointing  site administrator(s) and subject matter expert(s)
   4. ensuring that their designated Web pages are in accordance with policy, standards, guidelines and best practices
   5. consulting as necessary with the college Web manager, director of collegewide Web marketing and/or director of communications regarding assigned Web content
6. Site administrators are responsible for:
   1. developing and maintaining the content of their assigned pages in accordance with policy, standards, guidelines and best practices   
   2. consulting as needed with subject matter experts and the site steward
   3. consulting as needed with the college Web manager, director of collegewide Web marketing and/or director of communications regarding assigned web content.  
7. Subject matter experts are responsible for ensuring the accuracy and currency of content in their assigned pages.

Applicability

1. This policy applies to:
   1. all members of the SUNY Empire State College community and governs all Web storage and communications systems utilizing the college network or college name space
   2. all college and college-affiliated webpages and electronic publications that meet this document’s definitions.
2. This policy does not apply to:
   1. pages that meet this document’s definition of Web-based instructional materials or individual webpages. However, such pages may, at the discretion of the creator or author, exhibit college-branded templates, the college name, symbols, emblems, logos, colors or seal. In so doing, these pages will be deemed as expressing the official voice of SUNY Empire State College and will be governed by this policy
   2. pages that meet this document’s definition of personal Web pages. Personal Web pages shall not exhibit the college-branded templates, the college name, symbols, emblems, logos, colors or seal, or recreate content or functionality provided by college or college-affiliated webpages or publications.

Violations/Non-compliance

1. Reports of Web content that is in alleged violation of this policy will be investigated and handled in accordance with the college’s Web Presence Standards and Practices.
2. If Web content is found to be in violation of SUNY Empire State College policies, or if traffic to a page has a negative impact on the operation of the SUNY Empire State College system, the college has the authority to remove the page without prior notice and/or refer the complaint for appropriate action. Site stewards who have their pages removed may appeal the decision to the vice president for communications and government relations in accordance with the college’s Web Presence Standards and Practices.
3. SUNY Empire State College complies with all New York state and federal disability regulations (including the Americans with Disabilities Act, as amended in 2008, and the Rehabilitation Act of 1973) and follows industry-standard Web accessibility guidelines (such as Section 508 of the Rehabilitation Act of 1973 and World Wide Web Consortium guidelines). Additional information can be found online at: http://www.esc.edu/disabilityservices. Interpretation of accessibility requirements, policies or related questions and concerns may be directed to the SUNY Empire State College director of collegewide disability services at Disability.Services@esc.edu, or 800-847-3000, ext. 2201, or the New York State Relay Service at 800-421-1220.

Exceptions/Exemptions

Requests for exceptions or exemptions to this policy shall be processed in accordance with the college’s Web Presence Standards and Practices. Requests must be in writing and routed to the vice president for communications and government relations with copies to the college Web manager and director of collegewide Web marketing. The requestor must provide supporting evidence for the exception or exemption. The vice president for communications and government relations will consult with the Web manager, director of collegewide Web marketing and Web Presence Advisory Committee about whether or not to grant the exception or exemption. Final authority for the decision about the exception or exemption rests with the vice president for communications and government relations.

Information Collected Automatically When You Visit this Website

When visiting this website, we automatically collect and store the following information about your visit:

• user client hostname: the hostname or Internet Protocol address of the user requesting access to a college website
• HTTP header, "user agent": the type of browser, its version, and the operating system on which the browser is running
• HTTP header, "referrer":  specifies the webpage from which the user accessed the current webpage
• system date: date and time of the user's request
• full request: exact request the user made
• status: status code the server returned to the user
• content length: content length, in bytes, of the document sent to the user
• method: request method used
• Universal Resource Identifier (URI): location of a resource on the server
• Query string of the URI: anything after the question mark in a URI
• protocol: transport protocol and the version used
• processing time: time, in milliseconds, it took for the server to process the request
• host header: hostname of the requested file, e.g., www.esc.edu
• cookies: name of any cookie used.

None of the above-mentioned information is deemed to constitute personal information by the Internet Security and Privacy Act.

In addition to the above-mentioned information, when you access a password-protected part of the website, your username is collected automatically.

All information that is collected automatically is used to improve our Web content, to investigate possible problems and in general to help us understand how you are interacting with our website. This information is collected for statistical analysis and to determine what information is of most and least interest to our users. The information is not collected for commercial purposes and the college does not sell or otherwise distribute the information collected from the website for commercial purposes.

Information Collected When You E-mail our Webmaster or Complete a Transaction

If you send an email to our Web mananger, your email address and the contents of your message are collected. These are used to respond to you, to address issues you identify, to improve this website or to forward your message to someone who can help you. We do not disclose your email address to any person or organization outside the college.

If you voluntarily complete an online form, the personal information you provide will be retained in a way that is appropriate to complete your transaction. We do not knowingly collect personal information from children under the age of 13 or create profiles of children under the age of 13. Caution: if you submit personal information in an email, the information will be treated as though it was submitted by an adult, and may, unless exempted from access by federal or state law, be subject to public access.

Cookies

Cookies are simple text files stored on your Web browser to provide a means of distinguishing among users of this website. The use of cookies is a standard practice among Internet websites. To better serve you, we may use persistent and/or session cookies to enhance or customize your visit to this website. Persistent and session cookies that are created automatically on the device you use to access this website do not contain personal information and do not compromise your privacy or security. We may use the cookie feature to store a randomly generated identifying tag on the device you use to access this website. A session cookie is normally erased during operation of your browser or when your browser is closed. Some Web browsers retain session cookies by default; you can adjust your browser settings to ensure that session cookies are deleted. A persistent cookie remains on your computer until you decide to delete it. We use persistent cookies on some parts of our website to gather nonpersonal statistical data when you visit our website.

The software and hardware you use to access the website allows you to refuse new cookies or delete existing cookies. Refusing or deleting these cookies may limit your ability to take advantage of some features of this website.

Information and Choice

As noted above, Empire State College does not collect any personal information about you unless you provide that information voluntarily by sending an email, responding to a survey, or completing an online form. You may choose not to send us an email, respond to a survey, or complete an online form. While your choice not to participate in these activities may limit your ability to receive specific services or products through this website, it will not normally have an impact on your ability to take advantage of other features of the website, including browsing or downloading information.

Disclosure of Information Collected Through This Website

The collection of information through this website and the disclosure of that information are subject to the provisions of the Internet Security and Privacy Act. Empire State College will only collect personal information through this website or disclose personal information collected through this website if the user has consented to the collection or disclosure of such personal information. The voluntary disclosure of personal information to Empire State College by the user, whether solicited or unsolicited, constitutes consent to the collection and disclosure of the information by Empire State College for the purposes for which the user disclosed the information to Empire State College, as was reasonably ascertainable from the nature and terms of the disclosure.

However, Empire State College may collect or disclose personal information without consent if the collection or disclosure is: 1. necessary to perform the statutory duties of Empire State College, or necessary for Empire State College to operate a program authorized by law, or authorized by state or federal statute or regulation; 2. made pursuant to a court order or by law; 3. for the purpose of validating the identity of the user; or 4. of information to be used solely for statistical purposes that is in a form that cannot be used to identify any particular person.

Further, the disclosure of information, including personal information, collected through this website is subject to the provisions of the Freedom of Information Law and the Personal Privacy Protection Law.

Empire State College may disclose personal information to federal or state law enforcement authorities to enforce its rights against unauthorized access or attempted unauthorized access to Empire State College’s information technology assets.

Retention of Information Collected Through this Website

The information collected through this website is retained by Empire State College in accordance with the records retention and disposition requirements of the New York State Arts and Cultural Affairs Law. Information on the requirements of the Arts and Cultural Affairs Law may be found at www.archives.nysed.gov/a/records/mr_laws_state.shtml. In general, the Internet services logs of Empire State College, comprising electronic files or automated logs created to monitor access and use of college services provided through this website, are retained in accordance with the records retention and disposition schedule established for the records of the Office of Educational Technology. Information, including personal information, that you submit in an email or when you complete a survey, registration form or order form is retained in accordance with the records retention and disposition schedule established for the records of the program unit to which you submitted the information. Information concerning these records retention and disposition schedules may be obtained through the Internet privacy policy contact listed in this policy.

Access to and Correction of Personal Information Collected Through this Website

Any user may submit a request to the Empire State College privacy compliance officer to determine whether personal information pertaining to that user has been collected through this website. Any such request shall be made in writing and must be accompanied by reasonable proof of identity of the user. Reasonable proof of identity may include verification of a signature, inclusion of an identifier generally known only to the user, or similar appropriate identification. The address of the privacy compliance officer is:

Privacy Compliance Officer
Empire State College
3 Union Avenue
Saratoga Springs, NY 12866

The privacy compliance officer shall, within five business days of the receipt of a proper request, provide access to the personal information; deny access in writing, explaining the reasons therefore; or acknowledge the receipt of the request in writing, stating the approximate date when the request will be granted or denied, which date shall not be more than 30 days from the date of the acknowledgment.

In the event that Empire State College has collected personal information pertaining to a user through the college website and that information is to be provided to the user pursuant to the user’s request, the privacy compliance officer shall inform the user of his or her right to request that the personal information be amended or corrected under the procedures set forth in section 95 of the Public Officers Law.

Confidentiality and Integrity of Personal Information Collected Through this Website

Empire State College is strongly committed to protecting personal information collected through this website against unauthorized access, use or disclosure. Consequently, Empire State College limits employee access to personal information collected through this website to only those employees who need access to the information in the performance of their official duties. Employees who have access to this information follow appropriate procedures in connection with any disclosures of personal information.

In addition, Empire State College has implemented procedures to safeguard the integrity of its information technology assets, including, but not limited to, authentication, monitoring, auditing and encryption. These security procedures have been integrated into the design, implementation and day-to-day operations of this website as part of our continuing commitment to the security of electronic content as well as the electronic transmission of information.

For website security purposes and to maintain the availability of the website for all users, Empire State College employs software to monitor traffic to identify unauthorized attempts to upload or change information or otherwise damage this website.

Disclaimer

The information provided in this privacy policy should not be construed as giving business, legal or other advice, or warranting as fail proof, the security of information provided through this website.

Contact Information

For questions regarding this Internet privacy policy, please email privacypolicy@esc.edu
or write
Privacy Compliance Officer
Empire State College
3 Union Avenue
Saratoga Springs, NY 12866