NEW DOCTORAL PROGRAM REQUEST FORM. Eastern Kentucky University Institution Submitting Proposal

Transcription

1 NEW DOCTORAL PROGRAM REQUEST FORM Eastern Kentucky University Institution Submitting Proposal Occupational Therapy Doctorate - OTD Degree Designation as on Diploma Occupational Therapy Doctorate Title of Proposed Degree Program With specializations in: CIP Code Academic Unit (e.g. Department, Division, School) Name of Academic Unit Name of Program Director College of Health Sciences Occupational Therapy Colleen Schneck Intended Date of Implementation Spring 2013 Anticipated Date for Granting First Degrees Spring 2015 Specialty Accrediting Agency Name, Title and Information of Contact Person Date of CPE Approval New Program Request Form 1

2 PRE PROPOSAL/KENTUCKY POSTSECONDARY PROGRAM PROPOSAL SYSTEM IMPLEMENTATION GUIDE MISSION TAB Centrality to the Institution s Mission and Consistency with State s Goals A program should adhere to the role and scope of the institution as set forth in its mission statement and as complemented by the institution s strategic plan. There should be a clear connection between the program and the institution s mission and the state s goals. Provide a brief description of the program. The Doctor of Occupational Therapy (OTD) program is designed for students who are currently employed as occupational therapists. The mission of this advanced, post-professional program will be to create occupation-based practitioners who will be ethical leaders of change in occupational therapy services for diverse populations. Graduates will serve in leadership roles, affect educational and health care policy, and act as catalysts for excellence in intervention settings in order to better meet the needs of occupational therapy consumers. Specifically, graduates of the OTD program will have an increased understanding of legislative, policy, administrative issues affecting the profession, and health care delivery, with a particular emphasis on the needs of unique and underserved populations in Kentucky. Occupational therapists enrolled in the OTD Program will study and apply the recent advances in the areas of occupational science, occupation-based practice, evidence-based practice, and client education. Students will use research to assess needs, inform clinical practice, and complete collaborative research to improve services for clients. Students will gain an enhanced understanding of ethical issues impacting current clinical practice. What are the objectives of the proposed program? To respond to a need in the Commonwealth for occupational therapy leaders and advanced training in occupational therapy practice. To take a leadership role, as the only public occupational therapy education program in the Commonwealth, in the preparation of entry and advanced level practitioners for service and scholarship on behalf of the Commonwealth. To impact the engagement of individuals in meaningful occupations within the context of their lives. Occupation captures the breadth and meaning of everyday life activity (American Occupational Therapy Association, 2008a, p. 628) and enables humans to develop as individuals and as members of society (Townsend, 1997, p. 19).. Explain how the objectives support the institutional mission and strategic priorities, the statewide postsecondary education strategic agenda, and the statewide strategic implementation plan. Explain how the proposed program relates to the institutional mission and strategic plan. The proposed OTD program is directly aligned with the mission statement for Eastern Kentucky University as a comprehensive public institution [that] prepares students to lead productive, responsible, and enriched lives. More specifically, the OTD program aligns with the University s Strategic Direction 1.3 (Expand student opportunities for engagement, leadership, and scholarship), Strategic Direction 1.4 (Demonstrate faculty excellence in teaching and scholarship, staff excellence in support of academics and student services, and student excellence in academic achievement), and Strategic Direction 2.3 (Support and increase online and regional-campus enrollments and programs). The proposed OTD program is also in alignment with the Occupational Therapy Department s and the College of Health Science s strategic plans. The proposed OTD supports the statewide strategic agenda and the implementation plan. First, the OTD will advance Kentucky s STEM+H agenda (Policy Objective 6; Strategy 6.5). The OTD program will offer Kentucky therapists ongoing professional leadership and recognition and further the investment in New Program Request Form 2

3 the professional, scientific, and managerial workforce, following the educational approaches of medicine, dentistry, psychology, and other professions. The professional doctorate is emerging as the gold standard of preparation in many healthcare fields, including occupational therapy, physical therapy, audiology, and pharmacy. By providing the OTD Program, the EKU Occupational Therapy Department will further respond to national trends in education and health care reform, requiring professionals to implement evidence-based practice with clients in multiple settings. To best meet these federal requirements and societal needs, further educational preparation of occupational therapists in the region is needed and warranted. Occupational therapists who obtain advanced preparation in the OTD Program will assist in improving service and policy in the Commonwealth. The EKU OTD Program will equip therapists with advanced leadership and applied research skills in order to improve services to the citizens of the Commonwealth. Second, the OTD program will maximize the impact of postsecondary education s contribution to improving the health of Kentucky s people through regional stewardship, public service, and community outreach (Policy Objective 7; Strategy 7.3). The Department of Occupational Therapy has been lauded since its inception for its commitment to regional stewardship. The Department s faculty members and students regularly provide services to underserved areas. As a result, the people, communities, and economy of the Commonwealth benefit. With the development of an OTD Program, EKU will better serve the needs of occupational therapy professionals, providing an alternative to the high-priced graduate education of private universities outside of Kentucky. Further, this investment will allow Kentucky dollars to stay in Kentucky, rather than to support higher education in other states as therapists explore advanced educational opportunities. Providing an advanced professional doctorate at Eastern can be expected to produce leaders who will enhance the regional effectiveness of occupational therapy services, and thus improve health and educational outcomes for persons with a variety of disabling conditions across the lifespan. Due to the ever-increasing complexity of healthcare and the diversity of patient populations, such as those found in Kentucky, leaders who have the capacity to support the profession of occupational are greatly needed (Moyers, 2007). Finally, the OTD program will Increase productivity and maximize success for both traditional and nontraditional students through course redesign and alternative methods of program delivery (Policy Objective 8; Strategy 8.1). Based upon data in the needs assessment conducted for the program, an online program delivery method meets the needs of occupational therapists most effectively and efficiently. The target population for this post-professional program is currently employed occupational therapists. Occupational therapists working in Kentucky are place-bound due to full-time employment. The regional emphasis of the EKU OTD will allow practicing therapists to participate effectively in graduate education and apply advanced disciplinary knowledge in daily practice settings. Students will attend campus once a year during the spring semester. These intensive face-to-face meetings will reinforce synthesis of disciplinary information and increase professional socialization in multiple modes of delivery. Currently no public university in Kentucky offers the OTD. Clinicians desiring advanced specialization typically attend University of Indianapolis, Nova Southern University, Belmont, or Creighton University, all four of which are private institutions. The tuition is significantly higher at all of these institutions. Thus, EKU is an affordable option for Kentuckians, particularly through a quality online delivery method. 4 Is an approval letter from Education Professional Standards Board (EPSB) required? No. New Program Request Form 3

4 QUALITY TAB Program Quality and Student Success The curriculum should be structured to meet the stated objectives and student learning outcomes of the program. What are the intended student learning outcomes of the proposed program? Graduates of the OTD program will be able to: 1. Engage in occupation-based practice as a method of change to positively impact the future of the profession and the quality of occupational therapy services. 2. Ethically and responsibly meet the needs of diverse client populations, by addressing issues related to health disparity in rural and urban areas, as well as policy and legislation at local, state, and national levels. 3. Serve as leaders of change at local, state, and national levels using tools such as program development, participatory action research, client education, and evidence-based practice. 4. Use advanced clinical and ethical reasoning skills to improve occupational therapy services. The table below shows the relationship between the proposed curriculum and the program learning outcomes. Course Title Program Outcome OTS 853 Leadership and Change in OT 1 OTS 882 Advanced Occupational Science 1 OTS 886 Diversity and Disparity in OT 2 OTS 901 OTD Leadership Seminar I 2 OTS 910 Policy Analysis for OT 2 & 3 OTS 902 OTD Leadership Seminar II 2 & 3 OTS 911 Applied Research in OT 3 & 4 OTS 903 OTD Leadership Seminar III 3 & 4 OTS 912 Evidence-Based Practice for OT 3 & 4 OTS 904 OTD Leadership Seminar IV 3 & 4 OTS 913 Educational Practices for OT 1, 2, 3 & 4 OTS 905 OTD Practicum 1, 2, 3 & 4 OTS 906 Capstone 1, 2, 3 & 4 How will the program support or be supported by other programs within the institution? Many faculty already teaching in the occupational therapy bachelors and masters programs will teach in the OTD. 3. Will this program replace or enhance any existing program(s) or specializations within an existing program? The OTD curriculum is built around four core themes: Occupation-Based Practice, Diversity, Leadership, and Reasoning. The curricular themes of the OTD Program are directly tied to the curricular themes of the EKU Master of Science in Occupational Therapy and advance these themes to post-professional leadership levels. This provides a strong continuity of learning for those students advancing from EKU s M.S. in Occupational Therapy Program into the OTD Program. 4. Will this be a 100% distance learning program? No. 5. Will this program utilize alternative learning formats (e.g. distance learning, technology enhanced instruction, evening/weekend classes, accelerated courses)? If yes, please check all that apply. Distance learning Courses that combine various modes of interaction, such as face to face, videoconferencing, audio conferencing, mail, telephone, fax, e mail, interactive television, or World Wide Web? New Program Request Form 4

5 Technology enhanced instruction Evening/weekend/early morning classes Accelerated courses Instruction at nontraditional locations, such as employer worksite Courses with multiple entry, exit, and reentry points Courses with rolling entrance and completion times, based on self pacing Modularized courses 6. Are new or additional faculty needed? As the only Occupational Therapy Program in the Commonwealth s University System, the Department of Occupational Therapy would not be able to reduce its current student enrollment without severely impacting occupational therapy services in the region. Therefore, the Department would require a minimum of two additional 12-month faculty positions, one at program implementation, and an additional position when the second class cohort is admitted in order to ensure adequate coverage for all current programs. At the time the second class cohort is admitted, enrollment numbers in all programs will be analyzed and used to justify additional requested positions. DEMAND TAB Program Demand/Unnecessary Duplication Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs. 1. Provide justification and evidence to support the need and demand for this proposed program. Include any data on student demand; career opportunities at the regional, state, and national levels; and any changes or trends in the discipline(s) that necessitate a new program. A post-professional OTD degree is appropriate for practicing occupational therapists who seek continued competence in their practice area or wish to pursue administrative or service leadership. The OTD is a professional doctorate, similar in structure to an M.D., D.D.S., or Pharm.D. (Pierce & Peyton, 1999), and may help an occupational therapist to meet career goals by fulfilling institutional requirements for hiring and advancement. OTD graduates typically go on to serve in specialized clinical roles, leadership positions, and as agents of change in related fields such as health policy, administration, and ethics. The OTD is considered to be a terminal degree in occupational therapy. The first OTD program began in 1994 as an advanced, post-professional degree. There are currently 19 post-professional OTD programs in the United States, most within well-respected but expensive private institutions. In Kentucky, there are approximately 2,000 licensed occupational therapists (KBLOT, 2010, personal communication). They serve clients of all ages within schools, hospitals, homes, private practices, and industry. Eastern Kentucky University offers the only occupational therapy educational program within the higher education system of the Commonwealth. Results of the Department of Occupational Therapy s assessment of need indicate that occupational therapists in the Commonwealth are interested in enrolling in an OTD Program at Eastern. A survey was sent to 272 practicing clinicians in Kentucky and the surrounding states with 82 responses received. Of those interested in pursuing an OTD, 86% said they would be interested in a locally available program within the next one to three years. The majority of respondents, 65%, practice in rural areas. Just over half (51%) of respondents identified an area of specialization needed in their present practice setting that could be provided by a practitioner prepared at the doctoral level. Areas of specialization desired by respondents interested in enrolling in a doctoral program included: leadership (87%), children and youth (34%), and research (19%). A high percentage of respondents were interested in developing advanced competencies in evidence-based practice (84%) and school-based practice (53%). In addition, 65% were New Program Request Form 5

6 interested in developing teaching skills needed for leadership roles. Additionally, the Department of Occupational Therapy has graduated almost 200 students with a Master of Science degree since its entrylevel master s program began in This is a large pool of potential doctoral students, many of whom have expressed interest in furthering their professional development through a clinical doctorate. 2. Specify any distinctive qualities of the program. EKU s Occupational Therapy Department is unique in the profession by being the first to have an Endowed Chair in Occupational Therapy. This endowed position was created through legislative funding and accepted by Dr. Doris Pierce in The Endowed Chair in Occupational Therapy is a full time, scholarship-focused position, responsive to five goals: a) to give students opportunities to work with a nationally known scholar, b) to produce significant original scholarship for occupational therapy, c) to seek and manage grants, d) to contribute to the Department s culture of scholarship, and e) to enhance the reputation of the Department within the field. 3. If similar programs exist: Does the proposed program differ from existing programs in terms of curriculum, focus, objectives, etc.? EKU has the only Occupational Therapy educational program in a state institution in the Commonwealth of KY. Therefore there is no other similar program serving the same potential student population. Does the proposed program serve a different student population (i.e., students in a different geographic area, non traditional students) from existing programs? Is access to existing programs limited? Is there excess demand for existing similar programs Is there collaboration between the proposed program and existing programs? If program is an Advanced Practice Doctorate: 1. Does the curriculum include a clinical or experiential component? The EKU OT Department currently has 275 active clinical contracts throughout the United States. Students will have access to these sites and will also work within their leadership seminars to explore leadership opportunities at other sites. The current sites will provide appropriate practicum experiences for the students and, through engagement, will contribute to the development of a capstone project. 2. Describe how the doctorate builds upon the reputation and resources of the existing master s degree program in the field. The Occupational Therapy Master s program is ranked 24 th by US News and World Report for OT Programs. The OTD would serve to enhance the reputation and resources of the existing master s program. Due to this exceptional ranking, doctoral students would be attracted to this program. The faculty are highly qualified and already have experience in teaching and advising at the doctoral level. 3. Explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new doctoral program. As of January 1, 2007, the Accreditation Council for Occupational Therapy Education (ACOTE) required post-baccalaureate entry-level education for all occupational therapists. In other words, entrylevel occupational therapists now must obtain a master s or doctoral degree in order to qualify to practice (AOTA, 2001). In occupational therapy, there are now 5 entry-level OTD programs and 1 developing program. Several healthcare professions have now moved to doctoral entry-level education. Fields that presently require a minimum of a master s level degree for practice include occupational therapy, speechlanguage pathology, physician assistant, and genetic counseling. Fields requiring a minimum of a New Program Request Form 6

7 doctoral level degree for practice include physical therapy, audiology, medicine, dentistry, psychology, pharmacy, and others (Griffiths & Padilla, 2006). Many school-based professionals now are required to have master s degrees. Doctoral degrees are becoming increasingly necessary in order to meet the complex demands of healthcare. Occupational therapists in the Commonwealth will need to pursue doctoral education in order to compete and exert leadership in the educational and healthcare service arenas. 4. Explain the impact of the proposed program on undergraduate education at the institution. Within the explanation, note specifically if new undergraduate courses in the field will be needed, or if any courses will be cut. The OTD does not impact the undergraduate program. No undergraduate courses will be created nor undergraduate courses be removed in support of the OTD. 5. Provide evidence that funding for the program will not impair funding of any existing program at any other public university. For example: Because no similar programs exist at any other public university, the OTD at EKU will not impair funding for existing programs. Below is the text of a letter regarding the impact at EKU: The creation of the OTD will not impair the funding of existing programs at EKU. New faculty hired will having teaching responsibilities across multiple programs and, therefore, will benefit these programs. Dr. Janna P. Vice Provost and Vice President for Academic Affairs ASSESS TAB Program Review and Assessment Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission. 1. Identify both the direct and indirect methods by which the intended student learning outcomes will be assessed. The department curriculum committee annually reviews program effectiveness which is measured by the following: 1) Teaching effectiveness is evaluated through IDEA. 2) Graduation/Completion Rate Data. 3) Employment/Practice Data. 4) OTD end of program evaluation. 5) Community of interest satisfaction and assessment data. a. Employer Satisfaction Survey s b. Advisory Board Feedback 6) Review of various program feedback mechanisms for dynamic interaction of state of the art practice in the Commonwealth. The EKU OTD program will use a Quality Matters Assessment of Online Education (Maryland Online, 2010) to assure rigor in the instructional design and assessment of doctoral level courses. The nationally recognized Quality Matters Program has been introduced to EKU through its Instructional Design Center (IDC). To assure quality in the delivery of OTD courses and the development of advanced critical thinking in the discipline, interactivity in all courses will be necessary. The delivery methods will combine asynchronous and synchronous learning. Each course will evaluate participation based upon application of learning. All courses will have expectations for online participation to actively engage the learner, based upon Quality Matters. New Program Request Form 7

8 Cost of Proposal Cost Analysis Over First 5 Years of Operation Year 1 Year 2 Year 3 Year 4 Year 5 Income 10 Students 10 Continuing Students + 15 New Admits 15 Continuing Students + 20 New Admits + (10) 1 Semester 40 Students + (15) 1 Semester 40 Students + (20) 1 Semester (10 Students x $590 Per Hour x 4 Hours= $23,600) (15 Students x $590 Per Hour x 4 Hours= $35,400) (20 Students x $590 Per Hour x 4 Hours= $47,200) 10 students x $590 Per Hour x 6 hours= $35,400 $35,400 x 2 semesters= 25 students x $590 Per Hour x 6 Hours= $88,500 $88,500 x 2 Semesters= $177, students x $590 Per Hour x 6 Hours= $123,900 $123,900 x 2 Semesters= $247, students x $590 Per Hour x 6 Hours= $141,600 $141,600 x 2 Semesters= $283, students x $590 Per Hour x 6 Hours= $141,600 $141,600 x 2 Semesters= $283,200 $70,800 $247,800 + $23,600= $283,200+ $35,400= $283,200+ $47,200 = $271,400 $318,600 $358,400 TOTAL $70,800 $177,000 $271,400 $318,600 $358,400 Cost/Funding Explanation Complete the following table for the first five years of the proposed program and provide an explanation of how the institution will sustain funding needs. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program. New Program Request Form 8

9 A. Funding Sources, by year of program Total Resources Available from Federal Sources New Existing Narrative Explanation/Justification Total Resources Available from Other Non-State Sources New Existing Narrative Explanation/Justification: Sources State Resources New Existing Narrative Explanation/Justification: Internal Allocation Internal Reallocation 1 st Year 2 nd Year 3 rd Year 4 th Year 5 th Year Narrative Explanation/Justification: The source and process of allocation and reallocation should be detailed, including an analysis of the impact of the reduction on existing programs and/or organization units. Student Tuition New 76, , , , ,800 Existing Narrative Explanation/Justification: Describe the impact of this program on enrollment, tuition, and fees. TOTAL 76, , , , ,800 B. Breakdown of Budget Expenses/Requirements Staff: Administrative/Other Professional New Existing Faculty New (allocated from the College) Existing 1 st Year 2 nd Year 3 rd Year 4 th Year 5 th Year ,000/yr +.42% for benefits = $106, ,250 (3% merit pay increase) +.42% for benefits =$109,695 x 2 (faculty) = $219, ,567 (3% merit pay increase) +.42% for benefits =$112,985 x 2 (faculty) = $225, ,954 (3% merit pay increase) +.42% for benefits= $116,374 x 2 (faculty) = $232, ,412 (3% merit pay increase) +.42 % for benefits= $119,865 x 2 (faculty) = $ New Program Request Form 9

10 239,730 Graduate Assistants New Existing Student Employees New Existing Narrative Explanation/Justification: Includes salaries of all listed above. Identify the number of new faculty required and whether the new hires will be part-time or full-time. Identify the number of assistantships/stipends that will be provided. Include the level of support for each assistantship/stipend. Equipment and Instructional Materials New Existing Narrative Explanation/Justification: Library New Existing Narrative Explanation/Justification: $5,000 Contractual Services New Existing Narrative Explanation/Justification Academic and/or Student Support Services New Existing Narrative Explanation/Justification Other Support Services New Existing Narrative Explanation/Justification Faculty Development New Existing Narrative Explanation/Justification $5,000 $10,000 $10,000 $10,000 $10,000 Assessment New Existing Narrative Explanation/Justification Student Space and Equipment $30,000 New Program Request Form 10

11 New: Board Room Existing Narrative Explanation/Justification Faculty Space and Equipment New Existing Narrative Explanation/Justification: Computers Other: New Existing Narrative Explanation/Justification: $3,000 $3,000 Replace in 3 yrs Replace in 3 yrs $3,000 TOTAL New Existing $149,500 $232,390 $235,970 $242,748 $252,730 New Program Request Form 11

12 CAA 1 Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Noel Studio for Academic Creativity New Course (Parts II, IV) College University Programs Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course ( S, W ) *Course Title (30 characters) Course Dropped (Part II) *Program Title Applied Creative Thinking X New Program (Part III) (Major, Option ; Minor X ; or Certificate ) Program Revision (Part III) Program Suspended (Part III) *Provide only the information relevant to the proposal. Proposal Approved by: Date Date Departmental Committee Graduate Council* N/A Is this a SACS Substantive Change? Yes**** No X Council on Academic Affairs College Curriculum Committee Approved Disapproved General Education Committee* N/A Faculty Senate** Teacher Education Committee* N/A Board of Regents** Council on Postsecondary Edu.*** *If Applicable (Type NA if not applicable.) **Approval needed for new, revised, or suspended programs ***Approval/Posting needed for new degree program or certificate program ****If yes, SACS must be notified before implementation. Please contact EKU s Office of Institutional Effectiveness. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.) Create a minor in Applied Creative Thinking A. 2. Effective date: (Example: Fall 2001) Fall 2012 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) N/A B. The justification for this action: The Minor in Applied Creative Thinking cultivates intentional and systematic competencies in students in order to develop creative leaders capable of solving emerging academic, business, and cultural challenges. More specifically, the minor provides an intentional, systematic, and coherent method of infusing desirable and necessary creative-thinking skills in EKU students from across the disciplines. Established scholars such as Daniel Pink and Erica McWilliam have posited that the future belongs to creative thinkers. Furthermore, the proposed minor academizes the initiatives set forth by the QEP, while responding to IBM s 2010 survey linking creativity to success in the workplace, a finding also supported by EKU Co-op research that employers are demanding out of the box thinkers who develop innovative solutions to unique problems. Operationalizing this minor establishes EKU among leaders in the Creative Campus movement, such as Vanderbilt U., U. of Alabama, Buffalo State College, and UMass Boston, among others, and provides a logical and complementary extension of existing initiatives in the Noel Studio. As an integrative collaborative effort, the Minor in Applied Creative Thinking weaves common threads through extant courses (for example, technology, psychology, education, and English, among others) while fostering creative thinking as transformative practice among EKU students. C. The projected cost (or savings) of this proposal is as follows: University Programs - 1

13 CAA 2 Personnel Impact: Initial personnel are already in place. Operating Expenses Impact: None Equipment/Physical Facility Needs: None Library Resources: Yes Part III. Recording Data for New, Revised, or Suspended Program 1. For a new program, provide the catalog description as being proposed. MINOR IN APPLIED CREATIVE THINKING A minor in Applied Creative Thinking is offered for students in all disciplines. The minor consists of 18 hours of courses. CRE 101 and CRE 400 are required. CRE 400 must be taken after the completion of the other five courses. The additional 12 hours may be taken from a list of potential courses listed on the Noel Studio website at or from the following potential courses: ART 100, ART 152, ART 153, ART 164, ART 376, BEM 353W, ENG 350, ENG 351, ENG 352, ENG 358, ENG 410, ENG 490, FSE 200, FSE 300, HLS 201, JOU 305, JOU 480, MUS 171, MUS 271, MUS 272, MUS 273, PUB 415. Students pursuing the minor in Applied Creative Thinking must earn a C or above in all courses counting toward the minor. Catalog Format: MINOR IN APPLIED CREATIVE THINKING Requirements.18 hours CRE 101 and CRE 400 (CRE 400 must be taken after the completion of the other five courses), and 12 hours from a list of potential courses listed on the Noel Studio website at: or from the following potential courses: ART 100, ART 152, ART 153, ART 164, ART 376, BEM 353W, ENG 350, ENG 351, ENG 352, ENG 358, ENG 410, ENG 490, FSE 200, FSE 300, HLS 201, JOU 305, JOU 480, MUS 171, MUS 271, MUS 272, MUS 273, PUB 415. Students pursuing the minor in Applied Creative Thinking must earn a C or above in all courses counting toward the minor. University Programs - 2

14 CAA 3 Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Applied Engineering and Technology New Course (Parts II, IV) College Business and Technology Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course ( S, W ) *Course Title (30 characters) Course Dropped (Part II) *Program Title Minor in Web Publishing X New Program (Part III) (Major, Option ; Minor X ; or Certificate ) Program Revision (Part III) Program Suspended (Part III) *Provide only the information relevant to the proposal. Proposal Approved by: Date Date Departmental Committee 11/18/2011 Graduate Council* NA Is this a SACS Substantive Change? Yes**** No X Council on Academic Affairs College Curriculum Committee 12/16/2011 Approved Disapproved General Education Committee* NA Faculty Senate** Teacher Education Committee* NA Board of Regents** Council on Postsecondary Edu.*** *If Applicable (Type NA if not applicable.) **Approval needed for new, revised, or suspended programs ***Approval/Posting needed for new degree program or certificate program ****If yes, SACS must be notified before implementation. Please contact EKU s Office of Institutional Effectiveness. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.) To add a new minor degree. A. 2. Effective date: (Example: Fall 2001) Fall 2012 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) NA B. The justification for this action: There is a demand by students for a degree in Web Publishing. C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: None Operating Expenses Impact: None Equipment/Physical Facility Needs: None Library Resources: None AET 33

15 CAA 4 Part III. Recording Data for New, Revised, or Suspended Program 1. For a new program, provide the catalog description as being proposed. 2. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 3. For a suspended program, provide the current program requirements as shown in catalog. List any options and/or minors affected by the program s suspension. New or Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) Minor in Web Publishing A minor in Web Publishing will add a valuable set of skills to a student s portfolio for many different majors. Students learn to create professionally designed web sites using current web standards. Requirements.. 18 hrs. CIS 240; GCM 255, 313, 355, 455; NET 303. AET 34

16 CAA 5 Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name MMAC New Course (Parts II, IV) College Business and Technology Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course ( S, W ) *Course Title (30 characters) Course Dropped (Part II) *Program Title International Business X New Program (Part III) (Major, Option ; Minor X ; or Certificate ) Program Revision (Part III) Program Suspended (Part III) *Provide only the information relevant to the proposal. Proposal Approved by: Date Date Departmental Committee 11/22/ Graduate Council* N/A Is this a SACS Substantive Change? Yes**** No X Council on Academic Affairs College Curriculum Committee 12/16/2011 Approved Disapproved General Education Committee* N/A Faculty Senate** Teacher Education Committee* N/A Board of Regents** Council on Postsecondary Edu.*** *If Applicable (Type NA if not applicable.) **Approval needed for new, revised, or suspended programs ***Approval/Posting needed for new degree program or certificate program ****If yes, SACS must be notified before implementation. Please contact EKU s Office of Institutional Effectiveness. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.) To establish a minor program in International Business A. 2. Effective date: (Example: Fall 2001) Fall 2012 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) NA B. The justification for this action: Students in majors outside of business are seeking ways to build international business expertise and knowledge to strengthen their major areas of study. This minor will allow for collaborative efforts in many departments across campus and will promote diversity and study abroad. C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: None Operating Expenses Impact: None Equipment/Physical Facility Needs: None Library Resources: None MMAC 1

17 CAA 6 Part III. Recording Data for New, Revised, or Suspended Program 1. For a new program, provide the catalog description as being proposed. 2. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 3. For a suspended program, provide the current program requirements as shown in catalog. List any options and/or minors affected by the program s suspension. New or Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) Minor in International Business The International Business Minor is offered to students majoring in programs other than business who have a desire to gain knowledge in international business and experience business courses through study abroad. To enroll in a 300-level business course, students must have completed a minimum of 60 hours and have met the prerequisites of the specific course. Students must earn at least 12 of the 18 hours for the International Business Minor at EKU and earn a C in each of the minor courses. Requirements.18 hours CCT 310, GBU 201, MGT 301, 430, and six hours of business credit from approved courses studied and completed abroad. MMAC 2

18 CAA 7 Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Curriculum and Instruction New Course (Parts II, IV) College Education X Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course ( S, W ) *Course Title (30 characters) Course Dropped (Part II) *Program Title Middle Grade Education (5-9) New Program (Part III) (Major X, Option ; Minor ; or Certificate ) Program Revision (Part III) Program Suspended (Part III) *Provide only the information relevant to the proposal. Proposal Approved by: Date Date Departmental Committee 08/18/11 Graduate Council* 11/18/11 Is this a SACS Substantive Change? Yes**** No X Council on Academic Affairs College Curriculum Committee 10/04/11 Approved Disapproved General Education Committee* NA Faculty Senate** Teacher Education Committee* 10/25/11 Board of Regents** Council on Postsecondary Edu.*** NA *If Applicable (Type NA if not applicable.) **Approval needed for new, revised, or suspended programs ***Approval/Posting needed for new degree program or certificate program ****If yes, SACS must be notified before implementation. Please contact EKU s Office of Institutional Effectiveness. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.) LIB 501 changed to LIB 401; this course requirement revision needs to be reflected in the program. A. 2. Effective date: Fall 2012 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) B. The justification for this action: Course revision C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: NONE Operating Expenses Impact: NONE Equipment/Physical Facility Needs: NONE Library Resources: NONE 1

19 CAA 8 Part III. Recording Data for New, Revised, or Suspended Program 1. For a new program, provide the catalog description as being proposed. 2. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 3. For a suspended program, provide the current program requirements as shown in catalog. List any options and/or minors affected by the program s suspension. New or Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) Middle Grade Education (5-9) Teaching (B.S.) CIP Code: Upon completion of a degree in Middle Grade Education, candidates will: 1) demonstrate the broad general background knowledge, dispositions, and skills necessary to function as a literate, informed, active citizen, and to serve as a model for middle level students; 2) demonstrate the pedagogical skills and content knowledge necessary to meet Kentucky s Teacher Standards in middle level classrooms; 3) demonstrate the appropriate dispositions to effectively meet the diverse needs of middle level students found in public schools. Major Requirements...40 hours Middle Grade Core...15 hours EMG 430, 445, 445W, 447, and six hours from 491, 492, 493, or 494 or 494W. Professional Education Requirements...25 hours EDF 103, 203, 319, 319W, 413, SED 401 or 401S, and EMG 499. Supporting Course Requirements...48 hours Options...24 hours Students seeking middle grade (5 9) certification must select two areas of emphasis from: English and communications, mathematics, science, social studies. Twenty four hours are required in each area. English and Communications...24 hours ENG 210 (block IIIB) and 211 or 212; 350 or 351; ENG 410; LIB , CMS 100 (block IC), and six hours selected from ENG 303, 405, 510, 520, or EME 551. Mathematics...24 hours MAT 106 (block II), 201, 202, 203, 205, 211 or 261 (block VIII); 303, and STA 270 (block VIII). (Candidates are advised to take CSC 104 as a symbolics option prior to enrolling in MAT 205 unless they already possess skills comparable to those acquired in CSC 104.) Candidates whose secondary education did not include a course equivalent to MAT 107 will need to take the course prior to enrolling in MAT 211, 261, 303, or STA 270. Science hours BIO 102 (block IVA), CHE 100, PHY 102 (block VIII), GLY 102 (block VIII), CNM 599, AST 130 or 135, GEO 215 and 3 hours selected from AST 330, BIO 121, BIO 131, BIO 141, BIO 303, BIO 317, GLY 109, GLY 304, GLY 307, PHY 131. Social Studies...24 hours ECO 120 (block VIII); GEO 200 or 220 (block VB); HIS 202; HIS 203, 303, 304, 305, 308, 401, 402, 403, 404, 405, 406, or 424; HIS 246 (block VA); HIS 247 (block VC), 320, 336, 339, 343, 344, 345, 363, 374, 383, or 385; POL 100 or 101 (block VIII); and 3 hours selected from ANT 120, 325, SOC 131, or 345. Must take at least one HIS course at the 300 or 400 level. General Education Requirements hours Standard General Education program, excluding courses identified as GEW in area of emphasis. Refer to Section Four of this Catalog for details on the General Education and University requirements. University Requirement...1 hour EDO 100. Free Electives hours Total Curriculum Requirements hours Candidates earning a degree that leads to teacher certification must take the PRAXIS Series (Professional Assessments for Beginning Teachers) and PLT (Principles of Learning and Teaching) exams as a requirement for graduation. Candidates are encouraged to review the schedule for PRAXIS and PLT registration deadlines prior to beginning the senior year (www. kyepsb.net/ AND Specialty exams are required for each certification area sought and it may take more than one test date to complete all requirements. Candidates should confer with their education advisor/counselor to determine the most optimal time to take required exams. 2

20 CAA 9 Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Curriculum and Instruction New Course (Parts II, IV) College Education X Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course ( S, W ) *Course Title (30 characters) Course Dropped (Part II) *Program Title MAEd Library Science New Program (Part III) (Major X, Option ; Minor ; or Certificate ) Program Revision (Part III) Program Suspended (Part III) *Provide only the information relevant to the proposal. Proposal Approved by: Date Date Departmental Committee 08/18/11 Graduate Council* 11/18/11 Is this a SACS Substantive Change? Yes**** No X Council on Academic Affairs College Curriculum Committee 10/04/11 Approved Disapproved General Education Committee* NA Faculty Senate** Teacher Education Committee* 10/25/11 Board of Regents** Council on Postsecondary Edu.*** NA *If Applicable (Type NA if not applicable.) **Approval needed for new, revised, or suspended programs ***Approval/Posting needed for new degree program or certificate program ****If yes, SACS must be notified before implementation. Please contact EKU s Office of Institutional Effectiveness. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.) Decrease number of credit hours from 46 (total hours were incorrect in catalog) to 37. A. 2. Effective date: Fall 2012 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) B. The justification for this action: Align program courses with current standards and addresses program delivery for in-out of state competiveness. C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: NONE Operating Expenses Impact: NONE Equipment/Physical Facility Needs: NONE Library Resources: NONE 44

21 CAA 10 Part II. Recording Data for New, Revised, or Dropped Course (For a new required course, complete a separate request for the appropriate program revisions.) 13. For a new course, provide the catalog text. 14. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions and underlines for additions. 15. For a dropped course, provide the current catalog text. New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.) Part III. Recording Data for New, Revised, or Suspended Program 16. For a new program, provide the catalog description as being proposed. 17. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 18. For a suspended program, provide the current program requirements as shown in catalog. List any options and/or minors affected by the program s suspension. New or Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) MASTER OF ARTS IN EDUCATION with Teacher Leader Endorsement Preparation Library Science CIP Code: (Online Program) I. GENERAL INFORMATION Master of Arts in Education, Rank II non-degree, and Rank I non-degree Library Science programs leading to certification as school media librarian for grades P-12 are offered. Candidates entering the program must be certified as classroom teachers in order to serve as instructional leaders, teacher mentors, literacy or math coaches, instructional facilitators, department chairs and/or team leaders. Teacher Leader Endorsement - Candidates will be eligible to apply for the Teacher Leader Endorsement upon completion of this program. II. ADMISSION REQUIREMENTS Candidates must meet the admissions requirements of the Graduate School and have completed an initial elementary, middle, or secondary teaching certification program. In addition, candidates must have earned an overall 3.0 undergraduate GPA or a 3.0 in the last 60 hours completed and submitted official test scores for either the GRE or Miller Analogies Test (MAT ). Scores on the GRE/MAT are used in conjunction with the undergraduate GPA and other criteria in selecting candidates for admission. III. PROGRAM REQUIREMENTS Library Science Curriculum for P-12 Teacher Leader Core hours ETL 800, 801, 802, hours LIB 863* 872 (capstone course for teacher leader)...3 hours Literacy Supporting Coursework...3 hours One of the following: ELE 871, EMG 806, ESE hours Library Media Specialization hours LIB 701*, 800, 801, 802, 805, 821, 831, and 870. Exit Requirement...0 hours Comprehensive Exam and Portfolio Review: GRD 878x and 878y Total Program Hours hours *Candidates who have completed LIB 501 with a grade of C or better may use them to reduce requirements in the Library Science block by 3 hours. Candidates who have completed LIB 501 for credit may not take LIB 701. LIB 863 will serve as the capstone course for Library Science. IV. EXIT REQUIREMENTS The following are the exit requirements for Library Science. Program GPA: Candidates must earn an overall GPA of 3.0 or higher, with no grade lower than a C. 45

22 CAA 11 Research Requirement: An action research project which culminates in a technology enhanced presentation is required in the Capstone Seminar, LIB Comprehensive Examinations: The candidate will have an opportunity to demonstrate professional growth through an oral examination (GRD 878x) covering education and major program components taken in conjunction with the Capstone Seminar. A portfolio review is also required (GRD 878y). 46

23 Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Curriculum and Instruction New Course (Parts II, IV) College Education X Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course ( S, W ) *Course Title (30 characters) Course Dropped (Part II) *Program Title Library Science Rank I New Program (Part III) (Major x, Option ; Minor ; or Certificate ) Program Revision (Part III) Program Suspended (Part III) *Provide only the information relevant to the proposal. Proposal Approved by: Date Date Departmental Committee 08/18/11 Graduate Council* 11/18/11 Is this a SACS Substantive Change? Yes**** No X Council on Academic Affairs College Curriculum Committee 10/04/11 Approved Disapproved General Education Committee* NA Faculty Senate** Teacher Education Committee* 10/25/11 Board of Regents** Council on Postsecondary Edu.*** NA *If Applicable (Type NA if not applicable.) **Approval needed for new, revised, or suspended programs ***Approval/Posting needed for new degree program or certificate program ****If yes, SACS must be notified before implementation. Please contact EKU s Office of Institutional Effectiveness. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.) Decrease number of credit hours from 34 to 31. A. 2. Effective date: Fall 2012 CAA 12 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) B. The justification for this action: Align program courses with current standards and addresses program delivery for in-out of state competiveness. C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: NONE Operating Expenses Impact: NONE Equipment/Physical Facility Needs: NONE Library Resources: NONE 47