connect

collaborate

innovate

Table of Contents The Proposition .......................................................................................................................................... 2

The Charge ................................................................................................................................................. 3

The Imperative ........................................................................................................................................... 4

Open SUNY Online ..................................................................................................................................... 5

Open SUNY Resources ................................................................................................................................ 6

SUNY REAL .................................................................................................................................................. 7

Complete SUNY .......................................................................................................................................... 9

SUNY TILT ................................................................................................................................................. 11

The Open SUNY Commons ....................................................................................................................... 12

Imagining Open SUNY ............................................................................................................................. 14

Business and Organizational Planning ..................................................................................................... 17

a. Organization ................................................................................................................................ 17

b. Location ...................................................................................................................................... 18

c. Governance ................................................................................................................................. 18

d. Financial Plan ............................................................................................................................. 19

e. Next Steps ................................................................................................................................... 19

Acknowledgements .................................................................................................................................. 20

Appendix A: Other Systems...................................................................................................................... 21

Appendix B: Preliminary Costs and Revenue Estimates ........................................................................... 29

Contact: Office of the President, SUNY Empire State College president@esc.edu

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The Proposition

Open SUNY expands open and online education and fosters innovation in teaching and learning

through coordinated systems, projects and alliances, in order to improve access, quality, and

cost effectiveness for learners everywhere in New York state and beyond.

In so doing, Open SUNY contributes to the achievement of the graduate outcomes needed in a

global knowledge economy, and thus supports the economic, social and cultural development

of every community in the state, and creates new jobs in higher education through its profitable

endeavors beyond New York.

The impact of Open SUNY will be measured by its contributions to:

reducing the time to degree;

reducing the overall cost of obtaining a SUNY degree;

meeting workforce and societal needs;

improved graduate outcomes;

increasing the SUNY completion rates;

increasing the number of online learners;

enhancing the profile of SUNY as an innovative leader in teaching and learning.

Open SUNY comprises:

Open SUNY Online

Open SUNY Resources

SUNY REAL

Complete SUNY

SUNY TILT

supported by the Open SUNY Commons

Open SUNY is a systemic, meta-level entity that works across SUNY’s 64 institutions to provide

the capacity for system-ness via new networks and alliances among campuses that will:

foster synergism by sharing services;

encourage collaborative program development: for instance, in strategic areas such as

sustainability; entrepreneurship; economic development; STEM; languages; and

qualifying studies;

create rich and open educational resources with SUNY experts;

respond nimbly and effectively to state-wide and national workforce needs, and to

related funding opportunities;

provide new revenues to campuses through expanded online endeavors.

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The Charge

From “The Power of SUNY” (2009)

Building on SUNY’s current open and online initiatives, Open SUNY has the potential to

be America’s most extensive distance learning environment. It will provide students with

affordable, innovative, and flexible education in a full range of instructional formats,

both online and on site. Open SUNY will network students with faculty and peers from

across the state and throughout the world through social and emerging technologies

and link them to the best in open educational resources. Open SUNY will provide an

online portal for thousands of people worldwide.

From “Vision 2025” (2011) Empire State College

Open SUNY will serve SUNY as an incubator, a convener and coordinator of system

initiatives, pursuant to the idea this is central to “the Power of SUNY”.

Open SUNY has the potential to:

animate SUNY’s degree completion project

provide key gap courses to facilitate transfer within SUNY

provide an interface for national and global endeavors

host an advanced portal for all SUNY online offerings

host and execute projects in open learning

link learners locally and globally in rich, online learning environments

act as a laboratory and incubator for SUNY in open learning

seek major grants to support development, innovation, research & scholarship in

open learning

co-host a new SUNY research institute for teaching and learning

be a state, national and international leader in research and practice in prior

learning assessment and the use of e-portfolios.

From the State of the University Address (2012)

Open SUNY has the potential to be the nation's most extensive distance-learning

environment. It will provide innovative and flexible education. It will network students

with faculty and peers from across the state and throughout the world and link them to

the best in open educational resources ……. we'll look to our campuses already deeply

invested in on-line learning; to an expansion of the SUNY Learning Network; and to the

role Empire State College can play in certifying prior work and learning experience to

create SUNY's on-line university.

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The Imperative, in brief

In order to meet any of the goals articulated by the Lumina Foundation and by President Barack

Obama and others to raise the overall levels of higher education across all sectors of the

population, new approaches to higher education are essential.

Within New York, education is a major component of job creation and economic development,

and Governor Andrew Cuomo has demonstrated his faith in SUNY as the key provider of diverse,

affordable, flexible, relevant and high-quality learning to any motivated citizen.

The increasing ubiquity of technology and connectivity, the availability of high-quality open

educational resources of all sorts, the notable (though flawed) success of for profit institutions

in exposing the vacuum that traditional higher education ignored, and the emergence of state

and multi state solutions across the U.S. suggest that:

the solution for SUNY and for the state of New York will be built on all that’s been

learned about distance, online, adult and open learning, and the effective use of

emerging technologies;

working as a true system, SUNY must federate common online services and resources,

facilitate open data exchange and reporting, share educational resources and expertise,

and promote open and accessible networks in order to gain system benefits while also

supporting institutional needs;

by leveraging its size and scope and reputation, SUNY will become a recognized leader in

serving open and online learners in every community of the state, as well as nationally

and globally, and thus truly manifesting “the Power of SUNY”;

if SUNY does not move to new approaches with intent and synergism, others from

elsewhere (including some with questionable quality and motives) will continue to do

this work for us, and opportunities for job growth in the higher education sector will

continue to be lost. New York should not be importing inferior higher education and

thus losing considerable tuition and aid dollars (and thus jobs) to other states and

countries.

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Open SUNY Online

SUNY has the capability of collectively offering the most extensive array of online courses and

programs in the country. Open SUNY Online would build on the achievements of the SUNY

Learning Network, which, in this proposal, would form the core of Open SUNY Online, and

expand to include all of SUNY’s online offerings, and be enhanced by the other dimensions of

Open SUNY. In other words, to support the next generation of on-line teaching and learning.

Open SUNY Online, like SLN, will be a consortium of campus initiatives, wherein full campus

autonomy is maintained. Each campus would thus determine the regulations for each program

listed, such as admission, continuation, and graduation requirements, and would give priority of

access to its online offerings to its own students.

Several key advantages to the consortium approach include:

the collective ability to market state-wide, nationally and globally;

the ability to share courses in order to offer full programs – so, one campus may go online with courses in a major for instance, but rely on consortium offerings for general education and elective courses;

better planning for new course and program development, which would reflect the availability of existing offerings, and thus eliminate duplication of effort;

stimulate and enable interdisciplinarity across faculty and campuses through online development;

engage in important research using learning analytics to look closely at online and blended learners’ experiences (see SUNY TILT later);

create communities of practice in all areas of online course development, delivery and student services in both distance and blended offerings.

Underlying information systems alignments and cross-registration and mobility protocols would

be essential for the effective operation of the consortium.

In addition to all we have learned with SLN, there are several other state and multi-state

consortia that can be studied for best practices in governance and operation, as described in

Appendix A.

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Open SUNY Resources

Open Educational Resources (OER) are teaching, learning, and research resources that

reside in the public domain or have been released under an intellectual property license

that permits their free use or re-purposing by others. Open educational resources include

full courses, course materials, modules, textbooks, streaming videos, tests, software, and

any other tools, materials, or techniques used to support access to knowledge (Atkins,

Brown, & Hammond 2007).

A key dimension of the current global open education movement is the development and

sharing of open educational resources and courseware.

SUNY, with its combined academic expertise, and its potential, through Open SUNY, to build on

existing repositories of digital artifacts, can make vast amounts of high quality, credible material

available to faculty and learners, and also become a world leader in creating new resources.

Various campuses are already engaged with national and global initiatives related to OERs, and

the SUNY Digital Repository (developed by the SUNY Connects library consortium) is an example

of a system wide approach. These can form the nucleus of Open SUNY Resources, which can also

link with the major OER networks around the world such as: Open Learn, OCW, OERu, and

Connexions.

Taking a cue from MITx, wherein the many open MIT materials can now be used with learner

support to receive some level of certification, Open SUNY could develop rich digital materials,

and link with a network of tutors who could help those who need some remediation before

starting their college studies and it might also provide the plugs for pipeline “leaks.”

Examples of Open SUNY Resources would include:

SUNY generated multi-media resources;

links to a global array of OER in various media that have been vetted and validated;

free apps which link students to “learn to learn” modules and to relevant OERs;

“teasers and tasters” of where a quest for learning via Open SUNY might lead;

the Open SUNY course catalog for distance and blended offerings;

open source learning tools including a learning management system, a personalized

collaborative workspace and a learning portfolio for life.

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SUNY REAL: Recognition of Experiential and Academic Learning

People learn all the time, both within the academy, and beyond. Recognition of the latter,

applied towards college degrees, provides greater access, decreased time to completion,

increased completion rates, and lower costs for students.

This “non-collegiate” learning can be categorized as follows:

documented learning that has been

o evaluated for college credit from other accredited colleges or nationally

recognized organizations (American Council on Education (ACE), CLEP, etc.), or

o formally recognized but not yet evaluated for college credit (New York Times

courses, MITx studies, Mozilla Badges, continuing education offerings, etc.)

prior experiential learning gained through work/professional development and personal

study;

emergent learning through ongoing professional development or through other relevant

experiences, such as studying OERs.

The key to recognizing such learning towards a degree is to have rigorous evaluation by properly

trained learning evaluators.

Digital portfolios provide learners ways to present and document such learning for assessment.

Such portfolios allow learners to:

document all existing and future lifelong learning from both inside and outside the

academy;

reflect upon and show linkages across their learning;

align this learning with the intended outcomes of college programs and degrees;

provide evidence for admission to and advanced standing in SUNY and other schools;

and

re-purpose materials to share for employment and other uses.

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SUNY REAL would provide:

a SUNY-wide digital commons for learning portfolios;

assessment structures to evaluate verifiable, college-level prior experiential and

emergent learning for college credit;

recruitment and training of faculty and equivalent field experts for assessments;

transcription of the approved college level learning;

a governance structure to oversee academic consistency and quality;

on-going research on its practices to ensure quality and consistency, and a link to the

wider community of practice of non-collegiate learning assessment.

Within SUNY, Empire State College has the experience and capability to quickly launch SUNY

REAL. Its Office of College-wide Academic Review can adapt existing policies for the initial

implementation of the learning assessment. It has a database of more than 1000 trained

assessors and a thorough training program.

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Complete SUNY

Open SUNY will lead this SUNY-wide project to support degree completion for students who

have stopped out of college. The Complete SUNY program will identify and support former

students who wish to return to SUNY to earn a degree.

Goals

Support degree completion for SUNY student stop-outs who are beyond the normal

reach of the originating enrollment college using a variety of cooperative strategies

between SUNY institutions;

Remove barriers for adult learners;

Award credit for prior learning as appropriate;

Connect to existing degree completion projects in SUNY.

Key Strategies

Partnerships: develop partnerships with SUNY colleges to support the development of

completion pathways for stop-outs;

Research: identify stop-outs from various SUNY campuses using SUNY data files and

National Clearinghouse data including degree verification data. Segment and clean data

in preparation for outreach activities;

Marketing and outreach: promotional material within and among SUNY and direct mail

to prospective stop-out students with appropriate supports including soft landing page

and special phone numbers;

Advising: create a network of SUNY academic advisors utilizing call center

methodologies and emphasizing financial aid expertise. Centralized intake and advising

will be supplemented by transfer counselors at all partnership institutions. Advisors will

map student pathways and options and support learners in navigating financial aid;

Tracking: maintain contact, advising, and matriculation information in a web- based

CRM in support of advising and research;

Course Development: Complete SUNY consults with campuses and identifies or

develops online courses that support timely degree completion in critical areas;

SUNY REAL, through its PLA processes, provides cost effective way for students to meet

degree requirements;

Reporting to institutions in the system regarding the completions and project

effectiveness;

SUNY Empire State College will use a special “SUNY residence” policy to provide

individualized degrees for stop-outs whose educational goals have changed and/or have

appropriate learning from experience.

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Project development and support needs

The project will need:

access to SUNY and National Clearinghouse stop-out data from four-year college

programs from cooperating SUNY schools and from two-year college programs from

students who have moved out of their original campus region. This data will allow the

estimation of credits earned through SUNY and other institutions that the student may

have attended;

assistance with identifying any courses needed to assist in transfer between two-year

and four-year programs. Partner institutions would need to identify contacts so that

students can be evaluated for completion pathway at originating SUNY;

policies that support completion at originating SUNY institution;

support for tracking outreach and prospect activity in the CRM.

Complete SUNY will start as a pilot with at least two schools in Fall 2012, gradually increasing

prospect outreach as the yield rates are better understood, and will become fully operational in

Fall 2013.

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SUNY TILT: Transformation and Innovation in Learning and Teaching

SUNY has built its expertise in online teaching and instructional design through the SUNY

Learning Network, and there is a significant community of faculty who use technology in their

teaching. The Faculty Advisory Council on Teaching and Technology (FACT²) has provided some

leadership, and has hosted an annual Conference on Instruction and Technology (CIT).

SUNY also has several strong professional faculty development programs at campuses, including

those at SUNY Albany, Stony Brook and Empire State College. SUNY also has graduate programs

in innovation and teaching at SUNY Albany and Empire State College. Unfortunately, this

expertise has not been sufficiently networked or leveraged for a national reputation in teaching

and learning innovation.

SUNY TILT: a state-wide network to connect innovations in teaching and learning, will:

increase the engagement of those involved in teaching and learning innovation and thus

foster sharing and collaboration

enhance the scholarship of teaching and learning on campuses and SUNY-wide

raise the profile of SUNY with respect to innovation in teaching and learning.

Key strategies:

develop stronger partnerships between institutional professional development efforts;

create a SUNY online, interactive Journal of Innovation in Teaching and Learning;

host an annual conference on Innovation in Teaching and Learning (an evolved CIT);

connect graduate programs in teaching and learning to applied projects across SUNY

host visiting scholars;

develop a program to advance the use of Learning Analytics across campuses;

market SUNY’s expertise in teaching and learning innovation to organizations and

businesses;

apply to major foundations for support of SUNY TILT projects.

SUNY TILT will need coordination, governance, with a reworked mandate for FACT², an Open

SUNY Teaching and Learning Excellence Fund, and collaboration between SUNY TILT and the

SUNY Center for Professional Development.

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The Open SUNY Commons

The Open SUNY Commons is a platform that supports all the activities of Open SUNY: including

all SUNY online and blended delivery and online program development, Open SUNY Resources,

SUNY TILT, and SUNY REAL.

It also provides a portal to online education: state-wide, nationally and globally, and connects to

iTunes, You Tube, the Open Courseware consortium etc., and OERs, and other channels.

Prospective learners discover the SUNY landing page on the Web. They explore traditional

SUNY degree options and the alternative options available through Open SUNY’s world of

online and open learning and OERs. The prospective learner may choose:

The prospective learner may choose to join the traditional SUNY learning campus

community by direct application to a SUNY institution (and able later to access Open

SUNY offerings as part of their campus experience);

as a member of the general public learning community, the learner may continue to

access free online open educational resources provided through the Open SUNY landing

page; or

others may choose to explore the Open SUNY online learning community, access

examples (Teasers/Tasters) of where their quest for learning via Open SUNY might take

them and thumb through the Open SUNY course catalog.

Once registered through Open SUNY (or through their SUNY campus), the learner can

access:

diverse external OERs vetted and validated by Open SUNY ;

a vast array of SUNY learning objects;

open source learning tools including a learning management system, a personalized

collaborative workspace and a learning portfolio for life;

lecture capture, streaming video, iTunes, YouTube, and collaborative social media such

as Twitter, Facebook and others.

The learners can develop their own personal Open SUNY learning environment that, with a

single log in, links them to the home campus, their various online studies, the learning portfolio,

key resources, libraries, social networks and collaborative study spaces, among other

opportunities.

Likewise, the Open SUNY Commons will also provide each SUNY faculty, professional and staff

member a place to build a personal Open SUNY environment that allows them to link to and

create networks and collaborative work spaces, key resources, online classes and other teaching

and learning resources.

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The provision of the Open SUNY Commons resources, systems, services and support would build

on the strengths and achievements of current SUNY initiatives and leverage the advantages of

open source online learning tools. The use of open source learning tools provides:

a. Lower total cost of ownership

ability to scale up to a growing user population without licensing fees

independence from proprietary vendor mandates, contract limitations and

changes

b. Transportability

ability for learning portfolios to follow the learner throughout SUNY and beyond

without licensing or contract restrictions

greater interoperability with a larger variety of other online learning

environments

c. Strength of a creative open community

ability to leverage worldwide open learning communities and the learning tools

most commonly used within those communities

recognition as a leader in online open education.

Open SUNY Commons

partners

projects

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Imagining Open SUNY

PRESS RELEASE: DRAFT –QUOTES NOT APPROVED

Governor Cuomo, SUNY Chancellor Nancy L. Zimpher Approve NYSUNY 2020 Plan: Open SUNY is Open for Business

(New York City Date) – Governor Andrew M. Cuomo and State University of New York Chancellor Nancy L. Zimpher were at the SUNY Empire State College Metropolitan Center in Manhattan to approve the NY SUNY 2020 Challenge Grant application for Open SUNY.

“The NYSUNY 2020 investment will create new jobs in New York and generate new revenue as the Open SUNY enterprise grows and attracts students from all over the world,” Governor Cuomo said. “Open SUNY will increase degree completion for SUNY students especially for those who have stopped out of college and at the same time, Open SUNY enables these New Yorkers to surpass the demands of the global knowledge economy, and in so doing, supports the economic, social and cultural development of every community in the state.”

“Open SUNY is the single largest, most comprehensive online, distance and open learning initiative in the world and delivers on the promises of The Power of SUNY and the 2012 State of the University Address,” said Zimpher.

“Open SUNY fills gaps in the education pipeline and is all about the cradle to career education continuum. Open SUNY provides seamless and expanded access to the wealth of digital resources across the university to our students and faculty, reduces costs and time to degree through recognition of experiential and academic learning and makes the most efficient and effective use of existing resources. Open SUNY is ‘system-ness’ defined.”

As the chancellor indicated in the 2012 State of the University Address, ‘systemness’ is the coordination of multiple components that when working together create a network of activity that is more powerful than any action of individual parts on their own.

[Third-party validator quote(s) from Sloan, Lumina, Educause, OER Foundation etc.]

Consistent with the NYSUNY 2020 grant application, Chancellor Zimpher has directed SUNY Empire State College to play the lead role establishing and moving Open SUNY forward.

“Open SUNY provides an environment for open and online learning which each teacher and learner at each of the 64 campuses can adapt and personalize” said Alan R. Davis, president of SUNY Empire State College. “I am pleased and proud Governor Cuomo and Chancellor Zimpher have approved the NYSUNY 2020 grant application for Open SUNY and I look forward to opening the digital door to the Power of SUNY.”

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Open SUNY would comprise five intersecting and mutually supporting components.

I. Open SUNY Online - The most extensive array of online courses and programs in the nation if not the world.

II. Open SUNY Resources – The sharing open resources and open courseware is a cornerstone of the worldwide Open Education Resource movement.

III. SUNY REAL – Recognition of Experiential and Academic Learning.

The assessment of prior college-level experiential learning and the awarding of college credit for that learning, so accelerating completion and money because students and the state will not be paying for the same learning twice.

IV. Complete SUNY – A system-wide project to support degree completion for any SUNY student who has stopped out of college.

V. SUNY TILT - Transformation and Innovation in Learning and Teaching.

Open SUNY will lead and leverage a system-wide project to connect faculty innovation efforts in online learning.

The $20 million award from the NYSUNY Challenge Act Grant will be used to construct a new coordinating center for Open SUNY, to provide funding for startup costs associated with marketing and advertising and for equipment and staff. Going forward, Open SUNY will be self-sustaining through grant, tuition and fee revenue.

###

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Business and Organizational Planning

a. Organization

Open SUNY will subsume various existing SUNY activities: SLN, COIL, project Win Win, CIT, FACT² as

follows:

SLN morphs into Open SUNY Online etc.

CIT, FACT² and some CPD go under TILT

COIL goes under TILT

Complete SUNY includes project Win Win

Open SUNY staffing will include:

Leadership

Administration

Technical Support (see attached organization chart)

The 3 recommendations of the Innovative Instruction Transformation Team are included in Open

SUNY:

The Open SUNY Commons is the Learning Commons

SUNY TILT is SCARLET, plus parts of the enhanced CPD

The Digital Concierge becomes the personal environments etc. provided for in the Open

SUNY Commons.

Key SUNY Linkages with Open SUNY

include:

• UFS• CPD• SUNY Global• AST: ITECH, SUNY Connect etc.• CIOs• SUNY Plus, NYS Campus Compact• SUNY system mobility initiatives

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b. Location

It is proposed that Open SUNY be located in a new facility on Union Avenue, Saratoga Springs, thus

enhancing the synergies with key Empire State College initiatives.

c. Governance

• The SUNY Provost and a campus president appointed by the Chancellor will co-chair the

Open SUNY Council, which will include other sector presidents plus UFS and external

representatives.

Standing coordinating committees will be established as required:

• Online Consortium, Doodle etc.

• SUNY REAL

• Complete SUNY

• SUNY TILT (re-formed FACT²)

Ad Hoc Teams will also be established for Open SUNY alliances and projects.

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d. Financial Plan (see Appendix B)

Start Up Funding

• NY2020, $18.6 million over 3 years • Other grants: Lumina (SUNY REAL) etc.

Continuing Funding

• Small per credit levy on offerings supported by Open SUNY, • New grants and projects • Shared service savings • Total operating budget of $3,350,000 per annum at year 5

e. Next Steps

• Consultations with campuses and key groups • Full development of the concept and plan • Proposal to SUNY and NY2020 for the building and one time investments • Develop branding and marketing strategies • Announce the launch: Fall 2012 • Formal launch: Fall 2013 • Open the new building in Spring 2014 • Full implementation by 2015

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Acknowledgements

The following contributed to the evolution of this and related proposals over the past 3 years:    Tai Arnold   Assistant Vice President for Academic Programs, SUNY Empire State College   Gerald Benjamin  SUNY Distinguished Professor, SUNY New Paltz  Meg Benke  Provost and Vice President for Academic Affairs, SUNY Empire State College   Jill Buban   Assistant to the Provost, SUNY Empire State College   Robert Clougherty  Dean, School for Graduate Studies, SUNY Empire State College   Alan Davis   President, SUNY Empire State College   Hugh Hammett  Vice President for External Affairs, SUNY Empire State College   Carey Hatch   Associate Provost for Academic Technology & Information Serv., SUNY System 

Administration Robert Knipe     Dean, Learning Technologies, Genesee Community College  David O’Neill   Vice President for Office of Integrated Technologies, SUNY Empire State College   Dawn Riley   Director of Strategic Planning, SUNY Empire State College   Nan Travers   Director, Collegewide Academic Review, SUNY Empire State College   Paul Tucci  Vice President for Administration, SUNY Empire State College   Tina Wagle Chair, Master of Arts in Teaching Program, School for Graduate Studies,                                                 SUNY Empire State College Edward Warzala                Associate Professor/Mentor, SUNY Empire State College   Holly Zanville                  Senior Programs Director, Lumina Foundation for Education  Many members of the administration, faculty, professional and support staff at Empire State College and SUNY System and those who contributed to the Empire State College Vision 2025 proposal:   Tony Bates     President, Tony Bates and Associates Philip Catchings    Senior Vice President ‐ Retired, The Boston Consulting Group  Sir John Daniel    President, Commonwealth of Learning Dave Figuli    University Ventures Funds Partners, LLC James W. Hall    Founding President, Empire State College David Lavallee     Senior Vice Chancellor for Academic Affairs and Provost, SUNY Mitch Leventhal   Vice Chancellor for Global Affairs, SUNY James Lytle    Chair, College Council Rory McGreal     Associate Vice President, Research at Athabasca University Gary E. Miller     Executive Director Emeritus, Penn State University World Campus 

 

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Appendix A: Other Systems

a. Online Course and Degree Consortia

Multiple states and regions of the country have created online consortia to provide students with a

gateway to course and degree offerings from multiple institutions. While some, such as California,

are similar to SLN in that they provide system wide access to courses and degrees, others, such as

UMass Online and Southern Region’s Education Board’s Electronic Campus, offer additional degree

completion options. Still others offer a full cadre of student services tailored to individual students’

needs while others, such as Kentucky, offer options for workforce and teacher training needs. Yet

another, Great Plains Interactive Distance Education Alliance, is an online collaborative of institutions

that jointly offer Internet-based programs.

1. UMass Online

http://www.umassonline.net/

UMass Online is a consortium of the five University of Massachusetts institutions. This consortium

offers online and/or blended courses from all five institutions online in one location. Students are

able to complete certificates, associate, bachelor, and doctorate degrees from the varying

institutions through the UMass Online portal.

In its second decade, the consortium’s original mission was to demonstrate “that distance learning

offerings under the stewardship of a quality institution and its on-campus faculty provide a practical,

affordable, and enriching alternative to traditional educational models. “ ("UMass Online")The

consortium continues to place value on its original mission objectives but is also now focused on

demonstrating “ that online learning can be a critical factor in bringing economic parity and human

rights equality to people and nations where access is restricted because educational resources are

scarce or too costly or simply, denied to some or all. “ (UMass Online) Its mission has evolved to

focus on the international call to focus on those disadvantaged by class, race, gender, age, and

location; people that Empire State College has 40 years of experience serving.

The degree completion programs allow for students to take 30 credits (10 courses) and transfer in or

receive prior learning credit, learning gained from life experience, for 90 credits.

2. Southern Regional’s Education Board’s Electronic Campus

http://www.electroniccampus.org/

Southern Regional’s Education Board’s (SREB) Electronic Campus is similar to SLN and UMass Online

in that it is a consortium of institutions providing online courses. SREB’s Electronic Campus “was

designed to provide learning opportunities from accredited colleges and universities that offered

courses and programs that exceed SREB’s Principles of Good Practice.”(Southern Regional Education

Board's Electronic Campus) It differs in that it includes offerings from hundreds of institutions in the

Southern United States as well as the ability to gain extensive information and apply to each of the

member institutions. Potential students identify themselves as adult learners, traditional learners,

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or teachers who need to enroll in courses to meet the needs of state regulations. SREB also runs a

degree completion program for adult learners and advocates for policy issues and online learning.

3. Kentucky Virtual Campus

http://www.kyvc.org

The Kentucky Virtual Campus (KYVC) is a consortium of Kentucky institutions who serve adult

students, place-bound and time-bound students, employers and employees in business, P-12

students, teachers, and administrators, and traditional students. The KYVC offers certificates,

associate, bachelor, and master degrees as well as licensure programs in areas such as accounting

and child care.

Students are able to search for courses by program and the given term that they would like to enroll

in coursework. They are then able to use a system that is similar to any online shopping experience

in that they select courses, place them in a cart, and then checkout.

The Kentucky Virtual Campus has a Distance Learning Advisory Committee (DLAC) which is “is

responsible for creating committees and work groups which are charged with the responsibility for

planning and recommending policies and procedures for the operation of the Kentucky Virtual

Campus (KYVC). The Committee also addresses the coordination of policies, programs, support

services, and infrastructure in support of distance education across all Kentucky postsecondary

education institutions.” ("Kentucy Virtual Campus")

4. Canadian Virtual University

http://www.cvu-uvc.ca/english.html

Canadian Virtual University (CVU) is an association of public Canadian universities specializing in

online and distance education, and collaborating to increase access to quality assured university

education. Many of its programs have dual accreditation in the United States. CVU offers students

the opportunity to find online programs and courses through their consortium. Additionally, it offers

ease of transfer for students as it has detailed information for students on how to verify

transferability to the student’s home institution.

Program offerings are at the certificate, associate, bachelor, master, and doctoral level. Students can

search for programs or courses by level, institution, or, subject. Additionally, Canadian Virtual

University offers recommended programs for teachers and human resource professionals.

In addition to ease of use and accessibility for students worldwide, Canadian Virtual University offers

institutions the ability to create new online courses by using the cadre of courses developed by all

CVU partner institutions. It also allows these consortium members the ability to share marketing

and student advising.

22

23

5. California Virtual Campus

http://www.cvc.edu/students/programs/

While the California Virtual Campus doesn’t allow students the opportunity to enroll in courses

directly, it allows students to search for programs and courses offered by colleges and universities

across California. Students can then apply through the individual institution or through a centralized

application site, CCCApply. CVU essentially acts as a statewide extensive course catalog while also

offering ease of access to begin the application process at any institution.

Cal State's Online Plan (http://www.insidehighered.com/news/2012/03/05/california-state-rolls-out-

plan-centralized-online-learning-portal#ixzz1oFKwMMSG)

The California State University System on Friday released new documents describing its plans for a

centralized online learning hub, moving the system closer to its vision of a top-flight virtual campus

while drawing skepticism from some faculty.

The portal, called Cal State Online, will serve as a gateway to all virtual courses offered by the

system’s 23 campuses. The goal is to increase capacity at California State, where massive budget cuts

have coincided with a rising demand for higher ed degrees. System officials hope a centrally

administered approach to online education will enable the university to enroll more online students

and turn away fewer qualified applicants.

Cal State Online will not outsource course development or instruction to outside providers, focusing

instead on promoting existing online courses being offered by individual campuses and encouraging

California State faculty to develop new ones.

The system is planning a “beta test” for the portal in the fall, followed by a full launch next spring.

The long-term goal, according to the new documents, is to “enroll over 250,000 students over the

next several decades." (The document does not indicate how many online students it hopes

eventually to enroll at one time.)

While California State cannot be called a pioneer in distance education, its moves could have national

significance. With more than 400,000 students, the system is the largest in the United States. And its

online strategy, as well as the parallel efforts of the University of California, could serve as a test of

whether a massive public higher ed system under extreme financial duress can use online education

to expand access, streamline costs, and keep its faculty happy all at the same time.

Cal State Online on Friday posted an open letter to the university system from Ruth Claire Black, the

recently appointed executive director of Cal State Online, along with a draft request for proposals

(RFP) indicating what kind of services it plans to provide to students and faculty.

“The goal of Cal State Online is to create a standardized, centralized, comprehensive business,

marketing and outreach support structure for all aspects of online program delivery for the Cal State

University System,” says the draft RFP. In the open letter, the executive director offers assurances

23

24

that “participation is optional” for each of the system’s nearly two dozen campuses, “all programs

participating in Cal State Online are subject to the same approval processes as an on-campus

program,” and “online courses will meet or exceed the quality standards of CSU face-to-face

courses.”

Meanwhile, faculty members who develop and teach courses for Cal State Online will get extra pay

and “will be recognized in the retention, promotion and tenure process where appropriate,” writes

Black. The online administrators will respect current union agreements with respect to intellectual

property

California State faculty have been suspicious of the system’s efforts to expand its online strategy, and

for some the new documents offer little comfort.

“We have no confidence, based upon past mismanagement of our administration that such an

expansive enterprise would be carried out without harm to the rest of the institution,” wrote Teri

Yamada, professor of Asian studies at California State University at Long Beach and a faculty union

activist, in an e-mail to Inside Higher Ed, after reading the open letter and the RFP.

“For example, we have no idea how the proposed online programs through Cal State Online will

undercut funding that the 23 brick-and-mortar campuses now receive from their already established

online programs run through colleges of extended education,” Yamada continued.

But Jim Postma, a professor of chemistry at California State University at Chico and chair of the

system-wide Academic Senate, advised his colleagues against prematurely thumbing their noses at

Cal State Online. Postma, who is one of three faculty members on the Cal State Online board, says the

effort to centralize the university’s online offerings does not imply any changes that would threaten

the interests of its faculty.

Despite occasional rumors among faculty that portentous administrative decisions had been made

without their input, Cal State Online “is just now defining what it’s going to be,” says Postma. “I do

feel like we’re at the table and have the ability to help shape it,” he says.

In an interview, Black emphasized that Cal State Online will not be hiring outside instructors to teach

courses, nor will it be empowered to circumvent existing union agreements with regard to existing

faculty. “My goal is not to ‘replace’ anybody,” says Black. “My goal is to add services and [to]

augment” campus offerings.

Postma says his mild reaction to the implications of Cal State online has caused some tension with his

more polemical colleagues. At the last meeting of the California Faculty Association board leaders, “I

was somewhat awkwardly put in the position of defending [Cal State Online],” Postma says. “I’m not

a big fan, but I know it’s not the devil incarnate or anything.”

System officials hope that centralizing its online program administration will help California State

catch up to other large public university systems, such as Penn State University and the University of

Massachusetts, that long ago assimilated online learning by routing individual campus efforts

24

25

through a central hub. Penn State World Campus and UMassOnline are now running healthy

surpluses.

“We’re about 10 years behind everybody,” said F. King Alexander, president of the California State

University at Long Beach. “We’ve never put our heads together and said, ‘How much stronger could

we be if we were unified on this front?’ ”

Alexander estimated that the Long Beach campus turned away more than 40,000 qualified applicants

last year. The capacity issue is endemic across the system, he says.

In the future, Cal State Online could conceivably form partnerships with other state institutions’

online arms that would make it easier for spillover students to take equivalent courses with other

public universities and then seamlessly transfer the credits to California State, Alexander said.

“What we’re not going to do,” he added, “is partner with existing for-profit universities to utilize their

courses.”

Another thing California State is not currently planning to do is outsource to a state-endorsed version

of Western Governors University, a nonprofit online institution that awards degrees based solely on

demonstrated knowledge and skills, rather than seat time.

The California State chancellor’s office invited Robert Mendenhall, the president of Western

Governors, to give a presentation to the Cal State Online board several months ago. But Postma says

he and his faculty colleagues were not keen on the idea of making the Utah-based institution, which

does not use courses or a teaching faculty, an adoptive stepchild of the California State system — as

public institutions in Indiana, Texas and Washington State have done.

“There’s been a lot of discussion about Western Governors,” says Black. But she says she is sensitive

to the faculty concern about that particular model, and “there’s no proposal on the table to partner

with Western Governors or anything like that.”

Rather than eliminating all regimentation in favor of a self-paced model, Cal State Online is

anticipating a more traditional academic schedule comprising eight-week-long terms, with a

universal start date at the beginning of each term.

6. Great Plains Interactive Distance Education Alliance (Great Plains IDEA):

http://www.gpidea.org/

A collaborative of 12 accredited institutions who jointly offer online programs. Students select the

consortia institution in which to apply, enroll, and pay tuition. Member institutions choose which

programs they affiliate themselves with, provide full institutional review, and are able to maintain

individual course numbering even though they meet a common core standard. The collaborative has

a governing body that meets regularly and also has an annual meeting for all member institutions.

25

26

While creating and offering curriculum jointly, each partner institution maintains authority to recruit,

admit, and graduate students.

7. University of Wisconsin MBA Consortium

http://www.wisconsinonlinemba.org/about/

This consortium is comprised of four University of Wisconsin system universities. The program uses

multi-disciplinary, team-taught modules and the curriculum’s flexibility allows students to customize

their degree. While the MBA Consortium degree is offered from the four institutions, one institutions

acts as the managing partner including admissions, advising, financial aid, registration, and

graduation.

8. University of North Carolina System Online

http://www.online.northcarolina.edu

The system web site has some specialized portals that allow for more particular offerings beyond

degree listings. Portals are developed for those looking for teacher education programs, military and

veteran’s programs, a targeted program for math and science for high school students, adult

students and community college students.

9. Online Western New York Learning Alliance (OWL)

A regional alliance among the western region community colleges: Corning, Erie, Finger Lakes,

Genesee, Jamestown, and Monroe; wherein a working adult student may earn an affordable,

accessible online degree or certificate by pooling courses taken from any one or a combination of the

alliance institutions. The consortium will allow for one-stop “concierge” service for online students at

all participating institutions which will allow member institutions with the ability to share and pool

online degree information, identify key programs, advisors, and other services.

Blended Learning

1. University of Missouri System

Similar to the evolution of SLN through the Open SUNY proposal, The University of Missouri

System, a consortium of all thirteen public four-year universities in Missouri, will engage cross-

institutional collaboration to create blended learning courses. Each institution will take the lead in

redesigning a high-enrollment gateway undergraduate course to improve student learning,

persistence, and program completion as well as to reduce the costs of instruction. The redesign

initiative will be guided by the principles and practices of the National Center for Academic

Transformation (NCAT). This consortium was funded through a Gates Foundation and Hewlett

Foundation grant.

26

27

b. Degree Completion

The following consortia offer solutions for students to complete a degree in a fast, affordable

manner while earning a degree with academic integrity. The majority of these consortia engage

students in prior learning assessment through a course that allows them to create a portfolio of prior

learning experiences, similar to the SUNY Complete and SUNY REAL proposals.

1. UMassOnline

http://www.umassonline.net

Returning students with 90 or more credits can earn a Bachelor of Arts by completing 30 credits (10

courses) completely online. The program is packaged so that students benefit from a well-rounded,

integrated learning experience that provides a foundation in academic skills as well as a focus on

interdisciplinary content. This model is similar to Empire State College’s current transfer/PLA policy

that allows students to transfer 96 credits and complete 32 credits (8 4-credit courses).

2. State of Texas

http://www.Gradtx.org

Like UMassOnline and the proposed SUNY REAL, Grad TX allows returning students to earn a

bachelor’s degree by utilizing transcript credit and prior learning assessment. Grad TX provides

students with an online transfer tool that allows students to preview how their credits could count

toward a bachelor’s degree at one of eight participating Texas universities. Grad TC offers

individually tailored advising and financial aid services.

3. System of Georgia

http://www.georgiaonmyline.org/adultlearner/

Nine campuses form the University of Georgia System form the Adult Learning Consortium. The

consortium focuses on services, such as prior learning assessment, that assist students in obtaining

their degrees. The Georgia ONmyLINE website allows students to complete courses and degrees

from the nine campus consortium.

4. Western Governors University

http://www.wgu.edu/

Western Governors degrees are based on competencies as opposed to credit hours. Degrees are

completed online, as is prior learning assessment that allows students to complete competency-

based work in an accelerated timeframe. WGU utilizes mentors who, like mentors at Empire State

College and the proposed advisor model for SUNY REAL, guide their students toward the

27

28

achievement of their educational goals and degree attainment, thus assisting with student retention

and persistence.

5. Center for Adult Learning in Louisiana

Seven institutions provide students with options to complete degrees in 17 highly employable

degree programs. The Center offers targeted student services to assist with student success.

6. Kentucky Council on Postsecondary Education

http://cpe.ky.gov/policies/academicinit/adult_learner.htm

The Kentucky Adult Learner Initiative aims to assist adult learners in attaining their educational goals.

The main objectives are to: create policy recommendations for the state and institutional levels to

support adult learners as well as assist institutions in serving the needs of adult learners. They do so

by providing adult learner resources, as well as providing an ACE/CLEP workshop and an Adult

Learner Summit.

c. Workforce Development

These institutions and consortiums have programs that focus on student employability and

community workforce needs.

1. Community College of Vermont

http://www.ccv.edu/APL

Community Colleges of Vermont offer courses, certificates, and workshops tailored to fit the needs

of businesses in a variety of industries in the state of Vermont. In addition, CCV offers a Governor’s

Career Ready Certificate Program that focuses on work-ready skills.

2. Minnesota FastTRAC

http://www.mnfasttrac.org/approach.html

Minnesota FastTRAC (Training, Resources, and Credentialing) seeks to make Minnesota more

competitive by meeting the common skills needs of businesses and individuals. Fast TRAC integrates

basic skills education with career-specific training to fill high-demand jobs. FastTRAC partners with

state, local, and national partners in order to align workforce needs with long-term employability for

adult learners.

28

29

Appendix B: Preliminary cost and revenue estimates

The following spreadsheets show sources of funding to operate Open SUNY for the first 5 years. They

assume:

Open SUNY is a major project for NY2020 funds

Modest growth in major foundation grants

Some re-alignments of existing resources within SUNY

Location of an Open SUNY administration center in Saratoga Springs on land

purchased by the Empire State College Foundation.

Not factored yet into the revenue is a small, per credit levy on all Open SUNY online courses to

support on-going operations, e.g. at $10 per credit for 300,000 credits = $3 million annually.

29

30 

  

  

  Summary of Open SUNY Proposal   

Appendix B.1 

2012‐13 

2013‐14 

2014‐15 

2015‐16 

2016‐17 

5 yr. Total 

Operating Expenses: 

FTE 

$ 

FTE 

$ 

FTE 

$ 

FTE 

$ 

FTE 

$ 

$ 

Admin. &

 Govern. 

   2.00  

$766,392 

         3.00  

$782,970 

  3.00 

$790,225 

  3.00 

$622,627 

         3.00  

$648,097 

$3,610,323 

Complete SUNY 

   6.95  

$565,869 

         6.95  

$530,869 

  7.95 

$618,437 

  7.95 

$629,029 

         7.95  

$639,832 

$2,984,067 

SUNY Real 

   3.95  

$364,870 

         4.45  

$556,869 

  4.95 

$890,334 

  4.95 

$1,197,802 

         4.95  

$1,355,519 

$4,365,414 

SUNY Commons  

   5.00  

$569,368 

         5.00  

$569,368 

  5.00 

$577,255 

  5.00 

$585,300 

         5.00  

$667,361 

$2,968,672 

TILT 

   0.15  

$30,439 

         0.20  

$52,839 

  0.20 

$58,344 

  0.20 

$63,859 

         0.20  

$64,384 

$269,866 

Total O

perating Exp.: 

   18.05  

$2,296,938 

       19.60  

$2,492,915 

  21.10 

$2,934,596 

  21.10 

$3,098,617 

       21.10  

$3,375,194 

$14,198,342 

Cap

ital Expenses: 

$2,500,000 

$5,000,000 

$4,000,000 

$3,100,000 

$0 

$14,600,000 

  

  

  

  

  

  

  

 

Funding:  

Fees 

$128,620 

$599,000 

$1,135,500 

$2,369,000 

$3,011,500 

$7,243,620 

Grants 

$0 

$0 

$0 

$370,245 

$320,822 

$691,067 

Savings/Efficiencies 

$45,000 

$45,000 

$45,000 

$45,000 

$45,000 

$225,000 

NYSUNY2020 Operat. 

$2,150,000 

$1,950,000 

$1,900,000 

$0 

$0 

$6,000,000 

NYSUNY2020 Capital 

$500,000 

$5,000,000 

$4,000,000 

$3,100,000 

$0 

$12,600,000 

ESCF 

$2,000,000 

$0 

$0 

$0 

$0 

$2,000,000 

Total Funding 

$4,823,620 

$7,594,000 

$7,080,500 

$5,884,245 

$3,377,322 

$28,759,687 

Difference 

$26,682 

$101,085 

$145,904 

‐$314,372 

$2,129 

‐$38,655 

Notes: 

Does not include the costs or efficien

cies gained

 with the possible inclusion of SLN 

Construction could entail approximately 70 jobs and over $4 m

illion in

 one‐tim

e construction earnings  

Does not include gross tuition gen

erated

 on new

 enrollm

ents, w

hich is assumed

 to stay with host institution to cover instructional costs.  Proposal 

does include $10 per credit charge on all on‐line courses registered through

 the Open

 SUNY portal beginning in year 4 (2015‐16) to fund and 

sustain Open

 SUNY Administration and Governance (see Appendix B.2).  Proposal also includes 10% overhead assessm

ent on all cred

its associated

 with SUNY Complete (see Appen

dix B.3) 

  

31 

  

  

  Open SUNY Administrative & Governan

ce Budget Proposal  

Appendix B.2

 

Investment from SUNY 

Self‐Sustaining 

  2012‐13 

2013‐14 

2014‐15 

  2015‐16 

2016‐17 

Personnel 

FTE 

FTE

FTE 

  FTE 

FTE

  

Exec. Dir.   

1 

$75,000

1$100,000

1 

$102,000

1 

$104,040

1$114,040

Secretary  

1 

$18,262

1$36,523

1 

$37,253

1 

$37,999

1$39,138

Bus. M

gr. 

  1

$65,000

1 

$66,300

1 

$67,626

1$72,626

Total Salary 

  $93,262

$201,523

$205,553

  $209,665

$225,804

Fringe @

 50% avg rate 

  $46,631

$100,762

$102,777

  $104,832

$112,902

Total Personnel  

2 

$139,892

3$302,285

3 

$308,330

3 

$314,497

3$338,707

    

    

OTP

S  

S&E ($3K per FTE) 

  $6,000

$9,000

$9,000

  $9,000

$9,000

Marketing 

  $350,000

$350,000

$350,000

  $175,000

$175,000

Governance Travel 

  $3,500

$3,605

$3,713

  $3,825

$3,939

CRM 

  $210,000

$60,000

$60,000

  $60,000

$60,000

Travel & CPD 

  $3,000

$3,000

$3,000

  $3,000

$3,000

Ren

t   

$54,000

$55,080

$56,182

  $57,305

$58,451

Total O

TPS 

  $626,500

$480,685

$481,895

  $308,130

$309,391

    

    

Total Expen

ses  

  $766,392

$782,970

$790,225

  $622,627

$648,097

    

    

Revenues 

    

    

Fee on credits generated

* 

  $0

$0

$0

  $640,000

$670,000

NYSUNY 2020 Operating 

  $800,000

  $800,000

  $800,000

  $0

  $0

Notes and assumptions: 

  Exec. Director 3/4 year first year, B

us Mgr & Secretary 1/2 year initially 

Salary incr. =

 2% in

 years 3 & 4, 10% bonus in year 5 for Exec. Dir. and Bus. M

gr, 2% est. for Secretary based

 on collective bargaining 

Governance travel once a year to Saratoga, 10 officials @

 $350, plus 2 officials from Saratoga $165 travel, $115 lodging,  $70 m

eals, 3% escalation 

Ren

t is assumed

 to be at $18 sq. ft. , need

 to house 19 new

 staff at 140 sq. ft per staff plus a 300 sq. ft. conference room = $54,000  

New

 building comes on line in

 2015, however, ren

t would be used to cover ground lease on new

 building through

 2028 

*Reven

ues would be based on fee equal to $10 per cred

it offered

 through

 Open

 SUNY.  

  

32 

  

  

  Complete SUNY Budget Proposal   

Appendix B.3 

Investment from SUNY 

Self‐Sustaining 

  2012‐13 

2013‐14 

2014‐15 

  2015‐16 

2016‐17 

Personnel 

FTE 

FTE 

FTE 

  FTE 

FTE 

  Director  

0.50 

$32,500

0.50

$32,500

0.50

$33,150

0.50

$33,813

0.50

$34,489 

Secretary  

0.45 

$16,435 

0.45 

$16,435 

0.45 

$16,764 

0.45 

$17,099 

0.45 

$17,441 

KBS 1 

1.00 

$27,744 

1.00 

$27,744 

1.00 

$27,744 

1.00 

$28,299 

1.00 

$28,865 

Inform

ation Specialist 

2.00 

$70,000 

2.00 

$70,000 

2.00 

$71,400 

2.00 

$72,828 

2.00 

$74,285 

Professional Advisor  

3.00 

$150,000 

3.00 

$150,000 

4.00 

$204,000 

4.00 

$208,080 

4.00 

$212,242 

Total Salary 

  $296,679 

$296,679 

$353,058 

  $360,119 

$367,322 

Fringe ben

efits @ 50% avg rate 

  $148,340 

$148,340 

$176,529 

  $180,060 

$183,661 

Total Personnel  

6.95 

$445,019 

6.95 

$445,019 

7.95 

$529,587 

7.95 

$540,179 

7.95 

$550,982 

    

OTPS  

    

S&E ($3K per FTE) 

  $20,850 

$20,850 

$23,850 

  $23,850 

$23,850 

Web

 design* 

  $50,000 

$15,000 

$15,000 

  $15,000 

$15,000 

Direct Mail O

utreach 

  $50,000 

$50,000 

$50,000 

  $50,000 

$50,000 

Total O

TPS 

  $120,850 

$85,850 

$88,850 

  $88,850 

$88,850 

    

    

Total Expen

ses  

  $565,869

$530,869

$618,437

$629,029

$639,832 

    

Reven

ue** 

    

    

New

 Enrollm

ent  

100 

$76,120 

500 

$389,000 

750 

$600,000 

1000 

$819,000 

1500 

$1,228,500 

NYSUNY 2020 Operating 

  $500,000 

$300,000 

$250,000 

    

    

Margin  

  ‐$489,749 

  ‐$141,869 

  ‐$18,437 

  $189,971 

  $588,668 

Notes & assumptions: 

Salaries will increase by 2% beginning year 3 as per curren

t collective bargaining agreem

ents. 

*fee

 for service  

** W

e anticipate 1000 studen

ts per 200,000 prospected (.5 percent).  The minim

um reven

ue of $761 per head sustains with a healthy margin that is reinvested

 into Open

 SU

NY ($75 readmission fee; p

ortfolio

 $315 and 10% of tuition).  M

inim

um enrollm

ent will be 16 credits per head which comes to $371 at curren

t rates  

Readmission fee

 $75 

75 

75 

75 

75 

Portfolio

 fee

 $315 

315 

315 

315 

315 

Tuition tax on 16 credits  

$371 

388 

410 

429 

429 

Income per head 

$761 

778 

800 

819 

819 

  

33 

  

  

  SUNY Real Budget Proposal   

Appendix B.4

 

Investment from SUNY 

Self‐Sustaining 

  2012‐13

2013‐14

2014‐15 

 2015‐16 

2016‐17

Personnel 

Costs 

FTE 

FTE

FTE 

  FTE

FTE

  

Director  

0.50 

$32,500

0.50

$32,500

0.50 

$32,500 

0.50

$33,150 

0.50

$33,813

Secretary  

0.45 

$16,436

0.45

$16,435

0.45 

$16,764 

0.45

$17,099 

0.45

$17,441

KBS 1 

1.00 

$27,744

1.00

$27,744

1.00 

$28,299 

1.00

$28,865 

1.00

$29,442

Advisor  

2.00 $112,000

2.50

$140,000

3.00 

$171,360 

3.00

$174,787 

3.00

$178,283

Evaluators * 

  $30,000

$120,000

$300,000 

$500,000 

$600,000

Total Salary 

  $218,680

$336,679

$548,923 

  $753,901 

$858,979

Fringes @ 50% avg rate 

  $109,340

$168,340

$274,461 

$376,951 

$429,490

Total Personnel Costs  

3.95 $328,020

4.45

$505,019

4.95 

$823,384 

4.95

$1,130,852 

4.95

$1,288,469

Student Tu

tors 

  $22,500

$36,000

$49,500 

  $49,500 

$49,500

    

    

OTPS  

    

    

S&E ($3K per 

FTE) 

  $11,850

$13,350

$14,850 

  $14,850 

$14,850

Travel 

  $2,500

$2,500

$2,600 

$2,600 

$2,700

Total O

TPS 

  $14,350

$15,850

$17,450 

  $17,450 

$17,550

Total Expen

ses  

  $364,870

$556,869

$890,334 

  $1,197,802 

$1,355,519

Headcount 

    

  

Reven

ue** 

150 

$52,500

600

$210,000

1500 

$535,500 

2500

$910,000 3000

$1,113,000

Grants 

  $0

$0

$0 

   $  300,000  

 $  250,000  

NYSUNY 2020 Operating 

  $350,000

$350,000 

$350,000  

  $0 

$0 

    

  

Margin  

  $37,630

  $3,131

  ‐$4,834 

  $12,198 

  $7,481

Notes:    

  Trained

 evaluators = $100 for every 1 to 4 credits requested, assumes 3,000 studen

ts req

uests 8 credits each.  

   Revenues = $350 * 3000 studen

ts first two years, then

 fee

 increases by HEPI, estim

ated

 2% each year thereafter. 

  

34 

  

  

Open SUNY Commons Budget Proposal 

Appendix B.5

 

  

  

  

  

  

  

Investment from SUNY 

Self‐Sustaining 

  2012‐13 

2013‐14 

2014‐15 

  2015‐16 

2016‐17 

Personnel 

FTE 

FTE

FTE

  FTE

FTE 

  

Applications Admin. 

1 

$50,000

1$50,000

1$51,000 

1$52,020

1 

$62,424

System

 Administrator 

1 

$60,000

1$60,000

1$61,200 

1$62,424

1 

$74,909

Librarian

 1 

$60,000

1$60,000

1$61,200 

1$62,424

1 

$74,909

Library Support 

2 

$90,000

2$90,000

2$91,800 

2$93,636

2 

$112,363

Total Salary 

  $260,000

$260,000

$265,200 

  $270,504

$324,605

Fringe @

 50% avg. rate 

  $134,368

$134,368

$137,055 

  $139,796

$167,756

Total Personnel  

5 $394,368

5$394,368

5$402,255 

5$410,300

5 

$492,361

    

    

OTPS  

    

    

S&E ($3K per FTE) 

  $15,000

$15,000

$15,000 

  $15,000

$15,000

Travel & CPD 

  $10,000

$10,000

$10,000 

  $10,000

$10,000

LMS hosting 

(Moodlerooms) 

  $100,000

$100,000

$100,000 

  $100,000

$100,000

Learning Portfolio

   

$50,000

$50,000

$50,000 

  $50,000

$50,000

Library Licensing 

  $65,000

$65,000

$65,000 

  $65,000

$65,000

Total O

TPS 

  $175,000

$175,000

$175,000 

  $175,000

$175,000

    

    

Total Expen

ses  

  $569,368

$569,368

$577,255 

  $585,300

$667,361

    

    

Funding: 

    

    

NYSUNY 2020 Operating 

  $500,000

$500,000

$500,000 

  $0

$0

ESC Savings on Angel  

  $45,000

$45,000

$45,000 

  $45,000

$45,000

Net Expenditures 

  $24,368

  $24,368

  $32,255 

  $540,300

  $622,361

Assumptions:  

  Salary increases = 2% in

 years 3, 4

  & 5 based on collective bargaining 

  

35 

  

  

  SUNY TILT  Budget Proposal   

Appendix B.6

Investment from SUNY 

Self‐Sustaining 

  2012‐13

2013‐14

2014‐15 

 2015‐16

2016‐17

Personnel 

Costs 

FTE 

FTE

FTE

  FTE

FTE

  

Coordinator 

0.10 $13,500 

0.15

$15,000

0.15

$15,300 

0.15

$15,606

0.15

$15,918

Secretary  

0.05 

$1,826 

0.05

$1,826

0.05

$1,863 

0.05

$1,900

0.05

$1,938

Total Salary 

  $15,326 

$16,826

$17,163 

  $17,506

$17,856

Fringe  at 50% avg. rate 

  $7,663 

$8,413

$8,581 

$8,753

$8,928

Total Personnel Costs  

0.15 $22,989 

0.20

$25,239

0.20

$25,744 

0.20

$26,259

0.20

$26,784

    

    

OTPS  

    

    

S&E ($3K per 

FTE) 

  $450 

$600

$600 

  $600

$600

Marketing 

  $5,000 

$5,000

$5,000 

  $5,000

$5,000

Annual 

Conference 

  $0 

$20,000

$25,000 

  $30,000

$30,000

Other Travel 

  $2,000 

$2,000

$2,000 

$2,000

$2,000

Total O

TPS 

  $7,450 

$27,600

$32,600 

  $37,600

$37,600

Total Expen

ses  

  $30,439 

$52,839

$58,344 

  $63,859

$64,384

    

  

Overhead 

  $3,044 

$5,284

$5,834 

  $6,386

$6,438

    

    

Reven

ue** 

  $0 

$0

$0 

  $70,245

$70,822

    

    

Waive overhead  

  $3,044 

$5,284

$5,834 

  $0 

$0 

Margin  

  ‐

$30,439 

  ‐

$52,839

  ‐$58,344 

  $0

  $0

Notes and assumptions: 

* Coordinator would be 10% of the effort  of the new Vice Provost for Research and Innovation 

Secretarial support would be 5% effort of the SU

NY REA

L/Complete support role  

** External grant funding after year 3 for all costs 

Overhead rate =  

10% 

  Travel includes hosting visiting scholars, m

arketing includes  publications 

  

36 

  

  

  Open SUNY Lan

d Acquisition and Build

ing Costs 

Appendix B.7 

2012‐13 

2013‐14 

2014‐15 

2015‐16 

 Total Costs 

Land Acquisition 

 $        2,000,000  

 $                       ‐    

 $                       ‐    

 $                       ‐     $   2,000,000  

Dem

olition Cost 

 $            500,000  

 $                       ‐    

 $                       ‐    

 $                       ‐     $       500,000  

 $                   ‐    

Design 

 $                       ‐    

 $        1,000,000  

 $   1,000,000  

 

Construction 

 $                       ‐    

 $        4,000,000  

 $        4,000,000  

 $        2,000,000  

 $ 10,000,000  

Equipment 

 $                       ‐    

 $                       ‐    

 $                       ‐    

 $        1,100,000  

 $   1,100,000  

Total Costs by 

Year 

 $        2,500,000  

 $        5,000,000  

 $        4,000,000  

 $        3,100,000  

 $ 14,600,000  

Building a 30,000 sq. ft. building in Saratoga Springs on Union Avenue,  36‐m

onth project once funding has been secured 

  

  

  

  

  

Funding: 

* SU

NY ESCF 

 $        2,000,000  

mortgage to be paid off by ground lease and turnkey to SUNY 

** NYSUNY 2020 

 $      12,600,000  

all site preparation, design, construction and equipment 

Total 

 $      14,600,000  

Construction could entail approximately 70 jobs and over $4 m

illion in

 one‐time construction earnings  

Financing assumptions: 

ESCF would direct finance 5% interest year, 15 year period, $50,000 closing costs. 

Paymen

ts approximately $16,211 per m

onth, total interest = $868,028 

ESCF would assume any overhead costs as m

atching funds for project.