Susan Sutton Smith Prize for Academic Excellence
Created to recognize faculty achievement outside the classroom, the Susan Sutton Smith Prize for Academic Excellence is named in memory of the late SUNY Oneonta professor of English. This award is made possible by an endowment created through the generosity of Dr. Thomas and Mrs. Mary Smith in memory of their daughter, Susan, and in honor of her commitment to academic excellence.
|P. Jay Fleisher||1996||Earth Sciences|
|Ho Hon Leung||2008||Sociology|
|Rob Compton||2011||ALS/Political Science|
|Cynthia Falk||2014||Cooperstown Graduate Program|
Richard Siegfried Junior Faculty Prize for Academic Excellence
The Richard Siegfried Junior Faculty Prize for Academic Excellence is named in memory of Richard K. Siegfried, SUNY Oneonta Professor of Theatre from 1958 until 1995. Professor Siegfried (or Sieg as generations of students fondly called him) epitomized excellence in his academic life through imagination, meticulous scholarship and discipline, and through his expectation of the same pursuit of excellence in his students and colleagues. Created to recognize faculty achievement outside the classroom, this award is made possible by generous gifts from Alumni to the Fund for Oneonta and to the College at Oneonta Foundation.
|Gladys Jimenez-Munoz||1996||Foreign Languages|
|Deborah Prosser||1997||Cooperstown Graduate Program|
|Donald Allison, Jr.||2000||Mathematical Sciences|
|Hugh A. Gallagher, Jr.||2001||Physics & Astronomy|
|L. Jean Palmer-Mooney||2002||Geography|
|Christine Quail||2007||Comm. Arts|
|Devin Castendyk||2009||Earth Sciences|
|Jacqueline Bennett||2010||Chemistry & Biochem.|
|William Walker||2013||Cooperstown Graduate Program|
|Kristen Blinne||2016||Communication & Media|
|Tyra Olstad||2017||Geography & Sustainability|
|Andrew Bottomley||2018||Communication & Media|
Ashok Kumar Malhotra Seva (Compassionate Service) Faculty Award
Created to recognize faculty service both in and outside the classroom, the Ashok Kumar Malhotra Seva Faculty Award is made possible by an endowment from Dr. Ashok Kumar Malhotra, SUNY Distinguished Teaching Professor of Philosophy, to the College at Oneonta Foundation. Criteria for receiving the $1,000 award include: community service -- locally, nationally, or internationally, the ability to motivate and inspire others to perform community service, and the integration of community service in the teaching and learning process.
|Wendy Mitteager||2008 Inaugural||Geography|
|Alison Black and Jane Miller||2009||Elementary Ed. & Reading|
|Karen Joest||2010||Human Ecology|
|Cindy Falk||2011||Cooperstown Graduate Program|
|Zanna McKay||2012||Elementary Ed. & Reading|
|Maria Montoya||2013||Foreign Language|
|Rosemarie Avanzato||2014||Human Ecology|
|Gina Keel||2015||Political Science|
|Steve Walsh||2016||Management, Marketing, and Information|
|Brett Heindl||2017||Political Science|
Simphiwe Hlatshwayo Award for Outstanding Part-time Instructor
The Simphiwe Hlatshwayo Award for the Outstanding Part-Time Instructor, which comes with a $500 cash prize, was created by the College Senate to recognize outstanding adjunct instructors as well as to encourage excellence in teaching. The award was named to honor the memory of Simphiwe Hlatshwayo, who was a graduate of SUNY Oneonta from South Africa and taught at SUNY Oneonta first as an adjunct, then later as an assistant professor.
|Kevin Ickey||1999||Women's and Africana & Latino Studies|
|Kathleen Gordon||2000||Business Economics|
|Kathryn Finin (English) and David Richards (History)||2001||English/History|
|Marjorie Pietraface||2007||Human Ecology|
|Carolyn McCruden||2008||Physics & Astronomy|
|Eric Schelimmer||2009||Physical Education|
|Bambi Lobdell||2010||English/Women's & Gender Studies|
|Michelle Garner||2011||Theatre/Physical Education|
|Paul Lord||2012||Environmental Sciences|
|April Ford||Spring 2017||English|
|Katie Boardman||Fall 2017||Cooperstown Graduate Program|
|Traci Michele Johnson||2018||Foreign Languages & Literature|
Current Funding Opportunities (scroll below to find more details)
Open Education Resources Stipend
Applied Learning Stipend and Subgrants
Collaboration and Interdisciplinary Projects Mini Grant
Centers of Excellence
Open Education Resources
SUNY Oneonta has received funding from SUNY for the purpose of encouraging the use of Open Educational Resources (OER) on our campus. OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits repurposing by others.” Please refer to https://textbooks.opensuny.org/ for more information on the SUNY initiative. To apply for funding to convert a course to OER, or to propose a project, please visit the Teaching, Learning and Technology Center (TLTC).
Funded by a SUNY PIF Grant with SUNY Potsdam.
This call is now closed and will reopen in April.
Preference will be given to those applications that diversify the opportunity for students to participate through open calls and through targeted marketing to historically underserved populations. The applied learning may be for credit and noncredit experiences linked to student academic education. All selected applicants will attend a brief Faculty Center workshop on Applied Learning. Faculty will be paid a $100.00 stipend to attend this workshop. Selected applicants will provide a post implementation report evaluating the success of the experience. This report will be submitted digitally and a form will be sent to the applicant at the close of the fall and spring semester for submission.
All applications must address each of the five SUNY approved criteria for Applied Learning:
- Activity must be structured, intentional, and authentic
- Activity must require participation, orientation, and training
- Activity must include monitoring and continuous improvement
- Activity must require structured reflection and acknowledgement
- Activity must be assessed and evaluated
SUNY has defined approved applied learning activities as meeting five criteria:
- The Activity is Structured, Intentional and Authentic – All parties must be clear from the outset why this specific experience was chosen as the approach to the learning, and intentional about defining the knowledge that should result from it. The activity needs to be a structured experience with a formal process, which includes a course syllabus or learning contract between parties (students, faculty, and other supervisors as appropriate) and/or defined assessable learning outcomes. Roles and responsibilities must be clearly defined. Faculty and site supervisors (as appropriate) are expected to take the lead in ensuring the quality of both the learning experience and the work produced. The applied learning activity should have hands-on and/or real world context and should be designed in concert with those who will be affected by or use it, or in response to a real situation.
- The Activity Requires Preparation, Orientation and Training - Participants and mentors must ensure that students enter the experience with sufficient background and foundational education, as well as a plan to support a successful outcome. The training and plan should include learning expectations and be referred to (and potentially updated) on an ongoing basis by all parties.
- The Activity Must Include Monitoring and Continuous Improvement - Applied learning activities are dynamic. Therefore all facilitators in the activity share responsibility for ensuring that the experience, as it is in process, continues to provide a rich learning environment and is meeting learning outcomes. Activities include a defined and flexible method for feedback related to learning outcomes and quality performance for all parties.
- The Activity Requires Structured Reflection and Acknowledgment - There must be a structured opportunity for students to self-assess, analyze, and examine constructs/skills/insights from their experience and to evaluate the outcomes. Reflection should demonstrate the relevance of the experience to student learning, including the student’s articulation of how the experience draws on and improves this learning and meets defined objectives. Post-experience learning should include a formal debriefing. All facilitators and students engaged in the experience should be included in the recognition of progress and accomplishment.
- The Activity Must be Assessed and Evaluated - Outcomes and processes should be systematically documented with regard to initial intentions and quality outcomes. Students must receive appropriate and timely feedback from all facilitators.
Adapted from J. Rogers, 9/2016
Co-op & Clinical Placements
Model 1 – Individual Award
This pathway allows individual faculty to apply for a one time stipend or personal development award (for those not eligible fa or stipend) of $500 to develop a new applied learning opportunity for students or to build out an existing applied learning opportunity so that it meets SUNY's 5 criteria for approved applied learning experiences. This opportunity may be connected to a particular course and the students enrolled in that course, or may be built within opportunities promoted through the program for all enrolled students of the program.
Model 2 – Individual SubGrant
This pathway allows individual faculty to apply for a one time subgrant of between $500 and $1500 to be utilized to support an applied learning experience for students. The funding may not be spent on SUNY Oneonta faculty stipends or food, but may be used to purchase materials, support professional development or (in the form of stipends) external partners. The funding will be used to develop a new applied learning opportunity for students or to build out an existing underdeveloped opportunity. This opportunity may be connected to a particular course and the students enrolled in that course or may be built within opportunities promoted through the program for all enrolled students of the program.
Model 3 – Department Award – Tiered Experience
This pathway allows for departments (or cross-department partnerships) to apply for one time funding awards of $5000 to be utilized to support applied learning for students. The funding could support retreats for development, materials, professional development and more. This pathway asks that departments examine the program experience for students and to develop a scaffolded approach across courses in the program or across years of matriculation. Departments would attend a Faculty Center led workshop as a team and develop the plan of action collaboratively. A working team of at least three people, with representatives from each participating department, must attend the workshop.
Collaboration and Interdisciplinary Projects Mini Grant
The Collaboration and Interdisciplinary Projects Mini-Grant program was established to incentivize and reward collaboration among faculty on interdisciplinary projects that ultimately benefit students and SUNY Oneonta. The Faculty Center Advisory Board will review applications to create interdisciplinary experiences for the benefit of students and will forward their recommendations to the Provost, who will award up to five mini-grants each year. Winners of this competition will receive a monetary award of $2,000, which can be used to purchase expendable supplies or for faculty development related to the projects. Mini-grant award winners will be selected in the spring semester of each year and will begin working on their projects in the following fall semester.
Centers of Excellence
SUNY Oneonta encourages industry, business and community involvement in the Center of Excellence. While matching funding from industry or community partners is not a primary condition, it will be considered important as supporting evidence of the commitment of the partners. Such contributions may be in the form of cash, equipment or the time of industry or community scholars participating in the project and will be taken into account in assessing the potential economic, industrial, commercial and social development impact of the center. It is expected that, while a center may be funded mainly through internal funding sources during the initial development phase, the center is expected to be entirely funded through external funding sources within 3 years of establishment. However, with the recognition that some centers have limited sources of external funding, this timeline can be negotiated with the deciding body, thereby offering centers that have more difficulty securing external funding the ability to exist.