ACTION ITEMS FOR INITIAL IMPLEMENTATION

A P RIP ROUND 1 OVERVIEW June 15, 2015 THIS SECTION PROVIDES THE READER WITH THE RESULTS OF THE INITIAL REVIEW OF ALL APRIP TEAM REPORTS. ONE OF THE APRIP TEAM REPORTS FOLLOWS THIS SECTION. The purpose of this report is to provide a high-level overview of Round 1 of the UMS Program Integration portion of the Academic Portfolio Review and Integration Process (APRIP). Nine discipline-based teams met from January-May, 2015 to discuss strategies to increase quality, access, and fiscal sustainability through inter-institutional collaboration. Teams represented business, criminal justice, education, engineering, history, languages, marine science, nursing, and recreation/tourism. Each provided a detailed report containing recommendations for further development. On June 11, the Chief Academic Officers reviewed all nine team reports and determined which action items would be pursued at this time. They presented and discussed their recommendations with the APRIP Oversight Committee on June 12. They especially noted the following: 1. The team reports represent extraordinary levels of time, thought, and effort on the part of over 100 individuals. The teams were working under very difficult conditions, both in terms of time available and because so many of the factors required to implement One University were and remain undecided. CAOs and the Oversight Committee are deeply grateful to these academic pioneers for their good work. 2. The CAOs are recommending follow-up on many but not all of the team recommendations, based on a variety of factors. They will return to the reports in the future as the system is able to lay more groundwork for additional action steps. 3. The CAOs will assign follow-up responsibility for recommended actions to individuals or groups that have the appropriate responsibility and authority to bring them to life in most cases to administrators or official groups. Team input will continue to have value as needed, but they have fulfilled the responsibilities requested of them. 1. Business ACTION ITEMS FOR INITIAL IMPLEMENTATION a. Support the development of a single MBA for UMaine and USM. Increase recruitment efforts and expand pipelines into that MBA from business programs at the other five campuses. Develop opportunities for students in undergraduate majors other than business, as well, to move into this MBA. b. Further develop a vision and plan for the business programs at the five smaller campuses. This plan should further integrate, with intentionality, these programs to support them with more efficient operations, while also encouraging campus differentiation where appropriate.. Criminal Justice and Criminology a. Establish a common community / professional advisory board. b. Develop a common associate s degree with common course numbering, descriptions, and learning outcomes.

c. Pursue ACJS certification / accreditation of the common associate s degree. 3. Education a. Re-institute System-wide Education Deans and Directors meetings to coordinate the work already being done across the System, and to explore, plan, and implement other collaborative efforts going forward. b. Continue work on the common Master of Education in Instructional Technology currently in development between UMaine, USM, and UMF. c. Continue work on the 3+2 program in Rehabilitation and Counselor Education currently in development between USM and UMF, and the suspension of UM s Counselor Education program. d. Collaboratively deliver secondary education methods courses for all secondary candidates across the System. e. Build pathways from all seven campuses into graduate work in Education. f. Collaborate on course / program delivery across the seven campuses using the cohort model to the greatest extent possible, to achieve the greatest possible access and efficiency. 4. Engineering a. Develop a uniform curriculum for students in their first two years of mechanical engineering and electrical engineering. Courses will be primarily delivered on site, but will be fully transferable to facilitate student transfer between UM and USM. b. Move a selection of upper-level courses toward more online pedagogy to facilitate sharing those courses between the two campuses. c. Establish curricular committees in mechanical engineering and electrical engineering to meet each semester to ensure that first-two year curricula remain aligned and to ensure that the coordination is operating effectively and efficiently. d. Develop curricula at the five smaller campuses to allow those students, after one or two years, to transfer into the engineering programs at UM and/or USM. e. Develop uniform course numbering in the core areas mathematics, physics, and chemistry to facilitate transfer and ensure consistency. 5. History a. Develop a stronger pathway from the various undergraduate programs into the graduate program at UMaine, and invite all UMS history faculty to apply for admission into UMaine s graduate faculty. b. Explore the possibility of merging the four current undergraduate programs into a single program that would be available on all seven campuses, in order to sustain and build the availability of history curriculum. Encourage differentiation in areas of expertise at various campuses, to further build the diversity of history education. 6. Languages a. Continue the existing French and Spanish degree programs, with access at all seven campuses, initially with a focus on language acquisition. b. Expand language acquisition opportunities in other languages such as Japanese, Chinese, and Arabic. For example, Chinese could be offered through USM s Confucius Institute.

c. Continue the M.A. in Applied Teaching in French and Spanish. d. Coordinate and integrate all UMS study abroad offices to expand and support study abroad on all seven campuses. 7. Marine Sciences a. Develop joint, blended, team-taught, etc. courses in a variety of ways, such as distance courses with field-based components. Take advantage of short course opportunities, such as one day per week, summers, weekends, etc. that allow rich use of off-site facilities. b. Articulate the curricula, particularly with learning outcomes at upper levels, to facilitate students moving from undergraduate into graduate programs. c. Explore further opportunities to collaborate on use of facilities, both on campus and off site. d. Develop a 4+1 Professional Science master s degree, with dual 400/500 level courses as appropriate. e. Develop a common Web presence, particularly for purposes of marketing and student recruitment. 8. Nursing a. Develop a plan for the full alignment of nursing curriculum within the UMS, including a detailed articulation of the challenges and a plan for addressing them. b. Given the critical importance of expanding nursing programs to meet the current and future needs of Maine, consult with appropriate external group(s) to help us better understand the challenges and identify strategies for expanding our capacity, particularly in clinical placements. Also explore strategies currently being used at nursing programs in other rural states. c. Develop a report on the current nursing education partnership between UMA and UMFK. Include an analysis of the challenges and successes experienced in this collaboration thus far, as well as suggestions for improvements. This report should be delivered to the UMS CAOs for their review by the end of the fall 2015 semester. 9. Recreation and Tourism a. Strengthen communication across the campuses with the development of a central Web site, designed to serve students and faculty, but also to serve as a marketing and student recruitment tool. b. Seek opportunities for semester-long residencies, to allow students at any campus to take full advantage of the differentiated areas of expertise and opportunity at other campuses. c. Further expand the range of short courses available, taking advantage of the range of specializations already available on the various campuses. Consider a full range of possibilities summers, weekends, January and May terms, semester breaks, etc. d. Develop pathways to take further advantage of articulated 4+1 opportunities for student progression into graduate work. e. Consider the development of hybrid team-taught courses, employing point persons in the field to work with the primary on site (or online) instructor. f. Collaborate on market-based certificate programs, expanding access across multiple campuses.

Essential Next Steps The APRIP Teams were engaged in high-level planning. All of the disciplines require additional work to bring the recommendations to reality, some more than others. The existing teams or successor designees must do some additional planning, and most will need funding. Leaders and professional staff must do considerable work to enable the plans to become reality. This work will be costly and requires a capital budget. External funding would significantly advance the time frame for implementation. In a May 2015 meeting, Team Leaders recommended that UMS support their recommendations as follows: 1. Build capacity for extensive distance-delivery and blended instruction, including a. Significant increases in interactive video instructional sites that are absolutely reliable and facultyfriendly. b. Significant increases in faculty professional and instructional development capacity (time, access to expertise and resources), ease of access, and expectations. c. Common academic calendar system-wide d. System-wide academic information system for course planning, advising, program marketing e. System-wide marketing 2. Establish capacities and systems for students to enroll simultaneously in multiple institutions capacities that are seamless and impact-neutral for students, faculty, and institutions. a. Students: Advising, registration, tuition rates, fees, billing, payment, reliable planning for transfer, financial aid, grade transfer, online comprehensive catalog and pathways, etc. b. Faculty: Workload and P&T recognition c. Institutions: Revenues and enrollment credit, non-competitive funding model Additional Achievements, Round 1: Emerging culture: help each other better serve students, whether on the giving or receiving end; interinstitutional respect for faculty expertise; expanded professional colleagueship Transferability enhancements, certificate and associate programs Increased awareness of benefits from greater comparability/standardization of general education Extraordinary voluntary service to UMS despite heavy workloads, contrary administrative systems, fear, and sometimes-difficult interpersonal issues Important lessons to apply to the Round 2 process and beyond

APRIP Sub-team Report to UMS CAOs May 2015 Marine Sciences Executive Summary The APRIP Marine Sciences sub team discussed the value of marine science education to students in the University of Maine System, recognized the vibrant and successful programs in marine sciences (UM School of Marine Sciences, UM SMS) and marine biology (UM Machias, UMM), summarized the facilities available for marine science education within the UM System, and identified potential areas for collaboration in marine science education at both the graduate and undergraduate level. Because of the short time frame for the review process, the suggestions in this report have not benefitted from review by the faculties at the institutions represented by the committee members. We strongly recommend that those faculties be consulted before any implementation of the suggestions we provide. The majority of our recommendations will require financial investment to strengthen the opportunities for students studying marine science across the UMS. We do not have the data required to determine whether the investments would result in financial gains over time (in terms of greater numbers of students enrolled in the programs), but we believe that strategic investments can have positive impacts on student growth and development and on the UMS. Why Invest in Marine Science? 1. Marine Science attracts students Just as the ocean draws millions of visitors to the coast of Maine, Marine Sciences and Marine Biology undergraduate programs draw students to the University of Maine System. Enrollments are growing and many students are from out of state. 2. Marine Science education enhances Ocean and STEM literacy The average U.S. citizen has a 6 th grade level of understanding about local marine and oceanic systems. Maine students need to acquire literacy in ocean systems given the state s significant coastline and the key role the Gulf of Maine plays in the state s economy. At the same time, comprehensive curricula in marine science provide students with the knowledge, skills and abilities (KSAs) related to research, scientific inquiry, data analysis, problem solving, evidence based analysis and communication that are central to STEM literacy. 3. Marine Science prepares graduates for STEM workforce A recent survey of 103 UM SMS graduates showed greater than 90% of students were employed and over 75% of those students were employed in a marine related job. 1

4. Rich in Existing Capacity The UMS is well positioned to grow Marine Science programs and capitalize on existing successes. A signature area of the University of Maine, UM SMS is a center of excellence in research and education related to the ocean, including strengths in marine organismal, population and ecosystem biology; oceanography, physical and biogeochemical marine sciences; aquaculture, fisheries and marine policy. It is nationally recognized for rigorous, student centered undergraduate & graduate education. The Darling Marine Center provides excellent education & research facilities on the midcoast. The Marine Biology program at UMM integrates place based marine research, training, and education. UMM is the only institution of higher learning in Downeast Maine with the location and infrastructure to expand coastal research, training, and education capacity in topic areas most relevant to Downeast Maine. University of Southern Maine (USM), University of Maine Farmington (UMF) and University of Maine Augusta (UMA), do not offer marine science majors, but provide specific marine related courses to students in other majors, and demand for these courses is growing. USM is well placed with campuses on or very near Casco Bay. Summary of Recommendations We recommend the following to take advantage of Maine s access to the coast and substantial expertise in marine sciences: 1) Semester long undergraduate courses that blend online convenience and diverse marine science expertise and resources with intensive person to person, research driven field instruction during semester breaks or summer breaks. 2) Further development of a Professional Science Masters in Marine Science 4+1 program (UM SMS) that would be accessible to students at UMM, and, potentially further down the road, at other UMS campuses. 3) Improved support for non UM faculty participating in UM SMS graduate programs, and for students pursuing graduate degrees in UM SMS who are based at other campuses/sites with their advisors. 4) Continuing dialog and cooperation between the faculty involved in marine focused programs at UM SMS and UMM, and among faculty teaching marine oriented courses at other UMS campuses (particularly UMF and USM). 5) Initiating (or continuing) dialog and cooperation with other Maine institutions, including SMCC, MMA, GMRI, BLOS, etc., through a Marine Science Education Summit. This would encompass education at both undergraduate and graduate levels. 2

Sub-Team Members Name, Institution and Title Brian Beal, UMM, Professor of Marine Ecology William Ellis, UM SMS, Associate Director of the School of Marine Sciences and Associate Professor of Oceanography Sara Lindsay, UM SMS, Associate Professor of Marine Science Jeremy Nettleton, UMM, Assistant Professor of Marine Biology Noah Oppenheim, UM SMS, Graduate Student Mary Jane Perry, UM SMS, Interim Director of the Darling Marine Center, Professor of Marine Sciences and Oceanography Nancy Prentiss, UMF, Lecturer III of Biology David Townsend, UM SMS, Professor of Oceanography Rebecca Van Beneden, UM SMS, Associate Director of the School of Marine Sciences, Professor, Biochemistry, Microbiology, and Molecular Biology, and Professor of Marine Sciences Karen Wilson (Chair), USM, Associate Research Professor of Environmental Science and Policy Alternates: William Otto, UMM, Travis Ouhl, UMM 3

Introduction The Marine Science Sub Team met once in person, exchanged lots of emails and met several times on conference calls. In general all parties feel that Marine Science programs in the UMS (i.e., UMM and UM SMS) are vibrant and successful programs that provide excellent opportunities for students who seek different flavors and experiences related to marine sciences, and should remain in place. For example, UMM is a small liberal arts college campus, while UM SMS is site on a large research university campus. That said, there are ample opportunities for collaboration and changes within the UMS that will improve these experiences and provide access to Marine Science courses for all UMS students, leveraging the success of these programs to draw students to Marine Sciences and the UMS. Why Invest in Marine Science? Marine Science attracts students Just as the ocean draws millions of visitors to the coast of Maine, Marine Sciences and Marine Biology undergraduate programs draw students to the University of Maine System. Enrollment in the UM SMS undergraduate program is growing exponentially, and many of the students are from out of state. The Marine Biology major at UMM consistently draws as many or more applications than any other degree program offered at UMM. Marine related courses at UMF, USM and UMA provide important elective courses for students majoring in biological sciences, environmental studies, and for non majors. Graduate education in marine biology, marine policy and oceanography at UM SMS is highly integrated and multidisciplinary, and maintains significant enrollments. Marine Science education enhances Ocean and STEM literacy The average U.S. citizen has a 6 th grade level of understanding about local marine and oceanic systems, which drive global climates and provide world foods and other resources (Ocean Literacy, 2015, http://oceanliteracy.wp2.coexploration.org/ocean learning research/). It is critical for Maine students to acquire literacy in ocean systems, given the state s significant coastline and the key role the Gulf of Maine plays in the state s economy. However, the K 12 public school academic curriculum focuses very little on marine systems and global ocean processes; these topics are typically left to post secondary education. By offering traditional and experiential marine biology and oceanography courses, the University of Maine System provides students with opportunities for critical learning connected across many scientific disciplines. Comprehensive curricula in marine science provide students with the knowledge, skills and abilities (KSAs) related to research, scientific inquiry, data analysis, problem solving, evidence based analysis and communication that are central to STEM Literacy. These KSAs enable students to participate in the creation of new knowledge and to be successful in the workforce (Appendix 1). Marine Science prepares graduates for STEM workforce A recent survey of UM SMS undergraduate marine science graduates (Appendix 2) shows the overall demand for marine degrees nationally, both in terms of employment and placement into graduate school. The UM SMS reached out to 250 alumni and received 4

responses from 103 graduates. Based on responses to the survey, greater than 90% of students were employed and over 75% of those students were employed in a marine related job. Job placement included the following sectors: Federal Government, State and Local Government, Higher Education, K 12 Education, Private (For profit and Non profit), Outreach Education, and a few Other. In addition, 50% of UM SMS graduates have completed, or are enrolled in, a graduate degree program. Appendix 2 includes a list of graduate programs attended. Interestingly, 71% of the graduates indicated that the field intensive Semester by the Sea program was instrumental in their career preparation. Although this data is specific to UM SMS, we believe these results illustrate the demand for marine science degrees nationally. Summary of Existing Programs a. University of Maine School of Marine Science (UM-SMS) Marine Sciences is a Signature Area of the University of Maine, and the UM SMS is the only UM unit to have signature programs in both education and research (Marine Research Solutions). Signature Areas are those in which UMaine has achieved national and international distinction (Provost Hecker, http://umaine.edu/areas/overview and history/). The Marine Research Solutions signature area is led by SMS and involves about 60 faculty from more than 10 units on campus. These signature programs have several goals: to improve understanding of the physical, biological and socioeconomic processes that shape the ocean; to be a reliable, deeply engaged partner with policy makers, fisheries stakeholders, marine industries and coastal communities, helping to develop solutions for the broad array of issues associated with Maine's marine resources; and to provide high quality, interdisciplinary undergraduate and graduate education, outreach and research for the Gulf of Maine. History The School of Marine Sciences at the University of Maine was formed on July 1, 1996, following the publication of a planning report: Recommendation for a University of Maine School of Marine Sciences, University of Maine Marine Sciences Task Force, May 31, 1995. Faculty in the School initially included those from the former Department of Oceanography, which formally dissolved as an academic department upon formation of the School. The School s first director, the late Dr. Bruce D. Sidell, was selected following an internal University of Maine search, and was appointed to a five year term. Dr. Sidell was free to recruit faculty from other academic units, ultimately resulting in the current and recent faculty composition. The School has been led by four directors: Dr. Sidell served five years, from July 1, 1996 to June 30, 2001. On July 1, 2001, Dr. David Townsend became director, serving six years, and in 2007, Dr. Peter Jumars took over as director, serving five years (July 1, 2007 June 30, 2012). Dr. Fei Chai has served as director since July 1, 2012. In 2003, the main administrative offices of the School, the classroom/conference room with video conferencing capabilities, and the offices and laboratories of two faculty, moved from Libby Hall to newly renovated facilities in Aubert Hall. Five more faculty followed in 2005. In 2007, SMS renovated two small teaching laboratories (capacities of 16 and 12 students, respectively) and support space (cold room, prep room, storage area) on the 4th floor of Aubert Hall. 5

Today, UM SMS faculty are located in several buildings across campus, including Aubert Hall, Libby Hall, Murray Hall, Hitchner Hall, Rogers Hall, and Deering Hall. Faculty are also housed in several smaller buildings at the south end of campus. The University of Maine s marine laboratory, the Ira C. Darling Marine Center (DMC) in Walpole, Maine, serves as the academic home to several UM SMS faculty who maintain their offices and laboratories there. Most of their teaching happens on the Orono campus; exceptions include the UM SMS undergraduate program Semester By The Sea (http://dmc.umaine.edu/education/semesterby the sea/), and various Summer University classes taught by both DMC and Orono faculty. Two UM SMS faculty have been based at The Gulf of Maine Research Institute (GMRI) in Portland since 2006, although one recently transitioned to become the Chief Scientific Officer of GMRI. Beginning the fall semester of 1997, the School began offering an undergraduate degree program in Marine Science, with concentrations in Marine Biology, and Physical Marine Sciences. Shortly thereafter, responsibility for the extant interdepartmental graduate program in Marine Bio Resources (M.S. and Ph.D.) was assigned to the School, as was the B.S. degree program in Aquaculture. The Aquaculture degree program has since been dissolved because of low enrollment, and replaced with a Marine Aquaculture concentration within the Marine Science Major. The undergraduate program culminates in a "capstone" project designed individually as a unique research experience for each student, in concert with a designated faculty mentor. The M.S. and Ph.D. programs in Oceanography, formerly in the Oceanography Department, continued to be offered, and new M.S. and Ph.D. degree programs were created in Marine Biology. An M.S. degree program in Marine Policy was created, as well as a Dual Degree Program in Marine Biology (or Oceanography) and Marine Policy. A new Professional Science Masters program has just been developed. Students and courses taught Since the UM SMS created the undergraduate marine science degree in 1997, enrollments have been increasing steadily (Figure 1), while the number of graduate students has increased gradually throughout that period. In the last 10 years undergraduate enrollment has doubled from 100 to over 200 students. This fall (2015) UM SMS will welcome the largest incoming class ever of 76 students at UM SMS. This class will push total enrollment to over 260 total undergraduate students. The student profile is greater than 60% female and 85% of students come from out of state, indicating that Maine is a highly regarded location to pursue marine science across the country. Our APRIP team believes this growth reflects a national trend in interest in the ocean and the role it plays in global climate change. The Marine Sciences curriculum includes nearly 50 undergraduate courses (100 to 400 level), including several that fulfill General Education requirements for non majors, and 31 graduate courses (500 level and higher) (Appendix 3). Faculty in the UM SMS There are currently 32 faculty in the School (Appendix 4). 6

Figure 1. Numbers of undergraduate and graduate (M.S. and Ph.D.) students enrolled in the School of Marine Sciences, as well as external funding, by year. The break in the trend line for undergraduate enrollment indicates the first year of a revised undergraduate curriculum (2003). Research productivity Table 1. University of Maine and SMS external funding totals ($ millions) over the past five years, 2008 to 2015, broken out as total award dollars and indirect costs (IDC) dollars. Univ. Maine Total SMS SMS as % of UM FY Awards IDC Awards IDC Awards IDC 2008 $29.970 $6.442 $6.407 $1.308 21.4% 20.3% 2009 $35.640 $4.124 $6.052 $1.507 17.0% 36.5% 2010 $63.210 $9.247 $9.950 $2.030 15.7% 22.0% 2011 $46.120 $8.032 $11.042 $2.027 23.9% 25.2% 2012 $38.900 $5.850 $6.284 $1.309 16.2% 22.4% 2013 $41.704 $7.590 $5.688 $1.177 13.6% 15.5% 2014 $58.915 $9.420 $7.035 $1.517 11.9% 16.1% 2015 $52.901 $7.086 $10.365 $1.971 19.6% 27.8% Ave $45.920 $7.224 $7.853 $1.606 17.1% 22.2% While there are many measures of research productivity of faculty at colleges and universities, extramural grant funding levels are most commonly used. The UM SMS averages $7.2 million per year in research funding, which is 17% of the University total, and UM SMS faculty generate 22% of the total indirect funding to UMaine (Table 1). The diversity and abundance of research at UM SMS as a whole gives both undergraduate and graduate students a wealth of opportunities to conduct research and experience research in progress. It is also important to note that most graduate students are supported (tuition and stipend) by grants, and that these same grants employ undergraduates students as well. b. University of Maine at Machias Marine Biology (UMM) History The Marine Biology program at UMM was proposed in 1999 and initiated in 2000 to meet growing interest in marine science by students and the community. UMM offered courses in marine biology and marine ecology for more than 20 years as part of marine related 7

concentrations in the B.A. Program in Biology and the B.S. Program in Environmental Studies. Members of the Environmental and Biological Sciences Division (EBSCI) proposed the Marine Biology degree program to meet several specific and timely needs of the University, the Division, and the community. These were to: 1) Expand and enhance UMM services to the local community; 2) Diversify and strengthen undergraduate opportunities on campus; 3) Attract and retain more students; and, 4) importantly for this discussion, produce graduates well prepared to enter graduate school or science based public or private industries in fishing or aquaculture. UMM is well suited to meet these needs by providing a Marine Biology program that integrates place based marine research, training, and education. UMM is the only institution of higher learning in Downeast Maine with the location and infrastructure to expand coastal research, training, and education capacity in topic areas most relevant to the region. The Marine Biology program helps attract and retain students at UMM: the Marine Biology program continues to receive among the most applications than any other degree program offered at UMM. In addition, the program ranks among the highest number of confirmed, incoming students of any degree program each year. Finally, the local and regional community has a vested interest in outputs from marine based research, education and training afforded by a Marine Biology degree program. The number of undergraduates in the UMM Marine Biology program have fluctuated over the years, from a high of 91 in 2008, to a low of 47 in 2013. Currently three faculty teach in the program (Appendix 4). c. Marine Science emphasis or related courses/interest at other UMS campuses University of Southern Maine (USM) USM represents the UMS s gateway to the state, and, with collaboration with UMS, could serve as a gateway to Marine Sciences. USM s Portland campus is within a five minute walk from Casco Bay, and its Gorham campus sits squarely in the downstream portion of the rapidly urbanizing Casco Bay watershed. As such it represents the southern terminus of the UMS, and attracts many students who want to live on the coast of Maine in a small vibrant city. USM also attracts a large number of non traditional students, many of whom are established Maine citizens with a long term investment in the state and the immediate need for viable skills. USM does not have an undergraduate or graduate program in marine sciences, but offers several marine themed courses in several departments. For many years, the Department of Biology has offered introductory marine biology to non majors (BIO 104/104), and marine ecology (BIO 337) for majors. Estuarine Ecology is offered at the graduate level (BIO 511) (Appendix 3). Because of USM s vicinity to Casco Bay, courses such as Invertebrate zoology are often taught with a marine focus. Until recently, Biology had two faculty focused on marine areas for their research (Dr. Mike Mazurkiewicz, retiring 2015, and Dr. Lou Gainey, deceased) and other faculty work in the marine realm, including Dr. Lisa Moore (marine microbial ecology and physiology), and Dr. Theresa Theodose (salt marsh plant ecology). The Department of Biology has a small general Masters of Biology program: of 45 MS theses granted to date, 18 have had some marine or estuarine component (40%). Other Departments with courses with a marine focus include Environmental Science and Policy (Wetlands Ecology, Water Quality, Special Topics courses, and closely related Limnology), and Geological Sciences (Ocean Planet, for non majors). 8

University of Maine at Farmington (UMF) Like USM, UMF does not have a marine science program, but does have the opportunity to reach many of its undergraduate students through its lab based Natural Sciences requirements which is required for all UMF undergraduates. As a result, the BIO 110 Marine Biology and INT Tropical Island Ecology courses (Appendix 3) service about 13% of all education majors per year. BIO 110 Marine Biology for non majors is taught every semester, reaching 80 100 students per year since fall of 2005. The course has a lab with field component. INT 221/BIO 321/ENV 321 Tropical Island Ecology for non majors, Biology majors and Environmental Science majors is taught annually during May Term since 2006. Most years, the course is filled to capacity (16 students per trip). The course is co taught by two faculty members. University of Maine at Augusta (UMA) UMA offers two courses in marine sciences: SCI 210 Introduction to Marine Science, 4 credits, with a lab, and BIO 220, Marine Biology, 3 credits, which is a non lab course that is taught both online and in a traditional classroom (Appendix 3). While we did not connect with anyone from the Augusta campus during our deliberations this spring, we look forward to collaborating with their faculty in future. That UMA also has introductory Marine Science courses reinforces our point that marine science courses appeal to many students across the UMS. d. Physical facilities available to UMS students studying marine science Darling Marine Center (UM-SMS) The Center is located on the Damariscotta River Estuary, approximately 11 km from the open Gulf of Maine, which is readily accessible by small research vessels in ~ 25 min. The Center is located in the small village of Walpole: a 2.25 h drive from the UMaine s Orono campus, a 1.25 h drive from Portland, and a 3.3 h drive from UMM. The Center was founded in 1966 when Mr. Ira C. Darling, a retired Chicago insurance executive, donated his 127 acre farm to the University of Maine to establish a marine center. A resident Director was hired in 1966, and the farm evolved gradually into a modern research facility under a succession of Directors: David Dean (1966 1985), Les Watling (1985 1991), Kevin Eckelbarger (1991 2013), and Mary Jane Perry (2013 2015). In 1974, an adjacent 22 acre waterfront property and home were donated, and in 1996 the University purchased an additional 20 acres of adjacent land. The Center now comprises ~170 acre of largely wooded property bordering over a mile of pristine water frontage (43 56 N, 69 35 W). Please see Appendix 5 for a list of Facilities and Field Access. University of Maine at Machias Marine Field Station infrastructure The UMM Marine Field Station (MFS) is located on Black Duck Cove on Great Wass Island in the town of Beals. It is on an 11 acre rocky peninsula that overlooks Western Bay with 2,500 feet of shore frontage. The MFS is owned by a non profit corporation, the Downeast Institute for Applied Marine Research & Education (DEI), that has a Memorandum of Agreement with UMM allowing faculty, staff, and students to use DEI s facilities as their MFS. UMM faculty and students routinely use the DEI facilities for research and teaching. To date, no University of Maine System funds (from bonds or from E & G budgets) have been used to create 9

the existing infrastructure. Please see Appendix 6 for a list of Facilities and future plans for this facility. Existing and future collaborations among marine science institutions Educational Collaborations To date, relatively few undergraduate students have transferred between UM campuses to pursue marine science or marine biology majors at UM SMS and UMM to our knowledge. Although students at all system campuses can take classes at other campuses, relatively few undergraduates do, and those who do often take advantage of specific summer courses (e.g. a student from UMF took SMS 514 Ecology of Marine Sediments to complete his ecology requirement for graduation). In contrast to undergraduates, graduate student participation in courses at UM SMS from remote locations is more common (e.g., students based at the Downeast Institute, the GMRI, Maine Department of Marine Resources (DMR), and USM). For example, two USM Biology masters students took Oceanography and Natural History of the Gulf of Maine (SMS 544) via Polycom in the Spring 2015 Semester, and it is common for UM SMS graduate students based at DMC and GMRI to take courses via polycom with faculty based in Orono. Faculty collaborations Faculty do sometimes cross institutional boundaries: Dr. Brian Beal (UMM) is on the graduate faculty of the UM SMS and two UM SMS faculty have had joint appointments with GMRI in Portland. The newest NSF EPSCoR project, SEANET, involves many marine science faculty from around the state including UM SMS and other units, UMM, and USM, as well as other Maine institutions such as University of New England and Southern Maine Community College (SMCC). The potential for other obvious collaborations exist in the state, within both statefunded and private institutions. Obvious partners include SMCC, which has a 2 year Associates Degree in Marine Sciences, Maine Maritime Academy (MMA) which has a number of marine science and technology programs, and the Bigelow Laboratory for Ocean Sciences (BLOS). The importance of person-to-person learning and field research/teaching in the Marine Sciences In our exploration and discussions of how each of our campuses can work together on curricula in the marine sciences, we focused on the opportunities for hands on learning at our field stations. The marine sciences are field based sciences, whether the work includes oceanographic surveys, nearshore boat work or beach seining and hand collections in estuaries and salt marshes, and the preponderance of laboratories in our courses reflect this (Appendix 3). A reoccurring theme at the APRIP Marine Science meetings was the need to provide personto person learning opportunities in the lab and the field, and the opportunity to conduct research in the field. The Marine Sciences groups have a somewhat unique opportunity presented by miles of Maine coastline, and top rate facilities at the DMC and UMM, as well as easy access to coastal sites in southern Maine (USM). It is often the field based nature of the marine sciences that draws students, and it is certainly the field based nature of the marine 10

sciences that captivates students, increasing retention and providing substantive, lifechanging/life long experiences. Field experiences are something Maine has to offer that stands above other New England states easy, existing access to ocean, nearshore and estuarine (as well as connected freshwater and terrestrial) habitats that are far more clean and intact (although in no way pristine) than other shorefront on the East Coast. Who wouldn t want to study marine sciences in Maine, land of the lobster, the iconic fisherman, lighthouses and rocky coasts? With our existing infrastructure at the DMC and UMM, and possible connections to the southern coast through USM, the UMS is poised to market the whole state of Maine as an outdoor, living laboratory. These experiences can be offered at a relatively inexpensive rate; for example, residency at the DMC for the Semester by the Sea class costs the same as UMaine campus room and board for one semester: $2,502 room (per person, double occupancy) with a $2,286 meal plan (2015). For summer courses the charge is $310/week for room and board (2014), and summer interns can rent a room without a meal plan for $475/month including kitchen use. Summary of Recommendations We recommend the following to take advantage of Maine s access to the coast and substantial expertise in marine sciences: 1. Semester long undergraduate courses that blend online convenience and diverse marine science expertise and resources with intensive person to person, research driven field instruction during semester or summer breaks. 2. Further development of a Professional Science Masters in Marine Science 4+1 program (UM SMS) that would be accessible to students at UMM, and, potentially further down the road, at other UMS campuses. 3. Improved support for non UM faculty participating in UM SMS graduate programs, and for students pursuing graduate degrees in UM SMS who are based at other campuses/sites with their advisors. 4. Continuing dialog and cooperation among faculty involved in marine focused programs at UM SMS and UMM, and faculty teaching marine oriented courses at other UMS campuses. 5. Initiating (or continuing) dialog and cooperation with other Maine institutions, including SMCC, MMA, GMRI, BLOS, etc., through a Marine Science Education Summit which would encompass education at both undergraduate and graduate levels. Specific Recommendations 1. Undergraduate Programs Field-intensive courses, blended with online content Recommendation and Opportunities This course (or courses) is envisioned as: A blended course with interactive, purpose designed web based online content, and short, intensive in person field and research component(s). 11

An opportunity for students to interact with marine science faculty with a diversity of talents, expertise and research interests from multiple campuses. An opportunity to showcase research and educational opportunities in marine science in the state of Maine. An opportunity for non traditional students to fit laboratory/field based courses into their (busy) schedules. Field Component Although a web based course has the advantage of reaching students on all seven campuses (or from out of state), the Team felt strongly that a field based component was critical for a course such as this, for a number of reasons: hands on, face to face instruction in which students actually get wet, handle organisms, conduct experiments and make discoveries instills passion and excitement, increases student retention, and allows the student to train their eye to observe the marine environment. Finally, Maine students have access to two wellequipped marine field stations (see section above detailing facilities at DMC and UMM) that allow the type of learning and discovery that cannot happen on short lab period field trips. Use of these facilities during non peak times (fall, winter or spring breaks) is financially beneficial. We acknowledge that the field based component poses a challenge for non traditional, working or distance students. To accommodate these students, we propose (1) short intensive residential field components (January Break, Spring Break, May Term, Summer University), (2) the possibility of one day a week field components for commuters, or (3) the field component offered as an optional part of the course. In addition, the online aspect of the course allows working students time to do both, and to condense three hour labs each week into one multiday field intensive laboratory. Potential course topics Roving Aquaculture This course would be primarily online, but field trip(s) could visit aquaculture facilities throughout the state at any time of the year (zebra fish at U Maine, shellfish at DMC, commercial operations). This would be timely given the current EPSCOR project that includes the involvement of many marine science faculty throughout the state (SEANET Sustainable Ecological Aquaculture Network; http://umaine.edu/epscor/maineepscor programs/seanet/). Mountains to the Sea Marine sciences courses are taught at four of seven campuses in the UMS, spanning not only distinct biomes on the coast of Maine (Portland to Machias), but also well inland to Farmington and the land of lakes and forests. In the Team s discussion, several members mentioned that it would be instructive and inspirational if UMS students had the opportunity to visit other campuses, and that, given the importance of linkages between freshwater and marine environments, the visits could go both ways from the lakes to the coast, but also the coast to the lakes. The similarities between these aquatic environments greatly outweighs the differences, and would give us an opportunity to develop a signature course that might beckon all students to appreciate and understand these important natural resources to the state of Maine. The course would feature faculty and their expertise from across the state with field components inland and on the coast at DMC/UMM. 12

Estuarine and Coastal Oceanography The physics and chemistry of Maine s many estuaries and rugged coasts sets the stage for the study of the biology and ecology of marine organisms, many of which are iconic of Maine s heritage (e.g., lobster). The geomorphology of the estuaries and coast, rivers, tides, and human alterations control the physical and biological properties of estuarine water column and benthic habitats. Students would have the opportunity to visit various habitats, learn to sample using high technology sensors, and analyze data. Introduction to Marine Science for non majors UMF, USM and UMA currently teach introductory courses on the marine environment, ecology and biology, and the Team recognized that there might be opportunities to collaborate with these types of courses, particularly in involving expertise of marine science faculty on other campuses, or teamtaught intensive field experiences at UMM or DMC. However, this conversation is very much in its infancy, and it is important to note that UM SMS offers a highly successful introductory course for its majors (as well as non majors) that often has more than 300 students and plays a fundamental role in the core SMS curriculum. Other topics might be in the marine policy realm, which might lend itself to purely online courses for some topics. As a Team, the recommendation is to begin the process of collaborative, interdisciplinary and multi campus blended courses with a course topic that would be unique for all programs and provide access to an underserved set of students that might not otherwise be exposed to marine science and the fundamentals of STEM learning (Appendix 1). Web component We propose a collaboration with Annette decharon, Director of the Center for Ocean Science Education Excellence Ocean Systems (COSEE) at the DMC. decharon recently rolled out a completely online, asynchronous graduate course entitled Broaden the Impact of your Research (Appendix 7). We particularly like COSEE's mission, which is, simplified: "If NASA can create materials that make people feel like they have visited other planets, why can't the same be accomplished for the ocean?" http://cosee.umaine.edu/about/ We look at this as an opportunity to develop a course that highlights the UMS campuses and their faculty s expertise, serves students throughout the state, and offers dedicated time on the Maine coast (and possibly other sites). At the same time, this is an opportunity to train faculty from multiple institutions on how to design and implement courses that use the internet for its best applications. Partnering with COSEE would gain access to proven expertise in web based course design for marine sciences and experience in collaborating with UM faculty. Challenges This proposal carries with it a set of challenges that should be by now familiar for any crosscampus effort, including: Access to similar electronic library resources regardless of the student s home campus. Not everyone in the UMS has the same access to electronic journals, databases, and other research materials. If we are going to be One University, then library resources need to be similar at each institution. 13

Issues associated with course loads and compensation for collaborating faculty. Issues associated with these types of courses being valued by departments, peer review committees, Deans and so on. Issues associated with the distribution of tuition dollars and lab fees across campuses. Discrepancies in the academic calendar, critical for offering field components during breaks. Discrepancies in tuition at the different campuses. Instructor teaching credits; tuition dollars/credit hour accounting; IT support on each campus. Financials We anticipate that these types of courses would have the opportunity for reaching out to underserved residents of Maine who have an interest in Marine Science or are perhaps K 12 teachers in need of professional development credits. These types of courses may also serve as an introduction to Marine Sciences in the state of Maine and draw students to the UMS from across the country or beyond. These types of courses, if done right, require investment from the UMS. We have proposed a collaboration with COSEE, which brings with it several advantages (1) collaboration with colleagues here in Maine who have experience, and are funded with NSF funding, (2) prestige associated with an NSF project, and (3) innovation that highlights one of Maine s greatest natural assets and STEM training for our students. In Appendix 8 we've attached example budgets for working with consultants such as decharon for Design (Year 1), which would include gathering faculty to design the course from the ground up (or overarching themes down), and Implementation (Year 2) to clarify what it might cost to "do this right". 2. Graduate programs Professional Science Masters (PSM) and the 4+1 option The School of Marine Sciences has developed (and had approved by the Graduate School) a non thesis degree that emphasizes the application of scientific knowledge in settings such as a business, regulatory agency or policy oriented NGO and requires an internship in an area of application (Appendix 9). It is also directed to aquaculture and ocean energy technology. The PSM in Marine Sciences serves both traditional and non traditional students and provides an option for qualified undergraduates motivated to complete a master s degree in 5 yr (4 + 1 option, see below). Very few PSM programs in the U.S. specialize in marine topics and those are oversubscribed. This PSM program has strong links to marine policy, human dimensions, aquaculture systems and biomedical applications of aquarium models (zebrafish). The 4 + 1 option is still in development. This option would allow students who have been provisionally admitted to the Masters program take up to 9 credits of graduate level courses that can be "double counted" for the bachelors and Master's degrees (Appendix 9), benefitting the student by allowing them to take a certain number of credits at the lower undergraduate rate, and complete their non thesis masters in less than 2 years. According to the U Maine Graduate School Policies, the joint credit courses have to come from the Master's 14

program of study, and it appears that they have to be taken in the last semester (i.e., when the student lacks no more than 9 hours toward the bachelor's degree). The 4+1 requires continued planning because the timing of SMS graduate course offerings currently results in several graduate core courses offered in the fall only. However, this is an opportunity to coordinate planning to ensure that 400 level courses taught at UMM (or other campuses) that would normally count for graduate credit (i.e., SMS would accept them as transfer from another institution), could also count for the PSM to help make a 4+1 possible for UMM or other students. Provisional admission to the 4+1 program requires a 3.5 cumulative GPA. We encourage faculty developing the 4+1 program to develop a plan of study that would allow UMM students to undertake the 4+1 program by revamping existing courses on the UMM campus that could count both as undergraduate or graduate credits upon transfer to U Maine. These course might include both UMM BIO/MAT 315 Experimental Design and Analysis for Biologists and UMM BIO 360 Marine Ecology that could be offered at the 400 level, and with syllabi and learning objectives adopted for the 400 level work (Appendix 9). Challenges Facilitating credit transfer between schools would benefit students greatly in this case. To make the 4+1 PMS degree successful, faculty will need enough flexibility to adapt courses to meet the requirements. Other challenges are similar to those raised under undergraduate programs. UM-SMS Graduate Students based at other campuses Currently, UM SMS graduate students are (or have been) placed with the Gulf of Maine Research Institute (GMRI) and the Maine Department of Marine Resources (DMR). The purpose of this recommendation is to strengthen existing ties with GMRI and DMR, expand to other institutions (i.e., UMM, USM, Bigelow Laboratory for Ocean Science) and facilitate collaboration between the universities, mentoring faculty, and students. This initiative would support placebound students in their efforts to obtain a graduate degree in Marine Sciences, encourage networking for students not based at UM SMS, and encourage collaboration among faculty that conduct research in the (very broad) field of marine science across all UMS campuses. Non UM faculty are approved by the graduate school, and serve as co advisor (while a UM SMS faculty mentor serves as the other co advisor). This gives the student access to space on the Orono campus and ensures there is a faculty member knowledgeable about the UM SMS graduate program. Because the student is enrolled as a UM SMS student, access to Folger Library on the U Maine campus is provided. The presence of graduate students at primarily undergraduate teaching institutions is a significant learning experience for undergraduates who otherwise would not be exposed to life as a graduate student or have a concrete example of what a graduate student does. Graduate students mentor undergraduates and involve them in their graduate research as field hands, laboratory help or, in some cases, as colleagues. For Universities with place bound or nontraditional students, graduate students offer a glimpse of yet another possibility, a possibility that first generation students may never have considered. Challenges 15

Credit for a faculty member who advises a student who is in another program (or enrolled as a student in another University). Access to Folger Library research resources (online journals, databases) for faculty advisors (the student has access by virtue of being a UM SMS student). We understand that access to UMaine s Fogler Library can be granted to faculty advising students in UM SMS graduate programs through the graduate school and Human resources, but this access is temporary and not appropriate for a One University system. Ability for students to partake in core curriculum that requires laboratories (e.g., SMS 500), and the difficulty of teaching on campus for students who are based at remote sites (DMC, GMRI, or other campuses) if they are supported on a TA at UM. Ensuring that graduate students at other campuses have the opportunity to network and share common experiences with other graduate students (in addition to the annual SMS Graduate Student Symposium). Sufficient IT support for long distance committee meetings, etc. Financials Additional graduate students equates to additional graduate tuition dollars, especially in the PSM program, which is self pay. Because the majority of graduate students are supported by research grants to their faculty advisors, making it easier for graduate students mentored by faculty at other UM campuses is likely to encourage those faculty to pursue additional grant funding to support those students. 3. Other recommendations a. Online Dynamic Brochure: The Team proposes a UMS webpage that acts as a real time System Wide Marine Sciences brochure. The webpage would highlight Marine Science (and related sciences) on the different campuses, explain how a student might leverage these programs to fit her or his particular circumstances, and provide links to departments or programs for further information. The website would be continually updated with new offerings, special programs or courses (UM SMS Professional Masters of Science degree and the (proposed) 4+1 version, new courses on the UMM campus, Semester by the Sea, etc.), and links to faculty and their research interests throughout the UMS. In a sense this recommendation falls under the need for better and more responsive public relations and advertising. Challenges to this proposal are the obvious costs of maintaining a dynamic, visually pleasing website and the need for a point person and webmaster; however, if collaboration among campuses grows, this will not be the only set of programs that would benefit from a centralized set of websites that help students find what they (didn t even know they) need. In addition, there is the challenge of providing a point person to collect and organize information from the different departments. We know from experience that faculty access to departmental websites does not necessarily lead to better products, because faculty have so many diverse demands on their time. 16

b. Collaboration and communication with other Marine Science programs in the state (starting with state funded schools): Collaboration with undergraduate marine programs at Maine Maritime Academy (Marine Science and Marine Biology Bachelors of Science degrees) and SMCC (Marine Science Associates in Science degree). These conversations have begun or are on going with UM SMS, but have not, to date, included other UMS universities. The Team recommends that these Universities be included in future discussions about Marine Science Education in the state. c. Marine Science Education Summit: The APRIP process has highlighted the need for continued and expanded cooperation and collaboration among UMS and other Universities in the state, in order to leverage the existing excellence in marine science education. To this end, the Team recommends continued interactions, and perhaps a more formalized Marine Science Education Summit that would bring all parties together to share needs, experiences, and course offerings, and to foster collaboration and cooperation among the programs. 17

Appendixes 18

Appendix 1. KSA knowledge, skills and abilities, and STEM training The goal of UM SMS undergraduate curriculum in marine science is to provide students with the necessary knowledge, skills and abilities using marine sciences as the vehicle to enable them to participate in the creation of new knowledge and to be successful in the workforce. The UM SMS undergraduate integrative marine science core courses provide students with hands on opportunities to build knowledge, skills and abilities to help them succeed in the STEM workforce or in graduate education. In core courses and throughout the curriculum, students progressively build their experience in: Best practices in scientific inquiry hypothesis development, prediction and testing elements of experimental design modeling (conceptual & quantitative) understanding & appropriately using scientific instrumentation; techniques professionalism (ethics and team building/working) self review; proofing and revision Data analysis and presentation importance of controls and standards math and statistics communication skills, writing skills, oral presentation graphical presentation of data Evaluating and interpreting science information from different sources their own data, primary sources (scientific papers), internet, others (Wikipedia, etc.) These skills in research and evidence based analysis are every bit as important as content knowledge. In a recent poll 83% of employers noted that "expecting students to develop the skills to research questions in their field and develop evidence based analyses" will help students succeed in the workplace (Association of American Colleges & Universities, 2013). These are exactly the skills and learning outcomes many employers want colleges and universities to prioritize (Fig 1, Association of American Colleges and Universities, 2013). Through marine sciences education, we are preparing students for the workforce in exactly the ways that employers want. Our suggestions in this report help leverage current expertise in the kinds of collaborations that will enhance opportunities for all UM system students, while still allowing students choice to find the right fit in their undergraduate education. 19

Figure 1. Skills and Learning outcomes highlighted by employers (Source: Association of American Colleges and Universities, 2013). Reference Association of American Colleges & Universities, 2013. It takes more than a major: Employer priorities for college learning and student success. Survey conducted by Hart Research. Available from https://www.aacu.org/leap/public opinion research 20

Appendix 2. UM-SMS Alumni Survey Results 21

School of Marine Sciences I Alumni Survey 2013-14 n fall/winter of 2013-14, the School of Marine Sciences (SMS) contacted alumni back to the inception of the program in 1996. They were asked to update us about their professional careers and to reflect on their experiences at UMaine. Feedback from alumni measures the efficacy of our program, aides in student recruitment and provides information that may guide curricular improvements. The success of our past graduates is a measure of how well we are educating and preparing our students for life and careers beyond their time at UMaine. A total of 103 alumni (42% of those contacted) completed the survey. Employment Status by Graduation Year The majority of SMS graduates are gainfully employed across various professional organizations. Type of Employment Organizations www.umaine.edu/marine University of Maine 5706 Aubert Hall, Rm. 360 Orono, ME 04469-706 207.581.4381 The University of Maine does not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status and gender expression, national origin, citizenship status, age, disability, genetic information or veteran status in employment, education, and all other programs and activities. The following person has been designated to handle inquiries regarding nondiscrimination policies: Director, Office of Equal Opportunity, 101 North Stevens Hall, 207.581.1226.

Schools Alumni Attended for Advanced Degees Include Northeastern University University of Rhode Island University of Massachusetts Western Washington University University of Alaska Rutgers University Loyola University Creighton University North Carolina State University University of Maryland, College Park Virginia Institute of Marine Science TUFTS University of New Hampshire University of Texas Texas A&M University of Delaware Stony Brook University Vermont College of Medicine Georgia Institute of Technology Job Titles of Current Alumni Private Corporations: Education: Government/Higer Ed.: Program Manager Clinical Research Associate Lab Technician Technical Support Veterinarian Research Assistant Naturalist Marine Mammal Observer Science Teacher Education Director, Antactica Program Marine Education Associate Education Specialist Senior Animal Care Technician Fisheries Biologist Research Technician Fisheries Policy Analyst Most SMS graduates are employed in jobs related to the marine sciences and are satisfied with their careers. Are Employment Positions Related to the Marine Sciences? Semester-by-the-Sea was formative for students who participated. The majority of graduates would recommend SMS to current high school students. Importance of Semester-by-the-Sea for Career Preparation? Career Satisfaction (by graduation date) Would Alumni Encourage Enrollment in SMS?

Appendix 3. Undergraduate and graduate courses offered by all UMS universities with marine science courses. Course identifier Descriptive Name Enrollment or capacity Credits Laboratory Field UM SMS Undergraduate Courses SMS 100 Introduction to Ocean Science 350 3 no no SMS 108/ ERS 108 Beaches and Coasts 180 3 no one day field trip SMS 110 Concepts in Oceanography 50 3 see SMS 111 no SMS 111 Concepts in Oceanography Laboratory 1 SMS 120 Introduction to Forensics 100 3 no no SMS 201 Biology of Marine Organisms 93 3 see SMS 203 no SMS 203 Introduction to Integrative Marine Science 18x4 or 5 1 2 hrs no SMS 204 Integrative Marine Science II: Physics and 2 2 hrs Chemistry of Marine Systems SMS 211/ Introduction to Aquaculture 36 3 no field trip AVS 211 SMS 230 Introduction to Marine Policy and Fisheries 92 3 no no Management SMS 300 Marine Ecology 90 3 no 8 10 h field trip SMS 302 Oceanography 3 see SMS 303 no SMS 303 Integrative Marine Science II: Oceanography 35 x 2 2 2 hrs, field trip integrated SMS 304 Integrative Marine Science IV: Comparative 12 x 3 2 4 hrs, no Physiology, Cellular & Molecular Biology integrated INT 308 Conservation and Ecology of Marine Mammals 60 3 no no SMS 309 Techniques in Shellfish Aquaculture 30 2 yes yes (DMC) SMS 321 Introduction to Fisheries Science 40 3 no no SMS 322 Biology of Marine Vertebrates 36 3 no field trips SMS 324 Introduction to Research Diving 8 or 9 3 yes (DMC) SMS 330 Descriptive Physical Oceanography 20 3 no no SMS 350 Undergraduate Seminar 30 1 to 3 no no SMS 352 Semester by the Sea: Marine Ecology 24 4 4+ hrs 4+ hrs/wk (DMC) SMS 354 Thinking about the Ocean: A question based 20 3 no no approach to learning marine sciences SMS 373 Marine and Freshwater Algae 18 4 4 hrs field trips SMS 400 Capstone Research Experience in Marine Science varies 1 to 4 often depends on project SMS 401 Critical Issues in Aquaculture 17 1 no no 22

SMS 402 Oceans and Climate Change 40 3 no no SMS 404 Capstone Seminar in Marine Science 33 1 no no SMS 409 Shellfish Aquaculture 20 3 (DMC) SMS 416 Marine Engineering Literacy 20 3 yes no SMS 420 Fish Aquaculture I 20 3 no yes SMS 421 Fish Aquaculture II 20 3 4 hrs yes SMS 422 Biology of Fishes 52 3 See SMS 491 no SMS 425 Applied Population Genetics 30 3 no no INT 441 Maritime History & Archaeology of New 30 3 no yes (DMC) England SMS 449 Engineering in Aquaculture 15 3 2 hrs no SMS 450 Field Experience in Marine Science 5 1 to 16 no yes SMS 467 Fish Nutrition and Feeding 20 3 no no SMS 480 (DMC) SMS 481 (DMC) Semester by the Sea: Marine Ecology 41 4 4+ hrs 4+ hrs/wk Semester by the Sea: Design of Marine Organisms: Momentum, Mass and Information Transfer Semester by the Sea: Human Impacts on the Ocean 23 20 4 4 hrs no SMS 482 (DMC) 24 3 no field trips SMS 485 Comparative Animal Physiology 3 no no SMS 491 Problems in Marine Science varies Arranged Problems in Marine Science: Biology of Fishes 25 1 Laboratory (DMC) Problems in Marine Science: SBS Estuarine 30 Oceanography Problems in Marine Science: Matlab for 35 3 3 hrs Marine Science (DMC) Problems in Marine Science: Plankton in 20 3 Marine Systems (DMC) Problems in Marine Science: Marine Fisheries 15 3 Ecology Problems in Marine Science: Matlab 40 3 SMS 497 Independent Study in Marine Science 1 to 4 no no UM SMS Graduate Courses INT 510 Marine Invertebrate Zoology 1 5 6 hrs field trips (DMC) INT 563 Marine Benthic Ecology 20 3 no SMS 500 Marine Biology 14 4 2 hrs field trip SMS 501 Biological Oceanography 20 3 no field trip SMS 513 Broaden the Impacts of Your Research 50 3 no SMS 514 Ecology of Marine Sediments 12 2 or 3 integrated yes (DMC) SMS 516 Marine Phytoplankton 20 3 SMS 520 Chemical Oceanography 20 3 no

SMS 525 Marine Biogeochemistry 12 3 SMS 528 Advanced Phycology 12 4 4 hrs yes SMS 531 Coral Reefs 20 3 yes SMS 540 Satellite Oceanography 40 3 no SMS 541 Physical Oceanography 20 3 no SMS 544 Oceanography and Natural History of the Gulf 30 2 no of Maine SMS 550 Fisheries Oceanography 20 3 SMS 552 Coupled Natural and Human Systems 20 3 no SMS 553 Institutions and the Management of Common 20 3 no Pool Resources SMS 555 Resource Management in Cross Cultural 20 3 no Perspective SMS 560 Marine Geology 20 3 SMS 562 Fisheries Population Dynamics 20 3 SMS 567 Knowledge and Participation in the Science 20 3 no Policy Process SMS 585 Marine System Modeling 20 3 no SMS 595 Data Analysis Methods in Marine Sciences 12 3 no SMS 597 Independent Study 1 to 3 SMS 598 Special Topics in Marine Science 20 1 to 3 SMS 618 Particle Dynamics in Aquatic Systems 20 3 SMS 683 Internship in Marine Policy 1 to 6 SMS 691 Marine Science Seminar 20 1 no SMS 692 Problems in Marine Science I Arranged SMS 697 Readings in Marine Science 1 to 3 SMS 699 Graduate Thesis/Research Arranged UMM Courses BIO 206 Intro to Marine Biology 24 4 4 hrs 4 hrs/wk BIO 211 Skeletal Prep 18 1 to 2 possibly BIO 223 Marine Mammals & Pelagic Birds 30 4 4 hrs 4 hrs/wk BIO 227 Invertebrate Zoology 24 4 4 hrs possibly BIO 310 Special Topics in Mariculture 20 2 to 4 possibly BIO 313 Ichthyology 24 4 4 hrs 4 hrs/wk BIO 315 Experimental Design & Analysis for Biologists 24 4 BIO 352 Algal & Marine Plant Ecology 24 4 4 hrs 4 hrs/wk BIO 360 Marine Ecology 24 4 4 hrs 4 hrs/wk BIO 460 Seminar in Marine Ecology 24 3 No No BIO 482 Senior Seminar in Marine Biology 24 3 No No ENV 103 Oceanography 44 4 hrs 4 hrs/wk BIO 309 Algal Biology 24 4 hrs 4 hrs/wk UMF Courses BIO 110N Intro to Biology Marine Biology 40 60 4 2 hrs no GEY 104N Oceans: Ancient and Modern 40 4 2 hrs no BIO 170 General Zoology 60 4 3 hrs no INT 221 Tropical Island Ecology 8 4 yes 6 8 24

hrs/day BIO 321 Tropical Island Ecology 8 4 yes 6 8 hrs/day ENV 321 Tropical Island Ecology 8 4 yes 6 8 hrs/day USM Courses BIO 103K Introduction to Marine Biology 40 60 3 yes BIO 104K Marine Biology Laboratory 18 x 3 1 1.5 hrs BIO 337 Marine Ecology 20 5 1.5 hrs 4 hrs/wk BIO 511 Estuarine Ecology 20 3 integrated yes BIO 421 Biology Seminar Marine Biology 10 2 no no Other courses with Marine Components are taught. GEY 105 Ocean Planet 3 yes no GEY 106 Ocean Planet Lab 1? field trips ESP 303 Wetlands Ecology 3 no field trips ESP 341 Limnology 20 4 3 hrs, field trips integrated UMA Courses SCI 210 Introduction to Marine Science 4 2 hrs unknown BIO 220 Marine Biology 3 no no 25

Appendix 4. List of UM-SMS (Table 1) and UMM (Table2) faculty members. Table 1. Faculty in the SMS as of 2015, since the SMS was formed in 2003. Filled cells correspond to period of employment. Reasons for leaving SMS or the University are given. Bayer, Robert Boss, Emmanuel Brady, Damian Brawley, Susan H. Bricknell, Ian Byrne, Deirdre Chai, Fei Chen, Yong Congleton, William Connel l, Laurie B. Distel, Daniel Eckelbarger, Kevin J. Ellis, William Evans, Keith Hamlin, Heather Hunt von Herbing, Ione Incze, Lewis Johnson, Teresa Jumars, Peter A. Karp Boss, Lee King, Gary Kling, Linda J. Kornfield, Irv Lindsay, Sara Mayer, Lawrence M. McCleave, James D. Perry, Mary Jane Pershing, Andrew Pettigrew, Neal R. Rawson, Paul Riley, John Roesler, Collin S. Runge, Jeffrey Shick, Malcolm Sidell, Bruce D. Steneck, Robert S. Thomas, Andrew C. Townsend, David W. Van Beneden, Rebecca J. Wahle, Richard Waller, Rhian Watling, Leslie E. Wells, Mark Wilson, James A. Xue, Huijie Yund, Philip O. Zydlewski, Gayle Vadas, Robert Left SMS Unit Left University Left SMS Unit Left University Left University Left University Retired Left University Retired Left University Retired Deceased Left University Left University Retired Key: Position Filled Position Vacant 26

Table 2. University of Maine at Machias faculty in the Marine Biology Program. Filled cells correspond to period of employment. Reasons for leaving SMS or the University are given. Faculty Reason Brian Beal Has taught since 1985 Ruth Carmichael Left University Gayle Kraus Has taught since 1980 Doug McNaught Left University Jeremy Nettleton Has taught since 2014 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 27

Appendix 5. UM-SMS Darling Marine Center (DMC) List of Facilities and Modes of Field Access Facilities Guest and Conference Facilities Brooke Hall with dormitory, conference center, and dining hall that can accommodate 60+ people plus several small cabins and apartments for visitors. Flowing Seawater Laboratory flowing seawater aquarium, laboratory and office space for resident and visiting scientists, and two MAIC business incubators. Marine Culture Laboratory shellfish hatchery including broodstock, quarantine and larval rooms, algal culture facility, autoclave, and two temperature controlled walk in environmental chambers. McAlice and Mitchell classrooms with compound and dissecting microscopes. Dive Locker heated space with compressor, tanks and scuba gear. Library 3,900 ft 2 Additional instrumentation is available in individual researchers laboratories. Resident researchers share the use of these specialized equipment purchased on individual grants, including chemical analytical instruments, optical instruments, and electron microscopes. Modes of Field Access Aquaculture lease site 1.7 acres spread over three tracts (one subtidal and two intertidal) in Lowes Cove and the Damariscotta River. Pier and floating dock 18 jib crane capable of lifting 2000 pounds for loading large oceanographic sampling gear. R/V Ira C. 42 LOA, 14 beam, 6 draft, fiberglass Wesmac hull, 10 knots. Articulating A frame and winch. Hawboldt HSW 1020 trawl winch with 240 fathoms of 5/16 wire and 2000 lb. pull at full drum. Sea Bird Electronics (SBE) CTD with SBE dissolved oxygen sensor, Biospherical scalar PAR sensor, WET Labs C Star transmissometer and ECO FLNTU (optical backscattering at 700 nm; chlorophyll fluorescence), Sound Ocean Systems ECO winch with conducting cable, real time data display, and SBE ECO water sampler with three electronically operated 4 L Niskin bottles. R/V Nucella 26 LOA, 9 beam, 3 draft, 25 knots cruising speed. Dive door and ladder; rack for 12 SCUBA tanks; 500 lb. working load J Davit. R/V Silversides 23 LOA, 8 beam, 3 draft; trailerable. Other boats: 16 Lund and 16 Carolina skiff Remotely Operated Vehicle (ROV) JW Fishers Sea Lion 2 with front and rear cameras. 28

Appendix 6. UMM Marine Field Station List of Facilities and Future Plans Facilities A shellfish research and production center (6,4000 ft 2 ) contains six working areas: 3,500 ft 2 devoted to shellfish broodstock conditioning, larval rearing, and juvenile production (six 1,800 gallon tanks; six 100 gallon conical tanks; two 2,000 gallon larval tanks; four 200 gallon broodstock conditioning tanks; 10 18 gallon conical tanks for small research projects) 128 ft 2 laboratory for small scale, microalgal rearing laboratory (sterile transfers of phytoplankton cultures). Room contains eight 12 foot shelves that are back lit for growing single species microalgal cultures, a commercial autoclave that can accept 1 liter flasks, and several stereomicroscopes and compound microscopes; 500 ft 2 for mass culture of phytoplankton for shellfish (90 25 gallon fiberglass tubes (cylinders) and 25 100 gallon fiberglass tubes (cylinders) that are back lit and are aerated by one of five 1 h.p. aerators; 200 ft 2 for the culture of boreal species such as sea urchins, sea scallops, and Arctic surfclams. Room contains one 1,800 gallon tank for juvenile culture plus two larval rearing tanks (500 gallons) that sometimes are used for broodstock conditioning; 175 ft 2 that contains a small physical plant where items are repaired and/or constructed; A 9,350 gallon cement tank (50 ft long x 5 ft wide x 5 ft deep) that is used to overwinter shellfish for research and outreach purposes A 225 ft 2 dry lab is dedicated space for Dr. Phil Yund, DEI s senior scientist, and a 600 squarefoot office is dedicated space for Ms. Dianne Tilton, DEI s Executive Director. A 1,000 ft 2 Education Center is adjacent to the shellfish research and production center and connected by a small preparation room (80 square feet). The Education Center contains six 14 inch deep sinks with running hot/cold freshwater, a 3 inch PVC manifold with 10 valves to provide ambient seawater, two 4 ft x 30 ft floor grates that are connected to drains to the shore, 12 portable/movable tables and 28 chairs, 10 stereo and 10 compound microscopes, a white board (20 ft), a refrigerator and freezer. Two tidal impoundments (2 and 3 acres) were constructed for holding commercial volumes of American lobster, but have been used for the past decade as research mesocosms for a variety of shellfish research projects. The water in each impoundment can be controlled by a gate that when lowered will allow a constant depth of seawater to 8 feet. When raised, the gate in each impoundment creates an intertidal flat where manipulative experiments can be performed easily. A 20 ft x 32 ft two story dwelling guest house equipped with two bathrooms, kitchen, living room, and five bedrooms. A 100 ft x 30 ft pier constructed of fiber composites. The outer end of the pier is in 12 ft of water at the lowest spring tides. Two 12 ft x 20 ft floating docks are placed adjacent to the pier from 1 May to 1 October each year, and there is a 75 ft aluminum walkway from the floating docks to the upper portion of the pier. A commercial crane is installed near the outer end of the pier to help with seasonal deployment of the docks and to raise and lower research and other gear onto/off of boats below. A wooden storage shed (300 ft 2 ) occurs adjacent to the pier. There are plans by the board of directors of the Downeast Institute for Applied Marine Research & Education to create the easternmost marine research laboratory and education 29

center in the U.S. These include adding: a 1,000 ft 2 running seawater laboratory with tanks of various sizes for holding marine organisms, performing a variety of behavioral, growth, and other experiments, and educational purposes; three 120 ft 2 temperature controlled chambers with heated or running seawater for climate related marine research; a 150 ft 2 walk in cooler; six 100 ft 2 offices; a 300 ft 2 quarantine seawater laboratory for working with invasive species or other marine organisms that should not be released into the marine environment; two 300 ft 2 dry labs; a 400 ft 2 reception area with touch tank; and a 1,600 ft 2 conference area (with kitchen) that can accommodate up to 50 people. The cost for the new infrastructure at the Downeast Institute for Applied Marine Research & Education is $3.56 million and to date, $2 million has been raised. In addition, a 20 bed dormitory has been planned to replace the guest house. This structure would cost $1.2 million. To date, no University of Maine System funds (from bonds or from E & G budgets) have been used to create the existing infrastructure. All funds raised to date for the new infrastructure have come from private funders. 30

Appendix 7. Description of online UM-SMS course Broaden Impacts of Your Research 31

COSEE Ocean Systems: UMaine: Broadening Impacts HOME ABOUT US PROGRAMS EVENTS TOOLS NEWS CLIMB RESOURCES DIRECTORY CONTACT US SEARCH UMAINE: BROADENING IMPACTS PROGRAMS WORKSHOPS WEBINARS COLLEGE COURSES UMaine: Broadening Impacts UMaine: Ocean Inquiry UNH: Ocean Inquiry GRADUATE STUDENTS SDC PARTNERSHIPS BROADENING PARTICIPATION BROADER IMPACTS SPONSORSHIPS SMS 513: Broaden the Impacts of Your Research University of Maine Online, Graduate-Level Course Goals To provide emergent scientists with muchneeded professional development activities that will increase their abilities in collaboration and effective communication of their research findings. Objectives Students work with each other to create, share and evaluate specific communication products. Throughout the course, they use various online tools, critical thinking strategies, and collaborative approaches to: Deconstruct their research Explain their research Engage new people with their research Broaden the impacts of their research Home Page for the SMS 513 course blog on Wordpress Deconstruct Their Research During this section, students deconstruct their research into its component parts. Using online tools, the students investigate how their research is connected to other domains by constructing preliminary concept maps. They also learn the basics about the appropriate use of copyright-free resources to illustrate their research. SMS 513 - How to Make a Concept Map from COSEE-Ocean Systems on Vimeo. Explain Their Research http://cosee.umaine.edu/programs/courses/umaine531/[5/28/2015 10:55:26 PM]

COSEE Ocean Systems: UMaine: Broadening Impacts During this section, students collaborate with 1-2 classmate(s) to formulate ideas for cohesive interdisciplinary research projects. They create short (2-minute) videos, along with blog posts to explain their research project ideas. In addition, they evaluate their classmates work through online comments, both anonymously and with attribution. They also compare different types of language used to communicate science to experts and novices and, for extra credit, employ common words to summarize their research. Project #1 (20% of the total) is graded based on the package of concept maps, videos, and blog posts. Word Cloud generated from a description of the NASA Aquarius satellite mission Engage New People With Their Research During this section, students learn from guest experts about interacting with mass media and storytelling. They investigate research on public attitudes towards science to help choose appropriate target audiences for a "communication product" of their choosing. They also survey members of their target audience(s) to deduce whether or not their intended take-home messages were successfully delivered. Project #2 (20% of the total) is graded based on their communication product and summary of survey results. Ed Maibach: Effectively Educating the Public and Decision-Makers about the State of our Oceans: Five Guiding Principles from COSEE-Ocean Systems on Vimeo. Broaden the Impacts of Their Research During this section, students discover the fundamentals of broader impacts project design and evaluation, including collaboration with experts in education/outreach. They also conduct analyses of previously funded broader impacts proposals. Project #3 (20% of the total) is graded based on their two-page Project Summary / Broader Impacts proposal for an open or archived federal research program (e.g., NSF, NOAA, NASA, etc.) and reviews of other students proposals. http://cosee.umaine.edu/programs/courses/umaine531/[5/28/2015 10:55:26 PM]

COSEE Ocean Systems: UMaine: Broadening Impacts Broader Impacts Wizard developed by COSEE NOW Like Tweet This material is based upon work supported by the National Science Foundation (NSF) under Grant # NSF OCE-0707385. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF. COSEE-Ocean Systems Central Office School of Marine Sciences, University of Maine Darling Marine Center 193 Clark's Cove Road Walpole, ME 04573 Phone: (207) 563-8176 E-mail: cosee-os http://cosee.umaine.edu/programs/courses/umaine531/[5/28/2015 10:55:26 PM]

Appendix 8. Example budget for collaborating with consultants such as COSEE. Budget Year 1 Design Year 2 Implementation Salaries A. decharon (1 mo.) $8,146 $8432* C. Lauter (1.5 mos.) $5,915 $6122* Fringe for both (51.8%) $7,284 $7,539 Total salaries and Fringe $21,346 $22,093 Travel $1,500 $1,500 Materials $100 $100 TOTAL DIRECT $22,946 $23,693 Indirect (32%) $7,343 $7,582 TOTAL $30,289 $31,275 *3.5% raise in salary during Year 2 32

Appendix 9. UM-SMS Professional Masters Degree and the 4+1 Option The PSM in Marine Sciences requires a minimum of 30 semester hours of credit, including 5 in an apprenticeship. A minimum of 15 course credits must be completed at the 500 600 level, 6 of which must come from a set of core courses (see below). The remaining 9 credits will usually be earned in marine science and policy courses but, under approved circumstances, a student may elect to take one science or policy course offered outside the School of Marine Sciences. Such a selection may be approved if (1) the course is highly relevant to the student's career goals, and (2) the student's background in marine sciences is deemed otherwise sufficient for a Master's in this field. Examples of non marine science courses that might apply include mathematics and statistics, resource economics and policy, information management, information science, and conservation and management practices and policies. The student must also take 1 credit of the marine sciences graduate seminar, SMS 691. The PSM in Marine Sciences places significant emphasis on development of professional skills in areas such as communication, journalism, analytical methods, law, policy, public administration, business administration, and marketing. Only courses at the 400 level and above can be used for graduate credit. There are many options for this training at the University of Maine, including a growing number of on line courses. An internship (5 credits) is an important part of the degree and must make a meaningful and new contribution to the individual's professional development. A student should start thinking about the type of internship he or she wants as soon as possible, and should work with faculty and the PSM Program Coordinator to help identify an appropriate opportunity. In the case of an individual on leave from work, the internship may take place at that person's place of employment, but must involve marine science and policy activities that go beyond the individual's previous scope of work and responsibilities. The student's program of study, including apprenticeship, must be developed with, and approved by, the Graduate Committee on the Professional Science Master's in Marine Sciences, which is led by the Program Coordinator for this program (Lewis Incze). Requirements and options are outlined below for the PSM. Details of the proposed 4+1 option follow. Requirements Course Options Accommodating UMM or other UMS students 1. Fifteen (15) credits in marine science and policy, to include: (A) at least 3 credits in the SMS 500 Marine Biology marine sciences core area SMS 501 Biological Oceanography SMS 520 Chemical Oceanography SMS 525 Marine Biogeochemistry SMS 541 Physical Oceanography (B) at least 3 credits in the marine policy core area SMS 552 Coupled Natural and Human Systems SMS 557 Coastal Processes and Coastal Zone Management 33

(C) Other Sciences and Policy Courses (9 credits, 3 credits must be at the 500 600 level) For requirement 1(C), a student may select one course from among the following: For requirement 1(C), a student may take up to 6 credits at the 400 level, including these SMS 400 level courses of potential interest: [for the 4+1 option or to encourage the 4+1 option for UMM students, add UMM 400 level courses to this list] SMS 567 Knowledge and Participation in the Science Policy Process (pending final approval) SMS XXX Any course not already selected from the marine science and policy core courses listed in (A) or (B) SMS 514 Ecology of Marine Sediments SMS 516 Marine Phytoplankton SMS 528 Advanced Phycology SMS 530 Physiology of Fishes SMS 531 Coral Reefs SMS 533 Quantitative Genetics SMS 540 Satellite Oceanography SMS 550 Fisheries Oceanography SMS 553 Institutions and the Management of Common Pool Resources SMS 555 Resource Management in Crosscultural Perspective SMS 560 Marine Geology SMS 562 Fisheries Population Dynamics SMS 585 Marine System Modeling SMS 595 Data Analysis Methods in Marine Sciences SMS 598 The Gulf of Maine (will be assigned a new number) SMS 618 Particle Dynamics in Aquatic Systems INT 510 Marine Invertebrate Zoology INT 563 Marine Benthic Ecology SMS 597 Independent Study SMS 598 Special Topics in Marine Science SMS 692 Problems in Marine Science I (Fall) SMS 693 Problems in Marine Science II (Spring) SMS 697 Readings in Marine Science SMS 401 Critical Issues in Aquaculture SMS 402 Oceans and Climate Change SMS 409 Shellfish Aquaculture SMS 420 Fish Aquaculture I SMS 421 Fish Aquaculture II SMS 422 Biology of Fishes SMS 425 Applied Population Genetics SMS 449 Engineering in Aquaculture SMS 467 Fish Nutrition and Feeding SMS 475 Field Marine Ecology SMS 485 Comparative Animal Physiology 34 Offer UMM BIO/MAT 315 Experimental Design and Analysis for Biologists at the 400 level (B. Beal). In this past this course was accepted by U Maine Grad School as PSE 509 with some extras added to the syllabus. Offer UMM BIO 360 Marine Ecology at the 400 level. In this course the text is primary literature and conduct field experiments; data are analyzed with SAS.

For requirement 1(C), courses outside of SMS are also an option: A student may elect to take one 400 600 level science or policy course available from another school or department at the University of Maine provided that (1) the selection is approved by the student's advisory committee as highly relevant to the candidate's course of study and career goals, and (2) the student is considered to have an otherwise adequate background in marine sciences for a PSM in Marine Sciences. Other UMM 400 level courses include seminar courses in marine biology and marine ecology and thesis research Change the wording here to read courses available in University of Maine System (that satisfy the criteria) 2. Nine (9) credits of professional skills coursework. A course approved by committee can come from any program at the University of Maine. SMS offers one course that SMS 513 Broaden the Impacts of Your could count toward this Research requirement. The following graduate programs at the University of Maine are likely sources of courses relevant to professional practice in the area of marine science and policy. Business Administration Civil and Environmental Engineering Communication Computer Science Economics Education Mathematics and Statistics Public Administration Resource Economics and Policy Spatial Information Engineering 3. Five (5) credits in an apprenticeship approved by committee. Change the wording here to read courses available in University of Maine System (that satisfy the criteria) SMS 682 Internship in Marine Science (approval pending) SMS 683 Internship in Marine Policy 4. One (1) credit graduate seminar Could this be a 400 level internship depending upon approval by the committee? SMS 691 Details of the proposed 4+1 option follow. 35

A Proposed 4+1 Option for Qualified Undergraduate Students in SMS to obtain a Professional Science Masters (PSM) in Marine Science SMS proposes implementation of a 4+1 option. The option provides a mechanism by which a qualified SMS undergraduate student could complete a PSM within 15 months after attaining the B.S. in Marine Science. Background The School of Marine Sciences (SMS) has a successful and highly rated undergraduate degree program (B.S. in Marine Science) with over 200 undergraduate majors. Interest in the marine environment among new college students remains high. Enrollment in SMS s B.S. in Marine Science increased more than 50% in the last 5 years alone, with 85% of new students coming from out of state. In the fall and winter of 2013/14, the School of Marine Sciences conducted a survey of alumni back to the inception of the program in 1996 (summary document available upon request). A total of 103 alumni (42% of those contacted) responded. Results show a high degree of satisfaction with careers and with the education received at SMS: 77% said they would definitely encourage enrollment in SMS. A large proportion (>70%) of employed respondents are employed in marine sciences (44%) or a related field (29%). Nearly half have completed (28%) or are presently enrolled (18%) in graduate or professional degree programs, mostly for Master s degrees. These are motivated students. Yet, an academic Master s is not the answer for all who wish to acquire additional scientific knowledge and develop job- related skills after the baccalaureate. Recognizing this gap, SMS implemented a Professional Science Masters Degree (PSM) in Marine Science beginning fall 2014. The PSM in Marine Science is a two- year, non- thesis degree with a focus on the application of scientific knowledge in settings such as a business, regulatory or planning agency, local government, or non- governmental organization (NGO). Given the growth of PSM programs nationally (see www.sciencemasters.com), a 4+1 option for qualified SMS students could provide an attractive return on educational investment by enabling completion of a B.S. and a Professional Master s degree in just five years. This option would help to keep SMS very competitive in its recruitment of high- quality undergraduate students. SMS graduate courses have the capacity to absorb 4+1 Master s Degree students now and into the foreseeable future. 1

Structure of the PSM in Marine Sciences, and the Proposed 4+1 Option The PSM in Marine Science follows degree requirements established by the University of Maine. Within that basic structure (30 credits minimum), SMS specifies the following: 1. 3 credits from a core course in marine science; 2. 3 credits from a core course in marine policy; 3. 9 credits from other science and policy options (mostly in SMS); 4. 1 credit for participation in the SMS graduate seminar; 5. 9 credits of professional skills coursework; and 6. 5 credits for internship in an area of marine science and/or policy. The curriculum of study is approved by a PSM Advisory Committee working with the student. SMS expects a stand- alone PSM in Marine Science to be completed in 24 months. SMS s 4+1 program (proposed here) would provide a mechanism by which a qualified SMS undergraduate student could complete a PSM within 15 months after attaining the B.S. in Marine Science. The steps enabling this are as follows: 1. A SMS major can be admitted to the 4+1 Master s (PSM) degree program on a provisional basis during his/her junior year following the recommendation of the undergraduate s advisor and the PSM coordinator. This will usually take place in the first half of the junior year. Provisional admittance requires an undergraduate cumulative grade point average (GPA) of 3.5 or higher and 60 credit hours completed towards graduation. The undergrad s advisor and PSM graduate coordinator will work with the student to create a plan of study that leads to graduation within 15 months after the undergraduate degree has been completed. Provisional admission and the program of study will be communicated to the University of Maine Graduate School. 2. During the senior year, provisionally admitted students will take at least 6, but no more than 9, credits of graduate- level courses toward the master s degree. These courses will also count towards the undergraduate degree (joint credits). The required graduate seminar and internship cannot be used to meet this requirement. All courses transferred into the PSM must be part of the agreed- upon graduate program of study for that student.. 3. During the senior year, students provisionally accepted into the 4+1 program must complete a standard graduate school application (including submission of Graduate record Exam scores and payment of the application fee) and must adhere to any special application procedures or requirements specified by SMS. Upon graduation with a 2

B.S. in Marine Science, and with satisfactory performance in courses taken as an undergraduate (3.5 GPA and no grade below a B in the courses to be transferred into the PSM), the student may formally matriculate into the Master s program. 4. In general, students who meet the requirements for admission must complete their Master s program within 15 months after receiving their B.S. in order to use the joint credits. Extenuating circumstances may allow a variance to this rule, and the student must provide an appeal for this variance to the Dean of the University of Maine Graduate School. 3