Graduate Academic Council

2004 – 2005



Minutes of the Council meeting of March 10, 2005

Approved by the Council on April 6, 2005


In attendance:       D. Byrd, F. Bolton (staff), J. Bartow (staff), L.-A. McNutt (Chair), M. Pryse, M. Casserly, M. Jerison, M. Rodriguez, S. Friedman & S. Shahedipour


Guest:                     Shadi Saleh, School of Public Health


Unable to attend: B. Joseph, H. Meyer, S. Maloney & O. Ongiti


1.        Minutes of the GAC meeting of 2/16/05 were presented and approved unanimously without amendment.


2.        Dean’s Report – M. Pryse


·         President Hall appears to support the maintenance of graduate level enrollments at the current levels while boosting undergraduate enrollments in the immediate years ahead.


·         The College Scholars “top-off” funding program for graduate student support awards is underway.


·         The Presidential Fellowship nomination and selection process is also underway.


·         The Empire Commons housing support awards program is also underway.


·         Dean Pryse is meeting with the GSO this Friday, 3/11/05.  Some GSO members have mentioned support for the Ombuds proposal.


·         Web design work for Graduate Studies is underway.  A Graduate Studies Mission Statement has been drafted and, upon completion, will appear on the Graduate Studies initial web page.  Dean Pryse distributed copies of the draft Mission Statement and welcomes comments from Council members.


3.        Chair’s Report – L.-A. McNutt


·         Chair McNutt finds the potential GSO support for the Ombuds office encouraging.  The Senate Chair has recommended that the item be introduced as a bill rather than a resolution.  Prof. McNutt sought and received concurrence from Council members to proceed in that manner.


·         After attending a meeting with President Hall, Prof. McNutt reported how positive it is that he is so student oriented.


·         Work on an ETD (Electronic Theses and Dissertations) procedural model has been progressing, with the discovery of a model at Arizona State University that looks quite promising.


4.        Committee on Educational Policy & Procedures – D. Byrd


Prof. Byrd presented the written report of the Committee (appended to the end of these minutes), highlighting the two proposed policy changes having to do with masters level transfer credit and residency requirements for CAS programs.  He mentioned additionally that policy work to strengthen human subjects research oversight is underway and a proposal will be forthcoming.  Dean Pryse inquired about policy having to do with culminating masters program projects.  While there is no campus policy proposal currently under consideration in that regard, State regulations do address such requirements.


The Council voted unanimously (8-0-0) to accept the Committee report and approve the policy proposals contained therein.


5.        Committee on Curriculum and Instruction – M. Rodriguez


Prof. Rodriguez presented the written report of the Committee (appended to the end of these minutes) and briefly summarized each curriculum change proposal.  After a short discussion, the Council voted unanimously (8-0-0) to accept the Committee report and approve the proposals contained therein.


6.        Proposal to establish an inter-institutional dual degree program, MD/MPH, with Albany Medical College. 


Prof. Shadi Saleh from the School of Public Health introduced the Proposal to link the two existing registered programs between the two institutions.  He highlighted movement in recent years for clinician (MDs) to be increasingly interested in Public Health.  The establishment of this dual degree relationship, initiated by the Medical College about 5 years ago, will provide a mechanism for medical students to include Public Health studies in as an integral part of their educational preparation.  Twelve graduate credits (6 course credits; 6 internship credits) will be applicable simultaneously to both degrees.


In anticipation of the attachment of a tabular layout for the curricular requirements of the dual programs and a sample program of study, the Council voted unanimously (7-0-0) to approve the proposal and recommend its introduction to the Senate for final governance approval.



There being no further business, the meeting was adjourned.  The next Council meeting is scheduled for April 6, 2005.




To:          Graduate Academic Council


From:      Donald Byrd, Chair

                GAC Committee on Educational Policy & Procedures (CEP&P)


Date:       February 22, 2005


Subj:       Report and Recommendations


The CEP&P met on February 17, 2005.  In attendance were D. Byrd (Chair), J. Bartow (staff), M. Jerison, A. Pomerantz & M. Casserly



Proposals (attached) to change graduate policy pertaining to (1) full-time residency in C.A.S. programs and (2) masters level transfer credit were approved and are recommended to the GAC for action by a vote of 4-0-0.






The Council proposes that the requirement for full-time study in Education C.A.S. programs be dropped from campus policy.  This follows on a recommendation received from the School of Education toward that end.  Residency policies pertaining to doctoral programs were devolved to the program faculty as authorized by the University Senate in 1999.  An accompanying shift in residency authority for the C.A.S. programs in Education was not included due to oversight.  C.A.S. programs outside the School of Education have no such full-time residency requirement and the faculty within the School of Education seek the same for their programs.




Certificate of Advanced Study Award


A Certificate of Advanced Study attesting to advanced preparation and competence may be earned for the completion of organized programs which normally extend at least one year beyond the master's degree.


Many of these programs operate in conjunction with doctoral programs, and essentially the same academic and admission standards apply.


Credit Requirement


Each program leading to a certificate of advanced study includes a minimum of 48 (60 for those in education) credits of appropriate graduate study. Refer to descriptions of individual programs for required courses and distributions.


Residence Study and Advanced Standing


Of the minimum number of credits of graduate study beyond the baccalaureate established for a certificate in a particular field, at least one-half must be completed in resident graduate study at this University.


An applicant for admission to a program leading to a 60-credit certificate who holds a master's degree with an appropriate specialization may apply for admission with advanced standing not to exceed 30 credits.  


Comprehensive Examination


Satisfactory completion of a comprehensive examination in education and in the field of specialization is required in each program in education. Satisfactory completion of a comprehensive examination in school psychology is required in that program.


Statute of Limitations


All requirements for the certificate must be completed within six calendar years from the date of initial registration in the program.


This statute apply equally to students who enter with or without advanced standing and to students who formally change their areas of specialization after admission and study in one advanced program.




Regulations Governing the Transfer of Credit to a Graduate Program


The Council proposes clarifying language to allow eligibility for the awarding of transfer credit, in all cases subject to program faculty approval, when it can be demonstrated that a graduate course completed when an individual was in undergraduate status was in excess of undergraduate degree requirements.


The Council additionally proposes the deletion of language pertaining to the location at which courses presented for transfer credits were completed.


Regulations Governing the Transfer of Credit to a Graduate Program


Courses completed before entering graduate study at this University for which transfer credit is desired should be presented with the application for admission to graduate study.


In order to qualify for transfer credit for graduate courses completed at another institution after entering graduate study at this University, the student's average grade in resident graduate courses taken at this university must be B or better.


Candidates for degrees at this University are requested to receive the approval of their advisors or of the Dean of Graduate Studies before registering for courses at other colleges if they plan later to present them for transfer credit.


Courses presented must be appropriate to the student's graduate program. Professional courses offered for transfer must be consistent with the student's graduate program.


Courses presented must have been given by an accredited institution authorized to grant graduate degrees.


Courses presented must be graduate courses, that is, applicable to a graduate degree at the institution offering them.


Graduate courses presented for transfer credit completed while the student was in undergraduate status shall be eligible for transfer only upon receipt of documentation from the institution certifying that such course work was not used to fulfill undergraduate degree requirements at that institution.


Courses presented must be completed with grades of B or better.


An official transcript of the student's record in the course(s) presented for transfer credit should be sent to the Dean of Graduate Studies, State University of New York at Albany, 1400 Washington Avenue, Albany, New York 12222.


An official description of the course(s) should accompany the request for transfer credit.


Courses accepted for transfer credit are not used in computing the student's academic average.


Of the graduate credits required for a 30-48 credit master's degree, at least 24 must be completed while in resident study at this University. For those graduate programs requiring more than 48 credits, at least 50 percent of the program's requirements must be completed while in resident study at this University.





To:              Graduate Academic Council


From:          Monica Rodriguez, Chair

                    GAC Committee on Curriculum & Instruction (CC&I)


Date:           March 7, 2005


Subject:      Report and Recommendations



The CC&I met on March 7, 2005.  In attendance were:  S. Friedman, D. Parker, M. Rodriguez (Chair), and F. Bolton (staff).  F. Henderson, B. Keough, H. Meyer, G. Pogarsky and J. Bartow (staff) were unable to attend.


Five items of business were considered:


1.              Nelson A. Rockefeller College of Public Affairs and Policy’s proposal to add a Public Security Specialization within their Public Sector Management Graduate Certificate Program


To briefly recap:  The proposed specialization, public security, focuses on a new, emerging field of public sector management and recognizes the critical shortage of individuals equipped to manage in this new environment of terrorism which followed upon the attacks of 9/11.  This 20 credit Public Security specialization is comprised of five courses - two core and three specialized courses.  Four new courses have been designed for the certificate and these courses draw on the knowledge and expertise of faculty from the Department of Public Administration and Policy, the Department of Political Science, the School of Information Science and Policy, and the School of Criminal Justice.  The specialization is expected to draw graduate students from diverse disciplines who desire to earn such a certificate while satisfying specialty requirements in their own degree programs as well as those who wish to build the knowledge and skills needed to function in the country’s homeland security initiative.


The rationale and description of the new Public Security specialization were well stated and convincing.  The four new courses are established and are being taught by University faculty.  This Public Security specialization meshes well with the other special concerns of the Public Sector Management Graduate Certificate - Public Management, Health Policy, Public Policy, Human Resource Management, Information Resource Management, Local Government, and Legislative Administration.  The CC&I members voted 3-0-0 to move this proposal forward for GAC approval.


2.              School of Business – Request for a curriculum change to the full-time MBA program


After extensive internal discussion and review, the School of Business has recommended (1) the elimination of two core courses in Excel and database management that were deemed unnecessary as students are presently entering the program with such knowledge and (2) combining their two courses in global business and strategic management into one course entitled Global Strategic Management.  By making these changes, the full-time MBA program can mount all of its required core courses in the first year of the program and will enable students to take two additional 3 credit hour electives in the second year.


The changes appear to structure the required core courses within the first year of the program and enable students to now create a minor field of study to complement their concentration specializations.  The proposed changes were believed to strengthen the MBA program and its offerings.  The CC&I members voted unanimously to move this proposal forward to GAC for approval.


3.              College of Arts and Sciences Department of Art – Request for a curriculum change to the MFA program


The Department of Art requested to eliminate 8 credits of drawing requirements and to increase the area of specialization in studio art from 20 to 28 credits.  Students of the MFA program would then be provided the opportunity to have more focus in their chosen studio area of painting, sculpture, drawing, digital imaging, printmaking or combined media.


This movement away from the drawing requirement also acknowledges the expanding components of art media.  The CC&I members voted 3-0-0 to approve this curriculum change.


4.              College of Arts and Sciences Department of Latin American, Caribbean, and U.S. Latino Studies  - Request for a curriculum change to the M.A. program


The Department of Latin American, Caribbean and U.S. Latino Studies has asked that the required 15 credits of supporting courses for the M.A. program be reduced to 12 credits and that a Directed Readings course, Lcs 691, become a requirement.  This would ensure that the required reading for the Master’s project would be systematically accomplished under the direction of the project director.


The Committee members voted 3-0-0 in favor of the change.


5.              School of Education – Revisions of numerous existing programs were submitted for review

(Due to meeting time constraints only revisions to the MSSE and M.S in TESOL programs could be considered.)


Revisions to the MSSE Program – The School of Education’s Department of Educational Theory and Practice has proposed to eliminate Etap 680 (3 credits), Research Seminar: Critical Introduction to Education Research Paradigms, from each of its nine subject areas of Adolescent Education (Biology, Chemistry, Earth Science, English, French, Mathematics, Physics, Social Studies and Spanish 7-12).  Etap 690, Graduate Teaching II, is to be increased from 6 credits to 9 credits.  In justification of the credit increase to Etap 690 is the proposal to incorporate the major focus of Etap 680 on teacher inquiry into the workload of Etap 690 and so connect this inquiry project directly to the student teaching experience.  A carefully designed portfolio which follows guidelines established by the MSSE faculty is to become a requirement of Etap 690 and is to serve as the culminating project for the program as a whole.


The CC&I members voted unanimously to move this revision forward for GAC approval.


Revisions to the M.S. in TESOL Program – The School of Education’s Department of Theory and Practice proposed the following changes to TESOL program courses and requirements:


A.      Etap/Erdg 657, Reading in a Second Language, is to become an elective rather than required course.  Reading in a second language is a topic dealt with in other courses in the program and its movement to an elective would allow for the addition of a methodology course, Etap 598.


B.       Add a new required course, Etap 598, Directed Field Experience.  This course will give TESOL students the first teaching experience in the program under the guidance of an instructor and two teaching assistants.  This course will also fulfill the 100 hour pre-practicum requirement for students in the certificate line.


C.       Etap 580, Research and Pedagogy in Teaching in the Secondary Schools, is being eliminated from the department’s offerings and is to be replaced with a choice of Etap 680, Research Seminar: Critical Introduction to Educational Research Paradigms or Etap 681, Research Seminar: Research in Practice.


D.      Various changes in linguistics, language and technology electives as detailed in original proposal of program revisions and filed with GAC records.



As stated in the proposal “These revisions allow this program to continue to meet all the requirements of State University of New York’s New Vision in Teacher Education and of the Teacher Education Accreditation Council.” and as these changes require no new faculty members or costs, the Committee members agreed 3-0-0 to move these proposed revisions forward with its approval to the GAC.