Program Modification Changes to Create Network and Quality Systems Concentration

Transcription

1 Program Modification/Proposal Create Nutrition and Quality Systems Concentration, Masters in amily and Consumer Sciences A. THE MODIICATION 1. Describe briefly what the change will be The proposed change provides modifications to the existing Masters in amily and Consumer Sciences (MCS) degree to create a Masters level Nutrition and Quality Systems (NQS) Concentration online at BGSU to be electronically configured and delivered (see appendix A for a summary of the MCS NQS Concentration as proposed). This includes using existing QS and N courses as a concentration within the (MCS) degree to provide a parallel QS Concentration for C & TE as a separate and distinct area of study. The four existing QS courses are QS 527, 616, 626 and 627 and the five existing N courses are 607, 609, 610, 611 and 680 (see appendix B for course descriptions). The proposal intentionally transitions course work and infrastructure to a internet technology base, facilitating maximum portability and efficiency in the teaching and learning process. 2. Catalog description for the new MCS NQS Concentration Created at BGSU in response to demands from professionals in the region, the NQS reflects the disciplines represented in Quality Systems and ood and Nutrition Sciences analysis. The QS focuses preparation on quality systems in technological organizations via quality engineering, services and management, training functions, and other professional preparation. Process analysis for reduction in variation of product, providing high quality, consistently and without defects, is the goal. This includes preparation for management and facilitation of ISO and QS 9000 standards registration and maintenance in organizations through training and management functions. The QS Concentration is designed to facilitate new product development and associated robust challenges that accompany new product launch changes in an organizational context for advanced product quality planning (APQP). Enhanced productivity and reduced costs in technical environments is a broader quality target for all professional contexts. The QS serves traditional and non-traditional learners, particularly those who are full-time working professionals. This has evolved courses designed for electronic delivery via web-based technologies for student convenience. All work done in QS courses is team-based in a project context, similar to how quality improvement is pursued in actual professional functions. The curriculum is also intentionally designed to facilitate project-based coursework via an applied research emphasis with industrial and other organizations through students engaged as leaders on teams. 3. Courses proposed to be changed as a result of the modification No courses are being changed since the QS core courses exist in their entirety in the MIT QS Concentration. 4. Courses to be dropped as a result of the modification 5. Courses to be added as a result of the modification N/A 6. Sequence and articulation of courses

2 B. RATIONALE QS course listings and sequencing appear later in the proposal. 1. Reason/need for the modification Several factors collectively focus on the need to have a curriculum attractive to students within and external to our campus, providing a specific rationale for current proposed changes: Addressing emerging, changing, markets; Portfolio assessment of learner outcomes, other programmatic quality indicators; Identity of quality curriculum, graduate and undergraduate relationships; Generic interdisciplinarity, service orientation, and; Electronic delivery, project and laboratory relationships, non-geographically bound. Addressing emerging, changing, markets. The QS graduate curriculum, within the MIT, originated from the undergraduate Applied Quality Science (AQS) program. As the AQS and MIT have matured, increasing opportunities have developed in the areas of International Standards Organization (ISO) and Quality Systems (QS) 9000 standards, particularly related to automotive manufacturing. This was not directly addressed in the original MIT proposal or the existing C & TE, and is now part of the current proposal, addressing these important issues. All aspects of the electronic delivery systems for QS are designed to provide maximum flexibility for non-traditional working adult students in the field at various locations. The new C & TE QS Concentration is designed specifically to be attractive to various technical and professional degree holders particularly associated with training and development functions. Portfolio assessment of learner outcomes, other programmatic quality indicators. The proposal reflects a strong emphasis on assessing learner outcome progress as part of a broader initiative to assure that the QS program is in fact meeting student needs and doing what was intended. As is reflected throughout the proposal, the QS offers electronic advising, various quality checkpoints along the way to assure student success, electronic portfolio assessments in all core courses, independent student certification, and robust engagement of student professional organization in various ways. Identity of quality curriculum, graduate and undergraduate relationships. Advent of the Indiana State University Ph.D. in Technology Management, Quality Systems ecialization (QSS), has caused three 700 level doctoral courses to emerge and be committed from BGSU, and for BGSU to become the lead QSS university within the consortium of five universities in the US. The various levels and titles of quality programming need to be consistently identified to bring undergraduate courses, and courses in the Masters level, under one programmatic title consistent with the doctoral QSS. This strengthens identity associated with marketing, attracting external funding, leading in the quality field regionally, nationally and globally, and in other ways, addressing separate but related graduate and undergraduate functions with articulated graduate and undergraduate proposals. The three 700 level courses created for the ISU Consortium are provided in a separate proposal. Generic interdisciplinarity, service orientation. While the genesis for creating quality curriculum at BGSU was born in the manufacturing arena originally, the quality field is moving increasingly into other areas. The service sector provides many opportunities to attract new students and strengthen relationships with existing programs such as Applied Statistics and Operations Research. Proposed changes strengthen interdisciplinary appeal to various constituencies as new markets while continuing to serve manufacturing related students. This acknowledges that the quality system is a service function, in some ways different from the act of manufacturing. More specifically, the current proposal acknowledges and acts on existing strong linkages with the training field, a strong element in the C & TE. Electronic delivery, project and laboratory relationships, non-geographically bound. The quality systems curriculum has emerged as a front runner in electronic delivery methods, lending itself nicely to 2

3 web-based project-oriented approaches. The focus of quality core courses has become a project improvement orientation, based on problem solving using quality tools. The web-based electronic delivery, combined with a project orientation has moved the focus of the laboratory away from traditional site-based labs on campus, and into a industry and organization as the lab. Service projects have been performed in several organizations, including the university itself, and industrial projects are routinely completed at various sites. Significantly, creation of the QS provides opportunities to attract and service students at sites other than on campus at BGSU in traditional ways. Examples of past research projects, recently conducted by student teams, can be viewed at Online Quality Learning Community. An effort is currently underway at BGSU to launch an initiative titled, Online Quality Learning Community (OQLC). This project places all courses, functions and activities online in an effort to attract and retain new markets, particularly associated with the American Society of Quality (ASQ), one of the largest professional bodies in the world. The OQLC is intentionally 100% electronically conducted, providing a key emphasis on assessment based on development of electronic portfolios throughout the core quality courses. ocused currently primarily on undergraduate curriculum, it is anticipated that as the C & TE proposal is approved, and assuming other C & TE courses are brought online, the Masters level graduate component will become a compliment to the undergraduate and Ph.D. online QS programs. It is anticipated that the C & TE QS Concentration will be ramped into beginning fall, 2004 assuming the current concentration is approved. 2. Student implications 2.1 Prospective student demand At the time of this proposal, approximately 75 students have graduated from the MIT degree since its inception. Of these, about one third have focused in the area of quality in various ways. Approximately 25 projects or theses have been completed in the area of quality. Demand will grow based on changes proposed in the C & TE arena. It is anticipated that 3-4 new students per year, minimum, will be attracted to the newly created C & TE QS Concentration. This is expected to result in about QS students in the year 2010, mostly off-campus and non-traditional. If aggressively marketed, particularly based on increased visibility of concentration status, to match growth in service industries, all coupled with electronic delivery, growth potential is virtually unlimited. Assuming other courses in C & TE become web-based over the next several years, this could represent significant growth potential in emerging markets. 2.2 Effect on required hours in major The proposed change provides a total of hours, consistent with the existing C & TE, depending on which synthesis experience is used (plan I or plan II). 2.3 Number of students affected and in what way The proposed changes can affect all C & TE students in a positive manner, facilitating changes described as part of their curriculum. 2.4 ecial fees ees will remain similar to fees in existing C & TE programs/courses. 2.5 Effect on elective hours The proposed changes provide additional electives and flexibility in course requirements. 3

4 C. RELATIONSHIP TO EXISTING PROGRAMS 1. Integration and relationship of modification with/to other offerings, including effect on demand for courses in other programs. 1.1 In the Department Demand for the newly configured concentration will cause modest increases in course demands over time since this represents new student markets being brought to BGSU. 1.2 In the College Demand for the newly configured concentration will cause modest increases in course demands over time since this represents new student markets being brought to BGSU. 1.3 In other University Departments and Colleges Demand for the newly configured concentration will cause modest increases in course demands over time since this represents new student markets being brought to BGSU. 2. Individuals contacted Various individuals have been contacted, primarily at the programmatic, departmental and collegial level, to provide input on the proposed changes. 3. General education core requirements D. STAING IMPLICATIONS/QUALIICATIONS 1. Are faculty and staff with expertise available now? aculty and staff with expertise are currently available. Dr. Sinn has been the lead faculty in the QS development at all levels, serving as the author of the C & TE QS Concentration. However, as with all areas of study within C & TE, other faculty will share in directing thesis and project research, student advising, and general committee work. It is also anticipated that additional faculty resources will be forthcoming as the OQLC project emerges and grows, focusing additional faculty in the QS arena over the next few years to match anticipated growth. 2. Effect on faculty work load and staff allocation As growth occurs it is anticipated that additional faculty resources will be required to accommodate proposed changes. Projected course load rollout is based on a four year repeating cycle, providing the four QS graduate courses; QS 527, 616, 626, 627; for all terms (see course descriptions in appendix B). Considerations to bear in mind while viewing the rollout are: Complete load, including undergraduate and graduate courses, is shown to assure that all are clear on realities of what is being proposed. QS 616 is being brought on line simultaneously as an undergraduate course, TECH 302, is being phased out of Dr. Sinn s load (with the exception of summer offering). QS(S) 627/727, QS(S) 616/702 and QS(S) 626/726 are offered simultaneously as different courses, initially, during launch of the 700 QSS consortia with ISU. 4

5 Load is based around one full time faculty, anticipated to expand as changes proposed take effect. QS 527 course is a dual offered graduate section with the undergraduate counterpart 427 level course, proposed separately. Course TECH 302 X X X X X QS 326 (GA) X X X X X X QS 316 (GA assist) X X X X X X QS 327 (GA) X X X X X X QS 426 X X X X X X QS 427/QS 527 X X X X X X QS 437 (GA assist) X X X X X QS 616 X X X X X X X X X X X X X X X X X X QS 626 X X X X X X QS 627 X X X X X X QSS 702 X X X X QSS 726 X X X X QSS 727 X X X X OQLC Proj. Director X X X X X X X X X X X X X X X X X X The OQLC Directorship will require one course reduction, currently taking effect, as of spring, 2003 and beyond, based on the existing proposal. It is also anticipated that additional doctoral fellows will be dedicated to the OQLC effort, beginning fall, As demand for all courses grows, necessitating additional sections of undergraduate and graduate load, additional faculty are anticipated to be added to help facilitate this effort. Anticipated growth in faculty and doctoral students is a cost in the OQLC proposal currently being addressed by Dean Savage in the College of Technology and Dean Balzer in the Division of Continuing Education. E. AVAILABILITY O SUPPORT SERVICES 1. ace 2. Library Library facilities remain adequate for the emerging concentration.. BUDGET IMPLICATIONS 1. Cost of new equipment and supplies 2. Student fee for field experiences 3. Additional costs No additional costs are anticipated at this time. Cost savings may result since fewer services may be necessary through on-campus offices for traditional on-campus students. As the QS grows, it is anticipated that additional electronic infrastructure and support may be required but these are not required at the 5

6 current time. It is also anticipated that a separate proposal will be made at a different time to configure all QS students with laptop technology, regardless of location. Additional costs to cover advertising and recruitment to attract new student markets, throughout the state of Ohio and perhaps beyond, will also be realized in the future. 6

7 Appendix A ood Science and Quality Systems (SQS) Online Masters degree at BGSU Research Core = 9 hours 6XX: Research Methods 6XX: Stats (or other analytical course) N or TECH 680: Seminar SQS Concentration = 24 hours QS 527: Synchronous Quality Planning QS 616: Quality Culture Assessment QS 626: ISO/QS Data-based Quality Systems QS 627: ISO/QS Documentation/Productivity Analysis &N 607. amily and Community Nutrition &N 609. Micronutrients Through the Life an &N 610. Macronutrients for Human Nutrition &N 611. Clinical Nutrition Synthesis Experience = 3 hours N 691 or TECH Project Research 7

8 Appendix B The four existing, fully approved, QS core courses are shown below. These courses are currently used as part of the Manufacturing ecialization within the Master of Industrial Technology Degree, fully offered online. QS 527. Synchronous quality planning (3) II. Planning and developing new product, while doing existing quality responsibilities via mature data and documentation. Culminates in designed experiment, reliability improvements or other manufacturing or non-manufacturing change plans. Team-based project configuring portfolio based on ISO/QS 9000 rubrics. Prerequisites: QSS 326, 327, 426 or consent of instructor. QS 616. Quality Culture Assessment (3) I, II, III. Assessment and application of quality driven change process, emphasizing technological and cultural issues associated with servicing customers from a supplier perspective in both manufacturing and non-manufacturing circumstances. Team-based project configuring portfolio based on ISO/QS 9000 rubrics. Prerequisites: none. QS 626. ISO/QS Data-based Quality Systems (3) I. Data-based quality systems for improvement including statistical process control using variable and attribute data, capability indeces and gage analysis, and data gathering systems for variation reduction in manufacturing and non-manufacturing. Team-based project configuring portfolio based on ISO/QS 9000 rubrics. Prerequisites: QS 616. QS 627: ISO/QS Documentation/Productivity Analysis (3) I. Productivity improvement, process quality and variation reduction through documentation systems analysis and design. Team-based project configuring portfolio based on ISO/QS 9000 rubrics. Prerequisite: QS