REPORT CARD

2011

the Powerof
Letter from the Chancellor
When we launched The Power of SUNY in April
2010, we committed the resources of SUNY to
a singular goal — to drive New York’s economic
revitalization and enhanced quality of life. We
promised to build a better SUNY, while staying
focused on our three-part mission — To Learn,
To Search, To Serve. We also proclaimed
Six Big Ideas:
SUNY and the Entrepreneurial Century
SUNY and the Seamless Education Pipeline
SUNY and a Healthier New York
SUNY and an Energy-Smart New York
SUNY and the Vibrant Community
SUNY and the World
Finally, we vowed to use data to carry out the plan
in an absolutely transparent and responsible manner.
This Report Card is a product of that promise. Through it, we embrace our public mission to
“move the dial” in a positive direction regarding critical social issues facing the state, the nation,
and the world. And we are embracing accountability by laying out our goals — small and big, immediate
and long-term — and asking New Yorkers to hold us accountable.
This document is the culmination of intense discussion and research by more than 300
scholars, experts, and other stakeholders who make up what we call our Innovation Teams — one
for each of our Six Big Ideas — and Transformation Teams — seven groups aligned to our objective of
internal improvement. Many of New York’s best and brightest in their fields, representing SUNY’s vast
institutional diversity, academic breadth, and geographic reach, volunteered for a true team effort.
These teams continue to serve as a central implementation mechanism for The Power of SUNY. Their
steadfast service and unwavering commitment to the plan are crucial to its success. Development
of the Report Card, like that of The Power of SUNY itself, was unprecedented in its inclusivity and
aggressive in its approach. True to form, we think you’ll find the metrics used to measure our success
to be equally encompassing and ambitious.
No other institution of higher education in the country is taking itself to task in such a
comprehensive, explicit, and transparent manner. The level of public accountability provided by this
Report Card is truly a first for SUNY, for New York, and for the nation.
Thank you for taking this journey with us.
Nancy L. Zimpher
Chancellor, The State University of New York
Report Card Guide
As our data collection becomes more sophisticated and we experience progress, we anticipate
the metrics will be displayed in a more consistent way.

As noted, the purpose of this Report Card is to monitor our progress in implementing The Power of SUNY. While a unique endeavor among systems of higher education, the effort is
not intended simply as an exercise in self-promotion, nor should the reader ascribe a punitive quality to the Report Card — we are not scoring our performance for purposes of Finally, this Report Card represents our commitment to constant improvement toward implementation
of The Power of SUNY. Metrics that show improvement over time will also demonstrate progress Denotes: OUTPUT METRIC
assigning failing grades or meting out negative consequences. Instead, given the tremendous effort in developing the strategic plan, our deep commitment to its goals, and our philosophy of
constant improvement, it only seems fitting that we measure our progress. toward implementation. The establishment of targets or goals, based upon national standards, will
better help us understand the context and pace of our progress. Accordingly, future editions of this Denotes: PROCESS METRIC
Moreover, as a self-assessment and progress tool, SUNY’s Report Card has the added benefit of “telling our story” and documenting our contribution to New York State’s health and
Report Card will include specific targets for improvement, based upon national trends and data.
vitality in a concise and efficient manner. To this end, the Report Card can further our advocacy efforts with policy makers and external stakeholders, thus helping advance our cause
of increased state support and regulatory flexibility. Denotes: SUNY WORK IN PROGRESS
SUNY’s Report Card represents a work in progress. It will improve with time,
I. FORMAT II. THE EVOLUTIONARY NATURE Throughout this report, you will also see experience, and feedback that you, as the reader, provide.
We have divided our Report Card into three sections: OF THE REPORT CARD a metric defined, but without associated data. Denotes: CONDITION MEASURE
III. DEFINITIONS & KEY WORK-IN-PROGRESS METRIC: A metric for which
A Competitive SUNY, which brings to life our Power The Report Card you see today will most certainly In such instances, we have identified a metric
This document represents data summarized over data is not readily available.
of SUNY commitment to building a better university; evolve over the course of the next several years. we believe is important to track, but for which
the entire State University of New York System.
Diversity Counts, which tracks our commitment In fact, this first edition represents our baseline we lack data today. Our commitment is to develop
In addition, each of the following definitions will CONDITION MEASURE: Sometimes referred to as
to building upon our rich tradition of providing year wherein we establish the place from which the necessary processes or systems to collect
assist you in reading and understanding the a “top-line metric,” this measure, included in each
opportunity to traditionally underserved populations we begin to show progress and improvement. this data in a timely fashion and to incorporate
significance of our Report Card: of the Six Big Idea sections, efficiently defines the
and better preparing students for the myriad of the results of this work into future editions of the
overall issue or societal condition SUNY seeks to
complex issues they will face as the next generation We also fully anticipate that over time, new metrics Report Card.
BASELINE DATA: Assesses SUNY’s status in terms influence by making progress on the metrics
of state, national, and international leaders; and will be added and others abandoned. Certainly, core specified in each section. Generally the condition
of data available for the 2008–2009 academic year,
A Competitive New York, which tracks our progress metrics, particularly those that track standard and You will also note that the metrics chosen for
except where noted. is not something SUNY can control by itself
in implementing the strategies associated with our well-accepted measures will remain constant. In this Report Card do not measure progress in
because improvement requires action from a
Six Big Ideas. In each section, you will find metrics other areas, however, experience will teach us exactly the same way. Throughout the document
OUTPUT METRIC: A metric that tracks progress multitude of institutions, policy makers, and
that represent national best practices and objective something about gaps in precision, areas for you will see a mix of hard numbers and percentages,
toward achieving a particular goal. individuals. Instead, by moving the dial for the
data designed to hold us accountable to the task improvement, and measures that do not actually as well as measures that assess processes instead
metrics identified in each of the Six Big Idea
of driving New York’s economic recovery. Numbers track real progress. of outcomes. In each case, we have tried to choose
PROCESS METRIC: A metric that tracks sections, SUNY has the ability to positively impact
throughout this document are rounded for ease of metrics that best advance the achievement of the
progress toward implementing a process, the condition and influence change.
reading. In some places that means totals and sub- goal in question.
program, or system that is critical to achieving
categories do not match exactly.
a particular goal.
A COMPETITIVE
SUNY
By building a better SUNY, we not only improve upon the delivery of our core mission, but also better
enable implementation of the strategic plan. Accordingly, the metric set forth in A Competitive SUNY
tracks our progress in improving the delivery of our core mission — To Learn, To Search, To Serve.
In selecting these metrics, we looked to national best practices and existing databases to inform our
thinking. In this section you will find the essential measurements that define modern public higher
education. SUNY’s strength is rooted in its connectedness as a system, so throughout this document
you will find data for the entire University, along with specific aspects for our specialized components.

• TO LEARN • STUDENTS AND FACULTY

• TO SEARCH • FINANCIAL HEALTH

• TO SERVE
 A COMPETITIVE
SUNY

To Learn
SUNY SUCCESS In other words, this item measures; 1) students who certificate and are successful in a specific amount

Traditional measures of graduation rates do not stay at one SUNY school; 2) students who transfer to time — for an associate’s degree that time frame

take into consideration students who elect to make between two or more four-year schools; or 3) is three years; for a bachelor’s degree it is six years.

certain transfer decisions. Because transfer is such students who transfer between two or more two-

an important aspect of SUNY’s system, we developed year schools. RETENTION RATES

this measurement to quantify the rates at which In order to graduate, students must first return

our students earn degrees or certificates within the GRADUATION RATES for their second year in college. Retention rates

standard time frame regardless of transfer behavior. Graduation rate is the percentage of students count the percentage of students entering college
entering college for the first time in a full-time for the first time in a full-time capacity returning
capacity with the intention of earning a degree or for year two.

SUNY SUCCESS GRADUATION RATES RETENTION RATES

FIRST TIME, FULL-TIME BACHELOR’S DEGREE 88% 62% 83%

TRANSFER BACHELOR’S DEGREE 76% 61% 77%

FIRST TIME, FULL-TIME ASSOCIATE’S

55% 26% 61%
DEGREE OR CERTIFICATE

TRANSFER ASSOCIATE’S DEGREE

75% 24% 56%
OR CERTIFICATE
 A COMPETITIVE
SUNY

NUMBER OF CREDITS STUDENT/FACULTY RATIOS RECRUITMENT AND ENROLLMENT OF STUDENTS FROM HISTORICALLY
AT GRADUATION The number of students per faculty member, UNDERREPRESENTED POPULATIONS
One in three SUNY students is a transfer student, adjusted to represent a full-time assignment. Our commitment to, and belief in, the power of diversity is at the very core of SUNY’s mission and
meaning these students attend more than one the reason for its creation. We are very focused on creating diversity opportunities. Access to
college in the course of their higher-education STATE-OPERATED CAMPUSES 
15.6:1* higher education is critical, and so we must hold ourselves accountable for reaching out to AND
career before completing a degree. Therefore, the attracting students from historically underrepresented populations. In future years we will be adding
ability to seamlessly transfer within SUNY is critical. economically disadvantaged populations to this item.
COMMUNITY COLLEGES 20.5:1
This metric compares the number of credits earned
by transfer students vs. non-transfer students. 39,000 applications from historically underrepresented populations
STUDENTS ENGAGED IN INTERNSHIPS vs. 143,000 total applications
NON-TRANSFER
BACHELOR’S DEGREE 
133 AND COOPERATIVE EDUcATION
Work experience is an important enrichment To be comparable to applications, enrollment is for entering students in the fall of 2008.
TRANSFER
BACHELOR’S DEGREE 135 activity for our students, and we strongly believe
in encouraging internships. We think this is
22,000 students enrolled from historically underrepresented
NON-TRANSFER
70 populations vs. 122,000 total new enrollment
ASSOCIATE’S DEGREE important to our students and the future economy
of the state. Similarly, co-op education (a paid
TRANSFER
ASSOCIATE’S DEGREE 71 internship while students earn credit toward their
STEM GRADUATES
degree) is an important strategy to improve college
In the knowledge economy, STEM credentials — a degree in science, technology, engineering, or math
completion to scale statewide. — are increasingly valuable to the individual. Some have gone so far as to say that a strong corps of
COURSES AVAILABLE ONLINE STEM graduates is critical to our nation’s future prosperity and security.
The ability to take courses online is increasingly important:
here we intend to track their availability. 9,940 STEM Graduates
NOTE: *This figure includes highly labor-intensive clinical and research
faculty; for example, academic health science center faculty rations are by
necessity considerably lower. In future years, we may consider alternate
configurations of this element.
 A COMPETITIVE
SUNY

To Search
OUR RESEARCH ENTERPRISE
FACULTY/STUDENT RESEARCH
AND CREATIVE PRODUCTIVITY
RESEARCH EXPENDITURES*
LIBRARY CIRCULATION AND
E-RESOURCE DOWNLOADS
• 38,300 Publications The depth of a university’s library holdings was once
Publishing or executing original scholarly or creative work is a hallmark of academia. (2003-2005)
Having other academics cite or reference your work is a badge of honor. • 123,100 Citations the measure of an active academic enterprise. Today,
(2003-2005) the availability of online resources is just as important.
This item uses data for the calendar year 2008.
Tracking how much is spent on research activity is the national standard for evaluating
the breadth of a research enterprise. Why is this item presented by amount spent
• $849,961,000 all SUNY
versus dollars awarded? For a couple of reasons: First, many research grants are multi-
• $720,332,000 Doctoral CIRCULATION (HOLDINGS:
year projects, and using annual expenditures is a nationally accepted way to develop a BOOKS, JOURNALS, MANUSCRIPTS ) 
3,020,000
Campuses only
comparable figure on an annual basis. Second, many colleges and universities contribute
operating dollars to their research enterprises and those funds are equally important.
E-RESOURCE DOWNLOADS

Total dollar figures, especially of this magnitude, can be hard to evaluate. Looking at • $123,000 all SUNY
RESEARCH EXPENDITURES research expenditures per tenure and tenure-track faculty can be more meaningful. • $255,000 Doctoral
PER TENURE-TRACK FACULTY Campuses only

In the process of bringing new intellectual property — i.e., discoveries — to the market,
NUMBER OF LICENSES* executing a license is a milestone. It is at this juncture that a new discovery receives • 49 IN 2008–9
EXECUTED
external validation.

Looking at the number of faculty and students involved in sponsored grants is an • Faculty – 3,920
NUMBER OF FACULTY AND
indicator of how engaged our learning community is in research activity. • Students – 5,290
STUDENTS PARTICIPATING IN
SPONSORED GRANTS* • Total – 9,210

NOTE: *Represents figures from four-year schools only as reported by the SUNY Research Foundation.

To Serve
graduates employed
in new york state
SUNY’s mission is to prepare our students well for
the workforce — so they get good jobs, stay in New
York, and become productive citizens.
MEDIAN INCOME OF GRADUATES
EMPLOYED IN NEW YORK STATE
One way to differentiate jobs from good jobs
is to look at income. We believe higher education
has a tangible value in the market place, and we
seek to define that value here.
Graduates in support of
NEW YORK STATE workforce needs
The Department of Labor projects which industries
are most in need of qualified workers. SUNY
is focused on providing highly skilled graduates
to fill those needs that require a college degree
or certificate.
Affordability/Comparative debt
obligation upon graduation
More than 30 percent of SUNY students receive
some form of financial assistance; for many, higher
education would be out of reach without it. For
students who benefit from financial assistance, the
affordability of a SUNY education (and the value of a
SUNY degree in the job market) can be measured in
part by their ability to manage and, eventually, settle
student debt post graduation.
diversity content in
the curriculum and
course offerings
In an increasingly diverse world, our students must be
culturally competent. We think by providing the right
balance of diversity content in our curriculum, we can
help students gain these important skills. Tracking
curricular opportunities, we think, will allow us to strike
this balance. You will see similar measures focusing on
different areas in this Report Card.
A COMPETITIVE
SUNY
SYSTEM ENERGY CONSUMPTION
As one of the largest energy consumers in New York,
SUNY can tangibly impact the state’s energy use. It’s
a matter of leadership, but also a matter of economics
— using less energy means more money can be put
towards our students and our academic mission. We are
using a measure of consumption per square foot to be in
line with New York’s Executive Order 111.
140,565 BTU/sf
PURCHASING POWER
As one of New York’s largest and most important
assets, SUNY contributes directly to the local economy.
Beyond providing education and jobs, SUNY is a mass
purchaser of goods and services. Other than personal
services — all expenditures other than salaries and
benefits — is one way to think about the purely monetary
impact SUNY makes. PATIENTS SERVED BY OUR HOSPITALS Our three teaching hospitals (Upstate Medical University, Downstate Medical Center, and • Inpatients: 67,000
Stony Brook University) are the medical safety net for vast portions of New York. • Outpatients: 1,077,000
SUNY’s annual purchasing power: DOCTOR RETENTION FROM OUR MEDICAL SCHOOLS Our medical schools are the vehicle through which native New Yorkers become doctors. 81% of our medical
$2,848,451,000 This is important because these individuals are far more likely to stay in New York and students are from
practice medicine. New York
TOTAL HOSPITAL AND CLINICAL EMPLOYMENT Our teaching hospitals are a major source of employment. 13,540 employees
 A COMPETITIVE
SUNY

Students and Faculty

STUDENT DIVERSITY AVERAGE TIME TO DEGREE INTERNATIONAL STUDENTS TENURE AND TENURE-TRACK FACULTY
SUNY was founded with the intention to provide fair The longer it takes for students to complete their International diversity is important in developing a Tenure and tenure-track faculty form the basis of campus culture and a college’s scholarly core.
access to higher education, without regard to ethnicity. degrees, the higher the personal cost of their globally competent student body — something we talk They are supported in teaching by talented adjunct faculty.
We use standard federal classifications. education. While there are many personal factors that more about in the SUNY and the World section. The percent of SUNY’s faculty who are tenured or tenure-tracked is:
can impact the time it takes a given student to earn a
RACE NUMBER PERCENTAGE STATE-OPERATED CAMPUSES: 64% COMMUNITY COLLEGES: 54%
TOTAL 439,500 100% college degree, promising college careers can also be 18,200 international students: 4%
WHITE prolonged or derailed indefinitely as a consequence
286,800 65%
NON-HISPANIC
of budget restrictions or flaws in policy. SUNY is STUDENT AND FACULTY SATISFACTION
90,600 21%
ALL MINORITIES
committed to eliminating obstacles and increasing the DIVERSITY OF FACULTY AND STAFF For students, higher education is a pivotal investment of time, money, and ambition that
Black 39,200 9%
Non-Hispanic  number of graduates of its two-, four-, and five-year It’s important to us that the diversity of our students is will shape every life step that follows. For faculty, it’s a life commitment to excellence.
Hispanic 29,400 7% programs to complete their course requirements on reflected in the diversity of our university leadership. Each group’s assessment of its academic experience at SUNY is critical to the institution’s
Asian/Pacific time. These figures include full- and part-time students. We use standard federal classifications.
Islander
19,700 4% continued improvement. This year we will focus on student satisfaction as evaluated by the
RACE NUMBER PERCENTAGE
Native National Survey of Student Engagement (NSSE). In particular, we are interested in the
2,200 1% FIRST TIME BACHELOR’S DEGREE  4.5 years TOTAL
American/ EMPLOYEES 85,800 100%
Alaskan percent of our students satisfied with the instruction and course, campus, facilities,
WHITE 68,600 80%
NON-RESIDENT 18,200 4% FIRST TIME ASSOCIATE’S DEGREE 4.6 years NON-HISPANIC and support services. SUNY TOP TOP
ALIEN
50% 10%
ALL MINORITIES 13,300 16%
UNKNOWN 44,000 10%
STUDENTS REPORTING RECEIVING AN
Black
6,900 8% 40% 47% 54%
TIME TO EMPLOYMENT Non-Hispanic  ENRICHING EDUCATIONAL EXPERIENCE

UPON GRADUATION Hispanic 3,000 3% STUDENTS REPORTING A SUPPORTIVE

CAMPUS ENVIRONMENT 57% 63% 67%
Our mission is to prepare students to be career ready Asian/Pacific
3,200 4%
Islander STUDENTS SATISFIED WITH THE
upon graduation. By tracking how long it takes our LEVEL OF ACADEMIC CHALLENGE 55% 60% 63%
Native American/ 300 <1%
Alaskan
students to find jobs we can begin to understand how
STUDENTS REPORTING AN ACTIVE AND
well we execute that mission. NON-RESIDENT 3,900 4% COLLABORATIVE LEARNING EXPERIENCE
50% 55% 60%
ALIEN
STUDENTS SATISFIED WITH
STUDENT-FACULTY INTERACTION 42% 49% 55%
 A COMPETITIVE
COMPETITIVE
SUNY

Financial Health CLASSROOM UTILIZATION RATE

Classroom utilization rate is an industry standard
measurement of how much use a single classroom
space gets compared to a predetermined expectation.
FULLY LOADED COST STATE SUPPORT PER STUDENT FTE † In 2008-09 our three hospitals contributed

PER STUDENT State support is a critical piece of SUNY’s significantly to our medical school budgets.

Knowing the specific cost to educate a student overall budget.
is critical to good management, budgeting, and
STATE OPERATED**  $8,290
prioritizing. These figures are based on a system-
wide formula recently developed and applied to the
state-operated campuses.
COMMUNITY COLLEGES $2,770
TOTAL COST PER STUDENT FTE*†: $15,940
HOSPITAL FINANCIAL SUPPORT
INSTRUCTIONAL COST PER STUDENT FTE † $14,470
TO ACADEMIC HEALTH
EDUCATIONAL ENTERPRISE
Direct Instruction: $7,570 Academic health and hospital ledgers can be
complex. Large amounts of money rapidly
Administrative Costs: $5,000
moving in and out can suggest an organization
flush with cash, however the truth is bills
Capital Expenditures: $1,900
and obligations. Potentially more confusing,
RESEARCH AND PUBLIC SERVICE COSTS: $1,470 but critical to consideration, is the financial
connection between the academic health
NOTE: *Excludes Fringe benefits. The fully loaded expenditures include
direct costs for each of the missions, plus a distribution of related sup- enterprise (medical school) and the hospital.
port costs. Note that the research expenditures do not include expendi-
tures at the Research Foundation. ** The related state funding includes
support for the core budget and for debt service/capital expenditures.
Funding for university-wide programs, system administration, fringe
benefits, and SUNY hospitals are not included. *** CAE: Council for Aid
to Education – www.cae.org. † FTE indicates full-time equivalent stu-
dents or faculty to ensure that comparisons aren’t skewed by part-time
students and faculty.
FACILITY MASTER PLAN PROGRESS
$186,500,000 contributed to AND UPDATES
medical school budgets from
The SUNY Construction Fund is executing an extensive
hospital revenues
facilities master-planning process. We think it is the best
of its kind in the country. This item tells you how many
Diversifying revenue streams and engaging our friends
campus-facility master plans have been completed:
and supporters are two important reasons to increase
our fundraising. We use CAE*** reporting standards.
0 in 2008–9 (the first year of our program)
$232,821,000 OPERATION AND MAINTENANCE
Donated to SUNY Campuses OF BUILDINGS AND GROUNDS
Stewardship of buildings and grounds is critical to our
ALUMNI GIVING RATE
educational mission and to diminishing future critical
Alumni Donors = SUNY graduates who have made
maintenance backlogs. We are working to give you two
one or more gifts in the past year
numbers here: one will represent total dollars spent on
Alumni On Record = living graduates for whom
maintenance and operation per student. The second will
SUNY has a current address
tell you how effective our program is.
Alumni on Record/Alumni Donors = alumni giving rate
STATE-OPERATED CAMPUSES  8%
COMMUNITY COLLEGES 1%
DIVERSITY
COUNTS
The Power of SUNY made promises to embed SUNY’s commitment
to diversity in everything we do. Diversity enriches our lives and the
educational experience: it invigorates conversations, awakens curiosity,
and widens perspectives. Diversity also ensures our campuses mirror
the rapidly changing world, creating an environment that prepares our
students to be culturally competent so they can succeed anywhere.

• DIVERSITY COUNTS IN A COMPETITIVE SUNY

• DIVERSITY COUNTS IN A COMPETITIVE NEW YORK

Diversity Counts
The modern SUNY System was created more
than fifty years ago through Governor Nelson
D. Rockefeller’s vision to greatly expand
New York’s educated citizenry. His goal was
to provide opportunities where none existed
for the racial and religious groups that were
targets of discrimination and the economically
disadvantaged who could not afford private
colleges. Today, New York is the third most
populous state in the nation and one of the
most culturally diverse. SUNY reflects and
values that diversity, which is truly one of
our greatest strengths.
At SUNY, we recognize our diversity
makes us stronger and smarter. We respect,
encourage, and promote all aspects of human
difference. Diversity enriches lives and the
educational experience. By capitalizing on
diversity, our SUNY campuses invigorate
conversations, awaken curiosity, foster civic
engagement, and widen perspectives.
The educational and social benefits of diversity within higher education are clear. The concept is
vital to American and international business efforts to hire and maintain a diverse workforce. Major
American businesses, the U.S. military, and other entities have clearly expressed the skills needed
in today’s increasingly global marketplace, which can only be developed through exposure to widely
diverse people, cultures, ideas, and viewpoints. The U.S. Supreme Court acknowledged this need, and
the supporting social science, in its seminal examination of, and justification for, diversity in higher
education in the case of Grutter v. Bollinger (2003).
Beyond being a pathway to culturally competent employment, SUNY campuses are also the
training grounds for many future corporate and community leaders. As the Supreme Court
recognized, the path to leadership should be visibly open to talented and qualified individuals of every
race and ethnicity in order to cultivate a set of leaders with legitimacy in the eyes of the citizenry.
The SUNY student body is sewn from the threads of our nation’s diverse quilt, where the views of all
students across the educational spectrum are sought out and given voice.
In sum, SUNY’s diverse educational environments create an intellectual climate that fosters
respect for differences, stimulates innovation, encourages collaboration, and prepares students
to live and work productively in a multiracial and multiethnic society.
 AVERAGE TIME TO DEGREE

Diversity Counts in a Competitive SUNY

ASIAN/ NATIVE NON-
WHITE BLACK PACIFIC AMERICAN/ RESIDENT
TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN ALIEN UNKNOWN MALE FEMALE

FT FT - BA 4.5 4.5 4.9 4.6 4.5 4.9 4.0 4.5 4.6 4.5

FT FT - ASSOC 4.4 4.4 4.7 4.0 3.7 5.1 3.7 4.1 4.1 4.5

TRANSFER - BA 3.2 3.2 3.5 3.2 3.1 3.4 2.5 3.1 3.2 3.2

In A Competitive SUNY, we looked at a number of measurements typically associated with TRANSFER - ASSOC 3.2 3.3 3.7 3.2 2.5 3.6 2.1 2.5 3.4 3.3

responsible 21st-century higher education. In this section, we seek to look at the same elements, but
STUDENTS WHO HAVE STUDIED ABROAD
using disaggregated data to highlight opportunities for us to better serve underrepresented populations. RECRUITMENT OF STUDENTS FROM HISTORICALLY UNDERREPRESENTED
AND/OR ECONOMICALLY DISADVANTAGED POPULATIONS
For the purposes of data integrity, we have used federal Department of Education classifications. ASIAN/
PACIFIC
NATIVE NON-
AMERICAN/ RESIDENT
TWO OR
MORE
WHITE BLACK
TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN ALIEN UNKNOWN RACES MALE FEMALE

APPLICATIONS -
Historically
142,620 75,150 20,170 18,060 11,810 500 - 14,310 2,610 61,640 80,980
Underrepresented 100% 53% 14% 13% 8% <1% 10% 2% 43% 57%
ENROLLMENT -
Historically 122,420 79,870 12,190 9,280 5,060 710 3,650 11,660 - 58,360 64,060
Underrepresented 100% 65% 10% 8% 4% <1% 3% 10% 48% 52%
SUCCESS RATES ENROLLMENT -
Economically
Disadvantaged

RETENTION RATES
ASIAN/ NATIVE NON- DIVERSITY CONTENT IN THE CURRICULUM
WHITE BLACK PACIFIC AMERICAN/ RESIDENT
TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN ALIEN UNKNOWN MALE FEMALE
PROPORTION OF UNDERGRADUATE AND GRADUATE/PROFESSIONAL STUDENTS BY ETHNICITY AND GENDER
FT FT - BA 83% 83% 83% 83% 89% 68% 85% 86% 83% 85% NATIONAL
ASIAN/ NATIVE NON- ACTIVE GUARD
WHITE BLACK PACIFIC AMERICAN/ RESIDENT MILITARY OR ACT
FT FT - ASSOC 61% 65% 54% 61% 72% 51% 69% 64% 61% 66% TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN ALIEN UNKNOWN MALE FEMALE DUTY RESERVE VETERAN

TRANSFER - BA 77% 77% 74% 76% 81% 63% 73% 80% 78% 76% TOTAL 439,520 286,770 39,220 29,450 19,720 2,240 18,150 43,990 198,030 241,490 480 50 3,170
100% 65% 9% 7% 4% <1% 4% 10% 45% 55%

TRANSFER - ASSOC 56% 56% 56% 56% 56% 50% 55% 56% 53% 58% 398,580 262,310 37,230 28,090 17,530 2,120 11,020 40,300 181,190 217,390 470 50 3,070
UNDERGRADUATES
100% 66% 9% 7% 4% <1% 3% 10% 45% 55%

GRADUATES/ 40,940 24,460 1,990 1,360 2,190 130 7,130 3,690 16,840 24,100 1 100
GRADUATION RATES PROFESSIONAL 60% 5% 3% 5% <1% 17% 9% 41% 59% -
100%
ASIAN/ NATIVE NON-
WHITE PACIFIC AMERICAN/ RESIDENT
BLACK
TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN ALIEN UNKNOWN MALE FEMALE DIVERSITY OF FACULTY AND STAFF

FT FT - BA 62% 63% 55% 56% 69% 47% 45% 67% 58% 66% ASIAN/ NATIVE NON-
(6 year) WHITE BLACK PACIFIC AMERICAN/ RESIDENT
TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN ALIEN MALE FEMALE
FT FT - ASSOC
22% 25% 10% 14% 18% 17% 21% 20% 19% 26%
(3 year)
85,780 68,590 6,860 2,980 3,230 270 3,850 39,760 46,020
TOTAL EMPLOYEES 80% 8% 3% 4% <1% 4% 46% 54%
TRANSFER - BA 61% 100%
62% 52% 54% 65% 50% 70% 61% 59% 63%
(4 year)
15,530 12,680 610 380 1,040 50 780 9,080 6,450
FULL-TIME FACULTY
TRANSFER - ASSOC
22% 22% 14% 15% 22% 18% 43% 29% 100% 82% 4% 2% 7% <1% 5% 58% 42%
(2 year)
16% 27%
16,570 14,920 570 340 420 50 270 8,490 8,090
PART-TIME FACULTY 90% 3% 2% 3% <1% 2% 51% 49%
100%
39,100 30,310 4,790 1,710 1,330 140 810 16,100 23,000
FULL-TIME STAFF 41%
100% 78% 12% 4% 3% <1% 2% 59%
GRADUATES IN SUPPORT OF NEW YORK STATE WORKFORCE NEEDS
14,580 10,680 880 550 440 30 2,000 6,100 8,480
PART-TIME STAFF 100% 73% 6% 4% 3% <1% 14% 42% 58%
 DIVERSITY
COUNTS

Diversity Counts in a Competitive New York SUNY AND A HEALTHIER NEW YORK
We have looked at graduates in health care fields. Here, we disaggregate that data.
SUNY AND THE
VIBRANT COMMUNITY
As our campuses design specific service-learning
plans we will measure the development — and
GRADUATES WITH HEALTHCARE CREDENTIALS BY ETHNICITY
The Power of SUNY made six clear commitments to diversity opportunities within the Six Big Ideas. then results — of those aimed at serving vulnerable
ASIAN/ NATIVE NON-
In this section, we hold ourselves accountable to those promises. WHITE BLACK PACIFIC
TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER
AMERICAN/ RESIDENT
ALASKAN ALIEN UNKNOWN MALE FEMALE
and underserved populations. We will call these

8,830 5,920 850 370 770 40 160 710 1,870 6,950 “Diversity Counts” service-learning opportunities.
TOTAL 67% 10% 4% 9% <1% 2% 8% 21% 79%
100%
UNDERGRADUATE 570 400 80 30 20 2 3 30 130 440
CERTIFICATES 100% 70% 14% 5% 3% <1% 1% 6% 22% 78%
CERTIFIED DIVERSITY COUNTS
SUNY AND THE ENTREPRENEURIAL CENTURY SUNY AND THE SEAMLESS ASSOCIATE
4,090
100%
3,100
76%
330
8%
170
4%
140
3%
30
<1%
14
<1%
310
8%
680
17%
3,410
83%
SERVICE-LEARNING OPPORTUNITIES

We have looked at overall SUNY graduates in STEM disciplines. Here, we look EDUCATION PIPELINE* BACHELORS
2,070
100%
1,110
53%
270
13%
110
5%
280
14%
5
<1%
50
2%
260
13%
420
20%
1,650
80%
Service-learning plans called for by the SUNY and

specifically at underserved populations achieving degrees in STEM fields. The Strive National Cradle to Career Network MASTERS
860 550 100 30 60 - 50 70 120 750 the Vibrant Community Innovation Team have not
100% 64% 12% 4% 7% 6% 8% 13% 87%

provides a framework for building community- 240 170 20 3 20 1 20 20 80 160 yet been developed.
GRADUATES IN STEM FIELDS BY ETHNICITY AND GENDER DOCTORAL 68% 7% 1% 7% <1% 9% 8% 34% 66%
100%
based and data-drive educational solutions. FIRST 920 550 50 20 260 2 20 20 430 480
ASIAN/ NATIVE NON- PROFESSIONAL 100% 59% 5% 3% 28% <1% 2% 2% 47% 53%
WHITE BLACK PACIFIC AMERICAN/ RESIDENT You can learn more at: www.strivenetwork.org. GRADUATE 80 50 9 2 2 1 6 4 10 70
TOTAL NON-HISPANIC NON-HISPANIC HISPANIC ISLANDER ALASKAN ALIEN UNKNOWN MALE FEMALE
CERTIFICATES 100% 68% 12% 3% 3% <1% 8% 5% 12% 88%
UNDERGRADUATE 180 140 7 20 8 3 1 6 150 40
Our Strive adaptations will employ a number
CERTIFICATES 100% 74% 4% 12% 4% 2% 1% 3% 80% 20%
of evidence-based intervention strategies aimed
1,830 1,410 100 100 60 6 30 130 1,520 300
ASSOCIATE
100% 77% 6% 5% 3% <1% 1% 7% 83% 17%

BACHELORS
5,820 3,520 280 230 640 20 430 710 3,710 2,110
at increasing the number of vulnerable students
SUNY AND AN ENERGY-SMART NEW YORK SUNY AND THE WORLD
100% 60% 5% 4% 11% <1% 7% 12% 64% 36% achieving a high-school diploma and entering Study-abroad opportunities often feel out of reach
1,520 570 30 20 80 5 770 50 960 560
In A Competitive New York, we commit to delivering Energy-Smart education opportunities to the SUNY
MASTERS
100% 37% 2% 2% 5% <1% 51% 3% 63% 37% college prepared for college-level work. Here for many, but as SUNY places increasing value on
community. Here, we focus specifically on those programs offered to low-income families with the ultimate
560 190 8 14 30 3 280 30 350 210
DOCTORAL
100% 35% 1% 3% 5% <1% 51% 5% 62% 38% we will first track the implementation of these them, it must do so for all populations.
goal of reducing the proportion of disposable income those families are spending on energy costs.
GRADUATE 30 20 2 1 3 4 20 15
CERTIFICATES 100% 68% 6% 3%
- -
10% 13% 52% 48% strategies within Strive sites, toward tracking
their effectiveness.
MEASURE CAMPUS-BASED PROGRAMS DESIGNED TO EDUCATE
LOW-INCOME FAMILIES IN BECOMING ENERGY-SMART
STUDY-ABROAD AND INTERNATIONAL
INTERVENTION STRATEGIES STUDENTS STUDYING AT SUNY BY ETHNICITY
DEVELOPED FOR HISTORICALLY
UNDERREPRESENTED POPULATIONS

NOTE:
*No Strive adaptations have been developed in New York yet.
A COMPETITIVE
NEW YORK
Just over a year ago, SUNY presented Six Big Ideas — areas where SUNY
could focus its capacity and expertise to make a difference for the State
of New York. We promised to link resources and expertise in targeted
and quantifiable ways. In the pages that follow, we have translated these
Big Ideas into condition measures, processes, and outcome metrics that
we think drive A Competitive New York.

• SUNY AND THE ENTREPRENEURIAL CENTURY • SUNY AND AN ENERGY-SMART NEW YORK

• SUNY AND THE SEAMLESS EDUCATION PIPELINE • SUNY AND THE VIBRANT COMMUNITY

• SUNY AND A HEALTHIER NEW YORK • SUNY AND THE WORLD

 A COMPETITIVE
NEW YORK

SUNY and THE NUMBER OF

INVENTION DISCLOSURES*
“The future belongs to those who can create, nurture, and
commercialize intellectual capital, and the place where that

The Entrepreneurial Century Successful research can be measured by

the knowledge and innovation we produce.
happens is here.”
– Carl T. Hayden, Chairman, SUNY Board of Trustees
Through regional technology-transfer offices,
SUNY is able to leverage strengths across
ENTREPRENEURIAL CURRICULUM
Entrepreneurship is to the knowledge economy what the assembly line was to industrialism. campuses. Measuring invention disclosures
CONTENT AND ACTIVITES
In higher education, federal research dollars are the fuel, and by increasing our ability to capture is a critical moment in the process of bringing
To create the next generation of leaders, we must
inventions to market.
funding we are able to create more jobs in New York. More importantly, they’ll be jobs people want, embed entrepreneurial training in our coursework
and in extracurricular activities.
because SUNY has a unique ability to align its breadth and scale with business and industry, 320* inventions disclosed
taking our solutions and making them viable for real-world applications.
$4,500,000,000
SUNY’S ENTREPRENEURIAL
NEW YORK STATE
RESEARCH EXPENDITURES (According to Excell Partners, Inc.). SUPPORT OF NEW YORK
NEW YORK STATE 58,000 BUSINESS AND INDUSTRY
JOBS CREATED (According to New York State Department of Labor).
For SUNY to become a major driver of economic
$60,384 (According to the New York State Department of Labor).
NEW YORK STATE AVERAGE WAGE revitalization, we must provide the right kind of
VS. NATIONAL AVERAGE SALARY vs.
$43,460 (According to the New York State Department of Labor Bureau of Statistics).
support to the business community. This includes
qualified and talented graduates, access to our
RESEARCH EXPENDITURES BY REGION EXPENDITURES* JOBS CREATED THROUGH research enterprise, and high-quality training
CAPITAL $294,137,000
ECONOMIC DEVELOPMENT REGION* CENTRAL NEW YORK $53,700,000
SPONSORED PROGRAMS programs. We will evaluate our effectiveness
We’ve already looked at SUNY’s total research FINGER LAKES $5,790,000 STAR METRICS is a federally sponsored effort to by partnering with businesses and business
expenditures, but in New York, and especially LONG ISLAND $177,513,000 quantify impact of federally funded research. organizations to create a semi-annual survey.
MID-HUDSON $7,689,000
under the leadership of Governor Andrew Cuomo Using its methodology we can determine how
MOHAWK VALLEY $5,902,000
and Lieutenant Governor Robert Duffy, regional NEW YORK CITY $51,738,000 many jobs are directly supported by SUNY’s
collaboration is critical. Therefore, we plan to build NORTH COUNTRY $11,252,000 research enterprise. NOTE:
SOUTHERN TIER $39,843,000 * Represents figures from four-year schools only as reported
research capacity regionally.
by the SUNY Research Foundation.
WESTERN NEW YORK $202,398,000
Jobs supported by
SUNY research: 5,360
 A COMPETITIVE
NEW YORK

SUNY and “It is a myth that one person or group can fix education by themselves, no matter how visionary

The Seamless Education Pipeline or passionate. Only by working together — public and private institutions of higher education, state
education departments, school districts, elected officials, civic, philanthropic and corporate leaders —
will we see results.”
– Nancy L. Zimpher, Chancellor, The State University of New York
SUNY views education as a pipeline, which encompasses all that we learn from the day we are born
through our experiences in the workforce. As New York State and the nation seek to fix the leaks in
CRADLE-TO-CAREER NETWORKS SMART SCHOLARS EARLY SUNY URBAN-RURAL TEACHER CORPS
the education pipeline, SUNY has the capacity and a plan to lead the charge.
SUNY is committed to the Strive concept — a COLLEGE HIGH SCHOOLS As recommended by the National Council for Accreditation
19 of 100 New York State ninth graders graduate from college in the standard time frame framework for developing community-based, Historically underrepresented high-school students of Teacher Education (NCATE) Blue Ribbon Panel on
(According to the National Center for Public Policy and Higher Education) data-driven partnerships to address learning are in desperate need of additional opportunities to Clinical Preparation and Partnerships for Improved Student
outcomes for our most vulnerable populations. get a head start on college. One way SUNY can Learning in November 2010, SUNY will transform its
Average New York State unemployment rate: 5.3% (According to the United State Department of Labor Bureau of Statistics) A Strive network engages leaders in Pre-K- make this possible is through the implementation undergraduate and graduate teacher education programs
through-12 schools, higher education, of Smart Scholars Early College High Schools. The by offering teacher training akin to the clinical training
business and industry, community network was developed as a collaboration between that medical professionals receive. Collectively, students
organizations, government leaders, parents, EdWorks/KnowledgeWorks Foundation, the New York training in the new and improved programs and program
suny works and other stakeholders. Together we will: State Education Department, the Bill & Melinda Gates graduates will be known as the SUNY Urban-Rural Teacher
By partnering with business and industry leaders, economic development organizations, and private foundations, SUNY Increase the number of New York sites Foundation, colleges and universities, school Corps (URTC). To develop the URTC, SUNY will:
qualifying for membership in the Strive districts, and community organizations to allow Develop clinically rich teacher-education
will create a unique new cooperative-education initiative. SUNY Works will allow students to earn salaries and college
National Cradle to Career Network and as students to earn both a high-school diploma and programs at SUNY campuses toward increasing
credits while simultaneously completing their degree and gaining on-the-job training and experience that will garner
a result effectively work toward closing up to two years of college credit while they are in the number of SUNY graduates prepared and
job opportunities in high-need 21st-century fields in New York upon graduation. SUNY is committed to: Increasing the
the achievement gap and increasing teaching in hard-to-serve schools.
number of students enrolled in cooperative-education programs and successfully gaining employment as high school. With these partners, SUNY will: Increase
career entry.
a result of their co-op experience. the number of historically underrepresented
high-school students receiving college-level 0 programs in 2008–9
“Education — educating more people and educating them better 0 sites in 2008–9 credits in ECHS, and consequently increase the
— appears to be the best single bet that a society can make.”
numbers of those students admitted to college.
– David Leonhardt, Columnist, The New York Times
 A COMPETITIVE
NEW YORK

SUNY and
A Healthier New York
“We all — everyone – have something
in common. Each and every one of us
Building a virtual SUNY Institute for Health Policy and Practice (IHPP) will harness and leverage will someday be a patient.”
capacity across all 64 SUNY campuses. SUNY will address health issues for our students and – Dr. David Smith, President,
SUNY Upstate Medical University
faculty in a defined environment — our campuses — and then take “what works” to scale statewide
and nationwide.

Development of the SUNY Institute for Health Policy and Practice.

THE RIGHT HEALTH PROFESSIONALS THE SUNY WELLNESS NETWORK To be on the forefront of effective, outcome-based
One in four undergraduate students arrives at healthcare we need to ramp up our research base
IN THE RIGHT PLACES
college with one or more significant and chronic and use “level one” evidence to create the SUNY
The lack of enough well-trained health care professionals
health challenges. We know some of the biggest Scale — a measure of quality healthcare.
is well known and felt nationwide. SUNY is committed to
risk factors facing our SUNY family; others require SUNY knows it must:
changing this dynamic by:
investigation. Therefore SUNY will: • Increase funding to strengthen
• Producing more well-trained
the IHPP — $4,637,500 in 2008-9.
healthcare workers. • Use industry standards to execute a
• Increase funding for the four
behavioral risk-assessment study.
SUNY REACH pillars*.
• Become the largest system to
• Analyzing specific needs both geographically become entirely tobacco free.
and by the type of professional required.
• Develop the SUNY SCALE.
NOTE:
*SUNY REACH is a program to promote increased research, especially
collaborative research in the areas of cancer, infectious disease, disorders
of the nervous system, diabetes, and cardiovascular disease.
 A COMPETITIVE
NEW YORK

SUNY and
An Energy-Smart New York
ENERGY-SMART RESEARCH INVENTION DISCLOSURES* “SUNY has embraced our natural
Some believe the green energy economic revolution will be akin to the development and proliferation As we have committed to tracking research Similarly, we seek to enhance our technology role as a source for research and
of the personal computer. By 2030 the U.S. Renewable Energy Market is estimated to be worth $4.5B; expenditures in total and by region, we transfer process to identify, protect, and innovation, and we are leveraging
seek to focus on — and significantly grow — commercialize SUNY’s intellectual property
similarly, the U.S. Green Collar Workforce is estimated to top 250,000 by 2020. SUNY’s expertise in expenditures in the Energy-Smart disciplines. portfolio and grow the number of invention
it to break new ground in clean
applied research and its ability to take it to scale will allow us to prepare New York State to capture energy technology that will
This measurement includes research in disclosures related to energy disciplines made
encourage discovery, innovation,
an outsized share of that market and workforce while leading to a decrease in New York’s energy the following areas: Smart-Energy Grid by our faculty and student researchers.
demonstration, education, and
technologies, energy-efficiency technologies,
consumption. SUNY sees the road to realizing this ambition in three parts: Education, Research, energy storage, alternative and renewable commercialization of green - and
and Consumption Practices. sources, energy for transportation, and renewable - energy solutions and
energy policy. prepare the workforce that will
ENERGY-SMART CONSUMPTION
New York’s share of the Renewable Energy Market and Green Collar Workforce Finally, controlling consumption is critical.
lead New York’s new economy.
Energy-Smart research We are turning words and ideas
expenditures: $23,524,400 As one of the largest energy consumers in
New York, SUNY can lead the way to more into action and jobs — this is the
ENERGY-SMART EDUCATION responsible usage practices. very essence of The Power of SUNY.”
A thorough evaluation is in progress to build and assess the impact
Step one is to prepare a generation of Energy-Smart – Nancy L. Zimpher, Chancellor,
of a deep, broad, and effective green curriculum.
graduates — an educated citizenry that has the skills The State University of New York
and drive to take on 21st-century green jobs. • BTUs/Ft2 – consumption per space
SYSTEM ENERGY (in line with Executive Order 111): 140,565
At the same time, SUNY needs to take a more active CONSUMPTION
• MMBTUs/AAFTE – consumption per student: 61.97
role in providing continuing community education
SYSTEM CARBON • Emissions/Ft2 – per space: .0116
and energy-management recommendations. • Emissions/AAFTE – per student: 5.1352
FOOTPRINT (MTCO2E)

• Produced: 645,169 kWh NOTE:

SYSTEM RENEWABLE ENERGY *Represents figures from 4-year schools only
• Utilized: 27,395,169 kWh
as reported by the SUNY Research Foundation.
 A COMPETITIVE
NEW YORK

SUNY and SUNY PASSPORT

With a plethora of arts and culture opportunities at the fingertips of all New Yorkers, we will

The Vibrant Community encourage our students and faculty to take advantage of these opportunities by: Partnering
with 250 or more organizations across New York State for reduced or waived
cost to cultural or recreational activities.

Strong communities are at the heart of economic revitalization. They foster investment, improve Current Partners: 0

quality of life, and grow stronger citizens. As anchor institutions, our influence is widely felt.
Our scholars can quantify our contributions to the well-being of our communities, and our SUNY The Carnegie Elective Classification for Community Engagement and the President’s Higher
Education Community Service Honor Roll are the gold standard in recognizing effective community
family can provide significant impact. service. Therefore, SUNY will: Increase the number of SUNY campuses recognized by the
Carnegie Elective Classification for Community Engagement and/or the President’s
Well-being Index for New York State Counties Higher Education Community Service Honor Roll.

Currently Recognized Campuses: 5

1) Increasing campus-community engagement is central to our mission as a public university “Locality matters, as John Dewey wrote
system. We’ve identified two ways in which SUNY can better serve its local communities: in 1927, ‘democracy begins at home and
Establish service-learning plans tailored to the needs and capabilities of each campus that home must be the neighborly community’… Quantifying the Impact of Volunteerism
produce evidence-based results to the communities. No institution can make such significant and Community Service Rendered by SUNY
contributions to the quality of life in Each year, SUNY students, faculty, and staff perform hundreds of thousands of hours of
2) Require the implementation of a signature engagement project at each campus — a long- their communities and cities as colleges community service. IndependentSector.org values community service in New York at
term, ever-changing tailored project to meet the community’s needs. and universities…” $28.52 per hour. Using this figure, we can quantify the impact of those volunteer hours —
– Ira Harkavy, Founding Director and
and then double it.
Associate Vice President,
Netter Center for Community Partnerships,
University of Pennsylvania
 A COMPETITIVE
NEW YORK

SUNY and “Globalization is a new reality. So the question is, what do we do

to compete? The only way we can keep our edge is to keep educating.”
EARNING
INTERNATIONAL PRESTIGE
Building a Global
Faculty Talent Pool

The World
– Vivek Wadhwa, Director of Research,
Center for Entrepreneurship and Research Commercialization,
and Executive in Residence, Pratt School of Engineering, Duke University
Sustained economic prosperity requires a global approach. For New York, comprehensive
SUNY’s ability to prepare its students for
participation in the global knowledge economy
is best exemplified by the recognition of those
students as successful international scholars.
An increase in scholarships from organizations
Faculty excellence and activity is the
only way to ensure comprehensive and
sustained internationalization. When
faculty members are awarded fellowships
from prestigious international entities, SUNY

internationalization will mean more global trade and an increase in personal income and job such as Fulbright, Gates, and Rhodes helps to expands its profile and builds new and vital
raise the global profile of all students. partnerships across the globe.
creation. SUNY can tangibly support this vision for New York by training an army of globally
competent graduates with the experience and preparation necessary for their successes to Number of prestigious Number of international
transcend borders and return back home. international scholarships fellowships to faculty
awarded to SUNY students: 64 and staff: 18
NEW YORK STATE EXPORTS $39,211,000,000
(INTERNATIONAL)* (According to the U.S. Department of Commerce, Bureau of Census).

NEW YORK STATE -237,100 Harnessing the Impact of Economic impact of

JOB CREATION (According to New York State Department of Labor).
International Students international activity***
NEW YORK STATE AVERAGE WAGE $57,794 (According to the New York State Department of Labor). While educating generations of globally The global activity of our students, faculty, and staff
prepared students is a multi-year process, not only encourages academic discourse throughout
the impact of SUNY’s efforts will be felt the world, it brings grants, contracts, and cooperative
STUDENTS ENROLLED IN
Building a Global Student Talent Pool immediately. Increasing the number of agreements back home to benefit New York. SUNY
FOREIGN LANGUAGE COURSES
SUNY students will drive New York’s workforce of tomorrow, so they must possess a series of skills and international students studying at SUNY expands its reach when it invests abroad and when
experiences that will enable them to thrive in a competitive global marketplace. It starts here in New York — TOTAL 44,940
not only provides a more rounded experience investments from abroad are in turn made to SUNY.
learning a foreign language or interacting with international students in the classroom and in the dorm.
INTRODUCTORY for others, but also contributes directly to
But it also extends beyond: students must be encouraged to study abroad and get real, hands-on experience 39,500 Economic impact of international
UNDERGRADUATE New York’s economy.
bridging cultural divides. research activities: $42,528,000
ADVANCED
4,900
Enrollment in Education Abroad: UNDERGRADUATE Economic impact of international
students: $406,802,000**
POST GRADUATE 540
International Students: 18,200
NOTE:
All data in this section reflects 2009-10. *May not fully account for exports to Canada
** According to NAFSA: Association of International Educators *** According to the SUNY Research Foundation.
Conclusion
Today’s SUNY is a system created with
excellence in every dimension. It’s a system
we take great pride in, but also one that we
believe can do even more for students and
families, faculty and staff, alumni, and
ultimately all New Yorkers.
In developing our strategic plan — The Power
of SUNY — we took ourselves to task and
challenged the system to reach its full
potential by sustaining its core mission of
teaching, research, and service, and also
by fulfilling a need in New York State for an
economic-revitalization champion.
This Report Card gives us a series of baseline metrics using data from the 2008-9 academic year. It
presents a starting point—which we will revisit annually beginning this September.
As we work toward realizing The Power of SUNY plan by building a stronger SUNY and, in turn, a
stronger New York, we vow to be transparent and urge you to hold us accountable by utilizing this
initial Report Card and its follow-up companions, which will be published annually. We hope you have
found this Report Card helpful and we welcome your feedback and engagement.
With these products to guide us, and with your help, SUNY will continue to be a source of immense
pride for all of New York.
Together, we are
Powerof
the