For Faculty
Faculty in the School of Arts and Sciences are experts in their fields, as dedicated to teaching as they are to their own creative and scholarly pursuits. Buffalo State is fully committed to helping faculty achieve ongoing success in teaching; scholarship, including applied research and creative endeavors; and service.
Policies and Procedures
SUNY Policies
SUNY HR Policies
Payroll
University-wide Policies and Procedures
University and School Policies
It is the policy of the School of Arts and Sciences to follow all SUNY and BSU policies. Where there are contradictions, note the order of precedence. Note that Letters of Expectations only apply until continuing appointment.
Directory of Policy Statements (DOPS)
Local HR Policies and Guides
School Bylaws (PDF)
Travel Policy and Procedures (PDF)
Travel Authorization Estimated Expense Form (XLS)
Required Export Controls Form (faculty/staff must submit this form prior to international travel)
At its November 4, 2016, meeting, the College Senate voted to recommend to the president an endorsement of the Public Statement of Ethical Principles adopted by the SUNY University Faculty Senate. The president approved that statement on December 1, 2016. Arts and Sciences is committed to these ethical principles both in principle and in practice among all faculty staff, and students.
The University Faculty Senate of the State University of New York has developed a set of Core Values. Our Core Values of Student-Centeredness, Community Engagement, Diversity, Integrity, and Collaboration underlie the work we do and how we interact with each other, students, and our stakeholders. They articulate the basic elements of how we go about our work.
In addition, the University Faculty Senate of the State University of New York is committed to ethical and professional conduct. We are all responsible for conducting ourselves with the highest ethical standards and to comply with all legal and regulatory requirements, policies, and procedures appropriate to their relationship with the university.
Among the Ethical Principles to which we commit, and that underlie our ethical conduct, are fairness, civility, character, respect, honesty, trust, transparency, and inclusivity. We strive to integrate these values into our teaching, scholarship, business practices, and daily interactions among all members of the university. The increasingly necessary relationships that have evolved between the university and outside entities, including but not limited to governmental agencies, community groups, and business firms, require that we conduct ourselves in a manner that will withstand the sharpest scrutiny.
Fairness: In our relationships with each other, we are fair and just in our decisions and actions by carefully weighing the circumstances in an equitable manner.
Civility: We achieve an open working and learning environment when each community member feels secure enough to participate in the free exchange of ideas. We ensure an honest and supportive climate that serves the interests of the institution and protects the well-being of all individuals.
Character: In order to support excellence in learning, we act in the colleges’ best interests. As a community dedicated to providing education, we demonstrate professional integrity and exemplary behavior in all that we do.
Respect: We demonstrate a high regard for the rights, diverse opinions, and lifestyles of all community members. It is our responsibility to establish a climate of mutual respect to protect the rights and freedoms of others.
Honesty: We demonstrate our honesty by being truthful with others, acting in good faith, responsibly; and with due care, competence, and diligence.
Trust: The development of trust relies on our ability to treat others equitably and in a non-exploitative manner.
Transparency: Transparency of process inspires confidence. In its simplest sense, transparency is a clear, unhindered, honest way of going about the business of the university that includes meaningful and significant representation of its members.
Inclusivity: A diversity of ideas, disciplines, and people is valued. The university cultivates a climate and community where people are welcomed, supported, safe, treated equitably, and valued. The university also strives to ensure not only access to entry but also support in ensuring equity of opportunity in all areas of the community.
SUNY is committed to maintaining its reputation for the highest ethical and professional standards of conduct. We rely on each community member’s commitment to these values. Each member represented by the University Faculty Senate should operate in good faith, demonstrate respect for the rights of others, and strive at all times to maintain the highest standards of integrity and ethical conduct in all situations and all relationships.
The success of our students is primary, and their ability to make informed decisions about their enrollment, and their right to receive quality advising require that midterm grades be available to them and to the faculty and staff assisting them.
Banner is the official system in which grades are kept and from which grades can be obtained by students and staff with a legitimate need to know.
Faculty are required by DOPS I:16:02:3 to do a mid-semester evaluation corresponding to their grading system for the course, and the Academic Calendar lists the due dates for midterm grades.
Thus, faculty in the School of Arts and Sciences are required to enter midterm grades into Banner by the date listed in the Academic Calendar for any course where a traditional midterm grade makes sense (For example, a midterm grade may not be required in a thesis course).
Syllabi
The School of Arts and Sciences reminds faculty that College level policies on Syllabi exist.
DOPS I:16:00 and I:16:02 require that students receive basic information, including clear, concise, and appropriate grading policies during the first week of class. Copies must be supplied to the department chair and Dean's office during the first week of class. DOPS I:16:00 lists specific minimum topics that must be included. In addition, the Handbook for Faculty and Librarians indicates that the official course description from the college catalog be included, along with the Learning Outcomes from the Senate-approved course proposal and additional Intellectual Foundations Learning Outcomes should be included for IF courses.
Where Senate-approved Learning Outcomes are not available, the department should submit a proposal to the CSCC including those outcomes at the soonest opportunity
Directory of Policy Statements
DOPS I:16:00 and I:16:02 require that students receive basic information, including clear, concise, and appropriate grading policies during the first week of class. Copies must be supplied to the department chair and Dean's office during the first week of class.
The following sections must be included:
Attendance
- Indicate what constitutes attendance and/or active participation within your course.
- Indicate the specific consequences of unexcused absences and/or inactive participation from the course (e.g., lower grades, request for explanation, expectation that the work will be made up, or action consistent with the total course performance, etc.).
Course Format
- Indicate course format (e.g., lecture, discussion, group work, field work, etc.).
- Specify course requirements (e.g., texts, software, hardware, equipment, prerequisite skills, assignments, field work, etc.).
- Include a description of course assignments and a tentative schedule of topics and due dates.
- Indicate instructional method (e.g., traditional, hybrid, hybrid plus online—synchronous and/or asynchronous sessions).
- Indicate when the course meets.
Learning Outcomes
- Specify the learning outcomes for the course as specified in the course proposal as approved by the College Senate.
- For General Education courses include the General Education SLOs.
Evaluation
Indicate the basis on which the grade in the course will be assigned and the relative weight of each (e.g., tests, number and frequency), course work, written work, performance of outside activity (number of hours and location), instructor assessment, etc., as appropriate. Further, indicate a grading scale (i.e., A– E) including +/- grades, if appropriate
Regardless of the instructional method of your course (traditional, online, hybrid), consider including language that addresses evaluation components that go beyond those listed above (i.e., tests, written work).
For example:
- Academic integrity and how it may be assessed can be accessed via DOPS Policy No. I:17:03
- The format and submission process for assignments (quizzes, tests, papers, discussions, projects, etc.)
- The process for how missed or late work is addressed, whether it is due to illness, technical difficulties, etc.
- The procedure for announcing course changes
- The process for grade distribution, including the use of a learning management system (e.g., a Brightspace “gradebook”), in compliance with FERPA
- Grading/evaluation rubrics or assignment guidelines
Other Considerations
Include here any other information that will help the student understand what is expected of him or her and what may be expected of the course and instructor.
For example:
- Religious holidays
- Military leave
- Medical absences (see Syllabus Statements here)
- Technical issues (e.g., what students should do if the learning system is down or currently not available)
- Alternative materials (Where students might purchase alternative materials and the availability of alternative resources on the Open SUNY Affordable Learning Solutions website)
- A statement about procedures regarding disruptive students (see Syllabus Statements here)
- Ethical standards
- A statement on accommodations for students (see Syllabus Statements here)
Faculty Review
DOPS VI:04:02 and VI:04:03 require departments to develop a statement defining scholarship and creativity to be provided to candidates for promotion/tenure and accessible on the website.
Anthropology
Art and Design
Art Conservation
Biology
Chemistry
Communication
Economics and Finance
English
Geosciences
History and Social Studies Education
Mathematics
Modern and Classical Languages
Music
Philosophy
Physics
Political Science, Public Administration, and Planning
Psychology
Sociology
Theater