Running head: PROTECTING THE CULTURE

Protecting the Culture:

A Potential Partisan Ideal
Bridget Macaluso
SUNY at Buffalo

ELP 505
Dr. Sallee
Spring 2015

PROTECTING THE CULTURE

Protecting the Culture: A Potential Partisan Ideal

When the administration of the State University of New York (SUNY) attempted to
merge the presidencies of SUNY Potsdam and SUNY Canton, the potential partisans used
constraints and inducements to influence the organizational authorities in a way that would
protect the cultures of each separate campus. In this paper, I will view this case through
Gamsons theory of vertical power (Bess & Dee, 2012b), utilizing Scheins cultural framework
(Bess & Dee, 2012a) to demonstrate the differences between these two colleges. I will begin by
describing the case and my research methods, followed by an explanation of Gamsons theory
and Scheins framework. Finally, I will discuss the role that vertical power and culture played in
the retraction of the plan to merge the presidencies of these institutions.
The Campuses
SUNY Potsdam and SUNY Canton are only about ten miles apart (Shared services
report, 2012), but the programs and cultures of the schools are very different. In this section, I
will give a brief description of each college, followed by a discussion of the presidents who were
presiding over the schools in 2011.
SUNY Potsdam is a four year liberal arts college that is known for its programs in
education and music (Kelderman, 2011). The college is committed to the liberal arts and
sciences as an academic foundation for all students (Potsdam catalog, 2014, p. 7). There are
86 clubs that SUNY Potsdam students can take part in, including a cappella groups, dance teams,
and leadership organizations (Potsdam clubs and organizations, n.d.). There are about 4,400
students on campus (Potsdam catalog, 2014) and classes have an average ratio of fifteen
students to one professor (Why choose Potsdam, n.d.).

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SUNY Canton offers both two and four year degrees and is known for its technical,
nursing, and criminal justice programs (Kelderman, 2011). The college is dedicated to
providing a progression of accessible, affordable, high-quality applied programs that enable
students to achieve their highest potential both personally and professionally (Canton
Catalog, 2014, p. 4). SUNY Canton has 64 clubs that students can participate in, such as the
Alternative Renewable Energy club, the Veterinary Technicians Association, and the Nursing
Association (Canton clubs and organizations, n.d.). There are about 3,800 students at SUNY
Canton, and the classes typically have nineteen students to every one professor (Your great
career, n.d.).
In 2011, both campuses had well-respected presidents. SUNY Potsdams President John
Schwaller had been on campus for five years. Schwaller was visible on campus, attending
athletic and artistic events, and was known to help students on move-in day (Honorary alum,
2013). Joseph Kennedy had been the president at SUNY Canton for eighteen years. Members of
the campus community appreciated his dedication to increasing enrollment on campus and the
number of programs available to its students (Kelderman, 2011).
The Case
SUNY faced a large amount of outcry from the Potsdam and Canton communities when
they first publicized their plan to combine the presidencies of the two schools (Kelderman,
2011). Many people were opposed to the merger because of their loyalty to the current campus
leaders (Kelderman, 2011). Others were worried that this announcement was the precursor to a
complete merger between the campuses (Russell, Ritchie comment, 2011). There were also
community members who were concerned that the campuses would not be able to uphold their

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separate identities while being led by the same person (Russell, Ritchie comment, 2011;
Kelderman, 2011).
Significance
An organizations characteristics, functions, and behaviors are determined by its culture
(Bess & Dee, 2012a). The culture on a college campus plays a large role in the courses offered,
the teaching methods, and the social style of students, faculty, and staff. The SUNY systems
wide variety of college campuses allows students to choose an institution that will fit their goals
and learning styles. It is imperative that SUNY administration continues to see the value in
maintaining separate cultures on its campuses.
State Senator Patty Ritchie spoke out against the plan to merge these two campuses,
noting the importance of allowing each SUNY college to remain unique. Ritchie reminded
SUNY authorities that college presidents need to serve as advocates for their campuses, and
proposed a bill that would require each SUNY campus to have its own president (Ritchie
Legislation, 2011).
Research Methods
Because this paper concerns a case that happened several years ago, I have used many
different news sources to find information about the case. I also used the websites from each
college to observe the cultural aspects of the campuses. I was able to retrieve mission statements,
photographs, and program information from these websites.
In addition to my literature review, I conducted four interviews with members from the
Potsdam and Canton communities. I interviewed three professors from SUNY Potsdam as well
as a student who studied at SUNY Potsdam while working as a Resident Director on the SUNY

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Canton campus. The names of these individuals have all been changed in order to protect their
privacy.
I attempted to conduct an interview with John Schwaller, the former president of SUNY
Potsdam. He declined my request for an interview, claiming that he did not know what [he]
could add (John Schwaller, personal communication, March 9, 2015) to my research. Dr.
Schwaller suggested that I interview Nancy Zimpher, the chancellor of the SUNY system. I
attempted to contact Chancellor Zimpher through email and received a message back from an
office assistant who agreed to provide written responses that I could attribute to the chancellor.
However, the questions that I sent to the chancellors office were never answered.
Research Limitations
An ideal interview process would include a diverse group of individuals. In this case, I
had hoped to interview students, faculty, and staff from both institutions in order to get a
balanced view of the cultures on each campus. However, I was unable to interview any faculty or
students from SUNY Canton, and the three professors that I interviewed from SUNY Potsdam all
work in the same department. A more extensive interview process would have allowed for a
more inclusive and complete overview of the campuses and the case.
Description of Theories
In order to analyze the situation between SUNY administration and the Potsdam/Canton
communities, I will utilize Gamsons theory of vertical power and Scheins cultural framework.
This next section will describe each of these theories separately. I will then discuss the
similarities and differences between the theories. Finally, I will explain their combined relevance
to the case.
Partisans and Authorities

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Gamsons theory of vertical power focuses on the power to make decisions in an
organization (Bess & Dee, 2012b). In this theory, organizations are comprised of authorities and
potential partisans. Although the authorities have the responsibility of making decisions for the
organization, potential partisans will attempt to influence decisions that have a substantial effect
on them (Bess & Dee, 2012b).
Partisan groups. Partisans are organized in three different groups. The first, a solidary
group, is a collection of potential partisans who are organized for social reasons (Bess & Dee,
2012b). A group of students who spends time together because they are all interested in the
performing arts is an example of a solidary group. Although these students are not formally
organized, they have similar interests and could potentially join together to create change.
Gamsons second group of partisans is called an interest group. This is a group of people with a
stated mission or purpose (Bess & Dee, 2012b). At SUNY Potsdam, for example, the Teacher
Education Student Associations stated goals include providing opportunities for professional
development beyond the classroom (Potsdam clubs and organizations, n.d., para. 7). The last
group of potential partisans is called a quasi group, and contains people that are linked together
by social characteristics, but may not interact with one another (Bess & Dee, 2012b). For
example, all of the students who are majoring in education at SUNY Potsdam are considered a
quasi group because they are categorized by their chosen major, but do not all interact regularly.
Levels of trust. Gamsons continuum of trust refers to the amount of trust that partisans
have for the authorities in their organization (Bess & Dee, 2012b). This continuum ranges from
alienation, the lowest form of trust, to confidence, the highest form. The more trust partisans
have in the authority figures of their organization, the less likely they are to participate in
activities that are meant to influence the authorities in their decision making (Bess & Dee,

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2012b). For example, nursing majors who are confident in their program most likely will not
attempt to affect the decision-making of their department chair.
Upward influence. Partisans attempt to influence the decision-making process in three
ways. The first method of upward influence is called a constraint, meaning that partisans will
create disadvantages for the authorities if decisions are not made in their favor. This tactic is
likely to be used by a partisan group with a low level of trust in their authorities (Bess & Dee,
2012b). A group of students who go on strike against a campus decision are practicing constraint
against the authorities at their institution. The next type of partisan influence is inducement, and
is often used by partisans with a neutral level of trust in their authorities. This terms describes
partisans creating advantages for the authorities in an attempt to influence organizational
decisions (Bess & Dee, 2012b). For example, professors who offer to work extra hours in order
to support a decision that they are partial to are using a form of inducement. The final technique
that partisans use to influence authorities is persuasion, meaning that partisans attempt to
convince the authorities that the decision they prefer is the best one for the organization. A
confident partisan group is likely to use this method to influence decisions (Bess & Dee, 2012b).
Students may show their professors research that supports regular breaks during study time in
order to convince them to take longer breaks during class, for example.
Downward influence. Authorities use three methods to ensure that partisans comply with
these decisions: convincing partisans that the decision is in their best interest, rewarding
partisans who comply and penalizing partisans who do not comply, and limiting access to
decision-making systems (Bess & Dee, 2012b). For example, if a professor has assigned a group
project to his students, he might attempt to persuade students that working together will allow
them to have access to more information and give higher grades to students who complete the

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project in a group than those who leave their group and work alone. Lastly, he will limit access to
the decision-making process by not asking the students for input before assigning the project.
In contrast, this professor may use co-optation or participation as methods of downward
influence. Co-optation involves absorbing partisan elements into the leadership or policydetermining structure of the organization (Bess & Dee, 2012b, p. 559). If the professor can
influence one student to agree with his decision, the student may take the message back to her
partisan group and convince them to comply. If the professor uses participation as a technique,
he will allow all of his students access to the formal decision-making apparatus itself (Bess &
Dee, 2012b, p. 559), meaning he would be willing to discuss the decision openly with all
students. The goal of this method is to give partisans a feeling of participation that will make
them more likely to comply with a decision even if it is not in their favor (Bess & Dee, 2012b).
Organizational Culture
In the case of the SUNY Potsdam and SUNY Canton presidencies, the partisans
attempted to influence the decision-making of the authorities because they were concerned about
the identity of each campus (Russell, Ritchie comment, 2011). In order to better understand
these identities, I will view each campus using Edgar Scheins cultural framework. Schein views
organizational culture on three different levels- artifacts, values, and basic assumptions (Bess &
Dee, 2012a). This section will define each of these dimensions.
Artifacts. The artifacts of an organization include the physical and social environments,
the technological output of the group, written and spoken language, overt behavior of members,
and symbols. Physical environment refers to both interior and exterior space (Bess & Dee,
2012a). For example, large open spaces for studying will indicate that a colleges culture
encourages students to collaborate. The social environment category addresses the nature of

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relationships within the organization (Bess & Dee, 2012a). On some campuses, professors are
referred to more formally as Dr. or Mrs., but on other campuses students use the first names of
their professors. Technology is defined as the process that an organization uses to convert its
inputs to outputs (Bess & Dee, 2012a). For example, some colleges require each student to
participate in an internship before graduation, while others use a senior project as a culminating
experience. Written and spoken language refers to both the vocabulary that is used and sagas that
are shared by organizational members. A saga is a story that demonstrates the character and
values of the institution (Bess & Dee, 2012a). For example, many colleges tell the story of how
they chose their mascot and what it represents at freshman orientations. Overt behavior refers to
any observable behaviors by organizational members, whether it is formal or informal (Bess &
Dee, 2012a). It may be the norm on a college campus to wear school colors on Fridays,
representing a culture of pride. Lastly, a symbol is a tangible representation of some idea or
concept that carries meaning (Bess & Dee, 2012a, p. 368). A college campus with a safe zone
symbol on every office door is demonstrating a culture of awareness and acceptance.
Values. The values of an organization also reveal organizational culture. The values of
organizational members can be observed through cultural artifacts (Bess & Dee, 2012a). For
example, the mission statement of SUNY Canton speaks of accessible, affordable (Canton
catalog, 2014, p. 4) education, which may represent an organizational value in the importance
of educating all members of society. A set of values becomes an institutionalized belief system
when it is accepted by all members of the organization (Bess & Dee, 2012a). It might be said, for
example, that all SUNY Canton students, faculty, and staff believe that every person in the
country needs to be educated.

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Assumptions. Assumptions are unconscious driving forces that collectively guide

behavior (Bess & Dee, 2012a, p. 370). Schein defined five different types of organizational
assumptions: relation to environment, nature of reality, nature of human nature, nature of human
activity, and nature of human relationships. An organizations assumptions about its relation to
the environment include the economic, political, and social environment (Bess & Dee, 2012a).
For example, many SUNY colleges may feel that they are not in control of the politics on their
campuses since SUNY administration makes many of the final decisions. Assumptions about the
nature of reality and truth refer to the ontological preferences of an organization (Bess & Dee,
2012a). For example, an organization may have a positivistic view, assuming that there is one
right answer to every organizational dilemma. Organizational assumptions about human nature
deal with the question of whether people are inherently good or bad (Bess & Dee, 2012a). A fruit
stand that is not supervised by a worker all day, but instead has a jar for customers to leave
payment in represents an organizational assumption that humans are inherently good. Human
activity refers to the development and needs of organizational members (Bess & Dee, 2012a).
For example, an organization that provides employees with a large professional development
fund likely believes that personal and professional growth is important. Scheins final
organizational assumption is in reference to the nature of human relationships and refers to the
appropriate way (Bess & Dee, 2012a, p. 372) for relationships to be structured within an
organization. An organization that encourages friendly competition between members is
representing their assumptions about the nature of human relationships.
Theoretical Relationship
Gamsons theory of vertical power and Scheins levels of culture are closely related. The
partisan groups in Scheins theory represent the social environment of an organization as well as

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the organizations assumptions about human relationships. The social environment, according to
Scheins framework deals with the nature of relationships between organizational members (Bess
& Dee, 2012a). Gamsons theory includes three different types of partisan groups (Bess & Dee,
2012b). It can be said, therefore, that these three different groups represent the nature of
relationships within an organization. For example, a college campus that has many groups of
students who spend time together based on interests (solidary groups), but few student groups
with formal constitutions (interest groups) might be said to place value in relationships without
documented guidelines. This organization might also assume that the appropriate structure of
human relationships is informal.
The trust level of a partisan group also represents the social environment of an
organization, and reflects the assumptions the group has about the nature of human nature. With
respect to the social environment of an organization, Schein asks if most relationships within the
organization are trusting or suspicious (Bess & Dee, 2012a). This question can be answered
using Gamsons continuum of trust (Bess & Dee, 2012b). For example, in order to determine the
social environment of a college classroom, students can be asked about their level of trust in their
peers and their professor. This will demonstrate the nature of the relationships in the class. An
organizations assumptions about the nature of human nature question the inherent goodness of
people within an organization (Bess & Dee, 2012a). If an organization assumes that people are
inherently good, they will most likely have a confident level of trust in each other (Bess & Dee,
2012b).
Lastly, the influence strategies chosen by a partisan group demonstrate their assumptions
about the nature of human nature. According to Gamsons theory, partisans with a high level of
trust most often use persuasion as an influential strategy, those with a neutral trust level utilize

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inducement, and partisans who have an alienated level of trust attempt to influence authorities by
using constraints (Bess & Dee, 2012b). The faculty at a college who assume that the nature of
human nature is inherently bad likely have a low level of trust in authorities. This may cause
them to go on strike if they feel that a decision is being made incorrectly.
These two models differ, however, in their purpose. Gamsons theory of vertical power
was designed to assess the reaction of organizational members to the distribution of power (Bess
& Dee, 2012b), while the cultural framework is used to analyze the values and behavior within
an organization (Bess & Dee, 2012a). Gamson claimed that potential partisans attempt to
influence the decision-making of the organizational authorities when the partisans are
significantly affected by the decision (Bess & Dee, 2012b). The changes that were projected by
the presidential merger of SUNY Potsdam and SUNY Canton would likely have a large effect on
the daily lives of students and faculty members on both campuses, as they would disrupt the
cultures of each institution. It is therefore useful to analyze both schools through Scheins
cultural framework in order to understand the upward influence used by the partisans in this
situation.
Theoretical Analysis
In this section, I will discuss the case of SUNY administration and the Potsdam/Canton
communities using Gamsons theory and Scheins framework. I will begin by discussing the
SUNY organizational structure and its relevance to the work of Gamson and Schein. I will then
discuss the influence strategies that were used by the potential partisans and their relevance to
Scheins framework. Finally, I will analyze the culture of each campus and highlight the
differences between them, demonstrating the identities that the partisan groups were attempting
to protect when they reacted to the announcement of the merger.

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Organizational Structure
In this particular case, the organizational authorities were the members of the SUNY
administration. SUNY Chancellor Nancy Zimpher announced the merger to the college councils
without first discussing the decision with any members of the Potsdam/Canton community (J. P.
Wright, personal communication, April 2, 2015; Kelderman, 2011; Kiley, 2011), demonstrating
the power that she had to make such decisions. The college councils of the schools serve as an
advisory board to SUNY, although SUNY administration makes the final decisions (Kiley, 2011).
The college councils are interest groups because they are formally constituted (Bess & Dee,
2012b). The role of the college council reflects the social environment of the SUNY system
(Bess & Dee, 2012a). The nature of the relationship is such that the council is able to give input
when they are asked for it, but SUNY administration has the power to make decisions with or
without the councils approval.
State Assemblywoman Addie Russell and Senator Patty Ritchie also joined together to
speak out against the merger (Russell, Ritchie comment, 2011). These women are another
example of an interest group, because they are both government officials, which provides them
with a legally stated purpose and list of procedures (Bess & Dee, 2012b). Senator Richies
opposition to the merger led her to threaten to call for Senate hearings discussing the case
(Russell, Ritchie comment, 2011). This is an example of governments assumptions about the
nature of human relationships (Bess & Dee, 2012a). Having a Senate hearing to discuss the
decision of SUNY officials reflects the belief that it is not always appropriate to allow one person
or group to make executive decisions.
There were also many quasi groups who did not agree with SUNY administrations
decision. In Canton, a group was formed by SUNY employees and local town officials

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(Kelderman, 2011). The only social characteristic that these members share is that they reside in
Canton. They have not necessarily all joined together before, nor do they have a formal
constitution, making them a quasi group (Bess & Dee, 2012b). The faculty on each campus is
another example of a quasi group. According to Bob Donaldson (personal communication, April
2, 2015), a faculty member at SUNY Potsdam, many of the professors and administrators on
campus began talking to each other about the merger and their disapproval of the plan.
Influence Strategies and Levels of Trust
The potential partisan groups used two of Gamsons upward influence strategies in order
to convince SUNY administration to cancel the merger. Constraints and inducements were both
used, indicating that there was an alienated to neutral level of trust in the administration (Bess &
Dee, 2012b). As previously stated, Gamsons continuum of trust is closely related to an
organizations social environment. Both the continuum of trust and the influence strategies
chosen represent the organizations assumptions about the nature of human nature.
Senator Ritchies threat to call for Senate hearings was a constraint because these
hearings would be a disadvantage to SUNY administration (Bess & Dee, 2012b). Another
constraint that was placed on SUNY was the loss of monetary donations. Within weeks of
SUNYs announcement, donations totaling $200,000 were pulled from SUNY Canton by
community members (Kelderman, 2011). This low level of trust in the administration and the
decision to use constraint as an influence strategy reflect may reflect a negative view on the
nature of human nature. They also demonstrate that the social environment of the SUNY system
is one in which there is little trust and relationships are somewhat exploitive.
A few administrators at SUNY Canton and SUNY Potsdam worked together to create a
new plan that would save money without combining the presidencies of the campuses (Alliance

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update, 2011). This quasi group (related by their job responsibilities, but not formally
constituted) was using inducement as a form of upward influence. Their plan was an advantage
for SUNY administration if the merger was cancelled (Bess &Dee, 2012b). This indicates a
higher level of trust and possibly a slightly more positive view on the nature of human nature.
Cultural Analysis
This section will provide a brief cultural analysis of each campus. It is important to note
that this analysis will be limited. I am not able to analyze the physical environments of either
campus properly, as I have not spent time on either campus in several years. I will describe the
cultural aspects of each campus that I have access to through their websites, news articles, and
the interviews that I have conducted.
SUNY Potsdam. The language in SUNY Potsdams mission statement represents a
culture of creativity and excellence. For example, the statement uses the words discovery
exemplaryleadership[and] responsibility (Potsdam catalog, 2014, p. 7). The statement
also speaks to the organizations value of liberal arts education. The wide variety of clubs and
organizations that are listed on the colleges website also reflect SUNY Potsdams focus on
liberal arts, with clubs including: American Sign Language Club, Dance Ensemble, and History
Association (Potsdam clubs and organizations, n.d.). The technology of a college can include
the degree programs that are offered, as this changes the transformation process between students
(Bess & Dee, 2012a). SUNY Potsdam students can achieve degrees in a wide range of topics,
including education, environmental sciences, language, and music (Majors and minors, n.d.).
SUNY Canton. SUNY Cantons mission statement reflects a different set of values.
Cantons statement speaks of accessible, affordable applied programs (Canton catalog,
2014, p. 4). This gives the notion that the culture at Canton is not one of creativity and

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exploration, but application. Canton seems to value equal educational opportunities for all based
on this language as well. Although Canton and Potsdam have similar enrollment, Canton only
has 64 clubs and organizations for students to choose from and many of them are related to the
applied fields that Canton students study. Canton has programs such as nursing and criminal
justice (Kelderman, 2011), and clubs like Criminal Justice Student Association and Human
Services Club (Canton clubs and organizations, n.d.).
Separate identities. The potential partisan groups that attempted to influence the
decision of SUNY administration against the presidential merger did so because they wanted
both colleges to maintain their identities. The cultures of each campus are unique, and
community members were concerned that combining the presidencies of the campuses would
encourage assimilation of the cultures. Faculty members at Canton were concerned that a leader
who was presiding over both Potsdam and Canton would fail to understand the needs of the
special accreditations of their programs (Kelderman, 2011). People also mentioned the difference
in each campus mission, fearing that one administrator would fail to maintain the specializations
of each campus correctly (Kelderman, 2011). Senator Pattie Ritchie agreed with these views,
going as far as introducing a new legislation that would have required every SUNY campus to
have its own leader. She spoke to the public and SUNY administration about the importance of
having strong leadership on each campus that would appreciate and support the campus culture
(SUNY drops plan, 2011). Without these concerns, the potential partisan groups may have
been less likely to attempt to influence the decision of SUNY administration.
Recommendations
Both Gamsons theory of vertical power and Scheins cultural framework can be used to
consider different ways that this situation could have been handled. In this section, I will provide

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suggestions for techniques that SUNY administrators may have used from each of these models
in order to receive more support from the potential partisans.
Gamsons technique of participation may have suited the SUNY administration well in
this situation. Through participation, SUNY would have allowed the potential partisans access to
their decision-making procedure (Bess & Dee, 2012b). J.P. Wright, a SUNY Potsdam faculty
member, mentioned that community and faculty members were offended that they were not
consulted (personal communication, April 2, 2015) when SUNY was making its decision to
combine the Potsdam and Canton presidencies. The college boards were also frustrated that the
administration made this decision without asking for their input (Kiley, 2011). Gamson pointed
out that when potential partisans feel that they have a sense of ownership in the decision-making
process, they are more likely to accept any choice that is made, whether or not it is in their favor
(Bess & Dee, 2012b). Perhaps the Potsdam/Canton community would have been more willing to
accept the merger if they were invited to participate in the discussion before the decision was
made.
Scheins framework also offers a strategy that may have been helpful for SUNY
administration to adopt. Schein noted that once a value becomes an institutionalized belief, it can
serve as a guide for working with the organization (Bess & Dee, 2012a). Had SUNY
administration taken the time to learn more about the belief systems of these two campuses, they
may have noticed how different they were. This would have allowed the authorities to decide
between creating a new plan that would be more likely to allow each campus to keep its belief
system and addressing the beliefs of each organization in their current plan. For example, SUNY
administrators may have received more support from the Potsdam/Canton communities if they

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had announced that they were combining the presidencies, but that the new president would
receive specialized training about the organizational beliefs.
Conclusion
SUNY administration announced their plan to merge the presidencies of SUNY Potsdam
and SUNY Canton without allowing the potential partisans of the organization to participate in
the decision-making process. The partisans then used constraints and inducements to influence
the organizational authorities against their decision (Bess & Dee, 2012b; Kelderman, 2011;
Russell, Ritchie comment, 2011; Shared services report, 2012). They did so because they
wanted to protect the cultures of two different organizations. An analysis using Scheins cultural
framework demonstrates that SUNY Potsdam values liberal arts education and creativity, while
SUNY Canton believes in educational opportunities for all and focuses on applied fields (Bess &
Dee, 2012a; Canton catalog, 2014; Potsdam catalog, 2014).
In the future, it will be beneficial to SUNY administration to have a more open decisionmaking process and to appreciate the importance of unique identities for each of its colleges. It
will help SUNY administrators to utilize Gamsons theory of vertical power and Scheins cultural
framework in the initial planning stages of their next organizational change.

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References

Bess, J. L., & Dee, J. R. (2012a). Organizational culture. In Understanding college and
university organization: Theories for effective policy and practice (pp. 359-399). Sterling,
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Bess, J.L., & Dee, J.R. (2012b). Power and politics in higher education organizations. In
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Campus alliance update. (December, 2011). Retrieved from:
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Former president John F. Schwaller named honorary alum at SUNY Potsdam (2013, July 29).
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Kelderman, E. (2011). SUNY plan to share presidents between campuses sparks protest. The
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Make our great majors into your great career. (n.d.) http://www.canton.edu
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Russell, Ritchie comment on Canton, Potsdam SUNY campus alliance. (2011, August 11).
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SUNY Canton academic catalog. (2014). Canton, NY.
SUNY Canton and SUNY Potsdam shared services report. (2012, July 15). The Education
Alliance.
SUNY drops plan to merge Canton-Potsdam presidents. (2011, December 6). Retrieved from:
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SUNY Potsdam undergraduate catalog. (2014). Potsdam, NY.
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