College of Arts and Sciences

Science Research in the High School Program
This program increases teenagers' interest in science research and preparing them for science careers. The program trains high school teachers to teach science research techniques. The 3-year science course is designed to help students develop critical thinking skills, to engage in the real life application of science, and to recruit their own science mentors. Student research covers a broad range of interests. UAlbany trains the teachers, who in turn facilitate the program, while mentors in a wide range of scientific fields work with students on their research.  Approximately 110 schools in New York State are currently offering the program: they include schools in cities, suburbs and rural areas, with especially strong representation in Nassau, Rockland, Suffolk, and Westchester counties. The program has been expanded to schools in 6 states. Contact: Dr. Daniel Wulff

University in the High School (UHS)
In the UHS program, high school teachers become adjunct faculty members of the University, and give courses in their high schools for UAlbany college credit.  These courses provide students with the academic challenges of college-level curriculum during their final year(s) of high school.  As a "bridging" experience to college, UHS courses can help students begin to develop the skills and experience necessary for academic success in higher education. The teachers are visited in their classrooms by UAlbany faculty and academic staff to (1) ensure that the courses are taught by UAlbany standards, and (2) to give constructive feedback to the teachers.  Enrollment in UHS courses may provide future opportunities to students, such as the ability to enroll in higher-level college courses or to complete a four-year degree in a shorter amount of time. Contact: Gregory Stevens

• Center for Achievement, Retention and Student Success (CARSS)

The Center for Achievement, Retention and Student Success (CARSS) < http://www.albany.edu/news/release_4296.shtml> aims to strengthen the U.S. workforce and research sectors and to provide a model program for the nation's higher education institutions to address dramatic nationwide workforce shortfalls in science, technology, engineering, and mathematics (STEM) fields by reversing the problem of low enrollment in STEM majors. The Center is supported by a $1 million grant from the National Science Foundation.

The Center's goals include an assessment process to provide information through published work for other academic institutions to increase STEM graduation rates. The Center specializes in tutoring and mentoring services for all STEM majors. It includes career counseling, faculty mentoring, and a recruitment component that involves consultation with student families, and various financial incentives. Contact: Rabi Musah

Family Summer Camp
A highlight of the CARSS program is the "Family Summer Camp" for prospective university students from Albany High School who plan to study in STEM field areas. The collaborative Family Summer Camp component targets recruitment and retention of students mainly from historically under-served populations, and facilitation of their retention in STEM fields throughout their college career at UAlbany.  Contact: Rabi Musah

• Department of Biological Sciences

High School Student Research
Various faculty in the Department of Biological Sciences have supervised the research projects of high school students in the laboratory. Contacts with the faculty are generally initiated by the students. The work done by students has resulted in written reports presented by students in their schools: some have used their projects in various contests including the Westinghouse Science Competition. Contact: Al Millis

WAMC Science Forum Radio Show
This program gives local 5th and 6th graders, along with the general public, the opportunity to ask a panel of scientists questions about science to encourage scientific literacy. Comments by panelists have been incorporated into a national show, The Health Show. The show serves seven states and has an estimated listening audience of 200,000. Contacts: Dr. Helmut V. B. Hirsch and Dr. Helen Ghiradella

College of Computing and Information

Junior FIRST LEGO League
Junior FIRST LEGO League (Jr.FLL) introduces children aged 6-9 to the concepts of teamwork and basic design skills, creating an interest in science and technology. The goal: provide an experience that will begin to transform youngsters and open their eyes to the possibilities of improving the world around them through thought, planning, and technology. CCI faculty and students coach Jr.FLL teams who work on an annual challenge. The completed projects are showcased at the Jr.FLL Expo, sponsored in 2008 by KeyCorp.  Contact: Jennifer Goodal

• Department of Information Studies

Web Development for K-12 Education
Since 2002, Professor Joette Stefl-Mabry and her students have collaborated with local public schools to create Web-based learning modules. The students form development teams that include teachers from Albany City School District, school librarians, and K-12 students to design, develop, deploy, and evaluate Web-based learning modules for use by K-12 students. Driven by teachers' identified curricular needs, over 30 projects have been developed covering topics such as oceanography, music, black history, and geography. Contact: Joette Stefl-Mabry

Website assessment for NYS Education Department
When people visit the New York State Education Department website <www.nysed.gov>, which contains approximately 600,000 pages, can they efficiently access the information they need and conduct the business they desire? Jenny Yuan, Professor of Information Studies, is conducting a series of usability studies to measure the quality of a user's experience when interacting with specific sections of this website. The studies will determine whether users can accomplish their respective tasks and measure the overall effectiveness of the resources available. Contact: Jenny Yuan

College of Nanoscale Science and Engineering

Apprenticeship Programs
The College of Nanoscale Science and Engineering helps appropriate organizations in expanding and enhancing traditional specialized apprenticeships to retrain trade union workers to match the skills needed for cleanroom construction and machine tool fit-up. A case in point is the Center for Construction Trades Training, a joint venture involving the New York State Assembly, M+W Zander, the Arsenal Business and Technology Partnership and CNSE. This $3.5 million office and cleanroom construction training center located at the Watervliet Arsenal to date has trained more than 600 trade union members with the skills necessary to meet the area's immediate need for personnel to construct and maintain cleanroom facilities and install precision machinery. For more information, visit http://cnse.albany.edu/business_resources/workforce/apprenticeships.html or contact Kristin Wolf.

CNSE-LeBoeuf Lamb Program on Nanotechnology Issues
LeBoeuf, Lamb, Greene & MacRae LLP, an international law firm headquartered in New York City, and the College of Nanoscale Science and Engineering (“CNSE”) of the University at Albany conduct a unique joint program designed to help prepare law students to address the complex legal and business issues related to the emerging field of nanotechnology. The annual “CNSE-LeBoeuf Lamb Program on Nanotechnology Issues” is hosted jointly by CNSE and LeBoeuf Lamb, a global law firm with more than 650 lawyers practicing in 19 offices worldwide. Faculty and scientists at the UAlbany NanoCollege share their expertise on technological, business and economic issues related to nanoscale science and engineering with a select group of law students serving as the firm’s Summer Associates. The new collaborative program is part of an annual summer series offered by LeBoeuf Lamb that allows its Summer Associates to gain insight into various legal and business issues and experiences. Contact: Kristin Wolf

College of Nanoscale Science and Engineering's K-12 Educational Outreach
The College of Nanoscale Science and Engineering (CNSE) is firmly committed to raising awareness of the benefits of nanotechnology through a wide array of innovative programs, events and activities that have a significant impact on schoolchildren, the surrounding community, the State of New York and beyond. CNSE is a vital resource for educating young people about the numerous opportunities driven by nanotechnology, conducting multi-level programs that encourage science awareness in grades K-12 to ensure the U.S. science and technology workforce of the future. For more information, visit http://cnse.albany.edu/Nano_for_Kids.html or contact Diana Martin.

NanoCareer Day
NanoCareer Day is designed to address the national need to stimulate an interest in math and science among America's younger generation. Students from throughout the region and beyond attend the daylong event, which includes introductory presentations related to the emerging science of nanotechnology and the career opportunities it offers; hands-on, interactive demonstrations and tours of CNSE's Albany NanoTech complex. For more information, visit http://cnse.albany.edu/Nano_for_Kids/nanocareer_day.html or contact Diana Martin.

NanoHigh
The "NanoHigh" pilot program - a joint effort between the College of Nanoscale Science and Engineering and the City School District of Albany (CSDA) - is designed to increase students' knowledge of the emerging nanotechnology industry and the career opportunities it offers in the Capital Region and around the world. NanoHigh offers students an unprecedented opportunity to study the emerging field of nanotechnology through two courses that combine classroom learning at Albany High School with monthly on-site visits to CNSE for in-depth lab activities. For more information, visit http://cnse.albany.edu/business_resources/workforce/CNSE_NanoHigh_program.html or contact Diana Martin.

Engineering Explorations Program
The College of Nanoscale Science and Engineering is an active participant in the Albany High School Engineering Explorations program, serving as a host site for student laboratory rotations in the form of internships. Approximately 40 high school students have participated in internships at CNSE. The student body participating in these programs has typically been 30% female, with 35% of the students representing minorities. As part of this program, typically 3-5 AHS students participate in semester-long research internships within the laboratories of CNSE faculty members. Students are in the labs three days a week during this time period, and work alongside faculty and graduate students on research projects that cover the spectrum of specialties comprising the CNSE faculty. http://cnse.albany.edu/business_resources/workforce/CNSE_NanoHigh_program.html or contact Diana Martin.

Program Partnerships with Community Colleges
The College of Nanoscale Science and Engineering assists community colleges with the development of an associate’s degree in nanotechnology that is articulated with programs at the secondary school level (2 PLUS 2) and with 4-year colleges and universities. Examples include CNSE’s involvement in the creation of Hudson Valley Community College (HVCC)’s Semiconductor Manufacturing Technology program and Dutchess County Community College’s Equipment Support Technician Program. For more information, visit http://cnse.albany.edu/http://cnse.albany.edu/business_resources/workforce/community_colleges.html or contact Kristin Wolf.

Nanotechnology Explorations for Science, Training and Education Promotion (NEXSTEP)
The NEXSTEP program, spearheaded by CNSE’s NanoEconomics Constellation in partnership with Key Bank and the Key Foundation, is designed to strengthen the presence of a nanotech-savvy business and support service workforce, network and culture essential to attracting additional high-tech growth to the Capital Region and New York State. NEXSTEP includes a series of educational initiatives that promote greater understanding of, and exposure to, the region’s changing economic and business environment, driven by nanotechnology, with a special emphasis on three C’s: children, citizens and community. NEXSTEP provides unique educational and career exploration opportunities for high school students in the field of nanotechnology, as well as unparalleled insight for leaders in the business, government and not-for-profit sectors into the dynamic forces that are rapidly transforming our region and state. Contact: Kristin Wolf

Undergraduate Summer Internship Program
Each year, the College of Nanoscale Science and Engineering hosts a highly competitive Undergraduate Summer Internship program, which provides opportunities for hands-on research experience to qualified undergraduate students who wish to pursue careers in nanosciences, nanoengineering, and the nanotechnology industry. Applicants come from colleges and universities all over the world and have academic backgrounds in the physical, chemical, biological or computer sciences, mathematics, or engineering. For more information visit, http://cnse.albany.edu/academic_programs/internships.html or contact Kristin Wolf.

Rockefeller College of Public Affairs and Policy

• Center for Women in Government & Civil Society

Liberty Partnership Program (LPP)
The Liberty Partnerships Program is a middle- and high-school intervention program for young women and men who are at risk of leaving school before graduation. The program serves students within the Albany City School District.

• High School Program: LPP offers paid internships for 15-20 high school students. The high school component is a 6-week program that features an internship and workshops on professional office etiquette and use of office machinery, college preparation, computer skills, team building and communication skills, and community service projects.
• Middle School Program: Ten to fifteen middle-school students participate in an intensive one-week program that encompasses academic and self-esteem enrichment workshops.
• Peer Support Groups & Self Esteem Workshops: Offered monthly to girls, workshops address topics such as peer pressure, sexuality, health-related topics, and a wide range of additional topics as needed.
• Public Policy Internships: A summer program designed to develop public policy leadership, it provides students with the opportunity to explore the impact of public policy on their lives and also participate in a formal debate on a public policy issue
• Tutoring and Homework Clubs: Also known as H.E.L.P (Human Educational Learning Program). After-school tutoring is available in each middle school and in Draper Hall on the downtown campus. LPP students who need help with homework or test preparation receive one-on-one guidance from local college students at any of the LPP tutoring sites. 

Liberty Partnership also includes a range of activities with and in the community such as the Hispanic Heritage Celebration and the Martin Luther King Celebration.

School of Business

Junior Achievement
Through the School of Business, UAlbany has provided more than 50 K-12 classrooms in the Capital Region with Junior Achievement volunteers.  JA provides a curriculum that uses hands-on experiences to prepare young people for success in a global economy.  Student volunteers (both undergraduates and MBAs) use the curriculum to teach students about free market economics, money management, and entrepreneurialism.  Since 2000, approximately 100 undergraduate and graduate students per year from the School of Business participate in an annual bowl-a-thon fundraiser for JA.  The School of Business hopes to expand UAlbany’s partnership with JA through participation from students in other UAlbany schools and colleges.  Contact: Linda Krzykowski

• Department of Accounting

Career Opportunities in the Accounting Profession (COAP) Camp
The Foundation for Accounting Education of the New York State Society of Certified Public Accountants (NYSSCPA) will partner with the State University of New York at Albany to offer the Career Opportunities in the Accounting Profession (COAP) program to about 20 area minority high school juniors from June 29 through July 2. COAP educates minority high school students on the many facets of the accounting profession and builds skills to help them succeed in college and the business world. This year, Albany students will tour Pricewaterhouse Coopers and participate in a panel discussion about accounting. Albany business professionals will lead sessions on interviewing and networking skills, and students will learn to craft an effective resume during a workshop. They will learn the finer points of etiquette at a special dinner. Historically, minorities have been underrepresented in the accounting profession, and the COAP program aims to increase diversity. A survey of COAP alumni has revealed that almost 100% of respondents have gone on to college and that 70% are majoring or enrolled in accounting or business programs. Contact: Suzanne Traylor.

School of Education

Community Service in Education (EDU 390). Community Service in Education (EDU 390) is a course where undergraduates get involved with community service. In any given semester approximately 85 undergraduate students provide education related community service for at least 105 hours over the semester. Students volunteer at local schools and agencies, including the Philip J. Schuyler Achievement Academy, Albany High School, Harriet Gibbons High School, Kids Daycare, Two Together, and the Liberty Partnership Program. Contact: Dr. Virginia Goatley

NYGEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs)
With a $154,300 grant from NYGEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) the School of Education works with the City School District of Albany through the Community Service course (EDU 390). Participating EDU 390 students work as after-school tutors for high school students, offering support with homework, book discussions, writing activities, and other group projects needed to mentor at-risk students getting ready for college. Additionally, the School of Education’s Center for Innovation in Career Development (CICD), works with the school district in developing a series of parent workshops focusing on skills and resources to help students explore career options. The website, http://www.techvalleycareers.org/, provides the platform for information and local community resources. Each session will combine media resources with presentations and group discussions. NYGEAR UP is part of a national initiative to create innovative programs to help at-risk youngsters, beginning in the seventh grade, to get ready for college. The GEAR UP grants are awarded to programs designed by middle school and postsecondary partnerships that work with community groups and businesses to mentor at-risk students towards achieving the dream of going to college. Contact: Dr. Virginia Goatley

Service
Some 700 students pursuing an Education minor take a community-service course, and thirty-six courses at the graduate level require community service.

• Capital Area School Development Association (CASDA)

The Capital Area School Development Association (CASDA) is a cooperative association between the School of Education and 120 school districts in the 13-county area surrounding Albany. Organized in 1949, CASDA is one of the largest study councils in the nation. It serves as a cooperative planning and development unit through which schools and agencies can share information and serve their communities, promote cooperation between University and affiliated school districts, respond to requests for information by providing research as needed, act as consultants to provide services to affiliated school districts, organize seminars and one-day conferences for school librarians, reading instructors, supervisors, teachers and other education professionals each year.  Contact: Jeff McLellan

Arts in Education
Since 1986, the Capital Area School Development Association (CASDA) has initiated and fostered Arts in Education programs in the Capital Region. CASDA sponsors the Capital District Arts in Education Roundtable, a regional approach to uniting arts councils and organizations, artists, and educators, for the purpose of developing programming and advocating for the arts as an integral element in student success. The Roundtable is grant funded through the New York State Council on the Arts (NYSCA). Contact: Jeff McLellan

Excellence in Education.
Teachers, administrators, University professors and community leaders are invited each year to CASDA’s Excellence in Education Select Seminar to address in depth, a select topic related to education. More than 230 educators have taken part in these seminars since they were established in the mid-1980s, in cooperation with the School of Education. Contact: Jeff McLellan

CASDA's Scholar Recognition Program.
The Capital Area School Development Association's (CASDA) Scholar Recognition Program is a business education partnership recognizing outstanding scholastic achievement and examines key issues in education. Graduating seniors from Capital Region private, public, and parochial schools and Board of Cooperative Educational Services (BOCES) programs are invited on the basis of scholarship and service to attend the annual Scholars Recognition Dinner. Each student chooses as a guest the one elementary or secondary school teacher, who has had the greatest influence on that student. More than 100 young people, parents and teachers are honored each year. The dinner has been sponsored by the Golub Corp., Charles Freihofer Baking Co., The Times Union, Collins & Scoville Architects and Whiteman, Osterman & Hanna, LLC. Contact: Jeff McLellan

Leaders of Tomorrow Scholarship Program
The Capital Area School Development Association (CASDA) enjoys a working partnership with the New York Lottery by overseeing its newest education initiative – The Leaders of Tomorrow Scholarship Program. Since 1999, CASDA has coordinated participation from over 1,300 public and private high schools in New York State. Currently, there are nearly 6,000 students who have benefited from this award. The scholarship recipients are attending over 192 colleges, universities, trade schools, and community colleges across the state. Contact: Jeff McLellan

On Site Initiatives
The Capital Area School Development Association (CASDA) is currently involved with a number of component school districts focusing on specific on-site improvement issues. A number of these efforts are long-term, employing a “continuous improvement” model. Other activities include working directly with superintendents and boards of education to develop, implement and assess established annual goals. Contact: Jeff McLellan

The Greater Capital Region Principals' Center
The Greater Capital Region Principals' Center provides training to renew and improve the administrative skills of school principals. A series of 15 CASDA-sponsored meetings provide staff development opportunities for new and veteran principals. The Principals’ Center also sponsors an annual “Potential Administrators’ conference to attract new applicants to the field. Contact: Jeff McLellan

The Capital District Association for Women in Administration (CDAWA)
The Capital District Association for Women in Administration (CDAWA), created in the fall of 1990, is an affiliate of the New York State Association for Women in Administration. Its purpose is to promote gender-balanced leadership in schools and advanced schools as beacons of equity for our diverse society. CASDA works with the Steering Committee of CDAWA members to help coordinate meetings, provide opportunities for professional support and mentoring, and develop a diverse professional network of administrators from all levels. Contact: Jeff McLellan

• The Center on English Learning & Achievement (CELA)

Since 1987, the Center on English Learning & Achievement (CELA) has been conducting research dedicated to gaining knowledge to improve students' English and literacy achievement. Current studies include a national study of writing instruction. The Center’s research, development, and service activities, conducted locally as well as in schools across the United States, have found elements of curriculum, instruction, and assessment that are essential to developing high literacy and how schools can best help students achieve success. Based on these findings, the Center has developed and tested its Partnership for Literacy, a professional and instructional development program designed to increase teacher knowledge and student learning. This program is available to schools and districts on a collaborative grant, fee-for-service, or leasing basis. CELA also provides research findings and school reform suggestions through print and online resources to teachers, administrators, and parents so that they can put the Center’s findings to work in their classrooms, schools, and communities. Contact: Dr. Judith Langer

• Center for Urban Youth and Technology (CUYT)

The Center for Urban Youth and Technology (CUYT) is dedicated to implementing technology-based programs designed to work with urban youth. CUYT is concerned with the following questions. How do we begin to bridge the technology gap in this country, specifically in the inner city area? How do we provide services and training to the economically disadvantaged who may not otherwise get this opportunity? How do we expose this population to the new technologies? CUYT focuses on students in the ages of 12-19; those who are beginning to make decisions concerning career options and higher education. Many of these students would not ordinarily have been exposed to current applications of the new technologies. CUYT is concerned about the larger community in urban centers and also focuses on the needs of teachers in urban schools and parents.  Contact: Joseph Bowman

• Department of Educational Administration and Policy Studies

Comparative and International Education Policy Program
The Comparative and International Education Policy Program conducts research, participates in major public policy debates, and trains researchers and practitioners at the Ph.D. and Masters levels. CIEPP uses scholarship to inform practice and relies on practice to inform scholarship. Situated in New York State’s capital, CIEPP draws on one of the nation’s richest pools of public policy experts, both across and outside the university, including in agencies in nearby cities.  Encompassing the range of comparative education issues, CIEPP focuses on the study of public policy as well as the interrelationship between it and institutional dimensions. CIEPP explores these matters through a combination of disciplinary perspectives from economics, sociology, political science, organizational studies, and educational studies. 
Although CIEPP has particular regional strengths (including Latin America, OECD countries, and transitioning countries of former Soviet Union and Central & Eastern Europe), its geographical scope is global. Topics of interest, such as evaluation or new private-public mixes, are issues in much of the world, very much including the United States, and are explored as such.  Contact: Ginny Goatley

Institutes in Education
The Department of Educational Administration and Policy Studies (EAPS) plans and delivers specialized courses on cutting-edge issues in school leadership and policy, called Institutes in Education. Participants include certified school administrators, uncertified staff upgrading their skills, and EAPS graduate students preparing to assume leadership posts in schools and school districts. Contact: Dr. Alan Wagner

K-12 Consultative Bodies
The Department of Educational Administration and Policy Studies serves as a K-12 Consultative Body. They periodically bring before the CASDA Executive Committee and the Principal Center Board proposals for the design and content of instructional programs and, particularly, the development of internships and field-based experiences. These bodies, comprised respectively of experienced Capital District superintendents and school principals, assist EAPS to identify new graduate students. Contact: Dr. Alan Wagner

School Leadership Internship Program
The Educational Administration and Policy Studies (EAPS) School Leadership Internship Program for potential school administrators is a series of three courses that requires a minimum of 600 hours over three consecutive semesters. A minimum of four seminars are held each semester to discuss the knowledge and understandings acquired through the internship placement. Student placements involve cooperative agreements with NYS certified administrators who work collaboratively with the university supervisor to provide students with learning opportunities in curriculum and instruction development, student and staff supervision, school-community services, facilities, budget and transportation management, federal and state regulations and decision making. During the past year placements have been in the public schools in the Capital Region BOCES, Hamilton Essex BOCES, Washington Saratoga Warren Hamilton Essex BOCES and QUESTAR III BOCES. Contact: Daralene Jewell

Questar III
Daralene Jewell works with QUESTAR III (Rensselaer, Columbia and Greene Counties) on professional development opportunities for superintendents. Presentations and workshops are designed to foster support and provide resources in a collegial atmosphere. Topics this year included finances and state aid, public relations and communication, strategic planning models and school board/superintendent relationships. Contact: Daralene Jewell

• Department of Educational and Counseling Psychology

Afterschool Program for At-Risk Children
The special education program operates an after-school program for at-risk children as a practicum site for master students at Eagle Point Elementary School in Albany. Students plan and teach using the New York State Learning Standards, and the at-risk children will receive extra instruction to help prepare them to be successful in English Language Arts and Math, Science, and Technology. Contact: Dr. Bruce Saddler

Counseling Internship Program
The Counseling programs provide required practicum and internship placements for their master’s students in community counseling, school counseling, and rehabilitation counseling.  These placements are provided through cooperative agreements with a variety of schools and community agencies.  These sites range from typical school counseling sites such as Gardiner Dickinson Elementary School, Mohonasen High School and Schenectady High School to rehabilitation (e.g., Fulton Montgomery Community College, Hilltop Manor) and substance abuse treatment sites such as the Albany Citizens Council for Substance Abuse, Conifer Park, and Whitney Young Heroin Addictions Program.  Other students are placed in sites serving children and families in the community such as Counseling Care and Services in Cohoes and Family and Children Services of Troy.  In addition, doctoral students in counseling psychology are placed at the Capital District Psychiatric Center, the College of St. Rose, RPI Counseling Center, the VA hospital, NeuroPsychologic Rehabilitation Services, Siena Counseling Center, Russell Sage and JCA, St. Anne’s Institute and the University at Albany’s Counseling Center.  The internship sites include direct individual, family, and group treatment, case management, advising, assessment, and consulting services to a diverse body of students, clients and patients.  Contact: Myrna Friedlander

Elementary Student Teaching - focus on Special Education
Elementary Student Teaching placements are provided in May and June, or during the summer for graduate students through cooperative arrangements with regional elementary schools. Graduate students learn how to plan and implement instruction in inclusionary settings. Contact: Dr. Jane Domaracki

Working with Students with Emotional and Behavioral Disorders
The Department of Educational and Counseling Psychology provides staff development to schools focusing on functional behavioral assessments and educational strategies. It serves students with emotional and behavior disorders. Contact: Dr. Kevin Quinn

Middle School Student Teaching - focus on Special Education
Inclusive Middle Childhood field experience and accompanying coursework allows graduate students who are currently enrolled in special education masters programs to become eligible for 2 additional teaching certifications. This includes Generalist in Middle Childhood Education Grades 5-9 and Students with Disabilities Generalist Grades 5-9. Through observations and teaching opportunities in regional schools, graduate students receive experience in all components of special education at the middle school level: assessment, planning instruction, behavior management, and consultation and collaboration for struggling learners. Contact: Dr. Jane Domaracki

Using Assessment to Promote Learning, Boost Achievement, and Inform Instruction
"Using Assessment to Promote Learning, Boost Achievement and Inform Instruction" is an ongoing series of meetings and workshops with ELA and other teachers at the Knickerbocker Middle School in Lansingburgh, NY. It began in January of 2004. Contact: Dr. Heidi Andrade

School Psychology Field Training Program
The School Psychology programs provide required field placements for their certificate and doctoral students. This training is provided through cooperative agreements with schools and agencies across the Capital Region. There are currently thirteen service providers participating in the field training. These sites have included Albany City Schools, Brittonkill Central School District, Center for the Disabled, East Greenbush Schools, Fonda-Fultonville Central Schools, North Colonie Schools, Ravena-Coeymans-Selkirk Schools, St. Anne Institute, South Colonie Schools, Schenectady City Schools, and Troy City Schools. Trainees provide multiple services under supervision: assessment, direct interventions, indirect interventions, and systems research. Contact: Dr. Deborah Kundert.

Special Education Internship Program
The Special Education program provides required internship placements for its graduate students through cooperative agreements with schools across the Capital District. At present, the special education program has placements with five school districts, including the city school district of Troy, Lansingburgh, North Colonie, and Niskayuna. Graduate students from the University who are placed in these internships receive experience in all components of special education: assessment, planning, instruction, behavior management, and consultation and collaboration for children with disabilities. Contact: Dr. Jane Domaracki

Summer School Program
The Summer School Program involves the cooperation of local schools with the Division of Special Education to provide summer school instruction for children in need of additional instructional support. Graduate students learn how to plan and implement instruction for children with disabilities or at-risk for school failure. The children gain skills to assist them in their future schoolwork. Contact: Dr. Jane Domaracki

• Department of Educational Theory and Practice

Capital District Writing Project (CDWP)
In partnership with the Greater Capital Region Teacher Center and housed in the School of Education, the Capital District Writing Project is an official site of the National Writing Project (NWP), a network of more than 200 sites in all 50 states as well as in Washington D.C., Puerto Rico, and the Virgin Islands. The National Writing Project, founded in 1975, is dedicated to the improvement of teaching and learning in schools and founded on the principle that teachers sharing knowledge, expertise, and leadership are crucial to ongoing efforts to improve education at all levels. Directed by Robert Yagelski, Associate Professor, Educational Theory and Practice, and Carol Forman-Pemberton, CDWP brings together teachers to write, to study teaching and learning, and to create professional opportunities for teachers to work toward improving writing instruction in local schools. CDWP offers inservice programs to help schools and districts improve writing, teaching, and learning; an invitational four-week summer institute for selected K-12 teachers; special workshops and institutes for teachers on topics related to teaching writing; and related opportunities to support the lifelong professional development of teachers. Contact: Dr. Robert Yagelski

Annenberg/CPB TV series
Local teachers are involved in an Annenberg/CPB series of programs based on the work of Judith A. Langer (Chair, ETAP), to begin airing in the fall of 2001. For that series, local teachers (Albany, East Greenbush, Guilderland, Questar III BOCES, Niskayuna) who had been involved with Langer's research have been filmed discussing how that experience has changed their teaching. Some of the teachers also contributed articles to the winter issue of the Center on English Learning and Achievement's English Update newsletter (circulation c. 7500). Contact: Dr. Judith Langer.

Evaluation Consortium
The Evaluation Consortium conducts program evaluation services for educational, governmental, and private agencies. For over 25 years, the Consortium has developed a reputation at the local, state, and national levels for providing both high quality evaluation services as well as being actively engaged in the dissemination of evaluation research. The Evaluation Consortium is staffed by faculty and senior evaluators who supervise masters and doctoral students from the School of Education under the direction of Dr. Dianna Newman. Types of evaluations conducted by the Consortium include technology curriculum and instruction, professional development that supports reform in K-12 settings, and cross site evaluation of innovative educational practices at the state level, and evaluation of cutting edge federal programs. In conjunction with Canadian and other New York Universities, the Consortium sponsors the annual Edward F. Kelly Evaluation Conference that provides opportunities for student presentations, as well as attracting nationally recognized keynote speakers in the field of evaluation. Contact: Dr. Dianna Newman.

Teaching Internships
Teaching Internships are offered to Preservice Secondary Education and Teaching English to Speakers of Other Languages (TESOL) teachers. These opportunities in teacher education are held in surrounding schools. Contact: Jerry Rivera-Wilson

• Department of Reading

Arbor Hill School Reading Clinic
The Reading Department holds the Arbor Hill School Reading Clinic. They have moved the practicum component of the master’s degree in literacy to Arbor Hill Elementary School, an inner city school in the Albany City School District. In addition to providing assistance with literacy instruction in the school, the Department faculty are also involved in staff development projects for the teachers. Contact: Dr. Cheryl Dozier

Child Research and Study Center
The Child Research and Study Center is one of the organized research centers in the School of Education at the University at Albany. The Center was founded over 30 years ago under the joint auspices of the University and the Albany Medical College to provide diagnostic and consultation services to individuals and agencies in the community on behalf of learning disabled children and to conduct research in the study of learning disabilities and other developmental disorders. Currently, the Center is jointly affiliated with the Department of Educational and Counseling Psychology and the Department of Reading, both in the School of Education. It has three major missions: (1) to conduct research in the study of various aspects of normal and abnormal development, especially as related to school learning; (2) to provide training and field experience in research for graduate students in the School of Education; and (3) to provide diagnostic assessment and consultation services on behalf of impaired learners, in support of student training and research. Center research has been primarily supported by external funds procured through grants from agencies such as the National Institute of Child Health and Human Development, the U.S. Department of Education. Researchers affiliated with the Center enjoy a national and international reputation, especially in the study of reading development and reading disability (dyslexia). In recent years, research conducted at the Center has been primarily concerned with early identification and early intervention on behalf of children at risk for early reading difficulties and with the development of techniques and formats for preventing long-term reading difficulties in such children. Contact: Dr. Frank Vellutino

Elementary Tutoring Program
The Elementary Tutoring Program involves undergraduate students who provide support to elementary schools. Approximately 20 students per year work within these classrooms to assist the teacher and work with students. The program is currently located in the Philip Schuyler Academy in the Albany City School District. Contact: Dr. Virginia Goatley

Literacy Corner
The Center on English Learning & Achievement, with support from two private foundations, has developed a new website for preK-K teachers. Like the main CELA site, the new website includes freely downloadable resources. These include classroom activities that are age and developmentally appropriate for fostering pre-literacy and literacy skills in 3-6-year-olds, links to professional resources for teachers and parents, and synopses of recent related research findings. Several local agencies were partners in this effort. Contact: Janet Angelis

Harriet Gibbons Literacy Program
The Harriet Gibbons Literacy Program is held in conjunction with the Department of Reading and Harriet Gibbons High School in Albany. Every fall, the Reading Department offers a practicum course—Literacy in Collaboration (LINC)--for graduate students in the Grades B-12 and 5-12 Literacy programs. LINC, held at Harriet Gibbons High School for the past two years, focuses on the study of social studies and English Language Arts, using a collaborative teaching model from Reggio Emilia early childhood programs. Contact: Dr. Margaret Sheehy

Hamilton-Fulton-Montgomery County BOCES After School Program Evaluation
The Hamilton-Fulton-Montgomery County BOCES After School Program Evaluation Project is held in conjunction with the Department of Reading. As part of a 21st Century Community Learning Centers Grant, the Reading Department is conducting formative and summative evaluations of federally funded after school programs offered in middle schools in four communities (Amsterdam, Fort Plain, Gloversville, and Johnstown). Contact: Dr. George Kamberelis

• Faculty Outreach and Engagement

Professional Standards and Practices Board for Teaching (PSPBT)
The State Professional Standards and Practices Board for Teaching was established in 1998 by the New York State Board of Regents to advise the Regents and the Commissioner of Education on matters related to teaching in New York State. The Board is composed of 28 members and includes K-12 teachers and administrators, higher education representatives, public representatives, and one teacher education student. The Board has two standing subcommittees: the Professional Practices Subcommittee deals with issues related to teaching practice, and the Higher Education Subcommittee deals with issues related to teacher preparation. Contact: Dr.Susan Phillips

NYS Education Department School Leadership Examinations
Jeff McLellan (CASDA) and Ray O'Connell (EAPS) work with the NYS Education Department on School Leadership Examinations. They serve on the committee developing test specifications for the New York State School District Business Leadership (SDBL) certification examinations. Contact: Jeff McLellan

National Study of Writing Instruction
Building on previous support from the National Writing Project and the College Board, a grant from the Spencer Foundation is enabling Distinguished Professor Arthur Applebee and Distinguished Professor Judith Langer, both in the Department of Educational Theory and Practice, to conduct a National Study of Writing Instruction. This grant is being used to examine the state of writing instruction in middle and high schools across the United States. During the first year, they reanalyzed existing national databases to develop an overall portrait of writing instruction and to identify regional differences and differential distribution of writing activities and writing instruction across demographic subgroups. This work resulted in an initial portrait of equality/inequality in opportunities to learn to write. In local schools the research team is now examining in depth how writing is incorporated into each of the major academic subject areas, the cumulative experiences of individual students learning to write, and the contextual factors that support or inhibit effective opportunities for students to learn to write well in their secondary school course work. Contact: Dr. Arthur Applebee

Eastern New York Regional School Support Center (ENYRSSC)
The School of Education is the Higher Education partner in the Eastern New York Regional School Support Center (ENYRSSC). The center provides consultation and technical assistance to schools identified in need of improvement. Contact: Dr. Susan Phillips

Greater Capital Region Teacher Center (GCRTC)
The Greater Capital Region Teacher Center is a comprehensive professional development program provider for K-12 teachers. It is a regional consortium of 94 school districts, 81 non-public schools and 4 Boards of Cooperative Educational Services (BOCES). The GCRTC region spans 14 counties and its constituency is approximately 22,000 educators. The Center develops, presents and subsidizes more than 500 courses and workshops for their constituents. GCRTC also collaborates with teachers and districts seeking outside funding to raise standards and meet needs. Contact: Dr. Virginia Goatley

Local School District Professional Development Committees
A number of School of Education Faculty (Alan Wagner, Jerry Rivera-Wilson, Virginia Goatley) are members of local school district Professional Development Committees. These committees plan professional development for teachers in the district.

New York State Department Teaching Examinations Committee
Jane Domaracki is a member of the New York State Education Committee developing test specifications for the New York State Teaching Examinations. Her work is in the area of teaching students with disabilities. Contact: Jane Domaracki

Educational Task Force of Inclusive Teacher Preparation
Deborah May and Jane Domaracki are members of the New York State Higher Education Task Force on Inclusive Teacher Preparation. This task force seeks to address issues related to inclusion of students with disabilities into general education classes and programs.

Division of Student Success

• University Counseling Center

UCC-sponsored Programs

• Middle Earth Peer Assistance Program

Middle Earth is a campus agency where trained UAlbany undergrads deliver hotline and peer education services under the supervision of professionals at the University Counseling Center. These peer services assist students in meeting their educational goals and in coping with emotional, social, and other life issues that they face. Since its beginning in 1970, its primary focus has been on alcohol and other drug prevention as it relates to these issues. An additional mission of the program is to strive toward increased diversity within the organization so that services offered may be more sensitive to the individual needs and experiences of the widest cross-section of students on our diverse campus.

Middle Earth in the Schools
Undergraduate students from the Middle Earth Peer Assistance Program volunteer to serve as guest speakers in local high schools and facilitate trips by local high school students to the University at Albany. The aim of this initiative is to encourage high school students, particularly those from traditionally underrepresented groups, to pursue college careers. Supporting this initiative as well is the Middle Earth Alumni Network, which links with our organization to facilitate campus visits by high school students from across New York State. Contact: M. Dolores Cimini

Middle Earth Players
Begun in 1997-98, the Middle Earth Players is a campus peer theater group that offers its services to both the UAlbany campus and the local Capital District community, including local high schools. The Middle Earth Players program uses interactive theater to address situations around alcohol and other drugs. The presentations involve audience members in generating their own constructive and positive solutions to resolve these issues. This program has been presented to all new students during orientation for the past nine years, is routinely performed in residence halls and to student groups, and has been presented to local colleges and universities, local high schools, and local, state, and national conferences addressing alcohol and other drug abuse prevention. Contact: M. Dolores Cimini

• Project SHAPE: Sexual Health and Peer Education

Project SHAPE is a peer education program that focuses on sexuality and sexual health promotion. We have 40 members, both undergraduate and graduate students who go through an extensive training course on sexuality. Each year we offer over 120 programs and exhibits on sexual health in the residence halls, for student groups, as guest lectures in academic classes and local high schools, and in workshops for local colleges and organizations on sexual health including the annual Northeastern GLBT Conference, the Fuerza Latina conference, and in youth groups at the Capital District GLBT Community Center. In addition, we facilitate a number of awareness weeks such as our annual World AIDS Week in December, Mixin' Up the Sex Week in April, National Black HIV Awareness Week in March, and we are very involved in Middle Earth’s Sexuality Week each February. Each year we engage in a community service project in which we fund-raise and adopt families in the Capital Region affected by HIV/AIDS. We also do programs for local youth such as sex education presentations to a youth at risk group at the New York State museum. Contact: Carol P. Stenger

The Museum Club
Each year for the past five years, Project SHAPE: Sexual Health & Peer Education members along with the Director are invited to provide sexual health workshops and lead discussion groups with at risk high school youth who are part of an after school New York State Museum Club. Contact: Carol P. Stenger

New York State Writers Institute

New York State Summer Young Writers Institute
This statewide writing workshop for New York State high school students is held each summer at Skidmore College. For one week in July, student writers are tutored by professional writers to produce work in poetry, prose, and creative nonfiction. Selected students' work is published in a bound anthology and on the Internet. Admission to the Young Writer's Institute is limited, competitive and open to high school students (grades 9 to 11) in New York State. Contact: Suzanne Lance

Office of Academic Support Services

Academic Talent Search
Academic Talent Search is a federally funded program that identifies and encourages individuals between the ages of 11-27 to successfully complete middle school and high school, and go on to enroll in a program of study beyond high school.  6th-12th graders may apply from several designated middle and high schools in the Tri-City area (Albany, Schenectady and Troy). Eligible individuals are those from low-income families; potential first-generation college-bound students; and individuals with disabilities.

Goals are to help students: (1) improve their study skills, (2) understand career opportunities and show them how to achieve their goals, as well as (3) realize that they can go to college and complete a program of study at a post-secondary level.  Services are wide-ranging and include: tutoring and mentoring, career development and exploration activities, assistance with college applications, academic and personal counseling, financial assistance, college campus visits. Contact: Felicia Collins

Science & Technology Entry Program (STEP)
This program is sponsored by the Office of Academic Support Services at UAlbany as part of a statewide body that is conducted by the State Education Department.  The purpose is to bring the college experience to urban communities in the Albany area. STEP prepares historically underrepresented and/or economically disadvantaged elementary and secondary school students to acquire the aptitude and skills necessary to pursue post-secondary degree programs that lead to professional careers in the scientific, technical, health-related or other licensed professions. The program also challenges parents and educators to become involved in the process to support the development of a “community of learners.”  Contact: Etwin Bowman

UAlbany - Albany High School Alliance for Young Talent

As neighbors with large campuses along Washington and Western avenues in Albany, New York, Albany High School and the University at Albany form a natural educational corridor. In fall 2005, UAlbany, the City School District of Albany, and Albany High School, created a new strategic partnership to advance this corridor, building on many longstanding relationships. The partnership works to foster student success and college access for all students at Albany High, particularly those at risk of not graduating because of barriers to education. Core Alliance programs include tutoring, mentoring, campus visits, and the Teach Together.

Goals are to spark interest in college and career as well as help students improve their academic performance, social development, and personal growth. As the “university next door” with over 17,600 students, UAlbany opens a new world of possibilities to high school students.  At UAlbany the Alliance is spearheaded by the President’s Office, the School of Education and the School of Social Welfare with assistance from Admissions and Academic Support Services. Contact: Edu Hermelyn

University Libraries

Education
During the 2006-2007 school year, librarians welcomed approximately 150 students from 9 different high schools. These students received library tours, instruction, and access to library materials. Many of them were participants in Albany High School's International Baccalaureate Program, an advanced diploma program. Contact: Greg Bobish