Agenda, Meeting of the Utah State Board of Regents, April 21, 2006

Agenda, Meeting of the Utah State Board of Regents. Board of Regents' Offices, The Gateway, 60 South 400 West, Salt Lake City, Utah. April 21, 2006.

AGENDA MEETING OF THE UTAH STATE BOARD OF REGENTS April 21,2006 Utah State Board of Regents Office of the Commissioner of Higher Education Board of Regents Building, The Gateway 60 South 400 West Salt Lake City, Utah 84101-1284 STATE BOARD OF REGENTS COLLEGE OF EASTERN UTAH, PRICE, UTAH JENNIFER LEAVITT STUDENT CENTER APRIL 21,2006 AGENDA Welcome and Overview 8:45 a.m. - 9:00 a.m. 9:00 a.m. - MEETINGS OF BOARD COMMITTEES 10:30 a.m. Programs Committee Regent David J. ~ordanV, ice Chair Board Room ACTION: COMMITTEE OF THE WHOLE Multipurpose Room (East) 1. Utah Valley State College - Bachelor of Arts Degree in Forensic Science Tab A 2. Utah Valley State College - Bachelor of Arts and Bachelor of Science Degrees in Tab B Theatre Arts; Bachelor of Science Degree in Theatre Arts Education; Minor in Theatrical Arts 1 I CONSENT: 3. Consent Calendar, Programs Committee Tab C A. University of Utah - Undergraduate Certificate, Alcohol and Drug Abuse Treatment Training Program B. Weber State Ur~iversity i. New Department of Automotive Technology ii. Discontir~ue Errlphasis Areas in Bachelor of Visual Arts Program iii. Discontinue Bachelor of Applied Technology Degree C. Salt Lake Community College - Fast-Track Medical Billing Certificate of Proficiency D. Utah College of Applied Technology - Fast-Track Certificates of Proficiency i. DATC - Pharmacy and Composite Materials ii. MATC - Certificates approved for Financial Aid INFORMATION: 4. Information Calendar, Programs Committee Tab D A. Utah State University i. Master of Accounting Specialization in Personal Financial Planning ii. Restructure of the Ph.D. Prograrr~in Disability Discipli~ies iii. Consolidation of Existing Emphases in Department of Art iv. Name Change of Management Accounting in Master of Accounting Degree v. Latin American Studies Minor vi. Move Training and Development from one major to another within the BIS Department B. Southern Utah University - English as a Second Language Stand-alone Minor C. Utah Valley State College - Name Change: College of Success and Academic Literacy to College Success Studies D. Salt Lake Conimunity College - Two-year Follow-up Reports i. Office Clerk ii. Customer ServicelReceptionist iii. Basic Health Records iv. Computer Programs 5. September 2005 Majors' Meeting Report Tab E PROGRAMS COMMITTEE (continued) Finance Committee Regent Jerry C. Atkin, Chair Multipurpose Room (West) ! ACTION: 1. University of Utah - Sale of Property Tab F 2. Dixie State College -Approving Resolution, Auxiliary Service Revenue Bonds Tab G 3. Dixie State College -Approving Resolution, Bond Refunding Tab H 4. College of Eastern Utah - Canipus Master Plan Tab l 5. College of Eastern Utah - Purchase of Energy Center Tab J CONSENT: 6. Consent Calendar, Finance Committee A. UofU and USU - Capital Facilities Delegation Reports lNFORMATlONlDlSCUSSlON: 7. USHEIUHEAA - Financial Aid Briefing 8. USHE - Capital Improvements Allocation Tab K Tab L Tab M 10:45 a.m. - 12:OO noon COMMITTEE OF THE WHOLE AND REGULAR BUSINESS MEETING OF THE STATE BOARD OF REGENTS Multipurpose Room (East) 1. Technology Initiative Advisory Board (TIAB) Funding Recommendations Tab N 2. Reports of Board Corr~rnittees 3. General Consent Calendar Tab 0 4. Report of the Commissioner 5. Report of the Chair STATE BOARD OF REGENTS AND CEU BOARD OF TRUSTEES Alumni Room 12:OO noon - 1:30 p.m. Others Multipurpose Room (West) LUNCHEON MEETINGS 1. Strategic Directions Update 2. USTAR Update "3 1 :30 p.m. - 7 2:30 p.m. Projected times for the various meetings are estimates only. The Board Chair retains the right to take action at any time. In compliance with the Americanswith DisabilitiesA ct, individualsn eedings pecial accommodations (including aux~liaryc ommunicative aids and services) during this meeting should notify ADA Coordinator, 60 South 400 West, Salt Lake City, UT 84180 (801-321-7124), at least three working days prior to the meeting. TDD # 801-321-7130. COMMITTEE OF THE WHOLE Multipurpose Room (East) Tab P Tab Q , I April 12,2006 MEMORDANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Utah Vallev State Colleqe - Bachelor of Science Deqree in Forensic Science, Beginning, Fall Semester 2006- Action Item Issue Officials at Utah Valley State College request approval to offer a Bachelor of Science Degree in Forensic Science, effective Fall Semester 2006. Background The proposed Bachelor of Science (BS) Degree in Forensic Science at UVSC will support students in the BS Criminal Justice Degree, the BS Paralegal Degree and other degree programs, which need forensic background for their specialties. New student graduates of the proposed BS Forensic Science program wo~lldfo rm a consistent pool of personnel trained in crime scene investigation and crime laboratory work. In addition, active law enforcement personnel would benefit from in-service training for active officers and a consistent supply of highly qualified candidates. The BS Forensic Science degree supports crime scene investigation and the identification of physical evidence at crime laboratories. Graduates' training will meet the new higher standards of scientific knowledge required by ,the Forensic Education Progranis Accreditation Corrlrrlittee and the forensic science community. Graduates will be qualified to use advanced technologies for solving crimes and will be employed at the Utah State Bureau of Forensic Services, and in county and local law enforcenient agencies. Graduates will also Find en-~ploynienitn local, county, state and federal law enforcement agencies, and in private companies and laboratories outside of Utah. The Legal Studies Department at UVSC already has a BS degree program in Criminal Justice and Paralegal Studies, and a Police Academy certificate program. The proposed Forensics Degree would increase the opportunities for students. Policy Issues The institutional Board of Trustees approved ,this proposal on November 6, 2005. Other USHE institutions expressed support for this program. Commissioner's Recommendation The Commissioner recommends the Regents approve the Request to Offer a Bachelor of Science in Forensic Science at Utah Valley State College, effective Fall 2006. Richard E. Kendell, Commissioner REWGW Attachment Academic, Applied Technology and Student Success Committee Action Item Request to Offer a Bachelor of Science in Forensic Science, effective Fall 2006. Utah Valley State College Prepared for Richard E. Kendell BY Gary Wixom April 12, 2006 SECTION I: The Request Utah Valley State College requests approval to offer a Bachelor of Science Degree in Forensic Science effective Fall Semester 2006. This program was approved by the institutional Board of Trl~steeso n November 6,2005. The Board of Regents Prograni Review Corr~mittee( PRC) approved the Letter of Intent on February 16,2006. SECTION II: Proqram Description Complete Program Description The practice of forensic science takes place in three areas: (1) the crime scene, (2) technical laboratories, and (3) courts of law. The Bachelor of Science Degree in Forensic Science (BS Forensic Science) targets crime scene investigation and evidence examination (area 1) at the local, county, state, and national levels. The BS Forensic Science will be offered by the Legal Studies Department in the School of Business. The proposed degree is designed to serve four groups of students: 1. Criminal justice stl~dentsw ishing to collect, preserve, and analyze physical evidence; 2. Legal studies students who wish to prosecute crimes in courts of law; 3. Students from scientific, technical, and professional disciplines who desire foundational (core) forensic education to extend their professional capabilities into the forensic area; and 4. Active law enforcement personnel who need consistent in-service training opportuni,ties to meet their required forty hours of training each year, who need to renew professional certifications and who desire to enrich and enhance their careers by acquiring additional skills and knowledge in forensic science will be served. Purpose of Degree New student graduates of the BS Forensic Science program will form a consistent pool of personnel trained in crime scene investigation and crime laboratory work. In addition, the BS Forensic Science degree directly supports students in the BS Criminal Justice and BS Paralegal and other degree programs who need forellsic background for their specialties. Active law enforcement personnel will benefit from in-service training for active officers and a consistent supply of highly qualified candidates. The BS Forensic Science degree supports crime scene investigation and the identification of physical evidence at crime laboratories. Graduates' training will meet the new higher standards of scientific knowledge required by the Forensic Education Programs Accreditation Committee and the forensic science community. Graduates will be qualified to use advanced technologies for solving crimes and will be employed at the Utah State Bureau of Forensic Services, and in county and local law enforcement agencies. Graduates will also find employment in local, county, state and federal law enforcement agencies, and in private companies and laboratories outside of Utah. Institutional Readiness The BS Forensic Science is a proposed program in the Legal Studies Department that already has BS degree programs in Criminal Justice and Paralegal Studies, and a Police Academy certificate program. The BS Forensic Science program will complement these programs and will be under the direction of W. Brent Bullock, JD, the Legal Studies Department Chair. The BS Forensic Science program has been developed to FEPAC standards by a FEPAC accreditation examiner and FEPAC accreditation will be pursued. A Director of Forensic Science at WVSC meets the FEPAC recommendations of a terminal physical science degree with crime laboratory and courtroom testimony experience. Existing personnel in the Legal Studies Department will provide advisement and office support. Laboratory support and adjunct instructors needed in years two througli ,five have been identified and ilicluded in the budget. Federal and state grants totaling $642,74.1 have been awarded to purchase learning resources and instructional technology. A Library and Information Reso1.1rces support plan specifically for a Forensic Science program started in 2005. Faculty Forensic science is a broad term that describes the use of scientific analysis and conclusions to matters that are before courts of law. Forensic scientist is a general term used to describe a scientist who, as an expert witness, testi,fies in court as to his scientific findings. A forensic scientist is usually a specialist who must qualify in three areas: education, specialized forensic training, and experience. An example is Dr. Gary H. Naisbitt who is the Director of Forensic Science at UVSC. His Curriculum Vitae in Appendix C illustrates 'the education, specialized forensic training and experience criteria needed to be a forensic scientist in a crinie laboratory. Whenever possible, existing courses in other departments have been used to meet FEPAC accreditation recommendations and requirements. All lion-criminal justice, specialty core courses, are presently being taught on campus. Existing full-time criminal justice faculty will teach the two new courses in the foundational criminal justice core curriculum. Upper-division criminal justice specialty courses will be taught by a combination of adjunct and full-time faculty. Faculty credentials are presented in Appendix C. The following departments are contributing to the BS Forensic Science degree. Contributinq Departments Art and Visual Communications Department Biology Department Chemistry Department Criminal Justice Department Geology Department Physics Department Mathematics Department Contributinq Faculty Members Simon Blundell Calvin Bond W. Brent Bullock William Dinkledge Curtis Fillmore, James Godfrey Lawrence J. Gray Gamini U. Gunawardena Stott Harston, Phillip Matheson Stephen Merrin Gary H. Naisbitt, Director Raymond Sievers M.F.A., Photography, University of Utah Ph.D., Environmental and Analytical Chemistry, University of Maryland, College Park J.D., J. Re1.1ben Clark Law School, Brigham Young University Ph.D., Geology, University of California, Santa Barbara M.S, Public Administration, Brigham Yourig University M.F.A., Graphic Design, Utah State University Ph.D., Zoology, Arizona State University, Tempe Ph.D., Chemistry, University of Utah J.D., J. Reuben Clark Law School, Brigham Young University Ph.D., Physics, Brigham Young University Ph.D., Mathematics, New Mexico State University Ph.D., Biochemistry, Brigham Young University Ph.D., Applied Statistics and Research, Univ. Northern Colorado Staff Student advisement and secretarial support will be provided by the full-time staff of the Legal Studies Department. Ms. Bobbi Gren is the student advisor and Ms. Michelle Peckover is the full-time department secretary. Supplemental part-time help will be added as necessary. A part-,time laboratory preparation technician will be required in the second year of the program. Library and Information Resources Each discipline at UVSC is assigned a yearly budget and new programs are given a special, additional allocation through the regular acquisitions budget. Because of the relatively new age of the holdings, students have access to books of quality and currency. Books and other discipline related materials are selected by a librarian assigned to each discipline in collaboration with faculty. Materials are chosen that best support current and future classes at UVSC, and are updated with peer-recommended lists and other review sources. The UVSC Library currently supports bachelor degree progranis in criminal justice, chemistry, physics, and paralegal, the principal contributors to this forensic science interdisciplinary proposal. As noted earlier, a serious effort was started about a year ago to build specific holdings in the focused area of forensic science. That project is going well and again makes available to UVSC students not only the "classic" holdings that are ordered, but also the most up-to-date items including books and periodicals. The statewide reciprocal borrowing agreement through UALC allows UVSC students and faculty to check out materials from any Utah academic institution library, including the University of Utah Marriott Library and the private schools, BYU and Westminster. If books are not available in state, or if students cannot physically go to another library, any needed book can be ordered through Interlibrary Loan. The ILL Web form can also be accessed from the Library Homepage. The library also offers subject specific bibliographic instruction sessions to help students maximize their use of library sources and materials and increase ,the quality of research and scholarship. The library is committed to supporting a four-year forensic science degree. With active participation from faculty, the collection continues to grow in quality and quantity. Admission Requirements In addition to UVSC's general admission requirements, candidates admitted to the BS Forensic Science program must complete the following requirements: 1. Complete a minimum 30 semester hours of college credit. 2. Corr~pleteG eneral Education courses with a grade of "C" or higher. 3. Overall average GPA of at least 2.5 is required. 4. Business computer proficiency exam of ISYS 1050 must be passed with a minimum score of 80 percent. 5. Formal application to the BS Forensic Science program must be made through the Legal Studies advisor. Student Advisement Ms. Bobbi Gren, the Legal Studies Departmental Advisor, will provide student academic advisement. UVSC's job placement center will help graduates find employment, and faculty members will supplement career and academic advising as needed. Justification for Number of Credits The BS Forensic Science degree requires the completion of 124 semester credits. The selection of courses follows the Forensic Education Programs Accreditation Committee's guidelines for a Bachelor of Science Degree in forensic science that reflects the interdisciplinary nature of the degree that combines a core of physical sciences and forensic science. As prescribed in USHE's policy R401, one hundred and twenty-four semester credits is within the number of seniester credits for a bachelor degree. External Review and Accreditation Degree programs based on FEPAC curriculum guidelines and accreditation requirements are key because they represent a new and higher standard of forensic education. The National Institute of Justice (NIJ), representing the United States Department of Justice, has partnered with the American Society of Crime Laboratory Directors (ASCLD, representing the employers); and the American Academy of Forensic Sciences (AAFS, representing forensic professionals), to form the Forensic Education Programs Accreditation Committee (FEPAC) to accredit forensic education programs. This is the only forensic science accrediting body in the United States, and as of February 14, 2006, only eleven programs have been awarded accreditation. Although many traditional forensic science programs exist across the nation, the Forensic Education Programs Accreditation Committee (FEPAC) finds them deficient because of: 1) curriculum inconsistency; (2) science major's lack forensic training; while (3) criminal justice majors lack scientific training. FEPAC recommends a broadly based science curriculum that is combined with forensic methodology and legal practices. The curriculum of the BS Forensic Science degree in the Legal Studies Department at Utah Valley State College has been created by a FEPAC programs examiner following FEPAC guidelines and in contact with personnel in the accreditation office. See Appendix A for a description of the program as it will be listed in the catalog. The following sources were used in developing the BS Forensic Science Degree: The forensic science educational needs and guidelines set by the US Department of Justice in their publication Educational Training in Forensic Science: A Guide for Forensic Science Laboratories, Educational Institutions, and Students, National Institute of Justice, Office of Justice Procurement (www.ojp.usdoj.gov). American Society of Crime Laboratory Directors. (www.ascld.orq) American Academy of Forensic Sciences. (www.aafs.org) FEPAC Programs Examiner Training at the American Academy of Forensic Sciences Meeting, Feb 2005. Reference to curricula from FEPAC accredited programs. (www.aafs.orglfepac). Projected Enrollment For planning purposes it is estimated that twenty-two (22) students will be ready in Year One to begin the junior level courses for the BS Forensic Science degree and that the program will grow at a rate of about twenty per cent per year for the next four years. These estimates are also used in budgetary calculations and do not contemplate possible attrition. Table 1 summarizes the estimated growth in student headcount. Table 1. Estimated Student Headcount Table 2 presents the expected FTE student and faculty growth. Juniors Seniors Year 4 36 3 0 Year 5 42 36 Year 1 22 0 Year 2 26 22 Year 3 30 26 Table 2. Expected Student FTElFaculty Because the proposed forensic science and criminal justice programs share several core courses, the criminal justice students who decide to change to forensic science will not have an impact on class size. The modest number of students who come from outside criminal justice will not increase the number of lecture classes, but may require an additional laboratory section. FTE Students Studentl Faculty Ratio Headcount (Majors) Expansion of. Existing Program Although the proposed BS Forensic Science degree is new and is not built on a two-year degree program, it builds on existing related strengths. The Paralegal program in the Legal Studies Department is the only such program in Utah accredited by the American Bar Association. Over the last nine years the Legal Studies Department which also includes the Criminal Justice program has grown to be one of the largest and fastest growing departments at UVSC. UVSC also hosts a Police Academy (POST) that teaches police officer standards and training, and the only Fire Academy in Utah that offers professional certification programs. Tliese departnients and academies are drawn together by their common mission of public service. Bachelor of Science degrees are currently offered in chemistry, biology, nursing, computer science, accounting, computer information systems, paralegal studies and criminal justice. Extending forensic capabilities to these programs in the future is an attractive enhancement to students in these programs that may be proposed. Year I 12.57 10.93 22 SECTION Ill: Need Program Need The BS Forensic Science program is needed to provide appropriately prepared graduates to staff crime laboratories, to provide crime scene specialists, and to enhance personnel preparation for law enforcement at the local, county, and federal levels. Year 2 25.73 12.87 48 Labor Market Demand Overview Year 3 29.90 11.50 56 The BS Forensic Science degree is intrinsically tied to a comprehensive program that consists of four elements: (IA)n accredited academic program for the teaching of forensic science; (2) a Bachelor of Science degree that targets forensic specialties in crime laboratories; (3) provision for peace officer in-service training and cerl:ifcation; and (4) a foundational core of forensic courses designed to add forensic capability to professionals in other fields. The market demand for each of these elements is discussed below. Year 4 35.40 11 -42 66 Year 5 41 -80 12.86 78 Market Demand for an Accredited Forensic Science Proqram The National Institute of Justice has characterized the needs of the forensic science commur~ityn ot only in terms of work force, but also in the standardization of methodology, the availability and quality of instruction, and in the need for accredited educational programs. As stated in the 1999 National Institute of Justice (NIJ) publication Forensic Science: Review of Status and Needs, the educational and ,training needs "of the forensic community are immense. (Emphasis added). Training of newcomers to the field, as well as providing continuing education for seasoned professionals, is vital to ensuring that crime laboratories deliver the best possible service to the criminal justice system. Forensic scientists rr~usst tay up to date as new technology, equipment, methods, and techniques are developed. While training progranis exist in a variety of forms, there is need to broaden their scope and build on existing resources." (Forensic Science: Review of Status and Needs, executive summary, page 4). Among .the recommendations made in the NIJ report were: Create independent, community-wide, technical working groups to establish consensus standards. Adopt national consensus standards of education in the forensic sciences. Provide for accredita~tionlce~ificatioonf forensic academic trair~ingp rogranislinsl:itutions. Build on existing strengths. Colleges and universities are expected to provide this training and FEPAC curriculum guidelines and program accreditation were created to assure educational quality. UVSC's forensic science prograrrl is designed to meet these higher standards of forensic education. Market Demand for BS Forensic Science Desrees National According to Ms. Alissa VanCor, from the U.S. Department of Labor, Bureau of Labor Statistics (BLS) in Washington D.C., the most recent job availability information is November 2004. The job title "Forensic Science Technicians" is identified by the number 19-4092 and has the following description. (Personal corr~munical:ionO, ctober 20,2005) 19-4092 Forensic Science Technicians Collect, identify, classify, and analyze physical evidence related to criminal investigations. Perform tests on weapons or substances, such as fiber, hair, and tissue to determine significance to investigation. May testify as expert witnesses on evidence or crime laboratory techniques. May serve as specialists in area of expertise, such as ballistics, fingerprinting, handwriting, or biochemistry. (www.bls.qovloes) In May 2004 the BLS estimated the job demand for Forensic Science Technicians to be 9,230 and in November 2003 it was 9,010, about a 2.4% increase over six months. In the following six nionths from May 2004 to November 2004 the eniployment estiniate increased to 10, 270, a rise of 3.6%. These data are presented in Table 3. I From The Previous Six Month Table 3. National Employment Estimates for Forensic Technicians Reporting Period Ms VanCor further explained that forensic science jobs are often advertised based on specialized education, training, or experience and are therefore not found in the 19-4092 "Forensic Science Technicians" category. Demand for these jobs should be added to the nurr~berc ited above, but due to the many different job titles the information is not cornpiled automatically. To illustrate this situation, the American Academy of Forensic Sciences (www.aafs.orq) maintains a small "Employment Opportunities" list for its members in which 29 employers announced 35 jobs using 18 different job titles in the last listing. A list of job titles and employers is presented in Appendix D. November 2003 May 2004 November 2004 Laboratory accreditation is one factor that increases the need for BS Forensic Science graduates. The American Society of Crime Laboratory DirectorslLab (ASCLDILab) is the organization charged with certifying the employment standards, business practices, analytical methodology, and quality control operations of crime laboratories. As a partner in FEPAC, ASCLDlLab employment requirements follow FEPAC guidelines. Nationally, there are approximately 450 crime labs of which " . . . 302 crime laboratories have been accredited by ASCLDILab. The list of accredited laboratories includes 176 state laboratories, 80 local agency laboratories, 23 federal laboratories, 9 international laboratories and 14 private laboratories." (http:llwww.ascldlab.or~llegacylaslable~acylaboratories.thm l]. Because forensic laboratories feel a strong need to become accredited, the denland for UVSC BS Forensic Science graduates will increase. Employment Estimate According to Mr. Barry M. Fischer, past president of the American Academy of Forensic Science and Laboratory Director of the Los Angeles County Sheriffs Crime Laboratories, the creation of new laboratories, continuing laboratory accreditation of existing laboratories, stronger participation from private industry, new technologies and an anticipated wave of re,tirements will sigr~ificantlyin crease the job demand. (Personal communication October 13,2005) Percent Increase 1 National Employment Estimates for Forensic Technicians. (www.bls.qovlsoc). 9,010 9,230 10,270 ASCLDlLab Certified Laboratories - Utah Period 2.4% 3.2% The State of Utah Bureau of Forensic Services (Utah State Crime Laboratory) is an ASCLDILAB accredited laboratory with the main laboratory located in Salt Lake City and satellite labs in Ogden, Price and Cedar City. During 2004 and early 2005 over thirty-percent of their technical personnel and several specialized services were lost. (http:llforensicservices.utah.qovlinterest.html) Attempting to partially fill the vacancies, two positions in fingerprint examination were opened but according to Ms. Jennifer McNair the result was disappointing because the applicants did not have the desired combination of science and forensic training. (Jennifer McNair, Chemistry Section Supervisor, Utah State Bureau of Forensic Services, August 8,2005). The BS Forensic Science degree is specifically designed to prepare students for employment in accredited crime laboratories and federal agencies. Crime Scene Investigation and Evidence Processing Local and Countv Although many cities and counties do not have formal crime laboratories, most do have some basic forensic capability and would like more. There is a na.tional trend toward requiring bachelor level degrees for crime scene specialists and evidence techr~iciansa t all levels including the local level. For example in Utah, "Layton PD has one evidencelcrime scene person that is a classified civilian position whereas Davis County Sheriffs office has three sworn deputies that have crime scene response as an additional duty. The educa,tional background for these positions is varied and each agency sets its own policy in regards to hiring practices. The trend is to hire civilian technicians with a BAlBS deqree." (Emphasis added). (http:llforensicservices.utah.govlinteresthtml). The BS Forensic Science degree supports these needs with specialized training in technical areas. Law Enforcenient Agencies In-Service Traininq In Utah the market demand for forensic science training is driven by new hires, annual forty-hour in-service training, college courses for rank advancement, new technology, and expanding local investigative capability. Death and fire scenes, computer forensics and white-collar crime investigation add additional demands. Utah's rapidly growing population drives expansion in all areas of law enforcement. While demands for ,training increases the demand for in-service .training is hard to f ll. The State of Utah Bureau of Criminal Identification tracks the number of full-time and part-time peace officers in Utah. Data in the following table reports only the number of full-time officers for 2004, which is the niost recent year that data is available. The number of correctional officers and part-time peace officers approximately doubles the number of officers listed in the table below who need annual in-service training. Table 4. Number of Full-time Peace Officers Who Need Forty Hours of In-service Statistical information from the State of Utah Bureau of Criminal ldentification shows that over the last five years the number of peace officers in Utah County increased an average of 11.8 officers per year making the growth rate for Utah County 7.0 'times higher than the Wasatch Front and 9.1 times higher than the State as a whole. This rapid increase of new incoming officers reflects the demands placed on law enforcement agencies by Utah County's rapidly growing population. UVSC's mission is to serve our local conimunity by expanding our eduwtional opportunities. The BS Forensic Science program Training Annually Number of Full-time Officers U ta h County 51 0 Utah County Plus Counties Adjacent to Utah County 2,008 Wasat ch Front 2.643 St ate Wide 4.156 establishes a foundation for a conver~ientc, lose-at-hand, in-service training venue for active peace officers. Lt. Wade Breuer, Utah Public Safety, Police Officer Standards and Training (POST) In-Service Training Officer stated that forensic skills concerr~ingc rime scene investigation, evidence collection and preservation, and fingerprints is highly valued but often hard to find in adequate quantity. "Any in-service training opportunities at UVSC would be a welcomed addition." (Personal communication September 6, 2005.) Advanced a~ialyticacl apabilities, once available only froni the State Crinie Laboratory, are being distributed to local and county law enforcement agencies. Controlled substance (drugs) cases are approximately seventy percent of ,the State Crime Laboratory caseload. Within the next year marijuana will not be analyzed at the State Crime Laboratory. Instead, the State Crime Laboratory is teaching marijuana analysis to selected local officers across the state. (httpThe p.ropos ed Marijuana Identification Certificate course in .the BS Forensic Science curriculum was designed to support this initiative. The trend toward local use of advanced techniques also applies to digital imaging. Local crime scene specialists and evidence technicians use computer-based image techniques to facilitate fingerprint and impression evidence analysis, enhance surveillance images, and re-create crime scenes to aid investigation and for presentation at court. Using advanced analytical capabilities in local law enforcement agencies is more efficient and will increase as more qualified personnel become available. The BS Forensic Science degree supports this trend by presenting both degree-seeking students and in-service officers co~isistenttr aining in advanced techniques by highly quali,fied instructors. Student Demand Future Students Students presently in junior high and senior high school are very interested in a forensic science career. Jenny L. Chamberlain, Director of ,the Equity in Education Center at UVSC reports that about 800 girls (girls only were invited) and over 150 adults attend "Expanding Your Horizons" technology conference each year on UVSC's campus. At last year's conference, held in March 2005, "Forensic Science was our mosf popular class . . . over 80 girls requested it and even more had it in their top choices." In 2005 three classes were offered, but in 2006 she is plarlning to offer nine classes. Forensic science presentations given at "Career Days1' at Jefferson Jr. High School in Salt Lake City filled and turned interested students away. These data suggest that enrollment in a forensic science program at UVSC will remain strong. Similar Programs There are no comprehensive forensic science programs that follow FEPAC accreditation standards in the USHE. No programs in the USHE, other than this one proposed by UVSC, have announced an intention to pursue FEPAC accreditation. Existing criminal justice programs that include some forensic content do not offer forensic science degrees, whereas UVSC has developed a Bachelor of Science degree specifically designed to meet the needs of local law enforcement agencies and crime laboratories. Metropolitan State College of Denver, in Denver, Colorado offers a BS Criminalistics degree that is similar but focuses more on the forensic laboratory where the proposed BS Forensic Science focuses more on crime scene and local evidence examination. There is some overlap and some complementary elements in the two programs. There are no other similar programs in the other states that border Utah. (www.aafs.orglfepac) Collaboration with and Impact on Other USHE Institutions Legal Studies Department Chair, Dr. Brent Bullock, has met with the department chairs andlor school deans of Salt Lake City Community College, Weber State University, and Southern Utah University to explain the forensic science program proposed by UVSC. No resistance was encou~itereda nd some encouragement was voiced. A group of UVSC administrators traveled with Dr. Bullock to meet with administrators at Southern Utah University where the coordination occurred for this UVSC proposal and the SUU master's degree proposal. Benefits A number of benefits will come as demand for forensic science capability is addressed with the proposed program. A study conducted in Michigan shows what is likely the situation in Utah and most other law enforcement agencies across the nation. The article entitled "The Forensic Science Needs of Law Enforcement Applicants and Recruits: A Survey of Michigan Law Enforcement Agencies" (Lambert, Eric, et. al., Journal of Criminal Justice Education, Vol. 14, No. 1, p 67-81 Spring 2003) concludes that forensic science training "will improve . . . employability, . . . and will provide positive benefits for law enforcement agencies, parficularly those who do nof have specialized crime scene technicians." Employers will reduce initial on-the-job training expenses and experience more timely productivity. Local and state law enforcement agencies will benefit from an established in-service training venue with adequate space, facilities, and professional instructors. Forensic science is a missing component in the Legal Studies Department and related public service academies at UVSC. Benefits of Foundational Forensic Science Core Courses Anyone with specialized knowledge in a field could testify as an expert witness in the technical niatter of that specialty, but most specialists lack the forensic background to do so. The foundational forensic science courses in the BS Forensic Science core curriculum provide that knowledge to anyone who wishes to practice as a forensic expert in his professional field. Student Benefits By following FEPAC curriculum guidelines, forensic science graduates will benefit from a state-of-the-art education in the newest procedures and technologies, and will standout above traditional forensic science graduates. A variety of career positions is available to BS Forensic Science graduates. Graduates can advance their professional standing through personal certification with the International Association of Identification or the American Board of Criminalistics. Other career paths might include advanced degrees in specialized areas of forensic science, forensic education, private practice, or law. Consistency with Institutional Mission The Legal Studies Department follows UVSC's mission statement. The Legal Studies Department "is committed to meeting student and community lower division and upper division needs for occupational training; providing developmental, general, and transfer education; meeting the needs for continuing education for personal enrichment and career enhancement; and providing diverse social, cultural and international opportunities, and student support services." The approval of the proposed BS Forensic Science degree will allow students the opportunity to develop the skills necessary to positively impact law enforcement in the community, state, nation and world. The Legal Studies Department is already involved in this goal. The mission of the Legal Studies Department is to improve the well-being of individuals, families and comniunities by training individuals for careers in law enforcemelit and the criminal justice system. The department is committed to the development of academic programs that will assist students in the achievement of their professional goals. Courses in forensic science support law enforcement in solving crimes, support the legal systerr~ in successfully prosecuting offenders, and support other areas of public service such as fire departments and the medical examiner's office. SECTION IV: Program and Student Assessment Program Assessment The goal of the BS Forensic Science program is to train crime scene technicians and crime laboratory specialists to the educational standards set by the joint efforts of the Department of Justice, the American Academy of Forensic Sciences and the American Society of Crime Laboratory Directors for employment in ASCLD-Lab certified crime laboratories. One measure of the program's success will be the percentage of new hires into jobs that require FEPAC training or jobs in which FEPAC training was the deciding factor to hire. UVSC Insti,tutional Research, under the direction of Dr. Robert Loveridge, compiles statistical information about the effectiveness of academic programs and alumni performance. The Legal Studies Department maintains a graduate database to help Institutional Research locate Criminal Justice graduates. Program assessment is a FEPAC accreditation requirement and UVSC Institutional Research will acquire the data. Two key surveys that will be used are the Employer Survey of UVSC Graduates and the UVSC Alumni Survey. Employer Survey of UVSC Graduates 1. What is the individual's current ~osition? 2. How lonq, in years, has this individual been employed; in current position , total service? 3. KnowledqelSkills Please rate the knowledgelskill of ,this employee in the following areas: a. Written Communication b. Oral Communication c. MathlCorr~putational d. Necessary Computer Proficiency e. Critical ThinkinglProblem Solving f. Organization of Work g. Leadership h. Essential Knowledge for Position i. Essential Functional Skills for Position j. Interpersonal k. Conceptual Understanding I. Job-related, Technical m. Overall Job Knowledge and Skills 4. Did the qraduate have the essential knowledaelskills to perform work requirements? Yes N No If no, please explain: -5. Do vou feel there are competency or foundational knowledqelskills where UVSC graduates need better or additional preparation? Y Yes N No If yes, please explain: 6. Is this person's educationltraininq related to hislher current emplovment? 7. Workplace AttitudesNalues Please rate your satisfaction with this employee in the following areas: a. Quality of Work b. Willingness to Learn c. Application of Knowledge to Work Situations d. Ability to Work as a Team Member e. Acceptance of Work Responsibilities f. Ethical Behavior g. Taking Initiative h. Entrepreneurial and Innovative Behavior i. Setting High Personal Standards for Work Performance j. Respect for Others and Their Ideas 8. How irr~portanwt as the qraduate's specific course of study (FEPAC) in your employment decision? Very Important Important No Opinion Unimportant Very Ur~important Not Applicable 9. Given vour experience with UVSC qraduates, how likelv are vou to hire other UVSC graduates when the opportunitv presents itself? Very Likely Likely Neutral Unlikely Very Unlikely 10. Please share with us anv comments or recommendations you miqht have for improving educational services at UVSC. Very Related Moderately Related Slightly Related Not Related 11. How much importance do vou place on ASCLD-Lab accreditation standards and FEPAC skills and education in vour hirinq criteria? 12. Does this individual still work for vou? UVSC Alumni Survey Dear employerlsupervisor: The individual named on this sheet has indicated that you are hislher employerls~~pervisor. The student has given UVSC permission to contact you in relation to this survey. UVSC is continually trying to improve its programs and consequently the students it graduates. The information you provide will be helpful to UVSC as a means to measure its success and maintain accreditation. Information will not be reported in ways which allow individual identification of the former student or hislher employer. You will notice that the questions focus on the success UVSC has had in preparing the individual for work. Therefore, we kindly ask that you take a few minutes to complete this survey on the named individual. Your time and cooperation are greatly appreciated. Name of Company Representative: Employer: Address: City, State, Zip Supervisor's Name: Phone: Student Name: Employer: Supervisor: Supervisor's Phone: Expected Standards of Performance A BS Forensic Science graduate will be expected to process physical evidence at a crime scene, use scientific instrumentation and methodology to analyze the evidence, and present his findings in a court of law. The graduate will: Know and apply approved practices of crime scene management Identify, record, photograph, package, and label physical evidence Maintain a proper Chain-Of-Custody Identify, record, photograph, enhance, lift, package and examine latent fingerprints and known comparison standards Identify, record, photograph, cast, package and examine impression evidence and known comparison standards Have a strong educational foundation in chemistry, physics, and mathematics Know and apply the specific forensic methodologies that apply to different types of evidence Use the stereo, compound, polarized, comparison (reflectance and transmittance modes) light microscopes, and the scanning electron microscope equipped with an EDAX detector to analyze physical evidence and Trace evidence Determine cherr~icasl tructure of legal and illegal drugs, and arson accelerants by Gas Chromatography-Mass Spectrometry (GC-MS) and Fourier Transform Infrared Spectrometry (FTIR) Measure color precisely with a microspectrometer Maintain acceptable quality control Practice high safety standards Know the legal process of criminal law Apply statistical methods to support scientific findings and write appropriate reports Know the laws that pertain to the presentation of scientific findings in court Prepare courtroom displays and exhibits Give effective expert testimony Know the privileges of an expert witness and the court's expectation for the truthful and ethical practice of forensic science. Formative and summative assessments in each course will measure incremental learning. During the senior year, the prospective graduate will sit for a comprehensive exam that encompasses all the material covered in the program. Questions in the program's summative examination will be taken from final examinations, from coursework together with practice questions, and from the American Board of Criminalistics certification examination. SECTION V: Finance Budget1 The cost of the new criminal justice courseslsections is based on the student headcount of twenty-two students in the first year. A twenty-perce~rtp er year growth in head count is included in the planning. New staffing is described in the following yearly steps, and the associated budgetary ir~pacits presented in Tables 5 and 6. Year I New salaried faculty posi,tion is already budgeted to support program Hourly faculty for Crirr~i~iJauls tice and ChemistrylPhysics .25 FTE of new lab manager Year 2 Additional hourly faculty for Crirr~inaJl ustice and CheniistrylPhysics Additional .25 FTE assignment of new lab manager above Year 3 .5 FTE of additional new salaried faculty position for Criminal Justice Year 4 Additional . I FTE assignment of Year 3 new salaried faculty Additional hourly faculty for Criniinal Justice Year 5 Additional -15 FTE assignment of Year new salaried fac~~lty Table 5. Costs of the Forensic Science Program - Criniinal Justice Porl:ion 1 Mation factored at 3%. Salaries and Wages Benefits Total Personnel Costs Current Travel Year 2 $72,060 $22,366 $94,426 $7,000 $1,000 Year I $56,288 $20,154 $76,441 $7,000 $1,000 Year 3 $107,664 $34,397 $34,397 $8,000 $2,000 Year 4 $124,720 $38,708 $163,428 $8,000 $2,000 Year 5 $138,623 $43,693 $182,316 $8,000 $2,000 * Funds for the initial equipment and supplies expenses are being provided through federal and state grants which have already been received. See Grant Funding. Capital * Library TOTAL Funding Sources The forensic science program has been in the planning stages for over a year. Through this planning cycle, significant federal funding has been received to provide the initial equipment and supplies expenses. Addi,tionally, through UVSC's internal Planning, Budge1:ing & Accountability (PBA) process, a new salaried faculty position was funded for 2005-06. Future budgetary needs for this program will receive high priority in UVSC PBA cycles for funding from additional student tuition revenue (retaining students for BS degrees who otherwise may have left UVSC), second-tier tuition revenue, mission basedlinstitutional funding equity allocation, and lor internal UVSC budget reallocations $500 $84,941 Grant Funding In early 2004 the Legal Studies Department through the School of Business applied for a total of 2.1 million dollars in state and federal grants to develop a forensic science program. To date a total of $642,741 has been received for initial equipment, supplies and startup costs. These funds are considered Phases I and II with other Phases to follow. The Legal Studies Department is presently purchasing analytical instrumentation, equipment, and supplies that will be shared with the School of Science and Health to teach the BS Forensic Science courses. With current personnel serving in other programs, together with the new analytical equipment and supplies, preparations are sufficient to maintain a basic forensic science program. Through interdisciplinary cooperation between schools and departments, niaximum results will be achieved at the lowest cost. Future Sources for Funding A request to the federal governmelit for Phase Ill funding is being prepared. This money would supplement the forensic science program but it is not needed to maintain the initial program. $500 $102,926 Reallocation Three contact hours presently applied to the Criminal Justice program will be reallocated to the BS Forensic Science program. The Criminal Justice course content will not be lost, but will be combined into existing courses and streamlined for greater efficiency. Budget Summary Budgetary needs for full-time and adjunct faculty, staff, instrumentation, instructional equipment, and library support have been identified. Grant funding has provided the cost of the initial equipment and instrumentation needed to start the program. The budget has been planned to increase incrementally per year to meet the needs of the program. These funds are sufkcient to start and sustain the proposed BS Forensic Science program. $500 $152,561 $500 $173,928 $500 $192,816 Reallocation and lmpact on Existing Budgets It is an,l:icipated that some of the Forensics majors will be drawn from students who may otherwise enroll in chemistry and physics courses and labs. However, it is also anticipated that additional lab sections may be required to support the forensic science majors. The potential impact would require a portion of an additional lab instructor andlor adjunct faculty. Table 6 summarizes these costs. Table 6. lmpact on Other Departments and Programs l~hemist- ryl~- hysiIcmsp act l ~ e a1r year 2 ]year 3 I ~ e a4r I ~ e a5r Salaries & Wages Benefits Total Personnel Costs Travel Ca~ital $1 3,813 $5,272 $1 9,084 Library TOTAL $24,765 $10,552 $35,317 $0 $0 $0 $19,584 $0 $0 $0 $0 $25,756 $10,974 $36,730 $0 I$o $36,817 $38,230 $0 $0 $26,786 $1 1,413 $38,199 $0 $0 $0 $39,699 $27,857 $1 1,870 $39,727 $0 $41,227 Appendix A: Program Curriculum New Courses to be Added in the Next Five Years All Program Courses 800 West University Parkway, Orem, UT 84058 Discipline Core: (Note: 9 ha canbe taken as General Education Distribution Course Credits and1 or Or Prefix Number 3 3 3 3 3 3 3 Complete 12 credits of any of the courses listed below, plus complete 12 credits of any courses 1000 or higher, 9 credits must be upper division: Forensic Trace Analysis II Fingerprint Examination II Fingerprint Examination Ill Blood Staln Pattern Analys~s Computer Forensics and Cyber Crime Marijuana ldent~ficationC ertificate Professional Practices for the Forensic Scientist Elective Requirements: Course T~fle 24 Credits 24.0 CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1350 and C J 1 1010 CJ CJ CJ CJ CJ CJ CJ lntroduct~onto Criminal Justice Crim~naLl aw Crlmlnal lnvestlgations lntroduct~onto Forensic Science Introduction to Forensic Science Laboratory I Law of Evidence Profess~onaPl ract~cesfo r the Forensic Sc~entist General Biology Lab Prlnclples of Chem~stryI Lab Principles of Chem~stryII Lab Organic Chemistry I and Lab Organlc Chemistry II and Lab College Physics 1 and Lab Calculus I Principles of Statistics Footwear Impression Evidence and Lab Tlre lmprlnt Evidence Forensic Trace Analysis I Flngerprlnt Examlnatlon I Crlme Scene lnvestigatlon Techniques I Crime Scene lnvest~gat~oTne chniques Laboratory I Forensic Microscopy C J 3550 3720 3740 3780 3800 3850 3880 Credits 1330 Prereqursrte(s) 3 3 3 3 1 3 3 1 1 1 5 5 5 5 4 3 3 3 3 1 3 3 CJ 1010 CJ 1010 CJ 1010 or CJ 1340 CJ 1350 or concurrent enrollment LEGL 1000 or CJ 1010 Assessment DRP=77 recommended MATH 1050 or hlgher CHEM 121 011 230 CHEM 1210 and 1220 CHEM 2310 and 2330 MAT 1010 MATH 1050 (C or better) MATH 1050 (C or better) CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1340 or CJ 1350 CJ 1340 or CJ 1350 CJ 1340 or CJ 1350 CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1340 CJ 1350 CJ 135L CJ 2350 CJ 1 3880 BlOL 1015 CHEM 1215 CHEM 1225 CHEM 2310123 15 CHEM 2320123 25 PHYS 2010120 15 MATH 1210 MATH 2040 CJ 3500 CJ 3520 CJ 3540 CJ 3700 CJ 3820 CJ 382L CJ 1 3860 Course Descriptions C J CJ CJ CJ CHEM CHEM CHEM ENGL GEOL CJ 1010 Introduction to Criminal Justice 3.0 : 3.0 : 0.0 Su, F, Sp Presents the processes, institution, and administration of criminal justice in the Ur~itedS tates. Examlines the crime problem and criminal law. Discusses criminal law, law enforcement, criminal prosecution, criminal defense, bail, the jury system, and sentencing. Explores the correctional system; namely, probation, prisons, inmates' rights, and parole. CJ 1330 Criminal Law 3.0 : 3.0 : 0.0 Su, F, Sp Prerequisife(s):LEGL 1000 or CJ 4010 Provides an overview of criminal law and procedures. Covers history and terminology of the criminal justice system, the elements of specific offenses, and the role of the paralegal in the fact-gathering process. 4400 440L 443R 482R 3000 36001360 5 40001400 5 4310 3400 CJ 1340 Criminal Investigations 3.0 : 3.0 : 0.0 F, Sp Prerequisite(s):CJ 40 10 and ENGL 40 10 Introduces criminal investigation including necessary functions of interviewing witnesses and suspects, Graduation Requirements: Forensic Chemist Lecture Forensic Chemist Laboratory Directed Research in Forensic Science Internship Analytical (Quantitative Analysis) I Lab Biochemistry I Lab Instrumental Analysis I Lab Advanced Technical Communication Forensic Geology 1 2 3 4 5 N ot e: Completion of a mlnlmum of 124 or more semester credits with 40 semester cred~tsfr om 3000 and 4000 level courses Overall grade point average of 2.0 (C) or above (departments may require a higher GPA).. Residency hours--minimum of 30 credit hours through course attendance at UVSC, with at least 10 hours earned in the last 45 hours. Completion of GE and specified departmental requirements. Students are responsible for completing all prerequisite courses Must have a grade of C- or higher in all Core and Elective requirements. *Students w~lbl e required to complete the business computer proficiency exam with a score of 80 percent or higher on each module or complete the ISYS 1050 course or ISYS 105A-F modules as necessary with a score of 80 percent or higher in each of the six modules 3 1 2 - 7 2 - 7 3 4 4 3 3 CJ 135L CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1350 and CJ 135L CJ 1350 and CJ 135L CHEM 2310 and 2330 CHEM 2310 and 2330 CHEM 2310 and 2330 CJ 1350 and CJ 135L CJ 1350 and CJ 135L preservation and collection of evidence, and crime scene processing including post-crime scene processing of evidence. CJ 1350 lntroduction to Forensic Science 3.0 : 3.0 : 0.0 F, Sp Prerequisife (s):CJ 10 10 Studies the importance of proper identification, collection and preservation of physical evidence. Teaches laboratory techniques and services available to the law enforcement professional as they relate to physical evidence. CJ 135L lntroduction to Forensic Science Laboratory 1.0 : 0.0 : 3.0 Co-requisites(s):CJ 1350 Analyzes different kinds of physical evidence in the laboratory. Reviews the metric system of measurements. Uses microscopy to examine hair, fiber, and tool marks. Uses casting techniques to preserve tool mark impression evidence. Uses photography to preserve and compare impression and pattern evidence. Analyzes bloodstain patterns for point of origin. Analyzes dye and ink by thin layer chromatography. Detects the presence of metal residue with chemical reaction tests. CJ 3500 Footwear Impression Evidence 3.0 : 2.0 : 3.0 Prerequisite(s):CJ 14 10 Presents the history of footwear evidence and introduces the examination of footwear impressions. Presents the anatomy of the human foot, its relationship to the manufacturing process, and resulting impressions. Explains crime scene protection and searching procedures. Explains why footwear impressions are overlooked and how to find them. ldentifies and lists the basic equipment needed for foot ware recovery at the crime scene. ldentifies applicable chemical formulas and instr~~citns t he preparation of chemical reagents used to visualize footwear impressions. Teaches lighting and other enhancements used to record and preserve footwear evidence. Recovers footwear evidence through photography, lifting, and casting. Teaches the methodology of footwear identification by image comparison techniques. CJ 3520 Tire lmprint Evidence 3.0 : 2.0 : 3.0 Prerequisife(s):CJ 136L and CJ 1410 Presents a brief history of the tire and tire sales. Explains the mechanics of the tire tread and sidewalls resulting in distinctive wear patterns. Teaches Crime Scene and Traffic Accident Investigation: recording tire imprints, wheelbase and tire tread stance measurements. Describes the Tire Imprint Identification System: tire noise treatments, wear indicators, test tire impressions, and tire tread drawings. Explains what call be learned without a suspect's vehicle. Explains what can be learned when you do have a suspect's tire. Advises on preparing for trial and obtaining a consultant. Presents one case from the beginning to end. Presents a test case example on tire imprint identification. CJ 3540 Forensic Trace Analysis I 3.0 : 2.0 : 3.0 Prerequisite(s):CJ 136L lntroduces the composition and varieties of glass, and discusses the forensic value of glass fractures and fragments associated with crimes. Teaches the physical and light transmission properties of glass. Instructs on the analytical identification of glass using instruments and microscopes to measure density, refraction, color and melting point. lntroduces the chemical composition of paint. Teaches how to determine color, binder and elemental composition, and make forensic corr~parisonso n microscopic sized samples. Explains the examination of fire debris; explosives and explosive residues. Teaches the physical characterization and chemical analysis of fire debris and explosive residues. CJ 3550 Forensic Trace Analysis II 3.0 : 2.0 : 3.0 Prerequisife(s):CJ 136L lntroduces the physical and biological properties of hair including structure, color, and composition. Teaches the difference between human and animal hair. Explains microscopic hair comparison and the avoidance of false-positive results. lntroduces the occurrence of fiber evidence. Teaches methods of fiber recovery and sample preparation. Explains the use of instruments and microscopes to determine chemical composition, color, strength, and shape. Teaches niethods of fiber comparison, identification, and classification. Discusses the significance of fiber evidence. CJ 3700 Fingerprint Examination I 3.0 1 3.0 : 0.0 Prerequisite(s):CJ 1350 Teaches professional conduct in fingerprint examination. Explains the differences in latent fingerprints as they relate to the physical condition in which they are found. Describes the equipment needed for fingerprint development, lifting and comparison. Presents different classification schenies. Teaches basic fingerprint comparisons, writing examination notes, and applies verification protocols to ensure accuracy. Prepares for courtroom testimony covering: written reports, dress and appearance, demeanor, testimony, presentation, mock trials. Prepares for cross-examination. Deals with judges, opposing counsel, juries and reporters. CJ 3720 Fingerprint Examination II 3.0 : 3.0 : 0.0 Prerequisite(s):CJ 14 10, CJ 3700 Presents the history of fingerprint examination. Teaches recent technical advances in fingerprint development and examination. Describes the theory and make-up fingerprints, palm prints, and foot prints. Teaches "Superglue Enhancement" techniques. Explores different photographic tecl'lr~iquesfo r preserving fingerprints. Explores different charting and comparison techniques. Teaches the criteria used to determine successful identification versus non-identification. Practices fingerprint identification in Latent Fingerprint Workshop. Organizes and archives casework. CJ 3740 Fingerprint Examination Ill 3.0 : 3.0 : 0.0 Prerequisite(s):CJ 14 10, CJ 3720, Instructor's Consent Emphasizes the best established and emerging new methods for developing latent prints. Reviews latent print identification, composition, and chemistry. Teaches techniques directed at lipid-soluble components. Reviews traditional fingerprint development techniques. Teaches development by ninhydrin and its analogues. Teaches detection with photo luminescent nanoparticles. Teaches the use of silver physical developer. Updates the use of autoniated Fingerprint Identification and Imaging Systems. Teaches statistic-based measurements of individuality. Teaches strategies in systematic fingerprint comparison. Presents a Practical Crime Scene Exercise. Critiques and reviews. CJ 3780 Bloodstain Pattern Analysis 3.0 : 3.0 : 0.0 Prereguisife(s):CJ 14 10 Teaches methods for protection against blood-borne pathogens. Reviews weights, measures, trigonometry, and stroboscopic photo techniques. Presents bloodstain analysis from functional and historical perspectives. Teaches specialized bloodstain terminology and the techniques of bloodstain documentation. Presents the physical properties of blood as they apply to forensic investigation. Uses characteristic patterns and coniputer applications to interpret the impact patterns of spattered blood. Determine the motion, directionality, point of convergence, and the point of origin of bloodstains. Teaches traditional and modern techniques in crime scene reconstruction for documenting and reconstructing the crime scene. Presents guidelines for presenting bloodstain evidence at trial. CJ 3800 Coniputer Forensics and Cyber Crime 3.0 : 3.0 : 0.0 Prerequisite(s):CJ 136L or Instructor approval Introduces computer forensics and cyber crime. Explains coniputer terminology, history, and the history of computer crime. Discusses computer crime, computer as targets, hacking, and beyond. Presents avenues for prosecution and government efforts cyber crime. Presents the application of First Amendment, Fourth Amendment, and the Electronic Conimunications Privacy Act to computer-related crime. Teaches applicable forensic terminology and the standards applied to computer investigations. Develops computer forensic science capabilities. Describes pre-search activities, approaching and securing the crime scene, and crime scene processing. Teaches methods of data protection, re,trieval, and analysis. Presents conclusions and future issues. CJ 3820 Crime Scene Investigation Techniques I 3.0 : 3.0 : 0.0 Prerequisite(s):CJ 1340 Explains the fundamental goals of crime scene investigation. Explains the importance of physical evidence. Teaches fi~ndamentacl rime scene documentation skills including note taking, sketching, and photography. Teaches evidence collectio~ai nd packaging. Teaches specific methodology for death scenes, trace evidence, bloodstains, and ballistics. Assembles the evidence to reconstruct the crime scene. CJ 382L Crime Scene Investigation Techniques Laboratory I - 1.0 : 0.0 : 3.0 Prerequisife(s):CJ 1340 Co-requisites(s):CJ 3820 Teaches fundamental crime scene documentation skills including note taking, sketching, and photography. Teaches evidence collection and packaging allowing correct tracking and protection against contamination. Teaches packaging of dangerous and infectious materials. Teaches by a cycle of critique, review, and repeat for at least two cycles to make documentation skills automatic, thus allowing the investigator to concentrate on the evidence and not on the process. Uses an alternative light source to find evidence at the crime scene. Provides experience in fingerprint development, photography and lifting. Provides experience in making three dimensional casts and two dimensional impressions of physical evidence. CJ 3850 Marijuana Identification Certificate 3.0 : 2.0 : 2.0 Prerequisite(s):CJ 14 10 and Instructor Approval Teaches the botanical and chemical methodology required for the legal identification of marijuana. Identi,fies the microscopic morphological features of the plant material. Uses thin layer chromatography to detect hallucinogenic chemicals. Uses the Duquenois-Levine Test to detect the cannabinoid family of chemicals. Teaches the methodology to detect marijuana residues in charred debris, Identifies false-positive results. Interprets data, writes a marijuana analysis report and presents results in a Moot Court. CJ 3860 Forensic Microscopy 3.0 : 2.0 : 3.0 Prerequisife(s):CJ 136L Lays the foundation of forensic microscopy. Explains the theory of the microscope: light and lenses. Describes the major variants of the compound microscope including the stereo, polarized light and comparison varieties. Explains 'the function and purpose of the illuminator, sub stage condenser, objective, and ocular. Establishes acceptable perforniance criteria and iniage quality as it relates to compromises among resolution, magnification, and visibility. Presents the use of specialized contrast enhancement and illumination techniques. Explains the ,theory and use of the polarized light microscope in the examination of aniostropic, birefringent, and optical properties of crystalline materials. Describes the use of the microscope as a quantitative measuring tool. Introduces color analysis using a microscope attached to a spectrophotometer. Teaches instrument calibration methods and the principles of forensic microscopic spectrophotometric examination. Describes the collection and examination of microtraces and the use of microtrace catalogs. CJ 3880 Professional Practices for the Forensic Scientist 3.0 : 3.0 : 0.0 Prerequisite(s):CJ 1330, CJ 2350 Stresses the importance of background checks, polygraph tests and personal integrity. Teaches Professional Competence: training, degrees and certificates, publications, affiliations, testimony track record, continuing education. Describes the duties and the special privileges of opinion testimony afforded to expert witnesses. Explains the Rules of Evidence and statistical reliability as they pertain to scientific data and findings. Presents guidelines for case review and report writing. Discusses trial strategy, testimony, presentations, and dangers that cor~fronth e expert witness at court. Discusses cross-examination strategies. Teaches professional business practices including personal organization, contracts for hiring the expert for professional services, consultation, correspondence, record keeping, fee setting, and fee collection. CJ 4400 Forensic Chemist Lecture Prerequisife(s):CJ 136L, CJ 3820, CJ 3880, and CHEM 2320. Co-requisites(s):CJ 44lL Teaches safety precautions. Teaches the importance and procedures of evidence security, package seals to avoid contamination and loss. Instructs in case documentation and analytical notes in the laboratory. Teaches chemical analysis techniques including: net weight determination, sample preparation, presumptive testing, structural conformation and quantization. Teaches guidelines for data analysis, interpreting results, and writing analytical reports. Provides guidelines for case review and quality assurance. Teaches botanical identification and marijuana analysis. Presents methods for fiber and polymer analysis, paint sample preparation, and microscopic color analysis. lntends to replace the initial on-the-job training and professional seminars required of beginning forensic chemists after being hired in a crime laboratory. Forensic Chemist Laboratory 1.0 : 0.0 : 3.0 Co-requisites(s):CJ 4400 Stresses laboratory safety. Teaches evidence security, and the avoidance of contamination and loss. Instructs in case documentation and analytical notes in the laboratory. Teaches chemical analysis techniques including: net weight deter~iiination,s ample preparation, presumptive testing, structural conformation and quantization. Teaches guidelines for data analysis, interpreting results, and writing analytical reports. Provides guidelines for case review and quality assurance. Teaches botanical identification and marijuana analysis. Presents methods for fiber and polymer analysis, paint sample preparation, and microscopic color analysis, Intends to replace the initial on-the-job training and professional seminars required of beginning forensic chemists after being hired in a crime laboratory. CJ 44313 Directed Research in Forensic Science 2.0 to 7.0 : I.0 : 3.0 to 15.0 Prerequisife(s):lnsfructor Approval Provides undergraduate research. Guidance by a faculty member directs literature data, experimental design, data acquisition, interpretation of results, and conclusion. Written report, suitable in form for publication, necessary for completion. May be repeated for a maximum of 7 credits toward graduation. CJ 482R Forensic Science Internship 1.0 to 8.0 : 0.0 : 5.0 to 40.0 Prerequisife(s):lnsfrucfor Approval Provides workplace job experience. Related to forensic science field. Awards credit based on work assignments, responsibilities, and duration. Requires a summary report describing duties and personal impressions. Program Schedule Appendix B First Semester ENGL MATH BlOL BlOL CJ HlST HlST HlST ECON POLS POLS 1010 lntroduction to Writing 1050 College Algebra for Science majors 101 0 General Biology 1015 General Biology Laboratory 1010 lntroduction to Criminal Justice Complete one of the following 2700 U.S. History to 1877 2710 U.S. History since 1877 1700 American Civilization 1740 U.S. Economic History 1000 American Heritage 11 00 American National Government Total Second Seniester MATH 1210 Calculusl Social Science Elective CJ 1340 Criminal Investigations PHIL 2050 Ethics and Values ENGL 2020 Intermediate Writing: Science and Technology Total ART COMM CHEM CHEM CJ CJ C J CHEM CHEM PHYS PHY S HLTH PES ART CHEM CHEM CJ Third Semester 1050 Photography 1020 Public Speaking 1210 Principles of Chemistry I 1215 Principles of Chemistry I Laboratory 1350 lntroduction to Forensic Science 135L lntroduction to Forensic Science Laboratory Fourth Semester 2350 Laws of Evidence 1220 Principles of Chemistry II 1225 Principles of Chemistry II Laboratory 201 0 College Physics I 201 5 College Physics I Laboratory Complete one of the following 1 100 Personal Health & Wellness OR 1097 Fitness for Life Fifth Semester 2450 Digital Imaging 2310 Organic Chemistry I 2315 Organic Chemistry I Laboratory 1330 Criminal Law Total Total MATH 2040 Principles of Statistics Total Sixth Semester CHEM 2320 Organic Chemistry II CHEM 2325 Organic Chemistry II Laboratory CJ 3700 Fingerprint Examination I CJ 3820 Crime Scene Investigation Techniques I CJ 382L Crime Scene Investigation Techniques I Laboratory CJ 3860 Forensic Microscopy Total Seventh Semester C J 3540 Forensic Trace Analysis I Elective Credits (from approved list-see advisor) Eiqhth Semester CJ 3500 Footwear Impression EvidencelLab OR CJ 3520 Tire Imprint Evidence CJ 3880 Professional Practices for the Forensic Scientist Complete 6 credits of any elective courses numbered 3000 or higher Total Total Program Total Appendix C Example Qualification for a Forensic Scientist (Today, often a scientist or criminalist with forensic training andlor experience rather than a graduate forensic science degree which is relatively new.) GARY H. NAISBITT, Ph.D. Education Ph.D. Biochemistry, Brigham Young University Post Doc. Department of Medicine, University of California, San Diego B.A. Major: German, Weber State College Minor: Chemistry Professional Positions Director of Forensic Science, Utah Valley State College, February 2005 to Present Adjunct Criminal Justice Instructor, Utah Valley State College, January 2002 to February 2005 Crimilialist B Expert Witness, Utah Bureau of Forensic Services Laboratory, 1995 to Nov., 2001 Adjunct Instructor, Salt Lake Community College, 1996 and 1997 Adjunct Associate Professor, Brigham Young University, 1994 to 2000 Biocherrlistry Faculty Research Associate, Brigham Young University, 1992 to 1994 Project Manager for the Environmental Protection Agency --- Contract Laboratory Program (EPA-CLP), DataChem Laboratories, 1989 to 1990 Research Chemist, Dionex, 1988 to 1989 Forensic and Technical Training Forensic Education Proqranis Accreditatioli Committee - Program Examiner, American Academy of Forensic Sciences, February 2005 Introduction to Explosion and Bombinq Crime Scenes, Northwest Association of Forensic Scientists, 2001 Digital Imaging, Northwest Association of Forensic Scientists, 2001. Mass Spectra Interpretation, Northwest Association of Forensic Scientists, 2001. Paint and Druq Analvsis, American Academy of Forensic Sciences, February 2000. Accreditation and QNQC, 27th Arlr~ual Symposium on Crime Laboratory Development, 1999. 21st International Svmposium on Capillary Chromatosraphv and Electrophoresis, 1999. Y2K and QNQC, American Academy of Forensic Science, , 1999. Polarized Liqht Microscopv, Microvision Northwest, 1997. Clandestine Laboratory Investiaation, Clandestine Laboratory Investigators Assoc, 1997. Paint Examination and Comparison, California Criminalistics Institute, 1997. Forensic Chemist Serninar, Drug Enforcement Administration, 1996. Mass Spectra B Theory and Interpretation, California Criminalistics Institute, 1996. Perkin-Elmer Gas Chromatoqraphv-Mass Spectrometry User's Traininq, 1995. Utah Crime Scene Academy Fall '95 - Basic Course, 1995. Qualitv ControllQualitv Assurance, Rocky Mountain Center of Industrial Hygiene, 1989. Nikon School of Photoqraphv, Nikon, Inc. Professional Affiliations Fellow--American Academy of Forensic Science, 1996 to Present Diplomat--American Board of Criminalistics, 1999 to July 2005 Member--SWG-DRUG, Quality Assurance and Methods Validation Subcommittee 1998 to 2001 (Non-Core Member, assigned to Jack Shyler) Publications and Presentations 1. Gary H. Naisbitt, Mao-Rong Lu, William R. Gray, and Leo P. Vernon "A Small Basic Peptide From Pumpkin Seeds" Plant Phvsiol. No. 88, 770-773, 1988. 2. Campbell, E.R., Murphy, B.J., Naisbitt, G.H., Richter, B.E., Andersen, M.R., Knowles, D.E., Dankovic, D.A., Disinger,J., Horstman, M.G., Zanger, R.C., Springer, D.L., Later, D.W., "Supercritical Fluid Extraction Analysis of Residues in Meats, Final Progress Report", United States Department of Agriculture Science and Education, Grant No. 86-SBIR-8-0130, 130 pages, 1989. 3. Brett J. Murphy, Gary H. Naisbitt, Erin Campbell, Dankovic, D.A., Horstman, M.G., David L. Springer and Douglas W. Later, "Biological Monitoring of Pesticides, Solvents and Their Metabolites by Supercritical Fluid Chromatography", National Cancer Institute Contract Number N44-CP-71086, 1989. 4. Gary H. Naisbitt, Douglas W. Later and Brett J. Murphy "Single Method Analysis of Carbaryl Pesticide and Its Polar and Non-polar Metabolites by SFC" Proceedinn of the 1989 Pittsburqh Conference, Published Abstract No. 1358 and Poster, 1989. 5. G.H. Naisbitt "SFC Analysis of Biological Substances Using Modified Mobile Phases1', 1989 Symposium I Workshop on Supercritical Fluid Chromatography, Snowbird, Utah. Poster. 6. Naisbitt, Gary H. "Supercritical Fluid Chromatography and Extraction" Introduction to Industrial Hygiene Chemistry Seminar, Invited Lecture, Salt Lake City, Utah, 1990. 7. Fracki, Wojciech St., Li, Du, Owen, Noel, Perry, Carol, Naisbitt, Gary H., Vernon, Leo P., "Role of TYR 45, TYR 13, and TRP 8 in Membrane Responses of Pyrularia Thionin Determined by Optical and NMR Spectra Following TYR lodination and TRP Modification" Toxicon, Vol30, No. 11, pp. 1427-1 440, 1992. 8. Wang, Fei, Naisbitt, Gary H., Vernon, Leo P., Glaser, Michael, "Pyrularia Thionin Binding and the Role of Trp-8 in the Enhancement of Phosphatidylserine Domains in Erythrocyte Membranes", Biochemistrv, Vol 32, No. 46, pp. 12283 - 12289, Nov. 23, 1993. 9. Milton L. Lee, lulia M. Lazar, Kenneh D. Onuska, and Gary Naisbitt, ACE-TOFMS for the Analysis of Drugs fo Abuse@, Proceedinqs of the Societv of Forensic Toxicolonists, Lecture, Abstract and Poster, October 1997. 10. Gary Naisbitt, lulia M. Lazar, and Milton L. Lee, AAnalysis of Drugs of Abuse by Capillary Electrophoresis Coupled to Time-of-Flight Mass Spectrometry@, Proceedings of the American Academv of Forensic Science, Abstract and Poster No. 56, February 1998. 11, lulia M. Lazar, Gary Naisbitt and Milton L. Lee, ACapillary Electrophoresis-Time-of-Flight Mass Spectrometry of Drugs of Abuse@, The Analyst, July 1998, Vol. 123 (1449-1454). 12. lulia M. Lazar, Gary Naisbitt, Milton L. Lee, ACapillary Electrophoresis Time-of-Flight Mass Spectrometry of an Opium Extract@, Chromatonra~hicaV, o1.50, pp 188-194, August 1999. 13. Naisbitt, Gary H., ADPS Crime Laboratory Trace Program@, The Utah Peace Officer, Vol77, pp 68- 69.2000. 14. Gary H. Naisbitt, PhD, David S. Murdock, PhD, Scott R. McDaniel, MS, Barbara J. Hopkins, BS, Jennifer M. McNair, BS, AGHB Determination by GC-MS Without Complication or Ambiguity from GBL@, Proceedinqs of the American Academv of Forensic Science, Oral Presentation and Abstract B14, Vol7, pp 28, February 2001. Faculty Simon Blundell, MFA, Photography, University of Utah Photography is an essential crime scene skill used to record the scene in its original condition. Photos are used during the investigation phase and in court for crime scene reconstruction to show jury the positions and condition of elements of the crime. Mr. Blundell will teach: ART 1050 Photography I Calvin Bond, PhD, Environmental and Analytical Chemistry, University of Maryland, College Park Chemistry is an essential foundation field in the study of science. The duty of the chemistry section of the crime laboratory is to exarr~inep hysical evidence from the crime scene to substantiate its cheniical identity and describe its role in the crime. Common substances needing analysis are legal and illegal drugs, poisons, blood alcohol, arson accelerants, explosives, plastics, and paints. Dr. Bond also attended a 40- hour Forensic Workshop in the summer of 2004. He will teach: CHEM 1210 Principles. Chemistry I CHEM 1215 Principles Chemistry I Laboratory CHEM 1220 Principles of Chemistry II CHEM 1225 Principles of Chemistry II Laboratory W. Brent Bullock, JD, Law, J. Reuben Clark Law School, Brigham Young University Mr. B~~llochaks been a peace officer, Assistant County Attorney, and a judge. A forensic scientist needs to know the laws pertaining to the handling, analysis, and presentation of evidence in court. Dr. Bullock will teach: CJ 1330 Law of Evidence CJ 3880 Professional Practices of the Forensic Scientist William Dinkledge, PhD, Geology, University of California, Santa Barbara Soil comparisons are used to identify the crime scene and to link the victim and suspect together. Polarized light microscopy is used to identify synthetic fibers and other quasi-crystalline substances. Dr. Dinkledge will teach soil analysis and some areas of microscopy. GEOL 3400 Forensic Geology Curtis Fillmore, MS, Public Administration, Brigham Young University Mr. Fillmore has spent more than twenty-five years with the U.S. Drug Enforcement Agency (DEA) investigating drug related crimes. His duties included Group Supervisor and Acting Resident Agent-in- Charge. Mr. Fillmore also represented the United States in drug related issues as the Assistant Country Attache in the American Consulate in Copenhagen, Denmark. Mr. Fillmore's extensive law enforcement experience contributes a strong sense of work-place reality into the Forensic Science program. Mr. Fillmore will teach: CJ 1010 Intro. Criminal Justice CJ 1340 Intro. Criminal Investiga,tion CJ 3820 Crime Scene Techniques I CJ 382L Crime Scene Techniques I Laboratory CJ 3840 Crime Scene Techniques II CJ 384.L Crime Scene Techniques II Laboratory James Godfrey, MFA, Graphic Design, Utah State University Graphic presentations are vital to presenting an accurate and understandable recreation of the crime scene to the jury. 'This course teaches digital presentation techniques that can be presented on the courtroom video system and easily archived for storage or review. Mr. Godfrey will teach: ART 2450 Digital Imaging Lawrence J. Gray, PhD, Zoology, Arizona State University, Tempe General Biology is a required course in the science core. It contributes to the broadly based science curriculum required by FEPAC. Dr. Gray will teach: BlOL 1010 General Biology Gamini U. Gunawardena, PhD, Chemistry, University of Utah Dr. Gunawardena teaches Organic Chemistry. Most of the materials tested in the crime laboratory are organic molecules that include illegal and legal drugs, arson accelerants, paint, synthetic fibers, explosives, and plastic materials. Dr. Gunawardena will teach: CHEM 2310 Organic. Chemistry CHEM 2315 Organic Chemistry I Lab CHEM 2320 Organic Cherr~istryII CHEM 2325 Orgarlic Chemistry II Lab Stott Harston, JD, J. Reuben Clark Law School, Brigham Young University Mr. Harston has been an assistant county prosecutor. He will teach: CJ 2350 Law of Evidence Phillip Matheson, PhD, Physics, Brigham Young University Physics are required courses in the science core. They contribute to the broadly based science curriculum required by FEPAC. Dr. Gray will teach: PHYS 2010 College Physics PHYS 2015 College Physics Lab Stephen Merrin, PhD, Mathematics, New Mexico State University Calculus is a required course in the science core. It con'tributes to the broadly-based science curriculum required by FEPAC. Dr. Merrin will teach: MATH 1210 Calculus Gary H. Naisbitt, PhD, Biochemistry, Brigham Young University Dr. Naisbitt is a trained FEPAC program inspector. He managed an Environmental Protection Agency sponsored analytical chemistry program, served six years doing cheniical and trace analysis in a state crime laboratory, has testified in court as an expert witness, has been a board certified criminalist, is a Fellow of the American Academy of Forensic Sciences, and has taught forensic science in college for over three years. Dr. Naisbitt will teach: CJ 1350 Intro. Forensic Science CJ 135L In.tro. Forensic. Science Laboratory CJ 3540 Forensic Trace Analysis I CJ 354L Forensic Trace Analysis Laboratory I CJ 3550 Forensic Trace Analysis II CJ 355L Forensic Trace Analysis Laboratory II CJ 3820 Crime Scene Techniques CJ 382L Crime Scene Tech. Lab CJ 3850 Marijuana Identification Certificate CJ 3860 Forensic Microscopy CJ 4400 Forensic Drug Analysis CJ 440L Forensic Drug Analysis Laboratory Raymond Sievers, PhD, Applied Statistics and Research, University of Northern Colorado Statistics is a required course for FEPAC accreditation. It is used to test accuracy and relevance of scientific data. Dr. Sievers will teach: MATH 2040 Principles of Statistics Appendix D Compilation of Job Titles and Potential Areas of Employment. Job Titles Job titles in the following lists have been compiled based on sirr~ilard uties and academic requirements stated in the job descriptions and categorized as pertaining to the proposed BS Forensic degree. These data are taken from the American Academy of Forensic Science publication, Academy News, over the nine month period from January to September 2005. The Academy lists Job Opporfunities as a courtesy to Academy members but it represents only a small sampling of the much larger national job market. Employers The following list of employers is taken from the same data that was cited for Job Titles. It shows significant private sector strength for the BS Forensic Science and BS Forensic Chemistry degrees. Job Titles - BS Forensic Science Forensic Scientist Forensic Customer Training Specialist Trace Evidence Examiner Criminalist 2 Firearms, Tool Marks Forensic Product Specialist - East Coast &West Coast Quality Assurance Officer Firearms and Toolmark Examiner Forensic Unit Supervisor Criminalist Forensic Scientist Entry I Forensic Scientist 1 Latent Print Examiner Corporate Security Forensic Scientist Evidence Custodian Evidence Custodian Assistant Fingerprint Specialist Forensic Photographer Forensic Specialist Forellsic Analyst - Latent PrintslFirearms Employers Advertising for New Hires Private Industry Bode Technology Group Crime Scene Technology Ideal lnovations Forensic Analytical Specialities, IncAramco Services Company State, County, and Local Agencies Oregon State Police, OR Honolulu Police Department, HI City of Greenwood, IN Riverside County Sheriff, CA City of Miami, FL Washington State Patrol, WA Seattle and King County. WA San Diego Police, CA Cook County, NV Kansas City Police, KA S~II Mateo County Sheriff, CA Suffolk County, Hamilton County, DuPage County Sheriff, Miami Dade Police, FL Los Angles County Sheriff, CA Wyoming Attorney General, WY Johnson County Sheriff, City of Tacoma, WA Pinellas County, FL Federal Agencies U.S. Army Criminal lnvestigation Laboratory Department of Justice, Drug Enforcement Administration (DEA) Alcohol, Tobacco, and Fire Arms Traditional Forensic Employers U.S. Army Criminal lnvestigation Laboratory Department of Justice, Drug Enforcement Administration (DEA) Alcohol, Tobacco, and Fire Arms Federal Bureau of lnvestigation Drug Enforcement Administration U.S. Postal Service Food and Drug Administration Local, County and State Law Enforcement MEMORANDUM April 12, 2006 TO: State Board .of Regents FROM: Richard E. Kendell SUBJECT: Utah Vallev State Colleqe - Bachelor of Arts and Bachelor of Science Deqree Proqrams in Theatre Arts, Bachelor of Science Deqree in 'Theatre Education, Theatre Arts Minor - Action Item Issue The Utah Valley State College Department of Theatrical Arts for Stage and Screen requests approval to offer Bachelor of Arts and Bachelor of Science Degrees in Theatre Arts, Bachelor of Science Degree in Theatre Education and a Theatre Arts Minor effective Fall Semester 2006. The programs have been approved by the institutional Board of Trustees on 10 November 2005. The proposal was approved for development by the Program Review Committee (PRC) on 16 February, 2006. Background For three years, UVSC has been enhancing its liberal arts offerings as part of its developing role as a comprehensive, four-year college. Programs recently approved in the arts area include dance and art and visual communication. For the past 1 '/2 years, the proposal for four-year degree programs in Theatre has been on the institution's priority list. The purpose of the proposed Theatre programs is to enable the Theatre Department to meet the needs of its existing and future students for con,tinued education in the Theatre arts, fulfilling their desires to: Be fully prepared for continued (graduate) education Be fully prepared for employment upon attainment of the proposed degrees Possess a lifelong desire for learning and personal fulfillment Be culturally active in their communities UVSC is prepared to begin the four-year program with its dedicated theatre facilities in the form of a recently-renovated blackbox theatre, a rehearsal studio, a scene shop, a cos,tume shop, and shop storage spaces. As with other USHE theatre venues, UVSC shares its performance spaces with other entities on campus, but has priority schedlrling rights to them. These facilities are adequate for the proposed Theatre programs. More faculty will be added over time. The Department currently has four tenured or tenure-track faculty (three of whom have terrr~inadl egrees), two qualified and experienced individuals in full-time lectureship positions (one of whom has a terminal degree), and two part-time artists-in-residence (one of whom also has a terminal degree). This faculty cohort, with 1.5 planned new hires, is more than adequate for the four-year degrees to be offered. Funding for the new positions has already been committed. New funding is expected from second-tier tuition, mission-based equity funding, and reallocation of existing resources. The College provided need and student interest data to support the proposal. Most conipelling is the growth of student interest in the associate's degree with the emphasis in Theatre and in Theatre courses. Policy Issues Utah State University raised issues regarding adequate rehearsal space and adequate faculty support for a four-year program with heavy emphasis on the upper-division major courses. UVSC officials provided detailed information on their use of shared space. UVSC officials, in addressing the number of needed faculty cite the R312 to explain that, as a Type lllA institution, their teaching loads are heavier and, therefore, their faculty teach more classes compared to Type I institutions. In addition, Theatre faculty, in the first year, intend to offer junior level courses. The senior-level courses will be offered the second year. Concern was expressed regarding the impact of enrollment on other USHE Theatre programs. The impact will not be known u~rtitlh e program has functioned for several years. Commissioner's Recommendation The Commissioner recommends the Baccalaureate Dearees (BAIBS) in Theatre Arts proposed by Utah Valley State College be approved by the Board of Regents. It is further recommended that a three year report be submitted to the Resents on the progress of this proqram. Richard E. Kendell, Commissioner REWPCS Attachment Academic, Applied Technology and Student Success Committee Action Item Request to Offer Bachelor of Arts and Bachelor of Science Degrees in Theatre Arts, Bachelor of Science in . Theatre Education, Theatre Arts Minor Utah Valley State College Prepared for Richard E. Kendell BY Phyllis C. Safman April 12,2006 SECTION I: REQUEST The Utah Valley State College Department of Theatrical Arts for Stage and Screen requests approval to offer the following degrees, effective Fall Semester 2006. The programs that follow have been approved by the institutional Board of Trustees on 10 November 2005. The proposal was approved for development by the PRC on 16 February, 2006. Bachelor of Arts in Theatre Bachelor of Science in Theatre Bachelor of Science in Theatre Arts Educatio~i Minor in Theatre Arts The Department submitted an initial Letter of Intent, which was posted to the USHE Academic Affairs website for response. UVSC posted replies to the responses, after which the PRC reviewed the Letter of Intent on 06 January 2006. The PRC recommended a revision to simplify the proposed programs and to eliminate one or more eniphases from both the BA and BS degree programs. The revision was submitted 13 January 2006. This proposal incorporates the recommendations of the PRC. It also addresses earlier concerns voiced by other institutions in the USHE, as well as those of UVSC1s consultants. Of significant note is the elimination of all emphases in favor of a general, liberal arts baccalaureate degree. SECTION II: PROGRAM DESCRIPTION DESCRIPTION OF PROGRAMS BA and BS in Theatre Arts The BA and BS degrees in Theatre total 120 credits, 40 of which must be upper division. Both the BA and the BS share a common core of Theatre courses totaling 35 credits, of which 22 are upper division. The remaining credits are distributed between Theatre electives and foreign languagelelectives. An overall GPA of 2.0 ("C") is required. The standard of 2.0 ("C") overall G.P.A, for graduation is in line with ,the majority of Institutions in USHE. The student must complete a minimum of 30 credit hours while in residence at UVSC, with at least 10 of those completed within the last 45 hours. Degree requirements are as follows: Requirements General Education Core and Dish-ibution Theatre Major Core Requirements Theatre Major Electives Foreign Language . Electives TOTAL CREDITS B A 35 35 18 15 17 120 BS 35 35 18 -- 32 120 Upper Division 0 19 18 0 3 40 The National Association of Schools of Theatre, the discipline's accrediting body, specifies that Theatre courses consist of 30-50% of the total BNBS credits for a liberal arts degree. The proposed BNBS consists of 53 Theatre credits, or 44 percent of 120 total credits. BS in Theatre Arts Education The BS in Theatre Arts Education (120 credits) consists of a core of Theatre courses totaling 43 credits, which includes a secondary teaching methods course (3 credit hours). The core is designed to meet or exceed subject matter requirements for secondary education licensure in Theatre. (NOTE: Each state determines what consti,tutes 'fhighly qualified" under No Child Lefl Behind. The State of Utah has determined that a passing grade in the Praxis II subject matter test or 30 semester hours in the major meets the requirement for "highly qualified" under NCLB. The Praxis II test in Theatre is currently under development. However, ,the proposed degree more than exceeds the required .30 semester hours.) Students must maintain an overall grade point average of 2.75 or above with no grade lower than a B- in secondary education courses and no grade lower than a C+ (2.40) in Thea,tre major courses. Requirements General Education Core and Distribution Theatre Major Core Requirements (incl. teaching methods) Secondary Educatior~ Licensure Courses General Electives TOTAL CREDITS Of the proposed secondary education program, Carol Ann Goodson of the State Office of Education, says: "This proposal has our blessings. It ful,fills the NCLB and the USOE requirements." Goodson adds ,that UVSC faculty niust be ". . . faniiliar with the Utah Secondary Theatre Core and cover the critical areas, . . ." BS 36 43 30 11 120 The education program as detailed in the Appendix includes a generic "place holder" teaching methods course which will be replaced by one specific to theatre prior to implementation of the program. It will be developed by Aleen Ure, Director-Curriculum for Alpine School District, and the department's Dr. Terry Petrie and Elaine Hansen, who each have numerous years of experience with secondary education and licensure. Both have experience with secondary education curriculum development and student-teacher supervision. NAST's standards for teacher development programs will be used as the template, as well as the requirements of the Utah Secondary Theatre Core. Minor in Theatre Arts The final element of this proposal is for a Minor in Theatre Arts consisting of 21 credit hours. A 2.0 ("C") overall G.P.A. is required of students in this minor. All courses meet the State of Utah requirenients for secondary education endorsements in Theatre. PURPOSE OF DEGREE The purpose of the proposed programs is to enable the Department to meet the needs and desires of its existing and ,future students for continued education in the theatre arts, fulfilling their desires to: Be fully prepared for continued (graduate) education Be fully prepared for employment upon attainment of the proposed degrees Possess a lifelong desire for learning and personal fulfillment Be culturally active in their communities INSTITUTIONAL READINESS For three years now, UVSC has been enhancing its liberal arts offerings as part of its developing role as a comprehensive, four-year college. Programs recently approved in the arts area include dance and art and visual communication. For the past 1% years, the proposal for four-year degree programs in Theatre has been on the institution's 1-12 month priority list. UVSC currently has dedicated Theatre facilities in the form of a recently-renovated blackbox theatre, a rehearsal studio, a scene shop, a costume shop, and shop storage spaces. As with other USHE theatre venues, UVSC shares its other performance spaces with other entities on campus, but has priority scheduling rights for them. These facilities are adequate for a good Theatre program. The revised Letter of Intent noted a possible enhancement of facilities in the future. However, as stated above, the proposed programs are not dependent on other than the facilities currently available. FACULTY The Department currently has four tenured or tenure-track faculty (three of whom have terminal degrees), two qualified and experienced individuals in ,full-time lectureship positions (one of whom has a terminal degree), and two part-time artists-in-residence (one of whom also has a terminal degree). This, with 1.5 planned new hires, is more than adequate for the four-year degrees to be offered. In fact, a review of the web sites, catalogues, and class schedules of baccalaureate programs in the Utah System of Higher Education reveals that it is not unusual to offer these programs with a similar sized or even smaller corps of contract faculty. Weber State University (WSU) appears to have seven full-time theatre instructors and offers a general BNBS in Theatre Arts, a BNBS in Musical Theatre, a BAlBS in Theatre Arts Teaching, and Minors in Theatre Arts and Theatre Arts Teaching. Southern Utah University (SUU) appears to have six full-time theatre instructors. This school offers a BNBS in Theatre Arts with emphases in either ActinglDirecting or Designnechnical. SUU also offers a BAlBS leading to secondary education licensure and a Minor in Theatre Arts. Both of these schools utilize a 24 credit-hour teaching load per school year, while the teaching load for USU and U of U is at 18 credits. UVSC's faculty teaching load requiremen.t is 27 credits per year, yielding the equivalent for teaching of three faculty FTE for two at the U of U and USU and nine for eight faculty at SUU and WSU. For details of faculty qualifications, please see Appendix C. The Department also has a pool of thirteen highly-qualified adjunct instructors .from whom to draw specialty skills. For example: Lisa Bean (Ph.D., Children's Theatre--Brigham Young University), teaches Children's Theatre classes. Kim Abunuwara (Ph.D., Theatre and Film--Brigham Young University; MFA, Acting - National Theatre Conservatory, Denver Center for the Performing Arts) teaches acting classes. Katie Farmer (MA, Theatre and Film--BYU; ABD, Dramatic Theory and Criticism - BYU) teaches Script Analysis. Blaine Quarnstrom (Ph.D., Theatre HistoryTTheory--Ohio State University) is scheduled to teach upper-division classes in those areas. The average number of adjuncts teaching in the current AS program in any semester is seven - covering 10 to 17 of mostly general education sections each semester. The proposed program requires an additional adjunct FTE of 0.65 by the end of year five (see budget projections). The number of adjunct instructors used in the USHE theatre programs varies, with the larger schools utilizing a higher ratio of adjuncts to contract faculty. With the exception of the 0.65 adjunct FTE mentioned above, all the upper-division course work required for the major will be taught by the full-time faculty. For a discussion of proposed staffing and new hires for the new programs, please see Section 10.1.6 of this document. The budget explains adding 1.5 new FTE faculty to the Department. STAFF The Department currently has one full-time adniinistrative assistant who also handles the advising functions within the Department. With the implementation of the proposed programs, the advising functions will be shifted to a recently-hired advisor whose assignment is to counsel for three Departments - Art and Visual Communication, Music, and Theatrical Arts. This position is funded at the School level. The adniinistrative assistant will serve as a resource and liaison between the Department and the advisor. Two staff positio~isc urrently exist - the aforementioned artists-in-residence. Three-quarters of their time will continue as supervisors in the costume and scene shops. Their remaining time, as detailed in Section V below, will be allocated to teaching. LIBRARY AND INFORMATION RESOURCES As with other subject areas, Theatre is assigned its own separate, annual library budget. Collections are housed primarily in the PN 1991-2300 area using the Library of Congress classification system, including resources in areas related to the specific subject area such as drama, acting, directing, production, history, and so forth. Books Books are selected in collaboration with faculty to best support current and future classes at UVSC, and are updated with peer-recommended lists and other review sources. Because of the relatively new age of the holdings, students have access to books of quality and currency. Audio Visual Items The UVSC Library has one of the largest video collections in the state higher educational system with close to 13,000 video recordings on the main campus alone. A review of other USHE catalogues or conversations with department heads shows WSU having 9,197 items, SUU at 5,990, and USU at 8,702. Only the University of Utah has more audio-visual items at 16,636; however, the items are available or~lyto faculty for checkout. Of UVSC's main campus holdings, over 1,800 of these titles are related to Theatre and Film Studies, with over 200 filmed stage productions including the "Broadway Theatre Archive." In addition, the library owns the "Production Music Library," a set of 27 CD's with over 918 copyright free music cuts which can be used for underscoring Theatre productions; and the "Period Backgrounds Sound Effects Library," which has sounds from various periods suitable for mixing and looping to provide period atmosphere for stage productions. Periodicals Indexes Currently, UVSC Library provides access to over 100 periodical indexes. The library belongs to the Utah Academic Library Consortium (UALC) which allows reciprocal borrowing among the higher education institutions in Utah, Idaho and UNLV in Nevada. Major indexes covering theatre include: Other Library Resources Index Academic Search Premier Art Abstracts Full Text Directory of Open Access Journals (DOAJ) lnternafional Index fo fhe Performing Arts Full Text (//PA) LexisNexis Academic MasterFlLE Premier MLA lnternafional Bibliography Project Muse SIRS Renaissance Video Librarian The statewide reciprocal borrowing agreement through UALC allows UVSC students and faculty to check out materials from any Utah academic insti.tution library, including ,the University of Utah Marriott Library and the private schools, BYU and Westminster. If books are not available in-state, or if students cannot physically go to another library, any needed book can be ordered through Interlibrary Loan. The ILL web form can also be accessed from the Library Homepage. The library also offers subject speci.fic bibliographic instruction sessions to help students maximize their use of library sources and materials and increase the quality of research and scholarship. The library is committed to supporting a four-year Theatre degree. With active participation from faculty, the collection continues to grow in quality and quantity. Coverage Some full text, coverage=1975+ Some full text, coverage=1984+ Full text, coverage varies. Full Text (IIPA). Some full text, coverage=1864+, Full text, coverage= 1970+ Some full text, coverage=1984 No full text, coverage=1963+ Some full text coverage dates vary Full text Full text coverage Additionally, the Department recently received the personal Theatre libraries of two retired faculty members, the signi,ficant contents of which are being catalogued and made available for student checkout. These valuable materials are available to students over and above what is found in UVSC's main library. ADMISSION REQUIREMENTS With the exception of the BS in Theatre Arts Education, there are no matriculation requirements for the proposed programs other than the admissions requirements imposed by the institution. For matriculation into the Education degree program, students follow the matriculation guidelines of UVSC's secondary education program, which are: 1) minimum ACT composite score of 20 with no sub-test score lower than 18; 2) passing score on the CAAP writing exam (3 or higher); 3) completion of all general education requirements; 4) G.PA of 2.75 or higher; 5) passing an interview directed by the Secondary Teacher Education Selection and Retention Committee; and 6) pass a criminal background check at the beginning of a student's junior year. STUDENT ADVISEMENT The School of Humanities, Arts, and Social Sciences recently hired a full-time advisor for the Departments of Art and Visual Communication, Music, and Theatre Arts. Advisement responsibilities will be shifted from the administrative assistant to the new advisor in Fall of 2006. It should also be noted that recent budget requests have included plans to hire a full-time advisor for each department within the School of HASS. After admission to the College, students are required to take any needed assessmentlplacement tests and to participate in an online, pre-advisement tutorial designed to acquaint the student with the carnpus and its policies and procedures. With testing and pre-advisement in place, students are then referred to the Department advisor. This advisor electronically ascertains that pre-advisement and all transcripts and tests are in place and that the student is a declared major. The advisor then counsels the student for the major and its requirements. Only after the preceding actions have taken place can the student be cleared by the Department advisor for registration. Continued mentoring and advisement occurs throughout each student's career. Majors are interviewed at least once each semester by the Departnient Chair to assure they understand the program and to identify any students who are at risk. These students are assigned a faculty mentor to coach them through the remainder of their programs. JUSTIFICATION FOR NUMBER OF CREDITS The proposed programs fall within the acceptable range of credit hours as articulated in R401 of USHE Policies and Procedures. EXTERNAL REVIEW AND ACCREDITATION External Review The Department of Theatrical Arts for Stage and Screen of Utah Valley State College contracted two consultants to review the details of the programs as they were Mially proposed. One consultant was from within the state and the other was from out-of-state. The in-state consultant contracted was Richard Dean Bugg, Assistant Professor of Theatre Arts at SUU and that department's former chair. Bugg studied the initial proposal as well as the revised one and responded with a written report. His comments follow: Overall Opinion. "In reviewing your revised curricula proposal for your department's move to offer four-year programs, L am satisfied that you have rooted out the apparent potential difficulties and stumbling blocks." Theatre Arts Education BS. Bugg states: "I see that you have focused on disciplines of legitimate theatre and have excised any classes overtly focused on film. I think your decision is a wise one and will allow for clearer pedagogical goals." Conclusion. "I find your proposal clear, straight forward, and well balanced in its offerings. Based on my review of these materials, as well as my personal exposure to many of your faculty and students, I believe that your expanding department will successfully and artfully offer a quality education and meaningful degrees to your students." Jack Watson, Associate Professor of Theatre Arts at the University of Oregon was the second consultant. Mr. Watson consults from a perspective of 20 years of teaching at the University of Oregon. He has served as Department Head for seven years, and has many years of involvement with the Kennedy Center American College Theatre which has provided him with many opportunities to view departments nationwide. Watson reviewed both the initial proposal (degree with emphases) and the current proposal. Of the latter, he made the following observa,l:ions and suggestions: Overall Opinion. Watson began his remarks by stating that ". . . the program description is nicely prepared and represents careful planning and thought. The programs described are very much in line with national trends and represent a fine degree." He also observed that the '7ustification for growth of the program seems well developed. The review of market demand is accurate, there appears to be significant student demand, and the stated growth of the program in the past few years indicates a strong support for the program proposed. The supporting documents outline the degree programs very neatly. The advising forms are particularly informative and reflect careful thought in developing each." Theatre Arts BAIBS. Watson notes: "The new proposal represents an excellent revision of the earlier doc~~menTt.h e program outlined is a solid undergraduate major with careful attention paid to coverage and sequencing. The curriculum is clearly in line with other high-level programs, and the inclusion of the "business" element is unique to this program and an excellent idea. (Indeed, I will seriously consider proposing the addi,tion of such an element to our undergraduate program at Oregon.)" Conclusion. Jack Watson concludes: "I applaud the faculty for creating this new proposal, and I hope it leads to great success and future expansion. This document outlines a very fine program with a solid base . . . If proper resources are available, this is a program of which your college can be extremely proud." Accreditation The proposed programs have been designed wi,th the guidelines of theatre's accrediting body - the National Association of Schools of Theatre - in mind. With projected hires, the Department believes it will be ready for an accreditation.review in the Fall of 201 1. PROJECTED ENROLLMENT Projected student enrollments and student-to-faculty ratios are shown in the table below. NAST recommends that: "Some balance, appropriate to each institution and each theatre unit, must be maintained between the numbers of full-time equivalent students and full-time equivale~ifta culty. The institution must demonstrate that its studentlfaculty ratio is consistent with the size, scope, goals, and objectives of the programs offered. . . . Classes in creative work generally should not exceed 15 students. In some cases, safety considerations and specialized equipment lit-r~itationsw ill require class liniits of fewer than 15. Effective instruction can be achieved in lecture classes with larger enrollments than are acceptable in studio courses. However, sound educational practice indicates that such large classes should be supported by small discussion or tutoring sessions."l Projected Enrollments and FTE The projections above take into consideration lirr~iti~cigla ss sizes in such appropriate performance courses as acting, directing, and script writing, and in equipment-intensive courses such as stagecraft and design. FTE Students FTE Faculty (Full-time and Hourly) StudentlFaculty Ratio Headcount (incl. Secondary Education students) EXPANSION OF EXISTING PROGRAM The following table shows a growth rate of 65% in the number of AS degree Theatre majors over the past four academic years. (Official enrollment figures for Fall 2005 are still pending.) During that same period, the total number of students served in Department classes increased by 49 percent. Year 1 2006-07 14.40 0.70 21 45 1 National Association of Schools of Theatre, Handbook: 2003-2004, pp. 63-64. 9 Year2 2007-08 29.73 2.00 15 96 Expansion of AS Theatre Program, 2000 - 2004 Fall 2000 Year 3 2008-09 31.87 2.00 16 108 Fall 2001 Year4 2009-10 34.00 2.15 16 120 Year 5 2010-11 36.13 2.15 17 132 Fall 2002 Fall 2003 Fall 2004 I Fall 2000 1 Fall 2001 1 Fall 2002 1 Fall 2003 1 Fall 2004 1 Students in Major Number of Students in Department Courses* SECTION Ill: NEED Student FTE's PROGRAM NEED 74 494 Research conducted by the Department shows a need for the proposed programs based upon (1) labor market demand, (2) projected public school and UVSC student enrollment growth, and (3) student demand. * From Fall semester reports of student earned grades (adjusted to remove public speaking course). **A popular general education course, Public Speaking, which existed In the Theatre Department was moved to the Communicat~onD epartment, effective Fall 2001. 239.97** LABOR MARKET DEMAND 74 658 Consultant Watson supports the analysis of the market demand figures which follow: "The justification for the growth of ,the program seems well developed. The review of market demand is accurate . . . " 105.80 Those jobs traditionally associated with Theatre include acting (and those who also sing and dance), directors, producers, play and script writers, designers (costunies, makeup, lights, set, sound), technicians, draniaturgs, agents, and theatre critics. However, it is not infrequently that graduates also find work in the related areas of broadcasting, motion pictures, and television, particularly those graduates with education in ,the technical areas of the discipline. 89 769 The U.S. Bureau of Labor Statistics categorizes occupations in the United States and assigns each category an SOC (Standard Occupational Classifica,tion) number. Some tradifional theatre occupations have their own SOC numbers. Additionally, there are other traditional theatre occupations which are subsets of larger SOC categories. Finally, those related occupations into which theatre practitioners ,frequently cross can be found in yet other SOC categories. 133.43 The BLS ,findings indicate that aniong the traditional theatre occupations having their own SOC codes, one can expect to see, through the year 2012: 85 876 51,000 job openings (an 18.5 percent increase) in ,traditional theatre occupations having their own SOC codes; 155,000 job openings (a 13.1 percent increase) in SOC categories of which traditional theatre jobs are a subset; and 229,000 job openings (a 16.2 percent increase) in related SOC job categories into which many theatre practitioners cross 114 1003 142.57 It is significant to note that the BLS included the following categories in their List of Industries with Fast Employment Growfh through 2012: 10 199.13 Motion picture and sound recording (30% increase); and Perforniing arts conipanies, promoters, agents, managers, and independent artists (15.5% increase) The BLS also included the following jobs in their Lisf of Occupafions that were Relatively High Paying in 2002 and are Projected to Grow Faster than Average over the 2002-2012 period: Agents and business managers of artists, performers, and athletes (27.8% increase; 7,000 jobs); Producers and directors (1 8.3% increase; 25,000 jobs); Actors (1 7.7% increase; 19,000 jobs); Set and exl-libit designers (20.9% increase; 4,000 jobs); Film and video editors (26.4% increase; 9,000 jobs); and Other media and communication equipment workers (20.1% increase; 10,000 jobs) On a local level, the percentage increase in the number of projected jobs is even more robust. According to the Utah Department of Workforce Services publication, Utah Occupafional Projecfions 2002-2012, published in September 2004, one can expect to see: A 34.4 percent increase in "traditional" theatre SOC job categories; A 32.9 percent increase in SOC categories of which theatre is a subset; A 35.3 percent increase in "related" job categories; and 742 jobs created annually from these SOC category groupings Consider, too, the following statistics: 80 en.tities listed statewide in the yellow pages in the category, Theatres-Live; 98 en,tities listed with the Utah Film Commission in the categories of production, post-production, suppod senlices, and talent agencies; and 144 entities listed in the yellow pages within a 50-mile radius of Salt Lake City in the categories of radio and felevision stafions. It has been suggested by some that the BLS figures quoted above for actors are not supported by those of the industry. At least not yet! While the reduced employability for actors has historically been a concern, one must not overlook the many other specialties within Theatre in which eniployability is very favorable. UVSC's two-year theatre students find work throughout the state with their skills in design (lights, set, sound, costume, makeup), construction, stage management, directing, and producing in the strong theatre, motion picture, broadcast, television, video and public relations industries. The actor's dilemma is but one strong reason that UVSC has proposed degrees with a strong emphasis on the survival skills taught in its theatre managenlent courses. Proiected Student Enrollment Growth. Anticipated population growth in Utah County2 is another significant 2See School Aae Population data at www.novernor.state.ut.uslproiectionsl R0102B30.pdf and www.utahsbr.edulfinanceldatabook.htm, tab C, and page 22. 11 market demand factor in support of bringing more baccalaureate and teaching degrees to UVSC. The data indicate that: The number of students age 5-17 state wide will increase by 14.6% over the next five years and by an additional 15.9% in the five years after that; 32.9% of that growth will take place in Utah County (25,181 new students) by 2010, with an additional 27.5% of the statewide growth (25,250 new students) occurring in Utah County by 2015; and The projected growth continues at a similar pace in the ensuing years. While current enrollments across the USHE have leveled, the projected explosion in school-age children will rapidly make this lull a thing of the past within the next ten years. With the dramatic increase in the number of school-aged individuals and the imminent retirement of "baby-boomers, teacher-training programs begun now will help meet the demand generated for new teachers. Utah's Office of Education projects a shortfall. According to the 2003-2004 Utah Educator Supply and Demand Sfudy, ,the total need for new theatre teachers over the next ten years will not be met by the current rate of graduates in theatre education from Utah institutions. This situation points to the need for another theatre education program in the USHE. At least two school districts in the State have already reported a critical shortage in this area. The results of the study for theatre are summarized in the following table: ticality Study for Theatre Arts Teachers I I I I 2003-2004 CI Growth (24.5%) 109.515 ' Utah Educator Attrition (12.7% over 10 years) 567.69 No. of Districts Reporting Critical Shortage 2 Source Utah State Office of Educat~on2, 003-20C Total Positions 447 % of Needs Met by Graduates Based on 50% Placement Total Need over 10 years 677.205 While the newest of these studies (2004-05) does not sort the data by subject area as shown above, it does offer the following projec1:ions: 1) Projected educator attrition is expected to increase to at least 13.6 percent by 2014; 2) More than 14,839 (46.5 percent) current educators will be eligible for retirement based on experience in the next ten years; 3) More than 12,536 (42.5 percent) current educators are fifty years of age or older (The overall educator populatio~is aging. The average age has risen from 39 in 1990 to 44 in 2004.); and 4) Due to enrollment growth and educator attrition, Utah may need over 44,000 new educators in the next ten years. The Teaching Field Index of Criticality for Utah T. H. Bell Teaching Incentive Loan Program (dated November 2005) places the field of Drama at a 2.8, which is at the high end of the "minimal shortage" range, tending toward the "moderate shortage" range. All of this data taken together provide documentation of a need, which will increase, for more graduates from Theatre Aarts teacher programs. lpply and Demand Study. Per Year Need 67.7205 STUDENT DEMAND Per Year Avg. No. of Graduates over Past 3 Years 24.33 Watson also observed that ". . . There appears to be significant student demand, and the stated growth of the program in the past few years indicates a strong support for the program proposed." Recent surveys conducted by UVSC reveal a high student demand for baccalaureate degrees at UVSC, particularly in the arts and even more specifically in Theatre. Over the last four years, the Department has tracked student interest in a four-year Theatre degree by way of semi-annual meetings, advisor records, and student surveys. Please refer to Appendix E for survey details. The Department holds semi-annual meetings for those students with an interest in pursuing a four-year degree in Theatre. More than sixty students regularly attend these meetings. The Department advisor reports that twenty or more inquiries are received per month as to the status of a four-year program. This number increases significantly during the height of the enrollment season. . Theatre Arts 4-Year Degree Interest Survey - Spring 2002 Planning for the four-year Theatre degrees began in the Spring of 2002. It was at this time that the Theatre Department, with assistance 'from UVSC Institutional Research, conducted a survey to determine sl~pport for a four-year Theatre degree at Utah Valley State College. One hundred eighty-nine students in various Theatre classes were surveyed. Results showed that: 85 students (45%) felt UVSC should have a Bachelor Degree in Theatre; and 81 students (43%) said they would stay if UVSC if a four-year degree. Theatre Arts 4-Year Degree lnterest Survey -Spring 2005 In the Spring of 2005, the Department conducted a survey of all students enrolled in departmental courses, regardless of major. The survey indicated the following: 48 theatre majors (84%) indicated a strong desire to complete a baccalaureate degree in theatre arts if offered at UVSC. 46 theatre majors (81 %) are strongly interested in theatre education credentials. 146 of ,the total students surveyed (51% of the total) indicated a strong desire to complete a baccalaureate degree in theatre arts if offered at UVSC 112 total students (39% of the total) are strongly interested in theatre education credentials Theatre Arts 4-Year Degree Interest Survey - Fall 2005 A more recent student survey was completed in September 2005. A total of 405 major and non-major students were surveyed in Theatre Department classes to determine the interest in a four-year degree in Theatrical Arts at UVSC. Of the students surveyed, 262 were freshman and sophomore students. From the survey, it was apparent that: 202 students indicated an interest in a baccalaureate theatre degree. 240 students selected UVSC as their ISort 2 " choice among Utah institutions3 at which to complete their bachelor degrees. 109 students said they would not pursue a theatre degree at another institution if UVSC does not offer a four-year degree. 95 majors (80% of majors) indicated they would be "very likely" or "somewhat likely" to finish a four-year degree in theatre at UVSC if offered. It should be noted that of the 118 theatre majors polled, fully 82 percent indicated that going elsewhere to get a baccalaureate degree would be "probably impossible," "extreniely difficult," or "difficult." These students are place-bound by such circumstances as employment, finances, or family obligations. The results of these surveys clearly show a strong preference among UVSC students to stay in the Utah Valley area to pursue their degrees. The establishment of the proposed programs at this time may increase UVSC's retention of these students, will greatly enhance the breadth and depth of the students' preparation, and may certainly attract others who are looking for ways to maximize their professional and vocational opportunities in theatre. SIMILAR PROGRAMS A basic, liberal arts bachelor-degree program in Theatre is available at each four-year institution in the USHE. UVSC's Theatre Department has studied each in detail as well as the BYU program and has adopted or adapted from the best in these programs. UVSC faculty members contacted the departments of theatre at the Utah State University, Weber State University, University of Utah, Dixie State College and Southern Utah University to ascertain concerns and anticipate objections. An area of concern expressed by these schools is that all proposed Theatre programs meet the NAST (National Association of Schools of Theatre) accreditation guidelines. Accordingly, those guidelines appearing in NAST's Handbook: 2003-04 have served as the template for developing the proposed programs. The study of Theatre combines the knowledge and skills required of a performer, creator, teacher, theorist, and historian. For this reason, certain subject matter and learning processes are common to all baccalaureate-level instruction in Theatre. Student learning objectives common to all have been identified by NAST as li . . . the creation and presentation of public performance in the theatre; the development of visual and aural percepfions; to understand basic production processes such as acting, directing, stage, costume, and lighting design and basic technical operations; to become familiar with the historical and cultural dimensions of theatre, including the works of leading playwrights, actors, directors, and designers, and to be able to make informed assessments of qualify in works of theatre. 'v Although all Theatre programs share these general standards and core components for liberal arts degrees, each Theatre program in the state has a unique focus. UVSC's programs will also offer a unique focus in that the teaching of essential business survival skills will be taught within the core of each 3 University of Utah, Utah State University, Southern Utah University, Weber State University, Brigham Young University, Other Schools 4 National Association of Schools of Theatre, Handbook: 2003-2004. 14 baccalaureate-degree program. The first course meeting these requirements, Introduction to Stage and Theatre Management, is offered to introduce students to basic theatre nianagement concepts and to provide Theatre Education students with essential skills for managing secondary education theatre productions. The second theatre management course, Theatre Management II, is required of the Theatre BAlBS degree students and addresses those critical issues unique to the non-profit arts sector including audience development, grant writing, fundraising,