Agenda, Meeting of the Utah State Board of Regents, August 12-13, 2004

Agenda, Meeting of the Utah State Board of Regents. Board of Regents' Offices, The Gateway, 60 South 400 West, Salt Lake City, Utah. August 12-13, 2004

AGENDA MEETING OF THE UTAH STATE BOARD OF REGENTS August 12-1 3,2004 Utah State Board of Regents Office of the Commissioner of Higher Education Board of Regents Building, The Gateway 60 South 400 West Salt Lake City, Utah 84101-1284 STATE BOARD OF REGENTS MEETING BOARD OF REGENTS OFFICES, THE GATEWAY AGENDA Thursday, Auqust 12,2004 12:OO p.m. - EXECUTIVE SESSION LUNCHEON - STATE BOARD OF REGENTS 1.15 p.m. Board Room 1:15 p.m. - OPENING GENERAL SESSION (COMMITTEE OF THE WHOLE) 1.30 p.m. Board Room Welcome and Overview of Meeting * Election of Chair and Vice Chair. MEETINGS OF BOARD COMMITTEES Academic, Applied Tech~ioloava nd Student Success Committee 5'h Floor Board Room ACTION: 1. Weber State University - Welding Technology Emphasis within the B.S. in Manufacturing Tab A Engineering Technology (MET) Degree 2. Utah College of Applied Technology - New Directions 2004 Tab B CONSENT: 3. Co~isenCt alendar Tab C A. Utah Valley State College - Progress Report on BSlBA Degrees in Behavioral Science B. Utah College of Applied Technology - Paralegal Certificate Tab D INFORMATION: 4, lnformation Calendar A. University of Utah - Interdisciplinary Minor in Peace and Conflict Studies B. Utah State University - Name Change: BS and MS Degrees from Department of Industrial Tech~iologya nd Educa,tion to Department of Engineering and Technology Education C. Weber State University - 2003-2004 Program Reviews D. Utah Valley State College - i. Name Change: Department of Business Computer lnformation Systems to the Department of Computer Informa,tion Technology and Educa,tion (CITE) ii. Name Change: BS Degree in Fire Services Administration to the BS Degree In Public Emergency Services Management E. Utah System of Higher Education - Change "Applied Technology Education (ATE)" to "Career and Technical Education (CTE)" 5. Writing Portfolio Assessment Report Tab E Finance, Facilities and Accountabilitv Committee 4" Floor Executive Conference Room ACTION: 1. USHE - Long-term Er~rollmenPt rojections Tab F 2. USHE - Proposed Revisions to the Capital Facilities Qualification and Prioritization Process Tab G 3. USHE - Proposed Revisions to Policy R854, Regents Professorships Tab H 4. University of Utah - 2004-2005 Budget for University Hospitals and Clinics Tab l 5. University of Utah -Authorizing Resolution, Replacement of Funds in Debt Service Reserve Tab J Fund with a Debt Service Reserve Fund Surety Bond 6. College of Eastern Utah Property Purchase Tab K 7. Salt Lake Community College - Property Purchase Tab L CONSENT: 8. Consent Calendar A. USHE - 2004-2005 Budget lrr~plenientatioR~ei ports B. USHE - 2004-2005 Appropriated Operating Budgets C. USHE - Spring Seniester and End-of-Term Enrollment Reports D. USHE - Amendments to Policy R928, Leaves of Absence with Paymenf E. University of Utah - Sale of Property and Granting of Easement to UDOT F. University of Utah and Utah State University - Facilities Delegation Reports Tab M INFORMATIONIDISCUSSION: 9. USHE - Quarterly Report on Administrative Collaboration and Consolidation: Financial Aid Tab N 10. USHE - 2005-2006 State-funded Capital Development Projects Tab 0 11. USHE - Informalional Report: Usage of Fuel CardsNehicle Assignments Tab P 12. USHE - Bond-debt Summary and Bonding Overview Tab Q 13. USHE - Update on 2004-2005 Health Plans Tab R 14. USHE - Preliminary Discussion of Proposed Revisions to Policy R851, Guidelines for Tab S Retirement Programs 3:30 p.m. - REGULAR BUSINESS MEETING OF THE BOARD 4:30 p.m. Board Room 1. Report of the Chair 2. Report of the Commissioner 3. General Consent Calendar 4. Reports of Board Committees Academic Committee - Tabs A - E Finance Conimittee - Tabs F - S Tab T Projected times for the various ~neetingsa re estimates only. The Board Chair retains the right to take action at any time. In compliance with the Americans with Disabilities Act, individuals needing special accornmodations (including auxiliarycommunicative aids and services) during this meeting should notify ADA Coordinator, 60 South 400 West, Salt Lake City, UT 84180 (801-321-7124), at least three working days prior to the meeting. TDD # 801-321-7130. REGENTS' AND PRESIDENTS' RETREAT UNIVERSITY PARK MARRIOTT HOTEL (Ballrooms 2 & 3, First Floor) Friday, Auaust 13,2004 Opening Plenary Session 8:30 a.m. - .Meetings of Regents, Presidents and Commissioner 12:OO noon 12:OO noon - 1:00 p.m. Lunch -Atrium, 1" floor 1:00 p.m. - Summary Session - Regents, Presidents and Commissioner 2:30 p.m. The agenda and supporting materials for the retreat will be mailed separately. Topics will include strategies for accommodating future enrollment growth, funding for higher education, tuition policy, financial aid for students, processes for approving new programs (R-401), and the legislative program for 2005-2006. Tab A, Page 1 of 16 MEMORANDUM July 28,2004 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Weber State University request to establish a new Welding Technology Emphasis within the established B.S. in Manufacturing Engineering Technology (MET) Degree - Action Item Issue Weber State University (WSU) seeks approval to add a Welding Technology Emphasis to its existing Manufacturing Engineering Technology (MfET) Degree Program, Fall Semester 2004. The proposal was approved by the WSU Board of Trustees on March 9, 2004. In April, WSU requested an exception to the moratorium based on "Cost Savings or Efficiencies" and "Compelling Need." The Regent's Program Review Committee approved the request on April 4,2004. Background This request to add a Welding Technology Emphasis to the WSU MfET curriculum is in tandem with a recent action by Utah State University (USU) to suspend enrollment in its B.S. in Welding Engineering Technology program effective June 2004. Because of the USU decision, this proposal has three overarching purposes: 1. To provide an alternative program completion option for existing USU students, if they wish to transfer from USU 2. To provide a welding option for WSU MfET students 3. To meet current and future industry employment needs for welding engineering technologists WSU has intentionally added this Welding Technology Emphasis to their existing MfET degree as opposed to creating a stand-alone welding technology degree for two important reasons. First, this degree configuration will increase job opportuni,ties for WSU students because it will produce graduates with both welding technology expertise and manufacturing knowledge and skills. Second, it will enable WSU to accredit the welding technology emphasis, since WSU MfET program is currently accredited by TAC of ABET. Designing and implenie~rtinga n err~phasisw ithin an already nationally accredited degree program will help maintain program quality. Tab A, Page 2 of 16 Policy Issues The institutional Board of Trustees has approved this proposal. No USHE institution expressed opposition to this proposal. Utah State University (USU) supports the proposal in light of their decision to discontinue the Welding Technology Program. Options Considered After Regents have reviewed the proposal from the Weber State University, 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 from Weber State University to add a Welding Technologv Emphasis within the established B.S. in Manufacturing Engineering Technology (MfETJ Degree, effective Fall Semester, 2004. Richard E. Kendell, Commissioner REWGW Attachment Tab A, Page 3 of 16 ACADEMICA, PPLIEDT ECHNOLOGANYD STUDENSTU CCESCS OMMITTEE Request to add a Welding Technology Emphasis within the established B.S. in Manufacturing Engineering Technology (MfET) Degree Effective Fall Semester, 2004 Weber State University Prepared for Richard E. Kendell by Gary Wixom July 28,2004 Tab A, Page 4 of 16 Officials at WSU seek approval to add a Welding Technology Emphasis to its existing Manufacturing Engineering Technology (MfET) degree program, Fall Semester 2004. The proposal was approved by the WSU Board of Trustees on March 9,2004. SECTIONII : PROGRAMDE SCRIPTION Complete Program Description The Welding Technology Emphasis within the B.S. in MfET will produce manufacturing engineering technologists with the knowledge of the latest processes and methods of welding. 'This Emphasis is offered within the Manufacturing and Mechanical Engineering Technology (MMET) Department. The MfET program is accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET). The B.S. in MfET with a Welding Technology Emphasis will prepare students for professional employment in industry by teaching fundamental knowledge and skills in a broad range of manufacturing disciplines. The knowledge and skills include process planning, tool and machine design, niaterial selection and treatment, process automation, manufacturing resource planning, Six Sigma methods and tools in manufacturing, and lean manufacturing. State-of-the-art laboratories give students hands-on experiences with CNC machine tools, robotics, programniable logic controllers, systems integration, and the latest in a variety of CAD/CAM systems. Year-long, required senior projects have included satellites, hybrid electric vehicles, computer integrated manufacturing cells, and others ,that help students gain con,fidence in their abilities while gaining additional insight and skills in both teamwork and human relations. Purpose of Degree The proposal to add a Welding Technology Err~phasisto the WSU MfET curriculurr~i s in tandeni with a recent action by Utah State University (USU) to suspend enrollment in its B.S. in Welding Engineering Technology program effective June 2004. Because of the USU decision, this proposal has three purposes: 1. To provide an alternative program completion option for existing USU students, if they wish to transfer 2. To provide a welding option for WSU MfET students 3. To meet current and future industry employment needs for welding engineering technologists WSU intenlionally seeks to add a Welding Tecb~nology Emphasis to its existing MfET degree as opposed to creating a stand-alone degree for two reasons. First, this degree configuration will increase job prospects for students because it will produce graduates with both welding technology expertise and manufacturing knowledge and skills. Second, it will enable WSU to accredit the Welding Technology Eniphasis, since WSU's MfET program is currently accredited by TAC of ABET. Designing and implementing an emphasis within an already nationally accredited degree program will help maintain program quality. To complete a B.S. in MfET with a Welding Technology Emphasis, students must complete 126 credits, including 45 credits of required MfET courses. Of these 45 credits, 26 will deal with welding technology and electrical circuits (see Appendix A). Welding Technology Emphasis graduates will be knowledgeable about Tab A, Page 5 of 16 the latest processes and methods of welding. Because these graduates are part of the MfET program, they will be able to demonstrate the following outcomes as prescribed by TAC of ABET for MfET programs: 1. Mastery of knowledge and technical skills gained in the major 2. Skills in quality assl-lrance, process planning, scheduling, cost estimating, and project management using corr~merciacl omputer applications 3. The ability to function as a member of a project team with good problem solving skills 4. Technical competency in manufacturing engineering activities 5. Effective technical corr~municatios~kii lls, both written and oral Admission Requirements There are no admission requirements for this emphasis beyond the WSU admission requirements. Student Advisement If students have not declared a major, they will be advised by the WSU central Academic Advisement Office. Once students declare a major, they are advised by faculty advisors within that department. Students who are pursing a Welding Technology Emphasis wi,thin the B.S. in MfET will be advised by one of the MfET faculty at least once each year. Justification for Number of Credits The B.S. in MfET requires 126 credits; this is within the Board of Regents' required range of credits for a B.S. degree (120 to 126 credits). External Review and Accreditation Aside from the discussions between WSU and USU faculty, there were no external consultants involved in the development of this proposed emphasis. WSU officials believe the proposed curriculum content is similar to USU existing course content, though the course configuration niay not be the same. With the USU program suspension, only three four-year welding programs in the United States remain: Ferris State University (MI), Ohio State University (OH), and LeTourneau Ur~iversity(T X). The design of the WSU Welding Technology Emphasis curriculum is similar to Ferris State's or LeTourneau University's.' Ferris State offers a B.S. in Welding Engineering Technology degree with approximately 20 graduates per year. Its curriculum includes courses in welding metallurgy, non-destructive testing, and quality control (courses also found in the proposed Welding Technology Emphasis). The LeTourneau University curriculum also includes courses in welding methods, and AC and DC circuits (courses also included in the proposed emphasis). It is important to note that the LeTourneau University program is designed as a welding concentration within its B.S. in Engineering Technology; this approach is similar to the proposed Welding Technology Emphasis within the proposed WSU B.S. in MfET. The Ohio State program is a welding engineering program - not a Welding Technology program - and is designed in part to prepare students for graduate school. 5 Tab A, Page 6 of 16 The proposal to add the Welding Technology Emphasis was reviewed by the MfET Program Industrial Advisory Committee. These individuals, noted below, unanimously approved the addition of this emphasis. Ken Jensen, chair - Fresenius Medical Dave Mills - Autoliv Bill Fitzgerald - GSC Randy Stanger - Autoliv Marcell Korach - Barnes Group Bud Garcia - Honeywell Rich Ranstrom - Rolls Royce Ed Vannimwegen - Lifetime Producfs George Smedley - lomega Ned Blackett - Chromalox Jim Truett - Miller Electric Todd McBride - Parker Hannifin Craig Trewet - Boeing The MfET program is currently accredited by the TAC of ABET. Because this emphasis will be part of an already accredited degree program, WSU will notify ABET regarding the addition of this emphasis, once it is approved. The next MfET ABET review is scheduled for 2009-2010. There is no extra cost involved to accredit the welding emphasis separate and apart from the costs for accrediting the MfET program. Further, there are no separate welding accreditation standards within TAC of ABET. Accredited engineering technology programs are required to meet the same criteria with regard to program objectives, outcomes and assessment; faculty; facilities; and institutional support. Both the chair of the MMET Department and the dean of the College of Applied Science and Technology (COAST) serve as TAC of ABET reviewers. They have designed the Welding Technology Emphasis to be in compliance with ABET accreditation standards. Projected Enrollment Enrollments in the existing WSU MfET program for the past five years are shown below. With the addition of the welding emphasis and natural growth in the program as show above, it is anticipated that total MfET er~rollmentsfo r the next ,five years will be as noted below. These numbers include an anticipated enrollment of 40 to 50 Welding Technology Emphasis students per year. - WSU MSET ,Majors Faculty 1999 WSU WET rhhticipated Majors - [including Welding Technology Emphasis students) There are currently six full-time faculty teaching in the WSU MfET program. Two of these faculty have sig~iifica~wiet lding background and will teach some of the welding courses. To implement this proposed emphasis, WSU has hired a seventh faculty member on a tenure track appointment who has appropriate welding expertise (see Appendix C). For a tenure track appointment in COAST, faculty must have a rr~inimunoi f a niaster's degree and .five years of relevant work experience. These 3 faculty are sufficient to teach the 26 credits of welding courses because WSU faculty are required to teach 24 credits per year. 2000 2001 2004 2002 101 2005 1 2006 2007 2003 102 145 2008 185 139 195 205 140 210 210 Tab A, Page 7 of 16 With the addition of this faculty member, WSU has adequate staffing for the anticipated enrollment in the welding option for the first ,five years of the program. WSU will not hire adjunct, part-time, or non-tenure track faculty to teach welding technology courses. At WSU, faculty development is supported through several different types of activities including sabbaticals in local industry, attendance at workshops and conferences, seminars through the Forum for Teaching & Learning, and for the faculty who teach the welding technology courses through the Miller Welding training center. The MMET Department currently has 1 FTE technician and 1.5 FTE clerical support staff. This adequately supports the new emphasis area for the first five years; additional support staff will not be needed. Library and Information Resources The WSU Miller Center provides access to a broad array of welding technology learning resources. Students also have access to online or paper copies of learning resources via the WSU Stewart Library. Thirdly, there is a small library and study room in the Engineering Technology (ET) building with a subset of ,these materials. Through the Miller Center, the Stewart Library, and ET library, students can access the needed technical journals, trade magazines, and manufacturing related reference materials. The MMET Department has a library representative that helps assure the reference materials are current. Additionally, the department has an approxiniate ar~nuabl udget of $4,000 for the purchase of new materials. Institutional Readiness WSU is well prepared to implement this Welding Technology Emphasis within its existing MfET B.S. degree program for the following reasons. Budget. WSU will use an existing vacant MfET faculty position to hire one addi.tional MfET faculty meniber to teach the welding technology emphasis courses. This new hire will work with two existing MfET faculty who have welding backgrounds (see Appendix C). WSU has sufficient program support monies (current expense, travel) to support this emphasis. Faculty and Curriculum. Two of the WSU existing MfET faculty have welding backgrounds and WSU has recently hired a new faculty niember with welding expertise to teach the 26 credits of required Welding Tecl- nol logy Emphasis courses that have already been approved by the WSU Faculty Senate. SfaK WSU lhas 2.5 FTE staff currently within the MfET Department; this number is sufficient to handle the additional needs of Welding Technology Emphasis students. Equipment and Learning Resources. Through donations and purchases, WSU has the necessary equipment to offer this emphasis. Miller Electric, the premier producer of welding equipment in the U.S., moved its Intermountain Training Center from USU to WSU in September 2003. By having this .training center at WSU, WSU has access to the latest in welding equipment and the training on the use of that equipment, including four Metal lnert Gas welders, four Tungsten lnert Gas welders, three arc welders, 'five plasma cutters, and two engine driven welders, valued near $250,000. Additionally, USU agreed to send WSU any surplus equipment that was used solely for its Welding Engineering Technology program. Tab A, Page 8 of 16 WSU faculty traveled to USU to consult on curriculum and to talk to USU students and faculty to facilitate transferring USU welding students to WSU. USU faculty visited WSU to talk to the faculty and tour the facilities. WSU is now prepared to provide a seamless transfer of USU students into this emphasis. Program Need USU had a Welding Engineering Technology program with a solid enrollment for many years, as noted by its recent Rve-year enrollment data shown below. WSU intends to build upon this demonstrated need. If this emphasis is approved, some existing USU Welding Technology students may transfer to WSU to complete their degree. Beyond those students, WSU will recruit students internally and externally of its existing pool of MfET students. It is anticipated that the erlrollment in the proposed WSU Welding Technology Errlphasis will start at the level that has existed at USU over the past five years and grow as it recruits specifically for this option. Labor Market Demand USU Welding Engineering Technology Majors Indications from Utah industries show that this type of degree is in demand. The WSU MfET Industrial Advisory Corrlrr~itteem embers feel strongly that there is a solid market demand for such a program and have fully endorsed it. Welding is a fundamental manufacturing process used in Utah companies. A significant advantage in having a welding emphasis as part of manufacturing degree program is that students not only learn about the various types and kinds of welding processes and procedures, they learn about these in the larger context of manufacturing as a whole. It should also be noted that this program will produce graduates with expertise in the technologies needed by Hill Air Force Base and this could be a positive factor in future BRAC evaluations. WSU notes that USU's welding graduates have been hired by other Utah companies, including Varian, Vulcraft, Hercules, IconlProform, Nucor, ATC Thiokol, and Boeing. Student Demand 1999 Immediate demand for the Welding Technology Emphasis will come from current USU students. WSU officials are confident that by including a welding emphasis within their accredited MfET degree and by implementing a strong recrui,tment program, WSU student enrollments in the Welding Technology Emphasis courses will equal or exceed the recent USU five-year enrollment data as shown above. 2000 2001 Similar Programs 40 Several of the Utah College of Applied Technology (UCAT) campuses offer certificates in welding and several of the community colleges have welding programs. The main thrust of these programs is to produce welders, rather than welding technologists. A welder is one who physically does welding, either in the shop or in the field. The welding technologist is one who determines what kind of welding processes should be used within an overall manufacturing option, often in an asserrlbly line setting. Wi,th the decision of USU to 2002 2003 37 44 50 35 Tab A, Page 9 of 16 suspend enrollnient in its program, there is no four-year welding emphasis or welding major within USHE; moreover, no USHE institution offers a bachelor's degree in manufacturing or in welding. Collaboration with and Impact on Other USHE Institutions WSU has had ongoing discussions with USU subsequent to its decision to suspend enrollment in its Welding Engineering Technology. Because of these discussions, WSU has USU's support for this emphasis. WSU believes its collaborative efforts with USU will provide a smooth transition for any USU students who wish to transfer to WSU to complete a welding emphasis option. WSU officials are aware that UCAT faculty and adrr~inistratorsa re co~isideringa n A.A.T. degree in welding sometime in the future (2005-2007). The proposed MfET baccalaureate degree with a welding emphasis could complement a future UCAT A.A.T, degree in welding and provide an advanced degree path for those A.A.T. graduates. If the Welding Technology Emphasis is approved, WSU officials will collaborate with UCAT officials in designing the A.A.T. welding degree to enhance course articulation and student transfer. Benefits By including a Welding Technology Emphasis within the existing B.S. in MfET, WSU provides an additional degree completion op'l:ion for WSU MfET students. WSU officials believe this op.tion increases students' career options and provides them with a competitive employability edge in a relatively unique job market both locally and nationally. A possible short-term benefit to USU is that this emphasis provides an alternative degree completion path for the welding students at USU. This Welding Technology Emphasis also helps meet employment needs of Utah and Intermountain West manufacturers, which benefits USHE. Consistency with Institutional Mission The proposed eniphasis in Welding Technology in the B.S. in MfET degree complements the WSU mission that states students must "...meet the educational needs of Utah through roles assigned by the State Board of Regents in ,the liberal arts and sciences and a variety of vocations and professions." Additionally WSU provides progranis that "...are designed to prepare students for immediate employment or further study, at the same time equipping them through liberal education for lifelong learning in a changing world." The WSU COAST mission supports this insofar as COAST programs serve the citizens of Utah by preparing students for employment upon graduation and ensuring that they are productive, accountable, and responsible individuals able to function effectively in today's workplace. The proposed B.S. in MfET with a Welding Technology Emphasis .fits very well with both the university and college rlission. SECTIONIV : PROGRAAMN D STUDENAT SSESSMENT Program Assessment NOTE: Because this Welding Technology Emphasis is embedded within an existing degree program, the goals, standards of performance, and assessment processes for the Welding Technology Emphasis and students are those that are already in place for the B.S. in MfET program and students. The mission of the WSU MfET program is to educate, prepare, and graduate students with a broad technical foundation along with communication and interpersonal skills, which will enable them to Tab A, Page 10 of 16 demonstrate professional competence within the discipline. Additionally, the MfET prograni strives to provide students, through a blend of theory and hands-on applications, with the knowledge and skills that will satisfy the needs of local and national industries. The MfET program has the following goals: 1. Strive to improve the program relative to its stated mission. 2. Promote excellence in teaching within the program. 3. Strive to increase program enrollments by supporting the recruitment and retention activities of the department and college. 4. Strive to strengthen the relationsliip between the program and local industries by promoting a strong industrial advisory committee. 5. Support faculty activities such as consulting, sabbaticals, and technical seminars that will keep the faculty technically current. Program goals #tIh rough #4 are measured in several ways, including: graduate and employer surveys, exit interviews, and industrial advisory committee focus group feedback. Goal #5 is nieasured through a faculty process as students develop and achieve specific goals that help them maintain technical currency. Expected Standards of Performance The student competencies outcomes listed here are expected for all MfET graduates, including those who complete the Welding Technology Emphasis. These outcomes are prescribed by TAC of ABET for the accreditation of MfET programs. At the time of graduation, MfET students will be able to demonstrate: 1. Mastery of knowledge and technical skills gained in the major. 2. Skills in quality assurance, process planning, scheduling, cost estimating, and project managenlent using commercial computer applications. 3. The ability to function as a member of a project team with good problem solving skills 4. Students will master the technical competency in each of the MfET activities. 5. Students will master effective technical communication skills, both written and oral. Student Assessment WSU uses several assessment methods to measure the outcomes listed above. Formative assessment measures include assignments, exams, and term projects as well as a capstone senior design project. Summa.tive assessment methods include graduate surveys, employer surveys, and exit interviews. In addition, all MfET students are required to take the Society of Manufacturing Engineers Certification Exam. The results from this exam are used to assess whether there are weaknesses in the WSU program. Continued Quality Improvement The B.S. in MfET program has been TAC of ABET accredited for more than 20 years; as an accredited program, WSU must demonstrate that it uses the assessment results to further develop and improve the program. Through its ongoing outcomes assessment processes and regular accreditation reviews, WSU has made many MfET prograni improvements over the years. Recent exarr~plesi~ icludeth e addition of a three-course quality series to the curriculum and modification of its senior project process. In addition to the Tab A, Page 11 of 16 outcomes and accreditation-related data, WSU gathers student course evaluation data on all MfET faculty (tenured, tenure-track and term). These student data have often resulted in course improvements. Budget The following table summarizes the projected five-year budget for the MfET program and includes the recent hire of the faculty member with welding expertise. WSU has hired a seventh MfET faculty member with funds attached to a vacant MfET faculty position. WSU officials believe the E&G funds that support the MfET current expense, library, and travel funds are adequate to support this new faculty hire and the anticipated 40-50 new MfET Welding Technology Emphasis students. Private donations are initially adequate for the equipment needed in the first five years for this proposed emphasis. As described in Budget Table Note #5 and earlier in this proposal, Miller Electric, a major manufacturer of welding equipment, recently relocated its Training Center for the Intermountain West from USU to WSU. As a result, WSU has access to the latest welding equipment including four Metal lnert Gas welders, four Tungsten lnert Gas welders, ,three arc welders, five plasma cutters, and two engine driven welders, valued near $250,000. With the strong support of its Industrial Advisory Committee for this proposed emphasis, WSU anticipates it will receive future donations of equipment or funds for equipment. Budget Table Notes: 1. Salary. Salary figures include a 2% increase each year. 2. Benefits. Benefits are calculated at 40.5% of salaries. 3. Current Expense. This operating budget supports 7 full-time faculty and existing MfET majors; it will be adequate to support the projected 40-50 additional Welding Technology Emphasis students. 4. Library. This reflects the MfET annual library budget; additional resources are spent by the Stewart Library to support the MfET program. 5. Equipment. Funds for equipment come 'from giffs and donations (vs. E&G). As noted earlier in this proposal, Miller Electric relocated its Training Center from USU to WSU in September 2003, and this Center provides WSU with access to a wide array of welding equipment and instr~~ctionmala terials. 6. Travel. Travel for all faculty and staff is supported centrally from the dean's office, and the MfET allocation is adequate for the recent hire, since this position already existed within MMET Funding Sources SalariesNVages Benefits (2) Current Expense (3) Library (4) Equipment (5) Travel (6) TOTAL Funds to support the Welding Technology Emphasis include E&G monies for salaries, benefits, current expenses, and library. The current level of MfET E&G funds is adequate to support the Welding Technology Emphasis students and the one additional faculty WSU hired to teach the emphasis courses. As noted above, donations and gifts have provided the equipment needed for the first five years of this 2005.06 $404,724 $163,913 $40,000 $4,000 $50,000 $662,637 2004-05 $396,788 $160,699 $40,000 $4,000 $50,000 $651,487 2006-07 $412,818 $167,191 $40,000 $4,000 $50,000 $674,009 2007-0'8 $421,075 $170,535 $40,000 $4,000 $50,000 $685,610 2008-09 $429,496 $173,946 $40,000 $4,000 $50,000 $697,442 Tab A, Page 12 of 16 proposed emphasis. WSU anticipates that future donationslgifts, as well as grants, will support future equipment needs. Reallocation Because a vacant MMET faculty position was filled by an MfET hire with welding expertise, this could be construed as a reallocation of salary dollars, although this position was and remains in the MMET Department. There will be no reallocation of funds outside MMET to support this proposed emphasis. Impact on Existing Budgets The relocation of the Miller Center from USU to WSU could be considered a net gain in WSU budget because of the donated equipment and materials. The MfET E&G budget is adequate to support any additional costs accruing from the addition of the Welding Technology Emphasis. Tab A, Page 13 of 16 New Courses to be Added in the Next Five Years Students who pursue the Welding Technology Err~phasisw ill take the courses in the righf half of the following table, instead of courses found on the left half of the table. The MfET Welding Technology Emphasis courses have been approved by the WSU Faculty Senate. All Program Courses - by General Education, Core, and Elective General Education Core Courses errnediate \ ?-calculus lculus Nriting Cr hrs 1 3 Course Number MFET 1 150 MFET 12101L Title Pre-professional Seminar Machining Processes 1 Tab A, Page 14 of 16 Elective Courses MFET 1 Technical Elective 1 3 Total Elective credits 1 3 Total hours for the B.S. in MfET with a Welding Technology Emphasis 126 14 Tab A, Page 15 of 16 The following is the four-year suggested schedule of courses for the BUSi,n MfET with a Welding Technology Emphasis (126 credits): NAMF Tab A, Page 16 of 16 Below is a list of the current full-time MfET faculty; the three faculty with welding expertise, are noted wi.th an asterisk. Tab B, Page 1 of 7 July 30,2004 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Utah Collese of Applied Technolo~v- New Directions 2004 The creation of ,the Utah College of Applied Technology has created a need for greater coordination of programs, particularly in communities where there is an existing institution of higher education that traditionally has offered shorter term non-credit programs directly related to workforce preparation. The new law has also raised questions about accreditation and financial aid and how these issues might be addressed within the governance struct~~roeu tlined for UCAT. The report enclosed, "UCAT: New Directions 2004," addresses those and related issues, and outlines a plan for UCAT for the foreseeable future. Backqround In early April 2004 the Commissioner of Higher Education, the president of UCAT, UCAT campus presidents and officials with UHEAA met to discuss the UCAT organization plan and to solve some of the nagging problems that were not addressed by UCAT legislation. The goals of this meeting are summarized on page one of the report. Over the last several months several meetings have been held with the original group and the executive corr~mittees of the UCAT Trustees and the State Board of Regents. The current report has been revised over the course of these meetings and represents a consensus view of UCAT's role and mission and how the College and the respective branch carrlpuses can best be governed. The report was considered and unanimously approved by the executive committees of UCAT and the Regents. Recommendation It is recommended that the plan as presented be approved and forwarded to the UCAT President, UCAT Trustees, branch campus presidents, and branch canipus Boards of Directors for irr~plenientation. Richard E. Kendell, Commissioner Attachment Tab B, Page 2 of 7 UCAT: New Directions 2004 August 12,2004 Introduction On April 5,2004, the Commissioner of Higher Education, UCAT President, UCAT Canipus Presidents, and representatives from the Utah Higher Education Assistance Authority (UHEAA) met to discuss the UCAT organizational structure. This issue has been a matter of ongoing concern since UCAT was founded in September of 2001 The law as currently structured requires that UCAT operate as one college with nine campuses. However, the operational realities associated with accreditation and financial aid, and the issues associated with choosing a main campus upon which to house the UCAT President and his staff make such an organizational structure problematic. The fact that UCAT currently has nine campuses at levels of maturity ranging from fully developed institutions with complete administrative and financial aid capability to campuses just beginning to address the process for developing these capabilities, is more consistent with an orgarrizational structure that allows campuses to move forward, at least for accreditation and financial aid purposes, independently. The goals of the April 5 meeting were to: Clarify the mission of the Utah College of Applied Technology ldentify an organizational structure that meets the needs of fully developed carrlpuses to move forward for accreditation and financial aid purposes and the need of less developed campuses to mature at an appropriate pace Obtain the support of all campus presidents for the identified model = Clarify, with the help of the UHEAA representatives, the financial aid implications associated with the current structure, the one collegelmulticampus model; and the corporate model ldentify the most appropriate approach to accreditation for the model selected and supported by the campus presidents Identify the steps necessary to move forward with a new model while preserving the integrity of the law Mission The mission for UCAT must be distinctive in nature to eliminate many problems that currently exist and to accentuate UCAT's unique role in the USHE. UCAT cannot be everything to everybody. Each USHE institutior~n eeds a strategy to thrive, and UCAT can be the "technical college" with minimal articulation which will allow the most flexibility and least amount of required Regent oversight. FINAL 811 2/04 Page 2 of 6 Tab B, Page 3 of 7 The current requirement in the law that UCAT offer a degree that is transferable to other USHE institutions has resulted in an unintended focus upon transferability rather than workforce preparation. The April 5 discussion resulted in a reaffirmation of UCAT's mission as a technical college with a commitment to workforce preparation programs. The following items were determined to be critical components of this focus: 1) The purpose of the Utah College of Applied Technology is to provide competency-based training programs, in an open-entrylopen-exit environment, that are developed in quick response to employers' needs (market driven versus student driven). Students may complete individual courses, certificate programs, andlor AAT degree programs. 2) Transferability of UCAT course work to other USHE institutions should not be a primary focus. Make the AAT a terniinal degree for employment purposes and communicate this up front to students to eliminate misperceptions of mandated transferability. Transferability of course work is important for some programs (e.g., Nursing) and students. In these instances, formal articula'tion agreements should be developed. 3) The AAT Degree should be restructured to eliminate the traditional "general education" component and to incorporate "related instruction" that is consistent with the requirements of the Northwest Commission on Colleges and Universities and that can be offered by UCAT campuseslinstitutions in a non-credit environment. 4) UCAT camp~~seslinstitutionssh ould be allowed to operate with a high degree of flexibility and regional responsiveness within their role and mission assignment, without centralized processes that restrict this flexibility. UCAT was founded for the purpose of delivering competency-based job training programs in an open-entrylopen-exit environment, consistent with the mission of the former applied technology centers and services regions. The key to this training is flexibility to develop and deliver these programs in rapid response to the requests of employers. This ,lexibility w~lbl e allowed within the Utah System of Higher Education to the extent that UCAT progranis reniain focused on shorter term training programs driven by employer needs. Those programs that result in certificates or AAT degrees will follow the review process outlined in the Program Effort section, pages 4-5. UCAT Structure There are several structural models that have been under consideration for several months, but only two models maintain the primary thrust and integrity of the enabling legislation. One College (mullicamp~~Ms)o del The "one college with multiple campuses" model, requires the identification of a main campus, the location of the UCAT President and his staff on that campus, and increased centralization of processes related to accreditation, financial aid, human resources, data collection and supervision. Corporate Model The second model, the "corporate" model maintains the plan of a single college with several campuses, each of which could be recognized individually by the U.S. Department of Education for financial aid purposes. Several of the campuses are at a stage of development and maturity that FINAL 811 2/04 Tab B, Page 4 of 7 each can be accredited. Those campuses that are not at a level of development that will allow them to proceed in ,this fashion may choose to 1) affiliate with one of the more established UCAT institutions as campuses or through partnership agreements for needed services, 2) affiliate or, partner with another USHE institution, or 3) maintain their current status and not affiliate further at this time. The Utah College of Applied Technology would operate in a manner similar to that of other systems in the United States that provide a balance of some institutional autonomy and the ce~itralizationo f some functions such as budgeting, auditing, program approval (under Regents1 Policy), MlSldata coordination, general policy and procedure, and legislative program presentations for budgets and capital facilities. The corporate model is the preferred and recommended model. Organizational Plan for Corporate Model The organization plan will allow the legislature and Board of Regents to function as intended in the enabling legislation. The Regents may need to create a third standing committee to deal with ATE training that is non-credit, competency based offered in an open-entry, open-exit environment within the USHE. Initially, this oversight would be provided by the Academic, Applied Technology and Student Success Committee. The UCAT Board of Trustees will direct and oversee UCAT institutions as per State statute. The local campus Board of Directors will serve their local institutions as per State statute. The campuses that will not be able to meet accreditation requirements and choose to affiliate or partner with another ATC or USHE institution will contract for essential services until such time the services can be done independently. The composition of all boards remains the same under law. The Office of the President of UCAT adopts a coordinating and oversight function for a single institution with multiple technical college campuses. Duties of the UCAT president and staff will include: coordinating budgets and facilities, approving instructional programs for submission to the appropriate body, audi,ting, reporting, and developing and presenting the legislative program in coordination with the State Board of Regents. In seeking institutional accreditation, campus presidents are the chief executive officers of their respective campuses with authority provided by law and delegated to them by the UCAT President and UCAT Board of Trustees. Under the proposed model, UCAT institutions will have authority to proceed individually with 1) application and renewal of accreditation; 2) application and administration of student financial aid; and 3) appropriate regional modification to UCAT instructional programs, as long as adherence to the instructional core is maintained. (See Attached Organizational Model) Accreditation FINAL 8/12/04 Tab B, Page 5 of 7 Move forward in the creation of UCAT policy and procedure in line with the restructuring and changes. g)J Continue with COE to ensure candidacy status and student financial aid. Have COE do another self-study workshop due to UCAT's changing structure. Northwest Ultimately have those campuses that are ready, seek accreditation with Northwest. Start this process as soon as possible. Financial Aid UCAT doesn't fit neatly into any of the existing boxes for financial aid authorized by the Department of Education (DOE). The DOE's existing financial aid evaluation process lags behind the new institutional structures, like UCAT, that are competency based. DOE can deal with institutional structures where the campuses are individually accredited or a main campus with multiple campuses. The problems lies in the fact that the DOE evaluates based on credit or seat time, which does not coincide with UCAT's competency based niission and its non-credit effort. These issues will require ongoing evaluation and effort to comply with DOE. Two major issues that the DOE focuses on when evaluating an institution for ,financial aid: 1) Institutional eligibility (what kind of institution are you? Title IV concern) 2) Capability to administer financial aid on campus. Deterrr~inationo f a model and the standardization of financial aid policies across the campuses would aid in the DOE's perception of UCAT and how it addresses the two major issues. Administration will also depend on the model chosen. Based on the corporate model, this could be addressed if: 1) Each campus would need to track information (could share a representative between campuses, if need be) 2) The accounting (draw downs) would need to be consolidated (single point of service) on each campus or partnership center 3) Each campus would have a separate ID number UCAT campuses will continue to work with State financial aid resources to build a model of financial aid acceptable to the U.S. Department of Education. Program Effort FINAL 811 2/04 Page 5 of 6 Tab B, Page 6 of 7 The flexibility to respond to the immediate and ever changing employee training needs of business and industry is the key to the state's economic development. Traditional procedures and decision making often limit UCAT's ability to respo~ida s intended by niission and role designations. In an effort to address this challenge and meet a new structural service design, the following is a college recommendation for program approval and certificateldegree issuance: Programs of up to 900 clock hours will be approved by the local Board of Directors. As appropriate, the regional campus will award a local "Certificate of Proficiency" designed to reflect the campus, area of competency, and its UCAT affiliation. If financial aid is provided for programs of 600 to 900 clock hours, the CAO will submit a Letter of Intent, with appropriated supporting documentation, to the Commissioner of Higher Education for approval through the Fast Track Process (R401-7) and subsequent inclusion on the lnformation Calendar of the next Regents meeting agenda. This procedure complies with the U.S. Department of Education requirement for program approval through the state's approval process. Programs greater than 900 clock hours .that result in a "Certificate of Completion" are subject to the review process described in Regents' Policy R-401.* The approval process includes the following steps: 1) The UCAT Carr~pusm ust subniit a program request to a Regional Review Committee comprised of the relevant UCAT campus chief instructional officers and the chief academic officers from each of the USHE institutions in the region. 2) The proposed program must be approved by the UCAT Campus Board of Directors, and will then be submitted to the UCAT President for approval and submission to the UCAT Board of Trustees for approval. 3) The proposal will then be submitted by the UCAT President or his designee, to the Commissioner of Higher Education for approval and subsequent inclusion on the lnformation Calendar of the next Regents' agenda. Associate of Applied Technology (AAT) Degrees will follow the regular approval process outlined in Regents' Policy R-401. The proposed process will provide increased flexibility to meet the particular training needs of a region by nioving the level of responsibility for curriculumlprogram development and program submission to the campus level. The current process, which requires consensus from all UCAT campuses in the development and subsequent revision of certificate and degree programs, is replaced by the policy and plan described above. Certificates of Completion and AAT Degree programs are awarded as UCAT certificates and degrees, authorized by the UCAT Trustees, and shall include a campus designation. * The proposed process will require a change in the current Regents' Policy R-410 Approval of New Programs, Program Changes, and Discontinued Programs Process FINAL 8/12/04 Page 6 of 6 Tab B, Page 7 of 7 Take the plan, as outlined, to the Joint Executive Committees of the Board of Regents and UCAT Board of Trustees Seek formal endorsement froni the Board of Regents and the UCAT Board of Trustees Present plan to local Campus Board of Directors for support and eventual iniplementation Seek legislature leadership support Amend existing law to accomniodate change (Accreditation efforts will continue and contacts with the accrediting bodies will be made throughout the process) Tab C, Page 1 of 4 MEMORANDUM July 29,2004 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Consent Calendar: Academic, Applied Technology, and Student Success Committee The following requests have been submitted by the Utah Valley State College and .the Utah College of Applied Technology for consideration by the Regents on the Consent Calendar of the Academic, Applied Technology, and Student Success Committee. A. Utah Valley State College Request: Utah Valley State College (UVSC) requests approval for a progress report of the Bachelor of SciencelBachelor of Arts Degree Programs in Behavioral Science. The Regents approved the degree program on April 23,1999, and requested that a progress report be submitted that would address the issues of curriculum depth, interdisciplinary structure, and the ratio of full-time to part-time faculty. After reviewing a preliminary progress report in August 2003, the Commissioner's staff requested additional information on faculty preparation, enrollment and graduation data, and placemelit of students. Subsequently, UVSC provided the requested information. Curriculum: Changes to the curriculuni include introductory courses as prerequisites and the addition to the core of behavioral science models. Also, the threshold GPA to enter the program was raised to 3.0. Depth of the curriculum has been strengthened with an upper-division intensive writing course in conteniporary Sociology, upper-division coursework in Psychology, and research courses which lead to an original research project. Interdisciplinary Structure: Students are required to take an orientation course that introduces the integrated nature of the program followed by introductory courses in Anthropology, Psychology, and Sociology and upper-division allied courses. The statistics and methods courses employ an integrated perspective. All students must satisfy a diversity requirement as well. Ratio of Full-time and Part-time Faculty and Faculty Preparation: In the Fall semester, 2003, the Behavioral Science Department eniployed 14.5 full-time contract faculty who taught 55 sections (47.8%) of the courses, including 70 percent of the upper-division courses. Forty (40) adjunct faculty taught 60 sections (52.2%) of the courses. While UVSC officials state that the Department has made great strides to hire appropriate faculty, program growth has encouraged the Tab C, Page 2 of 4 Department to seek additional funding. Of the 14.5 full-time contract faculty, 12.5 hold the Ph.D. Of the 40 adjunct faculty, eight hold the Ph.D. Enrollment: Growth in both Psychology and Sociology has been steady. In the Fall, 1999, enrollment in Psychology totaled 2107 while in the same time period in 2002, enrollment jumped to 2986. In Sociology, the Fall, 1999, er~rollme~wiat s 864 while the Fall enrollment, 2002, was 1566. Graduation Data: Graduation numbers for both Psychology and Sociology rose steadily. In 2000, the first year there would have been graduates, 14 students in Psychology and one in Sociology graduated. In 2004, 157 students graduated in Psychology and 24 graduated in Sociology. Placement of Students: Officials admit that tlieir methods of collecting placement information need to be improved. They have used telephone surveys, word of mouth, a.nd reports from the academic advisor and asked seniors to use the institutional website to update their information. The Department is working with the Institutional Effectiveness Director to improve a tracking system. However, a 2002 survey of 101 graduates who responded indicated that 73.3 percent were employed with an average salary of $26,600, while 5.1 percent were seeking employment and 24.8 percent were continuing their education. These 25 graduates were enrolled in master's degree and other programs in-state, out-of-state, and in one foreign country. B. Utah College of Applied Technology Request: The Utah College of Applied Technology is requesting approval, under the "Fast Track Approval Process," to offer a Paralegal Certificate of Proficiency. Upon approval of the program, the certificate will be submitted to the Department of Education for federal financial aid eligibility and will be offered at the Davis Campus. The Cor~imissioner'ss taff has reviewed the proposed program and determined that it meets the standards and criteria for short-term ATE programs. Program Description: The Paralegal Certificate is an 870 hour program designed to provide students with the skills to obtain employment as paralegals for lawyers, law offices, corporations, governmental agencies or other entities. Paralegals perform substatdive legal work l~ndear n attorney's supervision; the supervising lawyer retains ultimate responsibility for a paralegal's work. The courses for this certificate have been created based upon standards from the American Bar Association, Standing Committee on Paralegals. These standards are set by national paralegal organizations, including the American Association for Paralegal Education, the National Association for Legal Assistants, and the National Federation for Paralegal Associations. Market Demand: According to the U.S. Department of Labor, Bureau of Labor Statistics, err~ploymenfto r Paralegals and legal assistants is projected to increase 21 to 35 percent through 2012. Labor Market information published by the Utah Department of Workforce Services lists "Paralegalllegal assistant" as one of the Top Ten Fastest Growing Jobs in the U.S. from 1998 to 2008, and identifies "paralegalllegal assistant" as one of the Top 50 Fastest Growing Occupations in Utah 2000 - 2005, with a projected growth rate of 6.2 percent (compared to an average projected growth rate of 2.4 percent). In Utah, the starting wage for paralegals averages $13.40 an hour; the average hourly wage is $18.40; the median wage is $18.70; the middle range for all Tab C, Page 3 o f 4 hourly wages is $15 to 21 -60. All wages are slightly higher for the Wasatch front, including Davis- Morgan counties. In addition to opening the door to a career as a paralegal, the proposed program teaches skills, including written and verbal communication skills, problem solving and analytical skills, computer skills, leadership skills, and presentation skills, to identify just a few. These skills will prepare completers for many careers and are among the skills niost in demand for today's job market. Finally, this program would allow high school students who aspire to a law-related career, such as lawyer, police officer or probation officer, to gain some knowledge of (and experience in) the legal field prior to making a career commitment. Similar Programs at Other USHE Institutions: Three USHE institutions offer some type of paralegal program: Utah Valley State College (UVSC) in Orem offers both an Associate and a Bachelor's Degree; Salt Lake Community College (SLCC) offers an Associate Degree; and Weber State Ur~iversityo ffers a one-course certificate. UVSC has the only ABA-approved program in Utah. UVSC's and SLCC's programs are offered in a traditional, semester-based format. Weber State's program consists of one 84-hour course. Although the traditional format may meet the needs of many students, the self-paced training [open-entrylopen-exit] model permits flexible scheduling that can be tailored to a student's individual needs. The proposed program is focused on skills-based training and directed at the "generalist" paralegal who will work in a variety of legal settings. The proposed program offers a viable approach to raising students' professional skills. Finance: Resources for this certificate are already in place as it was previously approved by the Davis Applied Technology College's (DATC) Board. Existing funds have been used to prepare facilities, hire faculty, and provide equipment. No additional resources are required; the certi.ficate will not impact current operations in any way. Budgets are currently in place for this program, as the campus certificate had been previously approved and offered. No additional financial resources are required. Course List: Foundation Computer Literacy Workplace Relations Job Seeking Skills Math I Leaal Snecialtv Introduction to Law Civil Procedure & the Paralegal's Role in Civil Litigation Interviewing & Investigating Cases, Codes and Con-~pilationsR: esearch and Writing for Paralegals Professionalism and Ethics for Paralegals Family Law: the Paralegal's Role in a Divorce Praci:ice Criminal Law & Procedure for Paralegals Tab C, Page 4 of 4 Law Office Management: Policies and Procedures for Paralegals 30 Paralegal Internship 120 Total 870 Course Descriptions are on file in the Commissioners Office. DATC anticipates offering electives for specialization in the future. Commissioner's Recommendation It is the recommendation of the Commissioner that the Reqents approve the progress report on the Bachelor of SciencelBachelor of Arts Degrees in Behavioral Science from Utah Valley State College and the request from the Utah College of Applied Technoloqy to offer the Paraleqal Certificate Program as they appear on the Consent Calendar of the Academic, Applied Technoloqv, and Student Success Committee. Richard E. Kendell, Commissioner REWPCS Attachment Tab D, Page 1 of 36 July 30,2004 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Information Calendar: Academic, Applied Technology, and Student Success Committee The following academic and administrative program changes and reviews have been submitted to the Regents on the Information Calendar of the Academic, Applied Technology, and Student Success Committee. These changes have been previously approved by the respective Boards of Trustees, and no action is required by the Regents. A. University of Utah 1. Interdisciplinary Minor in Peace and Conflict Studies This proposed minor will take advantage of existing resources from faculty in 15 different departments representing five colleges that have collaborated to introduce students to peace and conflict studies from an interdisciplinary perspective. Students will take a total of 18 credits (no more than nine in a single department) according to guidelines developed by a 7-1 0 member Faculty Advisory Committee appointed by the Dean of the College of Humanities. Primary advising will occur in the Department of Communication. The Peace and Conflict Studies Minor will prepare students to understand the dynamics of peace and conflict and to contribute to the creation of more just and peaceable conditions in the world. Need for the minor is self evident. Our daily lives are increasingly implicated with violence in small and large ways. Domestic violence, school violence, and national and international violence call for greater understanding of the reasons for conflict and ways to engage in or avoid war and struggle. Since this minor involves no new courses and no new program development, it requires no new funds. It will be created through the organization of existing resources and the collaboration of units currently on the campus. Since the new minor is unique, timely, and important, it is believed that it could increase student credit hours and attract some new students to the University. B. Utah State University Tab D, Page 2 of 36 1. Name Change: Department of Industrial Technology and Education to the Department of Engineering and Technology Education. BS in Technology and Industrial Education would change to BS in Engineering and Technology Education, and MS in Industrial Technology would change to MS in Engineering and Technology Education. These name changes represent a new direction in the College of Engineering. Degree programs in Welding Engineering Technology and Computer Electronics Technology are being phased out, and Industrial Technology degrees will no longer be offered. Aviation programs are being reorganized., and engineering education will become .the focus of the technology teacher education program. USU has prepared teachers for Technology Education and Trade and Technical Education for many years at public school grade levels 6- 12, applied technology centers, and colleges and universities. Recently, the focus and content has changed, and engineering education is emerging as an emphasis area at the grade 6-1 2 levels. The Utah State Office of Education has included engineering with Technology Education, and USU plans to prepare teachers with engineering and technology skills and techniques. These name changes will not require additional faculty or operating support, and no new funding is requested. Some faculty assignments and operation money will be redirected to engineering education and teacher education as a result of eliminating the industrial technology programs. Weber State University 1. 2003-2004 Program Reviews Weber State University conducted 16 program reviews as specified in Regents Policy R4 1 1, Review of Existing Programs. The policy requires the institution to conduct periodic program reviews (universities on a seven year cycle and community and state colleges on a five year cycle) and provide a summary of the findings to the Commissioner's Office. Weber State University has provided the Commissioner's Office with the following program reviews: Automotive Technology and Automotive Service Technology; Computer and Design Graphics Technology; Computer Science; Interior Design Technology; Technical Sales and Sales and Merchandising; Telecommunications and Business Education; Computer Engineering Technology; Electronics Engineering Technology; Manufacturing Engineering Technology; Mechanical Engineering Technology; Family Studies and Early Childhood; Health Promotion and Human Performance Management; Dental Hygiene; Health Information Management; Nursing; and the Honors Program. Tab D, Page 3 of 36 Each review gave the requisite information including a table demonstrating five years of student credit hours, FTE, degrees obtained, demographic profile, faculty status, and student/faculty ratios. Program strengths, challenges, and recommendations were included along with an institutional response to the program review teams. The program strengths included well-prepared faculty and adjuncts, strong curricula, good facilities, and competent advising. Program challenges included preparation of faculty who teach upper-division courses, .the need for more faculty and better facilities, better mentoring for adjunct faculty, and large classes. Institutional responses recognized progress that had been made on the recommendations, faculty responsibility in the face of growing enrollments, assessment plans, and excellent capstone courses. Overall, the program reviews demonstrated institutional support for improvement in how students are served. The program reviews are on file in the Commissioner's Office. Utah Valley State College 1. Name and Location Change: Department of Business Computer Information Systems to the Department of Computer Information Technology and Education. The CITE Department will move from the School of Business to the School of Computer Science and Engineering Technology. An institutional review of the mission and future of information technology education at UVSC and an evaluation of the School of Computer Science and Engineering Technology have resulted in a recommendation that the Department of Business Computer Information Systems be changed to the Department of Computer Information Technology and Education and that the department be relocated from the School of Business to the School of Computer Science and Engineering Technology. This centralization of educational programs in computer career areas is designed to eliminate redundancy, optimize curricular offerings, improve laboratory utilization, and provide better academic and career advising for students. The name change is a more accurate description of the department's program offerings. The proposed name change and departmental transfer will have minimal institutional impact with respect to faculty and budget. Resource efficiencies may be realized through the consolidation of course work, improved laboratory utilization, and more effective student advisement. Minimal one-time costs are anticipated to print new letterheads, business cards, etc, but these costs plus the costs of physical relocation of the department will be absorbed through Tab D, Page 4 of 36 departmental and school budgets. 2. Name Change: Bachelor of Science in Fire Services Administration to Bachelor of Science in Public Emergency Services Management. A survey of students in the Fire Services Administration program at UVSC indicates that many are concerned that the name of the current BS degree is too narrow and spccific for their long range career plans. In addition, many students in the paramedic specialization of the Fire Science program seek a baccalaureate degree that meets their needs without requiring a complete lower division component of fire officer courses beyond their own set of lower division paramedic courses. Thus, under a renamed degree, students would be able to select 21 credit hours from either Fire Science Officer (FSO) courses currently in the program, or from Fire Science Emergency Technician (FSE) paramedic courses also available in the Fire Science curriculum. Responding to these combined concerns, UVSC proposes that the name of the current BS degree in Fire Services Administration be changed to a BS degree in Public Emergency Services Management. It is believed that this change in degree title is a more accurate description of the curriculum offered and that it better serves the interests and needs of both fire service students and paramedic and emergency rescue students. By altering seven course prefixes and thrce course titles in the Fire Science Department, as well as adjusting some pre-requisite courses, this change in degree title can be made with no impact on the department's budget, facilities, equipment, faculty or administrative structure. No new courses or faculty will be required. Any additional students that may be attracted by the name change can be accommodated in existing courses and facilities. E. Utah System of Higher Education 1. Name Change: Applied Technology Education (ATE) to Career and Technical Education (CTE). During the last ten years, the term "Applied Technology Education" (ATE) has been used to refer to programs that are geared to preparing individuals for the immediate workforce. That terminology is being changed on a national level to "Career and Technical Education" (CTE). After comprehensive research conducted with students, parents, and business and industry partners, the national professional association has changed its name from the American Vocational Association (AVA) to the Association for Career and Technical Education (ACTE). The term "CTE" is now being used in nearly all 50 Tab D, Page 5 of 36 states. The decision to make the change was based in part on the following factors: Need to align with national organizations, the U.S. Department of Education, and Congress "Career and Technical Education" is a more accurate term • "Technical" is more modern and progressive terminology Parent recognition of "Technical EducationJ' "Applied" is often seen as a negative term "Career" is a broader, more descriptive term In harmony with the national trend to use "Career and ~echnicaEl ducation" and "CTE" to designate this category of education and training, a decision has been made in Utah (public and higher education) to begin using this new terminology. In March 2004, ATE Directors in both public and higher education voted to change the name, effective July 2004. As happened previously when the term ATE replaced the term "vocational," there will be an expected gradual transition in use of the new designation. The Utah professional association has changed its name to the Utah Association of Career and Technical Education (UACTE). Student leadership organizations will change their name to Career and Technical Student Organizations (CTSOs). This item is for information purposes to alert Regents that they will begin to see the new terminology as this transition takes place over the next year. Commissioner's Recommendation It is the Commissioner's recommendation that the Regents review the Information Calendar and raise any issues for clarification. No action is required by the Board. Richard E. Kendell, Commissioner Tab D. Page 6 of 36 WEBER STATE UNIVERSITY 2003 .20 04 PROGRAM REVIEWS The results of the 2003-2004 reviews were discussed with the WSU Program Review Standing Committee on October 6.2003. February 2.2004. February 9.2004. and February 23.2004 . The committee recommendations are embedded within the Institutional Responses and can be found at the conclusion of each program's review . COLLEGE OF APPLIED SCIENCE & TECHNOLOGY Automotive Technology and Automotive Service Technology ..............;.. ......................................... 1 Computer and Design Graphics Technology ..................... . .......................................................3. Computer Science .......................... .......................................... ......................................................5.. Interior Design Technology .......................................................................................................7.. ...... Technical Sales and Sales and Merchandisi n..g... .................................. ........................................9. Telecommunications and Business Education. .........................................................................1..1.. .. Computer Enginee rin. g T. e.chn. ol.ogy .................. ............................................................... 13 Electronics Engineering Technology ............ ... ....................................................................... 13 Manufacturing Engineering Technology .................... . ..............................................................1. 3 Mechanical Engineering Technology ...................................................................................1.3.. . MOYES COLLEGE OF EDUCATION Farr~ilyS tudies and Early Childhood ........................................................................................1.8.. .. Health Promotion and Human Performance Management ........................................................2..0.. . DUMKE COLLEGE OF HEALTH PROFESSIONS Dental Hygiene ...........................................................................................................................2..3.. Health Information Management .................................................................................................2..5. Nursing .................... .. ..............................................................................................................2 7 HONORS PROGRAM .................... . ..................................................................................................... 29 Tab D, Page 7 of 36 AUTOMOTIVE SERVICE TECHNOLOGY AND AUTOMOTIVE TECHNOLOGY In October 2003, the following individuals conducted an evaluation of the Autoniotive Service Technology (A.A.S.) and Automotive Technology (B.S.) Programs: Paul Pate, Applied Technologies, Community College of Southern Nevada, Las Vegas, NV Bill Van Beek, Technical Services and Training Manager, Toyota Motor Sales, Denver Region, Denver, CO Dr. Jeffery Livingston, Business Administration, Weber State University Dr. Forrest Crawford, Teacher Education, Weber State University Automotive Student and Facultv Statistical Surr~niary Proqram Strenqths: 1. Strong relationship between the program and the industry, as evidenced by effective advisory committees, three manufacturing centers on campus, and donated funds 2. Faculty are ASE-certified and maintain techr~icael xpertise 3. Achieving and maintaining National Automotive Technicians Education Foundation accreditation 4. Strong advising program for students Student Credit Hours Student FTE Student Majors Associate Degree Bachelor Degree TOTAL Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE Student/ Faculty Ratio Program Challenges: 1. May be a disconnect with corr~niunicationw ith the dean's office 2. Program lacks clearly defined continuous improvement plan 3. Class sizes are compromising safety and quality of intstruction 4. Budget shortfalls are suppleniented with cash dollations from industry 5. Disparity between faculty and institution's scholarship expectations 1998-99 3,659 122.0 109 44 153 29 -9 38 12 141 1.3 -6.3 7.6 16.2 1999-2000 3,363 112.1 92 -6 1 153 35 -19 54 10 143 1.4 -6.1 7.5 14.9 2000-01 3,110 103.7 94 -63 157 25 -22 47 12 145 1.5 -6.3 7.8 13.2 2001 -02 3,631 121 .O 115 -59 1 74 13 -22 35 10 164 1.5 -6.3 7.8 15.5 2002-03 4,520 150.7 146 -56 202 32 -12 44 9 193 2.7 -4.4 7.1 21 .I Tab D, Page 8 of 36 6. Insufficient number of computer work stations Recommendations: 1. Create a separate department for these programs 2. Implement a clearly defined learning outcomes assessnient plan 3. Increase legislative funding for the programs Institutional Response to Program Review Team Report: The program is commended for achieving and maintaining NATEF accreditation, for their strong industry cor~nectionsa, nd their 100% placement of graduates. The program is encouraged to develop an ongoing assessment process, and to encourage and support faculty scholarship. Developing a strategic plan may assist with the decision of whether this program becomes a stand alone department. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, and concludes that the Automotive Technology Programs are acceptable and should be reviewed again in 2008-2009. Tab D, Page 9 of 36 COMPUTER AND DESIGN GRAPHICS TECHNOLOGY In October 2003, the following individuals conducted an evaluation of the Coniputer and Design Graphics Technology Program: Dr. Bob Walker, Radiologic Sciences, Weber State University Mr. Richard Cozzens, Applied Technology Education, Southern Utah University Mr. Larry Hunsaker, Autoliv ASP, Module Facility, Ogden Computer and Design Graphics Technoloav Student and Facultv Statistical Summary * This includes all faculty in the Manufacturing and Mechanical Engineering Tech Department where the Computer and Design Graphics Technology Program is housed. Student Credit Hours Student FTE Student Majors Associate Degree Bachelor Degree TOTAL Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty * Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio Proqram Strennths: 4. Faculty well-qualified and technically current 5. There is an active industrial advisory board 6. The design of the bachelor's program was based on best practices of 17 other programs Proqram Challenges: 1. Continuation of graduating student data collection to determine their preparation for ,the work force and graduate school 2. Need to pursue ABET accreditation 1998-99 2,293 76.4 49 -0 49 14 -0 14 14 35 1.2 -6.1 7.3 N A Proqram Recommendations: 1. Hire an additional faculty member to meet increasing enrollment 1999-2000 2,461 82.0 107 0 1 07 12 -0 12 28 79 2.1 -4.5 6.6 N A 2000-01 2,425 80.8 122 0 122 19 -0 19 33 89 1.2 -4.4 5.6 N A 2001 -02 2,900 96.7 122 3 I 25 19 -0 19 33 92 1.2 -4.4 5.6 N A 2002-03 3,320 110.7 126 -32 158 16 14 30 36 122 3.5 4.5 8.0 N A Tab D, Page 10 of 36 2. Provide continual training for faculty to keep current with technology 3. Outcomes data should be used to improve the program Institutional Response to Proqram Review Team Report: The program is commended for seeking national accreditation, as well as for the quality of their faculty, excellent laboratory and classroom facilities, and appropriate support staff. The program is encouraged to develop written goals and student learning outcomes specific, and to regularly assess these outcomes and use the data for program improvement. This program could become a leading graphics program in the lnterniountain West. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, and concludes that the Computer and Graphics Technology Program is acceptable 'and should be reviewed again in 2008-2009. Tab D, Page 11 of 36 COMPUTER SCIENCE In October 2003, the following individuals conducted an evaluation of the Corr~puteSr cience Program: Dr. Kent Kidman, Mathematics, Weber State University Mr. Bruce Davis, Center for Business and Economic Development, Weber State University Dr. Susumu Kasai, Computer Information Systems, Salt Lake Conimul-~ityC ollege Ms. Betty Tucker, Information Systems and Technology, Weber State University Computer Science Student and Faculty Statistical Summarv Proqram Strengths: 1. Faculty have industry experience, and recent hires have added new perspectives to curriculum and Student Credit Hours Student FTE Student Majors Associate Degree Bachelor Degree TOTAL Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio assessment 2. Up-to-date equipment 3. Exceptional academic advising 4. New faculty are mentored 5. Active advisory committee with members from several local companies Proqram Challenges: 1. Communication concerning laboratory management 2. Academic qualifications of faculty teaching upper division classes 3. Courses primarily offered M-Th with limited faculty availability on Friday 4. Need for more mathematics and science for the majors, especially in the Systems Integration Area 5. Lack of focus on preparing students for graduate school 6. Hiring and evaluation of adjunct faculty needs improvement 1998-99 14,518 483.9 190 -444 634 42 -111 153 105 529 10.7 -7.5 18.2 26.7 1999-2000 14,889 496.3 308 774 47 -115 162 113 661 7.9 -9.4 17.3 28.8 2000-01 13,539 451.3 352 -40 1 753 38 -104 142 105 648 7.9 -9.5 17.4 26.0 2001-02 14,210 473.7 657 -180 837 4 1 -125 166 132 705 7.8 -9.5 17.3 27.4 2002-03 12,980 432.7 623 -178 80 1 25 -128 153 98 703 9.8 -9.0 18.8 23.1 Tab D, Page 12 of 36 Program Recommendations: 1. Develop a system of communication between University Information Technology Division, lab managers and the faculty 2. Con,tinue to use the Advisory Council for developing ways to improve programs 3. Hire more qualified faculty 4. Keep course work up-to-date 5. Expand the opportunities for faculty to obtain additional educational credentials 6. Require more mathenlatics for the Systenis Integration eniphasis or more mathematics and science for the Software Engineering emphasis that will better meet ABET accreditation standards Institutional Response to Program Review Team Report: The program is commended on the progress that has been made since the review, including inviting lab staff to department meetings, the use of an online forum for faculty to post problems and concerns, and the hiring of an additional lab manager. The addition of a full-time staff person at Salt Lake Corr~niunityC ollege has created consistency with course scheduling and student advising. Baccalaureate-prepared fac~~latrye pursuing their master's degrees. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, and concludes that the Department of Corr~puteSr ciences is acceptable and should be reviewed again in 2008- 2009. Tab D, Page 13 of 36 INTERIOR DESIGN TECHNOLOGY In October 2003, the following individuals conducted an evaluation of the Interior Design Technology Program: Dr. Chloe Merrill, Child and Faniily Studies, Weber State University Dr. Yasmen Simonian, Clinical Laboratory Sciences, Weber State Ur~iversity Ms. Wendy Harris, Interior Design, Brigham Young University-Idaho, Rexburg, ID Ms. Karen Cahoon, Professional Designer, Ogden lnterior Design Technoloqv Student and Faculty Statistical Summary Proqram Strenqths: 1. Committed, highly qualified faculty 2. Strong diverse group of industry professionals serving as the Advisory Board 3. Motivated and successful students 4. An A.A.S. degree in lnterior design Technology which transitions with ease to the BS in Technical Sales 5. Concurrent enrollment in 14 area high schools 6. Flexibility in transfer evaluation and acceptance of courses 7. Support for professional development and travel 8. Adequate facilities and technology labs Student Credit Hours Student FTE Student Majors Program Graduates Student Demographic Profile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio Proqram Challenqes: 1. Need for a core of full time faculty to add balance and diversity to the prograni 2. Need for gender diversity among student population 3. Need for better sequencing of lower and upper division courses 4. Poor lighting in drafting labs and lecture rooms Proqram Recommendations: 1. Advance current half-time faculty to full-time status and hire additional faculty 2. Provide a student technology assistant and a lab assistant in the resource library 1998-99 2,113 70.4 62 11 70 2 0.0 1 .O 1 .O 70.4 1999-2000 2,366 78.9 72 21 76 4 0.0 1 .O 1 .O 78.9 2000-01 2,013 67.1 70 14 72 0 0.0 1 .O 1 .O 67.1 ' 2001 -02 209 1 69.7 74 9 73 4 0.0 1.5 1.5 46.5 2002-03 2,106 70.2 72 10 60 2 1 .O 1.5 2.5 28.0 Tab D, Page 14 of 36 3. Provide better course sequencing, add prerequisites, and number courses appropriately with year of study 4. lncrease collaboration with other departments, especially with arts and theater 5. Provide more visible areas for displays of student work 6, lncrease technology to support areas of interior design Institutional Response to Program Review Team Report: The program is cornmended for their efforts to serve an increasing number of students with very limited faculty in an effective way. Itsappears that this is a strong niajor as reflected by the number of majors, graduate satisfaction and employer satisfaction with graduates. It benefits students to be able to move from a two-year A.A.S. program into a four-year degree program (e.g., Technical Sales, Integrated Studies). The program is encouraged to pursue the steps to become nationally accredited. The Office of Academic Affairs notes the recor~niendationso f the reviewers and the faculty responses, and concludes that the Interior Design Technology Program is acceptable and should be reviewed again in 2008-2009. Tab D, Page 15 of 36 TECHNICAL SALES AND SALES AND MERCHANDISING In September 2003, the following individuals conducted an evaluation of the Sales and Merchandising (A.A.S.) And Technical Sales (B.S.) Programs: Ms. Erika Daines, Foreign Languages, Weber Sate University Mr. Lynn Corbridge, Health Promotion and Human Perforniance, Weber State University Mr. Curtis Youngman, Marketing, Salt Lake Community College Technical Sales and Sales and Merchandising Student and Faculty Statistical Summary Program S'trengths: 1. Course content is consistent with the mission statement 2. Curriculum is offered online and in area high schools 3. Accessible and caring full-time and adjunct faculty 4. Well-organized advising system 5. Effective advisory committee that provides input to the program 6. Well-prepared full- and part-time faculty 7. Strong support for classroom equipment Student Credit Hours Student FTE Student Majors Associate Degree Bachelor Degree TOTAL Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE Student/ Faculty Ratio Program Challenqes: 1. Concern for .the lack of English and business math skills of the students 2. Too few sections of on-campus offering for some classes 3. Adjunct faculty have inadequate mentoring 4. Advising is the responsibility of one faculty member and the chair 5. Labs are too small and open too few hours 1998-99 11,878 395.9 20 278 298 10 -120 130 93 205 3.9 -6.5 10.4 38.2 1999-2000 12,382 412.7 47 -292 339 18 -129 147 89 245 1.8 -5.5 7.3 56.7 2000-01 14,514 483.7 50 -357 407 8 -158 166 122 283 2.6 -5.7 8.3 57.8 2001 -02 15,514 517.1 33 -403 436 5 -169 174 127 313 2.6 -5.2 7.9 65.7 2002-03 16,417 547.2 40 -375 41 5 5 -178 183 113 300 1.6 -6.7 8.3 65.6 Tab D, Page 16 of 36 Proqram Recommendations: 1. Require the course in retail merchandising and buying methods in the Technical Sales program to boost English and business math skills 2. Offer additional on-campus sections of courses with high enrollments 3. Review concurrent enrollment program with area high schools to examine its usefulness 4. Establish an adjunct faculty mentoring system and assign them to full-time faculty 5, Involve more faculty in student advising 6. Continue close cooperation with local businesses 7. Separate the Automotive progranis ,from this department 8. Work with the university development office to secure outside funding Institutional Response to Proqram Review Team Report: The program is commended for the changes that have been made as a result of ongoing outcomes assessment (e.g., adding courses, changing the senior project, and a move toward undergraduate research). Progress has been made with several of the recommendations noted above, and the program is encouraged to continue to make progress on these recommendations. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, and concludes that the Sales and Service Technology Program is acceptable and should be reviewed again in 2008-2009. Tab D, Page 17 o f 36 TELECOMMUNICATIONS AND BUSINESS EDUCATION In October 2003, the following individuals conducted an evaluation of the Telecommunications and Business Education Programs: Telecommunications Proqram Dr. Dennis LaBonty, Business Informati011S ystems, Utah State University Dr. Tony Spanos, Foreign Language, Weber State University Dr. Lauren Fowler, Psychology, Weber State University Mr. Randy Swalberg; Qwest, Bountiful, UT Business Education Proqram Dr. Colleen Vawdrey, Business Management, Utah Valley State College Dr. Michael E. Cena, Teacher Education, Weber State University Dr. Alma F. Harris, Business Administration, Weber State University Ms. Janet Janies, ATE Specialist, Davis School District, Farniington, UT Telecommunications and Business Education Student and Faculty Statistical S~~mmary Program Strengths: 1. Fol~or f six full-,time faculty have terminal degrees 2. Students in all majors are involved in practicum experiences Student Credit Hours Student FTE Student Majors Associate Degree Telecomm Bus Ed Bachelor Degree Telecomm Bus Ed TOTAL Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio 1998-99 6,903 230.1 0 19 50 49 118 15 -26 41 71 47 2.4 -5.5 7.9 29.1 1999-2000 7,525 250.8 0 22 58 -42 123 14 -37 5 1 71 52 2.9 -5.6 8.5 29.6 2000-01 9,534 317.8 3 22 58 -42 125 13 26 39 49 55 3.4 -6.0 9.4 33.7 2001 -02 11,919 397.3 35 23 49 -37 144 5 -31 36 73 7 1 3.4 -6.0 9.4 42.2 2002-03 13,834 461 .I 40 29 57 -33 159 16 26 42 7 1 88 6.5 -6.5 13.0 35.4 Tab D, Page 18 of 36 3. Curriculum is carefully monitored by faculty, the advisory board, and graduates 4. Active student organization 5. Trained faculty academic advisor Program Challenges: 1. Need for addi,tional tenure-track faculty 2. Cost of equipment and facilities to remain current 3. Faculty must go through constant retraining and updating to stay current 4. High number of adjunct faculty teach within the progranis 5. Large class sizes decrease instructors' ability to give individualized help to students Program Reconimendations - Telecorr~niunication: 1. Seek a national telecommunications or related curriculum model 2. Create internshiplpracticl~mc oordinator within the program 3. Review the schedule for class offerings 4. Use the advisory committee for program planning and improvement 5. Hire one additional faculty member 6. Provide additional office and classroom space Program Recommendations - Business Educa,tion: 1. Add a personal finance class to meet the new state requirement in the public schools 2. Review scheduling of faculty into related courses 3. Hire a full time advisor 4. Hire additional faculty to meet increased student demand Institutional Response to Proqrani Review Team Report: These programs have faced considerable pressure due to rapidly growing enrollments in the TBE 1700 course (Computer Literacy graduation requirement). The enrollment demands for this course may be alleviated as more students take the challenge exams or enroll at WSU with concurrent enrollment credits that meet this university requirement. The WSU Davis facility, opened in the fall of 2003, has helped with the space problems. We encourage the Teleco~iimur~icatioP~ro~gsr ani to pursue accreditation. The Business Education Program has made progress with several of the recommendations including, adding a personal finance course and reviewing faculty advising. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, and concludes that Telecommunication and Business Education Programs are acceptable and should be reviewed again in 2008-2009. Tab D, Page 19 of 36 COMPUTER ENGINEERING TECHNOLOGY ELECTRONICS ENGINEERING TECHNOLOGY MANUFACTURING ENGINEERING TECHNOLOGY MECHANICAL ENGINEERING TECHNOLOGY As part of a specialized accreditation review in October 2003 the following individuals, representing the Technology Accreditation Commission of the Accreditation Board of Engineering and Technology, Inc. (TAC of ABET), conducted an evaluation of the Cor~puteEr ngineering Technology, Electronics Engineering Technology, Manufacturing Engineering Technology and Mechanical Engineering Technology Programs: Dave Meredith, Pennsylvania State University (Fayette Campus), Fayette, PA Amit Bandyopadhyay, State University of New York - Farmingdale, NY' Tim Skvarenina, Purdue University, West Lafayette, IN Panos Hadjimitsos, DeVry, Chicago, IL Bob English, New Jersey Institute of Technology, Newark, NJ Niaz Latif, Purdue University, West Lafayette, IN Curtis Vickery, American Society of Mechanical Engineers, New York City, NY Ken Rennels, Society of Manufacturing Engineers, Dearborn, MI The ABET Review Team provided findings that applied to all of the programs, as well as individual program findings. Overall Strenqths: 1. Excellent faculty members in all programs 2. Laboratory and classroom facilities are outstanding 3. Positive support from the university administration Overall Concerns: 1. Outcomes assessment process is not refined and systematized to the point that results of assessment are used to further the development and improvement of the programs Overall Recommendations: 1. Develop an alternative approach to recover the cost associated wi,th the job placement process 2. Delete the prerequisite of HU 1120 in an effort to allow students more flexibility in selecting other liberal arts courses 3. Organize student work by courses for the purpose of ABET evaluation Computer and Electronics Engineerinq Technoloqy Student and Faculty Statistical Summary Stl~denCt redit Ho ~ ~ r s Student FTE Student Majors Associate Degree Bachelor Degree TOTAL 19 1998-99 2,100 70 18 -149 167 1999-2000 2,716 90.5 34 -139 173 2000-01 3,259 108.6 99 -117 216 2001 -02 4.017 133.9 199 -41 240 2002-03 4,593 153.1 234 -7 1 305 Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty Adjunct FTE * Contract FTE TOTAL FTE StudentlFaculty Ratio Tab D, Page 20 of 36 21 23 15 -26 -17 -39 47 40 54 Computer Engineerinq Technoloqv Proqram Strenqths: 1. Required internship experience contributes to the employability of the graduates 2. An active Industrial Advisory Boards contributes to the curriculum development and to maintaining strong ties with local employers Computer Enqineering Technology Program Challenqes: 1. Proniotio~iaml aterials are not consistent Computer Engineering Technoloav Proqram Recommendations: 1. Define appropriate program objectives, review upper-division curriculum, and revise course content and program direction accordingly 2. Develop course outlines based upon ABET guidelines and make this information available to students 3. Implement a fully functional assessment plan use it to evaluate the program 4. Identify program educational objeci:ives, and compile and interpret appropriate assessment data to determine if objectives are being met Electronics Enqineerinq Technoloav Proqram Strengths: 1. A strong curriculum that covers a wide variety of topics in depth 2. Student projects have earned national recognition 3. Required internship experience 4. An active Industrial Advisory Board Electronics Enqineerinq Technology Program Challenges: 1. The program's course objectives and course outlines do not follow ABET guidelines Electronics Enqineerinq Technoloqv Proqram Recommendations: 1, Implement a process for conducting and documenting formal assessment of student learning prior to graduation, a process for evaluating these assessments, and a means of applying them to the development and improvement of the program 2, Identify program objectives, and compile and interpret appropriate assessment data to determine if the objectives are being met Tab D, Page 21 o f 36 Institutional Response to Proqram Review Report: Program strengths include strong faculty credentials particularly in terms of their industrial experience, excellent classrooms and laboratory facilities with up-to-date equipment, the internships which adds to the employability of the students, and the very active advisory boards. Both the Computer Engineering Technology and the Electronics Engineering Technology Programs are encouraged to review and improve the assessment measures used to evaluate their students, as well as their programs. The Office of Academic Affairs notes the recorr~mendationso f ,the reviewers and the responses of the program. Computer Engineering Technology and the Electronics Engineering Technology are accredited by TAC of ABET, and their final accreditation status will be reported in July 2004. We anticipate these programs will be reviewed again in 2009-2010. Manufacturing Enqineerinq Technoloqv Student and Facultv Statistical Summary * This includes all faculty in the Manufacturing and Mechanical Engineering Tech Department, including the Computer and Design Graphics Technology faculty. Student Credit Hours Student FTE Student Majors Associate Degree Bachelor Degree TOTAL Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty * Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio Program Strengths: 1. National registration examination data provide the program with nationally normed results compiled by subject area. Proqram Recommendations: 1 Increase the number and rigor of written and oral comm~~nicatioans signments used in the technical course work 2. Modify course content to focus on the applied aspects of science and engineering 1998-99 3,150 105.0 4 -95 99 0 -11 12 6 93 1.2 -6.1 7.3 N A 1999-2000 3,147 104.9 8 -115 123 4 -21 25 8 115 2.1 -4.5 6.6 NA 2000-01 3,294 109.8 5 -135 140 2 -15 17 6 134 1.2 -4.4 5.6 N A 2001-02 5,561 118.7 35 -112 147 3 -25 28 6 141 1.2 4.4 5.6 N A 2002-03 3,403 113.4 35 -9 1 126 10 -17 27 5 121 3.5 -4.5 8.0 N A Tab D, Page 22 of 36 3, Improve the quantitative measures and data analysis to evaluate student progress toward achieving the learning objectives Institutional Ressonse to Proqram Review Report: The program is commended for their faculty credentials, especially their appropriate industrial experience. The program has excellent classroom, laboratory facilities and up-to-date equipment. The program is encouraged to make progress on the recommendations noted above. The Office of Academic Affairs ~iotestl ie recomnie~idationso f tlie reviewers and the responses of the program. Manufacturing Engineering Technology is accredited by TAC of ABET, and their final accreditation status will be reported in July 2004. We an,l:icipate this program will be reviewed again in 2009-201 0. Mechanical Engineering Technoloqv student and Faculty Statistical Summarv * This includes all faculty in the Manufacturing and Mechanical Engineering Tech Department, including the Computer and Design Graphics Technology faculty. Student Credit Hours Student FTE Student Majors Associate Degree Bachelor Degree TOTAL Program Graduates Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty * Adjunct FTE Contract FTE TOTAL FTE Studentl Faculty Ratio Proqram Strenqths: 1. Exemplary assessment plan for student learning and program outcomes 2. Excellent two-semester capstone sequence Program Challenges: 1. There are inadequate number of faculty and this can cor~tributeto burnout, lack of program continuity, improper sequencing of courses and lack of appropriate breadth across academic 1998-99 61 7 20.6 10 -111 121 2 -8 10 12 109 1.2 6.1 7.3 N A 1999-2000 537 17.9 4 -122 126 1 -9 10 7 119 2.1 4.5 6.6 N A 2000-01 569 19.0 4 -128 132 1 -17 18 9 123 1.2 -4.4 6.6 N A 2001 -02 454 15.1 47 -66 113 1 -11 12 6 107 1.2 -4.4 5.6 N A 2002-03 459 15.3 52 7-5 127 1 -9 10 3 1 24 3.5 -4.5 8.0 N A Tab D, Page 23 of 36 disciplines 2. The Advisory Board appears to lack of parl:icipation with respect to program and student development 3. Low enrollment numbers and low graduation rates might be affected by the discontinuity of the program Proqram Recommendations: 1. Refocus the multiple leadership roles of the program coordinator to allow sufficient time commitment to provide effective and focused leadership for the Mechanical Engineering Technology program Institutional Response to Pronram Review Report: The program is corr~mendedfo r its exemplary assessment plan and excellent capstone course. The greatest threat facing this program is the low number of students and graduates. A committee has been organized to address these issues and will present a report in the spring. The Office of Academic Affairs notes the recommendations of the reviewers and the responses of the program. Mechanical Engineering Technology is accredited by TAC of ABET, and their final accreditation status will be reported in July 2004. We anticipate this program will be reviewed again in 2009-2010. Tab D, Page 24 of 36 FAMILY STUDIES AND EARLY CHILDHOOD In October 2003, the following individuals conducted an evaluation of the Family Studies and Early Childhood Programs: Dr. Julianne Arbuckle, Psychology, Weber State University Ms. Diane Pugrnire, Mathematics, Weber State University Ms. Jill Oberndorfer, Program manager of Ogden-Weber CAP Head Start, Ogden, UT Dr. Cheryl Wright, Child and Family Development Center, University of Utah Familv Studies and Earlv Childhood Student and Facultv Statistical Summary Familv Studies Program Strengths: 1. Faculty who use a variety of effective teaching techniques 2. Development of the "Adjunct Faculty Handbook" 3. Strong student organization 4. Effective advising through a professional academic advisor 5. Strong advisory board consisting of nine professionals from the community 6. Strong outreach programs that reach the broader community 7. Curriculum is aligned with national standards that were developed by WSU faculty 8. Recently renovated facilities Student Credit Hours Student FTE Student Majors Family Studies Early Childhood TOTAL Program Graduates Family Studies Early Childhood TOTAL Student Demographic Profile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio Familv Studies Program Challenges: 1. Faculty involvement in teaching has negatively impacted their scholarship 2. Lack of diversity of the faculty 3. Dependence on external grant monies for operating budgets 1998-99 9,916 330.5 194 -106 300 30 -31 6 1 283 17 8.1 -7.4 15.5 21.4 1999-2000 10,546 351.5 190 -113 303 49 -2 1 70 279 24 9.2 -7.4 16.6 21 .I 2000-01 10,948 364.9 226 -153 379 31 -26 57 350 29 9.0 -6.5 15.5 23.5 ' 2001 -02 10,684 356.1 227 -159 386 70 45 115 355 31 10.2 -7.5 17.7 20.2 2002-03 10,637 354.6 231 -147 378 41 -42 83 358 20 9.7 -8.4 18.1 19.6 Tab D, Page 25 of 36 Farr~ilvS tudies Program Recomniendations: 1. Support faculty scholarship efforts 2. Increase the department budget 3. Add to the diversity of the faculty when making new hires 4. Employ a full-time faculty member at the WSU Davis campus 5. Offer more evening and online courses 6. Promote the departnient within the ur~iversity 7. Track seniors after graduation and offer continued support for professional growth Early Childhood Major Program Strengths: 1. Competent and knowledgeable faculty 2. Comprehensive c~~rriculubma sed on National Association for the Education of Young Children Standards 3. Positive relationship with the Teacher Education Department 4. Exit portfolios and outcome measures 5. Well prepared graduates 6. Children's School is an excellent resource 7. Child Care Referral & Resource Center is an excellent community resource 8. Strong relationships with community agencies Earlv Childhood Prosram Challenqes: 1. Small budget 2. Many faculty are nearing retirement and the department sho~~ilmdp lement long range plans for the retirement transition period 3. Lack of faculty diversity 4. Many faculty are teaching beyond normal course loads 5. Need for a statistics course Early Childhood Program Recommendations: 1. Recruit minority faculty 2. Improve the curriculum's anti-bias, diversity component 3. Offer more evening and on line courses 4. Offer earlier teaching experiences in diverse settings Insti,tutional Response to the Review Team Report: The Family Studies Program is commended for proactively designing the national curriculum guidelines for the National Council on Child and Family Relations which have become the standards for all major colleges and universities in the United States. Family Studies also has a very active advisory board and student organization. The Early Childhood Program has had a strong connection to the community through the Children's Scliool and Child Care Center. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, and co~icludesth at the Family Studies and Early Childhood Progranis are acceptable and should be reviewed again in 2008-2009. Tab D, Page 26 of 36 HEALTH PROMOTION AND HUMAN PERFORMANCE MANAGEMENT In October 2003, the following individuals conducted an evaluation of the Health Promotion Program: Dr. Yasmen Simonian, Clinical Laboratory Science, Weber State University Dr. Mark Bigler, Social Work, Weber State University Mr. Kevin D. Thompson, Weber-Morgan District Health Department, Ogden, UT Ms. Delphine Rossi Haberstick, Health, Physical Education and Recreation, Utah State University In November 2003, the following individuals conducted an evaluation of the Human Performance Management Program: Dr. Craig Oberg, Microbiology, Weber State University Mr. Kraig Chugg, Health Sciences, Weber State Ur~iversity Dr. Edward Heath, Health, Physical Education and Recreation, Utah State University @ Ms. Kim Parker, Health Promotion and Human Performance, Weber State University Health Promotion and Human Performance Management Student and Facultv Sta,tistical Surnniary Health Promotion Proqram Strenqths: 1. Faculty quality and dedication 2. Innovations in teaching 3. Course offerings both on campus and online 4. Collaboration with the Health Professions Programs and Teacher Education Student Credit Hours Student FTE Student Majors Health Promotion Human Perf Mgmt TOTAL Program Graduates Health Promotion Human Perf Mgmt TOTAL Student Demographic Profile Female Male Faculty Adjunct FrE Contract FTE TOTAL FTE StudentlFaculty Ratio Health Promotion Program Challenges: 1998-99 5,946 21 1.6 83 -86 169 20 -18 38 115 54 14.5 -13.5 28.0 7.5 1999-2000 5,799 202.7 147 -58 205 16 -16 32 132 73 12.6 -16.0 28.6 7.1 2000-01 6,115 203.8 162 -61 223 35 -13 48 147 76 9.0 -14.1 23.1 8.8 2001 -02 6,360 21 2.0 1 84 -56 240 28 -19 47 150 90 10.2 14.0 24.2 8.8 2002-03 6,042 201 -4 179 -62 241 44 -14 58 143 98 9.7 14.2 23.9 8.4 Tab D, Page 27 of 36 1. Understaffed 2. High numbers of adjunct faculty 3. Reliance on outside agencies 4. Changes in course content to meet state requirements Health Promotion Proqram Recommendations: 1. Clarify Professional Health Education tracks within the major 2. Design curriculum patterns with core courses, sub-core courses and electives courses to provide clear directions for students 3. Seek out new internship placements 4. Design assessment and evaluation methods for online courses Institutional Response to Review Team Report: The program is commended on their collaboration wih Health Administrative Services in the College of Health Professions, for its service to teacher education through providing the elementary and secondary health methods courses for teacher education majors. The Health Promotion Program has grown in enrollment due to popular elective courses and more online courses for both the major and minor. The changes in curriculum that were proposed and are being addressed. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, concluding that the Health Promotion Program is acceptable and should be reviewed again in 2008-2009. Human Performance Manaqement Proqram Strenqths: 1. Program assessment with resulting c~~rriculumo difications designed to meet the needs of students and the workforce 2. A clear set of goals with a plan for continuous improvement 3. Dedicated faculty who demonstrate genuine concerns for the students 4. The curriculuni provides for flexibility in a students education eniphasis and interest areas Human Performance Manaqement Proqram Challenqes: 1. Development of student portfolios needs earlier and additional direction 2. Student internships need to be better structured and supervised Human Performance Manaqement Proqram Recommendations: 1. Revise the paperwork required for the internships 2. Re-evaluate the requirements for the senior project 3. Evaluate the program, with community contacts expanded, to raise the department's graduate placement rate 4. Develop a well-established internship program 5, Improve the utilization of the department advisor and website to enhance communication with students 6. Develop a comprehensive exit process to provide data on target employment opportunities and graduate school acceptance Institutional Response to Review Team Report: The program (formerly the Lifestyle Management Program) has a proven track record and with the recent changes in curriculum it is expected to better prepare students for careers in a job market that is just Tab D, Page 28 of 36 beginning to define its needs and opportunities. It is recognized that the new departmental advising position has the potential to greatly improve advisement and career counseling within this program. The reduced number of emphasis areas will provide greater assurance that graduates will be able to perform successfully in the their area of career choice. The Office of Academic Affairs notes ,the recommendations of the reviewers and the faculty responses, and concludes that the Health Promotion Management Program is acceptable and should be reviewed again in 2008-2009. Tab D, Page 29 of 36 DENTAL HYGIENE As part of a specialized accreditation review in March 2003 the following individuals, representing the Commission on Dental Accreditation, conducted an evaluation of the Dental Hygiene Program: Dr. Shirley Beaver, Dental Hygiene, Kennedy-King College, Chicago, IL Ms. Susan Bailey, Dental Hygiene, University of Louisville, Louisville, KY Dental Hygiene Student and Faculty Statistical Summaw Proqram Strenqths: 1. The program is effective in using a formal and ongoing outcomes assessment process to include measures of dental hygiene student achievement. The Dental Hygiene Advisory Committee is an active liaison between the dental hygiene program and allied dental professions in the community. 2. The curriculum is defined in terms of program goals, instructional objectives and student learning outcomes. The program does provide for curriculum review and evaluation through competency evaluations, faculty meetings, student evaluations of course instruction, and outcomes assessment methods. 3. The Program is comprised of a dedicated, enthusiastic, and innovative administration, faculty and staff that foster a student-centered learning environment. 4. The Program provides adequate facilities and support services for the academic, clinical and laboratory purposes. 5. The policies regarding individuals with blood borne infectious diseases have been developed and are provided to all listed groups with the exception of applicants for admissions. 6. The Program provides policies that educate patients about their treatment needs, assurance of quality of patient care and rights of patient confidentiality. Student Credit Hours Student FTE Student Majors Program Graduates Associate Degree Bachelor Degree Student Demographic Profile Male Female Faculty Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio Program Challenges: 1. The Program should review and revise the curriculum to provide specific instructional objectives for student learr~ingin the course syllabi. The department needs to develop a formal written curriculum management plan for on going curriculum review and revision. 1998-99 1,437 47.9 197 30 18 8 189 2.0 5.1 7.1 6.7 1999-2000 1,524 50.8 21 0 30 15 12 198 1 .O 4.9 5.9 8.7 2000-01 1,528 50.9 191 27 30 7 1 84 1.3 4.6 5.9 8.6 2001 -02 1,551 51.7 177 7 36 10 173 .8 5.1 5.9 8.7 2002-03 1,567 52.2 213 13 32 9 204 .I 5.1 5.2 10.0 Tab D, Page 30 of36 2. The policies on blood borne and infectious diseases must be made available to all students, faculty, staff, patients, and applicants for admissions. Program Recommendations: 1. Standardize course syllabilmodules outlines. 2. Make available the policies on blood borne and infectious diseases to applicants for admissions. Institutional Res~onseto the Review Team Report: The program is commended on their alliance with the Midtown Clinic in providing dental care to low-income families and the substantial services provided to the surrounding comniur~ity. It is a program goal to review and implement better ways to use the dental clinic space in the summer. The advisory committee is one of ,the strengths of the program allowing for active communication with the comm~inity. The Office of Academic Affairs notes the recommendations of the reviewers and the response of the program. Dental Hygiene is accredited by the Commission on Dental Accreditation and has been granted the accreditation status of "approval without reporting requirements1'. The Dental Hygiene Program will be reviewed again in 2009-201 0. Tab D, Page 3 1 of 36 HEALTH INFORMATION MANAGEMENT As part of a specialized accreditation review in March 2003 the following individuals, representing the American Health lnformation Management Associatio~Ci ouncil on Accreditation (AHIMA), reviewed the Health lnformation Management Program: Ms. Loretta A. Horton, Hutchinso~Ci ommunity College, Hutchinson, KS Mr. George Payan, Accreditation Specialist, American Health Information Management Association, Chicago, IL Health lnformation Management Student and Facultv Statistical Summaw Proqram Strenqths: 1. The Director of the program is responsible for the organization, administration, continuous review, planning, development and general effectiveness of the program. The program director is qualified through education and experience, Instructors demonstrate current knowledge. There are sufficient faculty to meet student needs. Professio~iadl evelopn~enot pportunities are available to faculty and staff. 2. Financial resources are adequate to support enrolled students. 3. Curriculum includes appropriate learning experiences and curriculum sequencing necessary to develop student competencies. Professional course content is appropriate in 12 of 13 content areas. Professional practicum experiences provide students with the opportunity to apply knowledge of technical procedures in HIM and to develop professional attitudes for interacting with other professionals in the field. Student Credit Hours Student FTE Student Majors Bachelor Degree Graduates Student Demographic Prolile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio Program Challenges: 1. Computer hardware and software, records and related reference niaterials and AV resources are not in sufficient numbers and quality to meet program goals and standards. There is not sufficient student access to HIM software applications on campus. Inpatient records in the lab were not up to date. 2. The curriculum must be based on written goals and standards and must provide professional course content at the appropriate level. The standards were very brief and described processes rather than measurable outcomes. Pharmacology is not covered at the appropriate level of the 1998-99 373 12.4 10 2 10 0 1 .I 3.7 4.8 2.6 1999-2000 409 13.6 6 2 5 1 1 .O 4.7 5.7 2.4 2000-01 71 0 23.7 5 2 4 1 .3 4.5 4.8 5.0 2001 -02 996 33.2 22 2 20 2 .6 3.6 4.2 7.9 2002-03 1,281 42.7 21 1 19 2 .2 3.6 3.8 11.2 Tab D, Page 32 o f 36 curriculum 3. Programs shall secure sufficient qualitative and quantitative data regarding program graduates to demonstrate an ongoing evaluation of outcomes. Program evaluation is incomplete. The evaluation plan needs standards, timelines, and an action plan when program does not meet goals. Changes need to be a result of the assessment. 4. Activities in the professional practicum setting need to be consistent with program goals. The program lacks communication between faculty and practicum supervisors. Proqram Recommendations:. 1. Ensure that students have adequate didactic instruction, exposure and access to HIM software functions prior to going on the PPE. 2. Develop an evaluation plan based upon program goals. 3. Review and revise goals such that they cover all required areas. 4, Include a goal that assures student competency in their revision of goals. 5. Review and revise courses in medical science such as pliarniacology at the appropriate level. 6. Develop a method of communication between program faculty and practicum supervisors. Institutional Response to the Review Team Report: It is recognized that the transition from one director to another, faculty vacancy, incomplete evaluation process and a decline in program enrollment has contributed to the list of challenges that need to be addressed in the Health lnformation Management Program. Several of the challenges noted in the review have been addressed (obtaining PC work stations, hiring a consultant to help develop an assessment plan, proposing a new pharmacology course, increasing communication between faculty and practicum supervisors). The efficiency with what one person has been able to do in terms of directing, managing, and administering the entire program is commendable. It is note worthy to mention that as a response to a request by the Governor, the Health Care Coding Program has been developed and has proven successful in terms of enrollment. The Office of Academic Affairs notes the recommendations of the reviewers and the response of the program. Health lnformation Management is accredited by the American Health lnformation Management Association Council on Accreditation (AHIMA) and has been granted continuing accreditation sta,tus, wi.th a progress report on the cited standard deficiencies and concerns to be submitted to AHIMA in April 2004. The Health lnformation Management Program will be reviewed again in 2006-2007. Tab D, Page 33 of 36 NURSING As part of its specialized accreditation review in February 2003, the following individuals, representing the National League for Nursing Accrediting Commission conducted an evaluation of the Licensed Practical Nursing Certificate, Associate Degree Nursing, and Bachelor in Nursing programs: Dr. Elizabeth Stokes, Nursing and Health Professions, Arkansas State University, AR Dr. Christine Markut, Villa Julie CollegelUnion Memorial Hospital Nursing Program, Stevenson, MD Ms. Carmen Adams, Nursing, Boise State University, Boise, ID Dr. Karolyn R. Hanna, Santa Barbara City College, Santa Barbara, CA Nursinq Student and Facultv Statistical Summaty Proqram Strenqths: 1. The Nursing administrator is highly effective in administering this unique program. There is effective collaboration of the nursing administration team providing leadership for both students and faculty. Strong administrative support is apparent at all levels within the institution. 2. Faculty are excellent role models as evidenced by multiple professional development activities, summer and weekly employment in nursing service, and, all theoretical faculty possessi~iga master's degree in nursing. Faculty support students and the delivery of support services to students at remote sites as well as on the main campus. 3. The program is effectively meeting the educational needs of the students throughout the state as well as addressing the healthcare needs of the citizens of Utah and some parts of Alaska. The curriculum format is well organized and logical. Student Credit Hours Student FTE Student Majors Certificate Associate Degree Bachelor Degree TOTAL Program Graduates Certificate Associate Degree Bachelor Degree TOTAL Student Demographic Profile Female Male Faculty Adjunct FTE Contract FTE TOTAL FTE StudentlFaculty Ratio 2000-01 7,756 258.5 34 780 -129 943 33 263 -66 362 825 118 1.9 21.9 23.8 10.9 1998-99 7,712 257.1 79 646 -151 876 59 228 -51 338 768 108 2.1 -20.7 22.8 11.3 1999-2000 8,723 290.8 44 733 -84 861 63 197 -113 373 755 106 1 .O -19.1 20.1 14.5 2001 -02 8,092 269.7 75 81 8 -121 1,014 33 198 -58 289 904 110 .8 -20.6 21.4 12.6 2002-03 9,049 301.6 40 958 -116 1,114 64 277 -84 425 993 121 1 .O 21.0 22.0 13.7 Tab D, Page 34 of 36 4. Fiscal and physical resources, as well as other learning resources, are adequate to meet program needs. Program support services are outstanding. 5, Integrity is evident in the practices and relationships of the nursing department. 6. The faculty review and revise program components by using a well-developed and systematic evaluation plan. Data driven decision-making was apparent. Proqram Challenqes: 1. Faculty salaries, especially the salary of the program director, are below median levels described for comparable programs. 2. Lack of clarity in the uniformity of the general education requirements regarding credits needed for graduation from the PN program. Proqram Recommendations: 1. Work with the University Administration for support for increased salaries for the Nursing Program Administrator and Faculty. 2. Clarify the variability of credits in general education needed to graduate based on the fact that the Practical Nursing program is offered on multiple geographic campuses. Institutional Response to the Review Team Report: The career-ladder approach (2+2) includes practical nursing, associate degree registered nursing and baccalaureate nursing completion options, and it provides students with flexible employment options. The program is to be commended for their outreach activities, at 13 different sites including Alaska, taking nursing education programs to rural communities. The program was the first accredited program to offer online delivery in the nation. The Office of Academic Affairs notes tlie recommendations of the reviewers and the response of the program. Nursing is accredited by the National League for Nursing Accrediting Commission and has been granted continuing accreditation status. The Nursing Department will be reviewed again in 2010-201 1. Tab D, Page 35 of 36 HONORS In September 2003, the following individuals conducted an evaluation of the Honors Program: Dr. Larae Larkin, Social Science Education Center, Weber State University Dr. Jeff Livingston, Business Administration, Weber State University Dr. George Mariz, Honors Program, Western Washington University, Bellingham, WA Honors Student and Faculty Statistical Summary * The Honors Program does not have majors in the typical sense of the word. Honors students take Honors Program classes, but they major in and graduate from existing academic departments. There are no faculty, aside from the .5FTE Director of Honors, who are permanently assigned to the Honors Program. Proqram Strensths: 1. The director has established excellent working relationships with faculty, staff and students 2. The advisory board provides guidance and serves as an advocate for the program 3. Academic and practical experiences provided to students 4. The program is housed in excellent facilities within the Library 5. The program has a full-time academic advisor 6. A well-developed assessment plan Program Challenges: 1. Lack of campus visibility for faculty 2. Difftcult to bring the program to the attention of the overall student body 3. Funding constraints impact both students and faculty Proqram Recommendations: 1. Increase efforts to recruit students by working with other campus offices and programs 2. Strengthen relationships with academic departments 3, Identify ways to have faculty teach Honors classes as part of their regular load 4. Create an alternative Honors track for students who are late in their academic careers 5. Make the director's term longer than 3 years, pending successful reviews 6. Support the director in attending the National Collegiate Honors Council meetings Tab D, Page 36 of 36 Institutional Response to the Review Team Report: The Honors Program director and support staff have created a strong foundation for the program. They have made and will continue to make irr~provenientsin the program. It is suggested that the director continue efforts to attract students and departmental faculty into the program. We anticipate that the Honors Program will continue to grow and improve. The Office of Academic Affairs notes the recommendations of the reviewers and the faculty responses, and concludes that the Honors Program is acceptable and should be reviewed again in 2008-2009. Tab El Page 1 of 13 MEMORANDUM July 29, 2004 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Utah Statewide Writing Portfolio Assessment 2002-2003 - Report Issue In the Spring of 2000, as part of the assessment of general education, the Writing Subcommittee of the General Education Taskforce conducted a pilot project, the Wri,l:ing Portfolio Assessment, to assess the composition skills of beginning first-year students, Writing 1010, compared to those of students at the end of their second semester, Writing 201 0. Background The