Inclusive Teaching and Learning Certificate Program

The purpose of the Inclusive Teaching and Learning Certificate Program is to help faculty and others involved in teaching and learning in higher education develop new mindsets and strategies for more inclusive and equitable practices in classrooms and other learning environments. The certificate provides evidence that the participants have attained a basic set of essential skills and knowledge needed for teaching a diverse student population.

An advisory board of SUNY faculty and staff involved in professional development and diversity initiatives developed the framework for the program. This framework includes twenty competencies that are mapped to the four program learning objectives. Participants can enroll in the certificate program, take one or two courses, or focus on a concentration area. After participants complete the certificate they can also enroll in additional courses offered through the program. All courses are five-weeks, asynchronous online and take 2-4 hours each week to complete. The courses are interactive with instructor feedback to participants and capped at 20 registrants.

Intended Audience

• Faculty

• Adjuncts / Part-time Faculty

• Librarians

• Graduate & Teaching Assistants

• Staff with Instructional Responsibilities (Instructional Designers, Student Affairs, Diversity/Equity/Inclusion Office)

Prerequisites

Participants should have taught in a formal learning/training environment or plan to do so in the near future.

Sponsored by the SUNY Center for Professional Development (CPD)

Learning Objectives

Those who complete the program should be able to:

• Critically reflect about how their own identity and background shapes their teaching practice and take this into account when designing and teaching courses;

• Communicate effectively and participate in conversations with students and colleagues about how race, class, ethnicity, gender, and other identity constructs impact learning environments;

• Create accessible and welcoming learning environments that are supportive and inclusive of all students, taking into account the diverse and intersecting identities and backgrounds that many of those students may hold or claim;

• Implement teaching and learning practices that are known to create more equitable achievement and engagement among diverse populations of students (especially those who are underrepresented in particular fields or disciplines).

Create your own learning path

Participants can choose three different ways to register for the Inclusive Teaching and Learning program.

Choose a single course to complete and receive a course completion badge, OR
Follow a concentration path.
- Choose a concentration and complete all three courses to receive individual course completion badges as well as a concentration completion badge, OR
Complete the certificate program
- Choose one (1) course from each of the three concentration areas, receive individual completion badges as well as an overall completion badge.

Concentration Areas

Complete all three courses within a specific concentration area to receive a concentration completion badge.

Communication, Engagement, and Student Success
- Helping Non-Traditional Students Succeed
- Innovative Strategies to Engage All Students
- Essential Communication Skills for Inclusive Teaching
Bringing Theory to Inclusive Practice
- Teaching for Racial Equity
- Learning Theories and Effective Teaching Practice for Diverse Students
- Critically Reflecting on Diversity in Higher Education
Inclusive Design and Equitable Assessment
- Applying Universal Design for Learning Principles to Your Course
- Equitable Evaluation and Assessment of Student Learning
- Design and Deliver Inclusive Courses

Course Descriptions

Communication, Engagement and Student Success Concentration

Helping Non-Traditional Students Succeed

In this course, participants will learn about early intervention strategies, instructional flexibility, differentiated instruction, and instructor support while at the same time coming to a better understanding about how to meet the needs of non-traditional students in order to implement better systems and pedagogical techniques to help them succeed and graduate in college. Participants will explore intervention strategies such as providing early remediation to reduce students anxieties, fears, and chances of dropping out. The course will also cover how instructors can deliver the necessary skills that can get non-traditional students into the workforce faster. Participants will also learn how to move away from traditional didactic instruction and instead facilitate student empowerment within the classroom. A key component of the course will focus on how instructors can create a strong personal connection with non-traditional students and be flexible to meet learners where they are.

Learning Outcomes:

Those who complete the course should be able to:

Implement teaching and learning practices that are known to meet the needs, deficits, and challenges of non-traditional students and by providing them with proper tools and strategies resulting in students staying in school, graduating, and becoming productive, skilled members of the workforce.
Create accessible and welcoming learning environments that provide early remediation to reduce non-traditional students anxieties, fears, and chances of dropping out.
Implement teaching and learning practices that are known to facilitate student empowerment within the classroom through differentiated instruction.
Critically reflect on how their time management behaviors, stress factors, and coping strategies shape their teaching practice and take these into account when designing and teaching non-traditional students.

Innovative Strategies to Engage All Students

While many students live in a technologically-rich environment, not all have equal access. This may be due to a variety of reasons; accessibility issues, socio-economic status, and/or cultural background. Global learning, collaborative problem solving, and critical thinking are just a few of the demands that are expected from today’s students. Being an educator having innovative strategies to reach and teach all students. The needs and expectations of students will be explored as well as ways to reach them both in and out of the classroom.

Learning Outcomes:

Identify innovative strategies that can be used to reach today’s students.
Practice intercultural competence and cultural safety (spaces where people can be free to express their culture and freedom from epistemic and cultural violence).
Design an interdisciplinary activity that supports global and experiential learning.
Facilitate student learning about how to hold multiple perspectives.

Essential Communication Skills for Inclusive Teaching

This course focuses on developing effective classroom presentation skills (preparation and delivery of course materials) and interpersonal skills needed to effectively and inclusively communicate with students in both classroom and extra-class settings (e.g., online course sites, e-mail, office visits, etc.). Particular attention will be given to research on how student-teacher communication influences learning. Topics include: facilitation and lecture strategies; verbal and nonverbal communication channels; community-building; and out-of-class communication.

Learning Outcomes:

Align teaching philosophy with effective ways to facilitate class conversations and inspire students to be active course participants.
Identify and employ both verbal and non-verbal culturally competent immediacy skills
Utilize inclusive and diverse questioning techniques
Employ diverse strategies to build community in your classroom
Demonstrate uses of out-of-class communication that supports classroom learning

Bringing Theory to Inclusive Practice Concentration

Learning Theories and Effective Teaching Practices for Diverse Students

This course considers key questions in theories on learning, with a focus on as constructivist theories, as a foundation for designing and implementing effective teaching practices for students with diverse backgrounds and experiences. Participants in this course will engage in theoretical study as well as practical application. This course has the major purpose of introducing participants to some of the most current knowledge about teaching and learning, with an eye toward ongoing reflection on and revision of our teaching practice.

Learning Outcomes:

Apply taxonomies of learning, such as Bloom’s, to create equitable learning materials and environments
Use learning theories to incorporate critical thinking and inclusive learning practice into their own courses
Explain current theory about teaching and learning and identify opportunities for continued critical reflection about how to be a more effective and inclusive instructor

Teaching for Racial Equity

Using a transdisciplinary approach that draws on the fields of sociology and anthropology and integrated with educational and sociocultural philosophies of critical pedagogy, this professional development offering will provide participants with an understanding of the educational experiences of racially minoritized students as these inform student success outcomes. They will be introduced to pedagogical theories that support the success of racially minoritized students in college classrooms. Participants will learn about critical pedagogical approaches and work to redevelop or enhance existing curriculum and assignments to meet the learning needs of an increasingly racially diverse student body.

Learning Outcomes:

Understand how educational policy reinforces exclusionary educational experiences and outcomes for racially minoritized students in the U.S.
Understand the most predominant concepts, theories and ideas about teaching for racial equity in higher education in the U.S.
Identify and integrate principles of culturally relevant and responsive pedagogies in curriculum and assignments

Critically Reflecting on Diversity in Higher Education

The purpose of this course is for participants to focus on intentional self-examination/reflection in regards to diversity, equity and inclusion as a higher education practitioner. In recognizing the importance of intersectionality, social justice, and other markers of difference, scholarly works about various aspects of diversity and identity will be explored to encourage learning about ones understanding of diversity, the importance of diversity in higher education, how diversity impacts the organization, and how to effectively engage as change agents to incorporate DEI at the respective institution.

Learning Outcomes:

Upon successful completion of the course, students should be able to:

Articulate ones intersectionality and positionality, while demonstrating knowledge of power, privilege, and opportunity, while recognizing the oppression of others (self-reflection)
Distinguish among the concepts of racism, sexism, ableism, homophobia, and/or other discriminatory challenges with the United States (isms/phobias within the U.S.)
Demonstrate an understanding of effective strategies for working with and advocating for diverse populations, and opportunities for addressing biases, prejudices, processes of intentional and unintentional oppression, and discrimination at the organizational level(organization/culture)
Exhibit knowledge and understanding of human diversity and how to apply this knowledge to ensure comprehensive development and responsiveness to all students, faculty, and staff (change agency).

Inclusive Design and Equitable Assessment Concentration

Design and Deliver Inclusive Courses

With each new course and new semester, there is the hope that all students will successfully meet course learning outcomes and the reality of the challenges many students face. This course will utilize critical self-reflection, collaboration, social constructivism, and backward course design to consider how faculty can meet the learning needs of a diverse student body with a variety of educational backgrounds and experiences. Participants will examine a variety of inclusive pedagogical practices, and implement discipline-specific classroom methods that help meet course learning objectives, and identify best practices in their own and others’ reflections on teaching practice.

Learning Outcomes:

Make connections between inclusion in course design and teaching practice
Analyze and make sense of the cultural context of your institution (campus, department, discipline, etc.) and the populations within it
Establish a community where students are known, acknowledged, accepted, and feel able and comfortable contributing
Assess equity and inclusion at the course level
Conduct proactive interventions
Create or adopt inclusive strategies that are discipline-specific

Equitable Evaluation and Assessment of Student Learning

This course will introduce effective and equitable assessment practice. Topics will include writing inclusive student learning outcomes and course objectives, creating rubrics, understanding/identifying higher level learning and providing feedback that promotes student learning and takes into account diverse student backgrounds and experiences. Course participants will be introduced to ungrading, contract grading, specifications grading, and other approaches to assessment that are deliberately inclusive in engaging students and evaluating learning.

Learning Outcomes:

Compose overarching course objectives that interface with student learning outcomes and take into account diverse student backgrounds and experiences
Create inclusive student learning outcomes, differentiating between lower level and higher level outcomes – for projects/activities and/or course syllabi
Produce project level, as well as course level rubrics, including rubrics for creative activities, if needed
Design equitable evaluation instruments that assess critical thinking and higher level learning, in addition to skill level learning
Formulate inclusive student feedback that addresses higher learning level outcomes, in addition to skill level learning

Applying Universal Design for Learning Principles to Your Course

The course will first introduce learners to the overall theory of UDL and will reflect on how each has different experiences and learning strategies that they bring to the course. They will then be introduced to the benefits of accessible content and how it promotes student success. Learners will see how UDL offers insight for more effective teaching and learning and is much more than issues of accessibility. The introduction will be followed by three in-depth modules that will each review one of the three principles of UDL and their corresponding guidelines. Within each module, learners will focus on improving their courses by providing multiple means of representations, action and expression, and engagement through guidelines focusing on taking advantage of recognition, strategic, and affective networks to improve student success across a diverse set of students from various backgrounds and experiences. The course will culminate in learners reflecting on their experience and sharing their success with the strategies while developing a presentation demonstrating how they effectively implemented UDL strategies to improve their teaching to be shared within their colleagues, both in their course and at the institution.

Learning Outcomes:

Participants will be able to apply principles of the theory of UDL to their courses, including designing learning programs that demonstrate that accommodate how individual variability plays out in different educational environments.
Participants will assess the unique needs faced by all of their students, including at-risk and non-traditional students, and propose strategies to maximally meet their students needs.
Participants will be able to develop accessible content that is in alignment with UDL principles that increase student success by accommodating various learning styles while recognizing that accessibility is only part of these principles.
Participants will acquire teaching strategies for evaluating and improving teaching techniques so as to reach more varied set of learners and support high levels of engagement.
Participants will assess and adopt strategies for using new technology to make learning environments more accessible, inclusive, and effective.
Participants will evaluate their learning environments using UDL principles and design inclusive learning environments that are aligned to educational goals and best practices.

Course Pricing

CPD Member

$300 Per Course

Discounted course pricing when registering for three courses at one time

$260 per course

SUNY Campus

$350 Per Course

Discounted course pricing when registering for three courses at one time

$310 per course

SUNY Campus

$400 Per Course

Discounted course pricing when registering for three courses at one time

$360 per course

Payment Options

Available payment methods are:

Credit Card (Mastercard or Visa)
Campus Check
Journal Transfer
CPD Points

FULL payment is required 30 days from the date of registration.

CPD Points: Check if your campus is a member . Prior approval is required. If points are denied, the registrant is responsible for the payment.

Journal Transfer (State Operated campuses only): An account number with authorizing signature for Journal Transfers is required within 48 hours. You must print and return the invoice that is included with the registration confirmation email.

Registration

2024 Course Dates

January 7 – February 10, 2025 Helping Non-Traditional Students Succeed
February 11 – March 17, 2025 Learning Theories and Effective Teaching Practice for Diverse Students
March 3 – April 21, 2025 Applying Universal Design for Learning Principles to Your Course
April 22 – May 26, 2025 Innovative Strategies to Engage All Students
May 27 – June 30, 2025 Teaching for Racial Equity
July 1 – August 4, 2025 Equitable Evaluation and Assessment
August 5 – September 8, 2025 Essential Communication Skills for Inclusive Teaching
September 9 – October 13, 2025 Critically Reflecting on Diversity in Higher Education
October 14 – November 17, 2025 Design and Deliver Inclusive Courses

Meet the Instructors

Karen Case

Karen Case (Ed.S. and doctoral student Computing Tech in Education, Nova Southeastern University, MA Teaching with Technology, Marlboro College Graduate and Professional Studies) is an Instructional Design and Development Specialist at Clinton Community College and a FACT2 campus representative. She currently teaches for the Lyndon State College M.Ed. Program in the areas of: Technology for Educational Assessment, Tools of Educational Technology and Change Management. She also teaches Change Management for the MAT Program at Marlboro College, Graduate and Professional Studies and Assessment of Prior Learning for the Office of External Programs at the Vermont State Colleges. Karen presents locally and regionally and a sample of her presentations include: Using Courseload to Integrate e-Textbooks into an LMS; Using Mahara to Create ePortfolios in Moodle; The Use of Virtual Reality to Create Innovation Assignments; Publish not Perish: Tools for Showcasing Student Work; got Reality?: Multi-User Virtual Environments in Education; and Using Proprietary and Open Source Tools to Scaffold Online Learning.

Sim Covington, Jr.

Sim Covington, Jr. joined Finger Lakes Community College (FLCC) in January 2018 as their inaugural Chief Diversity Officer. A member of NADOOHE, Sim completed his Advanced Specialized Certificate in Intercultural Management from the University of Notre Dame, and keeps himself abreast of current trends relevant to diversity within the world of higher education. Finally, Sim serves as an adjunct professor in the Department of Social Sciences where he promotes inter-disciplinary scholarship, intellectual curiosity, and service that emphasizes issues of diversity, equity and social justice.

A lifelong student, in 1998 Sim moved to New York’s Capital District to begin his undergraduate and graduate studies at the University at Albany, State University of New York. While at the University at Albany Sim went on to earn a Bachelor of Arts in Psychology with a double minor concentration in Business and Sociology, a Master of Science in Rehabilitation Counseling, a Certificate of Advanced Study in School Counseling, and a Master of Science in Educational Administration & Policy Studies – Higher Education Leadership. Sim also completed his MBA at SUNY Polytechnic Institute, as well as his Ed.D. in Higher Education Administration at Northeastern University in Boston, Massachusetts. He obtained an Executive Leadership Certificate from Cornell University as well as a Business Management Professional Certificate from Rutgers University.

Renee Dimino

Renee Dimino is a professor at Monroe Community College and was the SUNY Guided Pathways Project Director. She has served as an alumni college coach as well as a lead coach supporting other pathways coaches. She currently serves as a lead coach for SUNY REACH. She was a participant in the NYS Student Success Center Coaching Academy Cohort 1 and Achieving the Dream’s national coach training. Renee co-designed and co-teaches the SUNY Center for Professional Development (CPD) course Coaching Strategies for Higher Education and Design and Deliver Inclusive Courses. She completed the SUNY SAIL Mindful Leadership and the Career Readiness Champion certificate programs, both with distinction. In her faculty role, she coordinates College Success (COS) courses and adjunct faculty, and she uses her coaching skills in teaching College Success, co-requisite English, Health, and Career Development courses. Renee is a trained reflective practice facilitator who has a passion for student success and faculty development. She holds a bachelor’s degree in Education from SUNY Geneseo and a master’s degree in Education from SUNY Brockport. She is currently pursuing her national health and wellness coaching certificate and enjoys spreading mindfulness through her business Mindful Life Connections.

Billie Bennett Franchini

Billie Bennett Franchini currently serves as Director of the Center for the Advancement of Teaching, Learning, and Online Education (CATLOE) at the University at Albany. She has spent her career in educational development supporting teachers in adopting evidence-based practices that support student success. She also works with faculty and graduate students in broader career development, including documentation of teaching and professional practice; building leadership skills; and productively integrating research, teaching, and service. She has over twenty-five years of teaching experience and has worked in teaching and faculty development at the University at Albany for over fifteen years. She holds a Ph.D. in English Literature and an M.Ed. in English Education from the University of Georgia and an M.A. in English from The Florida State University.

Stephen G. Keating

Stephen G. Keating is an assistant professor and the Associate Director of the Writing and Speaking Studio at the Fashion Institute of Technology. In this role, Steve divides his time between managing and implementing ongoing training for a staff of peer and professional tutors and supporting faculty from around the College in their instruction and assessment of public speaking and other communication competencies. Before coming to FIT, Steve was a full-time communication instructor at Fayetteville Technical Community College in North Carolina, where he taught over 250 credit hours of classes in just under five years, working in-person and online with a wide variety of students, ranging from high schoolers taking early college classes to active duty military taking classes on nearby Fort Bragg and Simmons Army Airfield. In addition to his teaching, Steve’s writing and research interests include student and instructor comfort levels and their impact on the quality of classroom instruction; small group communication dynamics; interpersonal conflict management; and practical classroom strategies. Steve earned his BA in Communication Arts and Humanities from Keystone College and his MA in Communication Studies from West Chester University of Pennsylvania. And, starting in Fall 2023, Steve will begin his work on an Ed.D in Education Policy, Organization, and Leadership from the University of Illinois Urbana-Champaign.

Talia Lipton

Talia Lipton began at Rockland Community College as an adjunct in the Communication/Speech department in 2011 and is currently an Associate Professor in the department. With over 25 years of experience in the field of Speech and Language Pathology, Talia has helped hundreds of children and adults gain back communication independence lost to a wide variety of disorders and brings this knowledge and experience to her classes in the Speech Therapy track at RCC. In addition to teaching the classes in the Speech therapy track, Talia teaches several other course for the department including Fundamentals of Communication, Intercultural Communication, Communication Disabilities in Film, and mentors student interns. Talia is committed to exploring initiatives to enhance her students’ classroom experience. She has developed and integrated Open Educational Resources, COIL (Collaborative Online International Learning), Service learning, Virtual Reality, invited a variety of expert guest speakers into the classroom, as well as, using experiential learning and gaming techniques when possible and appropriate. Talia maintains an active line of communication with RCC Communication/Speech student alumni in order to connect them to current students. Talia was awarded the SUNY Chancellor’s Award for Excellence in Teaching in May 2019. Talia has recently been appointed to the role of Program Director for the Healthcare Science degree program.

Stephanie Malmberg

Dr. Stephanie Malmberg serves as the Associate Dean of Distance Learning, Professional Development, and Student Success at SUNY Broome Community College. A significant focus of her role, she both sources and creates professional development opportunities for faculty and staff that are anchored in culturally relevant and sustaining pedagogies and practices in the community college classroom, leveraging educational technologies to support the achievement of student learning outcomes, and pedagogical practices for student retention and success in an era of sector instability and rapid change. Her interdisciplinary Ph.D. is from Binghamton University’s College of Community and Public Affairs and her research agenda is informed by issues of access and equity in higher education. Dr. Malmberg has developed and taught courses in social justice motivated Human Rights and Human Development programs at Binghamton University that explore human rights issues in American education and human development across the lifespan, challenging historical, normative, and essentialized theories in favor of a more contextualized understanding informed by race, culture, and difference. She has over 10 years of post-secondary teaching experience and has taught for SUNY CPD since 2019.

Eileen MacAvery Kane

Eileen MacAvery Kane is an Associate Professor in the Art Dept. at SUNY Rockland Community College, where she teaches courses in Digital Art, Motion Graphics, Typography, Graphic Design, and Art History and serves as the Graphic Design Program Coordinator. She leads Academic Travel courses, has collaborated with countries across the globe in COIL and Global Solutions. Eileen has over 30 years experience as an artist, graphic designer, and art educator. She is author and designer of the books and journal Her six word story, often untold, East End Stories, Teacup Secrets, and Ethics: A Graphic Designer’s Field Guide, and the blogs hersixwordstory.com and chakraspirit.com. She is a Fulbright Scholar and NYSCA grant recipient and she was awarded the SUNY Chancellor’s Award for Excellence in Teaching in May 200. An avid hiker and Pickleball player, Eileen is a member of Yoga Alliance and she recently completed her 200 hour Yoga Teaching Certification. You can learn more about her at macavery.com.

Gena Merliss

Gena Merliss is an Assistant Professor and program director of graduate-level Inclusive Adolescent Education at Nazareth University. Previously, she led Monroe Community College’s Teaching and Creativity Center where she worked with faculty to develop critical reflection in order to improve instruction and student learning. She has taught developmental math and integrated reading and writing at the community college level and middle and high school science. Gena earned a Ph.D. in Education from the University of Rochester’s Warner School and a Master’s degree in Education, specializing in science teaching, from the University of Pennsylvania. She also holds a Bachelor’s in Biological Anthropology from Swarthmore College.

Ernest Nkansah-Dwamena

Ernest Nkansah-Dwamena is an Assistant professor of environmental studies at Lafayette College in Easton, Pennsylvania. He received a Ph.D. from Arizona State University in Biology and Society. Ernest studies nature-society relationships, political ecology, critical development studies, sustainability, human rights, and social and environmental justice with a regional focus in Sub-Saharan Africa. His research focuses on understanding the consequences of transnational agriculture investments, also known as ‘land grabbing,’ on local livelihoods (food and water security), natural resources exploitation, poverty alleviation, and social networks and relationships. His is informed not only by my background and training in the natural and social sciences but also by having worked in several African countries, being a systems thinker, and having a lifelong commitment to critical praxis and social justice.” Ernest focuses on sustainability and development issues because I believe we can work collaboratively to create equal and diverse opportunities for everyone—particularly marginalized and vulnerable groups—to improve their well-being and quality of life and contribute to the betterment of society.

Terry Shamblin

Terry Shamblin is a professor in the ESOL/Transitional Studies Department at Monroe Community College where she has spent the last 23 years working with students identified as underprepared for college-level work. As an experienced collaborator trained in reflective practice, Terry has launched several initiatives at MCC, including the Accelerated Learning Program and Collaborative Learning, as well as run various summer institutes, most recently Student Ready Now! Data-Driven Inquiry and Course-Based Strategies to Prioritize Equitable Student Outcomes through her role as Interim Co-Coordinator of MCC’s Teaching and Creativity Center. Terry teaches College Success, Integrated Reading and Writing, Co-requisite English, College Composition, and Foundations of Health and Wellness courses. She was a recipient of the NISOD Award for Excellence in Teaching and a distinguished fellow in Global Skills for College Completion which was featured in the book, Taking College Teaching Seriously: Pedagogy Matters! Terry earned an associate’s degree in Liberal Arts from Genesee Community College, a bachelor’s degree in English from SUNY at Buffalo, a master’s degree in English from SUNY Brockport, and a Mindful Leadership Certificate from SUNY SAIL, all with distinction. As a locally certified health and wellness coach, she is currently seeking national certifications for health and wellness coaching and meditation teaching and sharing the power of meditation and mindfulness through her business partnership Mindful Life Connections.

David Wolf

David Wolf is currently the Director of Instructional Design and Online Learning for SUNY Schenectady County Community College. While at the college he has developed faculty training courses in many modes of presentation, in instructional design, pedagogy, inclusive teaching practices, accessibility, and Universal Design for Learning. He has developed and oversees a voice-over internship for students that offers applied learning assignments that produce professional quality voice-over for instructional video that is available to the public. As a member of the FACT2 Inclusive Teaching Task Group, he helped draft recommendations for SUNY faculty to promote a more inclusive and equitable learning environment through the colleges. With over twenty years of higher education experience, and three years in the private sector, David has overseen the development of over 150 online courses with 53 of these offered in at least 11 different languages. His background in graphic art, animation, cognitive science, and education gives him a unique perspective on teaching and learning. An active researcher, David has several publications and presents locally and internationally, on topics such as: inclusive teaching, using interactive tools to enhance language learning in an online environment; engaging students in online courses through the use of mobile technology; and promoting accessible and equitable synchronous online instruction.

Contact

The SUNY Center for Professional Development (CPD) supports a wide range of professional development opportunities for the academic, technical, and leadership communities across the SUNY System.

Phone: 315-214-2440

Email: cpdinfo@suny.edu