NFSC Middle States Self Study Report

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Contents
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1 Certification Statement....... 3
2 Executive Summary............ 4
3 Description of SUNY Niagara Frontier State College 5
4 Self-Study Process. 18
5 Characteristics of Excellence in Higher Education Report
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Part One: Institutional Context 25
Standard 1: Mission and Goals... 26
Standard 2: Planning, Resource Allocation, and Institutional Renewal. 30
Standard 3: Institutional Resources. 34
Standard 4: Leadership and Governance 40
Standard 5: Administration. 46
Standard 6: Integrity 52
Standard 7: Institutional Assessment.. 55
Part Two: Educational Effectiveness. 62

Standard 8: Student Admissions and Retention. 64
Standard 9: Student Support Services. 68
Standard 10: Faculty... 75
Standard 11: Educational Offerings 79
Standard 12: General Education. 82
Standard 13: Related Educational Activities.. 86
Standard 14: Assessment of Student Learning.. 91
6 Appendix 100
Carnegie Classification.. 101
Control of Institution.. 103
Academic Vision.104
Organizational Structure 106
Organizational Roles 110
Organizational Chart 114
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Middle States Commission on Higher Education

3624 Market Street, Philadelphia, PA 19104-2680
Phone: 267-284-5000 Fax: 215-662-5501 www.msche.org
Certification Statement:
Compliance with MSCHE Requirements of Affiliation and
Federal Title IV Requirements
SUNY Niagara Frontier State College
(Name of Institution)
is seeking (Check one):
_X Initial Accreditation
___ Reaffirmation of Accreditation through Self Study
___ Reaffirmation of Accreditation through Periodic Review
An institution seeking initial accreditation or reaffirmation of accreditation must affirm that it meets or continues
to meet established MSCHE Requirements of Affiliation and federal requirements relating to Title IV program
participation, including the following relevant requirements under the Higher Education Opportunity Act of 2008:
Distance education and correspondence education (student identity verification)

Transfer of credit
Assignment of credit hours
Title IV cohort default rate
This signed certification statement must be attached to the executive summary of the institutions self-study or
periodic review report.
The undersigned hereby certify that the institution meets all established Requirements of Affiliation of the Middle
States Commission on Higher Education and federal requirements relating to Title IV program participation as
detailed on this certification statement. If it is not possible to certify compliance with all requirements specified
herein, the institution must attach specific details in a separate memorandum.
___ Exceptions are noted in the attached memorandum (Check if applicable)
Belinda S. Penque
_____5/4/2015___________
(Chief Executive Officer)
(Date)
__________________________________________
_______________________
(Chair, Board of Trustees or Directors)
(Date)
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Executive Summary
In accordance with the Middle States Self-Study Process and Characteristics of
Excellence in Higher Education, SUNY Niagara Frontier State College has completed a selfstudy report to show evidence that the college meets the Middle States Standards for
Accreditation. The self-study will address the 14 standards for accreditation. SUNY Niagara
Frontier State College was created with the mission of service learning and community
involvement in mind. The Niagara County area was lacking a four-year public college as the area
only has one community college and one four-year private college. The college aims to revitalize
the Niagara community and take advantage of the natural resources and opportunities the area
has to offer. While addressing the standards, we kept our mission, goals, and objectives in mind,
both of the college and of individual offices. The self-study aims to properly evaluate the college
and develop recommendations and improvements.
The administrative team of the college met weekly, or sometimes bi-weekly. The
standards were broken up and assessed in relation with their field or area. Standards 7 and 14
were worked on as a whole, as each office had to assess within the standard. These standards will
be assessed in a different manor than the others. Each standard is broken up into a chapter. The
full self-study report will include a brief introduction to the college and each functional area
along with its mission, goals, and objectives as well as the self-study model chosen and an
explanation of our group process in completing the report.
Finally, recommendations are
discussed to address the future of the institution and to steer the development of the colleges
five-year strategic plan.
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Description of SUNY Niagara Frontier

State College
SUNY Niagara Frontier State College is a premier institution of higher learning.
Founded in 2015, it is a distinct college focused on building a stronger community through
educating students and fostering relations with the greater Niagara region. The college
admits academically promising students from across the world as well as faculty from an
array of backgrounds providing our students with a breadth of knowledge and experience.
The education that each student receives will not only allow them to be successful leaders
within their respective field but also global contributors.
Given our location within the Niagara region, the college places an importance on
service learning and understanding the significant impact that giving back to the community
will entail. Niagara State Frontier College offers an unparalleled experience and education
that focuses on student success in and out of the classroom environment.
Students at Niagara State are provided enriching and academically sound
opportunities where they will be exposed to an encompassing amount of diversity and
programs that nurture student development. Our wide array of academic programs provides
students with the opportunities to embark on a journey within research, theory, and
preparation programs within the sciences and arts.
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Mission, Goals and Objectives of Functional Areas at SUNY Niagara Frontier State
College
Office of the President
The office of the President is dedicated to the growth and advancement of SUNY Niagara
Frontier State College students, faculty, staff, and encompassing environment. With the
promotion of academic excellence, student development, and community engagement, we are
working to establish SUNY Niagara Frontier State College as a leading competitive academic
institution with a passion for student development in order to secure the successful future of the
college, students, and city of Niagara Falls, New York.
Goals of the Office of the President
Elevate the standing of SUNY Niagara Frontier State College as a competitive institution
of higher education
Ensure that the college is properly funded
Increase community relationships
Support action to improve student learning and student experience
Increase visibility and understanding of the colleges mission and goals amongst
community, state, and federal leaders
Ensure the future growth, development, and advancement of the college
Objectives of the Office of the President
Function as a leader at SUNY Niagara Frontier State College in the pursuit of its mission
of academic excellence and community engagement.
Develop and support the mission and vision statement of SUNY Niagara Frontier State
College in order to promote a united focus of the colleges established values.
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Present and promote the mission of SUNY Niagara Frontier State College nationally and
internationally in order to acquire student interest, funding, and promotion of the college.
Increase the college endowment in order to support competitive academic faculty, current
and cutting edge curriculum, technological aids, and a superior student learning
environment.
Create and maintain beneficial relationships including local, state, and federal
constituents to gain both financial and legislative support for the growth and development
of SUNY Niagara Frontier State College.
Create and maintain working relationships with the City of Niagara Falls, New York
community leaders and business owners to promote a mutually beneficial relationship
between the college and the community.
Develop a working plan for future growth and development of the college.
Office of Academic Affairs
SUNY Niagara Frontier State College is a diverse and unique college committed to
fostering the development and knowledge of our student population through community
engagement and service learning. We encourage personal, professional, and intellectual growth
of our students as well as a passion for serving their community. Academic excellence is at
utmost importance at Niagara Frontier College and we create a rich learning environment for our
students to grow and create a better future for themselves and the community.
Goals of the Office of Academic Affairs
Enhance student learning through service and community involvement
Improve academic support to faculty through professional development opportunities
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Collaborate with community leaders to improve the city of Niagara Falls while
preserving its historic and cultural significance.
Expand its impact throughout the community and become a national leader throughout
higher education in service learning
Strategically align the agricultural school with local farmers for collaboration and
research possibilities
Recognize the poverty within the community and work to increase aid and provide for the
local citizen through various services learning opportunities.
Objectives of the Office of Academic Affairs
Graduates of our College should be conscience and involved citizens in their

community.
Students should be able to critically analyze relevant literature and text.
Students should be able to translate knowledge they learned in the classroom to particle
applications.
Develop strategic plan with Niagara Falls community to provide payment assistance for
students with college loans in order to promote residential growth in the community.
Produce global thinkers who work to create a better world for generations to come
Ensure that every student has the skills, tools, and knowledge to be competitive and
successful in the job market, with whatever path they choose to take.
Office of Community Engagement
The Vice President of Community Engagement is charged with connecting and
promoting NFSCs resources to the Niagara community by establishing, nurturing, and
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maintaining positive external relationships with businesses, individuals, and community

organizations that support our outreach efforts. This consistent relationship will not only help our
institution and students grow, but also the surrounding community.
Goals of the Office of Community Engagement
To work with internal and external stakeholders to create and continue strategic, longterm partnerships and alliances with local businesses, non-profit associations, agencies,
community/cultural groups, legislative offices, and others.
Using said relationships to provide students with an opportunity to learn and give back to
the community.
To stay informed on important issues occurring in the community that may affect NFSC.
Work with the President and the Niagara area to execute business events and projects that
may help inspire our students and change in the area.
Objectives of the Office of Community Engagement
To build a community friendly environment on our campus.
To connect students to their surrounding community so they may prosper in their future
careers.
Lead outreach efforts to struggling areas in the Niagara community.
Create public understanding of our goals such as work force development and NFSCs
service learning program.
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Department of Finance & Administration

The department of Finance & Administration oversees a number of resource allocations
and finance initiatives. This department is responsible for supporting and improving SUNY
Niagara Frontier State Colleges financial and human resources. The department provides cost
effectiveness strategic planning, financial planning, and budget planning. The office also
oversees facilities planning and operations, accounting, internal audits, and risks management.
The department of Finance & Administration aims to ensure the college is in sound financial
condition while enhancing conditions of the University through financial and resource allocation.
Goals of Finance and Administration
The department of Finance & Administration seeks to provide financial resources, management,
and administrative support for the operations and practices, in alignment with NFSC mission and
strategic plan.
Participate in strategic, financial, budget, and facilities planning
Manage and protection of the institutions resources
Monitor budgets and spending while keeping costs low and under control
Provide protection and safety of internal and external customers
Enhance student and faculty diversity
Increase fundraising resources
Provide efficient funding for department and student programs
Support the college with public and private funding resources
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Utilize advanced technology to support institutional development
Help support Niagara Falls community through financing of community programs
Objectives of Finance and Administration
Monitor budgets and track expenses
Conduct assessment and analysis of budgets and financial statements on a monthly,

quarterly, and yearly basis
Conduct a budget, financial, and investment trend analysis
Conduct quarterly and yearly fundraisers through community engagement
Monitor and analyze federal and state financial funding
Conduct yearly internal audits of department budgets, student financial aid accounts,
financial statements, investments, payroll, and taxes
Conduct yearly employee appraisal evaluations
Perform monthly, quarterly, and yearly SWOTs (Strength, Weakness, Opportunity and
Threat) analysis
Develop and improve the capacity of our facilities
Pursue revenue driven opportunities to increase resources
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Office of Enrollment Management

The Office of Enrollment Management aims to lead SUNY Niagara Frontier State
College through collaboration with internal and external constitutes in accordance to the
university-wide enrollment plan that reinforces the principles of the SUNY Niagara Frontier
State College strategic plan. Enrollment Management establishes and enforces policies, and
procedures leading to successful recruitment and retention of an academically accomplished and
culturally diverse student body that reflects pluralism of Niagara Frontiers population of
neighboring regions. Goals of the Office of Enrollment Management
Establish university-wide practices for meeting institutional enrollment and financial

goals that provide quality data analysis to support college decision-making.
Encourage campus involvement in recruitment activities and coordinate the overall

enrollment strategies for new students.
Cultivate a strong, consistent brand that will enhance student recruitment and all strategic
areas of the college.
Keep the best interests, learning, and development of our students central to all that we
do.
Support and strengthen all efforts to promote and market SUNY Niagara Frontier State
College.
Objectives of the Office of Enrollment Management
Coordinate events on campus to promote prospective student knowledge about the

college enrollment process and information.
Ensure strategic awarding of financial aid to students in all degree programs.
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Provide superior service and knowledgeable staff.
Evaluate admission and enrollment data to develop recruitment and enrollment strategies.
Develop and maintain effective relationships with students, parents, counselors, campus
personnel, and the community.
Office of Diversity and Equity at SUNY Niagara Frontier State College
The Office of Diversity and Equity is attempting to create an environment free from any
discrimination on the basis of language, race, religion, age, disability, and gender. The Office of
Diversity and Equity monitors continuing commitment of students, personnel, and faculty to
have the same opportunity for equal access and success in employment and education. We foster
an inclusive and safe learning, living environment at SUNY Niagara Frontier State College.
Goals of the Office of Diversity and Equity
Provide opportunities for each individuals full participation and success
Create a mutual respect atmosphere through education
Promote and educate equity within the college and the community
Achieve and encourage to have different diversity workshops
Ensure accessibility and accommodation to individuals
Make diversity a strategic priority touching all aspects of the campus mission.
Regularly assess, evaluate, improve, and communicate diversity efforts of IUPUI.
Objectives of the Office of Diversity and Equity
Ensure to provide and sponsor education programs on equal opportunity, diversity,

nondiscrimination, and other related issues.
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Increase the diversity within faculty and staff to become more reflective of the
desired student population.
Establish high expectations for achievement and reward individuals for achieving
said expectations.
Increase the diversity awareness within the senior leadership.
Promote culturally competent practices.
Create an internationally diverse community by enrolling and graduating students

from other nations.
Provide a variety of opportunities for IUPUI students and all students to study
abroad.
Office of Information Technology

The Office of Information Technology contributes toward the fulfillment of the
universitys mission. SUNY Niagara Frontier State College Information Technology Department
serves to be the beacon for student access and success through the use of technology services for
our university stakeholders as well as for the greater community. We strive to provide innovative
educational opportunities for our students to become global participants in the community as
well as providing reliable resources amongst our facilities.
Goals of the Office of Information Technology
Provide reliable IT access for students, faculty, and staff
Provide opportunities for student and faculty engagement through the use of technology
Provide spaces for students to participate in a technological learning environment
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Provide students with the knowledge and tools that will allow them to understand the use
of technology to help them communicate in a global society
Use technology that will allow Niagara Frontier State to remain globally competitive
through an analysis of decisions provided by data
Use technology to help maintain and develop relations with our community
Objectives of the Office of Information Technology
Implement an early alert system that would allow for faculty, advisors, and students to
track student progression.
Develop new software that would allow for an integration of academic advising, career
advising, and professional development.
Create a database consisting of local community members that will strengthen the
partnership between our students who participate in service learning and the greater
community.
Provide members of the campus community with support via a twenty-four hour help
desk. (In person or live chat with an IT representative)
Provide high performance and high security infrastructures that will allow for easy
accessibility.
Hire a diverse set of staff members who are skillful within the IT area that will
contribute to the organization as well as work with a diverse and community based
institution.
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The Office of Student Affairs

The Office of Student Affairs is committed to the academic, personal, and professional
growth, development, and achievement of students at SUNY Niagara Frontier State College.
This office works collaboratively with Academic Affairs leaders and the Chief of Staff to ensure
students learn to be successful and effective leaders in the emerging community.
Goals of the Office of Student Affairs
Enrich the student experience by creating a collaborative community that fosters a

balanced and purposeful life.
Prepare and engage students and staff to lead, learn, and live in a global society.
Champion diversity, community and the celebration of tradition that promotes an

inclusive environment.
Challenge and empower students and staff to be responsible citizens who contribute to
the Niagara community and profession through leadership and service.
Objectives of the Office of Student Affairs
Promote a university community/culture focused on community engagement.
Provide excellent programs and services relevant to student needs.
Optimize strategic campus and community partnerships.
Ensure action-oriented, outcome-focused management.
Effectively communicate the value and relevance of NFSC programs and services to our
students.
Foster continuous improvement and innovation in programs and services.
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Increase inter-departmental communication and collaboration.
Develop a student-based culture that advances NFSCs mission, vision, and values.
Maximize opportunities to enhance staff excellence.
Ensure integrative planning, assessment, and research.
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Self-Study Process
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Self-Study Process
Nature and Scope of the Self-Study
As a new institution seeking first time accreditation, a comprehensive self-study model
was used in order to show evidence that NFSC meets the middle state requirements for
accreditation. All 14 standards of excellence will be reviewed and reported on in this report.
The comprehensive model of self-study will allow us to identify current and future institutional
needs with a focus on student learning outcomes from all functional areas of the college.
Intended Outcomes of the Self-Study
It is intended that upon the completion of the self-study that NFSC will meet all
requirements for middle states accreditation. It is also intended that NFSC will have a clear plan
for future needs of the college as well as assessments and recommendations in place to advance
the college and stay true to its mission of academic excellence and community engagement.
Group Process
Working with a group can be a difficult situation with a lack of direction and no plan in
place. In order to handle this, our group made decisions collaboratively. It had been agreed upon
at the beginning of the semester that we would make decisions by voting and majority would
rule. We stuck to this process and we believe that it was an effective way to make decisions.
In doing so, this can lead people to get offended or upset that their idea wasnt chosen.
However, our group did not face these issues or if we did, it did not lead to a fight or
disagreement. All of the people in our group wanted to be supportive towards each other and we
put that want before any hurt feelings that we may have encountered.
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Also, at the beginning of the semester, we found a date and time that everyone could
meet on so that we could work on the project. By finding this time so early on in the semester, it
was then easier for our group to communicate due dates and group meetings. Everything was
scheduled to be due at the same time, Tuesday, and we always met at the same time, Tuesday at
7pm. Of course, there were some instances where people were unable to attend or did not have
their work finished, but as long as the group felt they had an acceptable excuse as to why, we
created a new plan. Our group was very reliant on our ability to think on our feet and improvise.
Although we relied on voting to make the majority of our decisions, we also had an unappointed leader who was not afraid to help keep our group headed in the direction we needed to
go. She kept us on task at our meetings, offered help to anyone who may need it, and took on any
amount of work that was given to her. Our group did not find it necessary to select someone as a
leader, but believed that someone who possessed those qualities could be more than willing to
step up. By not voting on a person to fill this role, it helped to avoid anyone being uncomfortable
in a role they did not want and avoids any hurt feelings for not being selected.
Even though our group did struggle with communication on occasion, overall we worked
well together. We tried to be as fair as possible to everyone and tried to create the most effective
plan possible for our groups strengths.
Preparation for Self-Study and Structure of the Steering Committee
In preparation for the SUNY Niagara Frontier State College Middle States Self-Study,
the President appointed a steering committee to oversee the self-study process, develop working
groups, and charge those working groups with research questions to drive the study. Appointed
members of steering committee are Allison Korta, Haniyyah Bashir, and Derek Smith. The
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steering committee members were appointed based on their commitment to the improvement of
SUNY Niagara Frontier State College, the quality of their previous work, and the position they
hold at the college. Members of the steering committee represent the offices of student affairs,
community engagement, and institutional technology. NFSCs self-study process can be broken
down into 6 phases.
Phase 1 Presidential appointment of self-study steering committee

The appointees are Allison, Haniyyah, and Derek. The President and Provost were
available to participate in conversation, but did not make any decisions or vote on any issues
considered by the steering committee.
Steering committee assignments:
Derek Smith Co-chair

Alli Korta Co-chair
Haniyyah Bashir Vice Chair
Phase 2 Development of working groups

To begin the steering committee, two major working groups were developed: One
working group to focus on institutional context and one to focus on educational effectiveness.
Members were divided into major steering groups by relation of organizational role to standards
1-14.
Institutional Context (standards 1-7)
Educational Effectiveness (standards 8-14)
Allison Korta
Xiaoshuo Gao
Terri Williams
Derek Smith
Belinda Penque
Annie Hayes
Kyoungah Lee
Haniyyah Bashir
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Members of each major working group were responsible for responding to the standard
that closest fit their responsibilities at the college and were referred to as minor working groups.
Some members responded to one standard, while others responded to two standards. Upon
completion of evaluating the standards, both major working groups were expected to come
together to examine their standards as a whole while looking for overlap, redundancy, and to get
a clear picture of how the college stands on institutional context and educational effectiveness.
Phase 3 The steering committee charges the working groups with research
questions
After a vote within the steering committee, it was decided unanimously that the
committee would provide two general research questions and that the major and minor working
groups would be responsible for the development of more detailed and institutionally-specific
questions.
General RQ #1 What is the institution doing to promote student learning at NFSC?
General RQ #2 Is there a mutually beneficial relationship between student learning and
community engagement?
Phase 4 Evaluation of the standards

Minor working groups began the process of reviewing and responding to their
individually appointed standards.
Phase 5 Collaboration of major working groups

After the standards were complete, the two major working groups, institutional context
and educational effectiveness, met as two groups to review standards 1-7 and 8-14 respectively.
At this time any overlapping information was identified, redundancy was eliminated, and an
overall view of the institution in each groups specific context was looked at.
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Phase 6 Final self-study report

After both major working groups reached a consensus on the completion of their
standards, everyone came together to take a final look at the evidence presented and
recommendations suggested. At this time the two reports were combined to complete the final
SUNY Niagara Frontier State College self-study report.
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Characteristics of Excellence
in Higher Education Report:
Evaluating Standards 1 14
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Part One: Institutional

Context
Standards 1-7
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Standard 1: Mission and

Goals
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Standard 1: Mission and Goals

Mission Statement
SUNY Niagara Frontier State College aims to develop students to think critically and
become culturally aware individuals. Through academics and student life, the college fosters
passionate, educated, and driven individuals who work to enhance both the community and the
world at large. Through community involvement and enriching out-of-classroom experiences,
the college promotes thought provoking and transformative educational opportunities. Together,
with the community, the college provides students with a holistic learning experience that
teaches them to think critically while preparing them for the professional world.
Description
SUNY Niagara Frontier State College strives to achieve the goals of providing students
with a holistic learning experience that not only will broaden them as individuals, but will also
help the surrounding community. Our mission focuses heavily on student engagement in
transformative learning experiences that contribute to our community and expand our students
cultural awareness and critical thinking skills.
To ensure that these goals are being achieved, NFSC has aligned itself with the Niagara
community to provide its students with a hands-on, experiential learning program. In turn, we
believe that this relationship will start to help the struggling area continue to grow and help
students in their future professional careers.
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Research Questions
RQ 1.1: How are the major themes of NFSCs mission reflected in the institutions
goals?
RQ 1.2: How are NFSCs operations consistent with their mission and goals?
Analysis
In order to guarantee that the goals of our mission statement will be achieved, SUNY
Niagara Frontier State College has created a Community Engagement office to focus
strictly on this developing relationship between the school and the community.
Our institution also attempts to provide students with majors that can be used and
strongly desired specifically in the Niagara area. For example, Agricultural Sciences,
Native American Studies, Wine Making, and more.
Future challenges our institution may face in achieving these goals would be an increase
in the economic hardship in the Niagara community. This may strain or hinder the
communitys willingness to work with NFSC. This may also limit the number of
commuter students at our institution due to financial reasons.
Relation to Other Areas
One of the offices assessed in Standard 7 is the community engagement office which is
designed to build and maintain a connection with the Niagara community.
Standard 13 focuses on the students participation in our experiential learning program

and assesses if they are gaining the knowledge and skills that will be beneficial to them in
the future.
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Recommendations
The college should work to ensure that all faculty and staff are well-educated on NFSCs
mission and goals to ensure that they are helping to progress our institution forward.
A yearly assessment should be done of the community to provide an outlook of their

needs, economic status, and new areas of interest.
The college should periodically enter into assessment with an outside expert who can
determine if the college is properly meeting the goals of our mission.
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Standard 2: Planning,
Resource Allocation, and
Institutional Renewal
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Standard 2: Planning, Resource Allocation,

and Institutional Renewal
Description
SUNY Niagara Frontier State College develops and implements strategic plans that are
linked to the mission, resource allocation, broad input, and institutional assessment data that
responded to current and future challenges and opportunities.
At the planning stage, organizational units participate in discussing the budgeting of staff,
equipment needs, revenue-generating opportunities, and cost-saving strategies. The provost
organizes the ideas and opinions of faculty while outside consultants are considered.
Resource allocation is integrated with the planning stage and it is guided by the president
as focusing on institutional effectiveness and required changes.
For institutional renewal, NFSC uses a tool that allows users to quickly access and
analyze the data to identify trends and model for future predictions. This tool is shared by
various departments that bring the ability for NFSC to predict more accurately the success of
new programs, finding creative ways to reduce costs, and managing/utilizing resources. For
example, the Offices of Student Affairs and Enrollment Management would be able to monitor
and analyze enrollment data easily and simultaneously.
Standard 7 discusses more about report progress for institution effectiveness of resource
allocation.
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Standard 14 focuses on student learning outcomes that cause alignment for planning,
resource allocation, and institutional renewal.
Research Questions
RQ 2.1: How does NFSC plan continued growth while maintaining its mission of student
access and success?
RQ 2.2: What evidence shows that NFSC is prepared to meet current and future challenges?
Analysis
Unit budgets at NFSC are developed based on strategic and annual goals. New programs
and activities that fit with NFSCs vision are approved by the committee and have the
plans, marketing research, potential revenue growth, and projected expenditures in which
the president is highly involved.
NFSC attempts to expand competitive advantage and institution-wide opportunities for

change and renewal that are primarily identified through the strategic planning process
and establishment of the NSFC goals.
NFSC uses the data to support decision making for institutional renewal that strengthen
the academic core. Also, it makes NFSC a more student-centered campus by expanding
facilities and technology.
NFSC focuses on online education that ties directly to its mission of helping students to
become global citizens. The president has made this a priority and considering a new
program to create a solution that in turn vitalizes the community.
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Recommendations
NFSC should ensure that all units objectives and goals are aligned with the strategic
plan.
NFSC should continue to optimize its resources to allocate for advance innovation.
NFSC should provide greater access to data used to support the planning process and
training in data analysis.
Budget decisions should be documented through meeting summaries to create an audit

trail for each final budget decision.
The linkages between planning and budgeting at the departmental level should be more
transparent, clear, and comprehensive.
NFSC should ensure that the new planning and budget committee is consistently
engaged in reviewing the strategic plans implementation progress and in linking
planning to resource allocation
NFSC needs to keep developing the software program to track the program assessment
for reviewing the institutional effectiveness.
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Standard 3: Institutional
Resources
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Standard 3: Institutional Resources

Description
Human Resources
The biggest part of the institutions budget in higher education is overhead expenditures
of human capital or personnel. Human capital is the most important commodity and investment
of the college. The livelihood of the SUNY Niagara Frontier State College (NFSC) is strongly
dependent on the humanistic and social interaction of faculty and staff in regard to college
services, student learning, and community engagement. NFSC offers competitive salaries to
recruit and keep faculty and staff. This approach ensures that adequate faculty and staff are in
place to meet the academic demands of the organization.
Financial Resources
The majority of financial resources of the college is generated from tuition and federal
and state funding. Monies are used to fund department budgets, administrative support services,
technology, student services, and academic programs for students learning. The leaders of the
NFSC are dedicated to adhere to the financial planning and budgeting processes to maximize the
efficiency of finances in alignments with the institutions operations. The SUNY Niagara
Frontier State College foundation is responsible for fundraising and managing philanthropist
contributions.
Information Technology
Information Technology Services (ITS) is responsible for providing the institution with
technical service and support. These services are utilized to help administration, staff, and faculty
members to have quick access and management of the colleges data. ITS provides computer
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hardware and software for administration, faculty, and supportive services for students learning.
The college needs current technology and reliable computer equipment for administrative
support and to enhance student learning. Information Technology Services need to continuously
improve network infrastructures for internet and wireless access for employees and students. The
institution would adhere to the financial planning and comprehension plan for equipment
purchases, repairs, and replacement, which includes current and future use of technology.
Research Questions
RQ 3.1: How does the institution attract and retain qualified faculty?
RQ 3.2: How can the organization increase its financial resources?
RQ 3.3: How does the college keep up with the changes of technology?
Standard 2: The colleges ongoing planning, resource distribution, and future plans
Standard 4: The institutions development of resources
Standard 5: The administration operations and supportive services
Standard 10: The development and training of faculty
Analysis
Human Resources
NFSC wants to attract and hire the best faculty and staff to improve the efficiency of
business practices, student learning, student enrollment, and customer satisfaction. The college
would use an adaptive model to evaluate the effectiveness of faculty and staff salaries. We will
offer competitive salaries to entice local and international people worldwide that would increase
the diversity of the organization. Faculty and staff are motivated to serve students effectively and
maintain their satisfaction with the college. The administration conducts yearly reviews of
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financial planning and policies to monitor and manage salaries and benefit expenditures to
ensure uniformity with the organizations financial resources and goals.
Financial Resources
NFSC can increase its financial resources by growing its endowments and fundraising
assets. The SUNY Niagara Frontier State College Foundation will network with businesses and
outside foundations to increase the college endowments and fundraising funds. Managers can do
environmental scans to collect and analyze data to determine available resources. The college
would continue to review endowments and fundraising plans to be coherent with the institutions
processes.
In order to keep up with the changes in technology, NFSC has the information
technology department conduct monthly research using internal and external analysis. The data
would be used to determine the changes in technology and how the college can benefit from the
use of new technology to improve the organizations performance and student learning. The
organization intends to host periodical reviews of all policies and services issues, cost, and fees
for services. The Vice President of Information Technology and managers would develop short
and long term action plans to address the issues with technical support and services in regards to
security, computer systems, equipment, data management, staff training, and the evaluation of
information technology products to keep up with the dynamic changes of the environment to
improve the efficiency of the institution. Part of policy and procedure of the institution is the
implementation of a five-year plan to replace personal computers, network hardware, and
servers. This plays a significant role in the college use of technology and innovation to
accomplish the institutions operational excellence.
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Recommendations
Human Resources
NFSC should continue to review and analyze financial plans, statements, budgets, policy, and
procedures to manage employee salaries and benefit expenditures.
Continue to attract people from different race and ethnic groups to increase the diversity of
the organization.
Management to evaluate the faculty to student ratio in regards to organizational needs and
students academic performance.
Financial Resources
The institution should continue to find creative ways to grow endowments and donation
funds.
Staff to evaluate financial resources and perform routine internal and external environment
investigations.
Hire financial consultants to advise the organization ways to invest their money to amplify
investments and increase revenue, especially endowment accounts.
The college should conduct monthly research and analysis in regard to technology and
innovation opportunities to meet the staff and students academic needs.
The organization continues to evaluate policy and procedures in regard to technology.
Vice Presidents of the Finance Department and Information Technology Department should
pursue to monitor and track computer equipment and technology cost.
Hire staff that is familiar with technology trends.
Survey staff, faculty, and students in regards to their technology needs.

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The institution should perform an evaluation on current technology products, services, and
benefits to stakeholders.
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Standard 4: Leadership and

Governance
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Standard 4: Leadership and Governance

Description
The leadership teams established at SUNY Niagara Frontier State College (NFSC) are of
great importance to the overall success of the college and its mission. In order to accomplish
the goals and objectives we have set, we need to work together to meet the needs of the student
population, the community we live in, the faculty and staff, and our governing state boards. In
order to recognize the unique needs and perspectives of each population serving and served at
NFSC, many leadership positions and governing boards have been established. While each of
these governing boards has a specific set of goals, objectives, and by-laws to follow, they are
expected to work together through meetings and collaborations to promote unity and to
accomplish the mission of the college.
Research Questions
RQ 4.1: How do the roles and responsibilities of each leadership and governance constituencies
contribute to the mission of SUNY Niagara Frontier State College?
RQ 4.2: How well do each constituency of leadership and governance communicate with each
other to promote the unity and shared direction of SUNY Niagara Frontier State College?
State University of New York (SUNY) Board of Trustees and Chancellor
As part of the SUNY school system, SUNY Niagara Frontier State College is required to
follow guidelines and recommendations set forth by the SUNY board of trustees and Chancellor.
With the addition of Niagara Frontier State College to the SUNY system, there are a total of 66
institutions of higher learning. Being a part of the SUNY system allows NFSC to receive state
funding in order to keep our tuition low and accessible to the population we serve. As a SUNY
school we also benefit from the network of schools across the state which promotes our
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reputation and increases the likelihood of in-system transfer from other SUNY institutions to
NFSC. The current active governing bodies at NFSC are:
SUNY Faculty Senate
The faculty at NFSC participate in the SUNY faculty senate by having appointed senators
from the college attend meetings three times a year. The participation in the SUNY faculty
senate meetings give NFSC faculty leaders opportunities to share our accomplishments and
concerns as well as network with other leaders of SUNY campuses to hear different perceptions
and problem solutions. Being able to network with so many campuses especially those with
similar structures and/or external environments, can be an invaluable learning opportunity for the
faculty in the advancement of NFSC and its mission.
SUNY Niagara Frontier State College Faculty Senate
The purpose of the NFSC faculty senate is to establish faculty and department budgets,
establish academic departments and programs, maintain tenure criteria, and academic policy
development. The faculty senate have bi-monthly meetings that all faculty, the President and,
the Provost are encouraged to attend. The faculty elects a voting body to represent the faculty
body but during bi-monthly meetings any faculty or administrator has the opportunity to express
concerns or suggestions for improvement. The faculty senate works closely with the President
and the academic Provost to ensure that NFSC is offering the most effective and competitive
academic programming possible. Faculty satisfaction, student learning outcomes and promotion
of the college mission and vision will be at the center of all suggestions for change and
improvement.
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SUNY Niagara Frontier State College Council

NFSC council is a collaborative effort between faculty, staff, students, and administration
to promote the advancement of the college by reflecting constituent and public interest. This
council offers the opportunity for all participatory members of the campus to work together to
hold each other accountable and to offer suggestions for improvement. The NFSC council
consists of the president, academic provost, 6 faculty members, 1 library staff, 1 information
technology staff, 3 service staff, and 10 elected student members. All operations and procedures
of the NFSC council are guided by the New York State Education Law, Section 356.9. The
council will meet bi-monthly throughout the academic year. The council is also responsible for
making sure that new members of the governing bodies are orientated into the institution and
receive a clear outline of the college mission, academic programs, and objectives.
Regarding research question #2 this council allows for boundary spanning and
collaboration between all represented populations of the campus. In this council, decisions made
by leadership can be questioned and challenged, student conduct can be explored, and faculty
responsibility can be addressed along with any other topic of concern or potential growth and
improvement for the college.
SUNY Niagara Frontier State College Foundation
The purpose of the NFSC foundation is to build the college endowment by establishing
and maintaining relationships with investing partners and philanthropist, managing gifts and
donations while working to secure grants for the college. The foundation will work closely with
the President and Alumni Association to manage the college endowment. The President
specifically will build local, state, federal, and international relationships to promote NFSC and
its mission in order to bring in funds to increase the college endowment. By increasing the
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colleges endowment, the President and the Foundation can ensure that the college is equipped
with leading technological equipment utilized by faculty, staff and students in instruction,
research, and communications. An increased endowment would also allow the college to bring
in leading faculty in their fields of expertise, improving upon student development, and creating
an academically competitive edge for the institution.
Undergraduate Student Association or SA
The purpose of the SA is to develop policy and practice regarding student concerns,
student welfare, improvement of student experience, activities, programming, student success
initiatives, and to provide a collective voice for student advancement while at NFSC. The SA
has a clear set of by-laws that directs its operations. At NFSC our student experience and
learning outcomes are of the highest importance. The recommendations provided by the SA are
taken very seriously by the administration. The SA operates within its own budget so they can
utilize funds they feel will better serve the students needs and desires.
Graduate Student Association or GSA
The GSA represents the needs of the graduate student population at NFSC. Like the SA,
the GSA is charged to improving the experiences and meeting the needs of graduate students.
The GSA also operates within its own budget in order to better serve the graduate student
population without having to seek approval for funds for every project or program. The GSA
has its own governing body or senate who are responsible for following and amending the GSA
by-laws which guide the operations of the association and bring student concerns to the proper
administrative office.
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Analysis
Regarding research question 4.1, how do the roles and responsibilities of each leadership
and governance constituency contribute to the mission of SUNY Niagara Frontier State College?
each governing body of NFSC has a clear purpose. Each governing body both represents the
population it is meant to serve while promoting the mission and the advancement of NFSC. The
governing bodies represent a strength regarding research question 4.2, How well do each
constituency of leadership and governance communicate with each other to promote the unity
and shared direction of SUNY Niagara Frontier State College? There are various ways that each
governing body interacts with at least one other governing body to accomplish its goals. In the
case of the NFSC council, all college governing bodies have an opportunity to meet and
collaborate to improve experiences at NFSC and to promote a united focus on the mission,
vision, and advancement of the college. All operations and procedures of each governing body
are laid out in clear by-laws as well as goals and objectives of each group.
Recommendations
1. Participation in all meetings of the NFSC council should be mandatory and the President and
Academic Provost be held accountable for attending the bi-monthly meetings.
2. Minutes should be kept at all meetings for the purpose of efficiency and sharing of
information.
3. A semi-annual review of governing by-laws be reviewed and included in assessment reports
to ensure efficiency in group process and to better serve the changing population and
environments at NFSC.
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Standard 5: Administration
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Standard 5: Administration
Description
The administration of SUNY Niagara Frontier State College is dedicated to fulfilling the
overall mission of the institution including academic excellence and community engagement.
The administrative team works together to ensure that we are providing the very best in
education and experience to our students. The President works closely with the Academic
Provost to advance academic programs and student learning outcomes. Additional
administration consists of departmental Vice Presidents who together make up the Presidents
cabinet. Each administrative office is properly placed and consists of clear goals and objectives
in order to meet the needs of students and to advance the mission of the college.
Research Questions
RQ 5.1: Do current administrators and their offices follow a clear set of responsibilities and
goals that reflect the mission of the college?
RQ 5.2: What has been the impact of the recent administrative reorganization (the position of
Chief of Staff being reassigned as the Vice President of Community Engagement)?
President
The President is in charge of overseeing all aspects of the college. Along with being the
NFSCs chief spokesperson and an advocate for the school, the President is also expected to
work closely with the Chief of Staff and Provost to ensure the vision of the college is realized.
Managing all aspects of the college functions as well as building community relationships and
bringing in financial support are all key duties of the President in order to ensure the lengthy
success of NFSC.
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Provost of Academic Affairs

The Provost has a wide range of responsibilities and duties within the college. They are
responsible to the President for creating and implementing academic priorities for the college
and for assigning responsibilities to various departments and institutions to complete these
academic priorities. They also work closely with the deans of every department, student services,
and other faculty and staff to ensure Niagara Frontier has quality academic initiatives. The
Provost is also in charge of all academic affairs including staff, budgets, and programs.
Vice President of Finance and Administration/Chief Financial Officer
The Vice President of Finance and Administration is the chief steward, senior
management officer, and financial advisor to the President for administrative support, strategic
planning, and operations of the college.
Vice President of Community Engagement
institution and students grow, but also the surrounding community
Vice President of Enrollment Management
The Vice President of Enrollment Management is the colleges chief enrollment officer.
She provides leadership for all of NFSCs admissions undergraduate, graduate, international,
transfer, online and financial aid. The Vice President of Enrollment Management provides the
vision, strategy, technical, and operational direction to enhance the universitys current and
future enrollment.
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Vice President of Diversity and Equity

The Vice President of Equity and Diversity is in charge of the study abroad program,
international student services, and works closely with the Wellness Office, the housing program
in Residence Life, diversity week in Student Life, the Intercultural and Diversity Center, the
Mentoring program, Transcending Borders program, etc. The Vice President aims to promote
good relations and practices towards different minority groups and to deliver diversity
workshops to communities as well. The Vice President also ensures that everyone has equal
access to the services provided by NFSC.
Vice President of Information Technology
The Vice President for Information Technology and the Chief Information Officer serves
to oversee all operations in relation to information technology. Areas of oversight may include
cyber security, faculty and staff support, classroom technology, and business support. In addition
to working with members of the IT department across SUNY Niagara Frontier State College, the
VP of IT will work closely with the Vice President for Student Affairs, the Provost, and
ultimately reporting to the President. In this highly competitive market, Niagara Frontier serves
to make sure our graduates are ready to work and ready to lead in the market. Providing students
with adequate opportunities surrounding information technology that will allow them to actively
learn is a key component to the Information Technology Office.
Vice President of Student Affairs
The Vice President of Student Affairs provides executive-level leadership and vision in
the administration of the institution concentrating on service, policies, and procedures as it
relates to student affairs programming, planning, and functions. The VPSA reports directly to the
President and serves as a member of the Presidents senior leadership cabinet. The VPSA
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participates in the planning to support the mission and goals of SUNY Niagara Frontier State
College, including meeting the needs of a diverse student body and creating a learning
environment where all students have the opportunity to be successful.
Related Areas
Standard 13 addresses the need for the office of community engagement
Analysis
RQ 5.1: After a review of the stated mission, goals, and objectives of NFSC
administrators and administrative offices it has been determined that the administrative members
of the College are effectively promoting the mission and advancement of the College by
reviewing and modifying their goals and objectives to meet the needs of the changing population
of students and external environment of NFSC while staying in sync with the mission of the
college.
RQ 5.2: After a previous individual evaluation of the effectiveness of institutional roles
and the needs of the college it was determined by the President, Academic Provost, and
Presidents Cabinet that the resources used to maintain the position of chief of staff were better
allocated to a position committed to community engagement and community relations. Given
that a strong current of the institutional mission is community engagement and revitalization, it
was determined that community leaders, faculty, and students should have a specific
administrative position to seek out for information and guidance.
Student and community satisfactory surveys were issued by the office of the President in
order to gauge the effectiveness and satisfaction with the relocation of the chief of staff to the
position of Vice President of Community Engagement. Interviews with administrative staff who
had absorbed the responsibilities once maintained by the chief of staff position showed that
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overall the administration is satisfied with the change and benefit to the college. It has been
determined that this reassignment has enhanced understanding of community programs and
improved communications between the community and the college.
Recommendations
1. Continue to review administrative offices for current and effective mission, goals and
objectives.
2. Retain the position of Vice President of Community Engagement.
3. Continue to assess the effectiveness of administrative positions and departments as part of the
colleges five-year strategic plan.
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Standard 6: Integrity
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Standard 6: Integrity
Description
SUNY Niagara Frontier State College conducts its programs and activities to adhere to
ethical standards and policies as providing support for academic and intellectual freedom. NFSC
also builds a respectful non-discrimination climate for students and employees that is monitored
and assessed by the Office of Diversity and Equity.
Standard 5 focuses how administrative reorganization reflects the value of integrity.
Standard 10 addresses how the value of integrity is involved in the professional

development stage for faculty.
Standard 13 discusses how the related education activities contain the value of integrity.
Research Questions
RQ 6.1: How does NFSC encourage an environment that fosters inclusion, diversity, and equity?
RQ 6.2: How is the commitment to integrity in all aspects communicated to the various
departments inside and outside the institution? Who is responsible for these communications?
Analysis
The policies and practices are annually reviewed to ensure that fairness and equitability
are well practiced during the hiring process.
NFSC has an Internal Auditor to oversee internal controls and financial data to ensure
NSFCs ethical standards and policies.
NFSC attempts to strengthen the communication among various departments/divisions.

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Recommendations
NFSC needs to increase employees participation in social equity training.
NFSC needs to develop the instructions for proctoring exams including for online
courses.
NFSC has to improve the webpage that contains information about the integrity for
prospective and current students along with their parents.
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Standard 7: Institutional
Assessment
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Standard 7: Institutional Assessment

Description
As listed below, each office at SUNY Niagara Frontier State College is responsible for creating
and implementing comprehensive assessment plans to measure topics ranging from service
learning to institutional spending. Within each office, different committees, managers, and focus
groups are used to assess any measures taken in that particular division. Although individual
departments create their own assessment plans, the plans are checked over for any necessary
changes or improvements by an appointed committee and the Vice Presidents.
Research Question 7.1: What assessment processes have been put in place for each office to
maintain NFSCs mission and goals?

Analysis of Offices at SUNY Niagara Frontier State College
Analysis
The President will annually evaluate and assess the colleges mission and vision
statements in order to remain flexible as we work with our student population and
environment.
Develop and annually review and amend the colleges 5 year strategic plan with the
Presidents Council.
Annual financial review of the college endowment growth or decline will be recorded by
the office of finance and reported to Presidents Council and vice presidents.
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The President will hold an annual town hall type meeting following each academic
year where members of the community as well as community partners can come and
express concerns or offer suggestions for service learning improvements. Notes and
recommendations will be recorded and reported to the Presidents Council and vice
presidents.
The office of the President will issue satisfaction surveys to the businesses, agencies and
individuals that have working relationships with the college.
Meet with the SUNY chancellor to better promote SUNY Niagara Frontier State
Colleges goals and achievements while recording and reporting notes from the meetings
with the colleges administration.

Analysis:
The provost along with his/her office is responsible for assessing educational policies and
activities throughout the college. The provost works closely with the Deans and Chairs to
implement excellent academic programs.
There is an annual examination of enrollment data.
Working closely with the office of Community Engagement to record the number and
degree of collaborations between the college and the greater Niagara Falls community
The Office of the Provost along with the Vice President of Community Engagement will
hold monthly meetings with local community leaders to assess and review community
needs in order to better serve the area.
The Office of the Provost reviews the work of academic departments and programs
within the college, and makes recommendations to the Deans of each school.
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The Office of the Provost continues to work and improve its experiential learning
programs.
Office of Student Affairs

Analysis:
Analyze student learning outcomes, persistence and graduation rates, and a number of
surveys and other assessment tools using a range of evaluative tools to gauge student
attitudes about services, facilities, academic support, and relationships with
administrative personnel and offices, the learning environment, and a range of
department-specific variables.
SUNY Student Opinion Survey (SOS) and National Survey of Student Engagement
(NSSE) are used to measure and track student satisfaction and attitudes. Hence, they are
devoted to academic issues, as well as, measures students opinions of many other offices
and services.
SOS and NSSE help us assess our mission to provide students with a holistic learning
experience that teaches them to think critically. Results of the SOS and NSSE are made
available to the campus community on online.
We use the results to improve student and institutional needs, facilitate professional
development, and confirm that we are staying true to our mission and goals.
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Analysis:
The Vice President for Information Technology will work with the Provost to assess the
effectiveness of the use of technological services within the classrooms to see if retention
rates have improved
The Office of Information Technology will assess the satisfaction between community
partners and the institution to ensure and build a strong Niagara community through the
use of online surveys
Every two months, our Director of IT student and faculty success will meet with students
and faculty from across campus to obtain feedback on what is working and what could
be improved, not only to be more efficient in operations but also to be more cost
effective.
Office of Diversity and Equity

Analysis:
Examine a strategic leadership structure for institutional equity and diversity through the
senior-level committee.
Evaluate the accountability and monitor the progress to increase commitment for
diversity and equity.
Analyze the implementation process to ensure that the university workforce at all levels
is diversified including underrepresented areas in the professoriates.
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Communicate with the various groups and communities for collaboratively engaged
workshops and to ensure to be engaged in each stage of development, implementation,
and decision making.

Analysis:
Collect application, admission, and enrollment data and estimating trends to achieve
quantitative and qualitative enrollment goals.
Collaborate with the Vice President of Academic Affairs and Deans of each school to
assess and evaluate the enrollment data and completion rates of courses and degrees to
update and develop new enrollment strategies.
Coordinate with the Vice President of Academic Affairs and Deans of each school
annually to assess and evaluate admission criteria.
Implement and communicate a series of monthly recruiting events on each of the local
high schools campuses to assess students needs and expectations.
Explore and assess all financial aid programs and options to encourage completions and
assist more students to get enough financial support.
Analysis:
Conduct monthly, quarterly, and yearly analysis of budgets and financial planning
Perform evaluation of facilities space
Conduct monthly, quarterly and yearly analysis and audits on financial accounts and
general ledger entries
Conduct analysis monthly, quarterly and yearly of financial statements and investments
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Evaluate budgets, financial statements, and investment trends
Conduct analysis and evaluation of return on investment accounts

Analysis:
Examine all external communications and ensure it reflects and aligns with SUNY
Niagara Frontier State Colleges mission statement.
Assessing the relationships and partnerships with the local businesses to ensure students
are gaining experiential learning experience.
Quantify the number of partnerships with surrounding businesses to ensure enough

opportunities for students remain constant or increase each year.
Survey faculty, staff, and students on experiences utilizing our service learning program.
Recommendations
Communication efforts are put in place between each of the offices to avoid repetition of
tasks and prosperous partnerships.
All information gathered from assessments are shared with each office and department to
better educate faculty and staff in helping to move the assessment process forward.
Periodic surveying and evaluation of the staff in each office should be used to improve
practices campus wide.
Adjustments of staffing levels and the improvement, elimination, or creation of new

programs to meet the needs of our students and our mission.
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Establishing benchmarks and measurable goals not only in each office, but as a campus
to create an effective institutional assessment.
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Part Two: Educational

Effectiveness
Standards 8-14
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Standard 8: Student
Admissions and Retention
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Standard 8: Student Admissions and

Retention
Description
SUNY Niagara Frontier State College (NFSC) uses extensive institutional resources to
improve the student profile of admitted students and to increase student engagement, success,
and retention to graduation. Admissions policies have been developed and implemented that
clearly support and reflect NFSCs mission and admission criteria. NFSC participates in an
enrollment strategy that enables us to remain a very diverse institution as well as enhance
community involvement and the world at large.
Relation to other areas
Student admissions and retention are intertwined with student support services, which is
Standard 9. Through providing student support services, NFSC aims to enable each
student to achieve the institutions missions and educational goals.
Student admissions and retention may reflect the effectiveness of Standard 11. Also, the
data of student admissions and retention could evaluate and further update the current
policy related to Standard 11.
Research Questions
RQ 8.1 How can admission and retention goals keep consistent with long term strategic and
financial plans?
RQ 8.2 What are the criteria for assessing whether periodic review of admissions policies is
effective?
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Analysis
Periodically review current institutional enrollment, establish future enrollment goals,

and adjust incoming new student enrollment numbers and subgroup numbers to meet the
institutional mission and goals.
Collect and analyze annual enrollment data to evaluate and adjust admission criteria and
emphasis.
Study data to understand retention and attrition trends to identify and improve programs
to increase student enrollment, retention, and graduation.
Review and assess transition programs to evaluate and develop students transition goals
and outcomes.
Survey incoming students and current students to assess NFSCs ability to attract and
retain students consistent with the NFSCs mission.
Survey local high schools and the community to assess and improve collaborations with
external environments and marketing strategies.
Recommendations
Provide accurate and comprehensive information regarding academic programs,

including admission requirements, graduation requirements, degree plans, and required
placement.
Provide programs and services to ensure that admitted students who marginally meet or
do not meet NFSCs qualifications achieve expected learning goals and outcomes.
Provide a wide array of support services to assure that transfer students experience a
smooth transition to NFSC, both during the admission process and after they arrive on
campus.
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Develop a wide array of support services to help international students to immerse into
the U.S. culture and contribute to the NFSC campus.
Enhance cooperation and collaborations among different divisions and offices to

maximize the programs efforts.
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Standard 9: Student Support

Services
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Standard 9: Student Support Services

Description
Student support is a top priority at SUNY Niagara Frontier State College (NFSC) in
ensuring students is successful in and out of the classroom. To facilitate the achievement of the
goals and objectives for our students to become educationally ready upon graduation involves
the entire campus community, leadership from the institution, and being committed to the vision
of NFSC. Student services are an integral part of development not only of the whole student
offering services that are outside the classroom, but also those that compliment and provide
value to the overall student experience.
Research Questions
RQ 9.1: What type of personal and social development does the institution seek to foster? How
effective are programs and services designed to support this development?
RQ 9.2: Which services should be improved, added, expanded, or eliminated? How should
changes be implemented?
Analysis
Student Engagement
(Office of community engagement, cultural centers, student life)
Office of Community Engagement. Niagara Frontier understands the vitality that the
community plays in building a partnership with the surrounding area. The institution has
developed a community engagement office that specifically looks to build relationships with the
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local Niagara region in helping students fulfill their experiential learning component. As a result
of the economic downturn for the community, many students and the community have requested
more civic uplift initiatives that would support their learning as well as give back to the local
Niagara area. As a result, more staff has been dedicated to the office of community engagement
and more marketing and opportunities are available across the spectrum to help students find an
area of interest within the local area where they feel most comfortable giving back.
Cultural Centers. In understanding the diverse population of todays American college student,
Niagara Frontier Stage College is committed to embracing and educating students about
diversity. One of the ways in which the college has done so is through the creation of a new
Native American cultural center brought about from student feedback in understanding the
historical importance of the region. In analyzing the creation of this specific cultural center, a
challenge that will be faced will be finding resources for staffing and implementation of other
cultural centers that are important to our students.
Student Retention
(Advising, counseling services, academic success centers, first year programs)
Counseling Services. Niagara State Frontier College understands that the student population
over the next decade will be coming to college with a more diverse background, less funds
available, and possibly more mental health problems. Through a proactive approach and
participation within the American College Health Association (ACHA), NSFC is well prepared
and ready to focus on college health behaviors that have been trends amongst institutions. These
include alcohol, mental health, sexual assault, drugs, and more. Students are asked to complete
an anonymous survey indicating their level of satisfaction with the services received. After one
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year of data analysis, we will assess the measures and areas that students would like to see
improved or are using most frequently.
Career Advisement. From data that has been collected at our institution thus far, our students
satisfaction indicates that it is difficult to find a central all-in-one advisement center to go to. The
way our current advising system is structured creates opportunities for students to feel
disconnected and often times misplaced considering they have to go to different places for
academic advising which focuses just on general education requirements, specific courses for
their major, and career advisement on their future professional goals.
Academic Success Centers. Centers to ensure the academic success of students are highly
important to SUNY Niagara Frontier State College. These allow for students to receive
additional educational support outside the classroom. In an assessment of the tutoring centers and
campus labs, it was noticed that the accessibility of such services was a problem needed to be
addressed. Given that the institution is new, it creates an opportunity to conduct further
assessment on what courses create bottlenecks for students and in the future provide more
support based on an institutional assessment of student completion and success around various
courses, especially pre-requisite courses. Challenges with this include figuring out what courses
students need, finding resources (human capital) to teach/provide assistance, and budgetary
constraints.
Student Transitions
(Orientation, Financial Aid, Housing and Residence Life, Admissions, Registrars Office)
Residence Life. The location of SUNY Niagara Frontier State College allows for easy
accessibility to many in the surrounding region because of its close proximity. The dormitories
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create a challenge in making sure that all bed spaces get occupied. Figuring out different ways to
attract new students, utilize existing space, and being efficient with resources provided will not
only benefit the institution from a financial perspective but also allow for students to engage in
opportunities with more people than they would have otherwise had. Developing a community
within our residence halls seems to be a challenge given the newness of the institution. The
programs that have been assessed through student feedback do not present enough educational
components that support learning of students in line with our mission.
Orientation. Understanding the importance of transitional opportunities for students, the college
underwent its first orientation programming. In an assessment completed by all students entering,
it was noted that more development and attention should focus on major exploration orientation,
campus life, service learning opportunities, engagement activities, and opportunities to engage
amongst other members in their educational class levels.
Admissions, Registrar, Financial Aid. In assessing the three different administrative areas, the
most presently noted part of improvement includes creating opportunities that will allow for
more efficiency and accuracy in services provided to students. Amongst other things analyzed in
the offices is communication amongst each other and the implementation of the newly
implemented software HUB system that allows for streamlined communication and
confidentiality of student records.
SUNY Niagara Frontier State College works collaboratively with many areas on campus.
Given that student support is a multi faceted approach amongst the university, many departments
and functional areas will be assessed such as admissions, financial aid, registrar, orientation,
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advising, counseling services, academic success center, residence life, student life, athletics and
our community engagement office. The three sub areas that have been categorized for the
purpose of this study have been a cluster of engagement related activities- those that help
students get involved and feel connected to the campus, transitional offices- those that help
support the student in their transitional efforts of all aspects and a cluster of retention related
offices- those that help support and keep the student at the institution.
Recommendations
The office of community engagement should focus on fostering more relationships with
the local area as well as providing more and differentiated experiences for students to
participate in.
The counseling center should continue to do a yearly assessment of the trends and needs
college students are facing and tailor department resources to be in line with the
demands, making sure students are seen and treated within a timely manner.
Develop a holistic approach to academic advising services offered at the institution.

Create a working committee to see what best practices work towards students needs that
would encompass an advising system.
The college should assess the courses that create bottlenecks for student completion and
provide resources, support, and additional systems in place for success.
In the residence life area, a focus should be to develop an educational curriculum within
the programming and operations of day-to-day function to ensure intentional purpose in
developing the whole student.
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The college should work to take in the feedback provided at the first summer student
orientation and create a strategic plan that is student centered (engagement activities) and
institutionally centered (institutional policies).
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Standard 10: Faculty
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Standard 10: Faculty

Description
Niagara Frontier College has implemented several standards and assessments to evaluate and
support faculty members, their teaching principles, and professional development. Niagara
Frontier College believes in faculty members who are committed to student learning, both inside
and outside the classroom. In order to meet the unique needs of both faculty, and the students
they teach NFSC must ensure they are assessing both opportunities for faculty members and how
they are developing their students. The college will assess and evaluate several aspects of the
faculty.
Research Questions
RQ10.1: How is faculty involved with professional development, improvement, and how has
this progressed?
RQ10.2: Do all faculty have equal opportunities as well as institutional support to grow within
the institution?
RQ10.3: Are all faculty involved in some capacity in developing students holistically, as well
making service learning part of the curriculum?
Analysis
Niagara Frontier College believes in faculty members who are committed to student learning,
both inside and outside the classroom. The college will assess and evaluate several aspects of the
faculty. The following research questions are;
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Niagara Frontier College will implement several policies to ensure that faculty has ample
opportunities for professional development and opportunities to create cutting edge research. The
college has a percentage of funds available for faculty to use for professional development
opportunities such as conferences. If a faculty wants to participate in a professional or academic
development opportunity they must submit a proposal for funding and it will be given to a
committee for review. The college encourages faculty to participate in these types of
opportunities, and a faculty is required to participate in one professional development
opportunity at least once a year.
As part of the tenure process faculty must create a certain amount of research in addition to
their teaching. Research and teaching are seen as equally important and there is even emphasis
put on both. Faculty must publish a certain amount of research while maintaining high teaching
standards.
Every faculty member has the opportunity to become assistant, associate, full tenured, and
distinguished, depending on their performance. The school has standards in place to protect
faculty rights, and promote their academic freedom.
Faculty is assessed every semester on their teaching ability. Student evaluations are given
and required for every student to receive their course grade. The college holds these evaluations
in high regard and takes student assessments in serious consideration. The college also reviews
every faculty members syllabus to ensure they are meeting and teaching certain educational
requirements.
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In regards to institutional assessment, faculty is highly involved and intertwined with this
process. Faculty maybe up a large part of the institution and its culture, which relates to
standards 11, 7, and 4. When assessing the institution and our mission, the type of faculty and
their own personal mission should be considered in the hiring process, which goes along with
standard 1. Professional development for faculty should also be considered a student-learning
outcome, as faculty and students are encouraged to collaborate and faculty can be seen as
mentors to students (standard 4).
Recommendations
The committee recommends an annual survey to faculty to evaluate their satisfaction and
possible improvements the institution can make to help them perform their best.
The college should work to hire faculty that share the same values about service learning
and academic excellence.
Faculty committees should be given the opportunity to voice their questions, concerns,
etc. to the top-level administrators twice a semester.
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Standard 11: Educational

Offerings
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Standard 11: Educational Offerings

Description
Rigorous educational offerings are central to NFSCs mission and goals. To meet said
goals, our curriculum develops the skills and habits required for critical thinking and civic
engagement. Areas of emphasis include natural and social sciences, scientific and quantitative
reasoning, critical analysis and reasoning, diversity, humanities, and culture. NFSCs
commitment is to provide its students with intellectual, professional, and personal growth
through our educational offerings from a variety of programs and services.
The assessment of our educational offerings can be seen through our admission and
retention rates in Standard 8.
Standard 14 evaluates student learning through each office to ensure that our students are
being provided with all of the necessary courses and programs.
Research Questions
RQ 11.1: How has NFSC demonstrated quality academic programming?
RQ 11.2: How should we select and assess future educational offerings?
Analysis
SUNY Niagara Frontier State College has done a thorough assessment of our targeted
demographic. In doing so, we believe that the majors and minors offered would be
strongly desired by our audience.
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Educational offerings are assessed at the classroom, department, school, and

administrative levels.
SUNY evaluates all courses and programs.
Specific offices have been created to not only support students, but to also continually
evaluate our changing environment.
Challenges we may face in the future would be a change in demographics. This would
cause our students interests in majors and/or minors to shift.
Recommendations
Allow for all courses and programs to be assessed by external evaluators and other
accrediting bodies.
Survey students while in school to make sure that their needs are being met.
Work closely with NCCC and any high schools in the area to assess their students
possible future interests.
Continue to evaluate the surrounding Niagara community to prepare for possible changes
in demographics.
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Standard 12: General

Education
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Standard 12: General Education

Description
SUNY Niagara Frontier State College has a unique set of standard and general education
requirements, along with a large service-learning component. General Education requirements at
NFSC are unique to many other colleges requirements and are assessed according to a certain
set of standards. Our research questions focus on service-learning competency, assessment of
students critical thinking skills, and resource allocation in regards to general education.
Research Questions
RQ 12.1: How is service-learning competency being assessed, and how is that incorporated as a
general education requirement?
RQ 12.2: What evidence exists that demonstrates graduates of the college are critical thinkers
with competency in oral and written communication?
RQ 12.3: How does the institution reflect its commitment to general education through its
allocation of resources to general education?
Analysis
SUNY Niagara Frontier State College places such a high value on service learning that it has
become incorporated with the general education curriculum. Every student is required to
complete a capstone project, which is considered their thesis or final research project. The
student cannot graduate without completing this. Specific requirements state that a student must
complete a semester long project where they are in some way involved and making an impact in
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the community. Examples of this are handling finances at a local animal shelter, or teaching after
school classes to local children. The students must complete ten hours a week within the
community and complete a project and the end. This capstone project represents Niagara
Frontiers commitment to being a service learning institution.
Niagara Frontier aims to graduate holistic, critical thinkers. As an institution, much emphasis
is placed on reading and writing, particularly reading text and analyzing the content. The college
also has an oversight committee, which uses a combination of assessment tools to create
classrooms of critical thinkers. This committee provides faculty with research and evidence
about the legitimacy of these tools, as an incentive to have them be used in the classroom.
The institution requires the most distinguished and prestigious faculty members to teach one
general education class a year, in order to ensure that students in general education courses are
receiving the best education from the most senior professors.
General Education relates to almost every facet of the institution. General Education is directly
related to standard 8, faculty. Faculty play a large role in general education, as they are laying the
foundation for higher level courses. The college places many of its resources into general
education in order to create a class of critical thinkers, which is related to standard 4 and 2.
Recommendations
It is recommended that the college create a freshman seminar class as part of the general
education coursework in order to offer incoming students an opportunity for career
exploration
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The college will work to incorporate service learning into more facets of general
education
It is recommended that the college conduct a survey at the end of each general education
class to ask students what skills they learned and how they can apply this to their given
field or major.
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Standard 13: Related

Educational Activities
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Standard 13: Related Educational Activities

Description
SUNY Niagara Frontier State College programs and services fall within the framework of
related educational activities, which, while independent of each other, illustrate a commitment
to providing student centered academic support and quality educational experiences that extend
beyond the traditional classroom. Through services for underprepared students, partnerships with
outside entities, study-abroad opportunities, experiential learning programs and activities, and
volunteer and community activities, the college demonstrates its commitment to creating
learning opportunities and environments that meet the needs of a diverse student body, and
support the mission to prepare students for living and working in a global society.
Research Questions
RQ 13.1: How significant is the institutions commitment to providing programs and services for
under-prepared students? Are there credit bearing courses?
RQ 13.2: Do these programs and services achieve their stated student learning and development
goals?
RQ 13.3: How are these programs assessed?
Analysis
13.1: Our institutions mission embodies a commitment to volunteerism, field education, and
study abroad for under-prepared students through our Division of Engagement.
Through Volunteerism, our students dedicate time and energy to benefit the Niagara
community without receiving any external rewards.
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Through Field education, specifically internships that are credit bearing courses, our
students have intentional learning goals and reflect actively on what our students learn
through the experience.
NFSCs Study Abroad program can be completed over any academic semester and is
credit bearing; students travel to other partner institutions over the world and reflect
through courses post experience.
13. 2: Student Learning Outcomes of these programs and services for the under-prepared
students are critical thinking, scientific reasoning, ethical reasoning, integrative thinking,
quantitative literacy, information literacy, oral literacy, written literacy, and cultural literacy.
Students demonstrate the following specific practical skills through their experiential learning:
Knowledge of political systems and analysis of how they work
Written and oral skills to make an argument and articulate a position
Ability to work with others to accomplish a task
Ability to identify root problems and systemic solutions
Applying publicly defendable moral standards to actual community life
Capacity to walk in another persons circumstances
Capacity to imagine dramatic change and/or envision a better future
Harnessing the arts and humanities for public problem solving
Learning to take action, individually and communally
Finding commonalities within difference to get things done.
Understanding institutions and why they matter.
13.3: Volunteerism is assessed through the amount of hours completed per semester by our
students. Internships and Study Abroad are assessed through journal entries, surveys, final
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projects, and satisfaction of the organization and/or school. Our results are seen through the
relationships built in the community and the impact that the students make to become change
agents in society.
Relations to Other Areas
Standard 10 relates to faculty, which are hired to embody the mission of the institution
and fulfill our goals and objectives to provide these related educational offerings.
Standard 11, 12, and 14 relate to the education offerings, general education, and
assessment of student learning to ensure that the institution is cohesively addressing the
goals and completing educational experiences that are mutually beneficial to the
community and the students.
Recommendations
Review current institutional policies, establish future goals with the Niagara community,
and adjust related educational activities to meet institutional missions and goals.
Collect and analyze experiential learning literature to evaluate and adjust the criteria and
emphases.
Study data to understand experiential learning trends.
Meet with community organizations and establish a mutually beneficial relationship to

ensure that the institutions mission and goals are being fulfilled.
Adopt the Educational Opportunity Program on the campus to better support the students
from underprepared backgrounds.
Provide rewards for students who are most involved in the community.
In summary, SUNY Niagara Frontier State College will continue to use resources to
provide opportunities for those classified as educationally disadvantaged. The college will also
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expand experiential learning and study abroad opportunities, and through careful assessment and
review, will improve, increase, and refine experiential learning and community engagement.
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Standard 14: Assessment of

Student Learning
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Standard 14: Assessment of Student

Learning
Description
Each office listed bellows has created a comprehensive plan to assess student learning.
Each office has a different area of student learning to assess and implement appropriate changes.
Each office has committees, and focus groups that concentrate on a specific area and assess
different programs, and divisions. While all departments create their own assessment plan, they
are reviewed and changed appropriately by a committee appointed by the Vice President.
RQ.1: How has the college assessed academics, community engagement, and campus life
programs that support student learning, and what changes have these assessments lead to?
Analysis of Offices at SUNY Niagara Frontier State College
Analysis:
The office of the President is dedicated to enhancing student learning and will make
every effort to improve upon the student learning experience. The following areas have been
identified for assessment in order to promote student learning. As an institution we recognize
that in order to truly be effective in our mission every functional area of the College must be in a
continuous state of evaluation and assessment. The office of the President will be responsible for
the following:
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Annual review of the mission, goals, and objectives toward student learning from all
institutional levels and departments
Mandated student entrance and exit surveys to gauge understanding before and after time
spent at NFSC
Along with Academic Provost Implement student instructional rating surveys
Review current policy to make sure it supports student learning for the needs of the
current population

Analysis:
The Office of the Provost assesses residential student satisfaction and community
building through required surveys handed out to students and the end of every year
Every school within the college is required to supply clear goals and objectives for their
department.
An annual report is created each year that identifies services learning programs and
compares that with community growth.
Follow up with students who have graduated to track and assess their education and
careers after leaving the college.
Office of Student Affairs

Analysis:
Established Student Affairs Assessment Plan to help our offices move forward in
assessing their impact on students.
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Collect demographic data about their users, measuring satisfaction, and evaluating
programs. Based on the results, offices make changes.
Extensive data have also been collected on satisfaction of users in Student Affairs offices
by developing unit outcomes, specifically our Residence Life, Center for CommunityBased Learning, and Orientation to assess Student Learning Outcomes.
o Residence Life uses a specific programming model that highlights academic
excellence, community involvement, leadership, and diversity. The SLOs are
placed on a well-designed timeline throughout the year to support optimal student
development while the student encounters certain issues during specific months.
o Center for Community-Based Learning uses post-experience surveys and
reflection papers for service-learning through courses as well as volunteerism to
assess SLO.
o Orientation uses post-experience surveys, NSSE, and SOS to assess student
transition, SLO and plan for the next year.

Analysis:
Meet with faculty members to measure the quality of technology resources within the
classroom
Hold monthly seminars and workshops and assess the effectiveness of student learning in
the classroom
Analyze data pertaining to student software use
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Analysis:
The Office of Enrollment Management will keep and improve communication with
current students to assess the marketing and enrollment plans.
The Office of Enrollment Management will assess support services for students,
especially incoming students and entering students with Vice President of Student Affairs
to ensure services are consistent with student needs.
The Office of Enrollment Management will assess student learning outcomes with
students, parents, counselors, campus personnel, and the community to support effective
marketing strategies and student learning.
The Office of Enrollment Management will assess the student population and subgroup
population along with Vice President of Equity and Diversity to ensure a diverse student
body and a campus of cultural pluralism.
Conduct monthly, quarterly and yearly audits on student accounts
Office of Finance & Administration

Analysis:
Conduct monthly, quarterly and yearly analysis of tuition and fees
Assessment of campus facilities capacity
Conduct analysis and internal audits on scholarships, grants, federal and state funding
Perform assessment on campus safety and security
Evaluate campus policies and procedures
Conduct a student survey to evaluate faculty job performance

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Analysis:
Survey the surrounding community that participates in our experiential learning program
to make sure it aligns with our mission statement.
Poll alumni five years after graduation to see their employment status and if they attribute
any of their success to their service learning experience.
Speak with the Niagara County government officials to see if they feel our institution is
giving back to the community in a positive way.
Office of Diversity and Equity

Analysis:
Analyze the progress of development and implementation of a comprehensive plan for

students and accessible environment for students to realize the goal in a context of
diversity and equity.
Review how the appropriate individuals or departments (language, race, religion, age,
disability, and gender) are engaged in consultation.
Monitor and equalize the students Individual differences (personality, learning style, life
experience) along with their academic success across racial and ethnic identity groups.
Establish mechanism for regularly assessing the college climate of inclusion, diversity,
and equity to enhance the success of all members of the university community.
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Recommendations
Outcomes of assessments and any changes put into place are made public and shared
within all the divisions of the college
Assessments are reviewed by committee appointed by the President to avoid repetition.
Each office should read other offices assessments and goals for improvement so the
college can work towards a common goal, and make sure every office is in accordance.
Be sure to include student input when assessing student learning to see what
improvements they would like to see.
Future Planning
For next 5 years, Niagara Frontier State College will be aiming to increase the rate of the
course completion, retention, transfer, and graduation through academic, personal, and career
counseling. We will maintain good relationship with Seneca community college and Niagara
Community college. We are also expecting the growth in the number of international students
and Native Americans as providing more feasible and flexible access such as developing online
courses and distance-learning offerings, installing the E-Zpass in the student card especially for
Canadian international students to cross the border. The webpage for self-service such as e-pay,
e-bill, registration, academic support and learning software will be improved.
In terms of community engagement, we will strengthen student clubs and activities in
student life as collaborating with community. Summer student experience programs and
professional development opportunities will enhance the interdependent relationship between
NFSC and the community as utilizing resources to meet each needs and examining the realistic
feasibility. We will also establish and nurture an outreach program with K-12 schools and
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community-based organizations having strong ties with community partnerships especially for
agricultural farming and vineyards town area.
For sustainability, we will construct and improve student hall facilities to support more
student activities as pursing a greener campus including promoting the recycling campaign for
sustainability. Also, we will develop the emergency tools for safety on campus. For other future
planning, we will increase endowment so that we can offer more scholarship. We will develop
athletics sports intramural Lacrosse team because of native population. We are planning to offer
two college courses to take like AP for high school students before they come to college.
Conclusions and Recommendations
Located close to the international border between the United States and Canada, SUNY
Niagara Frontier State College offers a diverse and dynamic environment for students to become
global citizens in the community. NFSC is committed to a liberal arts foundation, especially for
undergraduate education. NFSC aims to offer students both excellent academic support and
sufficient educational experiences that extend beyond the traditional teaching and learning.
NFSC not only ensures students academic excellence and student development, but also
facilitates their civic engagement. NFSC focuses on student engagement in service learning
experiences based on local community and global society need. As a member of the State
University of New York system and the only four-year public higher education institution in
Niagara County, NFSC considers itself as an active participant to promote the Niagara
community as well as its rich learning environment. NFSCs unique location, academic
excellence, service learning, and commitment to support the community, secure NFSC as a
leading competitive higher education institution in the New York State. The Middle States Self-
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Study process provided significant insights to further develop NFSCs ability to provide students
a value educational experience.
Based on recommendations, SUNY Niagara Frontier State College needs to focus on
collaboration, strong leadership, and establishing and refining programs and services that will be
mutually beneficial to the community and the students. NSFC will continue to use resources to
provide opportunities and support services for those classified as educationally disadvantaged
and underprepared. The college will also expand experiential and service learning opportunities,
and through careful assessment and review, will improve, increase, and refine experiential
learning and community engagement. The college should work to ensure that all faculty and staff
are well-educated on NFSCs mission and goals to ensure that they are helping to progress our
institution forward. A yearly assessment should be done of the community to provide an outlook
of their needs, economic status, and new areas of interest. There needs to be a better
establishment of benchmarks and measurable goals as a campus to create an effective
institutional assessment. The committee recommends the faculty to be a part of the institutional
evaluation process for satisfaction and improvements. Evaluations of the surrounding Niagara
community need to be done to prepare for possible changes in demographics and to make sure
the needs of the community are being met. NSFC needs to establish a strong relationship with
Niagara County Community College and any high schools in the area to better assess their
students possible future interests. NFSC will continue to assess the effectiveness of
administrative positions, offices, and departments as part of the colleges five-year strategic plan.
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Appendix
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A. Carnegie Classification
Niagara Frontier State College is a medium level Masters College (Masters M). As a
liberal arts institution and Balanced Arts & Sciences/Professions we offer an extensive
Baccalaureate program awarding 41-59 percent of undergraduate degrees in each domain and
will also award between 100-199 masters-level degrees in various fields of study.
In addition, we are considered an Other Special Focus Institution known for our strong
programs in environmental engineering and sciences, agriculture, and applied economics and
management. There will be some graduate coexistence (SGC) with undergraduate programs, but
fewer than half. Our college offers graduate training in Humanities, Social Sciences, Science,
Technology, Engineering, Medicine (STEM), and one or more professional fields, hence, it is
categorized as Post baccalaureate comprehensive (PostBac-Comp). Our college is divided into
five schools: 1. Arts and Humanities 2. Management 3. Engineering 4. Natural and Social
Sciences 5. The Graduate School.
We have 8,500 undergraduate students and 1,000 graduate students. The enrollment
profile of Niagara Frontier State College is high undergraduate (HU) with more than 24 percent,
but fewer than 50 percent of our students are graduate students. In terms of the enrollment status
of our undergraduate profile, it is a MFT4: Medium full-time four-year with more than 60
percent but fewer than 80 percent of students at our four-year or higher institution are full-time.
Our institution is primarily residential (R) with at least 25 percent of undergraduates living in our
on campus housing and between 50 and 80 percent attending full-time. Looking at the transfer
rate of our classification, it is High Transfer In (HTI) because we will recruit students from
nearby institutions. While examining our expectations of In terms of our achievement
characteristics/selectivity according to the SAT and ACT scores of first-time first-year students,
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we are Selective (S). We are looking for students that had a 25th percentile ACT-equivalent score
from 18 to 21. In looking at applications, not only do we look at the standardized test scores, but
we look at the other supplemental materials.
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B. Control of the Institution

As part of the State University of New York (SUNY) system this is a public, not-forprofit institution. Planned funding includes State and Federal appropriations, student tuition, and
philanthropy. As part of the SUNY system, this allows for our tuition to be more affordable and
for our college to be less exclusive compared to a private or for-profit institution.
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C. Academic Vision
At Niagara Frontier State College, academics are an exploration for the curious
individuals who are up for embarking on this intellectual journey. Our classrooms are discussionbased, talking about contemporary issues and classical questions, discovering new ideas and their
practical applications in our community and todays world. From history to business, our studies
in the liberal arts will prepare you to think, reason, and act compassionately, as well as, learn
life-long skills that will help in the workforce. We also encourage our students to have
experiential learning experiences to build self-esteem, improve critical thinking skills, and
develop a wide range of professional experience. It is required that all students complete a handson project, internships, or study abroad.
Here is what to expect from a Niagara Frontier State College education:
Majors: You will choose an academic field of study and thoroughly explore the basic
principles, methods of inquiry, and contemporary issues. Some majors include Business,
Engineering, Agricultural Sciences, Geography, History, Native American Studies,
Spanish, French, Chinese, Psychology, Sociology, Physical Therapy, Occupational
Therapy, Art, Theater, Music, Communications, Accounting, Winemaking, and more.
Minors: It is not required, but strongly encouraged to declare a minor and have an
additional concentration on another subject to complement your major. Some minors
include Education, Environment and Society, Ethics, Hospitality, Culinary, Fashion and
many others.
Hands-on and Applied Learning: From completing research with faculty, to internships,
to studying abroad, to service learning, you can expect your education at NFSC to be
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active and participatory. Students will have the opportunity to work with their professors
that are conducting research to get experience in their field. Internships are required for
students to gain an insight on their future field. Study abroad counts toward a required
experiential learning experience to broaden your horizons with programs in over 3
continents: Europe, China, and Africa. Service-learning is the linkage between academics
and community service with a reflection element to enhance civil responsibility.
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D. Organizational Structure
Niagara Frontier State College is served by a mechanistic administrative design with an
organic departmental structure. Given the desire to stay focused and not waver from the mission
of the school and the fact that NFSC is a medium to large sized institution, it is believed a
mechanistic structure is most appropriate at the institutional (upper administration) level. There
should be a clear administrative chain of command with little flexibility in rules and regulations.
This administrative team will consist of a President who will oversee the total function of the
college, Chief of Staff, who is in charge of community development and relations, and Provost,
to oversee academic priorities and departments.
The mission of NFSC is to promote academic excellence and the importance of service
learning and relationship building within the community. With exception to the upper
administrative team of President, Chief of Staff, and Provost, the structural design of the
managerial and technical levels will be linear with equal control and rank within the
organization. This will include the Vice Presidents of Equity and Diversity, Finance and
Administration, Enrollment Management, Chief Information Officer, and Student Affairs. In
order to prevent sub optimization, all departmental Vice Presidents will be expected to use
horizontal coordination to help achieve the goals of the college. This will be overseen by the
Provost. Since NFSC plans on being heavily involved with the redevelopment of the city of
Niagara Falls, it was concluded that a more organic design was needed in the linear departments
in order to be flexible with the changing environment and student population. We will now
discuss more in depth how we came to our organizational structure based on independent and
intervening variables.
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Independent Variables
Environment. The city of Niagara Falls has been identified as an unstable environment
industrially; there is political fluctuation, poverty, and a declining population. The potential
market is rather large in Niagara County especially considering the potential
Canadian/international market of students. However, this market is considered unstable as well
based on income, cultural capital, and the dependence on the ability to attract international
students to the college. We feel that a more flexible organic design would allow for variations in
tuition, admission criteria, and international student policy.
Technology. In order to achieve our desired output of students who excel academically
while understanding the importance of community engagement, we felt utilizing an engineering
technology approach was most effective. A flexible design was needed to provide the students
with individualized educational plans as well as finding their strengths and position in the
community through service learning.
Goals. Although an organic approach is needed to fully take advantage of the service
learning benefit, we believe that to achieve our mission of academic excellence and to preserve
the uniqueness of the colleges service learning requirement, a more ridged and mechanical
structure is needed at the institutional level to meet our goals. We want our students to excel
academically and be connected to the community. To oversee this process and to ensure that it is
successful will take consistency, structure, and follow through. Clear goals need to be set for the
student to achieve and receive the full benefit of the college within the four years of
undergraduate education.
Culture. The culture of the college is a trusting one, but also one of formal structure.
Faculty is able to be creative with their pedagogical approach. The service learning requirement
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also entails flexibility, creativity and trial and error, whereas the administration of the college
requires a more mechanistic structure. The college is also a more open boundaries institution
that will allow a great deal of mutually beneficial relationships building with the surrounding
community.
Size. Although a majority of the independent variables that effect NFSC require a more
flexible structure, the size of the institution requires a mechanical structure in place to keep order
and promote consistency within departments. Too much flexibility in the administration and
academic programs in a larger institution may cause students to spend too much time figuring
out where they fit in and may account for allowing students to take longer than four years to
complete their Bachelors degree. Promoting academic excellence would also include helping
students graduate in four years so they can move on to a professional career or graduate school.
Not letting students get lost in the large population at NFSC is also an important goal of the
institution.
Intervening Variable
Interdependence. As a higher education institution with a mission of producing students
with a high level of academic excellence, we depend on each other to equally support the student
whether it is in administration, enrollment, student affairs, finance, technology, or equity and
diversity. If one department fails to meet the needs of the student we fail as a college in
producing high quality output. Bess and Dee (2012) describe this as pooled interdependence.
We designed NFSC to have a mechanistic administration team with organic linear departments
that work together under the supervision of the Provost as a system of checks and balances. The
departments have flexibility and are expected to use horizontal coordination, but the
administration is there to make sure things stay on task and the mission of the school is being
108 | P a g e
achieved. If the student does not reach their full potential at NFSC then we have all failed at
fulfilling our stated mission.
109 | P a g e
E. Organizational Roles
President: Belinda Penque
The President is in charge of overseeing all aspects of the college. Along with being the
NFSCs chief spokesperson and an advocate for the school, the President is also expected to
work closely with the Chief of Staff and Provost to ensure the vision of the college is realized.
Managing all aspects of the college functions as well as building community relationships and
bringing in financial support are all key duties of the President in order to ensure the lengthy
success of NFSC.
Vice President of Community Engagement: Alli Korta

institution and students grow, but also the surrounding community.
Provost: Annie Hayes

The provost reports to the President for creating and implementing academic priorities for
the college and for assigning responsibilities to various departments and institutions to complete
these academic priorities. In addition, work closely with the deans of every department, student
services, and other faculty and staff to ensure Niagara Frontier has quality academic initiatives.
110 | P a g e
The provost is in charge of all academic affairs including staff, budgets, and programs.
Academic excellence and success falls on the shoulders of the provost.
Vice President of Equity and Diversity: Kyoungah Lee

The Vice President of Equity and Diversity is in charge of the study abroad program,
international student services, and works closely with the Wellness Office, the housing program
in Residence Life, diversity week in Student Life, the Intercultural and Diversity Center, the
Mentoring program, Transcending Borders program, etc. The Vice President aims to promote
good relations and practices towards different minority groups and to deliver diversity
workshops to communities as well. The Vice President also ensures that everyone has equal
access to the services provided by NFSC.
Vice President of Finance and Administration: Terry Williams

The Vice President of Finance and Administration is the chief steward, senior
management officer, and financial advisor to the President for administrative support, strategic
planning, and operations of the college.
Vice President of Enrollment Management: Xiaoshuo Gao

The Vice President of Enrollment Management is the colleges chief enrollment officer.
She provides leadership for all of NFSCs admissions undergraduate, graduate, international,
transfer, online and financial aid. The Vice President of Enrollment Management provides the
vision, strategy, technical, and operational direction to enhance the universitys current and
future enrollment.
111 | P a g e
Vice President/Chief Information Officer: Derek Smith

The Vice President for Information Technology and the Chief Information Officer serves
to oversee all operations in relation to information technology. Areas of oversight may include
cyber security, faculty and staff support, classroom technology, and business support. In addition
to working with members of the IT department across Niagara Frontier College, The VP of IT
will work closely with the Vice President for Student Affairs, the Provost, and ultimately
reporting to the President. In this highly competitive market, Niagara Frontier serves to make
sure our graduates are ready to work and ready to lead in the market. Providing students with
adequate opportunities surrounding information technology that will allow them to actively learn
is a key component to the Information Technology Office.
Vice President of Student Affairs: Haniyyah Bashir

The Vice President of Student Affairs provides executive-level leadership and vision in
the administration of the institution concentrating on service, policies, and procedures as it
relates to student affairs programming, planning, and functions. The VPSA reports directly to the
President and serves as a member of the Presidents senior leadership cabinet. The VPSA
participates in the planning to support the mission and goals of Niagara Frontier State College,
including meeting the needs of a diverse student body and creating a learning environment where
all students have the opportunity to be successful. The VPSA will work collaboratively with
Academic Affairs leaders and the Chief of Staff to promote and improve recruitment, enrollment,
and graduation rates of Niagara Frontier State College. This position entails maintaining external
relationships with the community to ensure that NFSCs student population is developing to be
purposeful members of society. As a member of the Presidents Cabinet, the VPSA is
112 | P a g e
responsible to counsel on the non-academic student life, including response and assistance to
student crisis, as well as, creating innovative strategies.
113 | P a g e
F. Organizational Chart
114 | P a g e

NFSC Middle States Self Study Report

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1

Part Two: Educational Effectiveness. 62

Middle States Commission on Higher Education

is seeking (Check one):

Distance education and correspondence education (student identity verification)

(Chief Executive Officer)

(Chair, Board of Trustees or Directors)

Finally, recommendations are

Description of SUNY Niagara Frontier

Ensure that the college is properly funded

Increase community relationships

Support action to improve student learning and student experience

Ensure the future growth, development, and advancement of the college

Objectives of the Office of the President

Enhance student learning through service and community involvement

Improve academic support to faculty through professional development opportunities

Objectives of the Office of Academic Affairs

Graduates of our College should be conscience and involved citizens in their

Students should be able to critically analyze relevant literature and text.

promoting NFSCs resources to the Niagara community by establishing, nurturing, and

maintaining positive external relationships with businesses, individuals, and community

Objectives of the Office of Community Engagement

To build a community friendly environment on our campus.

Lead outreach efforts to struggling areas in the Niagara community.

Department of Finance & Administration

Participate in strategic, financial, budget, and facilities planning

Manage and protection of the institutions resources

Provide protection and safety of internal and external customers

Enhance student and faculty diversity

Increase fundraising resources

Provide efficient funding for department and student programs

Support the college with public and private funding resources

Utilize advanced technology to support institutional development

Help support Niagara Falls community through financing of community programs

Objectives of Finance and Administration

Monitor budgets and track expenses

Conduct assessment and analysis of budgets and financial statements on a monthly,

Conduct a budget, financial, and investment trend analysis

Conduct quarterly and yearly fundraisers through community engagement

Monitor and analyze federal and state financial funding

Conduct yearly employee appraisal evaluations

Develop and improve the capacity of our facilities

Pursue revenue driven opportunities to increase resources

Office of Enrollment Management

Establish university-wide practices for meeting institutional enrollment and financial

Encourage campus involvement in recruitment activities and coordinate the overall

Objectives of the Office of Enrollment Management

Coordinate events on campus to promote prospective student knowledge about the

Ensure strategic awarding of financial aid to students in all degree programs.

Provide superior service and knowledgeable staff.

Provide opportunities for each individuals full participation and success

Create a mutual respect atmosphere through education

Achieve and encourage to have different diversity workshops

Ensure accessibility and accommodation to individuals

Regularly assess, evaluate, improve, and communicate diversity efforts of IUPUI.

Objectives of the Office of Diversity and Equity

Ensure to provide and sponsor education programs on equal opportunity, diversity,

Increase the diversity awareness within the senior leadership.

Promote culturally competent practices.

Create an internationally diverse community by enrolling and graduating students

Office of Information Technology

Provide reliable IT access for students, faculty, and staff