Education
Volume VIII Issue VII Fall 2009
Empire
Bracing for
the new flu Colleges establish programs to educate staff, students in a time of H1N1 outbreaks Having lost a student to the swine flu, one school takes a proactive approach
Meet Nancy Zimpher SUNY’s new chancellor tours 64 schools what does she think?
In this issue:
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New chief takes the state ed reins Schools roll with the job market shift
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photo by Joe Putrock
Saying yes to education in Syracuse Confused about score choice?
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Fall 2009
Fighting the flu on campus W
ith the spread of the H1N1 or “swine” flu, the World Health Organization in June declared the first global flu pandemic in 41 years. WHO Director-General Margaret Chan said the organization’s flu experts unanimously agreed that a pandemic has begun, declaring that its spread is “not stoppable.”
What about cases in the United States?
Each week the United States Center for Disease Control analyzes information about influenza disease activity in the United States and publishes findings of key flu indicators in a report called FluView, which can be accessed at the CDC website, cdc.gov. For instance, during the week of Sept. 13 to 19, FluView reported that influenza activity continued to increase in
the United States compared to the prior weeks. Also during the week: ✓2,326 specimens tested by U.S. World Health Organization (WHO) and National Respiratory and Enteric Virus Surveillance System (NREVSS) collaborating laboratories and reported to CDC/Influenza Division were positive for influenza. 99% of all subtyped influenza A viruses being reported to CDC were 2009 influenza A (H1N1) viruses. ✓The proportion of deaths attributed to pneumonia and influenza (P&I) was below the epidemic threshold. ✓Three influenza-associated pediatric deaths were reported and all three were associated with 2009 influenza A (H1N1) virus infection. ✓The proportion of outpatient visits
for influenza-like illness (ILI) was above the national baseline. ✓Twenty-six states reported geographically widespread influenza activity, 11 states reported regional influenza activity, 12 states, the District of Columbia and Puerto Rico reported local influenza activity, one state and Guam reported sporadic influenza activity, and the U.S. Virgin Islands did not report. Reports of multiple H1N1 cases on the campuses of the United States’ colleges and universities have spurred these institutions to formulate plans that incorporate education on flu prevention and treatment in order to keep students, faculty and staff healthy.
One school’s response
Cornell mourns the loss of one of its own; prepares for flu battle
Education Empire
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In the wake of the death of a 20-yearold Cornell University student on Sept. 11 at Cayuga Medical Center from complications relating to H1N1 influenza, the school has taken extensive measures to both prevent the flu from spreading on campus and treat those students who are sick. David Skorton, president of the school in Ithaca, extended his condolences to Warren Schor’s family and friends in a Sept. 16 message on the school’s Web site. Skorton also stressed that all precautions were being taken on campus in the wake of this tragedy. “While the vast majority of our students who contract H1N1 experience mild to moderate symptoms and recover within a week, the potential for serious complications - especially for people who have pre-existing medical conditions - and the discomfort of the symptoms even when they are relatively
mild, reinforces our determination to be vigilant in our efforts to prevent the further spread of the flu,” Skorton said. Those efforts have included the launching of “You & the Flu,” a Web site where students, staff and faculty can gain information in the fight against the spread of the flu. Visit cornell.edu/flu for more information. “I have received many messages from concerned parents, alumni and campus community members offering suggestions and expressing concern about what we are doing her on campus,” Skorton said, adding his assurance that “the public health situation at Cornell is being well and ably managed.” “The university has been actively preparing for the potential of a pandemic for a number of years [and] since the emergence of the 2009 H1N1 influenza this past spring, we have been refining our plans to meet the unique challenges
of this global pandemic within our campus community. Our aim has been to maintain instruction, research and outreach while doing everything possible to impede the spread of the virus, treat sick students and adjust for increased rates of absenteeism due to illness.”
Campus health services
Skorton praised the staff at the university’s Gannett Health Service, which has increased the number of appointments available for students, is providing phone consultation 24 hours a day and is offering a free home flu kit for students which contains a thermometer, pain reliever, face masks, tissues, hand sanitizer and flu information.
Staff help
Skorton indicated that all areas of campus staff are working to support students who are ill. “The athletics department, fraterSee Cornell on page 3
Getting the facts out on campus The following was a June 2009 H1N1 influenza fact sheet for college administrators released by the New York State Department of Health:
Be aware and educate Influenza usually starts suddenly and may include the following symptoms: Fever (over 100 degrees F) Headache Tiredness (can be extreme) Cough Sore throat Runny or stuffy nose Body aches Diarrhea and vomiting (more common among children than adults) Students, faculty and staff with the above symptoms should be advised to visit the student health service, not go to class or work, and stay home or in their residence hall to minimize the spread of illness to others.
Residence life Establish communication protocols with the student health for surveillance and reporting illness in the residence halls. Establish protocols with student housing to assist with the relocation of students who may be ill to minimize contagion. Identify rooms and buildings that could be used for isolation and residence for students who are ill but cannot go home. Establish infection control procedures in dining halls.
Closure or cancellation of events While the current situation does not warrant closure, if Novel H1N1 Influenza continues to spread and more students become ill, it may become necessary for local officials to close facilities for a period of time.
Academic or social events or other large gatherings in the school community do not need to be cancelled at this time. If the institution is closed, these events should also be cancelled. At this time, persons with underlying medical conditions who are at high risk for complications of influenza may wish to consider avoiding large gatherings.
Healthy Practices to Help Prevent Illness Promote the following everyday actions to help prevent the spread of germs: Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it. Wash your hands often with soap and water, especially after you cough or sneeze. Alcohol-based hand cleaners are also effective. Try to avoid close contact with sick people. Avoid touching your eyes, nose or mouth. Germs spread this way. If you get sick, stay home from work or school and limit contact with others.
Resources New York State Department of Health: Pandemic Influenza for Colleges and Universities Preparedness Packet (PDF, 1.2MB, 30pg.) The Department of Health and Human Services (HHS) and the Centers for Disease Control and Prevention (CDC) have developed a checklist to assist colleges and universities to develop and/or improve plans to prepare for and respond to an influenza pandemic.
EMPIRE Education
Fall 2009
Around the state
Capital H1N1 update SUNY Albany medical director addresses ‘second wave’
The medical director of SUNY Albany’s University Health Center updated students on the “‘second wave’ of the H1N1 virus that you have been hearing so much about” in a Sept. 15 message on the school’s website. “To date, the University Health Center has experienced a 20 percent increase in visits over this time last year,” Peter Vellis, DO, said. “There have been a few instances of flu-like illness on campus. As of this date, there is nothing that suggests a severe on-set of the flu on campus or in the surrounding community.” He also indicated that many returning students across the county may develop flu-like illness, “likely due to the H1N1 virus.” “Our campus community is no exception and requires our collective efforts as public health citizens to promote our collective health,” Vellis said. He urged students to make sure to take steps to mitigate the impact of H1N1, to include, if feeling ill: wear a surgical mask and staying isolated until fever has gone done on its own for at least 24 hours, visiting the university’s H1N1 website at albany.edu/h1n1 for flu care advice, While it is not mandatory to report illness to the health center, Vellis said reporting it is a way to arrange for a flu care kit and/or meals (if the student has a meal plan) to be made available to students who reside on campus. Vellis also encouraged students to be vigilant about their health. “Take recommended precautions to prevent further spread of illness: wash your hands; cover coughs and sneezes; clean shared objects and surfaces; avoid touching your mouth, nose, or eyes; keep your distance from people who are sick,” he said. Vellis said it seems “a separate vaccine for the H1N1 virus will become available in mid-October, though initially availability will be limited. UAlbany is in contact with the Albany County Department of Health to determine how best to provide the vaccine to the UAlbany population once it becomes available.” He stressed that communication is key, asking that students “share this message with your parents/guardians as well as family members at other colleges or universities in an effort to get the message out about good health hygiene.”
Source: Albany.edu
What about in Western New York? Niagara University said it is “well aware of the continued spread of the influenza virus and the continued identification of the Novel Flu (H1N1) virus throughout Western New York and the surrounding area,” according to niagara.edu. “Niagara University has taken this projection seriously and has implemented all recommendations issued to institutions of higher learning by the Center for Disease Control and the New York State Department of Health. The health and safety of our students and staff is our utmost concern. Together, we will make a difference.”
Increased awareness and prevention
NU will encourage healthy practices through a “campus-wide educational campaign focusing on frequent and thorough hand washing and respiratory etiquette.” To supplement this, liquid hand sanitizer has been made available in high traffic areas, students, staff and faculty have been encouraged to participate in the annual flu shot clinic, residence staff have been trained on the signs and symptoms of influenza as well as its prevention, the six steps to appropriate hand hygiene have been posted in residence bathrooms and all lavatories throughout campus and all departmental infection control procedures have been reviewed. In addition, the university home page has a link to both the school’s influenza preparedness page and health center page.
Monitoring and surveillance
The university has established a “communication protocol between the student health center and residence halls for surveillance and reporting of influenza-like illness in the residence halls on a daily basis.” In addition, all students reporting to the health center will also be screened for influenza, and “on triage, all students presenting with influenza-like illness will be provided a mask to wear, given the respiratory illness questionnaire to fill out and separated into the influenza-like illness waiting room.” Directors of all departments have reviewed policies and procedures relating to absenteeism and how to report all influenza-like illnesses within their departments. NU has also intiated a campus-wide educational campaign “instructing [students, staff and faculty] on the signs and symptoms of influenza, treatments and [the] need for self-isolation.”
Source: niagara.edu/pandemic
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H1N1 Prevention Town Hall Meetings
State DOH ‘coordinating a strong, science-based response’ State Health Commissioner Richard F. Daines, M.D., was joined Sept. 1 by state officials at a town hall meeting held at Jamesville-Dewitt High School in Syracuse to brief local officials and the public on preparations for the expected resurgence of novel H1N1 influenza this fall. In addition, Governor David A. Paterson kicked off the “H1N1 Preparedness Town Hall Meeting Tour” at the Stephen and Harriet Myers Middle School in Albany, which was intended to update local officials, schools and residents on the state’s actions to limit the impact of novel H1N1 flu on the public’s health. “Nothing is more important than the health of our families, especially our children. We have aggressively prepared for a return of the novel H1N1 virus this fall, and New Yorkers should be confident that their government is doing everything it can to keep their children and families safe and healthy,” said Paterson. “Over the last several months, state agencies have developed a comprehensive plan to minimize the effects of the virus and are implementing those measures. Our communities, particularly our schools, are prepared to handle any potential outbreak.” At the meeting, Commissioner Daines explained how the DOH is collaborating with other state agencies, local governments, schools and the health care provider community to plan and enact measures to reduce the impact of H1N1 flu on the public’s health. In addition, New York’s county health departments will play an integral role in implementing the State’s vaccination campaign this fall. “With the governor’s leadership, New York State is coordinating a strong science-based response to the novel H1N1 flu based on the best information available today,” said Daines. “This response is a team approach that includes federal, state and local partners, the health care provider community, schools, local public health departments, employers and all New Yorkers.” More information about novel H1N1 and New York State’s plans for responding to the flu is available at nyhealth.gov. New Yorkers with questions about the flu can also call DOH’s 24-hour hotline at 1-800-808-1987
Q: A:
What steps has the state taken in the fight against the flu? Department of Health (DOH) Commissioner Richard F. Daines, MD, outlined recent State actions, in-
about planning assumptions for the return of novel H1N1 flu. 3 DOH has met with professional medical associations to discuss how to make the novel H1N1 flu vaccine available to health providers, among other steps that should be taken to combat the virus. 3 DOH is meeting with pharmacy associations to enroll pharmacies in the State’s vaccination effort. 3 DOH has issued clinical guidance for a number of health care settings, putting guidelines and protocols in place to best respond to novel H1N1 flu. 3 DOH is conducting a statewide public awareness campaign and distributing educational materials about novel H1N1 influenza to the public.
semester the faculty was asked to adjust their class policies relating to attendance, work deadlines and exam makeups “ in order to encourage sick students to remain out of class until they recover. Members of the faculty were also asked to utilize online and other resources, whenever possible, to keep sick students abreast of course materials and instruction while they recover.” He added there has not been a suggestion by faculty that they “were facing too much flu-related disruption to continue effective instruction. To date, we estimate that less than 2 percent of the
student population has been ill at any one time, and in almost all cases the period of recovery has been quite short.”
cluding: 3 July 28: The state DOH, SEMO and the Disaster Preparedness Commission briefed all state agencies on plans for responding to the return of novel H1N1 flu this fall and winter. 3 Aug. 7: Daines met with local health commissioners and public health directors to discuss the coordination of State and county response efforts. 3 Daines formally declared the novel H1N1 influenza a threat to public health in New York State. Under the declaration, the state is permitted to increase aid reimbursement to local health department for the costs of public health emergency measures. The additional funding will ensure that local health departments have the resources they need to provide vital health services and mount a strong response. 3 DOH continues to brief health care providers, county health departments, insurance plans, pharmacies, long-term care facilities and others
Cornell From page 2
nity and sorority affairs, residential programs, the West Campus House System and Cornell dining are working closely with Gannett,” he said. “Calls from coaches, check-ins by residential staff and academic support from advising offices all are part of the web of care we have in place for sick students. Facilities staff members are taking extra care in cleaning ‘high touch’ areas and hand sanitizers and tissues are widely available. Cornell’s emergency medical service (CUEMS) and Office of Environmental Health and Safety have launched
a “Got Soap?” campaign on campus.”
Students unite in proactive effort
Skorton said students are helping those who are ill by providing comfort and support, delivering supplies to support self-care and isolation, running errands and sharing class notes. In addition, “through attention to personal hygiene, sharing information, and staying away from others when they are sick, [students] are working hard to protect themselves and each other,” he said.
‘Academic accommodation’
Skorton said at the beginning of the
Continued diligence
Skorton said the school is preparing to provide the H1N1 vaccine when it becomes available. “In the meantime, we continue to revise existing plans and develop new plans for reducing the risk and impact of the flu on our campus community and on each individual as further information and recommendations emerge.”
Source: cornell.edu/flu
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The road well traveled SUNY chancellor’s 64-campus tour first step in strategic plan
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tate University of New York Chancellor Nancy L. recently completed her tour of all 64 SUNY campuses, beginning the first phase of the strategic plan for the university. Zimpher began her tour the week of June 1, with trips to the SUNY campuses at Cornell University, the University at Albany, Mohawk Valley Community College and Binghamton University. “SUNY’s responsibility is to support our campus-community connections. We must seek to serve each community’s needs and do what it takes to keep our gifted and well educated students within the region upon graduation,” said Zimpher. Her other campus trips included visits to Herkimer County Community College, Niagara County Community College, Nassau and Suffolk County Community Colleges as well as Sullivan County Community College. The tour marks the first step in creation of a SUNY-wide strategic plan, expected to be completed in the spring. The planning process will be a model for statewide collaborations – gathering suggestions, ideas and comments from thousands of stakeholders through town hall meetings, web conferences and other outreach. The public discussion will be emblematic of the most comprehensive, inclusive and transparent strategic planning process in SUNY’s 60-year history. Since June 1, when she first assumed the mantel of chancellor, Zimpher has crisscrossed New York State visiting each of the SUNY research centers, health science centers and hospitals, community colleges, comprehensive and technical colleges. “Being a campus president twice in my career, I think I was just following my intuition to meet the [school] presidents and hear the voices of the faculty, staff and community supporters,” she said. “As the president of a university, you could do this on a golf cart; it’s not that easy when you’re touring New York State.” “Academics see themselves as citizens of the world. They seek national and international recognition for their work,” said Zimpher. “But the
greatest pathway to national and international recognition is to serve your state, and I just think that’s an important way of thinking about our work.” Throughout the tour, SUNY campus presidents and the chancellor have held meetings, open forums and receptions with faculty, students, staff, elected officials, alumni, community and business leaders, members of community college boards of trustees, foundation board members, parents of students, friends and others. “These are tough times, and the last thing in the world we want to do is challenge the pocketbooks of our students and their families,” said Zimpher. “That’s a partnership we have with the state and all the elected officials I meet are just as committed to affordability as I am.” As part of the strategic planning process, results of the interaction with the greater SUNY community and the chancellor will be posted to the SUNY Web site for comment, suggestions and ideas, which will be followed by a series of forums held in regions around the state. “Our goal is to present a plan that makes it clear that when considering the SUNY institutions, the whole system is greater than the sum
suny.edu
Prior to her final campus visit at Sullivan County Community College, SUNY Chancellor Nancy L. Zimpher speaks on the lawn at SUNY Plaza in Albany of its parts.” For more information about the tour, visit suny. edu.
Dr. Nancy L. Zimpher is the 12th Chancellor of the State University of New York (SUNY), the nation’s largest comprehensive public university system with some 440,000 students.
“Our goal is to present a plan that makes it clear that when considering the SUNY institutions, the whole system is greater than the sum of its parts.” -SUNY Chancellor Nancy Zimpher
Who is Nancy Zimpher? The 12th chancellor of SUNY, Zimpher was president of the University of Cincinatti from Oct. 2003 to May of 2009. While at the school, an urban research university with 16 colleges, an academic medical and research center and annual $1 billion budget, Zimpher spearheaded the development of UC|21: Defining the New Urban Research University. Under her leadership, UC’s retention and graduation rates, student satisfaction ratings and national rankings all improved. She also served as Big East Conference representative to the NCAA Division I Board of Directors. Prior to her time at UC, she was chancellor of the University of Wisconsin-Milwaukee and a member of its School of Education faculty from 1998 to 2003. She also was executive dean of the Professional Colleges and dean of the College of EduJoe Putrock cation at The Ohio State University. Nancy L. Zimpher, Chancellor, State UniOther experience includes serving versity of New York as chair of the Urban Serving Universities Board; past chair of the National Association of State University and Land-Grant Colleges Board of Directors and as a member of the National Board for the Fund for the Improvement of Postsecondary Education. Authored or co-authored numerous books, monographs and academic journal articles on teacher education, urban education, academic leadership, and school/university partnerships. Dr. Zimpher holds a bachelor’s degree in English education and speech, a master’s degree in English literature and a Ph.D. in teacher education and higher education administration, all from The Ohio State University. She has authored or co-authored numerous books, monographs and academic journal articles on teacher education, urban education, academic leadership and school/university partnerships. Married to Dr. Kenneth R. Howey, a nationally recognized expert and researcher in teacher preparation, particularly in urban settings, she has one son, Fletcher, and two step-sons, Mark and Michael.
Source: suny.edu
The SUNY 64: Adirondack / Community College Albany / University Center and Doctoral Degree Granting Institution Alfred State / Technology College Alfred University, NYS College of Ceramics / University Center and Doctoral Degree Granting Institution Binghamton / University Center and Doctoral Degree Granting Institution Brockport / University College Broome / Community College Buffalo, University at / University Center and Doctoral Degree Granting Institution Buffalo State College / University College Canton / Technology College Cayuga / Community College Clinton / Community College Cobleskill / Technology College Columbia-Greene / Community College Cornell, NYS College of Agriculture & Life Sciences / University Center and Doctoral Degree Granting Institution Cornell, NYS College of Human Ecology / University Center and Doctoral Degree Granting Institution Cornell, NYS College of Veterinary Medicine / University Center and Doctoral Degree Granting Institution Cornell, NYS School of Industrial and Labor Relations / University Center and Doctoral Degree Granting Institution Corning / Community College Cortland / University College Delhi / Technology College Downstate Medical Cente / University Center and Doctoral Degree Granting Institution Dutchess / Community College Empire State College / University College Environmental Science and Forestry (Syracuse) / University Center and Doctoral Degree Granting Institution Erie / Community College Farmingdale State / Technology College
Fashion Institute of Technology / Community College Finger Lakes / Community College Fredonia / University College Fulton-Montgomery / Community College Genesee / Community College Geneseo / University College Herkimer County / Community College Hudson Valley / Community College Jamestown / Community College Jefferson / Community College Maritime College / Technology College Mohawk Valley / Community College Monroe / Community College Morrisville State College / Technology College Nassau / Community College New Paltz / University College Niagara County / Community College North Country / Community College Old Westbury / University College Oneonta / University College Onondaga / Community College Optometry / University Center and Doctoral Degree Granting Institution Orange County / Community College Oswego / University College Plattsburgh / University College Potsdam / University College Purchase / University College Rockland / Community College Schenectady County / Community College Stony Brook / University Center and Doctoral Degree Granting Institution Suffolk County / Community College Sullivan County / Community College SUNYIT / Technology College Tompkins Cortland / Community College Ulster County / Community College Upstate Medical University / University Center and Doctoral Degree Granting Institution Westchester / Community College
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Curriculum updates
Schools roll with the job market changes
Cornell ILR School: Building the next generation of HR leaders
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s companies slowly move away from hiring freezes and furloughs over the next few quarters, the focus will turn once again to growth. And while the current shortage of human resources talent may not be a critical issue now, it most likely will be when the economic recovery picks up. The strategic HR executive education programs at Cornell University’s ILR School (Industrial and Labor Relations) helps companies develop these critical future HR leaders.
A shortage of qualified HR talent
CEOs often cite skills gaps and talent deficiencies as critical issues they must wrestle with to keep their organizations performing at a high level. However, the same is true within the HR function itself. Anecdotal evidence suggests that organizations may be reaching a tipping point—one at which a lack of contemporary HR skills and future HR leaders intersects with higher demands placed on the HR function to deliver value and contribute more to business success.
Bridging the HR skills gap
Done well, university-based executive training programs—like at Cornell’s ILR School— can help close the skills gap for key HR executives and develop future HR leaders. “Hundreds of studies show that training is one of the most effective organizational interventions for enhancing employee capabilities and performance,” notes Brad Bell, associate professor of HR Studies and director of executive education in Cornell’s ILR School. “In addition, training has a powerful impact on employee engagement. Thus, companies that invest in developing their employees reap the benefits of a more competent and committed workforce.”
The ILR HR Executive Education Approach
Cornell ILR School HR executive education programs help HR professionals provide HR
services that enhance firm performance. To do this, program faculty focus on clearly linking HR activities and strategies to bottom-line business outcomes. Programs are open to sets of company teams, or can be customized for individual companies. “Academic theory and real world practice often travel along parallel paths. Sometimes, practitioners get way out ahead of the science,” says John Haggerty, managing director of executive education in the Cornell ILR School. “In other cases, researchers know more about certain topics than they have been able to effectively transfer to practitioners. Our approach to HR executive education takes this dynamic into account. We try to make science relevant in the real world, while showing that some assumptions practitioners make may be in conflict with what the science shows. It’s a hands-on, focused discussion that sometimes looks more like a debate!” For executive students, translating theory into practice begins when company teams bring a current business—not HR—problem to the course. Each team is expected to begin generating the HR solution to this business case through their work in class. The faculty serves as both subject matter expert and team coach or consultant, helping groups work their way from problem definition to a fully developed HR intervention.
Maximizing HR executive education
Cornell ILR HR executive education programs help build the strategic competency and business leadership of HR professionals. Week-long programs are intensive and designed for impact back in the office. As such, they can be an important component of a company’s HR development portfolio. And in today’s economic environment, maximizing the impact of HR training is more important than ever—especially with growth on the horizon.
ILR School advances the world of work
Cornell University’s ILR School -- advancing the world of work through teaching, research and outreach -- prepares leaders, informs national and international employment and labor policy and improves working lives. The school offers undergraduate and graduate education, plus career-long learning for professionals, including executive education ilr.cornell.edu/execed/. ILR studies many areas that shape the working world and contribute to an organization’s success in a global economy. These include: l human resource management l labor-management relations l labor economics l organizational behavior l international and comparative labor l labor relations l labor law and history l conflict resolution l management development l diversity management l employment and disability l social statistics. An ILR education is grounded in the social sciences. Students and faculty explore and gain an understanding of human behavior through the lens of the workplace. Students also learn how organizations work and how they fit into the larger society and economy. As a result, they acquire knowledge and skills that help them to solve problems on-the-job and to build and manage productive work relationships. An ILR education, for students and professionals, is practical and applied. ILR has more full-time faculty involved in teaching and research that spans the broad range of work and employment disciplines than any other educational institution of its kind. The school’s Martin P.Catherwood Library is regarded as the most comprehensive source of information in North America on work, employment and labor issues. ILR was founded in 1945 as the School of Industrial and Labor Relations. As the world of work evolves, the school’s focus broadens to keep pace with that change. Today, the school is becoming better known simply as ILR.
NYCC news
Oswego adds in-demand Community service component software engineering major added to chiropractic curriculum SUNY Oswego has received approval to become the first public college in New York to offer a software engineering degree. “At a time when our state and nation face a shortage of engineers and computing professionals, this program will enable us to recruit the state’s best and brightest students into a career field that offers lucrative job opportunities and helps to address New York’s growing need for computer specialists,” SUNY Oswego President Deborah F. Stanley said. While other SUNY schools have computer engineering programs, the bachelor’s degree in software engineering is unique to Oswego. “As we talked with businesses, industries and nonprofits in the region, we continuously heard there was a high interest in an engineering program and engineering graduates,” said Dr. Susan CoultrapMcQuin, Oswego’s provost and vice president for academic affairs. Rameen Mohammadi, associate provost and a member of the computer science faculty, noted the opportunities at local large employers like Lockheed-Martin and Sensis, as well as smaller contracting companies in the Utica-Rome area. Employers told the college that searching nationally is expensive and that there should be plenty of
placements for Oswego graduates, he added. The new major evolved from Oswego’s longstanding bachelor’s program in computer science and newer graduate program in humancomputer interaction, Mohammadi said. Components of software engineering were already embedded in introductory computer science courses, he added. Students pursuing the new degree can focus on human-computer interaction, with courses tying into the master’s degree program, or “middleware” development, Mohammadi said. Middleware is the software that connects network applications and components. “Software engineering students will complete a yearlong capstone experience where they will solve real problems for real clients,” Mohammadi said. “We felt it was essential for someone receiving a software engineering degree to have that experience.” SUNY Oswego will also pursue the highest educational standard in the field from the Accreditation Board for Engineering and Technology. “We will be seeking ABET accreditation as soon as that is possible,” Coultrap-McQuin said. “The program was designed with See Software on page 9
New York Chiropractic College announced it has added coursework to its doctor of chiropractic curriculum requiring students to perform service to the community. The new course, which began with the Fall 2009 trimester and is a required course for all students in the doctor of chiropractic program, is titled “Perspectives in Patient Centered Care,” according to Karen A. Bobak, DC, dean of chiropractic at NYCC. “This course is designed to encourage the Doctor of Chiropractic student to prepare for a professional career and provide service to his or her community,” Bobak said. “The course will include guest speakers, discussions and community service. Speakers will be invited to cover a variety of relevant career and practice topics.” Speakers will represent both the local community as well as practicing doctors of chiropractic who can provide insights into career and practice development. Students will learn to recognize the importance of providing responsible and ethical care, formulate a vision of their role within the Chiropractic profession, and demonstrate their responsibility to society through participation in community service. The one-credit class was developed as part of NYCC’s new Business and Practice Management curricular revision and will be part of the sixth trimester chiropractic curriculum. Bobak will serve as the course director. “This is a very exciting opportunity for our students as well as for the community, and I am very proud to be part of it,” she said. NYCC recognizes the need to adequately provide its students and alumni with professional competency in business practices and its new Academy for Professional Success was designed to provide students and alumni with the tools required for business success. The new curriculum within the Doctor of Chiropractic Program provides courses in patient education, online and traditional billing and coding, marketing, business principles, how to start a practice, and jurisprudence and practice ethics. This instruction will provide practical, hands-on experiences in running a practice and utilize many innovative teaching techniques. For further information about NYCC’s degree programs, please visit nycc.edu.
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Fall 2009
Saying yes to education in Syracuse By Herm Card In December, 2008, the first elements of the Say Yes to Education program took form in Syracuse City School District. The program, founded in 1986 by legendary Wall Street investor George Weiss, had been implemented on a relatively small scale in Harlem (NY), Philadelphia (PA), Hartford (CT) and Cambridge (MA). It had been successful on a proportionately large scale, but never implemented throughout an entire school district. A collaboration between Chancellor Nancy Cantor, Say Yes CEO Mary Anne Schmitt-Carey and Syracuse City School District Superintendent Dan Lowengard changed that and changed the future of education in Syracuse. From that point on, a new energy arose in Syracuse, an energy that will insure a new educational future for the thousands of students who will be educated in Syracuse. When Superintendent Lowengard was approached with a plan to pilot the program in Syracuse, he reacted with the foresight that reflects his expertise in urban education. “We know that pilots work. We weren’t interestested in a pilot. What we wanted was to implement the program city wide. We wanted to create something that was scalable and sustainable, and we have.” Say Yes’s CEO, Mary Anne Schmitt-Carey said, early on in the process, that “In twenty years, Say Yes had helped several thousand students. We didn’t want to wait that long to help more. Syracuse was the first city to sign on for an entire district.” Lowengard says that “Say Yes removes
the barriers that impede education. We are able to address the legal medical and emotional needs of our students and their families in order to make education possible. We’ve worked out a financial model that works. This is the kind of thing that rates top money. This is money well spent. I’ve studied urban education and there is no urban district that has fixed this thing about kids who grow up in poverty. We are looking at the kind of structural things that will make a difference in a whole city.” In the first year of Say Yes in Syracuse, over 600 SCSD graduates were provided college tuition. The stipulation – graduate from a Syracuse public high school and be accepted in college. The implementation of creative, exciting and engaging after school programs, health and legal assistance to families and an educational “summer camp” are all designed to remove the barriers that commonly impede urban education, thus enabling students to qualify for the tuition grants. The “sustainable” part of the program, the financial part, has unfolded in a remarkable manner. Grants, donations and in kind services have poured some 25 million dollars into the program. Community leaders have come forward with donation
photos by Herm Card
ABOVE: Say Yes Director Rachel Gazdick, left, and SU Chancellor Nancy Cantor. LEFT: George Weiss founded Say Yes to fulfill a personal commitment to improving education for urban youth.
See Cornell on page 7
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Say Yes From page 6
s of in kind services such as legal and medical clinics for a city where 7000 students are without health insurance, and 16,000 qualify for free lunches. Colleges have created scholarships and donated tuition grants. Politicians have over looked party lines in cooperative efforts to support Say Yes. George Weiss says. “You can’t just tell people to set aside politics to make something work. People in Syracuse are doing it because it is the right thing to do, and it is working.” Though Say Yes Inc. is headquartered in New York City, CEO Schmitt-Carey (“A bulldog who it is impossible to say ‘no’ to,” says Weiss) is in Syracuse nearly every Herm Card week as part of her deep com- Syracuse City School District Superintendent Dan Lowenmitment to the initiative. gard said “Yes” to improving education in Syracuse. The major staffing of the after school program is centered at Syracuse University, where the program is directed by Rachel Gazdick whose supervisory workload doubles this year as the program expands from covering one quadrant of the city to two. In two more years it will cover the entire city, serving all 23,000 of the city’s preK-12 students and fulfilling Schmitt-Carey and Weiss’s vision of serving an entire urban education system. The ultimate success of the program is yet to be determined, but a clue to its success so far came from Chancellor Cantor in her address at the recent National Say Yes Conference hosted by Syrqacuse University. “The fact that Say Yes has attracted (Vice President) Joe Biden, (Secretary of Education) Arne Duncan and (National Education Association President) Dennis Van Roekel to Syracuse is proof that we are on the right track.” Further proof, more substantial perhaps than the national attention, comes from an SCSD student named Latisha. When asked what Say Yes is all about, she said simply “It’s all about me getting to go to college and getting to be a teacher.”
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Gold standard in green building set for SUNY Oswego’s science center
SUNY Oswego’s science and associated disciplines will go green with the transformation of Piez Hall as home to them all beginning next year. The expanded and renovated building will be constructed to the U.S. Green Building Council gold standard for Leadership in Energy and Environmental Design, said Tom Simmonds, associate vice president for facilities. He said the college will seek LEED certification at that high standard. LEED is the nationally accepted benchmark for the design, construction and operation of green buildings. It recognizes performance in five key areas of human and environmental health: sustainable site development, water savings, energy efficiency, materials selection and indoor environmental quality. “This will be our first gold-certified building,” Simmonds said. The Campus Center was built to the LEED silver standard, but the college did not seek certification. Certification for Piez will be a notable achievement because science buildings typically use four times the energy of regular buildings, Simmonds said. Renovation of the 47-year-old Piez Hall and construction of an addition that will more than triple its present 80,000 square feet are scheduled to begin in spring 2010 in parallel with renovation of the adjacent Park and Wilber halls as the School of Education complex. Among the building’s environmentally friendly aspects, the exterior will feature “a terra cotta material made from recycled and reclaimed materials,” Simmonds said, and natural light will infuse the building. The new connector to the School of Education’s Wilber Hall east of Piez is planned as “a model of a totally green building,” said Casey Raymond of the chemistry faculty, chair of the science planning committee. This atrium-like space, he said, is planned to include a cafe, a planetarium, and social space with open access computing capability. It will be adjacent to new lab space in the School of Education’s technology department that may find joint use by that department and engineering or other science programs, said Dean of Education Linda Rae Markert. The concept of multiple use lab space began with the science planning committee, which has worked to reintegrate disciplines in the new facility to emphasize their commonalities as well as the possibilities for interdisciplinary collaboration. Cannon Design is the architectural firm working on the science building project, which is being bonded through the SUNY Construction Fund. The total cost is estimated at $110 million to $120 million.
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Fall 2009
Faces in education
New chief takes the state reins David Steiner takes over as NYS Education Commissioner Dr. David Milton Steiner assumed his post as New York State Education Commissioner and President of the University of the State of New York Oct.1. He succeeds Richard P. Mills who retired on June 30th after 14 years as commissioner. Steiner will be the 13th Education Commissioner to serve the state since the position was created in 1904. His salary will be $250,000. Steiner is the former dean of the Hunter College School of Education at the City University of New York Steiner is best known for his leadership of the national effort to transform teacher preparation and improve teacher quality. As Commissioner of Education, Steiner will serve as chief executive officer of the State Education Department and as president of the University of the State of New York (USNY). USNY is comprised of more than 7,000 public and independent elementary and secondary schools; 270 public and independent colleges and universities; 7,000 libraries; 900 museums; 25 public broadcasting facilities; 3,000 historical repositories; 436 proprietary schools; 48 professions encompassing more than 761,000 licensees plus 240,000 certified educators; and services for children and adults with dis-
abilities. The new commissioner has a Ph.D. in political science from Harvard University and a B.A. and M.A. in philosophy, politics and economics from Balliol College at Oxford University. Steiner, 51, lives in Manhattan with his wife, Evelyne Ender, a professor of French at Hunter College and the CUNY Graduate Center. He has two grown step children. Steiner will relocate to Albany upon assumption of his new role. As dean of the School of Education at Hunter College, Steiner has led the growth of one of the most dynamic and diverse teacher preparation programs for public school teachers and principals in New York State. In the spring of 2009 the School of Education enrolled 2585 students – an increase of 400 during his term as Dean. Under Dr. Steiner’s leadership Hunter has dramatically expanded the school’s Special Education program, strengthened the Teaching English as a Second Language program, as well as the administration and training program for assistant principals, principals and superintendents. Each year more than 70 percent of School of Education graduates go on to teach in public schools across New York State. At the time of his appointment
in July, Regents Chancellor Merryl H. Tisch said, “It is not enough to simply raise standards and hope for the best. Our teachers need to be prepared to help kids meet and exceed these standards. Study after study confirms that teacher quality is the most important factor under the control of schools in boosting student performance. David Steiner has pushed the envelope, challenged orthodoxy and developed rigorous evidence-based approaches that help prepare and support teachers in a diverse range of settings to lead their students to remarkable gains in achievement.�
Dr. David Milton Steiner
SUNY Oswego: Incoming students among ‘most talented’ ever This year’s incoming class is one of the “most talented� and diverse ever, said Joe Grant, vice president for student affairs and enrollment. Oswego received over 10,500 freshman applications, up 38.8 percent since 2005. This means the college has been more selective with admissions, accepting 47 percent this year compared to 56 percent four years ago. “Not only did we have a larger pool to draw from but, frankly, it was also one of the most talented collections of applications we’ve ever seen,� Grant said. Average composite SAT score rose to 1110 from 1100 last year. Oswego’s average is not only above the 1016 national mean but high above the 987 average in New York state that dipped a bit this year, Grant said. The average Oswego freshman had a 90 high school average, up from 89.5 last year. The 198 Presidential Scholars had a mean 1240 SAT composite and 94.4 high school average. Theirs were among 765 merit scholarships for new students, including transfer and residential awards.
Great start
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“Summer Orientation was a good sign that the quality of our entering class was quite strong,� Grant said. “The students were well-prepared, very articulate, very interested in becoming involved in the college community.� Grant said he told the freshmen: “You’re among the most talented classes in the history of the college,� representing some 1,400 out of the 10,500 who applied. “I think that kind of competition going forward is going be to very good,� he added. “We already see strong demand for 2010,� even though the number of students of high school age in New York state, especially Upstate, is shrinking. With the demographic shift and increased efforts to attract a broad range of students, more are coming from farther away. The largest home county among freshmen is Suffolk County on Long Island, which supplied more than 10 percent of the Class of 2013. Having students from farther afield contributes to a larger and more diverse residential community, Grant said. For example, 16 percent of incoming freshmen identified themselves as people of color.
Vibrant campus
“Compared to where we were about 10 years ago, we have 800 more students on campus,� Grant said. “That vibrant residential community creates a lot of excitement and opportunity for connections. And, in our Upstate New York community, it has a large economic impact.� Around 4,040 students took up residence on campus this fall. Grant notes the opening of the Village, the townhouse apartment complex south of Glimmerglass Lagoon, in fall 2010 will add 350 beds and decrease density in some of the residence halls. “We think around 180 of the students in the Village will be students who may have otherwise moved off campus,� he added. Next fall’s goal is around 4,200 students on campus with the addition of the Village, “with overall a more comfortable living environment, which should help increase student retention and satisfaction, which in turn helps graduation rates,� Grant said. Total headcount enrollment this semester is more than 8,200 students, with around 7,200 of them full-time.
Transfers and trends
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Interest among transfer students, both those who graduated from community colleges and those seeking options more cost-effective than private schools can provide, also rose sharply, Grant said. Oswego had nearly 2,500 transfer applicants, up about 14 percent from a year ago. The 750 incoming transfers brought an average GPA of 3.0. Another trend, Grant said, is greater interest in the sciences, which also brings a talented pool of applicants. “As we prepare for the new science facilities with a new major in software engineering, and an expected major in electrical and computer engineering, science is really going to be a focus going forward,� he noted. “We expect to see many well-prepared students and attract additional outstanding professors.� Grant noted that Oswego’s recent honor as one of U.S. News and World Report’s Top Up-and-Coming Schools was based on last fall’s data, while this year’s figures are even better. “Applications are up, SAT and high school averages are up, selectivity is consistent with last year, which should all reflect positively on next year’s rankings,� he said.
Fall 2009
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Ask the expert
Confused about score choice? You are not alone By Maria Badami, College Directions Just when you thought the college application process couldn’t get any more complicated, College Board introduced Score Choice. Score Choice gives students the option to choose which test scores to send to colleges, selecting scores from one, several, or all SAT test dates. Designed, in theory, to reduce student stress and improve their “test day experience,” this new test option has created more confusion and anxiety for the college bound. To put this process in perspective, most juniors and seniors take the SATs twice, in hopes of increasing scores, thus their competitiveness
at colleges. Until this year, students were required to submit all test scores, often discouraging students from taking the tests more frequently. One of most vocal criticisms of this new Score Choice option is that students, in hopes of increasing scores in one section or another, will take the exams three or four times, adding to College Board’s coffers. Misunderstandings about colleges’ standardized test requirements abound. First, many students are under the assumption that they have to participate in this new Score Choice practice. Score Choice is optional for students. If a student chooses not participate, all SAT scores will automatically be sent to every school selected to receive scores. Second, not all colleges have agreed to the same Score Choice practices. Some colleges, in particular the most selective, have chosen not to participate, requiring students submit all scores from all test dates. Even amongst the colleges and universities that have agreed to participate in Score Choice,
the specifics of what each requires varies. To further complicate matters, many college have chosen to go SAT Optional (over 770 SAT Optional colleges) arguing that a student’s academic record, not a standardized test, is the best way to predict college success. Finally, in lieu of the SATs, other colleges accept the ACTs, or a combination of SAT Subject tests and the ACTs. If you are still with me, let me try to clarify the real Score Choice misunderstanding. Most families think that under Score Choice, students can combine the highest section scores( math, critical reading or writing) from any test date. NOT TRUE. The College Board web site encourages students to check with each college as to specific test requirements. However, the vast majority of participating colleges require that students “…submit entire SAT tests scores,…. individual sections from different test dates cannot be selected independently for sending.” In other words, a student cannot take
a math score from an October exam and combine it with a June critical reading score. The site goes on to explain that the admissions officers will only consider “ …the highest section scores across all SAT test dates submitted.” So, in an effort to “simplify” the college application “experience” students now have to decide whether or not it is advantageous to participate in Score Choice. Then students have to check with each college, to make sure they are following proper score-reporting requirements. Are we to assume that College Board will get every student’s request correct for every college students apply to? And lastly, in this already distorted application process, are we to assume that all students will honestly follow these practices. So how is this process better?
Maria Badami, MS is a college admissions consultant and educational planner with College Directions in Fayetteville. (315) 243-6658. www. Collegedirections.net
How to choose a college that can help you get a career fast Today, it’s more important than ever to make certain you can compete in a very competitive job market. The best competitive edge you can have is a college degree. But how can you be certain you are choosing the college that’s right for you? Here are several questions you should think about that can help you make the right decision. Does the college offer the degree programs you want? Some parts of the economy are still hiring, like healthcare, business, the legal field, and technology, among others. So you want to make sure you choose a college that offers programs in these fields. After completing your degree will your college help you find a job? One local college, Bryant & Stratton, actually documents all of its placements and has a 92 percent placement rate and graduates have lifetime placement assistance. That means they’ll help you find a position as soon as you graduate, then they’ll continue to help you find positions—for life! Ask if classes have lots of students. This is especially important if you want an environment where your instructors can spend time with you and give you the personal attention you need to learn the material. Some colleges have classes with as many as a hundred students in them. Instructors rarely get to
know you personally, and if you fall behind, it’s virtually impossible to catch up. Ask if the college worked with local employers when they developed their degree programs. College is a great environment. But some don’t pay much attention to the real world, when it comes to the information they teach. You want a college that is “career-focused,” which often means they reached out to local employers and discovered what skills those employers want their employees to have. Then the college incorporated those skills into their degree programs. The result? When you graduate, you will be uniquely qualified to enter the local job market armed with precisely the training local employers expect their employees to have.
16 months, which means you can start your career fast. At Bryant & Stratton College, you’ll have a flexible schedule, with classes available days, evenings and online. Financial aid is available for everyone who qualifies, and they’ll even help you through every step of the financial aid process.
If you’d like more information about Bryant & Stratton College, stop by their Albany campus at 1259 Central Avenue 518-437-1802, their Liverpool campus at 8687 Carling Road 652-6500 or their Syracuse campus at 953 James Street 4726603. You can also visit bryantstratton.edu.
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Consider Bryant & Stratton College and plan for the future
Bryant & Stratton College, with campuses in Albany, Liver pool and Syracuse, offers a wide range of Associate degree programs in growing fields. They include Accounting, Administrative Assistant, Business, Criminal Justice, Graphic Design, Human Resources Specialist, Interactive Media Design, Medical Assisting and Paralegal Studies. Several campuses also offer new degree programs in Networking Technolog y and Security Technology. You can earn your Associate degree in as few as
ht ! g i R re he
Software From page 5
the accreditation standards in mind,” she added. The new program will open up a new field to students in public higher education, Stanley noted. “It is our goal to make education accessible and affordable to more students, and the new software engineering program is a major step in that direction,” she said. With the software engineering major now approved, CoultrapMcQuin said SUNY Oswego will look to establish additional programs in engineering to meet other demands in the field. “Business and industry look to colleges and universities to educate the engineers and computer scientists who are needed for today’s workforce and the workforce of the future,” Stanley said. “We have an obligation to meet their needs.”
Finding the perfect college may seem like a challenge. You need it to offer degree programs that can help you start a great career. You want an environment that’s supportive, encouraging and focused on your success. And you expect to use the same state-of-the-art technology you’ll use in the workplace. You’ll find all that, and more, at Bryant & Stratton College. The perfect place to find a personal education that will lead to lifetime success.
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Web news
SU students keep tabs on local politics, upcoming elections Under the tutelage of veteran political reporter Charlotte Grimes, Knight Chair in Political Reporting at Syracuse University’s S.I. Newhouse School of Public Communications, a group of Newhouse students is reporting on Syracuse politics and filing their stories with the school’s news-based web site, Democracywise. Recent topics have included Syracuse mayoral candidates; voting by absentee ballot; election inspectors; registering to vote; and a series of pieces on “Voters’ Voices ’09,” which provides an overview of the local political sentiment going into election season. “This is real-world experience for the students and their work will enrich political coverage for our elections,” says Grimes. “Democracywise is also meant to be one-stopping shopping for the public to learn about candidates, races and issues.” An experimental web site intended to help people engage in politics and public affairs, Democracywise offers basic knowledge and information—from stories about candidates and issues to a democracy toolkit on the nuts and bolts of registering to vote. Students reporting for Democracywise this year include: Brian Amaral, Abram Brown, Lynette Chen, Steve Doane, Shardé Edwards, Brett LoGiurato, Silvia Milanova, Michelle San Miguel, Dan Scorpio, Jessica Shaw, Chris Shepherd and Julia Terruso. Liam Migdail-Smith, who reported for Democracywise in spring 2008, maintains and updates the site’s Races & Candidates section, the political calendar and the democracy toolkit, including a growing dictionary of political and government terms. Grimes spent 20 years as a reporter for the St. Louis Post-Dispatch, including 12 years with its Washington bureau. She covered the Democratic National Conventions of 1984 and 1988 and the Republican National conventions of 1992 and 1996; the Missouri and Southern Illinois congressional delegations; the politics and policy of health care and international trade; the U.S. invasion of Panama; and the United Nations during first Persian Gulf War, among other stories. For more information about Democracywise, contact Grimes at 443-2366 or cgrimes@syr.edu.
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Fall 2009
Finances
How to avoid the ‘Freshman Financial Fifteen’ Organization gives students tips to avoid common mistakes
Freshman year of college is an easy time to get plastic happy and spend more than you can afford. The Center for Economic and Entrepreneurial Literacy (CEEL) offers college freshmen and all students a list of the “Freshman Financial Fifteen” – common financial mistakes made by students and ways to avoid them. College students have a lot to deal with: New classes, new surroundings, new friends, and adjusting to a new lifestyle away from home. It’s easy to get wrapped up in the college scene and forget to take care of your finances, but making good decisions early will pay dividends later. Here are five financial missteps often made by college students and strategies to avoid them. For the full “Freshman Financial Fifteen” visit www.Econ4U.org.
1.Not budgeting
This is undoubtedly the biggest mistake we college students can make. It is important to set realistic goals to get a handle on your finances so that you know how much you can afford to spend on fun stuff.
2.Only making minimum credit payments
Freshman year of college is an easy time to get plastic happy and spend more than you can afford. If you’ve gotten into debt, you may think that making the minimum payments on your credit cards is paying down your debt. In reality, only paying the monthly minimum means you’ll end up owing much more in the long run. Most cards have a minimum payment of 4 percent of your balance. If your card has an 18 percent interest rate, it will take more than 10 years to pay off a balance of $3,000, paying more than $1,700 in interest.
3. Overusing your student ID
Most students have a university ID that can carry meal plans, laundry money, bookstore credit, vending machine cash, etc. When you swipe your ID for a new sweatshirt at the bookstore, it may not feel like spending money. But those charges don’t just disappear – you will wind up getting charged for expenses at the end of the semester.
4. Buying a new cell phone
It seems like every month an awesome new must-have cell phone is on the market. It’s easy to fall prey to ads for “free phones” or phones that only cost a dollar. Don’t be fooled, cell phone companies offer deals to lock customers into contracts for years. The real cost of that new phone is hidden in your monthly bill.
5. Not having insurance
Buying any kind of insurance can be expensive, so it is important to assess risk before purchasing coverage. But in college you never know what might happen. If your belongings aren’t covered under your parents’ homeowners insurance what will you do if someone sets off your dorm sprinkler or there is a fire? The Center for Economic and Entrepreneurial Literacy aims to educate students and young adults on personal finance and economics in unique ways. Managing Director James Bowers, said, “Today’s youth are fumbling around in the dark, financially speaking. It’s critical to teach students basic economic principles that are applicable in everyday life.” For the full “Freshman Financial Fifteen” visit Econ4U.org.
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Niagara University, Catholic Health partner to prepare health care professionals Niagara University and Catholic Health have joined together to establish two separate initiatives designed to prepare health care professionals for advancement and leadership. One, with Niagara University’s department of nursing, will provide a unique “RN to BSN” degree pathway for Catholic Health’s registered nurses who want to advance their careers. The other will enable MBA students in Niagara’s newly established health care administration concentration to gain valuable work experience through field placements and mentorship opportunities within Catholic Health. The Catholic Health Nurse Scholars initiative, scheduled to begin in January 2010, will offer qualified nurses employed by the Catholic Health System the opportunity to earn a Niagara University Bachelor of Science in Nursing in 30 months. Through a unique arrangement with Catholic Health, Niagara University will offer some classes at the organization’s education center in Cheektowaga with instructors from the university’s nursing department. The Catholic Health – MBA partnership, which begins in the fall semester, will enable Niagara’s students to gain valuable work experience through field placements and mentorship opportunities with Catholic Health executives. The organization, which worked closely with MBA director Dr. Peggy Choong to develop the health care concentration, will provide hands-on experience to students through placements in a variety of health care organizations. A unique aspect of this new program is the opportunity for participants to join volunteers on service trips to Jamaica. Students will accompany John Davanzo, Catholic Health’s senior vice president of regional development, each January for approximately two weeks to assist U.S. health care professionals as they work among the poor in that country.
Syracuse University offers choices for learners at any age If you started a degree but got sidetracked by life, now is the time to finish what you started. Attending college part time at Syracuse University is not only affordable, it is convenient and flexible. We offer a variety of study formats for today’s busy lifestyles. There are online, weekend, and accelerated classes to help you finish your degree. Assistance may even be available for parents who need child care in order to continue their education. The Federal GEAR UP Program at SU is designed to increase the graduation rate and college attendance of students from the Syracuse City School District. This national initiative creates innovative programs that help students succeed in high school, college, and beyond. Summer at Syracuse offers summer classes for current or visiting students who want to catch up or move ahead in their program of study. Summer College is a pre-college program for high school students to experience campus life and explore their academic interests while earning college credit. Summer Dance Intensive and SU Athletic Camps offer unique opportunities for students of all ages to learn and grow. SU is also pleased to support and assist veterans who are returning to school. SU has established a Veterans’ Resource Center to assist student-veterans with their educational journey. We participate in the Yellow Ribbon Education Enhancement Program and have been named a Military Friendly School by G.I. Jobs magazine for 2010. For more information on part time or summer study at SU, visit parttime. syr.edu or call 315-443-9378.
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Email: admissions@niagara.edu
Did you start a college degree but get sidetracked by life? Now is a great time to finish what you started. Earn a degree part time at Syracuse University. At SU, your investment buys more than just credits. You will benefit from: • SU’s reputation for excellence • Part-time tuition rates that are comparable to local private colleges • More than 200 degree programs to choose from • Opportunities to network with peers and distinguished alumni
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Attend an Information Session or schedule an advising appointment. Call 315-443-9378 or visit: www.parttime.syr.edu/infosession. Spring classes start January 19.
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Fall 2009
Tips for students, parents
Protecting students from identity theft
College can present some hard lessons when students fail to protect themselves from identity thieves. Some say college students are especially attractive targets for identity thieves because they have unblemished credit records. This can make it easier for thieves to take out loans in their name. Additionally, many students may not realize the potential for fraud and do not guard personal information as closely as they should. To help, the experts at the Affinion Security Center offer the following tips for college students: 1. Shredding documents can help ensure that papers with personal information are properly disposed of and do not fall into the wrong hands. Anything that has a student’s name and address on it should be shredded in a crosscut shredder to be safe. This includes credit card offers, bills and financial statements. 2. Students should check credit card and bank statements monthly—if not more frequently— for any unusual activity. A creditmonitoring service can be a valuable tool in fighting and detecting identity theft, helping alert students when any new accounts are opened in their name. 3. Create “strong” passwords. A strong password is one that is not easy to guess and it should include both numbers and capital letters, and possibly characters as well. 4. Students should never share debit card PIN numbers, passwords or Social Security numbers with anyone, or leave any documents with personal identifiable information lying around. 5. When purchasing a new computer, it’s wise to enable all security features and then keep anti-virus and spyware protection up to date. Also, use a password-locking system on your computer if it is left on while you are not present. 6. College students should beware of phishing scams—e-mails that appear to be from legitimate organizations asking the recipient to update his or her personal information. In most cases, the sender intends to steal the student’s identity to commit fraud. Affinion Security Center is a global leader in providing identity protection and data security solutions to corporations and individuals. For more information, visit affionsecuritycenter.com.
-NAPS
‘Creative’ ways to pay for college
Thanks to a program for young writers and artists, photographer Rodney Jones was able to pay for college. There’s good news for parents who want to help their children get a college education but don’t know how to pay for it. We all know that scholarships are available for talented athletes and students with straight A’s. But what if your daughter would rather pick up a paintbrush than a basketball? Or your son is a brilliant writer but doesn’t get the best grades? Each year, cash awards and nearly $4 million in tuition scholarships are made available to creative teens nationwide, through The Scholastic Art & Writing Awards, now in its 87th year. Young artists and writers can earn money for college by using their talents in a variety of disciplines, including poetry, video game design, short stories, sculpture
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and more. The Alliance for Young Artists & Writers, the nonprofit that administers the awards, is now accepting entries from students in grades 7-12. To find out more, visit www. artandwriting.org. “In our 87th year, we expect to see the trend continue of more submissions and even more superior work, thanks in part to the extraordinary teachers guiding these talented youth,” said Virginia McEnerney, Executive Director at the Alliance. If you or someone you know has ever received a Scholastic Art & Writing Award, share your success story with the Alliance at artandwriting.org.
Source: statepoint.net
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