suny report card 2011

8/6/2019 SUNY Report Card 2011

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Report Card GuideAs noted, the purpose of this Report Card is to monitor our progress in implementing The Power of SUNY. While a unique endeavor among systems of higher education, the effort is

not intended simply as an exercise in self-promotion, nor should the reader ascribe a punitive quality to the Report Card we are not scoring our performance for purposes of

assigning failing grades or meting out negative consequences. Instead, given the tremendous effort in developing the strategic plan, our deep commitment to its goals, and our philosophy of

constant improvement, it only seems fitting that we measure our progress.

Moreover, as a self-assessment and progress tool, SUNYs Report Card has the added benefit of telling our storyand documenting our contribution to New York States health and

vitality in a concise and efficient manner. To this end, the Report Card can further our advocacy efforts with policy makers and external stakeholders, thus helping advance our cause

of increased state support and regulatory flexibility.

I. FORMAT

We have divided our Report Card into three sections:

A Competitive SUNY, which brings to life our Power

of SUNYcommitment to building a better university;

Diversity Counts, which tracks our commitment

to building upon our rich tradition of providing

opportunity to traditionally underserved populations

and better preparing students for the myriad of

complex issues they will face as the next generation

of state, national, and international leaders; and

A Competitive New York, which tracks our progress

in implementing the strategies associated with our

Six Big Ideas. In each section, you will find metrics

that represent national best practices and objective

data designed to hold us accountable to the task

of driving New Yorks economic recovery. Numbers

throughout this document are rounded for ease of

reading. In some places that means totals and sub-

categories do not match exactly.

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experII. THE EVOLUTIONARY NATURE

OF THE REPORT CARD

The Report Card you see today will most certainlyevolve over the course of the next several years.

In fact, this first edition represents our baseline

year wherein we establish the place from which

we begin to show progress and improvement.

We also fully anticipate that over time, new metrics

will be added and others abandoned. Certainly, core

metrics, particularly those that track standard and

well-accepted measures will remain constant. In

other areas, however, experience will teach us

something about gaps in precision, areas for

improvement, and measures that do not actually

track real progress.

Throughout this report, you will also see

a metric defined, but without associated data.

In such instances, we have identified a metricwe believe is important to track, but for which

we lack data today. Our commitment is to develop

the necessary processes or systems to collect

this data in a timely fashion and to incorporate

the results of this work into future editions of the

Report Card.

You will also note that the metrics chosen for

this Report Card do not measure progress in

exactly the same way. Throughout the document

you will see a mix of hard numbers and percentages,

as well as measures that assess processes instead

of outcomes. In each case, we have tried to choose

metrics that best advance the achievement of the

goal in question.

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A COMPETITIVESUNYBy building a better SUNY, we not only improve upon the delivery of our core mission, but also better

enable implementation of the strategic plan. Accordingly, the metric set forth in A Competitive SUNY

tracks our progress in improving the delivery of our core mission To Learn, To Search, To Serve.

In selecting these metrics, we looked to national best practices and existing databases to i nform our

thinking. In this section you will find the essential measurements that define modern public higher

education. SUNYs strength is rooted in its connectedness as a system, so throughout this document

you will find data for the entire University, along with specifi c aspects for our specialized components.

TO LEARN

TO SEARCH

TO SERVE

STUDENTS AND FACULTY

FINANCIAL HEALTH


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To Learn

GRADUATION RATES

FIRST TIME, FULL-TIME BACHELORS DEGREE

TRANSFER ASSOCIATES DEGREE

OR CERTIFICATE

TRANSFER BACHELORS DEGREE

FIRST TIME, FULL-TIME ASSOCIATES

DEGREE OR CERTIFICATE

88%

55%

62%

26%

83%

61%

76%

75%

61%

24%

77%

56%

RETENTION RATESSUNY SUCCESS

SUNY SUCCESS

Traditional measures of graduation rates do not

take into consideration students who elect to make

certain transfer decisions. Because transfer is such

an important aspect of SUNYs system, we developed

this measurement to quantify the rates at which

our students earn degrees or certificates within the

standard time frame regardless of transfer behavior.

In other words, this item measures; 1) students who

stay at one SUNY school; 2) students who transfer

between two or more four-year schools; or 3)

students who transfer between two or more two-

year schools.

GRADUATION RATES

Graduation rate is the percentage of students

entering college for the first time in a full-timecapacity with the intention of earning a degree or

certificate and are successful in a specific amount

to time for an associates degree that time frame

is three years; for a bachelors degree it is six years.

RETENTION RATES

In order to graduate, students must first return

for their second year in college. Retention rates

count the percentage of students entering college

for the first time in a full-time capacity returningfor year two.


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COURSES AVAILABLE ONLINE

The ability to take courses online is increasingly important:

here we intend to track their availability.

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TRANSFER

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133

70

135

71

NUMBER OF CREDITS

AT GRADUATION

One in three SUNY students is a transfer student,

meaning these students attend more than one

college in the course of their higher-education

career before completing a degree. Therefore, the

ability to seamlessly transfer within SUNY is critical.

This metric compares the number of credits earned

by transfer students vs. non-transfer students.


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OUR RESEARCH ENTERPRISE

To Search

FACULTY/STUDENT RESEARCHAND CREATIVE PRODUCTIVITY

RESEARCH EXPENDITURES*

RESEARCH EXPENDITURESPER TENURE-TRACK FACULTY

NUMBER OF LICENSES*EXECUTED

NUMBER OF FACULTY ANDSTUDENTS PARTICIPATING INSPONSORED GRANTS*

38,300 Publications

(2003-2005)

123,100 Citations

(2003-2005)

$849,961,000 all SUNY

$720,332,000 Doctoral

Campuses only

$123,000 all SUNY

$255,000 Doctoral

Campuses only

Faculty 3,920

Students 5,290

Total 9,210

49 IN 20089

Publishing or executing original scholarly or creative work is a hallmark of academia.

Having other academics cite or reference your work is a badge of honor.

Tracking how much is spent on research activity is the national standard for evaluating

the breadth of a research enterprise. Why is this item presented by amount spent

versus dollars awarded? For a couple of reasons: First, many research grants are multi-

year projects, and using annual expenditures is a nationally accepted way to develop a

comparable figure on an annual basis. Second, many colleges and universities contributeoperating dollars to their research enterprises and those funds are equally important.

Total dollar figures, especially of this magnitude, can be hard to evaluate. Looking at

research expenditures per tenure and tenure-track faculty can be more meaningful.

In the process of bringing new intellectual property i.e., discoveries to the market,

executing a license is a milestone. It is at this juncture that a new discovery receives

external validation.

Looking at the number of faculty and students involved in sponsored grants is an

indicator of how engaged our learning community is in research activity.

NOTE: *Represents figures from four-year schools only as reported by the SUNY Research Foundation.


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To Serve

GRADUATES EMPLOYED

IN NEW YORK STATE

SUNYs mission is to prepare our students well for

the workforce so they get good jobs, stay in New

York, and become productive citizens.

MEDIAN INCOME OF GRADUATES

EMPLOYED IN NEW YORK STATEOne way to differentiate jobs from good jobs

is to look at income. We believe higher education

has a tangible value in the market place, and we

seek to define that value here.

GRADUATES IN SUPPORT OF

NEW YORK STATE WORKFORCE NEEDS

The Department of Labor projects which industries

are most in need of qualified workers. SUNY

is focused on providing highly skilled graduates

to fill those needs that require a college degree

or certificate.

AFFORDABILITY/COMPARATIVE DEBT

OBLIGATION UPON GRADUATION

More than 30 percent of SUNY students receive

some form of financial assistance; for many, higher

education would be out of reach without it. For

students who benefit from financial assistance, the

affordability of a SUNY education (and the value of a

SUNY degree in the job market) can be measured in

part by their ability to manage and, eventually, settlestudent debt post graduation.

DIVERSITY CONTENT IN

THE CURRICULUM AND

COURSE OFFERINGS

In an increasingly diverse world, our students must be

culturally competent. We think by providing the right

balance of diversity content in our curriculum, we can

help students gain these important skills. Tracking

curricular opportunities, we think, will allow us to strike

this balance. You will see si milar measures focusing on

different areas in this Report Card.

SYSTEM ENERGY CONSUMPTIONAs one of the largest energy consumers in New York,

SUNY can tangibly impact the states energy use. Its

a matter of leadership, but also a matter of economics

using less energy means more money can be put

towards our students and our academic mission. We are

using a measure of consumption per square foot to be in

line with New Yorks Executive Order 111.

140,565 BTU/sf

PURCHASING POWERAs one of New Yorks largest and most important

assets, SUNY contributes directly to the local economy.

Beyond providing education and jobs, SUNY is a mass

purchaser of goods and services. Other than personal

services all expenditures other than salaries and

benefits is one way to think about the purely monetary

impact SUNY makes.

SUNYs annual purchasing power:$2,848,451,000

PATIEN

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Students and Faculty

AVERAGE TIME TO DEGREE

The longer it takes for students to complete their

degrees, the higher the personal cost of their

education. While there are many personal factors that

can impact the time it takes a given student to earn a

college degree, promising college careers can also be

prolonged or derailed indefinitely as a consequence

of budget restrictions or flaws in policy. SUNY is

committed to eliminating obstacles and increasing the

number of graduates of its two-, four-, and five-year

programs to complete their course requirements on

time. These figures include full- and part-time students.

TIME TO EMPLOYMENT

UPON GRADUATION

Our mission is to prepare students to be career ready

upon graduation. By tracking how long it takes our

students to find jobs we can begin to understand how

well we execute that mission.

INTERNATIONAL STUDENTS

International diversity is important in developing a

globally competent student body something we talk

more about in the SUNY an d the World section.

18,200 international students: 4%

DIVERSITY OF FACULTY AND STAFF

Its important to us that the diversity of our students is

reflected in the diversity of our university leadership.

We use standard federal classifications.

STUDENT DIVERSITY

SUNY was founded with the intention to provide fair

access to higher education, without regard to ethnicity.

We use standard federal classifications.

RACE

TOTAL

WHITENON-HISPANIC

ALL MINORITIES

BlackNon-Hispanic

Hispanic

Asian/PacificIslander

NativeAmerican/Alaskan

NON-RESIDENTALIEN

UNKNOWN

PERCENTAGENUMBER

439,500 100%

286,800 65%

90,600 21%

39,200 9%

29,400 7%

19,700 4%

2,200 1%

18,200 4%

44,000 10%

FIRST TIME BACHELORS DEGREE

FIRST TIME ASSOCIATES DEGREE

4.5 years

4.6 years

TOTALEMPLOYEES

WHITENON-HISPANIC

ALL MINORITIES

BlackNon-Hispanic

Hispanic

Asian/PacificIslander

Native American/Alaskan

NON-RESIDENTALIEN

PERCENTAGENUMBERRACE

85,800 100%

68,600 80%

13,300 16%

6,900 8%

3,000 3%

3,200 4%

300


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DIVERSITYCOUNTSThe Power of SUNY made promises to embed SUNYs commitmentto diversity in everything we do. Diversity enriches our lives and theeducational experience: it invigorates conversations, awakens curiosity,and widens perspectives. Diversity also ensures our campuses mirrorthe rapidly changing world, creating an environment that prepares ourstudents to be culturally competent so they can succeed anywhere.

DIVERSITY COUNTS IN A COMPETITIVE SUNY

DIVERSITY COUNTS IN A COMPETITIVE NEW YORK


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Diversity Counts in a Competitive SUNY

In A Competitive SUNY, we looked at a number of measurements typically associated with

responsible 21st-century higher education. In this section, we seek to look at the same elements, but

using disaggregated data to highlight opportunities for us to better serve underrepresented populations.

For the purposes of data integrity, we have used federal Department of Education classifications.

TOTALWHITENON-HISPANIC

BLACKNON-HISPANIC HISPANIC

ASIAN/PACIFICISLANDER

NATIVEAMERICAN/ALASKAN

NON-RESIDENTALIEN UNKNOWN M A LE F E MA L E

56%56% 56% 56% 56% 50% 55% 56% 53% 58%

77%77% 74% 76% 81% 63% 73% 80% 78% 76%

65%61% 54% 61% 72% 51% 69% 64% 61% 66%

83%83% 83% 83% 89% 68% 85% 86% 83% 85%

TRANSFER- ASSOC

TRANSFER- BA

FTFT- ASSOC

FT FT -BA

RETENTION RATES

SUCCESS RATES

GRADUATES IN SUPPORT OF NEW YORK STATE WORKFORCE NEEDS

22%

61%

22%

62%

22% 14% 15% 22% 18% 43% 29% 16% 27%

62% 52% 54% 65% 50% 70% 61% 59% 63%

25% 10% 14% 18% 17% 21% 20% 19% 26%

63% 55% 56% 69% 47% 45% 67% 58% 66%

TRANSFER-ASSOC(2 year)

TRANSFER-BA(4 year)

FTFT-ASSOC(3 year)

FTFT-BA(6 year)

GRADUATION RATES





NON-RESIDENTALIEN MALE


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Diversity Counts in a Competitive New York

The Power of SUNYmade six clear commitments to diversity opportunities within the Six Big Ideas.

In this section, we hold ourselves accountable to those promises.

SUNY AND THE ENTREPRENEURIAL CENTURYWe have looked at overall SUNY graduates in STEM disciplines. Here, we look

specifically at underserved populations achieving degrees in STEM f ields.

SUNY AND THE SEAMLESSEDUCATION PIPELINE*The Strive National Cradle to Career Network

provides a framework for building community-

based and data-drive educational solutions.

You can learn more at: www.strivenetwork.org.

Our Strive adaptations will employ a number

of evidence-based intervention strategies aimed

at increasing the number of vulnerable students

achieving a high-school diploma and entering

college prepared for college-level work. Here

we will first track the implementation of these

strategies within Strive sites, toward tracking

their effectiveness.





NON-RESIDENTALIEN UNKNOWN M AL E F EM AL E

MASTERS

GRADUATECERTIFICATES

BACHELORS

DOCTORAL

ASSOCIATE

UNDERGRADUATECERTIFICATES

GRADUATES IN STEM FIELDS BY ETHNICITY AND GENDER

30017%

4020%

2,11036%

56037%

21038%

1548%

1,52083%

15080%

3,71064%

96063%

35062%

2052%

1307%

63%

71012%

503%

305%

413%

301%

11%

4307%

77051%

28051%

310%

6


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SUNY AND AN ENERGY-SMART N EW YORK

SUNY AND THE V IBRANT COMMUNITY

SUNY AND THE WORLD

Just over a year ago, SUNY presented Six Big Ideas areas where SUNYcould focus its capacity and expertise to make a difference for the Stateof New York. We promised to link resources and expertise in targetedand quantifiable ways. In the pages that follow, we have translated theseBig Ideas into condition measures, processes, and outcome metrics thatwe think drive A Competitive New York.

SUNY AND THE ENTREPRENEURIAL CENTURY

SUNY AND THE SEAMLESS EDUCATION PIPELINE

SUNY AND A HEALTHIER NEW YORK

A COMPETITIVENEW YORK


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SUNY andThe Entrepreneurial Century

Entrepreneurship is to the knowledge economy what the assembly line was to industrialism.

In higher education, federal research dollars are the fuel, and by increasing our ability to capture

funding we are able to create more jobs in New York. More importantly, theyll be jobs people want,

because SUNY has a unique ability to align its breadth and scale with business and industry,

taking our solutions and making them viable for real-world applications.

RESEARCH EXPENDITURES BY

ECONOMIC DEVELOPMENT REGION*

Weve already looked at SUNYs total research

expenditures, but in New York, and especially

under the leadership of Governor Andrew Cuomo

and Lieutenant Governor Robert Duffy, regional

collaboration is critical. Therefore, we plan to build

research capacity regionally.

REGION EXPENDITURES*

CAPITAL $294,137,000

$53,700,000

$5,790,000

$177,513,000

$7,689,000

$5,902,000

$51,738,000

$11,252,000

$39,843,000

$202,398,000

LONG ISLAND

CENTRAL NEW YORK

FINGER LAKES

MID-HUDSON

MOHAWK VALLEY

NEW YORK CITY

NORTH COUNTRY

SOUTHERN TIER

WESTERN NEW YORK

NEW YORK STATERESEARCH EXPENDITURES

NEW YORK STATEJOBS CREATED

NEW YORK STATE AVERAGE WAGEVS. NATIONAL AVERAGE SALARY

$4,500,000,000

(According to Excell Partners, Inc.).

58,000

(According to New York State Department of Labor).

$60,384 (According to the New York State Department of Labor).

vs.

$43,460 (According to the New York State Department of Labor Bureau of Statistics).

JOBS CREATED THROUGH

SPONSORED PROGRAMS

STAR METRICS is a federally sponsored effort to

quantify impact of federally funded research.

Using its methodology we can determine how

many jobs are directly supported by SUNYs

research enterprise.

Jobs supported by

SUNY research: 5,360

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SUNY andThe Seamless Education Pipeline

SUNY views education as a pipeline, which encompasses all that we learn from the day we are born

through our experiences in the workforce. As New York State and the nation seek to fix the leaks in

the education pipeline, SUNY has the capacity and a plan to lead the charge.

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Education educating more people and educating them better appears to be the best single bet that a society can make. David Leonhardt, Columnist,TheNew York Times

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SUNY WORKS

By partnering with business and industry leaders, economic development organizations, and private foundations, SUNY

will create a unique new cooperative-education initiative. SUNY Works will allow students to earn salaries and college

credits while simultaneously completing their degree and gaining on-the-job training and experience that will garner

job opportunities in high-need 21st-century fields in New York upon graduation.SUNY is committed to: Increasing the

number of students enrolled in cooperative-education programs and successfully gaining employment as

a result of their co-op experience.

19 of 100 New York State ninth graders graduate from college in the standard time frame (According to the National Center for Public Policy and Higher Education)

Average New York State unemployment rate: 5.3%(According to the United State Department of Labor Bureau of Statistics)


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SUNY andA Healthier New York

Building a virtual SUNY Institute for Health Policy and Practice (IHPP) will harness and leverage

capacity across all 64 SUNY campuses. SUNY will address health issues for our students and

faculty in a defined environment our campuses and then take what works to scale statewide

and nationwide.

Development of the SUNY Institute for Health Policy and Practice.

THE RIGHT HEALTH PROFESSIONALS

IN THE RIGHT PLACESThe lack of enough well-trained health care professionals

is well known and felt nationwide. SUNY is committed to

changing this dynamic by:

Producing more well-trained

healthcare workers.

Analyzing specific needs both geographically

and by the type of professional required.

THE SUNY WELLNESS NETWORKOne in four undergraduate students arrives at

college with one or more significant and chronic

health challenges. We know some of the biggest

risk factors facing our SUNY family; others require

investigation. Therefore SUNY will:

Use industry standards to execute a

behavioral risk-assessment study.

Become the largest system to

become entirely tobacco free.

To be on the forefront of effective, outcome-based

healthcare we need to ramp up our research base

and use level one evidence to create the SUNY

Scale a measure of quality healthcare.

SUNY knows it must:

Increase funding to strengthen

the IHPP $4,637,500 in 2008-9.

Increase funding for the four

SUNY REACH pillars*.

Develop the SUNY SCALE.

NOTE:

*SUNY REACH is a program to promote increased research, especially

collaborative research in the areas of cancer, infectious disease, disorders

of the nervous system, diabetes, and cardiovascular disease.


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SUNY andAn Energy-Smart New York

Some believe the green energy economic revolution will be akin to the development and proliferation

of the personal computer. By 2030 the U.S. Renewable Energy Market is estimated to be worth $4.5B;

similarly, the U.S. Green Collar Workforce is estimated to top 250,000 by 2020. SUNYs expertise in

applied research and its ability to take it to scale will allow us to prepare New York State to capture

an outsized share of that market and workforce while leading to a decrease in New Yorks energy

consumption. SUNY sees the road to realizing this ambition in three parts: Education, Research,and Consumption Practices.

New Yorks share of the Renewable Energy Market and Green Collar Workforce

A thorough evaluation is in progress to build and assess the impact

of a deep, broad, and effective green curriculum.

SYCO

SYFO

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ENERGY-SMART EDUCATION

Step one is to prepare a generation of Energy-Smart

graduates an educated citizenry that has the skills

and drive to take on 21st-century green jobs.

At the same time, SUNY needs to take a more active

role in providing continuing community education

and energy-management recommendations.

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SUNY andThe Vibrant Community

Strong communities are at the heart of economic revitalization. They foster investment, improve

quality of life, and grow stronger citizens. As anchor institutions, our influence is widely felt.

Our scholars can quantify our contributions to the well-being of our communities, and our SUNY

family can provide significant impact.

Well-being Index for New York State Counties

1) Increasing campus-community engagement is central to our mission as a public university

system. Weve identified two ways in which SUNY can better serve its local communities:

Establish service-learning plans tailored to the needs and capabilities of each campus that

produce evidence-based results to the communities.

2) Require the implementation of a signature engagement project at each campus a long-

term, ever-changing tailored project to meet the communitys needs.

Locality matters, as John Dewey wrote

in 1927, democracy begins at home and

home must be the neighborly community

No institution can make such significant

contributions to the quality of life in

their communities and cities as colleges

and universities Ira Harkavy, Founding Director and

Associate Vice President,

Netter Center for Community Partnerships,

University of Pennsylvania

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SUNY andThe World

Sustained economic prosperity requires a global approach. For New York, comprehensive

internationalization will mean more global trade and an increase in personal income and job

creation. SUNY can tangibly support this vision for New York by training an army of globally

competent graduates with the experience and preparation necessary for their successes to

transcend borders and return back home.

BUILDING A GLOBAL STUDENT TALENT POOLSUNY students will drive New Yorks workforce of tomorrow, so they must possess a series of skills and

experiences that will enable them to thrive in a competitive global marketplace. It starts here in New York

learning a foreign language or interacting with international students in the classroom and in the dorm.

But it also extends beyond: students must be encouraged to study abroad and get real, hands-on experience

bridging cultural divides.

Enrollment in Education Abroad:

International Students: 18,200

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Globalization is a new reality. So the question is, what do we do

to compete? The only way we can keep our edge is to keep ed ucating. Vivek Wadhwa, Director of Research,

Center for Entrepreneurship and Research Commercialization,

and Executive in Residence, Pratt School of Engineering, Duke University

NOTE:

All data

** Accor

TOTAL 44,940

4,900

39,500

540POST GRADUATE

INTRODUCTORYUNDERGRADUATE

ADVANCEDUNDERGRADUATE

STUDENTS ENROLLED IN

FOREIGN LANGUAGE COURSES

NEW YORK STATE EXPORTS(INTERNATIONAL)*

NEW YORK STATEJOB CREATION

NEW YORK STATE AVERAGE WAGE

$39,211,000,000

(According to the U.S. Department of Commerce, Bureau of Census).

-237,100

(According to New York State Department of Labor).

$57,794 (Accor ding to the New York State Department of Labor) .


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Conclusion

This Report Card gives us a series of baseline metrics using data from the 2008-9 academic year. It

presents a starting pointwhich we will revisit annually beginning this September.

As we work toward realizing The Power of SUNYplan by building a stronger SUNY and, in turn, a

stronger New York, we vow to be transparent and urge you to hold us accountable by utilizing this

initial Report Card and its follow-up companions, which will be published annually. We hope you have

found this Report Card helpful and we welcome your feedback and engagement.

With these products to guide us, and with your help, SUNY will continue to be a source of immense

pride for all of New York.

Together, we are

thePowerof

Todays SUNY is a system created with

excellence in every dimension. Its a system

we take great pride in, but also one that we

believe can do even more for students and

families, faculty and staff, alumni, and

ultimately all New Yorkers.

In developing our strategic plan The Power

of SUNY we took ourselves to task and

challenged the system to reach its fullpotential by sustaining its core mission of

teaching, research, and service, and also

by fulfilling a need in New York State for an

economic-revitalization champion.

suny report card 2011

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