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State University of New York
THE RIVER VIEW THE CENTER OF CAMPUS COMMENCMENT
HUDSON VALLEY UNIVERSITY
President’s Welcome Letter *13
Welcome to the Hudson Valley University, one of New York’s great public universities.
Ours is a university with a long-standing commitment to diversity and social justice. Through the contributions of many throughout the years, we have built a university that is known for it’s commitment to social justice through it’s people, heritage, academic disciplines, and scholarly pursuits.
This impressive range of individuals and intellectual activity is the very core of our academic excellence. The range of disciplines and their interrelationships throughout our campus are a mirror of the world we serve as a public university.
I believe that the strongest lessons students will learn in college are from each other. The more varied the perspectives represented, the richer our education. Our differences—whether they be the academic questions that engage us, age, economic background, gender, or race, to name just a few—bring a buoyancy to our campus community and help create the intellectual vitality that makes Hudson Valley University distinguished.
The University’s rich history in the Hudson Valley Region has maintained strength throughout the growth of the institution. Traditions have become a strong part of this institution while allowing for the positive growth and change that comes with a commitment to social justice.
We must always be vigilant about recruiting and retaining the best students and staff and the finest faculty—individuals of all backgrounds and experiences—so that they may further enrich the fabric of this university.
I am proud to belong to an academic community that historically has maintained it’s traditions while developing a strong sense of diversity that has helped define the institution among others. I invite you to join our remarkable community and its appreciation of the viewpoints and contributions of others.
Sincerely,
Maggie Wetter
SUNY Hudson Valley University (HVU) is a four-year public institution located in the Hudson Valley region of New
York. Being part of the SUNY system, HVU excels in creating a collaborative and integrative learning
environment where students apply the skills
they learn inside the classroom to real-world
scenarios outside of the classroom. Located on the Hudson River, HVU attracts students wanting to live on a beautiful and scenic
campus for an affordable price.
Most of the hustle and bustle of the harbor businesses falls 20 minutes
south of HVU, giving students a
secluded and quant environment right along the riverfront. The campus itself is lively and full of entertainment,
activities, and learning opportunities on both a daily and nightly basis.
In addition, the campus has
historic roots to the region. The HVU campus
highlights the history of the Hudson Valley
region through historic traditions and buildings. Even the mascot, the Hudson Valley Hawk, is tied to the historical wildlife of the
region.
Hudson Valley State University of New York
HVU ATTRACTS STUDENTS WANTING TO LIVE ON A BEAUTIFUL AND SCENIC
CAMPUS FOR AN AFFORDABLE PRICE
HVU is part of the State University of
New York system providing students
with an affordable option for higher
education. The mission of SUNY
schools is to “provide to the people of
New York educational services of the
highest quality, with the broadest
possible access” (The State University
of New York, n.d.). HVU does just that.
With an integrated curriculum and
commitment to social justice, HVU
students graduate with developed
skills, knowledge, and values. The cost
of the institution is affordable without
and enriching. Tuition is approximately
$7,000 for in-state students and
$15,000 for out-of-state students. *7
With the ever present economic state
that the country is in, HVU understands
that students need a quality education
that they can afford. Laura from West
Nyack, New York explained her
decision to come to HVU stating, “I
went to SUNY HVU because I am the
oldest of six in my family. We all grew up
with everything we needed but there was
just no way my Dad was going to be able
to send all six of us to college. HVU had
the college experience I was looking for at
a price I could manage on my own”.
Laura like many others benefited from
HVU’s affordability without foregoing
an integrative and quality education.
Hudson Valley University
Why a SUNY school?
HVU strives to create a diverse and
welcoming campus. The campus
population predominantly consists of
New York natives however attracts
students from across the country and
internationally. Out-of State students
make up approximately 10% of HVU’s
student population, exceeding the
percentage of most other SUNY
schools. *7 We attribute this success to
our strong commitment to social
justice that is seen throughout our
curriculum and campus culture. HVU
also serves approximately 800
international students. By bringing in
both out-of state students and
international students the campus is a
diverse and respectful environment for
students to learn from each other. The
Hudson Valley University campus strives
to create an inclusive environment for
all students in regard to race, gender,
age, sexual orientation, ethnicity, ability,
and religion. We believe that bringing
together students across different
backgrounds will increase the amount
of learning that goes on at our campus.
“HVU HAD THE COLLEGE EXPERIENCE I WAS LOOKING FOR AT A PRICE I COULD MANAGE ON MY OWN”
The Campus at a Glance
Hudson Valley University has a number of traditions that integrate students into the campus culture from their
first-year to graduation. Students come out to cheer on the Hawks at all of the home games and show their support rain or shine. The scarlet and gold
colors are not only seen on game days but are highlighted throughout the campus via students and buildings. The
HVU spirit extends from the athletic fields to the residence halls to the cultural events and beyond.
HVU’s campus culture is also rich with the history of the Hudson Valley region Both in-state and out-of-state students
learn about the stories of the land and area. Stories about the university’s foundation allow students to
understand not only HVUs past but where HVU’s future is headed.
The Hudson River lighthouses are a unique part of the tradition and history at HVU. Beginning at orientation
students learn about the 14 lighthouses of the Hudson Valley Region and how the buildings served an important role
in the commercial business of New York*3. Fun Fact: The lighthouse was the original mascot of the school but
was changed due to student demand in the late 1960s. Today each residence hall on-campus is named after one of the seven remaining lighthouses of the
Hudson River.
Traditions and Culture
MissionThe mission of Hudson Valley University is to provide students with the
highest quality learning experiences that will produce local citizens and
leaders as change agents for shaping the future of New York State*2. HVU
focuses on the personal and professional achievement of students through
an integrative educational program that combines the liberal arts,
preparation for careers, and individual development. The faculty and staff
at HVU take an active role in guiding students to become active learners,
to speak and write clearly, to learn with an open mind, and to lead with
integrity*8.
CORE VALUES*15
Respect
Integrity
Innovation
Openness
Justice
Responsibility
Mastery of the English Language• Can effectively articulate intellectual thought and reasoning • Can demonstrate advanced written communication through course work and academic writing• Can demonstrate the ability to communicate through spoken language
Critical Thinking• Can interpret information and perspectives that are unique to different contexts and situations• Can apply knowledge to novel ideas and circumstances
Commitment to Civic Engagement• An understanding of one’s role within the context of a larger community both locally and globally• Can integrate personal knowledge and skills to community engagement
Value of Social Differences• An understanding and appreciation for those that are different than oneself• Develop interpersonal relationships with individuals of different backgrounds and with different
values than oneself
Personal Integrity• Demonstrate personal integrity through academic and personal work• Develop an appreciation for integrity and personal self worth
Learning Outcomes
Here at HVU we encourage
students to understand not only
the history of the institution but
the future of the college as well.
Therefore, the mission,
outcomes, and core values are
integrated in many parts of a
student’s college career. It is
important that students at HVU
understand the mission and
values in order to best prepare
themselves for a college
education.
“I think students come to HVU
because the campus has the
perfect combination of a rich
history and promising future.
There are many different SUNY
schools to choose from in New
York. I chose HVU for it’s
commitment to diversity I have
been challenged to think about
things differently than I ever
though of them before. I can
honestly say I am a different
person from when I entered
college, a better person.” - Shay,
junior psychology major.
Hudson Valley University: Our Commitment to Social Justice on the College Campus
CAMPUS CULTURAL CENTERS
The cultural centers have all been created for
underrepresented groups on campus. Each center is
equipped with a computer lab and library for students to
do academic work, meet for orgaizations, or simply relax.
Women’s Center
Asian American Cultural Center
Rainbow Center
African American Cultural Center
Hudson Valley University’s curriculum is designed to accomplish two essential goals*1. HVU
understands and appreciates that students often view their academic goals in an individual sense by focusing on career paths and
specialized majors. However, HVU has designed a curriculum that allows students to work as
individuals within a larger community. “By community we mean an undergraduate experience
that helps students go beyond their own private interests, learn about the world around them, develop a
sense of civic and social responsibility, and discover how they, as individuals, can contribute to larger society which they are a
part” (Boyer, 1987, pp.67-68). Therefore, students graduate from HVU with a understanding of their
role as civic leaders through their coursework and experiences on campus.
The Curriculum
African American StudiesAnthropology Art Art History Asian American StudiesBiology BusinessChemistry Chinese Computer Science DanceEarly Childhood EducationEarly Childhood Special Education Economics Education English Environmental Policy and Planning Environmental Science First Year Seminar French Geography Geology Health History Honors Interdisciplinary Courses International and Global Studies Liberal Arts Liberal Studies Bridge Program MathematicsMusic Music History Philosophy Physical Education Physical Education Coaching PhysicsPolitical Science Psychology Recreation Rehabilitation ReligionSchool Health Education Sociology Spanish Special Education TheatreVisual and Performing Arts Women's and Gender Studies
Undergraduate Curriculum*12
The Integrated Experience
The integration of courses is a priority at HVU. Students
learn to make connections between classes across
disciplines, developing skills in communication and critical
thinking. HVU’s curriculum focuses on an integrated core of
language, art, heritage, institutions, science, work, and identity.
Faculty and staff work with students to develop these
connections both inside and outside of the classroom.
Students have opportunities throughout the semester to
attend seminars, workshops, and programs which are great
opportunities to build their co-curricular transcript.*1
Capstone Courses
Students are ultimately evaluated on their ability to integrate
across disciplines during their final year at HVU. Each
student must take a Capstone course within their specific
major. The Capstone project is the one project that is meant
to encompass what a student has learned as a result of their
time spent at HVU. Students are assigned faculty mentors
for the assignment and begin work during their senior year.
*4
Why? Students spend more time outside of the classroom than inside the
classroom. Therefore, in order for students to actively learn throughout their college experience it is important
that they get involved. Involvement leads to many of the learning outcomes and core values that HVU strives to establish. With the multitude
of organizations and leadership opportunities on this campus, students are able to find involvement within
their interests while still incorporating the ideas and lessons that they are learning in the coursework on a daily
basis. Students don’t simply participate in an organization or club; they develop reflective reasoning, integrity, and learn how to serve a role within a
community. Amongst the learning lifelong relationships develop among peers and advisors, giving students a
campus they can call home.
Co-Curricular Activities
How? Each semester the HVU campus holds and “Involvement Fair” or the campus
community*10. This fair features organizations focused on leadership, academics, sports, special interests,
service, and cultural interests. Students from their first-year to their senior year attend the event to learn about different opportunities on-
campus and to find their fit to make the campus environment feel smaller.
The Benefits!Getting involved not only benefit’s a student’s growth and development at
HVU but presents itself towards a tangible goal. Students who get involved on-campus can develop a Co-Curricular Transcript. The Co-
Curricular Transcript is a tool that HVU uses to help students track their progress of involvement, leadership
roles, and overall engagement in campus life. With each workshop, intramural sport, organization, and
leadership role, students may have the opportunity to add it to their Co-Curricular transcript. Not only does this transcript serve as a good
resource for students when creating resumes and but the Office of Residence Life scores students’ Co-
Curricular transcripts in order to give housing preferences. *6
The HVU Campus is filled with events
and activities. Getting involved can be as
simple as attending a football game, going
to late night at the recreation center, or
watching the annual cultural dance.
Get Involved!
Campus Events
Fast FactsHVU houses approximately 8,000
undergraduate students in seven different residence halls. In tradition with the Hudson valley region, each
hall is named after a different lighthouse along the Hudson River. Jeffrey’s Hook Hall, Stony Point Hall,
Esopus Hall, and Athens Hall are four traditional buildings with single, double, and triple rooms. These halls are occupied by
predominantly first-year and sophomore students. Rondout Suites and Saugerties Suites are
designed with private common areas, private bathrooms, and single
or double bedrooms. Juniors typically occupy most suites on campus. Sleepy Hollow Apartments
is unique because it is divided into Sleepy Hollow North and Sleepy Hollow South. Sleepy Hollow North is designated as family and
graduate housing. Students with partners or dependents can choose to live in Sleepy Hollow North in
order to have the accommodations they need to benefit from living on campus while still being able to stay
with their families. Sleep Hollow South is open to all students and is predominantly occupied by seniors at HVU. *3
Office of Residence Life
RONDOUT SUITES LOUNGE SLEEPY HALLOW SOUTH ESOPUS HALL DOUBLE ROOM
The Of'ice of Residence Life has one of the most
in'luential roles on a college student’s life at HVU.
While, students at HVU are not required to live on
campus we 'ind that they prefer on-‐campus living due
the accommodations, environment, and overall
atmosphere in the halls.
Housing Sign-Ups
- First-Year housing applications are due by July 15th
- Continuing student applications are due by
February 1st- All learning communities or themed
communities require an application with
specified dates- Housing sign-ups begin in mid-March- Housing Lottery: Students will choose
housing based on a preferential lottery
system. Students can get a sooner pick date by enhancing their co-curricular transcript within their specific graduating
class
HOW ACCESSIBLE ARE THE BUILDINGS?
All of the suites and apartments on campus are equipped with
elevators, accessible access doors, and air conditioning. Athens
and Jeffery’s Hook Hall have recently been renovated and have
elevators and access doors. HVU has a commitment to
transforming all residence halls into ADA accessible units and has
plans to make this changes in the near future. WHAT IS THE COST OF L IVING ON-C AMPUS?
Each Residence Hall varies in price, At HVU the most affordable
residence halls are the traditional double and triple units at 2,359
per semester. The most expensive residence hall is in the
apartments at 5,800 per semester. *11
WHAT KIND OF AMENITIES EXIST?
Laundry Facilities: Each Residence Hall comes equipped with free laundry facilities available to residents of the building. Students are able to enjoy
a free laundry service without the hassle of quarters or swipes because of a low fee that is associated with their housing cost. Furniture: Furniture is equipped in each hall.
University furniture is expected to stay in the rooms, suites, or apartments. If you need furniture removed from an on-campus living unit you must
contact the Office of Residence Life.Front Desk: At HVU, our halls are standardized with front desks in every lobby. Front Desks serve
a number of roles in the Residence Halls. The desk is staffed 24 hours a day, 7 days a week.
Living Learning Communities
There are two types of residential communities at HVU that students can participate in. The first is Living Learning
Community (LLC). LLCs are academically rich environments with a variety of programs that do not normally exist in
the typical residence hall *5. LLCs include faculty participation, academic advising, mentoring, and on-site classes *5.
There are four different LLCs located on HVU’s campus *14.
ARTS VILLAGE
GLOBAL VILLAGE
CIVIC ENGAGEMENT HOUSE
GREEN VILLAGE
FAQS
We have two themed communities here at HVU as part of our campus housing. The purpose of
themed communities is slightly different than that of LLCs. Themed communities do not require that
students take coursework together and rarely do students participate in the same academic work.
However, these communities do provide students with an opportunity to live with others based on a
special interest or need.
Themed Communities
Gender Free Housing
Where: “All of the rooms in Gender Free Housing are
currently located in Rondout suites on-campus. There are 2
bedrooms in each suite and a shared bathroom; 2 students
live in each bedroom of the suite (4 students total in each
suite). HVU sets aside 20 spaces (5 suites total) for
Gender Free Housing on-campus. *11
Purpose: The purpose of gender free housing is to provide
students with the opportunity to identify their own gender
in an environment free of judgment. Students choosing to
participate in this housing understand that they may live
with males or females and men or women. THis is not an
equivalent to family house. Instead, gender free housing is a
place to offer students the ability to safely and freely
identify their gender and live and inclusive and safe
environment.
Student Parents in the Collegiate
Experience (SPICE)
Located in Sleepy Hallow North, Hudson
Valley University has an amazing environment
created for new or soon to be parents. Here
a full time staff member from the Women’s
Center works with students to provide them
with the countless resources they may need as
a result of their new child. The community is
designed to be a more inclusive environment
for single parents and children. It connects
single parents with one another and offers
support when it is most needed. Students in
the SPICE community must undergo a
background check and abide by different
residential policies than typical students at
HVU.
“Challenging intellectual and
creative work is central to
student learning and collegiate
quality” (Kuh et al., 2005). In
order to succeed at Hudson
Valley University, students
must put effort into their
studies by preparing for class,
reading assigned books and
articles, practicing their
writing skills, and synthesizing
that knowledge (Kuh et al.,
2005). These skills take a large
degree of effort and
dedication. However, we
understand that students
enter college at a variety of
levels and may need support
from the university in order to
succeed. Even the best and
the brightest students are
encouraged to seek help from
campus resources when
possible.
Academic Support Services
Center for Student Learning
The Center for Student Learning is the central “hub” for
academic support services. The Center for Student
Learning is strategically located directly across from the
library and remotely close to many of the Academic
Buildings on campus. Housed in this building is the
Writing Center, Quantitative Tutoring, Academic Success
Center, P.A.S.S program, E.S.A.C., and group study areas.
Our goal for academic support services is to ensure that “students
get off to a strong start “ (Kuh et al, 2005). Every student is required
to use certain aspects of the academic support services in their first
year at HVU. Our philosophy is that academic services should (1)
be located throughout campus in areas where students are most
likely to take advantage of them, (2) be facilitated by peers to
promote peer-to-peer learning, (3) be facilitated by trained and
qualified students who have proven to be both successful in the
content area and capable of teaching to others, and (4)
technologically advanced so as to reach students where they are
most comfortable.
WRITING CENTER
The presence of a writing center on campus helps highlight the importance that HVU places on a student’s written communication skills *10. The writing center has five locations on campus including academic buildings, residence halls, and the Center for Student Learning. The writing center is staffed predominantly by undergraduate students. Student staff
are both evaluated and trained in basic to advanced writing skills. Students wishing to come to the writing center can schedule appointments in advance via phone or on-line. Drop-in appointments are also available. The overall philosophy of the writing center is to provide students with a place to obtain peer evaluation in order to enhance their writing skills.
Students working on their first paper to senior’s writing a thesis can benefit from the center. First-year students are often required by faculty to schedule appointments with the writing center throughout their first and second semester on campus. *4
QUANTITATIVE TUTORING
Quantitative Tutoring is a peer -tutoring program for quantitative courses. Similar to the writing center, students can seek out peer advice and help regarding coursework. Student staff are trained and evaluated on their ability to serve as a tutor. Quantitative Tutoring is run through a drop-in only process. At anytime during tutoring hours, students can stop by to ask
questions about a specific problem, concept, or course. Introductory “Q” courses often require that students utilize Q-Tutoring at least once during the semester.
Testimonies
“During my first year at HVU my English Professor required that we make an appointment at the writing center at least
once for every assignment. I didn’t realize it at the time but I was learning just as much from my peers at the center as
I was from my professor. I now go the writing center for almost any paper that I have.” – Jill, Junior Sociology Major
“When I transferred here I was still adjusting to everything on campus. The coursework was different than at my
previous school. During my first semester here I took a math course that I couldn’t seem to grasp. I started going to
quantitative tutoring after I got a bad grade. Now I used the quantitative center for just random problems or ideas that
I’m struggling with. I’m even considering applying to be one of the tutors.” -Julio, Junior Physics Major
“I always give extra credit to my first year students when they use Q tutoring. I think the most important thing is
making sure that students know that the recourses is there and that they feel comfortable enough to seek it out. It doesn’t always help to go use these peer tutoring centers after grades are started to drop. Student’s need to be encouraged to use the centers early on so that they benefit most from the services.” - Dr. Martin Cortman, Professor of Biology
AC ADEMIC SUCCESS CENTER
The Academic Success Center works with students on their overall study skills and time management. The
faculty at Hudson Valley University have high expectations of their students. Therefore, what a student did in
high school to maintain high grades will most likely not be sufficient in college. Students are therefore not only
being asked to learn new material but also to learn how to record, synthesize, and communicate that
information. The Academic Success Center helps with just that.
At the Academic Success Center, students can meet with faculty, staff, and students to discuss study skills and
time management. This center unlike some tutoring is not course specific. Regardless of the course, staff will
ask questions about how students are currently studying. Staff then work with students to understand where
they may be struggling and offer suggestions and strategies that are more successful for college courses. We
find that this center is particularly beneficial to First-Year students who are just beginning to understand the
demands of college. *4
“I first went the Academic Support Center after I nearly failed an exam in my Intro to Sociology Course. I thought I was
doing everything I needed to succeed. However, after meeting with someone there, I realized I spent more time
memorizing the material than actually understanding it. The strategies they provided my have stuck with me throughout
my time at HVU” Jordan, Sophomore Exploratory Student.
EXPLORATORY STUDENT ADVIS ING CENTER (ESAC)
Every ESAC student is assigned an advisor prior to arriving on-campus. ESAC advisors work with
students to explore what college has to offer them. At HVU we not only honor a student’s right to
discover the area of study they wish to major in but also to enhance that experience. ESAC advisors
function as generalist. Students will be reassigned an advisor in their area of study once a major has
been declared.
ESAC advisors also work with students wishing to change their major. Exploration is a key part of a
student’s academic career. We strive to support students as they question and decide what
experiences they wish to gain from the college experience. *9
PARTNERING WITH AC ADEMIC SUPPORTSERVICES (P.A .S .S . )
The P.A.S.S. program is an intervention program run out of both
Academic Support Services and the Office of the Dean of
Students. P.A.S.S. works to help students become more successful
academically. Specifically PASS runs on a semester long basis but
can be continued for more than one semester if needed. *9
MENTORS THROUGH P.A.S .S .
Each student is paired with a student staff mentor and a faculty mentor.
Student mentors work with PASS students to schedule regular bi-weekly
meetings to discuss academic progress. Student mentors engage in
developing skills such as time management, study skills, goal setting,
integrity of work, and decision-making. In this program, students are
supported more regularly due to continuous evaluations and face-to-face
meetings. Students can either opt into the P.A.S.S. program or may be
referred due to academic or behavioral conduct. *9
FACULTY & P.A.S .S .
Faculty mentors also serve a large role in the P.A.S.S. program’s success.
P.A.S.S. students meet with their faculty mentor approximately four
times a semester. The faculties’ role varies depending on the needs of
the students. Each relationship is student focused providing the him or
her with additional resource to the campus including a faculty
connection. “Meaningful interactions between students and their
teachers are essential to high-quality learning experiences” (Kuh et al.,
2005, p. 207).
THE HVU GUARANTEE
At HVU we understand that students and families need to know that their college education
is worthwhile. That’s why we make sure we assess the progress a student makes between
the time they enter college to their graduation day. Our guarantee is that through
assessment we can show that students learn, develop, and grow as a result of their college
education.
Entrance and Exit Survey
Students at HVU receive an entrance and exit survey that assesses their
current understanding and commitment of the learning outcomes
established. Students self evaluate their level of understanding in these
areas based on a scale. Students then take the same survey upon leaving
the university. Questions are targeted towards obtaining information
directly related to the student learning outcomes. Students are assessed
on their communication skills, critical thinking, understanding o civic
engagement, ability to work with those different then themselves, and
understanding of integrity.
The Capstone Project
In addition, students are evaluated by their professors.
Students must demonstrate certain learning outcomes
during their Capstone Project in order to graduate.
Students are evaluated by their professors on all five
outcomes with a heavy emphasis on communication and
critical thinking.
Assessment: The Key to Success
At HVU we believe that the best way to improve our campus
from policies and procedures to building structures, etc., we must
understand what it is we do well and what it is that we can do
better. Student affairs practitioners take a strong role in ensuring
that the campus experience is assessed full circle and that
appropriate changes are made to existing aspects of the HVU
campus.
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2. Fayetteville State University. (n.d.). Mission statement. Retrieved on November 21, 2011, from http://
www.uncfsu.edu.
3. Historic Hudson River Towns. (n.d.). Hudson river lighthouses. Retrieved on November 20, 2011,
from http://www.hudsonriver.com.
4. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student success in college:
Creating conditions that matter. San Francisco: Jossey-Bass.
5. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research,
(Vol. 2). San Francisco: Jossey-Bass.
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www.suny.edu/about_suny/.
8. Sweet Briar College. (n.d.). Mission statement. Retrieved on November 21, 2011, from http://sbc.edu.
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27, 2011, from http://uconn.edu.
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uconn.edu.
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uconn.edu.
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Retrieved on November 23, 2011, from http://www.umf.maine.edu/.
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November 22, 2011, from http://www.umich.edu.
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http://www.uvm.edu.
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www.uvm.edu.
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