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Th e College at

BROCKPORT S TAT ¥. U!',IV F.RSITY 011 NFW YORK

Unit End of Year Report

Report includes:

2018-2019 Annual Goals

2018-2019 Assessment Plan

Key Performance Indicators

2018-2019 Points of Pride

2019-2020 Annual Goals

2019-2020 Assessment Plan

Unit: Community Development

Director: Karen Podsiadly

UNIT OVERVIEW

Unit Mission Prepare civic-minded leaders who possess the knowledge, skills and values to engage fully in their

communities.

Functional Goals and Division/College Mapping

Unit Functional Goals Division Goal

Mapping College Goal

Mapping

Engage members of campus in personal and professional growth through leadership development initiatives.

2, 6 1.1, 1.5, 2.1

Provide leadership for initiatives related to community service and connecting members of campus to community through service programs.

2, 6 1.1, 1.5, 2.8

Prepare members of campus to be engaged citizens in their communities by fostering democratic learning and engagement including voting initiatives, deliberative dialogues, and participation in the democratic process.

2, 6 1.1, 1.8, 2.8

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SECTION ONE: 2018-2019 UNIT ANNUAL GOALS

Unit Annual Goals Outcome/Status

Implement recommended changes from the CHIPS review of the Leadership Development Program

Completed

CHIPs report completed and

presented to the division

Enhance processes and systems that track community service to support the College’s achievement of the Carnegie Classification.

In process – Galaxy Digital

software to launch July 1,

2019

Prepare for CAS Review to include the following six standards: Mission, Program, Organization and Leadership, Diversity, Equity and Access, Law, Policy and Governance, and Assessment.

Completed– see section 3

Increase exposure of students, faculty and staff to leadership development programming.

Ongoing – see section 2

Implement new strategies to foster the democratic engagement of students Ongoing – see section 2

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SECTION TWO: 2018-2019 Assessment Plan

Unit Goal College Mission Alignment:

Implement new strategies to foster the democratic engagement of students

This unit goal aligns with the College’s Strategic Goal 2: To be a College Engaged with its Community by equipping students with the skills they need to be contributing members within their community.

Outcomes and Criteria: Data Sources and Methods: Assessment Data:

Establish a campus-wide Democratic Action Plan

Increase voter registration rate to 65% for midterm elections and voter turnout rate to 20%

Engage at least 500 people in civic learning events, including Deliberative Dialogues, democratic engagement tabling and speakers

Democratic Action Plan

National Study of Learning, Voting and Engagement

Event Attendance Event Assessment

Goal was met. A campus-wide democratic action plan was created and utilized for college recognition including the Voter Friendly Campus Designation and NASPA LEAD initiative.

Data not yet available – should be available July 2019

Goal was met. 26 events and tabling programs occurred during the semester, with a total number of attendance of 545.

Goal was met. 763 students completed a voter registration form, and/or absentee ballot request form

CLOSING THE LOOP

Resources Used:

Human resources: Associate Director of Community Development, Graduate Assistant for Democratic

Engagement and Community Ambassadors

Programming funds: ~$5,000

Key Findings:

Several successful initiatives were launched this year:

o Voter Registration tabling during new student move-in for the residence halls

o Monroe County Election Fellows – partnership with area colleges to recruit poll workers

o Understanding the 25th – programs that brought in candidates running for the House of

Representatives 25th district

o Democracy 101 – series of programs with American Democracy Project that engaged members of

the Brockport community in a variety of events

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Dissemination/Discussion of Key Findings:

Data will be shared with internal and external stakeholders. A Democratic Engagement Report will be

created during summer 2019 for the National Voter Friendly Campus Designation and NASPA LEAD

Initiative

Democratic Action Plan will be presented to the American Democracy Project committee for review and

adoption to establish campus-wide approach

Summary Sentence for EMSA Briefing Book:

The Office of Community Development assisted 763 students with accessing their ballot for the 2018 midterm

elections and hosted 26 events designed to foster civic learning among the Brockport community.

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Increase exposure of students, faculty and staff to student leadership development programming.

The unit goal supports the College’s Strategic Goal 1: To Be a Great Place at which to Learn, specifically measures of success 1.1 and 1.5.

Outcomes and Criteria: Data Sources and Methods: Assessment Data:

400 unique students will be exposed to leadership development through workshops, campus-events and the annual student leadership conference

175 faculty, staff, alumni and community members will contribute to student leadership development

Offer at least 4 trainings for volunteers focused on building cultural competence to contribute to inclusive excellence.

Attendance Rates Participation Rates Training Assessments

Goal partially met. 231 students participated in the Leadership Development Program, with an additional 44 students who attended the annual conference for a total of 275 students. While the program numbers continue to remain steady, the removal of the fall leadership speaker and lower attendance at the annual conference impacted the pursuit of this outcome.

Goal partially met. 103 individuals volunteered to assist with the leadership development program as mentors or presenters. (note: mentor numbers correspond to participant numbers based on need)

Goal partially met. 3 trainings were offered over the year – an initial mentor training, mid-year luncheon and Moving Beyond Mentoring, which explored identity-focused mentoring, particularly for students of color.

CLOSING THE LOOP

Resources Used:

Human resources: Director of Community Development, Associate Director of Community Development,

Coordinator of Service and Graduate Assistant for Leadership Development: each staff member takes the

lead on a different level of the program

Programming and annual conference funds: ~$15,000

Software: Blackboard and Baseline

Key Findings:

Program participation numbers continue to remain steady since the transition of the program in 2015 from

a stand-alone program with a coordinator to one that is embedded within the office of Community

Development with multiple staff members responsible for different levels. The program demonstrates

strong gains for students who participate as revealed in the National Survey of Student Engagement and

Multi-Institutional Study of Leadership:

Multi-Institutional Study of Leadership Every three years, the college participates in the Multi-Institutional Study of Leadership. As part of this assessment, we use the students in the Leadership Program as a comparative sample. During the 2018 iteration, students in the LDP statistically significantly outscored Brockport peers not in the program in the following areas - LDP students are Comparative Sample 1 (see report here):

o Consciousness of Self o Congruence

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https://drive.google.com/file/d/11QgTvvSRH7dMoxpNFQRD44Ko7YivfsJl/view?usp=sharing

o Commitment o Collaboration o Citizenship o All areas of the Socially Responsible Leadership Scale Combined o Resiliency o Leadership Efficacy o Complex Cognitive Skills

Additionally, these students had higher percentages of involvement in the following high-impact experiences than their peers (see report here):

o Community Service o On-Campus Jobs o Involvement and leadership positions in college organizations o Social Change Behaviors o Socio Cultural Conversations o Mentoring relationships o Study Abroad o Internships o Living-Learning Programs o Research

National Survey of Student Engagement (NSSE) Every three years, the college participates in the National Survey of Student Engagement. The office of

Institutional Research and Assessment is able to compare the results of students in the Leadership Development Program with those of students who are not in the program. During the 2017 iteration, students in the LDP statistically significantly outscored Brockport peers not in the program in the following areas (see report here):

o Speaking clearly and effectively o Working effectively with others o Developing or clarifying a personal code of values and ethics o Being an informed and active citizen o Combined ideas from different courses when completing assignments o Connected your learning to societal problems or issues o Included diverse perspectives in course discussions or assignments o Examined the strengths and weaknesses of your own views on a topic or issue o Connected ideas from your courses to your prior experiences and knowledge o Talked about career plans with a faculty member o Had discussions with a person of a race or ethnicity other than your own o Tried to better understand someone else’s views by imagining how an issue looks from their

perspective

While we ultimately did not meet the participation goals we had set for the year, it is promising to see the impact the program is able to have. It is still a significant goal for Community Development to increase program numbers to ensure that many more students are able to benefit, however, this remains difficult due to the current staffing structure which relies on a temporary graduate assistant to oversee the first level of the program. Additionally, the inability to visit first-year seminar courses (APS) has contributed to lower numbers, as that was traditionally a key component of recruitment.

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https://drive.google.com/file/d/1ypjv20xM3-tXzoVrvMi8kyUrh-kiaL58/view?usp=sharing

https://drive.google.com/file/d/1APTYYtU79zrA8ZKQ5UTesouwOWqUYn3w/view?usp=sharing

Dissemination/Discussion of Key Findings:

The results of the program, in particular the promising finds from the MSL and NSSE, will be added to an

overview flier to be distributed to academic programs in Fall 2019 to create a stronger recruitment plan

through students’ majors and advisement.

The Leadership Development Program underwent a CAS Self-Study and a CHIPS review process this past

year, leading to two different reports that go into further detail about program assessment.

Summary Sentence for EMSA Briefing Book:

The students in the Leadership Development Program continue to demonstrate impressive gains in both skill

development and participation in high impact learning experiences that significantly exceed those of their Brockport

peers.

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SECTION THREE, CAS REVIEW


Complete CAS Review to include required standards and development of appropriate action plan to improve department services and programs as well as address gaps as appropriate.

This goal directly relates to the college’s strategic plan by contributing to a great place in which to learn, measure of success 1.1.

Standards under review

Summary of Initial Findings Recommendations

Part 1: Mission

Part 2: Program

Part 3: Organization and Leadership

Part 6: Law, Policy and Governance

Part 7: Diversity, Equity, and Access

Part 12: Assessment and Evaluation

The Leadership Development Program at The College at Brockport has received numerous accolades from national organizations over the years and is frequently named on campus as an example of the college’s commitment to students and Co-Curricular High Impact Practice. The program was established in 2010, and this self-study afforded the opportunity to review various elements of the program to improve and enhance. As a result of this self-study, several areas were identified as needing improvement in order to meet or even exceed the standards set forward by CAS.

The program has a very robust curriculum but will benefit from enhancement in several areas including: o Creating a philosophy of leadership o Explicitly teaching a variety of leadership

theories to participants o Stronger connection to CAS learning

outcomes including foundations of leadership, organizational competencies and systems competencies

o More concrete exploration of how various social identities and experiences impact leadership

o Accessible documents and activities that are intentionally designed to benefit all students

The program has a strong presence on campus but should strengthen the connection with academic fields of study by sharing program design, assessment results and impact on students

The program would benefit from increased consistency and clarity in the following capacities: o Assessment tools used to evaluate

student learning, both from year to year and between each of the certificates

o Program leadership within the first level is reliant on a graduate assistant who typically only spends one year working with the program before graduation

o Written policies for aspects of the program that may involve risk, including service projects completed by students in the program and practicum experiences

o All materials used in the program adhering to copyright laws

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CAS Part 7 Summary of Findings: Diversity, Equity and Access.

Overall average: 2.00 Section Overview and Evidence

Areas Requiring Follow-Up:

The program does not have proactive measures in place to ensure that students of all abilities and circumstances are able to participate in the program without having to request special accommodations.

The program engages students in an exploration of identity but needs to foster a stronger exploration of how various social identities and experiences impact leadership

Action Item:

During summer 2019, while undergoing curriculum review and updating materials, attention will be paid to making sure that all documents and activities are accessible and identifying options for distance and online learning students who wish to participate in the program

While reviewing curriculum, exercises which connect social identities to an individual’s leadership philosophy and style will be included throughout each level of the program

Achievements:

The program has participation rates of students from underrepresented backgrounds at a significantly

higher rate than the campus. The program excels at recruiting and retaining students of color and students

identifying as LGBT, first generation or those living with a disability

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SECTION FOUR: STUDENT LEARNING OUTCOMES

Institutional Student Learning Outcomes

1. Written and Oral Communication 4. Critical Thinking and Information Literacy

2. Quantitative Reasoning 5. Civic Engagement

3. Intercultural Competence

Departmental Learning Outcomes Institutional Learning

Outcomes

Assessment

Year

1 2 3 4 5

1. Students will examine the strengths, weaknesses, values, and

aspects of identity that influence their action within the community.

X X 2018-2019

2. Students will collaborate with others who possess differing views,

identities and perspectives to address community issues.

X 2019-2020

3. Students will utilize the social and political systems necessary to

create lasting change in the community.

X X 2020-2021

4. Students will demonstrate civic ethos by participating in activities

that reflect the infusion of individual, group and democratic values.

X X 2021-2022

Departmental Learning Outcome Measured in 2018-2019:

Students will examine the strengths, weaknesses, values, and aspects of identity that influence their action within the

community.

Strategies/Programs

Assessment Tools/

Data Sources Results

Green Leadership Certificate o Mentor

Relationship o Workshops o Journal

Reflections

Eagle Service Days

Saturday of Service

Pre/Post Assessment

Workshop Evaluations

Community Service Reflection

Summative Response Questions

Leadership Development Program End of Year Evaluation

How frequently do you find yourself doing the following: C

on

stan

tly

On

ce/D

ay

On

ce/W

eek

On

ce/M

on

th

Rar

ely

Reflecting on strengths 29% 26% 29% 12% 4%

Reflecting on weaknesses 38% 28% 22% 6% 5%

Reflecting on identities 29% 22% 26% 14% 9%

Reflecting on personal bias 32% 27% 28% 5% 8%

Thinking about your values when making decisions 46% 21% 23% 5% 5%

Thinking about social issues and community problems 35% 22% 28% 9% 6%

Taking action to address social issues and community problems 16% 11% 39% 17% 16%

Connecting your personal abilities, values and identities to your involvement in the community

29% 25% 29% 8% 9%

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Findings from the Multi-Institutional Study of Leadership (2018):

Outcomes (5-point scale) Brockport LDP National

Consciousness of Self 4.00 4.19 3.98

Congruence 4.18 4.34 4.22

Commitment 4.36 4.50 4.37

Citizenship 3.80 4.24 3.91

Service Reflections

Based on service reflections from registered service hours, 66% of

students articulated the way in which serving connected to their

personal talents, identities or beliefs.

Summary of Findings and Next Steps:

The findings from the Leadership Development Program revealed that students have been exploring their own

strengths, weaknesses, values and aspects of identity with great frequency. More work can be done through the

program to encourage students to take action. However, when students are taking action, they appear to be

connecting their involvement to their personal attributes. With respect to community service, most students are

associating their experiences to their sense of self, but more can be done to directly engage students in guided

reflection that encourages them to think critically about the ways in which they can uniquely contribute to their

communities.

Next steps include:

Revision of the Leadership Development Program curriculum at all levels to align more thoroughly with

CAS outcomes and infuse a stronger emphasis on taking community action

Updating of the system used for community service reflections using Galaxy Digital platform

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SECTION FIVE: UNIT KEY PERFORMANCE INDICATORS

Key Performance Indicators and Benchmarks Analysis

Democratic Engagement Democratic Engagement The 2018 midterm elections served as a great motivator for students to register to vote. Increased presence on campus, including participating as a stop in the check-in process for on campus students, led to the increase from FY18.

Leadership Development Program Leadership Development Program While the number of certificates pursued remained fairly static, a greater number of certificates were earned than in FY18, leading to a greater completion rate. This was most likely a direct result of changes made to the Green Leadership Certificate to a cohort model. Additionally, the current Graduate Assistant was able to maintain frequent communication with participants to ensure completion.

The goal is still to increase program participation, however this continue to prove challenging given our current staffing structure. Efforts will be made in summer 2019 to create materials that describe the program and its benefits to strategically target academic programs.

One area of strength for the program continues to be its recruitment of students from underserved populations, including students of color, and those who identify as LGBT, first generation or living with a disability.

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Community Service Community Service There was a decrease in students registering service hours during the FY19. This most likely occurred as a result of the ongoing transition to a new service hour platform. Efforts to engage students in registering service hours was not as robust in the Fall 2018 semester as the office was preparing to launch a new software in January to track hours. However, the timeline for this project continued to be pushed back to accommodate the needs of Information and Technology Services. In Spring 2019, the office resumed efforts to encourage students to register using the old system in myBrockport, but was not able to reach the previous numbers. The software will officially launch on July 1, 2019, so we hope to see an increase in students registering their hours as the process becomes much easier.

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SECTION SIX: 2018-2019 POINTS OF PRIDE AND ACCOMPLISHMENTS

Point of Pride/Accomplishment College Mission and Priorities Alignment

Participation in the pilot year of the Monroe County Election Fellows program, which joined area colleges with the board of elections to recruit college students as poll workers on election day. Brockport boasted the highest number of inspectors out of all schools, with 34 students participating

College Engaged with its Community

Director Karen Podsiadly received the College’s Equity, Diversity and Inclusion Staff Champion Award

Great Place at Which to Learn

Associate Director Kim Piatt presented two sessions at the National Leadership Educators Institute


Brockport Eagle Service Trips (BEST) were launched with a trip to Rockport, TX and Memphis, Tennessee. More than 20 students attended the service trips, focused on rebuilding homes destroyed by hurricanes and working with underprivileged youth. More than 50 students applied for these trips.


Associate Director Kim Piatt co-led a trip through SUNY Stands with Puerto Rico, spending two weeks in Toa Baja, Puerto Rico rebuilding homes with 10 students from across the system.


Brockport received numerous designations for its democratic engagement efforts, including Voter Friendly Campus and NASPA Lead Initiative Consulting Institution.


Results from the Multi-Institutional Study of Leadership and NSSE revealed significant gains for students in the Leadership Development Program compared to Brockport peers.


Trash to Treasure continued to grow from the success of previous years, increasing to more than 54,000 items donated to more than 45 local non-profit organizations.


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SECTION SEVEN: 2019-2020 UNIT ANNUAL GOALS

Annual Goals

Divisional Goal

Mapping

Strategic Plan Operational Objective(s) Action Plan Timeline

Engage in year 2 1.1 Summer 2019: Identify the data June 2020 one of the Co- sources to be used for the report; Curricular High collect and review relevant literature Impact Practices and best practices (CHIPS) review Fall 2019: Collect data and write the cycle for literature review Community Spring 2020: Continue to collect data Service initiatives. and identify areas for improvement

for year 2

Revitalize the 2 1.1 Summer 2019: Establish logo, December “Brock The Vote” promotional and marketing items, 2019 campaign as a plan events for the fall semester, campus-wide create “I Vote Because…” video, initiative to create registration stations and train promote community ambassadors democratic September/October 2019: engagement. Implement programs using the Brock

the Vote logo to promote voter registration

October/November 2019: Implement programs using the Brock the Vote logo to promote voter turnout

December 2019: Randomly assess at least 100 students to find out if they have heard of “Brock the Vote”

Strengthen the 2 2.1 Summer 2019: Reaffirm overarching March Brockport Eagle set of learning outcomes for all 2020 Service Trips service trips and assessment tool, (BEST) program, plan training for BEST Team entering its Leaders, plan trip for Fall Break second year of Fall 2019: Advertise and recruit existence. students for Fall Break trip and

winter trip, Recruit and train Faculty/Staff team leaders, implement trips, plan winter and spring break trips

Spring 2020: Advertise and recruit students for spring break trips, implement trips

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Enhance 2 2.8 Summer 2019: Launch Galaxy May 2020 processes and Digital system as systems that track serve.brockport.edu at summer community orientation and develop promotional service to support materials for the site to be handed the College’s out achievement of Fall 2019: Use the system to the Carnegie promote and manage service Classification. opportunities, Campaign

encouraging students to use the site to register service hours and seek out service opportunities

Spring 2020: Evaluate the usage of the site and track the number of hours registered, use the site to track the total number of hours on campus

Implement areas 2 1.1, 1.5 Summer 2019: Review program May 2020 for improvement curriculum and designed to include within the recommendations, develop Leadership marketing and communication Development materials for students and Program as departments identified during Fall 2019: Meet with academic the CAS review departments to emphasize the

benefits of program involvement for students, recruit students to join the program

Spring 2019: Final recruitment for the year, promote attendance at the annual conference for all students, manage program completion and recognition

Adopt a civic engagement continuum for the campus and develop a curriculum utilizing the AACU Value Rubric that can be used to promote student growth in a variety of locations on campus

2 1.1, 2.1 Summer 2019: Review relevant literature and establish a continuum for use

Fall 2019: Map currently existing efforts to the continuum, develop workshops for classes to offer, host workshops as part of the APS Just In Time Series

Spring 2020: Continue to offer workshops throughout campus

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SECTION EIGHT: 2019-2020 Assessment Plan

Unit Functional Goal:

Prepare members of campus to be engaged citizens in their communities by fostering democratic learning and engagement including voting initiatives, deliberative dialogues, and participation in the democratic process.

Outcomes and Criteria: Data Sources and Methods: Resources Needed and Individual(s) Responsible:

200 of students engaging with elected officials

700 people attending at Democratic Engagement events

Racial/ethnic identities of students engaging in democratic activities will reflect the college demographics

Establish baseline data for students engaging in lobbying

Program attendance rates Correspondence sent to legislators

Program attendance rates SRS assessment data

Program attendance demographic

Attendance rates

Postage Community Ambassadors Deliberative Dialogue Materials Funding for events Attendance demographics from IR

Kim Piatt and Harry DeVoe

Action Plan:

Summer 2019: working with the American Democracy Project, plan events for the upcoming semester to

include:

o Understanding Monroe County series prior to the election

o Deliberative Dialogues

Fall 2019: Implement events and assess student learning, reach out to offices throughout campus who

engage students in lobbying to gain a better understanding of the scope at Brockport

Spring 2020: Plan and implement events designed to help students engage with their elected officials,

establish a plan for 2020- 2021 to host lobbying trips for students

Goal Rationale:

Since the publishing of A Crucible Moment in 2012, colleges and universities have sought increasing opportunities

to develop the capacity of students to be informed and engaged citizens. At the college, the addition of a Student

Learning Outcome focused on Civic Engagement has placed increased emphasis on strengthening student learning

in this area. These activities will provide students with the knowledge, skills and dispositions they need to engage

fully with governmental structures.

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Unit Annual Goal:

Revitalize the “Brock The Vote” campaign as a campus-wide initiative to promote democratic engagement.


800 voter registration/absentee ballot applications collected through Community Development efforts

80 Early Voting Participants as part of Brock the Vote on the Road

75% of students surveyed in December 2019 indicating that they have heard of “Brock the Vote”

Voter Registration Forms Absentee Ballot Forms

Participation rates

Brock the Vote December Questionnaire

Postage Community Ambassadors Funding for Bus Transportation to Ogden Town Hall for early voting Printing of Brock the Vote marketing materials Brock the Vote Promotional materials Funding for events

Kim Piatt and Harry DeVoe

Action Plan:

Summer 2019: Establish logo, promotional and marketing items, plan events for the fall semester, create “I

Vote Because…” video, create registration stations and train community ambassadors

September/October 2019: Implement programs using the Brock the Vote logo to promote voter

registration

o Move-In Voter Registration

o Election Day Party

o Absentee Ballot Party

o Registration Station

o Myths about Registering with your Campus Address – Program

Accessibility to their ballot

o Ballot Bowl

October/November 2019: Implement programs using the Brock the Vote logo to promote voter turnout

December 2019: Randomly assess at least 100 students to find out if they have heard of “Brock the Vote”

Goal Rationale:

The College at Brockport desires to be engaged with its community and participating in elections is a significant part

of that. Additionally, with the upcoming presidential election, it will be essential to revitalize the Brock the Vote

campaign as a primary moniker for our voting efforts. There is a desire to have the college serve as a polling

location in November 2020 to foster even higher levels of student engagement in elections. Increasing numbers this

year will strengthen the case for bringing voting to campus.

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Unit Annual Goal:

Strengthen the Brockport Eagle Service Trips (BEST) program, entering its second year of existence.


4 BEST Trips will take place throughout the year

10 Faculty/Staff will be trained as BEST Team Leaders

40 Students will participate in BEST

Number of Trips

Participation Rates

Participation Rates Post-Trip Assessment

Promotional materials for BEST T-Shirts for BEST participants Funds for training supplies and food

Darrell Deas, Jr.

Action Plan:

Summer 2019: Reaffirm overarching set of learning outcomes for all service trips and assessment tool, plan

training for BEST Team Leaders, plan trip for Fall Break

Fall 2019: Advertise and recruit students for Fall Break trip and winter trip, Recruit and train Faculty/Staff

team leaders, implement trips, plan winter and spring break trips

Spring 2020: Advertise and recruit students for spring break trips, implement trips

Goal Rationale: describe the reasons for selecting this goal including any relevant assessment data and key findings

The College’s Strategic Goal #2 states the desire to be a “college engaged with its community.” This initiative directly contributes to operational plan measure 2.1.

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Unit Annual Goal:

Engage in year one of the Co-Curricular High Impact Practices (CHIPS) review cycle for Community Service initiatives.


Complete a review of relevant literature and national best practices

Identify relevant data sources and compile

Identify action items for year two of the review cycle

Internal documents and reports Marketing materials and website Program instructional materials Demographic data Normed assessments such as the SUNY Opinion Survey and National Survey of Student Engagement

Darrell Deas, Jr. Kim Piatt

Action Plan:

Summer 2019: Identify the data sources to be used for the report; collect and review relevant literature and

best practices

Fall 2019: Collect data and write the literature review

Spring 2020: Continue to collect data and identify areas for improvement for year 2

Goal Rationale:

This goal directly relates to the college’s strategic plan by contributing to a great place in which to learn,

measure of success 1.1.

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th e college at brockport€¦ · establish a campus-wide democratic action plan increase voter...

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