Agenda, Meeting of the Utah State Board of Regents, August 3, 2001

Agenda, Meeting of the Utah State Board of Regents, Snow College, Ephraim, Utah. August 3, 2001

AGENDA MEETING OF THE UTAH STATE BOARD OF REGENTS August 3, 2001 Utah State Board of Regents Office of the Commissioner of Higher Education 355 West North Temple 3 Triad Center, Suite 550 Salt Lake City, Utah 84180-1205 AGENDA STATE BOARD OF REGENTS SNOW COLLEGE, EPHRAIM, UTAH NOYES BUILDING August 3, 2001 8:00 a.m. BOARD OF REGENTS EXECUTIVE SESSION Academy Room 9:00 a.m. - COMMITTEE OF THE WHOLE 10:00 a.m. Founders Hall 1. Introductions 2. Swearing-In of New Regents 3. Discussion of the new Utah College of Applied Technology 4. Demonstration of Internet Student Information/Advising System 10:00 a.m. - MEETINGS OF BOARD COMMITTEES 11:30 a.m. Academic and Applied Technology Education Committee Room 101 ACTION: 1. Utah State University - Bachelor of Arts and Bachelor of Science Degrees in Tab A Accounting Information Systems 2. Utah State University - Master of Family and Human Development (MFHD) Degree Tab B 3. Utah Valley State College - Bachelor of Science Degree in Multimedia Communication Tab C Technology INFORMATION CALENDAR: 4. Information Calendar, Academic and Applied Technology Education Committee Tab D A. Utah State University i. Name Change from Department of Business Information Systems and Education to Department of Business Information Systems ii. Change of Undergraduate Major from Business Education to Business Information Technology and Education iii. Deaf Education Emphasis Within the Family and Human Development B. Dixie State College - Internet and Visual Technology Emphasis within the Business Administration Major Page 2 C. USHE - Programs Under Consideration D. USHE - Discontinued Programs CONSENT CALENDAR: 5. Consent Calendar, Academic and Applied Technology Education Committee Tab E Utah State University - Restructuring the Master of Science Degree in Town and Regional Planning to a Master of Science Degree in Bioregional Planning Finance and Facilities Committee Room 140 ACTION: 1. Snow College - Campus Master Plans Tab F 2. USHE - Proposed Revisions to Policy R562, Reporting of Summer School Revenue and Expenses Tab G 3. USHE - Long-term Enrollment Projections Tab H INFORMATION: 4. Southern Utah University - Status Report on Utah Shakespearean Festival Centre Tab I for the Performing Arts 5. USHE - Information Technology Master Plan Update Tab J 6. USHE - 2001-2002 End-of-Year Enrollment Report Tab K 7. USHE - Intercollegiate Athletics Revenues and Expenses Tab L 8. Student Financial Aid - UHEAA Board of Directors Report Tab M CONSENT: 9. Consent Calendar, Finance and Facilities Committee Tab N A. OCHE - Monthly Investment Report B. UofU and USU - Capital Facilities Delegation Reports C. USHE - 2001-2002 Presidential Salaries D. USHE - 2001-2002 Initial Work Programs E. USHE - 2001-2002 Budget Implementation Reports F. USHE - 2001-2002 Appropriated Operating Budgets 11:30 a.m . - LUNCHEON MEETING - STATE BOARD OF REGENTS, SNOW COLLEGE 1:00 p.m. BOARD OF TRUSTEES, INTERIM PRESIDENT WHEELER AND COMMISSIONER FOXLEY Heritage Room • Open Meeting • Executive Session Page 3 PRESIDENTS Scandanavian Room CAPITAL FACILITIES TASK FORCE Academy Room CHIEF ACADEMIC OFFICERS Room 120 CHIEF STUDENT SERVICES OFFICERS Lorenzo & Erastus Snow Conference Room PUBLIC RELATIONS OFFICERS Centennial Room OTHERS Noyes Patio/Room 130 1:00 p.m. - COMMITTEE OF THE WHOLE AND REGULAR BOARD MEETING 3:00 p.m. Founders Hall 1. Report of the Chair 2. Report of the Commissioner 3. Reports of Board Committees Academic and ATE Committee - Tabs A - E Finance and Facilities Committee - Tabs F - N 4. General Consent Calendar Tab O * * * 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, at 355 West North Temple, 3 Triad Center, Suite 550, Salt Lake City, UT 84180, or at 801-321-7124, at least three working days prior to the meeting. TDD # 801-321-7130. Tab A, Page 1 of 15 MEMORANDUM July 25, 2001 TO: State Board of Regents FROM: Cecelia H. Foxley SUBJECT: Utah State University Request to Offer Bachelor of Science and Bachelor of Arts Degrees in Accounting Information Systems - Action Item Issue Officials at Utah State University (USU) request approval to offer Bachelor of Science and Bachelor of Arts Degree Programs in Accounting Information Systems, effective Fall 2001. This program was approved by the institutional Board of Trustees in June 2001. Background Utah State University offers a traditional Accounting Program. However, a rapidly changing technological environment in the business sector has required that USU review the qualifications that will be needed by graduates to be successful. Presently, many students who would have preferred to remain in the Accounting Program have opted for a Business Information Systems Degree because of the very high demand for graduates in Information Technology. Others who have remained in accounting have elected to complete minors or emphases in Information Systems. The purpose of the Accounting Information Systems option is to provide students with a balanced skill set drawn from two areas experiencing rapid growth and change, accounting and information technology. Electronic commerce, direct business-to-business communication, paperless work processes, enterprise systems, and many other technology-driven innovations have created new challenges and opportunities for accountants who also have expertise in information systems. Job possibilities for accounting graduates with information systems expertise are many. Students would be equipped to work in accounting, auditing, or information systems departments within accounting professional service firms or in companies with integrated sophisticated business systems that engage in transaction processing and decision support. In addition, the proposed program would prepare students to pursue careers in electronic commerce, information technology auditing, business systems consulting, information risk assessment, web assurance, and many other emerging areas. Tab A, Page 2 of 15 The curriculum for the proposed program already exists in the Business Information Systems and Education Department. Students who meet the language requirement might choose to pursue the Bachelor or Arts in Accounting Information Systems while others would choose the Bachelor of Science in Accounting Information Systems. One additional faculty member would be required in order to begin the proposed program. Policy Issues No policy issues were raised. Options Considered After the Regents have reviewed the proposal from Utah State University to offer Bachelor of Science and Bachelor of Arts Degrees in Accounting Information Systems, they may raise questions, request additional information, deny the request or approve it during the August meeting. Commissioner's Recommendation It is the recommendation of the Commissioner that the Regents approve Utah State University's request to offer Bachelor of Science and Bachelor of Arts Degrees in Accounting Information Systems, beginning Fall 2001, contingent upon receipt of funding for a new faculty member. Cecelia H. Foxey, Commissioner CHF/PCS Attachment Tab A, Page 3 of 15 ACADEMIC AND APPLIED TECHNOLOGY EDUCATION PROGRAM COMMITTEE Action Item Request to Offer Bachelor of Science and Bachelor of Arts Degrees in Accounting Information Systems Utah State University Prepared for Cecelia H. Foxley by Phyllis C. Safman July 25, 2001 Tab A, Page 4 of 15 SECTION I The Request Officials at Utah State University request approval to offer Bachelor of Science and Bachelor of Arts Degrees in Accounting Information Systems, effective Fall 2001. This program was approved by the institutional Board of Trustees in June 2001. SECTION II Program Description Complete Program Description. A Bachelor's Degree in Accounting Information Systems (AIS) prepares students for leadership roles in the emerging electronic commerce and enterprise systems environments. Students who select the proposed major would be equipped to work in accounting, auditing, or information systems departments within accounting professional service firms, software vendors, or in companies with integrated sophisticated business systems that engage in transaction processing and decision support. In addition, the proposed program would prepare students to pursue careers in electronic commerce, information technology auditing, business systems consulting, information risk assessment, web assurance, and many other emerging areas. The coursework in the proposed major is drawn primarily from the School of Accountancy (SOA) and Business Information Systems and Education (BIS) offerings. Required accounting courses emphasize accounting principles, systems and applications, and auditing and assurance services. Required information systems courses emphasize database management, programming, and e-commerce concepts and applications. (See Appendix A.) To earn the Bachelor of Science or Bachelor of Arts Degree in Accounting Information Systems, students must complete 121 credits, including the University Studies requirements (37 credits), the College of Business Pre-specialization Core (35.5 credits), plus Acct 3250, BA 3400, 3500, 3700, Econ 3400, MHR 3110, 4890, Acct 3110, 3120, 3310, 4500, 4510, 5600; BIS 3330, 3450, 4330, and 5700. (See Appendix B for Program Schedule.) Purpose of Degree. The purpose of the AIS Major is to provide students with a balanced skill set drawn from two areas experiencing rapid growth and change, accounting and information technology. Electronic commerce, direct business-to-business communication, paperless work processes, enterprise systems, and many other technology-driven innovations have created new challenges and opportunities for accountants who also have expertise in information systems. Many traditional accounting functions are now embodied in systems that require a different combination of technical and financial knowledge. The proposed program is designed to provide this combination of knowledge and skill sets to meet the new challenges and opportunities of the information technology world. Tab A, Page 5 of 15 Admission Requirements. Students seeking the Bachelor's Degree in Accounting Information Systems must be approved by the School of Accountancy, must achieve an overall grade point average of 2.5, and must have completed the College of Business Pre-specialization Core. Student Advisement. Students are provided with both pre-specialization advisement through the College of Business Student Services Center and departmental advisement through the School of Accountancy academic advisor. Justification for Number of Credits. The 121 semester hours required for the proposed program are within acceptable limits as determined in Regents' policy. External Review and Accreditation. During an SOA Advisory Board meeting in April 2000, the Accounting Information Systems Major was reviewed. The board encouraged moving forward with this major. Board members would coordinate with other experts in AIS to further refine the curriculum and course content on an ongoing basis. The SOA is accredited by the AACSB-The International Association for Management Education. The Accounting Information Systems Major would be reviewed during the next accreditation visit. Since no new courses will be added, and student/faculty ratios are not expected to significantly change, the AIS Major would not affect the SOA's AACSB accreditation status. The next scheduled accreditation review is 2007. Projected Enrollment. Total FTEs within the SOA are not expected to significantly change over the next five years with the addition of the proposed program. Nationally, the number of undergraduate accounting majors is declining. Consequently, USU officials anticipate a future decline in undergraduate Accounting Majors as these "would be" accounting students shift to more technology oriented majors consistent with career opportunities. The combined undergraduate Accounting Major and Accounting Information Systems Major are expected to yield about the same total student enrollment as exists currently. Therefore, no new faculty lines would be needed in the SOA. FTE enrollments, the mean student FTE, and faculty ratios are presented below for the past four years. These statistics are expected to remain approximately at the 1997-98 level over the next five years with the addition of the proposed program. The 1998- 99 numbers are assumed to have been heavily influenced by the change to the semester system. (Information from USU Bluebook, August 2000.) School of Accountancy Statistics Year 1995-96 1996-97 1997-98 1998-99 Student FTE enrollment 364 334 352 391 Mean student FTE 226 216 251 256 Student/Faculty ratio 21 21 26 33 Expansion of Existing Program. The proposed program is another alternative for Tab A, Page 6 of 15 traditional Accounting Majors. Offering the AIS Major is expected to enhance current student demand of the undergraduate programs in the SOA. (Information from USU Bluebook, August 2000.) Student Credit Hours (Quarter hours adjusted Head Count to semester from USU Academic Year Enrollment Bluebook 1995-1998) 1999-2000 418 10,169 1998-1999 391 8,747 1997-1998 352 12,935 X 2/3 = 8,623 1996-1997 334 11,331 X 2/3 = 7,554 1995-1996 364 11,347 X 2/3 = 7,567 Faculty. The proposed program would be taught by existing faculty. However, this proposal requests the addition of one new faculty position in the Business Information Systems Department. (See Appendix C.) Staff. The proposed program would not require additional staff or other support. The combined total of Accounting Information Systems majors and traditional Accounting Majors is not expected to change appreciably. However, additional operating support would be needed to support one additional faculty position. Library Resources. No additional resources would be required. SECTION III Need Program Necessity. Modern business environments require individuals who are able to use, design, and audit sophisticated systems, and to advise organizations about the benefits and risks associated with modern information technology. The widespread proliferation of electronic commerce and global enterprise systems integration has created a need to understand, facilitate, and develop control strategies for increasingly complex business processes. The accounting and auditing professions face mounting technological challenges in the area of business process integrity, privacy, and information systems security. The American Institute of Certified Public Accountants (AICPA) explains in its Vision Project's Core Competency Framework that: "Technology is pervasive in the accounting profession. Individuals entering the accounting profession must acquire the necessary skills to use technology tools effectively and efficiently. These technology tools can be used both to develop and apply other functional competencies. Tab A, Page 7 of 15 Elements include: • Accesses appropriate electronic databases to obtain decision-supporting information • Assesses the risk of technology and automated business processes • Uses technology assisted tools to assess and control risk and document work performed. • Builds appropriate models and simulations using electronic spreadsheets and other software." There is clearly a need for educational programs that deliver not only financial and business competencies, but also the integration of these competencies with modern technology. In their article "A Survey of Accounting Information Systems Programs in U.S. Colleges and Universities," Review of Accounting Information Systems, Spring 1999, Bryant, Weishar, and Fordham (1999) found only 12 AACSB accredited schools with undergraduate Accounting Information Systems (AIS) majors or equivalent programs. Labor Market Demand. One of the first universities to offer an AIS concentration, James Madison University, reports that graduates from its AIS program have found positions with the computer systems and consulting arms of the Big Five accounting firms, as well as the computer systems design and auditing divisions of major companies. Many also found employment with small consulting firms, information systems developers, and information technology auditing departments of major corporations. James Madison University also notes that: "Because of the current scarcity of MIS graduates who are knowledgeable in the details of accounting systems, coupled with the lack of accounting graduates familiar and comfortable with advanced technology, our AIS graduates have been offered starting salaries significantly higher than graduates of either accounting or MIS programs alone."(James Madison University, Accounting Information Systems Concentration, http://cob.jmu.edu/accounting/ais.htm) Student Demand. The proposed program was presented to the School of Accountancy Student Advisory Committee which stated that the AIS Degree would be a popular option for Accounting students. Presently, many students who would have preferred to remain in the Accounting Program have opted for a Business Information Systems Degrees because of their interest in Information Technology and the very high demand for IT graduates. Others who have remained in Accounting have elected to complete minors or emphases in Information Systems. Similar Programs. Presently, no universities in Utah offer undergraduate degrees in Accounting Information Systems. The Bryant, et al., study (1999) did identify two such programs in the Intermountain West at Colorado State University and the University of Colorado. All universities in Utah have programs in Information Systems, and Accounting programs that require course work in information systems theory and applications. However, none has bachelor's degree programs designed specifically to prepared graduates for accounting information systems positions. Tab A, Page 8 of 15 Collaboration with and Impact on Other USHE Institutions. Presently, no Accounting Information Systems Programs exist within the USHE system and no collaborative efforts have been proposed. Collaborative efforts would take place within the USU College of Business, particularly with the Business Information Systems and Education Department. Benefits. Utah State University and the USHE would benefit because the USU School of Accountancy is responding to increasing information technology demands of the accounting profession. The American Institute of Certified Public Accountants has identified Technology Services as being one of its top five core services. In responding to these demands, the AIS Degree would enhance the relevance of accounting education at USU and provide students with additional career options. Consistency with Institutional Mission. The proposed program would complement existing undergraduate accounting curriculum and other business major programs. The mission of the College of Business is achieved by providing "… high quality instruction that prepares students to effectively serve organizations and society...," and by "developing student competencies in dealing with global complexity, emerging technologies and change…" The proposed program is clearly consistent with the above mission in that it addresses many of the key emerging technologies that impact the accounting profession while preparing future business leaders to manage the inherent complexities of information technology environments. SECTION IV Program and Student Assessment. Goals and measures are listed below. Goals Assessment Measures Develop a composite skill set to meet the challenges of emerging accounting and information technologies. • Peer review of content and pedagogy • Conformance with accrediting bodies • Content comparison with American Accounting Association's "Contemporary Approaches to Teaching Accounting Information Systems" • School of Accountancy Advisory Board review of content and pedagogy Prepare students for challenging careers as information professionals in an increasingly technology driven environment. • Employer satisfaction survey • Alumni satisfaction survey • Student satisfaction survey • Results of certification examinations • Placement and salary results Develop quality pedagogy and technology- enhanced instruction. • Peer evaluation • Student course evaluations Develop inter-departmental synergy between accounting and business information systems departments. • Peer evaluations Tab A, Page 9 of 15 Expected Standards of Performance. The following competencies were compiled through consultation with the School of Accountancy Advisory Board, comparison with existing AIS programs in the United States, review of relevant AIS educational literature, review of the AICPA Vision Project, and through consultation with Business Information Systems colleagues at USU. They are: • Financial Reporting and Analysis • Strategic Cost Management • Internal Control and Data Integrity • Systems Security and Audit • Business Process Analysis and Modeling • Database Management Systems • Enterprise Systems and Process Integration • Systems Implementation and Management • E-Commerce and Internet Security Student Assessment. Assessment of the above competencies would be made through examination, including the use of uniform examination materials based on the Uniform CPA Examination, Certified Management Accountant (CMA) Examination, and the Certified Information Technology Professional (CITP) Examination. Continued Quality Improvement. Assessment feedback would be reviewed by the AIS Advisory Group (a subgroup of the SOA Advisory Board) and the School of Accountancy AIS Curriculum Committee. These groups would advise the program of any changes that would improve the quality of the proposed program, including curriculum adjustments. SECTION V Finance Budget. The proposed program would require the addition of one new faculty position and operating support in the Business Information Systems Department. Funding Sources. New state funds are requested for an additional faculty position in the Business Information Systems Department. Nine-month faculty salary $ 75,000 Benefits on salary, 38% 28,500 Department operating support 5,000 Total annual $108,500 Initial office equipment and furnishings $ 5,000 Tab A, Page 10 of 15 Reallocation. The addition of the proposed program would likely cause a decrease in the existing Accounting Program. Additional FTEs, which are expected in the new program, would help to offset expenses in the Department. However, the additional faculty line is being requested in order to initiate the new program. Impact on Existing Budgets. As the proposed program expands, the traditional Accounting Program is expected to decrease due to market demand for graduates with technological skills. Appendix A Program Curriculum All courses listed in the proposed program are existing USU courses in the SOA and BIS Departments. No new courses are currently necessary. However, since this is a rapidly changing field, course changes will likely be necessary over a five-year horizon. Course Number Title Credit Hours Course ID. Course Descriptions Credits University Studies Requirement 37 Pre-specialization Core Acct 1000 Business Orientation 0.5 Acct 2010 Survey of Accounting I 3 Acct 2020 Survey of Accounting II 3 BIS 2450 Spreadsheets and Databases 3 BIS 2550 Business Communication 3 Econ 1500 Economic Institutions 3 Econ 2010 Microeconomics 3 Math 1050 College Algebra 4 Math 1100 Calculus Techniques 3 Stat 2300 Business Statistics 4 MHR 2990 Legal and Ethical Environment of Business 3 PSY 1010 General Psychology or SOC 1010 Introductory Sociology 3 Total Pre-specialization Core 35.5 Other Business Core Courses Tab A, Page 11 of 15 ACCT 3250 Discussions with Business Leaders 0.5 BA 3400 Corporation Finance 3 BA 3500 Fundamentals of Marketing 3 BA 3700 Production and Operations Management 3 Econ 3400 International Economics 3 MHR 3110 Management Organization and People 3 MHR 4890 Business Strategy 3 Total Other Business Core 18.5 Required Courses - AIS Major Acct 3110 Intermediate Financial Accounting and Reporting I 3 Acct 3120 Intermediate Financial Accounting and Reporting II 3 Acct 3310 Strategic Cost Management 3 Acct 4500 Accounting Information Systems 3 Acct 4510 Auditing Principles and Techniques 3 Acct 5600 Enterprise Systems Applications in Accounting 3 BIS 3330 Database Management 3 BIS 3450 Business Applications Using Visual Basic 3 BIS 4330 Database Implementation 3 BIS 5700 Internet Management and E-Commerce 3 Total AIS Requirements 30 Total Program Hours 121 Tab A, Page 12 of 15 Appendix B Program Schedule Course Schedule Semester 1 University Studies Requirements 16 Semester 2 University Studies Requirements 9 Math 1050 College Algebra 4 PSY 1010 General Psychology 3 16 Semester 3 Acct 1000 Business Orientation 0.5 Acct 2010 Survey of Accounting I 3 BIS 2450 Spreadsheets and Databases 3 BIS 2550 Business Communication 3 Econ 1500 Economic Institutions 3 MHR 2990 Legal and Ethical Environment of Business 3 15.5 Semester 4 University Studies Requirements 3 Acct 2020 Survey of Accounting II 3 Econ 2010 Microeconomics 3 Math 1100 Calculus Techniques 3 Stat 2300 Business Statistics 4 16 Semester 5 University Studies Requirements 3 Acct 3110 Intermed. Financial Account. and Report I 3 Acct 3310 Strategic Cost Management 3 BA 3400 Corporation Finance 3 MHR 3110 Management Organization and People 3 15 Tab A, Page 13 of 15 Semester 6 Acct 3120 Intermediate Financial Accounting and Reporting II 3 Acct 4500 Accounting Information Systems 3 Acct 3250 Discussions with Business Leaders 0.5 BA 3500 Fundamentals of Marketing 3 BIS 3450 Business Applications Using Visual Basic 3 Econ 3400 International Economics 3 15.5 Semester 7 University Studies Requirements 6 Acct 5600 Enterprise Systems Applications in Accounting 3 BA 3700 Production and Operations Management 3 BIS 3330 Database Management 3 15 Semester 8 Acct 4510 Auditing Principles and Techniques 3 BIS 4330 Database Implementation 3 BIS 5700 Internet Management and E-Commerce 3 MHR 4890 Business Strategy 3 12 Total Undergraduate Program 121 Tab A, Page 14 of 15 Appendix C Faculty Rosemary R. Fullerton, Ph.D., CPA, Assistant Professor. Areas of Interest: managerial and financial accounting. Richard L. Jenson, Ph.D., CPA, Professor, Associate Head, School of Accountancy, Director of Graduate Accounting Programs. Areas of Interest: accounting information systems, enterprise systems, e-commerce. I. Richard Johnson, Ph.D., CPA, Larzette G. Hale Professor. Areas of Interest: financial and managerial accounting. Jeffrey J. Johnson, Ph.D., Associate Professor. Areas of Interest: business information systems, internet management and electronic commerce. David H. Luthy, DBA, CPA, Richard & Vera Stratford Professor, Senior Associate Dean, College of Business. Areas of Interest: accounting information systems. Wai Y. Mok, Ph.D., Assistant Professor. Areas of Interest: business information systems, applications in visual basic, software development. Irvin T. Nelson, Ph.D., CPA, Assistant Professor. Areas of Interest: managerial, financial, and accounting education. David H. Olsen, Ph.D., Associate Professor. Areas of Interest: business information systems, database management. David J. Paper, Ph.D., Associate Professor. Areas of Interest: business information systems, database implementation. Craig J. Peterson, MS, Senior Lecturer. Areas of Interest: business information systems, internet management and electronic commerce. Jay H. Price, Jr., DAcc, CPA, Arthur Andersen Executive Professor. Area of Interest: public utilities, financial, and governmental accounting. Richard L. Ratliff, Ph.D., CIA, Arthur Andersen Alumni Professor, Director of Research, School of Accountancy. Areas of Interest: Auditing and financial accounting. Franklin D. Shuman, MAcc, CPA, CMA, CIA, Senior Lecturer, Undergraduate Accounting Advisor. Areas of Interest: financial and managerial accounting Tab A, Page 15 of 15 Clifford R. Skousen, Ph.D., CPA, CMA, Ernst & Young Professor, Head, School of Accountancy. Areas of Interest: managerial and international accounting. R401-10 Signature Page to Accompany Proposals Requiring Board Approval or Consent This signature page, with all appropriate signatures included, must be attached to proposals submitted for consideration of the Board for approval or consent. Tab B, Page 1 of 16 MEMORANDUM July 25, 2001 TO: State Board of Regents FROM: Cecelia H. Foxley SUBJECT: Utah State University Master of Family and Human Development (MFHD) Degree - Action Item Issue Officials at Utah State University request approval to offer the Master of Family and Human Development Degree effective Fall Semester, 2002. This program was approved by the institutional Board of Trustees on June 20, 2001. Background The Family and Human Development (FHD) Department at USU has offered the thesis-based (Plan A) MS Degree for over 60 years, but a non-thesis (Plan C) program has not previously been available. Unlike the current MS Degree in Family and Human Development, the proposed degree is a practice-oriented, non-thesis degree intended for individuals already working, or planning to work in the family or social service sectors, education, corrections, or in other fields where greater understanding of individuals and family development would be an asset. Courses will be delivered via the Utah Education Network (UEN) satellite system to selected sites throughout Utah, but students will be required to come to campus for a pre-program orientation, for a mid-program review, and for a culminating experience during the final semester. The courses for the program are not available via distance at the present time. The Technical Assistance Center will provide support to faculty in the preparation of the courses for distance delivery. Officials at USU believe that the proposed degree will better meet the needs of state and federal agencies in serving their clientele where knowledge of research methods and basic research skills are needed, but experience in completing a thesis project is not. The MFHD Degree will equip students to be research-grounded practitioners. Employment opportunities with many state and federal agencies for bachelor-level graduates are limited primarily to entry-level positions. Individuals holding graduate degrees are more suitable for middle and higher level positions with these agencies; however the current research-oriented MS Degree in Family and Human Development is not geared toward preparing individuals for these employment opportunities. Although no labor market information was gathered, officials at USU point out that students are requesting the program to qualify for existing jobs or promotions for which they are Tab B, Page 2 of 16 not now eligible. In a statewide survey conducted by USU during Fall Semester, 2000, over 100 potential students responded that they would "probably" or "definitely" apply for admission to this program if it could be delivered via the UEN satellite system to communities throughout the state. This represents a viable pool of students interested in the proposed degree. Students will progress through the proposed program in cohorts of 40, with a new cohort admitted every other year. If fewer than 40 students qualify for admission, a new cohort will not begin until 40 qualified students have been identified. The program will be self-supporting through student tuition and fees, so revenues are expected to be sufficient to support the number of students enrolled. No additional state funds are requested. Policy Issues No concerns regarding this proposal were expressed by other Utah System of Higher Education (USHE) institutions. Officials at Utah Valley State College and the University of Utah (U of U) expressed support for the proposal. In addition, faculty at the U of U submitted comments and questions related to the nature of the research course work in the program, evidence of student demand, and whether or not external reviewers were consulted. These questions were answered to the satisfaction of the U of U representative at the meeting of the Chief Academic Officers on July 10, who also requested that, in the spirit of collegiality, the Department Chair of the U of U Department of Family and Consumer studies be contacted regarding this degree. Officials at USU will follow up on this request. Options Considered After the Regents have reviewed the proposal from Utah State University to offer a Master of Family and Human Development Degree, they may raise issues, request additional information, deny the request or approve the request. Commissioner's Recommendation It is the recommendation of the Commissioner that the Regents approve Utah State University's request to offer a Master of Family and Human Development Degree beginning Fall, 2002. Cecelia H. Foxley, Commissioner CHF/LF Attachment Tab B, Page 3 of 16 Academic and Applied Technology Education Committee Action Item Request to Offer a Master of Family and Human Development Degree Utah State University Prepared for Cecelia H. Foxley by Linda Fife July 25, 2001 Tab B, Page 4 of 16 SECTION I The Request Officials at Utah State University request approval to offer the Master of Family and Human Development Degree effective Fall Semester, 2002. This program was approved by the institutional Board of Trustees on June 20, 2001. SECTION II Program Description Complete Program Description. The Master of Family and Human Development (MFHD) is designed to educate professionals about individual development from birth to death, especially in family and cultural contexts, and to prepare graduates to provide education and non-clinical services to individuals and families in applied settings. The coursework, practicum and culminating experience will prepare students to deal professionally with current issues and problems confronting families and children in the nation and the world. Unlike the current MS Degree in Family and Human Development, this is a practice-oriented, non-thesis degree intended for individuals already working, or planning to work in the family or social service sectors, education, corrections, or in other fields where greater understanding of individuals and family development would be an asset. The MFHD will require a minimum of 33 semester credits. Students will complete a set curriculum in a cohort over a two-year period. Courses will be delivered via the Utah Education Network (UEN) satellite system to selected sites throughout Utah, but students will be required to come to campus for a pre-program orientation, for a mid-program review, and for the culminating experience during the final semester. Program courses are currently not available via distance. The Technical Assistance Center at USU will provide support to faculty in preparing courses for distance delivery. Core course-work for the proposed program will be the same as that taken by students enrolled in the on-campus MS in Family and Human Development. Other courses will be drawn from existing course offerings in the department and other departments. However, because this degree is designed to better meet the needs of students who currently work, or wish to work in applied settings, MFHD students will not be required to complete a research thesis as do MS (Plan A) students. MFHD students will, instead, take additional research methods course work which will be tied to the student's internship or workplace experience, and will focus upon program evaluation and needs assessment rather than traditional research methods. The capstone symposium will also focus on the students' work experience. Students will make a presentation about their current work setting or their practicum setting. Presentations will include critical reviews of existing practice, suggestions for improved practice, and evaluation plans to demonstrate the effectiveness of the improvements they suggest. The course descriptions for the proposed program are included in Appendix A. A sample class schedule can be found in Appendix B. Tab B, Page 5 of 16 Purpose of Degree. The Family and Human Development (FHD) Department has offered the thesis-based (Plan A) MS Degree for over 60 years, but a non-thesis (Plan C) program has not been offered prior to this time. The proposed program is designed for students who desire to work with individuals, families, private, state, and federal agencies, and is intended for individuals seeking advanced training in the interplay between individuals and family development and other social institutions. This is a practice-oriented, non-thesis degree and is not a clinical or therapy-training program. Admission Requirements. Students will apply for admission to the proposed program through the School of Graduate Studies. The application for admission will indicate whether students are applying for admission to the research, thesis-based MS or the new professional MFHD Degree. Applications for the MFHD Program will be reviewed and students will be selected through the same processes as other students who apply for graduate degree programs within the FHD Department. Standards for admission include: 1) Overall GPA of 3.0 for the last 90 credit hours (average GPA of currently enrolled students is 3.6 for Master=s and 3.7 for PhD) 2) GRE or MAT scores at or above the 40th percentile 3) Appropriate undergraduate background or completion of prerequisite courses in human development, family studies, research methods, and statistics 4) Interests and goals compatible with Departmental programs. The FHD Graduate Admissions and Finance Committee will select the students to be admitted and assign all incoming MFHD students to faculty sponsors. Student Advisement. Students will be advised by a major professor and supervisory committee. Like other FHD graduate students, MFHD students will choose their own major professor, and their supervisory committees will be approved by the Department Head and the Dean of the School of Graduate Studies. Students will receive advisement via phone, email, and scheduled on-campus visits. External Review and Accreditation. No external consultants were involved in the development of this program, although faculty did contact colleagues in the field during development of the program. Because this is not a clinical program leading to licensure, no special accreditation is required. Projected Enrollment. Projected enrollment for the first five years of the proposed program follows: Year 1 720 SCH 36 FTE* Year 2 450 SCH 23 FTE Year 3 720 SCH 36 FTE Year 4 450 SCH 23 FTE Year 5 720 SCH 36 FTE Projections are based on admission of 40 students in a cohort with a possible 25 percent attrition rate. Each second year, credit hours and FTEs are projected to be lower, assuming that a new cohort would begin in year 1, year 3, year 5 with some attrition in year 2, year 4, etc. The Tab B, Page 6 of 16 MFHD is proposed as a two-year program; therefore, every other year, a new cohort of 40 students could be admitted. If fewer than 40 students qualify for admission, the admission of a new cohort will be postponed to attract additional qualified applicants. There are 13 faculty FTE in the FHD Department. Given 36 annualized student FTE=s, the student to faculty ratio in this new program would be 2.8. FTE projection is annualized. Expansion of Existing Program. The proposed program is a new degree, but it builds on the existing Plan A Master=s Program. The enrollments in the existing program are shown below: Year Number of Students Number of Student Credit Hours 1999-00 38 588 1998-99 41 566 (semester conversion) 1997-98 49 1053 (quarter hours 1996-97 45 1062 1995-96 34 805 1994-95 37 1221 1993-94 30 876 Faculty. No new faculty are being requested to offer this degree. Faculty for the proposed program will include members of the FHD Department, who will teach courses and/or chair or serve on student supervisory committees. Inasmuch as this is a non-thesis degree, and students will complete a set program of study in a cohort, supervisory committee work will be minimal. Although not all faculty will be actively involved in the delivery of the MFHD, the Department as a whole strongly supports the degree. Existing FHD faculty will teach courses in the program on an overload basis, two courses will be taught by other departments, and some qualified community professionals may be hired to teach particular courses. Both regular and temporary faculty will be paid from tuition and fees generated by the off-campus MFHD students. Staff. A portion of one faculty member=s time to serve as Program Coordinator, and two doctoral teaching assistants will be funded by tuition and fees generated through this program. Library. Major books and monographs on infancy, childhood, adolescence, adult development and aging, and marriage and family relations are currently available in the USU library collections. The leading journals in these same specialty areas also are available. Off-campus students will have access to the same online databases and full text resources as on-campus students, including more than 70 databases on campus and access to licensed information databases at all USU Extension Continuing Education sites. Utah State University also participates in a statewide reciprocal borrowing agreement with other libraries in Utah. The Utah Article Delivery Service provides direct faxes of journal articles held at Utah academic libraries. These resources are in addition to the resources at USU. The web site maintained by the Tab B, Page 7 of 16 USU libraries provides information on resources and services, and it provides instructional guides and tutorials. Learning Resources. No new equipment will be required for the proposed program. Existing satellite technology will be used to deliver the courses. Students will be required to have a personal computer capable of accessing email and library resources as described in the preceding section on libraries. SECTION III Need Program Necessity. This degree will better serve the needs of state and federal agencies in serving their clientele where knowledge of research methods and basic research skills are needed, but experience in completing a thesis project is not. The proposed MFHD Degree will equip students to be research-grounded practitioners. In addition, numerous interested students live great distances from the main campus in Logan, which makes earning a master's degree on campus impossible. The MFHD Degree can be provided via distance education, thus allowing non-traditional students the opportunity to further their education and improve job opportunities while still maintaining their employment and remaining in their communities because of other commitments. Professionals with the background and training the proposed degree will provide will be well-prepared to provide services and inform policy decisions for the best interests of children, youth, adults, and families in the state of Utah. This program is designed for students who have a bachelor's degree in the social sciences and are seeking to upgrade and advance their knowledge and skills concerning working with individuals and families. Employment opportunities with many state and federal agencies for bachelor-level graduates are limited primarily to entry-level positions. Individuals holding graduate degrees are more suitable for middle and higher level positions with these agencies; however, the current research-oriented MS Degree in Family and Human Development is not geared toward preparing individuals for these employment opportunities. Labor Market Demand. Although no labor market statistics were obtained, officials at USU point out that employer demand is tied to student demand (described below). Students are requesting the proposed program to qualify for existing jobs or promotions for which they are not now eligible. Student Demand. This proposal to offer the MFHD Degree is based on requests submitted to the FHD Department by students and employees of federal and state agencies for a professional degree rather than a thesis-based MS degree. In a statewide survey conducted during Fall Semester, 2000, over 100 potential students responded that they would "probably" or "definitely" apply for admission to this program if it could be delivered via the UEN satellite system to communities throughout the state. This represents a viable pool of students interested in the proposed degree. A summary of these survey data is included in Appendix D. Tab B, Page 8 of 16 Similar Programs. The University of Utah and Brigham Young University offer graduate programs in Human Development and Family Studies, but their programs are thesis-based and are comparable to the MS Plan A offered at USU. Neither institution has distance delivered professional master's degrees to meet the needs of place-bound students throughout the state. Collaboration with and Impact on Other USHE Institutions. No collaborations are planned since this proposed professional degree is not offered at other USHE institutions. Impact on other USHE institutions is expected to be minimal, inasmuch as they do not offer a comparable professional master's degree. Benefits. The proposed MFHD Degree will benefit Utah State University and the USHE by attracting new, professional-degree oriented students. These new students are individuals who may have sought a professional degree from other sources or who would never have enrolled for a master's degree within the USHE because of employment and mobility restrictions. Consistency with Institutional Mission. Providing specialized, professional degree programs is within the mission and role of the Department of Family and Human Development and Utah State University. The proposed MFHD Program is responsive to the needs and requests of interested students and agencies throughout the state, producing graduates who are prepared to serve the people of Utah and surrounding areas. SECTION IV Program and Student Assessment Program Assessment. Students in the MFHD Program will gain skills to work effectively with individuals and families, and they will gain skills to evaluate programs, provide critical assessments of program practice, and to present their findings to program administrators and other stake-holders. Students will be assessed in the mastery of these skills through the evaluations from the practicum placement supervisors and through the evaluations of faculty and fellow students in the culminating experience/capstone seminar during the last semester of the program. Expected Standards of Performance. Students will be expected to perform at the same levels of academic excellence as all other graduate students within the FHD department, and to meet the academic standards set by the USU School of Graduate Studies for all students within the institution. This is to ensure that this program maintains academic rigor and quality. Tab B, Page 9 of 16 Student Assessment. Formative. The FHD Graduate Coordinator will conduct a progress review for MFHD students parallel to that done for all other graduate students in the FHD Department. This consists of a review of grades and instructor assessments after two semesters. From the progress review students receive either commendation, recommended remedial work, or are counseled out of the program. The results of this progress review will be shared with students during an on-campus visit for the mid-program review. Summative. The summative assessment of student learning will take place during the culminating experience in the final semester of the program. Students will come to campus for a one-week symposium in FHD 6910 ─ the capstone course during the final semester of the program. The symposium will build on the courses that students take during the spring - FHD 6980 Graduate Practicum course and the PSY 6010 Introduction to Program Evaluation course. During FHD 6980 in their graduate practicum experience, students will complete assignments in identifying best practices for the type of agency they are in, assessing the agency's practices relative to those standards, and making suggestions for implementing improvements within the agency or organization. In PSY 6010, students will gain a foundation in evaluation methodology to apply to designing evaluation strategies for the applied settings. Prior to coming to campus for the capstone symposium, students will integrate their work from the FHD 6980 and PSY 6010 classes to prepare a presentation about their current work setting or their practicum setting. Presentations will include critical reviews of existing practice, proposals for improved practice, and evaluation plans to demonstrate the effectiveness of the programs they propose. During the first three days of the symposium, students will work in groups with a faculty supervisor to review, critique and refine each other's presentations. A lecture will be given each day by university faculty or family services professionals on elements of effective presentations in professional human services settings. On days four and five, students will give their presentations and will be reviewed by their peers and the faculty on a standard set of criteria developed by the faculty. Students will receive summaries of their ratings with commendations and suggestions for improvement. The week will also include opportunities for social interaction with a closing luncheon and speaker at the end of the week. Through working in teams with students and faculty, presenting, and evaluating the work of fellow students, MFHD students will have an opportunity to integrate their course work and apply their graduate training to tasks they will perform in their respective professional settings. Faculty will also have an opportunity to assess the extent to which students have mastered the skills and gained the competencies that are the goal of the program. Continued Quality Improvement. Since this is a new program, data from student and program assessments will be very important in determining necessary modifications to the program in such areas as course selection, sequence of courses, and professional development experiences including practicum and the capstone seminar. In addition, assessments will provide valuable information about the effectiveness of distance education strategies. Feedback from assessments will be used to modify and refine the program as it progresses. Tab B, Page 10 of 16 SECTION V Finance Budget. The following proposed budget is based on a cohort of 40 students: Salaries/Wages Faculty (Overload) - 11 courses @ 5,000/course $55,000 Program Coordinator/Secretary @ 5,000/semester $30,000 Doctoral Teaching Assistant @ $3,000/semester $18,000 Benefits $12,605 Current Expense Department Instructional Support @ 2,000/semester $12,000 Continuing Distance Education Registration @ $30/SCH $34,650 Total: $162,255 Because the proposed program will be self-supporting through student tuition and fees, revenues should be sufficient to cover associated program costs. If fewer than 40 students qualify for admission, the admission of a new cohort will be postponed to attract additional qualified applicants. In this event, in accordance with established policy in USU Continuing Education, the scheduled classes will continue to be offered, thus providing existing students an opportunity to complete their program of study. The FHD Department is committed to providing the resources to enable these students to complete their programs, should revenue from tuition and fees be insufficient. Funding Sources. The program will be funded from student tuition and fees. Students in this program will pay approximately $180 per credit hour; 33 credits are required to complete the program. Impact on Existing Budgets. No impact on existing budges is anticipated. Tab B, Page 11 of 16 Appendix A Course Descriptions Existing Courses FHD 6010 Survey of Family Relations Research 3 credits Overview and critique of substantive areas of research in marriage and the family. FHD 6020 Survey of Human Development Research 3 credits Examines contemporary research and developmental issues. Highlights social development from social-historical and social change framework. FHD 6030 Research Methods 3 credits Overview of methods for studying family relations and human development, including sampling, measurement, research design, and data analyses/interpretations. Research proposal required. FHD 6060 Human Development Theories 3 credits Overview of major developmental theories, contributions from philosophical, personality, and learning theories. Explores epistemology, ethology, and systems theories relating to human development. FHD 6070 Family Theories 3 credits Critical review and assessment of theories in family research, along with construction, and application of family theory. FHD 6200 Topical Seminar in Family Relations 3 credits Selected topics related to family relations. FHD 6210 Seminar in Family Diversity 3 credits Review and assessment of international families, gender, race, social class, and structural diversity. FHD 6220 Seminar in Family Crises and Interventions 3 credits Selected current issues for understanding and working with family stress and crisis. FHD 6230 Seminar in Family and Social Policy 3 credits Selected current issues in development, implementation, and evaluation of local, state, and federal policies with major implications for families. Tab B, Page 12 of 16 FHD 6240 Seminar in Parent/Child Relationships 3 credits Selected issues in parent-child relationships across the lifespan. FHD 6500 Topical Seminar in Human Development 3 credits Selected topics related to development. FHD 6910 Topical Seminar in Family and Human Development 3 credits Selected topics related to family relations and human development. FHD 6970 Continuing Graduate Advisement 1 - 3 credits Continuing registration to complete program requirements. FHD 6980 Graduate Practicum 1-9 credits Supervised applied experiences in an approved placement. FHD 6990 Readings and Conference 1 - 6 credits Directed independent study of topics preselected by faculty and student. PSY 6010 Introduction to Program Evaluation 3 credits Introduction to practical approaches for conducting evaluation studies. STAT Applied Statistics (Specific course to be determined with Statistics dept) 3 credits Statistical procedures for applied evaluation. Tab B, Page 13 of 16 Appendix B Program Schedule Year 1 Fall Semester 2002 FHD 6010 Survey of Family Relations Research........................................3 credits FHD 6020 Survey of Human Development Research.................................3 credits Spring Semester 2003 FHD 6060 Human Development Theories .................................................3 credits FHD 6230 Families and Social Policy .......................................................3 credits Summer Semester 2003 FHD 6070 Family Theories ........................................................................3 credits STAT Applied Statistics (To be determined) ..............................................3 credits Year 2 Fall Semester 2003 FHD 6030 Research Methods .....................................................................3 credits Spring Semester 2004 FHD 6980 Graduate Practicum....................................................................3 credits PSY 6010 Introduction to Program Evaluation ...........................................3 credits Summer Semester 2004 FHD 6910 Topical Seminar in FHD, Capstone Seminar for MFHD** ......3 credits FHD 6200 or 6500* Topical Seminar in either Family Relations Or Human Development ..................................................................3 credits 33 credits minimum *The topical seminar will be taught according to the interests and needs of the students, and could include Adolescent Development, Adult Development and Aging, or Parent-Child Relationships, for example. **Culminating Experience Students will come to campus for a one-week symposium in FHD 6910 as the capstone course during the final semester of the program, which would be summer 2004 for the first cohort if they begin in fall 2002. The symposium will build on the courses that students take during the Spring of 2004 - FHD 6980 Graduate Practicum course and the PSY 6010 Introduction to Program Evaluation course. During FHD 6980 in their graduate practicum experience, students will complete assignments in identifying best practices for the type of agency they are in, assessing the agency's practices relative to those standards, and making suggestions for implementing improvements within the agency or organization. In PSY 6010, students will gain a foundation in evaluation methodology to apply to designing evaluation strategies for the applied settings. Tab B, Page 14 of 16 Prior to coming to campus for the capstone symposium, students will integrate their work from the FHD 6980 and PSY 6010 classes to prepare a presentation about their current work setting or their practicum setting. Presentations will include critical reviews of existing practice, suggestions for improved practice, and evaluation plans to demonstrate the effectiveness of the improvements they suggest. During the first three days of the symposium, students will work in groups with a faculty supervisor to review, critique and refine each other's presentations. A lecture will be given each day by university faculty or family services professionals on elements of effective professional presentations. On days four and five, students will give their presentations and will be reviewed by their peers and the faculty on a standard set of criteria developed by the faculty. Students will receive summaries of their ratings with commendations and suggestions for improvement. The week will also include opportunities for social interaction with a closing luncheon and speaker at the end of the week. Through working in teams with students and faculty, presenting, and evaluating the work of fellow students, MFHD students will have an opportunity to integrate their coursework and apply their graduate training to tasks they will perform in their respective professional settings. Tab B, Page 15 of 16 Appendix C Faculty Scott M. Allgood, Ph.D., Associate Professor, marital and family dynamics, conflict resolution and divorce prediction Deborah B. Ascione, M.S., Senior Lecturer, marriage preparation, family violence, child development Ann M. B. Austin, Ph.D., Professor, language development, peer relations, child care, child development from infancy through middle childhood Marcelo Diversi, Ph.D., Assistant Professor, adolescent development, street culture, Latino youth Susan L. Ericksen, M.S., Lecturer/ Undergraduate Advisor, abuse of children, divorce and child custody, play therapy Glen O. Jenson, Ph.D., Professor and Extension Specialist, work/family issues, parenting, mentoring programs for at-risk youth Randall M. Jones, Ph.D., Associate Professor, preadolescent and adolescent development, adolescent identity, prevention of adolescent problem behavior, research methods Thomas R. Lee, Ph.D., Professor and Extension Specialist, parent-adolescent relationships, adolescent social problems, family assessment, mentoring Shelley K. Lindauer, Ph.D., Professor and Acting Department Head, gender role development, socialization and social competence in young children, teacher training in early-childhood education Brent C. Miller, Ph.D., Professor and Department Head, adolescent sexuality, pregnancy and parenting, parent-child interaction, research methods Farol A. Nelson, M.S., Lecturer/ Undergraduate Advisor, early childhood education, preschool curriculum development, teacher training Thorana S. Nelson, Ph.D., Associate Professor, training and supervision in family therapy, gender and culture in family therapy D. Kim Openshaw, Ph.D., Associate Professor, marriage and family therapy, youthful sexual offenders, personal development Kathy Piercy, Ph.D., Assistant Professor, family caregiving, adult development and aging, qualitative research methods Lori A. Roggman, Ph.D., Associate Professor, social development of children, parent-child attachment, play behavior and social and cognitive development, parenting Susan Talley, Ph.D., Assistant Professor, pre-reading skills in early childhood, social competence in children, child development Tab B, Page 16 of 16 Appendix D Student Survey Summary MFHD SURVEY RESULTS Master in Family and Human Development Distance Education Degree Program Utah State University *Survey of Interest Intent to Enroll 12/8/00 Number of Respondents = 106 Yes No Interested in this degree 101 5 Survey of Interest Intent to Enroll 80 Uintah Basin Branch Campus 19 1. Email inquiry 1 2. Available and able to complete in two year, six semester period 73 11 Pay $1,055 per semester for six semesters 71 9 Pay personally 37 3. Employer would help 31 Yes Not Yet 4. Have all prerequisites for admission 33 51 Yes Not Yet No Intent to enroll 98 5 3 Uintah Basin Branch Campus 19 Very definite 33 Probably will 20 Hopeful 26 Not now 5 5. Definitely not 3 *Note: Not all questions answered on all surveys. Tab C, Page 1 of 21 MEMORANDUM July 25, 2001 TO: State Board of Regents FROM: Cecelia H. Foxley SUBJECT: Utah Valley State College Request to Offer a Bachelor of Science Degree in Multimedia Communication Technology-Action Item Issue Officials at Utah Valley State College request approval to offer a Bachelor of Science Degree in Multimedia Communication Technology starting Fall, 2001. Background The Multimedia Communication Technology (MCT) Program prepares students for careers in the exciting and challenging world of multimedia. Multimedia uses graphics, photographs, text, video, animations, music and audio materials to entertain, educate, and communicate. Multimedia is used in television, film, music, business, and in many training applications. Multimedia developers and technicians help to design, produce, develop and deliver multimedia titles and products. Because of the widespread growth of multimedia in nearly every area of our lives, graduates will find themselves in demand by nearly every organization that uses the Internet and digital technology. The multimedia industry is growing and changing. Governor Leavitt has targeted engineering and high technology computer jobs as areas in which the number of college graduates need to increase. Multimedia is one of those high technology areas. Examples of jobs in the area of multimedia include: commercial artists, computer programmers, computer support specialists, designers, computer engineers managers, personnel training and labor relations, public relations specialists, technical writers, and writers and editors. All of these occupational areas are listed as part of the top 200 occupations in Utah and under the category of requiring a bachelor's degree or higher. The range of pay for these jobs is from $11.87 to $23.29 per hour. Nationally, multimedia producers, designers, editors, developers, and specialists continue to be ranked among the top jobs and careers. A national survey by the magazine Video Multimedia Producer, published in the October 2000 issue, indicated that multimedia producers, designers, editors, developers, and specialists working in the field had salaries from $27,000 to $150,000 per year with the average being $74,000. Policy Issues Tab C, Page 2 of 21 This proposal has been approved by the UVSC institutional Board of Trustees. There were no concerns expressed by USHE institutions regarding this proposal. Options Considered After Regents have reviewed the proposal from Utah Valley State College to offer a Bachelor of Science Degree in Multimedia Communication Technology, they may raise issues, request additional information, deny the request or approve the request. Commissioner's Recommendation It is the recommendation of the Commissioner that the Regents approve the request by Utah Valley State College to offer a Bachelor of Science Degree in Multimedia Communication Technology beginning Fall Semester, 2001. Cecelia H. Foxley, Commissioner CHF/GSW Attachment Tab C, Page 3 of 21 ACADEMIC AND APPLIED TECHNOLOGY PROGRAM COMMITTEE Action Item Request to Offer a Bachelor of Science Degree in Multimedia Communication Technology Utah Valley State College Prepared for Cecelia H. Foxley by Gary S. Wixom July 25, 2001 Tab C, Page 4 of 21 SECTION I The Request Utah Valley State College officials request approval to offer a Bachelor of Science Degree in Multimedia Communication Technology beginning Fall 2001. This proposal was approved by the institutional Board of Trustees on April 16, 2001. The proposed Multimedia Communication Technology (MCT) Degree will prepare students for careers in the world of multimedia. Multimedia uses graphics, photographs, text, video, animations, music and audio materials to entertain, educate, and communicate. Students are trained to use high-end computer workstations and state-of-the-art equipment to produce multimedia projects. Hands-on experience is emphasized in almost every course within the program. Students use computers, cameras, video and audio equipment, software development tools, and CD-ROM production equipment. SECTION II Program Description This program is designed to prepare students for careers in a variety of dynamic areas in the field of Multimedia. The program allows students to specialize in their areas of interest including authoring, video and television, audio, animation, web-based media, production, and technical support. UVSC now offers an Associate in Applied Science in Multimedia Commu-nication Technology, and the proposed program will provide students with an opportunity to continue their studies and receive a Bachelor of Science in Multimedia Communication Technology. Purpose of Degree. The use of multimedia is impacting our society in many ways. There are a large number of companies that cannot find employees who have multimedia skills and understand the process, production, and management issues involved in this new form of communication. This program is designed to meet the employer demand by providing graduates who have cross discipline skills in multimedia. This bachelor level program will expand upon the already successful AAS degree currently available at UVSC and provide additional course work and experience needed for students to progress to an advanced level. Students who graduate from this bachelor's degree program are expected to be employed at higher salaries than AAS degree students and in upwardly mobile positions within corporations and businesses that depend upon and produce multimedia titles. Admission Requirements. The admission or matriculation requirement into the upper-division BS Program is an AAS Degree in Multimedia Communication Technology or an Tab C, Page 5 of 21 equivalent degree such as an AAS Degree from Salt Lake Community College in Visual Art and Design with a multimedia specialization. Student Advisement. Students will be advised by an academic advisor assigned to the proposed program. Student advising sheets and the "On Course" software are tools that the student and advisor will use to advise and check on each student's progress toward graduation. The department chair and faculty will be responsible to meet periodically with students to advise them on career goals, course specific questions and any changes in the program. Justification for Number of Credits. The requested program is within the approved guideline of 126 credit hours for a bachelor's degree. External Review and Accreditation. There is no professional accreditation currently available for this program.. An advisory committee for multimedia was used in the development of this proposed program. The curriculum has been developed and approved by this committee. The committee met with the faculty of the Multimedia Communication Technology AAS Program, and competencies, topics, and courses were discussed and identified. Course descriptions were developed and then approved by the advisory committee. Course outlines were then developed based on the competencies identified by the committee and were reviewed and approved by them. The following is the list of program advisory committee members. Tom McFarland (Committee Chair) - Professional Multimedia consultant Michael D. Brian - Revolution Media Dr. Laurie Nelson - Brigham Young University Ronald Johnson - Consultant IBM Cliff Miller - Abacus Design Garry Sampson - Allen Communications Ken Loveland and Matt Weir - Xactware Terri Nave - Omega Performance Daniel Gomez - Infovision Projected Enrollment. The following student enrollment and student/faculty ratio is anticipated if the proposed program receives approval. Requested BS-MCT Year 1 2001/2002 Year 2 2002/2003 Year 3 2003/2004 Year 4 2004/2005 Year 5 2005/2006 Student Headcount 25 50 65 80 80 FTE Students 10.83 28.33 34.83 45.33 45.33 Student/Faculty Ratio 21.66 18.89 17.42 18.13 18.13 Tab C, Page 6 of 21 Expansion of Existing Program. The enrollment in the existing AAS Degree in Multimedia Communications and Technology is as follows: Existing AAS-MCT 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 Student headcount 18 34 65 99 103 Student credit hours N/A 63 112 342 399 Faculty. Faculty currently teaching in the AAS Multimedia Program will also teach in the upper-division program. In addition to the existing faculty, the upper-division program will require the following increases: Year 1 2001/2002 Year 2 2002/2003 Year 3 2003/2004 Year 4 2004/2005 Year 5 2005/2006 New faculty needs 0.5* 0.5* 0 1 0 *1/2-time contract for upper division during the first year then expanding to full-time during the second year. Faculty development is very important to the multimedia program. Each faculty member will be provided with opportunities to be trained in new software and techniques. A close relationship with industry by faculty will be maintained with opportunities for faculty and students to work on real-world projects for companies. The UVSC Faculty Center for Teaching Excellence will work closely with the MCT faculty to upgrade their skills and keep them current as well as use their expertise in developing other faculty's abilities to work with multimedia. The additional faculty will be funded through enrollment growth. Staff. The following new staff will be necessary for the program. These positions will be funded from existing funds and enrollment growth. Year 1 2001/2002 Year 2 2002/2003 Year 3 2003/2004 Year 4 2004/2005 Year 5 2005/2006 Advisor 0.5* 0 0 0 0 Student lab assistant 1 0 0 0 0 *Expand from ½-time to full-time advisor. Tab C, Page 7 of 21 Library. The library is currently meeting the needs of the AAS Degree in the Multimedia Program. Most of the needed resources for the requested BS Degree are identical to the AAS Program. However, there will be more of a need to expand the library resources in areas that are constantly changing regarding current standards and research into multimedia, learning theory, multimedia software applications and the Internet. These resources include books, videos, and current periodicals in these areas. Additional funding for the library of $1,000 per year will meet these needs. This additional funding will come from enrollment growth. Learning Resources. All other needed learning resources are included in the materials currently available to the AAS Degree Multimedia Program and within the planned expansion of the college's learning resources. Since the Multimedia Department is located in, and closely associated with the college's learning resource center, the Department has great access to those needed resources and shares resources that it has with the rest of the institution. SECTION III Need Program Necessity. The multimedia industry is a growing and changing industry. To be successful, students need background in many areas including computer science, information technology, graphic and visual arts, electronic and computer technology, communications, marketing, business, education, research, psychology, physiology and others. Multimedia involves integrating skills from these areas to educate, train, entertain, market and inform target audiences. The weakness of existing programs in the areas listed above is the lack of understanding and education in the other areas as well as the integration of them and how they apply in a multimedia production. A programmer is usually weak in design principles. A graphic artist has not been trained to program. Neither may understand instructional design. It takes time and experience to become proficient in multimedia. The AAS Multimedia Degree prepares students for entry level jobs, but a BS Degree in Multimedia will provide students with the ability to be proficient in problem solving, project management, multimedia production, and the accumulation and integration of information from these different knowledge areas. Web or E-businesses are struggling to survive, with many failing each year because they are dependent on employees who have not been properly trained to understand basic multimedia issues. Companies are searching for employees who have these skills who can not only solve problems but can successfully communicate the desired message to the desired audience using multimedia. Currently, in the state of Utah, there are no programs that fully meet this need. Tab C, Page 8 of 21 Labor Market Demand. Utah's Governor Mike Leavitt has recently targeted engineering and high tech computer jobs as areas in which the number of college graduates need to increase. Multimedia is one of those high tech areas. Currently, the government job databases do not break out multimedia jobs separately. Jobs in multimedia are found under the following listings in the Utah Job Outlook: commercial artists; computer programmers; computer support specialists; designers; computer engineers; managers; personnel, training and labor relations; public relations specialists; technical writers; and writers and editors. All of these occupational areas are listed in the top 200 occupations in Utah and under the category of requiring a bachelor's degree or higher. In addition to these areas, multimedia jobs are also found in other areas of lesser demand. The range of pay for these jobs is from $11.87 to $23.29 per hour. In national statistics and surveys, multimedia producers, designers, editors, developers, and specialists continue to be ranked in the top jobs and careers. A national survey by the magazine Video Multimedia Producer, published in the October 2000 issue with over 700 responses, indicated that multimedia producers, designers, editors, developers, and specialists working in the field had salaries from $27,000 to $150,000 per year, with the average being $74,000. In Robert Half's International survey, Internet developers will see a 10.8 percent increase this year's salaries, between $56,250 and $76,750. This is one area in which multimedia graduates will be competing for jobs. According to Utah Information Technologies Association (UITA), the number of information technology enterprises in the State grew from 1,800 in 1996 to 2,456 in 1999, with the number of employees growing from 38,971 to 42, 931. These companies employ developers, producers, and other multimedia professionals (See Desert News, February 7-8, 2001, Section C, page 1, High Tech High Salaries). Student Demand. A survey of students currently enrolled in the UVSC Multimedia AAS Degree Program shows that 73 percent of the students surveyed, or a total of 51 out of 70 students, desire to continue their education in multimedia at UVSC in a four-year Multimedia Program. Four or five employers have expressed an interest in having their employees continue their education in multimedia in the courses that would be offered as part of this expanded degree program. Since these are unsolicited requests, the number of students will probably expand as the courses become available and more know of the opportunity. Several students from Salt Lake Community College have expressed a desire to enroll in a four-year Multimedia Program. Three of these students recently enrolled at UVSC with the expressed interest in a bachelor's degree. These students are currently enrolled taking general education and MCT courses that could lead to this proposed degree or toward a BS in Technology Management. The chair of Salt Lake Community College's Visual Art and Design Tab C, Page 9 of 21 Department, which has a Multimedia Specialization as part of the program, would like to set up an articulation agreement between their two-year program and this proposed four-year degree. Similar Programs. There are no other four-year programs in the State of Utah that are specific to the field of multimedia communications. Some multimedia courses are taught as part of the curriculum in computer science, communications, information systems, instructional design, graphic and visual arts, and broadcast programs at other institutions, but not as an integrated program as UVSC proposes. Collaboration with and Impact on Other USHE Institutions. This requested program has been discussed with Salt Lake Community College's Visual Art and Design Department that currently has a multimedia area of specialization. Officials at Salt Lake Community College have expressed an interest in articulating SLCCs two-year program to this new four-year program. Benefits. Utah Valley State College and the Utah System of Higher Education (USHE) will benefit from the program not only by serving the local and regional multimedia companies but also from students and faculty who will be trained in multimedia techniques that will support distance learning, classroom enhanced learning and computer teaching aides. Multimedia is used to enhance the learning process and to create environments to supplement and provide learning opportunities off-campus. The service learning class for populations with special needs could provide resources for those populations enrolled in USHE institutions. Consistency with Institutional Mission. The proposed program fits within the UVSC mission. The UVSC mission statement, indicates that the upper division offering should include baccalaureate degrees in areas of high community demand and interest. This proposed upper division Multimedia Communication Technology Program was designed by local business and industry to meet their needs. It is designed as an "inverted" degree to maintain the integrity and interdependence of the lower-division AAS Degree in Multimedia and at the same time to build on that program to provide a degree of high community interest and demand. This degree will allow students to realize their talents and attain their goals, both personally and professionally, in the new and fast growing discipline of multimedia. As such, the proposed program is consistent with UVSC's mission, roles, and goals. SECTION IV Program and Student Assessment Program Assessment. The goals of the program are as follows: 1. To provide students with a broad, high quality education in the field of multimedia. 2. To provide businesses and industries that produce and depend upon multimedia well trained employees and interns from a program that is responsive to their needs. Tab C, Page 10 of 21 3. To provide resources in multimedia enhanced learning to the college, State, and special needs populations. The measures that will be used to assess the program are as follows: 1. Students' multimedia college work will be assessed by industry professionals during their senior project courses. 2. The program will have an annual review of its curriculum and student work by an advisory committee made up of industry professionals. 3. The program advisory committee will conduct an annual review of equipment used in the program in order to compare the equipment to the industry standard. 4. Faculty will be reviewed each year in harmony with the UVSC faculty evaluation process. The process includes both formative and summative evaluation. 4.. Companies that hire students and have internship programs with UVSC's Multimedia Department will be surveyed regarding the preparedness and performance of students and graduates from the program. 5. Placement statistics will be maintained with salary data and hire rates of graduates. Expected Standards of Performance. The following standards will be expected of the students completing the program. 1. Graduates of the program will have completed a capstone project that consists of a major multimedia project. 2. Graduates of the program will have a team experience with a service learning project, producing multimedia resources for a special needs population. 3. Graduates of the program will understand multimedia production, project management, and corporate issues in the multimedia industry. 4. Graduates of the program will have a broad background in multimedia as well as a specialty in a specific area of the students choosing within the field of multimedia. These standards and competencies were suggested and developed by the industry advisory committee. It is important that people working in the multimedia industry understand the broad field and application of multimedia in the corporate world as well as having a specialty in which they excel. It is also important that students have practical experience in developing multimedia and an ability to work in groups. Tab C, Page 11 of 21 Student Assessment. Student learning will be assessed in the following ways: 1. A student self evaluation survey will be conducted each year. 2. An annual review of student work will be conducted through a department festival judged by industry professionals. 3. Student's multimedia college work will be assessed by industry professionals during their senior project courses. 4. The program will have an annual review of student work by an advisory committee made up of industry professionals. 5. Companies that hire students and have internship programs with UVSC's multimedia department will be surveyed regarding the preparedness and performance of students and graduates from the program. 6. Placement statistics will be maintained with salary data and hire rates of graduates. 7. A comprehensive competency test will be given at entrance into the upper division program and then before graduation during the student's senior year. This test will be created and reviewed annually by an industry board. 8. Grades in multimedia courses will be used to assess students learning and progress. 9. Each multimedia course has a project or portfolio item required which will be used to assess the student's mastery of the material covered in the course. 10. A portfolio of student's projects and materials developed in the multimedia program will be available to program reviewer and employers to assess the student's capabilities. Continued Quality Improvement. Program and student assessment data will be reviewed by the department advisory committee that will suggest needed changes and improvements to strengthen the program. These changes will include both changes to the curriculum as well as to how it is taught. The assessment data will also be reviewed by the department chair and faculty to identify weaknesses and strengths in faculty and in the program. The weaknesses will be used as a basis for faculty development activities both from within the department and from outside the college. Specific strengths will be shared between faculty. Weaknesses in the program will be eliminated. The dynamic nature of multimedia will require that constant review and faculty development within the program take place on a regular and on-going basis. Student's strengths, weaknesses and trends will also be examined so that student advising can be improved. Tab C, Page 12 of 21 SECTION V Finance Budget. The following budget details the additional funds necessary to implement the proposed program. Years 1 2001/2002 2 2002/2003 3 2003/2004 4 2004/2005 5 2005/2006 Salaries and Wages 38,000 68,713 77,486* 124,939 129,936 Benefits 15,094 25,084 26,726 46,108 47,952 Current Expense 1,500 2,500 2,500 4,000 4,000 Library 1,000 1,000 2,000 2,000 3,000 Equipment 10,000 10,000 10,000 10,000 10,000 Travel 1,000 1,000 1,000 2,000 2,000 TOTAL 66,594 108,297 119,712 189,047 196,888 *Includes money for hourly adjunct faculty for growth. Funding Sources and Impact on Existing Budgets. The AAS Degree in Multimedia will share all its resources with this new upper-division program. Some faculty who currently have released time to work on college multimedia projects will be picking up some of the load. Some equipment will be shared between the AAS and the BS Program as well. The additional funding needed for the program will come through enrollment growth. Tab C, Page 13 of 21 APPENDIX A Program Curriculum New courses to be added in the next five years. Courses to be brought up for 2001-2002 Course Number Title Credit Hours MCT 3110 Advanced Web Creation, Research and Delivery 3 MCT 3120 Special Needs Multimedia 2 MCT 3210 Advanced Topics in Development and Production 2 MCT 3220 Multimedia Project Management 3 MCT 3230 Digital Broadcasting 3 MCT 3410 Digital Cinema Production 3 Courses to be brought up for 2002-2003 Course Number Title Credit Hours MCT 4310 Senior Projects I 3 MCT 4410 Senior Projects II 3 MCT 4320 Digital Content Management 2 MCT 4330 Corporate Issues in Multimedia I 2 MCT 4430 Corporate Issues in Multimedia II 2 MCT 4110 Writing for Multimedia 3 Courses to be brought up as needed over the next five years Course Number Title Credit Hours MCT 351R Advanced Topics in Multimedia 1-4 MCT 352R Advanced Topics in Multimedia Authoring 1-4 MCT 353R Advanced Topics in Multimedia Graphics 1-4 MCT 354R Advanced Topics in Audio 1-4 MCT 355R Advanced Topics in Video 1-4 MCT 356R Advanced Topics in Animation 1-4 MCT 357R Advanced Topics in Web Design 1-4 All program courses. General Education Course Number Title Credit Hours ENGL 1010 Introduction to Writing 3 ENGL 2020 Intermediate Writing 3 Tab C, Page 14 of 21 QUANTITATIVE LITERACY MATH 1030 MATH 1040 MATH 1050 Choose One of the Following: Quantitative Reasoning Introduction to Statistics College Algebra 3 AMERICAN INSTITUTIONS HIST 1000 HIST 2700 & 2710 HIST 1700 ECON 1740 PLSC 1100 Choose One of the Following: American Heritage US History to/since 1877 American Civilization US Economic History American National Government 3 HLTH 1100 Personal Health & Wellness 2 PE-S 1300 Fitness for Life 1 PHIL 2050 Ethics and Values 3 BIOLOGY Choose One from distribution courses 3 HUMANITIES Choose One from distribution courses 3 SOCIAL/BEHAVIORAL SCIENCE Choose One from distribution courses 3 FINE ARTS Choose One from distribution courses 3 PHYSICAL SCIENCE Choose One from distribution courses 3 BIOLOGY/ PHYSICAL SCIENCE Choose One Additional 3 Sub-Total 31 Credits Core Courses Course Number Title Credit Hours MCT 3110 Advanced Web Creation, Research and Delivery 3 MCT 3120 Special Needs Multimedia 2 ISYS 3600 Adult Learning & Instructional Design Theories 3 MCT 3210 Advanced Topics in Development & Production 2 MCT 3220 Multimedia Project Management 3 MCT 3230 Digital Broadcasting 3 MCT 4310 Senior Projects I 3 MCT 4320 Digital Content Management 2 MCT 4330 Corporate Issues in Multimedia I 2 MCT 4410 Senior Projects II 3 MCT 4430 Corporate Issues in Multimedia II 2 ENGL 4110 OR Advanced Technical Writing 3 MCT 4110 Writing for Multimedia (3) Sub Total 31 Credits Tab C, Page 15 of 21 Elective Courses Course Number Title Credit Hours Upper division electives from department approved list 9 Department approved electives include the following: MCT 351R Advanced Topics in Multimedia 1-4 MCT 352R Advanced Topics in Multimedia Authoring 1-4 MCT 353R Advanced Topics in Multimedia Graphics 1-4 MCT 354R Advanced Topics in Audio 1-4 MCT 355R Advanced Topics in Video 1-4 MCT 356R Advanced Topics in Animation 1-4 MCT 357R Advanced Topics in Web Design 1-4 MCT 3410 Digital Cinema Production 3 MCT 4420 Instructional Technology for Adults 4 MCT 442L Instructional Technology for Adults Lab 2 Sub Total 9 Credits Track/Options (if applicable) (Tracks or options are determined by elective courses listed above) Total Number of Credits 126 Course Descriptions MCT 3110 Advanced Web Creation, Research and Delivery 3:3:0 FALL Prerequisite: AVC 2460 or ISYS 2450 or CNS 2550 Teaches advanced web design, research and delivery methods. Includes e-learning, entertainment and marketing. Uses current multimedia and web technologies. MCT 3120 Special Needs Multimedia 2:1:1 FALL Prerequisite: MCT 2210 Provides information regarding special needs and multimedia. Includes narrow-casting techniques for a specific special needs audience. Addresses broad-casting techniques for a general audience. Focuses on special populations that must be treated uniquely. Requires a service-learning project. MCT 3210 Advanced Topics in Development and Production 2:2:0 SPRING Prerequisite: MCT 2210 Tab C, Page 16 of 21 Covers current and changing technical development problems. Includes operating system interfacing, hardware and software issues, bugs and incompatibilities, installation and auto-run programs, etc. MCT 3220 Multimedia Project Management 3:3:0 SPRING Prerequisite: MCT 2210 Teaches contract selection and writing, production management. Features working with clients in the multimedia business. Covers nationally recognized industry standards in project management. Deals with tools for planning and tracking a project, team-building skills, costing, and evaluation. MCT 3230 Digital Broadcasting 3:3:0 SPRING Prerequisite: MCT 2110 and MCT 3110 Teaches planning, management and execution of live video productions integrating multiple cameras. Includes web casting, teleconferencing, sports, dramatic and other formats that are broadcast via world wide web, network uplink, and microwave. Studies various types of broadcast video and current digital video standards MCT 3410 Digital Cinema Production 3:2:3 Upon Demand Prerequisite: MCT 2110 Teaches advanced digital film production techniques for CD-ROM, DVD, World Wide Web and theatrical productions. Includes directing, cinematography, lighting, and editing techniques. Covers advanced directing and writing techniques based around the three-act/eight sequence storytelling structure of film. MCT 4310 Senior Projects I 3:1:6 FALL Prerequisite: Senior status For senior multimedia students. Provides a capstone experience working in multimedia. Develops individual projects in real world multimedia productions in consultation with a faculty advisor. Encourages team work. Projects may be sponsored by industry for pay. MCT 4410 Senior Projects II 3:1:6 SPRING Prerequisite: Senior status Conclusion of MCT 4310. Concludes the capstone experience for multimedia students. Addresses post production issues such as testing, packaging, and documentation. Offers opportunity to present projects to multimedia students, faculty, sponsors, and potential employers or clients. Tab C, Page 17 of 21 MCT 4320 Digital Content Management 2:2:0 FALL Prerequisite: MCT 3220 Teaches existing methods in storing and retrieving digital content. Deals with emerging standards in the multimedia industry as well as emerging business models and their implications. Covers systems for knowledge management and content management. Uses tools and architectures that store easily up datable information MCT 4330 Corporate Issues in Multimedia I 2:2:0 FALL Prerequisite: MCT 2220 Covers current technology, information and resource management issues. Addresses infrastructure used by multimedia developers while providing services such as training and multimedia marketing. Teaches, from a corporate perspective, multimedia communications issues such as INTRANET, INTERNET and EXTRANET, communication standards, security and privacy issues, etc. MCT 4430 Corporate Issues in Multimedia II 2:2:0 SPRING Prerequisite: MCT 4330 Covers business and legal issues in multimedia. Reviews marketing strategies and good business practices for the multimedia industry. Studies e-commerce fundamentals. Teaches copyright laws ad procedures, obtaining permissions, creating and using contracts, protecting corporate assets and other legal issues regarding multimedia. MCT 4110 Writing for Multimedia 3:3:0 FALL Prerequisite: ENGL 2010 and MCT 2220 Teaches writing for multimedia applications. Includes web, interactive multimedia, video, etc. Studies writing for a specific audience with objectives, user interfaces, user pathways and interactive story telling. Covers sequential and conditional writing. Discusses writing for parallel streaming, exploratorium, hyper and hybrid media. MCT 4420 Instructional Technology for Adults 3:1:6 Upon Demand Prerequisite: ISYS 3600 and MCT 1110 Teaches current technologies used in business training, education and learning. Includes digital photography, scanning and graphics production, audio techniques and production, video techniques and production, authoring technologies, web and distance learning technologies. MCT 442L Instructional Technology Lab for Adults Co-requisite: MCT 4420 Upon Demand Uses current technologies to produce courseware used in business training, education and learning. Includes digital photography, scanning and graphics production, audio techniques and production, Tab C, Page 18 of 21 video techniques and production, authoring technologies, web and distance learning technologies. Develops courseware using computer aided and managed instruction. MCT 351R Advanced Topics in Multimedia 1-4:0-4:var Upon Demand Prerequisite: MCT 2220 Includes relevant and changing topics and tools used in multimedia production. Emphasizes hands-on experience. Uses multimedia tools to create a typical multimedia title. May be repeated as many times as desired but only with unique topics. A maximum of three topics can be applied to graduation. MCT 352R Advanced Topics in Multimedia Authoring 1-4:0-4:var Upon Demand Prerequisite: MCT 1210 Includes relevant and changing topics and tools used in multimedia authoring. Emphasizes hands-on experience. Uses authoring tools to create a typical multimedia title. May be repeated as many times as desired but only with unique topics. A maximum of three topics can be applied to graduation. MCT 353R Advanced Topics in Multimedia Graphics 1-4:0-4:var Upon Demand Prerequisite: MCT 1210 Includes relevant and changing topics and tools used in multimedia. Emphasizes hands-on experience. Uses graphics tools to create a typical multimedia project. May be repeated as many times as desired but only with unique topics. A maximum of three topics can be applied to graduation. MCT 354R Advanced Topics in Audio 1-4:0-4:var Upon Demand Prerequisite: MCT 2110 Includes relevant and changing topics and tools used in multimedia. Emphasizes hands-on experience. Uses audio tools to create a typical multimedia project. May be repeated as many times as desired but only with unique topics. A maximum of three topics can be applied to graduation. MCT 355R Advanced Topics in Video 1-4:0-4:var Upon Demand Prerequisite: MCT 2110 Includes relevant and changing topics and tools used in multimedia. Emphasizes hands-on experience. Uses video tools to create a typical multimedia project. May be repeated as many times as desired but only with unique topics. A maximum of three topics can be applied to graduation. Tab C, Page 19 of 21 MCT 356R Advanced Topics in Animation 1-4:0-4:var Upon Demand Prerequisite: MCT 2210 Includes relevant and changing topics and tools used in multimedia. Emphasizes hands-on experience. Uses animation tools to create a typical multimedia project. May be repeated as many times as desired but only with unique topics. A maximum of three topics can be applied to graduation. MCT 357R Advanced Topics in Web Design 1-4:0-4:var Upon Demand Prerequisite: MCT 2220 Includes relevant and changing topics and tools used in multimedia. Emphasizes hands-on experience. Uses web design tools to create a typical multimedia project. May be repeated as many times as desired but only with unique topics. A maximum of three topics can be applied to graduation. Appendix B Program schedule. The following is a class schedule recommended for students who choose the proposed Desktop Publishing/Web Design AAS Degree: Year 3 semester 1 Course Number Title Credit Hours MCT 3110 Advanced Web Creation, Research and Delivery 3 MCT 3120 Special Needs Multimedia 2 ISYS 3600 Adult Learning & Instructional Design Theories 3 Upper division elective from department approved upper division electives 3 2 General Education Courses 6 Total credits 17 Year 3 semester 2 Course Number Title Credit Hours MCT 3210 Advanced Topics in Development & Production 2 MCT 3220 Multimedia Project Management 3 MCT 3230 Digital Broadcasting 3 Upper division elective from dept. approved upper division electives 3 2 General Education Courses 5 Total credits 16 Tab C, Page 20 of 21 Year 4 semester 1 Course Number Title Credit Hours MCT 4310 Senior Projects I 3 MCT 4320 Digital Content Management 2 MCT 4330 Corporate Issues in Multimedia I 2 ENGL 4110 OR Advanced Technical Writing 3 MCT 4110 Writing for multimedia (3) 2 General Education Course 4 Total credits 14 Year 4 semester 2 Course Number Title Credit Hours MCT 4410 Senior Projects II 3 MCT 4430 Corporate Issues in Multimedia II 2 Upper division elective from dept. approved upper division electives 3 2 General Education Courses 6 Total credits 14 Appendix C Name Credentials Joseph Buchman Ph.D. in Telecommunications 13 years teaching experience 4 years of related work experience 2 years experience in multimedia Dennis Lisonbee M.S. in Communications 4 years teaching experience 29 years of related work experience 13 years experience in multimedia Chase Mitchell Currently working on B.S. in Multimedia 11 years teaching experience 27 years of work experience 7 years experience in multimedia Raymond Walker M.S. in Electrical and Computer Engineering 15 years teaching experience 6 years of work experience in electronics, computers, and engineering 6 years experience in multimedia Tab C, Page 21 of 21 New Faculty Hiring for Fall 2001 Ph.D. in related field with 2 years of multimedia experience OR M.S. in related field with 2 years teaching and 4 years of multimedia experience. In addition the department has six adjunct instructors who are currently working in the field and teaching part time in multimedia. Three of these have master's degrees in a related field. The program also uses professors from the Computer Science, Art and Visual Communication, Business and Information Systems, and Electronics and Computer Technology departments. Tab D, Page 1 of 9 MEMORANDUM July 25, 2001 TO: State Board of Regents FROM: Cecelia H, Foxley SUBJECT: Information Calendar, Academic and Applied Technology Education Committee The following items have been submitted by the designated institutions for review by the Regents on the Information Calendar of the Academic and Applied Technology Education Committee. These are information items only; no action is required. Utah State University 1. Name Change of the Department of Business Information Systems and Education to the Department of Business Information Systems Rationale: The change in name is not a change in the Department's role or mission. The Department still plans to offer business and marketing teacher education programs. However, of the more than 700 majors in the Department, over 500 are in the Bachelor of Science Degree Program in Business Information Systems. Also, of the 16 faculty members in the Department, 14 have entire or primary roles in business information systems, and only approximately two FTE faculty are devoted to business teacher education. The title Business Information Systems reflects the Department's primary role both in the University and the community. 2. Name Change of Emphasis from Business Education to Business Information Technology and Education Rationale: The Business Information Systems and Education Department has had a role in business teacher education and certification in the Utah public secondary schools for over 40 years. Traditional business courses began to change when the Vocational Education Act of 1963 specifically identified business education as part of the technical arena. Since then, business education programs have had increased emphases in information technology. The advent of the microcomputer completely changed business instruction. In Utah, and elsewhere, business teachers are at the forefront of the information technology revolution in the public schools. Now the approved Utah curriculum for secondary business programs includes Computers in Business, Desktop Publishing, Information Processing I and II, Internet for Business I and II, Telecommunications, Word Processing I and II, and various certification programs such as Novell, Microsoft Office User Specialist (MOUS), and Oracle. Tab D, Page 2 of 9 At USU, all of the classes that are offered in Information Technology, including Foundations of Technology and Technology Education I and II, are offered by business teachers. Business Education majors, upon graduation, are also approved by the Utah State Office of Education as qualified to teach at the Information Technology Core II and Core III level classes in the state core curriculum for secondary schools. Thus, the name change to Business Information Technology and Education reflects the curriculum more accurately and enhances the reputation and job-seeking capabilities of USU graduates. None of the above changes is expected to affect enrollment, administrative structure, faculty, staff, nor budget. 3. Creation of an Emphasis in Deaf Education Rationale: The State of Utah recently developed certification for individuals who will serve as home interveners. This certification requires that professionals who work in the homes of families with children who are deaf or hard of hearing have competencies and experiences that will prepare them to serve these families effectively. The Emphasis in Deaf Education, a program in the Department of Family and Human Development in collaboration with the Department of Communicative Disorders, is to prepare students to work with young children who are deaf or hard of hearing. At the conclusion of this program, and following the conclusion of a master's degree, students would be able to obtain certification as an El-1 and El-2 Early Interventionist with a Hearing Endorsement to work with children and families when a child is three years of age or younger. Interested students can enroll in the Department of Family and Human Development. At the conclusion of the Bachelor's Degree, a student would have a Family and Human Development Major in Early Childhood Development with an Emphasis in Deaf Education. However, to qualify for state certification to work with very young children and their parents, the student must complete coursework for the Master's Degree in Education (M.Ed.) in Deaf Education in the Department of Communicative Disorders and Deaf Education. Completion of the Master's Degree is expected to require one academic year and one summer, depending upon a student's career goals. Master's projects are required for both the Spring semester and Summer session. Costs for the program are being absorbed by a federal grant which is expected to continue. Impact upon the institution is expected to be minimal. Salt Lake Community College (SLCC) officials are interested in articulating with the proposed program and will publish USU's information on the Emphasis in Deaf Education in the SLCC catalog. Dixie State College of Utah Tab D, Page 3 of 9 Creation of an Emphasis in Internet and Visual Technology Rationale: Dixie State College of Utah (DSC) officials conducted a study to determine both need for and interest in such an emphasis from students, the local business sector, and the State. Study findings justified the addition of the Emphasis in Internet and Visual Technology within DSC's Bachelor of Business Administration Degree Program. The emphasis is designed to assist business graduates to fill positions that require an increased knowledge of e-business and e-solutions as enhancements to a business-knowledge base. Business students who choose the emphasis are likely to have an interest in computer illustration, web design, and multi-media presentation design. The emphasis was developed by business faculty and members of the business advisory committee. Forty-two students have indicated interest in pursuing the new program as part of their Bachelor Degree in Business Administration. College officials expect the program to attract others as market demand increases. The Internet and Visual Technology classes required by the emphasis are currently offered as part of the Bachelor Degree in Computer and Information Technology. Thus, no additional costs are involved within the first year of implementation. Enrollment growth funding would be used to support increased student demand. Change of Program Status: Matrices Included in the Information Calendar are the Program Under Development/Consideration Matrix (Appendix A) and the Program Discontinuance Matrix (Appendix B). Changes in the former are emboldened. The latter displays discontinued programs from 1997 through 2001. Subsequent matrices will contain discontinued programs from the current academic year. Commissioner's Recommendation It is the recommendation of the Commissioner that the Regents review the Information Calendar of the Academic and Applied Technology Education Committee and raise whatever questions they may have. No action is required by the Board. Cecelia H. Foxley, Commissioner CHF/PCS Attachments Tab D, Page 4 of 9 Appendix A Utah System of Higher Education Programs Under Development/Consideration Section I From: August, 2001 through July, 2002 Institution Program Name Degree Type Current Status at Institution Projected Timeframe for SBR Agenda U of U Applied Linguistics PhD Trustees Pending Aug. 2001 Ethics & Public Affairs Certificate Trustees Fall 2001 Fall 2001 Historic Preservation Certificate Graduate Council Pending Fall 2001 Environmental Systems and Management Policy Graduate Certificate Graduate Council Summer 2001 Fall 2001 Instructional Design & Technology M.Ed. Graduate Council Fall 2001 Spring 2002 Professional Master of Science & Tech Master's Graduate Council Fall 2001 Spring 2002 Foods and Nutrition Minor Undergraduate Council Fall 2001 Spring 2002 Gender Studies Certificate Undergraduate Council Spring 2002 Spring 2002 Demography Certificate In Departmental Planning Spring 2002 Consumer & Community Studies BA/BS In Departmental Planning Spring 2002 USU Accounting Information Systems BA/BS On August, 2001 SBR Agenda Aug. 2001 Family and Human Development Master's On August, 2001 SBR Agenda Aug. 2001 Interdisciplinary. Degree in Deaf Ed., Early Childhood and Family/Human Dev. BS Council on Teacher Ed Sept. 2001 Dec. 2001 Professional Degree in Audiology AuD Graduate Council Sept. 2001 Dec. 2001 WSU European Studies with Language Minor On August, 2001 SBR Agenda Fall 2001 SUU Communications MA/MS Completed/Approved Sept. 2001 Theory and Practice of Writing MA Proposal Drafted with USU Input Nov. 2001 Tab D, Page 5 of 9 Institution Program Name Degree Type Current Status at Institution Projected Timeframe for SBR Agenda DSC Elementary Education BS Trustees 5/4/01 Aug. 2001 Visual Technology AAS Trustees 5/4/01 Oct. 2001 CEU Hospitality Management AS/AAS Curriculum Committee Oct. 2001 Oct. 2001 Apprenticeship AAS Curriculum Committee Oct. 2001 Oct. 2001 Paraprofessional Educator AS/AAS Curriculum Committee Apr. 2002 Apr. 2001 Transportation Technology AS/AAS Curriculum Committee Mar. 2002 June 2001 UVSC Art BA/BS Proposal in Reading Stage, Dean/AVP Nov. 2001 Dance BA/BS In Development May 2002 Health Services Administration/Community Health BA/BS In Proposal Writing Stage Nov. 2001 International Business BA/BS R401 Through 1st Draft Oct. 2001 Major Appliance Repair Technology AAS In Development May 2002 Multimedia Communication Technology BA/BS On August, 2001 SBR Agenda Aug. 2001 Philosophy BA/BS R401 in 2nd Draft Oct. 2001 Spanish BA/BS In Development Jan. 2002 SLCC Film-Video School AAS Initial Assessment Geoscience AAS Initial Assessment Chemistry AS Initial Assessment Chemistry Technician AAS Initial Assessment Pharmacy Technician AAS Initial Assessment Interior Design AAS Initial Assessment Tab D, Page 6 of 9 OCHE July 20, 2001 Utah System of Higher Education Programs Under Development/Consideration Section II From: August, 2002 through July, 2004 Institution Program Name Degree Type U of U Occupational Therapy MS Physical Therapy DPT Parks, Recreation and Tourism MPRTM College of Health Departments and Divisions Interdisciplinary PhD in Health Community Development (Env. Studies & FCS) Undergrad. Certificate Anthropology of Religion Undergrad. Certificate Medical Anthropology Undergrad. Certificate Power Politics of Anthropology Undergrad. Certificate Research & Assessment Undergrad. Certificate Pharmaceutical Sciences BS Combined Doctor of Pharmacy/ Philosophy Doctoral WSU European Studies without Language Minor Professional and Technical Writing Bachelor's Instrumental Music Pedagogy Bachelor's SUU Envir. Resource Mgt. or Natural Resource Mgt. MS General Studies (School of Cont./Prof. Studies) BS Public Administration (with U of U) MPA Counseling Psychology MA/MS Exercise Science BA/BS DSC Communication Technologies BS Speech Language Pathology (Incubated by USU) BS Health Science Management BS Medical Radiography AAS Bachelor of Nursing BSN Tab D, Page 7 of 9 Institution Program Name Degree Type OCHE July 20, 2001 CEU Environmental Studies AA/AS Environmental Science AA/AS Wilderness Studies AA/AS Safety Science AA/AS Manufacturing Engineering Technology AA/AS Allied Health Professions Certificate UVSC American Studies BA/BS ASL/Linguistics BA/BS Avionics Technology AAS Communication BA/BS Computer Engineering BA/BS Dance Education BA/BS Electronic Engineering Technology BA/BS Electrical Engineering BA/BS Environmental Technology BA/BS French BA/BS Geography BA/BS International Business BA/BS Mild/Moderate Special Education BA/BS Nano Technology AAS Physical Education/Recreation BA/BS Political Science BA/BS Semiconductor Technology AAS Theater BA SLCC Genealogy AAS Hospitality Management AAS Magnetic Resonance Imaging (MRI) One-year Certificate Computerized Tomography (CT) One-year Certificate Horticulture AAS Pre Bio-Engineering APE Mechanical Engineering AAS Civil Engineering AAS Electrical Engineering AAS Tab D, Page 8 of 9 Appendix B Utah System of Higher Education Discontinued Programs January, 1997 through August, 2001 Institution Program Name Degree Type U of U 1997-98 Mining Engineering Joint MBA/MS 1999-00 Comparative Literature, Latin American Studies, Portugese, and American Studies Minors USU 1997-98 Dance Major/Minor 1998-99 Social Work Minor 1999-00 Animal Science MA Bioveterinary Science ‘' Dairy Science ‘' Agricultural Systems Technology ‘' Agricultural Economics ‘' Nutrition and Food Sciences ‘' Biometeorology ‘' Plant Science ‘' Soil Science ‘' Psychology ‘' Engineering Science Master of Engineering Science Forestry Master of Forestry Forest Management Master of Forestry Geology Ecology MS WSU 1997-98 Music Education BA/BS Music BS Communication/English Composite Teaching Major English/Communication ‘' Communication/Theatre Arts ‘' Theatre Arts/Communication ‘' Tab D, Page 9 of 9 Institution Program Name Degree Type OCHE Jul 25, 2001 2000-01 CNC Machinist Certificate CEU 1998-99 Fashion Merchandising Certificate Interior Design Certificate UVSC 1999-00 Executive Assistant (Desktop Publishing, Medical, Legal ) Diploma Office Administration Diploma Business Management Diploma Finance and Banking Diploma Building Construction/Construction Mgt. Diploma Fire Science (Driver Operator, Hazardous Mat./Emergency Responders, Inspector, Rescue, Safety and Industrial Hygiene) Certificate 2000-01 Environmental Technology AAS Hazardous Materials Management Certificate Water Reclamation Certificate Water Treatment Certificate 2001-02 Professional Driving Certificate Tab E, Page 1 of 2 MEMORANDUM July 25, 2001 TO: State Board of Regents FROM: Cecelia H., Foxley SUBJECT: Consent Calendar, Academic and Applied Technology Education Committee Utah State University Approval to Revise the Master of Science Degree in Town and Regional Planning to a Master of Science Degree in Bioregional Planning Rationale: The proposed program revision of the Master of Science Degree in Town and Regional Planning to a Master of Science Degree in Bioregional Planning recognizes a more inclusive definition of planning by acknowledging both the biological attributes of a region and its human dimensions of settlement and culture. The proposed program would be offered by the Department of Landscape Architecture and Environmental Planning (LAEP) in the College of Humanities, Arts and Social Sciences and will replace the existing Masters of Science Degree in Town and Regional Planning in LAEP. The Intermountain Region is experiencing significant population growth and economic development. Management of both public and private lands is challenging; no individual discipline or agency can successfully manage them in an integrated manner. The proposed curriculum and program of study would prepare future planners and managers to work within an interdisciplinary environment to provide better alternatives for decisions and policy implementation. It is the intent of this program to not only integrate the biophysical disciplines more closely, but also to incorporate the social and political sciences into the curriculum. The program consists of two years of study with a thesis or paper/project requirement. The difference between the existing program and the revised program is in the grouping of course requirements and their sequence. To maintain a program focus, the revised curriculum would offer students three clusters of coursework from which to select their courses. In addition, an interdisciplinary capstone sequence is required for all students. In order to provide students with areas of specialty, the proposed program contains a total of nine elective credits from which the candidate and his/her committee can formulate an area of concentration. Departments indicating interest in affiliating with the proposed program are: Sociology, Social Work, Anthropology, Political Science, Landscape Architecture and Environmental Tab E, Page 2 of 2 Planning, Geography and Earth Resources, Rangeland Resources, Forest Resources, and Fisheries and Wildlife. Program Description: The two-year Master of Science Degree Program contains an interdisciplinary core of courses and faculty to address complex issues in the areas of bioregional planning and management. Emphasis is placed on four problematic content areas associated with environmental planning: biophysical, social/demographic, economic, and public policy. There is a spatial focus on planning for large landscape areas with dispersed populations and a primary economic base in agriculture, energy development, tourism/recreation, retirement communities, and natural resources. The revised program requires a minimum of 33 graduate-level credits, including between three and six credits of work on a thesis or paper/project. Nine of the required credits may be in an area of specialization within the candidate's home department. These nine credits are to be negotiated with the candidate's major professor and supervisory committee. The proposed revised program is based on existing courses and space. Thus, there are no projected budget increases associated with the program within the first five years over and above those which currently exist. University of Utah officials are supportive of the proposed program and, in the future, may consider developing their own. Commissioner's Recommendation It is the recommendation of the Commissioner that the Regents approve the institutional request detailed on the Consent Calendar of the Academic and Applied Technology Education Committee. Cecelia H. Foxley, Commissioner CHF/PCS Tab F, Page 1 of 1 MEMORANDUM July 18, 2001 TO: State Board of Regents FROM: Cecelia H. Foxley SUBJECT: Snow College - Master Plan As stated in the attached letter from Vice President Larry J. Christensen, the master plans for Snow College and Snow College South were approved by their Board of Trustees in September of 2000. No substantial changes have been made since prior approval. Snow College representatives will be available at the meeting to answer questions the Board may have relating to the master plans. Recommendation It is the Commissioner's recommendation that the Board of Regents review Snow College's master plans for the Ephraim and Richfield Campuses, ask questions of Snow College representatives at the meeting, and if satisfied, approve the College's Master Plans. Cecelia H. Foxley, Commissioner CHF/NT/BB Attachments Tab G, Page 1 of 3 MEMORANDUM July 26, 2001 TO: State Board of Regents FROM: Cecelia H. Foxley SUBJECT: USHE - Proposed Revisions to Policy R562, Reporting of Summer School Revenues and Expenses Issue The Regents are asked to consider changes to Policy R562, Reporting of Summer School Revenues and Expenses. These changes would establish systemwide standards for the financial reporting and state budget reporting of Summer Term revenues and expenses. Background Many of the accounting conventions that have been used for generations at public colleges and universities in the United States will soon change as a result of two pronouncements by the national organization responsible for setting accounting standards for public higher education. The Governmental Accounting Standards Board (GASB) issued Statement No. 34, Basic Financial Statements for State and Local Governments, and Statement No. 35, Basic Financial Statements for Public Colleges and Universities, in 1999. These pronouncements are effective as of July 1, 2001. The overriding purpose for these changes is to make the financial statements of public colleges and universities more comparable to those of the private sector and more useable by governing bodies such as the Board of Regents. In April 2000, the Regents adopted accounting standards that the USHE institutions are to use in capitalizing and depreciating their capital assets, including: buildings, building improvements, land, land improvements, infrastructure, equipment, library books, and works of art. A second policy change made necessary by GASB 34 and GASB 35 relates to accounting for Summer Terms. Traditionally, Summer Terms at the USHE institutions straddle two fiscal years-beginning prior to July 1 and not concluding until after July 1. Until now, generally accepted accounting principles allowed revenues and expenses associated with Summer Terms to be rolled forward into the new year-effectively synchronizing the fiscal year with the academic year which consists of a Summer Term and the subsequent Fall and Spring Semesters. This synchronization was helpful in that it allowed institutions to use the same 12-month period for both financial reporting and state budgeting, which has historically been done on an academic-year basis. Tab G, Page 2 of 3 For financial reporting purposes, the rolling-forward of Summer Term revenues and expenses will no longer be possible under GASB 34 and GASB 35. Beginning this year the USHE institutions will be required to account for Summer Term on a strict fiscal year basis-splitting the revenues and expenses of a single Summer Term between two fiscal years. Figures prepared for state budgeting purposes could also be moved to align with a July 1- June 30 fiscal year. However, if this were done, neither the accounting figures nor the state budget figures would match the academic year. Through a consultative process involving administrative vice presidents, controllers, and budget officers of each institution as well as representatives of the State Auditor's Office, Division of Finance, and Legislative Fiscal Analyst, it has been concluded that the best course of action given these circumstances is to continue to tie the state budgeting process with the academic year-allowing the matching of revenues and expenses associated with a complete academic period with the instructional output (enrollments) of that same period. The attached draft of policy R-562 implements these changes. It states that the financial reporting of Summer Term will be accomplished on a strict fiscal year basis, and that figures for state budgeting purposes will continue to be based on the academic year. The policy also specifies a reconciliation that is expected to be prepared by the USHE institutions each year. Policy Implications This is the second Regent policy change resulting from GASB 34 and 35. Other possible system-level policy revisions include prescribing certain standard elements of institutional financial statements. A GASB 35 Workgroup, consisting of institutional accounting and budgeting staff, and State accounting and auditing officials will continue to assist in the development of other needed policy changes. Recommendation It is the recommendation of the Commissioner that the Regents approve the attached draft of Policy R562, Reporting of Summer School Revenues and Expenses. Cecelia H. Foxley, Commissioner CHF/NCT Attachment Tab G, Page 3 of 3 R562, Reporting of Summer School Revenue and Expenses R562-1. Purpose To establish the consistent reporting of summer term revenues and expenses in relation to fiscal year closings and state budgeting within the Utah System of Higher Education.R562-2. References 2.1. Utah Code §53B-6-102 (Standardized Systems Prescribed by the Board)R562-3. Definitions 3.1. Fiscal Year - A twelve month period beginning each July 1 and ending the following June 30. The period for which an institution's financial activity is reported and audited. 3.2. Summer Term - The period(s) of instruction that fall between the conclusion of an institution's Spring Semester and the beginning of its Fall Semester.R562-4. Policy 4.1. Consistent Treatment of Summer Term for Financial Reporting - Revenues and expenses associated with Summer Term of each USHE institution shall be [treated as the first academic period of the fiscal year] accounted for on a fiscal year basis in accordance with generally accepted accounting principles [All revenues and expenses attributable to an institution's Summer Term will be reported in the fiscal year in which the term concludes]. 4.2 Consistent Treatment of Summer Term for State Budgeting - For State of Utah budgeting purposes, revenues and expenses associated with Summer Term of each USHE institution shall be reported in the fiscal year following the fiscal year in which the term begins. 4.3 Reconciliation of State Budgeting and Financial Reporting - Following the conclusion of each fiscal year, each USHE institution shall submit a reconciliation of summer term revenues and expenses prepared for state budgeting purposes and summer term revenues and expenses prepared for financial reporting purposes. The Office of the Commissioner shall be responsible for maintaining a standard form for such reconciliation. (Adopted November 14, 1997.) Tab H, Page 1 of 2 MEMORANDUM July 26, 2001 TO: State Board of Regents FROM: Cecelia H. Foxley SUBJECT: USHE Long-term Enrollment Projections Issue Attached are long-term enrollment projections for each USHE institution and the system as a whole. These projections have been prepared to assist the Regents and other state-level policy-makers in mid- to long-range planning for the USHE. The projections are also used as input to the Regents capital facilities prioritization process. Background The projections included here are intended to measure demand for enrollment in the USHE given the current policy climate and current Utah population projections. The underlying model that generates the projections utilizes the methods of the Governor's Office of Planning and Budget (GOPB) as well as those of the National Center for Higher Education Management Systems (NCHEMS). The Commissioner and USHE Presidents have reviewed the projections and consider them as appropriate input for ongoing, long-term planning processes of the USHE. However, the Regents should keep in mind a few caveats as they consider the projections. • Projecting enrollment is as much art as science and--particularly given the 20-year duration of the projections--should be viewed as informed estimations rather than certainties. • The projections are only as good as the assumptions they are based on. A principle assumption embedded in the USHE enrollment projections is that statewide population projections promulgated by GOPB will prove to be relatively accurate. If they turn out to be significantly inaccurate, the USHE enrollment projections will be equally inaccurate. Tab H, Page 2 of 2 • Only those enrollments that have been systematically reported by the institutions in the past form the basi