When Binghamton’s Vestal campus was being built in the 1960s, a movement to develop a more collegiate-oriented university structure — like that at England’s Oxford University, which groups students into small, independently operating colleges led by faculty masters — had gained popularity nationwide because many students felt universities were getting too big and impersonal.
Since Binghamton University had already experienced its own tremendous growth and anticipated more to come, the idea appealed to administrators, who were concerned about the negative effect additional growth could have on students. Thus, a collegiate structure was adopted for Binghamton’s residential communities and colleges.
In the early days, Binghamton’s collegiate structure looked much like the traditional model. Residential communities were clustered into groups of approximately 1,000 students; each college cultivated its own identity, had its own governing body, provided many of its own services and was led by a faculty master. These early faculty masters served as directors of their respective colleges, with full budgetary, disciplinary and departmental oversight. They were supported by professional staff members who reported directly to them, along with a group of faculty fellows who taught courses within their college.
Over time, Binghamton’s collegiate structure has changed, and so has the role of our faculty masters, whose designation was changed to collegiate professor in March 2016. No longer tasked with the overall administration of their college/community, today’s collegiate professors focus on bridging the gap between students’ academic lives and their lives outside the classroom.
Faculty members from many different disciplines (listed below by residential college/community) have served as Collegiate Professors at Binghamton; each has brought something special to the role.
|John Hold (interim)||1974|
|Apartment Communities (Hillside/Susquehanna)|