SUNY Report Card 2011
Transcript of SUNY Report Card 2011
-
8/6/2019 SUNY Report Card 2011
1/22
-
8/6/2019 SUNY Report Card 2011
2/22
When
2010,
a singu
revita
promi
focuse
To Sea
Six
SUNY
SUNY
SUNY
SUNY
SUNY
SUNY
Finally
in an a
Le
-
8/6/2019 SUNY Report Card 2011
3/22
Report Card GuideAs noted, the purpose of this Report Card is to monitor our progress in implementing The Power of SUNY. While a unique endeavor among systems of higher education, the effort is
not intended simply as an exercise in self-promotion, nor should the reader ascribe a punitive quality to the Report Card we are not scoring our performance for purposes of
assigning failing grades or meting out negative consequences. Instead, given the tremendous effort in developing the strategic plan, our deep commitment to its goals, and our philosophy of
constant improvement, it only seems fitting that we measure our progress.
Moreover, as a self-assessment and progress tool, SUNYs Report Card has the added benefit of telling our storyand documenting our contribution to New York States health and
vitality in a concise and efficient manner. To this end, the Report Card can further our advocacy efforts with policy makers and external stakeholders, thus helping advance our cause
of increased state support and regulatory flexibility.
I. FORMAT
We have divided our Report Card into three sections:
A Competitive SUNY, which brings to life our Power
of SUNYcommitment to building a better university;
Diversity Counts, which tracks our commitment
to building upon our rich tradition of providing
opportunity to traditionally underserved populations
and better preparing students for the myriad of
complex issues they will face as the next generation
of state, national, and international leaders; and
A Competitive New York, which tracks our progress
in implementing the strategies associated with our
Six Big Ideas. In each section, you will find metrics
that represent national best practices and objective
data designed to hold us accountable to the task
of driving New Yorks economic recovery. Numbers
throughout this document are rounded for ease of
reading. In some places that means totals and sub-
categories do not match exactly.
As our
the me
Finally
of The
towar
better
Repor
SUNY
experII. THE EVOLUTIONARY NATURE
OF THE REPORT CARD
The Report Card you see today will most certainlyevolve over the course of the next several years.
In fact, this first edition represents our baseline
year wherein we establish the place from which
we begin to show progress and improvement.
We also fully anticipate that over time, new metrics
will be added and others abandoned. Certainly, core
metrics, particularly those that track standard and
well-accepted measures will remain constant. In
other areas, however, experience will teach us
something about gaps in precision, areas for
improvement, and measures that do not actually
track real progress.
Throughout this report, you will also see
a metric defined, but without associated data.
In such instances, we have identified a metricwe believe is important to track, but for which
we lack data today. Our commitment is to develop
the necessary processes or systems to collect
this data in a timely fashion and to incorporate
the results of this work into future editions of the
Report Card.
You will also note that the metrics chosen for
this Report Card do not measure progress in
exactly the same way. Throughout the document
you will see a mix of hard numbers and percentages,
as well as measures that assess processes instead
of outcomes. In each case, we have tried to choose
metrics that best advance the achievement of the
goal in question.
III. D
This d
the en
In add
assist
signifi
BASE
of data
excep
OUTP
towar
PROC
progre
progra
a part
-
8/6/2019 SUNY Report Card 2011
4/22
A COMPETITIVESUNYBy building a better SUNY, we not only improve upon the delivery of our core mission, but also better
enable implementation of the strategic plan. Accordingly, the metric set forth in A Competitive SUNY
tracks our progress in improving the delivery of our core mission To Learn, To Search, To Serve.
In selecting these metrics, we looked to national best practices and existing databases to i nform our
thinking. In this section you will find the essential measurements that define modern public higher
education. SUNYs strength is rooted in its connectedness as a system, so throughout this document
you will find data for the entire University, along with specifi c aspects for our specialized components.
TO LEARN
TO SEARCH
TO SERVE
STUDENTS AND FACULTY
FINANCIAL HEALTH
-
8/6/2019 SUNY Report Card 2011
5/22
To Learn
GRADUATION RATES
FIRST TIME, FULL-TIME BACHELORS DEGREE
TRANSFER ASSOCIATES DEGREE
OR CERTIFICATE
TRANSFER BACHELORS DEGREE
FIRST TIME, FULL-TIME ASSOCIATES
DEGREE OR CERTIFICATE
88%
55%
62%
26%
83%
61%
76%
75%
61%
24%
77%
56%
RETENTION RATESSUNY SUCCESS
SUNY SUCCESS
Traditional measures of graduation rates do not
take into consideration students who elect to make
certain transfer decisions. Because transfer is such
an important aspect of SUNYs system, we developed
this measurement to quantify the rates at which
our students earn degrees or certificates within the
standard time frame regardless of transfer behavior.
In other words, this item measures; 1) students who
stay at one SUNY school; 2) students who transfer
between two or more four-year schools; or 3)
students who transfer between two or more two-
year schools.
GRADUATION RATES
Graduation rate is the percentage of students
entering college for the first time in a full-timecapacity with the intention of earning a degree or
certificate and are successful in a specific amount
to time for an associates degree that time frame
is three years; for a bachelors degree it is six years.
RETENTION RATES
In order to graduate, students must first return
for their second year in college. Retention rates
count the percentage of students entering college
for the first time in a full-time capacity returningfor year two.
-
8/6/2019 SUNY Report Card 2011
6/22
COURSES AVAILABLE ONLINE
The ability to take courses online is increasingly important:
here we intend to track their availability.
ST
AN
Wo
act
in e
im
of t
int
deg
com
ST
The
adj
STA
CO
NOT
facu
nec
con
NON-TRANSFER
BACHELORS DEGREE
TRANSFER
BACHELORS DEGREE
NON-TRANSFER
ASSOCIATES DEGREE
TRANSFER
ASSOCIATES DEGREE
133
70
135
71
NUMBER OF CREDITS
AT GRADUATION
One in three SUNY students is a transfer student,
meaning these students attend more than one
college in the course of their higher-education
career before completing a degree. Therefore, the
ability to seamlessly transfer within SUNY is critical.
This metric compares the number of credits earned
by transfer students vs. non-transfer students.
-
8/6/2019 SUNY Report Card 2011
7/22
OUR RESEARCH ENTERPRISE
To Search
FACULTY/STUDENT RESEARCHAND CREATIVE PRODUCTIVITY
RESEARCH EXPENDITURES*
RESEARCH EXPENDITURESPER TENURE-TRACK FACULTY
NUMBER OF LICENSES*EXECUTED
NUMBER OF FACULTY ANDSTUDENTS PARTICIPATING INSPONSORED GRANTS*
38,300 Publications
(2003-2005)
123,100 Citations
(2003-2005)
$849,961,000 all SUNY
$720,332,000 Doctoral
Campuses only
$123,000 all SUNY
$255,000 Doctoral
Campuses only
Faculty 3,920
Students 5,290
Total 9,210
49 IN 20089
Publishing or executing original scholarly or creative work is a hallmark of academia.
Having other academics cite or reference your work is a badge of honor.
Tracking how much is spent on research activity is the national standard for evaluating
the breadth of a research enterprise. Why is this item presented by amount spent
versus dollars awarded? For a couple of reasons: First, many research grants are multi-
year projects, and using annual expenditures is a nationally accepted way to develop a
comparable figure on an annual basis. Second, many colleges and universities contributeoperating dollars to their research enterprises and those funds are equally important.
Total dollar figures, especially of this magnitude, can be hard to evaluate. Looking at
research expenditures per tenure and tenure-track faculty can be more meaningful.
In the process of bringing new intellectual property i.e., discoveries to the market,
executing a license is a milestone. It is at this juncture that a new discovery receives
external validation.
Looking at the number of faculty and students involved in sponsored grants is an
indicator of how engaged our learning community is in research activity.
NOTE: *Represents figures from four-year schools only as reported by the SUNY Research Foundation.
-
8/6/2019 SUNY Report Card 2011
8/22
To Serve
GRADUATES EMPLOYED
IN NEW YORK STATE
SUNYs mission is to prepare our students well for
the workforce so they get good jobs, stay in New
York, and become productive citizens.
MEDIAN INCOME OF GRADUATES
EMPLOYED IN NEW YORK STATEOne way to differentiate jobs from good jobs
is to look at income. We believe higher education
has a tangible value in the market place, and we
seek to define that value here.
GRADUATES IN SUPPORT OF
NEW YORK STATE WORKFORCE NEEDS
The Department of Labor projects which industries
are most in need of qualified workers. SUNY
is focused on providing highly skilled graduates
to fill those needs that require a college degree
or certificate.
AFFORDABILITY/COMPARATIVE DEBT
OBLIGATION UPON GRADUATION
More than 30 percent of SUNY students receive
some form of financial assistance; for many, higher
education would be out of reach without it. For
students who benefit from financial assistance, the
affordability of a SUNY education (and the value of a
SUNY degree in the job market) can be measured in
part by their ability to manage and, eventually, settlestudent debt post graduation.
DIVERSITY CONTENT IN
THE CURRICULUM AND
COURSE OFFERINGS
In an increasingly diverse world, our students must be
culturally competent. We think by providing the right
balance of diversity content in our curriculum, we can
help students gain these important skills. Tracking
curricular opportunities, we think, will allow us to strike
this balance. You will see si milar measures focusing on
different areas in this Report Card.
SYSTEM ENERGY CONSUMPTIONAs one of the largest energy consumers in New York,
SUNY can tangibly impact the states energy use. Its
a matter of leadership, but also a matter of economics
using less energy means more money can be put
towards our students and our academic mission. We are
using a measure of consumption per square foot to be in
line with New Yorks Executive Order 111.
140,565 BTU/sf
PURCHASING POWERAs one of New Yorks largest and most important
assets, SUNY contributes directly to the local economy.
Beyond providing education and jobs, SUNY is a mass
purchaser of goods and services. Other than personal
services all expenditures other than salaries and
benefits is one way to think about the purely monetary
impact SUNY makes.
SUNYs annual purchasing power:$2,848,451,000
PATIEN
DOCTO
TOTAL
-
8/6/2019 SUNY Report Card 2011
9/22
Students and Faculty
AVERAGE TIME TO DEGREE
The longer it takes for students to complete their
degrees, the higher the personal cost of their
education. While there are many personal factors that
can impact the time it takes a given student to earn a
college degree, promising college careers can also be
prolonged or derailed indefinitely as a consequence
of budget restrictions or flaws in policy. SUNY is
committed to eliminating obstacles and increasing the
number of graduates of its two-, four-, and five-year
programs to complete their course requirements on
time. These figures include full- and part-time students.
TIME TO EMPLOYMENT
UPON GRADUATION
Our mission is to prepare students to be career ready
upon graduation. By tracking how long it takes our
students to find jobs we can begin to understand how
well we execute that mission.
INTERNATIONAL STUDENTS
International diversity is important in developing a
globally competent student body something we talk
more about in the SUNY an d the World section.
18,200 international students: 4%
DIVERSITY OF FACULTY AND STAFF
Its important to us that the diversity of our students is
reflected in the diversity of our university leadership.
We use standard federal classifications.
STUDENT DIVERSITY
SUNY was founded with the intention to provide fair
access to higher education, without regard to ethnicity.
We use standard federal classifications.
RACE
TOTAL
WHITENON-HISPANIC
ALL MINORITIES
BlackNon-Hispanic
Hispanic
Asian/PacificIslander
NativeAmerican/Alaskan
NON-RESIDENTALIEN
UNKNOWN
PERCENTAGENUMBER
439,500 100%
286,800 65%
90,600 21%
39,200 9%
29,400 7%
19,700 4%
2,200 1%
18,200 4%
44,000 10%
FIRST TIME BACHELORS DEGREE
FIRST TIME ASSOCIATES DEGREE
4.5 years
4.6 years
TOTALEMPLOYEES
WHITENON-HISPANIC
ALL MINORITIES
BlackNon-Hispanic
Hispanic
Asian/PacificIslander
Native American/Alaskan
NON-RESIDENTALIEN
PERCENTAGENUMBERRACE
85,800 100%
68,600 80%
13,300 16%
6,900 8%
3,000 3%
3,200 4%
300
-
8/6/2019 SUNY Report Card 2011
10/22
-
8/6/2019 SUNY Report Card 2011
11/22
DIVERSITYCOUNTSThe Power of SUNY made promises to embed SUNYs commitmentto diversity in everything we do. Diversity enriches our lives and theeducational experience: it invigorates conversations, awakens curiosity,and widens perspectives. Diversity also ensures our campuses mirrorthe rapidly changing world, creating an environment that prepares ourstudents to be culturally competent so they can succeed anywhere.
DIVERSITY COUNTS IN A COMPETITIVE SUNY
DIVERSITY COUNTS IN A COMPETITIVE NEW YORK
-
8/6/2019 SUNY Report Card 2011
12/22
Di
The m
than f
D. Ro
New
to pro
for the
target
disadv
colleg
populo
most c
values
our gr
At SU
make
encou
differe
educa
divers
conve
engag
-
8/6/2019 SUNY Report Card 2011
13/22
UNKNOWN FEMALE
Diversity Counts in a Competitive SUNY
In A Competitive SUNY, we looked at a number of measurements typically associated with
responsible 21st-century higher education. In this section, we seek to look at the same elements, but
using disaggregated data to highlight opportunities for us to better serve underrepresented populations.
For the purposes of data integrity, we have used federal Department of Education classifications.
TOTALWHITENON-HISPANIC
BLACKNON-HISPANIC HISPANIC
ASIAN/PACIFICISLANDER
NATIVEAMERICAN/ALASKAN
NON-RESIDENTALIEN UNKNOWN M A LE F E MA L E
56%56% 56% 56% 56% 50% 55% 56% 53% 58%
77%77% 74% 76% 81% 63% 73% 80% 78% 76%
65%61% 54% 61% 72% 51% 69% 64% 61% 66%
83%83% 83% 83% 89% 68% 85% 86% 83% 85%
TRANSFER- ASSOC
TRANSFER- BA
FTFT- ASSOC
FT FT -BA
RETENTION RATES
SUCCESS RATES
GRADUATES IN SUPPORT OF NEW YORK STATE WORKFORCE NEEDS
22%
61%
22%
62%
22% 14% 15% 22% 18% 43% 29% 16% 27%
62% 52% 54% 65% 50% 70% 61% 59% 63%
25% 10% 14% 18% 17% 21% 20% 19% 26%
63% 55% 56% 69% 47% 45% 67% 58% 66%
TRANSFER-ASSOC(2 year)
TRANSFER-BA(4 year)
FTFT-ASSOC(3 year)
FTFT-BA(6 year)
GRADUATION RATES
TOTALWHITENON-HISPANIC
BLACKNON-HISPANIC HISPANIC
ASIAN/PACIFICISLANDER
NATIVEAMERICAN/ALASKAN
NON-RESIDENTALIEN MALE
-
8/6/2019 SUNY Report Card 2011
14/22
Diversity Counts in a Competitive New York
The Power of SUNYmade six clear commitments to diversity opportunities within the Six Big Ideas.
In this section, we hold ourselves accountable to those promises.
SUNY AND THE ENTREPRENEURIAL CENTURYWe have looked at overall SUNY graduates in STEM disciplines. Here, we look
specifically at underserved populations achieving degrees in STEM f ields.
SUNY AND THE SEAMLESSEDUCATION PIPELINE*The Strive National Cradle to Career Network
provides a framework for building community-
based and data-drive educational solutions.
You can learn more at: www.strivenetwork.org.
Our Strive adaptations will employ a number
of evidence-based intervention strategies aimed
at increasing the number of vulnerable students
achieving a high-school diploma and entering
college prepared for college-level work. Here
we will first track the implementation of these
strategies within Strive sites, toward tracking
their effectiveness.
TOTALWHITENON-HISPANIC
BLACKNON-HISPANIC HISPANIC
ASIAN/PACIFICISLANDER
NATIVEAMERICAN/ALASKAN
NON-RESIDENTALIEN UNKNOWN M AL E F EM AL E
MASTERS
GRADUATECERTIFICATES
BACHELORS
DOCTORAL
ASSOCIATE
UNDERGRADUATECERTIFICATES
GRADUATES IN STEM FIELDS BY ETHNICITY AND GENDER
30017%
4020%
2,11036%
56037%
21038%
1548%
1,52083%
15080%
3,71064%
96063%
35062%
2052%
1307%
63%
71012%
503%
305%
413%
301%
11%
4307%
77051%
28051%
310%
6
-
8/6/2019 SUNY Report Card 2011
15/22
SUNY AND AN ENERGY-SMART N EW YORK
SUNY AND THE V IBRANT COMMUNITY
SUNY AND THE WORLD
Just over a year ago, SUNY presented Six Big Ideas areas where SUNYcould focus its capacity and expertise to make a difference for the Stateof New York. We promised to link resources and expertise in targetedand quantifiable ways. In the pages that follow, we have translated theseBig Ideas into condition measures, processes, and outcome metrics thatwe think drive A Competitive New York.
SUNY AND THE ENTREPRENEURIAL CENTURY
SUNY AND THE SEAMLESS EDUCATION PIPELINE
SUNY AND A HEALTHIER NEW YORK
A COMPETITIVENEW YORK
-
8/6/2019 SUNY Report Card 2011
16/22
SUNY andThe Entrepreneurial Century
Entrepreneurship is to the knowledge economy what the assembly line was to industrialism.
In higher education, federal research dollars are the fuel, and by increasing our ability to capture
funding we are able to create more jobs in New York. More importantly, theyll be jobs people want,
because SUNY has a unique ability to align its breadth and scale with business and industry,
taking our solutions and making them viable for real-world applications.
RESEARCH EXPENDITURES BY
ECONOMIC DEVELOPMENT REGION*
Weve already looked at SUNYs total research
expenditures, but in New York, and especially
under the leadership of Governor Andrew Cuomo
and Lieutenant Governor Robert Duffy, regional
collaboration is critical. Therefore, we plan to build
research capacity regionally.
REGION EXPENDITURES*
CAPITAL $294,137,000
$53,700,000
$5,790,000
$177,513,000
$7,689,000
$5,902,000
$51,738,000
$11,252,000
$39,843,000
$202,398,000
LONG ISLAND
CENTRAL NEW YORK
FINGER LAKES
MID-HUDSON
MOHAWK VALLEY
NEW YORK CITY
NORTH COUNTRY
SOUTHERN TIER
WESTERN NEW YORK
NEW YORK STATERESEARCH EXPENDITURES
NEW YORK STATEJOBS CREATED
NEW YORK STATE AVERAGE WAGEVS. NATIONAL AVERAGE SALARY
$4,500,000,000
(According to Excell Partners, Inc.).
58,000
(According to New York State Department of Labor).
$60,384 (According to the New York State Department of Labor).
vs.
$43,460 (According to the New York State Department of Labor Bureau of Statistics).
JOBS CREATED THROUGH
SPONSORED PROGRAMS
STAR METRICS is a federally sponsored effort to
quantify impact of federally funded research.
Using its methodology we can determine how
many jobs are directly supported by SUNYs
research enterprise.
Jobs supported by
SUNY research: 5,360
THE
INVE
Succe
the kn
Throu
SUNY
campu
is a cr
invent
320
SUNSUP
BUS
For S
revita
suppo
qualif
resea
progr
by par
organ
NOTE:
* Repre
by the
-
8/6/2019 SUNY Report Card 2011
17/22
SUNY andThe Seamless Education Pipeline
SUNY views education as a pipeline, which encompasses all that we learn from the day we are born
through our experiences in the workforce. As New York State and the nation seek to fix the leaks in
the education pipeline, SUNY has the capacity and a plan to lead the charge.
It is
or p
educ
will
Education educating more people and educating them better appears to be the best single bet that a society can make. David Leonhardt, Columnist,TheNew York Times
CRA
SUNY
frame
data-d
outcom
A Striv
throug
busine
organ
and ot
Incre
qualif
Natio
a res
the ac
caree
0 si
SUNY WORKS
By partnering with business and industry leaders, economic development organizations, and private foundations, SUNY
will create a unique new cooperative-education initiative. SUNY Works will allow students to earn salaries and college
credits while simultaneously completing their degree and gaining on-the-job training and experience that will garner
job opportunities in high-need 21st-century fields in New York upon graduation.SUNY is committed to: Increasing the
number of students enrolled in cooperative-education programs and successfully gaining employment as
a result of their co-op experience.
19 of 100 New York State ninth graders graduate from college in the standard time frame (According to the National Center for Public Policy and Higher Education)
Average New York State unemployment rate: 5.3%(According to the United State Department of Labor Bureau of Statistics)
-
8/6/2019 SUNY Report Card 2011
18/22
SUNY andA Healthier New York
Building a virtual SUNY Institute for Health Policy and Practice (IHPP) will harness and leverage
capacity across all 64 SUNY campuses. SUNY will address health issues for our students and
faculty in a defined environment our campuses and then take what works to scale statewide
and nationwide.
Development of the SUNY Institute for Health Policy and Practice.
THE RIGHT HEALTH PROFESSIONALS
IN THE RIGHT PLACESThe lack of enough well-trained health care professionals
is well known and felt nationwide. SUNY is committed to
changing this dynamic by:
Producing more well-trained
healthcare workers.
Analyzing specific needs both geographically
and by the type of professional required.
THE SUNY WELLNESS NETWORKOne in four undergraduate students arrives at
college with one or more significant and chronic
health challenges. We know some of the biggest
risk factors facing our SUNY family; others require
investigation. Therefore SUNY will:
Use industry standards to execute a
behavioral risk-assessment study.
Become the largest system to
become entirely tobacco free.
To be on the forefront of effective, outcome-based
healthcare we need to ramp up our research base
and use level one evidence to create the SUNY
Scale a measure of quality healthcare.
SUNY knows it must:
Increase funding to strengthen
the IHPP $4,637,500 in 2008-9.
Increase funding for the four
SUNY REACH pillars*.
Develop the SUNY SCALE.
NOTE:
*SUNY REACH is a program to promote increased research, especially
collaborative research in the areas of cancer, infectious disease, disorders
of the nervous system, diabetes, and cardiovascular disease.
-
8/6/2019 SUNY Report Card 2011
19/22
SUNY andAn Energy-Smart New York
Some believe the green energy economic revolution will be akin to the development and proliferation
of the personal computer. By 2030 the U.S. Renewable Energy Market is estimated to be worth $4.5B;
similarly, the U.S. Green Collar Workforce is estimated to top 250,000 by 2020. SUNYs expertise in
applied research and its ability to take it to scale will allow us to prepare New York State to capture
an outsized share of that market and workforce while leading to a decrease in New Yorks energy
consumption. SUNY sees the road to realizing this ambition in three parts: Education, Research,and Consumption Practices.
New Yorks share of the Renewable Energy Market and Green Collar Workforce
A thorough evaluation is in progress to build and assess the impact
of a deep, broad, and effective green curriculum.
SYCO
SYFO
SY
ENERGY-SMART EDUCATION
Step one is to prepare a generation of Energy-Smart
graduates an educated citizenry that has the skills
and drive to take on 21st-century green jobs.
At the same time, SUNY needs to take a more active
role in providing continuing community education
and energy-management recommendations.
ENEAs we
expen
seek
expen
This m
the fo
techn
energ
sourc
energ
Eneexp
-
8/6/2019 SUNY Report Card 2011
20/22
SUNY andThe Vibrant Community
Strong communities are at the heart of economic revitalization. They foster investment, improve
quality of life, and grow stronger citizens. As anchor institutions, our influence is widely felt.
Our scholars can quantify our contributions to the well-being of our communities, and our SUNY
family can provide significant impact.
Well-being Index for New York State Counties
1) Increasing campus-community engagement is central to our mission as a public university
system. Weve identified two ways in which SUNY can better serve its local communities:
Establish service-learning plans tailored to the needs and capabilities of each campus that
produce evidence-based results to the communities.
2) Require the implementation of a signature engagement project at each campus a long-
term, ever-changing tailored project to meet the communitys needs.
Locality matters, as John Dewey wrote
in 1927, democracy begins at home and
home must be the neighborly community
No institution can make such significant
contributions to the quality of life in
their communities and cities as colleges
and universities Ira Harkavy, Founding Director and
Associate Vice President,
Netter Center for Community Partnerships,
University of Pennsylvania
SUNWith a
encour
with 2
cost t
Curr
The C
Educa
servic
Carne
Highe
Curr
QUA
AND
Each y
comm
$28.52
and th
-
8/6/2019 SUNY Report Card 2011
21/22
SUNY andThe World
Sustained economic prosperity requires a global approach. For New York, comprehensive
internationalization will mean more global trade and an increase in personal income and job
creation. SUNY can tangibly support this vision for New York by training an army of globally
competent graduates with the experience and preparation necessary for their successes to
transcend borders and return back home.
BUILDING A GLOBAL STUDENT TALENT POOLSUNY students will drive New Yorks workforce of tomorrow, so they must possess a series of skills and
experiences that will enable them to thrive in a competitive global marketplace. It starts here in New York
learning a foreign language or interacting with international students in the classroom and in the dorm.
But it also extends beyond: students must be encouraged to study abroad and get real, hands-on experience
bridging cultural divides.
Enrollment in Education Abroad:
International Students: 18,200
EAR
INTE
SUNY
partic
is bes
studen
An inc
such a
raise t
HAR
INTE
While
prepa
the im
imme
intern
not on
for oth
New Y
Numinteawa
Ecostud
Globalization is a new reality. So the question is, what do we do
to compete? The only way we can keep our edge is to keep ed ucating. Vivek Wadhwa, Director of Research,
Center for Entrepreneurship and Research Commercialization,
and Executive in Residence, Pratt School of Engineering, Duke University
NOTE:
All data
** Accor
TOTAL 44,940
4,900
39,500
540POST GRADUATE
INTRODUCTORYUNDERGRADUATE
ADVANCEDUNDERGRADUATE
STUDENTS ENROLLED IN
FOREIGN LANGUAGE COURSES
NEW YORK STATE EXPORTS(INTERNATIONAL)*
NEW YORK STATEJOB CREATION
NEW YORK STATE AVERAGE WAGE
$39,211,000,000
(According to the U.S. Department of Commerce, Bureau of Census).
-237,100
(According to New York State Department of Labor).
$57,794 (Accor ding to the New York State Department of Labor) .
-
8/6/2019 SUNY Report Card 2011
22/22
Conclusion
This Report Card gives us a series of baseline metrics using data from the 2008-9 academic year. It
presents a starting pointwhich we will revisit annually beginning this September.
As we work toward realizing The Power of SUNYplan by building a stronger SUNY and, in turn, a
stronger New York, we vow to be transparent and urge you to hold us accountable by utilizing this
initial Report Card and its follow-up companions, which will be published annually. We hope you have
found this Report Card helpful and we welcome your feedback and engagement.
With these products to guide us, and with your help, SUNY will continue to be a source of immense
pride for all of New York.
Together, we are
thePowerof
Todays SUNY is a system created with
excellence in every dimension. Its a system
we take great pride in, but also one that we
believe can do even more for students and
families, faculty and staff, alumni, and
ultimately all New Yorkers.
In developing our strategic plan The Power
of SUNY we took ourselves to task and
challenged the system to reach its fullpotential by sustaining its core mission of
teaching, research, and service, and also
by fulfilling a need in New York State for an
economic-revitalization champion.