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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.

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  1. 1. connectcollaborateinnovateTable of ContentsThe Proposition.......................................................................................................................................... 2The Charge ................................................................................................................................................. 3The Imperative........................................................................................................................................... 4Open SUNY Online ..................................................................................................................................... 5Open SUNY Resources................................................................................................................................ 6SUNY REAL.................................................................................................................................................. 7Complete SUNY.......................................................................................................................................... 9SUNY TILT ................................................................................................................................................. 11The Open SUNY Commons....................................................................................................................... 12Imagining Open SUNY ............................................................................................................................. 14Business and Organizational Planning ..................................................................................................... 17a. Organization................................................................................................................................ 17b. Location ...................................................................................................................................... 18c. Governance................................................................................................................................. 18d. Financial Plan ............................................................................................................................. 19e. Next Steps ................................................................................................................................... 19Acknowledgements.................................................................................................................................. 20Appendix A: Other Systems...................................................................................................................... 21Appendix B: Preliminary Costs and Revenue Estimates........................................................................... 29Contact: Office of the President, SUNY Empire State College
  2. 2. 2The PropositionOpen SUNY expands open and online education and fosters innovation in teaching and learningthrough coordinated systems, projects and alliances, in order to improve access, quality, andcost 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 aglobal knowledge economy, and thus supports the economic, social and cultural developmentof every community in the state, and creates new jobs in higher education through its profitableendeavors 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 OnlineOpen SUNY ResourcesSUNY REALComplete SUNYSUNY TILTsupported by the Open SUNY CommonsOpen SUNY is a systemic, meta-level entity that works across SUNY’s 64 institutions to providethe 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 assustainability; entrepreneurship; economic development; STEM; languages; andqualifying studies;create rich and open educational resources with SUNY experts;respond nimbly and effectively to state-wide and national workforce needs, and torelated funding opportunities;provide new revenues to campuses through expanded online endeavors.2
  3. 3. 3The ChargeFrom “The Power of SUNY” (2009)Building on SUNY’s current open and online initiatives, Open SUNY has the potential tobe America’s most extensive distance learning environment. It will provide students withaffordable, 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 fromacross the state and throughout the world through social and emerging technologiesand link them to the best in open educational resources. Open SUNY will provide anonline portal for thousands of people worldwide.From “Vision 2025” (2011) Empire State CollegeOpen SUNY will serve SUNY as an incubator, a convener and coordinator of systeminitiatives, pursuant to the idea this is central to “the Power of SUNY”.Open SUNY has the potential to:animate SUNY’s degree completion projectprovide key gap courses to facilitate transfer within SUNYprovide an interface for national and global endeavorshost an advanced portal for all SUNY online offeringshost and execute projects in open learninglink learners locally and globally in rich, online learning environmentsact as a laboratory and incubator for SUNY in open learningseek major grants to support development, innovation, research & scholarship inopen learningco-host a new SUNY research institute for teaching and learningbe a state, national and international leader in research and practice in priorlearning assessment and the use of e-portfolios.From the State of the University Address (2012)Open SUNY has the potential to be the nations most extensive distance-learningenvironment. It will provide innovative and flexible education. It will network studentswith faculty and peers from across the state and throughout the world and link them tothe best in open educational resources ……. well look to our campuses already deeplyinvested in on-line learning; to an expansion of the SUNY Learning Network; and to therole Empire State College can play in certifying prior work and learning experience tocreate SUNYs on-line university.3
  4. 4. 4The Imperative, in briefIn order to meet any of the goals articulated by the Lumina Foundation and by President BarackObama and others to raise the overall levels of higher education across all sectors of thepopulation, 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 openeducational resources of all sorts, the notable (though flawed) success of for profit institutionsin exposing the vacuum that traditional higher education ignored, and the emergence of stateand 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 beenlearned about distance, online, adult and open learning, and the effective use ofemerging 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 alsosupporting institutional needs;by leveraging its size and scope and reputation, SUNY will become a recognized leader inserving open and online learners in every community of the state, as well as nationallyand globally, and thus truly manifesting “the Power of SUNY”;if SUNY does not move to new approaches with intent and synergism, others fromelsewhere (including some with questionable quality and motives) will continue to dothis work for us, and opportunities for job growth in the higher education sector willcontinue to be lost. New York should not be importing inferior higher education andthus losing considerable tuition and aid dollars (and thus jobs) to other states andcountries.4
  5. 5. 5Open SUNY OnlineSUNY has the capability of collectively offering the most extensive array of online courses andprograms in the country. Open SUNY Online would build on the achievements of the SUNYLearning Network, which, in this proposal, would form the core of Open SUNY Online, andexpand to include all of SUNY’s online offerings, and be enhanced by the other dimensions ofOpen 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 campusautonomy is maintained. Each campus would thus determine the regulations for each programlisted, such as admission, continuation, and graduation requirements, and would give priority ofaccess 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 goonline with courses in a major for instance, but rely on consortium offerings for generaleducation and elective courses;better planning for new course and program development, which would reflect theavailability of existing offerings, and thus eliminate duplication of effort;stimulate and enable interdisciplinarity across faculty and campuses through onlinedevelopment;engage in important research using learning analytics to look closely at online andblended learners’ experiences (see SUNY TILT later);create communities of practice in all areas of online course development, delivery andstudent services in both distance and blended offerings.Underlying information systems alignments and cross-registration and mobility protocols wouldbe essential for the effective operation of the consortium.In addition to all we have learned with SLN, there are several other state and multi-stateconsortia that can be studied for best practices in governance and operation, as described inAppendix A.5
  6. 6. 6Open SUNY ResourcesOpen Educational Resources (OER) are teaching, learning, and research resources thatreside in the public domain or have been released under an intellectual property licensethat permits their free use or re-purposing by others. Open educational resources includefull courses, course materials, modules, textbooks, streaming videos, tests, software, andany 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 andsharing of open educational resources and courseware.SUNY, with its combined academic expertise, and its potential, through Open SUNY, to build onexisting repositories of digital artifacts, can make vast amounts of high quality, credible materialavailable 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, andthe SUNY Digital Repository (developed by the SUNY Connects library consortium) is an exampleof a system wide approach. These can form the nucleus of Open SUNY Resources, which can alsolink with the major OER networks around the world such as: Open Learn, OCW, OERu, andConnexions.Taking a cue from MITx, wherein the many open MIT materials can now be used with learnersupport 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 beforestarting 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 personalizedcollaborative workspace and a learning portfolio for life.6
  7. 7. 7SUNY REAL: Recognition of Experiential and Academic LearningPeople 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 beeno evaluated for college credit from other accredited colleges or nationallyrecognized organizations (American Council on Education (ACE), CLEP, etc.), oro formally recognized but not yet evaluated for college credit (New York Timescourses, MITx studies, Mozilla Badges, continuing education offerings, etc.)prior experiential learning gained through work/professional development and personalstudy;emergent learning through ongoing professional development or through other relevantexperiences, such as studying OERs.The key to recognizing such learning towards a degree is to have rigorous evaluation by properlytrained 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 theacademy;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;andre-purpose materials to share for employment and other uses.7
  8. 8. 8SUNY REAL would provide:a SUNY-wide digital commons for learning portfolios;assessment structures to evaluate verifiable, college-level prior experiential andemergent 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 thewider community of practice of non-collegiate learning assessment.Within SUNY, Empire State College has the experience and capability to quickly launch SUNYREAL. Its Office of College-wide Academic Review can adapt existing policies for the initialimplementation of the learning assessment. It has a database of more than 1000 trainedassessors and a thorough training program.8
  9. 9. 9Complete SUNYOpen SUNY will lead this SUNY-wide project to support degree completion for students whohave stopped out of college. The Complete SUNY program will identify and support formerstudents who wish to return to SUNY to earn a degree.GoalsSupport degree completion for SUNY student stop-outs who are beyond the normalreach of the originating enrollment college using a variety of cooperative strategiesbetween SUNY institutions;Remove barriers for adult learners;Award credit for prior learning as appropriate;Connect to existing degree completion projects in SUNY.Key StrategiesPartnerships: develop partnerships with SUNY colleges to support the development ofcompletion pathways for stop-outs;Research: identify stop-outs from various SUNY campuses using SUNY data files andNational Clearinghouse data including degree verification data. Segment and clean datain preparation for outreach activities;Marketing and outreach: promotional material within and among SUNY and direct mailto prospective stop-out students with appropriate supports including soft landing pageand special phone numbers;Advising: create a network of SUNY academic advisors utilizing call centermethodologies and emphasizing financial aid expertise. Centralized intake and advisingwill be supplemented by transfer counselors at all partnership institutions. Advisors willmap student pathways and options and support learners in navigating financial aid;Tracking: maintain contact, advising, and matriculation information in a web- basedCRM in support of advising and research;Course Development: Complete SUNY consults with campuses and identifies ordevelops online courses that support timely degree completion in critical areas;SUNY REAL, through its PLA processes, provides cost effective way for students to meetdegree requirements;Reporting to institutions in the system regarding the completions and projecteffectiveness;SUNY Empire State College will use a special “SUNY residence” policy to provideindividualized degrees for stop-outs whose educational goals have changed and/or haveappropriate learning from experience.9
  10. 10. 10Project development and support needsThe project will need:access to SUNY and National Clearinghouse stop-out data from four-year collegeprograms from cooperating SUNY schools and from two-year college programs fromstudents who have moved out of their original campus region. This data will allow theestimation of credits earned through SUNY and other institutions that the student mayhave attended;assistance with identifying any courses needed to assist in transfer between two-yearand four-year programs. Partner institutions would need to identify contacts so thatstudents 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 increasingprospect outreach as the yield rates are better understood, and will become fully operational inFall 2013.10
  11. 11. 11SUNY TILT: Transformation and Innovation in Learning and TeachingSUNY has built its expertise in online teaching and instructional design through the SUNYLearning Network, and there is a significant community of faculty who use technology in theirteaching. The Faculty Advisory Council on Teaching and Technology (FACT²) has provided someleadership, and has hosted an annual Conference on Instruction and Technology (CIT).SUNY also has several strong professional faculty development programs at campuses, includingthose at SUNY Albany, Stony Brook and Empire State College. SUNY also has graduate programsin innovation and teaching at SUNY Albany and Empire State College. Unfortunately, thisexpertise has not been sufficiently networked or leveraged for a national reputation in teachingand 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 thusfoster sharing and collaborationenhance the scholarship of teaching and learning on campuses and SUNY-wideraise 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 SUNYhost 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 andbusinesses;apply to major foundations for support of SUNY TILT projects.SUNY TILT will need coordination, governance, with a reworked mandate for FACT², an OpenSUNY Teaching and Learning Excellence Fund, and collaboration between SUNY TILT and theSUNY Center for Professional Development.11
  12. 12. 12The Open SUNY CommonsThe Open SUNY Commons is a platform that supports all the activities of Open SUNY: includingall 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 toiTunes, You Tube, the Open Courseware consortium etc., and OERs, and other channels.Prospective learners discover the SUNY landing page on the Web. They explore traditionalSUNY degree options and the alternative options available through Open SUNY’s world ofonline and open learning and OERs. The prospective learner may choose:The prospective learner may choose to join the traditional SUNY learning campuscommunity by direct application to a SUNY institution (and able later to access OpenSUNY offerings as part of their campus experience);as a member of the general public learning community, the learner may continue toaccess free online open educational resources provided through the Open SUNY landingpage; orothers may choose to explore the Open SUNY online learning community, accessexamples (Teasers/Tasters) of where their quest for learning via Open SUNY might takethem and thumb through the Open SUNY course catalog.Once registered through Open SUNY (or through their SUNY campus), the learner canaccess: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 personalizedcollaborative workspace and a learning portfolio for life;lecture capture, streaming video, iTunes, YouTube, and collaborative social media suchas Twitter, Facebook and others.The learners can develop their own personal Open SUNY learning environment that, with asingle 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 otheropportunities.Likewise, the Open SUNY Commons will also provide each SUNY faculty, professional and staffmember a place to build a personal Open SUNY environment that allows them to link to andcreate networks and collaborative work spaces, key resources, online classes and other teachingand learning resources.12
  13. 13. 13The provision of the Open SUNY Commons resources, systems, services and support would buildon the strengths and achievements of current SUNY initiatives and leverage the advantages ofopen source online learning tools. The use of open source learning tools provides:a. Lower total cost of ownershipability to scale up to a growing user population without licensing feesindependence from proprietary vendor mandates, contract limitations andchangesb. Transportabilityability for learning portfolios to follow the learner throughout SUNY and beyondwithout licensing or contract restrictionsgreater interoperability with a larger variety of other online learningenvironmentsc. Strength of a creative open communityability to leverage worldwide open learning communities and the learning toolsmost commonly used within those communitiesrecognition as a leader in online open education.Open SUNY Commonspartnersprojects13
  14. 14. 14Imagining Open SUNYPRESS RELEASE: DRAFT –QUOTES NOT APPROVEDGovernor Cuomo, SUNY Chancellor Nancy L. Zimpher Approve NYSUNY2020 Plan: Open SUNY is Open for Business(New York City Date) – Governor Andrew M. Cuomo and StateUniversity of New York Chancellor Nancy L. Zimpher were at the SUNY Empire State CollegeMetropolitan Center in Manhattan to approve the NY SUNY 2020 Challenge Grant application forOpen SUNY.“The NYSUNY 2020 investment will create new jobs in New York and generate new revenue as theOpen 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 havestopped out of college and at the same time, Open SUNY enables these New Yorkers to surpass thedemands of the global knowledge economy, and in so doing, supports the economic, social andcultural development of every community in the state.”“Open SUNY is the single largest, most comprehensive online, distance and open learning initiative inthe world and delivers on the promises of The Power of SUNY and the 2012 State of the UniversityAddress,” said Zimpher.“Open SUNY fills gaps in the education pipeline and is all about the cradle to career educationcontinuum. Open SUNY provides seamless and expanded access to the wealth of digital resourcesacross the university to our students and faculty, reduces costs and time to degree throughrecognition of experiential and academic learning and makes the most efficient and effective use ofexisting resources. Open SUNY is ‘system-ness’ defined.”As the chancellor indicated in the 2012 State of the University Address, ‘systemness’ is thecoordination of multiple components that when working together create a network of activity that ismore 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 EmpireState 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 learnerat each of the 64 campuses can adapt and personalize” said Alan R. Davis, president of SUNY EmpireState College. “I am pleased and proud Governor Cuomo and Chancellor Zimpher have approved theNYSUNY 2020 grant application for Open SUNY and I look forward to opening the digital door to thePower of SUNY.”14
  15. 15. 15Open 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 notthe world.II. Open SUNY Resources – The sharing open resources and open courseware is a cornerstone of theworldwide 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 thatlearning, so accelerating completion and money because students and the state will not be payingfor the same learning twice.IV. Complete SUNY – A system-wide project to support degree completion for any SUNY studentwho 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 inonline learning.The $20 million award from the NYSUNY Challenge Act Grant will be used to construct a newcoordinating center for Open SUNY, to provide funding for startup costs associated with marketingand advertising and for equipment and staff. Going forward, Open SUNY will be self-sustainingthrough grant, tuition and fee revenue.###15
  16. 16. 1616
  17. 17. 17Business and Organizational Planninga. OrganizationOpen SUNY will subsume various existing SUNY activities: SLN, COIL, project Win Win, CIT, FACT² asfollows:SLN morphs into Open SUNY Online etc.CIT, FACT² and some CPD go under TILTCOIL goes under TILTComplete SUNY includes project Win WinOpen SUNY staffing will include:LeadershipAdministrationTechnical Support (see attached organization chart)The 3 recommendations of the Innovative Instruction Transformation Team are included in OpenSUNY:The Open SUNY Commons is the Learning CommonsSUNY TILT is SCARLET, plus parts of the enhanced CPDThe Digital Concierge becomes the personal environments etc. provided for in the OpenSUNY Commons.Key SUNY Linkages with Open SUNYinclude:• UFS• CPD• SUNY Global• AST: ITECH, SUNY Connect etc.• CIOs• SUNY Plus, NYS Campus Compact• SUNY system mobility initiatives17
  18. 18. 18b. LocationIt is proposed that Open SUNY be located in a new facility on Union Avenue, Saratoga Springs, thusenhancing the synergies with key Empire State College initiatives.c. Governance• The SUNY Provost and a campus president appointed by the Chancellor will co-chair theOpen SUNY Council, which will include other sector presidents plus UFS and externalrepresentatives.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.18
  19. 19. 19d. 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 5e. 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 201519
  20. 20. 20        AcknowledgementsThe 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  
  21. 21. 21Appendix A: Other Systemsa. Online Course and Degree ConsortiaMultiple states and regions of the country have created online consortia to provide students with agateway 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 asUMass Online and Southern Region’s Education Board’s Electronic Campus, offer additional degreecompletion 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. Yetanother, Great Plains Interactive Distance Education Alliance, is an online collaborative of institutionsthat jointly offer Internet-based programs.1. UMass Online Online is a consortium of the five University of Massachusetts institutions. This consortiumoffers online and/or blended courses from all five institutions online in one location. Students areable to complete certificates, associate, bachelor, and doctorate degrees from the varyinginstitutions through the UMass Online portal.In its second decade, the consortium’s original mission was to demonstrate “that distance learningofferings 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")Theconsortium continues to place value on its original mission objectives but is also now focused ondemonstrating “ that online learning can be a critical factor in bringing economic parity and humanrights equality to people and nations where access is restricted because educational resources arescarce or too costly or simply, denied to some or all. “ (UMass Online) Its mission has evolved tofocus on the international call to focus on those disadvantaged by class, race, gender, age, andlocation; 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 orreceive prior learning credit, learning gained from life experience, for 90 credits.2. Southern Regional’s Education Board’s Electronic Campus Regional’s Education Board’s (SREB) Electronic Campus is similar to SLN and UMass Onlinein that it is a consortium of institutions providing online courses. SREB’s Electronic Campus “wasdesigned to provide learning opportunities from accredited colleges and universities that offeredcourses and programs that exceed SREB’s Principles of Good Practice.”(Southern Regional EducationBoards Electronic Campus) It differs in that it includes offerings from hundreds of institutions in theSouthern United States as well as the ability to gain extensive information and apply to each of themember institutions. Potential students identify themselves as adult learners, traditional learners,21
  22. 22. 22or teachers who need to enroll in courses to meet the needs of state regulations. SREB also runs adegree completion program for adult learners and advocates for policy issues and online learning.3. Kentucky Virtual Campushttp://www.kyvc.orgThe Kentucky Virtual Campus (KYVC) is a consortium of Kentucky institutions who serve adultstudents, place-bound and time-bound students, employers and employees in business, P-12students, teachers, and administrators, and traditional students. The KYVC offers certificates,associate, bachelor, and master degrees as well as licensure programs in areas such as accountingand child care.Students are able to search for courses by program and the given term that they would like to enrollin coursework. They are then able to use a system that is similar to any online shopping experiencein 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 “isresponsible for creating committees and work groups which are charged with the responsibility forplanning and recommending policies and procedures for the operation of the Kentucky VirtualCampus (KYVC). The Committee also addresses the coordination of policies, programs, supportservices, and infrastructure in support of distance education across all Kentucky postsecondaryeducation institutions.” ("Kentucy Virtual Campus")4. Canadian Virtual University Virtual University (CVU) is an association of public Canadian universities specializing inonline and distance education, and collaborating to increase access to quality assured universityeducation. Many of its programs have dual accreditation in the United States. CVU offers studentsthe opportunity to find online programs and courses through their consortium. Additionally, it offersease of transfer for students as it has detailed information for students on how to verifytransferability to the student’s home institution.Program offerings are at the certificate, associate, bachelor, master, and doctoral level. Students cansearch for programs or courses by level, institution, or, subject. Additionally, Canadian VirtualUniversity offers recommended programs for teachers and human resource professionals.In addition to ease of use and accessibility for students worldwide, Canadian Virtual University offersinstitutions the ability to create new online courses by using the cadre of courses developed by allCVU partner institutions. It also allows these consortium members the ability to share marketingand student advising.22
  23. 23. 235. California Virtual Campus the California Virtual Campus doesn’t allow students the opportunity to enroll in coursesdirectly, it allows students to search for programs and courses offered by colleges and universitiesacross California. Students can then apply through the individual institution or through a centralizedapplication site, CCCApply. CVU essentially acts as a statewide extensive course catalog while alsooffering ease of access to begin the application process at any institution.Cal States Online Plan ( California State University System on Friday released new documents describing its plans for acentralized online learning hub, moving the system closer to its vision of a top-flight virtual campuswhile drawing skepticism from some faculty.The portal, called Cal State Online, will serve as a gateway to all virtual courses offered by thesystem’s 23 campuses. The goal is to increase capacity at California State, where massive budget cutshave coincided with a rising demand for higher ed degrees. System officials hope a centrallyadministered approach to online education will enable the university to enroll more online studentsand turn away fewer qualified applicants.Cal State Online will not outsource course development or instruction to outside providers, focusinginstead on promoting existing online courses being offered by individual campuses and encouragingCalifornia 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 thenext several decades." (The document does not indicate how many online students it hopeseventually to enroll at one time.)While California State cannot be called a pioneer in distance education, its moves could have nationalsignificance. With more than 400,000 students, the system is the largest in the United States. And itsonline strategy, as well as the parallel efforts of the University of California, could serve as a test ofwhether a massive public higher ed system under extreme financial duress can use online educationto 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, therecently 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 StateUniversity System,” says the draft RFP. In the open letter, the executive director offers assurances23
  24. 24. 24that “participation is optional” for each of the system’s nearly two dozen campuses, “all programsparticipating in Cal State Online are subject to the same approval processes as an on-campusprogram,” and “online courses will meet or exceed the quality standards of CSU face-to-facecourses.”Meanwhile, faculty members who develop and teach courses for Cal State Online will get extra payand “will be recognized in the retention, promotion and tenure process where appropriate,” writesBlack. The online administrators will respect current union agreements with respect to intellectualpropertyCalifornia State faculty have been suspicious of the system’s efforts to expand its online strategy, andfor some the new documents offer little comfort.“We have no confidence, based upon past mismanagement of our administration that such anexpansive enterprise would be carried out without harm to the rest of the institution,” wrote TeriYamada, professor of Asian studies at California State University at Long Beach and a faculty unionactivist, 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 willundercut funding that the 23 brick-and-mortar campuses now receive from their already establishedonline 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 thesystem-wide Academic Senate, advised his colleagues against prematurely thumbing their noses atCal State Online. Postma, who is one of three faculty members on the Cal State Online board, says theeffort to centralize the university’s online offerings does not imply any changes that would threatenthe interests of its faculty.Despite occasional rumors among faculty that portentous administrative decisions had been madewithout their input, Cal State Online “is just now defining what it’s going to be,” says Postma. “I dofeel 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 teachcourses, nor will it be empowered to circumvent existing union agreements with regard to existingfaculty. “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 hismore polemical colleagues. At the last meeting of the California Faculty Association board leaders, “Iwas somewhat awkwardly put in the position of defending [Cal State Online],” Postma says. “I’m nota 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 Statecatch up to other large public university systems, such as Penn State University and the University ofMassachusetts, that long ago assimilated online learning by routing individual campus efforts24
  25. 25. 25through a central hub. Penn State World Campus and UMassOnline are now running healthysurpluses.“We’re about 10 years behind everybody,” said F. King Alexander, president of the California StateUniversity at Long Beach. “We’ve never put our heads together and said, ‘How much stronger couldwe be if we were unified on this front?’ ”Alexander estimated that the Long Beach campus turned away more than 40,000 qualified applicantslast 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 otherpublic 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 theircourses.”Another thing California State is not currently planning to do is outsource to a state-endorsed versionof Western Governors University, a nonprofit online institution that awards degrees based solely ondemonstrated knowledge and skills, rather than seat time.The California State chancellor’s office invited Robert Mendenhall, the president of WesternGovernors, to give a presentation to the Cal State Online board several months ago. But Postma sayshe and his faculty colleagues were not keen on the idea of making the Utah-based institution, whichdoes not use courses or a teaching faculty, an adoptive stepchild of the California State system — aspublic 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 sensitiveto the faculty concern about that particular model, and “there’s no proposal on the table to partnerwith Western Governors or anything like that.”Rather than eliminating all regimentation in favor of a self-paced model, Cal State Online isanticipating a more traditional academic schedule comprising eight-week-long terms, with auniversal start date at the beginning of each term.6. Great Plains Interactive Distance Education Alliance (Great Plains IDEA): collaborative of 12 accredited institutions who jointly offer online programs. Students select theconsortia institution in which to apply, enroll, and pay tuition. Member institutions choose whichprograms they affiliate themselves with, provide full institutional review, and are able to maintainindividual course numbering even though they meet a common core standard. The collaborative hasa governing body that meets regularly and also has an annual meeting for all member institutions.25
  26. 26. 26While creating and offering curriculum jointly, each partner institution maintains authority to recruit,admit, and graduate students.7. University of Wisconsin MBA Consortium consortium is comprised of four University of Wisconsin system universities. The program usesmulti-disciplinary, team-taught modules and the curriculum’s flexibility allows students to customizetheir degree. While the MBA Consortium degree is offered from the four institutions, one institutionsacts as the managing partner including admissions, advising, financial aid, registration, andgraduation.8. University of North Carolina System Online system web site has some specialized portals that allow for more particular offerings beyonddegree listings. Portals are developed for those looking for teacher education programs, military andveteran’s programs, a targeted program for math and science for high school students, adultstudents 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 thealliance institutions. The consortium will allow for one-stop “concierge” service for online students atall participating institutions which will allow member institutions with the ability to share and poolonline degree information, identify key programs, advisors, and other services.Blended Learning1. University of Missouri SystemSimilar to the evolution of SLN through the Open SUNY proposal, The University of MissouriSystem, 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 inredesigning a high-enrollment gateway undergraduate course to improve student learning,persistence, and program completion as well as to reduce the costs of instruction. The redesigninitiative will be guided by the principles and practices of the National Center for AcademicTransformation (NCAT). This consortium was funded through a Gates Foundation and HewlettFoundation grant.26
  27. 27. 27b. Degree CompletionThe following consortia offer solutions for students to complete a degree in a fast, affordablemanner while earning a degree with academic integrity. The majority of these consortia engagestudents in prior learning assessment through a course that allows them to create a portfolio of priorlearning experiences, similar to the SUNY Complete and SUNY REAL proposals.1. UMassOnlinehttp://www.umassonline.netReturning students with 90 or more credits can earn a Bachelor of Arts by completing 30 credits (10courses) 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 oninterdisciplinary content. This model is similar to Empire State College’s current transfer/PLA policythat allows students to transfer 96 credits and complete 32 credits (8 4-credit courses).2. State of Texashttp://www.Gradtx.orgLike UMassOnline and the proposed SUNY REAL, Grad TX allows returning students to earn abachelor’s degree by utilizing transcript credit and prior learning assessment. Grad TX providesstudents with an online transfer tool that allows students to preview how their credits could counttoward a bachelor’s degree at one of eight participating Texas universities. Grad TC offersindividually tailored advising and financial aid services.3. System of Georgia campuses form the University of Georgia System form the Adult Learning Consortium. Theconsortium focuses on services, such as prior learning assessment, that assist students in obtainingtheir degrees. The Georgia ONmyLINE website allows students to complete courses and degreesfrom the nine campus consortium.4. Western Governors University Governors degrees are based on competencies as opposed to credit hours. Degrees arecompleted 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 StateCollege and the proposed advisor model for SUNY REAL, guide their students toward the27
  28. 28. 28achievement of their educational goals and degree attainment, thus assisting with student retentionand persistence.5. Center for Adult Learning in LouisianaSeven institutions provide students with options to complete degrees in 17 highly employabledegree programs. The Center offers targeted student services to assist with student success.6. Kentucky Council on Postsecondary Education 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 tosupport adult learners as well as assist institutions in serving the needs of adult learners. They do soby providing adult learner resources, as well as providing an ACE/CLEP workshop and an AdultLearner Summit.c. Workforce DevelopmentThese institutions and consortiums have programs that focus on student employability andcommunity workforce needs.1. Community College of Vermont Colleges of Vermont offer courses, certificates, and workshops tailored to fit the needsof businesses in a variety of industries in the state of Vermont. In addition, CCV offers a Governor’sCareer Ready Certificate Program that focuses on work-ready skills.2. Minnesota FastTRAC FastTRAC (Training, Resources, and Credentialing) seeks to make Minnesota morecompetitive by meeting the common skills needs of businesses and individuals. Fast TRAC integratesbasic skills education with career-specific training to fill high-demand jobs. FastTRAC partners withstate, local, and national partners in order to align workforce needs with long-term employability foradult learners.28
  29. 29. 29Appendix B: Preliminary cost and revenue estimatesThe following spreadsheets show sources of funding to operate Open SUNY for the first 5 years. Theyassume:Open SUNY is a major project for NY2020 fundsModest growth in major foundation grantsSome re-alignments of existing resources within SUNYLocation of an Open SUNY administration center in Saratoga Springs on landpurchased by the Empire State College Foundation.Not factored yet into the revenue is a small, per credit levy on all Open SUNY online courses tosupport on-going operations, e.g. at $10 per credit for 300,000 credits = $3 million annually.29
  30. 30. 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 Operating 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 Capital 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 efficiencies gained with the possible inclusion of SLN Construction could entail approximately 70 jobs and over $4 million in one‐time construction earnings  Does not include gross tuition generated on new enrollments, which 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 assessment on all credits associated with SUNY Complete (see Appendix B.3)   
  31. 31. 31      Open SUNY Administrative & Governance Budget Proposal  Appendix B.2 Investment from SUNY Self‐Sustaining   2012‐13 2013‐14 2014‐15   2015‐16 2016‐17 Personnel FTE FTEFTE   FTE FTE  Exec. Dir.   1 $75,0001$100,0001 $102,0001 $104,0401$114,040Secretary  1 $18,2621$36,5231 $37,2531 $37,9991$39,138Bus. Mgr.   1$65,0001 $66,3001 $67,6261$72,626Total Salary   $93,262$201,523$205,553  $209,665$225,804Fringe @ 50% avg rate   $46,631$100,762$102,777  $104,832$112,902Total Personnel  2 $139,8923$302,2853 $308,3303 $314,4973$338,707        OTPS  S&E ($3K per FTE)   $6,000$9,000$9,000  $9,000$9,000Marketing   $350,000$350,000$350,000  $175,000$175,000Governance Travel   $3,500$3,605$3,713  $3,825$3,939CRM   $210,000$60,000$60,000  $60,000$60,000Travel & CPD   $3,000$3,000$3,000  $3,000$3,000Rent   $54,000$55,080$56,182  $57,305$58,451Total OTPS   $626,500$480,685$481,895  $308,130$309,391        Total Expenses    $766,392$782,970$790,225  $622,627$648,097        Revenues         Fee on credits generated*   $0$0$0  $640,000$670,000NYSUNY 2020 Operating   $800,000  $800,000  $800,000  $0  $0Notes and assumptions:  Exec. Director 3/4 year first year, Bus Mgr & Secretary 1/2 year initially Salary incr. = 2% in years 3 & 4, 10% bonus in year 5 for Exec. Dir. and Bus. Mgr, 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 meals, 3% escalation Rent 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, rent would be used to cover ground lease on new building through 2028 *Revenues would be based on fee equal to $10 per credit offered through Open SUNY.    
  32. 32. 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 $32,5000.50$32,5000.50$33,1500.50$33,8130.50$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 Information 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 benefits @ 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 Outreach   $50,000 $50,000 $50,000   $50,000 $50,000 Total OTPS   $120,850 $85,850 $88,850   $88,850 $88,850         Total Expenses    $565,869$530,869$618,437$629,029$639,832     Revenue**         New Enrollment  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 current collective bargaining agreements. *fee for service  ** We anticipate 1000 students per 200,000 prospected (.5 percent).  The minimum revenue of $761 per head sustains with a healthy margin that is reinvested into Open SUNY ($75 readmission fee; portfolio $315 and 10% of tuition).  Minimum enrollment will be 16 credits per head which comes to $371 at current 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. 33. 33      SUNY Real Budget Proposal   Appendix B.4 Investment from SUNY Self‐Sustaining   2012‐132013‐142014‐15  2015‐16 2016‐17Personnel Costs FTE FTEFTE   FTEFTE  Director  0.50 $32,5000.50$32,5000.50 $32,500 0.50$33,150 0.50$33,813Secretary  0.45 $16,4360.45$16,4350.45 $16,764 0.45$17,099 0.45$17,441KBS 1 1.00 $27,7441.00$27,7441.00 $28,299 1.00$28,865 1.00$29,442Advisor  2.00 $112,0002.50$140,0003.00 $171,360 3.00$174,787 3.00$178,283Evaluators *   $30,000$120,000$300,000 $500,000 $600,000Total Salary   $218,680$336,679$548,923   $753,901 $858,979Fringes @ 50% avg rate   $109,340$168,340$274,461 $376,951 $429,490Total Personnel Costs  3.95 $328,0204.45$505,0194.95 $823,384 4.95$1,130,852 4.95$1,288,469Student Tutors   $22,500$36,000$49,500   $49,500 $49,500        OTPS          S&E ($3K per FTE)   $11,850$13,350$14,850   $14,850 $14,850Travel   $2,500$2,500$2,600 $2,600 $2,700Total OTPS   $14,350$15,850$17,450   $17,450 $17,550Total Expenses    $364,870$556,869$890,334   $1,197,802 $1,355,519Headcount       Revenue** 150 $52,500600$210,0001500 $535,500 2500$910,000 3000$1,113,000Grants   $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   $7,481Notes:     Trained evaluators = $100 for every 1 to 4 credits requested, assumes 3,000 students requests 8 credits each.    Revenues = $350 * 3000 students first two years, then fee increases by HEPI, estimated 2% each year thereafter.   
  34. 34. 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 FTEFTE  FTEFTE   Applications Admin. 1 $50,0001$50,0001$51,000 1$52,0201 $62,424System Administrator 1 $60,0001$60,0001$61,200 1$62,4241 $74,909Librarian 1 $60,0001$60,0001$61,200 1$62,4241 $74,909Library Support 2 $90,0002$90,0002$91,800 2$93,6362 $112,363Total Salary   $260,000$260,000$265,200   $270,504$324,605Fringe @ 50% avg. rate   $134,368$134,368$137,055   $139,796$167,756Total Personnel  5 $394,3685$394,3685$402,255 5$410,3005 $492,361        OTPS          S&E ($3K per FTE)   $15,000$15,000$15,000   $15,000$15,000Travel & CPD   $10,000$10,000$10,000   $10,000$10,000LMS hosting (Moodlerooms)   $100,000$100,000$100,000   $100,000$100,000Learning Portfolio   $50,000$50,000$50,000   $50,000$50,000Library Licensing   $65,000$65,000$65,000   $65,000$65,000Total OTPS   $175,000$175,000$175,000   $175,000$175,000        Total Expenses    $569,368$569,368$577,255   $585,300$667,361        Funding:         NYSUNY 2020 Operating   $500,000$500,000$500,000   $0$0ESC Savings on Angel    $45,000$45,000$45,000   $45,000$45,000Net Expenditures   $24,368  $24,368  $32,255   $540,300  $622,361Assumptions:   Salary increases = 2% in years 3, 4  & 5 based on collective bargaining   
  35. 35. 35      SUNY TILT  Budget Proposal   Appendix B.6Investment from SUNY Self‐Sustaining   2012‐132013‐142014‐15  2015‐162016‐17Personnel Costs FTE FTEFTE  FTEFTE  Coordinator 0.10 $13,500 0.15$15,0000.15$15,300 0.15$15,6060.15$15,918Secretary  0.05 $1,826 0.05$1,8260.05$1,863 0.05$1,9000.05$1,938Total Salary   $15,326 $16,826$17,163   $17,506$17,856Fringe  at 50% avg. rate   $7,663 $8,413$8,581 $8,753$8,928Total Personnel Costs  0.15 $22,989 0.20$25,2390.20$25,744 0.20$26,2590.20$26,784        OTPS          S&E ($3K per FTE)   $450 $600$600   $600$600Marketing   $5,000 $5,000$5,000   $5,000$5,000Annual Conference   $0 $20,000$25,000   $30,000$30,000Other Travel   $2,000 $2,000$2,000 $2,000$2,000Total OTPS   $7,450 $27,600$32,600   $37,600$37,600Total Expenses    $30,439 $52,839$58,344   $63,859$64,384      Overhead   $3,044 $5,284$5,834   $6,386$6,438        Revenue**   $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  $0Notes 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 SUNY REAL/Complete support role  ** External grant funding after year 3 for all costs Overhead rate =  10%  Travel includes hosting visiting scholars, marketing includes publications   
  36. 36. 36      Open SUNY Land Acquisition and Building Costs Appendix B.7 2012‐13 2013‐14 2014‐15 2015‐16  Total Costs Land Acquisition  $        2,000,000   $                       ‐     $                       ‐     $                       ‐     $   2,000,000  Demolition 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‐month project once funding has been secured           Funding: * SUNY 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 million in one‐time construction earnings  Financing assumptions: ESCF would direct finance 5% interest year, 15 year period, $50,000 closing costs. Payments approximately $16,211 per month, total interest = $868,028 ESCF would assume any overhead costs as matching funds for project.