A great university at which to learn is an institution that provides an excellent educational experience to both graduate and undergraduate students that is relevant and rigorous, shaped by the evolving and emerging needs of students related to their backgrounds/experiences, and amenable to innovation using evidence.
A great university at which to learn has faculty and staff who act as role models, establish high expectations, demonstrate care for their students, and employ evidenced-based teaching practices, such as assessment of student achievement.
A great place to learn entails full inclusivity for all students, as well as the knowledge and skills gained from a diverse student, faculty, and staff body, and a diverse set of perspectives and cultural knowledge.
A great university at which to learn recognizes that there are several different loci of learning―among them, classrooms, laboratories, the library, residence halls, and the community—and embraces different forms and modes of instruction―text-based, classroom-based, online, hybrid, distance learning, applied, fieldwork, and independent.
A great university at which to learn has a learning environment with structures, tools, and conditions that support the needs of every learner, fosters collaborations, and builds relationships needed for teaching and learning. We support the assessment of coherent student learning outcomes to ensure continual improvement.
In relation primarily though not solely to graduate students, a great university at which to learn infuses the latest research into the curriculum, demands and expects high level analysis and engagement, uses discipline-based learning, develops professional practice, and supports the co-creation and co-curation of knowledge.
In relation primarily to undergraduate students, a great university at which to learn embraces nationally-recognized High Impact Practices (HIPS) and institutionally-specific Co-Curricular High Impact Practices (CHIPS). These efforts are enhanced by effective support systems that engage students from recruitment to graduation, and enable them to undertake advanced degrees and/or engage in meaningful work. Our institutional investment in HIPS and CHIPS complements our focus on classroom-based learning, online education, and hybrid models. We value and support all educational opportunities that engage students in their active learning, at both graduate and undergraduate levels. We support our teaching faculty in their professional development through our Center for Excellence in Learning and Teaching (CELT) and through our Academic Systems Integration and Support team.
Our Brockport Promise is premised upon our University being a great place to learn.
Measures of Success:
- We will expand, develop and assess academic, co-curricular, and operational activities proven to elevate the ability of both graduate and undergraduate students to create their best Brockport experience and shape their futures as engaged citizens and alumni.
- We will revise and further develop the Academic Master Plan, to ensure that resource allocation facilitates sustainable improvements in program quality. This will include, where appropriate, the development of online degree completion programs.
- We will grow the number of grants applied for and received, especially those that support our students’ learning and engagement.
- We will see growth in the number and percentage of graduate students who conduct original research, attain external funding or publications, and/or who are professionally prepared for their careers, as determined by alumni surveys and other measures.
- We will ensure that all undergraduate students, including transfer students and non-traditional students, have the opportunity to undertake multiple HIPs and CHIPs and have these experiences identified on their academic and co-curricular transcripts.
- We will raise private funds to aid students’ ability to experience internships, study abroad or international exchange opportunities, and undergraduate research opportunities. As a result, financial need alone will not preclude students from enhanced educational experiences.
- We will meet or exceed the Access, Success, Completion, Inquiry and Engagement Targets of the University’s current SUNY Performance Improvement Plan or any subsequent SUNY performance plan.
- Our campus climate data will show continual improvement, and, based on assessment results, resources will be dedicated to addressing issues of diversity in the curriculum and in faculty/staff representation, as well as equity in student retention, completion, and opportunity. We will make demonstrated progress towards the Equity, Diversity, and Inclusion (EDI) goals outlined in the Strategic Plan for EDI.
- We will meet or exceed the requirements of accrediting agencies in relation to both our accredited graduate and undergraduate programs.
- We will seek continual improvement in external measures, such as the Princeton Review, NSSE, or US News and World Report surveys. Each cycle, we will assess which external measures offer the best validity and relevance to our focus on being a great university at which to learn.