SUNY Trustees’ Academic Affairs Committee · Collegiate Science and Technology Entry Program (CSTEP) ‐ In 2012‐13, 22 SUNY campuses participated in CSTEP, a New York State program

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SUNY Trustees’ Academic Affairs Committee November 14, 2013

I. Data Brief: STEM Enrollments, Degrees, Program Development

A. STEM Defined

Headlines regarding STEM (Science, Technology, Engineering and Math) continue to dominate both mass media and academic journals at the state, national, and international levels. The rationale is clear: our nation’s ability to maintain its global leadership in research, innovation, and economic competitiveness is directly tied to our ability to produce high‐quality STEM graduates who can produce new innovations critical to the success of our knowledge economy. In fact, recent articles proclaim that demand for graduates in STEM‐related fields continues to grow; state and federal investments in STEM need to be increased; achievement in STEM is key to state economies and U.S. prominence; and efforts to engage more females and minorities in STEM remain priorities.

To respond to many of these issues New York Governor Andrew Cuomo recently launched the Master Teacher Program, coordinated by SUNY, to support STEM teachers as mentors. The Governor and New York State Legislature supported public private partnerships to guide high school student interest in STEM fields; utilized new economic development legislation, StartUp NY, to strengthen linkages between the state’s workforce development needs to campus academic priorities including STEM; and supported a series of state‐wide grant opportunities and initiatives to foster STEM program development and student success.

Consistent with this national and state focus, SUNY’s advocacy for and leadership in STEM has been significant both at the System and campus levels. However, in order to effectively evaluate SUNY’s position relative to the STEM fields along a range of important measures—enrollment, retention, and degrees granted as well as academic program development, diversity of offerings, and linkages to workforce opportunities—it is important to first understand how STEM is defined.

It may be surprising to learn that there are multiple STEM classification systems in use nationwide. For reference, a detailed review with bibliography appears in Appendix A. The Department of Homeland Security (DHS) has the broadest STEM definition with 424 programs distributed across 21 disciplines. The DHS definition is used for this data brief based on its widespread use among institutions of higher education as well as the National Center for Education Statistics (NCES).

The academic programs that comprise STEM fields are defined using the nationally‐recognized Classification of Instructional Programs. Academic programs are given a CIP code (2, 4, and 6 digit) to identify the field of study. The CIP codes in the DHS definition of STEM is provided in

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Appendix B and the associated SUNY academic programs and their degree count trends are in Appendix C.

It is notable that most of the health professions are not included in any of the STEM definitions reviewed. While health professions use science, technology and math skills in their professions, the primary medical nature of the health professions places them in the human services. Also, many of the vocational technology programs that are and have been traditionally offered at community colleges are not included in STEM definitions despite the fact that they have historically played a central role in preparing students for academic programs in STEM fields.

There has also been recent discussion about incorporating Art and Design into the STEM fields: STEM + A= STEAM. Proponents of STEAM argue that true innovation comes with combining the mind of a scientist or technologist with that of an artist or designer. As of this writing, the DHS definition has not been expanded in response to this discussion.

B. STEM at SUNY

As the largest public comprehensive system of higher education in the country, SUNY offers a number of academic programs that fall under the DHS definition of STEM (Appendix C provides a complete listing). At both the System and campus level, SUNY also offers a number of initiatives, grant opportunities, and scholarships to support faculty development and student success in STEM. Appendix D provides an overview of key SUNY initiatives related to STEM at the pre‐college level, the campus level (undergraduate and graduate programs), and System‐wide grant programs and initiatives. As context for the following narrative, a review of a sampling of System‐level initiatives is provided below:

Afterschool STEM Mentoring Program ‐ With a $2.95 million grant from the National Science Foundation, SUNY and the New York Academy of Sciences expanded the Afterschool STEM Mentoring Program, which pairs student mentors from SUNY campuses with local middle school students.

Collegiate Science and Technology Entry Program (CSTEP) ‐ In 2012‐13, 22 SUNY campuses participated in CSTEP, a New York State program designed to increase the number of students from under‐represented minority groups who are pursuing professional licensure and careers in mathematics, science, technology and health‐related fields.

SUNY Replication Project: Baccalaureate and Beyond Community College Mentoring Program ‐ This STEM seamless transfer program is modeled on the nationally recognized Baccalaureate and Beyond Community College Mentoring Program established at Purchase College. SUNY is replicating Purchase College’s ideas for seamless STEM transfer throughout the SUNY System in the SUNY Replication Project, led by the founder of the Purchase program, Dr. Joseph Skrivanek, Professor of Chemistry and Biochemistry.

SUNY High Needs Program ‐ The SUNY High Needs program provides grants to campuses to link academic programs to workforce needs. Prior to 2012‐13, it

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provided nearly $28 million to 28 campuses, principally to support or expand nursing and engineering programs. As part of SUNY’s Strategic Enrollment Management plan, the Request for Proposal for 2013‐14 called for programs relating to high need occupations identified by Empire State Development, the New York State Department of Labor, and others in six STEM‐related areas: Engineering‐Engineering Technologies, Health Care, Renewable Clean Energy, Biomedical‐Biotechnical, Agriculture‐Agriculture Business, and Information Technology.

Doctoral Diversity Fellowships in Science, Technology, Engineering and Mathematics (STEM) ‐ The Doctoral Diversity Fellowships in Science, Technology, Engineering and Mathematics is awarded to academically exceptional students who have been admitted to SUNY’s doctoral degree granting institutions and will commence their graduate studies in STEM fields.

The SUNY/RF Research Collaboration Fund ‐ Created to capitalize on the power of SUNY systemness by encouraging new and existing inter‐campus collaborations, particularly in STEM fields, and supporting their development into long term partnerships with sustained growth. This targeted investment aims to help faculty researchers generate the preliminary results and data necessary to qualify for larger scale proposals for future funding.

STEM Research Opportunities for Undergraduates ‐ In March 2013, the SUNY Research Foundation announced awards totaling nearly $300,000 to support and enhance STEM research opportunities for undergraduates at SUNY’s State‐Operated campuses. These funds complement existing campus‐based programs.

SUNY Networks of Excellence ‐ With $4 million in funding provided by the Research Foundation, SUNY has launched four Networks of Excellence ‐ SUNY 4E, SUNY Health Now, SUNY Brain, and SUNY Materials & Advanced Manufacturing. Each network assembles scientists and scholars from the various SUNY campuses to collaborate on a topic‐specific, joint research program and enhance related experiential learning of students.

SUNY’s academic degree program development has also kept pace with new developments in STEM fields, including interdisciplinary programs. To some extent, this is a result of long‐standing SUNY standards for the review and approval of new academic programs which explicitly include analysis of both market demand and need. Out of the 2,955 new degree programs added system‐wide since 2000, SUNY has added 595 programs in STEM fields. Some of the new programs developed include:

Agricultural and Biological Engineering;

Applied Mathematics & Statistics;

Biochemistry;

Bioengineering;

Computer Security & Forensics;

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Education & Technology;

Environmental Science;

Industrial & Systems Engineering;

Information Technology;

Materials Science & Engineering;

Nanoscale Science;

Renewable Energy Technologies;

Sustainable Energy Systems; and

Wind Turbine Technology.

C. STEM Data

SUNY’s overall investment in STEM has yielded strong enrollment and degree attainment in

STEM fields. Appendix E contains a comprehensive view of the STEM enrollment by campus

and Appendix F contains the associated degree trends by campus.

Chart 1. STEM Enrollment as Percent of Total Matriculated at SUNY Fall 1996, Fall 2004, Fall 2012

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Enrollments in STEM academic programs system‐wide have steadily increased, now comprising 15.1% of SUNY’s total enrollment. STEM enrollment at state‐operated campuses has increased from 15.2% to 22.3%. While community college STEM enrollments have only slightly increased, later in this brief we discuss the large enrollments in the Liberal Arts and Science: Math & Science programs that are popular with community college students who often transfer into a STEM discipline at SUNY four‐year campuses, programs which are not included in the DHS STEM definition.

Chart 2. Degrees Granted in STEM Programs as a Percent of Total Degrees Granted, and SUNY

and National Comparisons, Award Year 2011‐2012

Chart 2 represents degrees granted in STEM programs as a percent of total degrees granted, along with a comparison to national public institutions for the 2011‐2012 award year.

Key Observations

SUNY four‐year institution degree productivity in STEM fields exceeds that of national four‐year public and privates with SUNY achieving 19.2 percent of degrees granted in STEM programs as a percent of total degrees granted as compared to 17.7% for national four‐year public institutions and 13.1% for National 4‐year private institutions.

SUNY ‘s Community Colleges percent of degree granted in STEM (6.6%) also exceeds the rate for national two‐year public institutions (5.6%).

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Chart 3. STEM Enrollment as Percent of Total Matriculated at SUNY by State‐Operated Sector

‐ Fall 1996, Fall 2004, Fall 2012

Chart 3 represents a historical view of STEM enrollments as a percent of total matriculated students at state‐operated campuses at three different measurement points (Fall 1996, Fall 2004 and Fall 2012).

Key Observations

SUNY’s four university research centers show steady growth from 17.6% in fall 1996 to 29.1% in fall 2012.

For comprehensive institutions, the pattern shows STEM enrollments represent a smaller proportion of matriculated students at 9.9% in fall 1999 to 8.8 % in fall 2004 growing to 12.5% in fall 2012.

In the Technology sector, the percentage of STEM enrollments as a percent of matriculated students also remained relatively stable too, with roughly a quarter of students enrolled in STEM fields. It should be noted that in fall 2004, STEM enrollment as a percent of total matriculated enrollment increased from 24.3% to 27.5% and then dropped to 24.2% in fall 2012.

17.6%

9.9%

24.3%

21.3%

8.8%

27.5%

29.1%

12.5%

24.2%

0%

10%

20%

30%

40%

Research Centers Comprehensive Technology

F1996 F2004F1996F2012F2004 F2012F2004F1996F2012

SUNY System Administration Office of Institutional Research :: Oct 22, 2013 Source: SUNY OBIEE Data Warehouse

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Chart 4. STEM Enrollment at SUNY, Fall 2002 ‐ Fall 2012

Chart 4 illustrates STEM enrollment trends at SUNY from fall 2002 to fall 2012, including state‐operated institutions and community colleges.

Key Observations

Overall SUNY STEM enrollments increased from 48,088 in 2002 to 60,848 in 2012 – a 26.5% growth – driven primarily by increases at state‐operated institutions.

For state‐operated institutions, the increase is rather steady beginning in fall 2005 as STEM enrollments increased from 34,980 (fall 2005) to 47,316 (fall 2012).

With respect to the community college sector, STEM enrollments have slightly declined overall ranging from 14, 540 in fall 2002 to 13, 532 in fall 2012. However, all of the decline occurred between fall 2002 (14,540) to fall 2006 (10,210), and since then there has been steady, albeit modest, growth with 10,450 in fall 2007 to 13, 352 in fall 2012.

48,088 47,40746,161 45,486 46,119

47,706

50,009

53,904

57,59658,760

60,848

33,54834,643 34,647 34,980

35,90937,256

38,673

41,103

44,55245,603

47,316

14,54012,764

11,51410,506 10,210 10,450

11,33612,801 13,044 13,157 13,532

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Number of Students

SUNY Overall

State‐Operated Institutions

Community Colleges


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Chart 5. STEM Degrees Granted at SUNY, 2002‐2003 ‐ 2011‐2012

The above graph depicts STEM degrees granted at SUNY from award year 2002‐2003 to award year 2011‐ 2012, for SUNY overall, state‐operated institutions, and community colleges.

Key Observations

Overall SUNY STEM degree production has increased from 10,716 in 2002‐2003 to 13,169 in 2011‐2012. As we saw with enrollment, increases at the state‐operated campuses primarily account for this growth trend.

For state‐operated institutions, there is a modest increase in the number of degrees from 2002‐2003 to 2008‐2009. Beginning in 2009‐2010, the number of STEM Degrees increased to 9,492 (fall 2009‐2010) and to 10,777 degrees in 2011‐2012.

For the community college sector, STEM degrees declined from 2002‐2003 (2,381) to 2008‐2009 (1,626). In 2009‐2010, the trend reversed with a pattern of increases in degrees granted ranged from 1,983 in fall 2009‐2010 to 2,392 in fall 2012. Again, this pattern is consistent with the enrollment trend in STEM programs, with there being a natural slight delay in seeing the increase in degrees granted.

10,716 10,61310,830

10,504 10,575 10,682 10,686

11,475

12,629

13,169

8,3358,537

8,822 8,7408,907 8,942 9,060

9,492

10,43710,777

2,3812,076 2,008

1,764 1,668 1,740 1,6261,983

2,1922,392

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

2002‐2003 2003‐2004 2004‐2005 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010 2010‐2011 2011‐2012

Number of Degrees Granted

SUNY Overall


Community Colleges


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Chart 6. STEM Enrollment as Percent of Total Matriculated Enrollment at SUNY, Fall 2002 ‐ Fall 2012

The graph above illustrates STEM Enrollments as percent of total matriculated enrollment at SUNY from Fall 2002 to Fall 2012.

Key Observations

Overall SUNY STEM enrollments as a percent of total enrollments have increased from 13.5% in 2002 to 15.1% in 2012.

For state‐operated institutions, the increase in STEM enrollments as percent of total increased from 17.5% in 2002 to 22.3% in 2012. Most of the increase (5.3%) occurred beginning in fall 2006 (18%) with steady growth of 1%‐2% each year through fall 2012 (22.3%). As we will see later, the majority of this growth occurred at the Doctoral Institutions.

For the community college sector, STEM enrollments as a percent of overall enrollment remain relatively unchanged with very slight fluctuation from fall 2004 (6.7%) through fall 2012 (7.1%).

13.5% 13.1% 12.6% 12.4% 12.5% 12.7% 13.0% 13.3%13.9% 14.4%

15.1%

17.5% 17.8% 17.9% 17.9% 18.0% 18.4% 18.7%19.4%

20.9%21.5%

22.3%

8.8%7.6%

6.7% 6.2% 6.0% 6.1% 6.4% 6.6% 6.5% 6.7% 7.1%

0%

10%

20%

30%

40%

50%


STEM

Students / M

atriculated Students

SUNY Overall


Community Colleges


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Chart 7. STEM Enrollment of First‐Time, Full‐Time Undergraduates at SUNY, Fall 2002 ‐ Fall

2012

Chart 7 shows the trend from Fall 2002 to Fall 2012 in STEM enrollment for first‐time, full‐time undergraduate students in SUNY overall and at state‐operated campuses and community colleges.

Key Observations

In SUNY overall, enrollments of first‐time, full‐time students intending to seek a degree in a STEM field have increased in most academic years.

This trend is mirrored in state‐operated institutions. It should be noted that these institutions vary as to the class year in which students must declare a major. Some may have even changed their requirements during this period of time. Such changes could impact the variability of first‐time, full‐time enrollments in STEM fields.

For community colleges, there has been an overall increase in the enrollment of first‐

time, full‐time students in STEM programs from fall 2002 (2,561) to fall 2012 (3,114), however, the trend has been variable.

6,841

7,2917,000 7,007

7,480

7,924

8,689

9,206

9,616 9,568

10,377

4,280

4,752 4,646 4,736

5,0855,405

5,7606,020

6,563 6,517

7,263

2,561 2,5392,354 2,271 2,395 2,519

2,9293,186 3,053 3,051 3,114

0

2,000

4,000

6,000

8,000

10,000

12,000


Number of Students

SUNY Overall

State Operated Institutions

Community Colleges


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Chart 8. STEM Enrollment of First‐Time, Full‐Time Undergraduates as a Percent of All First‐

Time, Full‐Time Undergraduates at SUNY, Fall 2002 ‐ Fall 2012

In the graph above, data is presented on the enrollment of first‐time, full‐time students in STEM programs as a percent of all first‐time, full‐time students in a program for the period Fall 2002 to Fall 2012.

Key Observations

Overall SUNY STEM enrollments of first‐time, full‐time students have steadily increased from 10.8% in fall 2002 to 13.9% in fall 2012.

The large increase in STEM enrollments of first‐time, full‐time undergraduates at state‐operated institutions as a percent of all students in a program accounts for the increase noted for SUNY overall.

At community colleges, enrollment of first‐time full‐time students in STEM programs as a percent of all students has changed little over this time period.

10.8% 10.9%10.4% 10.4%

10.7% 10.9%11.5%

11.8%12.3%

12.6%

13.9%

14.8%

15.9% 16.0% 15.9%16.6%

17.3%17.9%

19.4%

21.3% 21.2%

23.1%

7.5%6.9%

6.2% 6.0% 6.1% 6.1%6.8% 6.8%

6.5%6.8%

7.2%

0%

5%

10%

15%

20%

25%


STEM

FTFT/ALL FTFT

SUNY Overall

State Operated Institutions

Community Colleges


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Chart 9. First Year Retention Rates for First‐Time Full‐Time Students Entering Fall 2011 and

Enrolled in a Program at SUNY, Indicating Students Initial Program and Second Year Program

Chart 9 illustrates the one year retention rates for first‐time full‐time students who entered in Fall 2011 and were enrolled in a program. Any to Any includes all students who enrolled in any program and persisted into their second academic year. STEM to Any includes students who enrolled initially in a STEM program and persisted into their second academic year but did not necessarily continue in a STEM program. STEM to STEM includes students who initially enrolled in a STEM program and who continued in a STEM program into their second year.

Key Observations

For SUNY overall, retention rates for students who initially enrolled in a STEM program are better than the retention rates of students in any program, 75.9% to 68.0% respectively. About 10% of students, who started in STEM, although persisting, switch to a non‐STEM program.

At state‐operated institutions, students initially enrolled in STEM at doctoral institutions have slightly higher retention rates than all students enrolled in programs. Less than 8% of the students, who started in STEM, changed to non‐STEM programs.

For both the comprehensive colleges and community colleges, the first year retention rates

of students enrolled in STEM programs is comparable to the first year retention rates for all students. About 14% of students, however, switch to a non‐STEM program.

68.0%

75.9%

64.7%

88.1%90.3%

82.7%80.1% 79.7%

64.9% 64.6%

69.7%

63.2%59.6% 60.3%

46.2%

0%

20%

40%

60%

80%

100%

Any to Any

STEM to Any

STEM to

STEM

Any to Any

STEM to Any

STEM to

STEM

Any to Any

STEM to Any

STEM to

STEM

Any to Any

STEM to Any

STEM to

STEM

Any to Any

STEM to Any

STEM to

STEM

SUNY Total Doctoral/Research Institutions

Community Colleges


ComprehensiveColleges

TechnologyColleges

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At technology colleges, students initially enrolled in STEM programs have higher retention rates than all students enrolled in programs. The least percentage of students, about 7% changed to a non‐STEM program in their second year.

Chart 10. STEM Enrollment at SUNY by State‐Operated Sector, Fall 2002 ‐ Fall 2012

Chart 10 represents STEM Enrollment patterns at SUNY by State‐Operated Sector from Fall 2002 to Fall 2012.

Key Observations

These data show growth in all state‐operated sectors. Dramatic increases are noted in the doctoral sector from 15,066 in fall 2002 to 24,196 in fall 2012.

For comprehensive colleges, the pattern is slightly different as STEM enrollments remained flat from fall 2002 until fall 2005 (7,401 in fall 2002 and 7,471 in fall 2005) and then steadily increase reaching 10,938 students in 2012.

For the technology colleges, STEM enrollments increased slightly from 5,827 STEM enrollments in fall 2002 to 6,465 in fall 2012.

20,32021,166 21,368 21,625

22,16522,811

23,660

25,131

28,25628,779

29,913

7,401 7,400 7,283 7,4717,990

8,5349,026

9,804 10,16710,562 10,938

5,827 6,077 5,996 5,884 5,754 5,911 5,987 6,168 6,129 6,262 6,465

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000


Number of Students

Doctoral Degree Institutions

Comprehensive Colleges

Technology Colleges


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Chart 11. STEM Degrees Granted at SUNY by State‐Operated Sector, 2002‐2003 ‐ 2011‐2012

The above graph depicts STEM degrees granted at SUNY from award year 2002‐2003 to award year 2011‐ 2012, by state‐operated sector.

Key Observations

As may be expected, we again see that the trends in STEM degrees granted are comparable to the trends in STEM enrollment.

After a relatively flat pattern of degrees granted over a six year period, the number of degrees granted at SUNY’s doctoral institutions increased from 5,301 in 2002‐2003 to 7,309 in 2011‐12 – a 25.1% increase.

For the Comprehensive Colleges, the increase in the degrees granted started in 2006‐2007 (1,812) and with some minor fluctuation increased to 2,055 in 2011‐2012.

There is a modest increase in the number of degrees granted from technology colleges with 1,346 in 2002‐2003 to 1,413 in 2011‐2012.

5,3015,495

5,734 5,724 5,7655,885 5,841

6,303

6,942

7,309

1,688 1,676 1,670 1,6691,812 1,735

1,885 1,8622,065 2,055

1,346 1,366 1,418 1,347 1,330 1,322 1,334 1,3271,430 1,413

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

2002‐2003 2003‐2004 2004‐2005 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010 2010‐2011 2011‐2012

Number of Degrees Granted



Technology Colleges


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Chart 12. STEM Enrollment as Percent of Total Matriculated Enrollment at SUNY by State‐

Operated Sector, Fall 2002 ‐ Fall 2012

This chart illustrates STEM Enrollments as percent of total matriculated enrollment by state‐operated sector from Fall 2002 to and including Fall 2012.

Key Observations

In the doctoral sector, STEM enrollments as percent of total matriculated enrollments have increased from 23.2% in fall 2002 to 30.7% in fall 2012.

In fall 2008, the doctoral and technology sector trend lines cross with the doctoral sector percentages continuing to grow from 1% to 3% each year thereafter.

For the technology sector, the percent of students enrolled in STEM declined from 28.1% in fall 2002 to 24.8% in fall 2008. From fall 2008 (24.6%) to fall 2012 (24.2%), STEM enrollments as percent of total matriculated are relatively constant.

For the comprehensive sector, STEM enrollments as percent of overall enrollment indicate slight and steady growth since fall 2002 (8.9%) compared to fall 2012 (12.5%).

23.2% 23.5% 24.0% 23.8% 24.2% 24.4%24.8%

26.1%

29.1%29.9%

30.7%

8.9% 8.9% 8.8% 9.0% 9.4%9.9% 10.3%

10.9% 11.4% 11.8%12.5%

28.1% 28.4%27.5%

26.9%25.9% 25.7%

24.6%24.0% 23.3% 23.6%

24.2%

0%

10%

20%

30%

40%

50%


STEM

Students / M




Technology Colleges


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Chart 13. STEM Enrollments at SUNY by Award Level, Fall 2002 ‐ Fall 2012

Chart 13 illustrates STEM enrollments by award level from fall 2002 to fall 2012.

Key Observations

Although the highest growth in enrollment counts is at the baccalaureate level, graduate programs (as seen in the next chart) have the highest STEM enrollment as percent of total matriculated students.

STEM enrollments at the baccalaureate level increased steadily from 23,418 in fall 2002 to 36,766 in fall 2012.

STEM enrollments at the associate level declined from 17,233 in fall 2002 to 12,267 in fall 2006. In fall 2007, STEM enrollments started to increase and from fall 2009 have remained relatively flat at approximately 15,000. For the graduate level, STEM enrollments increased from 7,437 in fall 2002 to 8,859 in fall 2012 with most of the notable growth beginning in fall 2008.

7,437 7,846 7,735 7,708 7,870 7,976 7,893 8,288 8,586 8,626 8,859

23,41824,297 24,623

25,17725,982

27,249

28,853

30,795

34,071

35,225

36,766

17,233

15,264

13,803

12,601 12,267 12,48113,263

14,821 14,939 14,909 15,223

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000


Number of Students

Graduate

Baccalaureate

Associates & UG Certificates


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Chart 14. STEM Enrollments as a Percent of Total Matriculated Enrollment at SUNY by Award

Level, Fall 2002 ‐ Fall 2012

This graph is a representation of STEM enrollment as a percent of total matriculated enrollment

at SUNY by award level, fall 2002 ‐ fall 2012.

Key Observations

• Baccalaureate STEM enrollment as a percent of total enrollment increased from 16.7% in fall 2002 to 22.5% in fall 2012.

• Graduate STEM enrollment as a percent of total enrollment increased from 19.7% in fall 2002 to 23.5% in fall 2012.

• Beginning with 2010, the graduate and baccalaureate STEM enrollment growth rates are nearly identical.

• For SUNY’s associates and undergraduate certificate levels, STEM enrollment as a percent of total enrollment decreased from 9.7% in fall 2002 to 6.8% in fall 2007. However, beginning in fall 2008 (7.0%) the trend is stabilized with slight growth to 7.5% in fall 2012.

19.7%20.4% 20.7% 20.8%

21.3% 21.6%21.1%

21.8% 22.1%22.7%

23.5%

16.7% 17.1% 17.2% 17.2% 17.2%17.7%

18.2%18.9% 21.0%

21.6%22.5%

9.7%

8.4%7.5%

6.9% 6.8% 6.8% 7.0% 7.2% 7.0% 7.2% 7.5%

0%

5%

10%

15%

20%

25%

30%


STEM

Students/M


Graduate

Baccalaureate

Associates & UG Certificates


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Chart 15. Baccalaureate Level STEM Enrollment as Percent of Matriculated Enrollment at

SUNY by State‐Operated Sector, Fall 2002 ‐ Fall 2012

This graph depicts baccalaureate STEM enrollment as a percent of matriculated enrollment among

SUNY by state‐operated sectors from fall 2002 through fall 2012. In general, STEM baccalaureate

programs represent the vast majority of SUNY’s STEM enrollments and thus mirror trends across SUNY’s

state‐operated sectors.

Key Observations

• STEM baccalaureate enrollment at SUNY’s doctoral institutions increased from 22.8% in fall 2002 to 31.7% in fall 2012 with significant increases beginning in fall 2008

• SUNY’s comprehensive institutions increased slightly beginning with a 9.6% rate of STEM

enrollment as percent of matriculated enrollment in 2002 and incrementally rising to 13.3% in 2012.

• The percent of STEM baccalaureate enrollment in SUNY’s technology institutions decreased beginning with a 49.8% rate of STEM enrollment in 2002 and dropping by 16% to 33.8% in 2012. As noted in the last section of this brief, technology college program development has diversified to include more health professions, business administration and management fields.

22.8% 23.1% 23.4% 23.4% 23.3% 23.7%24.4%

25.8%

29.9%30.9% 31.7%

9.6% 9.6% 9.4% 9.5% 9.8%10.4% 10.9%

11.6%12.2% 12.5%

13.3%

49.8%48.8%

47.9%

45.9%

42.6%

40.9%

38.0%

34.8%33.4% 33.8% 33.8%

0%

10%

20%

30%

40%

50%


STEM

Students / M




Technology Colleges


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Chart 16: Percent of Matriculated Students in a STEM Program at SUNY State‐Operated

Institutions, Fall 2012

Chart 16 provides a campus‐specific overview of the proportion of matriculated students enrolled

in a STEM program at SUNY’s state‐operated institutions enrolled in fall 2012.

Key Observations

In fall 2012:

• 29% of the matriculated students in SUNY’s research centers were enrolled in STEM programs. Stony Brook (38.6%) noted the highest percentage of matriculated STEM students. University at Buffalo (28.4%) and Binghamton (27.9%) were slightly below Stony Brook but enrolled nearly one third of matriculated students in STEM programs.

• 40% of the matriculated students at SUNY’s other research/doctoral institutions were enrolled in STEM programs with Environmental Science and Forestry (75.7%), Cornell (47.3%), and Alfred‐Ceramics (27.3%) noting the highest percentages.

• 12.5% of the matriculated students in the comprehensive sector enrolled in STEM programs. Geneseo (27.5 %), Potsdam (18.8 %), and Oneonta (17.2%) were among the comprehensive institutions with the highest percentages.

29.1%

18.3%

27.9% 28.4%

38.6%

40.5%

27.3%

47.3%

6.8%

75.7%

0.0%

10.9%

12.5%

12.5%11.3%

6.5% 6.4%

9.1%

27.5%

9.6%

12.9%

17.2%

13.9% 14.6%

18.8%

12.4%

24.2%

30.8%

8.6%

32.7%

6.6%

25.2%

48.0%

19.8%

38.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Albany

Bingham

ton

Buffalo Univ

Stony Brook

Alfred‐Ceramics

Cornell Stat

Downstate M

edical

Envir Sci &

Forestry

Optometry

Upstate M

edical

Brockport

Buffalo State

Cortland

Empire State

Fredonia

Geneseo

New Paltz

Old W

estbury

Oneonta

Osw

ego

Plattsburgh

Potsdam

Purchase

Alfred State

Canton

Cobleskill

Delhi

Farm

ingdale

Maritime

Morrisville

SUNYIT

Research Centers Other Research/Doctoral Comprehensive Colleges Technology Colleges


Page 20 of 33

Chart 17: Percent of Matriculated Students in a STEM or LAS: Math & Science Program at

SUNY Community Colleges, Fall 2012

Chart 17 represents the percent of matriculated students enrolled in a STEM or Liberal Arts and Science: Math & Science program among SUNY’s 30 Community Colleges. The category of programs within this set of Liberal Arts and Science is not included in the definition of STEM programs found in Appendix B. However, since LAS: Math & Science are popular programs with community college students who often transfer into a STEM discipline at SUNY four‐year campuses, they are included here as important context in the evaluation of community college sector in STEM .

Key Observations

In fall 2012:

• According to the DHS definition of STEM programs, the majority of the community colleges show under 10 percent of the matriculated students enrolled. Hudson Valley (13.9%), Finger Lakes (13.8%), Broome (12.1%), and Clinton (11.2%) are among the community colleges with the highest percentages of STEM enrollments.

• However, when looking at STEM or Liberal Arts Science Math and Science programs combined, Sullivan County (45.6%), Orange County (37.8%), Rockland (31.0%), Broome County (30.5%), and Westchester (28.4%) Community Colleges are among the institutions

5.8%

12.1%

6.5%

11.2%

4.1%

10.5%7.0%

9.4%

1.6%

13.8%10.1%

4.8% 4.2%

13.9%

7.8%4.7% 6.3% 6.9%

4.2%

10.2% 10.1%6.4%

4.3%7.6%

3.6% 5.2%

9.9%7.5% 9.0%

19.8%

18.4%

9.3%

8.7%

9.3%

10.2%

8.2% 3.1% 2.0%

1.9%6.3%

0.8%15.6% 21.3%

5.0% 2.2%5.7%

4.7%

15.5%

31.4%

26.7%

1.4%

2.7%

40.5%

2.4%4.4%

19.4%

25.5%

30.5%

15.8%

20.0%

13.4%

20.7%

15.2%

12.5%

1.6%

13.8%12.1%

6.7%

10.5%

14.7%

23.4%

26.0%

11.3%

9.1% 9.8%

14.9%

0.0%

25.6%

37.8%

31.0%

9.1%

6.4%

45.6%

12.3% 11.9%

28.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Adirondack

Broome

Cayuga County

Clinton

Columbia‐Greene

Corning

Dutchess

Erie

Fashion Institute

Finger Lakes

Fulton‐M

ontgomery

Genesee

Herkimer County

Hudson Valley

Jamestown

Jefferson

Mohaw

k Valley

Monroe

Nassau

Niagara County

North Country

Onondaga

Orange

County

Rockland

Schenectady County

Suffolk County

Sullivan County

Tompkins Cortland

Ulster County

Westchester

STEM LAS: Math & Science


Page 21 of 33

with the highest the percentages of matriculated students in a STEM or Liberal Arts Science Math and Science programs.

Chart 18. Female STEM Enrollment at SUNY, Fall 2002 – Fall 2012:

Chart 18 illustrates the trend in enrollment of female students in STEM programs at SUNY overall, in state‐operated campuses, and in community colleges.

Key Observations

• Enrollment by females in STEM programs has increased overall for SUNY from 15,303 in Fall 2002 to 20,370 in Fall 2012. The growth is driven by state‐operated campuses.

• Community Colleges have had a decline of female enrollment in STEM programs from 3,277 students in Fall 2002 to 2,240 students in Fall 2012.

• These trends in enrollment are mirrored in degree counts for female students in STEM programs.

15,303 15,206 15,118 15,135 15,37715,951

16,631

17,483

19,02419,538

20,370

12,02612,532 12,845 13,158

13,54914,144

14,77015,459

16,93917,380

18,130

3,2772,674

2,273 1,977 1,828 1,807 1,861 2,024 2,085 2,158 2,240

0

5,000

10,000

15,000

20,000

25,000


SUNYTotal

State Operated

Community Colleges


Page 22 of 33

Chart 19. Female STEM Enrollment as a Percent of Total Matriculated Female Enrollment at SUNY, Fall 2002 ‐ Fall 2012

Chart 19 depicts the STEM enrollment of females as a percent of matriculated female enrollment in

state‐operated sectors from fall 2002 through fall 2012.

Key Observations

• Overall SUNY STEM enrollments of females as percent of the total matriculated female enrollments have increased from 7.8% in 2002 to 9.4% in 2012. Most of the increase seems to parallel increases with state‐operated campuses. However, the overall degree attainment has been relatively stable around 8.5% over the last ten years.

• For state‐operated institutions, the increase in STEM enrollments as percent of total increased from 11.7% in 2002 to 16.2% in 2012. The last three years have seen a jump in female enrollment in STEM programs at the state‐operated campuses. The degree trend follows the enrollment trend with 11.8% in 2002 and 13.1% in 2012.

• The Community Colleges have had flat enrollments by females in STEM programs at around 2.0% of all matriculated female students.

7.8% 7.6% 7.5% 7.5% 7.6% 7.8% 7.9% 8.0%8.5% 8.9%

9.4%

11.7%12.1% 12.4% 12.6% 12.7%

13.1% 13.4%13.8%

15.1%15.5%

16.2%

3.5%2.8%

2.3% 2.0% 1.9% 1.9% 1.9% 1.9% 1.9% 2.0% 2.1%

0%

5%

10%

15%

20%

25%


SUNY Total

State Operated

Community Colleges


Page 23 of 33

Chart 20: STEM Degrees Granted to Females as Percent of Total Degrees Granted to Females at SUNY by Award Level, 2002‐2003 ‐ 2011‐2012

This graph illustrates STEM Degrees Granted to Females as Percent of Total Degrees Granted to

Females at SUNY by Award Level 2002 ‐2003 through 2011 ‐ 2012.

Key Observations

• The percentage of STEM degrees awarded to females at the Baccalaureate level is consistently higher when compared to Associate and Graduate levels. However in 2007‐2008, the baccalaureate and Graduate rates were similar noting a difference of less than 1%.

• For both Baccalaureate and Graduate levels, the increased percentage of STEM degrees awarded to females is rather steady ranging from 12.4% in 2002‐2003 to 13.6% in 2011‐2012 for Baccalaureate and 9.8% (2002‐2003) to 11.4% (2011‐2012) for the Graduate level. However, for both groups, most of the increases are realized between 2008‐09 and 2011‐2012.

• For the Associate level, the percentage of STEM degrees awarded to females dropped slightly ranging from 4.3% in 2002‐2003 to 2.8% in 2011‐2012. Since 2005‐2006 (2.9%), the pattern is stabilized through 2011‐2012 (2.8%).

4.3%

3.2% 3.2%2.9%

2.6% 2.6% 2.5% 2.6% 2.6% 2.8%

12.4% 12.4%12.1% 12.3% 12.5% 12.3%

12.7%13.1%

13.8% 13.6%

9.8%9.2%

10.4% 10.3% 10.4%

11.5%

10.4%10.7%

11.0%11.4%

0%

2%

4%

6%

8%

10%

12%

14%

16%

2002‐2003 2003‐2004 2004‐2005 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010 2010‐2011 2011‐2012

Award Year

Associate and UG Level

Baccalaureate

Graduate


Page 24 of 33

Chart 21: STEM Degrees Granted as a Percentage of Total Degrees Granted at SUNY by Gender and Award Level, 2007‐08 and 2011‐12

This graph illustrates STEM degrees granted as a percentage of total degrees granted at SUNY by

gender and award level in 2007‐2008 compared to 2011‐2012.

Key Observations

• The percentage of STEM degrees awarded to males is increasing since 2007‐2008 across the three award levels. For males at the Associate level, there was a slight increase with 13.6% in 2007‐2008 and 14.2% in 2011‐2012. For males at the Baccalaureate level, the increases were somewhat higher with 24.1% in 2007‐2008 and 26.5% in 2011‐2012. For males at the Graduate level, the increases were similar to the Baccalaureate males with 27.5% in 2007‐2008 and 29.6% in 2011‐2012.

• The percentage of STEM degrees awarded to females increased since 2007‐2008 across the Associate and Baccalaureate levels. For females at the Associate level, there was a slight increase with 2.6% in 2007‐2008 and 2.8% in 2011‐2012. For females at the Baccalaureate level, the increases were slightly higher with 12.3% in 2007‐2008 and 13.6% in 2011‐2012. For females at the Graduate level, the percentage of total degrees granted noted little or no change as with 11.5% in 2007‐2008 compared to 11.4% in 2011‐2012.

2.6% 2.8%

12.3%

13.6%

11.5% 11.4%

13.6%14.2%

24.1%

26.5%27.5%

29.6%

0%

5%

10%

15%

20%

25%

30%

35%

2007‐2008 2011‐2012 2007‐2008 2011‐2012 2007‐2008 2011‐2012

Female Male


Associate and UG Certificate GraduateBaccalaureate

Page 25 of 33

Chart 22. Under‐represented Minority STEM Enrollment at SUNY, Fall 2002 ‐ Fall 2012

Chart 22 depicts the enrollment trend of under‐represented minorities in STEM programs among SUNY by state‐operated sectors from fall 2002 through fall 2012.

Key Observations

• SUNY has witnessed a large increase of under‐represented minority enrollments in STEM programs since Fall 2006.

• Enrollments of under‐represented minorities in STEM programs have doubled in the last ten years among state‐operated institutions from 3,111 in 2002 to 6,908 in 2012.

• While there was a dip in the enrollment trend of under‐represented minorities in STEM programs at community colleges, the last four years have seen those numbers steadily increase.

5,428 5,318 5,232 5,1395,304

5,566

5,915

6,586

7,724

8,769

9,986

3,1113,279 3,331 3,432 3,565

3,7803,977

4,212

5,197

6,019

6,908

2,3172,039

1,9011,707 1,739 1,786

1,938

2,3742,527

2,7503,078

0

2,000

4,000

6,000

8,000

10,000

12,000


SUNY Total

State Operated

Community Colleges


Page 26 of 33

Chart 23: Under‐represented Minority STEM Degrees Granted as Percent of Total Under‐represented Degrees Granted at SUNY by Award Level, 2002‐2003 ‐ 2011‐2012

This graph depicts the under‐represented minority STEM degrees granted as percent of total under‐

represented degrees granted at SUNY by Award Level from 2002‐2003 through 2011‐2012.

Key Observations

• The percentage of STEM degrees awarded to under‐represented minority students at the Baccalaureate level is consistently higher when compared to Associate and Graduate levels. In 2003‐2003, the Baccalaureate rate was 12.6% compared to 8.2% and 8.9% for both Graduate and Associate levels, respectively. A decade later (2011‐2012), the Baccalaureate level remains higher noting 14.7% compared to 11.2% and 5.8% for Graduate and Associate levels, respectively.

• For both Baccalaureate and Graduate levels, the increased percentage of STEM degrees awarded to under‐represented minority students 12.6% in 2002‐2003 to 14.7% in 2011‐2012 for Baccalaureate and 8.2% (2002‐2003) to 11.2% (2011‐2012) for the Graduate level.

• For the Associate level, the percentage of STEM degrees awarded to under‐represented minority students dropped from 8.9% in 2002‐2003 to 5.8% in 2011‐2012. Since 2007‐2008 (5.7%), the pattern is stabilized through 2011‐2012 (5.8%).

8.9%

7.0%6.8%

5.2%5.0%

5.7%

5.0% 5.2% 5.1%

5.8%

12.6%

13.3% 13.3% 13.5%13.1% 13.3%

13.9%13.6%

15.2%14.7%

8.2%

8.5%

9.5%

8.6% 8.7%

10.1% 10.3%10.0% 9.8%

11.2%

0%

2%

4%

6%

8%

10%

12%

14%

16%

2002‐2003 2003‐2004 2004‐2005 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010 2010‐2011 2011‐2012

Award Year

Associate and UG Certificate

Baccalaureate

Graduate


Page 27 of 33

Chart 24: STEM Degrees Granted as a Percentage of Total Degrees Granted at SUNY by URM

Status and Award Level, 2007‐08 and 2011‐12

This graph depicts STEM degrees granted as a percentage of total degrees granted at SUNY by

under‐represented minority (URM) students compared to White /Asian by award level from

2007‐08 to 2011‐12.

Key Observations

• The percentage of STEM degrees awarded to White/Asian students is consistently higher in all three levels (Associate, Baccalaureate, Graduate).

• For the Associate level, the percentage of STEM degrees awarded to White/Asian students was 7.2% in 2007‐2008 and 8.0% in 2011‐2012 compared to URM’s rate of 5.7% (2007‐2008) and 5.8% (2011‐2012).

• Upon examination of the Baccalaureate level, both groups noted increases from 2007‐2008 to 2011‐2012. White/Asian students increased from 18.1% (2007‐2008) to 20% (2011‐2012) while the URM rate changed from 13.3% (2007‐2008) to 14.7% (2011‐2012).

• With respect to the Graduate level, both groups noted increases from 2007‐2008 to 2011‐2012 as White/Asian students increased from 11.5% (2007‐2008) to 12.1% (2011‐2012) and the URM rate changed from 10.1% (2007‐2008) to 11.2% (2011‐2012).

7.2%8.0%

18.1%

20.0%

11.5%12.1%

5.7% 5.8%

13.3%

14.7%

10.1%

11.2%

0%

5%

10%

15%

20%

25%

2007‐2008 2011‐2012 2007‐2008 2011‐2012 2007‐2008 2011‐2012

White and Asian Under‐represented Minority


Associate and UG Certificate GraduateBaccalaureate

Page 28 of 33

Although SUNY degree production in STEM fields has grown, New York's job market is expected to need more STEM graduates over the next ten years. The code that is used to classify academic programs, the CIP code, has a crosswalk to federal standard occupation codes, the SOC code. By linking the CIP codes used to define STEM disciplines with the SOC codes we can see what the job projections for SUNY STEM graduates will be.

Table 1. New York Long‐Term Projections by Occupation Group for STEM Disciplines

Table 1 shows the long‐term projections in New York State for occupations that are STEM related aggregated to the 2‐digit SOC code and the SUNY 2011‐2012 STEM degree counts. Many of these SOC groups only contain a few STEM occupation types. It is important to note that other non‐STEM disciplines may crosswalk with some of the occupation groups. For example, the Education, Training, and Library occupation group includes secondary school teachers because they crosswalk with CIP codes in Science, Math, Chemistry, Physics, and Physical Sciences. However, the CIP codes for Teacher Education degrees are not included in the STEM definition because these are education programs not science or math programs. Another example illustrates the previous discussion about incorporating Art and Design into the STEM fields. The SUNY degree count for SOC 27 in Table 1 includes Graphic Designers but only the academic programs for DHS STEM defined CIPs under “Computer and Information Sciences and Support Services”. It does not include the academic programs within the “Visual and Performing Arts” CIPs codes.

Key Observations

• Over 8% of all estimated job opening in New York State will be in STEM fields that require apostsecondary education.

• There are an estimated 25,000 STEM job openings each year in New York State. In 2012,SUNY produced about 13,000 STEM graduates.

SOC Code Standard Occupation Code (SOC) group 2010 2020 Net Change Percent Change Total Growth Replacement

11 Management 104,310 107,880 3,570 3% 2,480 630 1,850 2,501

13 Business & Financial Operation 44,780 54,390 9,610 21% 1,880 960 920 169

15 Computer & Mathematical 149,150 175,010 25,860 16% 5,260 2,600 2,660 1,606

17 Architecture & Engineering 86,720 90,290 3,570 7% 2,350 390 1,960 1,948

19 Life, Physical, & Social Science 54,980 60,510 5,530 7% 2,090 580 1,510 2,153

25 Education, Training, & Library 159,180 168,850 9,670 10% 4,450 990 3,460 3,561

27 Arts, Design, Entertainment, Sports, & Media 32,870 35,010 2,140 7% 1,190 220 970 126

29 Healthcare Practitioners & Technical 44,150 50,650 6,500 13% 1,760 650 1,110 68

33 Protective Service 14,090 14,950 860 10% 420 100 320 17

43 Office & Administrative Support 7,250 6,200 (1,050) ‐14% 70 ‐ 70 ‐

45 Farming, Fishing, & Forestry 1,230 1,190 (40) ‐3% 40 ‐ 40 123

47 Construction & Extraction 3,910 4,850 940 24% 190 90 100 ‐

49 Installation, Maintenance, & Repair 58,210 64,720 6,510 13% 2,040 650 1,390 15

51 Production 30,460 30,710 250 ‐9% 750 60 690 35

TOTAL 791,290 865,210 73,920 9.3% 24,970 7,920 17,050 *12,322

ALL NY Occupations TOTAL 9,342,110 10,183,120 841,010 9.0% 307,350 91,270 216,080

*Note: This degree count is lower then the degree count in Appendix F because STEM degrees may crosswalk with non‐STEM occupations not listed here.

Employment Average Annual Openings

SUNY System Administration Office of Academic Programs and Planning :: Oct 22, 2013 Source: NYS Department of Labor & SUNY OBIEE Data Warehouse

SUNY 2011‐

2012 STEM

Degrees

Page 29 of 33

• SUNY is meeting the demand for STEM disciplines in the following occupation groups: Management; Life, Physical, and Social Science; Education, Training, and Library.

Chart 25: Example of STEM Degrees Granted in 2011‐2012 Compared with the New York

State Job Demand

SUNY is meeting the demand for many STEM‐related occupations including: Architectural and Engineering Managers, Natural Science Managers, Computer and Information Research Scientists, Statisticians, Biomedical Engineers, Chemical Engineers, Electronics Engineers, Electrical and Electronics Engineering Technicians, Industrial Engineering Technicians, Mechanical Engineering Technicians, and Biological Scientists. Chart 25 illustrates a few of these occupations.

Health Professions Generally, health professions are not considered STEM fields in any of the classifications we reviewed. The few health‐related fields in Appendix B are specifically science and/or technology based and as such, included in STEM. In the interest of comparing SUNY’s trends in STEM disciplines, below we present a brief overview on SUNY’s enrollment and degree trends in the health professions. Chart 26. Health Professions Enrollment at SUNY, Fall 2002 – Fall 2012

‐

50

100

150

200

250

300

350

400

Computer &

Information

Research Scientists

Statisticians Biomedical Engineers

Chemical

EngineersElectronics

Engineers,

except Computer

Industrial Engineering

Technicians

Mechanical

Engineering Technicians

30 90 30 30 100 50 30

368

222

42 31

104

180

221

NYS Job Openings

SUNY Degrees 2011‐2012

SUNY System Administration Office of Academic Programs & Planning :: Oct 22, 2013 ource: SUNY OBIEE Data Warehouse and NYS Department of Labor

Page 30 of 33

The chart above shows the Health Professions enrollment trends at SUNY from fall 2002 to fall 2012, including state‐operated institutions and community colleges.

Key Observations:

• SUNY enrollment in the health profession fields has increased from 23,674 to 37,733 in the last ten years.

• With the exception of the most recent years, the health profession enrollment growth has been driven by both the state‐operated colleges and the community colleges (unlike the STEM enrollment trend where the increases at the state‐operated campuses account for the growth).

23,674

25,958

28,15228,848 29,189

29,820

31,421

34,238

37,04437,660 37,733

11,98813,139

13,917 14,34214,912

15,62116,467

17,603

19,36620,113

20,936

11,68612,819

14,235 14,506 14,277 14,19914,954

16,63517,678 17,547

16,797

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000


Number of Students

SUNY Total

State Operated Total

Community Colleges

SUNY System Administration Office of Academic Programs and Planning :: Oct 22, 2013 Source: SUNY OBIEE Data Warehouse

Page 31 of 33

Chart 27. Health Professions Degrees by Award Level, 2002‐2012

The exhibit above illustrates the trend in the number of awards granted within the health professions by award level for 2002 through 2012 graduates.

Key Observations:

• Although enrollment in Associate and Certificate programs has decreased in the last few years, degree production has continued to increase.

• Associate degrees and undergraduate certificates in the health professions increased from 3,363 in 2002‐2003 to 5,739 in 2011‐2012.

• SUNY has witnessed an increase in Baccalaureate, Graduate and First Professional awards in the health professions. First Professionals (programs leading to the following degrees: AuD, DDS, DNP, DPT, DVM, MD, PharmD, and OD) are included here because that is the penultimate level of education for many health professions just as a doctorate is the penultimate level of education for most of the STEM fields.

Page 32 of 33

Chart 28. STEM and Health Professions Enrollment as Percent of Total Matriculated Enrollment at SUNY Technology Colleges, Fall 2002 ‐ Fall 2012

The chart above compares the percent of students enrolled in STEM or Health Professions as a percent of the total matriculated student enrollment at SUNY’s technology colleges.

Key Observation:

• While STEM enrollment as a percent of total enrollment at the Technology Colleges declined from 28.1 % in 2002 to 24.2% in 2012, health professions enrollment percent has increased from 9.6% to 15.2% indicating a diversification of the technology college program offerings. It is interesting to note that of the almost 300 new programs developed since 2000 at the Technology Colleges, only 81 were STEM fields. Forty‐five were in Health Professions, 22 in Business Administration and Finance‐related, and another 30 were in management.

D. Conclusion

SUNY enrollment, degree and program development trends demonstrate a strong commitment to furthering growth in the STEM fields. SUNY also has numerous STEM related initiatives, grant opportunities and scholarships. In order to make future comparisons of SUNY’s STEM

Page 33 of 33

trends, we have adopted the Department of Homeland Security’s definition of STEM disciplines. We note that most of the art and design, health professions, and teacher education academic programs are not included in any of the STEM definitions we reviewed.

Enrollments and degree completion in STEM academic programs have steadily increased. STEM programs now represent over 15% of SUNY’s total enrollment. State‐operated campuses have led the way in increasing STEM enrollment and degrees. Much of this growth is attributed to the doctoral institutions. Community colleges have experienced relatively little change in STEM enrollments and degrees. The highest growth in STEM enrollment has been at the baccalaureate level, however the highest STEM enrollment as a percent of total matriculated students is at the graduate level. Though the technology colleges exhibit a decline in their STEM enrollment as a percent of total matriculated students, especially at the baccalaureate level, it is important to note the technology colleges have diversified their program development to include many non‐STEM programs.

When we look at STEM enrollments and degrees by females we see that although there have been increases, a significant gender disparity exists with the growth much smaller than the growth for male enrollment and degrees. Enrollments of under‐represented minorities in STEM programs have increased overall and doubled in the last ten years among state‐operated campuses. However, the percentage of STEM degrees awarded to White/Asian students is consistently higher at all award levels.

Over the next ten years, New York’s job market will need almost 25,000 STEM graduates annually. SUNY is already producing about 13,000 STEM graduates each year. It is expected that SUNY’s STEM‐related initiatives and continued leadership in STEM at the system and campus levels will be able to effectively meet the demand to produce the needed graduates.

APPENDIX A

STEM Definitions and the Policy Context

Prepared by Paulina Berrios, Graduate Student Intern at SUNY System Administration’s Academic Programs & Planning.

STEM refers to a broad range of academic fields within the areas of Science, Technology, Engineering and Mathematics. Nearly every day our elected officials and academic leaders urge for greater support of STEM fields in order to increase access, completion, and success of students. Despite the federal government’s estimated $2.8 billion to $3.4 billion annual funding, there remains a critical gaps between the demand for employees in the STEM fields and the number of graduates our higher education system is producing, particularly in terms of the number of women and underrepresented minorities in these fields.

While there is general consensus that these fields are critical contributors to the U.S. economic competitiveness because of their direct ties to innovation, economic growth, and productivity (Carnevale, Smith, & Melton, 2011), there is a lack of consensus in how the term is operationalized in the policy, administrative and research arenas. However, its priority for the nation is clear.

The rising importance of STEM to the nation’s economic and political competitiveness has led many higher education institutions to assess their success this in area. Our review of such efforts reveals that higher education institutions tend to assess their success in STEM in terms of: (a) accomplishment of STEM related strategic priorities, (b) measuring enrollment, retention, and completion in STEM fields, (c) benchmarking an institution in terms of its STEM education programs and outputs, and (d) for federal reporting purposes of their international student enrollment–both undergraduate and graduate levels. Though, none of them presents itself exclusively and there are a myriad of other ways in which higher education institutions may assess their success in the STEM fields. Our review also revealed that there is no clear definition of what exact fields are included under the STEM umbrella.

The purpose of this appendix is to describe the complexities associated with defining and using STEM as a unit of analysis within higher education institutions and to describe how the term of operationalized for the purpose of this report.

What is STEM?

The acronym STEM is used to refer to the fields of Science, Technology, Engineering, and Mathematics. These four fields, taken separately, can be defined as:

• Science: The study of the natural world, including the laws of nature associated with physics, chemistry, and biology and the treatment or application of facts, principles, concepts, or conventions associated with these disciplines (California Department of

Education, 2013). Other definitions also point out science is the underpinning of technology (Dugger Jr., n/d).

• Technology: Comprises the entire system of people and organizations, knowledge, processes, and devices that go into creating and operating technological artifacts, as well as the artifacts themselves. Technology can also be understood as the modification of the natural world to meet human wants and needs (California Department of Education, 2013; Dugger Jr., n/d).

• Engineering: A body of knowledge about the design and creation of products and a process for solving problems. Engineering utilizes concepts in science and mathematics and technological tools. In other words, and as Dugger summarizes it: “there are strong philosophical connections between the disciplines of technology and engineering.” (Dugger Jr., n/d , pg.2)

• Mathematics: is the study of patterns and relationships among quantities, numbers, and shapes. Mathematics includes theoretical mathematics and applied mathematics (California Department of Education, 2013). Moreover, mathematics provides an exact language for technology, science, and engineering (Dugger Jr., n/d).

The use of STEM as a descriptor of these critical fields can be traced to the National Science Foundation (NSF) who first coined the term STEM in the 1990s (Sanders, 2008; Woodruff, 2013). In fact, in his anecdotal account Sanders (2008) asserted “in the 1990s, the National Science Foundation began using ‘SMET’ as shorthand for “science, mathematics, engineering, and technology”. When an NSF program officer complained that “SMET” sounded too much like “smut”, the “STEM acronym was born.”

This was not the first time, however, that the country recognized the importance of these fields. The roots of STEM can be traced back to as early as 1957 when the launch of the Russian satellite Sputnik fueled fears among Americans who did not want to lag behind in the Space Race (Gonzalez & Kuenzi, 2012). This era saw the birth of NSF and the passage of the National Defense in Education Act, which allocated funding toward a wide range of strategic academic fields, including STEM (Hendrickson, Lane, Harris, and Dorman, 2013). Thus, while the term STEM has garnered broad interest to this area recently, it was the Cold War that sparked the federal interest in scientific and technological education. Indeed, following the launch of Sputnik, President Eisenhower called the nation to action:

“The Soviet Union now has –in the combined category of scientists and engineers- a greater number than the United States. And it is producing graduates in these fields at a much faster rate… We need scientists in the ten years ahead. They [the President’s advisors] say we need them by thousands more than we are now presently planning to have. The Federal government can deal with only part of this difficulty, but it must and will do its part. The task is a cooperative one. Federal, state, and local governments, and our entire citizenry must all do their share.” (Woodruff, 2013, pg. 31)

Still, there remains some ambiguity in how policy makers, academic leaders, and researchers engage with STEM. STEM has been used to describe both the jobs in which scientists,

engineers, and mathematicians are employed and the academic fields that prepare students for those jobs. Thus, to some STEM implies academic degrees, to others occupations, and to others it refers to broader policies that affect education, workforce development, national security, and immigration policies.

Defining STEM for Research & Analysis

There are multiple STEM classification systems. To be sure, each STEM classification has its own purpose, foundations, and serves the goals of the particular agency that creates it. Generally, the STEM definitions apply to either educational programs or occupational fields. For the purposes of this report, we have focused on education programs. (Information about STEM related occupational fields can be found at http://www.bls.gov/soc/Attachment_A_STEM.pdf ).

Federal Definitions of STEM

Most notable of the classification systems are the ones used by the National Science Foundation (NSF) and the Department of Homeland Security (DHS), though there remains great difference between them. To illustrate, the NSF STEM classification does not include any of the education, social sciences, and communications fields, while the DHS classification includes some of the programs in each of those area. The DHS classification does not include Architecture, and Family and Consumer Sciences but the NSF classification includes a few programs under each of those groups. The majority of the Health Professions are not included in any STEM classification (we discuss this in depth within the Data Brief).

In fact, DHS has expanded its list of STEM degrees to include such fields as Neuroscience, Medical Informatics, Pharmaceutics and Drug Design, Mathematics and Computer Science. The reason for this expanded list is because this way “the Obama administration is helping to address shortages in certain high tech sectors of talented scientists and technology experts – permitting highly skilled foreign graduates who wish to work in their field of study upon graduation and extent their post-graduate training in the United States” (U.S. Department of Homeland Security, 2011)

The STEM classification by the Department of Homeland Security informs both immigration and national security concerns. The shortage of a skilled STEM workforce in the United States leads to special consideration in the immigration code to help attract foreign talent to address that workforce gap. STEM fields are considered critical elements for the national security as well, in order to provide new security innovations as well as supporting the existing innovation infrastructure. Thus, the DHS STEM definition is tied to those fields that the DHS view as important to national security and immigration policy. But, as the STEM fields evolve, so does the nature of the workforce needed, and therefore the DHS STEM classification also evolves. In fact, DHS has expanded its list over the past few years: before 2010 the list included 217 academic programs (as defined by CIP codes); in 2011 the list was expanded to 328 programs, and the most recent version in 2012 contains 422 programs. This expansion reflects the inclusion of existing programs and the creation of new fields of study.

http://www.bls.gov/soc/Attachment_A_STEM.pdf

SUNY Definition of STEM

Our analysis was guided by the DHS definition of STEM. But, in order for SUNY to analyze its efforts in STEM related academic fields, we had to develop a definition to determine which specific academic programs would be included. Each academic program is classified by the national Classification of Instructional Programs (CIP) codes. CIP was originally developed by the National Center for Education Statistics (NCES) in 1980 as a way to provide a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity (National Center for Education Statistics, n/d). The Classification of Instructional Programs (CIP) have been revised in 1985, 1990, 2000 and 2010 with the purpose of making the taxonomy more accurate and to reflect changes that have occurred with the academic programs planning process as well.

Currently, the NCES’ CIP system groups all academic programs into 47 broad categories (e.g. Education, Engineering, Agriculture, etc). Definitions of STEM fields utilized CIP codes. The DHS classification includes select programs within 21 of these broad categories. The numbers of programs that each broad category includes vary.1

All SUNY academic programs have been assigned a particular CIP code. SUNY has recently undertaken an extensive program review of all its academic programs to reflect the accuracy of its information, the need to match the newest 2010 CIP version, as well as to accurately reflect deactivated or discontinued programs. As of 2013, SUNY has approximately 7,400 programs, of which 1,344 programs fall under the STEM classification as defined by the Department of Homeland Security.

The movement from STEM to STEAM

In February 2013 a new Congressional STEAM Caucus was launched at Capitol Hill. The bipartisan initiative is dedicated to furthering the incorporation of Art and Design into the STEM fields: STEM + A= STEAM. At the core of the new STEAM Caucus is the Rhode Island School of Design (RISD) who has been advocating for including the fields of Art and Design into the national agenda of STEM education. The assumption is that most innovation requires science to be successful and marketable. One congressman supporting the initiative asserted ‘there were digital music devices before the IPod, but it took creative design and interface development from Apple to transform the way the world listens music” (as quoted by Rhode Island School of Design, 2013a). In other words, RISD has championed the initiative whose ultimate motive is to foster the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer (Rhode Island School of Design, 2013b). The STEAM initiative have become a buzz during the past months, as it seems there is an increasing support to the initiative by institutions, corporations, and individuals. However, this report remains focused exclusively on STEM.

1 Appendix B shows the full list of STEM programs as defined by the Department of Homeland Security.

References

California Department of Education. (2013). Science, Technology, Engineering, & Mathematics. California Department of Education. Retrieved October 22, 2013, from http://www.cde.ca.gov/pd/ca/sc/stemintrod.asp

Carnevale, A., Smith, N., & Melton, M. (2011). STEM Executive Summary. Washington, DC: Georgetown University Center on Education and the Workforce. Retrieved from http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-execsum.pdf

Dugger Jr., W. E. (n/d). STEM: Some Basic Definitions. International Technology and Engineering Educators Association (ITEEA). Retrieved October 22, 2013, from http://www.iteea.org/Resources/PressRoom/STEMDefinition.pdf

Gates, S. J. (2013, October 10). Keynote Address: Broadening Participation in STEM. Presented at the Broadening Participation in STEM Conference, Albany, N.Y.

Gonzalez, H. B. (2012). An Analysis of STEM Education Funding at the NSF: Trends and Policy Discussion (CRS Report for Congress). Retrieved from http://www.fas.org/sgp/crs/misc/R42470.pdf

Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, Technology, Engineering, and Mathematics (STEM) Education: A Primer (p. 34 pgs.). Congressional Research Service. Retrieved from http://www.fas.org/sgp/crs/misc/R42642.pdf

Hendrickson, R.M., Lane, J.E., Harris, J., & Dorman, R. (2013). Academic Leadership and Governance of Higher Education: A Guide for Trustees, Leaders, and Aspiring Leaders of Two- and Four-Year Institutions. Henderson, VA: Stylus Press.

Institute of International Education. (2012). Open-Doors 2012. Report on International Educational Exchange. Washington D. C. Retrieved from http://iie.org/~/media/Files/Corporate/Open-Doors/Open-Doors-Briefing-November-2012.ashx

Killen, T. (2013, October 10). Keynote Address: Broadening Participation in STEM. Presented at the Broadening Participation in STEM Conference, Albany, N.Y.

National Center for Education Statistics. (n/d). What is the CIP? IES-NCES. Government. Retrieved October 23, 2013, from http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55

President’s Council of Advisors on Science and Technology. (2012). Report to the President. Engage to Excel: Producing One Million Additional College Graduates With Degrees in Science, Technology, Engineering, and Mathematics (Government). Washington, D.C.: Executive Office of the President. Retrieved from

http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-executive-report-final_2-13-12.pdf#page=1&zoom=auto,0,792

Rhode Island School of Design. (2013a). STEAM Hits Capitol Hill. RISD. Academia. Retrieved October 24, 2013, from http://www.risd.edu/about/news/steam_hits_capitol_hill/?dept=4294968230

Rhode Island School of Design. (2013b). STEM to STEAM. RISD. Academia. Retrieved October 24, 2013, from http://www.risd.edu/about/STEM_to_STEAM/

Sanders, M. (2008). STEM, STEM Education, STEMmania: A Series of Circumstances Has Once More Created an Opportunity for Technology Educators to Develop and Implement New Integrative Approaches to STEM Education Championed by STEM Education Reform Doctrine over the Past Two Decades. The Technology Teacher, 68(4), 20.

U.S. Department of Education. (n/d). Science, Technology, Engineering and Math: Education for Global Leadership. U.S. Department of Education. Retrieved October 17, 2013, from http://www.ed.gov/stem

U.S. Department of Homeland Security. (2011, May 12). ICE announces expanded list of science, technology, engineering, and math degree programs. Retrieved October 22, 2013, from http://www.ice.gov/news/releases/1105/110512washingtondc2.htm

Woodruff, K. (2013, March 12). A History of STEM – Reigniting the Challenge with NGSS and CCSS. Retrieved October 17, 2013, from http://www.us-satellite.net/STEMblog/?p=31

SUNY System Administration Office of Academic Programs and Planning :: Oct 22, 2013 page 1 of 6 Source: US Department of Homeland Security

CIP2 CIP6 TITLE01 Agriculture, Agriculture Operations, and Related Sciences

010308 Agroecology and Sustainable Agriculture 010901 Animal Sciences, General 010902 Agricultural Animal Breeding 010903 Animal Health 010904 Animal Nutrition 010905 Dairy Science 010906 Livestock Management 010907 Poultry Science 010999 Animal Sciences, Other 011001 Food Science 011002 Food Technology and Processing 011099 Food Science and Technology, Other 011101 Plant Sciences, General 011102 Agronomy and Crop Science 011103 Horticultural Science 011104 Agricultural and Horticultural Plant Breeding 011105 Plant Protection and Integrated Pest Management 011106 Range Science and Management 011199 Plant Sciences, Other 011201 Soil Science and Agronomy, General 011202 Soil Chemistry and Physics 011203 Soil Microbiology 011299 Soil Sciences, Other

03 Natural Resources and Conservation 030101 Natural Resources/Conservation, General 030103 Environmental Studies 030104 Environmental Science 030199 Natural Resources Conservation and Research, Other 030205 Water, Wetlands, and Marine Resources Management 030502 Forest Sciences and Biology 030508 Urban Forestry 030509 Wood Science and Wood Products/Pulp and Paper 030601 Wildlife, Fish and Wildlands Science and Management

09 Communication, Journalism, and Related Programs 090702 Digital Communication and Media/Multimedia

10 Communications Technologies/Technicians and Support Services 100304 Animation, Interactive Technology, Video Graphics and Special Effects

11 Computer and Information Sciences and Support Services 110101 Computer and Information Sciences, General 110102 Artificial Intelligence 110103 Information Technology 110104 Informatics 110199 Computer and Information Sciences, Other 110201 Computer Programming/Programmer, General 110202 Computer Programming, Specific Applications 110203 Computer Programming, Vendor/Product Certification 110299 Computer Programming, Other 110301 Data Processing and Data Processing Technology/Technician 110401 Information Science/Studies 110501 Computer Systems Analysis/Analyst 110701 Computer Science 110801 Web Page, Digital/Multimedia and Information 110802 Data Modeling/Warehousing and Database Administration 110803 Computer Graphics 110804 Modeling, Virtual Environments and Simulation 110899 Computer Software and Media Applications, Other 110901 Computer Systems Networking and Telecommunications 111001 Network and System Administration/Administrator 111002 System, Networking, and LAN/WAN Management/Manager 111003 Computer and Information Systems Security/Information Assurance 111004 Web/Multimedia Management and Webmaster 111005 Information Technology Project Management 111006 Computer Support Specialist 111099 Computer/Information Technology Services Admn & Management, Other

13 Education 130501 Educational/Instructional Technology 130601 Educational Evaluation and Research 130603 Educational Statistics and Research Methods

14 Engineering 140101 Engineering, General 140102 Pre-Engineering 140201 Aerospace, Aeronautical and Astronautical/Space Engineering 140301 Agricultural Engineering 140401 Architectural Engineering 140501 Bioengineering and Biomedical Engineering 140601 Ceramic Sciences and Engineering 140701 Chemical Engineering

STEM Classifications by CIP Code based on "STEM-Designated Degree Program List - Revised 2012"Department of Homeland Security, Immigration and Customs Enforcement Division

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

APPENDIX B


CIP2 CIP6 TITLE



APPENDIX B

140702 Chemical and Biomolecular Engineering 140799 Chemical Engineering, Other 140801 Civil Engineering, General 140802 Geotechnical and Geoenvironmental Engineering 140803 Structural Engineering 140804 Transportation and Highway Engineering 140805 Water Resources Engineering 140899 Civil Engineering, Other 140901 Computer Engineering, General 140902 Computer Hardware Engineering 140903 Computer Software Engineering 140999 Computer Engineering, Other 141001 Electrical and Electronics Engineering 141003 Laser and Optical Engineering 141004 Telecommunications Engineering 141099 Electrical, Electronics and Communications Engineering, Other 141101 Engineering Mechanics 141201 Engineering Physics/Applied Physics 141301 Engineering Science 141401 Environmental/Environmental Health Engineering 141801 Materials Engineering 141901 Mechanical Engineering 142001 Metallurgical Engineering 142101 Mining and Mineral Engineering 142201 Naval Architecture and Marine Engineering 142301 Nuclear Engineering 142401 Ocean Engineering 142501 Petroleum Engineering 142701 Systems Engineering 142801 Textile Sciences and Engineering 143201 Polymer/Plastics Engineering 143301 Construction Engineering 143401 Forest Engineering 143501 Industrial Engineering 143601 Manufacturing Engineering 143701 Operations Research 143801 Surveying Engineering 143901 Geological/Geophysical Engineering 144001 Paper Science and Engineering 144101 Electromechanical Engineering 144201 Mechatronics, Robotics, and Automation Engineering 144301 Biochemical Engineering 144401 Engineering Chemistry 144501 Biological/Biosystems Engineering 149999 Engineering, Other

15 Engineering Technologies/Technicians 150000 Engineering Technology, General 150101 Architectural Engineering Technology/Technician 150201 Civil Engineering Technology/Technician 150303 Electrical, Electronic and Communications Engineering Technology/Technician 150304 Laser and Optical Technology/Technician 150305 Telecommunications Technology/Technician 150306 Integrated Circuit Design 150399 Electrical and Electronic Engineering Technogies/Technicians, Other 150401 Biomedical Technology/Technician 150403 Electromechanical Technology/Electromechanical Engineering Technology 150404 Instrumentation Technology/Technician 150405 Robotics Technology/Technician 150406 Automation Engineer Technology/Technician 150499 Electromechanical and Instrumentation and Maintenance Technologies/Technicians, Other 150501 Heating, Ventilation, Air Conditioning and Refrigeration Engineering Technology/Technician 150503 Energy Management and Systems Technology/Technician 150505 Solar Energy Technology/Technician 150506 Water Quality and Wastewater Treatment Management and Recycling Technology/Technician 150507 Environmental Engineering Technology/Environmental Technology 150508 Hazardous Materials Management and Waste Technology/Technician 150599 Environmental Control Technologies/Technicians, Other 150607 Plastics and Polymer Engineering Technology/Technician 150611 Metallurgical Technology/Technician 150612 Industrial Technology/Technician 150613 Manufacturing Engineering Technology/Technician 150614 Welding Engineering Technology/Technician 150615 Chemical Engineering Technology/Technician 150616 Semiconductor Manufacturing Technology 150699 Industrial Production Technologies/Technician 150701 Occupational Safety and Health Technology/Technician 150702 Quality Control Technology/Technician 150703 Industrial Safety Technology/Technician


CIP2 CIP6 TITLE



APPENDIX B

150704 Hazardous Materials Information Systems Technology/Technician 150799 Quality Control and Safety Technologies/Technicians, Other 150801 Aeronautical/Aerospace Engineering Technology/Technician 150803 Automotive Engineering Technology/Technician 150805 Mechanical Engineering/Mechanical Technology/Technician 150899 Mechanical Engineering Related Technologies/Technicians, Other 150901 Mining Technology/Technician 150903 Petroleum Technology/Technician 150999 Mining and Petroleum Technologies/Technician 151001 Construction Engineering Technology/Technician 151102 Surveying Technology/Surveying 151103 Hydraulics and Fluid Power Technology/Technician 151199 Engineering-Related Technologies, Other 151201 Computer Engineering Technology/Technician 151202 Computer Technology/Computer Systems Technology 151203 Computer Hardware Technology/Technician 151204 Computer Software Technology/Technician 151299 Computer Engineering Technologies/Technician 151301 Drafting and Design Technology/Technician, General 151302 CAD/CADD Drafting and/or Design Technology/Technician 151303 Architectural Drafting and Architectural CAD/CADD 151304 Civil Drafting and Civil Engineering CAD/CADD 151305 Electrical/Electronics Drafting and Electrical/Electronics CAD/CADD 151306 Mechanical Drafting and Mechanical Drafting CAD/CADD 151399 Drafting/Design Engineering Technologies/Technicians, Other 151401 Nuclear Engineering Technology/Technician 151501 Engineering/Industrial Management 151502 Engineering Design 151503 Packaging Science 151599 Engineering-Related Fields, Other 151601 Nanotechnology 159999 Engineering Technologies and Engineering-Related Fields, Other

26 Biological and Biomedical Sciences 260101 Biology/Biological Sciences, General 260102 Biomedical Sciences, General 260202 Biochemistry 260203 Biophysics 260204 Molecular Biology 260205 Molecular Biochemistry 260206 Molecular Biophysics 260207 Structural Biology 260208 Photobiology 260209 Radiation Biology/Radiobiology 260210 Biochemistry and Molecular Biology 260299 Biochemistry, Biophysics and Molecular Biology, Other 260301 Botany/Plant Biology 260305 Plant Pathology/Phytopathology 260307 Plant Physiology 260308 Plant Molecular Biology 260399 Botany/Plant Biology, Other 260401 Cell/Cellular Biology and Histology 260403 Anatomy 260404 Developmental Biology and Embryology 260406 Cell/Cellular and Molecular Biology 260407 Cell Biology and Anatomy 260499 Cell/Cellular Biology and Anatomical Science 260502 Microbiology, General 260503 Medical Microbiology and Bacteriology 260504 Virology 260505 Parasitology 260506 Mycology 260507 Immunology 260508 Microbiology and Immunology 260599 Microbiological Sciences and Immunology, Other 260701 Zoology/Animal Biology 260702 Entomology 260707 Animal Physiology 260708 Animal Behavior and Ethology 260709 Wildlife Biology 260799 Zoology/Animal Biology, Other 260801 Genetics, General 260802 Molecular Genetics 260803 Microbial and Eukaryotic Genetics 260804 Animal Genetics 260805 Plant Genetics 260806 Human/Medical Genetics 260807 Genome Sciences/Genomics 260899 Genetics, Other


CIP2 CIP6 TITLE



APPENDIX B

260901 Physiology, General 260902 Molecular Physiology 260903 Cell Physiology 260904 Endocrinology 260905 Reproductive Biology 260907 Cardiovascular Science 260908 Exercise Physiology 260909 Vision Science/Physiological Optics 260910 Pathology/Experimental Pathology 260911 Oncology and Cancer Biology 260912 Aerospace Physiology and Medicine 260999 Physiology, Pathology, and Related Sciences, Other 261001 Pharmacology 261002 Molecular Pharmacology 261003 Neuropharmacology 261004 Toxicology 261005 Molecular Toxicology 261006 Environmental Toxicology 261007 Pharmacology and Toxicology 261099 Pharmacology and Toxicology, Other 261101 Biometry/Biometrics 261102 Biostatistics 261103 Bioinformatics 261104 Computational Biology 261199 Biomathematics, Bioinformatics, and Computational Biology, Other 261201 Biotechnology 261301 Ecology 261302 Marine Biology and Biological Oceanography 261303 Evolutionary Biology 261304 Aquatic Biology/Limnology 261305 Environmental Biology 261306 Population Biology 261307 Conservation Biology 261308 Systematic Biology/Biological Systematics 261309 Epidemiology 261310 Ecology and Evolutionary Biology 261399 Ecology, Evolution, Systematics and Population Biology, Other 261401 Molecular Medicine 261501 Neuroscience 261502 Neuroanatomy 261503 Neurobiology and Anatomy 261504 Neurobiology and Behavior 261599 Neurobiology and Neurosciences, Other 269999 Biological and Biomedical Sciences, Other

27 Mathematics and Statistics 270101 Mathematics, General 270102 Algebra and Number Theory 270103 Analysis and Functional Analysis 270104 Geometry/Geometric Analysis 270105 Topology and Foundations 270199 Mathematics, Other 270301 Applied Mathematics, General 270303 Computational Mathematics 270304 Computational and Applied Mathematics 270305 Financial Mathematics 270306 Mathematical Biology 270399 Applied Mathematics, Other 270501 Statistics, General 270502 Mathematical Statistics and Probability 270503 Mathematics and Statistics 270599 Statistics, Other 279999 Mathematics and Statistics, Other

28 Military Science, Leadership, and Operational Art 280501 Air Science/Airpower Studies 280502 Air and Space Operational Art and Science 280505 Naval Science and Operational Studies

29 Military Technologies and Applied Sciences 290201 Intelligence, General 290202 Strategic Intelligence 290203 Signal/Geospatial Intelligence 290204 Command & Control (C3, C4I) Systems and Operations 290205 Information Operations/Joint Information Operations 290206 Information/Psychological Warfare and Military Media Relations 290207 Cyber/Electronic Operations and Warfare 290299 Intelligence, Command Control and Information Operations, Other 290301 Combat Systems Engineering 290302 Directed Energy Systems 290303 Engineering Acoustics


CIP2 CIP6 TITLE



APPENDIX B

290304 Low-Observables and Stealth Technology 290305 Space Systems Operations 290306 Operational Oceanography 290307 Undersea Warfare 290399 Military Applied Sciences, Other 290401 Aerospace Ground Equipment Technology 290402 Air and Space Operations Technology 290403 Aircraft Armament Systems Technology 290404 Explosive Ordinance/Bomb Disposal 290405 Joint Command/Task Force (C3, C4I) Systems 290406 Military Information Systems Technology 290407 Missile and Space Systems Technology 290408 Munitions Systems/Ordinance Technology 290409 Radar Communications and Systems Technology 290499 Military Systems and Maintenance Technology, Other 299999 Military Technologies and Applied Sciences, Other

30 Multi/Interdisciplinary Studies 300101 Biological and Physical Sciences 300601 Systems Science and Theory 300801 Mathematics and Computer Science 301001 Biopsychology 301701 Behavioral Sciences 301801 Natural Sciences 301901 Nutrition Sciences 302501 Cognitive Science 302701 Human Biology 303001 Computational Science 303101 Human Computer Interaction 303201 Marine Sciences 303301 Sustainability Studies

40 Physical Sciences 400101 Physical Sciences 400201 Astronomy 400202 Astrophysics 400203 Planetary Astronomy and Science 400299 Astronomy and Astrophysics, Other 400401 Atmospheric Sciences and Meteorology, General 400402 Atmospheric Chemistry and Climatology 400403 Atmospheric Physics and Dynamics 400404 Meteorology 400499 Atmospheric Sciences and Meteorology, Other 400501 Chemistry, General 400502 Analytical Chemistry 400503 Inorganic Chemistry 400504 Organic Chemistry 400506 Physical Chemistry 400507 Polymer Chemistry 400508 Chemical Physics 400509 Environmental Chemistry 400510 Forensic Chemistry 400511 Theoretical Chemistry 400599 Chemistry, Other 400601 Geology/Earth Science, General 400602 Geochemistry 400603 Geophysics and Seismology 400604 Paleontology 400605 Hydrology and Water Resources Science 400606 Geochemistry and Petrology 400607 Oceanography, Chemical and Physical 400699 Geological and Earth Sciences/Geosciences, Other 400801 Physics, General 400802 Atomic/Molecular Physics 400804 Elementary Particle Physics 400805 Plasma and High-Temperature Physics 400806 Nuclear Physics 400807 Optics/Optical Sciences 400808 Condensed Matter and Materials Physics 400809 Acoustics 400810 Theoretical and Mathematical Physics 400899 Physics, Other 401001 Materials Science 401002 Materials Chemistry 401099 Materials Sciences, Other 409999 Physical Sciences, Other

41 Science Technologies/Technicians 410000 Science Technologies/Technicians, General 410101 Biology Technician/Biotechnology Laboratory 410204 Industrial Radiologic Technology/Technician


CIP2 CIP6 TITLE



APPENDIX B

410205 Nuclear/Nuclear Power Technology/Technician 410299 Nuclear and Industrial Radiologic Technologies/Technicians, Other 410301 Chemical Technology/Technician 410303 Chemical Process Technology 410399 Physical Science Technologies/Technicians, Other 419999 Science Technologies/Technicians, Other

42 Psychology 422701 Cognitive Psychology and Psycholinguistics 422702 Comparative Psychology 422703 Developmental and Child Psychology 422704 Experimental Psychology 422705 Personality Psychology 422706 Physiological Psychology/Psychobiology 422707 Social Psychology 422708 Psychometrics and Quantitative Psychology 422709 Psychopharmacology 422799 Research and Experimental Psychology, Other

43 Homeland Security, Law Enforcement, Firefighting and Related Protective Services 430106 Forensic Science and Technology 430116 Cyber/Computer Forensics and Counterterrorism

45 Social Sciences 450301 Archeology 450603 Econometrics and Quantitative Economics 450702 Geographic Information Science and Cartography

49 Transportation and Materials Moving 490101 Aeronautics/Aviation/Aerospace Science and Technology, General

51 Health Professions and Related Programs 511002 Cytotechnology/Cytotechnologist 511005 Clinical Laboratory Science/Medical Technologist 511401 Medical Scientist 512003 Pharmaceutics and Drug Design 512004 Medicinal and Pharmaceutical Chemistry 512005 Natural Products Chemistry and Pharmacognosy 512006 Clinical and Industrial Drug Development. 512007 Pharmacoeconomics/Pharmaceutical Economics 512009 Industrial and Physical Pharmacy and Cosmetic Sciences 512010 Pharmaceutical Sciences 512202 Environmental Health 512205 Health/Medical Physics 512502 Veterinary Anatomy 512503 Veterinary Physiology 512504 Veterinary Microbiology and Immunobiology 512505 Veterinary Pathology and Pathobiology 512506 Veterinary Toxicology and Pharmacology 512510 Veterinary Preventive Medicine Epidemiology and Public Health 512511 Veterinary Infectious Diseases 512706 Medical Informatics

52 Business, Management, Marketing and Related Support Services 521301 Management Science 521302 Business Statistics 521304 Actuarial Science 521399 Management Science and Quantitative Methods, Other

SUNY System Administration Office of Institutional Research :: Oct 22, 2013 page 1 of 8 Source: SUNY OBIEE Data Warehouse

Degrees Granted Count

CIP2 Code and Description

CIP6 Code and Description 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

10,716 10,613 10,830 10,504 10,575 10,682 10,686 11,475 12,629 13,169

471 484 482 490 466 470 452 462 457 507

(010901) Animal Sciences, General 283 298 297 278 307 263 282 296 301 308

(010902) Agricultural Animal Breeding 1 1 1

(010905) Dairy Science 4 1 2 3 3 5

(010907) Poultry Science 24 29 29 37 24 28 31 30 21 27

(011001) Food Science 32 41 43 47 48 72 48 56 55 63

(011099) Food Science and Technology, Other 2 5 6 7

(011101) Plant Sciences, General 87 79 76 75 40 73 58 57 57 39

(011102) Agronomy and Crop Science 5 1 5 3 2 3 2 30

(011103) Horticultural Science 24 17 21 28 38 10 15 7 11 15

(011201) Soil Science and Agronomy, General 16 15 9 21 7 18 13 6 6 13

442 381 376 341 347 363 368 407 494 530

(030101) Natural Resources/Conservation, General 194 152 166 110 106 101 94 111 129 104

(030103) Environmental Studies 127 131 108 108 110 113 125 175 213 240

(030104) Environmental Science 95 90 91 113 104 118 113 96 123 151

(030205) Water, Wetlands, and Marine Resources Management

6

(030509) Wood Science and Wood Products/Pulp and Paper Technology

26 8 11 9 11 6 13 2 6 8

(030601) Wildlife and Wildlands Science and Management

1 16 25 23 23 23 21

21 23 25 42 39 58 57 61 64 88

(090702) Digital Communication and Media/Multimedia

21 23 25 42 39 58 57 61 64 88

28 23 19 11 8 14 10 7 26 26

(100304) Animation, Interactive Technology, Video Graphics & Spec. Effects

28 23 19 11 8 14 10 7 26 26

2,939 2,776 2,544 2,156 1,937 1,842 1,898 1,961 2,205 2,190

(110101) Computer and Information Sciences, General 1,438 1,328 1,216 968 922 811 819 861 963 1,004

(110103) Information Technology 174 164 170 153 86 104 122 134 250 208

Overall STEM Degrees Granted at SUNY by CIP, 2002-2003 - 2011-2012APPENDIX C

(11) Computer And Information Sciences And Support Services

(10) Communications Technologies/Technicians And Support Services

Grand Total

(03) Natural Resources And Conservation

(01) Agriculture, Agriculture Operations, And Related Sciences

(09) Communication, Journalism, And Related Programs






(110201) Computer Programming/Programmer, General

79 98 94 83 80 64 76 81 64 71

(110299) Computer Programming, Other 2 1 1 1 2 9

(110301) Data Processing and Data Processing Technology/Technician

26 16 12 4 9 1 1 3 8

(110401) Information Science/Studies 978 942 800 658 577 573 593 571 638 608

(110801) Web Page, Digital/Multimedia and Information Resources Design

39 39 50 54 55 74 62 65 84 66

(110802) Data Modeling/Warehousing and Database Administration

3

(110803) Computer Graphics 12 8 9 17 10 11 11 8 6 10

(110899) Computer Software and Media Applications, Other

9 6 11 17 16 23 17 16 24 18

(110901) Computer Systems Networking and Telecommunications

7 16 19 24 18 21 32 24 19 23

(111002) System, Networking, and LAN/WAN Management/Manager

84 67 84 88 89 93 98 100 93 102

(111003) Computer and Information Systems Security 61 51 30 30 37 33 25 57 23 44

(111004) Web/Multimedia Management and Webmaster

13 18 31 41 32 18 27 23 9 7

(111099) Computer/Information Technology Services Admin. and Mgt., Other

19 20 18 17 5 15 15 17 22 20

230 278 190 160 154 133 125 115 105 105

(130501) Educational/Instructional Media Design 217 266 182 153 149 126 109 107 101 99

(130601) Educational Evaluation and Research 13 12 8 7 5 7 16 8 4 6

1,421 1,568 1,679 1,681 1,643 1,810 1,736 1,792 2,207 2,367

(140101) Engineering, General 221 213 252 211 228 260 260 286 298 334

(140201) Aerospace, Aeronautical and Astronautical Engineering

30 27 30 44 38 38 40 47 64 54

(140301) Agricultural/Biological Engineering and Bioengineering

33 45 36 25 28 17 24 26 21 21

(140501) Biomedical/Medical Engineering 13 22 32 69 84 92 92 90 89 128

(140601) Ceramic Sciences and Engineering 78 75 49 49 51 49 41 37 43 36

(140701) Chemical Engineering 62 56 67 65 41 55 57 66 95 96

(14) Engineering

(13) Education






(140801) Civil Engineering, General 120 112 102 108 107 105 117 98 174 196

(140901) Computer Engineering, General 58 95 75 73 54 51 39 44 95 108

(141001) Electrical, Electronics and Communications Engineering

322 384 441 423 412 486 408 435 494 417

(141201) Engineering Physics 1 1 1 1 2 1 1

(141301) Engineering Science 2 5 3 1 2 2 2 5 10

(141401) Environmental/Environmental Health Engineering

27 37 29 43 27 44 35 47 52 78

(141801) Materials Engineering 15 12 31 28 23 29 22 29 44 53

(141901) Mechanical Engineering 270 298 330 328 356 389 383 365 432 472

(142201) Naval Architecture and Marine Engineering 47 36 36 41 51 52 50 33 51 52

(142701) Systems Engineering 3

(143301) Construction Engineering 21 17

(143501) Industrial Engineering 121 143 161 154 120 120 142 151 199 255

(143701) Operations Research 1 2

(149999) Engineering, Other 7 7 17 19 21 21 34 29 39

1,481 1,408 1,379 1,268 1,289 1,315 1,209 1,501 1,550 1,593

(150101) Architectural Engineering Technology/Technician

138 159 147 158 170 173 152 177 193 195

(150201) Civil Engineering Technology/Technician 108 108 128 129 130 120 148 127 128 130

(150303) Electrical, Electronic & Communications Engineering Technology

290 246 260 234 227 217 183 222 279 284

(150304) Laser and Optical Technology/Technician 13 4 11 2 6 2 4 1 3 4

(150399) Electrical & Electronic Engineering Technol./Technicians, Other

20 23 16 16 15 20 19 39 22 29

(150401) Biomedical Technology/Technician 3 1

(150403) Electromechanical Technology/Electromech. Engineering Technology

11 6 11 3 7 2 6 11 17 15

(150404) Instrumentation Technology/Technician 3 1 1 1 2

(150501) Heating, Air Conditioning and Refrigeration Technology/Technician

5 6 12 8 2 7 7 4 5 4

(15) Engineering Technologies/Technicians






(150505) Solar Energy Technology/Technician 7 17 22

(150506) Water Quality & Wastewater Treatment Mgt.& Recycling Technology

2 4 2 1 1

(150507) Environmental Engineering Technology/Environmental Technology

11 8 11 5 8 5 9 9 10 14

(150599) Environmental Control Technologies/Technicians, Other

2 7 8

(150607) Plastics Engineering Technology/Technician 2 2 2

(150611) Metallurgical Technology/Technician 3

(150612) Industrial Technology/Technician 81 93 75 74 66 81 61 78 74 77

(150613) Manufacturing Technology/Technician 28 34 26 23 36 31 30 41 15 48

(150699) Industrial Production Technologies/Technicians, Other

33 40 41 27 47 25 40 63 76 54

(150701) Occupational Safety and Health Technology/Technician

4 7 3 1

(150702) Quality Control Technology/Technician 21 16 18 18 16 21 7 31 16 30

(150801) Aeronautical/Aerospace Engineering Technology/Technician

2 4

(150803) Automotive Engineering Technology/Technician

9 13 14 12 20 27 11 9 6 11

(150805) Mechanical Engineering/Mechanical Technology/Technician

244 225 227 203 209 209 188 238 231 211

(150899) Mechanical Engineering Related Technologies/Technicians, Other

10 10

(151001) Construction Engineering Technology/Technician

62 72 44 69 67 72 76 98 103 103

(151102) Surveying Technology/Surveying 22 17 23 12 24 31 21 38 39 29

(151199) Engineering-Related Technologies, Other 2

(151201) Computer Engineering Technology/Technician

165 122 114 109 83 79 64 77 86 85

(151202) Computer Technology/Computer Systems Technology

33 24 22 17 25 36 32 29 53 50

(151301) Drafting and Design Technology/Technician, General

38 55 39 39 33 41 46 34 18 25






(151302) CAD/CADD Drafting and/or Design Technology/Technician

76 77 73 64 58 58 61 92 101 92

(151306) Mechanical Drafting and Mechanical Drafting CAD/CADD

7 7 8 11 7 3 7 22 1

(151399) Drafting/Design Engineering Technologies/Technicians, Other

18 19 18 3 4 9 5 11 1 6

(151501) Engineering/Industrial Management 1 1 1 3

(159999) Engineering Technologies/Technicians, Other 27 20 29 30 28 45 30 38 38 54

1,712 1,727 1,985 2,173 2,355 2,392 2,455 2,757 2,995 3,073

(260101) Biology/Biological Sciences, General 1,011 1,027 1,159 1,238 1,316 1,407 1,413 1,571 1,701 1,806

(260102) Biomedical Sciences, General 13 17 42 51 92 130 129 177 137 96

(260202) Biochemistry 138 160 140 189 186 167 204 233 232 228

(260203) Biophysics 12 8 12 2 10 11 12 9 14 17

(260204) Molecular Biology 7 8 13 23 19 18 16 21 29 10

(260205) Molecular Biochemistry 10 6 4 8 6 12 7 6 8 16

(260207) Structural Biology 1 1 1 1 1 1

(260301) Botany/Plant Biology 7 9 7 7 12 8 13 11 14 17

(260305) Plant Pathology/Phytopathology 9 9 7 7 9 12 9 6 4 5

(260401) Cell/Cellular Biology and Histology 8

(260403) Anatomy 4 7 4 10 8 8 4 1 6 7

(260406) Cell/Cellular and Molecular Biology 2 1 2 2 2 3 4 2

(260499) Cell/Cellular Biology and Anatomical Sciences, Other

4 2 2 2 1

(260502) Microbiology, General 5 4 9 6 9 8 14 10 5 9

(260503) Medical Microbiology and Bacteriology 18 10 28 30 28 26 17 23 15 24

(260507) Immunology 14 7 17 5 18 12 3 7 1 5

(260701) Zoology/Animal Biology 30 35 28 33 29 32 35 27 39 29

(260702) Entomology 11 10 11 12 18 5 13 14 17 13

(260707) Animal Physiology 8 1 1 3 2 5 6 3 2 1

(260708) Animal Behavior and Ethology 1 2 5 6 1 2 7 3 2 1

(260709) Wildlife Biology 26 28 21 36 30 32 29

(26) Biological And Biomedical Sciences






(260801) Genetics, General 4 4 3 3 5 6 5 2 5

(260802) Molecular Genetics 7 8 5 3 6 7 8 10 5 7

(260804) Animal Genetics 11 10 9 6 11 15 7 12 10 7

(260901) Physiology, General 5 5 6 3 6 5 3 4 4 2

(260910) Pathology/Experimental Pathology 2 3 3 5 2 2 4 5 2 1

(260999) Physiology, Pathology, and Related Sciences, Other

4 2 7 3 11 6 3 2 2 3

(261001) Pharmacology 22 29 31 40 34 42 40 38 31 24

(261002) Molecular Pharmacology 2 2 4 7 5 4 4 5 12 2

(261004) Toxicology 1 1 1

(261006) Environmental Toxicology 7 4 6 9 7 8 7 15 22 26

(261007) Pharmacology and Toxicology 18 19 28 36 37 24 28 32 37 55

(261101) Biometry/Biometrics 17 12 16 15 17 15 19 12 20 17

(261102) Biostatistics 1 4 4 9 10 10 14 15

(261103) Bioinformatics 1 2 3 1 4 2 3 7 1

(261201) Biotechnology 18 19 37 42 42 50 38 48 41 45

(261301) Ecology 6 16 14 23 28 15 19 35 26 21

(261302) Marine Biology and Biological Oceanography 21 46 29 33 68 49 43 63 69 65

(261303) Evolutionary Biology 2 2 2 2 1 4 6 1

(261304) Aquatic Biology/Limnology 2 4 7 11 9 10 18

(261305) Environmental Biology 110 94 105 85 69 29 45 39 44 39

(261307) Conservation Biology 37 32 31 41 47 53 49 57 67 78

(261309) Epidemiology 14 18 23 14 26 17 21 15 14 18

(261501) Neuroscience 9 12 27 27 22 17 14 27 14 22

(261502) Neuroanatomy 1 1 1 1 2

(269999) Biological and Biomedical Sciences, Other 82 65 107 108 108 120 133 148 278 284

549 629 688 719 683 712 748 832 857 970

(270101) Mathematics, General 344 391 444 461 503 479 508 534 559 583

(270301) Applied Mathematics 150 184 177 199 160 167 207 224 238 294

(27) Mathematics And Statistics






(270303) Computational Mathematics 7 8 11 8 6 8 3 4 3 1

(270501) Statistics, General 39 37 41 39 6 40 18 49 36 62

(270599) Statistics, Other 1 2 1 2 2

(279999) Mathematics and Statistics, Other 9 8 13 12 8 17 10 19 21 30

63 55 81 99 85 82 90 66 72 102

(300101) Biological and Physical Sciences 6

(300601) Systems Science and Theory 26 27 34 46 43 40 45 42 34 43

(301801) Natural Sciences 18 16 27 34 24 18 33 13 20 31

(301901) Nutrition Sciences 11 10 15 15 13 19 11 6 11 13

(302501) Cognitive Science 8 2 5 4 5 5 1 5 7 9

845 772 834 847 1,002 931 980 965 1,042 1,074

(400101) Physical Sciences 3 3

(400201) Astronomy 2 1 7 2 2 5 3 5

(400401) Atmospheric Sciences and Meteorology, General

84 64 77 74 83 76 81 61 77 79

(400501) Chemistry, General 246 195 243 272 327 277 288 316 345 381

(400599) Chemistry, Other 22 19 10 28 36 27 40 26 38 34

(400601) Geology/Earth Science, General 166 153 155 130 146 169 166 149 146 164

(400602) Geochemistry 1 2 3 5 9

(400603) Geophysics and Seismology 1 3 4 2 3 2 2

(400605) Hydrology and Water Resources Science 3 4 2 5 2 3 1 4 6

(400607) Oceanography, Chemical and Physical 1 1

(400801) Physics, General 165 167 170 167 203 188 197 177 205 228

(400810) Theoretical and Mathematical Physics 3 6 3 4 5 2 2 8 4 2

(400899) Physics, Other 1 4 5 2 1 1

(409999) Physical Sciences, Other 153 157 162 161 197 181 193 219 216 161

50 41 60 41 50 54 46 47 49 62

(410101) Biology Technician/Biotechnology Laboratory Technician

22 19 29 25 30 38 29 31 36 52

(40) Physical Sciences

(30) Multi/Interdisciplinary Studies

(41) Science Technologies/Technicians






(410301) Chemical Technology/Technician 11 4 6 5 5 9 8 9 9 7

(419999) Science Technologies/Technicians, Other 17 18 25 11 15 7 9 7 4 3

353 331 331 318 327 311 310 310 295 252

(422701) Cognitive Psychology and Psycholinguistics 2 4 2 1 3 2 4 3 4

(422703) Developmental and Child Psychology 330 321 319 311 316 296 297 295 274 234

(422706) Physiological Psychology/Psychobiology 6 1 6 3 5 3 6 3 11 7

(422707) Social Psychology 15 5 4 4 5 9 5 8 7 7

27 27 50 50 62 48 57 55 53 70

(430106) Forensic Science and Technology 27 27 50 50 62 48 57 55 53 70

18 19 28 31 36 34 22 30 41 43

(450301) Archeology 3 8 7 14 14 12 12 14 15

(450702) Cartography 18 16 20 24 22 20 10 18 27 28

66 71 79 77 92 111 122 105 113 115

(511002) Cytotechnology/ Cytotechnologist 14 12 15 7 12 14 11 1

(511005) Clinical Laboratory Science/Medical Technology/Technologist

47 48 51 50 63 62 81 70 78 79

(512003) Pharmaceutics and Drug Design (MS, PhD) 2 10 11 8 7 15 11 9 14 15

(512004) Medicinal and Pharmaceutical Chemistry (MS, PhD)

3 1 5 3 2 6 6 6 4

(512706) Medical Informatics 2 7 7 18 13 20 15 16

0 0 0 0 0 2 1 2 4 2

(521399) Management Sciences and Quantitative Methods, Other

2 1 2 4 2

(52) Business, Mgmt, Marketing, And Related Support Services

(51) Health Professions And Related Clinical Sciences

(45) Social Sciences

(43) Security And Protective Services

(42) Psychology

APPENDIX D Strengthening the STEM Pipeline: Selected Initiatives

October 2013 The Pre-College Pipeline 1. Empire State STEM Learning Network Empire STEM is a statewide, community-led collaborative whose mission is to advance STEM education to

prepare all students for success in school, work and life to fuel innovation and economic vitality in the Empire State. The Network’s vision provides a roadmap for communities to accelerate the way they learn and compete by leveraging assets, expertise and partnerships. The vision calls for the network to advocate for policies that advance interdisciplinary, inquiry-based, contextual teaching and learning; contribute to portfolios of effective and/or promising STEM practices and programs; establish platforms for innovative STEM teaching through proven or promising models; develop public/private partnerships that engage diverse stakeholders over the long term.

2. Afterschool STEM Mentoring Program With a $2.95 million grant from the National Science Foundation, SUNY and the New York Academy of

Sciences expanded the Afterschool STEM Mentoring Program, which pairs student mentors from SUNY campuses with local middle school students. Three SUNY campuses—Stony Brook University, SUNY Oswego, and the SUNY College of Environmental Science and Forestry (ESF)—have joined SUNY Downstate, the College of Nanoscale Science and Engineering (CNSE), and SUNYIT to train STEM graduate students and postdoctoral fellows to serve as mentors and role models for local middle school students. SUNY Empire State College, which received the NSF grant to bring this program to scale, provides graduate students and postdoctoral mentors with hands-on tutoring in a number of curricular topics, including genetics, math, and human body systems, that are designed to engage and excite students.

3. Science and Technology Entry Program (STEP)

In 2012-13, 16 SUNY campuses, listed below, participated in STEP to increase the number of historically underrepresented and economically disadvantaged students prepared to enter college, and improve their participation rate in mathematics, science, technology, health related fields and the licensed professions. STEP provides academic enrichment in science and mathematics content areas. Projects consist of academic year and summer components including: core subject instruction; Regents exam preparation; supervised practical training; supervised research training; college admissions counseling; standardized tests preparation; and career awareness/development activities. SUNY Campuses with STEP Awards in 2012-13

Albany New Paltz Mohawk Valley CC Buffalo U Old Westbury Monroe CC Stony Brook Potsdam Nassau CC Downstate Medical Farmingdale Suffolk CC Buffalo State Morrisville Fredonia Fulton Montgomery CC

4. New York State Master Teacher Program

Modeled after the successful Math for America (MfA) program in New York City, the Master Teacher Program was established by Governor Cuomo to identify, reward, and support master math and science

1

http://www.suny.edu/sunynews/News.cfm?filname=2011-11-30BatelleSTEMRelease.htm

http://www.suny.edu/sunynews/News.cfm?filname=2013-08-01-STEM-NYAS-Release.htm

http://www.highered.nysed.gov/kiap/step/

http://www.suny.edu/masterteacher/

http://www.suny.edu/masterteacher/

teachers throughout New York State. The role of master teachers as professional mentors and content experts is key to developing the current cadre of outstanding educators as well as developing skilled future teachers. Master teachers are selected from each region of New York State. The first round of Master Teacher launched in Fall 2013 in the following four regions: • Mid-Hudson: SUNY New Paltz to serve as base/host campus. • North Country: SUNY Plattsburgh to serve as base/host campus. • Central New York: SUNY Cortland to serve as base/host campus. • Western New York: Buffalo State College to serve as base/host campus. The second round will launch in November 2013 in six additional regions: • Long Island: Stony Brook University to serve as base/host campus. • Southern Tier: Binghamton University to serve as base/host campus. • Capital Region: UAlbany to serve as base/host campus. • Finger Lakes: SUNY Geneseo to serve as base/host campus. • Mohawk Valley: SUNY Oneonta to serve as base/host campus. • New York City: in partnership with Math for America.

Each Master Teacher Fellow: • Receives a $15,000 stipend per year over 4 years for participation in the program (total

compensation of $60,000 per Fellow). • Engages in peer mentoring and intensive content-oriented professional development opportunities

throughout the academic year. • Works closely with pre-service and early career teachers to foster a supportive environment for the

next generation of STEM teachers. • Attends required regular cohort meetings, participate in and lead several professional development

sessions each year, and participate in the training of pre-service and early career educators as part of the Master Teacher program.

The Undergraduate Pipeline 5. SUNY Conferences on STEM, Diversity and Excellence The fall 2013 conference, the most recent in a biennial series, brought together experts who presented the

best means to (1) increase the enthusiasm of diverse students for STEM disciplines and professions; and (2) provide programs that demonstrate success in increasing access, retention, and graduation of diverse student populations in STEM majors.

6. STEM Research Opportunities for Undergraduates In March 2013, the SUNY Research Foundation announced awards totaling nearly $300,000 to support and

enhance STEM research opportunities for undergraduates at SUNY’s State-Operated campuses. These funds complemented existing programs, such as: • Buffalo University’s Center for Undergraduate Research and Creative Activities • Buffalo State College’s Undergraduate Research Office • SUNY Brockport’s undergraduate research program • SUNY Cortland’s Undergraduate Research Council • SUNY New Paltz’s programs for undergraduate and graduate research and creativity • SUNY Oswego’s Undergraduate Research program, which includes an Office of Research and

Individualized Student Experiences (RISE) and a Global Lab experience • SUNY Potsdam’s Center for Student Research

2

http://www.suny.edu/provost/odei/news.cfm

http://www.suny.edu/sunynews/News.cfm?filname=2013-03-11-STEM-Research-Release.htm

http://curca.buffalo.edu/

http://undergraduateresearch.buffalostate.edu/directors-welcome

http://www.brockport.edu/iel/ugresearch.html

http://www2.cortland.edu/academics/undergraduate/research/

http://www.newpaltz.edu/research/

http://www.oswego.edu/academics/studentresearch.html

http://www.oswego.edu/news/index.php/site/news_story/students_rise

http://www.oswego.edu/news/index.php/site/news_story/students_rise

http://www.oswego.edu/news/index.php/site/news_story/global_lab_symposium

http://www.potsdam.edu/academics/specialprograms/cur/

7. SUNY Replication Project: Baccalaureate and Beyond Community College Mentoring Program This STEM seamless transfer program is modeled on the nationally recognized Baccalaureate and Beyond Community College Mentoring Program established at Purchase College. SUNY is replicating Purchase College’s ideas for seamless STEM transfer throughout the SUNY System in the SUNY Replication Project, led by the founder of the Purchase program, Dr. Joseph Skrivanek, Professor of Chemistry and Biochemistry. To date, 11 four-year institutions and 18 community colleges are participating, as shown below.

8. SUNY Louis Stokes Alliance for Minority Participation (SLAMP)

Since 1996, the SUNY SLAMP, which is coordinated by Stony Brook University and funded by the National Science Foundation (NSF), has been helping to change the basic shape of STEM education and forging new opportunities for underrepresented minority (URM) students in New York State. The infrastructure, research base, and replicable models that have been developed are the result of the aggressive and sustained efforts of the Alliance partners. These efforts have resulted in a substantial increase in bachelor’s degrees awarded to URM students in STEM fields, and have lead to an increase in the number of URM students enrolled in STEM programs. The 16 campuses in the SUNY alliance are Albany, Binghamton, Buffalo U, Buffalo State, New Paltz, Old Westbury, Stony Brook, Farmingdale, as well as Schenectady, Broome, Tompkins-Cortland, Dutchess, Orange, Ulster, Nassau and Suffolk community colleges. Other Alliance partners are the Brookhaven National Laboratory, the NSF funded SUNY Alliance for Graduate Education and the Professoriate (AGEP), and the New York State Education Department’s CSTEP program.

9. STEM Undergraduate Research Steering Committee The RF, in partnership with the Provost’s office and faculty governance, has convened an Undergraduate Research Steering Committee that represents all campus sectors. The committee is charged with identifying measurable goals for STEM undergraduate research and obtaining external funding to achieve those goals. The theory of action – supported by research -- is that research opportunities increase student persistence in STEM, particularly among underrepresented minorities and women, and that student persistence leads to more STEM degrees, which contributes to state and national needs. The committee first met in June and is scheduled to meet again in October 2013.

10. University Faculty Senate – Student Research Showcases

Beginning in 2010, the University Faculty Senate has organized and sponsored an annual student research showcase, held in the Legislative Office Building in Albany, featuring undergraduate and graduate research in alternating years. All 64 campuses are eligible to send faculty and student researchers to Albany, and

Lead – Lower Hudson Valley (LHV) Team 1

Long Island (LI) Team 2

Western Region Team 3

North Central (NC) Team 4

Greater Capital (GCR) Team 5

Southern Region Team 6

Purchase College

Farmingdale State College SUNY Oswego SUNY Potsdam SUNY Oneonta SUNY Cortland

Rockland CC Stony Brook SUNY Geneseo Jefferson CC SUNY Cobleskill Broome CC

Sullivan CC Old Westbury SUNY Brockport North Country CC SUNY Delhi Mohawk Valley

CC

Dutchess CC Suffolk CC Buffalo State College Fulton

Montgomery CC Tompkins

Cortland CC Orange CC Nassau CC Finger Lakes CC Herkimer CC

Westchester CC Genesee CC Monroe CC Niagara CC

4

http://www.suny.edu/provost/odei/programs.cfm

http://www.stonybrook.edu/sunylsamp/index.htm

CUNY has also been involved in the last two years. Students prepare and present posters of their research, and Senators and Assemblypersons from the districts represented by both the campus and the student’s home are invited. Students’ research posters cover a wide range of the kinds of scholarly work being done across SUNY, with a slight dominance of topics and presenters from the STEM fields. April 2014 (Planned): Undergraduate Research Symposium February 26, 2013: Boosting the Power of SUNY and CUNY: A Celebration of Graduate Research February 29, 2012: Discovery – An Undergraduate Showcase March 2011: Research That Matters: An Exposition of Graduate Research in SUNY and CUNY April 2010: SUNY Undergraduates Shaping New York’s Future: A Showcase of Scholarly Posters

11. Collegiate Science and Technology Entry Program (CSTEP) In 2012-13, 22 SUNY campuses participated in CSTEP, a New York State funded program designed to increase the number of students from under-represented groups who are pursuing professional licensure and careers in mathematics, science, technology and health-related fields. SUNY Campuses in CSTEP in 2012-13

Albany Buffalo State Morrisville Binghamton Fredonia Dutchess CC Buffalo U New Paltz Mohawk Valley CC Stony Brook Old Westbury Monroe CC ESF Oswego Onondaga CC Optometry Potsdam Suffolk CC Upstate Medical Canton Brockport Farmingdale

12. Long Island Alternative Energy Consortium (LIAEC)

The Long Island Alternative Energy Consortium is a cooperative effort by seven public and private colleges and universities (Stony Brook University, Farmingdale State College, SUNY Old Westbury, SUNY Maritime, New York Institute of Technology, Suffolk County Community College and Nassau Community College), working with public entities (including Brookhaven National Laboratory) and private companies, to ensure that students get the education and training they need to work in the emerging and rapidly evolving industries of renewable and alternative energies. This collaboration is the beginning of a broad interdisciplinary focus on energy and related issues to enhance learning and help create high tech jobs on Long Island. The LIAEC received an NSF Transforming Undergraduate Education in STEM grant in September 2013, which enables it to implement its goal of establishing a multi-disciplinary undergraduate academic curriculum in energy that would draw from the curricular resources of the seven participating colleges and support a variety of majors at different institutions by: 1. Creating a minor at the undergraduate level, incorporating core courses in energy science and policy

available through distance learning and online resources and a choice of complementary multidisciplinary electives offered across institutional boundaries.

2. Including cooperative, active learning through internships and independent research courses, facilitated through public/private partnerships.

3. Recruiting and retaining non-traditional and under-represented students. 4. Leveraging best practices and current programs. As of fall 2013, the group made plans to: 1. Update the list of energy-related courses at the participating colleges for spring 2014 registration, and

provide course descriptions or syllabi for advising purposes.

5

http://www.suny.edu/facultySenate/boosting2013.cfm

http://www.suny.edu/facultySenate/discovery2012.cfm

http://www.highered.nysed.gov/kiap/colldev/CollegiateScienceandTechnologyEntryProgram.htm

http://liaec.aertc.org/docs/LI%20Alternative%20Energy%20Consortium%20handout.pdf

2. Recruit students to begin some of the courses in the minor in spring 2014. 3. Initiate approval of an energy minor through the governance process of each participating State-

operated campus. 4. Review and prepare to implement cross-registration policy, which will require careful consideration of

financial and reporting procedures, and NYIT’s alignment. 5. Establish a Program Advisory Board, which will include members from industry, Congressional and other

offices. 6. Explore the possibility of identifying a set of courses at Nassau and Suffolk that could be approved as a

SUNY Transfer Path in Energy, which would enable Nassau and Suffolk students to direct their studies toward an energy-related 4-year program, and complete the energy minor upon transfer. A SUNY Transfer Path in Energy would incorporate the LIAEC work’s into SUNY’s Student Mobility efforts, and promote replication system-wide.

7. Explore the possibility of creating a multi-institutional certificate, which could enable more formal community college participation and enroll employees in businesses.

13. Community College Undergraduate Research Initiative (CCURI)

With a $4-million NSF grant and 26 institutional partners from across the U.S., CCURI is based at Finger Lakes Community College, and includes two other SUNY campuses, Tompkins-Cortland Community College and Jamestown Community College. The CCURI model of incorporating undergraduate research (UR) into community college curricula involves engaging students from the moment they enter the classroom. The model employs a case study method of instruction in freshman coursework. The CCURI writing team develops cases that instructors can use to teach basic scientific concepts within the context of an ongoing research project. Students are then given an opportunity to explore those projects as either a CURE (Course Undergraduate Research Experience), a SURE (Summer Undergraduate Research Experience) or PURE (Program Undergraduate Research Experience). The growing CCURI network has become a rich source of collaboration on both the curricular and research side of the CCURI model.

14. National Center for Case Study Teaching in Science Based at the University of Buffalo, the mission of the National Center for Case Study Teaching in Science is to promote the development and dissemination of materials and practices for case teaching in the sciences. Its website provides access to an award-winning collection of peer-reviewed case studies. It also offers a five-day summer workshop and a two-day fall conference to train faculty in the case method of teaching science. In addition, it is actively engaged in educational research to assess the impact of the case method on student learning. Over the years, the Center has been generously supported by the National Science Foundation, The Pew Charitable Trusts, and the U.S. Department of Education.

15. Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) This NSF program makes grants to institutions of higher education to support scholarships for academically talented students demonstrating financial need, enabling them to enter the STEM workforce or STEM graduate school following completion of an associate, baccalaureate, or graduate-level degree in science, technology, engineering or mathematics disciplines. Grantee institutions are responsible for selecting scholarship recipients, reporting demographic information about student scholars, and managing the S-STEM project at the institution. The list of SUNY campuses receiving one or more recent S-STEM awards includes – but is not limited to – Albany, Binghamton, Buffalo, Stony Brook, Fredonia, Oneonta, Fulton-Montgomery, Hudson Valley, Jamestown and Suffolk Community College.

6

http://www.ccuri.org/

http://libweb1.lib.buffalo.edu/cs/

http://sciencecases.lib.buffalo.edu/cs/teaching/

http://department.sunysuffolk.edu/NSFSTEM/index.asp

16. Ronald E. McNair Post-Baccalaureate Achievement Program SUNY institutions receive federal McNair funds to prepare eligible participants for doctoral studies through

involvement in research and other scholarly activities. Participants are from disadvantaged backgrounds and have demonstrated strong academic potential. Institutions work closely with participants as they complete their undergraduate requirements and encourage participants to enroll in graduate programs, and then track their progress through to the successful completion of advanced degrees. The goal is to increase the attainment of Ph.D. degrees by students from underrepresented segments of society. In July 2013, the University at Buffalo hosted its 19th annual McNair Research Conference, a national event that includes workshops and research presentations.

Ronald E. McNair Activity, 2011-12 and 2012-13

Institution Participants Award 2012-13

SUNY/ Binghamton 40 $ 249,686 SUNY/ Brockport 40 $ 298,738 SUNY/ Buffalo 32 $ 270,000 SUNY/ Buffalo State College 27 $ 233,722

2011-12 SUNY/ Binghamton 40 $ 241,946 SUNY/ Brockport 40 $ 289,477 SUNY/ Buffalo 30 $ 261,630 SUNY/ Buffalo State College 25 $ 226,477 SUNY/ Oswego 25 $ 223,839

SOURCE: http://www2.ed.gov/programs/triomcnair/awards.html

17. Healthcare Workforce Planning Although definitions of STEM usually exclude the health care professions, there is a clear connection. SUNY’s Right Professionals is the Right Places (RP(2)) is designed to address current health workforce gaps and meet future needs through the creation of regional working groups that include educators, employers and others. RP(2) is part of SUNY's ongoing commitment to a Healthier New York. On October 3, 2013, SUNY's Office of Health Affairs launched RP(2) with a pilot in the Adirondack region of New York State – which includes Franklin, Clinton, Essex, Hamilton, Warren, Washington and Saratoga counties. For the pilot’s first meeting in Lake Placid, SUNY partnered with the Adirondack Health Institute, the Center for Health Workforce Studies at the University at Albany, the Hudson Mohawk Area Health Education Center, and, the Northeastern Area Health Education Committee. RP(2) focuses primarily, though not exclusively, on undergraduate programs.

18. SUNY High Needs Program The SUNY High Needs program provides grants to campuses to link academic programs to workforce needs.

Prior to 2012-13, it provided nearly $28 million to 28 campuses, principally to support or expand nursing and engineering programs. As part of SUNY’s Strategic Enrollment Management plan, the Request for Proposal for 2013-14 called for programs relating to high need occupations identified by Empire State Development, the New York State Department of Labor and others in six STEM-related areas: Engineering-Engineering Technologies, Health Care, Renewable Clean Energy, Biomedical-Biotechnical, Agriculture-Agriculture Business, and Information Technology. For 2013-14, competitive grants worth $12 million were made for 63

7

http://www2.ed.gov/programs/triomcnair/index.html

http://cpmc.buffalo.edu/mcnair/conference/index.php

http://www2.ed.gov/programs/triomcnair/awards.html

http://www.suny.edu/provost/SUNYRP2.cfm

http://www.governor.ny.gov/press/06062013-12-Million-for-36-SUNY-Campuses-to-Train-Students-in-High-Need-Fields

programs at 36 SUNY campuses, listed below. Awards for 2012-13 are primarily for undergraduate education.

SUNY High Needs Award Recipients 2012-13 Campus Funding Campus Funding University at Albany $845,000 Jamestown CC $363,097 Alfred State College $337,148 Jefferson CC $133,250 Binghamton University $1,704,000 Mohawk Valley CC $794,440 Broome CC $191,301 Monroe CC $169,468 University at Buffalo $1,265,000 Morrisville State College $253,000 SUNY Canton $100,216 Nassau CC $282,410 Clinton Community College $328,617 Niagara CC $487,890 SUNY Cobleskill $72,500 North Country CC $450,000 Columbia-Greene CC $230,100 Onondaga CC $232,983 SUNY Cortland $368,289 Orange County CC $216,820 SUNY Delhi $70,000 SUNY Oswego $183,800 Empire State College $276,000 SUNY Plattsburgh $189,800 College of Environmental Science and Forestry $450,000 Rockland CC $82,200

Erie CC $287,854 Schenectady County CC $193,550 Farmingdale State College $305,908 Stony Brook University $2,446,537 Fulton-Montgomery CC $256,100 SUNYIT $1,762,950 Genesee CC $238,719 Tompkins Cortland CC $134,600 Hudson Valley CC $244,166 Upstate Medical University $481,000

19. Robert Noyce Scholarship Program

NSF’s Robert Noyce Teacher Scholarship Program, first authorized in 2002, responds to the critical need for K-12 teachers of STEM by encouraging talented STEM students and professionals to pursue teaching careers in elementary and secondary schools. The program provides federal funding to institutions of higher education to provide scholarships, stipends, and programmatic support to recruit and prepare STEM majors and professionals to become K-12 teachers. Scholarship and stipend recipients are required to complete two years of teaching in a high-need school district for each year of support. In addition, the program supports the recruitment and development of NSF Teaching Fellows who receive salary supplements while fulfilling a 4-year teaching requirement and supports the development of NSF Master Teaching Fellows by providing professional development and salary supplements while they are teaching for five years in a high need school district. Participating SUNY campuses include Brockport, Buffalo State, Cortland, Oneonta and Stony Brook.

20. Research Experience for Undergraduates (REU) The NSF’s REU program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. Within SUNY, recent REU awards have been made to Albany, Binghamton, Buffalo, Stony Brook, ESF, New Paltz, Oswego, Plattsburgh, Potsdam, and other campuses.

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http://nsfnoyce.org/

http://www.nsf.gov/awardsearch/simpleSearchResult?queryText=REU

The Graduate Pipeline 21. SUNY Professional Science Masters Program (PSM) Designed for a broad range of science and technology disciplines, the innovative Professional Science

Master's (PSM) program combines a science-based curriculum with management, marketing and other industry-relevant coursework, as part of the “PLUS” component. Currently, there are more than 100 universities in the U.S. offering more than 200 PSM degrees. With support from the Alfred P. Sloan Foundation, 16 SUNY campuses offer more than 30 PSM programs.

22. Doctoral Diversity Fellowships in Science, Technology, Engineering and Mathematics (STEM) The Doctoral Diversity Fellowships in Science, Technology, Engineering and Mathematics is awarded to academically exceptional students who have been admitted to SUNY’s doctoral degree granting institutions and will commence their graduate studies in STEM fields.

23. Alliance for Graduate Education and the Professoriate (AGEP) Funded by the NSF, AGEP seeks to join together universities and colleges in the common mission of increasing the number of underrepresented minority students earning PhDs and positioning minority students to become leaders in STEM fields. Each AGEP alliance employs creative administrative strategies, develops infrastructure, and engages in substantive partnerships with non-doctoral-granting institutions to enhance recruitment, retention, and advancement. Stony Brook University is an AGEP site.

The Research and Development Pipeline 24. Research Consortia on Sustainability

The Graduate and Research Committee of the University Faculty Senate convened a workshop at SUNY ESF in May 2011, bringing together interested researchers from across SUNY to discuss and plan the development of cross-campus consortia to seek research grants in a broad range of areas concerning sustainability, including climate change, operational opportunities, and social response. The groups, coordinated by Dr. Richard C. Smardon, Distinguished Service Professor at ESF, continue to meet regularly and submit research proposals, both internally and externally.

25. SUNY Research Foundation Initiatives Primarily in STEM areas, the SUNY RF leverages SUNY’s academic and research assets to promote innovation and economic growth in New York State, and to enhance research and experiential learning opportunities for students. Illustrative programs include: • The Centers of Excellence (CoE) program was created in 2001 to foster collaboration between the

academic research community and the business sector to develop and commercialize new products and technologies, to promote critical private sector investment in emerging high technology fields, and to create and expand technology-related businesses and jobs. SUNY participates in all eight designated CoEs throughout the state, six of which are located on SUNY campuses.

• The SUNY Entrepreneur in Residence (EIR) program provides campuses with funding to secure the time and skills of proven, private-sector entrepreneurs who have both startup experience and expertise that is relevant to particular discoveries in the SUNY research portfolio. Educating more faculty and student inventors, making sound licensing determinations and increasing the odds of success for SUNY spin-off ventures will build a more durable innovation ecosystem throughout SUNY and across New York.

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http://psm.suny.edu/pages/programs.html

http://psm.suny.edu/pages/programs.html

http://www.suny.edu/provost/odei/programs.cfm

http://www.esf.edu/outreach/pd/2012/sunysenate/

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/connect_collaborate_funding/entrepreneur_in_residence

• The SUNY Technology Accelerator Fund (TAF) fills the gap in funding for promising discoveries after government-sponsored support ends and before a licensee or venture-capital support is identified and secured. Funding at this stage is essential to bring to market promising technology with potential implications for public benefit. The TAF offers a means to assist the SUNY community by providing funding for select technologies to accelerate their development and commercialization.

• The SUNY/RF Research Collaboration Fund grant program was created to capitalize on the power of SUNY systemness by encouraging new and existing inter-campus collaborations and supporting their development into long term partnerships with sustained growth. This targeted investment aims to help faculty researchers generate the preliminary results and data necessary to qualify for larger scale proposals for future funding.

• Power of SUNY Partnerships. As part of its mission to support SUNY, The Research Foundation of State University of New York (RF) facilitates and forms collaborative public/private partnerships that support economic development and entrepreneurial opportunity. The RF helps to establish SUNY-affiliated partnerships that address a wide range of needs such as providing incubator space for emerging technologies and fostering the collaboration and acceleration of research, innovation and invention. Business incubators, centers of excellence, centers for advanced technology and other collaborative research ventures populate New York State and are built on the strength and expertise of the SUNY research community. Ten SUNY-affiliated partnerships are currently responsible for nearly 8,000 jobs statewide.

• Power of SUNY Incubators are a time-tested way to help businesses grow and create jobs in New York. Since opening its first incubator in 1988, SUNY has established a broad array of business incubation programs that tap into local strengths and resources to boost regional economies. Strategically placed throughout the state, SUNY incubators provide guidance and business support, as well as access to space, scientists and research equipment needed to advance innovation and create new products, applications and jobs. Many of the new companies located in these incubators are established by faculty entrepreneurs seeking to commercialize their SUNY-developed innovations.

• SUNY Networks of Excellence. With $4 million in funding provided by the Research Foundation, SUNY has launched four Networks of Excellence - SUNY 4E, SUNY Health Now, SUNY Brain, and SUNY Materials & Advanced Manufacturing. Each network assembles scientists and scholars from the various SUNY campuses to collaborate on a topic-specific, joint research program and enhance related experiential learning of students. By bringing together the diverse expertise present on each campus into a collective network, SUNY can better position itself to become a national and international scientific leader, compete for research grants, and educate tomorrow’s workforce.

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https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/connect_collaborate_funding/taf

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/commercialization/commercialization_staff/taf/files/taf_brochure.pdf

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/connect_collaborate_funding/research_collaboration_fund

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/What_we_do/files/partnerships_fact_sheet.pdf

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/What_we_do/files/incubator_fact_sheet.pdf

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/info_researchers_administrators/networks_of_excellence/suny4e

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/info_researchers_administrators/networks_of_excellence/suny_health_now

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/info_researchers_administrators/networks_of_excellence/suny_brain

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/info_researchers_administrators/networks_of_excellence/suny_materials_manufacturing

https://portal.rfsuny.org/portal/page/portal/The%20Research%20Foundation%20of%20SUNY/home/info_researchers_administrators/networks_of_excellence/suny_materials_manufacturing



SUNY Total 48,088 47,407 46,161 45,486 46,119 47,706 50,009 53,904 57,596 58,760 60,848

State Operated Total 33,548 34,643 34,647 34,980 35,909 37,256 38,673 41,103 44,552 45,603 47,316

Doctoral Degree Institutions 20,320 21,166 21,368 21,625 22,165 22,811 23,660 25,131 28,256 28,779 29,913

15,066 15,903 16,175 16,356 16,894 17,483 18,248 19,629 22,689 22,990 24,196

Albany 1,728 1,962 2,002 1,965 2,063 2,031 2,123 2,247 2,740 2,833 3,076

Binghamton 3,091 3,015 3,078 3,243 3,336 3,406 3,795 4,107 4,321 4,226 4,220

Buffalo Univ 4,983 5,187 5,053 4,912 5,024 5,161 5,027 5,443 7,487 7,564 8,021

Stony Brook 5,264 5,739 6,042 6,236 6,471 6,885 7,303 7,832 8,141 8,367 8,879

Other Research/Doctoral Institutions 5,254 5,263 5,193 5,269 5,271 5,328 5,412 5,502 5,567 5,789 5,717

Alfred-Ceramics 277 245 212 212 204 221 199 188 190 195 190

Cornell Stat 3,544 3,500 3,501 3,477 3,435 3,414 3,436 3,504 3,537 3,701 3,543

Downstate Medical 73 92 95 101 104 111 102 118 123 118 121

Envir Sci & Forestry 1,270 1,293 1,236 1,320 1,351 1,406 1,504 1,519 1,535 1,601 1,687

Upstate Medical 90 133 149 159 177 176 171 173 182 174 176

Comprehensive Colleges 7,401 7,400 7,283 7,471 7,990 8,534 9,026 9,804 10,167 10,562 10,938

Brockport 927 929 911 930 912 885 890 982 1,014 996 1,015

Buffalo State 1,060 1,063 1,025 981 995 1,046 1,080 1,163 1,209 1,260 1,276

Cortland 186 215 268 301 316 351 369 351 392 402 460

Empire State 368 427 457 483 638 720 782 850 703 729 699

Fredonia 381 362 341 328 368 411 469 483 500 500 495

Geneseo 810 808 865 946 1,018 1,082 1,209 1,292 1,370 1,397 1,452

New Paltz 509 486 468 472 481 520 595 641 631 684 710

Old Westbury 322 311 292 280 316 357 339 410 525 535 553

Oneonta 501 514 510 540 561 632 676 766 824 949 1,030

Oswego 974 935 871 869 835 874 894 955 945 1,001 1,076

Plattsburgh 615 621 560 601 683 748 768 839 885 923 886

Potsdam 402 409 410 453 552 575 584 673 769 773 789

Purchase 346 320 305 287 315 333 371 399 400 413 497

Technology Colleges 5,827 6,077 5,996 5,884 5,754 5,911 5,987 6,168 6,129 6,262 6,465

Alfred State 1,223 1,228 1,255 1,144 1,052 1,017 990 1,091 1,113 1,072 1,066

Canton 279 319 255 233 256 257 256 268 259 293 312

Cobleskill 743 702 674 665 657 714 710 758 758 752 800

Delhi 310 313 318 306 303 299 295 312 277 203 206

Farmingdale 1,045 1,194 1,195 1,242 1,250 1,280 1,340 1,310 1,369 1,577 1,829

Maritime 483 579 632 655 636 689 723 787 800 852 827

Morrisville 871 814 805 774 782 747 775 753 681 645 575

SUNYIT 873 928 862 865 818 908 898 889 872 868 850

APPENDIX E Enrollment in STEM* Academic Programs at SUNY Institutions (Fall 2002 through Fall 2012)

Students Seeking Awards of Undergraduate Certificate, Associates, Baccalaureate, Masters, Doctorate or Graduate Certficate

Sector/Institution

Research University Centers



APPENDIX E Enrollment in STEM* Academic Programs at SUNY Institutions (Fall 2002 through Fall 2012)


Sector/Institution

Community Colleges 14,540 12,764 11,514 10,506 10,210 10,450 11,336 12,801 13,044 13,157 13,532

Adirondack 211 187 172 145 152 153 175 222 216 206 192

Broome 779 667 628 570 605 646 634 692 618 592 660

Cayuga County 268 230 220 181 144 147 142 202 213 171 194

Clinton 138 141 116 81 87 86 84 122 127 163 171

Columbia-Greene 89 68 61 54 69 59 81 85 73 66 65

Corning 396 288 242 287 297 288 308 339 299 337 338

Dutchess 767 671 593 522 471 519 449 475 509 500 532

Erie 1,177 1,102 1,023 847 803 900 1,016 1,145 1,171 1,070 1,101

Fashion Institute 114 87 83 86 77 69 138 162 140 140 134

Finger Lakes 552 501 434 423 395 414 465 580 685 671 639

Fulton-Montgomery 200 179 197 187 180 172 180 208 220 244 226

Genesee 268 262 238 215 233 239 261 290 283 234 206

Herkimer County 138 144 120 114 95 85 83 73 93 118 111

Hudson Valley 956 977 920 891 912 872 1,105 1,201 1,260 1,326 1,301

Jamestown 312 292 279 241 248 215 223 256 279 264 269

Jefferson 143 121 104 81 109 109 122 124 115 143 146

Mohawk Valley 386 333 304 294 324 325 321 346 307 339 369

Monroe 1,578 1,291 1,063 917 820 845 980 1,047 1,108 1,030 1,098

Nassau 865 718 655 582 568 551 556 631 663 734 895

Niagara County 497 445 394 378 368 398 425 526 497 519 543

North Country 7 23 32 48 41 41 33 40 48 90

Onondaga 760 672 599 549 556 653 736 866 898 882 898

Orange County 460 399 405 380 339 341 352 384 379 408 360

Rockland 505 368 246 207 166 146 207 220 247 254 296

Schenectady County 289 240 206 183 172 187 202 215 259 313 299

Suffolk County 907 780 731 647 619 649 627 712 743 807 830

Sullivan County 129 89 88 88 88 71 69 72 60 57 65

Tompkins Cortland 286 260 250 240 241 253 271 330 328 291 319

Ulster County 207 169 155 152 145 159 175 195 173 156 167

Westchester 1,156 1,060 956 916 886 858 916 1,041 1,033 1,032 1,108

*STEM Definition based on STEM-Designated Degree Program List - Revised 2012 Department of Homeland Security, Immigration and Customs Enforcement Division

SUNY System Administration Office of Instititutional Research :: Oct 22, 2013 page 1 of 2 Source: SUNY OBIEE Data Warehouse

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

SUNY Total 10,716 10,613 10,830 10,504 10,575 10,682 10,686 11,475 12,629 13,169

State Operated Total 8,335 8,537 8,822 8,740 8,907 8,942 9,060 9,492 10,437 10,777

Doctoral Degree Institutions 5,301 5,495 5,734 5,724 5,765 5,885 5,841 6,303 6,942 7,309

3,959 4,210 4,512 4,448 4,566 4,595 4,591 4,953 5,641 5,958

Albany 534 617 630 647 677 620 579 658 810 822

Binghamton 861 922 1,006 948 1,019 1,025 1,096 1,180 1,273 1,369

Buffalo Univ 1,238 1,294 1,512 1,456 1,509 1,576 1,512 1,584 1,796 1,847

Stony Brook 1,326 1,377 1,364 1,397 1,361 1,374 1,404 1,531 1,762 1,920

Other Research/Doctoral Institution 1,342 1,285 1,222 1,276 1,199 1,290 1,250 1,350 1,301 1,351

Alfred-Ceramics 78 75 49 53 59 59 47 43 48 43

Cornell Stat 928 900 895 868 803 864 811 939 847 872

Downstate Medical 6 17 17 22 17 26 21 29 26 23

Envir Sci & Forestry 307 268 234 298 280 292 331 296 331 360

Upstate Medical 23 25 27 35 40 49 40 43 49 53

Comprehensive Colleges 1,688 1,676 1,670 1,669 1,812 1,735 1,885 1,862 2,065 2,055

Brockport 210 191 200 171 216 171 183 160 193 179

Buffalo State 298 303 293 265 284 243 246 254 265 255

Cortland 35 38 46 64 72 64 85 66 107 82

Empire State 148 152 157 156 192 175 186 197 198 152

Fredonia 90 81 92 65 69 80 89 110 124 120

Geneseo 166 160 157 165 191 182 215 218 247 274

New Paltz 153 145 133 188 187 179 207 198 180 186

Old Westbury 37 44 35 40 28 44 43 24 49 53

Oneonta 85 92 110 107 109 130 137 137 143 190

Oswego 171 153 164 160 150 144 151 148 163 125

Plattsburgh 130 126 133 136 156 152 151 145 175 202

Potsdam 105 143 95 91 105 126 119 131 158 160

Purchase 60 48 55 61 53 45 73 74 63 77

Technology Colleges 1,346 1,366 1,418 1,347 1,330 1,322 1,334 1,327 1,430 1,413

Alfred State 308 299 322 301 290 276 267 247 279 286

Canton 61 71 91 69 65 72 57 58 100 75

Cobleskill 215 172 185 174 143 159 170 195 201 163

Delhi 77 80 76 80 90 79 69 99 93 71

Farmingdale 172 230 200 207 249 224 250 254 270 276

Maritime 67 63 82 92 109 116 109 92 102 134

Morrisville 169 195 215 217 207 198 182 193 193 212

SUNYIT 277 256 247 207 177 198 230 189 192 196

APPENDIX FDegrees Granted in STEM* Academic Programs at SUNY Institutions (2002-2003 through 2011-2012)


Sector/Institution

Research University Centers

SUNY System Administration Office of Instititutional Research :: Oct 22, 2013 page 2 of 2 Source: SUNY OBIEE Data Warehouse

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

APPENDIX FDegrees Granted in STEM* Academic Programs at SUNY Institutions (2002-2003 through 2011-2012)


Sector/Institution

Community Colleges 2,381 2,076 2,008 1,764 1,668 1,740 1,626 1,983 2,192 2,392

Adirondack 28 27 21 29 14 17 19 20 23 36

Broome 134 157 141 113 126 120 108 134 133 129

Cayuga County 54 31 39 33 27 23 20 24 35 38

Clinton 19 25 25 20 15 18 13 21 23 30

Columbia-Greene 31 13 10 14 15 16 14 16 16 15

Corning 108 47 54 40 45 61 36 63 55 68

Dutchess 70 58 55 56 48 40 66 49 65 64

Erie 154 143 136 110 103 122 99 170 183 196

Fashion Institute 32 35 39 26 45 23 40 63 69 54

Finger Lakes 132 115 116 105 82 101 77 98 120 126

Fulton-Montgomery 56 36 43 42 41 39 32 45 41 49

Genesee 53 44 40 31 34 30 31 41 55 52

Herkimer County 30 28 25 15 26 21 12 13 13 30

Hudson Valley 183 200 206 196 234 230 222 299 281 358

Jamestown 56 50 63 45 44 37 36 32 34 37

Jefferson 29 28 15 13 16 13 28 15 23 20

Mohawk Valley 67 46 55 52 54 53 36 70 50 64

Monroe 230 188 192 138 139 126 120 138 173 183

Nassau 138 123 129 84 69 86 97 69 102 108

Niagara County 98 86 77 75 56 75 84 79 116 86

North Country 3 5 11 6 9 9 5 3 9

Onondaga 132 116 73 86 68 85 79 106 130 136

Orange County 46 54 47 42 41 52 22 45 52 60

Rockland 87 75 55 54 24 22 18 44 28 30

Schenectady County 57 36 37 31 26 27 31 44 27 56

Suffolk County 140 118 125 116 82 103 97 91 151 109

Sullivan County 15 15 12 8 13 8 6 10 6 8

Tompkins Cortland 45 36 38 51 32 39 48 53 61 66

Ulster County 42 32 36 33 40 50 38 38 38 55

Westchester 115 111 99 95 103 94 88 88 86 120

*STEM Definition based on STEM-Designated Degree Program List - Revised 2012 Department of Homeland Security, Immigration and Customs Enforcement Division

Documents

SUNY Trustees’ Academic Affairs Committee · Collegiate Science and Technology Entry Program (CSTEP) ‐ In 2012‐13, 22 SUNY campuses participated in CSTEP, a New York State program