CONFIRMATION OF MATERIALS RECEIVED Quality Assessment ...

CONFIRMATION OF
MATERIALS RECEIVED
Quality Assessment Review
– Public Organizations –
Contact Person
Institution
Address
Dr. Thomas W. Fuhr
Director of Continuing Education
State University of New York College at Potsdam
44 Pierrepont Avenue
Potsdam, NY
Country
USA
Postal Code 13676
Kindly fill in your address and information requested. This page will be returned to you on
receipt of your application.
Subject :
Confirmation of materials received by the Postsecondary Education Quality
Assessment Board.
The Postsecondary Education Quality Assessment Board has received your application to the
Minister of Training, Colleges and Universities to offer a degree program or part thereof in the
Province of Ontario. As required under the Post-secondary Education Choice and Excellence
Act, the Board will assess this application in accordance with its guidelines and procedures and
forward its recommendations to the Minister for consideration.
Your application has been registered with the number
which should be used in all subsequent correspondence.
/
Yours faithfully,

NOMINATION TABLE
Name and Full Address
Dr. W. Gar White
Assistant Professor,
Queens Univ
P.O. Box 936
110 Oxford Street
Kemptville, ONT K0G1J0
Mr. Frank DiNoble
915 Tindle Court
RR #2
Peterborough, ONT K9J6X3
Mr. Alexander Saunders
1419 Margaret Crescent
Penetanguishene, ONT L9M
2B4
Tel:
Fax:
E-mail:
(613) 258-7974
(613) 258-9850
whitegs@cyberus.ca
(705) 292-8920
(705) 549-5559
terribrad@csolve.net
Academic
Credentials
PhD.
Psychopedagogy
M.Ed.
Psychopedagogy
B.A. and M. Ed.
M.S.
Ed.Counselling
and Ed Admin
Professional
Designations
Visiting Prof,
U. of Ottawa;
Acting Dean,
Queens Univ.
Retired
Superintendent
Director of
Education,
Haliburton
County Board
of Education
Nominee
accepted
organization’s
nomination
x Yes
o No
x Yes
o No
x Yes
o No
Arm’s length
from
organization
for past 7
years
x Yes
o No
x Yes
o No
x Yes
o No
- i -

Appendix 1.1
Submission Title Page
Full Legal Name of Organization: State University of New York College at Potsdam
Operating Name of Organization: SUNY College at Potsdam
Common Acronym of Organization (if applicable): SUNY Potsdam
URL for Organization Homepage (if applicable): www.potsdam.edu
Degree Level and Type to be awarded for program or part of program:
Master of Science in Teaching Degree
Proposed Degree Title: Master of Science in Teaching (Childhood Instruction)
Proposed Degree Nomenclature: M.S.T. in Childhood Instruction
Date of Submission: September 9, 2002
Contact Information:
Person Responsible for this Submission:*
Name/Title:
Dr. Thomas W. Fuhr
Director of Continuing Education
Full Mailing Address: 208 Raymond Hall
SUNY Potsdam
Potsdam, NY 13676
Telephone: (800) 458-1142
Fax: (315) 267-3088
E-mail:
fuhrtw@potsdam.edu
*The person who is the primary contact for the submission on matters pertaining to proposal
content and communications from the Postsecondary Education Quality Assessment Board.
If different from above,
Name/Title of Site Visit Coordinator:*
Full mailing Address:
Telephone:
Fax:
E-mail:
*This person will be the organization's liaison for coordinating the site visit.
- ii -

Appendix 1.2
Table of Contents
NOMINATION TABLE ......................................................................................................................i
Appendix 1.1 Submission Title Page .................................................................................ii
Appendix 1.2 Table of Contents........................................................................................iii
Appendix 2.1 Executive Summary.................................................................................... 1
Appendix 3.1 Program Abstract........................................................................................ 5
Appendix 4.1 Program Degree Level Standard Summary ............................................... 6
Appendix 5.1.1 Table & Policy: Program Admissions Requirements ................................. 8
Appendix 5.1.2 Admission Policies and Procedures for Mature Students........................ 10
Appendix 5.1.3 Admission Policies, (including Entrance Examinations Policy and Prior
Learning Assessment Policy) ................................................................... 11
Appendix 5.2 Table: Promotion and Graduate Requirements Policy............................. 12
Appendix 6.1.1 Program Development Advisory Committee Membership....................... 13
Appendix 6.1.2 Minutes of Program Development Advisory Committee .......................... 14
Appendix 6.2.1 Current Professional/Accreditation or other Requirements ..................... 15
Appendix 6.2.2 Letters of Support: Professional/Accreditation or other Requirements ... 24
Appendix 6.3.0 Program Comparison Statement.............................................................. 26
Appendix 6.3.1 Program Comparison Tables.................................................................... 27
Appendix 6.4 Table: Program Level Learning Outcomes .............................................. 30
Appendix 6.5.1 Questions & Table: Program Hour/Credit Conversion Justification......... 44
Appendix 6.5.2.A Table: Academic Course Schedule - Baccalaureate Full Time Studies. 45
Appendix 6.5.2.B Table: Academic Course Schedule - Baccalaureate Part Time Studies 46
Appendix 6.5.3.A Table: Academic Course Schedule - Graduate Full Time Studies ......... 47
Appendix 6.5.3.B Table: Academic Course Schedule - Graduate Part Time Studies ........ 48
Appendix 6.6.1 Table: Course Descriptions ...................................................................... 49
Appendix 6.6.2 Table: Course Outlines............................................................................. 53
Appendix 6.6.3 Table: Online Course Information........................................................... 110
Appendix 6.7.1 Table: Work/Internship Experience Outcomes....................................... 111
Appendix 6.7.2 Table: Work Experience/Internship Commitments................................. 122
Appendix 7.1 Course/Requirement Delivery Policies................................................... 123
Appendix 7.2.1 Policy on Student Feedback................................................................... 125
Appendix 7.2.2 Student Feedback: Criteria and Instruments.......................................... 126
Appendix 7.3 Academic Community............................................................................. 128
Appendix 8.1 Legal Characteristics .............................................................................. 129
Appendix 8.2.1 Governance and Administrative Structure ............................................. 132
Appendix 8.2.2 Responsibilities of Governing Bodies..................................................... 133
Appendix 8.2.3 Organization Chart.................................................................................. 147
Appendix 8.2.4 Coordinated Business and Academic Plans
support Program Quality......................................................................... 150
Appendix 8.3 Administrative Staff................................................................................. 152
Appendix 8.4 Curriculum Development & Decision-making: Curriculum,
Academic Policies and Standards.......................................................... 153
Appendix 8.5.1 Curriculum Vitae for Faculty responsible for Teaching
and/or Program Development ................................................................ 156
Appendix 8.5.2 Curriculum Vitae for Program Development Consultants ...................... 168
Appendix 8.5.3 Curriculum Vitae for Faculty Responsible for Thesis/Dissertation
Supervision ............................................................................................. 169
Appendix 8.5.4 Curriculum Vitae for On-Line Learning Professional
and Technical Staff ................................................................................. 170
- iii -

Appendix 8.5.5 Curriculum Vitae Release Form ............................................................. 171
Appendix 8.6 Policies on Faculty.................................................................................. 172
Appendix 8.7 Enrollment Projections and Staffing Implications................................... 176
Appendix 8.8 Table: Library Resources........................................................................ 177
Appendix 8.9 Table: Computer Access ........................................................................ 178
Appendix 8.10 Table: Classroom Space ........................................................................ 179
Appendix 8.11 Table: Labs/Equipment........................................................................... 180
Appendix 8.12 Resource Renewal and Up-grade Plans................................................ 181
Appendix 8.13 Support Services..................................................................................... 182
Appendix 8.14 Program Appropriateness....................................................................... 183
Appendix 9.1 Program Design and Credential Recognition......................................... 184
Appendix 9.2 Consultation ............................................................................................ 185
Appendix 10.1.1 Current Regulatory or Licensing Requirement....................................... 186
Appendix 10.1.2 Letters of Support from Regulatory/Licensing Body(ies) ....................... 222
Appendix 11.1 Periodic Review Policy and Schedule.................................................... 224
Appendix 12.1.1 Academic Freedom Policy...................................................................... 226
Appendix 12.1.2 Academic Honesty Policy ....................................................................... 227
Appendix 12.1.3 Information and Compliance Plan .......................................................... 229
Appendix 12.2 Intellectual Products Policy..................................................................... 230
Appendix 12.3 Ethical Research Practices Policy.......................................................... 231
Appendix 13.1 Student Recruitment Policies ................................................................. 232
Appendix 13.2 Academic Calendar Information ............................................................. 233
Appendix 13.3.1(a)
The resolution of students' academic appeals, complaints,
grievances, and/or other disputes .......................................................... 234
Appendix 13.3.1(b) Payment schedule of fees and charges ................................................. 237
Appendix 13.3.1(c) Student complaints and grievances ....................................................... 238
Appendix 13.3.1(d) Student dismissal.................................................................................... 241
Appendix 13.3.1(e) Withdrawals and refunds ........................................................................ 242
Appendix 13.3.2 Student policy Awareness - Verification Instrument............................... 243
Appendix 14.1 Student Transcript Protection ................................................................. 244
Appendix 14.2.1 Plan for Record Management................................................................. 245
Appendix 14.2.2 Plan for 75-year Accessibility ................................................................. 246
Appendix 14.2.3 Plan for Weekly Record Back-up............................................................ 247
Appendix 14.2.4 Accuracy of e-records............................................................................. 248
Appendix 14.3.1 Third-Party Record Keeper..................................................................... 249
Appendix 14.3.2 Verification of Agreement ....................................................................... 250
Appendix 14.4 Minister's Applicant Acknowledgement and Agreement........................ 251
Appendix 15.1 Other Related Information ...................................................................... 253
- iv -

Appendix 2.1
Executive Summary
Proposed Program Title:
Proposed Credential Nomenclature:
M.S.T. Childhood Instruction Program
Provisional Teacher Certification
Specify Discipline/Field of Study:
Education
Is a work experience/work placement
term required for Degree completion Yes£ No
Anticipated Program Start Date: Fall, 2003
Institution History:
Teacher education has been a part of the fabric of SUNY Potsdam since its beginnings
in 1816 as the St. Lawrence Academy, informally preparing its students to serve as masters and
mistresses in local schools. In 1828, Asa Brainerd, the preceptor of the young academy focused
the mission on the quality preparation of teachers. He spared no effort in developing a
curriculum for this purpose, which focused on building subject knowledge—as well as the
pedagogical skills for communicating that knowledge—through demonstration in addition to
lecture. When the “Teacher Department” was formally established in 1834, it offered students a
three-year teacher preparation program, which included practical experience in area schools as
an integral part of the curriculum. This program of studies provided a model for programs
throughout the state.
In 1868, St. Lawrence Academy became the Potsdam Normal School, one of the first
five schools of this nature to be commissioned by the State of New York. “The Normal” was led
by Dr. Malcolm MacVicar during this important period and focused on intellectual rigor with
development of sound teaching methods and practice. Throughout its history, the college has
been guided by the awareness that content and methods are equally important to the
preparation of quality teachers.
In 1942, the Normal School was converted to the Potsdam State Teachers College,
awarding the Bachelor of Education degree. In 1948, the College’s name changed, and the
institution became affiliated with the State University of New York. However, through it all,
SUNY Potsdam’s mission has been unwavering: preparing quality teachers who are well
grounded in the disciplines they are to teach as well as skillful in delivering instruction. Since its
founding, the College has realized that teachers are best prepared by combining college
courses in disciplinary knowledge and pedagogy with application experiences in area schools.
Today, SUNY Potsdam is a comprehensive four-year college with over 4,200 students,
committed to its historic mission of providing programs in liberal arts, music performance and
teacher education at both the undergraduate and graduate levels. While SUNY Potsdam is
primarily a teaching rather than a research institution, academic faculty members are expected
to engage in scholarly activity. The College has SUNY’s oldest teacher education program and
is its oldest institution. About 55% of the College’s students come from the North Country of
New York State—a region comprised of the Adirondack Mountains, the St. Lawrence River
Valley and the Mohawk Nation of Akwesasne.
- 1 -

In 1999 the State of New York required all of its teacher education programs to be
revised and re-registered. As part of that process the SUNY Potsdam Teacher Education
Faculty revisited the mission statement and developed a conceptual framework organized
around three main themes.
• Well Educated Citizen
• Reflective Practitioner
• Principled Educator
Well Educated Citizen
SUNY Potsdam believes that the full college community must be involved in preparing
teachers to meet the needs of today's elementary and secondary school students. All students
at the College complete a general education program which is committed to developing critical
thinkers, problem solvers, and graduates who have the ability to organize thought and
communicate effectively in written and oral form. Supported by faculty from all three schools at
the College, the General Education Program seeks to provide students with a deep and broad
understanding of history and our social and political institutions; an understanding of the impact
of science and technology on our lives; experience in creating and appreciating the arts; and an
intercultural understanding that is now essential for members of our interactive and intercultural
world. (SUNY Potsdam Catalog, 2001, p.64) Learning to use technology as a research,
analysis, and communication tool during their years at SUNY Potsdam, our students will be
prepared to maintain their technical skills throughout their lifetime.
Reflective Practitioner
Becoming a good teacher requires more than completing an excellent liberal arts
education (Ball, 1990; Darling-Hammond, Wise & Klein, 1995; Holmes, 1994). Teacher
education research shows that liberally educated college students do not necessarily acquire
the knowledge, insight, and imagination essential for good teaching. Instead, as argued by
Linda Darling-Hammond (1987), good teaching "requires knowledge of and insight into the
minds of students, and relentless imagination in forging connections that will make
understanding the possession of the learner, not just the teacher. Such knowledge, insight and
imagination … must be developed and nurtured through careful and disciplined inquiry, practice
and reflection."
However, "teachers learn best by studying, doing, reflecting; by collaborating with other
teachers; by looking closely at students and their work; and by sharing what they see." (Darling-
Hammond, 1998) Carefully developed sequences of education courses and field-based
programs provide these best learning experiences for preservice and inservice teachers at
SUNY Potsdam. Working closely with our pre-K-12 school partners, essential experiential
opportunities are developed to help teachers connect the theoretical and experiential aspects of
teaching. Program advisory groups made up of SUNY Potsdam faculty and alumni and faculty
and administrators from our pre-K - 12 school partners inform and advise all of our teacher
education programs.
Graduates of SUNY Potsdam's teacher education programs build their understanding of
best teaching practices by focusing on the following four areas:
1. Diverse learning and developmental needs of students.
Understanding how children and adolescents develop and learn is essential for
successful teaching.
2. Curriculum, Instruction, and Assessment.
Effective curriculum development, instructional planning and provision for informal and
formal means of assessment are central to good teaching. Using research-based models of
curriculum and instruction, SUNY Potsdam graduates develop curricular and instructional plans
based on the needs of their students, the subject matter and its disciplinary structures, and state
and local standards.
- 2 -

3. Learning environment for all students.
"In the kind of country we are and aspire to be, teaching and learning for understanding
cannot be rationed to a few" (Holmes Group, 1990, p.29). Graduates of SUNY Potsdam teacher
education programs will create classrooms where "everybody's children participate in making
knowledge and meaning--where each child is a valued member of a community of learning"
(Holmes Group, 1990, p.29). Using effective, research-based instructional and behavioral
management strategies, graduates of SUNY Potsdam's teacher education programs will
develop learning environments that encourage self-discipline, self-advocacy, self-esteem, and
self-reflection in their students.
4. Reflective teaching leading to educational reform.
"Accomplished teachers contribute to the effectiveness of the school by working
collaboratively with other professionals on instructional policy, curriculum development and staff
development. They can evaluate school progress and the allocation of school resources in light
of their understanding of state and local educational objectives. They are knowledgeable about
specialized school and community resources that can be engaged for their students' benefit,
and are skilled at employing such resources as needed." (NPBTS, 1989)
Principled Educator
Teachers are role models for their students. It is therefore imperative that they be
professionally ethical and maintain a high level of competence and integrity in practicing their
profession. The teacher education programs at SUNY Potsdam are committed to developing
teachers that have the values and dispositions to influence positively the lives of all of their
students.
M.S.T. in Childhood Instruction Program
This program is designed for students who already have completed an undergraduate
liberal arts degree and have now decided to prepare for a career in elementary education.
These students are expected to have a similar academic background to graduates of the SUNY
Potsdam undergraduate teacher preparation program with a breadth of academic preparation in
the common teaching subject areas and depth in at least one of those subject areas. Students
with deficiencies in academic preparation are required to take additional work to strengthen their
preparation for teaching. The program, firmly based on the institution’s conceptual framework
for the preparation of teachers, requires all students to meet all assessment standards.
The program is a combination of pedagogical course work and field-based activities
preparing students to meet the challenges of modern elementary school classrooms with a
diverse student population and a full range a academic abilities and experiences. The
curriculum gives students increasing exposure and responsibility within the school setting based
on the learning standards of the district and province. Among its strengths are the
interrelationship between the courses and extensive field experiences where students have the
opportunity to work in ‘real’ classroom settings and apply pedagogical knowledge and teaching
strategies developed through content study.
References
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher
education. Elementary School Journal 90, 449-466.
Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational
Leadership. 55(5).
Darling-Hammond, L., Wise, A., and Klein, S. (1995). A license to teach: Building a profession
for the 21st century schools. Boulder, CO: Westview Press.
Darling-Hammond, L. (1987). Schools for tomorrow's teachers. In Soltis, J.(Ed.) Reforming
Teacher Education : The Impact of the Holmes Group Report. New York : Teachers
College Press.
- 3 -

Holmes Group. (1990). Tomorrow's Schools. Lansing, MI: Author.
Holmes Group. (1995). Tomorrow's School of Education. Lansing, MI: Author.
National Commission on Teaching and America's Future (1996). What Matters Most : Teaching
for America's Future. Woodbridge, VA : Author.
National Board of Professional Teacher Standards. (1989) What Teachers Need to Know and
Do. Available on the World Wide Web: http://www.nbpts.org. Downloaded January 12,
2001.
New York State Education Department. (1994). Learning-Centered Curriculum and Assessment
for New York State. Albany, New York : Author
New York State Education Department. (1999). Section 52.21 of the Regulations of the
Commissioner of Education . Albany, NY : Author.
Robinson, L. (2001). From the Director. The Newsletter. Division of Multicultural Affairs : SUNY
Potsdam.
Ross, D. (1990). Programmatic structures for the preparation of reflective teachers. In Clift, R.;
Houston, W.; Pugach, M; Eds. (1990) Encouraging Reflective Practice in Education : An
Analysis of Issues and Programs. New York : Teachers College Press.
SUNY Potsdam (2000). State University of New York at Potsdam Undergraduate Catalog 2001-
2001 : Author.
Zeichner, K. M. (1993). Educating teachers for diversity. East Lansing, MI: National Center for
Research on Teacher Learning.
- 4 -

Appendix 3.1
Program Abstract
The program will prepare individuals who already hold a Baccalaureate degree in
an appropriate liberal arts area with the necessary knowledge and skills to be a
successful beginning elementary school teacher in the Province of Ontario. The
program will include graduate-level course work in Foundations of Education, Content
Pedagogy, Reading/Literacy, Classroom Management, Special Education and both a
field-based practicum and a full semester of student teaching. Upon completion of the
program, graduates will be qualified for initial elementary teacher certification and
employment in the elementary schools of Ontario. Graduates will also be qualified for
advanced graduate work in teacher education.
- 5 -

Appendix 4.1
Program Degree Level Standard Summary
Program Level Learning Outcomes
1. Development, Learning and Motivation--Candidates know, understand, and use the
major concepts, principles, theories, and research related to development of children and
young adolescents to construct learning opportunities that support individual students’
development, acquisition of knowledge, and motivation
2. Central concepts, tools of inquiry, and structures of content--Candidates know,
understand, and use the central concepts, tools of inquiry, and structures of content for
students across the K-6 grades and can create meaningful learning experiences that
develop students’ competence in subject matter and skills for various developmental levels;
3. English language arts—Candidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use concepts from reading,
language and child development, to teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their developing skills to many
different situations, materials, and ideas;
4. Science—Candidates know, understand, and use fundamental concepts in the subject
matter of science—including physical, life, and earth and space sciences—as well as
concepts in science and technology, science in personal and social perspectives, the
history and nature of science, the unifying concepts of science, and the inquiry processes
scientists use in discovery of new knowledge to build a base for scientific and technological
literacy;
5. Mathematics—Candidates know, understand, and use the major concepts, procedures,
and reasoning processes of mathematics that define number systems and number sense,
geometry, measurement, statistics and probability, and algebra in order to foster student
understanding and use of patterns, quantities, and spatial relationships that can represent
phenomena, solve problems, and manage data
6. Social studies—Candidates know, understand, and use the major concepts and modes of
inquiry from the social studies—the integrated study of history, geography, the social
sciences, and other related areas —to promote elementary students’ abilities to make
informed decisions as citizens of a culturally diverse democratic society and interdependent
world;
7. The arts—Candidates know, understand, and use—as appropriate to their own
understanding and skills—the content, functions, and achievements of dance, music,
theater, and the several visual arts as primary media for communication, inquiry, and
insight among elementary students;
8. Health education—Candidates know, understand, and use the major concepts in the
subject matter of health education to create opportunities for student development and
practice of skills that contribute to good health
9. Physical education—Candidates know, understand, and use—as appropriate to their own
understanding and skills—human movement and physical activity as central elements to
foster active, healthy life styles and enhanced quality of life for elementary students
10. Connections across the curriculum—Candidates know, understand, and use the
connections among concepts, procedures, and applications from content areas to motivate
elementary students, build understanding, and encourage the application of knowledge,
skills, and ideas to real world issues.
- 6 -

11. Integrating and applying knowledge for instruction—Candidates plan and implement
instruction based on knowledge of students, learning theory, subject matter, curricular
goals, and community
12. Adaptation to diverse students--Candidates understand how elementary students differ
in their development and approaches to learning, and create instructional opportunities that
are adapted to diverse students
13. Development of critical thinking, problem solving, performance skills--Candidates
understand and use a variety of teaching strategies that encourage elementary students’
development of critical thinking, problem solving, and performance skills;
14. Active engagement in learning--Candidates use their knowledge and understanding of
individual and group motivation and behavior among students at the K-6 level to foster
active engagement in learning, self motivation, and positive social interaction and to create
supportive learning environments;
15. Communication to foster collaboration—Candidates use their knowledge and
understanding of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the elementary classroom
16. Assessment for instruction--Candidates know, understand, and use formal and informal
assessment strategies to plan, evaluate and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each elementary
student
17. Practices and behaviors of developing career teachers—Candidates understand and
apply practices and behaviors that are characteristic of developing career teachers;
18. Reflection and evaluation—Candidates are aware of and reflect on their practice in light
of research on teaching and resources available for professional learning; they continually
evaluate the effects of their professional decisions and actions on students, parents, and
other professionals in the learning community and actively seek out opportunities to grow
professionally
19. Collaboration with families—Candidates know the importance of establishing and
maintaining a positive collaborative relationship with families to promote the academic,
social and emotional growth of children;
20. Collaboration with colleagues and the community—Candidates foster relationships with
school colleagues and agencies in the larger community to support students’ learning and
well-being.
- 7 -

Appendix 5.1.1
Academic
Table & Policy: Program Admissions Requirements
Program Admission Requirements
1. Submission of an official transcript of an earned baccalaureate
degree in an appropriate academic discipline from an
accredited college or university.
2. A minimum undergraduate GPA of 2.75 (on a 4.0 scale) in the
most recent 60 semester hours of undergraduate study.
3. Applicant’s undergraduate work must include a minimum of the
following with a GPA of at least 2.0 (on a 4.0 scale) in each: *
• Artistic Expression (3 cr) – course work related to
Dance, Music, Theater, and Visual Arts.
• Communications (6 cr) – course work related to
listening/reading/writing (composition)/speaking (public)/
information retrieval/critical analysis, expression, and
evaluation.
• Concepts in History (3 cr) course work related to
American History/ World History/ New York State
History.
• Humanities (3 cr) course work related to Children’s
Literature.
• Language Other Than English (6 cr) course work
related to Modern Languages.
• Mathematical Processes (6 cr) course work related to
Reasoning, Number and numeration, Operations,
Modeling/Multiple Representation, Measurement,
Uncertainty, Patterns/Functions
• Pedagogical Knowledge (3 cr) course work related to
human development processes in childhood.
• Science Processes (6 cr) course work related to
Physical and Life Sciences.
• Social Studies (6 cr) course work related to Economics,
Geography, Civics, Citizenship, and Government.
• Technology (3 cr) course work related to Engineering
Design, Tools, Resources and Technological
Processes, Computer Technology, Technological
Systems, History and Evaluation Impact, Management.
* Individuals deficient in one or more subject areas must take
appropriate course work to fulfill requirements prior to
graduation.
- 8 -

Related Work/Volunteer
Experience
Other (e.g. portfolio,
specialized testing,
interview, G.R.E. etc.)
None required for admission, but appropriate experiences are
highly desirable.
1. Foreign Student Application for Graduate Study, including a
Letter of Intent expressing professional goals applied to the
program.
2. Three letters of recommendation about academic and teaching
potential.
3. A satisfactory score on the Liberal Arts and Sciences Test
(LAST) portion of the New York State Teacher Certification
Exam.
4. A non-refundable processing fee of $50 (US).
- 9 -

Appendix 5.1.2
Admission Policies and Procedures for Mature Students
Admission to SUNY Potsdam’s Master of Science in Teaching by mature students does not
include the administration of any assessment instrument. The admission requirements are as
listed in Appendix 5.1.1, including:
1. Submission of an official transcript of an earned baccalaureate degree in an appropriate
academic discipline from an accredited college or university;
2. A minimum undergraduate GPA of 2.75 in the most recent 60 semester hours of
undergraduate study (based on a scale of A=4.0);
3. Letter of Intent written by the applicant expressing professional goals as applied to the
program;
4. Submission of three letters of recommendation, including at least one which focuses on
teaching potential and at least two from previous professors which focus on academic
ability.
5. Successful completion of prerequisite academic courses.
- 10 -

Appendix 5.1.3
Admission Policies, (including Entrance Examinations Policy and
Prior Learning Assessment Policy)
SUNY Potsdam does not require entrance examinations for this program, nor does it accept
advanced placement credit based on prior learning assessments.
- 11 -

Appendix 5.2
Table: Promotion and Graduate Requirements Policy
Program Requirement
Courses in Disciplines
Outside the Main Field(s) of
Study
Promotion
2.0 GPA (on 4.0 scale) for
undergraduate prerequisite
courses
Level of Achievement
Graduation
2.0 GPA (on 4.0 scale) for
undergraduate prerequisite
courses
Courses in Disciplines Within
the Main Field(s) of Study 3.0 GPA (on 4.0 scale) 3.0 GPA (on 4.0 scale)
Other, please specify (e.g. ,
work placement/internship) Internship (Pass/Fail) Internship (Pass)
Other, please specify (e.g.,
thesis)
Other, please specify (e.g.,
research paper)
Other, please specify (e.g.,
laboratories)…etc.
New York State Teacher
Certification Exams
(Pass/Fail)
New York State Teacher
Certification Exams (Pass)
Overall Achievement 3.0 GPA (on 4.0 scale) 3.0 GPA (on 4.0 scale)
Grade-point-averages are based on the following SUNY Potsdam grading system:
(Modified 8/1/02 for Implementation in the Fall 2002 Semester)
Allowable numerical grades for graduate courses:
4.0, 3.7, 3.3, 3.0, 2.7, 2.3, 2.0, 0.0.
NEW YORK STATE TEACHER CERTIFICATION EXAMS (NYSTCE):
The NYSTCE consists of four separate examinations offered four times each year:
• The Liberal Arts and Sciences Test (L.A.S.T.) is required prior to student teaching and for
provisional certification.
• The Written Assessment of Teaching Skills (ATS-W) is required for the awarding of the
degree and for provisional certification.
• The Content Specialty Test (CST) is required for permanent certification.
• The Performance Assessment of Teaching Skills (ATS-P) is required for permanent
certification.
- 12 -

Appendix 6.1.1
Program Development Advisory Committee Membership
Not Applicable
- 13 -

Appendix 6.1.2
Minutes of Program Development Advisory Committee
Not Applicable
- 14 -

Appendix 6.2.1
Current Professional/Accreditation or other Requirements
Association for Childhood Education International
Program Standards
DEVELOPMENT, LEARNING AND MOTIVATION
1. Development, Learning and Motivation--Candidates know, understand, and use the major
concepts, principles, theories, and research related to development of children and young
adolescents to construct learning opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
In GRED 607 – Foundations of Education (B-6) and each of the other courses of the program,
candidates for childhood instruction learn to base their teaching and related professional
responsibilities on a thorough understanding of developmental periods of childhood and early
adolescence. In curriculum planning, instruction, and assessment of student learning, they learn
to consider, accommodate, and integrate the physical, social, emotional, cognitive, and linguistic
developmental characteristics of children and young adolescents. Candidates are taught to
draw on developmental knowledge to plan curriculum that is achievable but also challenging for
children at various developmental levels. They are expected to develop an in-depth knowledge
of child and young adolescent development and learning to understand students' abilities,
interests, individual aspirations, and values, so they may adapt curriculum and teaching to
motivate and support student learning and development. Candidates for elementary teaching
are expected to learn that differences among cultures and social groups are important and
affect learning. They learn to recognize when an individual student’s development differs from
typical developmental patterns and how to collaborate with specialists to plan and implement
appropriate learning experiences that address individual needs. Candidates are expected to
understand that all children can learn when developmental factors are recognized, respected,
and accommodated, and later demonstrate that knowledge in their practicum and student
teaching. In addition, they learn to consider diversity an asset and respond positively to it.
CURRICULUM
2a. Central concepts, tools of inquiry, and structures of content--Candidates know, understand,
and use the central concepts, tools of inquiry, and structures of content for students across the
K-6 grades and can create meaningful learning experiences that develop students’ competence
in subject matter and skills for various developmental levels;
Preservice elementary teachers must be generalists, with study and experiences in all areas of
the curriculum. Upon completion of the program, candidates will be prepared to organize and
implement a variety of proven instructional strategies in language arts, mathematics, science,
social studies, health, physical education and the visual and performing arts in the manner that
meets individual and developmental learning differences. Through out the program, candidates
are exposed to the role of the teacher within the dynamics of curriculum change and
improvement and are prepared to collaborate with other professionals in this important task.
As a prerequisite to the program, candidates must have a general knowledge of central
concepts in the following curriculum areas: English/language arts, science, mathematics, social
studies, the arts, health education, and physical education. Candidates also must know a
variety of tools of inquiry related to subject matter content. Further, candidates are required to
- 15 -

know how the subject matter is structured (i.e., organized) and can identify major concepts and
principles that support K-6 curriculum.
As part of the program, candidates learn to develop, organize, implement, and reflect upon
instruction that provides connections across curriculum areas representing the major concepts,
varied tools of inquiry, and structures (i.e., organization) appropriate to the subject matter in:
English/language arts, science, mathematics, social studies, the arts, health education, and
physical education. In the practicum (GRED 664 – Practicum in Childhood Education) and
student teaching (GRED 613 – Teaching Internship, GRED 696 – Elementary Student
Teaching), candidates demonstrate and use a variety of meaningful (i.e., engaging, real,
relevant to learner, and important to content) experiences to help K-6 students develop their
knowledge and skills
2b. English language arts—Candidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use concepts from reading, language
and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills
and to help students successfully apply their developing skills to many different situations,
materials, and ideas;
In GRED 558 – Literacy I: Methods (Childhood) and GRED 559 – Literacy II: Methods
(Childhood) candidates develop the fundamentals of teaching English Language Arts. They
model effective use of English, including its syntax, lexicon, history, varieties, literature, and oral
and written composing processes. Candidates learn how elementary children develop and learn
to read, write, speak, view, and listen effectively. They use their knowledge and understanding
of language, first and second language development, and the language arts to design
instructional lessons, units and strategies that build on students' experiences and existing
language skills and result in their students becoming competent, effective users of language.
Candidates learn to teach students to read competently and encourage students' enjoyment of
reading through multiple instructional strategies, technologies, and a variety of language
activities. They learn to teach children to read with a balanced instructional program that
includes an emphasis on use of letter/sound relationships (phonics), context (semantic and
syntactic), and text that has meaning for students. In addition, candidates learn to teach
students a variety of strategies to monitor their own reading comprehension. They also become
familiar with, able to use, and recommend to students many reading materials based on
different topics, themes, and a variety of situations and consisting of different types, including
stories, poems, biography, non-fiction, many categories of literature written for children, and
texts from various subject areas.
As a part of teaching students how to read in the practicum (GRED 664 – Practicum in
Childhood Education) and student teaching (GRED 613 – Teaching Internship, GRED 696 –
Elementary Student Teaching), candidates encourage elementary students’ understanding of
their individual responses to what they read and sharing those responses. They help students
think critically about what they read. Candidates provide both instruction in and opportunities for
elementary students to develop effective writing and speaking skills so that they can
communicate their knowledge, ideas, understanding, insights, feelings, and experiences to
other students and to parents, teachers, and other adults. They provide their students with many
different writing and speaking experiences in order to teach the skills of writing and speaking.
They enable students to explore the uses of different types of writing and speaking with different
audiences and in different situations. Candidates help students develop their capacities to listen
so that they understand, consider, respond to, and discuss spoken material, including nonfiction,
stories, and poems.
- 16 -

Candidates learn what preconceptions, error patterns, and misconceptions they may expect to
find in students' understanding of how language functions in communication, and they learn how
to help students correct their misunderstandings of the development and uses of language. In
both the practicum and student teaching experiences, candidates use formative and summative
assessment to determine the level of students' competence in their understanding of and use of
language. They use the results of such assessment to plan further instruction.
2c. Science—Candidates know, understand, and use fundamental concepts in the subject
matter of science—including physical, life, and earth and space sciences—as well as concepts
in science and technology, science in personal and social perspectives, the history and nature
of science, the unifying concepts of science, and the inquiry processes scientists use in
discovery of new knowledge to build a base for scientific and technological literacy;
From the prerequisite science courses and GRED 566 – Elementary Science: Content and
Methods, candidates develop a broad general understanding of science and they learn to teach
elementary students the nature of science, and the content and fundamentals of physical, life,
earth and space sciences, and their interrelationships. They become familiar with, and teach,
the major concepts and principles that unify all scientific effort and that are used in each of the
science disciplines: (1) systems, order, and organization; (2) evidence, models, and
explanation; (3) change, constancy, and measurement; (4) evolution and equilibrium; and (5)
form and function. Candidates learn how to engage elementary students in the science inquiry
process that involves asking questions, planning and conducting investigations, using
appropriate tools and techniques to gather data, thinking critically and logically about
relationships between evidence and explanations, constructing and analyzing alternative
explanations, and communicating scientific arguments and explanations. They learn to
introduce students to understandings about science and technology and to distinctions between
natural objects and objects made by humans by creating experiences in making models of
useful things, and by developing students’ abilities to identify and communicate a problem, and
to design, implement, and evaluate a solution. They learn common naive theories and
misconceptions most children have about scientific and technological phenomena and learn to
help children build understanding. Candidates learn the use of assessment through diverse
data-collection methods as ways to inform their teaching and to help students learn scientific
inquiry, scientific understanding of the natural world, and the nature and utility of science.
2d. Mathematics—Candidates know, understand, and use the major concepts, procedures, and
reasoning processes of mathematics that define number systems and number sense, geometry,
measurement, statistics and probability, and algebra in order to foster student understanding
and use of patterns, quantities, and spatial relationships that can represent phenomena, solve
problems, and manage data;
In GRED 565 – Elementary Mathematics: Content and Methods, candidates learn to teach
elementary students to explore, conjecture, and reason logically using various methods of proof;
to solve non-routine problems; to communicate about and through mathematics by writing and
orally using everyday language and mathematical language, including symbols; to represent
mathematical situations and relationships; and to connect ideas within mathematics and
between mathematics and other intellectual activity. They learn to help students understand and
use measurement systems (including time, money, temperature, two and three dimensional
objects using non-standard and standard customary and metric units); explore pre-numeration
concepts, whole numbers, fractions, decimals, percents and their relationships; apply the four
basic operations (addition, subtraction, multiplication, and division) with symbols and variables
- 17 -

to solve problems and to model, explain, and develop computational algorithms; use geometric
concepts and relationships to describe and model mathematical ideas and real-world
constructs; as well as formulate questions, and collect, organize, represent, analyze, and
interpret data by use of tables, graphs, and charts. They also learn to help elementary students
identify and apply number sequences and proportional reasoning, predict outcomes and
conduct experiments to test predictions in real-world situations; compute fluently; make
estimations and check the reasonableness of results; select and use appropriate problem
solving tools, including mental arithmetic, pencil-and-paper computation, a variety of
manipulatives and visual materials, calculators, computers, electronic information resources,
and a variety of other appropriate technologies to support the learning of mathematics.
Candidates also learn to help students understand the history of mathematics and contributions
of diverse cultures to that history. They learn what mathematical preconceptions,
misconceptions, and error patterns to look for in elementary student work as a basis to improve
understanding and construct appropriate learning experiences and assessments.
2e. Social studies—Candidates know, understand, and use the major concepts and modes of
inquiry from the social studies—the integrated study of history, geography, the social sciences,
and other related areas —to promote elementary students’ abilities to make informed decisions
as citizens of a culturally diverse democratic society and interdependent world;
The social studies include history, geography, the social sciences (such as anthropology,
archaeology, economics, political science, psychology, and sociology) and other related areas
(such as humanities, law, philosophy, religion, mathematics, science and technology). In GRED
567 – Elementary Social Studies: Content & Methods, candidates learn to use knowledge, skills,
and dispositions from social studies to organize and provide integrated instruction in grades K-6
for the study of major themes, concepts and modes of inquiry drawn from academic fields that
address: (1) culture; (2) time, continuity, and change; (3) people, places, and environment; (4)
individual development and identity; (5) individuals, groups, and institutions; (6) power,
governance, and authority; (7) production, distribution, and consumption; (8) science,
technology, and society; (9) global connections; and (10) civic ideals and practices. Candidates
learn to use their knowledge of social studies to help students learn about academic fields of
knowledge, as well as major themes that integrate knowledge across academic fields. They
develop experiences to help elementary students learn about the historical development of
democratic values; the basic principles of government and citizenship in a democratic republic;
the past, present, and future; spatial relations; the development of nations, institutions,
economic systems, culture, and cultural diversity; the influences of belief systems; and the
humanities. Candidates learn to help students read, write, listen, discuss, speak, and research
to build background knowledge; examine a variety of sources (e.g., primary and secondary
sources, maps, statistical data, and electronic technology-based information); acquire and
manipulate data; analyze points of view; formulate well-supported oral and written arguments,
policies, and positions; construct new knowledge and apply knowledge in new settings. In
addition, they use formative and summative assessments in planning and implementing
instruction.
2f. The arts—Candidates know, understand, and use—as appropriate to their own
understanding and skills—the content, functions, and achievements of dance, music, theater,
and the several visual arts as primary media for communication, inquiry, and insight among
elementary students;
From prerequisite courses in the fine arts, candidates learn distinctions and connections
between arts study and arts experiences. In the practicum, GRED 664 – Practicum in Childhood
- 18 -

Education and in student teaching, candidates learn to encourage the kind of study and active
participation that leads to competence and appreciation. Consistent with their own knowledge
and skills in the arts disciplines, they work with arts specialist teachers, and/or with other
qualified arts professionals enabling students: (1) to communicate at a basic level in the four
arts disciplines--dance, music, theater, and the visual arts-- including knowledge and skills in the
use of basic vocabularies, materials, traditional and technology-based tools, techniques, and
thinking processes of each arts discipline; (2) to develop and present basic analyses of works of
art from structural, historical, and cultural perspectives; (3) to have an informed acquaintance
with exemplary works of art from a variety of cultures and historical periods; and (4) to relate
basic types of arts knowledge and skills within and across the arts disciplines, and to make
connections with other disciplines. Candidates learn that student competence at a basic level
serves as the foundation for more advanced work. They recognize that there are many routes to
competence, that elementary students may work in different arts at different times, that their
study may take a variety of approaches, and that their abilities may develop at different rates.
2g. Health education—Candidates know, understand, and use the major concepts in the subject
matter of health education to create opportunities for student development and practice of skills
that contribute to good health;
In the professional workshop on Health and Safety Issues, candidates learn the foundations of
good health, including the structure and function of the body and its systems and the importance
of physical fitness and sound nutrition. They learn to help students understand the benefits of a
healthy lifestyle for themselves and others as well as the dangers of diseases and activities that
may contribute to disease. Candidates learn to be alert to major health issues concerning
children and the social forces that affect them, and of the need to impart information on these
issues sensitively. They learn to address issues in ways that help students recognize potentially
dangerous situations, clarify misconceptions, and find reliable sources of information.
2h. Physical education—Candidates know, understand, and use—as appropriate to their own
understanding and skills—human movement and physical activity as central elements to foster
active, healthy life styles and enhanced quality of life for elementary students;
In the professional workshop on Health and Safety Issues, candidates learn physical education
content relevant to the development of physically educated individuals. They learn to structure
learning activities to ensure that students demonstrate competence in many movement forms,
and can apply movement concepts and principles to the learning and development of motor
skills. Candidates learn that physical inactivity is a major health risk factor in our society and
learn to recognize the critical importance of physically active life styles for all students. They
learn to help students develop knowledge and skills necessary to achieve and maintain a
health-enhancing level of physical fitness. Candidates learn to appreciate the intrinsic values
and benefits associated with physical activity. They also learn to structure movement
experiences that foster opportunities for enjoyment, challenge, self-expression, and social
interaction, and that elicit responsible personal and social behavior and respect for individual
differences among people in physical activity.
2i. Connections across the curriculum—Candidates know, understand, and use the connections
among concepts, procedures, and applications from content areas to motivate elementary
students, build understanding, and encourage the application of knowledge, skills, and ideas to
real world issues.
- 19 -

In GRED 664 – Practicum in Childhood Education and in student teaching (GRED 613 & GRED
696), candidates make connections across the disciplines and draw on their knowledge of
developmental stages to motivate students, build understanding, and encourage the application
of knowledge, skills, and ideas to lives of elementary students across fields of knowledge and in
real world situations. Candidates help elementary students learn the power of multiple
perspectives to understand complex issues. Through personal actions and teaching, they
demonstrate scholarly habits of mind, including: (1) a desire to know, (2) constructive
questioning, (3) use of information and systematic data, (4) acceptance of ambiguity where it
exists, (5) willingness to modify explanations, (6) a cooperative manner in responding to
questions and solving problems, (7) respect for reason, imagination, and creativity and (8)
honesty.
INSTRUCTION
3a. Integrating and applying knowledge for instruction—Candidates plan and implement
instruction based on knowledge of students, learning theory, subject matter, curricular goals,
and community;
Upon completion of the methods courses candidates understand learning theory, subjects
taught in elementary schools, curriculum development, and student development and know how
to use this understanding in planning instruction to meet curriculum goals. They are able to help
students appreciate and be engaged in the subject matter. In GRED 664 – Practicum in
Childhood Education and in student teaching (GRED 613 & GRED 696) candidates select and
create learning experiences that are appropriate for curriculum goals, meaningful to elementary
students, and based upon principles of effective teaching (e.g. that activate students' prior
knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build
new skills on those previously acquired). They use a variety of resources, including technology
and textbooks, and look beyond their classroom to determine how numerous information
resources in both print and electronic form might benefit their students. Candidates understand
and use appropriate technology to help students become capable technology users through
communication; through access, management, analysis and problem solving with information;
and through collaborative and self-directed learning. They collaborate with host teachers and
specialists to promote learning in all areas of the curriculum for all elementary students.
3b. Adaptation to diverse students--Candidates understand how elementary students differ in
their development and approaches to learning, and create instructional opportunities that are
adapted to diverse students;
In SPED 505 – Introduction to Special Education, candidates learn to identify differences in
approaches to learning and performance, including different learning styles, and ways students
demonstrate learning. They learn how elementary students' learning is influenced by individual
experiences, talents, disabilities, and prior learning, as well as language, culture, family, and
community values. Candidates learn how to seek assistance and guidance from specialists and
other resources to address elementary students’ exceptional learning needs and understand the
importance of collaboration with specialists and families. They learn to identify and design
instruction appropriate to K-6 students' levels of development, learning styles, strengths, and
needs, using teaching approaches that are sensitive to the multiple experiences of students. In
GRED 664 – Practicum in Childhood Education and in student teaching (GRED 613 & GRED
696) candidates plan instructional tasks and activities appropriate to the needs of students who
are culturally diverse and those with exceptional learning needs in elementary schools. They
- 20 -

apply knowledge of the richness of contributions from diverse cultures to each content area
studied by elementary students.
3c. Development of critical thinking, problem solving, performance skills--Candidates
understand and use a variety of teaching strategies that encourage elementary students’
development of critical thinking, problem solving, and performance skills;
In each of the methods courses, candidates learn cognitive processes associated with various
kinds of learning and how these processes can be stimulated. They also learn principles and
techniques, advantages and limitations, associated with appropriate teaching strategies (e.g.
cooperative learning, direct instruction, inquiry, whole group discussion, independent study,
interdisciplinary instruction). Candidates learn how to enhance learning through use of a wide
variety of materials as well as collaboration with specialists, other colleagues, and technological
resources, and through multiple teaching and learning strategies that will promote development
of critical thinking, problem solving, and performance capabilities.
3d. Active engagement in learning--Candidates use their knowledge and understanding of
individual and group motivation and behavior among students at the K-6 level to foster active
engagement in learning, self motivation, and positive social interaction and to create supportive
learning environments;
In GRED 530 – Classroom Management and Discipline, candidates learn principles of effective
classroom management as well as human motivation and behavior from the foundational
sciences of psychology, anthropology, and sociology. They learn to use a range of strategies
and how to collaborate with specialists to promote positive relationships, cooperation, conflict
resolution, and purposeful learning in the classroom. They learn to create learning communities
in which elementary students assume responsibility for themselves and one another, participate
in decision-making, work collaboratively and independently, and engage in purposeful learning
activities. They learn to use appropriate and effective interpersonal and small group
communication techniques to create an effective learning environment.
3e. Communication to foster collaboration—Candidates use their knowledge and understanding
of effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the elementary classroom.
In GRED 558 – Literacy I: Methods (Childhood) and GRED 559 – Literacy II – Methods
(Childhood), candidates learn about communication theory, language development, and the role
of language in learning among elementary students, and they also learn how cultural and
gender differences can affect communication in the classroom. In GRED 664 – Practicum in
Childhood Education and in student teaching (GRED 613 & GRED 696), they model effective
communication strategies in conveying ideas and information and in asking questions (e.g.
monitoring the effects of messages; restating ideas and drawing connections; using visual,
aural, and kinesthetic cues; being sensitive to nonverbal cues given and received). They use
oral and written discourse between themselves and their students, and among students, to
develop and extend elementary students' understanding of subject matter. Further, candidates
demonstrate the use a variety of media communication tools, including audio-visual aids and
computer-based technologies, to enrich learning opportunities.
ASSESSMENT
- 21 -

4. Assessment for instruction--Candidates know, understand, and use formal and informal
assessment strategies to plan, evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of each elementary student.
In each of the methods courses, candidates learn that assessment is an essential and integral
part of instruction. It defines the beginning point; helps identify objectives, materials and
effective teaching methods or techniques; and informs the need to re-teach or adapt instruction.
They learn the characteristics, uses, advantages, and limitations of different types of
assessment appropriate for evaluating how K-6 students learn, what they know, and what they
are able to do in each subject area. Candidates learn that many different assessment tools and
strategies, accurately and systematically used, are necessary for monitoring and promoting
learning for each student. In GRED 664 – Practicum in Childhood Education and in student
teaching (GRED 613 & GRED 696), candidates appropriately use a variety of formal and
informal assessment techniques (e.g. observation, portfolios of elementary student work,
teacher-made tests, performance tasks, projects, student self-assessments, peer assessment,
and standardized tests) to enhance their knowledge of individual students, evaluate students'
progress and performances, modify teaching and learning strategies, and collaborate with host
teachers and specialists on accommodating the needs of students with exceptionalities.
Candidates use formative and summative assessments to determine student understanding of
each subject area and take care to align assessments with instructional practice. They are
aware that technology can facilitate appropriate forms of assessment and provide evidence
across multiple dimensions of student performance. They use technology to improve the
efficiency and effectiveness of assessment processes and in management of instruction.
Candidates also monitor their own teaching strategies and behavior in relation to student
success, modifying plans and instructional approaches accordingly.
PROFESSIONALISM
5a. Practices and behaviors of developing career teachers—Candidates understand and apply
practices and behaviors that are characteristic of developing career teachers;
While synthesis of knowledge is a lifetime process for a professional, by the end of the program
candidates ready to enter the classroom as elementary generalist teachers are able to: [1]
working independently on a variety of disciplinary and pedagogical problems and responsibilities
by combining as appropriate their knowledge and skills in (a) child development; (b) English
language arts, science, mathematics, social studies, the arts, health and physical education, (c)
instructional technique and learning technologies, and (d) assessment; [2] focusing and
defending independent analyses and value judgments about disciplinary content and teaching
methodologies, their various potential relationships, and their applications to specific
circumstances; [3] acquiring the intellectual tools to work with evolving issues and conditions as
time and situations change, including the ability to make wise decisions according to time,
place, and population; [4] identifying, accessing, and using technology based resources in
support of their continuing professional development; [5] demonstrating awareness of and
commitment to the profession's codes of ethical conduct; and [6] understanding basic
interrelationships and interdependencies among the various professions and activities that
constitute the disciplines, content, and processes of elementary education.
5b. Reflection and evaluation—Candidates are aware of and reflect on their practice in light of
research on teaching and resources available for professional learning; they continually
evaluate the effects of their professional decisions and actions on students, parents, and other
- 22 -

professionals in the learning community and actively seek out opportunities to grow
professionally;
By the end of the program, candidates understand methods of inquiry that provide them with a
variety of self-assessment and problem solving strategies for reflecting on their practice, its
influences on K-6 students' growth and learning, and the complex interactions between them.
They know major areas of research on teaching and of resources available for professional
learning (e.g. professional literature, colleagues, professional associations, professional
development activities). In GRED 664 – Practicum in Childhood Education and in student
teaching (GRED 613 & GRED 696), they use classroom observation, information about
students, and research as sources for evaluating the outcomes of teaching and learning and as
a basis for experimenting with, reflecting on, and revising practice. Candidates apply their
knowledge of current research and national, state, and local guidelines relating to the disciplines
taught in elementary school.
5c. Collaboration with families—Candidates know the importance of establishing and
maintaining a positive collaborative relationship with families to promote the academic, social
and emotional growth of children;
In the methods courses and in GRED 664 – Practicum in Childhood Education and in student
teaching (GRED 613 & GRED 696), candidates learn to understand different family beliefs,
traditions, values, and practices across cultures and within society and use their knowledge
effectively. They learn to involve families as partners in supporting the school both inside and
outside the classroom. Candidates learn to respect parents' choices and goals for their children
and communicate effectively with parents about curriculum and children’s progress. In
collaboration with the host teacher(s), they learn to involve families in assessing and planning
for individual children, including children with disabilities, developmental delays, or special
abilities.
5d. Collaboration with colleagues and the community—Candidates foster relationships with
school colleagues and agencies in the larger community to support students’ learning and wellbeing.
Throughout the program, candidates learn to understand schools as organizations within the
larger community context and the operations of relevant aspects of the systems in which they
work. They also learn to understand how factors in the elementary students' environments
outside of school may influence the students' cognitive, emotional, social, and physical wellbeing
and, consequently, their lives and learning. Candidates participate in collegial activities
designed to make the entire school a productive learning environment and develop effective
collaborations with specialists.
- 23 -

Appendix 6.2.2
Letters of Support: Professional/Accreditation or other
Requirements
- 24 -

NCATE
Compliance with Specialty Guidelines
Professional Organization:
Institution Submitting:
Campus:
State:
Association for Childhood Education International
State university of New York (SUNY) at Potsdam
Potsdam
New York
Program: Elementary Education Pre-K through 6
Degree Level(s):
Master of Science in Teaching (MAT)
Date of Review: Spring 2001
AGUIDELINES/COMPETENCIES NOT MET:
This program review provides the documentation requested from the first review for each
guideline.
PERCEIVED PROGRAM STRENGTHS:
This program gives special attention to the nature and quality of the field experiences,
supervised student teaching, and teaching internship.
GRED 565 Elementary Mathematics, Content and Methods – Excellent Syllabus
PERCEIVED PROGRAM WEAKNESSES:
None noted with this review.
OTHER COMMENTS:
There is no uniform syllabus format for all courses. Not all syllabi have course numbers and
titles (i.e., Health 250 Drug Studies, page A131).
GRED 600 Philosophical Foundations of Education – Outline of topics provided, but no time
schedule of delivery of course content.
PROFESSIONAL ASSOCIATION’S RECOMMENDATION: (i.e., has the institution adequately
met the specialty guidelines):
Program(s) in Compliance:
(name of Program)
State of New York (SUNY) at Potsdam
Master of Science in Teaching
- 25 -

Appendix 6.3.0
Program Comparison Statement
The Applicant has on file and available upon request the research undertaken to
complete Appendix 6.3. The Applicant found that there are more than five similar or
related existing programs offered at Ontario universities and that there are more than
three similar or related existing programs offered at universities in other jurisdictions
which could have been included in Appendix 6.3.
- 26 -

Appendix 6.3.1
Program Comparison Tables
Appendix
6.3.1
Institution: Queens University
Program Name & Credential:
Bachelor of Education
Program Description:
Primary/Junior: Designed for candidates who intend to begin their teaching career in
elementary schools. The candidates are prepared to teach all subjects in the Primary Division
(Junior Kindergarten to grade 3).
Similarities and Differences:
a. SUNY Potsdam's proposed program can be completed on a part-time basis with all courses
to be scheduled in the evenings and weekends. This will allow students to complete their
degree while still maintaining their daytime career or family responsibilities.
b. Two compared to three semesters of full-time study for SUNY Potsdam.
c. Master of Science in Teaching Graduate degree from SUNY Potsdam compared to a
baccalaureate degree from Queens University.
d. 100 hours of field observation/practicum required for SUNY Potsdam.
e. Total of 47 credit hours for SUNY Potsdam.
f. Total of 16 consecutive weeks (5 days a week) of student teaching consisting of two
separate student placements for SUNY Potsdam.
- 27 -

Appendix
6.3.2
Institution: University of Ottawa
Program Name & Credential:
Bachelor of Education
Program Description:
Teacher Education (Pre-Service Program-36 credits) Primary/Junior (K-Grade 6)
Similarities and Differences:
a. SUNY Potsdam's proposed program can be completed on a part-time basis with all courses
to be scheduled in the evenings and weekends. This will allow students to complete their
degree while still maintaining their daytime career or family responsibilities.
b. Two compared to three semesters of full-time study for SUNY Potsdam.
c. Master of Science in Teaching Graduate degree from SUNY Potsdam compared to a
baccalaureate degree from the University of Ottawa.
d. 100 hours of field observation/practicum required for SUNY Potsdam.
e. Total of 47 credit hours for SUNY Potsdam.
f. Total of 16 consecutive weeks (5 days a week) of student teaching consisting of two
separate student placements for SUNY Potsdam.
- 28 -

Appendix
6.3.3
Institution: University of Toronto
Program Name & Credential:
Baccalaureate of Education
Program Description:
Primary/Junior: Designed for candidates who intend to begin their teaching career in
elementary schools. The candidates are prepared to teach all subjects in the Primary Division
(Junior Kindergarten to grade 3).
Similarities and Differences:
a. SUNY Potsdam's proposed program can be completed on a part-time basis with all courses
to be scheduled in the evenings and weekends. This will allow students to complete their
degree while still maintaining their daytime career or family responsibilities.
b. Two compared to three semesters of full-time study for SUNY Potsdam.
c. Master of Science in Teaching Graduate degree from SUNY Potsdam compared to a
baccalaureate degree from the University of Toronto.
d. 100 hours of field observation/practicum required for SUNY Potsdam.
e. Total of 47 credit hours for SUNY Potsdam.
f. Total of 16 consecutive weeks (5 days a week) of student teaching consisting of two
separate student placements for SUNY Potsdam.
- 29 -

Appendix 6.4
Table: Program Level Learning Outcomes
Program Level Learning Outcomes
1. Development, Learning and Motivation--
Candidates know, understand, and use the
major concepts, principles, theories, and
research related to development of children
and young adolescents to construct learning
opportunities that support individual students’
development, acquisition of knowledge, and
motivation
2. Central concepts, tools of inquiry, and
structures of content--Candidates know,
understand, and use the central concepts,
tools of inquiry, and structures of content for
Program requirement(s), or segments of
requirements, that contribute to this
outcome
In GRED 607 – Foundations of Education (B-
6) and each of the other courses of the
program, candidates for childhood instruction
learn to base their teaching and related
professional responsibilities on a thorough
understanding of developmental periods of
childhood and early adolescence. In
curriculum planning, instruction, and
assessment of student learning, they learn to
consider, accommodate, and integrate the
physical, social, emotional, cognitive, and
linguistic developmental characteristics of
children and young adolescents. Candidates
are taught to draw on developmental
knowledge to plan curriculum that is
achievable but also challenging for children at
various developmental levels. They are
expected to develop an in-depth knowledge of
child and young adolescent development and
learning to understand students' abilities,
interests, individual aspirations, and values, so
they may adapt curriculum and teaching to
motivate and support student learning and
development. Candidates for elementary
teaching are expected to learn that differences
among cultures and social groups are
important and affect learning. They learn to
recognize when an individual student’s
development differs from typical
developmental patterns and how to collaborate
with specialists to plan and implement
appropriate learning experiences that address
individual needs. Candidates are expected to
understand that all children can learn when
developmental factors are recognized,
respected, and accommodated, and later
demonstrate that knowledge in their practicum
and student teaching. In addition, they learn to
consider diversity an asset and respond
positively to it.
Preservice elementary teachers must be
generalists, with study and experiences in all
areas of the curriculum. Upon completion of
the program, candidates will be prepared to
organize and implement a variety of proven
- 30 -

students across the K-6 grades and can create
meaningful learning experiences that develop
students’ competence in subject matter and
skills for various developmental levels;
3. English language arts—Candidates
demonstrate a high level of competence in use
of English language arts and they know,
understand, and use concepts from reading,
language and child development, to teach
reading, writing, speaking, viewing, listening,
and thinking skills and to help students
successfully apply their developing skills to
organize and implement a variety of proven
instructional strategies in language arts,
mathematics, science, social studies, health,
physical education and the visual and
performing arts in the manner that meets
individual and developmental learning
differences. Through out the program,
candidates are exposed to the role of the
teacher within the dynamics of curriculum
change and improvement and are prepared to
collaborate with other professionals in this
important task.
As a prerequisite to the program, candidates
must have a general knowledge of central
concepts in the following curriculum areas:
English/language arts, science, mathematics,
social studies, the arts, health education, and
physical education. Candidates also must
know a variety of tools of inquiry related to
subject matter content. Further, candidates
are required to know how the subject matter is
structured (i.e., organized) and can identify
major concepts and principles that support K-6
curriculum.
As part of the program, candidates learn to
develop, organize, implement, and reflect
upon instruction that provides connections
across curriculum areas representing the
major concepts, varied tools of inquiry, and
structures (i.e., organization) appropriate to
the subject matter in: English/language arts,
science, mathematics, social studies, the arts,
health education, and physical education. In
the practicum (GRED 664 – Practicum in
Childhood Education) and student teaching
(GRED 613 – Teaching Internship, GRED 696
– Elementary Student Teaching), candidates
demonstrate and use a variety of meaningful
(i.e., engaging, real, relevant to learner, and
important to content) experiences to help K-6
students develop their knowledge and skills
In GRED 558 – Literacy I: Methods
(Childhood) and GRED 559 – Literacy II:
Methods (Childhood) candidates develop the
fundamentals of teaching English Language
Arts. They model effective use of English,
including its syntax, lexicon, history, varieties,
literature, and oral and written composing
processes. Candidates learn how elementary
children develop and learn to read, write,
- 31 -

many different situations, materials, and ideas;
children develop and learn to read, write,
speak, view, and listen effectively. They use
their knowledge and understanding of
language, first and second language
development, and the language arts to design
instructional lessons, units and strategies that
build on students' experiences and existing
language skills and result in their students
becoming competent, effective users of
language.
Candidates learn to teach students to read
competently and encourage students'
enjoyment of reading through multiple
instructional strategies, technologies, and a
variety of language activities. They learn to
teach children to read with a balanced
instructional program that includes an
emphasis on use of letter/sound relationships
(phonics), context (semantic and syntactic),
and text that has meaning for students. In
addition, candidates learn to teach students a
variety of strategies to monitor their own
reading comprehension. They also become
familiar with, able to use, and recommend to
students many reading materials based on
different topics, themes, and a variety of
situations and consisting of different types,
including stories, poems, biography, nonfiction,
many categories of literature written for
children, and texts from various subject areas.
As a part of teaching students how to read in
the practicum (GRED 664 – Practicum in
Childhood Education) and student teaching
(GRED 613 – Teaching Internship, GRED 696
– Elementary Student Teaching), candidates
encourage elementary students’
understanding of their individual responses to
what they read and sharing those responses.
They help students think critically about what
they read. Candidates provide both instruction
in and opportunities for elementary students to
develop effective writing and speaking skills so
that they can communicate their knowledge,
ideas, understanding, insights, feelings, and
experiences to other students and to parents,
teachers, and other adults. They provide their
students with many different writing and
speaking experiences in order to teach the
skills of writing and speaking. They enable
- 32 -

students to explore the uses of different types
of writing and speaking with different
audiences and in different situations.
Candidates help students develop their
capacities to listen so that they understand,
consider, respond to, and discuss spoken
material, including non-fiction, stories, and
poems.
4. Science—Candidates know, understand,
and use fundamental concepts in the subject
matter of science—including physical, life, and
earth and space sciences—as well as
concepts in science and technology, science
in personal and social perspectives, the history
and nature of science, the unifying concepts of
science, and the inquiry processes scientists
use in discovery of new knowledge to build a
base for scientific and technological literacy;
Candidates learn what preconceptions, error
patterns, and misconceptions they may expect
to find in students' understanding of how
language functions in communication, and
they learn how to help students correct their
misunderstandings of the development and
uses of language. In both the practicum and
student teaching experiences, candidates use
formative and summative assessment to
determine the level of students' competence in
their understanding of and use of language.
They use the results of such assessment to
plan further instruction.
From the prerequisite science courses and
GRED 566 – Elementary Science: Content
and Methods, candidates develop a broad
general understanding of science and they
learn to teach elementary students the nature
of science, and the content and fundamentals
of physical, life, earth and space sciences, and
their interrelationships. They become familiar
with, and teach, the major concepts and
principles that unify all scientific effort and that
are used in each of the science disciplines: (1)
systems, order, and organization; (2)
evidence, models, and explanation; (3)
change, constancy, and measurement; (4)
evolution and equilibrium; and (5) form and
function. Candidates learn how to engage
elementary students in the science inquiry
process that involves asking questions,
planning and conducting investigations, using
appropriate tools and techniques to gather
data, thinking critically and logically about
relationships between evidence and
explanations, constructing and analyzing
alternative explanations, and communicating
scientific arguments and explanations. They
learn to introduce students to understandings
about science and technology and to
distinctions between natural objects and
- 33 -

5. Mathematics—Candidates know,
understand, and use the major concepts,
procedures, and reasoning processes of
mathematics that define number systems and
number sense, geometry, measurement,
statistics and probability, and algebra in order
to foster student understanding and use of
patterns, quantities, and spatial relationships
that can represent phenomena, solve
problems, and manage data
objects made by humans by creating
experiences in making models of useful things,
and by developing students’ abilities to identify
and communicate a problem, and to design,
implement, and evaluate a solution. They learn
common naive theories and misconceptions
most children have about scientific and
technological phenomena and learn to help
children build understanding. Candidates learn
the use of assessment through diverse datacollection
methods as ways to inform their
teaching and to help students learn scientific
inquiry, scientific understanding of the natural
world, and the nature and utility of science.
In GRED 565 – Elementary Mathematics:
Content and Methods, candidates learn to
teach elementary students to explore,
conjecture, and reason logically using various
methods of proof; to solve non-routine
problems; to communicate about and through
mathematics by writing and orally using
everyday language and mathematical
language, including symbols; to represent
mathematical situations and relationships; and
to connect ideas within mathematics and
between mathematics and other intellectual
activity. They learn to help students
understand and use measurement systems
(including time, money, temperature, two and
three dimensional objects using non-standard
and standard customary and metric units);
explore pre-numeration concepts, whole
numbers, fractions, decimals, percents and
their relationships; apply the four basic
operations (addition, subtraction,
multiplication, and division) with symbols and
variables to solve problems and to model,
explain, and develop computational
algorithms; use geometric concepts and
relationships to describe and model
mathematical ideas and real-world constructs;
as well as formulate questions, and collect,
organize, represent, analyze, and interpret
data by use of tables, graphs, and charts.
They also learn to help elementary students
identify and apply number sequences and
proportional reasoning, predict outcomes and
conduct experiments to test predictions in realworld
situations; compute fluently; make
estimations and check the reasonableness of
- 34 -

6. Social studies—Candidates know,
understand, and use the major concepts and
modes of inquiry from the social studies—the
integrated study of history, geography, the
social sciences, and other related areas —to
promote elementary students’ abilities to make
informed decisions as citizens of a culturally
diverse democratic society and interdependent
world;
results; select and use appropriate problem
solving tools, including mental arithmetic,
pencil-and-paper computation, a variety of
manipulatives and visual materials,
calculators, computers, electronic information
resources, and a variety of other appropriate
technologies to support the learning of
mathematics. Candidates also learn to help
students understand the history of
mathematics and contributions of diverse
cultures to that history. They learn what
mathematical preconceptions, misconceptions,
and error patterns to look for in elementary
student work as a basis to improve
understanding and construct appropriate
learning experiences and assessments.
The social studies include history, geography,
the social sciences (such as anthropology,
archaeology, economics, political science,
psychology, and sociology) and other related
areas (such as humanities, law, philosophy,
religion, mathematics, science and
technology). In GRED 567 – Elementary
Social Studies: Content & Methods,
candidates learn to use knowledge, skills, and
dispositions from social studies to organize
and provide integrated instruction in grades K-
6 for the study of major themes, concepts and
modes of inquiry drawn from academic fields
that address: (1) culture; (2) time, continuity,
and change; (3) people, places, and
environment; (4) individual development and
identity; (5) individuals, groups, and
institutions; (6) power, governance, and
authority; (7) production, distribution, and
consumption; (8) science, technology, and
society; (9) global connections; and (10) civic
ideals and practices. Candidates learn to use
their knowledge of social studies to help
students learn about academic fields of
knowledge, as well as major themes that
integrate knowledge across academic fields.
They develop experiences to help elementary
students learn about the historical
development of democratic values; the basic
principles of government and citizenship in a
democratic republic; the past, present, and
future; spatial relations; the development of
nations, institutions, economic systems,
culture, and cultural diversity; the influences of
- 35 -

7. The arts—Candidates know, understand,
and use—as appropriate to their own
understanding and skills—the content,
functions, and achievements of dance, music,
theater, and the several visual arts as primary
media for communication, inquiry, and insight
among elementary students;
belief systems; and the humanities.
Candidates learn to help students read, write,
listen, discuss, speak, and research to build
background knowledge; examine a variety of
sources (e.g., primary and secondary sources,
maps, statistical data, and electronic
technology-based information); acquire and
manipulate data; analyze points of view;
formulate well-supported oral and written
arguments, policies, and positions; construct
new knowledge and apply knowledge in new
settings. In addition, they use formative and
summative assessments in planning and
implementing instruction.
From prerequisite courses in the fine arts,
candidates learn distinctions and connections
between arts study and arts experiences. In
the practicum, GRED 664 – Practicum in
Childhood Education and in student teaching,
candidates learn to encourage the kind of
study and active participation that leads to
competence and appreciation. Consistent with
their own knowledge and skills in the arts
disciplines, they work with arts specialist
teachers, and/or with other qualified arts
professionals enabling students: (1) to
communicate at a basic level in the four arts
disciplines--dance, music, theater, and the
visual arts-- including knowledge and skills in
the use of basic vocabularies, materials,
traditional and technology-based tools,
techniques, and thinking processes of each
arts discipline; (2) to develop and present
basic analyses of works of art from structural,
historical, and cultural perspectives; (3) to
have an informed acquaintance with
exemplary works of art from a variety of
cultures and historical periods; and (4) to
relate basic types of arts knowledge and skills
within and across the arts disciplines, and to
make connections with other disciplines.
Candidates learn that student competence at a
basic level serves as the foundation for more
advanced work. They recognize that there are
many routes to competence, that elementary
students may work in different arts at different
times, that their study may take a variety of
approaches, and that their abilities may
develop at different rates.
8. Health education—Candidates know, In the professional workshop on Health and
- 36 -

understand, and use the major concepts in the
subject matter of health education to create
opportunities for student development and
practice of skills that contribute to good health
9. Physical education—Candidates know,
understand, and use—as appropriate to their
own understanding and skills—human
movement and physical activity as central
elements to foster active, healthy life styles
and enhanced quality of life for elementary
students
10. Connections across the
curriculum—Candidates know, understand,
and use the connections among concepts,
procedures, and applications from content
areas to motivate elementary students, build
understanding, and encourage the application
of knowledge, skills, and ideas to real world
issues.
Safety Issues, candidates learn the
foundations of good health, including the
structure and function of the body and its
systems and the importance of physical fitness
and sound nutrition. They learn to help
students understand the benefits of a healthy
lifestyle for themselves and others as well as
the dangers of diseases and activities that
may contribute to disease. Candidates learn to
be alert to major health issues concerning
children and the social forces that affect them,
and of the need to impart information on these
issues sensitively. They learn to address
issues in ways that help students recognize
potentially dangerous situations, clarify
misconceptions, and find reliable sources of
information.
In the professional workshop on Health and
Safety Issues, candidates learn physical
education content relevant to the development
of physically educated individuals. They learn
to structure learning activities to ensure that
students demonstrate competence in many
movement forms, and can apply movement
concepts and principles to the learning and
development of motor skills. Candidates learn
that physical inactivity is a major health risk
factor in our society and learn to recognize the
critical importance of physically active life
styles for all students. They learn to help
students develop knowledge and skills
necessary to achieve and maintain a healthenhancing
level of physical fitness. Candidates
learn to appreciate the intrinsic values and
benefits associated with physical activity. They
also learn to structure movement experiences
that foster opportunities for enjoyment,
challenge, self-expression, and social
interaction, and that elicit responsible personal
and social behavior and respect for individual
differences among people in physical activity.
In GRED 664 – Practicum in Childhood
Education and in student teaching (GRED 613
& GRED 696), candidates make connections
across the disciplines and draw on their
knowledge of developmental stages to
motivate students, build understanding, and
encourage the application of knowledge, skills,
and ideas to lives of elementary students
across fields of knowledge and in real world
- 37 -

11. Integrating and applying knowledge for
instruction—Candidates plan and implement
instruction based on knowledge of students,
learning theory, subject matter, curricular
goals, and community
12. Adaptation to diverse students--
Candidates understand how elementary
students differ in their development and
approaches to learning, and create
situations. Candidates help elementary
students learn the power of multiple
perspectives to understand complex issues.
Through personal actions and teaching, they
demonstrate scholarly habits of mind,
including: (1) a desire to know, (2) constructive
questioning, (3) use of information and
systematic data, (4) acceptance of ambiguity
where it exists, (5) willingness to modify
explanations, (6) a cooperative manner in
responding to questions and solving problems,
(7) respect for reason, imagination, and
creativity and (8) honesty.
Upon completion of the methods courses
candidates understand learning theory,
subjects taught in elementary schools,
curriculum development, and student
development and know how to use this
understanding in planning instruction to meet
curriculum goals. They are able to help
students appreciate and be engaged in the
subject matter. In GRED 664 – Practicum in
Childhood Education and in student teaching
(GRED 613 & GRED 696) candidates select
and create learning experiences that are
appropriate for curriculum goals, meaningful to
elementary students, and based upon
principles of effective teaching (e.g. that
activate students' prior knowledge, anticipate
preconceptions, encourage exploration and
problem-solving, and build new skills on those
previously acquired). They use a variety of
resources, including technology and
textbooks, and look beyond their classroom to
determine how numerous information
resources in both print and electronic form
might benefit their students. Candidates
understand and use appropriate technology to
help students become capable technology
users through communication; through access,
management, analysis and problem solving
with information; and through collaborative and
self-directed learning. They collaborate with
host teachers and specialists to promote
learning in all areas of the curriculum for all
elementary students.
In SPED 505 – Introduction to Special
Education, candidates learn to identify
differences in approaches to learning and
performance, including different learning
- 38 -

instructional opportunities that are adapted to
diverse students
13. Development of critical thinking,
problem solving, performance skills--
Candidates understand and use a variety of
teaching strategies that encourage elementary
students’ development of critical thinking,
problem solving, and performance skills;
14. Active engagement in learning--
Candidates use their knowledge and
understanding of individual and group
motivation and behavior among students at
the K-6 level to foster active engagement in
learning, self motivation, and positive social
interaction and to create supportive learning
styles, and ways students demonstrate
learning. They learn how elementary students'
learning is influenced by individual
experiences, talents, disabilities, and prior
learning, as well as language, culture, family,
and community values. Candidates learn how
to seek assistance and guidance from
specialists and other resources to address
elementary students’ exceptional learning
needs and understand the importance of
collaboration with specialists and families.
They learn to identify and design instruction
appropriate to K-6 students' levels of
development, learning styles, strengths, and
needs, using teaching approaches that are
sensitive to the multiple experiences of
students. In GRED 664 – Practicum in
Childhood Education and in student teaching
(GRED 613 & GRED 696) candidates plan
instructional tasks and activities appropriate to
the needs of students who are culturally
diverse and those with exceptional learning
needs in elementary schools. They apply
knowledge of the richness of contributions
from diverse cultures to each content area
studied by elementary students.
In each of the methods courses, candidates
learn cognitive processes associated with
various kinds of learning and how these
processes can be stimulated. They also learn
principles and techniques, advantages and
limitations, associated with appropriate
teaching strategies (e.g. cooperative learning,
direct instruction, inquiry, whole group
discussion, independent study,
interdisciplinary instruction). Candidates learn
how to enhance learning through use of a wide
variety of materials as well as collaboration
with specialists, other colleagues, and
technological resources, and through multiple
teaching and learning strategies that will
promote development of critical thinking,
problem solving, and performance capabilities.
In GRED 530 – Classroom Management and
Discipline, candidates learn principles of
effective classroom management as well as
human motivation and behavior from the
foundational sciences of psychology,
anthropology, and sociology. They learn to use
a range of strategies and how to collaborate
- 39 -

environments;
15. Communication to foster
collaboration—Candidates use their
knowledge and understanding of effective
verbal, nonverbal, and media communication
techniques to foster active inquiry,
collaboration, and supportive interaction in the
elementary classroom
16. Assessment for instruction--Candidates
know, understand, and use formal and
informal assessment strategies to plan,
evaluate and strengthen instruction that will
promote continuous intellectual, social,
emotional, and physical development of each
elementary student
with specialists to promote positive
relationships, cooperation, conflict resolution,
and purposeful learning in the classroom.
They learn to create learning communities in
which elementary students assume
responsibility for themselves and one another,
participate in decision-making, work
collaboratively and independently, and engage
in purposeful learning activities. They learn to
use appropriate and effective interpersonal
and small group communication techniques to
create an effective learning environment.
In GRED 558 – Literacy I: Methods
(Childhood) and GRED 559 – Literacy II –
Methods (Childhood), candidates learn about
communication theory, language development,
and the role of language in learning among
elementary students, and they also learn how
cultural and gender differences can affect
communication in the classroom. In GRED
664 – Practicum in Childhood Education and
in student teaching (GRED 613 & GRED 696),
they model effective communication strategies
in conveying ideas and information and in
asking questions (e.g. monitoring the effects of
messages; restating ideas and drawing
connections; using visual, aural, and
kinesthetic cues; being sensitive to nonverbal
cues given and received). They use oral and
written discourse between themselves and
their students, and among students, to
develop and extend elementary students'
understanding of subject matter. Further,
candidates demonstrate the use a variety of
media communication tools, including audiovisual
aids and computer-based technologies,
to enrich learning opportunities.
In each of the methods courses, candidates
learn that assessment is an essential and
integral part of instruction. It defines the
beginning point; helps identify objectives,
materials and effective teaching methods or
techniques; and informs the need to re-teach
or adapt instruction. They learn the
characteristics, uses, advantages, and
limitations of different types of assessment
appropriate for evaluating how K-6 students
learn, what they know, and what they are able
to do in each subject area. Candidates learn
that many different assessment tools and
- 40 -

17. Practices and behaviors of developing
career teachers—Candidates understand and
apply practices and behaviors that are
characteristic of developing career teachers;
strategies, accurately and systematically used,
are necessary for monitoring and promoting
learning for each student. In GRED 664 –
Practicum in Childhood Education and in
student teaching (GRED 613 & GRED 696),
candidates appropriately use a variety of
formal and informal assessment techniques
(e.g. observation, portfolios of elementary
student work, teacher-made tests,
performance tasks, projects, student selfassessments,
peer assessment, and
standardized tests) to enhance their
knowledge of individual students, evaluate
students' progress and performances, modify
teaching and learning strategies, and
collaborate with host teachers and specialists
on accommodating the needs of students with
exceptionalities. Candidates use formative and
summative assessments to determine student
understanding of each subject area and take
care to align assessments with instructional
practice. They are aware that technology can
facilitate appropriate forms of assessment and
provide evidence across multiple dimensions
of student performance. They use technology
to improve the efficiency and effectiveness of
assessment processes and in management of
instruction. Candidates also monitor their own
teaching strategies and behavior in relation to
student success, modifying plans and
instructional approaches accordingly.
While synthesis of knowledge is a lifetime
process for a professional, by the end of the
program candidates ready to enter the
classroom as elementary generalist teachers
are able to: [1] working independently on a
variety of disciplinary and pedagogical
problems and responsibilities by combining as
appropriate their knowledge and skills in (a)
child development; (b) English language arts,
science, mathematics, social studies, the arts,
health and physical education, (c) instructional
technique and learning technologies, and (d)
assessment; [2] focusing and defending
independent analyses and value judgments
about disciplinary content and teaching
methodologies, their various potential
relationships, and their applications to specific
circumstances; [3] acquiring the intellectual
tools to work with evolving issues and
- 41 -

18. Reflection and evaluation—Candidates
are aware of and reflect on their practice in
light of research on teaching and resources
available for professional learning; they
continually evaluate the effects of their
professional decisions and actions on
students, parents, and other professionals in
the learning community and actively seek out
opportunities to grow professionally
19. Collaboration with families—Candidates
know the importance of establishing and
maintaining a positive collaborative
relationship with families to promote the
academic, social and emotional growth of
children;
conditions as time and situations change,
including the ability to make wise decisions
according to time, place, and population; [4]
identifying, accessing, and using technology
based resources in support of their continuing
professional development; [5] demonstrating
awareness of and commitment to the
profession's codes of ethical conduct; and [6]
understanding basic interrelationships and
interdependencies among the various
professions and activities that constitute the
disciplines, content, and processes of
elementary education.
By the end of the program, candidates
understand methods of inquiry that provide
them with a variety of self-assessment and
problem solving strategies for reflecting on
their practice, its influences on K-6 students'
growth and learning, and the complex
interactions between them. They know major
areas of research on teaching and of
resources available for professional learning
(e.g. professional literature, colleagues,
professional associations, professional
development activities). In GRED 664 –
Practicum in Childhood Education and in
student teaching (GRED 613 & GRED 696),
they use classroom observation, information
about students, and research as sources for
evaluating the outcomes of teaching and
learning and as a basis for experimenting with,
reflecting on, and revising practice.
Candidates apply their knowledge of current
research and national, state, and local
guidelines relating to the disciplines taught in
elementary school.
In the methods courses and in GRED 664 –
Practicum in Childhood Education and in
student teaching (GRED 613 & GRED 696),
candidates learn to understand different family
beliefs, traditions, values, and practices across
cultures and within society and use their
knowledge effectively. They learn to involve
families as partners in supporting the school
both inside and outside the classroom.
Candidates learn to respect parents' choices
and goals for their children and communicate
effectively with parents about curriculum and
children’s progress. In collaboration with the
host teacher(s), they learn to involve families
- 42 -

20. Collaboration with colleagues and the
community—Candidates foster relationships
with school colleagues and agencies in the
larger community to support students’ learning
and well-being.
in assessing and planning for individual
children, including children with disabilities,
developmental delays, or special abilities.
Throughout the program, candidates learn to
understand schools as organizations within the
larger community context and the operations
of relevant aspects of the systems in which
they work. They also learn to understand how
factors in the elementary students'
environments outside of school may influence
the students' cognitive, emotional, social, and
physical well-being and, consequently, their
lives and learning. Candidates participate in
collegial activities designed to make the entire
school a productive learning environment and
develop effective collaborations with
specialists.
- 43 -

Appendix 6.5.1
Questions & Table: Program Hour/Credit Conversion Justification
Does the program include laboratory components o Yes x No
- 44 -

Appendix 6.5.2.A
Table: Academic Course Schedule - Baccalaureate Full Time
Studies
Not Applicable
- 45 -

Appendix 6.5.2.B
Table: Academic Course Schedule - Baccalaureate Part Time
Studies
Not Applicable
- 46 -

Appendix 6.5.3.A
Table: Academic Course Schedule - Graduate Full Time Studies
Not Applicable
- 47 -

Appendix 6.5.3.B
Table: Academic Course Schedule - Graduate Part Time Studies
Year &
Semester
YEAR 1
Semester 1
(Fall)
Course Title
GRED 607 Foundations of
Education (B-6)
GRED 558 Literacy I: Methods
(Childhood)
Course Semester
Hours
3 cr hrs
(37.5 clock hrs)
3 cr hrs
(37.5 clock hrs)
Pre & Co-requisites
Semester 2
(Spring)
GRED 565 Elementary
Mathematics: Content and Methods
GRED 505 Introduction to Special
Education
3 cr hrs
(37.5 clock hrs)
3 cr hrs
(37.5 clock hrs)
Semester 3
(Summer)
GRED 530 Classroom
Management and Discipline
GRED 567 Elementary Social
Studies: Content and Methods
3 cr hrs
(37.5 clock hrs)
3 cr hrs
(37.5 clock hrs)
YEAR 2
Semester 1
(Fall)
GRED 566 Elementary Science:
Content and Methods
GRED 559 Literacy II: Methods
(Childhood)
GRED 664 Practicum in Childhood
Education
3 cr hrs
(37.5 clock hrs)
3 cr hrs
(37.5 clock hrs)
3 cr hrs
(100 clock hrs)
Semester 2
(Spring)
GRED 613 Teaching Internship
GRED 696 Elementary Student
Teaching
GRED 676 Student Teaching
Seminar: Policies and Practice in
American Education
6 cr hrs
( clock hrs)
6 cr hrs
( clock hrs)
2 cr hrs
(clock hrs)
GRED 676 and
GRED 696
GRED 613 and
GRED 676
GRED 613 and
GRED 696
Semester 3
(Summer)
GRED 669 Professional
Development Performance
Portfolio
Graduate Elective
3 cr hrs
(37.5 clock hrs)
3 cr hrs
(37.5 clock hrs)
- 48 -

Appendix 6.6.1
Table: Course Descriptions
Year &
Semester Course Title Calendar Course Description
YEAR 1
Semester 1
(Fall)
Semester 2
(Spring)
GRED 607 Foundations of
Education (B-6)
GRED 558 Literacy I: Methods
(Childhood)
GRED 565 Elementary
Mathematics: Content and
Methods
GRED 505 Introduction to
Special Education
This course is designed to provide students
with an overview of the philosophical basis of
early childhood and elementary education
and a historical outline of the field. It
prepares future teachers for a variety of roles
and professional responsibilities. It also
provides an overview of curricular issues
such as the goals of education, learning
theories, and teaching and assessment
strategies.
This course is designed for the elementary
pre-service teacher who will be responsible
for teaching literacy in grades 1-6. It is
assumed that persons enrolled in this course
know little or nothing about the theories of
reading and other literacy skills development.
With this assumption in mind, this course will
be geared to teaching pre-service teachers
the “whys” and “hows” of teaching reading,
writing, listening, and speaking to children.
Teaching mathematics effectively at the
elementary level requires much more than
the ability to “do” mathematics. The teacher
must have a deep understanding of the
concepts behind the mathematical skills
being taught and must be able to present
these concepts in a variety of ways. This
course will help elementary school teachers
develop their own understanding of the
mathematics, as well as explore strategies
and models for teaching mathematics at the
elementary level. A field experience is also
required. MST only.
Provides an overview of the educational,
psychological and social needs of learners
with disabilities and gifted/talented students;
discusses the impact of special education law
on the public school program; provides
background for designing appropriate
interventions for students with a variety of
special learning needs; this course may be
applied to the prerequisite course
requirement in the M.S.Ed. Special Education
program.
- 49 -

Semester 3
(Summer)
YEAR 2
Semester 1
(Fall)
GRED 530 Classroom
Management and Discipline
GRED 567 Elementary Social
Studies: Content and Methods
GRED 566 Elementary Science:
Content and Methods
GRED 559 Literacy II: Methods
(Childhood)
This course is designed to develop the skills
necessary to manage student behaviors in
the classroom. The focus will be on effective
practices and techniques for behavior
management and discipline. Participants will
be provided opportunities to practice different
approaches through various activities.
Current issues and problems will be
discussed.
This course examines the contributions of
social studies to the elementary school
program. It also examines a variety of
methods and materials appropriate for use in
instruction in elementary school social
studies. The course includes major
definitions and structures of the social
science disciplines (anthropology, economics,
geography, sociology, and political science)
and history; the roles of both funded
knowledge and conventional wisdom in
elementary school social studies curriculum
development, the various components of
instructional planning in social studies; and
evaluation in social studies of elementary
school pupil performance. Appropriate field
experiences are determined by the instructor.
MST only.
Develops competency in teaching science to
elementary-age school children. Emphasizes
importance of science education as
foundation of elementary curriculum.
Examines scientific method. Includes
observation/participation in elementary
classroom. MST only.
This course is designed to help pre-service
teachers understand and define the various
components of a “balanced” literacy program
for children in grades 1-6. Using quality
children’s literature, pre-service teachers will
be expected to design and implement
balanced literacy instruction in a classroom
setting. Pre-service teachers will also be
expected to use various forms of assessment
to measure the success of their instruction as
well as individual progress in literacy
development.
- 50 -

Semester 2
(Spring)
GRED 664 Practicum in
Childhood Education
GRED 613 Teaching Internship
GRED 696 Elementary Student
Teaching
GRED 676 Student Teaching
Seminar: Policies and Practice
in American Education
The future childhood teacher will be provided
supervised classroom experience. This
practicum will involve working with all aspects
of childhood curriculum. Particular emphasis
will be placed on application of learning
theory plus curriculum development,
assessment, and implementation. (At least
100 hours of field experience based in
classrooms.)
This course provides the student teacher with
a time and place where the theory of course
work at the College can be put into the actual
practice of teaching. The course is designed
to focus the student teacher's attention on the
complete range of teacher functions and
responsibilities found within a real school
setting, including immersion in curriculum and
long range planning, such as units. The
internship provides the student with the
opportunity to apply constructivist approaches
in the teaching/learning setting. (MST
elementary students only: Co-requisites:
GRED 676 and GRED 696.)
This course provides the student with the
initial opportunity to student teach in the
public school setting. Students are assigned
to an elementary classroom in which the
induction process leads to full teaching
responsibilities under the direction and
supervision of a sponsor teacher and college
supervisor. Students are expected to
demonstrate skills in defining educational
objectives, developing learning experiences,
selecting educational materials, and
evaluating pupil performance. (MST
elementary students only: Co-requisites:
GRED 613 and GRED 676)
The course will provide a forum for discussion
of the broad range of contemporary
educational and professional issues, as well
as their historical routes. Students will
critically examine various perspectives of a
topic through reading and research. (Corequisites:
GRED 613 and GRED 696)
- 51 -

Semester 3
(Summer)
GRED 669 Professional
Development Performance
Portfolio
Graduate Elective
The Professional Development Performance
Portfolio (PDPP) is an intentional grouping of
work that shows the pre-service teacher’s
progress in professional growth over the
tenure of his/her pedagogical preparation.
There should be evidence of achievement
and reflection on that achievement. The
PDPP should be a collection of select
artifacts and reflections that represent the
pre-service teacher’s experiences,
knowledge, and growth during the prestudent
teaching and student teaching
experience. The PDPP is considered a work
in progress and should prompt reflective
thinking in the knowledge and skills
determined by the faculty by providing
documented evidence of accomplishments.
Fulfils culminating experience requirement.
- 52 -

Appendix 6.6.2
Course Title:
Year & Semester:
Table: Course Outlines
GRED 607 – Foundations of Education (B-6)
Fall 2003 (First Semester of Program)
Course Overview:
This course is designed to provide students with an overview of the
philosophical basis of early childhood and elementary education and historical
outline of the field. It prepares future teachers for a variety of roles and
professional responsibilities. It also provides an overview of curricular issues
such as the goals of education, learning, theories, teaching, and assessment
strategies.
Through individual study as well as group collaboration, students will
explore the philosophical perspectives that are behind decision making and
problem solving strategies. The individual and group work in this course will
provide students with the understanding and skills necessary to make sound
professional judgements.; skills that are vital for their personal and intellectual
growth as well as having a positive impact on their performance as teachers.
Required Texts:
Parkay, F.W. & Stanford, Beverly Hardcastle, (2000). Becoming a Teacher. (5th
Ed). Needham Heights, NIA: Allyn & Bacon
Chartock, R., (Ed.) (2000) Educational foundations: An anthology. Upper Saddle
River, NJ: Prentice Hall.
Gregorc, A.F. (1985). Style Delineator. Columbia, CT: Gregorc Assoc. Inc.
Goals:
To assist students in developing a sense of "Who they are" as a learner and a
teacher.
To assist students in recognizing the diversity in their background as well as
gaining knowledge about how this influences them as an individual and as a
teacher.
• To assist students in applying reasoning skills and critical thinking in their
personal and professional lives.
• To assist students in developing and expressing their own personal
philosophy of education.
- 53 -

Course Objectives:
1. The student will demonstrate knowledge of personal, educational, and
professional requirements necessary to become a teacher.
2. The student will understand the historical foundations of education.
3. The student will understand the sociological foundations of education.
4. The student will comprehend philosophical foundations of education.
5. The student will understand the ethical and legal issues in education.
6. The student will understand the administration, governance, and funding
of education.
7. The student will examine the role of the teacher.
8. The student will identify the factors affecting school curriculum.
9. The student will develop an understanding of how people differ in their
approaches to learning and how to create classrooms that accommodate
these differences.
10. The student will demonstrate knowledge of the teaching profession
through field experience in a school setting.
Assignments:
Reflective Journals:
Each student will maintain a reflective journal throughout the semester. Each
class will have different lectures, activities, and presentations that student will be
required to reflect upon and write about in their journals. The entry in the journal
will be sent via e-mail to the instructor for comment by Friday evening each
week.
Presentations:
This will be an individual project. Each student will select an educational
philosophy and philosopher to present to the class. Each student will draw upon
the readings in the texts, research materials, news articles, class discussion,
journal articles, or videos in order to complete the project. Each student will
receive a written scenario of a modem classroom occurrence. He/She will then
respond to it from the philosophical base of the chosen philosopher. Each
student will turn in a written report with a description of his/her project. It will
contain why they chose that particular philosopher and philosophical method.
- 54 -

Group Project:
Choose one of the historical topics located in Chapter Three of Becoming a
Teacher. Define your moment in educational history to the class, making sure to
address the political views of your time period the curriculum approaches as well
as a visual representation of the school and classroom.
Teaching Philosophy Paper:
The final project for the course will be a "Who am I Philosophically" paper. The
paper must be type written or word processed and submitted to the class
instructor by the last day of the class. If word processed, use Times New Roman
size 12 font. The student will draw upon the class discussions, lectures,
activities, field experiences, and journals to complete this paper. He/She must
clearly state his/her philosophy and why he/she has chosen it.
Class Participation:
Every student is required to attend class and report on time. The class lectures,
discussions, and activities are crucial to students developing a strong
understanding of the different philosophies found in education.
General Policy
• Students are required to attend all classes. Unexcused absences will result in
the reduction of the final grade.
• Students are required to report on time to class. Continuous late arrivals will
result in the reduction of the final grade.
• Since class lectures, discussions, and activities are taken from the text
material, students are expected to bring texts to each class session.
• All reports and journals are to be typed and submitted by the assigned date.
• All written submitted materials are to follow accepted format and be free of
grammatical and syntactical errors.
• It is suggested that students acquire a style manual for preparation and
submission of materials.
Course Evaluation
There are a total of 200 points given for completion of all projects. They must be
complete, submitted on time, and without grammatical errors.
• Reflective Journal 25 points
• Presentations 25 points
• Group Project 25 points
• Teaching Philosophy Paper 50 points
• Class Participation/Attendance 50 points
- 55 -

Grading Policy
4.0 = 200 -160
3.5 = 159 -145
3.0 = 144 - 129
2.5 = 128 - 113
2.0 = 112-97
1.5 = 97-82
1.0 = 81-66
If you miss three classes, your grade will be lowered one grade.
Each time you are late to class, you will lose one point.
A Tradition of Excellence: Preparing Creative and Reflective Educators
GRED 607 Supports the SUNY Potsdam Conceptual Framework
Completion of GRED 607 will help you continue the development of your
knowledge and skills as a teacher as well as an educated citizen. You will
explore the education system of the Republic of Ireland in it's historical as well as
it's contemporary context. You will engage in a consideration of the various ways
such an exploration will make you more aware of the varied facets of the
education process in place in New York State.
Throughout the course, you will also be called upon to demonstrate the
characteristics of the reflective practitioner, as you consider ways that, you, as
the classroom teacher can meet the diverse needs of the learners. In group
activities you will be asked to demonstrate skills associated with inquiry, critical
thinking, and problem solving. You will develop your reflective observational skills
during your experience project.
Finally, this course will help you develop as a principled educator. Course
activities will challenge your previous conceptions of the educational process of
Now York State, bringing you to the conclusion that the system exists as a result
of a multitude of influences, not all domestic. Your experience project will call
upon you to behave in a responsible manner, and to be willing to be flexible and
show understanding. Your work in your cooperative groups and on your final
project will help you develop the ability to work collaboratively with others, and
challenge you to accommodate diversity of opinion among your peers.
Conceptual Framework Alignment:
A Well-Educated Citizen
• Critically analyzes and solves problems;
• Organizes thoughts and communicate effectively;
• Understands history and our social and political institutions;
• Understands and respects other cultures and our intercultural world;
• Understands the impact of science and technology on our lives;
• Appropriately uses technology;
• Has experience creating and appreciating the arts;
- 56 -

• Has a broad and deep understanding of the subject matter one teaches; and
• Models the skills, attitudes, and values of inquiry appropriate to ones
discipline.
A Reflective Practitioner
• Models inquiry, practice, and reflection;
• Effectively uses research based models of curriculum, instruction and
assessment;
• Meets the diverse learning needs of students
• Applies knowledge of local, state, and national standards;
• Effectively uses instructional and assistive technology;
• Promotes inquiry, critical thinking, and problem solving;
• Creates positive learning environments for all students;
• Uses research, reflection, and discourse throughout their careers; and
prepared to become instructional leaders.
A Principled Educator
• Behaves in a professional manner;
• Maintains a high level of competence and integrity in ones practice;
• Willing to take risks, be flexible, and show comfort with uncertainty;
• Works well with others;
• Takes responsibility for ones own actions;
• Recognizes and respects ones own diversity and that of others; and fosters
positive relationships with students, parents, administrators, colleagues, and
agencies in the community to support student learning and well being.
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 57 -

Course Title:
Year & Semester:
GRED 558 – Literacy I: Methods (Childhood)
Fall 2003 (First Semester of Program)
Course Description:
Literacy I is designed for childhood teacher candidates who will be responsible for teaching
literacy in grades K - 6. It is assumed that persons enrolled in this course know little or nothing
about the theories literacy development. With this assumption in mind, childhood teacher
candidates will be expected to know and demonstrate the content, pedagogical and
professional knowledge, skills and dispositions necessary to facilitate literacy development of
students. Course content and objectives are guided by standards and outcomes from the
following: IRA, NCATE, ACEI.
Conceptual Framework:
In order to continue the quest toward becoming a "Well Educated Citizen," GRED 558 will
provide teacher candidates with deep and flexible understanding of literacy development and
the best practices for its development. Teacher candidates will be expected to develop, nurture,
and demonstrate through careful, disciplined inquiry, practice, and reflection, insight and
imagination. As "Reflective Practitioners," teacher candidates will effectively use research
based models of curriculum, instruction, and assessment as they complete the various course
requirements. Candidates will be expected to effectively use instructional and assistive
technology where appropriate. All teacher candidates will be expected to aspire toward
becoming a "Principled Educator:" professional, competent, responsible, flexible, respectful,
cooperative, and willing to take risks.
Course Objectives:
SW (students will) understand and articulate the fundamental premise of the course: speaking,
listening, reading, and writing are not separate isolated experiences.
SW demonstrate, through class discussion and written work, knowledge of developmental
literacy skills plus sound instructional strategies designed to facilitate literacy development for
students with a variety of learning styles.
SW compare and contrast concepts, approaches, methods and strategies used
to teach children literacy skills.
SW demonstrate competence in planning and designing content activities that
incorporate literacy skill development.
SW be exposed to a wide range of children's authors and their books (special
attention to culturally diverse literature).
SW be able to plan instructional strategies designed to meet NYS Standards for
the English Language Arts using authentic literature.
- 58 -

Content Outline:
1. Current Concepts, Terms, Definitions, and Research in Literacy
A. Reading
B. Writing
C. Listening
D. Speaking
11. Literacy Instruction - Brief History
A. Influence of Research on Instructional Strategies
B. Changing Role of Professionals, Parents, Community
C. Look at Historic Movements - past and present (i.e. - i.t.a.)
III.
The Reading-Writing Connection
A. Emergent Literacy from birth
1. Cognitive development
2. Influencing factors - physical, social, emotional, motor,
environmental
3. Research and students' individual differences
B. Features of Print
1 . Phoneme awareness
2. Vocabulary awareness
3. Phonetic analysis
4. Structural analysis
5. Context
6. Pictures
C. Literature-based Activities (see web sites)
1 . Selecting books for literacy experiences
a. fiction
b. nonfiction
c. poetry
d. folklore and diverse cultures
e. modern fantasy and science fiction
f. children's magazines
g. books that reinforce a specify skills, i.e. phonemic
awareness
h. others, i.e. literature software programs
2. Shared book experiences (see web sites)
3. Balanced literacy
4. Using content for specific skill development
5. Follow-up activities
a. rewrites
b. webs and mapping
c. readers' theater
d. journals
e. content projects
f. other
- 59 -

D. Constructing Meaning
1. Guiding reading through questioning strategies
2. Literature circles
3. Response journals
4. Personal / Creative - written
E. Process Writing
1 . Prewriting
2. Drafting
3. Revising
4. Editing
5. Publishing
6. Use of Technology
IV.
Organizing Literacy Instruction
A. Grouping Strategies
1. Basal Instruction
2. Remedial Instruction
3. Specific Skills Programs
B. Individualized Instruction - literature based
C. Technological Support
D. Issues affecting selection of materials.
1. Censorship
2. Stereotyping
3. Cultural influences
4. Philosophy
V. Literacy Across the Curriculum
A. Literature Across the Curriculum
B. Thematic Units
C. Study Techniques and Study Guides
VI.
Procedures for Observation and Evaluation
A. Observation
1. Record keeping
2. Kid watching
B. Assessment
1. Formal
a. New York State Tests
b. Standardized tests
2. Informal and Authentic
- 60 -

Recommended Texts:
Literacy for the 21st Century by Gail Tompkins
Self-Paced Phonics by G. Thomas Baer
Required Texts:
The Canada Geese Quilt by Natalie Kinsey-Warnock
The Night the Bells Rang by Natalie Kinsey-Warnock
Requirements for Grading:
_____ Class Participation
Attendance - 20 pts.
Participation in class discussions and activities - 20 pts.
_____ Research and present an Author Study. ( Guidelines – see 527 Rubric) -
20 pts. (date due - Session 27)
_____ Using the content in the Canada Geese Quilt, develop a literacy unit that
integrates literature, specific literacy skills development and activities
designed to meet the NYS Learning Standards in content areas. Use
Sander's Seven Levels as a guide for cognitive tasks. Activities must
require students to use the following: internet, library, and research
skills - 30pts. (date due - Session 28) Writing Assignments Rewrite or
original piece: Create your own book following the process writing
approach. This piece should serve as a model in your future classroom
-20 pts. (date due - Session 23)
_____ Tests
Plagiarism:
Weekly Interactive Writing Activity: Write a student in grades 1-9 (you
may use e-mail) and submit a written summary of the experience,
noting what you have learned about writing development from the
experience - 20 pts. (date due - Session 24)
"IF"Test-10pts. This test will assess your own writing skills.
(Session 3)
Phonics Test - 20 pts. (Session 16)
Theory Test - 40 pts. (Session 26)
Definition: Claiming another's work as one's own.
Policy: No credit will be given for work that shows evidence of plagiarism.
- 61 -

Grading:
Final Grade Values
Total points
Grade
191-200 4.0
181-190 3.5
171-180 3.0
161-170 2.5
151-160 2.0
0-150 0.0
Class Participation – 40 points
Attendance
558 Rubric
Participation in class discussions
Research and Present Author Study – 20 points
Biographical Information
Extensive Bibliography
Relevant Literacy Activities
Relevant Integrated Activities
Canada Geese Quilt Unit – 30 points
Created balanced literacy unit plan to include:
Relevant Standards
Benchmarks/Objectives
Literacy Activities (Vocab., Comp., Writing, Others)
Writing Assignment – 20 points
Rewrite or write and illustrate a book:
Mechanics (grammar, spelling, etc.)
Content and language
Format and Artwork
Weekly Interactive Writing – 20 points
Wrote to a student for at least 12 weeks
Written summary of experience includes:
Mechanics
Content
- 62 -

Tests – 70 points
If Test – 10 points (grammar, spelling, pen.)
Phonics Test – 20 points
Theory Test – 40 points
Web Sites
http://www.janbrett.com/
http://www.eric-carle.com/
http://www.geocites.com/Athens/Delphi/9096/
http://www.bookpage.com/ooo1bpberenstain.html/
http://www.margaretwisebrown.com/
http://www.gailgibbons.com/
http://www.lib.usm.edu/~degrum/keats/main.html/
http://www.bookpage.com.9609bp/childrens/lilypurpleplasticpurse.html/
http://www.jeancraigheadgeorge.com/
http://www.childrenslit.comlf/
http://www.stevenkellogg.html
http://falcon.jmu.ed~ramseyil/lionni.htm
http://www.harperchildrens.com/p;tpancake/
http://www.patriciapolacco.com/
http://www.tcom.ohiou.edu/books/kids.htm
http://teacher.scholastic.com/authorsandbooks/authors/ringhold/bio.htm
http://falcon.jum.edu/~ramseyil/scieszka.htm
http://www.eduplace.com/rdg/author/cva/index.html
http://www..emsc.nysed.gov:80/ciai/pub.html#cat2
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Dr. Sandy Chadwick
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 63 -

Course Title:
Year & Semester:
GRED 565 – Elementary Mathematics: Content and Methods
Spring 2004 (Second Semester of Program)
Background and Rationale
Contemporary mathematics pedagogy measures an educative growth of a student not in terms
of the production of correct answers but in terms of the quality and diversity of thinking.
Nowadays, a competence in elementary mathematics teaching means much more than the
ability to get a right answer to a standard, procedure-bounded problem. The competence
includes an in-depth understanding of the concepts behind procedures being taught and
awareness of various tools conducive to mediate conceptual development. This course will
reflect change and growth in mathematics education set by the National and New York State
standards for school mathematics. It will attempt to increase the confidence level of a future
teacher in creating learning situations at the elementary level in which simply stated questions
about familiar concepts can generate a considerable amount of inquiry.
To this end, mathematics currently involved in K-6 program as recommended by the New York
State Education Department will be highlighted as a dynamic discipline, built on progressively
connected ideas and mutually related concepts. Students will be introduced to current issues
and trends in mathematics education such as the use of concrete embodiments (physical
manipulatives) and computing technology (including electronic manipulatives), revision of
curriculum and professional standards, assessment of authentic performance, and social
constructivism.
SUNY Potsdam Education Unit Conceptual Framework
A Tradition of Excellence: Preparing Creative and Reflective Practitioners
GRED 565 course supports the SUNY Potsdam Education Conceptual Framework in several
ways. First, through experiences provided in this course students will continue to develop as
“well educated citizens” by modeling the skills, attitudes, and values of inquiry relevant for
mathematics content and by appropriately using technology such as the Internet, word
processing, spreadsheets, and other electronic information technologies. They will continue to
develop as ‘reflective practitioners” by modeling inquiry, practice, and reflection in their field
experiences and journals. They will effectively use research-based models of curriculum,
instruction, and assessment as they plan for instruction, design, and teach lessons meeting the
diverse learning needs of students, promoting reflective inquiry, critical thinking, and problem
solving, incorporating appropriate technology. They will identify national and state learning
standards that are related to their lessons. They will develop as “principled educators” by
demonstrating
appropriate integrity and competence for beginning level pre-service teachers,
professional behavior in their classes and in the field,
ability to work with pre-K-6 students and teachers, and
disposition to see the elementary classroom as a site for inquiry.
Course Content and Pedagogy
The course content will revolve around the following major topics (recommended by the New
York State Education Department): (i) Mathematical Reasoning; (ii) Number and Numeration;
(iii) Operations; (iv) Modeling/Multiple representation; (v) Measurement; (vi) Uncertainty; (vii)
- 64 -

Patterns/Functions. The study of these topics will be supported by a variety of mathematics
education materials. In accord with the National Council of Teachers of Mathematics
Professional Standards for Teaching Mathematics, the course pedagogy will focus on
developing proficiency in:
selecting mathematical tasks to engage children's interests and intellect;
orchestrating classroom discourse in ways that promote conceptual growth;
seeking, and helping children seek, connections to previous and developing knowledge;
using, and helping children use, technology to pursue mathematical explorations.
To this end, student-centered discussions of selected mathematics education research
publications will be a part of the course activities. Students will be expected to read these
publications by using the campus (Crumb) library and the Internet resources. Fostering the
ability to use such resources is one of educational objectives of this (graduate level) course.
Text book and other required materials
John A. Van de Walle. Elementary and Middle School Mathematics: Teaching Developmentally.
Addison Wesley Longman, 2000. (Available in the bookstore).
GRED 565 Course Materials with instructor Sergei Abramovich. (Copied and available in the
bookstore).
A Zip disk formatted for Macintosh computer, compass, ruler, color pencils/markers, scissors (all
required).
SUNY Potsdam e-mail account is required. To arrange for this account please come over to
the Office of Distributed Computing (Kellas 100, phone #2083) with your student ID. The Office
hours are M-F, 8:00 A.M. - 4:00 P.M. Please be advised that you can check your campus e-mail
through the Internet by opening the following location in the Navigator:
http://mailman.potsdam.edu.
Several materials for the course will be put on the Internet regularly. To access the course web
site, go to http://www2.potsdam.edu/educ/abramovs/gred565site.htm (any computer that has
the Internet connection will be OK). In order to access a protected part of the site, click at the
hyperlink "A protected part of the GRED 565 course" (on the top of the page). Upon clicking, a
computer will require entering User Name and Password. Please be advised that User Name is
gred565 and the Password is bay. This will make specific course materials available to the
GRED 565 students only.
Also, some course materials will be put on a local server (ClassFiles volume of the Zeus
Server, folder GRED 565 within the folder abramovs). Everything placed in ClassFiles is
automatically "published" on the Web at http://zeus.potsdam.edu. This option is convenient for
those students who will be using non-campus (home) computers. To access ClassFiles on the
Internet, make your way, via your browser, to the folder GRED 565 and see the list of files;
holding down the OPTION (Mac) or SHIFT (Windows) key while clicking on the document will
cause the document to be downloaded to your computer. You can then double-click on the
document and open it on your own computer, assuming that you have the same program that
was used to create it.
- 65 -

Evaluation Criteria
• Professionalism
Students are expected to attend, be prepared for, and participate professionally in each class.
This includes the ability to support classroom activities by participating in discussions of
homework and readings. Professionalism also includes the ability to keep notes of all class
discussions and homework assignments, using library and the Internet resources to access
information, using e-mail and word processing programs as educational tools. An e-mail
communication between the instructor and students will be used on a regular basis. Students
will be expected to check their e-mail at least once a week as regular homework will be given
mostly via e-mail.
Conceptual Framework Alignment: Professional behavior, works well with others.
• Assignments
Students are expected to read the textbook, course materials, and selected mathematics
education publications as assigned by the instructor. Throughout the semester, please plan to
watch carefully for weekly homework assignments given. There will be two special homework
assignments on geometry given. One such assignment will involve the use of a computer and
students must plan for time to work in a Mac computer lab on this computer assignment.
Students are expected to have (or acquire) a minimum knowledge of Microsoft Word, Microsoft
Excel, and Dynamic Geometry programs. As stated in the New York State Education
Department Core Curriculum for Mathematics, “software that allows students … to explore,
conjecture and investigate mathematics, provides unique opportunities for students learning
mathematics. Teachers should take full advantage of this resource, if available” (see the web
site of NY State Education Department at http://www.nysed.gov/rscs/resguide/Mathcc1.pdf,
Resource Guides, Mathematics, Elementary Grades, p. 12). Note that these high expectations
are set for students (and their teachers alike) as early as in elementary grades.
• Presentations
The course activities will include (depending on a final enrollment) up to 10 student-centered
discussions of research publications relevant to elementary mathematics curriculum. (These
publications have been put on GRED 565 reserve at the Crumb library). To this end, teams of at
most 3 students in each team will be created. Each team will be responsible for doing one such
discussion. More specifically, this will include the following collaborative and individual activities:
the preparation of not less than a 600-word summary of a publication (a write-up, one for a
team) which must be submitted to the instructor electronically at least 10 days prior to the
discussion (a particular form of such submission may vary);
the preparation of not less than a 300-word individual reflection on the publication (a write-up)
which must be attached to the summary and submitted to the instructor in a hard copy by the
day of a discussion;
conducting a 45-minute discussion of an assigned publication.
- 66 -

Each such summary will be put on the course web site on a week preceding a discussion with
understanding that the whole class can be prepared for discussion by reading this summary via
the Internet. (In order to count the number of words in a typed document, one can use "Word
Count" feature from Tools menu of MS Word program). One copy of a summary is required for a
team. In evaluating a presentation, the following rubric will be applied:
Group e-summary of not less than 600 words submitted on time - 20%
Individual reflection of not less than 300 words submitted on time - 20%
The use of a computer during the presentation - 20%
The use of manipultives during the presentation - 20%
The use of transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
• Topic exams
Two 50-minute topic exams will be given during the semester. These topic exams (to be
arranged) will be based on readings, homework, and activities presented in the class. A reading
list will be given a week before a topic exam. There will be no make-up topic exams given
unless illness or family emergency occur (these must be documented).
Conceptual Framework Alignment: Critically analyzes and solves problems, demonstrates
knowledge of state standards.
Final Project
A final exam for the course will be replaced by work on a final project. A final project may take
different directions. One such direction is to develop a lesson based on one of the key ideas
from mathematics core curriculum as recommended by New York State Department of
Education (see mentioned above GRED 565 Course Materials). The second direction is to
structure a project as a journal that reflects on one's experience in observing an elementary
mathematics classroom in the field. Reflections should describe one's observations in terms of
their connection to ideas studied in the course. Finally, the third direction is to reflect on a
possible involvement in teaching mathematics during a field experience. Regardless of a
direction chosen, an underlying philosophy of a final project should be structured by the
following basic assumptions of contemporary classroom discourse:
conceptual development (emphasis on conceptual understanding versus operational
understanding),
reflective inquiry (creating a learning environment in which students feel comfortable to ask
"what if" and "why" questions and reflect on their work),
search of connections between different concepts (e.g., addition and subtraction, multiplication
and division, etc.), and
the use of technology (e.g., physical manipulatives, computers, the Internet, computergenerated
worksheets, overheads, and so on).
The length of a final project is expected to be three to five pages (not less than a 1000-word
document typed on a computer). Team projects (not more than three students in a team) are
welcome, but collaboration on a project is not required. On the cover sheet of the project please
type your e-mail address (it should include e-mail addresses of all team members if it’s a
collaborative project).
- 67 -

If your final project is an observation journal, please follow guidelines provided in the "pink"
document (Field Experience Guidelines). Of particular interest is any information related to
students' asking questions during a lesson, the discussion of more than one way to solve a
problem, the availability of manipulatives and computers in the elementary classroom and their
use by a host teacher. If the use of these tools was never observed, please write about that
including grade level(s) observed. Information (based on classroom observations) submitted in
your final project will be considered strictly confidential.
If your final project is a lesson plan (supported by NY state standards and the state core
curriculum for mathematics – please see the course materials) relevant to the elementary
classroom. Your lesson may be based on one of the key ideas from the core curriculum. In your
lesson plan please address such issues as the use of manipulatives and information
technology, the promotion of reflective inquiry and diversity of thinking among students.
• Components of a final grade
Home assignments 20%;
Use of technology 10%
Topic Exams 30%;
Final Project 20%
Presentation 20%
An interactive chart titled Calculation of Grade is attached to the password-required domain of
the course web site. Note: Blue numbers related to exams are subject to change.
According to the chart: range 100%-94% - 4.0; range 87%-93% - 3.7; range 80%-86% - 3.3;
range 73%-79% - 3.0; range 66%-72% -2.7; range 59%-65% - 2.3; range 52%-58% - 2.0; below
52% - 0.0.
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3) o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 68 -

Course Title:
Year & Semester:
Course Description
SPED 505 – Introduction to Special Education
Spring 2004 (Second Semester of Program)
Provides an overview of the educational, psychological and social needs of learners with
disabilities and gifted and talented students; discusses the impact of special education law on
the public school program; provides background for designing appropriate interventions for
students with a variety of special learning needs.
Prerequisites: none
Required Text
Friend, M. & Bursuck, W.D. (2002). Including students with special needs: A practical guide for
classroom teachers (3rd ed.)-Boston: Allyn and Bacon
Companion Website: www.ablongman.com/friend3e
Course Objectives
At the conclusion of the course, the student will be able to:
1. articulate a philosophy of service to exceptional learners
2. identify indicators of handicapist thinking and articulate personal attitudes toward persons
with disabilities
3. explain the implications for education professionals of the laws and regulations pertaining to
children with special learning needs
4. describe the characteristics of children with various types of exceptionalities
5. list procedures and criteria for recognizing children with special learning needs
6. articulate the principles of mainstreaming and least restrictive environment as they relate to
decisions about service delivery to exceptional learners
7. identify techniques and modifications to general classroom programming to better meet the
needs of students with special learning needs
A TRADIT70N OF EXCELLENCE: PREPARING CREATTVE AND REFLECTIVE
PRACTITIONERS: HOW SPED 505 SUPPORTS OUR SUNY POTSDAM CONCEPTUAL
FRAMEWORK
Completion of SPED 505 will help you continue the development of your knowledge and skills
as a well educated citizen. You will explore the history and practice of special education today,
and engage in a consideration of the various ways to define and describe learners with various
disabilities and learning impairments. You will build on your knowledge of typical child
development as we consider the characteristics of learners with disabilities.
Throughout the semester, you will also be called upon to demonstrate the characteristics of the
reflective practitioner, as you consider ways that a classroom teacher can meet the diverse
needs of learners. In group activities you will be asked to demonstrate skills associated with
inquiry, critical thinking, and problem-solving. You will develop your reflective observational
skills during your experience project. You will read and respond reflectively to research articles
in this field, and demonstrate your ability to use computers as a communication tool..
- 69 -

Finally, this course will help you develop as a principled educator. Course activities will
challenge your previous conceptions of disability and students with disabilities. You will be
asked to engage in activities that will require that you confront considerable uncertainty. Your
experience project will call upon you to behave in a responsible manner, and to be willing to be
flexible and to show comfort with uncertainty. Your work with your cooperative study groups
throughout the semester win help develop your ability to work collaboratively with others, and
challenge you to accommodate diversity of opinion among your peers.
SPED 505 and THE STANDARDS OF THE COUNCIL FOR EXCEPTIONAL CHILDREN
The special education program at SUNY Potsdam has been accredited by the Council for
Exceptional Children. SPED 505 addresses the following standards at the introductory level and
serves as the foundation for further study in special education and for working effectively in
general education classroom with included special education students:
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:
Standard 7:
Standard 8:
Philosophical, Historical, and Legal Foundations of Special Education
Characteristics of Learners
Assessment, Diagnosis, and Evaluation
Instructional Content and Practice
Planning and Managing the Teaching and Learning Environment
Managing Student Behavior and Social Interaction Skills
Communication and Collaborative Partnerships
Professionalism and Ethical Practices
INFORMATION FOR STUDENTS WITH SPECIAL LEARNING NEEDS
SPED 505 students with identified disabilities or other special learning needs are asked to talk
with the instructor as soon as possible to discuss accommodations that may be helpful in
successfully completing this course. Students with documented disabilities are also encouraged
to contact Sharon House, Coordinator of Accommodative Services (267-3267) to discuss
additional support services for this class and other classes.
COURSE REQUIREMENTS
I. CLASS MEETINGS
You are expected to be present and prepared for each class meeting. You are expected to
contribute to discussions and class activities on a regular basis, using information acquired in
assigned readings and other experiences. Textbook reading assignments are designed to
supplement class presentations, not to duplicate them.
Conceptual Framework Alignment.
Well Educated Citizen (organize thoughts and communicate effectively; understand history and
our social and political institutions; understand and respect other cultures; appropriately use
technology; model the skills, attitudes, and values of inquiry; Reflective Practitioner (promote
inquiry, critical thinking, and problem-solving; apply -knowledge of local, state, and national
standards); Principled Educator (behave in a professional manner; work well with others; be
willing to take risks, be flexible, and show comfort with uncertainty; recognize your own diversity
and that of others; develop positive relationships with administrators, colleagues, agencies, and
parents)
- 70 -

II.
E-MAIL AND INTERNET
You have been assigned a SUNY Potsdam e-mail account which you are expected to check
regularly. I will periodically send information to you using e-mail.. There will also be an
assignment which will involve reviewing websites of particular interest to special education
providers. We will be using email to engage in discussions about the course content and as a
way for me to clarify questions that may arise. In addition, the publisher of your book has
established a companion website for this text and course (www.ablongman.com/friend3e) which
we will make use of from time to time. The website also provides practice exercises to aid you in
your study. . If you do not have Internet access of your own, you can use the Internet at any of
the on-campus computer labs, as well as at most local public libraries. Any student experiencing
difficulty with this should speak to the instructor as soon as possible.
Conceptual Framework Alignment.
Well Educated Citizen (use technology appropriately)
III.
UNIT TESTS
There will be three non-cumulative one-hour tests during the semester, including objective,
short answer,
and essay questions, assessing your knowledge of concepts covered in the course as well as
your ability to
apply those concepts in hypothetical situations.
NOTE - You are expected to be present for each examination. A written medical or other valid
excuse must be presented in case of absence or a grade of "0" will be assigned for that test.
You must inform me of your absence as soon as possible, preferably in advance of the exam
period.
Conceptual Framework Alignment.
Well Educated Citizen (organize thoughts and communicate effectively; understand history and
our social and political institutions; understand and respect other cultures; appropriately use
technology; model the skills, attitudes, and values of inquiry; Reflective Practitioner (promote
inquiry, critical thinking, and problem-solving; apply knowledge of local, state, and national
standards); Principled Educator (recognize your own diversity and that of others)
IV.
ACCOMODATIONS/ADAPTATIONS PORTFOLIO
You are required to complete a portfolio of modifications which could be used within particular
lessons to include students with disabilities. This portfolio should become a resource for you as
you enter your professional experience.
The requirements are:
Create a model classroom: indicate grade level or content area and the number of students
For each disability discussed in class, develop a modification which would allow a student
possessing the disability to function successfully within your class/ lesson
Address all the elements of the INCLUDE model for each lesson
- 71 -

Students are expected to share the modifications/ accommodations with the class on a regular
basis. Generally this will occur during the class session following the course presentation. The
particular times will be noted on the Course Calendar.
A complete Portfolio will be turned in for a major course grade. Therefore, students are
expected to put a considerable amount of thought, energy and creativity into the development of
the Portfolio. The following elements will be used when assessing the Portfolio for a grade:
• Completeness: all disabilities are accounted for
• Appropriateness of the modification
• Professionalism of the presentation
• Reflection of good practices
• Variety of accommodations The due date is noted on the Course Calendar.
Other Individual Pr2ject You may submit to the instructor a proposal for an individual experience
activity that does not conform to the above project description. Examples of possible
alternatives suggested by students in the past have been Special Olympics participation, a
24-hour simulation experience, and actual work or observational experiences. If you wish to
pursue this option, YOU MUST SCHEDULE A CONFERENCE WITH THE INSTRUCTOR. If
approved, you may use that experience in fulfillment of this requirement.
Conceptual Framework Alignment. Well Educated Citizen (model the skills, attitudes, and
values of inquiry; understand and respect other cultures); Reflective Practitioner (promote
inquiry, critical thinking, and problem-solving; model inquiry, practice, and reflection; apply
knowledge of local, state, and national standards); Principled Educator (behave in a
professional manner; be willing to take risks, be flexible, and show comfort with uncertainty;
recognize your own diversity and that of others; develop positive relationships with
administrators, colleagues, agencies, and parents; maintain a high level of competence and
integrity)
V. PHILOSOPHICAL STATEMENT
At the end of the course, you will be asked to submit a formal statement of your philosophy of
services to individuals with special learning needs, a statement which should describe your
perspective of human diversity. Throughout the semester, you will have a variety of
opportunities to begin developing this
philosophical statement, but the final version will be due no later than the date of the final exam
Conceptual Framework Alignment
.Well Educated Citizen (understand and respect other cultures); Reflective Practitioner (promote
inquiry, critical thinking, and problem-solving; model inquiry, practice, and reflection); Principled
Educator (be willing to take risks, be flexible, and show comfort with uncertainty; recognize your
own diversity and that of others)
- 72 -

GENERAL POLICIES
Absences
The class experiences and discussions are important to your learning. Class presentations will
not merely rehash reading assignments. For this reason, it is in your best interest to attend all
classes. Failure to attend classes will eventually affect your grade because you cannot
participate if you are not there, and absences will affect your professionalism points as noted on
the rubric. Attendance at all course examinations is required unless a valid medical excuse is
presented.
You are responsible for obtaining information regarding material that was covered during any
class session you are unable to attend. Please exchange phone numbers to obtain class notes,
or make prior arrangements with a classmate to take notes for you. I will not repeat the entire
class lecture for you at a later time. I will give you handouts and other materials upon request
but you must know which handouts you need. I will also answer questions you may have on the
material covered during the class you missed. However, you must come to me prepared that is,
after you have read class notes and are familiar with what was covered during class.
Due Dates
All assignments must be turned at the beginning of class on the due date. Late assignments will
result in loss of 2 points of your "professionalism points" for each late assignment. A valid
excuse must be submitted to request exception of the above policy. Please discuss any special
requests with me as soon as possible. Excuses such as "I forgot my paper at home," "the printer
broke, " and so on will not be accepted. Students who do not complete all assignments will
receive an "0" for the course regardless of how many points they have accumulated.
Re-submissions
All written assignments with the exception of in class examinations my be resubmitted to
improve your grade. Re-submissions must be turned in by the date noted in the Course
Calendar and the original attempt must be attached.
Plagiarism and Academic Dishonesty
The graduate catalogue defines plagiarism on p. 14 as the presentation as one's own work the
work of another person. The catalogue describes plagiarism as including unacknowledged aid
on any assignment, examination, paper, or research report, including fraudulent use of
purchased papers. It also includes copying or paraphrasing from original sources without
crediting the source. " You should consult the Graduate Catalogue and the College's Academic
Honor Code for a more complete explanation of the nature of academic dishonesty and
plagiarism. Disciplinary action may include grade reduction, failing grade, and/or suspension or
dismissal from the college in accordance with College policy.
- 73 -

COURSE EVALUATION
Course grades will be determined on the basis of 1000 possible points, distributed as follows:
Three tests (150 points each)450
Journal Assignment (10 articles, 15 pints each) 150
Portfolio 200
Website Assignments (5 sites, 20 points each) 100
Philosophical Statement 50
Professionalism/Participation 50
Points will be translated into course grades as follows:
4.0 940-1000 Exceptional command of course content demonstrated A
3.7 900-939 Exceptional command of course content demonstrated A-
3.3 870-899 Demonstrated mastery of course content B+
3.0 825-874 Demonstrated mastery of course content B
2.7 800-829 Demonstrated mastery of some course content B-
2.3 770-799 Demonstrated mastery of some course content C+
2.0 730-769 Demonstrated mastery of some course content C
1.7 700-729 Lack of demonstrated mastery of most course content C-
1.3 670-699 Lack of demonstrated mastery of most course content D+
1.0 630-669 Lack of demonstrated mastery of most course content D
0.0 Below 630 No mastery demonstrated
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 74 -

Course Title: GRED 530 – Classroom Management & Discipline
Year & Semester: Summer 2004 (Third Semester of Program)
I. Purpose: To provide graduate students in various master degree programs with an
understanding of unproductive pupil behavior as well as providing a theoretical and
philosophical foundation from which to examine approaches to both preventing and
effectively responding to disruptive behavior.
II. Texts: Building Classroom Discipline, by C. M. Charles, Longman Inc. 7th Edition, 2002.
Case Studies for Teacher Problem Solving by Rita Silverman, William Welty, and Sally
Lyon. McGraw-Hill, 1992.
III.
Course Content:
A. Responsible Classroom Management
1. Understanding students' basic physical and psychological needs.
2. Understanding students' academic needs.
3. Understanding social factors influencing classroom behavior.
a. Increased instability of family
b. Decreased unconditional acceptance of adult authority
c. Pressures on children to achieve
d. Increased heterogeneity of classroom
e. Difficulty in retaining capable professionals
B. Prevention of unproductive student behavior
1. Effective pupil teacher communication
2. Realistic expectations for behavior
3. Motivating lessons
4. Effective pacing
5. Individualization of instruction
6. Teacher mobility
C. Conflict in the classroom
1. Win/lose orientation
2. Win/lose methods of resolving conflict
3. Power as destructive
D. Strategies for altering unproductive behavior
1. Among those to be explored
Kounin
Ginott
Neo-Skinnerian Jones
Canter
Dreikur
Glasser
Redl/Wertenberg
- 75 -

IV.
Requirements
A. Completion of announced tests on both the textbook
and lecture notes.
Numerically Graded
B. Participation in class discussion. (There is a mark
for class participation. It is determined by both
frequency of contributions to class and the quality
of those contributions. If you are at the present
time a "non-verbal" person, you must either overcome
your hesitancy or strongly question whether teaching
is the profession which you should enter. Teachers
talk! Talking is an essential part of the job, whether
it be in front of a class or pupils, with one's peers in
faculty meetings, or with and in front of parents and
parents/teachers associations.)
C-NC (Credit/No Credit)
C. Case Study Presentation
C-NC (Credit/No Credit)
D. Group Class Presentation
C-NC (Credit/No Credit)
E. Completion of a classroom management philosophy
paper - minimum of five (5) typewritten pages.
C-NC (Credit/No Credit)
V. Grading/Absence Policy
1. Assignments (C-NC) are due on the assigned date. Those not received on that
date or completed without regard for neatness, thoroughness, penmanship,
grammatical construction, etc. will be graded NC (No Credit).
2. Participation is graded (Credit-No Credit). In T/TH classes three absences will
result in NC.
3. Make-up examinations will be given only under exceptional circumstances. A full
point (1.0) will be deducted from any grade earned on a make-up examination.
4. Although it may be necessary for you to work at a job, or to take care of family
needs, I leave it to you to determine your priorities. You know what must be
done in order to pass the course and to obtain good grades in it. Being absent --
for whatever reason -- is counterproductive to your ability to function well in this
or any course.
Enjoy the course! Quickly get beyond the above requirements and get into the
substance of classes and readings. Develop an inquiring mind! Ask questions! I
regard the course as being intellectually fun - and invite you to do the same!
5. Grades will be a factor of the mid-semester, final examinations, classroom
management-paper, case study class presentation and group class
presentations and class participation.
- 76 -

VI.
Due Date for Tests:
Mid Semester: week of October 21-25, 2002
Final: Week of December 9-13, 2002
IX.
Due Dates for Case Study Class Presentation
Arranged throughout the semester.
X. Due Dates for Paper: November 18-22, 2002
XI.
XII.
Due dates for Group Class Presentation: arranged throughout the semester.
Plagiarism
Plagiarism, a form of cheating, is the most prevalent expression of academic dishonesty.
Plagiarism is the misrepresentation of any part of another's work as one's own, and is
equivalent to fraud. It involves giving or receiving unpermitted or unacknowledged aid
on any assignment of self-initiated endeavor, such as examinations, papers, research
reports, laboratory exercises and computer programs, as well as art, music and theater
projects and compositions. Of special note and concern is the fraudulent use of
purchased research papers. Specific information concerning proscribed conduct and
ensuring judicial procedures is provided in the Code of Student Rights, Responsibilities
and Conduct; the Student Government constitution; and other relevant documents
prepared by individual departments and faculty members.
The form of plagiarism called "cribbing" when performed in tests and examinations is
theft, no less serious than any other theft because it involves words or ideas rather than
material property. It is also unethical to try to obtain details of a quiz or examination
ahead of time. The temptation is greatest perhaps in multiple section courses, where an
instructor may use the same questions for different sections. In such cases, the
instructor will take reasonable precautions to discourage dishonesty, but the prime
responsibility rests with the student.
In preparation of research papers, book reports, essays, compositions and speeches,
students will generally utilize information gained from others. It is absolutely necessary
to acknowledge this help and information. Manuals of instruction in the technique of
preparing reports and papers are available in the Library and the College Bookstore.
Such writer's guides as Writing: A College Handbook or the Harbrace College
Handbook contain sections on proper form for documentation. It is the student's
responsibility to learn and apply the general and specific requirements.
Disciplinary action against those who have been judged guilty of any breach of academic
honesty may include: 1) grade reduction on the assignment in question, 2) a failing
grade in the course, and/or 3) suspension or dismissal from the College.
Note: It is a violation of New York State law for a student to utilize the services of a term
paper writer.
- 77 -

Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Professor Lucille Waterson
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 78 -

Course Title:
Year & Semester:
GRED 567 – Elementary Social Studies: Content & Methods
Summer 2004 (Third Semester of Program)
COURSE DESCRIPTION:
This course will examine factors essential to social studies curriculum and instruction in grades
1-6. Students will develop competencies in specific social studies related skills and become
acquainted with current directions and research in elementary social studies including
instructional technology. Consideration will also be given to addressing the individual needs of a
diverse student population. This course will emphasize the development of objectives, teaching
strategies and evaluation procedures that facilitate the social learning of young children. Special
attention will be given to concept learning, inquiry, decision-making, instructional technology,
National Standards for the Social Studies and New York State Learning Standards for Social
Studies.
COURSE RATIONALE:
This course is designed to provide students with an in-depth study of methods and materials
essential for effective teaching practice in elementary social studies. Topics include but are not
limited to: perceptions and perspectives into the social studies, curriculum standards (New York
State Standards for Social Studies and National Standards for the Social Studies), unit
development, assessment design and construction, interdisciplinary curriculum planning, use of
literature into the social studies, specific group strategies, inquiry learning, individualizing
teaching techniques, instructional technology, and professional development. This knowledge
will assist you in making appropriate decisions about students and instructional processes in the
social studies classroom.
COURSE OBJECTIVES:
The purpose of this course is to prepare teachers who are able to involve children in interesting
and worthwhile learning activities in the area of social studies.
To prepare you for responsibilities in teaching social studies, the course will emphasize the
following topics:
1. Goals of the Social Studies (Why): What are the goals of social studies What different
views of social studies exist' What are the strengths of each The weaknesses What
are your goals How can you justify them
2. Contents in the Social Studies (What): What content should be emphasized at the
elementary level" History' Geography All social sciences Social Issues Map and
Globe skills Decision making Value
clarification National Standards for the Social Studies New York State
Standards for Social Studies
3. Teaching Strategies for Social Studies (How):
a. Strategies for concept learning
b. Strategies for teaching generalization
c. Strategies for inquiry learning
- 79 -

d. Strategies for decision-making
e. Strategies for values/character education
f. Roleplaying strategies
g. Strategies for teaching map & globe skills
h. Social participation strategies
i. Strategies for using technology in teaching social studies
j. Strategies for teaching historical thinking & inquiry
4. Instructional Materials
a. Textbooks
b. Supplementary materials
c. Computer courseware
5. Evaluation of Social Studies
a. Informal procedures
b. Formal procedures
c. Evaluation of instructional materials
d. Role of national curriculum standards
TEXTS FOR THE COURSE
Required:
Parker, Walter C. (2001). Social Studies in Elementary Education (Eleventh
Edition). Upper Saddle River, NJ: Prentice-Hall, Inc.
The New York State Education Department (1996). Learning Standards for
Social Studies. (Available on the Internet:
http://www.emsc.nysed.gov/ciai/pub/pubss.htrnl)
Haas, M. E., & Laughlin, M. A. (Eds.) (1997). Meeting the Standards: Social
Studies Readings for K-6 Educators. Washington, DC: National Council for the
Social Studies.
Suggested:
National Council for the Social Studies (1994). Expectations of Excellence:
Curriculum Standards for Social Studies. Washington, DC: Author.
(Available on the Internet: http:Hwww.socialstudies.org/standards/stitle.html)
COURSE REQUIREMENTS
Note: All assignments prepared outside of class are to be typed and are
expected to meet professional standards in terms of spelling, punctuation,
sentence structure, etc. Points will be deducted when these standards are not
met so use computer tools like spell or grammar checking programs.
Assignments turned in later will be assessed a late penalty. (1 -2% of your
semester grade for each assignment).
- 80 -

1. TRADEBOOK REVIEW (Counts 20% of semester grade; Typical length is
4-6 pages (double-spaced)).
This assignment is intended to compliment the development of your
teaching unit. Most texts will suggest related tradebooks, but you will also
find some of the newer titles listed in Social Education, the monthly
journal of the National Council for the Social Studies. Each year in the
April/May issue the journal carries a section titled, 'Notable Children's
Trade Books in the Field of Social Studies.' The list of the tradebooks is
also available on the Internet:
http://www.socialstudies.org/resources/notable
Your typed review should include THREE distinct sections:
(1) The first section should review the content of the book (1
-2 pages);
(2) The second section of your report should deal with what
generalizations (big ideas) are supported or illustrated by
the story AND with how it could be used to teach some of
the traits important in character education. For example,
the story might be an instance of how important heroes are
in the lives of people. One story may illustrate several
generalizations or character traits and this second part of
your review is more important than the review of the main
story line;
(3) In the final section, you should explain how to incorporate
the content of the tradebook into your social studies
classroom in order to teach basic social studies knowledge
and skills. In other words, you should answer the following
questions:
3-1. Acquiring "K"nowledge: What kind of social studies
knowledge do you want to teach while using the
tradebook
3-2. Promoting "S"kills: What kind of social studies skills
do you intend to teach while using the trade book
For example, map reading, inquiry learning skills,
decision-making skills, etc.
3-3. Nurturing "V"alues: What values would you like to
teach from the trade book In this part, you may
want to include some teaching activities that would
encourage the formation of the values and allow
students to weigh their priorities, as well as
experiences in which young citizens examine how
values are formed and how they influence human
behavior.
2. CURRICULUM REFLECTION PAPER: After reading James Loewen's
Lies My Teacher Told Me: Everything Your American History Textbook
Got Wrong (1995), you will be required to write a paper on elementary
social studies/history curriculum. In this paper, while summarizing and
- 81 -

eviewing the book, explain your own idea about what our young children
need to learn in American history classroom. Counts 25% of semester
grade.
3. TEACHING UNIT: Preparing this teaching unit will consume a major
portion of our time during the last half of the course. You will work in
teams with team members generally receiving the same grade for the
unit. When the unit is submitted it is to contain a page describing what
each person contributed to the development of the unit. This page is to be
signed by all of the persons submitting the unit. All unit materials must be
typed. Save your units on computer disks for exchanging after your unit
report. Instructions for developing the teaching unit will be distributed
later. Units count 35% of your grade for the semester.
4. TEACHING UNIT REPORTS/PRESENTATION: Each team will report to
the entire class on their unit, showing examples of materials used,
charts/logs/projects developed, important things learned, etc.
Presentations will be brief, typically 15 to 20 minutes, depending on the
number of teams, so rehearse! Instructions for preparing for this report
and the criteria used to evaluate it will be distributed later. This activity will
be worth of 5% of your grade for the semester.
5. CLASS PARTICIPATION/ATTENDANCE: Class participation will count
for 15% of your semester grade. This grade will be based on my
evaluation of your preparedness for and contribution to class discussions
and group activities, on small daily assignments that you are asked to
hand in as a part of that day's activities. Merely attending class does not
automatically result in a good grade for class participation but if you are
not in class there is clearly no way you can contribute to the class
discussion or the numerous activities. However, you are not expected to
risk your health or life to attend class.
Class Participation Rubric
0 No contribution to class discussion
1-4 Contributes to discussions but comments seem to be unrelated to
discussion topics
5-9 Contributes only when called on to answer specific questions
10 Contributes to class, encourages others to participate, comments are
relevant to discussion topics
GRADES: Course grades will be calculated using the weighting system
described earlier.
Tradebook Review (20)
Curriculum Reflection paper (25)
Teaching Unit (35)
Unit Reports (5)
Class Participation/Attendance (15)
Total (100)
- 82 -

A = 96% (Total points) A- = 92% B+ = 88% B = 84% B- = 80% C+ = 77% C =
74% C- = 70% D+ = 67% D = 64% D- = 60% F = 57%
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 83 -

Course Title:
Year & Semester:
Course Description
GRED 559 – Literacy II: Methods (Childhood)
Fall 2004 (Fourth Semester of Program)
GRED 559 is designed for the prospective elementary teacher in preservice
training who will be responsible for teaching reading and
language arts in grades K through 6. It reviews and extends on the
information presented in GRED558 by providing opportunities for
students to continue learning about effective ways to develop literacy in
young children. Students will further explore instructional methods and
materials to develop appropriate lesson plans: apply strategies for
assessing and evaluating children's literate behaviors; and, discuss
current issues and trends in literacy education.
Texts:
Cooper. D.J (2000). Literacy: helping children construct meaning.
Boston: HoughtonMifflin
Cunningham. P. (2000). Phonics They Use: Words for reading and
writing. New York: Longman.
Purcell-Gates. V. (1995) Other People's Words: The cycle of low
literacy. Cambridge, MA: Harvard University Press.
Course Objectives
To provide opportunities for instructional experiences that enable
students to:
1. relate research on the teaching of reading to current classroom
practices:
2 . identify and the goals of an effective literacy program and its
desirable outcomes:
3. identify, assess, and plan to use a variety of research-based
teaching strategies;
4. appraise diverse materials and resources, including the school
community and current technologies as tools for enacting the K-6
literacy curriculum;
5. analyze issues of curriculum and instruction in elementary
literacy programs;
6. select appropriate assessment instruments to evaluate strengths
and weaknesses of a student with the aim of devising an
appropriate instructional plan that incorporates the elements of
an effective literacy program.
A TRADITION OF EXCELLENCE PREPARING CREATIVE AND
REFLEC77VE PRACTITIONERS
GRED 528 supports SUNY-Potsdam Conceptual Framework through
helping each student to develop his/her knowledge, disposition, and
skills as well as becoming a well educated citizen, a reflective
practitioner, and, a principled educator. As a "well-educated citizen",
- 84 -

-you will explore the history of reading instruction, the changing views of
reading and literacy and its impact on literacy education in our schools
today.
As a "reflective practitioner" you are expected to consider and
experience ways to develop an effective literacy curriculum. You will
engage in a variety of instructional strategies with the aim of promoting
inquiry, critical thinking, and problem solving skills.
Finally, as a "principled educator" you will demonstrate your ability to be
professionally ethical and maintain a high level of competence and
integrity through the requirements of EDUC 413 course requirements
and that of the College.
Attendance
Course Requirements
There is an attendance/punctuality code for this class. Attendance will
be taken. Frequent or persistent absences or lateness will result in a
lowering of final grade.
Participation
Thoughtful discussion in small and large group settings will be an
important part of this class. Your participation as well as class
attendance will be graded. Coming to class and actively participating is
important for you and for your fellow students. Please plan to be on time
for each class,
Reading
Three books are assigned for course readings. They are required text
designed to help us think about the teaching of reading in public school
classrooms. For each week's reading assignment, you should come to
class prepared to discuss and apply what you read.
Assignments
There will be four assignments for this course. You would be allowed to
work as individuals and in small groups for these assignments
according to the directions attached to this syllabus. All assignments
must be turned in on the due dates. Late assignments will result in loss
of points. Please discuss any special request as soon as possible.
Written Work
All written work for a grade should adhere to the conventions of
Standard English. All papers must be typed or word-processed. Please
submit two copies of all papers; one will be evaluated and returned to
you, the other will be kept on file in my office.
- 85 -

Plagiarism
Academic dishonesty is an offence. It includes the misrepresentation of
any part of another's work as one's own idea, and it is equivalent to
fraud. (See Undergraduate catalog with special reference to
"plagiarism). All writings and ideas of others must be acknowledged
appropriately.
Grading
The total score possible for this course is 500. The percentage of each
component of this course is as follows:
Attendance and Participation: (100pts.)
Literacy Narrative (100pts.)
Teachable Moments (50pts).
Web Assignment (50pts.)
Literacy Interest (50pts)
Thematic Unit (100pts)
Synthesis Papers (50 pts)
The final grade will be determined by adding the points for each
assignment and test The total will then be converted to a -grade based on
the grading scale given below.
Grading Scale
Points will be translated into course grades as follows:
4.0 Exceptional command of course content demonstrated A
3.7 Exceptional command of course content demonstrated A
3.3 Demonstrated mastery of course content B+
3.0 Demonstrated mastery of course content B
2.7 Demonstrated mastery of some course content B
2.3 Demonstrated mastery of some course content C+
2.0 Demonstrated mastery of some course content C
1.7 Lack of demonstrated mastery of most course content C_
1.3 Lack of demonstrated mastery of most course content D+
1.0 Lack of demonstrated mastery of most course content D
0.0 No mastery demonstrated F
Assignments
The following assignments are incorporated into this course to help you: (1)
apply the information you have learned through your reading, and (2) explore
resources that you will find useful when developing an environment for effective
literacy learning.
- 86 -

Classroom based Requirements/Assignments
Assignment 1: Literacy Narrative (50 pts)
You will complete a three- four page narrative based on a mini research of the
grade level you would like to work in. You would interview a classroom teacher
and find out what are the -grade level requirements of that grade. You are to
include artifacts of your "literacy dig," to support your findings.
Assignment 2: Teachable Moments (50 pts)
You will be required to select an instructional strategy to model to the class.
Strategies can be selected based on grade level interest.
*Assignment 3: Wed-Assignment (100 pts)
This assignment increases awareness of resources available via the Internet You
will work in small groups to review important New York State curriculum
documents that relate to teaching the English language Arts along with other
resources found at the end of each chapter. Internet sites will be assigned to
each group for review, discussion and class presentation.
*Assignment 4: Literacy Interest
You are to present information on some of the present conversations in literacy
today. Topics will be assigned to groups according to interest
*Assignment 5: Project- Thematic Unit
In this project you will exhibits the components of a balanced literacy program.
That should include a plan of your imaginary classroom, a plan of daily
instruction, and a thematic unit with supporting
materials.
Assignment 6: Synthesis Papers
Prepare two papers (minimum 2 pages double-spaced) in which you describe
what you are learning from your chapter readings of the book Other people's
Words. The first of these is due on and the second on The
papers will be evaluated in term of. a) the clarity and insight you show on the
focal ideas from the assigned chapter readings and group discussions b) the
vividness of your explanations of how you will use what you are learning in your
teaching: and c) the care with which you express yourself. Write from your own
voice, yet explain your learning clearly and articulately.
*Students will work in pairs or small group on the following assignments. Due
dates will be announced in advance.
- 87 -

Field-Experience Component
The field experience component hopes to provide prospective teachers with
authentic experiences in public schools. You would be required to participate in a
minimum of 60 hours at a public school site. This is an import part of this course
and unsatisfactory completion of this aspect of the course can lead to a failed
grade. Information regarding the expectations of this aspect of the course would
be given to you in the form of a field experience booklet.
Expectations/Requests
You all start with a 3.0 in this class. What you do with this grade is entirely up to
you. Be prepared for classes. I often ask questions or do activities, which require
your coming prepared to class.
More than one late or absence will significantly affect your grade because you
may miss class discussions and videos. Do not expect a 4.0 if you have been
absent from more than one class. In case of a- medical or family emergency,
please inform me and group members. You are responsible for obtaining
information about what was covered during a class that you were unable to
attend. Exchange phone numbers to obtain class notes, or make prior
arrangements with a classmate to take notes for you. I expect you to become
familiar with any information you missed due to absence and come prepared for
the next class.
When you have questions, problems, concerns, SEE me as soon as possible.
Any special requests must be conveyed to me immediately. I will be happy to
assist you in any way if you See me.
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Dr. Sandy Chadwick, Dr. Fred Bigenho
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3) o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 88 -

Course Title:
Year & Semester:
GRED 566 – Elementary Science: Content and Methods
Fall 2004 (Fourth Semester of Program)
Catalog description:
This course is intended to assist MST elementary education students develop appropriate
knowledge, skills, and attitudes related to teaching Science at the elementary level.
Textbook:
Required:
Arthur A. Carin and Joel E. Bass. (Merrill Prentice-Hall 2000) Teaching Science as Inquiry.
Recommended not required:
The State Education Department (1996). Learning Standards for Mathematics, Science and
Technology
Goals and Objectives:
• To develop an awareness and a proficiency in the use of the NYS Learning Standards for
Mathematics, Science and Technology;
• To become aware of, and gain some experience in teaching strategies appropriate for the K-
6 child;
• To become aware of, and again experience in, teaching strategies integrating science with
other disciplines;
• To demonstrate effective communication and organizational skills by developing and
presenting a guided discover;
• To develop content competency in selected topics in physical and life science appropriate to
the elementary school curriculum;
• To become familiar with technology tools useful in teaching;
• To become familiar with the literature available to help elementary teachers teach science.
Grading Policy:
Ten projects of equal weight will be assigned and graded throughout the semester. The final
project is weighted as two scores and class participation is weighted as two scores for a total of
14 scores. Twelve out of the 14 must rate an A in order to achieve an A for the course.
Attendance Policy:
Attendance at each class session is expected. It is also expected that 4each student will arrive
on time ready to participate in the activities of the day. Missed classes will be considered
excused if a written or 3-mailed excuse is submitted within two school days of the missed class,
and the excuse is accepted by the instructor. Students are responsible for all work missed.
Illness or family emergency will be considered as excusable absences. Any unexcused
absence may result in a lowered final average by 0.4 quality points/absence.
- 89 -

Statement Concerning Plagiarism:
It is expected that students in this course will adhere to the Academic Honesty policy as stated
in the 2002-2003 Undergraduate Catalog. Failure to do so will result in a lowering of the final
grade and/or failure of the course.
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 90 -

Course Title: GRED 613 – Teaching Internship
Year & Semester: Spring 2005 (Fifth Semester of Program)
Certification Standards:
Each certification candidate shall demonstrate the ability to:
a. Apply theory and research concerning the development, behavior and
learning of children including those with exceptional characteristics and/or
special needs.
b. Prepare, select and use materials and media; modify commercial
materials; and produce original materials.
c. Use appropriate methods to carry out his/her role.
d. Prepare, select and use evaluation procedures.
e. Apply knowledge, techniques and skills of describing and analyzing
professional, institutional and political situations in order to make
educational decisions.
f. Assess and improve reading, writing and speaking skills and/or make
appropriate referrals.
g. Promote better understandings and interrelationships among individuals
and groups, or different races, sexes, religious beliefs, national origins
and socioeconomic backgrounds.
h. Make students aware of the world of work, its opportunities, and assist
students in making the transition from the school to the community.
Canadian Standards of Practice for the Teaching Profession
Commitment to Students and Student Learning
Members of the Ontario College of Teachers (OCT) demonstrate care for and
commitment to students. They are dedicated in their efforts to teach and to support student
learning. They treat students equitably and with respect. They encourage students to grow as
individuals and as contributing members of society. Members of the OCT assist students to
become life-long learners.
Professional Knowledge
Professional knowledge is the foundation of teaching practice. Members of the OCT
know the curriculum, the subject matter, the student, and the teaching practice. They know
education-related legislation, methods of communication, and ways to teach in a changing
world.
Teaching Practice
Members of the Ontario College of Teachers apply professional knowledge and
understanding of the student, curriculum, teaching, and the changing context of the learning
environment to promote student learning. They conduct ongoing assessment and evaluation of
student progress. They modify and refine teaching practice through continuous reflection.
- 91 -

Leadership and Community
Members of the Ontario College of Teachers are educational leaders who create and
sustain learning communities in their classrooms, in their schools, and in their profession. They
collaborate with their colleagues and other professionals, with parents, and with other members
of the community to enhance school programs and student learning.
Ongoing Professional Learning
Members of the Ontario College of Teachers are learners who acknowledge the
interdependence of teacher learning and student learning. They engage in a continuum of
professional growth to improve their practice.
Eligibility for Student Teaching
An applicant's eligibility for student teaching may be based on some or all of the following
criteria:
1. Recommendations: From faculty and advisors at SUNY College at Potsdam who
have had the applicant for a class or as an advisee, or former employers or teachers.
2. Writing Sample: The applicant may be asked to write an essay in the presence of the
Screening Committee.
3. Simulations: The applicant may be asked to respond to simulated events that are
representative of classroom experiences.
4. Testing: The applicant may be asked to participate in testing for basic competencies.
5. Interview: The Screening Committee may contact some or all applicants in order
to interview them. Interviews are conducted after all application materials are
received and before the placement process begins. Professional dress is required.
Applicants must arrive 5 minutes prior to the scheduled interview time. The Screening
Committee may focus on the quality of your application materials in addition to other
items.
6. Grade-Point-Average: An education GPA audit is conducted in order to ensure that
each applicant has met the minimum GPA in the academic and education majors.
Audits are conducted as needed if a student’s status changes.
STUDENT TEACHING PROGRAM
General Induction Pattern for the Elementary and Secondary Program
Induction
The induction period refers to the time frame that it takes for a student teacher to
assume full responsibilities for all classes. Although a recommended induction period is
included here, it is up to the sponsor teacher and the student teacher to determine reasonable
expectations. It is recommended that before any student teacher teaches a class, he/she should
see the sponsor teacher teach that same class. Ideally, the student teacher should gradually
take on more and more responsibility, should then solo (teach all classes all by him/herself) for
- 92 -

two weeks, and should then relinquish the sponsor teacher’s classes gradually.
The following outline of the student teaching semester provides for a gradual induction
into full teaching responsibilities. The sponsor teacher, supervisor, and student must
cooperatively develop a program for each student teacher which fits the College's guidelines, is
appropriate for the setting, and meets the student teacher's needs. (The induction outline that
follows is only a guideline. Also see Form 3 in Appendix C.)
Week One and Two
It is recommended that the student teacher:
1. Attend an orientation meeting with the supervisor on the first day.
2. Observe in the cooperating teacher's classroom.
3. Complete orientation assignment(s).
4. Implement activities planned by the cooperating teacher. Cooperative planning and team
teaching is encouraged.
5. Get acquainted with the institution, its resources and students.
6. Develop a schedule for the second week, identifying lessons the student teacher will plan
and teach.
7. Confer daily with sponsor teacher and learn of particular requirements.
8. Continues observation of the cooperating teacher and also observe at least one other
teacher each day.
9. Plan and teach a minimum of five lessons (at least one lesson per day).
10. Continue to implement activities planned by sponsor teacher.
11. Assist with daily routines.
12. Provide evidence that performance objectives such as self-evaluation, lesson planning,
classroom management, and varied strategies have been or are being achieved. In
addition to lesson planning, teaching, observing, and conferring with the sponsor teacher, it
is recommended that the student teacher also:
13. Begin participating in a co-curricular activity (if the opportunity exists).
14. Confer with the sponsor teacher about pupil evaluation.
15. Develop original or use the sponsor teacher's record keeping system on a regular basis.
16. Assume lunchroom, hall traffic, study hall, or other duties with the cooperating teacher if
they are a part of the sponsor teacher's schedule.
- 93 -

17. Provide evidence, in addition to the performance objectives previously identified, that
progress is being made in writing objectives, using audio visual aids, and maintaining
adequate classroom control.
18. Plan and teach approximately ten lessons.
Week Three and Four
The student teacher will continue teaching at least two lessons per day. In addition to
previously established activities, conferences with the sponsor teacher should include the
following topics:
1. Achieving the listed performance objectives.
2. Development of an educational philosophy.
3. Involvement in Professional organizations.
4. Individual differences and how to provide for them. (A diagnostic-prescriptive learning
assignment may be appropriate at this time.)
5. Evaluation and grading of student progress.
6. Guidance and health services.
7. Use of technology in instruction.
The planning and teaching responsibilities should be increased to a three-lesson-perday
level. The first analysis of a taped lesson is recommended by the third week (a camcorder
is available for sign out in Satterlee Hall).
During this time, a mid-semester conference will be scheduled between the supervisor,
sponsor teacher, and student teacher. This conference will provide an opportunity for the
student teacher to assess his/her performance and establish goals to achieve during the
remainder of the semester. Also see Form 5 in Appendix C.
By the end of the fourth week, the planning and teaching responsibilities should be
increased to four lessons per day or approximately 60 percent of the cooperating teacher's
tasks. The sponsor teacher and student teacher are encouraged to work in team teaching
activities, if possible.
It is recommended that the student teacher:
1. Complete a second written analysis of a taped lesson.
2. Complete a long-range planning project.
Week Five
The student teacher's workload should be increased to approximately 80 percent of the
workload of a classroom teacher and cover the full range of the sponsor teacher's instructionally
related responsibilities.
- 94 -

Weeks Six and Seven
The student teacher is expected to function in the role of full-time teacher as much as
possible. The student teacher should assume a workload that is equivalent to 100 percent of the
sponsor teacher's duties for a period of two weeks. In short, this means that the student teacher
becomes/is the teacher. Normally, the sponsor teacher and the student teacher determine if the
sponsor teacher is to leave the room or remain. Sporadic checks are usually the norm. The
students in the classroom should clearly understand that the student teacher is the teacher for
two weeks.
During this time, it is recommended that the student teacher:
1. Work toward the completion of all performance duties.
2. Complete a third written analysis of a taped lesson.
3. Implement his/her long-range plan.
4. Complete a diagnostic-prescriptive learning assignment.
5. Develop a portfolio of work that represents his/her ability to plan and articulate lessons,
analyze instruction, evaluate learner progress, produce learning materials, and provide for
individual differences.
Week Eight (Some geographic areas include more than 7 weeks.)
The cooperating teacher will assume responsibility for planning and teaching some
lessons to facilitate the transition of classes from the student teacher to the sponsor teacher.
This allows time for the student teacher to observe and reflect upon the teaching and learning
process after seven weeks of full-time teaching experiences.
It is recommended that the student teacher:
1. Schedule and prepare for a final conference with the sponsor teacher and the supervisor to
assess performance during the practicum semester.
2. Return all keys and learning materials to the sponsor teacher.
3. Complete all reports, grades, and other responsibilities prior to departure from student
teaching.
Teacher Education Student Teaching Checklist
Directions:
This partial checklist is designed to assist you. Some items may not
pertain to your specific situation. Many items on this checklist are
reminders of information you already received in your teacher education
admission material and Student Teaching Handbook. It is the student’s
responsibility to ensure that the applicable items on this checklist are
completed prior to the end of the semester in which they applied to
student teach (and some items after).
- 95 -

1. Scheduled a good quality advising session with your education advisor in order to
discuss your program requirements, status, career objectives, and ask questions prior
to completing number 2 below.
2. Completed our website application and scan sheet for secretary and submitted hard
copies.
3. Signed up for one of the mandatory Informational Meeting. (We are in process of also
creating a video version.)
4. Signed sheet if you are considering Newcastle or STA or GST program and
submitted appropriate applications by deadlines to appropriate offices and informed
Dr. Lunt in the International Education Office.
5. Purchased and read the Student Teaching Handbook.
6. Brought Student Teaching Handbook to Informational Meeting.
7. Attended one of the Informational Meetings and signed student teaching contract.
8. Submitted student teaching application by deadline.
9. Returned to Room 111 Satterlee between the 30th and 40th day after the application
deadline date in order to sign your audit.
10. Established a Reference File in Career Planning.
11. Checked your email or our office for Placement, Supervisor and Orientation
information.
12. Confirmed with your supervisor (supervisors) his/her orientation date, time, place
prior to beginning each quarter.
13. Introduced yourself to both sponsor teachers and (your supervisor(s)) immediately
upon learning of placement.
14. Introduced yourself to the sponsor teachers, each supervisor, and obtained your
orientation date(s).
15. Introduced yourself to building Principal and/or Superintendent.
16. Interviewed in school district for student teaching position (if required).
17. Informed Student Teaching Office of any coursework presently being completed that
is below a grade of 2.0 or that reduces your GPA required for student teaching.
18. Ensured that you have a 2.5 GPA (prior to fall ‘99) in your education major in order to
be eligible for student teaching. (2.75 GPA for student teaching in 2003).
19. Removed any “holds” in Registrar’s Office that could cause Student Teaching to be
canceled.
20. Avoided the “I didn’t know, no one told me” crisis by seeking updated and accurate
information regarding any aspect of your education program by calling 267-2517.
21. Ensured that you have updated information regarding seminars during the student
teaching semester.
22. Informed Student Teaching Office immediately in writing of any change in address, or
status before, during or after student teaching.
23. Completed Child Abuse requirement.
24. Completed New York State Teacher Certification Exams (LAST and ATS-W) for
provisional certification.
25. Submitted evaluation form of supervisor and Exit Survey (in Handbook) to Office of
Student Teaching after student teaching.
26. Submitted completed Application for Certification Form to Satterlee Hall, Room 111
after completion of all degree and education program requirements. This must be
done within 60 days or the College cannot recommend you for certification.
- 96 -

Additional Checklist Item for M.S.T. Students
MST Students: Ensured the Approved Program of Studies Form is in your file prior to
applying for student teaching and is signed by your advisor so that an education audit
can be conducted.
Additional Checklist Items for Canadian Students
Contacted Mr. Frank Kinsella, our Canadian Coordinator, at Phone No. (613) 382-
8229 or email frankkinsella@sympatico.ca in order to inquire about his meetings and
seminars.
Canadians: Met with Coordinator as a group when contacted to do so for a special
meeting.
Communicate regularly with your regional supervisor to ensure success.
Canadian students do not place themselves. Designated Canadian supervisors have
been requested by the schools to establish all formal contacts between institutions
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 97 -

Course Title: GRED 676 – Std Tchng Seminar: Policies & Practice in American Ed
Year & Semester: Spring 2005 (Fifth Semester of Program)
Attendance at All Student Teaching Seminars:
Please Note: College supervisors will inform you of the functions that you should be
attending for seminar credit. If for some reason, your supervisor neglects to review
seminar requirements with you at the orientation, you are responsible for asking about this
requirement. This professional development activity is concomitant with the student
teaching experience and is mandatory. Seminars cannot be rescheduled. If you are not in
attendance at the required seminars, you will be required to attend professional
development sessions at the College before credit for the seminar will be given. If you
have continual schedule conflicts and can not attend makeup sessions by our deadlines,
you will not be given credit for the seminar.
Elaboration on Seminars
A student teaching seminar accompanies the student teaching experience. Other
departments on campus are considering creating senior seminars as part of their curriculum and
you may hear or receive information related to those endeavors, but the Teacher Education
Department already has a senior seminar and it is part of the student teaching experience. It is
all one package, so to speak, worth 14 credits. A student teacher receives two credits for the
senior seminar. The purpose of the seminar is to provide the student teacher with the
opportunity to learn more about topics that are pertinent to his/her professional development. In
addition, it provides the student teachers with the opportunity to raise questions and think
critically about solutions to various problems associated with on-the-job realities. All student
teachers in Centers 1, 2, 3, are required to attend 2 days of on-campus seminars (at SUNY
College at Potsdam). (Student teachers in Centers 4 and 5 do not attend the on campus
seminars; rather, they meet with their local supervisor.) Seminar dates will be announced at the
informational meetings. (Seminars are not education electives, but they are identified as EDL,
which means they are also liberal arts credit.)
It should be noted that many supervisors also hold seminars for their student teachers in
addition to the ones on campus in order to promote further professional development.
Seminars and orientations scheduled in conjunction with the field experience provide an
opportunity to discuss problems in the classrooms, integration of methods courses, the teaching
profession, and other concerns raised by students and contribute much to professional
development; therefore, attendance is mandatory. A grade of S or U is recorded for the seminar.
The seminars also provide an opportunity for college supervisors to see student teachers
in a different environment and to deal with the immediate concerns of their experiences. The
seminar is used to answer questions, analyze problems in a meaningful way, and provide
alternatives for teaching practices. The seminar can provide a situation whereby students may
compare notes, ask questions, and formulate conclusions through interaction with peers. The
seminars are also used to relate practice to theory. Seminar discussions will evolve around
common problems as well as individual problems. The seminars will provide the student
teachers with excellent opportunities for sharing ideas, materials, and observations about
lessons and teaching in general. Many student teachers will be in situations similar to another
student's and they will be eager to explore alternative solutions to common problems. Students
can profit and learn from one another's experiences.
- 98 -

Canadian students are required to contact and attend Mr. Kinsella’s seminar. (His phone
number is on your checklist.)
In addition, depending on location, guest speakers are invited to share their particular
expertise on germane issues. A Call for Proposals was also sent to all school superintendents in
the North Country that invited teachers to participate in the seminars. While topics explored in
seminars are selected on the basis of need in each location, there are several topics that
appear on the seminar agenda every semester. Other topics may vary according to the needs
that develop in a given setting.
Common Topics
1. Planning
2. Classroom Management
3. Diagnostic-Prescriptive Teaching
4. Instructional Strategies
5. Systematic Observation
6. Library Media Resources
7. Effective Teaching/Learning
8. Whole Literacy
9. Compact For Learning
10. Multicultural Issues
11. Rubrics
12. Cooperative Learning
13. Standards
Additional Topics
1. Professional Organizations
2. Seeking a Teaching Position
3. Communicating With Parents
4. Testing
5. Motivation
6. Community Awareness
7. School Law
8. Classroom Problem Solving
9. Affective, Cognitive, and Psychomotor Learning
10. Support Services
11. Resources Available for Teaching
12. Developing a Portfolio
13. Shared Decision Making
Special Education Topics
1. Student Confrontation Avoidance Techniques
2. I.E.P. Development
3. Services and Teaching Techniques for Visually Impaired Students
4. Mainstreaming
- 99 -

Other Commitments That Count Toward Seminar Credit
1. Attending the Informational Meeting
2. Attending Supervisor's Orientation
3. Superintendent's Day
4. Faculty Meetings
5. Staff Development Workshops
6. Parent Conferences
7. Department Meetings
8. Committee Meetings
9. College Supervisor's Weekly or Bi-monthly Meetings
10. College Supervisor's Seminars
11. Cohort Group Meetings
The supervisor of the topics to be treated in the seminar informs school personnel and
they are also welcome to attend the seminars.
The Office of Field Experiences does not give road conditions or weather reports. If
you cannot attend a seminar, do not telephone this office. You must inform (and receive
permission from) your supervisor for any absence.
The Office of Field Experiences is not responsible for obtaining temporary parking
permits for anyone associated with the program. Public Safety has been kind enough to allow all
student teachers and guests to use Lot 9 during seminar days. Vehicles will be ticketed in other
lots if a temporary permit is not on display. When in doubt, contact Public Safety at 267-2222.
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 100 -

Course Title: GRED 696 – Elementary Student Teaching
Year & Semester: Spring 2005 (Fifth Semester of Program)
Certification Standards:
Each certification candidate shall demonstrate the ability to:
a. Apply theory and research concerning the development, behavior and
learning of children including those with exceptional characteristics and/or
special needs.
b. Prepare, select and use materials and media; modify commercial
materials; and produce original materials.
c. Use appropriate methods to carry out his/her role.
d. Prepare, select and use evaluation procedures.
e. Apply knowledge, techniques and skills of describing and analyzing
professional, institutional and political situations in order to make
educational decisions.
f. Assess and improve reading, writing and speaking skills and/or make
appropriate referrals.
g. Promote better understandings and interrelationships among individuals
and groups, or different races, sexes, religious beliefs, national origins
and socioeconomic backgrounds.
h. Make students aware of the world of work, its opportunities, and assist
students in making the transition from the school to the community.
Canadian Standards of Practice for the Teaching Profession
Commitment to Students and Student Learning
Members of the Ontario College of Teachers (OCT) demonstrate care for and
commitment to students. They are dedicated in their efforts to teach and to support student
learning. They treat students equitably and with respect. They encourage students to grow as
individuals and as contributing members of society. Members of the OCT assist students to
become life-long learners.
Professional Knowledge
Professional knowledge is the foundation of teaching practice. Members of the OCT
know the curriculum, the subject matter, the student, and the teaching practice. They know
education-related legislation, methods of communication, and ways to teach in a changing
world.
Teaching Practice
Members of the Ontario College of Teachers apply professional knowledge and
understanding of the student, curriculum, teaching, and the changing context of the learning
environment to promote student learning. They conduct ongoing assessment and evaluation of
student progress. They modify and refine teaching practice through continuous reflection.
- 101 -

Leadership and Community
Members of the Ontario College of Teachers are educational leaders who create and
sustain learning communities in their classrooms, in their schools, and in their profession. They
collaborate with their colleagues and other professionals, with parents, and with other members
of the community to enhance school programs and student learning.
Ongoing Professional Learning
Members of the Ontario College of Teachers are learners who acknowledge the
interdependence of teacher learning and student learning. They engage in a continuum of
professional growth to improve their practice.
Eligibility for Student Teaching
An applicant's eligibility for student teaching may be based on some or all of the following
criteria:
1. Recommendations: From faculty and advisors at SUNY College at Potsdam who
have had the applicant for a class or as an advisee, or former employers or teachers.
2. Writing Sample: The applicant may be asked to write an essay in the presence of the
Screening Committee.
3. Simulations: The applicant may be asked to respond to simulated events that are
representative of classroom experiences.
4. Testing: The applicant may be asked to participate in testing for basic competencies.
5. Interview: The Screening Committee may contact some or all applicants in order
to interview them. Interviews are conducted after all application materials are
received and before the placement process begins. Professional dress is required.
Applicants must arrive 5 minutes prior to the scheduled interview time. The Screening
Committee may focus on the quality of your application materials in addition to other
items.
6. Grade-Point-Average: An education GPA audit is conducted in order to ensure that
each applicant has met the minimum GPA in the academic and education majors.
Audits are conducted as needed if a student’s status changes.
STUDENT TEACHING PROGRAM
General Induction Pattern for the Elementary and Secondary Program
Induction
The induction period refers to the time frame that it takes for a student teacher to
assume full responsibilities for all classes. Although a recommended induction period is
included here, it is up to the sponsor teacher and the student teacher to determine reasonable
expectations. It is recommended that before any student teacher teaches a class, he/she should
see the sponsor teacher teach that same class. Ideally, the student teacher should gradually
take on more and more responsibility, should then solo (teach all classes all by him/herself) for
- 102 -

two weeks, and should then relinquish the sponsor teacher’s classes gradually.
The following outline of the student teaching semester provides for a gradual induction
into full teaching responsibilities. The sponsor teacher, supervisor, and student must
cooperatively develop a program for each student teacher which fits the College's guidelines, is
appropriate for the setting, and meets the student teacher's needs. (The induction outline that
follows is only a guideline. Also see Form 3 in Appendix C.)
Week One and Two
It is recommended that the student teacher:
1. Attend an orientation meeting with the supervisor on the first day.
2. Observe in the cooperating teacher's classroom.
3. Complete orientation assignment(s).
4. Implement activities planned by the cooperating teacher. Cooperative planning and team
teaching is encouraged.
5. Get acquainted with the institution, its resources and students.
6. Develop a schedule for the second week, identifying lessons the student teacher will plan
and teach.
7. Confer daily with sponsor teacher and learn of particular requirements.
8. Continues observation of the cooperating teacher and also observe at least one other
teacher each day.
9. Plan and teach a minimum of five lessons (at least one lesson per day).
10. Continue to implement activities planned by sponsor teacher.
11. Assist with daily routines.
12. Provide evidence that performance objectives such as self-evaluation, lesson planning,
classroom management, and varied strategies have been or are being achieved. In
addition to lesson planning, teaching, observing, and conferring with the sponsor teacher, it
is recommended that the student teacher also:
13. Begin participating in a co-curricular activity (if the opportunity exists).
14. Confer with the sponsor teacher about pupil evaluation.
15. Develop original or use the sponsor teacher's record keeping system on a regular basis.
16. Assume lunchroom, hall traffic, study hall, or other duties with the cooperating teacher if
they are a part of the sponsor teacher's schedule.
- 103 -

17. Provide evidence, in addition to the performance objectives previously identified, that
progress is being made in writing objectives, using audio visual aids, and maintaining
adequate classroom control.
18. Plan and teach approximately ten lessons.
Week Three and Four
The student teacher will continue teaching at least two lessons per day. In addition to
previously established activities, conferences with the sponsor teacher should include the
following topics:
1. Achieving the listed performance objectives.
2. Development of an educational philosophy.
3. Involvement in Professional organizations.
4. Individual differences and how to provide for them. (A diagnostic-prescriptive learning
assignment may be appropriate at this time.)
5. Evaluation and grading of student progress.
6. Guidance and health services.
7. Use of technology in instruction.
The planning and teaching responsibilities should be increased to a three-lesson-perday
level. The first analysis of a taped lesson is recommended by the third week (a camcorder
is available for sign out in Satterlee Hall).
During this time, a mid-semester conference will be scheduled between the supervisor,
sponsor teacher, and student teacher. This conference will provide an opportunity for the
student teacher to assess his/her performance and establish goals to achieve during the
remainder of the semester. Also see Form 5 in Appendix C.
By the end of the fourth week, the planning and teaching responsibilities should be
increased to four lessons per day or approximately 60 percent of the cooperating teacher's
tasks. The sponsor teacher and student teacher are encouraged to work in team teaching
activities, if possible.
It is recommended that the student teacher:
1. Complete a second written analysis of a taped lesson.
2. Complete a long-range planning project.
Week Five
The student teacher's workload should be increased to approximately 80 percent of the
workload of a classroom teacher and cover the full range of the sponsor teacher's instructionally
related responsibilities.
- 104 -

Weeks Six and Seven
The student teacher is expected to function in the role of full-time teacher as much as
possible. The student teacher should assume a workload that is equivalent to 100 percent of the
sponsor teacher's duties for a period of two weeks. In short, this means that the student teacher
becomes/is the teacher. Normally, the sponsor teacher and the student teacher determine if the
sponsor teacher is to leave the room or remain. Sporadic checks are usually the norm. The
students in the classroom should clearly understand that the student teacher is the teacher for
two weeks.
During this time, it is recommended that the student teacher:
1. Work toward the completion of all performance duties.
2. Complete a third written analysis of a taped lesson.
3. Implement his/her long-range plan.
4. Complete a diagnostic-prescriptive learning assignment.
5. Develop a portfolio of work that represents his/her ability to plan and articulate lessons,
analyze instruction, evaluate learner progress, produce learning materials, and provide for
individual differences.
Week Eight (Some geographic areas include more than 7 weeks.)
The cooperating teacher will assume responsibility for planning and teaching some
lessons to facilitate the transition of classes from the student teacher to the sponsor teacher.
This allows time for the student teacher to observe and reflect upon the teaching and learning
process after seven weeks of full-time teaching experiences.
It is recommended that the student teacher:
1. Schedule and prepare for a final conference with the sponsor teacher and the supervisor to
assess performance during the practicum semester.
2. Return all keys and learning materials to the sponsor teacher.
3. Complete all reports, grades, and other responsibilities prior to departure from student
teaching.
Teacher Education Student Teaching Checklist
Directions:
This partial checklist is designed to assist you. Some items may not
pertain to your specific situation. Many items on this checklist are
reminders of information you already received in your teacher education
admission material and Student Teaching Handbook. It is the student’s
responsibility to ensure that the applicable items on this checklist are
completed prior to the end of the semester in which they applied to
student teach (and some items after).
- 105 -

1. Scheduled a good quality advising session with your education advisor in order to
discuss your program requirements, status, career objectives, and ask questions prior
to completing number 2 below.
2. Completed our website application and scan sheet for secretary and submitted hard
copies.
3. Signed up for one of the mandatory Informational Meeting. (We are in process of also
creating a video version.)
4. Signed sheet if you are considering Newcastle or STA or GST program and
submitted appropriate applications by deadlines to appropriate offices and informed
Dr. Lunt in the International Education Office.
5. Purchased and read the Student Teaching Handbook.
6. Brought Student Teaching Handbook to Informational Meeting.
7. Attended one of the Informational Meetings and signed student teaching contract.
8. Submitted student teaching application by deadline.
9. Returned to Room 111 Satterlee between the 30th and 40th day after the application
deadline date in order to sign your audit.
10. Established a Reference File in Career Planning.
11. Checked your email or our office for Placement, Supervisor and Orientation
information.
12. Confirmed with your supervisor (supervisors) his/her orientation date, time, place
prior to beginning each quarter.
13. Introduced yourself to both sponsor teachers and (your supervisor(s)) immediately
upon learning of placement.
14. Introduced yourself to the sponsor teachers, each supervisor, and obtained your
orientation date(s).
15. Introduced yourself to building Principal and/or Superintendent.
16. Interviewed in school district for student teaching position (if required).
17. Informed Student Teaching Office of any coursework presently being completed that
is below a grade of 2.0 or that reduces your GPA required for student teaching.
18. Ensured that you have a 2.5 GPA (prior to fall ‘99) in your education major in order to
be eligible for student teaching. (2.75 GPA for student teaching in 2003).
19. Removed any “holds” in Registrar’s Office that could cause Student Teaching to be
canceled.
20. Avoided the “I didn’t know, no one told me” crisis by seeking updated and accurate
information regarding any aspect of your education program by calling 267-2517.
21. Ensured that you have updated information regarding seminars during the student
teaching semester.
22. Informed Student Teaching Office immediately in writing of any change in address, or
status before, during or after student teaching.
23. Completed Child Abuse requirement.
24. Completed New York State Teacher Certification Exams (LAST and ATS-W) for
provisional certification.
25. Submitted evaluation form of supervisor and Exit Survey (in Handbook) to Office of
Student Teaching after student teaching.
26. Submitted completed Application for Certification Form to Satterlee Hall, Room 111
after completion of all degree and education program requirements. This must be
done within 60 days or the College cannot recommend you for certification.
- 106 -

Additional Checklist Item for M.S.T. Students
MST Students: Ensured the Approved Program of Studies Form is in your file prior to
applying for student teaching and is signed by your advisor so that an education audit
can be conducted.
Additional Checklist Items for Canadian Students
Contacted Mr. Frank Kinsella, our Canadian Coordinator, at Phone No. (613) 382-
8229 or email frankkinsella@sympatico.ca in order to inquire about his meetings and
seminars.
Canadians: Met with Coordinator as a group when contacted to do so for a special
meeting.
Communicate regularly with your regional supervisor to ensure success.
Canadian students do not place themselves. Designated Canadian supervisors have
been requested by the schools to establish all formal contacts between institutions
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 107 -

Course Title:
Year & Semester:
GRED 669 – Professional Development Performance Portfolio
Summer 2005 (Sixth Semester of Program)
Portfolios give teachers a way to "blow their own horn." In other words, you know that you
are a good teacher and the portfolio provides an opportunity to document it. The length/size
varies; generally a three-ring notebook binder is standard.
1. A "Philosophy of Teaching" statement. All materials selected for the
portfolio should support and document that philosophy.
2. A resume and a summary of teaching experiences/responsibilities. Be
specific about what you are/were responsible for.
3. Examples of your work. These samples should clearly support the
teaching philosophy.
4. Information from others. Include awards, letters from parents or
students, as well as documents, such as newspaper articles, that report
student progress. (Evaluations, grades, videos and letters of
recommendation are generally not part of a portfolio and are requested
separately by potential employers.)
5. You should also explain how and why each item in the portfolio
illustrates good teaching.
6. Sample work from coursework completed.
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 108 -

Course Title: graduate level elective course in education
Year & Semester: Summer 2005 (Sixth Semester of Program)
One graduate course selected with advisors approval, such as:
GRED 516 – Multicultural Education
GRED 544 – Cooperate to Educate
GRED 626 – Zebra Stripes and Learning Types
IT 518 – Microcomputer Applications in Education
Information about Course Designer/Developer
Course designed by faculty eligible to teach this course:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.2 as appropriate)
Course designed by other:
(Attach name(s) and explanation of role in Appendix 8.5.2. The Quality Assessment Panel may
request the curriculum vitae or resume)
List faculty eligible to teach the course and /or statement “faculty to be hired”:
(Attach list of names; faculty curriculum vitae in Appendix 8.5.1, or 8.5.3 as appropriate)
Faculty to be hired
Are there any plans to teach all or any portions of this course on-line (see appendix
6.6.3)
o YES x NO
Faculty qualification required to teach/supervise the course: (include academic credentials
and professional experience)
Faculty must have at least a Master’s Degree in a related field, five years of successful teaching
experience in K-12 schools and evidence of qualification to teach the course.
Classroom requirements:
No Special Requirements
Equipment requirements:
No Special Requirements
- 109 -

Appendix 6.6.3
Table: Online Course Information
Not Applicable
- 110 -

Appendix 6.7.1
Table: Work/Internship Experience Outcomes
Student Teaching General Performance Standards/ Based on INTASC Standards
(Interstate New Teacher Assessment Support Consortium*) (Form 6, p. 52)
Work/Internship
Experience
Outcomes
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher:
• understands major
concepts
• understands
assumptions
• understands
debates
• understands
processes of
inquiry
• understands ways
of knowing that
are central to the
discipline(s) s/he
teaches
• understands how
conceptual
frameworks and
their
misconceptions for
an area of
knowledge can
influence learning
• can relate his/her
disciplinary
knowledge to other
subject matters
1. The teacher
understands the
central concepts, tools
of inquiry, and
structures of the
discipline(s) he or she
teaches and can create
learning experiences
that make these
aspects of subject
matter meaningful for
students.
The teacher:
• realizes that
subject matter
knowledge is not a
fixed body of facts
• realizes that
subject matter is
complex and everevolving
• seeks to keep
abreast of new
ideas and
understandings in
the field
• appreciates
multiple
perspectives
• conveys to learners
how knowledge is
developed from
the vantage point
of the knower
• has enthusiasm for
the discipline(s)
s/he teaches
• see connections to
everyday life
• is committed to
continuous
learning
• engages in
professional
discourse about the
subject matter
knowledge
• engages in
professional
discourse about
children’s learning
of the discipline
The teacher:
• effectively uses
multiple
representations
and explanations
• captures key ideas
and links them to
students’ prior
understandings
• can represent and
use viewpoints,
theories, “ways of
knowing” and
methods of
inquiry
• can evaluate
teaching resources
and curriculum
materials
• engages students
in generating
knowledge and
testing hypotheses
• develops and uses
curricula that
encourage
students to see,
question, and
interpret ideas
from diverse
perspectives
• can create
interdisciplinary
learning
experiences
- 111 -

Work/Internship
Experience
Outcomes
2. The teacher
understands how
children learn and
develop, and can
provide learning
opportunities that
support their
intellectual, social
and personal
development.
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher:
The teacher:
• understands how • appreciates
learning occurs individual
• understands that variation
students’
within each
physical,
area of
social,
development
emotional, • shows respect
moral and
for diverse
cognitive
talents
development • is committed
influence
to help
learning
develop selfconfidence
• is aware of
expected
and
developmental competence
progressions • is disposed to
• is aware of
use students’
ranges of
strengths as a
individual
basis for
variation
growth
within each • is disposed to
domain
use students’
• can identify
errors as an
levels of
opportunity
readiness in
for learning
learning
• understands how
development in
any one
domain may
affect
performance in
others
The teacher:
• assesses
individual and
group
performance
to design
instruction
• stimulates
student
reflection on
prior
knowledge
• links new
ideas to
already
familiar ideas
• provides
opportunities
for active
engagement,
manipulation,
and testing of
ideas and
materials
• encourages
students to
assume
responsibility
for shaping
their learning
tasks
• assesses
students’
thinking and
experiences as
a basis for
instructional
activities
• encourages
discussion,
listening and
responding to
group
interaction
• elicits samples
of student
thinking orally
and in writing
- 112 -

- 113 -

Work/Internship
Experience
Outcomes
3. The teacher
understands how
students differ in their
approaches to
learning and creates
instructional
opportunities that are
adapted to diverse
learners.
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher:
The teacher: The teacher:
• understands and • believes that all • identifies and
can identify
children can learn designs instruction
differences in at high levels appropriate to
approaches to • persists in helping students’ stages of
learning and
all children
development,
performance
achieve success learning styles,
• knows about areas • appreciates and strengths, and
of exceptionality values human needs
in learning
diversity • uses teaching
• knows about the • shows respect for approaches that
process of second students’ varied are sensitive to
language
talents and
multiple
acquisition
perspectives
experiences of
• knows about • is committed to learners
strategies to
the pursuit of • uses teaching
support the
“individually approaches that
learning of
configured
address different
students whose excellence”
learning and
first language is • respects students performance
not English
as individuals with modes
• understands how differing personal • makes appropriate
students’ learning and family
provisions for
is influenced by backgrounds individual
individual • respects students students who have
experiences,
as individuals with particular learning
talents, and prior various skills, differences or
learning
talents, and
needs
• understands
interests
• seeks to
language, culture, • is sensitive to understand
family and
community and students’ families,
community values cultural norms cultures, and
• knows how to • makes students communities
learn about and feel valued for • uses information
incorporate
their potential as to understand
students’
people
differences as a
experiences,
cultures, and
• helps students
learn to value each
basis for
connecting
community
other
instruction to
resources into
students’
instruction
experiences
- 114 -

Work/Internship
Experience
Outcomes
4. The teacher
understands and uses
a variety of
instructional
strategies to
encourage students’
development of
critical thinking,
problem, solving and
performance skills.
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher:
The teacher:
• understands the • values the
cognitive
development of
processes
students’ critical
associated with thinking,
various kinds of independent
learning and how problem solving,
these processes and performance
can be stimulated capabilities
• understands • values flexibility
principles and and reciprocity in
techniques
the teaching
associated with process
various
instructional
strategies
• understands
advantages and
limitations
associated with
various
instructional
strategies
• knows how to
enhance learning
through the use of
a wide variety of
materials and
human and
technological
resources
The teacher:
• evaluates how to
achieve learning
goals
• chooses
alternative
teaching strategies
and materials to
achieve different
instructional
purposes to meet
student needs
• uses multiple
teaching and
learning strategies
to engage students
in active learning
opportunities
• helps students
assume
responsibility for
identifying and
using learning
resources
• varies his or her
role in the
instructional
process in relation
to the content and
purposes of
instruction and the
needs of the
students
• develops a variety
of clear, accurate
presentations of
representations of
concepts
• uses alternative
explanations to
assist students’
understanding and
presenting diverse
perspectives to
encourage critical
thinking
- 115 -

Work/Internship
Experience
Outcomes
How work and internship experiences put into practice the program
outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
5. The teacher uses
an understanding
of individual and
group motivation
behavior to create
a learning
environment that
encourages
positive social
interaction, active
engagement in
learning and selfmotivation.
The teacher:
• can use knowledge
about human
motivation and
behavior to
develop strategies
for organizing and
supporting
individual and
group work
• understands how
social groups
function and
influence people
• understands how
people influence
groups
• knows how to help
people work
productively and
cooperatively in
complex social
settings
• understands the
principles of
effective
classroom
management
• can use a range of
strategies to
promote positive
relationships,
cooperation and
purposeful
learning in the
classroom
• recognizes factors
and situations that
are likely to
promote or
diminish intrinsic
motivation
• knows how to help
students become
self-motivated
The teacher:
• takes responsibility
for establishing a
positive climate in
the classroom
• participates in
maintaining a
positive climate in
the school as a
whole
• understands how
participation
supports
commitment
• is committed to the
expression and use
of democratic
values in the
classroom
• values the role of
students in
promoting each
other’s learning
• recognizes the
importance of peer
relationships in
establishing a
climate of learning
• recognizes the
value of intrinsic
motivation to
students’ life-long
growth and learning
• is committed to the
continuous
development of
individual students’
abilities
• considers how
different
motivational
strategies are likely
to encourage
development for
each student
The teacher:
• creates a smoothly
functioning learning
community
• engages students in
individual and
cooperative
learning activities
• organizes, allocates,
and manages the
resources of time,
space, activities,
and attention
• maximizes the
amount of class
time spent in
learning
• helps to develop
shared values and
expectations for
student interactions,
academic
discussions, and
individual and
group responsibility
• analyzes the
classroom
environment
• makes decisions
and adjustments to
enhance social
relationships,
student motivation
and engagement
and productive
work
• organizes, prepares
students for, and
monitors
independent and
group work that
allows for full and
varied participation
of all individuals
- 116 -

Work/Internship
Experience
Outcomes
6. The teacher uses
knowledge of
effective verbal,
nonverbal, and media
communication
techniques to foster
active inquiry,
collaboration, and
supportive interaction
in the classroom.
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher:
The teacher: The teacher:
• understands • recognizes the • models effective
communication power of language communication
theory
for fostering selfexpression
strategies in
• understands
conveying ideas
language
• recognizes the and information
development power of language • models effective
• understands the for identity
communication
role of language in development strategies in
learning
• recognizes the asking questions
• understands how power of language • supports and
cultural and gender for learning
expands learner
differences can • values many ways expression in
effect
in which people speaking, writing,
communication in seek to
and other media
the classroom communicate • knows how to ask
• recognizes the • encourages many questions
importance of modes of • knows how to
nonverbal and communication in stimulate
verbal
the classroom discussion
communication • is a thoughtful and • communicates in
• knows about and responsive listener ways that
can use effective • appreciates the demonstrate a
verbal, nonverbal, cultural
sensitivity to
and media
dimensions of cultural and
communication communication gender differences
techniques • responds • knows how to use
appropriately a variety of media
• seeks to foster communications
culturally
tools to enrich
sensitive
learning
communication by opportunities
and among all
students
- 117 -

Work/Internship
Experience
Outcomes
7. The teacher plans
instruction based
upon knowledge of
subject matter,
students, the
community, and
curriculum goals.
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher:
The teacher:
• understands • values both
learning theory long and short
• understands
term planning
subject matter • believes that
• understands
plans must
curriculum
always be open
development to adjustment
• knows how to use and revision
knowledge in based on
planning
student needs
instruction to meet and changing
curriculum goals circumstances
• knows how to take • values planning
contextual
as a collegial
considerations into activity
account in
planning
instruction
• knows when and
how to adjust
plans based on
student responses
and other
contingencies
The teacher:
• selects and creates
learning experiences
appropriate for
curriculum goals
• selects and creates
learning experiences
that are relevant to
learners
• plans for learning
opportunities that
recognized and
address variation in
learning styles and
performance modes
• creates lessons and
activities that
operate at multiple
levels to meet the
developmental and
individual needs of
diverse learners
• creates short and
long term plans that
are linked to student
needs and
performance
• adapts plans to
ensure and capitalize
on student progress
and motivation
• responds to
unanticipated
sources of input
• evaluates plans in
relation to short and
long range goals
• systematically
adjusts plans to meet
student needs and
enhance learning
- 118 -

Work/Internship
Experience
Outcomes
8. The teacher
understands and uses
formal and informal
assessment strategies
to evaluate and ensure
the continuous
intellectual, social
and physical
development of the
learner.
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher: The teacher:
• understands the • values ongoing
characteristics, assessment as
uses, advantages, essential
and limitations of • recognizes many
different types of different
assessments strategies
• knows how to • is committed to
select, construct, using assessment
and use
to identify student
assessment
strengths
strategies and • promotes student
instruments
growth rather
• understands than deny
measurement students access to
theory and
learning
assessmentrelated
opportunities
issues
The teacher:
• uses a variety of
formal and informal
assessment
techniques
• evaluates students’
progress and
performances
• modifies teaching
and learning
strategies
• solicits and uses
information about
students’
experiences,
learning behavior,
needs, and progress
from parents, other
colleagues, and the
students themselves
• uses assessment
strategies to involve
learners in selfassessment
activities
• evaluates the effect
of class activities on
both individuals and
the class as a whole
• collects information
through observation
of classroom
interactions,
questioning and
analysis of student
work
• monitors own
teaching strategies
and behavior
• maintains useful
records
• communicates
student progress
knowledgeably and
responsibly
- 119 -

Work/Internship
Experience
Outcomes
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher:
• understands
methods of
inquiry
• is aware of major
areas of research
on teaching
• is aware of
resources
available for
professional
learning
9. The teacher is a
reflective practitioner
who continually
evaluate the effects of
his/her choices and
actions on others
(students, parents,
and other
professionals in the
learning community)
and who actively
seeks out
opportunities to grow
professionally.
The teacher:
• values critical
thinking
• values selfdirected
learning
• is committed to
reflection
• is committed to
assessment
• is committed to
learning as an
ongoing process
• is willing to give
and receive help
• is committed to
seeking out,
developing and
refining practices
that address
individual needs
of students
• recognizes
his/her
professional
responsibility for
engaging in and
supporting
professional
practices
The teacher:
• uses classroom
observation for
evaluating the
outcomes of teaching
and learning
• uses information
about students for
evaluating the
outcomes of teaching
and learning
• uses research for
evaluating the
outcomes of teaching
and learning
• seeks out professional
literature, colleagues,
and other resources to
support development
• draws upon
professional
colleagues as support
for reflection
• draws upon
professional
colleagues as support
for new problemsolving
• draws upon
professional
colleagues as support
for new ideas
• draws upon
professional
colleagues as support
for sharing
experiences
• draws upon
professional
colleagues as support
for feedback
- 120 -

Work/Internship
Experience
Outcomes
10. The teacher
fosters relationship
with school
colleagues, parents,
and agencies in the
larger community to
support students’
learning and wellbeing.
How work and internship experiences put into practice the
program outcomes
PRINCIPLE KNOWLEDGE DISPOSITIONS PERFORMANCES
The teacher: The teacher: The teacher:
• understands • values and • participates in
schools as
appreciates collegial activities
organizations importance of all • makes links with
within the larger aspects of child’s other environments
community experiences on behalf of students
• understands the • is concerned • consults with parents,
operations of the about aspects of counselor, other
relevant aspects a child’s wellbeing
teachers/
of the system
professionals
within which • is alert to signs • can identify and use
s/he works
of difficulties community resources
• understands how • is willing to • establishes respectful
factors outside of consult with and productive
school may others in regard relationships
influence
to education and • seeks to develop
students’ lives well-being of cooperative
and learning students
partnerships
• understands and • respects • talks with and listens
implements laws confidentiality of to students
related to
information • is sensitive and
students’ rights • is willing to responsive to clues of
work with others distress
to improve • investigates situations
overall learning • seeks outside help as
environment needed and
appropriate to remedy
problems
- 121 -

Appendix 6.7.2
Table: Work Experience/Internship Commitments
Employer
Name
Number of
potential
placements
Type of
Business
Type or
work/internship
experience
opportunities
such as
• On the job
• Discrete
research
project
• etc
Minimum
qualifications of
workplace/Internship
supervisor who will
evaluate the student
Method of
evaluating
student
during
placement
Ottawa-Carleton
Catholic School
Board
More than
65
K-12
School
District
Practicum and
Student
Teaching
Master’s Degree, 5
years teaching
experience, and
recommendation from
the school principal &
superintendent
Direct
observation
by school
administration
and College
Supervisor.
- 122 -

- 123 -

Appendix 7.1
Course/Requirement Delivery Policies
Teacher Education programs in Elementary Education at SUNY Potsdam recently have
undergone modification as part of an extensive review and evaluation process to meet changing
New York State program registration requirements as well as national standards set forth by the
Association for Childhood Education International (ACEI) and the National Council for
Accreditation of Teacher Education (NCATE). Each of these agencies or organizations has
approved the programs as meeting the highest standards for content and delivery. The
program will be reviewed every five years for continued compliance with these standards as part
of an ongoing process of quality assurance.
In addition, on a semester basis, the course evaluations for all adjunct faculty are reviewed to
assure their adherence to the level of program quality desired by the faculty.
Further, the organization has on file and available upon request copies of current software,
hardware and systems agreements that pertain to the delivery of electronic/on-line learning.
- 124 -

Appendix 7.2.1
Policy on Student Feedback
At the end of each course, faculty are to obtain anonymous student feedback and evaluation of
the course. Faculty may use their own form for the collection of the information or the Student
Opinion of Faculty Instruction form available from the Provost’s Office. Results of the feedback
and evaluation are used by the faculty for course improvement and consideration for
reappointment, promotion and tenure.
- 125 -

Appendix 7.2.2
Student Feedback: Criteria and Instruments
- 126 -

- 127 -

Appendix 7.3
Academic Community
This program is based on a cohort model of instruction with students working together in groups
from the very beginning of the program through student teaching. Students will be expected to
communicate, brainstorm, problem solve and complete class assignments working together in a
team-based approach. Working in this fashion, the students will establish social bonds
strengthening their sense of an academic community which will carry over into their professional
careers.
- 128 -

Appendix 8.1
Legal Characteristics
Potsdam History
On March 25, 1816 a charter for the St. Lawrence Academy was granted by the NYS Board of
Regents.
In 1834, the St. Lawrence Academy became one of eight schools authorized by the Board of
Regents to establish a teaching departments. The teacher department was established in the
fall of 1834 and completely organized during the spring of 1835. The program of preparation
was a three year program. On November 23, 1836 the first full teaching diplomas were issued
to graduates of St. Lawrence Academy.
In 1869 the St. Lawrence Academy became the Potsdam Normal School.
In 1938 the Board of Regents extended the course of instruction for elementary teachers from
three to four years. The new program mandated that 92 hours or about three-fourths of the
work required for graduation, should be in the liberal-cultural areas.
In July, 1942 the Normal School was designated a State Teachers College, with the authority to
award the Bachelor of Education degree requiring 36 hours in professional education, 92 hours
of general or academic education including 15 elective hours.
In 1948 the State University of New York* was created from the existing State Teachers
Colleges, University Centers and additional specialized colleges.
By 1951, a master's degree program for majors in elementary education and music education
was introduced.
In 1963 a graduate faculty was appointed headed by a Director of Graduate Studies, and there
was a shift from Bachelor of Education degrees to B.A.-based teacher education programs
which continue today.
On July 9, 1987, the Master of Science in Teaching programs proposed by SUNY Potsdam
were approved by the State Education Department. This included the MST in Elementary
Education.
On July 23, 2001, the changes to the MST programs needed to meet new state program
registration requirements were approved by the State Education Department. This included the
MST Childhood Instruction program.
- 129 -

*The campuses of the State University of New York:
STATE UNIVERSITY OF NEW YORK
Office of the Chancellor, State University Plaza, Albany, New York 12246
UNIVERSITY CENTERS
State University of New York at Albany
State University of New York at Binghamton
State University of New York at Buffalo 1
State University of New York at Stony Brook 1
UNIVERSITY COLLEGES
State University College at Brockport
State University College at Buffalo
State University College at Cortland
State University Empire State College
State University College at Fredonia
State University College at Geneseo
State University College at New Paltz
State University College at Old Westbury
State University College at Oneonta
State University College at Oswego
State University College at Plattsburgh
State University College at Potsdam
State University College at Purchase
HEALTH SCIENCE CENTERS
State University Health Science Center at Brooklyn
State University Health Science Center at Syracuse
COLLEGES OF TECHNOLOGY
State University College of Technology at Alfred
State University College of Technology at Canton
State University College of Agriculture and Technology at Cobleskill
State University College of Technology at Delhi
State University College of Agriculture and Technology at Morrisville
SPECIALIZED COLLEGES
State University College of Environmental Science and Forestry
State University College of Technology at Farmingdale
State University Maritime College
State University College of Optometry
State University Institute of Technology at Utica/Rome 2
STATUTORY COLLEGES 3
New York State College of Ceramics at Alfred University
New York State College of Agriculture and Life Sciences at Cornell University
New York State College of Human Ecology at Cornell University
New York State School of Industrial and Labor Relations at Cornell University
New York State College of Veterinary Medicine at Cornell University
- 130 -

COMMUNITY COLLEGES
Adirondack Community College at Glens Falls
Broome Community College at Binghamton
Cayuga County Community College at Auburn
Clinton Community College at Plattsburgh
Columbia-Greene Community College at Hudson
Corning Community College at Corning
Dutchess Community College at Poughkeepsie
Erie Community College at Williamsville, Buffalo and Orchard Park
Fashion Institute of Technology at New York City4
Finger Lakes Community College at Canandaigua
Fulton-Montgomery Community College at Johnstown
Genesee Community College at Batavia
Herkimer County Community College at Herkimer
Hudson Valley Community College at Troy
Jamestown Community College at Jamestown
Jefferson Community College at Watertown
Mohawk Valley Community College at Utica
Monroe Community College at Rochester
Nassau Community College at Garden City
Niagara County Community College at Sanborn
North Country Community College at Saranac Lake
Onondaga Community College at Syracuse
Orange County Community College at Middletown
Rockland Community College at Suffern
Schenectady County Community College at Schenectady
Suffolk Community College at Selden, Riverhead and Brentwood
Sullivan County Community College at Loch Sheldrake
Tompkins Cortland Community College at Dryden
Ulster County Community College at Stone Ridge
Westchester Community College at Valhalla
1 The Health Science Centers at Buffalo and Stony Brook are operated under the administration
of their respective University Centers.
2 This is an upper-division institution authorized to offer baccalaureate and master’s degree
programs.
3 These operate as “contract colleges” on the campuses of independent universities.
4 While authorized to offer such baccalaureate and master’s degree programs as may be
approved pursuant to the provisions of the Master Plan, in addition to the associate degree, the
Fashion Institute of Technology is financed and administered in the manner provided for
community colleges.
- 131 -

Appendix 8.2.1
Governance and Administrative Structure
College
College Council
President
Vice President for Academic Affairs
Dean of Education and Professional
Studies
Chair of Teacher Education
College Faculty
Faculty Senate
Standing Committees: Graduate Affairs
Department Faculty
- 132 -

Appendix 8.2.2
Responsibilities of Governing Bodies
COLLEGE
SUNY Potsdam has been serving youth and the State of New York for more than a century.
With a heritage dating back to the St. Lawrence Academy, founded in 1816, Potsdam
traditionally has given emphasis to the importance of liberal arts in the preparation of
teachers for the public schools.
The academic program of the College is currently organized around three major schools:
The School of Arts and Sciences, with emphasis upon the traditional, historical, liberal
education as well as innovative ideas; the School of Education, which includes programs in
primary and secondary education and professional programs to help our students find
opportunities in the public world; and the Crane School of Music which has enjoyed national
prestige since 1886, particularly in the training of public school music educators. Throughout
the three schools, a number of credit programs are available for persons to continue their
education. The College also has an extensive program in continuing education, both in
credit and non-credit programs of interest to a diversified public.
COLLEGE COUNCIL
Under general policies determined by the Board of Trustees of the State University, the
College Council reviews all major plans of the College which are defined to include plans for
the appraisal or improvement of the faculty and other personnel, expansion or restriction of
student admissions, appraisal or improvement of academic programs and of standards for
the earning of degrees, expansion of institutional plans and appraisal or improvement of
student activities and housing.
The Council also makes regulations governing the care, custody and management of lands,
grounds, buildings and equipment; reviews budget requests; fosters the development of
citizens' advisory committees; names buildings and grounds; makes regulations governing
the conduct and behavior of students; prescribes for and exercises supervision over student
housing and safety; makes an annual report to the Board of Trustees; makes and amends
regulations pertaining to the affairs of the College; recommends to the Board of Trustees
candidates for appointment as President of the College; and performs such other duties or
implements such powers as may be authorized by the State University Trustees.
The College Council consists of twelve members, of whom nine are appointed by the
Governor with one member designated by the Governor to serve as Chairperson of the
Council. These nine members serve for seven years and receive no compensation for their
services. Council members may serve to the completion of their terms regardless of age and
may be candidates for reappointments. Three members serve as representatives of the
alumni, faculty and student bodies. These three are chosen by their respective groups. The
student representative is a voting member while the alumni and faculty representatives
serve as non-voting advisors at regular Council meetings. Council Executive or Special
Sessions do not include the representatives of the alumni or faculty.
- 133 -

The College Council meets at least four times annually. Notice of every Council meeting
must be provided to each member at least seven days prior to the meeting unless such
notice is waived by a majority of the Council. Resolutions for consideration by the Council
must be mailed to each Council member at least seven days prior to the meeting unless the
Council Chair makes available in writing on the day of the meeting facts which necessitate
an immediate vote.
Councils and committees and subcommittees of a Council are "public bodies" within the
meaning of the Open Meetings Law. Accordingly, meetings of these bodies must be
preceded by appropriate public notice for public attendance. Executive session may only be
convened in accordance with statutory requirements.
COLLEGE OFFICERS AND ORGANIZATIONS
a. Chief Administrative Officer
The chief administrative officer of SUNY Potsdam is the President, who is appointed by
the Board of Trustees upon recommendation from the College Council and the
Chancellor following consultation with representative staff and the student body.
b. College Administrative Officers and Chairs
College administrative officers are appointed by the President. Chairs of academic
departments are designated by the President after consultation with appropriate faculty.
c. College Governance
Consistent with Article X of the Policies of the Board of Trustees (see below), the faculty
shall establish bylaws for the democratic governance of the College.
[Policies of the Board of Trustees, Article X: COLLEGE FACULTY
§ 1. Composition. The faculty of each college shall be comprised of the Chancellor, the
chief administrative officer and other members of the voting faculty of the college, other
members of the academic staff of the college, and such nonvoting administrative officers
and professional staff as may be designated by the faculty bylaws of the college.
§ 2. Chair and Presiding Officer. The chief administrative officer of the college shall be
the chair of the faculty of each college. Each college faculty may provide for the
selection of its presiding officer, in a manner to be specified in college faculty bylaws.
Both the Chancellor and the chief administrative officer shall be empowered to call
meetings of the college faculty or the governance body of that faculty and of its
executive committee. The agendum of each meeting of these bodies shall provide, as a
priority order of business, an opportunity for both the Chancellor and chief administrative
officer to present their reports.
§ 3. Voting Faculty. The voting faculty of each college shall be composed of:
(a) The Chancellor and the chief administrative officer of the college; and
(b) Members of the academic staff of the college having academic rank and term or
continuing appointments; and
(c) Such other officers of administration and staff members of the college as may
be specified by the faculty bylaws of the college.
- 134 -

§ 4. Responsibility. The faculty of each college shall have the obligation to participate
significantly in the initiation, development and implementation of the educational
program.
§ 5. Bylaws.
(a) The faculty of each college shall prepare and adopt bylaws which shall contain:
(1) Provisions for committees and their responsibilities; (2) Procedures for the
calling and conduct of faculty meetings and elections; and (3) Provisions for
such other matters of organization and procedure as may be necessary for the
performance of their responsibilities.
(b) Bylaws shall be consistent with and subject to the Policies of the Board of
Trustees of State University of New York, the laws of the State of New York, and
the provisions of agreements between the State of New York, and the certified
employee organization established pursuant to Article 14 of the Civil Service
Law. Provisions of bylaws concerning consultation with the faculty shall be
subject to the approval of the chief administrative officer of the college. All
actions under bylaws shall be advisory upon the Chancellor and the chief
administrative officer of the college. ]
Faculty Bylaws - Article VII: The Faculty Senate
The Faculty Senate is the representative governing body of the Faculty. It is empowered to
recommend to the Faculty policy relating to academic affairs, student affairs, personnel,
facilities, and any other matters of general faculty concern; to act on college policy relating to
such matters; to organize itself with officers elected from voting faculty members; to receive and
act upon reports of its committees; and to recommend to and communicate with the President of
the College, the College Council, the Chancellor of the University, the Board of Trustees, the
University Senate, or any other appropriate individual or body.
Section 1. Name
This organization shall be known as the Faculty Senate of the State University College at
Potsdam.
Section 2. Membership
Subsection 1. Eligibility. All members of the voting faculty shall be eligible to serve as
Faculty Senate delegates, except, by reason of their offices, vice presidents, deans, and
directors in positions parallel to those of deans, who shall have voice, but not vote in Faculty
Senate.
Subsection 2. Subdivision delegates. Each Subdivision of the College shall be represented
as follows: Each academic department including the College Libraries shall be represented
with one delegate for one to nine members and an additional delegate for each additional
nine voting faculty or major fraction thereof. Other subdivisions of the college with five or
more voting members of the faculty shall be represented by one delegate for five to nine
voting faculty and an additional delegate for each additional nine voting faculty or major
fraction thereof. Subdivisions with four or fewer voting faculty shall be grouped with others of
- 135 -

similar size reporting to the same vice president or dean for the purposes of electing
delegates. Subdivisions shall mean each of those departments or divisions reporting to an
Academic Dean, Academic Affairs, Student Affairs, Enrollment Management, College
Advancement, and Administrative Affairs. Any two or more subdivisions as defined above,
may nominate and/or elect their delegates on a clustered or joint basis, provided that a
majority of the voting faculty in each such subdivision have voted in favor of such form of
nomination and/or election at least ten calendar days prior to the holding of such
nominations and/or elections, and provided further, that the results of such vote have been
reported to the Secretary of the Faculty Senate; the total number of positions to be filled
under such clustering shall neither exceed nor be less than the number which the affected
Subdivisions would otherwise have been entitled to elect. Each of these groups shall elect
one delegate for one to nine members and an additional delegate for each additional nine
voting faculty members or majority fraction thereof. For the purposes of determining the
number of delegates from each academic department or subdivision, faculty serving less
than fulltime shall be counted as one-half equivalents. Voting faculty serving in more than
one academic department or other subdivision shall only be counted in one department or
subdivision.
Subsection 3. Election of Subdivision Delegates.
a. The Executive Committee of the Faculty Senate shall publish a list of academic
departments and other subdivisions or groups of subdivisions and the number of
delegates to which each is entitled no later than 1 December in academic years in which
elections for Faculty Senate delegates are scheduled; such list to remain in effect until
the next election period. Appeals from the determination of the Executive Committee
establishing the list of Subdivisions shall be filed with the Secretary of the Faculty
Senate no later than 1 February of the academic year in which the list was published
and shall be heard by the Faculty Senate following the reading of the Minutes at its
February or March meeting; such appeal shall be sustained by a majority vote in the
affirmative at said meeting.
b. Each delegate shall be elected by secret ballot by the members of the respective
subdivision or clustered subdivisions who are voting faculty; elections shall be held
during February, March, or April of odd-numbered years, and shall be concluded no later
than 30 April of such years, with the results of the elections reported to the Secretary of
the Faculty Senate, or designee, at their conclusion; initial elections in newly-created
academic departments shall be held at the time of formation of such departments. Terms
shall be for two years and members are eligible for re-election, except that the initial
terms of office of delegates representing newly-created academic departments shall
expire at the same time as those of already existing subdivisions.
c. Delegate nominees shall either be nominated from the floor during a meeting of the
Subdivision called for that purpose or by procedures established by majority vote of the
Subdivision in accordance with the provisions.
d. Candidates who are the first to receive a majority of the votes cast shall be declared
elected. Subdivisions shall establish procedures to be followed therein should no
candidate receive a majority of votes on the first ballot.
- 136 -

e. A vacancy shall be filled by special election within thirty days following the creation of
the vacancy. A delegate so elected shall serve out the unexpired term of office of the
delegate replaced.
f. Each Subdivision shall elect sufficient alternate delegates to act as delegate should
the latter be unable to attend a meeting of the Faculty Senate.
Subsection 4. Faculty Delegates-at-Large.
There shall be ten faculty delegates elected at large; five delegates from the Faculty with
five years completed service at the State University College at Potsdam at the time of
beginning service in this office, and five delegates from the Faculty with five or fewer years
service at the State University College at Potsdam at the time of beginning service in this
office.
Subsection 5. Election of Faculty Delegates-at-Large
a. Delegates-at-large shall be elected by secret ballot from the nominees offered from
the floor of a Faculty meeting, said election to be held in (May) the spring of evennumbered
years or by mail ballot from a slate of nominees prepared by the Nominating
Committee with at least a two-week period provided for submission of nominations by
the Faculty. Terms shall be for two years and members are eligible for re-election.
b. Candidates who are the first to receive a plurality of votes cast shall be declared
elected.
c. A vacancy in the office of a Delegate-at-Large shall be filled by election by the Faculty
Senate. A delegate so elected shall serve out the unexpired term of office of the
delegate replaced.
Subsection 6. State University Faculty Senator. The duly elected representative of the
Faculty of the State University College at Potsdam to the State University Faculty Senate
shall be a Delegate-at-Large by reason of the office.
Subsection 7. Chairs of Standing Committees. Chairs of Standing Committees of the Senate
who are not already delegates shall be delegates-at-large for the duration of their term as
Chair.
Subsection 8. Terms of Office of Newly Elected Faculty Senate Delegates. Terms of office of
all newly elected Faculty Senate delegates shall commence June 1 of the election year.
Subsection 9. List of Delegates. A list of delegates shall be published within 6 weeks
following Fall registration.
Section 3. Officers: Duties, Terms of Office
Subsection 1. Officers.
The officers of the Faculty Senate shall be its Chair, Vice-Chair, and Secretary.
Subsection 2. Eligibility.
- 137 -

Any member of the Faculty is eligible for nomination and election to the offices of Chair,
Vice-Chair, and Secretary, with the exception of vice presidents, deans, and directors in
positions parallel to those of deans, and the Faculty representative to the Faculty Senate of
the State University of New York.
Subsection 3. Duties of the Officers
• The Chair of the Faculty Senate shall:
1. Preside at all meetings of the Faculty, The Faculty Senate, and the Faculty Senate
Executive Committee;
2. Circulate to the Faculty an agenda one week prior to the meetings of both the
Faculty and the Faculty Senate;
3. Represent the Faculty at appropriate college functions and serve as a member of
the Leadership Council and as liaison officer to the local College Council and to the
Foundation Board of Trustees;
4. Appoint a parliamentarian;
5. Perform such other duties as are usually attributable to this office.
• The Vice-Chair of the Faculty Senate shall, in the absence of the Chair, preside at meetings
of the Faculty, the Faculty Senate, and the Executive Committee and may represent the
Faculty at appropriate college functions.
• The Secretary of the Faculty Senate shall:
1. Record the minutes of meetings of the Faculty, meetings of the Faculty Senate,
and meetings of the Faculty Senate Executive Committee;
2. Publish the minutes of the Faculty and Faculty Senate meetings and distribute
them in print or electronic form, as determined by the Executive Committee, to the
entire faculty not later than one week prior to the next scheduled meeting of the
Senate;
3. Review the text of these bylaws for grammatical, syntactic, and referential
consistency and shall make such recommendations as may be appropriate; such
changes may be approved by a two-thirds vote of the Faculty Senate;
4. Perform such other duties as are usually attributable to this office.
- 138 -

B y l a w s
T e a c h e r E d u c a t i o n D e p a r t m e n t
S. U. N. Y. P o t s d a m
Preamble.
The bylaws of the Teacher Education Department are intended to serve as a means for
increasing the design and delivery of academically and professionally sound courses, programs,
and other services for our students. To those ends, the bylaws seek to establish processes
whereby members of the faculty and administration will be assured of governance structures
which promote healthy working relationships among colleagues.
Article I.
Membership.
The voting membership of the Teacher Education Department consists of all full-time
temporary, term and continuing appointment employees of the college who hold academic or
professional rank within the Teacher Education Department. All such full-time members of the
Department on leave shall have a vote, but may not serve on Department Committees.
Article II.
Responsibilities.
The Teacher Education Department is responsible for forming recommendations concerning
academic and personnel policies of the Department; for implementing approved policies; and for
other matters which affect the good ordering of the department.
- 139 -

Article III.
Department Meetings.
There will be a meeting of the department within the first two weeks of the fall and the
spring semesters. There shall be at least one additional meeting in the spring semester to
establish a slate of nominees for Department standing committees.
Other regular meetings will be at the call of the department chairperson (or his or her
designee).
An extraordinary meeting (i.e., a meeting not called by the department chairperson) will be
held at the signed petitioning of at least one-fourth of the voting members of the department.
The agenda of such a meeting will be limited to the item(s) stated in the petitioned call.
For all meetings, due notice will be given.
All meetings will be conducted in accordance with State University of New York Board of
Trustees Policies, with the policies of SUNY Potsdam, and with Robert's Rules of Order.
A quorum for the conduct of business will be at least 40% of the voting membership plus
one.
Minutes of all meetings will be prepared and circulated promptly to all members and
archived.
Attendance at department meetings will be open to any faculty or administrative member of
the Department and guests of voting members. Anyone may be accorded voice by the voting
membership at that meeting.
Graduate assistants whose responsibilities lie within the department will have voice, but not
vote, at all department meetings.
All regular members of the department are expected to attend each meeting.
Article IV.
Department Chairperson.
The department chairperson (or any interim or acting department chairperson) will be
appointed or reappointed by the president of the college (or his/her designee) in accordance
with SUNY policies as defined in the Faculty Handbook upon the formal recommendation of the
department membership.
The responsibilities of the department chairperson will be to nurture the good of the
department by advancing collegiality within it, by seeking agreement among its members, and
by facilitating its work.
- 140 -

Other responsibilities include those specified by the college in the Faculty Handbook and
Department of Teacher Education policies regarding department chairs.
Article V.
Department Committees.
There will be two types of department committees: standing committees and ad hoc
committees. (Administrative committees, which are appointed by, charged by, and report to
college administrators, are outside of the purview of these bylaws).
The standing committees will be the Nominating Committee, the Academic Affairs
Committee, the Personnel Committee, the Scholarship and Awards Committee, the Student
Appeals Committee, and the Hospitality Committee.
Members of standing committees will be voting members of the department. The Academic
Affairs, and Scholarship and Awards Committees also will include students. (See Articles VII
and IX.)
A term of membership on any standing committee will be two years, except the Nominating
Committee. (See Article VI.) No more than one-half of the membership of any committee shall
be replaced in one year.
Each standing and ad hoc committee will elect its own chairperson.
Ad hoc committees may be formed by the department membership. The charge(s),
anticipated life, and membership of each ad hoc committee will be determined at its creation.
Membership of ad hoc committees may include non-members of the department (for example,
practicing elementary and secondary classroom teachers).
Attendance at meetings of any committee, except those of the Personnel Committee, will be
open to any voting department member.
The members of any committee may consult with anyone. Committee membership may be
changed only with departmental approval.
Department members are expected to provide committee service as part of their
professional obligations.
Article VI.
Nominating Committee.
The Nominating Committee will consist of three members who are elected annually from the
floor at a department meeting early in each spring semester.
- 141 -

Each spring semester, the Nominating Committee will prepare membership slates for the
standing committees. These slates (and nominations from the floor) will be considered as the
order of the day at a later meeting in the Spring semester called by the Chair.
In preparing slates, the Nominating Committee will solicit the written requests of department
members, but will not be governed by those requests.
The Nominating Committee will consider inclusivity, including gender, ethnicity, age and
academic program.
The Nominating Committee will be responsible for nominating persons for the filling of
unexpired terms as they occur.
The Nominating Committee will recommend to the Dean of the School of Education the
appointment of members of search committees, which for each search committee there will be
at least three Teacher Education faculty. A majority of each search committee will be voting
members of the department.
Article VII.
Academic Affairs Committee.
The Academic Affairs Committee will consist of nine members. Seven members will be
department members elected by the department. One member will be an undergraduate
student and one will be a graduate student, both of whom are matriculated in professional
education programs of the department. The students will be selected by their peers.
On some matters, the Academic Affairs Committee may form standing and ad hoc subcommittees
(for example, regarding middle school or instructional technology & media
management offerings).
Members of the Academic Affairs Committee are encouraged to consult appropriately with
practicing classroom teachers.
- 142 -

The Academic Affairs Committee will:
A. evaluate, review, and make recommendations to the department membership regarding
existing and proposed courses and programs.
B. work with the department chairperson in designing course offering schedules.
C. engage in analyzing and projecting long-range future academic needs of the
department.
D. make recommendations appropriately to the department membership and/or the
department chairperson concerning other academic affairs.
E. review and recommend to the department membership policies and actions regarding
collaboration with elementary and secondary schools.
Article VIII.
Personnel Committee.
The Personnel Committee will consist of five members elected by the department. At least
three of its members will have continuing appointment and at least one will be on term
appointment.
The Personnel Committee will:
A. review, evaluate, and make recommendations to the department membership regarding
department personnel policies.
B. make recommendations to the department chairperson and the Dean regarding
applications of department members for leave, promotion, reappointment and continuing
appointment.
C. make recommendations to the department chairperson and the Dean regarding the
employment of persons on casual appointments.
D. implement approved personnel policies.
- 143 -

Article IX.
Scholarship and Awards Committee
The Scholarship and Awards Committee will consist of at least three, but not more than five
faculty elected by the Department.
The Scholarship and Awards Committee will:
A. review, evaluate, and make recommendations to the department membership regarding
department scholarship and awards policies.
B. work with the department chairperson to develop and implement procedures to identify
candidates for departmental scholarships and awards.
C. select recipients for designated departmental scholarships and awards upon review of
individual applications.
Article X.
Student Appeals Committee.
The Student Appeals Committee will consist of five members elected by the department.
The Student Appeals Committee will:
A. review, evaluate, and make recommendations to the department membership regarding
procedures for students' appeals.
B. review and recommend to the department chairperson and the Dean on matters
concerning students' appeals regarding program requirements.
C. review and recommend to the department chairperson and the Dean on matters
concerning applicants' appeals for admission into programs.
D. review and recommend to the department chairperson and the Dean on matters
concerning other appeals by students.
E. not consider grade appeals.
- 144 -

Article XI.
Hospitality Committee.
The Hospitality Committee will consist of at least three members elected by the department.
The Hospitality Committee will:
A. provide leadership in welcoming new members to the department through services such
as orientation to the department and college, mentoring, and other professional support,
as needed.
B. arrange for appropriate tokens of recognition for department members at times of
retirement, serious illness, death of family members or other close persons, and other
occasions.
C. provide leadership in arranging other on- and off-campus gatherings of a social or
informal nature.
Article XII.
Ad Hoc Committees.
A. The Chairperson of the Teacher Education Department may appoint ad hoc committees
to report to the department on special matters. The appointment of these committees
shall be subject to the approval of the department.
B. Each Standing Committee Chairperson shall be empowered to appoint ad hoc subcommittees
whose duties and responsibilities shall be described by the individual
committee.
C. Search committees shall:
1. be composed of a minimum of three Teacher Education faculty members
recommended for appointment by the Nominating Committee. A minimum of two
faculty members shall represent the area of specialization required for the position to
be filled. Teacher education student representatives may be selected by SGA, and
additional members may be appointed by the Dean of the School of Education or
his/her designee as deemed necessary to balance representation on the search
committee. If additional members are added, majority representation shall be from
the department.
2. be chaired by a faculty member who has continuing appointment and who is elected
by majority vote of the search committee.
3. conduct the search process, according to institutional guidelines, including eliciting
and considering faculty input regarding various candidates, and shall recommend
acceptable candidates to the Dean of the School of Education.
- 145 -

4. meet at least twice with the department chairperson. The initial meeting shall be to
formulate the job description. The second meeting will be to review search
procedures, affirmative action guidelines, interview methods, and selection criteria.
5. meet with the affirmative action officer.
Article XIII.
Amending Process.
These bylaws may be amended by a two-thirds vote of the department membership. The
proposed amendment(s) must have been received in writing by department members at least
two weeks before the duly called meeting at which discussion and decision-making occur.
Amendments accepted by the Department will be submitted through the Dean of the School
of Education and the Vice President for Academic Affairs to the college president for approval
before becoming effective.
Article XIV.
Effective Date.
These bylaws will take effect immediately upon being approved by two-thirds of the
department membership and upon approval, recommended through the Dean of the School of
Education and the Vice President for Academic Affairs, by the college president (or his or her
designee).
- 146 -

Appendix 8.2.3
Organization Chart
PRESIDENT
President
John A. Fallon
Assistant to President
Vacant
Executive Assistant to President
For Public Service
Vacant
Provost &
Vice President
For Academic Affairs
Margaret E. Madden
Interim VP of
College Advancement
Victoria Templeton-Cornell
Dean of Student Affairs
Christine Strong
Vice President for
Enrollment Management
Vacant
Vice President for
Business Affairs
Michael Lewis
- 147 -

PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS
Provost & Vice President
For Academic Affairs
Margaret E. Madden
Dean of Arts & Sciences
Galen Pletcher
Dean of Music
Alan Solomon
Dean of Teacher Education
And Professional Studies
William Amoriell
Sr. Staff Assoc.
Paul Loucks
Exec. Dir. Of Crane
Institute for Music Business
A. Solomon
Director of Gibson Gallery
Curator – M. Price
Registrar –
R. Sebald-Chudzinski
Anthropology - S. Marquesee
Art – M. Huff
Biology – C. Foster
Chemisry – K. Coskran
Instrument Support – C. Coleman
Stockroom – J. Wasterling
Instrument Technician – M. Barlow
Computer & Info Science – J. Dalphin
Dance & Drama – D. Borsh/K. Bouchard
Technical Theater – B. Brownlee
Economics – E. Portugal
English – A. Tylor
Geology – R. Badger
History – J. German
Mathematics – V. Cateforis
Modern Languages – J. Cross
Philosophy – D. Curry
Physics – A. Islam
Politics – R. DelGuidice
Psychology – T. Gerstenberger
Technical Support – G. Kahn
Sociology – F. McLaughlin
Teacher Education – A. Misra
Undergrad Elementary – L. Hall
Grad. Elem & Gen. Prof. Stds – S. Chadwick
Literacy – F. Bigenho
Special Education – E. Raymond
Early Childhood – K. Valentine
Undergrad/Grad Secondary Ed – Wm. Doody
Field Experiences – K. Arno
Pre-student Teaching Exerience – A. Guiney
Prof. Devel. School Coor. – K. Arno
Academic Advisor – L. Chambers
Graduate Studies – S. Murphy, H. O’Hara
Director Graduate Enrollment – K. O’Brien
Korean Initiative & I20 Adv.. – K. McNally
Community Health – K. O’Rourke
Literacy Center – L. Hall
Korean Grad Program – A. Ha
Korean Language Instit. – A. Ha
ICT – C. Mlynarczyk
Center for Rural Education – T. Schwob
Community Health – K. O’Rourke
Wilderness Education – M. Simon
- 148 -

Teacher Education Advisory Council (TEAC)
Dean, School of Education
Dean, Crane School of Music
Dean, School of Arts and Sciences
Chair, Teacher Education
Chair, Music Education
Chair, Info & Comm Tech
Director, Student Teaching & Field Exp.
Director, Assessment & Institutional Research
Director, Multicultural Affairs
Director, General Education
Representatives from:
Alumni Board
business & industry
student(s)
United University Professors (UUP)
P-12 Teachers and Administrators
St. Law Valley Teachers Center
Education Unit Faculty
SUNY Potsdam
Education Unit
Organization Chart
Teacher Education Leadership
Council (TELC)
Dean, School of Education
Chair, Teacher Education
Chair, Music Education
Chair, Info & Comm Tech
Coordinator, Elementary Education
Coordinator, Secondary Education
Coordinator, General Professional Education
Coordinator, Reading/Literacy
Coordinator, Special Education
Coordinator, Academic Advising
Coordinator, NCATE
Director, Student Teaching & Field Exp.
Director, Graduate Student Enrollment
Dean
Crane School of Music
Dean
School of Education and Graduate
Studies
Academic
Affairs
Committee
Crane Faculty
Association
Personnel
Committee
Undergraduate
Program
Committee
Graduate
Program
Committee
Music Education
[BM]
Graduate Studies
[MM]
Performance
Office of Student
Teaching & Field
Experience
Office of Graduate
Studies
Teacher Education
Department
Undergraduate
Elementary
Education
Curriculum Group
[BA]
Student
Appeals
Committee
Nominating
Committee
Awards and
Scholarships
Committee
Personnel
Committee
Theory & Literature
Office of UG
Academic Advising
Secondary
Education
Curriculum Group
[BA, MST, MSEd]
Hospitality
Committee
Student Affairs
Committee
Nominating
Committee
Scholarship and
Professional
Development
Committee
Legend:
Department
Curriculum
Group
Administrative
Office
Graduate
Elementary & Gen'l
Prof Ed
Curriculum Group
[MST, MSEd]
Reading/Literacy
Curriculum Group
[MSEd]
Special Education
Curriculum Group
[MSEd]
Committee
Library Committee
Association
Information and
Communication
Technology
Department
[MSEd]
Community Health
Department
- 149 -

Appendix 8.2.4
Coordinated Business and Academic Plans support Program Quality
SUNY Potsdam adopts institutional goals every two years. These goals, along with their related
objectives, set the direction of the institution for that period of time. Once biennial goals are set,
resources are then targeted to the accomplishment of those goals. The goals for the next two
years were finalized over this past summer. The seventh goal seeks to “Enhance the
diversification of College market niches and groups.” “Establish part-time graduate programs in
Ottawa” is the second objective included under this seventh goal. This is significant, as it
makes public and clear that SUNY Potsdam is serious about reaching out to our Canadian
neighbors with programs appropriate to the region and consistent with the mission of the
college.
For any new program, the institution requires a business plan that outlines the projected
enrollments, revenue, and related expenses. This has been done and is included as a chart on
the following page along with the overall academic plan. The particular course names are
included in the program section of this application.
The Dean of the School of Education and Professional Studies is responsible for overseeing
any new program and for making certain that it conforms to all program and accreditation
requirements.
This program is being offered in collaboration with the Ottawa-Carlton Catholic School Board.
They will provide the field-based placements required of participants enrolled in this program.
The Ottawa-Carlton Catholic School Board has committed its professional-development center
for use by SUNY Potsdam in offering the program. This facility has adequate classroom and
computer facilities for the classes. It also includes a resource center that will be available to
participants of the program. SUNY Potsdam will also send library resources there as needed by
students.
As mentioned in this application, this is a part-time program that will by cycled over
approximately two-and-a-half years. Students will be provided with the total program, along with
the sequence and schedule of every course in the program upon admission to the program.
The program will commence once a cohort group is admitted into the program. The plan is to
begin a new cohort group at least once a year. This is illustrated in the business plan included
in the table on the next page.
- 150 -

Master of Science in Teaching--Elementary
(47 Credits in Program for Each Student)
Revenue: Item: Year 1: Year 2 Year 3 Year 4 Year 5
Dollar Amounts in US Currency: Based on current tuition of $351/credit.
Tot. #Credits 450 360 220
Cohort Group #1* 25 Students $157,950 $126,360 $77,220
Tot. #Credits 450 360 220
Cohort Group #2* 25 Students $157,950 $126,360 $77,220
Tot. #Credits 450 360 220
Cohort Group #3* 25 Students $157,950 $126,360 $77,220
Tot. #Credits 450 360
Cohort Group #4* 25 Students $157,950 $126,360
Tot. #Credits 450
Cohort Group #5* 25 Students $157,950
Cohort Group #6* 25 Students
Total Tuition Revenue: $157,950 $284,310 $361,530 $361,530 $361,530
*Will plan an attriction of 5 students in second year. However, this is highly conservative
for graduate students in such a program.
Expenses:
Faculty/Advisor/Coordinator $50,000 $51,500 $53,045 $54,636 $56,275
Rent/Classroom $4,000 $4,000 $4,000 $4,000 $4,000
Office $2,000 $2,000 $2,000 $2,000 $2,000
Regular Faculty $45,000 $46,350 $92,741 $95,523
Clinical Faculty $45,000 $46,350 $47,741
Travel $4,000 $10,000 $10,000 $10,000 $10,000
Clerical $22,000 $22,660 $23,340 $24,040 $24,761
Professional Dev. $10,000 $10,000 $10,000 $10,000 $10,000
Hospitality/Lodging/Meals $8,000 $8,000 $8,000 $8,000 $8,000
S&E Related $5,000 $5,000 $8,000 $8,000 $5,000
Misc. $5,000 $5,000 $5,000 $5,000 $5,000
Advertising/Recruitment Trav.= $12,000 $12,000 $12,000 $12,000 $12,000
Library $5,000 $5,000 $8,000 $8,000 $8,000
Continuing Education Office**** $11,000 $5,000 $5,000 $5,000 $5,000
Total Expenses: $138,000 $185,160 $239,735 $289,767 $293,300
- 151 -

Appendix 8.3
Administrative Staff
A. President
The President is the chief administrative officer of SUNY Potsdam. He is responsible to the
Chancellor of State University and the Board of Trustees, and is directed to promote the
development and effectiveness of the College and to supervise members of the classified and
unclassified service. At the campus level, he has sole legal responsibility for appointment,
reappointment, promotion, and separation from services of members of the professional staff. In
addition, the President prepares and recommends the annual budget request of the College. He
makes recommendations to the Chancellor, the Board of Trustees and the College Council
concerning the operation, plans, and development of the College.
B. Provost/Vice President For Academic Affairs
As chief academic officer, the Provost is responsible to the President for all academic
programming, including academic policy, quality of classroom instruction, student advising,
academic support services, campus computing and the development of special opportunities for
faculty members. This responsibility includes budget preparation and the appointment,
evaluation and promotion of professional personnel in the three schools (Arts and Sciences,
Music, and Education), the Library, Sponsored Programs, Information Services, and Academic
Services. With the assistance of the Deans of the three schools, the Provost acts as a liaison
with the faculty on all academic matters.
C. Dean of the School of Education and Professional Studies
The Dean of the School of Education and Professional Studies is responsible for providing leadership
and direction for all aspects of the School’s operation including budgetary, curricular, and faculty
matters. The Dean also provides leadership to enhance cooperation with public schools, increase the
College’s involvement in in-service and extension education in the region, and foster cooperative
program developments among the three schools on campus. The Dean, as leader of the School,
represents it to the administration of the College and also represents the School and College at
meetings of local, regional, and national organizations concerned about, or involved in, teacher
education, graduate education, continuing and extension education programs and athletics.
In addition, the Dean:
• Serves as the chief academic and administrative officer of the School of Education and Professional
Studies.
• Ensures the development and maintenance of academic policies and quality within the programs of
the School. Provides leadership and direction to the Office of Continuing Education and summer
programs.
• Directs the recruitment and hiring of faculty members.
• Coordinates the curriculum and development of new programs in his school and in conjunction with
other academic programs on campus.
• Develops and presents a budget which will meet the specific needs of the programs.
• Serves as an academic advisor to the Vice President for Academic Affairs.
• Provides leadership in responding to initiatives from SUNY Central, the State Education
Department, and accrediting agencies with regard to teacher education programs in the School.
• Encourages and promotes faculty development through research, appropriate travel, study, and
attendance at professional meetings.
- 152 -

Appendix 8.4
Curriculum Development & Decision-making: Curriculum, Academic
Policies and Standards
Excerpts from SUNY Potsdam Faculty By-Laws
Faculty By-Laws Article II: Membership
Membership shall be limited to the voting faculty. Voting faculty shall consist of:
• The Chancellor and the Chief Administrative Officer of the college; and,
b. Members of the college community as specified by the Chancellor as being in the
unclassified service whether in academic, professional, or managerial/confidential positions.
(See Article II, Policies of the SUNY Board of Trustees)
Faculty By-Laws Article IV: Power
The Faculty shall be empowered to discuss and to recommend policy in all matters related to
the College, and to make recommendations through the Faculty Senate or by referendum of the
Faculty to officers and administrative divisions of the State University and of the College at all
levels. The Faculty shall be empowered to act upon matters referred to it by the President of the
College or the Faculty Senate, to review the actions of the Faculty Senate, to entertain petitions
of faculty members who desire hearings, and to establish and amend these bylaws.
Faculty By-Laws Article VII: The Faculty Senate
The Faculty Senate is the representative governing body of the Faculty. It is empowered to
recommend to the Faculty policy relating to academic affairs, student affairs, personnel,
facilities, and any other matters of general faculty concern; to act on college policy relating to
such matters; to organize itself with officers elected from voting faculty members; to receive and
act upon reports of its committees; and to recommend to and communicate with the President of
the College, the College Council, the Chancellor of the University, the Board of Trustees, the
University Senate, or any other appropriate individual or body.
Faculty By-Laws Article III: Graduate Faculty
The Graduate Faculty shall consist of those faculty members holding academic appointments
who possess an earned doctorate or its equivalent as determined and justified by the
department concerned, and who have been recommended for membership in the Graduate
Faculty by the department chair, the appropriate deans, the Vice President for Academic Affairs,
and appointed by the President of the College. For faculty holding continuing appointment, any
appointment to the Graduate Faculty shall be considered a permanent appointment to the
Graduate Faculty; for faculty holding any other type of appointment, an appointment to the
Graduate Faculty shall be for a period not to exceed the duration of their appointment to the
University.
- 153 -

Excerpts from Teacher Education Department By-laws
Preamble.
The bylaws of the Teacher Education Department are intended to serve as a means for
increasing the design and delivery of academically and professionally sound courses, programs,
and other services for our students. To those ends, the bylaws seek to establish processes
whereby members of the faculty and administration will be assured of governance structures
which promote healthy working relationships among colleagues.
Article I. Membership.
The voting membership of the Teacher Education Department consists of all full-time
temporary, term and continuing appointment employees of the college who hold academic or
professional rank within the Teacher Education Department. All such full-time members of the
Department on leave shall have a vote, but may not serve on Department Committees.
Article II. Responsibilities.
The Teacher Education Department is responsible for forming recommendations concerning
academic and personnel policies of the Department; for implementing approved policies; and for
other matters which affect the good ordering of the department.
Article V. Department Committees.
There will be two types of department committees: standing committees and ad hoc
committees. (Administrative committees, which are appointed by, charged by, and report to
college administrators, are outside of the purview of these bylaws).
The standing committees will be the Nominating Committee, the Academic Affairs
Committee, the Personnel Committee, the Scholarship and Awards Committee, the Student
Appeals Committee, and the Hospitality Committee.
Members of standing committees will be voting members of the department. The Academic
Affairs, and Scholarship and Awards Committees also will include students. (See Articles VII
and IX.)
A term of membership on any standing committee will be two years, except the Nominating
Committee. (See Article VI.) No more than one-half of the membership of any committee shall
be replaced in one year.
Each standing and ad hoc committee will elect its own chairperson.
Ad hoc committees may be formed by the department membership. The charge(s),
anticipated life, and membership of each ad hoc committee will be determined at its creation.
Membership of ad hoc committees may include non-members of the department (for example,
practicing elementary and secondary classroom teachers).
- 154 -

Attendance at meetings of any committee, except those of the Personnel Committee, will be
open to any voting department member.
The members of any committee may consult with anyone. Committee membership may be
changed only with departmental approval.
Department members are expected to provide committee service as part of their
professional obligations.
Article VII. Academic Affairs Committee.
The Academic Affairs Committee will consist of nine members. Seven members will be
department members elected by the department. One member will be an undergraduate
student and one will be a graduate student, both of whom are matriculated in professional
education programs of the department. The students will be selected by their peers.
On some matters, the Academic Affairs Committee may form standing and ad hoc subcommittees
(for example, regarding middle school or instructional technology & media
management offerings).
Members of the Academic Affairs Committee are encouraged to consult appropriately with
practicing classroom teachers.
The Academic Affairs Committee will:
A. evaluate, review, and make recommendations to the department membership regarding
existing and proposed courses and programs.
B. work with the department chairperson in designing course offering schedules.
C. engage in analyzing and projecting long-range future academic needs of the
department.
D. make recommendations appropriately to the department membership and/or the
department chairperson concerning other academic affairs.
E. review and recommend to the department membership policies and actions regarding
collaboration with elementary and secondary schools.
- 155 -

Appendix 8.5.1
Curriculum Vitae for Faculty responsible for Teaching and/or
Program Development
Sandy S Chadwick
Rank: Professor
Department: Department of Teacher Education
Academic Degrees
Professional Experiences
Ed.D. Ball State University, Elementary Education with cognates
in Reading and Curriculum, 1972
M.S. Ball State University, Elementary Education, 1970
B.S. Johnson State College, Elementary Education, 1967
1972 - present SUNY Potsdam, Teacher Education Department
1972-1975 Harwick, Vt., Special Reading Consultant to the Rural
school Development Project
1972 Harwick, Vt., Reading tutor in Title I Meadowland Project
1970-1972 Ball State University, supervisor of Student Teachers
& Assistant to Director of Reading Resources Network
Center
1969-1970 Ball State University, Teacher of Reading efficiency to
Delayed Admissions College Freshmen
1967-1972 Leominster, MA & Munice, IN., private reading tutor
1967-1969 Leominster, MA., Grade 1 teacher
1966-1967 Johnson, VT., Grade 1 teacher
1965 Orleans, VT., Headstart teaching assistant
Teacher Certification State of Vermont Certification - Elementary, 1967
State of Massachusetts Permanent Certification - Elementary,
1968
Teaching & Administrative
Load
Winterim 2001
GRED 517 Integrating the Arts into the Elementary Classroom - 3
credit hours
Spring 2001
GRED 527 Reading & Language Arts Instruction and Practice - 6
credit hours
GRED 528 Advanced Reading & Language Arts Methods - 3
credit hours
GRED 548 Children's Literature in the Teaching of Reading - 6
credit hours
GRED 670 Culminating Experience - 6 credit hours
GRED 699 Thesis Research - 3 credit hours
Summer 2001
GRED 512 Integrating Reading & Writing K-12 - 3 credit hours
GRED 517 Integrating the Arts into the Elementary Classroom - 3
credit hours
GRED 527 Reading/Language Arts Instruction and Practice - 6
credit hours
GRED 548 Children's Literature in the Teaching of Reading - 3
credit hours
- 156 -

Fall 2001
GRED 527 Reading & Language Arts Instruction and Practice - 9
credit hours
GRED 548 Children's Literature in the Teaching of Reading - 3
credit hours
GRED 626 Zebra Stripes and Learning Styles - 3 credit hours
GRED 670 Culminating Experience - 6 credit hours
GRED 699 Thesis Research - 3 credit hours
Program Coordinator - MSED Elementary and MST Elementary
Spring 2002
GRED 512 Integrating Reading & Writing K-12 – 3 credit hours
GRED 527 Reading & Language Arts Instruction & Practice (2
sections) – 3 credit hours
GRED 548 Children’s Literature in the Teaching of Reading (3
sections) – 3 credit hours
Fall 2002
GRED 527 Reading & Language Arts Instruction & Practice (3
sections) – 3 credit hours
GRED 548 Children’s Literature in the Teaching of Reading (2
sections) – 3 credit hours
GRED 558 Literacy I: Methods – Childhood (3 sections) – 3
credit hours
GRED 626 Zebra Stripes and Learning Styles – 3 credit hours
Scholarship
Publications & Presentations:
"The Effect of Written Prequestioning on Reading Comprehension
of Fifth Grade students" Dissertation Abstracts
International (September, 1972) Vol. 33, No. 3, p. 1073A.
"Why, the Never Asked Question," Newsletter, North Country
School Study Council (November 6, 1972), Vol. 2, No. 1
"A Study of Directed-Reading Procedures Using Pre-Questioning"
The New England Reading Association Journal, Vol. 8, No.
3, pp. 15-18.
"Improved Education - Total commitment of All Concerned
People" - ERIC, 1975.
"In Vermont, An Inservice Program Worth Noting,"The Reading
Teacher, IRA, (November, 1976), pp. 193-196
"A Reality Based Experience: The Potsdam Team Approach to
Individualized Personalized Reading Instruction for
Laboratory School Children," NALS Journal, (Winter, 80-
81), pp. 21-25.
The following articles published by Barnell, Loft, and Dexter
Westbrook Publishers as part of their Selected Articles on
the Teaching of Reading Series.
"Individualized Reading - Honesty to Humanism"
"Individualized Reading - Teacher Preparation Necessary"
"Steps to begin the Individualization of Reading"
"Motivation for Rapid Progress Thru Self-Concept Development
Therapy Sessions"
"Language Experience Approach: The Individuality of a Group
- 157 -

Experience"
"Language Experience Approach: Skills Development Evolving
from Motivation"
Service
Professional Organizations
and Service
College and Department
Teacher Education Advisory Council
Teacher Education Appeals Committee
Program Development Evaluation Committee, Chairperson
Graduate Affairs Committee
President's Task Force on Retention of Students
Maintenance of Public Order - Hearing Committee, Chairperson
Committee on Inservice Training Career Development
Dean's Cabinet
Faculty Assembly
Merit Committee
Goals & Priorities Committee
Committee on Public Service
Graduate Committee
Personnel Committee, Chairperson
Star Lake Task Force, Chairperson
Curriculum Committee
Committee on Faculty Development
Academic Resources & Awards Advisory Committee
Academic Affairs
Faculty Advisory Board for the Center for Excellence in Teaching
Standards & Advising Committee
Vice President's Library Advisory Committee
PreK-12 School & Community Service
Grade 4 & 5 Volunteer - Canton Central School
Regional Professional Development Collaborative Steering
Committee
Massena PDS Planning Committee
Delta Kappa Gamma
United University Professors
Awards and Honors
New England Reading Association Memorial Research
Scholarship
Kappa Delta Pi - Point of Excellence Award
Who's Who Biographical Records - child Development
Professionals
Chancellor's Award for Excellence in Teaching
- 158 -

Frederick Bigenho
Rank: Assistant Professor
Department: Department of Teacher Education
Academic Degrees Ed.D. Vanderbilt University, Language and Literacy, 1994.
M.A. Baldwin-Wallace College, Educational Studies w/emphasis
in Reading Education
M.A. The City University of New York, Political Science
w/emphasis in Political and Social Philosophies
B.A. Ohio State University, Political Science w/emphasis in
Political and Social Philosophies
Professional Experiences
1998 - present SUNY Potsdam, Teacher Education Department
1994-1998 Lake Erie College, Assistant Professor, Department of
Education: Reading, Education Research, Computer
Applications in Education
1991-1994 Peabody College of Vanderbilt University, Research
Assistant, Student Teacher Supervisor
1990-1991 Peabody College of Vanderbilt University, Student
Teacher Supervisor
1984-1990 Lincoln West High School, Cleveland, Ohio, Teacher
of Reading & Social Studies, Grades 7-12
1984-1990 City University of New York, Librarian Associate
1983-1984 Baruch College, City University of New York, Adjunct
Lecturer
1976 Ohio State University, Teaching Assistant
Teacher Certification State of Vermont Certification - Elementary, 1967
State of Massachusetts Permanent Certification - Elementary,
1968
Teaching & Administrative
Load
Spring 2001
GRED 631 Remedial Techniques in Reading - 3 credit hours
GRED 699 Thesis Research - 3 credit hours
GRED 660 Educational Research - 6 credit hours
GRED 670 Culminating Experience - 3 credit hours
GRED 595 Using Technology to Teach Reading - 3 credit hours
GRED 630 Diagnostic Techniques in Reading - 3 credit hours
GRED 660 Educational Research - 3 credit hours
Summer 2001
GRED 631 Remedial Techniques in Reading - 3 credit hours
GRED 636 Siminar: Reading Research - 6 credit hours
GRED 699 Thesis Research - 3 credit hours
Fall 2001
GRED 630 Diagnostic Techniques in Reading - 3 credit hours
GRED 631 Remedial Techniques in Reading - 3 credit hours
GRED 633 Clinical Practicum II: Field Based - 3 credit hours
GRED 670 Culminating Experience - 3 credit hours
GRED 632 Clinical Practicum in Diagnostics & Remedial Reading
- 3 credit hours
GRED 699 Thesis - 3 credit hours
- 159 -

Spring 2002
GRED 630 Diagnostic Techniques in Reading – 3 credit hours
GRED 631 Remedial Techniques in Reading – 3 credit hours
GRED 632 Pract. Diagnostic in Remedial Reading (2 sections) –
3 credit hours
GRED 633 Pract. II – Field-Based Reading (2 sections) – 3 credit
hours
Fall 2003
GRED 605 Reading & Study Skills in Content Area – 3 credit
hours
GRED 630 Diagnostic Techniques in Reading – 3 credit hours
GRED 631 Remedial Techniques in Reading – 3 credit hours
GRED 632 Clinical Practicum In Diagnostic/Remedial Reading –
3 credit hours
GRDG 605 Literature Assessment and Evaluation – 3 credit
hours
Scholarship
Publications:
Bigenho, Frederick (1992) Conceptual developments in schema
theory. (ERIC Document Reproduction Service NO. ED
351 392)
Risko, V. J.; McAllister, D.; Bigenho, F. (1993) Value-added
benefits for reforming a remedial reading methodology
course with videodisc and hypercard technology. College
Reading Association Yearbook. Kent, OH: The College
Reading Ass.
Risko, V.J.; McAllister, D.; Peter, J.; Bigenho, F. (1994) Using
technology in support of preservice teachers' generative
learning. College Reading Association Yearbook. Kent.
OH: The College Reading Association.
Presentations:
Bigenho,. Frederick (1997, November). Developing elementary
phonics in the classroom: Applications and instruction.
Presented at the annual meeting of the College Reading
Association, Boston, Massachusetts.
Bigenho, Frederick (1996, November) Models of reading
instruction and teachers' applications of reading
instruction. Presented at the annual meeting of the College
Reading Association, Charleston, South Carolina.
Bigenho, Frederick and Spor, Mary (1995, November)
Metacognition and the portfolio process. Presented at the
annual meeting of the College Reading Association,
Clearwater, Florida.Bigenho, Frederick & Spor, Mary
(1995, September) Self actualization through portfolios: A
metacognitive approach. Presented at the fall meeting of
the Ohio Council of the International Reading Association,
Columbus, Ohio.
Risko, Victoria & Bigenho, Fred (1993, November) Can
technology support generative learning: A conceptual
change for reading methods classes. Presentation at the
- 160 -

annual meeting of the College Reading Association,
Richmond, Virginia.
Risko, Victoria; Kinzer, Charles; Granier, Douglas; Bigenho,
Frederick; Meltzer, Laurie & Carson, Janice (1993, April)
Reforming reading methods classes with case based
videodisc technology. Presentation at the annual meeting
of the International Reading Association, San Antonio,
Texas.
Risko, Victoria; McAllister, Dena; Bigenho, Frederick (1993, April)
Integrating media and case methodology to enhance
preservice teachers' ability to provide literacy instruction for
diverse learners: The individual as a case. Presentation at
the annual meeting of American Educational Research,
Atlanta, Georgia.
Risko, Victoria; McAllister, Dean; Bigenho, Frederick (1992,
November) Value-added benefits for reforming a remedial
reading methodology course with videodisc and hypercard
technology. Presentation at the annual meeting of the
College Reading Association, St. Louis, Missouri.
- 161 -

Lucille L Waterson
Department: Department of Teacher Education
Academic Degrees
Professional Experiences
Teaching & Administrative
Load
Professional Organizations
and Service
Awards and Honors
Post MS St. Lawrence University, Administration/Supervision
MS SUNY Potsdam, Education/English, 1968
BS SUNY Potsdam, Education, 1963
1994 - present SUNY Potsdam, Teacher Education Department
1993-1994 Jefferson-Lewis Teachers' Center, Director
1993 St. Lawrence Valley Teachers' Center, Acting Teacher-in-
Residence
1981-1992 Madrid-Waddington Central School, English 7-12
1987-1988 St. Lawrence Valley Teachers' Center, Program
Coordinator
1982 St. Lawrence University, Upward Bound Program, Writing
Instructor
1981 Literacy Volunteers of St. Lawrence County, VISTA
Volunteer
1965-1973 Norwood-Norfolk Central School, English 7-8
1963-1965 Gouverneur Central School, English 7-8 and Social
Studies 7
Spring 2001
EDLS 301 Principles of Education - 3 credit hours
GREd 530 Classroom Management and Discipline - 3 credit hours
GREd 670 Culminating Experience - 3 credit hours
Summer 2001
GRED 562 Sec English Curriculum & Instruction: Theory &
Research - 3 cr hours
GREd 600 Philosophical Foundations of Education - 3 credit
hours
GRED 609 Advanced Secondary English Instruction - 3 credit
hours
Fall 2001
GRED 530 Classroom Management & Discipline - 3 credit hours
GRED 572 Strategies for Teaching Secondary English - 3 credit
hours
GRED 670 Culminating Experience - 3 credit hours
SECD 451 Secondary School English Instruction - 3 credit hours
Phi Delta Kappa
LIteracy Volunteers of America
National Council, Teachers of English
ASCD
National Council, Teachers of English
Friends of Gibson Gallery
Humane Society
Phi Delta Kappa Award - Outstanding Sponsor Teacher, St.
Lawrence University
Yearbook Dedication - Class of 1992, Madrid Waddington Central
School
- 162 -

William J Doody
Rank: Associate Professor
Department: Department of Teacher Education
Academic Degrees Ph.D. Syracuse University, Science Education, 1980
M.S. Syracuse University, Physical Science-Science Education,
1968
B.A. LaSalle university, chemistry-Education, 1964
Professional Experiences
Teaching & Administrative
Load
Scholarship
985 - present SUNY Potsdam, Teacher Education Department
Spring 2001
EDUC 311 Science - Elementary Methods - 6 credit hours
EDUC 495 Secondary science/Math Field Work - 3 credit hours
GRED 670 Culminating Experience - 3 credit hours
SECD 352 Secondary School Science Program - 3 credit hours
Field Experience coordination - 3 credit hours
Summer 2001
GRED 561 Science Education Curriculum in Secondary School -
3 credit hours
Fall 2001
EDUC 311 Science - Elementary Methods - 3 credit hours
GRED 595 Secondary Science/Math Field Work - 3 credit hours
GRED 600 Philosophical Foundations of Education - 3 credit
hours
GRED 670 Culminating Experience - 3 credit hours
Cluster Coordinator - 3 credit hours
Spring 2002
EDLS 349 Introduction to Middle & Secondary Education – 3
credit hours
EDUC 311 Science – Elementary Methods – 3 credit hours
EDUC 416 Student Teaching Internship II – Gr 4-6 – 3 credit
hours
Field Experience Coordination
Fall 2002
GRED 502 Issues in Science, Technology, & Society – 3 credit
hours
GRED 603 Sem: Teaching in Secondary Schools – 3 credit
hours
Secondary Curriculum Coordinator
Publications & Presentations:
"Spatial Visualization and Sex-Related Differences in Science
Achievement", Ann C. Howe and William Doody, Science
Education 73(6) 703-709 (Fall 1989)
"STS Science Education for Minority Students: A View Through
the Prism of Values and Intellectual Development" William
Doody, presented at the 4th National Technological
Literacy conference, Washington DC; published in NaSTS
Proceedings, Penn State Press. ERIC, June 1990.
"Attitudes, Problem Solving, and Mental Imagery Factors in Middle
- 163 -

School STS Science Education", William Doody, paper
presented at the 4th National Technological Literacy
Conference, Washington DC, published in NaSTS
Proceedings, Penn State Press
"A Two Year Interdisciplinary Science Program for Preparation of
Middle School Science Teachers" William Doody and
Dianne Robinson. Paper presented at the 1987 national
meeting of NSTA. ERIC ED 300 286 (1988).
"An STS Teacher Education Course for Middle School Science
Teachers", William Doody and Dianne Robinson, Bulletin
of science, Technology & Society V7 #5 & 6 (1988).
"An Integrated Science, Mathematics and STS Program for Pre-
Service Middle School Science and Mathematics
Teachers", William Doody and Robert Snow, Bulletin of
Science, Technology & Society V7 #1 & 2 (1987)
"Assessing Mathematical Thinking By Microcomputer", Norm Licht
and William Doody, published in Proceedings of the
Western Regional Computer Conference (1986).
Grants:
Principle Investigator, Project Link, $40,000 In-service Teacher
Enhancement Program. 1987-1988
Principle Investigator, Project Expertise. $40,000 In-service
Teacher Enhancement Program. 1986-1987
Principle Investigator, NSF Model Program for Preparation of
Teachers of Middle School Science and Mathematics.
$850,000, 1986-1987.
Service
College and Department
Elementary Education Programs Committee
Secondary Education Programs Committee
Creative Endeavors and Research Committee
Academic Computing Advisory Committee
- 164 -

H. Charles Mlynarczyk
Rank: Associate Professor
Department: Department of Teacher Education
Academic Degrees Ph.D. SUNY Buffalo, Educational Administration, 1985
M.S. SUNY Fredonia, Education, 1970
B.S. SUNY Fredonia, Music Education, 1968
Professional Experiences
1974- present SUNY Potsdam, Teacher Education Department
1972-1973 SUNY Buffalo, Instructor
1969-1970 SUNY Fredonia, Instruction, Assistant to the Dean of
Professional Studies
Teacher Certification State of New York Certification - Elementary, 1968
State of New York Permanent Certification - Elementary, 1970
Teaching & Administrative
Load
Scholarship
Winterim 2001
ITED 529 Microcomputers as a Teaching Tool - 3 credit hours
Spring 2001
EDUC 410 Media and Technology - 3 credit hours
GRED 670 Culminating Experience - 3 credit hours
IT 657 Internship in Technology - 3 credit hours
IT 659 Technology Project Development - 3 credit hours
Department Chair - 6 credit hours
Summer 2001
GRED 670 Culminating Experience - 3 credit hours
IT 529 Microcomputers as a Teaching Tool - 3 credit hours
IT 639 Network Management - 3 credit hours
IT 652 Computer Graphics & AV Design - 3 credit hours
IT 654 Program Evaluation - 3 credit hours
IT 657 Practicum in Technology - 3 credit hours
IT 659 Instructional Project Development - 3 credit hours
Fall 2001
GRED 670 Culminating Experience - 3 credit hours
IT 614 Technology in Education - 3 credit hours
IT 621 Multimedia Authoring and Scripting - 3 credit hours
IT 637 Computer Training - 3 credit hours
IT 657 Internship in Technology - 3 credit hours
IT 659 Performance Technology Project Development - 3 credit
hours
SECD 210 Computer Applications in Middle & Secondary
Education - 3 credit hours
Instructional Technology Chair - 3 credits
Publications:
W. Doody, A. Dieli, H.C. Mlynarczyk, "Microcomputer Assisted
Assessment of Moral and Scientific Reasoning: Two Tools
for Evaluation of Middle School STS Science Education.
Paper presented at the 4th Annual Technological Literacy
Conference sponsored by the National Association for
- 165 -

Science, Technology & Society, Washington, DC, February
1989.
W. Zapencki & H.C. Mlynarczyk, "The Support/Relief Technique
(S/R t): A Methodology to Reduce Stress in a Learning
Environment", paper presented at the 43rd International
Conference of the Correctional Education Association,
Grand Rapids,Michigan, July 1988.
R. Heichberger & H.C. Mlynarczyk, "Focus for Educational
Administrators of the Future: Learners and Learning", The
Journal, Vol. 4, #4, January, 1975.
Presentations:
Speaker, "Computer Technology and the Third Wave: Are We
Prepared for the 21st Century", at the regional meeting of
the Jeff-Lewis Guidance Counselors Association,
Watertown, NY, October 1988.
Panel Presentation, "Certification Requirements for Elementary
and Secondary Education Computer Specialists in New
York State", at the National Educational Computing
Conference, Dallas, TX., June 1988.
Speaker, "Computer Uses in Education", for Business
Administration Majors, Canton College of Technology,
Canton, NY, February 1988.
Speaker, "Management Information Systems in Higher
Education", at Clarkson University Invited Speaker Series,
Clarkson University, Potsdam, NY, March 1987.
Grants:
Project SHARE - a Title II grant to improve elementary school
science education in the North Country region ($42,000)
Project SEED - a Title II grant to improve elementary school
science education in the North Country region ($38,000)
New York State Education Department grant program for
retraining of teachers in the areas of mathematics, science,
and computer applications in education
Service
College and Department
Presidential Search Committee
vice-presidential Search Committee
Faculty Search Committee
Faculty Assembly
Graduate Affairs
Business Affairs
Personal Policies
Academic Computing
Student Recruitment
PreK-12 School & Community Service
Consultant to area school districts on the development and
implementation of computer applications in the curriculum.
- 166 -

Offer public service courses on computer literacy and computer
applications to adult members of the general community.
Directed and served as senior instructor for the Adirondack
Computer Camp for approximately forty children ages nine
through sixteen.
Consultant on Program Development, Department of Educational
Administration, Brock University, st. Catherine's, Ontario,
Canada
President, Society for the Advancement of Educational
Leadership, SUNY Buffalo
Professional Organizations and Services:
American Association of Higher Education (AAHE)
American Association of School Administrators (AASA)
American Educational Research Association (AERA)
Association for Computer Machinery (ACM)
Association of Institutional Research (AIR)
International Council on Computers in Education (ICCE)
National Council on Measurement in Education (NCME)
Northeast Association of Institutional Research (NEAIR)
Phi Delta Kappa (PDK)
Society of College and University Planners (SCUP)
- 167 -

Appendix 8.5.2
Curriculum Vitae for Program Development Consultants
Not Applicable
- 168 -

Appendix 8.5.3
Curriculum Vitae for Faculty Responsible for Thesis/Dissertation
Supervision
Not Applicable
- 169 -

Appendix 8.5.4
Curriculum Vitae for On-Line Learning Professional and Technical
Staff
Not Applicable
- 170 -

Appendix 8.5.5
Curriculum Vitae Release Form
Curriculum Vitae Release Form
By signing this form, all faculty members, consultants and professional/technical staff listed
below:
• affirm that all information provided on their curriculum vitae is true and complete;
• authorize SUNY Potsdam to include their curriculum vitae in its submission for a new degree
program entitled Master of Science in Teaching (Elementary Education); and
• agree to the inclusion of their curriculum vitae in any documents/web sites associated with
the submission, review, and final status of the program application.
Name (please print) Signature Date
1. Dr. Sandy Chadwick Sept. 9, 2002
2. Dr. Fred Bigenho Sept. 9, 2002
3. Prof. Lucille Waterson Sept. 9, 2002
4. Dr. William Doody Sept. 9, 2002
5. Dr. Charles Mlynarczyk Sept. 9, 2002
6.
7.
8.
- 171 -

Appendix 8.6
Policies on Faculty
Policies pertaining to the following:
• academic/professional credentials required of faculty teaching courses in the program;
All persons (full or part-time) teaching a credit-bearing course must be affiliated with the
College. Affiliation may be effected through a recommendation by the appropriate department
and/or Dean, the Provost, and approved by the President for a regular, secondary, adjunct,
courtesy or casual appointment on the academic staff. This policy applies to any credit-bearing
course offered during the regular session, summer session and extension programs. (Faculty
Handbook, 2001)
The five Board of Trustees' criteria for academic or professional employee evaluations (Article
XII, Title A, Section 4 and Title C, Section 5) collectively shall be the basis for term appointment
decisions. Appropriate documentation should accompany the faculty member's application.
(Faculty Handbook,
Mastery of subject matter – as demonstrated by such things as advanced degrees, licenses,
honors, awards and reputation in the subject matter field. (Board of Trustees Policies, 2001)
• academic/professional credentials required of faculty acting as research/clinical/exhibition
supervisors and or members of thesis/dissertation or exhibition examining committees in the
program;
(Same as above)
• the requirement to have on file evidence supplied direct to the organization from the granting
agency of the highest academic credential and any required professional credential claimed
by faculty members;
Proof of Highest Degree - Each new appointee must provide certification as to the highest
degree attained. Acceptable documents include: official transcript or letter of certification from
the College/University representing your highest degree or a notarized Xerox copy of your
actual degree. One of these documents must be on file with this office prior to your date of
appointment. (Office of Human Resources – May, 2002)
• the regular review of faculty performance, including student evaluation of teaching and
supervision.
The evaluation of an academic employee shall be the appraisal of the extent to which the
employee has met his/her professional obligation. The evaluation, if any, is made by the
President or designee. Such evaluation may be considered by the President and appropriate
administrative officers in making decisions or recommendations with respect to continuing
appointments, renewal of term appointments, promotions, discretionary adjustments to basic
annual salary and for any other purpose where an academic employee's performance may be a
relevant consideration. (Faculty Handbook, )
- 172 -

Criteria: Recommendations for continuing appointments, renewal of term appointments,
promotions, discretionary adjustments and other personnel actions may include, but are not
limited to, consideration of the criteria listed in this document.
Local Guidelines: The standard form, "Personnel Action: Academic Employee," is to be used for
all reappointments, continuing appointments and promotions. The following guidelines are
intended to assist employees and their evaluators in assembling the required dossiers.
1. In addition to a listing of all publications and other creative work in an up-to-date curriculum
vitae, the dossier should include copies of all major publications, representative examples of
work in progress, and other relevant materials.
2. When listing college committees and other pertinent activities, the curriculum vitae should
include relevant dates.
3. The form stipulates that the report of the initial (first stage) academic review should include
"evidence of teaching ability, scholarly competence, relations with students, service to
colleagues, research activity, other service to the University, etc." The operative word here
is "evidence." The dossier should include all of the basic information and materials that went
into the initial academic review. Under normal circumstances, these materials should include
letters, testimonials, and other evidence from inside the department or from other parts of
the College or beyond, addressing the candidate's competence and service.
4. Evidence of teaching ability should be sufficiently comprehensive to afford an overview of
the breadth of subject matter taught by the candidate and his or her competence in teaching
it. It may consist of testimonials from students, the results of surveys or questionnaires
carried out in the individual classes either by the department or by the candidate, reports
from colleagues, or any other suitable material. In the case of surveys, a copy of the
questionnaire or instrument should be included and the size of the return should be
indicated. In the case of testimonials from students, the testimonials should indicate which
courses the students took with the candidate. A representative sample from several different
courses at several different levels would, of course, be ideal. Teaching faculty are
encouraged to use a statistically valid evaluative instrument, such as the IDEA system.
5. Evidence of teaching ability might also include, but should not be limited to, syllabi and other
materials generated in courses.
6. All applications must be accompanied by a letter from the chair of the department explaining
the department's overall plans, its teaching and advising needs, and the anticipated role of
the candidate in satisfying these plans and needs. This letter should be accompanied by a
similar letter from the dean explaining how the candidate will contribute to the overall
program and mission of the school, including the candidate's contribution to general
education. The dean should also forward an up-to-date Academic Faculty Information Form
and any earlier form(s) covering the period since the last personnel action.
7. In the case of term appointments, departments and deans may indicate the length of the
renewal that they would prefer. Normally reappointments are for a term of one or two years.
8. At all stages in the reappointment process, the College reserves the right to request
additional information from the candidate or from the candidate's department, or from other
departments or qualified individuals on or off campus. In all such instances, the candidate
will be notified and will be given an opportunity to respond in writing to all documents and
appraisals so acquired.
9. With regard to teaching, scholarship, service, and all other criteria, at each stage of the
reappointment process faculty without continuing appointment should be informed of any
deficiencies which, at the time of review for reappointment, are apparent to the reviewing
person or group. While deficiencies could become apparent late in the cycle of
- 173 -

eappointments leading to the continuing appointment decision, such instances should be
exceptions.
10. Regular assessment using the criteria in this document is essential. It is not unreasonable
for untenured faculty members who have not been informed of any deficiencies during prior
personnel action reviews to assume that they are making normal progress and, when the
time comes for the decision to be made on continuing appointment, that they would receive
a positive recommendation from the department. (Faculty Handbook, 2001)
• the means of ensuring the currency of faculty knowledge in the field;
All full-time faculty are expected to submit an annual report of their activities. The reports are
reviewed by the deans and, in the case of decisions regarding merit pay, reappointment,
promotion and the granting of continuing appointment, by the Provost and the President. Faculty
are evaluated, promoted, and receive merit pay increments on the basis of teaching
effectiveness, mastery of subject matter, scholarly ability, effectiveness of university service
(including advisement of students), public service, and continuing growth. (Faculty Handbook,
2001)
• faculty teaching and supervision loads;
It is the responsibility of the Deans in consultation with the Provost and department chairs to
develop instructional programs which will result in reasonably equal service to students, the
College and the State University of New York from each member of the teaching faculty. The
policy of SUNY Potsdam on faculty utilization reflects the criteria of the Board of Trustees of the
State University of New York for the evaluation of academic employees (Policies of the Board of
Trustees, Article XII, Title A) and the practice which has been in effect for many years at the
College.
While the primary responsibility of full-time faculty at SUNY Potsdam is academic instruction,
other responsibilities include, but are not limited to, academic advising, research and/or creative
activities, continuing professional development, and campus and community service.
Full-time faculty at SUNY Potsdam normally carry 12 semester hours each semester. These 12
semester hours are not limited to standard classroom teaching, but may include contact with
students in credit-bearing lab sections, research seminars, and other learning modes.
Responsibilities are not determined on the basis of student load (i.e., a professor who teaches
one or more large sections is not automatically given a course load reduction).
Low-enrolled courses (e.g., fewer than 12 students in a lower division course; fewer than 9
students in an upper division course) are reviewed by the dean for possible cancellation and
substitution of a higher demand course. Some faculty also teach tutorials and direct research
projects for a few students. Schedules are reviewed before and after pre-registration to assure
the effective use of faculty resources while allowing the continuation of courses that are
essential to major or other programs.
Currently, variations on the normal expectations of teaching load are determined by the Deans,
Provost, and in some cases, by the President. Faculty may apply for a course reduction for
research and other scholarly activity through the Department and the Department Chair to the
Dean's office. Such applications state the purpose of the reduction and carry with them the
- 174 -

ecommendation of the Department and the Department Chair. Decisions on requested
reductions are made by the Provost in consultation with the appropriate dean. (Faculty
Handbook, 2001)
• faculty availability to students; and
All teaching faculty are expected to maintain a regular schedule of office hours for consultation
with students. The number of hours and the particular schedule are determined by the faculty
member with the condition that they are sufficient enough and convenient enough to assure
accessibility to students. The time of such hours should be distributed throughout the week as
far as possible. Special provision should be made through appointments for students unable to
meet with instructors at announced times. The schedule of office hours should be posted
outside the instructor's office and announced in class. (Faculty Handbook, 2001)
• the professional development of faculty including the promotion of curricular and instructional
innovation as well as technological skills, where appropriate.
Continuing growth - as demonstrated by such things as reading, research or other activities to
keep abreast of current developments in the academic employee's fields and being able to
handle successfully increased responsibility. (Faculty Handbook, 2001)
- 175 -

Appendix 8.7
Enrollment Projections and Staffing Implications
Cumulative
Enrollment*
Full-Time
Part-Time
Cumulative
Full-time
Faculty
Equivalents
(F.T.E.)
Staffing Requirements - Projected
Cumulative
Part-time
Faculty
Equivalents
(F.T.E.)
Add
columns
to account
for
technical
support,
teaching
assistants,
and so on
Ratio of
Full-time
Students/
Full-time
faculty
Year 1 25 1 .25 1 25/1
Year 2 45 2 .25 1 45/2
Year 3 65 3 .5 1 65/3
Year 4 65 4 .5 1 65/4
* Show the
method
used to
calculate
cumulative
enrollment:
Each year a new cohort of 25 students will begin. Even thought there is typically
little or no attrition in a graduate program like this, we have built in a 20%
reduction in each cohort group from the first year to the second.
- 176 -

Appendix 8.8
Table: Library Resources
# of Holdings (print)
relevant to the field of study
# of Holdings (electronic)
[Include program specific
databases]
On-Site Library Resources
Relevant to Degree Program
Area (For Student/Faculty)
11,747 items including print,
video-cassettes, CD ROM,
and sound cassettes. These
are primarily curriculum
support materials.
Other Library Access (e.g.,
web-based, interlibrary
arrangements)
27,507 primarily print items
(monographs and bound
periodicals) covering
educational theory and
practice (Library of Congress
classification L) as well as
curriculum support materials
and juvenile literature.
The ERIC document
microfiche collection from its
inception.
Additional titles from other
relevant portions of the
collection e.g. psychology,
sociology, health, etc. are also
available.
Web-based access to 5
aggregated interdisciplinary
databases with significant full
text content for several
thousand journals. (Gale One
File, Proquest, Wilson
OmniFile FullText Select,
EBSCO Masterfile, Lexis-
Nexis Academic Universe)
Web access to:
ERIC,
E-Subscribe for full text ERIC
documents,
PsychINFO,
Sociological Abstracts
Web access to INGENTA,
interdisciplinary table of
contents for over 26,000
journals.
Provide a summary of the currency of the holdings at each location specified. Include a
list of the program specific databases:
Ottawa Carleton Catholic School Board: SUNY Potsdam:
1990-2002: 5600 items 1600 items
1980-1989: 2700 items 1400 items
1970-1979: 2000 items 4500 items (pre- 1980)
pre-1970: 900 items
- 177 -

Appendix 8.9
Table: Computer Access
Year
Number of
Students
(Cumulative)
Number of
Computers
Available to
Students in
Proposed
Program
Number of
Computers
(with
Internet
Access)
Available to
Students in
Proposed
Program
Location of Computers
On Site
(✔)
1 25 14 14 ✔
Other
(specify)
2 45 14 14 ✔
3 65 14 14 ✔
4 65 14 14 ✔
- 178 -

Appendix 8.10
Table: Classroom Space
Year
Number of
Students
(Cumulative)
Number of Classrooms
Location of Computers
On Site
(✔)
1 25 2 ✔
Other
(specify)
2 45 3 ✔
3 65 5 ✔
4 65 5 ✔
- 179 -

Appendix 8.11
Table: Labs/Equipment
Year
Number of
Students
(Cumulative)
Type and
Number
of Labs
Number of Computers
(with Internet Access)
Available to Students in
Proposed Program
Number
Ratio of
students to
equipment
1 25 0 14 1.75
Location of
Laboratories/Equipment
On Site (✔)
Other
(specify)
2 45 0 14 3.21
3 65 0 14 4.64
4 65 0 14 4.64
- 180 -

Appendix 8.12
Resource Renewal and Up-grade Plans
The resource renewal plan for classrooms, library and equipment utilized in this program are as
follows:
Library Resources:
Computer and Computer Access:
Classrooms:
Laboratories/Equipment:
SUNY Potsdam has budgeted $5,000 per year for this
purpose (years 1-2) and $8,000 per year (years 3-5).
Budgeted by the Ottawa Carleton Catholic School
Board per a planned life cycle program. In addition,
SUNY Potsdam has budgeted $5,000 per year (years
1-2) and $8,000 per year (years 3-5) for computer
upkeep and renewal.
Budgeted by the Ottawa Carleton Catholic School
Board per a planned renewal program.
Not Applicable
- 181 -

Appendix 8.13
Support Services
Support Service
Academic Advising
Career Counseling
Personal Counseling
Placement
Services for Students with Disabilities
Tutoring
Other(s), please specify
Brief Description of Service (Attach
additional information as necessary)
Available at the Derry Byrne Center on a daily
basis from a full-time SUNY Potsdam faculty
member/site coordinator.
Available at the Derry Byrne Center from a fulltime
SUNY Potsdam faculty member/site
coordinator.
Available by telephone/fax or e-mail from the
staff of the on-campus Counseling Center.
Available at the Derry Byrne Center by
appointment and the staff of the on-campus
Office of Field Experiences and Teacher
Certification
Available only from the staff of the on-campus
Office of Accommodative Services
Although formal tutoring is not available to
graduate students, students can receive
assistance from the faculty member assigned
to a particular course.
Registration: On-line and through the oncampus
Office of Graduate Studies.
Textbook Sales: Available at the Derry Byrne
Center.
- 182 -

Appendix 8.14
Program Appropriateness
SUNY Potsdam’s teaching-education programs are among the oldest in New York State, tracing
their origin back to its foundation as St. Lawrence Academic founded in 1816. SUNY Potsdam
offers teacher-education programs at both the undergraduate and graduate levels. In fact, over
twenty percent of the students at SUNY Potsdam are pursuing programs that lead to teacher
certification. We also have over ninety Canadian graduate students attending SUNY Potsdam
full-time in a teacher-preparation program. Canadian students who complete a full-time,
teacher-preparation program at Potsdam are able to apply for an initial teaching certificate in the
Province of Ontario.
The SUNY Potsdam mission statement clearly addresses its commitment to teacher
preparation. It states that “Committed to the tradition of liberal education, the College offers,
primarily in a residential setting, excellent instructional programs in general education and
selected liberal arts disciplines through the School of Arts and Sciences; professional
preparation of elementary and secondary school teachers nurtured through partnerships
with North Country school districts through the School of Education; and music
education, performance, composition and musical studies through the Crane School of Music.”
Also in the College’s mission statement is the statement that the mission of the college is “To
serve the people of New York and beyond by offering, through appropriate means and methods,
excellent baccalaureate, master’s and continuing education opportunities in the arts and
sciences and selected professional disciplines;” SUNY Potsdam currently offers part-time
programs at an off-campus site in Watertown, New York, approximately one hour and twenty
minutes away from the main campus.
The part-time program being proposed for Ottawa at the Ottawa Carlton School Board, is very
much like those offered at our off-campus site in Watertown. This program in Ottawa, like those
at the Watertown site, are consistent with the College’s mission and clearly contributes to
fulfilling its mission.
Given the College’s proximity to the Canadian border, particular emphasis is placed on meeting
the needs of individuals from Ontario. Of particular interest to our Canadian neighbors is the
Master of Science in Teaching (M.S.T.) program that is recognized by the Ontario College of
Teachers (Toronto). Upon completion of the M.S.T. degree, which fulfills requirements for a
New York State (N.Y.S.) teaching certificate, including student teaching and successful
completion of the N.Y.S. Teacher Certification Exams, a Canadian resident may then request an
Ontario Letter of Eligibility which states that training has been received outside the Province and
that the student has completed N.Y.S. requirements for certification. After a brief telephone
interview with a contact person at the Ontario College of Teachers, the student will be issued a
Temporary Letter of Standing, which is good for six years. During the next six years, the
student must teach the equivalent of one year to qualify for an official and permanent Ontario
Teacher’s Certificate.
- 183 -

Appendix 9.1
Program Design and Credential Recognition
SUNY Potsdam is accredited by the Middle States Association and its teacher-preparation
programs are accredited by the New York State Education Department. SUNY Potsdam
teacher-education programs conform to all certification regulations in effect in New York State.
New York State has reciprocal agreements with others states to allow for graduates to obtain
teacher certification in those states without additional course work. As such, the teachereducation
programs completed by students at SUNY Potsdam are recognized across New York
State and throughout the country.
SUNY Potsdam has also aligned it programs to meet the requirements for national accreditation
by the National Council on Accreditation for Teacher Education (NCATE). The programs were
reviewed by NCATE in the Spring, 2002 and are expected to be approved for national
accreditation in the Fall, 2002. This will further facilitate credential recognition by other
postsecondary institutions throughout the country.
- 184 -

Appendix 9.2
Consultation
New York State regulations require collaboration with teachers, specialists, and administrators
from area school districts. This is also required by the National Council for the Accreditation of
Teacher Education (NCATE), a national organization with standards to which SUNY Potsdam
also subscribes.
The following letter from the Ottawa-Carleton Catholic School Board provided additional
evidence of the consultation efforts.
- 185 -

Appendix 10.1.1
Current Regulatory or Licensing Requirement
APPLICATION FOR PROGRAM REGISTRATION
BASED ON COMPLIANCE WITH
SUBDIVISION 52.21 (b) OF THE NEW YORK STATE COMMISSIONER’S REGULATIONS
FOR
REGISTRATION OF CURRICULA IN TEACHER EDUCATION
REGISTRATION OF PROGRAMS LEADING TO CLASSROOM TEACHING CERTIFICATES
52.21(b) Programs leading to certification in teacher education that enroll students who will
apply for initial certification on or after February 2, 2004, to qualify for such initial certification
effective on or after September 1, 2004, shall meet the requirements of this subdivision, except
that all programs leading to certification valid for pupil personnel service or administrative and
supervisory service shall meet the requirements of subdivision (a) of this section instead of the
requirements of this subdivision.
[Note: These regulations do not apply to programs in pupil personnel service and in
administrative and supervisory service.]
(1) Definitions. As used in this subdivision:
(i) Annotation of a teaching certificate means the recognition that the holder of an appropriate
valid teaching certificate has additional pedagogical knowledge, skills and experiences attained
on a voluntary basis, and subject to the limitations and requirements set forth in the teacher
certification requirements of this Title.
(ii) Classroom teaching certificate means a teaching certificate other than a certificate in pupil
personnel service or administrative and supervisory service.
(iii) Concentration means sequential study in a subject or interdisciplinary field of at least 30
semester hours.
(iv) English language learners means pupils with limited English proficiency, as defined in Part
154 of this Title.
(v) Extension of a teaching certificate means the required authorization for the holder of
an appropriate valid teaching certificate to teach an additional student population, grade
or subject not otherwise authorized by the certificate held, and subject to the limitations
and requirements set forth in the teacher certification requirements of this Title.
(vi) Field experience means direct observation of teaching, participation in teaching, or teaching
itself that is related to the teacher education program in which the candidate is enrolled;
engaged in prior to student teaching or practica; and carefully selected and planned by program
faculty.
(vii) Initial certificate means the first teaching certificate obtained by a candidate that qualifies
that individual to teach in the public schools of New York State, excluding the transitional
- 186 -

certificate and temporary license, and subject to the limitations and requirements set forth in the
teacher certification requirements of this Title.
(viii) Major means sequential study in a subject or interdisciplinary field that is equivalent to the
major the institution may require of non-education students in that subject or field, provided that
the major requires at least 30 semester hours of study in that subject or interdisciplinary field.
This definition shall not preclude an institution from developing a new academic major meeting
the above requirements, available both to its education and non-education students, that
provides knowledge of breadth and depth in the discipline(s) that will ensure a strong foundation
for education students for teaching to the State Learning Standards in the discipline(s).
(ix) Mentored teaching experience means teaching by a new teacher with guidance and
professional support provided to the new teacher by an experienced certified teacher who holds
a permanent or professional certificate and has applied to and been approved by the school or
school district to provide such mentoring to the new teacher.
(x) Practica means structured, college-supervised learning experiences for a student in a
teacher education program in which the student teacher practices the skills being learned in the
teacher education program through direct experiences with individual students, or with groups of
students. These skills are practiced under the direct supervision of the certified teacher who
has official responsibility for the students.
(xi) Professional certificate means the final teaching certificate obtained by a candidate that
qualifies that individual to teach in the public schools of New York State, subject to the
limitations and requirements set forth in the teacher certification requirements of this Title.
(xii) Student teaching means a structured, college-supervised learning experience for a student
in a teacher education program in which the student teacher practices the skills being learned in
the teacher education program and gradually assumes increased responsibility for instruction,
classroom management, and other related duties for a class of students in the area of the
certificate sought. These skills are practiced under the direct supervision of the certified teacher
who has official responsibility for the class.
(xiii) Transitional A certificate means the first teaching certificate obtained by a candidate that
qualifies that individual to teach a specific career and technical subject within the field of
agriculture, health, or a trade in the public schools of New York State, subject to the
requirements and limitations of Part 80 of this Title, and excluding the provisional certificate,
initial certificate, temporary license, transitional B certificate, and transitional C certificate.
(xiv) Transitional B certificate means the first teaching certificate obtained by a candidate
enrolled in an alternative teacher certification program, as prescribed in this section, that
qualifies that individual to teach in the public schools of New York State, subject to the
requirements and limitations of Part 80 of this Title, and excluding the provisional certificate,
initial certificate, temporary license, transitional A certificate, and transitional C certificate.
- 187 -

GENERAL REQUIREMENTS
FOR THE REGISTRATION OF ALL PROGRAMS LEADING TO CLASSROOM TEACHING
CERTIFICATES
52.21 (b)(2) - General Requirements. In addition to meeting the applicable provisions of this
Part, to be registered as a program leading to certification in teacher education, such program
shall meet the general requirements set forth in this subdivision, except to the extent that such
general requirements are explicitly stated to be inapplicable in this paragraph or in the specific
requirements for the certification title as set forth in paragraph (3) of this subdivision, and shall
also meet the specific requirements set forth in paragraph (3) of this subdivision.
52.21(b)(2)(i) Standards for all programs. In addition to meeting the applicable provisions of
this Part, including but not limited to the applicable provisions of section 52.2 of the Part, all
programs leading to certification in teacher education shall meet the following requirements:
(a) Programs shall have a written statement of the philosophy, purposes and objectives of the
program.
Provide the statement of philosophy, purposes and objectives.
Teacher Education Mission Statement
The Department of Teacher Education at SUNY Potsdam is committed to the preparation and
enhancement of teachers who are grounded in disciplinary knowledge emanating from the arts
and sciences and in curricular and instructional theory and practice. The department strives to
assist teachers to become reflective practitioners, life-long learners, and persons able to
integrate their knowledge of subject matter, pedagogy, students, the school and the larger
community to maximize the education and welfare of students.
The Department of Teacher Education is committed to preparing and sustaining teachers who
hold knowledge and attitudes needed in dealing with the challenges facing schools today and in
the future. Some of the new challenges include: increased diversity of the student population in
terms of abilities, linguistics, ethnic and cultural backgrounds; rapid technological
advancements; changes in assessment practices; and school restructuring and reform.
Knowledge
Our graduates:
• will demonstrate thorough grounding in the philosophical, theoretical and conceptual
bases of current knowledge in the liberal arts and science disciplines.
• will demonstrate knowledge in pedagogy. Emphasized are the characteristics of
learners and the uniqueness of the various disciplines of knowledge and their
interdependence.
- 188 -

• will display knowledge about current and new forms of assessment of learning and
teaching and about participation in school governance. They will demonstrate
knowledge of technology to enhance teaching and learning.
• will operate in classroom and school based upon knowledge concerning the social,
political and cultural environments of school and community.
Attitudes
Our graduates:
• will demonstrate sensitivity to and will be accepting of all students, including those who
are marginalized in terms of ability, socio-economic status, gender, sexual orientation,
language, culture, and ethnic/racial background.
• will demonstrate positive attitudes toward the disciplines which they teach and will
develop enthusiasm in their students toward learning in general and the disciplines in
particular. They will reflect attitudes emanating from the various disciplines including
aesthetic judgments from the arts and humanities, objectivity and critical thinking from
the natural sciences and mathematics, and reflective inquiry and historical analyses from
the social sciences and history.
• will be open to new ideas, will be accepting of change, and will be developing as life-long
learners. As leaders and facilitators of change they will strive to become active in the
school and community beyond the classroom.
In order to achieve the mission statement outcomes the Teacher Education Department will:
1. model the desired knowledge and attitudinal outcomes.
2. assure appropriate academic majors or concentrations in the liberal arts and sciences
for those pursuing teacher education.
3. assure appropriate academic preparation in general education for those pursuing
teacher education.
4. provide appropriate academic preparation in pedagogy including: characteristics of
learners, structures of knowledge (substantive and syntactical), components of
curriculum development and instructional design, technology, and evaluation and
assessment.
5. provide for well coordinated, coherent, and educationally sound curricula
6. provide appropriate opportunities in elementary and secondary schools at diverse
locations, both domestic and international, for observation, practice, and reflection
based on interaction with students, and by observing and analyzing current practices.
7. provide effective advising and professional mentoring.
8. conduct periodic program evaluation and redesign current programs as needed.
9. use a variety of current and innovative assessment techniques.
10. hire and retain diverse faculty.
11. hire and retain qualified faculty
12. maintaining and promoting academic freedom.
13. expand diverse venues for faculty renewal.
14. recruit and retain diverse and competent students.
15. establish enrollment limits in classes so as to advance the stated goals of the courses
(e.g. methods, seminars, field experiences).
- 189 -

16. maintain and expand cooperation between the college and elementary and secondary
schools.
17. promote interdisciplinary learning communities where appropriate.
18. develop and enhance appropriate resources for exemplary learning including, but not
limited to, curriculum and instruction centers, support staff, and classroom equipped
with proper technology.
19. engage in cooperative ventures with other departments and schools within the college
where appropriate.
Describe how the philosophy, purposes and objectives are reflected in the preparation of
candidates for certification.
In 1999 the State of New York required all of its teacher education programs to be revised and
re-registered. As part of this process the SUNY Potsdam Teacher Education Faculty revisited
the mission statement and developed a conceptual framework organized around three main
themes.
• Well Educated Citizen
• Reflective Practitioner
• Principled Educator
Well Educated Citizen
SUNY Potsdam believes that the full college community must be involved in preparing
teachers to meet the needs of today's elementary and secondary school students. All students
at the College complete a general education program which is committed to developing critical
thinkers, problem solvers, and graduates who have the ability to organize thought and
communicate effectively in written and oral form. Supported by faculty >from all three schools
at the College, the General Education Program seeks to provide students with a deep and
broad understanding of history and our social and political institutions; an understanding of the
impact of science and technology on our lives; experience in creating and appreciating the arts;
and an intercultural understanding that is now essential for members of our interactive and
intercultural world. (SUNY Potsdam Catalog, 2001, p.64) Learning to use technology as a
research, analysis, and communication tool during their years at SUNY Potsdam, our students
will be prepared to maintain their technical skills throughout their lifetime.
Recognizing the need for preparing students to enter a global society, the College is
committed to promoting multiculturalism and diversity throughout the campus. This includes
recruiting and graduating a diverse student population as well as developing an understanding
of and appreciation for diverse cultures. The College, with strong support from the Division of
Multicultural Affairs, strives to ensure that our commitment to multiculturalism and diversity goes
beyond the classroom and is "bound by a continuous thread that is sewn throughout the
campus and our service community." (Robinson, 2001)
As teachers, our students must also have a deep and flexible understanding of the
subjects they teach as the foundation for their pedagogical content knowledge. (Darling-
Hammond, 1998) Through their academic major, graduates of the SUNY Potsdam teacher
education programs will acquire a broad and deep knowledge of this subject matter; develop
appropriate modes of inquiry for their discipline(s) and see a variety of appropriate instructional
and assessment techniques modeled by their teachers. They will learn to model the skills,
attitudes, and values of inquiry appropriate to their discipline while developing a life-long love
- 190 -

and curiosity for the subject. Their strong liberal arts majors or concentrations ensure that SUNY
Potsdam teacher education graduates have the content knowledge to support the New York
Learning Standards appropriate for their certification area. (INTASC Standard 1)
Reflective Practitioner
Becoming a good teacher requires more than completing an excellent liberal arts education
(Ball, 1990; Darling-Hammond, Wise & Klein, 1995; Holmes, 1994). Teacher education
research shows that liberally educated college students do not necessarily acquire the
knowledge, insight, and imagination essential for good teaching. Instead, as argued by Linda
Darling-Hammond (1987), good teaching "requires knowledge of and insight into the minds of
students, and relentless imagination in forging connections that will make understanding the
possession of the learner, not just the teacher. Such knowledge, insight and imagination …
must be developed and nurtured through careful and disciplined inquiry, practice and reflection."
This disciplined inquiry begins with helping preservice teachers develop a sense of themselves
as learners. Early in their program they are asked to articulate their philosophy of education and
are given the opportunity to identify their own preferred learning styles. By examining their own
strengths, weaknesses, and beliefs about learning, they will be better able to provide
appropriate instruction for their students.
Building on the college's strong liberal arts foundation, the teacher education programs at SUNY
Potsdam provide their students with the understanding of how best to teach. These best
teaching practices are research-based and represent both general and content-specific teaching
methodology. The teacher education programs at SUNY Potsdam seek to develop and nurture
inquiry, practice, and reflection by working with the arts and science faculty to ensure that the
content knowledge base for teachers is strong and appropriate.
However, "teachers learn best by studying, doing, reflecting; by collaborating with other
teachers; by looking closely at students and their work; and by sharing what they see." (Darling-
Hammond, 1998) Carefully developed sequences of education courses and field-based
programs provide these best learning experiences for preservice and inservice teachers at
SUNY Potsdam. Working closely with our pre-K-12 school partners, essential experiential
opportunities are developed to help teachers to connect the theoretical and experiential aspects
of teaching. Program advisory groups made up of SUNY Potsdam faculty and alumni and
faculty and administrators from our Pre-K - 12 school partners inform and advise all of our
teacher education programs.
Graduates of SUNY Potsdam's teacher education programs build their understanding of
best teaching practices by focusing on the following four areas:
1. Diverse learning and developmental needs of students.
Understanding how children and adolescents develop and learn is essential for
successful teaching. Through interrelated coursework in the arts, sciences, education, and
practicum experience, teacher education students at SUNY Potsdam learn how to support the
intellectual, social, physical, and emotional development of diverse learners. Through a variety
of field experiences, program graduates have the opportunity to observe, implement, and reflect
on instructional practices deemed appropriate for these different developmental stages and
learning needs. (INTASC Standard 2 & 3)
- 191 -

2. Curriculum, Instruction, and Assessment.
Effective curriculum development, instructional planning and provision for informal and formal
means of assessment are central to good teaching. Using research-based models of curriculum
and instruction, SUNY Potsdam graduates develop curricular and instructional plans based on
the needs of their students, the subject matter and its disciplinary structures, and state and local
standards. Building on their knowledge of the diverse learning and developmental needs of their
students, SUNY Potsdam teacher education graduates learn to develop or select content,
resources, and strategies that respond to cultural, linguistic, and gender differences and the
developmental stages and special learning needs of their students. SUNY Potsdam graduates
will promote inquiry, critical thinking, and problem solving in their classrooms, by using a variety
of instructional strategies. These instructional plans recognize students as active learners,
participants in learning, and creators of knowledge. (INTASC Standard 4)
Our graduates will also be skilled in the use of instructional and assistive technologies. They
will understand how to help their students to acquire information, communicate, and enhance
understanding using appropriate technologies (State of New York, 1998). In addition, these
graduates will be prepared to help their students develop an understanding of ethical and
effective uses of information and information technology.
If good learning experiences are to be challenging, coherent, and aimed at developing the full
range of students' capabilities, then curriculum, instruction, and assessment must be
interrelated rather than being delivered out of context. (New York State Education Department,
1994) In accordance with the New York State Education Department's view of assessment,
the education faculty at SUNY Potsdam both model for and develop in their graduates the ability
to use various assessment tools to evaluate student performance and to inform instruction.
Preservice and inservice teachers learn to value and use a variety of tools to assess the growth
and development of diverse learners. They understand how to align their curriculum and
instruction with state standards and assessments to ensure that each student has the
opportunity to meet those standards. In addition, they learn to communicate the results of these
assessments to students, parents, administrators, and other members of the school community
in a constructive and informative manner. (INTASC Standards 7 & 8)
3. Learning environment for all students.
"In the kind of country we are and aspire to be, teaching and learning for understanding cannot
be rationed to a few" (Holmes Group, 1990, p.29). Graduates of SUNY Potsdam teacher
education programs will create classrooms where "everybody's children participate in making
knowledge and meaning--where each child is a valued member of a community of learning"
(Holmes Group, 1990, p.29). Using effective, research-based instructional and behavioral
management strategies, graduates of SUNY Potsdam's teacher education programs will
develop learning environments that encourage self-discipline, self-advocacy, self-esteem, and
self-reflection in their students. They will apply their knowledge of motivational and classroom
management techniques to foster the interest, cooperation and achievement of all students.
Their classrooms will be inviting, well organized and make effective use of available instructional
technology. The learning environments created will promote effective, culturally responsive
communication and collaboration with and among students, parents, and school-community
personnel. (INTASC Standards 5, 6, & 10).
- 192 -

4. Reflective teaching leading to educational reform.
"Accomplished teachers contribute to the effectiveness of the school by working collaboratively
with other professionals on instructional policy, curriculum development and staff development.
They can evaluate school progress and the allocation of school resources in light of their
understanding of state and local educational objectives. They are knowledgeable about
specialized school and community resources that can be engaged for their students' benefit,
and are skilled at employing such resources as needed. " (NPBTS, 1989)
SUNY Potsdam's teacher education programs seek to graduate teachers who are prepared to
become the instructional leaders in their schools. This preparation begins with an introduction
to the history, philosophy, and role of education in our society. Graduates will know how local,
state and national standards are developed and implemented in schools. They will understand
how to become involved in this process and how to participate in relevant professional
educational organizations.
Through the use of inquiry, reflection, and discourse, the teacher education faculty at
SUNY Potsdam will encourage their students to continually examine their practice. The ability to
engage in quantitative, qualitative and action research will also help provide graduates with
"disciplined ways to evaluate both their intuitive beliefs about teaching and the effectiveness of
instructional approaches derived from theories and research." (Ross, 1990) SUNY Potsdam
graduates will exit the program with the tools needed to continue this research, reflection, and
discourse throughout their careers. They will seek out and value the voices of all stakeholders.
These graduates will be prepared to make well-informed curricular and instructional decisions
for their schools. (INTASC Standard 9)
Principled Educator
Teachers are role models for their students. It is therefore imperative that they be professionally
ethical and maintain a high level of competence and integrity in practicing their profession. The
teacher education programs at SUNY Potsdam are committed to developing teachers that have
the values and dispositions to positively influence the lives of all of their students.
Preservice teachers must recognize that their teacher education program is the beginning of
their journey toward becoming an model teacher. If the journey is to be successful, they must
continue to develop as a teacher, be comfortable with uncertainty, be flexible, and be willing to
take risks throughout their careers. They must also demonstrate the ability to work well with
others and to take responsibility for their own actions.
Knowing that they are preparing children and adolescents to enter a global society, graduates of
the SUNY Potsdam teacher education programs need to demonstrate a knowledge of and
respect for the diverse cultures, socioeconomic status, religions, gender, language, sexual
orientation, and physical and mental abilities of members of this society. Early in the program
students will learn to recognize the diversity in their backgrounds and how that diversity
influences them as a person. They will use these experiences as a foundation to learn about
and to value the diversity in the communities where they will teach. (Zeichner, 1993) Whether
working with students, parents, colleagues, administrators, or agencies in the larger community,
these graduates will have the dispositions to foster positive relationships to support their
students' learning and well being.
Summary
- 193 -

Teacher education is central to the mission of SUNY Potsdam. The college community
and the teacher education's pre-K-12 school partners are working together to develop
tomorrow's teachers today. These teachers will be prepared to meet the needs of today's
schools and develop into the educational leaders of the future.
Whether the schools are in our immediate College service area or a part of the program's
broadening urban partnerships, our students and graduates are prepared as well-educated
citizens, reflective practitioners and principled educators in order to serve the diverse needs of
the communities for which they will be involved individually as teachers and collectively as lifelong
learners.
(b) Institutions shall demonstrate how faculty in the arts and sciences and faculty in education
cooperate for the purpose of ensuring that prospective teachers receive academic preparation of
high quality, equivalent to that of students in other fields.
Provide evidence of this cooperation.
Students entering these programs have already completed a baccalaureate degree with an
appropriate background in the arts and sciences.
(c) Institutions shall demonstrate efforts to recruit qualified faculty and student bodies
for teacher education from groups historically underrepresented in such programs.
What efforts are made to recruit such faculty in teacher education
SUNY Potsdam is making increased efforts to recruit minority faculty to the College. Please
see attached enrollment information for 1999.
What efforts are made to recruit such students for teacher education
SUNY Potsdam is making increased efforts to recruit minority students to the College. The
following table shows the success the College has had recruiting minorities to graduate
programs, the majority of whom enter teacher education programs.
- 194 -

GRADUATE ENROLLMENT
By Ethnicity and Gender
Fall Semesters, 1995-1999
Total
YEAR: 1995 1996 1997 1998 1999 % Change
1995-99
White 409 396 386 429 455 11.2%
Females 306 280 280 298 332 8.5%
Males 103 116 106 131 123 19.4%
Black 3 6 5 8 9 200.0%
Females 1 3 3 5 5 400.0%
Males 2 3 2 3 4 100.0%
Hispanic 5 3 4 1 2 -60.0%
Females 5 3 4 1 1 -80.0%
Males 0 0 0 0 1 100.0%
Asian 3 3 2 0 1 -66.7%
Females 2 3 2 0 1 -50.0%
Males 1 0 0 0 0 -100.0%
Native American 7 2 4 6 4 -42.9%
Females 3 2 2 5 4 33.3%
Males 4 0 2 1 0 -100.0%
Non-resident Alien 22 23 22 16 33 50.0%
Females 13 14 16 14 22 69.2%
Males 9 9 6 2 11 22.2%
Unknown 69 57 67 58 36 -47.8%
Females 49 42 43 38 25 -49.0%
Males 20 15 24 20 11 -45.0%
Total 518 490 490 518 540 4.2%
Females 379 347 350 361 390 2.9%
Males 139 143 140 157 150 7.9%
Source: SUNY Potsdam Student Fact Book 1999-2000, Table 3.4, pg 79.
Provide evidence of the success of efforts:
• data on current representation on the education faculty
The Teacher Education Department is pleased with its recent successes to increase the
cultural and ethnic diversity of the faculty. At the present time we have tenure-track faculty from
Korea, India, Israel, and Russia in addition to the more traditional european-americans. Our
most recent tenure-track hire comes from Trinidad-Tobago. Approximately one-third of the
current faculty are female.
• data on current representation in the education student body
(See table above)
(d) Institutions shall demonstrate efforts to recruit and retain qualified faculty who understand
the problems of high-need schools and have professional experience in such schools.
- 195 -

What efforts are made to recruit and retain such faculty
SUNY Potsdam is located in a county with a very high concentration of high need school
districts (17 of the 18 districts in the county are designated as high need by New York State).
As a result, all faculty have experience working with students and teachers from such districts
and contribute to the search for solutions to particular problems found in such districts. Further,
in all faculty searches, candidates are screened to determine their background and experience
in working with high need schools, especially in rural environments.
Provide specific evidence of the success of efforts.
Among our recent faculty hires, individuals have had experience working with Native Americans
on a reservation in Arizona, working with the Yonkers City School District, teaching in thirdworld
countries, and working with inner-city students from Rochester, NY.
(e) Institutions shall publish information about each of their teacher education programs that
shall be made available to prospective and enrolled students. The information shall include but
need not be limited to, as available, relevant statistics about the labor market and job availability
for each certificate title for which a teacher education program is offered, including the source of
the statistics and the period of time and geographic area to which the statistics refer.
Note that Sections 53 and 54 of Commissioner’s Regulations require publication of placement
data for all programs, where such information is available, in the institution’s catalog or bulletin.
Attach a copy of information that has been or will be published containing statistics relevant to
the program.
(See attached Career Services Annual Report)
How is this information made available:
• To prospective students
The Admissions Office publishes this information widely on campus and on their web page.
To enrolled students
Career Services Office publishes this information widely on campus and on their web page.
(f) Institutions shall demonstrate how they maintain formal relationships with local schools for
the purpose of improving the preparation of teachers and improving teaching and learning at
both the institutional and the elementary and/or secondary school levels.
Describe institutional relationships with local schools that serve to :
• improve the preparation of teachers;
The School of Education has embraced the Partner Schools concept as a means of
improving the relationships between the College and local schools for the improvement
of elementary and secondary education. The School has established a faculty position
as Professional Development School coordinator, working through the Office of Student
Services, to facilitate the creation and operation of Partner Schools. At the present time,
- 196 -

there are four school districts who have established formal relationships with the School
of Education to serve as Partner Schools for our Teacher Education program. All the
school districts are classified as high need schools by New York State.
• improve teaching and learning in the institution;
Faculty working with partner schools also teach methods courses. Their work in the field
carries over into their classroom teaching and course design. In addition, their research
activities often are focused on practical classroom situations.
• improve teaching and learning in the schools.
Faculty working with partner schools infuse new teaching ideas and methods into the
classroom through their contact with professional colleagues both in formal and informal
contacts.
(g) Institutions shall demonstrate how they promote faculty involvement with public or nonpublic
schools for the purpose of improving the preparation of teachers with regard to understanding
diversity and issues facing high-need schools;
What steps does the institution take to promote faculty involvement with schools for
improving faculty understanding of diversity and issues facing high-need schools
All but one school district in St. Lawrence County is classified as a high need school.
All of our students have the opportunity to work with socio-economically challenged
students with a variety of cultural backgrounds in local school districts. While many of
the Teacher Education faculty presently are involved in field-based activities with their
students as part of their instructional load, plans are underway to increase the number of
faculty in Teacher Education regularly working in field-based learning activities. This will
come about by a variety of strategies including adjusting faculty instructional load to
accommodate the time demands of field-based activities and providing adequate
resources and support to encourage tenured faculty to change their traditional teaching
models.
A cooperative partnership is being developed with the Yonkers public school district
to provide increased opportunities for our students to experience urban education and to
recruit “downstate” high school students to the “North Country”. Other faculty members
take a group of students to the Navajo Indian Reservation in Arizona, to Viet Nam and to
a Caribbean island for a two-week intensive learning experience in dealing with different
cultures.
(h) Institutions shall provide sufficient numbers of qualified, full-time faculty in order to:
foster and maintain continuity and stability in teacher education programs and policies;
ensure that the majority of credit-bearing courses in the program are offered by full-time
faculty; and ensure the proper discharge of all other faculty responsibilities. Faculty
teaching assignments shall not exceed 12 semester hours per semester for
undergraduate courses, or 9 semester hours per semester for graduate courses, or 21
semester hours per academic year for faculty who teach a combination of graduate and
undergraduate courses, while still providing sufficient course offerings to allow students
to complete their programs in the minimum time required for earning the degree.
Individual faculty members shall not supervise more than 18 student teachers per
semester. Supervision of field experiences, practica, and student teaching shall be
- 197 -

considered by the institution in determining faculty load, and institutions shall
demonstrate how such supervision is considered in determining faculty load. The
Commissioner may grant a waiver from one or more requirements of this clause upon a
showing of good cause satisfactory to the Commissioner, including but not limited to a
showing that the institution cannot meet the requirement because of the nature of the
program, which otherwise meets the requirements of this Part.
What percentage of credit-bearing education courses in the program is offered by fulltime
education faculty
Approximately 85% of credit-bearing education courses in the program are offered by
full-time education faculty.
What is the maximum teaching load for education faculty
The normal teaching load for faculty is four courses (12 credit hours) each semester
unless they are leading a field-based course, then the normal load is three courses (nine
credit hours). A plan is being developed to allow all faculty involved in either field-based
activities or research and publication to teach a maximum of three courses (nine credit
hours) a semester. This plan will be phased in over the next three years.
How many student teachers supervised equate to one credit of course load
Field supervision is considered a normal part of the instructional load for full-time faculty,
prorated on the basis of a student-faculty ratio of 18:1. Each 4-5 student teachers
supervised by a full-time faculty member is the equivalent of one course toward their
total workload of four courses.
(i) Institutions shall demonstrate that participation in relationships with local schools is a
valued component of the responsibilities of the faculty with primary appointments to
teacher education.
What steps does the institution take to show faculty that the institution considers faculty
participation in relationships with local schools to be a component of faculty responsibilities
that is valued by the institution
All job descriptions for vacancies in Teacher Education for the past four years have
indicated that the successful candidate must support, participate and advocate a fieldbased
curriculum. Also, as faculty are reviewed for reappointment and promotion, they
must demonstrate an appropriate level of participation in field-based activities. Further,
each program is required to have local teachers on their advisory boards.
(j) Institutions shall provide sufficient resources and equipment and adequate facilities and
physical space, as prescribed in section 52.2(a) of this Part, to support effective teaching
and scholarship by faculty and effective learning and scholarship by students in the
program.
- 198 -

Describe the resources, equipment, facilities, and physical space that are:
1) dedicated to this program;
The School of Education is located in Satterlee Hall at SUNY Potsdam. In addition to
traditional classrooms and instructional spaces, there is a Literacy Center where
prospective and present teachers develop and refine their teaching skills and techniques
through working with youngster individually and in small groups to improve reading,
writing, and learning skills and habits. The Center provides a valuable public service to
the community while offering a clinical environment for undergraduate and graduate
students in elementary and secondary education.
The School of Education also provides a twenty-five station microcomputer laboratory for
use by all students in teacher education to learn, through personal experience, about the
use of technology in education. The lab is used both for study and instructional
purposes in undergraduate and graduate courses and as a resource outside the
classroom for word processing, e-mail, Internet access and other academic needs. The
lab includes resources for the production of instructional multimedia and houses a library
of instructional software.
Outside of Satterlee Hall, the Crumb Library houses a children’s literature collection and
sample textbook collection devoted to teacher education. Included as well are other
audio-visual materials that support the teacher education program.
2) readily available for use by this program.
Include library resources and facilities, as well as any special facilities that pertain to this
program (e.g., music, speech/language laboratories, physical education, etc.).
SUNY Potsdam has a 240 acre campus with 31 buildings and a physical plant value in
excess of $200 million dollars. The operating budget for the College is $24, 321,500 for
1999-2000.
The College houses two major libraries. The Frederick W. Crumb Memorial Library, which seats
up to 600 people, is open 96 hours a week and houses more than 1,030,000 items, including
392,000 bound volumes, 653,000 microforms and other non-book materials, 58,000 federal and
state documents and 1,300 active periodicals. The library's online catalog and an array of
specialized equipment, CD-ROM search stations and aids for physically challenged users -
provide access to materials in various formats. The Crane Music Library maintains the most
extensive music collection in northern New York State. The collection includes 16,000 books,
24,000 music scores, 16,000 sound recordings and tapes of performances at Crane dating back
to the late 1940s. The library's audio facilities include 10 listening rooms and 29 listening
carrels.
Faculty, staff and students have access to a broad array of information technologies and
services including more than 1,000 desktop computers, high-speed Internet access, electronic
mail, residence hall networking, off-campus dial-in access to the campus network, multimedia
computing facilities, laser printing, technologically-enhanced “smart classrooms”, satellite
teleconferencing, television services, and distance-learning facilities. Student computing
facilities provide access to both Macintosh and Windows-based workstations. Every student is
provided with an electronic mail account when they register for course work and all student
residence rooms on campus have a high-speed access to the Internet and the campus network.
- 199 -

The Crane Music Center houses two modern performance halls for music and dance as well as
numerous practice and rehearsal rooms. The College Theater has recently been divided into the
Mainstage, a modified-proscenium theater seating 300, which includes a computer-driven
lighting system, and the Black Box, an experimental theater with flexible seating arrangements
for 100. Campus facilities also include the Dunn Dance Theater and the Sara Snell Music
Theater in The Crane School, as well as six fine art studios and an art gallery.
The Maxcy Hall Athletic Complex, Potsdam's $8 million health and physical education facility,
includes more than 50 acres of outdoor athletic fields, 20 tennis courts and a quarter-mile track.
Maxcy Hall's indoor facilities feature three maximum-size gymnasiums, a swimming pool, an ice
rink, racquetball courts and a field house.
(k) Institutions shall demonstrate how they use various types of assessments to evaluate
students for admission to teacher education programs and based on such assessments
prescribe study and experiences that will enable students to develop the knowledge,
understanding, and skills necessary to successfully meet the requirements for
certification upon program completion.
Attach a published statement of, or state here, the criteria for admission to the institution and to
the program.
The admissions process at SUNY Potsdam is highly individualized. Each application is
thoroughly evaluated to discover the wide variety of skills and talent sought in prospective
graduate students.
Admission to Master of Science in Education
1. submission of an official transcript of an earned baccalaureate degree from an accredited
college or university;
2. a minimum undergraduate GPA of 2.75 in the most recent 60 semester hours of
undergraduate study (based on a scale of A-4.0);
3. a "Letter of Intent" written by the applicant expressing professional goals as applied to the
program;
4. submission of proof of current provisional or permanent teaching certificate consistent with
that of the proposed graduate study. (Admission to the Special Education program requires
certification in PreK-6 or 7-12 in an academic area.);
5. Admission to the Special Education and General Professional Education programs
requires three letters of recommendation, including at least two which focus on teaching
performance;
6. Admission to the Secondary Education programs requires three letters of
recommendation, including at least two from previous professors which focus on academic
ability;
7. non-refundable processing fee of $50.00
Admission to Master of Science in Teaching
1. submission of an official transcript of an earned baccalaureate degree in an appropriate
academic discipline from an accredited college or university;
2. a minimum undergraduate GPA of 2.75 in the most recent 60 semester hours of
undergraduate study (based on a scale of A-4.0);
3. a "Letter of Intent" written by the applicant expressing professional goals as applied to the
program;
- 200 -

4. submission of three letters of recommendation, including at least one which focuses on
teaching potential and at least two from previous professors which focus on academic
ability;
5. non-refundable processing fee of $50.00.
In Addition Elementary Level Applicants Must Have:
• Six hours of English
• Three hours of fine arts
• Six hours of mathematics
• Six hours of psychology (a course in child development and a course in exceptionality)
• Six hours of science in two areas, one of which must be a lab science
(biology/chemistry/physics/earth science)
• Six hours of history (to include three hours in U.S. history)
• Six hours of social studies in two areas (anthropology/economics/geography/political
science/sociology)
• Six hours of a foreign language (or meet SUNY Potsdam's foreign language requirements
for the bachelor's degree)
• Three hours of drug studies
• A grade of at least 2.0 [or its equivalent] is required in all undergraduate prerequisites.
Courses used to fulfill prerequisites may not be used as electives in the program.
In Addition Secondary Level Applicants Must Have:
• An undergraduate major comparable to a SUNY Potsdam major in an appropriate
secondary academic subject; e.g., biology, chemistry, English, geology, mathematics, and
physics. (Admission to the M.S.T. in secondary social studies requires an acceptable major
in one of the following areas: anthropology, economics, geography, history, political science
or sociology. Student's undergraduate work must also include the following courses or
approved equivalencies: HIST 201, Early American History; HIST 202, Modern American
History; HIST 102, Recent European History; ANTC 102, Introduction to Cultural
Anthropology; ECON 105, Principles of Microeconomics or ECON 110, Principles of
Macroeconomics; POLS 100, Introduction to Politics or POLS 110, Introduction to U.S.
Politics; SOCI 101, Introduction to Sociology.)
• Six hours of a foreign languag or meet SUNY Potsdam's foreign language requirements for
the bachelor's degree
• A grade of at least 2.0 [or its equivalent] is required in all undergraduate prerequisites.
Courses used to fulfill prerequisites may not be used as electives in the program.
NOTE:
A satisfactory score on the L.A.S.T. portion of the New York State Teacher
Certification Exam (NYSTCE) is required before being placed in a student teaching
position. The A.T.S.-W portion of the NYSTCE is required in order to be rewarded
the degree and to be recommended for certification.
List assessments used in determining admission.
The following assessments are used in determining admission: transcript, letters of reference,
letter of intent.
- 201 -

Describe the process for evaluating the preparation of candidates for admission to the program,
prescribing study and experiences to meet requirements, and evaluating student progress.
Faculty carefully review the candidate's transcript and other information relating to their
academic record along with the letters of reference and the letter of intent. Students who clearly
do not meet performance expectations are denied admission to the program. Students who
appear to be marginally qualified are required to take additional coursework prerequisite to full
program admission.
52.21(b)(2)(ii) Standards for programs leading to an initial certificate. In addition to
meeting the applicable provisions of this Part, including but not limited to the applicable
provisions of section 52.2 of this Part, programs leading to an initial certificate shall be programs
leading to a baccalaureate or higher degree, which shall include a requirement that the
candidate complete a general education core in the liberal arts and sciences as prescribed in
clause (a) of this subparagraph, a content core as prescribed in clause (b) of this subparagraph,
and a pedagogical core as prescribed in clause (c) of this subparagraph.
(a) General education core in the liberal arts and sciences. The program shall include a
requirement that the candidate complete study that prepares candidates with knowledge,
understanding, and skills in the liberal arts and sciences, including but not limited to: artistic
expression; communication; information retrieval; concepts in history and social sciences;
humanities; a language other than English; scientific and mathematical processes; and written
analysis and expression.
List the requirements for the general education core.
The general education core was covered in the program for the student's undergraduate
degree and is a prerequisite for admission to the graduate program.
(b) Content core. The program shall include a requirement that the candidate complete study
in the subject(s) to be taught which shall prepare candidates with the knowledge base to teach
the subject(s), in accordance with the State Learning Standards for students, as prescribed in
Part 100 of this Title, and shall prepare candidates for refining and expanding that knowledge
base.
Note: Curriculum Resource Guides containing the State Learning Standards and
performance indicators at the elementary, intermediate, and commencement levels for each
standard are at .
See requirements for the Content Core for specific programs in 52.21(b)(3), and insert
response in the appropriate location for the specific program.
(c) Pedagogical core. The program shall include a requirement that the candidate complete
study in a pedagogical core that provides the candidate with the pedagogical knowledge,
understanding, and skills as set forth in subclause (1) of this clause and field experiences, and
student teaching and/or practica as set forth in subclause (2) of this clause.
- 202 -

(1) Pedagogical knowledge, understanding, and skills. The program shall provide
study that will permit candidates to obtain the following pedagogical knowledge, understanding,
and skills:
(i) human developmental processes and variations, including but not limited to: the impact of
culture, heritage, socioeconomic level, personal health and safety, nutrition, past or present
abusive or dangerous environment, and factors in the home, school, and community on
students’ readiness to learn -- and skill in applying that understanding to create a safe and
nurturing learning environment that is free of alcohol, tobacco, and other drugs and that fosters the
health and learning of all students, and the development of a sense of community and respect for
one another;
COURSE
GRED 607
TITLE
Foundations of Education
Prerequisite to being admitted to graduate program a student must have course
work or experience related to the identification and reporting of child abuse; an
Environment free of drugs, alcohol, and tobacco; the intervention and
prevention of school violence; and the prevention of child abduction.
(ii) learning processes, motivation, communication, and classroom management -- and skill in
applying those understandings to stimulate and sustain student interest, cooperation, and
achievement to each student’s highest level of learning in preparation for productive work,
citizenship in a democracy, and continuing growth;
COURSE
GRED 530
GRED 565
GRED 566
GRED 567
TITLE
Classroom Management & Discipline
Elementary Math: Content & Methods
Elementary Science: Content & Methods
Elementary Social Studies: Content & Methods
(iii) the nature of students within the full range of disabilities and special health-care needs, and
the effect of those disabilities and needs on learning and behavior -- and skill in identifying
strengths, individualizing instruction, and collaborating with others to prepare students with
disabilities and special needs to their highest levels of academic achievement and
independence;
COURSE
SPED 505
Introduction to Special Education
TITLE
(iv) language acquisition and literacy development by native English speakers and students who
are English language learners -- and skill in developing the listening, speaking, reading, and
writing skills of all students, including at least six semester hours of such study for teachers of
early childhood education, childhood education, middle childhood education, and adolescence
education; teachers of students with disabilities; students who are deaf or hard-of-hearing,
students who are blind or visually impaired, and students with speech and language disabilities;
teachers of English to speakers of other languages; and library media specialists. This sixsemester-hour
requirement may be waived upon a showing of good cause satisfactory to the
Commissioner, including but not limited to a showing that the program provides adequate
instruction in language acquisition and literacy development through other means;
- 203 -

Programs leading to all of the following certificates must prepare candidates for
understanding language acquisition and literacy development by native English speakers
and students who are English language learners - and provide candidates with skill in
developing the listening, speaking, reading, and writing skills of all students:
- early childhood education*
- childhood education*
- middle childhood education*
- adolescence education*
- students with disabilities*
- students who are deaf or hard-of-hearing*
- students who are blind or visually impaired*
- students with speech and language disabilities*
- English to speakers of other languages*
- library media specialist*
- literacy
- special subjects (dance, family and consumer sciences, health education, music,
physical education, technology education, theatre, and visual arts)
- career fields (agriculture, business and marketing)
- educational technology specialist
- intensive program for individuals holding a transitional C certificate
* While all programs listed above must include preparation in language acquisition and
literacy development, the programs marked with an asterisk must include at least 6
semester hours of such study, as part of the general pedagogical core.
COURSE
GRED 558
GRED 559
Literacy I: Methods (Childhood)
Literacy II: Methods (Childhood)
TITLE
(v) curriculum development, instructional planning, and multiple research-validated instructional
strategies for teaching students within the full range of abilities -- and skill in designing and
offering differentiated instruction that enhances the learning of all students in the content area(s)
of the certificate;
COURSE
GRED 558
GRED 559
GRED 565
GRED 566
GRED 567
TITLE
Literacy I: Methods (Childhood)
Literacy II: Methods (Childhood)
Elementary Math: Content & Methods
Elementary Science: Content & Methods
Elementary Social Studies: Content & Methods
(vi) uses of technology, including instructional and assistive technology, in teaching and learning
-- and skill in using technology and teaching students to use technology to acquire information,
communicate, and enhance learning;
Faculty in the Masters of Teaching in Childhood program are working with colleagues in the
Instructional Technology program and Special Education program to develop appropriate
learning experiences to be integrated into the methods courses and field-based experiences
of the MST Childhood program. It is our philosophy that future teachers must experience the
integration of instructional and assistive technologies into the normal curricular activities of
- 204 -

the classroom. The faculty will model the desired use of technology and provide ample
opportunity for students to learn, develop and practice using effective strategies for use of
technology with all learners. This will include computer hardware and software and other
audio and video devices.
COURSE
TITLE
Prerequisite in undergraduate degree for admission to the graduate program
of at least three credit hours in course work related to Engineering Design,
Tools, Resources, and Technological Processes, Computer Technology,
Technological Systems, History and Evaluation Impact, Management.
(vii) formal and informal methods of assessing student learning and the means of analyzing
one’s own teaching practice -- and skill in using information gathered through assessment and
analysis to plan or modify instruction, and skill in using various resources to enhance teaching;
COURSE
GRED 565
GRED 566
GRED 676
GRED 567
TITLE
Elementary Math: Content & Methods
Elementary Science: Content & Methods
Student Teaching Seminar: Policies and Practice in American Education
Elementary Social Studies: Content & Methods
(viii) history, philosophy, and role of education, the rights and responsibilities of
teachers and other professional staff, students, parents, community members, school
administrators, and others with regard to education, and the importance of productive
relationships and interactions among the school, home, and community for enhancing
student learning -- and skill in fostering effective relationships and interactions to
support student growth and learning, including skill in resolving conflicts;
COURSE
GRED 607
GRED 676
TITLE
Foundations of Education (B-6)
Student Teaching Seminar: Policies and Practice in American Education
(ix) means to update knowledge and skills in the subject(s) taught and in pedagogy;
COURSE
GRED 669
GRED 676
TITLE
Professional Development Performance Portfolio
Student Teaching Seminar: Policies & Practice in American Education
(x) means for identifying and reporting suspected child abuse and maltreatment, which
shall include at least two clock hours of coursework or training regarding the identification
and reporting of suspected child abuse or maltreatment, in accordance with the
requirements of section 3004 of the Education Law;
COURSE
GRED 607
TITLE
Prerequisite in undergraduate degree for admission to the graduate program
of coursework or experience related to teaching about Child Abuse,
Environment free of drugs, alcohol, and tobacco, and school violence
prevention and intervention; prevention of child abduction
Foundations of Education (B-6)
- 205 -

(xi) means for instructing students for the purpose of preventing child abduction, in
accordance with Education Law section 803-a; preventing alcohol, tobacco and other
drug abuse, in accordance with Education Law section 804; providing safety education,
in accordance with Education Law section 806; and providing instruction in fire and
arson prevention, in accordance with Education Law section 808.
COURSE
GRED 607
TITLE
Prerequisite in undergraduate degree for admission to the graduate program
of coursework or experience related to teaching about Child Abuse,
Environment free of drugs, alcohol, and tobacco, and school violence
prevention and intervention; prevention of child abduction
Foundations of Education (B-6)
(xii) means for the prevention of and intervention in school violence, in accordance with section
3004 of the Education Law. This study shall be composed of at least two clock hours of course
work or training that includes, but is not limited to, study in the warning signs within a
developmental and social context that relate to violence and other troubling behaviors in
children; the statutes, regulations and policies relating to a safe nonviolent school climate;
effective classroom management techniques and other academic supports that promote a
nonviolent school climate and enhance learning; the integration of social and problem solving
skill development for students within the regular curriculum; intervention techniques designed to
address a school violence situation; and how to participate in an effective school/community
referral process for students exhibiting violent behavior.
COURSE
GRED 607
TITLE
Prerequisite in undergraduate degree for admission to the graduate program
of coursework or experience related to teaching about Child Abuse,
Environment free of drugs, alcohol, and tobacco, and school violence
prevention and intervention; prevention of child abduction
Foundations of Education (B-6)
(2) Field experiences, student teaching and practica.
Include the response to the following requirements in the appropriate section(s) of 52.21(b)(3),
which contains requirements for specific programs.
(i) The program shall include at least 100 clock hours of field experiences related to coursework
prior to student teaching or practica. The program shall include at least two college-supervised
student-teaching experiences of at least 20 school days each; or at least two college-supervised
practica with individual students or groups of students of at least twenty school days each. This
requirement shall be met by student teaching, unless the specific requirements for the certificate
title in paragraph (3) of this subdivision require practica.
(ii) The field experiences, student teaching and practica shall:
(A) be consistent with the program’s philosophy, purposes and objectives and carefully
selected and planned by program faculty, with learning outcomes specified and their achievement
regularly evaluated;
- 206 -

(B) be accompanied by coursework or seminars and supervised by one or more faculty
who participate actively in the program and in program development, and who have training and
skills in supervision and the expertise to provide supervision related to content and pedagogy. Fulltime
faculty shall participate in supervising students during their student-teaching or practica
experiences;
(C) provide candidates with experiences in a variety of communities and across the range
of student developmental levels of the certificate, experiences practicing skills for interacting with
parents or caregivers, experiences in high-need schools, and experiences with each of the
following student populations: socioeconomically disadvantaged students, students who are
English language learners, and students with disabilities;
(High-need school districts found at .)
and (D) for programs preparing candidates for more than one certificate, ensure that
candidates have field experiences and/or student-teaching or practica experiences related to
each certificate, as prescribed in paragraph (3) of this subdivision.
(iii) Upon written application by the institution, the commissioner may grant a time-limited
approval for an alternate model for field experiences and college-supervised student teaching or
practica, provided that the institution describes the model in detail and demonstrates the
success of such model or has an adequate plan for demonstrating that the model will be
successful.
(iv) Other options for candidates holding another classroom teaching certificate to meet the
student teaching or practica requirement are set forth in the teacher certification requirements of
this Title for the particular certificate title.
52.21(b)(2)(iv) Institutional accountability.
(a) Institutions shall be accountable for the quality of their programs leading to
certification in teacher education and the candidates who complete such programs, and
shall demonstrate that their teacher education programs are evaluated regularly and that
such evaluations are considered for making program improvements.
Describe the criteria and process for program evaluation by the institution and state the
frequency of such evaluations.
The MST Childhood program is reviewed based on the National Council for Accreditation of
Teacher Education and the Association for Child Education International program standards for
Childhood Education.
Describe how program evaluations are considered for making program improvements.
An example is the use of NCATE criteria which includes our responses to questions and
considerations raised by the Alumni Survey and advisory groups with ongoing consideration of
program improvements also based on in-put from the specialty program faculty and public
schools to address weaknesses in the program.
(b) Candidate performance on New York State Teacher Certification Examinations.
- 207 -

(1) The department shall conduct a registration review in the event that fewer than 80
percent of those students who satisfactorily complete the institution's program and also apply for
certification pass each required examination for a teaching certificate. For purposes of this
clause, students who satisfactorily complete the institution's program shall mean students who
have met each educational requirement of the program, excluding any institutional requirement
that the student pass each required examination of the New York State Teacher Certification
Examinations for a teaching certificate in order to complete the program. Students satisfactorily
meeting each educational requirement may include students who earn a degree or students
who complete each educational requirement without earning a degree. For determining this
percentage, the department shall consider the performance on each certification examination of
those students completing the state teacher certification examinations before or within one year
of program completion, and shall consider only the highest score of individuals taking a test
more than once.
(2) The registration review initiated by not meeting the percentage prescribed in
subclause (1) of this clause shall require the institution to submit a corrective action plan within
four months of being notified by the department of not meeting the percentage. If the
department approves the plan, the department shall define a timeframe for its implementation
and shall assess the effectiveness of the plan within three years of initiation of the plan. If the
department does not approve the plan or determines that the institution is not meeting the terms
of the plan, and the department determines that the institution is not meeting the other
requirements of this Part, the institution shall be subject to denial of re-registration in
accordance with the requirements of section 52.23 of this Part.
(3) By January 15, 2000 and annually by January 15 thereafter, each institution with
programs registered pursuant to this section shall provide the department with a list of all
students who satisfactorily complete each of its teacher education programs in the preceding
year, July 1 through June 30.
(The State Education Department will send a request for this information in the fall before
each January 15 due date.)
(c) Accreditation.
(1) For programs registered prior to September 1, 2001, the requirements of subclause
(2) of this clause shall be met by December 31, 2004. For programs registered for the first time
on or after September 1, 2001, the requirements of subclause (2) of this clause shall be met
within five years of the date of the commencement of such initial registration.
(2) Programs shall be accredited by either:
(i) an acceptable professional education accrediting association, meaning an
organization which is determined by the department to have equivalent standards to the
standards set forth in this Part; or
(ii) the Regents, pursuant to a Regents accreditation process.
- 208 -

REQUIREMENTS FOR SPECIFIC PROGRAMS
LEADING TO CLASSROOM TEACHING CERTIFICATES
52.21(b)(3) Specific Requirements. To be registered as a program leading to certification, the
program shall meet the specific requirements of this paragraph for the particular certificate title.
The general requirements prescribed in paragraph (2) of this subdivision shall also be applicable,
unless such general requirements are explicitly stated to be inapplicable in paragraph (2) of this
subdivision or by the specific requirements set forth in this paragraph.
Note: Curriculum Resource Guides containing the State Learning Standards and
performance indicators at the elementary, intermediate, and commencement levels for each
standard are at.
CHILDHOOD EDUCATION: In the Program Chart below, list all pedagogical courses in the
proposed program, including those required by the General Pedagogical Core in
52.21(b)(2)(ii)(c) and the additional pedagogical study required for this program in 52.21(b)(3)(ii)
below. Identify the courses by course number, title, number of credits, required (R) or elective
(E), and instructor(s). If the Faculty Charts do not make clear each instructor’s qualifications to
teach a particular course, provide that information below this Program Chart.
Number Title Cr R/E Instructor(s)
SPED 505 Introduction to Special Education 3 R A. Beck, L. Lewis, A.
Misra. E. Raymond, L.
Watson
GRED 530 Classroom Management &
Discipline
3 R A. Pardoen, L. Waterson,
T. Yousey
GRED 558 Literacy I: Methods (Childhood) 3 R S. Chadwick
GRED 559 Literacy II: Methods (Childhood) 3 R S. Chadwick
GRED 565 Elementary Mathematics: Content
& Methods
3 R S. Abramovich, B.
Montroy, B. Smith
GRED 566 Elementary Science: Content &
Methods
3 R A. Ayalon, M. Flores, B.
Montroy, T. Schwob
GRED 567 Elementary Social Studies: Content
& Methods
3 R A. Ayalon, M. Flores, R.
Vadas, T. Yousey
GRED 607 Foundations of Education 3 R A. Pardoen
GRED 613 Teaching Internship 6 R K. Arno, H. Smith
GRED 664 Practicum in Childhood Education 3 R S. Chadwick, B. Smith
GRED 669 Professional Development
3 R K. Arno, H. Smith
Performance Portfolio
GRED 676 Student Teaching Seminar: Policies 2 R K. Arno, H. Smith
& Practice in American Education
GRED 696 Elementary Student Teaching 6 R K. Arno, H. Smith
HLTH 249 Health Standards Workshop 1 R Laurel Sharmer
Elective See attached list 3 E
- 209 -

At the end of the application, attach a description of each pedagogical course for this
program, as the course description will appear in the catalog. Please note that the
description of any course identified as meeting a general or specific Pedagogical Core
requirement, in whole or in part, should reflect that requirement.
52.2(b)(3)(ii) Programs leading to initial certificates valid for teaching childhood
education (Grades 1 through 6).
(a) Content core. In addition to meeting the general requirements for the content core
prescribed in paragraph (2)(ii)(b) of this subdivision, the content core shall be a major,
concentration, or the equivalent in one or more of the liberal arts and sciences, which, in
combination with the general education core and pedagogical core, ensures that the candidate
has a knowledge base for teaching to the State Learning Standards for students in the following
areas of the childhood education curriculum: the arts; career development and occupational
studies; English language arts; health, physical education, and family and consumer sciences;
languages other than English; mathematics, science and technology; and social studies, as
prescribed in Part 100 of this Title.
State the requirements for the Content Core. (See definitions of major and concentration in
52.21(b)(1).) Identify the catalog pages where descriptions of existing liberal arts and
sciences majors and concentrations are found that candidates may select for meeting the
Content Core requirements of this program. If new liberal arts and sciences majors or
concentrations are proposed for this purpose, list the requirements, including course
numbers, titles, credits, and instructors; provide course descriptions; complete Faculty Charts
for each; and see the Supplement for other required information.
The content core is covered in the general education/prerequisites which are a part of the
student's baccalaureate degree which is a prerequisite for admission to the graduate
program.
Describe how the program ensures that candidates are prepared with a content knowledge
base for assisting students in grades 1 through 6 in meeting the State Learning Standards for
that level in all seven areas of general knowledge:
The Arts: At least six credit hours in course work related to Dance, Music, Theater, and
Visual Arts which are required as prerequisites of the admission to the graduate program.
Career Development and Occupational Studies: Covered in the student teaching seminar.
English Language Arts: At least six credit hours in course work related to listening/ reading/
writing (composition)/ speaking (public)/ information retrieval/ critical analysis, expression,
and evaluation which are required as prerequisites of the admission to the graduate program.
Health, Physical Education, & Family and Consumer Sciences: Required as part of
baccalaureate degree which is required for admission to the graduate program.
Languages Other than English: At least six credit hours in course work related to Modern
Languages which are required as prerequisites of the admission to the graduate program.
- 210 -

Mathematics, Science, and Technology: At least six credit hours in course work related to
Reasoning, Number and numeration, Operations, Modeling/ Multiple Representation,
Measurement, Uncertainty, Patterns/Function; At least three credit hours in course work
related to Engineering Design, Tools, Resources, and Technological Processes, Computer
Technology, Technological Systems, History and Evaluation Impact, Management which are
required as prerequisites of the admission to the graduate program. AT least six credit
hours in course work related to Physical and Life Sciences.
Social Studies: At least six credit hours in course work related to Geography, Economics,
Civics, Citizenship, and Government which are required as prerequisites of the admission to
the graduate program. At least three credit hours in course work related to American
History/World History/and New York State History.
(b) Pedagogical core. In addition to meeting the general requirements for the
pedagogical core prescribed in paragraph (2)(ii)(c) of this subdivision, the pedagogical core
shall focus on childhood education and include, but need not be limited to:
(1) study in the following:
(i) processes of growth and development in childhood and how to provide learning
experiences and conduct assessments reflecting understanding of those processes;
Number
GRED 559
GRED 664
Title
A child development course is required as a prerequisite to admission to the
graduate program.
Lit II: Methods (Childhood)
Practicum in Childhood Education
(ii) teaching the literacy skills of listening, speaking, reading, and writing to native English
speakers and students who are English language learners at the childhood level,
including methods of reading enrichment and remediation; and
Course title(s) and number(s) for courses in addition to the 6 semester hours of study
required for the General Pedagogical Core in language acquisition and literacy development
by native English speakers and English language learners:
Number
GRED 613
GRED 696
Title
Related coursework taken for prerequisite in undergraduate degree which
requires at least six credit hours in course work related to listening/ reading/
writing (composition)/ speaking (public)/ information retrieval/ critical analysis,
expression, and evaluation
Teaching Internship
Elementary Student Teaching
(2) field experiences and student teaching experiences in both childhood education
settings, grades 1 through 3 and grades 4 through 6. The time requirements for field
experience, student teaching and practica of paragraph (2)(ii)(c)(2)(i) of this subdivision shall not
be applicable for candidates holding another classroom teaching certificate or for candidates
who are simultaneously preparing for another classroom teaching certificate and completing the
- 211 -

full field experience, student teaching and practica requirement for that other certificate. In such
instances, the programs shall require such candidates to complete at least 50 clock hours of
field experiences, practica, or student teaching with students in childhood education, including
experiences in both childhood education settings.
The general pedagogical core requirements for field experiences, students teaching and/or
practica 52.21(b)(2)(ii)(c)(2) are repeated for ease of reference:
52.21(b)(2)(ii)(c)(2)(i) The program shall include at least 100 clock hours of field experiences
related to coursework prior to student teaching or practica. The program shall include at least
two college-supervised student-teaching experiences of at least 20 school days each.
52.21(b)(2)(ii)(c)(2)(ii) The field experiences, student teaching and practica shall:
(A) be consistent with the program’s philosophy, purposes and objectives and carefully selected
and planned by program faculty, with learning outcomes specified and their achievement
regularly evaluated;
(B) be accompanied by coursework or seminars and supervised by one or more faculty who
participate actively in the program and in program development, and who have training and
skills in supervision and the expertise to provide supervision related to content and pedagogy.
Full-time faculty shall participate in supervising students during their student-teaching or practica
experiences;
(C) provide candidates with experiences in a variety of communities and across the range of
student developmental levels of the certificate, experiences practicing skills for interacting with
parents or caregivers, experiences in high-need schools, and experiences with each of the
following student populations: socioeconomically disadvantaged students, students who are
English language learners, and students with disabilities; (Find high-need school districts at
http://stateaid.nysed.gov/hineed.pdf>.)
and (D) for programs preparing candidates for more than one certificate, ensure that
candidates have field experiences and/or student-teaching or practica experiences related to
each certificate, as prescribed in paragraph (3) of this subdivision.
Describe how the requirements in (A), (B), (C), and (D), cited above, are met for the field
experiences and student teaching :
(A) (B) (C)
These candidates work under the immediate supervision of a district education coordinator
and the full-time faculty supervisor. Program faculty make several visits to each student at
each site. The education coordinator or faculty supervisor and the candidate create a plan
that insures that each candidate gains experience with parents, socio-economically
disadvantaged students, English language learners and students with disabilities. Each
candidate is placed in a high need school district and is required to complete seven full
weeks of student teaching at two different childhood grade levels for a minimum total of 14
full weeks of student teaching.
(D) if applicable.
- 212 -

Identify courses that require field experiences:
Course
Number
GRED 664
Course Title Instructor Grade
Level
Clock
Hours
Practicum in S. Chadwick, B. Smith 1-6 150
Childhood Education
Identify courses/seminars for the college-supervised student-teaching experiences:
Course
Number
Course Title Instructor Grade
Level
No. of Full
School Days
GRED 676 Student Teaching K. Arno, H. Smith 1-6 7
Seminar: Policies &
Practice in American
Education
GRED 696 Elementary Student K. Arno, H. Smith 1-6 35
Teaching
GRED 613 Teaching Internship K. Arno, H. Smith 1-6 35
COURSE DESCRIPTIONS
GRED 607 Foundations of Education (B-6) 3 Cr
This course is designed to provide students with an overview of the philosophical basis of early
childhood and elementary education and a historical outline of the field. It prepares future
teachers for a variety of roles and professional responsibilities. It also provides an overview of
curricular issues such as the goals of education, learning theories, and teaching and
assessment strategies.
GRED 558 Literacy I: Methods (Childhood) 3 Cr
This course is designed for the elementary pre-service teacher who will be responsible for
teaching literacy in grades 1-6. It is assumed that persons enrolled in this course know little or
nothing about the theories of reading and other literacy skills development. With this
assumption in mind, this course will be geared to teaching pre-service teachers the “whys” and
“hows” of teaching reading, writing, listening, and speaking to children.
GRED 530 Classroom Management & Discipline 3 Cr
This course is designed to develop the skills necessary to manage student behaviors in the
classroom. The focus will be on effective practices and techniques for behavior management
and discipline. Participants will be provided opportunities to practice different approaches
through various activities. Current issues and problems will be discussed.
- 213 -

GRED 559 Lit II: Methods (Childhood) 3 Cr
This course is designed to help pre-service teachers understand and define the various
components of a “balanced” literacy program for children in grades 1-6. Using quality children’s
literature, pre-service teachers will be expected to design and implement balanced literacy
instruction in a classroom setting. Pre-service teachers will also be expected to use various
forms of assessment to measure the success of their instruction as well as individual progress
in literacy development.
GRED 664 Practicum in Childhood Education 3 Cr
The future childhood teacher will be provided supervised classroom experience. This practicum
will involve working with all aspects of childhood curriculum. Particular emphasis will be placed
on application of learning theory plus curriculum development, assessment, and
implementation. (At least 100 hours of field experience based in classrooms.)
GRED 565 Elementary Math: Content & Methods 3 Cr
Teaching mathematics effectively at the elementary level requires much more than the ability to
“do” mathematics. The teacher must have a deep understanding of the concepts behind the
mathematical skills being taught and must be able to present these concepts in a variety of
ways. This course will help elementary school teachers develop their own understanding of the
mathematics, as well as explore strategies and models for teaching mathematics at the
elementary level. A field experience is also required. MST only.
GRED 566 Elementary Science: Content and Methods 3 Cr
Develops competency in teaching science to elementary-age school children. Emphasizes
importance of science education as foundation of elementary curriculum. Examines scientific
method. Includes observation/participation in elementary classroom. MST only.
GRED 567 Elementary Social Studies: Content & Methods 3 Cr
This course examines the contributions of social studies to the elementary school program. It
also examines a variety of methods and materials appropriate for use in instruction in
elementary school social studies. The course includes major definitions and structures of the
social science disciplines (anthropology, economics, geography, sociology, and political
science) and history; the roles of both funded knowledge and conventional wisdom in
elementary school social studies curriculum development, the various components of
instructional planning in social studies; and evaluation in social studies of elementary school
pupil performance. Appropriate field experiences are determined by the instructor. MST only.
SPED 505 Intro to Special Ed 3 Cr
Provides an overview of the educational, psychological and social needs of learners with
disabilities and gifted/talented students; discusses the impact of special education law on the
public school program; provides background for designing appropriate interventions for students
with a variety of special learning needs; this course may be applied to the prerequisite course
requirement in the M.S.Ed. Special Education program.
GRED 613 Teaching Internship 6 Cr
- 214 -

This course provides the student teacher with a time and place where the theory of course work
at the College can be put into the actual practice of teaching. The course is designed to focus
the student teacher's attention on the complete range of teacher functions and responsibilities
found within a real school setting, including immersion in curriculum and long range planning,
such as units. The internship provides the student with the opportunity to apply constructivist
approaches in the teaching/learning setting. (MST elementary students only: Co-requisites:
GRED 676 and GRED 696.)
GRED 676 Student Teaching Seminar: Practices & Policies in Am. Ed. 2 Cr
The course will provide a forum for discussion of the broad range of contemporary educational
and professional issues, as well as their historical routes. Students will critically examine
various perspectives of a topic through reading and research. Co-requisites: (MST Elem:
GRED 613 and GRED 696; MST Sec.: GRED 694 and GRED 697.)
GRED 696 Elementary Student Teaching 6 Cr
This course provides the student with the initial opportunity to student teach in the public school
setting. Students are assigned to an elementary classroom in which the induction process
leads to full teaching responsibilities under the direction and supervision of a sponsor teacher
and college supervisor. Students are expected to demonstrate skills in defining educational
objectives, developing learning experiences, selecting educational materials, and evaluating
pupil performance. (MST elementary students only: Co-requisites: GRED 613 and GRED 676)
GRED 669 Professional Development Performance Portfolio 3 Cr
The Professional Development Performance Portfolio (PDPP) is an intentional grouping of work
that shows the pre-service teacher’s progress in professional growth over the tenure of his/her
pedagogical preparation. There should be evidence of achievement and reflection on that
achievement.
The PDPP should be a collection of select artifacts and reflections that represent the pre-service
teacher’s experiences, knowledge, and growth during the pre-student teaching and student
teaching experience. The PDPP is considered a work in progress and should prompt reflective
thinking in the knowledge and skills determined by the faculty by providing documented
evidence of accomplishments. Fulfils culminating experience requirement.
- 215 -

ELECTIVE COURSES
GRED 503 Educational Law 3
Study of principles and procedures underlying educational law in the United States with
emphasis upon New York State. Analysis of critical current issues, church-state relationships,
transportation, discipline, liability and teacher rights and responsibilities.
GRED 507 Devel a Positive Self-Concept 3
Students will study and apply ingredients that aid int he development of a positive self-concept.
Caring, sharing, giving, accepting acceptance, etc. will be practiced within the class setting.
The invitational education model will be stressed as a way to enhance one’s self-concept.
Classroom projects and assignments will meet the professional and/or personal needs of the
individual student. Summers.
GRED 511 Humanistic Education 3
Designed to focus on the discovery of meaning within teaching-learning situations and to
explore the student’s search for self-identity. The course will emphasize student-centered
curricula, knowing students as unique individuals,classroom motivation and control, relevant
knowledge, student creativity and self-evaluation. Summers
GRED 513 Comparative Cultures in International Ed 3
This seminar course investigates the relationship between various learning styles in selected
societies throughout the world ranging from non-literate tribal to technologically advanced
societies, with the course focus on individual research projects.
GRED 517 Integrating the Arts into the Elem Clsrm 3
This course will help classroom teachers gain an increased understanding and appreciation of
the value and importance of including the arts as an integral part of classroom curriculum. New
York State Standards for the Arts will serve as a guide as activities are developed to enhance
children's cognitive, social, and emotional development. Participants will gain experience,
familiarity, and comfort with various aspects of the arts (dance, music, theatre, and visual arts).
GRED 521 Early Childhood Curriculum I 3
This course provides an introduction and current theories in early childhood development. It
profiles the characteristics and needs of young children and focuses on developmentally
appropriate practices in physical and motor, psychosocial, cognitive and language development
for ages birth to eight.
GRED 523 Building Home/School Partnerships 3
This course focuses on guidance techniques and school/home interactions. Ethics, classroom
management, approaches to guidance and school/home contacts are explored.
- 216 -

GRED 527 Rdg & Language Arts Instruction & Practice 3
The course includes principles for developing a sound reading program, including organization
of the class and school, scope and sequence of content, fundamental concepts and practice
and materials of instruction. MST only.
GRED 531 Creative Problem Solving - Math 3
This course is designed with the goal to provide teachers with the experience
of mathematical discovery through creative problem solving. A variety of
instructional approaches, including the use of computers, will be examined
by solving open-ended problems relevant to school mathematics curriculum.
GRED 534 Tchng Math in a Tech World 3
Technology is changing the content and delivery of mathematics instruction in today’s
classrooms. This course will allow teachers to explore ways in which technology can be used to
enhance instruction. Students also will consider related curricular issues outlined in the N.Y.S.
Math, Science and Technology Framework and the N.C.T.M. Standards. This course is
appropriate for middle school and secondary school mathematics teachers. Students will work
on projects which fit their level of expertise and interest.
GRED 540 Project WILD 1
Project WILD is an interdisciplinary, supplementary environmental education program
emphasizing wildlife for educators N-12. The goal of Project WILD is to assist students of any
age in developing the awareness, skills and knowledge needed to make informed decisions
and behave responsibly toward wildlife and the environment. Since it is interdisciplinary, Project
WILD can be used to teach language arts, math, art, music and physical education as well as
social studies and science. Project WILD is principally sponsored by the Western Association of
Fish and Wildlife Agencies and The Western Regional Environmental Education Council.
GRED 542 Project WILD Aquatic 1
Project WILD Aquatic is an interdisciplinary environmental education program that emphasizes
awareness, appreciation and understanding of wildlife in aquatic communities. Students gain
an understanding of the dynamic relationships between aquatic creatures, their habitat needs
and society’s demands on these natural resources. At the same time students will develop
problem-solving and decision-making skills in exploring responsible human actions toward
wildlife and its aquatic environments.
GRED 544 Cooperate to Educate 3
This course is designed to provide classroom teachers and/or someone interested in becoming
a classroom teacher the knowledge and practice in developing techniques needed to design
and implement cooperative learning groups. Various teaching strategies in the following will be
explored as integral to cooperative learning: group roles/ responsibilities; creative and critical
thinking/problem solving; creating a brain-compatible environment; thematic instructional units;
resources (physical, human, etc.); other pertinent techniques depending on the knowledge and
experience of the group.
- 217 -

GRED 548 Literacy and Literature for Young Children
Selected examples of literature for young children are utilized in demonstrating methods of
developing literacy using a literature based approach. Special emphasis is placed on the use of
such materials for enriching classroom literacy programs and also individualizing student
development. Special attention is given to literature that represents cultural diversity and
literature that allows for the integration of literacy development with other content areas
described in New York State Learning Standards.
GRED 554 Literacy Methods I: Early Childhood 3
This course is designed for the early childhood teacher who will be responsible for the literacy
development of children from birth to grade 2. It is assumed that students enrolled in this course
have little to no background in the theories of literacy development. With this assumption in
mind, this course is geared to preparing future teachers to provide sound, research based
instructional strategies that will guarantee appropriate literacy development for the very young in
today's public educational setting.
GRED 616 Curriculum and Evaluation 3
Examination of basic elementary curriculum and evaluation concepts, principles and practices,
including funded knowledge and conventional wisdom, aims and objectives; the cognitive,
affective and psychomotor taxonomies; curriculum design, standardized and informal
assessment. Special attention will be given to N.Y.S. requirements with respect to curriculum
design and evaluation. Fall and Spring.
GRED 626 Zebra Stripes & Learning Types 3
The purpose of this course is to: 1) examine the accepted theoretical concepts put forth by
psychologists and pedagogical experts today; 2) discuss and define how various learning style
concepts and/or models impact on the teacher, the student, the administrator, and the
curriculum; 3) design instructional strategies that provide for the individual learning styles of
students.
GRED 630 Diagnostic Techniques in Rdg 3
Study of classroom and clinical techniques for diagnosis of both mild and severe reading
disorders. Essential understanding of the reading process is developed through readings, class
discussions, student presentations, lectures, demonstrations and work on problems. Extensive
diagnostic practices are afforded through testing of children: skill in administration and
interpretation of individual and group tests culminate in written diagnostic reports. Fall - on
campus; Spring - in Watertown.
GRED 636 Seminar: Reading Research 3
This course involves students in practical training in research and writing techniques in the field
of reading. Major objective is to make the master’s degree candidate an intelligent and critical
consumer of reading research by acquainting him or her with: major methods and types of
research; the various research books, including statistics format. Documentation and reference
reliability and validity of data; significance of results and various other characteristics and
concepts of research.
- 218 -

GRED 640 Care & Education of Young Children w/Spec Nds 3
The focus of this course is exceptional individuals. It will be primarily directed to early
identification, continuous assessments, appropriate curricula, effective teaching procedures,
parental involvement and multidisciplinary interaction.
GRED 660 Educational Research 3
This is a basic course designed to provide the graduate student of education with the
knowledge and analytical skills needed to: 1) understand and critically evaluate reports of
research; 2) ask and attempt to answer questions in ways that are likely to increase the
accuracy and validity of one’s answers. Fall and Spring.
GRED 662 Research Design in Education 3
This is a basic course designed to provide the knowledge and skills needed to perform basic
research in curriculum development, instructional design, and/or evaluation of learning or
teaching. Includes the design of a research project. Prerequisite: provisional or full admission
into a graduate degree program. Summer (2nd session)
IT 503 Team Building 3
This course focuses on working closely with colleagues in productively academic and business
environments. Effective team leadership and membership principles will be covered.
Psychodynamic and organizational inhibitors and facilitation of effective team functioning also
will be reviewed.
IT 505 Organizational Communications 3
This course examines the structure and nature of communications within an organization and
underlining factors affecting internal flow of information, the methods employed in distribution of
information and the relationship of problem solving procedures and inflow of information, policy
formulation and information dissemination.
IT 507 Information Management 3
The concepts, principles, issues and techniques for managing corporate data resources.
Techniques for managing the design and development of large database systems including
logical data modes, concurrent processing, data distribution, database administration, data
warehouse, data cleaning, and data mining.
IT 529 Comp Appl/Perform Improvement 3
Students will explore the use of computers as a tool for instructional applications in education.
Word processing, database management, spreadsheet creation, and presentation software will
all be covered. Internet based communications tools will also be emphasized. Emphasis will be
placed on developing practical applications for education settings in a cross-platform
environment. (Prerequisite: basic word processing, mouse skills, some internet experience (to
be augmented by jumpstart classes if these skills are lacking).
- 219 -

IT 545 Prepar/Delivr Prof Presntatns 3
The purpose of this course is to prepare students to design, develop and deliver professional
presentations. In this course students will utilize paper and electronic resources for the
production of presentation materials. Topics of user interface design, audience characteristics
and message design will be covered.
IT 601 Staff Development 3
This course examines ideas and models and programs related to the training, motivation, career
paths, and professional growth of skilled staff.
IT 603 Policies/Issues/Ethics-Pro Prac 3
This course examines the formulation and implementation of organizational policy through the
lens of ethical values. Ethical choices within organizational cultures and context will be
explored.
IT 607 Principles of Leadership 3
This course reviews issues and themes in the exercise of influence, power and authority by
individuals within small and large groups and among groups in the context of an organization.
IT 609 Conflict Resolution 3
This course focuses on dealing effectively with conflict within organizations. The emphasis will
be on the importance of principled negotiation and resolution of conflict as well as conflict as
normal part of organizational and interpersonal relationships.
IT 614 Technology in Education 3
This course is a survey of various technologies, both computer based and non-computer based,
for use in instructional settings. Topics covered include sound capture and editing, video
capture editing, computer graphics, applied learning theories, and various other technologies.
Students will received hands-on instruction in each area, and will create a project in each of
these areas which reflect a theory of learning.
IT 621 Multimedia Auth & Scripting
The goal of this course is to help students acquire a working knowledge of the Hyperstudio
authoring environment for use as an instructional tool. Students will learn the structure of the
Hyperstudio authoring environment and the syntax of the HyperLogo language as it is applied to
the development of instructional software. Emphasis will be placed on understanding the
problem solving skills associated with programming and development of a useful instructional
program appropriate to the student’s interests.
IT 623 Programming/Authoring for the Internet
The course will cover advanced web page development through the use of a variety of
programming and authoring tools including: JavaScript, PERL, ActiveX and XML. Emphasis
will be placed on the effective use of these tools to create interactive web pages.
- 220 -

IT 649 Web Page Design 3
The course is intended to provide graduate students in teacher education with practical
experience in web page design and development. The course will emphasize the
understanding of the hypertext markup language to create instructional web sites. Students will
work with a variety of media, such as audio, video, text, and graphics to exploit the personal
computer's ability to present information through the internet.
SPED 612 Technology in Special Education 3
This is a survey of the varied applications of recent technology, particularly computer-based
technology, in the field of special education. Students will work with hardware and software that
allow the integration of children with special learning needs into the regular educational
program. In addition, they will gain a broad understanding of the variety of technologies
designed to meet the special needs of individuals with disabilities. Prerequisite: EDLS 412 or
permission of instructor.
- 221 -

Appendix 10.1.2
Letters of Support from Regulatory/Licensing Body(ies)
- 222 -

- 223 -

Appendix 11.1
Periodic Review Policy and Schedule
The formal, approved policy and procedures for periodic review of programs pertaining to those
program review elements identified in Chapter 7.8 of the Board’s Handbook for Public
Organizations.
Teacher Education programs in Elementary Education at SUNY Potsdam recently underwent
modification as part of an extensive review and evaluation process to meet changing New York
State program registration requirements as well as national standards set forth by the
Association for Childhood Education International (ACEI) and the National Council for
Accreditation of Teacher Education (NCATE). Each of these agencies or organizations has
approved the programs as meeting the highest standards for content and delivery. The
program will be reviewed every five years for continued compliance with these standards as part
of an ongoing process of quality assurance.
Procedures for the Review of Academic Programs
In October, 1975, the Board of Trustees asked the chancellor to develop and
disseminate guidelines for a rigorous and periodic review of authorized academic programs. We
recognize that the graduate program reviews are nearing completion and that most campuses
already have in place a system of undergraduate program review. We are not presuming to
develop guidelines for your use but rather are requesting that you share with us your campus
procedure for reviewing undergraduate program3. This request and the approach were
approved by the February Council of Presidents.
Review should proceed along several lines of inquiry simultaneously, with four
interrelated criteria applied to each program: quality, need, efficiency, and the interrelationships
among programs.
The review of academic programs at the undergraduate level must necessarily begin
with an assessment of program quality. It should not be confused with the budgeting process or
with the setting of priorities based only on the availability of resources.
It is the traditional responsibility of a university faculty to play a central role in the
assessment of program quality. Quality cannot be easily defined or simplistically evaluated. It
emerges from honest professional discourse about the standards that should be applied,
changes in knowledge, the relationship of programs to each other, student learning needs, and
society's educational preferences. Such an evaluation must be carried out openly and in a
manner that ultimately lends itself to assessments of differing institutional missions as well as
University-wide educational planning.
Although assessment of quality begins on the campus and with the faculty, it cannot end
there. Student and administrative -views, as well as external perspectives, are necessary
elements of the responsible review of the quality of academic programs.
Each campus should provide the Office of Academic Policy by May 1, 1977 a set of
procedures and a timetable for the review of all of its undergraduate program. Campuses with
policies and procedures already in place should provide relevant document*
- 224 -

The implementation of the procedures should begin no later than September 1. 1977. The
timetable should allow for completion of the review of all programs within a reasonable time,
generally not to exceed five years. After the initial review, program reassessment should recur
every five years.
Campuses may wish to use somewhat different definitions of programs, from majors on
the one hand to more broad educational functions on the other. For the purpose of
comparability, it would be best to use the approved Academic Programs Inventory, but this
decision should be made by each campus.
Campuses may wish to use different approaches, e.g., review by related program fields,
review by program within a department or division, or review by individual major program.
Campuses may choose to use outside evaluators or consultants in different ways; where
possible provision should be made for the inclusion of outside assessments.
Campuses should coordinate program review with anticipated reviews Of external
evaluators, such as Z-1iddle States, Engineers Council for Professional Development, and so
on.
We assume that considerable variation in the types of procedures suggested by the
campuses will result, and properly so. However, to ensure desirable comparability, we will ask
that each set Of campus procedures also be submitted for review and examination by a
University-wide panel to be convened shortly after May 1, 1977.
- 225 -

Appendix 12.1.1
Academic Freedom Policy
1. IN THE CLASSROOM AND AS A CITIZEN
In accordance with the Policies of the Board of Trustees, Article X and the Agreement, Article
IX, it is the policy to maintain and encourage full freedom, within the law, of inquiry, teaching,
and research. In the exercise of this freedom, the faculty member may, without limitation,
discuss his/her subject matter in the classroom; he/she may not claim as his/her right the
privilege of discussing in the classroom controversial matters which have no relationship to the
subject. The principle of academic freedom is to be accompanied by a corresponding principle
of responsibility. In his/her role as a citizen, the faculty member has the same freedom as any
other citizen. However, in his/her extramural utterances, the faculty member has the obligation
to indicate that he/she is not an institutional spokesperson.
2. IN MULTI-SECTION COURSES
In determining the rights and obligations of individual instructors in multi-section courses it is
necessary to recognize that a delicate balance exists between the instructor's departmental
obligations and his/her freedom to teach what and how he/she chooses. As a member of a
department he/she often enters a situation in which curricular structure, prerequisites, course
goals and procedures, honor programs, and/or requirements for majors are already set; he/she
has joined an on-going academic process.
At the same time, the fact that a particular instructor has been hired to teach in a department
indicates that he/she has been judged competent to do so. Judgment implies the freedom to
make individual pedagogical decisions, particularly in relation to how to teach, somewhat less
so in regard to what to teach.
Therefore, individual departmental policy with regard to the teaching of multi-section courses
should be consistent with the following:
a) Since the teaching of multi-section courses most often involves more that one instructor, it is
necessary that the procedure in course design and development follow these principles:
i) Decisions as to course content, procedures, texts, and related items, should be collective
involving all of the course instructors.
ii) Such decisions should be periodically (at least annually) reviewed by those teaching the
course.
b) The individual instructor should be free within the general structure of the multi-section
courses to introduce pedagogic methods and materials that assist him/her in making effective
use of his/her experience and interests to implement the basic direction and content of the
course.
Before they make the decision to join the department, prospective members should be informed
of the specific departmental procedures with respect to multi-section courses and told whether
or not they will be expected to teach in such courses. If they will teach in such courses, they
should be informed of the nature and extent of any limitation on their academic freedom by
virtue of decisions which require common procedures, practices, goals and examinations.
- 226 -

Appendix 12.1.2
Academic Honesty Policy
SUNY Potsdam Academic Honor Code
A. Academic Integrity
Throughout their history, institutions of higher learning have viewed themselves and
have been viewed by society as a community of persons not only seeking the truth and
knowledge, but seeking them in a truthful and ethical fashion. Indeed, the institution traditionally
trusted by the public and the one to which individuals most often turn for unbiased factual
information is the university. Thus, how a university behaves is as important as what it explores
and teaches. SUNY College at Potsdam expects all members of its community to conduct
themselves in a manner befitting this tradition of honor and integrity. Enrollment at the College
requires a commitment to the principles of the SUNY Potsdam Academic Honor Code both in
spirit and in adherence to rules and policies. The Academic Honor Code makes SUNY
Potsdam a better and more enjoyable place as it affords to each member of the SUNY Potsdam
community the trust and freedom that honesty promotes.
Personal honor, integrity and respect for the word and work of another are the basis of
the Academic Honor Code. Thus, it is the responsibility of every student enrolled in SUNY
Potsdam to adhere to and uphold this Code in pursuit of academic integrity. The Academic
Honor Code furthers this effort by prohibiting lying, cheating and stealing.
This Code applies to all academic programs, faculties and departments at the College
both graduate and undergraduate. More detailed standards of academic conduct may be set
forth by each of the schools and individual faculty members. It is the responsibility of every
member of the academic community to be familiar with and supportive of the Academic Honor
Code.
B. Academic Honesty Pledge
On all academic work done by students at SUNY Potsdam, the below listed pledge is
either required or implied. Furthermore, this statement is regarded as an indication that the
student understands and has complied with the requirements and assignments as set forth by
the course instructor and as stated in this Academic Honor Code.
"On my honor:
I will not give nor receive any inappropriate assistance on any academic work in accordance
with the SUNY Potsdam Academic Honor Code and the directions given to me by each course
instructor."
C. Basic Standards of Academic Integrity
Specific acts that are considered to be academic dishonesty and that are prohibited by this
Code include, but are not limited to:
1. Cheating: using unauthorized notes, study aids or information on an examination; altering
graded work after it has been returned, then submitting the work for re-grading; allowing another
person to do one's work and submitting that work under one's own name.
- 227 -

2. Plagiarism: presenting as one's own the distinctive ideas, facts or words of another (in part
or in whole) without appropriate acknowledgement of the source. Issues of plagiarism apply to
any type of work including, but not limited to exams, papers, any writing or printed text,
computer programs, web sites, art, music, photography or video.
3. Fabrication: falsifying or inventing any data, citation, or information.
a) Citation: Any attribution to, or use of, a source (real or invented) from which the
referenced material was not obtained, including use of a quoted reference from a non-original
source while implying reference to the original source.
b) Data: Presenting data that were not gathered in accordance with standard
guidelines defining appropriate methods for data collecting; generating data and failing to
include an accurate account of the method by which the data were gathered or collected;
presenting data that have been altered or contrived in such a way as to be deliberately
misleading.
c) Information: providing false information in connection with any inquiry regarding
academic dishonesty.
4. Multiple submission: submitting identical or substantial portions of similar work for credit
more than once, without prior explicit consent of the course instructor(s) to whom the material is
being or has been submitted.
5. Obtaining or Providing an unfair advantage:
a) Gaining or providing access to examination materials prior to the time authorized by
the instructor.
b) Stealing, destroying, defacing or concealing library materials or other shared-use
materials.
c) Providing materials, information or other assistance on an academic assignment
without authorization from the instructor(s).
d) Gaining or providing access to previously given examination materials, where those
materials clearly indicate that they are to be returned to the instructor at the conclusion of the
examination.
e) Intentionally obstructing or interfering with another student's academic work.
f) Assisting others in the violation of this Honor Code.
6. Falsification of records and official documents: altering documents affecting academic
records, forging signatures of authorization or falsifying information on an official academic
document, grade report, letter of permission, petition, drop/add form, ID card, attendance list or
any other official College document.
D. Procedures, Due Process and Student Rights
SUNY Potsdam's procedure for the enforcement of the Academic Honor Code lies within
the campus judicial system. The College judicial procedures and students' rights within these
procedures are listed in the "Code of Student Rights, Responsibilities and Conduct" found in the
Guide to Student Life (or at http://www.potsdam.edu/cl/code.html). The Campus Judicial
System in consultation with the course instructor(s) will assign appropriate sanctions should it
be determined that a student is responsible for a violation of the Academic Honor Code.
- 228 -

Appendix 12.1.3
Information and Compliance Plan
Information regarding the campus policies on academic honesty is distributed to each new
student who is required to sign a pledge in support of the policy stating:
"On my honor, I will not give nor receive any inappropriate assistance on any academic work in
accordance with the SUNY Potsdam Academic Honor Code and the directions given to me by
each course instructor."
In addition, course syllabi also contain information about the requirements for academic honesty
and the consequences for breaking the pledge to abide by the policy.
- 229 -

Appendix 12.2
Intellectual Products Policy
Generally the members of the staff of the University shall retain all rights to copyright and
publish written works produced by them. However, in cases where persons are employed or
directed within the scope of their employment to produce specific work subject to copyright the
University shall have the right to publish such work without copyright or to copyright it in its own
name. The copyright will also be subject to any contractual arrangements by the University for
work in the course of which the writing was done. Staff members will be expected not to allow
the privilege to write and retain the right to their work to interfere with their University duties. In
those cases where an author desires the help of University facilities, arrangements should be
made through the administrative staff of the author’s institution in advance with respect to the
assistance which may be appropriately given and the equity of the University in the finished
work.
- 230 -

Appendix 12.3
Ethical Research Practices Policy
According to Federal and State law, the Research Foundation, and College policy any research
proposal involving the use of human or animal subjects must receive the approval of the
campus Human Subjects Institutional Review Board or the Institutional Animal Care and Use
Committee as appropriate prior to submission to a sponsor or implementation of the research
project. The purpose of this policy is to protect the rights and welfare of human subjects and to
insure humane treatment of animal subjects. Individuals who propose to engage in research
involving the use of human subjects should contact Dr. Thomas Gerstenberger, Psychology
Department. Information and guidelines will be provided by these persons.
- 231 -

Appendix 13.1
Student Recruitment Policies
SUNY Potsdam is a member of the National Association For College Admission Counseling
(NACAC). All admissions counselors adhere strictly to the Association's Principles of Good
Practice (copy included under 15.1) which includes a Statement of Students' Rights and
Responsibilities (copy included under 15.1), Transfer Students' Rights and Responsibilities
(copy included under 15.1), Recruitment, Admission and Support of International Students (copy
included under 15.1) and Principles of Good Practice: Education, Monitoring Procedures and
Penalties (copy included under 15.1).
- 232 -

Appendix 13.2
Academic Calendar Information
College Catalog 2002-2004
For the past two years all teacher-preparation programs in New York State had to bring all
programs into compliance with new regulations adopted by the New York State Board of
Regents on September of 2000. As such, all institutions with teacher-preparation programs
have had to revise and reregister their programs with the New York State Education
Department. Because of this process, the catalog for the 2002-2004 academic years will not be
printed until later this fall, as we needed to wait for program approval from the State Education
Department. Now that approval has been received, the new catalog will be going to the printers
shortly. In the meantime, students are given program guide sheets that contain the new
programs that just started this past summer and this fall. They are also given the latest catalog
for information about policies they need to know. Academic policies have not changed. Copies
of the new catalog will be forwarded to you as soon as they are received from the printer.
College Catalog 1999-2001
Current
Academic
Calendar Page
Number
Information
2 The organization’s mission and goals statement
2 A history of the organization and its governance and academic structure
20 If the organization currently offers degree programs, a general description
(e.g., purpose, outcomes, length) of each degree program
na
If the organization does not currently offer degree programs, a general
description (e.g., purpose, outcomes, length) of each diploma program
66 The academic credentials of faculty and senior administrators
44 Individual descriptions of all subjects in these programs, and their credit
value.
- 233 -

Appendix 13.3.1(a)
The resolution of students' academic appeals, complaints,
grievances, and/or other disputes
A. PURPOSE
The purpose of this procedure is to provide a prompt, equitable and efficient method for the
resolution of a student grievance.
B. GUIDELINES
1. Academic issues will be grieved, as appropriate, via
a. The Professional Staff Member
b. Department Chair
c. Dean of the School
d. The Provost
2. Student Life concerns will be grieved, as appropriate, via
a. The Professional Staff Member
b. The Director of the Office concerned
c. The Dean for Student Affairs
3. Appeals within the Administrative area will be grieved, as appropriate, via
a. The Professional Staff Member
b. The Director of the Office providing the service
c. The Asst to President for Administrative Affairs
4. Matters which may be grieved or appealed include only those matters which are not covered
by existing grievance procedures.
5. The student and the professional staff member may represent him/herself or may seek an
advisor to assist in the process. The advisor must be a member of the professional staff of the
College.
6. In the case of a grade appeal:
a. only a final grade may be appealed
b. the student shall allege that the course instructor assigned a final grade for reasons unrelated
to the quality of the work in question.
C. APPEAL PROCEDURES
1. Step One:
The grievance must be filed in writing with the first level in the appeals process (Professional
Staff Member or Director of Office, as appropriate) within 14 calendar days following the act or
omission giving rise to the appeal. The appeal shall contain a brief, dated statement of the
- 234 -

claim, the facts surrounding it, and the remedy sought. The student and the professional staff
member shall attempt an informal resolution of the grievance. A written response to the student
from the initial level of appeal shall be issued within 14 calendar days after the receipt of the
grievance. Calendar days will exclude the time between semesters and official holidays/vacation
periods as shown on the approved academic calendar.
2. Step Two:
If the response to Step One does not resolve the matter, the student may appeal the Step One
response by filing an appeal with the next higher level within 14 calendar days after the receipt
of the Step One response. In grievances where the Step One and Step Two individuals are
the same, the appeal with be directly to Step Three. Such an appeal shall be in writing with a
copy to the Step One professional staff member, and will include a coy of the appeal filed at
Step One, a copy of the Step One response, and a brief, dated statement of the reasons for the
disagreement with the Step One response. The official/supervisor at Step Two shall schedule,
where appropriate, a meeting with the student, the Step One professional staff member, and
the advisor(s). Such meeting is to take place no later than 14 calendar days after receipt of the
Step Two appeal. A written response from the Step Two supervisor/official shall be issued to
the student within 14 calendar days after the meeting with a copy to the Step One professional
staff member.
3. Step Three:
If the response to Step Two does not resolve the appeal, the student or the professional staff
member may appeal the Step Two response by filing an appeal with the appropriate office
within 14 calendar days after the receipt of the Step Two response. Such appeal shall be in
writing and shall include a copy of the appeals filed at Step One and Step Two, copies of the
Step One and Step Two responses, together with a brief, dated statement of the reasons for
the disagreement with the Step Two response. The Step Three official (or designee) shall
schedule a meeting with the student, the professional staff member, and, as appropriate, Step
Two officials and the advisor(s), within 14 calendar days after receipt of the appeal. The Step
Three official (or designee) shall issue a written response to the student, and to the
professional staff member, with copies to Step One and StepTwo officials, within 14 calendar
days following this meeting. The Step Three decision shall be final as to the substance of the
appeal.
Where a grievance involves a professional staff member who is covered by a collective
bargaining agreement, the campus representative of the bargaining unit will be notified in writing
when the appeal moves to Step Three .
4. Step Four:
If the student or the professional staff member claims failure by the College to follow the
appropriate procedural steps outlined above, the student or the professional staff member may
request a review by the appropriate Vice President (or designee). Such a request shall be in
writing and shall include a brief, dated statement of the claimed procedural failure. The
appropriate Vice President (or designee) shall issue a written response to the student and the
professional staff member with copies to the Step One, Step Two and Step Three officials within
14 calendar days after receipt of the request for review. The Step Four decision shall be final as
to procedural laws.
- 235 -

D. TIMELINESS
1. An appeal that is untimely is considered to be lost unless there is mutual agreement by both
parties for a delay, or where circumstances beyond an individual's control led to such delay. A
late response or the absence of a timely response, at any level, will not prevent the appealing
party from proceeding with an appeal to the next level no later than 14 calendar days from the
date by which the response should have been made.
2. If neither party appeal the decision at any step, the decision stands.
E. RECORDS MAINTENANCE
1. Actions or decisions at any step may not be made until the appeal process has been
completed.
2. The Office of the appropriate Vice President shall maintain a file on each grievance or appeal
which goes to Step Three or beyond. Such records shall be kept for a minimum of five years
following the final action on the appeal.
- 236 -

Appendix 13.3.1(b)
Payment schedule of fees and charges
Students must return their semester billing statement with payment in full or defer the bill by
having fully completed all financial aid requirements by the semester payment deadline.
2002 Fee Schedule
Item
Tuition - Out-of-State Resident
College Fee
Student Health Fee
Student Activity Fee
Technology Fee
Amount
$ 351 (US) per credit
$ 0.85 (US) per credit
$ 6.00 (US) per credit
$ 1.65 (US) per credit
$ 4.00 (US) per credit
Total:
$ 363.50 (US) per credit
- 237 -

Appendix 13.3.1(c)
Student complaints and grievances
College Grievance Procedure
A. Purpose
The purpose of this procedure is to provide a prompt, equitable and efficient method for the
resolution of a student grievance.
B. Guidelines
1. Academic issues will be grieved, as appropriate, via
a. The Professional Staff Member
b. Department Chair
c. Dean of the School
d. The Provost
2. Student Life concerns will be grieved, as appropriate, via
a. The Professional Staff Member
b. The Director of the Office concerned
c. The Dean for Student Affairs
3. Appeals within the Administrative area will be grieved, as appropriate, via
a. The Professional Staff Member
b. The Director of the Office providing the service
c. The Asst to President for Administrative Affairs
4. Matters which may be grieved or appealed include only those matters which are not covered
by existing grievance procedures.
5. The student and the professional staff member may represent him/herself or may seek an
advisor to assist in the process. The advisor must be a member of the professional staff of the
College.
6. In the case of a grade appeal:
a. only a final grade may be appealed
b. the student shall allege that the course instructor assigned a final grade for reasons unrelated
to the quality of the work in question.
C. Appeal Procedures
1. Step One:
The grievance must be filed in writing with the first level in the appeals process (Professional
Staff Member or Director of Office, as appropriate) within 14 calendar days following the act or
- 238 -

omission giving rise to the appeal. The appeal shall contain a brief, dated statement of the
claim, the facts surrounding it, and the remedy sought. The student and the professional staff
member shall attempt an informal resolution of the grievance. A written response to the student
from the initial level of appeal shall be issued within 14 calendar days after the receipt of the
grievance. Calendar days will exclude the time between semesters and official holidays/vacation
periods as shown on the approved academic calendar.
2. Step Two:
If the response to Step One does not resolve the matter, the student may appeal the Step One
response by filing an appeal with the next higher level within 14 calendar days after the receipt
of the Step One response. In grievances where the Step One and Step Two individuals are
the same, the appeal with be directly to Step Three. Such an appeal shall be in writing with a
copy to the Step One professional staff member, and will include a coy of the appeal filed at
Step One, a copy of the Step One response, and a brief, dated statement of the reasons for the
disagreement with the Step One response. The official/supervisor at Step Two shall schedule,
where appropriate, a meeting with the student, the Step One professional staff member, and
the advisor(s). Such meeting is to take place no later than 14 calendar days after receipt of the
Step Two appeal. A written response from the Step Two supervisor/official shall be issued to
the student within 14 calendar days after the meeting with a copy to the Step One professional
staff member.
3. Step Three:
If the response to Step Two does not resolve the appeal, the student or the professional staff
member may appeal the Step Two response by filing an appeal with the appropriate office
within 14 calendar days after the receipt of the Step Two response. Such appeal shall be in
writing and shall include a copy of the appeals filed at Step One and Step Two, copies of the
Step One and Step Two responses, together with a brief, dated statement of the reasons for
the disagreement with the Step Two response. The Step Three official (or designee) shall
schedule a meeting with the student, the professional staff member, and, as appropriate, Step
Two officials and the advisor(s), within 14 calendar days after receipt of the appeal. The Step
Three official (or designee) shall issue a written response to the student, and to the
professional staff member, with copies to Step One and StepTwo officials, within 14 calendar
days following this meeting. The Step Three decision shall be final as to the substance of the
appeal.
Where a grievance involves a professional staff member who is covered by a collective
bargaining agreement, the campus representative of the bargaining unit will be notified in writing
when the appeal moves to Step Three .
4. Step Four:
If the student or the professional staff member claims failure by the College to follow the
appropriate procedural steps outlined above, the student or the professional staff member may
request a review by the appropriate Vice President (or designee). Such a request shall be in
writing and shall include a brief, dated statement of the claimed procedural failure. The
appropriate Vice President (or designee) shall issue a written response to the student and the
professional staff member with copies to the Step One, Step Two and Step Three officials within
14 calendar days after receipt of the request for review. The Step Four decision shall be final as
to procedural laws.
- 239 -

D. Timeliness
1. An appeal that is untimely is considered to be lost unless there is mutual agreement by both
parties for a delay, or where circumstances beyond an individual's control led to such delay. A
late response or the absence of a timely response, at any level, will not prevent the appealing
party from proceeding with an appeal to the next level no later than 14 calendar days from the
date by which the response should have been made.
2. If neither party appeal the decision at any step, the decision stands.
E. Records Maintenance
1. Actions or decisions at any step may not be made until the appeal process has been
completed.
2. The Office of the appropriate Vice President shall maintain a file on each grievance or appeal
which goes to Step Three or beyond. Such records shall be kept for a minimum of five years
following the final action on the appeal.
Teacher Education Department Student Appeals Committee
The Student Appeals Committee will consist of five members elected by the department.
The Student Appeals Committee will:
A. review, evaluate, and make recommendations to the department membership regarding
procedures for students' appeals.
B. review and recommend to the department chairperson and the Dean on matters
concerning students' appeals regarding program requirements.
C. review and recommend to the department chairperson and the Dean on matters
concerning applicants' appeals for admission into programs.
D. review and recommend to the department chairperson and the Dean on matters
concerning other appeals by students.
E. not consider grade appeals.
- 240 -

Appendix 13.3.1(d)
Student dismissal
Students become eligible for dismissal in the following cases:
1. in their first semester at the college they earn a semester Grade Point Average of
0.0, or
2. after a semester on Probation, they fail to raise their cumulative Grade Point
Average to a 3.0 or higher, with the following exception: if in their first semester on
Probation they earn a semester Grade Point Average of 3.0 or above but fail to
raise their cumulative Grade Point Average to a 3.0 or above, they will be permitted
to return to the college for one more semester on Probation.
- 241 -

Appendix 13.3.1(e)
Withdrawals and refunds
Deadlines For Withdrawal From College
For students withdrawing from college after registration but before the end of the Add/Drop
period - no notation of W or W* necessary.
For students withdrawing from college after the ADD/DROP period but before the "withdrawal
deadline (end of eighth week)" - notations of W for all coursework or W* with appropriate
documentation of an emergency and approval by the Academic Services Center or dean.
For students withdrawing from college after the end of the eighth week but before the end of the
semester - notation of earned grades, unless an emergency withdrawal (W*) has been
approved.
Students withdrawing from college after completion of the semester - receive earned grades
only.
For the student who finds that he/she must interrupt or terminate college studies, the Academic
Services Center provides counseling assistance and requests an exit interview. Withdrawal from
college is perceived as a significant and major decision in a student's life, and is treated
accordingly. Withdrawing students must initiate withdrawal procedures in the Academic
Services Center. A student who fails to register in any semester is administratively withdrawn.
Refund Policy
The following policies shall apply to tuition liabilities and refunds for students canceling their
registration at units of the State University. A student who is given permission to cancel his or
her registration shall be liable for payment of tuition in accordance with the following schedule.
Liability During Indicated Week
Length of Term First Second Third Fourth Fifth
Semester 0 30% 50% 70% 100%
12 week term 0 40% 60% 100%
10 week term 0 50% 70% 100%
9 week term 0 55% 75% 100%
8 week term 0 60% 80% 100%
7 week term 0 65% 100%
6 week term 0 70% 100%
5 week term 0 75% 100%
- 242 -

Appendix 13.3.2
Student policy Awareness - Verification Instrument
Each student, prior to registration, is given a current copy of the graduate catalog and required
to sign a statement that verifies receipt. These verification statements will be kept on file in the
School of Education’s Graduate Studies Office, located on the main campus in Potsdam.
- 243 -

Appendix 14.1
Student Transcript Protection
SUNY Potsdam's utilizes SCT Banner which is a fully integrated Oracle-based, internet native
suite of sofware applications designed and built specifically for higher education.
The SCT Banner Student system supports the full range of functions necessary for student
administration, inluding: creation of catalogs; data collection for scheduling of classes,
admissions, assignment of housing, faculty workload analysis and registration; all accounts
receivable; and academic history and degree audit reporting.
The SCT Banner Web for Student system allows student to view, update and print records from
the SCT Banner Student database using web technology. It also provides a Web interface for
potential students to apply to the institution and to review the course catalog and class
schedule. Hypertext capabilities provide easy navigation through the SCT Banner Web for
Student Web pages, including complex transactions such as submitting admissions applications
and registering for classes.
The SCT Banner Web for Faculty and Advisors system allows faculty members to view, update
and print selected information in the SCT Banner Student database using web technology. It
provides access to a faculty member's schedule, a listing of students in each of the faculty
member's courses, a listing of students who are wait-listed, information regarding registration
overrides and registration add/drop, curriculum information about their students and the ability to
enter mid-term and final grades. In addition, faculty and advisors can be authorized to view a
student's academic transcript. Instructors can also enter gradable components on-line, such as
exam grades or student marks.
The SCT Banner Financial Aid system contains the following integrated components: applicant
record creation, requirements tracking,
student budget assignment, need analysis and packaging. Also included are funds
management, disbursement, award history/transcripts, direct lending, electronic data exchange
(EDE), reporting, loan processing and return of Title IV fund information.
The SCT Banner Finance system provides a comprehensive, integrated, financial management
system that tracks, maintains and processes all of our institution's financial data.
The SCT Banner Alumni system supports the diverse activities of our institutional advancement
program such as maintaining comprehensive information about individuals and organizations,
tracking pledges, and recording gifts. The system also provides the necessary information for
program planning and evaluation.
- 244 -

Appendix 14.2.1
Plan for Record Management
SUNY Potsdam's Registrar is responsible for maintaining accurate records of all college
courses and curriculum requirements and is responsible for the initiation and
maintenance of all student academic records including the collection of grades,
reporting of grades, preparation of grade reports and transcripts, deficiency records,
probation status reports, class ranking and the microfilming of student records. A
sample transcript in included which verifies that the minimum information required is
included in all or our transcripts.
- 245 -

Appendix 14.2.2
Plan for 75-year Accessibility
SUNY Potsdam maintains archival records on all former students and guarantees that student
records will be accessible to all students at least for 75+ years
- 246 -

Appendix 14.2.3
Plan for Weekly Record Back-up
All student record data bases are backed up daily. The data contained on the data bases is
delivered to a secure off-campus site every two days. In addition, on a regular basis, the
student data bases are delivered to the SUNY Central Administration's FTEC disaster recovery
site which is located at SUNY Buffalo State University in Buffalo, New York.
- 247 -

Appendix 14.2.4
Accuracy of e-records
SUNY Potsdam's Registrar has the primary responsibility for establishing and maintaining the
academic records of students in both electronic and paper format. As part of this responsibility,
the Registrar certifies the accuracy of all student e-records.
- 248 -

Appendix 14.3.1
Third-Party Record Keeper
The legal third-party record keeper for all public colleges and universities in New York state is:
The State University of New York
University Plaza
Albany, New York 12246
- 249 -

Appendix 14.3.2
Verification of Agreement
The State University of New York College at Potsdam is a chartered institution of the State
University of New York. In the unlikely event of closure of Potsdam College, all records will be
maintained by in perpetuity by the Chancellor's Central Administration Office located in Albany,
New York.
- 250 -

Appendix 14.4
Minister's Applicant Acknowledgement and Agreement
All applicants must sign and return the Acknowledgement and Agreement form with their
application to the Minister for consent. A copy of the form is provided in the Minister’s Policy
Directives.
State University of New York College at Potsdam
Master of Science in Teaching (Childhood Instruction)
- 251 -

September 9, 2002
Potsdam, New York
Post-it
William J. Amoriell, Ph.D.
Dean, School of Education and Professional Studies
September 9, 2002
Master of Science in Teaching (Elementary Education)
- 252 -

Appendix 15.1
Other Related Information
COLLABORATION WITH THE ONTARIO COLLEGE OF TEACHERS:
Since February 2000, representatives from SUNY Potsdam have worked closely with the staff of
the Ontario College of Teachers to assure that all graduates from the full-time Masters of
Science in Teaching (MST) degree program offered at SUNY Potsdam campus are well aware
of the requirements for certification by the College of Teachers. We have visited the offices of
the Ontario College of Teachers on two occasions and hosted a member of the executive at our
campus as recently as May 2001. This ongoing communication with the College of Teachers
has resulted in a seamless transition from fulfilling the requirements for a MST degree at SUNY
Potsdam to applying for certification as a teacher in Ontario.
The process that is used to help this transition has been developed and modified over the past
18 months. To begin the process, all of our MST students in their third semester, and who are
student teaching at their field placements, are provided with a copy of the "Registration Guide
for Teachers Trained outside Ontario or outside Canada". As part of their student teaching
seminars, we review the application forms and provide helpful tips for the student's application
process. The student then fills out the forms and submits them to the Ontario College of
Teachers.
Upon successful completion of all requirements for the Master of Science in Teaching, our
Director of Field Experiences issues a letter for each successful MST graduate to the Ontario
College of Teachers stating that the student is "qualified for certification in New York State."
(See Appendix M, sample certification letters.) However, since our Canadian MST students are
usually not United States citizens, they are not eligible for New York certification because of
their Canadian citizenship.
- 253 -

POLICY ON HIRING ADJUNCT FACULTY
Requirements
• Master's Degree
• Resume including:
ADJUNCT HIRING DECISIONS
(adopted 2/10/99)
• Evidence of expertise (education and/or experience) in the subject they are being
hired to teach
• Evidence of continuing and recent professional development activities
• In addition, for methods courses, PreK-12 public school teaching experience
Preference will be given to qualified candidates who also meet some or all of the
following;
• Preference will be given to candidates with additional experience and educational
attainments, including one or more of the following:
Doctorate or significant doctoral level work
Post-Master's credential (e.g., CAS or Specialist degree)
Public school teaching experience
College level teaching experience
• For teaching assignments in PDS Clusters, preference will be given to a qualified teacher
from that PDS.
• Preference will also be given to candidates who have the qualifications as described above,
and are also spouses /domestic partners of College employees (as consistent with college
hiring practices).
• It is the responsibility of the Department Chair, the appropriate Program Coordinator(s), and
the Teacher Education faculty as a whole to assure that casual hire staff receive mentoring
and guidance throughout their term of employment.
REAPPOINTMENT DECISIONS
Reappointment decisions will be based on evidence of performance as exemplified by
submission of the following materials:
• Student evaluations on forms provided by the Teacher Education Department office or by
the Office of the Provost.
• Written reflection of teaching, including on student evaluations, indicating the faculty
member's plans for any changes in future teaching assignments.
- 254 -

• Course Outline(s) - including course objectives, course requirements, class schedule,
required text materials, and policies regarding grading, attendance, and plagiarism.
• Samples of student work.
- 255 -

POLICIES
The State University of NewYork
of the Board of Trustees • 2 0 0 1

STATE UNIVERSITY OF NEW YORK
Policies of the
Board of Trustees
April 1, 2001
(Last Printing: August 3, 2000)

STATE UNIVERSITY OF NEW YORK
Board of Trustees
THOMAS F. EGAN, A.B., J.D., Chairman .......................................................................................... Rye
RANDY A. DANIELS, B.S., Vice-Chairman ...................................................................... New York City
AMINY I. AUDI, B.A................................................................................................................ Fayetteville
BERNARD F. CONNERS, B.A. ................................................................................................Loudonville
EDWARD F. COX, B.A., J.D. ............................................................................................. New York City
CANDACE DE RUSSY, B.A., M.A., PhD. ................................................................................... Bronxville
CHRISTOPHER J. HOLLAND, A.A., B.A., M.A. .............................................................................Albany
LOU HOWARD, B.S., M.A., C.A.S. ............................................................................................Amityville
PAMELA R. JACOBS, B.A. ..............................................................................................................Buffalo
EDWARD S. NELSON, B.A., LL.B.................................................................................................Norwich
CELINE R. PAQUETTE, R.N., B.S., M.S., Ed.D..........................................................................Champlain
NELSON A. ROCKEFELLER, JR., B.A., M.B.A. ..........................................................................Tarrytown
PATRICIA A. STEVENS, B.S., M.Ed., M.Ed.................................................................................Rochester
HARVEY F. WACHSMAN, B.A., M.D., J.D. ....................................................................Upper Brookville
(two vacancies)
Chancellor of the University....................................................................... ROBERT L. KING, B.A., J.D.
Vice-Chancellor for Community Colleges................................... ROBERT T. BROWN, A.S., B.S., M.B.A.
Vice-Chancellor for Business and Industry Relations........................... R. WAYNE DIESEL, B.A., M.P.A.
University Counsel ................................................................... D. ANDREW EDWARDS, JR., B.A., J.D.
Vice-Chancellor and Chief Operating Officer......................................... RICHARD P. MILLER, JR., B.A.
Vice-Chancellor and Secretary of the University.....................................JOHN J. O’CONNOR, B.A., M.S.
Provost and Vice-Chancellor for Academic Affairs ................ PETER D. SALINS, B.Arch., M.R.P., Ph.D.
Vice-Chancellor for Finance and Business .........................................BRIAN T. STENSON, B.A., M.P.A.
iii

TABLE OF CONTENTS
Page
Article I CONSTRUCTION AND APPLICATION
§ 1. Construction ..................................................................................................................... 1
§ 2. Application ............................................................................................................................. 1
Article II DEFINITIONS
§ 1. Terms ....................................................................................................................................... 1
Article IV UNIVERSITY OFFICERS
Title A. Chancellor
§ 1. Appointment ........................................................................................................................... 2
§ 2. Chief Executive Officer ............................................................................................................ 2
§ 3. Assignment of Powers and Duties ........................................................................................... 2
§ 4. Committees ............................................................................................................................. 2
§ 5. Annual Report ......................................................................................................................... 2
Title B. Secretary of the State University
§ 1. Appointment ........................................................................................................................... 3
§ 2. Responsibilities ........................................................................................................................ 3
Title C. State University Counsel
§ 1. Appointment ........................................................................................................................... 3
§ 2. Responsibilities ........................................................................................................................ 3
Title D. Executive Vice-Chancellor
§ 1. Appointment ........................................................................................................................... 3
§ 2. Responsibilities ........................................................................................................................ 3
Title E. Senior Vice-Chancellor
§ 1. Appointment ........................................................................................................................... 3
§ 2. Responsibilities ........................................................................................................................ 3
Title F. Other Officers and Professional Staff
§ 1. Designation ............................................................................................................................ 3
§ 2. Appointment ........................................................................................................................... 3
§ 3. Responsibilities ........................................................................................................................ 4
§ 4. Appointment of Other Professional Staff ................................................................................. 4
Article VI UNIVERSITY FACULTY
§ 1. Composition ............................................................................................................................ 4
§ 2. Voting Faculty ......................................................................................................................... 4
§ 3. Responsibilities ........................................................................................................................ 4
v

Article VII UNIVERSITY FACULTY SENATE
Title A. Establishment and Purposes
§ 1. Name ....................................................................................................................................... 4
§ 2. Purposes .................................................................................................................................. 4
Title B. Membership
§ 1. Composition ............................................................................................................................ 4
§ 2. Election and Appointment ...................................................................................................... 5
§ 3. Terms ...................................................................................................................................... 5
§ 4. Reelection ................................................................................................................................ 5
§ 5. Vacancies ............................................................................................................................... 5
Title C. Officers
§ 1. President of the Senate ............................................................................................................ 5
§ 2. Vice-President/Secretary ......................................................................................................... 5
§ 3. Vacancies ............................................................................................................................... 6
Title D. Organization
§ 1. Meetings .................................................................................................................................. 6
§ 2. Committees ............................................................................................................................. 6
Title E. Bylaws
§ 1. Adoption ................................................................................................................................. 6
Title F. Amendments
§ 1. Procedure ............................................................................................................................... 6
Article VIII COUNCILS
§ 1. Establishment ......................................................................................................................... 6
§ 2. Responsibilities ........................................................................................................................ 6
§ 3. Attendance of Faculty and Alumni ........................................................................................ 6
Article IX COLLEGE OFFICERS AND ORGANIZATIONS
Title A. Chief Administrative Officer
§ 1. Appointment ........................................................................................................................... 7
§ 2. Responsibilities ........................................................................................................................ 7
§ 3. Handbook ............................................................................................................................... 7
§ 4. Annual Reports ....................................................................................................................... 7
Title B. College Administrative Officers
§ 1. Designation ............................................................................................................................ 7
§ 2. Appointment ........................................................................................................................... 8
§ 3. Acting Appointments .............................................................................................................. 8
§ 4. Service ..................................................................................................................................... 8
§ 5. Responsibilities ........................................................................................................................ 8
vi

Title C. Chairs of Departments and Divisions
§ 1. Designation ............................................................................................................................ 8
§ 2. Terms ...................................................................................................................................... 8
§ 3. Termination of Appointment as Chair .................................................................................... 8
§ 4. Responsibilities ........................................................................................................................ 8
Title D. College Administrative Organization
§ 1. Plan ......................................................................................................................................... 8
Title E. College Administrative Conference
§ 1. Composition ............................................................................................................................ 8
§ 2. Purpose ................................................................................................................................... 9
§ 3. Meetings .................................................................................................................................. 9
Article X COLLEGE FACULTY
§ 1. Composition ............................................................................................................................ 9
§ 2. Chair and Presiding Officer .................................................................................................... 9
§ 3. Voting Faculty ......................................................................................................................... 9
§ 4. Responsibility .......................................................................................................................... 9
§ 5. Bylaws ..................................................................................................................................... 9
Article XI APPOINTMENT OF EMPLOYEES
Title A. Procedure
§ 1. Procedure................................................................................................................................ 10
Title B. Continuing Appointment
§ 1. Definition ............................................................................................................................... 10
§ 2. Method of Appointment .......................................................................................................... 10
§ 3. Eligibility ................................................................................................................................ 10
Title C. Permanent Appointment
§ 1. Definition ............................................................................................................................... 11
§ 2. Method of Appointment .......................................................................................................... 11
§ 3. Initial Appointment ................................................................................................................ 11
§ 4. Eligibility for Initial Permanent Appointment ........................................................................ 11
§ 5. Change in Professional Title ................................................................................................... 12
Title D. Term Appointment
§ 1. Definition ............................................................................................................................... 13
§ 2. Eligibility ................................................................................................................................ 13
§ 3. Method of Appointment .......................................................................................................... 14
§ 4. Renewal of Term ..................................................................................................................... 14
§ 5. Notice ...................................................................................................................................... 14
vii

§ 6. Five-Year Term Appointments ................................................................................................ 14
§ 7. Service Not Credited ................................................................................................................ 16
Title E. Probationary Appointment
§ 1. Definition ............................................................................................................................... 17
§ 2. Method of Appointment .......................................................................................................... 17
Title F. Temporary Appointment
§ 1. Definition ............................................................................................................................... 17
§ 2. Eligibility ................................................................................................................................ 17
§ 3. Method of Appointment .......................................................................................................... 17
Title G. Distinguished and University Professors and Distinguished Librarians
§ 1. Appointment ........................................................................................................................... 17
Title H. Appointment Year
§ 1. Term of Obligation .................................................................................................................. 17
§ 2. Professional Obligation .......................................................................................................... 17
§ 3. Appointment Year .................................................................................................................. 18
§ 4. Other Employment .................................................................................................................. 18
Title I. Academic Freedom
§ 1. Academic Freedom ................................................................................................................. 18
Title J. Patents, Inventions and Copyright Policy
§ 1. Patents and Inventions Policy ................................................................................................ 18
§ 2. Copyright Policy ..................................................................................................................... 20
Appendix A to Article XI: Professional Titles................................................................................. 21
Appendix B to Article XI: Professional Titles....................................................................................... 22
Article XII EVALUATION AND PROMOTION OF ACADEMIC AND
PROFESSIONAL EMPLOYEES
Title A. Evaluation of Academic Employees
§ 1. Policy ...................................................................................................................................... 22
§ 2. Purpose ................................................................................................................................... 22
§ 3. Applicability ........................................................................................................................... 23
§ 4. Criteria ................................................................................................................................... 23
Title B. Promotion of Academic Employees
§ 1. Procedure ............................................................................................................................... 23
§ 2. Criteria ................................................................................................................................... 23
§ 3. Length of Service ..................................................................................................................... 24
viii

Title C. Evaluation and Promotion of Professional Employees
§ 1. Policy ...................................................................................................................................... 24
§ 2. Definitions .............................................................................................................................. 24
§ 3. Promotion .............................................................................................................................. 24
§ 4. Evaluation .............................................................................................................................. 24
§ 5. Criteria ................................................................................................................................... 24
§ 6. Action by Chief Administrative Officer ................................................................................... 25
Article XIII LEAVE OF ABSENCE FOR EMPLOYEES IN THE PROFESSIONAL SERVICE
§ 1. Definitions .............................................................................................................................. 25
Title A. Vacation Leave: Calendar Year Employees and CollegeYear Employees
§ 1. Accrual of Vacation Leave ...................................................................................................... 25
§ 2. Maximum Accumulation ...................................................................................................... 27
§ 3. Authorization for Use ............................................................................................................. 28
§ 4. Charges ................................................................................................................................... 28
Title B. Vacation Leave: Academic Year Employees
§ 1. Accrual of Vacation Credit ..................................................................................................... 28
Title C. Sick Leave
§ 1. Accrual ................................................................................................................................... 28
§ 2. Other Sick Leave Credits .......................................................................................................... 29
§ 3. Maximum Accumulation ...................................................................................................... 30
§ 4. Authorization for Use ............................................................................................................. 30
§ 5. Additional Sick Leave ............................................................................................................. 30
§ 6. Charges ................................................................................................................................... 31
Title D. Holiday Leave
§ 1. Holiday Leave ......................................................................................................................... 31
Title E. Sabbatical Leave
§ 1. Policy ...................................................................................................................................... 31
§ 2. Purpose ................................................................................................................................... 31
§ 3. Eligibility ................................................................................................................................ 31
§ 4. Terms and Conditions ............................................................................................................ 32
§ 5. Applications ........................................................................................................................... 32
§ 6. Approval ................................................................................................................................. 32
§ 7. Leave Credits ........................................................................................................................... 32
Title F. Other Leaves
§ 1. Approval ................................................................................................................................. 32
§ 2. Application ............................................................................................................................. 33
§ 3. Leave Credits ........................................................................................................................... 33
ix

Title G. Disability Leave
§ 1. Disability Leave ...................................................................................................................... 33
Title H. Study Leaves for the Chancellor and Chief Administrative Officers
§ 1. Third Year of Service ............................................................................................................... 34
§ 2. Five Years of Service ............................................................................................................... 34
Title I. Attendance Records
§ 1. Attendance Records ................................................................................................................ 34
Title J. Other Absences
§ 1. Unauthorized Absence ........................................................................................................... 34
§ 2. Absence: Extraordinary Circumstances ................................................................................ 35
Title K. Limitations
§ 1. Term Appointments ................................................................................................................ 35
Article XIV TERMINATIONS OF SERVICE
Title A. Termination at Will
§ 1. Temporary Appointments ....................................................................................................... 35
Title B. Automatic Termination
§ 1. Term Appointments................................................................................................................. 35
Title C. Termination for Age or for Physical or Mental Incapacity
§ 1. Retirement .............................................................................................................................. 35
Article XV RETIREMENT
Title A. Membership in Retirement Systems
§ 1. Requirement ........................................................................................................................... 35
Title B. Voluntary Retirement
§ 1. Notice ...................................................................................................................................... 36
Title C. Retirement for Physical or Mental Incapacity
§ 1. Policy ...................................................................................................................................... 36
Title D. Privileges After Retirement
§ 1. Emeritus Status ....................................................................................................................... 36
§ 2. Privileges ................................................................................................................................. 36
Article XVI PLAN FOR THE MANAGEMENT OF CLINICAL PRACTICE INCOME
§ 1. Policy ...................................................................................................................................... 36
§ 2. Development of Plan ............................................................................................................... 36
§ 3. Implementation of Plan ......................................................................................................... 36
§ 4. Plan Requirements ................................................................................................................. 36
x

Article XVII STUDENT ASSEMBLY
Title A. Establishment and Purpose
§ 1. Name ...................................................................................................................................... 41
§ 2. Purpose ................................................................................................................................... 41
Title B. Membership in the Assembly
§ 1. Membership ............................................................................................................................ 41
§ 2. Member Institutions ............................................................................................................... 41
§ 3. Representatives from Member Institutions .............................................................................. 41
§ 4. Organized Student Groups ..................................................................................................... 42
§ 5. Eligibility ................................................................................................................................ 42
§ 6. Representatives to Act in Person .............................................................................................. 42
Title C. Officers
§ 1. Officers ................................................................................................................................... 43
§ 2. Duties ..................................................................................................................................... 43
§ 3. Election of Officers .................................................................................................................. 43
§ 4. Terms of Office ........................................................................................................................ 43
§ 5. Officer Vacancies .................................................................................................................... 43
Title D. Organization
§ 1. Meeting ................................................................................................................................... 43
§ 2. Agenda ................................................................................................................................... 43
§ 3. Meeting Notification ............................................................................................................... 44
§ 4. Executive Committee .............................................................................................................. 44
§ 5. Other Committees ................................................................................................................... 44
§ 6. Quorums ................................................................................................................................ 44
§ 7. Rules of Procedure .................................................................................................................. 44
Title E. Bylaws of the Student Assembly
§ 1. Bylaws .................................................................................................................................... 45
Title F. Amendments
§ 1. Amendments .......................................................................................................................... 45
Article XVIII UNIVERSITY COUNCIL OF PRESIDENTS
Title A. Establishment and Purpose
§ 1. Name ...................................................................................................................................... 45
§ 2. Purpose ................................................................................................................................... 45
Title B. Membership
§ 1. Composition ........................................................................................................................... 45
§ 2. Eligibility ................................................................................................................................ 45
xi

§ 3. Selection ................................................................................................................................. 45
§ 4. Terms ...................................................................................................................................... 46
Title C. Meetings
§ 1. Meetings .................................................................................................................................. 46
Article XIX APPLICABILITY
Title A. Applicability of Policies of the Board of Trustees to
Employees in Negotiating Units
§ 1. Applicability ........................................................................................................................... 46
Articles III, V, and VIII were originally reserved by the Board of Trustees to set forth their policies on
University Responsibility and Organization; University Conferences and Committees; and Councils,
respectively.
xii

Policies of the Board of Trustees*
Article 1
CONSTRUCTION AND APPLICATION
§ 1. C o n s t r u c t i o n . These policies shall constitute rules of the Board of Trustees for the government
of the University and the institutions therein regulating the matters contained herein as authorized
by law. Nothing in these Policies contained shall be construed to restrict the power of the Board
of Trustees from time to time to alter, amend, revise or repeal the provisions hereof in whole or in part.
§ 2. Application. These policies shall apply only to the State-operated colleges of the University,
except where the community or contract colleges are specifically included.
Article II
DEFINITIONS
§ 1. Terms. As used in these Policies, unless otherwise specified, the following terms shall mean:
(a) “University.” State University of New York.
(b) “Board of Trustees.” The Board of Trustees of State University of New York.
(c) “Chancellor.” The Chancellor of State University of New York.
(d) “College.” A State-operated institution of State University of New York.
(e) “Contract College.” A statutory or contract college of State University of New York.
(f) “Community College.” A locally-sponsored, two-year college established under Article 126
of the Education Law.
(g) “Council.” A council for a college as provided for by Section 356 of the Education Law and
the Board of Trustees of the State University College of Environmental Science and Forestry as provided
for by Section 6003 of the Education Law.
(h) “Chief administrative officer.” The head of a college or contract college, as the case may be,
whether called president, dean, provost, director or otherwise.
(i) “Academic staff.” The staff comprised of those persons having academic rank or qualified
academic rank.
(j) “Academic rank.” Rank held by those members of the professional staff having the titles of
professor, associate professor, assistant professor, instructor, and assistant instructor, including geographic
full-time faculty members having such titles, and rank held by members of the professional
staff having the titles of librarian, associate librarian, senior assistant librarian, and assistant librarian. A
geographic full-time faculty member is a person serving on the faculty of a medical center who is not
employed on a full-time basis for the purpose of fixing compensation payable by the State but all of
whose professional services and activities are conducted at the medical center or its affiliated hospitals
and are available to the State on a full-time basis for clinical and instructional purposes.
*These policies appear in the Official Compilation of Codes, Rules and Regulations of the State of New
York as Subchapter b of Chapter V of Volume 8 entitled “Education.”
1

(k) “Qualified academic rank.” Rank held by those members of the academic staff having titles
of lecturer, or titles of academic rank preceded by the designations “clinical” or “visiting” or other
similar designations.
(l) “Professional employee.” Professional employees shall mean an employee in the Professional
Services Negotiating Unit, other than an employee with academic or qualified academic rank.
(m) “Academic employee.” Academic employee shall mean an employee in the Professional
Services Negotiating Unit with academic or qualified academic rank.
(n) “Professional staff.” All persons occupying positions designated by the Chancellor as being
in the unclassified service.
(o) “Professional title.” Professional title shall mean the title of a position in the Professional
Services Negotiating Unit, other than a position of academic or qualified academic rank, as shown on
the budget certificate for the position on file with the State Director of the Budget.
Article IV
UNIVERSITY OFFICERS
§ 1. Appointment.
Title A. Chancellor
(a) The Chancellor shall be appointed by the Board of Trustees and shall serve at the pleasure
of the Board of Trustees.
(b) At any time during the period of appointment, the Board of Trustees may evaluate the services
of the Chancellor.
(c) The Chancellor, upon appointment, shall be appointed to the faculty of the University in a
position of academic rank with continuing appointment.
§ 2. Chief Executive Officer. The Chancellor shall be the chief executive officer of the University.
The Chancellor shall execute and enforce these Policies and shall perform such other duties as may be
assigned by the Board of Trustees. The Chancellor shall make all appointments of employees, other
than officers, to positions in the central office of the University in the classified service of the civil service
of the State.
§ 3. Assignment of Powers and Duties. The Chancellor may assign to the officers, faculty and
staff of the University powers, duties and responsibilities, and they shall be responsible to the Chancellor
and the Board of Trustees for the performance thereof, as well as for those powers, duties and
responsibilities specifically vested in them by these Policies.
§ 4. Committees. The Chancellor may establish and appoint such ad hoc University committees
as the Chancellor may deem advisable to assist the Chancellor in the development of specific
programs and policies in the administration of the University. The Chancellor shall be a member, e x
officio, of all such committees.
§ 5. Annual Report. On or before December first of each year, the Chancellor shall make an
annual report to the Board of Trustees for the previous year, concerning the affairs of the University
and recommendations with respect thereto.
2

Title B. Secretary of the State University
§ 1. Appointment. The Secretary of the State University shall be appointed by the Board of
Trustees and shall serve at its pleasure.
§ 2. Responsibilities. The Secretary of the State University shall serve as secretary of the Board
and its committees, shall keep records of their proceedings and shall furnish minutes of such proceedings
to the members of the Board and its committees, respectively. The Secretary shall be the custodian
of the University seal and shall maintain a complete file of all reports of the Board and its committees
and perform such other duties as may be assigned by the Board or any of its committees. The Secretary
shall perform such other powers and duties and have such other responsibilities, not inconsistent
with responsibilities to the Board of Trustees, as may be assigned by the Chancellor.
Title C. State University Counsel
§ 1. Appointment. The State University Counsel shall be appointed by the Board of Trustees
upon recommendation of the Chancellor and shall serve at the pleasure of the Board.
§ 2. Responsibilities. The State University Counsel shall be the legal adviser to the University.
The University Counsel shall provide legal advice and opinions for the Board of Trustees and officers
of the University on matters concerning University affairs. When requested by the Board of Trustees or
the Chancellor, the University Counsel shall conduct negotiations and prepare legal documents for the
University, and represent the University in legal actions.
Title D. Executive Vice-Chancellor
§ 1. Appointment. The Executive Vice-Chancellor shall be appointed by the Board of Trustees
upon recommendation of the Chancellor and shall serve at the pleasure of the Board.
§ 2. Responsibilities. The Executive Vice-Chancellor shall, in the absence of the Chancellor, perform
the duties of the Chancellor, and when so acting shall have all the powers of that office. The
Executive Vice-Chancellor shall perform such other duties as from time to time may be assigned by the
Board of Trustees or the Chancellor.
Title E. Senior Vice-Chancellor
§ 1. Appointment. The Senior Vice-Chancellor shall be appointed by the Board of Trustees upon
recommendation of the Chancellor and shall serve at the pleasure of the Board.
§ 2. Responsibilities. The Senior Vice-Chancellor shall be responsible for the development and
maintenance of the financial management system for the University and shall have such other powers
and duties, including responsibilities with respect to the management of the University endowment
funds, as may be assigned by the Board of Trustees or the Chancellor.
Title F. Other Officers and Professional Staff
§ 1. Designation. There shall be such other executive and administrative officers as shall be
designated by the Chancellor with the consent of the Board of Trustees.
§ 2. Appointment. Vice-Chancellors, Associate Vice-Chancellors and Deputies to the Chancellor,
or their equivalents, shall be appointed by the Board of Trustees after receiving the recommenda-
3

tion of the Chancellor; such officers shall serve at the pleasure of the Board of Trustees. All other
executive and administrative officers shall be appointed by and serve at the pleasure of the Chancellor
or designee.
§ 3. Responsibilities. Executive and administrative officers shall have such powers, duties and
responsibilities as may be assigned by the Board of Trustees or by the Chancellor.
§ 4. Appointment of Other Professional Staff. Professional staff not in a negotiating unit established
pursuant to Article 14 of the Civil Service Law in the Central Administration of the University,
other than executive and administrative officers, shall be appointed by and serve at the pleasure of the
Chancellor, or designee. Professional employees in the Central Administration shall be appointed by
the Chancellor, or designee, in accordance with the provisions of Article XI which shall also govern the
terms and conditions of service of such employees.
Article VI
UNIVERSITY FACULTY
§ 1. Composition. The University faculty shall be comprised of the Chancellor, who shall be the
presiding officer, the executive and administrative officers of the University, and all members of the
faculty of each college of the University as defined in Article X, § 1.
§ 2. Voting Faculty. The Chancellor, the executive and administrative officers of the University,
and the voting faculty of each college as defined in Article X, § 3, shall be voting members of the University
faculty, each of whom shall be entitled to one vote.
§ 3. Responsibilities. The University faculty shall be responsible for the conduct of the University’s
instruction, research and service programs.
Article VII
UNIVERSITY FACULTY SENATE
Title A. Establishment and Purposes
§ 1. Name. There shall be a University Faculty Senate of State University of New York.
§ 2. Purposes. The Senate shall be the official agency through which the University Faculty
engages in the governance of the University. The Senate shall be concerned with effective educational
policies and other professional matters within the University.
Title B. Membership
§ 1. Composition. The Senate shall consist of the Chancellor of the University, two University
representatives having University-wide responsibilities, and representatives from each State-operated
unit and contract college in numbers determined as follows:
(a) One representative from each unit, independent of the size of the professional staff.
(b) Additional representatives shall be authorized from units on the basis of the number of fulltime
professional staff according to the following: a second representative for units whose full-time
4

professional staff is greater than or equal to 600 but less than 1100; a third representative for units
whose professional staff is greater than or equal to 1100 but less than 1600; and a fourth representative
for units whose professional staff is greater than or equal to 1600.
§ 2. Election and Appointment. The Chancellor of the University shall appoint the two University
representatives and the two alternate University representatives having University-wide responsibility.
The professional staff of each State-operated unit and contract college shall, by secret ballot and
majority of those voting, elect their own representatives and alternates in a manner that shall be further
specified in the bylaws of each unit’s faculty, provided that the alternate representatives shall serve for
the same term as the representatives for whom they are alternates. Alternate representatives shall serve
in the absence or inability to act for the representative for whom they are alternates and, in that event,
such alternate representatives shall exercise all the powers and duties of the representatives for whom
they are alternates.
§ 3. Terms. The University representatives shall serve at the pleasure of the Chancellor of the
University. Each representative of a State-operated unit or contract college shall serve for a term of
three years; provided, however, that no such representative shall serve as a member of the Senate after
termination of employment in the unit which the representative was elected.
§ 4. Reelection. An elected representative who has served a full three-year term or major fraction
thereof shall be eligible to serve a second consecutive three-year term. Representatives shall not be eligible
to serve again as members of the Senate until the expiration of one year from the end of their last
preceding term. Representatives who have served only a minor fraction of one three-year term may
serve for two additional consecutive three-year terms.
§ 5. Vacancies. If a leave of absence or other reason will prevent a Senator or alternate from performing
the duties of the office for a period of one academic year or longer, the position will be
declared vacant and a new election will be held to fill the remainder of the unexpired term. An individual
currently serving as an alternate may run in the election for a Senate seat which has been vacated in
this manner. In the event that both the Senator and the alternate are simultaneously unable to represent
the campus for a period in excess of four months during the academic year, both offices will be
declared vacant and the unexpired terms will be filled by a new election.
Title C. Officers
§ 1. President of the Senate. Before July 1 of each odd-numbered year, the Senate shall elect one
of its elected members as President of the Senate for a term of two years. Upon election as President to
the Senate, the elected member shall vacate the position as the representative of his or her unit in the
Senate. The President of the Senate shall preside at all meetings of the Senate and shall exercise such
other powers and duties as may be vested in the President by this Article and the bylaws of the Senate.
The President shall be an ex officio member of all Senate committees. The President of the Senate may
be reelected for a second term, but may not thereafter be eligible for a successive term.
§ 2. Vice-President/Secretary. Before July 1 of each even-numbered year, the Senate shall elect
one of its elected members to serve as Vice-President/Secretary for a term of two years. The Vice-
President/Secretary shall take and keep minutes of the Senate and shall exercise such other powers
and duties as the Senate shall provide in its bylaws. The Vice-President/Secretary shall serve as President
of the Senate during that officer’s absence or inability to act. Any regular member of the Senate is
eligible to serve as Vice-President/Secretary for one year beyond the expiration of his or her three-year
term as a Senate member. In such case, the Vice-President/Secretary shall become a nonvoting member
of the Senate and the unit shall be represented by a regularly-elected successor.
5

§ 3. Vacancies. A vacancy in the office of President or Vice-President/ Secretary shall be filled for
the unexpired term in the same manner as the original election, at the next succeeding meeting of the
Senate following the occurrence of the vacancy. In the interim, the Executive Committee shall elect
one of its members to serve in an acting capacity until the vacancy is filled.
Title D. Organization
§ 1. Meetings. The Senate shall meet at least twice a year at such times and places as shall be
determined by the Executive Committee. Special meetings of the Senate may be called in accordance
with the provisions of the bylaws.
§ 2. Committees. The Senate may establish such standing committees as it deems advisable and
shall prescribe the functions of such committees. One such committee shall be the Executive Committee.
The chairperson and members of the standing committee shall be appointed by the Executive
Committee and shall serve for terms of one year commencing July 1st of each year. Committee members
shall be eligible for reappointment.
Title E. Bylaws
§ 1. Adoption. The Senate may adopt, amend or repeal such bylaws as it deems advisable,
consistent with this Article VII, governing its activities and procedures.
Title F. Amendments
§ 1. Procedure. Proposed amendments to this Article may be recommended to the Board of
Trustees by a majority vote in the Senate. The Chancellor shall transmit proposed amendments to the
Board of Trustees with recommendations. Amendments, in such form as approved by the Board, shall
become effective if ratified by the professional staff of a majority of the State-operated units and contract
colleges, by secret ballot, within such time period not in excess of one year as may be fixed by the
Board of Trustees.
Article VIII
COUNCILS
§ 1. Establishment. In accordance with the provisions of the Education Law, there shall be a
council at each State-operated institution and, in the case of the State University College of Environmental
Science and Forestry, a board of trustees.
§ 2. Responsibilities. Individual councils and, in the case of the State University College of Environmental
Science and Forestry, the board of trustees, shall exercise such powers as are provided for
in the Education Law, subject to the general management, supervision, control, and approval of and in
accordance with rules established by the State University Trustees. Consistent with the statutory
responsibilities of such bodies, they shall develop and foster strong relationships between their institutions
and local communities and promote campus and University interests.
§ 3. Attendance of Faculty and Alumni. Councils and, in the case of the State University College
of Environmental Science and Forestry, the board of trustees, shall invite a representative of the faculty
and a representative of the alumni to attend regular meetings of such bodies.
6

Article IX
COLLEGE OFFICERS AND ORGANIZATIONS
§ 1. Appointment.
Title A. Chief Administrative Officer
(a) There shall be a chief administrative officer of each state-operated institution of the university
who shall be designated president. Presidents shall be appointed by the Board of Trustees after
receipt of recommendations of the campus councils (or of the Trustees of the College of Environmental
Science and Forestry) and of the Chancellor, and shall serve at the pleasure of the Board of Trustees.
Before making its recommendations the campus council shall consult with a presidential search committee
designated for such purposes by the chair of the council and comprised of members of the various
campus constituencies, including faculty, students, professional employees, administration, alumni
and members of the council. Reflecting the significance of the role that faculty are expected to play in
academic governance, the faculty should predominate among the non-council constituencies on the
search committee. The Chancellor, or designated representative, before making recommendations to
the Trustees, shall consult with the chair or other designated representative of the college council.
(b) At any time during the period of appointment, the Board of Trustees and the Chancellor
may evaluate the services of the chief administrative officer.
(c) A chief administrative officer, upon appointment, shall be appointed by the Chancellor to
the faculty of the University in a position of academic rank with continuing appointment.
§ 2. Responsibilities. The chief administrative officer of each college shall be responsible to the
Chancellor and the Board of Trustees for, and shall administer, the college for which he or she serves,
and shall promote its development and effectiveness. The chief administrative officer shall supervise
the members of the professional and non-academic staff of such college and shall appoint or recommend
to the Chancellor and the Board of Trustees persons for appointment as members of the professional
staff of the college. The chief administrative officer shall prepare and recommend the annual
budget requests of the college and shall report and make recommendations to the Chancellor and the
Board of Trustees and the college council concerning the operation, plans and development of the
college. The chief administrative officer shall make all appointments of employees to positions at the
college in the classified service of the civil service of the State.
§ 3. Handbook. The chief administrative officer of each college shall be responsible for the
preparation and publication of a college handbook, subject to the approval of the Chancellor. Such
handbook should include an administrative organization chart, a statement of administrative responsibilities,
faculty bylaws, local policies and such other information concerning the college as he or she
may deem advisable and shall be made available to all members of the academic staff of the college.
§ 4. Annual Reports. On or before September 1 of each year the chief administrative officer of
each college shall make an annual report to the Board of Trustees, the Chancellor, the college council
and the faculty for the previous year, concerning the affairs of the college and recommendations with
respect thereto.
Title B. College Administrative Officers
§ 1. Designation. There shall be such college administrative officers for each college as may be
determined by the chief administrative officer of the college with the approval of the Chancellor.
7

§ 2. Appointment. Appointments of all college administrative officers and professional staff not
in a negotiating unit established pursuant to Article 14 of the Civil Service Law shall be made by the
chief administrative officer of the college; such appointments shall be reported to the Chancellor.
Appointment of academic officers such as vice-president for academic affairs, academic deans and
others with similar responsibilities shall be made after consultation with the faculty.
§ 3. Acting Appointments. Interim appointments on an acting basis of college administrative
officers and professional staff not in a negotiating unit established pursuant to Article 14 of the Civil
Service Law, other than chief administrative officer, shall be made in accordance with Section 2 above.
§ 4. Service. Persons appointed pursuant to this Title shall serve at the pleasure of the appointing
officer or body.
§ 5. Responsibilities. College administrative officers shall have such powers, duties and responsibilities
as may be assigned by the chief administrative officer of the college.
Title C. Chairs of Departments and Divisions
§ 1. Designation. The members of the academic staff of each college in charge of the departments
or divisions of such college shall be designated as chairs of such departments or divisions,
which designations shall be in addition to their academic rank.
§ 2. Terms. Chairs of departments or divisions of colleges shall be designated and redesignated
by the college chief administrative officer after consultation with appropriate faculty including the
department or division concerned. Such designation shall be for any period up to three years, and
renewable; provided, however, that the college chief administrative officer may relieve a designee of
duties as chair at any time.
§ 3. Termination of Appointment as Chair. If the chair of a department or division of a college is
relieved of duties as chair, that academic staff member shall retain such rights and privileges as he or
she may have by virtue of academic rank.
§ 4. Responsibilities. The chairs of departments and divisions of a college shall, in consultation
with their respective faculties, be responsible to the chief administrative officer of the college for the
supervision of the personnel and educational program of the departments or divisions for which they
serve. They shall have such other powers, duties and responsibilities as may be assigned by the chief
administrative officer of the college.
Title D. College Administrative Organization
§ 1. Plan. The chief administrative officer of each college shall prepare an organization chart of
the college and an accompanying description of the powers, duties and responsibilities of the administrative
officers and chairs of the departments and divisions of the college, subject to the approval of the
Chancellor.
Title E. College Administrative Conference
§ 1. Composition. There shall be a college administrative conference of each college which shall
be comprised of the Chancellor, the chief administrative officer of the college and such other persons
as may be designated by the chief administrative officer of the college. The Chancellor, or if absent, the
chief administrative officer of the college, shall be the presiding officer of each college administrative
conference.
8

§ 2. Purpose. Each college administrative conference shall act as an advisory and consultative
body to the chief administrative officer of the college and it shall consider such matters as may be presented
to it by its presiding officer.
§ 3. Meetings. Each college administrative conference shall meet at the call of the chief administrative
officer of the college.
Article X
COLLEGE FACULTY
§ 1. Composition. The faculty of each college shall be comprised of the Chancellor, the chief
administrative officer and other members of the voting faculty of the college, other members of the
academic staff of the college, and such nonvoting administrative officers and professional staff as may
be designated by the faculty bylaws of the college.
§ 2. Chair and Presiding Officer. The chief administrative officer of the college shall be the chair
of the faculty of each college. Each college faculty may provide for the selection of its presiding officer,
in a manner to be specified in college faculty bylaws. Both the Chancellor and the chief administrative
officer shall be empowered to call meetings of the college faculty or the governance body of that faculty
and of its executive committee. The agendum of each meeting of these bodies shall provide, as a
priority order of business, an opportunity for both the Chancellor and chief administrative officer to
present their reports.
§ 3. Voting Faculty. The voting faculty of each college shall be composed of:
(a) The Chancellor and the chief administrative officer of the college; and
(b) Members of the academic staff of the college having academic rank and term or continuing
appointments; and
(c) Such other officers of administration and staff members of the college as may be specified
by the faculty bylaws of the college.
§ 4. Responsibility. The faculty of each college shall have the obligation to participate significantly
in the initiation, development and implementation of the educational program.
§ 5. Bylaws.
(a) The faculty of each college shall prepare and adopt bylaws which shall contain: (1) Provisions
for committees and their responsibilities; (2) Procedures for the calling and conduct of faculty
meetings and elections; and (3) Provisions for such other matters of organization and procedure as
may be necessary for the performance of their responsibilities.
(b) Bylaws shall be consistent with and subject to the Policies of the Board of Trustees of State
University of New York, the laws of the State of New York, and the provisions of agreements between
the State of New York, and the certified employee organization established pursuant to Article 14 of
the Civil Service Law. Provisions of bylaws concerning consultation with the faculty shall be subject to
the approval of the chief administrative officer of the college. All actions under bylaws shall be advisory
upon the Chancellor and the chief administrative officer of the college.
9

Article XI
APPOINTMENT OF EMPLOYEES
Title A. Procedure
§ 1. Procedure. The chief administrative officer of a college, after seeking consultation, may
appoint, reappoint, or recommend to the Chancellor for appointment or reappointment, as may be
appropriate to the nature of appointment provided for herein, such persons as are, in the chief administrative
officer’s judgment, best qualified. Such appointments shall be consistent with the operating
requirements of the college. For purposes of this Article, the term “consultation” shall mean consideration
by the chief administrative officer of a college of recommendations of academic or professional
employees, including the committees, if any, of the appropriate department or professional area, and other
appropriate sources in connection with appointment or reappointment of a specified employee; provided,
however, that nothing contained herein shall prevent the chief administrative officer of a college from taking
such actions as he or she may deem necessary to meet notice requirements in the event of nonrenewal
of term appointments.
Title B. Continuing Appointment
§ 1. Definition. A continuing appointment shall be an appointment to a position of academic rank
which shall not be affected by changes in such rank and shall continue until resignation, retirement, or termination.
§ 2. Method of Appointment. The Chancellor, after considering the recommendation of the chief
administrative officer of the college concerned, and except as hereinafter permitted with respect to appointment
of Distinguished, Distinguished Service, Distinguished Teaching and University Professors, may grant
continuing appointments to such persons who, in the Chancellor’s judgment, are best qualified.
§ 3. Eligibility.
(a) Continuing appointment as Professor, Associate Professor, Librarian or Associate Librarian. Continuing
appointment as Professor, Associate Professor, Librarian or Associate Librarian may be given by the
Chancellor on initial appointment or thereafter. Except as provided in subdivision (c) of this section, further
employment as Professor, Associate Professor, Librarian or Associate Librarian after the third consecutive
year of service in any one or any several of these ranks at any one college must be on the basis of continuing
appointment; provided, however, such appointment shall not be effective until made so by the Chancellor,
and provided further that promotion to any of these ranks shall not operate to extend the service requirements
for continuing appointment described in subdivision (b) of this section.
(b) Continuing appointment as Assistant Professor, Instructor, Senior Assistant Librarian or Assistant
Librarian. Except as provided in subdivision (c) of this section, further employment at any college of an
appointee who has completed a total of seven years of service in a position or positions of academic rank of
which the last three consecutive years have been in a position of academic rank at that college as Assistant
Professor, Instructor, Senior Assistant Librarian or Assistant Librarian, must be on the basis of a continuing
appointment; provided, however, such appointment shall not be effective until made so by the Chancellor.
An Assistant Professor, Instructor, Senior Assistant Librarian or Assistant Librarian shall not be eligible for
continuing appointment at any of these ranks prior to the completion of a total of seven years in a position
or positions of academic rank.
10

(c) Additional Term Appointment. An academic employee holding a continuing or term appointment
at one college who is appointed to academic rank at another college may be given that appointment
for a term not to exceed three years.
(d) Service Credit.
(1) In determining eligibility for continuing appointment under subdivision (b) of this section,
satisfactory full-time prior service in academic rank at any other accredited academic institution of higher
education may, at the request of the appointee and in the discretion of the Chancellor, or designee, be credited
as service, up to a maximum of three years, at the time of appointment at a college. Waiver of all or part
of this service credit shall be granted upon written request of the employee to the chief administrative officer
not later than six months after the date of initial appointment.
(2) In computing consecutive years of service for the purposes of appointment or reappointment
to the academic staff, periods of leave of absence at full salary shall be included; periods of leave of
absence at partial salary or without salary and periods of part-time service shall not be included, but shall
not be deemed an interruption of otherwise consecutive service.
§ 1. Definition.
Title C. Permanent Appointment
(a) A permanent appointment shall be an appointment of a professional employee in a professional
title which is eligible for a permanent appointment, which shall continue until a change in such title, resignation,
retirement, or termination.
(b) A professional employee who serves in a professional title listed in Appendix A of this Article
shall not be eligible for permanent appointment and shall not be covered by this Title during service in such
professional title. Such professional employee shall be appointed pursuant to the procedure in Title D of
this Article.
§ 2. Method of Appointment. The Chancellor, after considering the recommendation of the chief
administrative officer of the college concerned, may grant permanent appointment in professional title to
such persons who, in the Chancellor’s judgment, are best qualified.
§ 3. Initial Appointment. A person who is appointed to a professional title in which permanent
appointment may be granted, must be granted a temporary appointment for the first year of that person’s
employment in such title when the appointment is made to a position vacated by a professional employee
who is serving a probationary appointment pursuant to Title C, section 5, or Title D, section 6; otherwise the
person shall be granted a term appointment, except where a temporary appointment is appropriate. Upon
completion of the initial temporary or term appointment, the professional employee may be granted a further
appointment in accordance with this Article. Service in a temporary appointment pursuant to this section
shall be counted toward the satisfaction of the eligibility requirements for initial permanent appointment.
§ 4. Eligibility for Initial Permanent Appointment.
(a) Except as provided in subdivisions (a) (1), (a) (2) and (b) of this section and in paragraph (b) (2)
of section 5 of this Title, at any college further employment, in a professional title in which permanent
appointment may be granted, of a professional employee who has completed seven consecutive years of
full-time service as a professional employee at that college, the last two years of which have been in that
professional title, must be on the basis of permanent appointment; provided, however, that such appointment
shall not be effective until made so by the Chancellor.
11

(1) Upon completion of three consecutive years of full-time service as a professional employee
at that college, the last year of which has been in that professional title, a professional employee in a title eligible
for permanent appointment in any of the first four salary ranks may request early consideration for
permanent appointment. Such request must be in writing and submitted to the chief administrative officer of
the college no later than nine months prior to the date upon which such employee would otherwise receive
written notice that a term appointment is not to be renewed upon expiration. In the event the chief administrative
officer of the college grants the employee’s request for such early consideration, any further employment
of that employee after completion of five consecutive years of full-time service as a professional
employee at that college, the last two years of which have been in that professional title, must be on the
basis of permanent appointment; provided, however, that such appointment shall not be effective until
made so by the Chancellor.
(2) Upon completion of four consecutive years of full-time service as a professional employee
at that college, the last year of which has been in that professional title, a professional employee in a title eligible
for permanent appointment in any of the first four salary ranks may request early consideration for
permanent appointment. Such request must be in writing and submitted to the chief administrative officer of
the college no later than nine months prior to the date upon which such employee would otherwise receive
written notice that a term appointment is not to be renewed upon expiration. In the event the chief administrative
officer of the college grants the employee’s request for such early consideration, any further employment
of that employee after completion of six consecutive years of full-time service as a professional
employee at that college, the last two years of which have been in that professional title, must be on the
basis of permanent appointment; provided, however, that such appointment shall not be effective until
made so by the Chancellor.
(b) Additional Appointments. A professional employee holding a permanent appointment or a term
appointment at one college who is appointed to a professional title at another college may be given that
appointment for a term not to exceed three years.
(c) Service Credit.
(1) In determining eligibility for permanent appointment under this section, satisfactory fulltime
prior service in a professional title at any one college of the University may, at the request of the professional
employee and in the discretion of the Chancellor, or designee, be credited as service, up to a maximum
of three years, at the time of appointment at another college. Waiver of all or part of this service credit
shall be granted upon written request of the employee to the chief administrative officer not later than six
months after the date of appointment at that college.
(2) In computing consecutive years of service for the purpose of appointment or reappointment
of professional employees, periods of leave of absence at full salary and periods of full-time service in
probationary and temporary appointments granted pursuant to this Title shall be included; periods of leave
of absence at partial salary or without salary and periods of part-time service shall not be included but shall
not be deemed an interruption of consecutive service for other purposes.
§ 5. Change in Professional Title.
(a) A professional employee holding a term appointment or permanent appointment in professional
title who is appointed to a different professional title at the same college, shall be given a probationary
appointment in the different professional title.
(1) A professional employee holding permanent appointment in professional title who completes
a probationary appointment in a different professional title shall be granted a permanent appointment
in the different professional title only and shall not retain the permanent appointment in the former
professional title.
12

(2) A professional employee who is serving on a term appointment in professional title and
completes a probationary appointment in a different professional title shall be granted a new term appointment
as appropriate in the new professional title and shall not retain a term appointment in the former professional
title. The new term appointment shall be for a duration not less than the unexpired time of the previous
term appointment. Service in the probationary appointment shall count toward satisfaction of the
eligibility requirements for permanent appointment.
(b) At any time during the probationary appointment, the appointing authority may require the
employee to return to his or her former professional title and such action shall be accomplished as soon as
practicable.
(1) A professional employee holding a permanent appointment in a professional title and serving
a probationary appointment in a different professional title who so returns to the employee’s former
professional title resumes permanent appointment in the former professional title.
(2) A professional employee holding a term appointment in a professional title and serving a
probationary appointment in a different professional title who so returns to the employee’s former professional
title shall have service in the probationary appointment counted towards the satisfaction of the eligibility
requirements for permanent appointment except as provided herein. Should such employee so
return, he or she shall be granted a new term appointment in the employee’s former professional title and
shall not be eligible for permanent appointment in such former professional title until expiration of that term
appointment at the earliest. Notice that a term appointment in this circumstance will be allowed to expire
shall be given at the appropriate time prior to the expiration of that new term appointment.
(3) Basic annual salary protected. Upon returning to the employee’s former professional title
pursuant to this section, a professional employee shall receive his or her former basic annual salary and, in
addition, any improvements thereof which would have been earned had the employee remained in that
professional title.
Title D. Term Appointment
§ 1. Definition. Except as provided in Section 6 of this Title, a term appointment shall be an appointment
for a specified period of not more than three years which shall automatically expire at the end of that
period unless terminated earlier because of resignation, retirement or termination.
§ 2. Eligibility.
(a) A term appointment may be given to any person appointed to or serving in a position designated
as being in the Professional Services Negotiating Unit.
(b) Part-time service.
(1) Further employment at any college of an individual who has been employed at that college
on a part-time basis for six consecutive semesters in a position designated as being in the Professional
Services Negotiating Unit shall be on the basis of a term appointment. In computing consecutive semesters
of part-time service for the purposes of appointment or reappointment under this subdivision, periods of
leave of absence at partial salary or without salary shall not be included, but shall not be deemed an interruption
of otherwise consecutive service. An individual who has been granted term appointment but for
whom classroom enrollment is inadequate shall have no entitlement to salary, benefits, or any other rights
or privileges.
(2) In the event the service of such an individual is interrupted for a period of four consecutive
semesters or more, the chief administrative officer of the college may grant the employee any type of
appointment as in the chief administrative officer’s judgment is appropriate.
13

§ 3. Method of Appointment. All term appointments shall be made by the chief administrative officer
of the college and shall be reported to the Chancellor.
§ 4. Renewal of Term. Except as provided in this Article, term appointments may be renewed by the
chief administrative officer of the college for successive periods of not more than three years each; such
renewals shall be reported to the Chancellor. No term appointment, of itself, shall be deemed to create any
manner of legal right, interest or expectancy in any other appointment or renewal.
§ 5. Notice. In the event a term appointment is not to be renewed upon expiration, the chief administrative
officer or the chief administrative officer’s representative will notify the appointee in writing not less than:
(a) Forty-five calendar days prior to the end of a part-time service term appointment;
(b) Three months prior to the end of a term expiring at the end of an appointee’s first year of uninterrupted
service within the University, but not later than March 31 for terms ending in June, July or August;
(c) Six months prior to the end of a term expiring after the completion of one, but not more than
two, years of an appointee’s uninterrupted service within the University, but not later than December 15 for
academic year employees and mentors at Empire State College whose terms end in June, July or August;
(d) Twelve months prior to the expiration of a term after two or more years of uninterrupted service
within the University; and
(e) Six months prior to the expiration of a term for titles listed in Appendix B(1) and B(2), infra.
§ 6. Five-year Term Appointments.
(a) Five-year term appointments are appointments which may be granted only to persons who serve
in a professional title listed in Appendix A of this Article. Except for their duration, five-year term appointments
shall be subject to the same procedures for methods of appointment, renewal and notice of nonrenewal
of term appointments in accordance with the provisions of this Title.
(b) (1) A person whose initial appointment to any college of the University is to a professional title
listed in Appendix A of this article must be granted term appointments for the first three years of employment
in such title at that college. Upon completion of a total three years of consecutive service on such term
appointment basis, further appointment in such title at such college and each appointment renewal thereafter
in such title at such college shall be for a five-year term appointment.
(2) In the event such person is subsequently appointed to a professional title in which permanent
appointment may be granted, that person shall be granted a term appointment in such professional
title only and shall not retain the term appointment or the five-year term appointment, as appropriate, in the
professional title listed in Appendix A of this Article.
(c) A professional employee holding a permanent appointment or term appointment in a professional
title in which permanent appointment may be granted at the same college who is appointed to a professional
title listed in Appendix A of this Article at the same college shall be given a probationary appointment
in such title listed in Appendix A.
(1) (a) A professional employee holding permanent appointment in professional title who
completes a probationary appointment in a professional title listed in Appendix A of this Article, shall be
granted a five-year term appointment in the professional title listed in Appendix A of this Article only and
shall not retain permanent appointment in the former professional title.
14

(b) In the event such professional employee is subsequently appointed to the same former
professional title held at the college prior to appointment to a professional title listed in Appendix A of this
Article, the employee shall resume permanent appointment in such former professional title. If such subsequent
appointment is to a professional title different from such former professional title at the college or to a
different college, the employee shall be given a term appointment.
(c) In the event the five-year term appointment of such professional employee is not
renewed and, on the effective date of such nonrenewal, a vacancy exists in the same former professional
title held on the basis of permanent appointment at the college prior to appointment to a professional title
listed in Appendix A of this Article, the employee shall resume permanent appointment in such former professional
title on the effective date of nonrenewal from the five-year term appointment.
(2) (a) A professional employee holding a term appointment in professional title who completes
a probationary appointment in a professional title listed in Appendix A of this Article shall be granted
a five-year term appointment in such professional title listed in Appendix A only and shall not retain a term
appointment in the former professional title.
(b) In the event such professional employee is subsequently appointed to a professional
title in which permanent appointment may be granted, the employee shall be granted a new term appointment
in such professional title.
(d) At any time during a probationary appointment given in accordance with this section, the
appointing authority may require the professional employee to return to the employee’s former professional
title at the college and such action shall be accomplished as soon as practicable.
(1) A professional employee holding a permanent appointment in a professional title and serving
a probationary appointment in a title listed in Appendix A of this Article who so returns to the
employee’s former professional title shall resume permanent appointment in the former professional title.
(2) A professional employee holding a term appointment in a professional title in which permanent
appointment may be granted and serving a probationary appointment in a title listed in Appendix A of
this Article who so returns to his or her former professional title shall be granted a new term appointment in
such former professional title and shall not be eligible for permanent appointment in such former professional
title until expiration of that term appointment at the earliest. Notice that a term appointment in this circumstance
will be allowed to expire shall be given at the appropriate time prior to the expiration of that new
term appointment.
(e) Service Credit.
(1) Employees granted term appointments pursuant to subdivisions b (2), c (1) (b) and c(2) (b)
herein may, at the request of the professional employees in the discretion of the Chancellor, or designee, be
credited, at the time of such appointments, with all prior continuous University service up to a maximum of
four years for purposes of eligibility for permanent appointment. Waiver of all or part of this service credit
shall be granted upon request of the employee to the chief administrative officer not later than six months
after the date of such appointment.
(2) In computing consecutive years of service for the purposes of appointment or reappointment
under this section, periods of leave of absence at full salary and periods of full-time service in probationary
and temporary appointments granted pursuant to this section shall be included; periods of leave of
absence at partial salary or without salary and periods of part-time service shall not be included, but shall
not be deemed an interruption of otherwise consecutive service.
(f) The Board of Trustees may, from time to time, designate professional titles to be added to or
deleted from Appendix A.
15

(g) Athletics.
(1) Division I Campuses – Athletic Director and Staff. Full time college year, academic year and
calendar year employees in titles in Appendix B(1) of this Article shall be provided a minimum term
appointment of one year up to a maximum term appointment of five years. Term appointments for employees
in titles in Appendix B(1) of this Article shall be subject to the same procedures for methods of appointment
and renewal of term appointments in accordance with this title except as modified herein. Except in cases of
discipline or retrenchment, in the event the University elects to terminate a term appointment before the
e x p i r ation of the term, the University shall compensate the individual for up to the maximum of the time
r e m a i n i n gon the term appointment.
(2) Division I Revenue Producing Sports – Coaching Titles. Full time college year, academic year
and calendar year employees in the titles in Appendix B(2) of this Article, whose coaching and coachingrelated
duties account for 75% or more of their professional obligation, shall be provided a minimum term
appointment of one year up to a maximum term appointment of five years. Term appointments for employees
in titles in Appendix B(2) of this Article shall be subject to the same procedures for methods of appointment
and renewal of term appointments in accordance with this title except as modified herein. Except in cases of
discipline or retrenchment, in the event the University elects to terminate a term appointment before the
e x p i r ation of the term, the University shall compensate the individual for up to the maximum of the time
r e m a i n i n gon the term appointment.
(3) Division I Nonrevenue Producing Sports – Coaching Titles. Full time college year, academic
year and calendar year employees in the titles in Appendix B(3) of this Article, whose coaching and coachingrelated
duties account for 75% or more of their professional obligation, shall be provided a minimum term
appointment of one year up to a maximum term appointment of five years. Term appointments for employees
in titles in Appendix B(3) of this Article shall be subject to the same procedures for methods of appointment
and renewal of term appointments in accordance with this title except as modified herein. Except in cases of
discipline or retrenchment, in the event the University elects to terminate a term appointment before the
e x p i r ation of the term, the University shall compensate the individual for up to the maximum of the time
r e m a i n i n gon the term appointment.
(4) Division II Sports. Where an institution has declared its intention to move to the Division I level
of competition, and as a consequence is participating at the Division II level for the period of time as required
by the NCAA rules, the coaches in the affected sports shall be treated for purposes of appointment and renewal
pursuant to the rules for Division I coaches, either revenue producing or nonrevenue producing as appropriate
to the sport. In the event the institution does not move to a Division I level of competition within four years, the
coaches shall revert to the appointment, renewal and nonrenewal status applicable to Division III competition.
(5) Division III Sports . Full time college year, academic year and calendar year employees in the
titles in Appendix B(4) of this Article, whose coaching and coaching-related duties account for 75% or more of
their professional obligation, shall, for the first four years of employment in any of the titles in Appendix B(4)
of this Article, be provided a minimum term appointment of one year up to a maximum term appointment of
three years. Following the fourth year of employment, employees in titles in Appendix B(4) shall receive a minimum
term appointment of three years. Term appointments for employees in titles in Appendix B(4) of this
Article shall be subject to the same procedures for methods of appointment and renewal of term appointments
in accordance with this title except as modified herein. Except in cases of discipline or retrenchment, in the
event the University elects to terminate a term appointment before the expiration of the term, the University
shall compensate the individual for the time remaining on the term appointment.
§ 7. Service Not Credited. As defined in this Article, service in academic rank shall not be
credited as eligible service for permanent appointment. As defined in this Article, service in professional title
shall not be credited as eligible service for continuing appointment.
16

Title E. Probationary Appointment
§ 1. Definition. A probationary appointment shall be an appointment for a period of one year which
must be granted to a professional employee holding a professional title in which permanent appointment
may be granted at a college of the University when the employee is appointed to a different professional
title in which permanent appointment may be granted at the same college, or when the employee is
appointed to a professional title listed in Appendix A of this Article at the same college. A probationary
appointment may be terminated at any time in accordance with Title C, section 5, or Title D, section 6.
§ 2. Method of Appointment. Probationary appointment shall be made by the chief administrative
officer of the college; such appointment shall be reported to the Chancellor.
Title F. Temporary Appointment
§ 1. Definition. A temporary appointment shall be an appointment which may be terminated at any
time. Temporary appointments ordinarily shall be given only when service is to be part-time, consistent
with section 2 of Title D, Article XI, voluntary, or anticipated to be for a period of one year or less, or when
an employee’s initial appointment in the University is made to a position vacated by a professional
employee who is serving a probationary appointment pursuant to Title C, section 5, or Title D, section 6. A
temporary appointment is also appropriate whenever a position has been vacated by an employee on
approved leave.
§ 2. Eligibility. A temporary appointment may be given to any person appointed to or serving in a
position designated as being in the Professional Services Negotiating Unit.
§ 3. Method of Appointment. Temporary appointments shall be made by the chief administrative officer
of the college; such appointments shall be reported to the Chancellor.
Title G. Distinguished and University Professors and Distinguished Librarians
§ 1. Appointment. Appointment as Distinguished Professor, Distinguished Service Professor, Distinguished
Teaching Professor, Distinguished Librarian or University Professor may be given by action of the
Board of Trustees on recommendation of the Chancellor and shall be a continuing appointment.
Title H. Appointment Year
§ 1. Term of Obligation. The term of professional obligation, except in the case of part-time or temporary
employment where the obligation may be less, shall be one of the following as determined by the
chief administrative officer, or designee:
(a) Calendar year obligation — an annual obligation of service for the full year, i.e., 12 months; or
(b) Academic year obligation — an annual obligation of service for the academic year, not to exceed
10 months; or
(c) College year obligation — an annual obligation or service for any period less than the full year.
§ 2. Professional Obligation. The professional obligation of an employee consistent with the
employee’s academic rank or professional title, shall include teaching, research, University service and
other duties and responsibilities required of the employee during the term of the employee’s professional
obligation.
17

§ 3. Appointment Year. Unless the terms of appointment otherwise provide, the normal appointment
year shall be from September 1 to August 31, regardless of payroll mode; provided, however, that an academic
year employee may be required to commence the employee’s professional obligation at a date reasonably
prior to September 1 as may be necessitated by a college’s operating requirements.
§ 4. Other Employment. No employee may engage in other employment which interferes with the
performance of the employee’s professional obligation.
Title I. Academic Freedom
§ 1. Academic Freedom. It is the policy of the University to maintain and encourage full freedom,
within the law, of inquiry, teaching and research. In the exercise of this freedom faculty members may, without
limitation, discuss their own subject in the classroom; they may not, however, claim as their right the
privilege of discussing in their classroom controversial matter which has no relation to their subject. The
principle of academic freedom shall be accompanied by a corresponding principle of responsibility. In their
role as citizens, employee’s have the same freedoms as other citizens. However, in their extramural utterances
employees have an obligation to indicate that they are not institutional spokespersons.
§ 1. Patents and Inventions Policy.
(a) Purpose.
Title J. Patents, Inventions and Copyright Policy
(1) State University recognizes that the three primary missions of an educational institution are
teaching, research, and public service. While carrying out its research mission, State University further recognizes
that inventions of value to the public will be made by persons working in its facilities. It is the policy
of State University to encourage such inventors and inventions and to take appropriate steps to aid the
inventor and ensure that the public receives the benefit. Appropriate steps include securing research support,
identifying inventions, securing appropriate patents, marketing inventions through licensing and
other arrangements, and managing royalties and other invention-related income. These activities are undertaken
in a spirit of cooperation with governmental agencies and private industry as part of State University’s
contribution to the economic well-being of the State of New York and of the nation.
(2) In implementing its policies State University will take appropriate steps to ensure that its faculty
may freely publish the results of scholarly research pursuant to the State University Board of Trustees policy
on unrestricted disclosure of research activities as set forth in Trustees’ resolution number 66-258. In conformance
with this principle, all concerned shall cooperate so that essential rights to inventions shall not be lost.
(3) All net proceeds after payment of the inventor’s share as defined in subdivision (c), and
other appropriate costs associated with the University Technology Transfer Program, realized from the marketing
of State University inventions shall be used for the support of State University research programs.
(b) All inventions made by faculty members, employees, students, and all others utilizing University
facilities at any of the State-operated institutions of State University shall belong to State University and
should be voluntarily disclosed or shall be disclosed to State University upon request of the University. The
inventor or inventors shall make application for patents thereon as directed by State University and shall
assign such applications or any patents resulting therefrom to or as directed by State University. However,
non-university organizations and individuals who utilize University research facilities under the Trustees’
policy on cooperative use of research equipment, or policy and guidelines on use of State University facilities
by emerging technology enterprises, will retain ownership of all patentable inventions. Also, an invention
made by an individual wholly on such individual’s own time and without the use of such University
18

facilities shall belong to the individual even though it falls within the field of competence relating to the individual’s
University position. For purposes of this provision, an individual’s “own time” shall mean time other
than that devoted to normal and assigned functions in teaching, University service, direction and conduct of
research on University premises and utilizing University facilities. The term “University facilities” shall mean
any facility available to the inventor as a direct result of the inventor’s affiliation with State University, or any
facility available under the Trustees’ policy on cooperative use of research equipment, or policy on use of
facilities by emerging technology enterprises, and which would not otherwise be available to a non-State
University-affiliated individual. Where any question is raised as to ownership of an invention or patent
under these provisions, the matter shall be referred to a committee of five members to be named by the
Chancellor of State University. At least three of such members shall be members of the academic staff of the
University. Such committee shall make a careful investigation of the circumstances under which the invention
was made and shall transmit its findings and conclusions to the Chancellor for review. If the committee
determines that the invention has been made without the use of the University facilities and not in the
course of the inventor’s employment by or for the University and the Chancellor concurs in such determination,
the University will assert no claim to the invention or to any patent obtained thereon.
(c) With respect to any invention obtained by or through State University or assigned to or as
directed by it in accordance with the foregoing provisions, the University, in recognition of the meritorious
services of the inventor and in consideration of the inventor’s agreement that the invention shall belong to
the University, will make provision entitling the inventor and the inventor’s heirs or legatees to a nonassignable
share in any proceeds from the management and licensing of such invention to the extent of 40 percent
of the gross royalty paid, unless this exceeds the limits fixed by applicable regulations of the relevant sponsoring
agency, which will control in such cases. State University may make suitable arrangements with nonprofit
patent management agencies for the purpose of obtaining services and advice with respect to the
patentability of inventions, the obtaining of patents thereon and the management and licensing of inventions.
Such arrangements may provide for division of the net income from any invention after payment of
the inventor’s share between the management agency and State University.
(d) Upon recommendation of the Patents and Inventions Policy Board, the Chancellor may grant
exclusive licenses for a fixed period for the marketing of inventions, since it is recognized that in the
absence of such a condition some inventions may not reach the marketplace for the public benefit. Granting
of exclusive licenses for a fixed period may be accepted by the Chancellor as a condition for industrial sponsorship
of research programs, within guidelines recommended by the Patents and Inventions Policy Board.
(e) Grants made available to State University by or through The Research Foundation of State University
of New York shall be subject to the policy herein stated except in special instances as hereinafter provided.
Nothing in the policy herein stated shall prevent the acceptance of research grants from, or the conduct
of research for, agencies of the United States, either directly or through the Research Foundation, upon
terms and conditions under applicable provisions of Federal law or regulations which require a different
disposition of inventions or patent rights, nor shall anything herein contained prevent cooperative arrangements
with other agencies of the State of New York for research.
(f) The Chancellor, acting with the advice of the Patents and Inventions Policy Board or State University’s
designated Patent Management Agent, may determine not to file a patent application in the case of
any specific invention or continue efforts at marketing. The University’s decision shall be arrived at, in consultation
with the inventor, within a period not to exceed six months from the date of first submission of the
inventor’s properly executed statement of disclosure of invention to the University or its designee. In every
instance in which the University determines not to file a patent application or continue efforts at marketing,
or fails to elect to do so within six months from the date of submission of said disclosure statement, all of the
University’s rights to the invention shall be released to the inventor, who may then file for a patent, subject
only to those restrictions that may be required by an external sponsor, if any. In every instance in which the
19

University determines to file a patent application or continue efforts at marketing, the inventor may, at any
subsequent time, request the Patents and Inventions Policy Board to recommend such release. For any
invention so released to an inventor, State University, at its option, shall receive 10 percent of the net proceeds,
in recognition of the contribution of the State and people of New York to the support of the research
which resulted in said invention. For purposes of this provision, the term “net proceeds” shall mean earnings
to the inventor from the invention over and beyond reasonable costs incurred in the process of patent
application and management.
(g) In all cases, any person is entitled to request an exception or waiver to the provisions of this
patents and inventions policy. The person requesting an exception or waiver shall have the right to appear,
accompanied by representatives of the person’s choice, before the Patents and Inventions Policy Board for
consideration of the request for an exception or waiver. The Patents and Inventions Policy Board shall prepare
a report of its findings and an advisory recommendation to the Chancellor for review. The decision of
the Chancellor on the findings and recommendations of the Patents and Inventions Policy Board shall be
final.
(h) The Chancellor shall establish and appoint a Patents and Inventions Policy Board of the State
University of New York and designate the Chair thereof in accordance with the following:
(1) The Patents and Inventions Policy Board shall have no more than 10 members, and shall
include one representative of the Central Administration, two from the University Centers, one from the
Health Sciences Centers, one from another major research institution of the University, one from the Colleges
of Arts and Science, one from the Agriculture and Technology Colleges, one from The Research Foundation
of State University of New York, and two representatives from business and industry.
(2) The Patents and Inventions Policy Board shall have full powers of organization.
(3) The members of the Patents and Inventions Policy Board shall serve without extra compensation
and at the pleasure of the Chancellor. The normal term of appointment shall be for three years.
(4) The Patents and Inventions Policy Board shall meet at least once annually.
(5) The Patents and Inventions Policy Board shall advise the Chancellor in the following matters:
(a) guidelines and procedures for the implementation of these policies;
(b) exceptions to these policies in unusual circumstances;
(c) determining the extent of the University’s interest in inventions;
(d) determining whether or not to grant exclusive licenses or to commit the University to
the future granting of exclusive licenses as a condition of sponsorship for particular research projects;
(e) such other matters as the Chancellor may deem appropriate.
(6) The Patents and Inventions Policy Board shall undertake continual review of these policies
and advise the Chancellor and the Board of Trustees thereto.
(7) The Patents and Inventions Policy Board shall maintain current information concerning
patent and invention activities within the University, disseminate information to the faculty of State University
concerning such activities, and encourage general awareness of an interest concerning patents within
the University community.
(8) The Patents and Inventions Policy Board, through the Chancellor, shall report annually to
the Board of Trustees concerning its activities and recommendations during the preceding year.
§ 2. Copyright Policy. Generally the members of the staff of the University shall retain all rights to
copyright and publish written works produced by them. However, in cases where persons are employed or
20

directed within the scope of their employment to produce specific work subject to copyright the University
shall have the right to publish such work without copyright or to copyright it in its own name. The copyright
will also be subject to any contractual arrangements by the University for work in the course of which the
writing was done. Staff members will be expected not to allow the privilege to write and retain the right to
their work to interfere with their University duties. In those cases where an author desires the help of University
facilities, arrangements should be made through the administrative staff of the author’s institution in
advance with respect to the assistance which may be appropriately given and the equity of the University in
the finished work.
APPENDIX A TO Article XI
PROFESSIONAL TITLES
Assistant Vice-President for Student Affairs
Associate Dean of Students
Career Planning Officer
College Registrar
Director
Director of Policy Research
Director of Administrative Services
Director of Academic Advisement
Director of Admissions
Director of Admissions and Assessment
Director of Admissions and Enrollment
Director of Admissions and Enrollment Management
Director of Admissions and Enrollment Planning
Director of Admissions and Financial Aid
Director of Admissions and Interinstitutional Relations
Director of Admissions and Planning
Director of Admissions and Records
Director of Admissions and Student Affairs
Director of Admissions (Equality of Opportunity Program)
Director of Alumni Affairs
Director of Art Museum
Director of Athletics
Director of Career Planning
Director of Center for Contemporary Arts and Letters
Director of Center for Economic Education
Director of Chemical Laboratories
Director of College Housing
Director of Comparative Development Studies Center
Director of Continuing Education
Director of Cooperative College Center
Director of Counseling
Director of Earth and Space Sciences Lab.
Director of Education
Director of Engineering Laboratories
Director of Equality of Opportunity Program
Director of Evening and Extension Division
Director of Field Studies
Director of Financial Aid
Director of Fine Arts Center
Director of Great Lakes Laboratory
Director of Home Economics Education
Director of Instructional Resources
Director of International Education
Director of Laboratory Animal Facilities
Director of Libraries
Director of News Bureau
Director of Nursing
Director of Outdoor Education
Director of Physical Education
Director of Physical Laboratories
Director of Residential Life
Director of Speech Center
Director of Student Activities
Director of Student Union
Director of University Systems Analysis
Environmental Health Officer
M a n a g e r
Student Financial Aids Officer
Supervisor of College Nursing Services
Teaching Hospital Director of Biomedical Engineering
Teaching Hospital Director of Management Engineering
Teaching Hospital Director of Medical Radiography
Teaching Hospital Director of Pharmacy
Teaching Hospital Director of Physical Therapy
Teaching Hospital Director of Rehabilitation Therapy
Teaching Hospital Director of Respiratory Therapy
Teaching Hospital Director of Social Services
Teaching Hospital Medical Records Director
21

APPENDIX B TO Article XI
ATHLETIC TITLES
1 –Division I Campuses – Athletic Director and Staff
Division I Director of Athletics/Athletic Director
Division I Senior Associate Athletic Director
Division I Associate Athletic Director
Division I Senior Assistant Athletic Director
Division I Senior Woman Administrator
Division I Assistant Athletic Director
Division I Director of Athletic Advancement or
Development
Division I NCAACompliance Director
Division I Athletic Marketing Director
Division I Athletic University Relations Director
2 –Division I Revenue Producing Sports – Coaching Titles
Division I Head Football Coach (RP)*
Division I Head Basketball Coach (RP)
Division I Associate Head Coach (RP)
Division I Associate Coach (RP)
Division I Football Offensive Coordinator (RP)
Division I Football Defensive Coordinator (RP)
Division I Assistant Head Coach (RP)
Division I First Assistant Coach (RP)
Division I Second Assistant Coach (RP)
Division I Coach (RP)
Division I Assistant Coach (RP)
Division I Coaching Assistant (RP)
3 –Division I Nonrevenue Producing Sports – Coaching Titles
Division I Head Coach
Division I Associate Head Coach
Division I Assistant Head Coach
Division I Associate Coach
Division I First Assistant Coach
Division I Second Assistant Coach
Division I Coach
Division I Assistant Coach
Division I Coaching Assistant
4 –Division III Sports
Head Coach
Assistant Head Coach
Coach
First Assistant Coach
Associate Coach
Assistant Coach
Coaching Assistant
Division I Head Coach (Showcase Sports)
*RP indicates revenue producing sports.
Article XII
EVALUATION AND PROMOTION OF ACADEMIC
AND PROFESSIONAL EMPLOYEES
Title A. Evaluation of Academic Employees
§ 1. Policy. It is the policy of the University to evaluate academic employees.
§ 2. Purpose. The purpose of evaluation pursuant to this Title shall be the appraisal of the extent to
which each academic employee has met his or her professional obligation. Written communication of such
appraisal shall be sent to the academic employee concerned. The evaluations conducted pursuant to this
Title may be considered by the chief administrative officer of a college and the college administrative officers
in making decisions or recommendations with respect to continuing appointments, renewal of term
appointments, promotions, discretionary adjustments to basic annual salary and for any other purpose
where an academic employee’s performance may be a relevant consideration. Nothing contained herein
shall prevent the chief administrative officer from taking such action as the chief administrative officer may
deem appropriate to the operating requirements of the college.
22

§ 3. Applicability. Pursuant to this Title academic employees may be evaluated; such evaluation, if
any, is to be made by the chief administrative officer, or designee.
§ 4. Criteria. In conducting evaluations pursuant to this Title, the chief administrative officer of the
college concerned, or designee, may consider, but shall not be limited to consideration of, the following:
(a) Mastery of subject matter — as demonstrated by such things as advanced degrees, licenses,
honors, awards and reputation in the subject matter field.
(b) Effectiveness in teaching — as demonstrated by such things as judgment of colleagues, development
of teaching materials or new courses and student reaction, as determined from surveys, interviews and
classroom observation.
(c) Scholarly ability — as demonstrated by such things as success in developing and carrying out
significant research work in the subject matter field, contribution to the arts, publications and reputation
among colleagues.
(d) Effectiveness of University service — as demonstrated by such things as college and University
public service, committee work, administrative work and work with students or community in addition to
formal teacher-student relationships.
(e) Continuing growth — as demonstrated by such things as reading, research or other activities to
keep abreast of current developments in the academic employee’s fields and being able to handle successfully
increased responsibility.
Title B. Promotion of Academic Employees
§ 1. Procedure. The chief administrative officer of a college, after giving consideration to recommendations
of academic employees, including the committees, if any, of the appropriate department or professional
area and other appropriate sources in connection with promotion of a specific academic employee,
may promote, or recommend to the Chancellor for promotion, such persons as are, in the chief administrative
officer’s judgment, best qualified. Nothing contained herein shall prevent the chief administrative officer
of a college from taking such promotion action as the chief administrative officer may deem appropriate
to the operating requirements of the college.
§ 2. Criteria. Recommendations of academic employees, or their appropriate committees, or other
appropriate sources may consider, but shall not be limited to consideration of, the following:
(a) Mastery of subject matter — as demonstrated by such things as advanced degrees, licenses, honors,
awards and reputation in the subject matter field.
(b) Effectiveness in teaching — as demonstrated by such things as judgment of colleagues, development
of teaching materials or new courses and student reaction, as determined from surveys, interviews and
classroom observation.
(c) Scholarly ability — as demonstrated by such things as success in developing and carrying out
significant research work in the subject matter field, contribution to the arts, publications and reputation
among colleagues.
(d) Effectiveness of University service — as demonstrated by such things as college and University
public service, committee work, administrative work and work with students or community in addition to
formal teacher-student relationships.
(e) Continuing growth — as demonstrated by such things as reading, research or other activities to
keep abreast of current developments in the academic employee’s fields and being able to handle successfully
increased responsibility.
23

§ 3. Length of Service. Completion of a minimum period of service with the University may be a consideration
but shall not be a qualification for promotion.
Title C. Evaluation and Promotion of Professional Employees
§ 1. Policy. It is the policy of the University to evaluate on a regular basis the performance of all professional
employees and to give such employees consideration for promotion. The Chancellor or designee
shall provide for the administration of systems for evaluation and promotion of such employees.
§ 2. Definitions.
(a) “Promotion” shall mean an increase in a professional employee’s basic annual salary with a
change in title and movement to a higher salary rank, resulting from a permanent significant increase or
change in his or her duties and responsibilities as a consequence of movement from one position to another
of greater scope and complexity of function at the same or different college.
(b) “Immediate Supervisor” shall mean the person designated by the chief administrative officer for
the purpose of evaluating professional employees.
§ 3. Promotion.
(a) Professional employees may apply, and upon such application shall receive consideration, for
promotion to vacant professional employee positions in the Professional Services Negotiating Unit which
are to be filled, or for promotion in their present positions, provided, however, that nothing contained
herein shall affect or operate to invalidate any promotion or appointment nor shall anything contained
herein be construed to require promotions or appointments to vacant positions in the Professional Services
Negotiating Unit to be made from among professional employees presently employed by the University.
(b) Prior to making promotions or recommendations to the Chancellor for promotion of professional
employee, the chief administrative officer shall review the supervisory evaluation and recommendations
relating to such employees, together with the recommendations, if any, of the appropriate professional
staff committees established for such purpose.
§ 4. Evaluation.
(a) Each professional employee in the Professional Services Negotiating Unit shall have his or her
performance evaluated by the employee’s immediate supervisor formally, in writing, once each year during
the term of appointment and as changing conditions warrant, except where the employee is serving a final
year in the University following notice of nonrenewal. Such evaluation shall be based on a performance
program determined by the immediate supervisor after consultation with the employee, a copy of which
shall be given to the employee.
(b) Performance shall be characterized, in summary, as either satisfactory or unsatisfactory. A professional
employee whose performance is characterized as “unsatisfactory ” in a written report resulting
from a formal evaluation may seek review of such report by the appropriate professional staff committee
established for such purpose.
§ 5. Criteria. As they relate to the duties, responsibilities and objectives of the position in which a
professional employee is being evaluated or for which such employee is being considered for promotion,
the following criteria may include but not be limited to:
(a) Effectiveness in performance — as demonstrated, for example, by success in carrying out
assigned duties and responsibilities, efficiency, productivity, and relationship with colleagues.
(b) Mastery of specialization — as demonstrated, for example, by degrees, licenses, honors, awards,
and reputation in professional field.
24

(c) Professional ability — as demonstrated, for example, by invention or innovation in professional,
scientific, administrative, or technical areas; i.e., development or refinement of programs, methods, procedures,
or apparatus.
(d) Effectiveness in University service — as demonstrated, for example, by such things as college
and University public service, committee work, and involvement in college or University related student or
community activities.
(e) Continuing growth — as demonstrated, for example, by continuing education, participation in
professional organizations, enrollment in training programs, research, improved job performance and
increased duties and responsibilities.
§ 6. Action by Chief Administrative Officer. Notwithstanding anything contained herein the chief
administrative officer of a college may promote or recommend for promotion directly to the Chancellor, or
designee, any professional employee in the Professional Services Negotiating Unit at the chief administrative
officer’s college.
Article XIII
LEAVE OF ABSENCE FOR EMPLOYEES IN
THE PROFESSIONAL SERVICE
§ 1. Definitions. Whenever used in this Article:
(a) The term “calendar year employee” shall mean any employee having a 12-month professional
obligation.
(b) The term “academic year employee ” shall mean any academic employee having an academic
year professional obligation.
(c) The term “college year employee” shall mean any professional employee, or any academic
employee holding a librarian title, having an annual professional obligation of less than 12 months, except
an academic employee holding a librarian title having an academic year professional obligation.
§ 1. Accrual of Vacation Leave.
Title A. Vacation Leave:
Calendar Year Employees and College Year Employees
(a) Employees not in the Professional Services Negotiating Unit.
(1) Full-time calendar year and college year employees shall be eligible to accrue credits for
vacation leave at the rate of one and three-quarter days a month for each month or major fraction thereof
during the term of their professional obligation. Part-time calendar year and college year employees shall be
eligible to accrue credits on a pro rata basis. On January 2nd of each year, one vacation day shall be added
to the accrual balance of all employees eligible to accrue vacation leave.
(2) To accrue credits for vacation leave during each month, eligible full-time employees must
be in full-pay status for such month, or major fraction thereof; eligible part-time employees must be in pay
status consistent with their part-time service for such month, or major fraction thereof.
25

(b) Employees in the Professional Services Negotiating Unit.
(1) Employees hired prior to July 1, 1982:
(a) Full-time calendar year and college year employees shall be eligible to accrue credits
for vacation leave at the rate of one and three-quarters days a month for each month or major fraction
thereof during the term of their professional obligation. On January 2nd of each year of the Agreement, one
vacation day shall be added to the accrual balance of all employees eligible to accrue vacation leave.
(b) To accrue credits for vacation leave during each month, eligible full-time employees
must be in full-pay status for such month, or major fraction thereof.
(2) Employees hired on or after July 1, 1982:
(a) Commencing December 1, 1982, calendar year and college year employees who serve
on a full-time basis and are appointed effective on or after July 1, 1982, shall be eligible to accrue credits for
vacation leave for each month or major fraction thereof during the term of their professional obligation
according to the following schedule. On January 2nd of each year of the Agreement, one vacation day shall
be added to the accrual balance of all employees eligible to accrue vacation leave.
Years of Service Vacation Leave Accrual Rate
0-1 1 1 / 4 days per month (15 days)
2 1 1 / 3 days per month (16 days)
3, 4, 5 1 1 / 2 days per month (18 days)
6 1 2 / 3 days per month (20 days)
7 1 3 / 4 days per month (21 days)
(b) To accrue credits for vacation leave during each month, eligible full-time employees
must be in full-pay status for such month, or major fraction thereof.
(c) Part-time calendar year and college year employees shall be eligible to accrue credits
for vacation leave as follows:
(1) Academic Employees
who teach:
Receive:
1 course 1/ 4 day per month
2 courses 1/ 2 day per month
3 courses 1 day per month
(2) Effective July 2, 1999
Professional Employees
who earn:
Receive:
Up to $9,104
1/ 4 day per month
$ 9,105 to $13,657 1/ 2 day per month
$13,658 to $18,210 1 day per month
$18,211 or higher 1 1 / 4 days per month
Effective January 1, 2000
Professional Employees
who earn:
Receive:
Up to $9,377
1/ 4 day per month
$ 9,378 to $14,067 1/ 2 day per month
$14,068 to $18,756 1 day per month
$18,757 or higher 1 1 / 4 days per month
26

Effective July 1, 2000
Professional Employees
who earn:
Receive:
Up to $9,658
1/ 4 day per month
$ 9,659 to $14,489 1/ 2 day per month
$14,490 to $19,319 1 day per month
$19,320 or higher 1 1 / 4 days per month
Effective July 1, 2001
Professional Employees
who earn:
Receive:
Up to $9,996
1/ 4 day per month
$ 9,997 to $14,996 1/ 2 day per month
$14,997 to $19,995 1 day per month
$19,996 or higher 1 1 / 4 days per month
Effective July 1, 2002
Professional Employees
who earn:
Receive:
Up to $10,346
1/ 4 day per month
$10,347 to $15,521 1/ 2 day per month
$15,522 to $20,695 1 day per month
$20,696 or higher 1 1 / 4 days per month
(3) To accrue credits for vacation leave during each month eligible part-time employees
must be in pay status consistent with their part-time service for such month, or major fraction thereof.
§ 2. Maximum Accumulation.
(a) Employees not in the Professional Services Negotiating Unit. Accumulations of vacation leave
credits by members of the professional staff not in a negotiating unit established pursuant to Article 14 of the
Civil Service Law (managerial/confidential employees) may exceed 40 days within any calendar year; provided,
however, such accumulations shall not exceed 40 days as of the first day of any calendar year. In the
case of part-time employees who accrue vacation leave credits on a pro rata basis, the maximum accumulation
shall also be determined on a pro rata basis. In the event of death, retirement, resignation or other
nondisciplinary separation from University service, or change of the period of professional obligation from
calendar year or college year to academic year, an employee shall be compensated for such accumulated
and unused vacation leave credits not to exceed a maximum of 30 days, such payment to be computed on
the basis of the basic annual salary otherwise payable. In the case of death while in service, such payment
shall be made to the deceased employee’s estate or as provided pursuant to the Estates, Powers and Trusts
Law. No payment pursuant to this subdivision shall be made if the employee moves to a position in another
State agency which is covered by the attendance rules for employees in the State classified service.
(b) Employees in the Professional Services Negotiating Unit. On January 1 of each calendar year, an
employee’s accrued vacation leave credits may not exceed 40 days. An employee’s total vacation leave
credits may exceed 40 days during the calendar year but the employee must use the amount over 40 days or
forfeit it on the last day of the calendar year. In the event of death, retirement, resignation or other nondisciplinary
separation from University service, or change of the period of professional obligation from calendar
year or college year to academic year, an employee shall be compensated for such accumulated and unused
vacation leave credits not to exceed a maximum of 30 days, such payment to be computed on the basis of
the basic annual salary otherwise payable. In the case of death while in service, such payment shall be made
27

to the deceased employee’s estate or as provided pursuant to the Estates, Powers and Trusts Law. No payment
pursuant to this subdivision shall be made if the employee moves to a position in another State Agency
which is covered by the attendance rules for employees in the State classified service.
§ 3. Authorization for Use. Vacation shall be taken at such times as shall be approved by the chief
administrative officer. Where the chief administrative officer, or designee, denies an employee’s request for
vacation the employee, upon request, shall be given the reasons for such denial in writing.
§ 4. Charges. When an employee is on vacation, the employee shall not be required to charge vacation
leave for any day upon which the employee would not have been required to be available to work had
the employee not been on vacation.
Title B. Vacation Leave: Academic Year Employees
§ 1. Accrual of Vacation Credit. Academic year employees shall not accrue credit for vacation leave
and shall not be granted any such leave.
§ 1. Accrual.
Title C. Sick Leave
(a) Employees not in the Professional Services Negotiating Unit. Full-time employees shall be eligible
to accrue credits for sick leave at the rate of one and three-quarter days a month for each month, or major
fraction thereof, during the term of their professional obligation. Part-time employees shall be eligible to
accrue such credits on a pro rata basis. To accrue credit for sick leave during each month, full-time employees
must be in full pay status for such month or major fraction thereof; eligible part-time employees must be
in pay status consistent with their part-time service for such month or fraction thereof.
(b) Employees in the Professional Services Negotiating Unit.
(1) Employees hired prior to July 1, 1982. Full-time employees shall be eligible to accrue credits
for sick leave at the rate of one and three-quarters days a month for each month, or major fraction thereof,
during the term of their professional obligation. To accrue credit for sick leave during each month, full-time
employees must be in full-pay status for such month or major fraction thereof.
(2) Employees hired on or after July 1, 1982. Commencing December 1, 1982 employees who
serve on a full-time basis and are appointed effective on or after July 1, 1982, shall be eligible to accrue credits
for sick leave for each month, or major fraction thereof, during the term of their professional obligation as
follows:
Years of Service
Sick Leave Accrual Rate
0-1 1 1 / 4 days per month (15 days)
2 1 1 / 3 days per month (16 days)
3, 4, 5 1 1 / 2 days per month (18 days)
6 1 2 / 3 days per month (20 days)
7 1 3 / 4 days per month (21 days)
(3) To accrue credits for sick leave during each month, full-time employees must be in full-pay
status for such month or major fraction thereof.
(4) Part-time academic year, calendar year and college year employees shall be eligible to
accrue credits for sick leave as follows:
28

(a) Academic Employees
who teach:
Receive:
1 course 1/ 4 day per month
2 courses 1/ 2 day per month
3 courses 1 day per month
(b) Effective July 2, 1999
Professional Employees
who earn:
Receive:
Up to $9,104
1/ 4 day per month
$ 9,105 to $13,657 1/ 2 day per month
$13,658 to $18,210 1 day per month
$18,211 or higher 1 1 / 4 days per month
Effective January 1, 2000
Professional Employees
who earn:
Receive:
Up to $9,377
1/ 4 day per month
$ 9,378 to $14,067 1/ 2 day per month
$14,068 to $18,756 1 day per month
$18,757 or higher 1 1 / 4 days per month
Effective July 1, 2000
Professional Employees
who earn:
Receive:
Up to $9,658
1/ 4 day per month
$ 9,659 to $14,489 1/ 2 day per month
$14,490 to $19,319 1 day per month
$19,320 or higher 1 1 / 4 days per month
Effective July 1, 2001
Professional Employees
who earn:
Receive:
Up to $9,996
1/ 4 day per month
$ 9,997 to $14,996 1/ 2 day per month
$14,997 to $19,995 1 day per month
$19,996 or higher 1 1 / 4 days per month
Effective July 1, 2002
Professional Employees
who earn:
Receive:
Up to $10,346
1/ 4 day per month
$10,347 to $15,521 1/ 2 day per month
$15,522 to $20,695 1 day per month
$20,696 or higher 1 1 / 4 days per month
(c) To accrue credit for such leave during each month, eligible part-time employees must
be in pay status consistent with their part-time service for such month, or major fraction thereof.
§ 2. Other Sick Leave Credits. Upon appointment to a position in the unclassified service, an
employee shall be credited with any sick leave credits accrued pursuant to the Attendance Rules for the classified
service.
29

§ 3. Maximum Accumulation. Accumulation of sick leave credits pursuant to sections 1 and 2 of this
Title shall not exceed 200 days; provided, however, in the case of part-time employees who accrue sick
leave on a pro rata basis, the maximum accumulation shall also be determined on a pro rata basis.
§ 4. Authorization for Use.
(a) For purposes of this section 4, “temporary disability” shall be defined as any temporary mental or
physical impairment of health, including such an impairment resulting from pregnancy, which disables an
employee from the full performance of duty.
(b) The chief administrative officer shall permit employees who are unable to perform their duties
because of claimed temporary disability to use any and all sick leave credits which they have accumulated
pursuant to sections 1 and 2 of this Title.
(c) The chief administrative officer may at any time require an employee to furnish suitable medical
evidence from the employee’s physician to substantiate a claimed temporary disability. In the absence of
such suitable medical evidence, the chief administrative officer may require an employee to be examined
by a physician selected by the college at its expense. In the event medical evidence does not substantiate a
claimed temporary disability, use of sick leave credits shall be disallowed and the employee shall be placed
on leave without pay.
(d) Subject to prior approval of the chief administrative officer, an employee shall be allowed to use
up to a maximum of fifteen days of sick leave from July 2 of each year to July 1 of the succeeding year accumulated
pursuant to sections 1 and 2 of this Title for absences from work necessitated by a death or illness in
the employee’s immediate family. The chief administrative officer’s approval of requests for sick leave for
purposes described in this paragraph shall not be unreasonably withheld.
(e) The chief administrative officer may require an employee who has been absent due to a temporary
disability, prior to and as a condition of return to work, to be examined, at the expense of the College,
by a physician selected by the College, to establish that the employee is no longer disabled and that a return
to work will not jeopardize the health of other employees. Such examination may not be regularly required.
(f) Subject to prior approval of the chief administrative officer, an employee certified as visually
handicapped by the New York State Commission for the Blind and Visually Handicapped shall be allowed
to use, up to a maximum of 26 days in any one calendar year, sick leave accumulated pursuant to sections 1
and 2 of this Title for the purpose of obtaining a guide dog and required training related thereto. Upon written
request, the chief administrative officer also may, in the chief administrative officer’s discretion, advance up
to 26 days of sick leave for the purposes described in this paragraph to such certified employee who has
exhausted accumulated leave credits, provided the cumulative total of sick leave credits charged and/or
advanced for this purpose does not exceed 26 days in any one calendar year. Such advanced sick leave
credits shall be repaid, as soon as practicable after the employee’s return to duty, from subsequent accumulations
of time credits. The outstanding unrepaid sick leave credits advanced to an employee under the provisions
of this paragraph shall not at any time exceed a total of 26 days. The chief administrative officer’s approval
of requests for sick leave for purposes described in this paragraph shall not be unreasonably withheld.
§ 5. Additional Sick Leave.
(a) The chief administrative officer may grant an employee sick leave in addition to that provided by
sections 1 and 2 of this Title. Such additional sick leave may be at full salary, or such part thereof as the chief
administrative officer may determine, or without salary. Additional sick leave at full or partial salary,
together with use of any sick leave provided by sections 1 and 2 of this Title, shall not exceed a total of six
calendar months. Additional sick leave without salary shall not exceed one calendar year. Additional sick
leave at full or partial salary pursuant to this paragraph shall not be approved until all sick leave credits accumulated
pursuant to sections 1 and 2 of this Title have been exhausted.
30

(b) The Chancellor, after receiving the recommendation of the chief administrative officer, may
grant an employee sick leave in addition to that provided by paragraph (a) of this section. Such additional
sick leave may be at full salary or such part thereof as the Chancellor may determine, or without salary.
(c) Prior to being granted additional sick leave provided by this section an employee may be
required to furnish such medical evidence from the employee’s physician as may be requested or submit to
medical examination by a physician selected by the college or University at its expense.
§ 6. Charges. When an employee is on sick leave, the employee shall not be required to charge sick
leave credit for any day upon which the employee would not have been required to be available to work
had the employee not been on sick leave.
§ 1. Holiday Leave.
Title D. Holiday Leave
(a) A calendar year or college year employee shall be eligible to observe the following days prescribed
by law as holidays: New Year’s Day, Martin Luther King Day, Lincoln’s Birthday, Washington’s
Birthday, Memorial Day, Independence Day, Labor Day, Columbus Day, Election Day, Veterans Day,
Thanksgiving Day and Christmas Day. The college chief administrative officer may designate two holidays
as floating holidays in lieu of the holidays set forth above. The college chief administrative officer may designate
an alternate date on which one of the holidays is to be observed. If a second holiday is designated the
employee may select a date on which to observe the second holiday, with the approval of the employee’s
supervisor and consistent with the operating needs of the campus. The employee must observe such second
holiday before the beginning of the next academic year. The college chief administrative officer’s designation
shall be announced following consultation with the certified representative of employees in the professional
service in September of the academic year.
(b) An employee who is eligible to observe holidays shall be granted a compensatory day off when
any holiday specified in subdivision (a) of this section falls on a Saturday, a Sunday, or a pass day.
(c) An employee who is eligible to observe holidays who is required to work on a holiday shall be
granted a compensatory day off. An employee who is eligible to observe Thanksgiving or Christmas, and
who is required to work on such holiday, shall be granted one and one-half compensatory days off.
(d) Compensatory days off shall be scheduled at times mutually convenient to the employee and the
University and used within one year of accrual or forfeited.
Title E. Sabbatical Leave
§ 1. Policy. Sabbatical leaves for professional development may be made available to members of the
professional staff who meet the requirements set forth below. The objective of such leave is to increase an
employee’s value to the University and thereby improve and enrich its program. Such leave shall not be
regarded as a reward for service nor as a vacation or rest period occurring automatically at stated intervals.
§ 2. Purpose. Sabbatical leaves shall be granted for planned travel, study, formal education, research,
writing or other experience of professional value.
§ 3. Eligibility. Academic employees having continuing appointments and college administrative
officers not in a negotiating unit established pursuant to Article XIV of the Civil Service Law who have completed
at least six consecutive years of service within the University or who, if they previously have had a
sabbatical leave, have completed at least six consecutive years of service within the University from the date
of return from their last sabbatical leave, shall be eligible for sabbatical leave. In computing consecutive
31

years of service for the purpose of this section, periods of vacation leave and periods of sick leave with
salary shall be included; periods of leaves of absences, other than vacation and sick leave with salary, and
periods of part-time service shall not be included but shall not be deemed an interruption of otherwise consecutive
service.
§ 4. Terms and Conditions. Sabbatical leaves may be granted for periods of one year at rates not to
exceed one-half basic annual salary or for periods of one-half year at rates not to exceed full basic annual
salary. Eligible employees on sabbatical leave may, with the prior approval of the chief administrative
officer, accept fellowships, grants-in-aid, or earned income to assist in accomplishing the purposes of their
leaves. In such cases, the chief administrative officer may adjust the sabbatical leave salaries to reflect such
income, either prior to or during the periods of such leaves, provided, however, that in no case shall sabbatical
leave salary be reduced if total earnings are less than full salary.
§ 5. Applications. Applications for sabbatical leaves shall be submitted to the chief administrative
officer as far in advance as possible of the requested effective date of the leave, but in no event later than six
months in advance of such date unless such requirement is expressly waived by the chief administrative
officer. Each application shall include a statement outlining the program to be followed while on sabbatical
leave, indicating any prospective income, stating that the applicant will continue as a member of the professional
staff for a minimum of one year upon return and stating that upon return the applicant will submit to
the chief administrative officer a detailed report of professional activities and accomplishments while on
sabbatical leave.
§ 6. Approval. Consistent with provisions of section 4 of this Title, the chief administrative officer may
approve such sabbatical leave as he or she deems appropriate and such leave shall be reported to the Chancellor.
§ 7. Leave Credits. Vacation leave and sick leave credits shall not be accrued or used during sabbatical
leave.
§ 1. Approval.
Title F. Other Leaves
(a) Other Leaves for Academic Employees. The chief administrative officer may recommend to the
Chancellor other leaves of absence for employees at full salary or reduced salary, or may grant employees
leaves of absence without salary, for the purpose of professional development, acceptance of assignments
of limited duration with other universities and colleges, governmental agencies, foreign nations, private
foundations, corporations and similar agencies, as a faculty member, expert, consultant or in a similar
capacity, or for other appropriate purposes consistent with the needs and interests of the University. Leave
of absence without salary may also be granted under appropriate circumstances, for the purpose of child
care. Leaves of absence at full or reduced salary pursuant to provisions of this section shall be subject to the
approval of the Chancellor, and such leaves granted shall be reported to the Board of Trustees.
(b) Leaves of Absence for Professional Employees and Other Professional Staff. The chief administrative
officer may recommend to the Chancellor other leaves of absence for employees at full salary or
reduced salary, or may grant employees leaves of absence without salary, for the purpose of professional
development, acceptance of assignments of limited duration with other universities and colleges, governmental
agencies, foreign nations, private foundations, corporations and similar agencies, as a faculty member,
expert, consultant or in a similar capacity, or for other appropriate purposes consistent with the needs
and interests of the University. Leave of absence without salary may also be granted under appropriate circumstances,
for the purpose of child care. Leaves of absence at full or reduced salary pursuant to provisions
of this section shall be subject to the approval of the Chancellor, and such leaves granted shall be reported
to the Board of Trustees.
32

§ 2. Application. Applications for such leaves of absence shall be made to the chief administrative
officer. Each such application shall include a statement of the purpose for which the leave is requested, its
anticipated duration and its values to the applicant and the University.
§ 3. Leave Credits. Vacation leave and sick leave credits shall not be accrued or used during a period
of leave pursuant to provisions of this section.
§ 1. Disability Leave.
Title G. Disability Leave
(a) Upon being discontinued from service in accordance with provisions of the State University
Group Disability Insurance Program, an employee shall be granted a leave without pay for disability and
shall be continued on such leave without pay until the disability ceases, the employee reaches age sixtyfive,
or death, whichever event occurs first. Notwithstanding the foregoing, after five calendar years on such
leave, an employee shall not have any right or entitlement to be restored to regular employment status. For
purposes of the State University Group Disability Insurance Program, the chief administrative officer may
require an employee to be examined by a physician selected by the college at its expense. Determination
that a disability exists may be made by the chief administrative officer upon the advice of the college’s examining
physician. Notwithstanding the failure of an employee to cooperate with the college’s examining physician,
a determination that a disability exists may be made by the chief administrative officer upon advice of the
college’s examining physician that there are reasonable grounds to assume that a disability benefit would be
payable in accordance with the State University Group Disability Insurance Program. If the chief administrative
officer determines, in accordance with the provisions of this section, that a disability exists, the
employee must apply for disability benefits under the State University Group Disability Insurance Program.
In the event the employee does not apply for disability benefits, the employee shall be placed on d i s a b i l i t y
leave without pay. If, upon a finding that an employee is not disabled, the disability insurance carrierd i s a p-
proves an employee’s application for benefits, the employee shall be restored to regular employment status.
(b) Discontinuation from Service of Employees not Covered by the State University Group Disability
Insurance Program. Upon being discontinued from service as a result of a disability which prevents performance
of the employee’s duties, an employee shall be granted a leave without pay until the disability
ceases, the employee reaches age 65, or death, whichever event occurs first. Notwithstanding the foregoing,
after five calendar years on such leave, an employee shall not have any right or entitlement to be restored to
regular employment status. For purposes of determining the existence of such a disability, the chief administrative
officer may require an employee to be examined by a physician selected by the college at its
expense. Determination that a disability exists may be made by the chief administrative officer upon the
advice of the college’s examining physician. Notwithstanding the failure of an employee to cooperate with
the college’s examining physician, a determination that a disability exists may be made by the chief administrative
officer upon advice of the college’s examining physician that there are reasonable grounds to assume
that a disability exists which would prevent an employee from performing the employee’s duties. If the
chief administrative officer determines, in accordance with the provisions of this section, that such a disability
exists, the employee shall be placed on a disability leave without pay. Where appropriate, the chief
administrative officer, after consulting with the college’s examining physician, may refer the employee to an
employee assistance program or to other service agencies. The employee, however, shall be permitted to
use any and all sick leave credits which have been accumulated pursuant to Title C, sections 1 and 2 of this
Article and may request additional sick leave pursuant to Title C, section 5. An employee who has been
placed on disability leave without pay pursuant to this section may subsequently request to be restored to
regular employment status. Such request must be submitted in writing to the chief administrative officer
accompanied by suitable medical evidence from the employee’s physician that the employee no longer has
33

a disability which would prevent performance of the employee’s duties. Following receipt of such submissions,
the chief administrative officer may require the employee to be examined by a physician selected by the
college at its expense prior to making a determination whether to restore the employee to regular employment
status. Upon a finding by the college’s examining physician that the employee no longer has a disability
which would prevent performance of the employee’s duties, the employee shall be restored to r e g u l a r
employment status. Upon a finding by the college’s examining physician that the employee continues to have a
disability which prevents performance of the employee’s duties, the chief administrative officer may require
the employee to be examined by a physician from the New York State Department of Civil Service Employee
Health Service at the college’s expense prior to making a determination whether to restore the employee to
regular employment status. The determination of whether to restore the employment status may be made by
the chief administrative officer upon the advice of the physician from the employee health service concerning
the existence of a disability which would prevent the employee from performing the employee’s duties.
Title H. Study Leaves for the Chancellor
and Chief Administrative Officers
§ 1. Third Year of Service. The Board of Trustees may grant the Chancellor and the chief administrative
officer of each college a two-month study leave at full salary during every third year of service subsequent
to the date of initial appointment or the date of the last leave taken pursuant to this Title. Vacation
leave accrued for the third year of service shall be credited toward the study leave. Such leave shall be for
the specific purpose of improving the administrative and academic performance of the Chancellor and of
the chief administrative officer.
§ 2. Five Years of Service. The Board of Trustees may grant the Chancellor and the chief administrative
officer of each college a one-semester study leave or equivalent at full salary at the end of a period of
five years of service subsequent to the date of initial appointment or the date of the last leave taken pursuant
to this Title. Vacation leave accrued during the fifth year of service shall be credited toward the study leave.
Such leave shall be for the specific purpose of improving the administrative and academic performance of
the Chancellor and of the chief administrative officer.
Title I. Attendance Records
§ 1. Attendance Records. Employees shall be required to certify their presence and record any
absences on forms to be provided by the State. Employees shall also be required to record on such forms
any charges to or accruals of vacation or sick leave credits. Such forms shall be submitted to the chief administrative
officer, or designee, for review on a monthly basis.
§ 1. Unauthorized Absence.
Title J. Other Absences
(a) Any employee absent from work without authorization shall be placed on leave without pay. In
the event an employee’s unauthorized absence continues for ten consecutive work days and the employee
has not provided a written explanation for such absence to the chief administrative officer by the close of
business of the tenth workday following the commencement of such unauthorized absence, the employee’s
leave without pay status shall continue for the remainder of the semester in effect on the tenth consecutive
workday of absence where the College has hired a replacement for the employee.
(b) If the unauthorized absence without written explanation continues for a total of 30 consecutive
workdays the employee shall be deemed to have resigned.
34

(c) If, prior to being deemed to have resigned, an employee provides suitable medical evidence in
accordance with Title C, section 4, subdivision (c) of this Article which substantiates a claim of temporary
disability, the employee may be placed on sick leave. Any sick leave under this subdivision shall commence
upon substantiation of a claim of temporary disability by suitable medical evidence.
§ 2. Absence: Extraordinary Circumstances. An employee who has reported for work and, because
of extraordinary circumstances beyond the employee’s control, for example, extreme weather conditions or
physical plant breakdown, is directed by the chief administrative officer, or designee, to leave work, shall not be
required to charge such directed absence during such day against leave accruals. Any such release of
employees shall not create any right to equivalent time off by employees who are not directed to leave work.
Title K. Limitations
§ 1. Term Appointments. Nothing contained herein shall be deemed to extend the term of appointment
of employees, and all leaves of absence shall, in any event, terminate upon the expiration of such
appointment.
Article XIV
TERMINATIONS OF SERVICE
Title A. Termination at Will
§ 1. Temporary Appointments. The services of academic and professional employees having temporary
appointments may be terminated at will by the chief administrative officer of the college concerned, notwithstanding
any other provision of this Article XIV. There shall be no right of appeal from such a termination.
Title B. Automatic Termination
§ 1. Term Appointments. The services of academic and professional employees having term appointments
shall cease automatically at the end of their specified terms. There shall be no right of appeal from a
nonrenewal of a term appointment.
Title C. Termination for Age or for Physical or Mental Incapacity
§ 1. Retirement. The services of academic and professional employees may be terminated at any time
for age or for physical or mental incapacity in accordance with Article XV, Title D, of these Policies.
Article XV
RETIREMENT
Title A. Membership in Retirement Systems
§ 1.Requirement. Members of the professional staff, other than persons having temporary appointments,
shall, if eligible, become members of either the New York State Employees Retirement System or the
New York State Teachers Retirement System, or shall elect the Optional Retirement Program.
35

Title B. Voluntary Retirement
§ 1. Notice. Members of the professional staff who wish to retire under the provisions of the retirement
systems of which they are members shall, prior to applying for such retirement, notify and consult
with the chief administrative officer of the college concerned with respect to the effective date of such retirement.
Title C. Retirement for Physical or Mental Incapacity
§ 1. Policy. Professional staff employees may be retired and their services terminated by the Board of
Trustees, after receipt of the recommendation of the Chancellor and upon medical advice, for mental or
physical incapacity which prevents such persons from adequately performing their duties.
Title D. Privileges After Retirement
§ 1. Emeritus Status. Members of the University faculty who retire in good standing, in accordance
with the provisions of Title B or C of this Article shall be entitled to append the term “Emeritus” to the title of
their academic or administrative post after the time of retirement.
§ 2. Privileges. Emeritus rank shall carry with it such of the following privileges which, in the judgment
of the chief administrative officer, are feasible: use of library and study facilities, use of office and laboratory
space, eligibility for research grants, and representation of the University in professional groups.
Article XVI
PLAN FOR THE MANAGEMENT OF
CLINICAL PRACTICE INCOME
§ 1. Policy. It is the policy of the University that each school of medicine and dentistry and the College
of Optometry shall have a plan for the management of clinical practice income that is consistent with
the requirements set forth in this Article.
§ 2. Development of Plan. The Chancellor shall take all necessary steps to develop and implement
plans for the management of clinical practice income consistent with this Article and with the provisions of
the applicable collective bargaining agreement. Nothing contained in the plan shall allow actions to be
taken by the individual plan members or any governing board which are inconsistent with the educational
mission of the college.
§ 3. Implementation of Plan. Any plan which is determined pursuant to such a collective bargaining
agreement to be consistent with the requirements of section 4 of this Article shall be implemented by the
Chancellor as soon as the governing board of such plan is elected pursuant to section 4 (c) (2) of this Article
or convened by the Chancellor should an election not occur, or within 45 days after a determination made
pursuant to the applicable collective bargaining agreement, whichever is earlier. The Chancellor shall provide
written certification to the Director of the State Division of the Budget, the Director of the Governor’s
Office of Employee Relations, the State Comptroller and the certified representative of employees in the
Professional Services Negotiating Unit that any plan consistent with the requirements of section 4 of this
Article has been implemented.
§ 4. Plan Requirements. Any clinical practice management plan shall be consistent with the following
requirements:
36

(a) Definitions.
(1) “Chief administrative officer” shall mean the president. The president shall assure that no
actions are taken under the clinical practice plan that are inconsistent with the educational mission of the
college.
(2) “Clinical practice” shall mean the act of providing all forms of medical and health care,
including patient consultations, and the act of performing clinical investigation involving patients, for which
acts a fee for professional service is customarily charged. Clinical practice may be organized along departmental,
multidepartmental, or institutional-wide lines. Clinical practice shall be restricted to facilities of a
health sciences or medical center, school of dentistry, College of Optometry, or affiliated institution except:
(a) for unusual circumstances or consultation;
(b) during periods of vacation, in the case of calendar year employees;
(c) during the period following the completion of professional obligation, in the case of
academic year employees; and
(d) during such other times mutually agreed upon by the employee and the chief administrative
officer or designee after discussion of elements, including but not necessarily limited to institutional
objectives and the employee’s commitments as a faculty member to instruction, research, clinical service
and facility utilization.
(3) “Clinical practice income” shall mean the income from fees for professional services rendered
in connection with clinical practice, including salaries paid by affiliated institutions, but excluding
any income derived from clinical practice at facilities other than those of a health sciences or medical center,
school of dentistry, College of Optometry, or affiliated institution:
(a) during an employee’s vacation, in the case of calendar year employees;
(b) during the period following the completion of professional obligation, in the case of
academic year employees; and
(c) during such other times as may be mutually agreed upon by the employee and the
chief administrative officer or designee after discussion of elements, including but not necessarily limited to
institutional objectives and the employee’s commitments as a faculty member to instruction, research, clinical
service and facility utilization. State basic annual salary, research grants, royalties, honoraria for lectures
and income unrelated to patient care are not considered clinical practice income. The chief administrative
officer or designee may, in his or her discretion, waive from inclusion in clinical practice income salaries
paid by affiliated institutions to specific employees, if in his or her judgment it is in the best interest of the
institution; provided, however, such salaries shall be included in determining maximum allowable compensation.
(4) “Basic annual salary,” for the limited purpose of this Article, shall mean that salary which is
obtained from the direct appropriation of state monies for the purpose of paying wages which may not
exceed the maximum state salary for an employee’s academic rank.
(b) Participation in a plan for the management of clinical practice.
(1) Any employee who meets all of the following criteria must be a member of a plan for the
management of clinical practice:
(a) Serves in a position of academic or qualified academic rank in a school of medicine or
dentistry in a State University health sciences or medical center, or College of Optometry, and who is not an
intern, resident or fellow.
37

(b) Performs the professional clinical practice of medicine, dentistry, or optometry for
which a fee for professional services is customarily charged, or a salary is customarily paid.
(2) The governing board may make provision for voluntary memberships for persons not
required to participate but whose membership would be mutually beneficial.
(3) The chief administrative officer or designee, with the approval of the Chancellor, may grant
exemptions from membership to employees whose primary employment is not with the State University of
New York and who have only a limited connection with the State University.
(c) Governing Board.
(1) Management of the plan. Subject to the requirements contained in section 4 of this Article,
the day-to-day management of any plan shall rest in the governing board of the plan including, but not limited
to, authority to review accounts, transmit reports to the chief administrative officer and establish supplementary
guidelines for expending clinical practice income. For purposes of auditing and accounting, the
governing board may, where appropriate, develop procedures to preserve patient confidentiality. Minutes
of governing board meetings shall be circulated to each department and be available, at any reasonable
time, for inspection by members of the practice plan. The members of the governing board shall be
accountable to the University to implement and carry out its responsibilities set forth in this section.
(2) Composition and election. The governing board shall consist of one person from each clinical
department in the school or college to which the plan pertains, elected once a year by majority vote of
the members of such department who are required to be members of a plan for the management of clinical
practice, plus one at-large member from the basic science faculty elected by a majority vote of the members
of such faculty. Procedures for the election of the governing board, which shall provide for secret ballots
and equal voting rights for eligible voters, shall be established by the college president and the chapter president
of the certified representative of employees in the Professional Services Negotiating Unit, subject to
the approval of the Chancellor, no later than 15 days from the date a plan is received by the Chancellor for
implementation after a determination that the plan is consistent with the requirements of section 4 of this
Article. Provided, however, if an election has not been conducted 45 days following a determination that a
plan is consistent with the requirements of section 4 of this Article, the Chancellor shall convene a governing
board.
(3) Ex officio members. The chief administrative officer, or designee, and the dean shall be
nonvoting members of the governing board.
(4) Subject to the requirements contained in section 4 of this Article the governing board shall
have the power to develop and promulgate operating procedures for the orderly transaction of its functions,
including, but not limited to quorums, officers, terms of office, meetings and other items consistent with the
requirements.
(d) Accounting. Each plan shall provide for a central billing and accounting system under the control
of the governing board. The accounting system shall provide a means to record transactions respecting collection
and disbursement of clinical practice income including, but not limited to, such transactions involving
a plan member, department, school of medicine or dentistry, College of Optometry, health sciences center,
or medical center. All accounts shall be available at any reasonable time for inspection by the
Chancellor, or designee, the chief administrative officer, or designee, and representatives of the State Division
of the Budget and Department of Audit and Control. Monthly reports shall be forwarded to the Office of
the Vice-Chancellor for Finance and Business as determined by that office. The governing board shall provide
copies of the annual audit to plan members at least once each year. The governing board, or in the case
of a plan organized along departmental lines, the department, shall provide each plan member an account
of the amounts billed and collected as a result of the plan member’s clinical practice and a summary of those
38

accounts for which payment has not been received. Any professional or academic employee who is a plan
member may authorize, on his or her behalf, the duly certified employee organization representing the Professional
Services Negotiating Unit to request such information no more frequently than twice each year.
Each plan member shall be required annually to provide such data as may be necessary for the institution to
comply with the appropriate sections of the Public Health Law. Where clinical practice at an institution is
organized along departmental lines the Chancellor shall approve a departmental billing system if the Chancellor
determines it adequately complies with the above standards. In no event shall individual plan members
be permitted to bill directly for fees for professional services.
(e) Auditing. All accounts shall be audited annually by independent auditing firms chosen by the
governing boards to determine whether the operations of each plan for the management of clinical practice
have been conducted in accordance with generally accepted accounting principles, the provisions of the
plan for the management of clinical practice and supplementary guidelines for disbursement of clinical
practice income developed by a governing board.
(f) Maximum allowable compensation. At least once annually, the chief administrative officer or
designee shall provide to each employee who is required to be a member of the clinical practice plan a
statement in writing which sets forth the maximum allowable compensation which such employee may
earn from all sources, including state basic annual salary, clinical practice income as previously defined,
salary from an affiliated hospital and research grants, but excluding royalties, honoraria and income unrelated
to patient care; provided, however, that compensation from a research sponsor shall be subject to the
regulations of the sponsor. Such maximum allowable compensation shall be arrived at by the chief administrative
officer or designee after consultation with the employee, the employee’s department chairperson
and the dean, and after considering the employee’s present commitments and future goals in teaching,
patient care and research, as well as the amount of clinical practice income attributable or likely to be attributable
to the employee. With due consideration of the factors stated above, an employee’s maximum allowable
compensation shall not be unreasonably fixed at less than 250 percent of maximum state basic annual
salary for the employee’s rank when clinical practice income attributable to the employee, or available to
the employee under provisions of a plan for management of clinical practice, permits maximum allowable
compensation to be fixed at such percentage. Except as specifically provided hereafter, the maximum
allowable compensation may not exceed 250 percent of the maximum state basic annual salary for a member’s
rank. In special circumstances relating to recruitment of employees, the chief administrative officer or
designee may authorize a newly recruited employee who is required to be a member to receive more than
250 percent of the maximum salary for such member’s rank, if in the chief administrative officer’s judgment
the best interest of the institution is served, but in no event shall this authorization extend beyond the first
two years of such member’s employment. With the approval of the Chancellor, or designee, the maximum
allowable compensation of individual plan members may be increased to 275 percent of the maximum state
basic annual salary. In exceptional cases related to the retention of physicians in difficult to retain specialties,
the employee’s maximum allowable compensation may exceed 275 percent with the approval of the
Chancellor or designee. In making such recommendations, the chief administrative officer shall give due
consideration to the competition for individuals in the particular specialty as indicated by the Association of
the American Medical Colleges’ compensation data, and the hospital and other revenue generated by the
employee’s clinical activities. Such exceptions shall not exceed five percent of the total number of physicians
on a system-wide basis. The state shall pay fringe benefits only on the state basic annual salary. With
the approval of the chief administrative officer or designee, the state and the certified representative of
employees in the Professional Services Negotiating Unit, members of a clinical practice management plan at
each school may elect by majority vote an alternate compensation method in which case plan members may
be permitted to earn and retain amounts generated which exceed 200 percent of the maximum allowable
state salary for such member’s rank provided, however, that 50 percent of such amounts authorized to be
earned above the 200 percent level shall be paid into the fund in section 4 (g) (1). With the approval of the
39

Chancellor, or designee, individual members of plans which have adopted the alternate compensation
method may be permitted to earn and retain amounts which exceed 225 percent of the maximum allowable
state salary for such member’s rank provided, however, that 50 percent of such amounts authorized to be
earned above the 225 percent level shall be paid into the fund in section 4 (g) (1). If selected, the alternate
method shall be in lieu of the method of compensation first described in this subdivision. After an approved
clinical practice plan has been fully operational for a period of 12 months, the members of the plan may,
subject to the approval of the Chancellor, state and the certified representative of employees in the Professional
Services Negotiating Unit, elect by majority vote to change the method of compensation initially
selected; provided, however, the methods of compensation are limited to the two methods provided in this
subdivision.
(g) Disbursement of clinical practice income. Provisions for disbursement of clinical practice
income shall provide for the following in order of priority.
(1) Five percent of the gross clinical practice income from each plan for the management of
clinical practice shall be deposited into a fund at the school of medicine or dentistry or College of Optometry
whose plan members generated the income to be administered by the chief administrative officer, or
designee, for the benefit of the school of medicine or dentistry, or College of Optometry; provided, however,
that $60,000 of such funds, which shall be collected proportionately based on the amount of gross clinical
practice income generated by each of the plans, shall be available for University-wide health sciences
purposes.
(2) The state shall be reimbursed for the costs of clinical practice experienced by it as a consequence
of clinical practice by plan members which are regular and customary costs of a practitioner, not a
hospital, including but not limited to use of facilities, personnel, supplies and equipment. Reimbursement
to the state for the costs of clinical practice will be made pursuant to a formula established by the chief
administrative officer in consultation with the governing board of the practice plan and approved by the
Chancellor in consultation with the Governor’s Office of Employee Relations. Such funds will be deposited
into the Debt Service/State University Income Fund for transfer to the respective hospital operations IFR
accounts. Affiliate institutions may be reimbursed with the approval of the Chancellor or designee for
appropriately documented costs of clinical practice experienced by them as a consequence of clinical practice
by plan members which are regular and customary costs of a practitioner, not a hospital, including but
not limited to use of facilities, personnel, supplies and equipment.
(3) Payment of all other costs of clinical practice determined in accordance with generally
accepted accounting principles and allowable to a practitioner as a deductible cost or expense under current
federal Internal Revenue Service guidelines.
(4) Employees required to participate in a plan for the management of clinical practice may be
paid an amount from clinical practice income which, together with compensation from all other sources
(exclusive of fringe benefits), does not exceed the maximum allowable compensation arrived at in consultation
with the chief administrative officer or designee, dean, department chairperson and the employee, or
such excess amounts authorized by the chief administrative officer or designee pursuant to section (4) (f);
provided, however, that no disbursements from clinical practice income for compensation of a plan member
may be made where such income was not earned by the member unless there is specific provision for
such disbursement in the plan for the management of clinical practice.
(5) An amount (not to exceed the rate the State University contributes for retirement to TIAA-
CREF) of the cash payment made under subdivision 4 to the employee from clinical practice income may be
used to purchase an annuity; provided, however, that any portion of such cash payment on which retirement
contributions have already been made shall be excluded from the calculation to be made herein.
40

(6) Remaining clinical practice income shall remain in a school of medicine or dentistry or College
of Optometry, and shall be used for the benefit of the school of medicine or dentistry, College of
Optometry, or departments thereof, as determined by the chief administrative officer, or designee, after
consultation with the governing board.
Article XVII
STUDENT ASSEMBLY
Title A. Establishment and Purpose
§ 1. Name. There shall be a Student Assembly of State University of New York.
§ 2. Purpose. The Student Assembly shall be the official organization by which State University students
participate in University-wide governance. The Student Assembly shall provide the following:
(1) a forum for consultation and the exchange of information between State University students,
the Chancellor, and the State University of New York Board of Trustees on matters of a Universitywide
nature which affect student concerns;
(2) a procedure for electing the student member of the State University of New York Board of
Trustees; and
(3) a communications network for campus student government leaders.
The Student Assembly shall exercise such other responsibilities as the Chancellor or the State
University Board of Trustees refer to it.
Title B. Membership in the Assembly
§ 1. Membership. The Student Assembly shall consist of representatives from member institutions,
and organized student groups as hereinafter defined.
§ 2. Member Institutions. Each campus of the State University shall be a member institution according
to the following: the Graduate Division of each University Center; the Undergraduate Division of each University
Center; each of the other State-operated campuses; each Community College; New York State College
of Ceramics at Alfred University; and one from the four statutory colleges at Cornell University.
§ 3. Representatives from Member Institutions.
(a) Each member institution of the Student Assembly shall have one representative for each full-time
4,000 equivalent students or fraction thereof. For the purpose of this section, full-time equivalent students
shall be the number of full-time equivalent students in attendance at a member institution
during the fall semester of the previous calendar year, as determined by State University.
(b) The first representative of each member institution shall be that institution’s student government
president. Additional representatives from member institutions, which exceed the 4,000 FTE base enrollment,
shall be duly elected annually from among and by the students of that institution through a campuswide
election in accordance with procedures promulgated by the campus student government body. In the
case of the statutory colleges, representatives must be statutory college students elected in accordance with
procedures promulgated by the campus student government body.
41

(c) In cases where multiple student governments exist, the first representative shall be elected from
among the student government presidents according to a campus election procedure adopted by written
agreement of the campus student governments; in the absence of such an election, the president of the student
government representing the greatest number of FTE students will be the first campus representative to
the Student Assembly.
(d) Each member institution shall designate the officers next in line of succession to the student government
president. Each designee may serve as an alternate for any representative of the member institution
who is not able to attend a Student Assembly meeting.
§ 4. Organized Student Groups.
(a) Students representing constituencies traditionally underrepresented within the Student Assembly
shall have an opportunity to meet, communicate and recommend resolutions for consideration by the Student
Assembly. The opportunity for these students to voice their concerns will enable the Student Assembly
representatives to consider concerns and viewpoints that may not otherwise be introduced. In support of
this important effort, the Student Assembly shall prepare a list of “organized student groups,” consisting of
student organizations requesting “organized student group” designation which are established pursuant to
written bylaws and which have chapters of ten or more full or part-time students at ten or more campuses.
(b) After providing annual public notice and conducting an open hearing, the Student Assembly
shall select those “organized student groups” which:
(1) are likely to remain in existence for more than one academic year;
(2) represent points of view not adequately represented in the Student Assembly or the Executive
Committee; and
(3) will not be adequately represented without participation in the Student Assembly or the
Executive Committee by duly-elected representatives.
(c) Each selected organized student group shall be considered a standing committee of the Student
Assembly. As a standing committee, it will meet to discuss issues of particular interest to its members and
forward resolutions to the Student Assembly and the Executive Committee.
(d) Each organized student group will be allocated one nonvoting representative to the Student
Assembly and the Executive Committee who shall be a student. The nonvoting representative will enjoy all
the privileges accorded to representatives. Additionally, members of the organized student groups may
serve on such other committees of the Student Assembly as appropriate.
(e) A group shall not be designated an “organized student group” or be seated in the Student Assembly
if it has a policy or practice of restricting membership on the basis of race, religion, national origin, gender,
sexual orientation, disability, marital status or age.
(f) Each organized student group shall elect its representatives to the Student Assembly and the
Executive Committee from among the students elected by the campus chapters to serve on the organized
student group. The campus selection process and the organized student group representatives election
process shall be included in the Student Assembly Bylaws.
§ 5. Eligibility. A representative from a member institution or organized student group must be a student
enrolled for credit who is included in a campus FTE base and meets the campus’s requirements to
stand for election and continues to be eligible to serve on the campus student government organization.
§ 6. Representatives to Act in Person. Representatives shall act in person and not by proxy. An alternate
is not considered a proxy and has all the voting rights assigned to a representative.
42

Title C. Officers
§ 1. Officers. The officers of the Student Assembly shall be the President, Vice-President, Secretary,
and Treasurer.
§ 2. Duties. The duties of the officers shall be as follows:
(a) President. The President of the Student Assembly shall preside at all meetings of the Student
Assembly and shall exercise such other powers and duties as may be vested in the President by this Article
and the Bylaws of the Student Assembly. The President shall be an official member of all Student Assembly
committees, be responsible for a transition of officers between the time of election and June 1, and serve as
the student member of the State University of New York Board of Trustees.
(b) Vice-President. The Vice-President shall perform such duties as prescribed by the President or
the Student Assembly. In the absence of the President, the Vice-President shall perform all duties vested in
the President by this Article and the Bylaws of the Student Assembly, except serving as a member of the
State University of New York Board of Trustees. The primary role of the Vice-President is to support the
activities of the various committees of the Student Assembly.
(c) Treasurer. The Treasurer shall perform such duties as prescribed by the President or the Student
Assembly. The Treasurer is the chief fiscal officer of the Student Assembly.
( d ) Secretary. The Secretary shall perform such duties as prescribed by the President or the Student
Assembly. The Secretary is the chief communications officer of the Student Assembly.
§ 3. Election of Officers. Officers shall be elected by the members of the Student Assembly at its
annual business meeting. To stand for election and serve as an officer, an individual must be eligible to
serve as a representative, enrolled at a State University of New York campus, and be nominated by a representative.
§ 4. Terms of Office. Officers shall hold office for one year or until their successors are installed. This
one-year term shall be from June 1 of the election year to May 31 of the following year. Officers may serve
no more than two terms per each office contingent upon the person's continued eligibility to serve as a
member of the Student Assembly.
§ 5. Officer Vacancies. Vacancies shall occur in the position of Student Assembly officer upon the
death, recall by the Student Assembly, resignation, incapacity as determined by the Student Assembly, loss
of member status, loss of eligibility to serve as a representative, or loss of student status by the incumbent.
Officer vacancies may be filled for the remaining portion of the unexpired term of office through an election
at the next meeting of the Student Assembly or according to alternate Bylaw procedures.
Title D. Organization
§ 1. Meetings. The Student Assembly shall meet at least once each semester with the dates and places
to be determined by the Student Assembly. The annual business meeting must be held during the month of
April. Special meetings may be called by the Executive Committee, by the request of one-quarter of the Student
Assembly representatives, one-quarter of the member institutions, or the Chancellor; the date and
place of a special meeting shall be determined by the Executive Committee and the meeting must be held
no later than 30 days following the request to hold such a meeting.
§ 2. Agenda. The agenda for each regularly scheduled or special meeting of the Student Assembly
will be established according to procedures outlined in the Bylaws. All meetings of the Student Assembly
shall include the opportunity for the Chancellor or designee to address the membership.
43

§ 3. Meeting Notification. Notice of all regularly scheduled or special Student Assembly meetings will
be sent to all representatives, State University campus presidents, the Chancellor and other State University
offices as may be designated by the Chancellor. The notice must be sent at least 30 days in advance for regularly
scheduled meetings and seven days in advance for special meetings and must include the time, date,
and place of the meeting, an agenda of scheduled business, and other items as may be required by the Student
Assembly Bylaws.
§ 4. Executive Committee.
(a) There shall be an Executive Committee of the Student Assembly to conduct necessary business
between meetings of the Student Assembly and other matters as prescribed by this Article or the Bylaws.
The Executive Committee shall include the officers of the Student Assembly and the designated number of
representatives from the following: one representative from the University Centers (undergraduate division);
two representatives from the University Colleges; one representative from the Colleges of Technology
or the Colleges of Agriculture and Technology; one representative from the Health Science Centers; one
representative from the Specialized/Statutory Colleges; one representative from the University Centers
(graduate division); four representatives from the Community Colleges and one nonvoting student representative
from each standing committee.
(b) The members of the Executive Committee shall be elected by and from among the representatives
of the designated constituencies according to procedures outlined in the Bylaws. Each designated constituency
shall elect from among its representatives alternate(s) to serve in the absence of its representative(s)
to the Executive Committee.
(c) Meetings. Meetings of the Executive Committee are to be determined by its members with the
requirement that all meeting notices required of the Student Assembly meetings be followed except for the
time of notification which will be seven days for Executive Committee meetings. The President
of the Student Assembly shall serve as the presiding officer of the Executive Committee.
§ 5. Other Committees.
(a) The Student Assembly may establish such other standing and ad hoc committees as it deems
advisable and shall prescribe the functions of such committees. The membership of such committees is to
be determined by the Student Assembly, according to the Bylaws, and from among the students, faculty and
staff of the State University of New York. Each standing committee will be allocated one nonvoting student
representative to the Student Assembly and the Executive Committee. The nonvoting student representative
will enjoy all the privileges accorded to representatives and shall be elected by and from the members of the
standing committee.
(b) All committee reports shall be addressed to the Student Assembly. Committee reports and recommendations
shall be in writing and shall be mailed to the Student Assembly members fourteen days in
advance of the meeting at which they are to be considered by the Student Assembly.
§ 6. Quorums. A quorum for the transaction of business at any meeting of the full Student Assembly
shall consist of forty percent of the duly elected or appointed and voting representatives of that body with at
least forty percent of the community colleges and forty percent of all other member institutions in attendance.
The quorum for the transaction of business at any meeting of the Executive Committee or other duly
constituted committee of the Student Assembly shall consist of a majority of the duly elected or appointed
and voting members of such committee.
§ 7. Rules of Procedure. Procedures at the meetings of the Student Assembly, the Executive Committee
or other duly constituted committees shall be governed by Robert’s Rules of Order, except as otherwise
provided by this Article or the Bylaws.
44

§ 1. Bylaws.
Title E. Bylaws of the Student Assembly
(a) The Student Assembly shall adopt, and may amend or repeal such Bylaws as it deems advisable,
consistent with this Article, governing its activities and procedures.
(b) The adoption, amendment or repeal of such Bylaws must receive a two-thirds vote of the Student
Assembly membership.
Title F. Amendments
§ 1. Amendments. The Board of Trustees shall approve all amendments to this Article. Amendments
may be proposed by a member of the State University of New York Board of Trustees, the Student Assembly,
the Chancellor or a Board designated committee. The Student Assembly may propose amendments to
the State University of New York Board of Trustees by a majority vote of Student Assembly members present
at a Student Assembly meeting. The president shall convey the text of any proposed amendment(s) in writing
to each member at least fourteen days prior to its consideration by the Student Assembly. Amendments
proposed by the Student Assembly shall be submitted by the Chancellor to the Board of Trustees with recommendations.
Unless otherwise provided, all amendments will become effective upon approval by the
Board of Trustees.
Article XVIII
UNIVERSITY COUNCIL OF PRESIDENTS
Title A. Establishment and Purpose
§ 1. Name. There shall be a University Council of Presidents of State University of New York.
§ 2. Purpose. The Council of Presidents shall advise the Chancellor on proposed University-wide policy
and inter-campus programs. Members of the Council shall act as liaison with the other presidents of the
University, bringing their viewpoints and judgment to the attention of the Chancellor to strengthen the
development of University policy.
Title B. Membership
§ 1. Composition. The Council of Presidents shall consist of sixteen members from the following
groups of institutions within State University: two members from the University Centers; four members from
the State University Colleges; one member from either the Health Science Center at Brooklyn or the Health
Science Center at Syracuse; two members from the Contract and Specialized Colleges; two members from
the Colleges of Technology or the Colleges of Agriculture and Technology and five members from the Community
Colleges.
§ 2. Eligibility. The president and chief administrative officer of each of the institutions within the
University shall be eligible for membership in the Council of Presidents.
§ 3. Selection.
(a) Members from each group of institutions within State University shall be selected by the presidents
or chief administrative officers of the institutions within that group. Selection shall be by election or designation.
45

(b) Three members from the community colleges shall be selected every other year; two members
shall be selected on the alternate year. The member from the medical center group shall be selected biennially.
One-half the members from all other groups of institutions within State University shall be selected
annually.
§ 4. Terms. Each member of the Council of Presidents shall serve for a period of two years, at which
time a successor shall be selected.
Title C. Meetings
§ 1. Meetings. Meetings of the Council of Presidents shall be held at regular intervals as called by the
Chancellor.
Article XIX
APPLICABILITY
Title A. Applicability of Policies of the Board of Trustees
to Employees in Negotiating Units
§ 1. Applicability. The provisions of the Policies of the Board of Trustees, insofar as they apply to
employees in negotiating units established pursuant to Article 14 of the Civil Service Law, shall be continued,
provided, however, that during periods of time where there is in effect an agreement between the State
and an employee organization reached pursuant to the provisions of said Article 14, the provisions of such
agreement and the provisions of said Policies shall both be applicable. In the event the provisions of the
agreement are different from the provisions of said Policies, the provisions of the agreement shall be controlling.
46

STATE UNIVERSITY OF NEW YORK
Office of the Chancellor, State University Plaza, Albany, New York 12246
UNIVERSITY CENTERS
State University of New York at Albany
State University of New York at Binghamton
State University of New York at Buffalo 1
State University of New York at Stony Brook 1
UNIVERSITY COLLEGES
State University College at Brockport
State University College at Buffalo
State University College at Cortland
State University Empire State College
State University College at Fredonia
State University College at Geneseo
State University College at New Paltz
State University College at Old Westbury
State University College at Oneonta
State University College at Oswego
State University College at Plattsburgh
State University College at Potsdam
State University College at Purchase
HEALTH SCIENCE CENTERS
State University Health Science Center at Brooklyn
State University Health Science Center at Syracuse
COLLEGES OF TECHNOLOGY
State University College of Technology at Alfred
State University College of Technology at Canton
State University College of Agriculture and Technology at Cobleskill
State University College of Technology at Delhi
State University College of Agriculture and Technology at Morrisville
SPECIALIZED COLLEGES
State University College of Environmental Science and Forestry
State University College of Technology at Farmingdale
State University Maritime College
State University College of Optometry
State University Institute of Technology at Utica/Rome 2
STATUTORY COLLEGES 3
New York State College of Ceramics at Alfred University
New York State College of Agriculture and Life Sciences at Cornell University
New York State College of Human Ecology at Cornell University
New York State School of Industrial and Labor Relations at Cornell University
New York State College of Veterinary Medicine at Cornell University
47

COMMUNITY COLLEGES
Adirondack Community College at Glens Falls
Broome Community College at Binghamton
Cayuga County Community College at Auburn
Clinton Community College at Plattsburgh
Columbia-Greene Community College at Hudson
Corning Community College at Corning
Dutchess Community College at Poughkeepsie
Erie Community College at Williamsville, Buffalo and Orchard Park
Fashion Institute of Technology at New York City 4
Finger Lakes Community College at Canandaigua
Fulton-Montgomery Community College at Johnstown
Genesee Community College at Batavia
Herkimer County Community College at Herkimer
Hudson Valley Community College at Troy
Jamestown Community College at Jamestown
Jefferson Community College at Watertown
Mohawk Valley Community College at Utica
Monroe Community College at Rochester
Nassau Community College at Garden City
Niagara County Community College at Sanborn
North Country Community College at Saranac Lake
Onondaga Community College at Syracuse
Orange County Community College at Middletown
Rockland Community College at Suffern
Schenectady County Community College at Schenectady
Suffolk Community College at Selden, Riverhead and Brentwood
Sullivan County Community College at Loch Sheldrake
Tompkins Cortland Community College at Dryden
Ulster County Community College at Stone Ridge
Westchester Community College at Valhalla
1
The Health Science Centers at Buffalo and Stony Brook are operated under the administration of their respective University
Centers.
2
This is an upper-division institution authorized to offer baccalaureate and master’s degree programs.
3
4
These operate as “contract colleges” on the campuses of independent universities.
While authorized to offer such baccalaureate and master’s degree programs as may be approved pursuant to the provisions
of the Master Plan, in addition to the associate degree, the Fashion Institute of Technology is financed and administered
in the manner provided for community colleges.
48

STATE UNIVERSITY OF NEW YORK AT POTSDAM
SUNY POTSDAM
INSTITUTIONAL REPORT
For
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
(NCATE)
February 10, 2002

Table of Contents
I. Overview of the Institution ..............................................................................................1
Introduction to the College..........................................................................................................................1
The Mission of the College .........................................................................................................................1
Organization of the College.........................................................................................................................2
College Contributions to the Community and Notable Initiatives ..............................................................5
Introduction to the School of Education......................................................................................................5
Organization of the Education Unit.............................................................................................................6
Service Region for the SUNY Potsdam Education Unit .............................................................................9
Characteristics of the Student Body ............................................................................................................9
Undergraduate.........................................................................................................................................9
Graduate................................................................................................................................................10
Characteristics of the Faculty ....................................................................................................................12
Branch Campuses and Off-Campus Sites..................................................................................................13
Programs Offered in the Education Unit ...................................................................................................15
Highlights and Initiatives of the Teacher Education Programs.................................................................20
II. Conceptual Framework.................................................................................................23
Overview ...................................................................................................................................................23
Crane School of Music Mission Statement...........................................................................................25
SUNY Potsdam Teacher Education Conceptual Framework....................................................................25
References and Knowledge Base..........................................................................................................31
Shared Vision ............................................................................................................................................32
Coherence ..................................................................................................................................................32
Professional Commitments........................................................................................................................32
Commitment to Diversity ..........................................................................................................................32
Commitment to Technology......................................................................................................................33
Candidate Proficiencies are Aligned with Professional and State Standards............................................33
Evidence ....................................................................................................................................................33
III. NCATE 2000 Standards and Evidence ......................................................................34
Standard 1: Candidate Knowledge, Skills, and Dispositions ....................................................................34
Overview...............................................................................................................................................34
General College-wide Program Description.........................................................................................35
Program Revisions................................................................................................................................35
Content Knowledge for Teacher Candidates (Initial)...........................................................................36
Content Knowledge for Elementary Programs (Initial)........................................................................38
Content Knowledge for Secondary Programs (Initial) .........................................................................40
Content Knowledge for Music Education Program..............................................................................40
Content Knowledge (Advanced) ..........................................................................................................41
Evaluation of Content Knowledge and Skills During Student Teaching Semester..............................41
Technological Knowledge and Skills ...................................................................................................42
Pedagogical Content Knowledge (Initial).............................................................................................42
Assessment of Pedagogical Content Knowledge (Initial) ....................................................................46
Pedagogical Content Knowledge (Advanced)......................................................................................47
Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial) .......................47
Evaluation of Professional and Pedagogical Knowledge and Skills During Student Teaching Semester
..............................................................................................................................................................49
Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Advanced).................50
Dispositions ..........................................................................................................................................51
Student-Learning for Teacher Candidates ............................................................................................53

Table of Contents
Draft
Evidence................................................................................................................................................53
Standard 2: Assessment System and Unit Evaluation...............................................................................55
Assessment System...............................................................................................................................55
Current Assessment System..................................................................................................................63
Education Unit Assessment ..................................................................................................................65
Data Collection, Analysis, and Evaluation ...........................................................................................65
Use of Data for Program Improvement ................................................................................................65
Evidence................................................................................................................................................65
Standard 3: Field Experience and Clinical Practice .................................................................................67
Collaboration between Unit and School Partners.................................................................................67
Design, Implementation, and Evaluation of Field Experience and Clinical Practice (Initial ).............69
Design, Implementation, and Evaluation of Field Experience and Clinical Practice (Advanced).......71
Candidate Development and Demonstration of Knowledge, Skills, and Dispositions to Help all
Students Learn ......................................................................................................................................72
Evidence................................................................................................................................................73
Standard 4: Diversity.................................................................................................................................74
Overview...............................................................................................................................................74
SUNY Potsdam Education Unit Diversity Plan ...................................................................................74
Design, Implementation, and Evaluation of Curriculum and Experiences...........................................77
Experiences Working with Diverse Faculty .........................................................................................80
Experiences working with Diverse Candidates: ...................................................................................81
Experiences Working with Diverse Students in P-12 Schools.............................................................83
Evidence................................................................................................................................................84
Standard 5: Faculty, Qualifications, Performance, and Development.......................................................85
Qualified Faculty ..................................................................................................................................85
Modeling Best Professional Practices in Teaching...............................................................................86
Modeling Best Professional Practices in Scholarship...........................................................................86
Modeling Best Professional Practices in Service .................................................................................87
Collaboration ........................................................................................................................................87
Unit Evaluation of Professional Education Faculty Performance ........................................................88
Unit Facilitation of Professional Development ....................................................................................89
Evidence................................................................................................................................................91
Standard 6: Unit Governance and Resources ............................................................................................92
Unit Leadership and Authority .............................................................................................................92
Unit Budget...........................................................................................................................................95
Unit Personnel.......................................................................................................................................96
Unit Facilities and Resources, including Technology ..........................................................................98
Evidence..............................................................................................................................................100
ii

I. OVERVIEW OF THE INSTITUTION
Introduction to the College
The State University of New York (SUNY) College at Potsdam was founded in 1816 as
St. Lawrence Academy. The Academy became a Normal School in 1868 and joined the
SUNY system in 1948. Today, SUNY Potsdam is a comprehensive four-year college
with over 4,200 students, committed to its historic mission of providing programs in
liberal arts, music performance and education, and teacher preparation at both the
undergraduate and graduate levels. About 55% of the College’s students come from the
North Country of New York State—a region comprised of the Adirondack Mountains,
the St. Lawrence River Valley, and the Mohawk Nation of Akwesasne. Over 95% of the
College's students are New York State residents. Approximately half of the
undergraduate cohort resides on campus.
SUNY Potsdam has several distinctive characteristics. It is located in rural Northern New
York, about thirty minutes from the Canadian border. The College has SUNY’s oldest
teacher education program and is its oldest institution. In addition, SUNY Potsdam is
nationally known for the Crane School of Music—the oldest and largest undergraduate
music education program in the United States; the quality of its mathematics program; a
long tradition of innovative, interdisciplinary academic programs; and its special
emphasis on community outreach and regional service. SUNY Potsdam is primarily a
teaching rather than a research institution, although academic faculty members are
expected to engage in scholarly activity. Research involving students as partners is
especially valued. Recently, the College has committed itself to encouraging and
supporting the engagement of faculty members in the “scholarship of teaching” as
defined by Ernest Boyer.
The Mission of the College
The College is charged with the responsibility of providing educational opportunities to
those who can benefit from them. Access to its programs and services is granted with due
regard to the policies of the SUNY Board of Trustees on non-discrimination and
affirmative action. Admission to the College’s degree programs is awarded on the basis
of selective criteria relating to the academic performance and potential of applicants.
Committed to the tradition of liberal education, the College offers -- primarily in a
residential setting -- excellent instructional programs in general education and selected
liberal arts disciplines through the School of Arts and Sciences; professional preparation
of elementary and secondary school teachers nurtured through partnerships with North
Country school districts through the School of Education; and music education,
performance, composition and musical studies through the Crane School of Music.
Mindful of its role as a guardian of our cultural heritage, a transmitter of knowledge, a
servant and critic of society, and a creator of new knowledge, the College affirms its
purposes to be the following:
1

1. To serve the people of New York and beyond by offering, through appropriate means
and methods, excellent baccalaureate, master’s and continuing education opportunities in
the arts and sciences and selected professional disciplines;
2. To create a student-centered academic culture which encourages innovative
approaches to teaching and learning, provides resources to support pedagogical
innovation, and evaluates the effectiveness of teaching and learning;
3. To promote an environment for students of all ages in which their participation in
academic, professional, cultural, social, athletic and other activities may be most
beneficial and foster their education as individuals and members of society;
4. To strengthen among members of the campus community an understanding and
sensitive awareness of cultural diversity and global connections and to contribute that
understanding and awareness to the larger community;
5. To contribute to the improvement of teaching and the expansion of knowledge through
appropriate programs and endeavors in research, scholarship and creative activity by its
faculty; and
6. To contribute its special expertise and resources toward public service, whether
through formal instruction or through consultative contributions to the local community,
the state, the nation and the world.
Organization of the College
The campus has five major divisions: Academic Affairs, Student Affairs, Enrollment
Management, Business Affairs, and College Advancement [Figure 1]. An administrator
who reports to the president leads each division. These administrators meet regularly with
the president as the Administrative Cabinet. A Leadership Council made up of the
Cabinet, other senior level administrators, and the Chair of the Faculty Senate, meets
regularly to discuss issues and proposals of campus-wide concern and make
recommendations to the Cabinet. Each division has its own leadership group as well.
There are three schools within Academic Affairs [Figure 2], each led by a dean: School
of Arts and Sciences, with 139 full-time and 26 part-time faculty; Crane School of Music,
with 60 full-time and 11 part-time teaching faculty; and the School of Education, with 42
full-time and 51part-time teaching faculty (including Physical Education). During the
2000-2001 academic year, only 39% of the faculty were tenured, and 23% of the tenuretrack
faculty were hired within the last six years. (SUNY Potsdam Middle States Self-
Study Report, 2001)
The by-laws of the Faculty Senate guide College governance. The term “Faculty” is
defined broadly to include the entire professional staff of the College, in addition to the
teaching faculty. This group is divided into academic faculty (teaching faculty and
librarians) and non-teaching professionals. The Faculty Senate (formerly Faculty
Assembly), an elected representative body of the faculty that serves in a recommending
capacity to the president, provides the structure through which campus policy is
developed. The Faculty Senate works through elected officers, an Executive Committee,
and standing committees to accomplish its business. These efforts are coordinated with
the various campus administrative committees. The overarching authority for governance
of the institution is the Policies of the SUNY Board of Trustees.
2

Institutional Report
Figure 1. SUNY Potsdam Organizational Chart
PRESIDENT
President
John A. Fallon
Asst. to President
Joyce Doran
Exec. Asst. to
President
For Public Service
Ram Chugh
Interim Provost & Vice
President for
Academic Affairs
William Amoriell
Interim VP for College
Advancement
Victoria
Templeton-Cornell
Dean of Student
Affairs
Christine Strong
Vice President for
Enrollment
Management
June Peoples
Vice President for
Business Affairs
Michael Lewis
3

Institutional Report
Figure 2. Organizational Chart for Academic Affairs
Provost & VP for Academic Affairs
Interim Provost &
Vice President for
Academic Affairs
William Amoriell
Associate VP for
Academic Affairs
Gerald Ratliff
Dean of the
School of Arts &
Science
Galan Pletcher
Dean of the
Crane School
of Music
Alan Solomon
Interim Dean of
the School of
Education and
Graduate
Studies
Linda Seramur
Director of
Continuing
Education and
Summer
Programs
Tom Fuhr
Director of
Assessment
and
Institutional
Research
Enrico Miller
Director of
General
Education
Michael Schaff
4

College Contributions to the Community and Notable Initiatives
SUNY Potsdam also offers community-outreach partnerships through organizations such
as the Merwin Rural Services Institute, Community Performance Series and its Meet the
Arts program, Gibson Gallery Art Partnership, and the Center for Rural Education. The
College supports the region through New York State grant funded initiatives such as the
Migrant Worker Program and the North Country Aids Outreach Program. Many North
Country children receive individual tutoring in reading through the Teacher Education
Literacy Center. Most of the North Country teachers receive some or all of their
professional preparation through the education unit at the College. Since 1991, the
College has maintained an active faculty-driven Learning Communities program. This
program has included a coordinated-studies program for first-year students—using the
Adirondacks as a case study—since its inception. The College was also one of 22
institutions nationally selected for participation in the FIPSE funded National Learning
Communities Dissemination Project (1997-1999). Many programs in the education unit
use Learning Communities to support their field based initiatives.
Introduction to the School of Education
In 1816, St. Lawrence Academy was founded on the frontier in northern New York,
informally preparing its students to serve as masters and mistresses in local schools. In
1828, Asa Brainerd was selected to be the preceptor of the young St. Lawrence Academy.
Brainerd focused the mission of the Academy on the quality preparation of teachers. He
spared no effort in developing a curriculum for this purpose, which focused on building
subject knowledge—as well as the pedagogical skills for communicating that
knowledge—through demonstration and lecture. Music became an integral part of the
curriculum in 1831. When the “Teacher Department” was formally established in 1834, it
offered students a three-year teacher preparation program, which included practical
experience in area schools as an integral part of the curriculum. This program of studies
provided a model for others throughout the state. In 1868, St. Lawrence Academy
became the Potsdam Normal School, one of the first five schools of this nature to be
commissioned by the State of New York. “The Normal” was led by Dr. Malcolm
MacVicar during this important period and focused on intellectual rigor with
development of sound teaching methods and practice. Throughout history, the education
unit has been guided by the awareness that content and methods are equally important to
the preparation of quality teachers.
In 1884, Julia Crane—a graduate of Potsdam Normal School—was asked to be the
school’s music teacher. She agreed, on the condition that she be allowed to develop a full
curriculum for the preparation of music teaching specialists. Her efforts soon resulted in
the establishment of the independent but affiliated Crane Normal Institute of Music.
Upon her death, the state purchased the Institute and the Crane School became a formal
part of the Normal School.
In 1942, the Normal School was converted to the Potsdam State Teachers College,
awarding the Bachelor of Education degree. In 1948, the College’s name changed, and
5

the institution became affiliated with the State University of New York. However,
through it all, SUNY Potsdam’s mission has been unwavering: preparing quality teachers
for the state of New York and the world, teachers who are well grounded in their
disciplines and skillful in delivering instruction. Since its founding, the College has
realized that teachers are best prepared by combining college courses in disciplinary
knowledge and pedagogy with application experiences in area schools. This remains
SUNY Potsdam's commitment today.
Organization of the Education Unit
The education unit at SUNY Potsdam includes the Department of Teacher Education and
the Department of Information and Communication Technology in the School of
Education, and the Department of Music Education in the Crane School of Music. The
Office of Graduate Studies, the Office of Teacher Education Student Services and the
Office of Undergraduate Academic Advising also support the education unit and are
housed in the School of Education. The School offers over 45 undergraduate and
graduate teacher certification programs. The Dean of the School of Education is
responsible for the oversight of all education programs. The Teacher Education Advisory
Council [TEAC] -- made up of the Deans of the School of Education, the School of Arts
and Science, and the Crane School of Music, faculty members from the three schools, the
Director of Multicultural Affairs, and teachers and administrators from local P-12 schools
-- meets regularly to assure effective collaboration among all stakeholders.
The department is the first level of organization that is recognized by the College. Each
department recommends a chair to its respective dean and has its own budget. The
department is also the first level of review for faculty evaluation and hiring
recommendations, and for support of faculty development, travel, and course release
requests. The Education Unit Organizational Chart [Figure 3] shows the relationships
between the members of the unit and the College as a whole.
Forty-five of the forty-eight certification programs in the education unit are administered
by the Department of Teacher Education through its curricular committees. Currently
there are five curricular committees in this department: Undergraduate Elementary
Education, Secondary Education, Reading, Special Education, and Graduate Elementary
Education and General Professional Education. Each curricular committee has a program
coordinator who receives a stipend, and for larger program areas, a reduction in work
load to oversee coordination of the program. Faculty within the Teacher Education
Department serve as voting members on two curricular committees. However, they may
support instruction in a number of programs. Each curricular group is expected to have
an advisory board which includes appropriate faculty, alumni, students, and P-12 teachers
and administrators. The education unit faculty regularly consult with faculty collegewide
in the development of the Freshman Experience, the General Education Program,
and all programs related to the education of teachers.
The Department of Information and Communication Technology, formerly a curricular
group in the Department of Teacher Education before becoming a separate department in
the fall of 2001, is responsible for the School Media Specialist certification program. In
6

addition the department offers a general K-12 concentration in instructional technology.
This program is designed for New York State teachers who currently hold a certificate of
qualification or are provisionally certified to teach. It meets the academic requirements
for permanent teacher certification in a candidate's original certification area but does not
lead to an additional certification.
The Crane School of Music is made of four departments. The Department of Music
Education offers a B.M. in Music Education and the Department of Graduate Studies
offers an M. M. in Music Education. While located in the Crane School of Music, the
Departments of Music Education and Graduate Studies, work closely with the School of
Education and the other departments in the unit to support the preparation of music
teacher candidates. The Dean of the School of Education has the responsibility for
ensuring that all programs in the unit -- including the B.M. and M.M. programs in music
education -- meet national, state, and institutional standards.
7

Figure 3. SUNY Potsdam Education Unit
New York State
Education Department
State University of
New York [SUNY]
President
Provost & VP for
Academic Affairs
Teacher Education Advisory
Council [TEAC]
Dean, School of Education
Dean, Crane School of Music
Dean, School of Arts & Sciences
Chair, Teacher Education
Chair Music Education
Chair, Information & Comm. Tech
Director, Student Teach. & Field Exp.
Director, Multicultural Affairs
Administrators & Teachers, P-12 School
Faculty Representatives, Education Unit
Faculty Representatives, Arts & Science
Dean, School of Arts
and Sciences
Anthropology
Art
Biology
Chemistry
Comp/Inform. Sci
Dance/Drama
Economics
Eng /Comm
Geology
History
Mathematics
Philosophy
Physics
Politics
Pyschology
Sociology
Dean, Crane School of
Music
Music Education
Performance
Theory & Literature
Graduate Studies
Dean, School of
Education and
Graduate Studies
Teacher Education
Information and
Communication Tech.
Community Health
Office of Teacher
Education Student
Services
Office of Graduate
Studies
Office of UG
Academic Advising
8

Service Region for the SUNY Potsdam Education Unit
Approximately 55% of the students who attend SUNY Potsdam are from the region of
New York State called the North Country. The North Country is made up of the ninecounty
region shaded in the map below [Figure 4] and is served by several SUNY
institutions. While there are three small cities in the region, the closest New York State
urban center is approximately three hours away in Syracuse. Among the 86 school
districts in the region, over 95 % of the students are classified as white, and in St.
Lawrence County over 98% of the students are classified as white (New York State
School Report Card for 1999-2000, downloaded from
http://www.emsc.nysed.gov/repcrd2001/, 11/27/01). The college also serves the students
from the Mohawk Nation of Akwesasne and is developing relationships with urban
centers in Ontario.
Figure 4. New York State County Map
Ottawa, Canada
Potsdam
Watertown / Fort Drum
Characteristics of the Student Body
Undergraduate
In keeping with the stated mission—“to promote an environment for students of all ages
in which their participation in academic, professional, cultural, social, athletic, and other
activities may be most beneficial and foster their education as individuals and members
of society” (College Mission Statement)—the College’s ten-year plan sets an enrollment
goal of 5,000 students by 2010 and admissions and retention goals focusing on higher
standards. Despite making substantial progress toward higher admissions standards,
enrollments have not changed significantly over the past year. The College undergraduate
enrollment for the fall semester of 2001 was 3,492 students down from 3580 in 2000.
9

SUNY Potsdam continues to improve its academic selectivity with respect to incoming
freshman classes. The Class of 2005 enrolled with an 1100 average SAT score, an
increase of 10 points from last year’s, and an 87 high-school GPA, one-half of one point
above last fall. In 2000-2001, the College saw a 30-point increase from 1999-2000 in the
mean SAT score of students and a rise in the average high school class rank from the 60 th
percentile to the 63 rd . In addition, in 1999- 2000 4.5% of the College’s new full-time
students fell into SUNY’s “most selective” category, and 8.2% were in the lowest
“general admissions” category; in 2000-2001 these figures were 19% and 0%
respectively. Because of these changes, SUNY Potsdam’s rating—according to the
SUNY Selectivity Grade—has moved from “Selective” to “Very Selective.” ( SUNY
Potsdam Self-Study for Accreditation Review : Campus Draft, 2001, Students_6.0 p.4).
SUNY Potsdam is making progress toward its goal of diversifying the student body. Over
the last ten years, the total number of undergraduates identified as students of color
changed from 153 in 1990 (3.8% of the total undergraduate student population) to 296 in
2000 (8.2%) (Minority Enrollment Trends). The student body continues to consist of 62%
female with 95% of the undergraduate students attending on a full-time basis. Table 1
shows the student profile for Fall 2001 (Registered Student Enrollment Statistics Report,
9/2001).
Table 1. SUNY Potsdam Undergraduate Profile 2001
Student Profile
Percent of Total
Student Body
Full-time 95.1
Female 62.2
Asian / Pacific Islander 0.7
Black / Not Hispanic 2.3
Hispanic 1.5
Native American 1.8
White / Not Hispanic 82.5
Non -Resident Alien 1.8
Data Unavailable 9.2
Graduate
SUNY Potsdam offers graduate programs in each of its three schools. The School of Arts
and Sciences offers Master of Arts in English and in Mathematics. The Crane School of
Music offers a Master of Music with concentrations in composition, music education,
music history and literature, music theory, and music performance. The School of
Education offers both Master of Science in Education (MSED) and Master of Science in
Teaching (MST) degree programs. (A detailed list of programs can be found, starting on
page 15, in Table 6: Programs Offered in the Education Unit.) The number of graduates
enrolled in courses at SUNY Potsdam has steadily increased over the past five years. This
includes an increase of over 30% in the past year, from 651 (2000-2001) to 851 (in Fall
10

2001). The vast majority of graduate students are completing degrees in the School of
Education. [Table 2]
Table 2. SUNY Potsdam Academic Program Statistics by Department Report Fall 2001
School Fall 1999 Fall 2000 Fall 2001
Arts & Science 7 16 28
Crane School of Music 25 26 33
Education 443 527 722
Total 465 569 783
Of the 851 graduate students (including the 783 matriculated student from above and 68
non-matriculated students) enrolled during fall 2001, approximately 51% were full-time
students, 5% identified themselves as persons of color, and 17% were non-residents of
New York State (Registered Student Enrollment Statistics Report, 9/2001) [Table 3].
Table 3. SUNY Potsdam Graduate Student Profile Fall 2001
Student Profile
Percent of Total
Student Body
Full-time 51.5
Asian / Pacific Islander 0.9
Black / Not Hispanic 1.6
Hispanic 0.6
Native American 1.5
White / Not Hispanic 74.1
Non -Resident Alien 17.5
Data Unavailable 3.6
The large growth in the graduate programs at SUNY Potsdam is due, for the most part, to
the increased enrollment of Canadian students [Table 4]. With the College’s close
proximity to Ontario, Canada and the growing need for teachers in that province, many of
SUNY Potsdam's MST students are Canadian citizens. SUNY Potsdam regularly
communicates with the Ontario College of Teachers to facilitate the certification of our
graduates in that province.
11

Table 4 : Graduate Enrollment of Canadian Students
1998-99 1999-2000 2000-2001 2001-2002
Summer 6 16 36 71
Fall 12 31 74 129
Spring 11 34 83 NA
Characteristics of the Faculty
In Fall 2001, the College’s faculty consisted of 237 full-time employees. Of these, 147
were male and 90 were female. Three members were African-American, nine were
Asian, six were Hispanic, one was Native American, and 218 were White Caucasian. The
faculty profile for the academic year 2000-2001—including gender, ethnicity, and rank
—is summarized by the data presented in Table 5. This table shows that there was very
little change in the faculty profile over the two-year period.
Table 5: SUNY Potsdam Affirmative Action Plan Update Job Group Analysis 2000-2001
Faculty Profile
Number
of
Percent
Female
Percent
Minority
Number
Black
Number
Hispanic
Number
Asian
Number
Native
American
Rank:
Distg. Teaching Prof 4 25%
Distg. Service Prof. 4 25% 1
Professor 53 13% 6% 3
Assoc. Professor 66 39% 17% 1 5 4 1
Assist. Professor 67 48% 3% 1 1
Instructor (Tenure Track) 4 75%
Instructor (Casual Appt.) 3 33%
Lecturer 10 30%
Visiting Asst Prof 3 67% 33% 1
Visiting Instructor 6 83%
Adjunct Instructor 22 50%
Total / Overall 242 38% 7% 2 6 9 1
Because SUNY Potsdam is primarily an undergraduate institution, it does not
differentiate between undergraduate and graduate faculty. Thus, there is currently no
distinction in course load between those teaching graduate and undergraduate courses,
and most faculty affiliated with departments that have graduate programs teach at both
levels. The School of Education has proposed a Faculty Load Plan that addresses load
issues for teaching graduate courses and supervision of field-experiences. The Crane
School of Music has begun the process to formally identify graduate faculty who will
12

form a “Graduate Faculty Association,” thereby becoming more involved in the graduate
program’s administration and student advising.
Branch Campuses and Off-Campus Sites
While SUNY Potsdam does not have branch campuses, the Office of Continuing
Education and Summer Sessions coordinates the administration and delivery of graduate
education courses to a variety of extension sites. These sites include locations in
Watertown and Fort Drum in Jefferson County, Glenfield in Lewis County, and Malone
in Franklin County. The College has also embarked on a “Canadian Initiative” where
articulation agreements and partnerships are being explored with a variety of Canadian
institutions of higher education. As part of this Canadian Initiative, an application will be
submitted to the Ontario Ministry of Education for approval to offer a part-time Master of
Science in Teaching (MST) Childhood Education degree program in Ottawa in
partnership with the Ottawa Carleton Catholic School Board starting in the fall of 2002.
The administration of these extension sites is a responsibility shared with the three
schools of the College, the academic departments, their faculty and committees, as well
as other offices throughout the institution. Decisions regarding course and program
offerings, assignment of both full-time and part-time instructors, and specific schedules
to be followed are made in the departmental committees and by the department chair and
the appropriate dean.
The Office of Graduate Studies -- together with the Office of Continuing Education and
Summer Programs -- provide instructional, student, site, and other logistical support for
the delivery of off-campus courses. The Office of Continuing Education has the fiscal
responsibility of carrying out these extension activities through a state-funded account
specifically designated for this purpose. The courses offered in the greater Watertown
/Fort Drum area have grown significantly over the last few years. This is due in large part
to the demand for certified teachers in northern New York and the fact that SUNY
Potsdam is the only provider of on-site graduate education programs.
Course offerings in the greater Watertown /Fort Drum area support the following five
degree areas: Master of Science in Education [MSED] in Elementary Education,
Reading, General Professional Education, Instructional Development, and
Technology/Performance and Development Specialist; and Master of Science in
Teaching [MST] in Elementary Education. The College began offering courses in
Glenfield, Lewis County after extensive discussions with local government officials,
community leaders, and school officials. Currently, two courses are being offered each
semester. The Dean of the School of Education and appropriate faculty of the Teacher
Education Department are discussing whether these course offerings can focus on the
Master of Education in Reading degree, which has surfaced as the first choice among
prospective students surveyed. The courses are taught by a combination of full-time and
part-time instructors typically one night per week in the late afternoon/evening or in an
intensive weekend schedule.
On-site support for the instructors and students is provided in large part by a full-time
Teacher Education Coordinator who has an office at Fort Drum and maintains regular
13

office hours on the Jefferson Community College campus. The Teacher Education
Coordinator working from offices at Fort Drum, Jefferson Community College and his
home in Lewis County, acts as the college’s first line of assistance for many students who
reside in a geographic area without access to four-year and graduate programs. This is
accomplished in four ways:
1. regular advisement for matriculated graduate students,
2. advisement allowing for the seamless transfer of students from Jefferson
Community College
3. career advisement for potential teachers prior to application to a teacher education
program, and
4. active involvement with the region’s 19 public and private school districts to
facilitate integration of college and public school programs.
The coordinator also teaches courses in the education program and serves on committees
in the Teacher Education Department.
In addition, the College has designated a specific on-campus librarian who is responsible
for coordinating the delivery and access of high quality reference and research services to
students in these extension courses. Library service is easily available through the
Internet. Off-campus students are provided Internet access at local sites if needed.
14

Institutional Report
Table 6. Programs Offered in the Education Unit
Note: New programs are in bold italics.
Programs Offered in the Education Unit
Program Name Award Level Program
Level
Hours
Required
Number
of
Students
Enrolled
Accrediting
Body(s)
Status of Review
Early Childhood Education B-2 Bachelor of Arts Initial 129 27 NAEYC/State New Program /
State Approved
Elementary Education PK-6 Bachelor of Arts Initial 124 392 ACEI / State Standards Met /
State Approved
Elementary Education PK-6 Master of Science Initial 42 256 ACEI / State Standards Met /
in Teaching
State Approved
Elementary Education PK-6 Master of Science Advanced 33 42 State State Approved
Elementary Education PK-6 with Bachelor of Arts Initial 124-132 19 State State Approved
Middle School Extension /
English
Elementary Education PK-6 with Bachelor of Arts Initial 124 2 State State Approved
Middle School Extension /
General Science
Elementary Education PK-6 with Bachelor of Arts Initial 124 7 State State Approved
Middle School Extension /
Mathematics
Elementary Education PK-6 with Bachelor of Arts Initial 124-136 19 State State Approved
Middle School Extension /
Social Studies
Childhood Education 1-6 Bachelor of Arts Initial 129-133 183 ACEI / State New Program /
15

Institutional Report
Program Name Award Level Program
Level
Hours
Required
Number
of
Students
Enrolled
Accrediting
Body(s)
Status of Review
State Approved
Secondary English Bachelor of Arts Initial 132 35 NCTE / State State Approved
Adolescence Ed.
English 7 -12 w/ 5-6 ext.
Bachelor of Arts Initial 138 18 NCTE / State New Program /
State Approved
Secondary English
Master of Science Initial 47 11 NCTE / State State Approved
in Teaching
Secondary English 7 -12 Master of Science Advanced 33 5 State State Approved
in Education
Secondary Foreign Language - Bachelor of Arts Initial 124 4 State State Approved
French
Adolescence Ed.
Foreign Language - French 7 -
12
Bachelor of Arts Initial 124 3 State New Program /
State Approved
Secondary Foreign Language -
Spanish
Adolescence Ed.
Foreign Language - Spanish 7 -
12
Bachelor of Arts Initial 124 12 State State Approved
Bachelor of Arts Initial 124 3 State New Program /
State Approved
Secondary Mathematics Bachelor of Arts Initial 124 43 NCTM / State Standards Met /
State Approved
Adolescence Ed.
Mathematics 7 -12 w/ 5-6 ext.
Bachelor of Arts Initial 124 22 State New Program /
State Approved
Secondary Mathematics 7-12 Master of Science
in Teaching
Initial 49 6 NCTM / State Standards Met/
State Approved
Secondary Mathematics 7 -12 Master of Science
in Education
Advanced 33 1 State State Approved
16

Institutional Report
Program Name Award Level Program
Level
Secondary Science 7-12 -
Biology
Secondary Science 7-12 -
Chemistry
Secondary Science 7-12 - Earth
Science
Secondary Science 7-12 -
Physics
Adolescence Ed. Science
7 -12 w/ 5-6 ext. - Biology
Adolescence Ed. Science
7 -12 w/ 5-6 ext. - Chemistry
Adolescence Ed. Science
7 -12 w/ 5-6 ext. - Earth Science
Adolescence Ed. Science
7 -12 w/ 5-6 ext. - Physics
Adolescence Ed. Science
7 -12 w/ 5-6 ext.
Secondary Science 7-12 -
Biology
Secondary Science 7-12 -
Chemistry
Secondary Science 7-12 - Earth
Science
Hours
Required
Number
of
Students
Enrolled
Accrediting
Body(s)
Status of Review
Bachelor of Arts Initial 124 12 NSTA / State State Approved
Bachelor of Arts Initial 124 1 NSTA / State State Approved
Bachelor of Arts Initial 124 4 NSTA / State State Approved
Bachelor of Arts Initial 124 0 NSTA / State State Approved
Bachelor of Arts Initial 124 7 NSTA / State New Program /
State Approved
Bachelor of Arts Initial 124 1 NSTA / State New Program /
State Approved
Bachelor of Arts Initial 124 2 NSTA / State New Program /
State Approved
Bachelor of Arts Initial 124 0 NSTA / State New Program /
State Approved
Bachelor of Arts/ Initial/ 124 BA 0 NSTA / State New Program /
Master of Science Advanced 38 MST
State Approved
in Teaching
Master of Science Initial/ 42 16 NSTA / State State Approved
in Teaching Advanced
Master of Science Initial/ 42 2 NSTA / State State Approved
in Teaching
Master of Science
in Teaching
Advanced
Initial/
Advanced
42 5 NSTA / State State Approved
17

Institutional Report
Program Name Award Level Program
Level
Hours
Required
Number
of
Students
Enrolled
Accrediting
Body(s)
Status of Review
Secondary Science 7-12 - Master of Science Initial/ 42 0 NSTA / State State Approved
Physics
in Teaching Advanced
Secondary Science 7 -12 - Master of Science Advanced 33 4 State State Approved
Biology
in Education
Secondary Science 7 -12 - Master of Science Advanced 33 1 State State Approved
Chemistry
in Education
Secondary Science 7 -12 - Earth Master of Science Advanced 33 1 State State Approved
Science
in Education
Secondary Science 7 -12 Physics Master of Science Advanced 33 0 State State Approved
in Education
Secondary Social Studies Bachelor of Arts Initial 124-136 40 NCSS Rejoinding / State
Approved
Adolescence Ed. Social Studies
7 -12 w/ 5-6 ext.
Bachelor of Arts Initial 124-136 18 NCSS / State New Program /
State Approved
Secondary Social Studies 7-12 Master of Science Initial 42 20 NCSS/State
in Teaching
Secondary Social Studies 7 -12 Master of Science Advanced 33 3 State State Approved
in Education
Music Education Bachelor of Music Initial 138 412 NASM / State Accredited/State
Approved
Music Education Master of Music Advanced 30 24 NASM Accredited
General Professional Education
Instructional Technology and
Media Management General K-
12 Concentration
Master of Science
in Education
Master of Science
in Education
Advanced 33 49 State State Approved
Advanced 33 State State Approved
18

Institutional Report
Program Name Award Level Program
Level
Hours
Required
Number
of
Students
Enrolled
Accrediting
Body(s)
Status of Review
School Media Specialist Master of Science
in Education
Advanced 33 AECT /State AECT /State
Approved
Reading
Master of Science
in Education
Initial 33-34 177 IRA/State State approved /
Rejoinding
Special Education
Master of Science
in Education
Initial 36-39 44 CEC/State Standards Met /
State Approved
Note: References for this table are: Office of Assessment and IR, Academic Program Statistics by Department, Fall 2001; SUNY
Potsdam College Catalog 2001-2002; SUNY Potsdam Graduate Catalog, 1999-2001; School of Education Advising Manual
19

Highlights and Initiatives of the Teacher Education Programs
Mathematics Education Project. Faculty in mathematics education (within Teacher
Education) have been collaborating with faculty in the Department of Mathematics on a
national initiative to improve the mathematical preparation of prospective elementary
schoolteachers. The team from SUNY Potsdam applied for and was accepted into an
AASCU (American Association of State Colleges and Universities)/NSF (National
Science Foundation) grant program, only one of fifteen colleges selected nationally from
over 90 applicants. Grant participation included traveling to a week-long workshop at
San Diego State University (summer 2001), where teams received presentations from
national mathematics education reform leaders and engaged in “best practices” sessions
with their peers. Each team prepared an action plan to continue work throughout the year.
The SUNY Potsdam team is presently working to identify the key mathematical ideas
underlying the content in the mathematics courses for elementary teachers and
developing a set of rich mathematical tasks to engage teacher candidates in active
inquiry. Funds have been secured to renovate the classroom environment to support the
modeling of good teaching practices, such as cooperative learning. We are also working
on better integrating the courses within the mathematics and mathematics education
programs as well as performance-based assessment procedures. Finally, we are working
on securing additional grant support for the growth and expansion of this initiative.
Early Childhood Higher Education Faculty Initiative. The early childhood faculty at
SUNY Potsdam, working in collaboration with faculty in the early childhood program at
SUNY Canton, recently received a grant to support the following objectives:
a) Enhance the quality of Higher Education programs serving Head Start teachers,
administrators, and other early childhood and childcare programs. (Including the review
and revision of curriculum; developing new strategies, pedagogical models and materials;
and ensuring that content and coursework translates into enhanced Head Start teaching).
b) Improve access and remove barriers to higher education programs for Head Start,
Early Head Start, and other early childhood providers (including supporting adult
students from a range of cultural, economic, and linguistic communities; expanding
commitment to hiring a diverse faculty in institutions; and utilizing methods to provide
effective learning experiences for faculty).
c) Create new connections that will institutionalize these advances as part of a permanent
infrastructure (including bringing the context of Head Start to institutions; strengthening
structures that enhance articulation and communication between colleges and
associations; linking the Initiative to career development systems; and building on
existing infrastructures. The initiative is funded by the HeadStart Bureau.
“Summer to Get Ahead” Collaborative Practicum. In 1995, the special education faculty
in collaboration with the Canton Central School District developed a model for an
integrated summer school program that would serve the needs of children in Canton who
would benefit from such a program. The program was also designed to provide a quality
practicum experience for 12-16 graduate teacher candidates in the MSED program in
special education. Each summer since then, the “Summer to get Ahead” practicum
20

(SPED 639) has allowed our graduate teacher candidates to experience in a six-week
practicum the full range of activities normally carried out by a special educator over a
year. The graduate teacher candidates work collaboratively in teams of 4 under the
guidance of an experienced lead teacher; the 3-4 teams are supervised by a college
supervisor . Each team is responsible for programming for 20-25 Canton Central
students. They gather information about their students, conduct additional assessments,
plan for the instruction and set up the classroom environment. They compose summer
IEP’s for their assigned students. They conduct instruction over a 4 week session,
including individual, small group, and whole class teaching, experiencing the challenges
of working in co-teaching settings. They assess student progress, write final evaluation
reports and conference with parents. While the graduate teacher candidates acquire this
unique range of experiences, they demonstrate all of the competencies acquired
throughout their program. At the same time, Canton Central students receive a quality
summer experience, reinforcing learning from the school year and having fun at the same
time. The school district and the college both contribute resources to the program, and
both benefit from the collaboration. The strong bonds the college has developed with this
district over the past 8 years exemplify the positive outcomes of collaborative efforts
which are focused on assuring mutual benefit to both parties.
The Crane School of Music Concert Choir’s Adopt-a-Choir Program. Adopt-a-Choir is
an annual event that brings together The Crane School of Music’s Concert Choir (upperclass
vocalists) with a local high school choir for a one-day choral festival. The purpose
of Adopt-a-Choir is to provide high school students with a collegiate level musical
experience where they also have opportunities to interact with Crane teacher candidates
about shared musical and educational interests and goals. Crane music education
candidates particularly benefit from this program because they are involved in many of
the musical, social, and organizational tasks of such a project. All student musicians
combine either on the college or high school campus for rehearsals, social activities,
meals, and a culminating performance. Since its inception three years ago, the Adopt-a-
Choir Program has been very successful, receiving positive feedback (often in the form of
thank you notes) from college and high school students, faculty, and administration.
Crane/IAJE Jazz Festival. The student chapter of the International Association for Jazz
Education sponsors the Crane/IAJE Jazz Festival. This event, coordinated with a spring
jazz concert sponsored by the Community Performance Series, brings student jazz
ensembles to Crane from as far away as Albany, Syracuse, and Rochester. Clinicians and
guest performers for the event have included such luminaries as Wynton Marsalis and the
Vanguard Jazz Orchestra.
Community Performance Series (CPS). The Community Performance Series (CPS)
provides a diverse array of concerts and recitals for the SUNY Potsdam community and
area residents. This organization also coordinates outreach programs involving Crane
students and faculty for local public school children. CPS also hosts a series of events
designed especially for children: CPS Kids!.
21

Crane Youth Music. Crane Youth Music is a summer music camp for students ranging
in age from eleven to eighteen. Students from across the nation have participated in this
four-week program of study. Classes in music theory, jazz, band, chorus, orchestra, and
private and small group studio instruction are available.
22

II. CONCEPTUAL FRAMEWORK
Overview
SUNY Potsdam’s conceptual framework is based on its vision statement: “A Tradition of
Excellence: Preparing Creative and Reflective Educators.” The Teacher Education
Department, which at the time included the Department of Information and
Communication Technology, in the School of Education and the Music Education
Department in the Crane School of Music collaborated to develop this statement and the
framework upon which it is based. The framework builds upon the mission statements of
the College and the mission statements of the Departments of Teacher Education and the
Crane School of Music.
Teacher Education Mission Statement.
In 1995 the Department of Teacher Education adopted the following mission statement.
At that time the Department of Information and Communication Technology was a
curricular group within the Department of Teacher Education and participated in its
development.
The Department of Teacher Education at SUNY Potsdam is committed to the
preparation and enhancement of teachers who are grounded in disciplinary
knowledge emanating from the arts and sciences and in curricular and instructional
theory and practice. The department strives to assist teachers to become reflective
practitioners, life-long learners, and persons able to integrate their knowledge of
subject matter, pedagogy, students, the school and the larger community to
maximize the education and welfare of students.
The Department of Teacher Education is committed to preparing and sustaining
teachers who hold knowledge and attitudes needed in dealing with the challenges
facing schools today and in the future. Some of the new challenges include:
increased diversity of the student population in terms of abilities, linguistics, ethnic
and cultural backgrounds; rapid technological advancements; changes in
assessment practices; and school restructuring and reform.
Knowledge
Our graduates:
• will demonstrate thorough grounding in the philosophical, theoretical and
conceptual bases of current knowledge in the liberal arts and science disciplines.
• will demonstrate knowledge in pedagogy. Emphasized are the characteristics of
learners and the uniqueness of the various disciplines of knowledge and their
interdependence.
• will display knowledge about current and new forms of assessment of learning
and teaching and about participation in school governance. They will demonstrate
knowledge of technology to enhance teaching and learning.
• will operate in classrooms and schools based upon knowledge concerning the
social, political and cultural environments of school and community.
23

Attitudes
Our graduates:
• will demonstrate sensitivity to and will be accepting of all students, including
those who are marginalized in terms of ability, socio-economic status, gender,
sexual orientation, language, culture, and ethnic/racial background.
• will demonstrate positive attitudes toward the disciplines which they teach and
will develop enthusiasm in their students toward learning in general and the
disciplines in particular. They will reflect attitudes emanating from the various
disciplines including aesthetic judgments from the arts and humanities, objectivity
and critical thinking from the natural sciences and mathematics, and reflective
inquiry and historical analyses from the social sciences and history.
• will be open to new ideas, will be accepting of change, and will be developing as
life-long learners. As leaders and facilitators of change they will strive to become
active in the school and community beyond the classroom.
In order to achieve the mission statement outcomes the Department of Teacher
Education will:
1. model the desired knowledge and attitudinal outcomes.
2. assure appropriate academic majors or concentrations in the liberal arts and
sciences for those pursuing teacher education.
3. assure appropriate academic preparation in general education for those pursuing
teacher education.
4. provide appropriate academic preparation in pedagogy including: characteristics of
learners, structures of knowledge (substantive and syntactical), components of
curriculum development and instructional design, technology, and evaluation and
assessment.
5. provide for well coordinated, coherent, and educationally sound curricula
6. provide appropriate opportunities in elementary and secondary schools at diverse
locations, both domestic and international, for observation, practice, and reflection
based on interaction with students, and by observing and analyzing current
practices.
7. provide effective advising and professional mentoring.
8. conduct periodic program evaluation and redesign current programs as needed.
9. use a variety of current and innovative assessment techniques.
10. hire and retain diverse faculty.
11. hire and retain qualified faculty
12. maintaining and promoting academic freedom.
13. expand diverse venues for faculty renewal.
14. recruit and retain diverse and competent students.
15. establish enrollment limits in classes so as to advance the stated goals of the
courses (e.g. methods, seminars, field experiences).
24

16. maintain and expand cooperation between the college and elementary and
secondary schools.
17. promote interdisciplinary learning communities where appropriate.
18. develop and enhance appropriate resources for exemplary learning including, but
not limited to, curriculum and instruction centers, support staff, and classroom
equipped with proper technology.
19. engage in cooperative ventures with other departments and schools within the
college where appropriate.
(Mission Statement adopted 2/22/95)
(Revised April 27, 1999)
Crane School of Music Mission Statement.
In 2001 the Crane School of Music revised its mission as presented in the following
statement.
The Crane School of Music is a community of musician/educators committed to
fostering a vital musical society. Our long-standing heritage of leadership in music
education is enriched by thriving programs in performance, composition, music
business, and the academic disciplines of music history and theory. Our
undergraduate programs are designed to provide a strong comprehensive foundation
across all areas of study, whereas our graduate programs bring greater depth and
focus within these areas. In keeping with SUNY Potsdam’s mission as a studentcentered
institution, Crane students and faculty collaborate in pursuing a broad range
of opportunities for artistic, personal, and professional growth. Blending proven
traditional approaches and promising educational innovations in a uniquely
supportive and cooperative learning community, the Crane School equips students
with both the foundations and flexibility needed for the challenges of the 21 st
Century. (Adopted 2001)
SUNY Potsdam Teacher Education Conceptual Framework
In 1999 the State of New York required all of its teacher education programs to be
revised and re-registered. As part of this process the SUNY Potsdam education unit
faculty revisited our mission statement and developed a conceptual framework organized
around the vision statement "A Tradition of Excellence: Preparing Creative and
Reflective Educators" . The three major strands in the framework are "Well-Educated
Citizen", "Reflective Practitioner", and "Principled Educator".
Well-Educated Citizen. SUNY Potsdam believes that the full college community must
be involved in preparing teachers to meet the needs of today’s elementary and secondary
school students. All students at the College complete a general education program that is
committed to developing critical thinkers, problem solvers, and graduates who have the
ability to organize thought and communicate effectively in written and oral form.
Supported by faculty from all three schools at the College, the General Education
Program seeks to provide students with a deep and broad understanding of history and
our social and political institutions; an understanding of the impact of science and
technology on our lives; experience in creating and appreciating the arts; and an
25

intercultural understanding that is now essential for members of our interactive and
intercultural world. (SUNY Potsdam Catalog, 2001, p.64) Learning to use technology as
a research, analysis, and communication tool during their years at SUNY Potsdam, our
students will be prepared to maintain their technical skills throughout their lifetime.
Recognizing the need for preparing students to enter a global society, the College is
committed to promoting multiculturalism and diversity throughout the campus. This
includes recruiting and graduating a diverse student population as well as developing an
understanding of and appreciation for diverse cultures. The College, with strong support
from the Division of Multicultural Affairs, strives to ensure that our commitment to
multiculturalism and diversity goes beyond the classroom and is “bound by a continuous
thread that is sewn throughout the campus and our service community” (Robinson, 2001).
As teachers, our students must also have a deep and flexible understanding of the subjects
they teach as the foundation for their pedagogical content knowledge. (Darling-
Hammond, 1998) Through their academic major, graduates of the SUNY Potsdam
teacher education programs will acquire a broad and deep knowledge of this subject
matter; develop appropriate modes of inquiry for their discipline(s) and see a variety of
appropriate instructional and assessment techniques modeled by their teachers. They will
learn to model the skills, attitudes, and values of inquiry appropriate to their discipline
while developing a life-long love and curiosity for the subject. Their strong liberal arts
majors or concentrations ensure that SUNY Potsdam teacher education graduates have
the content knowledge to support the New York Learning Standards appropriate for their
certification area. (INTASC Standard 1)
Assessment - Undergraduate
• Overall GPA of 2.5
• Major/concentration GPA of 2.5
• Completion of the general
education program
• Portfolio elements
• Passing scores on NYS Liberal
Arts and Science Test and
Content Specialty Test
• Alumni survey
• Employer survey
Assessment - Graduate
• Entry level GPA of 2.75
• Initial certification in relevant
area
• Passing scores on NYS Liberal
Arts and Science Test and
Content Specialty Test upon
admission
• Content coursework if applicable
• Portfolio elements
• Alumni survey
• Employer survey
Reflective Practitioner. Becoming a good teacher requires more than completing an
excellent liberal arts education (Ball, 1990; Darling-Hammond, Wise & Klein, 1995;
Holmes, 1994). Teacher education research shows that liberally educated college students
do not necessarily acquire the knowledge, insight, and imagination essential for good
teaching. Instead, as argued by Linda Darling-Hammond (1987), good teaching “requires
knowledge of and insight into the minds of students, and relentless imagination in forging
connections that will make understanding the possession of the learner, not just the
26

teacher. Such knowledge, insight and imagination … must be developed and nurtured
through careful and disciplined inquiry, practice, and reflection.”
This disciplined inquiry begins with helping preservice teachers develop a sense of
themselves as learners. Early in their program they are asked to articulate their
philosophy of education and are given the opportunity to identify their own preferred
learning styles. By examining their own strengths, weaknesses, and beliefs about
learning, they will be better able to provide appropriate instruction for their students.
Building on the college’s strong liberal arts foundation, the teacher education programs at
SUNY Potsdam provide their teacher candidates with the understanding of how best to
teach. These best teaching practices are research-based and represent both general and
content-specific teaching methodology. The teacher education programs at SUNY
Potsdam seek to develop and nurture inquiry, practice, and reflection by working with the
arts and sciences faculty to ensure that the content knowledge base for teachers is strong
and appropriate.
However, “teachers learn best by studying, doing, reflecting; by collaborating with other
teachers; by looking closely at students and their work; and by sharing what they see”
(Darling-Hammond, 1998). Carefully developed sequences of education courses and
field-based programs provide these best learning experiences for preservice and inservice
teachers at SUNY Potsdam. Working closely with our pre-K-12 school partners, essential
experiential opportunities are developed to help teachers to connect the theoretical and
experiential aspects of teaching. Program advisory groups made up of SUNY Potsdam
faculty and alumni and faculty and administrators from our pre-K - 12 school partners
inform and advise all of our teacher education programs.
Graduates of SUNY Potsdam’s teacher education programs build their understanding of
best teaching practices by focusing on the following four areas:
1. Diverse learning and developmental needs of students.
Understanding how children and adolescents develop and learn is essential for
successful teaching. Through interrelated coursework in the arts, sciences, education, and
practicum experience, teacher canidates at SUNY Potsdam learn how to support the
intellectual, social, physical, and emotional development of diverse learners. Through a
variety of field experiences, program graduates have the opportunity to observe,
implement, and reflect on instructional practices deemed appropriate for these different
developmental stages and learning needs. (INTASC Standard 2 & 3)
2. Curriculum, Instruction, and Assessment.
Effective curriculum development, instructional planning, and provision for
informal and formal means of assessment are central to good teaching. Using researchbased
models of curriculum and instruction, SUNY Potsdam graduates develop curricular
and instructional plans based on the needs of their students, the subject matter and its
disciplinary structures, and state and local standards. Building on their knowledge of the
diverse learning and developmental needs of their students, SUNY Potsdam teacher
education graduates learn to develop or select content, resources, and strategies that
27

espond to cultural, linguistic, and gender differences and the developmental stages and
special learning needs of their students. SUNY Potsdam graduates will promote inquiry,
critical thinking, and problem solving in their classrooms, by using a variety of
instructional strategies. These instructional plans recognize students as active learners,
participants in learning, and creators of knowledge. (INTASC Standard 4)
Our graduates will also be skilled in the use of instructional and assistive
technologies. They will understand how to help their students to acquire information,
communicate, and enhance understanding using appropriate technologies (State of New
York, 1998). In addition, these graduates will be prepared to help their students develop
an understanding of ethical and effective uses of information and information technology.
If good learning experiences are to be challenging, coherent, and aimed at
developing the full range of students’ capabilities, then curriculum, instruction, and
assessment must be interrelated rather than being delivered out of context. (New York
State Education Department, 1994) In accordance with the New York State Education
Department’s view of assessment, the education faculty at SUNY Potsdam both model
for and develop in their graduates the ability to use various assessment tools to evaluate
student performance and to inform instruction. Preservice and inservice teachers learn to
value and use a variety of tools to assess the growth and development of diverse learners.
They understand how to align their curriculum and instruction with state standards and
assessments to ensure that each student has the opportunity to meet those standards. In
addition, they learn to communicate the results of these assessments to students, parents,
administrators, and other members of the school community in a constructive and
informative manner. (INTASC Standards 7 & 8)
3. Learning environment for all students.
“In the kind of country we are and aspire to be, teaching and learning for
understanding cannot be rationed to a few” (Holmes Group, 1990, p.29). Graduates of
SUNY Potsdam teacher education programs will create classrooms where “everybody’s
children participate in making knowledge and meaning—where each child is a valued
member of a community of learning” (Holmes Group, 1990, p.29). Using effective,
research-based instructional and behavioral management strategies, graduates of SUNY
Potsdam’s teacher education programs will develop learning environments that
encourage self-discipline, self-advocacy, self-esteem, and self-reflection in their students.
They will apply their knowledge of motivational and classroom management techniques
to foster the interest, cooperation and achievement of all students. Their classrooms will
be inviting, well organized, and make effective use of available instructional technology.
The learning environments created will promote effective, culturally responsive
communication and collaboration with and among students, parents, and schoolcommunity
personnel. (INTASC Standards 5, 6, & 10).
4. Reflective teaching leading to educational reform.
“Accomplished teachers contribute to the effectiveness of the school by working
collaboratively with other professionals on instructional policy, curriculum development,
and staff development. They can evaluate school progress and the allocation of school
28

esources in light of their understanding of state and local educational objectives. They
are knowledgeable about specialized school and community resources that can be
engaged for their students’ benefit and are skilled at employing such resources as
needed.” (NPBTS, 1989)
SUNY Potsdam’s teacher education programs seek to graduate teachers who are
prepared to become the instructional leaders in their schools. This preparation begins
with an introduction to the history, philosophy, and role of education in our society.
Graduates will know how local, state, and national standards are developed and
implemented in schools. They will understand how to become involved in this process
and how to participate in relevant professional educational organizations.
Through the use of inquiry, reflection, and discourse, the teacher education faculty at
SUNY Potsdam will encourage their students to continually examine their practice. The
ability to engage in quantitative, qualitative, and action research will also help provide
graduates with “disciplined ways to evaluate both their intuitive beliefs about teaching
and the effectiveness of instructional approaches derived from theories and research.”
(Ross, 1990) SUNY Potsdam graduates will exit the program with the tools needed to
continue this research, reflection, and discourse throughout their careers. They will seek
out and value the voices of all stakeholders. These graduates will be prepared to make
well-informed curricular and instructional decisions for their schools. (INTASC Standard
9)
Assessment - Undergraduate
• Educational philosophy
statement
• Reflective journals
• Field experience assessments
• Student teaching assessments
• Portfolio elements (includes
lesson plans, unit plans, etc.)
• Completion of certification
program with a GPA of 2.5 or
better and a minimum of 2.0 in
each course
• Passing scores on NYS
Assessment of Teaching Skills –
Written
• Alumni survey
• Employer survey
Assessment - Graduate
• Admissions essay
• Admissions references
• Field experience assessments (if
applicable)
• Student teaching assessments (if
applicable)
• Maintains GPA of 3.0
• Portfolio elements
• Alumni survey
• Employer survey
Principled Educator. Teachers are role models for their students. It is therefore
imperative that they be professionally ethical and maintain a high level of competence
and integrity in practicing their profession. The teacher education programs at SUNY
Potsdam are committed to developing teachers who have the values and dispositions to
influence positively the lives of all of their students.
29

Preservice teachers must recognize that their teacher education program is the beginning
of their journey toward becoming a model teacher. If the journey is to be successful, they
must continue to develop as a teacher, be comfortable with uncertainty, be flexible, and
be willing to take risks throughout their careers. They must also demonstrate the ability to
work well with others and to take responsibility for their own actions.
Knowing that they are preparing children and adolescents to enter a global society,
graduates of the SUNY Potsdam teacher education programs need to demonstrate a
knowledge of and respect for the diverse cultures, socioeconomic status, religions,
gender, language, sexual orientation, and physical and mental abilities of members of this
society. Early in the program students will learn to recognize the diversity in their
backgrounds and how that diversity influences them as a person. They will use these
experiences as a foundation to learn about and to value the diversity in the communities
where they will teach. (Zeichner, 1993) Whether working with students, parents,
colleagues, administrators, or agencies in the larger community, these graduates will have
the dispositions to foster positive relationships to support their students’ learning and
well-being.
Assessment
• Reflective journals
• Field experience assessments
• Student teaching assessments
• Disposition
questionnaire/interview
• Alumni survey
• Employer survey
Assessment - Graduate
• Admissions essay
• Admissions references
• Reflective journals
• Field experience assessments (if
applicable)
• Student teaching assessments (if
applicable)
• Disposition
questionnaire/interview
• Portfolio elements
• Alumni survey
• Employer survey
Summary. Teacher education is central to the mission of SUNY Potsdam. The college
community and teacher education’s pre-K-12 school partners are working together to
develop tomorrow’s teachers today. These teachers will be prepared to meet the needs of
today’s schools and develop into the educational leaders of the future. Whether the
schools are in our immediate College service area or a part of the program’s broadening
urban partnerships, our graduates are prepared as well-educated citizens, reflective
practitioners, and principled educators who serve, individually as teachers and
collectively as life-long learners, the diverse needs of the communities in which they live
and work.
30

References and Knowledge Base
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to
teacher education. Elementary School Journal 90, 449-466.
Darling-Hammond, L. (1998). Teacher learning that supports student learning.
Educational Leadership. 55(5).
Darling-Hammond, L., Wise, A., and Klein, S. (1995). A license to teach: Building a
profession for the 21 st century schools. Boulder, CO: Westview Press.
Darling-Hammond, L. (1987). Schools for tomorrow’s teachers. In Soltis, J.(Ed.)
Reforming Teacher Education : The Impact of the Holmes Group Report. New
York : Teachers College Press.
Holmes Group. (1990). Tomorrow’s Schools. Lansing, MI: Author.
Holmes Group. (1995). Tomorrow’s School of Education. Lansing, MI: Author.
National Commission on Teaching and America’s Future (1996). What Matters Most :
Teaching for America’s Future. Woodbridge, VA : Author.
National Board of Professional Teacher Standards. (1989) What Teachers Need to Know
and Do. Available on the World Wide Web: http://www.nbpts.org. Downloaded
January 12, 2001.
New York State Education Department. (1994). Learning-Centered Curriculum and
Assessment for New York State. Albany, New York : Author.
New York State Education Department. (1999). Section 52.21 of the Regulations of the
Commissioner of Education . Albany, NY : Author.
Robinson, L. (2001). From the Director. The Newsletter. Division of Multicultural Affairs
: SUNY Potsdam.
Ross, D. (1990). Programmatic structures for the preparation of reflective teachers. In
Clift, R.; Houston, W.; Pugach, M; Eds. (1990) Encouraging Reflective Practice in
Education : An Analysis of Issues and Programs. New York : Teachers College
Press.
SUNY Potsdam (2000). State University of New York at Potsdam Undergraduate
Catalog 2001-2001 : Author.
Zeichner, K. M. (1993). Educating teachers for diversity. East Lansing, MI: National
Center for Research on Teacher Learning.
31

Shared Vision
Although they were housed in two different schools, the Department of Teacher
Education, which included Information and Communication Technology , and the Music
Education Department concurred that they had similar goals and objectives for their
graduates, and therefore, developed one conceptual framework for the unit. In the fall of
2000, the faculty of the two departments created the basis for the framework using a
concept-mapping activity—to generate and classify the knowledge, skills, and
dispositions that program graduates should develop. A group of faculty members then
drafted and reviewed the philosophy and knowledge base of the current framework. This
draft was reviewed by the Teacher Education Advisory Council, the Teacher Education
Student Association, the St Lawrence-Lewis County Superintendents Group, student
teacher supervisors, sponsor teachers, and was presented for feedback at an open forum
for the college community. The framework was formally adopted by the unit in April
2001. It is aligned with INTASC standards and New York State’s teacher education
regulations.
Coherence
The Teacher Education Assessment system, as outlined in the framework, ensures that
there is coherence among the curricular, instructional, field-experience, student teaching,
and professional-development programs. The “Well Educated Citizen” recognizes the
College’s General Education Program as the basis for the development of the SUNY
Potsdam teacher education graduate. A liberal arts major or concentration provides the
teacher candidate with in-depth knowledge of the subject matter he or she will teach. The
“Reflective Practitioner” describes the pedagogical content knowledge of the graduates.
After developing an understanding of their own learning styles and philosophies of
education, SUNY Potsdam education unit graduates will be prepared to create successful
learning experiences for all students. They will be asked to continually reflect on their
practice as they move from the college classroom to student teaching. The “Principled
Educator” describes the personal characteristics that teacher candidates need to develop
to continue their growth as teachers and leaders in the field of education. Finally, syllabi
are aligned with this conceptual framework.
Professional Commitments
The conceptual framework emphasizes teacher candidates’ professional commitments to
their disciplines, the field of education, and their communities. The sections labeled
“Reflective Practitioner” and “Principled Educator” describe the commitment to reflect
on and improve their practice. SUNY Potsdam’s future teachers will be expected to
develop classrooms and instructional opportunities for all students. In addition, graduates
will be prepared to work with their schools and communities as educational leaders.
Commitment to Diversity
The education unit at SUNY Potsdam is committed to developing teachers who value and
are prepared to work with students, parents, and colleagues with diverse perspectives,
cultures, and learning styles. As indicated in the conceptual framework, their
32

development begins with the General Education Program and is continued through
education courses, field experiences, and student teaching. In addition, the college
community strives to ensure that our commitment to multiculturalism and diversity goes
beyond the classroom.
Commitment to Technology
Teacher candidates are required to demonstrate technological proficiency. The
conceptual framework describes how teacher education candidates are able to use
educational technology in their classrooms. This technological knowledge focuses on
discipline-specific uses as well as assistive technologies to meet the diverse learning
needs of students. All programs in the education unit require individuals to demonstrate
technological proficiencies as part of their assessment plans.
Candidate Proficiencies are Aligned with Professional and State Standards
The conceptual framework is aligned with INTASC standards. It was also reviewed and
revised to reflect New York State regulations for teacher education programs as outlined
in the New York State Board of Regents amendments to Subdivision 52.21(b) of the
Commissioner’s Regulation adopted on July 14, 2000.
Evidence
SUNY Potsdam’s Teacher Education Conceptual Framework
Documentation of framework development and drafts
SUNY Potsdam’s Mission Statement
Teacher Education / Information and Communication Technology Mission Statement
Crane School of Music Mission Statement
New York State Teacher Education Regulations: Subdivision 52.21(b) of the
Commissioner’s Regulation adopted on July 14 of 2000
Selections from the Conceptual Framework in course syllabi
Interviews with college faculty, candidates, and school personnel
Teacher Education Assessment Plan / Alignment with framework
33

III. NCATE 2000 STANDARDS AND EVIDENCE
Standard 1: Candidate Knowledge, Skills, and Dispositions
Candidates preparing to work in schools as teachers or other professional school
personnel know and demonstrate the content, pedagogical, and professional knowledge,
skills, and dispositions necessary to help all students learn. Assessments indicate that
candidates meet professional, state, and institutional standards.
Overview
The academic programs at SUNY Potsdam offer teacher candidates the opportunity to
combine career preparation with strong liberal-arts education. “The College maintains its
traditional emphasis upon the liberal arts because we believe that liberally educated
persons are best equipped to respond to challenges and to take advantage of opportunities
in all areas of living—within the family and the community” (SUNY Potsdam College
Undergraduate Catalog, 2001. p. 61). The education unit programs are built upon on the
foundation of the "Well Educated Citizen" (Conceptual Framework) and enthusiastically
embrace the College's vision for its graduates.
“The Potsdam Graduate” describes the knowledge, skills, and experiences that all
students acquire during their four years at SUNY Potsdam.
The Potsdam Faculty believes that an educated person is one who can cope with,
thrive in, and provide leadership in our complex, ambiguous and mutable world.
Such an individual must possess not only knowledge and skills, but also the
commitment to apply them in acting responsibly in the physical and social
environment. An educated person understands the limitations of both formal
education and human comprehension of the world. Thus the educated person is
inclined to continue to learn throughout life and is committed to the search for
truth through free inquiry and open debate. The total atmosphere of the campus
contributes to such an education.
Within the moral, intellectual and social atmosphere of the College, the curriculum
is central. Each student’s curriculum is ideally an integrated whole, consisting of
three components: a major that permits disciplined study of a particular body of
knowledge, electives that allow students to shape learning to individual ambitions
and needs, and the general education program which provides a context of skills,
knowledge and experiences for learning.
Skills
The ability to judge, appraise, and evaluate, in matters ethical, aesthetic, empirical
and logical.
34

The ability to reason analytically, formally, symbolically and quantitatively.
The ability to solve problems by creative synthesis of knowledge.
The ability to organize thought and communicate in written and oral form.
The ability to communicate in a second language.
Knowledge
Knowledge of the heritage of Western civilization, including major artistic, scientific,
technological, philosophical and social developments.
Knowledge of a non-Western culture and an understanding of the interaction of
cultures.
Knowledge of the natural and physical world.
Knowledge of the forms and currents in twentieth century arts and philosophy.
Knowledge of contemporary social institutions.
Knowledge of how language permits communication, shapes thought and changes
through time.
Experiences
Experience of creativity or performance in the arts.
Experience of the way science generates, organizes and verifies knowledge.
Experience using computer tools in academic settings.
(SUNY Potsdam College Undergraduate Catalog, 2001, p. 61)
General College-wide Program Description
It should be noted that SUNY Potsdam graduates complete a minimum of 120 semester
hours for the Bachelor's degree. The College follows a two semester academic year with
additional opportunities to take courses during a two week winterim and during the
summer. Most full-time teacher candidates take 15 credits per semester and complete
their programs in four years at the undergraduate level. Undergraduate courses are
numbered from 100 to 499. Master of Science in Education (MSED) programs require
graduates to complete a minimum of 33 credits. Master of Science in Teaching (MST)
programs require a minimum of 42 credits to complete the program. Graduate courses
are numbered from 500 to 699. Most courses at the College carry three semester credits.
Program Revisions
In June of 1999 New York State amended its regulations relating to standards for
approval of teacher education program. The State required all programs to be reregistered,
with current programs facing de-certification as of February 1, 2004. SUNY
Potsdam re-registered all of its undergraduate teacher education programs in the spring of
2000, its Master of Science in Education programs in Special Education, Early
Childhood, Childhood Education and each of its Master of Science of Teaching programs
in the spring of 2001 and is currently revising its other Master of Science in Education
programs.
35

Undergraduate students who have entered the College since the fall of 2000 are admitted
to the newly registered programs. Teacher candidates with junior or senior status are
completing the programs that will be de-registered as of February 1, 2004. The
Department of Teacher Education decided not to re-register some existing programs.
These include the N-9 certification programs in English, mathematics, general science
and social studies. It also did not re-register its MSED General Professional Education
degree program.
In response to changes in New York State's certification options at the elementary level,
the Teacher Education Department developed new programs -- Early Childhood (B-2)
and Childhood (1-6) -- to replace its Elementary P-6 programs at the undergraduate and
graduate levels. The secondary education programs have been renamed "adolescent"
education in keeping with the language of New York State certification levels. Most of
the adolescent certification programs include a subject matter specific extension for
teaching grades 5 and 6. In addition, the secondary programs in science include a five
year BA/MST option.
Several of the MSED programs have been revised and received approval from the State
Education Department. They include Early Childhood Education (B-2), Childhood
Education (1-6), Special Education (B-2), Special Education (1-6), Special Education
Generalist (5-9), Special Education (5-9 in 10 content areas), Special Education (7-12 in
10 content areas), Educational Technology Specialist, and Information and
Communication Technology Specialist. Candidates admitted to these MSED programs
must hold an initial certification in an appropriate area prior to admission to the
program. Upon graduation these candidates will have completed the degree requirements
for professional certification in both the areas of their initial certificate and their MSED
degree program.
Other advanced certification programs will be sent to the New York State Education
Department in the spring of 2002. They will include MSED programs at the secondary
level in the areas of English, mathematics, science, and social studies. The MSED in
Reading program will be re-registered as two programs, Literacy (Birth-2) and Literacy
(5-12).
Only those programs that currently have teacher candidates enrolled will be described
here. This includes the unit's newly registered undergraduate programs and
undergraduate programs that will be de-registered as of 2004. Since the new graduate
certification programs will not be implemented until summer 2002, they will not
described in this document.
Content Knowledge for Teacher Candidates (Initial)
SUNY Potsdam's education unit seeks to prepare teacher candidates who are welleducated
citizens. These graduates will have a broad liberal arts background as well as
in-depth knowledge of the subject matter they teach. Both the College's General
Education Program and the candidate's college major, provide the teacher candidate with
36

opportunities to demonstrate his / her knowledge and skills through inquiry, critical
analysis and synthesis of the subject.
General Education Program SUNY Potsdam believes that the entire college community
must be involved in preparing teachers to meet the needs of today’s elementary and
secondary school students. All teacher candidates at the College complete a generaleducation
program which is committed to developing critical thinkers, problem solvers,
and graduates who have the ability to organize thought and communicate effectively in
written and oral form. Supported by faculty from all three schools at the College, the
General Education Program seeks to provide students with a deep and broad
understanding of history and social and political institutions; an understanding of the
impact of science and technology on our lives; experience in creating and appreciating
the arts; and an intercultural understanding that is now essential for members of our
interactive and intercultural world. Because students learn to use technology as a
research, analysis, and communication tool during their years at SUNY Potsdam, they
will be prepared to maintain these technical skills throughout their lifetime. (Conceptual
Framework, 2000)
The current General Education program was modified in 2000 and applies to first year
students entering in fall 2000 or later. It includes "The Freshman Experience", "Modes of
Inquiry", "Writing and Speaking Intensive courses", and modern language and physical
education experiences. The First Year Experience consists of three courses intended to
strengthen verbal (oral and written) and quantitative skills which students will need and
build upon in succeeding years. Information literacy and critical thinking skills are
embedded in these classes. The Modes of Inquiry component of the General Education
Program serves to provide breath of knowledge within the liberal arts and to strengthen
and expand those skills acquired in the Freshman Experience. The Modes of Inquiry are
defined by the various methods, ways of knowing, or perspectives which are available to
perceive, understand and interpret a complex world. The six modes of inquiry include
aesthetic understanding (experiential and critical), scientific inquiry (biological and
physical), social analysis, philosophical inquiry, American history, and world
civilizations (western civilization and cross-cultural perspective) . Students may not take
more than 8 credit hours from any one department to complete the modes of inquiry
requirement. SUNY Potsdam graduates must also complete upper level speaking
intensive and writing intensive courses which reinforce the skills that are developed as
part of their First Year Experience.
Education students demonstrate their liberal arts content knowledge by successfully
completing the General Education Program and passing the New York State Liberal Arts
and Science Test [LAST]. As shown in Table 7, SUNY Potsdam education students
consistently pass the New York State Liberal Arts and Science Test at a rate higher than
teacher candidates from other SUNY institutions as well as those from all colleges in the
state.
37

Table 7. New York State LAST Passing Rates (% Passing)
Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr-01 Jul-01
Potsdam 92 89 91 89 90 85 88 88
SUNY 86 86 86 79 84 81 83 80
Statewide 72 74 73 63 70 72 69 65
Subject Matter Knowledge: The Teacher Education Department attempts to assure indepth
subject matter knowledge through various requirements. Candidates preparing to
teach at the secondary level must complete a major in an appropriate field. Early
childhood and childhood teachers complete a set of interdisciplinary courses designed for
B-6 teachers, including courses in the language arts, mathematics, science, and social
studies, along with a concentration in one of those areas. Candidates must complete all
courses in their majors or concentrations with a 2.0 or better and have an overall GPA of
at least 2.5. These requirements, along with the results of New York State Liberal Arts
and Science Tests and the Content Specialty Tests, indicate that SUNY Potsdam’s
graduates are well prepared to teach their subject matter at their levels and areas of
certification.
Master of Science in Teaching (MST) applicants must submit a transcript showing that
they have completed the equivalent of a SUNY Potsdam major and the New York State
liberal arts and science requirements. If these requirements are not met, candidates must
complete coursework as pre-requisites for full admission to the program. MST applicants
must have a 2.75 overall GPA and are required to pass the New York State Liberal Arts
and Science Tests prior to student teaching. The teacher candidates completing the newly
registered programs will also have to pass the New York State Content Specialty Test
(CST) prior to being recommended for initial certification. Those graduating before
February, 2004 must pass the CST prior to receiving their permanent certification.
Master in Education (MSED) applicants are required to have a 2.75 undergraduate GPA
and be certified to teach in a specified area for entry to most programs; this includes
passing scores on the New York State Liberal Arts and Science Tests, and, when
appropriate, the Content Specialty Tests if the certification is from New York State.
Content Knowledge for Elementary Programs (Initial)
Elementary Education Certification Program (Pre-2004)
Candidates who will graduate prior to February 1, 2004 and who wish to pursue P-6
elementary education certification at SUNY Potsdam must be enrolled in an appropriate
arts and sciences major. These candidates complete their elementary education program
in addition to that major and the general education program that was described earlier.
The elementary education program includes a set of cognates from the liberal arts and
sciences that insure teacher candidates in this program have a broad background in the
content areas delineated in professional, state and institutional standards. This set of
cognates include 7 credits in English, 6 -7 credits in science including a lab science, 6
credits in mathematics, 3 credits in the fine arts, 6 credits in psychology (Child
Development, and Issues of Exceptionality or the Exceptional Learner), 3 credits in
38

health, 3 credits in history, 6 credits in the social sciences, 9 credits (or its equivalent) in
modern language and 4 units in physical education.
Early Childhood and Childhood Education Programs (Post - 2004).
In keeping with recent changes in New York State teacher certification requirements, the
Teacher Education Department developed two new BA degree programs: Early
Childhood Education and Childhood Education, which were offered to first year students
in the fall of 2000. Graduates of these new programs complete a broad distribution of
liberal arts credit; a specialization in one of the following areas: English language arts,
mathematics, science, or social sciences/ history; and a set of education courses
integrating theory and practice.
The 61-credit arts and sciences concentration required for all Early Childhood Education
and Childhood Education majors include 14 credits in composition, literature, and
communication, 9 credits in mathematics, 9 credits in science, 13 credits in history, 7
credits in the fine arts, and 9 credits in psychology. Candidates also complete 9 credits in
modern language or its equivalent, 4 units of physical education courses and a 1 credit
course designed to help teachers deal with issues such as drugs, child abuse and safety,
school violence, and other health related issues.
The College believes that all students should have the opportunity to study in a liberal
arts discipline at an in-depth level. Therefore all Early Childhood and Childhood majors
complete a minimum of 24 credits in one of the state approved specialty areas.
Currently, specializations are available in the areas of English, mathematics, biology,
chemistry, environmental studies, geology, physics, and social sciences/ history.
Content Knowledge for Master of Science in Teaching [MST] in Elementary Education
(Initial).
Candidates accepted into the MST program in elementary education must have
completed a set of liberal arts courses comparable to the SUNY Potsdam undergraduate
degree program. Candidates are required to pass the LAST to be fully admitted into the
program.
Assessment of Content Knowledge for Elementary Education Programs (Initial)
Content knowledge for graduates in both our undergraduate and graduate early
childhood, childhood, and elementary education programs is demonstrated and assessed
through the candidates' coursework, during field experiences and student teaching, and
through follow-up surveys of graduates and employers. In addition, graduates must pass
the New York State Elementary Content Specialty Test prior to receiving permanent
certification. SUNY Potsdam elementary education candidates consistently pass this test
at a higher rate than those attending comparable colleges and for candidates in
elementary education programs statewide. [Table 8] (Note: The New York State tests
have purposely been made more difficult over the past three years.)
39

Table 8. Percent Passing on Elementary Education Content Specialty Tests
El Ed CST Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr-01 Jul-01
Potsdam 88 95 95 89 88 91 93 93
All SUNY 87 94 92 87 90 88 91 93
Statewide 72 76 78 70 72 75 76 76
Content Knowledge for Secondary Programs (Initial)
Each secondary education candidate at SUNY Potsdam must complete a major relevant
to his or her certification area. To be eligible for student teaching as an undergraduate,
candidates must complete all required courses in their majors with a 2.0 or better and
have an overall GPA of 2.5 in this major. To be admitted into the Master of Science in
Teaching programs at the secondary level, each candidate must have completed a
program comparable to the SUNY Potsdam undergraduate major in his or her content
area. Candidates must have received a grade of 2.0 or better in all required courses and
have a minimum GPA of 2.75 in the last sixty hours completed at the undergraduate
level. Content knowledge is also assessed through coursework and during the
candidate’s field experiences and student teaching.
These requirements along with the scores on NYS Content Specialty Tests [Table 9]
show that SUNY Potsdam's teacher candidates have strong backgrounds in their content
areas.
Table 9. Summary of Passing Rate for Secondary Content Specialty Tests
English
n=34
Math n=47
Soc. Std.
n=26
Biology
n=27
Chemistry
n=18
Earth Sci.
n=13
Physics n=9
French n=2
Spanish n=4
Potsdam 74 72 85 74 72 54 33 50 57
All SUNY 77 69 80 71 63 69 63 75 56
Statewide 72 57 71 62 60 60 56 69 61
Note: Percents based on number of students passing 8 New York State Content Specialty
Tests. Administration dates: Oct. 1999, Jan. 2000, Apr. 2000, July 2000, Oct. 2000, Jan,
2001, Apr. 2001, July 2001.
Content Knowledge for Music Education Program
Music Education majors complete a Bachelor of Music, which includes the same general
education requirements as those graduating with a BA degree. Teacher candidates
complete 32 credit hours in a musicianship core sequence (theory, aural skills, keyboard
skills, literature and style, and conducting), 14 hours in performance, and 10-11 hours in
music electives. Teacher candidates must successfully complete auditions, normally held
at the end of their sophomore year. Each audition is administered by a jury of faculty
members from the performance medium concerned. At this time, there is no New York
State content specialty test for music teachers.
40

Content Knowledge (Advanced)
Candidates admitted to SUNY Potsdam’s education unit advanced certification programs
must demonstrate an in-depth knowledge of the subjects they teach. Applicants will not
be fully admitted to any advanced certification program without having met the
requirements for provisional certification in New York State. This includes
demonstrating appropriate content knowledge through transcript review and passing the
New York State Liberal Arts and Science Test.
In addition, candidates are required to take courses to improve their understanding of the
subject matter they teach. For example, in the Master of Science in Education (MSED)
elementary education program, candidates must complete at least 12 credits of courses
linking content and pedagogy. Examples of courses that meet this requirement include:
GRED 515 Teaching Local History and Community Studies, GRED 517 Integrating the
Arts into the Elementary Classroom, GRED 531 Creative Problem Solving in
Mathematics, and GRED 645 Science, Technology, and Society Studies for the K-12
Teacher. At the secondary level, all content specific MSED programs require 6 to 9
credits in content or content specific pedagogy courses. Other advanced programs in
Reading, Special Education, and Instructional Technology and Media Management
assess content knowledge through coursework and field-based experiences.
Evaluation of Content Knowledge and Skills During Student Teaching Semester
College supervisors, sponsor teachers, and student teachers completing the elementary
and secondary initial certification programs are asked to assess the student teachers'
content knowledge a minimum of four times during the student teaching semester. The
following table [Table 10] is a summary of the college supervisors' and sponsor teachers'
assessments of communication skills and subject matter knowledge for teacher candidates
that student taught during the fall 2001 semester (with 60% of the forms returned as of
1/20/02). The results are from the Student Teaching Evaluation Form 5. This form asks
evaluators to rate 21 different personal and professional characteristics of the student
teacher. Ratings are scored from 1 to 9 (9 being the highest rating) and are based on
descriptive rubrics. For the items listed below, ratings in the range 7-9 for
Communication Skills denote "Effective communication, skillful choice of vocabulary,
clearly legible handwriting." The 7-9 range for Knowledge of Subject Matter denotes
"Thorough understanding and extensive knowledge of the field, up-to-date."
41

Table 10. Summary of College Supervisors and Sponsor Teachers Assessments of
Student Teacher Subject Matter Knowledge and Skills - Fall 2001
Communication
Skills / College
Supervisors
Communication
Skills / Sponsor
Teachers
Knowledge of
subject matter/
College
Supervisors
Knowledge of
subject matter/
Sponsor Teachers
Mean 7.79 8.07 7.78 7.96
Range 2 - 9 3 - 9 4.5 - 9 4 - 9
Std. Dev 1.38 1.21 1.2 1.1
Note: N=101 - 60% return as of 1/20/02.
Technological Knowledge and Skills
SUNY Potsdam has been a leader in providing faculty and students with access to
appropriate computer technology for many years. Any student who registers for a course
at SUNY Potsdam receives a computer network account. This account includes email
access, World Wide Web access, and campus network access. Student rooms in the
College’s residence halls are connected to the local area network. This network allows
each student to access his or her "Home Directory" from any lab on campus, as well as
from the student's dormitory room. In addition a variety of on-line services are available
to students, including on-line registration, access to the library on-catalog and services,
and Blackboard -- a web-based course delivery and management system. Students
routinely use the computer as a research and communication tool throughout their years
at SUNY Potsdam. Specific competencies differ by program and can be found in course
syllabi.
A Technology Task Force, made up of education unit faculty members, has been created.
Its charge is to review current technology outcomes as outlined in the education unit's
conceptual framework and in state and national standards and to develop an action plan to
help the unit meet its goals.
Pedagogical Content Knowledge (Initial)
Teacher candidates at SUNY Potsdam are provided with many opportunities to
demonstrate a thorough understanding of pedagogical content knowledge through their
coursework in the classroom and their field experiences. They are asked to use multiple
instructional strategies and to adapt their lesson plans to accommodate diverse learning
needs. Teacher candidates are also required to use instructional technologies where
appropriate throughout their programs. The pedagogical core for each initial certification
program can be found below.
Teacher candidates expected to graduate prior to February 1, 2004 are in programs
identified as "pre-2004 ." Those graduating after that date are in programs identified as
"post -2004." Candidates enrolled in programs identified as “post -2004” entered the
College as first-year students in the fall of 2000 or later.
42

P-6 Elementary Program BA & MST (pre-2004) Candidates seeking initial elementary
certification at both the undergraduate and graduate levels complete content-specific
pedagogy courses that provide instruction in and the opportunity to practice a number of
research-based instructional strategies. Aligned with professional standards and the
unit’s conceptual framework, these courses connect content and pedagogy to meet the
learning needs of all students. The P-6 elementary education programs are designed to
provide candidates with opportunities to learn and practice appropriate uses of
technology as part of their methods courses. In terms of content-specific pedagogy,
candidates for initial certification are required to take courses listed in Table 11.
Table 11. Content-specific pedagogy for the B.A. and M.S.T. P-6 Elementary Education
Program
P-6 Elementary Program B.A. P-6 Elementary Program M.S.T.
EDUC 310 - Mathematics - Elementary GRED 565 Elementary Mathematics:
Methods
Content & Methods
EDUC 311 - Science - Elementary GRED 566 Elementary Science: Content
Methods
& Methods
EDUC 312 - Social Studies - Elementary GRED 567 Elementary Social Studies:
Methods
Content & Methods
EDUC 313 - Reading and the Language GRED 527 Reading and Language Arts
Arts I
Instruction and Practice
EDUC 413 - Reading and the Language GRED 528 Adv. Reading and Language
Arts II
Arts Instruction and Practice
N-9 Elementary Education BA (pre-2004). Elementary education candidates with
appropriate majors may also complete extension programs that prepare them for New
York State certification in English, mathematics, social studies, or general science at the
grades 7-9 level. These programs include the content-specific pedagogy listed above with
two exceptions. The content methods course in their area of specialization is selected
from one of the following: SECD 350 The Secondary School Mathematics Program,
SECD 351 The Secondary School English Program, SECD 352 The Secondary School
Science Program, or SECD 353 The Secondary School Social Studies Program.
Students also complete SECD 355 Reading and Study Skills in the Secondary Schools
instead of EDUC 413 Reading and Language Arts II. These programs will not be
available after February 1, 2004.
Childhood Education Grades 1-6 BA (post-2004). The new childhood education major is
based on the P-6 Elementary Education major described above and includes contentspecific
pedagogy taught in blocks that provide appropriate field experiences and
opportunities to integrate theory and practice. Methods courses are aligned with
professional standards and the unit’s curriculum framework. Appropriate use of
technology is integrated into the methods courses and the related field experiences.
Candidates must complete a minimum of 100 hours of pre-student teaching field
experience. The required content-specific pedagogy courses are:
43

EDUC 207 - Literacy I
EDUC 312 - Social Studies Methods
EDUC 310 - Mathematics Methods
EDUC 407 - Literacy II
EDUC 409 - Science Methods
Secondary Programs. SUNY Potsdam offers undergraduate and graduate initial
secondary (7-12) certification programs in the following areas: English, mathematics,
science (biology, chemistry, earth science, and physics), and social studies. It also offers
an initial certification program at the undergraduate level in a foreign language (French,
Spanish). All secondary programs are designed to build on a solid understanding of
content knowledge to help teacher candidates develop a thorough understanding of
pedagogical knowledge delineated in professional and state standards and the unit's
conceptual framework. Teacher candidates graduating prior to February 1, 2004 will
complete the content- specific pedagogy courses listed in Table 12. In addition, all
secondary level certification candidates are required to complete one course in
educational technology.
Table 12. Content-Specific Pedagogy Courses for Secondary Programs BA and MST.
(pre-2004)
Secondary Education Programs B.A.
Required for all secondary BA programs:
SECD 355 Reading and Study Skills in the Content
Area
EDUC 410 Media and Technology
And two courses in one of the following content
areas:
Mathematics:
SECD 350 Secondary School Mathematics Program
SECD 350 Secondary School Mathematics
Instruction
English:
SECD 351 Secondary School English Program
SECD 351 Secondary School English Instruction
Science:
SECD 352 Secondary School Science Program
SECD 352 Secondary School Science Instruction
Social Studies:
SECD 353 Secondary School Social Studies
Program
SECD 353 Secondary School Social Studies
Instruction
Foreign Language:
SECD 354 Secondary School Foreign Language
Secondary Education Programs M.S.T.
Required for all secondary MST programs:
GRED 605 Reading & Study Skills in the Content Area
Technology Elective
And two courses in one of the following content
areas:
Mathematics:
GRED 560 Sec. Mathematics Curr. & Instruction:
Theory/Research
GRED 570 Strategies for Teaching Secondary
Mathematics
English:
GRED 562 Sec. English Curr. & Instruction:
Theory/Research
GRED 572 Strategies for Teaching Secondary
English
Science:
GRED 561 Sec. Science Curr. & Instruction:
Theory/Research
GRED 571 Strategies for Teaching Secondary
Science
Social Studies:
GRED 564 Sec. Social Studies Curr. & Instruction:
Theory/Research
GRED 573 Strategies for Teaching Secondary
Social Studies
Not available.
44

Program
SECD 354 Secondary School Foreign Language
Instruction
The secondary programs were also recently revised to meet new state regulations. These
revisions included adding a second literacy course that will prepare candidates to support
language acquisition and literacy development by native English speakers and students
who are English language learners. Revised programs, also ensure that each candidate
will complete 100 hours of pre-student teaching field experience. Several of the programs
have been developed into learning communities to facilitate scheduling and field
experiences. The requirements for content-specific pedagogy courses for candidates who
will finish the program after February 1, 2004 are listed below [Table 13]. Candidates
completing the newly registered programs have reached, at most, second semester
sophomore status, and therefore, many of the new courses in these programs have not yet
been offered.
Table 13. Content-Specific Pedagogy Courses for Secondary Programs BA and MST.
(Post-2004)
Secondary Education Programs BA
Mathematics:
SECD 370 Teaching Mathematics in the Middle School
SECD 470 Teaching Mathematics in the Secondary School
English:
SECD 361 English Language Arts, Grades 5-12
SECD 371 Teaching Writing, Language, and Communication, Gr. 5-12
SECD 471 Teaching Reading and Literature, Grades 5-12
Science:
SECD 372 Science Instruction and Assessment in the Middle School
SECD 472 Science Curricula & Programs in Secondary Schools
Social Studies:
SECD 353 The Secondary School Social Studies Curriculum
SECD 453 The Secondary School Social Studies Instruction
Foreign Language:
SECD 474 Middle and Secondary School Foreign Language Program
SECD 484 Middle and Secondary School Foreign Language Instruction
While the appropriate use of technology is integrated into the methods courses, each
program requires an additional course in the use of technology. Mathematics candidates
complete a 3 credit course, SECD 316 - Technology and Media in Middle and Secondary
Mathematics. This course is designed to ensure that technological competencies specific
to mathematics, such as the use of graphing calculators and Geometers Sketchpad, are
developed. The other secondary programs include a 1 credit course, SECD 210 -
Computer Applications in Middle & Secondary School as a pre-requisite to the methods
course to ensure that candidates have the introductory level skills required for those
courses.
45

In addition to the content-specific methods courses, all teacher candidates must complete
six credits hours of literacy, including literacy for English language learners. Teacher
candidates who complete the secondary English certification program will find these
literacy requirements embedded in their three methods courses. All other secondary
programs complete SECD 356 - Reading/Literacy in the Middle and Secondary Schools
I, SECD 357 - Reading/Literacy in the Middle and Secondary Schools II. All newly
registered secondary programs require candidates to complete SECD 315 - Teaching
Students with Special Learning Needs in Middle and Secondary Schools.
Music Education. The B.M. in Music Education includes 7 credits in Music in
Contemporary Education and Practicum, 4-5 credits in Instrumental and Choral Practices,
10 credits in Technical – Professional Competencies and a full semester of student
teaching. All music education majors complete PSYC 220 Child Development. The
newly registered program also requires students to complete 3 hours of literacy, including
literacy for English language learners and a minimum of 100 hours of pre-student
teaching field experience.
Assessment of Pedagogical Content Knowledge (Initial)
The results from state tests as well as surveys completed by sponsor teachers show that
teacher candidates completing the graduate and undergraduate elementary education
programs at SUNY Potsdam have strong backgrounds in both content and pedagogy.
Multiple performance-based assessments have been identified as evidence in the program
Assessment Matrices. These matrices were completed for the current teacher education
programs and will be used as the basis for the assessment plans to be developed for the
new programs that will be fully implemented by the spring of 2004. In addition, teacher
candidates must pass the New York State Assessment of Teaching Skills - Written for
elementary or secondary teachers before they can be recommended for certification.
Summary results of this test show that SUNY Potsdam’s graduates are well prepared to
teach in New York State Schools [Tables 14 & 15].
Table 14. Percent Passing on the New York State Assessment of Teaching Skills –
Written for Elementary Teachers
AST-W
Elementary
Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr-01 Jul-01
Potsdam 89 88 99 91 97 84 95 95
All SUNY 93 93 91 85 89 88 90 86
Statewide 82 83 82 73 77 81 80 73
Table 15. Passing Rates on the New York State Assessment of Teaching Skills - Written -
for Secondary Teachers
AST-W Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr-01 Jul-01
Secondary
Potsdam 90 90 93 94 88 85 93 100
All SUNY 89 89 91 85 87 86 90 86
46

Statewide 83 85 86 79 80 84 85 79
Pedagogical Content Knowledge (Advanced)
The advanced certification programs are designed to build on the foundations candidates
have developed while preparing for initial certification. To be fully admitted to advanced
certification programs at SUNY Potsdam, candidates must earn a New York State
provisional teaching certificate in a relevant area. This includes completing student
teaching and passing the New York State Assessment of Teaching Skills - Written. Also,
each candidate must have graduated from an accredited institution of higher education
with a GPA of 2.75 or better. These requirements demonstrate a basic understanding of
content specific instructional strategies based on professional, state, and national
standards. All advanced certification programs include a minimum of 9 hours in
pedagogical content or content courses. Examples of such courses include:
GRED 501 Organizing the Composition Curriculum, Grades 4-12
GRED 506 Writing Across the Curriculum, K-12
GRED 534 Teaching Mathematics in a Technological World
GRED 515 Teaching Local History and Community Studies
GRED 513 Comparative Cultures and Education
GRED 540 Project WILD
GRED 541 Project Learning Tree
GRED 547 Teaching Young Adult Literature
GRED 627 Innovative Classroom Reading Practices
GRED 652 Computer Graphics and A/V Design
GRED 655 Video Design/Production
MUCE 501 Curriculum Development in the School Music Program
MUCE 524 Rehearsal Techniques and Repertoire for the Instrumental Ensemble
Additional graduate level content courses are available from the School of Arts and
Sciences and the Crane School of Music.
Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial)
SUNY Potsdam’s initial teacher preparation programs introduce candidates to the field of
education in courses such as EDLS 201/301 Principles of Education, EDLS 349
Introduction to Middle and Secondary Education, MUCE 200 Principles of Music
Education, or GRED 600 Philosophical Foundations of Education. Candidates develop
their own educational philosophies and learn to consider school, family, and community
contexts. Teacher candidates are introduced to New York State Learning Standards and
the national content area standards in the appropriate methods courses. They identify
learning standards addressed in lessons and unit plans that they develop and teach as part
of their methods and practica courses. Candidates are asked to maintain reflective
journals throughout their programs. These journals are read and responded to by the
appropriate faculty member. In both their field and student teaching experiences,
preservice teachers learn to work with parents and other individuals throughout the entire
school community. These professional experiences are assessed through the field and
47

student teaching evaluation rubrics. The Student Teaching Evaluation Form 5 assesses
the professional qualifications of all initial certification candidates in the elementary and
secondary programs.
Professional knowledge is also assessed through Subarea 4: The Professional
Environment of the New York State Assessment of Teaching Skills-Written. This
subarea is designed to assess the teacher candidate’s knowledge of how to reflect
productively on one’s own practice and how to foster effective home-school relationships
and school-community interactions that support student learning, as well as knowledge of
reciprocal rights and responsibilities in situations involving interactions between teachers
and students, parents, community members colleagues, administrators and other school
personnel. Analysis of the scores on this subarea find that ,on average, SUNY Potsdam
elementary education candidates performed as well as or better than the other SUNY
institutions on seven out of eight of the tests administered from October, 1999 to July ,
2001 . When compared to all state institutions they performed better on all eight
administrations[Table 16]. For the secondary programs SUNY Potsdam graduates
performed as well as or better than in this subarea on four out of eight of the test
administrations as compared to all SUNY institutions. When compared to all institutions
statewide they scored higher on five out of the eight administrations. [Table 17].
Table 16. Average Professional Knowledge Subarea Score on New York State
Assessment of Teaching Skills - Written (Elementary)
AST-W Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr-01 Jul-01
Elementary
Subtest 4
Potsdam 268 269 268 256 264 271 257 272
All SUNY 268 267 269 255 261 270 255 265
Statewide 260 259 262 250 256 264 251 259
Table 17. Average Professional Knowledge Subarea Score on New York State
Assessment of Teaching Skills - Written
AST-W Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr-01 Jul-01
Secondary
Subtest 4
Potsdam 248 248 266 242 255 265 262 282
All SUNY 251 253 260 251 253 256 267 270
Statewide 246 251 257 244 247 256 263 262
48

Evaluation of Professional and Pedagogical Knowledge and Skills During Student
Teaching Semester
College supervisors, sponsor teachers, and student teachers completing elementary or
secondary programs are asked to assess the student teachers' professional and
pedagogical knowledge and skills a minimum of four times during the student teaching
semester. The following tables [Table 18 & Table 19] summarize the college
supervisors' and sponsor teachers' assessment of professional and pedagogical
knowledge and skills for teacher candidates during the fall 2001 semester. The results
are from the Student Teaching Evaluation Form 5.
Table 18 : Sponsor Teacher's Evaluation of Student Teacher (Form 5) Fall 2001
Understanding of
Program Objectives
Improvement in
Professional
Competence
Planning
Use of Plans
Selects Prepares and
Uses Appropriate
Materials
Recognition and
Provision for
Differences in
Individuals and
Groups
Ability to Motivate
Classroom
Management
Mean 8.16 8.26 8.19 8.18 8.32 8.21 8.13 8.08
Range 5 - 9 4 - 9 3 - 9 4 - 9 4 - 9 4 - 9 4 - 9 4 - 9
Std. Dev. 1.01 1.05 1.1 1.06 1.01 1.14 1.11 1.1
Note: N=101 with 60% returned as of 1/20/02. Rating from 1 to 9 with 9 highest.
Table 19 : College Supervisor's Evaluation of Student Teacher (Form 5) Fall 2001
Understanding of
Program Objectives
Improvement in
Professional
Commitments
Planning
Use of Plans
Selects Prepares and
Uses Appropriate
Materials
Recognition and
Provision for
Differences in
Individuals and
Groups
Ability to Motivate
Classroom
Management
Mean 7.9 7.92 7.79 7.88 8.02 8.03 7.93 7.91
Range 4.5 - 9 4.5-9 4 - 9 4 - 9 4 - 9 4 - 9 4 - 9 4.5 - 9
Std. Dev. 1.15 1.29 1.38 1.35 1.26 1.25 1.25 1.22
Note: N=101 with 60% returned as of 1/20/02. Rating from 1 to 9 with 9 highest.
For the items listed above, the ratings in the range 7-9 indicate the following:
49

Understanding of Program Objectives - Highly perceptive, based on client and societal
needs, sound sense of direction.
Improvement in Professional Competence - Considerable improvement, rapid growth
Planning - Consistent long-range and daily planning, appropriate and meaningful
objectives, creative and flexible
Use of Plans - Well-executed plans with appropriate adjustments, capitalizes on
unexpected learning opportunities, achieves goals
Selects Prepares and Uses Appropriate - Appropriate for purpose, advantageously used,
good variety.
Recognition and Provision for Differences in Individuals and Groups - Strives to know
clients, sensitive to differences and needs, varied content materials, and activities
to meet needs.
Ability to Motivate - Consistently makes activities purposeful and stimulating.
Classroom Management - Provides stimulating, attractive learning environment, manages
routine well, makes adjustments for health and comfort.
Professional and Pedagogical Knowledge and Skills for Teacher Candidates
(Advanced)
Programs designed to continue the preparation of teachers lead to a Master of Science in
Education (MSED) degree or a Master of Music (MM). The MSED programs include:
Elementary Education; Secondary English, Mathematics, Science or Social Studies
Education; Reading, Special Education, General Professional Education; and
Instructional Technology and Media Management. The MM degree program is in Music
Education. These certification programs require candidates to be initially certified in an
appropriate area. Thus most applicants will have passed the New York State Liberal Arts
and Science Test and the Assessment of Teaching Skills - Written prior to admission.
Successful applicants with initial certification from states other than New York will have
completed equivalent initial certification requirements. To be admitted to one of the
MSED programs an applicant must also have achieved an undergraduate GPA of 2.75 or
better in the last 60 hours of their undergraduate program.
The advanced programs at SUNY Potsdam seek to graduate teachers who will
"contribute to the effectiveness of [their] schools by working collaboratively with other
professionals on instructional policy, curriculum development and staff development"
[NPBT, 1989] and who become educational leaders in their districts and beyond. All
programs except for Special Education require a foundations course such as GRED 600
Philosophical Foundations, MUCE 601 Philosophies and Issues in Music Education, or
ITED 625 History and Philosophy of Instructional Technology where candidates examine
the contributions of leading educators as well as their own philosophical beliefs about
improving education for all students. All MSED or MM graduates complete a research
course (GRED 660 Educational Research, MUCE 699 Thesis/Graduate Research Project
in Music Education, or SPED 607 Educational Research : Critical Issues in Special
Education). These courses are designed to help candidates better understand the research
in their fields and to enable them to develop their own research projects. Most programs
require additional work in the use of educational technology. Candidates have a variety
of courses to choose from in this area. They include ITED 518 Microcomputer
50

Applications in Education, ITED 614 Technology in Education, ITED 649 Web Page
Design, 520 Technological Applications for the Music Educator, and SPED 612
Assistive Technology in Special Education.
All advanced programs provide specific opportunities to further their understanding of
how students learn based on the professional and state standards in their area. Candidates
have an opportunity to learn about and reflect on current educational issues in their
program area as well. More specific information related to the MSED and MM programs
can be found in the Graduate Catalog and course syllabi.
Teacher Education Student Association (TESA). Teacher candidates at SUNY Potsdam
also have the opportunity to develop professional knowledge and skills through their
student organization. Founded in 1999 the mission statement of the organization reads as
follows: The purpose of this organization is to empower the teacher education student to
take responsibility for his/her professional growth at an earlier career stage. It also
seeks to encourage dialogue among students and faculty in the college and public fields
The organization's vision statement, Emergent Teachers as Professional Leaders
supports the unit's goal of developing tomorrow's educational leader. TESA has
supported the education unit by participating in college admissions open houses,
participating in the development of the unit's conceptual framework, and organizing a
variety of presentations.
Dispositions
Candidates are provided opportunities throughout their programs to develop and
demonstrate the dispositions expected of professional educators. Candidates formulate
their educational philosophies early in the program and revisit them as they gain more
experience in the classroom. Candidates’ dispositions are formally assessed in their field
and student teaching experiences. If any doubts or reservations exist about a student
teaching candidate's disposition/candidacy for the teaching profession, the Teacher
Education Review Committee (TERC) is asked to convene, interview the candidate and
make recommendations regarding continuation of that candidate in the program.
Candidates are also encouraged to self assess and reflect on their dispositions as part of
those experiences. Form 5 of the student teaching evaluation asks student teachers in the
elementary and secondary programs to assess their dispositions and compare that
assessment with that of their college supervisor and sponsor teacher. This assessment is
to be completed four times through out the student teaching semester and serves as a
catalyst for this team to create a dialog related to strengths and weaknesses of the student
teacher. Recently developed assessment plans include more formal assessment of
dispositions throughout the program.
An analysis of the Student Teaching Evaluation (Form 5) for the fall 2001 semester found
that both the sponsor teachers and college supervisors rated SUNY Potsdam student
teachers, on average, at the highest levels with respect to dispositions. Tables 20 and 21
shows the average ratings for categories related to dispositions. Both sponsor teachers
51

and college supervisors were asked to rate candidates on a scale of 1 to 9 with 9 being the
highest rating.
Table 20 : Sponsor Teacher's Evaluation of Student Teacher (Form 5) Fall 2001
Personal Appearance
Initiative / Work
Ethic
Dependability
Emotional Stability
Attitudes Toward
Professional Help
Commitment to
Student Teaching
Interpersonal
Relationships
Acceptance by Other
Professionals
Motivating ability
Mean 8.52 8.25 8.56 8.41 8.46 8.53 8.44 8.19 8.14
Range 4 - 9 4 - 9 5 - 9 4 - 9 5 - 9 5 - 9 4 - 9 4 - 9 4 - 9
Std. Dev. 0.91 1.04 0.88 1.04 0.96 0.91 0.95 1.07 1.05
Note: N= 101 with 60% returned as if 1/2/02
Table 21 : College Supervisor's Evaluation of Student Teacher (Form 5) Fall 2001
Personal Appearance
Initiative / Work
Ethic
Dependability
Emotional Stability
Attitudes Toward
Professional Help
Commitment to
Student Teaching
Interpersonal
Relationships
Acceptance by Other
Professionals
Motivating ability
Mean 8.25 8.13 8.31 8.1 8.16 8.3 8.17 8.03 7.99
Range 5 – 9 5 – 9 5 - 9 4.5-9 5 - 9 5 - 9 6 -9 5 - 9 4 - 9
Std. Dev. 1.15 1.19 1.11 1.16 1.2 1.16 1.15 1.18 1.19
Note: N= 101 as of 1/20/02
Note: Ratings in the 7-9 range in Tables 17 and 18 indicate the following:
Personal Appearance - Excellent appearance, always appropriately dressed.
Initiative / Work Ethic - Enthusiastic, does more than required, sees a job to be done and
does it.
Dependability - Always reliable and punctual.
Emotional Stability - Emotionally secure, good sense of humor, faces problems
realistically
Attitudes Toward ProfessionalHelp - Seeks suggestions and evaluations, profits from
them.
Commitment to Student Teaching - Very enthusiastic, eager, alert, professional minded.
Interpersonal Relationships - Warm, outgoing, kind, understanding, free from affectation.
52

Acceptance by Other Professionals - Complimented by others
Motivating Ability - Maintains democratic and cooperative spirit, develops pupil selfcontrol
and responsibility, encourages pupil initiative, respects pupils and their
ideas.
Student-Learning for Teacher Candidates
SUNY Potsdam's education unit programs emphasize the need for all candidates to
understand the diverse ways that students learn. In our initial certification programs
candidates complete either PSYC 220 Child Development or PSYC 321 Psychology of
the Adolescence. All initial certification candidates in the elementary or secondary
programs complete PSYC 350 Educational Psychology or PSYC 313 Cognitive
Development. These courses help the candidate better understand how B-12 children
develop and behave in educational settings. In additional all initial undergraduate
certification candidates complete a minimum of one course related to working with
special needs students in their classroom. The pre-2004 programs require EDLS 412
Exceptional Learner or PSYC 270 Issues of Exceptionality. The post-2004 courses
require PSYC 270 Exceptional Learner and EDUC 314 Assessment and Strategies for
Teaching Special Needs Students at the elementary level, or SECD 314 Teaching
Students with Special Learning Needs in Middle and Secondary Schools at the secondary
level. The newly registered initial programs at the graduate level will all require a similar
course designed to help teachers work with students with special learning needs and their
parents, as well as other school personnel. In addition all of the newly registered
programs will include at least 6 credit hours related to language acquisition and literacy
development by Native English speakers and students who are English language learners.
Candidates provide evidence of ability to provide meaningful learning experiences for
students based on their developmental levels through the lessons and unit plans they
develop and in their reflective journal. Candidates develop assessments and administer
those assessments in P-12 classrooms.
Advanced programs develop more specific skills related to assessment. Candidates
discuss assessment issues in their program specific advanced methods courses and can
take courses such as GRED 641 Informal Classroom Reading Assessment Techniques
and SPED 637 Diagnosis and Assessment of Educational Difficulties.
Evidence
2000-2001 Undergraduate and Graduate
Catalogue
Specialty Professional Organization
reports and review results.
Course syllabi
Performance based assessment forms
Summaries of State Tests
General Education Form
Unit technology plan
Candidate reflections
Candidate journals
Candidate self-assessments
Mentor teacher evaluations
University supervisor evaluations
Candidate work samples (unit plans,
lesson plans, candidate work samples)
Teacher Education Review Committee
Minutes
53

Student Teaching Evaluation Form 5
Title II Data
54

Standard 2: Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on applicant
qualifications, candidate and graduate performance, and unit operations to evaluate and
improve the unit and its programs.
Assessment System
The education unit at SUNY Potsdam has developed an Education Assessment System
Action Plan [Table 22]. Building on the current assessment system, the plan calls for reexamining
the existing transition points and redefining them as needed. All components
of the current system will be continued as part of the revised system. The plan also
provides for the development of a data-collection system, where data are regularly
analyzed and the results are used to improve programs. This plan was collaboratively
developed and reviewed by members of the departments in the education unit and the
Teacher Education Advisory Council. It was formally adopted by the Teacher Education,
Information and Communication Technology, and Music Education programs in the Fall
of 2001. The Teacher Education Assessment System will interface with the College’s
General Education Assessment and Major Program Assessment Systems to maximize the
efficacy of all assessment initiatives. An Arts and Science Assessment Committee is
currently working with the education unit to develop appropriate performance based
assessments for teacher candidates.
55

Table 22: SUNY Potsdam Education Unit Assessment System Action Plan
SUNY POTSDAM EDUCATION
ASSESSMENT SYSTEM ACTION PLAN
Goal
Formation of
Assessment
Committee(s)
Individuals
Involved
NCATE Steering
Committee, Dept
Chairs, Program
Coordinators, Dir.
Of Inst.
Assessment, and
TEAC A&S
Assessment Chair
Current
Practice
Assessment is the
responsibility of
program groups,
Office of Field
Exp. & Teacher
Cert., and Dean’s
Office. There is
no Office or
Committee
charged with over
sight of
Assessment
System.
Tasks to Achieve
Goal
• NCATE Assessment
Committee
• Review of Assessment
responsibilities across
programs
• Determination of need
for Teacher Education
Assessment
Committee
Target
Date
• 4/2001
• 12/2001
• 12/2001
Develop
Assessment
System Action
Plan
NCATE Steering
Committee - Ass.
Subcommittee,
Deans,
Dept. Chair (TE
and Music),
Program
Coordinators,
Gen. Ed.
Coordinator, and
Arts & Sci. Ass.
Comm
No overall plan
exits
• Make leadership aware
of Assessment
Standards
• Provide Model Action
Plan
• Finalize Action Plan
• 1/2001-
5/2001
• 5/2001
• 6/2001
Develop
performancebased
assessments
for courses
and programs
based on
Professional
Area Content
Standards
All unit faculty
Each program has
completed
program reviews
based on current
standards (1998).
No formal overall
performancebased
assessment
review has been
completed.
• Professional
development in
performance-based
assessment
• Curricular Scans of
courses and programs
• Development of
performance-based
assessment at course
level based on
professional area
content standards
• 9/2000-
5/2002
• 5/2001-
10/2001
• 10/2001-
9/2002
56

Develop
performancebased
assessments
related to
INTASC and
conceptual
framework
Identify entry
level criteria
Identification
of critical
assessment
points in
programs.
All unit faculty
All unit faculty
and
Teacher
Education
Advisory Council
All unit faculty
and
Teacher
Education
Advisory Council
Some programs
have reviewed
their assessments
with respect to
INTASC
standards. Some
programs are in
the process of
developing
assessment
systems.
Entry level
criteria is defined
and used
consistently for
most programs.
There is limited
use of multiple
measures.
Additional
assessment points
include GPA
monitoring and
student teaching
application.
Multiple sources
of data are not
used. Data are
not aggregated.
• Complete
performance-based
assessment scans at
the program level
based on INTASC
standards and the
conceptual framework.
• Develop model for
unit-wide assessment
system
• Review, and if
necessary, revise
entry-level criteria.
• Develop system to
collect and summarize
admissions data.
• Review Appeals
Process. Revise if
necessary.
• Identify critical
assessment points
(gates)
• Develop multiple
types including
performance-based
criteria for gates
• Develop system for
tracking candidates
• Pilot study of gates
• Evaluate results of
pilot
• Revise assessment
points and criteria
• Implementation of
assessment plan.
• 10/2001
• 9/2002
• 5/2002
• 12/2002
• 2/2003
• 10/2001
• 10/2001
• 6/2002
• 9/2002-
12/2003
• 1/2004
• 6/2004
• 9/2004
57

Development
of Portfolio
Assessment
System
A unit faculty,
General
Education Com.,
and
Teacher
Education
Advisory Council
Some programs
use portfolios.
This does not
involve data from
outside the
education
program.
• Program groups will
develop/align criteria
for portfolios based on
program standards.
• Unit will develop
criteria based on
common elements
from all programs and
align with NCATE
Standards
• Develop evaluation
criteria
• Develop system for
collecting and
analyzing data
• Pilot portfolio
assessment
• Review and revise
assessment system
• Implementation
portfolio assessment
• 10/2001
• 5/2002
• 5/2002
• 5/2002
• 9/2002 -
1/2004
• 1/2004-
6/2004
• 9/2004
Develop Dean’s Office, External data are • Professional
system for Teacher
collected by the development for
Education Office of Field obtaining and using
providing Advisory Council, Experiences & external data
external Program Groups, Teacher Cert. at • Identify data that have
assessment Office of the end of student been collected
data.
Institutional
Assessment, and
teaching.
A follow-up
• Identify external data
needed
Office of Field
Experiences &
Teacher Cert.
survey is
conducted by the
Dean’s Office.
• Develop plan for
providing additional
data
• Pilot external dataassessment
system
• Develop system for
collecting and
analyzing external data
• Revise external data
plan based on pilot
• Implementation of
plan
Note: This plan was based on a model used by St. Cloud State University.
• 9/2001-
2/2002
• 9/2001
• 12/2001
• 6/2002
• 9/2002-
9/2003
• 9/2002
• 12/2003
• 2/2004
The following is a draft assessment plan for the education unit at SUNY Potsdam. This
plan has been presented to each department in the unit and is being finalized. [Table 23]
58

Institutional Report
Table 23: SUNY Potsdam Education Unit Assessment Plan
Education Unit Assessment Plan
Source of
Assessment
Standard & subject
of assessment data
Candidate Qualified Faculty :
Faculty member and
course /program
Type & Form of
Assessment
Course evaluations
When will it be
collected
Each Semester
Who will collect and
report
Faculty member
Who will evaluate
Faculty member
Term of
storage
needed
5 years
Candidate knowledge,
skills and dispositions:
Candidate/ Program
Portfolio
As indicated by
program assessment
plan
As indicated by
program assessment
plan
As indicated by
program assessment
plan
Candidate knowledge,
skills and dispositions:
Candidate / Program
Student Teacher
evaluations (self
evaluation)
Student Teaching
Semester
Office of Teacher
Education Student
Services
Curricular Groups
Arts & Science
and Education
Unit Faculty
Qualified Faculty /
Field Experience:
Supervisor/ sponsor
teacher/Program
Candidate knowledge,
skills and dispositions:
Candidate/ Program
Student teacher
evaluation of college
supervisor and
sponsor teacher
Evaluation of Course
assignments
Student Teaching
Semester
Each semester
Office of Teacher
Education Student
Services
Candidate and/or
faculty member
Curricular Groups
Faculty member as
part of candidate
evaluation for course
5 years
Candidate
dispositions:
Candidate/ Program
Professional
dispositions checklist
As indicated by the
program assessment
plan
As indicated by the
program assessment
plan
Curricular Groups
59

Institutional Report
Source of
Assessment
Mentor Teacher
Standard & subject
of assessment data
Candidate knowledge
skills and dispositions:
Candidate
Type & Form of
Assessment
Field experience
evaluation of
candidate
When will it be
collected
Each semester
Who will collect and
report
Candidate / Faculty
member responsible
for field experience
(stored in Field Exp
Office)
Who will evaluate
Faculty member
responsible for field
experience
Term of
storage
needed
5 years
Sponsor Teacher
(student teaching
semester)
Field Experience:
Program
Candidate knowledge
skills and dispositions:
Candidate / Program
Evaluation of field
experience process
Student teaching
evaluation of student
Each semester
Each semester
Curricular Groups
Student Teaching
Supervisor (stored in
Field Exp Office)
Curricular Groups
Student Teaching
Supervisor /
Curricular Groups
5 years
Student
Teaching
Supervisor
Field Experience:
Program
Candidate knowledge
skills and dispositions:
Candidate / Program
Evaluation of student
teaching process
Evaluation of Student
teacher’s
performance
Each semester
Each semester
Office of Field Exp
&Teacher
Certification
Office of Field Exp.
and Teacher
Certification
Office of Field Exp
&Teacher
Certification
/Curricular Groups
Office of Field Exp.
and Teacher
Certification /
Curricular Groups
5 years
Field Experience:
Program
Evaluation of sponsor
teacher
Each semester
Office of Field Exp.
and Teacher
Certification
Curricular Groups
60

Institutional Report
Source of
Assessment
New York State
Standard & subject
of assessment data
Candidate knowledge
skills and dispositions:
Candidate / Program
Type & Form of
Assessment
LAST
When will it be
collected
Each testing period
Who will collect and
report
Office of Field Exp.
and Teacher
Certification
Who will evaluate
Curricular Groups
and TELC, TEAC
Term of
storage
needed
5 years
AST-W
Each testing period
Office of Field Exp.
and Teacher
Certification
Curricular Groups
and TELC, TEAC
Curricular
Groups
Candidate knowledge
skills and dispositions:
Candidate / Program
CST
Portfolio Summary
Each testing period
As indicated in
assessment plan
Office of Field Exp.
and Teacher
Certification
Advisor
Curricular Groups
and TELC, TEAC
Curricular Groups
5 years
Alumni
Advisory Boards
Employers
All standards:
Program
Faculty qualifications
performance and
development:
Program/ faculty
All standards:
Program
Candidate knowledge
skills and dispositions:
Unit
Program review Annually
Dean and Department TELC, Dean / Dept
Chair
Chair
Graduate Survey Annually Deans Office Curricular Groups
and TELC
Focus
Groups/Meeting
minutes
Annually Curricular Groups Curricular Groups
and TELC
Focus Groups Annually Dean (receive data
from outside
consultant)
Dean, TEAC, TELC
5 years
5 years
5 years
61

Institutional Report
Additional Recommendations: Data base development, data analysis, data entry support, and electronic storage will be needed for
collection, analysis, and storage of the following data including but not limited to:
a) Portfolios and portfolio summary
sheets
b) Disposition checklist
c) New York State Test Data
d) Student Teaching Evaluations
e) Alumni Survey
62

Current Assessment System
Undergraduate Teacher Education. The current assessment system provides the
foundation for the new assessment system. The system for undergraduate teacher
candidates consists of ongoing candidate assessment as described in the Teacher
Education Undergraduate Advising Manual under Teacher Education Stages of
Admission and the SUNY Potsdam Graduate Catalog. There are four distinct stages
through which candidates must successfully navigate prior to obtaining teacher
certification through SUNY Potsdam’s Teacher Education Department.
Stage I - Provisional Admission A SUNY Potsdam student with Acceptable
Standing [2.0 or greater grade point average (GPA)] will be granted provisional
admission into any undergraduate teacher education certification program upon
completion of the following steps:
1. Complete a Declaration of Education Major form.
2. Attend one of the required Teacher Education Admission meetings at the
beginning of the semester.
3. Read the Student Teaching Handbook
Stage II - Full Admission (This is a seamless stage - No additional application is
required.)A SUNY Potsdam student will be considered for full admission into
education upon successful completion of the following: at least 9 credits of
education courses (including EDLS 110, 201 or 301) with a minimum of 2.0 in
each course, and an average of 2.6 in the education courses, and an overall GPA
of 2.5.
A candidate who fails to meet these criteria is sent a letter indicating that he or she
has been dropped from the program and will be re-admitted when the program
continuation criteria have been met. The letter recommends that the candidate
meet with his or her education advisor to develop a plan for re-entering the
program. At this meeting, the advisor also helps the candidate assess his or her
interest in becoming a teacher.
Stage III - Student Teaching Candidates must apply for student teaching one
semester prior to their intended student teaching semester by going on-line to:
www.potsdam.edu/studteach/default.html and adhering to all deadline dates and
directions. To be considered for student teaching, candidates must complete all
prerequisites to student teaching. This includes their Teacher Education major,
Arts and Sciences major, concentration and cognate courses, and specialization
area courses. They must have a grade of at least 2.0 in every education course,
cognate, course in the arts and sciences major, and course in the specialization
area. Student teaching candidates also must pass the Liberal Arts and Sciences
Test (LAST) of the NYS Teacher Certification Exams. In addition they must
have achieved a minimum of 2.5 GPA in their arts and science major or
specialization, a 2.75 in their education major, and a 2.5 cumulative overall GPA.
63

Student teaching candidates who will not complete their program prior to
February 1, 2004, must fulfill NYSED regulations by completing 100 hours of
field experience prior to student teaching in connection with education methods
courses. The professor of the course and/or the Field Experience Placement
Coordinator will formally arrange any field experience requirement.
Stage IV - Certification. Upon successful completion of the student teaching
experience and all graduation and program requirements, candidates must
complete an Application for Certification from the Office of Teacher Education
Student Services.
Assessment in MST and MSED Programs. The graduate MST and MSED programs in
the education unit assure the quality of its candidates by first requiring that they meet
high admissions standards. Candidates must have a minimum GPA of 2.75 or better.
Candidates for the MST programs must meet the undergraduate requirements for their
major area of study, submit a letter of intent and three letters of reference. MST
candidates are held to the same student teaching requirements as candidates in the
undergraduate program. MSED candidates must hold an appropriate certification for the
program to which they are applying as well as meeting GPA standards.
Undergraduate and Graduate Music Education Assessment All undergraduate music
education candidates must be admitted to the Crane School of Music. This includes
passing the Crane School of Music Admissions audition as well as meeting the standard
admissions requirements. By the end of their fourth semester, music teacher candidates
are expected to demonstrate basic competency in their performance concentration
through an audition. Music teacher candidates must have successfully completed two
field experiences prior to student teaching.
Candidates for the Master in Music must also audition with their principal instrument,
provide an audio or video recording of the applicant's ensemble in rehearsal or
performance, and a video recording of the applicant's general music class. Once admitted
all masters candidates must complete all requirements with an overall GPA of 3.0 or
better.
Assessment of Faculty
In addition to direct assessment of candidates, non-tenured and clinical faculty members
prior to continuing appointment are regularly reviewed through student evaluations, selfassessment,
and the presentation of professional portfolios. The criteria for this review
were collaboratively developed and can be found in the Teacher Education Personnel
Policies and the SUNY Potsdam Faculty Handbook. Faculty with continuing
appointment are assessed in a similar manner for all personnel actions. All faculty are
asked to complete annual reports that include self assessment and a response to student
evaluations.
64

Education Unit Assessment
The Office of Teacher Education Student Services regularly assesses the quality of the
unit's teacher candidates during and at the end of the student teaching semester. The
Student Teaching Evaluation (Form 5) is completed by the teacher candidate, the sponsor
teacher and the college supervisor. Summaries of the Teacher Education Exit Survey
(Form 13) and Sponsor Teacher Survey (Form 14) also show that teacher candidates are
well prepared by the education unit's programs. Employer feedback is obtained through a
variety of avenues including the Teacher Education Advisory Council and program-level
advisory boards; a series of employer focus groups are also being planned.
Graduates were formally surveyed in the fall of 2000. Although the return rate was
limited (24%), graduates indicated that they felt prepared or well prepared by their
programs. The education unit, working with the Office of Institutional Research and
Assessment, has developed a plan for increasing the return rate over the next five years.
Analysis of and reflection on the information provided by these surveys has been built
into the unit's assessment plan.
Data Collection, Analysis, and Evaluation
The Office of Teacher Education Student Services regularly collects, summarizes, and
works with the departments and curricular groups to analyze data to improve candidate
performance, program quality and unit operations. The unit is in the process of
developing an assessment system that will make better use of technology as it
implements its assessment plan. Each program has developed an assessment plan that
includes a minimum of three review points or "gates" . These plans are designed to help
all teacher candidates reflect on their performance and make improvements in their
progress.
The education unit maintains a record of formal candidate complaints and their
resolutions. Student appeals regarding grades follow the guidelines outlined in the
undergraduate and graduate catalogs. All other appeals in the School of Education follow
the Teacher Education Department Appeals Polices and Process. Other complaints are
resolved with the help of the appropriate faculty member, chair, and / or dean.
Use of Data for Program Improvement
Working within their departments and curricular groups, the unit regularly reviews the
performance of their candidates, discusses the programs strengths and weaknesses and
plans for program improvement. The unit is currently in the process of developing a
more formal review process as part of its new assessment system.
Evidence
Undergraduate Catalog
Graduate Catalog
Teacher Education Minutes
Teacher Education Advisory Council
Minutes
Arts and Science Assessment Committee
Minutes
Student Teacher Evaluations
Sponsor Teacher Surveys
Teacher Education Exit Surveys
Graduate Survey Results
65

Employer Focus Group Reports
Advisory Board Meeting Minutes
Program Assessment Plans
Faculty Portfolios
Faculty Professional Development Plans
66

Standard 3: Field Experience and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and
clinical practice so that teacher candidates and other school personnel develop and
demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Collaboration between Unit and School Partners
The education unit presently provides a variety of field experience for teacher candidates
preparing for initial certification. These experiences are developed by college and P-12
school partner faculty members and offer a wide variety of experiences. The unit is
currently preparing to provide a minimum of 100 hours of pre-student teaching field
experience for all candidates as mandated by the new New York State teacher education
certification regulations. While all initial certification programs currently require prestudent
teaching field experiences, candidates graduating prior to February 1, 2004
complete experiences that vary in length and opportunity to teach, depending on the
program and instructor.
There are several reasons for this disparity. One involves the closing of the Campus
Learning Center in 1994. For many years, this campus school was the site where most of
SUNY Potsdam’s students prepared to become elementary teachers and had their prestudent
teaching field experiences. This arrangement was both convenient and effective,
but when the school closed in 1994 as a cost-saving measure directed by the SUNY
System Administration, the School of Education faced a crisis. Because Potsdam is
located in a rural area bordered by the Adirondack State Park and Canada, distances to
neighboring towns are substantial. Finding and developing quality sites for early field
experiences for the College’s education students presented challenges. The Teacher
Education and Music Education faculty have responded by working collaboratively with
P-12 school partners to design new and better ways to meet this professional
development need. Today the College enjoys an excellent relationship with local schools
throughout the North Country and the province of Ontario.
Building on the College’s learning-communities theme, many faculty members have
partnered to deliver courses and supervise field experiences. These partnerships provide
opportunities to connect the curriculum across courses in the program and demonstrate
the collaborative nature of teaching, in addition to providing appropriate field experience
opportunities. The idea of clustering courses into “Learning Communities” has been
formally built into many of the initial certification programs offered today.
In September of 1997, a steering committee was created to examine the issues of early
and continuous field experiences as they relate to teacher preparation at the College. The
committee was made up of K-12 school superintendents, principals, and teachers;
College faculty, student teaching supervisors, and field-experience administrative staff;
and preservice and student teachers. In their “Report of the Steering Committee on Early
67

and Continuous Field Experiences”, the Committee recommended that “the department
examine ways in which its pedagogical framework, and in particular, the field experience
component, can contribute to fulfilling the goals outlined in its mission statement” (p.
57). It also recommended that support for the Professional Development School [PDS]
model, developed at Parishville Hopkington Central School and Salmon River Central
Schools, continue and that such placements be made available to all candidates (p. 61).
Soon after this report was presented, the New York State Board of Regents amended its
teacher certification regulations to require 100 hours of pre-student teaching field
experience for all candidates graduating after February 1, 2004. This change in
regulations provided the specific goals and deadlines for meeting the recommendations of
the Early and Continuous Field Experiences Steering Committee.
Using these professional development school programs as a model, the Office of Field
Experiences and the faculty have been working to create quality placements throughout
the St. Lawrence-Lewis BOCES Region, thus providing opportunities for all candidates
to participate in field experiences that meet national, state, and institutional standards. In
addition, the College is planning to expand opportunities for field and student teaching
placements in urban areas, including major cities in New York State and the Province of
Ontario.
Currently, the unit has intensive ongoing relationships with four school districts in the
area: Colton-Pierrepont Central School, Parishville Hopkington Central School, Massena
Central Schools, and Salmon River Central School. These relationships have helped to
define long-standing field and student teaching experiences that have been
collaboratively developed and delivered in those North Country Schools. Other
collaborative relationships have also developed based on these early experiences. One
such initiative, developed by the Office of Field Experiences, utilizes lead teachers in
eleven school districts as on-site supervisors of student teachers. This Professional
School Supervision model has contributed significantly to the improvement of our
existing partnerships and mission.
Recognizing the need to expand these field-experience programs to other schools in the
region, the superintendents of the St. Lawrence-Lewis County BOCES district, SUNY
Potsdam, and St. Lawrence University formed the Regional Professional Development
Collaborative in the summer of 2000. This collaborative was charged with the task of
facilitating the development of field-experience and student teaching placements and
professional development among the preK-12 and higher education schools in the region.
The local superintendents made two requests: (a) that all pre-student teaching field
experience programs be presented in a common template that would be easily conveyed
to their faculty and (b) that a common set of basic professional behavior expectations be
developed and given to all teacher candidates prior to placement in their schools.
In response to these requests, SUNY Potsdam and St. Lawrence University created a
template to describe their field-experience programs for all. Sample field experience
descriptions given below under the section titled “Design, Implementation, and
Evaluation of Field Experience and Clinical Practice” and the full templates will be
68

made available as exhibits. Each field experience is developed through the collaboration
of college and school faculty members connected with that individual program.
In the fall of 2001 the Teacher Education Department established the Professional
Development School Steering Committee (PDSSC) which has the responsibility for 1)
developing a coordinated plan for providing pre-student teaching field experience for all
teacher candidates at SUNY Potsdam; 2) implementing the plan; 3) coordinating existing
initiatives; 4) collecting and disseminating data about current pre-student teaching
initiatives; and 5) identifying resources necessary for implementing the plan.
In all cases, teacher candidate placements are jointly determined by SUNY Potsdam
faculty or their representative and the school district administration and faculty. The unit
and its school partners collaborate to develop and complete candidate evaluations.
Design, Implementation, and Evaluation of Field Experience and Clinical Practice
(Initial )
All field experiences and clinical practices provide teacher candidates with the
opportunity to work in schools under the supervision of qualified P-12 faculty. School
faculty members are recommended by their principals and are tenured and certified in
their areas of instruction. Field experiences for initial certification programs are
developmental in nature and provide teacher candidates with the opportunity to observe
and work with students one-on-one and in small groups and to teach whole-class lessons.
Pre-student teachers are also exposed to the school culture by attending faculty meetings,
school-wide assemblies, eating lunch with their students, and supervising them outside of
the classroom. They are asked to participate in other activities such as attending schoolboard
meetings, extra-curricular activities, and/or professional-development activities.
Individual programs are collaboratively developed by SUNY Potsdam’s faculty and the
participating school’s faculty, and may differ in content focus, timing of placements, and
outcomes. However, all field experiences meet the minimum field-experience
requirement of New York State, the expectations of the Regional Professional
Development Collaborative, and the outcomes defined in the SUNY Potsdam Teacher
Education Conceptual Framework. All field experiences are to be formally arranged by
the professor of the course and/or the Coordinator of Field Experience Placement
The following describes sample field experiences. Full descriptions of field experiences
for all programs along with handbooks and assessment rubrics will be available as
exhibits.
Elementary Education B.A. (pre-2004) All teacher candidates are required to complete a
Type I and a Type II experience prior to student teaching. Type I experiences are
completed for courses such as EDLS 412 The Exceptional Learner or SECD 355 Reading
and Study Skills. They involve observing and working one-on-one with students or in
small groups. Type II experiences are classroom based field-experience which
incorporate lesson planning and the delivery of instruction to small groups and whole
classes. Most Type II experiences are provided though learning communities or "cluster
courses." Candidates register for two or three education co-requisite courses. Faculty
69

work in teams to develop the courses and their field experiences. The field experience is
jointly planned by college faculty and P-6 teachers and the time for the experience is built
into the candidates schedule when they register for classes.
Elementary Education (1-6) B.A. (post-2004) Based on the success of the "cluster
course" field experience model, all elementary education field experience requirements
will be met through learning communities in our newly registered programs. The field
experiences are provided connected to courses in the learning communities and are
supervised by faculty teaching those courses [Table 24].
Table 24: Elementary (1-6) Field Experience ( Post-2004)
Courses
Field ExperienceFocus
Block I (Total 10 credits)
EDUC 310 Mathematics : Elementary
Methods
EDUC 312 Social Studies : Elementary
Methods
SPED 412 Assessment and Inst. Strat.
for Students w/ Sp. Needs
EDUC 319 Practicum in the
Elementary Schools I
Block II (Total 11 Credits)
EDUC 311 Science : Elementary
Methods
EDUC 407 Literacy II
EDUC 413 Foundations of Classroom
Management
EDUC 419 Practicum in Elementary
Schools II
Introduction to teaching:
Over the course of a semester, college students will become
acquainted with the culture of the elementary school through the
eyes of a teacher. Working with individual or small groups of K-
6 students, including students with special needs, they will
demonstrate the basic knowledge, skills, and dispositions
necessary for success as a teacher. They will answer the question:
Do I want to be a teacher (30 hours)
Focus: Instruction and Assessment:
Over the course of the semester, preservice teachers will
observe, participate and reflect on their experiences with whole
group instruction. They will practice instructional, assessment,
and management strategies that are appropriate for diverse
groups of students. They will learn to work collaboratively in a
professional environment. (70 hours)
Secondary Programs. Candidates completing the pre-2004 programs participated in field
experiences as part of the content specific methods courses. These field experiences
included observation and tutoring and in some cases whole class lessons. Some program
such as secondary science education and the MST secondary English education
developed field experiences that involved planning and teaching units in local middle and
high school. SECD 355 Reading and Study Skills also has a 20 hour field experience
requirement. All candidates completed a minimum of 30 hours of pre-student teaching
field experience.
The newly registered programs include a 100 hour pre-student teaching field experience
requirement. The education unit faculty are working with local schools to develop these
experiences. Candidates will complete practica courses that are taken concurrently with
content specific methods courses and other related courses in the program. An example
of the newly registered program, Adolescence Education : English is given below [Table
25].
70

Table 25. Field Experience For Adolescence Education : English
Courses
Block I
SECD 371 English Language Arts, Grades 5-12
SECD 390 Practicum: Teaching English Language Arts, Grades
5 -12
SECD 210 Computer Applications in Middle & Secondary
Schools
EDLS 315 Teaching Students w/ Special Learning Needs in Mid.
& Sec. Sch.
PSYC 321 Psychology of Middle Childhood and Adolescence
Block II
SECD 361 Teaching Writing, Language and Communication ,
Grades 5-12
SECD 391 Practicum II: Teaching the English language Arts,
Grades 5-12
Comp 301 Advanced Writing
Comp 201 Mass Media and Society
Block III:
SECD 471 Teaching Reading and Literature, Grades 5-12
SECD 491 Practicum III: Teaching the English Language Arts,
Grades 5-12
SECD 356 Reading/Literacy in the Middle and Secondary
Schools II
Field Experience Expectations
Field based experience in which students
observe, tutor, and teach in middles
junior high, and high school classrooms.
Jointly developed by college faculty and
mentor teachers.
Field based experience in which students
observe, tutor, and teach in middles
junior high, and high school classrooms.
Jointly developed by college faculty and
mentor teachers.
Field based experience in which students
observe, tutor, and teach in middles
junior high, and high school classrooms.
Jointly developed by college faculty and
mentor teachers.
Music Education Field Experience
Prior to student teaching each of our candidates will complete the following experiences;
1) Crane teacher candidates, under the supervision of our faculty, provide general music
experiences for students at the St. Mary's Parochial Schools. Music teacher candidates
are in the schools two days a week and spend one hour per week coordinating and
planning for instruction. 2) Candidates are required to complete observation tasks
designed by the music education faculty. Candidates may complete these observation
tasks in their home towns or during additional practicums.
3) Off-campus field experience supervisors identify exemplary programs that serve as
additional observation sites in the week prior to the student teaching experience.
These three observation/practicum experiences fulfill 90% of the 100 clock hours of field
experience required by the NYSED. Remaining hours come from a variety of sources
including "Practices" courses, Introduction to Music Education, Music in Special
Education courses, various festivals and workshops hosted by Crane that involve public
school students, and other course work. We expect that our teacher candidates will spend
many more hours engaged in field experiences that the 100 clock hours required by the
state.
Design, Implementation, and Evaluation of Field Experience and Clinical Practice
(Advanced)
Special Education Program Field Experiences. The special education program has had a
commitment to imbedded field experiences since its inception in 1993. Our program
71

meets the practicum standards of the Council for Exceptional Children. Each teacher
candidate in the program enters having completed a full teacher preparation program in
general education, including a full semester of student teaching experience. Courses in
the MSED Special Education program have a variety of assignments that involve
experiences in local public school classrooms, including assignments such as
comprehensive child studies, norm-referenced testing projects, behavioral observations,
and tutoring. Candidates are with specially selected mentor teachers from throughout our
region. Each candidate also completes an intensive college-supervised practicum at the
end of the program, involving 6 weeks of application in real classroom settings with 3-6
observations. One option for this practicum is the intensive summer practicum conducted
jointly with Canton Central Schools, where teacher candidates deliver the summer
program to K-8 students under the supervision of highly experienced lead teachers and
their college supervisor. Beginning this year, these field experiences have become more
formalized, with each teacher candidate required to complete two 30-hour field
experiences (SPED 609 and 649) prior to the practicum. Through these field
experiences, teacher candidates apply their skills and knowledge, and are given feedback
on the dispositions, knowledge, and skills required of a professional educator.
In support of the unit's initial certification programs, the special education faculty also
provides courses in teaching students with special learning needs for our undergraduate
and MST elementary and secondary majors. These courses also provide for a variety of
application experiences, including placement in a special education classroom or at an
Association for Retarded Citizens (ARC) workshop; conducting a child study;
participation in a sign language class; or conducting accessibility surveys.
Instructional Technology and Media Management (ITMM) Field Experience. Candidates
participating in the ITMM field experience are paired with a person currently working as
a school technology specialist. The candidate works with the technology specialist as an
apprentice for 100 hours. The responsibilities of the candidate mirror those of the
working technology specialist. The candidates keep reflective journals on a daily basis
and compile these journals into a final report at the end of their internship.
Candidate Development and Demonstration of Knowledge, Skills, and Dispositions
to Help all Students Learn
The Teacher Education Stages of Admission clearly outlines the current entry and exit
criteria for candidates in clinical practice. As outlined in The Student Teaching
Handbook, student performance is assessed in multiple ways. Candidates, school faculty,
and college faculty jointly assess the candidate's progress at key points throughout their
clinical practices and provide opportunities to remediate weaknesses.
The College seeks to provide diverse placements for all teacher candidates. Although all
but one of the schools in St. Lawrence County are considered high-needs schools based
on economic criteria, there is limited racial diversity in the area. Teacher candidates have
the opportunity to participate in field experiences or student teach in England, New York
City, the Fort Drum service area, or on the Mohawk Nation of Akwesasne. However, not
72

all teacher candidates can take advantage of these placements due to family commitments
and/or financial reasons.
Assessments of field experiences and student teaching validate that our teacher
candidates have the knowledge, skills, and dispositions to help all students learn. Both
college supervisors and sponsor teachers highly rated the candidates' teaching in their
ability to know their students, to be sensitive to differences and needs, and to vary
content, materials and activities to meet those needs.
Evidence
Field Experience Rubrics
Student Teaching Handbook
Summer in the City Guidelines
Student Teaching in New York City Guidelines
Minutes of PDSSC meetings
Minutes of RPDC meetings
Advisory Board Minutes
Summaries of Sponsor Teacher Survey
Summaries of Teacher Education Exit Survey
73

Standard 4: Diversity
The unit designs, implements, and evaluates curricula and experiences for candidates to
acquire and apply the knowledge, skills, and dispositions necessary to help all student
learn. These experiences include working with diverse higher education and school
faculty, candidates, and students in preK-12 schools.
Overview
SUNY Potsdam, in its mission statement and its institutional visioning/planning
documents reinforces our commitment to strengthening among the members of its
community an understanding and sensitive awareness of cultural diversity and global
connections. As it works toward meeting its goal of 5000 students, the College is
committed to increased diversification and student gender balance in its student
population. This commitment to diversification includes faculty and staff as well. In a
recently completed review of its affirmation action plan, The Office of Human Resources
identified problem areas and corrective actions in a document titled Affirmative Action
Plan Update July 1, 2000- June 30, 2001. This document provides a thorough analysis of
the progress toward meeting its affirmative action goals. In addition to meeting the
College's goals, the education unit has developed a diversity plan to help its teacher
candidates meet the needs of all of their students.
SUNY Potsdam Education Unit Diversity Plan
In 1995 the Teacher Education Department adopted a mission statement that included a
set of outcomes the department would work toward meeting as part of that mission.
Included in the outcomes were :
1. provide appropriate academic preparation in pedagogy including: characteristics of
learners, structures of knowledge (substantive and syntactical), components of
curriculum development and instructional design, technology, and evaluation and
assessment.
2. provide appropriate opportunities in elementary and secondary schools at diverse
locations, both domestic and international, for observation, practice, and reflection
based on interaction with students, and by observing and analyzing current practices.
3. hire and retain diverse faculty.
4. recruit and retain diverse and competent students.
The unit's conceptual framework, developed in the fall of 2000, restated our commitment
to preparing teachers to meet the diverse needs of P-12 schools. Upon review of our
programs, the unit identified diversity as an area in need of further professional
development and support. A unit-wide diversity task force was formed in the fall of
2001. This task force revisited the goals outlined in the mission statement and the
conceptual framework and proposed the following plan.
74

Diversity Goals of the Education Unit at SUNY Potsdam. Throughout our review of our
foundational documents, it appeared clear that we believe that an open educational
community is essential to achieving our historical purpose of preparing quality teachers.
It also is clear that at SUNY Potsdam, diversity is defined very broadly, including the
differences among people with respect to such factors as “race, sex, age, national origin,
religion, marital status, disability, veteran status, or sexual orientation.” The faculty of
the education unit have broadened this focus to include socio-economic status among the
factors that will impact their work with students. It further appears that our particular
focus is to assure that our graduates are prepared to support those who have historically
been marginalized because of those factors.
Based on our review of these foundational documents and our assessment of our current
status with regard to diversity, the faculty of the education unit, which includes the
Teacher Education Department, the Department of Information and Communication
Technology, and the Crane School of Music have identified the following goals:
1. To hire and retain a diverse faculty
2. To recruit and retain a diverse student body in both undergraduate and graduate
programs
3. To create and deliver a curriculum that develops the skills and knowledge needed for
our graduates to work in diverse schools and communities
4. To provide field experiences that allow our teacher candidates to apply their
knowledge and skills in diverse educational settings and to develop the dispositions
that will allow them to be effective with diverse learners
Objectives for Achieving the Diversity Goals of the Education Unit at SUNY Potsdam.
The departments comprising the education unit at SUNY Potsdam (Teacher Education,
Information and Communication Technology, and Music Education) have identified the
following objectives to guide our diversity efforts for the next five years. The next step in
this planning process will be to develop a strategic plan to address these objectives,
developing a timeline for implementation and assigning responsibility for achieving the
objectives.
1. To hire and retain a diverse faculty
• Create effective and attractive recruiting materials to use in recruiting new education
unit staff who belong to under-represented groups (e.g., brochures, posters, journals,
web sites, convention displays)
• Conduct faculty/staff recruitment at the annual convention of the National
Association for Multicultural Education (NAME) and other professional meetings,
focusing on our recruitment of faculty/staff that increase our diversity.
• Form a resource group composed of faculty/staff with diversity experience who
would support the work of search committees and prospective faculty, new faculty,
and curricular groups within teacher education
• Add “persons with disabilities” to the list of groups from whom applications are
particularly encouraged in education unit faculty/staff search advertisements
• Add diversity experience as a preference in advertised positions for the education unit
75

• Seek to identify diversity experience and expertise among faculty/staff candidates by
including at least one question related to experience with diversity and
multiculturalism in formal search question guides
2. To recruit and retain a diverse student body in both undergraduate and graduate
programs
• Create an advisory board to strengthen the connection between the Teacher
Opportunity Corps program, the Division for Multicultural Affairs, and the
Departments of Teacher Education, Music Education, and Information and
Communication Technology
• Convene an advisory committee of representatives from the SUNY Potsdam
education programs, the Office of Native American Affairs, and representatives from
the Akwesasne-Mohawk community and the Salmon River District for the purpose of
exploring ways to encourage enrollment of native students in our teacher preparation
programs
• Investigate the feasibility of establishing a Teacher Cadet Program at Salmon River
High School to introduce high performing high school students to careers in
education. (The Teacher Cadet Program model was created by the State of South
Carolina and is in operation across the country, seeking to encourage an interest in
teaching in students who are from historically under-represented groups.)
• Utilize the results of the campus climate survey conducted by the Equity and
Diversity Council to identify additional goals related to student recruitment and
retention of under-represented students.
• Create recruiting teams which include current students from underrepresented groups,
and utilize these teams to recruit students from urban high schools (e.g. the High
School for the Performing Arts in New York City), in collaboration with the Office of
Admissions.
• Investigate transportation alternatives for students from distant areas such as New
York City in collaboration with the Division of Student Affairs
3. To create and deliver a curriculum that develops the skills and knowledge needed for
our graduates to work in diverse schools and communities
• Conduct a comprehensive review of courses or course components in required
education courses and in elective courses to determine the extent to which teacher
candidates have the opportunity to acquire the knowledge, skills and dispositions
needed to respond to the needs of their students who may be marginalized in terms of
ability, socio-economic status, gender, sexual orientation, language, culture, and
ethnic/racial background.
• Based on the results of curriculum review, determine if a need exists for additional
courses, course modules, or supplementary activities to assure that all teacher
candidates have the opportunity to acquire these competencies.
• Establish a periodic diversity workshop program (2-4/year) in collaboration with the
Teacher Opportunity Corps; each workshop would focus on issues related to the
educational issues of a particular diverse group. Parallel workshops would be
conducted (1) for faculty, to identify ways to infuse content related to that perspective
76

into their courses, and (2) for teacher candidates in education programs who wish to
learn more about the students they will be teaching.
• Encourage the development of courses or course components that address the specific
needs of schools serving rural communities
• Encourage interdisciplinary collaboration to create curricular initiatives related to
diversity that complement our required program offerings.
4. To provide field experiences that allow our teacher candidates to apply their
knowledge and skills in diverse educational settings and to develop the dispositions
that will allow them to be effective with diverse learners
• Conduct a survey of all building principals in our four-county service area to
determine which of the diversity elements are present in each school, and to
supplement information available from the state reporting system.
• Create a database of school characteristics to be used as a guide to field placements
and the establishment of Professional Development Schools with respect to diversity
experiences.
• Include reflection on and discussion of diversity experiences in all field experience
and student teaching seminars
• Establish a resource bank to assist teacher candidates who are engaging in urban field
experiences with the extra costs associated with those placements
(Diversity Goals of the Education Unit at SUNY Potsdam . Approved by the
Departments of Teacher Education , and Information and Communication Technology
01/2002. Is moving through the governance process of the College)
Design, Implementation, and Evaluation of Curriculum and Experiences
Teacher candidates learn to value diversity, starting with their General Education
Program. In their pedagogical course work, they learn to plan and adapt lessons to meet a
variety of learning needs. Each program prepares teachers through a variety of ways.
Descriptions are given below.
Meeting the Diversity Standards in the Early Childhood, Childhood and Elementary
Education Programs (BA and MST)
The Early Childhood, Childhood and Elementary Education programs at SUNY Potsdam
are committed to the diversity standards outlined in the educational unit's conceptual
framework. At the core this framework is the expectation that candidates will understand
how students differ in their approaches to learning and are able to create instructional
opportunities that are adapted to diverse learners.
In our undergraduate programs, candidates are first introduced to issues of diversity in
EDLS 201/301 Principles of Education, where they explore the theme, “Living and
Learning in a Diverse Society.” Candidates read and discuss works by writers such as
Sylvia Ashton-Warner, Mike Rose, Jacques Barzun and Maya Angelou. In our programs,
the courses EDUC 304 Care and Education of Young Children with Special Needs /
EDUC 314 Assessment and Strategies for Teaching Students with Special Needs and
EDLS 412 /PSYC 270 Exceptional Learner are wholly dedicated to ensuring that our
77

candidates understand how students differ and how instruction should be adapted. With
regard to issues of language and linguistic diversity, the course EDUC 207/313 Literacy
I/Reading and Language Arts I introduces candidates to issues of educating students in
culturally and linguistically diverse school contexts, including students for whom English
is other than their first language. In this course, teacher candidates also explore family
(home) and school connections as they relate to acquiring literacy in and outside the
school curriculum. In these courses and in EDUC 407/413 Literacy II/Reading and
Language Arts II, candidates learn to incorporate multicultural literature into instruction
and to use local literacies as “funds of knowledge” for constructing curriculum. The
Early Childhood program and the MST programs have equivalent courses appropriate for
their levels. Also, candidates completing field experiences as part of their work in
methods course learning communities are all serving in high needs schools in area rural
communities.
Meeting the Diversity Standards in the Secondary Programs:
The secondary program at SUNY Potsdam are consciously working toward meeting the
diversity standards of their respective professional organizations and the unit's conceptual
framework. In the course EDUC 349 Introduction to Middle and Secondary School
Education, teacher candidates are introduced to the issues of educating diverse
populations and teaching in diverse school contexts. SECD 315 Teaching Students with
Special Learning Needs in the Middle and Secondary School, focuses on how to provide
appropriate learning opportunities for all students, including those with exceptionalities.
In SECD 356 Reading/Literacy in the Middle and Secondary Schools II, topics related to
teaching English-language learners are addressed. Each of the content-specific methods
courses help candidates learn to adapt lesson plans that meet the diverse learning needs of
students. Their corresponding practica experiences provide pre-service teachers with the
opportunity to develop and teach lessons that meet the learning needs and interests of all
students in their secondary classrooms and to work with Grades 5-12 students in New
York State’s “high-need” schools.
Meeting the Diversity Standard in the Special Education MSED program.
The special education faculty demonstrates its deep commitment to helping our teacher
candidates develop an appreciation of the benefits and challenges of teaching diverse
learners by infusing the knowledge, skills, and dispositions related to diversity (broadly
defined) throughout all of our coursework. Teacher candidates in the characteristics
course consider how various diversity elements affect children’s development and
performance. Issues of non-discriminatory evaluation are raised in SPED 637. In SPED
612, teacher candidates learn skills for using technology that address the needs of
bilingual and ESL learners. Teacher candidates demonstrate their knowledge of and skills
for responding to the cultural implications of diversity on behavior in SPED 640. Teacher
candidates demonstrate their awareness of the impact of diversity on research samples in
SPED 607. In the teaching strategies courses, lesson planning must consider
multicultural issues in the content or method of instruction, or with regard to the students
in the class. In the collaboration course, teacher candidates learn about and practice
communicating with diverse audiences, including parents and peer professionals who
may have differing frames of reference.
78

Our goal is that all teacher candidates complete at least one of their field experiences in a
school with diverse learners. In the practicum, lessons must address appropriate
multicultural issues, and the student teachers maintain parent contact logs. The
culminating experience in the program involves the presentation of a portfolio
representing learning throughout the program, including a component representing the
teacher candidate’s understanding and skills in addressing multicultural issues. Our
program faculty models its commitment to diversity, modeling effective professional
relations among faculty who differ with respect to race, national origin, language, gender,
socioeconomic background, religion, and sexual orientation.
Meeting the Diversity Standards in the Reading MSED Program
The current Master of Science in Reading has been revised based on IRA standards. This
new Education Literacy Specialist program incorporates diversity in a number of ways.
Literacy: Family, School and Community Collaboration promotes diversity through
knowledge about differences among families, school connections, and community
programs. Strategies for Linguistically Diverse Children acquaints students with to issues
of educating students in culturally and linguistically diverse school contexts, including
students for whom English is not their first language. Emergent Literacy explores ways in
which children with varying backgrounds engage in, experiment and learn about literacy
from birth to the time at which they begin conventional literacy instruction, roughly at
age five. Literacy Intervention Strategies involves correcting and enhancing children who
have reading problems while addressing ESOL and non standardized English speaking
children. Foundations of Literacy and the Seminar: Literacy Research examines a variety
of topics including urban and rural literacy, dialect differences, Latin, Asian, and cultural
literacy among additional people of color. Literacy and Literature for young Children and
Adolescent and Young Adult Reading and Literacy cover a myriad of rich texts that
address issues involving ethnicity, gender, adoption, divorce, social unrest and
generational relations. Teaching Writing promotes diversity through highlighting
students' awareness about different writing avenues and approaches: creative writing,
poetry, fiction, nonfiction; as well as drafting, writing for purpose, stream of
consciousness and journal writing. The literacy practicums allow students to work in
diverse school environments including rural to urban settings, among ESOL children and
locally, with northern New York's Native American population
Meeting the Diversity Standards in the Information and Communication Technology
MSED Program
The Department of Information and Communication Technology infuses their courses
with issues of diversity in a number of ways. In evaluation of software and principles of
design, we discuss how various colors, backgrounds, interfaces and cultural references
that may be appropriate for one culture may be totally inappropriate for another.
Therefore it is critical to reflect on diverse populations in designing effective instruction.
The topics of race, class, and gender are discussed at length in our issues-oriented class as
they relate to who gains access to technology and who is marginalized. In our leadershiporiented
courses significant time is devoted to how race and gender might affect
79

leadership practices. The department also offers ITED Computers for Special Needs
Students.
Meeting the Diversity Standards in the Music Education Programs.
Music teacher candidates encounter topics related to diversity in courses such as MUCE
205 (Principles of Music Education), and MUCE 204 and 304 (Music in Contemporary
Education 1 and 2). All music education courses incorporate music literature from a
broad array of ethnic origins including the music of Africa, Native Americans, Asia,
Latin America, and the Caribbean. Performing ensembles also include representative
music from these cultures as well.
The core courses in music education deal with contemporary issues of diversity through a
variety of readings and class discussion. Topics include students with special needs and
accommodative strategies, urban education, and multi-culturalism. A portion of the field
experiences that take place in the week prior to student teaching must include
observations of students requiring accommodative services and students attending
schools that reflect racially diverse populations.
Additional Opportunities to Meet the Diversity Standard. In addition to the requirement
listed above students at the undergraduate level have the opportunity to complete courses
such as: ANTL 103 Language and Culture, SOCI 110 Introduction to Africana Studies,
SOCI 393 African Civilization Then and Now: A Study Tour of Egypt, ANTC 395
China and Its Future and ANTC 395 Native American Cultures. Graduate students may
complete courses such as GRED 516 Multicultural Education, GRED 552 The Vietnam
Travel Program, GRED Diverse Literature Seminar: Reading Language Arts, ITED 612
Computers for Special Needs, and GRED 626 Zebra Stripes and Learning Types.
Experiences Working with Diverse Faculty
Both the College and the education unit are committed to increasing the diversity of the
faculty. In the past ten years there has been some progress toward meeting this goal.
In terms of gender equity, SUNY Potsdam is making significant strides in developing an
educational environment that reflects society in general. On the other hand, the efforts of
the College to attract and retain racial minority faculty have been far less successful.
Many reasons have been put forward as to why this is the case. It is widely believed that
because SUNY Potsdam is a rural institution in a somewhat homogeneous area, cultural
opportunities for minorities are limited. Overall, women in the upper academic ranks
have increased—consistent with an increase in the percentage of female faculty
altogether. There has also been an increase in minority faculty in upper ranks, which is
heartening in view of the fact that the overall percentage of minority faculty has slightly
decreased. In addition, there has been an increase in the number of doctorates and a
significant increase in the Associate Professor rank.
The education faculty from both the School of Education and the Crane School of Music
are more diverse than the college as a whole as seen in Table 5. Table 26 shows the
racial diversity of the education unit faculty (Office of Human Resources, August 23,
80

2001). Faculty members also represent diversity with respect to ethnicity, language,
religion, sexual orientation, socioeconomic background, and physical abilities.
Table 26 : SUNY Potsdam Education Faculty Profile
Teacher Education Faculty Profile
(Includes SOE and CSM Education
Faculty)
Percent of Total
Education
Faculty
Female 40%
Asian / Pacific Islander 5%
Black / Not Hispanic 5%
Hispanic 2.5%
Native American 0%
White / Not Hispanic 87.5%
Data Unavailable 0%
Experiences working with Diverse Candidates:
Like the College as a whole, the teacher candidates at SUNY Potsdam do not represent a
racially diverse population [Table 27] (Institutional Research, Academic Program
Statistics by Department). Efforts to increase diversity include increased recruiting in
Canada and programs such as the Korean Initiative and the Teacher Opportunity Corps.
It is hoped that implementation of the Diversity Plan will assist us in further diversifying
our student body.
Table 27 : SUNY Potsdam Education Unit Student Profile Fall 2001
Education Unit
Student Profile
Percent of
Education
Student Body
Female 72%
Asian / Pacific Islander .6%
Black / Not Hispanic 1%
Hispanic .9%
Native American .9%
White / Not Hispanic 81.7%
Non-Resident 7.8%
Data Unavailable 7%
The College has set developing a more diverse student body as one of its institutional
goals. It also provides a variety of recruitment and support services for minority students.
Examples of these programs include:
81

Educational Opportunity Program (EOP) - EOP is a special admissions program for
students who are both educationally and economically disadvantaged, but who
possess the potential for academic success. Tutoring, counseling and financial
assistance are provided to EOP students.
CSTEP, the Collegiate Science and Technology Entry Program, is a New York State
Department of Education Bureau of Professional Career Opportunity Programs
initiative designed to provide services to students from underrepresented populations
or economically disadvantaged backgrounds who are seeking careers in the sciences,
mathematics and technological fields and the licensed professions. The program
features strong individualized student contact and support, and includes academic
monitoring. CSTEP’s goal is to produce and retain competent, well-rounded, and
developed scholars in science, technology, and the pre-licensure fields through
personalized and intensive experiences.
PATS, the Potsdam Akwesasne Talent Search Program, provides academic
enrichment and social support, as well as, informational services to economically
disadvantaged and/ or potential first-generation college students. The program’s
purpose is to encourage participants to enter postsecondary education programs
(technical/community colleges and four-year institutions). PATS purpose is achieved
with a variety of services that are provided to students in grades six through twelve
throughout St. Lawrence County, Franklin County and the Mohawk Nation of
Akwesasne. PATS also serves eligible adult learners through various community
agencies.
The Teacher Opportunity Corps (TOC) seeks to enhance the preparation of teachers
and prospective teachers in addressing the needs of students at-risk of truancy,
academic failure, or dropping out of school and to increase the number of individuals
from economically disadvantaged backgrounds and from groups historically
underrepresented in teaching. TOC is funded by the New York State Education
Department Bureau of Professional Career Opportunity Programs. TOC works
closely with the education unit and the Salmon River Central School District
including the Salmon River Central School main campus and the St. Regis Mohawk
School on the St. Regis Mohawk Akwesasne Reservation. TOC student members are
provided enrichment activities that include financial support for books and teacher
licensing exam preparation and test fees; educational programs on methods and
strategies to teach at-risk students; opportunities to attend educational conferences;
portfolio development, academic and personal counseling; and TOC graduates are
provided mentoring by master teachers during their first year of teaching.
The Korean Initiative is a program designed to better prepare English teachers from
Korea. Currently 19 graduate students from Korea are completing a program that
provides them instruction in English language literacy, teaching English language arts
and a practicum experiences in local schools.
82

Office of Accomodative Services Potsdam is committed to the full inclusion of all
students who can benefit from educational opportunities. In accordance with Section 504
of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, the
College endeavors to make reasonable adjustments in its policies, practices, services, and
facilities to ensure equal opportunity for qualified students with disabilities to participate
in all educational programs, services, and activities. The College also strives to ensure
that a person with a disability who is otherwise qualified will not, on the basis of that
disability, be denied full and equal access to and enjoyment of academic and cocurricular
programs or activities or be otherwise subjected to discrimination under
programs or activities offered by the College. The Office of Accommodative Services
(OAS) provides academic accommodations for all qualified students who have
documented learning, emotional, and/or physical disabilities and have need for
accommodations, such as notetakers, text readers, alternative testing arrangements, loan
of some equipment, etc. A total of 206 SUNY Potsdam students were documented as
students with disabilities in the Fall of 2000. These included learning disabilities,
mobility impairment, visual impairments, acoustical impairments, and other health
impairments. There were 63 students receiving direct services.
Experiences Working with Diverse Students in P-12 Schools
SUNY Potsdam is committed to providing teacher candidates with the opportunity to
apply their skills and knowledge in P-12 schools serving diverse learners. The College
has worked to develop a variety of partnerships with schools in our region and throughout
the state to carry out our responsibilities of preparing quality educators.
SUNY Potsdam is located at the center of a significant rural area which includes nine (9)
out of the 20 school districts identified by the state as the most "high need" school
districts in the state of New York, districts characterized by significant levels of
economic need. In addition, our first formal field experience partnerships were developed
with the district that serves students from the Akwesasne Mohawk reservation, and our
candidates continue to benefit from the opportunity to work in these schools. The
Watertown area, impacted by significant racial and linguistic diversity due to the
proximity to Fort Drum, provides additional pre-student teaching experiences with
diverse learners for many candidates. This commitment is also reflected in the College's
efforts to form partnerships with schools in New York City, Yonkers, and Syracuse.
Some candidates acquire international experience in schools in the cities of Kemptville,
Brockville, and Ottawa in Ontario, Canada and in our student teaching abroad partnership
in Newcastle, England. All SUNY Potsdam teacher candidates acquire experience
working with students with disabilities in their required field experiences and student
teaching since all New York schools serve students with disabilities, many in inclusive
settings.
In an effort to provide more opportunities for student teachers to choose diverse settings
for their placements, the Office of Field Experiences negotiated with Utica City Schools
and the New York City Board of Education in 1997 to provide additional inner-city
experiences for some student teachers. The College is also in the process of developing a
relationship with the Ottawa Catholic School Board in Ontario, Canada.
83

Evidence
Course Syllabi
Faculty Vitae
SUNY Potsdam Affirmative Action Plan July1, 2000 - June 30, 2001
SUNY Potsdam Academic Program Enrollment Statistical Report Fall 2001
Working Document on Hiring Procedures
Associated Colleges Program Announcements
Learning and Teaching Excellence Center News letter
The Reporter
Research and Sponsored Programs Newsletter
Multicultural Affairs Newsletter
Teacher Opportunity Corps Annual Report
SUNY Potsdam Education Unit Diversity Plan
84

Standard 5: Faculty, Qualifications, Performance, and Development
Faculty are qualified and model the best professional practices in scholarship, service,
and teaching, including the assessment of their own effectiveness as related to candidate
performance; they also collaborate with faculty in other disciplines and schools. The unit
systematically evaluates faculty performance and facilitates professional development.
Qualified Faculty
Of the 40 (22 members in Teacher Education, 4 members in Information and
Communication Technology and 14 members in Music Education) full-time professional
education faculty in the education unit at SUNY Potsdam, 35 have earned doctorates.
Three of those faculty members who have not completed the terminal degree are
currently in the dissertation stage of their programs. Sixty-two and one-half percent of
the professional education faculty are tenured, while the remainder are on tenure-track
lines. Many of the professional education faculty members have P-12 teaching
experience and are certified to teach at those levels. The Teacher Education Department
expects all individuals on this faculty to have current P-12 school experience through the
supervision of field experiences or student teachers, teaching on-site, collaborating on
projects, or providing professional development.
The Teacher Education Department has recently developed continuing lines for clinical
faculty. Currently, there are three members of this department serving as clinical faculty.
Each has a master's degree and contemporary professional teaching experience at the
level or in the content area that he or she supervises.
Student teaching supervisors play a critical role in the development of SUNY Potsdam’s
teacher education graduates. The institution's reputation draws some of the finest
educators in the region to the position of college supervisor. Retiring superintendents,
principals, and teachers who have distinguished themselves in the field of education
consistently apply to supervise student teachers. Their familiarity and association with
our programs puts them in an unique position to contribute and ensure that consistency
and high standards are maintained. Many of the supervisors are alumni who have
retained their association with the College and the education unit throughout their
careers.
Adjuncts who teach and supervise in the education programs hold advanced degrees and
bring exceptional experience to the programs they serve. They are reviewed by the
education faculty regularly. As part of this review, adjunct faculty are asked to provide
course syllabi and materials, student evaluations, self-evaluations, and candidate work
samples. Policies in the Teacher Education Department require that each adjunct faculty
member be provided secretarial support and a mentor from the full-time faculty. Efforts
are being made to ensure that all courses meet a common set of standards and are aligned
with the unit's conceptual framework.
85

Modeling Best Professional Practices in Teaching
Teaching and learning are the essential elements of SUNY Potsdam’s philosophy.
Therefore, the faculty is charged with providing excellent educational opportunities for
students. Faculty members are also responsible for developing innovative educational
approaches, as well as participating in the evaluation of the teaching and learning
processes.
As evidenced in the "Performance Based Instruction and Assessment Matrices" and
course syllabi, faculty members in the education unit use a variety of teaching and
assessment strategies. Teacher candidates are encouraged to reflect on their experiences
in both college and P-12 classrooms. Many programs have developed learning
communities that allow the unit’s faculty to model collaborative teaching and learning.
Faculty members encourage the appropriate use of technology and model that use for
their students. Increasingly more faculty members use Blackboard to support their
courses. Candidates can obtain information, participate in on-line discussions, and
submit assessments using this technology.
Modeling Best Professional Practices in Scholarship
According to the SUNY Potsdam Faculty Handbook, faculty members can demonstrate
their scholarship in several ways; for example, they might develop and carry out
significant research in their fields, contribute to the arts, publish their works, and
maintain positive reputations among their colleagues. Thus, the College expands the
definition of and requirements for scholarship beyond the traditional concept of original
research. In Ernest L. Boyer’s Scholarship Reconsidered (Princeton: The Carnegie
Foundation for the Advancement of Teaching, 1990)—considered the foundation work
on the subject—the head of the Carnegie Foundation and former SUNY Chancellor calls
for “a broader, more capacious meaning” of scholarship. Boyer describes “four separate,
yet overlapping functions” constituting the “work of the professorate.” This broadened
definition includes the scholarship of discovery, integration, application, and teaching.
The College especially encourages scholarly pursuits that involve students. While
evidence of scholarship does not require extensive publications, it must extend beyond
the classroom to include peer review on- or off-campus.
Faculty members in the education unit at SUNY Potsdam model the best professional
practices, exemplifying Boyer’s redefinition of scholarship. Recent publications include
books, chapters, refereed journal articles, and presentations and performances made at
state, national, and international levels. Individuals on the faculty have worked with P-12
schools on inquiry projects related to the appropriate use of technology in the classroom.
These projects have resulted in joint presentations by faculty and students. Other
outcomes of P-12 partnerships include published research in areas such as literacy and
multiculturalism. Faculty also support curriculum and professional development at the P-
12 level.
86

Modeling Best Professional Practices in Service
Faculty members in the education unit provide service to the College and the community
in a variety of ways. All members serve on department, school, and/or college-wide
committees. Over the past five years, members of the education unit have performed in
major leadership roles at the College by chairing the Faculty Senate, the Middle States
Review, and the General Education Committee. They have participated in grantdevelopment
activities at the College and with P-12 schools. Grant monies received by
these faculty members have funded efforts such as AIDS outreach, educational support
for migrant children, improvement of the technology use in the P-12 classroom, and the
National String Project.
The Crane School faculty provides leadership for professional organizations on a state
and national level. Ensembles from the School of Music travel annually across New
York and the region offering concerts and workshops for school-aged musicians.
Faculty service has also included supporting professional development efforts and grantfunded
projects at the P-12 level. SUNY Potsdam’s teacher education faculty have
provided workshops for individual schools and the local BOCES district in mathematics
education and the use of technology. They worked with schools to develop curricular
and review programs. Music Education faculty members frequently serve as guest
conductors for regional band, orchestra, and choral groups and serve as adjudicators in
regional and state music competitions. Active in the professional organizations in their
fields, individuals on the faculty have served in leadership roles, provided support for
conferences, and have helped support the review process for NCATE specialty program
reviews.
Collaboration
Collaboration, service, and professional development are closely related for the faculty in
the education unit at SUNY Potsdam. The faculty works closely with members of other
units across campus in the development of programs for teachers. For example,
development of the new major for elementary education teachers required close
collaboration among all departments involved. Several faculty members work as liaisons
with the art and science departments to ensure that content preparation for these teachers
will be appropriate; this work continues today. In addition, the faculty governance
system requires that all programs be reviewed by committees representing all three
Schools of the College. Other college-wide collaborative efforts have resulted in the
development of Learning Communities for teachers, the improvement of mathematics
education for elementary teachers, and the professional development of science
educators.
Working closely with P-12 schools not only provides the unit’s pre-service teachers with
appropriate field experiences but also allows for professional growth of the faculty
members involved. The expansion of our professional development schools will require
the continuation of such collaborative efforts. The Regional Professional Development
Collaborative provides the framework for cooperation between the region's two colleges
87

with education programs; school superintendents, teachers, and principals; the New York
State Teachers Union; and the St. Lawrence Valley Teachers Center.
One recent initiative is the Massena Professional Development School. Based on a long
standing relationship with the Secondary English program, the Massena Central School
District has entered into a district-wide agreement with SUNY Potsdam. During the
summer of 2001, elementary and secondary mathematics teachers met to develop a plan
for providing and assessing field experiences for the elementary and secondary
mathematics MST programs. The summer experience was facilitated by the Secondary
English clinical faculty member who participated in the development of the SUNY
Potsdam/Massena Secondary English Professional Development School. This fall there
were 40 teacher candidates participating in field experiences at Massena Central School.
The Crane School of Musicis developing opportunities to invite state leaders and
nationally recognized researchers in music education to visit the SUNY Potsdam campus.
They have recently announced the development of the New York State School Music
Association (NYSSMA) Past President’s Lecture Series, sponsored by the Crane School
of Music and NYSSMA. This program will bring the immediate past president of
NYSSMA to campus every two years for a major address on “The State of Music
Education in the State of New York” or other appropriate topics.
Other collaborative efforts include grant funded projects with P-12 schools. Examples
include: Mohawk Education Project, , Head Start Project, Teacher Telementoring Project,
Canton Laptop Project, Literacy Conference, and the Sheard Literacy Center
The College also supports the Center for Rural Education (CRE), who's mission is “to
recognize and support the efforts of the State University of New York (SUNY) College at
Potsdam and the K-12 schools of the North Country in the pursuit of expanded teaching
and learning opportunities in the context of a rich, community-based rural experience.”
The CRE helps to secure and administer grant monies for projects that support their
mission. One of the CRE's most recent projects, Collaboration of Teaching Teachers
with Technology , has resulted in ongoing technology support for the Teacher Education
Department faculty.
Unit Evaluation of Professional Education Faculty Performance
SUNY Potsdam regards the performance of its faculty as primary in meeting its mission.
Faculty evaluation is a clearly defined process, starting with hiring and continuing
through the awarding of tenure. The College’s procedure for hiring, as outlined in The
Working Document on Hiring Procedures, states that: “As part of the interview process,
all candidates interviewed for faculty positions on campus are expected to be placed in a
‘teaching situation’ involving faculty and students and appropriate to the discipline.”
Feedback from the students and faculty members participating in these teaching
situations is strongly considered when making hiring decisions.
Once hired, each new faculty member in the departments of Teacher Education,
Information and Communication Technology, and Music Education is provided with a
mentor and invited to department-level and college-level meetings to discuss the tenure
88

process. Every individual on the Teacher Education Department faculty is asked to
complete a Professional Development Plan [PDP] that outlines his or her goals and the
support needed for a two-year period. This plan is based on the format of the Academic
Faculty Information Form that is submitted as part of the reappointment application
process. The Department’s Personnel Committee reviews and approves faculty PDPs.
This serves as a formative assessment for faculty members and helps to ensure that nontenured
members are working toward goals that support the unit's conceptual framework.
In addition the Office of the Provost provides reappointment and tenure workshops for
new faculty.
Non-tenured faculty members in the School of Education are reviewed every one to two
years depending on their progress and reappointment terms. Reappointment and tenure
materials include the Academic Faculty Information Form, self-evaluation, peer review,
student evaluations, course materials, and evidence of scholarship, university service, and
professional growth. These data provide documentation on the quality of teaching and
information to improve programs. The Personnel Committee, department chairs, and the
dean review information submitted by probationary faculty before making
recommendations to the provost.
In the Crane School of Music, each non-tenured applicant’s dossier is evaluated
concurrently, but separately, by the Crane Personnel Committee and the department chair
in the area in which the applicant has primary teaching responsibilities. Both of these
parties independently submit a recommendation to the dean, who takes them into account
as he or she reviews the entire dossier. The dean then submits a recommendation to the
provost. Currently, the Crane School of Music’s Personnel Committee is preparing
workshops and written documents to help their faculty better understand the SUNY
Board of Trustees reappointment and tenure criteria and processes. When completed, the
roles of teaching, service, and scholarship will be even more clearly delineated than
before.
In both the Crane School of Music and the School of Education, a faculty member who is
being considered for a change in appointment submits supporting material to the
departmental Personnel Committee, which forwards a decision to the chair and then to
the dean. In addition, individuals are required to annually submit an Academic Faculty
Information Form to the appropriate dean if they wish to be considered for salary
increases based upon merit and/or inequity.
Unit Facilitation of Professional Development
The College and the three Schools seek to provide professional development for the
faculty. The development of effective teaching, a top priority SUNY Potsdam’s faculty,
is supported in a variety of ways. For example, there are seminars or workshops
presented by the Associated Colleges of St. Lawrence Valley and the Teaching and
Learning Committee, book discussions sponsored by the Office of the Provost, funds
from the Teaching and Learning Committee or other grant sources for scholarship, and
Teaching Circles—informal groups of faculty that meet regularly to discuss teaching
techniques and strategies.
89

SUNY Potsdam encourages and supports effective teaching through a variety of
initiatives, some traditional and others highly innovative. Representative examples of
these initiatives include:
• long-term support for the Teaching and Learning Committee;
• establishment of a new Learning and Teaching Excellence Center (LTEC);
• discretionary salary increase;
• special funding in support of teaching effectiveness (e.g., funding for faculty travel,
support for research and creative endeavors, course reassignment for faculty projects,
and grants for curriculum development); and
• provost’s initiatives (e.g., book discussions, teleconferences, special programs).
Each year the Associated Colleges of the St. Lawrence Valley sponsors a Teaching
Effectiveness Conference in the fall and an Instructional Technology Conference in the
spring at one of the four colleges in the Association. These conferences are developed
through collaboration among the four partner colleges to bring experts in areas of
teaching, learning, and technology to the St. Lawrence Valley region.
College-wide support for scholarship is coordinated by the Office of Research and
Sponsored Programs (RSPO). The Office is committed to enriching the College's faculty
and staff by obtaining and administering internal and external funding in support of
research and creative endeavors. The Office provides both pre- and post-award services,
funds several internal grant programs, and organizes annual programs which highlight
scholarly activities on campus. It encourages faculty and staff members to seek external
funding through the bi-monthly RSPO News and Web page, workshops, the Potsdam
Reporter, SPIN WWW searches, individual meetings, and mailings. The campus offers
many types of programs in support of research and creative endeavors, such as minigrants
and the Faculty-Undergraduate Summer Research Program. Leadership Council
recently set aside a growing fund of $25,000 per year, reserved for matching needs.
Faculty members who participate in professional organizations and conferences are given
financial support and other incentives through departments, deans, the Teaching and
Learning Committee, and various funding sources such as Travel Grants and the
Research and Creative Endeavors program. Financial assistance is available from
individual academic departments, the offices of the dean and the provost, the Teaching
and Learning Committee, Joint UUP/Institutional Committee, and Research and
Sponsored Programs Office. The Reporter and the Research and Sponsored Programs
Newsletter recognize faculty members who participate in such activities.
Faculty scholarship in the form of publications, creative endeavors, and presentations is
evaluated in each of the three Schools somewhat differently. Scholarship affects the
terms of reappointment, tenure, and promotion in varying degrees. While scholarship is
important, no written or campus-wide criteria policies exist beyond the Guidelines for
Academic Appointment and Promotion. Faculty members in the Teacher Education
Department are encouraged to seek external funding. Meanwhile, this activity is
acknowledged and considered for determining merit allocations as well as reappointment,
90

tenure, and promotion recommendations. Faculty personnel have been successful in
obtaining grants for curricular technology enhancement and development.
Faculty members are encouraged to include students in research projects and to pursue
joint scholarly research projects. Most connections arise through the interaction of faculty
and students in the their major classes. Sometimes they grow from internship experiences
that faculty members supervise or tutorial courses which faculty teach. The Office of
Research and Sponsored Programs offers internal grant programs to encourage joint
student/faculty research projects; these include the Mini-Grant and Faculty-
Undergraduate Summer Research Program.
The Crane School of Music and the School of Education require all first-year faculty
members to participate in the School’s mentoring program. In this program, a mentor
assists the new member in meeting specified needs. A close working relationship is
established which may include observation of teaching, assistance in developing teaching
materials, and/or orientation to the behind-the-scenes operations of the School and
College. The mentor is expected to meet regularly with the new faculty member—both
formally and informally—to provide assistance, answer questions, and offer a generally
friendly and supportive ear.
The departments of Teacher Education and Music Education support professional
development by encouraging and supporting retreats and “Brown Bag” discussions.
They also provide travel money and support applications for the reduction of course loads
and faculty leaves.
Evidence
Course Syllabi
Faculty Vitae
SUNY Potsdam Affirmative Action Plan
July1, 2000 - June 30, 2001
SUNY Potsdam Academic Program
Enrollment Statistical Report Fall
2001
Working Document on Hiring
Procedures
Regional Professional Development
Collaborative Minutes
Professional Development School
Minutes
Center for Rural Education Minutes
Associated Colleges Program
Announcements
Learning and Teaching Excellence
Center News Letter
The Reporter
Research and Sponsored Programs
Newsletter
Guidelines for Academic Appointment
and Promotion
Sample reappointment, promotion, and
tenure portfolios
91

Standard 6: Unit Governance and Resources
The unit has the leadership, authority, budget, personnel, facilities, and resources
including information technology resources, for the preparation of candidates to meet
professional, state, and institutional standards.
Unit Leadership and Authority
Institutional Polices. The SUNY Board of Trustee’s Policies Handbook provides the
guidelines on which SUNY Potsdam policies and proceudures are based. These policies
and procedures are provided in the SUNY Potsdam Faculty Handbook. Each faculty
member is given a copy of both policy handbooks when hired. These handbooks are
annually updated and sent to faculty, and the Faculty Handbook is provided on-line
through the Human Resources Department’s web site. Each handbook states specific
policy regarding academic freedom, personnel, faculty roles and responsibilities,
grievances, curriculum, governance, and organizational structure. The Teacher
Education Department and the Information and Communication Technology Department
in the School of Education and the Crane School of Music have by-laws which support
and are congruent with the policies set forth by the SUNY Board of Trustees and the
SUNY Potsdam.
Organization of the Unit. The Dean of the School of Education and Graduate Studies
has primary oversight of the unit, including undergraduate and graduate teacher
certification programs in the Teacher Education Department, Information and
Communication Technology Department, and the Music Education Department. The
Teacher Education Advisory Council (TEAC) ensures communication among all groups
responsible for teacher preparation at SUNY Potsdam. Membership includes faculty
from the School of Education, Crane School of Music, School of Arts and Sciences, and
public schools. TEAC is responsible for monitoring the effectiveness and success of all
teacher preparation programs and for making recommendations for the improvement and
strengthening of teacher preparation at SUNY Potsdam.
Within the School of Education, the Teacher Education Department consists of the
following curriculum groups: Undergraduate Elementary Education, Secondary
Education; Reading, Special Education, and Graduate Elementary Education and General
Professional Education. These groups are responsible for curriculum development and
assessment and for ensuring courses and programs align with state certification
regulations/standards and national standards. They may also recommend policies and
admissions standards to the Academic Affairs Committee of the Teacher Education
Department.
The Academic Affairs Committee reviews program and policy recommendations from
the curriculum groups, and in turn, makes recommendations to the Teacher Education
Department for vote and action. Recommendations are then reviewed by the department
92

chair and forwarded to the dean for recommendation and/or action. Those items
determined to be significant in scope are forwarded to the college-wide Faculty Senate
for committee and full-senate action/vote.
Music Education is one of four departments housed in the Crane School of Music.
Program review and policy recommendations are made by individuals on the faculty and
must have the approval of the department chair. These recommendations are then
submitted for review and approved by the Undergraduate Program Curriculum
Committee. Following approval at the program curricular committee level, they are
submitted to the Crane Faculty Association and then to the Dean of the Crane School of
Music. All policy and program changes are then reviewed and approved by the
appropriate College-wide committees and the Faculty Senate. The Music Education
Department works with the Dean of the School of Education and the Office of Teacher
Education Student Services to ensure that teacher candidates are prepared to meet all
state and national standards.
The Department of Information and Communication Technology was formed in the fall
of 2001. Departmental by-laws have been developed and are in the approval process.
Academic Calendar. The Registrar develops the academic calendar, according to SUNY
Board of Trustees Guidelines. All constituencies review drafts of academic calendars,
including: the President’s Leadership Council, Provost’s Academic Council, Faculty
Senate, and Student Government Association. The Director of Continuing Education and
Summer Programs develops the summer school calendar and also solicits feedback on the
proposed calendar prior to implementation.
Academic Catalogues. Undergraduate and graduate college catalogues are provided both
in hard copy and on the college web site. Catalogues include information on curriculum
and degree/graduation requirements, grading policies, residency requirements, tuition and
refund policy, grievance and appeals procedures, standards of conduct, and the student
judicial process. Catalogues are updated every two years with respective departments
and offices contributing to the process. The current graduate catalogue was due for
revision in Fall 2001. Given that the newly revised graduate programs are currently
being phased in and that a number of programs are in the revision and approval process,
it was decided that revision of the graduate catalogue would not be done until Fall 2002.
The Graduate Office is including addenda in the current catalogue for any new programs
that will have been activated prior to the next publication.
Undergraduate Admissions. The Admissions Office is primarily responsible for student
recruitment to the College; however, the deans and faculty of the School of Education
and the Crane School of Music participate in recruitment open houses. Admissions
criteria are determined by the Admissions Committee of the Faculty Senate and the
president of the College. Once admitted, students may apply for provisional admission to
programs in the Teacher Education Department. The Crane School of Music sets
additional standards for admission, including an audition. Auditions for the Crane School
of Music occur on campus four times during the semester. Crane faculty also travel to
93

various geographic locations across New York State, including urban areas such as
Rochester, Buffalo, Albany, New York City, and Long Island to audition students who
are unable to travel to campus.
Graduate Admissions. Graduate admissions criteria are recommended by departments
for approval by the Graduate Affairs Committee of the Faculty Senate, the Faculty
Senate, and the president of the College. Graduate applications within the Teacher
Education and the Information and Communication Technology Departments are
reviewed by appropriate faculty and recommended to the dean for approval. Upon
admission to a program, each graduate student is assigned an academic advisor who
teaches in the program. Graduate applications in music education are reviewed by
appropriate faculty in that department and recommended to the dean for approval.
The Director of Graduate Enrollment, who is a member of the Office of Graduate
Studies, has primary responsibility in tracking graduate enrollments per program and
recruitment for students in the Master of Science Teaching programs, with a special focus
on the “Canadian Initiative.” The director also does pre-admissions audits for potential
applicants of the programs and serves as a resource person to these graduate curriculum
committees.
Advising. Prior to admission to undergraduate teacher certification programs, students
must participate in a workshop conducted by the Advisor for Teacher Education. At this
time, they are provided with the Teacher Education Advising Manual which provides
information on program and certification requirements. Students are also provided with
an audit of any previous coursework completed and how it counts toward certification
and degree requirements.
Each undergraduate or graduate candidate enrolled in a teacher certification program is
assigned an advisor, usually one who teaches in his or her area of certification. This
provides for professional mentorship as well as course advisement. Prior to scheduling
classes, a candidate is required to meet with his or her advisor and complete an advisor
verification form. If a candidates is enrolled in an undergraduate program her or she is
assigned two advisors: one in his or her academic major or concentration in the arts and
sciences and one in teacher education.
The Advisor for Teacher Education also serves as chairperson of the campus-wide
administrative Advising Committee. This ensures accurate and effective advising among
various groups and services throughout the College. This committee conducts several
advising workshops for faculty each semester. In addition to the Registrar’s Office,
complete records for undergraduate Teacher Education candidates are maintained in the
Office of Teacher Education Student Services. The Office of Graduate Studies maintains
records for candidates in all graduate programs.
Each music education majors is assigned an advisor and given an academic supplement
that prescribes his or her four year program. The Crane School of Music and the Music
94

Education Department regularly audits candidates' records and communicate the results
of those audits with their candidates.
Student Services The College has re-designed its academic support services for all
students and opened an “Academic Success Center.” Students have many services
available to them to support their learning either from this center or departmental support,
such as the Writing Center. These services include: tutoring, special needs support,
advising, counseling, technology assistance, and career planning.
Unit Collaboration/Advisory Groups. In addition to the collaboration outlined in the
above Teacher Education Advisory Council, most curriculum groups have their own
advisory councils which may include faculty from the School of Arts and Science and P-
12 teachers and administrators, alumni and community members. The education unit also
surveys graduates and employers as part of its assessment plan. The faculty governance
system ensures that all departments are represented in program and policy decisions at a
college-wide level. Through service on Faculty Senate Committees and college-wide
administrative committees education unit faculty regularly collaborate with faculty in
other units of the institution.
Professional Development for Faculty in Other Units. Teacher Education faculty have
the opportunity to participate in activities and workshops offered by the Teaching and
Learning Center of the College, the Learning Communities Project, and the teaching and
learning initiatives of St. Lawrence Valley Associated Colleges. The founding Director
of the Learning Communities Project was a member of the Teacher Education
Department. Faculty from the Teacher Education Department have recently conducted
workshops in cooperative learning for faculty through the Teaching and Learning Center,
and have made presentations at the annual technology conference sponsored by the
Associated Colleges.
Unit Budget
The unit receives sufficient budgetary allocations to provide programs that prepare
candidates to meet standards. The Teacher Education Department (including Information
and Communication Technology) receives approximately $1.5 million dollars for
instructional salaries, $300,000 for administrative salaries and $30,000 for supplies,
travel (both to conferences and school field-based activities), equipment and other direct
expenses associated with the teacher education program. The Crane School of Music
receives approximately $2.5 million dollars for instructional salaries, $500,000 for
administrative salaries and $40,000 for supplies, travel (both to conferences and school
field-based activities), equipment, and other direct expenses associated with the music
education program. In summary, the unit receives approximately $4 million dollars in
instructional salaries, $800,000 for administrative salaries and $70,000 for supplies and
expenses directly associated with the education programs for a total annual budget of
approximately $5 million dollars of state funds to support the teacher education
programs. In addition, the School of Education also provides limited support to the
School of Arts and Sciences to offer courses in the academic subject areas for candidates
in the teacher education programs. Further, the Office of Continuing Education and
95

Summer Programs provides support for the offering of courses at extension sites for
candidates in both undergraduate and graduate teacher education programs.
Unit Personnel
Faculty Workload. To support faculty teaching, scholarship, and service, the Teacher
Education Department developed policy guidelines for faculty workload. The “Revised
Faculty Workload” has been approved at the school level and is being reviewed by the
provost and president of the College. This policy includes a formula for determining the
number of credits faculty teach each semester based on the College’s standard teaching
load of 12 credits per semester for all faculty. Credit-bearing equivalencies are assigned
for: (1) preservice field-based supervision and coordination; (2) student teaching
supervision (full load not to exceed 18 students); and, (3) full-time graduate course load
of 9 credits (maximum) per semester. A subcommittee of the Academic Policies
Committee of Faculty Senate is currently developing policies for on-line/distance
education courses. Once approved, this policy will be added to the faculty workload
formula. The Crane School of Music is working toward this goal as well.
Part-time Faculty. Curriculum committees review each adjunct faculty’s credentials and
make a recommendation to the department chair and dean prior to awarding a contract.
Each adjunct faculty member is provided with a copy of the course outline taught by fulltime
faculty and encouraged to consult with him or her. This is to ensure that courses are
in keeping with the curriculum standards developed by the department and curriculum
committees. Adjunct faculty members must submit course outlines and student
evaluations to teach subsequent sections of courses; these are reviewed by all appropriate
curriculum committees.
The Director of Field Experiences and Teacher Certification, working through the Office
of Teacher Education Student Services, conducts several workshops and a retreat
throughout the year for student teaching supervisors both in New York State and Ontario.
In addition, the College has hired the following part-time personnel: a Regional
Professional Development School Coordinator and the Ontario Field Experience
Coordinator who participate in the Teacher Education Department Professional
Development School Committee, and a part-time Ontario graduate recruitment advisor.
To further enhance adjunct faculty participation in the programs, the Teacher Education
Department is piloting a full-year adjunct contract for a master teacher. This contract
includes not only teaching but also participation in the preservice subcommittee of the
Graduate Elementary Curriculum Committee of the department.
Clinical Faculty. In addition, we have hired three full-time clinical faculty who are
master teachers. These clinical faculty teach two courses and participate in field-based
supervision and student teaching supervision.
Unit Support Personnel The Teacher Education Department has the following full-time
support personnel: a Director of Field Experience and Teacher Certification, a Director
of Pre-Student Field Placement, an Undergraduate Teacher Education Advisor, and a
96

Director of Graduate Enrollment. Secretarial support includes: two full-time secretaries
serving the Teacher Education and Information and Communications Technology
departments, one full-time and one half-time secretary in the Office of Teacher Education
Student Services, a flex-time secretary for the Ottawa field experience program, and three
full-time secretaries in the Office of Graduate Studies that also support the Office of the
Dean of the School of Education. Graduate Assistants include: one in the Math, Science,
and Technology Center; two in the Literacy Center; and one in the Office of Teacher
Education Student Services. In addition, there are federally funded work-study students
and student assistants in each office. With increased enrollments, additional secretarial
support is needed in the Teacher Education Department and in the Office of Field
Experience and Teacher Certification. The Music Education Department has one fulltime
secretary.
Local Support / Activities for Faculty Development.Local support for faculty
development in teaching, curriculum development and assessment, and technology is
provided through a number of activities and programs. The Teacher Education
Department held a two-day retreat in Fall 2001 to review programs, align standards, and
develop assessments. In addition, curriculum committees meet regularly, conduct
advisory board meetings which include members of the P-K community and arts and
science faculty; and participate in curriculum committee retreats.
The College provides some support for a large percentage of the Crane Faculty to attend
the New York State School Music Association [NYSSMA] conference each year and an
array of other conferences including: College Music Society Conference, Music
Educators National Conference, and the American Choral Directors Association
Conference.
The Teaching and Learning Center of the College conducts numerous workshops,
discussion groups, Provost’s Book Discussions, and technology sessions for faculty
development. The General Education Committee offers workshops on writing, speaking,
and assessment. The Learning Communities Project provides support for faculty
collaborating on the development of Learning Communities to be offered on campus, and
the Associated Colleges of St. Lawrence Valley also offers workshops and programs on
teaching and a conference on technology for faculty from four area colleges.
The Center for Rural Education is providing technology and support to help education
faculty use instructional technology. A student assistant is available to provide
individual instruction concerning a variety of software packages involving the use of
spreadsheets, web site design, graphics, and the creation of pdf files. With hardware
secured under a the "Preparing Tomorrow's Teachers to Use Technology (PTTT)" grant,
the Center has outfitted a mobile cart with the following: Gateway (Windows) laptop
computer with both a CD-ROM and floppy drive; Sharp LCD projector; pair of KOSS
amplified speakers; and Macintosh G3 PowerBook with CD-ROM drive. This mobile
cart can be used by faculty to bring instructional technology into classrooms where it is
not currently available.
97

Unit Facilities and Resources, including Technology
The School of Education -- located in Satterlee Hall -- has adequate instructional,
administrative, library, and computer facilities to support candidates in meeting teaching
and learning standards. In addition to numerous general purpose classrooms, the School
maintains a Literacy Center. At this center prospective and present teachers develop and
refine their teaching skills and techniques by working with youngsters individually and in
small groups to improve reading, writing, and learning skills and study habits. It provides
a valuable public service to the community while offering a clinical environment for
undergraduate and graduate students in elementary and secondary education. This center
is currently undergoing a major renovation due to a $180,000 endowment for an alumnus
and $800,000 matching funds provided by the State of New York.
Faculty and students also have access to two computer laboratories in theSatterlee Hall
where the School of Education is housed, one Macintosh-based and the other Windowsbased.
Each laboratory has twenty-five work stations with either Macintosh G-3 or
Gateway desktop computers. These labs are equipped with image projection capability,
digital scanners, and printers. A library of instructional software is available for student
and faculty use. A"smart classroom" in the building has computer-based presentation
station and audio-video projection capability for the presentation of information through
electronic media. As the teacher education programs are increasingly field-based,
students regularly have access to the facilities and resources of several local P-12 schools
where they are placed for field experiences.
Each faculty member in the Teacher Education Department has a desktop computer in his
or her office with hi-speed, direct access to the Internet through the campus T-1
telecommunications line. While most faculty have Macintosh G-3 tower model
computers with Microsoft Office 98, Netscape, electronic mail, and telnet software to
access campus databases, some faculty use Windows-based platforms with a similar
software configuration. Faculty also have access to overhead projectors, four video
camcorders in a variety of formats including VHS, VHS-C, and Super-8; three VCR tape
decks with 27-inch monitors; two digital cameras; two laptop computers; and two
portable video projectors housed in the Department. Further, all faculty have access to the
campus’ BlackBoard® course management system and the newly created distance
learning classroom with Picture-Tel interactive video-conferencing equipment for the
development and offering of distance learning. Use of an Elison machine and document
laminator are available through the Teacher Education Department office.
Near the School of Education, the newly renovated Crumb Library houses a children’s
literature collection and sample textbook collection devoted to teacher education. The
library, which seats up to 600 people, houses more than one million items, including
bound volumes, microforms and other non-book materials, federal and state documents,
and active periodicals [Table 28]. The library’s online catalog and an array of specialized
equipment -- such as copiers, microform reader-printers, audiovisual equipment, CD-
ROM search stations and aids for physically challenged users -- provide access to
materials in various formats for teacher education candidates. The library also provides
high-speed, direct access to Internet-based electronic resources. Students are able to
98

access many library resources, such as data bases and full text journals from their home
or dorm computers.
Table 28: F.W. Crumb Library Holdings
F. W. CRUMB Holdings -
2002
Print Media Number Non-Print Media Number
Total volumes 404,989 Audio cassettes 271
Government documents 65,715 Phonograph
11,129
records
Microforms 743,042 Compact Disks 2,238
Current subscriptions 1,253 Videocassettes 1,019
Cartographic material 6,596 CD-ROM 269
Other, film, slides
etc.
2,463
The College Libraries developed a formula to determine monographic allocations to
departments in 1993. The factors taken into account were:
• The number of credit hours taught in each department averaged over the last four
semesters;
• Anticipated use of the library (i.e. lower undergraduate credits equal weighted 1,
upper undergraduate credits weighted at 2.5 and graduate credits weighted at 1.5);
• Number of students taking courses in departments averaged over the last four
semesters;
• Average cost of a book in the discipline; and
• Number of titles published annually in the discipline.
The formula was applied in 1993, the base year, to adjust the budget to the curriculum.
Since then the formula has been applied each year to allocate increases and, in the midnineties,
decreases in the library’s monographic allocations to departments.
The Center For Rural Education (CRE) also provides support for the efforts of the
College and the P-12 schools of the North Country to persue expanded teaching and
learning opportunities in the context of rich, community-based rural experience. The
CRE maintains a clearinghouse for information related to issues of rural education and a
database of human and physical resources available to those involved in educating the
students of the North Country. Further, the CRE provides assistance in matching
resources with the educational needs of the College and supports classroom-based
educational research and school improvement efforts.
The Crane School of Music, located in a five building complex on campus, has
outstanding facilities to support the conservatory-type program of music education.
99

The music complex holds instructional, administrative, rehearsal, library, storage, repair,
and performance space including a 1,200-seat concert hall and a 450-seat music theater
(both acoustically balanced) as well as the 130-seat Wakefield Recital and Lecture Hall.
The complex also houses a specialized music library containing an extensive collection of
16,000 music books, 24,000 scores, and 16,000 sound recordings dating back to the
1940’s. The Crane Library provides Internet access to all of the libraries’ electronic
databases, as well as a variety of listening facilities, and a MIDI computer laboratory.
Professional staff are available to guide and encourage students in using these facilities
and materials.
The Crane School has more than 1,200 band and orchestra instruments, 155 pianos (most
of which are Steinways including five Steinway Concert Grand pianos), a forte piano,
four harpsichords, six organs, a Wicks concert organ, and a collection of Renaissance
string and wind instruments. One digital and two analog synthesizer studios, fully
equipped (including a Synclavier), enable students to experiment with composition,
arranging, performance, and recording techniques. In addition, a fully equipped MIDItechnology
classroom and a music education keyboard lab meet the contemporary needs
of all music students. Dressing rooms, costume rooms, scenery rooms and support areas
for the performance halls; piano and instrument repair shops; and a highly sophisticated
audio center are also available.
Every classroom, rehearsal hall, and faculty studio is equipped with tape and cassette
decks, CD players, turntables, and speakers. There are more than 75 practice rooms, a
student commons, a curriculum lab for music education students and separate band,
orchestra and choral library collections.
Evidence
SUNY Board of Trustee's Policy Handbook
SUNY Potsdam Faculty Handbook
Teacher Education Advisory Council Minutes
Department of Teacher Education Minutes
Department of Information and Communication Technology Minutes
Department of Music Education Minutes
Curricular Group Minutes
Standing Committee Minutes
SUNY Potsdam Undergraduate Catalog
SUNY Potsdam Graduate Catalog
Sheard Literacy Center Proposal
100

to ensure
etc
NCATE
The Standard of Excellence
in Teacher Preparation
National Council for Accreditation of Teacher Educatio n
Arthur E. Wise
President
May 15, 2002
Linda L. Seramur
Interim Dean, Graduate Studies
State University College at Potsdam
School of Education and Graduate Studies
Potsdam, NY 13676
Dear Dr. Seramur:
Enclosed are two copies of the report submitted by the NCATE Board of Examiners team
that recently completed a visit to your campus. Please forward one copy of the report to the
chief executive officer of your institution.
This official document is the one to which you should respond in the institution' s
rejoinder. In the rejoinder you should respond to weaknesses identified in the report. You
should also respond to any other statements in the report that you perceive to be erroneous
and wish to clarify. NCATE's Draft Handbook for Initial Accreditation Visits contains a
description of the format to be followed and recommendations for writing the rejoinder .
The rejoinder is an essential component of the required documentation for your
accreditation review. NCATE's Unit Accreditation Board seriously considers both the tea m
report and rejoinder as it makes a decision about your institution's continuing accreditation. The
Unit Accreditation Board will determine your accreditation status at its fall 2002 meeting.
Enclosed for your information are NCATE's Ethical Guidelines for NCATE-Affiliated
Institutions. In preparing your rejoinder, please note in particular guideline #6. In addition,
individual BOE team members should not be referred to by name in the rejoinde r
Please send seven (7) copies of the rejoinder to the attention of Denise Thomas at the
NCATE office by June 21, 2002. A copy of your rejoinder will be shared with the BOE team
chair. It is recommended that your rejoinder be sent via certified mail, express mail, Fed Ex, etc to
its delivery to NCATE. If you do not intend to rejoin the BOE report, you must
state so in writing, to the attention of Denise Thomas; this letter may be faxed (202 296-6620).
Enclosed is an evaluation to complete to help us assess the NCATE 2000 procedures as
well as the BOE team. This evaluation is an important piece of information for NCATE in our
process of self-evaluation and improvement. We do not share your response with the UAB
except as part of an aggregate data report. Your evaluations will help staff to determine the
effectiveness of procedures and of team members and to identify potential team chairs .
2010 Massachusetts Avenue, NW, Suite 500
Washington, DC 20036-1023
phone 202.4667496 fax 202.296.6620
email ncate@ilcate.org www.ncate.org

Linda L. Seramur
Page 2
If you have any questions, please contact Antoinette Mitchell, or Pam Magasich at the
NCATE office.
Sincerely,
Donna M. Goilnick
Senior Vice President
cc:
Richard Gervais, NY Department of Education

INSTITUTIONAL EVALUATION OF BOARD OF EXAMINERS TEAM MEMBERS
AND NCATE PROCEDURES
Instructions: Identify the institution and the date of the on-site visit. Then, write the last names of the team
members, including the BOE team chair, in the slanted columns. If your visit was an NCATE/state joint
visit, then also include the names of the state team members. Next, use the Likert-type scale below to rate the
team members on the eight characteristics listed in the table.
Institution Visited: SUNY Potsdam Date of Visit: March, 2002
1----------2---------3---------4---------5
Not effective
Very effective
Names of Team Members
1. Demonstrated familiarity with
Institutional Report came prepare d
2. Demonstrated knowledge about the
NCATE standards
3. Made unbiased professional judgements
4. Made efficient use of time and energy ;
maintained schedule
5. Possessed good interviewing skills -
6. Displayed interpersonal skills conduciv e
to the process
7. Behaved professionally in al l
situations
8. Overall rating of the team member
Additional comments about any team member:
What team members, if any, do you have reservations about using again

BOARD OF EXAMINERS REPORT
NCATE
National Council for Accreditation of Teacher Education
FIRST ACCREDITATION VISIT TO.
State University of New York at Potsdam
Potsdam, N. Y.
March 23-27, 2002
NCATE Board of Examiners Team
Patricia Antonacci (State)
Ceola R. Baber
Richard D. Gervais (State chair)
William E. Goodwin (NCATE chair)
Wen-Song Hwu (State)
Lynda K. Oldenkamp
Rosetta Sandidge
Blake West
New York State United Teachers Representative :
Carolyn Williams
SIJNY Poisdarn BO Report

TABLE OF CONTENTS
I. Introduction 4
H. Conceptual Framework 14
III.
Findings for Each Standard
Standard 1 23
Standard 2 35
Standard 3 45
Standard 4 55
Standard 5 63
Standard 6 71
IV.
Sources of Evidence
85
V. Corrections to the Institutional Report 102
SUN
Fsdm ROE Rp1

SUMMARY FOR PROFESSIONAL EDUCATION UNIT
NCATE 2000 Standards
Institution: State University of New York at Potsdam
Standards
1
Candidate Knowledge, Skills and Dispositions
2 Assessment System and Unit Evaluation
3 Field Experiences andClinical Practice
4 Diversity
Team Findings
Initial Advanced
M
M
M
M M
M M
5 Faculty Qualifications, Performance, and Development
M M
6 Unit Governance and Resources
M = Standard Met t
NM = Standard Not Met
SUNY -3-

I. INTRODUCTION
The University
As one of the colleges of the State University of New York System (SUNY), State
University College at Potsdam(Potsdam) must meet requirements set by two separate
governing bodies. The Board of Regents and the Commissioner of Education govern
state regulations. The
SUNY Board of Trustees also regulates SUNY institutions.
Potsdam is located in rural northern New York near the Canadian border and ha s
had along tradition in the preparation of teachers. Founded in 1816, the St. Lawrenc e
Academy, by 1828, focused the efforts of the Academy on the preparation of teachers.
By 1868., strong interest in normal schools resulted in Potsdam Normal. The evolution of
Potsdam Normal progressed from a state teachers college to a part of the State University
of New York System to the College of Arts and Sciences to "a comprehensive four -year,
public supported college committed to the tradition of a liberal education and qualit y
teacher preparation." In addition to this transition to its present status, Potsdam has the
oldest and largest undergraduate music education program in the United State s
In addition to emphasis on community outreach and regional service, Potsdam i s
primarily a teaching rather than a research institution although academic faculty members
are expected to engage in scholarly activity. Research involving students as partners is
especially valued, e.g., "A New Technology Course for Secondary Mathematics
Students" and "The Secondary Pre-service Teacher of Mathematics as A Full Partner in
Technology-oriented Mathematics Education Research."
The mission of the college is:
1. To serve the people of New York and beyond by offering, through appropriat e
means and methods, excellent baccalaureate, master's and continuin g
education opportunities in the arts and sciences and selected professional
disciplines ;
2. To create a student-centered academic culture which encourages innovativ e
approaches to teaching and learning, provides resources to support
pedagogical innovation, and evaluates the effectiveness of teaching and
learning;
SUNY otsdarn BOE Report -4-
1
.

3. To promote an environment for students of all ages in which thei r
participation in academic, professional, cultural, social, athletic and other
activities may be most beneficial and foster their education as individuals an d
members of society;
4. To strengthen among members of the campus community an understanding
and sensitive awareness of cultural diversity and global connections and to
contribute that understanding and awareness to the larger community;
5. To contribute to the improvement of teaching and the expansion of knowledge
through appropriate programs and endeavors in research, scholarship and
creative activity by its faculty; an d
6. To contribute its special expertise and resources toward public service,
whether through formal instruction or through consultative contributions to
the local community, the state, the nation and the world.
Potsdam is composed of three schools: The School of Arts and Sciences, Th e
Crane School of Music, and The School of Education. It is important to note tha t
although Potsdam is composed of the three schools, it is considered a college by SUNY.

organizes many of them into regional districts called Boards of Cooperative Educational
Services (BOCES). In the St. Lawrence BOCES , where Potsdam is located, 14 out of 17
school districts are categorized, by federal criteria, as "high needs schools." Potsdam is
the center of 9 of the most "high needs" schools in the state. In St. Lawrence county,
98% of the students are classified as white (New York State School Report Card for
1999-2Q00) This county is the largest county east of the Mississippi River but has the
lowest population density. This low-density population, significant miles between
schools, and the winter weather, which makes winter travel uncertain, have resulted in the
necessity of the unit's utilizing former educators to help with supervision of student
teachers and field placements. In addition to the three small cities in the region, the
closes New York urban centers is approximately three hours away in Syracuse. To
compensate for this limited diversity, Potsdam has developed a strong relationship with
the Mohawk Nation of Akwesasne and is in the beginning stages of establishing a
relationship with urban centers in Ontario, Canada.
Enrollment at Potsdam
Table 1. Potsdam Undergraduate Profile 2001
Student Profile
Percent of
Total Student
Body
Full-time 95.1
Female 62.2
Asian / Pacific Islander 0.7
Black / Not Hispanic 2.3
Hispanic 1.5
Native American 1.8
White I Not Hispanic 82.5
Non -Resident Alien 1.8
Data Unavailable 9.2
SIJNY Potsdarn BOE Report

Table 3 Potsdam Graduate Student Profile Fall 2001
Student Profile
Percent of
Total Student
Body
Full-time 51.5
Asian / Pacific Islander 0.9
Black I Not Hispanic 1.6
Hispanic 0.6
Native American 1.5
White I Not Hispanic 74.1
Non -Resident Alien 17.5
Data Unavailable 3.6
The Unit
The unit at Potsdam includes:
> School of Education
The Department of Teacher Education
The Department of Information and Communication Technology
> Crane School of Music
•
•
The Department of Music Education (both initial and advanced)
The vision statement "A Tradition of Excellence: Preparing Creative and
Reflective Educators" complements the mission of the college and reflects the missions
of the unit's components. The mission of the Department of Teacher Education is:
The Department of Teacher Education at SUNY Potsdam, is committed to the
preparation and enhancement of teachers who are grounded in disciplinary
knowledge emanating from the arts and sciences and in curricular and
instructional theory and practice. The department strives to assist teachers to
become reflective practitioners, life-long learners, and persons able to integrate
their knowledge of subject matter, pedagogy, students, the school and the larger
community to maximize the education and welfare of students.
The Department of Teacher Education is committed to preparing and sustaining
teachers who hold knowledge and attitudes needed in dealing with the challenges
facing schools today and in the future. Some of the new challenges include:
increased diversity of the student population in terms of abilities, linguistics,
ethnic and cultural backgrounds; rapid technological advancements; changes in
assessment practices; and school restructuring and reform.
SIJNY PoL,darn BOE Report -7-

The mission statement of the Crane School of Music is :
The Crane School of Music is a community of musician/educators committed t o
fostering a vital musical society. Our long -standing heritage of leadership i n
music education is enriched by thriving programs in performance, composition,
music business, and the academic disciplines of music history and theory. Our
undergraduate programs are designed to provide a strong comprehensive
foundation across all areas of study, whereas our graduate programs bring greate r
depth and focus within these areas. In keeping with SUNY Potsdam's mission as
a student-centered institution, Crane students and faculty collaborate in pursuing a
broad range of opportunities for artistic, personal, and professional growth.
Blending proven traditional approaches and promising educational innovations i n
a uniquely supportive and cooperative learning community, the Crane School
equips students with both the foundations and flexibility needed for the challenge s
of the 21" Century. (Adopted 2001 )
the Dean of the School of Education is responsible for the oversight of all teacher
preparation programs. The Office of Graduate Studies, the Office of Teacher Education
Student Services and the Office of Undergraduate Academic Advising support the
education unit and are housed in the School of Education. The Teacher Education
Advisory Council [TEAC] - consisting of the deans of the School of Education, the
School of Arts and Science, and the Crane School of Music; faculty members from the
three schools; the Director of Multicultural Affairs; and teachers and administrators from
local P-12 schools -- ensures effective communication and collaboration among all areas
of the college and P-12 schools.
In June 1999, the New York State Department of Education (NYSED) modified it
regulations pertaining to the approval of teacher education programs and required all such
programs "to be re-registered, with current programs facing de-registration as of February
2, 2004." All Potsdam initial teacher preparation programs have been re -registered,
including the Master of Science (MST) in Education program, which is an initial
certification program. Master of Science in Education (MSED) programs in Early
Childhood Education (B-2), Childhood Education (1-6), Special Education (B-2), Special
Education (1-6), Special Education Generalist (5-9), Special Education (5-9 in 10 content
areas), Special Education (7-12 in 10 content areas), Educational Technology Specialist,
and Information and Communication Technology Specialist have also been re -registered.
The programs identified in bold as new programs were recently re -registered by Ne w
SUNY Potsth.rn SOE Report

York State under regulations aligned with the INTASC standards. These new programs
apply to candidates graduating after February 1, 2004. Therefore, these programs ar e
designed to ensure candidate performances that would align with both the INTASC and
New York State Standards.
The table below lists preparation programs offered by Potsdam:
Table 6. Programs Offered in the Education Unit
Note: New programs are in italics.
Program Name Award Program Number Accrediting Status of Review
Level Level of Body(s)
Students
Enrolled
Early Childhood Bachelor of Initial 27 NAEYC/Sta New Program /
Education 8-2 Arts te State Approved
Early Childhood Master of Initial 0 NAEYC/Sta New Program!
Education B-2 Science in te State Approved
Teaching
Early Childhood Master of Initial 0 NAEYC/Sta New Program!
Education B-2 Science in
Education
te State Program
Elementary Bachelor of Initial 392 ACE!! Standards Met!
Education PK-6 Arts State State Approved
Elementary Master of Initial 256 ACE!! Standards Met I
Education PK-6 Science in State State Approved
Teaching
Elementary Master of Advanced 42 State
Education PK-6 Science
State Approved
Elementary Bachelor of Initial 19 State State Approved
Education PK-6 Arts
with Middle School
Extension / English
Elementary Bachelor of Initial 2
Education PK-6 Art
State State Approved
with Middle School
Extension / General
Science
Elementary Bachelor of Initial
Education PK-6 Arts
7 State State Approved
with Middle School
Extension I
Mathematics
Elementary Bachelor of Initial 19 State State Approved
Education PK-6 Arts
with Middle School
Extension! Social
Studies
Childhood Bachelor of Initial 183 ACEI/ New Program /
Education 1-6 Arts State State Approved
Childhood Master of Initial 0 ACEI/State New Program'
Education 1-6 Science in
State Approved
Teaching
Childhood Master of Initial 0 ACElJState New Program!
Education 1-6 Science In State Approved
Educ.
Secondary English Bachelor of Initial 35 NCTE / State Approved
SUNY Potsdarn BOE Report

Program Name Award Program Number Accrediting Status of Review
Level Level of Body(s)
Students
Enrolled
Arts
State
Adolescence Ed. Bachelor of Initial 18 NCTE / New Program I
English 7-12 wI 5- Arts State State Approved
6ext.
Secondary English Master of Initial 11 NCTE/ State Approved
Science in
State
Teaching
Secondary English 7 Master of Advanced 5 State State Approved
-12 Science in
Educ.
Secondary Foreign Bachelor of Initial 4 State State Approved
Language -French Arts
Adolescence Ed. Bachelor of Initial 3 State New Program I
Foreign Language Arts State Approved
-French 7-12
Secondary Foreign Bachelor of Initial 12 State State Approved
Language -Spanish Arts
Adolescence Ed. Bachelor of Initial 3 State New Program I
Foreign Language Arts State Approved
-Spanish 7-12
Secondary Bachelor of Initial 43 NCTM / Standards Met I
Mathematics Arts State State Approved
Adolescence Ed. Bachelor of Initial 22 State New Program!
Mathematics 7-12 Arts State Approved
wI5-6 ext.
Secondary Master of Initial 6 NCTM / Standards Met!
Mathematics 7-12 Science in State State Approved
Teaching
Secondary Master of Advanced 1 State State Approved
Mathematics 7 -12 Science in
Educ.
Secondary Science Bachelor of Initial 12 NSTAI State Approved
7-12 -Biology Arts State
Secondary Science Bachelor of Initial 1 NSTA I State Approved
7-12 -Chemistry Arts State
Secondary Science Bachelor of Initial 4 NSTA I State Approved
7-12 - Earth Arts State
Science
Secondary Science Bachelor of Initial 0 NSTA / State Approved
7-12 -Physics Arts State
Adolescence Ed. Bachelor of Initial 7 NSTAI New Program!
Science Arts State State Approved
7-12 wI5-6ext. -
Biology
Adolescence Ed. Bachelor of Initial 1 NSTA I New Program!
Science Arts State State Approved
7-12 wI5-6 ext. -
Chemistry
Adolescence Ed. Bachelor of Initial 2 NSTA / New Program I
Science Arts State State Approved
7-12 wI 5-6 ext. -
Earth Science
Adolescence Ed. Bachelor of Initial 0 NSTA I New Program /
Science Arts State State Approved
7-12 wI 5-6 ext. -
Physics
Adolescence Ed. Bachelor of Initial 0 NSTA / New Program /
-10-

Program Name Award Program Number Accrediting Status of Review
Level Level of Body(s)
Students
Enrolled
Science Arts! Master State State Approved
7-12 w/5-6 of Science
ext/Biology, in Teaching
Adolescence Ed. Bachelor of Initial 0 NSTA I New Program I
Science Arts/ Master State State Approved
7-12 wI 5-6 of Science
ext/Chemistry. in Teaching
Adolescence Ed. Bachelor of Initial 0 NSTA I New Program /
Science Arts/ Master State State Approved
7-12 wI 5-6 of Science
ext/Earth Science. in Teaching
Adolescence Ed. Bachelor of Initial 0 NSTA I New Program /
Science Arts! Master State State Approved
7-12 wI 5-6 of Science
ext/Physics. in Teaching
Secondary Science Master of Initial 16 NSTA I State Approved
7-12 . Biology Science in State
Teaching
Secondary Science Master of Initial 2 NSTA I State Approved
7-12 - Chemistry Science in State
Teaching
Secondary Science Master of Initial 5 NSTA I State Approved
7-12 - Earth Science Science in State
Teaching
Secondary Science Master of Initial 0 NSTA / State Approved
7-12 - Physics Science in State
Teaching
Secondary Science Master of Advanced 4 State State Approved
7 -12 - Biology Science in
Educ.
Secondary Science Master of Advanced 1 State State Approved
7 -12 . Chemistry Science in
Educ.
Secondary Science Master of Advanced 1 State State Approved
7 -12 - Earth Science in
Science
Educ.
Secondary Science Master of Advanced 0 State State Approved
7 -12 Physics Science in
Education
Secondary Social Bachelor of Initial 40 NCSS Rejoinding / State
Studies Arts Approved
Adolescence Ed. Bachelor of Initial 18 NCSS / New Program I
Social Studies Arts State State Approved
7-12 w/ 5-6 ext.
Secondary Social Master of Initial 20 NCSS/State
Studies 7-12 Science in
Teaching
Secondary Social Master of Advanced 3 State State Approved
Studies 7 -12 Science in
Educ.
Music Education Bachelor of Initial 412 NASM / Accredited/State
Music State Approved
Music Education Master of Advanced 24 NASM Accredited
Music
General Master of Advanced 49 State State Approved
Professional Science in
Education
Educ.
SUNY Potsdam BOE Report
- 11

Program Name Award Program Number Accrediting Status of Review
Level Level of Body(s)
Students
Enrolled
Instructional Master of Advanced 79 State State Approved
Technology and Science in
Media Management Educ.
General K-12
Concentration
School Media Master of Advanced AECT AECT /State
Specialist Science in /State Approved
Educ.
Reading Master of Initial 177 IRA/State State approved/
Science in
Rejoinding
Educ.
Special Education Master of Initial 44 CEC/State Standards Met /
Science in
State Approved
Educ.
Special Education Master of Initial I) CEC/State New Prograznl
B-2 Science in State Approved
Educ.
Special Education Master of Initial 0 CEC/State New Program/
1-6 Science in State Approved
Educ.
Special Education Master of Initial 0 CEC/State New Program/
Generalist 5-9 Science in State Approved
Educ.
Special Education Master of Initial 0 CEC/State New Program/
5-9 in 10 content Science in State Approved
areas
Educ.
Special Education Master of Initial 0 CEC/State New Program/
7-12 in 10 content Science in State Approved
areas
Educ.
References for this table are: Office of Assessment and IR, Academic Program Statistics by Department, Fall 2001; SUNY
Potsdam College Catalog 2001-2002; SUNY Potsdarn Graduate Catalog, 1999-2001; School of Education Advising Manual
This re -registration requirement has had significant impact on the teacher
education programs at Potsdam. Undergraduate students who have matriculated since the
fall of 2000 enter the newly registered programs. Teacher candidates with junior or
senior status complete the programs that will be de -registered as of February 1, 2004.
Students in the Master of Science in Teaching (MST)--an alternative approach to initial
certification--and entering the summer of 2002 will enter the re-registered programs. The
NYSED allows full transition to the re-registered programs for Master of Science in
Education (MSED) students by 2011.
The unit offers advanced level courses at several sites and is exploring offering
advanced level courses in Canada. These sites are not branch campuses, but are sites
where faculty from Potsdam travel to teach. Coursework in the MST and MSED is
offered in elementary education, reading, general professional education, and technology.
The Office of Graduate Studies (with assistance from the Office of Continuin g
SUNY Poisdern BOE Report 12

Education) offers on-site support. In addition to these courses being offered by Potsdam
faculty, at the largest site, a full-time teacher education coordinator helps to monitor the
continuity of the programs. Since these are not branch campuses, no visit was made to
them.
The Visit
A single team composed of three state representatives, five NCATE members, and
one New York State United Teachers representative conducted this visit.
The BOE
examined initial and advanced teaching programs. By NYSED definition, there were no
programs for other professional school personnel; thus, none were reviewed. This was
the first visit for NCATE accreditation for Potsdam.
SUNY Posdam BOE Report -13-

II.
Conceptual Framework
Introduction
The conceptual framework of the unit (one conceptual framework for both initia l
and advanced programs) evolved from mission statements of the Department of Teacher
Education, adopted in 1995, and of the Crane School of Music, revised in 2001. The reregistration
of preparation programs required by the NYSED resulted in the revision of
the mission statements and led to the current conceptual framework organized around the
vision statement "A Tradition of Excellence: Preparing Creative and Reflective
Educators." The three major strands in the framework are "Well-Educated Citizen,"
"Reflective Practitioner," 'and "Principled Educator." (Note: To avoid confusion, clarity
about how the college is addressed is essential. The college refers to itself as the SUNY
Potsdam; the NYSED and SUNY refer to the college as the State University College at
Potsdam; and, for ease of reading, this report uses the name Potsdam.)
Well-Educated Citizen [Potsdaml believes that the full colleg e
community must be involved in preparing teachers to meet the needs o f
today's elementary and secondary school students. All students at the
College complete a general education program that is committed to
developing critical thinkers, problem solvers, and graduates who have th e
ability to organize thought and communicate effectively in written an d
oral form. Supported by faculty from all three schools at the College, th e
General Education Program seeks to provide students with a deep an d
broad understanding of history and our social and political institutions; a n
understanding of the impact of science and technology on our lives ;
experience in creating and appreciating the arts; and an intercultural
understanding that is now essential for members of our interactive and
intercultural world. (Potsdam Catalog, 2001, p.64) Learning to us e
technology as a research, analysis, and communication tool during their
years at SUNY Potsdam, our students will be prepared to maintain their
technical skills throughout their lifetime.
Recognizing the need for preparing students to enter a global society, th e
College is committed to promoting multiculturalism and diversity
throughout the campus. This includes recruiting and graduating a diverse
student population as well as developing an understanding of an d
appreciation for diverse cultures. The College, with strong support fro m
the Division of Multicultural Affairs, strives to ensure that our
commitment to multiculturalism and diversity goes beyond the classroo m
SUNY Potdwn BOE Report 14

and is "bound by a continuous thread that is sewn throughout the campus
and our service community" (Robinson, 2001).
As teachers, our students must also have a deep and flexible understanding
of the subjects they teach as the foundation for their pedagogical content
knowledge. (Darling-Hammond, 1998) Through their academic major,
graduates of the [Potsdam] teacher education programs will acquire a
broad and deep knowledge of this subject matter; develop appropriate
modes of inquiry for their discipline(s) and see a variety of appropriate
instructional and assessment techniques modeled by their teachers. They
will learn to model the skills, attitudes, and values of inquiry appropriate
to their discipline while developing a life -long love and curiosity for the
subject. Their strong liberal arts majors or concentrations ensure that
[Potsdam] teacher education graduates have the content knowledge to
support the New York Learning Standards appropriate for their
certification area. (INTASC Standard 1)
Reflective Practitioner .
.Building on the college's strong liberal arts foundation, the teacher
education programs at [Potsdam] provide their teacher candidates with the
understanding of how best to teach. These best teaching practices ar e
research-based and represent both general and content-specific teaching
methodology. The teacher education programs at [Potsdam] seek t o
develop and nurture inquiry, practice, and reflection by working with th e
arts and sciences faculty to ensure that the content knowledge base for
teachers is strong and appropriate.
Carefully developed sequences of education courses and field-based
programs provide these best learning experiences for pre-service and inservice
teachers at [Potsdam]. Working closely with our pre-K-12 school
partners, essential experiential opportunities are developed to help
teachers to connect the theoretical and experiential aspects of teaching .
Program advisory groups made up of [Potsdamj faculty and alumni and
faculty and administrators from our pre-K
- 12 school partners inform an d
advise all of our teacher education programs .
Graduates of [Potsdam's] teacher education programs build their
understanding of best teaching practices by focusing on the following fou r
areas:
1. Diverse learning and developmental needs of students.
Understanding how children and adolescents develop and learn is
essential for successful teaching. Through interrelated coursework in the
arts, sciences, education, and practicum experience, teacher candidates at
[Potsdam{ learn how to support the intellectual, social, physical, and
SUNY Poduu BOE Report 1 5

emotional development of diverse learners. Through a variety of field
experiences, program graduates have the opportunity to observe,
implement, and reflect on instructional practices deemed appropriate for
these different developmental stages and learning needs. (INTASC
Standard 2 & 3)
2. Curriculum, Instruction, and Assessment.
Effective curriculum development, instructional planning, and provision
for informal and formal means of assessment are central to good teaching.
Using research-based models of curriculum and instruction, [Potsdam]
graduates develop curricular and instructional plans based on the needs of
their students, the subject matter and its disciplinary structures, and state
and local standards. Building on their knowledge of the diverse learning
and developmental needs of their students, [Potsdam] teacher education
graduates learn to develop or select content, resources, and strategies that
respond to cultural, linguistic, and gender differences and the
developmental stages and special learning needs of their students.
[Potsdam] graduates will promote inquiry, critical thinking, and problem
solving in their classrooms, by using a variety of instructional strategies.
These instructional plans recognize students as active learners, participants
in learning, and creators of knowledge. (1NTASC Standard 4)
Our graduates will also be skilled in the use of instructional and assistive
technologies. They will understand how to help their students to acquire
information, communicate, and enhance understanding using appropriate
technologies (State of New York, 1998). In addition, these graduates will
be prepared to help their students develop an understanding of ethical and
effective uses of information and information technology .
... The education faculty at [Potsdam] both model for and develop in their
graduates the ability to use various assessment tools to evaluate student
performance and to inform instruction. Pre-service and in-service teachers
learn to value and use a variety of tools to assess the growth and
development of diverse learners. They understand how to align their
curriculum and instruction with state standards and assessments to ensure
that each student has the opportunity to meet those standards. In addition,
they learn to communicate the results of these assessments to students,
parents, administrators, and other members of the school community in a
constructive and informative manner. (INTASC Standards 7 & 8)
3. Learning environment for all students.
Graduates of [Potsdam] teacher education programs will create
classrooms where "everybody's children participate in making knowledge
and meaning-where each child is a valued member of a community of
learning" (Holmes Group, 1990, p.29). Using effective, research-based
instructional and behavioral management strategies, graduates of
SUNY Potsdarn BOE Report

[Potsdam's] teacher education programs will develop learning
environments that encourage self-discipline, self-advocacy, self-esteem,
and self-reflection in their students. They will apply their knowledge of
motivational and classroom management techniques to foster the interest,
cooperation and achievement of all students. Their classrooms will be
inviting, well organized, and make effective use of available instructional
technology. The learning environments created will promote effective,
culturally responsive communication and collaboration with and among
students, parents, and school-community personnel. (INTASC Standards
5,6,& 10).
4. Reflective teaching leading to educational reform.
[Potsdam's] teacher education programs seek to graduate teachers who
are prepared to become the instructional leaders in their schools. This
preparation begins with an introduction to the history, philosophy, and role
of education in our society. Graduates will know how local, state, and
national standards are developed and implemented in schools. They will
understand how to become involved in this process and how to participate
in relevant professional educational organizations.
Through the use of inquiry, reflection, and discourse, the teacher
education faculty at [Potsdam] will encourage their students to continually
examine their practice. The ability to engage in quantitative, qualitative,
and action research will also help provide graduates with "disciplined
ways to evaluate both their intuitive beliefs about teaching and the
effectiveness of instructional approaches derived from theories and
research." (Ross, 1990) [Potsdam] graduates will exit the program with the
tools needed to continue this research, reflection, and discourse throughout
their careers. They will seek out and value the voices of all stakeholders.
These graduates will be prepared to make well -informed curricular and
instructional decisions for their schools. (INTASC Standard 9)
Principled Educator . ...The teacher education programs at [Potsdam] ar e
committed to developing teachers who have the values and dispositions to
influence positively the lives of all of their students.'
Pre-service teachers must recognize that their teacher education program
is the beginning of their journey toward becoming a model teacher. If the
journey is to be successful, they must continue to develop as a teacher, be
comfortable with uncertainty, be flexible, and be willing to take risks
throughout their careers. They must also demonstrate the ability to work
well with others and to take responsibility for their own actions.
Knowing that they are preparing children and adolescents to enter a global
society, graduates of the [Potsdam] teacher education programs need to
demonstrate a knowledge of and respect for the diverse cultures,
socioeconomic status, religions, gender, language, sexual orientation, and
.
SUNY PoLsdin BOE Report -17-

physical and mental abilities of members of this society. Early in the
program students will learn to recognize the diversity in their backgrounds
and how that diversity influences them as a person. They will use these
experiences as a foundation to learn about and to value the diversity in the
communities where they will teach. (Zeichner, 1993) Whether working
with students, parents, colleagues, administrators, or agencies in the larger
community, these graduates will have the dispositions to foster positive
relationships to support their students' learning and well being.
Shared Vision
As part of the process for developing the conceptual framework, the unit shared
the proposed framework with faculty and administrators from other areas of Potsdam ,
with candidates, with their P.42 partners, and with other local educators. Although they
were housed in two different schools, the Department of Teacher Education, which at that
time included Information and Communication Technology, and the Music Educatio n
Department concurred that they had similar goals and objectives for their graduates, an d
therefore, developed one conceptual framework for the unit. In the fall of 2000, th e
faculties of the Department of Teacher Education and the Music Education worked
together to draft the philosophy and knowledge base for "A Tradition of Excellence:
Preparing Creative and Reflective Educators." This draft was reviewed by the Teacher
Education Advisory Council, the Teacher Education Student Association, the S t
Lawrence-Lewis County Superintendents Group, student teacher supervisors, sponso r
teachers, and was presented for feedback at an open forum for the college community .
The unit formally adopted the framework in April 2001. It is aligned with INTASC
standards and New York State's teacher education regulations .
The conceptual framework indicates that the unit is committed to developing
teachers who value and are prepared to work with students, parents, and colleagues with
diverse perspectives, cultures, and learning styles. Attention to diversity pervades unit
programs, but the pedagogical knowledge base inclusive of research -based literature in
special education and multicultural education presented in the unit conceptual framewor k
is limited and dated. Over the past five years, the knowledge base in multicultural
education in particular has increased significantly. The knowledge base does not reflec t
leading theorists in the diversity aspect of the knowledge base
SUNY Potsdarn BOE Report
_18-

Coherence
As stated in the introduction, the re-certification of the unit's teacher preparation
programs initiated a thorough examination and revision of the programs and their
courses. The unit is in the process of ensuring that all aspects of both its initial and
advanced programs' curriculum development, field experiences, and assessment are
driven by the knowledge, skills, and dispositions identified in "A Tradition, of Excellence:
Preparing Creative and Reflective Educators." Unit faculty use formal and informal
feedback as measures of the coherence of the conceptual framework. Surveys, checklists,
syllabi checks, and face-to-face discussions help the unit bring all aspect of candidates'
preparation programs in line with the conceptual framework.
Professional Commitments and Dispositions
The unit is committed to ensuring that its initial and advanced candidates*:
As well-educated citizens, are able to:
> critically analyze and solve problems
> organize thought and communicate effectivel y
> understand history and our social and political institution s
> understand and respect other cultures and our intercultural world
> understand the impact of science and technology on our lives
use technology appropriately
> experience creating and appreciating the art s
> have a broad and deep understanding of the subject matter one teaches
> model the skills
As reflective practitioners,
> model inquiry, practice, and reflection
effectively use research-based models of curriculum, instruction, and assessment
> meet the diverse learning needs of students
> apply knowledge of local, state, and national standards
effectively use instructional and assistive technology
> promote inquiry, critical thinking, and problem solving
use research, reflection and discourse throughout one's career
prepare to become instructional leaders
As principled educators,
> behave in a professional manner
> maintain a high level of competence and integrity to one's practice
> take risks, be flexible, and show comfort with uncertaint y
> work well with others
take responsibility for one's own actions
> recognize and respect one's own diversity and that of others
SUN Potsdmn BOE Report

foster positive relationships with students, parents, administrators, colleagues, and
agencies in the community to support student learning and well- being
*from the conceptual framework pamphlet
Commitment toDiversity
In spite of the limited diversity of the service area, the unit is committed t o
emphasizing the absolute necessity of understanding "one's own diversity and that of
others." All candidates to take courses specifically dedicated to diversity as well as other
courses and field experiences with diversity related knowledge, skills, and dispositions
embedded in the them. Complemented by the college's initiatives, the unit has multiple
initiatives to provide candidates with experiences in diverse settings and to recruit
candidates and faculty of diversity. In addition to the more traditional focus on race and
ethnicity, the unit has a special sense of responsibility to ensure that its candidates
understand and value the teaching of students whose diversity is one of low socioeconomic
status-so prevalent in the North Country. The unit is sensitive to the slight
differences in culture of its Canadian candidates and the uniqueness of their future
employment opportunities.
Commitment to Technology
Teacher candidates are required to demonstrate technological proficiency. Th e
conceptual framework describes how teacher education candidates are able to use
educational technology in their classrooms. This technological knowledge focuses on
discipline -specific uses as well as assistive technologies to meet the diverse learning
needs of students. All programs in the unit require candidates to demonstrat e
technological proficiencies as part of their assessment plans. As reflective practitioners,
candidates effectively use instructional and assistive technology. Because candidates
learn to use technology as a research, analysis, and communication tool during their years
at Potsdam, they will be prepared to maintain these technical skills throughout their
lifetime. Technology is used to facilitate assessment, instruction, and faculty and
candidate collaboration. A Technology Task Force, made up of education unit faculty
members, has been created to review current technology outcomes as outlined in the
education unit's conceptual framework and in state and national standards and to develo p
SUNY Potsdarn HOE Report 20

an action plan to help the unit meet its goals.
Candidate Proficiencies Aligned with Professional and State Standards
Table 6 of this introduction indicates how preparation programs are aligned with
professional standards. The protocol for conducting joint NYSEDINCATE visits ensures
alignment with state standards.
SUNY Potsdain BOE Report

III.
Findings for Each Standard
Standard 1. Candidate Skills, Knowledge and Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know
and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all students learn. Assessments indicate that candidates meet professional,
state, and institutional standards.
A. Level: Initial and Advanced
B. Findings:
The State University College at Potsdam has a long history of preparing teachers to
teach in the public schools of New York State. This history of preparation is evident in
the passion with which the unit's administration and faculty pursue the preparation of
today's teachers. The unit has presented convincing evidence to demonstrate that
candidates in all programs, at both the initial and advanced level, have the appropriate
knowledge, skills and dispositions to become well educated, reflective and principled
educators. Although the unit's current (enrolled Juniors and Seniors or graduate students
completing all requirements before February 2. 2004) State approved programs have been
effective in fulfilling this mission, all their undergraduate and Master's of Science in
Teaching programs have been revised and approved (enrolled Freshmen and Sophomores
or graduated students completing all requirements on or after February 2. 2004) by New
York. These revisions were completed in order to fulfill the newest regulations
governing teacher preparations programs.
Potsdam' s established admission standards require that entering students must
have completed four years of English, Mathematics, Social Sciences, Science and
Foreign Language. One year of fine or performing arts is also required. Competitive
applicants for regular admission have a high school average of 87 and a composite SAT
score of 1100. Education candidates progress through five stages (will be 4 stages when
the new assessment plan is fully implemented) that are designed to ensure a quality
program and to outline the School of Education's requirements to be met by each teacher
preparation candidate. Master's level candidates must have a minimum GPA of 2.75 in
SUNY Potsda.n BOE Rcport -23-

previous collegiate study and satisfactorily complete the Liberal Arts and Sciences Test
(LAST) of the New York State Teacher Certification Examination (NYSTCE) program.
These criteria are outlined in publications that are given to the candidates and each step i s
clearly defined.
Content Knowledge for Teacher Candidates
Potsdam is required by New York State Education Department Commissioner's
Regulations and by mandates coming from the State University of New York's Board of
Trustees to include a rigorous general education core within all teacher education
programs. By meeting this requirement, the School of Education ensures that each
candidate has a broad liberal arts background. Additionally, each secondary educatio n
program requires that candidates must complete a major in a liberal arts or science
concentration in their content discipline and an interdisciplinary course of study for
elementary education. For this reason, each candidate is able to demonstrate knowledge
in the broader liberal arts and sciences, and in their specific area of concentration, across
the unit.
The newly strengthened general education program includes a Freshman
Experience component, a Modes of Inquiry component and Writing and Speaking
Intensive Courses. Additionally, candidates complete upper level Writing intensive and
speaking intensive coursework. An indicator of the success of this liberal arts component
is the results of the Liberal Arts and Sciences Test of the NYSTCE program. Data
indicates that, throughout the time in which this test has been required, Potsdam's
candidates have scored well on the assessment.
The following chart shows test results for administrations from October 1999 throug h
July 2001 and compares the data for SUC Potsdam to other State University institutions
as well as all New York teacher education institutions.
New York State LAST Pass Rates (%)
SUNY Potsdarn BO Report
24

Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr-01 Jul-01
Potsdam 92 89 91 89 90 85 88 88
UNY 86 86 86 79 84 81 83 80
statewide 72 74 73 63 70 72 69 65
The credentials of advanced program students are reviewed by faculty within the Unit t o
determine comparability with requirements for undergraduate program candidates in
order to ensure compliance with general education and content major requirements.
The College attempts to ensure that their teacher education candidates are well
educated people by requiring secondary education majors to complete a major in thei r
content discipline, and the elementary education majors to complete a program o f
study that includes 7 credits in English, 6 7 credits in science, including a lab
science, 6 credits in mathematics, 3 credits in the fine arts, 6 credits in psycholog y
(Child Development, and Issues of Exceptionality or the Exceptional Learner), 3
credits in health, 3 credits in history, 6 credits in the social sciences, 9 credits (or its
equivalent) in modern language and 4 units in physical education. The elementary
education candidate also completes a major in the liberal arts. These progra m
requirements are designed to prepare candidates to teach to the State Learnin g
Standards for their specific grade level and discipline. The Content Specialty Test
(CST) of the NYSTCE is one measure used to assess candidate competencies in their
concentration area. The elementary CST results are:
Pass Rate (%) on Elementary Education Content Specialty Test s
El Ed: Oct- Jan-
CST 99 00
Apr-00 jul-00 Oct- Jan- Apr-
Jul-01
00 01 01
Eotsdam 88 95 95 89 88 91 93 93
All SUNY 87 94 92 87 90 88 91 93
Statewide 72 J
_ 76 78 70 72 75 76 76
The aggregated results for the 8 administration of the CST (October 1999 - July
2001), in Secondary disciplines, are reported in the charts below. However, althoug h
the unit's departments report that they utilize this data to identify improvement
SuNYPotsdani8OEReport
25

opportunities, it is noted that these percentages are based on statistically small
numbers in the areas of Earth Science, Physics, French and Spanish and the
percentages are smaller as a result. New York State encourages teacher educatio n
institutions to offer such small programs and make an effort to increase their
numbers, as there is an identified shortage in these areas. Additionally, it was
reported by the department chairs and administration that the Content Specialty Test
(CST) is a permanent certification requirement and may be taken by students having
completed the program up to 5 years prior to sitting for the exam. The graduates o f
the new state -registered programs, current freshmen and sophomores and graduate
students with anticipated program completion dates after February 1, 2004, will be
required to complete the CST in order to acquire the initial teaching certificate.
Summary of Pass Rate (% for Secondary Content Specialty Tests
Soc.
English Math Biology Chemistry Earth Physics French
in=34 i=47 Std. Sci.
i=27 i=18
n=9 n=2
1=13
Spanish n=4
'otsda 74 72 85 74 72 54 33 50 57
All
IS-(-NY
Statewi
77 69 80 71 63 69 63 75 56
72 57 71 62 60 60 56 69 61
NOTE: Percentages noted are based on the number of students taking the CST in 8 administrations of
the exams, from October 1999 through July 2001. Many students, especially those in the sciences,
take the CST outside their content area to become dually certified. Potsdam does not recommend them
for certification. The scores of these students are included in the data provided.
MST students must submit transcripts of collegiate study that verify that these
requirements were satisfied within a previously completed program of study or, if so
evaluated by the Unit, to complete identified deficiencies. In addition, MSEd
candidates must take coursework to improve their content knowledge understandings.
Although there is no CST in music, Bachelor of Music candidates must complete
the same general education requirements as BA candidates as well as an intensive course
of study in musicianship, music performance and music electives. Content knowledge is
assessed by an audition, by a faculty jury, in their performance medium. This audition is
held at the end of the sophomore year .
SliMY Poisd.mi BOE Report

Throughout the student teaching experience, college supervisors and sponsor teacher s
evaluate the candidates' content knowledge.
Content Knowledge forOther Professional School Personnel
NOT APPLICABLE
Pedagogical Content KnowledgeforTeacher Candidates
Teacher education candidates are knowledgeable regarding a variety of instructiona l
strategies. This is evident in interviews with candidates and sponsoring teachers, and in
reviewing syllabi from education courses. Content. specific pedagogy courses are offered
in Elementary, Music, Secondary Science, Mathematics, Social Studies, English, and
Foreign Languages. These courses are responsive to the standards of the national
professional organizations as well as the regulations of the State of New York. Student s
have many opportunities to connect theory and practice and many courses align fieldwork
opportunities with course content. Students are able to demonstrate pedagogica l
knowledge through assignments, reflections on assignments, and actual practice in school
settings. Candidates' have opportunities to experience modeling of appropriate use of
technology in instructional settings is evident and verified by observation of class
sessions and interviews with faculty and candidates. In interviews, candidates expres s
comfort with the use of e-mail, online discussions through the use of Blackboard, and th e
internet for research. Student work and lesson plans illustrate attention to instructiona l
delivery through the use of technology. Completion of the Assessment of Teaching
Skills - Written portion of the NYSTCE illustrates the success of the preparation o f
candidates in their pedagogical development. The chart below illustrates the results fro m
the October 1999 to July 2001 administrations of this assessment:
Pass Rates on the New York State Assessment of Teaching Skills Written
Elementary Teachers (AST-W)
AST-W
Oct99Jan
Apr JuI-00 Oct-00 Jan-
Apr-
Elementary 00 00 01 01 01
JPotsdam 89 1 88 J 99 91 97 J 84 95 95
Jul
SUNY Potsdoin BOE Report 27

Pass Rates on the New York State Assessment of Teaching Skills Written
Secondary Teachers (AST-W
Oct-99 Jan- Apr-
JuI-00 Oct-00
Apr- Jul-
Jan
Secondary 00 00
01 01 01
Potsdam 90 90 913 94 88 85 93 100
SUNY 89 89 91 85 87 86 90 86
Statewide 83 85 86 79 80 84 85 79
Candidates have increasing opportunity to develop as educators through increase field
work experiences and collaborative agreements the School of Education has developed
with local school districts. The PDS programs encourage reflective practice and
development of professional educators. Interviews with student teaching supervisors and
sponsoring teachers indicate that the candidates that are placed in their schools are well
prepared to begin the practical aspect of their development and that their knowledge of
acceptable instructional practice is evident in the development of lessons and the delivery
of those lessons.
Although not all of the specific field experience assessments are clearly aligned
with the conceptual framework, especially in the area of meeting the instructional needs
of diverse populations such as those with cultural diversity and those with special
instructional needs, the data collected from the return of a majority of the Fall 2001
Surveys of the College Supervisors and sponsor teachers, verify that there is a high level
of pedagogical knowledge and skills demonstrated by the student teachers covering the
themes of the conceptual framework.
The table below illustrates these findings:
SUNY Potsdurn BOE Report 28

Sponsor Teacher's Evaluation of Student Teacher (Form 5 Fall 2001
Underst Improvem Selects Recognition
anding ent in
.
Plan Use Prepares and Provision Ability Classroo
of Profession -
.
tọ
of and Uses for Differences
m
Program al .
• .
ning Plans . .
Appropriat in Individuals Motivat Managem
Objectiv Competen .
e
e Materials and Groups
ent
es ce
Vlean 8.12 8.39 8.13 8.12 8.29 8.16 8.14 8.02
ang 3-9 59 39 49 49 49 49 49
For College Supervisor's
Vlean 797 801 j787 796 809 811 803 798
Rang
4-9 459
49 49 49 459 ----------
{49 -- 49------------------------------------------------------------.-
The range of the tables is 1-9 with 9 being the highest indicator.
Professional and Pedagogical Knowledge and Skills for Teacher Candidates/Other
School Personnel
The teacher preparation at Potsdam, for both initial and advanced programs ,
encourages candidates to develop their own educational philosophies that account for the
considerations due their schools, student's families and the community. This
developmental process begins with the introductory coursework and continues
throughout the programs as the candidates are prepared to teach to the New York Stat e
Learning Standards and the Commissioner's Regulations that are aligned with th e
INTASC Standards. Additionally, each program's methods courses prepare th e
candidates to teach to the specific state learning standards of their content as well as th e
national content standards.
Although not all the programs are in full compliance with the national standard s
of the learned societies, the Unit is working to ensure that the national standards will b e
SUNY Ptsdm BOE poi 29

met and that its programs will be found in full compliance. This is reported as an
ongoing process by the unit faculty and administration.
The Assessment of Teaching Skills - Written (ATS-W) of NYSTCE is validated
to assess the professional and pedagogical knowledge of prospective teachers based on
state expectations and standards. The results of the eight administrations of the ATS-W
from October 1999 through July 2001 verifies that the average of the Professional
Knowledge sub-area for the elementary education candidates exceeded the statewide
average in all eight administrations and the secondary education candidates' score s
exceeded the state average five out of the eight administrations .
Average Professional Knowledge Sub-area Score on NYS Assessment of
Teaching Skills
Written (Elementary)
ATS-W
1ementar Oct - Jan - Apr - July - Oct - Jan - Apr - Jul -
y 99 00 00 00 00 01 01 01
Subtest-4
otsdam 268 269 268 256 264 271 257 272
All SUNY 268 267 269 255 261 270 255 265
tatewide 260 259 262 250 256 264 251 259
Subtest -4
Average Professional Knowledge Sub-area_Score on NYS Assessment of
Teaching Skills - Written (Secondary)
Oct - Jan- Apr - July- Oct - Jan - Apr - Jul -
99 00 00 00 00 01 01 01
otsdam 248 248 266 242 255 265 262 282
All SUNY 251 253 260 251 253 256 267 270
Statewide 246 .251 257 244 247 256 263 262
Improvements shown in the NYSTCE scores over the this same time period is
significant in that New York State and the National Evaluation Systems has been
incrementally raising the number of correct responses in order to achieve a passing score
of 220. Therefore, as reported in state documentation, achieving a passing score in 200 1
SUNY Pottdarn ROE Report -30-

is more difficult achieving the same score in 1999. This information, combined wit h
information in the data charts reporting results of sponsor teacher and college superviso r
surveys would indicate that the teacher preparation programs are successful in preparin g
candidates to be effective practitioners.
Professional and Pedagogical Knowledge and Skills for Other School Personnel
NOT APPLICABLE - SUC Potsdam has no Other School Personnel Program s
Dispositions for All Candidates
In initial and advanced programs, expectations regarding candidate's dispositions
are evident in course syllabi, student teaching handbooks. Theses dispositions include
professionalism, competence, risk taking, flexibility, work ethic, respect of others,
positive relationship with others, aligned with the unit's conceptual framework "welleducated
citizen," reflective practitioner," and "principled educator."
Candidates are informed in the beginning of their programs and are expected t o
demonstrate throughout their course work, field experiences, and student
teaching/internship. Candidates started to develop their teaching philosophy in the EDLS
201 Principles of Education and MUCE 200 Principles of Music Education. Teacher,
candidates are expected to reflect and to revisit their dispositions and educational
philosophy as they gain more experience in the classroom. The feedback of candidates,
sponsor teachers, and supervisors are formally gathered through student teachers' exit
survey, sponsor teachers' workshops and supervisors' annual program review and retreat.
Dispositions of candidates are formally assessed in their field experience and
student teaching experiences. Candidates are assessed (Student Teaching Evaluation
Form 5) four times during their student teaching/internship by themselves (selfassessment),
university supervisors and sponsor teachers. Meetings with the university
supervisor and sponsor teacher are held twice a semester to discuss candidates'
performance and dispositions. Personal appearance, initiative/work ethic, dependability,
emotional stability, attitudes toward professional help, commitment to student teaching,
SUNY Potsda,n BOE pport -31-

interpersonal relationships, acceptance by other professionals and motivating ability ar e
assessed. In these meetings candidates get feedback to enhance their professional
dispositions. An analysis of the Student Teaching Evaluation (Form 5) for the fall 200 1
semester found that both the sponsor teachers and college supervisors rated SUC Potsdam
student teachers, on average, at the highest levels with respect to dispositions.
Aggregated data was reported as follows :
Sponsor Teacher's Evaluation of Student Teacher (Form 5 Fall 200 1
Dep Emot Attitudes .
Personal Initiative/
Interpe Acceptant
nda . Commitment
e
ional Toward
rsonal
by
Motivatrn
Apperan Work .. .
. to Student
. Otheṛ
biht Stabi Professiona.
Relatio
ce Ethic
.
g ability
y hty I Teaching .
Help nships Profession
als ____
1ean 8.51 8.15 8.44 8.38 8.37 8.43 8.39 8.13 8.11
rang
49 49 59 59 59 49 49
For College Supervisor's
vIean 836 8.2 1838 8.21 8.25 J
Rang
5-9 49 5-94.5-9 39 4-9 6-9
5-9
39
8.36 8.23 8.1 8.06
5-9
4-9
In reviews of candidate work and in interviews with university supervisors an d
sponsor teachers, it was verified that supervisors and sponsor teachers' expresse d
satisfaction with candidates' professional dispositions, and their commitment to teachin g
and learning. The results from interviews conducted in February 2002 indicate positiv e
feedback by employers. The following themes were recurring throughout the results:
Knowledge of the content discipline is a key strength of the education unit.
• Graduates from the program are reflective practitioners.
• Graduates of the program are familiar with the New York State Learning
Standards.
SUNY Potsdain BOE Report

The New York State Learning Standards for P-12 students, which address required
content knowledge for all students, are introduced throughout the unit's programs an d
incorporated into the development of candidate lesson plans.
Interviews with supervisors and sponsor teachers indicated general satisfactio n
with candidates' knowledge of their subject matter and their interest in, and attention to,
student learning during both pre-student teaching field experiences and student
teaching/internships. In a triad meeting involving the university supervisor, sponsor
teacher and candidate, assessments of candidate performance, regarding their
understanding of student learning, were formally discussed in order for the candidate to
receive necessary feedback that would be used to enhance candidate delivery of
instruction.
Continual observation of teacher candidates provides the opportunity for informal
exchanges among university supervisors, sponsor teachers and teacher candidates, in
relation to candidates' performance and observed effects on student learning. In reviews
of sponsor teacher workshops' minutes and in interviewing sponsor teachers it was
expressed that they appreciated candidates' positive impacts on their own teaching and on
student learning in their classrooms.
Student Learning for Other School Personnel
NOT APPLICABLE - SUC Potsdam has no Other School Personnel Programs
Overall Assessment of Standard
Through a review of the data found in the evidence, interviews with College Supervisors,
Sponsor Teachers, College Faculty and Administrators and practitioners in The field; it is
clear that the candidates, in both the initial and advanced programs, are prepared by
Potsdam to exhibit a high level of knowledge of their content area and the delivery of
instruction. These candidates exhibit the qualities of a well educated, reflective and
principled educator .
C. Recommendation: MET
D. Areas for Improvement: NONE
SUN Potsdarn flOE Report
34

Standard 2. Assessment System and Unit Evaluatio n
The unit has an assessment system that collects and analyzes data on the applicant
qualifications, the candidate and graduate performance, and unit operations to evaluate
and improve the unit and its programs.
A. Level: Initial and Advanced
B. Findings:
Assessment System
The Development of the Assessment Plan
Potsdam has an assessment system for the teacher preparation programs. The unit
has recently designed and adopted its Teacher Preparation Programs System Action Pla n
that builds upon and expands its current assessment system that is now in place but at it s
beginning stages of implementation. The new assessment plan was accepted o n
December 15, 2001 and was given the institution's support for its implementation .
The development of the assessment system was accomplished through th e
collaboration and involvement of the faculty, NCATE steering committee, Assessment
subcommittees, the Teacher Education Advisory Council (TEAC) and the Teacher
Education Leadership Council (TELC) through meetings, retreats and formal and
informal discussions.
Alignment of Assessment to the Conceptual Framework and Professional and State
Standards
The unit's assessment system reflects the conceptual framework and is aligned to
the professional standards, TNTASC, and New York State Standards. The process that
the unit used to align the programs with the conceptual framework and standards began in
October 2001 with performance-based assessment scans of programs and courses for the
SIJNY POLSthmiBOE Report
35

Standard 2. Assessment System and Unit Evaluatio n
The unit has an assessment system that collects and analyzes data on the applicant
qualifications, the candidate and graduate performance, and unit operations to evaluate
and improve the unit and its programs.
A. Level: Initial and Advanced
B. Findings:
Assessment System
The Development of the Assessment Plan
Potsdam has an assessment system for the teacher preparation programs. The unit
has recently designed and adopted its Teacher Preparation Programs System Action Plan
that builds upon and expands its current assessment system that is now in place but at it s
beginning stages of implementation. The new assessment plan was accepted o n
December 15, 2001 and was given the institution's support for its implementation .
The development of the assessment system was accomplished through the
collaboration and involvement of the faculty, NCATE steering committee, Assessment
subcommittees, the Teacher Education Advisory Council (TEAC) and the Teacher
Education Leadership Council (TELC) through meetings, retreats and formal and
informal discussions.
Alignment of Assessment to the Conceptual Framework and Professional and State
Standards
The unit's assessment system reflects the conceptual framework and is aligned to
the professional standards, TNTASC, and New York State Standards. The process that
the unit used to align the programs with the conceptual framework and standards began in
October 2001 with performance-based assessment scans of programs and courses for the
SIJNY POLSthunBOE Report

kinds of assessment that were used throughout the programs. Through interviews with th e
TELC, faculty, and program chairs and from an examination of course syllabi, candidat e
work samples and other documents, it was determined that within the current assessment,
performance-based assessment plans do exist. All programs at the initial and advanced
levels have been revised. The revised programs are aligned with the INTASC standards,
the New York State Standards for Teacher Education Programs, and the conceptua l
framework. According to the unit assessment plan, September 2004 is the target date fo r
the complete implementation of the assessment plan for all programs with the unit.
Another indicator showing efforts to align programs with professional standards is
derived from the program reviews; in 1998, all programs in the unit completed progra m
reviews and rejoinders.
Monitoring Candidate Performances-Identifying Critical Assessment Points within the
Program:
The newly designed assessment plan is an outgrowth of the plan that has been use d
prior to the newly adopted assessment system. Within the former assessment plan, ther e
are four stages or gates in the program through which teacher candidates must pass an d
individual decisions about candidates are made. Within each level candidat e
performance is monitored. The former plan has been expanded and is mor e
comprehensive in that it uses multiple measures at each level to assess candidat e
performances, and it applies to all programs within the unit. The newly adopted
assessment system includes four levels for all programs, undergraduate and graduate,
within the unit and The Crane School of Music. For example, undergraduate programs,
include the following four levels or gates within the program at which candidates are
assessed and individual decisions on candidates are made :
SUNY Potsdarn BCE Repo,i 36

of teaching, reflective essays of student learning as well as classroom observations; and
auditions, recitals and audio or video recordings also appear within the music programs.
The above list of assessment measures used to monitor candidate performances exists fo r
both initial and advanced programs. The differences between assessment measures
within the initial and advanced programs are in the expectations for teacher candidates'
performances at their levels. For example, the assessment plan includes portfolios fo r
both levels. At the initial level, the portfolios are aligned with the standards from the
professional associations. The exit portfolio should include the following: (1) a
"Philosophy of Teaching" statement, (2) a resume and a summary of teachin g
experiences/responsibilities, (3) Examples of candidate work aligned to ones philosophy,
(4) testimonials including awards, letters, grades, teaching videos, etc., (5) an explanation
for the inclusion of each item, (6) sample course work. At the advanced level ;
candidates' portfolios are aligned to the National Board for Professional Teaching
Standards (NBPTS).
Fairness Accuracy and Consistency in the Assessment Measure s
The multiple assessment measures that are currently used for tracking candidates'
performance through the program have not been tested for validity or reliability.
Interviews with staff from the Office of Institutional Research and Assessment, th e
assessment committee, and faculty indicate that the unit is aware of the need to test thei r
assessment measures, both the measures that are being used and those that are bein g
developed, for fairness and reliability for determining teacher candidates' competencies.
Further, throughout the assessment plan, there are target dates for achieving validity and
reliability on the measures to assess candidates. For example, there is a plan to pilot the
SUN Pot,darn BOE Report -38-

gates or levels and study the results over the academic year of 2002-2003.
Additionally, the newly developed portfolio assessment system that is part of the uni t
assessment system will be piloted and studied over a two -year period, from September
2002-June 2004 to determine the fairness, accuracy and consistency of the use o f
portfolios to measure candidate performance.
Assessment Measures Used to Evaluate the Operation of the Unit and the Effectiveness
of the Programs
Several sources of data are collected, analyzed and used to determine th e
effectiveness of the programs and the operation of the unit. These data are both internal
and external and include the following: the New York State Certification Tests, the
Employers' focus groups and interviews, graduate surveys, the student teachin g
evaluation forms, summaries of the Teacher Education Exit Survey and the Sponsor
Teacher Survey. A college-wide survey will also assess the perceptions of faculty an d
students, graduate and undergraduate, on the climate of diversity on campus.
While the return rate of the graduate surveys is low, 24%, the Office of Institutional
Research and Assessment has developed a plan to increase the rate of return over the nex t
five years.
Data Collection Analysis and Evaluation
The Office of Institutional Research and Assessment currently collects the following dat a
annually for the unit:
a) means of SAT's of entering students, their high school rank and percentiles and a
comparison data by program within the unit and across unit s within the
institution;
b) overall GPA's of candidates applying to the program ;
SUNY Posdrnn BO Repo,t -39-

c) GPA's of teacher candidates' majors and specializations;
d) graduate surveys;
e) New York State Certification test results for Liberal Arts and Sciences Test
(LAST), Assessment of Teaching Skills-Written (ATS-W), and the Content
Specialty Tests (CST) for Potsdam with comparison data for all SUNY colleges
and statewide colleges ;
f) employer interviews;
g) student teacher assessment by sponsor teachers and supervisors, the student
teacher exit survey and the sponsor teacher survey.
• A more recent measure that the unit uses as part of their assessment plan and cite d
above is the employer interview. The format used to collect data about graduate s
of the teacher education program is in the form of interviews based on fou r
questions. The first question focuses on content knowledge of the discipline by
former teacher candidate; the second question focuses on former teache r
candidates as reflective practitioners; the third question focuses on models o f
instruction and assessment used by former teacher candidates; and the fourth
question assesses the creation of effective learning environments for teaching so
that all students can learn. Each question is related to the conceptual framewor k
and the JINTASC standards as well as the state standards.
A Mechanism for Teacher Candidates Appeal of Decisions
The unit has a process for appealing decisions that are made regarding teache r
candidate's performances within the education programs. The Appeals Committee
receives appeals that are submitted to them by the teacher candidate, and each appeal
SUNY Potsdarn BOE Report
40

case is considered on a case-by-case basis, the results documented, and kept on file. For
example, from Fall 1993 to Spring 2002, there were 47 cases of appeals documented, with
many cases related to admission to student teaching. The Appeals Committee reviewe d
each case on an individual basis and documented the results of the cases. Related to th e
Appeals Committee is the Teacher Education Review Committee that documents th e
teacher candidates who are in "jeopardy" during their student teaching semester.
Individual monitoring and advisement are given to the candidates in student teaching wh o
may be at risk for meeting the required competencies needed for a successful clinica l
experience. As part of the assessment plan, a review of the Appeals Committee will tak e
place, and if the findings so indicate, the data will be used to make improvements in the
process.
The Role of Technology in Data Collection Analysis and Evaluatio n
Currently, technology is used to support data collection, analysis of data as well
as use of data to inform decisions on teacher candidates and programs. The two most
frequently used programs to analyze data are Microsoft Excel and SPSS. Technology for
reporting data to constituents, in some instances, is web -based through the use of PDF
files. At this time, two web surveys are conducted and will be further expanded. One
survey already conducted relates to the process of advising that uses Blackboard
(software for providing online course content, threaded discussions, and assessments) to
collect the data. A second, using e-mail to distribute surveys, will be piloted at the end of
this semester. The purpose of this initiative is to study the campus climate with respect to
diversity through the examination of perceptions of faculty and staff, of undergraduate
students, and graduate students through three separate surveys on issues related to
SUNY Potdam BOE Report

diversity.
At present, there is a pilot project underway for using technology to support
program assessment. Its purpose is to facilitate the collection and analysis of candidate
performance-based assessment data on skills, knowledge and dispositions from field
experiences, student teaching and other measures for program review and improvement.
This pilot project is related to the FIPSE grant application submitted March 13, 2002,
which has proposed a three-year technology based, outcomes-assessment project that
targets program assessment. One goal of the unit for using technology in the assessment
system is to track teacher candidates' performances longitudinally as they progress
through the program through the use of File Maker. Another is to make assessment data
easy to access through the use of a web browser by faculty. Training for faculty is a
component of this proposal. The initiatives were a response by the unit to integrate the
data collection and analysis as well as its distribution process.
Use of Data for Program-Improvement
Summarized and aggregated data are used for program review and improvement;
this is especially true for the initial programs. An example of using the data to inform
courses was found in a memo to the chair of the department from a faculty who declared
that an examinations of course evaluations is an important part ensuring quality o f
teaching and learning offered to the teacher candidates. An analysis of student
evaluations of the course led him to highlight a need related to equipment and place a
request for the improvement of technology equipment used in that specific classroom .
Evidence from minutes from the Special Education Advisory Board demonstrate s
example of use of assessment data for program improvement. The minutes indicate that
assessment of the portfolio review process showed a need to add a component to the
portfolio to demonstrate the reflective practitioner.
Another example for using data for
program review and improvement was found in Curriculum Committee Minutes. They
StJNY PotsJarn BOE Report
42

indicate that the chair of the department made a request for feedback regarding strengths
and concerns reported in a 2000 student opinion survey so that the feedback could b e
presented to TEAC to examine concerns and consider possible changes .
Assessment data are shared with candidates to improve their performance as well
as to make decisions about candidates at multiple points in the program. Candidates are
aware of the general assessment criteria that are needed to be admitted and be in th e
program. In the general orientation session, the assessment plan is given to them.
Evidence reveals that advisors explain the assessment plan to candidates on an individual
basis. Further, candidates receive assessment results with their individual decisions at th e
critical points in the program. Interviews reveal that prior to decisions at critical points,
candidates receive feedback with respect to their meeting the requirements. Each cours e
has a plan of assessment that is shared with candidates through the course syllabi. Wor k
samples of candidates show evidence that they receive feedback on their performance s
with respect to their competencies.
There is evidence that assessment data on faculty are shared with them. In a
memo sent to the department chair, one faculty discusses the importance of student
evaluations and his reliance on them to contribute to refining the course to meet teacher
candidate needs.
Overall Assessment of Standard
The unit has a comprehensive assessment plan to ensure the systematic collection
of data, analysis and evaluation that is used to ensure the quality of the programs and the
effective operation of the unit. The assessment plan was developed through the
collaborative efforts of the professional community. It reflects the conceptual framewor k
and addresses the INTASC standards, the standards of the professional associations a s
SUNY Poisdarn BOE Report
43

well as the New York State Standards. The unit is at the beginning stages of
implementing its assessment plan. Programs are at varying'stages in development of
performance -based assessment plans with the use of some rubrics. There is a target dat e
within the assessment plan for all programs to be at a full stage of development. The unit
indicates that assessment data are collected, analyzed and used for program review an d
improvement. The plan includes a more systematic approach to the use of data fo r
program review.
C. Recommendation: Met (Initial and Advanced)
D. Areas for Improvement:
None
SUNY Potsdarn BON Report 44

-
Standard 3. Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and
clinical practice so that teacher candidates and other school personnel develop and
demonstrate the knowledge skills and dispositions necessary to help all students lear n
A. Level: (initial and advanced)
B. Findings:
Collaboration between Unit and School Partner s
Throughout the past decade the unit has embarked on multiple efforts to
collaboratively improve the quality and quantity of pre-student teaching field experiences
and clinical practice to enhance the longstanding field-based component of the teacher
education program at Potsdam. The current professional development school
relationships with four school districts have converged from a number of previous
collaborative efforts to share and integrate resources and expertise to prepare quality
teachers.
The closing of the Campus Learning Center in 1994, the site where most of the
unit's students prepared to become elementary teachers through their pre-student teaching
field experiences, prompted the unit to explore other effective but less convenient sites
for early field experiences. The Teacher Education and Music Education faculty
responded to this challenge by working collaboratively with P-12 school partners to
design new and better ways to meet the professional development needs of the candidates
of Potsdam. Building on the unit's learning-communities theme, many faculty members
partnered to deliver courses and supervise field experiences. These partnerships provide
opportunities to connect the curriculum across courses in the program and demonstrate
the collaborative nature of teaching, in addition to providing appropriate field experience
opportunities. The idea of clustering courses into "Learning Communities" has been
formally built into many of the initial certification programs offered today .
In September of 1997, a steering committee was created to examine the issues o f
early and continuous field experiences as they relate to teacher preparation at Potsdam.
The committee was made up of K -12 school superintendents, principals, and teachers ;
unit faculty, student teaching supervisors, and field-experience administrative staff; and
SUNY Potsdain BOE Report 45

pre-service and student teachers. In their "Report of the Steering Committee on Early
and Continuous Field Experiences," the Committee recommended that "the department
examine ways in which its pedagogical framework, and in particular, the field experience
component, can contribute to fulfilling the goals outlined in its mission statement". It also
recommended that support for the professional development school model, developed at
Parishville Hopkington Central School and Salmon River Central Schools, continue and
that such placements be made available to all candidates.
Soon after this report was presented, the New York State Board of Regent s
amended its teacher certification regulations to require 100 hours of pre -student teaching
field experience for all candidates graduating after February 1, 2004. This change in
regulations is providing a directed focus to the specific goals and deadlines for meeting
the recommendations of this committee and to the additional collaborative efforts that
have transpired since then.
Recognizing the need to expand these field-experience programs to other school s
in the region, the superintendents of the St. Lawrence-Lewis County BOCES (Bureau of
Cooperative Education Services) district, Potsdam, and St. Lawrence University formed
the Regional Professional Development Collaborative in the summer of 2000. This
collaborative was charged with the task of facilitating the development of fieldexperience
and student teaching placements and professional development among the
preK-12 and higher education schools in the region. The unit is incorporating two
requests of the local superintendents into the delivery of the field experience program and
the unit's conceptual framework. Current pre -student teaching field experience programs
are being presented in a common template that can easily be conveyed to the school
faculty, and all candidates are given a set of basic professional behavior expectations
prior to placement in the schools.
In the fall of 2001 the Teacher Education Department established the Professional
Development School Steering Committee (PDSSC), which is charged with the
responsibility for:
1) developing a coordinated plan for providing pre-student teaching fiel d
experience for all teacher candidates at SUC Potsdam;
2) implementing the plan;
SUNY Potsthin HOE Report 46

3) coordinating existing initiatives;
4) collecting and disseminating data about current pre-student teaching
initiatives; and
5) identifying resources necessary for implementing the plan. The unit has been
able to expand opportunities for early field and student teaching placements in the
Province of Ontario and is also hoping to extend to more urban and distant areas
including major cities in New York and districts such as Taconic Hills which is 300 miles
from Potsdam.
The professor of the course and/or the Coordinator of Field Experienc e
Placements formally schedules pre-student teaching field experiences at designated sites
with which the Office of Field Experiences has coordinated agreements or arrangements
to host Potsdam candidates. The Office of Field Experiences in consultation with the
professional development school coordinators and college supervisors and the school
district administration and faculty jointly determines student teaching placements.
Candidates may rank and request placements at identified student teaching centers (6 for
the Teacher Education Department and 4 for the Crane School of Music with some
overlap); however, assignments are made by random selection within each student
teaching center if multiple requests are made for the same center and not enough
placements are available at that center. Available placements at the designated
professional development schools are utilized first, and administrators and
cooperating/sponsor teachers at those schools are becoming more involved in the
placement process by requesting and selecting candidates whose selection would be of
mutual benefit. While all of the student teaching centers are not yet professional
development sites and do not necessarily provide the same opportunities to work with
diverse preK-12 populations, the unit is making a conscious effort to expand their
professional development sites and to place as many student teachers as possible in
diverse settings.
Another mutually beneficial facet of the field experience program has developed
in conjunction with these collaborative relationships. The Office of Field Experiences
utilizes lead teachers in eleven school districts as on -site supervisors to support student
teachers and their sponsor teachers. These teachers are available on a daily basis and ar e
SUNY Potsthun BOE Report
47

given release time to complete their mentoring and evaluation responsibilities, which also
affords them a professional growth and development experience.
Design Implementation and Evaluation of Field Experiences and Clinical
Practices
Even though the demographics of Potsdam's service area limits the availability of
diverse preK- 12 placement sites for all candidates, field experiences and clinical practices
provide candidates with the opportunity to work under the supervision of qualified preK-
12 faculty and to develop and demonstrate desirable knowledge, skills, and dispositions
to help all students learn.. Early field experiences for initial certification programs are
developmental in nature and provide teacher candidates with the opportunity to observe
and work with students one-on-one and in small groups and to teach whole-class lessons.
Pre-student teachers are also exposed to the school culture by attending faculty meetings,
school-wide assemblies, eating lunch with their students, and supervising them outside of
the classroom. They are asked to participate in other activities such as attending schoolboard
meetings, extra-curricular activities, and/or professional -development activities .
Unit faculty and the participating school's faculty use the common templates tha t
resulted from the Regional Professional Development Collaborative with appropriate
variations in content focus and timing of placements to collaboratively design Field
experiences for individual programs. The unit faculty and the teachers involved in each
of the various field experiences also jointly develops candidate expectations, which
incorporate the Reflective Practitioner and Principled Educator strands of the conceptual
framework, and the teachers involved in each of the various field experiences.
All field experiences for the re-registered programs identified in the Introduction
of this report meet the minimum 100 hours of pre-student teaching field experience
requirement of the New York State Education Department (NYSED). Because of the
concurrent delivery of the current and re-registered programs, some candidates at the
junior and senior levels have also availed themselves of additional field experiences
beyond the requirements of their current programs.
Elementary education majors in the re-registered programs for both the
baccalaureate and masters programs (MST, Masters of Science in Teaching for initial
certification) will continue to complete a Type I and Type II experience prior to student
SUNY PoLdain BOE Report 48

teaching. Type I experiences (30 hours) are completed for courses such as The
Exceptional Learner or Reading and Study Skills and involve observing and working
one-on-one with students or in small groups. Type II field experiences (70 hours)
incorporate lesson planning and the delivery of instruction to small groups and whole
classes. Most Type II experiences are provided through learning communities or "cluster
courses," when candidates are required to register for two or three co -requisite educatio n
courses. Faculty work in teams to develop the courses and the accompanying field
experiences so that the theoretical knowledgebase can be presented in the beginning
weeks of the semester prior to implementation of the six-week school site component
which is followed by a period of debriefing at the end of the semester.
Secondary education majors in current programs participate in field experience s
as part of the content specific methods courses. These experiences include observation
and tutoring and in some cases teaching whole class lessons or developing and teaching
units of instruction. The required course, SECD 355 Reading and Study Skills, includes
a 20-hour field experience requirement, and all candidates complete a minimum of 30
hours of pre -student teaching field experience. The re -registered programs, both BA and
MST, have been designed to include the 100 hour pre-student teaching field experience
requirement by extending the previous field experiences through practica courses that are
completed concurrent with content specific methods courses and other related courses in
the individual programs. The unit has judiciously adjusted course scheduling to free up
appropriate blocks in candidates' schedules that enable them to be present at the school
site for regular and extended periods of consecutive days and weeks rather than having to
complete the field experience in fragmented and intermittent segments.
Prior to student teaching each of the music education candidates complete several
sequential field experiences. Crane teacher candidates, under the supervision of unit
faculty, provide general music experiences for students at the St. Mary's Parochial
Schools. Music teacher candidates are in the schools two days a week and spend one hour
per week coordinating and planning for instruction. Secondly, candidates are required to
complete observation tasks designed by the music education faculty. Candidates ma y
complete these observation tasks in their hometowns or during additional practica. Off-
SUNY Posdom BOE Report 49

campus field experience supervisors identify exemplary programs that serve as additional
observation sites in the week prior to the student teaching experience.
These three observation/practicum experiences fulfill 90% of the 100 clock hours
of pre-student teaching field experience required by the NYSED. Remaining hours come
from a variety of sources including "Practices" courses, Introduction to Music Education,
Music in Special Education courses, various festivals and workshops hosted by Crane
that involve public school students, and other course work. The Crane School of Music
expects that music education candidates will spend many more hours engaged in field
experiences than the 100 clock hours required by the state.
The advanced program (MSED) for initial certification in special education
evidences a commitment to embedded field experiences in addition to meeting the
practicum standards of the Council for Exceptional Children. Each teacher candidate in
the program enters having completed a full teacher preparation program including a full
semester of student teaching experience. Courses in the MSED Special Education
program have a variety of assignments that involve experiences in local public school
classrooms, including assignments such as comprehensive child studies, norm-referenced
testing projects, behavioral observations, and tutoring.. Candidates are with specially
selected mentor teachers from throughout the North Country region. Each candidate also
completes an intensive college -supervised practicum at the end of the program, involving
6 weeks of application in real classroom settings with 3-6 observations. One option for
this practicum is the intensive summer practicum conducted jointly with Canton Central
Schools, where teacher candidates deliver the summer program to K-8 students under the
supervision of highly experienced lead teachers and their college supervisor. Beginning
this academic year, these field experiences have become more formalized, with eac h
teacher candidate required to complete two 30 -hour field experiences (SPED 609 and
649) prior to the practicum. Through these field experiences, teacher candidates apply
their skills and knowledge, and are given feedback on the dispositions, knowledge, an d
skills required of a professional educator .
MSED Instructional Technology and Media Management candidates participatin g
in the ITMM field experience are paired with a person currently working as a schoo l
technology specialist. The candidate works with the technology specialist as an
SUNY Poisdam BON Report -50-

apprentice for 100 hours. The responsibilities of the candidate mirror those of the
working technology specialist. The candidates keep reflective journals on a daily basi s
and compile these journals into a final report at the end of their internship.
Field experiences in other MSED programs for teachers continuing thei r
preparation for the professional certification in New York take the form of clinical
practice in field-based practica
in programs such as reading to course projects and action
research that may be part of the required culminating experiences of these advanced
programs. While all of these activities are not completed as clock-hour field experiences
or practica, they represent study that is certainly applicable to those candidates' own
classrooms and that will enhance their teaching practices.
Required courses in technology in the teacher education programs appear to b e
having the intended result of preparing candidates with the competency and skills needed
to integrate technology into the teaching and learning process. Although, systemic
opportunities for candidates to use technology as an instructional tool during field
experiences or clinical practice are, of course, dependent upon the school site. Student
teachers and school site visits verified that technology resources are available in the
school sites. A number of school administrators attested to candidates' capabilities in this
area to the point of the candidates' serving as a capable resource for veteran faculty
attempting to integrate technology into their teaching and management of instruction.
Most teacher education candidates at Potsdam who are enrolled in programs for
initial certification complete a full semester of student teaching. The semester is divided
into two eight-week sessions with placements at two different levels. This requirement
far exceeds the NYSED minimum of 20 days/4 weeks in each of two different settings.
While most candidates complete two eight-week sessions, some candidates in the MST
programs complete 12 weeks in one setting before changing to a second setting towards
the end of the student teaching semester. Suggested schedules and general patterns for
induction towards a two-week period of independent teaching and full instructional
responsibilities are outlined in the student teaching handbooks (Teacher Educatio n
Department and Crane School of Music).
According to the unit's student teaching handbooks and as verified in interviews ,
the primary and critical qualification of sponsor teachers (clinical faculty) is the desir e
SUNY Potsdarn BOE Report -51-

and capability to share professional expertise on a supervisory team with the college
supervisor and on a teaching team with the student teacher in the classroom. Other
desirable qualifications identified as contributing to the sponsor teacher's capabilities to
carry out his/her responsibilities include teaching experience (3 years with at least one
year in the current position) in addition to tenure and certification in the field of their
teaching assignment. The unit relies on the pre-K-12 school administrators to ensure that
all sponsor teachers are accomplished school professionals. School administrators verify
these qualifications through their recommendation of sponsoring teachers to the program
coordinators and/or the Office of Field Experiences .
Sponsor teachers are expected to inform themselves of their role and
responsibilities outlined in the student teaching handbooks. Several sponsor teacher
workshops a year are held on campus generally during the first weeks in the evening
hours of each semester. College supervisors are also available to conduct personal
workshops for the sponsor teachers at more distant school sites .
Candidates Development andDemonstration of Knowledge, Skills
Dispositions to Help All Students Learn
The "Teacher Education Stages of Admission" in the Teacher Education Undergraduat e
Advising Manual clearly outlines the current entry and exit criteria for candidates i n
clinical practice, including candidates in the MST advanced program for initial
certification.
It is also assumed that these entry and exit criteria are encompassed in the revie w
and possible revision of entry-level criteria and critical assessment points in programs in
the unit's assessment system action plan. (See Standard 2 of this report )
The Office of Field Experiences reported that 3.5% of candidates applying for
student teaching in the Fall of 2001 and 2.4% in the Spring of 2002 were deemed
ineligible after the application audit process. Similar data for previous academic years
was not provided at the onsite review.
The number of candidates successfully
completing student teaching was evidenced through documentation of student teachers in
jeopardy as monitored by the Teacher Education Review Committee. From the Fall o f
SUNY Potsda,n SOE Ieport 52

2000 through the Spring of 2002, 19 cases of various concerns were presented to this
group. The documentation did not include verification of successful completion of
Individualized Educational Plans and recommendations that had been developed to guide
the student teacher to the desired outcomes. Some letters of cancellation of placements
were also possible indications of unsuccessful completion of student teaching.
Performance expectations for candidates' development of the knowledge, skills,
and dispositions embodied in the unit's conceptual framework and institutional standards
during field experiences and student teaching are being monitored and evaluated through
the gradual implementation of assessment rubrics. While these rubrics are at various
stages of development and implementation, some of those presented as evidence at the
on-site review did include easily recognizable indicators of the outcomes delineated in
the current conceptual framework (aligned to the IINTASC standards).
Others were
perhaps more representative of the unit's mission outcomes and the Student Teaching
General Performance Objectives, both of which reflect "best practices" of the profession.
The unit's assessment system action plan calls for the development of performance-based
assessments for courses and programs based on Professional Area Content Standards and
the development of performance-based assessments related to the INTASC standards and
the conceptual framework by September of 2002, which may certainly reconcile the
apparent incongruencies and discrepancies in these evaluation instruments.
Candidates, school faculty, and college faculty jointly assess the candidate' s
progress at the midpoints and again at the end of the student teaching placements.
Conferences are held with the sponsor teacher, student teacher and college supervisor at
these two points and throughout the clinical practice providing opportunities to remediate
weaknesses if necessary. Self-evaluations and reflective journaling are also required for
SUC Potsdam candidates. The college supervisor makes the final determination to award
a grade of Satisfactory or Unsatisfactory in conjunction with the sponsor teacher(s).
As reported in Standard 1 of this report, assessments of field experiences and
student teaching validate that unit teacher candidates are able to demonstrate the
knowledge, skills, and dispositions to help all students learn. Both college supervisors
and sponsor teachers highly rated the candidates' teaching in their ability to know thei r
SUNY 53

I
students, to be sensitive to differences and needs, and to vary content, materials an d
activities to meet those needs.
The unit seeks to provide diverse placements for all teacher candidates. Teache r
candidates have the opportunity to participate in field experiences or student teach in
England, New York City, the Fort Drum service area or on the Mohawk Nation of
Akwesasne. In addition to these placements that provide experiences with ethnic
diversity, all candidates encounter economic diversity in placements in schools identified
as "high need" based on socio-economic status.
Overall Assessment of Standard
The teacher preparation program at SUC Potsdam includes field-based components
that effectively support their candidates' development of the knowledge, skills, an d
dispositions to help all students learn. Candidates are provided ample opportunities in
field experiences and clinical practice to demonstrate their competency at levels o f
performance expected of pre-service educators.
C. Recommendation: Met (Initial and Advanced)
D. Areas for Improvement: None
SUNY Potsd,n BOR Report -54-

Standard 4. Diversit y
The unit designs, implements, and evaluates curriculum and experiencesfor candidates to
acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.
These experiences include working with diverse higher education and school faculty, diverse
candidates, and diverse students in P-12 schools.
A. Level: Initial and Advanced
B. Findings:
Design Implementation and Evaluation of Curriculum and Experiences
The conceptual framework of the unit calls for the development of candidates that
are "well-educated citizens, reflective practitioners, and principled educators." Within
these three goal areas, specific outcomes include that each candidate "understands and
respects other cultures and our intercultural world," "meets the diverse learning needs of
students," "creates positive learning
environments for all students," and "recognizes and
respects one's own diversity and that of others." A review of course syllabi across all
Initial and Advanced programs reveals elements of these outcomes imbedded within
many courses. In addition, each student is required to take certain courses that provide
deep coverage of knowledge, skills and dispositions related to the specific elements of the
Conceptual Framework that address issues of diversity and meeting individual student
needs.
Each candidate pursuing initial certification (undergraduate majors and Master o f
Science in Teaching) is required to take at least three courses that specifically address
diversity, adjusting instruction to meet individual needs, working with exceptionalities,
etc. All students at the State University College at Potsdam are required to take two
courses in the area of World Civilizations - "Cross-Cultural Perspective" and "Western
Civilization." Cross -Cultural Perspective is "a comparative, holistic study of peoples and
ways of life not primarily from European civilization..." The course further provides a
framework of respect and appreciation for those elements of individuality that arise out of
culture, race, geography, socioeconomic background, sexuality, and family.
Within each initial certification area candidates are required to take an
introductory education course (appropriate to their intended level of certification an d
SUNY PotsdarnBOE Report -55-

program) that relates an understanding of culture, diversity, and individual student needs
to effective teaching practices. An additional required course for all initial programs
("Teaching Students with Special Needs") covers strategies to meet the needs of students
with physical and/or learning disabilities and presents ways to address individual
differences based on learning styles and culture. Specific teaching strategies to meet
individual students and that respect diverse cultural backgrounds are also incorporated in
the syllabi for each methods course in all initial program areas .
Advanced program students begin their program with an introductor y
"Philosophical Foundations of Education" that is aligned with the conceptual
framework's outcomes regarding diversity and meeting individual student needs. Syllabi
for field experiences and internships for initial and advanced programs also call for
students to demonstrate the skills and dispositions to adapt instruction and services to
diverse populations.
Candidates are assessed in both initial and advanced programs through th e
introductory courses and special needs courses as listed above in a variety of ways.
Students in each of the introductory courses and methods classes regularly write
reflections on course content and on observations of model teaching in addition to
responding to traditional testing.
A review of assessment instruments for field experiences and internships (bot h
initial and advanced) revealed great variation from program to program at both the initial
and advanced levels. As described in the introduction to this report, all programs within
the unit have been revised and re-registered or created and registered for the first time
within the past two years. Assessment of knowledge, skills and dispositions during field
experiences is also undergoing revision and has been partially completed as a part of the
creation of a unit-wide assessment plan. While some of this revision has resulted in
observation instruments that are closely aligned with the knowledge, skills, and
dispositions that arise from the unit's conceptual framework, this is not always the case.
For example, the "Rubric for S1.JNY Internship" at Parishville Hopkinton Central School
includes no measure of either responsiveness to diversity or individual student needs
other than "develops appropriate rapport" and "displays awareness of developmentally
appropriate practices." In contrast the final assessment form used with initial candidate s
SUNY Potsdarn BOE Report 56

at Massena Professional Development School includes a checklist to ensure that each
student has demonstrated "sensitivity to individual student needs" and developed
"experience with English Language Learners", "socio-economically disadvantaged
learners", and "students with disabilities." With the variation in assessment instruments
and lack of alignment, it is unclear whether each candidate systematically receives
feedback during field experiences to aid in development of knowledge, skills, and
dispositions related to diversity, culture, working with exceptionalities, and meeting the
learning needs of individual students based on these factors.
Experiences Working with Diverse Faculty
The Teacher Education Department adopted a mission statement with outcomes i n
1995 that has been the impetus for many efforts to enhance diversity of both faculty and
candidates within the unit. While the 1995 mission statement and outcomes provided
some coordination of efforts and direction to the unit, it was only the first step to increase
diversity. The unit formed a Diversity Task Force in the fall of 2001 that developed a
diversity plan with target goals related to both increasing diversity on campus for
students and faculty, ensuring the implementation of a curriculum to help candidates
meet the needs of diverse learners, and providing support to help candidates be successful
in their studies.
The faculty of the unit represents significantly more ethnic diversity than both th e
region served by the State University College at Potsdam (less than 5% non -White) and
of the overall University faculty (7% non-White). The geographic region known as the
"North Country" is less than 5% persons of color while the unit and the "SUNY Potsdam
Affirmative Action Plan Update" identifies 7% of the faculty of being from
underrepresented populations. The Unit is comprised of 87.5% White, 5% Asian/Pacific
Islander, 5% Black-Not Hispanic, and 2.5% Hispanic for a total of 12.5% persons of
color.
Both the College as a whole and the unit actively seek to increase the diversity o f
the faculty. Search committees are charged with the responsibility of addressing
recruitment of faculty to the College. In support of these efforts the Human Resources
office provides training to search committees, assists with crafting advertisements and job
postings, and places advertisements in a wide variety of publications targeted to reac h
SUNY Potsdam ROE Repon 57

persons of color and persons with disabilities. The unit actively recruits minority
candidates through postings at Historically Black Colleges, in journals and with special
interest caucuses within the various professional organizations. Minority candidates who
have completed all work except for dissertation are given special assistance to complete
the doctorate if they join the faculty at State University College at Potsdam.
Experiences Working with Diverse Candidates
The unit utilizes an impressive array of initiatives to recruit and retain a diverse
candidate population. Those efforts include the following programs:
CSTEP - Collegiate Science and Technology Entry Program is an effort of the New York
State Education Department's Bureau of Professional Career Opportunity Programs. It
provides services to contribute to the success of economically disadvantaged students or
students from underrepresented populations that wish to enter science, technology, or
professional pre-licensure programs in College.
The Teacher Opportunity Corps is another initiative of the New York State
Education Department to contribute to the academic success and development of
potential new teachers. First priority in the program is given to individuals identified as
underrepresented and underserved in the teaching profession and second priority is given
to any economically disadvantaged individual. In addition to supporting candidates in
the school of education, the program also engages the candidates in tutoring and support
efforts working with at risk students in k-12 schools. It is hoped that an additional
outcome of the program will be recruitment of more individuals into higher education
and to the teaching profession. One other element of the program is to provide academic
support to candidates to increase their rate of successful completion and entry into the
teaching profession.
The unit recruits actively and regularly through the Fort Drum Office of
Educational Services and through the Akwesasne Tribal Board of Educational Services
and within the school districts that serve the Mohawk Nation
The campus has an active Economic Opportunity Program that provides financial
support for students with economic challenges, students from underrepresented
populations and first generation college enrollees.
SUNY Posdarn8OERpor, 58

The Division of Multicultural Affairs at the College has adopted the mission of
working to ensure the College is an open and inviting place for all students regardless of
race, ethnicity, gender, disability, or sexual orientation. This office organizes support
meetings for minority groups on campus and intercultural dialogue sessions, has recruited
services for minority groups (such as hair care professionals to come to Potsdam and
serve the needs of Black students and faculty), and provides workshops for students and
staff to help increase cultural understanding and acceptance among groups.
Potsdam is the Northern Consortium site for the State University of New York's
Native American Initiative. This project has resulted in a significant contribution to the
culture and life of the Mohawk Nation of Akwesasne as well as serving as a tool for
recruitment of students to the College. Courses in the Mohawk language and culture
have been added to the curricular offerings and many candidates utilize these courses to
better prepare for field experiences and internships in schools serving the Mohawk
Nation of Akwesasne. In addition to serving as a recruitment tool for potential students
at Potsdam, projects such as creation of a resource for area libraries of student -authored
books have helped to preserve both the language and the culture of the Mohawk Nation at
a time when other Native American populations are losing elements of their identity and
history.
The Office of Accommodative Services provides "Transition Nights" in area
schools to acquaint students with disabilities with the opportunities available at Potsdam.
Beyond providing adjustments to the physical plant and supplying instructional materials
and assistance as needed during coursework on campus, the unit makes special efforts to
ensure that education students with disabilities receive field experience and internship
placements at sites that will provide appropriate and necessary accommodations .
The Potsdam LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Questioning)
student organization is welcomed on campus and students from other area schools (e.g.
Clarkson University, SUNY College at Canton) attend meetings at Potsdam because it is
perceived as a safe environment.
The Korean Initiative brings Korean education majors to the United States to
study English and to experience a practicum in local schools. Currently, 19 graduate
students from Korea are enrolled and participating in education coursework at Potsdam.
SliMY Potsdarn 80E Report 59

Despite efforts of the unit to date, the racial diversity of the unit has not exceeded
that of the geographic region served by the unit. While the Korean Initiative has
increased the actual diversity of the unit, it has not resulted in statistical improvements in
percentages since those individuals have been categorized as non -resident rather than as
Asian/pacific Islander. On the other hand, the unit does reflect the economic diversity of
the region and relies on the economic diversity along with the' racial diversity that is
present to provide candidates an opportunity to interact with a diverse peer group. For
the Fall 2001 semester, the overall demographics of the unit included 80.4% white,
1.23% Black-not Hispanic, 0.94% Hispanic, 0.64% Asian/Pacific Islander, 0.94% Native
American/Alaska Native, 9.25% non-resident (including significant numbers enrolled
from Canada and participants in the Korean Initiative), and 6.85% unknown.
The unit is not satisfied with its past efforts to increase diversity among th e
candidate population and is expanding its recruitment and retention efforts. In addition to
continuing the efforts described above, plans are underway to institute Teacher Cadet
Programs at Salmon River High School and at Massena High School to encourage
students, particularly those from underrepresented racial groups to consider teaching as a
career. Interviews with candidates (including persons of color, economically
disadvantaged students, and students with disabilities) supported the assertion by
members of the Diversity Task Force and the Office of Multicultural Affairs that
Potsdam is a caring, welcoming environment in which diversity is valued as well as
respected.
Experiences Working with Diverse Students in P-12 Schools
Virtually
all of the school districts in the North Country counties around Potsda m
include significant proportions of economically disadvantaged students. In fact, nine (9)
out of the 20 school districts identified by the New York State Education Department as
the most "high need" within the state form the primary placement sites for candidates.
While the ethnic diversity of schools in the region is limited (generally 95% or more
White), the economic diversity provides each candidate a field placement with the
opportunity to work with students with a wide variety of needs. Each program within the
unit reviews placements for field experiences and internships to guarantee that every
candidate will have experience working with economically disadvantaged studen t
SUNY Potsdarn BO Report -60-

populations. The practice of inclusion across all New York schools ensures that students
will also have opportunities to work with students with disabilities .
The most notable significant minority population in the region can be found in the
Salmon River School District that serves the Mohawk Nation of Akwesasne. The
district's P-" St Regis Mohawk School on the reservation is 100% Native American
while the Salmon River P-12 main campus is 60% Native American. The unit takes
advantage of these settings to provide experiences for candidates working with diverse
populations by regularly placing students in the district for observations, field
experiences, and internships. The College has also instituted a minor in Native American
Studies.
The Fort Drum area provides another placement site with racial diversity that
exceeds the overall demographics of the North Country. With the dependents of Arm y
personnel at Fort Drum, one additional complication candidates face working in thi s
setting is a high rate of student transience.
Possibly the greatest obstacle for candidate placement outside the North Countr y
area served by the State University College at Potsdarn is the cost of living in the urban
centers of New York. As a result, some candidates are participating in the experience of
traveling to New York City for their fieldwork.
A grant project that expired in 2001 was a winter term placement in Yonkers,
New York. Candidates in this program spent three weeks living in the city, providing
tutoring, teaching classes to the City of Yonkers school children, and assisting with
remediation of special learning needs prior to the second semester of the school year.
The unit is currently in the planning stages to expand its use of the Professional
Development School model in several settings.
Overall Assessment of Standard
All teacher education programs at both the initial and advanced levels require
courses that address issues of diversity. Assessments within these courses are utilized to
demonstrate knowledge skills and dispositions related to diversity. All programs utilize
economic diversity as well as ethnic diversity as one criterion for determining field
placements. Field experiences and internships include issues of diversity within course
syllabi but do not all include assessments that specifically provide feedback to candidate s
StJNY Potsdam BOE Report 61

in this area. Faculty of the unit is diverse and when openings are available, efforts
continue to recruit faculty that will increase the diversity of the unit. Significant efforts
to recruit candidates from underrepresented populations have met with limited success
and new initiatives are being added to existing programs to further increase diversity of
candidates. Economic diversity of the area served by the unit is utilized to recruit
economically disadvantaged candidates and to provide field experiences with students in
high need schools.
C. Recommendation: Met (Initial and Advanced Levels)
D. Areas for Improvement:
New
Performance-based assessments of field experiences and internships for both
Initial and Advanced programs are not clearly aligned with the conceptual
framework in all program areas in a manner that provides feedback to candidates
regarding their ability to adapt instruction and services appropriately based on
cultural influences and learning needs of each student.
Rationale: Not all programs utilize assessment rubricsforfield experiences and
internships that provide candidates with feedback regarding their work to meet
the needs of students with exceptionalities and to create learning experiences and
classroom environments that demonstrate sensitivity to cultural differences. As a
result, it is unclear whether all candidates are provided data that would help them
improve their knowledge, skills, and dispositions in this area .
SUNY Potsdurn BOE Report 62

Standard 5. Faculty Performance and Development
Faculty are qualified and model best professional practices in scholarship, service, and
teaching, including the assessment of their own effectiveness as related to candidate
performance; they also collaborate with colleagues in the disciplines and schools. The
unit systematically evaluates faculty performance andfacilitates professional
A. Level: Initial and Advanced
B. Findings:
Faculty and Faculty Qualifications
Potsdam is primarily an undergraduate institution and does not differentiat e
between undergraduate and graduate faculty. Faculty affiliated with departments that
have both initial and advanced programs typically teach at both levels. All professional
education faculty teach at both levels. Faculty in the professional unit at Potsdam are
effective teachers who model best practices in their fields. They are involved in research
and other scholarly activities, including writing and publishing, and are active in
university and community service work. All full -time faculty participate in an annual
evaluation process that involves peer review and focuses on student evaluations and
teaching effectiveness, writing and preparation of scholarly works, and schoolcommunity
involvement. The faculty serve on the committees and boards of local, state,
and national professional education associations and learned societies. Their teaching
effectiveness is indicated by the fact that the scores of their candidates on the state
examinations for both initial and advanced programs are considerably above the
statewide means for other universities in the state. Public school personnel also attest to
the effectiveness of the faculty in the service area.
There are 43 full-time faculty members in the professional education unit at the
College. Forty members are in tenure-track ranks: 9 professors, 17 associate professors,
and 14 assistant professors. Eighty-seven percent of the full-time, tenure track faculty
have terminal degrees in their fields of specialization from universities across the nation.
One full-time tenured faculty member has a joint appointment in teacher education and
English. The Teacher Education Department has recently developed continuing lines for
SUNY Potsdam BOE Report 63

clinical faculty and currently has three full-time clinical faculty members. Each has a
master's degree and 9-25 years of contemporary professional teaching experience at the
level or in the content area that he or she teaches and supervises. All of the full -time
faculty who teach methods courses have K-12 public school teaching experience. Many
of the full-time faculty continue to be actively involved in the public schools, i.e., serving
on site committees; presenting workshops; conducting research; and providing in-service
instruction in such areas as literacy, integrated curriculum, special education, and
computer technology instruction .
Another category of unit professional education faculty is that of "adjuncts" wh o
are part-time faculty that teach methods courses and/or supervise student teachers.
Adjuncts hold advanced degrees and bring exceptional experience to the programs they
serve. Currently there are 26 adjuncts who teach methods courses. There are 55 adjuncts
who supervise student teachers; these adjuncts include retired superintendents, principals,
and teachers who have distinguished themselves in the field of education. Their
familiarity and association with the unit's education programs puts them in an unique
position to contribute and ensure that consistency and high standards are maintained.
Many of the supervisors are alumni who have retained their association with the College
and the unit throughout their careers. The New York State Department of Education
expectations for college/university supervision of student teaching include-holding
appropriate credentials and/or extensive experience in the certificate area in which
candidates are completing their student teaching .
Modeling Best Practices in Teachim!
Because teaching and learning are the essential elements of the College's
philosophy, the professional education faculty is charged with providing excellent
educational opportunities for students. One indicator of teaching effectiveness is the fact
that the scores of teacher candidates on the New York Liberal Arts and Science Test and
the New York Assessment of Teaching Skills-Written are considerably above the
statewide means for other universities in the state. Public school personnel also attest to
the effectiveness of the faculty as demonstrated by the classroom performance of
Potsdam candidates and graduates. In addition, several unit faculty have received
College,
SUNY system, and national teaching awards.
SUNY I'otsdaan BOE Report

Non-tenured and clinical faculty members, prior to continuing appointment, are
regularly reviewed through student evaluations, self-assessment, and the presentation of
professional portfolios. The criteria for this review, as outlined in the unit policy manual
and the college faculty handbook, include mastery of subject matter, effectiveness in
teaching, scholarly ability, effectiveness of university service, and continuing growth. At
the unit level, teaching effectiveness may be demonstrate d
In or through course outlines, syllabi and other materials; currency of course
content, development of a new course, appropriateness of course content to the discipline
and needs of the student, variety of teaching strategies, student portfolios, advising,
written evaluations by departmental and other colleagues of classroom observations,
written student evaluations, and written evaltiations and recommendations by individuals
outside the department. Faculty are asked to provide their department chairperson with a
reflection on student evaluations of their courses, modeling the reflective practitioner
strand in the conceptual framework.
As evidenced in the "Performance Based Instruction and Assessment Matrices"
and course syllabi, faculty members in the professional education unit use a variety of
teaching and assessment strategies. These include brainstorming, case studies,
cooperative learning, discussion/debate, inquiry learning, problem solving,
reflection/self-assessment, simulation, integration of technology, and assistive
technology. As the unit shifts to implementing the re-registered programs, course syllabi
are beginning to reflect the conceptual framework as well as standards from professional
organizations (e.g.,
INTASC, NCTM, NSTA, IRA, CEC). Teacher candidates are
encouraged to reflect on their experiences in both college and P-12 classrooms. The B.A.
Childhood, B.A. Adolescent English, and M.S.T Adolescent English programs have
developed learning communities that allow the unit's faculty to model collaborative
teaching and learning. Interviews with students, sponsor teachers, and school
administrators affirm that professional education faculty encourage the appropriate use of
technology and model that use for their students. For example, increasingly, more faculty
members use Blackboard to support their courses. Candidates can obtain information,
participate in on-line discussions, and submit assessments using this technology. The
sponsor teachers and administrators also indicated that the student teachers were well -
SUNY Potdaun BOE Repot 65

prepared to use a variety of appropriate teaching techniques, were proficient in
instructional technologies, and introduced new ideas on teaching and learning to th e
sponsor teachers, especially in the terms of special needs students.
Modeling Best Practices in Scholarship
The College expands the definition of and requirements for scholarship beyond
the traditional concept of empirical research. This expanded definition is grounded in
Ernest L. Boyer's scholarship of discovery, integration, application, and teaching. While
evidence of scholarship does not require extensive publications, it must extend beyond
the classroom to include peer review on- or off-campus. Faculty members in the
education unit at Potsdam model best professional practices in scholarship by
exemplifying Boyer's redefinition of scholarship. Over the past five years, 71% of the
unit faculty have been involved in the publication of books, chapters, refereed journal
articles, and presentations and. performances made at state, national, and international
levels. Individuals on the faculty have worked with P -12 schools on inquiry projects
related to the appropriate use of technology in the classroom. These projects have
resulted in joint presentations and co-authored publications by faculty and students. Other
outcomes of P-12 partnerships include published research in areas such as literacy and
multiculturalism. Faculty also support curriculum and professional development at the P-
12 level. In addition, unit faculty have generated over 7 million dollars in external grant
funding and $17,420 in internal grants to support scholarly and collaboration activities.
Modeling Best Professional Practices in Service
Faculty members in the education unit provide service to the College and the
community in a variety of ways. All members serve on department, school, and/or
college-wide committees. Over the past five years, members of the education unit have
performed in major leadership roles at the College by chairing the Faculty Senate, the
Middle States Review Committee, and the General Education Committee. Unit faculty
have served on over 200 college, school, and departmental committees. They have
participated in grant development activities at the College and with P-12 schools. Grant
monies received by these faculty members have funded efforts such as AIDS outreach,
educational support for migrant children, improvement of the technology use in the P -12
classroom, and the National String Project.
SUNY Potsdarn BOE Report 66

Faculty service has also included supporting professional development efforts an d
grant-funded projects at the P-12 level. Potsdam's teacher education faculty have
provided workshops for individual schools and the local BOCES district in mathematics
education and the use of technology. Music Education faculty members frequently serve
as guest conductors for regional band, orchestra, and choral groups and serve as
adjudicators in regional and state music competitions. Unit faculty also serve as officers,
program proposal reviewers, and journal reviewers for state and national chapters of
AECT, CEC, IRA, NASM, NCTM, and NCTE.
Collaboration
Collaboration, service, and professional development are closely related for the
faculty in the education unit at Potsdam. In the recent revision of the elementary
education program, several faculty members worked as liaisons with art and science
departments to ensure that content preparation for these teachers would be appropriate.
Other collaborative efforts have resulted in the development of Learning Communities
for candidates in elementary education, the improvement of mathematics education for
elementary teachers, and the professional development of science educators .
The Regional Professional Development Collaborative provides the framework
for cooperation between the region's two colleges with education programs; school
superintendents, teachers, and principals; the New York State Teachers Union; and the
St. Lawrence Valley Teachers Center. Based on a long -standing relationship with the
Secondary English program, the
Massena Central School District has entered into a
district-wide Professional Development School (PDS) agreement with the College
education unit.
Other collaborative efforts include grant funded projects with P-12 schools such
as the: Mohawk Education Project, Teacher Telementoring Project, Canton Laptop
Project, Literacy Conference, the Collaboration for Teacher Training with Technology
(CM) Project, Summer to Get Ahead Program (for children with special needs), the
Korean Initiative, the Canadian Initiative, and the Sheard Literacy Center. The unit also
supports the Center for Rural Education (CRE), whose mission is "to recognize and
support the efforts of the State University of New York (SUNY) College at Potsdam and
the K-12 schools of the North Country in the pursuit of expanded teaching and learning
SUNY Potdam BOE Report 67

opportunities in the context of a rich, community-based rural experience." The CRE has
resulted in ongoing technology support for the unit faculty.
Unit Evaluation of Professional Education Faculty Performance
Full-time, tenure-track faculty evaluation is a clearly defined process outlined in the
College Faculty Handbook and the Education Unit Policy Manual. All tenure-track
faculty in the unit are asked to complete a Professional Development Plan [PDP] that
outlines his or her goals and the support needed for a two-year period. This plan is based
on the format of the Academic Faculty Information Form that is submitted as part of the
reappointment application process. The Personnel Committee from each of the
departments that comprise the professional education unit reviews and approves faculty
PDPs. This serves as a formative assessment for faculty members and helps to ensure that
non-tenured members are working toward goals that support the unit's mission. Nontenured
faculty members are reviewed every one to two years depending on their
progress and reappointment terms. Reappointment and tenure materials include the
Academic Faculty Information Form, self-evaluation, peer review, student evaluations,
course materials, and evidence of scholarship, university service, and professional
growth. These data provide documentation on the quality of teaching and information to
improve programs.
Policies in the Education Unit Policy Manual require that the education faculty regularly
review each adjunct faculty member. As part of this review, adjunct faculty who teach
methods courses are asked to provide course syllabi and materials, student evaluations,
self-evaluations, and candidate work samples. Program faculty use this information to
make rehiring decisions. Both the sponsor teacher and student teacher evaluate college
supervisors of student teachers. Results of the surveys are made available to the college
supervisors. Interviews with adjunct faculty indicate that while evaluation data are
consistently collected, substantive feedback to them from program faculty is not
consistent across all programs.
Unit Facilitation of Professional Development
The development of effective teaching, a top priority at Potsdam, is supported
in a variety of ways including: (a) establishment of a Teaching and Learning
Excellence Center (TLEC) in 2001 "to support pursuit of teaching and learnin g
SUNY I'otsdain BOE Report 68

excellence and foster faculty professional development;" (b) special funding in
support of teaching effectiveness (e.g., funding for faculty travel, support for
research and creative endeavors, course reassignment for faculty projects, and
grants for curriculum development); and (c) provost initiatives (e.g., book
discussions, teleconferences, special programs). Over the past five years, 12 unit
faculty have received over $17,000 in internal grants to support activities related
to their research and teaching. In addition faculty are allocated $500-$1200 so
support professional travel. Since 1998 seventy percent of the unit faculty have
taken advantage of the travel fund.
This past year the unit has begun looking at linkages between the conceptual
framework and professional development. Recently the Technology Task Force
conducted a survey of faculty technology usage. The survey was based on
INTASC and ISTE standards and the results will be used to develop appropriate
professional development activities in technology.
Overall Assessment of Standard
Unit faculty have extensive academic backgrounds with 87% of the full -time faculty
holding terminal degrees. The faculty are very productive in many scholarly areas and are
considered to be very good teachers. They provide extensive service to the College and
unit. Professional education faculty are involved in P-12 collaborative projects across all
programs. Not all categories of faculty are systematically evaluated. Evaluation data is
not systemically used to improve programs. There are a variety of opportunities for
professional development available, but there does not appear be a systematic or systemic
approach to connecting faculty evaluation and professional development.
C. Recommendation: Met (Initial and Advanced)
D. Areas for Improvement:
The lack of systematic and comprehensive faculty evaluation across all categories o f
faculty (i.e. full-time untenured, full-time tenured, clinical faculty, and adjuncts )
results in inconsistent professional development activities.
SUNY Pocsdam BOB Report
69

While full-time untenured and full-time clinicalfaculty must adhere to the
evaluation policy outlined in the College Faculty Handbook and the Education
Unit Policy Manual tenured faculty do not. Adjunctfaculty
in certain programs
are systematically evaluated and provided substantive feedback and mentoring to
support improvement in their teaching, while adjunctfaculty in other programs
are not. Such inconsistencies are not conducive to the development of a cohesive
professional development plan than ensures the integration of the unit conceptual
framework across all programs.
SUNY Pocsdarn BO F

Standard 6:Unit Governance and Resources
The unit has the leadership, authority, budget, personnel, facilities, and resources,
including information technology resources, for the preparation of candidates to meet
professional, state, and institutional standards.
A. Level: Initial and Advanced
B. Findings:
Unit Leadership and Authority
The Dean of the School of Education and Graduate Studies has the authority and
responsibility to implement the policies of the professional education unit at the State
University College at Potsdam. The unit is charged with responsibility for providing
leadership, oversight, and governance for all programs that prepare teachers at initial and
advanced levels. At Potsdam, the departments of Teacher Education, Information and
Communication Technology, and Music Education constitute the professional education
unit. The Department of Teacher Education and the Department of Information and
Communication Technology are located in the School of Education, and the Department
of Music Education is located in the Crane School of Music.
The Education Unit Policy Manual (2002) documents unit procedures, plans, and
policies, including by-laws for the Department of Teacher Education, the Department of
Information and Communication Technology, and the Crane School of Music. As noted
in the job description for the Dean of the School of Education, the Dean is the official
college liaison with the New York State Education Department (NYSED). As such, the
Dean is the individual in the unit who is designated to receive notification of all changes
in teacher certification and education regulations that impact the unit and its programs.
The Dean, in turn, notifies the appropriate program personnel of regulatory changes and
monitors the progress of all programs in the unit toward meeting the new regulations .
Currently, the Dean of the School of Education is serving in an interim capacity,
while the former dean is assigned as interim provost for the college. When the search for
a new provost is completed, the former dean will return to the position of Dean of the
School of Education.
SUNY POLJmn ROE Rpo1 71

Program faculties in the unit initiate and recommend course and curricul
a
changes. In the Department of Teacher Education, these changes originate within the
following curriculum groups: undergraduate elementary education, secondary , education
the graduate elementary education, reading/literacy, and special education. These groups
submit proposals for course and program revisions to the Academic Affairs Committee in
the Department of Teacher Education. The Academic Affairs Committee reviews and
evaluates the proposals and recommends approval to the departmental faculty. Onc e
approved by the department, the chair forwards the proposal to the Dean of the School o f
Education who then recommends and submits the proposal to the Faculty Senate. At th e
Faculty Senate level, the Academic Programs and Curriculum Committee review s
proposals related to undergraduate programs, and the Graduate Affairs Committee
reviews proposed changes in graduate programs. After receiving approval from th e
appropriate Senate committee, proposals are reviewed for approval by the entire Facult y
Senate and then forwarded to the President for action on the recommendation of th e
Faculty Senate. At each level of the process, the proposal may be approved, denied, o r
returned for clarification or additional information.
In the Crane School of Music, the program faculty is responsible for initiating
programmatic revisions that are submitted first to the chair of the Department of Musi c
for approval. The proposals are then submitted to the Undergraduate Progra m
Curriculum Committee. Following approval at the committee level, recommendations
are submitted to the Crane Faculty Association and then to the Dean of the Crane School
of Music. After approval at the school level, proposals undergo the review and approva l
process at the college level as described earlier in this section, i.e., to the appropriat e
undergraduate or graduate committee of the Faculty Senate, the entire Faculty Senate ,
and the President.
To ensure effective communication and collaboration across the thre e
departments in the unit, two advisory groups, the Teacher Education Advisory Council
and the Teacher Education Leadership Council, have been established within the past tw o
years. Both groups appear on the unit's organizational chart that is included in th e
introduction to this report. Meeting agendas and minutes indicate these groups mee t
regularly to address issues related to policies, curriculum, and assessment.
-72-

The Teacher Education Advisory Council was established in December 2000 .
Membership on the council includes the deans of the School of Education, the School o f
Arts and Sciences, and the Crane School of Music; faculty members from the thre e
schools; the chairs of the departments of Teacher Education, Music Education, an d
Information and Communication Technology; the directors of student teaching and field
experiences, assessment and institutional research, multicultural affairs, and genera l
education; teachers and administrators from local P-12 schools; and representatives fro m
the alumni board, business and industry, United University Professions, and the St.
Lawrence Valley Teachers Center. The broad-based representation on the counci l
provides an opportunity for the unit to obtain advice and feedback from many varied
perspectives. The Dean of the School of Education chairs the Teacher Educatio n
Advisory Council .
The Teacher Education Leadership Council was established in August 2001 as a
working group to: (1) ensure compliance of all teacher education programs with Ne w
York state regulations and state and national standards, (2) provide opportunities fo r
collaboration, coordination, and dialogue among all teacher preparation programs, an d
(3) provide shared leadership to the unit. The Dean of the School of Education chairs th e
council. Other members of the council include the chairs of the departments of Musi c
Education and Information and Communication Technology; the coordinators o f
undergraduate elementary education, secondary education, graduate elementar y
education education, reading/literacy, special education, and academic advising; th e
directors of student teaching and field experiences and graduate student enrollment; and
the NCATE coordinator. According to minutes and interviews, the Teacher Educatio n
Leadership Council has provided a mechanism for the unit to share information across
departments and programs on issues such as NCATE preparation, revision of the faculty
workload policy, faculty hiring, curriculum, assessment, and student advising .
In addition to the Academic Affairs Committee, the Teacher Education Advisory
Council, and the Teacher Education Leadership Council, other committees in the unit
include the Personnel Committee, Student Appeals Committee, Nominating Committee,
Awards and Scholarship Committee, and Hospitality Committee.
SUNY Potsdam BOE Report -73-

Unit faculty are also involved in governance at the college level throug h
membership on the Faculty Senate. Currently, seven faculty members from the School o f
Education and six faculty members from the School of Music are delegates to the Faculty
Senate, and both schools have faculty representation on each standing committee of the
Senate.
Candidates have access to accurate undergraduate and graduate catalogs on th e
college's website and in hard copy. Catalogs provide candidates with information
regarding curriculum, admission and graduation requirements, grading policies and
standards, residency requirements, tuition and refund policies, standards of conduct,
grievance and appeals procedures, the student judicial process, and support services.
Candidates are assigned advisors when they enroll in a teacher education program and are
provided copies of the Teacher Education Advising Manual or The Crane School of
Music Academic Information Supplement that outlines program and certification
requirements. The college's Academic Success Center provides support services to
candidates through one-on-one tutoring, counseling, technology assistance, and career
planning.
Unit Budget
The State University of New York (SUNY) system utilizes a system of
Performance-Based Budgeting to distribute funds to SUNY institutions. The budgeting
formula is based on the number of students enrolled at the institution and the levels and
types of course offerings at the institution. SUNY Central Administration distributes
monies to each of the three schools on campus. At the local level department chairs
within the unit identify funding priorities for their respective departments and submit
these requests with appropriate justification to the Executive Cabinet that reviews and
prioritizes all requests. Interviews with the unit head indicated priority is given to budget
requests associated with new state mandates related to teacher education, certification, P-
12 education, and accreditation efforts.
The unit receives sufficient funding to prepare candidates in initial and advanced
programs to meet professional and state standards. The budget for the departments o f
Teacher Education and Information and Communication Technology includes
approximately $1.5 million for instructional salaries, $300,000 for administrative salaries,
SUNY Potsdarn BOE Repo1 -74-

and $30,000 for travel, equipment, and current expenses associated with the teacher
education program. The Crane School of Music receives approximately $2.5 million for
instructional salaries, $500,000 for administrative salaries, and $40,000 for travel,
equipment, and current expenses associated with the music education program. Total
expenditures for the unit include approximately $4 million for instructional salaries,
$800,000 for administrative salaries, and $70,000 for travel, equipment, and current
expenses. These resource allocations compare favorably to budgets for other units on
campus. For example, during the 2001-02 academic year, the School of Arts and
Sciences that employs 137 faculty and 20 staff members has a total budget of
approximately $8 million.
In addition to state appropriations, the unit benefits from internal and external
grant monies and donor contributions to the Annual Fund administered by the Potsdam
College Foundation. Externally funded grants awarded to unit faculty from 1996 to 2001
totaled $7,446,354, while internally funded grants for the same period totaled $17,420.
From 1998 to 2002, alumni contributed $37,887 to the unit's Annual Fund.
Personnel
Forty-three full-time professional education faculty members have appointments
in the unit. Of these, 22 are assigned to the Department of Teacher Education, 14 are
assigned to the Department of Music Education, and four are assigned to the Department
of Information and Communication Technology. In addition, three are full-time clinical
faculty who teach two courses each and supervise candidates in field experiences and
student teaching. The unit has recently established continuing lines for these clinical
faculty appointments.
The typical workload for unit faculty includes 12 credit hours of teaching pe r
semester in addition to advisement and supervision responsibilities and expectations for
scholarly work and college service. Reviews of faculty workload documents and
interviews with faculty and administrators reveal that the workload for approximately
one-eight of unit faculty members exceed the standard for the unit. The following
descriptions illustrate sample workloads for the spring 2002 semester as documented in
faculty workload reports:
SUNY Potsdarn BOE Report

• An assistant professor teaches four courses totaling 12 credit hours with 10 1
students enrolled in the courses and advises 14 students.
• An assistant professor teaches four courses totaling 12 credit hours with 7 6
students enrolled in the courses and advises 40 students.
• An assistant professor teaches five courses totaling 15 credit hours with 121
students enrolled in the courses and advises 23 students.
• An associate professor teaches six courses totaling 16 credit hours with 5 7
students enrolled in the courses and advises 6 students [Two of the courses-
.
totaling 6 credits-were independent studies with 1 student enrolled in eac].
An associate professor teaches six courses totaling 18 credit hours with 172
students enrolled in the courses and advises 49 students .
. A professor teaches five courses totaling 24 credit hours with 137 students
enrolled in the courses and advises 214 students. In addition, the professor's load
includes a three-credit course to supervise 14 graduate-level projects. The
professor works in the Office of Graduate Studies to support the advising o f
graduate students .
During the 2001-02 academic year, nine faculty members in the unit received overload s
to compensate for excessive teaching loads. The unit head indicated there is no written
policy regarding the use of overloads and that faculty members volunteer and negotiat e
overloads with their respective department chair on a case-by-case basis.
Although heavy workloads do not appear to impact the overall level of scholarly
activity as measured by publications and presentations at national and state conferences ,
interviews with junior faculty and college and unit administrators indicate that excessiv e
teaching loads hinder the effective engagement of junior faculty in scholarly work .
To address the workload issue, the unit has developed and the provost has
approved a revised workload policy for regular, tenure-track faculty that will be piloted
during the 2002-03 and 2003-04 academic years. The revised policy specifies th e
workload will be approximately 60-70% teaching, 20-30% scholarship, and 10-20%
service. Faculty will teach nine credit hours of classroom-based courses, excluding pre -
student teaching and student teaching supervision. In addition to the nine-credit teachin g
load, faculty will select one of the following options:
S(JNY Fotsth,rn BOE Repoi 76

• Scholarship (Faculty teaching only graduate courses will be expected to select thi s
option; faculty teaching only undergraduate courses will not be expected to selec t
this option unless special circumstances warrant this option. )
• Coordination and/or supervision of pre-student teaching (Faculty teaching i n
initial certification programs will be expected to select this option at least on e
semester every two years.)
• Supervision of student teaching (4 students per quarter) (Faculty teaching i n
initial certification programs will be expected to select this option at least on e
semester every two years. )
In certain circumstances, faculty may select more than one option. For example, facult y
members who have an ongoing field-based commitment could still be considered fo r
scholarship. If this request were approved, the faculty member would teach six credit
hours rather than nine credits. According to the President, an intended outcome of th e
policy is to provide time for faculty to engage more effectively in scholarly activity an d
to facilitate a move to more traditional research-based scholarship.
During the 2001-02 academic year, the unit employed 82 adjunct facult y
members. Fifty-six of the adjunct faculty members supervised candidates in student
teaching, and 26 taught courses and supervised student teachers. In an effort to ensure
communication and consistency of quality instruction and supervision on the part o f
adjunct faculty, the unit developed a plan to provide mentoring for and supervision of al l
adjunct faculty members. Interviews with adjunct faculty, however, indicated
implementation of the plan has been inconsistent across program areas in the unit. In
addition, through interviews, adjunct faculty revealed their unfamiliarity with an d
inability to articulate the unit's conceptual framework. Unit administrators also reporte d
instances in which adjunct faculty members were unaware of the content to be covered i n
the courses they were assigned. The inconsistent application of mentoring and
supervision of adjunct faculty, particularly in elementary and secondary educatio n
programs, has resulted in uneven integration of the conceptual framework across program
areas..
The unit has an adequate number of support personnel so programs can prepare
candidates to meet standards. Support personnel include the following full-time positions:
SUNY Potdarn BOE Report

a director of field experience and teacher certification, a director of pre-student teachin g
field placement, an undergraduate teacher education advisor, and a director of graduat e
enrollment. One part-time and six full-time clerical positions provide secretarial suppor t
to the departments of Teacher Education and Information and Communication
Technology, the Office of Teacher Education Student Services, and the Office of th e
Dean and Graduate Studies. In addition, the Department of Music Education has a full -
time clerical employee. The unit also has four graduate assistants, one in the Math,
Science, and Technology Center; one in the Office of Teacher Education Student
Services; and two in the Literacy Center.
The unit provides adequate resources and opportunities for professional
development of faculty. From 1998 to 2002, the unit spent $85,413 on professiona l
development, primarily to support faculty travel to meetings and conferences of nationa l
and state professional organizations. Currently, each tenure-track faculty member in th e
.
unit receives approximately $1,200 per year to fund professional development activities .
The unit also provides $500 per year to support professional development for each of th e
three clinical faculty members. Sponsor teachers may choose to receive a $200 stipend
. or a $250 tuition waiver as payment for supervision of student teaching.
Unit Facilities
The unit has adequate instructional, administrative, and computer facilities t o
support programs that prepare candidates to meet teaching and learning standards. Th e
School of Education, located in Satterlee Hall, is home to the departments of Teache r
Education and Information and Communication Technology. The Department of Musi c
Education is located in the Crane School of Music .
Satterlee Hall has numerous general-purpose classrooms, two compute r
laboratories, two "smart" classrooms, and the Rebecca Sheard Literacy Center. Th e
Literacy Center, which has served North Country school children and teachers for nearly
30 years, is undergoing a major renovation funded by an endowment of $180,000 from a n
alumnus and $800,000 matching funds from the State of New York. As part of the
renovation, the center will be completely modernized and equipped with compute r
technology to enhance the learning experience of teacher education candidates and are a
children who come to the center for tutoring and mentoring. The center will offer a
SUNY Potsdaan BOE Report
-78-

clinical environment for undergraduate and graduate students in elementary an d
secondary education and provide a valuable public service to the community .
Renovation of the center began in December 2001 and is scheduled for completion in
August 2002.
The Crane School of Music, located in a five-building complex on campus, has
outstanding facilities to support the performance, research, and pedagogical needs of
candidates in music education. The music complex has instructional, administrative ,
rehearsal, library, storage, repair, and performance space including a 1,200-seat concert
hail, a 450-seat music theater, and a 130-seat Wakefield Recital and Lecture Hall. Th e
Crane School has more than 1,200 band and orchestra instruments, 155 pianos (most o f
which are Steinways including five Steinway Concert Grand pianos), a forte piano, four,
harpsichords, six organs, a Wicks concert organ, and a collection of Renaissance strin g
and wind instruments. One digital and two analog synthesizer studios, fully equipped
(including a Synclavier), enable candidates to experiment with composition, arranging,
performance, and recording techniques. In addition, a fully-equipped MIDI-technolog y
classroom and a music education keyboard lab meet the contemporary needs of all musi c
students. Dressing rooms, costume rooms, scenery rooms, and support areas for the
performance halls; piano and instrument repair shops; and a highly sophisticated audio
center are also available. Every classroom, rehearsal hail, and faculty studio is equippe d
with tape and cassette decks, CD players, turntables, and speakers. There are more tha n
75 practice rooms, a student commons, a curriculum lab for music education students ,
and separate band, orchestra, and choral library collections.
- Unit Resources Including Technology
As mentioned earlier, two computer laboratories, one Macintosh-based and th e
other Windows-based, are available for faculty and candidate use in Satterlee Hall. Each
lab has 25 workstations with either Macintosh G-3 or Gateway desktop computers.
These labs are equipped with image projection capability, digital scanners, and printers.
Two "smart" classrooms in Satterlee have computer-based presentation stations an d
audio-video projection capability for the presentation of information through electroni c
media.
SUNY Poesdarn BOE Report -79-

V
Each faculty member has a desktop computer with high -speed, direct access to the
Internet through the campus T- 1 telecommunications line. While most faculty members
have Macintosh G-3 tower model computers with Microsoft Office 98, Netscape ,
electronic mail, and telnet software to access campus databases, some faculty use
Windows-based platforms with a similar software configuration. Faculty members als o
have access to overhead projectors, video camcorders, digital cameras, laptop computers,
and portable video projectors. All faculty members have access to the Blackboard cours e
management system and the newly created distance learning classroom with Picture-Tel
interactive video-conferencing equipment for the development and offering of distanc e
learning courses.
The newly renovated Crumb Library has an extensive collection of children's
literature and a sample textbook collection devoted to teacher education. The library ,
located near the School of Education, seats 600 people and houses more than one millio n
items, including bound volumes, microforms and other non-book materials, federal and
state documents, and active periodicals (Table x). The library's online catalog and a n
array of specialized equipment, such as copiers, microform reader-printers, audiovisual
equipment, CD-ROM search stations, and aids for students with special needs, provid e
access to materials in various formats. The library also provides high -speed, direc t
access to Internet-based electronic resources. Available online indexes for educatio n
include ERIC via FirstSearch, PsycINFO, E*Subscribe,Wilson OmniFile Select, and
Primary Search (Ebsco). Other available databases with relevant material for faculty an d
candidate use include Education Index, Dissertation Abstracts Online, Education -Line,
Music Index, and Social Sciences Abstracts. Candidates are also able to access man y
library resources, such as databases and full -text journals, and have the capability t o
register for classes online through their home or dorm computer. Interlibrary loan is als o
available to faculty and candidates, and both groups as well as the librarian reporte d
extensive usage of and satisfaction with the interlibrary loan system.
Table X: Crumb Library Holdings, 2002
Print Media Number Non-Print Media Number
SUN PoLun ROE Repon
80

Total volumes 404,989 Audiocassettes 271
Government documents 65,715 Phonograph records 11,129
Microforms 743,042 Compact disks 2,238
Current subscriptions 1,253 Videocassettes 1,019
Cartographic material 6,596 CD-ROM 269
Film, slides, other 2,463
In 1993, the college libraries developed a formula to determine monographi c
allocations to departments on campus. Factors included in the formula were:
• The number of credit hours taught in each department averaged over the last fou r
semesters,
.
Anticipated use of the library. (i.e., lower undergraduate credits weighted at 1 ,
upper undergraduate credits weighted at 2.5, and graduate credits weighted a t
. 1.5),
. Number of students taking courses in departments averaged over the last four
. .
Average cost of a book in the discipline, an d
semesters,
•
Number of titles published annually in the discipline .
The formula was applied in 1993, the base year, to adjust the budget to the curriculum.
Since then, the formula has been applied each year to determine allocations of
monographs to various departments.
The Crane Library in the School of Music is a specialized music librar y
containing an extensive collection of 16,000 music books, 24,000 scores, and 16,00 0
sound recordings dating back to the 1940s. The Crane Library provides Internet access to
all of the libraries' electronic databases, a variety of listening facilities, and a MIDI
computer laboratory.
.
The Center for Rural Education provides technology and support to hel p
education faculty use instructional technology. A student assistant is available to provid e
individual instruction concerning a variety of software packages involving the use o f
spreadsheets, web site design, graphics, and the creation of PDF files. With hardware
secured through a Preparing Tomorrow's Teachers to Use Technology (PTTT) grant, th e
center has outfitted a mobile cart with a Gateway laptop computer with both a CD-RO M
SUNY Potsdam BOE Report -81-

and floppy drive; a Sharp LCD projector; a pair of KOSS amplified speakers; an d
Macintosh G-3 PowerBook with CD-ROM. Faculty can use this mobile cart to bring
instructional technology into classrooms where it is not currently available.
Interviews with candidates and faculty, observations of classes, and reviews o f
candidate work samples indicate candidates and faculty use technology resources to a
great extent. The unit's commitment to technology as outlined in the conceptual
framework is clearly demonstrated in the work of candidates and faculty. Syllabi,
candidate and faculty interviews, and candidate work samples document extensive use o f
Blackboard (software for providing online course content, threaded discussions, and
assessments), Power Point, course listservs, and Internet searches.
Faculty members seek opportunities for extramural funding to support projects i n
the unit. External grants funded over a five-year period (1996-2001) total $7,446,354.
Sample funded grant projects include the North County Aids Outreach Initiatives ($1
million) funded by the New York State Department of Health, the Migrant Identificatio n
and Recruitment Project ($4,126,634)
funded by the New York State Education
Department, and the Technology Infusion Through Professional Collaboration Project
($63,345) funded by the United States Department of Education.
The unit receives support from the college's Office of Institutional Research i n
the development of the unit's assessment system and the administration and analysis o f
various surveys. Interviews with the dean indicated the unit is implementing the
assessment system with available resources but will need additional resources as th e
assessment plan becomes more operational. A request for funding to support dat a
collection, analysis, and storage efforts has been forwarded to Central Administration,
and a preliminary proposal in support of these efforts has been submitted to the Fund for
Improvement of Post-Secondary Education (FIPSE) at the United States Department of
Education.
Overall Assessment of Standard
Unit faculty members have many opportunities to participate in shared
governance at the unit and college levels. Numerous advisory and governance
committees enable faculty to have input into the policies and programs of the unit. The
unit head, although in an interim position, has been proactive in leading unit faculty
SUNY Potsdarn BOE Report 82

through a massive re-registration of all teacher education programs; planning, designing,
and early implementation of the unit assessment system; and preparation for the first
accreditation review of the unit. Budgets, faculty positions, and technological support for
the unit are comparable to that for other units on the campus. Faculty members have
heavy workloads as a result of excessive teaching assignments and increased supervision
demands brought about by additional field experiences in unit programs. A revised
workload policy recommended by the unit and approved by the provost will be piloted
during the next two academic years. Numerous adjunct faculty are involved in teaching
courses and supervising student teachers. A mentoring and supervision plan for adjunct
faculty has not been widely implemented throughout the unit leading to a situation in
which adjunct faculty are unfamiliar with the unit's conceptual framework and
expectations for teaching assignments.
Recommendation: Met (Initial and Advanced)
- Areas for Improvement:
Excessive teaching loads hinder the ability of junior faculty to engage effectively in
scholarly activities.
Rationale: Faculty workloads include teaching assignments that exceed the unit's
current standard of 12 credit hours per semester. Approximately one-third of unit
faculty members have teaching loads that exceed this guideline, and a total of nine of
the 43 unitfaculty have received overloadsfor the 2001-02 academic year.
Administrators and untenuredfaculty expressed concern about the negative impact of
the excessive workloads on scholarly activity, particularly for juniorfaculty.
Inconsistent mentoring and supervision of adjunct faculty has resulted in uneven
integration of the conceptual framework across program areas .
Rationale: A plan to provide mentoring and supervision of adjunctfaculty has
been inconsistently implemented throughout programs in the unit. As a result,
adjunctfaculty members are unaware of the unit's conceptual framework and
IUNY Potsdarn SOR Report
83

expect ations for their teaching assignments. This situation has resulted in uneven
integration of the conceptual framework into unit programs.
SUNY Pot&Iarn ROE Report -84-

Sources of Evidenc e
NCATE/NYSED Visit Meetings
SUNY POTSDAM
March 25-27,2002
Interview List
Administratio n
John Fallon
William Amoriell
Linda Seramur
Beverly Smith
President
Interim Provost
Interim Dean, School of Education and Graduate Studies
NCATE Coordinator
Field Experience/Student Teaching Placement Personne l
Kevin Arno (Director, Student Teaching)
Amy Guiney (Coordinator, Pre-Student Teaching Placement)
Lee Barnes (PDS Coordinator: Massena Region)
Frank Kinsella (Coordinator: Ontario )
Richard Bates (Coordinator: Parishville Cluster)
Robert Vadas (Coordinator. Salmon River Cluster)
Lucille Waterson (Clinical Faculty-English)
Becky Duprey (Clinical Faculty-Mathematics )
Michael Sovay (Clinical Faculty-Science)
Mark Campbell (Music: St. Mary's Practicum)
Daniel Gordon (Music)
Frederick Bigenho (Literacy )
Eileen Raymond (Special Education)
Anthony Betrus (Information/Communication Technology)
Faculty Senate Executive Board
Jessica Suchy-Pilalis, Chair
Anne Righton Malone, Secretar y
Susan Stebbins, Graduate Affairs
Eileen Raymond, Academic Programs/Curriculum,
Richard DelGuidice, Admissions
Bethany Usher, Academic Policies
Suzanne Schons, Nominatin g
J. Pat Turbett, Business Affairs
Teacher Education Advisory Council
Dr. Kevin Arno, Director, Field Placements
Mr. R. Lemoyne Robinson, Director, Multicultural Affairs Office
Dr. Galen Pletcher, Dean, School of Arts & Sciences
Dr. Walter Conley, Biology Departmen t
Dr. William Herman, Psychology Department
Dr. Anthony Tyler, English & Communications Department
Dr. Vasily Cateforis, Mathematics Department
Heisey, History Departmen t Dr. M.J.
Dr. Alan Solomon, Dean, Crane School of Music
Dr. Daniel Gordon, Undergraduate Music Education Departmen t
Dr. Anjali Misra, Chair, Teacher Education Departmen t
Dr. Frederick Bigenho, Reading
Dr. Sandy Chadwick, Graduate Early Childhood & Childhood Education
Mr. William Flynn, Superintendent, Ogdensburg Free Academ y
Technology Task Force
SUNY Potdam ROE Report
85

Anthony Betms (Information/Communication Technology), Chai r
Thomas O'Shaughnessy (Special Education, Information/Communicatio n
Technology)
Timothy Schwob (Elementary)
Kathleen Valentine (Early Childhood)
Peter McCoy (Music )
Peter Brouwer (Secondary)
Justin Sipher, Resource Person (Director of Computing Services an d
Telecommunications)
New Faculty
Dennis Conrad (Teacher Education )
Deborah Conrad (Teacher Education
Lynn Hall (Teacher Education)
Martina Miranda (Music Education)
Linda Thompson (Music Education)
Education Unit Department Chairs and Coordinator s
Health)
David Winograd
(Information/Communication
Technology)
Kevin Smith (History )
Blair Madore (Mathematics)
Kathleen O'Rourke (Community
Anjali Misra
H. Charles Mlynarczyk
Daniel Gordon
Richard Bates
William Doody
Eileen Raymond
Frederick Bigenho
Sandy Chadwick
(Chair, Teacher Education)
(Chair, Information/Communication Technology )
(Chair, Music Education)
(Coordinator, BA Elementary/Early Childhood Ed )
(Coordinator, Secondary Education )
(Coordinator, Special Education )
(Coordinator, Literacy)
(Coordinator, MSED/MST Elementary Childhood &
Early Childhood)
Chairs of Personnel Committees
Thomas O'Shaughnessy
(Teacher Education)
Alan Januszewski
(Information/Communication Technology)
Douglas Rubio (Crane School of Music)
Academic Council
William Amoriell, Interim Provost
Galen Pletcher, Dean, Arts and Science s
Alan Solomon, Dean, Music
Rebecca Thompson, Director, Libraries
Nancy Dodge-Reyome, Director,
Research/Sponsored Program s
Justin Sipher, Director,
Computing/Telecommunication
Thomas Fuhr, Director, Continuing Education
Gerald Ratliff, Assoc. VP/Academic Affairs
Rick Miller, Director, Assessment & Institutional
Research
Arts and Sciences Faculty
John Omohundro (Anthropology)
Walter Conley (Biology)
Kenneth Coskran (Chemistry)
Kimberley Bouchard (Drama)
Paul Saint-Amand (English)
Anthony Tyler (English)
Blair Madore(Mathematics)
Vasily Cateforis (Mathematics)
M. Azad Islam (Physics )
John Massaro (Politics)
William Herman (Psychology )
David Smith (Psychology)
Lora Lunt (International Education)
Michael Schaff (Director, General Education)
Tour of Libraries and Computer Facilities
Charles Mlynarczyk
Marion Blauvelt
SUNY Potsdam ROE Report
-86-

Scott LaVine
Assessment Initiatives and Activities
Rick Miller, Director of Assessment & Institutional Research
Walter Conley, Biology (assessment of the academic major)
Michael Schaff, Director of General Education
Kevin Amo, Directory of Student Teaching
Laura Chambers, Education Advisor/Program Audits
Rebecca Reames, Music Education
Timothy Schwob, Teacher Education Assessment Technology Pilot
Karen O'Brien, Education Unit Alumni Survey
Professional Development Opportunitie s
Nancy Dodge-Reyome, Research and Sponsored Programs (Kathy Chapman,
Pre-Award Specialist standing in for N. Dodge-Reyome)
Caroline Downing, Teaching Circles
Jane Subramanian, Library
Susan Ross, Director, Learning and Teaching Excellence Center
Timothy Schwob, Center for Rural Education
Wilda Sutliffe, Computing Services (Blackboard)
Diversity Initiatives
Lemoyne Robinson, Director, Division of Multicultural Affairs
Denise White, Native American Affairs
Diana Fisher, Teacher Opportunity Corps
Education Unit Diversity Task Force: -
Eileen Raymond, Task Force Chair (Teacher Education)
Marsha Baxter (Music Education)
Dennis Conrad (Teacher Education)
Admissions to Education Programs
David Winograd (Information/Communication Technology)
Laura Chambers (BA elementary/secondary education)
Glenn Guiles (Music Education)
Robert Vadas (MST/MSED Secondary Social Studies Education
Karen O'Brien (MST elementary)
Anjali Misra (MSED Special Education
Frederick Bigenho (MSED Literacy)
Alan Januszewski (MSED Information/Communication Technology
Susan Murphy (Office of Graduate Studies)
Open Student Meeting
10
SUNY Potsdarn ROE Report
87

Freshman/Sophomore
Colleen O'Brien - Sec. Math Ed
Andrea Ferris - Elem. Ed-English
Junior/Senior
Katie Hampton - Elementary Ed./History
Chrissy Albani - Music Ed.
Ada Santa Ferra -Grad. MST-Elem. Ed.
Cynthia Woodward - Elem. Ed./Sociology
Christine Gibbs -. Elem. Ed./English
Melissa Petraria - Elem. Ed./Music Ed.
Brandy Lee Fritzen - Music Ed/Sp. Ed.
Charlene Hayes - Music Ed.
Randall Gammiero - Music Ed
Austin Remson - Music Ed.
Samantha Racey
-. Elementary E d
Kelly Sloat - Music Ed
Open Graduate Student Meeting
Rosy Szwed, Instructional Technology, Educational Comm. Spec.
Jacqueline Foster, Instructional Technology, Educational Comm. Spec.
Gayle Cunningham, MS Special Education
Toni Gibson, Elementary Education and Reading
Kara Phelix, Instructional Technology, ED. Comm. Spec.
Rose Amazon, Instructional Technology, Ed. Comm. Spec.
Maria Paestella , MSED Reading
Miranda Timmerman, MSED Reading
Poling Huang, MSED Special Education
Leadership Counci l
William Amoriell (Interim Provost)
William Fisher (VP: Facilities)
Victoria Templeton-Cornell (Interim VP: Advancement)
Alan Solomon (Dean, Music)
Galen Pletcher (Dean, Arts/Sciences)
Thomas Fuhr (Director, Continuing Eduèation)
Jessica Suchy-Pilalis (Faculty Senate Chair)
Rebecca Thompson (Director, Libraries )
Justin Sipher (Computing/Telecommunications)
Sponsor Teachers/Cooperating Teacher s
Lona Wilhem
Jan Murphy
Walt Kissam
Michele Pinard
Sally Elliot
Jerry Aiken
Judi Bates
Karen Brungard
Pam Claus
Gary West
Norwood - Norfolk Elementary School
Norwood - Norfolk Elementary School
Colton Pierrepont Central School
Parishville Hopkinton Central School
Parishville Hopkinton Central School
Parishville Hopkinton Central School
Gouveneur Central School
Gouveneur Central School
Parishville-Hopkinton Central School
Gouvemeur Central School
Student Teachers
Mark Arquiett
7-12 Biology
Amanda Babcock
MST Biology
Erin Caswell Elementary Pre K-6 w/ 7-9 ext.
SUNY PoLsdarn ROE epon
88

Kelly Fitts MST Elementary Pre K-6
Gary Forbes MST Elementary Pre K-6
Brandi Frank Elementary Pre K-6
- Donna Friot Elementary Pre K-6
Shawn Henderson MST Elementary Pre K-6
Kathy Hodge Elementary Pre K-6
Lynn Krywanczyk MST Elementary Pre K-6
Todd Manley
Elementary Pre K-6 wf 7-9 ext. in Social Studies.
Heather Trimin MST Social Studie s
Capri Wesley Flavin MST English
Paul Westall MST Elementary Pre K-6
Nicole Willocks BA 7-12 Englis h
Rebecca Lillibridge MST Biolog y
Micaela Nemey
MST Social Studie s
Staci Bergen Elementary Pre-k- 6
Glen Gagnier
K-12 Musi c
James Wilkes
Michelle Alexander K-6 MST Elementary
Pamela Claus Parishville Hopkinton Central School
Cohn Mackey
Alissa Gardner Pre-k-6
Lisa Militello
James Babiai-z MST Secondary Biology
Norm Lavender K-12 Music, Canton High School
Melissa Todd 7-12 Biology, Chemistry, Physic s
Adjunct Faculty
Michelle Flores
Jan Peters
Fran Foley
Mark Petersen
Eric Shadow
Susan Stac y
Michelle Meyer s
Marcia Townsend
Science Methods
Foundations of Classroom Behavior
Introduction to Special Education
Instructional Technology
Instructional Technology
Reading
Exceptional Learner
Reading
Student Leaders
Teacher Education Student Association:
Brandi Frank
Shanna Gaulin
Heather Labrum
Kristen Nassoiy
Austin Remson
Randall Gammiero
Sarah Whalley
Sara Potanka
Teacher Education Student Association
Teacher Education Student Association
Teacher Education Student Association
Teacher Education Student Association
National Music Educators Conference Student Chapte r
Crane Student Association
ACDA
ACDA
K-12 Administrators
Area Principals:
Ms. Gail Else St. Lawi
Mr. Rick Tomlinson
Mr. Arthur Quackenbush
Mr. John Dixon
Ms. Cathryn McDevitt
Dr. Mary Margaret Small
Mr. John Charlebois
ence Central Jr/Sr High School
Frances S. Banford Elementary School
J. M. McKenney Middle School
Gouverneur Central Jr/Sr High School
Massena Senior H High School
Lincoln Elementary School
Lawrence Avenue Elementary School
Area Superintendents:
Dr. Katrina Jacobson
Canton Central School District
SUNY Potsdain ROE Report -89-

Ms. Debra Brice
Mr. Douglas Huntley
Mr. David Paciencia
Hermon-DeKaib Central School District
Massena Central School District
Taconic Hills School Distict
St. Lawrence-Lewis Board of Cooperative Educational Service s
Dr. Prue Posner
Supervisor, Staff Development
Ms. Sonya Mitchell
Educ. Coord., Potsdam Building Blocks Day Care Center
College Supervisors
Jennifer Chapin (Elementary)
Sharon Coleman (General)
Becky Duprey (Math)
Edward Hanlon (General)
Ben Hirsch (General)
Carol Opdyke (Modem Language)
Eileen Raymond (Special Education)
Michael Sovay (Science)
Mary Lou Scott (Music)
Harvey Smith (Elementary)
Lucille Waterson (English)
Frank Kinseila
Graduate Student Advising
James Madeja (Music)
Thomas Yousey (MST/MSED;Watertown region)
H. Charles Mlynarczyk (ICT)
Anjali Misra (Special Education)
Frederick Bigenho (Literacy)
Sandy Chadwick (MST/MSED Elementary Childhood & Early Childhood)
William Doody (Secondary Science )
-
Affirmative Action/Accommodative Services
Sheila Scott, Affirmative Action Office r
Sharon House, Coordinator, Accommodative Services
Pamela Charleson, student member, Equity Diversity Council
Undergraduate Advising
Education Unit Advisors
Laura Chambers (Elementary )
Thomas O'Shaughnessy (Elementary)
William Doody (Secondary Science )
Lucille Waterson (Secondary English)
Glenn Guiles (Music )
Frederick Bigenho (Literacy) -
Campus-wide Advising Services:
Tammy Durant (Academic Services Center)
Suzanne Manfred (Transfer Services)
Karen Ham (Career Services)
SUNY PoLsdarn BOE Repoit
_90-

Open Faculty Meetin g
Fred Bigenho
Literacy
Lucille Waterson Clin. Fac. Sec. Engl. Ed
Lynn Hall
Literacy/ Elemenatry Education
Tom O'Shaughnessy Special Education I Technology
Douglas Brown Computing & Tech Serv.
Kevin Arno,
Dir., Prof. Rd Exp & Tchr Certif.
Amy Guiney, Coord. Pre-std Tchg Rd Exp
Robert Vadas,
Soc. Std. Sec. (undergrad, MSED, MST)
Christine Strong, Dean of Students
Michael Schaff, Gen. Ed.Director, Crane, Music Ed Facult y
David Winograd, Information Communication Technolog y
Sergei Abramovich, Teacher Education
Charles Mlynarczyk, Information Communication Technology
Sandy Chadwick, MST/MSED Childhood and Early Childhood
Eileen Raymond, Teacher Education
Dennis Conrad, Teacher Education
Nancy Brown,
E.O.P.
Carol Franck,
Libraries
David Trithart,
Libraries
-
Lora Lunt,
International Education
Peter Brouwer, Teacher Education
Cheryl Chutemiller, Mathematics
Joel Foisy,
Mathematics
Bill Roman,
Biology
Department Chairs I Program Coordinators
School Visits
Kevin Arno, Director, Prof. Field Experiences and Certificatio n
Richard Bates, Coordinator, Elementary Undergraduate Progra m
Frederick Bigenho, Graduate Literacy Programs
Sandy Chadwick, MST/MSED Childhood, Early Childhood Progra m
William Doody, Coordinator, Secondary Curriculum Progra m
Dan Gordon, Music Education
Anjali Misra, TE Department Chairperson, Special Education Professor
Charles Mlynarczyk, Information Communication Technology Departmen t
Eileen Raymond, Coordinator, Special Education Progra m
Beverly Smith, Mathematics Education
Lucille Waterson, Clinical Faculty, Secondary English Educatio n
Massena Central School District
Lee Baines. Regional PDS Coordinator, Massena
St. Mary's (Potsdam)
Dan Gordon Chair Music Education
Peter McCoy Music Educatio n
Parishville-Hopkinton Central Schools
Richard Bates Teacher Education
Class Visits
EDUC 207: Literacy 1/EDUC 313: @Reading and Language Arts I with Richard Bates
SUNY Porsdarn ROE Report
- -

Stephanie Alle n
Deanna Aubrey
Shannon Basford
Joanne Bond
Angie Carney
Brandie Colton
Kenneth Cummings
Deanna Derway
Tommy Donnelly
Amanda Dutton
Andrea Ferris
Marcie Frenyea
Abby Googin
Genevieve Green
Tamara Hanna (Cushman)
Krisha Huntley
Stacey Love
GRED 565, Section 2: Elementary
Mathematics Content and Methods
Lori Carson
Christine Coloney
Michelle Davis
Bethanie Denesha
Jennifer Fitzpatrick
Sarah Goleski
Wendy Hirschey
Kathryn Hughes
Amy major
Morgan Marti n
Chris Oliver
Theresa Osinski
Misty Pacini
Stacey Pennoc k
Tracy Plyem
Morgan Power s
Jennifer Richter
Laura Rhodes
Angela Simmon s
Melanie Sliter
Danielle Tracy
Jenny Whit e
Jessica Wood
Cynthia Woodward
Lana MacDonald
Kevin McGrane
Kristjan Murphy
Andrea Pellegrino
Christopher Petri e
Christine Polchlopek
Adam Schrader
Tabitha Thesier
William Todd
Marsha Vernon
Shirlee Wing
Exit Conference
John Fallon
William Amoriell
Linda Seramur
Beverly Smith
President
Interim Provost
Interim Dean of Education and Graduate Studies
NCATE Coordinator
SUNY Potsdam First Accreditation Visit
NCATE/NYSED Exhibit List
Preconditions Documents
Undergraduate Catalog
Graduate Catalog
NCATE Preconditions Repor t
NCATE Preconditions Met Letter
NCATE Correspondence
Third Party Testimony
New York State Registered Programs
Institutional Reports
Middle States Report 2002
School of Education Annual Report s
Crane School of Music NASM Report
Crane School of Music NASM Accreditation Letter
Additional Documents
Survey Data for Implementation of New Vision - SUNY Action Agenda
SUNY Institutions Student Opinion Surveys
92

Conceptual Framework Documents
Conceptual Framework Retreat Documents
Conceptual Framework Feedback - Teacher Education Advisory Council
Conceptual Framework Feedback - College Supervisors
Conceptual Framework Feedback - Teacher Education Student Association
Conceptual Framework Feedback - P-12 Schools
Conceptual Framework Brochure
- Teacher Education Advising Manual; Music Education Advising Manua l
Samples of course syllabi aligned with the Conceptual Framework .
STANDARD 1: CANDIDATE KNOWLEDGE, SKILLS, AND
DISPOSITIONS
SUNY Potsdam Undergraduate Catalo g
SUNY Potsdam Graduate Catalog
Specialty Professional Organization Reports, Rejoinders and Reviews
ACEL Elementary Education BA
ACEI Elementary Education MST
AECT Educational Technology Specialist MSEd
CEC Special Education MSEd
IRA Reading MSEd
NCSS Secondary Education: Social Studies BA & MST
NCTE Secondary Education: English BA
NCTE Secondary Education : English MS T
NCTM Secondary Education: Mathematics BA
NCTM Secondary Education: Mathematics MST
NSTA Secondary Education: Biology, Chemistry, Earth Science, Physics BA
NSTA Secondary Education: Biology, Chemistry, Earth Science, Physics MS T
Most Recent New York State Applications for Program Registration and Correspondenc e
Early Childhood BA
Childhood BA
Adolescent Education : English BA
Adolescent Education: Foreign Language BA
Adolescent Education: Mathematics BA
Adolescent Education: Science BA
Biology
Chemistry
Earth Science
Physics
Adolescent Education: Social Studies BA
Music Education BM
Early Childhood MST
Childhood MST
Adolescent Education: English MST
Adolescent Education : Mathematics MST
Adolescent Education: Science (Biology, Chemistry, Earth Science, Physics) BA/MST
Adolescent Education: Science (Biology, Chemistry, Earth Science, Physics) MS T
Adolescent Education : Social Studies MST
Early Childhood MSEd
Childhood MSEd
Secondary Education: English MSEd
Secondary Education: Mathematics MSEd
Adolescent Education: Mathematics-MSEd (proposed - new program)
Secondary Education: Science (Biology, Chemistry, Earth Science, Physics) MSEd
Secondary Education: Social Studies MSEd
Reading MSEd
Literacy Education MSEd (proposed)
Special Education MSEd
93

Educational Technology Specialist MSEd
Summaries of Assessments of Candidates
College Entry Data - Comparison by Major
College GPA - Comparison by Major
Student Teacher Evaluations Summary - College Supervisor (Form 5)
Student Teacher Evaluations Summary - Sponsor Teacher (Form 5)
Student Teaching: Student Teachers' Exit Survey Results,Form 13 (Blue Book 8)
Student Teaching: Sponsor Teachers' Exit Survey Results,Form 14 S'Ol- F'99(Blue Book 9 )
Student Teaching: Sponsor Teachers' Exit Survey Results,Form 14 S'99-F'97 (Blue Book 10)
Student Teaching: Student Teaching Review Committee (Blue Book 12: Section 2)
Graduate Surveys 2000
Graduate Application Dat a
Undergraduate Content Knowledge Data
New York State Teachers Examination (NYSTE) Summaries
NYSTE Summary Reports by Test Administration and by Program
New York State Title H Data Report
Employer Focus Group Report
Handbooks
General Education Program Handbook
Teacher Education Undergraduate Advising Manua l
Crane School of Music Academic Supplement
Additional Documents
Student Teaching Student Teaching: Supervisors' Annual Program Review and Retrea t
94

STANDARD 2: ASSESSMENT SYSTEM AND UNIT EVALUATION
Assessment System Plans & Descriptions
SUNY Potsdam Teacher Preparation Programs Assessment System Action Pla n
Teacher Preparation Program Assessment Syste m
Development of Assessment Systems
Program Assessment Plans (Draft)
Minnowbrook Retreat Materials
Assessment Pilot Team Minute s
General Education Assessment Plan
Arts and Sciences Assessment Committee
Teacher Education Banner Report Manual
Using Data for Program Improvement Project s
Music Education Assessment Materials
STANDARD 3: Field Experience and Clinical Practic e
Regional Professional Development Collaborative Minutes
Report of the Steering Committee on Early and Continuous Field Experience Minutes
Professional Development School Steering Committee Minute s
Field Experience Office Document s
Teacher Education Practicum Documents
Music Education Practicum Handbook
Teacher Education Student Teaching Handboo k
Music Education Student Teaching Handbook
Summer in the City Guidelines
Statistical Analysis in Student Teaching
Canton Laptop Project
Teacher Telementoring Project
Evaluation of pre-Student Teaching
Professional Development School Relationship s
Student Teaching: Collaboration Samples (Blue Book 2: Section 2)
Student Teaching: Student Teaching Seminars F'Ol - S'98 (Blue Book6A: Section 1)
Student Teaching: Student Teaching Seminars F'98 - S'91 (Blue Book 6B: Section 2 )
STANDARD 4: Diversit y
Education Unit Diversity Plan
•
Design, Implementation, and Evaluation of Curriculum and Experience s
Diversity Curriculum Review Rubric
Mathematics Course - Designed to help meet NCTM diversity requirement
The Mohawk Education Project Presentatio n
American Identities Festival and Presentatio n
Cultural Diversity Component from GRED 600
Multicultural Case Study Assignment
Professional Development to Support Diversit y
Mohawk Education Project
Experiences Working with Diverse Faculty
Affirmative Action Plan Update July 1, 2000-June 30, 200 1
Preliminary Report on the Status of Women at SUNY Potsdam
SUNY Poisdam Working Document on Hiring Procedures
Experiences Working With Diverse Candidates
SUNY Potsdam Academic Program Enrollment Statistical Report Fall 2001 and Spring 200 1
Teacher Opportunity Corp Annual Report
Accommodative Services Materials
Multicultural Affairs Newsletters
SUNY Potsdam Self-Study of Accreditation Review March 1, 2002, pp.54-56., p.247
95

Experiences Working With Diverse Students in P12 Schools
Socio-Economic Profile of the North Country, 2000 Edition
Mohawk Education Project - Learning Community 2
Urban Student Teaching Center
Student Teaching: Diversity
Student Teaching: Canadian Seminar s
Student Teaching: School Placements St. Lawrence Count y
Student Teaching: School Placements, Jefferson Count y
Student Teaching: Quality Control Items
Student Teaching: School Placements F'02 - S'92
Student Teaching: Pre-Student Teaching Survey Result s
STANDARD 5
Qualified Faculty
Full-time Faculty Vitae
Adjunct Faculty Vita e
Student Teacher Supervisor Resumes
Professional School Supervisor Model
Modeling Best Professional Practices in Teachin g
Performance-Based Assessment Matrices
Course Materials - Elementary Science, Secondary Mat h
Modeling Best Professional Practices in Scholarship (Also see faculty vitae )
Education Unit External Application Funded Over the Past 5 Years
Education Unit Internal Grants Awarded Over the Past 5 Years
'.
Faculty Publications
Abramovich and Anderson Norton. (2000). Technology-Enabled Pedagogy as an Informal Link Between Finite and
. Infinite Concepts in Secondary Mathematics. The Mathematics Educator, 10 (2), 3641.
Sergei Abramovich (1999). Revisiting an Ancient Problem Through Contemporary Discourse. School Science and
Mathematics, 99(3)
Sergei Abramovich.(2000). Mathematical Concepts as Emerging Tools in Computing Applications. Journal of
Computers in Mathematics and Science Teaching, 19(1), 21-46.
Sergei. Abramovich. (2001). Cultural Tools and Mathematics Teacher Educattion. In F.R. Curio (Ed.) Proceedings o f
the Third U.S. -Russia Joint Conference on Mathematics Education and the Mathematics Educatio n
Seminar at the University of Goteborg (pp. 61-67). Spokane, WA: People to People Ambassado r
program.
Sergei Abramovich and Peter Brouwer. Revealing Hidden Mathematics Curriculum to pre-Teachers Using
Technology: The Case of Partitions. Submitted to the international Journal of Mathematics
Education in Science and Technolog y
Sergei Abramovich, Melody Stanton, and Erin Baer. What are Billy's Chances Computer Spreadsheets as a Learning
Tool for Younger Children and Their Teachers Alike. Manuscript submitted for publication.
Sergei Abramovich and Tracy Strock. Measurement Model for Division as a Tool in Computing Applications. To be
published in The International Journal of Mathematics Education in Science and Technology .
Richard Bates. (2001). Developing Haudenosaunee heritage-Base Literacy Curriculum at the St. regis Mohawk School.
(Dissertation). An example of Action Research Conducted in the Context of Field-Base d
Coursework.
Richard Bates. (2001). Invited to serve on the editorial Board of The Reading Teacher.
Richard Bates. (2001). Culturally Responsive Literatcy Curriculum. Paper to be presented at the 19th World Congress
on Reading.
Carla Meskill, Jonthan Mossop and Richard Bates (1999). Bilingualism, Cognitive Flexibility and Electronic
Literacy.Bilingual research Journal, 23(2&3), 235-246
Carla Meskill, Jonathan Mossop, and Richard Bates (1998). Electronic Texts and English as a Second Language
Environments (CELA Research Report 12012). National center on English Learning an d
Achievement.
William Sugar and Anthony Betrus The Many Hats of an Instructional Designer: The Development of an
Instructional Card Game. Educational technology .
Ronald Bretsch. Slovakia, the Evangelical Methodist Church in Slovakia, and the General Board of Global Ministrie s
of the United Methodist Church: A Report .
96

.Ronald Bretsch. Hungary, the Evangelical Methodist Church in Hungary, and the General Board of Global Ministrie s
of the United Methodist Church: A Report .
Peter Brouwer. SUNY Potsdam Mathematics and Mathematics Education Faculty Participate in AASCU/NSF Grant
Program.
Peter Brouwer. Application for the SUNY Potsdam Faculty Research on the North Country Program 2002 an d
&Walker Fellowship Program.
Alan Januszewski. Educational Technology: The Development of a Concept.
Alan Januszewski and J. Randall Koetting. Debunking the Conspiracy Theory: Understanding Ideology i n
Explanations in Historical Studies of Educational Technology. Tech Trends.
Alan Januszewski, Randall Nichols, and Andrew J. Yeaman. Philosophy, Methodology, and Research Ethics. Tech
Trends.
Randall Koetting and Alan ianuszewski. The Notion of Theory and Education Technology: Foundations of
Understanding .
Anjali Misra. (2000). Special education in India: Current Status and Future Directions. DISES Journal,(3),6-1 1.
Anjali Misra. Behavior Management: The Importance of Communication. (LD Forum)
Anjali Misra (May, 1992) Generalization of Social Skills Through Self Monitoring by Adults with Mild Mental
Retardation. Exceptional Children.
Anjali Misra. Chapter 6: Partnership with Multicultural Families Multicultural Families. .
Timothy Schwob. Collaboration for Teacher Training with Technology (CUT) Project. Grant proposal submitted t o
US Dept. of Education.
Laurie Swinwood. Rainbows and Other Promises.
Laurie Swinwood. The Best Christmas Pageant Ever.: Teacher Created Materials, Inc .
Laurie Swinwood. Farmer Boy: A Literature Unit: Teacher Created Materials, Inc.
Laurie Swinwood. Little House on the Teacher Created Materials, Inc.
Robert Vadas. Cultures in Conflict. The Viet Nam War Book in preparation for publication by Greenwood Press .
Collaboration
Minutes of Advisory Board Meetings
Faculty Collaboration examples
Learning Communities Handbook
Annual Tutoring Report
Arts and Sciences Collaboration
North Country Council International Reading Association
Residential Fellows
International Literacy Project
St. Lawrence Teachers Learning Center
SUNY Potsdam and Community Servic e
Mohawk Education Projec t
Unit Evaluation of Professional Education Faculty Performance
SUNY Board of Trustees' Policies
NY State Public Officers Law
SUNY Potsdam Faculty Handbook
Education Unit Policy Manual
Teacher Education Personnel Police s
Faculty Professional Development Plans (PDP's) Guidelines
Provost's Course Evaluation form
School Of Education Faculty Annual Report s
Personnel Action Portfolio: Promotion- Eileen Raymon d
Personnel Action Portfolio: Reappointment - David Winograd)
Teacher Education Faculty Professional Development Plans (sampes)
Unit Facilitation of Professional Developmen t
Learning and Teaching Excellence Center
Faculty Development Grants (UUP, Curriculum Grants)
Internal Grant Programs (Research and Creative Endeavors, etc. )
Research and Sponsored programs Newslette r
Associated College s
Course Reassignment for Scholarship
Blackboard Workshops
Opportunities advertised in the Reporte r
Student Teaching: Workshop Materials for Supervisors and Sponsors
-
97

Student Teaching: Supervisor Workshops/Meetings
Student Teaching: Sponsor Teacher Workshops/Meetings
Student Teaching: Supervisors' Miscellaneous Materials
STANDARD 6
Unit Leadership and Authority
SUNY Potsdam Organizational Chart s
Statement to NCATE recognizing the Head of the Unit
Teacher Education Advisory Council Minutes
Unit Budget
Unit Budget Information
Crumb Library Information
Teacher Education I ICT Travel Support
Literacy Center Donation
Personnel
Academic Department Profile Trends, Academic Program Enrollment
Statistical Report, Faculty Workload Report
Faculty, Staff Fact Book 2001-2002
Spring 2002 Faculty Workload Report
Faculty Workload for Teacher Education and Information
and Communication Technology
Faculty Workload for the Crane School of Music
Clinical Faculty for Teacher Education
New Faculty Retreat
Crane Graduate Faculty
Guidelines for Academic Appointment and Promotion
Staffing Changes - SUNY Potsdam 1981 -2001
Unit Facilities
Sheard Literacy Center
Verizon Proposal
Library Service - Off -Campus
Unit Resources Including Technology
Center for Rural Education "Vision for the Future"
Technology Task Force Report: Goals
Standard 1: Candidate Knowledge, Skills, and Dispositions
1. Early Childhood BA -
Project, group presentation, philosophy paper, journal
Candidate Work Sample Exhibits
98

2. Childhood BA I Elementary BA (Initial)
Literacy - Test
Literacy - Lesson plan
Literacy - Journal
Mathematics -
Course portfoli o
Science - Observation I Reflective Journal
Science - Lesson Plan
Science - Practicum Observation
Science - Unit Plan
Social Studies - Learning Center Description
Social Studies - Unit Plan (Native American)
Social Studies - Test
Social Studies - Lesson Plan
Social Studies - Unit Plan
Classroom Management - Final pape r
Classroom Management - Journal I Reflections
Classroom Management
- Journal / Reflections
Classroom Management - Journal I Reflections
Literacy - Running Record
Literacy - Phonics Game
Literacy -Unit Plan
Literacy - Running Record s
Literacy - Teacher Research Paper
3. Elementary Education MST (Initial)
Literacy - Creative Writing Piece (5 samples)
Literacy - Summary of Interactive Writing Experienc e
Literacy - Integrated Literacy Uni t
Literacy - Reflective paper s
Classroom Management - Final Pape r
Classroom Management
- Road Play Report Plan and Reflectio n
Classroom Management - Case Study
Mathematics - Observation Journal
Mathematics - Journal I Portfolio
Science - Final Project - Big Book & Unit
Science - Final Project - Big Book
- Social Studies - Family Tree Poster
Social Studies - DBQ Essay Formatted as NYS Exam
Social Studies - Lesson Plan
Social Studies - Lesson Plan and Unit Plan
Culminating Experience - Portfolio
Culminating Experience - Unit Plan
Culminating Experience - Research Pape r
4. Elementary Education MSEd (Advanced - Most coursework is in program 13.)
.
Integrating the Arts - Unit work and videos of presentations
. Adolescent Education (Secondary) - BA (Initial -5 programs)
99
p

Introduction to Education - Teaching evaluation of group project
Introduction to Education - Tests
Mathematics - Homework for Graphing Calculato r
Mathematics - Problem set - Developing Conceptual Understanding
Reading and Study Skills - Synthesis Paper/Learning Logs
-
Exceptional Learner Professional rubric s
Exceptional Learner - Journal articles
Exceptional Learner - Philosophy statemen t
Tests
Mathematics - Unit plan
Mathematics - Field Experience Journal
Mathematics -Alternative Assessment Tas k
Mathematics -Unit Plan
English
- Sample Unit Plan
Social Studies - Sample Unit Plans
Foreign Language - Activities for Teaching Vocabulary
Foreign Language - Cultural Activities
Foreign Language
- Final Essays
Foreign Language - Unit Plans
• Adolescence (Secondary) Education - MST (Initial - - also see program 13 items)
Mathematics - PowerPoint Notes from a Research Project
Science - Portfolio (research, field experience)
Science - Portfolio (research, field experience)
Social Studies -Unit Plans
Reading in Content Area - Portfolio (lesson plans, journal, diversity unit)
Adolescence (Secondary) Education - MSEd (Advanced - also see program 13 items)
English - Multi-genre Research Paper
Social Studies - Unit Plan
Mathematics - Unit Plan
• General Professional Education - MSEd (Advanced - Also see Program 13.)
Thesis Research
Instructional Technology and Media Management (K-12 Concentration) (MSEd) (Advanced) -
Critical Issues in Instructional Technology - Paper
History. and Philosophy - Paper
History and Philosophy - Paper
Systematic Instructional Design - Design project
Systematic Instructional Design - Final project
Instructional Planning and Development - Project
Instructional development project
Program Evaluation -
Group project / Case stud y
Program Evaluation - Group project / Case study
Program Evaluation - Group project / Case study
Needs Assessment - Project
• Reading! Literacy MSEd (Advanced)
100

Young Adult Reading - Project Poste r
Teaching Young Adult Reading - Book Review Cards
iTeaching
Teaching Young Adult Reading - Final Project
Portfolio - Using Technology to Teach Reading
Reading Units (3)
i Test administration & Diagnostic Repor t
iInnovative
Test Administration & Diagnostic report
Literacy ki t
Corrective Reading Portfolio
Case-based projec t
Preliminary diagnostic report
Lesson plans/journal
Summary diagnostic report
Preliminary diagnostic report
Lesson plans, log/journal
Summary diagnostic reports.
Research article report s
Research article report s
Informal Reading Assessment Elementary Focus
Informal Reading Assessment Secondary Focus
Portfolio (Running records, article summaries...)
Special Education - MSEd (Advanced)
Conceptually organized annotated bibliography
Summary report with PowerPoint presentatio n
Software Review s
Collaborative project and presentation
Collaborative project and presentation
Mini case study and technology pla n
Alternate keyboard overlays and lesson plan using the m
Assistive I Adaptive Technology Resource fil e
Assistive / Adaptive Technology Resource fil e
Professionalism rubric
Journal article summary / response paper
Midterm evaluation activit y
Final evaluation activity
Case stud y
Professionalism rubrics
Quiz!
Quiz 2
Mid term evaluation activit y
Practicum Portfolio
Practicum Portfolio
Practicum Portfolio
Practicum Portfoli o
Philosophy statemen t
Classroom observation critiqu e
Management Plan for Case Study
Midterm
Behavior management technique - product
Web site reports - use of technology
Philosophy statemen t
Demo lessons, evaluation and reflectio n
Project materials and critique
IEP assignment
IEP assignment
Resource file interview projec t
Simulated IEP conference
Final exam - analysis of video conference
Midterm Examination,
Culminating Experience
- Practicum portfolio
Culminating Experience - Practicum portfolio
101

Culminating Experience - Practicum portfolio
13. Multi-program course (MST MSEd)
Classroom Management - Case Study
Classroom Management - Case Study
Philosophy papers
Reaction essays
Reflective/contrast essay s
Elementary Science Curriculum Development - videotape
Education Research Proposal
Professional Portfolio
Unit plan.
Research paper - Alternative Assessment in Mathematics
Culminating Experience papers
Standard 3: Field Experience
Field Experience Assignments
Field Experience Assignments
Field Experience Materials
Videotape
E mail
Letters
Letters
Letters
E mail
Letters
Testimonials
Folder
Portfolio
Unit Plans
Portfolio
Standard 4: Diversity
Native American Course Materials
Exceptional learner - reflections, field observation
Exceptional learner - reflections, field observations (field experience report journal )
Exceptional learner - Assess - ability -day
Exceptional learner- Resource notebooks (3)
Exceptional learner - Philosophy statemen t
Exceptional learner - Tests
Exceptional learner - ADA compliance assignment
Journal summary/response - cultural diversity
Philosophy statement - cultural diversity
Journal Summary / response - cultural diversity
Teaching a Nigerian Danc e
Research paper - multicultural issues
Required portfolio component - multicultural issues
Multicultural Education - Case Studies , Journals, Candidate led seminars
Vietnam Travel Course - reaction paper s
Navajo Cultural Exchange - reaction paper s
Corrections to Institutional Report
New Organizational Char t
Listing of "New" and "Old" Programs
102

STATE UNIVERSITY OF New York
AT POTSDAM
EDUCATION UNIT
NCATE/NYSED Rejoinder
In Support of Teacher Education Program Accreditation Review by the
National Council for Accreditation of Teacher Education and
the Office of Higher Education & University Evaluation,
New York State Department of Education
Submitted to the
National Council for Accreditation of Teacher
Education
And
New York State Department of Education
June 2002

State University of New York at Potsdam
Institutional Rejoinder
To the Board of Examiners Report
First Accreditation Visit March 23-27, 2002
Submitted to the
National Council for Accreditation of
Teacher Education (NCATE)
And
New York State Education Department (NYSED)
June 2002

John Fallon
President
Linda Seramur
Interim Dean
William Amoriell
Interim Provost
Beverly Smith
NCATE Coordinator

Institutional Rejoinder
To the Board of Examiners Report
Standard 1: Candidate Knowledge, Skills, and Dispositions
Candidates preparing to work in schools as teachers or other professional school
personnel know and demonstrate the content, pedagogical, and professional
knowledge, skills, and dispositions necessary to help all students learn. Assessments
indicate that candidates meet professional, state, and institutional standards.
Level: Initial and Advanced
Team Decision:
Met
Areas for Improvement:
None
Response to Rationale for Decision:
None
Corrections to the Institutional Report: None
SUNY Potsdam NCATE Rejoinder

Standard 2: Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on applicant
qualifications, candidate and graduate performance, and unit operations to evaluate
and improve the unit and its programs.
Level: Initial and Advanced
Team Decision:
Met
Areas for Improvement:
None
Response to Rationale for Decision:
None
Corrections to the Institutional Report: None
SUNY Potsdam NCATE Rejoinder

Standard 3: Field Experience and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and
clinical practice so that teacher candidates and other school personnel develop and
demonstrate the knowledge, skills and dispositions necessary to help all students learn.
Level: Initial and Advanced
Team Decision:
Met
Areas for Improvement:
None
Response to Rationale for Decision:
None
Corrections to the Institutional Report: None
SUNY Potsdam NCATE Rejoinder

Standard 4: Diversity
The unit designs, implements, and evaluates curricula and experiences for candidates to
acquire and apply the knowledge, skills, and dispositions necessary to help all students
learn. These experiences include working with diverse higher education and school
faculty, candidates, and students in preK-12 schools.
Level: Initial and Advanced
Team Decision:
Met
Areas for Improvement:
Performance-based assessments of field experiences and internships for both Initial and
Advanced programs are not clearly aligned with the conceptual framework in all
program areas in a manner that provides feedback to candidates regarding their ability
to adapt instruction and services appropriately based on cultural influences and
learning needs of each student.
Rationale: Not all programs utilize assessment rubrics for field experiences and internships that
provide candidates with feedback regarding their work to meet the needs of students with
exceptionalities and to create learning experiences and classroom environments that demonstrate
sensitivity to cultural differences. As a result, it is unclear whether all candidates are provided
data that would help them improve their knowledge, skills, and dispositions in this area.
Response to Rationale for Decision:
This area of weakness identified by the BOE comes as a surprise. Throughout their
report the BOE team members cite numerous evidence that the programs at SUNY
Potsdam meet the proficiencies as defined by the acceptable level of the Diversity
Standard. Some examples are listed below.
• In candidates' coursework, reflective journals, field experience and student
teaching evaluations, assessment of student learning, for all candidates, is
cited and discussed. This is done in order to help candidates understand the
importance of modeling reflective practice and to enhance understanding of
the importance of assessment of student learning.
The understanding of the importance of student learning, for all candidates,
is provided partly through candidates' course work and portfolio
development. Case studies, reflective journals, videos, unit/lesson plans and
student work are all forms of reflective practice incorporated for this purpose.
These practices develop candidates' competence and reflect the unit's
commitment to prepare candidates to be "reflective practitioners" and
"principled educators" that are able to help students with different learning
needs. In the Education Unit Employer Focus Groups summary report,
Spring 2002, it is stated that “Overall, Potsdam Education Unit graduates
SUNY Potsdam NCATE Rejoinder

utilize multiple teaching and learning strategies to meet the needs of all
students.” (BOE Report, page 33, lines 12-25).
• Interviews with supervisors and sponsor teachers indicated general
satisfaction with candidates’ knowledge of their subject matter and their
interest in and attention to, student learning during both pre-student teaching
field experiences and student teaching/internships. In a triad meeting
involving the university supervisor, sponsor teacher and candidate,
assessments of candidate performance, regarding their understanding of
student learning, were formally discussed in order for the candidate to
receive necessary feedback that would be used to enhance candidate delivery
of instruction. (BOE Report, page 34, lines 5-11)
• As reported in Standard 1 of this report, assessments of field experiences and
student teaching validate that unit teacher candidates are able to demonstrate
the knowledge, skills, and dispositions to help all students learn. Both college
supervisors and sponsor teachers highly rated the candidates’ teaching in
their ability to know their students, to be sensitive to differences and needs,
and to vary content, materials and activities to meet those needs. (BOE
Report, pages 53-54, lines 27-31, 1-2)
• Within each initial certification area candidates are required to take an
introductory education course (appropriate to their intended level of
certification and program) that relates an understanding of culture, diversity,
and individual student needs to effective teaching practices. An additional
required course for all initial programs (“Teaching Students with Special
Needs”) covers strategies to meet the needs of students with physical and/or
learning disabilities and presents ways to address individual differences
based on learning styles and culture. Specific teaching strategies to meet
individual students and that respect diverse cultural backgrounds are also
incorporated in the syllabi for each methods course in all initial program
areas.
• Advanced program students begin their program with an introductory
‘Philosophical Foundations of Education’ that is aligned with the conceptual
framework’s outcomes regarding diversity and meeting individual student
needs. Syllabi for field experiences and internships for initial and advanced
programs also call for students to demonstrate the skills and dispositions to
adapt instruction and services to diverse populations. (BOE Report, page 55,
lines 24-25, 1-13.)
In the area cited for improvement, the BOE expressed concern over alignment with the
conceptual framework. However, the BOE also indicated in their report
• …that there is a high level of pedagogical knowledge and skills demonstrated
by the student teachers covering the themes of the conceptual framework.
(BOE Report, p. 28, lines 20-22.)
SUNY Potsdam NCATE Rejoinder

• The conceptual framework of the unit calls for the development of candidates
that are ‘well-educated citizens, reflective practitioners, and principles
educators.’ Within these three goal areas, specific outcomes include that each
candidate ‘understands and respects other cultures and our intercultural
world,’ ‘meets the diverse learning needs of students,’ ‘creates positive
learning environments for all students,’ and ‘recognizes and respects one’s
own diversity and that of others.’ A review of course syllabi across all Initial
and Advanced programs reveals elements of these outcomes imbedded
within many courses. In addition, each student is required to take certain
courses that provide deep coverage of knowledge, skills and dispositions
related to the specific elements of the Conceptual Framework that address
issues of diversity and meeting individual student needs. (BOE Report, page
555, lines 4-14)
The BOE clearly found substantial evidence indicating that the education unit’s
assessments for candidate proficiencies provide data on the ability to help all students
learn and that this data is used to provide feedback to candidates for improving their
knowledge, skills and dispositions. In their rationale for the area for improvement
described above, the BOE suggests that assessment rubrics must be applied for all field
experiences and internships. We would agree that all clinical experiences in which the
candidates are engaged should be assessed and that the candidates should receive
feedback on their performance. However, the Professional Standards for the Accreditation
of Schools, Colleges, and Departments of Education (2002), does not indicate that rubrics
must be used in all circumstances. Thus the BOE appears to have created an
expectation or a standard other than those stipulated by NCATE.
In addition the BOE Report used the following example to support its rationale: “. . .
the ‘Rubric for SUNY Internship’ at Parishville-Hopkinton Central School includes no
measure of either responsiveness to diversity or individual student needs other than
‘develops appropriate rapport’ and ‘displays awareness of developmentally
appropriate practices’ “(BOE Report, page 56, lines 28-31). The rubric currently used by
this internship had been revised as part of the “new program revisions” and was
available in the document room (Exhibit 3.5, page 17). This rubric was collaboratively
developed by the education unit faculty and the Parishville-Hopkinton teachers. It is
based on the INTASC standards and is aligned with the unit’s conceptual framework.
In this rubric, principles 1, 3, 5, 7 & 8 address meeting the learning needs of all students
(Appendix A). While the unit will seek to align all field experience rubrics with the
conceptual framework and INTASC standards, it is believed that his rubric alignment
was not a necessary condition to meet the diversity standard.
For these reasons, we respectfully request that the UAB reject this area for improvement
as recommended by the BOE.
SUNY Potsdam NCATE Rejoinder

Standard 5: Faculty, Qualifications, Performance, and Development
Faculty are qualified and model the best professional practices in scholarship, service,
and teaching, including the assessment of their own effectiveness as related to
candidate performance; they also collaborate with faculty in other disciplines and
schools. The unit systematically evaluates faculty performance and facilitates
professional development.
Level: Initial and Advanced
Team Decision:
Met
Areas for Improvement
The lack of systematic and comprehensive faculty evaluation across all categories of
faculty (i.e. full-time untenured, clinical faculty, and adjuncts) results in inconsistent
professional development activities.
Rationale: While full-time untenured and full-time clinical faculty must adhere to the
evaluation policy outlined in the College Faculty Handbook and the Education Unit Policy
Manual, tenured faculty do not. Adjunct faculty in certain programs are systematically
evaluated and provided substantive feedback and mentoring to support improvement in their
teaching, while adjunct faculty in other programs are not. Such inconsistencies are not
conducive to the development of the unit conceptual framework across all programs.
Response to Rationale for Decision
The first statement in the BOE’s rationale for identifying the above area for
improvement is incorrect. The College Faculty Handbook and the Education Unit Policy
Manual address evaluation policies for both faculty with term appointment (nontenured)
and faculty with continuing appointment. All faculty – untenured, clinical,
and tenured – must adhere to the evaluation policies appropriate for their appointment
status. The unit does not have the authority to deviate from this policy.
According to the college’s faculty handbook, “the evaluation of an academic employee
shall be the appraisal of the extent to which the employee has met his/her professional
obligation. The evaluation, if any, is made by the President or designee. Such
evaluation may be considered by the President and appropriate administrative officers
in making decisions or recommendations with respect to continuing appointments,
renewal of term appointments, promotions, discretionary adjustments to basic annual
salary, and for any other purpose where an academic employee’s performance may be a
relevant consideration” (SUNY Potsdam Faculty Handbook, Section II, A.1.) The criteria
for this evaluation may consider, but shall not be limited to mastery of subject matter,
effectiveness in teaching, scholarly ability, effectiveness of university service, and
continuing growth. This is in keeping with the State University of New York Policies of the
SUNY Potsdam NCATE Rejoinder

Board of Trustees (2001, pages 22-23). The education unit is required to follow these
guidelines as indicated in its policy manual.
All faculty, including tenure faculty, are asked to submit a Academic Faculty
Information Form each year. Appendix B includes a sample letter requesting this form
and a copy of the form. The information on this form is used for two purposes. First,
this form provides data for each department’s annual report. This report summarizes
the accomplishments of the year and helps to define future goals. In addition faculty
members must submit evidence of teaching effectiveness along with their completed
Academic Faculty Information Form to be considered for discretionary salary increases.
The BOE also states that adjunct faculty are not systematically evaluated. This
statement is incorrect. As stated in the Education Unit Policies Manual (page 89) all
adjunct faculty are required to submit a reappointment portfolio for each course taught.
This portfolio includes student course evaluations; written reflections on those
evaluations; course outlines – including course objectives, course requirements, class
schedule, required text materials, and policies regarding grading, attendance, and
plagiarism; and samples of student work.
For these reasons, we respectfully request that the UAB reject the area for improvement
recommended by the BOE.
SUNY Potsdam NCATE Rejoinder

Standard 6: Unit Governance and Resources
The unit has the leadership, authority, budget, personnel, facilities, and resources
including information and technology resources, for the preparation of candidates to
meet professional, state, and institutional standards.
Level: Initial and Advanced
Decision: Met
Areas for Improvement:
Excessive teaching loads hinder the ability of junior faculty to engage effectively in scholarly
activities. Rationale: Faculty -workloads include teaching assignments that exceed the unit's
current standard of 12 credits per semester. Approximately one-third of unit faculty members
have teaching loads that exceed this guideline, and a total of nine of the 43 faculty have received
overloads for the 2001-02 academic year, Administrators and untenured faculty expressed
concern about the negative impact of the excessive workloads on scholarly activity, particularly
for junior faculty-
Response to Rationale for Decision:
The conclusion reached by the BOE is incorrect and information refuting that
conclusion was available to the team at the time of their visit The unit does support its
junior faculty's ability to engage effectively in scholarly activities. First-year faculty are
provided a mentor and are given a reduced teaching and service load. Each first-year
faculty member teaches only nine credit hours during his or her first semester and has
no committee assignments beyond representation on a curricular group. These new
faculty members are assigned no advisees in their first semester and are introduced to a
small number of advisees during their second semester.
Unit junior faculty are highly productive in their scholarly activity; a fact that the BOE
should have noted. In their report the BOE states, "Over the past five years, 71% of the
unit faculty have been involved in the publication of books, chapters, refereed journal
articles, and presentations and performances made at state, national, and international
levels 11 (BOE Report, page 58, paragraph 1). A review of this scholarship list shows that
of the nine junior faculty (hired in the past five years) in the Teacher Education
Department and Information and Communication Technology Department eight are
represented on this list. The one person who is not listed was completing her
dissertation, which she defended this spring.
In its rationale for the area for improvement cited above, the BOE report indicated that
approximately one-third of the faculty have teaching assignments that exceed the unit's
SUNY Potsdam NCATE Rejoinder

current standard of 12 credit hours per semester. Clearly the BOE did not understand
our current faculty workload report even though we attempted to explain it during
their visit and in our recommended changes in the facts presented in the BOE Report.
There are three main reasons for this misunderstanding.
1. Courses listed in the faculty workload report include those taught during the
Winterim term. Such courses are designated with a “W” in their section number.
Faculty volunteered to teach these courses, they were taught prior to the spring
2002 semester, and faculty members were compensated for teaching the courses.
2. Currently the unit is offering “new” and “old” programs. Some courses in the
“old” programs have different course numbers but are the same as a course in
the newly registered program. While we are phasing in the “new” programs we
may run these courses concurrently. An example is EDUC 313 and EDUC 207.
The courses re listed separately in the Faculty Workload Report, but they are
taught by the same instructor, at the same time. Thus it would appear that a
faculty member is teaching two courses when in fact he or she is only teaching
one course.
3. Courses listed as GRED 598 and GRED 698 are independent studies or tutorials
and are offered at the discretion of the instructor.
Upon receiving the BOE Draft Report we recommended the following changes,
which were made in the text. Note: Deletions are indicated by double strikethroughs
and additions are in bold brackets.
“. . .workload for approximately one third [one-eighth] of unit faculty exceed the
standard for the unit. . .” (BOE Report, page 75, paragraph 3).
“An assistant professor teaches five [four] courses totaling 15 [12] credit hours
with 101 students enrolled in the courses and advises 14 students” (BOE Report,
page 76).
“An assistant professor teaches five [four] courses totaling 15 [12] credit hours
with 76 student enrolled in the courses and advises 40 students (BOE Report,
page 76).
“An associate professor teaches seven [six] courses totaling 19 [16] credit hours
with 58 [57] student enrolled and advises 6 students. [Two of the courses –
totaling 6 credits – were independent studies with 1 student enrolled in each.]
(BOE Report, page 76).
“A professor teaches eight [five] courses totaling 15 credit hours [IN addition
the professor’s load includes a three credit course for supervision 14 graduate
SUNY Potsdam NCATE Rejoinder

level projects. The professor works with an advisor in the Office of Graduate
Studies to support the advising of graduate students.]” (BOE Report, page 76).
On the matter of teaching overloads, of the nine faculty members that received extra
service money and identified in the BOE Report as teaching over the current standard
of a 12 credit hour teaching load (pages 76, 83), only three education unit faculty
members actually met this criteria. Two of the unit members who received extra service
monies were clinical faculty members, who have a normal teaching load of six credit
hours. Their teaching load was nine credit hours during the overload semester. One
faculty member on the extra service list was an adjunct in the English Department and
not a member of the Education Unit. In other cases, it appeared that faculty members
“received overloads to compensate for excessive teaching loads” (BOE Report, page 76),
but were teaching combined sections or had been given release time for professional
development or administrative responsibilities. A review of our records found only
three unit members teaching over the 12 credit hour load during the 2001-2002
academic year. These overloads were assigned at the request of the faculty members.
The data provided in this rejoinder clearly refute the recommendation of the BOE on
this matter. We respectfully request that the UAB reject this recommendation by the
BOE. The attached Faculty Work Load Report entries support this request (Appendix
C).
Area for Improvement
Inconsistent mentoring and supervision of adjunct faculty has resulted in uneven
integration of the conceptual framework across program areas.
Rationale: A plan to provide mentoring and supervision of adjunct faculty has been
inconsistently implemented throughout programs in the unit. As a result, adjunct
faculty members are unaware of the unit’s conceptual framework and expectations for
their teaching assignments. This situation has resulted in uneven integration of the
conceptual framework into unit programs.
Response to Rationale for Decision
The Education Unit does follow its review policy as stated in the Education Unit
Policies Manual (page 89). Adjunct faculty are required to submit a reappointment
portfolio for each course taught. This portfolio includes student course evaluations;
written reflections on those evaluations; course outlines — including course objectives,
course requirements, class schedule, required text materials, and policies regarding
grading, attendance, and plagiarism; and samples of student work. These materials are
reviewed by the members of the appropriate curricular group(s) prior to making
reappointment decisions.
Some offices or programs such as the Office of Student Teaching, Special Education and
the MSED/ MST graduate elementary committees provide additional support for their
adjunct faculty, including regular meetings and encouraging their membership on
curricular committees. Other programs use very few adjunct faculty and are less formal
SUNY Potsdam NCATE Rejoinder

in their communication with the adjunct faculty teaching in their programs. It is the
expectation that each adjunct faculty member will be assigned a mentor who is a
member of the full-time staff.
However, the statement that "unit administrators also reported instances in which
adjunct faculty were unaware of the content to be covered in the course they were
assigned" cannot be verified. The example that may have brought about this
misunderstanding is one where a unit administrator described a situation involving a
long-term adjunct faculty member who wanted to revise the course content in an
introductory multicultural course making it more of a multicultural literacy course. The
adjunct faculty member had taught the course several times and felt that this shift in
course content would be appropriate for her students — most of whom were
elementary education majors. After consultation with the appropriate curriculum
committees, the department chair notified the adjunct faculty member that the course
she proposed did not meet the goals and objectives of the introductory multicultural
course and she would have to revise her syllabus to reflect the original course. This
could have been interpreted as the adjunct faculty not knowing the course content.
However, this was not the case.
The Education Unit is very fortunate to be able to utilize a group of adjunct faculty who
bring a wealth of knowledge to our programs. Many adjunct faculty members have
doctorates and most have over twenty years of experience. They bring expertise such as
backgrounds in educational law, special education administration, and computer
technology to enhance our programs and provide feedback from the P-12 schools. The
unit does agree with the BOE that strengthening the connection between the unit fulltime
faculty and its adjunct faculty will serve to improve our programs in a variety of
ways. We will continue to seek ways to improve and ensure we are providing the
mentoring and supervision of our adjunct faculty as indicated by our personnel
policies.
Corrections to the Institutional Report: None
SUNY Potsdam NCATE Rejoinder

SUNY Potsdam NCATE Rejoinder
Appendix A

Rubric for SUNY Internship
Parishville Hopkinton Central School
Alignment with the SUNY Potsdam Teacher Education Conceptual Framework
The three themes of the SUNY Potsdam Conceptual Framework are aligned with
curriculum standards for initial programs that prepare elementary classroom teachers.
The standards include the Interstate New Teacher Assessment and Support Consortium
(INTASC) standards. The alignment has been determined to be as follows:
Well educated Citizen - INTASC Principle 1
Reflective Practitioner - INTASC Principles 2-10
Principled Educator - INTASC Principles 9 & 10
Given that the learning outcomes for this field experience are directly drawn from the
INTASC standards, the alignment between the learning outcomes and the SUNY
Potsdam Conceptual Framework is made by assessing the intern’s performance based
upon the INTASC standards.
Intern:
4 3 2 1 COMMENTS
Semester:
Mentor: Grade
Exemplary
Proficient
Developing
Needs
Significant
Principle #1: The teacher
understands the central concepts,
tools of inquiry, and structures of the
discipline(s) he or she teaches and
can create learning experiences that
make these aspect of subject matter
meaningful for students:
This is evident when the intern:
• Shows knowledge of content
• Uses interdisciplinary
approaches when teaching
content
• Selects content to encourage
diverse perspectives
•
Principle #2: The teacher
understands how children learn and
develop, and can provide learning
opportunities that support their
intellectual, social and personal
development.
Mid-experience
Final
Mid-experience
SUNY Potsdam NCATE Rejoinder

This is evident when the intern:
• Shows understanding of
developmental characteristics of
students
• Activates and builds upon
students’ prior knowledge
Principle #3: The teacher
understands how students differ in
their approaches to learning and
creates instructional opportunities
that are adapted to diverse learners.
This is evident when the intern:
• Shows understanding of the need
to make appropriate adaptations
for individual students
• Shows understanding that
resources should meet a range of
individual needs
• Has appropriate expectations for
student learning and
achievement
Principle #4: The teacher
understands and uses a variety of
instructional strategies to encourage
students’ development of critical
thinking, problem solving, and
performance skills.
This is evident when the intern:
• Shows understanding of the need
to select variety of resources
• Shows understanding of the need
to use multiple teaching
strategies active learning, and
modeling
Principle #5: The teacher uses an
understanding of individual and
group motivation and behavior to
create a learning environment that
encourages positive social
interaction, active engagement in
learning, and self-motivation
This is evident when the intern:
• Shows understanding of need to
manage time, transitions, and
materials
Final
Mid-experience
Final
Mid-experience
Final
Mid-experience
Final
SUNY Potsdam NCATE Rejoinder

• Shows ability to mange noninstructional
duties (e.g,
attendance, lunch count, etc.)
• Shows ability to maintain a
positive climate
• Shows understanding of the need
to establish expectations for
behavior and monitor and
respond to behavior
Principle #6: The teacher uses
knowledge of effective verbal,
nonverbal, and media
communication techniques to foster
active inquiry, collaboration, and
supportive interaction in the
classroom.
This is evident when the intern:
• Uses clear and correct oral and
written language
• Uses appropriate questions and
questioning
• Uses discussion appropriately
• Uses media and technology
appropriately
Principle #7: The teacher plans
instruction based upon knowledge
of subject matter, students, the
community, and curriculum goals.
This is evident when the intern:
• Shows understanding of the need
to base instruction on essential
skills and school/district
curriculum
• Shows understanding of the need
to connect lesson planning to
long-term curriculum planning
• Adjusts lesson plans to meet
students’ needs
Principle #8: The teacher
understands and uses formal and
informal assessment strategies to
evaluate and ensure the continuous
intellectual, social and physical
development of the learner.
Mid-experience
Final
Mid-experience
Final
Mid-experience
SUNY Potsdam NCATE Rejoinder

This is evident when the intern:
• Shows understanding of the use
of both informal and formal
assessment strategies
• Shows understanding that
assessment data is used to adjust
instructional planning
• Shows understanding that
assessment data is used to give
feedback to students
• Shows understanding of the need
to appropriately record
assessment data
Principle #9: The teacher is a
reflective practitioner who
continually evaluates the effects of
his/her choices and actions on
others (students, parents, and other
professionals in the learning
community) and who actively seeks
out opportunities to grow
professionally.
This is evident when the intern:
• Reflects on teaching
• Builds positive professional
relationships with u
• Demonstrates growth in
professionalism (behaviors and
demeanor)
Principle #10: The teacher fosters
relationships with school colleagues,
parents, and agencies in the larger
community to support students’
learning and well-being
This is evident when the intern:
• Seeks to participate in school
events and projects
• Shows understanding of
sensitivity to confidentiality
• Shows understanding of the need
to maintain respectful and
productive communication with
families
Final
Mid-experience
Final
Mid-experience
Final
SUNY Potsdam NCATE Rejoinder

Totals – Mid-experience
Totals - Final
Totals Used in Grading the Rubric:
15-19 ---------------------------------------------D (1.0)
20-25 ---------------------------------------------C (2.0)
26-30 ---------------------------------------------B (3.0)
31-35 ---------------------------------------------B+ (3.5)
36-40 ---------------------------------------------A (4.0)
Signatures indicate that parties have read this assessment.
Mid-experience ............................................................... Final
Intern Signature Date Intern Signature Date
Mentor Teacher Signature Date
Mentor Teacher Signature Date
SUNY Potsdam Signature Date
SUNY Potsdam Signature Date
SUNY Potsdam NCATE Rejoinder

SUNY Potsdam NCATE Rejoinder
Appendix B

SUNY Potsdam NCATE Rejoinder

ACADEMIC FACULTY INFORMATION FORM
For the period of September 1, 1997 thru August 31, 1998
Name Title Dept.
Specialties within discipline:
I. Teaching Effectiveness
II.
Mastery of Subject Matter and Scholarly Ability
A. Research and other scholarly/artistic activities (Indicate juried/refereed
activities). Include grants proposed/awarded, articles and books
submitted/accepted, presentations at professional meetings,
performances, shows or productions directed.
B. Awards and honors
C. Professional meetings attended
SUNY Potsdam NCATE Rejoinder

ACADEMIC FACULTY INFORMATION FORM – 2
Name
III.
University Service
A. Administrative/committee assignments
B. College-related public service (Include continuing education teaching by
course, number enrolled, place, credit hours, consultancies, presentations
at meetings.
C
Community service
IV.
Continuing Professional Growth
A. Professional memberships (Indicate leadership roles and term of office)
B. Professional meetings attended
C. Courses, seminars, workshops, or degrees completed
D. Describe future goals and plans
V. Other information
Signature Faculty Member
Date
SUNY Potsdam NCATE Rejoinder

SUNY Potsdam NCATE Rejoinder
Appendix C

The BOE report example 1 (page 76) indicates
• An assistant professor teaches four courses totaling 12 credit hours with 101
students enrolled in the courses and advises 14 students.
In their draft report the BOE Team had erroneously indicated that this faculty member
taught 15 credits. This error was due to a misunderstanding when reading the Spring
2002 Workload Report entry listed below. While the workload report lists EDUC 313
002 and EDUC 207 002 as separate courses, these two listings represent the first reading
course in the “old” elementary program and in the “new” childhood program. The two
sections met at the same time and represented a three-credit teaching load. In their final
report the BOE corrected this error, but should have removed it as an example
supporting their assertion that several faculty members teacher more than the normal
12 credit hour per semester teaching load. This person is a “junior faculty” member.
The BOE report example 2 (page 76) indicates
• An assistant professor teaches four courses totaling 12 credit hours with 76
students enrolled in the courses and advises 40 students.
In their draft report the BOE Team had erroneously indicated that this faculty member
taught 15 credits. This error was due to a misunderstanding when reading the Spring
2002 Workload Report entry listed below. While the workload report lists EDUC 313
002 and EDUC 207 002 as separate courses, these two listings represent the first reading
course in the “old” elementary program and in the “new” childhood program. The two
sections met at the same time and represented a three-credit teaching load. In their final
report the BOE corrected this error, but should have removed it as an example
supporting their assertion that several faculty members teacher more than the normal
12 credit hour per semester teaching load. This person is a “junior faculty” member.
SUNY Potsdam NCATE Rejoinder

The BOE report example 2 (page 76) indicates
• An assistant professor teaches four courses totaling 12 credit hours with 76 students
enrolled in the courses and advised 40 students.
In their draft report the BOE Team had erroneously indicated that this faculty member
taught 15 credits. This error was due to a misunderstanding when reading the Spring
2002 Workload Report entry listed below. While the workload report lists EDUC 313
002 and EDUC 207 002 as separate courses, these two listings represent the first reading
course in the “old” elementary program and in the “new” childhood program. The two
sections met at the same time and represented a three-credit teaching load. In their final
report the BOE corrected this error, but should have removed it as an example
supporting their assertion that several faculty members teacher more than the normal
12 credit hour per semester teaching load. This person is a “junior faculty” member.
SUNY Potsdam NCATE Rejoinder

The BOE report example 4 (page 76) indicates
• An associate professor teaches six courses totaling 16 credit hours with 57
students enrolled in the courses and advises 6 students.
In their draft report the BOE Team had erroneously indicated that this faculty member
taught 19 credits. This error was due to a misunderstanding when reading the Spring
2002 Workload Report entry listed below. The course IT 659 00W was taught during
the “Winterim” term. “Winterim” courses are listed in the spring workload report but
are actually taught prior to the spring semester. IT 598 and IT 698 are tutorials and are
not counted on-load. This faculty member actually taught 10 credit hours on-load. He
has continuing appointment.
SUNY Potsdam NCATE Rejoinder

The BOE report example 6 (page 76) indicates
• A professor teaches five courses totaling 24 credit hours with 137 students
enrolled in the courses and advises 214 students.
In their draft report the BOE Team had erroneously indicated that this faculty member
taught 8 courses totaling 24 credits. This error was due to a misunderstanding when
reading the Spring 2002 Workload Report entry listed below. The course GRED 517
00W and the tutorial GRED 598 00W were offered during the “Winterim” term.
“Winterim” courses are listed in the spring workload report but are actually taught
prior to the spring semester. GRED 670 is a final project completed under the
advisement of the instructor and does not meet as a formal course. This faculty member
actually taught 15 credit hours on-load. She has continuing appointment.
SUNY Potsdam NCATE Rejoinder

COVER SHEET
Initial Elementary Education Programs
Association for Childhood Education International
SUBMITTED BY: State University of New York College at Potsdam
ADDRESS: Potsdam, New York 13676-2294
DATE: September 1, 1999
CHIEF COMPILER: Aram Ayalon PHONE: (315) 267-2505
FAX: (315) 267-4802
E-MAIL: ayalona@potsdam.edu
For what grade levels teacher candidates being prepared: PreK - 6
Checklist of materials to be enclosed with this folio:
Overview and scope, including the following:
(1) Explanation of the knowledge base, philosophy for preparation, and goals and objectives
of the program.
(2) Teacher candidate course of studies with all required courses clearly marked.
(3) Description of field experiences, student teaching, and internships. Include the amount of
time and the type of supervision.
(4) Explanation of how the program may deviate from the guidelines.
(5) Description of where the program is located within the professional education unit and
its interrelationships with other programs in the unit and the university/college.
(6) List of faculty with primary assignments in the elementary education program. Provide
rank, responsibilities, and tenure status. (Do not send vitae.)
(7) Number of graduates from the program(s) at different levels over the past three years.
(8) Criteria used for admission to post-baccalaureate programs to determine if the candidate
has adequate academic background in the subject to be taught should be submitted.
(9) Criteria used for admission of transfer students.
Matrix. Include both guidelines and indicators in your response.
Syllabi for all courses named in matrix. Each syllabus should include: title, textbook(s), objectives,
course content, course activities, teaching strategies used, evaluation, and should document
statements in the matrix.
Number pages consecutively from overview through appendices.
I verify that the information provided in this folio is accurate and true:
Signature
Name (please print)
Position
Telephone
Address
1

OVERVIEW AND SCOPE
SUNY Potsdam has a one-hundred and eighty-two year tradition of providing high quality undergraduate
and graduate interdisciplinary programs in liberal arts, teacher education, and music. It has a long and
successful history of preparing elementary school teachers. The elementary education program at the
undergraduate level provides a program leading to provisional teacher certification at the Pre K-6 level in
the state of New York. Elementary education majors also complete one of the available majors in Arts and
Sciences including Anthropology, Art History, Biology, Chemistry, Drama, Economics, English, French,
Geology, History, Interdisciplinary Natural Science, Mathematics, Philosophy, Physics Politics,
Psychology, Sociology, Spanish, Speech Communication, and Student-initiated interdisciplinary major.
(1) Explanation of the knowledge base, philosophy for preparation, and goals and objectives of
the program.
The Elementary Education program is guided by the Department of Teacher Education Mission Statement
and the New York State Learning Standards:
Teacher Education Mission Statement
The Department of Teacher Education at SUNY Potsdam is committed to the preparation and enhancement
of teachers who are grounded in disciplinary knowledge emanating from the arts and sciences and in
curricular and instructional theory and practice. The department strives to assist teachers to become
reflective practitioners, life-long learners, and persons able to integrate their knowledge of subject matter,
pedagogy, students, the school, and the larger community to maximize the education and welfare of
students.
The Department of Teacher Education is committed to preparing and sustaining teachers who hold the
knowledge and attitudes needed in dealing with the challenges facing schools today and in the future.
Some of the new challenges include: increased diversity of the student population in terms of abilities,
linguistics, ethnic and cultural backgrounds; rapid technological advancements; changes in assessment
practices; and school restructuring and reform.
Knowledge
Our graduates:
• will demonstrate thorough grounding in the philosophical, theoretical, and conceptual bases of current
knowledge in the liberal arts and science disciplines.
2

• will demonstrate knowledge in pedagogy. Emphasized are the characteristics of learners
and the uniqueness of the various disciplines of knowledge and their interdependence.
• will display knowledge about current and new forms of assessment of learning and
teaching and about participation in school governance. They will demonstrate
knowledge of technology to enhance teaching and learning.
• will operate in classroom and school based upon knowledge concerning the social,
political and cultural environments of school and community.
Attitudes
Our graduates:
• will demonstrate sensitivity to and will be accepting of all students, including those who
are marginalized in terms of ability, socio-economic status, gender, sexual orientation,
language, culture, and ethnic/racial background.
• will demonstrate positive attitudes toward the disciplines which they teach and will
develop enthusiasm in their students toward learning in general and the disciplines in
particular. They will reflect attitudes emanating from the various disciplines including
aesthetic judgments from the arts and humanities, objectivity and critical thinking from
the natural sciences and mathematics, and reflective inquiry and historical analyses from
the social sciences and history.
• will be open to new ideas, will be accepting of change, and will be developing as lifelong
learners. As leaders and facilitators of change they will strive to become active in
the school and community beyond the classroom.
New York Learning Standards
In order to support the attainment of the New York Learning Standards, the elementary education program
requires its majors, in addition to an indepth preparation in one of the arts and science majors, to attain a
broad base content preparation in English, fine arts, mathematics, psychology, science, social studies, and
foreign languages. It also requires students to take general education courses which provide a structured
breadth of knowledge and development of skills in writing, speaking, reasoning, critical thinking, problem
solving, aesthetic understanding, scientific inquiry, social analysis, cross-cultural perspective, historical
investigation, study in modern language, and physical education. This preparation provides the knowledge
and skill base needed for our graduates to design programs that will enable their students to attain the
standards set forth by the New York State Board of Regents in the New York Learning Standards.
3

(2) Teacher candidate course of studies
Pre-K-6 Certification - General Concentration
Required Professional Education courses:
Course Number Course Title Credits
EDLS-301 Principles of Education 3
EDUC-310 Mathematics - Elementary Methods 3
EDUC-311 Science - Elementary Methods 3
EDUC-312 Social Studies - Elementary Methods 3
EDUC-313 Reading and Language Arts I 3
EDUC-413 Reading and Language Arts II 3
EDUC-411 Foundations of Classroom Behavior 3
EDLS-414
Student Teaching Seminar: Issues and Ideas 3
in American Education
EDUC-415 Student Teaching in the Primary Grades 6
EDUC-416
Student Teaching in the Intermediate 6
Grades
Total
36 credits
4

Cognate Requirements *
Course Course Title Credits
Health Studies
HLTH-250 Drug Studies 3
English
COMP-101
Writing and Critical Thinking
3
English Elective
English composition, linguistics, or 3
literature
Fine Arts
Fine Arts Elective Music, art, dance, or drama 3
Mathematics
MATH-125 or
STAT-100
Probability and Statistics
Statistics
3
Math Elective 3
Psychology
PSYC-220
EDLS-412 or
PSYC-270
Science
Biology Elective
Chemistry, Geology or
Physics Elective
Child Development
The Exceptional Learner
Issues of Exceptionality
(one science course must be completed with
lab)
(one science course must be completed with
lab)
3
3
3 - 4
3 - 4
Social Studies
History (U.S. History strongly recommended) 3
One approved elective course
from two of the following
area:
Modern Languages
Completion of the College's
modern language
requirement**
Anthropology, Economics, Political Science,
Sociology
6
9
* Students are encouraged to select courses which will also meet College General
Education requirements
** New York State requires that all teacher education candidates have the equivalent of one
year of college level foreign language study. SUNY Potsdam requires a minimum of nine
semester hours for graduation. Students who have completed four years of study in high
school are considered to have met both requirements
5

Arts and Sciences Requirements
Major Requirement
Arts and Sciences Academic major*
30-33 credits (minimum)
* The academic major much be one of the approved Arts and Sciences registered majors.
Sciences (Biology, Chemistry, Physics, Geology, Interdisciplinary Natural Science),
Anthropology, Art History, Drama, Economics, English, French, History, Mathematics,
Music, Philosophy, Politics, Psychology, Sociology, Spanish, Speech Communication, and
Student-initiated interdisciplinary major.
General Education Requirements
Courses
Credits
Freshman Experience
Writing and Critical Thinking 4
Speaking, Reasoning and Research
3-4
Statistical Analysis and Reasoning
or
Problem Solving & Abstract Reasoning 3
Modes of Inquiry
Aesthetic Understanding (in two areas) 6
Scientific Inquiry (in two areas) 6
Social Analysis 3
Cross-Cultural Perspective 3
Historical Investigation or Philosophical Inquiry 3
Writing Intensive Course 3
Speaking Intensive Course 3
Modern Languages
9 (see note
above)
Physical Education 4
6

Possible Course of Study
Year Fall Semester Spring Semester
Course Credits Course Credits
1 General Education 12 General Education 12
Modern Language 3 Modern Language 3
2 EDLS 301 (Principles of Ed) 3 Courses in academic major 6
General Education 6 General Education 3
Course in academic major 3 PSYC 220 (Child Development) 3
Modern Language 3 EDUC 313 (Reading/LA I) 3
3 Courses in academic major 6 Courses in academic major 6
General Education 3 EDUC 310 (Elem. Math Methods) 3
HLTH 250 (Drug Studies) 3 EDUC 311 (Science Methods) 3
EDUC 413 (Reading.LA II) 3 EDUC 312 (Soc. Studies Methods) 3
4 Courses in academic major 9 EDLS 414 (Seminar) 3
EDLS 412 (Exceptional Learner) 3 EDUC 415 (St. Teaching-Primary) 6
EDUC 411 (Classroom Beh.) 3 EDUC 416 (St. Teaching- (Inter.) 6
7

(3) Description of field experiences, student teaching and internships. Including
the amount of time and type of supervision
Course Description of experience Supervision Time
EDLS 301
Principles of
Education
May include
observation/participation in
elementary classrooms
instructor
varies
EDLS 412
Exceptional Learner
discussion of videos, case
studies
Instructor
5 hours
Students may choose from
experience options including:
• Working in special education
classroom
• Development of a case study
• Working at the ARC
Instructor
10-14 hours
EDUC 310
Mathematics -
Elementary Methods
May include practicum in the
schools including: unit planning
and teaching, & reflective journal
Instructor; cooperating
teacher
Varies
EDUC 311
Science –
Elementary Methods
Includes observation/
participation in elementary
classrooms; Includes practicum
in the schools including: unit
planning, teaching, & reflective
journal
Instructor and
cooperating teacher
Varies in
hours;
together with
other
methods
courses, 32-
64 hours
EDUC 312
Social
Studies - Elementary
Methods
Includes observation/
participation in elementary
classrooms; Includes practicum
in the schools including: unit
planning, teaching, & reflective
journal
Instructor and
cooperating teacher
Varies in
hours;
together with
other
methods
courses, 32-
64 hours
EDUC 413
Reading and
Language Arts II
Includes tutoring in the reading
clinic,on campus, keeping a
reflective journal
OR
practicum in the schools
including: unit planning, teaching
& reflective journal
Instructor and Reading
Center supervisor or
cooperating teacher
15
hours
OR as above
EDUC 416
Student Teaching –
Intermediate grades
Full-time Student Teaching -
Intermediate grades
Sponsor teacher and
college supervisor
8 full weeks
(4) Explanation of how the program may deviate from the guidelines
8

Deviation from AECI guidelines are mostly in the following areas:
Clinical experiences
• While all students are provided with 16 weeks of student teaching experience in two
settings (primary and intermediate grades) and some field experience in the EDUC 413
Reading II course, pre-student teaching field experience in other courses is not
implemented uniformly across courses. There is a lack of system to ensure placement
in both primary and intermediate levels.
• Clinical experiences with students of different cultural and linguistic backgrounds is not
provided for all teacher candidates. Some teacher candidates obtain this opportunity
through field experience in the Mohawk reservation, urban areas (Yonkers traveling
social studies course, student teaching in an urban setting), in the Watertown area, and
abroad (England). Experience with other diverse elements (socioeconomic class and
disabilities is generally provided.)
• Self-analysis techniques. Most teacher candidates are provided opportunities for selfanalysis
through just one technique -- reflective journal.
Critical analysis of curriculum
• Program provides few opportunities for identifying stereotypes in curriculum material
and in understanding the criteria and processes used for material selection by various
education organizations (based on a survey of instructors).
Study and application of developmentally appropriate approaches
• Program provides some but insufficient opportunities to select teaching models for
teaching about controversial, value-oriented issues (based on a survey of instructors).
(5) Description of where the program is located with the profession education unit
and it interrelationships with other programs in the unit and the university/college
The Pre-K-6 Elementary Education Program is located in the Teacher Education
Department which is a part of the School of Education at SUNY Potsdam. It is a semiautonomous
program within the Teacher Education Department. It is one of 6
programs and has a program coordinator with one course release time (1/4 reassigned
time) to administer the program. Faculty members of the Elementary Education
Program may also serve other programs within the Teacher Education Department
based on the nature of their teaching. The scheduling of courses, selection of adjunct
faculty and scheduling of faculty is conducted by the coordinator in conjunction with
the Teacher Education Department Chair and the other program coordinators.
The Teacher Education Department is part of the School of Education. The School of
Education is headed by a dean who has the responsibility for overseeing all education
programs on campus, including the Elementary Education program, collaborates ,
through the Teacher Education Liaison Council with the deans of the School of Arts and
Sciences and the School of Music who have supervisory responsibilities for the General
Education and the Liberal Arts major portions of the teacher candidates' programs in
Elementary Education.
9

(6) List of faculty with primary assignments in the elementary education program. Provide
rank, responsibilities, and tenure status.
Faculty Course No. Rank Tenure Status
Agbo, Seth EDLS 301, EDUC 411 Asst. Prof. Tenure Track
Abramovich, Sergei EDUC 310 Assoc. Prof. Tenure Track
Ayalon, Aram EDUC 311, EDUC 312 Assoc. Prof. Tenured
Bates, Richard EDUC 413 Lecturer Tenure Track
Chadwick, Sandy EDUC 313 Professor Tenured
Doody, William EDUC 311 Assoc. Prof. Tenured
Fisher, Elizabeth EDUC 312, EDLS 301 Instructor Tenured
Ha, Andrew EDLS 301, EDUC 413 Assoc. Prof. Tenured
Misra, Anjali EDLS 412 Professor Tenured
Pardoen, Alan EDLS 301, EDUC 411 Professor Tenured
Schwob, Timothy EDUC 311 Assoc. Prof. Tenured
Smith, Beverly EDUC 310 Lecturer Tenure Track
Smith, Harvey EDUC 415, EDUC 416 Professor Tenured
Tharrett, Laura Student Services Advisor Professional
Vadas, Robert EDUC 312 Asst. Prof. Tenure Track
(7) Number of graduates from the program(s) at different levels over the past three years.
1996 143 graduates
1997 125 graduates
1998 69 graduates
(8) Criteria used for admission to post-baccalaureate programs to determine if the candidate
has adequate academic background in the subject to be taught should be submitted
We do not have a post-baccalaureate program at SUNY Potsdam. Those seeking to prepare to become
elementary teachers who already hold a BA or BS in an academic major are admitted into our MST
Elementary Education degree programs to complete their pedagaogical preparation.
(9) Criteria used for admission of transfer students
10

Transfer students must meet all requirements of students who begin their work at SUNY Potsdam. The
Transfer Advisor in Academic Services reviews all transfer transcripts, validating requirements fulfilled
and deficiencies remaining. For formal admission into our teacher education programs, the transfer
student must meet the following requirements, effective September 1999:
GPA requirements for admittance to the program: 2.5
GPA in Teacher Education courses: 2.75
11

Guideline
1.0 Programs should provide teacher
candidates with an understanding of the roles of
elementary school teachers and the alternative
patterns of elementary school organization.
Programs include:
1.1 Experiences that demonstrate various teacher roles,
school organizational patterns, and philosophical variants.
1.2 Opportunities to develop understanding and skills
in the dynamics of interactions with parents, community
members, professional colleagues, and other school
personnel.
Courses and/or experiences that most
directly lead to the outcome
EDLS 301: part 1 (p. 2), part 3 (p. 3), part 5 (p.3-4)
EDUC 312: field experience observation guidelines (p.5)
EDUC 313: role in selecting literature, teaching writing,
etc. (p.2)
EDUC 411: V A (p.1)
EDUC 413: course description 1-5 (p.1), specific course
description 1-12 (p 1-2)
EDLS 412: case study experience - understanding the
role of the teacher in dealing with students with disabilities
(p. 2)
Student Teaching - EDUC 415/EDUC 416:
Student teaching general performance objectives
(Handbook, p. 3-5); general induction program (p.6-8)
Student Teaching Seminar - EDLS 414: other
commitments that count toward seminar credit (Handbook,
p.15)
EDLS 301: see 1.0 & part 2 (p. 2)
EDUC 312: field experience activities illustrating
various teacher roles (p.4)
EDUC 413: course description 1-5 (p.1), specific course
description 1-12 (p 1-2); goals 5-7 (p.2-3), content outline
1-10 (p.3); content outline 8, 13 (p.3).
EDLS 412: case study experience - understanding the
role of the teacher in dealing with students with
disabilities; position paper (p. 2)
Student Teaching: EDUC 415/EDUC 416:
Student teaching general performance objectives
(Handbook, p. 3-5); general induction program (p.6-8)
EDLS 301: part 3 (p.3)
EDUC 413: tutoring field experience at the Reading
Center (requirements 4,5,6 p.4; content outline 13 p.3)
EDLS 412: case study experience (interview with
parents, teachers; accessibility survey (p.2)
Student Teaching - EDUC 415/EDUC 416:
Student teaching requirements: observations (Handbook, p.
12-13)
Student Teaching Seminar - EDLS 414:
additional topics 3,6 (Handbook, p. 15 )
12

1.3 Experiences that encourage the role of elementary
school teachers as life-long learners.
2.0 Programs should provide study and
experience concerning the role of the teaching
profession in the dynamics of curriculum change
and school improvement. Programs include:
2.1 Study of the role of elementary school teachers and
professional organizations in curriculum development.
2.2 Opportunities to develop analytical and
interactional skills essential for curriculum change and
school improvement.
EDLS 301: part 1 (p.2)
EDUC 311: course projects (demonstrations, media,
etc.) (p.2); critique articles (p.1)
EDUC 312: course assignments: reaction paper & unit
planning (p.2)
EDUC 313: research & presentation project (p.3)
EDLS 412: professional paper (p.2)
Student Teaching - EDUC 415/EDUC 416:
performance goals b (Handbook, p.2); general performance
objective I.h (Handbook, p.3); week one & two 12
(Handbook, p. 6)
Student Teaching Seminar - EDLS 414: seminar
description (Handbook, p.14-15)
EDLS 301: part 5 (p.3)
EDUC 413: goals 1,6 (p.2)
EDLS 412: lecture and discussion topic sessions
2,3,4,8,12,13 (p.3)
HLTH 250: unit planning (p.2)
Student Teaching Seminar - EDLS 414: topics
such as: additional topic 13 (Handbook, p.15)
EDLS 301: part 5b (p.3)
EDUC 311: unit plan based on NYS Math, Science, and
Tech Framework (p.1)
EDUC 312: using "Learning Standard for Social
Studies" as text (p.1)
EDUC 313: IIIB literature-based instruction, thematic
unit approach (p.2)
EDUC 413: course description specifics 5, goal 6 (p.3)
EDLS 412: session topic 3 (p.3)
HLTH 250: unit planning (p.2)
Student Teaching - EDUC 415/EDUC 416: IV-V
(Handbook, p.4); Week three & four 3 (Handbook, p. 7)
Student Teaching Seminar - EDLS 414:
additional topics 1 (Handbook, p. 15 )
EDLS 301: part 5 (p.3)
EDUC 311: keep a journal (p.1)
EDUC 313: procedure for observation and evaluation
(p.2)
EDUC 413: course description specifics (1-12) (p.1-2)
EDLS 412: topic session 3 &4 (p.3)
HLTH 250: curriculum evaluation (p.2)
Student Teaching - EDUC 415/EDUC 416: IV
analysis of teaching (Handbook, p.4); daily journals
(Handbook, p.16)
Student Teaching Seminar - EDLS 414: seminar
description (Handbook, p. 14)
13

3.0 Programs should include study and
experiences, throughout the professional studies
sequence, that link child development to
elementary school curriculum and instruction.
3.1 Study of student's development through direct,
guided observations; focused inquiry through data collection
and systematic analysis; self-study of interaction with
children, etc.
3.2 Opportunities to understand the integration of
physical, social, emotional, and cognitive development from
prenatal through adolescence stages.
4.0 Programs should develop the teacher
candidates' capacities to organize and implement
instruction for students. Programs include:
4.1 Opportunities to organize and manage varied
learning groups in each of the disciplines as appropriate to
the needs and/or interests of students and the goals of the
lesson.
EDLS 301: part 5a iii (p.3)
EDUC 310: course topics (p.6)
EDUC 313: process writing, kid watching (p.2)
EDUC 413: course description specifics (1-12)
PSYC 220: field experience in various contexts
including classrooms (p.2)
EDLS 412: course description (p.1); case study (p.2)
Student Teaching - EDUC 415/EDUC 416:
performance goals 1 (Handbook, p.); case study assignment
9 (Handbook, p. 18)
EDUC 310: assignment 2 (p.4)
EDUC 312: observation guidelines -- students (p.5)
EDUC 413: journal keeping for field experience (p.5)
EDLS 412: case study (p.2)
PSYC 220: field experience in various contexts
including classrooms (p.2
Student Teaching - EDUC 415/EDUC 416:
observation (Handbook, p.12-13); daily journal (Handbook,
p. 16-17)
EDLS 301: part 5a (p.3)
EDUC 311: goal #2 (k-6 appropriate instruction (p.1)
EDUC 313: child development is integrated into
teaching literacy theory for K-6 children (course
description, objectives, content, p.1)
EDUC 413: assessing children's interest using an
inventory (p.6)
EDLS 412: topic sessions 6,7,9 (p.3); case study (p.2)
Student Teaching - EDUC 415/EDUC 416:
observation (Handbook, p.12-13); daily journal (Handbook,
p. 16-17)
EDLS 301: part 5c (p.4)
EDUC 311: develop a learning center & a unit (p.1-2)
EDUC 312: unit assignment (p.2) & field experience
checklist (p.4)
EDUC 313: IV Organizing instruction (p.2)
EDUC 411: V A-D (p.1)
EDUC 413: Creating a classroom language environment
- content outline 5 (p.3)
HLTH 250: unit planning, presentations (p.2-3)
Student Teaching - EDUC 415/EDUC 416:
general objectives I-III (Handbook, p.3-4); 3-6 (Handbook,
p. 15-16)
Student Teaching Seminar - EDLS 414: common
topics 1-4 (Handbook, p.14)
EDUC 312: teaching strategies (p.3), field experience
checklist: teach a unit & group learning projects (p.4)
EDUC 413: tutoring requirement (p.4, 6-7)
Student Teaching - EDUC 415/EDUC 416: I &
II (handbook, p.3)
14

4.2 Experiences with assessment to (a) select methods
of assessment appropriate to each of the disciplines and to
the age, development, and characteristics of students, (b)
interpret and communicate assessment results accurately and
ethically, and (c) integrate information gained from
assessments into instructional plans.
4.3 Study and experiences in teaching in an
interdisciplinary manner and collaborating with specialist
teachers, support personnel, and others.
5.0 Programs should include study and
application of a variety of developmentally
appropriate experiences that demonstrate varied
approaches to knowledge construction and
application in all disciplines. Programs
include:
5.1 Systematic observation and practice of activities
that stimulate reflective and critical thinking, problemsolving,
and decision-making skills within and across
disciplines.
5.2 Opportunities to select and use various models for
teaching about controversial, problematic, and value-oriented
issues.
5.3 Study and experiences for integrating skills across
disciplines.
EDLS 301: part 5c (p.4)
EDUC 310: activity 4 (p.5), assessment topic (p.6)
EDUC 311: assessing science instruction, using
authentic assessment -- objectives (p.1)
EDUC 312: field experience checklist: evaluation
assignments (p.4, 6-7)
EDUC 313: assessing writing development, procedure
for observation and evaluation (p.2)
EDUC 413: course specifics 10, (p.2); content outline
12 (p.3)
HLTH 250: curriculum evaluation (p.3)
Student Teaching - EDUC 415/EDUC 416: III
(Handbook, p.4); week three & four (Handbook, p.7)
Student Teaching Seminar - EDLS 414: Common
topics 3, 11 (Handbook, p. 14-15)
EDUC 312: readings chapter 1 (p.1), interdisciplinary
unit example (p.3)
HLTH 250: group presentation (p.2)
EDLS 301: part 5 (p. 3-4)
EDUC 311: discrepant event/demonstrations & "How
children learn science activities" (p.2)
EDUC 312: topic @ week 3 (p.2)
EDUC 313: IIIc Reading as construction of meaning
(p.2)
EDUC 411: V A1 (p.1)
EDUC 413: goals 5 - 7 (p.2-3), course outlines: 6, 7,
11 (p.3)
EDLS 412: case studies (p.2)
EDUC 311: teacher demonstrations implied from first
two goals (p.1)
EDUC 313: autobiography, in-class writing activities
(p.3)
EDUC 411: VI D (p.2)
EDUC 413: tutoring experience including journal
writing (p. 4, 6-7)
EDLS 412: video & discussion (sessions 5,11,14) (p.3)
Student Teaching - EDUC 415/EDUC 416:
observation(Handbook, p.12); Clinical
supervision/cognitive coaching (Handbook, p. 20-22)
EDUC 312: Vietnam unit example (p.3)
EDLS 412: session topics 1,4, 8 (p.3)
Student Teaching - EDUC 415/EDUC 416:
common topics 10 (Handbook, p. 15)
EDLS 301: part 5a (p.3)
EDUC 313: IIIb3 skill development and related content,
literacy skill development (p.2)
EDUC 413: content outline 5, 14-17 (p.3)
EDLS 412: Topic session 3 (p.3)
15

5.4 Study and experiences for adapting materials,
instruction, and assessment methods.
5.5 Systematic feedback and coaching to increase the
intentional and effective use of strategies to promote
learning.
5.6 Study and experiences in developing students'
study skills and strategies for retrieving, analyzing,
interpreting, organizing, evaluating, synthesizing, and
communicating information and ideas (e.g., taking notes;
using reference materials, graphics, and basic statistics;
direct observations; learning the organization of a library;
and interviewing).
5.7 Study and experience for helping students live
productive lives beyond the year 2000.
6.0 Programs should include study and
application of current research findings about
individual differences.
EDLS 301: part 5a (p.3)
EDUC 311: projects: media presentation, unit and
learning centers (p.1-2)
EDUC 312: goals section: "integrate complex issues
into various grade level methodologies..." (.1)
EDUC 313: organizing for instruction & procedure for
observation and evaluation (p.2)
EDUC 413: course description specifics 4, 6 (p. 1-2);
goals 4, 7 (p. 2-3); content outlines 4, 8-10, 11 (p.3);
tutoring and lesson planning (p.4, 6-7)
EDLS 412: adapting material for various students with
disabilities - sessions7,10,12,13 (p.3)
HLTH 250: unit planning and curriculum evaluation
(p.2-3)
Student Teaching - EDUC 415/EDUC 416:
performance goals b-d (Handbook, p.2)
EDUC 311: instructor critique of student projects (p.2-3)
EDUC 312: participation evaluation scale (p.4)
EDUC 413: tutoring experience (.4, 6-7)
EDLS 412: professional paper (p.2)
HLTH 250: presentations (p.3-4)
Student Teaching - EDUC 415/EDUC 416:
clinical supervision (Handbook, p. 20-22)
EDUC 310: probability & statistics topic (p.1)
EDUC 311: critical thinking, guided and open discovery
topics (p.2)
EDUC 312: engage students in group learning/projects
(p.4)
EDUC 313: IIIb3 interface with skill development, IIIe
writing process (p.2)
EDLS 412: professional paper (p.2)
Student Teaching - EDUC 415/EDUC 416:
performance goals f (Handbook, p. 2)
EDUC 311: How children learn science (p.2)
EDUC 413: Course description specifics 2, 3, 6-8 (p.2)
EDLS 412: session topic 9 (p.3)
EDLS 301: part 4 and part 5a (p.3)
EDUC 312: discussing methods to address different
learning styles (p.1, "Goals")
EDUC 411: V A (p.1)
EDUC 413: tutoring experience using interest inventory
(p. 4,6)
EDLS 412: professional paper (p.2); course description
(p.1)
PSYC 220: lecture, discussion, & film topics (p.4)
Student Teaching - EDUC 415/EDUC 416:
performance goals 1 (Handbook, p.2); performance
objectives IA (Handbook, p.3)
16

6.1 Programs should include study and application of
current research findings about teaching and learning.
6.2 Programs should include study and application of
current research findings about culturally and linguistically
diverse populations.
6.3 Programs should include study and application of
current research findings about students of different ages.
6.4 Programs should include study and application of
current research findings about students with
exceptionalities.
7.0 Programs should provide a well-planned
sequence of varied clinical/field experiences with
students of different ages, cultural and linguistic
backgrounds, and exceptionalities. These
experiences should connect course content with
elementary school practice. Programs include:
EDLS 301: part 5 (p.3-4)
EDUC 310: course topics (p. 6-7)
EDUC 311: how children learn science, inquiry skills
in science (p.2)
EDUC 312: readings (e.g. teacher strategies, chapter
8&9, p.3)
EDUC 313: current concepts, terms, definitions and
approaches to literacy, language arts & reading (p.1);
research and presentation project (p.3)
EDUC 413: course description specifics 3, 5-12 (p.1-2);
goals 2 (p.2)
EDLS 412: professional paper (p.2); course description
(p.1)
PSYC 220: course description about learning (p.1)
Student Teaching Seminar - EDLS 414: common
topics, additional topics (Handbook, p.14-15)
EDLS 301: part 4 (p.3)
EDUC 312: discuss methods to address learning styles
of student from diverse backgrounds (p.1), Native
American studies & reading about diversity (p.2),
observation guidelines (students - cultural diversification,
p.5)
EDUC 413: course description specifics 12 (p. 2);
content 5 (p.3)
EDLS 412: topic session 4 (p.3); cross cultural
requirement (p.2)
PSYC 220: course objective 4 (p.1)
Student Teaching Seminar - EDLS 414: common
topic 10 (Handbook, p.15)
EDLS 301: part 5a (p.3)
EDUC 313: course description- K-6 age (p.1)
EDUC 411: V A (p.1)
EDUC 413: course outlines 9,10 (p.3)
EDLS 412: topic sessions 6,7,9 (p.3)
PSYC 220: course objectives (p.1); class no.
9,11,13,15,17 (p.4)
Student Teaching - EDUC 415/EDUC 416:
student teaching at two level, performance goals a
(Handbook, p.2)
EDUC 413: course outlines 8 (p.3)
EDLS 412: course description & class activities (p.1)
Student Teaching Seminar - EDLS 414: special
education topics (Handbook, p.15)
EDUC 310: practicum guidelines (p. 4-5)
EDUC 312: field experience at a school with Native
American population (p.1,4,5)
EDUC 413: tutoring in the reading center (p.4,6-7)
EDLS 412: videos in sessions 5,11 (p.3)
Student Teaching - EDUC 415/EDUC 416:
student teaching program (Handbook, p.6-8)
17

7. 1 Opportunities to analyze one's own practice
through a variety of data collection techniques (e.g.,
protocols, tape recordings, study groups, analysis of one's
own practice, journal keeping).
7.2 Clinical/field placements with at least two different
age groups (e.g., kindergarten, primary, intermediate) within
the range of grade levels for which candidates are being
prepared to teach.
7.3 Clinical/field experiences in the use of a variety of
assessment and evaluation methods.
7.4 Clinical/field placements that include teaching
experiences in all content areas normally taught in
elementary classrooms.
7.5 Clinical/field experiences with students of different
cultural and linguistic backgrounds and with
exceptionalities.
8.0 Programs include opportunities to study,
analyze, and practice effective models of
classroom management in campus and fieldbased
settings, and to engage in a gradual
increase in responsibility. Programs include:
EDUC 310: practicum guidelines (p. 4)
EDUC 312: observation guidelines (p.5)
EDUC 413: course requirements 4-7 (p.4, 6-7)
Student Teaching - EDUC 415/EDUC 416: week
one & two 12 (Handbook, p.6); week three and four:
evaluation and analysis of taped lesson (Handbook, p.7);
IV analysis of teaching (Handbook, p.4)
EDUC 312: field experience at a k-6 elementary school
(p.1)
EDUC 413: tutoring elementary level children (p.4)
Student Teaching - EDUC 415/EDUC 416:
student teaching at primary and intermediary level
(Handbook, p. 6)
EDUC 310: Field exp. checklist (p. 5)
EDUC 312: checklist of field experience activities (p.4)
EDUC 413: inventory instrument, lesson planning (p.
4, 6-7)
Student Teaching - EDUC 415/EDUC 416: III,
(Handbook, p.4); performance goal d (Handbook, p.2)
EDUC 310: practicum guidelines (p. 4-5)
EDUC 312: field experience in developing & teaching a
social studies unit in a school (p.1)
EDUC 413: reading instruction to individual children
(field experience requirements (p.4, 6)
Student Teaching - EDUC 415/EDUC 416: week
6-7 (Handbook, p.8)
EDUC 310: experience in a school in Native American
reservation (overview p. 1)
EDUC 312: field experience with Native American
student (p. 1)
EDUC 413: tutoring experience might include few
students with cultural and linguistic backgrounds, more
likely to include students with exceptionalities.
EDLS 412: experience assignment
Student Teaching - EDUC 415/EDUC 416:
Some are provided this opportunity based on placement
EDUC 310: field experience checklist (p. 5)
EDUC 312: observation guidelines - teacher &
environment (p.5)
EDUC 411: V A-D (p.1)
EDUC 413: course description specifics 2 (p.1)
EDLS 412: topic sessions 7,10, 12, 13 (p.3)
HLTH 250: presentation (p.3-4)
Student Teaching - EDUC 415/EDUC 416:
student teaching program (Handbook, p.6-8)
18

8.1 Practice, feedback, and coaching to help teacher
candidates develop appropriate, positive classroom
management and discipline skills.
9.0 Programs should provide study and
experiences for critically selecting and using
materials, resources, and technology appropriate
to the age, development level, cultural and
linguistic backgrounds, and exceptionalities of
students. Programs include:
9.1 Practice and feedback in the critical analysis and
adaptation of existing materials and technology, as well as
in the development of teacher-made materials for students.
9.2 Experiences in identifying stereotypes (e.g.,
cultural, gender, age, etc.) in curriculum materials, and
adapting instruction appropriately.
EDUC 312: participation evaluation rubric (p.4)
EDUC 411: VI C, D (p.2)
EDUC 413: content outline 5 (p.3)
HLTH 250: unit planning (p.3-4)
Student Teaching - EDUC 415/EDUC 416:
student teaching program (Handbook, p.6-8); clinical
supervision/cognitive coaching (Handbook, p. 20-22)
EDLS 301: part 5c (p.4)
EDUC 310: course topics: planning for instruction (p.
6)
EDUC 311: assignment include use of multimedia, and
other resources for planning units, learning centers &
media presentation (p. 1)
EDUC 312: selecting audio visuals (p.4), observation
guidelines 0 content (p.5)
EDUC 313: using poetry, designing & planning
language arts/reading activities (p.1)
EDUC 413: course description 5 (p.1), content outline
5, 8 (p.3)
EDLS 412: professional paper (p.2); topic sessions
3,10, 12, 13 (p.3)
HLTH 250: curriculum evaluation (p.3)
Student Teaching - EDUC 415/EDUC 416:
performance goals b, g (Handbook, p.2); performance
objectives I f (Handbook, p.3)
Student Teaching Seminar - EDLS 414: common
topic 6 (Handbook, p.14); additional topics 11 (Handbook,
p. 15)
EDUC 310: course topics: planning for instruction (p.
6)
EDUC 311: assignment include use of multimedia,
Internet, and use of electronic resources (p. 2)
EDUC 312: unit planning (p.2)
EDUC 313: interactive writing activity (p.3)
EDUC 411: V D (p.1)
EDUC 413: lesson planning (requirement 6, p. 4)
EDLS 412: individual project & case study (p.2)
HLTH 250: group presentation (p.2)
Student Teaching - EDUC 415/EDUC 416:
performance goals b, g (Handbook, p.2); performance
objectives I f (Handbook, p.3)
EDUC 312: Native American Studies unit sample (p.2)
EDLS 412: professional paper, cross-cultural general
education requirement, case study, accessibility
survey (p.2)
Student Teaching Seminar - EDLS 414: common
topic 10 (Handbook, p. 15)
19

9.3 Opportunities for practice in matching content,
objectives, and teaching behaviors to the selection and
analysis of teaching and evaluation materials for students.
9.4 Study of criteria and processes for materials
selection employed by state agencies, local school districts,
and national organizations.
10.0 Programs should provide for in-depth
study in at least one academic discipline by
including significant course work beyond the
introductory level in order to reflect processes
of inquiry and research.
11.0 Programs should develop understandings
of positive health behaviors, movement skills,
and physical fitness to allow teacher candidates
to provide appropriate health education and
physical education experiences for students.
Programs include study of and experiences with:
11.1 The structure and function of human movement and
motor development in order to implement appropriate
physical education experiences for students.
11.2 The design of learning activities and sequences
appropriate for the elementary school physical education and
health education curricula.
11.3 Physical, social, emotional, and intellectual factors
which influence health issues and health behaviors.
12.0 Programs should prepare teacher
candidates to become confident in their ability
to do mathematics and to create an environment
in which students become confident learners and
doers of mathematics. Programs include study
of and experiences with:
12.1 The development of student's abilities to
communicate mathematically through reading, writing,
listening and discussing ideas.
EDUC 311: unit plan and lesson plans (objectives, p.1)
EDUC 312: unit planning (p.2)
EDUC 313: lesson planning activity (p.3)
EDUC 413: course description specifics 9, 10 (p.2);
lesson planning (requirement 6, p. 4)
HLTH 250: group presentation (p.2)
Student Teaching - EDUC 415/EDUC 416:
lesson plans & unit plans (Handbook, p.16); performance
objectives I -III (Handbook, p. 3-4)
EDLS 301: part 4 & 5b (p.3)
EDLS 412: topic sessions 1,2, videos (p.3); case study
(p.2)
Student Teaching Seminar - EDLS 414: common
topics 9 (Handbook, p. 15); additional topics 1 (Handbook,
p. 15)
The Academic Major: (see Undergraduate Catalog,
p.3)
HLTH 250: addresses health behavior and teaching it to
children only as it applies to substance abuse - group
project (p.2), curriculum evaluation (p.3)
PSYC 220: health behavior and movement development
topics (p.4)
PSYC 220: health behavior and movement development
topics (p.4)
HLTH 250: addresses health behavior and teaching it to
children only as it applies to substance abuse - group
project (p.2), curriculum evaluation, presentation (p.3)
EDLS 412: topic session 6 (p.3)
HLTH 250: addresses health behavior only as it applies
to substance abuse - course goal 2 (p.1)
PSYC 220: health behavior and movement development
topics (p.4)
EDUC 310: course topics (p. 6-7)
EDUC 310: course topics (p. 6-7)
20

12.2 The cultural, historical and scientific applications
of mathematics so that students can learn to value
mathematics.
12.3 The structuring of classroom activities around
making conjectures, gathering evidence and building
arguments so that students learn to reason mathematically.
EDUC 310: course topics (p. 6-7)
EDUC 310: course topics: Thinking Mathematically.
(p. 6-7)
12.4 The construction of the meaning of numeration and
the development of number sense.
EDUC 310: course topics: Attaching meaning to
rational numbers. (p. 7)
12.5 The construction and exploration of models of
estimation strategies for numbers, operations and
measurement.
12.6 The development of activities to explore the
geometry of one, two and three dimensions so that students
can visualize and represent geometric figures and understand
and apply spatial relationships.
12.7 The process of developing measurement and related
concepts.
12.8 The use of various kinds of calculators and other
technologies as teaching tools for computation, problem
solving, and explorations.
12.9 The use of concrete manipulative materials in the
classroom.
13.0 Programs in the area of students' literacy
development should be designed to help teacher
candidates create experiences for their students
in reading, writing and oral language. These
programs should stress the integration of
reading, writing and oral language with each
other and with the content areas of the
elementary school curriculum. Programs
include study of and experiences with:
13.1 The cognitive and linguistic foundations of literacy
development in students.
EDUC 310: course topics: measurements, etc. (p. 7)
EDUC 310: course topics: Teaching and Learning
geometry. (p. 6)
EDUC 310: course topics: Teaching & Learning
geometry, etc. (p. 6)
EDUC 310: introduction & course overview (p.1)
EDUC 310: introduction & course overview (p.1)
EDLS 412: topic session 10, 12, 13 (p.3)
EDUC 313: course description (p.1)
EDUC 413: course description & course specifics (p. 1-
2)
Student Teaching - EDUC 415/EDUC 416:
performance goals f (Handbook, p.2);
Writing and Critical Thinking/COMP 101:
Writing and communication (COMP 101 assignments,
p.5; General Education Manual. Freshman Experience, p.2)
Speaking, Reasoning, & Research: courses with
FS designation emphasize speaking skills (General
Education Manual. Freshman Experience, FS p.3)
EDUC 313: content description (p.1)
EDUC 413: course specifics 1-12 (p.2)
13.2 Ways of promoting vocabulary growth in students. EDUC 313: III Reading-writing connection (p.2)
EDUC 413: course specifics 6-8 (p.2); goal 5 (p.2)
13.3 The flexible use of a variety of strategies for
recognizing words in print.
EDUC 313: III Reading-writing connection (p.2)
EDUC 413: course description specifics 6-11 (p.2);
goals 4,5 (p.2), content outline 6 (p.3)
21

13.4 Teaching of the conventions of language needed to
compose and comprehend oral and written texts (e.g., text
structure, punctuation, spelling).
13.5 The strategies readers can use to discover meaning
from print and to monitor their own comprehension.
13.6 The ways listening, speaking, reading and writing
relate to each other and to the rest of the elementary
curriculum.
13.7 Identifying and developing appropriate responses to
differences among language learners (e.g., linguistic,
sociocultural, intellectual, physical).
13.8 Communicating with parents concerning the
school language program and developmentally appropriate
language experiences at home.
13.9 Speaking and writing which vary in form subject,
purpose, audience, point of view, tone, and style.
13.10 Ways to promote reading, writing and oral language
for personal growth, lifelong learning, enjoyment and
insight into the human experience.
13.11 The literature of childhood including (a) knowing a
range of books, (b) knowing how to share literature with
students and (c) knowing how to guide students to respond
to books in a variety of ways.
13.12 Promoting creative thinking and expression, as
through storytelling, drama, choral/oral reading, imaginative
writing, etc.
EDUC 313: III Reading-writing connection (p.2)
EDUC 413: course specifics 8, 11 (p.2); goals 4,7 (p. 2-
3); content outline 6, 9, 10, 11 (p.3)
Writing and Critical Thinking/COMP 101::
Writing and communication (COMP 101 assignments,
p.5; General Education Manual. Freshman Experience, p.2)
EDUC 313: III Reading-writing connection (p.2)
EDUC 413: course specifics 7,8 (p.2)
EDUC 313: content description, first objective (p.1)
EDUC 413: course specifics 1-6, 10,11 (p. 1-2)
EDLS 412: journal assignments
EDUC 313: teaching writing in developmental,
communicative, and functional contexts (p.2)
EDUC 413: course specifics 5, 12 (p. 2); goals 1,6
(p.2); course outline 1,3,4,8,12 (p.3); requirements 4-6
(p.4)
EDLS 412: cross cultural general education requirements
(p.2)
EDUC 413: course outline 13 (p.3); tutoring experience
(p.6)
EDLS 412: topic session 6 (p.3)
EDUC 413: course outline 14-17 (p.3)
Writing and Critical Thinking/COMP 101:
Writing and communication (COMP 101 assignments,
p.5; General Education Manual. Freshman Experience, p.2)
Speaking, Reasoning, & Research: courses with
FS designation emphasize speaking skills (General
Education Manual. Freshman Experience, FS p.3)
EDUC 413: course outline 14-17 (p.3)
EDUC 313: IIIa - Emergent literacy (p.2), lesson
planning activity (p.3)
EDUC 413: course description specifics 2,4,10,11 (p.1-
2); goal 7 (p.3)
EDUC 313: IIIb literature-based instruction (p.2)
EDUC 413: course description specifics 2, 11 (p. 1-2);
goal 7 (p.3)
22

14.0 Programs in science for teacher
candidates should focus on academic, personal,
social, and career applications of the biological,
earth, and physical sciences and should develop
skills in instruction to promote these
understanding and positive attitudes among
students and youth. Programs include study of
and experiences with:
14.1 Each of the biological, earth, and physical sciences
so the science can be viewed as an integrated discipline.
14.2 The social, personal, and career applications of
science along with more traditional knowledge.
14.3 The use of inductive and deductive strategies that
involve scientific investigation, interpretation of findings,
and communication of results.
14.4 Developing and carrying out hands-on instruction
that leads to more meaningful learning, promotes positive
attitudes toward science and enables pupils to solve practical
problems.
14.5 A sequence of teaching related field experiences,
such as classroom observation, microteaching, and student
teaching, in which students use science instructional
strategies such as teaching and managing hands-on
investigations.
15.0 Programs should prepare teacher
candidates to translate knowledge and datagathering
processes from history and the social
sciences into appropriate and meaningful social
studies experiences for students. Programs
include study of and experiences with:
15.1 The selection, integration, and translation of
knowledge and methodology from history and social science
disciplines to knowledge, processes and activities
appropriate to students. These social science disciplines
should include anthropology, economics, geography,
political science, psychology, and sociology.
Scientific Inquiry (scientific inquiry-biological
sciences; scientific inquiry-physical sciences):
courses focusing on major scientific concepts & methods
of scientific investigation. (General Education Manual,
p.4; see also for example, Chemistry 100, p.1)
Scientific Inquiry (scientific inquiry-biological
sciences; scientific inquiry-physical sciences):
emphasis on inquiry (General Education Manual, p.4)
Scientific Inquiry (scientific inquiry-biological
sciences; scientific inquiry-physical sciences):
discuss the impact of science on society and human
existence (General Education Manual, p.4).
EDUC 311: study and conduct of inquiry & discovery
activities (p.2)
Scientific Inquiry (scientific inquiry-biological
sciences; scientific inquiry-physical sciences):
introduces methods of scientific investigation (General
Education Manual, p.4; see also for example, Introduction
to Sociology, Sociology 101))
EDUC 311: use of manipulatives (p.2)
EDUC 311: field experience
EDUC 312: unit planning (p.2)
Social Analysis (SA): courses focusing on the study
of systematic studies of human social interactions (General
Education Manual, p.4)
Cross-Cultural Perspective (CC): study in
comparative cultures (General Education Manual, p.4)
Historical Investigation (HI): studies major
developments in western civilization (General Education
Manual, p.5)
EDUC 312: topics: history & literature, global
education,
geography literacy, interdisciplinary units (2-3)
Cognates requirements: (see cover sheet, p.6)
Social Analysis (SA): (General Education Manual,
p.4)
Historical Investigation (HI):(General Education
Manual, p.5)
23

15.2 Strategies for teaching students to use a wide
variety of data sources, including direct observation,
artifacts/regalia, graphics, literature, and art.
15.3 Democratic processes, including civic participation,
and strategies for teaching students about democratic
institutions and processes, within the context of a
multicultural society.
15.4 The development of strategies to promote a global
perspective.
15.5 Guided and independent field experiences such as
classroom observations, microteaching, and student
teaching, in which prospective elementary school teachers
apply general and unique elementary social studies
instructional strategies, including inquiry.
16.0 Programs should prepare teacher
candidates to translate knowledge of and
experience in the visual and performing arts into
appropriate experiences for students. Programs
include study of and experiences with:
16.1 The styles and modes of visual and performing arts
across cultures and from various periods of history.
16.2 The identification and appreciation of quality
visual, musical, dance, and dramatic production.
16.3 The production/performance of the arts (e.g., vocal,
instrumental, theatrical, dance, visual).
16.4 The incorporation of visual and performing arts in
the curriculum through direct teaching and/or the use of high
quality media.
EDUC 312: literature-based unit (p.2)
Social Analysis (SA): discuss methods of data
collection (General Education Manual, p.4)
EDUC 312: integrated into diversity (p.2)
EDUC 413: content outline 5 (p.3)
EDUC 312: integrated into global education (p.3)
EDUC 413: content outline 5 (p.3)
Cross-Cultural Perspective (CC): study in
comparative cultures (General Education Manual, p.4)
Student Teaching Seminar - EDLS 414: common
topics 10 (Handbook, p.15)
EDUC 312: field experience (p. 4-5); inquiry strategies
readings, discussion, & unit (p.2)
Aesthetic-Critical (AC): developing critical
perspectives to the arts (General Education Manual, p.4)
Aesthetic-Experiential (AE): participation in the
process of creative and performing arts (General Education
Manual, p.4, see also for example, ARTS 120)
Aesthetic-Experiential (AE): some of the courses
incorporate cultural and historical perspectives (General
Education Manual, p.4)
Aesthetic-Critical & discriminative Approach
(AC): developing critical perspectives to the arts (General
Education Manual, p.4)
Aesthetic-Experiential (AE): participation in the
process of creative and performing arts (General Education
Manual, p.4, see also for example, ARTS 120)
24

STATE UNIVERSITY OF NEW YORK
COLLEGE AT POTSDA M
DEPARTMENT OF TEACHER EDUCATIO N
EDLS 301
SECTION 05
Principles of Education n
Fall 1998
MWF: 2:00 - 2:50 p.m .
Seth A. Abo, Ph.D.
Office: 209 Satterlee
Phone: (315) 267-2540
E-mail: agbosa@potsdam.edu
Office Hours: By appointment and
M-F: 11:00a.m. - 12:00 noon
COURSE INFORMATION
Overvie w
Education as a social, political, and economic institution does not exist in a vacuum. It is created,
nurtured and supported by society. What happens in society influences what happens in
education. The rapid changes and advances in technology that are taking place have effects on
the schools. The way schools are supported and by whom, what sources of financial or academic
support schools receive, teacher-student relations, the content of the curriculum and how it is
taught--all these are intimately connected with the far -reaching developments in the larger social
context. "Principles of Education" is a basic introductory course in which you will be introduced
to the field of professional elementary and secondary education. The course will examine
historical, cultural, economic, social, political, legal, and other aspects of K -12 public education
in America. It will also provide an opportunity to explore the theme "Teacher as Decision
Maker" which will primarily deal with the nature of teaching, with emphasis on instructional
skills, curriculum development, and the needs of the learner.
Objectives
The course objectives are:
(a) to develop your understanding of the historical and the philosophical roots of contemporary
American education;
(b)
for you to become confident in making rational professional decisions.
1

2
(c) to enable you to attain a greater awareness of the needs and capabilities of the learner and
understand the specific ways in which these needs are met;
(d) to let you understand a variety of instructional models and strategies and know when and how
to use them;
(e) to develop your philosophical concepts and educational views which should enable you to
generate a teaching philosophy of your own; and ,
(f) to enable you as a professional to demonstrate commitment to lifelong learning.
COURSE CONTENT
Part 1: The Teacher as a Professional
In the introductory part, we will overview the course and develop a concept of an educated
person. Then, we will explore sources of information about the teacher as a professional :
(a) Who is an educated person
(b) Becoming a teacher
(c) Accreditation and approval of professional programs
(d) Reform proposals leading to changes in teacher education
Part 2: Historical and Philosophical Foundations of American Educatio n
The second part will introduce the student to the historical foundations of American education.
This historical perspective will be followed by a careful analysis of the great philosophers, past
and present as a backdrop for a framework within which to analyze contemporary American
education. Topics to be discussed in this part include:
(a) American education from the arrival of the European settlers to the present
(b) The place of philosophy in education
(c) Philosophical foundations of American education
(d) Philosophical orientations to teaching:
1. Idealism
2. Realism
3. Pragmatism
4. Existentialim
5. Marxism
6. Behaviorim
7. Perennialim
8. Essentialism
Social Reconstructionism
(e) Factors influencing teacher's philosophies of education.

3
Part 3: The School as a Social Institution
In the third part, students will consider the school as a social institution. This part will focus on
organization and administration of public schools, school governance and educational finance
and society's expectations for schools. Topics in this part will include:
(a) The organization and administration of public schools in America
(b) Management and school funding at the federal, state and local levels
(c) Society's expectations for schools
Part 4: Meeting Diverse Needs of Students
Part 4 focuses on the effects of cultural diversity on American education. Demographic shifts are
changing the face of America. According to recent reports, 23 of the nation's 25 largest city
school systems are currently minority/majority. It is estimated that by the year 2000, minority
enrolment is projected to reach 90% in these cities, with 53 cities having minority/majority
population and nation-wide, about 40% of traditional age school-going children will come from
racial minority groups. It is, therefore, important for you as teachers to beware of the diverse
populations of students you are going to meet in the schools and be prepared to deal with them.
The topics in this part will include:
.
(a) Effects of cultural diversity on education
(b) The influence of cultural and ethnic factors on educational opportunitie s
(c) What is multicultural education How do you implement it
(d) The influence of curricular standards on multicultural education
Part 5: The Teacher as Decision Maker
This part is concerned with a model of teaching--types of decisions the teacher makes about
curriculum and instruction and how these decisions are made. Topics in this part will include :
(a) Decisions about learning behaviors
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Effects of students' intellectual abilities on teaching and learning
Effects of perceptions of student learning on teachin g
Effects of children's physical and psychological development on learning
Moral development and learning
Effects of students' habits of mind on learning and teachin g
Effects of gender and exceptionalities on teaching and learning
(b) Decisions about curriculum and instruction
(i)
(ii)
Different types of curriculum-explicit and implicit, null curriculum, extra
curriculum, integrated curriculum
Forces and change agents affecting curriculum content

(iii)
(iv)
(v)
Planning and organizing curriculum and instruction
General models of instruction
Effective instruction
4
Decisions about conten t
(i) Curricular decisions, task analysis and diagnosis;
(ii) Bloom's Taxonomy
(iii) Teaching concepts, generalizations and discrimination ;
(iv) Teaching to an objective;
(v) Planning for effective instruction: lesson design.
Instructional Process
The course will function in a cooperative learning format where participants are expected to
actively and knowledgeably contribute to the discussions. Most discussions and other class
activities will take place in groups .
Required Reading
McNergney, R.F. & Herbert, J.M. (1998). Foundations of Education The Challenge of
Professional Practice (2nd Edition). Needham Heights (MA): Allyn and Bacon.
Recommended Reading:
Hunter, M. (1994). Enhancing Teaching New York: Mcmillan.
Course Requirements
1 Attendance
As the instructional process in this course will be cooperative learning, it is imperative that you
attend class and complete the assigned readings before class. It is your responsibility to inform
me by telephone and group members by e-mail about your absence and to find out what you
missed during the discussions. Being absent does not exclude you from anything that was
discussed or due in class. If you absent yourself for more than four classes without a tangible
reason you may lose all the 10% allocated for attendance.

5
2 Participation
Because this class will not be a lecture class, the active participation of all students is required.
Participation will be evaluated, not on the quantity of what you say but on the quality of your
contribution to class and group discussions. While I will provide you with feedback as to my
evaluation of your participation, I will also occasionally ask you for a self evaluation of your
participation to determine how you perceive your own participation.
3 Course Assignments
Apart from assigned readings, there will be four major assignments and a number of minor ones
that are directly related to the course. There will be a test to evaluate your knowledge of the
assigned readings and a final take-home exam. Assignments will consist of group and individual
projects. The first assignment will be a group research in the form of an oral presentation and a
paper presented on behalf of the group. The second, third and fourth assignments will be done
individually. You will regularly receive the assignments and further instruction through
electronic mail. We will discuss the contents of the test and assignments in class and agree on
the test date and assignments' due dates. We will allocate research topics during the second
week of class. You may however start thinking of a personal philosophy of education, intended
to be Assignment 2.
Assignment and Test Dates
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Final Exam
(Group Presentation)
(Personal Philosophy of Education)
(Assignment on Bloom's Taxonomy)
(Knowledge Test on assigned readings)
TBA
4 Electronic-mail
It is a requirement for all students taking EDLS 301 to be on e-mail. Students should have their
e-mail addresses ready by the third class session. We will develop a list-serv program by which
we can all communicate outside the classroom at all times. Remember that you will receive
assignments and other information through e-mail. We will discuss how to use the list-serve
program during the first class session.
Course Grading System
Your final grade for the course will be calculated from the course requirements and will be
weighted as follows:
10% will be based on attendance and participation
10% for Assignment 1 (Group)
20% for Assignment 2 (Personal Philosophy of Education)
10% for Assignment 3 (Bloom's Taxonomy)

6
10% for Assignment 4 (Task Analysis)
10% for Knowledge test
30% for final exam
Your grade and assignments will be based upon the quality of your work. You can achieve a
maximum of 100% or a Grade Point Average (GPA) of 4.0. Your final grade will be determined
by the total scores you earned. The total score will be transformed into a final Grade Point
Average (GPA) from 0.0-4.0 using the table of scaled scores that follows:
Total Score Letter Grade Final Grade Qualitative (Scaled
Interpretation
Score)
90-100 A 4.0 Excellent
85-89 B 3.5 High Attainment
80-84 B 3.0 Above Average
75-79 C 2.5 Satisfactory
70-74 C- 2.0 Minimally
satisfactory
65-69 D 1.5 Passing
60-64 D- 1.0 Minimum for which
Credit is Awarded
59orless F 0.0 Failure
Academic Honesty Policy
I anticipate that our interactions in this course are based on mutual trust and integrity. You are
required to do your own work on all class assignments, papers, and exam. In preparation of
research papers, books reports, essays, compositions and speeches, you will generally utilize
information gained from others. It is absolutely necessary for you to acknowledge this help and
information. The Library and the College Bookstore carry manuals of instruction in the style of
preparing reports and papers. Such manuals as the Publication Manual of the American
Psychological Association (APA) Contain extensive information on proper ways of avoiding
academic dishonesty. It. is your responsibility to learn and apply general and specific guidelines.
Disciplinary action may be taken against violators of academic honesty as per SUNY-Potsdam
statement of Academic Honesty (see Undergraduate Catalog 1997 -1999 page 36 and Graduate
Catalog 1997 -1999, page 13, with particular reference to "plagiarism", cheating on examinations
and multiple submissions). If you are in doubt as to whether some act constitutes a violation of
the honesty policy, please ask me.

Instructor: Bev Smith
EDUC 310 Sections 02 & 03
Semester: Spring 1998 Tue/Thu 2:00-3:00
Class Time: ITt, 9:30-10:45
Office: Satterlee 212
TTh 12:30 -1:45
Office Hrs: M 2:00-3:00;
Class Place: Satterlee 301
F 8:30-9:00
and by appointment
Phone: 267 -2533 (office)
386 -3679 (home)
Email: smithbs@potsdam.edu
EDUC 310 Mathematics -Elementary Method s
Mathematics - Elementary Methods is a course designed to prepare students to teach
mathematical concepts and skills in grades K-6. Although memorization of facts and the usual
algorithms will be considered, higher -level thought processes and problem solving will be
emphasized. Simultaneously, the mathematics currently involved in K-6 programs will be
highlighted in an attempt to increase the confidence level of the future teacher. Students will be
introduced to current issues in math education such as the use of technology, interdisciplinary
education, performance assessment and constructivism. A practicum in the Salmon River
Elementary School or Akwesasne Mohawk School will offer the students an opportunity to apply
the concepts learned.
TEXT and required materials
Teaching and Learning Elementary and Middle School Mathematics
D.E. Cruikshank, Merrill 1992 TILE
3rd Edition, L. J. Sheffield,
Mathematics K-6 A recommended program for elementary schools
Education. 1991 (Not in bookstore - see attached) MK6
State Department of
Professional Standards for Teaching Mathematics
Reston, Va. The Council, 1991 PST
National Council of Teachers of Mathematics,
Course Materials (Copied and available in the bookstore)
Two computer disk s
Course Overview
How Children Learn Mathematics
Problem Solvin g
Thinking Mathematically
Number Sense
Addition and Subtraction
Multiplication and Division
Rational Numbers
Probability and Statitics
Meausrement
Geometry
Technology
Organizing for Instruction
Standards for Teaching Mathematics
Standards for Evaluating Mathematics

Evaluation Criteria:
Professionalism
Students are expected to attend, be prepared for, and participate in each class. This includes the
ability to discuss the readings, case studies and class activities. Professionalism also includes
the ability to accurately evaluate your performance. At the end of the semester you will submit
a portfolio which represents your work for this course and a self evaluation.
Homework and Reading s
Students are expected to read the text and other materials using the EDUC 310 I EDUC 411
Course Schedule. Homework will be assigned at various times throughout the semester.
Several assignments involve use of the computer. You must have two disks, one
for email and one for course assignments. You must also plan for time to work
in the computer lab, library and with others on collaborative assignments.
Quizzes and Exams
Several quizzes and a final exam will be given during the semester. Quizzes will be based on
readings and material presented in class. See the Course Study Guide. Quiz dates will not be
announced and there will be no make-up quizzes given. However, the lowest two quiz
grades will be dropped. The final exam will be based on the Mathematics K-6 NYS curriculum
Guide. This exam will be given during exam week. See the Course Schedule for the date
and time.
Evaluation
Professionalism 20%
Knowledge of pedagogy
Quizzes 35%
Final Exam 15%
Assignments 20%
Portfolio 10%
It is expected that all work will be the students own unless otherwise documented. Failure to
credit others for direct quotations and ideas, will be considered plagiarism and will result in
the student receiving a grade of 0.0 for that assignment.
3

EDUC
310 Mathematics - Elementary Methods
Practicum Experience
Guidelines
Students in EDUC 310 will spend a minimum of ten hours in a elementary
school classroom. The following is a list of activities the students shall
complete during their practicum experience.
Required Assignments : Students must complete the following three
assignments. Keep a record of each assignment in your journal. The first
three assignments are due by March 26, 1998.
Assignment 1 : Observing the classroom
Completely and accurately describe the classroom. Include as
much detail as possible. Describe traffic patterns, lighting,
instructional displays, management and motivational elements. Try
not to be judgmental.
Assignment 2. Observe one student.
Choose a student to observe for at least 20 minutes on two
different days. Use the student's first name only or make up a name.
In your summary, give the date and time of the observations, the
grade, topic of the lesson, and ability level of the student. Describe
the student's- reactions to different parts of the lesson. For example,
is he/she able to stay on task for the complete lesson or does the
student tend to loose interest How does the student interact with
the teacher Other students Does he/she volunteer to participate
Did you notice anything different during the second observation
Add as much detail as possible.
Assignment 3. Observe a lesson. (Note: I would prefer it to be a math
lesson, if possible.)
Write a lesson plan for a lesson you observed. Be sure to give
enough detail about the specific lesson so that someone reading the
plan could teach it. List the objectives, concepts and skills which you
think were the focus of the lesson. You may use any lesson plan
format you like. However, make sure that it list all of the components
indicated in the plan described in class. (See page 383 in your text. )
Additional Selection
Complete at least four of the activities on the Field Experience
CheckList. When you have finished you practicum experience ask
your sponsor teacher to sign the attached form and include it in
your journal. You should describe your experiences in your weekly
journal entries.

EDUC 310
Field Experience Checklist
Name
Sponsor Teacher
Date
Grade
School District
All the tasks below are valuable experiences for the pre -service
teacher. Complete at least four of the tasks during your field
experience placement. Indicate the date the activity took place and
describe the experience in your weekly journal. At the end of the
semester ask the teacher to sign this form to indicate that you
successfully completed the tasks indicated. Again, if possible, try to
have the activity related to mathematics.
Activity
Date Completed
1. Help an individual student(s) with seat work.
2. Assist students with library research.
3. Work with individual students in a lab setting.
(computer, language, science, math etc.)
4. Administer and monitor a quiz or test.
5. Give directions for an activity.
6. Read a story to the class.
7. Conference with a student about his/her writing.
8. Supervise the students outside of the classroom.
(playground, field trip, lunch )
9 Plan and create a bulletin board or learning
center. (take a picture)
10. Addtional assignment from teacher
Sponsor Teacher Signature
Comments:
Date

C
.
EDUC 310 Elementary Mathematiës Methods - Spring 98
Course Outline*
Tues/Thur
Month Day Topic/Activity Readings! Assignments
January 28 Introduction to Course / Learning
Theories
February 3 How Children Learn Mathematics
Learning Theories
5 Problem Solving / Teaching wit h
Technology
10 Problem Solving-/ Assessment
Computer Lab
12 Planning for Instruction
Unit Plans / Lesson Plans
17 Planning for Instruction
Unit Plans / Lesson Plans
(TLE) Ch 1 & 2
(TLE) Ch 1 & 2
(TLE) Chapter 3
(TLE) Chapter 4
(PST) pp. 1-4
(PST) pp. 35 -56
(TLE) Chapter 15
(PST) pp. 57-62
(TLE) Chapter 15
19 'Planning for Instruction
(PST) pp. 66-67
Unit Plans / Lesson Plans
pp. 110-114
(TLE Chapter 15
24 Teaching and Learning Geometry (TLE) Chapter 12
26 Teaching and Learning Geometry (TLE) Chapter 12
March 3 Thinking Mathematically. (TLE) Chapter 5
10 Thinking Mathematically (TLE) Chapter 5
12 Attaching Meaning to Number (TLE) Chapter 6
17 Attaching Meaning to Number (TLE) Chapter 6

Timothy J. Schwob
Department of Teacher Education
SAT 304, Ext. 2504
e-mail: schwobtj@potsdam.edu
Fall 1998
Office Hours: M,W,F: 9:00 9:50 AM
T,TH: 1:30-2:15 PM
and by appointment
Credit Hours: 3
Prerequisite:
Catalog
Description:
COURSE OUTLINE FOR
€DUC 311-01 Science Elementary Methods (Revised)
EDLS 11 0R301
Develops broad competency in teaching science to elementary school children.
Emphasizes importance of science education as foundation of elementary
curriculum. Examines scientific method.
Class Meetings: Three times per week (MWF) for a total of 150 minutes
Textbook(s): Recommended, not required: The State Education Department. (1996).
Learning Standards for Mathematics, Science, and Technology
I. Goals and Goals: to develop an awareness, and a proficiency in the use, of the NYS Math,
Objectives:
Science, and Technology Frameworks
to become aware of, and gain some experience in, teaching strategies
appropriate for the K-6 child
to become aware of, and gain some experience in, teaching strategies
integrating science with other discipline s
to use writing as a learning tool
to become familiar with technology tools useful in teaching
to become familiar with the literature available to help elementary
teachers teach science
to utilize the campus network for communication
to effectively plan for lessons and unit s
Objectives: Each student will:
develop, individually, a science demonstration/discrepant event
develop, in cooperation with a student team, a learning center
incorporating principles of science
critique two (2) articles from Science and Children and two (2) articles
from Science Scope. The articles should be of own choosing -not
assigned readings
keep a journal of course experiences
develop, in cooperation with a classmate, a media presentation
develop, in cooperation with a classmate, a unit plan integrating science
with other disciplines, utilizing a variety of resources, and
incorporating authentic assessment
develop three (3) lesson plans as part of the unit plan, these plans
related to the NYS Math, Science, and Technology Frameworks.
communicate regularly over the campus network using Eudora e -mail
develop, individually, one learning activity involving the Internet

II.
Course
Outline
TOPICS
Writing as a learning tool
Manipulatives
How children learn science and why manipulatives are important
The inquiry skills of science
Resources for teachers
Textual
Electronic
Organizing instruction
Developing a lesson plan and unit plan
Critical thinking
Integrating the curriculum
Assessing Science Instruction
RELATED
REQUIREMENTS
Journal entries
Class activities
Article critiques (4)
Individually developed
Internet learning activity
Team-developed unit plan
and 3 lesson plans
Class activities
Class activities
Teaching Strategies
Discrepant events/demonstrations
Multimedia
Guided and open discovery
Inquiry
Learning cycle
Learning centers
Individually developed
demonstration
Team-developed media
presentation
Team-developed science
learning center
III.
Course Requirements
•
Article critiques
Demonstration
Mid-term exam
Internet lesson
Learning center
Media presentation
Journal
ACTIVITY
Unit plan and lesson plans
Final exam
Class participation and activities
5
4
16
3
10
10
6
16
20
10
All assignments must be completed to receive credit for the course. Assignments must be
handed in on due date. If absent on the day due, they must come in the next school (not class)
day. One late assignment will be accepted without penalty. Assignments not turned in at the
beginning of class on the day due (or the next school day upon return from illness or family
emergency) will be considered late. The penalty for late assignments is one-half letter grade for
each day late. Any assignment not turned in will result in a failing grade (0.0) for the course, such
grade to be corrected upon submission of the missing assignments .

IV.
Grading Policy
Exams: 90-100 4.0 70-74 2.0
85-89 3.5 65-69 1.5
80-84 3.0 60-64 1.0
75-79 2.5

40 40
SOCIAL STUDIES ELEMENTARY
Course #: EDUC 312 Section LC 1
Dr. Robert E Vadas Office: 211 Satterlee Hall
Phone #: 267-2534 E-Mail: vadasre @potsdam.edu
Office Hours: Mon. 2:00-4:00
Tue. 3:00-5:00
Wed. 1:00-3:00
Thur 2:00-3:00
GOALS
To introduce the practical and theoretical aspects of teaching the social studies
in grades one thru nine. To help you integrate the various disciplines of social studies
into comprehensive teaching methods that address the needs of a modern, diverse,
and interdependent society. We will discuss the role of social studies in education,
ways to integrate complex issues into various grade level methodologies and
conceptual teaching strategies. We will discuss practical ways to develop an
interdisciplinary social studies unit, methods to address different learning styles of
students from diverse backgrounds, evaluation methods and ways to help students
become involved in their own learning. We will explore questioning theories and
techniques, develop historical, political and cultural content knowledge, and discuss
how social studies has been, and is now, perceived by society in general. This will be
accomplished within a practical experience at Salmon River Central School
throughout most of the semester. It will be a major goal of this course to assist you in
integrating your own unit into daily lessons at Salmon River.
READINGS
i
Required: "Children & Their World" by Welton & Mallan
In addition, various handouts will be given throughout the semester. Please
come to class having read assigned reading for that date. Failure to do so will effect
your class participation grade.
Recommended: "Learning Standards for Social Studies" compiled for the University
of New York State Department of Education.
("The Six Nations Series" Cornelius) Will supplement readin g
Grading
Total score letter grade final grade
91-10.0 A
85-90 B+
80-84 B
75-79 C.
70-74 C-
65-69 D
60-64 D-
59 or less F
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
Class Part
Tests
Paper
final unit
30 pts
pts
l0 pts
20 pts
100 pts

Class participation: This will consist of my evaluation of your attendance,
participation in discussions, willingness to to bring to the class personal experiences
and/or items that would benefit the class and you ability to develop listening,
discussion, and critical thinking skills. In addition, performance in the learning
community program will considered for this part of the grade. Your evaluation received
from your Salmon River Cooperating teacher will contribute significantly to your
participation grade.
Tests: There will be 2 tests on content and methods from all sources introduced into
the classroom. A review sheet will be handed out the class before the test.
Reaction paper: Look up any article in an educational journal Type a 2 -5 page
reaction to the article in a 2-part format. I: will consist of reference, and summary of the
article (no more than 1 page total!!) and II will consist of your personal analysis of the
content of the article and how you would or wouldn't utilize the items mentioned in
your own classroom. NO late papers accepted .
Due date is Thur Nov 19, 1998.
Unit: We will build a unit together throughout the semester. By the time you enter the
schools for Learning Community you should have a rough outline ready. Finishing of
the unit will then be your responsibility, during those weeks please contact me if you
need assistance.
The following is a tentative schedule which may be altered due to the restraints placed
on time by the learning community schedule.
WEEK DATE TOPIC
1 Tue 9-1-98 Intro to Learning Community: Course goals ;
Thur 9-3-98 The dynamics of social studies: Chapter 1 of tex t
2 Tue 9-8-98
interdisciplinary units
Basic teaching strategies: spiral; inquiry
vs. expanding communities; roles of ss.
Thur 9-10-98 Introduction to Salmon River Schools 8:00am
3 Tue 9-15-98 Example of Unit outline format Read: Chapter 2 & 4
Thur 9-17-98 Conceptual and inquiry learning
questioning skills; issues based units
4 Tue 9-22-98 Unit sample: Native American Studies Read Chap 3:Diversity
Thur 9-24-98 Start field experience at Salmon River
5 Tue 9-29-98 History & Literature for children: The Iron Horse
Thur 10-1-98 Salmon River Central
6 Tue 10-6-98 Thematic webs and unit development: test 1 review
Thur 10-8-98 Salmon River Central

7 Tue 10-13-98 NO CLASS: Fall break
Thur 10-15-98 Salmon River Central
8 Tu 10-20-98 Test # 1
Thur 10-22-98 Salmon River Central
9 Tue 10-27-98 Global education: geographic literacy Read Chapter 5 & 7
Thur 10-29-98 Salmon River Central
10 Tue 11-3-98 global educ (cont) sample lesson
Thur 11-5-98 Salmon River Central
11 Tue 11-10-98 Teacher strategies: large group; small group learning
Read Chapter 8 & 9
Thur 11-12-98 Salmon River Central
12 Tue 11-17-98 Group activities (cont)
Thur 11-19-98 Salmon River Central (Paper Due!)
13 Tue 11-25-98 NO CLASS: Thanksgiving Break
14 Tue 12-2-98 Goals and objectives: Read Chapter 10
Thur 12-4-98 Salmon River central
1 5 Tue 12-9-98 Interdisciplinary unit: Vietnam as example review for test 2
Thur 12-11-98 Last Day at Salmon River central
1 6 Tue 12-16-98 Final Paper due: conclusion test 2
Evaluations due from Salmon River!!
Please note: a packet including evaluation forms; envelopes; attendance sheets; and
an expectation agreement will be given to you prior to your first visit at Salmon River
Schools!!

The following is a checklist to evaluate the student's field experience. This will NOT
be part of their permanent record but will be used simply to assist me in evaluating
their participation grade for their methods class with me. Please fill this out and
return to me in the envelope enclosed. Thank you very much!!
During the field experience the following activities were completed by the
student (check only those that apply )
- Correct or evaluate tests; papers; etc - Tutor individual students -
- Assist in creating a quiz or test - Help prepare lesson plans -
- Utilize role playing; simulations or games - administer a quiz or test
- Teach a lesson or unit for more than one class period or da y
- Use audio-visual equipment to help teach a class
Engage students in group learning/projects
O
yes not listed
Comments
PARTICIPATION EVALUATION; please circle the appropriate number on the 5 point scal e
1. To what degree did the student demonstrate the following skills relative to other clinical students at
this level: If enough time was not available to determine any of the following please circle N/A
low high low high
insightful observations 1 2 3 4 5 N/A interpersonal relations 1 2 3 4 5 N/A
with students
initiative 1 2 3 4 5 N/A positive relations
with faculty
effective communication 1 2 3 4 5 N/A confidence in class
skills
1 2 3 4 5 N/A
1 2 3 4 5 N/A
content knowledge 1 2 3 4 5 N/A openness to suggestions
positive attitude 1 2 3 4 5 N/A dependability
lesson plan development 1 2 3 4 5 N/A creativity
2. The overall quality of the participant's performance was :
( ) below average ( ) Average ( ) Above average
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
outstanding
Cooperating teacher's signature
Date

Appendix F
OBSERVATION GUIDELINES
Proximity
Wait Time
Questioning Techniques
Awareness
Grouping
Feedback
Teacher/Student Interaction
Positive Reinforcement Techniques
Approachability
Student Interaction
Effective Learning Environment
Teaching Style
Appearance
Evidence of Planning
Discipline Strategies
Off Task Behavior
On Task Behavior
Speech Language
Inappropriate Behavior
Learning Disabled
Cultural Diversification
Mainctsreamd
Handicapped-Disabled
Student-Student Interaction
Student Questions
Student Responses
Distractions
Group Interaction
Student Interests
Number of Students
Composition of Class/Diversity
Evidence of Cooperation
Response to Teacher
Displayed Information
Traffic Patterns
Safety
Seating Arrangement
Lighting
Ventilation
Resources/Materials
Size of Room
Organization of Classroom
Organization of Time
Variety of Instruction Materials Used
Integration
Whole Language
Hands On
Transitions
Sequencing/Pacing
Cooperative Learning
Use of Texts

SPRING 1998 SYLLABUS
ED 313: READING AND THE LANGUAGE ARTS I
GRED 527 READING AND LANGUAGE ARTS INSTRUCTION AND PRACTICE
Instructor: Sandy C. Chadwick, Ed.D. Office Hours: 8:15-9:00 M&W
201 Satterlee Hall 8:15-9:30 T&Th
267-2502 230-330 W
or by appointment
Course Description: Credits: 3
Reading and Language Arts I is a course designed for the elementary teacher in pre-service training who
will be responsible for teaching all the communication skills in grades K through six. It is assumed that
persons enrolled in this course know little or nothing about the theory of the reading proces and other
language arts skills. With this assumption in mind, this course will be geared to teaching teachers the
"whys" and "hows" of teaching reading, writing, listening, and speaking to elementary school age
children. Prerequisite: EDLS 110 Principles of Education.
Objectives
Students will understand and articulate the fundamental premise of the course that speaking, listening,
reading and writing are not separate, isolated activities. Rather, they constitute linguistic processes
actively employed in an integrated manner.
Students will demonstrate through class discussion and written reports knowledge of the needed skills,
methods and strategies for teaching children about and through connected discourse, spoken and heard
as well as written and read.
Students will compare and contrast concepts, approaches, methods and strategies used to teach children
in language arts/reading.
Students will demonstrate skill in planning and designing activities incorporating language arts/reading
instruction.
Required Reading
Content
Current concepts, terms, definitions and approaches
A. Literacy
B. Language Art s
C. Reading
II.
Listening and Speaking
A.
B.
Providing a social context for linguistic messages
Use of poetry as text
1. Songs, rhymes and chants
2. Themes, meaning, response and practice
3. Strategies for instruction and practice

Ill.
The Reading-writing Connection
A. Emergent Literacy
1. Shared book experience
2.
3.
Language experience
Classroom environment necessary to facilitate literacy
4. Functional print
B. Literature-based instruction
1. Selecting book s
2. Guiding reading
3. Interface with specific skill development and related content in follow-up activitie s
a. rewrites
b. webbs
c. reader's theater
d. others
C. Reading as construction of meaning
1. Sanders - Classroom Ouetions
2. Story structure and elements
D. Features of print, letter-sound correspondence, vocabulary and word identification,
blending and segmentation.
E. Process writing
1.
2.
The Writing Process: Percolating, Drafting, Revising, Editing, and Publishing
The recursive and idiosyncratic nature of writing
3. Heuristics for teaching pre-writing, drafting, revising, and editing processes
4. Principles of time, ownership, and feedback in writin g
5. Developmental nature of writing and literacy skillsdevelopment" and the teaching of
skills in developmental, communicative, functional contexts.
6. Assessing writing development - error analysis, kidwatching, writing portfolios,
student self-evaluation, holistic evaluation, primary trait scoring, etc.
7. Peer Conferencing and Teacher/Student Conferencing
W. Organizing for instruction
A. Thematic unit approach prototypes
B. Grouping Strategies
1. Basal Instruction
2. Remedial Assistance
3. Specific Skill Needs
V. Procedure for observation and evaluation
A. General observation
1. Anecdotal observation
2. Kid Watching
B. Assessment
1. Formal
2. Informal

Course: ED 411 Foundations of Classroom Behavior
- Dr. Alan R. Pardoen Fall 1998
I. Credit: 3 credit hours
II. Office: Satterlee Hall, Room 206
Office Hours: MWF: 8:00-8:50AM; Tues, Thürs: 8:30-9:30 AM
Ill.
Purpose: To provide the student in the teacher certification program with an understanding of
unproductive pupil behavior as well as providing a theoretical and philosophical foundatio n
from which to examine approaches tO both preventing and effectively responding to their
behavior.
IV. Texts: Building Classroom Discipline by C. M. Charles, Longmanlnc 6th Edition, 1998.
Case Studies for Teacher Problem Solviñgbv Rita Silverman, William Welty,.and Sally Lyon.
McGraw-Hill, 1992.
V. Course Content:
A. Responsible Classroom Management
1. Understanding students basic physical and psychological needs .
2.
Understanding students academic needs.
3. Understanding social'factors influencing classroom behavior.
a. Increased instability of family
b. Decreased unconditional acceptance of adult authority
c. Pressures on children to achieve
d. Increased heterogeneity of classroom
e. Difficulty in retaining capable professionals
B. Prevention of unproductive studentbehayI
Effective ptioil teacher communication
2. Realistic expectatiøns for behavior
3. Motivating lessons
4. Effective pacing
5. lndi'idualizatidn of instruction
6.
Teacher mobility
C
Conflict in the classroom
1. Win/lose orientation '
.
2. Win/ lose methods of resolving conflict
3. Power as destructive
D. Strategies for altering unproductive behavior
1. Among those to be explored
Kounin
'
Neo-Skinnerian
Canter
Glasser
Ginott
Jones
Dreikur
Redl/Wertenberg

VI.
Requirements
A. Completion of announced tests on both the textbook
and lecture notes.
Numerically Graded
B. Participation in class discussion. (There is a mark
for class participation. It is determined by bot h
frequency of contributions to class and the quality
of those contributions. lf.vou are at the present
time a "non-verbar person, you must either overcome
your hesitancy or strongly question whether teaching
is the profession which you should enter. Teachers
talk! Talking is an essential part of the job, whether
it be in front of a class or pupils, with ones peers iii
faculty meetings, or with and in front of parents and
parents/ teachers associations.)
•
C. Case Study Presentation
D. Group Class Presentation
E. Completion of a classroom management philosophy
paper - minimum of five (5) typewritten pages.
C-NC (Credit/No Credit)
C-NC (Credit/No Credit)
C-NC (Credit/No Credit)
C-NC (Credit/No Credit)
VII
Grading/Absence Policy
1. Assignments (C-NC) are due on the assigned date. Those not received on that
date or completed without regard for neatness, thoroughness, penmanship,
grammatical construction, etc. will be graded NC (No Credit).
2. Participation is graded (Credit-No Credit). In MWF classesmore than four
absences will result in NC. In T/TH classes three absences will restilt in NC.
3. Make-up examinations will be given only under exceptional circumstances. A full poin t
(1.0) will be deducted from any grade earned on a make-up examination.
4. Although it may be necessary for you to work at a job, to play sports (including Varsity
teams on the road) or to take care of family neds,•l leave it to you to determine your
priorities. You know what must be done-iii order to pass the course and to obtain goo d
grades in it. Being absent - for whatever reason -- is counterproductive to your ability t o
function well in this or any course.
Enjoy the course! Quickly get beyond the above requirements and get into the
substance of classes and readings. Develop an inquiring mind! Ask questions! I
regard the course as being intellectually fun - and invite you to do the same!
5. Grades will be a factor of the mid-semester, final examinations, classroom
management-paper, case study class presentation and group class presentations
and class participation.

VIII.
IX.
Due Date for Tests:
Mid Semester: week of October 19-23, 1998
Final: Week of December 14-18, 1998
Due Dates for Case Study Class Presentation
Arranged throughout the semester .
X. Due Dates for Paper: Week of Tuesday, December 1, 199 8
Xl.
XII.
Due dates for Group Class Presentation: arranged throughout the semester.
Plagiarism
Plagiarism, a form of cheating, is the most prevalent expression of academic dishonesty.
Plagiarism is the misrepresentation of any part of anothefs work as ones own, and is equivalent
to fraud. It involves giving or receiving unpermitted or unacknowledged aid on any assignment
of self-initiated endeavor, such as examinations, papers, research reports, laboratory exercises
and computer programs, as well as art, music and theater projects and compositions. Of special
note and concern is the fraudulent use of purchased research papers. Specific information
concerning proscribed conduct and ensuring judicial procedures is provided in the Code of
Student Rights,
Responsibilities and Conduct; the Student Government constitution; and other
relevant documents prepared by individual departments and faculty members .
The form of plagiarism called "cribbing" when performed in tests and examinations is theft, no
less serious than any other theft because it involves words or ideas rather than material property.
It is also unethical to try to obtain details of a quiz or examination ahead of time. The temptation
is greatest perhaps in multiple section courses, where an instructor may use the same questions
for different sections. In such cases, the instructor will take reasonable precautions to discourage
dishonesty, but the prime responsibility rests with the student .
In preparation of research papers, book reports, essays, compositions and speeches, students will
generally utilize information gained from others. It is absolutely necessary to acknowledge this
help and information. Manuals of instruction in the technique of preparing reports and papers
are available in the Library and the College Bookstore. Such writers guides as Writing A
College Handbook or the Harbrace College Handbook contain sections on proper form for
documentation. It is the students responsibility to learn and apply the general and specific
requirements.
Disciplinary action against those who have been judged guilty of any breach of academic honesty
may include: 1) grade reduction on the assignment in question, 2) a failing grade in the course,
and/or 3) suspension or dismissal from the College.
Note: It is a violation of New York State law for a student to utilize the services of a term paper
writer.

POTSOAM COLLEGE
of the State University ofNew York
EXCEPTIONAL LEARNER - INTRODUCTION TO SPECIAL EDUCATION - 412/505
Instructor:
JOHN W. MARS ON
Satterlee Hall 213A
Telephone:
E-Mail:
267-2507 (Office)
347 -2360 (Home)
marsonjw@potsdam.edu
REQUIRED TEXT: Friend, Marilyn Penovich Including Students With Special Needs A Practical
Guide-for Classroom Teachers / Marilyn Friend, William D. Bursuck. Second Edition Allyn and
Bacon, 1999. (ISBN 0-205-28085-4)
COURSE DESCRIPTION: 412/505 is designed to provide an overview of the educational,
psychological and social needs of learners with disabilities, and gifted and talented students; to
discuss the impact of special education law on the public school program; and to provide background
for designing appropriate interventions for students with a variety of special learning needs.
Emphasis shall be placed on the associated, role/responsibility required today of educators within
our schools.
COURSE REQUIREMENTS:
1. Class Attendance, Active Participation andActivities
2. JournalReviews (j Professional Interview for 505)
3. Position Paper
4. IndividualProjectfor 412 () Research paperfor 505
5. Chapter Working Exams
6. Mid Term Exam
7. Final Exam
NOTE: Scores achieved on requirements 5-7 will be applicable for course grade upon satisfactory
completion of requirements 1-4.
__
AClassRelatedActivities - Attendance, preparation, readings, individual participation, workshop
activities, individual/group presentations (or) team participation, effective communication,
demonstrated professionalism and applied educational ethics.

-
B Chapter Working Exams - 13 non-cumulative, working exams during the semester. Each'
working exam will be directly related to a specific chapter assigned. Non -traditional
strategies/formats will be applied; including in-class, take home, open book, direct recall,
www exploration, supplemental resource, individual and/or team processing .
C Mid Term and Final Exams -2 non-cumulative exams during the semester; including
objective, short answer, multiple choice, true/false, matching and essay questions.
Traditional, individual strategies/formats will be applied.
D Journal Reviews - 3 written reviews of differing areas of exceptionality. Acceptable sources of
articles include:
Exceptional Childre n
Preventing School Failure
Focus on Exceptional Children
Education and Treatment of Children
Teaching Exceptional Children
Journal ofSpecial Education
RASE (Remedial and Special Education)
Intervention (formerly Academic Therapy)
Gifted Child Quarterly
Education and Training in Mental
Retardation
Gifted Child Today
American Journal on Mental Retardation
Mental Retardation
Journal of Learning Disabilities
Learning Disability Quarterly
Volta Review (Hearing)
American Annals of the Deaf
Re: View (formerly Education ofthe Visually Handicapped)
Articles from any other sources MUST have PRIOR approval from the instructor.
REVIEW GUIDELINES
1. Complete and correct bibliographic information as follows, using APA referencing; list
authors in the order they appear in the article:
Author(s) last name, first initial. (Date). Title of article: Journal Title Vol
(Number), pages.
Example Bettleheim, B. (1987). The importance of play. Atlantic Monthly, 22
(3),3546.
2. A one-paragraph summary of the main points in the article. This summary should be
no more than 100-150 words in length. It should include the purpose and main
conclusions of the author(s), but few if any, other details.
3. A .one-paragraph response to the article. Possible responses include:

a. The specific value of the finding to you as a future teacher, to our schools or
society
b. Any problems you have with the study or conclusions
c. Questions the article raises for you
d. Specific possibilities for further investigatio n
The response' should describe specifically how this information might affect what
you would do in the classroom or how it might affect your response to individuals
with disabilities in the future.
E Individual Project - Options may be chosen from the following:
1. Sign Language - The Office of Continuing Education offers classes in sign language.
Beginner and Advanced sessions are offered as indicated in the Non Credit Course
schedule available from the Office of Graduate and Continuing Education.
2. Individual Project - You may submit to the instructor a proposal for an independent,
experience/activity. Examples of possible alternatives suggested in the past have
included Special Olympics participation, 24 hour simulation experiences, and work
experiences. If you wish to pursue this option. YOU MUST CONFER WITH THE
INSTRUCTOR FOR APPROVAL.
3. Case Study - This assignment involves conducting and writing an 8 -10 page case study
of a student with a disability. The following guidelines should be followed :
A brief introductory description of the individua l
A thorough school history, through interview of parents, teachers, and records
(if accessible)
An assessment of current performanc e
A description and evaluation of his/her current school program and modification
required
Recommendations for the student's educational program
Brief comments regarding personal learning experience s
4. Professional Paper - This assignment involves writing an 8-10 page paper on a
relevant self-selected topic related to mainstreaming and/or inclusion of students
with disabilities.
(4a.) Research Paper [505] - Topic: 'Cooperative Education'
5. Accessibility Survey - The Americans with Disabilities Act (ADA) requires that all
facilities open to the public be accessible to individuals with disabilities to the
maximum extent possible. For this option, you will conduct a survey of campus
and community facilities to determine the extent to which they are accessible to
persons with physical and sensory disabilities. You will write a report on 5
buildings, businesses, etc., identifying features that promote or restrict
accessibility.

6. Field Placement - Designated hours within an approved, course related community settin g
- observing and participating. Preparation of a summary report for submission .
F Position Paper - Formal submission of a 2-4 page narrative which articulates your individual
'Philosophy of Education Encompassing Exceptionality'.
G
Interview [505] - Professional interview with a current and established educator in the
community - addressing the nature of the profession today in light of issues associated with
course content. Preparation of a summary for submission; supported by a class presentatio n
and/or briefing.
Cross-Cultural General Education Requiremen t
Satisfactory completion ofEDLS 412 fulfills your Cross-Cultural General Education requirement fo r
graduation. In this course, we will deal with the issue of disability and difference and we will
consider how ethnic, racial, and linguistic differences interact with ability and disability. You will be
encouraged to challenge preconceptions and stereotypes you may hold, and to develop a philosophy
of service to diverse learners. In fulfillment of the requirements for this course you will complete an
experience assignment as well as one or more other assignments to.increase your awareness of the
be asked to develop a philosophical statement dealing
with your definition of disability and your thinking about people with disabilities .
Student Writings
All writings must reflect professional effort, style and result. Submissions must be timely and typed
(with appropriate grammar, structure and spelling applied).

-
412 I 505 Fall 1998 Schedule - MARSON
412 M/W-2:O0 412 T/Th-9:30 412/505 Th-4:30
Chapter 1 8/31 9/1 9/3
Working Exam 1 9/2 9/3 9/3
Chapter 2 9/7 9/8 9/10
Working Exam 2 9/9 9/10 9/10
Chapter 3 9/14 9/15 9/17
Working Exam 3 '9/16 9/17 9/17
Chapter 4 9/21 9/22 9/24
Working Exam 4 9/23 9/24 9/24
Chapter 5 9/28 9/29 10/1
Working Exam 5 9/30 10/1 10/1
Chapter 6 10/5 10/6 10/8
Working Exam 6 10/7 10/8 10/8
Journal Reviews 10/7 10/8 10/8
Interview (505) 10/8
MidTerm Exam 10/14 10/15 10/15
'
Chapter 7 10/19 10/20
10/22
Working Exam 7 10/21 10/22 10/22
Chapter 8 10/26 10/27 10/29
Working Exam 8 10/28 10/29 10/29
Chapter 9 11/2 , 11/3 11/5
Working Exam 9 11/4 11/5 11/5
Chapter 10 11/9 11/10 11/12
Working Exam lO 11/11 11/12 11/12
Chapter 11 11/16 11/17 11/19
Working Exam ll 11/19 11/19 11/19
Position Paper 11/23 11/24 (11/24) - no class
Project (412) 11/23 11/24
Research Paper (505)
(11/24) - no class
Chapter 12 11/30 12/1 12/3
Working Exam 12 12/2 12/3 12/3
Chapter 13 12/7 12/8 12/10
Working Exam 13 12/9 12/10 12/10
- Final Exam Per Schedule Per Schedule 12/17
Modifications and adjustments of the above overview/schedule may be required throughout the
semester in order to address unique circumsta or requirement present.

EDUC 413 Reading and Language Arts 2
Prerequisite: EDUC 313
Instructor: Dr. Andrew K. Ha
Office: Satterlee Hall, Room 207
Phone: 267-2124
Office Hours: MWF: 11:00-11:50
FALL 1998
Course Description
This course is designed for the prospective elementary teacher in
pre-service training who is interested in teaching reading and
language arts in grades K through 6. The course is geared to teaching
the future teachers principles for developing an effective reading
program based on:
1. Organization of Class and School
2. Teaching Skills and Strategies
3. Scope and Sequence of Content
4. Fundamental Concepts and Practices
5. Instructional Materials
More specifically,
Students will
discuss:
1. definitions of literacy and reading, based on major languag e
principles related to helping children learn to read.
2. how a classroom environment should be organized into a print
laboratory where children and teachers interact and share
language to create a community of language learners.
Students will explore:
3. how young children begin learning to read, focusing on areas of
emergent literacy.
Students will obtain:
4. the information necessary to understand the basal reader, how i t
is used, and ways to adapt it to children's language learnin g
abilities.

Students will discuss:
5. a framework of ideas and teaching suggestions for creating a
classroom curriculum consistent with a whole languag e
perspective.
Students will study:
6. decoding strategies and skills for helping children learn to read.
7. principles and guidelines for vocabulary development as well a s
a repertoire of instructional strategies for developing children's
meaning vocabulary.
8. a variety of strategies for helping children to read and to
construct meaning from text.
The course will present:
9. a discussion what study strategies should be taught and how t o
teach them to children.
10. a variety of traditional and holistic assessment tools for teachers
to use.
11. a discussion of the writing process, forms of writing, various
techniques to promote children's writing, and ways to respond to
their writing.
Students will discuss:
12. how to facilitate second language learners' growth in literac y
Goals
1. To understand the nature of the debate between WHOLE-
LANGUAGE practitioners and TRADITIONALISTS in reading
education.
2. To translate the major theories of the reading process into
practice.
3. To demonstrate how to implement the three instructional models
of reading and the transitional model of reading instruction.
4. To discover how context clues fit into an overall wordidentification
strategy for early readers.
5. To study the four guidelines for effective vocabulary instruction.
6. To develop five strategies for knowledge- and experienced-based
comprehension instruction.

7. To develop strategies for helping young children respond
to reading through writing.
Required Texts
Helping Children Learn to Read
by Lyndon W. Searfoss
John E. Readence
Instructional Skills And Strategies In
the Classroom
by Andrew K. Ha, SUNY Potsdam
Content Outline
1. What is Reading What is the Reading Process
2. Basal Readers to Holistic Teaching
3. Aspects that affect the Reading Process and Product
4. The Principles for Supporting Literacy Development
5. Creating a Classroom Language Environment: A Print Laboratory,
Trade Books (Multicultural Literature for Children),
Reference/Informational Materials, Magazines, Print Production
Center
6. Vocabulary Instruction
7. Comprehension Instruction
8. Teaching Reading to Children with Mild Disabilities
9. Reading and Writing in the Early Years
10. Reading and Writing in the Elementary and Middle Years
11. Reading and Writing Instruction in the Content Areas
12. General Principles of Classroom Assessment
13. Working with Parents
14. Listening as Part of an Integrated Program
15. Oral Language as Part of an Integrated Program
16. Reading as Part of an Integrated Program
17. Writing as Part of an Integrated Program

Requirements
Grading
1. Satisfactory completion of all assignments.
2. Satisfactory completion of announced exams on textbook
readings and lecture notes (Multiple Choice & Essay).
3. Active participation in class discussion.
4. Satisfactory completion of Field Experience at the Reading
Center.
5. A Tutoring Journal
6. Writing Lesson Plans for Tutoring
7. An Environmental Text (Optional)
*All assignments must be typed (Double Spaced).
1. Materials are due the day assigned. Those not received on that
date or done carelessly without regard for neatness an d
grammatical accuracy will be graded NC (NO CREDIT).
2. Participation in class discussion is also graded.
3. Students who have more than one NC in those areas
evaluated on a C/NC basis will have the final grade
divided by one additional divisor for each NC. For
example, if the final number of graded tests was 7, the
student having failed to complete three assignments
evaluated NC would have the sum of the final graded tests divide d
by 9.
4. All exams will be numerically graded based on perfect
score 100.
*There will be NO MAKE-UP examinations
Plagiarism Plagiarism is the misrepresentation of any part of
another's work as one's own, and is equivalent to fraud. It involves
giving or receiving unpermitted or unacknowledged aid on any
assignment of self-initiated endeavor, such as examinations, papers,
research reports... The form of plagiarism called 'cribbing' when
performed in tests and examinations is theft, no less rather than
material or property."
"Disciplinary action against those who have been judged guilty of any
breach of academic honesty may include a) grade reduction on the
assignment in question, b) a failing grade in the course, and/or c)
suspension or dismissal from the College. "
Academic Affairs June 1988 Faculty Handbook, Page IX-32.

Due Date for ,Tutoring Journal and Environmental Text:
December 4, 1998
Dates of Examinations on Lecture Notes and Textbook:
TBA
GRADING PROCEDURES
93% - 100%=4.0
88% - 92% =3.5
82% - 87% =3.0
76% - 81% =2.5
70% - 75% =2.0
65% - 69% =1.5
60% - 64% =1.0
EXAMPLE 1
TEST 1 72% = 2.0
TEST 2 80% = 2.5
TEST 3 83% = 3.0
TEST 4 77% = 2.5
TOTAL = 10.0 FINAL GRADE of 2.5
EXAMPLE 2
TEST 1 93% = 3.5
TEST 2 87% = 3.0
TEST 3 81% = 2.5
TEST4 75% = 2.0
TOTAL = 11.0 FINAL GRADE of 3.0

First Tutoring Sessio n
1. Come about 15 mm early to your workstation in the Reading Center
assigned to you and your student. Set up and prepare before your
student arrives.
2. Have your Interest Inventory ready.
3. Have an activity prepared and a couple of books selected for this
first session ( select books above, on, and below the grade level of
your student)
4. Have an identical name tag prepared for you and your student.
5. Put on your name tag and wait in the big hail in front of the
Reading Center, were you will be matched up with your student with
the help from the Reading Center Coordinators.
6. Obtain the following information from either your student or th e
student information cardfile. (Ask the workstudent at the front desk
for your student's information card.) You may record the data on thi s
sheet and keep it in your file for future reference.
a. Name of parent/guardian:
b. Telephone number:
c. Home address: Zip
d. School name:
e. School phone #:
(List with school phone numbers is located near the front desk. )
7. Establish a rapport with the student. (e.g. through the Intrest
Inventory and conversation.)
8. Stay with your student at all times.
9. If you tutor a group help your students get acquainted with the
other students in your group.
10. Return your student to the adult responsible for his/her
transportation at the end of the session.

INTEREST INVENTORY
1. Do you have a hobby_______ tf you do, what is your hobby
2. Do you have apet What kind of a pet do you have
3. What is your favorite book that someone has read to you
4. Whit kinds of books do you like to have read to you
real animals real children science funny storie s
spore stories ______ true stories fantasy animals family stories
picture books information books, mysteries fairy tales
Poetry historical fiction science books adventures
5. What is your favorite book that you have read by yourself
6. What kinds of books do you like to read by yourself (Similar to 4)
7. What sports. d o you like
8. Who are your favorite sports stars
9. What do you do when you get home, from school .......
10. What do you want to do on Saturday
11. Do you like to collect things
What do you like to collect
12. What are your favorite subjects in school
13. Would you rather read a book by yourself or have someone read it to you
14. Name a book you read this week.
I 5. Where would you like to go on vacation
1 S. Do you go to the library it you do, how often do you go
Do you have a library card
17. Do you watch television
18. If you do, what kinds of programs do you like-
comedies sports animal programs family stories
educational TV true stories news specials
carbons westerns music game shows
mysteries science fiction detective shows
other
19. Name your favorite televeision progrrams
2u. Who are your favorite characters on TV
21. Name several subjects you would hke to know more about
6~11

SYLLABUS
for
PSYC -220 Child Development
Dr. Nixon Spring 199 8
Office Morey Hall 141
Phone: 267-4826
E-Mail
nixonj@scanva.canton.edu
COURSE DESCRIPTION
The study of development is the study of how individuals change over
time. The time segment for this course is childhood, that time from
conception through adolescence. This course is a search for scientific
understanding and objective description of this early and important
portion of human life. After birth, the four periods of childhood will
be studied in the context of the three major developmental domains:
physical, cognitive and psychosocial.
•
Major theories of development and the terminology
developmentalists use should become familiar to students, in seeking
to provide a foundation for understanding child development.
COURSE OBJECTIVES
At the end of this semester, students of Child Development should be
able to:
1. describe development as a continual and interactive process,
giving examples from each developmental domain for eac h
major childhood period.
2. analyze children's behaviors from the perspectives of the fou r
major theories of development: psychodynamic, learning,
humanistic and cognitive.
3. understand the research methods used by developmental
psychologists to obtain valid research evidence.
4. understand the important contribution of CONTEXT toward
each developing person (family, community, culture, socia l
institutions, history, etc.).

TEXTS:
-2-
Berger, K. S. and Thompson The Developing Person Through
Childhood and Adolescence 1995, REQUIRED.
Berger, K. S. Study Guide REQUIRED
Annual Editions, Child Growth and Development - 97/98
COURSE REQUIREMENTS
1. The major component of this course will be weekly chapter test s
(50 pts. each).
2. Study guides will be submitted each week (5 pts. each).
3. Required options - each student will choose 2 options to further
their own study of development (50 pts. each).
4. Film Quiz (5 pts. each).
•
OPTIONS
5. Quality Attending Points (5 pts. each).
50 pts. each - Option I Due 12 March; Option II due 7 May
SELECT TWO OF THE FOLLOWING
1. RESEARCH ARTICLE QUIZZES - (5 @ lOpts. each) from the
97/98 ANNUAL EDITIONS OF CHILD GROWTH &
DEVELOPMENT. Students will take a quiz on selected articles.
2. BOOK REPORTS -
(25 pts. each). A list of suggested books and
format is available as a handout (only one person per book, please).
3. FIELD EXPERIENCE - (50 pts.) There are numerous opportunitie s
for students to volunteer their time, and observe children i n
various contexts. This will be up to each student to initiate and
follow through. Approximately 2 hours per week for a t
least 10 weeks (or 20 hours total) is required, with observations for
each contact hour kept in a journal. A typed summary will b e
submitted with the journal. Note Students are required to
submit WEEKLY observation reports otherwise option 3 will not
be accepted

-3-
4. RESEARCH PAPER - 12 -15 pages (only if strong academic
writer). Format will be provided.
5. WORLD WIDE WEB BIBLIOGRAPHIC RESEARCH - (25 pts.
each). Select a relevant topic and develop a typed annotated
bibliography of all WWW sites on that topic. Minimum of 15
annotations of USEFUL sites. In addition to the annotated
descriptions of information at each site, provide a summary, or
overview, of what has been learned (2 -3 page typed summary) .
INSTRUCTOR POLICY
EXAMS
No make-up tests will be given without a valid excuse from
Dean of Students office (medical emergency, death, etc.); or
instructor permission AT LEAST ONE WEEK IN ADVANCE.
2. ASSIGNMENTS
These are expected when due; if late, lower scores may ensue.
3. LATENESSIEARLY LEAVING
Please enter or leave class quietly. Sit near the exit. No
attendance points if you are late
4. TEAR OUT PAPER
No assignments will be accepted on spiral -wire notebook paper
with rough edges.
5. CHILDREN
Please DO NOT bring children to class. They are naturally
distracting and do not belong in the college classroom .
.

COURSE SCHEDULE
FOR
CHILD DEVELOPMENT
CLASS
NO. CLASS ACTIVITY ASSIGNMENT
1 Introduction to Course & Instructor
2 Film & Introduction to Study of Development Ch. 1: 1-17
3 Lecture /Discussion: Controversies & Research Method Ch. 1: 17-37
4 Test l&Film
5 Lecture/ Discussion: Theories of Development Ch. 2
6 Test 2&Film
7 Lecture /Discussion: Conception & Heredity Ch. 3
8 Test 3 & Film
9 Lecture/ Discussion: Prenatal Development, Birth Ch. 4,5
10 Test 4 & Film
11 Lecture/ Discussion: 1st 2 Years - Biosocial Development Ch. 6
12 Test 5 & Film
13 Lecture/ Discussion: 1st 2 Years - Cognitive Development Ch 7
14 Test 6 & Film
15 Lecture/ Discussion: 1st 2 Years - Psychosocial Dev't Ch. 8
16 Test 7 & Film
17 Lecture /Discussion: Play Years: Biosocial & Cognitive Ch. 9, 10
Development
18 Test 8 & Film.
19 Lecture/ Discussion: Play Years: Psychosocial Dev't Ch. 11

20 Test 9 & Film
21 Lecture/ Discussion: School Years: Biosocial &Cognitive Ch. 12113
Development
22 Test 10 & Film
23 Lecture/ Discussion: School Years - Psychosocial Dev't Ch. 14
24 Test 11 & Film
25 Lecture/Discussion: Adolescence-Biosocial & Cognitive Ch. 15,16
26 Test 12 & Film
Development
27 Lecture/ Discussion: Adolescence-Psychosocial Dev't Ch. 17; Epilogue
(Reweavirig the Threads)
28 Test 13

Instructor: Kathleen O'Rourke Office phone: 267-2740
Office: Maxcy Hall Rm. P-259 Home phone: 262-2571 *please do not call after 8 p.m .
Office hours: Tues.: 3:30 - 5:00 p.m. Wed.: 2:00 - 4:00 p.m.
* Many other times by appointment
Course Description Insight into the areas of physiological, psychological, and spiritual aspects of substance use and abuse from
culture to culture. The course focuses on the pharmacology and history of substance use and abuse, as well as developing
effective methods to teach and reach others.
Course goals
Increase understanding of substance use and abuse between cultures, varied social groups and use in a historical context w e
learn from our mistakes. -.
Understand the impact social, emotional, physical, spiritual, intellectual and environmental factors have on substance use an d
abuse.
Gain knowledge regarding basic neurochemistry and psychophannacology of substances used and abused in society.
Apply new and innovative techniques for presenting substance use and abuse information, focusing on interactive learning
methods.
Objectives
To reach course goals, the student will:
Attend all class meetings regularly.
Read and analyze all assigned materials PiiQf to class meetings to enhance comprehension of information presented; pleas e
bring any questions regarding the material to discuss in class.
Complete all assignments on due date assigned. Assignments are due at the beginning of the class on the due date.
assignments will not be accepted
Participate in class discussion providing a supportive atmosphere for individuals with differing views to openly discuss areas of
concern or question without criticism.
Challenge themselves and their imaginations to develop methods of instruction that will reach those they wish to teach.
Use resources available in local libraries and curricular models to develop-appropriate unit plans for substance abuse prevention
education for all ages.
Required Reading
Goldberg; It (1997) Drugs Across the Spectrtun Morton Publishing: Colorado
Attendance
Students are required to attend all presentations given during presentation week (to be discussed). Each missed day will result
in a one-point reduction j the "overall" grade of their presentation. Documentation is necessary to excuse any absences during
this time. However, it is advisedto attend all classes regularly as prior students' experience reveal that excessive absences result
in poor performance on exams and within the course itself All work'exams are due on the date specified unless prior (at least
48 hours) arrangements have been made with the instructor; the instructor will determine acceptance of these arrangenients
Absence or computermalfunctions (printyourpapers well aheadof time) does nol absolve onefrom completing and handing
in an assignment or enam.
Examsc Quizzes
Specifics regarding exam content will be discussed prior to the exam date. No makeup exams will be allowed unless the
instructor is contacted piQ to the exam date; these are at the discretion of the instructor.

E. Eva1uatioa.
•.
-
With the focus of this course on substance abuse prevention (both school and community-based), students will be required t o
develop a comprehensive plan detailing the type educational intervention(s) they would use if required to educate a specific group
about substance use and abuse. Students will form groups according to subject (or major) and age group to be taught Within these
groups, students will work together to develop a comprehensive plan that could be used in a setting specified by the group itself. For
example, community social workers, health educators, or secondary school educators could be asked by their employer or by an
individual in the community to address the issue of adolescent inhalant abuse (or some other substance abuse problem). This group
would be responsible for developing a curriculum detailing a rationale for prevention, topics to be covered, as well as the skills
knowledge and attitudes the program is hoping to influence. In addition, the curriculum would need to be developed so future
educators could utilize the same program in their individual settings.
Education majors are required to develop aunit plan that is applied across the curriculum. This means that if your grou p
has majors in music, math, English, psychology or any other second major, the program must be applied through that medium. The
advantage to this approach is that substance abuse prevention is integrated into the curriculum, and the group can determine the
amount of time spent on the program (10 minutes a day for 2 weeks, 4 consecutive classes with homework assignments, entire units
on the history of prohibition, etc.). The only limit to this project is the imagination of the group members.
The following is a detailed outline of what is expected in each unit plan. Any questions regarding this project should be
addressed well before work begins on the unit plan .
General information to be covered
A. Overall goals for program
1. Topics, skill areas, knowledge and attitudes to be addressed
B.
B.
a. Research to support this
2.. Subject areas essential to be addressed and wh y
3.
a. Research to support this
Propose orderly arrangement of subject areas to be taught
a. length of time for each
- b. how they will be linked together (moving from one topic to another)
Develop objectives to reach these goals, these must be measurable (how will these goals be obtained)
1. How will content will be mastered
2. How will skills be mastered -
3. How will attitudes be addressed,
Develop and match learning activities with goals and objectives implied in the rationale.
1. How will this activity lead to reaching this objective
a. propose alternative educational methods
Individual lesson plans - each should include the following :
A. Materials necessary
I. Chalk, posters, crayons, paper cups, baskethalls, etc; whatever an individual would need to bring to the
presentation.
B. Objectives of the presentation
1. What will the individual gain from the lesson, i.e.:
D
a. the participant/student will know the strategies behind refusal skills
C. Time frame of the presentation (how long would an individual allow for the specific lesson)
1. This must be broken down into specifics, not just 20minutes for the entire plan, give time frames for each
element, ie.: video clip, 5 minutes; group activity, 10 minutes, etc.
Information to be presented - an outline of the information to be covered, not covering exactly what the group
would say, but enough- information for others to teach fromthis plan
1. How would the group evaluate whether the participants reached the proposed objectives of the presentation
F. Extension Activities
1. What are additional projects, activities, or topics that could expand upon this presentation
2. How would you alter the presentation to meet smaller or larger groups
G. Bibliography of resources used for the project in APA format so others could seek the same materials.

The project will be evaluated for the above listed criteria as well using the following evaluation form:
CURRICULUM EVALUATION - DRUG STUDIES 250
Each category will be evaluated by 4.0 grade point scale; a 4.0 is considered outstanding or well above average, a 2.0 is considered an
average performance (meets basic expectations), and a 1.0 or 0.0 is considered a below average performance.
BASIC CRITERIA DESCRIBED IN SYLLABUS ADDRESSED APPROPRIATELY (this evaluation is weighted 4x that of others
listed below)
AGE & CONTENT AREA (overall information appropriate to age group specified)
TEACHING TECHNIQUES
Lesson Plans (stated clear1y, appropriate format, easy to follow)
Resources (present; of quality and in
APA format)
Age Appropriate (techniques appropriate for stated age group)
Effectiveness (will reach the participants, give them reason to learn)
CURRICULUM EVALUATION (effective evaluation techniques)
COHESIVENESS (how well does curriculum "fit together, build on previous concepts/knowledge)
CLARITY (lesson plans and curriculum are dear, understandableand easy to follow)
OVERALL (overall appearance and quality of project)
FINAL EVALUATION (out of4.0)
Each member of the group is expected to develop one of the lesson plans in the project themselves. Pleasebe certain to place the name
of the author on the appropriate lesson plan. A suggested approach to this project is to break up each area described in the project
among group members, then evaluate each other's work (perhaps using the criteria described above) prior to submitting the final draft.
Each individual will be evaluated by the following: their personal lesson plan, the overall quality of the unit plan and peer evaluations.
Group members will evaluate each other and their contribution to the project based on ability to work with others, contribution to the
project and motivation- This will be done anonymously and the instructor will provide the necessaiy evaluation sheets. Please submit
two copies of the final project; the instructor will keep one and return the second copy with comments. It is also advisable for all
group members to obtain a copy of the project for future use in occupational settings or for use as portfolios when seeking employment
or graduate school.
Presentations
Groups will choose one.20 minute teaching technique from this project to present to the class; it is understood that 20 minutes is
a short time period, so, the group should choose an element of a presentation to demonstrate to the class. Emphasis is on creative
techniques, which are age appropriate, geared towards helping others to understand and prevent harmful substance abuse.
Lessons must be geared toward the population groups members intend to work with in the future. The class will be asked to
"ACT" as the age group the program is geared towards. The following is due the day of the presentation
Lesson plan - detailing age group, objectives, materials necessary, basic information covered, extension activities and
time frame (please be specific, who is doing what for how long). This must be typ please make enough copies for
everyone in the class (including instructor), others should be able to teach from the outline. When presenting material of
any type, an outline of the presentation is essential in any field of study.
Peer evaluation - an anonymous evaluation of your group members. Group members will be evaluated on: contribution
to the project, enthusiasm, and attendance at meetings, contribution to oral presentation, and an overall evaluation of the
member's group contribution.
Due the next class meetiny
1. One -two page y reaction to the presentation by each group member. What worked, what didn't,
what will you change next time
2. Average of the class evaluations. The class, using a scale of 0.0 (lowest) to 4.0 (highest) will evaluate eac h
area discussed below. The class will evaluate the group as they present, as will the instructor. The group
must collect these evaluations at the end of the presentation and calculate an average of all five areas to hand
in during the next class meeting.

Presentations will be evaluated on the following criteria:
• Method & Effectiveness of Presentation (Did learning take place Age appropriate language and activities.)
• Knowledge of Content Area (little dependence on notes, answered questions accurately)
• Organization of Presentation (Did.evexyone know their role Did the group start on time Did the group stay within he
20-minute time frame)
• Clarity (Could you hear Were instructions clear)
• Overall Presentation Format (Overall appearance of presentation)
If groups wish to, they may submit the project up to three weeks prior to due date if feedback from the instructor is desired. Rough
drafts will NOT be accepted beyond the three-week deadline so that the instructor can review the project; meet with group members to
give feedback and allow the group enough time to use suggestions as appropriate.
Evaluation
Grade Breakdown
Quiz #1 8 % 92-100 = 4.0
Quiz #2 8% 87- 91 = 5.5
Presentation 15% . 82- 86 3.0
Midterm 20% 77- 81 = 2.5
Final exam 20% 72- 76 = 2.0
Unit Plan Project, 25% 67- 71 1.5
Participation 62- 66 = 1.0
100% 0-61=0.0
Due dates and reading assignments
(Fentative-will alter if necessary)
Assignments are due on the date specified; late assignments will not be accepted
2/2 Ch. 1 3/23 Ck6
2/9 Ch. 2 & 3 3/30 Ch. 4
Deadline to submit rough
2/16 Ch.16&5 drafts if desired
2/23 Ch. 15&i0-QUIZ #1 4/6 QUIZ#2
3/2 Ch. 11 4/20 Ch- 12&13
3/9 Ch. 7 & 5 4/24 FINAL PROJECTS J)UEBY
NOON
3/16 MID TERM & Ch. 9
4/27 pp. 157 -159
5/4 Ch. 14
5/11 PRESENTATIONS
*Read material under headings related to the topic currently being addressed within pages assigned.
Please review timetable presented plan your semester accordingly.

. STUDENT TEACHING. HANDBOOK
SUNY COLLEGE
AT POTSDAM
POTSDAM
ST. LAWRENCE ACADEMY • 1816
.
1998 - 2000
Aram Ayalon

previously observed teaching to be. The future teacher probably
talked and read about alternative teaching practices (such as
those advocated by John Dewey) but had no opportunity to
practice them.
Professional education is intended to immerse the neophyte i n
the state of the art and science of teaching and simultaneously
to separate him or her from the myths and anachronisms of
conventional practice.
The SUNY College at Potsdam student teaching program is designed as the
pedagogical capstone to a student's preservice teacher education program. It seeks to
provide an environment where the best aspects of existing practice, newly learned
practices, and the neophyte teacher coalesce to develop a teacher capable of meeting a broad
set of educational goals.
GOALS AND OBJECTIVES FOR STUDENT TEACHING
Performance Goals
Teacher education programs that prepare professional personnel who will be
recommended for certificates issued by the New York State Department of Education
(NYSED) must be approved by the NYSED. Program approval is granted for each
certification program offered by an institution of higher education when the programs
satisfy the NYSED standards.The standards, as one would expect, are reflected in the
various teacher education programs offered by TheState University of New York .
Certification Standards:
Each certification candidate shall demonstrate the ability to:
a. apply theory and research concerning the development, behavior and
learning of children including those with exceptional characteristics and/or
special needs.
b. prepare, select and use materials and media; modify commercial materials;
and produce original materials.
c. use appropriate methods to carry out his/her role.
d. prepare, select and use evaluation procedures .
e. apply knowledge, techniques and skills of describing and analyzing
professional, institutional and political situations in order to make
educational decisions.
f. assess and improve reading, writing and speaking skills and/or make
appropriate referrals.
g. promote better understandings and interrelationships among individuals
and groups, or different races, sexes, religious beliefs, national origins and
socio-economic backgrounds.

h. make the student aware of the world of work, its opportunities, and to assist
students in making the transition from the school to the community .
The SUNY College at Potsdam student teaching program has, with the
assistance of cooperating teachers, developed a set of general performance objectives for
the student teaching experience. The performance areas targeted in the College student
teaching program reflect suggestions made by practicing teachers, researchers, and
supervisors who are concerned about teacher education.
The general performance objectives that follow have been adopted as minimal
expectations of performance for entry of a SUNY College at Potsdarn student into the
teaching profession.
Student Teaching General Performance Objectives
A function of student teaching is to provide opportunities, under guidance, for
the student to develop and evaluate his/her performance in the following major areas of
teacher activity. Specifically, the student teacher.
I. Planning
A. Writes daily plans that contain essential elements.
B. Analyzes and sequences content for the lesson.
C. Relates strategies, methods, and techniques to stated objectives.
D. Plans lessons that match students' needs, interests, and attitudes.
E. Plans instruction which utilizes visual, auditory, and kinesthetic modes of
learning.
F. Develops materials that are neat, accurate, attractive, and suitable for grade
and/or functioning level.
G. Incorporates a variety of instructional strategies in plans.
H. Provides evidence of continuity of learning through long range planning.
II .
Implementation
A. Implements the planned sequence, lesson elements, and content.
B. Monitors learners' responses and adjusts instruction accordingly.
C. Communicates to learners the purpose of the learning activity.
D. Uses effectively: voice (volume and inflection), gestures, teacher location
in room, body language.
E. Implements effective questioning techniques.
F. Gives clear, sequenced directions
3

G. Uses instructional time effectively.
III.
Learner Evaluation
A. Develops evaluation instruments and procedures which accurately reflect
stated objectives.
B. Evaluates learner progress toward achievement of stated objectives using a
variety of evaluation strategies.
C
Provides for reteaching when evaluation indicates necessity.
D. Accurately maintains student records to monitor performance.
E. Uses ethical and professional standards regarding the acquisition, handling,
and explanation of learner evaluation data.
F. Constructs and administers written tests or evaluation instruments which
meet program criteria.
IV.
Analysis of Teaching
A. Identifies planning, instructional, and management strategies used by
teachers in the school via observation.
B. Completes written analysis of each lesson.
C. Makes decisions about instruction and learning based on learning
principles and classroom data.
D. Makes professional decisions about classroom practices based upon
research and developing belief system..
E; Provides evidence of the use of learning principles.
V. Classroom Management
A. Identifies patterns of conduct which are classified as major or minor
misconduct in the unique social setting of the school.
B. Creates an orderly environment that maximizes on -task behavior.
C.. Responds appropriately to continued off -task behavior or major disruptions.
VI.
Organization of the Environment
VII.
Organizes the physical environment to maximize on-task behavior and learning
;; -.;j-
.
Communication Skills
A. Models correct and appropriate oral language.
B. Models correct and appropriate written language.

. STUDENT TEACHING. HANDBOO K
SUNY COLLEGE
AT POTSDAM
POTSDAM
ST. LAWRENCE ACADEMY • 1816
.
1998 - 2000
Aram Ayalon

previously observed teaching to be. The future teacher probably
talked and read about alternative teaching practices (such as
those advocated by John Dewey) but had no opportunity to
practice them.
Professional education is intended to immerse the neophyte i n
the state of the art and science of teaching and simultaneously
to separate him or her from the myths and anachronisms of
conventional practice.
The SUNY College at Potsdam student teaching program is designed as the
pedagogical capstone to a student's preservice teacher education program. It seeks to
provide an environment where the best aspects of existing practice, newly learned
practices, and the neophyte teacher coalesce to develop a teacher capable of meeting a broad
set of educational goals.
GOALS AND OBJECTIVES FOR STUDENT TEACHING
Performance Goals
Teacher education programs that prepare professional personnel who will be
recommended for certificates issued by the New York State Department of Education
(NYSED) must be approved by the NYSED. Program approval is granted for each
certification program offered by an institution of higher education when the programs
satisfy the NYSED standards.The standards, as one would expect, are reflected in the
various teacher education programs offered by TheState University of New York .
Certification Standards:
Each certification candidate shall demonstrate the ability to:
a. apply theory and research concerning the development, behavior and
learning of children including those with exceptional characteristics and/or
special needs.
b. prepare, select and use materials and media; modify commercial materials;
and produce original materials.
c. use appropriate methods to carry out his/her role.
d. prepare, select and use evaluation procedures .
e. apply knowledge, techniques and skills of describing and analyzing
professional, institutional and political situations in order to make
educational decisions.
f. assess and improve reading, writing and speaking skills and/or make
appropriate referrals.
g. promote better understandings and interrelationships among individuals
and groups, or different races, sexes, religious beliefs, national origins and
socio-economic backgrounds.

h. make the student aware of the world of work, its opportunities, and to assist
students in making the transition from the school to the community .
The SUNY College at Potsdam student teaching program has, with the
assistance of cooperating teachers, developed a set of general performance objectives for
the student teaching experience. The performance areas targeted in the College student
teaching program reflect suggestions made by practicing teachers, researchers, and
supervisors who are concerned about teacher education.
The general performance objectives that follow have been adopted as minimal
expectations of performance for entry of a SUNY College at Potsdarn student into the
teaching profession.
Student Teaching General Performance Objectives
A function of student teaching is to provide opportunities, under guidance, for
the student to develop and evaluate his/her performance in the following major areas of
teacher activity. Specifically, the student teacher.
I. Planning
A. Writes daily plans that contain essential elements.
B. Analyzes and sequences content for the lesson.
C. Relates strategies, methods, and techniques to stated objectives.
D. Plans lessons that match students' needs, interests, and attitudes.
E. Plans instruction which utilizes visual, auditory, and kinesthetic modes of
learning.
F. Develops materials that are neat, accurate, attractive, and suitable for grade
and/or functioning level.
G. Incorporates a variety of instructional strategies in plans.
H. Provides evidence of continuity of learning through long range planning.
II .
Implementation
A. Implements the planned sequence, lesson elements, and content.
B. Monitors learners' responses and adjusts instruction accordingly.
C. Communicates to learners the purpose of the learning activity.
D. Uses effectively: voice (volume and inflection), gestures, teacher location
in room, body language.
E. Implements effective questioning techniques.
F. Gives clear, sequenced directions
3

G. Uses instructional time effectively.
III.
Learner Evaluation
A. Develops evaluation instruments and procedures which accurately reflect
stated objectives.
B. Evaluates learner progress toward achievement of stated objectives using a
variety of evaluation strategies.
C
Provides for reteaching when evaluation indicates necessity.
D. Accurately maintains student records to monitor performance.
E. Uses ethical and professional standards regarding the acquisition, handling,
and explanation of learner evaluation data.
F. Constructs and administers written tests or evaluation instruments which
meet program criteria.
IV.
Analysis of Teaching
A. Identifies planning, instructional, and management strategies used by
teachers in the school via observation.
B. Completes written analysis of each lesson.
C. Makes decisions about instruction and learning based on learning
principles and classroom data.
D. Makes professional decisions about classroom practices based upon
research and developing belief system..
E; Provides evidence of the use of learning principles.
V. Classroom Management
A. Identifies patterns of conduct which are classified as major or minor
misconduct in the unique social setting of the school.
B. Creates an orderly environment that maximizes on -task behavior.
C.. Responds appropriately to continued off -task behavior or major disruptions.
VI.
Organization of the Environment
VII.
Organizes the physical environment to maximize on-task behavior and learning
;; -.;j-
.
Communication Skills
A. Models correct and appropriate oral language.
B. Models correct and appropriate written language.

I
STUDENT TEACHING PROGRAM
In order to reduce expenses and condense this handbook, much of the material
that is normally -included each year has been omitted .
General Induction Pattern for the Elementiry and Secondary Progra m
The following outline of the student teaching semester provides for a gradual
induction into full teaching responsibilities. The sponsor teacher, supervisor, and student
must cooperatively develop a program for each student teacher which fits the College's
guidelines, is appropriate for the setting, and meets the student teacher's needs. (The
induction outline that follows is only a guideline. Another illustration prepared by a college
supervisor is provided for your convenience in Appendix A.)
Week One and Two
It is recommended that the student teacher-
1 . attend an orientation meeting with the supervisor on the first day.
2. observe in the cooperating teacher's classroom.
3. complete orientation assignment(s).
4. implement activities planned by the cooperating teacher. Cooperative planning and
team teaching is encouraged.
5. get acquainted with the institution, its resources and students.
6. develop a schedule for the second week, identifying lessons the student teacher will
plan and teach.
7. confer daily with sponsor teacher and learn of particular requirements.
8. continues observation of the cooperating teacher and also observe at least one other
teacher each day.
9. plan and teach a minimum of five lessons (at least one lesson per day).
10. continue to implement activities planned by sponsor teacher.
11. assist with daily routines.
12. provide evidence that performance objectives such as self -evaluation, lesson
planning, classroom management, arid varied strategies have been or are being
achieved.
In addition to lesson planning, teaching, observing, and conferring with the sponsor
teacher, it is recommended that the student teacher also:
13. begin participating in a co-curricular activity (if the opportunity exists).
14. confer with the sponsor teacher about pupil evaluation.

15. develop original or use the sponsor teacher's record keeping system on a regula r
basis.
16. assume lunch room, hail traffic, study hail, or other duties with the cooperating
teacher if they are a part of the sponsor teacher's schedule.
17. provide evidence, in addition to the performance objectives previously identified, that
progress is being made in writing objectives, using audio visual aids, and maintaining
adequate classroom control.
18. plan and teach approximately ten lessons.
Week Three and Four
The student teacher will continue teaching at least two lessons per day. In addition to
previously established activities, conferences with the sponsor teacher should include the
following topics:
1. Achieving the listed performance objectives.
2. Development of an educational philosophy.
3. Involvement in Professional organizations.
4. Individual differences and how to provide for them. (A diagnostic -prescriptive
learning assignment may be appropriate at this time.)
5. Evaluation and grading of student progress.
6. Guidance and health services.
7. Use of technology in instruction.
The planning and teaching responsibilities should be increased to a three-lesson-perday
level. The first analysis of a taped lesson is recommended by the third week (a
camcorder is available for sign out in Satterlee Hail).
During this time, a mid -semester conference will be scheduled between the
supervisor, sponsor teacher, and student teacher. This conference will provide an
opportunity for the student teacher to assess his/her performance and establish goals to
achieve during the remainder of the semester.
By the end of the fourth week, the planning and teaching responsibilities should be
increased to four lessons per day or approximately 60 percent of the cooperating teacher's
tasks. The sponsor teacher and student teacher are encouraged to work in team teaching
activities, if possible.
It is recommended that the student teacher:
I. complete a second written analysis of a taped lesson.
2. complete a long-range planning project.

Week Five
The student teacher's workload should be increased to approximately 80 percent of
the workload of a classroom teacher and cover the full range of the sponsor teacher's
instructionally-related responsibilities.
Weeks Six and Seven
The student teacher is expected to function in the role of full-time teacher as much a s
possible. The student teacher should assume a workload that is equivalent to 100 percen t
of the sponsor teacher's duties for a period of two weeks. In short, this means that th e
student teacher becomes/is the teacher. Normally, the sponsor teacher and the student
teacher determine if the sponsor teacher is to leave the room or remain. Sporadic checks ar e
usually the norm. The students in the classroom should clearly understand that the studen t
teacher j&the teacher for two weeks.
During this time, it is recommended that the student teacher :
1. work toward the completion of all performance duties.
2. complete a third written analysis of a taped lesson.
3. implement his/her long-range plan.
4. complete a diagnostic-prescriptive learning assignment.
5. develop a portfolio of work that represents his/her ability to plan and articulate
lessons, analyze instruction, evaluate learner progress, produce learning materials,
and provide for individual differences.
Week Eight (Some geographic areas include more than 7 weeks.)
The cooperating teacher will assume responsibility for planning and teaching som e
lessons to facilitate the transition of classes from the student teacher to the sponsor teacher .
This allows time for the student teacher to observe and reflect upon the teaching an d
learning process after seven weeks of full-time teaching experiences.
It is recommended that the student teacher:
1.. schedule and prepare for a final conference with the sponsor teacher and the
supervisor to assess performance during the practicum semester.
2. return all keys and learning materials to the sponsor teacher.
3. complete all reports, grades, and other responsibilities prior to departure from student
teaching.
GENERAL INFORMATION
Every student should read the SUNY College at Potsdam catalog in its entirety,
particularly information related to misconduct and behavior critical to teaching performance
that could warrant dismissal or placement approval. Important information is contained i n
the catalog that is relevant to your needs in addition to the information contained in this
Student Teaching Handbook. Every student who intends to student teach must purchas e
and read a current edition Student Teaching Handbook (also on Reserve in Crumb
Library). The handbook is updated yearly as revisions become necessary. It is your
responsibility to always seek accurate information from college advisors and identify a

timeframe for completion of all program requirements. (Too often, students have obtained
information from student workers or secretaries that is not accurate.)
The Academic Year for Student Teaching
The academic year at SUNY College at Potsdam is divided into quarters for student
teaching purposes. The student teaching assignments are not made during the summer.
The fall semester and the spring semester are divided in half and each of these divisions is
referred to as the first, second, third, or fourth quarter. Generally, these quarters break
down as follows:
1st Quarter:
2nd Quarter:
3rd Quarter:
4th Quarter
Early September through end of Octobe r
End of October through December
Late January through half of Marc h
Late March through mid May
Every student teacher teaches for two quarters. The total experience lasts
approximately sixteen weeks and it is designed to provide the novice with an opportunity
for on-the-job training. Other professional occupations provide similar experiences. The
words "internship" and "apprenticeship" are commonly used to describe such experiences.
Every student who intends to student teach must contact the first and second-quarter
sponsor teacher by telephone or in person well in advance of the experience. An in-person
visit to the sponsor teacher's classroom is highly encouraged.
One of the perennial problems involved with the student teaching experience involves
the different dates in various counties. The Office of Field Experiences always uses dates
for student teaching based on St. Lawrence County's public school calendar. Obviously,
the dates may be different in other counties and you must contact your supervisor for
accurate dates. Student teachers are always required to attend the first faculty meeting of the
school year in their public school district prior to the opening of the school year if they are
student teaching in a fall semester, unless the supervisor requires them to attend an
orientation. If they are student teaching in the spring semester, they are required to be
present for the first day of school after the New Year's vacation. Again, the supervisor will
inform you of equivalent dates in your area, but it is your responsibility to find out the
dates for each quarter from your supervisor. Ascertaining when the quarters begin and end
can help ensure your success. Ideally, each quarter should last approximately seven weeks
and be as equal as possible in terms of teaching time.
Prior to Student Teaching
Our constituents in the public schools have asked us to remind all prospective
teachers that possessing strong literacy skills in the areas of speaking, listening, writing,
reading, and spelling are essential in contributing to success in the teaching profession.
Individuals who have demonstrated difficult in literacy areas have found the student
teaching experience to be very challenging.
Every education student is responsible for consulting with his/her advisor to ensure
accuracy and success. Mrs. Tharrett is available at 276-3083 for consultation. The student
teaching experience is not part of the National Student Exchange program and no student
teaching will be approved through another university.

Prerequisites for Student Teaching (at the time of application)
It should be noted that any student can be pulled from a placement any time prior to
beginning student teaching if a course grade or the gpa is discovered to be unsatisfactory.
Also, no placements are procured for individuals with a criminal background.
It should also be noted that Art Studio, Dance, ILR and Criminal Justice majors are not
acceptable majors for elementary education certification.
Please note: Certain methods coursework must be completed in sequence and the student
can not student teach without required sequential coursework, depending on the
certification program s/he is enrolled in.
In May, 1997, the Teacher Education Department Approved a New Undergraduate
Admission Policy which involves a four-stage process: Provisional Admission, Full
Admission, Student Teaching, and Certification. The implementation of this policy will be
forthcoming and the student is advised to meet with his/her advisor to review how the new
policy might affect him/her. A copy of the new policy is provided in the Appendix A of this
handbook. Presently, for students applying for student teaching in the spring and fall 1999
semesters, prerequisites are as follows:
Undergraduate Students
1. Must complete their respective programs BEFORE Student Teaching. Thi s
includes both professional and general education requirements.
2. Must have a grade of at least a 2.0 in each education course, each cognate, and
each course in his/her major prior to being assigned a student teaching placement .
3. Must have a cumulative, grade point average of 2.5 in all required Educatio n
courses.*
4. Must have a cumulative grade point average of 2.5 in the academic major.*
5. Must have completed 20 semester hours in an appropriate major .
6. Must pass the LAST (Lib. Arts & Sci. Test) of the NYS Teacher Certification Exam
prior to student teaching.
7. Attendance at all required meetings prior to beginning student teaching, including
the informational meeting, cohort meeting, supervisor's orientation.
MST Students:
Same as number 7 above and please refer to the current prerequisites in the Graduate
Catalog..
* A formula for computing your grade point average may be found in the Appendix.

Noteworthy Items Related to Student Teaching
Eligibility for Student Teaching. An applicant's eligibility for student teaching
may be based on some or all of the following criteria:
1. Recommendations. From faculty and advisors at STJNY College at Potsdam who
have had the applicant for a class or as an advisee, or former employers o r
teachers.
2. Writing Sample The applicant may be asked to write an essay in the presence of
the Screening Committee.
3. Simulations The applicant may be asked to respond to simulated events that are
representative of classroom experiences.
4. ting The applicant may be asked to participate in testing for basic
competencies.
5. Interview. The Screening Committee may contact some or all applicants in order
to interview them. Interviews are conducted after all application materials ar e
received and before the placement process begins. Professional dress is required.
Applicants must arrive 5 minutes prior to the scheduled interview time. Th e
Screening Committee may focus on the quality of your application materials in
addition to other items.
6. Grade-Point-Average An education gpa audit is conducted in order to ensure
that each applicant has met the minimum gpa in the academic and education
majors. Audits are conducted as needed if a student's status changes.
Application. It is the student's responsibility to meet with his/her education advisor
early in the education program in order to identify an appropriate semester to student teach.
There is no need to have to return for an extra semester in order to student teach if you meet
with your academic advisor and education advisor and plan a timeframe for completion.
Students must apply for student teaching one semester prior to their intended student
teaching semester by obtaining an application in Room 111 Satterlee Hall and signing a
sheet acknowledging their intentions. If intending to student teach in a spring semester,
applications must be received by a specified deadline in September. If intending to student
teach in a fall semester, applications must be received by a specified deadline in January.
No applications are accepted after the deadline dates. It is recommended that you include
on the application any impediments that might affect your teaching performance in the
classroom. When a student submits the application to the Office of Field Experiences, an
audit of his/her coursework is conducted in order to determine his/her eligibility to student
teach. After the student submits the application to student teach, s/he must check on the
results of the audit within two weeks of and sign it if it is correct or schedule an
appointment to review the audit if it is incorrect. If a student does not verify the audit, the
application is not processed for placement to begin. If you are not eligible when you apply
for student teaching, your placement is always tentative and subject to cancellation until
eligibility is confirmed. MST students must have the "Approved Program of Studies
Form" signed by their advisor and in their file before an audit can be conducted. (This form
is sent to all MST students from Ms. Sue Murphy in room 115, Satterlee Hail.)
Reminders to apply for student teaching are always posted in the Reporter
Racquette and on various bulletin boards throughout Satterlee Hall.
and the
Please Note: In order for our office to make future projections about placements, please
sign a list informing us of your intentions, one full year prior to going student teaching.
This will enable us to become more efficient.

should dress for school as you would if you were a receptionist, a lawyer, a doctor, o r
anyone who needs to meet the general public.
Legal Responsibilities of the Classroom/Student Teacher
Some student teachers have inquired about their legal responsibilities on school
property. Your building administrator/or representative will prove to be a valuable resource
in this area and you are encouraged to consult with him/her.
Student Teaching Requirements
C. The The student Student teaching Teaching requirements Semester are Requirements briefly described (Form in 6) this may section. be found Your in superviso Appendix
can furnish samples and elaborate on details as needed. As individualized programs arr
developed for student teachers, some modifications of these requirements may occur. Th e
college Over supervisor, the years, sponsor many teacher sponsor and teachers the student have teacher shared their determine concerns this.
about the requirements in student teaching. The phenomenon that presently
with
exists
the college
feel too much is required and some feel too little is required. In some instances is tha,
t
some
teachers)
sponsor
did not
teachers
agree
have
with
chosen
the college's
not to sponsor
policies
student
regarding
teachers
requirements.
because they
Each
(sponso
student r
request should more or realize less than that what a sponsor is outlined teacher here. and In college some instances, supervisor when have a the student prerogative teachet o
is teaching a course that they have never had or a course they had a long time ago, it is r
necessary quite appropriate to learn to or "loosen relearn new/old up" on the material requirements (to teach so is that to learn). the student When teacher this happens, can devot it i es
more time
A core
to mastering
of assignments
content
is
material
required
in order of all to student teach it.
designed to facilitate achievement of performance objectives
teachers.
and to promote These assignments developmentare
the skills needed to function as an autonomous professional. The rationale for thesof
assignments is based theories of adult learning and development which have been
summarized
importance of
by
guided Sprinthall reflection
and Thies-Sprinthall role taking or "real"
(1982).
experiences.
This model Asemphasizes Sprinthall
th ande
Thies-Sprinthall is essential if real point experiences out, "unexamined
are to produce experience discernible misses the changes point" in and learners guided reflection
Throughout student teaching, the journal, seminars, self-analyses, and conferences provide (p.22).
opportunities guided integration for theof learner
role taking to reflect and on reflection classroom, is intended or role-taking, to promote experiences. personal an
This
professional development. Since this developmental process is often difficult, if not d
painful, peers, sponsor the core teacher, of learning and supervisor. activities emphasizes the provision of feedback and support b y
student Please teachers' note work that the and examples most samples used in do this not handbook appear in their represent entire random form. The samples number o f
below correspond to the numbers on the list of requirements which may be found in th e s
not
appendix.
part of the
"Observation"
supervisor's
does
record
not
keeping
appear on
responsibilities
the list and is
.
not numbered here because it i s
Observation:
All student teachers are required to observe experienced teachers and other student
teachers if applicable. (There is no minimum or maximum number of times and you
will not find this obligation on the requirement sheet.) Most observations. should be
completed early in the semester before the student teacher assumes a full teachin g
load, but the observations may also be completed near the end of the experience after

the student teacher has relinquished most of the classes he/she was responsible for.
The bulk of the observations are done in the sponsor teacher's classroom, but student
teachers may observe in other teachers' classrooms. Early observations help the
student teacher become familiar with the environment, provide practice in systematic
observation, and build analysis skills. Observations are most productive when
focused on specifics.
It is imperative that observations be arranged in advance and professional courtesies
be observed. Student teachers are expected to thank the person who provides an
observation setting.
1. Daily Attendance: All and any missed time must be made up.
For your convenience, the most important rules are placed first:
Rule 1: If you are going to be late or absent, you must telephone and make contact
with your supervisor and inform her/him of your intentions - prior to the fact. If you
fail to do so, you willlmay be dismissed from student teaching immediately.
Rule 2: Same as rule 1, except you must also notify your sponsor teacher. Leaving a
message with the school secretary is only acceptable if the secretary told you that the
sponsor teacher is not available to take your call. If this happens, ask the secretary to
record the precise time you called.
The most frequently asked question in regards to this requirement is, "How
many days am I allowed to miss" A student teacher should not be absent without
good cause. Other than family emergencies and medical reasons, the student teacher
is expected to attend daily. Verification may be requested.
Participation in the student teaching program requires a commitment to the
program. You have a responsibility to the program, the sponsor teacher, and most
importantly the students. Lessons are planned in advance around the assumption of
your attendance.
When the student teacher is absent the sponsor teacher must make adjustments in
activity preparations. Personal illness or death in the immediate family of the student
are the only reasons for excused absences. If one of these occur your responsibilities
include the following:
1. Telephone your college supervisor as soon as you know that you will be absent.
2. Telephone your sponsor teacher as soon as you know that you will be absent.
3. Telephone any additional personnel according to the circumstances .
2. Attendance at All Student Teaching Seminars:
Please Note: College Supervisors will inform you of the functions that you should
be attending for seminar credit. If for some reason, your supervisor neglects to
review seminar requirements with you at the orientation, you are responsible for
asking about this requirement. This professional development activity is concomitant
with the student teaching experience and is mandatory. Seminars cannot be
rescheduled. If you are not in attendance at the required seminars, you will be
required to attend professional development sessions at the college before credit
for the semiar will be given. If you have continual schedule conflicts and can not
attend makeup sessions by our deadlines, you will not be given credit for the
seminar.

Elaboration on Seminars. A student teaching seminar accompanies the student
teaching experience. Other departments on campus are considering creating senior seminar s
endeavors,
as part of their
but the
curriculum
teacher education
and you
department
may hear
already
or receive
has
information
a senior seminar
related
and it
to
is
thos
part
e
of student the student teacher teaching receives experience. three credits It for is all the one senior package, seminar. so The to speak, purpose worth of the 15 seminar credits. i
A
s
to provide the student teacher with the opportunity to learn more about topics that are
pertinent to: his/her professional development. In addition, it provides the student teacher with problems the opportunity associated with to raise on-the-job questions realities. and All think student critically teachers about in Centers solutions 1, 2, to 3, variou and 6
s
are
(Student
required
teachers
to attend
in Centers
2 days
4
of
and
on
5
campus
do not attend
seminars
the
(at
on campus
SUNY
seminars;
College at
rather,
Potsdam).
meet with their local supervisor.) Seminar Dates: For Spring 1999-March 22 and 23.
the
Fo
yr
Fall 1999 and future semesters, the dates will be announced. Seminars are held in
Raymond EDL which Hall means
8th
they
Floor.
are
(Seminars
also liberal
are
arts
not
credit.
education
)
electives, but they are identified a s
It should be noted that many supervisors also hold seminars for their student teacher s
in addition
Seminars
to the
and
ones
orientations
on campus
scheduled
in order to
in
promote
conjunction
further
with
professional
the field experience
development
provid
.
an opportunity to discuss problems in the classrooms, integration of methods courses, th teaching profession, and other concerns raised by students and contribute much t
e
o
recorded professional for the development; seminar. therefore, attendance is mandatory. A grade of S or U is
teachers The in seminars a different also environment provide an opportunity and to deal for with college the immediate supervisors concerns to see studen of thei
t
r
experiences.
way, and provide
The seminar
alternatives
is used
for
to
teaching
answer
practices.
questions,
The
analyze
seminar
problems
can provide
in a meaningfu
a situatio
l
whereby students may compare notes, ask questions, and formulate conclusions
n
interaction with peers. The seminars are also used to relate practice to theory. Seminar
through
seminars
discussions
will
will
provide
evolve
the
around
student
common
teachers
problems
with excellent
as well
opportunities
as individual
for sharing
problems.
ideas,
The
materials, and observations about lessons and teaching in general. Many student teachers
will be in situations similar to another student's and they will be eager to explore alternative
solutions to common problems. Students can profit and learn from one another's
experiences.
In addition, depending on location, guest speakers are invited to share their particula r
expertise on germane issues. Presently, site visits to "best practices" are being explore d
which would involve having student teachers meet at certian schools to see exemplary
practices in action. In addition, a Call for Proposals was sent to all school superintendents
in the North Country that invited teachers to participate in the serninars.While topics
explored in seminars are selected on the basis of need in each location, there are several
topics that appear on the seminar agenda every semester. Other topics may vary according
to the needs that develop in a given setting.
Common Topics
1.. Planning
2. Classroom management
3. Diagnostic-prescriptive teaching
4. Instructional strategies
5. Systematic observatio n
6. Library Media Resources
7. Effective Teaching/Learning
8. Whole Literacy

9. Compact For Learning
10. Multicultural Issues
11. Rubrics
12. Cooperative Learning
Additional Topics
1. Professional organizations
2. Seeking a teaching position
3. Communicating with parents
4.
5.
Testing
Motivation
6.
7.
Community awarenes s
School law
8. Classroom problem solving
9. Affective, cognitive, and psychomotor learning
10. Support services
11. Resources available for teaching
12. Developing a portfolio
13. Shared decision making
Special Education Topics
1. Student Confrontation Avoidance techniques
2.
3.
I.E.. development
Services and teaching techniques for visually impaired students
4. Mainstreaming
Other Commitments That Count Toward Seminar Credit
1. attending the informational meeting
2. attending supervisor's orientation
3. superintendent's day
4. faculty meetings
5. staff development workshops
6. parent conferences
7. department meetings
8. committee meetings
9. college supervisor's weekly or bi-monthly meetings
10. college supervisor's seminar s
11. cohort group meetings
School personnel are informed by the supervisor of the topics to be treated in the
seminar and they are also welcome to attend the seminars.
The Office of Field Experiences does not give road conditions or weather reports. If
you cannot attend a seminar, do not telephone this office. You must inform (and receive
permission from) your supervisor for any absence .
The Office of Field Experiences is not responsible for obtaining temporary parking
permits for anyone associated with the program. Public Safety has been kind enough to
allow all student teachers and guests to use Lot 9 during seminar days. Vehicles will be
ticketed in other lots if a temporary permit is not on display. When in doubt, contact Public
Safety at 267-2222.

3. Lesson Plans for All Lessons Taught: (Required each quarter)
(Collectively decided by Supervisor, Sponsor and Student.)
It is assumed that you have seen and know how to write lesson plans: therefore,
no-samples are provided. Consult with your education professors or your student
teaching supervisor, as appropriate. Some samples are on reserve in Crumb Library.
During student teaching, two types of plans are required of every student teacher:
daily lesson plans and unit plans. All plans are to be kept in a notebook and analyzed
after implementation. Written plans are required for learning activities planned by the
student teacher and all plans are to be approved in advance by the sponsor teacher. If
written plans are not submitted in advance, the College recommends that the student
teacher not be permitted to teach the assigned class.
In addition to written plans, student teachers are to submit a schedule to the
supervisor each week or upon request. The schedule should accurately reflect the
general daily schedule and specify the student teachers activities. This schedule
helps the student teacher organize his/her work and assist the supervisor in planning
an effective observation schedule.
Daily plans must include a minimum of four elements: behavioral objectives,
procedures or activity (including materials), evaluation of achievement, and analysis
of lesson. The fourth element is prepared after the lesson has been taught. The
student teacher may select or develop a lesson plan format that he/she finds effective
with permission from the sponsor teacher and the college supervisor .
4. Development and Teaching of One Unit: (Required each quarter)
(Collectively decided by Supervisor, Sponsor and Student.)
All student teachers are required to develop a long-range plan in the form of a
unit. The topic of the plan should be cooperatively identified by the student teacher
and the sponsor teacher and should be consistent with the ongoing instructional
program. The duration and form of the plan will be matched to the setting, but the
plan generally should contain at least one week of activities. The supervisor generally
provides detailed information on format and process.
While most student teachers have prepared long-range plans in methods courses,
student teaching is generally their first opportunity to implement an extended series of
lessons. This assignment is an opportunity for the sponsor teacher to guide the
student teacher into the area of curriculum development and to help him/her gain skill
in integrating curricular areas.
5. Daily Journal: (Required each quarter) (Any differences/deviations from this
format will be explained by your supervisor at your orientation.)
Self-Analysis. Through a variety of processes (usually in the post-conference
or journal entries) student teachers are encouraged to develop the skills needed
to evaluate teaching-learning experiences. These processes may include selfanalysis
of lessons, video tape analysis, written reflections, and conferences with
their sponsor teachers and supervisors. These reflective activities force student
teachers to consciously observe and analyze their own behaviors and their impact on
learners. Written records clearly chart the student teachers growth throughout the
term, giving the student teachers another source of specific feedback.
Self-evaluations focus on reflection that is the key to changing behavior. The
process of assessing specific strengths and weaknesses in the performance of
objectives helps the student teacher analyze overall progress and set goals for

achievement. As the student teacher reflects on the most and least effective aspects of
the lesson and. recommends alternatives, he/she develops skills and patterns of
behavior essential to continued professional growth.
6. Preparation of Weekly Class/Activity Schedules: (Required each quarter)
Some college supervisors and sponsor teachers rely on these as a means of keeping
updated on changes that may occur. The student teacher should check with his/her
supervisor and sponsor teacher and submit the schedules as needed. In the past, it
has been very disappointing for a supervisor to arrive for an observation, only to
discover that an assembly has been scheduled.
7. Professional Exit Portfolio For Employment: (Required upon completion of
your second quarter experience. Supervisor approves it and you retain for
employment purposes. More information is also contained in the Appendix. )
All Professional Exit Portfolios Should Include
Portfolios give teachers a way to "blow their own horn." In other words, you know
that you are a good teacher and the portfolio provides an opportunity to document it.
The length/size varies; generally a three-ring notebook binder is standard.
1. A "Philosophy of Teaching" statement. All materials selected for the
portfolio should support and document that philosophy.
2. A resume and a summary of teaching experiences responsibilities.
Be specific about what you are/were responsible for .
3. Examples of your work. These samples should clearly support the teaching
philosophy.
4. Information from others. Include awards, letters from parents or
students, as well as documents, such as newspaper articles, that report student
progress. (Evaluations, grades, videos and letters of recommendation are
generally not part of a portfolio and are requested separately by potential
employers.
5. You should also explain how and why each item in the portfolio illustrates
good teaching.
6. Sample work from coursework completed.
8. Supplementary Enrichment (Required each quarter)
The student teacher is required to contribute to his/her students' achievement by
being resourceful and creative. This requirement is designed to give the student
teacher the opportunity to be creative as he/she considers principles conducive
to teaching and learning. Any activity or set of materials is considered appropriate as
long as the college supervisor and the sponsor teacher grant approval. Generally,
student teachers have utilized such activities as bulletin boards,
exhibits, displays, and field trips that are designed to educate and be functional.

9. Case Study/Committees on Special Education/Child Study Teams (See
Appendix B for some examples. Each supervisor will clarify his/her
recommendations regarding this requirement.)
• In order to promote the student teacher's understanding of the various
resources available to him/her within the school district, the student teacher has been
asked to attend various meetings and/or collect data on a student(s). Generally,
student teachers choose to compile a case study on students who are performing
poorly academically or who display a behavior problem.
The student teacher is required to utilize cumulative records and/or compile an
anecdotal record and/or attend meetings. It is recommended that the student teacher
not copy any of the confidential material into a case study. Conducting parent or
teacher interviews may be useful also. This requirement should provide an
opportunity to learn more about students in general. Someone could ask the student
teacher to verify any accusations, so a particular sensitivity to facts is necessary. The
student's real name is not to be used in any writing at any time.
Utilzing scores or comments may be appropriate in some instances and conclusions
should be included based on support from the data. Recommendations must be
included that are based on your research. Length and format will vary. Your college
supervisor and sponsor teacher must be consulted and both must give permission to
proceed. The case study should be "willed" to the sponsor teacher upon departure.
It should be noted here that the case study has generated more discussion and
controversy than is probably necessary. Some individuals in the schools do not want
student teachers investigating confidential records as a requirement for student
teaching. It is hoped that common sense and discretion will prevail in issues related to
the case study.
10. Complete Form 13, the Teacher Education Exit Survey, in the Appendix C section of
this handbook and return it to the Student Teaching Office.
Guideline ("Idea") File/Professional Notebook: (This is an optional activity
and is not a requirement.)
Your college supervisor and/or sponsor teacher should be consulted prior to
compiling a Guideline File. An illustration is provided here with boldface
labels/headings as a brief introduction to the concept; a more detailed sample appears
in the appendix.
Definition: Your guidelines may be educational principles, methods, or ideas,
or even meaningful quotations that you save for future reference.
Examples:
Cite examples wherever possible.
Principle: Children should be taught at their own individual levels of
achievement.
Method:
Based upon the above principle, children will be grouped by reading
levels within my classroom.
Idea:
In keeping with the above principle and method, on a given day each
reading group will play a vocabulary puzzle game using different
sets of vocabulary words appropriate to their level of achievement.

Your goals in developing a file should include:
1. Keeping track of information that may be useful in the future.
2. Giving you something concrete to look for when you observe another teacher o r
as you converse with professional educators .
3. Providing resources for unit writing and lesson planning.
Sources: 1.
2.
3.
4.
5.
6.
7.
8.
Things you see your sponsor teacher do.
Ideas from conferences with your sponsor teacher.
Ideas from your conferences with me.
Ideas from seminars (Always bring unused 3x5" cards.)
Conversations with other faculty members.
Professional reading.
Your own ideas gathered from your experiences.
Educational magazines, (or excerpts from).
Uniformity
How To Write: 1. Keep in 3x5" file box.
2. Each guideline must have a heading appropriate to
the headings on the dividers in your file. (You may
add headings at any time.)
Often, when one student teacher discovers that other student teachers did not have to
do the exact same thing in regards to requirements that he/she did, he/she becomes
confused. Given the fact that there may be over 200 student teachers in the field in any
given semester and given the fact that over 400 sponsor teachers could be involved in any
given semester, there is the very likely possibility that all of them will not be doing exactly
the same things because of varying circumstances within the educational setting. Not every
educator in the field may be able to follow the guidelines recommended by this college. Be
prepared for the realities of the situation. Uniformity is very difficult to achieve.
Grades and Credits
If at any time during the student teaching experience you are unsure of your success
or your status in regards to passing or failing, it is your responsibility to ask your
supervisor and your sponsor teacher .
A student teacher receives 6 credit hours for each quarter of student teaching. At the
end of each quarter the student teacher will receive a grade of S or U. The college
supervisor makes that determination. Professions with an apprenticeship rarely issue
numeric grades. A brain surgeon intern is not given a 3.5 just to improve her/his GPA and
a lawyer in training is not given a 4.0 in prosecuting/defending a case and a student teacher
is not given a numeric grade for practicing to enter a profession and attending professional
development seminars.
After the first quarter, the student teacher then begins the second quarter of student
teaching (the equivalent of beginning a new course). The three-credit hour seminar occurs
during the professional semester. At the end of the semester, a grade of S or U is assigned
for the seminar and for each quarter of student teaching. No grades of Incomplete or
Withdrawal are recorded on the transcript to cover up the fact that a student received a grade
of U; rather, if a student failed a quarter of student teaching, that fact is recorded on the
transcript. (You may also wish to read the section on grading in the College Superviso r
,- section of this handbook. Should a student teacher not receive a grade of S for one quarter
of student teaching, he/she may be allowed to register and pay for the course again and
student teach during the following semester for one quarter only, provided that a placement

Clinical Supervision/Cognitive Coaching
A goal of the supervisory program is to observe and conference with each student
teacher on a regular basis throughout the semester. The backbone of our instructional
supervision is the Clinical Supervision Model and Cognitive Coaching. Basic tenets of the
model are reviewed here for the supervisor's convenience.
It is fairly clear that the purpose of educational supervision is the improvement of
instruction and/or learning. The supervisory conference has always been considered as
playing a major role in this process. In the past, however, supervisory conferences have
been rather haphazard, non task-oriented, and teacher dominated. Many of us can probably
recall conferencing with our field supervisor and/or cooperating teacher and being told the
strengths and weaknesses of our teaching and the methods we needed to practice in order to
improve. Despite the fact that we may not have agreed with the person, we probably sat
back, nodded our heads, and envisioned how we would do it our way when we had our
own classroom. Obviously, this strategy was not the most effective for changing teaching
behavior since research has shown that it is extremely difficult to change a person's
behavior if s/he does not believe there is a problem .
In order to facilitate and improve this process, a systematic approach has been
developed. This provides the supervisor and cooperating teacher with an orderly, analytic
method for identifying teaching strengths and weaknesses and for initiating the problemsolving
process. Most importantly, the student is now actively involved in all phases of the
process. As a result, s/he participates in defining the problem, in analyzing the data, and in
developing appropriate strategies for modifying teaching behavior.
List of Clinical Supervision Techniques
First Phase:
Planning Conference
• Identify the teacher's concerns about instruction.
• Translate the teacher's concerns into observable behavior.
• Identify procedures for improving the teacher's instruction.
• Assist the teacher in setting self -improvement goals.
• Arrange a time for classroom observation.
• Select an observation instrument and behaviors to be recorded.
• Clarify the instructional context in which data will be recorded.
-
Second Phase:
Selective Verbatim
Classroom Observation
e.g., T or S questions, feedback, reinforcement, directions, structuring statements,
management statements (Using the Madeline Hunter scripting method is often usefu l
for reviewing with a student teacher during a post conference. )
Seating Chart Observation Records
e.g., S on-task/off-task, distribution of S participation, T-S versus S-S verbal
patterns, T or S physical movement patterns, S errors.

Wide Lens TechniqU
(anecdotal records, vidco & audio recordings: a camcorder is available in Satterlee
Hallfor signing out) e.g.. general data gathering so that specific T & S behavior
patterns can be identifi1'
• Checklists and Tin1cJin
e.g., any T or S beh JJ'JT which can be specified in low-inference terms.
Third Phase:
Feedback Conference
• In keeping with the spit t of Reflective Clinical Supervision, the first two question s
asked of the student macher are, How do you feel it went and What would you
do differently (Point out to your student teachers that this is designed to promote
reflection and is not Intended to be negative.)
• Provide the teacher with feedback using objective observational data (and inquire if
there are alternatives to consider when necessary.
• Elicit the teacher's In ferences, opinions, and feelings.
Encourage the teachcr w consider alternative lesson objectives, methods, reasons .
Provide the teacher with opportunities for practice and comparison.
Observing Instruction. The supervisor observes the student teacher in a variety
of teaching-learning
situations on a regular basis during the course of the student teaching
experience. The observation records are used as a basis for helping the student teacher
analyze the teaching-learning process.
0nferencmg Throughout the Quarter
Direct and regular feedback is provided the student teacher (and sponsor teacher as
needed) through different types of conferences throughout the quarter.
1. Initial confecJ• The supervisor conducts an initial conference with the student
teacher during the first week or so of student teaching. Usually the general wellbeing
of the student focused upon by discussing any problems the student may be
encountering in school or out of school (housing, transportation, etc.).
2. Observation con(ereh1c Supervisors conduct conferences as soon after the
observation as is 05sible. Three-way conferences which include the sponsor teacher
are scheduled when appropriate Observation data is used to help the student teacher
identify the relationship between learning theory and principles and what he/she
practices in the classroom. Specific strengths and problems are identified and specific
goals are established to help guide the development of the student teacher. Selfevaluation
is stressed
the conferencing process. As a result, the student teacher is
expected to understand the impact of his/her behavior on the learners and to
consciously control his/her behavior in the classroom.
3. Mid-Quarter confcL-D-- The supervisor schedules a three-way conference
(sponsor teacher, student teacher, College supervisor) when possible. This
conference provides for input concerning the student teacher's progress at that stage
of the student teaching experience.

4. Final conference A final three-way evaluation conference is scheduled by the
supervisor usually during the last week of the student teaching experience. The
evaluation conference is based upon input from the sponsor teacher and the College
supervisor. The conference is based upon the final evaluation form.
5. peral conference Supervisors often hold conferences with student teacher s
and cooperating teachers to discuss problems and successful activities not directl y
related to specific classroom observations.
It is not always possible to have a supervisor supervise only elementary teachers o r
only secondary teachers and it is unrealistic to think that all supervisors can be expert s
in every content area.
Grading Policies and Grade Sheets
Based on SUNY grading policies, student teachers who are not successful for any
quarter of student teaching will receive a grade of "U". The supervisor must indicate which
student teachers are in jeopardy of failing at mid-quarter, by submitting Form 7 by the
appropriate due date. Each supervisor must submit a grade sheet (Form 11) at the
completion of each quarter. A grade of S or U is used to denote satisfactory or
unsatisfactory. Any implication that a student teacher can "extend" his or her experience is
inaccurate, since technically, the student is repeating the course. By repeating the course,
the student can not replace or eliminate the original grade that was on the transcript. When
repeating a course, the student must register and pay for the course again.
Unfortunate circumstances have arisen in the past in which a student teacher received
a U (unsatisfactory) at the end of a quarter and was surprised. Surprises can easily be
avoided through the use of frequent feedback in the form of conferences .
Individualized Student Teaching Plan
Any student teacher who is doing just enough to get by and has convenient excuses
for arriving late, leaving early, being absent, and turning in poorly prepared plans, etc.
should be given an Individualized Student Teaching Plan that identifies deficiencies and
desired outcomes. The plan specifically outlines desired behavior patterns and any
deviation from it is reason for immediate dismissal from the program. In addition, the
SUNY Potsdam Professional Development Model (PDM) for student teachers who are not
experiencing success should be utilized as needed.
The SUNY Potsdam Professional Development Model (PDM) For Student
Teachers Who Are Not Experiencing Success
This model was developed in order to provide a reasonable timeframe and sequence
of events, given the resources that are available, for assisting a student teacher who is not
experiencing success in student teaching.
1. The supervisor (in consultation with the sponsor teacher) will identify the areas of
deficiency and will provide the student teacher with an oral and written review
and elaboration at the first sign of difficulty. The review shall include a candid
discussion about the demands of the profession and should provide the
opportunity for the student teacher to consider all options regarding his/her
future.
2. An ISTP, with a realistic timeframe for accomplishing specific tasks should be
completed. A realistic timeframe is considered to be within the dates of the
quarter that the student teacher is having difficulty in. The model of Clinical
Supervision, if adhered to, incorporates many of the steps that are designed

-
to contribute to the student teacher's success and it is recommended that in
addition to the ISTP, Clinical Supervision be utilized effectively.
3. The sponsor teacher, as primary mentor, will provide the student teacher with
assistance as needed, including working closely with the supervisor to ensure
that they have done all that can reasonably be expected, without doing the work
for the student teacher.
4. If the student teacher is unsuccessful after being provided chances to succeed, the
supervisor identifies which areas on Form 5 are not satisfactory and meets with
the student teacher to review the evaluation.
5. The student teacher may audit any teacher education course during the semester of
student teaching, if pulled, or immediately following the semester of student
teaching, if not placed again. The student will be billed/charged for this.
6. After assistance from the sponsor teacher and the supervisor, and after auditing
courses (if desired), and after student teaching unsuccessfully for 2 out of 3
quarters, the college's commitment to training the student teacher is completed.
At this point, the student is referred to Career Planning or Counseling Services
in order to reconsider career goals.
Assessment of the Student Teacher
Assessment of growth and projection of future performance is based on a weighing
of j of the evidence assembled during each association and activity throughout the student
teaching experience.
The purposes of assessment are to help the student teacher in identifying his/her next
steps in professional growth and to aid in the proper placement for first-year teaching.
Several basic fundamental principles are essential to keep in mind when assessing
student teachers. These principles are generally accepted by those who work regularly with
student teachers as leading to the most desirable results. These principles include the
following:
1. Assessment is cooperative and centered around self-evaluation.
2. Assessment is continuous.
3. Assessment is comprehensive.
4.
5.
Assessment is specific.
Assessment is individualized.
Termination/Removal of a Student Teacher
Please refer to this heading in the Sponsor Teacher section. You will need to inform
the director within 24 hours prior to such action.
Internet
The Office of Field Experiences communicates throughout the nation on a daily basis
through the Internet. If you have technological capabilities, simply contact us at our email
address..
Special Recognition Award
-'
This award is for school administrators only. The cz-itria for special recognition is
simple. Our supervisors: 1) determine which individuals have "gone beyond" the normal
responsibilities in their roles as administrators or sponsors; and 2) nominate an individual,
who they believe, exceeded the normal expectations in supporting teacher preparation at

The State University of New York College at
Potsdam is accredited by the Middle States Association
of Colleges and Secondary Schools.
SUNY
POTSDAM
ST. LAWRENCE ACADEMY • 1816
1999 2001
UNDERGRADUATE
CATALOG
The State University of New York
College at Potsdam
Potsdam, New York 13676-2294
(315) 267-2000
http://www.potsdam.edu
The College is authorized to award the
Bachelor of Arts, the Bachelor of Music, the Bachelor
of Science, the Master of Arts, the Master of
Music, the Master of Science in Teaching and the
Master of Science in Education degrees -as established
by the Board of Regents of the University
of the State of New York.
The College represents that the information
in this publication is accurate as of June 1, 1998.
Circumstances may require that a given course be
withdrawn, or that alternative offerings be made.
Names of instructors for courses, and days and
times of class sessions are given in the Class
Schedule, available to students at Registration.
All applicants are reminded that SUNY Potsdam
is subject to the policies promulgated by the
Board of Trustees of the State University of New York. Fees and charges are set forth
in accordance with such policies and may well change in response to alterations in
policy or actions of the legislature, during the period covered by this publication.
The College reserves the right to change its policies without notice.
Affirmative Action/Nondiscrimination Policy
The State University of New York College at Potsdam has an affirmative action program which actively seeks a diverse faculty, staff and student body.
SUNY Potsdam affirms its commitment to equality of opportunity for all individuals. This commitment requires that no discrimination shall occur
regarding admission, access to, treatment of or employment in, any program or activity of the College, on the basis of race, ethnicity, creed, color, nationa l
igin, native language or dialect, sex, age, disability, marital status or sexual orientation. This policy is in accord with Title IX of the Education
Amendments of 1972, as amended; sections 503 and 504 of the Rehabilitation Act of 1973, as amended; Americans with Disabilities Act of 1990; Title VI
of the Civil Rights Act of 1964; and related administrative regulations and executive orders. Inquiries concerning the application of Title
IX, sections 503
and 504, and Other nondiscrimination laws may be referred to the Director of Human Resources (315-267-2170), the campus officer assigned the
administrative responsibility for reviewing such matters.

ACADEMIC PROGRAMS 71
t-articipation in Student Learning
Assessment Activities
A meaningful and effective general education program is
one which provides the conscientious student opportunities
to acquire knowledge, skills and experiences toward welldefined
objectives. These learning objectives are broadly
defined in "The Potsdam Graduate" statement and are
specifically addressed by the courses which can be used to
fulfill the various components of the General Education
curriculum. Each component has an underlying rationale
which guides the course content and the required exercises,
together with criteria and objectives against which student
learning can be assessed. Further, the components have been
designed to encourage development of increasingly more
sophisticated skills from the freshman through the senior
years.
Measuring the learning outcomes of students at various
stages in the program is an important activity from a number
of perspectives. It provides students and academic advisers
information concerning individual strengths and weaknesses
which can be used as a partial basis on which to plan
appropriate courses in future semesters. Second, it provides
an index of growth over the entire college experience. It is
also of worth to faculty and administrators in evaluating the
effectiveness of the General Education curriculum and
revising it as deemed necessary to better serve the needs of
current and future students. Finally, prospective employers
and others expect institutions of higher learning to provide
-rmation which documents the learning which occurs in a
2alaureate degree program. From a number of perspectives,
measuring learning progress is a valuable activity.
To provide learning outcomes information, students will
be required to participate in occasional General Education
tests, exercises and surveys aimed at assessing student
progress and studying perceptions, attitudes and opinions
regarding the program. Students may also be asked to
participate in similar assessment activities in their major .
Electives
Most students have the opportunity to elect more than 50
semester hours of course work outside the major area of
study. The electives may be used to strengthen the major; to
earn a second major or a minor; to participate in Special
Academic Opportunities to meet requirements for entry to
various professions, including teacher education or Vocational
Intent Programs; or simply to study subjects of
individual interest and concern.
Students are reminded, however, that certain other
graduation requirements (e.g., for the B.A. degree -90
semester hours of liberal arts, 70 hours outside of the
department and 45 hours of upper-division work) must
continue to be carefully observed in choosing the electives.
The Major
The major requirement is designed to ensure that all
students will have the experience of disciplined and cumulative
study, carried on over an extended period of time, in an
important field of intellectual inquiry. After completing 57
semester hours, or approximately at the end of the sophomore
year of study, all students must choose the subject or
major area in which they wish to concentrate.
At a minimum, the major consists of 30-33 semester hours
of study in one field. Interdepartmental majors will require
more total hours. At least 15 upper-division semester hours
of the major must be taken at this college .
To be eligible for graduation with a Bachelor of Arts
degree, a student must complete 30 semester hours of the
major with at least a 2.0 in each course. Departments may set
a higher minimum grade-point average or number of
semester hours with the approval of the Faculty Assembly.

S
GENERAL EDUCATION
MANUAL
1997-1998
for the
SUNY POTSDAM BACHELOR OF ARTS DEGREE
NAME OF STUDENT:
This contains important academic records. 1.1 found, please return to the owner or to
the Registrar, SUNY Potsdam, Potsdam, New York.
7197

THE GENERAL EDUCATION REQUIREMENTS FOR
THE B.A. DEGREE
The General Education Program and its requirements provide part of the means by which a
conscientious student can achieve the above stated goals. The program seeks to emphasize
the distinctiveness of the College, to be stimulating to students and faculty, and to permeate
all aspects of campus life. Starting with the Freshman Experience courses, it encourages
development of speaking, writing, critical thinking, problem solving and quantitative
abilities, and skills necessary to effectively use the myriad of information resources which are
currently available. Further, it provides the opportunity to study the methods, potentials, and
limitations of the principal modes of understanding or ways of knowing and helps the student
to make comparisons and connections among various branches of knowledge. The abilities
and skills which are fostered in the program are intentionally integrated with the subject
matter of the courses to make them immediately relevant. And, as the student progresses
from the Freshman Experience courses, to. the Modes of Inquiry and Writing- and Speaking-
Intensive courses, and finally to the Senior Seminar, he/she is challenged to develop
increasingly sophisticated abilities and skills, to expand the bases of knowledge, and to
engage in experiential learning.
In the spring of 1992, the General Education Committee and the Faculty Assembly, in
response to severe budget deficits, temporarily modified requirements for General Education.
All students matriculating under the 1988 -89 General Education requirements (the first year
of this Program) will have NO CHANGE. Students matriculating under 1989-90, 1990-9 1,
and 1991-92 requirements will have the option to continue under the General Education
requirements with which they began or adopt the modified requirements outlined here.
Students matriculating 1992-93 or later are subject to the modified requirements as outlined
in this booklet.
The description of the General Education requirements and a brief statement of each
component's general content follows (A more detailed statement of the specific criteria which
define each component is available at the Crumb Library Reference Desk or from the
Director of General Education).
Two notes are necessary on abbreviations used here and elsewhere. The abbreviation "hrs."
refers to credit hours or semester hours of academic work. The number of semester hours
earned by completing a course varies, though most courses carry 3 or 4 semester hours of
credit. The bracketed two-letter abbreviation next to each General Education requirement is
its code name and will commonly appear in future references to the requirement .
THE FRESHMAN EXPERIENCE.
The Freshman Experience consists of three courses intended to strengthen verbal and
quantitative skills and abilities which students will-need and build upon in succeeding years.
A. VERBAL FRESHMAN EXPERIENCE: (2 courses; minimum of 7 hrs.)
[FW) 1. Writing and Critical Thinking (mm. of 4 hrs.)
Encourages development of writing, critical thinking, and the use of
information resources and addresses how language permits communication,
shapes thought, and changes through time .

{FS] 2. Speaking, Reasoning and Research (mm. of 3 hrs.) Encourages
development of speaking, critical thinking, writing, and the use of
information resources. The subject matter through which these skills are
addressed depends upon the course which is selected.
B. QUANTITATIVE FRESHMAN EXPERIENCE: (1 course; mm. of 3 hrs.)
[FQ} 1. Statistical Analysis and Reasoning (mm. of 3 hrs.)
Introduces quantitative methods and strengthens skills needed to respond
with greater sophistication to uncertainty in an empirically-oriented, complex
world. Skills addressed include collecting, analyzing, andinterpreting
numerical data; interpreting and generating tables, graphs, and charts;
understanding uncertainty and probability; using inferential statistics to test
hypotheses; detecting fallacies in and critically evaluating statisticallyjustified
arguments; and, recognizing how statistical analysis can be used to
confront applied problems.
OR
[FPJ 2. Problem Solving and Abstract Reasoning (mm. of 3 SH)
Introduces concepts and strengthens abilities in problem solving and abstrac t
reasoning. Skills addressed include representing known relationships and
revealing new insights using symbols and models, understanding and using
the concept of number, recognizing appropriate and inappropriate uses of
quantification, and detecting erroneous inferences and conclusions in
number-based arguments and assertions.
THE MODES OF INQUIRY
These components of the General Education Program serve to provide breadth of knowledge
within the liberal arts and to strengthen and expand those skills and abilities acquired in the
Freshman Experience. They provide a context for the application of specialized learning which
occurs in the major, minor, education certification, and other programs of study.
The Modes of Inquiry are defined by the various methods, ways of knowing, or perspectives
which can be used to perceive, understand, and interpret a complex world. This approach to
broadening one's outlook emphasizes what it means to be liberally educated. It acknowledges the
existence of different modes of understanding and encourages recognition that each differs in the
way it views or approaches its subject matter. As well, it reveals to the observant learner that
disciplines which are very much different in terms of content or subject matter can share
approaches to knowledge which are quite- similar. Finally, the Modes of Inquiry emphasis makes
one aware of the usefulness, as well as the limitations, of each of these principal modes of
understanding and perspectives.
The following six areas are represented in the Modes of Inquiry: Aesthetic Understanding,
Cross-Cultural Perspective, Historical Investigation, Philosophical Inquiry, Scientific
Inquiry, and Social Analysis. Two of these areas are further subdivided to yield a total of
eight Modes of Inquiry plus a laboratory experience. These requirements are to be
completed primarily in the sophomore and junior years to take full advantage of Freshman
Experience learning, although modes courses may also be taken in the freshman year.

No more than hours of courses from my one department/area may be used toward the
minimum of 21 hours required in the Modes of Inquiry.
AESTHETIC UNDERSTANDING: (2 courses, chosen from a mm. of 2 departments.)
[AC] Aesthetic-Critical and Discriminative Approach (mm. of 3 hrs.)
A critical and discriminative approach to the arts, which includes the writing o f
critical essays or reviews.
[AE] Aesthetic-Experiential (mm. of 3 hrs.)
- - -
Participation in the process of the creative or performing arts, presented in the
context of the art form. Several courses designated [AE] are offered for physical
education credit. Such courses may fulfill one course of the physical education
requirement as well as the AE requirement. This mode is to be completed in a
different department than that which satisfied the AC.
SCIENTIFIC INQUIRY: Studies natural phenomena in the biological and physical
sciences empirically and systematically. Introduces major scientific concepts and
methods of scientific investigation, distinguishes causal and non-causal relationships,
uses quantitative measures and models, suggests the limits of scientific investigation
and the impact of science on society and human existence, and distinguishes between
science and technology.
[SB] Scientific Inquiry-Biological Sciences (nun, of 3 hrs.)
[SPI Scientific Inquiry-Physical Sciences (mm. of 3 hrs.)
[LB]
At least one course must include laboratory experiences and be listed in the
Scientific Inquiry -Biological Sciences With Laboratory or the Scientific Inquiry-
Physical Sciences With Laboratory tables of the General Education List of the
Schedule of Classes.
[SA]
[CC]
SOCIAL ANALYSIS: (mm. of 3 hrs.)
Systematically studies human behavior, human social interactions and relations, an d
- contemporary social institutions and the practices, conventions, groupings, and
organizations which most significantly structure social life in the world today.
Introduces historical and philosophical origins of the discipline, discusses methods of
data collection, and explores alternative theoretical frameworks, their ability to
explain observations, and their utility -for-making public policy decisions .
CROSS-CULTURALPERSPECTIVE: (mm. of 3 hrs.)
Compares and contrasts cultures and/or subcultures with one another in a way that
confronts that which is different, other or foreign relative to the point of view of the
students in the course, mainstream U.S. culture or some standard which is explained;
confronts problems raised by ethnocentrism and cultural relativism and/or tensions
between nationalism and internationalism arid globalism. Includes speaking and/or
writing exercises. Study outside the U.S. in a program approved in advance by the
Office of International Education will satisfy this requirement. Note: The Cross -
Cultural mode requirement may double count with other Modes of Inquiry courses or
with Freshman Experience courses.

3 HOUR COURSE IN ONE OF 1H FOLLOWING TWO MODES
[HI] HISTORICAL INVESTIGATION: (mm. of 3 hrs.)
Studies major developments in western civilization, in such areas as philosophy, the
arts, the sciences, technology, and social organization, for significant but limited
periods which may include the 20th Century. Includes written and/or spoken
exercises.
[P1] PHILOSOPHICAL INQUIRY: (mm. of 3 hrs.) -
Engages in critical and systematic reflection on the root nature of a subject matter in
a way that explores the most basic questions about it. One or more areas addressed
include the meaning and significance of human experience (ontological questions),
the nature and meaning of knowledge (epistemological questions), moral and ethical
values of contemporary significance (moral questions), and the nature and meaning
of concepts fundamental to a given subject matter (analytical questions). Includes
speaking and/or writing exercises.
SPEAKING INTENSIVE AND WRITING INTENSIVE COURSES
These courses are intended to further strengthen and reinforce verbal abilities acquired in the
Verbal Freshman Experience courses; therefore, it is recommended that each of these two
requirements be fulfilled after completion of the relevant (speaking or writing) freshman
course. The course content is determined by the discipline in which the course is being
offered and instruction in the natur.e of successful speaking or writing in the discipline is
provided. Courses used to fulfill these two requirements may be in the major, minor,
education certification, or other specialized programs, electives, Modes of Inquiry courses,
Modern Language Proficiency courses, Physical Education Experience courses, or
Quantitative Freshman Experience courses (In the latter case, the relevant Verbal Freshman
Experience course, either [FWJ or [PS], should be completed first). In other words, any
semester hour-bearing courses offered by the College, except the Verbal Freshman
Experience courses, may be available to use in satisfying these requirements.
[SI]
[WI]
SPEAKING INTENSIVE COURSE: (mm. of 1 hr.)
Students prepare and give a minimum of two 5 -minute class presentations.
Presentations are critiqued by the course instructor.
WRITING INTENSIVE COURSE: (mm. of 1 hr.)
Students write a minimum of 15 pages of out-of-class writing, which must be revised
and resubmitted in light of the instructor's comments. The focus of a WI course is on
writing as an ongoing process of revision and not as product. Students receive further
instruction in the nature of successful writing.
[ML] MODERN LANGUAGE PROFICIENC Y
Given the importance of diverse languages in permitting communication and understanding
in a increasingly smaller and interactive world, students must demonstrate proficiency in at

least one modem language other than English. This requirement may be met by successfully
completing a course numbered "103" in a SUNY Potsdam language sequence or its
equivalent or by successfully completing any single 200-level language course within the
Department of Modern Languages.
Students whose native language is not English, or who have at least four years of high school
study (see guidelines) of the same language, or who have earned a score of three or higher on
an advanced placement language examination have already completed this requirement .
The following guidelines and suggestions are provided to assist you in choosing the most
suitable language course(s) for you to meet the requirement. Consult with the Chair of the
Department of Modern Languages should you have further questions.
Based on the number of years of high school study in a single language, the
recommended beginning course at SUNY Potsdam is shown in the table below. A
student may elect to complete a higher or lower numbered course based on such
considerations as grades earned in high school language courses and number
of years since the language was last studied, but this must be done in consultation with
the Chair of the Department of Modern Languages.
ears of Hiszh School Stud
None
One Year (designated 1 or I)
Two Years (designated 2 or II)
Three Years (designated 3 or Ill
- usually Regents year)
Four Years or More (designated 4 or IV)
SUNY Potsdam Entry Course Number
101
May Elect 101 or 102
May Elect 102 or 103
May Elect 102 or 103 or 203
Modern Language Proficiency Completed
2. It is recommend that students who have successfully completed three years of the same
language in high school complete the requirement by taking one of the following courses:
French:
FREN-103 or FREN-203 (FREN-202 or FREN-213 may also betaken).
Note that a student who intends to major or minor in French must take
FREN-203.
Spanish: SPAN-103 or SPAN-203. Note that a student who intends to major or
minor in Spanish must take SPAN-203 and SPAN-204 which must be
taken concurrently.
3. Students who have successfully completed three years of high school study in a single
language, but who have not studied the language since tenth grade or who did not do well
in the last course they completed, should consider taking FREN-102 or SPAN-102. Note,
however, that these students will also have to complete one course numbered above 102
to complete the Modern Language requirement.
4. Students desiring to use a language not studied previously in order to meet the
requirement must initially elect a 101-numbered course and then complete the 9 semester
hour sequence in that language (101, 102, and 103 or 200-level course).
5. Students with previous knowledge of a modern language which is not taught at SUNY
Potsdam should consult with the Chair of the Department of Modern Languages to
discuss ways in which the requirement may be fulfilled.

6. Students with four or more years of French or Spanish who wish to continue their study
of that language should elect a 200-level ccurse and should select the specific course in
consultation with the Chair of the Department of Modern Languages.
Transfer students who have completed fewer than 45 semester hours of college -level course
work prior to matriculating at StJNY Potsdam are subject to the Modern Language
Proficiency requirement as indicated above .
Transfer students who have completed 45 or more semester hours of college -level course
work prior to matriculating at SUNY Potsdam must complete one course in a given modern
language sequence for every two semesters of full-time enrollment at SUNY Potsdam until
graduation or until the proficiency has been met. For students whose attendance at Potsclam
is on a part-time basis, one semester of language must be completed for every 30 academic
hours enrolled at Potsdam or until the proficiency has been met. Placement and exemption
procedures are as for all entering students, except that previous college -level work, as well as
high school work, will be applied toward the requirement.
THE PHYSICAL EDUCATION EXPERIENCE
The Physical Education Experience is important to an individual's well being. An
understanding of the roles of physical conditioning, stress management, nutrition, physical
fitness, leisure, and of the benefits of exercise, directly influence the ability of the individual
to lead a productive life. All courses which fulfill the physical education requirement shoul d
- address the aforementioned concerns through activities designed to develop not only physica l
skills, but also in the student a positive attitude toward her or his health.
Each student must complete four semester hours of appropriately designated physical
education courses in addition to the 120 academic semester hours required for the B.A. or the
124 required for the B.M. degree. A course approved for General Education Physical
Education designation and also for a Mode of Inquiry may simultaneously serve toward the
completion of both the academic requirement and one course of the physical education
requirement. Transfer students who have not completed this requirement must earn one
semester hour of physical education for every 30 semester hours enrolled at SUNY Potsdam,
not to exceed a maximum of four semester hours or the equivalent.
Participation on an intercollegiate athletic team, on the basis of one course credit
given for one season of participation, may be used to fulfill a maximum of two of the four
required physical education semester hours.
A maximum of one-half of the student's requirement may be fulfilled by satisfactory
completion of Star Lake courses.
A maximum of one-half of the-student's requirement may be fulfilled by satisfactory
completion of the same activity* twice .
* Note: In Physical Education, sports or skills such as varsity lacrosse, fitness
training, and archery, are different activities. In Dance, ballet, modem, and jazz dance are
different activities.

COMP
101: Writing and Critical Thinking
Fall 1997
Professor Funston
Office: 249 Morey
Snail mail: 120 Morey
Voice-mail: 267-2046
E-mail: funstoje@potsdam.edu
Please: no calls at home
Office hours: 10:00-10:50 am MTW and by appointment
Course Objectives:
1. To gain an understanding of the writing process from
invention to revision
2.
3.
To develop critical thinking skills
To gain an awareness of the values embedded in languag e
4. To become familiar with a variety of information sources
Required Course Materials:
Kirszner & Mandell, The Brief Holt Handbook
Eschholz, Rosa, Clark, Language Awareness 7e
New York Times
Pad of standard-size ruled paper for in-class writing and journal entries
Course Requirements:
1. Writing a. 4 papers with revisions
b. writing journal which includes two types of entries:
1. entries I assign in-class and for homework
2. three 200-word entries each week of the semester. The
topic of these 3 entries should be an analysis ( a summary) of an article
from the New York Times
***NOTE: Each entry, whether done in or out of class, should be ona separate
piece of paper.
2. Reading Scheduled selection must be read prior to class
3. Class participation: Because this is not a lecture course, daily active
participation in class is crucial to your success in COMP 101. 1 expect that you
come to class prepared--that means bringing pens/pencils, writing paper,
necessary books, papers, completed homework assignments. If you come
unprepared, I reserve the right to ask you to leave. Also, several times durin g
the semester, I will ask you to bring in a short reading to be shared with th e
class. You should also be prepared to report daily on significant international
and national news events.
4. Attendance You are allowed three absences. 50 points will be deducted
from your final point total for each additional absence.
Tardiness will also lower your point total: 25 points will be deducted
each time you come to class late (late means after 8:00 am section 1; after 11:00
am section 5).
I

2
Required Papers:
All papers must include your name and a title and must be neatly typed,
double-spaced, and stapled. I do not accept late papers (see definition of late
on page 1); because you know well in advance when papers are due, I do not
accept any excuses, including computer/printer malfunctions, for late papers.
In addition, 25 points will be deducted from your final total for each late paper.
Neither will I accept papers with a sloppy appearance or with excessive
mechanical errors; such papers will be returned unread and must be done
over. Questions about grammar, mechanics, and usage can be answered by
consulting your handbook, the instructor, or a tutor. However, please
remember that you are ultimately responsible for the correctness and overall
quality of your essay.
At least once during the semester you will be asked to make copies of
your paper for the entire class.
Responsibility:
Please be advised that I enforce the attendance and late paper policies
rigorously. It is important to understand that you alone are responsible for
coming to class on time and for turning in work on time-NOT roommates, NOT
significant others, NOT Distributed Computing. You know the course policies
and the schedule; you need to plan ahead (ie. don't wait until the morning
your paper is due to print it out). By being responsible you will save yourself
a lot of grief and will be a shining example 'unto us all.
Grading Criteria for Papers:
No mechanical errors 2.0
+ a strong sense of organization 2.5
+ college-level content 3.0
clear personal style 3.5
+ originality 4.0
Grading for COMP 101
The semester grade for COMP
points, distributed as follows:
Paper #1 75
Paper #2 100
Paper #3 150
Paper #4 175
Journal 200
Participation 300
Course grading scale:
4.0 900-1000
3.5 850-899
3.0 800-849
2.5 750-799
2.0 700-749
1.5 650-699
1.0 600-649
0.0 599-0
101 will be calculated on the basis of 1000

Plagiarism:
Plagiarism is using the words or, ideas of another person without giving
proper credit. IT IS THEFT. Plagiarism includes such things as:
--word-for-word copying without quotes and documentation
--paraphrasing without proper credit
--patching a paper together from a variety of sources
--turning in another student's work (essays, paragraphs,
sentences, words) as your own
My response to plagiarism may include one or more of the following:
--rewrite of essay
--0.0 for essay
-0.0 for course
--refer case to College's judicial system
If you are unsure about whether or not material should be documented,
ask me or err on the safe side and document. Ignorance and "honest mistakes"
are not acceptable excuses for plagiarism. For further information you should
also consult the College's catalogue on "Academic Honesty"; various handbooks,
including The Brief Holt Handbook (chapter 33), contain information on
plagiarism and documentation.
Schedule:
9-1 introduction
9-2 Syllabus quiz; sample essay
9-S IA: Flower, 46-48
9-8 LA: Zinsser, 50-52; Hairston, 39-44
9-9 BHH: 2-27; sample paper critique
9-10 Paper #1 due library orientation exercise due
9-15 Crumb Library: orientation
9-16 Crumb Library: orientation
9-17 Paper #1 revision due library exercise due
9-22 LA: Malcolm X, 11-14; Keller, 16-18
9-23 Crumb Library: paper 2
9-26 Crumb Library: paper 2
9-29 LA: Cujiha, 116-125; Fussell, 143-149
10-1 Paper #2 due
10-6 LA Seymour, 151-158; Smitherman, 160-164
10-7 Guidelines for paper #3
10-8 Paper #2 revision due
10-10 to 10-27 Individual conferences
10-28 Paper #3 due
10-29 to 1141 Gallery project
10-31 Halloween Trick & Treat Swap; Nondenominational Sugar Debauch
11-5 Paper#4 due
11-12 Paper #4 revision due
11-17 LA: Magglo, 245-256
11-19 Paper #4 revision due optional revision due
11-24 LA: Lutz, 347-356; Hirota, 358-364
12-1 to 12-9 Word Safari
12-S Complete journal du e
12-10 LA: Roberts, 67-77; MacNeil, 79-82
12-12 Evaluation

4
Paper Assignments:
1. A Choice (500 words minimum)
Describe a choice you had to make two or more years ago. What were the issues
involved How and why did you. make the decision that you did Why was it
significant, then and now
2. Current event: Media analysis (600 words minimum)
Choose a national event that has occurred within the past year and that has
received detailed coverage in the New York Times Time and Newsweek
Describe the coverage, comparing how each source covers the same issue--
breadth, depth, visuals, assumptions, etc. Include a "Works Cited" page of all
sources consulted, using MLA format, with your essay.
3. Writing in an academic discipline (700 words minimum)
In this essay you will answer the questions "What styles of writing does a
professional in an academic discipline do .... and why are these styles different
To answer this question you must analyze three periodicals in that field and
interview at least two professors in that field. The periodicals selected must
show a range of writing styles, from professional/formal to popular/informal
(for example, New England Journal of Medicine Scientific American and
Discovery) You should focus on style (structure, vocabulary, audience
expectations, graphics, etc.) not on content. Include a bibliography of all
sources consulted, using the documentation format appropriate to the selected
field.
4. Film review (700 words)
Select a film, see it, and take extensive notes of your reaction to it. You
will begin by writing a film review; the revision process will then take you
through to a critical analysis of the film.
Optional revision:
For paper #2 paper #3 you may submit one optional revision. For
this optional revision, the grade will either stay the same or be raised; it will
never be lowered. This revision is due by 8:00 am November 19; you must
include with it all previous versions AND a one-paragraph statement
describing exactly HOW you revised this essay. You must go beyond my
suggestions. Essays that are just edited, show no original thinking and
revising, or lack previous versions and statement will be returned unread.

NAME
COMP 101 Self-Evaluation
1. Basic course requirements:
a. read all assigned readings yes no•
b. completed journal yes no
c. submitted all papers on time yes no
cL missed no more than 3 classes yes no
e. always came to class on time yes no
f. always came to class prepared yes no
g. always participated in discussions yes no
If you can answer YES to these questions, your minimum grade is 2.0. If you
cannot, please explain how and why.
2. Answer a, b, and C on the back of this sheet:
a. Describe the quality of your writing, including both strengths and
weaknesses. How has your writing changed over the semester What did you
do to make these changes
b. How did your presence make a difference in this class
c. Did you seek help when you needed it
3. Rate yourself according to the following standards:
a. Quality of work:
Excellent--consistently flawless 4.0
Good--effective and above average 3.0
Adequate--met requirements 2.0
Poor--low quality, many errors 1.0
b. Commitment to course's aims
Excellent--always working to your best 4.0
Good-frequently giving your "all" 3.0
Adequate--met requirements 2.0
Poor--little or no effort 1.0
c. Contribution to class activities
Significant--daily effort in class 4.0
Some--working for class sometimes 3.0
Basic--participating when obligated 2.0
Questionable--warming a seat 1.0
4. Considering now your total performance, what grade have you earned and
why

Chemistry 100
General Information
Instructor: Mrs. Cynthia Coleman
Office, 304 Stowell Hall
Phone: 267-2270, or department office, 267-2264
email: ColemaCH
Lecture Hours: T - Th, 9:30 - 10:45 AM, Room 211, Stowell Hal l
Office Hours: to be announced, and by appointmen t
Text: The Extraordinary Chemistry of Ordinary Things, 3rd
edition, by Carl H. Snyder
Chemistry 100 is a. one-semester course intended for students who will not major in
any of the sciences. It may be used to satisfy the General Education Scientific Inquiry-
Physical Sciences requirement, without laboratory (SP). CFIEM 100 is not a pre -requisite
for additional study in chemistry. There are no pre -requisites for CFIEM 100, and high
school science and mathematics, while helpful, are neither assumed nor required .
The course will consist primarily of lectures, and demonstrations, and these will be
designed to reinforce, clarify and amplify the reading assignments. It is intended that
the course provide a certain historical perspective on contemporary chemistry and the
scientific method in general. As a one-semester course, the approach is necessarily
topical, and the topics have been chosen to provide students with scientific and
technical knowledge which will enhance their capacity for making responsible
judgements as members of an increasingly technologically complex society.
Assignments
The attached schedule indicates the reading assignments and tentative dates.
Additional readings may also be assigned. The problems at the ends of each chapter
should be used as an aid to study. Some answers not given in the back of the textbook
will be available on reserve in the library. The problems will not be collected or graded,
but you should work the problems and feel free to discuss them with me, either in class
or during office hours.
Grading
The final grade for the course will be determined as follows:
Hour exams (3, each 20%) 60%
Quizzes (2, each 5%) 10%
Final exam 30%
Each quiz precedes one of the first two hour exams, thus allowing students to learn
what areas may require more study before the exams themselves. Exams and quizze s
will be given during class time. Quizzes will last 20 - 30 minutes, with the class
continuing thereafter. Exams will last the full class period. Quizzes and exams will b e
based on both lecture and reading assignments, and may consist of a combination o f
brief essay, short answer and multiple choice questions. The final exam will be
cumulative.

Chemistry 100 Course Schedule - Fall, 1998
T 9/1 Chapter 1 Introduction
Th 9/3 Chapter 2 Atoms and Elements
T 9/8 Chapter 2 Atoms and Elements
Th 9/10 Chapter 3 Chemical Bonding
T 9/15 Chapter 3 Chemical Bonding
Th 9/17 Chapter 4 Quiz, Chapters 1 - 3
T 9/22 Chapter.4 Nuclear Chemistry
Th 9/24 Chapter 4 Nuclear Chemistry
T 9/29 Chapter 5 Using Nuclear Chemistry
pp. 100-112,118-125
Th 10/1 Hour exam, Chapters 1 - 5
T 10/6 Chapter 6 The Arithmetic of Chemistry
Th 10/8 Chapter 6 pp. 130 - 143
T 10/13 Fall Recess - no classes
Th 10/15 Chapter 9 Acids and Bases
10/20 Chapter 9 Acids and Bases
Ii 10/22 Chapter 7 Quiz, Chapters 6 & 9
T 10/27 Chapter 7 An Introduction to Organic Chemistry
pp. 162- 170, 173 - 175, 180- 193
Th 10/29 Chapter 14 Energy, Food, Fats and Oils
T 11/3 Chapter 14 Energy, Food, Fats and Oils
Th 11/5 Hour Exam, Chapters 6, 7, 9, 14
T 11/10 Chapter 15 Carbohydrates
Th 11/12 Chapter 16 Proteins and the Chemistry of Lif e
pp.456-473,483-487
T 11/17 Chapter 16 Proteins and the Chemistry of Life
Th 11/19 Chapter 17 The Chemicals of Food, pp. 492 - 510
T 11/24 Chapter 17
Th 11/26 Thanksgiving Recess - no classes
T 12/1 Chapter 21 Medicines and Drugs
Th 12/3 Chapter 21 Medicines and Drugs
T 12/8 Hour Exam, Chapters 15, 16, 17, 21
Th 12/10 Review
Final Exam: Monday, December 14, from 1:15 PM - 3:15 PM, Stowell 211

CHEM 100 Final Exam Review
Chapter 1 - introductory material
- historical development: ancient Greeks, 4 elements, electrolytes and their behavior
matter, scientific method, atoms, molecules, elements, compounds
Chapter 2 - atoms and elements
- solids, liquids and gases
- mass and weight
- the elements, element symbols, understanding chemical formulas
- historical development of understanding atomic structure
- Robert Boyle, The Skeptical Chymist
- developments leading to Dalton's Atomic Theory:
- Law of Definite Proportions (Constant Composition)
- Law of Conservation of Mass
- electrical nature of matter (subatomic paiticles)
- discovery of the electron (cathode rays)
- discovery of the proton (canal ray experiments)
- charge on the electron
• - charge on the proton
- plum pudding theory of the atom
- nuclear theory of the atom
- discovery of the neutron
-Bohrtheory oftheatom
- atomic numbers
- atomic mass numbers
Chapter 3- chemical bonding -
- the periodic tabl e
- historical development
- characteristic chemical behavior by groups (main groups only)
-electron configurations and valence electrons
- bonding-ionic
- covalent
- Lewis electron dot structures
- electronegativity
- writing chemical formulas
Chapter 4- nuclear chemistry
- discovery of x-rays
- discovery of natural radioactivity
- nuclear decay reactions and particles
Chapter 5-using nuclear chemistry (selections)
- nuclear energy.
nuclear fission and nuclear fusion
- half lives
Chapter 6: The Arithmetic of Chemistry, pp. 130 - 143
1. Know what a mole is and how to interpret its various definitions .
2. Know Avogadro's number and how it relates to a mole.
3. Be able to balance an equation .
4. Be able to calculate the molar mass of an element or a compound; be able to use
molar mass to convert between number of moles and number of grams .
5. Know the polyatomic ions as assigned in class.

Chapter 7: An Introduction to Organic Chemistry, pp. 162 - 170, 173 -. 175, 180 - 193
1. Know what organic chemistry is and how it began to be distinguished fro m
inorganic chemistry.
2. Know how organic compounds are classified into families (review handout).
3. Be able to name the first 10 straight -chain alkanes, -enes, ynes.
4. Know what a functional group is and how to recognize the ones we hav e
discussed in class (review handout).
5. Understand the greenhouse effect.
Chapter 9: Acids and Bases
1. Know the definitions and characteristics of acid and bases.
2. Know the strong and weak acids and bases listed in class; know their formulas,
what "strong" and "weak" mean in this context, and which are strong or weak.
3. Be able to complete and balance acid-base reactions (worksheet handed out in
class).
4. Know what pH is and how to interpret it .
5. Know Le Châtelier's Principle.
Chapter 14: Energy, Food, Fats and Oils
1. Know that energy is simply the capacity to do work.
2. Know the names of the early scientists who studied heat and work.
3. Distinguish between a Calorie and a calorie,-,
4. Know the definitions of exothermic and endothermic.
5. Know the definitions of potential and kinetic energy .
6. Knpw the 3 macronutrients.
7. Know what lipids are and how to distinguish oils from fats from waxes.
8. Know what the terms "saturated", "unsaturated", "monounsaturated" and
"polyunsaturated" mean. Recognize examplespf molecules in each category .
9. Recognize cholesterol and the basic steroid framework. Understand what some
sources of cholesterol are and why that is -significant to human health.
Chapter 15 :
- recognize which carbons in a molecule are chiral (if any )
- understand what it means to be optically activ e
- recognize and define carbohydrates and the subunits that compose the m
- know sources of various carbohydrates and the roles they play in nutrition and in the human body
Chapter 16 :
- recognize and define proteins, and the subunits that compose the m
-be able to define and recognize primary, secondary, tertiary and quaternary protein structure
/- know sources of proteins for nutrition
Chapter 17 :
- know the vitamins and which are fat soluble, which are water soluble
- know what diseases or conditions are caused by deficiencies or excesses of the nutrient compound s
and vitamins discussed in class
Chapter 21:
- know the different categories of drugs, how they are defined, what conditions they treat and which
drugs fit into which categories
- be able to recognize those drugs that have characteristic skeletons :
-sulfa drugs
tetracyclines
-steroids
penicillins
.

SYLLABUS
INTRODUCTION TO SOCIOLOGY
SOCIOLOGY 101
Spring 1998
SECTION 2:MWF 10:00-11:OOam Satterlee 205
SECTION 4:MWF 12:00- 1:00pm Satterlee 205
Professor: Stephen Sweet
Phone: 267-2570
Office Hours: MTuWTbF 11:00-12:00
Office: 315 Satterlee
E-mail: sweetsa@potsdam.edu
Course Description
Sociology is the systematic study of social systems and their effect on human experience and
behavior. Introduction to Sociology will give students a foundational understanding of central
sociological approaches, including terminology, theory, and methods that sociologists use to
understand social order, social conflict, and social change. The goal of this course is to open
students to an awareness of the sociological perspective, an understanding that transcends
individualistic explanations of social behavior and organization (i.e. crime is not simply caused by
bad people). When students leave this course, they will understand what sociologists do, how they
examine social issues, and will begin to understand how to view the world through a sociological
perspective.
Two texts will be used in this course. These texts are specifically designed to introduce the
sociological perspective and guide students in understanding contemporary social issues. Lectures
are not designed to reiterate texts, but will usually expand upon issues addressed in readings.
Reading should be done prior to each class and students are expected to be prepared to discuss
readings on the class date of the reading assignment. To do well in this course, students will need
to be diligent in class attendance, lab assignments, note taking and reading.
Required Books
Stark, Rodney. Sociology 71 Edition Wadsworth Publishing Company; Belmont. California.
Stark, Rodney. Doing Sociology 2' Edition Wadsworth Publishing Company; Belmont
California.
Examinations
Exams will be multiple choice. Prior notification to the professor is needed to take exams at a time
other than the scheduled time listed in this syllabus. Make-up exams may be of a form different than
the original exam, such as oral or essay exams. "Forgetting" an exam will not be considered a valid
excuse.

Labs
Each Friday students will actively engage in sociological analysis and complete lab assignments.
In most cases, labs will only require the class time to complete and should be handed in at the end
of the lab session.
Some students may need or desire longer time for reflection, therefore
assignments are due at class time on the following day. No labs will be accepted more than two
class days after the lab date.
Lab assignments will be graded as "satisfactory", "unsatisfactory", or "zero." Satisfactory
labs show mastery of obtaining data in the forms asked for in Doing Sociology and a careful
sociological analysis of the statistics obtained. Unsatisfactory grades will result from either
problems in completing the assignment as asked for in Doing Sociology, shoddy analysis, or handing
in the assignment late .
Paper
Students aie expected to construct a paper that is a modest research report. This paper will involve
performing a modest literature review of three articles from sociology journals relating to a specific
topic. Sources of articles must be from scholarly journals (e.g. American Journal of Sociology,
Journal of Marriage and the Family, Journal of Social Problems) and not from journalistic sources
(e.g. Time, Newsweek, NY Times). Students are then toperform a modest study of this topic using
the data sets provided with Doing Sociology. Because not all potential topics are covered by the data
sets available, students must use some circumspection of the data before selecting the topic for their
paper. The paper will be submitted with the following components:
Title Page
Introduction
Literature Review
Analysis of Data
(This section will include carefully constructed tables,
complete with significance tests and discussion of
interpretation of these statistics. Note: do not submit raw output from the microcase
program.)
Conclusion
AttendanceiPreparedness
A daily attendance/preparedness sheet will be distributed. It is the students'. responsibility to
make sure their name is signed in each class they have attended. Overall attendance, preparation,
and participation are used in determining final grades. Note - it is in your interest to come to
class with prepared questions from the previous nights reading and to express your
understandings of readings.

Grades
Averages will be calculated using the following percentage system:
Exam 1: 15%
Exam 2:20%
Exam 3: 20%
Labs: 20%
Paper: 15%
Preparedness/Participation: 10%
Final averages will generate the following grades:
Averag
Grade
90%-100% 4.0
85%-89% 3.5
80%-84% 3.0
75%-79% 2.5
70%-75% 2.0
65%-69% 1.5
60%-64% 1.0
59% and lower 0.0
Week 1: Introduction to the Course
Wed 1/28 Introduction to the course
Fri 1/30 Stark Cptl
Week 2: Sociological Theory
Mon 2/2 Stark Cpt 2 (pg 29-40)
2/3 is the last day to add/dro p
Wed 2/4 Stark Cpt 2 (pg 42-61)
Fri 2/6 Meet in Flagg 162 (Alpine Lab)
Doing Sociology Exercise 1
Reading Assignments
(to be completed prior to the class meeting date )
-
Week 3: Micro Sociology
Mon 2/9 Stark Cpt 3 (pg 63-77)
Wed 2/11 Stark Chapter 3 (pg 77-89)
(On your own, do Doing Sociology Exercise 2. This will be collected at the
beginning of class on Friday. If you run into problems, we can work on this
Fri 2/13
together in the Alpine Lab on the Friday session.)
Meet in Alpine La b
Doing Sociology Exercise 3
3 1

Week 4: Macro Sociology
Mon 2/16 Stark Cpt 4 (pg 91-106)
Wed 2/18 Stark Cpt 4 (pg 106-117)
Fri 2/20 Meet in Alpine Lab
Doing Sociology Exercise 4
Week 5: Test 1 and Socialization
Mon 2/23 Test 1
Wed 2/25 Meet in Flagg 204
Fri 2/27 Meet in Alpine Lab
Doing Sociology Exercise 5
Week 6: Socialization and the Teensy Weensy Winter Break
Mon 3/2 Stark Cpt 6 (pg 141-155)
Wed 3/4 Stark Cpt 6 (pg 155-165)
Fri 3/6 No Class
Week 7: Crime and Deviance
Mon 3/9 Stark Cpt 7 (pg 167-187)
Wed 3/11 Stark Cpt 7 (pg 187-199)
Fri 3/13 Meet inAlpine Lab
Doing Sociology Exercise 7
Week 8: Social Control
Mon 3/16 Stark Cpt 8 (pg 201-214)
Wed 3/18 Stark Cpt 9 (pg 223-236)
Fri 3/20 Meet in Alpine Lab
Doing Sociology Exercise 12
Week 9: Inequality
Mon 3/23 Stark Cpt 9 (pg 236-243)
Wed 3/25 Stark Cpt 10
3/25 is the last day to declare S/15
Fri 3/27 Meet in Alpine Lab
Doing Sociology Exercise 8
Week 10: Racial Inequality
Mon3/30 Stark Cpt 11
Wed 4/1 Test 2
Last day to declare S/U or withdraw.
Fri 4/3 Meet in Alpine Lab
Doing Sociology Exercise 10
1

Week 11: Political Sociology and Sociology of Education
Mon 4/6 Stark Cpt 15
Wed 4/8 Stark Cpt 16
Advising Begins 4/9
Fri 4/10 Meet in Alpine Lab
Doing Sociology Exercise 13
Week 12: Spring Break
Mon 4/13 No Classes
Wed 4/15 No Classes
Fri 4/17 No Classes
Week 13: Sociology of Religion and the Family
Mon 4/20 Stark Cpt 14
Wed 4/22 Stark Cpt 13
Fri 4/24 Meet in Alpine Lab
Doing Sociology Exercise 11
Week 14: Papers Due and the World Economy
Mon 4/27 Paper Due: Submit 2 Copies
Wed 4/29 Stark Cpt 17
Fri 4/31 Meet in Alpine Lab
Doing Sociology Exercise 15
Week 15: Bureaucracy
Mon 5/4 Stark Cpt 20 (pg 557-567)
Wed 5/6 Stark Cpt 20 (pg 567-577)
Registration Begins
Fri 5/8 Meet in Alpine Lab
Doing Sociology Exercise 14
Week 16: Gender Inequality and Social Movements
Mon5/l1 Stark Cpt 12
Wed 5/13 Stark Cpt 21
Fri 5/15 Stark Epilogue (page 600-604)
Closure and Student Evaluations
Final Exams:
Section 2 - Thurs May 21 3:30-5:3Opm
Section 4- Tues May 19 1:15-3:15 pm
Note: This syllabus may be subject to change at the professor's discretion.

Color and Design
ARTS-12i Semester Hours 4
Instructor Joseph Hildreth
I. Course Description
Color and Design provides both art majors and non-majors with a hands-on
introductory experience to the basic compositional elements used in the art forms of ceramics, painting,
photography, printmaking and sculpture. In addition, design will be studied via an examination of the
master works of major artists. Although some studio skills will be explored, the major thrust of the
course will be toward developing an understanding of two -dimensional design and color theory.
II.
Course Objective
The course will develop an understanding and an ability to use the basic visual elements of line,
value, texture, shape and color. Basic skills in drawing and painting will be developed in order to
explore the principles of design using these visual elements.
III.
Course Requirements
A. Attendance is mandatory. More than three absences will result in a grade lower than 2.0.
B. All assignments must be completed and turned in on time.
C. Active participation in class critiques and discussions is essential.
D. Work must be presented with attention to craftsmanship and presented in a professional
manner.
IV.
Course Outline
The understanding and use of the visual elements and the principles of design will be explored
via a series of drawings, paintings and design problems.
A. Visual Elements
1. Line
contour, cross-contour, hatching, cross-hatching, spacial properties
2. Shape
postive/negative, organic/geometric, Golden Mean, compositional uses
3. Texture
applied, representational, actual
4. Value
value scale of 1-9, high key, middle key, low key,spatial properties
5. Color
see #C

p
COLOR AND DESIGN NOTEBOOK
VISUAL ELEMENTS
I. LINE
Line is a mark longer than it is wide made by a tool as it is drawn across a
surface.
A. Contour line is a line used to define the boundary of an object.
B. Cross-contour Line is a curved line used in order to describe the
surface contour of an object.
C. Hatching is a series of parallel lines used to-create value and texture.
D. Cross-hatching is a group of crossed parallel lines used to create value
and texture.
Describe how the selected illustrations are examples of the elements of line as
described above.
L. SHAPE
Shape is an area that stands out from the space next to or around it because of
a defined or implied boundary, or because of differences of value, texture or color.
A Positive shape is the subject as well as objects that appear to be solid.
B. Negative shape is the empty space that surrounds the subject or solid
objects in a visual image.
C. Organic shape is an area whose boundaries and characteristics have the
visual feeling of an natural object as opposed to man-made.
D. Geometric shape is an area whose boundaries and characteristics have
the visual feeling of a straight edged, angular, man-made object.
E. Golden Mean is a proportional system that produces perfect harmonies
or relationships between line, shapes and areas. It is based on a ratio of 1 to
1.618.
Describe how the selected illustrations are examples of the elements of shape
described above.
III. TEXTURE
Texture is the surface character of an art shape which can be experienced
rough touch or the visual perception of touch.

V. COLOR
Color is the visual response to the wavelengths of light identified as red,
green, blue,etc.
Three Dimensions of Color are frequently referred to as the physical
properties of color. They are Hue, Value and Intensity .
A. Hue is detirmined by the specific wavelength of the color in a ray of
light. It also designates the common name of a color and indicates its position on the
color wheel.
1. Primary Color is a color such as red, yellow or blue which
cannot be mixed by the other colors.
2. Secondary Color is a color such as orange, green or violet which
is produced by a mixture of two primaries.
3. Tertiary Color is a color such as yellow orange or blue green or
red violet which is produced by a mixture of a primary and a secondary color .
B. Value refers to the relative degree of light or dark in a color.
C. Intensity (chroma) refers to the saturation, brillance or purity of a
color. A vivid color is of high intensity; a dull color, of low intensity.
D. Color Relationships are harmonious arrangements of color which
.-evoke sensations of pleasure.
1. Warm and Cool Color refers to the temperature of color. The
colors red, orange and yellow are associated with the sun or fire and are considered
warm. The colors of blue, green and violet are associated with air, sky and water
and are considered cool.
2. Monochromatic Color is the complete value range of one color
from black to white.
3. Analogois Color refers to colors that are closely related in hue.
They are usually adjacent to each other on the color wheel.
4. Complementary Color refers to two colors directly opposite
each other on the color wheel. A primary color is always a complement to a
secondary color.
5. Split-Complementary Color is a color arrangement consisting
of a color and tWo colors on either side of it's complement.
6. Double-Complementary Color is an arrangement of two
complementary color pairs, such as blue/orange and red/green. In this relationship,
one complementary pair is dominant .
7. Color Triad refers to a color relationship of three colors equally
spaced on the color wheel. The primary colors of red, yellow and blue are an
example.
8. Simultaneous Contrast occurs when two colors are placed into
,I:tect contact with each other and the difference between them is increased. For
...xample, red appears much redder when place against green.

NCATE
Compliance With Specialty Guidelines
_X..._
First Critique
Second Critique
Special Critique
Professional Organization:
Institution Submitting:
Campus:
State:
Program:
Degree Level(s):
Association for Childhood Education International
SUNY College at Potsdam
Potsdam
NY
Elementary Education PreK-6
Bachelor of Arts
Date of Review: December, 1999
/
GUIDELINES/COMPETENCIES NOT MET:
1.0-16.4 Inadequate Responses (see Other Comments).
5.7 Documentation that indicates in -depth study of technology to meet guideline is missing.
16.4 Documentation is missing .
PERCEIVED PROGRAM STRENGTHS:
Unable to note at this time.
PERCEIVED PROGRAM WEAKNESSES:
Lack of instruction in the use of technology beyond 2000.
The use of NCTM Standards would strengthen the math area.
Incorporation of visual and performing arts is not delineated.
OTHER COMMENTS:
Be explicit with documentation. For each and every guideline, explain h the courses cited meet that
guideline. Please provide more information than lists of courses, objectives, etc. Inclusion of Instructiona l
Resources (bibliographies) for each syllabus would give the reader/reviewer an opportunity to know about th e
knowledge base that supports the course and currency.
PROFESSIONAL ASSOCIATION'S RECOMMENDATION: (i.e., has the institution adequately met the
specialty guidelines):
Program(s) in Compliance:
(Name of Program)
Program(s) NOT in Compliance:
(Name of Program)
SUNY College at Potsdam, Elementary Education PreK-6,
Bachelor of Arts
ADDITIONAL INFORMATION NEEDED TO DETERMINE COMPLIANCE:

SUNY College at Potsdam
Bachelor of Arts
Page 2of 2
• If a second review of the program folio is required by the institution, 4 copies of the
rejoinder should be submitted.
•
Special directions for the preparation of a rejoinder:
The institution might find it behooving to obtain the booklet Elementary Education Curriculum Folio
Guidelines for the NCATE Review Process: Basic Preparation, to aid in their development of this
review. A glossary in the booklet will aid in correcting misinterpretations of terms. The booklet is
available from ACEI. Please call ACEI for information on training.

potsdam TABLE OF profile CONTENTS 1
2 President’s Message
3 Campus Map
4 Academic Calendar
5 Potsdam Profile
10 Degree Programs
12 Admissions
14 Fees and Financial Aid
27 Student Services
32 Academic Policies and Procedures
44 Graduate Programs
45 Continuing Education Programs and Services
46 Special Academic Opportunities
55 Academic Programs
63 Interdisciplinary Studies
71 School of Arts and Sciences
130 School of Education
153 The Crane School of Music
167 Administration and Faculty
172 Directory
173 Index
44 Pierrepont Avenue
Potsdam, New York 13676
(315) 267-2000
www.potsdam.edu

2 potsdam president’s profile message
Welcome to The State University of New York at Potsdam, and to
many exciting opportunities to pursue your educational and careerrelated
goals. I am extremely proud of our fine institution, the
oldest in the State University of New York, and envy your task of
choosing from an array of academic and professional programs
that prepare you for leadership roles in an increasingly complex
global world.
SUNY Potsdam is the place to explore that complex new world and
to also develop a strong sense of what it means to work hard, have fun
and explore exciting life possibilities. Our faculty and professional
staff will introduce you to new ideas, new technologies and new ways
of approaching problems. You will have an opportunity to cultivate
lifelong learning skills that will translate directly to a successful
career-critical thinking, writing, speaking and technology application.
All of these essential ingredients are important tools related
to your ability to keep competitive pace in the next century.
More importantly, at Potsdam you will have the chance to take real
time to learn about important issues that – before you arrived here
– may have been simply words or abstract concepts. You will have opportunities, for example, to explore
collaborative and interdisciplinary study in our Adirondacks program and Learning Communities; or you
may choose to pursue professional career programs in the arts, the business of music, business administration
or computer-related technology. There are also ample opportunities to participate in intramural athletics
and recreational activities; cultivate leadership skills in student government, community service projects
and academic honorary societies; and gain a competitive edge in the future job market in special programs
like international study, honors, or internships.
The courses and programs described in this catalogue reflect our collective decisions of what is required in
order to be successful in your personal and professional life. The sum total of your experience at Potsdam
will undoubtedly change your life, and lead to an understanding that YOU can change our world. We’re
here to help you find the most meaningful way to make a profound difference in our world – whether it is
in the classroom, business, community or even on the larger, world stage. This catalogue is your guidebook
to the future – please use it as a special tool to assist you in getting the most out of your time with us.
Welcome to this remarkable campus community! My colleagues and I are genuinely interested in your
involvement here and dedicated to providing you with the very best education.
John A. Fallon III
President

potsdam campus profile map 3

4 academic potsdam profile calendar
Spring 2002
Classes Begin ................................. Wednesday, Jan. 23
Winter Recess Begins .................... Wednesday, Feb. 27 (10 pm)
Classes Resume .............................. Monday, Mar. 4 (8 am)
Spring Recess Begins ..................... Friday, Apr. 5 (10 pm)
Classes Resume .............................. Monday, Apr. 15 (8 am)
Last Day of Classes ........................ Friday, May 10
Final Examinations ........................ Monday-Friday, May 13-17
Commencement ............................ Sunday, May 19
Fall 2002
Classes Begin ................................. Monday, Aug. 26
Fall Recess Begins .......................... Friday, Oct. 11 (10 pm)
Classes Resume .............................. Wednesday, Oct. 16 (8 am)
Thanksgiving Recess Begins .......... Tuesday, Nov. 26 (10 pm)
Classes Resume .............................. Monday, Dec. 2 (8 am)
Last Day of Classes ........................ Friday, Dec. 6
Final Examination ......................... Monday-Friday, Dec. 9-13
Spring 2003
Classes Begin ................................. Wednesday, Jan. 22
Winter Recess Begins .................... Wednesday, Feb. 26 (10 pm)
Classes Resume .............................. Monday, Mar. 3 (8 am)
Spring Recess Begins ..................... Friday, Apr. 4 (10 pm)
Classes Resume .............................. Monday, Apr. 14 (8 am)
Last Day of Classes ........................ Friday, May 9
Final Examinations ........................ Monday-Friday, May 12-16
Commencement ............................ Sunday, May 18
Fall 2003
Classes Begin ................................. Monday, Aug. 25
Fall Recess Begins .......................... Friday, Oct. 10 (10 pm)
Classes Resume .............................. Wednesday, Oct. 15 (8 am)
Thanksgiving Recess Begins .......... Tuesday, Nov. 25 (10 pm)
Classes Resume .............................. Monday, Dec. 1 (8 am)
Last Day of Classes ........................ Friday, Dec. 5
Final Examinations ........................ Monday-Friday, Dec. 8-12
Spring 2004
Classes Begin ................................. Wednesday, Jan. 21
Winter Recess Begins .................... Friday, Feb. 27 (10 pm)
Classes Resume .............................. Monday, Mar. 8 (8 am)
Spring Recess Begins ..................... Friday, Apr. 9 (10 pm)
Classes Resume .............................. Monday, Apr. 19 (8 am)
Last Day of Classes ........................ Friday, May 14
Final Examinations ........................ Monday-Friday, May 17-21
Commencement ............................ Sunday, May 23
New York State Education Law Section 224-a requires campuses to excuse
without penalty individual students absent from class because of religious
beliefs and to provide equivalent opportunity to make up study or work
requirements missed because of such absences. Faculty are advised not to
give examinations or require that papers be due on those holidays. Students
are required to notify faculty of their impending absence for religious purposes
at least one class session in advance so arrangements can be made for making
up missed assignments, quizzes or tests. Students are responsible for material
presented during their absence.
The State University of New York at Potsdam is accredited by the
Middle States Association of Colleges and Secondary Schools.
The College is authorized to award the Bachelor of Arts, the Bachelor of
Music, the Bachelor of Science, the Master of Arts, the Master of
Music, the Master of Science in Teaching and the Master of Science
in Education degrees – as established by the Board of Regents of the
University of the State of New York.
The College represents that the information in this publication is
accurate as of September 1, 2001. Names of instructors for courses,
and days and times of class sessions are given in the Class Schedule
booklet, available to students at Registration. All applicants are reminded
that SUNY Potsdam is subject to the policies promulgated by
the Board of Trustees of the State University of New York. Fees and
charges are set forth in accordance with such policies and may change
in response to alterations in policy or actions of the legislature, during
the period covered by this publication. The College reserves the right
to change its policies without notice.
NOTICE: The provisions of this bulletin are not to be regarded as a
contract between any student and the College. Course contents and
regulations are under constant review and revision. The College
reserves the right to change any provision, regulation or requirement set
forth herein; and the right to withdraw or amend the contents of any
listed courses as may be required or desirable.
POLICY AGAINST DISCRIMINATION: Whether considering
candidates for admission for financial aid, applicants for employment
or the management of its policies and College-administered program,
Potsdam does not discriminate on the basis of gender, sexual preference,
age, race, color, national or ethnic origin, religion or disability.
The College is an affirmative action, equal opportunity employer.
AFFIRMATIVE ACTION/NONDISCRIMINATION POLICY:
The State University of New York at Potsdam has an affirmative action
program which actively seeks a diverse faculty, staff and student body.
SUNY Potsdam affirms its commitment to equality of opportunity for
all individuals. This commitment requires that no discrimination shall
occur regarding admission, access to, treatment of or employment in,
any program or activity of the College, on the basis of race, ethnicity,
creed, color, national origin, native language or dialect, sex, age,
disability, marital status or sexual orientation. This policy is in accord
with Title IX of the Education Amendments of 1972, as amended;
sections 503 and 504 of the Rehabilitation Act of 1973, as amended;
Americans with Disabilities Act of 1990; Title VI of the Civil Rights
Act of 1964; and related administrative regulations and executive
orders. Inquiries concerning the application of Title IX, sections 503
and 504, and other nondiscrimination laws may be referred to the
Director of Human Resources (315) 267-2170, the campus officer
assigned the administrative responsibility for reviewing such matters.

potsdam profile 5
History
The State University of New York at Potsdam is one of 64 units of the
State University of New York and one of 13 SUNY arts and science
colleges. Its origin was the St. Lawrence Academy, founded in 1816 by
early settlers of the region. It continued as Potsdam Normal School in
1867, as Potsdam State Teachers College in 1942, and became part of
the largest university system in the United States, the State University
of New York, in 1948. Throughout its distinguished history the
institution has served the people of the North Country and of New
York State.
Mission
The College is charged with the responsibility of providing educational
opportunities to those who can benefit from them. Access to its
programs and services is granted with due regard to the policies of the
SUNY Board of Trustees on non-discrimination and affirmative
action. Admission to the College’s degree programs is awarded on the
basis of selective criteria relating to the academic performance and
potential of applicants.
Committed to the tradition of liberal education, the College offers,
primarily in a residential setting, excellent instructional programs in
general education and selected liberal arts disciplines through the
School of Arts and Sciences; professional preparation of elementary
and secondary school teachers nurtured through partnerships with
North Country school districts through the School of Education; and
music education, performance, composition and musical studies
through The Crane School of Music. Mindful of its role as a guardian
of our cultural heritage, a transmitter of knowledge, a servant and critic
of society, and a creator of new knowledge, the College affirms its
purposes to be the following:
1. To serve the people of New York and beyond by offering, through
appropriate means and methods, excellent baccalaureate, master’s
and continuing education opportunities in the arts and sciences
and selected professional disciplines;
2. To create a student-centered academic culture which encourages
innovative approaches to teaching and learning, provides resources
to support pedagogical innovation, and evaluates the effectiveness
of teaching and learning;
3. To promote an environment for students of all ages in which their
participation in academic, professional, cultural, social, athletic
and other activities may be most beneficial and foster their education
as individuals and members of society;
4. To strengthen among members of the campus community an
understanding and sensitive awareness of cultural diversity and
global connections and to contribute that understanding and
awareness to the larger community;
5. To contribute to the improvement of teaching and the expansion
of knowledge through appropriate programs and endeavors in
research, scholarship and creative activity by its faculty; and
6. To contribute its special expertise and resources toward public
service, whether through formal instruction or through consultative
contributions to the local community, the state, the nation and
the world.
Locale
The College is located in New York’s picturesque North Country, an
area that ranges from scenic tranquility to cultural and recreational
activities.
The Adirondack Mountains to the southeast offer hiking, relaxing
beside quiet streams, fishing or swimming in the many lakes. In winter,
skiing the beautiful trails of Whiteface Mountain in Lake Placid (scene
of the 1980 Winter Olympics) or Big Tupper, an hour from the
campus, is a popular pastime.
The world-renowned Thousand Islands region is also an hour’s drive
away. There, visitors can take a boat tour, fish, swim or visit one of the
many quaint little shops.
For those who prefer the cultural atmosphere of large cities, Ottawa and
Montréal are 70 and 80 miles away, respectively. While in Ottawa,
students can visit the National Art Gallery or Museum of Natural
History; attend a concert or theatrical production at the National Arts
Center; tour the Houses of Parliament and witness the changing of the
guard in the summer. Montréal provides the opportunity to visit a
completely different culture.
Of course, it’s not necessary to travel. The Village of Potsdam has much
to offer. Local stores carry the latest in clothes, books and CDs and there
are many fast-food restaurants and several fine eating establishments.
People
While location is a definite plus for SUNY Potsdam, the people who
make up the College community are its greatest asset. The students,
faculty and staff make us what we are – a very special place.
Our enrollment is approximately 4,300 – including about 3,500
undergraduate and 800 graduate students.
Our students are an interesting and diversified group. They come to
us from all over the United States with a small number from foreign
countries. Students come from farms, small towns, the suburbs and
large cities. They are traditional students (those who come to us
straight from high school) and non-traditional (those who enroll after
raising a family, serving in the military or deciding to switch careers in
mid-stream). Wherever they come from, whatever their ages or backgrounds,
our students are a warm and friendly group.
Faculty members also are of many different backgrounds and age
groups. They hold degrees from such prestigious universities as
Harvard, Stanford and Yale. They are published authors, well-known
researchers, accomplished artists and musicians. Like their students,
they are a friendly, caring group – always ready to discuss a problem
or assist with a project. Dedicated to teaching, they are not just active
in the classroom, but in every facet of their lives. Many of our students
say they learn as much through friendship and interaction with their
professors as they do in classroom studies.
Public Service and Outreach Activities
Public service activities are essential to the College’s educational
mission. Faculty, staff and students have always taken an active role in
public service activities through the different schools and departments.
The College has long served as a major center for the arts in the North
Country through its extensive musical programs performed by the

6 potsdam profile
students and faculty of The Crane School of Music, the Roland Gibson
Art Gallery and dance and drama productions.
Over the years, the College has increased, diversified and made more
accessible a variety of educational services to the North Country,
including the Fort Drum Initiative, the North Country School Study
Council, and a host of programs offered through our Office of
Continuing Education/Summer Programs. A special educational service
is offered to migrant farm workers and their families through the
North Country Tutorial Outreach Program.
The College also has provided vital leadership and direct service to
assist in the economic development of the North Country. Through
our participation in agencies and organizations such as the Council for
International Trade, Technology, Education and Communication
(CITTEC), Adirondack North Country Association (ANCA), North
Country Alliance (NCA) and St. Lawrence Seaway Project, we have
provided leadership in revitalizing the economy of the North Country.
In 1990, SUNY Potsdam established the Rural Services Institute to
marshall the available resources and expertise of the College’s faculty,
staff and students in order to assist local communities in meeting their
challenges and responsibilities. Renamed the William C. Merwin
Rural Services Institute in 1996, the RSI has provided valuable service
to the community in such areas as assistance to local governments,
economic development agencies, rural health care and grant writing.
Facilities
College Libraries
Spacious, comfortable and friendly, the Crumb Memorial Library,
conveniently located in the center of the academic quadrangle, is an
important avenue to knowledge in the education environment. Working
in collaboration with academic departments, librarians select a
wide range of traditional and non-traditional information sources to
make available to the college community. Meeting with individuals,
with small groups, or in a formal course-related setting, the library
faculty assists students to develop their ability to identify, evaluate, and
retrieve appropriate information to support their academic endeavors
or their personal interests. In addition to Internet access, the Library
subscribes to a variety of databases, many of which may be accessed
through the Library web page by students via their personal computers.
The Learning and Teaching Excellence Center (LTEC) is housed in
Crumb Library 107, in space cooperatively shared by the Center and
instructional programs of the College Libraries. Teaching and learning
initiatives and activities coordinated by the Center may take place onsite
or may use other campus or off-campus facilities.
There are two rooms in the LTEC Suite. One features a Gateway
windows computer and a Macintosh computer for Center administration
and projects related to Center purposes and goals. It is furnished
with a conference table, chairs, and bookshelves for the developing
LTEC collection. The next step will be the creation of a hands-on
facility for computer-assisted instruction dedicated solely to activities
sponsored by the College Libraries or the LTEC. The other room is the
Library Classroom, equipped for video and data projection. As other
desirable features for the Center are identified, and as funding becomes
available, enhancements will be made to Center facilities.
Students and faculty of The Crane School of Music enjoy the advantage
of specialized Music Library which houses an extensive collection
of music books scores and sound recordings. The Crane Library
provides Internet access to all of the Libraries’ electronic databases, as
well as a variety of listening facilities, and a MIDI computer laboratory.
Professional staff is available to guide and encourage students in
using these facilities and materials.
Computing and Technology Services
There are student computing facilities throughout the campus which
provide access to state-of-the-art Macintosh and Windows based computers,
as well as, powerful software applications, multimedia hardware
and printing services. For more detailed information on these classrooms
and labs, refer to the section on Student Services.
Crane Music Center
This five-structure complex – featuring a 1,290-seat concert hall and
a 450-seat music theater, both acoustically balanced, and the Wakefield
Recital and Lecture Hall seating 130 – attracts architects, music
educators and concert hall managers from all over the world.
The School has more than 1,200 band and orchestra instruments (not
including 155 pianos, most of which are Steinways and five of which
are Steinway Concert Grand pianos), a forte piano, four harpsichords,
six organs, plus a Wicks concert organ and a collection of Renaissance
string and wind instruments.
One digital and two analog synthesizer studios, fully equipped (including
a Synclavier), enable students to experiment with composition,
arranging, performance and recording techniques. In addition, a fully
equipped midi-technology classroom and a music education keyboard
lab (MIE) meet the contemporary needs of all music students. There are
dressing rooms, costume rooms, scenery rooms and support areas for the
performance halls; piano and instrument repair shops; a music library;
and a highly sophisticated audio center.
Every classroom, rehearsal hall and faculty studio is equipped with tape
and cassette decks, CD players, turntables and speakers. There are
more than 75 practice rooms, a student commons, a curriculum lab for
music education students and separate band, orchestra and choral
library collections.
Roland Gibson Gallery
SUNY Potsdam’s art museum is professionally staffed by a full-time
director, preparator, curator, museum studies students and student
workers. The museum’s physical plant consists of 4,745 square feet of
designated and secured space, including three gallery spaces with
3,250 square feet for temporary exhibitions, two climate controlled
permanent collection storage rooms; 2,000 square feet of shared space.
Temporary exhibitions and programming include: 12 exhibitions
annually, most organized in-house, including permanent collection
objects, student, regional and international artists. Related programming
includes: lectures; tours; publications to supplement exhibitions,
including catalogues, brochures and posters.
The Permanent Collection at over 1,500 objects provides significant
educational opportunities for research, collection management and
registration, in addition to exhibition. Strengths include modern and
contemporary, including important Japanese Gutai Group work,
American prints and public sculpture.

potsdam profile 7
Charles T. Weaver Anthropology Museum
An educational museum and scholarly archives housed in the Anthropology
Department, the Weaver Museum is run under faculty advisement
by students who research, design and build all exhibits, construct and
manage the museum’s archival systems, deal with student and public
requests for data retrieval, produce public programming, and care for
College and departmentally owned object and research collections.
Studios, Theaters and Language Labs
The College has fully equipped separate studios for ceramics, sculpture,
printmaking, painting, design, drawing and photography. A welllighted
gallery accommodates national art exhibits. The College’s
permanent collection is displayed in corridors, offices and classrooms
throughout the campus to provide a pleasant learning environment.
The College Theater, reserved for the Drama Department and guest
company productions, has recently been divided into the Mainstage,
a modified-proscenium theater seating 300, which includes a computer-driven
lighting system, and the Black Box, an experimental theater
with flexible seating arrangements for 100. Drama has its own wellequipped
scenery and costume shop facilities, as well as its own design
and acting studio spaces.
Seating 350, the Dunn Dance Theater, with its special dance floor,
provides performance space for student-choreographed productions
and serves as one of three large studio spaces where dance classes are
taught. Faculty-choreographed and guest-artist productions are performed
in the Sarah M. Snell Music Theater, located in The Crane
School of Music.
A 36-station laboratory for classroom-style or library-function practice
supports learning of modern languages. Cable and satellite
transmissions, along with an extensive collection of films, provide
access to authentic materials for cultural and linguistic study. Interactive
modules uniting computer and laser disc technology are a
complement to instruction in the classroom.
Science Labs
Biology has a greenhouse, museum, animal room and cold room, as
well as laboratories for genetics, botany, microbiology, physiology,
embryology, histology and ecology.
Chemistry maintains laboratories equipped for analytical, organic,
inorganic, biochemical and physical chemistry.
Physics laboratories, from elementary to advanced, use computers for
data acquisition and analysis. Specialized laboratories include Laser
Spectroscopy, electron spin resonance, holography, Faraday Effect
and X-ray surface studies.
Geology has thousands of cataloged mineral, rock and fossil specimens;
rock preparation laboratories; a hallway museum; computer room;
water analysis laboratory; clay mineral research laboratory; and a
photography and map storage room. The SUNY Potsdam Seismic
Network consists of seven seismograph stations in the St. Lawrence
Valley, a joint venture with the Lamont-Doherty Geological Observatory
of Columbia University. Earthquakes from around the world are
detected on instruments and the signals displayed in the Geology
Department hallway.
The equipment in these facilities includes: microscopes of many types,
including a transmission electron microscope, a petrographic microscope
and a scanning electron microscope; refrigerated centrifuges;
spectrometers; spectrophotometers, including an atomic absorption
spectrophotometer; an x-ray diffraction unit; portable and permanent
seismographs; Photo-elastic Light Modulator, Lasers, Tunable Diode
Laser System; alpha particle scattering apparatus; a magnetometer; a
gravimeter; and an ultrasonic generation and detection system. There
are wood and metal shops to fabricate and to repair equipment.
School of Education
The School of Education is in the process of transforming its 30-year-old
Reading Center (scheduled to be completed in August 2002) into a
state-of-the-art facility with a 25-station computer lab, assistive technology,
a model classroom, a curriculum resource room, and a library
of award-winning children’s and adolescent literature. The Rebecca
Sheard Literacy Center will enhance both the college’s Teacher Education
program and the service it provides to the communities, schools
and teachers in northern New York.
The Crumb Library houses a children’s literature collection and sample
textbook collection devoted to teacher education. Included as well are
other audio-visual materials that support the teacher education program.
The School of Education further provides a computer laboratory for
use by all students in teacher education to learn about the use of
technology in education. The lab is used both for study and instructional
purposes in undergraduate and graduate courses and as a
resource outside the classroom for word processing, e-mail, Internet
access and other academic needs. The lab includes resources for the
production of multimedia instruction and houses a library of instructional
software.
Residence Halls
Potsdam students can choose from among five modern, fully equipped
residence halls where living options range from traditional single or
double rooms to five-, six- and eight-person suites. All student rooms
in the residence halls have a computer network connection for each
student (see ResNet in the Student Services section). All-female and
coed housing is available.
The First Year Experience program, designed to address the transitional
needs of first-year students, is also available to incoming students. The
FYE staff includes a professional residence hall director and specially
trained resident assistants, who have experience in dealing with the
special concerns of first-year students.
Residency
All incoming first-year students are required to live on campus for four
consecutive semesters. Transfer students must live on campus for two
consecutive semesters. Exemptions from this policy are routinely
granted to students who live with their parents or legal guardians,
continue to reside in their official residence as defined by the Office of
the College Registrar, are married, or are 21 years of age as of
September 1 (for fall admission) or January 1 (for spring admission).
Students for whom this policy creates special documented hardships may
apply for exemption to the Director of Residence Life.
Management of Residence Life Program
Potsdam’s Residence Life Program is led by the Director of Residence
Life. Residence hall professionals, as well as graduate and undergraduate
student support staff and RAs, service student needs and work to
complement the academic mission of the College.

8 potsdam profile
In addition, Residence Life is assisted by the Residence Life Steering
Committee whose functions are to: (1) determine case-by-case exemptions
from residency (decisions may be appealed to the Dean of
Student Life); (2) analyze continuing implementation of residential
policy and to recommend appropriate changes to the Director; (3)
advise the Director on establishing room rates; (4) plan the integration
of the academic and residential environments at SUNY Potsdam; (5)
recommend to the Director residency program changes to improve the
living and learning environment; (6) recommend to the Director
short- and long-term needs for budget and program improvements.
Potsdam Auxiliary and College
Educational Services, Inc. (PACES)
PACES is a not-for-profit corporation established in 1950 by the
College to operate Dining Services, The College Store Complex,
Vending Services (washers, dryers, vending machines) and Administrative
Services.
All policies and operating budgets for PACES’ services are established by
the PACES Board of Directors, a group of four students, three faculty
members, three College administrators and one member of the College
Council and the Executive Director.
Dining Services
At Potsdam, meal plans combine guaranteed meals with Bear Express
Accounts to give students greater flexibility and more value for their
money while dining on campus.
Students who live on campus have three meal plan choices. They may
choose an option that guarantees any 19, 14 or 9 meals per week with
a Bear Express Account for additional meals, snacks and drinks. The
meal plan choice and Bear Express Account are encoded on the
students’ photo/ID card (SUNYCard), which is the official college
identification card.
Students who choose meal plans with guaranteed meals do not have to
worry about running out of money at the end of the semester. If
students run out of Bear Express funds, they may add to their accounts
at any time during the semester. Off-campus accounts and residential
meal plans with Bear Express balances will have remaining balances
rolled over from the fall to spring semester. Any balance over $20 at the
end of the spring semester will be refunded as a credit on the student’s
college bill.
Traditional all-you-can-eat meals are provided in Lehman Dining
Center. Students who choose to eat in the Student Union Dining
Court and Crane Snack Bar can use their meal allowance and pay for
additional costs with their Bear Express Account. The Greenery Snack
Bar in Carson Hall and Dexter’s Cafe in Thatcher Hall accept cash and
Bear Express only.
Most of the food served at Potsdam is made on campus, so it is always
fresh. The campus bakery makes natural breads and rich pastries daily,
and every salad bar on campus offers a wide variety of fruits, vegetables
and cheese. Quality service accompanies the quality food served at
Potsdam. Dining Services’ employees, many of whom are students,
take pride in their work and take care to make students feel at home on
campus. All employees, whether they are waiters, cashiers or clean-up
crew, are trained to give students friendly, professional service.
The College Store Complex
The College Store Complex creates an exciting and sophisticated
atmosphere for Potsdam. Consisting of the campus bookstore, The
College Store; and the campus convenience store, The Union Market; the
Complex significantly enhances the image of the College.
The College Store is a complete bookstore with clothing, gift items,
stuffed animals, trade books, magazines, computers and accessories,
school supplies and room decorations. The Store sponsors a gift program
for students’ families. The gift brochure includes clothing items,
balloons, candy-filled mugs, cakes, brownies and ice cream, and alloccasion
gift baskets. All gifts are delivered free to residential students.
The College Store offers online shopping with their most popular
items. Students can shop anytime on the Store’s secure shopping site:
www.potsdam.edu/paces.
The Union Market is a convenience store offering hot and cold
beverages; a large variety of snack items and bulk candy; both fresh and
frozen fruits and vegetables; ice cream and ice cream novelties; health
and beauty aids; even CDs and video rentals. The Market is open
convenient hours, from early in the morning until late at night, seven
days a week.
SUNYCard
The SUNYCard is a high-tech, multi-purpose identification, debit
transaction card and MCI calling card rolled into one. The SUNYCard is
not only the official college photo/ID card, but it is a meal card also.
It is necessary for library services and access to Maxcy Hall Sports
Complex. Students may also opt to purchase a Bear Express Account,
which is a convenient, discretionary spending account, which can be
deferred to their college bill. The Bear Express Account is a convenient way
to enjoy purchasing power without cash at The College Store, The
Union Market, Vending Services and Dining Services.
Campus Life
The Thomas M. Barrington Student Union is the hub of all student
activity. The Director of the Student Union and Activities, Director
of Campus Life, Director of Multicultural Affairs, Student Government
Association (SGA), student communications media, and many of
the student clubs and organizations are located here. The Union also
houses conference and meeting rooms, The College Store, The Union
Market, and the Ski Shoppe.
Many of the students who frequent the Union are there in response to
social and educational programs planned and promoted by the Director
of the Student Union and the SGA. With an annual budget of over
$250,000, students organize concerts, movies, picnics, outings, tournaments
– all types of events that ease academic pressures.
The campus is also alive with cultural opportunities. In addition to
offering concerts each year, The Crane School of Music brings to
campus national and international performers. The art gallery mounts
a dozen different exhibitions each year.
Add to all this the student drama, dance and opera performances, and
the breadth and depth of the College’s commitment to education
outside the classroom becomes apparent.
Multicultural goals and objectives permeate every aspect of campus life
and have been infused into student activities, materials, training
programs and curricular offerings at the College. Diversity programs

potsdam profile 9
include workshops for all faculty, staff and students on a variety of
diversity issues as well as multicultural programming that is conducted
jointly between the Office of Multicultural Affairs and student organizations.
SUNY Potsdam’s membership in the Associated Colleges of the St.
Lawrence Valley multiplies these opportunities. Not only may students
attend the cultural programs at SUNY Canton, Clarkson University and
St. Lawrence University, but the faculties of these institutions join
SUNY Potsdam professors in sponsoring numerous colloquia that
open new intellectual areas for exploration.
Some of the most memorable out-of-the-classroom learning experiences
center on one or more of over 80 student organizations:
1. Academic clubs, including national honor societies that may
influence career opportunities;
2. Diversity organizations, such as the Black Student Alliance (BSA),
Caribbean Latino American Student Society (CLASS), Jewish
Cultural Club (JCC), Lesbian, Gay and Bi-Sexual Student Association
(LGBSA), Potsdam Association of Native Americans (PANA)
and the Student Association for Gender Equality (SAGE);
3. More than 40 music groups open to anyone on campus, by audition;
4. Performance and exhibit groups in such arts as drama, dance and
painting;
5. Student communications media, ranging from The Racquette, the
weekly newspaper, to WAIH-FM, the campus radio station;
6. Intramural and sports clubs;
7. Special interest clubs, such as the Circle K.
Among student social organizations are six fraternities and eight
sororities, which attract 10 percent of the student body.
One of the key unifying forces on campus is physical fitness – from the
intercollegiate athletic teams to jogging. The College encourages
physical fitness by opening Maxcy Hall, a modern sports complex, at
eight in the morning and not closing it until ten at night. Maxcy has
something for everyone: a field house that includes a 1/10 mile track,
basketball and volleyball areas, ice arena, Olympic-size swimming
pool, main gym which houses three basketball courts and is the site for
major events, six racquetball and three squash courts, fitness center,
wrestling room, dance studio, therapy and training room and saunas.
Outside are 50 acres of playing fields, 20 all-weather tennis courts and
a quarter-mile track.
There is almost universal interest in physical fitness because the
College emphasizes lifetime sports. Of the 80 activities taught in
physical education classes, many are individual or two-person sports
that can be enjoyed for life.
Although Potsdam is not a proving ground for professional athletes,
the school has an athletic tradition – a winning tradition. In a
conference of peer colleges, Potsdam annually compiles a good overall
record and has an outstanding record in men’s basketball, having won
the NCAA Division III national championship in 1981 and 1986, and
being the national runner-up in 1979, 1982 and 1985. In addition, the
College has won seven NCAA regional titles, and its 60-game winning
streak in men’s basketball stands as an NCAA Division III all-time
record. Individual Potsdam athletes have achieved All-American status
in wrestling, ice hockey, basketball, swimming and lacrosse.
On the intercollegiate level, the College fields men’s teams in basketball,
cross country, ice hockey, lacrosse, soccer and swimming, and women’s
teams in basketball, soccer, horseback riding, swimming, tennis
and volleyball.
About 80 percent of the students participate in the intramural sports
program. Competition is keen among teams representing social organizations,
residence halls, commuters, and other groups in some 20
men’s and women’s sports.
Many students pursue physical activity in less formal but just as
effective ways. They can be seen, with a friend or two, jogging along a
country road, backpacking, gliding silently along a cross-country ski trail.
These are just a handful of the learning experiences that complement
and supplement hours in the classrooms, laboratories and library –
experiences that balance intellectual growth with cultural, social and
physical development essential to lifelong well being.
Campus Life Policies
Maintenance of Public Order
The State University of New York at Potsdam wishes to maintain
public order appropriate for a university campus without limiting or
restricting the freedom of speech or peaceful assembly of the students,
faculty or administration. The College has, therefore, issued Rules for
the Maintenance of Public Order to ensure that the rights of others are
protected and to set forth prohibited conduct. For a copy of the Rules,
contact the Office of Campus Life, Barrington Student Union.
Rules of Student Conduct
SUNY Potsdam recognizes that students have, within the law, rights
of free expression and advocacy and seeks to encourage and preserve
these freedoms within the entire University. Inherent within this
broad policy is the obligation of all students to conduct themselves
lawfully, maturely and responsibly. To this end, Potsdam has established
the Code of Student Rights, Responsibilities and Conduct, which sets
forth detailed regulations for conduct and disciplinary proceedings.
These regulations recognize the need for due process and procedural
fairness prior to the imposition of disciplinary action. For further
information and written requirements, contact the Office of Campus
Life, Barrington Student Union 208.
Vehicle and Traffic Regulations
Regulations have been established to govern vehicular and pedestrian
traffic and parking on highways, streets, roads and sidewalks owned,
controlled or maintained by the College. These regulations apply to
students, faculty, employees, visitors and all other persons upon such
premises. The detailed regulations and appeal procedures are available
from the University Police Department, Dunn 100. For more information,
call (315) 267-2225.

10 potsdam profile
Degree Programs
SUNY Potsdam offers bachelor’s and master’s degrees in the follwing
areas of liberal studies, music and teacher education. In addition, there
are special academic programs available which are explained in detail
in the Special Academic Opportunities section of this catalog.
School of Arts and Sciences
B.A.
B.A./M.A.
B.S.
M.S. in Ed.
B. Music
B.A. in Music
M.M.
M.A.
M.S.T.
B.A./M.S.T.
Anthropology ● 2202
Archaeological Studies ● 2203
Art Studio ● 1002
Art History ● 1003
Biology ● 0401
Business Administration ● 0506
Business Economics (B.S. is jointly registered with SUNY Canton and
Jefferson Community College) ● ● 0517
Chemistry ● 1905
Communication (Speech) ● 1506
Computer & Information Sciences ● 0701
Criminal Justice ● 2105
Dance ● 1008
Drama ● 1007
Economics ● 2204
Employment Relations ● 0516
English ● ● 1501
French ● 1102
Geology ● 1914
History ● 2205
Interdisciplinary Natural Science ● 4902
Mathematics ● ● ● 1701
Philosophy ● 1509
Physics ● 1902
Political Science ● 2207
Psychology ● 2001
Sociology ● 2208
Spanish ● 1105
Student-Initiated Interdepartmental Major ● 4901
School of Education
HEGIS*
Community Health ● 1201
Early Childhood Education (B-2) ● ● ● 0823
Childhood Education (1-6) ● ● ● 0802
Middle and Secondary School Education
Certification in: English ● ● ● 1501.01
French ● ● 1102.01
Spanish ● ● 1105.01
Mathematics ● ● ● 1701.01
Social Studies ● ● ● 2201.01
Secondary School Education
Certification in: Biology ● ● ● ● 0401.01
Chemistry ● ● ● ● 1905.01
Earth Science ● ● ● ● 1917.01
Physics ● ● ● ● 1902.01
Minors
Acting
Africana Studies
Anthropology
Archaeology
Art History
Art Museum Studies
Art Studio
Biology
Business Economics
Business of Music
Chemistry
Communication
Community Health
Computer and Information Sciences
Criminal Justice
Dance
Design and Technical Theatre
Directing
Economics
Employment Relations
Environmental Studies
Environmental Science
European History
French Studies
Geology
Information Technology
International Studies
Jazz Studies
Linguistics/Language
Literature
Mathematics
Native American Studies:
Interdisciplinary
Philosophy
Physics
Politics
Pre-Law
Psychology
Society and Human Services
Spanish
United States History
Women’s Studies
Writing

potsdam profile 11
(School of Education programs continued)
HEGIS*
Graduate Programs
Information and Communication Technology ● 0899.02
Literacy (Birth-6) ● pending approval
Literacy (5-12) ● pending approval
Special Education (Birth-2) ● 0808
Special Education (1-6) ● 0808
Special Education (5-9) ● 0808
Special Education (7-12) ● 0808
The Crane School of Music
Bachelor of Science in Music Business Administration ● 1099.00
Business of Music ● 1099
Music ● 1004
Music Composition ● 1004.10
Music Education K-12 ● ● 0832
Music History and Literature ● 1006
Musical Studies (Composition or Theory/History Concentration) ● 1004
Music Performance ● ● 1004
Music Theory ● 1004.10
Joint Degree Programs
With Clarkson University or SUNY Binghamton
Engineering
B.A./B.S.
MBA 4 + 1
B.A.
B.A./M.A.
B.S.
M.S. in Ed.
B. Music
B.A. in Music
M.M.
M.A.
M.S.T.
B.A./M.S.T.
B.A./B.S./M.B.A.
With St. Lawrence University
Secondary Education (Certification in Art)
●
With Canton College of Technology
Various applied sciences
A.A.S./B.A.
Business Economics (jointly registered with SUNY Potsdam) ● A.S., A.A.S./B.S.
With College of Technology at Utica Rome
Accounting, Engineering and Management
With SUNY College of Optometry
B.A./B.S.
B.A./O.D.
With Jefferson Community College ● A.S., A.A.S./B.S.
Business Economics (jointly registered with SUNY Potsdam)
*Classification code for the State University of New York. For official use only.

12 admissions
Undergraduate Admission Statement
The Admissions process at SUNY Potsdam is highly individualized.
Each application is thoroughly evaluated to discover the wide variety of
skills and talent sought in members of the freshman class. Applications
are judged on the basis of objective criteria, such as grade-point
average, class rank and SAT or ACT scores. Letters of recommendation
are encouraged. Applicants are also judged on their capacity to enrich
college life in some fashion – be it scholastically or through extracurricular
activities.
The following college preparatory courses are recommended: four years of
English, four years of mathematics, four years of social sciences, four
years of science, four years of foreign language and one year of fine or
performing arts.
Potsdam operates on a rolling admission policy whereby applications are
reviewed as soon as all required credentials have been received.
Students are then informed of acceptance immediately upon completion
of application review.
Admissions Procedures
Contact Person:
Tom Nesbitt
Raymond 104, (315) 267-2180 (nesbittw@potsdam.edu)
The State University of New York Application Guidebook (available
September 1) and the SUNY Potsdam Application Form contain
information, which provides direction for filling out forms and the
submission of transcripts of previous academic records.
Prospective students are encouraged to visit the campus and community.
This is the best way for students to judge the match between
themselves and the College. Appointments should be made in advance so
that arrangements may be made to talk with an admissions counselor, tour
the campus, attend classes and meet with a faculty member.
Visits are regularly scheduled by appointment Monday through Friday.
Saturday appointments are also available. The Office of Admissions
can be reached at (315) 267-2180, or toll free at (877) POTSDAM (1-
877-768-7326).
Requirements for
Undergraduate Admission
Transcripts
Requirements for all Applicants: official transcripts must be submitted
directly to the Office of Admissions from the record office of EACH
high school or college a student has attended. Student, fax or unofficial
copies are not acceptable. International transcripts must be accompanied
by official translation from the issuing institution.
Note: prior to matriculation, all deposited freshman students must present
a final high school transcript that includes their graduation date.
Test Scores
Official SAT or ACT scores submitted directly to the Office of
Admissions from the issuing agency are required for all freshman
applicants. (Also acceptable if included on official high school transcript.)
Official TOEFL scores submitted directly to the Office of Admissions
from the issuing agency are required for all international applicants –
minimum score of 520 required on the paper version of the test or 190
on the computerized version.
Clarification
Official transcripts and scores are those sent directly to the Office of
Admissions from the issuing institution.
Fax copies sent directly to the Office of Admissions from issuing
institutions in the U.S. are acceptable for admission review and decision
purposes during the two weeks prior to the commencement of each
semester, but must be followed by official hard copies for matriculation.
Fax copies are not acceptable for international admissions decisions.
Sealed copies of high school transcripts delivered by the student are
acceptable. The guidance counselor or principal’s signature must
appear over the envelope seal.
Minimum Requirements for Regular Freshman Admission
The following college preparatory courses are recommended: four years of
English, four years of mathematics, four years of social sciences, four
years of science, four years of foreign language and one year of fine or
performing arts.
SATC GPA Units ACT
Regular 960 79* 16 20
Minimum
*79 = 2.4 on a 4.0 scale
Students with an 85 average or higher and a Regents curriculum are
eligible for consideration for regular admission regardless of SAT/ACT
score. Director will be granted the flexibility of making discretionary
admission decisions on borderline cases where SAT falls slightly short of
requirements, but grade average is appropriately high. These decisions will
be shared with and monitored by the admission committee.
Minimum requirements are established for the purpose of consistency.
Competitive applicants for regular admission will have a high school
average of 87 and SAT composite of 1100.
Bridges Undergraduate Admission Program
Students applying with fewer than the minimum requirements for
regular admission may seek acceptance through the Bridges Program.
To be considered for Bridges admission the student must:
1. Provide two letters of recommendation and an essay;
2. Have their application file reviewed by the Admissions Committee;
3. May be required to have an on-campus interview;
4. Restrict course load to 15 credit hours;
5. Sign a one-year learning contract and participate in the Bridges
academic enhancement and review process for one year.
Minimum Requirements for Bridges Admission
Maximum of 60 students
SATC GPA Units ACT
900 77* 16 19
*77 = 2.2 on a 4.0 scale
Educational Opportunity Program Admission
The State University of New York’s Educational Opportunity Program
(EOP) provides academic support and financial aid to undergraduate

admissions 13
students who show promise for mastering college-level work, but who
may otherwise not be accepted. EOP accepts students who qualify
academically and financially for the program. In selecting students for
the program, SUNY gives priority to applicants from historically
disadvantaged backgrounds.
To be considered for admission to EOP, a student must:
1. Be a New York State resident;
2. Have earned a New York State high school diploma or its equivalent;
3. Be ineligible for admission under normal standards but able to
show the campus EOP Admissions Committee the potential for
completing a college program;
4. Meet the program’s economic guidelines.
5. Have application files reviewed by the Admissions Committee;
6. May be required to have a on-campus interview;
7. Participate in the EOP academic enhancement and review process
for a maximum of five years.
Minimum Requirements for EOP Admission
Average of 40 students
SATC GPA Units ACT
900 75* 15 18
*75 = 2.0 on a 4.0 scale
Early Admission to Undergraduate Programs
SUNY Potsdam will offer early admission to exceptionally wellqualified
high school juniors and seniors. Students applying for early
admission must possess a “B” average or above in their coursework and
test scores indicating strong potential for college-level work. They
should have 14 or more academic units from high school in the areas of
social studies, English, foreign language, science and mathematics. In
addition, applicants for early admission must demonstrate the necessary
maturity to adjust to college life. This is accomplished through
submission of at least two letters of recommendation (including one
from the high school principal or school counselor and one from a
teacher of an academic subject). The high school principal or school
counselor must approve any coursework taken at SUNY Potsdam.
Early admission candidates seeking federal financial aid assistance will
need to have a letter signed by the high school principal stating that
coursework will not be counted toward the high school diploma.
Transfer Admission to Undergraduate Programs
Contact Person:
Susan Manfred
Raymond 104, (315) 267-2237 (manfresr@potsdam.edu)
A transfer student is any student who has attended another higher
education institution as a matriculated student.
Students applying for transfer admission must:
1. Be graduates of fully accredited high schools or private secondary
schools (a General Equivalency Diploma satisfies this requirement);
2. Has a minimum of a 2.0 (on a 4.0 grading scale) cumulative grade
point average at all colleges attended for consideration. A 2.25
grade point average is recommended for admission to most majors
at Potsdam; a 2.5 is required for education majors;
3. Have at least 12 hours of college coursework completed subsequent
to high school graduation;
4. Be in good academic standing and eligible to return to all previously
attended colleges and universities.
Admission of Non-traditional Students
SUNY Potsdam is committed to the ideals and goals of lifelong
learning. In keeping with this philosophy, admission of non-traditional
students is based more on current potential for successful completion of
a college program than on high school records and test scores.
Prospective students should possess a high school diploma (or equivalent)
and the desire and motivation to pursue a college education.
Students pursuing entry to the College with a General Equivalency
Diploma (GED) will have a minimum composite score of 250 with
each part greater than 50. Although official high school and/or college
transcripts are required, greater emphasis is placed on current potential.
Admission of International Students
In addition to the requirements above for transfer or regular admission
international students must provide the following information:
1. Minimum TOEFL score of 520 on the paper version of the test of
190 on the computerized version;
2. Certification of finances;
3. Submit a personal essay.
Non-matriculated Admission
Non-matriculated students are those pursuing courses for reasons other
than to obtain a Potsdam degree. A maximum of 30 semester hours may
be taken as a non-matriculated student with no more than 15 hours per
year and 6 hours per semester. Non-matriculated students may register
only after registration for matriculated students is completed.
Categories of non-matriculated students are listed below, along with the
corresponding admission requirements:
1. Current high school student non-matriculated admission is contingent
upon:
a. possessing a minimum 80.0 grade point average in a Regents/
college preparatory curriculum as reported on an official high
school transcript;
b. a letter of endorsement from a high school principal and/or
guidance counselor.
2. High school graduates who wish only casual enrollment may be
admitted as non-matriculated students by submitting evidence of
having received a high school diploma (or equivalent). Students
who have been enrolled at other post-secondary institutions must
provide an official transcript from the most recent college attended.
Individuals who have been dismissed from their previous postsecondary
institution may not enroll within one year of their
dismissal.
3. College graduates who present evidence of having earned the
baccalaureate degree may enroll for further study. Those seeking
personal or career enrichment are admitted on a space-available
basis. Those who have been denied admission to graduate school
may enroll to pursue remedial or prerequisite courses up to a
maximum of 30 semester hours.

14 admissions / FEES AND FINANCIAL AID
4. Students matriculated at other colleges or universities wishing to
enroll as non-matriculated undergraduate students may register
only after registration for matriculated students is completed.
For further information, contact the Office of Continuing Education at
(315) 267-2166/2167.
Readmission to the College
The College encourages former students to return to school. However,
readmission is considered a privilege and not a right. The following
procedures apply to those who were previously matriculated at Potsdam
and who desire readmission (whether they have attended another
institution or not):
1. Contact the Office of the Registrar, (315) 267-2154 to obtain a
readmission application and forward completed forms and transcripts
from any other colleges attended (if applicable);
2. Complete applications by July 15 for the fall semester and December
15 for the spring semester.
3. Decisions on the application for readmission will be sent to the
applicant shortly after all necessary forms have been completed;
4. Students planning to be readmitted to a teacher education program
must contact the Teacher Education Department, Satterlee 302,
(315) 267-3083 for advising.
See also Readmission after Dismissal, page 43.
Deferred Admission
Students admitted to the College in a curriculum other than music,
who elect not to enter in the semester for which they are admitted, may
request that admission be deferred. Request for deferral may be
granted for a maximum of one year – two consecutive semesters.
Application files will be held in inactive status during periods of
deferral and will be reactivated without payment of additional application
fees.
Any coursework completed at another institution must be submitted to
the Office of Admissions.
Special Procedures for Admission to
The Crane School of Music
See The Crane School of Music, page 154.
Transfer Admission to The Crane School of Music
Students applying for transfer to The Crane School of Music curricula
may be required to have audition and placement examinations.
See The Crane School of Music, page 154.
Matriculation for a Second
Bachelor’s Degree
A student may be admitted to SUNY Potsdam in matriculated status to
pursue a second bachelor’s degree, with the major declared at the time
of admission. Requirements for completion of a second bachelor’s degree
include the following:
1. A second bachelor’s degree may be earned when a student completes
at least 30 semester hours of credit above those required for
the first bachelor’s degree. These credits shall be exclusive of any
earned in physical education or recreational activity courses.
2. Matriculation for a second bachelor’s degree requires completion
of all major and cognate requirements for the second major. Liberal
arts courses taken in satisfaction of General Education distribution
requirements in the first degree will apply to the second degree as
appropriate.
3. Of the additional hours of coursework for the second bachelor’s
degree, at least 15 must be taken at the upper-division level in the
major.
4. Of the additional hours of coursework required for the second
bachelor’s degree, at least 30 must be taken in residence at SUNY
Potsdam.
Advance Deposits
Preadmission and housing deposits totaling $100 become payable for
accepted students by May 1 for fall semester and December 1 for spring
semester, or 30 days after acceptance, whichever is later, but before
registration. This amount is credited at registration time against charges
then due. Refunds are made under the following conditions:
1. If requested prior to the indicated dates or within 30 days after
acceptance and before the first day of classes.
2. If the College withdraws conditional acceptance.
3. If the College president deems that conditions beyond the student’s
control warrant a refund.
Health Report
The Health Report and Physician’s Certificate is sent to accepted
students and must be returned prior to enrollment.
New York State law requires college students to be immunized against
measles, mumps and rubella. The law applies to all students born on or
after January 1, 1957. Students must show proof of immunity. For
more information, contact Student Health Services at (315) 267-2377.
FEES AND FINANCIAL AID
Cost of Attendance
Following is the 2001-2002 semester tuition and fee schedule for
undergraduate students. All charges are subject to change by the
SUNY Board of Trustees.
Tuition for full-time students
(12 semester hours or more) Semester
New York State Residents .................................................... $1,700
Out-of-State Residents ......................................................... $4,150
Tuition per hour for part-time students
New York State Residents ....................................................... $137
Out-of-State Residents ............................................................ $346
Comprehensive Fees
The following fees will appear on the Student Billing Statement as one
total called “Comprehensive Fee.”
College Fee
A mandatory fee imposed by SUNY ..................................... $12.50
College Fee (per credit hour) ................................................... $ .85

fees and FINANCIAL AID 15
Student Government Association Fee (SGA)
The student body periodically votes on the assessment of a mandatory
SGA Fee for full-time students. The monies collected are allocated to
such things as student social programs, student publications and safety
enhancement.
Full-time ................................................................................... $77
Part-time (per credit hour) ..................................................... $6.50
Health Fee
A mandatory student fee which provides access to a nationally accredited
health care facility on campus. This is not health insurance. Having
health insurance does not exempt you from this fee.
Full-time ................................................................................... $75
Part-time (per credit hour) .......................................................... $6
Intercollegiate Athletic Fee
A mandatory charge that supports all intercollegiate athletic events for
women’s and men’s teams.
Full-time ................................................................................. $100
Part-time (per credit hour) ..................................................... $8.25
Educational Technology Fee
This fee will help the College meet student technological needs:
including computing, networking, video and other services.
Full-time ................................................................................. $100
Part-time (per credit hour) ..................................................... $8.25
Studio Art Fee
A laboratory fee charge for studio courses within the art curriculum.
Per course .................................................................................. $40
Other Fees
Music Equipment Maintenance Fee
A student-assessed mandatory charge for all music majors that provides
for maintenance of musical equipment inventory and other
music services .......................................................................... $117
Concert Ticket Fee
A student–assessed mandatory charge for all music majors that provides
tickets to Community Performance Series Concerts.
(average amount) ....................................................................... $56
Orientation Fee
A one-time fee charged to all first time students for social, cultural and
educational activities related to entering college ...................... $160
Optional Fees
Alumni Fee
Enables SUNY Potsdam to underwrite ongoing programs such as
Alumni Career Day, Family Weekend, Parent’s Association, as well as
funding of internships, practica, assistantships, field service and other
experiential learning opportunities.
(per semester) ............................................................................ $10
Student Accident and Sickness Health Insurance
Appears on the bill as “Accident and Sickness Insurance.”
See Health Service Section (per semester)................................ $153
Offered through Niagara National, Inc., (800) 444-5530
Room
Contact Residence Life for detailed information and costs,
(315) 267-2350.
Standard occupancy (per semester)....................................... $1,860
Board
Current prices can be confirmed by contacting the PACES SUNY Card
Office, (315) 267-2658. Meal plan prices are subject to change annually.
The following meal plan prices were established by the PACES
Board of Directors for the 2001-2002 academic year.
Per semester
Meal Plan A
Meal Plan B
$1,335 ................................ 19 meals/wk
$50 Bear Express
$1,335 ................................ 14 meals/wk
$150 Bear Express
Meal Plan C $1,335 ................................ 9 meals/wk
$300 Bear Express
Meal Plan D $ 504 ................................ 5 meals/wk
Commuter Meal Plan
(non-residential meal plan)
Bear Express
Plan 1 ............................ $1,000 Plan 4 .............................. $100
Plan 2 ............................ $1,200 Plan 5 .............................. $300
Plan 3 ............................ $1,400 Plan 6 .............................. $500
1. New students are required to choose Meal Plan A or B; transfer
residential students are required to choose Meal Plan A-C.
2. Returning residential students are required to choose Meal Plan A-
C, but may choose Bear Express Plan 1-3, if desired.
3. Off campus students may choose any meal plan they wish or the
Bear Express Account.
4. A Bear Express Account is an optional account designed to assist
students in budgeting for cash purchases during the semester. It is
for use in all dining units, The College Store, The Union Market,
vending machines and washers/dryers. It may be billed directly to
your College bill.
5. Remaining Bear Express Account balances are rolled over from
semester to semester. Any remaining balance over $20.00 on your
Bear Express Account will be refunded as a credit to your College
bill at the end of the academic year or in the event of your
withdrawal from the College.
Estimated Cost of Similar Community Accommodations
Room ..................................................................... $1,565/semester
Board ...................................................................... $1,335/semester
Personal Expenses (estimated for full-time)
Books and Supplies ................................................... $400/semester
Transportation: In-state ............................................ $300/semester
Miscellaneous living costs .......................................... $600/semester
Miscellaneous Charges
Late Payment Fee (maximum) .................................................. $30
Definition of Late Payment: Any payment not completed at the appropriate
time established by the Bursar’s Office for each academic term.
Late Registration Fee (maximum) ............................................. $30
Definition of Late Registration: Any registration not completed at the
appropriate time established for each registration period.

16 fees and FINANCIAL AID
Returned Check ........................................................................ $20
Student Alumni Fee (optional) .................................................. $10
SUNY Application Fee (per college).......................................... $30
Transcripts (per copy after first free copy) ................................... $5
Credit by Examination (per examination) ................................. $25
Parking Fine .............................................................................. $10
Handicapped Zone Fine ............................................................ $25
Payment of College Bill
SUNY Potsdam will mail a Student Billing Statement with a respective
due date for the semester of enrollment. The Student Billing Statement
will reflect the cost of attendance based on the credit hours of enrollment
at the time of billing. Late fees may be applied to student accounts that are
considered past due. State regulations require interest to be charged on
past due accounts.
Payments may be made by cash, check, MasterCard or Visa. Tuition
may be deferred to confirmed financial aid awards. SUNY policy
requires the College to take the following measures for students in
default of financial obligations:
1. Deny registrations for any subsequent term;
2. Withhold official transcripts;
3. Cancel current registrations where the College has inadvertently
allowed students to register;
4. Withhold the granting of degrees;
5. Withhold semester grade reports.
To assist students, the College bill may be paid through the SUNY
Potsdam Time Payment Plan. The SUNY Potsdam Time Payment
Plan allows the semester cost to be spread over three payments: onehalf
due by the billing due date as indicated on the Student Billing
Statement, with two subsequent quarterly bills due within the semester of
enrollment. Information may be obtained by contacting the Bursar’s
Office at (315) 267-2137.
If financial aid exceeds the student’s College bill, a refund will be issued in
the student’s name. The Bursar’s Office posts refund listings at the
Bursar’s Office, Financial Aid Office, bulletin board by the Greenery
(Carson Hall), The Crane School of Music, Satterlee Hall first floor
bulletin board and the Barrington Student Union.
Refund Policy
Students who withdraw from the College will be refunded tuition and
room and board payment in accordance with the following schedule:
Official Withdrawal During
Semester Refund
1st week .................................................................................. 100%
2nd week .................................................................................. 70%
3rd week ................................................................................... 50%
4th week ................................................................................... 30%
5th week ..................................................................................... 0%
Students who withdraw from all courses and have had Federal Financial
Aid apply to their student account will have their student accounts
refunded according to Federal Title IV regulations (see Federal Title
IV Withdrawals).
Approval of the withdrawal, with the date it becomes effective, must
be certified by the President of the College or designee. No money shall
be refunded unless application of refund is made within one year after
the end of the term for which the tuition to be refunded was paid. For
refund purposes, the first day of the class session shall be the first day
of the semester or other term: the end of the first week shall be deemed
to have ended when seven calendar days, including the first day of the
semester or term, have elapsed.
Fees are not refundable under ordinary circumstances if at least one
course in the term is attended.
A tuition schedule for any term other than the above is available at the
Bursar’s Office, Raymond 412.
The College Fee and Intercollegiate Athletic Fee are not refundable
under ordinary circumstances. The SGA Fee is refunded in accordance
with the organization’s rules and only upon request. Application should
be made directly to the SGA Office in the Barrington Student Union.
The New Student Fee and Musical Equipment Maintenance Fee are
refunded only if students do not register and have previously paid the
fee. Board (food service) refunds are made in accordance with the
policies of PACES Dining Service. The Health Fee and Technology
Fee may be waived in special circumstances by written request to the
respective Offices. Studio Art Fee is subject to approval from the Art
Department Chairperson.
If financial aid exceeds the student’s College bill, a refund will be issued
to the student.
Federal Title IV Withdrawals
Any student who has Federal Title IV financial aid and has fully
withdrawn from all courses is subject to review under Federal Register
Title IV policy.
Title IV financial aid includes Ford Federal Direct Subsidized Loans,
Unsubsidized Loans and Direct PLUS Loans, Federal Perkins Loans,
and Federal PELL and SEOG grants.
Federal Title IV financial aid shall be pro-rated based on the policy
outlined by the U.S. Department of Education. Eligibility of Federal
Title IV financial aid is proportional to the number of days the student
attends to the total number of days in the academic semester.
Policy information regarding Federal Register Title IV guidelines are
available in the Bursar’s Office.
Financial Aid
There are three major types of financial aid available to students:
Grants and Scholarships (awards which do not have to be repaid);
Loans (which must be repaid); and Employment (allows students to
earn money to be used toward educational expenses). Please note that to
be considered for government aid, a student must be matriculated
(that is, accepted into a degree program).
The primary responsibility for meeting college costs rests with students
and their parents.
A family contribution is calculated based upon a review of the data
reported on the Free Application for Federal Student Aid (FAFSA).
This application gathers information about the family’s income,
assets, household size and other resources such as Veteran’s or Social
Security Benefits.
When all available resources have been determined, they are subtracted
from the cost of attending college for the year, and the difference, if

fees and FINANCIAL AID 17
any, is known as Financial Need. The College may help meet this need
through some combination of its own student aid funds and those
funds available from other public or private sources.
Independent Students
The requirement that parental income and assets be considered applies
to the majority of students who are considered to be dependent on their
parents for support.
For the purposes of federal financial aid programs (Federal Perkins,
FWS, Federal SEOG, Federal Pell Grant, Federal Direct Stafford),
independent student status may be claimed if the student: a) is 24 years
of age or older; b) is a veteran of the U.S. Armed Forces; c) is an orphan
or ward of the court; d) has legal dependents other than a spouse; e) is
married; or f) is a graduate student.
In some cases students who do not meet one of the above conditions
may appeal their dependency status and request consideration as an
independent student. These students are required to submit supporting
documentation to the Financial Aid Office. Students wishing to pursue
such an appeal are encouraged to contact the Financial Aid Office for
more information and assistance before they apply for aid.
The New York State TAP Grant program uses different criteria than
that of the federal programs to measure independence. For more
specific information concerning TAP independence criteria, contact
either a college financial aid counselor or the New York State Higher
Education Services Corporation in Albany.
General Financial Aid Procedures
The following application procedures apply to federal financial aid
programs, including the Federal Pell Grant, Federal Supplemental
Educational Opportunity Grant (SEOG), Federal Perkins Loan,
William D. Ford Federal Direct Loans and Federal Work Study (FWS):
1. Complete the Free Application for Federal Student Aid (FAFSA).
The FAFSA is usually available in December through high schools
or financial aid offices. Students who applied for aid in the previous
year should receive a “Renewal” FAFSA from the federal government.
2. To receive maximum consideration for Federal Perkins, FWS and
Federal SEOG, it is suggested that the FAFSA be completed as early
as possible. The College will consider applications on a rolling basis
and awards will be made providing funds are still available.
3. Read the following sections for details concerning the special
application procedures required for other forms of financial aid
such as the Tuition Assistance Program (TAP), New York State
Scholarships and/or William D. Ford Federal Direct Loans. Most
forms of financial aid require at least six weeks for processing.
Grants
Federal Pell Grant
The Federal Pell Grant is a grant entitlement program. Grants do not
require repayment. To be eligible for a Federal Pell Grant, you must:
1) be a U.S. citizen or permanent resident alien; 2) be enrolled (or
accepted for enrollment) in an undergraduate degree program; 3)
demonstrate financial need. Federal Pell Grant awards are paid for
undergraduate study at approved institutions as long as the student
meets academic progress requirements.
Once the FAFSA is processed, a Student Aid Report is mailed to the
student. Based on the expected family contribution, the amount of the
Federal Pell Grant is determined by the Financial Aid Office. After
enrollment, funds are paid directly to the applicant or credited to the
institutional account.
Currently, awards range from $400 to $3,750 per year. The amount
of the award is affected by costs of attendance and full- or part-time
enrollment status.
Standards of academic progress for Federal Pell eligibility are described at
the end of this section.
Federal Supplemental Educational Opportunity Grant (FSEOG)
FSEOG is awarded to students with high financial need. To be eligible
for FSEOG you must:
1. Be a U.S. citizen or permanent resident alien;
2. Be enrolled (or accepted for enrollment) in an undergraduate
degree program;
3. Demonstrate financial need;
4. Be PELL eligible.
A student who has already earned a Bachelor’s or first professional
degree is not eligible to receive FSEOG.
To apply for FSEOG refer to the General Financial Aid procedures, as
described on this page. Standards for academic progress for FSEOG
eligibility are described at the end of this section.
Tuition Assistance Program (TAP)
TAP is a grant program that provides aid to New York State residents
attending college in New York State full-time. The final determination
of an award rests with the Higher Education Services Corporation
(HESC).
To apply, students must complete the FAFSA to receive a pre-printed
TAP application, which may need to be completed, signed and
returned to HESC. New York State scholarship recipients must also
complete the TAP application annually to renew the scholarship. The
application deadline date is May 1 of the next year.
Undergraduate students generally may receive TAP awards for four
years of study. Students enrolled in approved five-year programs, or in a
state-sponsored opportunity program, may receive undergraduate
awards for five years. Graduate students may receive awards for four
years. No student (including opportunity students) may receive awards for
more than a total of eight years of undergraduate and graduate study.
As of June, 1996, New York State law requires that, in order to maintain
TAP eligibility, a student must have a cumulative C/2.0 to receive TAP
for the fifth semester payment. Standards of academic progress for TAP
eligibility are described on page 20.
Other State Aid Programs
The following New York State scholarships and grants are also
available through HESC:
1. Memorial Scholarship for Families of Deceased Police Officers
and Firefighters
2. Vietnam Veterans Tuition Award
3. Regents Professional Opportunity Scholarship

18 fees and FINANCIAL AID
4. Regents Health Care Scholarship
5. New York State Health Service Corps Scholarship
6. Robert C. Byrd Honors Scholarship Program
7. Members of the National Guard and Naval Militia
8. Persian Gulf Veterans Tuition Award
9. Scholarships for Academic Excellence
10. Regents Award for Child of a Veteran
11. Award for Child of a Correction Officer
Additional information is available by contacting Higher Education
Services Corporation at (888) NYSHESC (888-697-4372) or by
contacting the HESC web site at: www.hesc.com.
Vocational Rehabilitation
Application Procedures: Details may be obtained from the Office of
Vocational Educational Services for Individuals with Disabilities
(VESID). Request a list of local offices from VESID, New York State
Education Department, Albany, NY 12230.
Selection of Recipients and Allocation of Awards: Any disabled person,
with a substantial employment handicap, who can become employable
within a reasonable period of time, may be eligible. VESID serves those
having any physical, emotional or mental disability except blindness.
The legally blind are served by the Commission for the Blind and
Visually Handicapped, State Department of Social Services, 40 North
Pearl Street, Albany, NY 12243.
Eligible applicants may receive counseling, medical examinations and
other evaluation services, physical restoration services and instruction
and training, including that given at institutions of postsecondary
education.
State Aid to Native Americans
Application Procedures: Application forms may be obtained from the
Native American Education Unit, New York State Education Department,
Albany, NY 12230. The completed application form should be
forwarded by the applicant to the Native American Education Unit along
with the following materials: 1) official transcript of high school record
or photostat of General Equivalency Diploma; 2) personal letter,
clearly setting forth educational plans; 3) signatures of the parents of
minor applicants, approving education plans; 4) official tribal certification
form; 5) copy of acceptance letter from college attending.
Selection of Recipients and Allocation of Awards: The applicant must:
1) be a member of one of the Native American tribes within New York
State and a resident of New York State; 2) have graduated from an
approved high school, or have earned a General Equivalency Diploma;
and 3) be enrolled in an approved postsecondary institution in New
York State.
State Aid to Native Americans is an entitlement program. There is
neither a qualifying examination nor a limited number of awards.
Award Schedule: The award is $1,750 per year for a maximum of four
years of full-time study (five years, where a fifth year is required for
completion of degree requirements), a minimum of 12 credit hours
per semester. Students registered for fewer than this number will be
funded approximately $75 per credit hour. Remedial programs are not
fundable.
Responsibilities of Recipients: Students are responsible for notifying the
Native American Education Unit in writing of any change in student
status, program or institutional enrollment. Students also must submit
semester grades, at the end of each semester, showing satisfactory
progress toward completion of degree or certification requirements.
Students must maintain a 2.0 GPA to remain eligible for funding.
Application deadline dates are July 15 for the fall semester; December
31 for the spring semester; and May 20 for the summer term. For more
information, contact the Native American Indian Education Unit in
Albany at (518) 474-0537.
Federal Aid to Native Americans
To qualify an applicant must: 1) be at least one-fourth American
Indian, Eskimo or Aleut; 2) be an enrolled member of a tribe, band or
group on record with the Bureau of Indian Affairs; 3) be enrolled (or
accepted for enrollment) in an approved college or university, pursuing
at least a four-year degree; and 4) have financial need.
Application forms may be obtained from a liaison office of the U.S.
Bureau of Indian Affairs. A new application is necessary at the beginning
of each year of study. An official need analysis, completed by the
Financial Aid Office, is required each year. Applications for Mohawks
and Senecas may be obtained at their respective tribal education offices.
First-time applicants must obtain proof of tribal enrollment from the
Bureau of Indian Affairs area or agency office, which keeps the records
of enrollment for the tribe.
For grants to be awarded in successive years, the student must make
satisfactory progress toward a degree and show financial need. Freshmen
must maintain a 2.0 GPA to remain eligible for funding;
sophomores, juniors and seniors must maintain a 2.5 GPA. Application
deadline is July 15 for the fall semester.
Educational Opportunity Program (EOP)
The Educational Opportunity Program is a special admissions and
academic support program for economically and educationally disadvantaged
students at SUNY Potsdam. Educationally disadvantaged
means that the student could not be admitted to Potsdam through the
regular admissions process (due to low SAT scores, low high school
average, etc.). Economically disadvantaged means that the family
income cannot exceed a level determined by New York State. (Refer
to the SUNY Admissions Guidebook for specific eligibility criteria.)
Financial assistance is provided through the Educational Opportunity
Program, and that office coordinates with the Financial Aid Office in
awarding all other aid (Federal Pell, TAP, etc.). The following services
are also provided to eligible students on an ongoing basis: personal
counseling, academic advising, tutoring, career counseling and a
variety of academic support programs. Entering EOP freshmen are
required to attend a fall orientation program.
Interested students should contact the Director of EOP, Sisson 207 at
(315) 267-2337.
Loans
Federal Perkins Loan
Depending on financial need, students may qualify to borrow through
the Federal Perkins Loan Program. To apply, refer to the General
Financial Aid Procedures on page 17.

fees and FINANCIAL AID 19
To be eligible for a Federal Perkins Loan, one must 1) be a U.S. citizen
or permanent resident alien; 2) be enrolled (or accepted for enrollment)
in a degree program on at least a half-time basis; 3) demonstrate
financial need.
The current interest rate, which accrues only during the repayment
period, is five percent on the unpaid principal balance. Repayment
begins nine months after graduation or leaving school, and may extend up
to ten years. Several deferment options are available to postpone
repayment for those who qualify. Cancellation benefits are available
for a variety of reasons to teachers in federally designated low-income
schools, and to teachers of the handicapped. Standards of academic
progress for Federal Perkins Loan eligibility are described on page 21.
William D. Ford Federal Direct Loans
The William D. Ford Federal Direct Loan program provides lowinterest
rate loans to students and parents.
To be eligible for a loan, a student must be: 1) a U.S. citizen or
permanent resident alien; 2) enrolled at least half time as a matriculated
student at an approved college, university or other postsecondary
institution in any of the United States or in a foreign country; 3)
deemed eligible by the school. To be eligible for funding, students must
qualify by showing need through the federally mandated award formulas.
To apply for these loans, students/parents complete the FAFSA, accept the
loan(s) on the financial aid package Award Confirmation Form.
Upon acceptance of a Federal Direct Loan on the enclosed Award
Confirmation Form, first-time Ford Federal Direct borrowers must
complete and return the enclosed Master Promissory Note (MPN).
Once an MPN has been submitted and processed it is good for up to
10 years. Students wanting additional loan funding, in the current or
future years, will not be required to sign another MPN.
When planning loan financing, students should expect a deduction of
funds for an origination and insurance fee (a three percent fee, plus an
automatic rebate of 1.5 percent), at the time of disbursement.
Federal Direct Subsidized Stafford Loans
Federal Direct Subsidized Stafford Loans are need-based and are
interest-free while the student is enrolled in college on at least a halftime
basis. Repayment with interest begins six months after the student
leaves school or drops below six credit hours. The interest rate for new
borrowers is variable with a maximum annual rate of 8.25 percent.
Federal Direct Unsubsidized Stafford Loans
The Federal Direct Unsubsidized Stafford Loan program has similar
terms, interest rates and annual loan limits to the Subsidized Federal
Stafford Loan program. Unlike the Federal Direct Stafford Loan, the
unsubsidized loan is not need-based; interest will accrue while the
student is in school. Students may choose to pay accrued interest while
in school or may allow interest to accrue and be capitalized (added to
the principal balance), as a means of deferring payment. To obtain a
Federal Direct Unsubsidized Loan you must first be evaluated for
federal need-based funds.
Loan Limits: The combination of subsidized and unsubsidized loans
cannot exceed the following maximum annual loan limits:
$2,625 ..................... freshmen $5,500 ................ juniors, seniors
$3,500 ................. sophomores $8,500 ............ graduate students
Students who have been deemed independent for purposes of Federal
financial aid may be eligible for the following additional unsubsidized
funds:
$4,000 .freshmen, sophomores $10,000 .......... graduate students
$5,000 ............ juniors, seniors
The cumulative total for undergraduate loans for dependent students
cannot exceed $23,000. The cumulative total for independent undergraduate
students cannot exceed $46,000 (no more than $23,000
subsidized/$23,000 unsubsidized). Graduate students may borrow up
to a combined total of $138,500 with subsidized funding limited to
$65,500.
Federal Direct Parent Loans for
Undergraduate Students (PLUS)
Parents of dependent undergraduate students, who are enrolled for a
minimum of 6 credit hours, may apply for a Federal Direct Parent
Loan. Parents may borrow up to the total cost of education minus any
other aid received for the academic period. A credit review must be
completed to determine eligibility for the loan. The current interest is
variable and capped at 9 percent. There will be a reduction in the award
amount at disbursement for origination and insurance fees. Repayment
begins 60 days after the loan is fully disbursed.
Application Procedures: Students who are eligible will receive a preprinted
Promissory Note in the mail after the Financial Aid Office has
reviewed all records. Once the Promissory Note is completed and
returned to the Financial Aid Office, the College will request the disbursement
of funds from the United States Department of Education.
Responsibilities of Recipients: A student may borrow at a relatively low
interest rate with no repayment as long as he or she remains enrolled
at least half-time. Payment of principal may further be deferred during
study in a graduate fellowship program approved by the U.S. Commissioner
of Education. In addition, a student can defer payment if in
rehabilitation training, unemployed, or experiencing economic hardship.
Other deferments are available to students who, at the time of
obtaining a Direct Loan, have an outstanding balance on a Federal
Stafford Loan, Guaranteed Student Loan, Federal Insured Student
Loan, Federal SLS Loan, ALAS Loan or Federal Consolidation Loan
made prior to July 1, 1993.
Six months after a student drops below half-time status, the borrower
must make formal arrangements with the Direct Loan service to begin
repayment. The following regulations apply:
1. Depending on the amount of the loan, the minimum monthly
payment will be $50 plus interest. Under unusual and extenuating
circumstances, the lender, on request, may permit reduced payments.
2. Standard repayment period is 10 years.
3. Extended payment plans vary from 12 to 30 year periods. Other
options include Graduated and Income Contingent repayment plans.
4. Repayment in whole or part may be made at any time without penalty.
Standards of academic progress for Stafford Loan eligibility are described
at the end of this section.
Sources: William D. Ford Federal Direct Loan Exit Counseling Guide and the 1999-00
Federal Student Aid Handbook.

20 fees and FINANCIAL AID
Short-term Loan Program
The Financial Aid Office administers a short-term loan program,
which is intended to assist students during times of unanticipated
emergencies or other demonstrated necessity. Full-time registered
Potsdam students who have financial aid pending may request student
loans of up to $500. A $10 service fee will be charged for each approved
loan. To obtain an application form, contact the Financial Aid Office.
Students must be eligible for financial aid to receive this loan.
Employment
All on campus student employment opportunities are posted online at:
www.potsdam.edu/hr/studentemploy/index.htm.
Federal Work-Study (FWS)
FWS is awarded to some students who have financial need and who
wish to earn part of their educational expenses. To be eligible for
Federal Work-Study, you must: 1) be a U.S. citizen or permanent
resident alien; 2) be enrolled (or accepted for enrollment) in a degree
program; and 3) demonstrate financial need.
Based on availability, students may select their place of employment
from various openings throughout the campus. Job openings are posted
on student employment bulletin boards located in the Barrington
Student Union and the walkway between Carson and Raymond Halls.
Students may work approximately 5 to 7 hours per week and are paid
minimum wage.
To apply for FWS, refer to the General Financial Aid Procedures, as
described on page 17.
Part-time Student Employment
In addition to Federal Work-Study, a limited number of part-time
employment opportunities are available on campus and in the Potsdam
community.
Employment with the food service program, as a residence hall assistant
or as a student assistant with academic or administrative departments
are a few examples of the various on-campus opportunities.
The Office of Human Resources coordinates the publicity for part-time
student employment. Job openings through student assistantships,
Student Government Association, PACES, Temporary Service and
the Potsdam College Foundation are posted on student employment
bulletin boards located in the Barrington Student Union and the
walkway between Carson and Raymond Halls.
Other Sources of Financial Assistance
Veterans Benefits
Veterans of the U.S. armed forces, National Guard and Reserves, their
dependents and survivors may be eligible for postsecondary education
benefits.
For detailed information, contact the Veterans Administration toll
free at (888) 442-4551 or see the G.I. Bill website: www.gibill.va.gov.
If you are planning to use GI benefits at SUNY Potsdam, please
contact the campus coordinator of Veteran’s Education Benefits in the
Registrar’s Office, toll free (877) 768-7326 or (315) 267-2154. The
Potsdam Webster is: www.potsdam.edu/REG/veterans.htm.
Eligibility for Continued State Financial Aid
In order to receive any New York State financial assistance (TAP, New
York State Scholarships, etc.), students must show that they are
making adequate progress toward completion of the bachelor’s degree.
This is measured in two ways: program pursuit and satisfactory
academic progress. To show satisfactory pursuit, students must remain
registered for a percentage of the minimum full-time load during their
first, second and subsequent years, respectively, of State funding. The
minimum completed registration is:
1 st year ................................................................... 6 semester hours
2 nd year .................................................................. 9 semester hours
Subsequent years ................................................. 12 semester hours
Please note that a “W” (withdrawal) is not a satisfactory grade under
the pursuit regulations. Students who withdraw from all coursework
after TAP certification will lose TAP eligibility for the next semester.
Also note that the repeat of a course in which credit was previously
earned cannot be counted as part of the semester load for State funding
purposes unless the repeated course is a graduation requirement.
In addition, a student’s eligibility for certain state awards may require
that a student be registered or enrolled in an approved program of
study. For example, a student must declare a major before receiving a
fifth TAP payment.
The chart below shows requirements for satisfactory academic progress,
which have been approved for State University colleges offering the
bachelor’s degree. Transfer students and students readmitted after a
period of absence of at least one year from the college may be placed
on the schedule of satisfactory academic progress in accord with either
the number of payments received or the number of semester hours
earned, whichever is more beneficial to the student.
Eligibility for State Student Aid at SUNY Potsdam
Before being
certified for
this payment 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th
A student
must have
accrued at
least this
many credits 0 3 9 18 30 45 60 75 90 105
With at least
this grade
point average 0 .5 .75 1.20 2.00 2.00 2.00 2.00 2.00 2.00
Students who lose good academic standing through failure to meet
requirements for either program pursuit or satisfactory academic
progress are notified by the Higher Education Services Corporation
that they have lost good academic standing for State financial assistance
purposes. They then have the option of applying for a one-time waiver, if
they believe that the loss of good academic standing was the result of
extraordinary conditions. The College will consider requests for
waivers based upon serious illness of the student, serious illness or death
in the immediate family, emotional difficulties, or other detailed and
documented unusual personal circumstances. It is expected that students
normally will regain good academic standing by pursuing their
program satisfactorily and making appropriate progress toward program
completion for a minimum period of one term.

fees and FINANCIAL AID 21
Please note: students who do not have a 2.0 GPA are not eligible to
receive payment for their fifth and subsequent semesters of TAP. This
also applies to re-admitted students.
Eligibility for Continued Federal Financial Aid
Federal regulation mandates that a recipient of Federal Title IV aid
(Federal Pell Grant, Federal SEOG, Federal Perkins Loan, Federal
Work Study, Federal Stafford Loan) make satisfactory progress toward the
completion of a degree to maintain eligibility for that funding.
Progress must be reviewed, on a cumulative basis, after each term of
enrollment, including periods for which the student did not receive
financial aid.
Standard of Satisfactory Academic Progress for Purpose of
Determining Eligibility for Federal Aid
Calendar: Academic Year Program: Baccalaureate Degree
Academic years
completed at
SUNY Potsdam 1 2 3 4 5 6
A student
must have
successfully
completed
this number
of credit hours 9 30 54 78 102 124
With at least
this cumulative
grade point
average 2.0 2.0 2.0 2.0 2.0 2.0
GPA Requirement
Federal aid recipients must maintain a GPA satisfactory for enrollment as
a matriculant, as defined by the Academic Standards Committee, in
the “Academic Standards Policy” on page 39 of this catalog.
Credit Hour Requirement
Federal aid recipients are required to earn a minimum of 67 percent of
all attempted credit hours. Transfer credits will be included in the
evaluation of this requirement. Withdrawals, Incompletes and Repeated
coursework must also be considered in the analysis, and will be
included in the calculation of cumulative attempted credit hours.
Maximum Time Frame
Undergraduate students may receive aid for a maximum of 150
percent of the degree program requirements. The average length of an
undergraduate program of study at SUNY Potsdam is 124 credit hours
(120 academic hours plus four physical education credits). The
maximum time frame for most SUNY Potsdam students to receive aid
is 186 attempted credit hours. Some music students will have up to a
maximum time frame of 199 attempted credit hours; students in musicrelated
degree programs will be reviewed on a case-by-case basis. Students
enrolled in dual degree programs and double majors are bound by the
same maximum limitations as students in standard programs.
Appeals
Students who have been deemed ineligible for federal aid, on the basis
of this policy, may appeal the status through the Financial Aid Office.
Ineligibility based on maximum time frame may not be appealed. Appeals
will be considered on the basis of mitigating circumstances, such as
personal illness or injury, or the death of an immediate family member.
The Satisfactory Academic Progress Committee will review appeals;
decisions of the committee will be forwarded to each appellant in writing,
and will be final.
SUNY Potsdam Scholarships
Potsdam awards over $1,000,000 in scholarships annually to incoming
and returning students. The majority of these awards are provided
through the generosity of alumni and friends of the College who wish to
help students achieve their potential.
When applicable, financial need is determined by analysis of the Free
Application for Federal Student Aid (FAFSA). For information on
SUNY Potsdam Scholarships, please visit the Admissions and Financial
Aid homepage at: www.potsdam.edu/admissions/scholarships/.
Please note: this list includes the majority of scholarships available
through the College. Other scholarships and Honors Convocation
Awards exist. Please consult a professor in your major concerning other
departmental scholarships or awards.
SUNY Potsdam annually awards renewable and non-renewable scholarships
to incoming freshman who have demonstrated excellence in
academic performance and/or extracurricular and community activities.
The capital to support these awards has come in the form of
generous donations to the following funds:
Barrington Scholarships, Crane Recruitment Fund, William and Debbie
Merwin Scholarship Fund, Jean Smith Newell Scholarship Fund,
SUNY Potsdam Scholarship Fund, and Watkins North Country
Scholarships.
Adirondack Scholars Program – First-Year Students
The Adirondack Scholars Program provides renewable scholarship
awards to incoming first-year students. Scholarships are awarded based
upon academic excellence as measured by the high school grade point
average in conjunction with standardized test scores. Students earning a
90-100 GPA and SAT scores of 1100 (ACT 24) and higher are automatically
eligible for scholarship funding, no separate application is required.
Mt. Emmons Scholarship
Five scholarships covering in-state tuition and fees, a $500 book
stipend, residence hall fee waiver and board are awarded each year.
These awards are renewable for three additional years of undergraduate
study with the attainment of a 3.25 minimum GPA. The value of
these awards may be adjusted based upon other grants and scholarships
a student receives. A scholarship application and interview are required.
Navigator Scholarship
Awards range from $1,000-2,000. These scholarships are awarded to
students who show academic promise and the potential for leadership.
Applicants must have a minimum high school GPA of 86 with SAT
scores of 1100 (ACT 24) and higher and a history of participation and
leadership in extracurricular activities and community service. A
separate application is required.
Adirondack Scholars Program – Transfer Students
The Adirondack Scholars Program provides renewable scholarship
awards to incoming transfer students based upon outstanding academic
achievement as measured by the previous college grade point average.
These awards are renewable for one additional year with the attainment
of a 3.25 minimum GPA after the first year.

22 fees and FINANCIAL AID
Pacesetter Scholarship
Provides $1,000 residence hall waiver to students with a minimum
cumulative GPA of 3.25. Students must reside on campus to be eligible.
Capstone Scholarship
Six $2,000 awards for students with a minimum cumulative GPA of
3.5 and thirteen $1,000 awards for students with a minimum cumulative
GPA of 3.25-3.49.
SUNY Empire State Honors Scholarships for
African, Latino, and Native American Students
New York State budget allocations include funds for SUNY to
administer a scholarship program to provide direct aid funding to
attract and retain undergraduate students who have demonstrated
high academic achievement and are from underrepresented populations.
In conjunction with state funding, SUNY Potsdam awards
10-15 new African American, Hispanic and Native American students.
These awards may be renewable or non-renewable.
Scholarships and Awards for First-Year Students
Penny Thompson Barshied Scholarship
Open to all incoming students based on achievement.
Class of 1948 Scholarship
Awarded to any first-time student (either first-year or transfer) who
exhibits a strong academic background and the potential for future
academic excellence, the financial need for support, and some of the
ideals that shaped the lives of the Class of 1948, including the desire
for an education, evidence of a broader social awareness, a volunteer
spirit, and a desire to make a positive impact in their world through
their education. The scholarship may be renewed if the student
maintains at least a 2.5 cumulative grade point average and continues to
exhibit evidence of the qualities above.
Betty and Merton Evans Scholarship
Awarded to an entering first-year student who is physically challenged
and/or learning disabled. Recipients will be selected on the basis of
demonstrated academic achievement and financial need. The award
may be renewed for up to four additional years providing the student
maintains a cumulative grade point average of 2.5 or higher.
Minerva Scholarship
Awarded to incoming first-year students based on academic achievement,
special abilities, and demonstrated talents. This award is renewable
for up to four years.
Frances Aust Silbereisen Scholarship
Awarded to students based on financial need.
Scholarships and Awards for International Students
Foreign Student Scholarship
Awards for international students.
Humphrey and Jane Tonkin Scholarship
Awarded to a matriculated foreign student who needs financial support
for travel either to or from his or her home country at any point
during, immediately before, or immediately after his or her study at
SUNY Potsdam.
Scholarships and Awards for Non-Traditional Students
Alfred and Fadwa Aseel Scholarship
Awarded to non-traditional students who are balancing family and/or
work obligations. Will be used to support a student whose pursuit of
higher education is allowing them to “re-invent” themselves and their
future. This award may be renewed on an annual basis if the student
maintains eligibility.
Joseph G. Nestich Scholarship
Awarded to non-traditional incoming students at any class level who
have high financial need. Admissions Office will determine academic
excellence based on high school coursework, transfer credits, or other
appropriate measures.
Scholarships and Awards for Returning Students
Pete Baker Award
The Pete Baker Award for Student Leadership in Improving Campus
Climate shall be given to a student in his or her sophomore or junior
year at SUNY Potsdam to recognize outstanding efforts in fostering
civility and inclusion on campus. The recipient shall be selected by the
Division of Student Affairs, which will present the award at the annual
College-wide Honors Convocation.
Fallon Family Leadership Award
Awarded annually to a sophomore or junior student who demonstrates
significant leadership and service. This award is intended for the
student leader who demonstrates by action the value of service and
commitment. The Fallons wish to recognize and encourage subtle and
quiet leadership. Student nominees might include those who volunteer
for not-for-profit or human service organizations, who tutor their peers,
or who care deeply for their fellow humans and demonstrate the
commitment through their actions.
McCue Scholarship
Awarded to a student with a sincere desire to achieve completion of
an undergraduate degree at Potsdam. Recipient should have significant
financial need and an appreciation for the value of higher
education. This award may be renewed annually with a minimum
cumulative grade point average of 3.0.
PACES Scholarship
Awarded to a matriculated student who is the child of a PACES
employee. Students must have a minimum cumulative grade point
average of 2.75 and show leadership in campus and/or community
programs while at SUNY Potsdam. Financial need will be considered
but will not be the primary determining factor.
Russ Persson Memorial Award
Awarded to a member of the Delta Kappa Theta Fraternity who
exhibits clear financial need based on his/her financial aid package.
Prometheus Alumni Scholarship
Awarded to an outstanding member of the Prometheus Society.
SGA Scholarship
Awarded to matriculated members of the Student Government Association
who have a grade point average of 2.5 for the semester prior to
application and during the year in which the award is made. Recipients
must be active members of at least one SGA recognized organization
for two consecutive semesters, one of which may be the semester in

fees and FINANCIAL AID 23
which the application is made. Applicants may not be an elected or
appointed official or a member of the Student Government Assembly or
Executive Board.
Shane T. Shaul Memorial SGA Scholarship
Presented annually to a full-time undergraduate who exhibits outstanding
leadership qualities in a SGA recognized student organization,
has a defining role in volunteer services in the local community, and
has demonstrated the ability to work effectively with the college
faculty, staff, or administration for the benefit of all students. Candidates
must have a cumulative grade point average of 3.0 and have at
least sophomore standing, completing his/her second semester at SUNY
Potsdam.
Scholarships and Awards for Transfer Students
Sylvia Levitt Angus Scholarship
Awarded to incoming sophomore transfer students based on academic
achievement in any academic major at the college. May be renewed for
subsequent undergraduate years if need and academic qualifications
continue.
Joy Bernetta Ortel Memorial Scholarship
Awarded to transfer students.
David Petty Memorial Scholarship
Awarded to a student transferring to Potsdam from North Country
Community College.
Quentin Reutershan Memorial Scholarship
Awarded to non-traditional transfer students who, at minimum, have
achieved second semester sophomore standing and demonstrate academic
excellence and leadership potential through activities at the
previous institution. Recipients must achieve a 3.5 cumulative GPA,
show leadership in activities in their department or in campus-wide
programs while at their previous institution, and have high financial
need as determined by the Financial Aid Office.
Region-Specific Scholarships and Awards
Kenneth H. Campbell Scholarship
Awarded to a graduate from the Clifton-Fine school district in the
junior or senior year, majoring in education who has demonstrated
financial need.
Compeau-Fournier Scholarship
Awarded to incoming first-year students from Franklin or Broome
Counties. Preference shall be given to students who have engaged in
public service activities and who show a strong potential for success.
The scholarship will be renewable as long as the student remains in
good academic standing.
Florence M. Dowd Scholarship
Awarded to a student from (in order of preference) Canton Central
High School, Lisbon Central High School, or Ogdensburg Free
Academy, for the purpose of aid to a full-time student in pursuit of an
undergraduate or graduate degree to teach in the elementary school.
Osceola Harvey Hill Memorial Scholarship
Awarded to a full-time student who is a graduate of Alexandria Bay
Central High School. Selection is based on academic excellence.
Bernadine Howe Scholarship
Awarded to students at Potsdam with preference to St. Lawrence
County students.
Darlene Kerr/Niagara Mohawk Scholarship
Awarded to incoming female first-year or transfer students whose
permanent residence is within the Northern Region of the Niagara
Mohawk Service Territory and whose major is Mathematics, Computer
Science, Biology, Chemistry, Physics, Geology, or Interdisciplinary
Natural Science. This award may be renewed throughout the undergraduate
years as long as the student remains in good academic
standing.
Verna M. Mulvana Scholarship
Awarded to a student who attended Salmon River Central High
School.
Tony Peterson Memorial Scholarship
Awarded to a sophomore, junior, or senior from Clifton-Fine Central
High School who is in good academic standing and majors in (in order
of preference) music education, a bachelor of music program not
directed at teacher education, drama, art, or other Humanities as
defined by the National Endowment for the Humanities.
Edwin C. and Virginia Sykes Dreby Scholarship
Awarded to an entering first-year or non-traditional student from
Cranberry or Conifer, or a non-traditional student returning to college
to finish an undergraduate degree. Recipients must exhibit clear
financial need and show promise that higher education will make a
significant difference in their professional, personal, and community
lives.
Wallace Saranac Lake Scholarship
Awarded to an incoming student from Saranac Lake High School who
demonstrates financial need in meeting the cost of a residential
undergraduate experience at SUNY Potsdam. This award may be
renewed annually for four years as long as the student maintains a 3.0
grade point average as a full-time student.
Study Area-Specific Scholarships and Awards
Edwin B. Clark Scholarship
Awarded to a student in the 3/2 Engineering Program who is entering
his/her junior year.
Betty Jane Paro Golding Scholarship
Awarded to a St. Lawrence County student majoring in education,
music, or both, who has significant financial need and exemplifies a
commitment to and love of education as a profession.
Marty Phillips Scholarship
Awarded to a junior or senior who is majoring in music or art.
School of Arts and Sciences
Robert and Katherine Briggs Scholarship
Awarded to a student who has achieved an average of 3.25 in History.
Priority will be given to a St. Lawrence County student who has just
finished the freshman year. This award may be renewed each year as
long as a 3.25 history average and 3.0 cumulative average is maintained.

24 fees and FINANCIAL AID
Business Economics Program
Serves to support the business program at SUNY Potsdam in any one
of three ways: scholarship support for an academically talented and
financially needy student in marketing, management, leadership, or
strategy; underwriting the cost of textbooks for students in the
business program; support for students to attend conferences and
present their work.
Noreen M. Canfield Scholarships
Awarded to juniors or seniors in 10 different departments. This award
is made at the close of the year prior to the student’s achieving junior
or senior status.
Dr. Poeliu Dai Scholarship
Award to a sophomore or junior political science major who is
experiencing financial need and has maintained a GPA at the Dean’s
List level or higher. First preference will be given to foreign students
with exceptional abilities. This award will be renewable for three years
(until graduation) contingent upon the maintenance of a GPA at the
Dean’s List or higher.
Lucy Dai Scholarship
Awarded at the completion of the sophomore year of study to a student
who shows exceptional promise as an artist and teacher of art.
Allen Danks Memorial Scholarship
Awarded to politics majors with a 3.5 average in at least 16 hours in the
major at the time the award is made and a cumulative average of 3.3.
Candidates will show evidence of active involvement in social, community,
and/or political causes. This award may be renewed if basic
criteria are met each subsequent year.
Dean of Arts and Sciences Academic Scholarship
Awarded to a junior in the School of Arts and Sciences selected by the
Dean based on grade point average and faculty recommendations.
Allen D. Edrington Scholarship
Awarded to a graduate of a St. Lawrence County high school who has
achieved junior or senior status at Potsdam as an art major. Student
must have demonstrated artistic ability. Financial need and academic
promise are also considered.
Charles Fowler Arts Scholarship
Awarded to full-time undergraduate students who are pursuing an
academic major in an arts area. Intent and potential to establish a career
in teaching, interest and ability in pursuing across-the-arts studies,
financial need, and talent and promise as determined by faculty
recommendations shall all be considered.
Thomas Jones-Tavano Memorial Scholarship
Awarded to a full-time student studying economics in his or her fifth
or sixth semester. Selection to be based on academic merit.
Dr. Alexander G. Major Scholarship
Awarded to a biology or chemistry major who has completed the first
semester of the senior year. Candidates should demonstrate significant
competence in biochemistry.
Jessie J. McNall Scholarship
One award for a sophomore student majoring in Physics, Biology,
Chemistry, and Geology, with preference given to those who plan to teach.
Father James Pennock Memorial Scholarship
Awarded to a sophomore, junior, or senior history major.
Annette R. Plante Scholarship
Awarded to students committed to two semesters of study in France at a
recognized school at the collegiate level. Selection will be made by a
committee chaired and managed by the Chair of the Modern Languages
Department.
Dr. John “Jack” Rezelman Award
Presented to an economics major who exhibits financial need and a
serious commitment to economics and the benefits it can provide to
our society.
Charlie Smith Math Scholarship
Awarded to students in several math majors.
Eva Strait-Dean Award
Awarded to Speech Communications majors who have completed
their sophomore year with a 3.0 or higher grade point average.
Candidates must be residents of St. Lawrence, Clinton, Essex,
Jefferson, Hamilton, or Lewis Counties. Students must also demonstrate
personal initiative through verified part-time employment,
completion of internships, and overcoming substantial personal,
social, or economic hardship.
SUNY Potsdam Mathematical Scholarship
Four scholarships of $250/year for each of the first two years at
Potsdam to four students scoring at least 100 in the American High
School Mathematics Examination (AHSME). Will be renewed for
each of two more years for any recipient who pursues a double degree
BA/MA program in mathematics. If not awarded to an entering
freshman, it will then be awarded to a student currently pursuing the
BA/MA program. Candidates will be recommended by the Chair of
the Math Department.
Peg White Scholarship of Love
Awarded to a junior or senior majoring in one of the arts at SUNY
Potsdam.
The Crane School of Music
Alice Aaness Scholarship
Awarded to full-time sophomore students pursuing a degree in music
with a minimum grade point average of 3.0. This award may be renewed
for two additional years as long as the 3.0 average is maintained.
James Autenrith Scholarship
Awarded to a student who plans a career in church music or is an organ
major at The Crane School of Music.
Elizabeth and Maurice Baritaud Scholarship
Awarded to a freshman or sophomore string student at The Crane
School of Music.
Horace and Genevieve Bowman Scholarship
Awarded to worthy and deserving recipient voice major students. This
award may be renewed for three additional years.
Anna Pease Breaky Scholarship
Awarded to piano students at The Crane School of Music.

fees and FINANCIAL AID 25
Charlene Knapp Carey Memorial Scholarship
Awarded to a student from Beacon, NY, who demonstrates financial
need and has participated in extracurricular activities. This award may
be renewed for up to three additional years as long as the student remains
in good academic standing.
Virginia Rose Cayey Scholarship
Awarded to students with substantial performance skill and teaching
potential who lack the financial resources to attend college. Students
must have successfully completed the freshman year.
Helen Snell Cheel Scholarship
Awarded to full-time graduate students with proven musical ability
and financial need.
Ken Cottrell Outstanding Human Award
Awarded annually to two music major students (one male and one
female) in their sophomore or junior year who will be enrolled at
SUNY Potsdam for at least one more year of study. Eligible students
will exhibit generosity of spirit and a positive attitude toward their own
growth and the growth of other individuals and a willingness to
support and encourage others in their own pursuit of excellence.
Kenneth C. Cottrell Award
Awarded at the Honors Convocation to full-time students pursuing a
degree in music education. Students must have a cumulative grade
point average of 3.25 or higher.
Crane Centennial Scholarship
Available to any student attending The Crane School of Music
Crane Faculty/Spencer Scholarship
Awarded to musically talented students at The Crane School of Music.
Julia E. Crane Scholarship
Awarded to students of The Crane School of Music preparing to be
public school teachers.
Rocque F. Dominick Memorial Scholarship
Two awards given, one to a senior judged to be the outstanding
clarinetist in the graduating class and who has upheld the ideals of The
Crane School of Music. The second award will be used to recruit an
incoming clarinetist.
Mary E. English Scholarship
Given to deserving music education and/or string majors.
Norman Halprin Scholarship
Awarded to a student at The Crane School of Music who attended
Franklin Academy.
Jessie B. Harman Scholarship
Awarded to a student in The Crane School of Music who is in need of
financial assistance.
Helen M. Hosmer Scholarship
Awarded to an incoming first-year student for four semesters based on
musicianship, scholarship, personality, recommendations, and evidence
of superior potential as a music educator.
Warren Earl Hultberg Scholarship
Awarded to students in the graduate music program at The Crane
School of Music.
Mary Lou and Johannes Koulman Scholarship
Awarded to students attending The Crane School of Music, with
preference to oboe students.
Althea Kraker Memorial Scholarship
Awarded to a talented flute student at The Crane School of Music.
Ludwig Scholarship
Awarded to the most capable percussion student as identified by the
Dean of The Crane School of Music.
Gordon Mathie Scholarship
Awarded to incoming trumpet players who have demonstrated the
greatest ability and potential.
McMenamin Scholarship
Awarded to assist needy and worthy students in attendance at The
Crane School of Music.
Dr. Dominga J. Portugal Music and Business Scholarship
Awarded to a graduating senior music major who has been admitted
to a graduate business program. Recipient will be selected by the
Scholarship and Awards Committee of the Crane Institute for Music
Business Faculty Associates.
Presser Award
Awarded to an outstanding student majoring in music. Award will be
made at the end of the student’s junior year.
Reinert Scholarship
Awarded to a voice or bassoon major.
Selmer Scholarship
Awarded to the most capable brass or woodwind major as selected by
the Dean of The Crane School of Music.
Anna G. Shepherd Scholarship
Awarded to a student at The Crane School of Music chosen by the Dean.
Sara Merrick Snell Scholarship
Awarded to a student at The Crane School of Music, who is the
daughter of a Crane graduate, providing the individual is qualified
from the standpoint of scholarship and financial need.
Judith H. Tyra Memorial Scholarship
Awarded to outstanding students at The Crane School of Music who are
excellent musicians, scholars, and contributors to Crane. Awarded at
the end of the sophomore year.
Wardell Scholarship
Available to students in The Crane School of Music.
Yamaha Wind and Percussion Scholarship
Awarded to juniors and seniors based on musical and academic
performance. The scholarship will be awarded annually, alternating
between a wind and a percussion player.

26 fees and FINANCIAL AID
School of Education
Winton H. Buddington Reading Scholarship
Awarded to matriculated students who are enrolled in the M.S.
Education program with a Reading specialization at SUNY Potsdam.
Candidates must have completed at least nine graduate credits and
maintain a 3.5 average or better. Students must also provide a recommendation
from a faculty member at SUNY Potsdam and, if teaching
professionally, a recommendation from a peer or supervisor in the
school district in which they teach.
Carbary Scholarships
Awarded to matriculated students enrolled in an education major that
have attained junior status, maintained a 3.0 or better average, and
have legal residence in Clinton, Essex, Hamilton, Franklin, St.
Lawrence, or Jefferson County.
Nannie Zelle Johnson Memorial Scholarship
Awarded to a minority student who demonstrates financial need,
outstanding academic performance, and extracurricular involvement.
Applicants must be from a metropolitan area and major in a program
leading to teacher certification in any field.
Evelyn Timerman Kelsey Memorial Scholarship
Recruitment scholarship for education majors.
Mildred Mason Petrie Scholarship
Awarded to a junior or senior demonstrating financial need and
enrolled in a program leading to teacher certification in music or
elementary education.
Eola Pitz Memorial Scholarship
Awarded to married, full-time students who are pursuing a degree in
education. Recipient will be a sophomore who maintains a grade point
average of 3.0 or higher. This award may be renewed as long as the 3.0
grade point average is maintained.
Camilla Ray Scholarship
Awarded to entering students matriculated in a program leading to
teacher certification. Academic excellence, leadership in activities in
high school, community, and campus programs, and financial need
shall all be considered.
Cecilia Alton Rock Scholarship
Awarded by the Education Department based on financial need and
interest in teaching.
Alfred W. Santway Award
Awarded to graduate students preparing to become teachers who
reside in St. Lawrence County. Need and seriousness of purpose shall
be the primary consideration.
Teacher Education/Annual Fund
Selected by Teacher Education.
Jerry and Catherine Welsh Scholarship
Awarded to a matriculated education major who has achieved second
semester sophomore standing and who demonstrates high financial
need, academic excellence through achievement of a 2.75 cumulative
grade point average, and leadership in campus and/or community
programs while at SUNY Potsdam. Candidate must be a graduate of
a St. Lawrence or Franklin County high school and be enrolled in the
coaching certification program.
Business Sponsored Awards
The following awards are provided through the generosity of businesses
and establishments who wish to help students achieve their potential.
Awarded annually based on availability of funding.
National Association of Music Merchandising (NAMM)
Scholarship
Awarded to juniors and seniors who are in the business of music
program.
Niagara National/Markel Insurance Co.
Awarded to a registered student who has successfully completed at least
36 credit hours, is enrolled in the student health insurance plan at
SUNY Potsdam, and shows evidence of health and wellness service at
SUNY Potsdam and/or in the North Country Community. Students
must submit a statement of the activities they have participated in to
promote a healthy campus and/or community and maintain a grade
point average of 3.0 or higher.
Nicholville Telephone Scholarship
Awarded to a first-year Computer and Information Science student
from Brasher Falls Central School, Brushton-Moira Central School,
Parishville-Hopkinton Central School, or St. Regis Falls Central
School.
North Country Savings Bank Scholarship
Awarded to a deserving student who demonstrates financial need,
resides in St. Lawrence, Franklin, or Jefferson Counties and whose
chosen field of study is Economics or Mathematics.
Potsdam New Car Dealer’s Association
Awarded to a St. Lawrence County student, with preference given to
a Potsdam area student, who is attending SUNY Potsdam.
St. Lawrence Gas Scholarship
Awarded to a student residing in one of the following towns in St.
Lawrence or Lewis County: Massena, Potsdam, Canton, Norfolk,
Norwood, Oswegatchie, Ogdensburg, Lisbon, Heuvelton, Raymondville,
Gouverneur, Madrid, Waddington, New Bremen, or Croghan.
Shelly Electric Scholarship
Awarded to a North Country student, with preference given to those
from St. Lawrence County. Selection shall be based on academic
strength and demonstrated need. Children of Shelly Electric employees
shall receive preference when appropriate.
Waste Stream, Inc. Scholarship
Awarded to support a St. Lawrence County student.
Presidential Scholars Program
Contact Person:
Rebecca Gerber
Schuette 102, (315) 267-3228 (gerberrl@potsdam.edu)
The Presidential Scholars Program presents a unique opportunity for
talented and motivated students at Potsdam to expand the horizons of
their educational experience. The Presidential Scholars Program provides
recognition and additional financial resources to current students

fees and FINANCIAL AID / student services 27
at Potsdam who have achieved academic excellence and who demonstrate
a commitment to their own academic progress.
Students in the program will be provided with the financial and
personal support to create an academic project that supports their
career or personal goals. Funding will be provided for students to
conduct research, present work at academic conferences, and pursue
other educational projects beyond normal coursework.
Students admitted into the Presidential Scholars Program will receive
the following benefits:
1. Priority Registration – for coursework each semester in advance of
all other Potsdam students.
2. The ability and the support to form Academic Advising Teams
from Potsdam faculty.
3. A guaranteed annual stipend for directed project support and the
ability to apply for additional funds if warranted.
4. Support provided for flexibility meeting College Requirements
(with advisement).
Students will be eligible to apply for admittance to the program after
completing at least 30 credit hours at Potsdam. Students accepted into
the program will have, at minimum, two full semesters remaining at
Potsdam. Eligible students are notified by mail each summer.
Online Scholarship Source
FastWEB: www.fastweb.com
Financial Aid Information on the World Wide Web. This includes a
database of approximately 225,000 private scholarships, grants and
loans for college students of all ages and interests. This free service will
provide information on possible scholarships based on a student’s
background, college, parent’s income, interests, etc.
STUDENT SERVICES
Learning Lab
The Learning Lab (Sisson 125) provies a variety of academic support
services for all students. Walk-in tutoring is available in general study
skills and in many disciplines, e.g., math, writing, biology, chemistry
and music. Students may also request one-to-one and/or group peer
content tutoring in any 100- to 300-level course. A small bank of
computers is available for general use. Both Power Macintosh and
Windows computers are equipped with internet access and Microsoft
Office. Workshops, presentations and review sessions are also sponsored
by the Learning Lab.
Computing and Technology Services
As one of two departments within the Information Services Division,
Computing and Technology Services is responsible for providing and
supporting a broad array of information technologies and services for
students, faculty and staff. These include the campus Administrative
Information System, web based course management systems, more than
1,000 desktop computers, high-speed access to the Internet and the
World Wide Web, e-mail, residence hall networking, off-campus dialin
access to the campus network, multimedia computing facilities,
laser printing, technologically-enhanced “smart classrooms,” television
services, satellite teleconferencing and distance-learning facilities.
To keep the campus informed about the rapid changes in information
technology, Computing and Technology Services sponsors special
technology sharing “brownbag sessions,” demonstrations and presentations,
and interactive video conferences with other educational
institutions and technology vendors.
Every Potsdam student is automatically provided with an e-mail
account as well as a campus computer account, when they register for
coursework. Each student room has high-speed access to the Internet
and campus network for those students who own computers.
Computer Purchase Programs
Students, faculty and staff are also eligible for substantial educational
savings on a wide variety of personal computers and software. In
addition to prices that are usually lower than the best mail order or other
computer distributors on the latest models, computers purchased on
campus include a variety of free software or shareware customized to
work with campus communications services. This very popular purchase
program includes Apple Macintosh, Windows-compatibles, laser
and ink jet printers, Ethernet network cards, installation services, and all
the major software packages. Students interested in this program are
strongly encouraged to take advantage of special pricing available during
the summers or Spring semester; entering students who have signed a
letter of intent to enroll in a course of study are eligible for the purchase
programs as well. For further information, contact The College Store,
at (315) 267-2573.
General Technology Classrooms and Labs
Levitt Center
The James H. Levitt Computer Center, located in Merritt Hall,
provides computing resources primarily to support student use of
word processing, e-mail, Internet connections, and other instructionrelated
computing activities. The Levitt Center is equipped with 30
Power Macintosh G3s and 30 Pentium III-based computers, laser
printers, scanners and software made available to each computer.
Kellas 100 Computer Classroom and Lab
This “hands-on classroom” is equipped with Power Macintosh G4
multimedia computers, curricular software, scanner, and a highresolution
color projection system. All of the computers are networked
to the campus network and the Internet. Access to applications such
as PhotoShop, ClarisWorks, Microsoft Office, HyperStudio, Netscape,
Eudora e-mail and a wide variety of curricular software is provided.
During those times that the facility is not being used for instruction it
is open for general use by the college community.
Carson 101 Multimedia Technology Classroom
This “multimedia technology classroom” is a faculty-designed facility
with a uniquely flexible layout. It has iMac multimedia workstations and
open cluster seating at one end, and a flexible seating/conference table
area at the other. Both areas can have high-resolution color projection.
The room provides access to a laser disc player, VCR, a document
camera, laser printing, and high-capacity storage capabilities. It has
state of the art, curricular-specific software for mathematics, chemistry,
anthropology, modern languages, desktop publishing, graphic arts
and a variety of other disciplines. It is connected to the campus
network, campus television services and to the Internet.

28 STUDENT SERVICES
Satterlee 325 Computer Classroom and Lab
This “hands-on classroom” has been set up with 25 Pentium III-based
computers and a laser printer. It has a high-resolution color projector for
classroom presentations, as well as connections to the campus network
and the Internet. Software available includes Word Perfect, Microsoft
Office, SPSS statistical analysis software, CAD software, Netscape and
a variety of communications and other curricular-based packages.
This facility is used for classes in drama, political science, history,
education and sociology, as well as for training, development, and
laboratory use outside of classroom hours.
School of Arts and Sciences
College Writing Center
The College Writing Center provides assistance for students in every
facet of writing from topic development to final draft revision.
Supervised by English faculty and staffed by trained peer tutors, the
CWC offers individual writing tutoring, practicum opportunities for
upper division students, and workshops on academic and creative
writing topics. The Writery, adjacent to the College Writing Center, is
equipped with Macintosh and IBM computers as well as comfortable
tables and chairs where students and faculty can read, write, or study.
The facility is open weekdays in Carson Hall and evenings at the CWC
Annex in Bowman Hall dorm. For more information contact the
College Writing Center at (315) 267-3059 or check our website on the
College homepage at: www.potsdam.edu.
Dunn 210 Computer Classroom
This “hands-on classroom” is equipped with 25 Pentium III-based
computers and laser printing services. Programming languages, spreadsheets,
word processing, and communications software are available. The
classroom has connections to the campus network and to the Internet.
Flagg 162 Computer Classroom and Lab
This “hands-on classroom” has been set up with 25 Pentium III-based
computers and a laser printer. It has a high-resolution color projector for
classroom presentations, as well as connections to the campus network
and the Internet. Software available includes Word Perfect, Microsoft
Office, SPSS statistical analysis software, Netscape and a variety of
communications and other curricular-based packages. This facility is
used for classes in economics, computer and information sciences, and
sociology, as well as for training, development, and laboratory use
outside of classroom hours.
Other Laboratory Clusters in the School of Arts and Sciences
A wide variety of other small computer clusters available to students
and faculty are located in departmental areas throughout the school for
hands-on small group or in-lab experiences. In addition, there are
several recently developed clusters: in Art, new Macintosh G4 workstations
for high-end photography and digital graphic arts; Modern
Languages student technology cluster includes a laser disc and VCR.
All of the sciences – Physics, Biology, Chemistry and Geology – have
Power Macintosh and Pentium-based student clusters for simulation,
research and instrument control. Anthropology has a Macintosh cluster,
including a scanner, for research and curricular software development.
Dance and Drama has new Power Macintosh-based student clusters to
aid in lighting design, desktop publishing and choreographic design.
Philosophy has a Mac and Windows computer cluster, a printer,
scanner and extensive database materials for research projects.
Crane School of Music
Ralph J. Wakefield Lecture and Recital Hall
Originally an amphitheater-style lecture hall, this space was, through
the generosity of emeriti faculty, faculty, staff and alumni, extensively
remodeled in 1999 to be used as a formal performance space, recording
facility and “smart classroom” and dedicated to the memory of Dean
Emeritus Wakefield. The hall is equipped for professional quality
recording with a dedicated recording control room and an extensive
stereo and computer presentation system to allow for state-of-the-art
lecture and special event presentations.
Yamaha Music in Education Lab
This lab is a specialized technology-assisted music education program
lab with Yamaha synthesizers connected to a Power Macintosh music
program instruction server.
Crane MIDI Technology Classroom
This state of the art “hands-on classroom” features Power Macintosh
computers, Fatar and Roland synthesizers, laser printer, Nightingale
music notation scanning software and graphics scanner, color high
resolution LCD projection system, as well as professional music
composition software and hardware including Finale, Band-in-a-Box,
MasterTracks Professional sequencing software, Vivace accompaniment
hardware and software, World Wide Web and multimedia
development software, and Roland Sound Canvas. It is connected to
other labs and faculty offices at The Crane School, the campus network
and the Internet.
Electronic Music Composition Lab
This professional quality lab is equipped with the latest in digital audio
recording hardware and software, high capacity digital storage media, a
variety of synthesizers and sound processors.
School of Education
Satterlee 300 Computer Classroom and Lab
This large, specialized laboratory-classroom is equipped with 25
Power Macintosh G3 computers, laser disc players, laser printer,
scanner, a large-screen color LCD projector and dozens of software
titles for classroom use, and instructional multimedia development.
Used primarily by students and faculty of the School of Education, the
computers are connected to the campus network and to the Internet,
through which users have access to colleagues and additional information
resources on campus and throughout the world. Students use these
resources to conduct research; prepare assignments, reports, projects and
term papers; obtain information not available on campus; and communicate
with other students, student teachers, and faculty. This
laboratory-classroom is available for general student use when not
being used for instructional activities.
Other Technology Centers
Learning Lab
The Learning Lab (Sisson 125) offers a small bank of computers for
general student use. Both Power Macintosh and Windows computers
are equipped with internet access and Microsoft Office.
Maxcy Hall Lab
Maxcy Hall, which houses Health and Physical Education facilities, has
a student cluster of Power Macintosh computers for completing work
assignments in the wellness and other physical education courses using

STUDENT SERVICES 29
a variety of curricular software. In addition, it is connected to the campus
network and the Internet for sharing information and experiences with
other students and faculty on campus and throughout the world.
Distance Learning Facilities, Smart Classrooms and
Departmental Computer Clusters
Numerous other classrooms, lecture halls and public conference areas
around campus also are equipped with Internet and campus network
connections, computers, projection devices, and PictureTel video
conferencing.
Residence Hall Computer Centers
The Residence Hall Computer Centers in Bowman, Knowles, Lehman
and Van Housen offer students access to Power Macintosh and
Pentium-based computers on a 24-hour, seven days per week basis
(unless otherwise posted). All computers are connected to the campus
network and Internet.
Residential Network (ResNet)
All student rooms in the residence halls have campus network/Internet
connections for each student. Just bring a computer which meets the
minimum configuration standard and you can have access to campus
network services including library catalogs, virtual work spaces, network
file storage, e-mail, even register for classes and chat with friends
on the Internet from the comfort of your room.
This service is provided at no additional cost. There are no registration
fees and no monthly subscription fee. The only requirements are that
you have the appropriate network card/cable for your computer, which
may be available at The College Store, and complete a ResNet registration
form. The ResNet program even provides assistance with
installation and setup as well as on going support for ResNetters
through our ResNet Office helpdesk operation which is located in the
Residence Halls.
For more information, visit the ResNet web site at: www.potsdam.edu/
resnet, send e-mail to resnet@potsdam.edu or call the ResNet office at
(315) 267-4444.
Orientation
Orientation is one of the most significant activities for new freshmen and
transfers. Orientation is the time when new students begin to learn
firsthand about policies and programs which are unique to Potsdam.
Attending orientation accomplishes a number of critical functions:
1. It provides students with a relaxed and informal atmosphere in
which to become comfortable with the campus and to become
acquainted with professors and advisors;
2. It enables students to learn about the policies and procedures of the
campus;
3. It offers time for social opportunities and the chance to meet other
new students.
Over 90 percent of freshmen participate in orientation. For more
information, contact the Office of Campus Life, Barrington Student
Union at (315) 267-2579.
Career Planning (Sisson 128)
The combined employment and graduate school rate was 95.9 percent
– with 71.3 percent of the 1998 class employed in their field and 24.6
percent attending graduate school. (Thirty-six percent of the members
of the 1998 class responded to the Career Planning Office survey.)
Classification of employment status is strict, with only full-time
employment in the student’s career field counted as “employed.” A
substitute teacher, for example, is classified as “still seeking employment.”
Also, plans for graduate school are not counted unless the
individual was actually accepted at the time the survey was completed.
The Career Planning staff provides the following services to SUNY
Potsdam students and alumni:
Career Selection – Individual counseling, career interest tests, SIGI+
and FOCUS interactive career computer systems, and career books are
resources used to assist in selecting career options. This service has
proven to be of value whether or not students have already chosen their
academic majors.
Career Entry – Individual counseling and group workshops in job
search strategies, resume and cover letter writing, developing interviewing
skills, and designing portfolios are provided. This service
includes a campus-recruiting program, the maintenance of reference
files, job vacancy lists, resume program and job fairs.
Career Management – This program is primarily an alumni service in
career progression, career change and career problem solving.
Internship Program (Sisson 128)
The college-wide Internship Program is administered by the Career
Planning Office. It prepares students for internships; maintains databases
and files on sites and interns; establishes new sites; and produces
student, faculty, and site supervisor internship guides. It has over 30
directories that list thousands of internship opportunities. In addition,
the Office’s database of internships is available through the campus
public server.
Summer and Part-time Jobs – The office has directories of summer jobs
listed by career field, academic major and geographic area with
requirements for applying which provide special guidelines pertaining
to them. The office maintains a database and files of summer job
postings. Community part-time jobs are also posted.
Library – The Career Planning library contains over 200 books and
videos categorized by career information, reference materials, graduate
school, internships, summer jobs and “how to” for a multitude of
career fields. Books are carefully selected and continually updated.
Graduate School Assistance – Library references and individual assistance
in planning for graduate school is available. With area colleges,
this office co-sponsors a Graduate School Day with a range of school
representatives available for information.
Student Computer – Computers and a laser printer are provided for
student use in preparing résumés and letters, searching for jobs,
designing network cards, and developing portfolio pages.
Internet – Through the Career Planning page on the web, students
have access to information on job vacancies, employers, careers, internships,
summer jobs, graduate schools, financial aid and Internet guides.
Students also can submit resumes and apply on-line. For further
information, contact Career Planning at (315) 267-2344.

30 STUDENT SERVICES
College Counseling Center (Dunn 392)
The College Counseling Center provides professional psychological
services to students during times of personal, social, emotional or
educational difficulty. Through individual or group counseling, students
learn to deal more effectively with relationship difficulties,
eating disorders, alcohol and other drug problems, study habits, crisis
and loss situations, depression and anxiety. The Center employs a
developmental approach with primary focus on short-term counseling.
All information shared in counseling is strictly confidential and fully
protected under the law.
The Center also provides outreach programming and workshops
designed to assist students with the developmental tasks of the college
years: achieving independence, identity and intimacy. It should be
pointed out to prospective students that resources in the local area for
psychiatric treatment are extremely limited. For more information,
contact the College Counseling Center at (315) 267-2330.
Student Health Services Center (Sisson 142)
Potsdam’s Watkins Student Health Services Center, located in Sisson
Hall, is accredited by the Accreditation Association for Ambulatory
Health Care. This accreditation means that Health Services has met
nationally recognized standards for health care and is committed to
providing high-quality care to all students. In addition to serving as a
clinic for students, who need health care, Health Services makes
significant contributions to the physical and psychological health of
the entire campus community. The following highlights some of the
services that SUNY Potsdam’s health center provides:
1. Primary care providers who evaluate and treat illnesses.
2. Frequently prescribed medications on site.
3. On site laboratory services.
4. Allergy shots.
5. Cold self-care center.
6. Physicals for college athletes, travel abroad, and employment.
7. Confidential HIV testing and counseling.
8. Psychological screening and counseling.
9. Assure that students have the appropriate immunizations to be in
compliance with regulatory mandates, and to decrease the potential
for communicable diseases in the college population.
10. Educational programs and services such as cholesterol screening,
smoking cessation and AIDS education to parallel the nationally
advertised awareness initiatives.
11. Flu clinics and other initiatives to protect the college community
from outbreaks of illnesses.
12. Sponsor annual campus and community wellness fair.
13. Health education in the forms of active and passive programming,
peer education, video tapes, and the maintenance of a
resource library available to all students.
Please call (315) 267-2377 for an appointment.
Bridges Program (Sisson 128)
The Bridges Program is a special admission program for students who
are not academically eligible for regular admissions. The Bridges Program
provides enrolled students with basic academic support services.
Among these services are personal counseling, learning skills, academic
advising and content tutoring.
For additional information please see the section on Admissions page 12.
Student Support Services Program
(Sisson 119)
Student Support Services is a federally funded trio program designed
to enhance academic skills and increase retention and graduation rates
of eligible students. Services include tutoring, academic planning,
academic monitoring, study skills assistance, peer mentoring, counseling
and graduate school planning. Through coordination with other
campus offices the program also assists participants with career planning
and financial aid counseling.
Eligible students:
1. Are U.S. citizens or permanent residents;
2. Have an academic need for services;
3. Are first-generation college students and/or meet certain family
income guidelines and/or have a documented learning or physical
disability.
Special Note: Students with disabilities who require classroom accommodations
must apply for them through the Office of Accommodative
Services.
Office of Accommodative Services
(Sisson 111)
Potsdam is committed to the full inclusion of all students who can
benefit from educational opportunities. In accordance with Section
504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990, the College endeavors to make reasonable
adjustments in its policies, practices, services, and facilities to ensure
equal opportunity for qualified students with disabilities to participate
in all educational programs, services, and activities. The College will also
strive to ensure that a person with a disability who is otherwise qualified
will not, on the basis of that disability, be denied full and equal access
to and enjoyment of academic and co-curricular programs or activities
or be otherwise subjected to discrimination under programs or activities
offered by the College.
The Office of Accommodative Services (OAS) provides academic
accommodations for all qualified students who have documented
learning, emotional, and/or physical disabilities and have need for
accommodations. Accommodations can include such services as notetakers,
text readers, alternative testing arrangements, loan of some
equipment, etc.
A student with a disability requiring reasonable academic accommodations
should make the specific request for such assistance to OAS. It is
the responsibility of the student to identify him/herself as having a
disability and to inform OAS that an accommodation is necessary. The
student must submit written documentation of the disability and the
need for accommodations from an appropriate authority. Accommodations
will be determined on an individual basis.
OAS will assist students requesting non-academic auxiliary aids or
services in locating the appropriate campus offices to address the
requests. Personal care needs is the responsibility of the student. For
additional information, call (315) 267-3267.

STUDENT SERVICES 31
Educational Opportunity Program
(Sisson 208)
EOP is a special admissions program for students who are both
educationally and economically disadvantaged, but who possess the
potential for academic success. Tutoring, counseling and financial
assistance are provided to EOP students.
For additional information, see the sections on Admissions, page 13 and
Financial Aid, page 14.
SUNY Potsdam Childcare Center
(Merritt 108A)
SUNY Potsdam Childcare Center is a non-profit, privately run
childcare facility centrally located on campus in Merritt Hall. The
Center accepts children from six weeks through school age (beforeand
after-school care and summer program). Staff members are
carefully screened and well trained; many hold degrees in early
childhood education. The Center serves children of students, faculty,
and community members, providing a safe, loving environment with
child-centered programs, and meals prepared at the Center. Space is
limited, so it is very important to contact the Center as soon as a need
for childcare is known. For more information, contact the Center’s
Director at (315) 267-2391.
Division of Multicultural Affairs
(Sisson 104)
SUNY Potsdam is a student-centered institution that is deeply committed
to diversity within its student body, staff, curriculum, programs
and services. The Division of Multicultural Affairs has primary responsibility
for identifying, recruiting, enrolling and graduating a
student body which reflects the College’s commitment to diversity and
multiculturalism. The Division, inclusive of the Collegiate Science and
Technology Entry Program (CSTEP), Office of Native American
Affairs, Office of Multicultural Affairs (OMA), North Country Science
and Technology Program (NCSTEP) and the Potsdam Akwesasne
Talent Search (PATS) Program, also has responsibility for monitoring
and coordinating the college’s multicultural programs and services.
Divisional units play a critical role in student development and
retention by providing an array of programs and services that orient
program participants and students to college expectations, campus
life, facilitate their admission and progress to graduation, provide
advising, tutoring and instructional support. In addition, the division
contributes to the recreational, cultural and social development of
program participants and students through field explorations, special
programs and event planning in cooperation with student clubs and
organizations and the Ethnic Lounge of Unity.
Collegiate Science and Technology Entry Program
(Sisson 216)
CSTEP, the Collegiate Science and Technology Entry Program, is a
New York State Department of Education Bureau of Professional
Career Opportunity Programs initiative designed to provide services to
students from underrepresented populations or economically disadvantaged
backgrounds who are seeking careers in the sciences,
mathematics and technological fields and the licensed professions.
The program features strong individualized student contact and
support, and includes academic monitoring. CSTEP’s goal is to
produce and retain competent, well-rounded, and developed scholars in
science, technology, and the pre-licensure fields through personalized
and intensive experiences.
CSTEP offers student participants counseling support, academic and
career advising, internships, tutoring, conference opportunities, workshops
on portfolio development, résumé writing, business etiquette, as
well as other academic support programs.
To be eligible for CSTEP membership, students must be:
1. New York State residents and enrolled full time at Potsdam;
2. Interested in a career in the sciences, mathematics, technological
fields or any of the licensed professions of New York State;
3. Members of underrepresented populations including African
American, Alaskan Native, Latino/Hispanic American, or Native
American or must meet income guidelines set by New York State; and
4. Maintaining at least a 2.5 GPA.
For additional information and further assistance, please contact the
CSTEP office at (315) 267-2192, stop by Sisson, Suite 214 or visit our
website at: www.potsdam.edu/CSTEP/CSTEP.HTM.
North Country Science and Technology Entry
Program (Sisson 216)
NCSTEP, the North Country Science and Technology Entry Program,
is a New York State Department of Education initiative designed
to provide services to junior high and high school students from
underrepresented populations or economically disadvantaged backgrounds
who are seeking careers in the sciences, mathematics and
technological fields and the licensed professions.
The program features strong individualized student contact and
support, and includes academic monitoring.
NCSTEP’s goal is to produce and retain competent, well-rounded and
developed scholars in science, technology and the pre-licensure fields
through personalized and intensive experiences. This goal is achieved
by the following program components: math and science enrichment,
career exploration and awareness, study skills workshops, counseling,
tutoring, field trips, overnights, summer environmental science camp
(grades seven and eight), year-end incentive trip (grades nine through
eleven) and college visits (grades eleven and twelve).
For additional information and further assistance, please contact the
NCSTEP office at (315) 267-2662, stop by Sisson, Suite 216 or visit
our website at: www.potsdam.edu/NCSTEP/ncstep.htm.
Potsdam Akwesasne Talent Search (Sisson 204)
PATS, the Potsdam Akwesasne Talent Search Program, provides
academic enrichment and social support, as well as, informational
services to economically disadvantaged and/or potential first-generation
college students.
The program’s purpose is to encourage participants to enter postsecondary
education programs (technical/community colleges and
four-year institutions). PATS purpose is achieved with a variety of
services that are provided to students in grades six through twelve
throughout St. Lawrence County, Franklin County and the Akwesasne
Mohawk Reservation.
PATS also serves eligible adult learners through various community
agencies.

32 STUDENT SERVICES / academic policies and procedures
The PATS network, linking North Country secondary schools, colleges
and community agencies, serves as a resource to Potsdam and the
North Country communities.
For additional information and further assistance, please contact the
PATS office at (315) 267-2762 or stop by Sisson, Suite 204.
Office of Multicultural Affairs (Sisson 104)
The Office of Multicultural Affairs (OMA) exists to assist all students,
with an emphasis placed on students of color and diverse backgrounds, in
their educational and personal transition and development at Potsdam.
It is the expressed goal of the office to provide educational and
social programs and services to help students meet their personal and
professional goals.
OMA, in its continued effort to afford students empowering opportunities,
provides academic and personal advising, as well as referral to
other campus services. The office also coordinates diversity training
sessions, skill development workshops and leadership opportunities to
assist in the college-wide appreciation regarding multiculturalism and
diversity.
For additional information and further assistance, please contact the
Office of Multicultural Affairs at (315) 267-2184, stop by Sisson, or visit
our website at: www.potsdam.edu/MCA/newmenu2.htm.
Office of Native American Affairs (Sisson 234)
The Office of Native American Affairs was created to serve as a Center
of Emphasis for the SUNY System Northern Consortium Native
American Initiative. The office provides direct assistance to the students
and the College, with special interest placed on Native Americans.
It is the expressed goal of the office to provide educational and social
programs and services to help Native American students meet their
personal and professional goals. In addition to their direct support, the
staff provides referrals to appropriate campus offices and support services.
In addition, the Office of Native American Affairs serves to increase
campus awareness of Native American cultures and contemporary
issues, while providing quality educational, cultural, and social programs
for the College, the North Country community and the
Akwesasne Reservation. The office seeks to increase the recruitment
and retention of Native American students at Potsdam and throughout
the North Country.
For additional information and further assistance, please contact the
Office of Native American Affairs at (315) 267-2584, stop by Sisson,
Suite 236 or visit our website at: www.potsdam.edu/MCA/newmenu2.htm.
Teacher Opportunity Corps (Sisson 216)
The Teacher Opportunity Corps (TOC) seeks to enhance the preparation
of teachers and prospective teachers in addressing the needs of
students at-risk of truancy, academic failure, or dropping out of school
and to increase the number of individuals from economically disadvantaged
backgrounds and from groups historically underrepresented in
teaching. TOC is funded by the New York State Education Department
Bureau of Professional Career Opportunity Programs.
TOC works closely with the Potsdam School of Education and its
Salmon River Professional Development School (PDS), recognized by
the New York State Department of Education as a model for linking
the preparation of future teachers with a well designed school improvement
project. The Salmon River PDS field based sites include the Salmon
River Central School and the St. Regis Mohawk School on the St.
Regis Mohawk Akwesasne Reservation.
TOC student members are provided enrichment activities that include
financial support for books and teacher licensing exam preparation
and test fees; educational programs on methods and strategies to teach
at-risk students; opportunities to attend educational conferences;
portfolio development, academic and personal counseling; and TOC
graduates are provided mentoring by master teachers during their first
year of teaching.
Students eligible for TOC are those who are:
1. New York State residents;
2. Individuals who have been historically underrepresented and
underserved in the teaching professions – African American, Latino/
Hispanic American, Native American Indian or Alaskan Native;
3. Individuals who are economically disadvantaged (in accordance
with the criteria established in statute for the TOC program);
4. A sophomore, junior or senior enrolled full-time in a registered
undergraduate teacher education program leading to provisional
certification;
5. Paraprofessional individuals such as a teacher aide or assistant,
currently employed full-time and currently matriculated part-time
in a teacher education program;
6. A graduate student enrolled full-time or part-time in a registered
graduate teacher education program that satisfies the academic
requirements for permanent certification; and
7. Eligible individuals who are achieving at minimum the following
GPAs – sophomores, a 2.5; juniors and seniors, a 2.75; and
graduate students, a 3.0.
For further information about TOC membership, please contact the
TOC Director, Sisson 214, (315) 267-2192.
ACADEMIC POLICIES AND
PROCEDURES
Policies Relating to Academic Performance
SUNY Potsdam Academic Honor Code
A. Academic Integrity
Throughout their history, institutions of higher learning have viewed
themselves and have been viewed by society as a community of persons
not only seeking the truth and knowledge, but also seeking them in a
truthful and ethical fashion. Indeed, the institution traditionally
trusted by the public and the one to which individuals most often turn
for unbiased factual information is the university. Thus, how a
university behaves is as important as what it explores and teaches.
SUNY Potsdam expects all members of its community to conduct
themselves in a manner befitting this tradition of honor and integrity.
Enrollment at the College requires a commitment to the principles of
the SUNY Potsdam Academic Honor Code both in spirit and in
adherence to rules and policies. The Academic Honor Code makes
SUNY Potsdam a better and more enjoyable place as it affords to each
member of the SUNY Potsdam community the trust and freedom that
honesty promotes.

academic policies and procedures 33
Personal honor, integrity and respect for the word and work of another
are the basis of the Academic Honor Code. Thus, it is the responsibility
of every student enrolled in SUNY Potsdam to adhere to and uphold
this Code in pursuit of academic integrity. The Academic Honor Code
furthers this effort by prohibiting lying, cheating and stealing.
This Code applies to all academic programs, faculties and departments
at the College both graduate and undergraduate. More detailed standards
of academic conduct may be set forth by each of the schools and
individual faculty members. It is the responsibility of every member of
the academic community to be familiar with and supportive of the
Academic Honor Code.
B. Academic Honesty Pledge
On all academic work done by students at SUNY Potsdam, the below
listed pledge is either required or implied. Furthermore, this statement
is regarded as an indication that the student understands and has
complied with the requirements and assignments as set forth by the
course instructor and as stated in this Academic Honor Code.
“On my honor: I will not give nor receive any inappropriate assistance on any
academic work in accordance with the SUNY Potsdam Academic Honor
Code and the directions given to me by each course instructor.”
C. Basic Standards of Academic Integrity
Specific acts that re considered to be academic dishonesty and that are
prohibited by this Code include, but are not limited to:
1. Cheating: using unauthorized notes, study aids or information on
an examination; altering graded work after it has been returned, then
submitting the work for re-grading; allowing another person to do
one’s work and submitting that work under one’s own name.
2. Plagiarism: presenting, as one’s own the distinctive ideas, facts or
words of another (in part or in whole) without appropriate
acknowledgement of the source. Issues of plagiarism apply to any
type of work including, but not limited to exams, papers, any
writing or printed text, computer programs, web sites, art, music,
photography or video.
3. Fabrication: falsifying or inventing any data, citation, or information.
a. Citation: Any attribution to, or use of, a source (real or invented)
from which the referenced material was not obtained,
including use of a quoted reference from a non-original source
while implying reference to the original source.
b. Data: Presenting data that were not gathered in accordance with
standard guidelines defining appropriate methods for data
collecting; generating data and failing to include an accurate
account of the method by altered or contrived in such a way as
to be deliberately misleading.
c. Information: providing false information in connection with
any inquiry regarding academic dishonesty.
4. Multiple submission: submitting identical or substantial portions
of similar work for credit more than once, without prior explicit
consent of the course instructor(s) to whom the materials being or
has been submitted.
5. Obtaining or providing an unfair advantage:
a. Gaining or providing access to examination materials prior to
the time authorized by the instructor.
b. Stealing, destroying, defacing or concealing library materials or
other shared-use materials.
c. Providing materials, information or other assistance on an
academic assignment without authorization from the
instructor(s).
d. Gaining or providing access to previously given examination
materials, where those materials clearly indicate that they are to be
returned to the instructor at the conclusion of the examination.
e. Intentionally obstructing or interfacing with another student’s
academic work.
f. Assisting others in the violation of this Honor Code.
6. Falsification of records and official documents: altering documents
affecting academic records, forging signatures of authorization or
falsifying information on an official academic document, grade
report, letter of permission, petition, drop/add form, ID card,
attendance list or any other official College document.
D. Procedures, Due Process and Student Rights
SUNY Potsdam’s procedure for the enforcement of the Academic
Honor Code lies within the campus judicial system. The College
judicial procedures and students’ rights within these procedures are
listed in the “Code of Student Rights, Responsibilities and Conduct”
found in the Guide to Student Life (or at www.potsdam.edu/cl/
code.html). The Campus Judicial System in consultation with the
course instructor(s) will assign appropriates sanctions should it be
determined that a student is responsible for a violation of the Academic
Honor Code.
Note: The information and definitions listed in this Honor Code were adapted
from The SUNY Potsdam Academic Integrity Policy (page 32, Undergraduate
Catalog), Northwestern University Principles Regarding Academic Integrity:
www.northwestern.edu/uacc/uniprin.html, and The Rice University
Honor Council www.honor.rice.edu/pages.
Potsdam Information Technology
Acceptable Use Policy
In addition to providing library services, campus administration
database management and institutional research, the Information
Services Division supports computing, networking and information
resources for the students, faculty, staff and guests of SUNY Potsdam.
Computer facilities and services are offered in support of teaching and
learning, research and public service. Access to the computer systems
and networks owned and operated by Potsdam imposes certain
responsibilities upon users, in accordance with College policy and
local, state and federal law. Users accept the responsibility for utilizing
services in ways that are ethical, that demonstrate academic integrity
and respect for others who share this resource. This policy is established
in an effort to help users understand what is expected of them.
It sets guidelines regarding the issues of privacy and respect for
property, ownership of data, system security, and misuse of the system.
Academic Integrity
Just as in any other aspect of a student’s academic work, Potsdam
expects that students will use computing and network resources in
ways that are honest and ethical. Actions that constitute academic
dishonesty include:
1. Turning in someone else’s work as one’s own;
2. Allowing someone to represent one’s work as his/her own;
3. Several people working on one paper and submitting it individually,
as if each had done the paper alone;
4. Using another’s work without proper acknowledgment.

34 ACADEMIC POLICIES AND PROCEDURES
Shared Resources
Potsdam computer and network services are available to all faculty,
staff and students. Because there are so many individuals who utilize
this shared resource, respect for the rights and needs of others is central
to this policy. To ensure access and service for all users, users must
refrain from any action which interferes with the system, such as:
1. Using computer or network services for commercial purposes;
2. Excessive game playing which impairs the academic work of other
students;
3. Sending excessive e-mail messages locally over the network such as
chain letters, advertisements or solicitations;
4. Knowingly installing or running a program that will damage or
place an undue burden on the system;
5. Knowingly acting in a manner that will disrupt normal operations
of computers or the network.
Privacy
Technology should not be used in a manner that infringes upon an
individual’s right to privacy. The following restrictions are imposed to
protect an individual’s privacy, as well as the privacy of others. Users
are prohibited from:
1. Using computer or network services in a way that violates copyrights,
patent protections or license agreements;
2. Gaining unauthorized access to information that is private or
protected, or attempting to do so;
3. Running programs that attempt to identify passwords or codes;
4. Interrupting programs that protects data or secure systems, or
attempting to do so;
5. Monitoring or tampering with another person’s e-mail;
6. Reading, copying, changing or deleting another person’s work;
7. Using another person’s password, or allowing others to use one’s own;
8. Attempting to gain network privileges to which the user is not entitled.
Respectful Exchange of Ideas and Information
Computer systems and networks allow for a free exchange of ideas and
information. This exchange serves to enhance learning, teaching,
critical thinking and research. While the constitutional right of free
speech applies to communication in all forms, the College encourages civil
and respectful discourse. College policy and local, state and federal law
do prohibit some forms of communication, to include:
1. Obscenity;
2. Defamation;
3. Advocacy directed to incite or produce lawless action;
4. Threats of violence;
5. Disruption of the academic environment;
6. Harassment based on sex, race, disability or other protected status;
7. Anonymous or repeated messages designed to annoy, abuse or torment.
Personal Responsibility
Each individual who obtains a computer/e-mail account, or uses the
computers and network resources made available by SUNY Potsdam,
must understand that he/she is accountable for the policies set forth in
this document. In addition, the user assumes responsibility for:
1. Protection of his/her password;
2. Reporting any breech of system security;
3. Reporting unauthorized use of his/her account;
4. Changing his/her password on a regular basis;
5. Frequently making back-up copies of work to ensure against loss;
6. Clearly labeling works and opinions as his/her own before they are
widely distributed.
Authority
The Information Services Division may access others’ files for the
maintenance of networks, computers and storage systems. In all cases,
individual’s rights to privacy will be respected to the greatest degree
possible. Office staff may also routinely monitor and log usage data, such
as network connection times, CPU and disk utilization for each user,
security audit trails, and network loading. Data collected may be
reviewed and further investigated should evidence of violation of
policy or law occur. If necessary, staff may monitor the activities and
files of specific users on their computers and networks. Any staff
member who believes such monitoring is necessary should discuss the
problem and strategy for investigation with the appropriate Information
Services Division Director.
Any student who violates the policies set forth in this document is
subject to disciplinary action as defined in the Code of Student Rights,
Responsibilities and Conduct. Faculty and staff who violate these
policies are subject to disciplinary action as defined in the Faculty
Handbook. All violators may be subject to arrest according to local,
state and federal law.
Academic Honors
President’s List
To be named to the President’s List students must have completed at
least 12 numerically graded undergraduate credit hours with a grade
point average of 3.50 or better. A notation of this honor will be printed
on the transcript.
Dean’s List
To be named to the Dean’s List students must have completed at least
12 numerically graded undergraduate credit hours with a grade point
average of 3.25 to 3.49. A notation of this honor will be printed on the
transcript.
Graduation with Honors
Students qualifying for degrees of distinction must have completed a
minimum of 60 academic semester hours at Potsdam, of which 75
percent of the Potsdam hours must be numerically graded. These
students will receive a degree cum laude for a cumulative average of
3.25 to 3.49; a degree magna cum laude for a cumulative average of 3.5
to 3.74; and a degree summa cum laude for a cumulative average of
3.75 or above.
To be eligible to wear College Honors Cords at commencement
ceremonies, a student must have at least a 3.25 cumulative grade point
average at the end of the previous fall semester and have completed a
minimum of 45 academic semester hours at Potsdam, of which at least
75 percent must have been graded numerically.
Honor Societies
One of the highest academic achievements any student can attain is
election to an honor society; it is a tangible, highly valued and widely
recognized symbol of success. Potsdam students have the opportunity to
gain such important recognition by the following honor societies:
Phi Kappa Phi (national honor society for juniors and seniors)
Phi Eta Sigma (national honor society for freshmen)

ACADEMIC POLICIES AND PROCEDURES 35
Alpha Kappa Delta (Sociology)
Alpha Psi Omega (Drama)
Beta Beta Beta (Biology)
Epsilon Delta Pi (Computer and Information Sciences)
Gamma Sigma Epsilon (Chemistry)
Kappa Delta Pi (Education)
Lambda Alpha (Anthropology)
Lambda Pi Eta (Communication)
Omicron Delta Epsilon (Economics)
Omicron Psi (all-discipline honor society for non-traditional students)
Phi Alpha Theta (History)
Phi Sigma Tau (Philosophy)
Pi Delta Phi (French)
Pi Kappa Lambda (Music)
Pi Mu Epsilon (Mathematics)
Pi Sigma Alpha (Political Science)
Psi Chi (Psychology)
Sigma Delta Pi (Hispanic)
Sigma Pi Sigma (Physics)
Sigma Tau Delta (English)
Scholarships and Awards
The College bestows a number of scholarships and other awards upon
students whose outstanding performance merits special recognition.
These awards emphasize the value placed on academic achievement
and excellence by the College and are presented annually at the
College’s Honors Convocations.
The most prestigious award given to two graduating students each year
is the SUNY Potsdam Faculty Award. Endowed and presented by the
faculty, one award goes to the student with the highest grade-point
average who has completed all degree requirements at SUNY Potsdam.
The other goes to a transfer student with the highest grade-point average.
For a representative sample of other awards, see Financial Aid section of
this catalog on page 21.
Student Classifications
Matriculated Students
Matriculated students have completed the SUNY Potsdam application
form, paid an application fee, had credentials reviewed by the
Admission Office, been accepted as degree candidates in a particular
curriculum, registered for classes and attended them at least one day.
Such students are considered to be matriculated until they graduate or
are dismissed.
Non-matriculated Students
Non-matriculated students also go by other informal names (e.g.,
casual, guest, special, non-degree, etc.). They have not been formally
admitted to the College and are not degree candidates. Normally 30
semester hours taken at Potsdam as a non-matriculated undergraduate
may be applied toward the requirements for a baccalaureate degree.
Acceptance of more than 30 semester hours taken as a student in this
status may be approved by the dean of the School in which the student
is accepted for matriculation.
Full-time Students
Students who are registered for 12 or more semester hours in a given
semester are considered full-time. Full-time students pay a uniform
tuition and College fee. Full-time students may subsequently become
part-time students and vice versa.
Part-time Students
Students who are registered for fewer than 12 semester hours in a given
semester are considered part-time. Part-time students pay tuition and
fees by the semester hour. Part-time students may subsequently
become full-time students and vice versa.
Class Standing
Matriculated students are classified according to the number of semester
hours earned:
Freshman .......................................................... 0-23 semester hours
Sophomore ..................................................... 24-56 semester hours
Junior ............................................................. 57-87 semester hours
Senior ............................................................ 88+87 semester hours
Lower Division
Students who have earned fewer than 57 semester hours are traditionally
known as freshmen or sophomores. Such students normally
register for coursework designated at either the 100 or 200 level.
Likewise, courses offered at the 100 or 200 level are described as lowerdivision
offerings. It should be noted that all work taken at a two-year,
community or junior college is considered to be lower-division work.
Upper Division
Students who have earned 57 or more semester hours are traditionally
known as juniors or seniors. Such students typically register for courses
at the 300 and 400 levels and occasionally (with special permission),
may register for courses at the 500 level. Courses designated at the 300
and 400 levels are likewise designated upper-division offerings. It
should be noted that graduation requirements mandate completion of
at least 45 semester hours of upper-division work, 15 of which must be
in the major.
Graduate
Courses at the 500 level are designated as graduate courses, but may,
with permission, be taken by advanced undergraduates (students who
have earned 57 or more semester hours of credit) for undergraduate
credit.
Courses at the 600 level are limited to graduate credit only.
Seniors may enroll in graduate coursework for graduate credit under
the following conditions:
1. Have a cumulative GPA of at least 3.0, at least 75 hours earned in
numerical grading,
2. Be within 9 hours of completing their undergraduate program;
3. Register for no more than 6 hours of graduate credit
4. Register for no more than 15 credit hours of combined undergraduate
and graduate courses.
Seniors wishing to enroll in courses for graduate credit must make
application to the Office of Graduate Studies, Satterlee 115.
Transfer Students
Students completing a minimum of 12 semester hours of coursework
at another accredited college or university subsequent to high school
graduation are considered transfer students.
Every student accepted in a Potsdam baccalaureate degree program,
regardless of whether enrolling as a freshman or transfer is bound by
the same academic policies and procedures and must satisfactorily
complete all specified requirements for the degree.

36 ACADEMIC POLICIES AND PROCEDURES
Requirements for graduation are binding for six years from the date of
one’s initial college matriculation. For transfer students, this date
coincides with the initial matriculation date at the first college attended.
This assures continuity of the academic advising process between
two- and four-year programs. Every student pursuing the Bachelor of
Arts or Bachelor of Science degree at Potsdam must complete a
minimum of 30 semester hours of Potsdam coursework, which includes
half of the academic major. Forty-five upper-division hours are
also required for the bachelor’s degree. (Music majors should consult
requirements specified for the Bachelor of Music degree.)
Transfer students who complete the Associate in Arts degree (A.A.) or
Associate in Science degree (A.S.), including an academic program
considered parallel to that which they pursue at Potsdam, will,
assuming satisfactory progress, be guaranteed the opportunity to
complete the Bachelor of Arts or Bachelor of Science degree within
four semesters of full-time enrollment. Students who pursue New
York State teacher certification may, in some cases, need to enroll for
one additional semester in order to complete the professional semester
component of student teaching.
Class standing is determined by the number of semester hours completed
by an individual (this includes both Potsdam and transfer
coursework). Transfer students entering Potsdam upon completion of
the A.A., A.S. or A.A.S. degree is granted full junior class standing.
Non-traditional Students
Non-traditional students are encouraged to join the Non-traditional
Student Organization (NTSO) which meets weekly each semester.
For additional information, contact the organization’s advisor: Susan
Manfred, Raymond 105, (315) 267-2237.
College Credit Policies
College Credit – Earning College Credit
Students nominally earn course credits at the rate of one credit for each
hour of time spent in class per week over the period of one semester.
The actual formula, however, is based upon minutes spent in class
(e.g., a minimum of 15 meetings x 50 minutes = 750 minutes = 1 credit
hour). Thus, to earn 3 credits for completing a 3-hour course, students
must pass the course, and the class itself must meet 2,250 minutes or
37.5 hours.
Liberal Arts Credit
A course carrying liberal arts credit is a course of college-level work
designed to contribute to students’ intellectual and cultural and/or
artistic growth. In such a course, the study is devoted to historical,
cultural, analytical, evaluative, theoretical or conceptual treatments of
the subject matter.
Non-liberal Arts Credit
A course carrying non-liberal arts credits is a course of college-level
work designed primarily to help students develop appropriate skills,
knowledge and attitudes necessary for the pursuit of specific professions
or vocations. In such a course the majority of the study focuses
on methods, techniques, technical skills, practical applications, or
specialized knowledge with a narrow range of applicability outside of
the given field.
Credit Loads
Part-time = 0-11 semester hours
Minimum full-time = 12 semester hours
Normal = 15 semester hours (up to 17 hours, plus P.E. may be
registered initially)
Maximum = 19 semester hours (excluding P.E. experiences)
Overload = 20 (excluding physical education) or more. (Requires
signature of advisor and Director of Academic Services or appropriate
dean, plus completion of an overload form.)
Summer School and Intersession Course Load
1. The maximum course load for any Summer School Session lasting
four weeks or more is seven credit hours.
2. The maximum course load for any session shorter than four weeks is
four credit hours.
3. In exceptional circumstances, overload hours may be approved
with written permission from the appropriate dean or other designated
person.
Overloads in The Crane School of Music
Except in cases of extreme hardship, academic overloads in excess of 19
semester hours will be approved only in the following circumstances:
Grade point average for semester Maximum academic
(with a minimum of 10 semester load with permission
hours for numeric grade)
of advisor and dean
3.50 - 3.62 20
3.63 - 3.75 21
3.76 - 3.88 22
3.89 - 4.00 23
Prerequisites for Courses
Students and their advisors need to carefully check course descriptions in
the Undergraduate Catalog to ensure that they possess the competence
to undertake specific coursework. Frequently, a lower-division or
introductory-level course may be a requirement for upper-division or
advanced courses. Occasionally, however, the description may simply
require a consultation with the instructor and his or her permission.
Course Levels
Courses are numbered to provide a nominal measure of their level of
refinement. For instance, it would normally be unwise for freshmen,
without previous experience in a discipline, to register for a 400-level
course. These course levels are listed as follows:
100-299 Undergraduate lower division
300-499 Undergraduate upper division
500-599 Graduate (Advanced undergraduates may take them,
with permission, for undergraduate credit)
600-699 Graduate (Limited to graduate students and seniors
with permission, see Graduate courses, page 44 in the
SUNY Potsdam Graduate catalog)
Auditing Courses
Regularly enrolled students may audit courses under certain limitations.
The instructor must signify approval by written notification to
the dean of the appropriate school, submitted through the department
chair. Auditors attend without credit or formal recognition. They are
not enrolled or listed as registered for the course. They are not

ACADEMIC POLICIES AND PROCEDURES 37
responsible for meeting requirements of the course, nor will they be
charged tuition or fees. No one may be an auditor in a foreign study
program or in courses in which studio, observation or other participation
is involved.
Repeating Courses
Students may repeat a course only once. Permission to repeat a course
will be further limited by available space, providing priority for firsttime
registrants. In extraordinary circumstances students may repeat
a course more than once with the permission of the appropriate dean
or Director of Academic Services.
Students who drop a course during the Add/ Drop period, or who
formally withdraw before the end of the eighth week of classes, have
not earned a grade. Accordingly, if they choose to register for the same
course in another semester, this does not constitute a repeat. However,
a second registration will also be limited by available space.
The following rules govern the recomputation of grades and credits
earned:
All courses repeated at Potsdam will be graded on a numeric basis. This
rule does not apply to those courses which may be taken only for S*/
U* grades.
A numeric grade replacing a numeric grade: If the new grade is higher
than the original grade, the student earns the differential in quality
points but no additional semester hours (unless the original grade was
0.0). If the new grade is equivalent to or lower than the original grade,
it will be entered on the permanent record but will not affect the
average or total hours accumulated.
A numeric grade replacing an “S” grade: If the new grade is 2.0 or
higher, the student earns the quality points but no additional semester
hours. If the new grade is 1.5 or lower, it will be entered on the
permanent record but will not affect the average or total hours
accumulated.
A numeric grade replacing a “U” grade: If the new grade is 1.0 or
higher, the student earns the quality points and the additional semester
hours. If the new grade results in 0.0, it will be entered on the
permanent record but will not affect the average or total hours
accumulated.
On the permanent academic record, repeated course grades that are
included in the GPA calculation will be noted with an “I” for
“include”; those not included in the GPA calculation will be noted
with an “E” for “exclude”.
Students repeating any course must submit a Repeat Form, available
from the Registrar. This rule will extend to courses taken at colleges
other than Potsdam in which transfer credit was allowed. (Credit
earned elsewhere is not figured into the grade point average (GPA).
Remedial Credits
Semester hours earned in classes which are primarily remedial or
college preparatory in nature may not be counted among semester
hours earned or toward degree requirements.
Credits Not Earned at Potsdam
Transfer Credits
Definition: Credits earned for instruction not under the direct control
of SUNY Potsdam are transfer credits.
Acceptance of Credit: The Director of Academic Transfer Services is
responsible for evaluation of transfer credentials. Credits will be
accepted for coursework completed with a grade of D or better at a
regionally accredited institution of higher education, (i.e., college,
junior college, technical institute, seminary, Armed Forces Institute,
Service members Opportunity College (SOC) or foreign institution).
Guidelines issued by the American Association of College Registrars
and Admissions Officers (AACRAO) will be used where necessary and
applicable to assist in evaluation.
A written evaluation of transfer credit will be completed for each transfer
student at the time of acceptance to the College. This evaluation
constitutes an agreement between the student and Potsdam and is
binding for six years from the catalog date indicated on the evaluation.
During that time no changes may be made to the detriment of the student
because of subsequent changes in College policy or requirements.
Because of the difficulty in evaluating the equivalence of grading systems
among institutions, grades earned elsewhere in courses accepted for
transfer credit will not be used in computing the academic average.
Therefore, they are not included in eligibility for the President’s List,
Dean’s List or honors designations.
Transfer credit from colleges on the quarter plan necessitates numerical
conversion to semester hours (quarter hour x 2/3=semsester hours).
Upper-Division Credit: No community college course may be transferred
for upper-division credit.
Major Field Credit: The decision as to whether and how transferred
credits apply toward completion of a major at Potsdam rests with the
major field department. Note: A grade of C or better must be earned
in each course to be applied toward the major or major cognates. In
addition, a minimum of half the major at the upper-division level must
be completed at Potsdam.
Liberal Arts Credit: In general, credits earned in a department corresponding
to an Arts and Sciences department at Potsdam will be
considered liberal arts. Should the liberal arts content of a particular
course be questioned, the decision will be made by the Director of
Academic Transfer Services in consultation with the department
concerned. Courses from departments of education, military science
or business administration are defined as non-liberal arts. If students
question the determination of non-liberal arts credit for courses
originating in such departments, they may appeal to the Director of
Academic Transfer Services for a reexamination of the decision.
Some credits from departments which do not exist at Potsdam (e.g.,
religion) may be given liberal arts credit. In such cases, the decision will
be made by the Director of Academic Transfer Services in consultation
with related departments.
Transfer Support Services
Potsdam acknowledges that students transferring from one academic
environment to another face special needs and concerns. Any student
having questions relating to the transfer of credit to Potsdam, or who
needs assistance making the transition to a new academic environ-

38 ACADEMIC POLICIES AND PROCEDURES
ment, is encouraged to stop by Academic Transfer Services in the
Admissions Office, Raymond 120, (315) 267-2237.
Advanced Placement Examination Credits
A student who has had advanced work in one or more subjects in high
school may be granted college credit on the basis of College Board
Advanced Placement (AP) Examination scores. The assignment of
college credit will be determined by the Director of Academic Transfer
Services.
AP credit may be applied toward General Education requirements,
major/minor requirements or electives. Students who have earned
such credit should have official score reports forwarded to the Academic
Transfer Services Office. Application forms and a bulletin of
information about the AP Examinations may be secured from the
College Board Advanced Placement Examinations, P.O. Box 992,
Princeton, New Jersey 08540.
For further information on how AP Credit may be used to satisfy General
Education requirements, see page 62.
College-Level Examination Program (CLEP)
These examinations are intended to provide an evaluation of undergraduate
achievement in basic liberal arts areas. Assignment of credit
for CLEP Subject examinations will be determined by the Academic
Transfer Services Office based on a candidate’s attainment of acceptable
scores. CLEP Subject exam credit may be used for elective credit
only and will not satisfy general education or major requirements. No
college credit is granted for CLEP General examinations. It is the
student’s responsibility to ensure that official score reports are forwarded
to the Academic Transfer Services Office.
An application form and bulletin of information about College-Level
Examinations may be secured from The College Board, Box 1822,
Princeton, New Jersey 08541.
Credit by Examination in The Crane School of Music
See The Crane School of Music publication, Academic Information
Supplement.
Grading Policies
Undergraduate Grading System
A numeric system: Grades are entered on the student’s permanent
record and calculated into the cumulative GPA. Levels of achievement
are indicated according to the following intervals:
4.0 = A Excellent
3.5
3.0 = B Good
2.5
2.0 = C Satisfactory
1.5
1.0 = D Minimum for which credit is awarded
0.0 = F Failure
An alternate grading system: Students may opt to be graded by an
alternative grading system (S/U) in individual courses.
“S” is recorded for a grade of 2.0 or higher.
“U” is recorded for a grade lower than 2.0.
Both “S” and “U” are recorded on the permanent record, but neither
is calculated in the cumulative grade point average. “S” confers credit for
a course; “U” does not.
Students may consider this option for a maximum of 14 semester
hours during an entire college career. Each time students choose this
option, that choice must be recorded with the Registrar before the end
of the withdrawal period (the end of the eighth week of classes).
Instructors will continue to report achievement in the numerical
system. Disclosure of this grading option to the instructor is at the
student’s discretion only.
In certain courses the College itself may award an S* or U* (e.g., P.E.
experiences, student teaching, music studio courses). An S* denotes
satisfactory performance; U* denotes unsatisfactory performance.
Students graded in this manner will not have such credits considered
as part of the 14-semester-hour maximum.
Incompletes
The grade of Incomplete, noted as “Inc” on the grade report, may be
reported by an instructor only under the following circumstances:
Course requirements have not been completed for reasons beyond the
student’s control (e.g., illness or family emergency).
The student can accomplish remaining requirements without further
registration.
The student through a request to the instructor must initiate a grade
of “Inc”.
The conditions for changing the grade of “Incomplete” to a final grade
must be fulfilled by the end of the next regular semester following
issuance of the grade. “Incompletes” not completed by the appropriate
time will automatically be converted to 0.0, “U” or “U*”, depending
upon the student’s choice of grading option or the faculty designation
of the courses at the time of the original registration. Incomplete forms
are available in the deans’ offices.
Early Warning System
At or about the midpoint of each semester, the College contacts class
instructors regarding the achievement of students. Instructors are
requested to indicate whether a student’s performance is unsatisfactory
at that time. The results of this inquiry are then reported to the
students and their advisors.
Deadlines for Course Schedule Adjustments
Add/Drop Period
The ADD/DROP period extends five class days into each semester. A
student may adjust courses during these periods without a permanent
record notation of “W” (withdrawal) for courses dropped.
To drop or add a course after the stated Add/Drop period a student
must obtain special permission from the Director of Academic Services
in Sisson 103 or the Crane Dean’s office (for Crane students) and pay
a $15 late fee. Late dropping is normally permitted only under
emergency circumstances.
Withdrawing from Courses
Students may elect to withdraw from courses for any reason for a
maximum of 14 semester hours during an entire college career.
Students may exercise this right only before the end of the eighth week
of classes in the appropriate semester. In such cases a “W” is noted on

ACADEMIC POLICIES AND PROCEDURES 39
the permanent record. For full-time students, dropping below 12
semester hours due to withdrawals may have an effect on financial aid
eligibility.
Withdrawal for a medical or other emergency may be requested at the
Academic Services Center at any time. An emergency withdrawal will
be noted on the permanent record as “W*” and will not be considered
as part of the 14-hour maximum.
Deadlines for Withdrawal from College
For students withdrawing from the College after registration but
before the end of the Add/Drop period – no notation of “W” or “W*”
necessary.
For students withdrawing after the Add/Drop period but before the
withdrawal deadline (end of eighth week) – notations of “W” for all
coursework.
For students withdrawing after the end of the eighth week but before
the end of the semester - notation of earned grades, unless specifically
recommended by the appropriate dean or the Academic Services
Center for notation(s) of “W*.” Recommendations are in writing and
are also reported to the Registrar. Any student appeals are subject to
final decision by the deans.
For students withdrawing after completion of the semester – receive
earned grades only.
Academic Standards Policy
Academic Standards Committee
The Academic Standards Committee is appointed by the President of
the College and reports to the Provost. It exists for the purpose of
administering standards of acceptable academic performance, reviewing
students’ academic progress, and advising the Provost on appropriate
College actions.
Acceptable Standing
The minimal academic levels for Acceptable Standing in a given
semester are:
1. A Semester Grade Point Average of 2.0, and
2. Cumulative Grade Point Average of 2.0.
Note: Students receiving certain types of financial aid are subject to
other performance standards. For details, see the “Financial Aid”
section of this catalog.
Academic Warning and Academic Probation
1. Academic Warning. For all students, except those completing their
first semester at SUNY Potsdam, if a student’s Semester Grade
Point Average falls below 2.0, then the student will be placed on
Academic Warning.
2. Academic Probation. For all students, except those completing their
first semester at Potsdam, if a student’s Cumulative Grade Point
Average falls below 2.0, then the student will be placed on Academic
Probation.
3. Students Completing Their First Semester at Potsdam. First-semester
students with Semester Grade Point Averages between 1.5 and
1.99, inclusive, will be placed on Academic Warning. First-semester
students with Semester Grade Point Averages below 1.5 will be
placed on Academic Probation. First-semester students with semester
grade point averages of 0.0 will be eligible for dismissal.
4. Students who qualify for both Academic Warning and Academic
Probationary status will be placed on Academic Probation.
Warning Sanctions
The College imposes no formal sanctions for students on Academic
Warning status. Warning status, however, may affect students’ eligibility
to apply for awards, transfer to other institutions, or participate
in certain organizations.
Probationary Sanctions
1. Sanctions. While on Probation, a student should avoid extensive
non-academic commitments and curtail voluntary activities that
consume significant amounts of available study time. Effecting an
immediate academic recovery, and thereby averting possible dismissal,
must become the student’s primary objective. (Note: See
“Dismissal” section below.) The student on Probation is prohibited
from student teaching; fraternity/sorority pledging; serving as a
Resident Assistant; serving on a college committee; representing
the college in official intercollegiate competition, including
cheerleading; and assuming or maintaining any office, designated
post, position, or leadership role in organizations financially supported
or formally recognized by the institution. A list of such
organizations is available from the Provost, the SGA President, and
the Dean of Student Affairs. All matters concerning eligibility and
proper compliance shall be adjudicated by the Provost (or designee).
2. Procedures for Organizations.
a. Each organization that is supported or recognized by the
College shall submit to the Dean of Student Affairs (or designee)
a roster citing all individuals serving as officers under the
terms of its approved constitution no later than 10 days after the
beginning of each semester.
b. The Dean of Student Affairs (or designee) shall notify the
Provost (or designee) when violations occur.
c. A student found to be in noncompliance shall be immediately
suspended from participation in the organization for the duration
of the probationary period.
d. An organization found to be in noncompliance (i.e., allowing
ineligible members to participate) shall be at risk and liable to
the immediate penalty of suspension of formal institutional
support or recognition as deemed appropriate.
Changing Academic Status
1. The academic status of students on Warning or Probation will
return to Acceptable Standing when they achieve both a Semester
and Cumulative Grade Point Average of 2.0 or above.
2. Repeated Courses. Repeating a course does not enable students to
change their academic status for a previous semester. (Note: See the
catalog section “Repeating Courses” for more details concerning
the College’s repeat policy.)
3. Transfer Courses. Courses completed at another academic institution
normally will not affect academic status at Potsdam, since only
credit hours, not course grades, transfer. When all the following
conditions are met, however, transferred courses may change a
student’s academic status from Probation to Acceptable Standing:
a. The transferred course is an exact repeat of a Potsdam course.
(Note: Students who plan to repeat Potsdam courses at another

40 ACADEMIC POLICIES AND PROCEDURES
college should consult in advance with the Academic Transfer
Services Office to insure that the course will count as an exact
equivalent.)
b. The Potsdam Registrar’s Office receives an official transcript of
the repeated course. (Students must arrange for the other
institutions to transmit the transcripts to Potsdam.)
c. The Potsdam Registrar’s Office receives a Repeat Form completed
by the student.
d. The grade for the repeated course is higher than the grade for the
original course and results in raising the student’s Cumulative
Grade Point Average to 2.0 or above.
e. The Academic Services Offices receives notice from the student
that the repeated course results in raising the student’s Cumulative
Grade Point Average to 2.0 or above.
Note: Transfer courses do not affect Dismissal status.
4. Summer Courses. The academic standards described in this policy
also apply to summer courses. The sum of hours completed at
Potsdam during summer counts as a single term for the purpose of
determining academic status. Academic standards shall be reviewed
once at the end of the summer.
Eligibility to Register
“Good Academic Standing” is defined as eligibility to register for and
undertake academic coursework for the semester in question. Revocation
of this privilege occurs when a student is dismissed from the
College. A dismissed student may not register for or undertake
coursework at SUNY Potsdam unless formally readmitted by the
Office of the Registrar. Records relating to students’ academic standing
shall be maintained by the Registrar and the chair of the Academic
Standards Committee.
Dismissal
1. Eligible for Dismissal. Students become eligible for Dismissal in the
following cases: 1) in their first semester at the college they earn a
semester Grade Point Average of 0.0, or 2) after a semester on
Probation, they fail to raise their cumulative Grade Point Average
to a 2.0 or higher, with the following exception: if in their first
semester on Probation they earn a semester Grade Point Average of
2.0 or above but fail to raise their cumulative Grade Point Average
to a 2.0 or above, they will be permitted to return to the college for
one more semester on Probation.
2. Dismissal and Future Enrollment
a. First Dismissal: Revocation of enrollment for a full academic year.
b. Second Dismissal: Students dismissed for a second time may not
continue their education at Potsdam.
c. Special Dismissal Waiver for Exceptional Circumstances: The
Academic Standards Committee at its discretion may recommend
a Special Dismissal Waiver when circumstances beyond the
personal control of students prevented them from satisfying the
appropriate standards set forth above. The Committee may
recommend Waiver instead of Dismissal, or students may
petition for the Waiver upon notification of Dismissal. This
appeal must be submitted on the form available from the
Academic Services Center or the Provost by the deadlines
indicated in the Dismissal Notice. This Waiver allows students to
enroll for one additional semester on Probationary status.
3. Students dismissed from Potsdam will not be permitted to enroll
in Potsdam courses as a cross-registrant from one of the Associated
Colleges until they are removed from the dismissed status at Potsdam.
Final Examination Policy
1. A final examination is a comprehensive written test administered at
the end of a course. It is designed to assess a student’s knowledge
of, and familiarity with, all, or a substantial part, of the content and/
or skills associated with a given course in a given semester.
2. At the conclusion of every semester, a two-hour period will be
arranged for each class to provide time for summation and evaluation.
Except as specified below, a final examination may be
administered only at this arranged two-hour period.
3. No test of any kind may be given during the last week of classes
unless a final examination is also scheduled during the regular final
examination period.
4. No student shall be required to take more than two examinations
in one day.
a. If a student has more than two examinations scheduled in one
day, the middle examination(s) must be rescheduled if the
student requests.
b. A student must request rescheduling two weeks before the last
day of classes. This request must be in written form and must be
filed with the professor with copies to the department chair and
the dean of the School(s) under whose jurisdiction the course(s)
in question is (are) offered.
c. The appropriate dean has the final responsibility for the rescheduling
of the examination(s). The rescheduled
examination(s) must normally occur at a time during the final
examination week.
5. Provision will be made for the scheduling of examinations for
combined sections of courses involving at least three sections or 100
students. The request for such scheduling must be made at the time
the semester class schedule is submitted by the department.
6. The above policy does not apply to take-home examinations or
term papers. Questions relating to the possible applicability of the
policy to oral examinations, studio classes, laboratory tests and
other forms of testing should, in cases of doubt, be referred to the
appropriate deans. The deans shall make exceptions to the policy
wherever circumstances justify them.
Changing Recorded Grades
Any change in grades already recorded in the Registrar’s Office must
be made by the instructor who awarded the grade or by the department
chair if the instructor is not able to do so (e.g., because of leave,
resignation, etc.), or by the department chair acting in accordance with
departmental procedures concerning grade appeal.
The only permissible reasons for changing a grade are: a) an error in
recording or computation, b) removal of a grade of “Incomplete,” c)
or to reflect the judgment of a department acting in accordance with
established departmental procedures concerning grade appeal.
Student Appeal Procedures
Purpose:
The purpose of this procedure is to provide a prompt, equitable and
efficient method for the resolution of a student grievance.

ACADEMIC POLICIES AND PROCEDURES 41
Guidelines:
1. Academic issues will be grieved, as appropriate, via
a. Faculty or Professional Staff member
b. Department Chair
c. School Dean
d. Provost (Vice President for Academic Affairs)
2. Student Affairs concerns will be grieved, as appropriate, via
a. Professional Staff member
b. Director of the Office concerned
c. Assistant Vice President for Student Development
d. Vice President for Student Life
3. Appeals within the Administrative area will be grieved, as appropriate,
via
a. Professional Staff member
b. Director of the Office providing the service
c. Next supervisory level, as appropriate
d. Appropriate Vice President overseeing the office
4. Matters, which may be grieved or appealed, include only those
matters which are not covered by existing grievance procedures.
5. The student and the professional staff member may each represent
him or herself or may seek an advisor to assist in the process. The
advisor must be a member of the professional staff of the College.
6. In the case of a grade appeal:
a. Only a final grade may be appealed
b. Student shall allege that the course instructor assigned a final
grade for reasons unrelated to the quality of the work in question.
Appeal Procedures:
1. Step One: the grievance must be filed in writing with the first level
in the appeals process (faculty, professional staff member or Director
of Office, as appropriate) within 14 calendar days following the
act or omission giving rise to the appeal. The appeal shall contain
a brief, dated statement of the claim, the facts surrounding it, and
the remedy sought. The student and the faculty or professional staff
member shall attempt an informal resolution of the grievance. A
written response to the student from the initial level of appeal shall
be issued within 14 calendar days after the receipt of the grievance.
Calendar days will exclude the time between semesters and official
holidays/vacation periods as shown on the approved academic
calendar.
2. Step Two: if the response to Step One does not resolve the matter,
the student may appeal the Step One response by filing an appeal
with the next higher level within 14 calendar days after the receipt
of the Step One response. In grievances where the Step One and
Step Two individuals are the same, the appeal will be directly to
Step Three. Such an appeal shall be in writing with a copy to the
Step One faculty or professional staff member, and will include a
copy of the appeal filed at Step One, a copy of the Step One response,
and a brief, dated statement of the reasons for the disagreement
with the Step One response. The official/supervisor at Step Two
shall schedule where appropriate, a meeting with the student, the
Step One faculty or professional staff member, and the advisor(s).
Such meeting is to take place no later than 14 calendar days after
receipt of the Step Two appeal. A written response from the Step
Two supervisor/official shall be issued to the student within 14
calendar days after the meeting with a copy to the Step One faculty
or professional staff member.
3. Step Three: if the response to Step Two does not resolve the appeal,
the student or the faculty or professional staff member may appeal
the Step Two response by filing an appeal with the appropriate
office within 14 calendar days after the receipt of the Step Two
response. Such appeal shall be in writing and shall include a copy
of the appeals filed at Step One and Step Two, copies of the Step
One and Step Two responses, together with a brief, dated statement
of the reasons for the disagreement with the Step Two
response. The Step Three official (or designee) shall schedule a
meeting with the student, the faculty or professional staff member,
and as appropriate, Step Two officials and the advisor(s), within 14
calendar days after receipt of the appeal. The Step Three official (or
designee) shall issue a written response to the student, and to the
faculty or professional staff member, with copies to Step One and
Step Two officials, within 14 calendar days following this meeting.
The Step Three decision shall be final as to the substance of the
appeal.
Where a grievance involves a professional staff member who is
covered by a collective bargaining agreement, the campus representative
of the bargaining unit will be notified in writing when the
appeal moves to Step Three.
4. Step Four: if the student or the professional staff member claims
failure by the College to follow the appropriate procedural steps
outlined above, the student or the professional staff member may
request a review by the Vice President or Provost (or designees).
Such a request shall be in writing and shall include a brief, dated
statement of the claimed procedural failure. The Vice President or
Provost (or designees) shall issue a written response to the student
and the professional staff member with copies to the Step One, Step
Two and Step Three officials within 14 calendar days after receipt
of the request for review. The Step Four decision shall be final as to
procedural issues.
Timeliness:
1. An appeal that is untimely is considered to be lost unless there is
mutual agreement by both parties for a delay, or where circumstances
beyond an individual’s control led to such delay. A late
response or the absence of a timely response, at any level, will not
prevent the appealing party from proceeding with an appeal to the
next level no later than 14 calendar days from the date by which the
response should have been made.
2. If neither party appeal the decision at any step, the decision stands.
Records Maintenance:
1. Actions or decisions at any step may not be made until the appeal
process has been completed.
2. The Office of the Vice President or Provost shall maintain a file on
each grievance or appeal, which goes to Step Three or beyond. Such
records shall be kept for a minimum of five years following the final
action on the appeal.
Course Syllabi Statement
Beginning on the first day of each class the instructor shall make
available to each student (and deposit in the offices of the respective
academic deans) a current syllabus containing information on course
objectives, general description of course material, listing of course
activities, evaluation procedures, grading policy, attendance policy,
office hours and office phone number. Departments are encouraged to

42 ACADEMIC POLICIES AND PROCEDURES
publish pamphlets with detailed course descriptions in time for
students to consult them before Advance Registration.
Class Attendance
Students are responsible for meeting all academic requirements of a
course and following the attendance policy announced by individual
instructors. This policy must be announced during the first class
meeting and must be explicitly stated in the course syllabus.
Students are expected to attend the first meeting of their classes or to
inform the instructor of the reason for absence within 48 hours of the
first meeting. Should a student miss the first meeting without an
explanation, the instructor may drop the student.
In general, students are expected to attend all classes. Students are
responsible for all work missed because of class absence. Instructors
shall establish procedures to accommodate students who miss class
work due to excused absences. An excused absence consists of an
absence resulting from documented active participation in a Collegesponsored
activity, illness, family emergency or military obligation.
Whenever possible, students must consult the faculty member in
advance of their absence.
Instructors are responsible for determining the details of attendance
for their courses according to their own philosophy and the nature of
their courses. Students should be evaluated primarily on the basis of
achievement. However, the College supports the following attendance
guidelines:
1. The instructor may assess a penalty to a student’s grade for any
unexcused absence.
2. For excessive unexcused absences, the instructor may assign a grade
of 0.0 for the course.
3. The instructor may count excessive tardiness as absence.
4. The instructor may determine that student absences, even those
“excused,” are so excessive as to prevent a student from gaining the
essential educational experience of the class. In such cases, the
instructor may assign a final grade of 0.0; the student may apply for
withdrawal or emergency withdrawal from the course.
Note: If additional or more specific policies are to apply to a course, the
instructor must state those policies in the course syllabus.
Disputes (other than final grade appeals) arising from this policy shall
be referred to the appropriate department chair and thereafter, if
necessary, shall be referred for resolution to the appropriate academic
dean.
Under New York State Education Law (sub-section 224-A) the
following is also applicable:
S224-A. Students unable because of religious beliefs to register or
attend classes on certain days.
1. No person shall be expelled from or be refused admission as a
student to an institution of higher education for the reason that he
or she is unable, because of his or her religious beliefs, to register or
attend classes or to participate in any examination, study or work
requirements on a particular day or days.
2. Any student in an institution of higher education who is unable,
because of his or her religious beliefs, to attend classes on a
particular day or days shall, because of such absence on the
particular day or days, be excused from any examination or any
study or work requirements.
3. It shall be the responsibility of the faculty and of the administrative
officials of each institution of higher education to make available to
each student who is absent from school, because of his or her
religious beliefs, an equivalent opportunity to register for classes or
make up any examination, study or work requirements which he or
she may have missed because of such absence on any particular day
or days. No fees of any kind shall be charged by the institution for
making available to the said student such equivalent opportunity.
4. If registration, classes, examinations, study or work requirements
are held on Friday after four o’clock post meridian or on Saturday,
similar or makeup classes, examinations, study or work requirements
or opportunity to register shall be made available on other
days, where it is possible and practicable to do so. No special fees
shall be charged to the student for these classes, examinations, study
or work requirements or registration held on other days.
5. In effectuating the provisions of this section, it shall be the duty of
the faculty and of the administrative officials of each institution of
higher education to exercise the fullest measure of good faith. No
adverse or prejudicial effects shall result to any student because of
his or her availing himself or herself of the provisions of this section.
6. Any student who is aggrieved by the alleged failure of any faculty
or administrative officials to comply in good faith with the provisions
of this section shall be entitled to maintain an action or
proceeding in the supreme court of the county in which such
institution of higher education is located for the enforcement of his
or her rights under this section.
6a.It shall be the responsibility of the administrative officials of
each institution of higher education to give written notice to
students of their rights under this section, informing them that
each student who is absent from school, because of his or her
religious beliefs, must be given an equivalent opportunity to
register for classes or make up any examination, study or work
requirements which he or she may have missed because of such
absence on any particular day or days. No fees of any kind shall
be charged by the institution for making available to such
student such equivalent opportunity.
7. As used in this section, the term “institution of higher education”
shall mean any institution of higher education, recognized and
approved by the regents of the university of the state of New York,
which provides a course of study leading to the granting of a postsecondary
degree or diploma. Such term shall not include any
institution which is operated, supervised or controlled by a church
or by a religious or denominational organization whose educational
programs are principally designed for the purpose of training
ministers or other religious functionaries or for the purpose of
propagating religious doctrines. As used in this section, the term
“religious belief” shall mean beliefs associated with any corporation
organized and operated exclusively for religious purposes, which is
not disqualified for tax exemption under section 501 of the United
States Code.
Withdrawal from College
The continuance of each student upon the rolls of the College, the
receipt by her or him of academic grades, and her or his graduation are
subject entirely to the discretionary powers of the College and the
policies of the State University of New York.

ACADEMIC POLICIES AND PROCEDURES 43
Students who decide to terminate or interrupt their studies at Potsdam
because of illness or injury, a personal or family emergency, a decision
to pursue a different curriculum at another school, or some other
reason, should contact the college’s Withdrawal Officer to discuss
their circumstances and complete Withdrawal/Leave of Absence forms.
Students who leave without notifying the college or without completing
the necessary forms may encounter unexpected complications with
their enrollment and financial status.
A Withdrawal from College should be requested by students who do
not plan to return to Potsdam or who are uncertain of their future
plans. A Leave of Absence should be requested by students who expect
to return to the college within one year; students must indicate the
semester they plan to return on the application. Students requesting a
Leave of Absence should also complete an Application for Readmission
form at the time of departure to ensure a smooth reentry into the
college.
The academic consequences of a Withdrawal or Leave of Absence
depend upon the point in the semester that the student leaves the
college:
1. If a student’s last day of attendance is before the deadline to Add
and Drop (the fifth day of classes), his/her classes will all be dropped
and will not appear on the official transcript.
2. If the last day a student attends classes is after the last day to Add
and Drop but before the last day to Withdraw (the eighth week of
classes), his/her grades will be reported as all W’s (withdrawals),
and his/her academic standing will be carried forward from the
previous semester (note that these withdrawals do not count as part
of the 14 credit hour limit on withdrawals from individual courses).
3. If the last day of class attendance is after the last day to Withdraw
in that semester, the student will receive the grades reported by his/
her instructors-most likely 0.0’s if the student has not been attending
classes regularly.
4. Regardless of the last day of attendance, students may apply for
Emergency Withdrawals (W*’s) if they have documentable emergency
reasons for leaving the college.
5. Academically dismissed students are not eligible for either Leaves
or Withdrawals from the college. If a student applies for one of
these options after the last day to Withdraw, his/her Leave or
Withdrawal will not be approved until after grades are processed at
the end of the semester.
All questions concerning Withdrawals or Leaves of Absence should be
directed to Carolyn Leathers, Academic Advising, Sisson 128, (315)
267-3266.
Refund Policy
See “Fees and Financial Aid”
Leave of Absence
For students who find they must temporarily interrupt their college
studies, the College provides additional counseling and personal
assistance as well as a formal Leave of Absence procedure. The Leave
of Absence is primarily intended for those students who can with some
assuredness indicate that they will be returning to the College at a
specified time (e.g., an absence due to alternative experiences, international
or domestic exchange programs, pregnancy, personal injury,
elective surgery, etc.). Any student who is eligible to register for the
next semester is eligible to apply for a Leave of Absence for a period of
one semester or one year. Interested persons should contact Carolyn
Leathers, Academic Advising, Sisson 128 at (315) 267-3266 to discuss
this qualified alternative to withdrawal.
Readmission to the College
Readmission is considered a privilege and not a right. The following
procedures apply to those who were previously matriculated at Potsdam
and who desire readmission (whether they have attended another
institution or not):
1. Contact the Office of the Registrar at (315) 267-2154, to obtain a
readmission application and forward completed forms and transcripts
from any other colleges attended (if applicable).
2. Applications must be completed by July 15 for the fall semester and
December 15 to assure the earliest registration for the spring
semester.
3. Decisions on the application for readmission will be sent to the
applicant shortly after all necessary forms have been completed and
any obligations to the College have been resolved.
4. Requirements for graduation in effect at the time of the student’s
matriculation are not binding on the College for more than six
years after the date of matriculation. Because academic disciplines
change, students readmitted six or more years after initial matriculation
would have their records reevaluated by the school and the
major and minor department(s).
Such reevaluation may result in students being required to take
additional courses or retake certain courses.
Readmission after Dismissal
Readmission is considered a privilege and not a right. A student
seeking readmission should contact the Office of the Registrar well in
advance of the readmission semester. The student may expect to be
interviewed and asked to display evidence of readiness and motivation
to resume studies. Readmission will be the decision of the Provost (or
designee). If readmitted, the student will be returned to the same
academic standing on which she or he left unless the Provost (or
designee) recommends otherwise.
Academic Forgiveness Policy
The intent of this policy is to allow readmitted students who previously
accrued a record with a substantial number of grades below the 2.0
level to be “forgiven” for their earlier performance, if they meet the
stated criteria.
Academic Forgiveness in this context means that the student’s previous
college work shall be treated as if it had been transferred to
Potsdam from another college: none of the grades received would be
counted in the current GPA, but the student would receive credit for
any courses in which he/she earned a 1.0 or above grade (or S, S*, or
Cr). Courses for which credit was received could be used to fulfill
General Education requirements, but could not count towards a major
or minor degree unless passed with a 2.0 or higher grade, at the
discretion of the chair of the department.
The criteria for being granted Academic Forgiveness and the stipulations
of the policy follow:
1. The student must have not taken any coursework at Potsdam for
a minimum of four calendar years at the time of readmission.

44 ACADEMIC POLICIES AND PROCEDURES / graduate programs
2. The student must not have attempted more than four semesters of
full time work at Potsdam previous to readmission. If Academic
Forgiveness is granted, all previous work will be treated as transfer
work; the student cannot choose to retain the grades from a
particular semester.
3. The student is not eligible to apply for Academic Forgiveness until
he/she has completed one full-time semester of 12 hours of credit
as a readmitted student; in this first semester of 12 hours of credit,
the student must have completed every course with a minimum 2.0
grade, and have received a minimum cumulative GPA of 3.0 for
this work.
4. To be considered under this policy, the student must file a petition
for Academic Forgiveness in the office of the chief academic officer
of the college within one calendar year of readmission, and the
petition must be approved by a designated committee.
5. If approved for Academic Forgiveness, a notation to this effect will
be made on the student’s Potsdam transcript, and a new cumulative
GPA will be calculated for all work beginning with the semester of
readmission. This new GPA will be printed on the official transcript,
and used for computing the student’s academic standing,
and for meeting the minimum 2.0 GPA requirement for graduation.
However, the previous SUNY Potsdam work will continue to
be listed on the transcript with the original grades received.
6. Once Academic Forgiveness has been granted, the student will be
eligible for Graduation with Honors based on the same criteria as
those applied to transfer students.
7. Academic Forgiveness may be granted only once in a student’s
college career.
8. The chief academic office of the college (or designee) will consider
exceptions to any of the above requirements.
Policy and Procedure for Summer Sessions
Summer School at SUNY Potsdam is an integral part of the year-round
academic program. The program is divided into three sessions: Sessions
I and II are each five weeks in length; Session III is made up of shortterm
courses and special programs. The variety of courses in each session
provides many opportunities for academic advancement. Undergraduates
may wish to do remedial work in difficult subjects, or students
may wish to enroll in courses to fulfill specific degree requirements,
perhaps allowing greater freedom in course selection during the
academic year. Session I coursework is particularly advantageous for
undergraduates, enabling degree credits to be earned following the
spring semester and prior to summer employment.
The maximum study load for Sessions I and II is 7 hours (in each
session). Exceptions to allow additional hours may be made with the
written permission of the dean of the appropriate School:
School of Arts and Sciences .................................... (315) 267-2231
School of Education ............................................... (315) 267-2515
Crane School of Music ........................................... (315) 267-2415
Summer Session course listings are published yearly and are available
in the Office of Continuing Education/Summer Programs around
March 1 of each year. The office is located in Raymond 206, or call
(800) 458-1142 or (315) 267-2166 to request a copy of the summer
program publication.
The Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 permits
current or former students to inspect and review their educational
records. Students are also accorded the right to a hearing in order to
question the content of their educational records. Written consent of
students may be required before personally identifiable information
about them will be released from their educational records, as provided
by law. Applicants or students may waive their rights to inspect
confidential letters or statements of recommendation.
Under the provisions of this Act, students have the right to instruct the
College to withhold disclosure of the following information: name,
address, telephone, dates of attendance, class, previous institution(s)
attended, major field, awards, honors (includes President’s and Deans’
Lists), degree(s) conferred (including dates), past and present participation
in officially recognized sports and activities, physical factors
(height, weight of athletes), date and place of birth.
A currently enrolled student may request that Directory Information
not be published nor released to non-College personnel without the
student’s prior consent by filing a “Request to Withhold Release of
Directory Information” in the Registrar’s Office. Privacy requests are
valid until they are rescinded by the student.
Please consider very carefully the consequences of any decision to
withhold Directory Information. Any requests for such information
from outside the College will be refused. Regardless of the effect upon
you, the College assumes no liability for honoring your instructions
that such information be withheld.
GRADUATE PROGRAMS
Graduate Degree Programs
SUNY Potsdam is one of 12 University Colleges in the SUNY system
offering graduate degree programs of study. Please refer to the Graduate
Catalog for admissions deadlines. The three Schools making up
Potsdam offer the following programs:
School of Arts and Sciences
The School of Arts and Sciences offers two Master of Arts programsin
English and Mathematics.
The M.A. in English prepares students for teaching or professional
careers. Applicants should have the equivalent of an undergraduate
major in English. They must submit three letters of recommendation
(including at least two from undergraduate professors of English) and
official transcripts of all college-level courses.
The Master of Arts degree program in Mathematics is designed to
develop students’ abilities to work independently and to enable them
to obtain a basic knowledge of algebra, real and complex variables and
topology. The program prepares students for both postgraduate study
and careers in the field of mathematics. Admission requirements include
a baccalaureate degree from an accredited college, three letters of
recommendation (two of which must be from members of the mathematics
department from whom the applicant has taken courses) and a
minimum GPA of 3.0 in all undergraduate coursework in mathematics.
There is also a mathematics honors program, which allows students to
achieve a combined B.A./M.A. within a four-year time period. Students
enter this program on the recommendation of the Mathematics faculty.

graduate programS / continuing education programs and services 45
School of Education
Two master’s degree programs are offered in the School of Education
for students who have completed a baccalaureate degree: a Master of
Science in Education and a Master of Science in Teaching.
The M.S. in Education leads to professional teacher certification at the
early childhood, childhood and secondary level (English, mathematics,
social studies or science). M.S. in Education programs leading to
initial certification are also available in reading, special education, and
information and communications technology.
The Master of Science in Teaching degree offers a graduate program
leading to initial certification in early childhood, childhood, middle or
secondary teacher certification to students with liberal arts backgrounds
who have no undergraduate teacher education coursework or experience.
Graduates of the master’s degree programs are required to complete
two years of successful teaching experience at an appropriate grade
level to be eligible for professional certification.
The Crane School of Music
The Crane School of Music offers programs leading to the Master of
Music in composition, music education, music history and literature,
performance and theory. These programs are designed to meet students’
interests, needs and requirements within a framework that
provides opportunities to pursue a balance of academic and professionally
oriented courses.
Graduate Catalog
To obtain a Graduate Catalog, contact the Office of Graduate Studies,
SUNY Potsdam, 44 Pierrepont Avenue, Potsdam, New York 13676;
toll-free (800) 458-1142 or dial direct (315) 267-2166. Web:
www.potsdam.edu.
Extension Programs
Potsdam also offers a variety of undergraduate and graduate courses at
off-campus locations throughout the North Country.
For information regarding any of the above courses and programs,
contact the Office of Continuing Education/Summer Programs,
Raymond 206; toll-free (800) 458-1142 or dial direct, (315) 267-2166.
CONTINUING EDUCATION
PROGRAMS AND SERVICES
Continuing Education (Raymond 208)
The Continuing Education Office provides a wide array of courses,
programs and services for children, youths, adults, businesses and
organizations. Whether an individual is interested in enrolling in
credit courses at one of our extension sites, acquiring valuable skills
through professional workshops and seminars, participating in our
many summer youth camps and institutes, or just enjoying our many
fitness, personal interest or self-development programs, the Office is
ready to serve you. Customized courses and services are available for
employees of businesses and organizations on our main campus, at one
of our extension sites, or on-site.
Summer Sessions
SUNY Potsdam’s Summer Session Program is an integral part of the
year-around academic program. A number of different sessions, of
varying length, are offered throughout the summer beginning immediately
after May graduation and ending in the middle of August. The
first session, beginning in the middle of May, is particularly advantageous
for students who need to complete their coursework prior to the
start of their summer employment or other family plans typically
occurring during these months. Several other sessions offered during
the summer begin after high school graduation in June and are well
suited for both graduating seniors and school personnel who wish to
enroll in credit classes.
The variety of courses offered in each session provides many opportunities
for academic enrichment or advancement. Graduate and
undergraduate courses are offered in all sessions and are scheduled
throughout the day from early morning to late afternoon and evening.
In addition, domestic and international travel courses, for credit, are
typically offered as part of the College’s comprehensive summer
session program.
Extension Programs
Undergraduate and graduate credit courses are offered at a variety of
sites throughout Jefferson, Lewis and St. Lawrence counties. An
extensive schedule of graduate education courses is offered at Ft.
Drum, Jefferson Community College, as well as other sites throughout
Jefferson County, leading towards degrees in MST/Elementary Education,
MSEd in Reading, MSEd in Elementary Education, and an
M.S. Ed in General Professional Studies. In addition, a regular
schedule of upper-level courses leading towards a Bachelor of Science
in Business Administration are offered on the campus of Jefferson
Community College and a variety of upper-level undergraduate
General Education courses are offered in Hogansburg on the Mohawk
Akwesasne Reservation.
Generally, these courses are offered in the evenings or on weekends to
accommodate the needs of working adults.
Winterim Session
The Office of Continuing Education is also responsible for coordinating
a two-week Winterim session offered in the first two weeks of
January. Enrollment is open to matriculated, non-matriculated and
visiting students.
Non-credit Courses
An extensive number and variety of non-credit courses and programs are
offered through this Office throughout the year for children and
adults. They include gymnastics, dancing, swimming, fitness, computer,
art and a variety of additional personal interest courses. Computer
classes are available both in a traditional classroom setting and on-line
by accessing our web-site. Some of the on-line courses begin the second
Wednesday of each month, while others can be started any day of the
month throughout the year. In addition to a variety of Internet and
computer software application courses, other topics include supervision,
small business development, customer service, creative writing
and college test preparation.
Summer Camps
The Office of Continuing Education also offers a variety of summer,
day and resident camps, for children and young adults. One of our

46 cont. ed. programs and services / special academic opportunities
most popular camps is the Crane Youth Music Camp, which is offered
over a two-week period beginning in late June. Other camps typically
offered each summer are the Adirondack Computer Camp, Cheerleading
Camp, French and Spanish Language Camps, Swim Camp,
“Bears” International Summer Basketball Camp, a Synchronized
Skating Camp and a residential Ice Hockey Camp. In addition to these
camps, we also offer a summer Run-N-Gun Hockey League and a
summer Hockey Clinic for Squirts, PeeWees and Bantams.
Events, Meetings, Workshops and Conferences
A large number of events, meetings, workshops and conferences are
both coordinated and offered through this Office. Many of these are
regional, national and international in scope. The College encourages
the use of its many fine and varied facilities by outside groups and
organizations for these types of activities. A Conference and Events
Services brochure is available through the Office of Continuing
Education, which provides additional information and details.
Travel Courses for Adults
Finally, in partnership with TraveLearn, the Office of Continuing
Education, together with a network of 300 colleges and universities in
the United States, offers educational tours for adults to over eighteen
destinations throughout the year, including Alaska, Antarctica, Egypt,
Greece, and Kenya. Costs range from $2,000 to $5,000 for these
luxury field trips. The average size of each tour is 14 participants,
which allows for a great amount of individual attention and flexibility.
For further information, schedules, prices and locations for any of the
courses, programs and services listed above, please contact the Office
of Continuing Education at (315) 267-2166 or (800) 458-1142, or
visit our website at: www.potsdam.edu/CONT.ED. The Office is
located on the second floor of Raymond 206.
SPECIAL ACADEMIC
OPPORTUNITIES
College Honors Program
Contact Person:
David A. Smith
Morey 149, (315) 267-2018 (smithda@potsdam.edu)
In order to support an environment at SUNY Potsdam that is
intellectually stimulating and enriching for students, faculty and staff,
and in keeping with the tradition and mission of the college as an
institution that prepares outstanding teachers, our Honors Program
strives to provide intellectual enrichment for the entire campus community.
For additional information contact the College Honors Program,
Dunn 309.
Eligibility
National Merit Finalists and Semi-finalists as well as high school
valedictorians and salutatorians will be invited to participate in General
Honors. Students with minimum SAT scores of 1150 (or ACT
equivalent) and a minimum high school GPA of 90 percent may be
admitted to General Honors as incoming first-year students. Specific
figures may vary from year to year depending upon the quality of the
applicant pool. In addition, any student who feels qualified for the
Honors Program, but who does not meet the minimum SAT and GPA
criteria, may apply for admission to the Honors Director. Students
who have earned a minimum overall GPA of 3.25 during their first
semester at Potsdam may be admitted to the program in their second
semester by application to the Honors Director.
Students who successfully complete General Honors will automatically
qualify for admission to Advanced Honors, as will transfer students
from community colleges who have successfully completed an honors
program as part of their two-year college degree, and transfer students
from four-year colleges who have successfully completed the first two
years of an honors program at their previous institution. In addition,
students who have earned a minimum overall GPA of 3.25 at Potsdam
after the equivalent of three semesters of full-time course work, and
transfer students who have earned a minimum overall GPA of 3.25
after the equivalent of at least three semesters of full-time course work
will be eligible to apply to the Honors Director for admission to
Advanced Honors.
Curriculum
The Honors Program has two parts: General Honors for first- and
second-year students and Advanced Honors for juniors and seniors.
There is significant flexibility in the Honors Program curriculum.
However, the role of scholars in the college community and as citizens
in a larger world is a theme developed in the required honors colloquia.
General Honors
All students in General Honors are required to complete a one-credit
honors colloquium coordinated by the Honors Director, which introduces
honors students to the college academic community. In addition,
students should complete a minimum of three honors courses (9-12
credit hours) by the end of their sophomore year from the following
choices:
1. An honors section of a course already in existence;
2. A designated honors course created specifically for the Honors
Program;
3. An honors experience or internship [only one honors internship/
experience will count toward completion of General Honors];
4. A general honors thesis;
5. In special cases, a student may apply to the Honors Council to
develop a contract with an instructor to do honors work in a
particular course.
Advanced Honors
All students in Advanced Honors will be required to complete a onecredit
colloquium on the topic “Scholar as Citizen” coordinated by a
Potsdam faculty member. In addition, students should complete one
or more of the following options:
1. A Presidential Scholars Project (see page 26);
2. The departmental honors program in their majors;
3. A project/thesis within their majors if there is no departmental
honors program;
4. A project/thesis outside their majors;
5. An upper-division honors service-learning project;
6. An honors experience or internship.

special academic opportunities 47
There is an expectation that Potsdam honors students will use their
talents in service to the college community by volunteering their time
as tutors or advisors, or for other academic support services.
Orientation and Advising
Honors students participate in a special session during new student
orientation, and are assigned to the Honors Program Director for
advising. Students will remain with the honors advisor until they
declare a major, when the honors advisor becomes the secondary
advisor. In addition, honors students have the opportunity to develop an
advising team selected from: teaching faculty, non-teaching faculty
and staff from across the campus which will facilitate development of
coherent educational plans; a library advisor to assist with research (to
be developed in consultation with the library staff); and a student
mentor selected from upper division honors students. Honors students
will be awarded priority registration privileges, and will be given
the opportunity for priority assignment to “study intensive space” in
the residence halls.
Graduation Requirements
Graduation with General Honors requires completion of the first-year
honors colloquium (1 cr.) and 3 additional General Honors courses
(9-12 credit hours), with a minimum overall GPA of 3.25 in the
honors courses and a minimum overall GPA of 3.0. These requirements
ordinarily should be completed prior to achieving “junior” or
upper-division status at the institution.
Graduation with Advanced Honors requires satisfactory completion
of the “Scholar as Citizen” honors colloquium (1 cr.), and satisfactory
completion of one or more of the following options:
1. Presidential Scholars Project;
2. Official Departmental Honors Program;
3. Project/thesis within the major department if departmental honors
exist;
4. Project/thesis outside the major department if no departmental
honors program exists;
5. Upper-division honors service-learning project;
6. An honors experience or internship.
Students who complete both General Honors and Advanced Honors will
be recognized as Potsdam Distinguished Scholars in addition to their
recognition as having completed General Honors and Advanced Honors.
Tutorial Study
Contact Persons:
Arts and Sciences, Galen Pletcher, Dean, Dunn 106 (315) 267-2231;
Crane School, Alan Solomon, Dean, Bishop C218 (315) 267-2415;
Education, William Amoriell, Dean, Satterlee 115 (315) 267-2515
Students may undertake tutorial or independent study to investigate
areas for which there is not sufficient demand to warrant a regular
course offering, to pursue research interests that cannot be met by an
existing advanced course or to undertake interdisciplinary investigation
under two or more instructors where existing courses do not
provide such opportunities.
Tutorials must be carefully planned in advance with a tutor. The
planned work should be described on the Proposal for a Tutorial form.
The form, together with the Tutorial Study Registration Form, should
be submitted for approval to the chair of the department offering the
tutorial. Both forms are then submitted to the dean of the appropriate
school. If the proposal is accepted, the dean forwards the registration
form to the Registrar.
Undergraduate tutorials carrying liberal arts credit is designated 198,
298, 398 or 498. Those carrying non-liberal arts credit are designated
197, 297, 397 or 497. The assignment of liberal or non-liberal arts
credit is the responsibility of the deans.
Tutorials are limited to three semester hours. Students may register for
only one tutorial in a given department per semester and for only two
tutorials per semester in total.
To ensure adequate time for proper review of tutorial proposals, both
proposals and registration forms should be submitted to the dean in a
finished state before the end of the semester preceding the proposed
tutorial study. No tutorial proposal submitted later than three working
days prior to the end of the change of schedule period will be
considered. It is the responsibility of the student to ascertain that the
tutorial has been approved.
College Internship Program
Contact Person:
Toby White
Sisson 128, (315) 267-2344 (whitetj@potsdam.edu)
The College-wide Internship Program is administered by the Office of
Career Planning. This program exists to provide every student with the
opportunity to complete an internship course for credit. The program
prepares students for internships; maintains databases and files on sites
and interns; establishes new sites; and produces students, faculty, and
site supervisor internship guides. The internship library contains over 30
directories that list thousands of internship opportunities. The database
of internships is available through the campus public server.
Internships are forms of academically supervised learning that normally
take place outside the classroom and are not covered by the existing
definition of “tutorial.” Internships, whether on- or off-campus, are
structured academic programs incorporating traditional course requirements,
such as readings, research, papers and reports.
The primary responsibility for the supervision of an internship or
practicum lies with the faculty of the sponsoring department(s), who
evaluates the results of the internships and assigns grades and credit.
Internships also involve a site supervisor who supervises the experiential
part of the internship and who works closely with the sponsoring
academic department and the Internship Coordinator in achieving the
specified goal of the internship.
Guidelines:
1. Students must be registered at Potsdam and must have junior or
senior standing (60 credit hours earned toward graduation). Note:
departments or specific internships may have additional requirements.
2. Transfer students must have completed a minimum of 12 semester
hours at Potsdam.
3. Students must have a minimum of 2.5 grade point average when
the internship begins. However, some departments may require a
higher GPA.

48 special academic opportunities
4. Students must complete a “Learning Agreement” before starting
the internship. The agreement outlines learning objectives, academic
assignments, job description, deadline dates, etc. The learning
agreement must be approved by the site supervisor, faculty
sponsor, department chair, academic advisor, and internship coordinator.
5. The student and the faculty sponsor negotiate the academic
component. The academic component must be completed in order
to receive academic credit. The scope of the component is dependent
upon the number of credit hours requested and the completion
of the stated learning objectives and should complement the
job description and the intern’s responsibilities.
6. Whether the internship is graded numerically or satisfactory/
unsatisfactory will be determined prior to the beginning of the
internship by the department in which the student is registered for
academic credit. Grades will be determined by faculty based on the
completion of assignments and evaluations from the site supervisor
as outlined in the learning agreement.
7. The number of credits and whether credits can be counted toward
a major must be determined by the faculty sponsor before the
student begins the internship. The maximum amount of credit that
may be earned for all internship placements combined is 12 credit
hours toward the 120 hours to graduate. The national standard for
internship credit is a minimum of 40 hours of working time for
each academic credit requested.
Vocational Intent Programs
Allied Health Professions
Contact Person:
Ken Coskran
Stowell 309, (315) 267-2274 (coskrakj@potsdam.edu)
Students interested in pursuing a career in the allied health fields may
begin their undergraduate studies at Potsdam in preparation for
transferring to an institution offering the professional career of choice.
Since there is a multitude of such programs available (see next page),
students should seek out a member of the Health Professions Advisory
Committee for appropriate and specific assistance with course selection
and scheduling.
A partial list of Allied Health Professions:
Cytotechnology
Pharmacy
Medical Laboratory Technology Physical Therapy
Medical Technology
Podiatry
Nursing
Radiologic Technology
Occupational Therapy
Respiratory Therapy
Pre-Medical Studies
Contact Person:
Ken Coskran
Stowell 309, (315) 267-2274 (coskrakj@potsdam.edu)
There is no fixed premedical curriculum, and no single major program is
viewed as more desirable than any other in preparation for the study
of medicine. Certain minimum requirements for admission are,
however, prescribed by all medical schools. It is recommended that all
premedical students complete two years of chemistry, a year each of
biology and physics, and a year of mathematics in their first two years
of study. In addition, since all medical schools require at least six
semester hours of English, prospective applicants to these schools must
take at least one additional English course beyond Writing and Critical
Thinking. Students are also advised to include additional courses in
the social sciences and humanities.
The Health Professions Advisory Committee is available to provide
assistance on academic and curricular matters and to facilitate the
preparation of application materials for medical school. The committee
also prepares a letter of recommendation for each applicant.
Students interested in pursuing careers in dentistry and veterinary
medicine should also meet with the contact person listed above.
3-4 Program with SUNY College of Optometry
Contact Person:
Ken Coskran
Stowell 309, (315) 267-2274 (coskrakj@potsdam.edu)
SUNY Potsdam and SUNY College of Optometry have a formal
affiliation in optometric education in which up to six high school
students per year can be jointly admitted by Potsdam and SUNY
College of Optometry to a seven-year pre-optometry/optometry program
of study. Students shall be selected based on standards set by both
schools and will matriculate at Potsdam for three years. Upon maintaining
an appropriate agreed-upon grade point average in required
pre-optometric course work, attaining agreed-upon satisfactory scores
on the Optometry College Admissions Test and passing reasonable
personal interview standards, these students will be admitted to the
State College of Optometry at the completion of their third year of
enrollment at Potsdam. Students will pursue a curriculum approved
by both Potsdam and SUNY College of Optometry. The Bachelor of
Arts degree will be awarded by Potsdam to those students who have
completed all of the degree requirements, usually after the first year of
professional study at the State College of Optometry.
Pre-Law Studies
Contact Persons:
Richard Del Guidice, Satterlee 316B, (315) 267-2551/2768
(delguirj@potsdam.edu)
John Massaro, Satterlee 309B, (315) 267-2691/2768
(massarjl@potsdam.edu)
Students interested in pursuing careers in law should meet with either
Professor John Massaro or Professor Richard Del Guidice of the
Department of Politics. They are prepared to assist students in
evaluating their interests and aptitude for law, and in preparing
effective applications to law school. Advisors are also available to
provide counseling on academic and curricular problems relating to
pre-legal studies.
Law schools do not generally require a prescribed curriculum for
admission. Students who are interested in a career in the legal profession
will be prepared for law school if their undergraduate record in the
arts and sciences is strong.
Certain minimum requirements for admission are, however, required
by all law schools. It is recommended, therefore, that students interested
in law consult with Professor Massaro or Professor Del Guidice
as early as possible, preferably during their first year, for advice
concerning the selection of courses. The Pre-law minor offered through

special academic opportunities 49
the Department of Politics will be of particular interest. Course
selection will often depend upon a number of variables and should be
undertaken only in consultation with both the major and career
interest advisors.
For admission to law school, each student must also demonstrate an
aptitude for the law on the Law School Admissions Test (LSAT),
submit strong application essays and letters of recommendation, and
have a sufficiently high GPA. Students are urged to consult with
Professor Massaro or Professor Del Guidice about this test and the
application materials before the spring of their junior year.
3-2 Programs with SUNY Institute of Technology
at Utica/Rome
SUNY Potsdam and SUNY Institute of Technology at Utica/Rome
have a formal 3-2 program affiliation in the area of engineering
technology.
3-2 Engineering Program: The 3-2 Engineering Technology Program
combines three years of education in science and mathematics at
Potsdam with two years of engineering technology education at SUNY
College of Technology at Utica/Rome, leading after five years to the
Bachelor of Arts degree from Potsdam and the Bachelor of Technology
or Bachelor of Science degree from the SUNY College of Technology
at Utica/Rome. The Bachelor of Technology degree may be granted in
electrical, mechanical or industrial technology. The Bachelor of Science
degree is offered in telecommunications. For further information,
contact the Potsdam coordinator in the Department of Physics at
(315) 267-2286.
Studio Art Apprenticeship in New York City
Students apply for a semester of Studio Art Apprenticeship with
leading contemporary artists in New York City. This program is
sponsored by the SUNY Council of Art Department Chairpersons and
is operated by Empire State College.
Associated Colleges of the
St. Lawrence Valley
General Cross-registration Procedures
Cross-registration is a cooperative program designed to expand the
educational opportunities available to students and staff of the four
colleges of the consortium. It provides any full-time matriculated
student or full-time employee in a member college the opportunity to
enroll at a course offered by another member college. A cross-registered
course is used to improve the depth and variety of the student’s
approved academic program.
Cross-registration provides an opportunity for full-time matriculated
students and staff at SUNY Canton, Clarkson University, SUNY
Potsdam and St. Lawrence University to take up to two courses per
academic year (including summer session[s]) at any of the other
institutions on a space-available basis. Through cross-registration,
full-time matriculated students and staff have access to courses in both
major and elective areas representing specialties unavailable or closed
at their home institution. There also exist formal curricular arrangements
among institutions.
Notes:
1. Students must follow registration deadlines in effect at their home
institution.
2. Students must follow course requirements within the context of the
academic calendar at the college where they are cross-registered.
3. Students taking upper-division management courses at Clarkson
are reminded that they must have achieved upper-division status at
their home institution.
Cost: Tuition is paid to the student’s home school under the policies
of that institution. If cross-registration credits result in a load requiring
additional tuition charges at the home school, the student is responsible
for those charges just as if the cross-registered credits were home
school credits.
There is no charge to cross register for courses as long as the individual
meets the eligibility requirements. A student does have to pay any
special fees, such as lab fees, fees for registration or transcripts, etc.
Grades and Credit: Students follow all course requirements as stated
by the course instructor. Grades and credit earned are treated as
residential and identified as cross-registrations on students’ permanent
record. Grades are given using the students’ home college
marking system.
Class Attendance: Students are required to meet any attendance requirements
as stated by the instructor and are responsible for arranging
transportation. Many students drive, share rides or simply walk to class.
For additional information contact the Director of the Associated
Colleges, Merritt 200, (315) 267-3331 or Registrar’s Office, Raymond
313, (315) 267-2154.
Art Education with St. Lawrence University
Art Studio majors may obtain art teacher certification by completing
this program offered through the Associated Colleges.
Students who wish to enter the St. Lawrence University Art Certification
Program must be art studio majors and meet the following criteria:
1. Have a grade-point average of 3.0 or above, both overall and in the
major;
2. Have successfully completed each of the following courses at
Potsdam: PSYC 100, ARTS 110, 120, 329, 379, 359, 339, 349,
ARTH 101, 102, EDLS 301, PSYC 350;
3. Have successfully completed the following course at St. Lawrence
University: EDUC 301.
During the spring semester of their senior year, all art certification
students must enroll in the Professional Semester at St. Lawrence.
Please be aware that admission into the Professional Semester is not
automatic. Criteria for admission are published in the SLU catalog.
Questions regarding the Professional Semester should be directed to
Coordinator, Undergraduate Teacher Education Program, St. Lawrence
University, (315) 229-5847 or Chairperson, Potsdam Art Department,
(315) 267-2251/2252.
The Professional Semester consists of supervised student teaching and
the following courses: EDUC 405, 406, 407 and 410.
Students interested in the program should declare their intent no later
than the fall semester of their junior year. Additional information

50 special academic opportunities
about the program can be obtained from the Chairperson of the
Potsdam Art Department.
Clarkson University
Clarkson University, founded in 1896, in memory of Thomas S.
Clarkson, a northern New York resident characterized by his success
in a variety of business operations and his deep concern for humanity.
Clarkson is an independent university of technology offering majors
in business, engineering, the sciences, liberal arts, and physical therapy.
More than 2,600 undergraduates and 350 graduate students learn
in a challenging, collaborative culture that develops the technical
expertise, management skills, and versatility required in today’s knowledge-based
economy. The University has earned a reputation for
developing innovative leaders in technology-based fields. It is also
known for having a friendly campus where students enjoy personal
attention and seek a professional technology-based education. Graduates
are highly sought after by employers. In recent years, the
placement rate for those reporting has exceeded 98 percent.
The University offers undergraduate courses in business, engineering,
liberal arts (including technical communications), and science (including
health sciences). Its relatively small size, innovative approach
to learning, and flexibility have spurred creation of numerous interdisciplinary
degree programs and courses.
Collaborative projects based on solving real-world problems prepare
students in all majors for the team-oriented global workplace. More
than 200 undergraduates a year participate in national academic team
competitions such as solar vehicle racing, Mini Baja, Formula SAE racers,
environmental problem solving, and Destination Imagination. International
study programs, internships, workplace co-ops, and research
fellowships broaden the educational opportunities for undergraduates.
The MBA 4+1 Program
Contact Persons:
Donna Mosier, SUNY Potsdam, Dunn 226, (315) 267-2238
(mosierdj@potsdam.edu)
Michelle Bonville, Clarkson University, Snell 207, (315) 268-6613
The Master of Business Administration (MBA) program is a component
of graduate education in the School of Business at Clarkson
University. Master of Science degree program in Management Systems
with a concentration in a particular area such as human resource
management, management information systems or manufacturing
management is also available at Clarkson on both a full- and part-time
basis. The School of Business perceives a strong demand for a comprehensive
graduate program in general management, especially from graduates
of engineering, science and liberal arts degree programs. Many of these
graduates realize that, whatever their field of specialization, their career
paths will require them to supervise and coordinate the work of many
individuals, to be responsible for planning and budgeting important
programs and activities, and to understand the operations of complex
organizations whether in the private or public sector.
The MBA degree is particularly well suited to the needs of graduates who
have not had previous education in management or business. However,
most MBA programs available today require two years of full-time
study for such individuals. Part-time programs require much longer.
The 4+1 Plan: SUNY Potsdam and the School of Business at Clarkson
have cooperated in establishing a program which guides students in
planning their undergraduate programs to include courses which serve
as a foundation for graduate work in management. These foundation
courses include material normally covered in the first year of study in
MBA programs elsewhere. In this way, students can complete work for
the MBA degree at Clarkson in only one academic year (nine months)
of additional study. Early admission may be granted at the completion
of the junior year for applicants with a GPA of 3.0 and a 70 th percentile
GMAT score. Regular admission will be granted to any student having
completed 18 credits in specified foundation courses with a minimum
of 2.0 in each, a GMAT score above the 50 th percentile, and a 3.0 upper
division GPA.
Clarkson University
SUNY Potsdam
Foundation Requirements Course Equivalents
Accounting: Financial
BUEC 201/BUEC 202 or
and Managerial
Principles of Accounting I
and II or BUEC 385
Managerial Accounting
Economics: Micro
ECON 105/305 and
and Macro ECON 110/310
Principles of Microand
Macroeconomics
Corporate Finance ECON 401
Corporation Finance
Operation/Production BUEC 330
Management
Operation Management
Computer Science/ BUEC 381
Information Systems
Information Systems for Business
or CIS 103 Introduction to
Problem Solving
Statistics and STAT 100, MATH 125, PSYC 125
Probability Theory
Statistics or equivalent or
ECON 300
Business and Society BUEC 303
Legal Environment of Business
Principles of BUEC 350
Management and
Principles of Management or
Organizational BUEC 355
Theory
Organizational Behavior or
SOCI 320
Complex Organizations
Principles of Marketing BUEC 360
Principles of Marketing
In addition, it is assumed that students will have a working knowledge
of calculus.
Program Structure: Building on a knowledge base in the foundation
subjects, the MBA program consists of 30 semester hours of study (10
courses) at the graduate level. Eighteen hours must be completed from
among the core courses in six of the following eight functional areas of
study:
Financial Management Accounting Theory
Marketing Management Information Systems
Operations Management Economic Theory
Organizational Behavior Management Science
All students must also complete one course in Managerial Policy. The
remaining nine hours (three courses) consist of electives from among the
many graduate offerings of the School of Management. Thus, the

special academic opportunities 51
candidate has the opportunity to pursue advanced work in the above
functional areas as well as specialized work in a variety of other areas.
A candidate for the MBA degree must also complete a project designed
to test oral and written communication skills.
Admission Procedures: Preliminary inquiries concerning programs,
admission and financial aid may be made at any time and should be
addressed to the Director of Graduate Programs, School of Management
at Clarkson University. As soon as possible after completion of
the third year of undergraduate study, applicants should obtain,
complete and submit an official “Clarkson University Application for
Admission and Assistance for Graduate Study” form. All application
forms, transcript, Graduate Management Admissions Test (GMAT)
scores, current resume, and three letters or recommendation should be
sent to the Dean of the Graduate School, Clarkson University.
All applicants must take the GMAT and ask that the score be reported
to Clarkson. The Director of Graduate Programs, School of Business,
has information concerning dates and locations for the test. It is very
important that the GMAT be taken at the earliest possible date after
the decision is reached to submit an application. A firm decision
concerning admission and financial aid cannot be made without this
score. Applicants must also provide a list of courses and semester hours
to be completed.
The School of Business attempts to notify an applicant as early as
possible after receiving the application materials and GMAT score. A
grade point average of 3.0 and a 70th percentile GMAT score are
sufficient to secure early admission to the program. In other cases, a
decision must be postponed until grades from additional courses are
available. Nevertheless, all applicants from Potsdam who successfully
complete their undergraduate program and meet prescribed MBA
admission standards will be guaranteed a place in the MBA program.
Applicants not accepted immediately would be advised on an individual
basis as to what must be done during their last year of study to
secure admission. The Director of Graduate Programs, School of
Business, will provide details on the minimum admission requirements
each individual must meet. Grade trends, work experience and
letters of reference all have a bearing in the decision process.
Most students begin the MBA program in the fall semester, and course
offerings are scheduled accordingly. However, some students may want
to begin work in the spring semester. Students with substantial foundation
deficiencies may find spring enrollment a desirable alternative,
since Clarkson offers all courses necessary to satisfy the foundation
requirement.
Engineering Double Degree: 3-2 Program
Contact Person:
Dr. M. Azad Islam, Physics Department, (315) 267-2284/2286
(islamma@potsdam.edu)
Clarkson University Coordinator: Office of Transfer Admissions,
(315) 268-2125
Degrees: Bachelor of Arts from SUNY Potsdam
Bachelor of Science from Clarkson University
The 3-2 Program combines three years of study in the arts and sciences at
Potsdam with two years of study in engineering at Clarkson University.
The five-year program leads to two degrees, a Bachelor of Arts
degree from Potsdam and a Bachelor of Science degree from Clarkson
University in the engineering field chosen by the student.
The 3-2 Program is structured so that a student who enters the
program as a first year student may change his or her mind later and
either stay on at Potsdam to complete a B.A. degree or transfer to
Clarkson University to earn a B.S. degree without necessarily completing
the requirements for the double degree. Students who have
completed two years of study at another college and are contemplating
a transfer to Potsdam and the 3-2 Program should consider very
carefully all of the various requirements for the double degree. It might
be the case that an extra semester or two would be needed to complete
all requirements.
A 3-2 Program has been established also with the Thomas J. Watson
School of Engineering at SUNY Binghamton. Coursework preparation
for transfer to the Watson School is essentially the same as that for
the program with Clarkson. Students interested in this option should
consult with the Coordinator of the 3-2 Program at Potsdam at least
by the middle of their second year.
Program of Study at Potsdam
During the first three years at Potsdam, students should complete the
following requirements for the B.A. degree:
At least 90 semester hours in liberal arts courses which include:
1. All requirements for a computer and information sciences major in
one of the following disciplines: chemistry, computer and information
sciences, geology, mathematics, or physics.
2. The general education requirements as specified in the General
Education manual with the exemptions granted to 3-2 Program
students.
3. The following mathematics and science courses which serve as
preparation for the engineering curriculum:
Physics
PHYS 103 General Physics I 4
PHYS 204 General Physics II 4
PHYS 305 General Physics III 4
PHYS 306 Modern Physics* 4
(*required for Electrical Engineering and highly recommended for others.)
Mathematics
MATH 151 Calculus I 4
MATH 152 Calculus II 4
MATH 253 Multivariate Calculus 4
MATH 390 Differential Equations 3
Chemistry
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
Computer and Information Science
CIS 103 Problem Solving 3
Liberal Arts Requirements at Clarkson University:
Students completing the current General Education requirements for
the B.A. degree at Potsdam will have completed the liberal arts
requirements for the B.S. degree at Clarkson. However, some of the
Clarkson engineering departments have specific requirements, which
are not met automatically by the Potsdam General Education requirements.
Please contact the Coordinator for details.

52 special academic opportunities
Cross Registration
To satisfy certain prerequisites for upper level engineering courses,
students in the 3-2 Program should cross register during their second
and third years for the following courses offered at Clarkson University.
For students who plan to enter the Electrical Engineering program:
ES 250 Electrical Science 3
EE 211 Electrical Engineering Laboratory 3
EE 221 Linear Circuits 3
For students who plan to enter the Mechanical Engineering program:
ES 220 Statics 3
ES 222 Strength and Materials 3
ES 223 Rigid Body Dynamics 3
For students who plan to enter the Chemical Engineering program:
CH 250 Chemical Process Calculations 3
CH 271 Chemical Engineering Thermodynamics 3
CH 301 Fluid Mechanics* 3
CH 302 Heat Transfer* 3
(*optional but recommended)
For students who plan to enter the Civil and Environmental Engineering
program:
ES 220 Statics 3
ES 222 Strength of Materials 3
ES 260 Materials Science 3
Study Program at Clarkson University
Clarkson University offers a wide variety of courses in the four major
engineering areas: chemical engineering, civil and environmental engineering,
electrical and computer engineering, mechanical and industrial
engineering. At least by the beginning of the third year at Potsdam,
students should contact their selected engineering department at
Clarkson to get advice for planning their final two years of the program.
Selection of courses for the first year at Potsdam: 3-2 Program students
should take the following courses during the first year in addition to
the FW and FS General Education courses:
All students: PHYS 103, 204; MATH 151, 152
Chemistry and Geology majors must take: CHEM 105, 106
Mathematics and Physics majors may choose between: CIS 103 or
CHEM 105 and 106
Reserve Officers Training Corps (ROTC)
ROTC at Potsdam is an elective course of study that provides collegetrained
officers to the United States Army and Air Force. Potsdam
students cross-enroll into one of the Clarkson University ROTC
programs. Upon graduation and successful completion of either the
Army program in Military Science or the Air Force program in
Aerospace Studies, students receive appointments as commissioned
officers in the grade of second lieutenant. Each program provides a
Basic Course in the Freshman and Sophomore years and an Advanced
Course in the Junior and Senior years. Army sophomores with no
ROTC experience may receive credit by attending a special, expenses
paid, six-week long Basic Camp in the summer prior to their junior
year. There are other options available for veterans and graduate
students. Students may enroll in the ROTC Basic Course or attend the
Basic Camp without incurring any military service obligation. Uniforms
and books required for ROTC courses are furnished free of
charge to students in the Basic and Advanced Courses. Advanced course
students are currently paid $150 per month (tax-free) stipend to offset
living costs. Qualified students are eligible to compete for Army and Air
Force ROTC Scholarships.
Aerospace Studies (Air Force ROTC)
The Air Force Reserve Officer Training Corps (AFROTC) is an
educational program designed to provide a college student with the
opportunity to become an Air Force commissioned officer while
completing requirements for an undergraduate or graduate degree.
Four-year or two-year programs are available to college students. In
addition, scholarships are offered for two-, three- or four-year durations.
A student may enroll in Aerospace Studies courses in the same
manner as for other college courses. For more information, call (315)
268-7989.
Four-Year Program
The more popular and preferred program is the traditional four-year
program. An interested freshman registers for Aerospace Studies in the
fall term of the freshman year. There is no military obligation for the
first two years of Air Force ROTC unless the student has an Air Force
ROTC scholarship. After completion of the first two years, known as
the General Military Course (GMC), the student may compete for
attendance at a four-week summer field training program and subsequent
entry into the Professional Officer Course (POC) for the last
two years of college. Cadets in the POC and GMC scholarship cadets
currently receive a non-taxable subsistence allowance of $150 each
academic month.
Two-Year Program
The Air Force ROTC two-year program was devised to accommodate
transfers from regional campuses, junior colleges, or colleges and
universities that do not offer Air Force ROTC, and those who did not
take the first two years of Air Force ROTC. To be eligible, the student
must have at least two academic years remaining either at the undergraduate
or graduate level or a combination of the two. If accepted, the
student attends a six-week field-training encampment the summer prior
to entry into the POC. Application for the two-year program should
be made in writing or by a personal visit to the Professor of Aerospace
Studies early in the sophomore year. Partial and full tuition scholarships
may be available to two-year program candidates.
Aerospace Studies Curriculum
Credit Hours
Freshman Year: First semester
AS 101 Air Force Today 1
AS 103 Leadership Laboratory 1
Freshman Year: Second semester
AS 102 Air Force Today 1
AS 104 Leadership Laboratory 1
Sophomore Year: First semester
AS 201 Air Force Way 1
AS 203 Leadership Laboratory 1
Sophomore Year: Second semester
AS 202 Air Force Way 1
AS 204 Leadership Laboratory 1
Junior Year: First semester
AS 301 Air Force Leadership and Management I 3
AS 303 Leadership Laboratory 3

special academic opportunities 53
Junior Year: Second semester
AS 302 Air Force Leadership and Management II 3
AS 304 Leadership Laboratory 3
Senior Year: First semester
AS 401 National Security Studies 3
AS 403 Leadership Laboratory 3
Senior Year: Second semester
AS 402 Active Duty Preparation 3
AS 404 Leadership Laboratory 3
Military Science
Reserve Officers Training Corps (ROTC)
The Clarkson University Army ROTC Golden Knight Battalion was
founded in 1936 in order to establish a program in which students
could obtain commissions as second lieutenants in the United States
Army upon graduation. Since then, it has commissioned over 1,100
leaders into the Active, Reserve and National Guard components.
Today, the Golden Knight Battalion continues to commission high
quality officers from Clarkson University, St. Lawrence University,
SUNY Potsdam and SUNY Canton.
The goal of the department is to develop individual leadership skills
and managerial ability while preparing young adults to become leaders
in the United States Army, where they can apply their education in a
variety of fields. Army ROTC is a widely accepted part of campus life
with cadets active in all campus activities including student government,
varsity athletics and Greek life. The Battalion is approximately
100 cadets strong, and its focus remains steady on the development
and training of America’s future leaders.
Program
The ROTC program complements the traditional college curriculum
by placing an emphasis on developing the student’s leadership, management
and interpersonal skills through dynamic and challenging
instruction and training. Cadets also have the opportunity to attend
the Airborne, Air Assault, Mountain Warfare, and Northern Warfare
schools during the summers after their freshman, sophomore and
junior years. Upon graduation, cadets are commissioned as Second
Lieutenants into one of over 20 career fields of the Active Army, Army
Reserve or National Guard.
Scholarships
Army ROTC offers a wide range of scholarships for students interested in
the program. Four-, three- and two-year scholarships are awarded to
students on a merit-basis. Students may apply for four-year scholarships
while still in high school as well as two- and three-year scholarships
once on campus. These scholarships include:
1. Full payment of SUNY tuition and mandatory fees
2. $450 per year for textbooks and classroom supplies
3. $150 per month tax-free spending money for up to 10 months per
year.
Military Science Curriculum
Credit Hours
Freshman Year: First semester
MS 111 Introduction to the United States
Army/Survival Techniques 1
MS 111L Leadership Laboratory 1
Freshman Year: Second semester
MS 112 Applied Leadership 1
MS 112L Leadership Laboratory 1
Sophomore Year: First semester
MS 221 Land Navigation/Tactical and Technical Skills 1
MS 221L Leadership Laboratory 1
Sophomore Year: Second semester
MS 222 Introduction to Tactical Operations 1
MS 222L Leadership Laboratory 1
MS 225 Camp Challenge 1
Junior Year: First semester
MS 331 Small Unit Tactics 3
MS 331L Leadership Laboratory 3
Junior Year: Second semester
MS 332 Advanced Tactics 3
MS 332L Leadership Laboratory 3
Senior Year: First semester
MS 441 U.S. Defense Establishment/Training Management 3
MS 441L Leadership Laboratory 3
Senior Year: Second semester
MS 442 Ethics, Professionalism and Leadership 3
MS 442L Leadership Laboratory 3
Study Abroad/Exchange Programs
Director:
Lora Lunt, Carson 215-217, (315) 267-2792/FAX: (315) 267-2656
(luntlg@potsdam.edu)
Who can study abroad – and where Study abroad programs are available
around the world to Potsdam students at reasonable cost for a
semester, a full academic year or for shorter periods. Students may
choose from nearly 400 SUNY-wide programs in over 40 countries, in a
great variety of disciplines. Some programs are designed for certain
majors; others offer a full range of the arts and sciences, proving that
study abroad is for students in any discipline. Many programs are
conducted wholly or partly in English. Overseas programs offer a range
of instructional formats from classroom study to internships or travel
study tours and a variety of living arrangements from dormitories to
apartments to living with a family.
Why study abroad Students today are increasingly concerned about
understanding other cultures and gaining awareness of global issues as
they seek to integrate their private lives and their jobs. Students who have
studied abroad agree that there is no substitute for overseas study in
preparing for living and working in the modern world. Employers want
to hire people with international experience and second language skills.
Our special programs: The official programs administered by Potsdam
include programs in England, Germany, Mexico, Australia, Sweden,
Ghana and other African countries, and student teaching in about 30
countries.
International Education Birmingham Music Program
This is a challenging program of performance in music. The Birmingham
Conservatoire is one of Britain’s leading music colleges, and, with
almost 500 students, the country’s largest music department. A branch

54 special academic opportunities
of the University of Central England in Birmingham, the Conservatoire
is a music college of international stature, primarily involved in
preparing students for the music profession, with undergraduate and
post-graduate programs. It is comprised of four schools: Instrumental
Studies; Vocal and Operatic Studies; Keyboard and Composition; and
Creative Studies. The Conservatoire is located in the heart of Birmingham
within walking distance of Symphony Hall, theaters, museums
and art galleries. This is a unique program of its kind, and offers a real
challenge as well as the chance to experience living with British
students, immersed with other students of music in a university
environment.
Liverpool Hope University College, England
This is a direct exchange program featuring drama, English, history,
biology, psychology and education, but other majors are available.
Music students with broad interests have found this a congenial
location. Students may go either for one semester or for the full
academic year.
Program in Art in Manchester, England
Especially designed for art students, this direct exchange program
includes a photography option. Manchester Metropolitan University
is one of the largest and most prestigious public universities in England
and offers an extremely rich program in art and liberal arts.
Program of Art in York, England
For art students and other disciplines including history, cultural
studies and women’s studies, this is a direct exchange program with the
College of Ripon and York St. John in a beautiful medieval city.
Student Teaching in Newcastle, England
This highly successful student teaching program for elementary and
secondary education students, offered by The School of Education,
fulfills half of the student teaching requirement for certification in
New York. Students who plan to go to Newcastle fulfill the first half
of their requirement in New York State before leaving. Students are
accompanied to England by Potsdam faculty who spend a week
helping student teachers get started.
How does this work Supervision is provided by the experienced staff
of the University of Newcastle.
Student Teaching Abroad in 30 Countries
Student Teaching Abroad (STA) is a program administered by Potsdam
in cooperation with Moorhead State University and the University
of Minnesota, to offer future teachers the opportunity of student
teaching internationally in more than 30 countries. Most participants
are assigned to independent international schools with English as the
language of instruction, but some with special language qualifications
are assigned to national schools where the instruction is in a second
language. An effort is made to place the students in geographic areas
that will particularly enrich their academic backgrounds, serve their
special interests, and expand their cultural horizons.
Ghana
Potsdam co-sponsors with SUNY Brockport a study abroad program in
Ghana, West Africa, which seeks to illuminate for our students the mix
of theoretical approaches with real life experience and involvement in
original research. Organized in collaboration with the University of
Ghana, Legon, Accra, the Ghana program provides opportunities for
students to expand their horizons by exploring aspects of the African
culture that became integral parts of the lives of several peoples in the
Americas as reflected in, for instance, the family and community
organization, folklore, language, food, religion, and music.
Universitat Potsdam, Germany
This direct exchange program allows students to explore life in a
reunited Germany and the former capital of Prussia with its beautiful
baroque, monumental architecture. Exchanges may be for a semester or
an academic year. Intensive study in German is possible before direct
enrollment in the university.
Universidad de las Americas, Pueblo, Mexico
This program specializes in anthropology, archaeology, art, Latin
American Studies, International Relations, Spanish Language and
Literature. We have also exchanged art, music and geology majors.
Students fluent in Spanish are integrated into regular university
offerings. Internships are also available. Many UDLA faculty are
bilingual and are able to provide extra assistance or allow exams to be
written in English.
Luleå, Sweden Direct Exchange
Luleå University is a regional capital with a rich cultural life, surrounded
by vast expanses of forests and mountains. Luleå is also a seaport
opening onto an archipelago of beautiful islands. Founded in the
1970s, the university has modern equipment, about 5,200 students
and 900 faculty. The music conservatory is located in Piteå, a small
town south of Luleå, in a close-knit community environment of
musicians and music lovers. English-language courses are available in
business, economics, education, engineering, music and politics.
Service Learning in Africa
Potsdam collaborates with Operation Crossroads Africa (OCA) to
offer a unique opportunity to live and work in an African community
and earn college credit. Students participate in group-oriented cultural
exchange and community development projects in Africa developed
and supervised by OCA. Potsdam faculty provides academic orientation
and research guidance. Projects typically involve physical labor using
indigenous resources. Whether in a village, town, or city, students will
live in the community, participating in its daily life.
Music Teaching Practicum in the UK
The Music Teaching Practicum in the UK program provides music
teaching experience in a cross-cultural setting, including an understanding
of other ways or organizing music programs, new teaching
methods and strategies, and family life in Britain in a number of
locations. Student teachers will be jointly supervised by a Potsdam
music instructor and by faculty teaching in the music program. Music
centers in the UK offer instruction and playing development on a wide
range of instruments to pupils from age eight to eighteen outside of the
school system. Student teachers give individual and small-group lessons,
conduct ensembles after school hours and on weekends. Student
teachers also have outlets for performance with local organizations and
with groups within the music centres. Students live in homes of music
centre faculty or of families involved in the program. Students have
been placed in the past in Aylesbury, Kent and Lewes, England.

special academic opportunities / ACADEMIC PROGRAMS 55
Music Exchange in Australia
This is a direct exchange for music students (on hold). Ask the Office
of International Education or the Crane International Committee
about music programs in Australia.
Applications for all SUNY-wide programs are available in the Office
of International Education. By remaining registered at Potsdam,
students maintain their eligibility for financial aid and their residency,
and at the same time facilitate the transfer of credits. The Office of
International Education provides information about SUNY and non-
SUNY programs, including inexpensive options, and assists in
arrangements for transfer credit and financial aid for any student who
wishes to study abroad. The Office will keep students informed while
they are abroad and help them register for the following semester.
Students may make an appointment to discuss individual needs, and
they may attend meetings each semester in which students who have
studied abroad tell about their experiences and make suggestions and
recommendations about different programs.
In all cases students are given detailed advice on selecting the best program
for their needs, and are strongly encouraged to take advantage of these
special opportunities to make the most of their undergraduate years.
National Student Exchange Program
Contact Person:
Lora Lunt, Carson 215-217, (315) 267-2792/FAX: (315) 267-2656
(luntlg@potsdam.edu)
National Student Exchange (NSE) is an organization of state colleges
and universities throughout the United States and its territories. NSE’s
primary purpose is to provide domestic exchange opportunities at
institutions of higher learning in different geographical locations.
NSE is a way for students to experience new curricular options as well
as a means to enjoy an alternate social and living environment. For
participating institutions, NSE is a way to expand academic offerings
by providing a greater scope and variety of courses. Best of all, NSE is
available at minimal or no extra cost.
NSE offers students the opportunity to study in another educational
setting; to live in a new cultural and geographical environment; to
sample diverse course offerings; and to link into study abroad, internship
or field experience options not available at the home campus. Some
students participate in NSE with the hope of learning more about their
capabilities and with the expectation of personal and academic growth.
Students returning from exchange describe increased self-reliance and
self-confidence as well as a better appreciation of home, region, family
and campus. A major impact of the exchange year has been an
increased appreciation for the vast differences in ideas and value
systems that results from living in a different region and from experiencing
the varying ethnic or racial climate within a given area.
Student Eligibility and Application: Students interested in participating
in NSE are usually sophomores or juniors during their exchange period.
All participants must have a cumulative GPA of 2.5 and be able to
demonstrate adaptability, flexibility and responsibility. Since students
serve as ambassadors from their home school, it is assumed that they
will behave like ambassadors. Students apply for the exchange program
through their home college or university. There is a non-refundable
application fee of $100.00 (covering up to five schools) and a filing
deadline in late February.
Student Expenses: Students are responsible for all expenses related to
exchange participation. The NSE experience, however, is seldom more
expensive than attending the home institution, excluding travel.
Tuition and fees are normally paid to the home campus (Plan B) or
through waiver of non-resident tuition and fees (Plan A). Tuition in
many states is much lower than New York State’s. Room and board is
paid to the host campus. Potsdam processes financial aid for students
on either plan. Plan B is preferable for students with substantial TAP
awards.
Student Placements: Exchange commitments are negotiated by campus
coordinators at the annual NSE conference (normally in mid-March).
Placement decisions are governed by the popularity of certain schools,
and the numbers of students certain schools may send and receive.
Since applicants have already been pre-screened by their home coordinator,
conference placements are not secured on the basis of any
on-site credential evaluations. By mid-April each year, students will
have accepted or rejected their placements and begun receiving appropriate
housing and registration materials from their host schools.
Campus Program Coordination: Placements in special programs, such
as R.A. exchange, study abroad honors programs and some majors,
such as music, should be negotiated well in advance of other deadlines.
For a complete list of participating institutions and exchange sites,
please contact the Director of International Education.
ACADEMIC PROGRAMS
Philosophy
The academic programs at SUNY Potsdam offer students the opportunity
to combine career preparation with strong liberal arts education.
The College maintains its traditional emphasis upon the liberal arts
because we believe that liberally educated persons are best equipped to
respond to challenges and to take advantage of opportunities in all
areas of living-within the family and the community. The liberal arts
foster the flexibility that is necessary in so rapidly changing a society as
ours by developing skills-observation, analysis, communication, research,
judgment-that are applicable in any situation. The liberal arts,
as the origin of the term “liberal” suggests, liberate individuals to
participate responsibly and to find fulfillment in work and in leisure.
The talents and skills nourished by the liberal arts are thus the skills
central to advancement in a career as well as to success in other areas.
The curriculum at Potsdam also encourages students to pursue professional
preparation through selected degree and certification programs and
second majors and minors at the same time that they study the liberal
arts. We believe that the best teachers, the best chemists, the best
managers, the best writers are those who know their particular professions
and who also know the wider world in which they practice their
professions. Such professionals are prepared not only to succeed in their
careers but also to contribute to the community. The curriculum at
Potsdam blends the liberal and the professional to prepare the whole
person for the whole of life. This philosophy governs all of the
programs of the College, from performance in The Crane School of
Music to secondary education certification in the School of Education,
from studio art to biology or sociology in the School of Arts and Sciences.
The College desires to provide the opportunities for students to develop
into citizens who are able to contribute in a positive, creative way to the

56 academic programs
demands of our society, and who have the knowledge, skills and
experiences to accomplish personal goals. “The Potsdam Graduate,”
adopted by the Faculty and printed below, is a statement of the College’s
expectations of the Potsdam student expressed in terms of knowledge,
skills and experiences to be acquired during the college experience.
The Potsdam Graduate
The Potsdam Faculty believes that an educated person is one who can
cope with, thrive in, and provide leadership in our complex, ambiguous
and mutable world. Such an individual must possess not only
knowledge and skills, but also the commitment to apply them in acting
responsibly in the physical and social environment. An educated person
understands the limitations of both formal education and human comprehension
of the world. Thus the educated person is inclined to
continue to learn throughout life and is committed to the search for
truth through free inquiry and open debate. The total atmosphere of
the campus contributes to such an education.
Within the moral, intellectual and social atmosphere of the College,
the curriculum is central. Each student’s curriculum is ideally an
integrated whole, consisting of three components: a major that permits
disciplined study of a particular body of knowledge, electives that
allow students to shape learning to individual ambitions and needs,
and the general education program which provides a context of skills,
knowledge and experiences for learning.
Skills
The ability to judge, appraise and evaluate, in matters ethical, aesthetic,
empirical and logical.
The ability to reason analytically, formally, symbolically and quantitatively.
The ability to solve problems by creative synthesis of knowledge.
The ability to organize thought and communicate in written and oral
form.
The ability to communicate in a second language.
Knowledge
Knowledge of the heritage of Western civilization, including major
artistic, scientific, technological, philosophical and social developments.
Knowledge of a non-Western culture and an understanding of the
interaction of cultures.
Knowledge of the natural and physical world.
Knowledge of the forms and currents in twentieth century arts and
philosophy.
Knowledge of contemporary social institutions.
Knowledge of how language permits communication, shapes thought
and changes through time.
Experiences
Experience of creativity or performance in the arts.
Experience of the way science generates, organizes and verifies knowledge.
Experience using computer tools in academic settings.
Degrees
Potsdam offers three undergraduate degrees: the Bachelor of Arts,
Bachelor of Music and the Bachelor of Science. The requirements for
the three degrees differ and are detailed elsewhere in this catalog (See
Index). All offer opportunity for professional training.
The Bachelor of Arts is the degree traditionally pursued by those who
aspire to leadership in society and in the professions. The curriculum
is divided into three parts. In keeping with the liberal arts ideal of
breadth plus depth, and to ensure acquaintance with many of the fields
of human intellectual endeavor, there is a general education requirement
comprising about one-third of all coursework. There is a major
requirement, comprising somewhat less than one-third of all coursework,
to ensure that students pursue one field to a point of competence.
The remainder of the B.A. program is free electives, which may be used to
meet professional requirements through a second major (such as a
teacher certification program) or a minor, to strengthen a major, or to
explore additional areas of interest.
The Bachelor of Music is a professional degree. Approximately twothirds
of the curriculum is devoted to a carefully structured and
progressive program that develops professional musical competence.
The remaining one-third of the students’ time is directed toward the
liberal arts in order to give them a broad perspective on their professional
training.
The Bachelor of Science is a degree that allows a student the ability to
concentrate extensively on one subject area. The curriculum is divided
into three parts with coursework in the major consisting of somewhat
more than one-third of all coursework.
College-wide Degree Requirements
Students must complete 120 academic semester hours for the bachelor’s
degree. Some music programs may require as many as 124
academic semester hours. In addition, all students must satisfy the
requirement of four semester hours of physical education activities. It
is the responsibility of each student to become familiar with degree
requirements, graduation requirements, and all other aspects regarding
academic progress.
Academic Advising
Each matriculated student is assigned an academic advisor who will
give advice to assist the student toward timely graduation. However,
the ultimate responsibility for understanding and completing degree
and graduation requirements lies with the student, not the advisor. All
non-matriculated students enrolling for 9 or more semester hours, and
all matriculated students must consult with an advisor before they will
be permitted to register for classes each semester. Students will receive
the personal identification number (PIN) necessary to access the online
registration system from their primary advisors.
Students are assigned an advisor prior to their arrival on the SUNY
Potsdam campus, usually reflecting the student’s area of interest. If
students have concerns about their advisor assignment, or have questions
about academic requirements that their advisor cannot answer,
they may contact the following offices: Academic Advising in Sisson 128
if they are in the School of Arts and Sciences, Teacher Education
Advising Services in Satterlee 111 if they are in education, and Crane
Advising in Bishop C222 if they are in The Crane School of Music.

academic programs 57
When students officially declare a major or a minor, the department
chair assigns them an advisor in that department. Students will have
an advisor assigned for each major and minor they declare, and will
need to see each advisor every semester before registering. Advising
should be a continuing process not limited to selection and approval
of courses. Students should discuss with their academic advisor any
academic difficulties in their classes, problems outside of class that
affect their academic performance, career planning issues, and special
academic opportunities such as internships, study abroad, crossregistration,
departmental awards, and honor societies. Students should
also consult with their advisor before making important academic
decisions, such as withdrawing from a class, selecting the S/U grading
option, or attempting a semester credit overload. The academic
advisor receives copies of Early Alerts, course summaries, transfer
credit evaluations and senior audits.
Note: Each student is responsible for satisfying requirements for
graduation as listed under college, general education, and major /
minor requirements. This shall include notifying the Registrar’s Office
in the event any course, whether failed or passed, is repeated and
regular consultation with an assigned advisor.
Academic Residency Requirements
Candidates for the baccalaureate degree must complete their final 30
semester hours, exclusive of physical education, at this College.
Exceptions to this rule may be granted by the Director of Academic
Services in cases of extreme hardship. When an exception is made, the
student must file an “Application to Complete Degree Elsewhere” and
have the proposed courses approved prior to the semester in which they
will be taken.
Also, a minimum of 15 upper-division hours for each declared major and
a minimum of one-half the credits required for each declared minor must
be completed at this College. Courses offered by the College at
approved off-campus locations are included in residence credit.
Cumulative Grade Point Average
Seventy-five percent of the semester hours at Potsdam offered for
graduation must be in numerically graded courses. In order to graduate,
a student must achieve an average of at least 2.0 in these numerically
graded courses. Students must complete 30 semester hours in their
major with at least a 2.0 in each course. In addition, certain academic
departments have established major grade-point average requirements.
Applying to Graduate
In order to graduate from the College, students must file an Application
for Degree in the Registrar’s Office. Since the degree verification
process generally requires a few weeks to complete, students should file
the Application for Degree by the beginning of the semester in which
they plan to graduate. SUNY Potsdam has three graduation dates, in
May, August and December depending on when students complete
their degree requirements; however, there is only one Commencement
Ceremony each year in May.
Commencement Ceremony Participation Policy
In order for undergraduate students to be eligible to participate in the
Commencement Ceremony, they must have completed a minimum of
90 semester hours (exclusive of physical education) by the end of the
immediately preceding fall semester, and have submitted a degree application
for May, August or December of that calendar year.
Enrollment Status
To pursue the baccalaureate, students must be formally admitted to
the College and accepted into a curriculum leading to a degree. This
is also known as matriculated status.
Time Limitations
Requirements for graduation as stated in the Undergraduate Catalog, in
effect at the time of the student’s matriculation, shall not be binding on
the College for more than six years after the date of matriculation.
Students who have not completed degree requirements during that
time period must pursue requirements as stated in the Undergraduate
Catalog in effect at the beginning of the seventh year.
Also, students may elect to follow later graduation requirements in
effect subsequent to matriculation, but must then finish those requirements
completely.
Requirements for the Bachelor of Arts
and Bachelor of Science Degrees
In addition to the College-wide degree requirements already described,
candidates for the Bachelor of Arts and Bachelor of Science degrees
must fulfill the following requirements. For additional information on
the Bachelor of Music degree, please refer to the section on The Crane
School of Music.
The Liberal Arts Requirement
By regulations of the Commissioner of Education of the State of New
York, all Bachelor of Arts degrees must contain a minimum of 90
semester hours of liberal arts courses. All Bachelor of Science degrees
must contain a minimum of 75 semester hours of liberal arts courses.
Additional Notes:
1. This requirement does not mean that students must limit themselves
to 90 (or 75) semester hours of liberal arts coursework or,
conversely, 30 (or 45) semester hours of non-liberal arts coursework.
Frequently students complete more than 90 (or 75) semester hours
of liberal arts coursework.
2. A careful accounting of liberal arts/non-liberal arts courses should be
kept by students and their advisors to ensure that the 90 (or 75)
semester hour requirement is completed. This rule does not preclude
students from taking more than 30 (or 45) semester hours of
non-liberal arts credit if desired, but no more than 30 (or 45) will
be counted toward the B.A. or B.S. degree.
Courses Carrying Liberal Arts Credit
Most courses offered in the School of Arts and Sciences are given for
liberal arts credit. Non-liberal courses are designated with “@” in the
title. Refer to individual course listings for further information.
In reference to internships and practica in the School of Arts and
Sciences, no more than 12 semester hours may be counted as liberal
arts credit and of these no more than six semester hours may be from
any one department. Of course, more hours may be taken as non-liberal
arts credit. Internships and practica may or may not be liberal arts
courses. Each one must be approved by the Curriculum Committee of
the School of Arts and Sciences and its content judged as liberal or nonliberal
arts.
Music courses prefixed MUA and MUL are offered for liberal arts
credit. In addition, for students other than music majors, as many as

58 academic programs
six semester hours of performance music courses may be used for
liberal arts credit.
School of Education courses designated EDLS are offered for liberal
arts credit.
Requirements – Hours Outside Any One Department
To provide for depth and diversity in liberal arts, a student pursuing
a B.A. degree must take at least 70 semester hours of undergraduate
work outside any one department or discipline. B.S. degree students
must take at least 65 semester hours of undergraduate work outside any
one department or discipline.
Upper-division Requirement
All candidates for the B.A. or B.S. degree must complete a minimum of
45 semester hours in upper-division courses, that is, courses numbered
300 or above.
Notes:
1. It is not a requirement that these 45 semester hours comprise liberal
arts credit courses only. However, students and advisors should be
aware of the 90 (or 75) semester-hour liberal arts requirement.
2. No two-year college course may be transferred for upper-division
credit.
3. Determination of upper-division credit for courses transferred
from four-year colleges will be made by the Academic Transfer
Services Office, in consultation with appropriate department chairs.
4. A minimum of 15 semester hours in the major must be at the upperdivision
level.
General Education Program
A liberal arts education contains three components: general education,
which provides a structured breadth of knowledge and development of
skills; the major, which promotes specialized, in-depth knowledge and
hones and expands the skills necessary to use that knowledge; and the
free electives, which broaden areas of personal interest. Though separate
components, they reinforce each other in developing a student who
has specialized knowledge and skills yet who is also cognizant of the
broader perspective and is confident and effective in confronting issues
outside the areas of specialization. Further, the General Education
Program assists and complements the major by providing a liberal
context for the pursuit of that specialized study.
Students matriculating at Potsdam or another regionally accredited
institution of higher learning, will complete the requirements of the
General Education Program that went into effect that year. The
Program defines learning in terms of what general education seeks to
accomplish – the knowledge, skills and experiences our students are
encouraged to gain.
General Education Program Rationale
At one time it may have been possible to impart to students, in four
years of college, knowledge that would be adequate for the rest of their
lives. It certainly is not possible today. The contemporary college
graduate will have to learn much throughout life, both in professional
and personal areas. At one time it was reasonable to expect that one or
two vocational fields would suffice for a lifetime. Today students
should expect not only numerous changes in vocational fields but also
the likelihood of employment in fields that currently do not exist.
Further, the need to learn throughout life is no less great in the various
non-professional areas of life. Here, too, contemporary students should
expect to face accelerating change and complexity and fresh challenges
after college. Coping with the future will require constant learning. No
amount of information or facts acquired at college will suffice. Hence
contemporary students need to learn how to learn. Learning how to
learn implies the development of skills and abilities. Therefore, an
adequate contemporary general education program should include an
emphasis on the development of skills and abilities.
But this does not imply that knowledge or information may be
neglected. Coping with the present and future requires greater knowledge
than heretofore. The challenges of dramatic change will require
drawing on a deep and broad understanding of history and our social
and political institutions. Science and technology will increasingly
affect, and require responses from, all citizens and can no longer be
relegated to a few specialists. In addition, intercultural understanding,
once an accessory, is now essential, as the world has become fundamentally
interactive and interdependent.
Further, an adequate curriculum addresses the fact that a college
student is not a disembodied intellect but a whole person that includes
body and spirit, appetites and emotions. This suggests the value of an
experiential component in a general education program. First of all,
some academic areas are concerned with what is inherently experiential.
The arts are a conspicuous example. Second, students are more
readily and deeply engaged whenever the academic enterprise incites
experiential response.
General Education Components and Requirements
The General Education Program and requirements provide the means
by which a conscientious student can achieve these goals. The program
seeks to emphasize the distinctiveness of the College, to be stimulating
to students and faculty and to permeate all aspects of campus life. It
provides the opportunity to study the methods, potentials and limitations
of the principal modes of understanding or ways of knowing and
helps the student to make comparisons and connections among
various branches of knowledge. The skills, which are fostered in the
program, are purposely integrated with the subject matter of the
courses to make them immediately relevant. And, as the student
progresses from the Freshman Experience courses to the Modes of
Inquiry and Writing- and Speaking-Intensive courses, he or she is
challenged to gradually develop increasingly sophisticated skills, to
expand the bases of knowledge, and to engage in experiential learning.
Before registering for the first semester of classes, each student will receive
a General Education Manual, which more thoroughly details the
components of the program and their objectives, the requirements and
other relevant information. This General Education Manual contains
the most current information available on program requirements.
Every semester thereafter, a General Education list, an updated listing
of the courses, which can be used to fulfill the different program
components, will be published as part of the Schedule of Classes. This
list of courses can change from one semester to the next as faculty
members create and revise courses. The requirement fulfilled by a
course the semester it is taken will always be valid and binding,
regardless of whether the course may be altered to fulfill a different, or
perhaps new, requirement in a future semester.
The following General Education requirements apply to all students
matriculating fall 2000 or later.

academic programs 59
The Freshman Experience
(3 courses: 10-11 semester hours)
The Freshman Experience consists of three courses intended to
strengthen verbal and quantitative skills which students will need and
build upon in succeeding years.
A. Verbal Component: Two courses, each bearing three or four semester
hours.
1. [FW] Writing and Critical Thinking (four semester hours).
Encourages writing, critical thinking and information resources
skill development and addresses how language permits communication,
shapes thought and changes through time.
2. [FS] Speaking, Reasoning and Research (three-four semester
hours). Encourages speaking, critical thinking, information
resources and writing skills development. The subject matter
through which these skills are addressed will depend upon the
course, which is selected.
B. Quantitative Component: [FM] One course from a choice of two
areas for a total of three semester hours.
1. Statistical Analysis and Reasoning (three semester hours). Introduces
quantitative methods and strengthens skills needed to
respond with greater sophistication to uncertainty in an empirically
oriented, stochastic, complex world. Skills addressed
include collecting, analyzing and interpreting numerical information;
interpreting and generating tables, graphs and charts;
understanding uncertainty and probability; using inferential
statistics to test hypotheses; detecting flaws and fallacies in
statistical thinking; critically evaluating statistically justified
arguments; recognizing how statistical analysis can be used to
confront applied problems; recognizing that statistical analysis
can produce new insights and understanding that numbers are
not “neutral” symbols and that data may be open to multiple
interpretations.
OR
2. Problem Solving and Abstract Reasoning (three semester hours).
Introduces concepts and strengthens abilities in problem solving
and abstract reasoning. Skills addressed include representing
known relationships and revealing new insights using symbols,
using models, understanding and using the concept of number,
recognizing appropriate and inappropriate uses of quantification
and detecting erroneous inferences and conclusions in numberbased
arguments and assertions.
The Modes of Inquiry
(9 courses: 28 semester hours)
This component of the General Education Program serves to provide
breadth of knowledge within the liberal arts and to strengthen and
expand those skills acquired in the Freshman Experience. It provides
a context for the application of specialized learning which occurs in the
major and minor programs. The Modes of Inquiry are defined by the
various methods, ways of knowing or perspectives, which are available
to perceive, understand and interpret a complex world. This approach
emphasizes what it means to be liberally educated. It acknowledges the
existence of different modes of understanding and encourages recognition
that each differs in the way it views or approaches its subject
matter. As well, it reveals to the observant learner that disciplines,
which are very much different in terms of, content or subject matter
can share approaches to knowledge which are quite similar. Finally, the
Modes of Inquiry emphasis makes one aware of the usefulness, as well
as the limitations, of each of these principal modes of understanding
and perspectives.
The Modes of Inquiry requirement is to be completed after the first
year, so that the Freshman Experience learning can be applied,
although modes courses may also be taken in the freshman year. No
more than two courses from any one department or area may be used
in the 28-credit-hour requirement.
1. [AC] and [AE] Aesthetic Understanding: Two courses, each for a
minimum of three semester hours, selected from two distinct departments.
One course involves participation in the process of the creative
or performing arts. The other course is a critical and discriminative
approach to the arts. Note that, for example, if one Aesthetic
Understanding course is taken from the Art department, the
second course must be taken in another department, such as Dance,
Drama, English or Music. Note also that an Art Studio course and
an Art History course are from the same department, whereas a
Dance course and a Drama course are from two distinct departments.
2. [SB, SP, LB] Scientific Inquiry: Two courses for a minimum total
of six semester hours. Studies natural phenomena in the physical and
biological sciences empirically and systematically. One course must
be selected from each of these two general knowledge areas. At least
one of these two courses must include a laboratory experience.
3. [SA] Social Analysis: One course for a minimum of three semester
hours. Systematically studies human behavior, human social interactions
and relations, and contemporary social institutions and the
practices, conventions, groupings and organizations, which most
significantly structure social life in the world today.
4. [PI] Philosophical Inquiry: One course with a minimum of three
semester hours. Engages in critical and systematic reflection on the
root nature of a subject matter in a way that explores the most basic
questions about it. One or more areas addressed include the
meaning and significance of human experience (ontological questions),
the nature and meaning of knowledge (epistemological
questions), moral and ethical values of contemporary significance
(moral questions) and the nature and meaning of concepts fundamental
to a given subject matter (analytical questions).
5. [AH] American History: One course with a minimum of three
semester hours. Studies significant portions of the narrative of
American History, focusing on the political, economical, social and
cultural, including an examination of unity and diversity in American
society.
6. World Civilizations: Two courses with a minimum of six semester
hours, one from each of the following areas
[XC] Cross-Cultural Perspective: The comparative, holistic study of
a people or peoples or ways of life not derived primarily from
European civilization such as the societies, civilizations, or cultural
traditions originating in Africa, Oceania, or the Americas.
[WC] Western Civilization: The developmental study of significant
aspects of Western Civilization, defined as any civilization, constitutive
of or derived primarily from European Civilization.
Writing-Intensive Course [WI]
This course is intended to further strengthen and reinforce verbal skills
acquired in the Freshman Experience courses and involves instruction
in the nature of successful writing in the discipline in which the course

60 academic programs
is being offered. One course designated Writing-Intensive is required,
and this course may be in the major or minor, a free elective or a course,
which simultaneously meets a Modes of Inquiry requirement. Prerequisite:
FW or equivalent.
Speaking-Intensive Course [SI]
This course is intended to further strengthen and reinforce verbal skills
acquired in the Freshman Experience courses and involves oral presentations,
which treat the subject matter of the course. One course
designated Speaking-Intensive is required, and this course may be in
the major or minor, a free elective or a course, which simultaneously
meets a Modes of Inquiry requirement. Prerequisite: FS or equivalent.
Modern Language Proficiency [ML]
Given the importance of diverse languages in permitting communication
and understanding in an increasingly smaller and interactive world,
students must demonstrate proficiency in at least one modern language
other than English. This requirement may be met by successfully
completing a course numbered “103” in a SUNY Potsdam language
sequence or its equivalent or by successfully completing any single
200-level language course within the Modern Languages Department.
Students whose native language is not English, or who have at least
four years of high school study of the same language, or who have
earned a score of three or higher on an Advanced Placement language
examination have already completed this requirement.
Transfer students who have completed fewer than 45 semester hours
of college-level coursework prior to matriculating at Potsdam are
subject to the Modern Language Proficiency requirement. Transfer
students who have completed 45 or more semester hours of collegelevel
coursework prior to matriculating at Potsdam must complete one
course in a given modern language sequence for every two semesters of
full-time enrollment until graduation or until the proficiency has been
met. For students whose attendance at Potsdam is on a part-time basis,
one semester of language must be completed for every 30 academic
semester hours enrolled until graduation or until the proficiency has
been met. Placement and exemption procedures are as for all entering
students, except that previous college-level work, as well as high school
work, will be applied toward the requirement.
Physical Education [PE]
Physical Education is important to an individual’s well being. An
understanding of the roles of physical conditioning, stress management,
nutrition, physical fitness, leisure, and of the benefits of exercise,
directly influences the ability of the individual to lead a productive life.
All courses, which fulfill the physical education requirement, should
address the aforementioned concerns through activities designed to
develop not only physical skills, but also in the student a positive
attitude toward her or his health.
Each student must complete four appropriately designated physical
education courses in addition to the specific total academic semester
hours required for the B.A., B.S. or the B.M. degree. A course
approved for General Education Physical Education designation and
also for a Mode of Inquiry may simultaneously serve toward the
completion of both the academic requirement and one course of the
physical education requirement. Transfer students who have not
completed this requirement must take one physical education course
for every 30 hours enrolled at SUNY Potsdam, not to exceed a
maximum of four courses.
Participation on an intercollegiate athletic team, on the basis of one
course credit given for one season of participation, may be used to fulfill
a maximum of two of the four required physical education courses.
A maximum of one-half of the student’s requirement may be fulfilled
by satisfactory completion of the same activity twice except for
outdoor education activities that may not be repeated.
Note: In Physical Education, sports or skills such as varsity lacrosse,
fitness training, and archery, are different activities. In Dance, different
forms of dance such as ballet, modern and jazz, are different activities.
Modified General Education
Requirements for 3-2 Engineering
Program Students
Students completing the Engineering Double Degree Program (3-2
Program) with Potsdam and Clarkson University are required to fulfill
all of the B.A. Degree General Education requirements except for the
following which have been waived:
To be determined under advisement, three semester hours from one of
the following Modes of Inquiry components:
1. Aesthetic Expression – Critical and Discriminative Approach
2. Aesthetic Expression – Experiential
3. Scientific Inquiry – Biological Sciences
Transfer Credits
The Use of Credits Earned at Institutions Other than
Potsdam to Fulfill General Education Requirements
Credits earned at regionally accredited colleges other than Potsdam,
through Advanced Placement Examination, CLEP Subject Examinations,
military education or other acceptable sources are considered
transfer credits. Based on the content of the course or examination,
transfer credits may be used to fulfill General Education and other
degree requirements at Potsdam.
Upon receipt of official transcripts or examination score reports, the
Director of Academic Transfer Services will evaluate transfer coursework
and notify the student in writing of how courses apply toward
baccalaureate degree requirements. If a student feels that a course
satisfies a particular General Education requirement and has not been
so designated, he/she should provide a course syllabus to Academic
Transfer Services for further examination of course content.
Students planning to enroll in a course at another institution, subsequent
to their matriculation at Potsdam, should pre-approve their
choices with the Director of Academic Transfer Services, in the
Admissions Office, Raymond 120.
1. Acceptance of Credit: The Director of Academic Transfer Services
determines and approves transfer credits and the specific General
Education requirements to which they may be applied. Credits will
be accepted only for work completed with a final grade of “D” or
better at a regionally accredited institution of higher education, i.e.,
college, junior college, technical institute, seminary, Armed Forces
Institute, Service-members Opportunity College (SOC), or foreign
institution. Guidelines issued by AACRAO will be used where
necessary and applicable to aid in the evaluation.
A written evaluation of the transfer credits which fulfill General

academic programs 61
Education requirements will be prepared by the Director of Academic
Transfer Services. This evaluation constitutes an agreement
between the student and Potsdam; no changes may be made to the
detriment of the student because of subsequent changes in Potsdam
policy requirements.
Because of the difficulty in evaluating the equivalence of grading
systems among institutions, grades earned elsewhere in courses
accepted for transfer credit will not be used in computing the
academic average. They are also not included in determining
eligibility for the President’s List, Deans’ List or honors designations.
Transferring credits from colleges on the quarter plan necessitates
numerical conversion to the semester hour plan used by Potsdam.
2. Advanced Placement Examination Credit: High school students
earning a score of three or higher on any College Board Advanced
Placement (AP) Examination will gain academic credit applicable
to the Potsdam baccalaureate degree.
Students may earn between three and eight semester hours of college
credit for a single AP examination. AP credits may be applied toward
satisfaction of specific General Education requirements. They may
also be used as equivalent courses or for placement within departmental
major and minor programs. Please consult the chart on pages
64 and 65 for specific General Education and major designations.
Students may not repeat for additional credit any college course for
which they have already received Advanced Placement credit.
In order to gain Advanced Placement credit, students should
request an official score report to be sent to the Director of
Academic Transfer Services at Potsdam. Students will then receive
a written evaluation of how the AP credit has been applied toward
degree requirements.
General Education Requirements for Transfer Students
Transfer students are governed by the General Education requirements
in effect at SUNY Potsdam at the time of the student’s first
matriculation in a regionally accredited post-secondary institution
within the last six years. Students who do not complete degree
requirements within six calendar years from that matriculation must
pursue requirements in effect at the time of their continued (or
resumed) pursuit of a Potsdam degree. Students may elect to follow
later graduation requirements in effect subsequent to matriculation,
but must then finish those requirements completely.
Students entering SUNY Potsdam having earned an Associate in Arts
(A.A.), Associate in Science (A.S.) or Associate in Applied Science
(A.A.S.) degree from a regionally accredited two-year college will be
admitted with full junior standing.
Students who have completed at least seven, but fewer than ten, of the
General Education Learning Outcomes (as defined by SUNY) will
have fulfilled Potsdam’s Freshman Experience requirements. The
Modes of Inquiry, Modern Language, Speaking and Writing Intensive
and Physical Education requirements will be evaluated by the Director
of Academic Transfer Services on a course-by-course basis.
Students who have completed nine of ten (excluding foreign language)
General Education Learning Outcomes (as defined by SUNY) will
have fulfilled Potsdam’s Freshman Experience and Modes of Inquiry
requirements. The Modern Language, Speaking and Writing Intensive
and Physical Education requirements will be evaluated by the Director
of Academic Transfer Services on a course-by-course basis.
Transfer students entering Potsdam without having earned an associate
degree will have their transfer work evaluated for satisfaction of
General Education requirements on a course-by-course basis.
Transfer students will not be required to repeat courses with essentially
the same content, objectives and outcomes as courses contained within
the General Education requirements.
Newly accepted transfer students will receive from the Director of
Academic Transfer Services, an evaluation of their transcripts as soon
as their records at the College are complete, including an official transcript.
The evaluation will indicate which General Education requirements
have been satisfied and which remain to be completed by the student.
It will also serve as a contract between the student and the College. Any
questions concerning the evaluation can be directed to the Director of
Academic Transfer Services, in the Admissions Office, Raymond 120.
Participation in Student Learning Assessment Activities
A meaningful and effective general education program is one which
provides the conscientious student opportunities to acquire knowledge,
skills and experiences toward well-defined objectives. These
learning objectives are broadly defined in “The Potsdam Graduate”
statement and are specifically addressed by the courses, which can be
used to fulfill the various components of the General Education
curriculum. Each component has an underlying rationale which
guides the course content and the required exercises, together with
criteria and objectives against which student learning can be assessed.
Further, the components have been designed to encourage development
of increasingly more sophisticated skills from the freshman
through the senior years.
Measuring the learning outcomes of students at various stages in the
program is an important activity from a number of perspectives. It
provides students and academic advisors information concerning
individual strengths and weaknesses, which can be used as a partial
basis on which to plan appropriate courses in future semesters. Second,
it provides an index of growth over the entire college experience. It is
also of worth to faculty and administrators in evaluating the effectiveness
of the General Education curriculum and revising it as deemed
necessary to better serve the needs of current and future students.
Finally, prospective employers and others expect institutions of higher
learning to provide information, which documents the learning,
which occurs in a baccalaureate degree program. From a number of
perspectives, measuring learning progress is a valuable activity.
To provide learning outcomes information, students will be required
to participate in occasional General Education tests, exercises and
surveys aimed at assessing student progress and studying perceptions,
attitudes and opinions regarding the program. Students may also be
asked to participate in similar assessment activities in their major.
Majors and Minors
The major requirement is designed to ensure that all students will have
the experience of disciplined and cumulative study, carried on over an
extended period of time, in an important field of intellectual inquiry.
After completing 57 semester hours, or approximately at the end of the
sophomore year of study, all students must choose the subject or major
area in which they wish to concentrate.
At a minimum, the major consists of 30-33 semester hours of study in
one field. Interdepartmental majors will require more total hours. At

62 academic programs
least 15 upper-division semester hours of the major must be taken at
this college.
To be eligible for graduation with a Bachelor's degree, a student
must complete 30 semester hours of the major with at least a 2.0 in each
course. Departments may set a higher minimum grade-point average
or number of semester hours with the approval of the Faculty Senate.
Declaration/Change of Major
Crane School of Music students select a major at the time of admission
and are assigned an advisor prior to the beginning of their first semester
of enrollment. Music students wishing to change majors, either within
music or to a major in another area of the College, should refer to The
Crane School of Music publication, Academic Information Supplement
for the correct procedure.
Students in the School of Arts and Sciences may declare a major by
making an appointment with the chair of the department in which
they wish to major. The chair assigns an advisor in the major and
completes the declaration of major form. To change a major a student
should make an appointment with the chair of the new department.
Majors must be declared after completion of 60 hours but can be
declared earlier.
Those who, in addition to their Arts and Sciences major, wish to
complete a second major in teacher education, which leads to teacher
certification, in the School of Education, should declare both intentions
as early as possible.
Selection of Minor
Students who wish to declare a minor should meet with the chair of the
department which sponsors the minor and make a declaration in the
same manner as for a major.
Denial of Continuation in Major or Program/Right
to Appeal Denial
With the approval of the appropriate committee of the School and its
dean, and the Provost, departments of The Crane School of Music, the
School of Arts and Sciences and the School of Education may establish
academic standards for their majors and may deny continuance in the
major to students who do not meet the standards.
Students have the right to appeal such denial according to established
procedures in the department or School concerned.
Electives
Most students have the opportunity to elect more than 50 semester
hours of coursework outside the major area of study. The electives may
be used to strengthen the major; to earn a second major or a minor; to
participate in Special Academic Opportunities to meet requirements
for entry to various professions, including teacher education or Vocational
Intent Programs; or simply to study subjects of individual interest
and concern.
Students are reminded, however, that certain other graduation requirements
(e.g., for the B.A. degree, 90 semester hours of liberal arts, 70
hours outside of the department and 45 hours of upper-division work)
must continue to be carefully observed in choosing the electives.
Advanced Placements (AP)
Advanced General Education
Placement Requirement Departmental Equivalence
Program Fulfilled (Score of 3 or higher needed)
ART
Studio Art: Aesthetic 4 hrs., ARTS 109
General Experiential [AE]
Studio Art: Aesthetic 4 hrs., ARTS 110
Drawing Experiential [AE]
History of Art Western Civilization 6 hrs., ARTH 101 and 102
[WC][HI]
BIOLOGY
Scientific Inquiry- Score of 3 or 4 = 4 hrs.,
Biological Sciences BIOL 101 or 102
with Laboratory (See Chair)
[SB] [LB]
Score of 5 = 8 hrs.,
BIOL 101 and 102
CHEMISTRY
Scientific Inquiry- Score of 3 or 4 = 4 hrs.,
Physical Sciences CHEM 105
with Laboratory Score of 5 = 8 hrs.,
[SP] [LB] CHEM 105 and 106
COMPUTER SCIENCE
Computer Problem Solving &
Science A Abstract
Reasoning [FP] 3 hrs., CIS 103
Computer Problem Solving &
Science AB Abstract 6 hrs., CIS 103 and 203
Reasoning [FP]
ECONOMICS
Macroeconomics
Microeconomics
Problem Solving &
Abstract Reasoning [FP]
and Social Analysis [SA] 3 hrs., ECON 110
Problem Solving &
Abstract Reasoning [FP]
and Social Analysis [SA] 3 hrs., ECON 105
ENGLISH
Language and Writing and 7 hrs., COMP 101 and
Composition Critical Thinking LITR 113
[FW] and Aesthetic
Critical [AC]
Literature and Writing and 7 hrs., COMP 101 and
Composition Critical Thinking LITR 113
[FW] and Aesthetic
Critical [AC]
ENVIRONMENTAL SCIENCE
Environmental Scientific Inquiry- Score of 3, 4 or 5 = 3 hrs.
Science Physical Sciences [SP]
GEOGRAPHY
Human Cross-Cultural Score of 3, 4 or 5 = 3 hrs.,
Geography Perspective [CC] [XC] GEOG 250

academic programs / interdisciplinary studies 63
GOVERNMENT AND POLITICS
United States Social Analysis [SA] Score of 3 = 3 hrs.,
Political Science lower
division elective
Score of 4 or 5 = 4 hrs.,
POLS 110
Comparative Cross-Cultural Score of 3, 4 or 5 = 3 hrs.,
Perspective [CC] [XC] Political Science lower
division elective
HISTORY
United States American History 6 hrs., HIST 201 and 202
[AH][HI]
European Western Civilization 6 hrs., HIST 101 and 102
[WC][HI]
MATHEMATICS
Calculus AB Freshman Mathematics Score of 3 or 4 = 4 hrs.,
[FM] or Problem MATH 151
Solving & Abstract Score of 5 = 8 hrs.,
Reasoning [FP] MATH 151 and 152
Calculus BC Freshman Mathematics Score of 3, 4 or 5 =
[FM] or Problem 8 hrs., MATH 151
Solving & Abstract and 152
Reasoning [FP]
MODERN LANGUAGE
French Language Modern Score of 3 = 3 hrs., and
French Literature Language placement at 200 level.
Spanish Language Proficiency [ML] Score of 4 or 5 = 6 hrs.,
Spanish Literature and placement at 200
or 300 level (See Chair)
German Language Modern
Score of 3 = 3 hrs.,
Italian Language Language Score of 4 or 5 = 6 hrs.
Latin Literature Proficiency [ML]
Latin-Virgil
MUSIC
Music Literature Aesthetic Critical [AC] 3 hrs., MULH 101
Music Theory Aesthetic 3 hrs., MULH 310
Experiential [AE]
PHYSICS
Physics B Scientific Inquiry: Score of 3 or 4 = 4 hrs.,
Physical Sciences PHYS 101
with Laboratory Score of 5 = 8 hrs.,
[SP] [LB] PHYS 101 and 102
Physics C Scientific Inquiry: Score of 3 or 4 = 4 hrs.,
Physical Sciences PHYS 103 (See Chair)
with Laboratory
[SP] [LB]
Score of 5 = 8 hrs.,
PHYS 103 and either
204 or 305 (See Chair)
PSYCHOLOGY
Psychology Social Analysis [SA] Score of 3, 4 or 5 = 3 hrs.,
PSYC 100
STATISTICS
Statistics Freshman Mathmatics Score of 3, 4 or 5 = 3 hrs.,
[FM] or MATH 125 or STAT 100
Statistical Analysis
& Reasoning [FQ][FM]
Please note: The General Education Program is currently under review
and revision. Contact your faculty advisor for the most current General
Education requirements.
INTERDISCIPLINARY STUDIES
Interdisciplinary Learning Communities
Contact Person:
John Omohundro
MacVicar 124, (315) 267-2053 (omohunjt@potsdam.edu)
Learning communities use collaborative teaching and learning that
connects college courses from separate academic disciplines to enrich
intellectual life and create a sense of community for students and
faculty. Students who enroll in a learning community take two or more
courses during the semester that is linked together by common themes.
For example, the American Indians, American Justice learning community
(a social justice cluster) combines an anthropology course, a
politics course, and a music course all focusing on themes related to
Native Americans. All learning communities provide opportunity for
students to work more closely together with faculty and each other. By
connecting or integrating courses from different disciplines, most
learning communities provide opportunity for students to see more
clearly the ways in which each discipline contributes to an overall
understanding of the world.
Several learning communities are offered each semester. Some are
designed for first year students; others combine higher level courses.
Frequently, learning communities offer the opportunity to complete
multiple General Education requirements. The Adirondacks Coordinated
Studies Program (described in detail below) provides first
semester students with a fully integrated learning community experience
for their complete course load. Social Justice Clusters (described
in detail below) offer students the opportunity to study issues of
pluralism and diversity in the United States. Education clusters enable
teacher-education majors to combine teaching methods classes with
practical experiences in local schools. Students register for learning
communities during regularly scheduled registration periods.
Adirondack Environmental Studies
Semester for First-year Students
Contact Person:
John Omohundro
MacVicar 124, (315) 267-2053 (omohunjt@potsdam.edu)
The “Adirondacks” offers a complete semester of five courses taught by
a team of professors from various disciplines that share a common
environmental studies emphasis and use the Adirondack Park region as
case study material. The program investigates the artistic and philosophical
questions, the scientific problems, and the social controversies,
which the Adirondack Park creates for its residents and visitors.
The “Adirondacks” enrolls a maximum of 50 first-year (freshman)
students who work closely all semester with professors and advisors,
advanced students, and each other in frequent team projects, labs, field
trips and studios. It constitutes a complete semester schedule of
approximately 17 credit hours. Because the program stresses coherence
and teamwork, it serves students who love the arts but are less
confident about studying the sciences, as well as students who love
science but are less confident about studying the arts. It is appropriate for
undeclared students as well as those interested in SUNY Potsdam’s
Environmental Sciences and Environmental Studies minors.

64 interdisciplinary studies
Courses in the package change slightly from year to year, but always
include the sciences, social sciences, arts and humanities. The package
in fall 2000, for example, featured courses in creative writing, outdoor
recreation, anthropology, art history, writing, and environmental
geology. Being a complete semester schedule, the program satisfies
more than a third of the General Education requirements in an
unusually coherent fashion.
Environmental Science Minor
Contact Person:
Robert Badger
Timerman 224, (315) 267-2624 (badgerrl@potsdam.edu)
Designed primarily for science majors. Some of the following courses
have cognate requirements, so the student should check the individual
course listing under its department for these prerequisites. A grade of 2.0
or better must be achieved in all courses.
Science Courses:
Four of the following, or their equivalents, as approved by the
Environmental Studies committee. One course must be from each of
the four sciences:
Credits
GEOL 421 Environmental Geology Problems 3
or
GEOL 406 Structural and Field Geology 4
BIOL 300 Ecology 3
PHYS 330 Meteorology 3
CHEM 311 Quantitative Analysis 4
Social Sciences and Humanities Courses:
Two of the following courses, or their equivalent, as approved by the
Environmental Studies committee, each from a different department:
INTD 110 Environmental Issues 4
SOC 340 Environment and Society 3
POLS 324 Politics and the Environment 4
POLS 491 Public Policy Internship 4
ANTC 325 Human and Cultural Ecology 3
ANTC 355 World Food 3
ECON 411 Natural Resource Economics 3
PHIL 330 Environmental Ethics 3
HTLH 300 Critical Issues in Human Ecology 3
ANTA 395 Environmental Archaeology 3
HIST 395 U.S. Environmental History 3
ANTA 395 Lessons from Ancient Environments3
Outdoor Experience Course:
One weekend course in Outdoor Recreation is required:
PE 141 Backpacking 1
PE 142 Winter Camping 1
PE 144 Canoeing 1
PE 167 Mountaineering 1
PE 168 Ice Climbing 1
PE 175 Rock Climbing 1
_____
Total 19-22
Environmental Studies Minor
Contact Person:
Robert Badger
Timerman 224, (315) 267-2624 (badgerrl@potsdam.edu)
Designed primarily for social sciences and humanities majors. Some of the
following courses have cognate requirements, so the student should check
the individual course listing under its department for these prerequisites.
A grade of 2.0 or better must be achieved in all courses.
Science Courses:
Three of the following courses, or their equivalent, as approved by the
Environmental Studies committee, representing three out of the four
sciences. Science majors should consult with the program coordinator
for possible substitution of other science courses for the listed nonmajor
science courses.
Credits
GEOL 101 Environmental Geology 3
or
GEOL 103 Physical Geology 3
BIOL 106 Environmental Biology 3
PHYS 325 Energy and the Environment 3
or
PHYS 330 Meteorology 3
CHEM 301 Fundamentals of
Environmental Science 3
Social Sciences and Humanities Courses:
Three of the following courses, or their equivalent, as approved by
Environmental Studies committee. At least two of the courses must be
upper level, and each course must be from a different department.
INTD 110 Environmental Issues 4
SOCI 340 Environment and Society 3
POLS 324 Politics and the Environment 4
POLS 491 Public Policy Internship 4
ANTC 325 Human and Cultural Ecology 3
ANTC 355 World Food 3
ECON 411 Natural Resource Economics 3
PHIL 330 Environmental Ethics 3
HTLH 300 Critical Issues in Human Ecology 3
ANTA 395 Environmental Archaeology 3
HIST 395 U.S. Environmental History 3
ANTA 395 Lessons from Ancient Environments3
Outdoor Experience Courses:
One weekend course in Outdoor Recreation is required:
PE 141 Backpacking 1
PE 142 Winter Camping 1
PE 144 Canoeing 1
PE 167 Mountaineering 1
PE 168 Ice Climbing 1
PE 175 Rock Climbing 1
_____
Total 18-20

interdisciplinary studies 65
Interdisciplinary Natural Science Major
38-42 semester hours required. All interdisciplinary science majors
require a grade of 2.0 or better in all courses used to satisfy the major.
Administered by faculty committees drawn from the departments
participating in each option.
Biology/Chemistry Concentration
42 semester hours required.
Contact Person:
Kenneth Coskran
Stowell 309, (315) 267-2274 (coskrakj@potsdam.edu)
Required Courses:
Credits
BIOL 151 Biology I 4
BIOL 152 Biology II 4
BIOL 311 Genetics 4
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
CHEM 341 Organic Chemistry I 4
CHEM 311 Quantitative Analysis 4
___
28
Elective Courses:
Biology Electives* 9
Chemistry Elective** 3
Seminar*** 2
___
Total 42
*6 credits must be at the 400 level
**Must be at the 400 level (may not include seminar)
***Must be at the 400 level and taken in one of the two science areas.
Work in that seminar must reflect individual yet interdisciplinary
interests. Current topics in biology can replace biology seminar.
Cognate Requirements for:
Biology 4
Students who elect BIOL 407 Cell Physiology and/or BIOL 430
Plant Physiology, and/or BIOL 440 Vertebrate Physiology, must
also complete CHEM 341 Organic Chemistry I as a prerequisite.
Chemistry 4
1. Option 1*: Students who elect CHEM 425 Biochemistry must
then also complete CHEM 342 Organic Chemistry II.
2. Option 2: Students who elect CHEM 451 Physical Chemistry I
must also complete either PHYS 101/102 Introduction to College
Physics I & II or PHYS 103/204 General Physics I & II and MATH
151/152 Calculus I and II. 16
*Note:
Option 1 is advised for the INS Biology/Chemistry Concentration.
Recommended Coursework Outside the Major:
Consult with departmental advisors.
Biology/Geology Concentration
42-43 semester hours required.
Contact Person:
William Kirchgasser
Timerman 222, (315) 267-2296 (kirchgwt@potsdam.edu)
Required Courses:
Credits
BIOL 151 Biology I 4
BIOL 152 Biology II 4
BIOL 311 Genetics 4
GEOL 103 Physical Geology 3
GEOL 104 Historical Geology 3
GEOL 311 Mineralogy 4
GEOL 301 Sedimentation-Paleontology-Stratigraphy I 4
___
26
Elective Courses:
Biology Electives* 8-9
Two Geology Electives 5-6
Seminar** 2-3
______
16-17
______
Total 42-43
*6 credits must be at the 300-400 level.
**Must be at the 300-400 level and taken in one of the two science
areas. Work in that seminar must reflect individual yet interdisciplinary
interests. Current topics in biology replaces biology seminar.
Cognate Requirements for:
Biology
Students who elect BIOL 407 Cell Physiology or
BIOL 410 Human Physiology, must also complete
CHEM 341 Organic Chemistry I. 4
Geology
CHEM 105/106 General Chemistry I and II 8
___
Total 12
Recommended Coursework Outside the Major:
Consult with departmental advisors.
Biology/Physics Concentration
42 semester hours required.
Contact Persons:
John Eckert
Stowell 208, (315) 267-2258 (eckertjj@potsdam.edu)
Azad Islam
Timerman 210, (315) 267-2284/2282 (islamma@potsdam.edu)
Required Courses:
Credits
BIOL 151 Biology I 4
BIOL 152 Biology II 4
BIOL 311 Genetics 4
PHYS 103 General Physics I 4
PHYS 204 General Physics II 4
PHYS 305 General Physics III 4
PHYS 306 Modern Physics 4
___
28

66 interdisciplinary studies
Elective Courses:
Biology Electives* 8-9
Physics Elective** 3
Seminar*** 2-3
___
Total 42
*6 credits must be at the 300-400 level
**Must be at the 400 level (may not include seminar)
***Must be at the 400 level and taken in one of the two science areas.
Work in that seminar must reflect individual yet interdisciplinary
interests. Current topics in biology replaces biology seminar and may
be two or three credits.
Cognate Requirements for:
Biology
Students who elect BIOL 407 Cell Physiology,
BIOL 410 Human Physiology, and/or BIOL 430
Plant Physiology, and/or BIOL 440 Vertebrate
Physiology, must also complete CHEM 105/106
General Chemistry I and II and CHEM 341
Organic Chemistry I. 12
Physics
MATH 151/152 Calculus I and II 8
___
Total 20
Recommended Coursework Outside the Major:
Consult with departmental advisors.
Chemistry/Geology Concentration
38-41 semester hours required.
Contact Persons:
Ken Coskran
Stowell 309, (315) 267-2274 (coskrakj@potsdam.edu)
James Carl
Timerman 216, (315) 267-2285 (carljd@potsdam.edu)
Required Courses:
Credits
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
CHEM 341 Organic Chemistry I 4
CHEM 311 Quantitative Analysis 4
GEOL 103 Physical Geology 3
GEOL 104 Historical Geology 3
GEOL 311 Mineralogy 4
GEOL 301 Sedimentation-Paleontology-Stratigraphy I 4
___
Total 30
Elective Courses:
Chemistry Elective* 3
Geology Electives** 5-6
Seminar*** 2
___
Total 40-41
*Must be at the 400 level (may not include seminar)
**Must be at the 300-400 level
***Must be at the 400 level and taken in one of the two science areas.
Work in that seminar must reflect individual and interdisciplinary
interests.
Cognate Requirements for:
Chemistry
Option 1:
To complete this option students must take CHEM 421 Biochemistry
and CHEM 342 Organic Chemistry II 4
Option 2:
To complete this option students must take CHEM 451 Physical
Chemistry I and either PHYS 101/202 Introduction to College
Physics I and II or PHYS 103/204 General Physics I and II,
MATH151/152 Calculus I and II. 16
Note: Students are advised to select Option 2.
Recommended Coursework Outside the Major:
Consult with departmental advisors.
Chemistry/Physics Concentration
40 semester hours required.
Contact Persons:
Ken Coskran
Stowell 302, (315) 267-2274 (coskrakj@potsdam.edu)
Azad Islam
Timerman 210, (315) 267-2284/2286 (islamma@potsdam.edu)
Required Courses:
Credits
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
CHEM 341 Organic Chemistry I 4
CHEM 311 Quantitative Analysis 4
PHYS 103 General Physics I 4
PHYS 204 General Physics II 4
PHYS 305 General Physics III 4
PHYS 306 Modern Physics 4
___
32
Elective Courses:
Chemistry Elective* 3
Physics Elective* 3
Seminar ** 2
___
Total 40
*Must be at the 400 level (may not include seminar)
**Work must reflect individual yet interdisciplinary interests.
Cognate Requirements for:
Chemistry
CHEM 342 Organic Chemistry II 4
Physics
MATH 151/152 Calculus I and II 8
___
Total 12
Recommended Coursework Outside the Major:
Consult with departmental advisors.

interdisciplinary studies 67
Geology/Physics Concentration
38-41 semester hours required.
Contact Persons:
Frank Revetta
Timerman 226, (315) 267-2289 (revettfa@potsdam.edu)
Azad Islam
Timerman 210, (315) 267-2284/2286 (islamma@potsdam.edu)
Required Courses:
Credits
GEOL 103 Physical Geology 3
GEOL 104 Historical Geology 3
GEOL 311 Mineralogy 4
GEOL 301 Sedimentation-Paleontology-Stratigraphy I 4
PHYS 103 General Physics I 4
PHYS 204 General Physics II 4
PHYS 305 General Physics III 4
PHYS 306 Modern Physics 4
GLG 407 Environmental Geophysics 3
___
33
Elective Courses:
Geology Electives* 5-6
Physics Elective** 3
Seminar*** 2
_____
Total 40-41
*Must be at the 300-400 level
**Must be at the 300-400 level (may not include seminar)
***Must be at the 400 level and taken in one of the two science areas.
Work must reflect individual yet interdisciplinary interests.
Cognate Requirements for:
Geology
CHEM 105/106 General Chemistry I and II 8
Physics
MATH 151/152 Calculus I and II 8
___
Total 16
Recommended Coursework Outside the Major:
Consult with departmental advisors.
Africana Studies Minor
A minimum of 18 credit hours required.
Director:
Yaw Oheneba-Sakyi
Satterlee 311-3, (315) 267-2563 (oheneba@potsdam.edu)
Africana Studies is an academic program that focuses on the political,
economic, cultural, and social experiences of African peoples in an
attempt to illuminate the connectedness of the human experience.
Structured from an interdisciplinary and comparative perspective, the
minor in Africana Studies is designed to provide knowledge and skills
needed to understand the socio-economic, political, and psychological
consequences of historical, institutional arrangements, and cultural
constructions as they affect the contemporary experience of race and
ethnicity in America and elsewhere. A focus on the life experiences of
blacks (i.e., the peoples of Africa and those peoples of the Americas who
are descendants of Africans) in the minor will help to deepen students’
understanding of America itself. After all, American culture comprises a
rich history of peoples from both non-European and European
heritage.
With its courses, research, and experiential learning components, the
Africana Studies minor at Potsdam will equip students with the skills
to construct arguments, distinguish opinions from evidence, and make
judgements based on wisdom and knowledge rather than on prejudice
and parochialism. Overall, a minor in Africana Studies will enhance
many academic and professional disciplines, enabling students to become
better prepared for careers in teaching, counseling, state and local
social welfare programs, urban planning, corporate America, nongovernmental
organizations, and international relations.
Required Courses:
Credits
SOCI 110 Introduction to Africana Studies 3
SOCI 361 Race and the City 3
POLS 309 Politics of Black and White 4
___
10
Elective Courses:
Students will elect the remaining three courses (or 8-10 credits), from
at least two different departments, under advisement, from an approved
course list available from the Africana Studies Program Director.
Students may enroll in one Independent Study course (maximum
three credits) and/or enroll in a Social Justice Cluster to satisfy their
elective requirements. In addition, with approval from the Program
Director, students may satisfy their elective requirements by participating
in one of the special programs available to Potsdam students.
These include: Study Abroad in Ghana, Operation Crossroads Africa,
Student Teaching Abroad, Black Roots Program in Liverpool,England,
Community Service Outreach, and Teaching Social Studies in an
Urban Setting.
Notes:
1. No more than six credits from the student’s major may count for
the minor.
2. Even though students may earn up to 15 credit hours in special
programs, only a maximum of nine credits may be accepted for the
minor.
3. Courses taken at St. Lawrence University’s African Studies program
may be applied as electives to the program; however, it is not required
or necessary to take classes at St. Lawrence University, Canton.
4. As other appropriate courses are offered, the list of electives will be
expanded. The program director will maintain a list of all appropriate
courses and make that information available to faculty and
students.
5. Students must earn a minimum grade of 2.0 in courses counted
toward the minor.

68 interdisciplinary studies
Native American Studies
18 semester hours required.
Director:
Susan Stebbins
MacVicar 119A, (315) 267-2047 (stebbisa@potsdam.edu)
The study of indigenous peoples of the Americas – their prehistory,
history and cultures – is the focus of courses taught. The minor in
Native American Studies is a vehicle enabling students interested in
the serious and intensive study of Native Americans to benefit from its
diverse offerings. It is intended to provide a systematic program of
study in which the complementary nature of these courses is fully
explored to enhance the understanding gained from each.
Required Courses:
Credits
ANTC 102 Introduction to Cultural Anthropology 3
or
SOCI 101 Introduction to Sociology 3
or
POLS 100 Introduction to Politics 4
ANTC 130 The Native Americans 3
ANTC 330 Native American Cultures 3
or
400-level Native American class
as determined by coordinator
___
9-10
Elective Courses:
Any three of the following with advisement
of the Native American Studies Minor Director: 9
ANTC 286 Folklore and Folklife
ANTC 331 Women in Native America
ANTC 333 Indian Images
ANTA 350 Archaeology of Ancient Mexico
and Central America
ANTC 360 Cultures of Mexico and Central America
HIST 201 Early American History
HIST 308 Canadian History
HIST 311 Indians and Iberians
SOCI 310 Racial and Cultural Minorities
LANG 195 Mohawk I
LANG 196 Mohawk II
POLS 315 History and Politics of Native Americans
___
Total 18-19
Notes:
1. At least nine credit hours must be at the 300 level or above;
2. Other courses might also be appropriate as they begin to be offered.
The Native American Studies Minor Director will maintain a list
of all appropriate courses and make that information available to
students and faculty.
Women’s Studies Minor
18 semester hours required.
Director:
Anne Righton Malone
(315) 267-4877(malonear@potsdam.edu)
Description:
A growing body of scholarship supports the notion that gender lies at
the heart of our personal identity, social arrangements, economic and
political systems, and even our ways of knowing and understanding the
world. Women’s Studies examines the historical construction and perpetuation
of sex/gender systems and their relationships to other systems
of power. It is concerned with social constructions of masculinity and
femininity, cultural inculcations of gender identities, gender-based
distributions of economic resources and political power, and the
gendered construction of disciplinary knowledge, language and other
modes of representation. Women’s Studies encourages scholars and
students to “think from women’s lives” and claims that doing so helps
to create less partial and distorted accounts of social reality.
The Women’s Studies minor is a unique preparation for a variety of
occupations which might be done better by someone who has thought
hard about gender issues. The minor is interdisciplinary and open to
students from all majors.
Required Courses:
Credits
WMST 100/POLS 125 Approaches to Women’s Studies 3-4
Elective Requirements:
Students will elect the remaining 5 courses
(or 14-15 credit hours), under advisement, from
an approved interdisciplinary course list
available from the Director of Women’s Studies. 15
___
Total 18-19
Notes:
1. At least three courses must be upper-division courses (300 or above).
2. At least one of the upper-division courses must study women from
a cross- or multicultural or comparative perspective.
3. No more than two courses in the same discipline can be counted
toward the minor.
4. At least three courses must be from the School of Arts and Sciences.
5. Some courses have prerequisites in addition to WMST 100/POLS
125. See catalog or instructors for other prerequisites.
6. A minimum grade of 2.0 is required for all courses counted toward
the minor.
7. To declare this minor, students must consult with the Director.
8. See page 122 for description of WMST 100.

interdisciplinary studies 69
Museum Studies Minor
Contact Persons:
Director of Gibson Gallery
Brainerd 214, (315) 267-2481
Steven J. Marqusee
MacVicar 118B, (315) 267-2049 (marqussj@potsdam.edu)
Art Emphasis
22 semester hours required.
Interdisciplinary Emphasis
21 semester hours required.
The Museum Studies Minor for the student with either the Interdisciplinary
or Art interest consists of a well conceived sequence of courses
designed to provide students with a basic, sequential education in the
field of museology, and an introduction to the museum profession.
This minor requires prerequisite courses in Art, Anthropology and/or
History, then provides students with academic and experiential learning
in the following areas: Foundations and Theory, Practica, Advanced
Studies (including an internship option).
Additionally, opportunities to pursue this field of study further are
provided through electives, and internships on and off campus. Up to
two courses from the student’s major may count for the minor.
Prerequisites:
Art Emphasis:
Students pursuing the minor with an art emphasis are required to take
one upper division course and one introductory studio course.
Credits
One from:
one upper division Art History course (ARTH 210-465) 3
One from:
ARTS 109 Introductory Studio Art 4
ARTS 110 Drawing I 4
Interdisciplinary Emphasis:
As a preparation for entry into the interdisciplinary minor one course
each from two of the following groups must be completed: (only
courses from outside student’s major permitted)
One from:
Credits
ARTH 100 3
ARTH 101 3
ARTH 102
and/or
One from:
ANTA 100 3
ANTP 101 3
ANTC 102 3
and/or
One from:
HIST 101, 102 3
HIST 201, 201 3
and/or
One from:
GEOL 102, 103 3
BIOL 108 3
and/or
One from:
DRAM 206 3
DRAM 207 3
Art: 7
Interdisciplinary: 6
Foundations and Theory
Art/Interdisciplinary Emphasis:
In both the Art Department and the Anthropology Department there
is a basic theory and methods course offered. These are considered
equivalent and are cross-listed. A student must complete either one of
these:
ARTM 370 Museum Studies 3
ANTH 370 Museum Studies 3
Art: 3
Interdisciplinary: 3
Practica
Courses which require students to exercise the daily functions of running
a museum (archival/registration functions, collections management,
installations/preparatory) exist in both the Anthropology and Art
departments. Students should complete both courses, as indicated below:
ARTM 420 Gallery Practices 3
ANTH 420 Museum Archives and Exhibits 3
Art: 6
Interdisciplinary: 6
Advanced Studies
These courses provide opportunities to participate in Museology and
museum work on an advanced level, building on the theory and
experiential learning skills attained in the above courses. At this level,
students can build on their desire to specialize in either Art or Anthropology,
by completing one course from each of the following groups.
Offered every semester, these courses will be cross-listed for both
Anthropology and Art.
Select two from these courses:
ARTM 450 Curatorial Research
(This course is required for Art emphasis.)
ARTM 470 Museum Internship/Tutorial 3
ANTH 470 Museum Internship/Tutorial 3
ANTH 495 Special Topics in Museology 3
ARTM 495 Special Topics in Museology 3
Art: 6
Interdisciplinary: 6
___
Museum Studies Minor Total
Art: 22
Interdisciplinary: 21

70 interdisciplinary studies
Electives:
For further enrichment of the program, students are encouraged under
advisement to enroll in any of the courses listed below which appeal to
their interest and for which they have accumulated prerequisites.
From Art
ARTS 110 Drawing I
ARTS 120 Color and Design
ARTH 300-465 (with ARTH 101 or 102 prereq.)
From Anthropology
ANTC 361 Material Culture
ANTA 316 Field Archaeology
ARTH 385 Art and Archaeology of the Classical World
ANTH, ANTA, ANTC, ANTP courses from 309-399
From Philosophy
PHIL 320 Aesthetics
PHIL 314 Contemporary Moral Issues
From History
HIST 301-399 as prerequisites permit
From Economics
ECON 105 Principles of Microeconomics
Special Note: ARTH 100 or 101 or 102 is a prerequisite for all upper
division Art History courses.
Statistics
Coordinator:
Thomas Gerstenberger
Flagg 157, (315) 267-2608 (gerstetj@potsdam.edu)
An understanding of descriptive statistics and applied statistical analysis
is considered by many to be essential in this age of almost
overwhelming amounts of data and information. Most academic
disciplines rely on statistical analyses to make sense of data and to
confirm or reject theories. For this reason, several departments require
their majors to take an introductory statistics course. SUNY Potsdam
offers four introductory applied statistics courses that satisfy equivalent
requirements and are open to all students of the College: MATH
125, CIS 125, PSYC 125 and STAT 100.
Students may receive credit for only one of these courses. Students who
are interested in regression analysis should consider Econometrics
(ECON 304). Those who wish a more theoretical introduction to
statistics should consider MATH 461.
Statistics Course Descriptions
STAT 100 – Probability and Statistics I (3) Variability, uncertainty, techniques
of data description, sampling, hypothesis testing and regression. Not open to
students who have completed another entry-level statistics course. Prerequisite:
high school algebra or equivalent.
STAT 195, 295, 395, 495 – Special Topics (1-12)
STAT 198, 298, 398, 498 – Tutorial (1-3)
STAT 200 – Correlation and Regression (3) Correlation, regression and their
related bivariate and multivariate techniques like discriminant function analysis,
path analysis, cluster analysis, factor analysis, etc. Emphasis will be placed on the
application of these statistical procedures in psychological and social research and
theory. Students will gain some experience using SPSS. Prerequisite: STAT 100 or
other introductory statistics course. Spring only.
STAT 300 – Probability and Statistics II (3) T-tests, F-tests, multiple regression,
analysis of variance, basic non-parametric techniques, some multivariate techniques
of hypothesis testing. Prerequisites: STAT 100 or other introductory statistics course.
STAT 350 – Experimental Design Statistics (3)
STAT 401 – Applied Statistics (3)
Student-Initiated Interdepartmental
Major (SIIM)
30-42 semester hours required.
Contact Person:
The SIIM is administered by the Interdepartmental Programs Committee.
Its membership may vary from year to year. Consult the Dean
of Arts and Sciences, Dunn 106, (315) 267-2231.
Required Courses:
1. An approved plan (proposal) designed by the student, containing
no fewer than 30 semester hours and no more than 42 hours.
2. The plan must contain at least 15 semester hours of upper-division
work.
3. The plan must include a minimum of 75 percent of the credit hours
in the major from courses with liberal arts designations.
4. The plan must also include a seminar or tutorial reflecting interdepartmental
interests.
Cognate Requirements:
Collateral requirements, if any, must be specified in the plan and may
not exceed 16 semester hours.
Recommended Coursework Outside the Major:
Such coursework need not be specified in the formal plan, but students are
encouraged to seek consultation to optimize educational and professional
objectives.
Special Notes:
1. Admission to the SIIM requires:
a. Completion of the SIIM Proposal Form, submitted to the
contact person.
b. Additional documentation, including a current transcript.
c. Approval of the proposed plan of study by the Committee, based
upon the plan’s quality and the student’s ability to carry it out.
d. Timely submission of all materials by the end of the sophomore
year.
2. The proposed plan of study must contain:
a. A statement of objectives.
b. A detailed outline describing the anticipated interdisciplinary
area of study.
c. A list of all courses involved, including prerequisites and cognate
requirements (if relevant).
d. Evidence that the student has consulted with faculty from all
departments involved.
e. Evidence of support from a faculty advisor who will supervise
the student’s progress.
3. Standards of achievement: All courses in the approved plan of study
must be completed with a grade of 2.0 or better.

school of arts and sciences – anthropology 71
School of Arts and Sciences Dean:
Galen Pletcher
Dunn 106, (315) 267-2231 (pletchgk@potsdam.edu)
Department of Anthropology
Contact Person for All Majors and Minors:
Steve Marqusee
MacVicar 118B, (315) 267-2049 (marqussj@potsdam.edu)
Professors:
Steven J. Marqusee; John Omohundro, SUNY Distinguished
Teaching Professor; Patricia Whelehan
Associate Professor:
Susan Stebbins
Assistant Professors:
Karen Johnson-Weiner, Morgan Perkins, Bethany Usher
Instructor:
Jamin Weets
Anthropology Major
30 semester hours required.
Required Courses:
Credits
(one course with each prefix)
ANTA 3
ANTP 3
ANTC or ANTL 3
___
9
ANTH 390 Classics in Anthropology 4
ANTH 391 Theory and Method 4
ANTH 400 Practicum 1
ANTH 480 Senior Seminar 3
___
12
In addition, 3 semester hours in anthropology,
of a 400-level course and 6 semester hours of
anthropology electives (3 semester hours must
be at the upper division), by advisement. 9
___
Total 30
Recommended Coursework Outside the Major:
The Anthropology Department encourages majors to work closely
with their advisors in planning coursework to satisfy postgraduate
objectives.
Study Abroad Opportunities:
The Anthropology Department encourages students to study abroad
as one of the best ways to achieve understanding of other cultures.
Special opportunities are available to complete part of the requirements
for the Anthropology major through programs of study abroad. For
example, students may choose archaeology or cultural anthropology
in Puebla, Mexico; women and development in Ghana; Aboriginal
studies in Australia; or Irish studies in Cork, Ireland, to name just a few
of the places where students can study wholly or partly in English.
The Office of International Education provides information about
overseas study and assists students with planning their programs
abroad.
Special Notes:
The Practicum Requirement: The Anthropology Department believes
that all students who graduate with an anthropology major should
have had an experience with another culture or anthropological task
– something beyond a library term paper. Though not all students
can be expected to do extracurricular activities while a major, they
can at least be asked to prepare through coursework for the anthropological
experience.
To track the experience as simply as possible for major certification,
the practicum is a one-credit course, ANTH 400, “Practicum”.
Credit (S*-U*) is given for speaking and writing reflectively as an
anthropologist to come to grips intellectually and emotionally with
the experience.
The Anthropology Department requires that students earn a minimum
grade of 2.0/S* in all courses counted toward the major.
No student may repeat an Anthropology Department course more
than two times without written permission of the instructor, the
department chair and the dean.
The following types of experiences are among those considered to
be preparation for the one-credit practicum:
Fieldwork
Archaeology Field School ANTA 315 or ANTA 415
Physical Anthropology Field Schools
Ethnographic Fieldwork, ANTC 375
Internship
ANTH 490 Internship in Anthropology or ANTH 470 Museum
Internship
Travel
Travel abroad in a college-approved study program.
Language Training
Completion of a Spanish or French speaking/writing course beyond
the 103 level.
A semester of a third language, such as Mohawk, Arabic, Chinese,
etc. Bilingualism is considered to be appropriate preparation.
Students will be directed in the Classics of Anthropology and the
Method and Theory courses to develop a practicum proposal, along
guidelines, which the department provides, specifying plans to
satisfy the one-credit practicum course.
After having a proposal approved, the student will register for the
one-credit practicum course (ANTH 400) and will schedule with
the Practicum Coordinator a date for the completion of the paper
and the presentation of an oral report.

72 ANTHROPOLOGY – school of arts and sciences
Archaeological Studies Major
32-35 semester hours required.
Potsdam has been training students in archaeology since at least
1970. Archaeology in recent years has become much more interdisciplinary
than it has ever been in the past. Therefore, it is critical that
students pursuing careers in archaeological studies receive this
interdisciplinary experience. The program we offer provides many of
the same components as the larger specialized university programs.
The major requires introductory work in American archaeology
(from the Anthropology Department), survey of art and architecture
from the ancient to modern periods (from the Art Department)
and physical and historical geology (from the Geology Department).
Upper-division requirements include courses dealing with Old
World archaeology, New World archaeology and applied technical
areas. Historical sciences, such as archaeology, deal with incomplete
knowledge from the past. Successful archaeologists, therefore, must
develop acute problem solving and critical thinking skills. The
interdisciplinary nature of the proposed major assures that our students
will be familiar enough with the appropriate related disciplines to
accomplish this. The major will also provide the appropriate knowledge
and skills for more specialized careers in conservation, museology
and service in government agencies such as the National Park Service.
Required Courses:
Credits
ANTA 105 Introduction to Archaeology 4
ARTH 101 Survey of Art: Ancient to Early Renaissance 3
ARTH 102 Survey of Art: Renaissance to Modern 3
GEOL 103 Physical Geology 3
GEOL 104 Historical Geology 3
ANTA 417 Archaeological Procedures 3
In addition, a field or research experience is required
and can be fulfilled by ANTA 315, Field Archaeology,
GEOL 407, Geophysics, or by an approved research
project or field school. 3-6
____
Total 22-25
Elective Courses:
(one from each group)
Group A: The Old World
ARTH 210 Greek Art and Archaeology 3
ARTH 211 Roman Art and Archaeology 3
ARTH 351 Late Antique Art 3
ARTH 385 Art and Archaeology of the Classical World 3
(same as ANTA 352)
Group B: The New World
ANTA 350 Archaeology of Mexico and Central America 3
ANTA 359 African American Archaeology 3
ANTA 362 Historical Archaeology 3
Group C: Applied Sciences
GEOL 301 Sedimentology-Paleontology 1 4
GEOL 405 Structural Geology 4
GEOL 406 Geomorphology 4
GEOL 407 Geophysics 4
ANTP 380 Osteology and Forensics 1 3
ANTA 316 Archaeological Lab Techniques 3
ANTA 361 Ancient Environmental Lessons 3
ANTA 365 Zooarchaeology 3
ANTA 354 Environmental Archaeology 3
____
9-10
Total 32-35
Recommended Coursework Outside the Major:
The Archaeology faculty encourages majors to work closely with their
advisors in planning coursework to satisfy postgraduate objectives.
Special Notes:
Students must earn at least a 2.0/S grade for all courses to be counted
for the major.
Students may only “double-count” two courses for an additional
major or minor.
Anthropology Minor
19-20 semester hours required. The Anthropology Department
requires that students earn a minimum grade of 2.0/S* in all courses
counted toward the minor. Closed to Anthropology majors.
Required Courses:
Credits
(one course with each prefix at the 100 level)
ANTA Archaeology 3
ANTP Physical Anthropology 3-4
ANTC Cultural/Folklore/Linguistics 3
ANTH 390 Classics in Anthropology 4
or
ANTH 391 Theory and Method 4
Electives:
300 level and above 6
____
Total 19-20
Procedures for Declaring This Minor:
Each certifiable minor must be registered within the Anthropology
Department and a minor advisor chosen before more than 3
semester hours of the electives have been completed.
Archaeology Minor
18-21 semester hours required. The Anthropology Department
requires that students earn a minimum grade of 2.0/S* in all courses
counted toward the minor. No more than two courses may count
toward both the Archaeology Minor and the Major. At least three
courses must be taken at the upper division level.
Description:
Many of our anthropology students become majors because of an
interest in archaeology. The Archaeology Minor offers students an
opportunity to achieve formal recognition of this interest.
The required core of courses gives students a basic grounding in
archaeological theory and methods as well as a survey of world
archaeological developments and a knowledge of those disciplines
critical to modern archaeology.

school of arts and sciences – anthropology 73
Required Courses:
Credits
ANTA 195 Introduction to Archaeology 3
or
ANTA 300 Riddles of the Past 3
ARTH 101 Survey of Art: Ancient to Early Renaissance 3
or
ARTH 102 Survey of Art: Renaissance to Modern 3
GEOL 101 Environmental Geology 3
or
GEOL 103 Physical Geology 3
or
GEOL 104 Historical Geology 3
___
9
Elective Courses:
(one from each group)
Group A: Old World
ARTH 104 Great Discoveries in Art and Archaeology 3
(cross-listed as ANTA 104)
ARTH 210 Greek Art and Architecture 3
ARTH 211 Roman Art and Architecture 3
ARTH 351 Late Antique Art 3
ARTH 385 Art and Archaeology of the Classical World 3
(cross-listed as ANTA 352)
Group B: New World
ANTA 315 Field Archaeology 6
ANTA 350 Archaeology of Ancient Mexico
and Central America 3
ANTA 362 Historical Archaeology 3
ANTA 395 African American Archaeology 3
Group C: Applied Sciences
ANTP 380 Osteology and Forensics I 3
ANTA 4xx Archaeological Procedures 3
GEOL 301 Sedimentology-Paleontology-Stratigraphy I 3
GEOL 405 Structural Geology 3
GEOL 406 Geomorphology 3
GEOL 407 Geophysics 3
___
Total 9-12
International Studies Minor
18 semester hours required.
Description:
The goal of this minor is to increase understanding of international
issues and respect for and appreciation of other cultures. There is
ample evidence that understanding of international issues is lacking
among young Americans. Appreciation of other cultures is equally
rare. This is dangerous given the situation in the world today. The
International Studies Minor is an attempt to provide Potsdam
students with an awareness and understanding of the important
global issues and international interrelationships that will impinge
on all of us in the decades to come.
Requirements:
A minimum of 18 credits, including POLS 100 Introduction to
Politics, and a culminating research paper. An advisor will help the
student select particular courses and will certify completion of the
research paper requirement. A minimum of nine credits must be at
the 300-level or higher. Specific courses required for a major cannot
be used for the International Studies Minor, and no more than two
courses may be taken from the same department. Overseas study is
strongly encouraged, and suitable courses taken during study abroad
may be accepted for the minor. One of the following tracks must
be completed: Global Issues, The Industrialized World or The
Third World.
Special Note:
The Director of the International Studies Minor maintains current
lists of courses that satisfy each of the International Studies tracks.
Anthropology Course Descriptions
Courses are offered each semester unless otherwise designated.
Subject Codes:
ANTA – Archaeology
ANTC – Cultural
ANTH – General Anthropology
ANTL – Language/Linguistics
ANTP – Physical
195, 295, 395, 495 – Special Topics (1–12)
198, 298, 398, 498 – Tutorial (1–3)
ANTA 100 – Riddles of the Past (3) Topics such as influence from outer space on
rise of civilizations, prehistoric transoceanic contacts, and a variety of others are
discussed. Central to the course is a discussion of how archaeology works and how
it has changed through time. This course cannot be taken if credit has been received
for ANTA 300. Fall.
ANTP 101 – Introduction to Human Origins (4) Major stages of human biological
and cultural evolution. Includes laboratory. Fall and Spring.
ANTC 102 – Introduction to Cultural Anthropology (3-4) Major aspects of
human cultures worldwide, both recent and contemporary. Fall and Spring.
ANTL 103 – Language and Culture (3) An introduction to language as a tool in the
analysis and description of human populations and their behavior, and a study of
ways in which languages, cultures and people relate to one another. Spring.
ANTA 104 – Great Discoveries in Art & Archaeology (3) Examines some great
discoveries in the history of art and archaeology. Cultures studied include those in
Africa and the Americas and ancient Egypt, Greece, and Rome. Topics include discovery
of tomb of Tutankhamen, invention of photography, excavation of Teotinuacan
Mexico, and Chinese bronze technology. Same as ARTH 104. Spring.
ANTA 105 – Introduction to Archaeology (4) Leads the student through the
development of modern archaeological methods and theory to an examination of the
major questions posed by today’s archaeological investigations. Students will learn
how archaeologists use survey, excavation, and laboratory analysis to reconstruct
the past. Hands-on laboratory exercises will be used to explain how archaeology reveals
ancient diets and environments, ancient economic, political, and social systems, and
ancient religions and rituals. Fall.
ANTA 106 – Ancient People and Places (3) This survey of world prehistory illustrates
the varied perspectives and techniques of archaeology. Case studies highlight ancient
places and the people who lived in them. Spring
ANTC 130 – The Native Americans (3) A general survey of Native American cultures
in the United States, with a focus on utilization of environmental resources. Fall.
ANTC 135 – The Arab World (3) An introduction to the fundamental nature of the
modern Arab World with examination of the broad, sweeping questions which U.S.
students ask or need to ask about the contemporary realities and past of the Arab

74 ANTHROPOLOGY – school of arts and sciences
world. Lectures and discussion of such topics as the nature of Arab societies,
religion, history/geography, culture and politics. Problems of culture examined in
greatest detail. Spring.
ANTP 150 – Human Sexuality (3) Biological, evolutionary and social aspects of
human sexuality, examined from a cross-cultural perspective. Fall and Spring.
ANTP 155 – World Hunger (3) A multidisciplinary approach to explaining the
prevalence of malnutrition worldwide. A variety of solutions to be examined critically.
Students engage, singly or in groups, in action projects to confront the hunger problem.
Fall.
ANTP 185 – Human Physical Variations (3) Human variations, both visible epidermal
and invisible genetic traits, described at length. Probable correlates of climate and/
or continental gene pools to be discussed. Open to lower-division students only. Fall.
ANTC 250/GEOG 250 – World and U.S. Geography (4) This course describes the
economic bases for location decisions and patterns of spatial interaction that define
the economic and political landscape. Fall and Spring.
ANTC 286 – Folklore and Folklife (3-4) Identifies what is called folklore and
introduces the various methods of analysis which have proven effective. Opens
students to a fundamental understanding of how cultures work at the informal level
and gives a greater grasp of social phenomena. Fall.
ANTC 260/GEOG 260 – Introduction to Social Geography (3) This course emphasizes
the development of social geography as well as the theories, methods and data
that form the basis of studies of contemporary and recent peoples, their cultures,
and natural environments. Spring.
ANTA 300 – Riddles of the Past (3) A critical examination, using current literature
and within an archaeological perspective, of topics such as influence from outer
space on the rise of civilization and prehistoric transoceanic contacts. This course
cannot be taken if credit has been received for ANTA 100. Spring.
ANTP 301 – Issues in Physical Anthropology (3) Analysis of human evolution
including fossil record and contemporary variation. Emphasizes interaction of culture
and biology and uses evidence from paleontology, genetics, archaeology, primatology
and cultural anthropology. Prerequisite: ANTP 101 or permission. Spring.
ANTC 302 – Issues in Cultural Anthropology (3) Theoretical foundations of cultural
anthropology, including historical overview and critical appraisal of major theoretical
perspectives with reference to contemporary issues and research. Prerequisite:
ANTC 102 or permission. Fall.
ANTL 303 – Ideas and Issues in Linguistics (3) Introduction to techniques of
linguistic (phonological, morphological and syntactic) analysis and their application
in anthropological, psychological and literary research. Spring.
ANTC 309 – Religion, Magic and Witchcraft (3) Natures and functions of religion,
witchcraft and magic in various social and cultural contexts. Fall.
ANTC 311 – Anthropology of AIDS (3) HIV infection and AIDS examined from a
cross-cultural, relativistic perspective which looks at epidemiological, medical and
socio-cultural aspects of this phenomenon. Spring.
ANTC 312 – Perspectives from Cultural Anthropology (3) Human cultures worldwide,
both recent and contemporary, including food quest, kinship, family and child
rearing, language, power and status, religion and ritual, and cultural change. Practical
applications. Non-majors only. As demand warrants.
ANTA 315 – Field Archaeology (6) Teaches basic principles and methods for
locating, surveying and excavating sites, recording of archaeological data, and
preliminary processing, cataloguing and analyzing of finds. Prerequisites: 100-level
course in anthropology and permission. Summer.
ANTA 316 – Archaeological Laboratory Techniques (3) Preservation, preparation
for analysis, and preliminary analysis of results of field research (field data and
artifacts). Prerequisite: permission. As demand warrants.
ANTC 320 – Cross-cultural Aspects of Mental Health (3) Mental health is
defined and discussed in terms of our human evolution, cultural mechanisms which
promote mental health and challenges to it. Fall.
ANTC 321 – Cross-cultural Aspects of Women’s Health (3) An investigation of
issues affecting and concerning women’s health cross-culturally through the life
cycle. Prerequisite: ANTC 102, 150, SOC 100. Spring.
ANTC 325 – Human and Cultural Ecology (3) Cross-cultural evidence and examination
of principal forms which human-nature relationship has taken. Ecological
principles and environmental problems faced by our species today. Prerequisite:
ANTP 101 or 102, or permission. Spring.
ANTC 330 – Native American Cultures (3) A research seminar which will
investigate the history of a Native American community, how it adapted to the
changes brought on by European contact, and the community’s present social
environment. Prerequisite: ANTC 102 or 130. Fall.
ANTC 331 – Women in Native America (3) An examination of the various roles
of women in Native American cultures and how an anthropological and feminist
analysis of those roles has led to a re-examination of the development of gender
roles. Spring.
ANTC 332 – Native American Religions (3) An examination of the diversity of
religions, rituals, symbols, ceremonies and myths found among the Native American
populations of Mexico, Canada and the United States. Fall.
ANTC 333 – Indian Images (3) An examination of anthropological and other social
science theories concerning Native Americans and how these theories were influenced
and interpreted by the general populations of Europe and the Americas. Will examine
journals, newspapers, books and films from 1492 to the present. Fall.
ANTC 340 – Anthropology of Gender (3) What is to be male or female How do
females and males learn their appropriate social roles Particular attention paid to
African and Native American cultures. Prerequisite: ANTC 102, 150. Fall.
ANTC 345 – Medical Anthropology (3) Relationship among health, culture,
individual, and environment; cross-cultural look at healer-patient relationships,
western and non-western perceptions of disease paleopathology, psychiatry and
applied aspects of medical anthropology. Prerequisite: ANTC 102 or 365. Coursework
in biology helpful. Spring.
ANTC 346 – Human Sexuality 2: Evolving Sex Roles (3) A continuation of ANTC 150
Human Sexuality I. Looks at human sexuality across the life cycle from conception
through sexual aging cross-culturally. Spring.
ANTA 350 – Archaeology of Ancient Mexico and Central America (3) Archaeology
of Mexican and Central American cultural groups from early times to Spanish
conquest. Emphasis on archaeological reconstructions of major cultural groups. Spring.
ANTA 352 – Art and Archaeology of the Classical World (3) Art and culture of
ancient Greece and Rome as reflected in the paintings, sculpture and architecture
revealed by archaeological excavations at the great sites of Troy, Knossos, Athens,
Delphi, Rome and Pompeii. Same as ARTH 385.
ANTA 354 – Environmental Archaeology (3) This course emphasizes the methods
of environmental archaeology (the study of past human interactions with the natural
world) including zooarchaeology, archaeobotany, geoarchaeology, and behavioral
analysis. We combine lab exercises, case study discussions, and participation in an
on-going archaeological investigation using environmental archaeology techniques.
ANTC 355 – World Food (3) The cultural and technical aspects of producing and
distributing the world’s food supply are examined in their ecological and political
contexts. Fall.
ANTA 359 – African American Archaeology (3) This course explores African-
American culture history as it has been reconstructed from the archaeological
record. Special attention will be placed on the role of the institution of slavery played
on the development of African-American culture from its inception to the Civil War.
Students will work with archaeological data from Bremo Recess Plantation Site.
ANTC 360 – Cultures of Mexico and Central America (3) Cultures of Mexico
and Central America from conquest to present day. Emphasis on effects of conquest
and colonial governmental systems on indigenous cultures. Prerequisite: ANTC 102
or permission. Fall.

school of arts and sciences – anthropology 75
ANTA 362 – Historical Archaeology (3) Explores the field of historical archaeology,
including the theories, methods and techniques by which it is guided. With examples
primarily from Colonial and Contact Period American archaeological sites. Historical
documents and ethnographic accounts to be studied to see how they can add valuable
information to the archaeological interpretations and give a more complete picture
of early American culture. Fall.
ANTC 364 – Oral History (3) Designed to familiarize the student with oral history
as a method of inquiry concerning information about the past. Grapples with issues
surrounding oral history, such as its validity, possible bias, elite vs. democratic
historical perspectives, etc. Intellectual and technical aspects. Spring.
ANTH 370 – Museum Studies (3) History and purposes of museums; types and
varieties; organization and functions; role in culture and community; study of collections,
curation, exhibition, research, grant writing, conservation and education. Fall.
ANTH 374 – Food for Thought: The Anthropology of Eating (3) The interplay
between eating behavior and cultural institutions has had a tremendous impact on
human behavior and behavior conversely influences anatomy and physiology. This
course will look at the interrelationships between eating behavior, cultural institutions
and human evolution. We will focus on scavengers, hunters and gatherers,
pastoralists, horticulturalists and agriculturalists discussing food procurement
strategies, food preparation techniques, and eating behaviors. Students will prepare
and eat a variety of foods common to each subsistence strategy. Spring.
ANTH 375 – Anthropology Through Film (3) This course explores the discipline
of anthropology as it has been portrayed in film. Special emphasis will be placed on
critical analysis of a variety of films for anthropological content. Summer.
ANTP 380 – Osteology and Forensics I (3) An introduction to the study of the human
skeleton. Will explore discriminating between human and animal bone, determining
identification of bones from fragmentary pieces, and side identification. Prerequisite:
ANTC 101. Fall.
ANTP 385 – Human Physical Variations (3) Same material as ANTP 185; however,
students expected to have a greater grasp of theoretical material. Open to upperdivision
students only; may not be taken for credit if ANTP 185 already completed. Fall.
ANTP 386 – The Primates (3) Primates to be examined from perspectives of
diversity and taxonomy, ecology, origins and adaptive radiations and interactions
with humans. Prerequisite: ANTP 101. Spring.
ANTP 387 – Advanced Human Paleontology (3) Human fossil record to be carefully
scrutinized, including both evidence of the fossil record and assumptions that have
historically guided our interpretation of the record. Prerequisite: ANTP 101. Spring.
ANTH 392 – Anthropological Teaching Methods (3) Anthropological teaching
methods will be designed to give students practical teaching experience in anthropology
including lecturing, exam preparation and laboratory teaching.
ANTH 400 – Practicum (3) The Anthropology Department believes that all
students who graduate with an anthropology major should have had an experience
with another culture or anthropological task - something beyond a library term
paper. The practicum requires students to speak and write reflectively as an
anthropologist to come to grips intellectually and emotionally with the experience
with another culture. S*/U*. Fall and Spring
ANTP 401 – Problems in Human Evolution (3) Defines and explores the areas
where human evolution is either not fully understood, or not widely agreed upon.
Will address current topics as well as perennial unsolved problems. Prerequisite:
ANTP 101. Fall.
ANTP 402 – Osteology and Forensics II (3) Techniques of the forensic anthropologist
to be explored, including skeletal analysis that may lead to individual
identification. Prerequisite: ANTP 380. Spring.
ANTA 410 – Advanced Archaeological Research (3) This course offers experience
with an in-depth research and analysis of field and laboratory components of
real archaeological research. Experience the process of archaeological research
from question formulation through data interpretation and presentation. Prerequisite:
Junior or Senior standing.
ANTA 415 – Archaeological Field Techniques: Supervision (3) Participation
in formulation of research goals and strategies and their implementation. Students
design and complete research project involving collection and preliminary analysis
of field data. Summer.
ANTA 416 – Archaeological Lab Techniques: Supervision and Analysis (3)
Advanced laboratory processing of archaeological data, with responsibility for
supervision of the preliminary analysis of field data. Prerequisite: ANTA 316 or
equivalent and permission. As demand warrants.
ANTH 420 – Museum Archives and Exhibits (3) Advanced study in a course
format, this course gives students experience in working with and solving problems
posed by the basic functions of the museum, from administering collections
(folklore, oral history, material culture) to designing and building exhibits, planning
lecture series and developing public school programming. Fall.
ANTC 445 – Ethnographic Fieldwork (3) Field course in scientific method, data
collection and analysis, record keeping, and ethics of human research. Prerequisite:
permission. Spring.
ANTA 450 – Zooarchaeology (3) Zooarchaeology introduces the student to the
methods of animal bone identification. Using archaeological materials and computer-based
instruction, it provides a basis for the interpretation and analysis of the
complex animal-human relationship in the past. Prerequisite: ANTA 105 or BIOL 100.
ANTA 461 – Material Culture (3) More advanced course in folklore for those interested
in folk art, folk craftsmanship, traditional crafts and trades and architecture. Independent
research project required, as well as participation in class study project of some kind
of folk art, craft or architecture. Out-of-class field research techniques taught. Fall.
ANTH 470 – Museum Internship (3) Student interns are placed either within the
Weaver Museum or off campus in a nearby gallery, museum, or historical agency.
They conceive and set up archival projects, work at organizing Weaver Museum and
departmental research collections and coordinate the activities of beginning student
assistants (registered in ANTH 370 and ANTC 470.) As demand warrants.
ANTH 475 – Senior Thesis (3) Preparation for completion of the Anthropology
Senior Thesis requirement. Discussions on library research, the anthropological style
and word processing to be included. Fall.
ANTH 480 – Senior Seminar in Anthropology (3) Selected topics aimed at integrating
anthropological concepts into future lives of graduates. Enables them to understand
meanings of these concepts for personal, social and career aspirations. Spring.
ANTH 490 – Internship in Anthropology (3) Integration of anthropological
concepts and methodology through work as research or administrative assistants
with various local governmental agencies under supervision of a sponsoring faculty
member. Prerequisite: 12 hours of anthropology and permission. As demand warrants.
ANTH 495 – Special Topics in Museology (3) Individual students design and
execute advanced projects under advisement as a capstone to their museological
studies. This may involve undertaking research on collection objects, carrying out
basic research and feasibility studies for future exhibits, writing grants for programmatic
funding, or preparing scholarly papers on their work for publication in the
Collegiate Anthropologist or presentation before scholarly groups such as the
Northeastern AAA, New York Folklore Soc., etc. Prerequisites: ARTM 370 or ANT
370 and ARTM 420 or ANTH 420. Spring.
ANTH 499 – Seminar (3) Selected topics in ethnology, physical anthropology, or
archaeology. Typically involves student participation in research project. Prerequisite:
12 hours of anthropology and permission. As demand warrants.
INTD 110 – Introduction to Environmental Studies (3) The goals of this course
are to provide undergraduates with the knowledge and analytical skills so they can
better monitor the condition of their biophysical environment and so they can choose
courses of action for living in it and dealing with its threats. This course by necessity
is interdisciplinary, involving concepts, methods and data from natural and social
sciences as well as evaluative perspectives from the arts and humanities. There are
no prerequisites. This course satisfies a requirement in the Environmental Studies
or Sciences minors. Fall.

76 ART – school of arts and sciences
Department of Art
Chair and Contact Person for All Majors and Minors:
Mark Huff
Brainerd 219, (315) 267-2251/2252 (huffms@potsdam.edu)
Professors:
Joseph A. Hildreth, Mark Huff
Associate Professors:
Teresa Badenoch-Watts, Caroline Downing, Mary Jo McNamara
Assistant Professors:
Virginia Layne, Marc Leuthold, Amy Swartele
Art Studio Major
34 semester hours required.
The Art Studio Major is designed to provide students with a broadbased
education in the traditional fine art studio areas as well as to
introduce relevant historical, theoretical and critical issues. Studio
Concentrations are available in Ceramics, Painting, Photography,
Printmaking and Sculpture. These require four upper-division
courses in the studio area of choice. A Studio Concentration is
suggested for those students wishing to enter graduate programs or
seeking a career as a professional artist.
Required Courses:
Credits
ARTH 101 Survey of Art: Ancient to Renaissance 3
ARTH 102 Survey of Art: Renaissance to Modern 3
ARTS 110 Drawing I 4
ARTS 120 Color and Design 4
ARTH xxx Upper level art history elective 3
___
17
Studio Foundation:
(choose four courses with at least one three-dimensional course)
ARTS 295 Digital Design I 4
ARTS 329 Painting I 4
ARTS 339 Printmaking I 4
ARTS 349 Sculpture I 4
ARTS 359 Ceramics I 4
ARTS 379 Photography I 4
___
16
Studio Elective:
Two studio electives with at least one level 2 8
___
Total 41
Special Note:
Art Studio majors have the option of completing 50 semester hours
in the Art Department toward the 120 semester hours necessary for
the B.A. degree. Students are required to complete 70 semester hours
outside the Art Department. Students may elect to take supplemental
art courses beyond the 50-semester-hour maximum. These will be
included on the transcript, but will not be counted toward the
completion of the degree.
Art education students must take five beginning level studio courses
and one upper level studio course.
All courses counted toward the major must be completed with a
grade of 2.0 or above.
Art Studio Minor
20 semester hours required.
The Art Studio Minor is a structured sequence of Art Studio
courses. It is designed to provide students with a basic education in
studio art.
Required Courses:
Credits
ARTS 110 Drawing I 4
ARTS 120 Color and Design 4
___
8
Elective Courses:
(three of the following)
ARTS 111 Drawing II 4
ARTS 329 Painting I 4
ARTS 330 Painting II 4
ARTS 339 Printmaking I 4
ARTS 340 Printmaking II 4
ARTS 349 Sculpture I 4
ARTS 350 Sculpture II 4
ARTS 359 Ceramics I 4
ARTS 360 Ceramics II 4
ARTS 379 Photography I 4
ARTS 380 Photography II 4
___
12
___
Total 20
Note:
Students must earn a minimum grade of 2.0 in courses counted
toward the minor.
Art History Major
31 semester hours required.
The purpose of the major program is to provide students with a
fundamental experience in the most important art historical periods
and achievements in art. This experience provides sufficient breadth
to ensure a reasonable knowledge of the most significant art and
monuments, artists and styles, as well as a basic understanding of the
varying historical contexts within which these achievements have
taken place. To ensure adequate diversity and scope, a balance of
courses in all areas is required.
Prerequisite Courses:
Credits
ARTH 101 Survey of Art: Ancient to Renaissance 3
ARTH 102 Survey of Art: Renaissance to Modern 3
One Studio Art course from the following:
ARTS 110 Drawing I 4
ARTS 120 Color and Design 4
___
10

school of arts and sciences – aRT 77
Required Courses:
Group A: Ancient
(two of the following) 6
ARTH 210 Greek Art and Architecture
ARTH 211 Roman Art and Architecture
ARTH 351 Late Antique Art
ARTH 385 Art and Archaeology of the Classical World
ARTH 451 Ancient Painting
Group B: Medieval through Renaissance
(two of the following) 6
ARTH 352 Art and Life in the Middle Ages
ARTH 356 History of World Architecture
ARTH 454 Early Italian Renaissance Art
ARTH 455 Northern Renaissance Art
ARTH 463 Italian High Renaissance and Mannerism
Group C: Baroque through Contemporary
(two of the following) 6
ARTH 355 Art in America
ARTH 450 History of Photography
ARTH 457 Baroque Art
ARTH 458 Nineteenth Century Painting
ARTH 464 Foundations of Modern Art
ARTH 465 Issues in Contemporary Art
The following courses, offered from time to time, may be used to
replace courses from Groups A, B and C, by advisement only:
ARTH 490 Seminar: Art History and Criticism
ARTH 495 Special Topics in Art History
ARTH 498 Tutorial Study
Required in Senior year:
ARTH 492 Senior Seminar 3
___
31
Recommended Coursework Outside the Major:
ARTM 305 Introduction to Museum Studies
ARTM 310 Curatorial Research
ARTM 315 Gallery Practices
PHIL 320 Aesthetics
ANTH 395 Architecture and Culture
MUAH 451 Music in the Arts
Special Notes:
Art History majors have the option of completing 50 semester hours
in the Art Department toward the 120 semester hours necessary for
the B.A. degree. Students are required to complete 70 semester
hours outside the Art Department. Students may elect to take
supplemental art courses beyond the 50-semester hour maximum.
These will be included on the transcript, but will not be counted
toward the completion of the degree.
Art History majors must earn a minimum grade of 2.0 in all courses
counted toward the major.
Art History Minor
18 semester hours required.
The art history minor is a sequence of art history courses designed
to provide liberal arts students with core experiences in the history
of art.
Required Courses:
Credits
ARTH 101 Survey of Art: Ancient to Renaissance 3
ARTH 102 Survey of Art: Renaissance to Modern 3
___
6
Elective Courses:
(three elective upper-division Art History courses
from the following) 9
ARTH 210 Greek Art and Architecture
ARTH 211 Roman Art and Architecture
ARTH 351 Late Antique Art
ARTH 352 Art and Life in the Middle Ages
ARTH 355 Art in America
ARTH 356 History of World Architecture
ARTH 385 Art and Archaeology of the Classical World
ARTH 450 History of Photography
ARTH 451 Ancient Painting
ARTH 454 Early Italian Renaissance Art
ARTH 455 Northern Renaissance Art
ARTH 457 Baroque Art
ARTH 458 Nineteenth Century Painting
ARTH 463 Italian High Renaissance and Mannerism
ARTH 464 Foundations of Modern Art
ARTH 465 Issues in Contemporary Art
One course from the following: 3
ARTH 490 Seminar: Art History and Criticism
ARTH 495 Special Topics in Art History
ARTH 498 Tutorial Study
___
Total 18
Museum Studies Minor
22 semester hours required.
The Museum Studies Minor offers a well conceived sequence of
courses designed to provide students with a basic, sequential education
in the field of museology and an introduction to the museum
profession. This minor requires prerequisite courses in Art Studio
and Art History, then provides students with academic and experiential
museum learning. Details of the minor can be found on page 69.
Recommended Coursework Outside the Major:
Art
ARTS 110 Drawing I
ARTS 120 Color and Design
ARTH 300-465 (with ARTH 101 or 102 prerequisite)
ARTH 385 Art and Archaeology of the Classical World

78 ART – school of arts and sciences
Anthropology
ANTA 316 Field Archaeology
ANTC 361 Material Culture
ANTH, ANTA, ANTC, ANTP courses from 309-399
History
HIST 301-399 (as prerequisites permit)
Philosophy
PHIL 314 Contemporary Moral Issues
PHIL 320 Aesthetics
Economics
ECON 105 Principles of Microeconomics
Special Notes:
ARTH 100, 101 or 102 is a prerequisite for all upper division Art
History courses.
Students must earn a minimum grade of 2.0 in courses counted
toward the minor. For other Museum Studies options, see Interdisciplinary
Emphasis, page 69 and Department of Anthropology, page 71.
Other Opportunities Available to Art Studio Majors
Art Department Computer Lab
The student computer lab is located within the Art Department and
is designed to provide students with the opportunity to explore
using computer graphics and design. The lab is also equipped to
investigate current avenues in Adobe Photoshop and other forms of
photographic digital imaging.
Studio Apprenticeship in New York City
Students apply for a semester of Studio Apprenticeship with leading
contemporary artists in New York City. This program is sponsored
by the SUNY Council of Art Department Chairpersons and is
operated by Empire State College.
Art Education Program with St. Lawrence University
Art Studio majors may obtain art teacher certification by completing
this program offered through the Associated Colleges, page 49.
Information about the programs and a copy of the St. Lawrence
University guidelines are available in the Art Department Office,
Brainerd 218. Questions regarding the Art Teaching Certification
Program should be referred to the Chair of the Art Department.
Foreign Exchange Programs with The College of Ripon and York,
St. John–York and the Manchester Metropolitan University,
Manchester, England
Art Studio majors can choose to study abroad in York or Manchester,
England, for one semester. Interested students should see the
Chair of the Art Department for additional information about this
direct exchange program.
Art Course Descriptions
Courses are offered each semester unless otherwise designated.
Subject codes:
ARTH – Art History; ARTS – Art Studio; ARTM – Museum
Art History
Note:
Prerequisite for courses numbered ARTH 300-498: one 100-level Art History course
or permission of instructor.
ARTH 100 – Idea and Image (3) Introductory course in the appreciation and history
of art. Covers painting, sculpture, architecture and other arts. Instruction in analysis
of art works including such topics as color theory and perspective. Subjects include
the pyramids, the Parthenon, the medieval cathedral, Leonardo, Michelangelo,
Rembrandt, and contemporary art. Fall and Spring.
ARTH 101 – Survey of Art: Ancient to Renaissance (3) Major art styles and
monuments of pre-Renaissance art; relationship between art and politics, religion
and economics in ancient societies. Course will also include some discussion of nonwestern
art: the art of native peoples and of the east. Fall and Spring.
ARTH 102 – Survey of Art: Renaissance to Modern (3) Movements and classic
problems in Renaissance tradition in art, from 14th century to beginning of 20 th
century. Emphasis on painting, sculpture and architecture. Fall and Spring.
ARTH 195, 295, 395, 495 – Special Topics (1-12)
ARTH 498 – Tutorial (1-3)
ARTH 210 – Greek Art and Architecture (3) Origins and development of the art
of ancient Greece, from prehistory through the Hellenistic period. Emphasis on the
Golden Age of Greek art, the painting, sculpture and architecture of the fifth and
fourth centuries B.C. Fall, alternate years.
ARTH 211 – Roman Art and Architecture (3) Architecture, painting, sculpture and
minor arts from their early derivation from the art of Greece and Etruria to their
flowering in a powerful and original expression of Roman culture. Spring, alternate years.
ARTH 351 – Late Antique Art (3) Art forms and society of the late Roman Empire,
as represented by works of both pagan inspiration, based on artistic traditions of the
Classical past, and those reflecting a newly evolving Christian iconography. Spring,
alternate years.
ARTH 352 – Art and Life in the Middle Ages (3) Evolution of medieval art from
late Roman period to Gothic. Special emphasis on influence of religious and cultural
developments and on artistic and architectural styles. Fall, alternate years.
ARTH 355 – Art in America (3) Evolution of American art and architecture from
Native-American and colonial times to present. Analysis of European sources and
precedents. Major American ideas and attitudes expressed in the visual arts. Major
artists discussed with special emphasis on architecture. Spring, alternate years.
ARTH 356 – History of World Architecture (3) Historical analysis of architectural
trends from Egyptian times to the present. Special attention given to the concepts
of mass, space and structure and their relationship to contemporary social movements.
As demand warrants.
ARTH 385 – Art and Archaeology of the Classical World (3) Art and culture of
ancient Greece and Rome as reflected in the paintings, sculpture and architecture
revealed by archaeological excavations at the great sites of Troy, Knossos, Athens,
Delphi, Rome and Pompeii. As demand warrants.
ARTH 450 – History of Photography (3) Survey of history of photography from its
invention in 1826 through contemporary period, including technical history but with
emphasis on the aesthetics of the medium, the works of its greatest masters from
Daguerre through Strand and others, and the influence of photography on society.
As demand warrants.
ARTH 451 – Ancient Painting (3) A history of ancient painting techniques
(encaustic, fresco, etc.) and styles, beginning with the prehistoric cave paintings of
Spain and France and concluding with works created in the eastern Mediterranean
during the early Byzantine period. As demand warrants.

school of arts and sciences – aRT 79
ARTH 454 – Early Italian Renaissance (3) Proto-Renaissance in Florence and
Siena. Style and effects of Black Death period; late 14th century and International
style; and Renaissance of the 15th century, from Masaccio to Botticelli. Fall,
alternate years.
ARTH 455 – Northern Renaissance Art (3) Development of northern European
painting and sculpture in 15th and 16th centuries. Special emphasis on late Gothic
masters of Flanders and Germany. Spring, alternate years.
ARTH 457 – Baroque Art (3) Baroque and Rococo art and architecture beginning
in early 17 th century Rome. Special emphasis on principal masters of Italy, the
Lowlands, Spain, France and Germany. Fall, alternate years.
ARTH 458 – Nineteenth Century Painting (3) Development of 19 th century
European painting from Romanticism through impressionism and symbolism. Fall,
alternate years.
ARTH 463 – Italian High Renaissance (3) Italian High Renaissance, especially
works of Leonardo, Raphael and Michelangelo; and Age of Mannerism. Emphasis on
High Renaissance, particularly in Rome: painting, sculpture and architecture. Spring,
alternate years.
ARTH 464 – Foundations of Modern Art (3) Principal stylistic inventions in visual
arts beginning with Impressionist movement of 1870s and covering Expressionism,
Cubism, Constructivism, Dadaism, Surrealism, Abstract art and related developments
to World War II. Emphasis on works of influential painters, sculptors and
architects. Spring, alternate years.
ARTH 465 – Issues in Contemporary Art (3) Major premises and problems in
development of post-modern visual arts since World War II. Emphasis on painting,
sculpture and architecture, with attention to important innovations in other visual
arts. Prerequisite: ARTH 464 or permission. Fall, alternate years.
ARTH 490 – Seminar: Art History and Criticism (3) Study and research on
selected problems in history of art. Limited to art history majors. Registration by
permission. As demand warrants.
ARTH 492 – Senior Seminar (3) Study and research on selected problems in
history and criticism of art. Limited to senior year art history majors. Registration by
permission. As demand warrants.
Museum and Gallery
ARTM 195, 295, 395, 495 – Special Topics (1-12)
ARTM 198, 298, 398, 498 – Tutorial (1-3)
ARTM 370 – Museum Studies (3) History and purposes of museums; types and
varieties; organizations; role in culture and community; study of collections, curation,
exhibition, research, grant writing, conservation and education.
ARTM 420 – Gallery Practices (3) Exhibition design and implementation. Students
learn basic theory and methodology related to how a professional art museum functions,
then apply this to organizing and installing temporary exhibitions, as assistants, in
the Gibson Gallery.
ARTM 450 – Curatorial Research (3) Students participate in curating exhibitions,
including concept, research, documentation, interpretation, exhibition implementation,
audience; funding sources are also addressed. Prerequisites: ARTM 370 or
ANTH 370, ARTM 420 or ANTH 420.
ARTM 470 – Museum Internship (3) Students apply basic museum experiences
to an internship within the Gibson Gallery or off campus in a nearby gallery, museum
or historical agency. Advanced independent study, with academic and experiential
learning, is developed with instructor. Specialization may be in registration, curation,
preparatory, interpretation, or research. Prerequisites: ARTM 370 or ANTH 370
or ARTM 420 or ANTH 420.
ARTM 495 – Special Topics in Museology (3) Individual students design and
execute advanced projects under advisement as a capstone to their museological
studies. This may involve undertaking research on collection objects, carrying out basic
research and feasibility studies for future exhibits, writing grants for programmatic
funding, or preparing scholarly papers on their work for publication in conjunction
with Gibson Gallery programming, or other approved on or off campus publication
or presentation. Prerequisites: ARTM 370 or ANTH 370 or ARTM 420.
Art Studio
Note:
In all studio courses students are required to maintain individually a minimum
weekly studio schedule of one hour work per hour of scheduled class meeting.
ARTS 109 – Introductory Studio Art (4) Provides non-art majors with hands-on
experience in the studio areas of drawing, color and design. Introduces the concepts
and processes necessary to make art. Theoretical, critical and historical issues of art
majors addressed through regular group critiques and slide presentations of both
historical and contemporary art work. Fall and Spring.
ARTS 110 – Drawing I (4) Introduces both art majors and non-art majors to the
concepts and processes of the medium of drawing. Theoretical, critical and historical
issues of art making addressed through regular group critiques and slide presentations
of both historical and contemporary art work. Fall and Spring.
ARTS 111 – Drawing II (4) Continues to develop and broaden students drawing
skills as well as their concept of drawing. Will explore and experiment with variety
of media. Lectures and slide presentations address relevant theoretical, historical
and critical concepts. Spring.
ARTS 120 – Color and Design (4) Provides both art and non-art majors with
hands-on experience in color and design. Introduces the basic visual elements and
design principles used in art making including areas of painting, drawing, printmaking,
photography, ceramics and sculpture. Theoretical, critical and historical
issues of art making addressed through group critique and slide presentations of
both historical and contemporary art work. Fall and Spring.
ARTS 140 – Ceramic Survey (4) Design and creation of ceramic sculpture and
wheel-thrown pottery, including preparation of clays and introduction to glazing and
firing of kilns. Students encouraged to realize their personal concepts and express
their ideas in effective visual communication. Theoretical, critical and historical
issues of art making addressed through group critiques and slide presentations of
both historical and contemporary art work. Non-majors only.
ARTS 141 – Sculpture Survey (4) Non-majors only, no prerequisite. Introduces
variety of materials and processes such as clay modeling, woodcarving, assemblage,
casting methods and direct plaster work. Students select appropriate methods
to pursue the realization of their creative concepts. Historical and theoretical issues
addressed through lectures and slide presentations. Exposure to critical thinking and
aesthetic analysis during regularly scheduled classroom critiques. As demand warrants.
ARTS 142 – Basic Photography (4) No previous art training required. Creative
problems in black-and-white photography. Camera instruction, photographic development
and printing techniques introduced. Lectures and slide presentations address
relevant theoretical, historical and critical concepts. 35mm camera required. As
demand warrants.
ARTS 195, 295, 395, 495 – Special Topics (1-12)
ARTS 198, 298, 398, 498 – Tutorial (1-3)
ARTS 312 – Drawing III (4) Advanced problems in drawing, supplemented by
critical study of significant master works. Lectures and slide presentations address
relevant theoretical, historical and critical concepts. Prerequisite: ARTS 110 and
111. As demand warrants.
ARTS 329 – Painting I (4) Materials, theories and techniques of painting. Emphasis
on color and composition. Lectures and slide presentations address relevant
theoretical, historical and critical concepts. Prerequisites: ARTS 110 and either
ARTS 111 or 120. Fall and Spring.
ARTS 330 – Painting II (4) Extension and elaboration of ARTS 329 toward increasingly
complex and mature projects. Development of intellectual capacity and ability
to conceive, initiate and complete original work. Lectures and slide presentations
address relevant theoretical, historical and critical concepts. Prerequisite: ARTS 329.
Fall and Spring.
ARTS 339 – Printmaking I (4) Materials, theories and techniques of intaglio
printmaking. Emphasis on special qualities of intaglio and printmaking aesthetics.
Lectures and slide presentations address relevant theoretical, historical and critical
concepts. Prerequisites: ARTS 110 and 120. Fall and Spring.

80 ART / BIOLOGY – school of arts and sciences
ARTS 340 – Printmaking II (4) Extension and elaboration of ARTS 339 with
increasingly more complex and mature individual projects. Continued development
of individual aesthetic philosophy. Lectures and slide presentations address relevant
theoretical, historical and critical concepts. Prerequisite: ARTS 339. Fall and Spring.
ARTS 349 – Sculpture I (4) Introduces the use of sculptural form as a vehicle for the
creative expression of personal ideas and contemporary concepts. Examines variety
of traditional as well as modern materials and processes. Emphasizes an awareness
of the qualities of materials and how they can be employed to support aesthetic and
conceptual objectives. Lectures and slide presentations to address historical and
theoretical concerns. Regular formal classroom critiques allow students to develop
critical thinking skills and strengthen their abilities in aesthetic analysis. Fall and Spring.
ARTS 350 – Sculpture II (4) Exploring the design potential of welded metals as a
medium for creative expression. An introduction to the lost wax metal casting process
with the option for students to realize concepts in finished bronze casting. Additional
options for materials, processes and concepts discussed. Theoretical and historical
concerns addressed through lectures and slide presentations. Critical thinking and
aesthetic analysis stressed in regular formal classroom critiques. Fall and Spring.
ARTS 359 – Ceramics I (4) Design and creation of ceramic sculpture and wheelthrown
pottery, including preparation of clays, and introduction to glazing and firing
of kilns. Lectures and slide presentations address theoretical, historical and critical
concepts. Prerequisites: ARTS 110 and either ARTS 111 or 120. Fall and Spring.
ARTS 360 – Ceramics II (4) Emphasis on creation of ceramic sculpture, sculptural
pottery, and combined forms and techniques. Aesthetic and conceptual issues
addressed in the context of assigned projects with subsequent critiques. Continued
development of building, throwing, and glazing skills. Studio management skills
including clay and glaze formulation, firing electric and gas kilns. Lectures and slide
presentations illuminate theoretical, historical and critical concepts. Prerequisite:
ARTS 359. Fall and Spring.
ARTS 379 – Photography I (4) Creative problems in photocomposition, using a
diversity of photographic techniques. Camera instruction, photographic development
and printing techniques introduced. Lectures and slide presentations address relevant
theoretical, historical and critical concepts. 35mm camera required. Prerequisites:
ARTS 110 and 120. Fall and Spring.
ARTS 380 – Photography II (4) Extension and elaboration of ARTS 379 with
increasingly more complex and mature individual projects. Introduction to alternative
and experimental techniques with black-and-white photography. Lectures and
slide presentations address relevant theoretical, historical and critical concepts.
35mm camera required. Prerequisite: ARTS 379. Fall and Spring.
ARTS 431 – Painting III (4) Prerequisite: ARTS 330. Fall and Spring.
ARTS 432 – Painting IV (4) Extension and elaboration of ARTS 431 toward increasingly
complex and more mature projects. Prerequisite: ARTS 431. Fall and Spring.
ARTS 441 – Printmaking III (4) Comprehensive investigation of individual processes
introduced in ARTS 339 and ARTS 340. Emphasis on thematic and individual
approaches to printmaking. Prerequisite: ARTS 339 or ARTS 340. Fall and Spring.
ARTS 442 – Printmaking IV (4) Advanced level investigation of problems and
materials dealt with in ARTS 441. Prerequisite: ARTS 441. Fall and Spring.
ARTS 451 – Sculpture III (4) Advanced welding and metal-casting techniques
taught along with experimentation with various mold-making techniques. Personal
imagery and more emphasis on student-initiated concepts encouraged. Any and all
materials and processes can be explored. Historical and theoretical issues addressed
through lectures and slide presentations. Critical thinking and aesthetic analysis
stressed in regular formal classroom critiques. Fall and Spring.
ARTS 452 – Sculpture IV (4) Selected area of interest chosen for an in-depth
exploration for a concentration on the sculptural possibilities of a particular process
or material. Historical and theoretical issues addressed through lectures and slide
presentations. Critical thinking and aesthetic analysis stressed in regular formal
classroom critiques. Fall and Spring.
ARTS 461 – Ceramics III (4) A continuation of ARTS 360 with an emphasis on the
development of a personal vocabulary of forms and stylistic concerns. Glaze formulation
and firing of electric and gas kilns. Prerequisite: ARTS 360. Fall and Spring.
ARTS 462 – Ceramics IV (4) Progressively more advanced problems in the conception
and execution of original ceramic forms. Ceramic formulae, empirical methods, and
oxidation and reduction firing of gas and electric kilns. Prerequisite: ARTS 461. Fall
and Spring.
ARTS 481 – Photography III (4) Investigation, experimentation and creative
application of color photographic processes and techniques. Lectures and slide
presentations address relevant theoretical, historical and critical concepts. 35mm
camera required. Prerequisite: ARTS 380. Fall and Spring.
ARTS 482 – Photography IV (4) Advanced level investigation of individual
photographic creative ideas. Selected area of interest, black-and-white, color or
alternative processes, with an emphasis on thematic projects. Lectures and slide
presentations address relevant theoretical, historical and critical concepts. 35mm
camera required. Prerequisite: ARTS 481. Fall and Spring.
ARTS 484 – Kiln Building (1-4) Building and firing of Raku kiln, to be undertaken
jointly by two or more students (2); individual construction and firing of a kiln of
proven design (3); individual design, construction and firing of a kiln experimental in
configuration (4). Prerequisite: ARTS 461. (Non-liberal arts credit) As demand warrants.
ARTS 485 – Special Problems (1-4) Individual program of work in student’s area
of concentration, to be approved and supervised by a member of the art faculty.
Prerequisite: successful completion of at least three semesters in chosen field. As
demand warrants.
ARTS 486 – Special Problems: Technical (1-4) Individual program of work in
student’s area of concentration, emphasizing technical problems and skills. Program
must be approved and supervised by member of art faculty. Prerequisite: same as
for ARTS 485. (Non-liberal arts credit) As demand warrants.
Department of Biology
Chair and Contact Person for All Majors and Minors:
Charles E. Foster
Stowell 206B, (315) 267-2276 (fosterce@potsdam.edu)
Professor:
Leo D. Simone
Associate Professor:
Charles E. Foster
Assistant Professors:
Walter Conley, Glenn Johnson, Laura Rhoads, William Romey
Instructor:
Margaret Voss
Biology Major
36 credits required.
Required Courses:
Credits
BIOL 151 Biology I 4
BIOL 152 Biology II 4
BIOL 300 Ecology 3
BIOL 311 Genetics 4
BIOL 429 Physiology Lab 2
BIOL 483 Current Topics in Biology 2 or 3
______
19 or 20
One of the following: 3
BIOL 407 Cell Physiology
BIOL 440 Vertebrate Physiology
BIOL 410 Human Physiology

school of arts and sciences – biology 81
One of the following: 3-4
BIOL 303 Organization and Functions of Plants
BIOL 325 Morphology of Lower Plants and Algae (4)
BIOL 326 Morphology of Higher Land Plants
or approved Botany course
____
25-27
Elective Courses:
Under advisement, students must choose a minimum of 9-11
additional semester hours from the department’s elective offerings.
Students usually focus their interests in the following areas:
Botany; Microbiology; Cell Biology; Genetics and Developmental
Biology; Ecology; Premedical, Predental Biology and Preveterinary;
Vertebrate Biology; and Zoology.
9-11
___
Total 36
Cognate Requirements:
Credits
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
CHEM 341 Organic Chemistry I 4
___
Total 12
Recommended Coursework Outside the Major:
Consult with a departmental advisor.
Special Notes:
No more than four semester hours from the combination of BIOL 475,
485, 495 and 498 may be used as part of the 36-semester-hour
requirement. This restriction is not intended to discourage students
from taking any of these courses, but to ensure adequate diversity and
breadth in pursuit of the Biology Major.
All credits submitted for the minimum 36 credits for the Biology
Major must be 2.0/S or higher. This does not assume a 2.0 average,
but a 2.0 in each course.
No student may enroll more than two times in any course offered by
the Biology Department without written permission of the instructor,
the department chair and the dean.
Biology Minor
23 semester hours required. Closed to Biology majors.
Description:
The Biology Minor provides an opportunity for non-major students
to gain experience in the field of biology.
The minor should be attractive to a variety of majors. In addition to
chemistry, geology and physics majors, art majors interested in
biological illustration, English majors interested in editing biological
journals or psychology majors interested in behavior might
choose to minor in biology. Given the diversity of the field,
flexibility is the key to an effective Biology Minor, since it will allow
interested students to gain experience in one of the subdisciplines,
e.g., botany, zoology, physiology, ecology.
Required Courses:
Credits
BIOL 151 General Biology I 4
BIOL 152 General Biology II 4
___
8
Elective Courses: 15
Must be selected from biology major offerings.
The following courses cannot be counted among the
15 elective hours:
BIOL 465 Biology Seminar (1)
BIOL 475 Biology Lab Techniques (1)
BIOL 485 Research in Biology (1-3)
BIOL 495 Advanced Topics in Biology (1-3)
Notes:
One non-major course (BIOL 100, 105, 106, 107, 108, 120) may
be included in the minor with consultation of chair.
A minimum of 6 of the 15 semester hours must be courses with
laboratory (minimum of 2 courses).
A minimum of 12 hours must be completed in upper-division
courses.
The Biology Department requires all students minoring in biology
to earn a grade of at least 2.0/S in each course. No student may enroll
more than twice in any course offered by the Biology Department
without written permission of the instructor, the department chair
and the dean.
Procedures for Declaring This Minor:
A minor should be registered with the Biology Department prior to
completion of two elective courses, in order to ensure proper
advisement. Biology minors will be assigned advisors from the
Biology faculty.
Biology Course Descriptions
Courses are offered each semester unless otherwise designated.
BIOL 100 – Principles of Biology (4) Three hours lecture and one two-hour lab
weekly. One semester course providing an understanding of the operation of biological
systems and acquaintance with biological concepts and principles. For non-majors.
Fall and Spring.
BIOL 105 – Introduction to Human Genetics (3) Human genetics, including
transmission of genes, genetic ratios, chromosomal defects, sex determination,
population considerations, introduction to DNA and gene functions, and moral
dilemmas facing society. Non-majors only. Fall and Spring.
BIOL 106 – Environmental Biology (3) Concepts related to the physical and biological
environments, populations and communities, current environmental problems.
Laboratory and field experiences are an integral part of the course. Non-majors only.
Fall and Spring.
BIOL 107 – Human Biology (3) Emphasis on cellular function, nutrition, reproduction
and other aspects of the body under normal and abnormal conditions. Non-majors
only. Fall and Spring.
BIOL 108 – Vertebrate Life (3) Life history of animals with backbones: evolution,
distribution, behavior, anatomic adaptations, growth and development, and population
dynamics. Special emphasis on vertebrates of North America. Non-majors
only. Fall.

82 BIOLOGY – school of arts and sciences
BIOL 111 – Adirondack Ecology (3) General ecological principles including energy
flow, biogeochemical cycling, population dynamics and community ecology using
the Adirondack region as a backdrop. Natural history and identification of Adirondack
plants and animals will be incorporated. Laboratory and field experiences are
integral components of this course. Non-majors only. Spring.
BIOL 120 – Microbes and Human Welfare (4) Three hours lecture and one twohour
lab weekly. Morphology and physiology of microorganisms, their importance in
the cause of disease and their role in important industrial processes. For non-majors.
Fall and Spring.
BIOL 151 – General Biology I (4) Cell structure and formation, nature of protoplasm,
energy transformation, photosynthesis and respiration; cell division and genetics.
Lab required for majors. Fall only.
BIOL 152 – General Biology II (4) Animal diversity, plant diversity, reproduction
and development in higher animals and in higher plants, ecological relationships
and evolution. Lab required for majors. Spring only.
BIOL 195, 295, 395, 495 – Special Topics (1-12)
BIOL 198, 298, 398, 498 – Tutorial (1-3)
BIOL 210 – Human Anatomy and Physiology (4) Basic principles of human
anatomy and physiology with special emphasis on the mechanisms of homeostasis
and the interrelationships of structure and function. A two-hour laboratory is also
required. Non-majors only.
BIOL 300 – Ecology (3) Physical environment of terrestrial and fresh-water ecosystems,
interspecific and intraspecific relationships, speciation, demography, growth
and regulation of populations, energy flow, community organization and development.
Prerequisites: BIOL 151, 152. Fall and Spring.
BIOL 303 – Organization and Function of Plants (3) Biological processes of plants
and the role various structures (cells, tissues and organs) play in them. Relationship
between functions and reactions of plants and those of other organisms. Significant
research discussed. Prerequisites: BIOL 151, 152. Lab required. Fall only.
BIOL 304 – Plant Protection and the Environment (3) Plant biology as it relates
to agricultural practices of the present and the past. Prerequisites BIOL 151 and 152.
Summer only.
BIOL 305 – Comparative Anatomy of the Vertebrates (4) Similarities and differences
in structural organization of vertebrate animals. Laboratory work includes detailed
dissections of various systems of lamprey, spiny dogfish shark and cat. Lab required.
Prerequisites: BIOL 151, 152. Spring only.
BIOL 311 – Genetics (4) Principles of genetics, including classic Mendelian studies,
chromosomal considerations and biochemical approaches to understanding the
genetic material and how it functions. Prerequisites: BIOL 151, 152. Recitation
required. Fall and Spring.
BIOL 312 – Entomology (4) Study of insects: anatomy, physiology, development,
behavior; social insects; and insect control. Systematic coverage of major insect
groups. Prerequisites: BIOL 151, 152. Lab required. Fall only.
BIOL 315 – Ornithology (3) Study of birds with emphasis on field identification.
Prerequisites: BIOL 151, 152. Field trips required. Spring only.
BIOL 320 – Microbiology (4) Morphological, physiological genetic, and biotechnological
concepts of bacteria, fungi and viruses. Laboratory emphasizes sterile
culture techniques and current technology. Prerequisites: BIOL 151, 152 and CHEM 105,
106. Lab required. Fall.
BIOL 321 – Cell Structure (3) Consideration of cells from standpoint of morphology
at level of light and electron microscopes, cytodifferentiation, histochemistry and
recent advances in cytological techniques. Prerequisites: BIOL 151, 152. Spring or Fall.
BIOL 325 – Morphology of Lower Plants and Algae (4) Evolutionary trends, life
cycles and economic importance of nonflowering plants. Significant research
discussed. Prerequisites: BIOL 151, 152. Lab required. Fall.
BIOL 326 – Morphology of Higher Land Plants (3) Interrelationships, life cycles,
and economic significance of seed plants. Role of plant cells, tissues and organs in
relation to biological processes of plants. Recent findings in botanical science.
Prerequisites: BIOL 151, 152. Lab required. Spring.
BIOL 330 – Natural History of Lower Vertebrates (4) Life histories, systematics,
behavior, ecological relationships, distribution, reproduction, and evolution of protochordates,
fish, amphibians, and reptiles. Emphasis on species of northeastern
United states and Canada. Prerequisites: BIOL 151-152. Lab required. Spring.
BIOL 331 – Natural History of Higher Vertebrates (4) Life histories, systematics,
behavior, distribution, reproduction and evolution of birds and mammals. Emphasis
on species of northeastern United States and Canada. Prerequisites: BIOL 151, 152.
Lab required. Spring.
BIOL 333 – Biogeography (3) Biomes of the world past and present. Emphasis on
evolutionary, ecological and geographic factors and principles which determine
distribution of plants and animals. Prerequisites: BIOL 151, 152. Fall.
BIOL 336 – Biology of the St. Lawrence River (4) A basic course in river biology.
Topics will include aquatic and semi-aquatic plant and animal life, habitat composition
and variation and various physical aspects of the aquatic environments.
Emphasis will be placed on field projects. Summer.
BIOL 350 – Biotic Communities of South Florida (3) Two week field trip to south
Florida to visit unique biotic communities including subtropical hardwood forests,
pine-palmetto scrub, mangroves, coral reefs and several freshwater wetland communities
such as cypress domes, wet sawgrass prairie and deepwater sloughs.
Participants will see first-hand the ecological problems that beset this part of the
country, including water diversion for agriculture, intense urbanization, and the
introduction of numerous exotic plants and animals, and will meet with scientists
and agency officials charged with management responsibilities for this unique region.
Limit to 14 students. Prerequisites: BIOL 300 or permission of instructor. Spring.
BIOL 351 – Biology of Northern Ecosystems (3) Intensive primer on the structure
and function of ecological communities, focusing on ecosystems occurring in the
northern forest and coastal regions of North America. The course will include an
extended field trip to visit terrestrial, wetland, and aquatic biotic communities from
northern New York through northern New England and the Canadian Maritime
Provinces. Methods of sampling plants, invertebrates and vertebrates will be
demonstrated. Individual plant collections will be required. Prerequisites: BIOL 151,
152 or permission. Summer.
BIOL 360 – Neurobiology (3) Morphology of neurons, synapses, spinal cord and brain
stem; physiological factors: neurotransmitters, reflex pathways, neuroendocrinology
and biological rhythms. Fall or Spring.
BIOL 400 – Field Ecology (4) A field-oriented course utilizing local terrestrial,
wetland and aquatic ecosystems to illustrate and apply concepts presented in BIOL
300. This course emphasizes making observations of the natural world, recording
them systematically and generating hypotheses to be tested experimentally. Methods
of collecting data will be presented and will include identification of local plants
and animals. Prerequisites: BIOL 300. Fall.
BIOL 407 – Cell Physiology (3) Metabolic reactions and physiology of plant and
animal cells together with studies of molecular, biochemical, and histological
aspects of these cells. Lectures may be taken without laboratory. Prerequisites:
BIOL 151, 152, and CHEM 341. Fall.
BIOL 410 – Human Physiology (3) Basic principles of human physiology, locomotion,
digestion, respiration, circulation, excretion, endocrine and neural control mechanisms,
reproduction and biological rhythms. Emphasis on normal functions with limited
examples of how they may be altered by pathological conditions. Prerequisites: BIOL
151, 152 and CHEM 341. Spring.
BIOL 415 – Virology (3) Basic physical, chemical and biological properties of plant,
animal and bacterial viruses. Prerequisite: BIOL 320. Fall or Spring.
BIOL 420 – Medical Microbiology (3) Principles of immunology, pathogenesis,
prevention and control of bacterial, fungal, viral and protozoan diseases. Prerequisite:
BIOL 320. Spring.
BIOL 425 – Techniques in Molecular Biology (3) Experimental approach to
structure and function of biologically active molecules in living systems and their
integration. Prerequisites: BIOL 151, 152, CHEM 341, 342 and permission. Spring.
BIOL 426 – Immunobiology (3) Higher vertebrates’ immune response. Structure of
immune system, cellular phagocytosis, antigen-antibody interaction, regulation of the

school of arts and sciences – BIOLOGY / CHEMISTRY 83
immune response and immunological techniques. Prerequisites: BIOL 151, 152 and
one semester of Organic Chemistry or permission. Fall or Spring.
BIOL 429 – Physiology Lab (2) Use of laboratory techniques to understand physiological
mechanisms at the molecular, cellular and organismal level. Prerequisites:
CHEM 341 and concurrent enrollment in or previous completion of BIOL 407, 410 or
440. Fall and Spring.
BIOL 431 – Developmental Biology (3) Fundamentals of embryogenesis using
molecular, biochemical, and organismal methods of study. Development of animals
and plants will be considered, with emphasis on cellular and tissue levels of
organization. Prerequisites: BIOL 151 and 152. Spring.
BIOL 440 – Comparative Animal Physiology (3) Functions of organs, organ systems
and entire organisms of selected vertebrate examples. Major topics: respiration and
metabolism, osmoregulation, circulation, digestion and nutrition, sensory phenomena,
reproduction and endocrinology, temperature regulation and adaption to
various environments. Prerequisites: BIOL 311, CHEM 341. Fall or Spring.
BIOL 475 – Biology Laboratory Techniques (1) Experience in laboratory instruction
under supervision and guidance of staff member. Prerequisite: 15 semester
hours of biology and permission. Fall and Spring.
BIOL 480 – Advanced Topics in Biology (1-3) Individual and group study of
problems in biology. Prerequisite: 15 semester hours of biology. Fall and Spring.
BIOL 483 – Current Topics in Biology (2-3) Investigations of topics of current
interest with class discussions and oral presentations. Topics vary from instructor
to instructor. Fall and Spring.
BIOL 485 – Research in Biology (1-3) Designing, performing, interpreting and
summarizing research project under supervision and guidance of staff member.
Prerequisite: determined by nature of project and senior standing or permission. Fall
and Spring.
Department of Chemistry
Chair and Contact Person for All Majors and Minors:
Ken Coskran
Stowell 309, (315) 267-2274 (coskrakj@potsdam.edu)
Professor:
Maria Hepel
Associate Professor:
Ken Coskran
Assistant Professors:
David Gingrich, Jaime Martell, Anthony Molinero, Martin Walker
Lecturer:
Cynthia Coleman
Chemistry Major
33 semester hours required.
Required Courses:
Credits
CHEM 105 General Chemistry 1: Lecture and Lab 4
CHEM 106 General Chemistry 2: Lecture and Lab 4
CHEM 341 Organic Chemistry 1: Lecture and Lab 4
CHEM 342 Organic Chemistry 2: Lecture and Lab 4
CHEM 311 Quantitative Analysis: Lecture and Lab 4
CHEM 451 Physical Chemistry 1: Lecture and Lab 4
CHEM 452 Physical Chemistry 2: Lecture and Lab 4
CHEM 308 Chemistry Topics 1
CHEM 309 Seminar in Chemistry 1
___
30
Elective Course: 3
Under advisement from the department’s
elective course offerings.
___
Total 33
Cognate Requirements:
MATH 151 Calculus I 4
MATH 152 Calculus II 4
*PHYS 103 General Physics I 4
PHYS 204 General Physics II 4
___
16
*With the permission of the chair, PHYS 101, 102 Introduction to
College Physics may be substituted for PHYS 103, 204.
Recommended Coursework Outside the Major:
Consult with a department advisor.
Special Notes:
Students graduating with a chemistry major must complete 30
semester hours in the major with at least a 2.0 in each course.
Students considering an American Chemical Society (A.C.S.) –
approved major, and students interested in the Chemical Engineering
Double Degree Program should initiate contact with the Chemistry
Department as soon as possible.
Since both calculus and physics are prerequisites for CHEM 451,
452, Physical Chemistry 1 and 2, students considering chemistry,
biochemistry, medicine and related fields are urged to start the
cognate sequences as soon as possible.
Chemistry Minor
22 semester hours required. Closed to Chemistry majors.
Description:
The Chemistry Minor represents a valuable complementary field of
study especially for students majoring in biology, geology and
physics or experimental psychology. It is also possible that students
in non-scientific areas of the liberal arts will find this minor a very
rewarding and valuable part of their general education.
Special Note:
Students must maintain an average grade of 2.0 in courses counted
toward the minor.
Required Courses:
Credits
CHEM 105 General Chemistry 1: Lecture and Lab 4
CHEM 106 General Chemistry 2: Lecture and Lab 4
___
Total 8
Elective Courses: 14
Under advisement from the department’s
elective course offerings.
___
Total 22

84 CHEMISTRY – school of arts and sciences
Procedures for Declaring a Major or Minor:
Students should consult with the Chemistry Department chair.
An advisor will be assigned to ensure that the requirements are
completed.
3-2 Double Degree Program in Chemistry and
Engineering
This program prepares students who have educational and career
interests in both chemistry and engineering. The student spends the
first three years enrolled at Potsdam. During the second and third
years the student’s course load includes engineering courses crossregistered
at Clarkson University. The fourth and fifth years are
full-time at Clarkson. At the end of the fifth year the student receives
both a B.A. degree from Potsdam in chemistry and a B.S. degree
from Clarkson University in the engineering field of his or her
choice, explained on page 51.
First-year students must register for PHYS 103, MATH 151 and
CHEM 105 during the first semester in order to complete all
requirements in three years.
Chemistry Course Descriptions
Courses are offered each semester unless otherwise designated.
CHEM 100 – Chemistry (3-4) Selected chemical topics of biological, consumer and
environmental importance. For students who need a firm base in the sciences, but
who will not major in the sciences. Fall and Spring.
CHEM 105 – General Chemistry 1: Lecture (3) An introductory chemistry course
for students majoring in a science curriculum or for students who wish to study
additional science. Experience in high school science and mathematics is recommended.
Laboratory required. Fall.
CHEM 105 – General Chemistry 1: Laboratory (1) Laboratory to accompany
General Chemistry 1 lecture course. Lecture required. Fall.
CHEM 105 – General Chemistry 1: Recitation (1) Recitation to accompany General
Chemistry 1 lecture course. Lecture required. Fall. Offered at instructor’s discretion.
CHEM 106 – General Chemistry 2: Lecture (3) Continuation of CHEM 105.
Prerequisite: CHEM 105 or equivalent. Laboratory required. Spring.
CHEM 106 – General Chemistry 2: Laboratory (1) Laboratory to accompany
General Chemistry 2 lecture course. Lecture required. Spring.
CHEM 106 – General Chemistry 2: Recitation (1) Recitation to accompany General
Chemistry 2 lecture course. Lecture required. Spring. Offered at instructor’s discretion.
CHEM 195, 295, 395, 495 – Special Topics (1-12)
CHEM 198, 298, 398, 498 – Tutorial (1-3)
CHEM 301 – Fundamentals of Environmental Science (3) A one-semester, nonmajors
lecture course. After an overview of some science and environment
fundamentals, a few issues of current interest are covered in depth. Issues recently
covered include stratospheric ozone depletion, global warming, alternative fuels,
and acid rain. Prerequisite: one semester of college science. Fall and/or Spring.
CHEM 304 – Chemical Laboratory Techniques (1-2) Practical experience in
assisting in the teaching of chemistry laboratories. Prerequisites: one or two year’s
college chemistry and permission. Fall and Spring.
CHEM 308 – Chemistry Topics (1) The emphasis is on the use of the chemical
literature, writing a scientific paper and participating in seminars given by invited
speakers from academe and industry. Prerequisites: two years college chemistry or
permission. Fall.
CHEM 309 – Seminar in Chemistry (1) Continuation of CHEM 308. The emphasis
is on presenting a seminar from the chemical literature. Prerequisite: CHEM 308 or
permission. Spring.
CHEM 311 – Quantitative Analysis: Lecture (2) Classical and modern methods
of chemical quantitative analysis. Prerequisite: CHEM 106 or equivalent. Laboratory
required. Fall.
CHEM 311 – Quantitative Analysis: Laboratory (2) Laboratory to accompany
Quantitative Analysis lecture course. Lecture required. Fall.
CHEM 311 – Quantitative Analysis: Recitation (1) Recitation to accompany
Quantitative Analysis lecture course. Lecture required. Fall. Offered at instructor’s
discretion.
CHEM 315 – Forensic Science (3) A one-semester, non-major’s lecture course
which studies the techniques of forensic evaluation of the physical evidence of a
crime. Emphasis is placed on the physical science of the analytical techniques used
in evaluating the evidence. Prerequisite: one semester of college science. Spring.
CHEM 341 – Organic Chemistry 1: Lecture (3) Emphasis is on structure, reactions
and reaction mechanisms of organic molecules. Various functional groups are
considered while incorporating discussion of experimental methods. Prerequisite:
CHEM 106. Laboratory required. Fall.
CHEM 341 – Organic Chemistry 1: Laboratory (1) Laboratory to accompany
Organic Chemistry 1 lecture course. Lecture required. Fall.
CHEM 341 – Organic Chemistry 1: Recitation (1) Recitation to accompany Organic
Chemistry 1 lecture course. Lecture required. Fall. Offered at instructor’s discretion.
CHEM 342 – Organic Chemistry 2: Lecture (3) Continuation of CHEM 341.
Prerequisite: CHEM 341. Laboratory required. Spring.
CHEM 342 – Organic Chemistry 2: Laboratory (1) Laboratory to accompany
Organic Chemistry 2 lecture course. Lecture required. Spring.
CHEM 342 – Organic Chemistry 2: Recitation (1) Recitation to accompany
Organic Chemistry 2 lecture course. Lecture required. Spring. Offered at instructor’s
discretion.
CHEM 415 – Instrumental Analysis: Lecture (2) Instruments and their use in
chemical analysis. Prerequisite: CHEM 311 or equivalent. Laboratory required. Spring.
CHEM 415 – Instrumental Analysis: Laboratory (2) Laboratory to accompany
Instrumental Analysis lecture course. Experiments include spectroscopic, electrochemical
and chromatographic methods. Lecture required. Spring.
CHEM 421 – Biochemistry (3) Chemistry of biological systems. Prerequisite:
CHEM 342. Fall or Spring.
CHEM 425 – Biochemistry 1: Lecture (3) The study of biomolecules. Topics include
protein structure and function, enzyme function and regulation, lipids, biomembranes,
carbohydrates, nucleic acid structure and certain aspects of molecular genetics.
Prerequisite: CHEM 342. Laboratory required. Fall.
CHEM 425 – Biochemistry 1: Laboratory (1) Experimental approaches to the study
of biological molecules. Methods may include protein purification, enzyme kinetics,
bioinformatics, chromatography, electrophoresis, sequence analysis, and molecular
genetic techniques such as restriction analysis, DNA sequencing, blotting, DNA
sequencing and cloning procedures. Lecture required. Fall.
CHEM 426 – Biochemistry 2: Lecture (3) A continuation of Biochemistry 1
emphasizing metabolism. Topics include the metabolism of carbohydrates, lipids,
nucleic acids, amino acids and the production of cellular energy. Additional topics
may include photosynthesis, molecular genetics, signal transduction, DNA-protein
interactions and inorganic biomolecules. Prerequisite: CHEM 425. Laboratory required.
Spring.
CHEM 426 – Biochemistry 2: Laboratory (1) A continuation of Biochemistry 1
Laboratory. Lecture required. Spring.
CHEM 432 – Radioactive and Nuclear Chemistry (3) Experimental and theoretical
nuclear chemistry. Prerequisite: two years of chemistry. As demand warrants.
CHEM 433 – Inorganic Chemistry (3) Descriptive inorganic chemistry based on
physical and theoretical concepts. Corequisite: CHEM 451. Fall.
CHEM 434 – Inorganic Chemistry Laboratory (1) A laboratory course in which
the emphasis is on the synthesis and characterization of inorganic compounds while
using modern synthetic and instrumental techniques. Prerequisite: CHEM 433. Spring.

school of arts and sciences – CHEMISTRY / COMPUTER AND INFO. SCIENCES 85
CHEM 444 – Advanced Organic Chemistry (3) Organic chemistry using physical
and theoretical concepts. Prerequisite: CHEM 342, Corequisite: CHEM 452 or
permission. Spring.
CHEM 451 – Physical Chemistry 1: Lecture (3) Application of fundamental
physical laws and theories to the study of chemistry, concentrating on gas properties,
thermodynamics and electrochemistry. Prerequisites: PHYS 104, 204 and
MATH 151, 152. Corequisite: CHEM 311. Laboratory required. Fall.
CHEM 451 – Physical Chemistry 1: Laboratory (1) Laboratory to accompany
Physical Chemistry 1 lecture course. Lecture required. Fall.
CHEM 451 – Physical Chemistry 1: Recitation (1) Recitation to accompany
Physical Chemistry 1 lecture course. Lecture required. Fall. Offered at instructor’s
discretion.
CHEM 452 – Physical Chemistry 2: Lecture (3) Continuation of CHEM 451,
concentrating on kinetics, quantum mechanics and spectroscopy. Prerequisite:
CHEM 451. Laboratory required. Spring.
CHEM 452 – Physical Chemistry 2: Laboratory (1) Laboratory to accompany
Physical Chemistry 2 lecture course. Lecture required. Spring.
CHEM 452 – Physical Chemistry 2: Recitation (1) Recitation to accompany
Physical Chemistry 2 lecture course. Lecture required. Spring. Offered at instructor’s
discretion.
CHEM 462 – Chemical Spectroscopy and Reaction Dynamics (3) An advanced
physical chemistry course which focuses on photochemistry, chemical kinetics,
spectroscopy and reaction dynamics. Prerequisite: CHEM 452. Fall or Spring.
CHEM 497 – Research Problems (1-3) Laboratory research problem with direction
of faculty member. Prerequisite: permission. Fall and Spring.
Department of Computer and
Information Sciences
Contact Person for All Majors and Minors:
John Dalphin
Dunn 307, (315) 267-2056 (dalphijf@potsdam.edu)
Professor:
John Dalphin
Computer and Information Sciences Major
33 semester hours required.
Note:
Potsdam is currently revising its major in Computer and Information
Sciences. Please see Department Chairperson for additional
information.
Current Courses:
Credits
CIS 103 Introduction to Problem Solving 3
CIS 203 Programming Structures 3
CIS 301 Discrete Data Structures 3
CIS 302 Machine and Assembly Language 3
CIS 303 Algorithm Analysis 3
CIS 304 Data Communications 3
CIS 355 Digital Systems Design 3
CIS 403 Systems Programming and
Operating Systems 3
CIS 405 Information Systems Analysis
or
CIS 424 Data Base Organization 3
___
27
Elective Courses: 6
The two electives must be upper-division and taken
from the same area of concentration in the department.
___
Total 33
Areas of Electives:
Computer Hardware:
Students interested in this area will be advised to cross register in
courses at Clarkson University.
Math Foundations:
CIS 317 Undecidability and Incompleteness 3
CIS 326 Systems Simulation 3
CIS 327 Numerical Methods 3
CIS 336 Operations Research I 3
CIS 427 Advanced Numerical Methods 3
CIS 436 Operations Research II 3
CIS 461 Computer Graphics 3
CIS 463 Compiler Construction 3
Software Development:
CIS 411 Advanced Operating Systems 3
CIS 421 Artificial Intelligence and
Heuristic Programming 3
CIS 428 Real Time Programming 3
CIS 443 Programming Languages 3
CIS 461 Computer Graphics 3
CIS 463 Compiler Construction 3
Systems Analysis:
CIS 326 Systems Simulation 3
CIS 336 Operations Research I 3
CIS 364 Systems Design 3
CIS 405 Information Systems Analysis 3
CIS 424 Data Base Organization 3
CIS 436 Operations Research II 3
CIS 468 Computer Systems Management 3
Cognate Requirements:
MATH 151 Calculus I 4
MATH 152 Calculus II 4
Note:
MATH 151 is a prerequisite for CIS 301 and MATH 152 is a
prerequisite for CIS 303.
Other Recommended Coursework:
Physics:
PHYS 101, 102 or PHYS 103, 104
Mathematics:
MATH 125 Statistics (or equivalent)
MATH 340 Set Theory and Logic

86 COMPUTER AND INFO. SCIENCES – school of arts and sciences
Computer and Information Sciences Minor
18 semester hours required.
Description:
This minor offers a general introduction to computers and their
application to the student’s major field of study. One-half of the
courses are free electives, allowing students maximum flexibility in
designing a curriculum to complement their major.
Required Courses:
Credits
CIS 103 Introduction to Problem Solving 3
CIS 203 Programming Structures 3
CIS 301 Discrete Data Structures 3
___
9
Elective Courses: 9
Electives may be any CIS course, excluding CIS 490,
but no more than three credits may be lower division.
___
Total 18
Computer and Information Sciences
Course Descriptions
CIS 103 – Problem Solving (3) First course in major sequence. Introduction to C/
C++ and development of problem-solving skills. Structured programming, control
structures, data types, software-engineering techniques. Fall and Spring.
CIS 125 – Statistics (3) Variability, uncertainty, description of data, sampling,
hypothesis testing, correlation and regression. Not open to students who have
completed another entry-level statistics course. Prerequisite: high school algebra or
equivalent. As demand warrants.
CIS 195, 295, 395, 495 – Special Topics (1-12)
CIS 198, 298, 398, 498 – Tutorial (1-3)
CIS 203 – Programming Structures (3) Data and mathematical structures:
algorithms, basic data types, arrays, linear lists, linked lists, stacks, queues, trees.
Introduction to object-oriented programming. Recursion. Prerequisite: CIS 103. Spring.
CIS 217 – Introduction to Symbolic Logic (3) See PHIL 217. Cross-listed with
Philosophy Department. Fall.
CIS 223 – Commercial Programming (3) For students interested in systems analysis.
Comprehensive coverage of ANSI COBOL. File access techniques of sequential,
direct and indexed sequential. Modular programming and program maintenance
methods. Prerequisite:
CIS 102 or CIS 103. As demand warrants.
CIS 233 – Scientific Programming (3) ANSI Standard FORTRAN. Structured
programming and problem-solving techniques. Programming for natural and mathematical
sciences and engineering. Numeric and non-numeric applications. Prerequisite:
CIS 102 or 103. As demand warrants.
CIS 280 – Selected Languages (1) Topics not normally covered by regular course
offerings. Emphasis on selected languages. Prerequisite: CIS 203 or permission of
instructor. As demand warrants.
CIS 281 – C Programming Language (1)
CIS 282 – C++ Object-Oriented Programming (1)
CIS 283 – ADA Programming Language (1)
CIS 284 – Java Programming Language (1)
CIS 285 – Java Application Programming (1)
CIS 286 – Perl Programming Language (1)
CIS 287 – Prolog Programming Language (1)
CIS 288 – ML Programming Language (1)
CIS 289 – Scheme Programming Language (1)
CIS 295 – More Selected Languages
CIS 301 – Discrete Data Structures (3) Sets, relations, graphs. Grammars and
parsing, formal languages, automata theory, arithmetic expression processing using
precedence approaches, sort and expression trees, tree traversals, Boolean algebra,
combinational switching circuits and recursive programming. Prerequisites: CIS 203,
MATH 151. Fall.
CIS 302 – Machine and Assembly Language (3) Typical small computers and
assembly languages. Assembly, link editing and loading of programs. Machine
arithmetic, machine language, addressing techniques, data types and I/O facilities
on representative computer systems. Interrupts, exceptions and traps. Prerequisite:
CIS 203. Fall.
CIS 303 – Analysis of Algorithms (3) Analysis of algorithms on data structures.
Searching and sorting. Complexity theory. Prerequisites: CIS 301, MATH 152. Spring.
CIS 304 – Data Communications (3) Design principles for computer communications.
Techniques of data transmission, communications protocols, sharing transmission
facilities, error detection and correction, functions provided by communications
software, and approaches to predicting system performance. Distributed processing
and networks. Prerequisites: CIS 301, 302. Spring.
CIS 317 – Undecidability and Incompleteness (3) See PHIL 317. Cross-listed
with Philosophy Department. Spring.
CIS 326 – Systems Simulation (3) Computer sampling from probability distributions,
queuing theory, data collection and manipulation, computer programming
techniques and organization in simulation analysis and validation, and simulation
languages. Emphasis on simulation in systems analysis. Prerequisite: FORTRAN or
Pascal and an applied statistics course. As demand warrants.
CIS 327 – Numerical Methods (3) Solution of nonlinear equations and interpolation
via polynomials and piecewise polynomials. Numerical differentiation and
integration. Error analysis. Convergence criteria. Numerical techniques for ordinary
differential equations. Prerequisite: MATH 152. As demand warrants.
CIS 336 – Operations Research I (3) Linear programming, its applications and
related areas. Solutions of linear systems. Emphasis on application rather than on
theory. Prerequisite: MATH 152. As demand warrants.
CIS 355 – Digital Systems Design (3) An introduction to techniques in digital design
using the building block approach. Topics include: Boolean algebra and functions,
logic circuit analysis and design, IC’s as building blocks of combinatorial logic circuits,
and basic memory elements. Lecture with required laboratory. Prerequisite: CIS 301. Fall.
CIS 364 – Information Systems Design (3) Studying a project and transposing it
for computer operation through four phases of feasibility, analysis of existing system,
design and implementation. Emphasis on human factors involved in process. Prerequisite:
junior status. As demand warrants.
CIS 380 – Legal and Social Aspects of Computing (3) Seminar. Influence of
computer revolution on society: automation, data banks, security, moneyless economy,
numeralization and individual depersonalization, privacy. Prerequisites: prior computer
course and upper-division standing. As demand warrants.
CIS 403 – Systems Programming and Operating Systems (3) Techniques of
systems software design. Functions of operating systems. Multi-programming, multiprocessing
and concurrency. File implementation, input and output processing,
interrupts, deadlocks and resource management. Prerequisites: CIS 301 and 302. Fall.
CIS 405 – Information Systems Analysis (3) Information and logical design of
systems. Topics: life cycle of computer-based systems, role of systems analyst,
tools and techniques, performance definition, feasibility analysis and systems
design overview. Prerequisite: junior status. As demand warrants.
CIS 411 – Advanced Operating Systems (3) Design objectives of operating systems.
Sequential processes, resource allocation, concurrent process control and communication,
processor and memory management, virtual storage, program protection,

school of arts and sciences – COMPUTER AND INFO. SCIENCES / DANCE AND DRAMA 87
effect of computer architecture on system design. Human factors interface. Prerequisite:
CIS 403. Spring, odd years.
CIS 421 – Artificial Intelligence and Heuristic Programming (3) Knowledge
representation, searching and heuristics. Game and goal trees; graphs. Applications
to game playing, theorem proving, pattern recognition and natural language processing.
Prerequisite: CIS 301. As demand warrants.
CIS 424 – Data Base Organization (3) Organization of large sets of related data.
Logical organization versus physical organization. Data base description, design and
implementation. Relational, network and hierarchical models. Prerequisite: CIS 301.
As demand warrants.
CIS 427 – Advanced Numerical Methods (3) Advanced topics in numerical
integration and solution of ordinary differential equations. Initial value problems,
boundary value problems, partial differential equations, one-step and multistep
methods, etc. Prerequisite: CIS 327. Corequisite: MATH 390. As demand warrants.
CIS 428 – Real Time Programming (3) Techniques of interfacing real-world
devices with computers and process control programming. Prerequisite: CIS 302. As
demand warrants.
CIS 434 – Documentation and Communication (3) Technical writing. Development
of communication skills through computer-related writing and speaking
assignments. Prerequisites: CIS major, senior standing. As demand warrants.
CIS 436 – Operations Research II (3) Network flows, the assignment problem,
dynamic programming, inventory control, scheduling problems, queuing models,
Bayesian decision analysis and Markov chains. Prerequisites: MATH 152, an applied
statistics course, and knowledge of a high-level programming language. As demand
warrants.
CIS 443 – Programming Languages (3) Comparative study of programming
languages. Functional, logic and object-oriented paradigms. Syntactic and semantic
issues in language design. Prerequisites: CIS 301; in-depth knowledge of at least
one high-level programming language. As demand warrants.
CIS 455 – Computer Organization (3) Number representation, codes and digital
arithmetic algorithms. Applied Boolean algebra. Boolean functions. Storage organization
and technology, input/output devices. Advances in MSI and LSI technology.
Overall design of a simple computer. Prerequisite: CIS 302 and CIS 355. As demand
warrants.
CIS 461 – Computer Graphics (3) Two- and three-dimensional computer graphics
and graphics systems including command languages and system design. Prerequisites:
CIS 301 and (suggested) MATH 375. (Non-liberal arts credit.) As demand warrants.
CIS 463 – Compiler Construction (3) Constructing translators for computer
programming languages. Organization of a compiler, symbol tables, lexical scan,
storage allocation, object code generation, error diagnostic and code optimization.
Top-down and bottom-up parsing. Compiler generation tools. Prerequisites: CIS 301
and CIS 302. As demand warrants.
CIS 465 – Microcomputers (3) Logic devices and systems. Micro- and minicomputer
architecture, software systems, peripherals and methods for interfacing
microcomputers with external devices. Prerequisites: CIS 302 and CIS 355. As
demand warrants.
CIS 468 – Computer Systems Management (3) Seminar. Management and
maintenance of networked systems. Configuration installation. Security.
CIS 480 – Senior Seminar (3) Students perform a research project or substantial
programming project under supervision of faculty. Team projects possible, with
approval. Prerequisites: 90 credits with at least 15 in Computer and Information
Sciences. As demand warrants.
CIS 490 – Computer Science Internship (3) Students assist faculty members in
administration and instruction of coursework. Graded S*/U*. May be repeated for
credit, but no student may intern for the same course more than once, nor intern for
more than one course per semester. Not applicable toward the CIS minor. Prerequisite:
permission. (Non-liberal arts credit.) As demand warrants.
Department of Dance and Drama
Co-Chair and Contact Person for Dance Major and Minor:
Don Borsh
Dunn 110, (315) 267-2234 (borshdp@potsdam.edu)
Co-Chair and Contact Person for Drama Major, Acting Minor,
Design and Technical Theater Minor and Directing Minor:
Kimberley Bouchard
Satterlee 231, (315) 267-2138 (bouchaka@potsdam.edu)
Associate Professor:
Clayton Horan
Assistant Professors:
Donald Borsh, Kimberly Bouchard, Robin Collin, Nola Rocco
Instructional Support:
Bruce Brownlee
Special Note:
Students must achieve a minimum grade of 2.0 in all courses used
to complete majors and minors in this department.
Dance Major
33 semester hours required.
Description:
Course offerings in dance are designed to be both broad enough to
satisfy the interests and needs of general liberal arts students, and
deep enough to prepare the interested dance student for further study
on the graduate and professional level. Students have the opportunity
to study a wide range of dance courses (including technique, composition
and dance history). The program is designed to integrate
technical, theoretical and creative aspects of dance. There are numerous
channels available to encourage choreographic and performing
experience: public concerts, interdepartmental productions, lecturedemonstrations
and dance composition workshops, all under the
auspices of the Student Government Association-funded College
Dance Ensemble. Auditions for performances are open to all SUNY
Potsdam students. All interested students are invited and encouraged
to join the College Dance Ensemble, a performance and production
organization which stimulates interest in dance at the College. The
Ensemble sponsors various activities such as guest artist residencies,
guest choreographers and off-campus festivals and concert attendance.
Required Courses:
Credits
DANC 211 Improvisation 3
DANC 311 Composition I 3
DANC 319 Movement Theory and Notation 3
DANC 321 Modern Dance II (Fall) 3
DANC 322 Modern Dance II (Spring) 3
___
15
The Technique Track: 6
DANC 231/ DANC 232 Ballet I (3-6)
DANC 421/DANC 422 Modern Dance III (3-6)
DANC 441/DANC 442 Modern Dance IV (3-6)

88 DANCE AND DRAMA – school of arts and sciences
The Composition Track: 6
DANC 312 Composition II
DANC 323 Modern Dance Repertory
DANC 390 Special Problems/Composition (1-3)
DANC 411 Group Forms
DANC 498 Senior Project (1-3)
The Enrichment Area: 6
DANC 201 Introduction to Dance as an Art Form
DANC 205 Dance Production
DANC 391 Special Problems/History (1-3)
DANC 450 Teaching of Dance
DANC 490 Special Problems/Teaching (1-3)
DANC 491 Special Problems/Movement Theory
and Notation (1-3)
___
Total 33
Required Cognate Courses:
(or approved substitute)
DRAM 209 Stage Make-Up 3
PHIL 320 Aesthetics 3
MUAH 310 Experience of Music 3
___
Total 9
Recommended Coursework Outside the Major:
Consult with a Dance advisor.
Special Notes:
1. An audition is not required to declare a dance major. Students
may declare the dance major at any time.
2. Appropriate technique levels for students are determined during
a placement class. Only credit from the above-listed technique
courses will be applied toward fulfillment of the required technique
track of the major.
3. Students in the major program are expected to focus on two
tracks: technique and composition. They may then branch out
into history, repertory, notation and/or teaching.
4. A minimum of 16 semester hours for the major must be taken at
the upper-division level.
Dance Minor
18 semester hours required.
Description:
Technique and composition form the basis for modern dance training
and are a prerequisite for any direction one might want to go within
the dance profession. The minor is focused on the central core of dance
training and does not include any of the enrichment areas required
to major in dance.
Students may declare a dance minor at any time during their college
career.
Required Courses:
Credits
(from the following) 9
DANC 321/322 Modern Dance II (3-6)
DANC 421/422 Modern Dance III (3-6)
DANC 441/442 Modern Dance IV (3-6)
Elective Courses:
(from the following) 9
DANC 211 Dance Improvisation
DANC 311 Dance Composition I
DANC 312 Dance Composition II
DANC 319 Movement Theory and Notation
DANC 323 Modern Dance Repertory
DANC 411 Group Forms I
DANC 498 Senior Project or a
Special Problems Course
___
Total 18
Only credit from the above-listed technique courses will be applied
toward fulfillment of the required technique track of the minor.
Dance Course Descriptions
Courses are offered each semester unless otherwise designated.
DANC 100 – Mind of the Artist (4) An introduction to the nature of art and the
process of its creation, with special emphasis in the study of dance and drama. Also
listed as DRAM 100. Fall and Spring.
DANC 110 – Beginning Ballet (2) Introduction to ballet basics for students who
have no applied dance background. Recommended for students in related performing
arts who wish to have some dance experience. May be used toward physical
education requirement. Class and concert attendance required. Fall and Spring.
DANC 111 – Beginning Modern Dance (2) Modern dance training for students
who have no applied dance background. Recommended for students in related
performing arts who wish to have some dance experience. May be used toward physical
education requirement. Class and concert attendance required. Fall and Spring.
DANC 112 – Beginning Jazz Technique (2) Dance training in the jazz style for
students who have no applied dance background. Recommended for students in
related performing arts who wish to have some dance experience. May be used
toward physical education requirement. Class and concert attendance required. Fall
and Spring.
DANC 195, 295, 395, 495 – Special Topics (1-12)
DANC 198, 298, 398, 498 – Tutorial (1-3)
DANC 201 – Dance as an Art Form (3) Lecture course introducing the student to
the history, form, content and style of concert dance in the west. Emphasis is on 19 th
and 20 th century repertory of European and American ballet and modern dance
companies. Fall.
DANC 205 – Dance Production (3) Basic skills and procedures in producing dance
concerts, including concert administration, lighting, costume design and construction
and working with sound systems. Spring, alternate years.
DANC 211 – Dance Improvisation (3) Studio course designed to develop an
awareness of individual movement patterns and the use of those patterns in human
interaction and expression. Individual creative imagination and cooperative group
relationships are both emphasized. Fall.
DANC 221 – Modern Dance I (3) Training the body as instrument for artistic
expression. Emphasis on development of flexibility, strength, coordination and
awareness of principles of motion. Dance as an art form is explored. Class and
concert attendance and independent video viewing project required. May be used
toward physic education requirements. For entering students with previous dance
experience. Prerequisite otherwise: DANC 110, 111 or 112 or permission. Fall.
DANC 222 – Modern Dance I (3) Continuation of DANC 221. May be used toward
physical education requirement. Spring.
DANC 231 – Ballet I (3) Classical ballet. Focus on correct use of the body, working
knowledge of French terminology, awareness of music, mastery of quality of
movement and historical context in which this art form developed. Class and concert

school of arts and sciences – DANCE AND DRAMA 89
attendance and independent video viewing project required. May be used toward
physical education requirement. For entering students with previous dance experience.
Prerequisite otherwise: DANC 110, 111 or 112 or permission. Fall.
DANC 232 – Ballet I (3) Continuation of DANC 231. May be used toward physical
education requirement. Spring.
DANC 309, 310 – Performance and Production (1-3) Supervised experience in
various phases of dance production, e.g., performance, directing, production management,
backstage technical work, publicity. By permission. (Non-liberal arts
credit.) Fall and Spring.
DANC 311 – Dance Composition I (3) Original studies developed through
exploration of movement concepts. Prerequisite: DANC 211 or equivalent previous
training. Must be enrolled simultaneously in a dance technique class. Spring.
DANC 312 – Dance Composition II (3) Continuation of Dance Composition I to
further develop choreographic skills. Emphasis on content and structure to facilitate
an increased movement vocabulary. Prerequisite: DANC 311. Must be enrolled
simultaneously in a dance technique class. Spring.
DANC 319 – Movement, Theory and Notation (3) Exploration of theories and
development of skills used to describe, analyze and record movement through
Labananalysis and Labanotation system. Some dance experience required. Spring,
alternate years.
DANC 321 – Modern Dance II (3) Continuation of Modern Dance I for intermediate
dancers. More extended phrases are developed as well as an awareness of
differences in style. Class, concert attendance and independent anatomy project
required. May be used toward physical education requirement. Prerequisite: DANC
222 or equivalent. Fall.
DANC 322 – Modern Dance II (3) Continuation of DANC 321. May be used toward
physical education requirement. Spring.
DANC 323 – Modern Dance Repertory (3) Comparative study of choreographers
through representative works, readings, class discussions, film study and individual
research. Some dance experience recommended. Must be enrolled simultaneously
in a dance technique class. As demand warrants.
DANC 325 – New Repertory (1) Participation in building new faculty or guest artist
dances. Analysis of the choreographic process through journal writing and group
discussion. By audition. Spring.
DANC 331 – Ballet II (3) Intermediate classical ballet. Class and concert attendance
and research project required. May be used toward physical education
requirement. Prerequisite: DANC 232. Fall.
DANC 332 – Ballet II (3) Continuation of DANC 331. May be used toward physical
education requirement. Spring.
DANC 385 – Special Problems: Technique (1-3)
DANC 390 – Special Problems in Dance Composition (1-3) An individual
program of study in the composition/ choreography area designed by the student
according to his or her interest. The program is to be approved and supervised by a
member of the dance faculty. Prerequisite: DANC 211, 311 and permission.
DANC 391 – Special Problems in Dance History (1-3) An individual program of
study in a specified area of dance history designed by the student according to his
or her interest. The program is to be approved and supervised by a member of the
dance faculty. Prerequisite: DANC 201 and permission.
DANC 411 – Group Forms (3) Advanced work in dance composition. Emphasis on
use of several dancers to develop choreographer’s idea, form and texture. Prerequisite:
DANC 312 or permission. As demand warrants.
DANC 421 – Modern Dance III (3) Continuation of Modern Dance II for intermediate/advanced
dancers. Subtleties of movement, dynamics and qualities are
emphasized. Class and concert attendance and independent kinesiology project
required. Prerequisite: DANC 322. Fall.
DANC 422 – Modern Dance III (3) Continuation of DANC 421. Spring.
DANC 441 – Modern Dance IV (3) Extension and elaboration of Modern Dance III
into more complex and mature studies. Emphasis on development of individual
performance capabilities proceeding toward goal of mature artistic expression. Class
and concert attendance and independent reading project required. Prerequisite:
DANC 422. Fall.
DANC 442 – Modern Dance IV (3) Continuation of DANC 441. Spring only.
DANC 450 – The Teaching of Dance (3) Guidance and experience of advanced
dance students in various approaches in methodology in the teaching of dance as
an art form. Prerequisite: permission. (Non-liberal arts credit.) As demand warrants.
DANC 490 – Special Problems in Teaching (1-3) An individual program of study
in a specified area of teaching methodology and/or philosophy designed by the student
according to his or her interests. The program is to be approved and supervised by
a member of the dance faculty. (Non-liberal arts credit.) Prerequisite: permission.
DANC 491 – Special Problems in Movement, Theory and Notation (1-3) An
individual program of study in a specified area of Labanotation or Labananalysis
designed by the student. The program is to be approved and supervised by a member
of the dance faculty. Prerequisites: DANC 319 and permission.
Drama Major
33 semester hours required.
Description:
The Drama Major is designed to provide a thorough undergraduate
grounding in all aspects of theatre. It can prepare students for further
study in graduate school, constitute an exciting major for an elementary
teaching degree, provide performance and creative outlets for avocational
interests in theatre, and enhance theatre skills needed for
successful participation in amateur, community, or professional theatre
activities after graduation.
Utilizing the framework of required courses, in conjunction with an
active production program, students are exposed to the theoretical
and practical aspects of acting, directing, reader’s theatre, technical
theatre, design, history and dramatic literature. Additional advanced
course offerings and participation in drama productions (particularly
the touring children’s theatre production) provide further
opportunities to round out the student’s undergraduate experience.
Auditions for all drama productions are open to any Potsdam student.
Interested students, regardless of major, are also invited to join the
Student Government Association organization, Theatre Guild. The
Theatre Guild sponsors department productions, and its members
often direct, design and perform in all-student productions.
Students majoring in drama may also elect to complete an Acting
Minor, while non-drama majors may pursue their interests by
minoring in acting, design and directing.
Required Courses:
Credits
DRAM 206 Theatre Production I 3
DRAM 208 Orientation to Theatre 3
DRAM 235 Acting I 3
DRAM 302 Directing I 3
DRAM 366 Reader’s Theatre 3
DRAM 412 Theatre History I 3
DRAM 413 Theatre History II 3
DRAM 414 Development of 20 th Century Theatre3
DRAM 430 Scene Design 3
___
27

90 DANCE AND DRAMA – school of arts and sciences
Additional dramatic literature courses are required for the
Drama Major:
(two from the following) 6
LITR 357 Modern Drama
LITR 410 Shakespeare I
LITR 411 Shakespeare II
or other literature course approved
by the department
___
Total 33
Recommended Coursework Outside the Major:
Courses in Dance, Music, and Art are highly recommended.
Consult with department advisor.
Acting Minor
18 semester hours required. Open to Drama majors.
Description:
The Acting Minor consists of a concentration of courses in acting,
designed for those students who wish to strengthen their capacity
for performing in plays, operas and musicals as well as for those
students interested in this area for purposes of increased selfknowledge,
increased poise, and the development of an avocation.
Drama majors with specific interests in acting would be well served
by this minor as an additional steppingstone to graduate or professional
schools.
Required Courses:
Credits
DRAM 209 Stage Make-up 3
DRAM 235 Acting I 3
DRAM 236 Acting II 3
DRAM 337 Acting III 3
DRAM 338 Acting IV 3
___
Total 15
Elective Courses:
(one from the following) 3
DRAM 302 Directing I
DRAM 414 Development of 20 th Century Theatre
___
Total 18
Supplemental Recommended Courses:
Selected courses from the following areas: dance, art, dramatic
literature and modern languages. Consult with department advisor.
Design and Technical Theatre Minor
18 semester hours required. Closed to Drama majors.
Description:
The minor consists of a concentration of courses in the craft, theory
and art of design and technical theatre. Students from a variety of
majors including art, dance, education and music may use the
minor to strengthen their preparation for future careers. Students
may be given design assignments for one-act plays or on occasion
may design a major faculty-directed production. This minor also
prepares students for graduate work in design or technical theater.
Required Courses:
Credits
DRAM 206 Theatre Production I 3
DRAM 208 Orientation to Theatre 3
DRAM 302 Directing I 3
DRAM 430 Scene Design 3
DRAM 412 Theatre History I 3
___
15
Elective Courses:
(one from the following) 3
DRAM 207 Theatre Production II
DRAM 331 Costume Design
DRAM 413 Theatre History II
___
Total 18
Supplemental Recommended Courses:
Selected courses from the following areas: art history, painting,
drawing, sculpture. Consult with department advisor.
Directing Minor
18 semester hours required. Closed to Drama majors.
Description:
The minor consists of a concentration of courses in the craft, theory
and art of directing.
Students in English education, music education and music performance
have demonstrated an interest in the study of directing, since
these students may be called upon to direct a school play or musical.
This concentration aims to equip these students to deal more
effectively with the problems involved in producing a play.
Required Courses:
Credits
DRAM 206 Theatre Production I 3
DRAM 208 Orientation to Theatre 3
DRAM 302 Directing I 3
DRAM 303 Directing II 3
DRAM 430 Scene Design 3
DRAM 235 Acting I 3
___
Total 18
Supplemental Recommended Courses:
Selected courses from the following areas: dramatic literature,
philosophy, history, art, dance, social sciences, music and modern
languages. Consult with department advisor.
Drama Course Descriptions
Courses are offered each semester unless otherwise designated.
DRAM 100 – Mind of the Artist (4) An introduction to the nature of art and the
process of its creation with special emphasis in the study of dance and drama. Fall
and Spring.
DRAM 195, 295, 395, 495 – Special Topics (1-3) As demand warrants.

school of arts and sciences – DANCE AND DRAMA / ECONOMICS 91
DRAM 198, 298, 398, 498 – Tutorial (1-3) As demand warrants.
DRAM 206 – Theatre Production I (3) Basic skills and procedures in technical
theatre, including set construction, scene painting and stage lighting. Laboratory
time required. Fall and Spring.
DRAM 207 – Theatre Production II (3) Extension of DRAM 206. Emphasis on
stage lighting, including history of theatre illumination, analysis of dramatic literature
as it influences design of stage lighting, and theory and practice of lighting for
arena, thrust and proscenium theatre forms. Prerequisite: DRAM 206 and/or
permission of instructor. (Non-liberal arts credit.) As demand warrants.
DRAM 208 – Orientation to Theatre (3) Art of the theatre, principles of dramatic
theory and criticism, and representative historic periods and stage conventions. Fall
and Spring.
DRAM 209 – Stage Makeup (3) Basic makeup techniques, use of tools, materials.
Students develop awareness of makeup principles especially as they apply to individual
characterization through the analysis of plays and the creation of character makeups.
(Non-liberal arts credit.) Fall.
DRAM 211 – Performance and Production (1-3) Supervised experience in
various phases of play production. Prerequisite: DRAM 206 or permission. (Nonliberal
arts credit.) Fall and Spring.
DRAM 235 – Acting I (3) Group improvisations to relax and free the body and the
voice, to enable and enhance communication from the stage. Fall.
DRAM 236 – Acting II (3) Advanced study in characterization, warm-up techniques,
scripted scene study. Prerequisite: DRAM 235. Spring.
DRAM 302 – Directing I (3) History of directing and study of various techniques.
Prerequisites: DRAM 208 and DRAM 235. Fall.
DRAM 303 – Directing II (3) Practical application of directing theories and techniques.
Students direct a workshop production. Prerequisite: DRAM 302. Spring.
DRAM 331 – Costume Design (3) Rendering costumes, design, costume construction,
costume history as well as understanding the role of costume designers in
interpreting plays. Prerequisite: DRAM 208. As demand warrants.
DRAM 337 – Acting III (3) Period styles in relation to the work of various playwrights
such as Moliére, Chekov, Shakespeare. Prerequisites: DRAM 235, 236. Fall only.
DRAM 338 – Acting IV (3) Advanced study of various acting styles and techniques.
Prerequisites: DRAM 235, 236, 337. Spring.
DRAM 366 – Reader’s Theatre (3) Principles and techniques in selection,
preparation and performance of dramatic material by oral interpretation. Fall only,
odd years.
DRAM 412 – History of the Theatre I (3) Development of theatre arts in world
culture from the Greek era to and including Shakespeare. Emphasis on conditions of
production with respect to theatre architecture, cultural values, costuming, staging
and performance. Fall only, even years.
DRAM 413 – History of the Theatre II (3) Development of theatre arts in world
culture from Shakespeare to present day. Emphasis on conditions of production with
respect to theatre architecture, cultural values, costuming, staging and performance.
Prerequisite: DRAM 412. Spring only, odd years.
DRAM 414 – Development of 20 th Century Theatre (3) Modern trends in theatre
from end of 19 th century to present. Spring.
DRAM 430 – Scene Design (3) Principles and theories governing art of scenic
design, including interpretive analysis, style, basic drafting technique and model
making. Prerequisites: DRAM 206/208/235/302. Spring.
DRAM 466 – Advanced Reader’s Theatre (3) Practical application of theories
and techniques involved in oral interpretation and chamber theatre. Students can
arrange performances of Reader’s Theatre in local schools. Prerequisite: DRAM 366.
As demand warrants.
DRAM 489 – Special Problems: Make-up (3) Advanced independent study in
make-up. Prerequisite: DRAM 209 and/or permission of instructor. (Non-liberal arts
credit.) As demand warrants.
DRAM 490 – Special Problems in Acting (3) Advanced independent study in
acting. Prerequisite: DRAM 338 and/or permission of instructor. (Non-liberal arts
credit.) As demand warrants.
DRAM 491 – Special Problems in Technical Theatre (3) Advanced independent
study in the creation of effects, properties, projections, etc. Usually in
connection with a specific production. Prerequisites: DRAM 206, 207 and/or
permission of instructor. (Non-liberal arts credit.) As demand warrants.
DRAM 492 – Special Problems in Directing (3) Advanced independent study in
directing. Usually the direction of a short play in a studio situation. Prerequisites:
DRAM 302, 303. (Non-liberal arts credit.) As demand warrants.
DRAM 493 – Special Problems in Design (3) Advanced independent study in
design. Usually the set design for a production. Prerequisites: DRAM 430 and/or
permission of instructor. (Non-liberal arts credit.) As demand warrants.
DRAM 494 – Special Problems in Reader’s Theatre (3) Advanced independent
study in reader’s theatre. Prerequisites: DRAM 466 and/or permission of instructor.
(Non-liberal arts credit.) As demand warrants.
DRAM 496 – Special Problems in Lighting/Design (3) Advanced independent
study in stage lighting. Prerequisites: DRAM 207 and/or permission of instructor.
(Non-liberal arts credit.) As demand warrants.
DRAM 497 – Special Problems in Costume Design (3) Advanced independent
study in costume design. Prerequisites: DRAM 331 and/or permission of instructor.
(Non-liberal arts credit.) As demand warrants.
DRAM 499 – Special Problems in Children’s Theatre (3) Prerequisite: Permission
of instructor. (Non-liberal arts credit.) As demand warrants.
Department of Economics
Dunn 219, (315) 267-2206
Note:
Because of the changing nature of our programs, please visit our
department homepage at: www.potsdam.edu/ECON/ECON.html.
Professor:
Ram L. Chugh, SUNY Distinguished Service Professor
Associate Professors:
Paul Baktari, Michael Nuwer, Edwin Portugal, Florence Shu
Assistant Professors:
Martha Campbell, Lee Cliff, George Gonos, Meilee Lin, Donna
Mosier
Business Administration Major
Bachelor of Science Degree. 53 semester hours required. Also a joint
degree program between Potsdam and SUNY Canton and Jefferson
Community College.
Prerequisites:
Credits
ECON 105/305 Principles of Microeconomics 4
ECON 110/310 Principles of Macroeconomics 4
___
8
Required Courses:
BUEC 201 Principles of Accounting I 3
BUEC 202 Principles of Accounting II 3
BUEC 303 Legal Environment of Business 3
EMRE 330 Human Resource Management 3
BUEC 330 Operations Management 3
BUEC 350 Principles of Management 3

92 ECONOMICS – school of arts and sciences
BUEC 360 Principles of Marketing 3
BUEC 381 Information Systems for Business 3
BUEC 451 Strategic Management 3
ECON 401 Corporate Finance 3
___
Total 30
Elective Courses:
(choose any four of the following courses)
BUEC 340 International Business
BUEC 355 Organizational Behavior
BUEC 362 Promotions Management
BUEC 365 Marketing Research
BUEC 370 Entrepreneurship
BUEC 375 Leadership in Organizations
BUEC 385 Managerial Accounting
BUEC 406 Managerial Economics
BUEC 485 Cost Accounting
BUEC 491 Internship
CMPT 210 Introduction to Information Technology
CMPT 310 Using Spreadsheets
CMPT 320 Networking and Computer Communications
ECON 300 Statistical Methods in Economics
ECON 307 Forecasting and Data Modeling
ECON 412 Investments
ECON 441 Money and Banking
EMRE 300 Employment Relations
EMRE 301 Employment Law
EMRE 420 Compensation
EMRE 432 Organizational Development
MUAI 327 Business of Music I
MUAI 328 Business of Music II
MUAI 400
Legal Aspects of the Music Industry
___
12
Cognate Requirement:
Statistics selected from among the following:
CIS 125, MATH 125, STAT 100 3
___
Total 53
Special Notes:
1. Business Administration major is subject to the same general
education requirements as all other Bachelor of Arts degrees at
Potsdam. However, students need to have 75 credit hours of liberal
arts instead of 90, and 65 credit hours outside the department
instead of 70.
2. Students must receive a grade of 2.0 or higher in ECON 105/305
Principles of Microeconomics and ECON 110/310 Principles of
Macroeconomics before taking any upper-division BUEC courses.
Students do not have to take ECON 105/305 and 110/310 in
sequence. Students cannot receive credit for both ECON 105
and 305. The same is true for ECON 110 and 310.
3. Business Administration majors must earn a minimum grade of
2.0 in every course counted toward the major (required and
elective).
4. Occasionally special topics in Business Administration are offered
with the number BUEC 195, 295, 395 or 495. These courses
may count as Business Administration electives. Students must
consult with their advisors.
5. Students may not double count more than two common courses
across the programs in the Economics department.
6. Students must take half of the courses counted toward the Business
Administration major at Potsdam.
Business Economics Major
Bachelor of Arts Degree. 32 semester hours required.
Prerequisites:
Credits
ECON 105/305 Principles of Microeconomics 4
ECON 110/310 Principles of Macroeconomics 4
___
8
Required Courses:
ECON 355 Intermediate Microeconomics 3
ECON 401 Corporate Finance 3
BUEC 201 Principles of Accounting I 3
BUEC 350 Principles of Management 3
___
12
Elective Courses: 12
(choose any four)
BUEC 202 Principles of Accounting II
BUEC 330 Operations Management
BUEC 385 Managerial Accounting
BUEC 355 Organizational Behavior
BUEC 406 Managerial Economics
BUEC 451 Strategic Management
BUEC 485 Cost Accounting
ECON 300 Statistical Methods in Economics
ECON 307 Forecasting and Data Modeling
ECON 360 Intermediate Macroeconomics
ECON 380 Introduction to Econometrics
ECON 411 Money and Banking
ECON 412 Investments
ECON 450 International Economics
ECON 460 Industrial Organization
ECON 470 Economics of the Public Sector
ECON 491 Internship
or
BUEC 491 Internship
___
Total 32
Special Notes:
1. Business Economics (B.A.) students are subject to the same general
education requirements as all other students pursuing the Bachelor
of Arts degree at Potsdam.
2. Business Economics majors must earn a minimum grade of 2.0 in
every course counted toward the major (required and elective).
3. Students must also receive a grade of 2.0 or higher in ECON
105/305 Principles of Microeconomics and ECON 110/310
Principles of Macroeconomics before taking any upper-division
Economics courses. Students need not take ECON 105/305 and
110/310 in sequence. Students cannot get credit for both
ECON 105 and 305. The same is true of ECON 110 and 310.

school of arts and sciences – ECONOMICS 93
4. Occasionally special topics in Business Economics are offered
with the number BUEC 195, 295, 395 or 495. These courses
may count as Business Economics electives.
5. Students may not double count more than two common courses
across the programs in the Economics department.
6. Elective courses may not be offered every year. Students should
check with their advisors for more information on specific
elective courses.
7. Transfer students are expected to meet the same major requirements
as non-transfer students. Fifteen hours of the major work
must be completed at Potsdam.
Economics Major
32 semester hours required.
Required Courses:
Credits
ECON 105/305 Principles of Microeconomics 4
ECON 110/310 Principles of Macroeconomics 4
ECON 355 Intermediate Microeconomics 3
or
ECON 360 Intermediate Macroeconomics 3
___
11
Elective Courses:
21 hours or 7 courses excluding ECON 355 or 360, which is required.
(choose any seven)
Upper-Division Economics Courses:
(with ECON 105/305 as prerequisite)
ECON 300 Statistical Methods in Economics
ECON 355 Intermediate Microeconomics
ECON 401 Corporate Finance
ECON 411 Natural Resource Economics
ECON 420 Labor Economics
Upper-Division Economics Courses:
(with ECON 110/310 as prerequisite)
ECON 360 Intermediate Macroeconomics
Upper-Division Economics Courses:
(with ECON 105/305 or 110/310 as prerequisite)
ECON 300 Statistical Methods in Economics
ECON 306 American Economic History
ECON 311 European Economic History
ECON 316 Comparative Economic Systems
ECON 321 Economic Development of Nations
ECON 326 Current Economic Policy
Upper-Division Economics Courses:
(with ECON 105/305 and 110/310 as prerequisites)
ECON 301 Local and State Economy
ECON 302 Changing World Economy
ECON 307 Forecasting and Data Modeling
ECON 365 History of Economic Analysis
ECON 375 Mathematical Economics
ECON 380 Introduction to Econometrics
ECON 412 Investments
ECON 431 Urban and Regional Economics
ECON 441 Monetary Theory and Policy
ECON 450 International Economics
ECON 460 Industrial Organization
ECON 470 Economics of the Public Sector
ECON 490 Legislative Internship
ECON 491 Internship
ECON 498 Tutorial Study
ECON 499 Junior/Senior Honors Seminar
Other Elective Courses:
BUEC 201 Principles of Accounting I
BUEC 451 Strategic Management
EMRE 420 Compensation
___
Total 32
Special Notes:
1. Economics majors must earn a minimum grade of 2.0 in every
course counted toward the major (required and elective.)
2. Students must also receive a grade of 2.0 or higher in ECON 105/
305 Principles of Microeconomics and ECON 110/310 Principles
of Macroeconomics before taking any other upper-division
Economics courses. Students do not have to take ECON 105/305
and 110/310 in sequence. Students cannot get credit for both
ECON 105 and 305. The same is true for ECON 110 and 310.
3. Occasionally, special topics in Economics are offered with the
number ECON 195, 295, 395, or 495. These courses will be
counted as Economics electives. Appropriate prerequisites will be
assigned to each course.
4. Students cannot count more than three lower-division Economics
courses toward their major. These include ECON 105 and 110.
5. Students cannot double count more than two common courses
across the programs in the Economics department.
6. Transfer students are expected to meet the same major requirements
as non-transfer students. Fifteen hours of the major work must
be completed at Potsdam.
Employment Relations Major
30 semester hours required.
Required Courses:
Credits
EMRE 300 Employment Relations 3
EMRE 301 Employment Law 3
ECON 420 Labor Economics 3
___
9
Elective Courses: 21
(choose any seven)
Courses with Labor Relations Emphasis:
EMRE 320 History of Labor Relations
EMRE 321 Collective Bargaining
EMRE 322 Labor Law
Courses with Human Resource Management Emphasis:
EMRE 330 Human Resource Management
EMRE 431 Negotiations
EMRE 432 Organizational Development
BUEC 355 Organizational Behavior

94 ECONOMICS – school of arts and sciences
General Electives:
(common to both areas of emphases)
EMRE 410 Labor Market Analysis
EMRE 420 Compensation
EMRE 430 Conflict Resolution
EMRE 440 Contemporary Issues in Employment Relations
EMRE 491 Internship
EMRE 498 Tutorial Study
ECON 110/
ECON 310 Principles of Macroeconomics
ECON 401 Corporate Finance
ECON 460 Industrial Organization
___
Total 30
Special Notes:
1. Employment Relations majors must earn a minimum grade of 2.0
in every course counted toward the major (required and elective).
2. EMRE 300 Employment Relations and EMRE 301 Employment
Law are prerequisites to all of the Employment Relations
elective courses (courses with EMRE prefix) except, EMRE 320
History of Labor Relations and EMRE 330 Human Resource
Management.
3. ECON 105/305 Principles of Microeconomics is a prerequisite
to ECON 420 Labor Economics and ECON 401 Corporate
Finance. ECON 105/305 Principles of Microeconomics and
ECON 110/310 Principles of Macroeconomics are prerequisites
to ECON 460 Industrial Organization and BUEC 355 Organizational
Behavior.
4. Students must also receive a minimum grade of 2.0 in ECON 105/
305 Principles of Microeconomics or ECON 110/310 Principles
of Macroeconomics before taking any other upper-division
Economics or Business Economics courses requiring these prerequisites.
Students cannot get credit for both ECON 105 and 305.
The same is true for ECON 110 and 310.
5. Occasionally, special topics in Employment Relations are offered
with the number EMRE 195, 295, 395 or 495. These courses
will be counted as Employment Relations electives. Appropriate
prerequisites will be assigned to each course.
6. Students cannot double count more than two common courses
across the programs in the Economics department.
7. Transfer students are expected to meet the same major requirements
as non-transfer students. Fifteen hours of the major work must
be completed at Potsdam.
Four-One MBA/MS Program
Clarkson University and Potsdam have established an agreement
that allows students to plan their undergraduate program to include
courses, which will serve as a foundation for graduate study in
management. Students must complete a regular undergraduate
major in which foundation courses may satisfy some graduate
requirements. These foundation courses include material required
in the first year of study in MBA/MS programs; therefore, students
who carefully plan their undergraduate program are able to earn the
undergraduate degree and the MBA/MS degree in five years.
Students currently enrolled should try select appropriate electives in
order to complete most of the foundation courses as a part of their
undergraduate program. The required courses for the Bachelor of
Science in Business Administration satisfy all the foundation courses
with the exception of computer programming. Students should
take a computer-programming course for the additional foundation
course for the Master of Science in Management Information
Systems (MIS). Requirements for the MBA/MS program, any
remaining foundation courses may be taken in the two sessions
offered each summer at Clarkson University.
Foundation requirements include satisfactory completion of a total
of 27 semester hours in the following subjects: Economics, Finance,
Production, Management Principles, Computer Science, Business and
Society, Accounting, Marketing, and Statistics. It is also assumed
that students will have a working knowledge of calculus. For an M.S.
in MIS, students also must complete a computer-programming course.
All Foundation courses must be successfully completed with a 2.0.
As soon as possible after completing the third year of undergraduate
study, applicants should complete and submit an official “Clarkson
University Application for Admission and Assistance for Graduate
Study” form.
The following list of approved courses at Potsdam will satisfy the
foundation requirements for Clarkson University courses:
Clarkson University
Potsdam
Foundation Courses
Course Equivalent
Accounting:
BUEC 201 Principles of
Financial Managerial Accounting I and BUEC 202
Principles of Accounting II
or BUEC 385 Managerial
Accounting
Economics: Micro and Macro ECON 105/305 and ECON
110/310 Principles of Micro
and Macroeconomics
Corporate Finance
ECON 401 Corporation
Finance
Operations/Production BUEC 330 Operations
Management
Management
Computer Science and BUEC 381 Information
Information Systems
Systems for Business or
CIS 103 Introduction to
Problem Solving
Statistics and Probability STAT 100 Statistics or
Theory
equivalent
Business and Society
BUEC 303 Legal Environ-
(MBA only)
ment of Business
Principles of Management BUEC 350 Principles of
and Organizational Theory Management or BUEC 355
Organizational Behavior or
SOCI 320 Complex
Organization
Principles of Marketing BUEC 360 Principles of
Marketing

school of arts and sciences – ECONOMICS 95
For more information, contact Ms. Michelle Bonville, Assistant
Director of Graduate Business Programs, School of Business, Clarkson
University (315) 268-6613 or Dr. Donna Mosier, Economics Department,
Potsdam, Dunn 226, (315) 267-2238, (mosierdj@potsdam.edu).
Business Economics Minor
23 semester hours required.
Concentration VI: International Business:
BUEC 340 International Business
ECON 302 The Changing World Economy
ECON 316 Comparative Economic Systems
ECON 321 Economic Development of Nations
ECON 450 International Economics
___
Total 23
Required Courses:
Credits
ECON 105/305 Principles of Microeconomics 4
ECON 110/310 Principles of Macroeconomics 4
ECON 401 Corporate Finance 3
BUEC 201 Principles of Accounting I 3
BUEC 350 Principles of Management 3
___
17
Elective Courses:
(select two within a concentration, or any two
for a general Business Economics minor) 6
Concentration I: Management:
BUEC 355 Organizational Behavior
BUEC 370 Applied Entrepreneurship
BUEC 375 Leadership in Organizations
BUEC 451 Strategic Management
Concentration II: Marketing:
BUEC 360 Principles of Marketing
BUEC 362 Applied Promotions Management
BUEC 365 Applied Marketing Research
BUEC 370 Applied Entrepreneurship
ECON 306 Business Fluctuations
Concentration III: Managerial Accounting:
BUEC 202 Principles of Accounting II
BUEC 381 Information Systems for Business
BUEC 385 Managerial Accounting
BUEC 485 Cost Accounting
Concentration IV: Finance:
BUEC 406 Managerial Economics
ECON 301 Local and State Economy
ECON 412 Investments
ECON 441 Monetary Theory and Policy
ECON 460 Industrial Organization
Note:
ECON 355 Intermediate Microeconomics may be used as a
substitute for BUEC 406 Managerial Economics.
Concentration V: Human Resource Management:
BUEC 355 Organizational Behavior
EMRE 330 Human Resource Management
EMRE 420 Compensation
EMRE 432 Organizational Development
Special Notes:
1. Business Economics minors must earn a minimum grade of 2.0
in every course counted toward the minor.
2. Students must take the appropriate prerequisites for all of the
Economics courses that they intend to take. Please refer to the
prerequisites for Economics courses under the Economics major
program. It is highly recommended that students take the two
Economics principles before taking any upper-division BUEC
courses.
3. Students cannot double count more than two common courses
across the programs in the Economics department.
4. Occasionally, special topics in ECON, EMRE, or BUEC are
offered with the number 195, 295, 395, or 495. These courses
may be counted toward the Business Economics minor if indicated
as such in the schedule of courses.
5. Transfer students can transfer up to three courses (9 credit hours)
toward the BUEC minor. These courses must be approved by the
minor advisor.
6. When majoring in Economics and minoring in Business Economics,
BUEC courses are counted as a part of the Economics
department courses, and are not considered as courses outside
the Department. However, when majoring in Employment
Relations and minoring in Business Economics, BUEC courses
are counted as courses outside the Economics department.
Economics Minor
17 semester hours required.
Required Courses:
Credits
ECON 105/305 Principles of Microeconomics 4
ECON 110/310 Principles of Macroeconomics 4
___
8
Elective Courses:
(choose any three additional ECON courses) 9
___
Total 17
Special Notes:
1. Economics minors must earn a minimum grade of 2.0 in every
course counted toward the minor.
2. Students cannot double count more than two common courses
across the programs in the Economics department.
3. Students cannot take credit for both ECON 105 and 305. The
same is true for ECON 110 and 310.
4. Transfer students can transfer up to two Economics courses
toward the minor. These courses must be approved by the minor
advisor.

96 ECONOMICS – school of arts and sciences
Employment Relations Minor
Required Courses:
Credits
ECON 105/305 Principles of Microeconomics 4
or
ECON 110/310 Principles of Macroeconomics 4
EMRE 300 Employment Relations 3
Elective Courses:
(choose any four additional EMRE courses) 12
___
Total 19
1. EMRE minors must earn a minimum grade of 2.0 in every course
counted toward the minor.
2. Students cannot double count more than two common courses
across the programs in the Economics department.
3. Transfer students can transfer up to three courses toward the
minor. The minor advisor must approve the transfer courses.
4. To declare the Employment Relations minor, see the department
secretary in Dunn 219, An academic advisor from the department
will be assigned at that time.
Information Technology Minor
18 semester hours required.
Required Courses:
Credits
CMPT 210 Introduction to Information Technology 3
CMPT 301 Introduction to Business Applications 3
CMPT 320 Networking and Computer Communication 3
___
9
Elective Courses:
(choose any three)
CMPT 310 Using Spreadsheets
CMPT 330 Database Management
CMPT 410 Visual Basic Programming
CMPT 420 Web Page Design
CMPT 491 Internship
BUEC 381 Information Systems for Business
SOCI 314 Computer Applications in the Social Sciences
CIS 103 Introduction to Problem Solving
CIS 203 Programming Structures
STAT 300 Probability and Statistics II
or
ECON 380 Introduction to Econometrics
___
Total 18
Note:
Information Technology Minor: 18 semester hours or six courses
are required. All of the CMPT courses are non-liberal arts. Other
courses may be counted as electives in the minor subject to approval.
Special Notes:
1. Information Technology minors must earn a minimum grade of
2.0 in every course counted toward the minor.
2. Introduction to Information Technology (CMPT 210) is a
prerequisite for all upper division CMPT courses.
3. CMPT courses are considered courses offered in the Economics
department. Students may not double count more than two
courses across programs in the Economics department.
4. Additional elective courses may be offered each semester by
different departments on campus. Additional electives for IT
will be noted in the schedule of courses.
5. To declare the Information Technology minor see the Department
secretary in Dunn 219. An advisor will be assigned at that
time.
6. At least nine credit hours (three courses) counted toward the
Information Technology minor must be taken at Potsdam.
7. At least nine credit hours (three courses) counted toward the
Information Technology minor must be taken at the upperdivision
level.
Economics Course Descriptions
Notes:
ECON 105/305 or 110/310, or both are prerequisites to all upper-division Economics
courses. Please refer to the Economics major program requirements for details.
ECON 305 is recommended for juniors and seniors, and it may not be taken for credit
by someone who has completed ECON 105. The same policy holds for ECON 110 and
310. Both ECON 105/305 and 110/310 are 4-credit hours, and are required courses
for the major. All other courses are for 3 credits unless stated otherwise.
ECON 105/305 – Principles of Microeconomics: Lecture (3) This course
examines theory of prices, efficient allocation of resources, distribution of income,
and practices of business, labor organizations, and government. Fall and Spring.
ECON 105/305 – Principles of Microeconomics: Recitation (1) Recitation to
accompany Principles of Microeconomics lecture course. Lecture required. Recitation
hour is used for discussions and case analysis. Fall and Spring.
ECON 110/310 – Principles of Macroeconomics: Lecture (3) This course
focuses on government finance, money and banking, income and employment,
international economics and growth theories. Fall and Spring.
ECON 110/310 – Principles of Macroeconomics: Recitation (1) Recitation to
accompany Principles of Macroeconomics lecture course. Lecture required. Recitation
hour is used for discussions and case analysis. Fall and Spring.
ECON 300 – Statistical Methods in Economics (3) This course discusses nonparametic
techniques analysis of variance, estimation, hypothesis testing prediction,
and forecasting. It introduces applications of these methods in economics and
business.
ECON 302 – Changing World Economy (3) This course covers international
demand and supply, international market coordination, institutional exchange, legal
systems and their impact on the world economy, and open international trade among
developing and advanced economies. As demand warrants.
ECON 306 – American Economic History (3) This course examines the growth
and development of economic institutions in the United States. It also covers
transportation and communication, finance and investment, technology and industrialization,
business and labor organizations, and prosperity and stagnation in the
United States. As demand warrants.
ECON 307 – Forecasting and Data Modeling (3) This course covers macroeconomic
cyclical fluctuations, product cycles, trend analysis, cyclical patterning and
forecasting. It also focuses on short-term and long-term business fluctuations in
various markets. As demand warrants.
ECON 311 – European Economic History (3) This course examines the economic
development of Europe from the Middle Ages to the early twentieth century, with
primary emphasis on the Industrial Revolution to World War I in Britain, France and
Germany. It also studies the organization of economic activity; the role of the state
and entrepreneurs; workers and labor institutions; commercial policy; monetary
systems; property rights; and the process of capital accumulation. As demand
warrants.

school of arts and sciences – ECONOMICS 97
ECON 316 – Comparative Economic Systems (3) This course compares different
economic systems such as capitalism, socialism, communism and their several
variants. It also covers the theoretical analysis and study of economic systems in
selected countries. As demand warrants.
ECON 321 – Economic Development of Nations (3) This course analyzes
theories of economic development and planning. It also covers other economic
factors such as population growth, labor, capital, and technology. As demand
warrants.
ECON 326 – Current Economic Policy (3) This course examines major economic
problems facing our country. It also focuses on policy proposals for dealing with
these economic challenges. As demand warrants.
ECON 355 – Intermediate Microeconomics (3) This course examines pricing
and resource allocation, theories of demand and supply, and price determination in
competitive and noncompetitive markets. Fall.
ECON 360 – Intermediate Macroeconomics (3) This course focuses on employment,
output, and income determination. It also analyzes problems associated with
short-run cyclical fluctuations and stabilization policy. Fall.
ECON 365 – History of Economic Thought (3) This course deals with major
economists and schools of economic thought from the earliest economic theorists
to the present. It also describes how some economists have influenced the development
of various economic systems. As demand warrants.
ECON 375 – Mathematical Economics (3) This course demonstrates how linear
algebra, derivative calculus, and set theory are used in economics. It shows that a
mathematical way of thinking simplifies theoretical analysis and generates a better
understanding of economic relationships. Recommended to students planning to
pursue graduate work. Recommended: MATH 151 Calculus 1. As demand warrants.
ECON 380 – Introduction to Econometrics: Lecture (3) This course discusses
basic statistical and mathematical concepts used in economic modeling. It covers
two variable regression methods, multiple-variable regression methods, and simultaneous-equation
methods. Topics covered include: regression estimation, classical
normality assumption, non-linear randomness, interval estimation, hypothesis testing,
econometric inferences, the goodness of fit, and econometric model
specifications. As demand warrants.
ECON 380 – Introduction to Econometrics: Recitation (1) Recitation to accompany
Introduction to Econometrics lecture course. Lecture required. Recitation hour
is used for computer exercises and course topics review. As demand warrants.
ECON 401 – Corporate Finance (3) This course focuses on the procurement of
funds for working capital requirements and major investment expenditures of large
business organizations. It also analyzes working capital components and the circular
movement of cash within firms. Lastly, it studies the effects of external developments
upon business enterprises. BUEC 201 Principles of Accounting 1, recommended
but not required. Fall and Spring.
ECON 411 – Natural Resource Economics (3) This is a study of the economic
problems of renewable and nonrenewable natural resources. It also analyzes the
concepts of sole and common ownership of those resources. Emphasis is on the
allocation of resources over time, externalities, and public policies regarding natural
resources. As demand warrants.
ECON 412 – Investments (3) An introduction to the organization, regulation and
performance of securities in the various financial markets. Topics include primary
and secondary markets, valuation models, and the evaluation and selection of
alternative financial instruments including stocks, bonds and derivatives. As demand
warrants.
ECON 420 – Labor Economics (3) This course examines the demand and supply
of human resources including labor force participation and trends, compensation
and wage determination, investments in human capital, worker mobility, union and
collective bargaining in the private and public sectors. Fall and Spring.
ECON 431 – Urban and Regional Economics (3) This course evaluates problems
of growth and the decay of urban areas. It also analyzes economics of location and
spatial distribution of economic activities, regional input-output, local multiplier,
gravity model, shift-share analysis, and regional economic planning. As demand
warrants.
ECON 441 – Monetary Theory and Policy (3) This is a study of the theory of
money and its role in the modern economy. It also focuses on determinants of the
supply of money and credit. Finally, it evaluates monetary and stabilization policies.
As demand warrants.
ECON 450 – International Economics (3) This course examines international
trade theories, the mechanics of international trade payments, the determination of
exchange rates, and methods and objectives of trade control. As demand warrants.
ECON 460 – Industrial Organization (3) This course includes analysis and case
study applications of the structure, behavior and social performance of industries.
Topics include industrial concentration, entry barriers, price fixing, advertising and
technology. Recommended: ECON 355 Intermediate Microeconomics. As demand
warrants.
ECON 470 – Economics of the Public Sector (3) This course evaluates the
government budget according to criteria of efficiency, equity, and ease of administration.
It also explains expenditures and taxes as tools for economic stabilization
and growth. As demand warrants.
ECON 490 – Legislative Internship (9) The internship is conducted in conjunction
with New York State Assembly internship programs. Students spend one semester
in Albany as legislative interns to the State Legislature. Students must complete all
the requirements of the internship program in the State Legislature, and prepare an
in-depth term project or paper. For more information contact your major advisor.
Prerequisites: Junior or Senior standing.
ECON 491 – Internship (1-12) The internship is a combination of academic work
and work experience. Qualified students will work part-time or full-time at a private
or public institution. Their academic project will be supervised by a faculty member
in the Economics department, while their work experience will be monitored by a
supervisor at the work site. The type of work may be initiated either by an instructor
or the student. No more than six credit hours may be counted toward the major.
Prerequisite: Senior standing at the time of internship. For application deadlines and
additional information see your major advisor.
ECON 498 – Tutorial Study (1-3) This is a class/work assignment conducted by an
instructor for one student or a small number of students. The subject matter is
determined by individual needs of students in consultation with faculty. For more
information contact your major advisor.
ECON 499 – Junior/Senior Honors Seminar (3) This course includes individual
and group investigations of economic problems that are selected to meet the
interests and needs of the class. Students practice gathering, interpreting and
presenting relevant data. Prerequisites: Junior or Senior standing. As demand
warrants.
ECON 195, 295, 395, 495 – Special Topics (3) These courses will cover special
topics of interest to the instructor. Course titles will reflect the topics covered. These
are not part of the regularly offered courses.
Business Economics Course Descriptions
BUEC 201 – Principles of Accounting I (3) This course focuses on basic accounting
principles and concepts for sole proprietorship. The emphasis is on accounting cycle
statements and supporting schedules. Recommended: ECON 105 and 110. Spring
and Fall.
BUEC 202 – Principles of Accounting II (3) This course is a continuation of basic
accounting principles. It also analyzes application to partnerships and corporations.
Prerequisite: BUEC 201 or permission. Recommended: ECON 105 and 110. As demand
warrants.
BUEC 303 – Legal Environment of Business (3) This course will examine the
legal framework for business activity and how to manage that legal framework in
a rapidly changing business environment. It also will show the role of law in society,
including sources of law, the processes of law and law as a means of achieving
social and economic change.

98 ECONOMICS – school of arts and sciences
BUEC 330 – Operations Management (3) Introduction to the primary operations
activities in manufacturing and service organizations. Topics include operations
strategy for goods and services, TQM, quality control, goods and services design,
process and capacity design, job design, labor and work measurement, layout
designs, inventory management for independent and dependent demand (MRP),
aggregate scheduling, short-term project scheduling, and just-in-time systems.
Spreadsheets and commercial software will be used for quantitative analysis. As
demand warrants.
BUEC 340 – International Business (3) This course focuses on basic international
theories. It also covers the organization and historical development of international
management policies and techniques. As demand warrants.
BUEC 350 – Principles of Management (3) This course focuses on basic
management concepts, practical theories, and timely management issues faced by
managers in organizations. Topics include managerial functions, roles and skills
needed in planning, organizing, leading, and controlling organizational resources.
Fall and Spring.
BUEC 355 – Organizational Behavior (3) This course focuses on theories and
practices about individual behaviors, interpersonal dynamics, and group processes
in organizations. Topics include motivation, teamwork, leadership, communication,
power, influence tactics, conflict resolution, and job satisfaction. As demand
warrants.
BUEC 360 – Principles of Marketing (3) This course focuses on theories and
strategies that marketing managers use to create competitive advantage for the
organization. The marketing process of planning and implementing the conception,
pricing, promotion, and distribution of ideas, goods and services will be emphasized.
As demand warrants.
BUEC 362 – Promotions Management (3) This course is a survey of theory,
research, and practice of promotions management. Promotion is the marketing
function concerned with persuading the target market segments regarding the
marketing program. Topics include market segmentation, positioning, marketing
mix, consumer behavior, marketing communication, advertising campaign, sales
promotion, public relations, promotional media plan, personal selling, and measurement
of promotional performance. Students will apply their knowledge to promotional
team projects. Prerequisites: BUEC 360 Principles of Marketing.
BUEC 365 – Marketing Research (3) This course is a survey of theory, research,
and practice of marketing research. Marketing research is the function that links the
market to the marketing professional. It involves the systematic gathering, recording,
processing, and analyzing of marketing data. Topics include data collection
methods, sampling theory, measurement, scaling, questionnaire design, data analysis,
presenting the research findings, and ethical issues. As a part of the course,
students will apply their knowledge to marketing research team projects. Prerequisites:
BUEC 360 Principles of Marketing.
BUEC 370 – Entrepreneurship (3) This course is a survey of theory, research and
practice of entrepreneurship. Entrepreneurship involves introducing creative changes
and innovations, organizing resources into combinations that make their value
greater than before and turning them into practical uses. Topics include entrepreneurial
process, characteristics of entrepreneurs, starting new ventures, business
plan, entrepreneurial life cycle, and entrepreneurship within organizations. Students
will apply entrepreneurial knowledge to starting new business ventures and
services. Prerequisites: BUEC 350 Principles of Management.
BUEC 375 – Leadership in Organizations (3) This course is a survey of theory,
research, and practice of leadership in formal organizations. Topics include leadership
behaviors, participative leadership, sources of power, the influence process
and managerial effectiveness, managerial traits and skills, charismatic leadership,
strategic leadership by top executives, and leadership in decision-making groups.
As demand warrants.
BUEC 381 – Information Systems for Business (3) This course examines
concepts and tools for the design and use of information systems in a business
environment. An applied introduction to transaction processing systems, management
information systems, decision support systems and executive support are also
covered. As demand warrants.
BUEC 385 – Managerial Accounting (3) This is an introduction to the use of
accounting information for management decisions in the context of planning and
controlling a business enterprise. Topics include cost, volume, profit analysis,
budgeting and performance evaluation.
BUEC 406 – Managerial Economics (3) This is a study of economic analysis of
the business firm and its environment. Topics include economic optimization,
demand, forecasting, cost analysis, pricing, capital budgeting, decision and risk
analysis, and linear programming. As demand warrants.
BUEC 451 – Strategic Management (3) This course focuses on the strategic
functions and responsibilities of top management in guiding, shaping, and achieving
the directions for the total organization. Topics include organizational vision,
mission, strategies, tactics, and implementation. Prerequisites: BUEC 350 and 360.
As demand warrants.
BUEC 485 – Cost Accounting (3) This is a study of methods and issues related to
income determination for manufacturing enterprises, using standards in accounting
to provide useful information for planning and controlling the costs of direct
materials, labor and manufacturing overhead.
BUEC 491 – Internship (1-12) The internship is a combination of academic work
and work experience. Qualified students will work part-time or full-time at a private
or public institution. Their academic project will be supervised by a faculty member
in the Economics department, while their work experience will be monitored by a
supervisor at the work site. The type of work may be initiated either by an instructor
or the student. No more than three credit hours may be counted toward the minor.
Prerequisite: Senior standing at the time of internship. For application deadlines and
more information see your BUEC advisor.
BUEC 497 – Tutorial Study (1-3) This is a class/work assignment conducted by an
instructor for one student or a small number of students. The subject matter is
determined by individual needs of students in consultation with faculty. For more
information contact your BUEC advisor.
BUEC 195, 295, 395, 495 – Special Topics (3) These courses will cover special
topics of interest to the instructor. Course titles will reflect the topics covered. These
are not a part of regularly offered courses.
Employment Relations Course Descriptions
Notes:
EMRE 300 and 301, or permission of instructor, are prerequisites to all of the EMRE
elective courses, except EMRE 320 and 330. Some required courses may not be
offered every semester. For more information please see EMRE advisor. All courses
are 3 credits unless stated otherwise.
EMRE 300 – Employment Relations (3) This course reviews individual and
collective employee relations within the private and public institutions. It also
focuses on individual rights and employment laws. Lastly, it describes the economic,
sociological and psychological aspects of employment relations. In sum, the course
covers historical and recent trends in the workplace. Fall and Spring
EMRE 301 – Employment Law (3) This is a study of public policies towards labor
in the U.S. Emphasis is on the application of the Fair Labor Standards, Occupational
Safety and Health, and Civil Rights Acts. As demand warrants.
EMRE 320 – History of Labor Relations (3) This course covers major developments
and shifting relationships of the American industrial relations system during
the 20 th century. The major focus will be the evolution of labor organization,
management structure and state institutions. As demand warrants.
EMRE 321 – Collective Bargaining (3) This course focuses on the issues involved
in contract negotiations and administration. The course includes an analysis of labormanagement
relations in unionized and non-unionized organizations. Emphasis will
be placed on the structure of bargaining from an institutional and theoretical perspective.
Other topics, such as the impact of the external environment on bargaining
outcomes, and international labor-management relations, are discussed. Spring.
EMRE 322 – Labor Law (3) This course provides both a historical and thematic
understanding of national labor policies in the United States. It examines the use of

school of arts and sciences – ECONOMICS 99
legal systems in resolving labor disputes. The primary focus is the application of the
National Labor Relations Act to labor and management. Fall.
EMRE 330 – Human Resource Management (3) This is a study of employee
recruitment, training, placement, and retention in various organizations. The course
covers the issues of layoffs, recalls, turnover rate, training, career development,
promotion and retirement. Other topics include capital-labor substitution, the use of
advanced technology, subcontracting, and temporary workers. The role of unions in
various aspects of human resource management is also discussed. As demand
warrants.
EMRE 410 – Labor Market Analysis (3) The primary focus of this course is the
theory of labor market segmentation. This theory has passed through numerous
stages, which will be covered in the course. Labor Market Analysis will also look at
the role of technology, the employer, and the union in structuring the labor market.
As demand warrants.
EMRE 420 – Compensation (3) This course encompasses a comprehensive
analysis of wage determination and its administration at various levels in an
organization. The course focuses on the development of wage determination as well
as the theoretical and institutional aspects of wage and salary administration.
Various components of employee compensation and wage systems under unionized
and non-unionized organizations will be covered. Other topics include the impact of
compensation systems on productivity, job satisfaction, merit pay, incentive systems,
and comparable worth as a form of compensation. As demand warrants.
EMRE 430 – Conflict Resolution (3) This course focuses on fundamental techniques
used by employees, unions and management in resolving job-related conflicts
including those arising from bargaining impasses and contract interpretation or
implementation. Other topics include conflict resolution methods for resolving
disputes among middle and top management. The use of arbitration, mediation,
fact-finding and other conflict resolution processes are examined from a historical,
theoretical and practical perspective. As demand warrants.
EMRE 431 – Negotiations (3) The Negotiations course focuses on various issues
and concepts involved in negotiations. Its purpose is to familiarize students with the
psychology, economics, communicative, and theoretical aspects of individual or
collective negotiations. This course is an extension of EMRE 323 Collective Bargaining,
and covers both the private and public sector contracts. Recommended: EMRE
321 Collective Bargaining. As demand warrants.
EMRE 432 – Organizational Development (3) Organizational Development
focuses on theories and issues relating to organizational change. The central theme
is based on principles of learning to change, and improve one’s ability to acquire
new, complex knowledge, and be able to advance personal and organization
objectives. It also describes various quality-improvement methods that are currently
in use by many successful organizations. As demand warrants.
EMRE 440 – Contemporary Issues in Employment Relations (3) This is a
seminar course that focuses on topical issues in labor relations. The seminar will
emphasize the application of theoretical concepts in labor management relations
through research and class discussions. The focus will be on the changing environment
of labor relations and its effect on employees, union and management. As
demands warrants.
EMRE 491 – Internship (1-12) The internship is a combination of academic work
and work experience. Qualified students will work part-time or full-time at a private
or public institution. The academic project will be supervised by a faculty member
in the Economics department, while the work experience will be monitored by a
supervisor at the work site. The type of work may be initiated either by an instructor
or the student. No more than six credit hours may be counted toward the major.
Prerequisite: Senior standing at the time of internship. For application deadlines and
additional information see your major advisor.
EMRE 498 – Tutorial Study (1-3) This is a class/work assignment conducted by an
instructor for one student or a small number of students. The subject matter is
determined by individual needs of students in consultation with faculty. For more
information see your major advisor.
EMRE 195, 295, 395, 495 – Special Topics (3) These courses will cover special
topics of interest to the instructor. Course titles will reflect the topics covered. These
are not a part of our regularly offered courses.
Information Technology Course Descriptions
CMPT 101 – Introduction to Computing and Information Systems (4) An
introduction to computer and management information systems, with an emphasis
on the software available for microcomputers that address organizational, management,
and communication problems encountered in the workplace.
CMPT 210 – Introduction to Information Technology (3) This class will
introduce students to the concepts and technologies that make up the modern
information revolution. It introduces the fundamental concepts of hardware and
software as a foundation for treating the computer as a general informationprocessing
tool. The class will explore the basic parts of a personal computer and
the major types of application software. Students will be introduced to the role of
computers in education, medicine, business, government, humanities, sciences,
and art. (Non-liberal arts credit.)
CMPT 301 – Introduction to Business Applications (3) This course covers the
uses of productivity applications in a business environment at the basic and
intermediate levels. It includes the use of word processing, spreadsheets, databases,
and presentation graphics. Prerequisite: CMPT 210 or instructor’s permission.
(Non-liberal arts credit.) As demand warrants.
CMPT 310 – Using Spreadsheets (3) This course covers the uses of spreadsheet
software in a business environment. It includes intermediate and advanced topics
including the creation of template workbooks, using scenarios, using functions, and
managing data lists. Prerequisites: CMPT 210 and 301. (Non-liberal arts credit.) As
demand warrants.
CMPT 320 – Networking and Computer Communication (3) Networking will
explore how computer users experience a local area network. Elements of both a
peer-to-peer and a client-server structure will be discussed. Topics will include
network components and design, network access, network environments, network
security, and the role of the network administrator. Prerequisite: CMPT 210 or
permission of instructor. (Non-liberal arts credit.)
CMPT 330 – Database Management (3) This course will introduce the technologies
used to develop and implement database systems. It covers the implementation
of logical design specifications in a database environment. It provides an understanding
of how data base information technology contributes to organizational
data management. Data modeling concepts and principles of good database design
will be used to illustrate the construction of integrated databases. Students will be
required to complete a project that incorporates good database design concepts.
This course also includes lab instruction in Microsoft Access, Visual dBase, and
Paradox. Prerequisite: CMPT 210. (Non-liberal arts credit.)
CMPT 410 – Visual Programming Basics (3) This class will explore structured
programming in a visual environment. Primary focus will be given to Visual Basic and
its use in productivity applications. Students will be introduced to the concept of
object-oriented programming, structured procedures and the use of function libraries.
Students will have the opportunity to develop a program that simplifies
office-oriented tasks. Prerequisite: CPMT 210. (Non-liberal arts credit.)
CMPT 420 – Web Page Design (3) This course covers how to create web pages
using HTML, JavaScript, Active Server Pages and web server management. Prerequisite:
CMPT 210 or instructor’s permission. (Non-liberal arts credit.) As demand
warrants.
CMPT 491 – Internship (3) Students wishing to obtain workplace experience can
complete an internship where they provide assistance to users of personal computers.
The internship is a structured academic program. During the internship a student
will develop skills for solving user problems, techniques for providing users with
assistance and training methods for computer applications. In addition students will
work on term projects such as analyzing the uses of computers in specific fields, the
impact of computers on the workplace, or the psychological or social impact of
information technology. Prerequisites: CMPT 210 and 310. (Non-liberal arts credit.)

100 ENGLISH AND COMMUNICATION – school of arts and sciences
Department of English and
Communication
Chair and Contact Person for All Majors and Minors:
Anthony Tyler (tylerao@potsdam.edu)
Morey 120, (315) 267-2005
Professors:
Anthony J. Boyle, Mark C. Coleman, Sandra J. Sarkela, Anthony O.
Tyler
Associate Professors:
David Fregoe, Judith Funston, Susan Mallon Ross, Anne Malone,
Alan Steinberg, David Weber
Assistant Professors:
Richard Henry, Christopher Ivic, Derek Maus, Jennifer Mitchell,
Paul Saint Amand, Nils Samuels
Instructor:
Stephanie Coyne-Deghett, Judy Rich
The department offers concentrations in literature, writing, literature/
writing and speech communication. The literature concentration
prepares students for graduate study or serves as a liberal arts background
for careers in publishing, business and government. The
writing concentration is designed for students who seek professional
careers requiring writing skills. The literature/writing concentration
is required of all students seeking secondary education certification
(in conjunction with a teacher certification program in the School
of Education). The speech communication major is designed for
students who seek careers in management, public relations or business,
or who would like to pursue graduate study in communication.
Special opportunities are available to complete part of the requirements
for the major or a minor through programs of study abroad,
and summer studies.
The Office of International Education provides information about
overseas study and assists students with planning their programs
abroad.
Note:
The department is currently revising its major programs. Please
contact the department chair for additional information.
English Major
30-36 semester hours required.
Required Courses:
Credits
Literature Concentration:
(two of the following) 6
LITR 111 American Literature 3
LITR 112 Modern Literature 3
LITR 113 Introduction to Literature 3
(two of the following) 6
LITR 341 Classical Heritage 3
LITR 342 Biblical Heritage 3
LITR 343 Patterns from Folklore and Myth 3
(two of the following) 6
LITR 409 Medieval English Literature 3
LITR 412 Renaissance English Literature 3
LITR 414 Romantic Revolution 3
___
18
Elective Courses: 9
LITR 301-499 3
LITR 401-499 6
Culmination Course:
LITR 400- or 500-level 3
___
Total 30
Note:
Courses passed with less than 2.0 will not satisfy major requirements;
a student must earn 70 credits outside the English and
Communication Department.
Recommended Coursework Outside the Major:
In order to determine appropriate courses, students should consult
with their departmental advisor.
Writing Concentration
34-36 semester hours required
Required Courses:
Credits
COMP 201 Intermediate Writing 4
COMP 301 Advanced Writing 4
LITR 310 Reading and Writing Texts 3
Applied Writing Option: 8
(two of the following)
COMP 302 Creative Writing Workshop 4
COMP 304 Technical Writing 4
COMP 305 Editing and Revising 4
COMP 306 Magazine Article Writing 4
COMP 401 Directed Writing 4
COMP 495 Special Topics 4
Language/Linguistics Option: 3-4
(one of the following)
LNGS 309 History of the English Language 3
LNGS 301 Elements of Linguistic Analysis 3
LNGS 310 American English Grammar 3
COMM 460 Language and Social Interaction 3
Other approved LNGS or equivalent course
offered in another department 3-4
Literature Option: 6-7
(two of the following)
LITR 111, 112 or 113 3
LITR 200, 300 or 400 level (under advisement) 3-4
Theory Option: 6
(two of the following)
COMP 402 Theory of Composition 3
COMP 430 Theory of Rhetoric 3
LITR 316 Literary Criticism 3
COMM 405 Rhetorical Criticism 3

school of arts and sciences – ENGLISH AND COMMUNICATION 101
COMM 465 Communication Theory 3
Other approved Theory course 3
____
Total 34-36
Note:
Courses passed with less than 2.0 will not satisfy major requirements;
a student must earn 70 credits outside the English and
Communication Department.
Cognate Requirements:
All students in the writing concentration are required to pursue a
strong interest in some allied field in addition to English. The
requirement is satisfied by completing 12 semester hours of coursework
in a field selected from regular departmental offerings within
the School of Arts and Sciences, or non-performance courses in The
Crane School of Music. Speech communication is considered an
allied field. A minor in any of the above areas satisfies this requirement
also.
Recommended Coursework Outside the Major:
In order to determine appropriate courses, students should consult
with their departmental advisor.
Literature/Writing Concentration
for Secondary and N-9 Teacher Certification
Students who entered the Literature/Writing Concentration for the
Secondary and N-9 Teacher Certification program in spring, 1997,
follow the major requirements listed below. Students who entered the
Literature/Writing Concentration for Secondary and N-9 Teacher
Certification program prior to spring, 1997, may follow the program
requirements in effect at the time of admission to the College or may
request permission to follow the major requirements listed below.
Literature Option:
Credits
(four courses to be chosen) 12
100 Level:
(one of the following)
LITR 111 American Literature 3
LITR 112 Modern Literature 3
LITR 113 Introduction to Literature 3
200 Level:
(one of the following)
LITR 341 Classical Heritage in Literature 3
LITR 342 Biblical Tradition in Literature 3
LITR 343 Patterns from Folklore and Myth 3
(prerequisite for each: LITR 111, 112 or 113)
300 Level:
(one of the following)
LITR 409 Medieval English Literature 3
LITR 412 Renaissance English Literature 3
LITR 414 Romantic Revolution 3
(prerequisite: one LITR 100 or 200 level)
One additional LITR 300 or 400 level
Literature course under advisement 3
In accord with the College’s commitment to diversity, students are
encouraged to choose a course in this component, which will enrich
their knowledge of works and authors from outside the dominant
culture.
Required Courses: 21-22
COMP 201 Intermediate Writing 4
COMP 301 Advanced Writing 4
LITR 310 Reading and Writing Texts 3
LNGS 300-400 Language Course 3-4
LNGS 301 Elements of Linguistic Analysis 3
or
LNGS 309 History of English Language 3
or
LNGS 310 American English Grammar 3
or
COMM 460 Language and Social Interaction 3
Other approved LNGS or equivalent course offered
in another department 3-4
LITR 410
Shakespeare I
or
LITR 411 Shakespeare II 4
LITR 323 Young Adult Literature 3
Theory Option:
(one of the following)
COMP 402 Theory of Composition 3
COMP 430 Theory of Rhetoric 3
LITR 316 Literary Criticism 3
COMM 405 Rhetorical Criticism 3
COMM 465 Communication Theory 3
Other approved Theory course 3
____
Total 36-37
Literature Minor
18 semester hours required.
Description:
A minor in literature offers students an experience in the many
historical and cultural strands that fashion our civilization.
Required Courses:
Credits
(one of the following)
LITR 111, 112 or 113 3
(one of the following)
LITR 341, 342 or 343 3
(one of the following)
LITR 409, 412 or 414 3
(two of the following under advisement)
LITR 300-499 6
(one of the following under advisement)
LITR 400-499 3
___
Total 18

102 ENGLISH AND COMMUNICATION – school of arts and sciences
Writing Minor
21-22 semester hours required.
Core Courses: 11
(the following three courses are required of all minors)
COMP 201 Intermediate Writing 4
COMP 301 Advanced Writing 4
LITR 310 Reading and Writing Texts 3
(one of the following specialized writing courses)
COMP 302 Creative Writing Workshop 4
COMP 304 Technical Writing 4
COMP 305 Editing and Revising 4
COMP 306 Magazine Article Writing 4
COMP 401 Directed Writing 4
COMP 495 Special Topics in Writing 4
(one of the following language or theory courses)
LNGS 210 Survey of Linguistics 3
LNGS 309 History of the English Language 3
LNGS 310 American English Grammar 3
COMM 460 Language and Social Interaction 3
Other approved LNGS or equivalent course
offered in another department or 3-4
COMP 402 Theory of Composition 3
COMP 430 Theory of Rhetoric 3
COMM 405 Rhetorical Criticism 3
COMM 465 Communication Theory 3
LITR 316 Literary Criticism 3
Other approved Theory course 3
____
Total 21-22
Communication (Speech) Major
31-33 semester hours required.
Required Courses:
Credits
COMM 105 Survey of Human Communication 3
COMM 324 Persuasive Speaking 3
COMM 465 Communication Theory 3
COMP 201 Intermediate Writing 4
___
13
Electives: 18-20
COMM 100-300 level – three courses*
COMM 400-500 level – three courses*
____
Total 31-33
*One composition or linguistics course may be used in either (not
both) elective groups.
Note:
Students cannot major in both English Writing and Speech Communication
without written permission. Courses passed with less
than 2.0 will not satisfy major requirements.
Communication Minor
19 semester hours required.
Communication Core: 6-7
COMM 105 Survey of Human Communication 3-4
COMM 106 Basic Principles of Speech 3
Distribution: 12
Rhetoric and Public Address 3
Relationships 3
Mass Communication 3
Business and Professional Communication 3
___
Total 19
Journalism Minor
A portfolio assessment is required for verification of the minor. The
portfolio consists of a selection of published or publishable works
completed in courses, internships or other relevant experiences.
Assessment will be the responsibility of minor advisors (each
student declaring a minor is assigned an advisor who certifies
completion of the program) working in conjunction with a panel of
professional community journalists.
Introduction to Mass Communication (COMM 108) must be
passed before declaring a Journalism minor.
Communication Core: 13
COMM 201 Mass Media and Society 3
COMM 212 Principles of Journalism 3
COMM 308 Writing for Mass Communication 3
COMP 301 Advanced Writing 4
Communication Electives:
(choose two from the following) 6-8
COMP 305 The Art of Editing and Revising 4
COMP 316 Magazine Article Writing 4
COMM 408 Visual Communication 3
COMM 390 Media Law and Ethics 3
COMM 412 Journalism Internship 3
____
Total 19-21
Note:
COMP 201 is a prerequisite for COMP 301.
Linguistics Minor
18 semester hours required.
Required Courses:
Credits
LNGS 210 Survey of Linguistics 3
PHIL 355 Philosophy of Language 3
ANTL 303 Ideas and Issues in Linguistics 3
At least one 300-level LNGS course 3
Electives: 6
(two of the following courses or others as approved
by the language and linguistics committee)
ANTC 103 Language and Culture 3

school of arts and sciences – ENGLISH AND COMMUNICATION 103
COMP 430 Theory of Rhetoric 3
FREN 301 Current Idiomatic French 3
FREN 483 Structure of the French Language 3
LNGS 301 Elements of Linguistic Analysis 3
LNGS 309 History of the English Language 3
LNGS 310 American English Grammar 3
LNGS 408 Topics in Language as a Formal System 3
LNGS 409 Topics in Applied Linguistics 3
LNGS 411 Topics in Language and Cognition 3
LNGS 412 Topics in Language and Social Interaction 3
PHIL 217 Language and Symbolic Logic 3
PHIL 373 Metaphor 3
SPAN 301 Current Idiomatic Spanish 3
___
Total 18
Notes:
1. No more than 6 credits in the minor can be used to satisfy other
college major or minor requirements.
2. A minimum grade of 2.0 is required for all courses counted
toward the minor.
3. To declare this minor, students must consult with the coordinator
before admission.
English and Communication Course Descriptions
Upper-division COMM courses have an introductory COMM course or permission of
the instructor as prerequisite.
195, 295, 395, 495 – Special Topics (1-12)
198, 298, 398, 498 – Tutorial (1-3) Independent study in speech communication,
composition, literature and linguistics with faculty supervision. Plans for specific
program must be approved by department chair and Dean of Arts and Sciences.
Communication
COMM 105 – Survey of Human Communication (3) Various communication
theories and applications. Topics: human and interpersonal communication, small group
decision-making, public communication and the role of communication in professional
settings.
COMM 106 – Basic Principles of Speech (3-4) Theory and practice of spoken
communication: interviews, informative speeches, demonstration speeches, impromptu
and extemporaneous speeches.
COMM 108 – Introduction to Mass Communication (3) Explores how historical
contexts and current processes shape mass media as a part of American culture.
Emphasizes critical thinking and oral communication exercises. Offered once a year.
COMM 201 – Mass Media and Society (3) Explores the reciprocal influence between
mass media and society. Focuses on understanding and apply media analysis techniques;
arguing positions on controversial issues related to mass media. Offered
once a year.
COMM 212 – Principles of Journalism (3) History of journalism, emphasizing
essential relationship to democratic society. Principles of reporting, news writing;
processes of printing.
COMM 245 – Interpersonal Communication (3) Theoretical understanding and
practical skills for examining and altering interpersonal communication. Offered
once a year.
COMM 308 – Writing for Mass Communication (3) Focuses on ethical practices
in research, writing and editing for various media and purposes. Basic news writing is
emphasized. Intended to help students develop portfolios of published (or publishable)
work. Offered every semester.
COMM 311 – Small Group Communication (3) Development of individual skills
in decision-making groups. Focus on conclusions emerging from small group research
concerning leadership, cohesion, roles and norms. Topics: analysis of controversy and
group presentational skills. Oral class presentations required. Offered every semester.
COMM 320 – Introduction to Film (3) Introduces students to the medium of film.
Classic and contemporary films are viewed to develop understanding and appreciation
of graphics, sound, and image. Film analysis techniques from various communication
perspectives rooted in the humanities and social science are learned and practiced.
COMM 324 – Persuasive Speaking (3) Developing, delivering and evaluating
persuasive speeches. Offered every semester.
COMM 340 – Public Relations (3) Designed to acquaint students with the theory,
history, and practice of public relations and to provide practical research, planning,
and analysis exercises. After studying the public relations process, major publics,
and institutional public relations, ethical and legal restrictions are considered.
Offered once a year.
COMM 350 – Family Communication (3) An investigation into family communication.
The family is a unique context for communication, in part because family
membership is involuntary for most of us, in part because families are fascinating
minicultures with unique histories, communication codes, and social realities whose
grip on members is strong and enduring. Offered once a year.
COMM 370 – Contemporary Political Communication (3) An examination of
domestic (U.S.) politics in order to better understand how “political reality” is constructed
through communication. To that end, the course will examine communication during
particular political events, during acts of governance, and particular campaigns.
Offered once a year.
COMM 390 – Topics in Communication (1-4) Various topics and inquiries not
covered by regular course offerings. Topic and prerequisites determined by instructor.
Students may elect to take this course again for credit each time a different topic is
offered. (Media, Law and Ethics is an occasional offering under this category, 3 credits).
COMM 408 – Visual Communication (1-4) Various topics and inquires not covered
by regular course offerings. Topic and prerequisites determined by instructor. Students
may elect to take this course again for credit each time a different topic is offered.
(Media, Law and Ethics is an occasional offering under this category, 3 credits).
COMM 412 – Journalism Internship (3) Advanced reporting and feature-writing
with local newspaper (upon availability). Permission from department chair required.
(Non-liberal arts credit.)
COMM 415 – Rhetoric of Social Movements (3) Practice in and rhetorical analysis
of speeches of information, persuasion and eulogy. Emphasis on theory and delivery.
Previous experience recommended.
COMM 416 – Voices of American Women (3) The purpose of this course is to
study U.S. history by examining the public discourse of women. The course will consider
how history is revealed in women’s public discourse as well as how our history may
have been shaped by that discourse. Major foci include: 1) Early America: Winning
the Right to Speak, 2) 19th Century Reform Movements, 3) Woman Suffrage, 4) The
Depression and World Wars, 5) The Contemporary Women’s Movement. This course
is approved for SI, HI, and CC general education designators. It is also approved as
an elective for the Women’s Studies Minor. Offered once a year.
COMM 430 – Employment Seeking and Communication (3) This seminar
examines the communication (both theory and skills) utilized in employment seeking.
The promise of the course is that success or failure in this important endeavor depends
on communication strategies. We begin with finding and researching current jobs.
We then move to theories of interpersonal communication and persuasion as they
apply to cover letters, thank you letters, resumes and interviews.
COMM 455 – Organizational Communication (3) Introduces students to an advanced
level of communication theory, as well as organizational theory and its implications
for communication as it occurs in organizations. Offered once a year.
COMM 460 – Language and Social Interaction (3) The study of research and
theory in language as it is used by communicators in social contexts. The course will focus
on that most ubiquitous form of communication, ordinary conversation, examining
it from a variety of theoretical perspectives.

104 ENGLISH AND COMMUNICATION – school of arts and sciences
COMM 465 – Communication Theory (3) A high-level and demanding examination
of theoretical perspectives in the discipline of communication. Offered once a year.
COMM 470 – African-American Rhetoric (3) This course has a dual focus. First,
it is an examination of the rhetorical strategies employed by African Americans from
the early 19th century to the present. This examination covers the chronological
span from Nat Turner (1800-31) to Louis Farrakhan. Second, an analysis of the
rhetorical strategies employed, using methods of rhetorical criticism ranging from
neo-Aristotelian criticism to Burkeian analysis.
COMM 475 – Research Methods (3) An investigation into research methods used
by social scientists in the study of communication. Further investigation into research
methods used by practitioners in the communication industry. The focus of the course
is on quantitative methods.
COMM 490 – Public Relations Internship (3) Integration of communications
concepts and methodology through research, administrative or production work with
various local agencies and offices under the supervision of faculty. Prerequisites:
permission and preparatory coursework appropriate to internship experience. Subject
to availability of positions. (Liberal arts credit or non-liberal arts as appropriate.)
Composition
COMP 101 – Writing and Critical Thinking (4) Encourages development of writing,
critical thinking and the use of information resources. Addresses how language
permits communication, shapes thought and changes through time.
COMP 201 – Intermediate Writing (4) Emphasis is on academic writing, including
extensive practice in analyzing and evaluation reading material and bringing together
relevant viewpoints to support a thesis or position. Attention as well to research
methods and considerations of purpose, audience, authority and voice. First course
in the writing concentration. Prerequisites: COMP 101.
COMP 202 – Introduction to Creative Writing (4) Orients writers to the craft of
writing in a variety of genres. Introduces terminology, explores techniques, and fosters
a sense of individual voice. Prerequisite: COMP 101.
COMP 301 – Advanced Writing (4) Focuses on argumentative writing as cooperative
dialectic. Students try out different approaches to argument such as classical
stasis theory, the Toulmin Model, and Rogerian rhetoric. May also include attention
to cultural contexts of argument such as gender and ethnicity. Prerequisite: COMP
201 or permission.
COMP 302 – Fiction Workshop (4) Advanced training in the writing of fiction, with
attention as well to the history and current state of the genre. Prerequisite: COMP 202
or permission of the instructor. Offered once a year.
COMP 303 – Poetry Workshop (4) Advanced training in the writing of poetry, with
attention as well to the history and current state of the genre. Prerequisite: COMP 202
or permission of the instructor. Offered once a year.
COMP 304 – Technical Writing (4) Situational writing of business and technical
fields. Writing as form of action and as medium for getting things done between
people. Emphasis on audience, point of view and effective presentation of ideas.
Prerequisite: COMP 201 or permission.
COMP 305 – Editing and Revising (4) Functions of editors. Sensitivity to language
and style fundamental to all editing. Notion of editor as colleague to writer, judge of
readability, and arbiter of taste and convention. Prerequisite: COMP 201 or permission.
COMP 306 – Playwriting Workshop (4) Advanced training in the writing of drama,
particularly the one-act play, with attention as well to the history and current state of
the genre. Prerequisite: COMP 202 or permission of the instructor. Offered once a year.
COMP 307 – Creative Non-Fiction Workshop (4) Advanced training in the writing
of creative non-fiction, with attention as well to the history and current state of the genre.
Prerequisite: COMP 202 or permission of the instructor. Offered every other year.
COMP 316 – Magazine Article Writing (4) Craft of writing compelling magazine
articles, and business of marketing them. Students required to submit one full-length
magazine article for publication. Prerequisite: COMP 201 or permission. Offered every
other year.
COMP 401 – Directed Writing (4) Closely supervised writing using subject matter
from allied field of interest. Non-writing majors concentrate on the discourse of their
major. Prerequisite: COMP 301 or permission. Offered once a year.
COMP 402 – Theory of Composition (3) Focuses on enduring debates within the
field of composition, showing how each new theoretical development has extended
the work of its predecessors. Although much of what is covered has been formulated
since the late 1960s, the course emphasizes how contemporary views remain linked,
if not indepted, to the centuries of theoretical analysis that have shaped the
rhetorical tradition. Prerequisite: COMP 301 or permission. Offered once a year.
COMP 405 – Theory and Practice of Tutoring Writing (1) An examination of the
theory and practice of tutoring writing. Emphasis on writing process theory, one-onone
writing instruction pedagogy, and writing center history. Includes practicum in
the College Writing Center. Prerequisite: COMP 201 or permission. Fall.
COMP 430 – Theory of Rhetoric (3) An examination of some of the important
contributors to rhetorical theory, beginning with Plato and Aristotle, with particular
emphasis on how those theories have influenced the shaping of contemporary
rhetoric. Prerequisite: COMP 301 or permission. Offered once a year.
COMP 490 – Writing Supervision (3) Students in the Creative Writing Option will,
under the supervision of the course instructor, produce a manuscript in a genre of
the student’s choosing suitable for publication. Ordinarily, this will be original work
that was begun in one of the writing workshops. While publication per se is not a
requirement, the student will be expected to research market needs and prepare the
manuscript accordingly. In addition, the student will be expected to give a public
performance of the edited work. Prerequisite: COMP 302 or 303 or 306 or 307.
Offered once a year.
Literature
Upper-division LITR courses have an introductory or intermediate LITR course or
permission of the instructor as prerequisite.
LITR 111 – American Literature (3) Introduction to literary analysis and to concepts
of genre through the study of American authors. Practice in writing about literature
and in techniques of close reading. Offered once a year.
LITR 112 – Modern Literature (3) Introduction to literary analysis and to concepts
of genre through the study of late 19 th- and early 20 th- century American and British
writers. Practice in writing about literature and in techniques of close reading. Offered
once a year.
LITR 113 – Introduction to Literature (3) Introduction to elements of literature
through the study of its various forms: poetry, drama and fiction. Practice in writing
about literature and in techniques of close reading. Offered once a year.
LITR 130 – Film and Fiction (4) Interrelationships between film and literature,
particularly novels, which have been adapted for, use on the screen.
LITR 250 – Short Stories (3) A course for non-majors exploring modern and
contemporary short stories.
LITR 310 – Reading and Writing Texts (3) Intensive introduction to the important
critical debates about how the reading and writing of texts are provisional and
contextual, involving a complex rhetorical interaction among author, reader, text and
culture. Prerequisite: LITR 111, 112 or 113. Offered once a year.
LITR 315 – The Novel (3) Examines traditional and modern novels from a variety
of critical perspectives. Involves active reading and discussion. Offered once a year.
LITR 316 – Literary Criticism (3) History and methods of literary and aesthetic theory
and practices from the ancient Greeks to the present.
LITR 317 – Literary Themes (3) Development and variation of important themes
in literature. Course content will vary from semester to semester.
LITR 318 – American Writers (3) Study of various authors or small groups of
authors. Authors considered may vary from semester to semester.
LITR 319 – British Writers (3) Study of various authors or small groups of authors.
Authors or focus may vary from semester to semester.

school of arts and sciences – ENGLISH AND COMMUNICATION 105
LITR 320 – Introduction to Literary Studies (3) Introduction several critical
approaches to prose, poetry and drama and the basic bibliographic resources of the
discipline. Prerequisite: LITR 111 or 112 or 113. Offered as demand warrants.
LITR 322 – Children’s Literature (3) History of children’s books, tracing emergence
of a body of genuine literature for children. Offered once a year.
LITR 323 – Young Adult Literature (3) Selection and study of literature appropriate
for secondary English classrooms. Intensive and extensive reading of contemporary
young adult literature and classic literary texts. Reader response criticism is the
critical approach used in studying texts and secondary literature curriculum. Offered
every semester.
LITR 326 – Fantasy (3) Selected works from “fantasy” genre. Origins of “fantasy”
in epic and romance emphasized.
LITR 328 – Science Fiction (3) Science fiction as literature, examined with standard
techniques of literary analysis. Development of valid working definitions of science
fiction.
LITR 334 – Psychology and Literature (3) Fiction that explores landscape of nightmare.
Fiction influenced, no doubt, by psychoanalytic thought. Fiction interested in
extremes.
LITR 338 – Biography (3) Exploration of various types of non-fiction, e.g. biography,
informal essay, new journalism.
LITR 340 – Nature and Literature (3) Human attitudes toward nature as they are
expressed in art and action. Focus on 19th-century transcendentalism as background
to modern views.
LITR 341 – Classical Heritage (3) The literature of Greece and Rome with consideration
of how that heritage has continued in English an American literature. Attention
to critical approaches and practices in writing about literature. Prerequisite: LITR
111 or 112 or 113. Offered once a year (formerly LITR 211).
LITR 342 – Biblical Heritage (3) The literature of the Bible and medieval Christendom
with consideration on how that heritage has continued in English and American
literature. Attention to critical approaches and practices in writing about literature.
Prerequisite: LITR 111 or 112 or 113. Offered once a year (formerly LITR 212).
LITR 343 – Patterns from Folklore and Myth (3) The folkloric and mythic tradition
in literature, such as the legends of King Arthur, from a variety of sources including
contemporary treatments of the tradition. Prerequisite: LITR 111 or 112 or 113.
Offered once a year (formerly LITR 213).
LITR 345 – Female Image (3) Focusing on novels of the 19th and 20th centuries
with frequent excursions into other areas. Examination of the relationship between
fictional portrayals of women and the changing role of women in society. Emphasis
given to work of women writers and to growing importance in recent years of popular
fiction written primarily for women.
LITR 357 – Modern Drama (3) Selected plays in European and American drama
beginning with Ibsen.
LITR 405 – Classical Drama (3) Plays from Greek and Roman theater. Cultural and
literary backgrounds which may have influenced their content and production.
Special attention to their bearing upon Elizabethan and subsequent drama.
LITR 408 – Chaucer (3) Reading of Chaucer’s major works, consideration of the works
in their cultural setting, examinations of various critical approaches to Chaucer,
discussion of his place in English literary history.
LITR 409 – 14th Century English Literature (3) A survey of major medieval writings
with particular emphasis on major texts of Middle English authors excluding Chaucer.
LITR 410 – Shakespeare I (4) Introduction to the major plays, including attention
to genre and to Shakespeare’s artistic development. May be taken separately; does
not overlap with LITR 411. Offered once a year.
LITR 411 – Shakespeare I (4) Introduction to the major plays, including attention
to genre and to Shakespeare’s artistic development. May be taken separately; does
not overlap with LITR 410. Offered once a year.
LITR 412 – Renaissance (3) In-depth study of the Golden Age of English literature.
LITR 414 – Romanticism (3) Focus on great English Romantic writers and on
influences from Europe. Writers studied may vary from semester to semester.
LITR 415 – Modern Literature (3) Reading of British and American writing from the
beginning of the century to the end of World War II.
LITR 435 – American Romanticism (3) Emerson, Thoreau, Poe, Hawthorne, Melville
and Whitman. Consideration of Transcendentalism in New England.
LITR 436 – American Realism and Naturalism (3) Realism and naturalism in fiction
of 19th-century American writers.
LITR 437 – American Women Writers (3) Examination of selected American women
writers. Works will be studied within historical contexts; course will also survey
critical response.
LITR 438 – African-American Women Writers (3) Introduction to the diversity
of writing by African-American women. Includes slave narratives, autobiography,
poetry, plays, and novels. Discussion and lecture.
LITR 489 – Modern American Literature (3) Representative texts of 20th-century
American literature.
Linguistics
LNGS 301 – Elements of Linguistic Analysis (3) Provides a systematic inquiry
into human language, centering on the study of phonology, morphology, syntax and
semantics. Additional topics may include the rapidly growing areas of pragmatics,
socioliguistics and psycholinguistics. Prerequisite: LNGS 210 or upper-division standing.
Offered every other year.
LNGS 309 – History of the English Language (3) Presents the historical development
of English in such a way as to emphasize the interaction between the internal
history of the language-phonological and grammatical evolution and the external
history-ambient social and intellectual factors.
LNGS 310 – American English Grammar (3) Examines the grammatical structure
of American English, distinguishing between the constitutive rules of grammar and
the prescriptive rules of usage.
Anthropology
ANTC 103 – Language and Culture (3) An introduction to language as a tool in the
analysis and description of human populations and their behavior, and a study of
ways in which languages, cultures, and people relate to each other.
ANTL 303 – Ideas and Issues in Linguistics (3) Introduction to techniques of
linguistic (phonological, morphological, and syntactic) analysis and their application
in anthropological, psychological, and literary research.
Modern Languages
FREN 301 – Current Idiomatic French (3) Advanced grammar and syntax through
an examination of contemporary political, social and cultural life in France. Conducted
in French.
FREN 483 – Structure of the French Language (3) French Language. Development
from Latin to modern vernacular. Analysis of contemporary language using linguistic
concepts.
SPAN 301 – Current Idiomatic Spanish (3) Advanced grammar and syntax. Contemporary
political, social, and cultural life in the Hispanic World. Conducted in Spanish.
Philosophy
PHIL 217 – Language and Symbolic Logic (3) Relation of language, logic and
theory of logical analysis; axiomatic development of elementary logistic system;
consistency, completeness and independence.
LNGS 310 – American English Grammar (3) Examines the grammatical structure
of American English, distinguishing between the constitutive rules of grammar and
the prescriptive rules of usage. Prerequisite: LNGS 210 or upper-division standing.

106 ENGLISH AND COMMUNICATION / GEOLOGY – school of arts and sciences
LNGS 408 – Topics in Language as a Formal System (3) Examination of the formal
principles of language with emphasis in one or more of the following areas: phonology,
morphology, syntax, semantics, pragmatics, stylistics, or semiotics. Prerequisite:
300-level LNGS course or approved equivalent.
LNGS 409 – Topics in Applied Linguistics (3) Application of linguistics to language
teaching and language learning. Topics may include second language acquisition,
second and foreign language teaching, study and treatment of language loss and
speech disorders, and the teaching and learning of reading and writing. Prerequisite:
300-level LNGS course or approved equivalent.
LNGS 411 – Topics in Language and Cognition (3) Examination of language as
a cognitive process. Topics may include: language and mind, language and brain,
psycholinguistics, language acquisition. Prerequisite: 300-level LNGS course or
approved equivalent.
LNGS 412 – Topics in Language and Social Interaction (3) Examination of
language as a social phenomenon. Topics may include: conversation and discourse
analysis, sociolinguistics, bilingualism and multilingualism, pidgins and creoles,
dialects, registers, and language variation and change. Prerequisite: 300-level LNGS
course or approved equivalent.
PHIL 355 – Philosophy of Language (3) Problems that arise in analysis of language,
including contemporary problems in linguistics (syntax and semantics).
PHIL 373 – Metaphor (3) Discussion of a variety of issues relating to the meaning
and functions of metaphor in ordinary language, philosophy and poetry.
English and Communication
COMP 430 – Theory of Rhetoric (3) An examination of some of the important
contributors to rhetorical theory, beginning with Plato and Aristotle, with particular
emphasis on how those theories have influenced the shaping of contemporary rhetoric.
LNGS 210 – Survey of Language and Linguistics (3) Offers a comprehensive
overview of the study of language, including an exploration of the constituent
elements of language; speech acts and conversation; language standards and
language attitudes; language universals and language typology; historical linguistics
and language change; and language acquisition.
LNGS 301 – Elements of Linguistic Analysis (3) Provides a systematic inquiry into
human language, centering on the study of phonology, morphology, syntax, and semantics.
Additional topics my include the rapidly growing areas of pragmatics, sociolinguistics,
and psycholinguistics. Prerequisite: LNGS 210 or upper-division standing.
LNGS 309 – History of the English Language (3) Presents the historical development
of English in such a way as to emphasize the interaction between the internal
history of the language – phonological and grammatical evolution – and the external
history – ambient social and intellectual factors. Prerequisite: LNGS 210 or upperdivision
standing.
Department of Geology
Chair and Contact Person for All Majors and Minors:
Robert Badger
Timerman 224, (315) 267-2624 (badgerrl@potsdam.edu)
Professors:
William T. Kirchgasser; Neal R. O’Brien, SUNY Distinguished
Teaching Professor; Frank A. Revetta, SUNY Distinguished Service
Professor
Associate Professor:
Robert L. Badger
Geology Major
33 semester hours required.
Required Courses:
Credits
GEOL 103 Physical Geology 3
GEOL 104 Historical Geology 3
GEOL 301 Sedimentology-Paleontology-Stratigraphy I 4
GEOL 302 Sedimentology-Paleontology-Stratigraphy II 4
GEOL 311 Mineralogy 4
GEOL 321 Optics and Petrology 4
GEOL 405 Structural and Field Geology 4
GEOL 407 Geophysics I 3
GEOL 420 Geochemistry 3
GEOL 490 Culminating Experience 1
___
Total 33
Cognate Requirements:
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
___
8
Recommended Coursework Outside the Major:
PHYS 103/204 General Physics I and II
or
PHYS 101/202 Introduction to College
Physics I and II 8
BIOL 151/152 General Biology I and II 8
MATH 151 Calculus I 4
CIS 103 Problem Solving 3
___
23
Grade Requirements:
Thirty-three semester hours of required courses with a minimum of
29 semester hours of courses with a grade in each course of 2.0 or
higher. Eight semester hours of required cognate chemistry courses
with a grade in each course of 2.0/S or higher.
To complete the College grade requirement: a minimum of 30
hours of geology courses selected from among the required courses
for the major and/or upper-division geology electives with a grade
in each course of 2.0/S or higher.
Geology Minor
19 semester hours required. Closed to geology majors.
Description:
The Geology Minor provides an opportunity for students majoring
in the social sciences and the other sciences to relate their major field
of study to issues concerning the environment and particularly to
geological aspects of land-use. The Geology Minor is especially
appropriate for majors in economics, political science, anthropology,
sociology and the other sciences who anticipate careers in government
or industry that will involve issues of public policy concerning
the environment.

school of arts and sciences – GEOLOGY 107
Required Courses:
Credits
GEOL 103 Physical Geology 3
(combination of any two 100 level Geology courses
may be substituted for GEOL 103)
GEOL 104 Historical Geology* 3
*Prerequisite is GEOL 103 or equivalent
Electives: 13
(any combination of 300-400 level Geology
courses upon advisement)
___
19
Grade Requirements:
All credits submitted for the Geology Minor must be at a grade of
2.0 or higher.
3-2 Double Degree Program in Geology, Civil and
Environmental Engineering
This program prepares students who have educational and career
interests in both geology and civil engineering.
The first two years are spent at Potsdam where courses in chemistry,
physics, mathematics (calculus and differential equations) and basic
engineering courses are included with the regular geology course
sequence. The student becomes a part-time engineering student at
Clarkson University during the second and third years and full-time
during the fourth and fifth years. Graduation occurs at the end of
the fifth year with a B.A. from Potsdam and a B.S. from Clarkson.
Incoming first-year students in this program must register for
GEOL 103, MATH 151, CHEM 105 and PHYS 103 in the fall
semester in order to take subjects in sequence. See page 51 for further
information.
Procedure for Declaring a Geology Major or Minor:
Students who are interested in the Geology Major, the Geology
Minor, an interdepartmental major (geology plus another science),
or the 3-2 Double Degree program (geology and civil and environmental
engineering) should contact Robert Badger, Timerman 224,
(315) 267-2286/2296, as early in their college career as possible.
Geology minors will be assigned advisors from the geology faculty.
Geology Course Descriptions
Courses are offered each semester unless otherwise designated.
Note:
Some Geology courses contain a laboratory component. These courses are designated
Lab.
GEOL 100 – Earth Science (3) Study of the earth and its history, minerals and rocks,
earthquakes, plate-tectonic theory, Earth’s interior, atmosphere, oceans, environmental
problems and astronomy. Lab. Fall and Spring.
GEOL 101 – Environmental Geology (3) A study of geology and the human environment.
Topics begin with the basics of geology: minerals and rocks, the earth’s internal
structure, earthquakes, volcanoes and plate tectonics. Surface processes affecting
the environment include stream behavior and flooding, groundwater and pollution,
and processes that act on shorelines and beaches. The course examines laws
governing the extraction and use of water, as well as energy sources and environmental
concerns. Laboratory includes field trips in the Potsdam area and the use of
geological and topographic maps. Fall and Spring.
GEOL 102 – Ancient Life (3) Survey of evolution of life as documented by the fossil
record. Theory of evolution. Fall and Spring.
GEOL 103 – Physical Geology (3) Minerals, rocks, rock deformation, aerial photos,
maps, geological processes that shape the land, environmental geology. Lab. Fall.
GEOL 104 – Historical Geology (3) Origin and evolution of the Earth, including
atmosphere, oceans, continents and life forms. Lab. Prerequisite: GEOL 103 or
permission. Spring.
GEOL 106 – Geology of Our National Parks (3) Study of geologic processes using
national parks as examples. Processes studied include sedimentology, stratigraphy,
volcanology, glaciology and tectonics. National parks studied include Grand Canyon,
Arches, Mt. Rainier, Zion, Canyonlands, Badlands, Hawaii Volcanoes, Glacier, Yellowstone,
Grand Tetons, Acadia and Shenandoah. Lab. Spring.
GEOL 205 – American Landscapes (3) Origin of landforms and physiographic
provinces of North America, geological processes that formed them, maps and
surveying techniques used to depict them, methods used to distribute land, and the
experiences of settlers and travelers. Chiefly about geology and human settlement
with readings and reports on novels and other works that depict sensitivity to the
landscape. Section included on geology, resources and settlement of New York State.
GEOL 301 – Sedimentology-Paleontology-Stratigraphy I (4) Sediments and
sedimentary rocks. Emphasis on environments of deposition. Practical applications to
northern New York field studies. Lab. Prerequisite: GEOL 104 or permission. Lab. Fall.
GEOL 302 – Sedimentology-Paleontology-Stratigraphy II (4) Invertebrate
paleontology and principles of stratigraphy. Emphasis on stratigraphy of New York
State. Lab. Prerequisite: GEOL 301. Lab. Spring.
GEOL 311 – Mineralogy (4) The identification, classification and study of minerals
including their atomic make-up and conditions under which they form. Review of the
principles of chemistry and physics that govern the structure, formation and
geological occurrence of minerals with emphasis on the rock-forming silicates.
Laboratory includes the study of Adirondack minerals and ores, x-ray procedures,
and the symmetry and classification of crystals. Field trips to the St. Lawrence Valley
and Adirondack Mountains. Prerequisites: GEOL 103, 104; CHEM 105, 106. Lab. Fall.
GEOL 321 – Optics and Petrology (4) Theory of light behavior in minerals and its
application to study of rocks and minerals in thin section using petrographic
microscope. Study of origin and evolution of igneous and metamorphic rocks and
relationship between their mineralogy and tectonic setting. Prerequisite: GEOL 311.
Lab. Spring.
GEOL 401 – Seminar on Evolution (3) Interdisciplinary seminar on theory of evolution.
Prerequisite: upper-division status or permission. Same as PSYC 401. Fall.
GEOL 405 – Structural and Field Geology (4) Study of folds, faults and shear zones
in the Earth’s crust on macroscopic and microscopic scale. Lab. Field studies in
northern New York. Prerequisite: GEOL 103 or permission. Lab. Fall.
GEOL 406 – Hydrology-Geomorphology (3) A study of water and of processes
that act on the Earth’s surface. A study of the characteristics and behavior of water
on and below the surface. Topics include rivers, groundwater, landslides and mass
wastage, glaciers, wind and waves and the origin of landforms. Laboratory work
includes: 1) field trips to study glacial geology in the St. Lawrence Valley, and 2)
landform study with the use of maps and aerial photographs with special emphasis
on National Parks. Prerequisite: GEOL 103 or permission of instructor. Spring.
GEOL 407 – Geophysics (3) Geophysical methods of prospecting: seismic reflection
and refraction, gravity and magnetics and electrical resistivity. Emphasis on fieldwork
and computer modeling and processing of data in solving geological and environmental
problems. Lab. Fall.
GEOL 409 – Seismology and Plate Tectonics (3) Study of local and global seismicity
in context of plate-tectonic theory. Computer analysis of local earthquakes recorded
by the SUNY Potsdam Seismic Network. Lab. Spring.

108 GEOLOGY / HISTORY – school of arts and sciences
GEOL 420 – Geochemistry (3) Study of mineral and chemical composition of solar
system and Earth’s interior and surface. Principles governing distribution of elements
in rock, soil and water are discussed. Includes study of planets, chemistry of igneous
rocks, chemistry of surface water, sea water and ground water, weathering, carbonate
precipitation, oxidation and reduction, and formation of clays and soils. Principally
for geology seniors. Prerequisites: GEOL 311, 301 and 321. Spring.
GEOL 421 – Environmental Geology Problems (3) Analysis of environmental
problems and introduction to techniques to solve them. Stress is on problem solving.
Topics include: land-use planning, landslide potential, solid and liquid waste disposal,
coastal erosion and water pollution. Weekly written reports. Spring.
GEOL 475 – Geology Laboratory Techniques (1) Experience in laboratory instruction
under supervision and guidance of a faculty member. Prerequisites: GEOL 104,
permission. Graded S*/U*. Fall and Spring.
GEOL 480 – Geology Research (3) Original research designed to give practical
experience in any area of geology. Open primarily to upper-division geology majors
and only on advisement. Research conducted in cooperation with a geology professor.
Graded S*/U*. Fall and Spring.
GEOL 481 – Special Research Projects in Geology (3-4) Special research projects
with cooperating industries, governmental agencies or public schools supervised
by a faculty member. Prerequisites: Junior-Senior geology majors and minors and
permission. Graded S*/U*. As available and advertised.
GEOL 490 – Culminating Experience (1) Students will write a paper and give a
talk on a topic in geology they have researched while at Potsdam. Upper-division
status, open to geology majors only. Fall and Spring.
Department of History
Chair and Contact Person for All Majors and Minors:
James D. German
Satterlee 321, (315) 267-2981 (germanjd@potsdam.edu)
Associate Professors:
Geoffrey W. Clark, James D. German, William C. Mathews
Assistant Professor:
M.J. Heisey
History Major
30 semester hours required.
Required Courses:
Credits
HIST 101 Europe from 1500 to 1815 3
HIST 102 Europe since 1815 3
HIST 201 United States to 1877 3
or
HIST 203 United States to 1877
HIST 202 United States since 1877 3
or
HIST 204 United States since 1877
HIST 300 Seminar in History 3
___
15
Elective Courses:
Any 300 or 400 level American History course 3
Any 300 or 400 level European History course 3
Any 300 or 400 level Third World History course 3
Any two additional 300 or 400 level history courses 6
___
Total 30
Notes:
The seminar is open only to history majors. Except where they have
already taken the course or its equivalent, students must take
another 300/400 level course paired with the seminar.
Students must earn a minimum grade of 2.0 in courses counted
toward the major.
Recommended Coursework Outside the Major:
Consult with a departmental advisor.
European History Minor
18 semester hours required. Closed to history majors.
Description:
The minor gives an opportunity to study the origins and development
of western civilization as represented in the histories of
European nations and of Europe as a whole.
Required Courses:
Credits
HIST 101 Europe from 1500 to 1815 3
HIST 102 Europe since 1815 3
___
6
Elective Courses: 12
(four from the following, to be chosen under advisement)
HIST 301-498 European History Electives*
___
Total 18
*Courses must be taken from at least two instructors.
Note:
Students must earn a minimum grade of 2.0 in courses counted
toward the minor.
Supplemental Recommended Courses:
Courses in comparative politics, history of economics, art history
and European literature, as well as courses in European languages,
complement this minor.
United States History Minor
18 semester hours required. Closed to history majors.
Description:
The minor in United States history permits a recognized concentration
in addition to the student’s declared major.
Required Courses:
Credits
HIST 201 United States to 1877 3
or
HIST 203 United States to 1877
HIST 202 United States since 1877 3
or
HIST 203 United States since 1877
___
6

school of arts and sciences – HISTORY 109
Elective Courses: 12
(four from the following, to be chosen under advisement)
HIST 301-498 American History Electives*
___
Total 18
*Courses must be taken from at least two instructors.
Note:
Students must earn a minimum grade of 2.0 in courses counted
toward the minor.
Supplemental Recommended Courses:
Courses in American literature, American art or American music
and American government complement this minor.
History Course Descriptions
Courses are offered either semester unless otherwise designated. Sophomore
standing is a prerequisite for all courses numbered 300 or above.
HIST 100 – World History (3) Applying a cross-cultural, comparative approach to
understanding social, political, economic and cultural developments, this course
surveys significant themes in historical development form ancient to modern times.
HIST 101 – Europe from 1500 to 1815 (3) Major developments and issues in European
history from 1500 to 1815.
HIST 102 – Europe since 1815 (3) Major developments and issues in European
history from 1815 to present.
HIST 201 – United States to 1877 (3) Major developments and issues in American
history to 1877.
HIST 202 – United States since 1877 (3) Major developments and issues in American
history since 1877.
HIST 203 – United States to 1877 (4) Same as HIST 201, but also meets requirements
for General Education Freshman Writing and Critical Thinking.
HIST 204 – United States to 1877 (4) Same as HIST 202, but also meets requirements
for General Education Freshman Writing and Critical Thinking.
HIST 300 – Seminar in History (3) Intensive study of period or topic of history.
Acquaints students with principles of performance and recording of historical
research. History majors only.
HIST 301 – Ancient and Medieval Europe (3) Emergence of western values, ideas
and institutions in classical Greece and Rome, the rise of Christianity and development
of European civilization through to the crisis of the later Middle Ages.
HIST 304 – The History of American Women I (3) Women in America from colonial
times to 1890: legal positions, social roles, employment, education, reform movements,
suffrage, women’s organizations.
HIST 305 – Modern American Women (3) Women in America from 1890 to present:
legal positions, social roles, employment and unionization, education, reform movements,
suffrage, women’s organizations. Changing ideals of American womanhood,
women’s lib, future of American women.
HIST 308 – Canadian History (3) Canada from voyages of Jacques Cartier and
colonization by Samuel de Champlain to present. Emphasis on modern period and
problems of two nations in a single state.
HIST 311 – Indians and Iberians (3) A History of Latin America focused on the
exchange and transformation of Native American and Spanish cultures to form the
Hispanic American world. Areas of emphasis will include pre-conquest Spain, pre-
Columbian Indian civilizations, the Spanish conquest, the establishment of a new,
cross-cultural society, and the break between Spanish America and Spain up
through the 19th century.
HIST 312 – Latin America in the 20th Century (3) Major developments in Latin
American history during the 20th century. Country and area studies. U.S.-Latin
American relations.
HIST 313 – The Middle East: 632-Present (3) Survey of the Middle East and its
civilization from the origins of Islam to the Gulf War. Emphasis will be on the
heritage of Islamic, Arabic and Persian civilizations, the rise and fall of the Ottoman
Empire, the arrival of western imperialism, oil politics, social change and regional
conflict in the 20th century.
HIST 314 – Vietnam War (3) Origins of the war in Vietnam from the tradition of
resistance by the Vietnamese people against foreign intruders and the development of
the Cold War in Asia; the war perceived as both a Vietnamese and American experience.
HIST 316 – Modern China (3) Origins and development of modern Chinese society
and state since early 19th century: social and economic evolution, revolutionary and
reform movements and influence of foreign powers.
HIST 317 – Social History of Europe: 1715-Present (3) Social classes of Europe
from Old Regime to present. Emphasis on Industrial Revolution’s consequences for
aristocracy, the middle class, working class and the peasantry.
HIST 320 – History of American Foreign Policy (3) Evaluation of American foreign
policies and their implementation from Revolution to present. Emphasis is on 20th
century development.
HIST 324 – American Family History (3) History of family structure and function
in America. Research techniques and strategies for preparation of a family history.
HIST 338 – Patterns of Disease (3) Impact of seven major diseases in European
history: plague, syphilis, smallpox, typhus, cholera, TB and influenza.
HIST 371 – The First World War (3) The causes, course, and consequences of the
First World War: origins of the war in imperialism and Balkan nationalism; the July
crisis and the war of illusions; total war; revolution in Russia; and the consequences
to Europe, the Middle East and the global balance of power.
HIST 372 – Civil War and Reconstruction, 1850-1877 (3) Causes, events and
aftermath of Civil War from 1846 to 1876.
HIST 373 – World War II (3) Causes, events and results of this traumatic watershed
in world history. May be European, American or Asian in focus as announced each
time it is offered.
HIST 376 – The United States Between the World Wars (3) Domestic issues
in the United States from 1919 to 1939. Emphasis on prosperity of the twenties, the
Depression and New Deal.
HIST 379 – History of New York State (3) Political, economic and social developments
from colonial times to present. Relationship of state history to major issues
and events in American life.
HIST 381 – Modern English History (3) English history from 1689 to present.
Emphasis on evolution of institutions of government, pattern and consequences of
economic development and changing structure of society.
HIST 384 – France Since 1789 (3) Emphasis on great revolution of 1789. Traditions,
political changes and development in 19th and 20th centuries; France’s role in world
wars of the 20th century and their aftermath.
HIST 387 – History of USSR (3) Development of Soviet Union: economic and social
developments, political structure, role of Communist Party, expansion of Russian
control and influence through the breakup of the Soviet Union.
HIST 389 – Modern Germany: Bismarck to Hitler (3) Modern German history from
unification and industrialization to defeat in the First and Second World Wars; the
collapse of the Weimar Republic, the rise of the Third Reich and the division of Germany.
HIST 395 – Topics in History (3) Themes and issues from any field of history. Topics
announced prior to registration.
HIST 400 – Honors Thesis I (3) Senior project which demonstrates mastery of skills
of historical inquiry, and critical and analytical expertise. Project is begun in first
semester and completed in second (Honors Thesis II). Prerequisite: permission.
HIST 401 – Honors Thesis II (3) Completion of project begun in Honors Thesis I.
Prerequisite: permission.

110 HISTORY / MATHEMATICS – school of arts and sciences
HIST 405 – Film Image of American Women (3) Changing images and ideals of
American women as presented in feature films from silent era to present. Films used
as primary documents in study of social history.
HIST 420 – History of American Foreign Policy (3) Evolution of American foreign
policies and their implementation from Revolution to present. Emphasis on 20th
century developments.
HIST 498 – Tutorial (1–3) Qualified students read and write on historical themes
selected according to their interest and in consultation with instructor. Prerequisite:
permission.
Department of Mathematics
Chair and Contact Person for All Mathematics Programs:
Vasily C. Cateforis
MacVicar 218D, (315) 267-2064 (catefovc@potsdam.edu)
Professors:
Vasily C. Cateforis, Kazem Mahdavi, James Parks
Associate Professors:
Kerrith Chapman, Cheryl C. Miller, Laura Person
Assistant Professors:
Joel Foisy, Blair F. Madore, Victoria Pambuccian
Mathematics Major
33 semester hours required.
Required Courses:
Credits
MATH 151 Calculus I 4
MATH 152 Calculus II 4
MATH 253 Multivariate Calculus 4
MATH 340 Set Theory and Logic 3
MATH 375 Linear Algebra I 3
MATH 423 Modern Algebra I 3
MATH 451 Advanced Calculus I 3
MATH 460 Problem Seminar 3
___
Sub-total 27
Elective Courses:
1. Any mathematics course at the 300–500 level 3
Note 1: MATH 547 Theory of Sets may be elected
only upon recommendation of mathematics faculty.
Note 2: A student who is also preparing to be a
teacher should choose either MATH 404 Elements
of Geometry or MATH 553 Concepts of Geometry
to satisfy this elective.
2. One course from the following list to be taken only
after the student has completed MATH 340, 375,
423 and 451 or permission of instructor. 3
MATH 524 Modern Algebra II
MATH 526 Linear Algebra II
MATH 452 Advanced Calculus II
___
Total 33
Recommended Coursework Outside the Major:
This is entirely dependent upon students’ educational and professional
objectives. Students are encouraged to consult closely with a
departmental advisor in course selection.
Special Notes:
Thirty hours of required courses for the mathematics major must be
completed with a numerical minimum grade of 2.0. The remaining
3 hours may be completed with a minimum grade of 2.0/S. Students
are advised to complete the required courses for a numerical grade.
Transfer students who have fewer than 12 semester hours total in
Calculus I, II and Multivariate Calculus should consult the chair of
the department.
Honors Mathematics Program
33 semester hours required plus Honors Examinations.
Required Courses:
Credits
MATH 151 Calculus I 4
MATH 152 Calculus II 4
MATH 253 Multivariate Calculus 4
MATH 340 Set Theory and Logic 3
MATH 375 Linear Algebra I 3
MATH 423 Modern Algebra I 3
MATH 451 Advanced Calculus I 3
MATH 498 Independent Study I 3
MATH 598 Independent Study II 3
___
Sub-total 30
Elective Courses: 3
One course from the following list to be taken only after the student
has completed MATH 340, 375, 423 and 451 or permission of
instructor.
MATH 524 Modern Algebra II
MATH 526 Linear Algebra II
MATH 452 Advanced Calculus II
___
Total 33
The Honors Examinations:
1. Required orals covering primarily that work completed by students
in the independent study courses, but may also include questions
pertaining to work from other courses in the honors curriculum.
2. Written exams covering the broad scope and content of the honors
curriculum must also be taken. Those students with cumulative
mathematics averages of 3.5 or higher will be exempt from the
written portion of the honors examinations.
Recommended Coursework Outside the Major:
This is entirely dependent upon students’ educational and professional
objectives. Students are urged to consult closely with a departmental
advisor in such matters.
Special Notes:
Students normally enter the Honors Program at the beginning of
the junior year. Admission to the program is by application and shall
be determined by the Mathematics Department. The overall cumula-

school of arts and sciences – MATHEMATICS 111
tive grade-point average is expected to be at least 3.0, with a minimum
mathematics average of 3.25. Two letters of recommendation are
also required, with one of the letters furnished by a mathematics
faculty member from whom the student has taken a course.
B.A./M.A. Mathematics Program
Description:
It is possible in four years (without overloads) to complete a combined
Bachelor of Arts and Master of Arts program in Mathematics.
Students who have been highly successful in MATH 340 Set Theory
and Logic and MATH 375 Linear Algebra I during the fall semester of
their sophomore year are considered as promising candidates for our
B.A./M.A. program. The mathematics faculty will recommend these
promising candidates to the chair of the Mathematics Department.
Interested candidates should consult with the Mathematics Department
faculty on the details of the program.
Required Courses:
In order to complete the four-year B.A./M.A. program in mathematics,
all requirements for the B.A. degree and all requirements for
the M.A. degree must be completed. Due to the necessity of
constructing a mathematics curriculum that considers students’
readiness, maturity and other individual needs, it is vital for candidates
to consult with the departmental chair.
Elective Courses:
Consult with departmental advisor.
Recommended Coursework Outside the Major:
Consult with departmental advisor.
Special Notes:
1. Students normally enter the program at the beginning of the
junior year. Some students who entered the College with advanced
standing credits from high school have been admitted as
early as the sophomore year.
2. A student who completes the B.A./M.A. program, including a
year of MATH 698 Seminar, shall be deemed to have completed
the Honors Mathematics Program.
Admission Requirements:
1. Be recommended by the Mathematics Department.
2. Possess a minimum cumulative GPA of 3.0.
3. Possess a minimum mathematics average of 3.25.
4. Be admitted to the graduate school.
5. Possess mathematical maturity and enjoy the study of mathematics
(as ascertained by the mathematics faculty).
Mathematics Minor
24 hours required. Closed to Mathematics majors.
Description:
The mathematics minor consists of 24 hours of which 18 (required)
provide a foundation for further study of mathematics in any direction
that suits the student’s interests. Six additional hours (elective) give
the student the option to add either depth or breadth to her or his
mathematical preparation.
Required Courses:
Credits
MATH 151 Calculus I 4
MATH 152 Calculus II 4
MATH 253 Multivariate Calculus 4
MATH 340 Set Theory and Logic 3
MATH 375 Linear Algebra I 3
___
18
Elective Courses: 6
Two upper division courses, one of which must be in mathematics.
The second elective may be a mathematics course or (subject to
approval by the department) may be any upper division course in
which mathematics plays a significant role. Such an elective will, in
general, have at least one year of calculus as a prerequisite.
___
Total 24
Special Note:
The courses required for the mathematics minor must be completed
with a minimum grade of 2.0/S and 21 of the 24 hours must be
taken for a numerical grade.
3-2 Double Degree Program in Mathematics
and Engineering
This program prepares students who have educational and career
interests in both mathematics and engineering.
The first three years are spent enrolled at Potsdam, but during the
second and third year the student is a part-time student at Clarkson
University. The fourth and fifth years are full-time at Clarkson. At
the end of the fifth year the student receives both a B.A. from
Potsdam in mathematics and a B.S. degree from Clarkson University
in the engineering field of his or her choice. See page 51.
First-year students must register for PHYS 103, MATH 151 and
CHEM 105 during the first semester in order to take subjects in
sequence.
Mathematics Course Descriptions
Courses are offered each semester unless otherwise designated.
MATH 100 – Excursions in Mathematics (3) This is an introduction to mathematics
as an exciting and creative discipline. Students will explore recent developments
and mathematical ideas that have intrigued humanity for ages. This course does not
satisfy the B.A. in Elementary Education mathematics concentration requirement.
Prerequisite: two years of high school mathematics.
MATH 101 – Elements of Mathematics I (3) Topics in foundations of mathematics
include: problem solving strategies, abstract and symbolic representation, numeration
and number systems, functions and use of variables. Satisfies one of the mathematics
concentration requirements for the B.A. in Elementary Education. Not required for
double majors in mathematics and elementary education. Prerequisite: three years
of high school Regents level mathematics or permission.
MATH 102 – Elements of Mathematics II (3) Topics in Euclidean and non-Euclidean
geometry including: shapes in two and three dimensions, symmetries, transformations,
tessellations, coordinate geometry, measurement. Satisfies one of the mathematics
concentration requirements for the B.A. in Elementary Education. Not required for
double majors in mathematics and elementary education. Prerequisite: MATH 101
or permission.

112 MATHEMATICS – school of arts and sciences
MATH 110 – Pre-Calculus Mathematics (4) Provides mathematical background
sufficient for study of calculus. Emphasis on real functions, including polynomial,
trigonometric and inverse functions. Not for major credit.
MATH 125 – Probability and Statistics I (3) Elementary probabilistic and descriptive
statistical concepts as applied to practical problems from other disciplines and
an introduction to methods of statistical inference. Prerequisite: high school algebra
or equivalent. Not open to students who have passed another introductory level
statistics course (e.g., CIS 125, STAT 100). Satisfies one of the mathematics concentration
requirements for B.A. in Elementary Education.
MATH 126 – Probability and Statistics II (3) Methods of statistical inference,
both non-parametric and classical, as applied to problems of interest to a wide range
of disciplines. Prerequisite: MATH 125. As demand warrants.
MATH 151 – Calculus I (4) Continuity and differentiability of real valued algebraic
and trigonometric functions of a single variable, applications and antidifferentiation.
Required for mathematics majors. Prerequisite: three years of high school mathematics
or MATH 110.
MATH 152 – Calculus II (4) Differentiation of transcendental functions, integration
with applications, sequences and series. Required for mathematics majors.
Prerequisite: MATH 151.
MATH 195, 295, 395, 495, 595, 695 – Special Topics (1-12)
MATH 198, 298, 398, 498, 598, 698 – Tutorial (1-3)
MATH 253 – Multivariate Calculus (4) Real vectors in two and three dimensions,
relations and functions in several variables. Partial differentiation and iterated
integrals. Required for mathematics majors. Prerequisite: MATH 152.
MATH 340 – Set Theory and Logic (3) Elementary logic, including sentential calculus
and mathematical induction. Basic properties of sets, relations and functions.
Denumerable and non-denumerable sets. Designed as an introduction to the nature
of mathematical proof. Required for mathematics majors. Prerequisite: MATH 152
or permission.
MATH 375 – Linear Algebra I (3) Theoretical development of finite dimensional
vector spaces and linear transformations; the relationships among matrices, systems
of equations and linear transformations. Required for mathematics majors. Prerequisites:
MATH 152 and 340 or permission.
MATH 390 – Differential Equations (3) Existence and uniqueness of solutions of
classes of ordinary differential equations and techniques for finding such solutions.
Prerequisite: MATH 253 or permission.
MATH 404 – Elements of Geometry (3) Foundations of Euclidean and Non-Euclidean
geometry; nature of axiomatic systems; Hilbert’s axioms for plane Euclidean
geometry; the geometry of Bolyai-Lobachevsky. Prerequisite: MATH 340 or permission.
Fall only.
MATH 423 – Modern Algebra I (3) Elementary theory of groups and rings. Required
for mathematics majors. Prerequisites: MATH 152 and 340 or permission. (MATH 375
recommended.)
MATH 451 – Advanced Calculus I (3) Sequences, completeness of the Real Numbers,
metric spaces, limits and continuity of functions, connectedness, compactness.
Prerequisite: MATH 253 and 340, or permission. (MATH 375 recommended.)
MATH 452 – Advanced Calculus II (3) Integration, spaces of functions, sequences
and series. May be used for major elective. Prerequisite: MATH 451. Spring only.
MATH 460 – Problem Seminar (3) Students demonstrate mathematical maturity
by solving problems selected from different areas of mathematics. Required for
mathematics majors. Prerequisites: MATH 375, 423 and 451.
MATH 461 – Probability and Mathematical Statistics I (3) Probability, random
variables, distributions, stochastic independence, moment generating functions, limit
theorems and their applications, estimation. Prerequisite: MATH 253 or permission.
Fall only.
MATH 522 – Number Theory (3) Divisibility, simple continued fractions, congruences,
diophantine equations and quadratic residues. Prerequisites: MATH 152 and
340. As demand warrants.
MATH 524 – Modern Algebra II (3) Topics in the theory of groups, rings and fields,
such as factorization and Galois theory. May be used for major elective. Prerequisites:
MATH 423. (MATH 375 recommended).
MATH 526 – Linear Algebra II (3) Selected topics: inner product spaces, canonical
forms, bilinear and quadratic forms. May be used for major elective. Prerequisites:
MATH 375 and permission. As demand warrants.
MATH 541 – Introduction to Topology (3) Open and closed sets, continuous
functions, compactness, connectedness, separation properties and product spaces.
May be used for major elective. Prerequisite: MATH 451 or permission. Spring only.
MATH 542 – Algebraic Topology (3) Concept of homotopy, fundamental group,
covering spaces, integral homology and cohomology. Prerequisite: MATH 541. As
demand warrants.
MATH 543 – Topics in Topology (3) Topics such as surfaces and manifolds, knot
theory, geometry of the hyperbolic plane, dimension theory, geometry in higher
dimensions. Prerequisites: MATH 375, 423 and 451 or permission. May not be repeated
for additional credit. As demand warrants.
MATH 547 – Theory of Sets (3) Theoretical set concepts, axioms of set theory; axioms
of choice and Zorn’s lemma, ordinals and cardinals, transfinite induction. May be
used for major elective. By invitation only. Prerequisites: MATH 340 and permission.
Spring only.
MATH 553 – Concepts of Geometry (3) Topics from Euclidean and non-Euclidean
geometries: theory of transformations of the plane, elements of projective geometry,
etc. May be used for major elective. Prerequisites: MATH 375 and 423 or permission.
Spring only.
MATH 562 – Probability and Mathematical Statistics II (3) Sampling distributions,
tests of hypotheses, linear regression, non-parametric methods, sufficient
statistics and further topics in statistical inference. May be used for major elective.
Prerequisite: MATH 461. Spring only.
MATH 567 – Complex Variables (3) Complex numbers, analytic functions, contour
integration, power series, conformal mapping, residues and poles. May be used for
major elective. Prerequisite: MATH 451. Spring only.
MATH 661 – Topology I (3) Ordinals and cardinals, topological spaces, metric spaces,
Cartesian products, connectedness, identification topology, weak topologies, separation
axioms. Prerequisite: MATH 451 or permission. Spring only.
MATH 662 – Topology II (3) Continuation of MATH 661. Second countable spaces,
filter bases, compactness and function spaces. Prerequisite: MATH 661 or permission.
As demand warrants.
MATH 671 – Abstract Algebra I (3) Groups, Sylow theorems, rings, modules.
Prerequisites: MATH 375 and permission. Fall only.
MATH 672 – Abstract Algebra II (3) Continuation of MATH 671. Galois theory,
structure theorem for semisimple rings, injective and projective modules, introduction
to homological algebra. Prerequisites: MATH 671 and permission. Spring only.
MATH 681 – Complex Variables I (3) Complex numbers, holomorphic functions,
Cauchy’s integral theorem and formula, Taylor and Laurent series, residue calculus,
analytic functions and analytic extension. Prerequisites: MATH 451 and permission.
Spring only.
MATH 682 – Complex Variables II (3) Continuation of MATH 681. Conformal
mapping, Riemann mapping theorem and Dirichlet problem, representation of entire
functions and meromorphic functions. Prerequisites: MATH 681 and permission. As
demand warrants.
MATH 691 – Real Variables I (3) Real number system, comparison of Riemann
integral and Lebesque integral, measurable functions, Lebesque Dominated Convergence
Theorem. Prerequisites: MATH 451 and permission. Fall only.
MATH 692 – Real Variables II (3) Continuation of MATH 691. Normed linear spaces,
Hilbert spaces, modes of convergence, Radon-Nikodym theorem, Riesz representation
theorem, Fubini’s theorem. Prerequisites: MATH 691 and permission. Spring only.
MATH 696 – Advanced Topics (3) Seminars in advanced topics from various
branches of mathematics. May be repeated if content changes. Prerequisite:
permission. As demand warrants.

school of arts and sciences – MATHEMATICS / MODERN LANGUAGES 113
MATH 698 – Seminar: Tutorial (3) Study of current topics in mathematics as found
in research articles or reference texts. Prerequisites: four of the 600 level graduate
mathematics courses required for the M.A. degree and permission of the department
chair. May be repeated if content changes. As demand warrants.
Department of Modern Languages
Chair and Contact Person for All Majors and Minors:
John W. Cross
Carson 215, (315) 267-2792 (crossjw@potsdam.edu)
Professor:
John W. Cross
Associate Professors:
Vilma Manzotti, Celine Philibert, Oscar Sarmiento, Liliana Trevizán
Assistant Professors:
Myléne Catel
Special Notes for Modern Language Majors:
There are clear advantages to preparation in more than one modern
language for students, particularly those intending to seek teaching
certification. Interested students are encouraged to consult with the
Chair of Modern Languages at an early state of their program to
learn about possibilities for flexibility in earning graduation credits
within one area of concentration.
The Modern Languages Department requires a minimum grade of
2.0 in all courses counted toward the major and the minor.
The department encourages language majors to seriously consider
taking a term or year of study abroad. Immersion in another
language and culture intensifies learning. Many such opportunities
are available to non-majors and majors.
Recommended Coursework Outside the Major:
A major in languages complements and is complemented by many
other disciplines. Departmental advisors will help to match course
choices with life and career objectives.
French Language and Literature Major
30 semester hours required.
Required Courses:
Credits
FREN 203 French Language and Culture 3
FREN 301 Current Idiomatic French 3
FREN 315 French Composition 3
FREN 325 Introduction to French
Literature and Thought I 3
FREN 326 Introduction to French
Literature and Thought II 3
___
15
Elective Courses:* 15
___
Total 30
*Under departmental advisement, any combination of offerings
from the 200-400 levels, at least 6 semester hours of which must be
at the 400 level.
Spanish Language and Literature Major
30 semester hours required.
Required Courses:
Credits
SPAN 203 Oral and Written Spanish I 3
SPAN 204 Oral and Written Spanish II 3
SPAN 206 Readings in Hispanic Literature I 3
SPAN 208 Readings in Hispanic Literature II 3
SPAN 301 Current Idiomatic Spanish 3
SPAN 303 Panorama cultural de Espana
or
SPAN 304 Panorama cultural de Latinoamerica 3
___
18
Elective Courses:* 12
___
Total 30
*Under departmental advisement any combination of 400 level
courses totaling 12 semester hours. If students take two culture
courses, only 9 semester hours of 400-level courses are required.
French Studies Minor
18 semester hours required. Closed to French majors.
Description:
The French Studies Minor is a general program open to all students
with an elementary knowledge of French. This minor permits students
to attest to their successful completion of a formal and coherent
program of study in French letters and culture which stops short of
the work required for a major in French yet indicates functional
competency. The French Studies Minor is intended to serve several
purposes depending on the exact pattern of courses drawn up by each
student and his or her advisor. Thus, the minor may provide
grounding for further study in the discipline; it may fulfill graduate
school requirements for study in other disciplines; it may recognize
progress in the language made through study abroad; it may provide
a practical tool for use in many work environments; or it may form
one element of a broadly based liberal arts general education.
Required Course:
Credits
FREN 203 French Language and Culture 3
Elective Courses:
(two of the following) 6
FREN 201 Readings in French
FREN 213 Intermediate Conversation
FREN 220 French Phonetics and Diction
FREN 325 Introduction to French Literature I
FREN 326 Introduction to French Literature II

114 MODERN LANGUAGES – school of arts and sciences
(three of the following) 9
FREN 301 Current Idiomatic French
FREN 303 Contemporary France
FREN 304 Contemporary Quebec
FREN 315 French Composition
FREN 325 Introduction to French Literature I
FREN 326 Introduction to French Literature II
FREN 410 French Stylistics
FREN 461 French Literature I: Origins-1700
FREN 462 French Literature II: 1700-present
FREN 483 Structure of the French Language
FREN 495 Special Topics
___
Total 18
Spanish Minor
18 semester hours required. Closed to Spanish majors.
Description:
The Spanish Minor provides students with Spanish language courses
in conversation, grammar review and culture. It provides a careeroriented
approach to language learning that complements majors in
other disciplines. It also provides students with enough language
background so that they will be able to comprehend and speak the
language using correct pronunciation and grammar, and have an
understanding of Hispanic culture.
Required Courses:
Credits
SPAN 203 Oral and Written Spanish 3
SPAN 204 Oral and Written Spanish II 3
SPAN 301 Current Idiomatic Spanish 3
___
9
Elective Courses:
(one of the following) 3
SPAN 206 Readings in Hispanic Literature I
SPAN 208 Readings in Hispanic Literature II
SPAN 213 Intermediate Conversation
(two of the following) 6
SPAN 303 Panorama Cultural de Espana
SPAN 304 Panorama Cultural de Latinoamerica
SPAN 305 Cult Hispanohablantes EEUU
SPAN 461/462 Seminars
___
Total 18
Modern Languages Course Descriptions
Courses are offered each semester unless otherwise designated.
195, 295, 395, 495 – Special Topics (1-12)
198, 298, 398, 498 – Tutorial (1-3)
Arabic
ARAB 101 – Modern Standard Arabic I (3) An introduction to speaking modern
standard Arabic, to reading and writing Arabic script, and to Arab culture. Offered
as demand warrants.
French
FREN 101 – Contemporary French Language I (3) Modern French. Emphasis on
spoken language. Designed for students with no prior study of French.
FREN 102 – Contemporary French Language II (3) Sequel to FREN 101. Fundamentals
of reading French stressed in addition to speaking and listening. Prerequisite:
FREN 101 or equivalent.
FREN 103 – Contemporary French Language III (3) Sequel to FREN 102 and entrylevel
course for students with prior study of French. Emphasis on basic grammatical
concepts and reading techniques. Prerequisite: FREN 102 or equivalent.
FREN 201 – Readings in French (3) For students concerned with improving ability
to read in French. Selections drawn from students’ specialties and technical fields.
Prerequisite: FREN 103 or three years of high school French. Fall, alternate years.
FREN 203 – French Language and Culture (3) Initial course in major sequence.
Emphasis on expanding vocabulary, learning to write correctly in French and review
of grammar. Conducted in French. Prerequisite: FREN 103 or three years of high
school French.
FREN 213 – Intermediate Conversation (3) Designed to increase fluency. Emphasis
on comprehension of spoken French and developing strategies for conversation.
Prerequisite: FREN 103 or three years of high school French. Spring.
FREN 220 – French Phonetics and Diction (3) Detailed analysis of the sound
system of French, combined with extensive oral performance practice. Prerequisite:
FREN 103 or three years of high school French, or permission. Spring, alternate years.
FREN 301 – Current Idiomatic French (3) Advanced grammar and syntax, through
an examination of contemporary political, social and cultural life in France. Conducted
in French. Prerequisite: FREN 203. Fall.
FREN 303 – Contemporary France (3) Evolution of French nation. Attention to
social structures, ideas and attitudes, linguistic features and cultural achievements.
Conducted in French. Prerequisite: FREN 203. Fall, alternate years.
FREN 304 – Contemporary Quebec (3) Evolution of New France into modern
Province of Quebec. Emphasis on period since the Quiet Revolution. Attention to
current social structures, ideas and attitudes, linguistic features and cultural achievements,
as well as to Quebec’s relations with France, English Canada and the United
States. Conducted in French. Prerequisite: FREN 203. Fall, alternate years.
FREN 315 – French Composition (3) Builds proficiency in use of written French.
Comparison of English and French written style, practice in “pastiche” writing,
correspondence and original expression. Conducted in French. Prerequisites: FREN
203/301, or one other course under advisement. Spring.
FREN 325 – French Literature and Thought I (3) French literature from Middle
Ages to French Revolution. Techniques of literary analysis. Emphasis on study of
literary genres. Conducted in French. Prerequisite: FREN 203. Fall.
FREN 326 – French Literature and Thought II (3) Principal writers, genres and
schools from French Revolution to 1960. Methods in modern literary criticism. Emphasis
on the study of literary genres. Conducted in French. Prerequisite: FREN 203. Spring.
FREN 410 – French Stylistics (3) Varieties of written and spoken French at theoretical
level. Application to include: techniques of translation, business and official language,
professional correspondence. Conducted in French. Prerequisite: FREN 315.
Spring, alternate years.
FREN 461 – French Literature I: Origins-1700 (3) Authors from Middle Ages,
16th and 17th centuries. Specific topics and readings determined each semester.
Conducted in French. Prerequisites: FREN 325/326. Fall, alternate years.
FREN 462 – French Literature II: 1700-present (3-9) May be repeated for credit.
Authors from 18th, 19th and 20th centuries. Specific topics and readings determined
each semester. Conducted in French. Prerequisites: FREN 325/326.
FREN 483 – Structure of the French Language (3) French language. Development
from Latin to modern vernacular. Analysis of contemporary language using linguistic
concepts. Prerequisites: FREN 203, 301. Fall, alternate years.

school of arts and sciences – MODERN LANGUAGES / PHILOSOPHY 115
Linguistics
LING 110 – Language and Languages (3) An examination of the diversity of
human languages along with their common features. Investigation of what it means
to know a language and of the elements of language learning through treatment of
basic linguistic concepts.
Mohawk
MOHK 101 – Mohawk Language I (3) Fundamental elements of spoken and
written Mohawk, integrating the language with the culture.
MOHK 102 – Mohawk Language II (3) Sequel to MOHK 101. Emphasis on spoken
language with practice reading and writing Mohawk. Prerequisite: MOHK 101 or
equivalent.
Spanish
SPAN 101 – Contemporary Spanish Language I (3) Spanish language and culture.
Emphasis on spoken language. Designed for students with no prior study of Spanish.
SPAN 102 – Contemporary Spanish Language II (3) Sequel to SPAN 101. Emphasis
on listening comprehension, speaking, reading and writing. Prerequisite: SPAN 101
or equivalent.
SPAN 103 – Contemporary Spanish Language III (3) Sequel to SPAN 102. Emphasis
on basic grammatical concepts and reading techniques. Prerequisite: SPAN 102 or
equivalent.
SPAN 203 – Oral and Written Spanish I (3) Intensive, systematic review. Phonetics,
grammar, syntax and vocabulary building. Prerequisite: SPAN 103 or equivalent.
SPAN 204 – Oral and Written Spanish II (3) Continuation of SPAN 203.
Prerequisite: SPAN 203.
SPAN 206 – Readings in Hispanic Literature I (3) Selected readings in Spanish
and/or Latin American literature. Conducted in Spanish. Prerequisite: SPAN 103 or
equivalent.
SPAN 208 – Readings in Hispanic Literature II (3) Basic principles of literary
analysis through contemporary Latin American literature of the four genres. Emphasis
on vocabulary building. Conducted in Spanish. Prerequisite: SPAN 206 or equivalent.
SPAN 213 – Intermediate Conversation (3) Extensive practice in oral Spanish to
develop listening comprehension, speaking and vocabulary. Conducted in Spanish.
Prerequisite: SPAN 203 or equivalent.
SPAN 301 – Current Idiomatic Spanish (3) Advanced grammar and syntax. Contemporary
political, social and cultural life in the Hispanic World. Conducted in Spanish.
Prerequisites: SPAN 203/204. Fall.
SPAN 303 – Historia Cultural de Espana (3) Cultural history of Spain, from Roman
era to present. Conducted in Spanish. Prerequisites: SPAN 203/204 or equivalent. Fall.
SPAN 304 – Panorama Cultural de Latinoamerica (3) Cultural history of Latin
America, from Spanish Conquest to present. Prerequisites: SPAN 203/204 or
equivalent. Spring.
SPAN 305 – Cult Hispanohablantes EEUU (3) Cultural history of the Spanishspeaking
populations of the United States. Conducted in Spanish. Prerequisites:
SPAN 203/204 or equivalent. Fall.
SPAN 315 – Spanish Composition (3) Extensive practice with written Spanish.
Conducted in Spanish. Prerequisite: SPAN 301. Spring.
SPAN 461 – Seminar on Spanish Literature (3-6) May be repeated for credit. Topics
generally selected from the following: Golden Age Theatre, Cervantes, Generation of
’98, Contemporary Spanish Prose, Spanish Poetry (El Cid to the present). Prerequisites:
SPAN 206, 208.
SPAN 462 – Seminar on Latin American Literature (3-6) May be repeated for
credit. Topics generally selected from the following: Contemporary Latin American
Narrative, Latin American Poetry, Contemporary Hispanic Drama. Prerequisites:
SPAN 206, 208.
Department of Philosophy
Chair and Contact Person for All Majors and Minors:
David Curry
Morey 204, (315) 267-2021 (currydc@potsdam.edu)
Professors:
Joseph J. DiGiovanna, Galen K. Pletcher, Philip Tartaglia
Associate Professors:
David Curry, Judith Little
Philosophy Major
30 semester hours required.
Required Courses:
Credits
Logic:
(one of the following) 3
PHIL 110 Introduction to Logic
PHIL 210 Introduction to Symbolic Logic
Ethics:
(one of the following) 3
PHIL 120 Introduction to Ethics
PHIL 328 Issues in Ethical Theory
History of Philosophy:*
(two of the following) 6
PHIL 322 Ancient Philosophy
PHIL 323 Medieval Philosophy
PHIL 324 Modern Philosophy
PHIL 340 20 th Century Analytic Philosophy
Other Fundamental Courses:
(one of the following) 3
PHIL 350 Philosophy of Science
PHIL 354 Theory of Knowledge
PHIL 365 Metaphysics
PHIL 380 Philosophy of Mind
___
15
*PHIL 387 Selected Philosophers or PHIL 395 Special Topics in
Philosophy may be substituted for one of the history courses, when
appropriate, as determined by the department.
Elective Courses: 15
___
Total 30
Notes:
A minimum of 15 semester hours of the major must be taken at the
300-400 level.
Students must earn a minimum grade of 2.0 in all courses counted
toward the major.
Philosophy Honors Major
The Honors program in Philosophy is designed to allow students a
ore rigorous introduction to the discipline than the normal major.
It is particularly designed to better prepare students who plan to
enter graduate programs in philosophy, law, political science,

116 PHILOSOPHY – school of arts and sciences
psychology or other related fields of study. Students will be exposed
to a more rigorous set of course requirements, and will write and
orally defend a thesis written under advisement of a faculty mentor.
Students will thus be better prepared for graduate study in terms of
content, and in terms of the discipline and skills needed to thrive in
graduate school. They will gain a more in depth understanding of
the progression of the philosophy by engaging in active philosophical
research of contemporary significance.
Eligibility:
1. Philosophy Majors with six credit hours in philosophy completed
at SUNY Potsdam (or other acceptable institution, to be determined
by the faculty);
2. 3.5 cumulative GPA in philosophy;
3. 3.25 cumulative degree GPA;
4. 3.0 minimum grade in all philosophy courses to be applied to major;
5. Submit application at least three semesters before graduation.
Requirements:
Senior Thesis and Oral Defense
Thesis will be written as part of a year-long intensive research project
on a topic to be approved by the full faculty of the department and
which is of interest to both the student and at least one faculty
mentor. The mentor and student will devise a course of study
(effectively, design a tutorial) and present the fruits of their research,
in the form of an essay, to the department as a whole for approval.
An oral defense for the thesis will be required before three members
of the faculty to be chosen by the student and mentor. The Thesis
is to be presented to the faculty by mid-semester of the second
semester of the senior year.
Students who fail to pass their Thesis exam but who complete all
coursework for the honors program will be granted a normal major
in philosophy.
Required Coursework:
(all courses 3 credits unless otherwise noted)
PHIL 210 Introduction to Symbolic Logic*
or
PHIL 217 Language and Symbolic Logic
PHIL 328 Issues in Ethical Theory
PHIL 322 Ancient Philosophy
PHIL 324 Modern Philosophy
PHIL 340 20 th Century Analytic
or
PHIL 355 Philosophy of Language
PHIL 354 Theory of Knowledge
PHIL 365 Metaphysics
PHIL 480 Honors Thesis Research I
PHIL 481 Honors Thesis Research II
PHIL 387 Selected Philosophers
or PHIL 475 Special Topics
or PHIL 495 Seminar,
(to be approved by the faculty)
27
Electives: 9
(three courses from the following)
PHIL 320 Aesthetics
PHIL 323 Medieval Philosophy
PHIL 359 Philosophy of Religion
PHIL 350 Philosophy of Science
PHIL 370 Social & Political Philosophy
PHIL 380 Philosophy of Mind
___
Total 36
Notes:
It is highly recommended that students also take PHIL 110 Introduction
to Logic.
Philosophy Minor
18 semester hours required. Closed to Philosophy majors.
Description:
The Philosophy Minor permits students majoring in other disciplines
to 1) pursue in a systematic way their personal interests and
concerns with philosophical questions, or 2) deepen their understanding
of their discipline in regard to its philosophical foundations,
its methodology, and its normative assumptions and implications
through an integrated course of study tailored to their major program.
Required Courses:
Credits
(one of the following) 3
PHIL 100 Introduction to Philosophy
PHIL 105 Human Nature
(one of the following) 3
PHIL 322 Ancient Philosophy
PHIL 323 Medieval Philosophy
PHIL 324 Modern Philosophy
PHIL 340 20th Century Analytic Philosophy
(one of the following) 3
PHIL 120 Introduction to Ethics
PHIL 314 Contemporary Moral Issues
PHIL 328 Issues in Ethical Theory
___
9
Elective Courses: 9
___
Total 18
Note:
A minimum of nine semester hours of the minor must be taken at
the 300-400 level.
Philosophy Course Descriptions
Required courses are taught on a regular rotation. See Chair.
PHIL 100 – Introduction to Philosophy (3 or 4) Exploration of subject matter,
problems, methods and aims of philosophy.
PHIL 105 – Human Nature (3) Influential views about nature of humans. Focus on
nature of world and moral responsibility.
PHIL 110 – Introduction to Logic (3 or 4) Methods and principles of correct reasoning.
Development of good critical thinking habits, an introduction to formal logic.

school of arts and sciences – PHILOSOPHY / PHYSICS 117
PHIL 115 – Inquiry and Critical Thinking (3)
PHIL 120 – Introduction to Ethics (3) Nature of judgments of moral value and
possible means of justifying them.
PHIL 195, 295, 395, 495 – Special Topics (1-12)
PHIL 198, 298, 398, 498 – Tutorial (1-3)
PHIL 210 – Introduction to Symbolic Logic (3) Techniques of modern logic,
theory and practice.
PHIL 217 – Language and Symbolic Logic (3) Relation of language, logic and
theory of logical analysis; axiomatic development of elementary logistic system;
consistency, completeness and independence.
PHIL 314 – Contemporary Moral Issues (3 or 4) Selected moral issues confronting
persons living in contemporary society and philosophical bases for alternative
solutions to those problems.
PHIL 317 – Undecidability and Incompleteness (3) Rigorous proving of Gödel’s
and Church’s theorems. Requires familiarity with handling of notational system.
PHIL 319 – Science, Technology and the Human Condition (3) Consequences
of science and technology in regard to values of modern human beings and quality
of life in society.
PHIL 320 – Aesthetics (3) Philosophy of fine arts; meaning and nature of arts.
Relationship between art and emotion.
PHIL 322 – Ancient Philosophy (3) Philosophical thought from early manifestations
in ancient Greece to opening of Middle Ages.
PHIL 323 – Medieval Philosophy (3) Development of Western Medieval thought
beginning with Augustine. Emphasis on greatest figures, especially Augustine and
Aquinas. Prerequisite: PHIL 322 or permission.
PHIL 324 – Modern Philosophy (3) Major lines of philosophical thought from
Renaissance through Kant. Prerequisite: one course in philosophy or permission.
PHIL 328 – Issues in Ethical Theory (3) Essentially concerned with the nature,
status and justification of morality and the moral life. Prerequisite: one course in
Philosophy or permission.
PHIL 330 – Environmental Ethics (3) The basic task of environmental ethics is to
present and defend a comprehensive and reasoned account of the moral relations
between human beings and their natural environment. This course surveys several
opposing theories, examines their application to controversial issues and explores
their moral and practical implications.
PHIL 332 – Philosophy of Law (3) Survey of Philosophy of Law from foundations
in stoicism up to and including contemporary schools of thought. Philosophy of Law
is concerned with the formulation of concepts and theories to aid in the understanding
of the nature of law, its sources, authority and role in society.
PHIL 333 – Philosophy of Justice (3) The philosopher’s interest in punishment is
mainly connected with questions of justification. It is, prima facie, wrong to deliberately
inflict suffering or deprivation on another person, yet punishment consists in doing
precisely this. What conditions, the philosopher asks, would justify it Or, more
generally, what kind of consideration would count toward a justification.
PHIL 335 – American Philosophy (3) A survey of the pragmatism of Pierce,
James, and Dewey.
PHIL 340 – 20th Century Analytic Philosophy (3) Recent British and American
philosophy that approaches philosophical problems through logical and linguistic
analysis. Prerequisite: two courses in philosophy or permission.
PHIL 346 – Existentialism and Phenomenology (3) Fundamental concepts and
problems of existentialism and an examination of phenomenological method.
PHIL 350 – Philosophy of Science (3) Analysis of concepts and methods of
natural sciences.
PHIL 352 – Philosophy of the Social Sciences (3) Analysis of concepts and
methods of social sciences.
PHIL 354 – Theory of Knowledge (3) Theories about the kinds of knowledge, how
knowledge is acquired and evaluation of claims to knowledge. Prerequisite: two
courses in philosophy or permission.
PHIL 355 – Philosophy of Language (3) Problems that arise in analysis of language,
including contemporary problems in linguistics (syntax and semantics).
PHIL 359 – Philosophy of Religion (3) Nature of religion and religious belief.
Arguments for existence of God; religious experience; criticisms of theism, faith,
religion and science; and alternatives to theism.
PHIL 365 – Metaphysics (3) Problems of metaphysics: freedom and determinism, fate,
time and becoming, and God. Prerequisite: two courses in philosophy or permission.
PHIL 371 – Social and Political Philosophy (3) Concepts of social and political
explanation and evaluation.
PHIL 372 – Feminism and Philosophy (3) An examination of the classical roots
of several feminist theories and the major differences among feminist theories; a
critical evaluation of feminist thought and its application to social and political
institutions and contemporary moral issues. One philosophy course or permission.
PHIL 373 – Metaphor (3) Discussion of a variety of issues relating to the meaning
and functions of metaphor in ordinary language, philosophy and poetry.
PHIL 375 – Symbol and Myth (3) Symbols, myth and metaphor. Emphasis on ways
of approaching and understanding them.
PHIL 380 – Philosophy of Mind (3) Concepts of mind and of central problems
related to study of mind. Prerequisite: two courses in philosophy or permission.
PHIL 382 – Philosophical Ideas in Literature (3) Trends of thought in selected
pieces of literature that raise significant philosophical problems, especially problems
of identity, community and ethical ambiguity.
PHIL 383 – Non-Western Philosophy (3) Selected systems of non-western
philosophy.
PHIL 387 – Selected Philosophers (3)
PHIL 475 – Seminar in Philosophy (3) Prerequisite: Junior or Senior standing and
three courses in philosophy or permission.
PHIL 480 – Honors Thesis Research I (2) Initiation of senior thesis research for
departmental Honors student under the direction of a faculty mentor. To be taken as
a second semester Junior or first-semester Senior. Prerequisite: Acceptance into
Departmental Honors Program and permission of instructor.
PHIL 481 – Honors Thesis Research II (1) Completion of senior thesis research
culminating in the presentation of a senior thesis to the faculty of the department
by mid-semester of the student’s ultimate semester. Prerequisite: PHIL 480.
Department of Physics
Chair and Contact Person for All Majors and Minors:
M. Azad Islam
Timerman 210, (315) 267-2284/2286 (islamma@potsdam.edu)
Professor:
M. Azad Islam
Assistant Professors:
David C. Bradford, Lawrence P. Brehm, Biman Das
Physics Major
30 semester hours required.
Required Courses:
Credits
PHYS 103 General Physics I 4
PHYS 204 General Physics II 4
PHYS 305 General Physics III 4
PHYS 306 Modern Physics 4
___
16

118 PHYSICS – school of arts and sciences
Upper Division Elective Courses: 14
(eleven of the 14 semester hours must be chosen
from courses numbered 350 or higher)
___
Total 30
Cognate Requirements:
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
MATH 151 Calculus I 4
MATH 152 Calculus II 4
___
Total 16
Recommended Coursework Outside the Major:
Aside from developing one’s own personal interests beyond physics,
students majoring in Physics might consider focusing on one of the
following subject areas: Secondary Education, Business Economics,
Computer Science, or Mathematics.
Special Notes:
PHYS 370 Mathematical Physics serves as preparation for the upper
division theory courses. This course includes subject matter from
linear algebra, multivariate calculus, and differential equations. Appropriate
courses in mathematics can serve as equivalent preparation.
Physics Minor
19 semester hours required. Closed to Physics majors.
Description:
The Physics Minor is designed to develop competence in fundamental
areas of classical and modern physics. Courses start with
Newtonian physics, and introduce quantum ideas and Einstein’s
relativity later. Scientific experimentation in the laboratory complements
the theoretical principles in lecture presentations. Problem
solving and computational skills are emphasized.
Required Courses:
Credits
PHYS 103 General Physics I: Lecture and Lab 4
PHYS 204 General Physics II: Lecture and Lab 4
PHYS 305 General Physics III: Lecture and Lab 4
PHYS 306 Modern Physics: Lecture and Lab 4
Upper-division Physics Elective level 350 or above 3
(excluding PHYS 440)
___
Total 19
3-2 Double Degree Program in Physics and Engineering
This program is recommended for students who have educational
and career interests in both physics and engineering.
The first three years are spent enrolled at Potsdam, but during the
second and third years the student is a part-time student at Clarkson
University. The fourth and fifth years are full-time at Clarkson
University. At the end of the fifth year the student receives both a
B.A. in physics from Potsdam and a B.S. degree from Clarkson
University in the engineering field chosen by the student. See page
51 for more details.
First-year students must register for MATH 151, PHYS 103, and
either General Education FP or FS course during the first semester
in order to take subjects in sequence.
Physics Course Descriptions
Courses are offered each semester unless otherwise designated.
PHYS 100 – Physical Science (3) A course for non-science majors. The intent is
to help students develop some scientific literacy in the physics topics, which are
related to current science and technology. Topics include motion, energy, electricity,
heat, optics, the atom, the nucleus, and other modern topics. Lab required. Offered
Fall and Spring.
PHYS 101 – College Physics I (4) Part I of a non-calculus introductory course covering
the ideas of mechanics, heat, wave motion, sound, optics, electricity, magnetism,
atomic, and nuclear physics. The course is intended for other science, math, or computer
science majors and those who want a two-semester course in basic physics. Lab
required. Fall only.
PHYS 103 – General Physics I (4) This is the first course in the sequence intended
for physics majors, 3/2 engineering, and other science majors who want a more
detailed introduction to physics with calculus as a corequisite. Topics covered fall
under the heading of mechanics; i.e. motion, Newton’s laws, dynamics, work, energy,
momentum, and rotation. Lab required. Corequisite: MATH 151. Fall.
PHYS 111 – Laser and Light (3) Physical properties of light, which include reflection,
refraction, polarization, interference, diffraction, absorption, emission and the
nature of light. Studies of formation of images by mirrors and lenses, the human eye,
microscope and telescope. Elements of laser principles, operation and application
in research and industry. SP. Offered as needed.
PHYS 120 – Physics for Poets (3) Like poetry, physics is a creative activity that
engages the emotions and intellect. In this course, mathematics is kept at a minimum
and great effort is made to illuminate the concepts, structure, and developments as
well as beauty in the guiding principles of basic physics. Creative activities of a
physicist will be compared to those of a poet. Elementary mathematics will be used
in solving problems, which illustrate the concepts. Lecture demonstrations and
laboratory projects are integral parts of the course. Offered as needed.
PHYS 130 – Musical Acoustics (4) Acoustics is the scientific study of sound,
vibrations, and mechanical waves. This course in acoustics uses students’ interest in
music and sound to explore some basic concepts in experimental physics and to help
expand the continued development of analytical and problem solving skills. Musical
instruments will be used throughout the course as examples of sources of sound.
The first third of the course creates a common vocabulary and develops a foundation
in the underlying physics of vibrations, oscillatory motion, wave mechanics, and
resonance. The middle third includes a brief study of the anatomy of the ear and the
perception and quantification of loudness, pitch, and harmony. In the final third, the
workings of a variety of instruments will be investigated by relying on the concepts
developed earlier in the course. Laboratories, which accompany this course, provide
hands-on experience with the concepts discussed. Offered as needed.
PHYS 202 – College Physics II (4) Part II and final part of the non-calculus introductory
physics course. The course continues through the topics listed in PHYS 101. Lab
required. Prerequisite: PHYS 101. Spring.
PHYS 204 – General Physics II (4) Part II of the calculus-based sequence covering
statics, wave motion, sound, heat, and thermodynamics. Lab required. Corequisite:
MATH 152. Prerequisite: PHYS 103. Spring.
PHYS 305 – General Physics III (4) Part three of the calculus-based sequence
covering electricity, magnetism, and optics. Lab required. Prerequisite: PHYS 204. Fall.
PHYS 306 – Modern Physics (4) A course dealing with the important developments
in physics of the twentieth century. Topics include: relativity, quantum, atomic,
molecular, nuclear, and solid state physics. Prerequisite: PHYS 305 or permission.
Spring.
PHYS 195, 295, 395, 495 – Special Topics (1-12)
PHYS 198, 298, 398, 498 – Tutorial (1-3)

school of arts and sciences – PHYSICS / POLITICS 119
PHYS 320 – Mathematics, Science, and Philosophy (3) Selected writings by
scientists and philosophers studied with concurrent progress in mathematical and
scientific thought from ancient to modern times. Credit not counted toward Physics
Major or Minor. Prerequisite: one year of calculus. As demand warrants.
PHYS 325 – Energy and the Environment (3) Presents basic physical and quantitative
concepts which are needed to understand energy and its environmental interaction.
The physical laws come from mechanics, heat and thermodynamics, electricity, and
nuclear reactions. A recurring theme is the extraction, transportation, conversion,
distribution, end use, and dispersal of energy and the environmental impact of each
step. Credit not counted toward the Physics Major or Minor. Prerequisite: one FP or
one FQ course. As demand warrants.
PHYS 330 – Meteorology (3) Components of the atmosphere, atmospheric dynamics,
weather elements, weather phenomena and their physical courses, weather maps,
weather predictions, operation and use of weather instruments. Prerequisite: one
semester of college science or permission. Fall or as needed.
PHYS 335 – Astronomy (3) Topics include: solar system structure and dynamics,
stellar composition and evolution, binary and multiple star systems, galactic
structure and evolution, and theories describing the known universe. Included also
is the study of the evening sky, constellations, planetary movement, and astronomical
instrumentation. Prerequisite: one semester of college science or permission.
Spring or as needed.
PHYS 350 – Elements of Special Relativity (2) Basic principles of special relativity
and their application to four-dimensional space-time and particle reactions. As
demand warrants.
PHYS 355 – Electronics (4) This course involves the study of electronic components
and their function in electronic circuits, the application of that information to
the design of circuits, and a study of the circuits themselves. Topics include: the
theory, design, and function of common passive circuit elements, active discrete and
integrated solid state devices, analog, and digital circuits. Lab required. Prerequisite:
PHYS 305 or equivalent. Spring.
PHYS 360 – Advanced Physical Laboratory I (3) Advanced experimental work
in electricity, magnetism, optics, and atomic, nuclear, and solid state physics.
Prerequisite: PHYS 305 or permission. Fall or as needed.
PHYS 361 – Advanced Physical Laboratory II (3) Continuation of PHYS 360.
Prerequisite: PHYS 306 or permission. Spring or as needed.
PHYS 370 – Mathematical Physics (3) Mathematical ideas and methods from linear
algebra, multivariate calculus, and differential equations are studied and applied to
physical problems. Prerequisite: MATH 152. Spring.
PHYS 386 – Optics (3) A study of geometrical and wave optics. Topics include:
reflection, refraction, dispersion, diffraction, polarization, lenses, mirrors, optical
systems, and fiber optics. Prerequisite: PHYS 305 or equivalent. Fall or as needed.
PHYS 390 – Nuclear Physics (3) A study of nuclear and particle physics. Topics
include: natural and artificial radioactivity, nuclear detection devices, particle scattering,
models of the nucleus, modern developments in particle physics. Prerequisite: PHYS 305
or equivalent. As demand warrants.
PHYS 440 – Physics Laboratory Techniques (1-2) Senior Physics Majors gain
experience as supervisors of physics laboratories at various levels and/or serve as
interns gaining experience in the college planetarium. Prerequisite: PHYS 103, 204,
305, 306 and permission. Non-liberal arts credit. As demand warrants.
PHYS 450 – Condensed Matter Physics (3) A study of crystalline solids. Topics
include: crystal structure, bonding in solids, thermal properties, energy band theory,
semiconducting materials, and magnetic properties of solids. Prerequisites: PHYS
306 and CHEM 106. Fall or as needed.
PHYS 465 – Physics Research I (1-3) Designing, performing, interpreting, and
summarizing research project in a field of pure or applied physics. Prerequisite:
permission. Fall and spring.
PHYS 466 – Physics Research II (1-3) A continuation of PHYS 465.
PHYS 475 – Mechanics (3) A study of classical mechanics following the theories
of Newton, Lagrange, and Hamilton. Topics include: single and multiple particle
motion, rigid body dynamics, moving coordinate systems, and particle interactions.
Prerequisite: PHYS 305 and 370 or equivalent. Fall.
PHYS 480 – Electromagnetic Theory I (3) A study of electricity and magnetism,
which begins with electrostatics, proceeds through Maxwell’s equations and ends
with electromagnetic waves. Prerequisite: PHYS 305 and 370 or equivalent. Fall or
as needed.
PHYS 481 – Electromagnetic Theory II (3) A continuation of PHYS 480. Prerequisite:
PHYS 480. As demand warrants.
PHYS 484 – Thermodynamics and Statistical Mechanics (3) A study of heat,
thermodynamics, and statistical mechanics. Topics include: heat, heat engines, entropy
and the second law of thermodynamics, thermodynamic potentials, phase transitions,
and an introduction to statistical mechanics. Prerequisite: PHYS 305 and 370 or
equivalent. Spring or as needed.
PHYS 490 – Quantum Physics I (3) A study of the phenomena which can be understood
or described only with the quantum theory. Topics include: Bohr’s theory of the atom,
Schroedinger theory, single and multiple electron atoms, perturbation theory, Zeeman
and Stark effects, collision theory, and selected topics from nuclear, elementary
particle, or solid state physics. Prerequisite: PHYS 305 and 370 or equivalent. As
demand warrants.
PHYS 491 – Quantum Physics II (3) A continuation of PHYS 490. Prerequisite:
PHYS 490. As demand warrants.
PHYS 494 – Physics Seminar (1-3) Students study and discuss contemporary
research problems and results in the fields of pure and applied physics. Prerequisite:
22 semester hours of physics courses. As demand warrants.
Department of Politics
Chair and Contact Person for All Majors and Minors:
Richard Del Guidice
Satterlee 307, (315) 267-2551 (delguirj@potsdam.edu)
Professors:
Richard Del Guidice, John Massaro
Associate Professor:
Philip Neisser
Assistant Professors:
Anthony Dodson, Peggy Wesselink
Many students study politics in order to prepare for careers in law,
government, foreign service, public policy, social action, teaching,
business or some combination of these fields. Many others are
drawn to the study of politics because they realize how significantly
politics shapes all our lives, from our interpersonal to our international
relations. Whether students desire a particular type of
employment for which a degree in political science uniquely prepares
them, or hope to gain a deeper understanding of how
individuals and groups can live together under conditions of greater
equality, peace and justice, their course of study in the Politics
program will lead them to engage in highly systematic, sophisticated
and creative forms of analysis and problem-solving.
Political Science Major
32 semester hours required.
Required Courses:
Credits
POLS 110 Introduction to U.S. Politics 4
POLS 200 Political Ideas 4

120 POLITICS – school of arts and sciences
POLS 328 World Politics 4
POLS 400 Senior Seminar 4
___
16
Limited Electives:
Upper Division Political Theory course 4
Upper Division Comparative Politics
or International Relations course 4
Free Electives:
Upper Division elective, any field 4
Upper Division elective, any field 4
___
Total 32
Notes:
1. All courses in the Department are 4 credits.
2. Students must have at least 70 hours outside any one department.
Consequently, majors ought not take more than 4 additional
courses beyond those required for the major.
Recommended Coursework Outside the Major:
This is dependent upon students’ educational and professional
objectives. Students are strongly urged to consult with a departmental
advisor regarding appropriate course selections.
Special Notes:
Students must earn a minimum grade of 2.0 in all courses counted
toward the Political Science major. No more than 4 semester hours
in Internships can be counted toward the major.
Politics Minor
20 semester hours required. Closed to Political Science majors.
Description:
This minor affords students an opportunity to develop a fundamental
understanding of the theories, methods and substance of Political
Science. The minor concentrations are structured to introduce
students to the study of politics and expose them to the fundamental
concerns of the major sub-fields of Political Science: U.S. Politics,
International and Comparative Politics and Political Theory.
Required Courses:
Credits
(any two of the following)
POLS 110 Introduction to U.S. Politics 4
POLS 125 Approaches to Women’s Studies
(WMST 100) 4
POLS 200 Political Ideas 4
POLS 328 World Politics 4
Plus:
(for a general concentration at the 300–400 level)
Elective in Political Theory 4
Elective in U.S. Politics 4
Elective in International or
Comparative Politics 4
___
Total 20
Plus three electives in U.S. Politics 12
(for a U.S. Politics concentration at the 300-400 level)
___
Total 20
Note:
POLS 110 required for this concentration.
Plus three electives in International or
Comparative Politics 12
(for an International Politics concentration at the 300-400 level) ___
Total 20
Note:
POLS 328 required for this concentration.
Plus three electives in Political Theory: 12
(for a Political Theory concentration at the 300-400 level)
___
Total 20
Note:
POLS 200 is required for this concentration.
Pre-Law Minor
20 semester hours required. Open to Politics majors.
Description:
The minor provides students concentrated study in U.S. legal
systems and provides experience in law-related coursework. Students
are able to develop an understanding of the relationship of law
and legal institutions to the state and society.
Students who are pre-law minors have the opportunity to develop
a fundamental understanding of the key analytical questions concerning
legal processes and ideas in the United States.
Required Courses:
Credits
POLS 110 Introduction to U.S. Politics 4
POLS 122 Bioethics and the Law 4
or
POLS 312 Crime and Justice
___
8
Elective Courses:
(at the 300-400 level)
Three law-related electives:
(selected under advisement) 12
___
Total 20
Special Note:
Students must earn a minimum grade of 2.0 in all courses to be
counted toward the Politics or Pre-Law Minors.
Study Abroad, Student Exchange and Internship Opportunities:
Students wishing to study abroad to achieve a better understanding
of global issues and other cultures can complete a variety of requirements
in the Political Science Major. For example, students may

school of arts and sciences – POLITICS 121
study (in English) African politics, international relations in Mexico,
or U.S. politics from the perspective of political scientists in such
places as Australia, England, Denmark, Sweden and the Netherlands.
Students can also complete politics requirements at other colleges and
universities within the U.S. through the National Student Exchange,
and can take advantage of popular legal and public policy internships
in St. Lawrence County and legislative internship in Albany.
Politics Course Descriptions
Required courses are offered each semester, and most electives are offered every year
or every other year. Also, a number of courses satisfy requirements in interdisciplinary
programs such as Criminal Justice, Society and Human Services, Environmental
Studies, International Studies and Women’s Studies. Contact the department chair
for more information.
Introductory Courses
POLS 110 – Introduction to U.S. Politics (4) An introduction to the major political
institutions in U.S. national politics and the behavior of individuals and groups
involved with these institutions. No prerequisite. Every semester.
POLS 122 – Bioethics and the Law (4) Examination of the ethical and legal issues
raised by developments in human biology and medicine. Topics discussed will include
withdrawal of life support, abortion, AIDS and genetic privacy. No prerequisite.
Every semester.
POLS 125 – Approaches to Women’s Studies (4) As an introduction to Women’s
Studies, this core course examines gender relations between and among women and
men, explores the relationships among gender, race, class and sexual orientation, and
examines feminist struggles all over the work for equality and justice. (See WMST 100).
POLS 150 – Ideology and Politics (4) The goal of the course is to familiarize students
with the history, people and events that shape Western politics today. We will
explore the origins and developments of the concept of ideology by surveying the
rise, fall and integration of various “isms” including: Classical Liberalism, Classical
Conservatism, Socialism, Marxism, Fascism, and the related ideals of democracy,
freedom and liberation.
POLS 200 – Political Ideas (4) Considers major perennial political problems.
Introduces concepts and analytical techniques used in the search for appropriate
responses to those problems. No prerequisite. Every semester.
Political Theory Courses
POLS 341 – Political Analysis and Methods (4) Philosophical, theoretical and
methodological questions concerning approaches to study of politics. Emphasis on
political science as a science and methods and problems of scientific study of
politics. Prerequisite: POLS 200.
POLS 353 – Feminist Political Theory (4) Explores feminist critiques of Western
political theory and multiple feminist political theories from Western and non-
Western perspectives. Prerequisite: POLS 125, 200 or permission.
POLS 354 – Western Political Thought (4) A selective survey of original classics
of Western political theory plus a look at commentary. We will consider, e.g., Plato,
Aristotle, Hobbes, Locke, Weil, Arendt, and Foucault. Prerequisite: POLS 200 or
permission.
POLS 400 – Senior Seminar (4) Acquaints students with principles of performance
and recording of research in discipline of political science. Prerequisite: Junior or Senior
standing. 12-16 semester hours in Political Science recommended. Every semester.
POLS 410 – Politics of the Family (4) Explores the relationships between family
structures and other political structures to determine how family forms and ideals
either facilitate or hinder political participation and democratization. Prerequisite:
POLS 125, 200 or permission. Fall.
U.S. Politics Courses
POLS 309 – The Politics of Black and White (4) Provides an in-depth examination
of the role played by race in U.S. politics past and present and compares this to the
role played by race in the Republic of South Africa, pre- and post-apartheid. The
course considers the connection between economic systems and racism, the
symbolics of representing people as belonging to so-called races, the role of race in
elections, and the controversies concerning policies such as affirmative action.
Prerequisite: POLS 110 or SOCI 110.
POLS 312 – Crime and Justice (4) An introduction to the U.S. legal system with
emphasis on the criminal justice system. Recommended prerequisite: POLS 110.
POLS 314 – Politics and the U.S. Economy (4) Role of state in economy; debate
over post-industrialization and political consequences. Prerequisite: POLS 110 or
permission.
POLS 315 – History and Politics of Native America (4) An examination of the
relationship between the indigenous people of what is now the United States and
the government of that country. This course traces the development of U.S. attitudes
toward the tribes and discusses how they responded. Prerequisite: POLS 110 or
permission.
POLS 316 – Power and Democracy in the U.S. (4) Structure of power in U.S. society.
Emphasis on social class, economic structure and political ideology in distribution
of political power; assessment of implications for democratic theory and practice.
Prerequisite: POLS 110, 200 or permission.
POLS 317 – Politics of Basketball (4) Examines patterns of power and influence
in the world of sports with particular emphasis on basketball. Topics generally
include the politics of sport and rules, gender, race, commercialism, and drug and
violence. Prerequisite: POLS 110 or 200.
POLS 318 – Congress and the Legislative Process (4) Structure, norms and
procedural considerations that govern the legislative decision-making process.
Primary emphasis on United States Congress. Prerequisite: POLS 110 or permission.
POLS 319 – U.S. Presidency (4) Evolution of presidential. Formal powers of presidency;
presidential elections and administration; relations among executive, legislative
and judicial branches; and execution of presidential foreign policy. Prerequisite:
POLS 110 or permission.
POLS 321 – Politics and the Judicial Process (4) A legal-political analysis of the
institutions and factors shaping judicial behavior and decision-making. Emphasis is
placed upon the federal political system, particularly the Supreme Court of the U.S.
Prerequisite: POLS 110 or permission.
POLS 323 – Politics of Social Welfare (4) Social policy in U.S. political economy.
Emphasis on factors influencing development of modern social welfare state and
effects on poor. Prerequisite: POLS 110 or 125 or permission.
POLS 325 – Public Administration (4) Course will provide an overview of the
environment of public administration, concentrating on the function of administrators
and the contemporary problems facing public administration today. Understanding
Public Administration will provide students with the working knowledge necessary
for them to become actively involved in shaping democratic decision making at the
local, state and federal levels. Prerequisite: POLS 110 or permission.
POLS 355 – Politics and the Environment (4) Covers a broad range of domestic
and global environmental issues emphasizing the political dimensions of those
issues; i.e., the conflict and conflict resolution surrounding “problems” such as air
and water pollution and threats to the survival of indigenous peoples. Solutions to
those problems require an understanding of the complexities of their power-political
contexts. Prerequisites: POLS 110 or permission.
POLS 412 – Constitutional Law (4) Study of the early formation of U.S. Constitutional
law role of the U.S. Supreme Court, with emphasis on issue of federalism.
Prerequisite: POLS 110 or permission.
POLS 413 – Civil Liberties: Expression and Religion (4) Legal-political analysis
of the development of national policy regarding the First Amendment with emphasis
on Supreme Court decisions dealing with obscenity, libel, subversive speech and
religious freedom. Required prerequisite: POLS 110 or permission. Recommended
prerequisite: POLS 321.

122 POLITICS / PSYCHOLOGY – school of arts and sciences
POLS 420 – Recent U.S. Foreign Policy (4) Political process by which foreign policy
is made; origins and character of Cold War; and role and interests of the United
States in a post-cold war world. Prerequisite: POLS 200, 328 or permission.
POLS 490 – Legal Internship (4) Students assigned to members of legal profession.
Nature of work generally includes legal research, attendance at trials and drafting
of briefs or legal memoranda. Students prepare term paper dealing with an aspect
of the law to which they have been exposed. Prerequisites: POLS 321, outstanding
work in law-related courses and permission. Every semester.
POLS 491 – Public Policy Internship (4) During summer or regular semesters,
students work as researchers and administrative assistants with policy implementing
government and non-governmental agencies. Prerequisite: permission. Every
semester.
POLS 492 – Internship Seminar (3) Conducted in conjunction with New York
State Senate and Assembly Internship Program or Washington Brockport Internship.
Students must complete all requirements of internship program (POLS 494) and an
in-depth term project or paper. Prerequisites: Junior-Senior status, permission.
Open to all majors.
POLS 494 – Political Science Internship (12) Conducted in conjunction with
New York State Senate and Assembly Internship Program or Washington Brockport
Internship. MUST be taken concurrently with POLS 492 for a maximum of 15 semester
hours combined. (Non-liberal arts credit). Prerequisite: Junior-Senior status, permission.
Open to all majors.
International or Comparative Politics Courses
POLS 328 – World Politics (4) Analyzes the evolution of international relations
and contemporary sources of violence. Emphasis is placed upon alternative approaches
(realism, idealism, neo-liberalism, structuralism, modernization, and
environmentalism) to the modern world system and selected issues. Prerequisite:
POLS 110 or 200.
POLS 330 – International Relations (4) An exploration of epistemological, theoretical,
research and policy trends in the field of International Relations; focusing on
contemporary debates among realists, Marxists, post-structuralists and feminists.
Prerequisite: POLS 328 or permission.
POLS 332 – Women and Politics (4) Explores impact of male-dominated politics on
women and development of feminist politics from U.S., international and comparative
perspective. Examines gender, race and class relations in politics of international
relations, state, workplace, community and family. Prerequisite: POLS 125, 200, or
328 or permission.
POLS 333 – Globalization in South Africa (4) Examines South African political life
and its economic context, with a focus on the dilemmas and opportunities created
by the increasingly interconnected world economy. Issues addressed include the
legacy of apartheid, the intersection of race and class in South Africa, and the unique
mix of “first world” and “third world” problems in South Africa. Africana Studies
elective. Prerequisite: POLS 110, 200, SOCI 101 or 110.
POLS 338 – International Human Rights (4) To provide students with an understanding
of the origins and the evolution of international issues through a study of
human rights. In particular, we will examine institutional struggles over policy definition
and application as exemplified in the various interpretations of the Universal
Declaration of Human Rights, the cultural context of international debate, and the
personal conflicting stories that challenge the myth of international relations as a
universalist story of human destiny. Prerequisite: POLS 200 or permission.
POLS 340 – International Environmental Policy (4) This course examines the
global context of problems and solutions to transboundary environmental issues.
The course focuses on the activities of the United Nations. It examines the critical
perspectives for collective action and examines in-depth issues like global warming,
biodiversity or acid precipitation.
Women’s Studies
WMST 100 – Approaches to Women’s Studies (3-4) Introduction to women’s
studies. Examines gender relations and feminist perspectives. Explores how to learn
from women’s lives and uses gender as a category of analysis. Note: recommended
that students take this gateway course first before taking electives in Women’s
Studies minor. Serves also as lower-division elective in Political Science as POLS 125.
Every semester.
Other Courses
POLS 195, 295, 395, 495 – Special Topics (1-4)
POLS 198, 298, 398, 498 – Tutorial (1-4)
Department of Psychology
Chair and Contact Person for All Majors and Minors:
Thomas J. Gerstenberger
Flagg 157, (315) 267-2608 (gerstetj@potsdam.edu)
Professors:
Victor J. DeGhett, Gregory Reichhart, David Smith, G. Terhune
Associate Professors:
Nancy Dodge-Reyome, Thomas J. Gerstenberger, William E. Herman,
Arlene M. Stillwell
Assistant Professors:
Heather M. Beauchamp, Debra Sue Pate, Richard W. Williams
Psychology Major
31 semester hours required.
Required Courses:
Credits
PSYC 100 Introduction to Psychology 3
PSYC 300 Research Methods in Psychology 4
___
7
Group I: 6
(two from the following)
PSYC 340 Human Learning and Memory
PSYC 380 Animal Behavior
PSYC 381 Biopsychology
PSYC 384 Cognitive Psychology
PSYC 385 Sensory Psychology I: Vision
or
PSYC 386 Sensory Psychology II: Hearing
PSYC 400 History of Psychology
Group II: 6
(two from the following)
PSYC 320 Advanced Child Psychology
or
PSYC 322 Mental Retardation
PSYC 330 Social Psychology
PSYC 370 Theories of Personality
PSYC 375 Abnormal Psychology
PSYC 390 Tests and Measurements
___
19
Elective Courses: 12
Excluding tutorials and internships
___
Total 31

school of arts and sciences – PSYCHOLOGY 123
Note:
Except for Tutorial Study, Internships and PSYC 125, any Psychology
course, including courses from Groups I and II, may be used as
electives. No course may be counted twice.
Cognate Requirements:
STAT 100 Probability and Statistics 3
(or MATH 125 or CIS 125 or PSYC 125)
Recommended Coursework Outside the Major:
Students are urged to consult with the chair and a departmental
advisor to ensure that educational and professional objectives are met.
Special Notes:
Excluding tutorials and internships, a minimum of 15 semester
hours in psychology must be earned at the upper-division level
(300-400). PSYC 300 and non-psychology cognate courses may
not be used to meet the upper-division requirement.
Students must earn a minimum grade of 2.0 in all psychology and
statistics courses used to satisfy psychology major requirements.
Transfer students must meet the following requirements:
1. Courses to be transferred into the major must be approved by the
department chair;
2. A minimum of 15 semester hours in Psychology must be taken
in residence;
3. At least four courses (13 semester hours) must be taken from
among PSYC 100, 300, 320, 322, 330, 340, 370, 375, 380, 381,
384, 385, 386, 390, 400.
Honors Psychology Program
31 semester hours required.
Description:
The Honors Program provides a formal program of study that
stimulates majors to become more personally and academically
involved in psychology. In the Honors Program, students gain
active experience in defending and challenging their own knowledge
and the knowledge of others, improve their skills in written and oral
communication, and work closely with faculty members and other
psychologists representing a broad range of specialties. Students gain
a greater understanding of academic and professional psychology
through the proposal, research writing and oral defense of an
Honors Thesis.
Required Courses:
Credits
PSYC 100 Introduction to Psychology 3
PSYC 300 Research Methods in Psychology 4
PSYC 494 Honors Seminar 3
PSYC 496 Honors Thesis Research I 3
PSYC One upper-division course
relevant to research topic
chosen under advisement 3
___
16
Group I: 6
(two from the following)
PSYC 340 Human Learning and Memory
PSYC 380 Animal Behavior
PSYC 381 Biopsychology
PSYC 384 Cognitive Psychology
PSYC 385 Sensory Psychology I: Vision
or
PSYC 386 Sensory Psychology II: Hearing
PSYC 400 History of Psychology
Group II: 6
(two from the following)
PSYC 320 Advanced Child Psychology
or
PSYC 322 Mental Retardation
PSYC 330 Social Psychology
PSYC 370 Theories of Personality
PSYC 375 Abnormal Psychology
PSYC 390 Tests and Measurements
Elective Courses: 3
(chosen under advisement)
___
Total 31
Cognate Course:
STAT 100 Probability and Statistics 3
(or MATH 125 or CIS 125 or PSYC 125)
Note:
A 6-semester-hour concentration must be taken in the thesis topic
area. Students are expected to plan this concentration in close consultation
with an Honors Program advisor. Courses may be selected
from Group I or Group II (listed above) or from other approved
departmental electives. In no instance, however, may students
count any course twice toward fulfilling the major requirement of
31 semester hours.
Recommended Coursework Outside the Major:
To ensure that educational and professional objectives are met,
students are urged to select courses in consultation with a departmental
advisor.
Special Notes:
Transfer students must file with the chair for approval of transfer
coursework. To graduate with the Honors Psychology Program
Concentration students must maintain a 3.25 grade-point average
overall and in their Psychology courses. Completion of the thesis is
required.
Psychology Minor
22 semester hours required. Closed to Psychology majors.
Description:
Because of the diversity within the field of psychology, the minor
has been carefully chosen to expose students to at least the following:
1) a general introduction to all major areas of psychology; 2) a

124 PSYCHOLOGY – school of arts and sciences
presentation of general experimental methods used in the collection
of data; 3) exposure to an experimental laboratory-based course; 4)
exposure to a social development-based course.
Required Courses:
Credits
PSYC 100 Introduction to Psychology 3
PSYC 300 Research Methods in Psychology 4
STAT 100 Probability and Statistics 3
(or MATH 125 or CIS 125 or PSYC 125)
___
Total 10
Elective Courses:
Electives* 6
Group I: 3
(one from the following)
PSYC 340 Human Learning and Memory
PSYC 380 Animal Behavior
PSYC 381 Biopsychology
PSYC 384 Cognitive Psychology
PSYC 385 Sensory Psychology I: Vision
or
PSYC 386 Sensory Psychology II: Hearing
PSYC 400 History of Psychology
Group II: 3
(one from the following)
PSYC 320 Advanced Child Psychology
or
PSYC 322 Mental Retardation
PSYC 330 Social Psychology
PSYC 370 Theories of Personality
PSYC 375 Abnormal Psychology
PSYC 390 Tests and Measurements
___
Total 22
*Except for Tutorial Study, Internships and PSYC 125, any psychology
course, including courses from Group I and II, may be used
as an elective.
Notes:
At least one-half of the total minor must be at the upper division
level. Transfer students must file with the psychology chair for
approval of transfer courses.
The following are suggested tracks of study for those students
interested in particular areas of emphasis:
Art Therapy
Abnormal Psychology, Drugs and Behavior, Counseling, Theories
and Methods, Tests and Measurements, Introduction to Psychosocial
Rehabilitation
Clinical/Counseling
Abnormal Psychology, Biopsychology, Counseling Theories and
Methods, Tests and Measurements, Introduction to Psychosocial
Rehabilitation
Cognitive Science
Cognitive Psychology, Human Learning and Memory, Biopsychology,
Sensory Psychology
Cognitive Development
Child Maltreatment, Mental Retardation, Child Development,
Cognitive Psychology
Developmental
Advanced Child Psychology, Psychology of Adolescence, Adulthood,
Middle-age and Aging
Graduate Directed
Students are advised to involve themselves in: Advanced Statistics,
Psychology Honors Program, Seminars in Psychology, Research in
Psychology Courses, Individual Research
School Psychology
Tests and Measurements, Educational Psychology, Abnormal Psychology,
Advanced Child Psychology, Human Motivation
Sports Psychology
Abnormal Psychology, Drugs and Behavior, Counseling Theories
and Methods, Introduction to Psychosocial Rehabilitation, Biopsychology.
Psychology Course Descriptions
Courses are offered each semester unless otherwise designated.
PSYC 100 – Introduction to Psychology (3) Survey of the science of psychology:
what psychologists do, methods they use, and conclusions they draw.
PSYC 125 – Probability and Statistics (3) Variability, uncertainty, description of
data, sampling, hypothesis testing, correlation and regression. Directed toward the
social, behavioral and biological sciences. Not open to students who have completed
another entry-level statistics course. Prerequisite: high school algebra or equivalent.
PSYC 195, 295, 395, 495 – Special Topics (1-12)
PSYC 198, 298, 398, 498 – Tutorial (1-3)
PSYC 220 – Child Development (3) Major issues, topics and theories of child
development with emphasis on early years.
PSYC 270 – Issues of Exceptionality (3) Human exceptionality: historical and
cross-cultural perspective.
PSYC 300 – Research Methods in Psychology (4) Introductory laboratory course
examining research methods, experimental designs and basic experimental theory.
Psychology writing style is developed using data from animal and/or human studies.
Lecture and lab. Prerequisites: PSYC 100, Introductory Statistics.
PSYC 301 – Teaching of Psychology (3) Tutoring students enrolled in various
psychology courses. Tutors work closely with instructor to learn more effective means
of teaching. Prerequisite: permission. (Non-liberal arts credit.) As demand warrants.
PSYC 313 – Cognitive Development (3) Designed to explore cognitive development
during childhood and adolescence. Focuses on changes in children’s thinking
that occur over time in a variety of domains. Topics: current approaches and theories
of cognitive development, developmental changes in memory, perception and
language; assessment of intelligence and creativity; cognitive bases of such social
phenomena as perspective taking and moral reasoning. As demand warrants.
PSYC 320 – Advanced Topics in Child Development (3) Theories of human
development, study of the child in various contexts (e.g., school, home), cognitive
development. Prerequisites: PSYC 100 and 220. Offered occasionally.

school of arts and sciences – PSYCHOLOGY 125
PSYC 321 – Psychology of Adolescence (3) Developmental characteristics and
theories of adolescent behavior. Emphasis on empirical research. Prerequisite:
PSYC 100 or 220.
PSYC 322 – Mental Retardation (3) Causes, assessment techniques, etiological
classification and theories of retardation. Prerequisites: PSYC 100 and 220 or
permission. Fall only.
PSYC 323 – Adulthood, Middle Age and Aging (3) Psychological, biological and
sociological aspects of development from early adult years to death. Theories of
aging and bio-physiological aspects of aging. Prerequisites: PSYC 100 and 220.
Offered occasionally.
PSYC 330 – Social Psychology (3) An introduction to the social side of human
behavior. Topics include: aggression, prejudice, attitudes, group behavior, attraction
and relationships. Prerequisites: PSYC 100, 300.
PSYC 337 – Audiologic Principles in Hearing (3) Acoustics, anatomy and
physiology of the ear; theories of hearing, hearing disorders and their treatment.
Basic methods of audiometric testing with limited practicum and observation in a
clinical setting. As demand warrants.
PSYC 340 – Human Learning and Memory (3) This course will provide an overview
of the scientific and theoretical approaches to the basic principles of human learning
and memory. Particular emphasis will be placed on how these principles apply to
educational and therapeutic settings. Prerequisites: PSYC 100 and 300. Spring.
PSYC 350 – Educational Psychology (3) Human behavior in educational settings:
the effective teacher, role of motivation, use of tests and testing, exceptional
children, learning, teacher roles, classroom management and control. Prerequisites:
PSYC 100, Junior standing.
PSYC 361 – Elements of Behavior Modification (3) Basic principles of behavior,
their application to human behavior, the influence of social and physical environments
and modification of behavior in natural and institutional settings. Prerequisite:
PSYC 300 or permission. Offered occasionally.
PSYC 363 – Psychology of Women (3) A survey of women’s psychological
development from infancy through adulthood and how it is influenced by social and
biological factors relevant to women. This course is usually conducted as a seminar.
Offered occasionally.
PSYC 364 – Counseling Theory and Methods (3) Provides an introduction to the
major historical theories of counseling and some of the counseling methods used by
proponents of these theories. Prerequisite: PSYC 370.
PSYC 370 – Theories of Personality (3) Exposition and critical examination of the
major schools of thought in personality theory. Prerequisites: PSYC 100 and 300 plus
3 hours in psychology.
PSYC 375 – Abnormal Psychology (3) An in-depth investigation into the symptoms
and causes of the major diagnoses in use today. Included is the concept of “mental
health” vs. “mental illness” and the major theories of abnormality. Prerequisite:
PSYC 100.
PSYC 377 – Forensic Psychology (3) This course covers the major issues related
to psychology and the law. It covers such topics as: expert testimony, eyewitness
accounts, false memory, lie detection, malingering, jury selection, criminal profiling,
interviewing techniques, and the use of psychological testing. It is expected that
students will gain a psychological understanding of the legal system. Prerequisite:
PSYC 100.
PSYC 380 – Animal Behavior (3) Behavioral adaptations found in broad sampling
of vertebrate and invertebrate animal species. Emphasis on systems involved in
survival and adaptation. Prerequisite applies to majors only: PSYC 300.
PSYC 381 – Biopsychology (3) Neurophysiological bases of psychological processes.
Basic anatomy, chemistry and cell electrophysiology, as related to behavior are
emphasized. Sensory processes, sleep and sex are also discussed. Prerequisites:
PSYC 100, 300.
PSYC 382 – Biopsychology Laboratory (3) Advanced instruction and laboratory
exercises in human and non-human physiological psychology using contemporary
instruments, techniques and methodologies. Prerequisite: PSYC 381. As demand
warrants.
PSYC 384 – Cognitive Psychology (3) Cognitive psychology involves the experimental
study of mental representation and processing in its various manifestations:
cognitive science, attention, pattern recognition, reasoning, problem solving, cognitive
development, artificial intelligence, and linguistic processing. Prerequisites:
PSYC 100 and 300. Fall.
PSYC 385 – Sensory Psychology I: Vision (3) Processes by which physical stimuli
are translated into psychological phenomena and organized into perceptions.
Emphasis on vision, taste, touch, smell. Prerequisite: PSYC 300. Fall.
PSYC 386 – Sensory Psychology II: Hearing (3) Transforming acoustic vibrations;
encoding and perceiving them as tones, noise, speech, etc. Topics: sound and middle
ear function, anatomy and electrophysiology of inner ear and nervous system,
psychoacoustic measurement of pitch and loudness, masking, critical bandwidth,
frequency discrimination, binaural hearing and perception. Prerequisite: HSAU 337
or PSYC 381 or 385 or permission. Spring.
PSYC 390 – Tests and Measurements (3) Principles of psychological testing and
assessment. Test construction and evaluation, clinical techniques, evaluation and
comparison, and ethical questions related to these methods. Prerequisites: course
in statistics and Junior or Senior standing. Offered occasionally.
PSYC 392 – Experimental Psychology (4) Basic experimental design for research
in some or all of the modern areas of experimental psychology. As demand warrants.
PSYC 400 – History of Psychology (3) Why is psychology the way it is Where did
it come from and where is it going Recommended for potential graduate students.
Prerequisites: PSYC 340 and 370. Offered occasionally.
PSYC 401 – Seminar on Evolution (3) Implications and applications of evolutionary
theory. Paleontological, biological and behavioral evidence for evolution, and impact
on natural and social sciences. Prerequisites: Junior or Senior standing and permission.
Cross-listed with the Geology Department. Fall only.
PSYC 415 – Research in Psychology (3) Guided research in area chosen by instructor.
Topics announced as course is offered. No more than 3 credits of Research in
Psychology may be used as elective in psychology, and no more than 6 credits may
be taken in student’s career. Prerequisites: Junior or Senior standing and permission
of instructor. Offered occasionally.
PSYC 416 – Research in Psychology (2) Same as PSYC 415.
PSYC 417 – Research in Psychology (1) Same as PSYC 415.
PSYC 424 – Child Maltreatment (3) Exploring the field of knowledge pertaining
to child and adolescent maltreatment with emphasis on understanding the impact
of maltreatment on child/adolescent development. The course is a seminar with
considerable student participation expected. Offered occasionally.
PSYC 444 – Internship in Psychology (1-5) Student-arranged internship provides
direct experience and training in human service settings. Prerequisite: instructor
permission and Junior or Senior standing (Non-liberal arts credit). As demand
warrants.
PSYC 445 – Internship in Psychology (6-12) Same as PSYC 444.
PSYC 480 – Sociobiology (3) Central theoretical structure of sociobiology, data
supporting the theory, implications of the theory and criticisms. Human and animal
social behavior. Prerequisite: PSYC 380 or permission. As demand warrants.
PSYC 493 – Seminar in Psychology (3) Student selection of topics determines
content. Instructor presents current issues in psychology throughout semester.
Prerequisites: Junior or Senior standing, at least 12 semester hours in psychology
or permission. Offered occasionally.
PSYC 494 – Honors Seminar (3) Student selection of honors topics determines
content. Current issues in psychology are discussed. Spring.
PSYC 496 – Honors Thesis Research I (3) Selection, preparation and beginning
of Honors Thesis. As demand warrants.
PSYC 499 – Honors Thesis Research II (3) Completion and defense of written
Honors Thesis. As demand warrants.

126 SOCIOLOGY – school of arts and sciences
Department of Sociology
Chair and Contact Person for All Majors and Minors:
Frank McLaughlin
Satterlee 311, (315) 267-2566 (mclaugfh@potsdam.edu)
Professors:
Frank McLaughlin, SUNY Distinguished Service Professor; Judith
Marcus, J. Patrick Turbett
Associate Professors:
Jacqueline Goodman, Korni Swaroop Kumar, Yaw Oheneba-Sakyi
Assistant Professors:
Nancy Lewis-Horne, Heather Sullivan-Catlin
Sociology Major
30 semester hours required.
Description:
Sociology is the study of human society and social behavior. People
who study sociology will understand the connections among the
facets of everyday life. Sociologists analyze social institutions such
as family, education, medicine, religion and politics. They examine
the role that race, gender, ethnicity, age and social status play in our
daily life. With skills in analysis, critical thinking and communication,
sociology majors enjoy careers in many fields.
Required Courses:
Credits
SOCI 101 Introduction to Sociology 3
SOCI 300 Sociological Perspectives:
Introduction to Theory 3
SOCI 315 Research Methods 3
SOCI 475 Senior Seminar 3
___
12
Elective Courses: 18
___
Total 30
Cognate Requirement:
(a Statistics course) 3
Notes:
1. It is necessary to complete 10 courses (30 credits) in the major,
each at the 2.0 level or above. For any course in which a 2.0 is not
received, the student must complete an additional sociology
course at the 2.0 level or above.
2. At least 15 credits in sociology, with at least a 2.0 in each course,
must be completed in residence.
3. At least 15 credits in sociology, with at least a 2.0 in each course,
must be upper-division (i.e., 300 or 400 level).
Recommended Coursework Outside the Major:
Consult with a departmental advisor.
Interdisciplinary Criminal Justice Major
32-35 credit hours required.
Description:
Criminal Justice is the study of crime: its perpetrators, its prosecutors,
and the social, political and economic phenomena underlying each.
The Criminal Justice major provides a broad interdisciplinary, liberal
arts orientation with course requirements in Philosophy and Politics,
in addition to traditional offerings in Sociology. This interdisciplinary
program will ensure that Criminal Justice graduates acquire
knowledge in the social, political and ethical aspects of justice.
Required Core Courses:
Credits
POLS 312 Crime and Justice 4
POLS 321 Politics and the Judicial Process 4
SOCI 345 Criminology 3
SOCI 435 Corrections and Punishment 3
SOCI 455 Deviance and Social Control 3
PHIL 120 Introduction to Ethics 3
PHIL 332 Philosophy of Law
or
PHIL 333 Philosophy of Justice 3
___
23
Required Methods Course:
SOCI 315 Research Methods 3
or
POLS 341 Political Analysis and Methods 4
Electives: 6-8
(two from the following*)
ANTP 380 Osteology and Forensic Anthropology I 3
ANTP 381 Osteology and Forensic Anthropology II 3
CHEM 315 Forensic Science 3
POLS 412 Constitutional Law 4
POLS 413 Civil Liberties I 4
POLS 490 Legal Internship 4
POLS 491 Public Policy Internship 4
PSYC 321 Adolescence 3
PSYC 377 Forensic Psychology 3
PSYC 424 Child Maltreatment 3
SOCI 380 Family Violence 3
SOCI 385 Sociology of Troubled Youth 3
SOCI 386 Victimology 3
SOCI 387 Sociology of Policing
SOCI 3XX Women & Crime 3
SOCI 450 White Collar and Organized Crime 3
SOCI 470 Field Research/Practicum 3-6
Cognate Requirement:
A statistics course. 3
*New electives will be added to list.
____
Total 32-35

school of arts and sciences – SOCIOLOGY 127
Criminal Justice Minor
18-21 semester hours required. Open with restrictions to sociology
majors.
Description:
The Criminal Justice Minor is an integrated interdisciplinary
sequence of courses in the behavioral and social sciences focusing on
the problem of crime. Criminology, as taught within the discipline
of the minor, is broader conceptually and relevant to an analysis of
criminal justice theory and practice, e.g., issues of prevention,
control, legislation and sanctions, which of necessity rely upon a
mix of approaches from cognate disciplines.
This minor – in conjunction with majors in cognate disciplines –
enhances potential and background for career-entry employment in
one of the subsystems of the criminal justice system, e.g., adult or
juvenile corrections, law enforcement and security.
Required Courses:
Credits
SOCI 345 Criminology 3
SOCI 435 Sociology of Corrections and Punishment 3
SOCI 455 Sociology of Deviance and Social Control 3
SOCI 470 Field Research/Practicum 3
___
Total 12
Special Note:
Requirements for Field/Research Practicum SOCI 470: students
must have a minimum overall cumulative grade-point average of 2.5
in their minor courses to be selected for the practicum. If students do
not meet this requirement, it is understood that they will take
additional courses in consultation with their minor advisor.
Elective Courses:
(selected after consultation with advisor) 6-9
Supplemental Recommended Courses:
(students are strongly encouraged to select a number of electives
from among the following)
STAT 100 Statistics (MATH 125/PSYC 125/CIS 125
Probability and Statistics I) 3
COMM 324 Persuasive Speaking 3
CIS 233 Scientific Programming 3
ECON 305 Consumer Economics 3
COMP 304 Technical Writing 3
POLS 491 Public Policy Internship 4
SOCI 305 Sociology of the Family 3
PSYC 390 Tests and Measurements 3
SOCI 301 Complex Organizations 3
POLS 413 Civil Liberties 4
PHIL 314 Contemporary Moral Issues 3
SUNY Canton College of Technology:
Introduction to Criminal Justice
Introduction to Criminal Law I or II
Society and Human Services Minor
21 semester hours required. Open with certain restrictions to all
majors. No more than 6 semester hours of this minor may be
counted toward the following majors: political science, psychology
or sociology.
Description:
The Society and Human Services Minor is an interdisciplinary
minor offered principally within the Departments of Sociology,
Psychology and Political Science.
The minor provides an opportunity for students to develop a critical
evaluation of the human services area through examination of the
related disciplines. An appreciation for differing perspectives and an
understanding of values and their effects are also gained.
Required Courses:
Credits
(three of the following)
SOCI 325 Sociology of Social Services 3
PSYC 364 Counseling Theory/Methods 3
(plus one of the following)
POLS 323 Politics of Social Welfare 4
or
POLS 410 Politics of the Family 4
____
10
In addition to the required courses above, students must select one
of the following options:
Child Welfare:
PSYC 220 Child Development 3
or
SOCI 305 Sociology of the Family 3
(plus two of the following)
PSYC 323 Psychology of Adolescence 3
PSYC 424 Child Maltreatment 3
SOCI 380 Family Violence 3
SOCI 385 Sociology of Troubled Youth 3
SOCI 445 Crime and Delinquency 3
Health Care Settings:
SOCI 320 Work and Complex Organization 3
or
SOCI 375 Women and Work 3
(plus two of the following)
SOCI 390 Mental Health 3
SOCI 465 Health and Illness 3
HLTH 430 Human Disease: Patterns,
Preventions and Intervention 4
Gerontology:
PSYC 323 Adulthood, Middle Age & Aging 3
SOCI 335 Sociology of Aging 3
(plus one of the following)
SOCI 330 Social Thanatology 3
HLTH 331 Death and Dying 3
Elective Courses:* 3-6
___
Total 22

128 SOCIOLOGY – school of arts and sciences
*Note:
Electives may be chosen from the two options not selected or from
the following list of supporting courses:
Supporting Courses:
PSYC 270 Issues in Exceptionality (3)
PSYC 322 Mental Retardation (3)
PSYC 330 Social Psychology (3)
PSYC 361 Elements of Behavior Modification (3)
PSYC 370 Theories of Personality (3)
PSYC 375 Abnormal Psychology (3)
PSYC 390 Tests and Measurements (3)
PSYC 424 Child Maltreatment (3)
SOCI 355 Individual and Society (3)
HLTH 250 Drug Studies (2)
HLTH 300 Critical Issues in Human Ecology (3)
HLTH 325 Alcohol Studies (3)
HLTH 331 Death and Dying (3)
SOCI 302 Alcohol in Society
SOCI 310 Racial and Cultural Minorities
SOCI 380 Family Violence
SOCI 386 Victimology
SOCI 420 Social Class and Social Mobility
SOCI 470 Field Research/Practicum (3-6)
Sociology Course Descriptions
Courses are offered each semester unless otherwise designated.
Note:
SOCI 101 is a prerequisite for all upper-division sociology courses.
SOCI 101 – Introduction to Sociology (3) Sociology as study of human behavior,
social groups, socialization, stratification and social change; a consideration of
basic social institutions.
SOCI 102 – Contemporary Social Problems (3) American capitalism; nature of
sexual, racial and economic inequality; contemporary American institutions: family,
educational systems and systems of social control; and American culture.
SOCI 110 – Introduction to Africana Studies (3) A survey of the historical, economic,
cultural, and social experiences of African peoples (i.e., the peoples of Africa and
those peoples of the Americas who are descendants of Africans), and the knowledge
of their presence, roles, and cultural contributions in the American historical milieu.
By focusing on the life experiences of African peoples, this course seeks to provide
knowledge and skills necessary to understand institutional arrangements and
cultural construction that impact upon the current conditions of black communities
in Africa, the U.S., the Caribbean, South America and elsewhere. Fall.
SOCI 195, 295, 395, 495 – Special Topics (3)
SOCI 198, 298, 398, 498 – Tutorial (1-3)
SOCI 300 – Introduction to Theory (3) Origin and development of sociological
ideas in 19th century and their expression in multiple orientations and viewpoints
of 20th century American sociology.
SOCI 301 – Complex Organizations (3) Theory and research findings relevant to
formal organizations. Analysis of bureaucracy and decision-making in large-scale
organizations. As demand warrants.
SOCI 302 – Alcohol in Society (3) The past and present roles of beverage alcohol in
societies throughout the world; theories of alcohol use and abuse; major controversies
in the alcohol field. As demand warrants.
SOCI 305 – Sociology of the Family (3) Family as social institution. Emphasis on
structure and function of family; cross-cultural comparisons; analysis of contemporary
American family systems.
SOCI 309 – Sociology of Culture (3) Investigates the relationship between social
structures and cultural expressions. Emphasis will be on literature, art, the media
and popular culture. As demand warrants.
SOCI 310 – Racial and Cultural Minorities (3) Factors involved in intergroup
relations; principal minority groups in United States, research findings in prejudice
and discrimination; programs aimed at amelioration of intergroup tensions.
SOCI 313 – Third World Cultures (3) This course introduces students to cultural
variation and fragmentation among the areas of the world referred to as the Third
World. Geographically, the notion is identified with non-western cultures of Africa,
Asia the Caribbean and Latin America. Emphasis is on how the Third World shapes
and alters the lives of ordinary Americans at work and play. Whenever possible,
faculty and students from Third World countries are involved in the course as guest
speakers. As demand warrants.
SOCI 314 – Computer Applications in the Social Sciences (3) This course is
designed to provide the knowledge and skills to understand and use contemporary
computer technology in social science. Selected software types will be used to
demonstrate computer usage in research and other social science work. Course
topics include: data collection, presentation and management, using computers
qualitative and quantitative data analyses, using and researching the internet,
simulations and ethical issues in computing.
SOCI 315 – Research Methods (3) Research design in sociology: formulation of
research problems, hypotheses, data-gathering techniques, measurement of variables
and statistical analysis.
SOCI 320 – Work and Complex Organizations (3) An examination of change in
organization of work influenced by workers, management and global economic
forces. Topics include: scientific management, human relations, employee involvement,
deindustrialization, occupational hazards, gender and race relations, underground
economy, influences of work in Japan, Sweden and Mondragon on U.S. Fall or Spring.
SOCI 325 – Sociology of Social Services (3) Organized and emerging public and
private social service and social welfare efforts in terms of sociological and social
science literature. Fall or Spring.
SOCI 330 – Social Thanatology (3) Sociological and social-psychological aspects
of dying and death; demography of death and its consequences for society; changing
attitudes toward dying and death; medical personnel and dying; suicide and euthanasia;
problems in defining when death has occurred; and functions of funerals. Spring.
SOCI 333 – Technology and Society (3) Pessimistic assessment of the technological
society, its threat to the core values of western civilization that looks to
extend individuality, freedom, equality and toleration. Attacks misuse of scientific
and technological reason in the area of the social. As demand warrants.
SOCI 335 – Sociology of Aging (3) Social processes and problems of aging.
Changes in age structure of society and how it affects societal institutions. Issues
of older individuals: health, finances, work, sex, death and social policy. Fall.
SOCI 337 – Music and Society (3) The purpose of this course is to provide students
with insight into the various functions popular music has in constructing, influencing,
and maintaining human life. As a form of secondary socialization, media presentations
of popular music from the Big Band era to the present will be examined through
the lenses of the theoretical perspective of Symbolic Interactionism. An historical
retracing of the rise of popular music will be provided as grounding for examinations
of current styles. As demand warrants.
SOCI 340 – Environment and Society (3) An examination of worldwide environmental
crisis. Topics: energy, non-renewable resources, hazardous wastes, the
ecological implications of technological change, agricultural and food issues, in the
context of social systems, beliefs and institutions. As demand warrants.
SOCI 345 – Criminology (3) This course introduces the concepts of criminology,
focusing on definitions and different approaches to understanding these phenomena.
Social and psychological explanations of criminal acts as well as the topologies of
crimes will be included. Fall.
SOCI 355 – Individual and Society (3) Social influences on individuals. Socialization
and development of the self. Authoritarianism, symbolic interactionism,
dramaturgy. Shaping of identity in post-modern society. As demand warrants.

school of arts and sciences – SOCIOLOGY 129
SOCI 361 – Race and the City (3) Course focuses on the ways in which the global
economy has effected racial and ethnic change in the European and North American
city. It will additionally focus on ways in which the city is divided by race and
ethnicity in the areas of housing, education, work, health care, welfare and crime
among others. As demand warrants.
SOCI 365 – Sociology of Sex Roles (3) Traditional sex roles in America: inherent
advantages and disadvantages. Socialization processes through which children
learn the culturally appropriate masculine and feminine behavior patterns. Spring.
SOCI 375 – Women and Work (3) This course will examine different issues
concerning “women’s work”: biological determination of the division of labor; the
origin of women’s subordinate role in the workplace; the work experience of women
of different classes and races; occupational sex segretation; sexual harassment; the
gender gap in wages; and women in the professions. Spring.
SOCI 380 – Family Violence (3) Violent phenomena in families. Theories of violence
and extant research findings. Emphasis on child, spouse and elder abuse. Policies
and programs which respond to family violence. Spring.
SOCI 385 – The Sociology of Troubled Youth (3) This course explores, describes
and analyzes various societal influences that shape young people toward or away
from criminal and deviant involvements. Substantive topics include processes of
subcultural formation, various meanings of style, influences of popular culture,
media and technology, the family, school experiences, peer influences, part-time
jobs, sports involvement, youth gangs, correctional facilities, and selected case
studies. Prerequisite: SOCI 101. Fall or Spring.
SOCI 386 – Victimology (3) This course will provided students with an introduction
to the sociological study of the experience of victims in North American society. As
demand warrants.
SOCI 387 – Sociology of Policing (3) Examines the processes and structures of
policing in North America. Attention will be paid to the development of an analytic
framework that incorporates historical, legal, economic and sociological perspectives.
As demand warrants.
SOCI 390 – Sociology of Mental Illness (3) Social influences on field of mental illness
and mental health. Definition, causes and treatment of mental illness. Emphasis on
current theories of mental illness, client rights, emerging trends in therapy and
relationship between mental illness and crime. Fall.
SOCI 400 – Social and Cultural Change (3) Socio-cultural forces accelerating or
retarding social change. Emphasis on those which are operative in contemporary
societies. As demand warrants.
SOCI 401 – Sociology of Rural Community (3) People’s clustering together in
space; social/historical analysis of specific American types: the industrial town,
“small” towns, suburbias; alternative communities as religious, political or cultural
experiments. As demand warrants.
SOCI 405 – Religion in American Society (3) Interrelationships of religion and
American life; religious evolution; broadening value consensus; religion as cultural
system; civil religion; institutional role versus prophetic role; religious organization.
As demand warrants.
SOCI 406 – Advanced Data Analysis (3) Emphasis on data analysis. File construction
and maintenance, data interpretation and statistical analysis. As demand warrants.
SOCI 415 – Sociology of Education (3) Social institution of education. Focus on
functions and outcomes of educational process. Effects of major historical trends on
nature of education. Inter-relationship with other social institutions. As demand
warrants.
SOCI 420 – Social Class and Social Mobility (3) Systems of stratification. Emphasis
on contemporary American system; criteria and indices of position; changing patterns
in social mobility; social class and behavior patterns. Fall.
SOCI 426 – History of Sociology (3) Selected topics in development of American
sociology from a sociology of knowledge perspective. Prerequisite: SOCI 300. As
demand warrants.
SOCI 430 – City and Society (3) Factors associated with development of urban
communities; characteristic urban institutions, suburban development; urban planning;
ecological processes. As demand warrants.
SOCI 435 – Correction and Punishment (3) Programs, processes, changing
orientations and resistance to innovation in corrective system. Adjudication through
probation, incarceration and parole; reintegration of offender; effects on inmates,
administrations, policy makers and general public. Fall.
SOCI 440 – Sociology of Revolutionary Change (3) Sociological theories of
revolution applied to study of concrete revolutionary circumstances. Emphasis on
classes before, during and after revolutionary movements. As demand warrants.
SOCI 450 – White-Collar and Organized Crime (3) Sociological examination of
two pervasive forms of illegal behavior; focus: complex interrelationship of crime
patterns to social, economic and political structures and cross-national aspects.
Major emphases: analyses of recent research related to organizational facets of
white-collar crime in corporate, professional and political dimensions; three major
areas of organized criminal patterns, myths and reality of this aspect of the crime
problem. As demand warrants.
SOCI 455 – Deviance and Social Control (3) Social definitions of deviance, i.e.,
changing perspectives and concepts related to legal and non-legal nonconformity.
Relevant changing justifications and arrangements for social control. Socio-historical
case-study approach analyzes and describes various types of deviant behavior. Spring.
SOCI 456 – Political Sociology (3) Political behavior. Emphasis on participation of
individuals in political enterprise. Political socialization and public opinion formation;
consequences of such phenomena as stratification, alienation and authoritarianism.
Prerequisite: permission. As demand warrants.
SOCI 460 – Population Studies (3) Interrelationship of population structure and
processes and socio-cultural phenomena; social demographic theory, methods and
measurement applied to processes of fertility, mortality and migration; international
population change. As demand warrants.
SOCI 465 – Sociology of Health and Illness (3) Aspects of illness behavior and
interface of individuals and health care system. Epidemiology of disease, approaches
to wellness, and health care policy are also examined. Spring.
SOCI 470 – Field Research/Practicum (1-6) Field study of situations or problems
of sociological significance within organizational settings, under supervision of
faculty member. Prerequisites: SOCI 315, appropriate upper division sociology
coursework, and permission. SOCI 301 or 320 strongly recommended. May be taken
twice, but no more than 6 semester hours counted for major.
SOCI 472 – Sociological Internship (6 or 9) Fieldwork placement at an agency
of student’s choice under supervision of faculty member. A field study of organizational
situations, problems and/or issues will be completed. Taken concurrently
with SOCI 470. Prerequisite: SOCI 315, appropriate upper division coursework and
permission. Credits do not count toward major elective hours. (Non-liberal arts credit.)
SOCI 473 – Service Learning Africa (3) SUNY Potsdam and Canton, in conjunction
with Operation Crossroads Africa, offer a unique opportunity to live and work
in an African community and earn college credit. Students participate in group-oriented
cultural exchange and community development projects in Africa developed and
supervised by OCA. Potsdam faculty provides academic orientation and research
guidance. Projects typically involve village, town or city. Students will live in the
community participating in its daily life.
SOCI 475 – Senior Seminar (3) Methodology of sociological research; individual
and cooperative investigation of selected topics; presentation and critique of findings.
Prerequisites: Senior standing and permission.

130 community health – school of education AND PROFESSIONAL STUDIES
School of Education and Professional Studies Dean:
Dr. William Amoriell
Satterlee 115, (315) 267-2515, FAX: (315) 267-4802
Departments:
Community Health
Information and Communication Technology
Teacher Education
Offices:
Office of Graduate Studies
Office of Teacher Education Student Services
Facilities:
Center for Science, Mathematics and Technology Education
Computer Lab
Rebecca Sheard Literacy Center
Center for Rural Education
Department of Community Health
Chair:
Kathleen O’Rourke, Maxcy P259, (315) 267-2306
Assistant Professors:
Maureen McCarthy, Kathleen O’Rourke, Laurel Sharmer,
Mark Simon
Community Health Internship Coordinator:
Robin Rhodes-Crowell
Community Health Major
The Community Health major will prepare undergraduate students
for employment in the community health education, health promotion,
prevention and education professions. Students will also have
the academic background necessary to apply for graduate studies in
Health Sciences. Graduates from this program will gain the skills
necessary to develop educational programs for specific groups and
act as a health resource to individuals and organizations. The occupational
opportunities available to graduates of the program are varied
and include, but are not limited to: community health education,
public health education, substance use prevention, health educatorshospital
and health care setting, HIV education, hospice, therapeutic
recreation, corporate fitness, alcohol education, elder care settings,
adolescent health, nutrition education, and occupational health
and safety.
One of the overall goals of health as an academic field is to create a
sense of health and well-being in communities by providing education
regarding prevention of disease through positive health
behaviors, as opposed to treatment after the fact. Prevention of
illness and injury through education is proven to decrease the
prevalence of the major health risks in the United States today.
Currently, nine of the ten leading causes of death in the country are
lifestyle related. According to the Federal Government’s “Healthy
People 2000” document, two out of every three deaths and one in
three hospitalizations in the U.S. are linked to six main risk factors,
which are all preventable: tobacco use, alcohol abuse, accidents,
high blood pressure, obesity, and gaps in medical screening.
Community Health Major Requirements
The Community Health major requires students to successfully
complete 25 core course credits, 9 credits in a concentration area,
and a 12-credit internship. Students who wish to declare the
Community Health Major must write an entrance essay. Students will
declare the major, and immediately following, complete the essay.
The essay is evaluated and scored by faculty members, the student’s
identity remains anonymous. Students who earn 75% or above will
not be required to take an additional writing course. Students who
earn below 75% must take a writing course specified by the faculty
and pass with a 2.0 or higher. Before being allowed to register for the
internship, students must have a 2.5 grade point average overall in
classes required for the major, and must have at least a 2.0 in each
individual class.
Required Courses:
Credits
HLTH 165 Health: A Lifestyle Approach 3
HLTH 185 Epidemiology and Biostatistics 3
HLTH 250 Drug Studies 3
HLTH 333 Human Nutrition 3
HLTH 361 Introduction to Community Health 3
HLTH 430 Human Disease: Patterns,
Prevention and Intervention 4
HLTH 470 @Program Planning 3
HLTH 480 @Program Implementation and Evaluation 3
HLTH 490 @Internship 12
Bachelor of Science Degree:
Credits from core courses in Community Health 37
Credits from concentration or sequence
of pre-approved courses 9
___
Total 46
Note:
Seventy-five liberal arts credits are required for the B.S. degree. General
Education requirements are the same as for the B.A. program.
Cognates:
BIO 107 Human Biology 3
BIO 120 Microbes and Human Welfare 4
BIO 210 Human Anatomy and Physiology 4
___
11
Concentrations within the Community Health Major:
A concentration of 9 credits in addition to the core courses is
required for the Community Health B.S. major degree. Students
must choose a concentration and work with their advisors to
develop courses to meet their individual needs. Students may design
their own concentration in conjunction with their advisor and
approval of the Community Health Faculty. This alternative course
sequence must be initiated by completing an alternative concentration
approval form and must be approved by the advisor and the
Community Health Faculty prior to beginning the sequence.

school of education AND PROFESSIONAL STUDIES – community health 131
Adolescent Health and Gerontology:
Credits
HLTH 325 Alcohol Studies 3
HLTH 331 Death and Dying 3
HLTH 395 Sexual Health 3
PSYC 321 Psychology of Adolescence 3
PSYC 323 Adulthood, Middle Age and Aging 3
SOCI 335 Sociology of Aging 3
SOCI 445 Crime and Delinquency 3
Workplace Wellness and Recreation:
HLTH 205 @Safety and First Aid 3
HLTH 300 Critical Issues in Human Ecology 3
HLTH 425 Exercise and Sport Physiology 3
HLTH 445 Therapeutic Recreation for
Special Populations 3
WILD 350 Outdoor Education Program Planning 3
WILD 225 @Outdoor Education 3
PE 326 @Health and Sports Medicine 4
Community Health Minor
Requirements:
A minimum of 20 hours of credit to be taken in the Department of
Community Health are required of all students seeking a Community
Health Minor. Students must earn at least a 2.0 in each course
to receive credit for the courses towards the minor. Fourteen of these
credit hours must include the following:
Courses:
Credits
HLTH 165 Health: A Lifestyle Approach 3
HLTH 250 Drug Studies 3
HLTH 333 Human Nutrition 3
HLTH 361 Introduction to Community Health 3
HLTH 475 Seminar 2
The remaining six credit hours may be elected from the following
courses:
HLTH 205 First Aid 3
HLTH 231 Death and Dying 3
HLTH 300 Critical Issues in Human Ecology 3
HLTH 325 Alcohol Studies 3
HLTH 395 Selected Topics 3
HLTH 430 Human Disease 4
HLTH 498 Independent Tutorial 3
Registration:
Candidates for the Health Science Minor must have Junior status.
To declare the minor see the Chair of Community Health.
Wilderness Education Minor
Contact person:
Mark Simon (315) 267-3130 (simonm@potsdam.edu)
23 credit hours required.
Web page: www.potsdam.edu/wilderness/outdoor.program.htm
Wilderness Education is specialized preparation for individuals to
become leaders and educators in wild land settings. Since the 1960s
when wilderness areas were first designated on public lands in the
United States, there has been a steady increase in wilderness use by
the general public, as well as organized groups. These groups,
termed Wilderness Experience Programs, typically use wilderness
for education, personal development or therapy.
The field of Wilderness Education has also grown and matured in
response to a growing industry. Today there are more than 700
Wilderness Experience Programs across the United States with a
growth rate of about 15 percent per year. This program has a strong
field component that takes advantage of the Adirondack Park and
wildland areas in SUNY Potsdam’s backyard.
Required Courses:
Credits
WILD 220 Wilderness First Responder 4
WILD 225 Outdoor Education 3
WILD 340 Wilderness Leadership I 4
WILD 345 Wilderness Leadership II 4
WILD 350 Outdoor Education Program Planning 3
Students will choose one of the following two courses:
GEOL 101 Environmental Geology 3
BIOL 106 Environmental Biology 3
Students will choose two of the following four courses:
WILD 140 Backpacking 1
WILD 147 Winter Camping 1
WILD 170 Rock Climbing 2
WILD 175 Ice Climbing 1
–––
Total 23
See page 134 for Wilderness Education course descriptions.
Community Health Course Descriptions
Community Health Major Required Courses:
HLTH 165 – Health: A Lifestyle Approach (3) A critical analysis and overview of
the interrelatedness of the social, emotional and physical elements of one’s
lifestyle. Topics such as physical fitness, nutrition, sexuality, environmental health,
stress management, and substance use prevention will be discussed relative to their
role in individual and community health concerns.
HLTH 185 – Epidemiology and Biostatistics (3) Introduction to principles and
methods of epidemiology and biostatistics used to study etiology, distribution and
control of disease.
HLTH 250 – Drug Studies (3) Examination of the physiological, psychological,
economic, social and cultural problems related to use and abuse of psychoactive
substances. Misconceptions, beliefs, and various sources of information are critically
evaluated in order to establish a sound basis for personal decision making.
Teaching techniques, group dynamics, and non-chemical alternatives to drugs are
explored as preventative tools.
HLTH 333 – Human Nutrition (3) Designed to acquaint the student with the basic
principles of nutrition including a study of the nutrients, their functions and sources,
the application of nutrition principles to the various stages of the human life cycle,
the question of food safety in terms of additives, residues, and natural toxicants, and
the area of nutrition quackery. Students will become involved in self-evaluation
projects and group discussions which will enable them to apply the basic principles
to their daily eating habits and lifestyles.
HLTH 361 – Introduction to Community Health (3) This course outlines the
history, evolution and status of the practice of health education among groups of
people who define themselves as a community. There is a focus on health behaviors,
environmental influences, health policy, and economic and health care system
issues in health promotion and disease prevention. Prerequisite: HLTH 165.

132 community health – school of education AND PROFESSIONAL STUDIES
HLTH 430 – Human Disease: Patterns, Prevention and Intervention (4)
Contemporary concepts of causation, prevention and intervention of chronic and
communicable disease. Individual and community risk factors will be analyzed with
an emphasis on prevention. Prerequisites: BIOL 120 and 210, HLTH 185 and 361 or
permission of instructor.
HLTH 470 –@Program Planning (3) An analysis of methods and strategies for
community health needs assessment, determining community demographics and
program needs. Discussion and application of community health program planning
and implementation in a variety of settings, as well as criteria and procedures for
program evaluation. Prerequisites: HLTH 185 and 361. Spring.
HLTH 480 –@Program Implementation and Evaluation (3) Evaluation theory
and fundamental principles of evaluation technique. Process, outcome and impact
evaluations of the effectiveness and efficacy of disease and injury prevention and
intervention programs will be developed using qualitative and quantitative methods.
Prerequisite: HLTH 470 with a grade of at least a 2.0. Fall.
HLTH 490 –@Internship(12) A full semester experiential placement in a
community-based, health related agency. May require residence in any part of state
at student’s expense. All courses required for the major and concentration must be
completed with a 2.5 GPA or higher; students must earn a 2.0 in each health class
counting towards the major and receive advisor approval to be eligible. Students
must have received a score of 75% on the entrance essay or a 2.0 in a writing course
specified by the Community Health Faculty.
BIOL 107 – Human Biology (3) Emphasis on cellular function, nutrition, reproduction
and other aspects of the body under normal conditions. Non-majors only. Fall
and Spring.
BIOL 120 – Microbes and Human Welfare (4) Three hours lecture and one twohour
lab weekly. Morphology and physiology of microorganisms, their importance in
the cause of disease and their role in important industrial processes. Spring only.
BIOL 210 – Human Anatomy and Physiology (4) Basic principles of human
anatomy and physiology with special emphasis on the mechanisms of homeostasis
and the interrelationships of structure and function. Prerequisite: BIOL 107. Fall only.
Concentration Courses
HLTH 205 –@Safety and First Aid (3) Standard course in the application of
techniques of first aid and safety. Practical and theoretical applications examined.
HLTH 300 – Critical Issues in Human Ecology (3) An analysis of the implications
individual and societal interactions have on the natural environment. Focus on
current environmental issues and their impact on the health of individuals, cultures
and ecosystems as a whole.
HLTH 325 – Alcohol Studies (3) An examination of the physical, psychological,
and sociological implications of alcohol use and abuse. A primary focus is on
confronting our own as well as others’ attitudes and beliefs about alcohol use.
Additional emphasis is placed on theories of causation, awareness of values, and
conflicting value systems relating to prevention and the importance of developing
an understanding of the role of alcohol use in western society. Spring only.
HLTH 326 – Health and Sports Medicine (4) Anatomical, physiological and psychological
factors in prevention, treatment and rehabilitation of pathological processes
which occur in athletic participation. Prerequisite: HLTH 205 or its equivalent.
HLTH 331 – Death and Dying (3) An examination of the social and psychological
implications of the study of death and dying with particular emphasis on their
relevance to enhancing the quality of life. Death is viewed as an integral part of life
and the final stage of growth, more than a mere biological event. A focus of the
course is to provide an understanding of those issues which have an impact upon
individuals when going through life-threatening processes. The importance of
recognizing needs, nonverbal or symbolic behavior and effective communication is
studied along with the impact of loss in the life cycle.
HLTH 395 – Sexual Health (3) This course is designed to be an exploration of
topics in sexual health. Students will examine adolescent and sexual identity
development; sexual health issues such as sexually transmitted disease, reproduction
and sexual violence, and community health strategies used to address sexual
health such as sexuality education, disease prevention and sexual health promotion
efforts, sexual/reproductive health care. Students will also explore the impact of
attitudes about sex on sexual health and on community health strategies to address
sexual health.
HLTH 425 – Exercise and Sports Physiology (3) The physiological adaptations
to exercise for sports and fitness, with consideration of factors that affect physical
performance and methods for evaluating physiological capacities. Prerequisites:
BIOL 107 and 210.
HLTH 445 – Therapeutic Recreation for Special Populations (3) An introduction
into the field of therapeutic recreation for special populations. Focus on youth
and populations with special needs, and the use of recreational experiences as an
effective therapeutic technique. Prerequisite: HLTH 335.
PSYC 321 – Psychology of Adolescence (3) Development of characteristics and
theories of adolescent behavior. Emphasis on empirical research.
PSYC 323 – Adulthood, Middle Age and Aging (3) Psychological and social aspects
of personality development from early adult years to death. Theories of aging and
bio-physiological aspects of aging. Prerequisites: PSYC 100 and 220 or by permission.
SOCI 335 – Sociology of Aging (3) Social processes and problems of aging.
Changes in age structure of society and how it affects societal institutions. Issues
of older individuals: health, finances, work, sex, death and social policy.
SOCI 445 – Crime & Delinquency (3) Introduction to major perspectives related
to study of crime and delinquency. Focus: structural, socio-psychological and politicaleconomy
of these two facets of crime problem. Areas emphasized include: traditional
and contemporary explanations; statistical estimates; behavior systems in crime
and delinquency; critique of two systems of social control. Prerequisite: SOCI 101.
WILD 225 –@Outdoor Education (3) Skills necessary to develop and implement
outdoor recreation and wilderness-based activities. Focus on leadership, group
dynamics, group handling and technical skills for creating positive health-related
behaviors and programming. Additional emphasis on integration of activity into
daily life.
WILD 350 –@Outdoor Education Program Planning (3) Needs assessment,
planning, development, administration and evaluation of recreational programs.
Emphasis on integration of recreation into community health programs.
Suggested Electives:
POLS 122 – Bioethics and the Law
SOCI 365 – Sociology of Sex Roles
SOCI 390 – Sociology of Mental Illness
SOCI 465 – Sociology of Health and Illness
BIOL 426 – Immunobiology
ANTC 311 – Anthropology of AIDS
ANTC 320 – Cross-Cultural Aspects of Mental Health
ANTC 321 – Cross-Cultural Aspects of Women’s Health
HLTH 490 – Internship – Research has shown that a full semester practicum
experience is desirable to adequately prepare the students for real-life working
situations and for them to be able to obtain a position upon graduation.
Students will have the opportunity to select two different internship
sites, spending eight weeks at each placement. This experience will
enable students to be exposed to a variety of health-related occupations
while allowing them to maintain the 12 credits necessary to remain fulltime
matriculated students.
The goals of the internship program are:
1. To give students experience in formulating objectives and achieving
them in the Community Health services profession. The
overall purpose of the Community Health curricula at Potsdam
is to prepare students for work in the Community Health service

school of education AND PROFESSIONAL STUDIES – community health 133
profession. The primary goal is to give students experiences in a
practical, real-life working environment.
The internship experience is not to be a part-time one, but rather
to consist of two, eight-week on-the-job assignments where the
students are exposed to and participate actively in Health leadership,
supervision and administration; including organizing,
staffing, communicating, coordinating, scheduling, planning,
controlling, and decision making. The assumption of responsibility
will always rest on the agency and the supervisor.
2. To provide evidence to attest that the graduating student is
professionally competent, that he/she is capable of working in a
professional capacity. It is desirable in any profession to have had
exposure to the field prior to seeking employment. This second
goal of the internship program is to provide evidence that the
student is capable of working within the Community Health
profession.
3. The Community Health internship program will expose the
student to specialized, on-the-job experiences. Preferably, the
student will be given two quite dissimilar assignments to gain a
wide variety of occupational experiences.
Some general policies will be:
1. Internship experiences will be completed only at agencies having
an established cooperative internship agreement with the SUNY
Potsdam Community Health Department.
2. Students will be responsible for contacting the prospective
agency (normally a pre-approved site), setting up and participating
in an interview with their prospective supervisor. This
placement must be approved by the internship coordinator.
3. Internship students will not complete assignments at agencies
they have experienced or been employed with in the past.
4. Students will not be permitted to have conflicting commitments
during the internship assignment. Students are expected to spend
40+ hours per week at each placement. Part time employment
and taking college courses will be permitted only if previously
arranged with and approved by the internship coordinator.
5. All courses required for the major and concentration must be
completed. A student must have a 2.5 within the courses
required for the major, at least a 2.0 in each health class counting
towards the major, and advisor approval to be eligible. Students
must have earned a score of 75% on the entrance essay or a 2.0
in a writing course specified by the Community Health Faculty.
6. During each eight-week internship placement, in addition to the
daily responsibilities of the internship, the students will be
required to:
a. Provide weekly reports to their immediate supervisor and the
internship coordinator detailing daily responsibilities and
activities.
b. Submit a mission paper for each eight-week placement,
detailing the agency’s role, daily operations, funding sources,
and mission. Students will also detail their expectations and
goals in each specific placement and how they will achieve
these goals in a concluding paper.
c. Complete a project in both internship sites fulfilling competencies
within a responsibility area described in the Responsibilities
and Competencies for Entry Level Health Educators 1 and
write a paper detailing the project.
7. The site mentors, in addition to signing weekly reports, will
submit mid-practicum and final evaluations of the students. In
addition, each agency will provide a detailed job description and
expectations to all potential interns. Forms will be provided for such.
8. The faculty supervisor will contact each agency mentor several
times during the student’s eight-week assignment and, if possible,
personally visit the site.
1 Source: A Framework for the Development of Competency-based Curricula for Entry
level Health Educators, 1985.
Community Health Minor Course Descriptions
HLTH 195, 295, 395, 495 – Special Topics (1-12)
HLTH 198, 298, 398, 498 – Tutorial (1-3)
HLTH 165 – Health: A Lifestyle Approach (3) A critical analysis and overview of
the interrelatedness of the social, emotional and physical elements of one’s
lifestyle. Topics such as physical fitness, nutrition, sexuality, environmental health,
stress management, and substance use prevention will be discussed relative to their
role in individual and community health concerns.
HLTH 205 – Safety and First Aid (3) Standard course in the application of
techniques of first aid and safety. Practical and theoretical applications examined.
HLTH 250 – Drug Studies (3) Examination of the physiological, psychological,
economic, social and cultural problems related to use and abuse of psychoactive
substances. Misconceptions, beliefs, and various sources of information are critically
evaluated in order to establish a sound basis for personal decision making.
Teaching techniques, group dynamics, experiential journal processing, values clarification
and non-chemical alternatives to drugs are explored as preventive tools.
HLTH 231 – Death and Dying (3) An examination of the social and psychological
implications of the study of death and dying with particular emphasis on their
relevance to enhancing the quality of life. Death is viewed as an integral part of life
and the final stage of growth, more than a mere biological event. A focus of the
course is to provide an understanding of those issues which have an impact upon
individuals when going through life-threatening processes. The importance of
recognizing needs, nonverbal or symbolic behavior and effective communication is
studied along with the impact of loss in the life cycle.
HLTH 300 – Critical Issues in Human Ecology (3) An analysis of the implications
individual and societal interactions have on the natural environment. Focus on
current environmental issues and their impact on the health of individuals, cultures
and ecosystems as a whole.
HLTH 325 – Alcohol Studies (3) An examination of the physical, psychological,
and sociological implications of alcohol use and abuse. A primary focus is on
confronting our own as well as others attitudes and beliefs about alcohol use.
Additional emphasis is placed on theories of causation, awareness of values, and
conflicting value systems relating to prevention and the importance of developing
an understanding of the role of alcohol use in western society.
HLTH 333 – Human Nutrition (3) Designed to acquaint the student with the basic
principles of nutrition including a study of the nutrients, their functions and sources,
the application of nutrition principles to the various stages of the human life cycle,
the question of food safety in terms of additives, residues, and natural toxicants, and
the area of nutrition quackery. Students will become involved in self evaluation
projects and group discussions which will enable them to apply the basic principles
to their daily eating habits and lifestyles. Prerequisite HLTH 165/365.
HLTH 361 – Introduction to Community Health (3) An exploration of those
elements vital to value development and the concept of high-level wellness, focusing on
how health values develop and are processed. Seminar-type format allows students
to take an active role in the learning process. An experiential journal provides an
opportunity to clarify personal health related values and the implications of those

134 community health / athletics and physical education
choices. Emphasis is placed on information relative to preventive care, health
research and current strategies.
HLTH 430 – Human Disease: Patterns, Prevention and Intervention (4)
Contemporary concepts of causation, prevention and intervention of chronic and
communicable disease. Risk factors existent within the community as well as the
individual will be analyzed with an emphasis on prevention. Prerequisites: BIOL 120
and 395.
HLTH 475 – Seminar (2) Exposes the students to programs or agencies involved in
the Health/Wellness field. Students experience working at a select health agency.
Health Science minors only. Prerequisite: 12 semester hours in Health Science.
Wilderness Education Minor Course Descriptions:
GEOL 101 – Environmental Geology (3) (SP LB) A study of geology and the human
environment. Topics begin with the basics of geology: minerals and rocks, the
earth’s internal processes affecting the environment include stream behavior and
flooding, groundwater and pollution, and processes that act on shorelines and
beaches. The course examines laws governing the extraction and use of water, as
well as energy sources and environmental concerns. Laboratory includes field trips
in the Potsdam area and the use of geological and topographic maps.
BIOL 106 – Environmental Biology (3)(SB LB) Concepts related to the physical
and biological environment, populations and communities, current environmental
problems. Laboratory and field experiences are an integral part of the course.
WILD 220 –@Wilderness First Responder (4) Standard course in the application
of techniques of first aid and safety for wilderness medical emergencies. Practical
and theoretical applications are examined. Offered Spring only.
WILD 225 –@Outdoor Education (3) Introduction to the broad field of Outdoor
Education, emphasis is in the areas of Environmental and Adventure Education.
Experiential learning theory, leadership, and skills associated with leading programs
in wildland areas will be examined. Students will participate in two weekend
trips and several experiential field sessions as part of this course. Offered Spring
only. Prerequisite: WILD 147 or WILD 140
WILD 340 –@Wilderness Leadership I (4) Introduction to: leadership, judgment
and decision making, teaching minimum impact camping, group facilitation and
wilderness travel skills. Students will participate in a 16-day wilderness expedition
during the summer term. Eligibility for Outdoor Leadership Certification through the
Wilderness Education Association is available upon the completion of Outdoor
Leadership II. Offered Spring only. Prerequisite: WILD 225
WILD 345 –@Wilderness Leadership II (4) Course will focus on advanced:
leadership, judgment, and decision-making, teaching, group facilitation and refining
wilderness travel skills. Students will participate in a 16-day wilderness expedition
during the summer term. Successful completion of this course will lead to eligibility
for Outdoor Leadership Certification through the Wilderness Education Association.
Offered Spring only. Prerequisite: WILD 340
WILD 350 –@ Outdoor Education Program Planning (3) Program development,
administration, risk management, and wildland management issues will be examined.
Emphasis is on planning experiential learning and adventure activities for
environmental education, recreation, personal development, and therapy programs.
Students will develop a comprehensive program proposal as part of this course.
Offered Fall only. Prerequisite: WILD 225
Students will receive both academic credit and PE credit upon successful completion
of the following courses:
WILD 140 –@Backpacking(1)(pass/fail) Minimum impact camping skills,
clothing /equipment selection and use, food planning/expedition nutrition, map
interpretation, are among topics covered. Culminates in weekend backpacking trip.
WILD 147 –@Winter Camping (1)(pass/fail) Cold weather camping techniques,
snow shelters, frostbite, and hypothermia are among topics covered in this course.
Culminates in a weekend overnight winter camping trip.
WILD 170 –@Rock Climbing (2) This course is designed to give extensive
preparation for students with regard to leading rock climbing excursions. In contrast
to the other three WILD 1-credit courses, students will receive two academic credits
upon successful completion of the WILD 170 course requirements. It is a more
intensive and in-depth course, with topics including introduction to climbing anchor
systems, fall factors and belay techniques/rappel techniques, site management,
rescue techniques, and movement on rock. For this reason, it will be graded
numerically, rather than pass/fail.
WILD 175 –@Ice Climbing (1)(pass/fail) Climbing techniques used for both steep,
frozen waterfalls and moderate, mountaineering routes with mixed snow and ice.
The use of specialized anchors and protection will be examined in addition to
objective hazards associated with ice climbing. Students will participate in two daytrips
as part of this course.
Department of Athletics and
Physical Education
Contact Person:
James Zalacca, Maxcy P231, (315) 267-2314
Each student must complete four semester hours of appropriately
designated physical education courses in addition to the 120 academic
semester hours required for the B.A. or the 124 required for the
B.M. degree. A course approved for General Education Physical
Education designation and also for a Mode of Inquiry may simultaneously
serve toward the completion of both the academic
requirement and one course of the physical education requirement.
Transfer students who have not completed this requirement must
earn one semester hour of physical education for every 30 semester
hours enrolled at Potsdam, not to exceed a maximum of four
semester hours or the equivalent.
Participation on an intercollegiate athletic team may be used to
fulfill a maximum of two of the four required physical education
semester hours.
A maximum of one-half of the student’s requirement may be
fulfilled by satisfactory completion of the same course twice.
Physical Education Course Descriptions (non-liberal arts credit)
PE-195, 295, 395, 495 – Special Topics (1-12)
PE-198 298, 398, 498 – Tutorial (1-3)
PE 101-236 – Physical Education Activities (1)
Development of skill for appreciation of a variety of activities for fitness
and lifetime recreation. Count toward General Education Physical
Education requirement.
Present course offerings are as follows. Other activities are offered at
various times based on student interests and faculty expertise.
PE 101 – Archery
PE 141 – Backpacking
PE 102 – Badminton
PE 118 – Basketball
PE 144 – Canoeing I
PE 114 – Golf
PE 168 – Ice Climbing
PE 121 – Ice Skating
PE 123 – Jogging and Conditioning
PE 132 – Lifeguarding
PE 112 – Line Dance
PE 167 – Mountaineering
PE 124* – Physical Education Activities
*see department chair

athletics and physical education / teacher education 135
Intercollegiate Sports
PE 211 – Men’s Junior Varsity Basketball
PE 212 – Men’s Varsity Basketball
PE 223 – Women’s Varsity Basketball
PE 227 – Cheerleading
PE 235 – Women’s Equestrian
PE 229 – Men’s Varsity Ice Hockey
PE 232 – Men’s Varsity Lacrosse
PE 231 – Women’s Varsity Lacrosse
PE 224 – Women’s Varsity Soccer
PE 216 – Men’s Varsity Soccer
PE 210 – Women’s Varsity Softball
PE 218 – Men’s Varsity Swimming
PE 225 – Women’s Varsity Swimming
PE 226 – Women’s Varsity Tennis
PE 233 – Women’s Varsity Volleyball
Coaching Certification
Students may be approved for coaching in the schools of New York State
(Commissioner’s Regulations, section 135.4) by successfully completing
the following courses:
PE 303 – Techniques of Coaching (2) Theory, strategy and skill development at
various grade levels. Fall only.
PE 326 – Health and Sports Medicine (4) Anatomical, physiological factors in
prevention, treatment and rehabilitation of pathological processes which occur in
athletic participation. Prerequisite: HLTH 205 or its equivalent. Fall only.
PE 335 – Philosophy, Principles and Organization of Competitive Athletics
in Education (3) Establishing guidelines for current programs; organization at
elementary, junior high school and senior high school levels; local, state and
national regulations; legal considerations; moral and ethical standards. Spring only.
Department of Teacher Education
Mission Statement
The Department of Teacher Education at SUNY Potsdam is committed
to the preparation and enhancement of teachers who are
grounded in disciplinary knowledge emanating from the arts and
sciences and in curricular and instructional theory and practice. The
department strives to assist teachers to become reflective practitioners,
life-long learners, and persons able to integrate their knowledge
of subject matter, pedagogy, students, the school and the larger
community to maximize the education and welfare of students.
The Department of Teacher Education is committed to preparing
and sustaining teachers who hold knowledge and attitudes needed in
dealing with the challenges facing schools today and in the future.
Some of the new challenges include: increased diversity of the
student population in terms of abilities, linguistics, ethnic and
cultural backgrounds; rapid technological advancements; changes
in assessment practices; and school restructuring and reform.
Teacher Education Conceptual Framework
Our conceptual framework is organized around the vision statement
“A Tradition of Excellence: Preparing Creative and Reflective
Educators.” The three major strands in the framework are “Well-
Educated Citizen,” “Reflective Practitioner” and “Principled Educator.”
Well-Educated Citizen. All students at the College complete a
general education program that is committed to developing critical
thinkers, problem solvers, and graduates who have the ability to
organize thought and communicate effectively in written and oral
form. Through their academic major, graduates of the SUNY
Potsdam teacher education programs will acquire a broad and deep
knowledge of this subject matter; develop appropriate modes of
inquiry for their discipline(s) and see a variety of appropriate
instructional and assessment techniques modeled by their teachers.
They will learn to model the skills, attitudes, and values of inquiry
appropriate to their discipline while developing a life-long love and
curiosity for the subject.
Reflective Practitioner. SUNY Potsdam helps preservice teachers
develop a sense of themselves as learners. Early in their program they
are asked to articulate their philosophy of education and are given
the opportunity to identify their own preferred learning styles. By
examining their own strengths, weaknesses, and beliefs about
learning, they will be better able to provide appropriate instruction
for their students.
Principled Educator. Teachers are role models for their students. It
is therefore imperative that they be professionally ethical and
maintain a high level of competence and integrity in practicing their
profession. The teacher education programs at SUNY Potsdam are
committed to developing teachers who have the values and dispositions
to influence positively the lives of all of their students.
Chair:
Dr. Anjali Misra
Satterlee 116, (315) 267-2535 (misraa@potsdam.edu)
Professors:
William Amoriell; Ronald Bretsch; Sandy Chadwick; William
Davis, SUNY Distinguished Service Professor; Anjali Misra; Alan
Pardoen; Linda Seramur; Harvey Smith
Associate Professors:
Sergei Abramovich, Frederick Bigenho, Peter Brouwer, William
Doody, Andrew Ha, Thomas O’Shaughnessy, Eileen B. Raymond,
Timothy Schwob, Beverly Smith, Robert Vadas
Assistant Professors:
Richard Bates, Deborah Conrad, Dennis Conrad, Lynn Hall,
Kathleen Valentine
Professional Development School Coordinator:
Lee Baines
Clinical Faculty:
Becky Duprey, Michael Sovay, Lucille Waterson
Dean, School of Educ. & Professional Studies, and Grad. Studies:
William Amoriell
Satterlee 115, (315) 267-2515 (amoriewj@potsdam.edu)
Director of Graduate Enrollments:
Karen O’Brien
Satterlee 115, (315) 267-2516 (obrienkm@potsdam.edu)

136 teacher education – school of education AND PROFESSIONAL STUDIES
Office of Teacher Education Student Services
Admission and Advising, Pre-Student Teaching Field Experiences,
Student Teaching and Teacher Certification:
Kevin S. Arno, Director
Satterlee 111, (315) 267-2517 (arnoks@potsdam.edu)
Coordinator of Pre-Student Teaching Field Experiences:
Amy Guiney
Satterlee 109D, (315) 267-2539 (guineyaj@potsdam.edu)
Teacher Education Advising Coordinator:
Laura A. Chambers
Satterlee 111, (315) 267-2517 (chambela@potsdam.edu)
Professional School Supervisors:
Diane Aldous, Heuvelton Central School
Helen Boyea, Chateaugay Central School
Nancy Hornbeck, LaFargeville Central School
Marilyn Geddis, Heuvelton Central School
Karen Harriman, Tupper Lake Central School
Carol Livingston, Heuvelton Central School
Mary Mosher, Brushton-Moira Central School
Jan Murphy, Norwood-Norfolk Central School
Patti Stephens, Sackets Harbor Central School
John Upham, Norwood-Norfolk Central School
Rosemary Wakker, Ogdensburg City School
Professional Development Relationships:
Canadian Initiative Schools
Gouverneur Central School
Massena Central School
Parishville Central School
Salmon River Central School
Taconic Hills Central School
Center for Science, Mathematics and Technology Education:
Charles Mlynarczyk, Director
Satterlee 302, (315) 267-2525 (mlynarhc@potsdam.edu)
Microcomputer Laboratory:
Charles Mlynarczyk, Director
Satterlee 302, (315) 267-2525 (mlynarhc@potsdam.edu)
The Rebecca Sheard Literacy Center
The new Literacy Center, in addition to becoming a major resource
for the St. Lawrence county school districts, will become an integral
part of all our teacher preparation programs.
Teacher Education Program
Students in the early childhood and childhood education programs
complete an Arts and Sciences concentration and a specialization in
either English, mathematics, science, social sciences/history, or
environmental studies.
Students in the secondary education program complete an arts and
sciences major appropriate to the area of certification and learn to
address the special developmental and educational needs of middle
level and high school students. The emphasis on academic preparation
in a content area strengthens student qualifications both for
careers in teaching and graduate study in their liberal arts major.
Teacher Education Certification Process
Obtaining teacher certification through SUNY Potsdam’s Teacher
Education Department involves progressing through five distinct
stages. These stages are designed to ensure a quality program and
outline the requirements each teaching candidate must meet.
Stage I: Provisional Admission
A SUNY Potsdam student with Acceptable Standing (2.0 or higher
grade point average [GPA]) will be granted provisional admission
into any undergraduate teacher education certification program
upon completion of the following steps.
Step 1. Complete a Declaration of Education Major form and submit
it to the Teacher Education Student Services Office in Satterlee 111.
Deadlines for submission:
Fall semester – September 15
Spring semester – February 1
Summer (B.A./M.S.T. Secondary School Science) – April 1
Step 2. Attend the required Teacher Education admission meeting
at the beginning of the semester. Dates, times and locations will be
available in Satterlee 111.
Step 3. Read the Student Teaching Handbook and College Catalog
section on Teacher Education within 30 days of acceptance into the
program. Copies of the handbook are on reserve in Crumb Library
or may be purchased from the SUNY Potsdam Bookstore. The
handbook is a valuable resource and is subject to on-going revision.
Step 4. Meet with your education advisor each semester, preferably
before and again during registration. Obtain a Teacher Education
registration form from your education advisor for any education
course you wish to take. Students cannot register for education
courses without this signed form. It is the student’s responsibility to
seek accurate information from college advisors and identify a
timeframe for completion of all program requirements.
Stage II: Full Admission*
A SUNY Potsdam student will be considered for full admission
upon successful completion of the following:
At least 9 credits of education courses with a minimum of 2.0 in each
course.
Overall GPA of 2.5.
Students who fail to meet these criteria may be dropped from the
teacher education program.
*Full Admission is a seamless process. No additional paperwork
needs to be completed by students.
Stage III: Pre-Student Teaching
Students planning to become teachers in the State of New York are
required to have 100 hours of early and continuous pre-student
teaching field experiences in public school settings. To meet this
requirement, the Teacher Education Department has developed a
variety of field experiences. Students may or may not be responsible
for their own transportation to the schools. The School of Education
may facilitate opportunities for student transportation for
which there may be a modest charge. Every attempt will be made to
find an appropriate pre-student teaching field experience placement

school of education AND PROFESSIONAL STUDIES – teacher education 137
in the local area. All pre-student teaching field experience placement
will be formally arranged by the professor of the course and/or the
Field Experience Placement Coordinator, Mrs. Amy Guiney.
While State Education Department regulations for teacher education
require successful field experiences, admittance to a teacher
education program does not guarantee access to any public school.
School districts reserve the right to screen and select all pre-service
students before allowing them into classrooms for field experiences.
Conduct unbecoming to a prospective teacher, or reasonable belief
that the student is unfit to be a teacher, may be grounds for academic
dismissal.
Stage IV: Student Teaching
Students must apply for student teaching one semester prior to
their intended student teaching semester by going online to:
www.potsdam.edu/studteach
Grade Point Requirement
To be permitted to enroll in student teaching or be recommended
for a teaching certificate the following requirements apply:
1. A minimum of 2.0 in any course (liberal arts or education major)
which is required;
2. A cumulative grade-point average of 2.75 in the education major;
3. A cumulative grade-point average of 2.5 in the academic major
or specialization (Note: 2.75 for B.A./M.S.T.)
4. A cumulative grade-point average of 2.5 overall.
Students who fail to earn at least a 2.0 in a required course for either
major or specialization must repeat the course. Students may repeat
a required certification course only once. Students may repeat only
two courses without special permission of the Chair of Teacher
Education, in consultation with appropriate Teacher Education
faculty. Students who fail to meet academic standards may, with
sufficient reason, make an appeal to the Student Appeals Committee
of the Teacher Education Department.
Student Teaching Rules and Regulations
Some highlights of the rules and regulations concerning student
teaching follow. Please read these rules carefully and plan ahead for
this professional semester.
1. All Professional Education and General Education courses must
be completed before student teaching except in the B.A.-M.S.T.
program.
2. No college courses are to be taken during the student teaching
semester.
3. The Liberal Arts and Sciences Test of the New York State
Certification Exam must be passed prior to student teaching.
4. Students must apply for student teaching one semester prior to
their intended student teaching semester in accordance with
deadlines published in the Reporter and the website.
5. Students must purchase a student teaching handbook from the
College Bookstore for the student teaching semester and a
Guidebook.
6. Students must check the student teaching website for dates and
information: www.potsdam.edu/studteach.
7. Students must attend all mandatory meetings and orientations
to be eligible for student teaching. Students must be present for
the first day of student teaching. Winterim session courses do not
take precedence over the pre-registered student teaching course.
Any conflicts are to be resolved by the student.
Note:
The placement of students in all School-supervised field
experiences is at the discretion of the Office of Teacher Education
Student Services. Placements are made considering students’ subject
areas, availability of College supervisors, the voluntary willingness
of public schools to accept student teachers and the College’s commitment
to serve public schools equally. The superintendent of each
school will assign classroom placements in cooperation with the
Director of Teacher Education Student Services.
Prospective SUNY Potsdam students are advised that the student
teaching experience is limited to certain counties within the state.
No assurances are given in regard to students’ teaching placements.
No self-placements are considered and no out-of-state placements
are possible. The National Student Exchange program is not
applicable for any internship in Teacher Education programs.
Student teaching centers are located in limited areas only. It is
impossible to place each student in the community he or she desires.
If a student does not receive training in one of the College’s centers,
the College is not obligated to recommend the student for certification.
The College cannot guarantee a field experience placement at
any location or in any semester.
The screening process for student teaching may require employment
history, personal and employment references, an interview,
and testing. Every applicant for student teaching will be asked if he
or she has a criminal record. A photograph will also be required from
any individual who works with children. Authorization by the
applicant must be given to the College to release information that
is critical to teaching performance to the public school prior to or
during the placement process. The School of Education and Professional
Studies reserves the right to dismiss any student determined
to be unfit for the teaching profession at any time.
Student Teaching in England (Newcastle Program)
Student teaching positions are available in Newcastle, England,
each semester. Interested candidates must apply at the time of
applying for student teaching. Requirements for eligibility must all
be met and a selection committee determines final candidates.
Applications may be obtained in Satterlee 111.
Student Teaching Abroad Program
Applications for the Student Teaching Abroad (STA) and Global
Student Teaching (GST) Programs are available from the Office of
International Education. The program is available through collaboration
with the Moorhead State University and the University of
Minnesota.

138 teacher education – school of education AND PROFESSIONAL STUDIES
Stage V: Certification
Beginning February 2, 2004, students approved by the State Education
Department first receive a three-year Initial certification. The
certificate qualifies the holder to apply for teaching positions and to
substitute teach. Potsdam can recommend a student for initial
certification in his/her program of studies when an application for
certification is submitted to Satterlee 111 within 60 days of completion
of all requirements. Applicants must pass the LAST and
ATS-W portions of the New York State Teacher Certification exam
and CST in academic areas in some cases. The LAST must be
successfully completed prior to student teaching. The ATS-W is
normally completed during the student teaching semester. They
must also fulfill the requirement of two clock hours of Recognition
and Identification of Child Abuse and two clock hours of School
Violence Intervention and Prevention workshops. For certification,
applicants must be fingerprinted and be U.S. citizens. Once an
application is received by the Office of Teacher Education Student
Services, it may be retained for three weeks due to backlogs, or
longer for various reasons.
After completing two years of teaching experience and a master’s degree
in a subject area “functionally relevant” to the area of teaching, an
individual must apply to the State Education Department for a
Professional teaching certificate, which is issued every five years
upon successful completion of ongoing, lifelong learning according
to NYSED requirements.
New York State Teacher Certification Examinations (NYSTCE),
the Content Specialty Test (CST) and the Assessment of Teaching
Skills-Performance (ATS-P) are required for a professional teaching
certificate. Individuals who are interested in additional certifications
or alternative certification should contact their regional BOCES.
New York State Education certification regulations are on reserve in
Crumb Library. Requests for out-of-state certification verifications
require a minimum of five business days to complete.
NYSTCE Registration Bulletins are available on the shelves outside
Satterlee 111. The process for certification has many facets. Contact
Dr. Kevin Arno, (315) 267-2517 for clarification on this subject.
Workshop on Identification and Reporting of Child Abuse
All persons applying for certification after January 1, 1991, must
have completed two clock hours of coursework or training regarding
the identification and reporting of suspected child abuse or
maltreatment. Students may contact local hospitals, the Office of
Continuing Education at Potsdam, or any regional BOCES to obtain
dates for such training.
Workshop on School Violence Intervention
All persons applying for certification after February 2, 2001, must
have completed two clock hours of coursework or training regarding
the identification and prevention of school violence. Student teaching
seminars in the North Country and workshops offered on-campus
provide this training. Students in other regions may obtain the
training through the regional BOCES.
Fingerprinting
All persons applying for New York State teacher certification must
be fingerprinted. Application materials for fingerprinting are available
at website: www.nysed.gov.
Bachelor of Arts
Early Childhood Education Program
Birth-Grade 2
Education Major: (41 cr.)
Each course in the Education Major must be completed with a
2.0 or higher.
The Education Major must be completed with an overall GPA of
2.75 or higher to be allowed to student teach.
Credits
EDLS 201 Principles of Education (PI)
(Prerequisite: to the following Education courses) 3
EDUC 305 @Early Childhood Development and Learning 3
Professional Block I:
EDUC 206 @Early Childhood Literacy I 3
EDUC 303 @Learning Through Sensory and
Creative Experiences 3
EDUC 304 @Care and Education of young Children
with Special Needs 3
EDUC 302 @Early Childhood Practicum I 1
Professional Block II:
EDUC 406 @Early Childhood Literacy II 3
EDUC 404 @Building School/Home Partnerships 3
EDUC 405 @Early Childhood Curriculum:
Integrated Math, Science and Social Studies 3
EDUC 402 @Early Childhood Practicum II 2
Student Teaching Semester:
EDUC 417 @Student Teaching Internship I (Pre-K) (SI) 4
EDUC 418 @Student Teaching Internship II
(Kindergarten) (SI) 4
EDUC 419 @Student Teaching Internship III, Grades 1-2
(SI) 4
EDLS 420 Student Teaching Issues Seminar: Issues and
Ideas in Early Childhood Education 2
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (must be completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
Arts and Science Concentration: (70 cr.)
All courses in the Arts and Science Concentration must be completed
with a 2.0 or higher.

school of education AND PROFESSIONAL STUDIES – teacher education 139
Credits
COMP 101 Freshman Writing and Critical Thinking (FW) 4
English: (10 cr.)
Literature course: (select one of the following) 3
LITR 111 American Literature (AC)
LITR 112 Modern Literature (AC)
LITR 113 Introduction to Literature (AC)
Writing course: (select one of the following) 4
COMP 201 Intermediate Writing (WI)
COMP 202 Introduction to Creative Writing (WI, AE)
Communication course: 3
COMM 106 Basic Principles of Speech (FS)
Mathematics: (9 cr.)
MATH 101 Elements of Mathematics I (FP, FM)
(Prerequisite: to MATH 102) 3
MATH 102 Elements of Mathematics II (FP, FM) 3
MATH 125 Probability and Statistics I (FQ, FM) 3
Science: (9 cr.)
BIOL 125 Biological Concepts (SB, LB) 3
PHYS 100 Physical Science (SP, LB) 3
GEOL 125 Cycles of Nature (SP, LB) 3
Social Science/History: (13 cr.)
GEOG 250 Introduction to World Geography (XC) 4
HIST 100 World History (XC) 3
HIST 201 U.S. History to 1877 (AH, HI) 3
HIST 202 U.S. History Since 1877 (AH, HI) 3
Fine Arts: (7 cr.)
Fine Arts I: (select one of the following) 3
ARTH 100 Idea and Image (AC) 3
ARTH 101 Survey of Art: Ancient to Gothic (WC, HI) 3
ARTH 102 Survey of Art: Renaissance to Modern (WC, HI) 3
DANCE/DRAM 100 Mind of the Artist 3
DRAM 208 Orientation to Theater (AC) 3
MULH 101 Crane Live (AC) 3
Fine Arts II: (select one of the following) 3-4
ARTS 109 Introduction to Art Studio (AE) 4
ARTS 110 Drawing I (AE) 4
ARTS 120 Color and Design (AE) 4
MULH 310 Experience of Music (AE) 3
Psychology: (9 cr.)
PSYC 220 Child Development (SA) 3
PSYC 270 Exceptional Learner or EDLS 412 3
PSYC 350 Educational Psychology 3
Modern Language Requirement Or Lib. Arts Elec. (ML) 9
If ML is satisfied 9 credits of Liberal Arts Elective credits
must be selected.
Physical Education Requirements:
PE 148 @Cooperative Activities (PE) 1
Physical Education 1
Physical Education 1
Physical Education 1
Specialization Area:
Select one of the following Specialization Areas.
Contact the Department Office of the Specialization Area of your
choice to declare, be assigned a Specialization Area advisor and
select appropriate courses.
Each course in the Specialization Area must be completed with a 2.0
or higher.
The GPA for the Specialization Area must be 2.5 or higher to be
allowed to complete the Education Program and student teach.
English Specialization: (15-16 cr.)
LITR 322 Children’s Literature 3
Select one of the following: 3
LITR 341 Classical Heritage
LITR 342 Biblical Heritage
LITR 343 Patterns from Folklore and Myth
One 300-level Linguistics (LNGS) course 3
Literature Upper Division Elective (chosen under advisement) 3
Composition or Communication Upper Division Elective
(chosen under advisement) 3-4
Environmental Studies Specialization: (15-16 cr.)
Select three of the following, each from a different science: 9
GEOL 101 Environmental Geology
or
GEOL 103 Physical Geology
BIOL 106 Environmental Biology
or
BIOL 300 Ecology
or
BIOL 111 Adirondack Ecology
PHYS 325 Energy and the Environment
or
PHYS 330 Meteorology
CHEM 301 Fundamentals of Environmental Science
Select two of the following courses, each from a different
department: 6-7
INTD 110 Environmental Issues
ANTC 325 Human and Cultural Ecology
ANTC 354 Environmental Archaeology
ANTC 355 World Food
PHIL 330 Environmental Ethics
POLS 340 International Environmental Policy
POLS 355 Politics and the Environment
HLTH 300 Critical Issues in Human Ecology
Mathematics Specialization: (17 cr.)
MATH 151 Calculus I 4
MATH 152 Calculus II 4
MATH 340 Set Theory and Logic 3
MATH 375 Linear Algebra I 3
MATH Upper Division Elective (chosen under advisement) 3
Biology Specialization: (16 cr.)
BIOL 151 General Biology I 4
BIOL 311 Genetics 4
BIOL 300 Ecology 3

140 teacher education – school of education AND PROFESSIONAL STUDIES
Choice of: BIOL Upper Division Elective and
BIOL 485 Research in Biology 3-6
or
BIOL Upper Division Elective 4
Chemistry Specialization: (15 cr.)
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4
Plus at least seven credits from:
CHEM 301 Fundamentals of Environmental Science
(Fall Only) 3
CHEM 311 Quantitative Analysis (Fall Only) 4
CHEM 315 Forensic Science (Spring Only) 3
CHEM 341 Organic Chemistry I (Fall Only) 4
CHEM 342 Organic Chemistry II
(Prerequisite: CHEM 341; Spring Only) 4
Geology Specialization: (15 cr.)
GEOL 104 Historical Geology 3
12 credits from the following courses:
GEOL 301 Sedimentology-Paleontology-Stratigraphy I 4
GEOL 311 Mineralogy 4
GEOL 405 Structural and Field Geology 4
GEOL 406 Hydrology 3
GEOL 407 Geophysics 3
GEOL 421 Environmental Geology Problems 3
GEOL 475 Geology Laboratory Techniques 1
Physics Specialization: (15 -17 cr.)
PHYS 202 College Physics II 4
PHYS 111 Laser and Light 4
or
PHYS 130 Music Acoustics 3-4
PHYS 330 Meteorology 3
PHYS 335 Astronomy 3
Choose from one of the following:
PHYS 325 Energy and the Environment 3
GEOL 407 Geophysics 3
CHEM 301 Fundamentals of Environmental Science
(Fall Only) 3
CHEM 315 Forensic Science (Spring Only) 3
Social Science/History Specialization: (15-16 cr.)
HIST 379 History of New York State 3
Upper Division Elective in U.S. Political Institutions 3-4
Upper Division Elective in European or U.S. History 3
Upper Division Elective in Third World History 3
Upper Division Liberal Arts Elective 3
Bachelor of Arts
Childhood Education Program
Grades 1-6
Education Major: (41 cr.)
Each course in the Education Major must be completed with a
2.0 or higher.
The Education Major must be completed with an overall GPA of
2.75 or higher to be allowed to student teach.
Credits
EDLS 201 Principles of Education (PI)
(Prerequisite: to the following Education courses) 3
EDUC 207 @Literacy I 3
Professional Block I:
EDUC 312 @Social Studies Methods 3
EDUC 314 @Assessment and Strategies for
Teaching Special Needs Students 3
EDUC 310 @Mathematics Methods 3
EDUC 308 @Practicum I 1
Professional Block II:
EDUC 407 @Literacy II 3
EDUC 409 @Science Methods 3
EDUC 411 @Foundations of Classroom Behavior 3
EDUC 408 @Practicum II 2
Student Teaching Semester:
EDUC 415 @Student Teaching Internship I,
Grades 1-3 (SI) 6
EDUC 416 @Student Teaching Internship II,
Grades 4-6 (SI) 6
EDLS 414 Student Teaching Issues Seminar with
Portfolio Assessment 2
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (must be completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
Arts and Science Concentration: (70 cr.)
All courses in the Arts and Science Concentration must be completed
with a 2.0 or higher.
Freshman Writing and Critical Thinking (FW) 4
English: (10 cr.)
Literature course: (select one of the following) 3
LITR 111 American Literature (AC)
LITR 112 Modern Literature (AC)
LITR 113 Introduction to Literature (AC)

school of education AND PROFESSIONAL STUDIES – teacher education 141
Writing course: (select one of the following) 4
COMP 201 Intermediate Writing (WI)
COMP 202 Introduction to Creative Writing (WI, AE)
Communication course: 3
COMM 106 Basic Principles of Speech (FS)
Mathematics: (9 cr.)
MATH 101 Elements of Mathematics I (FP, FM)
(Prerequisite to MATH 102) 3
MATH 102 Elements of Mathematics II (FP, FM) 3
MATH 125 Probability and Statistics I (FQ, FM) 3
Science: (9 cr.)
BIOL 125 Biological Concepts (SB, LB) 3
PHYS 100 Physical Science (SP, LB) 3
GEOL 125 Cycles of Nature (SP, LB) 3
Social Science/History: (13 cr.)
GEOG 250 Introduction to World Geography (XC) 4
HIST 100 World History (XC) 3
HIST 201 U.S. History to 1877 (AH, HI) 3
HIST 202 U.S. History Since 1877 (AH, HI) 3
Fine Arts: (7 cr.)
Fine Arts I: (select one of the following) 3
ARTH 100 Idea and Image (AC) 3
ARTH 101 Survey of Art: Ancient to Gothic (WC, HI) 3
ARTH 102 Survey of Art: Renaissance to Modern (WC, HI) 3
DANCE/DRAM 100 Mind of the Artist 3
DRAM 208 Orientation to Theater (AC) 3
MULH 101 Crane Live (AC) 3
Fine Arts II: (select one of the following) 4
ARTS 109 Introduction to Art Studio (AE) 4
ARTS 110 Drawing I (AE) 4
ARTS 120 Color and Design (AE) 4
MULH 310 Experience of Music (AE) 3
Psychology: (9 cr.)
PSYC 220 Child Development (SA) 3
PSYC 270 Exceptional Learner or EDLS 412 3
PSYC 350 Educational Psychology 3
Modern Language Requirement or Lib. Arts Elec. (ML) 9
(If ML is satisfied 9 credits of Liberal Arts Elective credits must
be selected.)
Physical Education Requirements:
PE 148 @Cooperative Activities 1
Physical Education 1
Physical Education 1
Physical Education 1
Specialization Area:
Select one of the following Specialization Areas.
Contact the Department Office of the Specialization Area of your
choice to declare, be assigned a Specialization Area advisor, and
select appropriate courses.
Each course in the Specialization Area must be completed with a 2.0
or higher.
The GPA for the Specialization Area must be 2.5 or higher to be
allowed to complete the Education Program and student teach.
English Specialization: (15-16 cr.)
LITR 322 Children’s Literature 3
Select one of the following: 3
LITR 341 Classical Heritage
LITR 342 Biblical Heritage
LITR 343 Patterns from Folklore and Myth
One 300-level Linguistics (LNGS) course 3
Literature Upper Division Elective (chosen under advisement) 3
Composition or Communication Upper Division Elective 3-4
(chosen under advisement)
Environmental Studies Specialization: (15-16 cr.)
Select three of the following, each from a different science:
GEOL 101 Environmental Geology
or
GEOL 103 Physical Geology 3
BIOL 106 Environmental Biology
or
BIOL 300 Ecology
or
BIOL 111 Adirondack Ecology 3
PHYS 325 Energy and the Environment
or
PHYS 330 Meteorology 3
CHEM 301 Fundamentals of Environmental Science 3
Select two of the following courses, each from a different
department:
INTD 110 Environmental Issues 4
ANTC 325 Human and Cultural Ecology 3
ANTC 354 Environmental Archaeology 3
ANTC 355 World Food 3
PHIL 330 Environmental Ethics 3
POLS 340 International Environmental Policy 3
POLS 355 Politics and the Environment 3
HLTH 300 Critical Issues in Human Ecology 3
Mathematics Specialization: (17 cr.)
MATH 151 Calculus I 4
MATH 152 Calculus II 4
MATH 340 Set Theory and Logic 3
MATH 375 Linear Algebra I 3
MATH Upper Division Elective (chosen under advisement) 3
Biology Specialization: (16 cr.)
BIOL 151 General Biology I 4
BIOL 311 Genetics 4
BIOL 300 Ecology 3
Choice of: BIOL Upper Division Elective and
BIOL 485 Research in Biology 3-6
or
BIOL Upper Division Elective 3
Chemistry Specialization: (15 cr.)
CHEM 105 General Chemistry I 4
CHEM 106 General Chemistry II 4

142 teacher education – school of education AND PROFESSIONAL STUDIES
Plus at least seven credits from:
CHEM 301 Fundamentals of Environmental Science
(Fall Only) 3
CHEM 311 Quantitative Analysis (Fall Only) 4
CHEM 315 Forensic Science (Spring Only) 3
CHEM 341 Organic Chemistry I (Fall Only) 4
CHEM 342 Organic Chemistry II
(Prerequisite: CHEM 341; Spring Only) 4
Geology Specialization: (15 cr.)
GEOL 104 Historical Geology 3
12 credits from the following courses:
GEOL 301 Sedimentology-Paleontology-Stratigraphy I 4
GEOL 311 Mineralogy 4
GEOL 405 Structural and Field Geology 4
GEOL 406 Hydrology 3
GEOL 407 Geophysics 3
GEOL 421 Environmental Geology Problems 3
GEOL 475 Geology Laboratory Techniques 1
Physics Specialization: (15 -17 cr.)
PHYS 202 College Physics II 4
PHYS 111 Laser and Light 4
or
PHYS 130 Music Acoustics 3-4
PHYS 330 Meteorology 3
PHYS 335 Astronomy 3
Choose from one of the following:
PHYS 325 Energy and the Environment 3
GEOL 407 Geophysics 3
CHEM 301 Fundamentals of Environmental Science
(Fall Only) 3
CHEM 315 Forensic Science (Spring Only) 3
Social Science/History Specialization: (15-16 cr.)
HIST 379 History of New York State 3
Upper Division Elective in U.S. Political Institutions 3-4
Upper Division Elective in European or U.S. History 3
Upper Division Elective in Third World History 3
Upper Division Liberal Arts Elective 3
Middle and Secondary
English Language Arts Education
Grades 7-12 with 5-6 extension
Education Program:
All Education courses must be completed with a 2.0 or higher; with
a 2.75 GPA in the Education major.
Students pursuing the Secondary English Language Arts Education
Program must also complete the Literature/Writing Concentration
of the English major.
English Major – Literature/Writing Concentration:
Contact the Chair of the English Department to declare the major,
be assigned an English advisor and select appropriate courses.
The Literature/Writing major must be completed with a 2.5 overall
GPA.
Credits
EDLS 349 Introduction to Middle and
Secondary Education 3
SECD 210 @Computer Applications in Middle and
Secondary School 1
Learning Community I:
Introduction to Teaching the English Language Arts, Grades 5-12
(Offered both Fall and Spring Semesters)
Prerequisites:
EDLS 349 Introduction to Middle and Secondary Education
Satisfactory completion of core courses in English Major.
Full admission to the Middle and Secondary English Language
Arts Program.
SECD 361 @English Language Arts, Grades 5-12 3
EDLS 315 Teaching Students with Special, Grades 5-12 3
SECD 381 @Practicum I: English Language Arts,
Grades 5-12 1
Courses which must be taken concurrently:
PSYC 350 Educational Psychology 3
Learning Community II:
Teaching Writing, Language and Communication, Grades 5-12
(Offered Spring Semester Only)
Prerequisites: Learning Community I
SECD 371 @Teaching Writing, Language and
Communication, Grades 5-12 (Spring Only) 3
SECD 391 @Practicum II: English Language Arts,
Grades 5-12 2
Courses which must be taken concurrently:
COMP 301 Advanced Writing 4
COMM 201 Mass Media and Society (SI, SA) 3
Learning Community III:
Teaching Reading and Literature, Grades 5-12
(Offered Fall Semester Only)
Prerequisites: Learning Community I and II
SECD 471 @Teaching Reading and Literature,
Grades 5-12 (Fall Only) 3
SECD 491 @Practicum III: Teaching the English Language
Arts, Grades 5-12 2
Courses which must be taken concurrently:
LITR 323 Young Adult Literature 3
LITR 410 Shakespeare I
or
LITR 411 Shakespeare II 4
Learning Community IV:
Student Teaching in the English Language Arts Classrooms,
Grades 5-12
Prerequisites: Learning Community I, II and III
Completion of Middle and Secondary School English Language
Arts program requirements and English Major
SECD 455 @Student Teaching in the Junior High School
(SI) 6
SECD 456 @Student Teaching in the Senior High School
(SI) 6
EDLS 421 Seminar in Middle and Secondary Education 2

school of education AND PROFESSIONAL STUDIES – teacher education 143
Cognate Requirements:
All cognate courses must be completed with a 2.0 or higher.
COMM 320 Introduction to Film 3
PSYC 321 Psychology of Adolescence (SA) 3
Select one course in American History (HI, AH) 3
ARTH 100 Idea and Image (AC) 3
DRAM Elective 3
DANC, ART, DRAM or Music Elective 3
Select one course in one of the following disciplines: 3
Anthropology, History, Politics, Sociology
Modern Language requirement (ML) 0-9
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
Middle and Secondary French Education
Grades 7-12 with 5-6 extension
Education Program:
All Education courses must be completed with a 2.0 or higher with
a 2.75 GPA in the Education major.
Students pursuing the Secondary French Education Program must
also complete a French Major.
French Major:
Contact the Modern Languages Department to declare the major,
be assigned a French Major advisor and select appropriate courses.
The French major must be completed with a 2.5 GPA.
Credits
SECD 210 @Computer Applications in Middle and
Secondary Education 1
EDLS 315 Teaching Students with Special Needs,
Grades 5-12 3
SECD 356 @Reading/Literacy in the Middle and
Secondary Schools I 3
SECD 357 @Reading/Literacy in the Middle and
Secondary Schools II 3
(Prerequisite: SECD 356)
The following two courses must be taken concurrently:
SECD 374 @Middle and Secondary School
Foreign Language Curriculum
(Corequisite: SECD 394) 3
SECD 394 @Classroom Observation in Middle and
Secondary Foreign Language
(Corequisite: SECD 374) 1
The following two courses must be taken concurrently:
SECD 474 @Middle and Secondary School
Foreign Language Instruction
(Prerequisites: SECD 374 and 394;
Corequisite: SECD 494) 3
SECD 494 @Practicum in Middle and Secondary
Foreign Language Instruction
(Corequisite: SECD 474) 1
Student Teaching Semester: (the following courses must be
taken concurrently)
SECD 455 @Student Teaching in the Junior High School
(SI) 6
SECD 456 @Student Teaching in the Senior High School
(SI) 6
EDLS 421 Seminar in Middle and Secondary Education 2
Cognate Requirements:
All cognate courses must be completed with a 2.0 or higher.
Credits
HIST 384 France Since 1789 3
FREN 303 Contemporary France 3
FREN 304 Contemporary Québec 3
Choose one of the following: 3
PSYC 100 Introduction to Psychology
or
PSYC 220 Child Development
PSYC 321 Psychology of Adolescence (SA)
Choose one of the following: 3
COMM 106 Basic Principles of Speech (FS)
COMM 311 Small Group Communication (WI, SI, SA)
COMM 324 Persuasive Speaking (SI)
Choose one of the following: 3
ARTH Any course
MUAM 416 Music of the World’s Cultures (CC)
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)

144 teacher education – school of education AND PROFESSIONAL STUDIES
Middle and Secondary
Mathematics Education
Grades 7-12 with 5-6 extension
Education Program:
All Education courses must be completed with a 2.0 or higher
with a 2.75 GPA in the Education major.
All students enrolled in the Secondary Mathematics Education
Program must also be a Math major.
Mathematics Major:
33 Mathematics credits plus three credits in Probability and Statistics
are required.
The Mathematics Major must be completed with a 2.5 GPA or
higher.
Contact the Mathematics Department to declare the Mathematics
major, be assigned a Mathematics Department advisor and select
appropriate courses.
Credits
EDLS 349 Introduction to Middle and Secondary Education
(Prerequisite to the following Education courses) 3
SECD 316 @Technology and Media in Middle and
Secondary Mathematics 3
SECD 356 @Reading/Literacy in the Middle and
Secondary Schools I 3
SECD 357 @Reading/Literacy in the Middle and
Secondary Schools II (Prerequisite: SECD 356) 3
EDLS 315 Teaching Students with Special Needs,
Grades 5-12 3
The following two courses must be taken concurrently:
SECD 370 @Teaching Mathematics in the Middle School 3
SECD 390 @Practicum in the Middle School Mathematics 1
The following two courses must be taken concurrently:
SECD 470 @Teaching Mathematics in the
Secondary School 3
SECD 490 @Practicum in the Secondary School
Mathematics 1
Student Teaching Semester: (the following courses must be
taken concurrently)
EDLS 421 Seminar in Middle and Secondary Education 2
SECD 455 @ Student Teaching in the Junior High School
(SI) 6
SECD 456 @Student Teaching in the Senior High School
(SI) 6
Cognate Requirements:
All cognate courses must be completed with a 2.0 or higher.
Credits
Select one of the following: 3
MATH 404 Elements of Geometry
MATH 553 Concepts of Geometry
COMP 101 Writing and Critical Thinking (FW) 4
Select an elective from: 3
Composition (COMP), Linguistics (LNGS), Literature (LITR)
PSYC 321 Psychology of Adolescence (SA)
(Prerequisite: PSYC 100 or 220) 3
PSYC 350 Educational Psychology 3
Select one of the following: 3
MATH 125 Probability and Statistics I (FQ, FM)
MATH 461 Probability and Mathematical Statistics
Modern Language requirement of the college (ML) 0-9
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
Middle and Secondary
Social Studies Education
Grades 7-12 with 5-6 extension
Education Program:
All Education courses must be completed with a 2.0 or higher with
a 2.75 GPA in the Education major.
All Secondary Social Studies Education Programs require completion
of an appropriate Arts and Sciences Major.
Choose from one of the following majors:
Anthropology, Economics, History, Politics or Sociology
The selected major GPA must be a 2.5 or higher.
Contact the Department Chair of one of these departments to declare
the major, be assigned an advisor and select appropriate courses.
Credits
SECD 210 @Computer Applications in Middle and
Secondary Education 1
EDLS 315 Teaching Students with Special Needs,
Grades 5-12 3
SECD 356 @Reading/Literacy in the Middle and
Secondary Schools I 3
SECD 357 @Reading/Literacy in the Middle and
Secondary Schools II (Prerequisite: SECD 356) 3
The following two courses must be taken concurrently:
SECD 373 @Middle and Secondary School Social Studies
Curriculum (Corequisite: SECD 393;
Spring Only) 3
SECD 393 @Classroom Observation in Middle and
Secondary School, Social Studies Curriculum
(Corequisite: SECD 373; Spring Only) 1

school of education and professional studies – teacher education 145
The following two courses must be taken concurrently:
SECD 473 @Middle and Secondary School Social Studies
Instruction (Prerequisites: SECD 373 and 393;
Corequisite: SECD 493; Fall Only) 3
SECD 493 @Practicum in Middle and Secondary School
Social Studies Instruction 1
EDLS 421 Seminar in Middle and Secondary Education 2
SECD 455 @ Student Teaching in the Junior High School
(SI) 6
SECD 456 @Student Teaching in the Senior High School
(SI) 6
Cognate Requirements:
All cognate courses must be completed with a 2.0 or higher.
Credits
ANTC/GEOG 260 Introduction to Social Geography 3
HIST 101 Europe to 1815 (WC, HI) 3
HIST 102 Europe Since 1815 (WC, HI) 3
HIST 201 United States to 1877 (HI, AH) 3
HIST 202 United States Since 1877 (HI, AH) 3
HIST 379 History of New York State (HI) 3
HIST elective U.S. History at 300 or 400 level 3
PSYC 321 Psychology of Adolescence (SA) 3
PSYC 100 Introduction to Psychology
or
PSYC 220 Child Development 3
SOCI 101 Introduction to Sociology (SA) 3
Choose one course on Africa, Asia or Latin America/Caribbean
from two of the following disciplines: Anthropology, Geography,
History, Sociology 6
ARTH elective 3
ANTC 102 Introduction to Cultural Anthropology
(CC, XC) 3
One of: 3
COMM 106 Basic Principles of Speech (FS)
COMM 311 Small Group Communication (WI, SI, SA)
COMM 324 Persuasive Speaking (SI)
One of: 4
ECON 105 or 305 Principles of Microeconomics (FP, SA)
ECON 110 or 310 Principles of Macroeconomics (FP, SA)
MUAM 416 Music of the World’s Culture (CC) 3
One of: 3
PHIL 314 Contemporary Moral Issues (WI)
PHIL 330 Environmental Ethics (WI, PI)
One of: 4
POLS 200 Political Ideas (SA)
POLS 110 Introduction to U.S. Politics (SA)
Modern Language requirement of the college (ML) 0-9
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
Middle and Secondary Spanish Education
Grades 7-12 with 5-6 extension
Education Program:
All Education courses must be completed with a 2.0 or higher with
a 2.75 GPA in the Education major.
The Secondary Spanish Education Program requires completion of
a Spanish Major.
Spanish Major:
The Spanish major must be completed with a 2.5 GPA.
Contact the Modern Language Department to declare the major, be
assigned a Spanish advisor and select appropriate courses.
Credits
SECD 210 @Computer Applications in Middle and
Secondary Education 1
EDLS 315 Teaching Students with Special Needs,
Grades 5-12 3
SECD 356 @Reading/Literacy in the Middle and
Secondary Schools I 3
SECD 357 @Reading/Literacy in the Middle and
Secondary Schools II 3
(Prerequisite: SECD 356)
The following two courses must be taken concurrently:
SECD 374 @Middle and Secondary School
Foreign Language Curriculum
(Corequisite: SECD 394) 3
SECD 394 @Classroom Observation in Middle and
Secondary School Foreign Language
(Corequisite: SECD 374) 1
The following two courses must be taken concurrently:
SECD 474 @Middle and Secondary School
Foreign Language Instruction 3
(Prerequisite: SECD 374 and 394;
Corequisite: SECD 494)
SECD 494 @Practicum in Middle and Secondary
Foreign Language Instruction
(Corequisite: SECD 474) 1
Student Teaching Semester: (the following courses must be
taken concurrently)
SECD 455 @ Student Teaching in the Junior High School
(SI) 6
SECD 456 @Student Teaching in the Senior High School
(SI) 6
EDLS 421 Seminar in Middle and Secondary Education 2

146 teacher education – school of education and professional studies
Cognate Requirements:
All cognate courses must be completed with a 2.0 or higher.
Credits
HIST 312 Latin American Since 1910 3
SPAN 303 Historia Cultural de Espana (CC) 3
SPAN 304 Panorama Cultural de Latinoamerica (CC) 3
Select one of the following: 3
PSYC 321 Psychology of Adolescence (SA)
PSYC 100 Introduction of Psychology
or
PSYC 220 Child Development
Select one of the following: 3
COMM 106 Basic Principles of Speech (FS)
COMM 311 Small Group Communication (SI, WI, SA)
COMM 324 Persuasive Speaking (SI)
Select one of the following: 3
ARTH Elective (any course)
MUAM 416 Music of the World’s Cultures (CC)
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
Secondary School Science Education
Grades 7-12
Education Program:
All Education courses must be completed with a 2.0 or higher with
a 2.75 GPA in the Education Major.
Students pursuing the Secondary School Science Education program
must complete an appropriate science major.
Select one of the following majors:
Biology, Chemistry, Geology or Physics
The science major must be completed with a 2.5 GPA.
Contact the Department Chair of whichever science major you
select to declare the major, be assigned a science advisor and select
appropriate courses.
SECD 372
SECD 356
Credits
@Science Instruction and Assessment,
Grades 5-12 3
@Reading/Literacy in the Middle and
Secondary Schools I 3
EDLS 315 Teaching Students with Special Needs,
Grades 5-12
(Prerequisites: SECD 372 and 356) 3
SECD 357 @Reading/Literacy in the Middle and
Secondary Schools II
(Prerequisites: SECD 372 and 356) 3
The following two courses must be taken concurrently:
SECD 410 @Science Field Experience
(Prerequisites: SECD 372 and 356;
Corequisite: SECD 472) 3
SECD 472 @Science Curricula, Programs and Standards
(Prerequisites: 9 SECD credits to include:
SECD 372 and 356; Corequisite: SECD 410) 3
GRED 502 @Issues in Science-Technology-Society
(Fall Only) 3
Student Teaching Semester: (the following courses must be
taken concurrently)
EDLS 421 Seminar in Middle and Secondary Education 2
SECD 455 @ Student Teaching in the Junior High School
(SI) 6
SECD 456 @Student Teaching in the Senior High School
(SI) 6
Cognate Requirements:
All cognate courses must be completed with a 2.0 or higher.
PSYC 100 Introduction to Psychology
or
PSYC 220 Child Development 3
PSYC 321 Psychology of Adolescence (SA) 3
Credits
Modern Language requirement of the college (ML) 0-9
For Biology Majors:
Physics 3 credits
Geology 3 credits
For Chemistry Majors:
Biology 3 credits
Geology 3 credits
For Geology Majors:
Astronomy 3 credits
Meteorology 3 credits
Genetics 3 credits
For Physics Majors:
Biology 3 credits
Geology 3 credits
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)

school of education and professional studies – teacher education 147
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
BA-MST Secondary School Science
Education Option “A”
Certification in One High School Science Content Area with
Middle School Extension
Grades 5-12
Program:
All Education courses must be completed with a 2.5 or higher with
a 2.75 GPA overall (Education and Liberal Studies).
Students pursuing the BA-MST Secondary School Science Education
Option “A” (for certification in one High School science with an
extension to Middle School) must complete an appropriate science
major and a distribution in other science courses as listed.
Select one of the following majors and minor:
Biology, Chemistry, Geology or Physics major.
The science major must be completed with a 2.5 GPA.
Contact the Department Chair of whichever science major you
select to declare the major, be assigned a science advisor and select
appropriate courses.
Credits
EDLS 349 Introduction to Middle and
Secondary Education, Grades 5-12 3
SECD 372 @Science Instruction and Assessment,
Grades 5-12 3
SECD 356 @Reading/Literacy in the Middle and
Secondary Schools I 3
EDLS 315 Teaching Students with Special Needs,
Grades 5-12 3
SECD 411 @Science Field Experience
(Middle School; Concurrent with SECD 372) 3
Cognate Requirements:
All cognate courses must be completed with a 2.5 or higher.
PSYC 100 Introduction to Psychology
or
PSYC 220 Child Development 3
PSYC 321 Psychology of Adolescence
or
GRED 677 Development and Learning for Teachers 3
Graduate
Summer:
GRED 675 @Secondary Science Teaching Research 3
IT 614 @Technology in Education 3
GRED @Elective (530 or 544 or 610) 3
Fall:
GRED 502
@Issues in Science-Technology-Society
(Fall Only) 3
GRED 603 @Seminar: teaching in the Secondary School 3
GRED 557
@Reading/Literacy in Middle and
Secondary School 3
GRED 672 @Science Curricula, Programs and Standards 3
GRED 673 @Secondary Science Field Work (Science Major) 3
Spring: Student Teaching
GRED 694 @Supervised Teaching, Grades 5-9 6
GRED 697 @Secondary Student Teaching, Grades 10-12
(Major Discipline) 6
GRED 676 @Student Teaching Seminar 2
Credits
Modern Language requirement of the college (ML) 0-9
Additional Science Cognates
For Biology Majors:
Major in Biology – 36 credits and in addition to the science
cognates for the science major, the following science courses are
required under advisement:
Physics 3 credits
Geology 3 credits
Astronomy 3 credits
Meteorology 3 credits
For Chemistry Majors:
Major in Chemistry – 33 credits and in addition to the science
cognates for the science major, the following science courses are
required under advisement:
Biology 3 credits
Geology 3 credits
Astronomy 3 credits
Meteorology 3 credits
For Geology Majors:
Major in Geology – 33 credits and in addition to the science
cognates for the science major, the following science courses are
required under advisement:
Biology 3 credits
Physics 3 credits
Astronomy 3 credits
Meteorology 3 credits
For Physics Majors:
Major in Physics – 30 credits (Astronomy and Meterology to be
included in the major) and in addition to the science cognates
for the science major, the following science courses are required
under advisement:
Biology 3 credits
Geology 3 credits

148 teacher education – school of education and professional studies
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
BA-MST Secondary School Science
Education Option “B”
Certification in Two High School Science Content Areas
(Biology and Chemistry, or Biology and Physics, or Biology and
Earth Science, or Chemistry and Physics, or Chemistry and Earth
Science, or Physics and Earth Science or for other combinations, see
advisor)
Grades 7-12
Program:
All Education courses must be completed with a 2.5 or higher with
a 2.75 GPA overall (Education and Liberal Studies).
Students pursuing the BA - MST Secondary School Science Education
Option “B” (for dual certification in two sciences) must complete
an appropriate science major and minor.
Select one of the following majors and minor:
Biology, Chemistry, Geology, or Physics major; and minor in a
second science.
The science major must be completed with a 2.5 GPA.
Contact the Department Chair of whichever science major you
select to declare the major, be assigned a science advisor and select
appropriate courses.
Credits
EDLS 349 Introduction to Middle and Secondary
Education, Grades 5-12 3
SECD 372 @Science Instruction and Assessment,
Grades 5-12 3
SECD 356 @Reading/Literacy in the Middle and
Secondary Schools I 3
EDLS 315 Teaching Students with Special Needs,
Grades 5-12 3
SECD 410 @Science Field Experience
(Minor: Concurrent with SECD 372) 3
Cognate Requirements:
All cognate courses must be completed with a 2.5 or higher.
PSYC 100 Introduction to Psychology
or
PSYC 220 Child Development 3
PSYC 321 Psychology of Adolescence
or
GRED 677 Development and Learning for Teachers 3
Graduate
Summer:
GRED 675 @Secondary Science Teaching Research 3
IT 614 @Technology in Education 3
GRED @Elective (530 or 544 or 610) 6
Fall:
GRED 502
@Issues in Science-Technology-Society
(Fall Only) 3
GRED 603 @Seminar: Teaching in the Secondary School 3
GRED 557
@Reading/Literacy in Middle and
Secondary School 3
GRED 672 @Science Curricula, Programs and Standards 3
GRED 673 @Secondary Science Field Work (Science Major) 3
Spring: Student Teaching
GRED 693 @Supervised Field Internship
(Minor Discipline) 6
GRED 697 @Secondary Student Teaching
(Major Discipline) 6
GRED 676 @Student Teaching Seminar 2
Credits
Modern Language requirement of the college (ML) 0-9
For Biology Majors:*
Major in Biology 36 credits and
Minor in Chemistry 22 credits or
Minor in Physics 19 credits or
Minor in Earth Science: Geology 19 credits +
Astronomy 3 credits + Meteorology 3 credits = 25 credits
For Chemistry Majors:*
Major in Chemistry 33 credits and
Minor in Biology 23 credits or
Minor in Physics 19 credits or
Minor in Earth Science: Geology 19 credits +
Astronomy 3 credits + Meteorology 3 credits = 25 credits
For Geology Majors:*
Major in Geology 33 credits and
Minor in Chemistry 22 credits or
Minor in Physics 19 credits or
Minor in Biology 23 credits
For Physics Majors:*
Major in Physics 30 credits and
Minor in Chemistry 22 credits or
Minor in Biology 23 credits or
Minor in Earth Science: Geology 19 credits +
Astronomy 3 credits + Meteorology 3 credits = 25 credits
*There may be additional requirements from each science department.

school of education and professional studies – teacher education 149
Required Workshops:
HLTH 249 School Health Standards Workshops 1
Workshop on Identification and Reporting of Child Abuse and
Maltreatment
Schools Against Violence in Education (SAVE)
New York State Teacher Certification Exams:
LAST (must be completed prior to Student Teaching)
ATS-W (normally completed either before or during Student
Teaching)
CST (may be required for Initial Certification)
ATS-P (complete for Professional Certification)
Teacher Education Course Descriptions
EDLS 201 – Principles of Education (3) Provides overview: 1) characteristics and
needs of children; 2) goals and objectives of elementary education; 3) nature of
knowledge; 4) teaching-learning theories and strategies based upon such theories;
5) educational roles of teachers; 6) attitudes and values to be nurtured and
developed; 7) nature of evaluation; 8) nature of curriculum. May include classroom
observation/participation in elementary classrooms. (Note: this course replaces
EDLS 110 beginning in Spring, 1997, and will be used to fulfill education program
requirements in lieu of EDLS 110.)
EDLS 315 – Teaching Students with Special Learning Needs in Middle and
Secondary School (3) Provides an overview of the educational, psychological and
social needs of learners with disabilities and gifted and talented students in the
middle and secondary school; discusses the impact of special education law on the
public school program; provides background for designing appropriate interventions
for students with a variety of special learning needs.
EDLS 349 – Introduction to Middle and Secondary Education (3) This course
is designed to introduce prospective teachers to middle and secondary schools.
Students will learn about the history of middle and secondary education in the
United States. They will be introduced on an interdisciplinary basis to philosophies
of education, the roles of schools in society, the organization of schools, curriculum
development and assessment. Students will begin to develop their own philosophies
of education.
EDLS 412 – The Exceptional Learner (3) Provides an overview of the educational,
psychological and social needs of learners with disabilities and gifted and talented
students; discusses the impact of special education law on the public school
program; provides background for designing appropriate interventions for students
with a variety of special learning needs. Prerequisite: EDLS 301.
EDLS 414 – Student Teaching Issues Seminar With Portfolio Assessment (2)
Discussion of contemporary educational and professional issues. Accompanies
student teaching semester. Attendance at professional development workshops is
mandatory. Corequisites: EDUC 415, 416.
EDLS 420 – Student Teaching Issues Seminar (2) This course will provide a
forum for discussion of the broad range of contemporary educational and professional
issues in early childhood education, as well as their historical routes.
Students will critically examine various perspectives of a topic through reading and
research. Students will complete the compilation of a professional portfolio including
samples of work showing their professional growth during the program. (For
Early Childhood Education Students only.)
EDLS 421 – Seminar in Middle and Secondary Education (2) Discussion of
contemporary educational and professional issues. Accompanies student teaching
semester. Attendance at professional development workshops is mandatory.
EDUC 206 – Early Childhood Literacy I (3) Designed for pre-service teachers
responsible for literacy development for children from birth to grade 2. This is a
beginning literacy methods course that teaches the “whys” and “hows” of developmental
literacy.
EDUC 207 – Literacy I (3) Designed for preservice teachers responsible for
teaching literacy skills to children in grades 1-6. This is a beginning literacy methods
course that teaches the “whys” and “hows” of developmental literacy.
EDUC 302 – Early Childhood Practicum I (1) The future early childhood teacher
will be provided supervised classroom experience at three different levels: Pre-
Kindergarten, Kindergarten, Grades 1-2. Participation will involve working with all
aspects of early childhood curriculum. Particular emphasis will be placed on
application of learning theory plus curriculum development, assessment, and
implementation.
EDUC 303 – Learning Through Sensory and Creative Expression (3) This
course is designed to focus on the value of play to develop the whole child in an
environment that supports play. Music and movement, art, and sensory experiences
that aid self expression and personal development are stressed.
EDUC 304 – Care and Education of Young Children with Special Needs (3)
This course addresses the educational, psychological, and social needs of young
children with disabilities; discusses cultural and linguistic differences and other
special learning needs; identifies effective practices for early identification, assessment,
and instructional interventions for use with pre-school children and their
families; develops skills for working in multidisciplinary teams; and discusses the
impact of current legislation on educational programming for young children.
EDUC 305 – Early Childhood Development and Learning (3) This course
provides an introduction and overview of current theories in early childhood
development. It profiles the characteristics and needs of young children and focuses
on developmentally appropriate practices in physical and motor, psychosocial,
cognitive and language development for ages birth to eight. Strategies for learning
assessment and evaluation also will be examined.
EDUC 308 – Practicum I (1) This pre-student teaching field experience will focus
on child development, learning theories, learning styles, and the classroom environment.
Components will include: observation, small group work, and at least one
large group lesson.
EDUC 310 – Elementary Math Methods (3) Prepares students to teach mathematical
concepts and skills Pre-K–6. Memorization of facts and usual algorithms
considered but higher-level thought processes and problem solving emphasized.
Current mathematics in Pre-K–6 programs highlighted.
EDUC 312 – Elementary Social Studies Methods (3) Provides Pre-K–6 certification
students an overview of goals, objectives, structure, methods and strategies of
social studies education. Special emphasis on inquiry-oriented teaching and learning.
Includes observation/participation in elementary classroom.
EDUC 314 – Assessment and Strategies in Teaching: Students with Special
Needs (3) This course will discuss identification of special learning needs and
ongoing assessment techniques for the purposes of designing appropriate teaching
strategies and monitoring student progress; will include selection, modification, and
development of appropriate teaching strategies for use with children with special
needs who are integrated into the regular classroom. A collaborative, multidisciplinary
approach to education will be stressed.
EDUC 402 – Early Childhood Practicum II (2) The future early childhood teacher
will be provided supervised classroom experience at three different levels: Pre-
Kindergarten, Kindergarten, Grades 1-2. Participation will involve working with all
aspects of early childhood curriculum. Particular emphasis will be placed on
application of learning theory plus curriculum development, assessment, and
implementation.
EDUC 404 – Building School/Home Partnerships (3) This course focuses on
guidance techniques and school/home interactions. Ethics, classroom management,
approaches to guidance and school/home contacts are explored.
EDUC 405 – Early Childhood Curriculum (3) This course is designed to focus on
the curriculum of the very young (birth-eight). Special emphasis is placed on 1)
developmentally appropriate integrated learning experiences that facilitate development
and learning in all areas - cognitive, language, physical, psychosocial, and
aesthetic; 2) planning, implementing, and evaluating developmentally appropriate
content and methodology; and 3) creating safe and healthy learning environments
using instructional manipulatives, toys and play as instruments for enhancing
development and learning.

150 teacher education – school of education and professional studies
EDUC 406 – Early Childhood Literacy 2 (3) A continuation of Early Childhood
Literacy 1. Knowledge and application of literacy instructional strategies are refined
and preservice teachers have the opportunity to apply what they have learned in an
actual instructional setting (birth-grade 2).
EDUC 407 – Literacy II (3) A continuation of Literacy 1. Knowledge and application
of literacy instructional strategies are refined and preservice teachers have the
opportunity to apply what they have learned in an actual childhood classroom
(grades 1-6).
EDUC 408 – Practicum II (2) This pre-student teaching field experience will focus
on curriculum, strategies, and instructional planning. Components will include
planning, classroom management, teaching, and assessment.
EDUC 409 – Elementary Science Methods (3) Develops broad competency in
teaching science to elementary school children. Emphasizes importance of science
education as foundation of elementary curriculum. Examines scientific method.
Includes observation/participation in elementary classroom.
EDUC 410 – Media and Technology (3) Explores recent developments in use of
technology in classroom, including personal computers, interactive video, laser
disks and CD-roms. Emphasis on developing understanding of educational technology
and its role in education. Prerequisite: EDLS 301.
EDUC 411 – Foundations of Classroom Behavior (3) Provides theoretical and
philosophical foundation from which to examine interactions within educational
setting. Examines approaches to preventing and responding effectively to inappropriate
behavior. Prerequisite: EDLS 301.
EDUC 415 – Student Teaching Internship I, Grades 1-3 (6) Half semester of
student teaching at Pre K-3 level. Corequisites: EDUC 416, EDLS 414.
EDUC 416 – Student Teaching Internship II, Grades 4-6 (6) Half semester of
student teaching at 4-6 level. Corequisites: EDUC 415 and EDLS 414.
EDUC 417 – Student Teaching Internship I, Pre-Kindergarten (4) This course
provides the future early childhood teacher with a time and place where theory of
coursework at the College can be put into actual practice of teaching. Experience
will include placement at the Pre-Kindergarten level. This course is designed to
focus the future early childhood teacher’s attention on the complete range of
teacher functions and responsibilities found in authentic early childhood settings.
Corequisites: EDUC 418, 419 and EDLS 420.
EDUC 418 – Student Teaching Internship II, Kindergarten (4) This course
provides the future early childhood teacher with a time and place where theory of
coursework at the College can be put into actual practice of teaching. Experience
will include placement at the Kindergarten level. This course is designed to focus the
future early childhood teacher’s attention on the complete range of teacher functions
and responsibilities found in authentic early childhood settings. Corequisites:
EDUC 417, 419 and EDLS 420.
EDUC 419 – Student Teaching Internship III, Grades 1 and 2 (4) This course
provides the future early childhood teacher with a time and place where theory of
coursework at the College can be put into actual practice of teaching. Experience
will include placement at the Grades 1-2 level. This course is designed to focus the
future early childhood teacher’s attention on the complete range of teacher functions
and responsibilities found in authentic early childhood settings. Corequisites:
EDUC 417, 418 and EDLS 420.
EDUC 195, 295, 395, 495 – Special Topics (1-12)
EDUC 198, 298, 398, 498 – Tutorial (1-3)
SECD 210 – Computer Applications in Middle and Secondary Education (1)
To provide an introduction to the use of microcomputers in education. The course
will present general knowledge about personal computers, the Internet and an
overview of their use in secondary education. The course will emphasize general
software applications of computer technology in education. Students will also have
the opportunity to examine resources available through the Internet in specific
educational areas.
SECD 316 – Technology and Media in Middle and Secondary Mathematics (3)
This course will provide students the opportunity to learn how technology and media
can enhance the understanding of mathematics when used appropriately. Students
will explore appropriate uses of the calculator, graphing calculator, spreadsheets,
and software such as Geometer’s Sketchpad. They will review the state regulations
related to the use of calculating devices on the NYS Regents examinations. Students
will study the use of the World Wide Web to support secondary mathematics
education. In addition, they will review the use of other multimedia devices and
products. Prerequisite or corequisite: SECD 349.
SECD 356 – Reading /Literacy in the Middle and Secondary Schools I (3)
Teaching literacy skills in reading, writing, speaking, listening and study skills in
regular secondary school content areas to native English speakers and students who
are English language learners. Includes practicum experience.
SECD 357 – Reading/Literacy in the Middle and Secondary Schools II (3)
Continuation of SECD 356. Refines knowledge and provides opportunities for
classroom application of methodologies required to teach literacy to native and nonnative
English speakers. Addresses current issues of reading, writing, listening and
speaking skills and study skills confronting secondary content area teachers.
Participation with secondary school students. Prerequisite: SECD 356. Spring
SECD 361 – English Language Arts, Grade 5-12 (3) Introduction to teaching
literacy (reading, writing, speaking and listening) in the English Language Arts
classroom, grades 5-12. Focused studies will include: developmental considerations
of middle childhood (grades 5-9) and adolescence (grades 7-12) and their
relationship to language acquisition, English language arts curricula, and state and
national standards at the two development levels. Common threads in the two areas
of focused studies will include 1) student-centered literacy and 2) language arts
curriculum and instruction which integrate the literacy skills of reading, writing,
speaking and listening to provide for the learning needs, interests, and abilities of
all students, including learners acquiring the English language arts as a second
language and students with special learning needs. Resources for teaching ELA
available through computer technology will be explored and criteria for evaluating
these resources and software will be reviewed and applied. Corequisites: Students
must be concurrently enrolled in the following Learning Community I courses: EDLS
315, PSY 350, SECD 381. Prerequisites: Satisfactory completion of the following
courses: EDLS 349, SECD 210; full admission to Middle and Secondary School
English Language Arts Program; and satisfactory completion of the four core courses
in the Literature/Writing major.
SECD 370 – Teaching Mathematics in the Middle School (3) This course will
introduce students to current research and issues related to teaching mathematics
in the middle school. The students in this course will learn how to engage middle
school students in meaningful mathematics, how to work with middle school
students who are not meeting minimum standards and how to prepare middle school
students for the abstract world of algebra. They will become knowledgeable about
the current NYS Learning Standards for Mathematics Science and Technology and
the NCTM Standards. Students will concurrently take SECD 390. Prerequisites:
EDLS 349, SECD 316
SECD 371 – Teaching Writing, Language and Communication Grades 5-12 (3)
Second course in the sequence in teaching literacy in English Language Arts classrooms,
grades 5-12. This course will extend study of literacy for all learners,
including students acquiring the English language arts as a second language and
students with special learning needs, in middle childhood and adolescence English
Language Arts classrooms. The course will provide focused studies on the teaching
of writing , language, and communication. Infused throughout this focused study at
both the middle childhood and adolescence levels will be teaching strategies for
integrating reading, writing, speaking, and listening. Students will also examine
media and technology applications, resources, software, computer-based multimedia
programs, and non-print “texts” for teaching writing, language and communication.
Corequisites: Students must be concurrently enrolled in the following Learning
Community II courses: SECD 391, COMM 201 and COMP 301. Prerequisite: Learning
Community I.
SECD 372 – Science Instruction and Assessment in the Middle School (3)
This course is designed to enable future teachers to examine their own beliefs about
science, learning, and teaching, as well as to develop understanding of the tenets
upon which the National Science Education Standards are based. The course will
focus on standards for teaching and assessment in grades 5-8 and 9-12. Students
will use technology in support of active learning throughout this course.

school of education and professional studies – teacher education 151
SECD 373 – Middle and Secondary School Social Studies Instruction (3)
Introduction to role of social studies in curriculum of junior and senior high school.
Emphasizes the philosophical bases for social studies in high school program,
changing roles of social studies in American high schools (including New York State)
since the 1920s, and various current schools of thought as to nature of secondary
social studies. Explores contributions of social studies to a liberal secondary school
education within democratic society. Corequisite: SECD 393.
SECD 381 – Practicum I: Teaching the English Language Arts, Grades 5-12
(1) Field based experience in which student s observe, tutor, and teach in middle
school, junior high, and high school classrooms. Corequisites: SECD 361, EDLS 315
and PSYC 350. Prerequisites: EDLS 349 and SECD 210.
SECD 390 – Practicum in Middle School Mathematics (1) Students will
observe, tutor and teach mathematics in a middle school (grades 5-8). Corequisite:
SECD 370.
SECD 391 – Practicum II: Teaching the English Language Arts, Grades 5-12 (2)
Field based experience in which students observe, tutor, and teach in middle school,
junior high, and high school classrooms. Corequisite: Students must be concurrently
enrolled in the following Learning Community II courses: SECD 371, COMP 301,
COMM 201. Prerequisite: Learning Community I.
SECD 393 – Classroom Observation in Middle and Secondary School Social
Studies Curriculum (1) Students will observe the teaching of social studies in the
middle and secondary school. Corequisite: SECD 373. Spring.
SECD 410 – Middle and Secondary School Science Field Experience (3) This
course provides pre student teaching field experience for secondary science education
students in the BA and BA/MST programs, or middle school (grades 5-8) pre
student teaching field experience for students in the BA/MST program leading to
certification for Middle School and High School. Under the supervision of mentor
teachers and the SUNY Potsdam course instructor, you will observe, design and
deliver lessons in an assigned public school classroom. You will spend a minimum
of six hours in the public school each week, and meet with the course instructor on
campus one hour per week. After two weeks of observations and as approved by
your mentor teacher, you will lead small group learning activities in the classroom.
After one month and as approved by your mentor teacher, you will teach a minimum
of two hours in the classroom each week.
Partnership schools have been selected with three criteria in mind. 1) They have
been selected because they provide you with mentor teachers who are actively
involved in the current school reform movement. 2) They have been selected
because they include diverse student populations representing multiple ethnic
groups and/or include groups that traditionally have been underserved by schools.
3) They have been selected because for each, the school - college partnership is
mutually beneficial, enabling the school district to progress in its school improvement
plan, and enabling the college to provide you with a special opportunity to
apply what you learn in a meaningful context. Given these criteria, by enrolling in
this course you are assuming a new level of responsibility in your education. You will
be engaged by participating public school teachers in a manner to enhance the
education provided to their students. You should view this course as an opportunity
to begin, in a small way, assuming responsibility to provide for the educational
needs of students in the pre college classroom. Prerequisites: SECD 372 and 356.
Corequisite: SECD 472.
SECD 411 – Middle School Science Field Experience (3) This course provides
pre-student teaching field experience in middle school science education. Under the
supervision of mentor teachers and a SUNY Potsdam course instructor, students will
observe, design and deliver lessons in an assigned public school classroom.
Students will spend a minimum of six hours in the public school each week, and meet
with the course instructor on campus one hour per week. After two weeks of
observations and as approved by the mentor teacher, students will lead small group
learning activities in the classroom. After one month and as approved by the mentor
teacher, students will teach a minimum of two hours in the classroom each week.
Partnership schools are selected with three criteria in mind. 1) Mentor teachers are
actively involved in the current school reform movement. 2) Partnership schools
include diverse student populations representing multiple ethnic groups and/or
include groups that traditionally have been underserved by schools. 3) The schoolcollege
partnership is mutually beneficial, enabling the school district to progress in
its school improvement plan, and enabling the college to provide students with a
special opportunity to apply pedagogical learning in a meaningful context. Given
these criteria, by enrolling in this course you are assuming a new level of responsibility
in your education. You will be engaged by participating public school teachers
in a manner to enhance the education provided to their students. You should view
this course as an opportunity to begin, in a small way, assuming responsibility to
provide for the educational needs of students in the pre-college classroom. Corequisite:
SECD 372.
SECD 453 – Secondary School Social Studies Instruction (3) Emphasizes
methods and materials of instruction in junior and senior high school social studies.
Opportunity to design lesson plans. Classroom observations, protocol observations
or other instructional experiences included. Connections between curriculum and
instruction emphasized. Prerequisite: SECD 353. Fall.
SECD 455 – Student Teaching in Junior High School (6) Half semester of
student teaching in student’s academic major in grades 7 or 8, under guidance of
sponsor teacher and College supervisor. Prerequisites: successful completion of
Liberal Arts and Sciences Test of the New York State Teacher Certification Exam,
and approval of the Director of Professional Field Experiences.
SECD 456 – Student Teaching in Senior High School (6) Half semester of
student teaching in student’s academic major in grades 9-12, under guidance of
sponsor teacher and College supervisor. Prerequisites: successful completion of
Liberal Arts and Sciences Test of the New York State Teacher Certification Exam,
and approval of the Director of Professional Field Experiences.
SECD 470 – Teaching Mathematics in the Secondary School (3) This course
will introduce students to current research and issues related to teaching mathematics
in grades 9-12. The students in this course will learn how to engage high
school students in meaningful mathematics and how to work with high school
students who are not meeting minimum standards. They will prepare high school
students to use mathematics as an everyday citizen and to move successfully into
programs that require the study of mathematics at the college level. They will
become knowledgeable about the current NYS Learning Standards for Mathematics,
Science and Technology and the NCTM Standards. Students will concurrently
take SECD 490. Prerequisites: SECD 370. Prerequisites or corequisites: SECD 355,
PSYC 321, 350.
SECD 471 – Teaching Reading and Literature, Grades 5-12 (3) Third course in
the sequence in teaching literacy in English Language Arts classrooms, grades 5-12.
This course will extend study of literacy for all learners, including students acquiring
the English language arts as a second language and students with special learning
needs, in middle childhood and adolescence English Language Arts classrooms.
The course will provide focused studies on the teaching of literature and reading,
grades 5-12. Infused throughout this focused study at both the middle childhood and
adolescence levels will be teaching strategies for integrating reading, writing,
speaking and listening. Students will also work in the computer lab using and
locating resources on teaching reading and literature, constructing reading data
bases and examine instructional uses of power point and electronic communication.
Corequisites: Students must be concurrently enrolled in the following Learning
Community III courses: LITR 323, 410 or 411 and SECD 491. Prerequisites: Learning
Community I and II.
SECD 472 – Science Curricula and Programs in Secondary School (3) This
course is designed to introduce future teachers to school science curricula and
programs in grades 7-12. Students will be made aware of current trends in science
education as defined by the New York State Department of Education, the National
Science Education Standards, Project 2061 and NSTA’s Science Scope and Sequence
Project. This course will integrate study of educational technology with the
study of curricula and programs. This course is taken concurrently with SECD 372
and 410.
SECD 473 – Middle and Secondary School Social Studies Instruction (3)
Emphasizes methods and materials of instruction in junior and senior high school
social studies. Opportunity to design lesson plans. Classroom observations, protocol
observations or other instructional experiences included. Connections between
curriculum and instruction emphasized. Prerequisite: SECD 373. Fall

152 teacher education – school of education and professional studies
SECD 474 – Middle and Secondary School Foreign Language Program (3) An
examination of the role of foreign language in the middle and secondary school
program, including historical, philosophical, and cultural foundations. Analyses of
the substantive and syntactical bases of language and literature as applied in the
foreign language curriculum.
SECD 475 – Classroom Observation in Middle and Secondary Foreign
Language (1) Students will observe the teaching of foreign language in the middle
and secondary school. Corequisite: SECD 474. Spring
SECD 484 – Middle and Secondary School Foreign Language Instruction (3)
Analyses of methods and materials used in teaching middle and secondary school
foreign language. Includes the application of research regarding language acquisition,
memory, and cognitive development in the classroom setting.
SECD 485 – Practicum in Middle and Secondary School Foreign Language
Instruction (1) Students will observe and give instruction in Spanish in the middle
and secondary school. Prerequisites: SECD 474 and 475. Corequisite: SECD 484. Fall.
SECD 490 – Practicum in Secondary School Mathematics (1) Students will
observe, tutor and teach mathematics in a secondary school (grades 9-12). Corequisite:
SECD 470.
SECD 491 – Practicum III: Teaching the English Language Arts, Grades K-12
(2) Field based experience in which students observe, tutor, and teach in middle
school, junior high, and high school classrooms. Corequisite: Students must be
concurrently enrolled in the following Learning Community III courses: LITR 323,
LITR 410/411, SECD 471. Prerequisites: Learning Communities I, II and III.
SECD 493 – Practicum in Middle and Secondary School Social Studies
Instruction (1) Students will observe and give instruction in social studies in the
middle and secondary school. Prerequisite: SECD 373. Corequisite: SECD 473. Fall.
SECD 494 – Practicum in Middle and Secondary Foreign Language Instruction
(2) Seminar on topics, issues, and opportunities in curriculum development, instructional
design, and evaluation of learning and of teaching, as related to the student
teaching experience. Offered on-campus by college foreign language education faculty.
Prerequisites: SECD 484 and 485. Corequisites: SECD 455 and 456. Fall and Spring.
GRED 502 Issues in Science-Technology-Society (3) The modern foundations
of science education are perhaps best expressed in the concepts commonly
associated with STS (Science-Technology-Society). STS defines scientifically and
technologically literate individuals as those who understand how science, technology,
and society influence one another, and use this understanding in their every day
decision making. STS describes 13 characteristics of the scientifically literate
person: 1) uses science concepts, process skills, and values in making responsible
everyday decisions; 2) understands how society influences science and technology
as well as how science and technology influence society; 3) understands that society
controls science and technology through the allocation of resources; 4) recognizes
the limitations as well as the usefulness of science and technology in advancing
human welfare; 5) knows the major concepts, hypotheses, and theories of science
and is able to use them; 6) appreciates science and technology for the intellectual
stimulus they provide; 7) understands that the generation of scientific knowledge
depends upon the inquiry process and upon conceptual theories; 8) distinguishes
between scientific evidence and personal opinion; 9) recognizes the origin of science
and understands that scientific knowledge is tentative; 10) understands the application
of technology and the decisions entailed in the use of technology; 11) has
sufficient knowledge and experience to appreciate the worthiness of research and
technological development; 12) has a richer and more exciting view of the world as
the result of science education; and 13) knows reliable sources of scientific and
technological information and uses these sources in the process of decision making.
In this course you will examine and evaluate the 13 characteristics listed above You
will use your conclusions to make recommendations for teaching science in grades
7-12. Issues in health and drug education will be discussed in this course.
GRED 557 – Reading/Literacy Skills in Secondary School II (3) Continuation
of GRED 556. Refines knowledge and provides opportunities for classroom application
of methodologies required to teach literacy to native and reading to non-native
English speakers. Addresses current issues of reading, writing, listening, and speaking
skills, and study skills confronting secondary content area teachers. Participation
with secondary school pupils. Prerequisite: SECD 356 or GRED 556. Fall.
GRED 603 – Seminar: Teaching in Secondary Schools (3) This course is
designed to provide the student with an understanding of the principles, concepts and
methods involved in teaching. The focus will be on the learning process, curriculum
development, instructional strategies and materials, planning, grouping, classroom
management, evaluation, and drug education.
GRED 672 – Science Curricula, Programs, and Standards (3) This course is
designed to introduce future teachers to school science curricula and programs in
grades 7-12. Students will be made aware of current trends in science education as
defined by the New York State Department of Education, the National Science
Education Standards, Project 2061 and NSTA’s Science Scope and Sequence
Project. This course will integrate study of educational technology with the study of
curricula and programs. This course is taken concurrently with GRED 673.
GRED 673 – Secondary Science Field Work (3) Field Experience provides
opportunity to apply what you learn in a classroom setting, and to develop the skills
and understanding necessary for student teaching. The guidelines (principles,
teaching, assessment, content, program evaluation, school system evaluation) for
your field experience are provided in the National Science Education Standards
(http://www.nap.edu/readingroom/books/nses/html).
You will be assigned to a mentor teacher during the first week of course. You will
develop a secondary science unit plan with advisement of the course instructor and
your mentor teacher. Beginning in week two, you will observe and assist in the
classroom of your mentor teacher for a minimum of seven hours each week in the
public school. Beginning in week four and for the duration of the semester you will
continue to observe and assist for six hours per week and will teach a minimum of
one hour per week. Your teaching will begin with small groups, and progress to
whole class groups.
You will have opportunity to reflect on your teaching experiences in discussions with
mentor teachers, peers, and the course instructor. Discussions will focus on
specified topics drawn from the National Science Education Standards and the New
York State Math, Science, Technology Standards. Discussions will occur in class
sessions on Wednesday’s and in the on-line discussion forum provided in the Blackboard
class space. The distance learning class space will include mentor teachers.
Field experience provides the major setting for Performance Based Assessments
required in your teacher education program portfolio. Rubrics for Performance
Assessments of Knowledge, Skills, and Dispositions contained in the NSES will be
provided at the beginning of the course and will be the focus of course activities. This
course is taken concurrently with GRED 672.
GRED 675 – Secondary Science Teaching Research (3) This course is designed
to introduce future teachers to science education research in grades K-12. Students
will study current issues and trends in science education research, and relate those
to local school issues. Students will design and defend a research proposal linking
their study of national issues and trends with observations in local schools.
GRED 676 – Student Teaching Seminar: Policies and Practice in Am Ed (3)
This course will be provide a forum for discussion of the broad range of contemporary
educational and professional issues, as well as their historical routes. Students
will critically examine various perspectives of a topic through reading and research.
GRED 693 – Supervised Field Internship, Grades 10-12 (6) This course will
consist of a semester of field experience in a public school setting. Students will be
assigned to a Grades 10-12 experience over the course of half a semester. Students
are expected to demonstrate skills in defining educational objectives, developing
learning experiences, selecting educational materials and evaluating pupil performance.
Corequisite: GRED 676.
GRED 694 – Student Teaching in the Middle/Junior High School (6) Half
semester of student teaching in the student’s certification program in grades 5, 6,
7 and/or 8, under the guidance of a sponsor teacher and a college supervisor. (For
MST and BA/MST secondary students only.) Corequisites: GRED 697 and 676.)
GRED 697 – Secondary Student Teaching (6) This course will consist of a field
experience in a public school setting. Students will be assigned to a secondary
experience over the course of half a semester. Students are expected to demonstrate
skills in defining educational objectives, developing learning experiences,
selecting educational materials and evaluating pupil performance. Corequisite:
GRED 676.

THE CRANE SCHOOL OF MUSIC 153
The Crane School of Music Dean:
Dr. Alan Solomon, Bishop C219, (315) 267-2415
Associate Dean/Chair, Graduate Studies:
Dr. Glenn Guiles, Bishop C220, (315) 267-2453
Departments
Music Education
Theory, History, Composition
Performance
Professors:
Kenneth Andrews; Gary Busch; Floyd Callahan; John R. Ellis;
Mark Hartman; David Heinick; Scott LaVine; John Lindsey;
James Madeja; Axel Norden; James J. Petercsak, SUNY Distinguished
Teaching Professor; Paul Steinberg; Timothy Topolewski;
Francis D. Wangler; Alan Woy; Bret Zvacek
Associate Professors:
Mark Campbell, Nelly M. Case, Rebecca Gerber, Daniel Gordon,
Carleen Graham, Carol Heinick, Boris Loushin, Rebecca Reames,
Douglas Rubio, Michael Schaff, Jessica Suchy-Pilalis, Mathias Wexler
Assistant Professors:
Marsha Baxter, Barbara Clark, James Demler, Joseph Kevin Ford,
Sarah Hersh, Robyn Hosley, Carl Johengen, Christopher Lanz,
Kenneth Martinson, Timothy McAllister, Peter McCoy, John
McGinness, Martina Miranda, Suzanne Schons, Paul Siskind,
Linda K. Thompson, Eugenia Tsarov, Jess Tyre, Gregory Wanamaker,
Kim Wangler, Paul Wyse
Lecturers:
Deborah Massell, Kirk Severtsen, Heather Wheeler
Visting Faculty:
Mary Brown-Bonacci, Lyn Burkett, Kelly Drifmeyer, Jared Hauser,
Neal Woolworth
Adjunct Faculty:
Bryan Burkett, Evan Champion, Robert Gordon Craig, Donelda
Gartshore, John Geggie, Ioan Harea, Kathleen Miller, Susan Owens,
Mary Lou Scott, Albert Vervaet
Special Procedures for Admission to
The Crane School of Music
In addition to meeting the standard academic admission requirements
of the college, applicants to The Crane School of Music must
successfully complete an entrance audition, which consists of:
I. Performance Audition*
A. solo performance
B. sight reading
II. Aural Skills Evaluation*
III. Sightsinging Evaluation*
*Please refer to the Audition Information insert in the Crane Viewbook for more
information.
The performance audition is designed to give candidates an opportunity
to demonstrate their readiness to achieve performance
requirements on their primary instrument or voice during their
college career. This audition, not to exceed 15 minutes per medium,
is administered by qualified faculty. When possible, it is desirable
that candidates prepare several solos representative of differing
musical styles. Candidates for the Bachelor of Music degree with a
major in performance are expected to have a broad performance
capability. Please refer to the Audition Information insert in the
Crane Viewbook for specific audition requirements by instrument.
Students who plan to audition in percussion and harp must audition
on campus rather than at one of the off-campus audition sites.
The results of auditions for The Crane School of Music are
communicated to each applicant by letter and to the Office of
Admissions.
In addition, all candidates for admission to The Crane School of
Music are encouraged to submit a Music Recommendation Form
completed by the high school music teacher or private music
instructor. This form is included in the Audition Confirmation
packet which is mailed 30 days before the scheduled audition.
Music candidates are expected to indicate choice of degree program
and a choice of major from among the following options:
Degree
Bachelor of Music
Bachelor of Science
Bachelor of Arts
Major
Business of Music
Music Education
Musical Studies
Performance
Music Business Administration
Music
The Bachelor of Music degree programs feature more comprehensive
study in music than does the Bachelor of Science and Bachelor
of Arts degree programs. All programs include study on the primary
instrument or voice with the amount of study varying with the
major. The only program, which leads to certification to teach
music in the public schools, is the Bachelor of Music degree with a
major in Music Education.
Transfer Admission to The Crane School of Music
Students applying for transfer to The Crane School of Music
curricula are required to have a performance audition.
Transfer Credit in Area of Applied Study
1. Credit in the area of applied study for transfer students from
other institutions is determined through the audition process
and evaluation of transcripts. Normally, credit exceeding semester
limits of this School will be recorded as free electives (for
exceptions, see 4.c.).
2. Transfer students are advised that requirements in the area of
applied study be based on students’ capacity to develop musically
and technically on their instrument or voice in a limited amount
of time. For this reason, students will be assigned to an appropriate
The Crane School of Music is fully accredited by the National Association of Schools
of Music (NASM).

154 THE CRANE SCHOOL OF MUSIC
semester of studio by the audition faculty member(s) at the audition
and the student will be informed in their acceptance letter.
3. Following completion of a credit audit by the Dean of The Crane
School of Music or designee, transfer students should determine
whether they can complete their area of applied study requirements
in the anticipated time frame to complete a degree. If this is not
possible, students should consider the following alternatives:
a. Private study at another institution (see 4.a.).
b. Credit by Examination in area of applied study (see The
Crane School of Music publication, Academic Information
Supplement).
c. Application to take credits exceeding those offered per semester
(see 4.b.).
4. Auditions are required for Studio transfer credit in the following
situations:
a. Applicants who attend institutions not accredited by the
National Association of Schools of Music.
b. Transfer students requesting to enroll for semester credit in
Crane beyond the number stated in the Undergraduate
Catalog. An application form for such credit is available in the
office of the Dean of The Crane School of Music.
c. Transfer students who request acceptance of transfer credit
toward studio requirements in excess of the number offered
at Potsdam for any semester (e.g., three semester hours of
credit for a semester may be requested — Potsdam program
requires only two semester hours).
Transfer Credit in Theory and Music Literature Musicianship
Core Sequence
Although all college-level transfer credit will be accepted from
regionally accredited colleges, placement within our musicianship
core sequence will be determined by audit of transcripts.
Transfer students are initially assigned to Musicianship Core Sequence
sections on the basis of credit hours earned in related fields with the
exception of theory/aural skills, which are assessed individually.
Credit exceeding specific curricular requirements of this School will
be recorded as free electives.
Musicianship Core Sequence Courses for Music Majors
Semester I
Credits
MUCB 100 Introduction to Music Literature and Theory 3
MUCB 101 Keyboard Skills I 1
Note: MUCB 100 is a prerequisite to all courses in the core sequence
except Keyboard Skills.
Semester II
MUCB 102 Keyboard Skills II 1
(prerequisite: MUCB 101)
MUCB 302 Theory I 3
MUCB 306 Aural Skills I 1
Semester III
MUCB 209 Conducting I 1
(prerequisite: MUCB 302)
MUCB 301 Literature and Style I 3
(prerequisite: MUCB 302)
MUCB 352 Theory II (prerequisite: MUCB 302) 3
MUCB 356 Aural Skills II 1
(prerequisite: MUCB 306)
Semester IV
MUCB 310 Conducting II 1
MUCB 312 Literature and Style II 3
(prerequisite: MUCB 352)
MUCB 402 Theory 3 3
(prerequisite: MUCB 352)
MUCB 406 Aural Skills III 1
(prerequisite: MUCB 356)
Semester V
MUCB 323 Literature and Style III 3
(prerequisite: MUCB 352)
MUCB 452 Theory IV 3
(prerequisite: MUCB 402)
MUCB 456 Aural Skills IV 1
(prerequisite: MUCB 406)
Requirements for the Bachelor of Arts in Music Degree
Music Major B.A. Program
Candidates for this major must pass the standard Crane School of
Music audition exam.
Contact Person:
Gary Busch, Chair, Theory, History, Composition Department
Bishop C207, (315) 267-2408 (buschgd@potsdam.edu)
General Education Requirements
The General Education requirements for the B.A. in Music degree
students are the same as for all other B.A. programs at the College.
Music Requirements:
Credits
Introduction to Music Literature and Theory, Keyboard
Skills, Music Theory, Aural Skills and Literature and Style 30
Performance: 8
Applied Area of Study (8)
Performance Ensembles (4 semesters)
(to be selected in consultation with advisor)
Academic Music Electives: 6
(MUCT or MUCH, course number 300 or higher)
Free Electives in Music 12
___
Total 56
Special Notes:
1. Audition A in area of applied study must be satisfied within the first
four semesters of study.
2. Up to 6 semester hours of additional applied study may be earned in
the category of free electives.

THE CRANE SCHOOL OF MUSIC 155
Requirements for the Bachelor of Music Degree
The total number of credit hours for the B.M. degree varies
according to the major program. In addition, candidates for the
B.M. degree must satisfy the Liberal Arts and General Education
requirements described below. While meeting course requirements
of their specific major programs, candidates for the Bachelor of
Music degree must satisfy a liberal arts requirement and other
College requirements which differ according to the degree sought.
General Education Requirements
Curricula in music leading to the Bachelor of Music degree require
36 semester hours of liberal arts courses. The liberal arts courses and
other College requirements must be distributed as follows except as
noted below:
First-Year Experience:
Credits
Verbal:
[FW] Writing and Critical Thinking 4
Quantitative:
[FM] Freshman Mathematics 3
Modes of Inquiry:
Aesthetic [AE] and [AC] 3
Scientific* [SP] or [SB] Physical or Biological 3
Social Analysis [SA] 3
PSYCH 220 for Music Education Majors 3
Western Civilization [WC], May be a Music Course 3
American History [AH] 3
Cross-Cultural [XC], May be a Music Course 3
*A laboratory experience course is recommended.
Language Proficiency:
Modern Language requirement must be met as defined by Potsdam.
Liberal Arts Electives 14
Drug Studies Workshop:
(required for music education majors)
Physical Education Experience Requirement:
(4 semester hours)
Applied Music Requirement
The following descriptions of the three applied music levels, Levels
A, B, and C, are in general terms. For each performance area and
medium, the levels descriptions are interpreted in light of specific
needs. Applied music instruction for music majors includes a
combination of private and class study. Students are not permitted
to register for more semester hours in the area of applied study than
are required in the degree program in which they are enrolled
without the recommendation of the individual studio teacher and
permission of the Dean of Music. Semesters of applied study
beyond what is required for the specific degree program is allowed
only in specific circumstances and requires the permission of the
Dean of Music.
Level A: Basic Competency
Study in the Basic Competency level is designed to build a secure
foundation in the fundamentals. Materials and repertoire are selected
to develop the physical-technical as well as the aesthetic features
of these fundamentals.
Students are ready to proceed to Intermediate Competency when
the basic techniques, as outlined for each instrument and voice,
are mastered and more attention can be given to artistic public
performance. Students who have completed Audition A may be
recommended by their instructors for performance in the afternoon
recital series.
Level B: Intermediate Competency
Students are directed to apply the acquired techniques of the Basic
Competency level in building a repertoire and expertise for public
performance in solos and ensembles. Solos, suited to students’
abilities, are prepared for presentation to the performance classes
or for public recital. Participation in small ensembles is encouraged
for voice, wind, string and percussion performers. Pianists are
encouraged to gain accompanying experience. Sight-reading is
stressed for all areas.
Level C: Advanced Competency
This level is designed for students of exceptional ability and accomplishment
who pursue the advanced repertoire to reach their full
potential as performers. The Advanced Competency level is attained
through the recommendation of the instructor and by an audition
before a faculty committee.
Auditions in the Area of Applied Study
Auditions corresponding to the three competency levels are scheduled
near the end of each term. Each is administered by a jury of
faculty members from the performance medium concerned. Outlines
of specific materials to be performed are available from the faculties
in the various performance fields.
Audition A fulfills Basic Competency.
For music education majors it is ordinarily fulfilled by the end of the
sophomore year (four semesters). Extension of time will be permitted
in the case of transfer students and for special circumstances
upon the approval of the Dean. However, it must be fulfilled prior
to student teaching and prior to appearance in a recital.
For musical studies majors it is ordinarily fulfilled by the end of the
sophomore year (four semesters). Extension of time will be permitted
in the case of transfer students and for special circumstances
upon the approval of the Dean. However, it must be fulfilled prior
to appearance in a recital.
For business of music majors it is ordinarily fulfilled by the end of the
sophomore year (four semesters). Extension of time will be permitted
in the case of transfer students and for special circumstances
upon the approval of the Dean. However, it must be fulfilled prior
to appearance in a recital.
For performance majors it is ordinarily fulfilled by the end of the
freshman year (two semesters).
For bachelor of arts music majors, Audition A must be fulfilled by the
end of the sophomore year (four semesters).
All transfer students who enter at the junior level will be required to
take Audition A at the conclusion of their first semester in The
Crane School. This requirement will be waived if the studio teacher
places in the student’s folder in the Office of the Dean a statement
to the effect that this level was demonstrated upon entrance.

156 THE CRANE SCHOOL OF MUSIC
Audition B fulfills Intermediate Competency.
For music education and musical studies majors it is not required for
graduation but may be taken as a substitute for the senior recital
requirement.
This audition is required for those students who wish to: a) change
their performance concentration, b) continue their original performance
concentration and perform a half-hour recital or c) audition
for a Concerto Performance.
For performance majors it must be fulfilled at the end of the
sophomore year to indicate sufficient progress to be able to undertake
the half-hour recital required during the junior year.
Audition C fulfills Advanced Competency.
For performance majors it must be fulfilled by the end of the junior
year to determine the student’s potential to present an hour recital
during the senior year.
Performance Ensemble Requirements
The following describes performance ensemble requirements for
each of the Bachelor of Music Degree programs.
Music Education Majors
Orchestral Instruments
Major Instrumental (7*) Choral (1*)
Keyboard, Band Emphasis
Major Instrumental (5*) Choral (1*)
Accompanying (2*
Voice, Choral Emphasis
Major Choral (7*) Crane Chorus (7*)
Other (1*)
Keyboard, Choral Emphasis
Major Choral (3*) Crane Chorus (3*)
Accompanying (2*) Other (3*)
Guitar, Choral Emphasis
Major Choral (4*) Guitar Ensemble (3*)
Other (1*)
Performance Majors
Orchestral Instruments
Major Instrumental (8*) Chamber/Special/Like (2*)
Voice
Major Choral (7*) Crane Chorus (7*)
Opera Ensemble (4*)
Keyboard
Major: Crane Chorus recommended (4*)
Chamber/Special/Like (2*) Accompanying (2*)
Guitar
Major: Crane Chorus recommended (4*)
Guitar Ensemble (4*) Chamber/Special/Like (2*)
*semester(s)
Musical Studies: Theory/History Majors
Orchestral Instruments
Major Instrumental (6*) Chamber/Special/Like (2*)
Keyboard
Major: including 1 chorus (4*) Chamber/Special/Like (3*)
Accompanying (1*)
Voice
Major Choral: 2 each for 4 semesters (8*)
Chamber/Special/Like (4*)
Guitar
Major: including 1 chorus (4*) Guitar Ensemble (3*)
Chamber/Special/Like (1*)
Musical Studies: Composition Majors
As assigned by advisor (4)
B.M. in Music Business Majors
Track is based on performance area.
Performance Area
Orchestral Instruments: Major Instrumental (7*)
Keyboard: Major Choral or Instrumental (7*)
Voice: Major Choral (7*)
Guitar: Major Choral or Instrumental (7*)
B.S. in Music Business Administration
Participation each semester in residence (7*)
B.A. in Music
As assigned by advisor (4*)
Ensemble Definitions
Major Ensembles
Instrumental: Concert Band, Symphonic Band, Wind Ensemble,
Symphony Orchestra, up to two semesters of Jazz Ensemble
Choral, 1 st Year Students: Crane Chorus, Men’s Ensemble,
Phoenix Club
Choral, 2 nd -4 th Year Students: Crane Chorus, Concert Choir,
Chamber Choir, Opera Ensemble, Men’s Ensemble, Phoenix
Club, Potsdam Community Chorus
Chamber Ensembles
Instrumental: Brass Quintets, Guitar Quartets, Woodwind
Quintets, Piano with Instruments, Opera Orchestra, Chamber
Orchestra
Vocal: Voice with Instruments
Special Ensembles
Contemporary Music Ensemble, Latin Ensemble, Early Music
Ensemble, Jazz Ensemble, Jazz Band
Like Ensembles
Trumpet Ensemble, Horn Ensemble, Trombone Ensemble,
Flute Choir, Clarinet Choir, Saxophone Ensemble, Percussion
Ensemble

THE CRANE SCHOOL OF MUSIC 157
Music Education Major
98-99 semester hours required.
Contact Person:
Daniel Gordon, Chair, Music Education Department
Bishop C215, (315) 267-2418 (gordonda@potsdam.edu)
Required Courses:
Credits
Musicianship Core Sequence 32
(Introduction to Literature and Theory, Theory,
Aural Skills, Keyboard Skills, Literature and Style
and Conducting)
Performance
Performance Concentration (14) 14
Ensembles (7 semesters of ensemble experiences)
Music Education 39
Principles of Music Education (3)
Music in Contemporary Education and Practicum (7)
Instrumental or Choral Practices (4)
Technical-Profession competencies (10)
Student Teaching (15)
Required Courses for State Certification 3
EDUC 207 Literacy I (3)
Electives 10-11
Must include at least two of the following
areas: MUCE, MUCH, MUCT
____
Total 98-99
Teaching Certification Requirements
for Bachelor of Music (Music Education Candidates)
The music education curriculum is the only music program at Crane
that includes an approved professional sequence of courses leading
to New York State provisional certification for teaching music.
Student teaching is a College-supervised experience in participating
schools located in several areas of New York State.
Since the student teaching experience is considered a full-time
commitment the following regulations will apply:
1. No simultaneous coursework is permitted during the student
teaching assignment.
2. Any employment during the student teaching assignment
must be approved by the Sponsor Teacher and the Student
Teaching Supervisor, and notification given to the Chair of Music
Education.
3. Any volunteer activities which could interfere with the student
teaching assignment must be approved by the Sponsor Teacher
and the Student Teaching Supervisor, and notification given to
the Chair of Music Education.
4. Participation in the following activities at Crane during the
student teaching assignment requires the permission (in advance)
of the Chair of Music Education, the Sponsor Teacher and the
Student Teaching Supervisor.
Ensembles Performances
Lessons Competitions
Student Teaching in Music is a full semester course consisting, in
most cases, of two distinctly different teaching experiences. A grade
of S/U is issued for the semester’s work. For details about planning
for student teaching, see The Crane School of Music Academic
Information Supplement.
Grading Procedures in Student Teaching
Each music student teacher will have as comprehensive an experience
as his or her background permits, with consideration of the
availability of the public school stations. If a student is unable to
successfully fulfill the first half of the student teaching semester, the
student is removed from student teaching and the grade is either
“W” or “U.” When possible, students who fail during the first half
of the student teaching semester are encouraged to return to the
campus and complete as much coursework as possible (this work
must often be completed through tutorial study). In the case of
students who satisfactorily complete the first half of the student
teaching course but fail to satisfactorily complete the second half,
The Crane School of Music issues a grade of “U.”
Placement of student teachers who are repeating student teaching
will be regulated by:
1. Completion of additional coursework and/or other requirements.
2. Availability of openings.
Application for Teacher Certification
All applicants for teacher certification are required to file an official
State application for teacher certification before being recommended
by the College for either a provisional or permanent certificate.
Forms are available from: Office of Chair of Music Education
(Bishop C215) for Provisional and Permanent Music Certification.
The fee for either a provisional or permanent certificate is $50
payable to the New York State Education Department.
In addition to successful completion of the Bachelor of Music degree
in Music Education, the New York State Education Department
requires that applicants for provisional teaching certification submit
evidence of successful completion of the New York State Teacher
Certification Examinations (NYSTCE), the Identification and Report
of Child Abuse Workshop, the School Violence Prevention and Intervention
Workshop, the Drug Studies Workshop, as well as fingerprinting
(which can be done by the SUNY Potsdam University Police).
Music Education students who hope to qualify for teaching certification
in states other than New York are advised to:
1. Obtain specific information about certification requirements in
music in the state(s) in which certification will be sought; and/
or
2. Take at least one course in mathematics, science and American
history.
Techniques Competency Requirements for
Music Education Majors
Music Education majors are required to take 10 credit hours of
techniques courses that follow one of these areas of emphasis:

158 THE CRANE SCHOOL OF MUSIC
Techniques Distribution
EMPHASIS TECH CLASS COURSE NUMBER(S)
Band Vocal 351
Functional Guitar 200
String 340
Woodwind 361, 362
Percussion 330
Brass 321, 322
Keyboard 302, 401
Orchestra String 341, 342, 343 & 344
Vocal 351
Functional Guitar 200
Woodwind 361 or 362
Percussion 330
Keyboard 302, 401
Vocal/Choral Functional Guitar 200
Wind and Percussion 363, 364
String 340
Training Children’s
Voices 352
Keyboard 305, 306, 307, 402
Tech Elective (1 credit)
Keyboard Keyboard 408
Applied Area Functional Guitar 200
(Choral track) String 340
Wind and Percussion 363, 364
Training Children’s
Voices 352
Tech Electives (4 credits)
Guitar Keyboard 302, 401
String 340
Wind and Percussion 363, 364
Training Children’s
Voices 352
Tech Electives (4 credits)
The area of emphasis is determined by area of studio instruction:
APPLIED STUDIO AREA AREA OF EMPHASIS
Band
Brass
Woodwind
Percussion
Keyboard (with permission)
Guitar (with permission)
Orchestra
String
Keyboard (with permission)
Guitar (with permission)
Voice (with permission)
All exceptions must be discussed with the faculty advisor and
approved in writing by the Dean.
Music Performance Major
89 semester hours required depending on area of applied study.
Applied studio instruction is offered in percussion, piano, string
instruments, wind instruments and voice.
Contact Person:
Carleen Graham, Chair, Music Performance Department
Crane Complex B108, (315) 267-2422 (grahamcr@potsdam.edu)
Required Courses:
Credits
(All applied areas)
Musicianship Core Sequence:
(Introduction to Music, Literature and Theory, Keyboard
Skills, Theory, Aural Skills, Literature and Style
and Conducting) 32
Performance:
Area of applied study 24
Performance Ensembles (10 ensemble experiences over 8 semesters)
Recital 3
Free Electives 10-16
Music Electives: 9
MUCT or MUCH, 300 or higher course number
Additional Required Music Courses for Piano
as area of applied study: Piano Repertory 6
Additional Required Music Courses for String, Wind and
Percussion as area of applied study: Instrumental Repertory 4
Additional Required Music Courses for Voice
as area of applied study:
Diction for Voice 3
Opera Production Workshop 3
Keyboard Technique 4
Additional Required Music Courses for Guitar
as area of applied study:
Guitar History and Literature 3
Guitar Pedagogy 3
Musical Studies Major
88 semester hours required.
Contact Person:
Gary Busch, Chair, Theory, History, Composition Department
Bishop C201, (315) 267-2408 (buschgd@potsdam.edu)
Required Courses:
Credits
Musicianship Core Sequence:
(Theory, Aural Skills, Literature and Style and Conducting) 32
Performance: 8-16
Theory/History Concentration:
Area of Studio Instruction (16)
Performance Ensembles (8 semesters of ensemble experiences)
Composition Concentration:
Area of studio instruction (8)
Performance ensemble (4 semester of ensemble experiences)

THE CRANE SCHOOL OF MUSIC 159
Music Theory and Analysis: 9
Analysis (3)
or
Theory and Analysis of Twentieth Century Music (3)
Counterpoint (3)
or
Orchestration (3)
Music History: 12
Four courses from the MUCH category
Research: 3
Introduction to Music Bibliography (1)
Project in Music History and Literature (2)
or
Project in Music Theory (2)
or
Recital of Compositions (2)
Electives 12
Music Electives 9
Free Electives 3
___
Total 88
Special Notes:
1. Students are accepted for admission who demonstrate by audition
the potential to accomplish Audition A in area of applied study by
the end of the fourth semester. If this audition is not satisfactorily
completed by the end of the fourth semester, a change of applied area
or curriculum may be recommended.
2. The minimum performance requirement for the major in Musical
Studies is satisfactory completion of Audition A and appearance on
the recital series.
3. Students who meet Audition B requirements early may, with
permission, study a second applied area. If a second applied area is
chosen, the requirements for performance ensembles remain as stipulated
for the first area of study.
To transfer into this degree program from another major or from
another institution, and to remain in the program beyond the
sophomore year, it is necessary to have a minimum overall gradepoint
average of 3.0 and an average of 3.0 in those subjects included
in the Musicianship Core Sequence.
Business of Music Major
100-102 semester hours required.
Contact Person:
Kim Wangler, Coordinator of Business of Music Program
Schuette A331, (315) 267-2462 (wanglekl@potsdam.edu)
Required Courses:
Credits
Musicianship Core Sequence:
(Theory, Aural Skills, Literature and Style, Conducting and
Keyboard) 32
Performance:
Performance Concentration (14)
Performance ensembles (7 semester of ensemble experience) 14
Music Education:
Principles of Music Education 3
Music Business:
Business of Music I and II 6
Practicum in Music Business 2
Upper Division Music Business Electives 6
Music Industry Internship 12
Business and Economics:
Micro and Macro Economics 8
Principles of Accounting I 3
Principles of Management 3
Principles of Marketing 3
Corporate Finance 3
___
Total 95
Bachelor of Science in
Music Business Administration Major
Requirements: Credits
(in various disciplines within the major)
Music Business: 23
MUAI 327/328@ Business of Music I/II 6
MUAI 400 @Legal Aspects of the Music Industry 3
MUAI 421 @Practicum in Music Business 2
(must be completed during the first 4 semesters)
MUAI 495 @Internship (one semester) 12
Music and/or Music Business Electives: 9
(three courses from the following)
MUAI 401 @Arts Administration and Grant Writing
MUCI 405 @Recording and Production Techniques
MUCI 410 @Music Merchandising and Retail
MUCE 424 @Band Instrument Repair
MUCE 520 @Topics in Music Technology
(Other courses at 300 level or above can serve as electives upon
consultation with the Coordinator of Music Business)
Basic Musicianship: 14
MUCB 101/102 Keyboard Skills I/II 2
MUCB 201/202 Music Theory Survey I/II (4+4) 8
MUCB 221/222 Survey of Musical Styles I/II (2+2) 4
(WC) Pending Gen. Ed. approval)
Music Education: 6
MUCE 205 @Principles of Music Education 3
Music Education @Elective 3
Performance: 8
MUCC @Studio (AE) 8
(Must be taken the first 4 semesters; 2 credits each)
Ensemble (AE) 0
(Participation each semester in residence)
Successful Level A Audition 0
Business Administration: 35
STAT 100 Statistics (FM) 3
ECON 105 Principles of Microeconomics (SA) 4
ECON 110 Principles of Macroeconomics (SA) 4
BUEC 201/202@ Principles of Accounting I/II 6
BUEC 202 @Principles of Accounting II 3

160 THE CRANE SCHOOL OF MUSIC
ECON 401 Corporate Finance 3
EMRE 330 Human Resource Management 3
BUEC 381 @Information Systems for Business 3
BUEC 330 @Operations Management 3
BUEC 350 @Principles of Management (SI) 3
BUEC 360 @Principles of Marketing (SI) 3
Plus 4 physical education courses
@ = non-liberal arts courses
___
Total 139
Business of Music Minor
23 semester hours required. Open to all students of the College.
Contact Person:
Kim Wangler, Coordinator of Business of Music Program
Schuette A331, (315) 267-2462 (wanglekl@potsdam.edu)
Description:
The Business of Music Minor is designed as a flexible course of study
which will lead participants into career interest areas in the music
business. The required courses investigate the many areas relative to
the music business, including arts administration, the recording
industry, music publishing, music criticism, copyright law, broadcast
industry, unions and guilds, and music merchandising. Additional
courses, which complement these areas, are recommended in consultation
with the advisor of the program.
This program enables students to seek entry-level positions in the
areas of study, as well as to pursue advanced study in such areas as
arts administration and music merchandising.
Required Courses:
Credits
MUAI 327 Business of Music I 3
MUAI 328 Business of Music II 3
MUAI 421 Practicum in Music Business 2
Business of Music Minor:
Music Electives (selected from the following) 6
MUAH 301 History of Rock Music 3
MUAH 328 History of Jazz Styles 3
MUAI 400 Legal Aspects of the Music Industry 3
MUAI 401 Arts Administration and Grant Writing 3
MUCE 450 Instructional Uses of Music Technology 3
MUCE 495 Instrument Maintenance/Repair 3
MUCI 405 Recording and Production Techniques 3
MUCI 410 Music Merchandising and Retail 3
MUCT 330 Jazz Theory and Arranging 3
Business/Economics:
Electives (selected from the following) 9
BUEC 201 Principles of Accounting I 3
BUEC 202 Principles of Accounting II 3
BUEC 330 Operations Management 3
BUEC 350 Principles of Management 3
BUEC 360 Principles of Marketing 3
BUEC 381 Information Systems for Business 3
ECON 105 Microeconomics 4
ECON 110 Macroeconomics 4
ECON 401 Corporate Finance 4
ECON 460 Industrial Organizations 3
EMRE 330 Human Resource Management 3
STAT 100 Statistics 3
___
Total 23
Jazz Studies Minor
The Jazz Studies Minor is open to all students in music degree
programs.
In special circumstances, students outside The Crane School of
Music may be accepted for study in the Jazz Studies Minor. An
entrance examination demonstrating sufficient performance and
theoretical skills must be passed by potential candidates outside of
The Crane School of Music.
Contact Person:
Bret Zvacek
Bishop C306, (315) 267-2423 (zvacekbr@potsdam.edu)
Description:
The Jazz Studies Minor will provide students with guided experiences
in improvisation, performance, history, arranging and pedagogy.
Upon completion of the Jazz Studies Minor, the students’ educational
and experiential backgrounds are enhanced as follows:
1. The student will possess a comprehensive understanding of a
sophisticated contemporary art music form. The understanding
gained will enhance the individual performance skills of the
student, enhance the mastery and application of general music
theory principles, and encourage personal growth, creativity and
problem-solving skills.
2. The student will possess a background that will allow him/her to
successfully teach jazz concepts and direct jazz ensembles in the
public school setting.
3. The student will possess a background that provides an adequate
foundation for successful graduate level jazz study, leading to
potential employment as a performer, arranger, or teacher.
Required Courses:
Credits
MUCT 330 Jazz Theory and Arranging 3
(prerequisite: Sophomore standing or permission)
MUCT 335 Jazz Improvisation I 3
(prerequisite: Sophomore standing* or permission)
MUCC 420 Jazz Techniques 2
(prerequisite: Sophomore standing or permission)
MUCT 422 Jazz Styles & Analysis 3
MUCT 424 Jazz Improvisation II 2
(prerequisite: Improvisation I or permission)
*determined by number of semester hours earned, as defined under
Class Standing in this Undergraduate Catalog
One of the following:
MUAH 328 History of Jazz Styles 3
MUCH 440 Historical Development of Jazz 3
(prerequisite: Junior standing or permission)
One of the following:
MUAI 327 Business of Music I 3

THE CRANE SCHOOL OF MUSIC 161
MUAI 328 Business of Music II 3
MUAM 395 African American Music 3
MUAM 416 Music of the World’s Cultures 3
MUCH 495 Music of Africa and Asia 3
MULH 320 Afro-Latin American Percussion 3
Performance Stipulation:
MUCP 374 Jazz Ensemble
MUCP 392 Jazz Band (any combination, minimum 2 semesters)
MUCP 393 Small Jazz Group (minimum 1 semester)
___
Total 19
Concentrations:
A concentration is a grouping of courses (generally 12–18 credit
hours) designed to allow the student to emphasize a specific area of
study. These courses may fall within the credit-hour requirements
of the selected degree program.
Piano Pedagogy
Open to all students in music degree programs.
Contact Person:
Suzanne Schons
Bishop C108, (315) 267-3230 (schonssm@potsdam.edu)
Required Courses:
Credits
MUCE 342 Piano Pedagogy I and Practicum 3
MUCE 345 Piano Pedagogy II and Practicum 3
MUCE 346 Piano Pedagogy III and Practicum 3
MUCC 408 Functional Keyboard 1
(Successful completion of MUCC 401 or 402 [non-keyboard
majors], plus piano audition to be administered by the Coordinator
of Piano Pedagogy, may be substituted for MUCC 408)
___
Total 10
Jazz Studies
Open to all students in music degree programs.
Contact Person:
Bret Zvacek
Bishop C306, (315) 267-2423 (zvacekbr@potsdam.edu)
Required Courses:
Credits
MUCT 330 Jazz Theory & Arranging 3
MUCT 335 Jazz Improvisation I 3
MUCC 420 Jazz Techniques 2
One course selected from the following:
MUCT 422 Jazz Styles & Analysis 3
MUAH 328 History of Jazz Styles 3
MUCH 440 Historical Development of Jazz 3
MUCT 424 Jazz Improvisation II 3
Performance Stipulation:
(one semester, either of the following)
MUCP 374 Jazz Ensemble
MUCP 392-01 Jazz Band
___
Total 11
Special Education – Music Concentration
Open to Music Education majors.
Contact Person:
Linda K. Thompson
Schuette A305, (315) 267-3216 (thompslk@potsdam.edu)
Required Courses:
Credits
MUCE 439 Special Education Music I and Practicum 3
MUCE 440 Special Education Music II and Practicum 3
MUCE 446 Practicum in Special Education Music 2
EDLS 412 Exceptional Child 3
___
Total 11
Note:
Twelve credit hours of the liberal studies requirement must be selected
from psychology and sociology in consultation with the advisor for
Special Education Music.
Composition
Open to Musical Studies majors as a concentration.
Contact Person:
David Heinick
Bishop C206, (315) 267-2410 (heinicdg@potsdam.edu)
Composition – acoustic and electronic* 24
*A minimum of 6 credit hours of the type of composition not declared
as the specialization must be included. Prerequisite: junior standing, or
permission.
Crane School of Music Course Descriptions
Courses are offered each semester unless otherwise designated.
Subject Code:
MUAC Music-related technical courses for all students of the College
MUAH* Music history and literature courses for all students of the College
MUAI Music Business courses for all students of the College
MUAM* Multicultural courses for all students of the College
MUAP Performance courses for all students of the College
MUAT* Music theory courses for all students of the College
MUCI Music Business courses for music business majors only
MULE Music education courses for students majoring in disciplines
other than music
MULH* Music history and literature for students majoring in disciplines
other than music
MULP Performance courses for students majoring in disciplines other than music
MULT* Music theory for students majoring in disciplines other than music
MUPD Music courses providing professional graduate level in-service or development
experiences which cannot be applied to any formal degree
program at The Crane School of Music.
*Liberal arts credit for liberal arts majors only.
MU__ 195, 295, 395, 495 – Special Topics (1-12)
MU__ 198, 298, 398, 498 – Tutorial (1-3)

162 THE CRANE SCHOOL OF MUSIC
PSYC 220 – Child Development (3) Major issues, topics, and theories of child
development with emphasis on early years.
Business of Music Courses
MUAI 327 – Business of Music I (3) Study of songwriting, licensing and copyright
laws, promotion, publishing, and music unions. Fall.
MUAI 328 – Business of Music II (3) Discussion of radio production, artist
management, concert promotion, theatrical production, music merchandising, and
arts administration. Non-sequential with MUAI 327. Spring.
MUAI 400 – Legal Aspects of the Music Industry (3) In-depth investigation of
students’ topics of choice. Final document detailing students’ work is required.
Prerequisites: MUAB 327 and 328. Spring.
MUAI 401 – Arts Administration and Grant Writing (3) An in-depth study of arts
organizations and how their structure differs from the popular market. Prerequisites:
MUAI 327 and 328.
MUAI 405 – Recording and Production Techniques (3) An introduction to
recording techniques including multi-track recording, sound reinforcement and
applying effects. Prerequisites: MUAI 327 and 328. Fall.
MUAI 421 – Practicum in Music Business (2) Independent study at a site related
to the student’s specific area of interest in the music industry. May be completed
during the summer. Prerequisites: MUAI 327 and 328.
MUAI 495 – Music Business Internship (12) A full semester experience with a
company in the music business field. Open to music business students in their senior
year only.
MUCI 410 – Music Merchandising and Retail (3) Specific study of topics related
to music retailing including promotion, financing, accounts payable/receivable and
inventory control. Prerequisites: MUAI 327 and 328.
Music-related Technical Courses for all Students of the College
(non-liberal arts courses)
MUAC 401 – Arts Administration (3)
MUAC 430 – Production Techniques for Music Theater (3) Course offered the
same semester as the major opera production. Participants help with construction
of set, costumes and any other production needs. Crew hours set primarily in the
evenings and on weekends and, up to production week, are flexible.
Performance Courses for all Students of the College
(non-liberal arts courses)
Performance Ensembles (1) Ensembles are conducted and/or coached by faculty
members and usually give scheduled public performances. Membership in performance
ensembles is by audition except where indicated (*). MUAP courses are for
non-music majors and receive credit.
MUAP 195 – Potsdam College Band
MUAP 310 – Potsdam Community Chorus
MUAP 336 – Saxophone Quartets
MUAP 338 – Repertory Percussion Ensemble
MUAP 340 – Crane Trumpet Ensemble
MUAP 341 – Crane Marimba Ensemble
MUAP 344 – Accompanying
MUAP 350 – Crane Chorus*
MUAP 354 – Crane Chamber Choir
MUAP 355 – Phoenix Club
MUAP 357 – Men’s Ensemble
MUAP 358 – Crane Concert Choir
MUAP 361 – Crane Chamber Orchestra
MUAP 362 – Crane Symphony Orchestra
MUAP 363 – String Quartets
MUAP 364 – Brass Quintets
MUAP 366 – Piano with Other Instruments
MUAP 369 – Voice with Instruments
MUAP 370 – Crane Wind Ensemble
MUAP 372 – Crane Trombone Ensemble
MUAP 373 – Crane Horn Ensemble
MUAP 374 – College Jazz Ensemble
MUAP 375 – Guitar Ensemble
MUAP 376 – Crane Percussion Ensemble
MUAP 380 – Crane Flute Ensemble
MUAP 382 – Woodwind Quintets
MUAP 386 – Crane Saxophone Ensemble
MUAP 387 – Crane Symphonic Band
MUAP 388 – Crane Concert Band
MUAP 391 – Contemporary Music Ensemble
MUAP 392 – Jazz Band
MUAP 393 – Small Jazz Groups
MUAP 394 – Opera Ensemble
MUAP 395 – Chamber Ensembles
MUAP 396 – Opera Orchestra
Musicianship Core Sequence Courses for Music Majors only
MUCB 100 – Introduction to Music Literature and Theory (3) Development of
analytical listening techniques and historical style analysis through integration of
theory, aural skills, and applied writing. Overview of all historical eras and introduction
to library research skills. Fall.
MUCB 101 – Keyboard Skills I (1) Basic keyboard skills, including scales, chord
progressions, improvisation, and beginning-level repertoire. Fall.
MUCB 102 – Keyboard Skills II (1) Continuation of MUCB 101: expanded harmonic
vocabulary, more challenging repertoire. Spring.
MUCB 201 – Music Theory Survey I (4) This course is a survey of music theory
basics from both an aural and written perspective. Topics include elements of
notation, basic acoustics, intervals, scales and key signatures, chords (triads and
sevenths), texture, and harmonic analysis of various styles using both figured bass
and contemporary chord identifiers. The course would also include the study of
structural elements, simple melodic analysis, generic form types and specific forms
(i.e., binary, ternary, standard song form and the 12-bar blues). Aural activities,
including sight singing and ear training, would parallel and reinforce the above
topics, as appropriate. (B.S. in Music Business Administration degree only.)
MUCB 202 – Music Theory Survey II (4) This course is a continuation of Music
Theory Survey I with emphasis on basic transpositions, orchestration and arranging.
Harmonic structures will include 9 ths , 11 ths , and 13 ths , as well as secondary function
and chord substitutions. The course will continue the development of aural/
cognitive skills begun in the first semester, and also of analytical skills in a variety of
genres. Prerequisite: MUCB 201. (B.S. in Music Business Administration degree only.)
MUCB 209 – Conducting I (1) Non-verbal communication, beat patterns, use of
the left hand, entrances and releases, dynamics, styles of articulation, baton
technique. Prerequisite: MUCB 302. Fall.
MUCB 221 – Survey of Musical Styles I (2) This is a course designed to introduce
students to social functions of music ant the relationship of music and musicians to
culture including the other arts. Other topics included are elements of musical style,
musical instrument classifications, genres of music and a historical survey of styles
from Medieval through the Classical period. (B.S. in Music Business Administration
degree only.)
MUCB 222 – Survey of Musical Styles II (2) This course offering will resume the
survey of musical styles and their relationship to culture and the other arts to include
Romantic, 20 th century, Jazz, Pop-Rock, Broadway productions, and music of other
world cultures. Prerequisite: MUCB 221. (B.S. in Music Business Administration
degree only.)
MUCB 301 – Literature and Style I (3) Survey of Western styles from antiquity
through 1750. Prerequisite: MUCB 352. Fall.
MUCB 302 – Theory I (3) Fundamentals of pitch and rhythm, melodic analysis and
diatonic harmony. Spring.
MUCB 306 – Aural Skills I (1) Development of aural acuity through exercises in
dictation and solfege. Spring.
MUCB 310 – Conducting II (1) Continuation of MUCB 209. Rehearsal technique,
musical terminology, transposition, a symmetrical meters, mixed meters, left hand
independence, error detection, fermatas, and more specific conducting problems.

THE CRANE SCHOOL OF MUSIC 163
Students will be expected to combine conducting skills with clear verbal communication
in simulated rehearsal situations. Prerequisite: MUCB 209. Spring.
MUCB 311 – Conducting III (1) Non-verbal communication concepts designed to
evoke specific timbres, improved intonation, rhythmic accuracy, phrasing, and
dynamics, methods of score study, critical listening, and rehearsal techniques as
they apply in a range of performance settings. Upper division elective only.
Prerequisite: MUCB 310. Every semester.
MUCB 312 – Literature and Style II (3) Survey of Western styles from 1750 to
1900. Prerequisite: MUCB 203. Spring.
MUCB – 323 Literature and Style III (3) Survey of Western styles from 1900 to
the present. Fall.
MUCB 352 – Theory II (3) Continuation of MUCB 302, modulation, secondary function,
small forms and an introduction to counterpoint. Prerequisite: MUCB 302. Fall.
MUCB 356 – Aural Skills II (1) Continuation of MUCB 306. Prerequisite: MUCB
306. Fall.
MUCB 402 – Theory III (3) Continuation of MUCB 352; chromatic harmony; 18 th and
19 th century forms and styles. Prerequisite: MUCB 352. Spring.
MUCB 406 – Aural Skills III (1) Continuation of MUCB 356. Prerequisite: MUCB 356.
MUCB 452 – Theory IV (2) Musical styles, forms and techniques of the 20 th century.
Prerequisite: MUCB 402. Fall.
MUCB 456 – Aural Skills IV (1) Prerequisite: MUCB 406. Fall.
Performance Techniques Courses (non-liberal arts courses)
These courses are designed for the development of basic performance and
teaching skills in media other than the performance concentration. Students
should select techniques courses in consultation with an academic advisor,
keeping in mind not only prerequisites to Student Teaching in Music MUCE 421,
but also professional goals.
Instruction in techniques is a vital component in the preparation of the music
educator. The purpose of this instruction is to provide an extensive background
in new teaching and performing skills in order to become effective teachers
in instrumental, vocal or general music assignments. Students MUST master
fundamentals and means of development of instrumental and/or vocal
performance as well as methods of teaching these basic musical skills. To
obtain this mastery students are required to be able to analyze and diagnose
problems as well as to prescribe solutions in a given musical situation. In
sequence, students study pedagogy, physiology and literature pertinent to
the particular medium.
MUCC 101 – Oboe Reed Making (1)
MUCC 200 – Functional Guitar (1)
MUCC 302 – Functional Keyboard (1) Band and Orchestra emphasis only.
Prerequisite: MUCB 102. Fall.
MUCC 305 – Functional Keyboard (1) Vocal/Choral emphasis only. Prerequisite:
MUCB 102. Fall.
MUCC 306 – Functional Keyboard (1) Vocal/Choral emphasis only. Prerequisite:
MUCC 305. Spring.
MUCC 307 – Functional Keyboard (1) Vocal/Choral emphasis only. Prerequisite:
MUCC 306. Fall.
MUCC 309 – Functional Jazz Keyboard (1)
MUCC 321 – Brass Techniques: Trumpet/Trombone/Saxophone (1) Band and
Orchestra emphasis only.
MUCC 322 – Brass Techniques: French Horn/Tuba/Saxophone (1) Band and
Orchestra emphasis only.
MUCC 330 – Percussion Techniques (1) Band and Orchestra emphasis.
MUCC 340 – String Techniques (1) Non-orchestral only.
MUCC 341 – Violin Techniques (1) For viola, cello and bass majors only.
MUCC 342 – Viola Techniques (1) For violin, cello and bass majors only.
MUCC 343 – Bass Techniques (1) For violin, viola and cello majors only.
MUCC 344 – Cello Techniques (1) For violin, viola and bass majors only.
MUCC 351 – Vocal Techniques (1)
MUCC 352 – Training Children’s Voices (1) Learn to teaching young singers
(ages 5-21) distinctive treble choral literature while focusing on age appropriate
vocal techniques and pedagogy. Students development verbal and non-verbal
instructional skills, build a portfolio of professional readings and resources, and
have opportunities to prepare and present lessons to peers and children through
field experiences.
MUCC 361 – Woodwind Techniques: Flute/Clarinet/Saxophone (1) Band and
Orchestra emphasis only.
MUCC 362 – Woodwind Techniques: Bassoon/Oboe/Saxophone (1) Band
and Orchestra emphasis only.
MUCC 363 – Wind and Percussion Techniques I (1) Vocal, keyboard and guitar
majors only.
MUCC 364 – Wind and Percussion Techniques II (1) Vocal, keyboard and guitar
majors only
MUCC 370 – Harp Techniques (1) Technique for pedal and non-pedal harps.
Enrollment by permission of instructor only.
MUCC 401 – Functional Keyboard (1) Band and Orchestra emphasis only.
Prerequisite: MUCC 302. Spring.
MUCC 402 – Functional Keyboard (1) Vocal/Choral emphasis only. Prerequisite:
MUCC 307. Spring.
MUCC 408 – Functional Keyboard (1) Keyboard concentration emphasis only. Fall.
MUCC 420 – Jazz Techniques (2) Survey of pedagogical sources and techniques
for the prospective teacher of jazz. Large and small ensemble rehearsal techniques,
literature, and educational publications are discussed. Prerequisite: Sophomore
standing or permission.
Music Education Technical/Professional Courses for Music
Majors only (non-liberal arts courses)
MUCE 200 – Principles of Music Education (3) Introduction and topical discussion
of the foundations and principles of music education. Emphasis is placed on developing
a personal view of teaching, surveying educational history and philosophy,
understanding current education contexts, describing the status of contemporary
children, interpreting classroom learning theories, establishing successful classroom
environments, teaching lessons in today’s classrooms, outlining school organization
and leaderships, examining schools and their partners. Topic understanding is
facilitated by student special interest groups and field-based experiences and
activities that are faculty guided.
MUCE 202 – Practicum in Elementary General Music (1) Student teaching
experience in elementary general music under the supervision of master teacher.
Practical experiences in daily and longer long planning; instructional and assessment
strategies; classroom management; motivation; and curriculum development.
Students gain 30 clock hours of field experience. Course may be repeated to gain
additional classroom teaching experience.
MUCE 204 – Music in Contemporary Education I (3) Study of comprehensive
general music programs for children and early adolescents. Emphasis is placed on
methods, materials, and assessment strategies for generating conceptual understanding
of music experiences within a developmentally and culturally appropriate
practice framework. Extensive observation, analysis of teaching, discussion of student
diversity and learning styles, case study and classroom teaching experience.
MUCE 304 – Music in Contemporary Education II (3) Students learn to teach
musical creativity through technology and multiculturalism in the classroom. Study
of goals and objectives, development of instructional strategies, materials and
functional techniques for general music teaching. Extensive observation and classroom
music teaching experience.
MUCE 320 – Choral Literature (3)
MUCE 325 – Choral Conducting Lab (1) Serves as a simulated classroom for
students in Choral Practices, Conducting 3 (choral), and Teaching Children’s Choirs.
Students conduct pieces, develop skills in rehearsal techniques, and learn age
appropriate literature for elementary, middle school, and high school choirs and
rehears in light of current knowledge of appropriate performance practice.

164 THE CRANE SCHOOL OF MUSIC
MUCE 336 – Wind Practices I (2) Development of the organizational, pedagogical
and administrative skills to operate and direct a school band program. Topics include
curriculum planning, rehearsal and lesson strategies, recruiting procedures, scheduling,
programming, repertoire and student evaluation. Focuses on elementary
methods and practices.
MUCE 339 – Wind Practices II (2) Development of practical knowledge, skills, and
understanding to organized and direct a middle school/high school band program.
Focus on rehearsal techniques and strategies, the impact of state learning standards
on the band curriculum, secondary wind band repertoire, and miscellaneous administrative
tasks associated with the secondary instrumental music program.
MUCE 337 – Choral Practices (2) Study of all aspects of the public school choral
curriculum. Special emphasis placed on methods and materials, appropriate literature,
strategies for comprehensive music teaching, choral curriculum development,
and teaching musical concepts. Field experiences may be included.
MUCE 340 – String Practices (2) Focus on practical organization and development
of public school string organizations. Topics include curriculum planning, rehearsal
and lesson strategies, recruiting procedures, scheduling, programming, repertoire,
and student evaluation. Course emphasizes elementary methods and practices.
MUCE 341 – String Practices II (2) Focus on practical organization and development
of public school string organizations. (See MUCE 340). Course emphasizes
secondary methods and practices.
MUCE 342 – Piano Pedagogy and Practicum I (3) Teaching children (elementary).
MUCE 345 – Piano Pedagogy and Practicum II (3) Teaching children
(intermediate).
MUCE 346 – Piano Pedagogy and Practicum III (3) Late intermediate and earlyadvanced
repertory, class piano and studio teaching. Offered fall and spring semesters.
MUCE 350 – Practicum in Children’s Music Theater (1)
MUCE 377 – Practicum in Teaching Classroom Instruments (1)
MUCE 378 – Practicum/Studio String Teaching (1-3) Student teaching experience
in private studio strings under supervision of master teacher. Prerequisite:
MUCE 431 or permission. May be repeated for additional experience.
MUCE 413 – Topics in Education and Music Education (1)
MUCE 415 – Creative Movement: Classroom (1) Uses of movement in music
education at both elementary and secondary levels. Body awareness, locomotion
and quality of movement. Prerequisite: MUCE 304.
MUCE 421 – Student Teaching in Music (15) Fifteen week experience in teaching
school music. Students complete experiences in elementary and secondary placements
with carefully selected cooperating teachers. Students complete 35 hours of
field observations at schools identified as exemplary in particular areas such as
elementary general music, band, chorus, and orchestra. Students also enjoy observation
experiences in high need schools.
MUCE 431 – String Pedagogy (3) Advanced shifting, vibrato and bowing techniques.
Materials for advanced classes and individual instruction employing the concepts of
Suzuki, Galamian, Havas and Rolland. Prerequisites: MUCC 340, 341 and permission.
MUCE 435 – Orff/Kodaly Techniques and Materials (3) Music education
principles and practices developed in Germany by Carl Orff and in Hungary by Zoltan
Kodaly. Prerequisite: MUCE 201 or permission. As demand warrants.
MUCE 439 – Special Education Music I and Practicum (3) Planning music
objectives and activities in special education programs for children who are mentally
retarded, behavior disordered, or who have learning disabilities or speech impairments.
Adaptation of standard materials and techniques and use of music to teach
basic skills and concepts. Practical experience provided. Prerequisite: permission.
Spring only.
MUCE 440 – Special Education Music II and Practicum (3) A continuation of
MUCE 439 which includes planning music programs and experiences for children
with visual impairments, hearing impairments, physical disabilities or multiple
handicaps. Practical experience provided. Prerequisite: MUCE 439. Fall only.
MUCE 445 – Music in Special Education (3) Acquaints music education
students with the individualized education program (IEP) process, music materials
and techniques for teaching special learners in self-contained classrooms or
mainstreamed into music classes. Readings, observations, music activities and
originally designed materials a part of this class. Fall only.
MUCE 446 – Practicum in Special Music Education (1-2) Advanced course for
music education majors with concentration or high degree of interest in special
music education. Weekly music planning and teaching experience with classes of
special learners. Prerequisites: MUCE 439 or 445 and permission.
MUCE 464 – Practicum in Elementary String Music (1) Student teaching
experience in elementary string music under supervision of master teacher. Prerequisite:
permission.
MUCE 466 – Practicum in Instrumental Teaching (1-3) Students teach lessons
on band instruments. Emphasis placed on developing assessment strategies,
teaching instruments with which students are less familiar, motivation, and working
with a previously designed curriculum in teaching band lessons. Fifteen clock hours
of field experience.
MUCE 467 – Teaching Beginning Instruments (1-3)
MUCE 470 – Practicum in Teaching Studio Voice (1-3)
MUCE 471 – Practicum in Studio Teaching (1-3)
MUCE 475 – Teaching Classroom Instruments (2) Introduces a model for group
or classroom instrumental instruction through experiences with recorder, lab dulcimer,
keyboards, banjo, guitar, mandolin and autoharp.
MUCE 480 – Guitar Pedagogy (3) The art and science of teaching as it applies to
the guitar. Students will explore strategies for teaching both studio and class guitar,
and will obtain a working knowledge of commercially available method books.
Students will also become acquainted with the business aspects of teaching,
including job hunting, bookkeeping, tax law, and copyright law.
MUCE 495/595 – Musical Instrument Repair for Band Directors (3) MUCE 495
is offered during Winterim only. MUCE 595 is offered during summer session only.
MUCE 501 – Curriculum Development in the School Music Program (3)
Examination of the systematic process of program development. Focus upon the
development of general goals, program objectives, and instructional objectives, as
well as the design and sequence of musical experiences and materials. Final project
involves the development of a program for a specific course of study; school music
teachers are encouraged to gear projects toward their own specific teaching situations.
MUCE 520 – Topics in Music Technology (3) A seminar exploring computer,
MIDI and Multimedia technology as it might be applied in a music education setting.
The hands-on sessions in the Crane MIDI Lab will include the following: use of
generic office software for managing classroom records, tasks and class presentations;
MIDI sequencing and auto-accompaniment generating software, and possible
uses in music education; utilization of music notation software; introduction to
multimedia programming for creating interactive classroom materials; and accessing
and creating simple documents for the musical World Wide Web. Although prior
knowledge of computer/MIDI technology will be helpful, it is not required.
Music History and Literature for Music Majors only
MUCH 303 – Music of the Viennese Classicists (3) Musical styles from 1750 to
1830. Music of Mannheim School – Haydn, Mozart, Gluck and Beethoven – related
to preceding and following periods. Prerequisite: all components of Musicianship
Core Sequence or permission.
MUCH 304 – Music of the Nineteenth Century (3) Music literature from
Beethoven to Debussy. Consideration of stylistic and formal elements together with
aesthetic principles and historical perspectives. Prerequisite: all components of
Musicianship Core Sequence or permission.
MUCH 305 – Music Between the Wars (3) Music literature spanning the first half
of the 20 th century. Emphasis on development of various schools of composition and
their technical musical aspects.
MUCH 308 – Instrumental Repertory and Pedagogy I (2) Solo, chamber music
and orchestral literature for individual instruments. Historical developments of
instruments through composers, performers and instrument makers.
MUCH 309 – Instrumental Repertory and Pedagogy II (2) Prerequisite: MUCH 308.
MUCH 311 – Choral Literature (3) Style, structure and historical background of
great choral works of all periods. Prerequisite: all components of Musicianship Core
Sequence or permission.

THE CRANE SCHOOL OF MUSIC 165
MUCH 312 – Opera Literature (3) A survey of styles introduced through representative
works from Monteverdi to contemporary American opera. Intensive listening
and some writing assignments expected. Can be used to fulfill the upper-division
level history requirement. Prerequisites: MUCB 211 and 312.
MUCH 314 – Symphonic Literature (3) Symphonies in standard repertoire.
Emphasis on aesthetic, stylistic and historical aspects. Prerequisite: all components
of Musicianship Core Sequence or permission.
MUCH 321 – Literature for Voice (2) Development of literature for solo voice from
17 th century to present. Comparison of styles, techniques and performance. Prerequisite:
All components of Musicianship Core Sequence or permission. Fall only.
MUCH 324 – Piano Repertory I (3) Literature for piano from Baroque to present.
Emphasis on stylistic analysis and class performance. Prerequisite: permission
(except for performance majors with concentration in piano).
MUCH 325 – Piano Repertory II (3) Prerequisite: MUCH 324.
MUCH 331 – Chamber Music Survey (3)
MUCH 410 – Music Bibliography (1) Research tools found in music libraries.
Prerequisite: all components of Musicianship Core Sequence or permission.
MUCH 411 – Survey of Music History (3) For those planning graduate work.
Emphasis on development of musical style in all historical periods. Principal
composers and their works. Forms and media. Prerequisite: all components of
Musicianship Core Sequence or permission. As demand warrants.
MUCH 414 – Symphonic Literature (3)
MUCH 430 – History and Literature/Art Song (3) Development of the art song
from its origins to the 20 th century. Style characteristics of the major exponents of
the art song observed through musical analysis and its relationship to the poetry.
Survey of representative songs and cycles with particular emphasis upon the
German, French and American repertoire.
MUCH 431 – J.S. Bach (3) Music of J.S. Bach. Historical and biographical factors
influencing his music. Emphasis on performance in class. Prerequisite: all components
of Musicianship Core Sequence or permission.
MUCH 438 – Music in America (3) Surveys the variety of musical experiences in
the United States, including Native American music, early American psalmody, and
respective developments leading to jazz and to the commercial genres. Special
analytical concentration upon major movements and composers of the cultivated
tradition and the avant garde.
MUCH 439 – The Concerto (3)
MUCH 440 – Historical Development of Jazz (3) In-depth study of historical
and stylistic characteristics of major jazz style periods and movements. Analysis
of harmonic, rhythmic and melodic innovations. Prerequisite: Junior standing or
permission.
MUCH 445 – Guitar History and Literature (3) An exploration of the history and
literature of the guitar, lute, and vihuela, from the first Italian publications of the
early 16th century, to the recent works of Carter, Berio, and Crumb. Projects include
the transcription of tablature notation systems from the Renaissance and Baroque.
Prerequisite: Literature and Style 1 and 2 or permission. Spring.
MUCH 455 – Ludwig van Beethoven (3) Music of Ludwig van Beethoven.
Historical and biographical factors affecting his music and his influence on the
composers who followed him. Every semester.
MUCH 488 – Project in Music Literature (2) Concluding written project that, with
aid of faculty advisor, will allow the Musical Studies or Music Literature majors to
draw together knowledge and experience. Prerequisite: permission. Every semester.
MUCH 540 – Wind Band Literature (3) An exhaustive survey of the serious wind
orchestra literature composed for mixed combination of more than 20 performers
from the French Revolution to the present. An overview of the history of wind
instruments, reading and listening assignments, and biographical and historical
information about each composer and his or her work.
Performance Courses for Music Majors only
(non-liberal arts courses)
Performance Ensembles (0) Ensembles are conducted and/or coached by faculty
members and usually give scheduled public performances. Membership in performance
ensembles is by audition except where indicated (*). MUCP courses are for
music majors only and receive no credit.
MUCP 310 – Potsdam Community Chorus
MUCP 333 – Repertory Percussion Ensemble
MUCP 334 – Saxophone Quartets
MUCP 340 – Crane Trumpet Ensemble
MUCP 341 – Crane Marimba Ensemble
MUCP 344 – Accompanying
MUCP 350 – Crane Chorus*
MUCP 354 – Crane Chamber Choir
MUCP 355 – Phoenix Club
MUCP 357 – Men’s Ensemble
MUCP 358 – Crane Concert Choir
MUCP 361 – Crane Chamber Orchestra
MUCP 362 – Crane Symphony Orchestra
MUCP 363 – String Quartets
MUCP 364 – Brass Quintets
MUCP 366 – Piano with Other Instruments
MUCP 369 – Voice with Instruments
MUCP 370 – Crane Wind Ensemble
MUCP 372 – Crane Trombone Ensemble
MUCP 373 – Crane Horn Ensemble
MUCP 374 – College Jazz Ensemble
MUCP 375 – Guitar Ensemble
MUCP 376 – Crane Percussion Ensemble
MUCP 380 – Crane Flute Ensemble
MUCP 382 – Woodwind Quintets
MUCP 386 – Crane Saxophone Ensemble
MUCP 387 – Crane Symphonic Band
MUCP 388 – Crane Concert Band
MUCP 391 – Contemporary Music Ensemble
MUCP 392 – Jazz Band
MUCP 393 – Small Jazz Groups
MUCP 394 – Opera Ensemble
MUCP 395 – Chamber Ensembles
MUCP 396 – Opera Orchestra
MUCP 303 – Music Theater Performance (3)
MUCP 336 – Italian Diction (1)
MUCP 337 – French Diction (1)
MUCP 338 – German Diction (1)
MUCP 339 – English Diction (1) Correct sounds of English language as used in
singing.
MUCP 347 – Oboe Orchestral Studies (1)
MUCP 348 – Flute Orchestral Studies (1) Designed primarily for flute majors to
study ensemble concepts and major flute and piccolo excerpts from orchestral
literature through the study of complete parts, scores and various recordings.
Orchestral routine and the job of each section member to be discussed. Some
memorization of materials required.
MUCP 399 – Junior Recital (1) Required of performance majors during third year
of study.
MUCP 499 – Senior Recital (2) Required for performance majors during fourth
year of study. Prerequisite: MUCP 399.
Performance Concentration for Music Majors only
(non-liberal arts courses)
MUCS 400 – Recital, Concert and Coaching (0)
MUCS 421 – Performance Class (2)
MUCS 422 – Performance Class (2)
MUCS 423 – Performance Class (2)
MUCS 424 – Performance Class (2)
MUCS 425 – Performance Class (2)
MUCS 426 – Performance Class (2)
MUCS 427 – Performance Class (2)
MUCS 428 – Performance Class (2)

166 THE CRANE SCHOOL OF MUSIC
MUCS 431 – Performance Class (3)
MUCS 432 – Performance Class (3)
MUCS 433 – Performance Class (3)
MUCS 434 – Performance Class (3)
MUCS 435 – Performance Class (3)
MUCS 436 – Performance Class (3)
MUCS 437 – Performance Class (3)
MUCS 438 – Performance Class (3)
Music Theory and Composition for Music Majors only
MUCT 330 – Jazz Theory and Arranging (3) In depth exploration of jazz harmonic
practices, including functional harmony, chord construction, and chord relationships.
Students apply theoretical concepts by writing arrangements for small and
large jazz ensembles. Prerequisite: sophomore standing or permission.
MUCT 335 – Jazz Improvisation I (3) Introduction to the basics of jazz improvisation.
Participants perform in every class. Emphasis on basic tonal systems for
improvisation, stylistic and rhythmic concepts, developing creative improvisational
thinking. Prerequisite: sophomore standing or permission
MUCT 401 – Composition I (3) Composing for solo instruments and small chamber
ensembles and voice in a variety of contemporary non-vernacular styles. Prerequisite:
all components of Musicianship Core Sequence or permission.
MUCT 402 – Composition II (3) Continuation of MUCT 401. Prerequisites: MUCT
401 and permission.
MUCT 403 – Composition III (3) Composition in extended forms for larger choral
and instrumental groups. Prerequisites: MUCT 402 and permission.
MUCT 404 – Composition IV (3) Continuation of MUCT 403. Prerequisite: MUCT
403 and permission.
MUCT 405 – Composition V (3) Continuation of composition sequence. Prerequisites:
MUCT 404 and permission.
MUCT 406 – Composition VI (3) Continuation of composition sequence. Prerequisites:
MUCT 405 and permission.
MUCT 407 – Composition VII (3) Continuation of composition sequence. Prerequisites:
MUCT 406 and permission.
MUCT 408 – Composition VIII (3) Continuation of composition sequence. Prerequisites:
MUCT 407 and permission.
MUCT 411 – Electronic Composition I (3) Art of composing with electronically
generated sound. Major works and independent compositions. Open to all students
with permission.
MUCT 412 – Electronic Composition II (3) Continuation of MUCT 411. Open to
all students with permission. Prerequisite: MUCT 411. Spring only.
MUCT 413 – Electronic Composition III (3)
MUCT 414 – Electronic Composition IV (3)
MUCT 415 – Electronic Composition V (3)
MUCT 416 – Electronic Composition VI (3)
MUCT 417 – Electronic Composition VII (3)
MUCT 418 – Electronic Composition VIII (3)
MUCT 422 – Jazz Styles and Analysis I (3) In depth analysis of recorded improvised
solos by recognized jazz musicians. Students transcribe solos from recordings and
present to class with analysis. Prerequisite: Junior standing or permission
MUCT 424 – Jazz Improvisation II (2) Continuation of skills mastered in Jazz
Improvisation I. Emphasis on advanced tonal systems and harmonic structures for
improvisation, further development of creative techniques. Prerequisite: Jazz Improvisation
I or permission.
MUCT 426 – Pedagogy of Music Theory (3) This course encompasses the study
and development of teaching approaches necessary for the music theory class. Both
college and pre-college curricula are examined, as well as the inclusion of computerassisted
instruction. Prerequisite: completion of Theory IV and Aural Skills IV.
MUCT 488 – Project in Music Theory (2) Concluding written project that, with
aid of faculty advisor, allows Musical Studies majors to draw together knowledge
and experience gained during residency in College.
MUCT 499 – Recital of Compositions (2) Senior composition majors organize and
present recital of original works that reflect variety of style and genre. Prerequisite:
MUCT 407 or 408.
MUCT 514 – Counterpoint (3) Materials of 16 th century vocal polyphony examined
from three sides: appreciation, performance and creativity. Study of sacred and
secular music literature of the period. Composition of motets and madrigals for two,
three, four and/or five voice parts.
Contrapuntal music of the Baroque era with emphasis on works of J.S. Bach. Study
of two-and three-voice counterpoint, invention, forms based on the chorale, invertible
counterpoint and fugue.
MUCT 517 – Analytical Techniques (3) Development of techniques for analysis
of structural elements and forms of music (e.g., motive, phrase, period, binary, ternary,
rondo, variation, sonata). Examination of compositional procedures for polyphonic
and serial music. Repertoire selected from all historical periods and styles.
MUCT 520 – Theory and Analysis of 20 th Century Music (3) In-depth analysis
of major 20 th century compositions by Debussy, Stravinsky, Bartok, Hindemith,
Schoenberg, Webern, Messiaen, and more recent composers. Spring.
MUCT 521 – Orchestration (3) Techniques of orchestration for various instrumental
ensembles at an advanced level culminating in the scoring of a work for full
symphony orchestra. Spring.
Music Education Courses for all Students of the College
(non-liberal arts courses)
Multicultural Courses for all Students of the College
MUAM 416 – Music of the World’s Cultures (3) World music in general: North
Africa, Middle East, Sub-Saharan Africa, South Asia, Far East and Pacific Islands.
Music considered as art and social phenomenon. Open to non-music majors with
permission of instructor. Fall.
Music History and Literature for Students Majoring in
Disciplines Other Than Music
MULH 101 – Crane Live! (3) Focus on a variety of concerts and recitals in The Crane
School of Music. Students gain understanding of all that goes into preparation for
public performance.
MULH 204 – Introduction to Musical Theater (3) Music in a theatrical setting.
Emphasis on American stage: Broadway musicals and American opera. Development
of music-drama medium.
MULH 310 – Experience of Music (3) Literature of world musics, standard repertoire,
popular and folk idioms.
Performance Courses for Students Majoring in Disciplines
Other Than Music (non-liberal arts courses)
MULP 103 – Class Voice I (2) For students interested in developing better singing
voices. Includes vocal literature suitable to stage of development of individuals in class.
MULP 104 – Class Voice II (2) Continuation of MULP 103. Prerequisite: MULP 103.
MULP 105 – Instrumental Studio (2) Private or small class instruction in instruments
of band and orchestra by qualified music majors under faculty supervision. May be
repeated for credit. Admission dependent upon availability of Crane student teachers.
MULP 110 – Studio Piano (2) Private instruction for beginning, intermediate and
advanced levels. Taught by qualified music majors under faculty supervision. May
be repeated for credit. Admission dependent upon availability of Crane student
teachers. Prerequisite: MULP 121/122 or equivalent.
MULP 113 – Studio Voice (2) Private instruction by qualified music majors under
faculty supervision. May be repeated for credit. Admission dependent upon availability
of Crane student teachers. Prerequisite: MULP 103 or permission.
MULP 121 – Class Piano I (2) Class instruction for beginning piano.
MULP 122 – Class Piano II (2) Class instruction for beginning piano. Prerequisite:
MULP 121.
MULP 129 – Class Guitar I (2)

ADMINISTRATION AND FACULTY 167
The State University of
New York Board of
Trustees
Thomas F. Egan, Chairman, Rye
Randy A. Daniels, Vice Chairman,
New York City
Aminy I. Audi, Manlius
Edward F. Cox, New York City
Candace de Russy, Bronxville
Gordon R. Gross, Buffalo
Daniel J. Hogarty, Jr., Troy
Louis T. Howard, Amityville
Pamela R. Jacobs, Buffalo
George H. Pape, Jr., Albany
Celene R. Paquette, Champlain
Nelson A. Rockefeller, Jr.,
New York City
Patricia Elliott Stevens, Albany
Harvey F. Wachsman, Great Neck
Officers of
Administration
Robert L. King, Chancellor
Peter D. Salins, Provost and Vice
Chancellor for Academic Affairs
Richard Miller, Vice Chancellor and
Chief Operating Officer
John J. O’Connor, Vice Chancellor and
Chief of Staff
College Council
Molly Clough, Massena
Joseph H. Connor, Ogdensburg
Tara Gardner, Student Rep.
Brian J. Hughes, Malone
Cornelius J. Mahoney, Potsdam
June F. O’Neill, Albany
Sally Palao, Ogdensburg
John M. Turongian, Ogdensburg
Albert C. Venier, Massena
Curran E. Wade, Gouverneur
Leadership Council
William Amoriell
Dean, School of Education
David T. Britt
Vice President for Advancement and
College Foundation
E. Joyce Doran
President’s Office
John A. Fallon III
President
William E. Fisher
Assistant Vice President for
Physical Facilities
Tom Fuhr
Director of Continuning Education
Michael D. Lewis
Vice President for Business Affairs
Margaret Madden
Provost and Vice President for
Academic Affairs
Kathy Perry
Director of Human Resources
Galen K. Pletcher
Dean, School of Arts and Sciences
Gerald Lee Ratliff
Associate Vice President for
Academic Affairs
Justin D. Sipher
Director, Computing and
Technology Services
Alan Solomon
Dean, The Crane School of Music
Christine S. Strong
Dean of Students
Jessica Suchy-Pilalis
Chair, Faculty Senate
Rebecca J. Thompson
Director of Libraries
Administration and
Faculty
Abramovich, Sergei
Associate Professor, Teacher Education
Ph.D., St Petersburg State University
Alaman, Rafael Cabañas
Assistant Professor, Modern Languages
Ph.D., Boston University
Aldrich, Susan
Director of Financial Aid
B.A., SUNY Potsdam
Allan, Scott
Associate Director of Admissions
M.A., University of Buffalo
Alzo, Nancy
Sr. Assistant Librarian, College Libraries
M.L.S., University of Toronto
Amoriell, William
Dean, School of Education
Ed.D., University of Maine-Orono
Andrews, Kenneth (*1991)
Professor, Crane School of Music
M.M., Indiana University
Arno, Kevin
Coordinator, Field Services,
Teacher Education
Ph.D., Syracuse University
Avila, Carolyn
Staff Associate, Academic Services
M.B.A., Clarkson University
Ayalon, Michal
Director of Bridges Program
B.A., SUNY Potsdam
Badenoch-Watts, Teresa
Professor, Art
Ph.D., University of Toronto
Badger, Robert
Associate Professor, Geology
Ph.D., Virginia Polytechnic Institute
Baktari, Paul
Associate Professor, Economics
Ph.D., West Virginia University
Barrigar, Garnet
Instructional Support Technician,
Computing and Technology Services
Bartell, Josh
Admissions Assistant, Admissions
B.S., Clarkson University
Bates, Richard
Assistant Professor, Teacher Education
Ph.D., SUNY Albany
Baxter, Marsha
Assistant Professor, Crane School
of Music
Ph.D., Columbia University
Beattie, Rollin
Facility Program Coordinator,
Physical Plant
Beauchamp, Heather
Assistant Professor, Psychology
Ph.D., SUNY Albany
Beauchamp, William
Student Activity Director, Health and
Physical Education
M.S., SUNY Cortland
Beaulieu, Gerald
Staff Associate, Maintenance
Bell, Christin
Assistant Librarian, College Libraries
M.L.S., SUNY Albany
Bellardini, Elizabeth
Staff Associate, College Advancement
Belodoff, Nancy
Staff Associate, Continuing Education
B.A., SUNY Plattsburgh
Berbrich, Nancy
Adjunct Instructor, English
M.S.T., SUNY Potsdam
Berger, Robert
Visiting Instructor, Economics
M.B.A., Pace University
Berkman, Richard
Lecturer, Health and Physical Education
M.A., Salisbury State University
Betrus, Anthony
Assistant Professor, Information and
Communication Technology
M.S., SUNY Potsdam
Bigenho, Frederick
Assistant Professor, Teacher Education
Ed.D., Vanderbilt University
Blaha, Lori
Sr. Programmer Analyst, Computing and
Technology Services
B.A., SUNY Potsdam
Blauvelt, Marion
Associate Librarian, College Libraries
M.L.S., Queens College
Borsh, Donald
Associate Professor, Dance and Drama
M.F.A., Bennington College
Bouchard, Kimberley
Assistant Professor, Dance and Drama
M.F.A., University of Idaho
Boyle, Anthony
Professor, English
Ph.D., SUNY Buffalo
Bradford, David
Assistant Professor, Physics
Ph.D., University of Missouri-Columbia
Bradish, Bridget
Instructional Support Associate, Health
and Physical Education
B.A., SUNY Cortland
Brehm, Lawrence
Assistant Professor, Physics
Ph.D., University of Delaware
Bretsch, Ronald
Professor, Teacher Education
Ed.D., SUNY Albany
Britt, David T.
Vice President for College Advancement
M.B.A., Union College
Brouwer, David
Sr. Program Analyst, Computing and
Technology Services
B.A., Dartmouth College
Brouwer, Peter (*1994)
Associate Professor, Teacher Education
Ph.D., SUNY Buffalo
Brown, Douglas
Sr. Staff Associate, Computing and
Technology Services
M.R.P., Syracuse University
Brown, Nancy
Sr. Academic Advisor, Special Programs
M.S., SUNY Plattsburgh
Brownlee, Bruce
Instructional Support Assistant, Dance
and Drama
M.A., Ohio State
Burkett, Bryan
Adjunct Faculty, Crane School of Music
D.M., Florida State University
Burkett, Lyn Ellen
Visiting Faculty, Crane School of Music
M.M., Ithaca College
Busch, Gary
Professor, Crane School of Music
D.M.A., Manhattan School of Music
Butler, Jill
Personnel Assistant, Human Resources
Butterfield, Timothy
Sr. Staff Assistant, Health and
Physical Education
M.S., Old Dominion University
Callahan, Floyd
Professor, Crane School of Music
M.M., New England Conservatory
of Music
* Chancellor’s Award for Excellence in Teaching ≈ Chancellor’s Award for Excellence in Professional Service • Chancellor’s Award for Excellence in Librarianship

168 ADMINISTRATION AND FACULTY
Campbell, Mark
Associate Professor, Crane School
of Music
Ed.D., University of Illinois
Campbell, Martha
Assistant Professor, Economics
Ph.D., New School for Social Res
Carroll, Christa
Community Relations Associate,
Public Affairs
M.A., Clemson University
Case, Nelly
Associate Professor, Crane School of Music
Ph.D., Boston University
Cateforis, Vasily
Professor, Mathematics
Ph.D., University of Wisconsin
Catel, Mylene
Assistant Professor, Modern Languages
Ph.D., Indiana University
Chadwick, Sandy (*1980)
Professor, Teacher Education
Ed.D., Ball State University
Chambers, Holly
Sr. Assistant Librarian, College Libraries
M.A., Western Michigan University
Chambers, Laura
Sr. Academic Advisor, Teacher Education
M.Ed., St. Lawrence University
Champion, Evan
Adjunct Instructor, Crane School of Music
M.A., Northwestern
Chapman, Kerrith
Associate Professor, Mathematics
Ph.D., Kansas State University
Chapman, Kathleen
Staff Associate, Research and
Sponsored Programs
B.A., SUNY Potsdam
Chugh, Ram (*1977)
Distinguished Service Professor,
Merwin Rural Services Institute
Ph.D., Wayne State University
Clark, Barbara
Assistant Professor, Crane School of Music
M.M., University of Cincinnati
Clark, Geoffrey
Associate Professor, History
Ph.D., Princeton University
Clark, Harry
Sr. Staff Assistant, Merwin Rural
Services Institute
M.A., SUNY Potsdam
Class, Kevin
Adjunct Instructor, Crane School of Music
M.A., Michigan State
Cliff, Lee
Assistant Professor, Economics
M.B.A., Clarkson University
Coleman, Cynthia
Instructional Support Specialist, Chemistry
M.A., Harvard University
Coleman, Mark (*2001)
Professor, English
Ph.D., Cornell University
Collen, Robin
Visiting Assistant Professor, Dance
and Drama
M.S., University of Oregon
Compeau, Keith
Staff Associate, College Libraries
M.S., SUNY Potsdam
Conley, Walter
Assistant Professor, Biology
Ph.D., University of South Florida
Conrad, Deborah
Assistant Professor, Teacher Education
M.Ed., University of Sheffield, UK
Conrad, Dennis
Assistant Professor, Teacher Education
Ph.D., Virginia Polytechnic Institute
Coskran, Kenneth
Associate Professor, Chemistry
Ph.D., Iowa State University
Cote, John
Staff Assistant, Mail Service
Craig, R.
Adjunct Instructor, Crane School of Music
M.Sc., SUNY Potsdam
Cross, John
Professor, Modern Languages
Ph.D., University of Connecticut
Curry, David
Associate Professor, Philosophy
Ph.D., University of Virginia
Czarnecki, Leonard
Assistant Vice President for Retention
Affairs, Special Programs
M.S., Shippensburg College
Dalphin, John
Professor, Computer & Information Sciences
Ph.D., Clarkson University
Dargie, David
Staff Assistant, Continuing Education
M.Ed., Queen’s University
Das, Biman
Associate Professor, Physics
Ph.D., Bryn Mawr College
Davey, Nola
Sr. Academic Advisor, Special Programs
B.A., SUNY Potsdam
Davis, William
Distinguished Service Professor 2001
Professor, Teacher Education
Ph.D., Southern Illinois University
DeGhett, Stephanie
Adjunct Instructor, English
M.A., University of Vermont at Burlington
DeGhett, Victor (*1982)
Professor, Psychology
Ph.D., Bowling Green University
Del Guidice, Richard (*1977)
Professor, Politics
Ph.D., University of Massachusetts
Demler, James
Assistant Professor, Crane School of Music
M.M., University of Arizona
Digiovanna, Joseph
Professor, Philosophy
Ph.D., University of Notre Dame
Ditullio, James
Associate Campus Services, Physical Plant
M.B.A., Clarkson University
Dodge-Reyome, Nancy
Associate Professor, Psychology
Ph.D., Cornell University
Dodson, Anthony
Assistant Professor, Politics
Ph.D., University of Nebraska-Lincoln
Doelger, Marilyn
Sprv. College Nursing Services,
Student Health
M.S., Syracuse University
Doody, William
Associate Professor, Teacher Education
Ph.D., Syracuse University
Doran, E. Joyce
Assistant to the President
Downing, Caroline
Associate Professor, Art
Ph.D., Indiana University
Duchscherer, Eric
Assistant Director of College Housing,
Residence Life
M.S., SUNY Oswego
Duprey, Becky
Instructional Support Assistant,
Teacher Education
M.S.Ed., SUNY Potsdam
Dyer, Dean
Adjunct Instructor, Teacher Education
M.S., SUNY Potsdam
Ellis, John
Professor, Crane School of Music
D.M.A., Arizona State University
Fallon III, John A.
President
Ph.D., Michigan State University
Fisher, Diana
Adjunct Instructor, History
M.A., Syracuse University
Fisher, William
Assistant Vice President for Facilities,
Physical Plant
M.S., Clarkson University
Flack, John
Lead Programmer Analyst, Computing and
Technology Services
B.A., SUNY Potsdam
Flores, Michele
Adjunct Instructor, Teacher Education
M.S., Elmira College
Flynn, Judy
Assistant University Financial Anlayst,
Purchasing & Payables
Foisy, Joel
Assistant Professor, Mathematics
Ph.D., Duke University
Ford, Joseph Kevin
Assistant Professor, Crane School of Music
Ph.D., Florida State University
Foster, Charles
Associate Professor, Biology
M.S., Michigan State University
Franck, Carol
Assistant Librarian, College Libraries
M.L.S., University of Washington
Fregoe, Rebecca
Instructional Support Assistant,
College Libraries
Fregoe, David
Associate Professor, Communication
Ph.D., University of Oregon
French, Patricia
Visiting Instructor, History
M.S. SUNY Potsdam
Fuhr, Thomas
Director of Continuing Education/
Summer Programs
Ph.D., American University
Funston, Judith (*1995)
Associate Professor, English
Ph.D., Michigan State University
Galo, Gary
Instructional Support Specialist, Crane
School of Music
M.A., SUNY Potsdam
Gartshore, Donelda
Adjunct Instructor, Crane School of Music
B.M., McGill University
Geddes, Junko
Lead Programmer Analyst, Computing and
Technology Services
M.A., SUNY Potsdam
Geggie, John
Adjunct Faculty, Crane School of Music
M.M., Indiana University
Gerber, Rebecca
Associate Professor, Crane School of Music
Ph.D., University of California at
Santa Barbara
Gerstenberger, Thomas
Associate Professor, Psychology
Ph.D., Kent State University
Gingrich, David
Assistant Professor, Chemistry
Ph.D., University of Wisconsin-Milwaukee
Gonos, George
Assistant Professor, Economics
Ph.D., Rutgers University
Goodman, Jackie
Associate Professor, Sociology
Ph.D., Columbia University
Goodrow, Laura
Instructional Support Assistant,
Student Health
Gordon, Daniel
Associate Professor, Crane School of Music
Ph.D., Florida State University
* Chancellor’s Award for Excellence in Teaching ≈ Chancellor’s Award for Excellence in Professional Service • Chancellor’s Award for Excellence in Librarianship

ADMINISTRATION AND FACULTY 169
Gordon, Mary Grace
Instructional Support Assistant,
Crane School of Music
M.M., Florida State University
Graham, Carleen
Associate Professor, Crane School of Music
M.M., New England Conservatory
Green, Jay
Staff Associate, Health and Physical
Education
M.A., Mansfield University
Gribbin, Stephen
Residence Hall Intern, Residence Life
B.A., Vassar College
Griffin, Nancy (≈1997)
Director of Development, College
Advancement
M.S., Clarion State University
Grigel, Glen (≈1996)
Instructional Support Technician, Crane
School of Music
B.M., Ithaca College
Guiles, Glenn
Associate Dean, Crane School of Music
D.M.A., SUNY Stony Brook
Ha, Andrew
Associate Professor, Teacher Education
Ed.D., Seton Hall University
Hall, Lynn
Assistant Professor, Teacher Education
M.S.Ed, University of Rochester
Ham, Karen
Director of Career Planning
M.S., University of Southern Maine
Harea, Ioan
Adjunct Instructor, Crane School of Music
B.A., Bucharest Conservatory
Harradine, Andrew
University Data Base Admin., Computing
and Technology Services
B.A., SUNY Potsdam
Hartman, Mark
Professor, Crane School of Music
D.M.A., Arizona State
Heinick, Carol
Associate Professor, Crane School of Music
M.M., Catholic University
Heinick, David
Professor, Crane School of Music
D.M.A., Catholic University
Heisey, M. J.
Assistant Professor, History
Ph.D., Syracuse University
Hennessey, Kevin
Bursar
B.B.A., Washburn University
Henry, Richard
Assistant Professor, English
Ph.D., University of Minnesota
Hepel, Maria
Professor, Chemistry
Ph.D., Jagiellonian University
Krakow, Poland
Herman, William
Associate Professor, Psychology
Ph.D., University of Michigan
Hersh, Sarah
Assistant Professor, Crane School of Music
Ph.D., University of Minnesota
Hess, Nancy
Sr. Staff Assistant, Continuing Education
B.S., Empire State
Hildreth, Joseph
Professor, Art
M.F.A., Pratt Institute
Horan, Clayton
Associate Professor, Dance and Drama
M.F.A., University of Montana
Horan, John
Director of Residence Life
B.A., Providence College
Hosley, Robyn
Assistant Professor, Crane School of Music
D.E., Nova Southeastern University
Hotchkiss, Sharon
Staff Assistant, Teacher Education
Ph.D. University of Kentucky
House, Sharon
Academic Advisor, Accommodative Services
M.S., SUNY Potsdam
Hoyt, Peter
Sr. Staff Associate, Institutional Research
M.S.T., SUNY Potsdam
Hubbard, Laura
Residence Hall Intern, Residence Life
B.S., RPI
Huff, Mark
Professor, Art
M.F.A., Louisiana State University
Islam, M. Azad
Professor, Physics
Ph.D., Columbia University
Ivanenok, Linda
Sr. Staff Assistant, Teacher Education
M.S., SUNY Plattsburgh
Ivic, Christopher
Assistant Professor, English
Ph.D., University of Western Ontario
Januszewski, Alan
Associate Professor, Information and
Communication Technology
Ph.D., Syracuse University
Johengen, Carl
Assistant Professor, Crane School of Music
M.M., Ithaca College
Johnson, Glenn
Assistant Professor, Biology
Ph.D., SUNY Environmental Science
Johnson, Arthur
Adjunct Instructor, History
Ph.D., University of Maine
Johnson, Patrick
Associate Director of Community
Relations, Public Affairs
B.F.A., University of Kansas
Johnson-Weiner, Karen
Assistant Professor, Anthropology
Ph.D., McGill University
Jordan, Erica
Admissions Assistant, Admissions
B.A., SUNY Potsdam
Jungklaus, John
Instructional Support Specialist,
Crane School of Music
Kahn, George
Instructional Support Technician,
Psychology
B.A., SUNY Potsdam
Keating, Katherine
Community Relations Associate,
Public Affairs
B.A., University of Notre Dame
Keller, Matthew
Lead Programmer Analyst, Computing and
Technology Services
Kenny, Maurice
Adjunct Instructor, English
Hon. Ph.D., St. Lawrence University
Kirchgasser, William
Professor, Geology
Ph.D., Cornell University
Kirwan, David
Assistant Director of Business Affairs
B.A., SUNY Oswego
Kirwan, Susan
College Accountant, Purchasing & Payables
B.S., SUNY Geneseo
Kumar, Korni
Associate Professor, Sociology
Ph.D., Temple University
Ladouceur, Jason
Staff Associate, College Advancement
M.A., Ohio University
Lanz, Christopher
Assistant Professor, Crane School of Music
D.M.A., Stanford University
Lavack, Krista
Admissions Assistant, Admissions
B.A., Trent University
Lavine, Scott
Professor, Crane School of Music
M.S., SUNY Potsdam
Layne, Virginia
Assistant Professor, Art
M.F.A., Virginia Commonwealth
Lazovik, Jeffrey
Assistant Director, Counseling Center
M.Ed., St. Lawrence University
Leek, Eleanor
Director of Student Health
D.M., Bowman Gray School of Medicine
Leuthold, Marc
Assistant Professor, Art
M.F.A., University of North Carolina
Levitt, Emma
Adjunct Instructor, English
Ph.D., University of Utah
Lewis, Michael
Vice President for Business Affairs
M.S., Clarkson University
Lin, Meilee
Visiting Assistant Professor, Economics
Ph.D., University of Pittsburgh
Lindsey, John
Professor, Crane School of Music
M.M., University of Illinois
Little, Judith
Associate Professor, Philosophy
Ph.D., University of Oklahoma
Lockhart, Paul
Visiting Professor, History
Ph.D., Purdue University
Loucks, A. Paul
Sr. Staff Associate,
School of Arts and Sciences
M.Ed., Allegheny College
Loushin, Boris
Associate Professor, Crane School of Music
Ph.D., Leningrad State Conservatory
Lowell, Margaret
College Physician Assistant,
Student Health
N.P., Syracuse University
Lucia, Cynthia
Sr. Staff Assistant, Computing and
Technology Services
M.S., SUNY Potsdam
Lunt, Lora
Director of Study Abroad Programs
Ph.D., Indiana University
Madden, Margaret
Provost and Vice President,
Academic Affairs
Ph.D., University of Massachusetts
at Amherst
Madeja, James
Professor, Crane School of Music
Ed.D., University of Illinois
Madore, Blair
Assistant Professor, Mathematics
Ph.D., University of Toronto
Maginn, Kristin
Admissions Assistant, Admissions
B.A., SUNY Potsdam
Mahdavi, Kazem
Professor, Mathematics
Ph.D., SUNY Binghamton
Malone, Anne
Associate Professor, English
Ph.D., University of New Hampshire
Manfred, Suzanne (≈1990)
Director of Academic Program Evaluation,
Admissions
M.S., SUNY Potsdam
Manzotti, Vilma
Associate Professor, Modern Languages
Ph.D., Temple University
Marcus, Judith
Professor, Sociology
Ph.D., University of Kansas
* Chancellor’s Award for Excellence in Teaching ≈ Chancellor’s Award for Excellence in Professional Service • Chancellor’s Award for Excellence in Librarianship

170 ADMINISTRATION AND FACULTY
Marqusee, Steven (*1983)
Professor, Anthropology
Ph.D., SUNY Albany
Marshall, Charles
Professor, Computer & Information Sciences
Ph.D., University of Kansas
Martell, Jaime
Assistant Professor, Chemistry
Ph.D., Dalhousie University
Martinson, Kenneth
Assistant Professor, Crane School of Music
M.M., Eastman School of Music
Massaro, John (*1996)
Professor, Politics
Ph.D., Southern Illinois University
Massell, Deborah
Lecturer, Crane School of Music
M.M., Mannes College of Music
Mathews, William
Associate Professor, History
Ph.D., University of California
Matthews, Carolyn
Staff Associate, Research and
Sponsored Programs
A.A.S., Elizabeth Seton College
Maus, Derek
English and Communication
M.A., University of North Carolina at
Chapel Hill
McAllister, Timothy
Assistant Professor, Crane School of Music
M.M., University of Michigan
McCarthy, Maureen
Assistant Professor, Community Health
Ph.D., Ohio State University
McCoy, Peter
Assistant Professor, Crane School of Music
Ph.D., Northwestern University
McDermott, Barry
Director of University Police
B.S., University of New Haven
McEwen, Ellen
Lecturer, Health and Physical Education
M.A., Ohio State University
McGinness, John
Assistant Professor, Crane School of Music
Ph.D., University of California at
Santa Barbara
McLaughlin, Frank (*2000)
Distinguished Service Professor, Sociology
Ph.D., Penn State University
McNamara, Mary Jo
Associate Professor, Art
Ph.D., Stanford University
Medina, Catherine
Sr. Career Planning, Career Planning
M.S., SUNY Potsdam
Miller, Cheryl
Associate Professor, Mathematics
Ph.D., Wesleyan University
Miller, Kathleen
Adjunct Faculty, Crane School of Music
M.M., University of Cincinnati
Miller, Rick
Director of Institutional Assessment
M.Ed., St. Lawrence University
Miranda, Martina
Assistant Professor, Crane School of Music
D.M.A., Arizona State University
Misra, Anjali
Professor, Teacher Education
Ph.D., Penn State University
Mitchell, Jennifer
English and Communications
B.A., Bryon Mawer College
Mitchell, William
Lecturer, Health and Physical Education
M.S., University of Michigan
Mlynarczyk, H. Charles
Associate Professor, Information and
Communication Technology
Ph.D., SUNY Buffalo
Molinero, Anthony
Assistant Professor, Chemistry
Ph.D., Virginia Polytechnic Institute
Morin, Cynthia
Adjunct Instructor, Health and
Physical Education
M.Ed., University of Alaska
Morris, William
Associate Dean of Students, Campus Life
M.Ed., St. Lawrence University
Mosier, Donna
Assistant Professor, Economics
Ph.D., Clarkson University
Mucenski , Nancy
Visiting Instructor, Teacher Education
M.S., SUNY Potsdam
Murdie, Lorelei (≈1994)
Instructional Support Specialist, Crane
School of Music
M.Ed., St. Lawrence University
Murray, Katie
Financial Aid Advisor, Financial Aid
B.A., Concordia University
Neal, Susan
Adjunct Instructor, Dance and Drama
B.A., University of Virginia
Neisser, Philip
Associate Professor, Politics
Ph.D., University of Massachusetts at
Amherst
Nelson, Linda
Visiting Instructor, History
M.A., University of California at Santa
Barbara
Nelson, Casey
Staff Assistant, Residence Life
B.A., SUNY Potsdam
Nesbitt, Tom
Director of Admissions
M.A., West Virginia University
Niles, Corey
Instructional Support Assistant,
College Libraries
Norden, Axel
Professor, Crane School of Music
Ph.D., Long Island University
Nowak, Loren
Adjunct Instructor, Teacher Education
M.S., SUNY Potsdam
Nowicki, John
Environmental Health and Safety Officer,
Physical Plant
B.S., SUNY Environmental Science
and Forestry
Nuwer, Michael
Associate Professor, Economics
Ph.D., University of Utah
O’Brien, Karen
Director, Graduate Enrollments
M.S., SUNY Potsdam
O’Brien, Neal (*1977)
Distinguished Teaching Professor, Geology
Ph.D., University of Illinois
Oheneba-Sakyi, Yaw
Associate Professor, Sociology
Ph.D., Brigham Young University
Olsen, Kathleen
Staff Associate, Crane School of Music
B.A., University of California
Omohundro, John (*1988)
Distinguished Teaching Professor,
Anthropology
Ph.D., University of Michigan
Opdyke, Carol
Adjunct Instructor, Teacher Education
M.S., SUNY Potsdam
Ormsbee, Floyd
Visiting Instructor, Economics
M.A., Clarkson University
O’Rourke, Kathleen
Instructor, Health and Physical Education
M.S., Illinois University
O’Shaughnessy, Thomas
Associate Professor, Teacher Education
Ed.D., Indiana University
Pambuccian, Victoria
Assistant Professor, Mathematics
Ph.D., University of Michigan
Pardoen, Alan
Professor, Teacher Education
Ph.D., University of Missouri
Parks, James
Professor, Mathematics
Ph.D., University of Houston
Partridge, Sean
Director of Educational Opportunity Program
M.A., SUNY Binghamton
Pate, Debra Sue
Assistant Professor, Psychology
Ph.D., University of California at San Diego
Pearles, Raymond
Residence Hall Intern, Residence Life
Peoples, June
Vice President for Retention and
Enrollment Management
M.S., University of Memphis
Perkins, Morgan
Assistant Professor, Anthropology
Ph.D., University of Oxford
Perry, Kathryn
Personnel Director, Human Resources
M.B.A., Clarkson University
Person, Laura
Associate Professor, Mathematics
Ph.D., University of California at
Santa Barbara
Petercsak, James
Distinguished Teaching Professor, Crane
School of Music
M.M., Manhattan School of Music
Philibert, Celine
Associate Professor, Modern Languages
Ph.D., Ohio State University
Planty, Donna
Community Relations Associate,
Public Affairs
Central City Business Institute
Plastino, Thomas
Staff Associate, Rural Services Institute
M.A., University of Notre Dame
Pletcher, Galen
Dean, School of Arts and Sciences
Ph.D., University of Michigan
Policella, Ruth
Assistant Director College Housing,
Residence Life
M.A.T., SUNY Binghamton
Portugal, Edwin
Associate Professor, Economics
Ph.D., SUNY Albany
Prescott , Romeyn
Lead Programmer Analyst, Computing and
Technology Services
B.A., SUNY Potsdam
Price, Margaret
Sr. Staff Assistant, Roland Gibson Gallery
M.A., Virginia Commonweath University
Printy, Darrin
Lead Programmer Analyst, Computing and
Technology Services
A.A.S., SUNY Alfred
Ralston, Ramona
Academic Services
Ph.D., University of South California
Rapczynski , Julia
Counselor, Counseling Center
M.Ed., Pennsylvania State University
Ratliff, Gerald Lee
Associate Vice President for
Academic Affairs
Ph.D., Bowling Green State University
Raymond, Eileen
Associate Professor, Teacher Education
Ed.D., University of South Carolina
Reames, Rebecca
Associate Professor, Crane School of Music
Ph.D., Florida State University
Reichhart, Gregory
Professor, Psychology
Ph.D., Notre Dame University
* Chancellor’s Award for Excellence in Teaching ≈ Chancellor’s Award for Excellence in Professional Service • Chancellor’s Award for Excellence in Librarianship

ADMINISTRATION AND FACULTY 171
Revetta, Frank
Distinguished Service Professor, Geology
Ph.D., University of Rochester
Rhoads, Laura
Assistant Professor, Biology
Ph.D., SUNY Binghamton
Rhodes-Crowell, Robin
Internship Coordinator, Health and
Physical Education
B.S., Ohio University
Rich, Judith
Adjunct Instructor, English
M.A., Hofstra University
Riley, Jayne
Staff Assistant, Admissions
Riley, Ronald
Staff Associate, Central Printing Services
Robbins, Annette
Residence Hall Intern, Residence Life
M.Ed., Springfield College
Robinson, R. Lemoyne
Staff Associate, Multicultural Affairs
M.S., Murray State University
Rocco, Nola
Assistant Professor, Dance and Drama
M.F.A., University of California, Los Angeles
Romey, William
Assistant Professor, Biology
Ph.D., SUNY Binghamton
Rosenfeld, Mary
College Physician Assistant, Student Health
M.S., Syracuse University
Ross, Susan
Associate Professor, Communication
Ph.D., Rensselaer Polytechnic Institute
Rourke, Carol
Director of Alumni Affairs, College
Advancement
B.M., SUNY Potsdam
Rubio, C. Douglas
Associate Professor, Crane School of Music
D.M.A., University of Southern California
Rusaw, Sally
Assistant Librarian, College Libraries
M.L.S., SUNY Albany
Rutledge, Nancy
College Physician Assistant, Student Health
M.S., Syracuse University
Saint Amand, Paul
Assistant Professor, English
Ed.D., Boston University
Samuels, Nils
Assistant Professor, English
Ph.D., Ohio State
Sarkela, Sandra
Professor, Communication
Ph.D., University of Massachusetts
Sarmiento, Oscar
Associate Professor, Modern Languages
Ph.D., University of Oregon
Sarnoff, Joseph
Director of Student Union Activities
M.S., University of Wisconsin
Saul, Aaron
Adjunct Instructor, Athletics
B.S., Elmira College
Schaff, Michael
Associate Professor, Crane School of Music
D.M., Indiana University
Schons, Suzanne
Assistant Professor, Crane School of Music
M.M., University of Oklahoma
Schwob, Timothy
Associate Professor, Teacher Education
Ed.D., University of North Colorado
Scott, Lisa
Sr. Staff Assistant, College Advancement
B.A., SUNY Potsdam
Scott, Marylou
Instructor, Crane School of Music
M.S., SUNY Potsdam
Scott, Sheila
Affirmative Action Officer,
Human Resources
M.S., St. Lawrence University
Sebald-Chudzinski, Romi
Instructional Support Associate, Roland
Gibson Gallery
B.A., SUNY Potsdam
Seney, Edward
Lecturer, Health and Physical Education
M.A., Norwich University
Seney, Sandra
Staff Associate, College Advancement
M.B.A., Clarkson University
Seramur, Linda (*1990)
Professor, Teacher Education
Ph.D., Indiana University
Severtson, Kirk
Lecturer, Crane School of Music
M.M., University of Cincinnati
Sharmer, Laurel
Assistant Professor, Community Health
Ph.D., Oregon State University
Shewell, Scott
Director of Public Affairs
J.D., Widener University School of Law
Shu, Florence
Associate Professor, Economics
Ph.D., Michigan State University
Simmons, Daniel
Instructional Support Assistant,
Computing and Technology Services
A.A.S., SUNY Canton
Simon, Mark
Lecturer, Health and Physical Education
M.S.E., Southern Illinois University
Simone, Leo
Professor, Biology
Ph.D., Columbia University
Sipher, Amy
Financial Aid Advisor, Financial Aid
M.A., St. Lawrence University
Sipher, Justin (≈1998)
Director of Computing and
Technology Services
M.S., SUNY Potsdam
Siskind, Paul
Assistant Professor, Crane School of Music
Ph.D., University of Minnesota
Smith, Beverly
Assistant Professor, Teacher Education
Ed.D., Columbia University
Smith, David
Professor, Psychology
Ph.D., Ohio State University
Smith, Harvey
Professor, Teacher Education
Ed.D., Syracuse University
Smith, Mary
Staff Assistant, Academic Affairs
Solomon, Alan
Dean, The Crane School of Music
Ph.D., University of Kansas
Sovay, Michael
Instructional Support Assistant
M.S.T., SUNY Potsdam
Stebbins, Susan
Associate Professor, Anthropology
D.A., SUNY Albany
Steinberg, Paul
Professor, Crane School of Music
D.M.A., University of Oklahoma
Steinberg, Alan
Associate Professor, English
Ph.D., Carnegie Mellon University
Stephan, Richard
Adjunct Instructor, Crane School of Music
M.M., Eastman School of Music
Stillwell, Arlene
Associate Professor, Psychology
Ph.D., Case Western Reserve
Strong, Christine (≈1991)
Dean of Student Affairs
M.S., Indiana State University
Subramanian, Jane
Associate Librarian, College Libraries
M.L.S., University of Albany
Suchy-Pilalis, Jessica
Associate Professor, Crane School of Music
D.M., Indiana University
Sullivan-Catlin, Heather
Assistant Professor, Sociology
Ph.D., SUNY Albany
Sutliffe , Wilda
Computing and Technology Services
M.S.Ed., SUNY Potsdam
Sutter, James
Professor, Art
M.F.A., University of Massachusetts
Swartele, Amy
Assistant Professor, Art
M.F.A., SUNY Buffalo
Tartaglia, Philip
Professor, Philosophy
Ph.D., New York University
Templeton-Cornell, Victoria
Major Gifts Officer, College Advancement
B.S., SUNY Cortland
Terhune, James
Professor, Psychology
Ph.D., University of California at
Santa Barbara
Tessier, Matthew
Adjunct Instructor, Athletics
B.S., Virginia Commonwealth University
Tharrett, Patricia
Adjunct Instructor, Community Health
M.S., Russell Sage College
Thomas, Susan
Director, Counseling Center
M.Ed., St. Lawrence University
Thompson, Joanna
Associate Librarian, College Libraries
M.L.S., University of Oregon
Thompson, Linda
Assistant Professor, Crane School of Music
Ph.D., University of Arizona
Thompson, Rebecca
Director of Libraries, College Libraries
M.L.S., University of Oregon
Todd, Benjamin
Admissions Assistant, Admissions
B.S., SUNY Cortland
Topolewski, Timothy
Professor, Crane School of Music
D.M.A., University of Illinois
Towers-Scott, Andrea
Visiting Instructor, English
M.A., St. Mary’s University
Trevizan, Liliana
Associate Professor, Modern Languages
Ph.D., University of Oregon
Trithart, David (•1995)
Associate Librarian, College Libraries
M.S.L.S., Syracuse University
Tsarov, Eugenia
Assistant Professor, Crane School of Music
M.A., Leningrad State University
Turbett, J. Patrick
Professor, Sociology
Ph.D., Kent State University
Tyler, Anthony
Professor, English
Ph.D., Indiana University
Tyo, Marie
Budget Control Officer, Business Affairs
A.A.S., SUNY Canton
Tyre, Jess
Assistant Professor, Crane School of Music
Ph.D., Yale University
Usher, Bethany
Assistant Professor, Anthropology
Ph.D., Penn State University
Vaadi, Joseph
Lecturer, Health and Physical Education
M.S., U.S. Sports Academy
Vadas, Robert
Assistant Professor, Teacher Education
Ph.D., Kent State University
* Chancellor’s Award for Excellence in Teaching ≈ Chancellor’s Award for Excellence in Professional Service • Chancellor’s Award for Excellence in Librarianship

172 ADMINISTRATION AND FACULTY / directory
Valentine, Kathleen
Assistant Professor, Teacher Education
Ph.D., University of South Florida
Van Weringh, Janet
Sr. Programmer Analyst, Computing and
Technology Services
M.S., Clarkson University
Vankuiken, Robert
Adjunct Instructor, Community Health
B.S., Mankato State
Voss, Margaret
Instructor, Biology
M.Sc., SUNY College of Environmental
Science and Forestry
Vroman, Mona
Sr. Personnel Associate, Human Resources
M.A., SUNY Plattsburgh
Walker, Martin
Assistant Professor, Chemistry
Ph.D., Brandeis University
Waller-Frederick, Debra
Residence Hall Intern, Residence Life
B.A., Marist College
Wanamaker, Gregory
Assistant Professor, Crane School of Music
D.M., Florida State University
Wangler, Francis
Professor, Crane School of Music
M.M., Michigan State University
Wangler, Kim
Assistant Professor, Crane School of Music
M.M., Michigan State University
Washburn, Robert
Adjunct Instructor, Crane School of Music
Ph.D., Eastman School of Music
Waters, Roderick
Adjunct Instructor, Community Health
M.S., Virginia Polytechnic
Waterson, Lucille
Sr. Staff Assistant, Field Experiences
M.S., SUNY Potsdam
Weber, David
Associate Professor, Communication
Ph.D., University of Texas at Austin
Wesselink, Peggy
Assistant Professor, Politics
Ph.D., University of Iowa
Westerling, Janice
Instructional Support Associate, Chemistry
M.S., University of Minnesota
Wexler, Mathias
Associate Professor, Crane School of Music
M.M., Yale University
Wheeler, Heather
Lecturer, Crane School of Music
M.M., SUNY Potsdam
Whelehan, Patricia
Professor, Anthropology
Ph.D., SUNY Albany
White, Toby
Director of Internship Program
B.A., SUNY Potsdam
White, Denise
Staff Associate, Native American Affairs
M.S.Ed., St. Lawrence University
Willard, Paula
Sr. Staff Assistant, Computing and
Technology Services
B.A., St. Lawrence University
Williams, Richard
Assistant Professor, Psychology
Ph.D., SUNY Binghamton
Williamson, Donna
Adjunct Instructor, English
M.A., SUNY Potsdam
Wilson, Michael
Visiting Assistant Professor, Dance
and Drama
Ph.D., University of Oregon
Winograd, David
Assistant Professor, Information and
Communication Technology
Ph.D., Arizona State University
Witzel, Amy
Sr. Assistant Librarian, College Libraries
M.L.S., Syracuse University
Woolworth, Neal
Visiting Faculty, Crane School of Music
D.M.A., Arizona State University
Woy, Alan
Professor, Crane School of Music
D.M.A., University of Colorado
Young, Jacquelyn
Assistant Librarian, Continuing Education
M.L.S., Syracuse University
Yousey, Thomas
Sr. Staff Assistant, Teacher Education
M.A., St. Lawrence University
Zalacca, James
Director of Athletics and
Physical Education
M.A.T., DePauw University
Zvacek, Bret
Professor, Crane School of Music
M.M., North Texas State University
Directory
Academic Advising
Sisson Hall, 267-2580
Academic Affairs – Provost
Raymond Hall, 267-2108
Academic Transfer Services
Raymond Hall, 267-2237
Accommodative Services
Sisson Hall, 267-3267
Admissions
Raymond Hall, 267-2180
Affirmative Action
Raymond Hall, 267-2096
Alumni Affairs
Raymond Hall, 267-2120
Annual Fund
Raymond Hall, 267-2120
Arts and Sciences – Dean
Dunn Hall, 267-2231
Bursar
Raymond Hall, 267-2137
Career Planning
Sisson Hall, 267-2344
College Advancement and
College Foundation
Raymond Hall, 267-2190
Computing & Technology Services
Administrative Information Systems
Stillman Hall, 267-2089
Helpdesk
Kellas Hall, 267-2083
ResNet
Bowman Hall, 267-4444
Continuing Education/
Summer Programs
Raymond Hall, 267-2166 or 800-458-1142
Counseling Center
Dunn Hall, 267-2330
Crane School of Music – Dean
Bishop Hall, 267-2775
Education – Dean
Satterlee Hall, 267-2515
Educational Opportunity Program
Sisson Hall, 267-2335
Financial Aid
Raymond Hall, 267-2162
First Year Programs and Orientation
Raymond Hall, 267-2327
Human Resources
Raymond Hall, 267-4816
International Education
Carson Hall, 267-2792
Libraries
Crumb Memorial Library
267-2485
Crane Music Library
267-2451
PACES
Business Office
Merritt Hall, 267-3096
Dining Services
Thatcher Hall, 267-2657
The College Store
Student Union, 267-2573
SUNYCard
Merritt Hall, 267-2658
Physical Plant
Heating Plant
Physical Plant Complex, 267-2603
Maintenance
Physical Plant Complex, 267-2598
Student Mailroom
Student Union, 267-2730
TelCom
Bowman Hall, 267-3000
President’s Office
Raymond Hall, 267-2100
Public Affairs
Raymond Hall, 267-2114
Registrar
Raymond Hall, 267-2154
Residence Life
Draime Hall, 267-2350
Student Conduct and
Community Standards
Student Union, 267-2579
Student Government Association
Student Union, 267-2588
Student Health Service
Sisson Hall, 267-2377
Student Union, Activities and
Volunteerism
Student Union, 267-2579
University Police
Dunn Hall, 267-2222
* Chancellor’s Award for Excellence in Teaching ≈ Chancellor’s Award for Excellence in Professional Service • Chancellor’s Award for Excellence in Librarianship

index 173
3-2 Double Degree Program in:
Applying to Graduate 57
Chemistry 83
D
Chemistry and Engineering 84
Geology, Civil and Environmental
Engineering 107
Mathematics and
Engineering 111
Physics and Engineering 118
A
Academic Advising 56
Academic Calendar 4
Academic Forgiveness Policy 43
Academic Honors 34
Academic Integrity 33
Academic Policies and
Procedures 32
Information Technology
Acceptable Use Policy 33
Academic Programs 55
Academic Residency
Requirements 57
Academic Standards Policy 39
Accommodative Services 30
Accreditation 4
Acting Minor 90
Adirondack Environmental
Studies 63
Administration and Faculty 167
Admission Statement 12
Admission:
Bridges Program 12
Crane School of Music 153
Early Undergrad. Program 13
EOP 12
International Students 13
Non-matriculated 13
Non-traditional Students 13
Transfer 13
Admissions Procedures 12
Advance Deposits 14
Advanced Placement Examination
Credits 38
Advanced Placements (AP) 62
Aerospace Studies 52
Affirmative Action 4
Africana Studies Minor 67
Anthropology 71
Anthropology Minor 72
Appeal Procedures 40
Archaeological Studies 72
Archaeology Minor 72
Art 76
Art History 76
Art History Minor 77
Art Studio 76
Art Studio Minor 76
Associated Colleges of the
St. Lawrence Valley 49
Athletics and Physical Education 134
Auditing Courses 36
B
B.A./M.A. Mathematics
Program 111
BA-MST Secondary School Science
Education 147
Bachelor of Arts Childhood
Education Program 140
Bachelor of Arts in Music
Degree 154
Bachelor of Arts Early Childhood
Education Program 138
Bachelor of Music Degree 155
Bachelor of Science in Music
Business Administration 159
Bear Express 15
Biology 80
Biology Minor 81
Bridges Program 30
Bridges Undergraduate Admission
Program 12
Business Administration Major 91
Business Economics 92
Business Economics Minor 95
Business of Music 159
Business of Music Minor 160
C
Campus Life 8
Campus Life Policies 9
Rules of Student Conduct 9
Vehicle and Traffic Regulations 9
Campus Map 3
Career Planning 29
Changing Recorded Grades 40
Charles T. Weaver Anthropology
Museum 7
Chemistry Minor 85
Childcare Center 31
Classrooms and Labs 28
Coaching Certification 135
College Counseling Center 30
College Credit Policies 36
College Honors Program 46
College Internship Program 47
College Libraries 6
College Store Complex, The 8
Collegiate Science and Technology
Entry Program 31
Commencement Ceremony,
Policy 57
Communication 100
Communication (Speech) 102
Communication Minor 102
Community Health 130
Community Health Minor 131
Composition 161
Computer and Information
Sciences 85
Computer and Information Sciences
Minor 86
Computing and Technology
Services 6, 27
Continuing Education Programs and
Services 45
Counseling Center 30
Course Levels 36
Course Schedule Adjustments 38
Crane School of Music, The 153
Bachelor of Science in Music
Business Administratio 159
Business of Music Major 159
Business of Music Minor 160
Composition 161
Jazz Studies 161
Jazz Studies Minor 160
Music Performance Major 158
Musical Studies Major 158
Piano Pedagogy 161
Special Education - Music
Concentration 161
Crane School of Music,
Admission 14
Credit Loads 36
Criminal Justice Minor 127
Dance and Drama 87
Acting Minor 90
Design and Technical Theatre
Minor 90
Directing Minor 90
Dance Minor 88
Deadlines for Course Schedule
Adjustments 38
Deadlines for Withdrawal from
College 39
Dean’s List 34
Deferred Admission 14
Degree Programs 10
Degrees 56
Design and Technical Theatre
Minor 90
Dining Services 8
Directing Minor 90
Directory 172
Discrimination 4
Division of Multicultural Affairs 31
Drama Major 89
E
Early Admission to Undergraduate
Programs 13
Economics 91
Business Administration 91
Business Economics 92
Business Economics Minor 95
Economics Minor 95
Employment Relations 93
Employment Relations Minor 96
Four-One MBA/MS
Program 94
Information Technology
Minor 96
Economics Major 93
Economics Minor 95
Educational Opportunity
Program (EOP) 31
EOP Admission 12
Electives 62
Eligibility for Continued Federal
Financial Aid 21
GPA Requirement 21
Eligibility for Continued State
Financial Aid 20

174 INDEX
Eligibility for State Student Aid 20
Financial Assistance
Interdisciplinary Studies 63
Middle and Secondary Spanish
Employment Relations 93
Veterans Benefits 20
International Student,
Education 145
Employment Relations Minor 96
Four-One MBA/MS Program 94
Admission 13
Military Science 53
English and Communication 100
French Language and Literature 113
International Studies Minor 73
Mission 5
Communication (Speech) 102
French Studies Minor 113
Internship Program 29
Modern Languages 113
Communication Minor 102
Journalism Minor 102
Linguistics Minor 102
Literature Minor 101
Writing Minor 102
Environmental Science Minor 64
Environmental Studies Minor 64
European History Minor 108
Exchange Programs 53
Extension Programs 45
F
Facilities 6
Charles T. Weaver
Anthropology Museum 7
College Libraries 6
College Store Complex, The 8
Computing and Technology
Services 6
Crane Music Center 6
Dining Services 8
Language Labs 7
Residence Halls 7
Roland Gibson Gallery 6
School of Education 7
Science Labs 7
Studios, Theaters and Language
Labs 7
Family Educational Rights and
Privacy Act 44
Federal Direct Parent Loans for
Undergraduate Stud 19
Federal Direct Subsidized Stafford
Loans 19
Federal Direct Unsubsidized
Stafford Loans 19
Federal Pell Grant 17
Federal Perkins Loan 18
Federal Supplemental Educational
Opportunity Grant 17
Federal Work-Study (FWS) 20
Fees and Financial Aid 14
Final Examination Policy 40
Financial Aid 14
Freshman Experience 59
G
Gen. Ed. Components and
Requirements 58
General Education Program 58
General Financial Aid Procedures 17
General Technology Classrooms
and Labs 28
Geology 106
Geology Minor 106
Grade Point Average, Cumulative 57
Grading Policies 38
Graduate Programs 44
Grants 17
Federal Pell Grant 17
Federal Supplemental
Educational Opportunity
Grant 17
Native Americans
(Federal Aid) 18
Native Americans (State Aid) 18
State Aid Programs 17
Tuition Assistance Program
(TAP) 17
Vocational Rehabilitation 18
H
Health Report 14
Health Services Center 30
History 5, 108
European History Minor 108
United States History Minor 108
Honors Mathematics Program 110
Honors Psychology Program 123
I
Information Technology Minor 96
Interdisciplinary Criminal Justice
Major 126
Interdisciplinary Learning
Communities 63
Interdisciplinary Natural
Science 65
J
Jazz Studies 161
Jazz Studies Minor 160
Joint Degree Programs 11
Journalism Minor 102
L
Language Labs 7
Learning Lab 27
Leave of Absence 43
Liberal Arts Requirement 57
Linguistics Minor 102
Literacy Center 136
Literature Minor 101
Loans 18
Federal Direct Parent Loans for
Undergraduate Stud 19
Federal Direct Subsidized
Stafford Loans 19
Federal Direct Unsubsidized
Stafford Loans 19
Federal Perkins Loan 18
Short-term Loan Program 20
William D. Ford Federal Direct
Loans 19
Locale 5
M
Maintenance of Public Order 9
Majors and Minors 61
Mathematics 110
B.A./M.A. Mathematics
Program 111
Honors Mathematics
Program 110
Mathematics Minor 111
Matriculation for a Second
Bachelor’s Degree 14
Middle and Secondary French
Education 143
Middle and Secondary Mathematics
Education 144
Middle and Secondary Social Studies
French Language and
Literature 115
French Studies Minor 115
Spanish Language and
Literature 113
Spanish Language and
Literature Minor 115
Spanish Minor 114
Modes of Inquiry 59
Multicultural Affairs 31
Collegiate Science and
Technology Entry Program 31
North Country Science and
Technology Entry Program 31
Office of Multicultural
Affairs 32
Potsdam Akwesasne Talent
Search 31
Teacher Opportunity Corps 32
Museum Studies Minor 69, 77
Music Education 157
Music Performance 158
Musical Studies 158
N
National Student Exchange
Program 55
Native American Affairs 32
Native American Studies 68
Native Americans (Federal Aid) 18
Native Americans (State Aid) 18
Non-credit Courses 45
Non-matriculated Admission 13
Non-traditional Admission 13
Nondiscrimination Policy 4
North Country Science and
Technology Entry Program 31
O
Office of Accommodative
Services 30
Orientation 29
Orientation and Advising 47
Education 144

index 175
P
Part-time Student Employment 20
Payment of College Bill 16
People 5
Performance Ensemble
Requirements 156
Philosophy 115
Philosophy Honors Major 115
Philosophy Minor 116
Physical Education 134
Coaching Certification 135
Physics 117
Physics Minor 118
Piano Pedagogy 161
Policy and Procedure,
Summer Sessions 44
Political Science 119
Politics 119
Pre-Law Minor 120
Politics Minor 120
Potsdam Akwesasne Talent
Search 31
Potsdam Auxiliary and College
Educational Services 8
Potsdam Graduate 56
Potsdam Information Technology
Acceptable Use Policy 33
Pre-Law Minor 120
Prerequisites for Courses 36
Presidential Scholars Program 26
President’s List 34
President’s Message 2
Psychology 122
Honors Psychology Program 123
Psychology Minor 124
Public Service and Outreach
Activities 5
R
Readmission to the College 14
Rebecca Sheard Literacy
Center 136
Refund Policy 16
Refund Policy (See Fees and
Financial Aid) 43
Remedial Credits 37
Repeating Courses 37
Requirements for Bachelor of Arts
and Bachelor of Science 57
Requirements for Undergraduate
Admission 12
Clarification 12
Test Scores 12
Transcripts 12
Reserve Officers Training Corps
(ROTC) 52
Residence Halls 7
Residence Life Program 7
Residence Life Program,
Management of 7
Roland Gibson Gallery 6
Room and Board 15
Rules of Student Conduct 9
S
Scholarships 21
School of Arts and Sciences 71
School of Education 130
Science Labs 7
Secondary School Science
Education 146
Short-term Loan Program 20
Society and Human Services
Minor 127
Sociology 126
Criminal Justice Minor 127
Interdisciplinary Criminal
Justice Major 126
Society and Human Services
Minor 127
Spanish Language and Literature
Minor 115
Spanish Minor 114
Special Academic Opportunities 46
Special Education, Music
Concentration 161
Special Procedures for Admission
to Crane School of Music 14
Speech Communication 100
State Aid Programs 17
Statistics 70
Student Appeal Procedures 40
Student Classifications 35
Student Health Services Center 30
Student Services 27
Student Support Services
Program 30
Student Teaching 137
Student-Initiated Interdepartmental
Major (SIIM) 70
Studios, Theaters and Language
Labs 7
Study Abroad/Exchange
Programs 53
Summer Camps 45
Summer Sessions 45
SUNY Potsdam Childcare
Center 31
SUNY Potsdam Scholarships 21
SUNYCard 8
T
Teacher Education 135
BA-MST Secondary School
Science Education 147
Bachelor of Arts Childhood
Education Program 140
Bachelor of Arts Early Childhood
Education Program 138
Middle and Secondary
English Language Arts
Education 142
Middle and Secondary French
Education 143
Middle and Secondary
Mathematics Education 144
Middle and Secondary Social
Studies Education 144
Middle and Secondary Spanish
Education 145
Secondary School Science
Education 146
Teacher Education Certification
Process 136
Teacher Opportunity Corps 32
Teaching Certification
Requirementsfor Bachelor of
Music 157
Technology Centers 28
Test Scores 12
The Crane School of Music 153
Theaters 7
Transcripts 12
Transfer Admission to The Crane
School of Music 153
Transfer Admission to
Undergraduate Programs 13
Transfer Credits 37
Transfer Credits, Gen. Ed. 60
Travel Courses for Adults 46
Tuition 14
Tuition Assistance Program
(TAP) 17
Tutorial Study 47
U
Undergraduate Admission
Statement 12
United States History Minor 108
V
Vehicle and Traffic Regulations 9
Veterans Benefits 20
Vocational Intent Programs 48
Vocational Rehabilitation 18
W
Wilderness Education Minor 131
William D. Ford Federal Direct
Loans 19
Winterim Session 45
Withdrawal from College 42
Women’s Studies Minor 68
Workshops and Conferences 46
Writing Minor 102
March 2002

Tentative Academic Calendar 1999–2000
FALL 1999
Classes begin Aug. 30
Fall recess Oct. 11–12
Thanksgiving recess Nov. 24–28
Classes end Dec. 17
Jan. 3–14
WINTERIM 2000
Classes begin Jan. 19
Winter recess Feb. 28-March 5
Spring recess April 10–16
Classes end May 19
Commencement May 21
SPRING 2000
The 1999–2000 calendar listed above is subject to approval by the College faculty. SUNY Potsdam reserves
the right to change the academic calendar at any time. Graduate students should contact the Graduate
Studies Office to confirm calendar dates by calling toll free 1-800-458-1142 or by dialing direct to (315) 267-
2165.
OFFICE OF GRADUATE STUDIES
The State University of New York
College at Potsdam
44 Pierrepont Avenue
Potsdam, New York 13676-2294
(315) 267-2165 Fax: (315) 267-4802
http://www.potsdam.edu/home.html
email: graduate@potsdam.edu

The State University of New York College at Potsdam
The information contained herein is current as of September 1998 and is considered official College
policy as of that date. However, with changes in personnel and faculty, it is possible that this information
may become outdated. Information concerning such changes will be made available through the Graduate
Studies Office.
State University of New York
The 64 geographically dispersed campuses of the State University of New York make up the nation’s
largest centrally managed system of public higher education. When founded in 1948, the University
consolidated 29 State-operated, but unaffiliated, institutions. The State University is governed by a Board of
Trustees appointed by the Governor; this Board directly determines University policy.
SUNY Potsdam
SUNY Potsdam has served the State of New York for more than 180 years. With a heritage dating back
to the St. Lawrence Academy, founded in 1816, Potsdam has traditionally emphasized the importance of
liberal arts in the preparation of teachers for public and private schools. Today, Potsdam’s students prepare
for a wide variety of professions in the College’s three Schools: School of Arts and Sciences, School of
Education and The Crane School of Music. Students may select majors from more than 30 academic areas in
undergraduate and graduate degree programs.
Philosophy and Objectives
SUNY Potsdam offers courses and programs in the traditional liberal arts disciplines of the humanities,
science, fine arts and performing arts. The College also focuses on the student’s need for the best possible
preparation for specific professional and vocational goals. Potsdam’s graduate programs seek to encourage
achievement in learning and to provide each student with a sense of personal and social responsibility.
The Community
A cultural center of northern New York, SUNY Potsdam is within visiting distance of many other
recreational and historical sites, including Lake Placid, the Adirondack Mountains, Ottawa, Canada’s capital
city and Montreal, Quebec. The village of Potsdam is a picturesque community of approximately 10,000
permanent residents. The two institutions of higher education located here, SUNY Potsdam and Clarkson
University, enroll approximately 8,000 students. The relationship between students and Potsdam residents
has developed into a tradition of cooperation and respect through joint participation in civic and cultural
events.
Major Campus Facilities
Libraries
The Frederick W. Crumb Memorial Library, which seats up to 600 people, is located in the center of the
academic quadrangle. It is open 96 hours a week and houses more than one million items, including 398,000
bound volumes, 667,000 microforms and other non-book materials, 58,000 federal and state documents and
1,300 active periodicals. The library’s online catalog and an array of specialized equipment—such as
copiers, microform reader-printers, audiovisual equipment, CD-ROM search stations and aids for physically
challenged users—provide access to materials in various formats. The library also provides access to an
array of Internet-based electronic resources. The professional staff is dedicated to helping students find and
use information sources of all kinds. Also located in the library is the James H. Levitt Memorial Computer
Center.
The Crane Music Library maintains the most extensive music collection in northern New York. The
collection includes 16,000 books, 24,000 music scores, 16,000 sound recordings and tapes of performances at
Crane dating back to the late 1940s. The library’s audio facilities include 10 listening rooms and 29 listening
carrels. Crane Library also houses a computer laboratory with Macintosh computers for use by students.
Arts and Performance Facilities
Fine Arts studios are available for pottery, sculpture, printmaking, painting, design, drawing and
photography. There are special classrooms for art history and a gallery for displaying exhibitions by
students, faculty and guest artists.
The Julia E. Crane Music Center, a five-building complex, contains a music library, a 1,400-seat concert
hall, a 450-seat recital hall, lecture and rehearsal rooms, classrooms, studios, theater production facilities
including costume and set design, instrument repair facilities, lockers and storage facilities for instruments,

more than 75 practice rooms, a cafeteria, and full-time support services, including facilities manager, audio
technician, piano technician and instrument technician.
Classrooms, rehearsal areas and faculty studios are equipped with CD, tape and cassette decks,
turntables and speakers. Electronic music studios contain a variety of synthesizers including a Synclavier II
digital synthesizer, an array of computers and MIDI equipment, mixing consoles, tape decks and noise
reduction units.
Crane houses an extensive collection of quality musical instruments including 155 pianos; most of which
are Steinways; a forte piano; four harpsichords; six organs including a Wicks concert organ; a collection of
Renaissance wind and string instruments, and more than 1,000 band and orchestra instruments.
Computer Facilities
As one of the departments in the Information Services Division, Distributed Computing/Telemedia is
responsible for providing and supporting a broad array of information technologies and services that
students, faculty and staff use at SUNY Potsdam. These include more than 1,000 desktop computers, highspeed,
direct access to the Internet and the World-Wide Web, electronic mail, residence hall networking, offcampus
dial-in access to the campus network, multimedia computing facilities, laser printing,
technologically-enhanced “smart classrooms,” telephone services and voice-mail, television services,
satellite teleconferencing and distance-learning facilities. With the exception of off-campus telephone
service, these technologies and services are provided to students at no additional cost.
Student computing facilities throughout the campus provide access to Power Macintosh and Windows
personal computers, powerful software applications, CD-ROM-based information, laserdiscs, multimedia
hardware and printing services.
To keep the campus informed about the rapid changes in information technology, Distributed
Computing/Telemedia sponsors special technology-sharing “brownbag sessions,” demonstrations and
presentations, and interactive video conferences with other educational institutions and technology vendors.
Every student at Potsdam is automatically provided with an electronic mail account when they register
for course work, and all student rooms on campus have a telephone set with free on-campus calling. In
addition, each student’s room has high-speed access to the Internet and campus network for those students
who own computers.
Computer Purchase Programs – Students, faculty and staff of SUNY Potsdam are eligible for substantial
educational savings on a wide variety of personal computers, software and repair services. Included with
computers purchased on campus are a variety of free software or shareware designed to work with campus
communications services. This very popular program includes Apple Macintosh and Power Macintosh
(including DOS/Windows compatible models), Newton personal digital assistants, DOS/Windowscompatibles,
laser and inkjet printers, digital cameras, scanners and all the major software packages.
Students interested in this program should be aware that special sales usually take place over the summer or
during the spring semester and that entering students who have signed a letter of intent may be eligible.
Levitt Center – The James H. Levitt Memorial Computer Center, located in Crumb Library and
managed by Distributed Computing/Telemedia, provides computing resources primarily to support
student use of word processing, data analysis Internet connections, and other instruction-related computing
activities. The Levitt Center is equipped with Macintosh, Power Macintosh, MS-DOS/Windows-based
computers and laser printing. Software is made available to each computer through a file server. While
students have priority, faculty also have access to these resources.
Morey Hall Writing Center – The English Department operates the Writing Center in Morey Hall.
Macintosh computers are available for student word processing and printing. The facility is supervised by
the English faculty and a Graduate Assistant and is open weekdays. Priority for use is given to students
required to use word processors in English courses, but the Lab is available to the general campus
community. Writing classes are often conducted in the Writing Center or in the Kellas Computer Classroom.
Dunn Hall Computer Classroom – This classroom is equipped with MS-DOS/Windows computers and
an LCD projection system for large-screen viewing. All of the computers are networked via Ethernet to a
Novell Netware file server. Applications such as word processing, computer programming languages and
spreadsheets are made available to each workstation via the file server. During those times that the facility is
not being used for instruction it is open for general use by the College community.
Kellas Hall Computer Classroom – This classroom is equipped with Power Macintosh computers, color
monitors and an LCD projection system. All of the computers are networked via Ethernet to an AppleShare
file server which provides access to applications such as ClarisWorks, Microsoft Word, Microsoft Excel,
HyperCard, charting and graphics program. During those times that the facility is not being used for
instruction it is open for general use by the College community.

Crane School of Music Computer Labs – The Crane School of Music has two music composition labs
with Macintosh and Power Macintosh computers, CD-ROM players, synthesizers and professional
composition programs. They are connected to AppleShare file servers, laser printers, the campus network
and the Internet for access to worldwide information sharing and collaboration.
Satterlee Hall Computer Classroom – This specialized laboratory-classroom is equipped with a variety
of Macintosh and Power Macintosh computers with color monitors, CD-ROM drives, laser disc players,
LCD display panels, a large-screen projector and dozens of software titles for classroom use and
instructional develoment. Used primarily by students and faculty in the School of Education, the computers
are connected to the College’s network and the Internet through which users have access to colleagues and
additional resources on campus and throughout the world. Students use these resources to conduct
research; prepare homework assignments, reports, projects and term papers; obtain information not
available on campus; and communicate with other students and faculty. This laboratory-classroom is
available for general student use when not being used for instructional activities.
Flagg Hall DOS/Windows Computer Classroom – This classroom has been set up with DOS/Windows
computers connected to a Novell network and the Internet. This facility is used for classes in economics,
computer and information sciences, sociology, teacher education and other departments and is also
available for use by students as a lab outside of regular classroom hours.
Student Government Association Lab – Sponsored by the Student Government Association, this
computer lab of Macintosh and DOS/Windows-based computers and inkjet printers is available in Dunn
Hall for use by all students. These computers are linked to the campus network and Internet.
Distance Learning Facilities, Smart Classrooms and Departmental Computer Clusters – In addition to
the various classrooms and labs mentioned above, numerous other classrooms , lecture halls and public
conference areas around campus are equipped with Internet and campus network connections, computers,
projection devices, PictureTel distance learning technologies and desktop video. In addition, Distributed
Computing/Telemedia maintains special support areas for assisting faculty and student projects and
experimentation in multimedia. It is equipped with color scanning, presentation software and color
printing technologies. A number of departments also maintain labs specific to their discipline for use by
students and faculty.
Residence Hall Computer Centers – The Residence Hall Computer Centers in Bowman, Draime,
Knowles, Lehman and Van Housen offer students access to Macintosh and MS-DOS/Windows-based
computers on a 24-hour, seven days per week basis. Each center provides access to printing and file services
similar to those found in the computer classrooms and the Levitt Center.
Residence Hall and Off-Campus Access – In addition to the residence hall computer centers, students
and faculty with personal computers and modems may connect to the campus network and the Internet
from any place off campus. Also, resident students can connect their personal computer directly to the
campus network and the Internet from their room on campus if they have an ethernet card. Contact
Distributed Computing/Telemedia (315) 267-2083 for more information.
Physical Education Facilities
Maxcy Hall, the College’s modern physical education complex, contains a field house with a 1/10 mile
indoor track, an ice arena, an NCAA swimming pool with diving area, six racquetball and three squash
courts, a main gym with three basketball courts, an exercise/fitness/issue room, a dance studio, a therapy
and training room, as well as locker and shower rooms. Surrounding Maxcy Hall are 50 acres of playing
fields, tennis courts and a 1/4 mile track.
Graduate Student Housing and Accommodations
On-campus accommodations are available to graduate students. Inquiries concerning housing should be
directed to the Office of Residence Life, State University of New York College at Potsdam, Potsdam, New
York 13676.
Office of Career Planning
This office provides career planning, internship, summer and permanent job assistance. It maintains an
extensive career planning library. The office provides a student access computer with résumé templates,
laser printer, nationwide job vacancies, and a variety of handouts. Services are available to students and
alumni.
Associated Colleges of the St. Lawrence Valley

This consortium was chartered by the Board of Regents of the University of the State of New York to
stimulate the emergence of cooperative relationships among four distinctive institutions of higher
education—Clarkson University, St. Lawrence University, SUNY Potsdam, and SUNY Canton. The basic
assumption is that cooperative planning and program development enable the member institutions to
achieve their goals for the benefit of students, administrators and faculty. Benefits to graduate students
include:
a. Cross-registration. Full-time graduate students admitted to degree programs are generally eligible to
take up to two courses per year at member colleges. Complete information is available at the Graduate
Studies Office.
b. Library Facilities. Graduate students also have full access to the library at each member college. An
interlibrary loan and delivery system is operated to provide ready access to requested reference materials.
Accreditation
SUNY Potsdam is accredited by the Middle States Association of Colleges and Secondary Schools. The
College’s Crane School of Music is accredited by the National Association of Schools of Music.
Graduate Programs
Master of Science in Education
Elementary Education (PreK-6)
– For those who possess PreK-6 certification
Reading (N-12 certification)
– Classroom Specialization
Secondary Education (7-12)
– English
– Mathematics
– Science (biology, chemistry, earth science, physics)
– Social Studies
Instructional Technology and Media Management
– For classroom teachers, school media specialists, and those seeking training careers in business and
industry.
Special Education (K-12 certification)
– For certified teachers in areas other than special education who are seeking provisional certification in
special education
General Professional Education
– For teachers certified in an area for which SUNY Potsdam does not offer a specialization (e.g., art,
physical education, business education, foreign language, etc.) and who are seeking a functionally relevant
master’s degree with which to complete the academic requirements for permanent certification
Master of Science in Teaching
Prepares those holding a baccalaureate degree in an academic area other than education to become certified
to teach.
– Elementary Education (PreK-6 certification)
– Secondary Education (7-12 certification): English, Mathematics, Science, Social Studies
Master of Arts Degree
English
Mathematics (also four-year B.A./M.A. Honors Program)
Master of Music Degree
Composition
Music Education
Music History and Literature
Music Theory
Performance
Recommended Graduate Admission Deadlines
M.S.Ed. and M.S.T. applicants are strongly encouraged to submit all admission information by the
following dates to ensure full consideration of their application:

Summer session: March 1; Fall semester: April 1; Spring semester: October 15
Graduate Admission Categories
A. Matriculated Students
1. Provisional Admission – Granted to qualified applicants who do not yet meet certain admission
requirements; e.g., undergraduate prerequisites.
2. Full Admission – Granted to applicants who have satisfied all admission requirements.
In order to be considered as a matriculated student (Provisional or Full Admission) applicants must
fulfill the following criteria:
Master of Science in Education
1. submission of an official transcript of an earned baccalaureate degree from an accredited college or
university;
2. a minimum undergraduate GPA of 2.75 in the most recent 60 semester hours of undergraduate study
(based on a scale of A=4.0);
3. a “Letter of Intent” written by the applicant expressing professional goals as applied to the program;
4. submission of proof of current provisional or permanent teaching certificate consistent with that of the
proposed graduate study. (Admission to the Special Education program requires certification in PreK-6
or 7-12 in an academic area.)
5. Admission to the Special Education and General Professional Education programs requires three letters
of recommendation, including at least two which focus on teaching performance.
6. Admission to the Secondary Education programs requires three letters of recommendation, including at
least two from previous professors which focus on academic ability.
7. non-refundable processing fee of $50.00
Master of Science in Teaching
1. submission of an official transcript of an earned baccalaureate degree in an appropriate academic
discipline from an accredited college or university;
2. a minimum undergraduate GPA of 2.75 in the most recent 60 semester hours of undergraduate study
(based on a scale of A=4.0);
3. a “Letter of Intent” written by the applicant expressing professional goals as applied to the program;
4. submission of three letters of recommendation, including at least one which focuses on teaching
potential and at least two from previous professors which focus on academic ability.
5. non-refundable processing fee of $50.00
NOTE: A satisfactory score on the L.A.S.T. portion of the New York State Teacher Certification
Exam (NYSTCE) is required before being placed in a student teaching position. The A.T.S.-W portion of the
NYSTCE is required in order to be awarded the degree and to be recommended for certification.
Master of Arts
1. submission of an official transcript of an earned baccalaureate degree from an accredited college or
university
2. a minimum undergraduate GPA of 2.75 in the most recent 60 semester hours of undergraduate study
(based on a scale of A=4.0)
3. a “Letter of Intent” written by the applicant including professional goals as applied to the program
indicated
4. submission of three letters of recommendation, including at least two from undergraduate professors in
the academic discipline of the degree.
5. non-refundable processing fee of $50.00
Master of Music
1. submission of an official transcript of an earned baccalaureate degree from an accredited college or
university
2. submission of two letters of recommendation
3. a minimum undergraduate GPA of 3.0 (A=4.0). Applicants with a GPA between 2.75 and 3.0 may be
considered for Provisional Admission upon the recommendation of the Graduate Program Committee.
A student admitted into the graduate program with provisional status is limited in the amount of course

work taken during the first semester (12 credits for fall or spring semester, six credits for summer
session). The student’s progress will be reviewed by the Graduate Program Committee after one
semester, at which time the student may be considered for Full Admission, continue provisionally, or be
dismissed from the program.
4. Applicants must demonstrate competence in their area of concentration (see page 41 for further
information).
5. non-refundable processing fee of $50.00
B. Non-matriculated or Non-Degree Students
Applicants who have an interest in graduate study but who have not yet applied for admission into a
master’s degree program may enroll as non-matriculated or non-degree students. A non-matriculated
graduate student is limited to taking a maximum of 12 graduate credits on a non-matriculated basis. Upon
completion of the 12 graduate credits, if not before, the student is required to apply for formal admission to
a master’s degree program and must be granted Provisional or Full Admission before being allowed to
register for further course work.
Graduate Admission Appeals
Applicants may request reconsideration of an admission decision by writing to the Dean of the School of
Education and Graduate Studies indicating the basis on which the appeal is made (e.g., records of
performance, supporting letters, papers, evidence, etc.) Requests must be filed within 30 calendar days of
the date of the action being appealed. Each appeal is considered strictly on its particular merits. Exceptions
will be allowed only for unusual or extenuating circumstances.
New York State Certification
Teacher certification is a process which authorizes individuals to teach in the public elementary and
secondary schools of New York State. Qualified applicants can receive one of two certifications: Provisional
Certification and Permanent Certification.
All teaching certificates are issued by the New York State Education Department. Colleges are
authorized only to recommend the issuance of teaching certificates for those individuals who have
completed all requirements of one of the college’s registered teacher certification programs. Students who
do not complete all requirements of a college-registered program, but do meet the State minimum
requirements, may apply for a teaching certificate directly to the State Education Department by obtaining
an application from any regional BOCES office. The N.Y.S. Education Department then reviews each
application for a teaching certificate. All applicants who apply for their initial certification must pass the
required N.Y.S. Teacher Certification Examinations. In addition, an individual applying for N.Y.S.
certification must provide documentation of completing a two-hour training course on the identification and
reporting of child abuse and maltreatment.
Upon completion of the Master’s degree in a functionally relevant area and employment in the public
school for two years, eligible students may apply for permanent certification. This certification is a lifetime
authorization to teach in the public schools of New York State. It is valid for the individual’s area and level
of teaching and may be revoked by the State Education Department for conviction of a felony.
The Master of Science in Education programs in Reading, Instructional Technology & Media
Management, Special Education and the Master of Science in Teaching programs lead to provisional
certification or, in some cases, permanent certification.
In any matters related to your certification program, we recommend that you review the teacher
certification regulations on reserve in Crumb Library and consult with your education adviser in the
appropriate School. Please note: Certification regulations are changing as this catalog goes to press. Due to
the length of certification regulations and information, it is recommended that you consult the certification
folder on reserve in Crumb Library or call (315) 267-2517 in order to schedule an appointment. Formal
application for certification (School of Education students) is made through the Teacher Certification Office
in Satterlee Hall, Room 111; Crane School of Music students make application for certification in Bishop
C210.
Teaching certificates are issued by the N.Y.S. Education Department upon recommendation by the
College when the applicant submits an application. Recommendations for provisional certificates are made
upon receipt of the student’s application and completion of one of the College’s registered teacher
certification programs with evidence that applicants have passed the N.Y.S. Teacher Certification Exam and
that they are U.S. citizens. Students must apply within 60 days of completing requirements. Once an

application is received by the Office of Teacher Education Student Services, it may be retained for three
weeks due to backlogs, or longer for various reasons. Emergency requests must be submitted in writing,
and the College will forward them to appropriate agencies.
Since certification regulations and information are too comprehensive to include in this catalog, the
Student Teaching Handbook provides a brief overview. A more thorough review of N.Y.S. teacher
certification regulations is provided at the reserve desk in Crumb Library.
Individuals who have been convicted of a felony may not be eligible for teacher certification in N.Y.S.
The Teacher Education Department does not place student teachers who have criminal background and it
does not recommend them for certification. Non-citizens may apply for initial certification upon the
completion of required U.S. Office of Immigration forms, but should note that New York statutes prevent
public school districts from employing non-citizens.
Foreign Graduate Students
SUNY Potsdam welcomes students from outside the United States and values the diversity of
background and experiences which they bring to the institution. Recognizing the complexities associated
with being an out-of-state student, the College makes special efforts to assist and accommodate their needs.
In addition to the requirements for Full Admission, a foreign student must submit a satisfactory score
(minimum score: 500) from the Test of English as a Foreign Language (TOEFL). The Graduate Studies Office
will mail Foreign Student Application (FSA) forms. Further information may be obtained by writing:
Director of International Education, SUNY Potsdam, Potsdam, New York 13676, USA. TOEFL scores must
be submitted before Federal Form I-20 can be issued. There is no funding available for foreign students.
Canadian Graduate Students
Given the College’s proximity to the Canadian border, particular emphasis is placed on meeting the
needs of individuals from Ontario and Quebec. Of particular interest to our Canadian neighbors is the M.S.
in Teaching degree program which is recognized by the Ontario College of Teachers (Toronto). Upon
completion of the M.S.T. degree, which fulfills requirements for a N.Y.S. teaching certificate, including
student teaching and successful completion of the N.Y.S. Teacher Certification Exams, a Canadian resident
may then request an Ontario Letter of Eligibility which states that training has been received outside the
Province and that the student has completed N.Y.S. requirements for certification. After a brief telephone
interview with a contact person at the Ontario College of Teachers, the student will be issued a Temporary
Letter of Standing which is good for six years. During the next six years, the student must teach the
equivalent of one year to qualify for an official and permanent Ontario Teacher’s Certificate.
Distance Learning
The College offers some courses off-campus in the North Country region and through alternative
delivery systems such as interactive television, video conferencing and telecommunication through the
Internet to better meet the needs of its students. Individuals may participate in such courses as part of their
overall program of study at the College. Students should contact the Office of Continuing Education and
Summer Session for information about the location and schedule of available off-campus classes.
General Regulations
Direction of Graduate Program
The supervision and conduct of the graduate program is the responsibility of the Graduate Studies
Office. The overall administration of the program is delegated to the Dean of the School of Education and
Graduate Studies. College policies regarding graduate programs are developed in consultation with the
Faculty Assembly. The Graduate Affairs Committee serves in a recommendatory capacity to the Faculty
Assembly.
The overall admission process is structured along the following lines: once a candidate has accumulated
a complete file (i.e. application, undergraduate transcript, appropriate New York State test scores, etc.) the
Graduate Studies Office forwards this material to the appropriate academic department housing the
graduate program to which the candidate is applying. The Graduate Admission Committee of the academic
department involved makes the decision with regard to the candidate’s admission or denial into the
program. The Dean of the School of Education and Graduate Studies then communicates to the prospective
graduate student the decision of the academic department involved.
Performance of Graduate Students

Graduate students are personally responsible for familiarizing themselves with the requirements of
admission, registration, matriculation, and for the application for the degree.
They are also expected to become familiar with academic regulations regarding effective standards of
communication, maintain integrity in submitting their own work, and show evidence of the ability to use
needed research tools. The maintenance of competencies in these areas is requisite for satisfactory
completion of any graduate course in any master’s degree program.
M.S.T. students are also expected to read and understand policies in the Student Teaching Handbook.
Graduate Courses for Undergraduate Students
Courses at the 500 level are designated as graduate courses but may, with permission of the instructor,
be taken by advanced undergraduates for undergraduate credit. (Advanced undergraduates are students
who have earned 57 or more semester hours of credit.) Courses at the 600 level are limited to graduate credit
only.
Seniors may enroll in graduate courses for graduate credit (on a space-available basis) under the
following conditions; they must:
1. have a cumulative GPA of at least 3.0 with 75 credits earned in numerical grading,
2. be within 9 hours of completing their undergraduate program, excluding student teaching
3. register for no more than 6 hours of graduate credit,
4. register for no more than 15 credit hours of combined undergraduate and graduate courses.
Seniors wishing to enroll in graduate courses for graduate credit must make application to the Office of
Graduate Studies. In exceptional circumstances, waivers to the above may be granted by the Dean of the
School of Education and Graduate Studies.
Graduate Student Load
In order to be eligible for financial aid and/or loans requiring full-time status, students must register for
at least 12 graduate credits. A graduate student may register for a maximum of 15 credit hours. Any course
work registered for beyond the 15-credit limit must have written approval of the Dean of the School of
Education and Graduate Studies.
The maximum study load for Summer Sessions is seven credits in each session. Exceptions to allow
additional hours may be made with the written permission of the dean of the appropriate School.
Immunization Requirement
New York State law requires all college students to be immunized against measles, mumps and rubella.
The law applies to all students born on or after January 1, 1957. Students must show proof of immunity. For
more information contact Student Health Services at (315) 267-2377.
Attendance Requirements
Instructors are responsible for determining the details of attendance for their courses according to their
own philosophy and the nature of their courses. Instructors may wish to consult with their students in this
matter. Attendance requirements should be made explicit at the opening sessions of each course.
Grading System
Course work in the graduate program is graded as follows:
4.0 superior attainment U unsatisfactory (student elected)
3.5 high attainment S* satisfactory (College designated)
3.0 satisfactory attainment U* unsatisfactory (College designated)
2.5 below average attainment I incomplete
2.0 minimum passing grade IP in progress
0.0 failure W/W* withdrawal
S satisfactory (student elected)
Incompletes
A grade of Incomplete (I) may be submitted for any course at the discretion of the instructor in
consultation with the students and with approval of the Dean of the appropriate school. Records of
Incomplete will be carried for a period of one semester. If an Incomplete has not been removed after the
specified period of time, the Incomplete will be changed to a grade of “0.0.” It is the responsibility of the

student to take the initiative in removing a grade of Incomplete. Such arrangements should be made with
the instructor.
Withdrawals
Students may elect to Withdraw (W) from courses for any reason for a maximum of nine semester
hours in their graduate degree program. Requests for W should be submitted to the Office of Graduate
Studies. Students may exercise this right only before the end of the eighth week of classes in the appropriate
semester. In such cases, W is noted on the permanent record. For full-time students, dropping below 12
semesters hours due to withdrawals may have an effect on financial aid eligibility.
Withdrawal for a medical or other emergency may be requested at any time. It will be noted on the
permanent record as W* and will not be considered as part of the nine-hour maximum.
Alternate Grading (S or U, S* or U*)
A graduate student may select a maximum of six credit hours of elective courses (to be taken either in
residence or elsewhere for transfer to a graduate program at this College) to be graded by an alternative
grading system (S or U).
“S” is recorded for a grade of 3.0 or higher. “U” is recorded for a grade lower than 3.0. Both “S” and “U”
are recorded on the transcript, but neither is calculated in the cumulative grade point average. “S” confers
credit for a course; “U” does not.
The student must indicate to the Graduate Studies Office the desire to be evaluated on an S – U basis by
the end of the 14th working day in a regular semester or by the end of the first week of summer session.
Any decision to change the evaluation from an S – U basis to conventional basis after this specified time
period can be made only with the permission of the Dean of the appropriate school.
The College may designate courses (e.g., practica, projects, theses) to use an alternative grading system
(S* or U*) for all students. An “S*” denotes satisfactory performance; “U*” denotes unsatisfactory
performance. Courses assigned this alternative grading system will not be considered as part of the six
credits in which the student may elect alternative grading.
Transfer Credit
All master’s degree students are required to complete a minimum of 24 credit hours of degree study
through SUNY Potsdam. A total of no more than nine hours of transfer credit may normally be used to meet
Master of Science in Education or Master of Science in Teaching degree requirements at SUNY Potsdam. No
more than six hours of transfer credit may normally be used to satisfy Master of Arts and Master of Music
degree requirements.
Credit transferred from another institution must meet the following conditions: upon evaluation,
courses to be transferred are judged to be equal in scope and content to those offered by this College.
Evaluation should be requested in advance of registration for the course. A catalog description for each
course should accompany requests for transfer credit. Only graduate credit earned at accredited institutions
is acceptable for transfer credit. The grades earned must be at the 3.0 level or above (based on a system
where A=4.0). The transfer grade is not calculated in the student’s GPA.
Matriculated students planning to enroll in transfer courses at another institution must obtain prior
approval for such courses from their adviser. Transfer credit is not formally applied to the degree program
until the student has achieved Full Admission. An official transcript confirming completion of the work
must be submitted to the Graduate Studies Office.
Grade Requirements
The cumulative average is determined by dividing the total number of quality points by the total
number of credit hours earned on a numerical basis. The following per-credit values are assigned to
different letter grades earned before the approval of the numerical system outlined above or accepted as
transfer credit: A or A–, 4.0; B+, 3.5; B or B–, 3.0; C+, 2.5; C or C–, 2.0. A cumulative average of 3.0 or “B” is
required for the awarding of the degree itself. This includes all SUNY Potsdam graduate work taken in
residence or at one of the off-campus sites. Graduate students who have three grades of less than 3.0 must
meet with their adviser and the Dean of the School of Education and Graduate Studies to review their
programs.
Time Limits
All requirements prescribed for the degree shall be completed within six years from the date of
admission.

In certain cases, a graduate student’s studies may be interrupted or work toward a degree prolonged
beyond the normal time required for a degree program. In such cases the following time limit applies: no
credit will be allowed for a course after 10 years from the date of registration for the first graduate course.
However, a student affected by this rule may apply to the Dean of the School of Education and Graduate
Studies for exemption of particular courses.
Graduation with Distinction (Honors)
Students completing master’s degree requirements at SUNY Potsdam with a cumulative grade point
average of 3.90 or higher are granted the degree With Distinction.
Student Grievance Procedure
The purpose of this procedure is to provide a prompt, equitable and efficient method for the resolution
of a student grievance with regard to academic issues, student affairs concerns or a grievance within an
administrative area. (See pp. 49-50 of the 1999–2000 Undergraduate Catalog for the detailed procedures or
contact the Office of Graduate Studies.)
Grade Appeal Policy
The purpose of this procedure is to provide a prompt, equitable and efficient method for the resolution
of a student’s grade appeal. Only a final grade may be appealed; the student shall allege that the course
instructor assigned a final grade for reasons unrelated to the quality of the work in question; appeal of a
final grade by a graduate student must be submitted within 21 days of the beginning of the semester
subsequent to the one in which the course was taken. Academic issues will be grieved via: 1. the faculty
member; 2. the Department Chair; 3. the School Dean; 4. the Provost. (Contact the Office of Graduate
Studies for the complete process.)
Plagiarism
Presenting as one’s own work the work of another person (e.g., the words, ideas, information, data,
evidence, organizing principles or style of presentation of someone else) is prohibited. Plagiarism includes
paraphrasing or summarizing without acknowledgment, submission of another’s work as one’s own, the
purchase of prepared research or completed papers or projects, and the unacknowledged use of research
sources gathered by someone else. Failure to indicate accurately the extent and precise nature of one’s
reliance on other sources is also a form of plagiarism. The student is responsible for understanding the
consequences for violating College regulations.
Examples of plagiarism include: failure to acknowledge the source(s) of even a few phrases, sentences
or paragraphs; failure to acknowledge the source(s) quoted, paraphrased or summarized of major sections
or passages in the paper or project; failure to acknowledge the source(s) of a major idea or the source(s) for
an ordering principle central to the paper’s or project’s structure.
In the preparation of research papers, book reports, essays, compositions and speeches, students will
generally utilize information gained from others. It is absolutely necessary to acknowledge these resources.
Manuals of instruction in the technique of preparing reports and papers are available in the Library and
College Store. Such writer’s guides as St. Martin’s Handbook, Harbrace College Handbook, the style
manuals of the American Psychological Association and the Modern Language Association, contain sections
on proper form for documentation. The student is responsible for learning and applying the general and
specific requirements.
Financial Assistance for Graduate Students
Graduate Assistantships
Graduate Assistantships (GAs) are awarded annually to students who have demonstrated a high degree
of academic excellence and professional competence. A limited number of GAs offering both a stipend and a
tuition scholarship are available for the academic year based on the availability of funding. Graduate
Assistantships are awarded typically on the basis of merit, and it is assumed that GAs will be associated
with their major departments and/or School to supplement their graduate degree program.
Eligibility
Consideration is given only to applicants who plan to earn a graduate degree at SUNY Potsdam.
Assistantships cannot be awarded to part-time students or to non-matriculated students.

Candidates for an assistantship must submit applications for both an assistantship and for a graduate
degree program. Official transcripts of all previous collegiate-level work and three letters of
recommendation must be submitted.
Work Guidelines
Full-time graduate assistants receiving the stipend plus tuition scholarship may be associated with their
major departments for an average of 20 hours each week. Their responsibilities will be determined by each
of the academic departments involved.
The number of credit hours for which a graduate assistant is registered ordinarily shall be at least nine
semester hours and shall not exceed 15 semester hours without the approval of the department and/or
School. Graduate Assistants who wish to take advantage of the full tuition scholarship must be registered
full-time (at least 12 credit hours).
Applications
Inquiries and application requests should be directed to the Graduate Studies Office, SUNY Potsdam,
Potsdam, New York 13676. Applications and all supporting materials must be received by April 1. If
interested in a Residence Life assistantship, applicants must contact the Office of Residence Life, Sisson Hall.
Special Application Procedures
Graduate Assistantships in The Crane School of Music are available to qualified full-time graduate
students. Upon completing the application materials for admission to the degree program, the applicant for
a Graduate Assistantship in music must submit a separate letter of application, résumé, and appropriate
supporting materials (i.e., letters of recommendation, documentation of skill/experience/achievement in
areas of expertise) to the Graduate Advisor in The Crane School of Music by March 15. Assistantships will
be awarded on the basis of student admission to the program, academic credentials, and
skill/experience/achievement in the area of each designated assistantship.
Residence Life assistantships are available each year for qualified applicants capable of serving as the
director of a residence hall of some 200 students. Remuneration consists of a stipend of $5,000, a board plan,
a benefits package and a furnished apartment for the academic year.
Graduate Reading Internships
A limited number of graduate reading internships are awarded annually to students who enroll in the
Master of Science in Education degree program in Reading. Students who qualify for the annual stipend of
$5,000 work in an elementary or secondary school 15 hours per week and gain practical hands-on experience
under the guidance of the school’s reading specialist. Students graduating from this program become
eligible for permanent certification in their area of certification and qualify for provisional certification (K-
12) as a reading specialist.
Eligibility
Consideration is given only to applicants who plan to earn a graduate degree in Reading at SUNY
Potsdam. Candidates for an internship must submit applications for both an internship and for the graduate
degree program.
Application
All inquiries and internship application requests should be directed to Dr. William Q. Davis, Teacher
Education Department, School of Education, Satterlee Hall, SUNY Potsdam, Potsdam, New York 13676.
Applications and all supporting materials normally should be received between May 1 and August 20.
Selection of interns by the cooperating schools generally takes place during July and August.
SUNY Underrepresented Minority Graduate Fellowship
This fellowship program was implemented to advance graduate education for those minorities who
continue to be underrepresented in SUNY. To be eligible an applicant must be 1) a U.S. citizen or have
permanent resident status; 2) a member of one of the following groups: Native American, African American
or Hispanic American; and 3) accepted for full-time graduate study (registered for 12 graduate hours or
more). The fellowship includes both a stipend and tuition scholarship, amounting to a maximum of $10,000
for the academic year. Applications and all supporting materials must be submitted to the Office of
Graduate Studies by April 1.

Graduate Opportunity Waiver Program
This need-based program provides a tuition scholarship to former EOP, SEEK or HEOP students who
are accepted and enrolled as full-time graduate students. The waiver is typically awarded on the basis of
merit. Unfortunately, there is insufficient funding to support all eligible applicants. Applications and all
supporting materials must be submitted to the Office of Graduate Studies by April 1.
Additional Financial Aid Programs
In addition to the above graduate students may be eligible to participate in a number of other financial
aid programs. The following is a list of the major sources of additional assistance for graduate students.
Information may be obtained by contacting the Financial Aid Office, SUNY Potsdam, Potsdam, New York
13676; telephone (315) 267-2162; fax (315) 267-3067; www.potsdam.edu/admission2.html.
General Financial Aid Procedures
The following application procedures apply to federal financial aid programs, including the Federal
Perkins Loan, William D. Ford Federal Direct Loans and Federal Work Study (FWS).
1. Complete the Free Application for Federal Student Aid (FAFSA). The SUNY Potsdam code is 002850.
The FAFSA is usually available in December in the Financial Aid Office. Students who applied for aid
in the previous year should receive a “renewal” FAFSA from the federal government.
2. To receive maximum consideration for Federal Perkins and FWS, it is suggested that the FAFSA be
completed as early as possible. The College will consider applications on a rolling basis and awards will
be made providing funds are still available.
3. Financial Aid Transcripts are required only if you attended college in the summer or fall of the year in
which you are admitted.
4. Read the following sections for details concerning the special application procedures required for other
forms of financial aid, such as Tuition Assistance Program (TAP), N.Y.S. Scholarships and/or William
D. Ford Federal Direct Loans. Most forms of financial aid require at least six weeks for processing.
Employment
Federal Work-Study (FWS)
FWS is awarded to some students who have financial need and who wish to earn part of their
educational expenses. To be eligible for FWS you must 1) be a U.S. citizen or permanent resident alien, 2) be
enrolled (or accepted for enrollment) in a degree program, and 3) demonstrate financial need. Based on
availability, students may select their place of employment from various openings throughout the campus.
Job openings are posted on student employment bulletin boards located in Barrington Student Union and
the walkway between Carson and Raymond Halls. Students may work approximately five to seven hours
per week and are paid minimum wage.
To apply for FWS, refer to the General Financial Aid Procedures.
Part-time Student Employment
A limited number of part-time employment opportunities (in addition to Federal Work Study) are
available on campus and in the Potsdam community. Employment with the food service program, as a
residence hall assistant or as a student assistant with an academic department are a few examples of the
various on-campus opportunities.
The Financial Aid Office coordinates the publicity for part-time student employment. Job openings
through student assstantships, Student Government Association, PACES Dining Services, Temporary
Service and the Potsdam College Foundation are posted on student employment bulletin boards located in
the Barrington Student Union and the walkway between Carson and Raymond Halls.
State Aid
Tuition Assistance Program (TAP)
TAP is a State entitlement program which provides non-repayable grants. To be eligible, a student must:
1) be a New York State resident and a U.S. citizen or permanent resident alien;
2) be enrolled full-time (registered for at least 12 credit hours per semester) and matriculated at an
approved postsecondary institution.
Awards are based on net taxable income. The maximum award for graduate study is $275 per semester.
Graduate students may receive TAP awards for up to four years of study. However, no student may
receive awards for more than a total of eight years of undergraduate and graduate study. The Graduate
TAP code is 5615.

TAP AWARD ACADEMIC STANDARDS*
Matriculated Graduate Students
SUNY Potsdam
Before being
certified for
this payment First Second Third Fourth
a student must
have accrued
at least this 0 6 12 21
many credits
with at least
this grade 0 2.0 2.5 2.75
point average
Note: TAP award payments will not be certified unless the specified number of credits and minimum
grade point average is met or exceeded semester by semester as shown above.
*One waiver permitted by appeal to the Dean of Graduate Studies (for serious illness of the student, serious
illness or death in the immediate family, emotional difficulties, or other detailed and documented unusual
personal circumstances).
Vietnam/Persian Gulf Veteran Tuition Awards
Effective for the Fall 1996 semester, Vietnam and Persian Gulf Veterans Tuition Awards can be used for
graduate study ($2,000 annually for full-time study; $1,000 for part-time). To receive payment, a veteran
must complete the Free Application for Federal Student Aid (FAFSA) and the Express (ETA) TAP
Application. Veterans who have not established their general eligibility for a veteran award must complete
an Award Supplement form. To receive a copy of the Award Supplement, or for more information, contact
the N.Y.S. Higher Education Service Corporation at (518) 474-8615.
William D. Ford Federal Direct Loans
The William D. Ford Federal Direct Loan program provides low-interest rate loans to students. To be
eligible for a loan, a student must be 1) a U.S. citizen or permanent resident alien, 2) enrolled at least half
time as a matriculated student, 3) deemed eligible by the school. To be eligible for funding, students must
qualify by showing need through the federally mandated award formulas.
NOTE: To apply for these loans, students complete the FAFSA, accept the loan(s) on the financial aid award
letter and sign the promissory note(s), which are mailed by the Financial Aid Office. These loans have a 4
percent origination/insurance fee.
Federal Direct Subsidized Stafford Loans
Federal Direct Subsidized Stafford Loans are need-based and are interest-free while the student is
enrolled in college on at least a half-time basis. Repayment with interest begins six months after the student
leaves school or drops below half-time. The interest rate for new borrowers is variable with a maximum
annual rate of 8.25 percent. Maximum amount per year is $8,500.
Federal Direct Unsubsidized Stafford Loans
The Federal Direct Unsubsidized Stafford Loan program has similar terms, interest rate and annual loan
limit to the Subsidized Federal Stafford Loan program. Unlike the Federal Direct Stafford Loan, the
unsubsidized loan is not need-based, and the student is responsible for paying the interest which accrues
while in school. Interest may be capitalized (added to the principal balance) as a means of deferring
payment. To obtain a Federal Direct Unsubsidzied Loan you must first be evaluated for federal need-based
funds.

Loan Schedule: The combination of subsidized and unsubsidized loans cannot exceed the maximum annual
loan limit of $18,500.
Graduate Student Awards and Scholarships
The Dorothy M. McGeoch Memorial Graduate Student Award
An annual award is made during the spring semester to a graduate student in the School of Education
in memory of Dorothy M. McGeoch, who was a faculty member in the School of Education. The criteria for
the award follow:
A. The student must have Full Admission in a registered program at SUNY Potsdam leading to the Master
of Science in Education or Master of Science in Teaching degree.
B. The student must have maintained a cumulative grade point average of 3.75 or higher during graduate
study.
C. The student must be in good standing at SUNY Potsdam.
The Alfred W. Santway Scholarships
These scholarships were established in memory of Bella Harris Santway and are available to full-time
graduate students in a Master of Science in Education or Master of Science in Teaching degree program. The
criteria for the award follows:
A. The student must have Full Admission in a registered program at SUNY Potsdam leading to the Master
of Science in Education or Master of Science in Teaching degree.
B. Primary consideration is given to financial need, seriousness of purpose and academic achievement.
C Preference given to residents of St. Lawrence County.
D. The student must be in good standing at SUNY Potsdam and must have completed at 12 graduate
credits.
Francis L. Leitzell Award
This is awarded to best student teacher based on references from field experience supervisor/sponsor
teacher; the criteria for the award follows:
A. An ability to impart knowledge to student;
B. An ability to teach children to use the knowledge;
C. An ability to maintain discipline.
Dowd Scholarship
A. The student must be matriculated in a program leading to undergraduate elementary certification,
M.S.Ed. (elementary), or M.S.T. (elementary);
B. Student must be in process of completing degree requirements when application is made;
C. Student must be a graduate of (in order of preference) Canton, Lisbon, or Ogdensburg High School.
Winton H. Buddington Award
A. Student must be matriculated in M.S.Ed. degree program with a specialization in reading;
B. Student must have maintained a 3.5 or better average and have completed at least nine hours.
Alumni Scholarship Award
A. Student must be matriculated in a teacher certification program;
B. Student must be completing all degree requirements when application is made.
Annual Fund Scholarships
A. Student must be in a graduate or undergraduate teacher certification program.
B. Student must have completed 12 credits of education courses with a minimum cumulative grade point
average of at least 3.5.
NOTE: Applications for the aforementioned scholarships/awards may be obtained from and returned
to the Chairperson, Teacher Education Department, School of Education. The scholarships listed are
awarded by the SUNY Potsdam Foundation through gifts from alumni and friends of the College.
The Helen Snell Cheel Scholarships (Crane School of Music)

Scholarships are available to qualified full-time graduate students in The Crane School of Music who are
in need of financial assistance. Selection of recipients is made by the SUNY Potsdam Foundation and the
Dean of The Crane School of Music based upon the recommendation of The Crane School of Music
Graduate Program Committee. Upon completing the application materials for admission to the degree
program, the applicant for a Helen Snell Cheel Scholarship should submit a separate letter of application to
the Graduate Adviser in The Crane School of Music.
\ Programs of Study
School of Education
General Information
M.S. in Education
The School of Education (SOE) offers graduate programs leading toward Master of Science in Education
degrees in Elementary Education, Secondary Education (including biology, chemistry, English, earth
science, mathematics, physics, and social studies), Reading, Special Education, Instructional Technology and
Media Management, and General Professional Education.
Admission is based on several components of the application for the degree program. These include: a
completed application form; official transcripts of all collegiate-level work; a photocopy of a current
Certificate of Qualification, Provisional Certificate, or Permanent Certificate held at the time of application;
academic performance as an undergraduate and/or graduate student; and the applicant’s “Letter of Intent”
statement. See page 7 for complete admission information.
For students seeking to enter the M.S.Ed. degree in Special Education, the following prerequisites must
be met before beginning special education course work:
For applicants holding a current elementary or 7–12 academic certificate:
1. the Exceptional Learner (EDLS 412) or an equivalent course,
2. a course in reading methods (EDUC 313, 355, 413) or an equivalent course.
For applicants holding certificates in art, music, physical education, or other areas, an individual
program of prerequisites will be developed in consultation with faculty and in congruence with New York
certification regulations at the time.
M.S. in Teaching
The Master of Science in Teaching prepares persons possessing a baccalaureate degree to become
provisionally certified at grades PreK–6 or 7–12. This program would normally take one and one-half to two
years or more depending upon satisfaction of prerequisite course work. Upon admission to the M.S.T.
degree program, students are required to read the Student Teaching Handbook within 30 days of acceptance
and utilize the Teacher Education student teaching checklist in the Handbook. Copies of the Handbook are
on reserve in Crumb Library and in the library on the Jefferson Community College campus in Watertown.
Students may also purchase one from the SUNY Potsdam Bookstore.
Admission to the M.S.T.–Elementary Education degree (PreK–6 certification) requires the following:
1. submission of the Application for Graduate Study
2. submission of an official transcript of an earned baccalaureate degree from an accredited
institution
3. three letters of recommendation about academic and teaching potential
4. a minimum undergraduate GPA of 2.75 in the most recent 60 hours of undergraduate study
5. applicant’s undergraduate work must include a minimum of the following:
– six hours of English
– three hours of fine arts
– six hours of mathematics (can include a statistics course)
– six hours of psychology (a course in child development and a course in
exceptionality)
– six hours of science in two areas, one of which must be a lab science
(biology/chemistry/physics/earth science)
– six hours of history (to include three hours in U.S. history)
– six hours of social science in two areas (anthropology/economics/geography/political
science/sociology)
– six hours of a foreign language (or meet SUNY Potsdam’s foreign language requirement for the
bachelor’s degree)

– three hours of drug studies.
(A grade of at least 2.0 [or its equivalent] is required in all undergraduate prerequisites. Courses used to
fulfill prerequisites may not also be used as electives in the program.)
NOTE: A satisfactory score on the L.A.S.T. portion of the New York State Teacher Certification Exam
(NYSTCE) is required for Full Admission. The ATS-W portion of the NYSTCE is required for the awarding
of the degree and for recommendation to N.Y.S.E.D. for provisional certification. See page 8 for further
admission information.
Admission to the M.S.T.–Secondary Education degree (7–12 certification biology, chemistry, earth
science, English, physics, mathematics, social studies) requires the following:
1. submission of the Application for Graduate Study
2. submission of an official transcript of an earned baccalaureate degree from an accredited institution
3. three letters of recommendation about academic and teaching potential
4. a minimum undergraduate GPA of 2.75 in the most recent 60 hours of undergraduate study
5. an undergraduate major comparable to a SUNY Potsdam major in an appropriate secondary academic
subject; e.g., biology, chemistry, English, geology, mathematics, and physics. (Admission to the M.S.T.
in secondary social studies requires an acceptable major in one of the following areas: anthropology,
economics, geography, history, political science or sociology. Student’s undergraduate work must also
include the following courses or approved equivalencies: HIST 201, Early American History; HIST 202,
Modern American History; HIST 102, Recent European History; ANTC 102, Introduction to Cultural
Anthropology; ECON 105, Principles of Microeconomics or ECON 110, Principles of Macroeconomics;
POLS 100, Introduction to Politics or POLS 110, Introduction to U.S. Politics; SOCI 101, Introduction to
Sociology.)
6. six hours of a foreign language (or meet SUNY Potsdam’s foreign language require-ment for the
bachelor’s degree).
(A grade of at least 2.0 [or its equivalent] is required in all undergraduate prerequisites. Courses used to
fulfill prerequisites may not also be used as electives in the program.)
NOTE: A satisfactory score on the L.A.S.T. portion of the New York State Teacher Certification Exam
(NYSTCE) is required for Full Admission. The ATS-W portion of the NYSTCE is required for the awarding
of the degree and for recommendation to N.Y.S.E.D. for provisional certification. See pages 7–8 for further
admission information.
Important for Secondary M.S.T. students:
In order to facilitate completion of the Secondary M.S.T. degree program in a timely fashion, once the
majority of the prerequisites have been satisfied, this program is designed to begin during the Summer
Session (subject to change by the Office of Graduate Studies) as follows:
Summer Session
GRED 56X* Education Curriculum in the Secondary School
(offered Summers only)
GRED 603* Seminar: Teaching in Secondary Schools (offered Summers only)
GRED 677 (or another approved graduate elective if GRED 677 is not required)
GRED 6XX Graduate elective (approved by adviser)
Fall Semester
GRED 57X* Education Instruction in the Secondary School
(offered Fall Semesters only)
GRED 600 Philosophical Foundations of Education
GRED 605 Reading and Study Skills in the Content Area
HLTH 550 Drug Studies
Spring Semester
GRED 613, GRED 678, GRED 696 or GRED 697 (Student Teaching)
Summer Session
GRED 6XX Advanced Secondary Education

*completion of these courses (in addition to 12 other GRED credits) is required prior to being placed in a
student teaching positon.
Student Teaching Prerequisites
The following requirements must be met prior to being placed in a student teaching position:
M.S.T.–Elementary
1. GPA of 3.0 in graduate courses
2. Full Admission to the M.S.T. program (including a passing score on the L.A.S.T. portion of the
NYSTCE, as well as completion of all prerequisite courses)
3. Read and understand policies in the Graduate Catalog and Student Teaching Handbook.
4. A signed Approved Program of Studies form must be on file in the Graduate Studies Office.
5. Completion of 21 graduate credits over a minimum of two semesters (a summer session may count
as a semester if a sufficient number of credits have been taken) which should include the following
courses: GRED 527, GRED 528, GRED 565, GRED 566, GRED 567.
6. Submission of the Application for Student Teaching prior to deadline and attendance at all required
meetings.
M.S.T.–Secondary
1. GPA of 3.0 in graduate courses
2. Full Admission to the M.S.T. program (including a passing score on the L.A.S.T. portion of the
NYSTCE, as well as completion of all prerequisite courses)
3. Read and understand policies in the Graduate Catalog and Student Teaching Handbook.
4. A signed Approved Program of Studies form must be on file in the Graduate Studies Office.
5. Completion of 21 graduate credits over a minimum of two semesters (a summer session may count
as a semester if sufficient numbers of credits have been taken) which should include the following
courses: GRED 56X (Education Curriculum in the Secondary School), GRED 57X (Education
Instruction in the Secondary School), GRED 603.
6. Submission of the Application for Student Teaching prior to deadline and attendance at all required
meetings.
NOTE: Students must apply for student teaching within the first two weeks of the fall or spring
semester, one full semester in advance (prior to) of the semester in which they intend to student teach.
Courses may not be taken during the student teaching semester. (The Culminating Experience must receive
permission of the department.)
New York State Teacher Certification Exams (NYSTCE)
The NYSTCE consists of four separate examinations offered four times each year:
– The Test of Liberal Arts and Sciences (L.A.S.T.) is required prior to student teaching and for
provisional certification.
– The Written Assessment of Teaching Skills (ATS-W) is required for the awarding of the degree and
for provisional certification.
– The Content Specialty Test (CST) is required for permanent certification.
– The Performance Assessment of Teaching Skills (ATS-P) is required for permanent certification.
Culminating Experience Requirement
(M.S. Ed. and M.S.T. candidates)
Students admitted to the Master of Science in Teaching and Master of Science in Education elementary
or secondary degree programs must successfully complete a Culminating Experience in professional
education. The purpose of the Culminating Experience is to provide the opportunity for the student to
synthesize learning from the master’s program.
The Culminating Experience is satisfied as follows:
M.S.Ed. – Reading: completion of GRED 630, GRED 631 and GRED 636
M.S.Ed. – ITMM: completion of GRED 659
M.S.Ed. – General Professional Ed: GRED 699
M.S.Ed. – Special Education: compilation of a portfolio including samples of work completed during the
program.

For all other master’s programs, requirement is fulfilled during or after the semester in which 24 credits
in the given master’s program will be or have been completed. The Culminating Experience is meant to be
an opportunity for the student to apply and demonstrate a synthesis of their learning and experiences in the
master’s degree program. It is a time when the student, in conjunction with a SUNY faculty mentor, designs
a project relating to the student’s professional interests. A project may be a thesis; an empirical or library
research project; a historical or philosophical study; a descriptive analysis; a curriculum design; a slide
presentation, module cluster or something else of particular use to the individual student; or another
creative endeavor related to and drawing from the student’s graduate program.
Each student will prepare a proposal for the culminating experience. The proposal is to provide a
statement of the student’s intentions for the project. The proposal is meant to be a descriptive plan of action
for the student. It should be flexible enough to allow for necessary changes during the Culminating
Experience. The proposal will provide the adviser and Teacher Education Department with an
understanding of the student’s rationale for the project, planned outcomes, objectives, methods/procedures,
timetable, and audience. There is no prescribed format or structure for the proposal. The student should
work closely with the adviser in establishing the nature and description of the project.
The project may carry from zero to three hours of credit and is graded on an S*/U* basis only. A
maximum of three credit hours may be applied (under advisement) toward a given M.S.Ed. or M.S.T.
degree program. Advisees are bound to a project once it is filed. Alternative courses of action to be
substituted for the original must meet the adviser’s approval, and a written change of program must be
signed by both adviser and advisee and filed with the chairperson, Teacher Education Department, and
with the Graduate Studies Office.
Advisement
As part of your graduate experience at SUNY Potsdam, you will be assigned an academic program
adviser. The purpose of this is to help you with planning and scheduling your coursework and educational
experiences so that you might best accomplish your professional goals. To make the most of these
advisement opportunities, it is strongly recommended that you contact your adviser soon after you
matriculate. Due to limited availability of advisers during the summer, it is strongly recommended that you
attempt to meet with your adviser during the academic year.
Master of Science in Education
Elementary Education
A current N.Y.S. Certificate of Qualification, Provisional Teaching Certificate, or Permanent Teaching
Certificate in PreK–6 or PreK–9 is required for admission.
Core Requirements: 9 credit hours
GRED 600 Philosophical Foundations of Education
GRED 616 Curriculum and Evaluation
GRED 660 Educational Research
Controlled Options: 15 credit hours
A. Curriculum (6 cr.) - must complete two of the following:
GRED 510 Museums and Local Sites as Educational Resources
GRED 512 Integrating Reading and Writing (K-12)
GRED 515 Teaching Local History and Community Studies
GRED 517 Integrating the Arts into the Elementary Classroom
GRED 531 Creative Problem Solving - Math
GRED 534 Teaching Math in a Technological World
GRED 540, 541, 542 Projects: WILD, Learning Tree, and WILD Aquatic
GRED 627 Innovative Classroom Reading Practices
GRED 629 Children’s Literature in the Teaching of Reading
GRED 641 Informal Classroom Reading Assessment Techniques
GRED 645 Science, Technology, and Society Studies for the K-12 Teacher
or other courses with prior approval of the adviser
B. Classroom Management & Discipline (3 cr.) - must complete at least one of the following:

GRED 507
GRED 530
GRED 544
GRED 626
Developing a Positive Self-Concept
Classroom Management and Discipline
Cooperate to Educate
Zebra Stripes and Learning Types
or other courses with prior approval of the adviser
C. Technology (3 cr.) - must complete at least one graduate course in technology taken with
prior approval of the adviser
D. Issues (3 cr.) - must complete at least one of the following:
GRED 503 Educational Law
GRED 516 Multicultural Education
GRED 524 Early Childhood: Prenatal to Eight Years
ITED 6XX Simulations and Games
GRED 6XX Comparative and International Education
or other courses with prior approval of the adviser
Electives: 9 credit hours
Nine credit hours to be selected under advisement.
Culminating Experience: (see page 24)
All degree candidates are required to complete successfully a Culminating Experience in the School of
Education designed to synthesize professional development. If taken for credit, the Culminating Experience
may be used to fulfill elective credit hours with prior approval of the adviser.
NOTE: Successful completion of the CST and ATS-P portions of the NYSTCE are required for
permanent certification.
Master of Science in Education
Reading
A current Certificate of Qualification, Provisional Certification, or Permanent Certification in PreK–6,
PreK–9, or 7–12 teaching area is required for admission.
Prerequisite:
One undergraduate reading methods course recommended prior to enrolling in any graduate Reading
Concentration course (selected with prior approval of an adviser).
Core Requirements: 6 credit hours
GRED 600 Philosophical Foundations of Education
GRED 660 Educational Research
Reading Concentration: 18–19 credit hours
GRED 630 Diagnostic Techniques in Reading
GRED 631 Remedial Techniques in Reading
GRED 632 Clinical Practice in Diagnostic and Remedial Reading I
GRED 633 Clinical Practice II: Field-Based Practicum in Reading
(For Reading interns, GRED 643/644 may be substituted for GRED 633)
GRED 636 Seminar Reading Research
Plus one of the following:
GRED 512 Integrating Reading and Writing (K-12)
GRED 605 Reading and Study Skills in the Content Area
GRED 627 Innovative Classroom Reading Practices
GRED 628 Teaching Young Adult Literature
GRED 629 Children’s Literature in the Teaching of Reading
GRED 641 Informal Classroom Reading Assessment Techniques
or other courses selected with prior approval of the adviser
Electives:
9 credit hours

Nine credit hours of education or liberal studies courses selected with prior approval of the adviser.
Culminating Experience:
The Culminating Experience requirement is satisfied by successful completion of GRED 630, GRED 631
and GRED 636.
Master of Science in Education
Secondary English
A current Certificate of Qualification, Provisional Certification, or Permanent Certification in 7–12
English is required for admission.
Core Requirements: 6 credit hours
GRED 600 Philosophical Foundations of Education
GRED 660 Educational Research
English Concentration: 18 credit hours
GRED 605 Reading and Study Skills in the Content Areas
GRED 609 Advanced Secondary English Education
Technology Requirement: 3 credit hours
At least one course in Instructional Technology taken with prior approval of the adviser.
Plus nine credit hours chosen from the following:
GRED 501 Organizing the Composition Curriculum, Grades 4–12
GRED 506 Writing Across the Curriculum, K–12
GRED 512 Integrating Writing and Reading Instruction, K-12
GRED 526 Modifying the Classroom Program for Inclusion of
Exceptional Children
GRED 628
GRED 629
Teaching Young Adult Literature
Children’s Literature in the Teaching of Reading
or other courses with prior approval of the adviser
Electives: 9 credit hours
Nine credit hours of liberal studies English courses selected with prior approval of the adviser.
Culminating Experience: (see page 24)
All degree candidates are required to complete successfully a Culminating Experience in the School of
Education designed to synthesize professional development. If taken for credit, the Culminating Experience
may be used to fulfill elective credit hours with prior approval of the adviser.
NOTE: Successful completion of the ATS-P and CST portions of the NYSTCE are required for
permanent certification.
Master of Science in Education
Secondary Mathematics
A Certificate of Qualification, Provisional Certification, or Permanent Certification in 7–12 mathematics
is required for admission.
Core Requirements: 6 credit hours
GRED 600 Philosophical Foundations of Education
GRED 660 Educational Research
Math Concentration: 18 credit hours
GRED 605 Reading and Study Skills in the Content Areas
GRED 608 Advanced Secondary Mathematics Education
ITED 614 Technology in Education

Plus three courses (nine hours) chosen from graduate mathematics courses offered by the School of Arts and
Sciences. These three courses must be selected with prior approval of the adviser, and a grade of at least 3.0
is required.
Electives: 9 credit hours
Nine credit hours of education or liberal studies courses selected with prior approval of the adviser.
Culminating Experience Option: (see page 24)
All degree candidates are required to complete successfully a Culminating Experience in the School of
Education designed to synthesize professional development. If taken for credit, the Culminating Experience
may be used to fulfill elective credit hours with prior approval of the adviser.
NOTE: Successful completion of the ATS-P and CST portions of the NYSTCE are required for
permanent certification.
Master of Science in Education
Secondary Science*
A Certificate of Qualification, Provisional Certification, or Permanent Certification in 7–12 in a specific
science area is required for admission.
*Areas of emphasis: biology, chemistry, earth science, physics.
Core Requirements: 6 credit hours
GRED 600 Philosophical Foundations of Education
GRED 660 Educational Research
Science Concentration: 18 credit hours
GRED 605 Reading and Study Skills in the Content Areas
GRED 610 Advanced Secondary Science Education
ITED XXX
One course in Instructional Technology taken with prior approval
of the adviser.
Plus three graduate-level liberal studies science or education courses selected with prior
approval of the adviser.
Electives: 9 credit hours
One or more courses related to computer literacy/use are recommended depending on the background
of the students. Electives must be selected with prior approval of the adviser.
Culminating Experience: (see page 24)
All degree candidates are required to complete successfully a Culminating Experience in the School of
Education designed to synthesize professional development. If taken for credit, the Culminating Experience
may be used to fulfill elective credit hours with prior approval of the adviser.
NOTE: Successful completion of the ATS-P and CST portions of the NYSTCE are required for
permanent certification.
Master of Science in Education
Secondary Social Studies
A Certificate of Qualification, Provisional Certification, or Permanent Certification in 7–12 social studies
is required for admission.
Prerequisites: HIST 201, Early American History; HIST 202, Modern American History; HIST 101, Recent
European History; ANTC 102, Intro to Cultural Anthropology; ECON 105, Prin. of Microeconomics or
ECON 110, Prin. of Macroeconomics; POLS 100, Intro to Politics or POLS 110, Intro to U.S. Politics; SOCI
101, Intro to Sociology. NOTE: a grade of at least 2.0 (or its equivalent) is required in all undergraduate
prerequisites.
Core Requirements: 9 credit hours
GRED 600 Philosophical Foundations of Education

GRED 616
GRED 660
Curriculum and Evaluation
Educational Research
Social Studies Concentration: 12 credit hours
GRED 606 Advanced Secondary Social Studies Education
GRED 661 Readings in Social Studies Education
(Choose two of the following):
GRED 510 Museums and Local Sites as Educational Resources
GRED 513 Comparative Cultures and Education
GRED 514 International and Global Education
GRED 515 Teaching Local History and Community Studies
or other courses selected with prior approval of the adviser
Electives: 12 credit hours
Twelve credit hours of education or liberal studies courses selected with prior approval of the adviser.
Culminating Experience: (see page 24)
All degree candidates are required to complete successfully a Culminating Experience in the School of
Education designed to synthesize professional development. If taken for credit, the Culminating Experience
may be used to fulfill elective credit hours with prior approval of the adviser.
NOTE: Successful completion of the ATS-P and the CST portion of the NYSTCE are required for
permanent certification.
Master of Science in Education
Instructional Technology and Media Management (ITMM)
Students in the ITMM program will be working with computers and computer applications throughout
their program of study. As such, it is recommended that all students own, or have regular access to, a
personal computer which can be used outside of class. No preference is given to Windows or Macintosh
computers.
• ITMM General K-12 Concentration
The General K-12 concentration is designed for classroom teachers who want a more technical
background than is afforded by an area certification. Persons holding a current Certificate of Qualification
or provisional teaching certificate in N.Y.S. complete the academic requirements for permanent teacher
certification in their teaching area upon completion of this track of the ITMM program, but no additional
certification is granted.
Foundation Requirements: 15 credit hours
Each of the following:
ITED 651
Systematic Instructional Design
ITED 653
Instructional Planning and Development Process
GRED 660 Educational Research
One of the following philosophical or cultural foundation courses selected with prior approval of the
adviser:
ITED 615
Critical Issues with Technology in Education
ITED 625
History and Philosophy of Instructional Technology
One of the following planning and evaluation courses selected with prior approval of the adviser:
ITED 654
Program Evaluation
ITED 658
Needs Assessment
Technology Requirements: 9 credit hours
One of the following courses in development and production of visual instruction selected with prior
approval of the adviser:
ITED 649
Web Page Design

ITED 656
Multimedia Production
Two courses in technology utilization selected with prior approval of the adviser:
ITED 529
Microcomputers as Teaching Tools
ITED 612
Computers for Special Needs Students
ITED 614
Technology in Education
ITED 617
LOGO Programming for Educators
ITED 619
BASIC Programming for Educators
ITED 620
Principles of Programming and Authoring for Educators
ITED 621
Multimedia Authoring and Scripting
ITED 650
Seminar in Instructional Technology (as applicable)
ITED 652
Computer Graphics & AV Production
ITED 655
Video Design/Production
Electives:
6 credit hours
Two courses complementing the student’s program selected with prior approval of the adviser.
Culminating Experience: 3 credit hours
ITED 659 Instructional Project Development
• ITMM Educational Communications Specialist Concentration
The Educational Communications Specialist concentration is designed for individuals currently certified
in another area who are interested in becoming school computer/technical coordinators. Individuals who
complete this program are eligible to apply for School Media Specialist certification through our Teacher
Certification Office. It is recommended that all individuals who are enrolled in this program contact an
adviser in the ITMM program in order to learn more about the specific duties of a School Media Specialist
since the duties vary within the profession. This should be done at the beginning of the coursework to
ensure timely completion of all certification and accreditation requirements. Specific requirements must be
completed before beginning coursework in this concentration of the ITMM program.
Prerequisites:
1. Media and Technology (EDUC 410) or an equivalent course
2. a 3-credit course in technology, such as ITED 518 or its equivalent
Foundation Requirements: 18 credit hours
Each of the following:
ITED 650
Seminar in Instructional Technology (System Management)
ITED 651
Systematic Instructional Design
ITED 653
Instructional Planning and Development Process
GRED 660 Educational Research
One of the following philosophical or cultural foundation courses selected with prior approval of the
adviser:
ITED 615
Critical Issues with Technology in Education
ITED 625
History and Philosophy of Instructional Technology
One of the following planning and evaluation courses selected with prior approval of the adviser:
ITED 654
Program Evaluation
ITED 658
Needs Assessment
Technology Requirements: 9 credit hours
One of the following courses in development and production of visual instruction selected with prior
approval of the adviser:
ITED 649
Web Page Design
ITED 656
Multimedia Production
One course in technology utilization selected with prior approval of the adviser, such as:

ITED 529
ITED 612
ITED 614
ITED 650
ITED 652
ITED 655
Microcomputers as Teaching Tools
Computers for Special Needs Students
Technology in Education
Seminar in Instructional Technology
Computer Graphics & A/V Production
Video Design/Production
One course in programming/authoring languages with prior approval of the adviser, such as
ITED 617
LOGO Programming for Educators
ITED 619
BASIC Programming for Educators
ITED 620
Principles of Programming and Authoring for Educators
ITED 621
Multimedia Authoring and Scripting
Internship:
ITED 657
3 credit hours
Practicum in Technology
Culminating Experience: 3 credit hours
ITED 659
Instructional Project Development
• ITMM Training and Development Concentration
The Training and Development concentration is designed for individuals seeking employment in
training, health education, social service agencies, post-secondary education and military service.
Admission to this concentration does not require possession of a teaching certificate nor does it lead to
recommendation for a teaching certificate upon completion.
Foundation Requirements: 15 credit hours
One of the following courses selected with prior approval of the adviser:
ITED 615
Critical Issues with Technology in Education
ITED 625
History and Philosophy of Instructional Technology
Each of the following:
ITED 651
Systematic Design of Instruction
ITED 653
Instructional Planning and Development Process
ITED 654
Program Evaluation
ITED 658
Needs Assessment
Technology Requirements: 9 credit hours
At least three courses with focus on hardware utilization selected with prior approval of the adviser, such
as:
ITED 518
Microcomputer Applications in Education
ITED 529
Microcomputers as Teaching Tools
ITED 614
Technology in Education
ITED 621
Multimedia Authoring and Scripting
ITED 652
Computer Graphics & A/V Production
ITED 655
Video Design/Production
ITED 656
Multimedia Production
Electives: 6 credit hours
Two courses complementing the student’s program selected with prior approval of the adviser.
Culminating Experience: 3 credit hours
ITED 659
Instructional Project Development
Master of Science in Education
Special Education
This program is designed for teachers holding a current Certificate of Qualification, Provisional
Certificate, or Permanent Certificate in elementary education or 7–12 academic areas who are now seeking

provisional certification in special education. Depending on the areas in which certification is held, specific
prerequisites must be completed before beginning course work.
Prerequisite:
1. The Exceptional Learner (EDLS 412) or an equivalent course;
2. A reading methods course (EDUC 313, 413 or SECD 355) or an equivalent course.
3. For applicants with teaching certificates in art, music, physical education or other areas, additional
prerequisites will be determined based on individual needs.
Required Courses: 27 credit hours
SPED 623 Characteristics of Learners with Mild/Moderate Disabilities I
SPED 624 Characteristics of Learners with Mild/Moderate Disabilities II
SPED 637 Diagnosis and Assessment of Educational Disabilities
SPED 640 Behavior Management for the Special Educator
SPED 607 Educational Research: Critical Issues in Special Education
SPED 612 Assistive Technology in Special Education
SPED 646 Strategies for Teaching Elementary Students w/Learning and
Behavioral Disabilities
SPED 647 Strategies for Teaching Seconday Students w/Learning and
Behavioral Disabilities
SPED 650 Collaborative Consultation with Professionals and Parents
Electives: 6 credit hours
Each student will complete six credit hours of elective courses from any graduate offerings (of which
three credit hours must be in reading) which will meet individual career objectives and preparation.
Electives must be selected with prior approval of the adviser.
Internship/Practicum (SPED 639): 3-6 credit hours
Upon completion of all requirements, each student will complete practicum experience at the level of
intended teaching. The practicum (SPED 639) allows the student to demonstrate the skills and knowledge
acquired in the program. Information on the options for the completion of this requirement are available
from the student’s adviser.
Culminating Experience (SPED 670): 0 credit hours
This culminating activity includes the compilation of a portfolio including samples of work completed
during the program. This process is designed to allow students and instructors to reflect on the experiences
in the program and their growth as a result of those experiences. Students receive specific instructions on
the assembly of the portfolio during their first semester.
Master of Science in Education
General Professional Education
This program has been designed to meet the needs of provisionally certified teachers in any area of
certification including but not restricted to such areas as art, physical education, business education, home
economics, industrial arts, and foreign language. Students in this program will develop an individual
program of studies, one that is functionally relevant to their original area of certification, allowing them to
complete the academic requirements for permanent certification. This program requires the student and
adviser to tailor a program of studies that will closely meet the individual student’s professional objectives.
Prerequisite:
Provisional certification in a teaching area
Core Requirements:
Each of the following:
GRED 600
GRED 616
GRED 660
9 credit hours
Philosophical Foundations of Education
Curriculum and Evaluation
Educational Research

Professional Education: 12 credit hours
Twelve credit hours selected with prior approval of the adviser
Classroom Management and Discipline: 3 credit hours
One course selected from the following:
GRED 507 Developing a Positive Self-Concept
GRED 530 Classroom Management & Discipline
GRED 626 Zebra Stripes and Learning Types
or other courses selected with prior approval of the adviser
Technology:
3 credit hours
One course in Instructional Technology taken with prior approval of the adviser
Issues in Education: 3 credit hours
One course selected from the following:
GRED 503 Educational Law
GRED 516 Multicultural Education
GRED 622 Migrant Education and Multiculturalism
or other courses selected with prior approval of the adviser
Culminating Experience: 3 credit hours
GRED 699 Thesis Research
All degree candidates will be required to complete a thesis designed to provide an opportunity for them
to synthesize, integrate and apply the learnings from their graduate program; it is intended that the thesis be
completed during the final semester of study.
Master of Science in Teaching
Elementary Education
The Master of Science in Teaching (elementary education) prepares persons possessing a baccalaureate
degree to teach and to become provisionally certified in grades PreK–6.
Prerequisites: (see page 21)
Core Requirement::
GRED 600
3 credit hours
Philosophical Foundations of Education
Methods & Practicum: 15 credit hours
GRED 527 Reading and Language Arts Instruction and Practice
GRED 528 Advanced Reading and Language Arts Instruction and Practice
(Prereq: GRED 527)
GRED 565 Elementary Math: Content & Methods
GRED 566 Elementary Science: Content & Methods
GRED 567 Elementary Social Studies: Content & Methods
Technology Requirement: 3 credit hours
One graduate course in technology taken with prior approval of the adviser.
Student Teaching Requirements: 15 credit hours
GRED 613 Teaching Internship (6 credit hours)
GRED 678 Student Teaching Seminar: Issues and Ideas in American Education
(3 credit hours)
GRED 696 Supervised Clinical Experience/Student Teaching (6 credit hours)
Electives: 6 credit hours
Two 3-credit hour electives (under advisement)
(must have at least 3 credits in computer proficiency or take GRED 518 as one elective)

Culminating Experience: (see page 24)
Successful completion of a Culminating Experience in the School of Education. If taken for credit, the
Culminating Experience may be used to fulfill elective credit hours with prior approval of the adviser.
Certification Exams: (see page 24)
Passing score on the ATS-W portion of the New York State Teacher Certification Exam
NOTE: The ATS-P and CST portions of the NYSTCE are required for permanent certification.
Master of Science in Teaching
Secondary Education
The Master of Science in Teaching (secondary education) prepares persons possessing a baccalaureate
degree to teach academic subjects and to become provisionally certified in grades 7–12.
Prerequisites: (see page 22)
Core Requirements: 6 credit hours
GRED 600 Philosophical Foundations of Education
HLTH 550 Drug Studies
Methods & Practicum: 30 credit hours
Choose one of the following according to your content area specialization:
GRED 560 Math Education Curriculum in the Secondary School
GRED 561 Science Education Curriculum in the Secondary School
GRED 562 Secondary English Curriculum and Instruction: Theory and Research
GRED 563 Social Studies Education Curriculum in the Secondary School
Choose one of the following according to your content area specialization:
GRED 570* Math Education Instruction in the Secondary School
GRED 571* Science Education Instruction in the Secondary School
GRED 572* Strategies for Teaching Secondary English
GRED 573* Social Studies Education Instruction in the Secondary School
Each of the following:
GRED 603 Seminar: Teaching in Secondary Schools
GRED 605 Reading and Study Skills in the Content Area
Choose one of the following according to your content area specialization:
GRED 606 Advanced Secondary Social Studies Education
GRED 608 Advanced Secondary Mathematics Education
GRED 609 Advanced Secondary English Education
GRED 610 Advanced Secondary Science Education
Each of the following:
GRED 613 Teaching Internship (6 credit hours)
GRED 678 Student Teaching Seminar: Issues and Ideas in American Education
(3 credit hours)
GRED 697 Supervised Clinical Experience/Student Teaching (6 credit hours)
Electives: 6 credit hours
Six credit hours to be selected under advisement**
Culminating Experience: (see page 24)
Successful completion of a Culminating Experience in the School of Education. If taken for credit, the
Culminating Experience may be used to fulfill elective credit hours with prior approval of the adviser.
Certification Exams:
Passing score on the ATS-W portion of the New York State Teacher Certification Exam
NOTE: The ATS-P and CST portions of the NYSTCE are required for permanent certification.
* prerequisite: GRED 560, 561, 562 or 563

**GRED 677 Development and Learning for Teachers is required if undergraduate work does not include a
course in developmental, adolescent or educational psychology.
Master of Arts
English
Requirements for Admission
Matriculated students:
Provisional Admission: Granted to qualified applicants who do not yet meet certain admission
requirements. Provisional admission to the M.A. in English and Communication is a rarity.
Full Admission: Granted to applicants who have satisfied all admission requirements.
In order to be considered as a matriculated student, applicants must submit the following to the Graduate
Studies Office:
1. an official transcript of an earned baccalaureate degree from an accredited college of university,
2. an undergraduate record with a grade point average of at least 2.75 in the most recent 60 semester
hours of undergraduate study (based on a scale of A=4.0),
3. a “letter of intent” written by the applicant that includes professional goals as applied to the program,
4. a non-refundable application processing fee of $50.00,
5. three letters of recommendation, including at least two from undergraduate professors in the academic
discipline of the baccalaureate degree.
NOTE: Applicants shall have earned a bachelor’s degree with a major in English, Communication, or
Writing from an accredited college or university. Outstanding applicants who hold degrees in other areas
may be admitted, but they should be aware that additional coursework might be required.
Non-matriculated (non-degree) students:
Applicants who have an interest in graduate study but who have not yet applied for admission into a
master’s degree program may enroll as non-matriculated or non-degree students. A non-matriculated
graduate student is limited to taking a maximum of 12 graduate credits on a non-matriculated basis. Upon
completion of the 12 graduate credits, if not before, the student is required to apply for formal admission to
a master’s degree program and must be granted Provisional or Full Admission before being allowed to
register for further coursework.
General Requirements
All work for the M.A. in English should be completed within six calendar years. The granting of
additional time may occur but only by decision of the Chair of the Department of English and
Communication, or designee, following appropriate consultation.
In certain cases a graduate student’s studies may be interrupted or work toward a degree prolonged
beyond the normal time required for a degree program. In such cases the following time limit applies: no
credit will be allowed for a course after 10 years from the date of registration. However, a student affected
by this rule may apply to the Dean of Graduate Studies for an exemption of particular courses.
Course Requirements
A minimum of 32 credit hours with a grade point average of 3.0 or higher (based on a 4.0 scale) is
required for the granting of the Master of Arts in English. The 32 credit hours are to be divided as follows:
credit hours
Independent readings 8
Linguistics (unless the student has previously had a course in the area) 3
A selection of graduate-level courses (to be chosen under advisement) 21
Total degree requirements 32
The Master’s Paper
Although a master’s thesis as such is not required, each candidate must show evidence of his or her
ability to handle a literary problem and write the findings clearly and effectively. To meet this requirement,
the student uses part of the tutorial study time to prepare a Master’s Paper, which should demonstrate the
student’s ability to interpret closely and critically. A subject agreeable to the student and to the director of
his or her Master’s Paper is to be chosen from one of 10 reading areas.

Independent Reading
The student selects two of the 10 reading areas other than the one in which he or she is writing the
Master’s Paper. In each area, he or she will complete the equivalent of four credit hours of independent
work on a topic agreeable to the student and to the adviser chosen in that area.
Comprehensive Examination
At the conclusion of each independent reading, the student is given a three-hour written examination by
the adviser for each reading area.
The comprehensive examination, then, consists of two written examinations on subjects outside the area
of the student’s Master’s Paper.
Foreign Language
Each student must demonstrate competence in a foreign language equivalent to that required for the
awarding of the Bachelor of Arts degree at SUNY Potsdam.
Adviser
Upon admission to the program, students will be advised by the department’s Director of Graduate
Studies. After 12 credit hours, students should identify a faculty adviser and file an Adviser of Record form.
Master’s Committee
The student’s Master’s Committee consists of the adviser of his or her Master’s Paper and two faculty.
At least two members of the committee must be active members of the department, including the adviser.
Master of Arts
Mathematics
Objectives of the Program
The program is designed to develop the student’s ability to work independently and to enable him or
her to obtain basic knowledge in algebra, real and complex variables, and topology so that mathematics
literature can be read with understanding and enjoyment. The successful completion of this program should
prepare a student to enter a second-year doctoral program in mathematics, to begin a career as an industrial
mathematician or to become a junior college teacher.
Admission Requirements
Aside from the general requirements of graduate admission, the following are required for admission to
graduate study in mathematics:
1. A baccalaureate degree granted by an accredited college or university with preparation substantially
equivalent to that required of mathematics majors at this institution.
2. Three letters of recommendation, two of which must be from members of the mathematics faculty under
whom the applicant has taken courses.
3. A minimum grade point average of 3.0 or higher (based on a scale of A=4.0) in all undergraduate course
work in mathematics.
A student who does not satisfy one or more of the above may be provisionally admitted.
Curricular Requirements
The master’s degree requires a minimum of 30 graduate credit hours of coursework and passing written
examinations in two areas: Algebra, Real Analysis, Complex Analysis or Topology, with one being in
Algebra or Topology. Under certain conditions these examinations may be waived. A policy statement on
these examinations may be obtained from the Mathematics Department. A language examination is not
required. However, students wishing to pursue a doctoral program usually find it necessary to pass a
proficiency examination in one or two foreign languages, namely French, German or Russian.
Core Requirements: 21 credit hours
MATH 661 Topology I 3
MATH 671-672 Abstract Algebra I, II 6
MATH 681 Complex Variables I 3
MATH 691 Real Variables 3

MATH 698 Seminar 3
One course from the following: 3
MATH 662 Topology II
MATH 682 Complex Variables II
MATH 692 Real Variables II
Electives minimum of 9 credit hours
A minimum of 24 hours of course work must be in mathematics, and the hours outside the core are to be
selected with the approval of the student’s graduate committee. A maximum of six of the nine hours outside
the core may be earned by writing a master’s thesis. Only students with superior achievement and keen
interest in a topic will be encouraged to write a master’s thesis. A thesis is not required.
Four-Year Bachelor/Master Degree Programs in Mathematics
Some students are able to develop mathematics ability to a high level at an early age. Hence, this
program is designed so that our best mathematics majors can progress toward the frontiers of mathematics
as rapidly as their ability and motivation will permit them.
Students usually enter this program at the beginning of the junior year. These students must qualify for
the undergraduate honors program. They are expected to complete the equivalent of the following
mathematics courses during the freshman and sophomore years:
credit hours
MATH 151 Calculus I 4
MATH 152 Calculus II 4
MATH 253 Multivariate Calculus 4
MATH 340 Set Theory and Logic 3
MATH 375 Linear Algebra I 3
In general, the student’s grade point average is expected to be at least 3.0 and the grade point average in
mathematics is expected to be at least in the 3.5–4.0 range.
This program permits acceptable quality undergraduates to work for the B.A. and M.A. simultaneously.
In addition to pursuing regular undergraduate courses, these students may earn undergraduate credits
by (1) entering college with advanced standing credits, (2) completing graduate courses and receiving credit
for corresponding undergraduate courses, and (3) examinations. At the end of the four years, successful
candidates can complete all requirements for the B.A. and M.A. simultaneously.
Students interested in more information about this opportunity should consult the Chair of the
Mathematics Department.
The Crane School of Music
Master of Music
General Information
The Crane School of Music offers programs leading to the Master of Music degree in composition, music
education, music history and literature, performance, and theory. These programs are designed to meet
student interests, needs and requirements within a framework that provides opportunities to pursue a
balance of academic and professionally oriented courses. Full-time students with no deficiencies usually
earn the master’s degree in one calendar year.
A minimum of 24 credit hours must be earned in courses offered by SUNY Potsdam. A minimum of 18
credit hours must be earned at the Potsdam campus. With prior approval from the Dean of The Crane
School of Music or his designee, a maximum of six credit hours may be transferred from other approved
colleges and universities.
For those persons holding provisional certification to teach music K–12 in the State of New York, all
degree programs in The Crane School of Music lead to recommendation for permanent certification to teach
music K–12 in the State of New York.
The master’s degree candidate has six years from the date of achievement of Full Admission to satisfy
all degree requirements.
Requirements for Full Admission to the Master of Music Degree Programs

1. submission of an official transcript of an earned baccalaureate degree from an accredited college or
university
2. submission of two letters of recommendation
3. a minimum undergraduate GPA of 3.0 (A=4.0). Applicants with a GPA between 2.75 and 3.0 may be
considered for Provisional Admission upon the recommendation of the Graduate Program Committee.
A student admitted into the graduate program with provisional status is limited in the amount of course
work taken during the first semester (12 credits for fall or spring semester, six credits for summer
session). The student’s progress will be reviewed by the Graduate Program Committee after one
semester at which time the student may be considered for Full Admission, continue provisionally, or be
dismissed from the program
4. Applicants must demonstrate competence in their area of concentration:
A. The applicant to the composition program will submit representative compositions.
B. The applicant to the music education program will submit:
1) essays on selected topics in education or music education
2) evidence of the applicant’s level of musicianship via any one of the following formats:
a) audition (live or taped) on the applicant’s principal instrument
b) audio or video recording of the applicant’s ensemble in rehearsal or performance
c) video recording of music-making in the applicant’s general music class
3) proof of current provisional or permanent certification in teaching consistent with that of
the proposed graduate study.
C. The applicant to the music history and literature program will submit evidence of scholarly
research in music history or essays on select topics in music history.
D. The applicant to the music theory program will submit evidence of scholarly research in music
theory or essays on select topics in music theory.
E. The applicant to the performance program will perform a live audition or submit an audition
tape.
All papers, essays, compositions, and music education audition materials will be reviewed by
appropriate individual faculty members. Auditions for admission to the performance degree program will
be reviewed by a committee of faculty members. The student’s completed file (including recommendations
regarding written and audition materials) will be reviewed by the Graduate Program Committee at which
time a recommendation for admission to the degree program will be made directly to the Dean of The Crane
School of Music.
Once admitted into the graduate program, students are required to complete a graduate examination in
music history and music theory within the first semester of graduate study. Once matriculated into the
M.M. program, students in all five degree programs must pass the Graduate Examination in music theory
and music history and literature. The student may take the Graduate Examination a maximum of three
times. The student who has not passed the Graduate Examination after three attempts will be dismissed
from the M.M. program.
Thesis or Graduate Research Project
A Thesis or Graduate Research Project is required of all students in the Master of Music degree program
in Music Education, Composition, Music History and Literature, and Music Theory. The student will
register for Thesis each semester that he or she is actively working on the project with the assistance of an
adviser. The student enrolled in Thesis will receive the designation in progress (IP) on his or her transcript
for each semester until the project is completed.
Emphasis Area and Requirements
Composition
30 credit hours
Introduction to Graduate Study 3
Courses and/or Seminars in Composition
(including course in electronic music) 9
Music Theory 6
Music History and Literature 3
Electives 6
Thesis
(original composition with accompanying analytical paper) 3

At least 10 credits shall be earned in course work in music in addition to composition. Teaching
competence in composition must be demonstrated prior to granting the degree.
Music Education
30 credit hours
Course Distribution Option A: (with Thesis)
Introduction to Graduate Study 3
Philosophies and Issues in Music Education 3
Curriculum Development 3
Courses in education or music education 6
with the following stipulations:
a. at least three credit hours must be in the field of education
b. at least three credit hours must be in the field of music education
c. at least three credit hours must be at the 600 level
d. only three-credit and four-credit courses will be considered to fulfill the
education/music education requirement
Music History and Literature 3
Music Theory 3
Electives 3
Thesis or Graduate Research Project 6
Each student in the Master of Music degree program in Music Education must submit a proposal for a
thesis or graduate research project to a three-member faculty committee by the end of the second semester
or second summer session of study. A student may not register for course work beyond the second
semester until the proposal has been approved by the committee.
Course Distribution Option B: (without Thesis)
36 credit hours
Introduction to Graduate Study 3
Philosophies and Issues in Music Education 3
Curriculum Development 3
Courses in education or music education 9
with the following stipulations:
a. at least three credit hours must be in the field of education
b. at least six credit hours must be in the field of music education
c. at least three credit hours must be at the 600 level
d. only three-credit and four-credit courses will be considered to fulfill the
education/music education requirement
Music history and literature 3
Music theory 3
Electives 12
Each student enrolled in the 36-hour program in music education will be required to complete a written
Qualifying Examination. The exam will consist of a broad range of topics in education, music education,
music history and literature, and music theory. Questions will be developed by the student’s committee in
consultation with graduate course instructors. The student may not take the final oral examination until the
Qualifying Examination has been completed to the satisfaction of the committee.
Music History and Literature
30 credit hours
Introduction to Graduate Study 3
Courses and/or seminars in music history and literature 9
Music electives (at least three credit hours must be at the 600 level) 9
Electives 6
Thesis 3
Each student in the Master of Music degree program in Music History and Literature must submit a
proposal for a thesis to a three-member faculty committee by the end of the second semester or second
summer session of study. A student may not register for course work beyond the second semester until the
proposal has been approved by the committee.

Music Theory
30 credit hours
Introduction to Graduate Study 3
Analysis (or seminar in composition or theory) 3
Courses in music theory and composition 9
Courses and/or seminars in music history and literature 6
Electives 6
Thesis 3
At least 10 credits shall be earned in course work in music in addition to music theory. Teaching
competence in music theory must be demonstrated prior to granting the degree.
Performance
30 credit hours
Introduction to Graduate Study 3
Performance Concentration 9
Literature and Pedagogy 2
Chamber Music 1
Courses in music theory and music history and literature
with the following stipulations: 9
a. at least three credit hours must be in the area of
music theory
b. at least three credit hours must be in the area of
music history and literature
Performance Electives 3
Non-performance Electives 3
Each student in the Master of Music degree program in Performance will perform a graduate recital
which will be evaluated by a committee of faculty members on a pass/fail basis. Successful completion of
the graduate recital is a requirement for the Master of Music degree in Performance.
Prior to the graduate recital, the student will submit to the committee one of the following:
a. detailed program notes of the works to be performed on the recital or
b. an analytical/historical paper focusing on the works to be performed on the recital.
The format will be at the discretion of the studio instructor. The document will be discussed/defended
during the final oral examination.
Piano Pedagogy Concentration
Prerequisites
Satisfactory completion of an appropriate audition in piano and approval of the Coordinator of Piano
Pedagogy. Previous piano teaching experience or completed coursework in piano pedagogy at the
undergraduate level is strongly recommended.
Requirements: 9 credit hours
Piano Pedagogy 1 3
Piano Pedagogy 2 3
Piano Pedagogy Project 3
Note:
A graduate level course in performance concentration in piano (2 credits) is strongly recommended.
Inquiries concerning graduate study in music may be addressed to: Chair of Graduate Studies, The
Crane School of Music, SUNY College at Potsdam, 44 Pierrepont Avenue, Potsdam, NY 13676.
Graduate Courses
Numbering System
All master’s degree programs are composed of courses at the 500 and 600 level.
500 level – Courses designed specifically for offering at the graduate level, but may include a select
enrollment of highly qualified undergraduate students who will receive upper-division credit.
600 level – Courses designed specifically for offering at the graduate level. Under certain conditions
seniors may enroll in graduate course work for graduate credit (see p. 11)

Anthropology Courses
ANTA 615 Archeological
Field Techniques
3 CR
Through excavations in historical and pre-historical settlements in Northern New York, the principal
methods of archeological field research are practiced. Independent research project and report culminate the
course. Prerequisite: graduate standing and permission of instructor. Ordinarily taken concurrently with
ANT-616. Summer session (pending approval).
ANTA 616 Archeological Laboratory Techniques 3 CR
The results of excavation are preserved, prepared for analysis, and analytic techniques are
demonstrated. An independent laboratory analy-sis project concludes the course. Prerequisite: graduate
standing and permission of instructor. Ordinarily taken concurrently with ANT-615. Summer session
(pending approval)
ANTC 698 Independent Study
3 CR
Readings selected and assigned on the basis of the individual’s background, professional needs and
interest. Prerequisite: permission of instructor.
Art Courses
ARTS 685 Special Problems - Art Studio
3 CR
Individualized studio research in a selected art studio area. Project ideas developed on the basis of
students’ needs and professional interests in conjunction with the instructor. Prerequisite: 34 undergraduate
hours in art studio and permission of the instructor.
ARTH 691 Readings in the History of Art
3 CR
Individualized study and research on projects and problems in the history of art. Project ideas
developed on the basis of student needs and professional interests in conjunction with the instructor.
Prerequisites: 31 hours in art history and permission of the instructor.
Biology Courses
BIOL 5XX Biology of the
St. Lawrence River
4 CR
A basic course in river biology. Topics of study will include aquatic and semiaquatic plant and animal
life, habitat composition and variation, and various physical aspects of the aquatic environment. Particular
emphasis will be placed on field projects conducted by the students. The projects will allow the student to
pursue individual interests in aquatic biology while providing valuable hands-on field experience. The
majority of the class time will be spent at the St. Lawrence River and students will be required to provide
their own transportation to the field station near Waddington, NY (a 30-minute drive from Potsdam),
arriving there by noon. Students taking the course should contact the instructor as early as possible before
July 1. Prerequisite: Introductory Biology or permission of the instructor.
Economic Courses
ECON 595 Special Topics in Economics
1-4 CR
This is a special topics course which includes one or more modules of material in specialized areas
which are not covered in the department course offerings. The content is determined by the instructor.
Prerequisites: ECON 105/305 and ECON 110/310. Offered as schedule permits.
Education Courses
GRED 503 Educational Law
3 CR

Study of principles and procedures underlying educational law in the United States with emphasis
upon New York State. Analysis of critical current issues, church-state relationships, trans-portation,
discipline, liability and teacher rights and responsibilities.
GRED 507 Developing a Positive
Self-Concept
3 CR
Students will study and apply ingredients that aid in the development of a positive self-concept. Caring,
sharing, giving, accepting acceptance, etc. will be practiced within the class setting. The invitational
education model will be stressed as a way to enhance one’s self-concept. Classroom projects and
assignments will meet the professional and/or personal needs of the individual student. Summers.
GRED 510 Museums and Local Sites as Educational Resources 3 CR
An examination of the general purposes of various types of museums and local sites, the contributions
each can make to PreK–12 curriculums, and the instructional methods best suited for use in the student’s
own teaching situation (be it public school classroom or other educational setting). Involves visits/field
work at selected area museums and sites. Designed for education and non-education students.
GRED 511 Humanistic Education
3 CR
Designed to focus on the discovery of meaning within teaching-learning situations and to explore the
student’s search for self-identity. The course will emphasize student-centered curricula, know-ing students
as unique individuals, classroom motivation and control, relevant knowledge, stu-dent creativity and selfevaluation.
Summers.
GRED 512 Integrating Reading and
Writing K–12
3 CR
The purposes of this course are: to study reading and writing processes and how they are related, and to
develop effective instructional strategies and programs which integrate and enhance the reading and
writing abilities to students in grades K–12.
GRED 513 Comparative Cultures in International Education 3 CR
This seminar course investigates the rela-tionship between various learning styles in selected societies
throughout the world ranging from non-literate tribal to technologically advanced societies, with the course
focus on individual research projects.
GRED 514 International and Global
Education
3 CR
Part I of the course examines the roles of values in elementary and secondary education: teaching
values, teaching about values and values clarification. Part II builds upon this conceptual base and applies it
to specific social and ethical issues in the elementary and secondary curriculum: war and peace, food and
hunger, environmental stewardship.
GRED 515 Teaching Local History and Community Studies 3 CR
Analysis of the role of local history and com-munity studies in the elementary and secondary curricula
of New York State with emphasis on the subject of social studies. Investigation of resources available in
North Country local communities: persons, artifacts and sites. Several in-class resource guests and some
class visits to selected sites. Prerequisite: GRED 329 or equivalent.
GRED 516 Multicultural Education
3 CR
The course is designed to help increase teacher education students’ awareness of the importance of
culture in teaching. Upon completion of this course students will be able to incorporate a variety of
multicultural approaches in their own subject matter and regular classroom teaching.
GRED 517 Integrating the Arts into the Elementary Classroom 3 CR
Helps the classroom teacher or specialist gain an increased understanding and appreciation of the value
and importance of including the arts as an integral part of the classroom curriculum in order to enhance the
child’s cognitive, social and emotional development. Students gain experi-ence, familiarity and comfort with
various aspects of the applied arts.

ITED 518 Microcomputer Applications in Education 3 CR
This course presents an introduction to varied microcomputer applications in education. Students
receive knowledge of and experience with computer-aided instruction; word processing, data base, and
spreadsheet software; and problem-solving through programming. Emphasis is placed on understanding
the role of computer tech-nology in elementary and secondary classrooms. No previous computer
experience is required. Fall and Spring.
GRED 524 Early Childhood:
Prenatal to Eight Years
3 CR
A seminar for students who are particularly interested in providing developmentally appro-priate
learning experiences for the very young learner. Emphasis will be on play as a primary mode of learning.
Students will also examine various issues in the field of early childhood and prepare a presentation to the
group.
GRED 526 Modifying the Classroom Program for Inclusion of Exceptional Children 3 CR
This course is designed to provide educators with the background to assist them in integrating
exceptional children into the regular classroom educational program. The emphasis is on exploring
techniques which are practical for use in a regular classroom and providing the student with an integrated
program by encouraging collaboration between special and regular educators.
GRED 527 Reading and Language Arts Instruction and Practice 3 CR
This course includes principles for developing a sound reading program, including organization of the
class and school, scope and sequence of content, fundamental concepts and practice and materials of
instruction. MST only.
GRED 528 Advanced Reading and Language Arts Methods and Practice 3 CR
This course is designed to assist students in developing increased competence in teaching reading and
the other language arts as they relate to reading. It includes instruction in theory and practice relative to the
diagnostic teaching of reading and related skills. It includes practical experiences in diagnosing and
teaching children in a regular classroom setting. Prerequisite: GRED 527. MST only.
ITED 529 Microcomputers
as a Teaching Tool
3 CR
Students will explore the use of personal com-puters as a tool for instructional and administrative
applications in education. Word processing, data-base and spreadsheet applications will be examined and
developed. Emphasis will be placed on developing practical applications for educational settings.
Prerequisite: GRED 518 or permission of instructor.
GRED 530 Classroom Management
and Discipline
3 CR
This course is designed to develop the skills necessary to manage student behaviors in the classroom.
The focus will be on effective practices and techniques for behavior management and discipline. Participants
will be provided opportunities to practice different approaches through various activities. Current issues
and problems will be discussed. Spring only.
GRED 531 Creative Problem Solving –
Math
3 CR
This course is designed for the teacher to aid and assist them in teaching problem solving more
effectively and more creatively in the classroom. A variety of instructional approaches will be examined to
instill the prerequisite knowledge and ability to problem solve by the student.
GRED 534 Teaching Math in a
Technological World
3 CR
Technology is changing the content and de-livery of mathematics instruction in today’s classrooms.
This course will allow teachers to explore ways in which technology can be used to enhance instruction.
Students also will consider related curricular issues outlined in the N.Y.S. Math, Science and Technology
Framework and the N.C.T.M. Standards. This course is appro-priate for middle school and secondary
school mathematics teachers. Students will work on projects which fit their level of expertise and interest.

GRED 540 Project WILD
1 CR
Project WILD is an interdisciplinary, supple-mentary environmental education program emphasizing
wildlife for educators N–12. The goal of Project WILD is to assist students of any age in developing the
awareness, skills and knowledge needed to make informed decisions and behave responsibly toward
wildlife and the environment. Since it is interdisciplinary, Project WILD can be used to teach language arts,
math, art, music and physical education as well as social studies and science. Project WILD is principally
sponsored by the Western Association of Fish and Wildlife Agencies and The Western Regional
Environmental Education Council.
GRED 541 Project Learning Tree
1 CR
This course is an interdisciplinary environ-mental education program. The purpose is to en-courage
teachers to approach learning and teaching with an environmental perspective. The content centers around
the interrelationships in natural and cultural communities between humans, land and renewable resources.
Learnings develop from direct involvement with a number of PLT activities. While focusing mainly on trees
and forest, participants can develop awareness, knowledge, attitudes and skills applicable to situa-tions
dealing with other natural resources as well.
GRED 542 Project WILD Aquatic
1 CR
Project WILD Aquatic is an interdisciplinary environmental education program that empha-sizes
awareness, appreciation and understanding of wildlife in aquatic communities. Students gain an
understanding of the dynamic relationships between aquatic creatures, their habitat needs and society’s
demands on these natural resources. At the same time students will develop problem-solving and decisionmaking
skills in exploring responsible human actions toward wildlife and its aquatic environments.
GRED 544 Cooperate to Educate
3 CR
This course is designed to provide classroom teachers and/or someone interested in becoming a
classroom teacher the knowledge and practice in developing techniques needed to design and implement
cooperative learning groups. Various teaching strategies in the following will be explored as integral to
cooperative learning: group roles/responsibilities; creative and critical thinking/problem solving; creating
a brain-compatible environment; thematic instructional units; resources (physical, human, etc.); other
pertinent techniques depending on the knowledge and experience of the group.
GRED 545 Diverse Literature Seminar: Reading Language Arts 3 CR
This seminar investigates a broad range of literature for children and adolescents. It examines literature
sensitive to gender and multicultural diversity.
GRED 546 Drama Across the Curriculum
3 CR
A study of multiple uses of drama across the curriculum and its value in motivating and enhancing
creativity, spontaneity and aesthetic choice among learners in an interactive setting. Implication of research
and the observed changes noted by the participants during the course will be evaluated for future use in
implementing drama in their own curriculum designs.
GRED 560 Math Education Curriculum in the Secondary School 3 CR
This is the first of two courses designed to help students develop the knowledge, skills, and attitudes
which will enable them to perform effectively as a secondary school mathematics teacher. Topics include:
theories of learning, and planning for instruction, with particular emphasis on teaching the content of the
middle and secondary school curriculum. Students will be made aware of current trends in mathematics
education, including the N.C.T.M. Standards, N.Y.S.’s Learning Standards for Mathematics, Science and
Technology and the State’s current curriculum guides for secondary mathematics. This course also provides
the students an opportunity to review the secondary school mathematics curriculum. Summer only. MST
students only.
GRED 561 Science Education Curriculum in the Secondary School 3 CR
This course begins with an introduction to biology, chemistry, earth science, and physics programs in
the junior high and high school. The scope, sequence, and coordination of these programs from grades 7
through 12 are examined. The N.Y.S. M.S.T. Framework and national science education standards are
reviewed, and the implications of new State policies regarding higher curriculum standards for all students

are discussed. Each participant in this course will produce a unit plan based upon the above standards,
which they will later teach in the public school classroom setting. Summer only. MST students only.
GRED 562 Secondary English Curriculum and Instruction: Theory and Research 3 CR
Introduction to current theory and research on curriculum, teaching, learning, and evaluation in the
secondary English classroom. Summer only. MST students only.
GRED 563 Social Studies Curriculum in the Secondary School 3 CR
Introduction to social studies programs in the secondary school and to their philosophical, historical,
and sociological foundations. Analyzes the disciplinary contributions (substantive and syntactical) to social
studies of history and each social science. Examines social studies curricula of other societies and the
relationships of social studies to definitions of citizenship education. Summer only. Prerequisite: Full
admission into the M.S.T. program or permission of the instructor.
GRED 565 Elementary Mathematics:
Content and Methods
3 CR
Teaching mathematics effectively at the elementary level requires much more than the ability to “do”
mathematics. The teacher must have a deep understanding of the concepts behind the mathematical skills
being taught and must be able to present these concepts in a variety of ways. This course will help
elementary school teachers develop their own understanding of the mathe-matics, as well as explore
strategies and models for teaching mathematics at the elementary level. A field experience is also required.
MST only.
GRED 566 Elementary Science:
Content and Methods
3 CR
Develops competency in teaching science to elementary-age school children. Emphasizes im-portance of
science education as foundation of elementary curriculum. Examines scientific method. Includes
observation/participation in elementary classroom. MST only.
GRED 567 Elementary Social Studies: Content and Methods 3 CR
This course examines the contributions of social studies to the elementary school program. It also
examines a variety of methods and materials appropriate for use in instruction in elementary school social
studies. The course includes major definitions and structures of the social science disciplines (anthropology,
economics, geography, sociology, and political science) and history; the roles of both funded knowledge and
conventional wisdom in elementary school social studies curriculum development, the various components
of instructional planning in social studies; and evaluation in social studies of elementary school pupil
performance. Appropriate field experiences are determined by the instructor. MST only.
GRED 570 Mathematics Education Instruction in the Secondary School 3 CR
This second methods course is a continuation of GRED 560. Students will develop lesson plans and unit
plans which demonstrate understanding of different instructional strategies. They will review relevant
computer and calculator technology. Additional topics include assessment and classroom management.
Students also will have the opportunity to observe and participate in public school classrooms. Prereq:
GRED 560. Fall only. MST only.
GRED 571 Science Education Instruction in the Secondary School 3 CR
This course begins with an introduction to the national science education teaching and assessment
standards for junior high and high school. Topics include cooperative learning in the science classroom,
student-centered learning environments, project-based teaching, and authentic assessment of science
knowledge and skills. Each participant in this course will apply what they learn about strategies of
instruction as they teach the science unit which they developed in GRED 561. Prereq: GRED 561. Fall only.
MST only.
GRED 572 Strategies for Teaching Secondary English 3 CR
Development and application of teaching strategies and instructional units based on current theory and
research for teaching and learning in the secondary English classroom. Additional class time (TBA)
required for field experience. Prereq: GRED 562. Fall only. MST only.

GRED 573 Social Studies Education Instruction in the Secondary School 3 CR
Introduction to social studies instruction in the secondary school and to its relationships to social studies
curriculum. Analyzes the various cognitive and affective levels of social studies aims and objectives.
Various methods of learning and their related resources. Opportunity to design lesson plans. Prereq: GRED
563. Fall only. MST only.
GRED 595
1-6 CR
Workshops, seminars and/or institutes designed to meet special needs of school systems, groups of
teachers, or others interested in graduate-level study in the field. Offerings available upon announcement by
the School of Education. Credit earned may be applied, under advisement, as electives in Master of Science
in Education/Master of Science in Teaching degree programs.
GRED 600 Philosophical Foundations of Education 3 CR
This course examines the contribution of leading educators from Ancient Greece to the present.
Students will be encouraged to examine their own philosophical beliefs and how they are applied to
improving classroom teaching.
GRED 601 Student Assessment: Tests & Measurements for the Professional
Educator
3 CR
This course is designed to provide educators with an understanding of the principles and concepts of
educational measurement and an ability to apply these in the classroom setting. Students will complete a
test construction project and will critically review one or more standardized tests in their teaching fields.
Topical areas will include the evaluation process, the selection and use of published tests, as well as test uses
and concerns.
GRED 603 Seminar: Teaching in
Secondary Schools
3 CR
This course is designed to provide the student with an understanding of the principles, concepts and
methods involved in teaching. The focus will be on the learning process, curriculum development,
instructional strategies and materials, planning, grouping, classroom management, evaluation, and drug
education. Summer only. MST only.
GRED 605 Reading and Study Skills in the Content Area 3 CR
Material and methods for teaching vocab-ulary, comprehension and study skills, with heavy emphasis
on practical approaches to reading problems encountered in the content fields. Ex-tensive practice is
afforded in formal and informal testing, pupil interests and recreational reading.
GRED 606 Advanced Secondary Social Studies Education 3 CR
Examines curriculum and instruction in secondary school social studies. Attention is given to national
projects, recent developments at the state level, and selected locally designed curricula. Selected aspects of
secondary social studies instruction are analyzed: inquiry, use of primary sources, structures of social
science disciplines, cross-cultural comparisons, simulation games and programmed instruction. Prerequisite
for MST students: GRED 563/573. Summer only.
GRED 608 Advanced Secondary
Mathematics Education
3 CR
Participants will become familiar with the most recent literature on teaching and mathe-matics; the
organization and structure of pro-fessional organizations; the nature of research in mathematics education;
goals, strategies, research and standards for the teaching of mathematics. Prerequisite for MST students:
GRED 560/570. Summer only.
GRED 609 Advanced Secondary
English Education
3 CR
The student reads in-depth and applies in practical ways materials related to the teaching of the nature
of language, literature, and oral and written discourse. The student writes an extended and complete
program of instruction (either a unit of instruction or a self-instructional program) suitable for a given level
of secondary students. Prerequisite for MST students: GRED 562/572. Summer only.

GRED 610 Advanced Secondary
Science Education
3 CR
This course explores alternatives in science teaching methods, including the historical, contemporary
and experimental. Considers special techniques for demonstration, field and laboratory and special learning
situations, including criteria for slow and accelerated learners. Provides an opportunity for the student to
develop his or her own teaching style reflecting techniques he or she has determined to be effective. Prerequisite
for MST students: GRED 561/571. Summer only.
ITED 612 Computers for Special
Needs Students
3 CR
This computer course is designed for teachers who are presently teaching, or plan to teach, handicapped
children. Emphasis is on adopting and using microcomputers in the classroom. Pro-gramming is a
secondary goal and little or no programming experience is expected. Fall only.
GRED 613 Teaching Internship
6 CR
This course provides the student teacher with a time and place where the theory of course work at the
College can be put into the actual practice of teaching. The course is designed to focus the student teacher’s
attention on the complete range of teacher functions and responsibilities found within a real school setting.
MST students only. Co-requisites: GRED 678 and GRED 696 or 697.
ITED 614 Technology in Education
3 CR
General areas in Technology of Education receive critical examination. They are: 1) current use of
computers in technology and media; 2) history and theory of technology and media; and 3) non-computer
media and technology. Students will receive hands-on instruction in each area and will be expected to
demonstrate proficiency by means of tests, presentations and projects.
ITED 615 Critical Issues with
Technology in Education
3 CR
This course is intended to examine sociological and philosophical problems with the implemen-tation of
technological innovations in educational settings. Topical areas will include implications of the use of
selected learning theories, systematic processes, evaluation techniques and educational theories.
Prerequisite: GRED 614, GRED 651, and one graduate course in planning and evaluation.
GRED 616 Curriculum and Evaluation
3 CR
Examination of basic elementary curriculum and evaluation concepts, principles and practices,
including funded knowledge and conventional wisdom, aims and objectives; the cognitive, affec-tive and
psychomotor taxonomies; curriculum design, standardized and informal assessment. Special attention will
be given to N.Y.S. requirements with respect to curriculum design and evaluation. Fall and Spring.
ITED 617 LOGO Programming for
Educators
3 CR
Educators will use microcomputers and learn to program in LOGO, a graphics language designed for
use by children. Enough expertise will be expected in advanced LOGO concepts so that computer-generated
instruction will be produced. Topics include: simulations, processing words, lists and sentences, music,
recursive techniques, hierarchical structures. Goals include: developing LOGO classroom materials and
testing them. Students will be expected to be self-directed learners.
ITED 619 BASIC Programming for
Educators
3 CR
The course introduces students to pro-gramming in BASIC and development of problem-solving skills
through educational programming activities. Students will learn funda-mental commands and syntax rules
and apply them to the development of instructional programs. Emphasis will be placed on using the
language for problem-solving in elementary and secondary education. No previous programming
experience required. Spring.
ITED 620 Principles of Programming and
Authoring for Educators
3 CR

The goal of this course is to help students acquire a working knowledge of programming and authoring
language for use in education. Students will learn the structure and syntax of the language and apply it to
the development of education software. Emphasis will be placed on understanding the problem-solving
skills associated with programming and the development of a useful instructional program appropriate to
the student’s interests.
ITED 621 Multimedia Authoring and
Scripting
3 CR
The goal of this course is to provide an in-depth experience with a multimedia authoring program such
as Hyperstudio, Authorware, or Director. Students will develop instructional software using an authoring
tool and the appropriate scripting language (e.g., Hyperlogo is the scripting language used with
Hyperstudio). The focus of the course will be on the review, design and development of the instructional
applications of multimedia authoring. Prerequisite: One technology course with approval of adviser.
ITED 625 History and Philosophy of Instructional Technology 3 CR
This course is designed to help graduate students understand the rationale and de-velopment of the
instructional technology movement in the United States during the last century. The implications for
teaching and learning from various educational philosophies and theories will be analyzed and investigated
as they relate to current practices in instructional technology. Prerequisite: GRED 614, GRED 651, and one
graduate course in planning and evaluation.
GRED 626 Zebra Stripes and
Learning Types
3 CR
The purpose of this course is to: 1) examine the accepted theoretical concepts put forth by psychologists
and pedagogical experts today; 2) discuss and define how various learning style concepts and/or models
impact on the teacher, the student, the administrator, and the curriculum; 3) design instructional strategies
that provide for the individual learning styles of students.
GRED 627 Innovative Classroom
Reading Practices
3 CR
This course is designed to provide classroom teachers and/or those interested in becoming classroom
teachers with a background in innovative classroom procedures, techniques and materials for the purpose
of organizing instruction for teaching and reading. Fall only.
GRED 628 Teaching Young Adult
Literature
3 CR
The focus of this course will be intensive and extensive reading of contemporary young adult literature.
Emphasis will be placed on whole language strategies for teaching and incorporating this literature into the
curriculum.
GRED 629 Children’s Literature in the Teaching of Reading 3 CR
Selected examples of children’s literature are utilized in demonstrating methods of teaching reading
through the use of literary materials. Special emphasis is placed on the use of such materials for enriching
classroom and individualized reading programs. Additional ap-plications are extended to developmental,
reme-dial and accelerated readers.
GRED 630 Diagnostic Techniques
in Reading
3 CR
Study of classroom and clinical techniques for diagnosis of both mild and severe reading disorders.
Essential understanding of the reading process is developed through readings, class discussions, student
presentations, lectures, demonstrations and work on problems. Extensive diagnostic practices are afforded
through testing of children: skill in administration and interpretation of individual and group tests
culminate in written diagnostic reports. Fall - on campus; Spring - in Watertown.
GRED 631 Remedial Techniques in
Reading
3 CR
This course includes in-depth study of classroom and clinical techniques for remediation of both mild
and severe reading disorders. Essential understanding of the reading process is developed through

eadings, class discussions, student pre-sentations, lectures, demonstrations and work on problems.
Extensive remedial practices are afforded in both the construction of teaching aids and in written progress
reports. Fall only.
GRED 632 Clinical Practice in
Diagnostic and Remedial Reading
3 CR
This course is designed as a follow-up course of diagnostic and remedial reading. The student is
assigned a child for diagnostic and remedial treatment. The student works with the child throughout the
semester, under close supervision of the clinic personnel. The student is responsible for the total program of
the child, for making referrals, and for completing a case study to be turned in at the end of the semester.
Prerequisites: GRED 630 and GRED 631. Spring only.
GRED 633 Clinical Practice II -
Field-Based Practicum in Reading
3 CR
This course is designed to follow Diagnostic Techniques in Reading and Remedial Reading. Each
student will work in a practical education setting as an assistant to a reading specialist. As a result of this
course, the student will be able to: evaluate reading needs; set up and operate a creative or remedial reading
program; develop and use record-keeping procedures; be knowledgeable about materials suitable for
creative or remedial reading; and be able to communicate reports of progress. Prereq: GRED 630, GRED
631. Spring only.
GRED 636 Seminar: Reading Research
3 CR
This course involves students in practical training in research and writing techniques in the field of
reading. Major objective is to make the master’s degree candidate an intelligent and criti-cal consumer of
reading research by acquainting him or her with: major methods and types of research; the various research
tools, including statistics format, documentation and reference reliability and validity of data; significance of
results and various other characteristics and concepts of research.
GRED 641 Informal Classroom Reading Assessment Techniques 3 CR
This course provides the classroom teacher with methods, techniques and materials to screen
youngsters for the purpose of determining their reading potential and specific reading achieve-ment needs.
GRED 643 Clinical Practicum II:
Field-Based Practicum
(Reading Internship Seminar I)
2 CR
This course, the first in a two-part, one year experience, (an alternative to GRED 633) is open only to
graduate reading interns, to be taken concurrently with the internship experience. Each student works in a
practical education setting as a part-time assistant to a reading specialist. Pre-requisite: permission of the
instructor.
GRED 644 Clinical Practicum II:
Field-Based Practicum
(Reading Internship Seminar II)
A continuation of GRED 643. Prerequisite: GRED 643.
2 CR
GRED 645 Science, Technology and Society Studies for the K–12 Teacher 3 CR
As an introduction to the character of scientific inquiry, public controversy involving science and
technology, and socio-technical systems, the course provides a foundation for the use of science-technologysociety
materials in the K–12 classroom. Some attention will be given to the evaluation of currently available
K–12 materials.
GRED 649 Web Page Design
3 CR
The course is intended to provide graduate students in teacher education with practical experience in
web page design and development. The course will emphasize the understanding of the hypertext markup
language to create instructional web sites. Students will work with a variety of media, such as audio, video,
text, and graphics to exploit the personal computer’s ability to present information through the Internet.
ITED 650 Seminar in Instructional

Technology
3 CR
Seminar addressing topics and issues meeting the special needs of school systems, groups of teachers, or
others interested in the study and application of instructional technology.
ITED 651 Systematic Instructional
Design
3 CR
This is a course for educators interested in designing instruction, from classroom/lecture to
individualized instruction. Students will explore the various components of the instructional design process
including content analysis, sequencing, goal analysis and instructional strategies as they develop
instructional sequences.
ITED 652 Computer Graphics and
AV Production
3 CR
Students will produce computer graphics and integrate them into computer applications such as
Hyperstudio, Web Pages, or Powerpoint. Topics include creating graphics, digitizing and editing,
animation, resolution, commercial graphics, and integrating computer graphics into instructional products.
Prerequisite: One technology course with approval of adviser.
ITED 653 Instructional Planning and Development Process 3 CR
This course involves students in practical training in instructional planning and develop-ment.
Emphasis will be placed on understanding the relationship between planning and develop-ment theory and
practice. The course will provide an opportunity for students to examine the planning process in the
context of instructional environments.
ITED 654 Program Evaluation
3 CR
This course involves students in practical training in program evaluation. Topics will include audience
identification, evaluation design, question formulation, data gathering, analysis, reporting and metaevaluation.
ITED 655 Video Design/Production
3 CR
This course involves students in practical training in the use of video equipment for instructional
applications. Students will study the theoretical rationale behind video design and utilization, as well as
receive hands-on instruction in the use of video equipment. Prerequisite: GRED 614, GRED 651.
ITED 656 Multimedia Production
3 CR
This course involves students in practical training in multimedia production. An emphasis is placed on
the integration of a variety of instructional delivery systems in the production of instructional products.
Students will examine the use of a variety of media, including audio, video, text, and graphics to produce
instructional multimedia products. Prerequisite: one technology course with approval of adviser; also
recommended: GRED 621.
ITED 657 Practicum in Technology
3 CR
This course provides students in the I.T.M.M. program an opportunity to synthesize technology
knowledge and skills in an educational environ-ment. Each student works in a selected field setting to
improve the use of technology by students and teachers. Working from an approved plan of action, the
student works with field staff, maintains a log of activities and accomplishments, and submits a final report.
Prerequisite: permission of instructor. Fall and Spring.
ITED 658 Needs Assessment
3 CR
This course will provide students with a look at the ideas and practices that should take place when
decisions are first being made about instructional or program development. Students will focus on how
they can use these concepts and skills in different work applications, from developing classes and preparing
to implement State standards to analyzing organizations and institutions. In addition to presenting ideas
and skills this course will provide an opportunity to analyze and practice them.
ITED 659 Instructional Project
Development
3 CR

The purpose of this course is to provide students with the opportunity to apply the skills and
knowledge that they have acquired from other courses in the instructional technology program into one
complete project. Working from an approved plan, students will complete a project specific to their needs.
Class meetings will provide students the opportunity to share work in progress and elicit and provide
feedback from their colleagues and the instructor. Prerequisite: I.T.M.M. students in the final semester of
their program.
GRED 660 Educational Research
3 CR
This is a basic course designed to provide the graduate student of education with the knowledge and
analytical skills needed to: 1) understand and critically evaluate reports of research; 2) ask and attempt to
answer questions in ways that are likely to increase the accuracy and validity of one’s answers. Fall and
Spring.
GRED 661 Readings in Social Studies
Education
3 CR
Readings, analyses, and discussions of selected articles and books in history, historiography, the social
sciences and contemporary social commentary which will be of interest and use for teachers of social
studies, K-12. The selections will be primarily publications of the post-World War II period. Some will vary
each semester. Emphasized will be the selections’ usefulness as background readings for teachers of social
studies. Participants’ comprehension of underlying considerations of contemporary social, economic,
political, global, and environmental issues or topics will be enhanced. Appropriate discussion techniques
and critical thinking skills for the social studies lesson or classroom will be discussed and modeled.
GRED 670 Culminating Experience
(Project)
Maximum of 3 CR
The project may be a thesis; an empirical or library research project; a historical or philosoph-ical study;
a descriptive analysis; a curriculum design; a slide presentation; a module cluster; or something else of
particular use to the student. The project must be related to and draw from the student’s graduate program.
Prerequisite: Full Admission in an M.S. in Ed. or M.S. in Teaching degree program and approval of project
com-mittee, which must include the student’s graduate adviser. (Graded S*/U* only.)
GRED 677 Development and Learning
for Teachers
3 CR
This course is designed to provide classroom teachers with a sufficient understanding of the principles
and theories of both learning and human development to be better able to plan and carry out instruction.
MST only.
GRED 678 Student Teaching Seminar:
Issues and Ideas in American Education
3 CR
The course will provide a forum for discussion of the broad range of contemporary educational and
professional issues, as well as their historical routes. Students will critically examine various perspectives of
a topic through reading and research. For M.S.T. students only. Co-requisites: GRED 613 and GRED 696 or
697.
GRED 695
1-6 CR
Workshops, seminars, and/or institutes de-signed to meet special needs of school systems, groups of
teachers, or others interested in graduate level study in the field. Offerings available upon announcement by
the School of Education. Credit earned may be applied, under advisement, in Master of Science in
Education degree programs. For further information relative to special offerings, consult with the
Chairperson, Teacher Education Department, or graduate adviser.
GRED 696 Elementary Student Teaching
6 CR
This course consists of a semester of field experience in a public school setting. Students will be assigned
to an elementary experience over the course of half a semester. At some point during each experience,
students will assume teaching responsibilities under the direction and supervision of supervisory teachers
and college supervisors. Besides enabling the mastering of skill operating a classroom at the elementary
level, the internship is designed to give students opportunities for increased perception and experience as
professional educators, by working with principals, curriculum coordinators, teams of teachers, etc., as

appropriate. Students are expected to demonstrate skills in defining educational objectives, developing
learning experiences, selecting educational materials and evaluating pupil performance. M.S.T. only. Corequisites:
GRED 613, GRED 678.
GRED 697 Secondary Student Teaching
6 CR
This course will consist of a semester of field experience in a public school setting. Students will be
assigned to a secondary experience over the course of half a semester. Students are expected to demonstrate
skills in defining educational objectives, developing learning experiences, selecting educational materials
and evaluating pupil performance. M.S.T. only. Co-requisites: GRED 613, GRED 678.
GRED 699 Thesis Research
3 CR
The thesis topic is selected by the student according to his or her interest, with the approval of his or her
graduate adviser and thesis committee. An oral defense of the thesis is required. The original typescript of
the final document, presented in standard thesis format, becomes part of the holdings of the Teacher
Education Department.
Special Education Courses
SPED 505 Introduction to
Special Education
3 CR
Provides an overview of the educational, psychological and social needs of learners with disabilities and
gifted/talented students; discusses the impact of special education law on the public school program;
provides background for designing appropriate interventions for students with a variety of special learning
needs; this course may be applied to the prerequisite course requirement in the M.S.Ed.-Special Education
program.
SPED 607 Educational Research:
Critical Issues in Special Education
3 CR
This course will examine foundational research principles and classic and contemporary issues in
special education. The principles and methods of qualitative and quantitative empirical research will be
coordinated with an active investigation of research studies focused on special educational issues.
SPED 612 Assistive Technology in
Special Education
3 CR
This is a survey of the varied applications of recent technology, particularly computer-based technology,
in the field of special education. Students will work with hardware and software that allow the integration
of children with special learning needs into the regular educational program. In addition, they will gain a
broad understanding of the variety of technologies designed to meet the special needs of individuals with
disabilities. Prerequisite: EDLS 412 or equivalent course. Spring only.
SPED 623 Characteristics of Learners
with Mild/Moderate Disabilities I
3 CR
Considers the characteristics of learners with mild/moderate disabilities, including those with learning
disabilities, mental retardation and emotional behavioral disorders; identifies the commonalities and
differences among these disabilities; addresses the philosophy of service to such learners. Prerequisite:
EDLS 412. Co-requisite: SPED 624. Fall only.
SPED 624 Characteristics of Learners
with Mild/Moderate Disabilities II
3 CR
Same as SPED 623. Prerequisite: EDLS 412. Co-requisite: SPED 623. Fall only.
SPED 637 Diagnosis and Assessment of Educational Disabilities 3 CR
Provides information regarding techniques for the assessment of special learning needs for individual
learners; provides instruction and practice in observation, recording, charting, and curriculum-based
assessment; includes experience in selecting, administering, scoring, and inter-preting standardized tests;
discusses use of formal and informal assessment data in preparing and monitoring Individualized
Education Programs; addresses current issues and philosophy of assessment. Prerequisites: SPED 623/624.
Fall and Spring.

SPED 639 Practicum in
Special Education
3-6 CR
Provides experience in the application of techniques for evaluation and instructional programming for
learners with mild/moderate learning and behavioral disabilities; work with students shall include
educational assessment, implementation of Individualized Education Programs, and planning for
instructional activities designed to meet identified student needs. Prerequisites: Completion of all course
requirements for the M.S.Ed.-Special Education. Fall and Spring. Summer (6 cr. only).
SPED 640 Behavior Management
for the Special Educator
3 CR
Considers and provides practice in a range of techniques to achieve behavioral, social, and aca-demic
changes among students with disabilities; includes discussion of a range of techniques, including applied
behavioral analysis, cognitive behavior modification and social skills training; investigates ways to facilitate
behavioral changes in a variety of environments; considers the philosophical implications of various
approaches in management of behavior. Prerequisites: SPED 623/624. Fall only.
SPED 646 Strategies for Teaching Elementary Students with
Learning and Behavioral Disabilities
3 CR
Discusses selection, development and im-plementation of appropriate teaching strategies for use with
mild/moderate disabilities; includes developmental, remedial and compensatory strategies for use in
instruction and management, modifications to materials, teaching approaches, and the physical
environment, and the use of on-going evaluation procedures for monitoring student progress; develops
competencies in the formulation of Individualized Education Programs. A multidisciplinary approach to
education will be stressed. Prerequisites: SPED 623/624, SPED 637. Spring only.
SPED 647 Strategies for Teaching Secondary Students with
Learning and Behavioral Disabilities
3 CR
Discusses selection, development and im-plementation of appropriate teaching strategies for use with
secondary students with mild/moderate disabilities; includes developmental, remedial and compensatory
strategies for use in instruction and management, modifications to materials, teaching approaches, and the
physical environment, and the use of on-going evaluation procedures for monitoring student progress;
develops competencies in the formulation of Individualized Education Programs; discusses life skills
curricula and vocational education, as well as transition from school to community. A multi-disciplinary
approach to education will be stressed. Prerequisites: SPED 623/624, SPED 637. Spring only.
SPED 648 Early Childhood
Special Education
3 CR
Identifies the learning and behavioral needs of pre-school children with disabilities; considers the
philosophical issues involved in providing services in the least restrictive environment; develops
competencies in working with multi-disciplinary teams to develop Individual Family Service Plans;
discusses the selection, develop-ment, and implementation of teaching strategies for use with pre-school
children with disabilities; discusses procedures for monitoring student progress and communicating that
progress to parents. Prerequisites: SPED 623/624.
SPED 650 Collaborative Consultation with Professionals and Parents 3 CR
Develops competencies needed to work in cooperation with other special educators, regular educators
and parents, as well as support personnel, with the goal of effectively maintaining learners with
mild/moderate disabilities in regular class-room settings; includes the skills of communi-cation,
consultation, conflict resolution, sharing of assessment results, conduct of conferences and processes for
collaborative development of Individualized Education Programs. Prerequisites: SPED 623/624, SPED 637.
Fall and Summer.
SPED 670 Culminating Experience
0 CR
This culminating activity includes the compilation of a portfolio including samples of work completed
during the program. This process is designed to all students and instructors to reflect on the experiences in
the program and their growth as a result of those experiences. Students receive specific instructions on the
assembly of the portfolio during their first semester.

English Courses
COMP 505 Rhetorical Criticism
3 CR
A course that surveys works on the nature of discourse and rhetoric from Greek times to the present.
Major figures and seminal works in the field of rhetoric will be examined and their theories of discourse
compared. Among the topics covered will be the relationship between literary and non-literary forms of
writing; the relationship between oral and written speech; the evolving conception of rhetoric over the ages;
the functions of writing and rhetoric; the influence of other fields on rhetoric (e.g., psychology and
linguistics); the matter of style; the future of rhetorical studies.
COMP 507 Theory of Composition
3 CR
The course covers current theories and theoret-ical principles of necessity involving consideration of the
psychology and pedagogy of composition. Three ideologies will be examined: the traditional (Kinneavy, A
Theory of Discourse), the empirical (Hirsch, The Philosophy of Composition); and the rational (the
Chomskyan “school”).
COMP 509 Stylistics
3 CR
The course covers theories of composition that involve devices for securing emphasis and explicitness,
especially the use of metaphorical concepts built within language functions and structures, i.e., texts and
parts of texts. It will be primarily directed toward “literary” texts, but, since stylistics cannot be limited to
such texts only, other language styles will be explored, sometimes for sake of comparison and more often for
principles of style other than the ones defined as “literary.”
COMP 530 Rhetorical Theory
3 CR
An examination of some of the important contributors to rhetorical theory beginning with Plato and
Aristotle with particular emphasis on how the theories have influenced the shaping of contemporary
rhetoric. Prerequisite: COMP 201 or permission.
COMP 606 Professional Writing
3 CR
The course will center on form and style of composition ordinarily acceptable to editors of professional
publications: academic (usually technical), mass media (usually journalistic), and imaginative (usually
poetry and fiction). The theoretical part will include bibliography (the tracing of a text from its conception to
its publi-cation), variations in style and publication idio-syncrasies. The practicum will involve the students
in the actual writing of a text for publication.
COMP 608 Practicum in Writing
3 CR
A seminar in which students will be asked to report on their independent study of discourse as that
discourse is practiced in an area of their expertise. For example: teachers of writing may wish to study the
use of writing in education, or the writing of their students; those from the business sector may study office
communications such as the business memo, or other forms of business writing; those from technical fields
may wish to study technical prose, the communication of technical information, generally, and the tech-nical
report. Students will be asked to share their findings in seminar, so that some sense of similarities and
differences between the kinds of discourse, based on contextual constraints and expectations, can be
discovered. Will give more flexibility to the M.A. program, adding a compo-nent to allow students to do
course work in the study of writing on the graduate level.
LITR 518 Backgrounds to Western
Literature
3 CR
The focus may vary with each offering. Content will be chosen from among the major influences on
western literature: classical literature, the Bible or folklore.
LITR 520 Special Studies
3 CR
Different topics will be chosen each time from among various genres, themes and movements in English
and American literature.
LITR 523 Major Authors
3 CR
For each offering a major author from English or American literature will be chosen for detailed study.

LITR 552 British Fiction
3 CR
Course content will be chosen from among the many writers of fiction in England from the 18th century
to the present. The content may vary with each offering.
LITR 554 American Fiction
3 CR
Course content will be chosen from among the many writers of fiction in America from the 19th century
to the present. The content may vary with each offering.
LITR 556 Modern Fiction
3 CR
Course content will be chosen from among British and American fiction writers in the 20th century. The
content may vary with each offering.
LITR 558 Modern Poetry
3 CR
Course content will be chosen from among British and American poets writing in the 20th century. The
content may vary with each offering.
LITR 598 Independent Study
4-8 CR
Guided individual reading and research under the supervision of a member of the English graduate
faculty. The course is designed for those who are not preparing for the comprehensive examination.
LITR 615 Classical Literature
(Seminar)
3 CR
Individual research projects covering such areas as epic and lyric poetry; pastoral and elegy; comedy
and tragedy; satire; biography; philosophy and history; a study of the early Greek and Latin originals in a
particular genre or tradition and their most significant imitations in later European and British literature.
The course is intended as the most logical starting point for any study of the development of Western
thought; content is as diversified as the range of ancient literature itself.
LITR 620 Special Studies in Genres, Themes, Ideas and Movements (Seminar) 3 CR
The course content will be changed with each offering and will include intensive study of such areas as
tragedy, comedy, satire, romance, classi-cism, humanism, romanticism, modernism, author and society,
literature and philosophic trends, or literature as social criticism. When more than one offering will be made
in the area, additional course numbers will be assigned. Content title will be announced in schedules.
LITR 623 Seminar in a Major Author
3 CR
Problems and topics in the works of a major author. Content title will be announced in schedules.
LITR 628 Literary Criticism (Seminar)
3 CR
A study of the literary theory of the major lit-erary critics from antiquity to the present including
Aristotle, Dryden, Pope, Johnson, Wordsworth, James and Frye.
LITR 630 Chaucer
3 CR
A reading of the complete works of Chaucer and a knowledge of the major critical schools is required.
LITR 632 Medieval Literature (Seminar)
3 CR
A study of major texts of Old and Middle English authors, excluding Chaucer.
LITR 642 Sixteenth Century Literature
3 CR
The course content will be changed with each offering, alternating between the poetry of Sidney,
Spenser and Shakespeare, and the drama before Shakespeare.
LITR 644 Shakespearean Tragedy
(Seminar)
3 CR
The course content will be changed with each offering and will include Shakespeare’s tragedies,
Shakespeare’s comedies and romances, and related studies.
LITR 647 Seventeenth Century Literature (Seminar)
3 CR

The course content will be changed with each offering and will include such areas as poetry (with
intensive study of the major metaphysical and Cavalier poets, especially Jonson, Donne, Herbert, Herrick
and Marvell), non-Shakes-pearean drama, or prose of the period. Content title will be announced in
schedules.
LITR 650 Restoration and Eighteenth Century Literature (Seminar) 3 CR
The course content will be changed with each offering and will include such areas as an intensive
survey of British literature on the 18th century (with focus on Dryden, Pope, Defoe, Swift, Johnson, Boswell,
Blake and Burns) or drama during the period (with emphasis on the plays of Dryden, Otway, Wycherley,
Congreve, Gold-smith, Sheridan and others). Content title will be announced in schedules.
LITR 660 The Romantic Period in
English Literature (Seminar)
3 CR
A close study of certain technical and intellectual aspects of Romantic poetry, including the lyric, the
long poem and the impact of the French Revolution. Poets included will be Blake, Wordsworth, Coleridge,
Byron, Shelley and Keats.
LITR 665 The Victorian Period (Seminar)
3 CR
An examination of the major concerns of the Victorian period as reflected in poets and prose writers,
including Tennyson, Browning, Thack-eray, Eliot, Dickens, Arnold, Carlyle and Ruskin.
LITR 675 American Transcendentalism (Seminar)
3 CR
A careful study of Emerson, Thoreau, Whit-man and others who contributed to the American
transcendentalism movement.
LITR 680 Studies in American Literature (Seminar)
3 CR
The course content will be changed with each offering, with the content title being announced in
schedules.
LITR 692 Independent Readings
4 CR
One area of required readings chosen from among 10 major areas of English and American literature
under the supervision of a member of the English graduate faculty. (The M.A. in English degree programs
requires a total of 8 credits of LITR 692.)
LITR 698 Tutorial Study
3 CR
A study in a particular literary area or problem selected by the student and under the guidance of a
member of the English graduate faculty.
LNGS 612 Studies in English Linguistics (Seminar)
3 CR
Problems and topics in the study of English linguistics. Prerequisites: course study in linguistics or
history of the English language; proficiency in phonemic transcription may be required.
Geology Courses
GEOL 501 Seminar on Evolution
3 CR
Interdisciplinary seminar on the theory of evolution. Readings and discussions on the general theory of
evolution, genetics and variation, natural selection, sexual selection, origin of species, the fossil record and
human evolution. Each student will lead one or more of the discussions and present a talk and written
report on some aspect of evolution and a written report on the teaching of evolution in the public school
curriculum. Prereq: graduate status; permission of adviser.
GEOL 598 Independent Study
in Geology
3-6 CR
Geological study projects generally limited to topics that are not part of the regular course offerings.
Prerequisite: departmental approval.
GEOL 680 Geology Research Problem
3-6 CR

Original research designed to give practical experience in any area of geology. The student, under
advisement, must present a research proposal in writing to the supervising professor. If approved, the
research must be conducted in close cooperation with one or more graduate faculty members in geology.
Health and Physical
Education Courses
HLTH 531 Bereavement, Dying and Death
3 CR
An examination of the social and psycho-logical implications of the study of bereavement, death and
dying with particular emphasis on their relevance to enhancing the quality of life. Death is viewed as an
integral part of life and the final stage of growth, more than a mere biological event. A focus of the course is
to provide an understanding of those issues which have an impact upon individuals when going through
life-threatening processes and confronting losses of various types. An analysis of cultural avoidance and
denial is explored.
HLTH 545 Advanced Alcohol Studies
3 CR
Viewing ethyl alcohol as a physiologically addictive liquid drug, the course is designed for teachers,
helping professionals, volunteers and public employees concerned with societal and medical implications of
alcohol use and abuse. Focusing on societal and individual beliefs about alcohol, possible causes of
alcoholism, its wides-pread effect and approaches to prevention and treatment are major considerations.
Other concerns related to alcoholism will be:
– Physiological and behavior effects.
– Group process and self-awareness in prevention and treatment.
– Counseling rehabilitation approaches.
– Community resources and realistic goal-setting.
– Impact on the roles of family members.
– Legal and safety aspects of alcohol use and abuse.
HLTH 550 Drug Studies
3 CR
Emphasis on causes, pharmacology and approaches in primary prevention of use and abuse of drugs.
History Courses
HIST 640 Readings in American History
3 CR
Programs of individual study, designed with the advice of the instructor, on selected topics in American
history. (May be taken more than once.) Prerequisite: 12 hours in history.
HIST 641 Readings in European History
3 CR
Programs of individual study, designed with the advice of the instructor, on selected topics in European
history. (May be taken more than once.) Prerequisite: 12 hours in history.
Mathematics Courses
MATH 522 Number Theory
3 CR
Divisibility, simple continued fractions, con-gruencies, diophantine equations and quadratic residues.
Prerequisite: MATH 152. As demand warrants.
MATH 524 Modern Algebra II
3 CR
Topics in the theory of groups, rings and fields, such as factorization and Galois theory. Prerequisite:
MATH 423. (MATH 375 recommended.)
MATH 526 Linear Algebra II
3 CR
Selected topics: inner product spaces, canonical forms, bilinear and quadratic forms. Prerequisites:
MATH 375 and permission. As demand warrants.

MATH 541 Introduction to Topology
3 CR
Open and closed sets, continuous functions, compactness, connectedness, separation properties and
product spaces. Prerequisite: MATH 451 or permission. Spring only.
MATH 542 Algebraic Topology
3 CR
Concept of homotopy, fundamental group, covering spaces, integral homology and cohomol-ogy.
Prerequisite: MATH 541. As demand warrants.
MATH 543 Topics in Topology
3 CR
Topics such as surfaces and manifolds, knot theory, geometry of the hyperbolic plane, dimen-sion
theory, geometry in higher dimensions. Prerequisites: MATH 375, MATH 423 and MATH 451 or
permission. May not be repeated for additional credit. As demand warrants.
MATH 547 Theory of Sets
3 CR
Theoretical set concepts, axioms of set theory; axioms of choice and Zorn’s lemma, ordinals and
cardinals, transfinite induction. By invitation only. Prerequisites: MATH 340 and permission. Spring only.
MATH 553 Concepts of Geometry
3 CR
Topics from Euclidean and non-Euclidean geometries: theory of transformations of the plane, elements
of projective geometry, etc. Prerequisites: MATH 375 and MATH 423 or permission. Spring only.
MATH 562 Probability and Mathematical Statistics II
3 CR
Sampling distributions, tests of hypotheses, linear regression, non-parametric methods, sufficient
statistics and further topics in statistical inference. Prerequisite: MATH 461. Spring only.
MATH 567 Introduction to Complex Variables
with Applications
3 CR
Complex numbers, analytic functions, contour integration, power series, conformal mapping, residues
and poles. Prerequisite: MATH 451. Spring only.
MATH 661 Topology I
3 CR
Ordinals and cardinals, topological spaces, metric spaces, Cartesian products, connectedness,
identification topology, weak topologies, separa-tion axioms. Prerequisite: MATH 451 or per-mission.
Spring only.
MATH 662 Topology II
3 CR
A continuation of MATH 661. Second countable spaces, filter bases, compactness and function spaces.
Prerequisite: MATH 661 or permission. As demand warrants.
MATH 671 Abstract Algebra I
3 CR
Groups, Sylow theorems, rings, modules. Prerequisites: MATH 375 and permission. Fall only.
MATH 672 Abstract Algebra II
3 CR
A continuation of MATH 671. Galois theory, structure theorem for semisimple rings, injective and
projective modules, introduction to homological algebra. Prerequisites: MATH 671 and permission. Spring
only.
MATH 681 Complex Variables I
3 CR
Complex numbers, holomorphic functions, Cauchy’s integral theorem and formula, Taylor and Laurent
series, residue calculus, analytic functions and analytic extension. Prerequisite: MATH 451 and permission.
Spring only.
MATH 682 Complex Variables II
3 CR
A continuation of MATH 681. Conformal mapping, Riemann mapping theorem and Dirichlet problem,
representation of entire functions and meromorphic functions. Pre-requisites: MATH 681 and permission.
As demand warrants.
MATH 691 Real Variables I
3 CR

Real number system, comparison of Riemann integral and Lebesgue integral, measurable func-tions,
Lebesgue Dominated Convergence Theorem. Prerequisites: MATH 451 and permission. Fall only.
MATH 692 Real Variables II
3 CR
A continuation of MATH 691. Normed linear spaces, Hilbert spaces, modes of convergence, Radon-
Nikodym theorem, Riesz representation theorem, Fubini’s theorem. Prerequisites: MATH 691 and
permission. Spring only.
MATH 696 Advanced Topics
3 CR
Seminars in advanced topics from various branches of mathematics. May be repeated if content
changes. Prerequisite: permission. As demand warrants.
MATH 698 Seminar (Tutorial)
3 CR
Study of current topics in mathematics as found in research articles or reference texts. Prerequisites:
four of the 600-level graduate mathematics courses required for the M.A. degree and permission of the
department chair. May be repeated if content changes. As demand warrants.
Music Courses
MUAC 520 Technology Applications
for the Music Educator
3 CR
Exploration of current uses of computer and MIDI technology in an educational setting. Instruction and
experience in Macintosh micro-computers and MIDI software with a focus on classroom applications.
Projects will include the use of sequencing, notation, and interactive comp-osition software, as well as
Hypercard in developing interactive CD-ROM tools. Previous knowledge of computers is beneficial but not
required.
MUAC 630 Production Techniques for
Music Theatre
3 CR
Development of basic skills in music theatre production management. Includes practical hands-on
experience working on a Crane School of Music opera production. The course is designed for music
performers, as well as music educators.
MUAP XXX Performance Ensembles 1 CR
By arrangement and/or audition with in-structor. Graduate students may enroll for credit in
performance groups. Course number varies with type of ensemble.
MUCE 501 Curriculum Development
in the School Music Program
3 CR
Examination of the systematic process of program development. Focus upon the develop-ment of
general goals, program objectives, and instructional objectives, as well as the design and sequence of
musical experiences and materials. Final project involves the development of a program for a specific
course of study; school music teachers are encouraged to gear projects toward their own specific teaching
situations.
MUCE 508 Advanced Woodwind
Techniques
3 CR
Performance on each of the primary woodwind instruments—flute, oboe, bassoon, clarinet, alto
saxophone. Discussion of pedagogical issues and survey of instructional materials for the school
instrumental music teacher. Students should bring a supply of reeds; instruments will be provided.
MUCE 509 Advanced Brass Techniques
3 CR
Performance on each of the primary brass instruments—trumpet, horn, trombone, eupho-nium, tuba.
Discussion of pedagogical issues and survey of instructional materials for the school instrumental music
teacher. Instruments will be provided.
MUCE 523 Advanced Issues in

Music Education
3 CR
Examination of critical issues which impact music in the schools, including curriculum development,
the use of technology in the music class, multicultural music, and classroom management skills. Students
will have an opportunity to evaluate instructional techniques and develop program goals for their particular
teaching situation.
MUCE 524 Rehearsal Techniques and Repertoire for the Instrumental
Ensemble
3 CR
Examination of methods and materials for the development of the school band or orchestra program.
Areas of concentration include score study and analysis, rehearsal procedures, and repertoire.
MUCE 530, 531, 532 School Instrument Repair and Maintenance (Woodwind, Brass, Percussion) 1 CR
Overview of most commonly encountered problems of student-quality woodwind, brass and percussion
instruments. Emphasis on problem identification and deficiency correction in the school setting.
MUCE 538 Teaching Traditional Music and Instruments in the General Music Class 3 CR
Development of classroom materials and enrichment activities for the implementation of traditional
music in the general music class. Discussion of performance techniques and hands-on experience with
guitar, banjo, mandolin, autoharp, pennywhistle, recorder, and dulcimer. No prior performance experience
on traditional instruments is necessary.
MUCE 539 Teaching Elements of the N.Y.S. General Music Syllabus through the Lap Dulcimer 3 CR
The course is designed to assist general music teachers in realizing a participatory program that
includes the elements of listening, composing, theory, and musical and social history using the lap dulcimer
as a teaching tool. Concepts and materials are transferable to a variety of other media (e.g., piano, guitar,
Orff instruments).
MUCE 540 Survey of Wind Band
Literature
3 CR
Study of serious wind repertoire written for combinations of more than 20 performers. History of wind
band literature and wind instruments will be examined from the French Revolution to the present.
MUCE 541 Marching Band Technique
3 CR
This “hands on” course is designed for the teacher with some or no experience with marching band. It
will cover such topics as program development, teaching/rehearsal methods, marching fundamentals for
parade, traditional style and competitive corps style marching, and an introduction into contemporary
computer show design and charting techniques. Basic mouse and Windows skills are a prerequisite.
Summer only.
MUCE 545 Music in Special Education
3 CR
Survey of music materials and methods for use by music educators with exceptional children in the
public schools. The musical abilities and potential of mentally retarded, emotionally disturbed, learning
disabled, visually handicapped, hard of hearing, and gifted children will be discussed. Projects include
designing original music materials for classroom use.
MUCE 547 Piano Pedagogy 1
3 CR
Methods, materials, repertoire, and philosophical bases for adult and college-level piano instuction.
Also includes current trends in piano pedagogy, keyboard technology, and readings in piano pedagogy.
Student teaching is required.
MUCE 548 Piano Pedagogy 2
3 CR
Methods, materials, repertoire, and philosophical bases for early-age, elementary, and intermediate
piano instruction. Also includes current trends in piano pedagogy, keyboard technology, and readings in
piano pedagogy. Student teaching is required.
MUCE 601 Philosophies and Issues in
Music Education
3 CR

Survey of educational philosophies which have influenced current thought. Discussion of issues
regarding public school music instruction, administration, and supervision including curricular structure
and evaluative techniques.
MUCE 602 Developmental Psychology of Music: Implications for Classroom
Instruction
3 CR
Examination of the psychological processes that underlie musical learning. Emphasis given to
understanding these processes within a develop-mental framework. Additional attention given to
examining psychological processes involved in listening, performing, and composing/improvising. Both
theory and research are examined for classroom application.
MUCE 609 Evaluation in
Music Education
3 CR
An investigation of rationales for evaluation, problems facing the evaluator and possible solutions to the
problems. Existing methods and instruments for evaluation in music are studied.
MUCE 620 Piano Pedagogy Project
3 CR
Advanced project in piano pedagogy completed under faculty supervision. Prerequisite: Instructor
consent.
MUCE 640 Projects and Readings in
Music Education
3 CR
Individual investigation and analysis through reading of selected topics in music education. The student
writes analytical and critical papers on selected basic sources in music education, con-cluding with a
comprehensive paper summarizing the readings. The course is intended to allow the student to investigate
subject topics not included in regular course work.
MUCE 699 Thesis/Graduate Research
Project in Music Education
3 CR
Completion of a major research project in the field of music or music education. Working with a faculty
adviser on a tutorial basis, the student will develop a proposal for a study which must be approved by
faculty committee before the student embarks upon the project. The project culminates in the preparation of
a written report of the research project (in thesis format) and an oral defense of the report before a faculty
committee. The student will register for Thesis/Graduate Research Project each semester that the student is
actively working on the project with the assistance of the adviser. A copy of the document becomes part of
the College library.
MUCH 501 History of Western Music
3 CR
Survey of major stylistic developments, composers, forms and genres of Western music from the earliest
music into the 20th century. Primary emphasis on the development of musical style in all historical periods.
MUCH 520 Performance Practices
of Early Music
3 CR
Seminar in performance practices of early music from Gregorian chant through Baroque. Lecturedemonstrations,
discussions, reports, readings, music selection, transcription, editing. Study of
representative styles includes use of replicas of early instruments.
MUCH 604 Music of the Nineteenth
Century
3 CR
Examination of the principal composers and musical repertoire of the Romantic period, in-cluding the
influence of contemporary philosophy, literature, and social climate upon 19th century musical life.
MUCH 611 Introduction to
Graduate Study
3 CR
Survey of bibliographic and resource materials in music, education, and music education. Exami-nation
of basic research methodologies, techniques and procedures and their practical applications. Core course for
all Master of Music degrees.

MUCH 614 Symphonic Literature
3 CR
Examination of symphonic works in the standard repertoire. Emphasis will be placed upon the
aesthetic, stylistic, and historical aspects of the literature.
MUCH 621, 622, 623 Seminar in Music
History and Literature I, II, III
3 CR
Achievement in and knowledge of essential materials for a comprehensive study of the fields inherent
in musicology. Consideration of such topics as: stylistic development within historical periods and among
salient composers; problems of notation and its growth.
MUCH 630 History and Literature
of the Art Song
3 CR
History and survey of the Art Song literature from Beethoven to Charles Ives. Principal areas of
emphasis will be the German Lied, French Melodie, and the American Art Song. Stylistic evolution and
features of representative com-posers’ works will be traced through analysis of music in relation to the
poetic texts.
MUCH 638 Music in America
3 CR
Survey of the variety of musical experiences in the United States, including Native-American music,
early American psalmody, and the respective developments leading to jazz and the commercial genres.
Special emphasis will be given to major movements and composers of the cultivated tradition and the
avant-garde.
MUCH 641 J. S. Bach
3 CR
Examination of the music of Johann Sebastian Bach. Historical and biographical factors which
influenced Bach’s composition will receive major consideration. Class performance will be included.
MUCH 699 Thesis in Music History
and Literature
3 CR
The thesis, written on a topic selected by the student on the basis of interest, is developed with the
approval of the student’s adviser and a guidance committee. An oral defense of the thesis is an integral part
of the course. Thesis in Music History and Literature may meet periodically as a class. A copy of the
document becomes part of the College library.
MUCP 541 Advanced Conducting
2 CR
Study of advanced conducting problems. Special emphasis on 20th century works and recitatives.
MUCP 630 Opera Production Workshop
3 CR
Scene and costume construction directed and supervised by the instructor and professional technical
staff. One full production of an opera, operetta or musical comedy is undertaken each semester.
MUCP 640 Literature and Pedagogy
2 CR
Etude and solo literature in the student’s major performing medium; study and discussion of teaching
methods and strategies appropriate for the medium.
MUCP 648 Flute Orchestral Studies
3 CR
Study of ensemble concepts and major flute and piccolo excerpts from the orchestral literature through
the study of complete parts, scores, and recordings. Orchestral routine and the responsibility of each section
member will be discussed. Some memorization of materials is required. Designed for flute students
pursuing the M.M. degree in Performance.
MUCP 681 Chamber Music
1 CR
Study and rehearsal of representative chamber works in the student’s major performance medium
under the guidance of an instructor.
MUCS 610 Performance Concentration
MUCS 620 Performance Concentration
1 CR
2 CR

MUCS 630 Performance Concentration
3 CR
Private studio instruction on student’s principal performance medium. Prerequisite: availability and
consent of instructor.
MUCT 517 Analytical Techniques
3 CR
Development of techniques for analysis of structural elements and forms of music (e.g., motive, phrase,
period, binary, ternary, rondo, variation, sonata). Examination of compositional procedures for polyphonic
and serial music. Repertoire selected from all historical periods and styles.
MUCT 520 Theory and Analysis of
Twentieth Century Music
3 CR
In-depth analysis of major 20th century compositions by Debussy, Stravinsky, Bartok, Prokofiev,
Hindemith, Schoenberg, Webern and Messiaen.
MUCT 521 Orchestration
3 CR
Techniques of orchestration for various instrumental ensembles at an advanced level culminating in the
scoring of a work for full symphony orchestra.
MUCT 601, 602, 603 Composition I, II, III
3 CR
Application of devices and techniques used in contemporary composition. Work in larger homophonic,
contrapuntal, and symphonic forms.
MUCT 611, 612 Electronic
Composition I, II
3 CR
Study of, and experience in, the art of composing with electronically-generated sound. Examination of
major works in the repertoire. Working independently, students will create their own electronic
compositions.
MUCT 697 Thesis in Music Composition
3 CR
Extended original composition with an accompanying analytical paper, developed with approval of the
student’s adviser and a guidance committee. A performance is suggested.
MUCT 699 Thesis in Music Theory
3 CR
Detailed stylistic analysis of a major com-position, developed with approval of the student’s adviser and
a guidance committee.
Philosophy Courses
PHIL 601, 602 Studies in Normative
Problems
3 CR
Graduate students desiring to pursue studies in ethical theory, social and political philosophy,
aesthetics, or philosophy of law should consult with the chair of the philosophy department. Students may
pursue their interests through course work or through tutorial study.
PHIL 603, 604 Studies in Logic, Foundations
of Knowledge and Metaphysics
3 CR
Graduate students desiring to pursue studies in symbolic logic, theory of knowledge, philosophy of
history, philosophy of science, philosophy of the social sciences, philosophy of language, philosophy of
religion, or metaphysics should consult with the chair of the philosophy department. Students may pursue
their interest either through course work or through tutorial study.
PHIL 605, 606 Studies in the History
of Philosophy
3 CR
Graduate students desiring to pursue studies in the philosophy of a historical period or in the
philosophy of an individual thinker should consult with the chair of the philosophy department. Students
may pursue their interest either through course work or through tutorial study.

Sociology Courses
SOCI 510 Readings in Sociological
Theory
Critical review of major works in sociological theory.
SOCI 520 Readings in Sociological
Methods
Critical review of major works in research methods.
SOCI 540 Readings in Urban Sociology
Critical review of major works in the field of sociology.
3 CR
3 CR
3 CR
SOCI 550 Readings in Sociology
of the Family
3 CR
Critical review of major works in the field of sociology of the family.
SOCI 560 Readings in Sociology of
Deviance and Corrections
3 CR
Critical review of major works in the fields of sociology of deviance and corrections.
SOCI 570 Readings in the Sociology of Education
3 CR
Critical reviews of major works in the area of sociology of education.
SOCI 600 Readings: Selected Topics in Sociology
Critical review of major works in a subfield of sociology.
3 CR
SOCI 661 Sociology of Human Services
3 CR
This course is designed to provide students with the ability to understand and analyze human services
as social phenomena. This includes understanding the relationship of human services to other aspects of
society as well as a grasp of social relationships within the organization of the human service field.