Agenda, Meeting of the Utah State Board of Regents, April 16, 2004

Agenda, Meeting of the Utah State Board of Regents. Board of Regents' Offices, The Gateway, 60 South 400 West, Salt Lake City, Utah. April 16, 2004.

AGENDA MEETING OF THE UTAH STATE BOARD OF REGENTS April 16, 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 BUILDING, SALT LAKE CITY, UTAH April 16,2004 AGENDA WELCOME AND OVERVIEW Board Room MEETINGS OF BOARD COMMITTEES Academic, A ~ ~ l i eTedc hnolosv and Student Success Committee 4'h Floor Executive Conference Room ACTION: 1. Southern Utah University - Final Approval of BSN Transition Plan CONSENT: 2. Consent Calendar A. Utah State University i. Discontinue the MA Degree in Dairy Science in the Department of Animal, Dairy and Veterinary Sciences, College of Agriculture ii. Discontinue the BA Degrees in Agricultural Systems Technology in the Department of Agric~~lturSaly stems Technology and Education iii. Discontinue the BA Degree in the Agricultural Education major in the Department of Agricultural Systenis Technology and Education iv. Discontinue the BA Degree in the Family and Consumer Sciences Education major in the Department of Agricultural Systems Technology and Education v. Transfer the Family Finance Emphasis within the BS Degree in Family and Consumer Sciences to the BS Degree in Family and Human Development B. Weber State University vi. Delete the Emissions Technician Certificate within the Sales and Service Technology Department vii. Add Honda PACT Emphasis within the AAS Degree in Autoniotive Service Technology in the Sales and Service Technology Department C. Dixie State College i. Add Emphasis in Accounting to existing Bachelor of Science in Business Administration Degree D. Utah College of Applied Technology i. Add Paraeducator Certificate of Proficiency - Fast-track Proposal Tab A Tab B 3. Southern Utah University - Master of Business Administration Progress Report Tab C INFORMATION: 4. Information Calendar Tab D A. Utah State University i. Transfer the Specialization in Family and Consumer Sciences Education and Extension within the MS Degree in Human Environments to the MS Degree in Agricultural Systems Technology ii. Name change: BS and BA Degrees in Production Management to BS and BA Degrees in Operations Management iii. Name change: Ph.D, in Special Education to the Ph.D. in Disability Disciplines iv. Name change: Biotechnology Center to The Center for Integrated Biosystems B. Utah Valley State College i. Add a stand-alone minor in Spanish in the Department of Foreign Languages ii. Restructure the School of Computer Sciences and Engineering by transferring the programs of Electrical Autoniation and Robotics Technology, Electronics and Computer Technology and Drafting and Design Technology from the School of Trades, Technology, and Industry DISCUSSION: 5. Remediation Report Finance, Facilities and Accountabilitv Committee 5'h Floor Board Room ACTION: 1. USHE - Proposed Revisions to Policy R512, Determination of Resident Status 2. USHE - Proposed Revisions to Policy R513, Tuition Waivers and Reductions 3. UHEAA - Approving Resolution, SBR Student Loan Revenue Bonds, Series 20042 4. UHEAA -Approving Resolution, SBR Revenue Bonds, Series 2004 (Office Facility Project) 5. Utah State University - Authorizing Resolution for Revenue Bonds for LivinglLearning Center Project, Series 2004C 6. Utah State University -Authorizing Resolution for Student Bl~ildingF ee Revenue and Refunding Bonds for the StadiumISpectrum Facilities Project, Series 2004 A and B 7. College of Eastern Utah - Student Fee Increase 8. Utah Valley State College -Approving Resolution, SBR Student Center Refunding Revenue Bonds, Series 2004 9. Utah Valley State College -Approving Resolution, SBR Municipal Building Authority Condl~iBt ond, Series 2004 CONSENT: 10. Consent Calendar A. USHE - Implementation Date for Suggested Changes to Early Retirement Incentive Programs B. USHE - 2004-2005 Tuition Rate for UCAT AAT Degree Students in General Education Courses C. USHE - Utah Electronic College (UEC) 2004-2005 Tuition Rates lNFORMATlONlDlSCUSSlON: 11. USHE - Continuation of March "Break-out Groupsn Discussion - Managing GrowthlBudget Planning 12. UHEAA - Board of Directors Report Tab E Tab F Tab G Tab H Tab l Tab J Tab K Tab L Tab M Tab N Tab 0 Tab P Tab Q EXECUTIVE SESSION LUNCHEON -STATE BOARD OF REGENTS Chief Academic Ofticers - EdNet Room Chief Financial Ofticers - Library Others - Board Room (Buffet Luncheon in Small Board Room) REGULAR BUSINESS MEETING OF THE BOARD Board Room 1. Engineering, Computer Science and Technology 2004-2005 Funding Recommendation from the Technology Initiative Advisory Board (TIAB) 2. Funding of Graduate Education 3. Follow-up Report on the March 11 Board of Regents' Worksliops 4. Report of the Chair 5. Report of the Commissioner 6. Reports of Board Committees Academic Committee (Tabs A - E) Finance Committee (Tabs F - Q) 7. General Consent Calendar EXECUTIVE SESSION MEETING - STATE BOARD OF REGENTS (Reports of Resource and Review Teams) Tab R Tab S Tab T Tab U Projected times for the various meetings are estimates only. The Board Chair retains the right to take action on either day. In compliance with the Americans with Disabilities Act, individuals needing special accommodations (including auxiliary communicativeaidsand services) during this meel:ing should notify ADACoordinator, 60 South400 West, Salt Lakecity, UT84180 (801-321-7124), at least three working days prior to the meeting. TDD # 801-321-7130. Tab A, Page 1 of 37 MEMORANDUM April 7, 2004 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Southern Utah Universitv Transition Plan and Final Proqram Proposal for The Bachelor of Science Degree in Nursing Approved January, 2004 -Action Item In January 2004, officials at Southern Utah University (SUU) requested approval to transfer the administrative responsibility for the existing Associate Degree in Nursing (ADN to BSN) offered by Weber State University (WSU) in Cedar City to SUU and for approval of a new curricular approach in a stand alone BSN Degree. Regents approved the proposal contingent upon receiving a transition plan for the administrative and financial transfer of the program, and an updated progralii proposal. Attached is both the transition plan and the program proposal. Backqround Officials at Southern Utah University (SUU) request to transfer the administrative responsibility for the existing Associate Degree in Nursing (ADN) to Bachelors of Science in Nursing (BSN) offered by Weber State University (WSU) in Cedar City to SUU and the approval of a new curricular approach in a stand alone BSN Degree beginning Fall, 2004. This proposal was approved by the Southern Utah University Board of Trustees on June 13,2003, and provisional approval by the Board of Regents in January 2004. Policy Issues Although there is no opposition from USHE institutions concerning the proposed Bachelor of Nursing Degree, the curriculum was reviewed by USHE institutions and several suggestions were made for SUU to consider. These suggestions were in the area of course sequencing, clinical experiences, and course descriptions. Officials at SUU have reviewed these suggestions and are planning to incorporate many of them into the program as it is implemented. Tab A, Page 2 of 37 Optio~isC onsidered After Regents have reviewed the proposal .from Southern Utah University, they may raise issues, request additional information, deny the request or approve the request. Commissioner's Recommendation The proposed transition plan conforms to the requirements stipulated by the board of Regents when ,the proqram was proposed initially. I an1 reconimendinq that the board of Regents approve the Bachelor of Science of Nursina proaram as proposed. Richard E. Kendell, Commissioner REWGW Attachment Tab A, Page 3 of 37 Transition Plan Cooperative Nursing Program at Weber State University To Southern Utah University April 6,2004 In January 2004, the Board of Regents approved the transfer of the Weber State University (WSU) Cooperative Nursing Program offered at Southern Utah Ur~iversity( SUU), to SUU, and approved a Bachelor of Science in Nursing Degree to be offered at SUU. The Regents requested that a transition plan be developed to insure a smooth transition of the program for both the students and the administrative structure. The following are the elements of the transition process. Transfer of Administration: Administration of the WSUISUU Cooperative Nursing Program will continue as it is presently constituted through the graduation of all WSU students currently in the program. Specifically, Donna Lister will continue to serve as the campus manager of the WSUISUU Cooperative Nursing Program and will continue to work with the WSU Nursing administration in the execution of the program. Donna Lister and Alan Pearson will remain as WSU employees through June 30,2005 to comply with the requirements of the WSU1s accreditation. After all current WSU students have completed their program of study, which will end in May of 2005, Donna Lister and Alan Pearson will become SUU employees and teach in the new SUU BSN Program. SUU has met the accreditation requirements for an administrator trained at the doctoral level with expertise and preparation in the area of nurse administration. Dr. Karla Dalley has been hired as the Chief Nursing Administrator for the SUU Nursing Program, and she will come to the SUU campus full time in August of 2004. Dr. Dalley will not hold any administrative or teaching responsibility for WSU students, but will serve as the Chief Nurse Administrator for the SUU Nursing Program. Dr. Dalley is presently giving direction to the development and implementation of the new nursing curriculum on the SUU campus. Transfer of Funds: Details of the budget transfer have been worked out between budget officers at WSU, SUU, and staff in the Commissioner's office. See Exhibit 1, page 4. Since Donna Lister and Alan Pearson will stay as WSU employees through June 30,2005, WSU will bill SUU for salaries and benefits for Donna and Alan as well as travel costs for Debra Huber (WSU program chair) and other incidental administrative costs as deterrnined by WSU. Transfer of Students: Students currently enrolled in the WSUISUU Cooperative Program will complete their program of study as originally outlined following the WSU curriculum on the SUU campus. Administrative structure for the support of students currently enrolled in the WSUISUU program will remain as curren.tly structured. Specifically, current student cohorts will be addressed as follows: Student Completion Plan Transfer of the WSUISUU Cooperative Nursing Program to SUU Tab A, Page 4 of 37 Institution Program WSUISUU Associate Degree Students WSUISUU Bachelor Degree Students Admission Standards: SUU has established admission standards consistent with fully accredited BSN programs. SUU will accept applications beginning April 20, 2004 for consideration for admission Fall Semester 2004. SUU will admit 20 students Fall Semester 2004. Students will be notified concerning admission by August I , 2004. SUU will admit another 20 students to the program in January of 2005. Initial applications and interest in the program indicate that the program will be fully enrolled. SUU will submit numbers of applicants to the Commissioners Office following their first admissions cycle. Institution Program WSUlSUU Associate Degree Students WSUlSUU Bachelor Degree Students SUU Nursing Students The recommendation to admit 20 students each semester as opposed to 40 students once a year was based on a desire to serve students in the best mariner possible, and to increase the efficiency of the faculty workload. Classes of 20 are easier managed, especially in clinical settings. Having 20 students in the care center while 20 others are in Dixie Regional Medical Center or Valley View Medical Center is much more likely to provide quality clinical experiences than placing 40 in the care center or 40 in Dixie Regional Medical Center. It takes the same number of clir~ical faculty but improves student-learning experiences. National and proposed state guidelines limit the student to faculty ratio in clinical settings. Fall Semester2003 32 Students started program fall semester 2003 24 Students were in their second year 9 Students started the BSN program 10 students were in their second year Classes of 20 generic students will better accomniodate the AD-RN to BSN students. Classes of 20 could be easily increased to classes of 24 for those who are pursuing the BSN completion while classes of 44 are much more likely to become unwieldy. (SUUs experience of teaching RN to BSN courses over the past 10 years indicates that RN to BSN classes are likely to be corr~posedo f less than 10 students. That number could most efficiently be integrated into the generic classes, rather than running small separate classes.) Spring Semester 2004 31 students continued 24 students will graduate 7 students conti~iued 10 students continued and will graduate Fall Semester2004 31 students continuing plus 2 additional from previous class 7 students continuing 20 students begin SUU Nursing program Spring Semester 2005 33 students graduate 7 students graduate 20 students begin SUU Nursing Program Tab A, Page 5 of 37 Proqram and student assessment: SUU faculty, directed by Dr. Dalley, have developed a strategic evaluation plan ( see Exhibit 2, page 12 ) The plan will continue to be refined as the program is implemented. Tab A, Page 6 of 37 Exhibit 1 Financial Transfer Contract WEBER STATE UNIVERSITY ASSOCIATE DEGREE & RN-to-BSN NURSING PROGRAMS Teach-Out Agreement Between Southern Utah University and Weber State University THIS TEACH-OUT AGREEMENT, effective the 1st day of July 2004, made between Southern Utah University (SUU) of Cedar City, Utah, and Weber State University (WSU) of Ogden, Utah for the purpose of promoting a transition plan designed to accommodate Associate Degree and RN-to- BSN nursing students currently matriculated in the current WSU-SUU Cooperative Nursing Programs (Program). WITNESSETH WHEREAS, the purpose of this Agree~iientis to provide assurance to the students already in the WSU-SUU Cooperative Nursing programs that they will be taught the entire program for which they have been admitted; maintain access to all WSU-SUU Cooperative Nursing Program learning resources; and maintain access to all WSU and SUU student support services available prior to the initiation of this Agreement. NOW, THEREFORE, in consideration of the foregoing and in further consideration of the mutual promises hereinafter set forth, the parties hereto agree as follows: Term and Termination The term of this contract shall be from 1 Julv 2004 to 30 June 2005. This Agreement is not terrr~inableu ntil completion of the academic program. 1. Direction and Administration The Program shall be carried out under the general direction of the following: WSU Program: Chair, Nursing Department, Dr. Debra Huber SUU: WSU-SUU Program: Cooperative Nursing Program Campus Manager Tab A, Page 7 of 37 Specific planning shall be carried out under the direction of the Dean of the Durnke College of Health Professions (or designated representative), Chair of the Nursing Department for WSU (or designated representatives), and the SUU Dean of Science (or designated representative). 2. WSU Responsibilities and Obligations WSU shall: a. Facilitate communications between WSU representatives (administration, faculty, and students) and SUU representatives. b. Have the Nursing Department Chair represent WSU in supervision'and implementation of the Program to facilitate its successful completion. c. Provide on-site access to necessary materials as required in course content, skills, and learning objectives (i.e., videos, journal articles, etc.). d. Provide standard, curriculum, evaluation, and instructional materials to ensure maintenance of nursing program NLNAC accreditation status. e. Maintain Student access to all WSU learning resources; and maintain access to all WSU student support services available prior to the initiation of this Agreement. f. Maintain as nursing faculty at WSU (see Attachment A: Budget) g. Maintain as non-salaried adjunct nursing faculty the SUU nursing faculty assigned to teach Program students. h. Persons err~ployeds hall be in non-tenure .track posi.tions, subject to the policies and procedures of WSU, including but not limited to its policies and procedures regarding benefits, leave, hours and working conditions, advancement and termination, and raises. Replacement persor~nesl hall be hired by and through WSU. SUU shall have the right to consult with WSU prior to WSU implementing salary increases or hiring replacement personnel. i. Purchase for SUU all Program course lab equipment and supplies funded by WSU nursing course lab fees. j. Award either the associate of applied science or associate of science degree in nursing, or baccalaureate of science in nursing up011s uccessful cor~pletiono f the AASlAS Degree in Nursing or RN-to-BSN Degree required program curriculum. k. Adhere to policies, rules, and regulations of all clir~icaal gencies and hospitals in which students are assigned for clinical training. I. Maintain all master student educational records and the documentation of grades. Tab A, Page 8 of 37 m. Coordinate on a regular basis with SUU regarding SUU's and WSU's persor~nepl olicies and procedures relating to nursing faculty hired by WSU under this contract. n. Upon completion of this Agreement, existing WSU-SUU Cooperative Program coniputing resources, office supplies, office furniture and equipment, nursing practice lab equipment and supplies, and media resources will become the property of SUU Nursing Program. o. Program stl~dentsu nable to complete the reql~iredc urriculum on the SUU campus prior to the ending date of this Agreement, and in good academic standing at the time of their separation from the Program, will be provided access for Program completion on either the Ogden Campus or nearest Outreach campus site. Nursing Program policies defining maximum period of tinie perniitted for Prograni corr~pletionw ill apply. 3. SUU Responsibilities and Obligations SUU shall: a. Facilitate communications between the SUU representative and WSU representatives, (i.e., administration, faculty, and students). b. Provide Student advising, supervision, and implementation of the Program to facilitate its successful completion. c, Implement the Program consistent with policies and procedures of WSU. d. Provide for the education of Students as designated by WSU curriculum and SUU guidelines. e. Provide classrooni space for Students, nurse practice laboratory, medialstudy area, access to clinical practice sites, office space for faculty, and conference space for Studentlfaculty interaction. f. Maintain Student access to all WSU-SUU Cooperative Nursing Program learning resources; and maintain access to all SUU student support services available prior to the initiation of this Agreement. g. Upon completion of this Agreement, SUU will provide WSU Nursing Departnient an itemized list of WSU-SUU Cooperative Program computing resources, office furniture and equipment, nursing practice lab equipment and supplies, and media resources that will hereafter become the property of SUU Nursing Program. h. Maintain all standards and criteria which ensure eligibility and maintenance of Program NLNAC accreditation. i. collect pertinent inforniation for maintenance of ongoing Student educational records such as documentation and reporting of grades. Tab A, Page 9 of 37 j. Within 45 days of the conipletion of this Agreement, SUU will transfer all corr~pleted Student records to WSU Nursing Department for permanent maintenance and recording. k. Adhere to policies, rules, and regulations of all clinical agencies to which Students are assigned for clinical training. I. Make timely payment according to detail of WSU billings received. m. Provide a secretary at SUU to be responsible for clerical and other associated duties relating to the administration of the Program which are assigned by the WSU representative (or by herlhis designee) identified under paragraph 2 of this Agreement. 4. Financial Agreement a. In accordance with the 2004-2005 WSUISUU Nursing Program budget attached to this Agreement as Attachment A, SUU agrees to reimburse WSU for costs associated with performance under this Agreement in an amount estimated at $132,092 niinus tuition credits (estimated to be $70,746; actual credits to be based on registration). WSU will invoice SUU monthly on a cost reimbursement basis. b. All equipment purchased, if any, with funding provided by SUU will be considered the property of SUU. c. The WSU-SUU Cooperative Nursing Program Student tuition payment and reimbursement agreement will remain intake throughout the period of this Agreement. d. The estimated cost of this Agreement is also based on the assumption that personnel expenses incurred by WSU will not, in aggregate, exceed the estimated personnel expenses identified in Attachment A: Budget of this Agreement. In the event that WSU's actual personnel expenses exceed the aggregate personnel expenses identified then, in addition to the amount due to WSU as otherwise set forth in Attachnient A, SUU agrees to reimburse WSU the difference between WSU's actual personnel expenses and the aggregated estimate in the Budget of this contract. e. Tuition and Fees I. Students enrolled at WSU under this agreenient shall pay tui,tion and fees to WSU in amounts to be determined by WSU at the time of enrollment. ii. Student enrolled in the Program shall be eligible to secure financial aid through WSU subject to applicable rules and regulations. iii. WSU will collect all tuition assessed against Students enrolling in the Program. 5. Indemnification Tab A, Page 10 of 37 Both parl:ies to this Agreement are governmental entities under the "Utah Governmental Immunity Act," Title 63, Chapter 30, Utah code Annotated 1953, as amended. Consistent with the terms of this Act, it is mutually agreed that each party is responsible and liable for its own wrongful or negligent acts which it corrlmits or which are committed by its agents, officials, or employees; provided that any amount of damages awarded and payable under this provision are limited to the amounts set forth in the Utah Governmental lmmunity Act in effect at the time judgment is entered. It is also agreed that under ,this paragraph neither party waives any defenses otherwise available to it under Utah's Goverrlmental Irlniunity Act. 6. General Provisions a. Amendment. This Agreement may be amended only by written agreement. b. Assignment. Neither this Agreement nor the performance of either party under this Agreement may be assigned by either party (whether in connection with a merger, consolidation, sale, or otherwise) without the written consent thereto of the other party. c. Proqram Students. I. Students erlrolled under this Agreement shall, prior to graduation, meet degree requirement established by WSU, including general education standards. ii. Students enrolled under this Agreement shall be covered under provisions of WSU's general liability policy generally applicable to WSU students. iii. For purposes of reporting e~irollmentto the State Board of Regents, Student enrolled in nursing courses under this Agreement shall be considered full time equivalents (FTEs) of WSU; Students enrolling in SUU general edl~cationc ourses will be considered FTEs of SUU. iv. SUU and WSU agree that issues regarding accounting for federal forrrlulae funding, especially as it relates to Perkins funding, will be determined by Utah Department of Education Policy. d. Transfer Credits. Students enrolling under this Agreement may request credit at WSU for course work completed at institutions other than WSU subject to WSU policies and procedures governing recogrlition of transfer credits. e. Civil Riqhts. The Equal Employment 0pporl:unity Clause as required by Section 202 of Executive Order 11246 (1965), as amended, and as contained in and required by 41 CFR Parts 60-1 through 60-250 and 60-741, "Equal Opportunity Clause," is incorporated herein by reference if applicable. f. Compliance with Applicable Law, Licenses, Etc. The parties will each comply with all applicable statutes, laws, rules, and regulations, licenses, certificates, and authorization of any governmental body or authority in performance or carrying out of its obligations under Tab A, Page 11 of 37 this Agreement. This Agreement shall be subject to amendments in the applicable laws and regulations to the subject matter of this Agreement, but only to the extent any inconsistency is thereby created, and the parties shall use their best efforts to accommodate both the terms and intent of the Agreement and of such amendments Each party will obtain and maintain current and in force all licenses, certification, authorizations, andlor permits (and will pay the fees therefore) necessary to carry out its duties and responsibili1:ies under this Agreement. g. Entire Asreement, Binding Effect. This Agreement contains the entire agreement and understanding between the parties and supersedes all prior agreements, understandings, and representation relating to the subject matter of this Agreement. This Agreement shall be binding upon the parties and their representatives, successors, and assigns. h. No Rights in Third Parties. Unless otherwise expressly stated herein, this Agreement shall not create any rights in or inure to the benefit of any third parties. (Signatures on file in the Commissioners Office) IN WITNESS WHEREOF, each of the parties has caused this Agreement to be signed by its officer or representative there unto duly authorized, all as of the day and year written. Tab A, Page 12 of 37 College of Science Date WEBER STATE UNIVERSITY Debra T. Huber, Nl~rsingD epartment Chair Date Dean, Shelley Conroy Dumke College of Health Professions Date Kathleen Lukken, Associate Provost Date SOUTHERN UTAH UNIVERSITY Donna Lister, WSU-SUU Cooperative Nursing Campus Manager Date Abe Harraf, Provost Date Dean, Harold Ornes Tab A, Page 13 of 37 WSUlSUU Cooperative Nursing Program Budget Associate and Baccalaureate Nursing 11. Personnel Faculty: Donna Lister ($51,049, for 9 month contract) $51,049 ~ a c u lAtl~an Pearson ($39,535, for 9 month salary) $39,535 Subtotal Personnel: $90,584 12. Benefits Benefits for Donna Lister (calculated a. 42%) $21.441 Benefits for Alan ~earson'(calculated@ 42%) $16:605 Subtotal Benefits: $38,045 13. Travel 3 trips to Cedar City, each trip: ground transportation to airport @ .30/miles--$27; airport parking--$28; airfare--$I 64; perdiem--$72; lodging-- $70; car rental--$60 $1,263 Subtotal Travel: $1,263 14. Supplies and Materials Program Office General Office Supplies (paper, envelopes, printer cart., etc.) $1,500 Photocopying $300 Phone $200 Mailing $200 Subtotal Supplies and Materials: $2,200 Summary: Personnel Benefits Travel Supplies & Materials $2,200 Total Direct Costs: $132,092 Minus tuition credit TOTAL COST OF CONTRACT FOR SUU Tab A, Page 14 of 37 Exhibit 2 Southern Utah University Division of Nursing Strategic Evaluation Plan Vision The Southern Utah University (SUU) Division of Nursing will be a hallmark Baccalaureate Nursing Program, providing quality nursing education that efficiently and effectively meets the needs of students and the regional community. The mission of the SUU Division of Nursing is to prepare individuals for professional nursing practice through student-centered education that meet the requirements for a baccalaureate degree at SUU and ensures that graduates have the abilities to be successful professional nurses. Students are provided learning opportunities that foster growth of mind, heart, and hands, while mastering the practice of nursing. Goals I. Participate fully in the Southern Utah University and College of Science structure such that our mission, vision, goals and outcomes are aligned with the larger goals of the institution. II. Develop faculty as a community of health care professionals dedicated to excellence in teaching, scholarly endeavors, practice, and professional community service, and who provide leadership in nursing practice to the local community and statewide. Ill. Deliver high quality educational nursing programs to diverse student populations who are engaged in a comprehensive program of learning that emphasizes caring, critical thinking, problem solving, ethical decision making, and communication. Proqram Outcomes Upon completion of the Souther11 Utah University Baccalaureate Nursing Program Graduates will be able to do the following: 1. Provide quality professional nursing care based on a synthesis of theoretical and empirical knowledge from nursing, physical and social sciences, arts and humanities, and life experiences. 2. Use evidence as the bases for clinically competent contemporary nursing care. 3. Communicate effectively using various means in a variety of roles and settings. 4. Optimize health care to diverse individuals, families, groups and communities through collaboration with interdisciplinary health care teams. 5. Demonstrate intellectual curiosity, critical thinking, and motivations toward life-long learning. Tab A, Page 15 of 37 6. Influence the quality of nursing and health care using leadership shills, management concepts and a knowledge of the political system. 7. Be legally and ethically accountable for clinical nursing practice. 8. Assume the role of generalist nurse and become a responsible member of the profession. Accreditation Standards Established by The Commission on Collegiate Nursing Education (CCNE) STANDARD I. PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected outcomes of the program are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest - all in the pursuit of the continuing advancement and improvement of the program. Policies of the parent institution and nursing program clearly support the program's mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. STANDARD II. PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support. The institution makes available resources to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected outcomes of the program. STANDARD Ill. PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curric~~luims d eveloped in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teaching-learning experiences and expected outcomes. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected outcomes. STANDARD IV. PROGRAM EFFECTIVENESS: STUDENT PERFORMANCE AND FACULTY ACCOMPLISHMENTS The program is effective in fulfilling its mission, goals, and expected outcomes. Actual student learning outcomes are consistent with the mission, goals, and expected outcomes of the program. Alumni satisfaction and the accomplishments of graduates of the program attest to the effectiveness of the program. Actual faculty outcomes are consistent with the mission, goals, and expected outcomes of the program. Data on program effectiveness are used to foster ongoing improvement. Assessment and Evaluation of Goals and Proqram Outcomes Assessment and evaluation activities for the Division of Nursing are undertaken for the purpose of providing data for continuous quality improvement of our program structure, governance, goals and outcomes. Assessment and evaluation activities are tied to program goals, outcomes and accreditation standards of CCNE. Assessment tools include the following: Administratorlfacultylstaff evaluations by supervisors, peers and self; faculty and course evaluations by students; student self-evaluations; advisinglmonitoring of student transcripts; Tab A, Page 16 of 37 advisinglmonitoring of students theory and clinical course progress; student exit interviews; alumni surveys; employer surveys; advisory council input; reviewlrevise cycle for course syllabi; reviewlrevise cycle for program structure, governance, n~issiong, oals, outcomes, curriculum, policies and articulation with College and University. Nursing program evaluation plan is detailed in Table 1. Nursing program outcome assessment process is detailed in Table 2 TABLE 1: NURSING PROGRAM EVALUATION PLAN Key Elements Orqanizational structure, governance, policies, mission, goals, outcomes of nursing division Faculty development and service Faculty and program response to local and state community Hiqh quality comprehensive proqram of learninq Curriculum and teachinq learninq practices Success of students and qraduates Tools and Timetable Written material reviewed and revised every 2-4 years or as needed bv facultvlstudent coni~iiittees Annual facultv evaluation documents Annual advisory council input, Eniplover survey q 2 yrs, annual faculty review of hallmarks of excellence Student exit interviews q semester, NCLEX passins rates q semester Students evaluate course and facultv q semester, facultv review and revise course syllabi q semester, on-going faculty review of hallmarks of excellence and professional standards of practice Student self-evaluations q semester, advising and monitoring of student transcripts q semester, advising and monitorinq of students theorv and clinical course progress q semester, Alumni sl.lrvev q 4 yrs Desired Valueloutcome Organizational components written and congruent with Ur~iversitya nd professional standards, policies support mission, goals and outcomes; there are adequate resources Faculty are meeting tenure or clinical tract requirements Responsive to changes in corr~munityn eeds and health care environment Students able to pass NCLEX at or above national standard and find employment within 6 months after graduation Curriculum based on mission, goals and outcomes, reflects national professional standards Environment of learning fosters student achievement of outcomes Students and graduates achieve stated outcomes (see Table 2) Tab A, Page 17 of 37 TABLE 2: NURSING PROGRAM OUTCOME ASSESSMENT PROCESS 1. Graduates will provide quality professional nursing care based on a synthesis of theoretical and empirical knowledge from nursing, physical and social sciences, arts and humanities, and life experiences. 2. Graduates will use evidence as the bases for clinically competent contemporary nursing care. Strategies & Actions -Require stl~dentsto ' successfully complete prerequisite courses with a GPA of and grade of or better in -Require students to complete all nursing courses with C+ or better. - Provide critical thinking and problem solving experiences throughout the curriculum. - Provide practicum experience during final semester of program. 3. Graduates will communicate effectively using various means in a variety of roles and settings. Outcome Graduates grounded in sciences and arts related to nursing practice. Graduates grounded in core nursing concepts and practice. Graduates capable of assessing and solving problems related to nursing practice. Graduates able to provide quality professional nursing care. Strategies & Actions -Require students to critically appraise research and other evidence in NURS. -Require students to apply appropriate evidence in selected clir~icanl ursing courses, Assessment Method and Feedback Anr~ual report of admission data to faculty. Committee review of prerequisite requirements and admission process q 2- 4 years or as needed. Faculty advisors monitor student transcripts q semester, course faculty monitor students' theorylclinical course progress q semester, students perform self-evaluation of progress q semester. Faculty review outcomes of one designated critical thinking problem solving experience q yr and recommend changes if needed. Committee reviews student admission, retention, progression, and graduation issues q semester and recommends action. Outcomes Graduates able to appraise the value of evidence to improve nursing practice. Graduates able to use appropriate evidence as base for nursing care. Strategies & Actions Assessment Methods and Feedback Monitor student progress in NURS q semester. Review outcomes of one critical appraisal experience q yr, and recommend changes as needed. Faculty review outcomes of student use of evidence in clinical courses q yr. and make recommendations for changes in NURS and evidence-based clinical experiences as needed. Outcomes Assessment Methods and Feedback Tab A, Page 18 of 37 4. Graduates will optimize health care to diverse individuals, families, groups and communities through collaboration with interdisciplinary health care teams. 4. Graduates will demonstrate intellectual curiosity, critical thinking, and motivations toward life-long learning. Strategies & Actions 5. Graduates will influence the quality of nursing and health care using leadership shills, management concepts and a knowledge of the political system. Outcomes Assessment Methods and Feedback Strategies & Actions Assessment Methods and Feedback 6. Graduates will be legally and ethically accountable for clinical nursing practice. Outcomes Strategies & Actions 7. Graduates will assume the role of a generalist nurse and become a responsible member of the profession. Outcomes Strategies & Actions Assessment Methods and Feedback Outcomes Strategies & Actions Assessment Methods and Feedback Outcomes Assessment Methods and Feedback Tab A, Page 19 of 37 Academic, Applied Technology and Student Success Committee Action Item Request to transfer the administrative responsibility for the existing Associate Degree in Nursing (ADN to BSN) offered by Weber State University (WSU) in Cedar City to SUU and the approval of a new curricular approach in a stand alone BSN Degree beginning Fall, 2004 Southern Utah University Prepared for Richard E. Kendell BY Gary Wixom April 6,2004 Tab A, Page 20 of 37 SECTION I The Request Officials at Southern Utah University (SUU) request to transfer the administrative responsibility for the existing Associate Degree in Nursing (ADN) to Bachelors of Science in Nursing (BSN) offered by Weber State University (WSU) in Cedar City, to SUU and the approval of a new curricular approach in a stand alone BSN Degree beginning Fall, 2004. This proposal was approved by the Southern Utah University Board of Trustees on June 13,2003, and provisional approval by the Board of Regents in January 2004. SECTION II Program Description Complete Program Description. Currently, WSUlSUU Cooperative Nursing Program offers the following accredited programs on the SUU campus: + Bachelor of Science in Nursing for those with a valid RN license and an Associate Degree in Nursing who want to obtain a BSN and practice as a professional nurse. + Associate of Science in Nursing for those who want to pursue higher degrees in the future. + Associate of Applied Science degree in Nursing for those who want to practice at the technical level of the nursing profession. SUU is proposing an entry level BSN, which gives the students the opportunity to er~roldl irectly into the BSN program. Officials feel that the proposed program will better serve students by providing direct access to the level of education expected of a Registered Nurse working in community, home health, school nursing, emergency rooms, ICU's and inter~iiediatec are settings as well as any consulting or administrative position in the hospital setting. By offering the BSN degree as the level of entry degree, graduates are prepared to take on administrative roles wi,thout returning to school. The proposed curriculum outline is found in Appendix A. Purpose of Degree. The proposed SUU BSN degree is designed so that students will spend four semesters completing prerequisites and support classes and then four semesters in nursing classes (at least 12 credits per semester). If a student wanted to go full-time all year, they could complete the pre-nursing classes in four continuous semesters and then obtain the BSN Degree in three years. Officials at SUU feel ,that the transfer of the WSUlSUU program to SUU will increase the current number of nursing graduates that the WSUlSUU program has been producing for almost 30 years. The proposed SUU nursing program allows students to graduate with a Baccalaureate nursing degree within 4-years since several courses have been merged, resulting in the total number of nursing classes being reduced from 30 to 16, thereby saving both time and money for students. Tab A, Page 21 of 37 The expectations and demands placed on a practicing nurse in today's health care set.tings are significantly greater than they were 20 years ago. Patients, who depend or1 nursing skill and k~iowledgefo r care, support and recovery from illnesses, are sicker than ever before. Because of these increased demands in nursing practice, the baccalaureate degree level of entry is the preferred minimal education level for professional nursing. The Bachelor of Science in nursing is offered by four-year colleges and universities. The associate level of entry is for technical nursing and is typically offered by community colleges and technical colleges. SUU's mission is that of a regional comprehensive university. The baccalaureate degree is therefore more mission appropriate for SUU and is preparatory for hospital intensive and critical care, community and school health care, hospital and long term care managerial positions and is the minimum education required for entry into graduate nursing programs where there is a critical need. Admission Requirements. Admission to the SUU proposed nursing program will be competitive. SUU will have an adniission con~niittee.S tudents will apply to the ~iursingp rogram 6 months before anticipated admission. Admission will be based on GPA, support course GPA, ACT scores, work or service experience, letters of reference. Student Advisement. If the proposed program is approved, advisement will be done by both SUU faculty and a specialist advisor provided by the SUU College of Science. Financial and administrative issues will be resolved in person with SUU administrative offices. Justification for Number of Credits. The current WSUISUU program requires 127 semester hours, which is above the Board of Regents guidelines for a baccalaureate degree. The proposed SUU program will require 122 hours (the minimum requirement for a baccalaureate degree at SUU) and will be completed in 4 years (8 semesters) without summer school or in as little as 3 years if students take a full load during the summer. The total number of nursing credit hours required is 64, which is in line with other accredited baccalaureate level of entry programs. External Review and Accreditation. At SUU, an external advisory board meets annually and has discussed the possibility of SUU taking over administration of the WSUISUU r~ursingp rogram. The advisory board strongly supports this move. A list of board members is on file with the Commissioner's office. The current WSUISUU programs are all fully accredited. SUU lias discussed their proposed baccalaureate degree program with the director of the State Board of Nursing. The Board is supportive of the BSN level of entry education philosophy. SUU has also discussed requirements and guidelines for state approval of the program with Board of Nursing representatives. We anticipate full corr~pliancew ith all state guidelines until we can apply for national accreditation. Programs cannot apply for accreditation with the National League for Nursing Accreditation Commission (NLNAC) un.til 'they have graduated their ,first class. SUU intends to comply with all state and national standards and will seek accreditation by NLNAC as soon as appropriate. Projected Enrollment. Current enrollment in the WSUlSUU program is 24 new students per year. The program was able to admit an additional 8 students for the 2003-2004 class because $50,000 in one-time funds was donated by IHC through Valley View Medical Center. SUU will increase enrollments to meet demand. We anticipate enrollment to increase to 40 students in the first year that we implement the four-year curriculum. Twenty students will be admitted at the beginning of the fall semester and 20 will be adrnitted at the beginning of the spring semester. The Increased enrollments will be possible because SUU will use the tuition dollars generated by the program and reinvest it into increased faculty Tab A, Page 22 of 37 on the SUU campus. Year New Student FTE Enrollment Student to Faculty Clinical Ratio Expansion of Existing Program. Current enrollment capacity in tlie WSUISUU program is 24 new students per year. SUU has adopted a new budget model that distributes resources among all the academic units based on the state revenues that flow to SUU from Student Credit Hour production. SUU indicates they will be able to allocate resources to hire part time or full time faculty as enrollments grow. This will happen within a year or two to meet the growing demand and interest in the BSN nursing program. Rather than increase class size, the faculty will admit 24 each semester. This will require hiring additional masters and PhD prepared nursing faculty. The campus manager is aware of several nurses currently pursuing master's degrees who have expressed interest in teaching at SUU; she has discussed teaching contracts with two doctoral prepared nurses interested in teaching at SUU. Enrollment Trends Academic Year Number of Graduates in Spring Fall 2003-Spring 04 (anticipated) 26 Associate, 10 BSN Fall 2002-Spring 03 28 Associate 10 BSN Fall 2001-Spring 02 11 PN to RN, Associate Fall 2000-Spring 01 31 Associate 5 BSN Fall 1999-Spring 00 8 BSN Fall 1998-Spring 99 30 Associate Nofe fhaf BSN graduafes come info fhe complefion program with an Associafe Degree and RN licensure. BSN graduafes from the WSU/SUU program are nof new RN's Enrollment numbers over the past several years require an explanation. In 1995, the Board of Regents cut part of the coopera,tive funding coming to SUU (two faculty positions) and directed WSUISUU to drop to every other year admissions for the AD program. (The BSN completion program had admitted on an every other year basis since inception in 1990.) Following that directive, 24 new students were admitted to the first year of the program. Up to 8 additional LPN students were admitted to join the group of 24 students for the second year of the program. Using this format, SUU graduated up to 32 students every other year with an associate degree who were prepared to take the RN examination. Viewed .from a two-year perspective, this produced an effective rate of, on average, 16 graduates per year. In 2001, the state legislature restored part of the funding that had reduced the WSUISUU program to every other year admissions. With money restored, two additional faculty were hired. In addition to the 24 first year students, a group of 11 PN s.tudents were admitted to complete their second or PN to RN year. This added Tab A, Page 23 of 37 an additional 11 RNs to the workforce and returned the SUU campus to yearly admissions for the AD program. The BSN completion program at SUU is ~~niqutoe W SU. It is the only campus outside of the Ogden campus that has both the ADN and BSN programs functioning on an ongoing basis. When SUU was forced into every other year admissions for the ADN program, adjustments were made to make the BSN program available to ADN graduates the fall semester following completion of the AD program. This was done to encourage students to continue their education and obtain a BSN degree. Thus, there was a period of yearly admission to the BSN completion program. The WSUISUU nursing program was able to fully return to yearly admissions for both AD and BSN levels during the 2002-2003 academic year, the first year in which all four years were in concurrent operation. The WSUISUU faculty worked very hard to make the WSU program fit the needs of the students attending on the SUU campus. Applications to the WSUISUU associate degree program, over the past three years, have been more than double the number of available openings. Judging from the enthusiasm expressed by potential applicants and their parents (many times one or both parents of applicants are RNs), the SUU BSN program will be very popular and enrollment is expected to grow. Under the proposed SUU BSN Program, 32 students would be sustained in each cohort year, yielding 32 BSN graduates each year, or approximately fhree times the current number of BSNs graduates. Faculty. SUU intends to continue the nursing program with the faculty members employed in the WSUISUU program. Two current faculty members are enrolled in accredited doctoral programs. Salaries of current faculty are based on the Weber State University pay scales and SUU will continue to make adjustments based on peer institutions and CUPA averages. Current funding levels for salaries are adequate. Funding for professional development is also adequate. Current faculty attends workshops and maintain outside nursing practice to keep up with advances in the profession. Fall 2004, a PhD prepared nurse will be on staff to help develop the program and assure compliance with state guidelines. Current funding is sufficient to hire this consultant. A full time PhD prepared nurse will direct the program when accreditation application is made. We anticipate adding faculty positions as student and market demand warrant. A list of the current faculty appear in Appendix B Staff: No additional secretarial or other staff is needed for the SUU program. All support for the WSUISUU Cooperative program, including staff support, comes from the funds currently allocated to the SUU program. With SUU administra,tion of the funds, funding will continue as currently allocated. The only change would be the elirr~ination of billing processes now required in both the WSU and SUU accounting departments. Library. The current library holdings at SUU fully meet accreditation requirements. As stated previously, Cooperative funding now supports library resources for the nursing program on the SUU campus. This support will continue. In addition, SUU will allocate a percentage of campus revenues to the Nursing Program and a member of the nursing faculty is designated annually to order new books/monographsljournalsland or~linem aterials. No additional funds are needed for library resources. Learning Resources. The current learning resources at SUU are adequate. In addition to the Gerald R. Sherratt library, there are computer labs in every building on campus, a Freshman Success Center, Specialized Advisors for each College or School, Math Tutor Labs, English Tutor Labs, and a Faculty Development Center. Institutional Readiness. The existing administrative str~~ctuirse p repared to absorb the addition of the Tab A, Page 24 of 37 proposed program. No new organizational changes will need to be added in order to deliver the program. Section Ill Need Program Necessity. The service area for Southern Utah University includes at least eight counties in central and southern Utah. Nursing programs available to students in this service area include those of Dixie State College, University of Phoenix, and the WSUISUU program as well as Mojave Community College operating in Colorado City. Still, the demand for Associate and Baccalaureate prepared nurses far outpaces the supply by these programs. Perhaps just as critical as the need for technical (Associate) and professional (BSN) nurses are the need for Masters level nurses that can serve both in clinical and academic settings. The real bottleneck at this point is colleges and universities not being able to hire academically qualified nursing teaching faculty. Teaching faculty must have a minimuni of a Masters degree. The SUU proposed BSN will prepare students to enter graduate programs in greater numbers. WSUISUU faculty received 87 applications for the fall 2003 program. Fifteen per cent were from Washington County, 67 % from Iron County northward to the Wasatch Front, and 18% from Northern Utah and elsewhere. The need is clear. National Need: The predicted national nursing shortage numbers are overwhelming (over 800,000 by the year 2020). National Supply and Demand Projections for FTE Registered Nurses: 2000 through 2020 Tab A, Page 25 of 37 Supply and Demand Projections for the State of Utah FTE Registered Nurses: 2000 through 2020 Cl~ai3t: Dist~ib r~tiulro f RN Gratlrlrrtes lhy Eclr~cationaPl reparation: 1992 ancl 1999 Diploma H Associate Baccalaureate Utah 2000 2005 2010 2015 2020 33103: Hdtk3baICabclld'ZbQ Bead$ OTNlrslrg, 14: LEx tran Excess or Shortage (supply less demand) ( - shortage) -960 -1 678 -289 1 -4633 -6925 State Need: In the year 2000 there was a shortage of 960 nurses. By 2005 Utah will be short 1700 nurses. By 2010 we will be short 2,900 nurses. By 2015,4,600 nurses. By 2020, almost 7,000 nurses. The greatest need is at the baccalaureate and graduate levels because modern nursing care requires higher thinking skills and decision making ability. Supply 10940 12088 12617 12679 12407 Percent Shortage -8% -1 2% -1 9% -27% -35.80% Demand 11900 13766 15508 17312 19332 Tab A, Page 26 of 37 1 Projections for RN I Percentages Southern Utah Renion Need: Although Washington County is, arguably, the fastest growing region in Utah, it too is part of the service area of Southern Utah University and deserves to have an adequate supply of health professionals. The SUU program is designed to compliment other two-year programs in the region. Feedback froni members of our advisory board who represent hospitals and care centers in central and southern Utah, clearly indicates that a nursing program at SUU is essential to maintain adequately trained nursing staff in their facilities. A summary statement tells the story, "We are okay in our facility because we have just enough of our people going through the SUU program each year to keep us staffed." Furthermore, because SUU draws nearly one-third of its students ,from the Wasatch Front, we expect ,that a number of our graduates will be placed in health care facilities there, as many have been in the past. Student Demand. Southern Utah University conducted surveys of the cons1:ituency and found the following. Students stated they would er~roliln a 4-year curriculuni that would yield a BSN in the same amount of time that it takes most of them to complete an Associate degree. Lindsey Little, first year student representative, stated "students are very pleased with nursing instructors at SUU." End of program evaluations completed by AD students in the spring of 2003 were very complimentary of the program at SUU with one exception: "the hassle of dealing long distance with Weber." Students who have come into the nursing offices at SUU and those going through new student orientation at SUU are excited and enthusiastic about ,the SUU BSN program. They are eager to be admitted into the SWU program. Previous students have expressed satisfaction with the education they received on the SUU campus. One student who graduated from the AD program on the SUU campus and subseql~entlye nrolled in the University of Utah Medical School stated he felt very well prepared for the type of case studies and challenges he faced in medical school. Students involved in the WSUlSUU nursing program have provided input into the structure of the SWU program. Student input (expressed concerns and frustrations as well as expressed strengths of the existing program) has provided direction for faculty in discussion and development of the SUU program. Similar Programs. The accelerated curriculum proposed for SUU will be the only one south of Salt Lake City, Wasatch Front region. The baccalaureate degrees offered by Westminster College and Weber State Tab A, Page 27 of 37 University are typical of curricula that spread nursing courses over the entire four years of baccalaureate education. This works well for students who enter college certain of career goals. This hampers students and prolongs the education process for students who determine a career path after one or two years of general education courses and are forced to backtrack to complete nursing courses spread in sequence over four years. Collaboration with and Impact on Other USHE Institutions. The SUU 4-year nursing degree will articulate seamlessly with other Nursing programs such that transfers may be accomplished with ease. For exaniple, DSC AD graduates wishing to transfer from the ADN to SUU's BSN program will complete the designated courses which, once the program is solidly functioning, will be consolidated into three consecutive semesters. Benefits. Central and Southern Utah communities will benefit from SUU's focused program that yields increased numbers of professional level (BSN) nurses. These graduates will both enter the workforce at a professional level, ready for advancement, and be qualified for admissioli into Masters Nursing programs. This will assist in relieving the single most important bottle neck in the preparation of more Associate and Baccalaureate Nurses: availability of Masters level nursing faculty for our colleges and universities. Consistencv with Institutional Mission. SUU's 4-year program is a critical component in fulfilling the niission of Soutliern Utah University as well as continuing a tradition of excellent nursing education on the Southern Utah University campus. Section IV Program and Student Assessnient Program Assessment. The SUU Division of Nursing will conduct ongoing program assessment through external and internal evaluation processes. These evaluations will include: student and faculty evaluation of curriculum, clinical sites, and learning resources; student performance on the NCLEX examination, admission and graduation rates; student evaluation of faculty performance; and, evaluation for accreditation by a ~iational accreditation body (NLNAC). Goals for SUU Baccalaureate Nursing Program I. Participate fully in the Southern Utah University and College of Science structure such that our mission, vision, goals and outcomes are aligned with the larger goals of the institution. II. Develop faculty as a community of health care professionals dedicated to excellence in teaching, scholarly endeavors, practice, and professional coniniunity service and who provide leadership in nursing practice to the local community and statewide. Ill. Deliver high quality educational nursing programs to diverse student populations who are engaged in a comprehensive program of learning that emphasizes caring, critical thinking, problem solving, ethical decision-niaking, and communication. Evalua8tionM easures and Continuous Quality Improvement Process for Meeting Program Goals Formative Evaluation Measures: Tab A, Page 28 of 37 1. SUU Division of Nursing Committee and Meeting Minutes. Data from committee and meeting minutes show that written organization components are reviewed and updated yearly or as needed and that data from program and outcomes measures are being used for continuous quality improvenient. 2. Annual Nursing Faculty Reviews and Clinical/Tenure and Promotion Documents. Data from arlnual review of faculty (including student evaluations of faculty) show faculty progress toward meeting individual goals and requirements for clinical or tenure track and promotion. Data is used to guide and advise faculty in developing individual goals and continuing or improving their progress toward meeting service, teaching and scholarly activity requirements. 3. Annual Advisory Council Meeting Minutes. Data from annual advisory council meetings show the nursing program is meeting the needs of the regional community andlor giving suggestions for continuous quality improvement. Data is used as feedback to faculty and students for revisions and updates of organizational structure, program policies, and curriculum. 4. Student Exit Interviews. Data from student exit interviews show student perceptions of program strengths and weaknesses and student success in finding nursing jobs. Data are used as feedback to administration and faculty for revisions and updates of organizational str~~cturper,o gram policies, and curriculum. 5. Employer Surveys. Data from employer surveys (2 year cycle) show the nursing program is meeting the needs of regional employers andlor suggestions for improvement. Data are used as feedback to faculty and students and lead to changes in policies and curriculum as needed for continuous quality improvement. 6. Alumni Surveys. Data from alumni surveys (4 year cycle) show alumni perceive the nursing program has prepared them to practice nursing andlor suggestions for needed improvements in the program. Data feedback is to appropriate faculty committees and is used to review and revise program policies and curriculum. Summative Evaluation Measures: 1. Utah State Board of Nursing full approval granted (will be granted during Spring semester 2004 according to email received from Laura Poe) and is continuous thereafter. 2. Granted full accreditation of nursing program by Commission on Collegiate Nursing Education (CCNE) during academic year 200612007 (or within 2 years of application for accreditation) and continues as full accreditation with review on a 10-year cycle thereafter. 3. SUU con.tinued accredita,l:ion by Northwest Association of Schools and Colleges which was successfully renewed in January 2004. Standards and Competencies of SUU Nursins Students at Time of Graduation Upon completion of the Southern Utah University Baccalaureate Nursing Program Graduates will be able to do the following: Tab A, Page 29 of 37 1. Provide quality professional nursing care based on a synthesis of theoretical and empirical knowledge from nursing, physical and social sciences, arts and humanities, and life experiences. 2. Use evidence as the bases for clinically competent conterr~poraryn ursing care. 3. Communicate effectively using various means in a variety of roles and settings. 4. Optimize health care to diverse individuals, families, groups and communities through collaboration with interdisciplinary health care teams. 5. Demonstrate intellect~~caulr iosity, critical thinking, and motivations toward life-long learning. 6. Influence the quality of nursing and health care using leadership shills, management concepts and a knowledge of the political system. 7. Be legally and ethically accountable for clinical nursing practice. 8. Assume the role of generalist nurse and become a responsible member of the profession. These student outcomes were chosen based on a comprehensive review of the conipetencies suggested by the following esteemed nursing education and health care organizations: The Utah State Board of Nursing, The National League of Nursing, American Association of Colleges of Nursing and their accrediting body Commission on Collegiate Nursing Education, American Nurses Association, and The PEW Healtli Professions Commission. In addition to the above student outcomes, the graduates of SUU Baccalaureate Nursing Program will be guided in the competent and ethical practice of nursing by the American Nurses Association's (ANA) standards found in the following ANA publications: Scope and Standards of Nursing Pracfice, The ANA Code of Ethics for Nurses, and Nursing's Social Policy Sfatement. These standards are accepted as the legal and ethical standards for the practice of nursing wi,thin ,the nursing and legal communities and within other health care professions. Student Assessment: Evaluation Measures and Continuous Quality Improvement for Student Outcomes Formative Evaluation Measures: 1 . Total Testing Program form ERI. Data from Total Testing-a program from ERI that includes testing and individual student remediation each semester culminating in an NCLEX review course during final semester of program-analyzed by faculty and used for conti~iuousq uality improvement of curriculum. 2. Student Self-Assessment Tool. Data from students self-assessment of learning abilities and needs (completed IS3rd 'a,nd final semesters of the program) is used to advise students in making personal plan for improvement of critical thinking and life-long learning abilities and will document students learning abilities on entering the program, as they progress through the program, and at graduation. Data will be used by faculty to update and change course assignments and projects semester-by-semester as needed. 3. Annual reports on admission, progression, attrition, graduation, and NCLEX pass rates. Data monitored to determine if policies are followed and to determine if advisory and remediation policies and Tab A, Page 30 of 37 processes are helping students' progress in a timely manner through the program. Data are also tracked to see if program is helping students to be successful in passing NCLEX. Data feedback is to appropriate program corr~rr~itteetos determine the need for revisions or changes and to initiate the changes as needed. 4. Student and Faculty Curriculum Evaluation Tools. Data ,from student and faculty evaluation of curriculum, clinical sites, and learning resources (completed every semester) show student learning is taking place in a professional environment and there are adequate resources to provide a quality nursing education. Data from tools is used by faculty and student comniittees to update and make changes in program as needed. . Summative Evaluation Measures: 1. Admission, attrition, graduation, and job placement rates at or above benchmarks. 2. NCLEX passing rates at or above national passing rates. 3. Utah State Board of Nursing full approval granted (will be granted during Spring seniester 2004 according to email received from Laura Poe) and continuous thereafter. 4. Granted full accreditation of nursing program by CCNE during academic year 200612007 and continued fi~lal ccreditation on a 10-year cycle thereafter. Data from the above measures will be documented and presented to faculty members, students, and administrators through appropriate program committees and venues such as curriculum committee, program evaluation committee, administrative and faculty discussio~isa, nd SUU Nursing Advisory Board meetings. Data will be used to support changes and revisions as needed to improve the organizational structurelpolicies and academic programs. Depending on the degree and type of change needed, changes and revisions will be made during a semester, annually or on a longer cycle depending on need. For example, changes to courses and policies may be needed from one semester to another while major c~~rriculuamn d policy changes may be needed only every 2-4 years depending on results of program goal and outcome evalua,tion data and systematic cyclic reviews. The process will be tracked though meeting minutes and standard reports required by SUU Central Administration, SUU Division of Nursing Bylaws, Utah State Board of Nursing, and the accrediting bodies Commission on Collegiate Nursing Education and Northwest Association of Schools and Colleges. Continued Qualitv Improvement. SUU has both internal and external feedback mechanisms to evaluate curriculum, faculty development, and graduates' work performance. Additionally, nursing faculty members on the SUU campus have been actively involved in quality assessment and improvement committees at WSU. The process of evaluation and improvement will continue with ,the SUU program. Section V Finance Tab A, Page 3 1 of 37 Budget. The following budget has been projected for the next .five years. Reallocation: No reallocation of ,funds is anticipated at .this time. Faculty Salaries 5.5 FTE all have MS +PhD Administrator Staff, 1.6 FTE Benefits Current Expenses Professional Development Travel Accreditation related Expenses (memberships, consultant visits) Capital (Equip) Total Impact on Existinn Budnets: No additional state funding will be required. SUU will reinvest tuition dollars back into the nursing program allowing for expansion of the program. Funding Sources: 2003- 04 209,000 50,000 98,300 15,000 9,000 8,500 13,000 402,800 2004- 05 254,000 50,000 121,600 7,500 6,000 13,000 2,500 453,600 State Funding WSUlSUU Co-op Program State Funding for SUU site Tuition Total 2005- 06 266,700 52,500 127,680 20,000 12,000 ' 7,500 35,000 521,380 2003-04 272,900 130,000 402,900 2006- 07 280,035 55,125 134,064 20,000 15,000 7,500 15,000 526,724 2004-05 272,900 130,000 50,400 453,300 2007- 08 294,037 57,880 140,767 12,000 12,000 5,000 12,000 533,684 2005-06 272,900 130,000 119,022 521,922 2008- 09 308,739 60,775 147,805 7,000 6,000 5,000 5,000 540,320 2006-07 272,900 130,000 124,951 527,851 2007-08 272,900 130,000 131,200 534,120 2008-09 272,900 130,000 137,781 540,681 Tab A, Page 32 of 37 Appendix A - Proposed Program Curriculum Proposed Curn'culum-BSN at Southern Ufah University SUPPORT CLASSES are italicized First Year Course Credits Course Bio 221 0/2220(Anat) 4 English 1010 3 CS 1000 English 2010 Credits Math 1010" 3 Math 1040 4 LM 1010 1 American Institutions 3 NFS1020 3 Comm 1310 3 ECD 1500 3 Sfudenf Success 1 *if needed Total credit hours 15/18* 16 Second Year Course Credits Course Credits Bio 201 012020 (Phys) 4 Pathophysiology 4 Chem 1 I I0/1130 4 Chem 1120/1140 6 Fine Arts 3 Bio (Micro)2110/2120 4 NURS 1010 Explorafion of Nursing 2 Interdisciplinary 3 Psych 1010 3 Total credit hours 16 17 Completion of all Science Supporf Courses wifh a grade of "C" or better (a C- grade is not accepfable) (Acceptance to Nursing Program required for these courses) 3 2 Tab A, Page 33 of 37 1st Semester Course Credits NURS 3120 Health Assessment 3 NURS 3130 Fund, of Nursing 8 (4 theory + 4 clinical) NURS 3140 Foundations of 3 Professional Nursing Tofal credit hours 14 3rd Semester Course Credits NURS 4330 Care of the Family 6 (3 theory + 3 clinical) NURS 4340 Concepts in Geriatric Nsg 2 NURS 4350 Comniunity Nsg 6 (3 theory + 3 clinical) Total credit hours 14 2nd Semester Course Credits NURS 3220 Pharm and Therapeutic lnterven 3 NURS 3230 Care of Adults 8 (4 theory + 4 clinical) NURS 3240 Concepts in Mental Health Nsg 2 NURS 3260 Nursing Theory & Research 3 4th Semester Course Credits NURS 4430 High Acuity Nursing 5 (3 theory +2 clinical) NURS 4440 Contemporary Nsg Issues 3 Legal, Ethical, Moral, Financial, Politics) NURS 4550 Leadership & Management in Nsg 8 (4 theory + 4 clinical) 16 (Minimum GPA required to enter the nursing program is 3.0) Course descriptions for nursing courses at SUU NURSIOIO Exploration of Nursing (2) Exploration of professional nursing roles and responsibilities. lntroduction to basic priciples of nursing, requirements for entry into practice, nursing employment opportunities. Introduces medical terminology, communication and collaboration, and working as part of the health care team. Credit hours (2), two classroom hours per week. Prerequisites: none First Semester NURS 3120 lntroduction of Health Assessment (3) Health assessment across the life span through development of interviewing and physical assessment skills. Focuses on skills to conduct comprehensive health assessment. Credit hours (3), three classroom hours per week. Prerequisites: acceptance into the nursing program. NURS 3130 Fundamentals of Nursing Practice (8) Introduces students to fundamental nursing skills, communication, and problem-solving utilized in basic nursing Tab A, Page 34 of 37 care. Nursing concepts, processes, and practices provide nursing students with a firni foundation for ~iursing study. Credit hours (8: 4+4), 4 classroom hours and 12 clinical hours per week. Prerequisites: acceptance into the nursing program. NURS 3140 Foundations of Professional Nursing (3) Theoretical and practice concepts upon which nursing is based. Expectations for professional writing; evidence-based practice; historical evolution of nursing; health teaching; principles of health promotion; primary, secondary, and tertiary prevention. Credit hours (3) 3 classroom hours per week. Prerequisites: acceptance into the nursing program. Second Semester NURS 3220 Pharmacology and Therapeutic Interventions (3) Pharmacotherapeutics and complementary interventions to facilitate coping and healing processes. Credit ho~.~rs (3) 3 classrooni hours per week. Prerequisities: completion of all 31 00 level courses. NURS 3230 Care of Adults (8) Conceptual basis for understanding acute physical health alterations in adult clients. Roles and responsibilities of nurses; physical, mental, emotional, social, and environmental factors that alter health. Provide nursing care to adults in a variety of settings. Credit hours (8:4+4) 4 classroom hours and 12 clir~icahl ours per week. Prerequisites: completion of all 3100 level courses. NURS 3240 Concepts in Mental Health Nursing (2) Nursing concepts basic to mental health and wellness across the lifespan: common mental illnesses, therapeutic relationships; family dynamics; self-imagelself-esteem; crisis intervention; group process; coping with acute and chronic illness; stress management. Credit hours (2) 2 classroom hours per week. Prerequisites: completion of all 3100 level courses. NURS 3260 Nursing Theory and Research (3) Theoretical and research base for nursing practice. Understanding nursing theory; research critique and application to enhance nursing practice. Credit hours (3), 3 classroom hours per week. Prerequisites: conipletion of all 3100 level courses. Third Semester NURS 4330 Care of the Family (6) Needs of the family during childbearing and childrearing phases of family development. Emphasis on nursing actions to preserve, promote, and restore health of fanlilies in a variety of settings. Credit hours (6:3+3), 3 classroom hours and 9 clinical hours per week. Prerequisites: completion of all 3100 level courses. NURS 4340 Concepts in Geriatric Nursing (2) Needs of older adults addressing emotional, social, physiologic and behavioral changes. Focuses on ageism, gender issues, chronicity, death and dying, loss, life review. Credit hours (2) 2 classroom hours per week. Prerequisites: completion of all 3100 level courses. NURS 4350 Community Health Nursing (6) Theory, concepts and practices of community health nursing. Emphasis on culturally sensitive care for individuals, families, and groups in a variety of community settings. Includes identification of conir~unityre sources for implementing change to promote community health. Credit hours (6:3+3), 3 classroom hours and 9 clinical Tab A, Page 35 of 37 hours per week. Prerequisites: completion of all 3100 level courses. Fourth Semester NURS 4430 High Acuity Nursing (5) Focus on care of individuals across the lifespan with multiple complex health alterations. Students practice critical decision making in a variety of settings. Credit hours (5:3+2), 3 classroom hours and 6 clinical hours per week. Prerequisites: completion of all 3200 level courses. NURS 4440 Contemporary Issues in Nursing (3) Exploration of current legal, ethical, moral, economic and political i~iipactso n health care. Exploration of the role of nurses in today's health care environment. Credit hours (3), 3 classroom hours. Prerequisites: completion of all 3200 level courses NURS 4550 Leadership and Management in Nursing (8) Historical and contemporary management and leadership concepts are studied, evaluated and applied. Students conduct self-analysis of leadership traits and develop individual leadership abilities. Clinical experience provides individual opportunity for transition to the role of professional registered nurse. Credit hours (8:4+4), 4 classroom hours and 12 clinical hours per week. Prerequisites: completion of all 3100, 3200, and 4300 level courses. 4400 classes must be completed or be a co-requisite to this course. Tab A, Page 36 of 37 Appendix B Nursing Adminismtration: Harold Ornes, Ph.D., Dean of the College of Science Karla Dalley, Ph.D., Chief Nurse Administrator Donna Lister, APRN-C, FNP, MS WSUlSUU Campus Coordinator Nursing Faculty: Karla Dalley, Ph.D. Chief Nurse Administrator Associate Professor Susan Gardner, RN, MS Assistant Professor Area of Specialization: Assessment Alternative health care Leadership and adrr~inistratio~coi ncepts 23 years experience in nursing education Donna Lister, APRN-C, FNP, MS Associate Professor Currently enrolled in an accredited Ph.D, program Area of Specialization: Family Health Care Pathophysiology Current Nursing Issues Community Health Rural Health Care Nursing Leadership 12 years experience in nursing education, 10 years in public health, 6 years in nursinglhospital administration Alan Pearson, APRN-C, FNP, MSN Assistant Professor Area of Specialization: Family Health Care Pediatrics Wound Care Technology Tab A, Page 37 of 37 3 years experience in nursing education, 4 years in school nursing Janet War~ierM, SN Assistant Professor Area of Specialization: OBlNewborn Pediatrics Nursing Administration 7 years experience in nursing education, 25 years in OBI laborldeliverylnewborn nursing, 8 years in nursing administration. DeAnn Brown, CNM, MSN Adjunct Faculty Area of Specialization: High Risk OB Nursing Administration Rural Healthcare 1 year of experience in nursing education, 6 years in nursing administration, Betsy Hatfield, BSN Professional StafflSkills Lab Coordinator Area of Specialization: Fundamental Nursing Skills 20 years nursing education experience Shelly Ebert, APRN, C-FNP, MS Assistant Professor Area of Specialization: MedicallSurgical Nursing Pediatric ENT 19 years of nursing experience Tab B, Page 1 of 6 April 7, 2004 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Consent Calendar: Academic, A~pliedT echnoloqy, and Student Success Committee The following requests have been submitted by institutions for consideration by the Regents on the Consent Calendar of the Academic, Applied Technology, and Student Success Committee: A. Dixie State Colleqe 1. Err~~hasinis A ccountinq to Existinq BS Deqree in Business Administration Request: Dixie State College requests approval to add an emphasis in Accounting to the existing BS degree in Business Administration in order to provide graduates with additional flexibility in the job market. Approved initially in 1999, the BSBA degree included an upper-division core and a set of electives designed to give students the flexibility to pursue curricular emphases. In March, 2001, Regents approved the program's first emphasis - Internet and Visual Technologies. This proposal is to add a second emphasis in Accounting. Need: The Utah Department of Workforce Services projects statewide 330 new jobs annually in accounting and auditing occupations during the next ten years at the baccalaureate level, in addition to 1560 new business and .finance related posi,tions in Utah. This proposed Accoun,ting emphasis will provide graduates with greater opportunities for employment in auditing, finance, and business fields. Based on a recent survey, there is significant interest in this emphasis among Dixie students and the local business community. Institutional Impact: The proposed Accounting emphasis will require ,the addi.tion of two new courses to the existing business curriculum -Auditing and Not-for-Profit Accounting. This would create an 18-credit-hour emphasis in Accounting. Finances: Dixie State College will offer the Accounting emphasis using current faculty resources within the existing budget of the College. No new funds are requested to implement the proposed new emphasis. Tab B, Page 2 of 6 B. Utah State Ur~iversity 1. Discontinuance of MA degree in Dairy Science in the Department of Animal, Daiw and Veterinary Sciences, Colleqe of Aqriculture Request: Utah State. University requests approval to discontinue offering the MA degree in Dairy Science in the Department of Animal, Dairy and Veterinary Sciences in the College of Agriculture. Need: Students in this field currently earn the MS degree in Dairy Science, and 'the MA degree is not currently offered. Institutional Impact: Elirr~inationo f the MA degree is part of an ongoing effort to streamline programs in the Department. Removal of the MA degree will have no institutional impact. Finances: Discontinuance of the MA degree in Dairy Science will have no financial impact at the institution. 2. Discontinuance of BA degrees in Aqricultural Education, Aqricultural Technoloqv, and in Familv and Consumer Sciences Education, Department of Agricultural Svstems Tect~noloqva nd Educa,tion, Colleqe of Aqriculture Request: Utah State University requests approval to discontinue offering BA degrees in Agricultural Education, Agricultural Technology, and in Family and Consumer Sciences Education in the Department of Agricultural Systems Technology and Education in the College of Agriculture. Need: Students in these ,fields currently earn the BS degree in this Department, and the BA degree is no longer needed nor offered. Institutional Impact: Elirr~i~iatioonf the BA degree is part of an ongoing effort to streaniline programs in the Department. Removal of the BA degree in these fields will have no institutional impact. Finances: Discontinuance of the BA degree in these fields will have no financial impact at the insti,tution. 3. Transfer: Familv Finance Emphasis within ,the BS in Familv and Consumer Sciences to the BS in Familv and Human Development, Department of Farr~ilvC, onsumer, and Human Development, College of Education and Human Services Tab B, Page 3 of 6 Request: Utah State University requests approval to transfer the Family Finance Emphasis within the BS degree in Family and Consumer Sciences to the BS degree in Family and Human Development in the Department of Family, Consumer, and Human Development, College of Education and Human Services. Need: The BS in Family and Consumer Sciences has been restructured to include as required courses those that were previously part of the Family Finance Emphasis. Thus, the Family Finance Emphasis should be discontinued wi,thin this BS degree program. At the same time, the Department of Family and Human Development is requesting that the Farr~ilyF inance Emphasis be transferred to the BS in Family and Human Development to give students the opportunity to obtain additional training in family finance. This request is a result of the consolida,tion and restructuring of the two programs and reflects the changed composition of the Family, Consumer, and Human Development Department. Institutional Impact: This request is basically a final housekeeping measure in the reconfiguration of the FCHD Department, and no institutional impact is anticipated. Finances: No new funding is required and this request will have no financial impact. Weber State University 1. Deletion: Emissions Technician Certificate Proqram. Department of Sales and Service Technoloqv, Colleae of Applied Science and Technology Request: Weber State University requests approval to delete the Emissions Technician Certificate program in the Department of Sales and Service Technology, College of Applied Science and Technology. The ETC program is an 8-course, 18-credit program that prepares students to repair failed EllM vehicles. All of the courses in this certificate program are also part of existing associate and baccalaureate degree offerings within the Automotive Program housed within the SST Department. Need: No students have enrolled solely in the Emissions Technician Certificate program during the past five years, and there is no indication of future student interest. Since all courses in the ETC prograni continue to be offered as Automotive courses within other degree programs, any future interested students can still complete the course work. Upon completing the 18 required credits, they could receive a certificate of completion in lieu of the current institutional certificate. Institutional Impact: The only impact of this program deletion will be changes in the catalog and other i~istitutionadl ocuments where this certificate is identified. Finances: The financial impact of deleting this certificate program will be minimal in either costs or savings and will only involve the regular updating of documents. 2. Addition: Honda PACT Emphasis within the Existinq AAS Deqree in Automotive Service Technology. Sales and Service Technolonv Department, Colleqe of Applied Science and Tab B, Page 4 of 6 Technoloqv Request: Weber State University requests approval to add a seventh area - the Honda PACT emphasis -to the current Automotive Service Technology AAS degree program in the Sales and Service Technology Department of the College of Applied Science and Technology. This new emphasis will focus on Honda and Acura products. The other six areas or emphases in the degree program are Chrysler CAP, General Motors ASEP, General Motors BSEP (collision repair), Toyota T-TEN, ATEP (comprehensive coverage of all major nianufacturers' products), and Heavy Duty Truck Technology (articulated with UCATIDavis, specializing in Mack and Volvo White products). Each of these emphases, including the proposed Honda PACT emphasis, requires 12 courses or 45 credits of specialty courses as part of a 69-credit AAS degree program. Need: WSU has a respected history of entering into autoniotive corporation part~ierships that assure students with direct access to state-of-the-art automotive technology. These partnerships also fund training centers wi,th short courses for alltomotive technicians and service management personnel throughout Utah and in several western states. Because of WSU's excellent track record with Chrysler, General Motors, and Toyota, the Department was approached by American Honda Motor Corr~panyin 2002 to develop and offer automotive courses focused on Honda products. There are nine such Honda PACT programs in the United States, Initially taught on an experimental basis at WSU, the Honda PACT courses have had an average enrollment of 12 students per course. It is now expected that enrollment in the Honda PACT emphasis will approximate 24-30 first and second-year students annually for the next five years, depending upon the number of dealers who provide internship experiences for students. This new Honda emphasis will help WSU fulfill its institu,tional mission by providing job-entry degree programs that meet the needs of Utah employers for highly qualified employees. It also creates another successful community partnership, a high institutional priority at the University. Institutional Impact: Since 2002, WSU has received 12 cars, assorted tools, equipment and training worth approximately $350,000 from the American Honda Motor Company in support of the Honda FACT courses. It is expected this level of vehicle and equipment support will con,tinue for the life of the program. There are currently seven full-time Automotive faculty who teach about 120 total students in the seven automotive areas of emphasis. These faculty have been adequate to teach the Honda courses on an experimental basis during the past two years, which should also be sufficient for the future. The twelve Honda emphasis courses are offered on an alternate year basis -three courses each in fall and spring semesters. Two additional staff members support the automotive programs, and the seventh emphasis area will not negatively impact their responsibilities. With appropriate scheduling, the current 28,000 square feet of garage and classroom space will accorr~niodateth e additional three courses per semester required by the Honda PACT program. Thus, the addition of this program will have minimum impact on other emphases in ,the automotive program. Finances: No additional funds for faculty, staff, facilities, or equipment will be required to support Tab 0, Page 5 of 6 the Honda PACT emphasis on an ongoing basis. It is expected that ongoing vehicle and equipment support will continue from the American Honda Motor Company, providing state-of-the-art materials with which to teach these courses. This new emphasis is expected to have a positive rather than negative impact on the other six areas of emphasis, increasing national visibility for the entire WSU Automotive Service Technology Program, and making the University even more competitive in obtaining additional external funds and support. Utah Colleqe of Applied Technoloqv 1. "Fast Track A ~ ~ r o v aPla: r aeducator Certificate Request: The Utah College of Applied Technology requests approval under the "Fast Track Approval Process" of Regent policy R401 to offer a 675 maximum clock-hour Paraeducator Certificate program designed to provide students with the basic skills necessary to obtain employment as classroom aides in a variety of school settings. Classroom aides work under the supervision of certified teachers, providing instruction and general classroom support. Courses for this certi,ficate have been created based on the professional standards for paraeducators and through dialogue with school district personnel. A listing of Basic and Core courses follows: BAS l C Computer Literacy Workplace Relations Job Seeking Skills Math I Clock Hours 90 60 30 6 0 Total Basic 240 CORE Introductory Course: Overview of Education 30 Positive Learning Enviror~ments 60 Safety and First Aid in Schools 15 Communica.tion for Paraeducators 30 Instructional Strategies 90 Reading Instruction 60 How Children Learn and Grow 30 Diversity in Education 60 PracticumlExternship 60 Total Core 675 Need: The Department of Workforce Services lists "Teacher Aides, Paraprofessional" as one of the top 50 occupations in demand in Utah for 2000-2005. Statewide estimates are that 440 paraeducator jobs open in Utah each year. Upon approval, the proposed Paraeducator Certificate will be offered at the Davis Campus of UCAT. The Davis School District alone employs nearly 1200 teacher aides in a variety of disciplines. Nearly every child in the district has been assisted by a Tab B, Page 6 of 6 paraeducator at some point in his or her education. The proposed program will help to ensure that student classrooms are staffed by qualified people. Institutional ImpacffFinances: Budgets are currently in place for this program, where existing funds have been used to prepare facilities, hire faculty, and provide necessary equipment. No additional financial resources are required to implement the program. The only Paraeducator Program currently offered in the state is provided by Salt Lake Community College. Utah State Ur~iversityo ffers some OJTllnservice training for paraeducators, but not a complete program. SLCC offers both certificate and associate degree programs in a traditional semester format. Commissioner'sRecommendation It is the recommendation of the Commissioner that the Reqents approve the institutional reauests on the Consent Calendar of the Academic, Applied Technoloav, and Student Success Committee, as described above. Richard E. Kendell, Commissioner Tab C, Page 1 of 2 April 7,2004 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Southern Utah Universitv - Master of Business Administration Proqram: Three-Year Proaress Re~ort The Issue On December 10, 1999, ,the Board of Regents approved a request from Southern Utah University to offer a Master of Business Adniinistration (MBA) degree program for a three-year period, after which a review would be conducted and a recommendation made to the Regents regarding permanent authorization of the program. The attached three-year report of the SUU MBA Program is submitted to meet this objective. Backaround The Commissioner's recommendation to approve the MBA Program at SUU in December of 1999, adopted by the Regents, stipulated that a follow-up report provide information on faculty development efforts, collaborative relationships with other USHE universities, and the status of efforts to achieve accreditation. The attached report addresses each of these issues, and also provides statements of mission, vision, goals and objectives. An assessment of curric~~luamn d learning objectives for student success is also provided, and an appendix of operational goals and objectives for faculty and students is attached. Policv Issues Faculty Development. As indicated in the report, SUU has worked hard to provide faculty with appropriate teaching loads and preparation time to conduct scholarly works and meet AACSB accreditation standards. The University has prioritized funds to support the submission of journal articles and foster the presentation of papers at academic conferences. The scholarly efforts of faculty that teach graduate courses are summarized on pages 3-4 of the attached report. Collaborative Efforts. The four state universities offering MBA progarms - the UofU, USU, WSU, and SUU - have entered into a collaborate agreement to permit students matriculated into one program to be able to take courses from the other institutions. As explained in the report, while few students have ,thus far taken advantage of this opportunity, collaboration and cooperation among the institutions Tab C, Page 2 of 2 continues to be fostered. Flexibility in the curriculum has also been furthered with the addition of more elective courses. Accreditation. Regional accreditation of SWU was reaffirmed in the fall of 2003, following a thorough teani review of all SUU programs, including the MBA program. SUU's business programs were granted initial specialized accreditation by ACBSP in 1993. This accreditation was reaffirmed following a fall 2003 team visit, which reviewed the MBA program for the first time. Commendations from this visit are found on page 5 of the attached report. SUU is now in its fifth year of candidacy for AACSB accreditation, and a 6th year of candidacy has been requested while a self-assessment is being conducted. A consultant will visit the campus this Spring, with a peer-review visit scheduled for Fall 2004 or Spring 2005. Commissioner's Recommendation Please review the Three-Year Report of Southern Utah Universitv's MBA Program. Based on the proqress made, I am recommendinq that the Reqents authorize permanent status for this Proaram. Richard E. Kendell, Commissioner REK:DAC Attachment Tab D, Page 1 of 4 April 7, 2004 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Information Calendar: Academic, Applied Technoloav, and Student Success Conimittee The following academic and administrative program changes have been submitted for review by 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. Utah State Universitv 1. Transfer the Specialization in Family and Consumer Sciences Education and Extension within the MS degree in Human Environments to the MS degree in Agriculture Systems Technology and Education, College of Agriculture. With elimination of the College of Family Life at USU in July, 2002, .the Department of Human Environments was divided among four different colleges. This specialization complements the existing Agricultural Extension Education specialization and results in a stronger major and better experience for students. It makes official the practices intended by the movenient of the Family and Consumer Sciences Education and Extension specialization of the former HENV Department to the ASTE Department. 2. Name Change: BS and BA degrees in Production Management to BS and BA degrees in Operations Management, Department of Business Administration. The Production Management Minor would also change to a Minor in Operations Management. This name change more accurately reflects the focus and orientation of the program and would help students understand that the field is applicable to all managers who have responsibility for direction of daily operations of any organizational unit, not just those based on manufacturing and production. 3. Nanie Change: PhD in Special Education to the P ~ IDin Disability Disciplines, Department of Special Education and Rehabilitation. The current title serves special education students well when they seek Tab D, Page 2 of 4 professional positions after graduation, but not students in the other disability-related disciplines. Since the this doctoral program prepares students for careers in Rehabilitation Counseling and in Deaf Education as well as in Special Education, the proposed new name, being less discipline specific, would better serve those students building academic careers in Rehabilitation Counseling and Deaf Education. Over the last decade, multidisciplinary work in special education doctoral training has been emphasized, with many highly regarded ,programs moving in this direction. 4. Name Change: Biotechnology Center to The Center for lntegrated BioSystems. The purpose of this change is to increase awareness within the USU scientific and scien~ti~ficlindustrciaol mrr~unitieso f the opportunities and support offered by the Center for collaborative research and educational programs. The change will not affect enrollments in instruc1:ional programs of affiliated departments or programs, nor will it affect existing administrative structures. The building that houses the Center will remain as the Biotechnology Building. B. Utah Vallev State Colleqe 1. Stand-alone Minor in Spanish. Spanish has been included as an area of emphasis in UVSC's Integrated Studies degree program for several years. In addition, two upper division Spanish courses in business have been developed to support the Business Department's emphasis in International Business. Thus, UVSC currently offers 12 (36 hours) of upper division Spanish courses, including courses in literature, culture, phonetics and phonology, grammar, writing, and business. Six upper division courses (1 8 hours) will be required for the minor. Adequate contract and adjunct faculty are now in place to teach these courses, and no additional instructional or facility costs are anticipated. In fact, with the Spanish minor as an added student op,tion, the current classes are expected to approach their capacity, resulting in more efficient use of time, space, and human resources at the College. 2. Restructuring: School of Computer Sciences and Engineering Transfer the Departnients and Programs of Electrical Autoniation and Robotics Technology, Electronics and Computer Technology, and Drafting and Design Technology from the School of Trades, Technology, and Industry to the School of Computer Sciences and Engineering. The restructured School of Computer Sciences and Engineering would now house the following departments with their program offerings (transferred Tab D, Page 3 of 4 departments are in bold): Corr~putinga nd Networking Sciences Multimedia Communications Technology Pre-Engineering Electrical Automation and Robotics Technology Electronics and Computer Technology Engineering Graphics and Design Technology (currently Drafting Technology) Through this transfer, the School of Trades, Technology, and Industry would comprise the following programs and departments: Air Conditioning and Refrigeration Teck~nology Apprenticeship Automotive Technology Aviation Science Building Construction and Construction Management Building Inspection Technology Cabinetry and Architectural Woodwork Collision Repair Culinary Arts Institute Diesel Mechanics Technology Facilities Management Fire SciencelUtah Fire and Rescue Academy Lineman Technology Technology Management Welding Technology Regent approval of the School of Coniputer Sciences and Engineering at UVSC in March, 2001, launched the implementation of a planned and coordinated set of programs to build upon the popular Computer Science degrees and programs located in the School of Business to better address identified needs of the Utah County and Mountainlands region. Principal elements of a UVSC task force studying the future direction of the School included student needs and advising, market demand, accreditation of programs, faculty affinity and goals, and size and management of the School. Each of these elements will be improved by this restructure and realignment of programs, with no new costs for faculty, space, or equipment involved with these transfers. Tab D, Page 4 of 4 Commissioner's Recommenda,tion It is the recommendation of the Commissioner that the Regents review the Calendar and raise any issues for clarification. No action is required by the Board. Richard E. Kendell, Commissioner Tab E, Page 1 of 1 April 7,2004 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Hiqher Education Remedial Classes: Report During its 2004 legislative session, the Utah State Legislature approved the "Resolution on Higher Education Remedial Classes" spo~isoredb y Representative Marda Dillree. Subsequently, members of the Commissioner's staff queried the data warehouse to obtain the number of students who enrolled in remediation, the number who scored below insti.tutional thresholds but did not enroll in remedial classes, how these students compared with regard to GPA over a six year period, and student demographics. In addition, cost study data were collected. Currently, data are being analyzed. They will be prepared and hand-carried to the April 16th Regents' meeting. Richard E. Kendell, Commissioner REWPCS Tab F, Page 1 of 2 April 7, 2004 MEMORANDUM TO: State Board .of Regents FROM: Richard E. Kendell SUBJECT: Revision to Policv R512, Determination of Resident Status The Issue House Bill 164, passed by the 2004 Utah Legislature, provides that members of the Utah National Guard who perform active duty service shall be considered to maintain continuous Utah residency for student resident purposes during such service. The attached revision to Regent policy R512 reflects this change in Utah law. Commissioner's Recommendation It is the recommendation of the Commissioner that the Reqents approve the attached amendment to policv R512. Richard E. Kendell, Commissioner REK:DAC Attachment Tab F, Page 2 of 2 R512, Determination of Resident Status B512-1- Pllrpas~ To define "resident" student for purposes of tuition in the Utah System of Higher Education.RS12-2. References 2.1. Utah Code 653B-8-102 (Definition of Resident Student) 2.2. Policy and Procedure R5 10 , Tuition and Fee PolicyR512-3. Definitions 3.1. Domicile - to be physically present within the state of Utah and concurrently have the intent to establish permanent residence in Utah. 3.2. Resident - as determined by reference to the general law on the subject of domicile, except as otherwise set forth in this policy. 4.2. Military Personnel, Spouses & Children - Personnel of the United States Armed Forces assigned to active duty in Utah, and the immediate members of their families residing with them in this state shall be entitled to resident status for tuition purposes. Upon the termination of active duty status, such military personnel and their family members are governed by the standards applicable to non-military persons. The credit hours earned by the student at a Utah institution during the active duty in Utah count towards .the 60 hours required for Utah residency for tuition purposes upon termination of active duty status in Utah. 4.2.1. Utah National Guard - A member of the Utah National Guard who verforms active duty service shall be considered to maintain continuous Utah residency during such service. (Adopted July 22, 1975; amended April 11, 1987, April 17, 1992, May 5,1995, January 12, 2001, October 19, 2001, July 12, 2002, and April 16,2004.) Tab G, Page 1 of 2 April 7,2004 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Revision to Policv R513, Tuition Waivers and Reductions The Issue House Bill 65, passed by the 2004 Utah Legislature, provides that state colleges and universities waive undergraduate tuition for Utah students who have received a Purple Heart as a result of military service. The attached revision to Regent policy R513 reflects this change in Utah law. Commissioner's Recommendation It is the recommendation of the Commissioner that the Reqents approve the attached amendment to policv R513. Richard E. Kendell, Commissioner REK:DAC Attachment Tab G, Page 2 of 2 R513, Tuition Waivers and Reductions R513-1. Purpose To establish procedures for institutions to administer tuition waiver and reduction programs. R513-2. References 2.1. Utah Code 453B-8-101 (Waiver of Tuition -- Resident -- National Guard -- Nonresident -- Critical Occupations -- Summer School -- Graduate Students) 2.2. Utah Code 653B-8-103 (Partial Waivers Pursuant to Reciprocal Agreements) 2.3. Utah Code 353B-8-104 (Nonresident Partial Tuition Scholarships -- Border Waivers) 2.4. Utah Code 353B-8-104.5 (Nonresident Tuition Scholarships) 2.5. Utah Code 353B-8-106 (Resident Tuition Scholarships -- Requirements -- Rules) 2.6. Western Interstate Commission for Higher Education Western Undergraduate Exchange 2.7. Utah Code Title 53B. Chaptcr 9 (Higher Education for Senior Citizens) 2.8. Utah Code Title 53B. Chanter 8c (Police Officer's and Firefighter's Survivor Tuition Waiver) 2.9. Utah Code Titlc 53B. Chapter 8d (Tuition Waivers for Wards of the State) 2.10 Utah Code Title 53B. Chaper 8e (Tuition Waivers for Purple Heart Recipients) 2.11. Utah Code 35312-6-104 (Tuition Exemption for Teachers) 2.12. Utah Code 453A-15- 10 1.5 (Concurrent Enrollment Instruction in Mandarin Chinese) 2.13. Policy and Procedures R5 10 , Tuition and Fees 2.14. Policy and Procedures R5 12 , Determination of Resident Status . . . . . . . .R513-14. Waiver of Tuition for Pu r ~ l eH eart Recipients - Pursuant to 553B-8e-101 14.1 Tuition Waivers for Purple Heart Recipients. System institutions shall waive undergraduate tuition for each Purple Heart recipient who is admitted as a full-time, part-time, or summer school student in an undergraduate program of studv leading to a demee or certificate. provided that the student is a resident of the state as determined under Section 53B-8-102, and that the student submits verification from the Division of Veterans Affairs that the student has earned a Purple Heart award as a result of military service. (Approved October 19,2001, amended November 8,2002, March 14,2003, and April 16.2004.) Tab H, Page 1 of 22 MEMORANDUM April 6, 2004 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: ACTION: UHEAA--Approving Resolution, SBR Student Loan Revenue Bonds, Series 20042 Issue At its meeting on March 30, 2004, the Student Finance Subcommittee voted unanimously to recomniend Board of Regents adoption of the attached Approving Resolution for the Board's Student Loan Revenue Bonds, Series 20042. Board of Regents adoption of the Resolution is necessary to provide authority for issuance and sale of the bonds. Backuround As directed by Policy R601, the UHEAA Board of Directors has designated persons from its membership to comprise the Student Finance Subcommittee. The Student Finance Subcommittee, in accordance with Policy R610, "shall be directly responsible, reporting directly to the Board of Regents through its Finance, Facilities, and Accountability Committee, for oversight and advice regarding bond issues and other financing arrangements for the Loan Purchase Program." Members of the Student Finance Subcommittee on March 30, 2004 were: Mr. John 0. Goddard, Chair; Regent David J. Grant; Regent Maria Sweeten; Mr. Edward T. Alter (State Treasurer); Mr. Walter P. Gnemi; Mr. L. Brent Hoggan; Mr. Fred H. Stringham; Associate Commissioner Mark Spencer; and Associate Commissioner Chalmers Gail Norris. All Subcommittee members except Regent Grant, Mr. Stringham, and Associate Commissioner Norris were present in the March 30 meeting. Regent Sweeten participated by telephone. Pursuant to statutory authority, the Board of Regents operates its Loan Purchase Program (LPP) to assure liquidity in the local marketplace for guaranteed student loans under the Federal Family Education Loan Program (FFELP) and to maintain a high degree of control over servicing of the student loans guaranteed by the Utah Higher Education Assistance Authority (UHEAA) Student Loan Guarantee Program (LGP). By maintaining its Loan Purchase Prograni the Board is able to ensure availability of the lowest feasible costs of educational loans for Utah students and families through its array of exceptional borrower benefits for reduced origination fees and lower in-repayment interest rates. Available savings for UHEAA borrowers generally are more than double those available from competing lenders and secondary markets for student borrowers of Stafford Loans. Tab H, Page 2 of 22 State Board of Regents April 6,2004 Page 2 Through its programs administered by UHEAA, the Board also is quite unusual in providing: (1) significant cost saving opportunities on PLUS Loans (for parents) and Consolidation Loans; (2) more generous qualifying criteria for the saving opportunities; and (3) a guarantee (backed up by designated reserve funds) that the benefits will be available for loans currently being originated, regardless of how much time elapses before they enter repayment and are sold to the Board. (Most lenders and secondary markets guarantee eligibility for their current borrower benefits only for loans currently being purchased.) The Board issues Student Loan Revenue Bonds as needed, and uses the proceeds to ,finance purchase of FFELP student and parent loans and origination of FFELP Consolidation Loans. The Board has established two different current bond series, one based on a 1988 General Indenture and one based on a 1993 General Indenture. The current Resolution will authorize a Twelfth Su~~lementIandl enture to the 1993 General Indenture, providing for one additional series, 20042. Most student loan revenue bond issuances by the Board include primarily new bonds, frequently blending both tax exempt and taxable series. Some of the issuances also include modest amounts of refunding or refinancing of previously issued bonds. This issue consists $83,100,000 of new tax exempt bonds and $35,000,000 of refinanced bonds. Tax Exempt Bondinq Cap Authority The amount of tax exempt student loan bonds which the Board of Regents may issue each calendar year is subject to Federal legislation establishing capped amounts for covered purposes (e.g., public housing, guaranteed student loans, and economic development). Utah's total annual amount for these purposes is based on a floor amount for smaller population states, which had for many years been set at $150 million. Under Utah law, 33% of the total is reserved initially for the Board's student loan revenue bonds, subject to application to and approval by the Utah Private Activity Bond Authority (Authority). Current state law also provides that as much as one half of any increase in the cap authority available for Utah may be allocated by the Authority for specially-defined economic development purposes ("quality growth areas"), with the remaining amount reserved in the same proportions as specified for the base of $150 million. In December 2000, Congress passed, and President Clinton subsequently signed, legislation which increased the formula for determining cap authority for each state. The effect, for Utah, was an increase from $150 to $187.5 million for calendar year 2001, and $225 million for 2002 and subsequent years. Subsequent legislation provides for small annual adjustments based on an inflation index. The Authority has approved the full 33% of total cap authority-$77,152,350--for LPP for Calendar Year 2004, and also allocated $5,955,700 in carry-forward authority from 2003 for student loan bonds. The total available for tax exempt issuance at this time is $81,108,050. Tab H, Page 3 of 22 Tab H, Page 4 of 22 State Board of Regents April 6,2004 Page 3 Proposed Structure of the Bond Issue The proposed structure recommended by the underwriting team and the Student Finance Subcommittee is as follows: Proposed Sale Date: May 13,2004 Proposed Closinq Date: May 18,2004 Expected Proposed Rating Amount n!€l!? Maturitv Class Series 20042 AAA $118,100,000 Variable, Tax Exempt 1110112039 I I The Resolution provides for a total issue amount nof fo exceed $120 million, to allow flexibility in final marketing and sale of the bonds. All of the tax-exempt revenue bonds will be subject to Federal Alternative Mi~iiniumT ax (AMT) provisions. The variable rate bonds will be sold as Auction Rate Certificates-Book Entry Only. The mechanism for resetting rates on the bonds is Variable Rate Dutch Auction on 35-day cycles. Proposed Not to Exceed Parameters Proposed not-to-exceed parameters are as follows: Not-to-Exceed Resolution Parameter Reference + Total Principal Amount $ 120,000,000 Section 5 + Maximum Interest Rate of 14.000% Section 5 Tax Exempt Auction Rate Certificates + Maximum Maturity Date 1 110 112039 Secl:ion 5 + Underwriter's Discount 0.85% Section 7 Tab H, Page 5 of 22 Tab H, Page 6 of 22 State Board of Regents April 6,2004 Page 4 Maximum interest rates as listed above provide flexibility for the variable rates to float upward in the event of a prolonged and large increase in short-term interest rates in the marketplace. If that eventuality should occur, it would be accompanied by a commensurate rise in the lender return (capped student loan interest plus a Federal Government special allowance, reset quarterly) on the student loans purchased or oriqinated with the bond proceeds. Anticipated initial interest rates are in the ranqe of 1 .O% to 1.5% for the tax exempt auction rate certificates. Basic Documents Requirinq Approval The Approving Resolution is in final draft form. Its approval by the Board will authorize the execution of a Twelfth Supplemental Indenture to the 1993 General Indenture, a Bond Purchase Aqreement, and a Preliminarv Official Statement. The Twelfth Supplemental lndenture is a contract between the Board and Wells Fargo Bank, N.A. , as trustee, for the Bank to serve as custodian of funds and as authorized representative of bondholders in order to ensure corrlpliance by the Board with provisions of the Indenture. The Official Statement is a disclosure document which describes in detail the security and financial information about the bond issue. The Official Statement is used by the Underwriters to market the bonds to potential investors. The Bond Purchase Aqreement is a contract between the Underwriters (UBS Financial Services Inc., Citigroup Global Markets Inc., Wells Fargo Brokerage Services, LLC, and Zions First National Bank) and the Board, which sets forth the terms under which the Underwriters will purchase the bonds. This agreement will contain the selling price of the bonds, any premium or discount, the interest rates the bonds will bear, the conditions which must be met in order to close the sale of the bonds, and a description of any restrictions on the responsibilities of the Board or the Underwriters ("Co-Managers"). The Approving Resolution delegates authority to the Board Chair, Vice Chair andlor Chair of Finance, Facilities, and Accountability Corrlmittee to approve final versions of the documents described above, consistent with parameters contained in the Approving Resolution, and, along with designated Oflcers of the Board, to execute other necessary implementing agreements. (See Resolution sections 8 through 12.) Copies of the draft bond documents described above are being mailed under separate cover to members of the Finance, Facilities and Accountability Committee. Copies are available upon request for other members of the Board, from Richard Davis at [phone]. Assistant Commissioner Richard Davis (UHEAA Chief Financial Officer) and representatives of the Attorney General's Office and Bond Counsel will be at the Board of Regents meeting on April 16 to answer questions. Tab H, Page 7 of 22 Tab H, Page 8 of 22 State Board of Regents April 6, 2004 Page 5 Policv Implications Timely sale of the Board's Student Loan Revenue Bonds, Series 20042, is projected to ensure uninterrupted access of Utah students and families to student loans at least through December 2004. Additional bonds may be proposed for issuance either late in 2004 or early in 2005. Any decisions by participating lenders to sell their student loans to UHEAA earlier than the custom might cause a recommendation for accelerating the issuance of additional student loan revenue bonds. Options Considered The Student Finance Subcommittee, Program Officers, Underwriters and Bond Counsel periodically review and consider a wide range of financing facilities and structures. The possible merits of locking in current low interest rates by issuing the refunding bonds as fixed rate bonds are considered each time. However, the current variable rate bonds, as recommended for the entire issue, will more closely track the federal government's annual resetting of borrower interest rates and quarterly resetting of special allowances paid on the student and parent loans. Recommendation It is the recommendation of the Commissioner that the Board of Reqents approve the attached Ap~rov inqR esolution for the Board's Student Loan Revenue Bonds, Series 20042. Richard E. Kendell, Commissioner Attachment REWCGNlROD Tab H, Page 9 of 22 APPROVING RESOLUTION STUDENT LOAN PROGRAM SERIES 20042 Salt Lake City, Utah April 16,2004 The State Board of Regents of the State of Utah niet in regular session (including by electronic means) at the Board of Regents offices in Salt Lake City, Utah on April 16, 2004, commencing at 10:30 a.m.. The following members were present: Nolan E. Karras E. George Mantes Jerry C. Atkin Linnea S. Barney Daryl C. Barrett Bonnie Jean Beesley Kim R. Burningham William Edwards David J. Grant James S. Jardine Michael R. Jensen Charles E. Johnson David J. Jordan David L. Maher Jed H. Pitcher Sara V. Sinclair Marlon 0. Snow Maria Sweeten Absent: Also Present: Richard E. Kendell Joyce Cottrell, C.P.S. Chalmers Gail Norris Richard 0. Davis Chair Vice Chair Member Mem bet Member Member Member* Member Member Member Member Member Member Member Member Member Member Member Commissioner of Higher Education Secretary Associate Commissioner for Student Financial Aid Assistant Commissioner for Student Loan Finance * Non-voting member from State Board of Education UT-DOCS-A #1I4 9786 v l Tab H, Page 10 of 22 After the nieeting had been duly convened and called to order by the Chair, the roll had been called with the above result and after other matters not pertinent to this resolution had been discussed, the Chair announced that one of the purposes of the meeting was the consideration of various matters with respect to the issuance of student loan revenue bonds. The following resolution was introduced in written form and after full discussion, pursuant to motion made by and seconded by , was adopted by the following vote: AYE: NAY: The resolution is as follows: Tab H, Page 11 of 22 RESOLUTION A RESOLUTION OF THE STATE BOARD OF REGENTS OF THE STATE OF UTAH (THE "BOARD") AUTHORIZING THE ISSUANCE AND SALE OF ITS STUDENT LOAN REVENUE BONDS, SERIES 20042 IN THE AGGREGATE PRINCIPAL AMOUNT OF NOT TO EXCEED $120,000,000; AUTHORIZING THE EXECUTION OF AN TWELFTH SUPPLEMENTAL INDENTURE, A BOND PURCHASE AGREEMENT AND AN OFFICIAL STATEMENT, AND OTHER DOCUMENTS REQUIRED IN CONNECTION THEREWITH; AUTHORIZING THE TAKING OF ALL OTHER ACTIONS NECESSARY TO THE CONSUMMATION OF THE TRANSACTIONS CONTEMPLATED BY THIS RESOLUTION; AND RELATED MATTERS. WHEREAS, the State Board of Regents of the State of Utah (the "Board") is established and exists under and pursuant to Section 53B-1-103, Utah Code Annotated 1953, as amended; and WHEREAS, pursuant to Chapter 13, Title 53B, Utah Code Annotated 1953, as amended (the "Act"), the Board is empowered to make or purchase student loan notes and other debt obligations reflecting loans to students under its Student Loan Program; and WHEREAS, in order to provide funds for such purpose, the Board is duly authorized to issue and sell bonds pursuant to the provisions of the Act; and WHEREAS, the Board has previously issued various series of its Student Loan Revenue Bonds (collectively, the "Outstanding Bonds") pursuant to a General lndenture dated as of August 1, 1993 (the "General Indenture") between the Board and Wells Fargo Bank Northwest, National Association (the "Trustee") and the First through Eleven,th Supplemental Indentures between the Board and ,the Trustee; and WHEREAS, the Board considers it desirable and necessary for the benefit of the residents of the State of Utah to issue additional student loan revenue bonds under the General lndenture by the execution and delivery of a Twelfth Supplemental Indenture (the "Twelfth Suppleniental Indenture" and together with the General lndenture and the First through Eleventh Supplemental lndentures described above, the "lndenture") to be entered into between the Board and the Trustee, which bonds will be designated as the State Board of Regents of the State of Utah, Student Loan Revenue Bonds, Series 20042 (or such other or additional designation as appropriate officers of the Board may determine) (the "Series 20042 Bonds") in an aggregate principal amount of not to exceed $120,000,000; and WHEREAS, the Board desires to use the proceeds of the Series 20042 Bonds to (i) obtain funds to finance student loan notes and other debt obligations reflecting loans to students under its Student Loan Program; (ii) refund certain of its callable student loan revenue bonds and (iii) pay costs of issuance of the Series 20042 Bonds: and WHEREAS, the Board has previously issued its Student Loan Revenue Bonds, Series 1993A (the "Refunded Bonds"), and the Board desires to provide for the optional redemption of the Refunded Bonds; and Tab H, Page 12 of 22 WHEREAS, the Series 20042 Bonds shall be payable solely from the revenues and other moneys pledged therefor and shall not constitute nor give rise to a general obligation or liability of the Board or constitute a charge against its general credit; and WHEREAS, there has been presented to the Board at this meeting a form of a Bond Purchase Agreement (the "Bond Purchase Agreement"), a form of an Official Statement (the "Official Statement") and a form of the Twelfth Supplemental Indenture; and WHEREAS, pursuant to Section 53B-13-104(9) of the Act, the Board desires to grant to the Chair andlor Vice Chair of the Board andlor the Chair of the Finance, Facilities, and Accountability Committee of the Board the authority to approve the final principal amounts, terms, maturities, interest rates and purchase prices at which the Series 20042 Bonds shall be sold and any changes with respect thereto from those terms which were before the Board at the time of adoption of this resolution; provided such terms do not exceed the parameters set forth in this resolution. NOW, THEREFORE, BE IT RESOLVED BY THE STATE BOARD OF REGENTS OF THE STATE OF UTAH, AS FOLLOWS: All ternis defined in the foregoing recitals hereto shall have the same meanings when used herein. Section 1 .All action heretofore taken (not inconsistent with the provisions of this resolution) by the Board and the officers of the Board directed toward the issuance of the Series 20042 Bonds are hereby ratified, approved and confirmed. Section 2.The Board hereby authorizes, approves and directs the use and distribution of the Official Statement in substantially the form of the Official Statement presented to the Board at this meeting in connection with the offering and sale of the Series 20042 Bonds. Section 3.The Twelfth Supplemental Indenture, in substantially the form presented to this meeting, is in all respects authorized, approved and confirmed. The Chair, Vice Chair andlor Chair of the Finance, Facilities, and Accountability Committee and Secretary of the Board are hereby authorized to execute and deliver the Twelfth Suppleniental lndenture in the form and with substantially the same content as presented to this meeting for and on behalf of the Board with such alterations, changes or additions as may be authorized by Section 1 I hereof. Section '$.For the purpose of providing funds to be used to refund certain of the Board's outstanding student loan revenue bonds (including the optional redemption of the Refunded Bonds) and to make deposits into the Acquisition Fund and other special trust accounts established under the Indenture, the Board hereby authorizes the issuance and sale of the Series 20042 Bonds in the aggregate principal amount of not to exceed $120,000,000. The Series 20042 Bonds shall bear variable rates of interest, as provided in the Indenture. The interest rates on the Series 20042 Bonds shall not at any time exceed 14% per annum. The Series 20042 Bonds shall mature on such date or dates, as approved by the Ch