Awards and Funding

Current Awards List

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. 

Award Details

Susan Sutton Smith Prize for Academic Excellence Award Winners
Name Year Department
John Relethford 1995 Anthropology
P. Jay Fleisher 1996 Earth Sciences
Peter DiNardo 1997 Psychology
Lawrence Guzy  1998 Psychology
Carleton Clay  1999 Music 
June Edwards 2000 Education
Robert Jackson 2001 History
James Devlin 2002 English
Williams Simons 2003 History
Richard Frost  2004 English 
Paul Lilly 2005 English
Donna Vogler 2006 Biology
Alexander Thomas 2007 Sociology 
Ho Han Leung 2008 Sociology 
Michael Green 2009 Philosophy 
William Ashbaugh 2010 History
Rob Compton 2011 ALS/Political Science
Orlando Legname 2012 Music 
Briand Haley  2013 Anthropology 
Cynthia Falk 2014 Cooperstown Graduate Program
Josephy Pignato 2015 Music 
Susan Bernardin 2016 English 
Florian Reyda 2017 Biology 
Matthew Hendley  2018 History 

 

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.

Award Details

Richard Siegfried Award Winners
Name  year department
Achim Koeddermann 1995 Philosophy
Gladys Jimenez-Munoz 1996 Foreign Languages
Deborah Prosser 1997 Cooperstown Graduate Program
Robert Jackson 1998 History
Nancy Bachman 1999 Biology 
Donald Allison, Jr. 2000 Mathematical Sciences
Hugh A. Gallagher, Jr. 2001 Physics & Astronomy
L. Jean Palmer-Mooney 2002 Geography
Matthew Hendley 2003 History
Tom Horvath 2004 Biology 
Benjamin Dixon 2005 Geography
Renee Walker 2006 Anthropology
Christine Quail  2007 Comm. Arts
Brian Lowe 2008 Sociology 
Devin Castendyk 2009 Earth Sciences
Jacqueline Bennett 2010 Chemistry & Biochem.
Ibram Rogers 2011 ALS/History
Tracy Betsinger  2012 Anthropology 
William Walker 2013 Cooperstown Graduate Program
Toke Knudsen 2014 Mathematics
Andrew Gallup 2015 Psychology
Kristen Blinne 2016 Communication & Media
Tyra Olstad 2017 Geography & Sustainability

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. 

Award Details

Ashok Kumar Malhotra Seva (Compassionate Service) Award Winners
Name Year Department
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
Ashok Kumar Malhotra Seva Part-time Instructor Award Winners 
name  year department
Richard Lee 1998 English
Kevin Ickey 1999 Women's Studies/ALS
Kathleen Gordon 2000 Business Economics
Kathryn Finin (English) & David Richards (History) 2001 English/History
Lisa Gordon 2002 Math
Anne Traitor 2003 History
Dan Patrone 2004 Philosophy 
Lynn Talbot 2005 Math
Stephen Rice 2006 English
Marjorie Pietraface 2007 Human Ecology
Carolyn McCruden 2008 Physics & Stronomy
Eric Schlimmer 2009 Physical Education
Bambi Lobdell 2010 English/Women's & Gender Studies
Michelle Garner 2011 Theatre/Physical Education
Paul Lord 2012 Environmental Sciences
Cynthia Flink 2013 Anthropology 
Andrea Braunius Denekamp 2014 English
April Ford Spring 2017 English
Katie Boardman Fall 2017 Cooperstown Graduate Program

 

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 $20,000 from SUNY for the purpose of encouraging the use of Open Educational Resources on our campus. “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 repurposing by others.” Please refer to https://textbooks.opensuny.org/ for more information on the SUNY initiative.  Our faculty can get involved in this project and can become eligible for funding to convert courses to OER format. The application to participate is available HERE and you can get further information by contacting the Director of the Faculty Center, the Director of TLTC or the Director of Milne Library. 
• $500 one-time stipend to be paid to those faculty who either have a course that includes between 51% and 99% of the course materials as OER or agree to revise a course to include between 51% and 99% of the content as OER.

• $1000 one-time stipend to be paid to those faculty who either have a course that includes 100% of the content as OER or agree to revise a course to include 100% of the course materials as OER

. • Faculty that previously received the $500 for course OER development between 51% and 99% are eligible to apply for a $500 stipend to move to 100%. • No faculty shall receive more than $1000 for total OER stipends. All funded faculty must teach at least one course of a minimum of 3 credits. These include lectures, seminars, and labs that require texts for student use.

• Awarded faculty will receive support through TLTC, The Faculty Center and Milne Library as they revise their courses

• The funding will be awarded through Milne Library after revised course content lists are submitted

• In the case of courses with multiple faculty across sections: all faculty members that commit to the OER initiative can be awarded. This would not be limited to coordinators of courses.

Applied Learning

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:

  1. Activity must be structured, intentional, and authentic
  2. Activity must require participation, orientation, and training
  3. Activity must include monitoring and continuous improvement
  4. Activity must require structured reflection and acknowledgement
  5. Activity must be assessed and evaluated

SUNY has defined approved applied learning activities as meeting five criteria:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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

Cooperative Education

Co-op & Clinical Placements

Internships

Practicum

Service-learning

Community Service

Civic Engagement

Research

Entrepreneurship

Field Study

Experiences Abroad

Creative Works

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.