Agenda, Meeting of the Utah State Board of Regents, October 26, 2006.

Agenda, Meeting of the Utah State Board of Regents, Board of Regents Building, Salt Lake City, Utah, October 26, 2006.

AGENDA MEETING OF THE UTAH STATE BOARD OF REGENTS October 26, 2006 Utah State Board of Regents Office of the Commissioner of Higher Education Board of Regents Building, The Gateway 60 South 400 West Salt Lake City, Utah 84101-1284 STATE BOARD OF REGENTS MEETING OCTOBER 26, 2006 REGENTS' OFFICES, SALT LAKE CITY, UTAH Agenda 9:00 a.m. - COMMITTEE OF THE WHOLE 10:00 a.m. (Large Board Room, Lobby Level) 1. Welcome and Overview 2. Resolution in Memory of Former Regent Jay Dee Harris 3. 2007-2008 USHE Budget Request (including Utah Education Network) Tab A 4. State Building Board's Final Recommendations on Capital Projects Tab B 10:00 a.m. - 11:00 a.m. MEETINGS OF BOARD COMMITTEES ACADEMIC (PROGRAMS) COMMITTEE Commissioner's Board Room, 5th Floor ACTION: 1. University of Utah - Master of Health Care Administration Tab C 2. Utah State University - Master of Science Degree in Computer Engineering Tab D INFORMATION: 3. Information Calendar, Programs Committee Tab E A. University of Utah i. Jazz Studies Track in Master of Music Degree ii. Interdisciplinary Graduate Certificate in Historic Preservation B. Southern Utah University - Program Name Change C. Salt Lake Community College - Organization Changes in the School of Business 4. University of Utah - Graduate Council Reviews Tab F FINANCE AND FACILITIES COMMITTEE Large Board Room, Lobby Level ACTION: 1. Proposed Revisions to Policies R926, Use of Office-Owned IT Resources, and R927, Tab G Use and Security of Property 2. Approval of First-Tier Tuition Range for 2007-2008 Tab H 3. Utah State University - Proposed Institutional Investment Policy Tab I 4. Weber State University - Approving Resolution, Refunding of 2001 and 2005 Bonds Tab J 5. Utah Valley State College - Property Purchase Tab K 6. Utah Valley State College - Lease-Purchase of Building Tab L 7. Salt Lake Community College - Lease of Space in Downtown Salt Lake City Tab M 2 CONSENT: 8. Consent Calendar, Finance Committee Tab N A. UofU and USU - Capital Facilities Delegation Reports B. USHE - Proposed Revisions to Policy R506, Inventory of Budget-Related and Self- Supporting Courses INFORMATION/DISCUSSION: 9. USHE - Fall 2006 Enrollment Report Tab O 10. USHE - Annual Report on Leased Space Tab P 11. USHE - Annual Report on Institutional Residences Tab Q 12. University of Utah - Follow-up Report on University Hospital Revenue Bond Sale Tab R 13. UHEAA Update Tab S STRATEGIC PLANNING AND COMMUNICATIONS COMMITTEE Small Board Room, Lobby Level ACTION: 1. USHE - Legislative Priorities Tab T INFORMATION: 2. Report of National Commission on the Future of Higher Education Tab U 3. Report on Joint Legislative Meeting, September 21, 2006 Tab V 4. Report of Task Force on Minority and Disadvantaged Students Tab W 5. Legislative Outreach 11:00 a.m. - COMMITTEE OF THE WHOLE 12:00 noon Large Board Room, Lobby Level 1. Update on the Utah Science Center/The Leonardo 2. Reports of Board Committees 3. College of Eastern Utah/Southeast ATC Collaboration Study Tab X 4. Outline of Study Parameters for SLCC/SLTATC, SUU/SWATC, and DSC/DXATC Tab Y 5. General Consent Calendar Tab Z 6. Report of the Commissioner 7. Report of the Chair 12:00 noon - LUNCHEON MEETINGS 1:30 p.m. (Buffet outside Board Rooms, Lobby Level) STATE BOARD OF REGENTS - EXECUTIVE SESSION 4th Floor Executive Conference Room Chief Academic Officers - Library, 5th Floor Legislative Liaisons - EdNet Room, 5th Floor Others - Commissioner's Board Room, 5th Floor 3 ~~~~~~~~~~~~~ Projected times for the various meetings are estimates only. The Board Chair retains the right to take action at any time. In compliance with the Americans with Disabilities Act, individuals needing special accommodations (including auxiliary communicative aids and services) during this meeting should notify ADA Coordinator, 60 South 400 West, Salt Lake City, UT 84180 (801-321-7124), at least three working days prior to the meeting. TDD # 801-321-7130. October 18, 2006 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: USHE - 2007-2008 USHE Budget Request (including Utah Education Network) Statute requires the State Board of Regents to "recommend a combined appropriated for the operating budgets of higher education institutions for inclusion in the state appropriations act" (UCA 53B-7- 101(1)). The attached budget recommendation focuses on the themes established by the Regents during the July planning meeting, Completion, Participation, and Preparation. The prioritized categories as identified in the request represent an "equitable distribution of funds among the respective institutions in accordance with the aims and objectives of the statewide master plan for higher education" in a manner that we believe the Legislature can fund that is "consistent with the financial ability of the state" (UCA 53B- 7-101(3)). The FY 2008 Budget recommendation seeks a compensation plan equivalent to that of state employees, additional funds to help retain key faculty and staff members, funding to support key infrastructure needs of building operation and maintenance, utility rate increases, institutional key budget priorities and partnerships, a continued commitment to the role of Higher Education in workforce development, and appropriations to enhance student success through additional financial aid opportunities. The request asks for $47.2 million in ongoing funds beyond the compensation package and an additional $13.3 million in one-time funding for critical needs. Attachment One provides the detailed USHE request. In addition to the USHE budget requests, Regents are being provided with a copy of the Utah Education Network budget request (Attachment Two) and will receive a draft copy of the Utah College of Applied Technology 2007-2008 Budget Request the day of the meeting. Staff and institutional representatives will be available to answer questions. State Board of Regents October 18, 2006 Page 2 Recommendation The Commissioner recommends approval of the FY 2008 budget recommendation. Richard E. Kendell Commissioner of Higher Education REK/MHS/KLH Attachments DRAFT ESTIMATED FY 2007-08 STATE TAX FUNDS ADJUSTED BASE BUDGET $ 650,300,600 New Ongoing Funding Base Compensation + $47,207,600 A. Base Budget (Compensation and Mandated Costs) 21,673,200 + Base Compensation B. Participation and Completion 25,096,900 C. Preparation 437,500 Ongoing Funds Base Budget Percentage Increase 7.3% One-Time Funding $10,500,000 Supplemental Funding $2,805,900 Notes: A 3% compensation package increase (including 9.5% for Health insurance Rates, 4% for Dental and 0% for Retirement) would require $20,164,500 in additional new tax funds. This represents an additional 3.1% increase in base budget funding (10.4% total) The 3% package would require a first tier tuition increase of approximately 3.5% to cover the institutions' share of compensation Operating Budget Request Summary (Tax Funds Only) FY 2007-08 and FY 2006-07 Supplemental Revised October 17, 2006 Utah System of Higher Education 1 DRAFT Utah System of Higher Education Estimated Operating Budget Request Summary (Tax Funds Only) FY 2007-08 and FY 2006-07 Supplemental ESTIMATED FY 2007-08 STATE TAX FUNDS ADJUSTED BASE BUDGET $ 650,300,600 USHE BUDGET PRIORITIES $47,207,600 Basic Budget 1. Compensation Base Compensation + $7,498,900 A. Equivalent State Employee Compensation Package (1) TBD 7,498,900 B. Salary Retention Funds 7,498,900 2. Mandated Costs 14,174,300 A. Utility Rate Increases 8,738,800 B. IT Software Licensing Costs 900,000 C. Database and Disaster Recovery Management 464,100 D. O&M Requests for State and Non State Funded Projects (Currently On Line) 1,133,200 E. O&M Requests for State and Non State Funded Projects (Online for 2007-08) 357,000 F. Hearing Impaired Student Translators 1,939,200 G. Academic Library Consortium 642,000 Participation and Completion 3. Focused Participation Rate Increases 3,359,400 A. Student Financial Aid (1) Need Based Student Aid - (UCOPE) 3,149,100 (2) Mandated Federal Aid State Match 210,300 4. Institutional Priorities and Partnerships 15,500,000 A. Priorities 10,500,000 B. Partnerships 5,000,000 5. Workforce Development 6,237,500 A. Engineering & Computer Science Initiative 5,045,200 B. Nursing (2) 500,000 C. T.H. Bell 692,300 Preparation 6. Student Support and Success 437,500 A. New Century Scholarships 437,500 ONE-TIME INCREASES $10,500,000 1. A. Engineering, Computer Science, and Scientific Equipment 4,000,000 $10,500,000 B. IT Equipment - Network Infrastructure 3,000,000 C. IT Equipment - Disaster Recovery 1,000,000 D. CTE Equipment 1,000,000 E. Utah State Scholar Initiative 500,000 F. Library Enhancements & Acquisitions 1,000,000 SUPPLEMENTAL INCREASES $2,805,900 1. A. New Century Scholarship 130,100 $2,805,900 B. SLCC 2006-07 O&M Budget Correction 325,000 C. Utility Rate Increases 2,250,800 D. Database and Disaster Recovery Management 100,000 REQUEST SUMMARY USHE Budget Priorities $47,207,600 USHE Priorities Request Percent Increase 7.3% One-time Increases $10,500,000 Supplemental Increases $2,805,900 Notes: (1) 1% Tax Funds: Salary & Wages $4,049,900; Salary Related Benefits $819,500; Health $567,300; Dental $44,700; State Retirement $134,600 (2) Revised October 17, 2006 Nursing Request is a conversion of one time to ongoing funding. UEN & UCAT Budgets are considered separately from the USHE budget. 2 DRAFT Utah System of Higher Education Estimated Operating Budget Request Summary (Tax Funds Only) FY 2007-08 and FY 2006-07 Supplemental ESTIMATED FY 2007-08 STATE TAX FUNDS ADJUSTED BASE BUDGET $ 650,300,600 USHE BUDGET PRIORITIES $47,207,600 Basic Budget 1. Compensation Base Compensation + $7,498,900 A. Equivalent State Employee Compensation Package (1) TBD 7,498,900 B. Salary Retention Funds 7,498,900 1. University of Utah 2,923,800 2. Utah State University 1,564,600 3. Weber State University 772,300 4. Southern Utah University 327,100 5. Snow College 158,000 6. Dixie State College 190,900 7. College of Eastern Utah 111,900 8. Utah Valley State College 727,400 9. Salt Lake Community College 696,500 10. State Board of Regents Office 26,400 2. Mandated Costs 1 4,174,300 A. Utility Rate Increases 8,738,800 1. University of Utah 4,697,900 2. Utah State University - Education and General 1,534,300 Utah State University - Uintah Basin 49,400 3. Weber State University 402,800 4. Southern Utah University 384,600 5. Snow College 582,700 6. Dixie State College 147,500 7. College of Eastern Utah - Price 177,800 College of Eastern Utah - San Juan 4,200 8. Utah Valley State College 483,000 9. Salt Lake Community College 274,600 B. IT Software Licensing Costs 900,000 1. State Board of Regents Office 900,000 C. Database and Disaster Recovery Management 464,100 1. State Board of Regents Office 464,100 D. O&M Requests for State and Non State Funded Projects (Currently On line) 1,133,200 1. University of Utah Emma Eccles Jones Medical Research Building 196,900 Chemistry Gauss House 64,500 Warnock Engineering Building 166,050 Moran Eye Center II 283,750 2. Weber State College Reed K. Swenson Building 32,200 3. College of Eastern Utah San Juan Library and Health Sciences Building 56,150 San Juan Center "Quad" Building 8,650 9. Salt Lake Community College Health Sciences Building 325,000 Revised October 17, 2006 3 DRAFT USHE BUDGET PRIORITIES (continued) E. O&M Requests for State and Non State Funded Projects (Online for 2007-08) 357,000 1. University of Utah Social Work Building 27,700 Humanities Building 53,200 Moran Eye Center II 195,800 2. Utah State University South Animal Farm Teaching / Research Facility 38,400 David G. Sant Engineering Innovation Building 41,900 F. Hearing Impaired Student Translators 1,939,200 1. State Board of Regents Office 1,939,200 G. Academic Library Consortium 642,000 1. State Board of Regents Office 642,000 Participation and Completion 3. Focused Participation Rate Increases 3,359,400 A. Student Financial Aid (1) Need Based Student Aid - (UCOPE) 3,149,100 State Board of Regents Office (2) Mandated Federal Aid State Match 210,300 State Board of Regents Office 210,300 4. Institutional Partnerships 1 5,500,000 A. Institutional Priorities 10,500,000 1. University of Utah 1,000,000 2. Utah State University 1,000,000 3. Weber State University 1,000,000 4. Southern Utah University 1,000,000 5. Snow College 500,000 6. Dixie State College 1,500,000 7. College of Eastern Utah 500,000 8. Utah Valley State College 3,000,000 9. Salt Lake Community College 1,000,000 B. Partnerships (such as:) 5,000,000 1. University of Utah and Dixie State 2. Utah State University, College of Eastern Utah and Snow College 3. Weber State University, Utah State University and Hill Air Force Base 5. Workforce Development 6,237,500 A. Engineering & Computer Science Initiative 5,045,200 1. State Board of Regents Office 5,045,200 B. Nursing (2) 500,000 1. State Board of Regents Office 500,000 C. T.H. Bell Teaching Loan Incentive Program 692,300 1. State Board of Regents Office 692,300 Preparation 6. Student Support and Success 437,500 A. New Century Scholarships 437,500 1. State Board of Regents Office 437,500 4 DRAFT ONE-TIME INCREASES $10,500,000 1. A. Engineering, Computer Science, and Scientific Equipment 4,000,000 $10,500,000 1. State Board of Regents Office 4,000,000 B. IT Equipment - Network Infrastructure 3,000,000 1. State Board of Regents Office 3,000,000 C. IT Equipment - Disaster Recovery 1,000,000 1. State Board of Regents Office 1,000,000 D. CTE Instructional Equipment 1,000,000 1. State Board of Regents Office 1,000,000 E. Utah State Scholar Initiative 500,000 1. State Board of Regents Office 500,000 F. Library Enhancements & Acquisitions 1,000,000 1. State Board of Regents Office 1,000,000 SUPPLEMENTAL INCREASES $2,805,900 1. A. New Century Scholarship 130,100 $2,805,900 1. State Board of Regents Office 130,100 B. SLCC 2006-07 O&M Budget Correction 325,000 1. Salt Lake Community College 325,000 C. Utility Rate Increases 2,250,800 1. University of Utah 876,400 2. Utah State University - Uintah Basin 70,800 3. Weber State University 111,500 4. Southern Utah University 135,300 5. Snow College 568,700 6. Dixie State College 0 7. College of Eastern Utah - Price 86,300 8. Utah Valley State College 246,900 9. Salt Lake Community College 154,900 D. Database and Disaster Recovery Management 100,000 1. State Board of Regents Office 100,000 REQUEST SUMMARY USHE Budget Priorities $47,207,600 USHE Priorities Request Percent Increase 7.3% One-time Increases $10,500,000 Supplemental Increases $2,805,900 Notes: (1) 1% Tax Funds: Salary & Wages $4,049,900; Salary Related Benefits $819,500; Health $567,300; Dental $44,700; State Retirement $134,600 (2) UEN & UCAT Budgets are considered separately from the USHE budget. Nursing Request is a conversion of one time to ongoing funding. 5 FY 2008 BUDGET REQUEST - ACTION Issue The FY2008 UEN budget request requires approval by the Steering Committee before submittal to the Legislature for its consideration. UEN staff has worked on the planning and development of this year's request in cooperation with our stakeholders. Because the deadline for submitting budget requests to the Governor's Office of Policy and Budget (GOPB) was September 25th, UEN has already submitted a preliminary FY2008 budget request to the Governor's Office. Background Economic conditions in the state for this year continue to be favorable. The Legislative Fiscal Analyst is projecting that one-time supplemental funding may be available in FY 2007 for State appropriations, subject to statutory spending limitations. Also, FY 2007 revenue collections are coming in ahead of target suggesting continued growth in available revenue for FY 2008. Major FY 2008 Budget Issues Essential Funding for Critical Staff Retention Statewide funding increases for salary and benefit adjustments for State employees, public education and higher education are made by the Executive Appropriations Committee. Nonetheless, additional funding is requested above the statewide salary adjustment for FY 2008 for retention of crucial technical staff. Private firms continue to attract key personnel because UEN salaries for technical staff are running 50% below market. The request of $300,000 is essential for technical staff retention. Priority 1: Final Phase of Network Infrastructure Project (Phase IV) For FY 2008, UEN requests ongoing funding of $1.5 million for the final phase of the Gigabit bandwidth expansion project begun in FY 2004. Last year, the Legislature appropriated $1.5 million of one-time funding for this purpose. For FY 2008, UEN's highest priority is to convert the one-time money to ongoing funds to pay the on-going circuit charge expenses associated with the multi-year contract obligations entered into by UEN in FY 2007. When this final phase is completed, all public colleges, universities and secondary schools will be connected to the network with 100 mb/s or greater connections. Priority 2: Final Phase of EDNET Classrooms Conversion to IP-Video UEN requests that $1,000,000 be appropriated for FY 2008 to fund the final phase to convert EDNET classrooms in Utah County and Salt Lake County high schools to IP-based videoconferencing technology. Reflected in this amount is $800,000 in one-time funds for equipment and $200,000 in ongoing funding for maintenance and support of the network and classroom equipment. Major progress has been made to convert EDNET to IP-based videoconferencing technology. By the end of FY 2007, 225 classrooms in the statewide EDNET network will have been converted. High-capacity IP Video interface equipment has been installed at six locations throughout the state, and new management software has been implemented to manage scheduling and operation of the new videoconferencing system. We are proposing to upgrade the remaining 50 EDNET classrooms to IP videoconferencing technology in FY 2008. Priority 3: Host Course Management System for Utah State University, Utah Valley State College, and the University of Utah UEN is requesting $1,110,000 to host a centralized course management system (Vista) at Utah State University, Utah Valley State College and the University of Utah. UEN already hosts Dixie State College, College of Eastern Utah, Snow College and the Utah College of Applied Technology. Reflected in this amount is $480,000 in one-time funds to purchase equipment and increase the capacity of our Oracle database license and $630,000 in ongoing funds for the annual discounted Vista license, personnel and operating expenses. With UEN hosting an enterprise-level course management system, the Utah System of Higher Education maximizes information technology resources, optimizes investments in hardware and software, and ensures system reliability and performance. For faculty, the enterprise model expands the opportunity to improve the quality of courses, lesson assignments, and student assessments. It also means that course material developed by a professor on one campus can be reused system-wide by other departments and colleges. This feature offers exciting possibilities for both increased efficiencies and increased richness to traditional classroom instruction as well as online courses. A UEN hosted course management system will result in significant cost savings to the state compared to the cost if each institution managed its own system. The annual license is discounted 35 percent below the cost that institutions would pay, half the personnel will be required, and hardware expenditures will be approximately 60% lower. Priority 4: One-Time Supplemental Request: UEN Satellite Conversion to IP Video The UEN satellite system (UENSS), an essential component of the UEN network, has been in operation for nearly 10 years and is now unreliable and at risk of suffering catastrophic failure. Uplink equipment at USU (which sends the live instructor communication to the satellite and out to students at receive sites) is no longer even manufactured. We purchase replacement equipment from a broker who resells the limited remaining stock of parts. Essentially, we depend on buying equipment through eBay to keep the most critical components of the satellite system operational. The cost to upgrade obsolete uplink equipment to current technology (MPEG 4), and to install new equipment that works with MPEG 4 at 10 satellite origination sites and 221 receiving classrooms is estimated to be $1.8 million. Because of more efficient and capable technology, upgrading the UENSS is not the preferred solution. The best solution for the state is to convert UENSS to an Internet-based, fully interactive videoconferencing technology. $2.1 million in one-time funding is required to convert 10 origination sites and 176 receiving classrooms to the new IP technology. The remaining classrooms can be converted within the existing ongoing budget. UEN requests that $2,100,000 in one-time funds be appropriated for FY 2008 to convert the UEN Satellite System (UENSS) in partnership with Utah State University to an Internet-based interactive videoconferencing system. UEN prefers that the Legislature appropriate this request from FY 2007 supplemental funds so that we have enough time for procurement and conversion of UENSS before the Fall 2007 academic term to accommodate the more than 7,000 USU students currently receiving classes over the system. Summary of FY 2008 Budget Request 1. Finish the final phase of the major network infrastructure improvements we have made in the past several years. 2. Complete the final phase of converting the EDNET system to IP-based videoconferencing technology. 3. Host a critical enterprise course management system (Vista) for the University of Utah, Utah State University, and Utah Valley State College, plus the four institutions already supported. 4. Replace the UEN Satellite System with IP-based videoconferencing technology. 5. Request funding for critical staff retention UEN will request a total of $6,010,000 in new funding for FY 2008. $3,380,000 is one-time funds and $2,630,000 is ongoing funds. The chart below illustrates the distribution of the UEN FY 2008 budget request. Utah Education Network FY 2008 Budget Request One-time Funding On-going Funding Total Funding Staff Retention $300,000 $300,000 Network Infrastructure Final Phase (IV) $1,500,000 $1,500,000 IP Video (EDNET) $800,000 $200,000 $1,000,000 Enterprise Course Management System $480,000 $630,000 $1,110,000 Satellite Replacement $2,100,000 $2,100,000 Total FY 2008 Request $3,380,000 $2,630,000 $6,010,000 Recommendation It is recommended that the UEN Steering Committee take action on the following items: 1. Review the proposed budget priorities and the recommended FY 2008 budget request of $3.38 million in state ongoing funds and $2.63 million in one-time state funds. 2. Adopt the budget request and support its consideration and approval by the State Legislature and Governor during the 2007 General Legislative Session. October 18, 2006 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: State Building Board's Final Recommendations on Capital Projects The State Building Board met on October 19 to provide its annual ranking of statewide projects. This meeting occurred after the mailing date for the Regents' agenda. Staff will provide and updated memo at the meeting regarding the rankings. ______________________________ Richard E. Kendell Commissioner of Higher Education REK/MHS October 18, 2006 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: University of Utah - Master of Healthcare Administration (MHA) Alone and Jointly with Three Professional Degrees: Master of Business Administration (MBA)/MHA, Master of Public Administration (MPA)/MHA and the Master of Public Health (MPH)/MHA. Effective Fall, 2007 - Action Item Issue The University of Utah requests approval to offer a Master of Healthcare Administration (MHA) effective Fall, 2007. This request also seeks approval to offer the Master of Healthcare Administration as a joint degree with three existing professional degrees in a joint degree format as an MBA/MHA, MPA/MHA and MPH/MHA effective Fall, 2007. Background The MHA degree program will provide advanced and specialized professional preparation for students wishing to enter positions in healthcare administration. The proposed degree program will prepare students for administrative, policy, and planning positions in both the public and private sectors. It will prepare them to address the complex and rapidly changing world of healthcare delivery in which access, quality, and efficiency must be balanced. Students may complete the degree as a stand-alone master's degree or as a joint degree in combination with an MBA, MPA, or MPH. The proposed MHA degree will be offered in addition to the Health Services Administration (HSA) graduate emphasis which has been offered by the University of Utah for over twenty years. Offering the MHA degree will enable pursuit of accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME), the major accrediting association for degrees in healthcare administration. The accrediting association does not accredit non-degree programs, so the current HSA emphasis is not eligible for certification. In addition, a graduate degree from a program accredited by the Commission on Accreditation of Healthcare Management Education (CAHME) is fast becoming the credential sought by employers, and thus by students. Many scholarships, internships, and employment opportunities are open only to students of such accredited programs. 2 The MHA degree is co-sponsored by the School of Business, the School of Medicine, and the College of Social and Behavioral Science, each of which has a successful professional graduate program, and by the Governor Scott M. Matheson Center for Health Care Studies. The degree extends the curriculum of the HSA emphasis in several important ways. The proposed degree program includes coursework in law and ethics, areas of great concern in healthcare today. It allows students to gain exposure in one of three areas of expertise unique to the three participating colleges (entrepreneurship and technology venture development, clinical informatics, and healthcare administration in the global context). Finally, the degree adds an essential practicum/internship as a capstone experience. Students will be advised and encouraged to complete their internships in their area of exposure, thus allowing them to gain practical experience beyond their classroom training. A variety of career options exists for graduates, from joining a large healthcare system, to working in information technology supporting the delivery of healthcare, to promoting an entrepreneurial venture with medical technology. Policy Issues The Chief Academic Officers reviewed the proposed program and voiced support. No issues were raised. Commissioner's Recommendation The Commissioner recommends that the Regents approve the University of Utah's request to offer a Master of Healthcare Administration (MHA) as a stand-alone program and as a joint degree with three existing professional degrees: the Master of Business Administration/MHA, the Master of Public Administration/MHA, and the Master of Public Health/MHA effective Fall, 2007. ________________________________ Richard E. Kendell, Commissioner REK/PCS Attachment Academic, Applied Technology, and Student Success Committee Action Item Request to Offer the Master of Healthcare Administration Alone and Jointly with the Master of Business Administration, the Master of Public Administration, and the Master of Public Health Effective Fall 2006 University of Utah Prepared for Richard E. Kendell by Phyllis C. Safman October 18, 2006 2 SECTION I: The Request The University of Utah requests approval to offer a Master of Healthcare Administration (MHA) effective Fall, 2007. This request also seeks approval to offer the Master of Healthcare Administration as a joint degree with three existing professional degrees, specifically in a joint degree format as an MBA/MHA, MPA/MHA and MPH/MHA. This program was approved by the institutional Board of Trustees on June 12, 2006. SECTION II: Program Description Complete Program Description: The Master of Science Degree in Healthcare Administration (MHA) at the University of Utah is an interdisciplinary, multi-department program designed to provide students with analytical skills and content expertise in the field of healthcare administration. Students may complete the degree as a stand-alone master's degree or as a joint degree in combination with an MBA, MPA, or MHA. The MHA degree will be offered in addition to the Health Services Administration (HSA) graduate emphasis which has been offered by the University of Utah for over twenty years. Offering the MHA degree will enable pursuit of accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME), the major accrediting association for degrees in healthcare administration. The accrediting association does not accredit non-degree programs so the current HSA emphasis is not eligible for certification. The HSA emphasis will be offered in the short-term and the need for both the emphasis and the degree will be carefully evaluated. It is anticipated that within 3-5 years a request will be made to include additional existing masters' degrees as joint degree options with the MHA. Other masters programs that currently participate in the HSA emphasis will be consulted regarding the future offering of that emphasis. The MHA degree is co-sponsored by the School of Business, the School of Medicine, and the College of Social and Behavioral Science, each of which has a successful professional graduate program, and by the Governor Scott M. Matheson Center for Health Care Studies. The degree extends the curriculum of the HSA emphasis in several important ways. The degree includes coursework in law and ethics, areas of great concern in healthcare today. It allows students to gain exposure in one of three areas of expertise unique to the three participating colleges (entrepreneurship and technology venture development, clinical informatics, and healthcare administration in the global context). Finally, the degree adds an essential practicum/internship as a capstone experience. Students will be advised and encouraged to complete their internships in their area of exposure, thus allowing them to gain practical experience beyond their classroom training. The MHA degree covers essential knowledge areas through a combination of required and elective courses. The elective courses add flexibility so that students can get exposure to necessary knowledge components from the special focus of their particular interest area. Students will be responsible for fulfilling any prerequisites for the courses they choose. Depending upon the courses chosen by an individual student, the total credit hours for the MHA program will range from 48 to 53. Upon application to the Graduate School, students will elect the MHA as a stand-along degree or as a joint degree with the MBA, MPA, or MPH. Students who enroll in one of the joint degree programs can count up to 12 credit hours of course work from each degree towards the requirements of the other degree thus reducing their total time in the combined programs. Taken as a joint program, the MHA will have between 36-41 unique semester credit hours beyond those required for the joint master' program. These credit hours will involve an additional two semesters of course work plus the internship/practicum. Sample programs of study for the MHA as a stand-alone degree and for the MBA/MHA, MPA/MHA, and MPH/MHA can be found in Appendices B and D. The major areas of study in the MHA curriculum are: 3 A. Administrative and management skills (15-16.5 credit hours) Note: Exceptions to the requirements in this section will be made for MPA/MHA students allowing them to substitute appropriate core MPA finance and organizational behavior courses. 1. Financial Management and Control Accounting (4.5 credit hours) ACCTG 6000 Financial Accounting (3) ACCTG 6001 Managerial Accounting (1.5) Finance (3 credit hours) FINAN 6020 Financial Management (3) 2. Organizational Behavior (choose one of the following; 3 credit hours): MGMT 6051 Managing and Leading in Organizations (3) MGMT 5680 Human Behavior in Organizations (3) 3. Operations and Services Management (choose one; 3 credit hours) MGMT 6060 Production and Operations Management (3) MGMT 6670 Services Operations (3) 4. Marketing Skills (3 credit hours) MKTG 6550 Marketing for Health Professionals (3) B. Social and Behavioral Sciences (all are required; 9 credit hours) 1. Health Economics ECON 6190 Health Economics (3) 2. Health Policy POLS 6321 Health Policy (3) 3. Health Behavior FPMD 6600 Social Context of Medicine and Public Health (3) C. Health systems and delivery (10-11 credit hours) 1. Health Care Systems (2-3 credit hours) HEDU 5100 Heath Care in the United States (3) HEDU 6790 Health Services Administration (3) FPMD 6401 Health Policy & Managed Care (2) 2. MHA Integrative Courses (take both; 8 credit hours) MHA 6800 Current Issues in Healthcare Administration (3) MHA 6900 Healthcare Administration Internship (5) D. Law and ethics (take 1 law and 1 ethics course; 3.5-6 credit hours) 1. Law (one course; 2-3 credit hours) POLSCI 6230 Administrative Law (3) FPMD 6603 Law & Medicine I (2) FPMD 6604 Law & Medicine II (2) 4 LAW 7360 Health Law (3) MGMT 6310 Business Law (3) 2. Ethics (one course (1.5-3 credit hours) PADMN 6870 Public Administration and Ethics (3) MGMT 6540 Ethics of Management (1.5) PHIL 6500 Contemporary Ethical Theory (3) PHIL 6520 Advanced Bioethics (3) E. Research and quantitative skills (2 courses required; 6 credit hours) 1. Statistics (one graduate level statistics course; 3 credit hours) Options from business, social work, educational psychology, nursing, economics, FPMD, and public administration. Example: MGMT 6040 Data Analysis & Decision Making (3) 2. Program Evaluation (choose one; 3 credit hours) HEDU 6100 Program Evaluation (3) NURS 6003 Program Planning & Development (3) F. Exposure (choose one, take 3 credit hours. Internship to compliment Exposure as appropriate) 1. Technology Venture Development (take at least 1 course; 3 credit hours) MGMT 6710 Strategy and Technology (3) MGMT 6810 Entrepreneurship and Emerging Business (3) MGMT 6840/FINAN 6881 Managing the Venture Process (3) MGMT 6860 Lassonde Venture (3) MBA 6500 Business Analytics Practicum (3) 2. Clinical Informatics (take at least 1 course; 3 credit hours) MDINF 6000 Introduction to Medical Informatics (3) MDINF 6600 Introduction to Bioinformatics (3) MDINF 6700 Public Health Informatics (3) IS 6010 Information Systems (1.5) IS 6410 Process Analysis and IS Project Management (3) IS 6481 Data Warehousing (1.5) NURS 6800 Introduction to Clinical Informatics (2) 3. Healthcare Administration in the Global Context (take at least 1 course; 3 credit hours) ECON 6520 Multinational Firms (3) FINAN 6550 International Finance (3) FPMD 6502 International Public Health Issues (3) MGMT 6590 Managing the Global Workforce (3) MGMT 6791 Global Strategic Management (3) POLS 6630 Foundations of International Organizations (3) POLS 6800 Theories of International Relations (3) 5 SOC 6436 Global Social Structure (3) One of the key benefits of the interdisciplinary structure of the MHA program is the opportunity to take advantage of new courses that become available as departments hire new faculty and/or interests of current faculty evolve to include healthcare. With prior approval, students may have the opportunity to substitute appropriate courses relevant to the program core topic areas as new courses are offered. Potentially relevant substitute courses will be reviewed by the program director and advisory board. Purpose of the Degree The MHA degree will provide advanced and specialized professional preparation for students wishing to enter positions in healthcare administration. The degree program will prepare students for administrative, policy, and planning positions in both the public and private sectors. It will prepare them to deal with the complex and rapidly changing world of healthcare delivery in which access, quality, and efficiency must be balanced. A variety of career options exists for graduates, from joining a large healthcare system, to working in information technology supporting the delivery of healthcare, to promoting an entrepreneurial venture with medical technology. Institutional Readiness The University of Utah has offered a master's-level emphasis option in Health Services Administration (HSA) since 1984, graduating more than 125 students. The HSA program is an interdepartmental master's emphasis; students in the program must be matriculated in one of ten participating master's degree programs and concurrently pursue the requirements of their chosen degree and the HSA emphasis.1 The HSA program is coordinated through the Governor Scott M. Matheson Center for Health Care Studies and overseen by the Senior Vice President for Health Sciences and the Senior Vice President for Academic Affairs. Graduates of the program have found ready employment, locally and nationally, thereby demonstrating the quality of education delivered by program's interdisciplinary, multi-department structure. The University of Utah has had excellent experience with interdisciplinary, multi-department degrees. Some of the most successful interdisciplinary degrees include the undergraduate degree in Behavioral Science and Health, the MBA housed in the School of Business, the graduate degree in Neuroscience and the Master's of Statistics. The University of Utah also has had extensive experience managing dual-degree programs. The Master of Business Administration (MBA), Master of Public Administration (MPA), Master of Public Health (MPH), and Master of Social Work (MSW) all have dual degree options and bring seasoned experience to the table. Faculty Because of the interdisciplinary nature of the MHA program, students will have access to faculty from several different departments and with specialty preparation in a variety of fields related to healthcare. The MHA degree includes primarily existing courses offered through departments across campus. Faculty from the School of Business will offer courses in accounting, entrepreneurship, finance, information systems, management, and marketing. Faculty from the Department of Family and Preventive Medicine and Medical Informatics in the School of Medicine will provide courses for the program. From the College of Social and Behavioral Science, faculty will offer courses in economics, political science, public administration and sociology. Participating faculty also 1 The affiliated master's degree programs are: Anthropology, Business (MBA), Economics, Health Education and Promotion, Medical Informatics, Nursing, Pharmacy, Political Science (MPA), Family and Preventive Medicine (MPH, MSPH), and Social Work. 6 represent the Department of Health Education in the College of Health, Philosophy in the College of Humanities, as well as the College of Nursing, and the College of Law. Faculty from these departments have participated in the Health Services Administration graduate emphasis option for the past 20 years, are accustomed to including topics relevant to healthcare in their courses, and welcome students with this focus into their classes. As departments recruit new faculty some of the courses in the MHA curriculum may be taught by different faculty, including qualified adjunct professors. However, no new faculty will be required to support the MHA degree. A partial listing of faculty currently teaching courses from the Health Services Administration emphasis is included in Appendix C. This list includes 52 faculty from 19 different departments. Of the faculty listed, 43 have Ph.D. or equivalent degrees in their fields, 40 are tenure-track, five are lecturers, five are adjuncts, and two are clinical track. AACSB, the accrediting association for schools of business, expects that in graduate programs at least 80 percent of faculty will be academically qualified (have a terminal degree in a relevant topic area) and that other faculty will be professionally qualified (have professional experience related to the courses they teach). As a group, the faculty who teach the MHA curriculum surpass these requirements. Staff: The MHA program will be staffed by a director and a graduate assistant and be supported by advising/career management staff. The director will be a regular faculty member with an appointment in the School of Business. The director will be at .10 FTE for two years working primarily on recruiting students, identifying internship opportunities, and preparing for CAHME accreditation. As enrollments increase, particularly with students taking the MHA as a stand-alone degree, the director will increase time allocated to program administration to .25 FTE; duties will include curriculum oversight, program assessment, coordination of course scheduling through participating departments, and coordination of student services. A graduate assistant will begin in year three as enrollments increase to help with administrative duties. The colleges participating in the joint MHA programs will have primary responsibility for advising their students. The David Eccles School of Business will have responsibility for admissions, advising, and career management functions for students taking the MHA as a stand-alone degree. These student services will be provided by its Masters Programs and Services staff with the addition of a .25 FTE staff person in year three increasing up to .50 FTE in years four and beyond. Library and Information Resources: Students in the MHA program will likely access reference materials from the J. Willard Marriott, Eccles Health Sciences, and S.J. Quinney Law Libraries. The current library collections and services (including on-line databases) available in and through these libraries are more than sufficient to support the MHA program. Students will be encouraged to have laptop computers that are compatible with software available on campus. Access to the campus computer network from off-campus will be important as many courses use WebCT and access to campus databases and computer services will be necessary for some courses. Admission Requirements: To be admitted to the MHA program, students must satisfy the University of Utah graduate school admissions criteria. Applicants will be evaluated based on their prior academic performance, prior work experience, and career objectives. They will be required to take one of the standard graduate admissions tests, (GRE, GMAT, or MedCAT). To be eligible for the MHA, students must have completed a bachelor's degree. Depending upon their former preparation, students may be required to take college level algebra, calculus and statistics courses prior to beginning coursework for the MHA. Work experience, particularly in a healthcare setting, will be emphasized. Students admitted to one of the participating joint programs must additionally be accepted into those programs. 7 Student Advisement: Students admitted to the MHA program as a stand-alone degree will be assigned an academic advisor in the Masters Programs and Services Office of the David Eccles School of Business. Students enrolled in the MHA as a joint program will be assigned to an academic advisor in their home department. Because of the breadth of course choices available to students, it will be important for them to have frequent consultation with their advisors. Advisors will develop and recommend to students model tracks for those in each joint program and in the stand-alone degree. These models will be developed to ensure that students take courses from each relevant discipline and that their degree experience has consistency. Students will meet with their advisors once a semester to ensure that appropriate courses are selected. Since initially students will come from three joint programs, there should not be a significant increase in advising support needed in any of the three programs. Staff expertise is currently being developed in the School of Business to assist students in identifying appropriate internship, fellowship, and career opportunities. As enrollments warrant, a .25 FTE staff person will be added to the Masters Programs and Services staff in the School of Business in year three and will moving to .50 FTE in year four. This person will have responsibility for working with the MHA students. Justification for Number of Credits: The proposed MHA degree requires between 48-53 credit hours. If taken jointly with another master's degree, 12 credit hours from each degree will be counted towards the other degree. Thus, as a joint degree, the MHA will add approximately two semesters of work beyond the primary master's degree. Because of the breadth of material necessary to prepare someone for a professional position in healthcare administration, students will be taking courses in six primary areas of study necessitating more credit hours than a typical master's degree. As a professional degree, the MHA is analogous to an MBA (62.5 credit hours) and an MPA (42 credit hours). External Review and Accreditation: The MHA curriculum is designed to meet the accreditation requirements of the Commission on Accreditation of Healthcare Management Education (CAHME), the major accrediting entity for healthcare programs while also meeting the accreditation requirements of the joint programs. A summary of CAHME curriculum requirements annotated to demonstrate the courses in the MHA degree that are intended to meet these requirements is included in Appendix E. Application to CAHME for candidacy accreditation of the MHA degree will be sought as soon as the degree is eligible, most likely in 2008. The candidacy process generally takes two years before an accreditation visit can be scheduled. Thus, the earliest that accreditation is likely to be awarded is 2010. Reports will be made to the Graduate Council as the program progresses through the various stages of accreditation, including when initial application for candidacy is submitted and upon response from CAHME. The MHA will immediately fall under the scope of AACSB accreditation, along with other School of Business degree programs. An MHA Advisory Board, including faculty from each sponsoring college, the director of the Scott M. Matheson Center for Health Care Studies, students, working professionals, and potential employers was consulted during the development of the degree curriculum. This Advisory Board will meet at least annually to review the program, consider changes in the environment that impact the education and experience professionals in healthcare administration need, and ensure that resources supporting the program are adequate. A subcommittee of the board consisting of the faculty and students will meet once a semester to review the curriculum. This group will deal with any issues that arise with regard to course content or scheduling and make recommendations about any needed curricular revisions. 8 Projected Enrollments: Anticipated admissions for the first and second years are 12 students each. Admissions are predicted to increase to 15 the third year, 20 the fourth year, 25 the fifth year and to remain at that level. These enrollment estimates are based on queries received from students, responses to a student survey, and projected growth in the labor market. It is expected that 12 students will graduate each year initially with that number growing to 15. Student Enrollment FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 Admissions 12 12 15 20 25 Total students in program 12 24 27 35 45 Graduates 0 12 12 15 15 Because the MHA curriculum consists primarily of currently available courses from multiple departments, it is not possible to calculate a mean student-to-faculty ratio. Average course size for participating students will vary from 10 in some of the specialized elective courses to 60 in some of the core required courses. In general there will be approximately 50 faculty across campus offering courses included in the MHA curriculum. The faculty backing for the program suggests that students will not only be well supported but that they will have specialty expertise available from faculty in many relevant fields. Expansion of Existing Program: As noted, the MHA is an expansion of the current Health Services Administration graduate emphasis option. Historically, student demand for the current HSA emphasis has been strong and steady. While the numbers from the various affiliated masters' degree programs have fluctuated over the past tens years, the aggregate number of enrolled students has remained fairly constant. Over the past ten years an average of twelve new students has entered the HSA program (a high of 15 and a low of 8). Currently, there are 34 students enrolled in masters' degree programs who are also enrolled in the HSA emphasis. On average, 10 students graduate with the HSA emphasis each year. To date, the HSA emphasis has been awarded to more than 125 graduates. SECTION III: Need Program Need Utah's future medical and healthcare managers must be prepared to deal with evolving and increasingly complex health care delivery systems, technological innovations, regulatory requirements, and population demographics. Managers in all settings will be called on to improve the quality and efficiency of health care services while controlling costs, as insurance companies and Medicare demand higher levels of fiscal accountability. A graduate degree from a program accredited by the Commission on Accreditation of Healthcare Management Education (CAHME) is fast becoming the credential sought by employers, and thus by students. A list of colleges and universities offering CAHME accredited degree programs is included in Appendix F. Many scholarships, internships, and employment opportunities are open only to students of such accredited programs. The current HSA emphasis is not eligible for accreditation; CAHME only accredits degree programs. Additionally, industry experts recommend that, if possible, students obtain a primary master's degree as well as a specialized degree in healthcare administration. For administrative positions in healthcare, business students with both an MBA and an MHA, for example, are generally preferred to students with just an MBA. Offering an MHA degree and pursuing CAHME accreditation is an opportunity to respond to current market conditions, thus serving the interests of both students and employers. 9 Market Demand The size and growth of the healthcare sector of the economy are well documented. Health care expenditures grew 7.9 percent in 2004 and ultimately consumed 1.9 trillion dollars (16% of gross domestic product). Federal government estimates indicate an anticipated average annual growth rate of 7.3 percent based upon steady or increased demand for health care as the population demographics shift toward the older generation and as medical technology advances. The jobs available in healthcare management are diverse and challenging. According to the U.S. Department of Labor (BLS), more new jobs (3.6M) will be created between 2004 and 2014 in healthcare than in any other industry. Medical and health services managers will be employed by hospitals, healthcare management companies that provide management services to hospitals and other organizations, as well as by specific departments such as emergency, information management systems, managed care contract administration, and physician recruiting. Other opportunities for managers in the provider segment are with nursing homes, insurance companies, managed care organizations, and home health agencies. In the supplier sector, opportunities exist in medical supplies and equipment, pharmaceuticals, biotechnology, and healthcare consulting. A variety of local, state and federal agencies and associations, such as state Health Departments, the American Red Cross, and the American Hospital Association also offer a variety of employment opportunities. The local market demand for healthcare managers is also projected to increase. As Utah's population increases, more healthcare services will be delivered. According to the 2006 Economic Report to the Governor, the health services sector is projected to have one of the highest average annual growth rates over the next five decades. Health Services will grow from 9 percent of all jobs in 2005 to 11percent by 2020 and 16 percent by the year 2040. The biotechnology industry is also rapidly growing in Utah and was recently identified as a strategically important business segment. Entrepreneurial opportunities, especially in small and medium sized technology firms, are expected to stay strong. Currently, the local health departments, healthcare delivery organizations, insurance companies, pharmaceutical benefit management companies, and technology start-ups must look to out-of-state universities to fill most of their administrative and management vacancies. The University of Utah's proposed MHA program will produce qualified resident healthcare executives to fill the growing number of healthcare administrator positions in the state. Student Demand Student demand for the current Health Services Administration emphasis has been strong and steady. Over the past ten years on average twelve new students have enrolled in the HSA program and 10 students have completed the program each year. A survey of the 34 current HSA students indicates that 73 percent would be interested in the MHA degree. It is expected that among students currently attracted to the HSA emphasis, around eight students per year would be interested in the MHA degree. It is anticipated that three-quarters of these students will choose to complete a joint MHA (with an MBA, MPA, or MPH). In the future an opportunity exists to expand enrollment to other joint masters' degrees and to recruit students specifically for the MHA program. The program is likely to attract students who may have gone out of state in order to obtain this specialized master's degree. 10 Similar Programs Already Offered in the USHE Weber State University and the University of Utah have offered certificates in Health Services Administration for a number of years. Weber State plans an MHA program targeted primarily to students currently working in the healthcare field. A key focus of the Weber program is distance delivery in order to reach professionals working outside the Wasatch Front. The degree is a single-department program with the option of taking some elective courses from the business school. Weber's program model is quite different from the University of Utah's model which is multi-disciplinary and linked to three existing professional programs. The University of Utah's MHA degree will be unique in two aspects: first, it is a multi-department degree including courses offered through multiple departments of three colleges with fine reputations for educational excellence; and second, the degree is intended primarily for students concurrently enrolled in a second professional master's degree. A review of the Associated University Programs in Health Administration reveals that there are currently no masters' programs offered by member schools in Utah. Even in the surrounding states (Arizona, California, Colorado, Washington, Oregon, and Idaho) there are a limited number of graduate programs with emphases in health services. Thus, the opportunity for the University of Utah to offer such a degree drawing upon its acknowledged excellence in business, medicine, and social and behavioral science is ripe. Benefits The proposed MHA degree will benefit from the 20 years of experience at the University of Utah in offering the interdisciplinary Health Services Administration graduate emphasis. It expands beyond that emphasis curriculum in important ways. Degree requirements increase students' exposure to issues in ethics and law specific to the healthcare sector, current topics of importance in healthcare administration, internships with healthcare organizations, and an area of established excellence at the University of Utah, that is, technology venture development, clinical informatics, or administration in a global marketplace. These areas of additional exposure are already being discussed by CAHME as possible credentials within the industry. Consistency with Institutional Mission As the flagship institution of the Utah state system of higher education, the University of Utah strives to create an academic environment where the highest standards of scholarship are observed. A particular strength of the campus is its professional programs. The mission of the David Eccles School of Business is to build foundations for business leadership by creating, discovering, and communicating knowledge about leading-edge research and best management practices. It is highly ranked nationally and internationally and among the most respected business schools in the nation. The University of Utah's School of Medicine has three major missions: education, research, and clinical service. The three missions are closely interrelated. Each supports and, in turn, benefits from the others. All are considered to be of equal importance. The mission of the College of Social and Behavioral Science is to advance knowledge and instruction in the foundations of social and behavioral science which, in turn, contributes directly or indirectly to improvements in the quality of life. The mission of the Scott M. Matheson Center for Health Care Studies includes the support of education that enables healthcare professionals (physicians, hospital administrators, nurses, public health officers) to better manage health care services. The Center gives special attention to building linkages between medicine, management, and other disciplines to help educate future administrators in the skills of health care administration. By joining together to offer the MHA degree, the individual missions of the David Eccles School of Business, the School of Medicine, the College of Social and Behavioral Science and the Scott M. Matheson Center for Health 11 Care Studies are reflected in the goal of training students to be contributors to the management of one of the largest and fastest growing sectors of the economy. The healthcare sector poses challenging issues of individual, organizational and social importance. The interdisciplinary nature of the MHA and the synergy of the sponsoring Schools, Colleges and Center will enhance the potential of the MHA program to train graduates who can deliver at each level. The inter-departmental sponsorship of the MHA degree is in keeping with President Young's vision that the University take a leadership role in interdisciplinary teaching. The MHA degree will further solidify collaboration between the sponsoring Schools, Colleges, and Center and create new opportunities for students to learn in an interdisciplinary setting and from faculty and students across disciplines. The MHA degree will enhance the University's profile as a national leader in interdisciplinary studies while also preparing graduates who can significantly impact the quality of life of Utah residents. SECTION IV: Program and Student Assessment Program Assessment The goal of the MHA program is to graduate students who can assume professional positions in healthcare organizations. Students will acquire analytical skills and content expertise in the field of healthcare administration. At the most global level, program success will be evaluated by examination of student placements and career progression after graduation. Thus, statistics for graduating students such as number of interviews, number of job offers, and number of job placements with healthcare organizations will be tracked. Additionally, feedback from employers hiring graduates will be sought on a regular basis. With regard to specific analytical skills and expertise, students' performance in MHA courses will be monitored every semester by their advisor. The MHA Advisory Board will play a critical role in reviewing the program. The employers and healthcare professional members of the board will provide perspective on the ability of graduates to contribute to healthcare organizations. The faculty and student members of the board will provide assessment of student performance data and student course evaluations. The full board will make recommendations on any needed curricular improvements. As the degree moves through the accreditation process, input from the CAHME advisors will be considered with regard to appropriate curriculum modifications. Expected Standards of Performance Students will be required to maintain an average GPA of 3.0 throughout their programs. In today's world, it is important that professionals have the right balance of breadth of training and experience as well as an area of special expertise. The MHA curriculum thus requires both breadth and depth in course work. Through effective advising and consultation with faculty, students will be expected to incorporate breadth into their programs by selecting appropriate electives outside their primary area of focus. Students will choose one area of exposure enhancing their expertise in a focused area. In addition to course specific knowledge, students will be expected to demonstrate strong communications, team work, and leadership skills. Industry experts suggest that these skills are essential for success in the healthcare sector, particularly because of the complexities of this industry and the variety and diversity of the organizations involved in the industry. These skills will be evaluated within the context of specific courses as appropriate, and in particular, during the required internship. 12 SECTION V: Finance Budget The budget for the MHA program is modest for administration. Since the MHA program consists primarily of existing courses, instructional costs are the marginal costs associated with adding students to an existing class and will be borne by the departments offering classes. In turn, these departments will receive the productivity revenue generated by the MHA students enrolled in these courses. Most of the courses currently have excess capacity and the additional students will be a benefit to the departments in terms of increased tuition revenue. An internship/practicum will be a new requirement and this experience will be managed by the MHA program director. A faculty member will act as program director and, as enrollment grows, will increase in time allocated to administration from .10 FTE to .25 FTE. A part-time student assistant will be added as enrollment grows. Part time advising and career management services, critical to the students' success, will be added as the program grows and more students are enrolled in the MHA as a stand-alone degree, from .25 FTE in year three up to .50 FTE in years four and beyond. Current operating expenses include recruiting costs and expenses associated with application for accreditation by CAHME. Program Expenses: FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 Salaries and Wages: MHA Director 8,000 8,000 25,000 25,000 25,500 Graduate assistant 10,000 10,200 10,400 Advising/Career Mgmt -0- -0- 10,000 20,000 20,400 Benefits @ 35% -0- -0- 3,500 15,750 16,065 Current expenses 13,000 13,000 13,000 13,000 13,000 Library -0- -0- -0- -0- -0- Equipment -0- -0- -0- -0- -0- Travel -0- -0 -0- -0- -0- Totals 21,000 21,000 61,500 83,950 85,365 *Administrative expenses are projected to increase at 2.00% annually. Funding Sources A program fee of $2500.00 to be charged to MHA degree-seeking students will be requested. It is expected that this fee will be in place by year three. The program fee will be set at a level to cover the costs of administering the program. In addition, the program will generate productivity funds from new enrollments in existing courses and graduate tuition differential for courses offered through the School of Business and the School of Medicine. Initial seed funding from the sponsoring colleges and the Governor Scott M. Matheson Center for Health Care Studies will be available to help with program start-up costs. Funding Sources: FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 Productivity Funding* 33,660 33,660 42,075 56,100 70,124 DESB Differential Tuition 12,750 12,750 14,875 21,250 25,500 MHA Program Fee @ $2500 37,500 50,000 62,500 Seed funding sponsoring 20,000 20,000 20,000 10,000 -0- 13 colleges and center Total revenue 66,410 66,410 114,450 137,350 158,125 Total Funding available for Program Admin and delivery 32,750 32,750 72,375 81,250 88,000 *Based upon 33 credit hours/student at $85.00/credit hour. Productivity funding will be earned by departments offering courses in the MHA. ** School of Business courses generate graduate differential tuition. It is estimated that half the MHA students will be enrolled in MPA or MPH joint programs or the MHA alone and their typical program will include 17 credit hours in the School of Business. Impact on Existing Budgets Each of the sponsoring colleges and the Matheson Center for Health Care Studies has agreed to provide start-up seed funding to support the MHA degree. Departments offering courses in the MHA will earn SCH-based tuition revenue for incremental students. The School of Business will receive graduate differential tuition for non-business students taking courses offered through the school of business. 14 Appendix A: Program Curriculum New Courses to be Added in the Next Five Years: The MHA degree is built around currently available courses. As participating departments offer new courses, there may be an opportunity to include new or additional course options in the curriculum modules of the MHA. However, it is anticipated that only two courses not currently available will be added to the degree requirements, Current Topics in Healthcare Administration and Healthcare Administration Internship. Course Number Course Title Credit Hours MHA 6800 Current Issues in Healthcare Administration 3.0 MHA 6900 Healthcare Administration Internship 5.0 All Program Courses: Course Number Course Title Credit Hours ACCTG 6000 Financial Accounting 3.0 ACCTB 6001 Managerial Accounting 1.5 FINAN 6020 Financial Management 3.0 MGMT 6051 Managing and Leading in Organizations 3.0 MGMT 5680 Human Behavior in Organizations 3.0 MGMT 6060 Production and Operations Management 3.0 MGMT 6670 Services Operations 3.0 MKTG 6550 Marketing for Health Professionals 3.0 ECON 6190 Health Economics 3.0 POLS 6321 Health Policy 3.0 FPMD 6600 Social Context of Medicine and Public Health 3.0 HEDU 5100 Health Care in the United States 3.0 HEDU 6790 Health Services Administration 3.0 FPMD 6401 Health Policy & Managed Care 2.0 MHA 6800 Current Issues in Healthcare Administration 3.0 MHA 6900 Healthcare Administration Internship 5.0 POLS 6230 Administrative Law 3.0 FPMD 6603 Law & Medicine I 2.0 FPMD 6604 Law & Medicine II 2.0 LAW 7360 Health Law 3.0 MGMT 6310 Business Law 3.0 PADMN 6870 Public Administration and Ethics 3.0 MGMT 6540 Ethics of Management 1.5 PHIL 6500 Contemporary Ethical Theory 3.0 PHIL 6520 Advanced Bioethics 3.0 MGMT 6040 Data Analysis & Decision Making 3.0 HEDU 6100 Program Evaluation 3.0 NURS 6003 Program Planning & Development 3.0 MGMT 6710 Strategy and Technology 3.0 15 Course Number Course Title Credit Hours MGMT 6810 Entrepreneurship and Emerging Business 3.0 MGMT 6840/FINAN 6881 Managing the Venture Process 3.0 MGMT 6860 Lassonde Venture 3.0 MBA 6500 Business Analytics Practicum 3.0 MDINF 6000 Introduction to Medical Informatics 3.0 MDINF 6600 Introduction to Bioinformatics 3.0 MDINF 6700 Public Health Informatics 3.0 IS 6010 Information Systems 1.5 IS 6410 Process Analysis and IS Project Management 3.0 IS 6481 Data Warehousing 1.5 NURS 6800 Introduction to Clinical Informatics 2.0 ECON 6520 Multinational Firms 3.0 FINAN 6550 International Finance 3.0 FPMD 6502 International Public Health Issues 3.0 MGMT 6590 Managing the Global Workforce 3.0 MGMT 6791 Global Strategic Management 3.0 POLS 6630 Foundations of International Organizations 3.0 POLS 6800 Theories of International Relations 3.0 SOC 6436 Global Social Structure 3.0 MHA Core Course Descriptions: Administrative and management skills: ACCTG 6000 Financial Accounting (3) Prerequisite: Masters status in the School of Business. Designed to provide students with an understanding of the financial-reporting process followed by all public and many private companies. Students gain the ability to read and understand published financial statements and perform formal financial analysis. ACCTG 6001 Managerial Accounting (1.5) Prerequisite: Master's status in the School of Business and either ACCTG 6001 or equivalent. Focuses on the way managements determine the information they need for effective decision-making and how those needs are met. Includes consideration of a variety of management-planning, control, and decision-making tools. Considers the communication and behavioral aspects of their use. FINAN 6020 Financial Management (3) Prerequisite: Master's status in the School of Business and either ACCTG 6001 or equivalent. Topics include financial analysis, planning, working-capital management, financial math, valuation, and capital budgeting. MGMT 5680 Human Behavior in Organizations (3) Cross listed as MGT 3680. Examination of behavioral theories and research. Application to human-resource problems and administrative processes in service and production-oriented organizations. Focuses on the individual in such areas as socialization, motivation, communications, leadership, decision-making, conflict resolution, and adaptation to 16 change. Application is demonstrated through the consideration of the impact of the individual on the overall performance of the organization. 5680 may only be registered for by graduate students. MGMT 6051 Managing and Leading in Organizations (3) Prerequisite: Masters status in the School of Business. The purpose of this course is to understand the theory and processes of working in a group or team. The course is designed to be relevant to the broad spectrum of problems that are faced in a variety of group settings. Students will learn analytical and behavioral tools to effectively diagnose complex dynamics in work groups and take action to improve group performance. Students will also learn practical interpersonal skills useful for implementing effective strategies in group situations. The course is intended to help students be more effective while working in study groups at the DESB and later working in groups and teams once they graduate. Considerable emphasis will be placed on simulations, role-playing, and cases. This course will incorporate many of the topics that are currently being addressed during orientation and will culminate with the business challenge. MGMT 6060 Production and Operations Management (3) Operations management studies the way that firms manage procurement, production, and distribution of goods and services in an increasingly competitive international marketplace. This course develops skills and knowledge critical for successful design and strategic management of world-class manufacturing and service operations. Topics covered may include integrated product/process analysis and design, materials management, supply chain management, use of information technologies in the extended enterprise, service operations, total quality management, experience curves, technology management, project management, and operations strategy. MGMT 6670 Service Operations (1.5 to 3) Prerequisite: MGT 6060 or 6061. This course aims to develop a better understanding of best practices in the service sector through analysis of leading-edge firms and the strategies they have employed to create and maintain competitive advantage. The course emphasizes the close coordination of marketing and operations in the design and implementation of service delivery processes. Topics include the importance of developing both human and technical skills among employees who represent the most critical point of contact between the service organization and its customers, and the role of technology, in particular information technology, in changing the nature of the service delivered and/or the way in which the service is delivered. The course relies heavily on the analysis of a number of case studies, and includes a group project where the principles developed in the course are applied to a real service organization. MKTG 6550 Marketing for Health Professionals ( 3) Designed to acquaint health professionals with marketing theory and methods to demonstrate their application to health services, programs and medical practice. Theoretical issues relevant to effective program design, distribution, pricing and promotion are studied with emphasis on marketing research and its role in improving these activities. Social and Behavioral Sciences ECON 6190 Health Economics (3) Meets with ECON 5190. Graduate students should register for ECON 6190 and will be held to higher standards and/or additional work. Economics of health care, health-care delivery systems, public and private health insurance, location of health facilities, and health-care inflation. POLS 6321 Health Policy (3) Cross listed as PADMN 6321. Meets with POL S 5321. Graduate students should register for POL S 6321 and will be held to higher standards 17 and/or additional work. Introduction to health policy issues in U.S.; needs and demands for public action; organization and nature of political support; process and problems of decision making in health policy areas. FDMD 6600 Social Context of Medicine and Public Health (3) Prerequisite: MPH, MSPH or HSA students only or instructor's consent. The course will consider disease and illness within socio-cultural contexts. Emphasis will be placed on the ethical, behavioral, social, cultural, political and economic factors that influence the prevention/treatment of medical and public health problems. MHA 6800 Current Issues in Healthcare Administration (3) Important issues in health care such as the uninsured, health care costs, the pharmaceutical, hospital and insurance industries will be explored using current reading materials and focused class discussion. Organization of the US health care system will be explained and compared to other health care delivery systems. The class will build upon the fundamentals of health care economics and policy to build an understanding of the current, complex issues facing health care. Writing assignments are designed to encourage the student to analyze current health care issues, to develop opinions and ideas about the issues, and to communicate their opinions and ideas succinctly. To this end, the writing assignments will be short, editorial style papers that would be suitable for publication as an opinion piece in a major newspaper. MHA 6900 Healthcare Administration Internship (5) Supervised independent field experience to survey management problem, propose and implement solution within the context of a healthcare organization. Provides an opportunity to review, apply, and integrate major components of the MHA program. The student consults with a healthcare organization on a significant issue facing that organization and provides a formal management report. Ideally, students will do their internship in their area of additional exposure. Elective Courses: Health Care Systems HEDU 5100 Health Care in the United States (3) Organization and financing of U.S. health-care system; evolution of roles played by provider and consumer organizations in meeting community needs; changing health status of Americans; and proposals for improving health-care delivery system. HEDU 6790 Health Service Administration (3) Opportunity for students to develop selected managerial competencies practiced by entry-level administrators and provider/professional-managers in health services organizations. FPMD 6401 Health Policy and Managed Care (2) Organization and financing of health-care delivery systems including integrated delivery systems and managed care such as HMOs and PPOs. Formation of health policy by federal and state government and its impact on private health care systems. Research and Quantitative Skills One graduate level statistics course - many possible courses, for example: 18 MGMT 6040 Data Analysis and Decision Making (3) Prerequisite: Master's status in the School of Business, MATH 1090, MGT 2490. This course will develop decision making abilities with data-analysis and decision models. Applications will be in the business functional areas. Students will use computers to solve business problems. Course topics will include advanced statistical analysis, regression models, linear programming, decision analysis, and project management. HEDU 6100 Program Evaluation (3) Prerequisite: H EDU 6550. Recommended Prerequisite: H EDU 6080. Developing process and outcome evaluation models and plans, selecting measures and evaluation designs, implementing data collection, reduction, and analysis, and evaluating barriers and success in implementation. Actual development and implementation of a program evaluation with a community agency. NURS 6003 Program Planning and Development (3) Prerequisite: Graduate standing or Instructor's consent. Focuses on assessment, planning, program/project development, and evaluation appropriate for groups, communities, and organizations. Strategic planning, decision making, and marketing analysis and strategies incorporated. Required for community health nursing majors. Law and Ethics: FPMD 6603 Law and Medicine I (2) The legal aspects of the physician/patient relationship, including the substantive and procedural elements of medical malpractice litigation. FPMD 6604 Law and Medicine II (2) The business and ethical aspects of health care. MGMT 6310 Business Law (1.5 to 3) Basic principles of business law for graduate students. LAW 7360 Health Law (3) Surveys the central legal issues involved in the delivery of health care today. Efforts will be made to integrate traditional legal materials drawn from economics, public policy, health administration, and bioethics. Topics coverage will include the provider-patient relationship, informed consent, quality of care, malpractice, health-care organizations, licensing and self-care, withholding and withdrawing care, procreation and abortion, and research with human subjects. Students may wish to (but are not required to) also participate in the Health Law Clinic. See Clinical Program Descriptions for more information regarding Health Law Clinic. POLS 6230 Administrative Law (3) Recommended Prerequisite: POLS 1100. Delegation of power, judicial review, tort liability, investigating, rule making, adjudication, hearings, informal procedure, bias, evidence, constitutional rights of public employees, disclosing information, regulatory reform. Major tort law changes, dysfunctional fear of litigation, liability of governments and individuals under the Constitution. Federal Civil Rights Act of 1871, Federal Tort Claims Act and state law, immunity categories, Utah law and policy issues. Risk management, preventing liability, insurance aspects, and reform controversies. PADMN 6870 Seminar: Public Administration and Ethics (3) Prerequisite: POLS 6220 and 6230 and 6290 and 6300 and 6330 and 6360 and 6380 or instructor's consent. Integration of courses and administrative experience; application of ethical theories to public administration practice; required major research paper on ethical issues in government. 19 MGMT 6540 Ethics of Management (1.5 to 3) The purpose of this course is to help students understand the ethical problems that confront managers and to approach their role as managers with a sense of purpose and vision. The course explores students' own ethical orientations, the values of practicing managers, and alternative approaches to ethical problems. Representative topics include making choices about influencing and obeying the law, profits versus other values, the relationship between the interests of individuals and groups, how corporate policies affect the ethical choices of individuals, and criteria for making ethical judgments. PHIL 6500 Contemporary Ethical Theory (3) Prerequisite: Graduate standing required. Justification of moral beliefs, or critical consideration of particular moral theories or concepts. PHIL 6520 Advanced Bioethics (3) Prerequisite: Graduate standing required. Advanced topics in bioethics. Additional ExposureTracks: Technology Venture Development: MGMT 6710 Strategy & Technology (1.5 to 3) An introduction to the management of technology as a business activity. The focus is on the processes by which technological enterprises evolve, and on the technological innovation process in established technology-based firms. Special emphasis is placed on intellectual property issues and the management of knowledge. Heavy emphasis is placed on classroom analysis of published case studies of technological enterprises, together with readings which outline basic concepts applicable to the subject. MGMT 6810 Entrepreneurship and Emerging Business (1.5 to 3) This course introduces the concept of the entrepreneur and of the role of the entrepreneur and innovator in the modern economy. It introduces the processes involved in identifying and defining opportunities in emerging industries and of developing and refining the business concept. At the end of this course, the student should understand the potential of Entrepreneurship as a career option and should have completed the preliminary analysis for an entrepreneurial business idea. The course will involve extensive exposure to entrepreneurs and entrepreneurial ventures and will require a formal business concept paper. Students are encouraged to develop new venture teams with both classmates and outside business partners. MGMT 6840 Managing the Venture Process (1.5 to 3) Cross listed as FINAN 6881. Prerequisite: FINAN 6300. Meets with MGT 5840. This capstone course provides students with hands-on experience in managing the process of evaluating and funding a start-up company with venture capital funds. Working in teams, the class will place funds from the David Eccles School of Business Student Venture Fund and work with the managers of funded companies and with the board of the Fund. The class will be structured as a year-long venture capital management project supported by a series of seminars taught by regular faculty, venture capitalists, and new venture service providers from the community. Topics will include identification of new ventures, due diligence procedures, firm valuation methods, the role of the venture capitalist as a board member, selecting and structuring management teams, setting up compensation and reward structures, and other relevant topics to be determined by the instructional team. MGMT 6860 Lassonde Venture (1.5 to 3) Meets with MGT 5860. This course provides students an unparalleled opportunity to apply knowledge and expertise to the commercial development of University technologies. Lectures and topics include venture capital 20 and new venture finance, market research and due diligence, intellectual property and patent protection, technology transfer issues, as well as guest lectures from prominent business leaders and local entrepreneurs. MBA 6500 Business Analytics Practicum: Tech Ventures (3) Meets with BUS 5500. This is a project-based course in which students will assist the U's Office of Technology Venture Development (Tech Ventures). This office, which was founded in 2005, is headed by Eccles School Dean Jack Brittain. Its aim is to help the university capture value from the innovations developed by researchers throughout the U. The course will match student groups with projects suggested by the Tech Ventures office. Student groups will analyze markets, industries or firms, and report their finding to representatives from Tech Ventures. Clinical Informatics MDINF 6000 Introduction to Medical Informatics (6) Provides an overview of the basic concepts of medical informatics. The course includes systems development, databases, data representation, data acquisition and presentation, man-machine interfaces, communication and networking, statistics, experimental design, decision support, knowledge engineering, genetic epidemiology, introduction to health information systems, quality improvement, signal processing, physiologic models, and medical imaging. MDINF 6600 Introduction to Bioinformatics (3) Introduction to Bioinformatics is taught in the Spring Semester. It is an introductory course to Bioinformatics covering computational biology, DNA sequence analysis, genomics, proteomics, molecular databases, and phyologenies. MDINF 6700 Public Health Informatics (3) Prerequisite: MDINF 6000. The Public Health Informatics introductory course will provide background material for those interested in applying Medical Informatics techniques to the field of Public Health. The new (2002) 34 chapter textbook "Public Health Informatics and Information Systems" will be the basis of the course. The State of Utah and many of its health authorities have already been broadly involved in establishing databases of hospital discharge summaries, immunization records, tracking adverse drug events and Bioterrorism surveillance. Thus, there is a need and an opportunity to better apply Medical Informatics techniques to this field. In cooperation with the Utah Department of Health, this course will be offered to give students an opportunity to learn about and discover the real needs of Public Health Informatics. IS 6010 Information Systems (1.5) Deals with the application of current information-related technology in management. This includes the role of information technology in gaining a competitive advantage, as well as in planning, control, and decision making. Management's responsibilities and activities in making investments in technology is also discussed. IS 6410 Process Analysis and IS Project Management (3) This course introduces you to the field of information systems analysis, analysis tools, and the procedures for managing information systems analysis projects. Topics covered include the role of the systems analyst in organization; concepts, philosophies, and trends in systems analysis and design; and tools and techniques for such analysis activities. IS 6481 Data Warehousing (1.5) This course introduces database technologies for building scalable data warehouse systems and technologies for 21 user-oriented, interactive data analysis. Data warehouse systems differ from on-line transaction processing systems in time span and access mode of the data, and in query types and purposes. NURS 6800 Introduction to Nursing Informatics (2) Prerequisite: Instructor's consent. Introductory course to clinical/nursing informatics focusing on the theoretical basis of clinical informatics with an emphasis on management and processing of clinical data, information, and knowledge. Clinical vocabulary and language systems are addressed. Global Administration: ECON 6520 Multinational Firms: International Trade & Investment I (3) Prerequisites: ECON 4010 and 4020. Meets with 5520. A two part course, in sequence. Part I is a microeconomics focus, emphasizing firm and industrial organization, imperfect competition theory and empirical evidence; Part II is a macroeconomics focus, emphasizing national development interactions with the MNE and international trade and empirical evidence. FINAN 6550 International Finance (3) Prerequisite: FINAN 6020 or equivalent. Financial management of the multinational firm or firm with international affiliates, suppliers, or markets. Subjects parallel those of standard financial management with added dimensions of exchange rate phenomena, risks and hedging, payment mechanisms, instruments, and institutions for international business. FPMD 6502 International Public Health Issues (3) Current issues in international health relevant to public health and primary care providers. Problems in economics, technology transfer, child survival, primary health care, maternal health, and ethics are presented in an international context. MGMT 6590 Managing the Global Workforce (3) This course focuses on human resource issues facing managers whose activities require them to operate in an international environment in the United States or abroad. This course is intended for students considering careers in multinational organizations and students whose current or future work assignments include responsibilities for employees in other countries. In today's global marketplace, the success of an organization depends on how well it manages individuals and groups in its home country, in host countries where its subsidiaries are located and in third countries where it may hire some of its employees. Managing such a global workforce requires a sound understanding of human resource management issues and practices of multinational corporations such as international recruitment and selection, training and development, performance management, and compensation. In this course we will cover these topics. In addition we will explore the impact of cultural differences on management practices in countries other than the US. The course uses a variety of learning approaches including case analyses, lectures, class discussions, videos, experiential exercises, and a group project. MGMT 6791 Global Strategic Management (1.5 to 3) Focuses on unique aspects of strategic management in the global environment. Such issues as worldwide competition, global technology, political risk, global financial strategies, and multinational organizations are addressed. The course is primarily a case-analysis course with limited lectures. Students can expect written case analyses, group projects, and a major paper. POLS 6630 Foundations of International Organization (3) Recommended Prerequisite: POLS 2100 or 3800. Meets with POL 5630. Graduate students should register for POLS 6630 and will be held to higher standards and/or additional work. Concentrates on the history and functions of public (IGO) and private (NGO) international 22 organizations. Special efforts will be devoted to examining the changing roles of both IGOs and NGOs with relations to both member and non-member states. POLS 6800 Theories of International Relations (3) Recommended Prerequisite: POLS 2100 or 3800. Graduate students will be held to higher standards and/or additional work. Analysis of theories of international relations, such as Realism, Liberalism, Constructivism; using major works and current theoretical research. Recommended introduction to upper-division students. SOC 6436 Global Social Structure (3) Meets with SOC 5436. Structure of the global system historically and in modern times. Relationships between world structure and national institutions and processes. 23 Appendix B: Sample Program MHA degree only 4 semesters + internship Year 1 Fall Semester ACCTG 6000 Financial Accounting (3) MGMT 6040 Data Analysis I (First half) (3) FINAN 6020 Financial Management (Second half) (3) MGMT 6051 Managing and Leading in Organs (3) ECON 6190 Health Economics (3) Year 1 Spring Semester ACCTG 6001 Managerial Accounting (first half) (1.5) MGMT 6040 Data Analysis II (second half) (continued) FINAN 6020 Financial Management (first half) (continued) POLS 6321 Health Policy (3) MGMT 6060 Production and Operations Mgmt (3) Year 2 Fall Semester FPMD 6600 Social Context of Med & Pub Health (3) MGMT 6310 Business Law (3) MGMT 6810 Entrepreneurship and Emerging Bus (3) Year 2 Spring Semester MGMT 6540 Ethics of Management (last half) (1.5) MKTG 6550 Marketing for Health Professionals (3) FPMD 6401 Health Policy & Managed Care (2) MHA 6800 Current Issues in Healthcare Administration (3) Year 2 Summer Semester MHA 6900 Healthcare Administration Internship (5) Sample Program MHA degree only 3 semesters + internship Year 1 Fall Semester ACCTG 6000 Financial Accounting (3) MGMT 6040 Data Analysis I (First half) (3.0) FINAN 6020 Financial Management (Second half) (3) ECON 6190 Health Economics (3) MGMT 6051 Organizational Behavior (3) FPMD 6600 Social Context of Med & Pub Health (3) Year 1 Spring Semester ACCTG 6001 Managerial Accounting (first half) (1.5) MGMT 6040 Data Analysis II (second half) (continued) FINAN 6020 Financial Management (first half) (continued) POLS 6321 Health Policy (3) HEDU 6100 Program Evaluation (3) MGMT 6670 Services Operations (3) MGMT 6710 Strategy and Technology (3) Year 2 Fall Semester MHA 6900 Healthcare Administration Internship (5) Year 2 Spring Semester FPMD 6401 Health Policy and Managed Care (2) FPMD 6603 Law & Medicine (2) MGMT 6540 Ethics of Management (last half) (1.5) MKTG 6550 Marketing for Health Professionals (3) MHA 6800 Current Issues in Healthcare Administration (3) 24 Appendix C: Faculty Partial List of Faculty Currently Teaching Health Administration Emphasis Courses Faculty Member Department Rank Degrees School Sandra J. Parkes Academic Outreach & Continuing Education; Political Science Associate Dean and Adjunct Associate Professor D.P.A Arizona State University Robert D. Allen Accounting & Information Systems Associate Professor Ph.D. MAcc Michigan State University Brigham Young University Jerry Carvalho Accounting & Information Systems Lecturer MBA University of Utah Jeff Doyle Accounting & Information Systems Assistant Professor Ph.D. University of Michigan Paul Hu Accounting & Information Systems Associate Professor Ph.D. MIS University of Arizona Taylor Randall Accounting & Information Systems Associate Profressor Ph.D. MBA University of Pennsylvania Olivia Sheng Accounting & Information Systems Presidential Professor Ph.D. University of Rochester Polly Wiessner Anthropology Professor Ph.D. University of Michigan, Ann Arbor Korkut Erturk Economics Assistant Professor Ph.D. New School for Social Research Qayyim Said Pharmacology Research Center Assistant Professor Ph.D. MA University of Utah University of Essex Gabriel A. Lozada Economics Associate Professor Ph.D. Stanford University Norman J. Waitzman Economics Associate Professor Ph.D. American University Michael K. Gardner Educational Psychology Professor Ph.D. MS Yale University Lillian Tom-Orme Family & Preventive Medicine Assistant Professor Ph.D. MSPH University of Utah Fred Gottlieb Family & Preventive Medicine Associate Professor MD University of Utah Ann E. LaPolla Family & Preventive Medicine Lecturer M.P.H. University of Utah Dean A. Byrd Family & Preventive Medicine Adjunct Professor Ph.D., M.B.A., M.P.H. Brigham Young University Douglas J. Hammer Family & Preventive Medicine Associate Professor M.P.H., J.D. University of Utah George L. White, Jr. Family & Preventive Medicine Professor Ph.D. MSPH University of Utah J. Lynn Lyon Family & Preventive Medicine Professor M.P.H., M.D. University of Utah Harvard University Steve Alder Family & Preventive Medicine Assistant Professor Ph.D. MA University of Utah Karl Linz Finance Associate Professor Ph.D. MBA University of North Carolina University of California, Los Angeles Scott Shafer Finance Associate Professor Ph.D. Stanford University Jeffrey B. Flinders Health Promotion & Education Lecturer M.B.A., M.P.H. San Diego State University Leslie Francis Law/Philosophy Professor Ph.D., J.D. University of Michigan University of Utah Abe Bakhsheshy Management Lecturer Ph.D. University of Utah Kristina Diekmann Management Associate Professor Ph.D. Northwestern University Mark Grosser Management Adjunct Instructor M.B.A. Brigham Young University Blaine Hoefling Management Lecturer JD University of Utah Karen Fladmoe- Lindquist Management Associate Professor Ph.D. University of Minnesota Gerardo Okhuysen Management Associate Professor Ph.D. Stanford University William Schulze Management Associate Professor Ph.D. MBA University of Colorado, Boulder 25 Harris Sondak Management Associate Professor Ph.D. Northwestern University Markus Vodosek Management Assistant Professor Ph.D. MBA University of Michigan Portland State University Don G. Wardell Management Associate Professor Ph.D. Purdue University Debra Scammon Marketing Professor Ph.D. MS University of California-Los Angeles Joyce Mitchell Medical Informatics Professor Ph.D. University of Wisconsin Scott Williams Medical Informatics Adjunct Assistant Professor MD, MPH University of Utah Richard J. Sperry Medicine Professor M.D., Ph.D. University of Utah Rosemary B. Field Nursing Assistant Professor M.S. University of Utah Marilyn L. Stewart Nursing Associate Professor M.B.A. University of California at Irvine Jackie A. Smith Nursing Clinical Assistant Professor Ph.D. University of Utah Cindy Squire Nursing Clinical Instructor M.S. University of Utah Carole Gassert Nursing Associate Professor Ph.D., RN University of Texas, Austin Margaret Battin Philosophy Professor Ph.D. MFA University of California at Irvine Gary Nakao Political Science Adjunct Associate Professor Ph.D. University of Utah Michael Zuhl Political Science Adjunct Associate Professor M.P.A University of Utah Daniel Levin Political Science Associate Professor Ph.D., MA University of Wisconsin-Madison University of North Carolina Howard Lehman Political Science Associate Professor Ph.D. University of Minnesota Robert Huefner Political Science Professor D.B.A Harvard University Steve Alder Public Health Assistant Professor Ph.D. University of Utah Wen Kuo Sociology Professor Ph.D., MA Johns Hopkins University State University of New York 26 Appendix D: Joint Programs of Study Example Programs of Study for Students in Joint Program Options Course No. Course Name MBA Credits MPA Credits MPH Credits MHA Credits MBA Acctg 6000 Financial Accounting 3 3 Acctg 6001 Managerial Accounting 1.5 1.5 Finan 6020 Financial Management 3 3 Finan 6025 Managerial Economics 1.5 IS 6010 Information Systems 1.5 1.5 MBA 6000 Career Strategies 0.5 MBA 6800 Field Study 3 MBA 6810 Field Study 1.5 MGT 6040 Data Analysis & Decision Making 3 3 MGT 6050 Foundations of Teamwork 1.5 MGT 6051 Managing/Leading in Organizations 3 MGT 6052 Business Communications 1.5 MGT 6060 Production/Operations Mgmt 3 MGT 6070 Business Strategy 3 MKTG 6090 Marketing Management 3 Electives Unique to MBA 16.0 Electives 12 MHA credits may be counted toward MBA 12 Total Credit Hours 62.5 Appendix D: Joint Programs of Study (continued) Course No. Course Name MBA Credits MPA Credits MPH Credits MHA Credits MPA PADMN 6220 Constitutional Law 3 PADMN 6230 Administrative Law 3 3 PADMN 6289 Research Design for Public Admin 3 PADMN 6300 Administrative Theory 3 PADMN 6330 Practice of Public Management 3 PADMN 6360 Public Human Resource Mgmt 3 PADMN 6380 Public Budgeting & Finance 3 3 PADMN 6870 Public Admin and Ethics 3 3 PADMN 6890 Capstone in Public Admin 3 Concentration From approved list 3 3 12 MHA credits may be counted toward MPA 12 Total Credit Hours 42 MPH FPMD 6100 Introduction to Biostatistics 3 3 FPMD 6300 Introduction to Epidemiology 3 FPMD 6401 Health Policy & Managed Care Systems 2 2 FPMD 6500 Introduction to Public Health 3 FPDM 6600 Social Context of Medicine and Public Health 3 3 FPMD 6700 Environmental Health Problems 3 FPMD 6960 Public Health Practicum 6 FPMD 6400 Health Care Administration: Occupational and Environmental Health and Safety 3 FPMD 6404 Health Services Administration 3 FPMD electives Approved Elective Courses - MHA credits may be counted toward MPH 8 4 Total Credit Hours 34 27 Appendix E: Commission on Accreditation of Healthcare Management Education (CAHME) Curriculum Content Requirements Mapped to MHA Courses The required curriculum must include a body of knowledge, understanding, skills and values relevant to health administration core competencies. These are outlined below: III.B.1. Structuring, marketing, positioning, and governing health organizations to achieve optimum performance. HEDU 6790 Health Services Administration HEDU 6100 Program Evaluation MKTG 6550 Marketing for Health Professionals NURS 6003 Program Planning and Development MHA 6800 Current Issues in Healthcare Administration III.B.2. Financial management of health organizations. ACCTG 6000 Financial Accounting ACCTG 6001 Managerial Accounting FINAN 6020 Financial Management III.B.3. Leadership, interpersonal relations, conflict and change management, and written and oral communications skills. MGMT 5680 Human Behavior in Organizations MGMT 6051 Managing and Leading in Organizations HEDU 6790 Health Services Administration III.B.4. Managing human resources and health professionals in diverse organizational environments (e.g., hospitals, clinics, home health agencies, insurers, pharmaceutical firms). HEDU 6790 Health Services Administration III.B.5. Managing information including the collection, the statistical and non-statistical analysis, and summarizing management and health data for decision-making. Various Graduate level statistics course (e.g., MGMT 6040 Data Analysis & Decision Making) NURS 6003 Program Planning & Development HEDU 6100 Program Evaluation III.B.6. Economic analysis to support decision-making. MGMT 6040 Data Analysis & Decision Making Other relevant statistics courses from ECON, POLS ECON 6190 Health Economics III.B.7. Legal and ethical analysis applied to business and clinical decision-making. POLS 6230 Administrative Law FPMD 6603 Law & Medicine I FPMD 6604 Law & Medicine II LAW 7360 Health Law MGMT 6310 Business Law PADMN 6870 Public Administration and Ethics MGMT 6540 Ethics of Management PHIL 6500 Contemporary Ethical Theory PHIL 6520 Advanced Bioethics III.B.8. Government health policy formulation, implementation, and evaluation. ECON 6190 Health Economics FPMD 6600 Social Context of Medicine and Public Health POLS 6321 Health Policy FPMD 6410 Health Policy and Managed Care MHA 6800 Current Issues in Healthcare Administration III.B.9. Assessment and understanding of the health status of populations, determinants of health and illness, and health risks and behaviors in diverse populations. HEDU 5100 Health Care in the United States FPMD 6600 Social Context of Medicine and Public Health Exposure in Clinical Informatics III.B.10. The management of change in health care organizations in diverse communities drawing broadly on the social and behavioral sciences. MGMT 6590 Managing the Global Workforce POLS 6630 Foundations of International Organizations FPMD 6600 Social Context of Medicine and Public Health Exposure in Healthcare Administration in a Global Context III.B.11. Quality assessment of both business practices and health care delivery focusing on outcomes measurements, process/outcome relationships, and methods for process improvement. MGMT Production and Operations Management MGMT Services Operations MGMT Quality Improvement IS 6410 Process Analysis and IS Project Management NURS 6003 Program Planning & Development HEDU 6100 Program Evaluation 29 III.C.1. The program will ensure that students apply critical thinking and problem solving skills as well as management knowledge and skills in appropriate situations. Various Graduate level statistics courses (e.g., MGMT 6040 Data Analysis & Decision Making) MHA 6800 Current Issues in Healthcare Administration MHA 6900 Internship in Healthcare Administration Exposure in Technology Venture Development III.C.2. The curriculum will include integrative experiences that demonstrate students' ability to draw upon and apply material covered throughout the program of study and to demonstrate skills in continuous learning through information access, synthesis and use in critical thinking. MHA 6800 Current Issues in Healthcare Administration MHA6900 Healthcare Administration Internship 30 Appendix F: CAHME Accredited Healthcare Administration Programs CAHME ACCREDITED Health Care Administration Programs University MHA Degrees Joint Degrees Other Degrees Ordered by US News & World Report, 2003 Ranking 1 - University of Michigan MHSA/MBA MHSA, MPH (OJ/OC) 2 - University of North Carolina at Chapel Hill MHA MSPH 3 - University of Pennsylvania MBA 4 - Northwestern University MM 5 - University of Minnesota MHA MHSA 6 - University of Washington-Seattle MHA 7 - Virginia Commonwealth University MHA MSHA 8 - University of California - Berkeley MPH 9 - University of California - Berkeley MBA/MPH 10 - University of Alabama at Birmingham MSHA/MBA MSHA 11 - Johns Hopkins University MHS 12 - University of California - Los Angeles MBA/MPH MPH 13 - University of Iowa MHA 14 - Duke University MBA 15- Ohio State University MHA 16 - Boston University MBA/HCM 17 - New York University MPA 18 - University of Missouri-Columbia MHA 19 - Washington University - St. Louis MHA 20 - Arizona State University MHSA 21 - Pennsylvania State University MHA 22 - Saint Louis University MHA MHA/MBA, MHA/JD 23 - Trinity University MS 24 - U.S. Army-Baylor University MHA MSBA 25 - University of Colorado at Denver MSHA/MBA MSHA 26 - University of Pittsburgh MHA 27- George Washington University MHSA 28 - Georgia State University MHA MBA/MHA MSHA Accredited Programs not ranked by US News & World Reports University of Arkansas for Medical Sciences MSHA Armstrong Atlantic State University Baruch College/CUNY MBA/HCA California State University, Long Beach MS/HCA University of Central Florida MSHA-HSA Cleveland State University MBA/HCA University of Colorado at Denver/Network for Healthcare Management MSHA 31 Cornell University MHA Delhousie University MSHA University of Florida MHA Governors State University MHA University of Houston, Clear Lake MHA MHA/MBA Indiana University MHA University of Kansas Medical Center MSHA University of Kentucky MHA Kings College MSHA Marymount University MSHCM Medical University of South Carolina MHA University of Memphis MHA University of Miami EMBA-HA Universite de Montreal MSc University of North Florida MHA University of Oklahoma MHA University of Puerto Rico MSHA Rush University MS-HSM San Diego State University MPH University of Scranton MHA Simmons College MHA University of South Carolina MHA University of Southern California MHA University of Southern Maine MS HPM University of St. Thomas MBA Temple University MBA Texas State University, San Marcos MHA Texas Tech University MBA (HOM) Texas Woman's University, Houston MS University of Toronto MHSc Tulane University MHA MBA/MHA; JD/MHA Union College MBA-HSA Washington State University Spokane MHPA Winder University MHA/MBA Xavier University MSHA Yale University MPH 32 October 18, 2006 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Utah State University B Master of Science Degree in Computer Engineering, Effective Spring Semester 2007 B Action Item Issue Officials at Utah State University (USU) request approval to offer the Master of Science degree in Computer Engineering, effective Spring Semester 2007. The USU Board of Trustees approved this proposed program on May 26, 2006. The Program Review Committee approved the Letter of Intent on August 3, 2006 and directed the institution to move forward with a full proposal. Background In 1997, recognizing the trends in Computer Engineering, the Department of Electrical Engineering at USU added a bachelor's degree in Computer Engineering and changed its name to the Department of Electrical and Computer Engineering. Since the program was approved, the program has grown to where one-third of BS graduates in the department are in Computer Engineering. Graduates in Computer Engineering wanting to continue for graduate work have been required to go to other institutions (often out-of-state) because the graduate curriculum and research opportunities were not available at USU. Creating a masters program in Computer Engineering will allow graduates to pursue advanced degrees at USU and provide graduate students for research projects developed by faculty. The original Computer Engineering faculty members were mostly senior faculty with few research projects. With the help of the Governor's Engineering Initiative, the Computer Engineering program has grown within the department. Three of original faculty members have retired. The retired faculty members have been replaced with three new Assistant Professors. The department has also added a USTAR Professor in Computer Engineering, with a fifth position in the search phase. With this increase in faculty positions comes an increase in research in Computer Engineering. Policy Issues USHE institutions have reviewed the proposal and have expressed no objections to the approval of the proposed degree. However, a question was raised concerning the projections about the growth of the graduate program due to the approval of the new degree. Many universities have computer engineering undergraduate degrees but only offer EE and CS graduate degrees. Students with undergrad computer engineering degrees usually go into one or the other of EE and CS for MS and Ph.D. degrees. Most of the students who go into the new MS in Computer Engineering degree may be ones who would have otherwise been in their MSEE or MSCS programs. Therefore, the new MS in Computer Engineering may not draw as many students as they project. USU is confident that the student demand is sufficient to support the new program as well as the existing programs. Commissioner's Recommendation The Commissioner recommends that the Regents approve the Request to Offer a Master of Science Degree in Computer Engineering at Utah State University, effective Spring, 2007. Richard E. Kendell, Commissioner REK/GW Attachment 2 Academic, Applied Technology and Student Success Committee Action Item Request to Offer a Master of Science Degree in Computer Engineering Effective Spring 2007. Utah State University Prepared for Richard E. Kendell By Gary Wixom October 18, 2006 SECTION I: The Request Utah State University requests approval to offer the Master of Science degree in Computer Engineering effective Spring Semester 2007. The USU Board of Trustees approved this program on May 26, 2006. The Program Review Committee of the Board of Regents authorized this proposal on August 3, 2006. If approved, the new degree programs will be effective Spring Semester 2007. SECTION II: Program Description The proposed MS program will require at least 30 credit hours beyond the bachelor's degree. The MS Degree will have two options, namely, research-based and design-based. MS Degree (plan A) Requirements: The MS (plan A) degree is based on current research and a formal thesis. It is designed to prepare graduates for entering a PhD program or performing research in industry or government labs. It consists of core courses (5000-, 6000-, and 7000-level) in Computer Engineering, technical electives, and a research project. The following is required: 1. At least 12 credits are required (two sequences) of core Computer Engineering courses. 2. At least six credits are required (one sequence) of technical electives in CE, EE, or CS. 3. At least six credits of Thesis Research (ECE 6970). 4. At least five credits are required of electives (6000- or 7000-level) in CE, EE, CS, or other related technical areas. 5. At least one credit is required of Computer Engineering Colloquium (ECE 6810). Note: Only three 5000-level courses will count toward the degree. MS Degree (plan B) Requirements: The MS (plan B) degree is based on engineering design and a formal design project report. It is designed to prepare graduates for employment requiring advanced design in industry. It consists of core courses (5000-, 6000-, and 7000-level) in Computer Engineering, technical electives, and a design project. 1. At least 12 credits is required (two sequences) of core Computer Engineering courses. 2. At least six credits is required (one sequence) of technical electives in CE, EE, or CS. 3. At least three credits are required of Thesis Research (ECE 6970). 4. At least three credits are required of Design Project (ECE 6950). 5. At least five credits are required of electives (6000- or 7000-level) in CE, EE, CS, or other related technical areas. 6. At least one credit is required of Computer Engineering Colloquium (ECE 6810). Note: Only three 5000-level courses will count toward the degree. Purpose of Degree The new degree program will provide undergraduate students in Computer Engineering programs an opportunity to continue their studies at the graduate level. It is expected that students completing this degree program will be employed by industry and research organizations requiring a master's degree for advanced design and technical managerial positions. Graduates from this program are also expected to be 2 potential applicants to doctoral programs. Institutional Readiness The new degree program will be administered by the Department of Electrical and Computer Engineering, which has in place the administrative structure necessary to manage the program. A committee oversees the graduate programs and a full-time secretary assigned to the graduate program. Faculty Three additional faculty (in addition to the five required for the BS program) are needed for the new master's program. With the Governor's Engineering Initiative, two of the three have been hired and the third is in the search process. The University is currently searching for a computer engineering faculty member in the area of VLSI design, computer architecture or embedded systems. The advertisement is already on the department Website and will appear in the November issue of the IEEE Spectrum. The starting date will be August 2007. All eight faculty members will be full-time, one of whom will be non-tenure track. In addition, two Emeritus Professors are teaching half time. (See Appendix C for a list of faculty.) All of the current computer engineering faculty members will support the B.S. program in computer engineering and will support the students and programs including the computer engineering emphasis area in the current MS and PhD programs in Electrical Engineering. With recent hires and the impending new hire, USU has a very strong faculty in computer engineering. Many of the faculty are Principal Investigator (PI) or Co-PI on external research grants/contracts. A summary is given below. • Paul Israelson: PI/Co-PI on over $500K of external funding • Scott Budge: PI/Co-PI on over $500K of external funding • Aravind Dasu: PI on over $300K of external funding • Krishna Shenai: PI on over $750K of USTAR funding The computer engineering faculty is composed of effective teachers and successful researchers. It is the strongest computer engineering faculty that USU has ever had. The ECE department has strong graduate programs in electrical engineering with over 100 full time graduate students. The addition of the MS program is Computer Engineering will further enhance the strength of the department. As the only MS program in Computer Engineering in the State of Utah, USU will serve to fill a void in the state. With this program, USU hopes to educate future computer engineers to serve the state and nation. Staff Additional staff will not be required. The current resources within the Department of Electrical and Computer Engineering will be able to accommodate the new programs. 3 Library and Information Resources The major library resource needed for the new program is the IEEE Xplore database, which has recently been acquired by the library. The acquisition gives USU access to all IEEE journals, magazines, and conference proceedings. Admission Requirements Applicants with a bachelor's degree in Electrical Engineering, Computer Engineering, or Computer Science from an ABET-accredited program and a 3.1 GPA or better can generally be admitted without restriction. Additional coursework in computer engineering fundamentals may be required in individual cases. Students must take the general GRE exam; however, the subject GRE is not required. All graduate students are expected to have a working knowledge of a computer language (preferably C or C++). Student Advisement The mechanics of admission to the programs and fulfilling program requirements are handled by the department's full-time graduate secretary. As students are admitted into the program, they are assigned a temporary faculty advisor who guides them on which courses to take the first semester. During the first semester, students select a graduate committee and a major professor who advise them throughout the rest of their program. Justification for Number of Credits The number of credits required for this program (30) is the same as the currently offered Master of Science in Electrical Engineering and complies with Regent's guidelines. External Review and Accreditation As with the current MS program, there will be no accreditation sought for the proposed program. Projected Enrollment Approximately one-third of Electrical Engineering graduating BS students remain at USU for their master's degree. If this were to hold true for CE students, the following is the expected enrollment. Note that the faculty members (except for one) are already in place, so the student/faculty ratio increases. Enrollment Student/Faculty 2006 10 1.43 2007 15 1.88 2008 20 2.5 2009 25 3.13 2010 30 3.75 4 Expansion of Existing Program Year 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 Students in Communication pre-major 33 125 211 223 226 SECTION III: Need Program Need In 1997, recognizing the trends in Computer Engineering, the Department of Electrical Engineering at USU added a bachelor's degree in Computer Engineering and changed its name to the Department of Electrical and Computer Engineering. The program has grown such that approximately one-third of BS graduates are in Computer Engineering. The five original Computer Engineering faculty members were mostly senior faculty with few research projects. Graduates in Computer Engineering wanting to continue for graduate work were required to go to other institutions (often out-of-state) because the graduate curriculum and research opportunities were not available at USU. With the help of the Governor's Engineering Initiative, the Computer Engineering program has grown within the department. Three of the five original faculty members have retired. They have been replaced with three new Assistant Professors. The department has also added a USTAR Professor in Computer Engineering, with a fifth position in the search phase. With this increase in faculty positions comes an increase in research in Computer Engineering. Creating a masters program in Computer Engineering will allow graduates to pursue advanced degrees at USU and provide graduate students for research projects being developed by the new faculty. Labor Market Demand A recent article in Money Magazine (money.cnn.com), entitled Best Jobs in America ranked 166 jobs. Software Engineering (another name for Computer Engineering) was listed as the top career in America. The data below lists the top ten jobs with job growth and average pay: Rank Career Job Growth Average Pay 1. Software engineer 46.07% $80,427 2. College professor 31.39% $81,491 3. Financial advisor 25.92% $122,462 4. Human resources manager 23.47% $73,731 5. Physician assistant 49.65% $75,117 6. Market research analyst 20.19% $82,317 7. Computer/IT analyst 36.10% $83,427 8. Real estate appraiser 22.78% $66,216 9. Pharmacist 24.57% $91,998 10. Psychologist 19.14% $66,359 This program will help meet the need for high-paying technical jobs in the State of Utah as stated in the governor's Engineering Initiative. It is expected that the demand for Computer Engineering graduates will continue to increase within the state as well as within the US. Although no major market demand change is 5 expected, the impact on the program from a change in demand will be minimal, since the faculty associated with this program will continue to participate in the BS Computer Engineering program and the graduate Electrical Engineering programs. Student Demand Undergraduate Computer Engineering students have become a significant fraction of the ECE Department. Students in this program have expressed a desire to continue in a graduate Computer Engineering program after graduation. The number of students in the BS Computer Engineering program has been strong at approximately 100, which represents about 1/3 of the total undergraduate student population in ECE. As improved recruitment and policy changes in the University take effect, the department expects to see an increase in demand for the CE Degree. Similar Programs The School of Computing and the Department of Electrical and Computer Engineering at the University of Utah jointly offer a Bachelor of Science degree in Computer Engineering. The program is administered by the Computer Engineering Committee, which consists of faculty members from both departments. The University of Utah offers graduate degrees in Electrical Engineering and Computer Science, but not in Computer Engineering. Within the state, but not part of USHE, the Department of Electrical and Computer Engineering at Brigham Young University offers BS degrees in Electrical Engineering and in Computer Engineering. Their MS and PhD degrees are in Electrical Engineering, but students can emphasize computer engineering. Collaboration with and Impact on Other USHE Institutions Richard Brown, Dean of the College of Engineering at the University of Utah has expressed support for the MS degree in Computer Engineering at USU. It should not conflict with their current program. In fact, there has been some discussion in having USU and UofU team together in providing extension opportunities for programs such as at Hill Air Force Base. Benefits The proposed program will allow students interested in Computer Engineering at the graduate level to continue their education at USU. Significantly, these graduate students will enhance the ability of new faculty in Computer Engineering to attract and perform research within their areas of specialization. The USHE will also benefit from this program because it will be the first graduate Computer Engineering program within the system, with the potential for attracting students to USU from outside the state, and retaining students from within the USHE who would otherwise seek educational opportunities in Computer Engineering elsewhere. 6 Consistency with Institutional Mission The mission of Utah State University is to be one of the nation's premier student-centered land grant and space-grant universities by fostering the principle that academics come first, by cultivating diversity of thought and culture, and by serving the public through learning, discovery, and engagement. The master's degree in Computer Engineering will support the University Mission Statement in the following ways: 1. The department becomes more student-centered by providing a program to meet the needs of the students. 2. The master's program will improve academics in Computer Engineering by fostering research in the forefront of the field. 3. The master's program will serve the public by application of the research produced. SECTION IV Program and Student Assessment The major goal for the program is to graduate MS students who have an interest in Computer Engineering and who are prepared to meet the needs of industry and academia for Computer Engineers by having learned modern skills and tools of Computer Engineering. Attainment of this goal will be measured by the placement rate of graduates within industrial, research laboratories, and PhD programs. Student Assessment The standard of performance that all students must obtain is a B- or better in all classes required for the degree. In addition, all students must satisfactorily pass a defense of their MS thesis or project. These standards are already expected for the existing MS degree program in Electrical Engineering. 7 SECTION V Budget The following budget will be needed for the three additional faculty members. 2006 2007 2008 2009 2010 Salaries and Wages: 204.0k 209.2k 214.4k 219.8k 225.3k Benefits: 88.8k 92.0k 95.4k 98.9k 102.5k Current Expense: 18.0k 19.5k 21.0k 22.5k 24.0k Library: 0k 0k 0k 0k 0k Equipment: 30.0k 30.0k 15.0k 15.0k 15.0k Travel: 6.0k 7.5k 9.0k 9.0k 9.0k TOTAL: 338.8k 358.2k 354.8k 365.2k 375.8k Funding Sources Funding for this program has already been allocated by the Governor's Engineering Initiative program. Funding is currently in place, so additional funding is not required. Reallocation No current reallocation of program funds is planned. Impact on Existing Budgets Other costs, such as secretarial help, will be absorbed as part of the current department budget. Research assistantships are covered from research grants. Teaching assistantships are covered from department lab fees. 8 Appendix A Program Curriculum New Courses to be Added in the Next Five Years: ECE 6440 Reconfigurable Computing 3 Topics in hardware and software for reconfigurable computing systems. Topics include: SRAM based FPGAs, Look up tables, pass transistor based switching/routing matrices, Mapping of Boolean expressions onto FPGAs, Synthesis tools/languages, map, place/route tools for FPGAs, and soft processors. Includes a class project and presentation. ECE 6450 Advanced Semi-conductor Devices 3 Examines the physics, behavioral modeling and design of integrated solid-state devices. Topics include carrier