AGENDA Eastern Kentucky University Board of Regents … Eastern Kentucky University Board of Regents Quarterly Meeting April 24, 2017

AGENDA

Eastern Kentucky University

Board of Regents

Quarterly Meeting

April 24, 2017


Board of Regents

April 24, 2017

Perkins Building, Quads A-B

Committee Meetings will begin at 9:00 a.m. and run consecutively.

SCHEDULE

9:00 a.m. Student Life, Discipline & Athletics Committee

Institutional Advancement and Honors Committee

Audit & Compliance Committee

Finance & Planning Committee

Executive & Academic Affairs Committee

10:30 a.m. Convene Board Meeting in Perkins Building, Quads A-B

12:30 p.m. Lunch – Board of Regents and Designated EKU Personnel

Perkins Building, Quads C-D

1:30 p.m. Reconvene Board Meeting in Perkins Building, Quads A-B


Board of Regents

Student Life, Discipline & Athletics Committee

Agenda

April 24, 2017


I. Call to Order (Committee Chair Lewis Diaz)

II. Information Items

III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017, Student Life, Discipline & Athletics Committee Minutes

(Lewis Diaz) ............................................................................................................................. 2

IV. New Business

V. Adjourn


Board of Regents

Institutional Advancement & Honors Committee

Agenda

April 24, 2017


I. Call to Order (Committee Chair Craig King)


III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017, Institutional Advancement & Honors Committee

Minutes (Craig King) ............................................................................................................... 5

IV. New Business

V. Adjourn


Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Alan Long)


III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017, Audit & Compliance Committee Minutes

(Alan Long) ............................................................................................................................... 7

B. Approval of the University external auditor (Barry Poynter) ................................................................. 8

IV. New Business

V. Adjourn


Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Janet Craig)


A. Financial Update (Barry Poynter)

B. Capital Construction Update (Paul Gannoe)

III. Action Items

A. Consent Agenda

i. Approval of January 30, 2017 Finance and Planning Committee Minutes

(Janet Craig) .......................................................................................................................... 32

B. Proposed University Tuition Rates for 2017-2018 (Barry Poynter) ................................................... 34

C. Proposed Meal Plan Rates for 2017-2018 (Barry Poynter) .............................................................. 37

D. Proposed Resident Hall Rates for 2017-2018 (Barry Poynter) ......................................................... 39

E. Surplus Property/Demolition Request (Barry Poynter) ...................................................................... 41

IV. New Business

V. Adjourn


Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Craig Turner)


A. Enrollment Report, Laurie Carter, Executive Vice President and University Counsel

III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017 Executive & Academic Affairs Committee Minutes

(Craig Turner) ......................................................................................................................... 44

ii. Personnel Actions (President Benson) ................................................................................. 46

iii. Approval of Policy 8.3.4P, Response to Bullying or Harmful Conduct (Sherry Robinson) . 51

iv. Report from the Council on Academic Affairs (Janna Vice) ................................................. 54

(New Programs, Revisions, Suspensions, & Academic Requirements)

v. Recommended Enhanced Retirement Transition Program Participants for 2017-2019

(Janna Vice) .......................................................................................................................... 259

vi. Recommended Promotion and Tenure for 2017-2018 (Janna Vice) ............................... 262

vii. Recommended Sabbatical Program Participant for 2017-2018 (Janna Vice) ............... 265

viii. Faculty Emeritus Nominations for 2016-2017(Janna Vice) .............................................. 267

IV. New Business

V. Adjourn


Board of Regents

Regular Quarterly Meeting

Agenda

April 24, 2017


10:30 a.m.

I. Call to Order

II. Presentation by Staff Council (Stephanie King, Chair of Staff Council)

III. Information Items

A. Committee Reports

1. Student Life, Discipline & Athletics (Lewis Diaz)

2. Institutional Advancement & Honors (Craig King)

3. Audit & Compliance (Alan Long)

4. Finance & Planning (Janet Craig)

5. Executive & Academic Affairs (Craig Turner)

B. Additional Reports to the Board

1. Craig Turner, Chair

2. Collin Potter, SGA President

3. Shirley O’Brien, Faculty Senate Chair

4. Stephanie King, Staff Council Chair

5. Michael Benson, President

IV. Action Items

A. Consent Agenda

i. Approval of the Minutes for the Full Board Meeting on January 30, 2017

(Craig Turner) ....................................................................................................................... 271






(Janna Vice) .......................................................................................................................... 259




ix. Approval of the University external auditor ............................................................................ 8





F. Update re Department of Criminal Justice Training Buildings (Barry Poynter)

G. Discussion and/or action on the Administrative Review of the President (Richard Day)

V. Executive Session

VI. New Business

VII. Other Business

VIII. Adjournment


Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Lewis Diaz)


III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017, Student Life, Discipline & Athletics Committee Minutes

(Lewis Diaz) ............................................................................................................................. 2

IV. New Business

V. Adjourn


Board of Regents


Meeting Minutes

January 30, 2017


Call to Order

Committee Chair Lewis Diaz called the meeting of the Student Life, Discipline & Athletics

Committee to order at 9:00 a.m. in Perkins Building, Quads A-B at Eastern Kentucky University.

Mr. Diaz established a quorum was present.

Committee Members Present

Bryan Makinen

Alan Long

Collin Potter

Lewis Diaz

Information Items

A. President’s Council Reports

i. Laurie Carter, Executive Vice President and University Counsel

Dr. Carter gave a brief update regarding the current initiatives of the Student

Success area. As she noted, more in depth information was presented in the Enrollment

Report in the Executive and Academic Affairs Committee.

ii. Steve Lochmueller, Director of Athletics

Mr. Lochmueller presented information regarding the Bratske Center. A copy of

the presentation is included with the official copy of these minutes. In addition, he reported

that Athletics completed its departmental strategic plan which will parallel the University’s

strategic plan. Mr. Lochmueller also announced that as of the day of this meeting, after

having worked with many on campus, including legal, University Athletic Committee,

Equity Office, President Benson and others, to get the Gender Equity Plan in place. Mr.

Lochmueller and the Faculty Athletic Representative, Dr. Shelia Pressley, signed last week.

President Benson signed this morning to finalize the Gender Equity Plan. It will be placed

online. Mr. Lochmueller was asked about the cost and benefits of adding another women’s

sport such as beach volleyball. He noted that adding beach volleyball would be

approximately a $15,000 gain. EKU would get NCAA sponsorship monies of about

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$35,000. EKU would use the same players, staff, etc. at a cost of about $20,000. Regent

Janet Craig requested regular updates on Title IX compliance.

B. Admissions Presentation regarding Spotlight Days

Mr. Brett Morris, Executive Director of Enrollment Management, presented

information regarding the Spotlight Days program from Admissions to the Board. A

copy of the presentation is included with the official copy of these minutes.

Regent Lewis Diaz noted that admissions is a key to recruitment, and he

encouraged the continued partnerships between Admissions, faculty, programs, etc.

New Business

There was no new business.

Adjourn

Without objection, Committee Chairman Lewis Diaz declared the meeting of the Student

Life, Discipline & Athletics Committee of the Board of Regents adjourned at 9:36 a.m.

Page 3


Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Craig King)


III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017, Institutional Advancement & Honors Committee

Minutes (Craig King) ............................................................................................................... 5

IV. New Business

V. Adjourn

Board of Regents



Meeting Minutes

January 30, 2017


Call to Order

Chairman Craig Turner appointed Vice Chair Alan Long as a proxy Committee Chair to

the Institutional Advancement & Honors Committee. Proxy Committee Chair Alan Long called

the meeting of the Institutional Advancement and Honors Committee to order at 9:36 a.m. in the

Perkins Building, Quads A-B at Eastern Kentucky University. A quorum was present.

Committee Members Present:

Alan Long (as proxy for Committee Chair Craig King)

Richard Day

Holly Wiedemann

Committee Members Absent:

Craig King

Nancy Collins

Information Items

A. Nick Perlick, VP for Development & Alumni Relations

Mr. Perlick presented information regarding a development update.

Action Items

New Business


Adjourn

Without objection, proxy Committee Chair Alan Long declared the meeting of the

Institutional Advancement & Honors Committee of the Board of Regents adjourned at 9:45 a.m.

Page 5


Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Alan Long)


III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017, Audit & Compliance Committee Minutes

(Alan Long) ............................................................................................................................... 7

B. Approval of the University external auditor (Barry Poynter) ................................................................. 8

IV. New Business

V. Adjourn

Board of Regents


Audit and Compliance Committee

Meeting Minutes

January 30, 2017


Call to Order

Committee Chairman Alan Long called the meeting of the Audit and Compliance

Committee of the Board of Regents to order at 9:46 a.m. in the Perkins Building, Quads A-B, at

Eastern Kentucky University. Mr. Long noted the presence of a quorum.


Alan Long

Bryan Makinen

Vasu Vasudevan

Holly Wiedemann

Action Items

A. Consent Agenda

i. Approval of the October 24, 2016 Audit & Compliance Committee Minutes

A motion was made by Holly Weidemann to approve the minutes of the October 24, 2016

meeting of the Audit & Compliance Committee of the Board of Regents. The motion was

seconded by Bryan Makinen. The motion passed by voice vote.

New Business


Adjourn

A motion was made by Bryan Makinen to adjourn the meeting of the Audit & Compliance

Committee of the Board of Regents. The motion was seconded by Holly Wiedemann. The motion

passed by voice vote, and the meeting of the Audit & Compliance Committee was thereby

adjourned at 9:47 a.m.

Page 7

Action Agenda Audit & Compliance Committee

I. External Audit Firm

II. Issue

As part of sound business practices and as required under Kentucky statute, the

University engages a qualified audit firm to perform its annual external audits

III. Background and Process

An annual audit is a requirement of the Commonwealth of Kentucky and federal

agencies from which the University receives funding. Additionally, it is a prudent

business practice which provides the Board and other constituents assurance as to

the financial position of the University.

In conjunction with and at the direction of the Audit & Compliance Committee and the

Board of Regents, the administration issued a Request for Proposal (RFP) for audit

services for future audit periods through the fiscal year ending June 30, 2021. The

scope of audit services includes the University financial audit, the NCAA compliance

audit, the A-133 audit for federal programs, the state required lease audit, and the

compliance audit for WEKU.

IV. Alternatives

An alternative would be to seek the services of other audit firms through another RFP

process.

V. Audit Committee Recommendation

It is the recommendation of the Audit & Compliance Committee, based upon the

recommendation of the Vice President for Finance & Administration, that the Board

of Regents approve the retention of Crowe Horwath to perform the University’s

external audit services for the audit periods FY 2017 through FY 2021.

Page 8


Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Janet Craig)


A. Financial Update (Barry Poynter)

B. Capital Construction Update (Paul Gannoe)

III. Action Items

A. Consent Agenda

i. Approval of January 30, 2017 Finance and Planning Committee Minutes

(Janet Craig) .......................................................................................................................... 32





IV. New Business

V. Adjourn

Eastern Kentucky University Construction/Renovation Projects

Overview

April 24, 2017

Office of Vice Presidentfor Finance and Administration

Page 10

Current Projects

• Science Building Phase II

• Martin Hall

• North Hall

• Parking Structure

• Carloftis Garden

• Scholar House

• Athletics Renovations

• Case Dining

• Student Rec & Wellness

• Todd & Dupree Demo

• Powell Student Union Renovation

• Bypass Pedway

• Moberly Renovation

• Moore, Memorial Science, & Roark

• University Dr. Parking

Page 11

Project Completion Timeline

2017 2018 2019 2020

AprilBaseball Stadium Softball Stadium

Lancaster PedwayMoberly Renovation

JuneScience II

JulyP3 Housing& Parking

AugustFootball

Scholar HouseTodd & Dupree DemoUniversity Dr. Parking

JulyBypass Pedway

JanuaryStudent Rec & Wellness

JanuaryPowell Student Union

DecemberCase Dining

SeptemberBaseball & Softball

Team Buildings

Page 12

Payroll & Tax Data

• Science Phase II, Martin, North Hall, & Parking Structure

• Total payroll to date = $1,805,409

• Federal income tax withheld = $216,650

• State income tax withheld = $90,270

• Local license fee = $36,100

• Athletics Projects & Team buildings

• Total payroll to date = $1,200,000

• Federal income tax withheld = $121,514

• State income tax withheld = $60,096

• Local license fee = $24,000Page 13

Science Building Phase II

• Will house Biology and Geosciences departments

• Design team: Omni Architects, Staggs & Fisher, Element Design

• Expected completion date: June 2017

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Martin Hall

• Part of $75,000,000 P3 Project with F2/Grand Campus

• Design Team: EOP Architects, Staggs & Fisher, Brown & Kubican

• Expected completion date: July 2017

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Carloftis Garden


• Designed by John Carloftis


Page 16

North Hall




Page 17

Parking Garage


• Located adjacent to Scholar House


• P3 Projects expected completion date: July 2017

Page 18

Eastern Scholar House

• Partnership with the non-profit Kentucky River Foothills

• Design Team: VBN Architects, S&ME, CMTA

• Expected completion date: Summer 2017

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Athletics – Baseball

• Part of $15,000,000 Athletics Renovation

• 900 seats (429 with chair backs), restroom facilities, concessions and team building

• Design Team: Murphy Group Architects, CMTA, Brown & Kubican, Element Design

• Expected completion in April 2017

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Baseball Team Building


• Design Team: Murphy Group Architects, Element Design, CMTA, Brown & Kubican

• Expected completion in September 2017

Page 21

Athletics – Softball


• 400 seats – mix of bleachers and chair backs, indoor hitting facility/coaches offices

• Design Team: Murphy Group Architects, CMTA, Brown & Kubican, Element Design

• Expected completion in April 2017

Page 22

Softball Team Building


• Design Team: Murphy Group Architects, Element Design, CMTA, Brown & Kubican

• Expected completion in September 2017

Page 23

Athletics – Football


• 3,000 bleacher seats, a football locker room, coaches locker room, and team lounge

• Expected completion prior to Fall 2017 season

Page 24

Moberly Renovation

• The new EKU Football strength room and training facility

• $1,056,505

• Design Team: Sherman Carter Barnhart, CMTA

• Project is complete. A ribbon-cutting ceremony will be held in May.

Page 25

Case Dining

• Project coordinated by Aramark

• $32,350,000

• Design team: RossTarrant Architects, Shrout Tate Wilson

• Expected Completion date: December 2017

Page 26

University Dr. Summit St. Parking

• Former site of University-owned housing

• Site will become a small parking lot at the corner of University Dr. & Summit St.

• Design team: CARMAN

• Expected completion date: August 2017

Page 27

Student Rec & Wellness Center

• Funded by Student Special Use Fee

• $40,000,000

• Design team: Murphy Group Architects, Facility Commissioning Group

• Todd & Dupree demo will be complete by fall 2017

• Expected completion date: Spring 2019

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Powell Student Union

• Part of Student Special Use Fee

• Approx. $20,000,000

• Design team: Sherman Carter Barnhart, Facility Commissioning Group, Air Source Technology

• Construction expected to begin Spring 2019

• Expected completion date: 2020

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Bypass Pedway

• Funded by Student Special Use Fee

• $2,500,000

• Design Team: Integrity Architecture, E-Tech Consultants, LE Gregg, Palmer Engineering, Poage Engineering

• Construction expected to begin Summer 2017

• Tentative completion date: Summer 2018

Page 30

Moore, Memorial Science, & Roark

• Beginning plans to renovate the Moore building and possibly Memorial Science and Roark as well.

• Design teams have presented to the university, but a contract is not yet in place

• Will house some departments from CLASS.

Moore

Memorial Science

Roark

Page 31

Finance and Planning Board of Regents


Finance and Planning Committee

Meeting Minutes

January 30, 2017


Call to Order

Committee Chair Janet Craig called the meeting of the Finance and Planning Committee

of the Board of Regents to order at 9:48 a.m. in the Perkins Building, Quads A-B at Eastern

Kentucky University. Ms. Craig noted the presence of a quorum.


Janet Craig

Richard Day

Lewis Diaz


Craig King

Information Items

A. Barry Poynter, Vice President of Finance & Administration

Mr. Poynter made a presentation regarding updates within the area of Finance &

Administration. Mr. Poynter reported that Parking and Transportation will be transitioning to an

auxiliary moving forward, with the intent to become self-sustaining with funds redirected from

that budget to other areas of the University. In addition, he noted that construction updates will

occur every other meeting. Mr. Poynter noted that EKU has over 1 million sq. feet of space in

design or development currently.

Mr. Poynter then presented the Financial Update to the Board. A copy of the

Financial Update is included with the official copy of these minutes.

Action Items

A. Consent Agenda

i. Approval of the October 24, 2016 Finance & Planning Committee Minutes

Richard Day made a motion to approve the minutes of the October 24, 2016 meeting of the

Finance & Planning Committee of the Board of Regents. The motion was seconded by Lewis

Diaz. The motion passed by voice vote.

Page 32

B. General Bond Resolution for 2017 Series

Richard Day made a motion to recommend passing approval to approve the General

Bond Resolution for 2017 series to the full Board incorporated herein. The motion was

seconded by Vasu Vaseduvan.

Mr. Poynter noted that EKU has projects totaling $68 million currently. Finance and

Administration is trying to be efficient with respect to this bond work. Two bond sales will

occur: one in next few weeks to fund student-centric projects including student rec center and

pedway, then one in the upcoming months to fund the renovation to the Powell Student Union.

Due to his firm’s involvement in the bond work, Lewis Diaz abstained.

The motion passed by voice vote.

New Business


Adjourn

Richard Day moved to adjourn the meeting of the Finance & Planning Committee. Hearing

no objections, Committee Chair Janet Craig declared the meeting of the Finance & Planning

Committee of the Board of Regents adjourned at 10:19 a.m.

Page 33

Action Agenda Finance and Planning Committee

I. Proposed Tuition Rates for 2017-18

II. Issue

The University must set tuition rates for the 2017-18 fiscal/academic year.


The Council on Postsecondary Education (CPE) has approved a 5% tuition

increase on resident undergraduate tuition rates for Eastern Kentucky

University. It is recommended that the University implement the resident

undergraduate tuition rate as approved by CPE.

Based upon the 5% increase, the proposed rates are as follows:

Undergraduate:

Resident – $214 increase (5%) for full-time students to $4,498, and an $18

increase per credit hour for students taking less than 12 hours exclusive of

online courses, per semester.

Non-resident – $447 increase (5%) for full-time students.

Online Programs, Courses, and Winter Term – $5 - $7 increase (1%) per hour;

see attached schedule.

Graduate (assessed per credit hour):

Resident – Masters and Non-Doctoral – $25 increase (5%) per credit hour to

$550, exclusive of online courses.

Non-resident – Masters and Non-Doctoral – $30 decrease (-4%) per credit

hour to $825, exclusive of online courses.

Online Programs, Courses, and Winter Term – $5 - $7 increase (1%) per credit

hour; see attached schedule.

Doctorate of Education – All credit hours will be assessed at $575 per credit

hour ($25 increase; 5%), exclusive of residency type or delivery method.

Doctorate of Nursing Practice – All credit hours will be assessed at $675 per

credit hour ($25 increase; 4%), exclusive of residency type or delivery method.

Page 34

Doctorate in Occupational Therapy – All credit hours will be assessed at $675

per credit hour ($25 increase; 4%), exclusive of residency type or delivery

method.

Doctorate in Psychology – All credit hours will be assessed at $675 per credit

hour ($25 increase; 4%), exclusive of residency type or delivery method.

IV. Alternatives

Alternatives include leaving the rates unchanged or raising them more or less

than the amounts proposed.

V. President’s Recommendation

It is the President’s recommendation that the Board approve tuition for the

2017-18 fiscal/academic year as noted, and as recommended and approved

by CPE.

Page 35

2016-17 2017-18

Resident

Full-time (12 credit hours and above) 14,284$ 4,498$ 214$ 5%

Non-resident


Online Courses (Non-program) Per Credit Hour 405$ 2

409$ 4$ 1%

Graduate Tuition (per credit hour)

Masters Resident 525$ 550$ 25$ 5%

Masters Non-resident 855$ 825$ (30)$ -4%

Masters Online Courses (Non-program) 530$ 2

535$ 5$ 1%

Doctorate in Education 550$ 575$ 25$ 5%

Doctorate in Nursing Practice 650$ 675$ 25$ 4%

Doctorate in Occupational Therapy 650$ 675$ 25$ 4%

Doctorate in Psychology 650$ 675$ 25$ 4%

Online Programs and Winter Term

Undergraduate Tuition (per credit hour)

RN to BSN online program 455$ 2

460$ 5$ 1%

All other Bachelor degree online programs 405$ 2

409$ 4$ 1%

Graduate Tuition (per credit hour)

College of Letters, Arts and Social Sciences 605$ 2

611$ 6$ 1%

College of Sciences 605$ 2

611$ 6$ 1%

College of Education 505$ 2

510$ 5$ 1%

College of Business and Technology 605$ 2

611$ 6$ 1%

College of Health Sciences 655$ 2

662$ 7$ 1%

College of Justice and Safety 605$ 2

611$ 6$ 1%

EKU Now! (Per Semester Hour) 52$ 53$ 1$ 2%

Military Veterans

Undergraduate


Online Courses (per credit hour) 405$ 2

409$ 4$ 1%

Graduate (per credit hour)

Masters 525$ 550$ 25$ 5%

Online Courses 530$ 2

535$ 5$ 1%

Doctorate in Education 550$ 575$ 25$ 5%

Doctorate in Nursing Practice 650$ 675$ 25$ 4%

Doctorate in Occupational Therapy 650$ 675$ 25$ 4%

Doctorate in Psychology 650$ 675$ 25$ 4%

1Part-time tuition is assessed at 1/12 of the full-time rate per credit hour.

2$5 Online technology fee was listed separately on prior schedules. Included in tuition for comparison here.

Undergraduate Tuition


Proposed Tuition Rate Schedule

For Fiscal Year 2017-18

Per Semester

Change

Page 36


I. Proposed Meal Plan Rates for 2017-18

II. Issue

Meal plan rates are reviewed annually. The University is required to establish

the 2017-18 fiscal/academic rates at this time.


Commencing with the 2017-2018 operating year and continuing each

operating year thereafter, the University and Aramark shall mutually

determine increases in board plan pricing; provided that board plan pricing

shall be increased by an amount to be negotiated by the University and

Aramark that shall be a minimum of three-and-one-half percent (3.5%) over

the pricing for the prior operating year.

IV. Alternatives

Alternatives include increasing the rates more than the contractual floor

proposed.


It is the President’s recommendation that the Board approve the meal plans

for the 2017-18 fiscal/academic year.

Page 37

Flex

Dollars

Included *

Total Meals

per

Semester

Semester

Rate

Annual

Rate

Flex

Dollars

Included *

Total Meals

per

Semester

Semester

Rate

Semester

$ Change

Annual

Rate

Annual %

Change

Annual $

Change

Residential

7-Day All Access VIP * 300.00$ 304 + 2,050.00$ 4,100.00$ 300.00$ 304 + 2,122.00$ $ 72.00 4,244.00$ 3.5% $ 144.00

7-Day All Access 300.00$ 304 + 2,000.00$ 4,000.00$ 300.00$ 304 + 2,070.00$ $ 70.00 4,140.00$ 3.5% $ 140.00

5-Day All Access VIP * 300.00$ 217 1,840.00$ 3,680.00$ 300.00$ 217 1,904.00$ $ 64.00 3,808.00$ 3.5% $ 128.00

5-Day All Access 300.00$ 217 1,740.00$ 3,480.00$ 300.00$ 217 1,801.00$ $ 61.00 3,602.00$ 3.5% $ 122.00

200 Block VIP * 300.00$ 200 1,858.00$ 3,716.00$ 300.00$ 200 1,923.00$ $ 65.00 3,846.00$ 3.5% $ 130.00

Commuter

Declining Balance ** 300.00$ 300.00$ 600.00$ 300.00$ 300.00$ $ - 600.00$ 0.0% $ -

All Access Lunch 300.00$ 112 1,000.00$ 2,000.00$ 300.00$ 112 1,035.00$ $ 35.00 2,070.00$ 3.5% $ 70.00

Block 80 300.00$ 80 900.00$ 1,800.00$ 300.00$ 80 920.00$ $ 20.00 1,840.00$ 2.2% $ 40.00

80 Anytime Faculty/Staff $ 600.00 1,200.00$ 620.00$ $ 20.00 1,240.00$ 3.3% $ 40.00

* VIP plans include opportunity for student to exchange a meal swipe for a meal at national brands and convenience locations on campus.

** Declining Balance may be applied as a credit to the per-semester rate charged to the student.

2017-18 Academic Year Rates2016-17 Academic Year Rates


Proposed Board Plan Rate Schedule

For Fiscal/Academic Year 2017-18

Page 38


I. Proposed Resident Hall Rates for 2017-18

II. Issue

Residence hall and rental rates are reviewed annually to determine adequacy

and are required to be established now for the 2017-18 fiscal/academic year.


University Housing is an auxiliary services unit that provides living and

learning opportunities to enhance the academic mission of the institution for

residential students. The primary source of revenue for this unit is rental

income from residence halls and other student housing. The recommendation

for changes in residence hall and other rental rates for the upcoming year and

were developed by the University Housing staff.

IV. Alternatives

Alternatives include leaving the rates unchanged or raising them more or less

than the amounts proposed.


It is the President’s recommendation that the Board approve the resident hall

rates for the 2017-18 fiscal/academic year.

Page 39

Residence Halls and Related Charges

Basic Room, no sink, community bath Double Single Triple Double Single Double Single

Keene 2,170$ 3,255$ $2,387 $3,581 10% 10%

Palmer 2,170$ 3,255$ $1,760 $2,387 $3,581 10% 10%

Sullivan 2,170$ 3,255$ $1,760 $2,387 $3,581 10% 10%

Burnam 2,170$ 3,255$ $1,760 $2,387 $3,581 10% 10%

Enhanced Traditional Room with sink and community bath

Clay 2,493$ 3,740$ $2,742 $4,113 10% 10%

McGregor 2,387$ 3,581$ $2,742 $4,113 15% 15%

Walters (Break Housing) 2,493$ 3,740$ $2,742 $4,113 10% 10%

Suite Style Room

Burnam 2,493$ 3,740$ $1,980 $2,742 $4,113 10% 10%

Telford 2,493$ 3,740$ $2,742 $4,113 10% 10%

New Construction Suite Style

New Hall A (Break Housing) 2,709$ 3,386$ $3,250 $3,555 20% 5%

Martin Hall - Traditional Suite (Break Housing) $3,350 $6,700 n/a n/a

Martin Hall - Super Suite (Break Housing) $3,550 $7,100 n/a n/a

New Hall B - Traditional Suite $3,350 $6,700 n/a n/a

New Hall B - Super Suite $3,550 $7,100 n/a n/a

New Apartment Style

Grand Campus (Break Housing) 3,572$ $3,750 5%

Conference and Other Short Term Special Activities

Traditional Hall

Daily 18$ 26$ 18$ 26$ 0% 0%

Weekly 87$ 131$ 87$ 131$ 0% 0%

Monthly 279$ 413$ 279$ 413$ 0% 0%

Suite Style

Daily 20$ 29$ 19$ 29$ -5% 0%

Weekly 93$ 140$ 93$ 140$ 0% 0%

Monthly 295$ 444$ 295$ 444$ 0% 0%

New Construction Suite Style

Daily 20$ 32$ n/a n/a

Weekly 120$ 192$ n/a n/a

General Housing Fees

Housing Pre-Payment 200$ 200$ 200$ 200$ 0% 0%

Unauthorized Room Change 100$ 100$ 100$ 100$ 0% 0%

Lock Out Fee 5$ 5$ 5$ 5$ 0% 0%

% Change


Proposed Housing Rate Schedule

Fiscal Year 2017-18

2016-17 2017-18

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Board of Regents


Agenda

April 24, 2017


I. Call to Order (Committee Chair Craig Turner)


A. Enrollment Report, Laurie Carter, Executive Vice President and University Counsel

III. Action Items

A. Consent Agenda

i. Approval of the January 30, 2017 Executive & Academic Affairs Committee Minutes

(Craig Turner) ......................................................................................................................... 44






(Janna Vice) .......................................................................................................................... 259




IV. New Business

V. Adjourn

Board of Regents


Executive and Academic Affairs Committee

Meeting Minutes

January 30, 2017


Call to Order

Committee Chairman Craig Turner called the meeting of the Executive and Academic

Affairs Committee to order at 10:19 a.m. in the Perkins Building, Quads A-B at Eastern Kentucky

University. Mr. Turner noted the presence of a quorum.


Janet Craig

Alan Long

Lewis Diaz

Craig Turner


Craig King

Nancy Collins

Information Items

A. Enrollment Report by Dr. Laurie Carter, Executive Vice President & University

Counsel

Dr. Laurie Carter gave a presentation regarding the Student Success Metrics.

The presentation is incorporated by referenced herein and is included with the official copy

of these minutes.

B. Dr. Janna Vice, Senior Vice President for Academic Affairs & Provost

Dr. Vice gave a presentation regarding accreditation initiatives in Academics. A copy of

the materials is incorporated by reference herein and is included with the official copy of these

minutes.

Dr. Vice also noted that there would be no use of part-time instructors in the English

department for the Spring semester.

Page 44

C. Dr. David McFaddin, Vice President for Engagement, Regional Stewardship &

Gov. Relations

Dr. McFaddin presented a legislative update, focusing on the status of performance based

funding. A bill is expected to be filed before the end of the current legislative cycle.

Action Items

A. Consent Agenda

i. Approval of the October 24, 2016 Executive & Academic Affairs Committee

Minutes

A motion was made by Lewis Diaz to approve the minutes of the October 24, 2016 meeting

of the Executive & Academic Affairs Committee of the Board of Regents. The motion was

seconded by Alan Long. The motion passed by voice vote.

ii. Personnel Actions-amended

A motion was made by Alan Long to approve the personnel actions as presented by the

President and incorporated by reference herein. The motion was seconded by Holly Wiedemann.

The motion passed by voice vote.

iii. Report from Council on Academic Affairs, Program Revisions & Academic

Requirements

A motion was made by Alan Long to approve the recommended Report from Council on

Academic Affairs of Program Revisions & Academic Requirements as presented and incorporated

by reference herein. The motion was seconded by Janet Craig. The motion passed by voice vote.

iv. Recommended Sabbatical Program Participants for 2017-2018

A motion was made by Lewis Diaz to approve the recommended Sabbatical Program

Participants for 2017-2018 as presented and incorporated by reference herein. The motion was

seconded by Janet Craig. The motion passed by voice vote.

New Business

There was no other new business.

Adjourn

A motion was made by Alan Long to adjourn the meeting. The motion was seconded by

Lewis Diaz. Hearing no objection, Committee Chair Turner adjourned the meeting of the

Executive and Academic Affairs Committee of the Board of Regents at 11:15 a.m.

Page 45

APRIL 2017NEW AND CONTINUING FACULTY AND STAFF

Last First Middle Position # Job Title Salary Current Hire Department Title

Brewer Jennifer Inez 996725 Instructor 20,750$ 01/16/17 Dean-EducationBurns Stella Ann 998388 Assist Prof/Dir, Clincl Exprnc 84,062$ 01/01/17 School of Clinical Education PrepChaffins Ashton Franci R. 996583 Admission Counselor 35,833$ 01/17/17 AdmissionsCunagin Stephanie Elise 996700 Manager, Grad Studnt Services 38,746$ 01/29/17 Graduate StudiesFetters Scott A 998621 Asst Dir, Intnl Stu Pgms & Svc 49,907$ 03/06/17 International Student & Scholar SvcHamilton Arwen 996712 Instructional Designer IT 58,455$ 01/03/17 Office of e-Campus LearningHisel Jamie Diane 999785 Clinical Faculty 55,000$ 01/01/17 Environmental Health SciencesKim Hyo Jin 999809 Visiting Executive in Residenc 25,000$ 01/01/17 Accounting/Finance/Information SysLawson Carla Francis 996507 Lecturer 50,000$ 02/06/17 Regional ProgrammingLewis Danny J 999999 Tech Services Coordinator 54,021$ 02/13/17 Information Technology-AcademicMcGlown Kathlyn Joanne 999104 Assistant Professor- HLS 72,000$ 01/01/17 Dept of Safety & SecurityMoore Quentin Emmanuel 999672 Assistant Professor 77,000$ 01/01/17 Baccalaureate & Graduate NursingNewman Melissa Lynn 996879 Director, Regional Stewardship 69,712$ 02/01/17 CommunicationOliver Ashley Rhae 996519 Assistant Director Gd 46-7.5Hr 50,000$ 02/06/17 Accessibility ServicesRoss James Lance 998734 Lecturer 20,000$ 01/09/17 Physics & AstronomyShepherd Hillary Brooke 999640 Instructor 41,037$ 01/05/17 Model Laboratory SchoolSinnett Dennis James 999681 Assistant Professor 65,000$ 01/01/17 AviationWade John Alexander 999769 Associate Professor 112,000$ 01/01/17 Government & EconomicsWilliamitis Christine Ann 996607 Clinical Faculty 80,000$ 01/16/17 Baccalaureate & Graduate NursingWynn Keith A. 996509 Senior Admission Counselor 37,036$ 01/17/17 Admissions

Page 46

FACULTY/STAFFOUTSIDE FUNDED POSITIONS

Last First Middle Position # Job Title Salary Current Hire Department Title

Lausier Teddy Joseph R96728 First Asst Golf Professional 32,000$ 02/13/17 University Club at ArlingtonPurvis Stephanie C. R96834 Asst Dir, KY Innovation Netwk 43,000$ 01/05/17 Innovation & Commercialization FY17

Page 47

RETIREMENTS

Name Title Date

Callahan Connie Joann Professor 02/17/17Kristofik Paula Associate Professor 06/01/17McAdam Marianne Professor 06/01/17Moore Jan Associate Professor 06/30/17

Page 48

FACULTY/STAFF WHOSE SERVICE HAS ENDED/WILL END

Name Date

Ball Sharon 12/31/16Cann Leah R 01/04/17Creech Janet Ratliff 01/31/17Cristello Kevin A. 03/15/17Gay Gregory S. 02/15/17Goltz Michele Lynn 03/31/17Gray-Denson Kishonna Leah 01/15/17Gullett Lowelletta Janeah 01/19/17Hearn John David 01/27/17Kidd Keith O 01/31/17Lau Jamie 05/15/17Lusk Pamela 03/19/17Lynn Karen L. 03/15/17Marshall Zachary K. 05/15/17Parry Pam 06/30/17Powell Leslie L. 02/20/17Roberts Amanda Maxine 03/03/17Summers Scott A.

Title

School of Clinical Education AdmissionsEKU Branding & Marketing FootballDept of Criminal Justice Training Institutional Effectiveness Criminal Justice & Police Studies KY Cntr Instructional DisCampus LifeFootballBiological SciencesBaccalaureate & Graduate Nursing EKU Branding & MarketingMusicDepartment of Communications Mail Delivery ServicesUTC Basic Child Abuse & Neglect Student Outreach and Transition Off 03/03/17

Page 49

LEAVES OF ABSENCE

Last First Middle Position # Job Title Term

Paulsen Derek J. 999625 Professor 2017-2018 Academic YR

Williams Amanda 999029 Assistant Professor

Department Title

Criminal Justice

Model Lab School 2017-2018 Academic YR

Page 50

Action Agenda Executive and Academic Affairs Committee

I. Approve Policy 8.3.4, Response to Bullying or Harmful Conduct

II. Issue

The proposal is to adopt Policy 8.3.4.

III. Background

Policy 8.3.4 has been created to define bullying or harmful conduct and to

establish a procedure that handles alleged incidents that fall outside of the

Non-discrimination and Harassment policy.

IV. Alternatives

The alternatives are not to not adopt Policy 8.3.4 or to revise the proposed

Policy 8.3.4.


Based upon the recommendations of the Staff Council, the Faculty Senate

and the Provost Council, the President recommends approval. The policy was

also reviewed by the Department Chairs and the University Ombud.

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1

TO: Dana Fohl

FROM: Janna P. Vice

DATE: April 10, 2017

SUBJECT: Council on Academic Affairs Agenda for Board of Regents

The following Academic Affairs items have been approved by the Council on Academic Affairs, the Faculty

Senate, and the Provost. On behalf of President Benson, these items are presented for the Board of

Regents’ consideration on April 24, 2017.

EASTERN KENTUCKY UNIVERSITY Serving Kentuckians Since 1906

Senior Vice President for Academics

& Provost

[email protected] www.eku.edu

CPO 30A, 108 Coates Building

521 Lancaster Avenue

Richmond, Kentucky 40475-3102

PHONE: (859) 622-3884

FAX: (859) 622-8136

Richmond, Kentucky 40475-3107

(606) 622-2228 Fax (606) 622-6676

E-mail: [email protected]

Page 54

mailto:[email protected]

http://www.eku.edu/

2

The following proposed new programs are presented for approval by the Board of Regents.

COLLEGE OF EDUCATION

Department of American Sign Language & Interpreter Education Page

1. M.A. in American Sign Language (ASL) 8

Create a Master’s program in ASL to provide advanced training for ASL instructors and already working

interpreters in order to meet demand in the growing field of ASL interpretation. Enrollment in ASL continues to

rise at EKU and is ranked as the third most studied language overall according to the Chronicle of Higher

Education (2015).

COLLEGE OF LETTERS, ARTS, & SOCIAL SCIENCES

Department of English & Theatre Page

2. University-Level Certificate in Theatre Performance 11

Create a University certificate in Theatre Performance to provide students with opportunities for specialized

exploration in theatre performance that complement existing bachelor’s programs by helping students develop

competencies in communication, creativity, collaboration, and problem-solving.

3. University-Level Certificate in Theatre Design & Technology 11

Create a University certificate in Theatre Design & Technology to provide students with opportunities for

specialized exploration in theatre design/technology that complement existing bachelor’s programs by helping

students develop competencies in communication, creativity, collaboration, and problem-solving.

COLLEGE OF SCIENCE

Department of Mathematics & Statistics Page

4. Minor in Cybersecurity & Intelligence 24

Create a collaborative minor in Cybersecurity & Intelligence that provides students with digital forensic analysis

skills strongly demanded by the intelligence industry. The minor is expected to appeal to Homeland Security

majors in particular but may appeal to other majors as well.

5. Minor in Game Content Design 29

Create a minor in Game Content Design, which will be the first of its kind in the stat and will attract students to

multiple majors in Computer Science, Art, Music, English, and Broadcast and Electronic Media.

6. M.F.A. in Game Design 34

Create a master’s program in Game Design, which will be the only graduate degree program in game

development in the state and will meet a need for formal training in the rapidly growing markets related to

games.

NEW PROGRAMS

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3

The following proposed program revisions are presented for approval by the Board of Regents.

COLLEGE OF EDUCATION

Department of Special Education Page

1. B.S. in Communication Disorders

A. Increase credit hours for admission to the program from 27 to 40 hours so admitted students are able to

fulfill other graduation requirements before focusing on the two-year, full-time scripted sequence of

coursework required to complete the program. Currently, students accepted with 27-39 hours may take 18-

hour course loads or summer classes, and the increased workload can make it difficult to maintain a

competitive GPA for graduate admission.

46

B. Add a criminal background check as a contingency for admission to the program and prior to enrollment in

CDS 374, which requires students to provide direct intervention services to clients in the EKU Speech-

Language-Hearing Clinic, in order to protect clients.

48

2. B.S. in Special Education/Teaching 50

Revise the program to reflect changes to 500-level courses required in the program, which have been

renumbered and undergone student learning outcomes revisions more appropriately aligned with undergraduate

expectations.

COLLEGE OF HEALTH SCIENCES

Department of Baccalaureate & Graduate Nursing Page

3. M.S. in Nursing 54

Reduce the total number of credit hours for the Rural Health Family Nurse Practitioner Concentration practicum

from 15 to 14 to align with other institutions and more competitively recruit students to EKU’s program; move

NSC 837 to a core course in the Nursing Administration Concentration – it is currently listed as a practicum

course although it does not require any clinical or practicum hours; and make editorial changes to better reflect

current language used during admission and in the MSN handbook.

Department of Exercise & Sport Science Page

4. M.S. in Athletic Training 58

Reduce total credit hours to reflect an approved reduction in credit hours for two courses: ATR 801 and 804;

align GPA admission requirements with current Graduate School requirements by reducing the GPA requirement

from 2.75 to 2.5; and update the program’s accreditation status in the General Information section.

Department of Family & Consumer Sciences Page

5. B.S. in Child & Family Studies 63

Expand the program’s core by nine hours by moving identified concentration requirements and the Wellness

supporting course requirement to core requirements and cleaning up supporting course requirements to

strengthen the program content.

Department of Health Promotion & Administration Page

6. Minor in Community Health Education, Non-Teaching 72

Revise the name of the minor to Minor in Public Health to align with the major and make the minor more

marketable; reduce the required hours from 30 to 18 to align with other minors and make the minor a more

feasible option for interested students.

PROGRAM REVISIONS

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4

Department of Occupational Science and Occupational Therapy Page

7. M.S. Transition Program 75

Remove OTS 499 and require three traditional Occupational Science courses (OTS 311, OTS 312, and OTS

401) that cover OTS 499 content and enable students in the program to be more integrated with traditional

Occupational Science students. The three additional hours makes the program eligible for a post-baccalaureate

2nd degree pathway.

Department of Recreation & Park Administration Page

8. B.S. in Recreation & Park Administration – 3+2 Accelerated Pathway 80

Add an accelerated pathway 3+2 Dual Degree to allow students to earn their bachelor’s and master’s degrees

in five years.


Department of Communications Page

9. Minor in Broadcasting & Electronic Media 86

Revise curriculum to reflect changes to course offerings and prefixes in the department.

10. Minor in Broadcast News 88


11. Minor in Public Relations 90


12. Minor in Visual Media 92

Revise curriculum to reflect changes to course offerings and prefixes in the department as a result of the merger

between Broadcasting and Electronic Media Broadcast News (BEM) and the Journalism program.

13. B.A. in Broadcasting and Electronic Media 94

Revise the program’s core requirements and concentrations to build a program more relevant to today’s media

industry and emerging media markets by:

a. renaming the Broadcast News concentration to Multimedia News and merging the curriculum with

Journalism program requirements,

b. renaming the General concentration to Broadcasting and Electronic Media, and

c. revising course listings in the Broadcasting and Electronic Media concentration and the Film Techniques

and Technology concentration.

14. B.A. in Communication Studies 97

Update the program’s exit requirement to a non-College of Business course because the department has moved

to the College of Languages, Arts, & Social Sciences and revise the curriculum to reflect changes to course

offerings and prefixes in the department as a result of the merger between BEM and Journalism.

15. B.A. in Public Relations 99

Update the program’s exit requirement to a non-College of Business course because the department has moved

to the College of Languages, Arts, & Social Sciences and revise the curriculum to reflect changes to course

offerings and prefixes in the department as a result of the merger between BEM and Journalism.

Department of English & Theatre Page

16. B.A. in English 101

Streamline the English major to reduce barriers to entry, increase flexibility for majors, and reduce hours to

graduation by removing concentrations and merging the sub-disciplines into a unified curriculum. Replace ENG

302 (Principles of Literary Study) with the new course, ENG 310 (Introduction to English Studies), which will

introduce students to all the sub-disciplines of English and give them a broader knowledge of the field.

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5

Department of Government & Economics Page

17. B.A. in Globalization & International Affairs 106

Revise the program to reflect revisions to the International Studies Minor (revised to Globalization and

International Affairs Minor) and to add courses that align with program objectives.

18. B.A. in Political Science 110

Revise the core by distributing the upper division political science requirements between the subfields of the

discipline to ensure majors have breadth in their upper-division coursework and the curriculum is aligned with

programs at peer institutions.

Department of Interdisciplinary Programs Page

19. Minor in International Studies 115

Rename the Minor in International Studies to Minor in Globalization and International Affairs; revise the

curriculum to align it with the B.A. in Globalization and International Affairs; and house the minor in the

Department of Government & Economics, where the bachelor’s program resides.

Department of Psychology Page

20. B.S. in Psychology 117

Add a Co-operative Learning course as a Capstone and Applied Critical & Creative Thinking (ACCT) option to

encourage majors to take advantage Co-operative Learning opportunities.

21. University-Level Graduate Certificate in Autism Spectrum Disorders 120

Update the interdisciplinary certificate program requirements to offer the most appropriate capstone and special

education class options possible for Communication Disorder and Special Education students enrolled in the

program. Currently, the proposed course additions are being approved by advisors through the use of course

substitution forms.

22. M.S. in Industrial/Organizational Psychology 127

Revise the program to an online e-Campus program and reduce the credit hours for degree completion from 49

to 36, including new courses created to ensure that all competencies recommended by The Society for Industrial

and Organizational Psychology (SIOP) are addressed within the 36-hour structure.

COLLEGE OF SCIENCE

Department of Biological Sciences Page

23. B.S. in Biology – New Concentration 151

Add a Biology Teaching concentration to the program to replace the Biology Teaching major that is being

suspended.

24. B.S. in Wildlife Management 157

Revise the program so students can pursue either a concentration in Game Management or a concentration in

Conservation Management in order to strengthen the academic background and employability for students who

want to pursue a consumptive-oriented (fishing- and gaming-related) or non-consumptive-oriented (biodiversity

management) position with state/federal agencies or in the private sector.

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6

Department of Computer Science Page

25. Certificate in Productivity, Innovation, & Technology 164

Expand the elective courses to provide students with more options to complete the requirements and rename the

certificate to Certificate of Informatics.

26. A.A. in General Studies – New Concentration 166

Add a concentration in Informatics to the associate of general studies program to provide an attractive computer

science-related option for the adult completer degree.

27. B.S. in Computer Science 168

Revise major requirements to reflect course curriculum changes and to add new computer science courses to

the program.

Department of Geosciences Page

28. B.A. in Geography 177

Update the program to B.S. in Geographic Information Systems and revise program requirements to focus on

environmentally-relevant, physical geography programs and courses in geospatial techniques that address

specific market demands and job skills needed in Kentucky. Update the CIP code to a designation that more

closely aligns with the currently proposed degree program.

Department of Physics & Astronomy Page

29. B.S. in Physics – New Concentration 185

Add a Physics Teaching concentration to replace the Physics Teaching major that is being suspended; require

PHY 456 (Statistical and Thermal Physics) as part of the core for General Physics.

HONORS PROGRAM

Page

30. . Honors Program 190

Remove the Honors Core curriculum track as an option for Honors Program students because students are not

choosing this option.

The following proposed program suspensions are presented for approval by the Board of Regents.

COLLEGE OF HEALTH SCIENCES

Department of Health Promotion & Administration Page

1. Minor in School Health, P-12 (Teaching) 192

Suspend the minor because of zero enrollment over the last five years.


Department of Communication Studies Page

2. Minor in Advertising 194

Suspend the minor in because of decreased enrollment and available supporting courses.

3. A.A. in General Studies – Journalism Concentration 196

Suspend the concentration in Journalism in the Associate of General Studies degree because of revisions to

Communications programs.

PROGRAM SUSPENSIONS

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7

COLLEGE OF SCIENCE

Department of Biological Sciences Page

4. B.S. in Biology/Teaching 198

Suspend the stand-alone bachelor’s program in Biology/Teaching to make way for the new concentration within

the existing Biology major, which will streamline administration and reporting of the program.


5. Minor in Interactive Media 200

Suspend the minor, which is not in high demand because it isn’t accessible for students outside the computer

science major.


6. B.S. in Physics/Teaching 202

Suspend the stand-alone bachelor’s program in Physics/Teaching to make way for the new concentration within

the existing Physics major, which will streamline administration and reporting of the program.

The following proposal is presented for approval by the Board of Regents.

Registrar Page

1. Credit for Cambridge International AS & A Level Exams 204

Grant academic credit for Cambridge International AS & A Level Exams, as reviewed and approved by

academic departments.

Cambridge International Advanced Subsidiary Levels (AS Levels) and Advanced Levels (A Levels) constitute

a set of internationally recognized, challenging, college-level classes for students in their final two years of

high school. These exams are gaining wide recognition in high schools and universities in the U.S. where

over 550 schools recognize these exams for matriculation and/or academic credit.

ACADEMIC REQUIREMENTS

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V.2.12.14

Substantial Curriculum Change Form (Present only one proposed curriculum change per form)

(Complete only the section(s) applicable.) Part I

(Check one) Department Name American Sign Language and Interpreter Education

New Course (Parts II, IV) College College of Education

Course Revision (Parts II, IV) Course Prefix & Number

Hybrid Course (“S,” “W”) Course Title (full title±)

New Minor (Part III) Program Title American Sign Language (ASL) Studies (M.A.)

Program Suspension (Part III)

x New Program (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)

Provide only the information relevant to the proposal.

± If Title is longer than 30 characters see Part IV to provide abbreviation

Proposal Approved by: Date Date Departmental Committee 9/19/2014 Council on Academic Affairs

College Curriculum Committee 1/17/2017 Faculty Senate**

General Education Committee* NA Board of Regents**

Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM***

Graduate Council* 2/24/17 *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.

Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.)

Create new program

A. 2. Proposed Effective Academic Term: (Example: Fall 2012)

Fall 2017 (Note: CPE pre-approval process was October 2015)

A. 3. Effective date of suspended programs for currently enrolled students: (if applicable)

B. The justification for this action: The department is creating a MA degree with two tracks with two concentrations. This will serve as the catalog entry for the MA program.

C. The projected cost (or savings) of this proposal is as follows:

Personnel Impact: None

Operating Expenses Impact: $1000; Educational Materials

Equipment/Physical Facility Needs: $3000; Continue to explore and purchase evolving program software used to teach visual language courses online.

Library Resources: $1000; Online journal subscription for faculty and graduate students

CAA for Board of Regents

April 24, 2017

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V.2.12.14 DEPARTMENT OF AMERICAN SIGN LANGUAGE AND INTERPRETER EDUCATION

Dr. Laurence Hayes, Chair

www.aslie.eku.edu (859) 622-4966

I. GENERAL INFORMATION

The graduate program for American Sign Language Studies is situated within the Department of Sign Language and Interpreter Education whose mission and goals are to increase the understanding, respect, and equality of Deaf, Deaf-Blind, and Hard of Hearing people and their diverse communities. This mission is carried out by three inter-related goals:

● To provide high quality American Sign Language instruction ● To prepare practitioners who are competent, ethical, and life-long learners ● To promote excellent resources, service, and scholarship to the state of Kentucky, the region, and throughout

the United States.

This hybrid degree program is designed to serve Deaf, hard of hearing, and hearing individuals who want to either teach ASL with the focus on adult education venues and within higher education, or broaden and enhance their understanding of and practice of interpretation. The program requires a total of 36 hours of coursework with emphasis on research and service learning to be completed within a cohort group in 6 consecutive semesters, starting in the summer with the first of two low-residency summer semesters. Students must apply by January 15 for admission to the program. Students must have access to a high quality digital camera or webcam; a “home studio” that meets quality standards for lighting, backdrop and contrasting clothing; a reliable personal computer system that can support course requirements and online participation; reliable high speed internet connection. This degree does not lead to P-12 Kentucky teacher certification or licensure.

Masters in American Sign Language Studies Program Objectives

The graduate American Sign Language Studies program will:

Provide opportunities for students to participate in innovative and analytical exploration of existing research.

Prepare students to engage in original research that will contribute to the knowledge base of practitioners locally, regionally, and nationally.

Prepare students to apply theory and advance competence in their work in accordance with recognized best practice.

Prepare students to be leaders in the profession within the EKU service region and their local communities.

Provide a curriculum that promotes the dignity of American Sign Language users and respect for their language.

Promote civic responsibility by fostering collaboration with the Deaf community locally, regionally, and nationally.

Respond to the critical need for qualified professionals in the field as identified by national organizations.


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V.2.12.14

II. ADMISSION REQUIREMENTS

● Meet all admission requirements of the graduate school; ● GPA 3.0 for last 60 hours of education from an accredited postsecondary institution; ● Statement of interest and professional goals in American Sign Language and English; ● 3 recommendations addressing aptitude for graduate school, experience within the Deaf community, and other

factors that demonstrate appropriate abilities for the profession; ● Bicultural and bilingual competency in ASL and English; ● Fluency in ASL as demonstrated by ASLPI scores;

o ASPLI 4 preferred; 3 + acceptable with documented experience required.

In addition to the general admission requirements, applicants for the postsecondary ASL instruction concentration must have documented foundational knowledge of ASL culture, discourse, and linguistics. Applicants interested in the interpreting concentration must have documented foundational interpreting knowledge and substantive interpreting experience.

An undergraduate degree in a related field is preferred and highly recommended.

Applications due by January 1. All applications will be considered; enrollment is competitive and limited.

*All students accepted into the MA in ASL Studies program must abide by EKU policies and the ASLIE handbook.

III. PROGRAM REQUIREMENTS

MASTER OF ARTS IN AMERICAN SIGN LANGUAGE STUDIES

Core Courses: ASL 800, 810, 820, 840, 850, 880, 890….…………………………….…………….24 hours Concentrations (select one): Teaching ASL: ASL 822, 824, 826, 862………………………………………….………..……………12 hours ASL/English Interpreting: ASL 831, 833, 837, 871……………………….……………………..….…………..….12 hours Exit Requirement ASL 890………………………………………………..…………………………………...6 hours Total Program Hours……………………………….…………….……………………36 hours IV. EXIT REQUIREMENTS During the student’s final semester, he/she will be require to submit and successfully pass all requirements for a program portfolio (ASL 890). *This degree will not lead to P-12 Kentucky Teacher Certification or Licensure.


April 24, 2017

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New Academic Program or Major Academic Program Modification Proposal Form

COVER PAGE Date:

(Check one) _X__ New Program ____Major Program Modification

Department Name: English & Theatre

College: College of Letters, Arts, & Social Sciences

PROGRAM INFORMATION

Program Name/Title Certificate in Theatre Performance, Certificate in Theatre Design and Technology

Program Concentration (if any)

Program Types

____Major _X__Certificate

____Collaborative____Joint ____Single Institution

____Technical____Occupational ____Vocational

Degree Level

____Associate __X_Bachelor ____Master ____Doctorate ____Advanced Practice Doctorate

CIP Code: _50.05________ (see http://nces.ed.gov/ipeds/cipcode/Default.aspx?v=55)

Proposed Implementation Date: August 2017

APPROVALS

Yes No Date Comments

Departmental Committee x Nov. 29, 2016

College Curriculum Committee x Dec 7, 2016

Council of Deans x Dec 7, 2016

General Education Committee*

Teacher Education Committee* NA

Graduate Council* NA

Council on Academic Affairs

Faculty Senate

Board of Regents

Council on Postsecondary Education

SACS (via Provost Office)

A new academic program is a program not previously offered at an institution or one that was previously offered but has been suspended for five or more years or has been closed. Major academic program modifications refer to significant changes in the program’s purpose and curriculum such that a different CIP code more accurately describes the revised program. Separation of an academic program into two programs and the combination of two existing programs into one program constitute major academic program modifications.


April 24, 2017

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Feb. 6, 2017

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2

Program Proposal

PART I A. Centrality to the Institution’s Mission and Consistency with State’s Goals

1. Provide a brief description of the program. Describe any tracks (if undergraduate), concentration (if

master’s), or specializations (if doctorate).

Certificates in Theatre Performance and in Theatre Design and Technology will provide opportunities for specialized exploration in a student’s area of interest. They are complements to B.A. study in other fields providing opportunities to develop skills in specialized areas of Theatre, as well as competencies in communication, creativity, collaboration, and problem solving through applied theatre experiences. Students in both certificates pursue a common core curriculum of basic acting, theory, and Stagecraft; two courses in either design and technology or performance; and hands‐on instruction in performance, design and/or technical theatre through the EKU Theatre Production Program. The Certificates embed multiple high‐impact learning experiences into the curriculum. These applied experiences are supported through EKU’s production program and/or external internship or employment opportunities. The experiential structure of the curriculum allows students to develop specialized skills by pursuing production and performance opportunities in their specific areas of interest. The Certificates in Theatre Performance, and in Theatre Design and Technology do not require new courses or resources.

2. List the objectives of the proposed program. These objectives should deal with the specific institutional and societal needs that this program will address.

Certificates in Theatre Performance, and Theatre Design and Technology will provide students with the opportunity to develop skills in applied critical thinking, communication, collaboration, and creative problem solving skills that are highly sought by employers.

Certificates in Theatre Performance, and Theatre Design and Technology recognize the educational value of the experiential learning students gain through participation in EKU Theatre’s production and outreach programs.

The Certificate format will attract students from beyond the EKU community, as community members, who frequently participate in production, can pursue the Certificate at their own pace without commitment to an A.A. or B.A. degree.

The Certificate programs will add value to programs of study in other areas, providing work readiness and advanced, applied critical thinking; communication; collaboration; and creativity skills.

The experiential nature of the Certificate programs will allow students to gain hands‐on work experience and practical skills while creating theatre productions for the EKU and regional communities.

Certificates in Theatre Performance, and Theatre Design and Technology will enhance graduates’ competence in specific skills highly relevant to other degree programs and careers.

Ex: Consider the value added to some of the following degrees/careers:

B.A. in Broadcasting and Electronic Media enhanced by a Certificate in Theatre Performance

B.S. in Apparel Marketing and Design enhanced by a Certificate in Theatre Design and Technology

B.A. in Political Science enhanced by the communication and presentation skills learned in Theatre Performance.

B.A. in Social Work enhanced by the skills in empathy and communication learned in Theatre Performance.


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B.S in Recreation and Park Administration, with a focus on Recreation Management and Programming, or Therapeutic Recreation, or Tourism and Resort Recreation, enhanced by the skills to program, create, and use Theatre recreationally with others.

B.A. Creative writing, enhanced by the storytelling, deep reading, text analysis, and character study of theatre performance.

Program Learning Objectives

1. Students will analyze dramatic texts 2. Student will demonstrate creative problem solving skills transferable to the workplace. 3. Students will demonstrate excellent collaboration and communication skills in teamwork with peers. 4. Students will demonstrate technical competencies in performance, design, or theatre technology.

3. Explain how the objectives support the institutional mission and strategic priorities, the statewide

postsecondary education strategic agenda, and the statewide strategic implementation plan.

EKU’s Mission Statement: As a school of opportunity, Eastern Kentucky University fosters personal growth and prepares students to contribute to the success and vitality of their communities, the Commonwealth, and the world.

The study of theatre develops skills in critical thinking, communication, collaboration, creativity, and problem solving. These “21st Century” skills are widely sought by employers, who value Theatre graduates for their abilities in these areas. This is consistent with EKU’s mission statement in that these skills are essential for students to contribute to the success and vitality of any community.

EKU is an opportunity school. Students from our service region frequently have not had exposure to professional workplaces. These certificate programs provide a venue for exploring workplace readiness as part of a team producing a cultural product for EKU and the regional community. A Certificate in Theatre Performance or Design and Technology is a significant value‐added component to any degree, enhancing students’ work readiness and advanced skills in critical thinking, communication, collaboration, and creative problem‐solving.

EKU’s current Quality Enhancement plan focuses on Critical Reading.

As a program that teaches students to critically analyze text and to use the tools of theatre to make the intangible visible in the form of an engaging production, students will read deeply, engage creatively, and collaborate to create and communicate meaning. These skills are at the top of Bloom’s taxonomy and complement EKU’s strategic efforts using high‐impact educational practices.

EKU’s stated values include:

Intellectual Vitality, which is characterized by knowledge, scholarly inquiry, creativity, critical thinking, and curiosity, all with a global perspective.

Theatre is an experiential mode of creativity and inquiry. Its pursuit cultivates curiosity and empathy, asking performers and designers to examine the world from the perspective of others. Further, the benefits of theatre in these areas extend well beyond those who study theatre to the larger community, which comes together to view/discuss/experience stories from a diversity of perspectives as brought to life through deep, critical investigation and creativity. In this way, theatre study cultivates each of the above traits in embodied creative exploration.

Cultural competency, which is characterized by equitable opportunities and treatment, mutual respect, and the inclusion and celebration of diverse peoples an ideas;

Through processes outlined above, both the study of theatre and the consumption of the cultural products of theatre created by students enrolled in the program, encourages cultural competency and understanding through empathy, and inclusion and diversity developed by exploring a diversity of perspectives and in giving voice to the stories of others.

4. Is an approval letter from Education Professional Standards Board (EPSB) required? NO


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If yes, attach the approval letter from ETSB.

B. Program Quality and Student Success

1. What are the intended student learning outcomes of the proposed program?

Students will be prepared for entry level employment in the creative industry, specifically in areas requiring creative and communicative thought and collaboration, performance skills, or design or technical skills.

Students will demonstrate skills in critical thinking, communication, collaboration, and creative problem

solving that will enhance their abilities in their primary programs of study and/or their careers.

2. Identify both the direct and indirect methods by which the intended student learning outcomes will be assessed. 1. Students will analyze dramatic texts. Assessed in THE 341 via assignments 2. Student will demonstrate creative problem solving skills transferable to the workplace. Assessed in THE 330

via reflective journaling 3. Students will demonstrate excellent collaboration and communication skills in teamwork with peers.

Assessed in THE 135 & 341 via peer evaluations 4. Students will demonstrate technical competencies in performance, design, or theatre technology. Assessed

in THE 330 via final project grade

3. How will the program support or be supported by other programs within the institution? The Certificate programs will create vibrant live theatre productions on campus. These productions enhance the

cultural life and cultural competency of the entire EKU campus and regional communities. The productions

generated by the students in the program are frequently used to enhance curriculum in English and Honors

coursework, among others. In addition, Theatre faculty collaborate with programs across campus to engage the

campus community in dialogue and para‐theatrical presentations associated with productions. For instance, we’ve

partnered with the Green Dot and Women and Gender Studies Programs to facilitate discussions around consent

and violence, with the English Department to discuss dramatic text and the production process in their classes, and

with faculty from a variety of disciplines who have requested conversations and workshops with faculty and

students to enrich their students’ experience of the productions.

The Certificates will also support the work of students in Apparel Merchandising and Design, providing

opportunities for them to pursue their required internship experience, and to complete required coursework

through the costume design and construction courses.

The Certificates would enhance essential skills in text analysis, communication, and self‐presentation for students

seeking careers in any field where public image is important, e.g., law, broadcasting, journalism, communications,

public relations, psychology, and medicine.

4. Will this program replace or enhance any existing program(s) or tracks, concentrations, or specializations

within an existing program? YES If yes, please explain.

This program is designed to replace the Concentration in Theatre under the B.A. in English. The minors in Theatre and in Teaching Theatre would continue to exist as these require no unique faculty resources, and use courses already available through the certificates. The minors provide a more general exploration of theatre, with less applied production work, and without specialization in either design/technology or performance.

5. Will this be a distance learning program? NO If so, please indicate the anticipated percentage of the program for each of the following (can total more


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than 100%). _____Online _____Hybrid _____ITV _____Offered at a site other than Richmond

6. Will this program utilize alternative learning formats (e.g. distance learning, technology‐enhanced instruction, evening/weekend classes, accelerated courses)?

If yes, please check all that apply. _____Courses that combine various modes of interaction, such as face‐to‐face, videoconferencing,

audio‐conferencing, mail, telephone, fax, e‐mail, interactive television, or World Wide Web? _____Technology‐enhanced instruction __X__Evening/weekend/early morning classes __X__Accelerated courses _____Instruction at nontraditional locations, such as employer worksite _____Courses with multiple entry, exit, and reentry points _____Courses with “rolling” entrance and completion times, based on self‐pacing _____Modularized courses

7. Are new or additional faculty needed? NO Please provide a plan to ensure that appropriate faculty resources are available, either within the institution or externally, to support the program.

Note whether they will be part‐time or full‐time.

C. Program Demand/Unnecessary Duplication 1. Provide justification and evidence to support the need and demand for this proposed program. Include any

data on student demand; career opportunities at the local, state, and national levels; and any changes or trends in the discipline(s) that necessitate a new program.

ENROLLMENT, RETENTION, & GRADUATION DATA -supplied by EKU Institutional Research

Enrolled Dropped Graduated Retained in Other Retained in Program Academic Year

2012-13 Theatre 22 5 5 2 10

Theatre/Teaching 7 3 . 2 2

Total 29 8 5 4 12

Academic Year 2013-14

Theatre 25 5 6 3 11


Total 35 8 6 4 17


Theatre 18 . 2 4 12


Total 25 2 2 6 15


Theatre 25 2 2 2 19

Theatre/Teaching 8 . 1 1 6


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The Theatre Program currently offers a B.A. in English with a Theatre Concentration. Even under this cumbersome curriculum design there are 44 declared majors and 15 minors. This number has grown from 29 majors in 2012. Retention rates within the program have also improved, with yearly retention/graduation in the program increasing year over year from 58% in 2012/2013, to 84% in both 2014/2015 and 2015/2016 as noted in the chart below, supplied by EKU Institutional Research. As measured by box office receipts, audience interest in theatre productions have also risen, by 65% in 3 years. All these factors demonstrate increased student interest in the study of theatre.

Statewide interest and programming in Theatre at the High School level has also seen dramatic growth. The number of students participating in the Kentucky Thespians High School Theatre Festival and the Kentucky Theatre Association’s annual competition is growing, with both organizations seeing student enrollment breaking their own records in each of the past three years. In fact, enrollment in these conferences has grown so large that KTA (The Kentucky Theatre Association) has moved to a regional system to accommodate the more the 20 state high schools that now participate, and the Kentucky Thespians will move from EKU to a conference center to accommodate their increasingly large gathering. Given this growth, EKU can anticipate that a larger proportion of incoming students will have had theatre experiences as a valued part of their secondary education and will want to continue studies in theatre at EKU.

State standards for assessment of teaching the arts have also changed. In 2016 the Kentucky Department of Education moved arts curriculum to teach Arts Processes rather than assessing understanding of concepts in the arts. This change demonstrates the State’s recognition of the value to students in creating art. This process‐based approach, and the school assessment standards associated with it, have resulted in increasing demand for teachers in Theatre. (Our office has had several calls requesting referrals to graduates and near‐graduates with certification in Teaching Theatre). We anticipate the increase in numbers of students gaining experience in creating theatre at the secondary level to result in an increase in students passionate about creating theatre at EKU.

As noted in the 2015 Americans for the Arts Creative Industries Report: Nationally, 702,711 businesses are involved in the creation or distribution of the arts, and they employ 2.9 million people. This represents 3.9 percent of all U.S. businesses and 1.9 percent of all U.S. employees—demonstrating statistically that the arts are a formidable business presence and broadly distributed across our communities.

In the state of Kentucky alone, 6,383 arts related businesses employed 24,242 people in 2015, the most recent year for which data is available. (Data from “Creative Industries: Business and Employment in the Arts” annual report, 2015.)

Students enrolled in the certificate programs will acquire skills necessary to gain employment in creative industries. Last summer 44% of EKU Theatre students entering their junior or senior year of study were employed in Theatre or related fields. The certificate programs will provide students skills appropriate to entry‐level employment in creative industries, to pursue advanced study of a Theatre discipline, or to use their skills in creativity, communication, and collaboration to increase their success and employment readiness in any field.

As reported in Forbes magazine (Nov 12, 2014, “The 10 Skills Employers Want Most in 2015 Graduates” and as surveyed through the National Association of Colleges and Employers, the top skills sought by employers are the ability to work in a team structure, the ability to solve problems and make decisions, and the ability to communicate verbally.

Total 33 2 3 3 25

Graduated - Graduated before the Fall term of succeeding academic year Dropped - Not enrolled in the Fall term of succeeding academic year


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These are all skills practiced and honed through the study and practice of theatre. The certificate structure recognizes the value of these 21st century skills to graduates in any field and provides opportunities their acquisition.

2. Specify any distinctive qualities of the program.

These Certificates are designed to enhance learning outcomes and workplace‐readiness skills of other degree programs. The certificate structure allows students to supplement their primary area of study with the study of theatre and would be unique among Theatre programs in Kentucky.

The Certificate Program allows students to specialize in their primary area of interest‐either Design/Technology, or Performance, without the breadth of study involved in a B.A. or B.F.A.

Unlike a minor in Theatre, which involves introductory study of theory and a wide variety of theatre skills, the Certificate programs allow students to pursue a specialized interest in Design and Theatre Technology or Performance.

The Certificate Program embeds production, experiential learning, and service to the region in the curriculum to a greater degree than other programs in the state or the current formulation of the program as a concentration within the B.A. in English.

3. Are there existing programs in the state?

There are no extant Theatre Certificate Programs in the state a. Does the proposed the proposed program differ from existing programs? YES

If yes, please explain. This program is different from existing specialized course of study. The only other certificate in Theatre in the state is the University of Kentucky’s certificate in Musical Theatre that involves specialized study in opera and Musical Theatre. This program is different from the current formulation of the Theatre program

at EKU, which exists as a concentration within a B.A. in English.

b. Does the proposed program serve a different student population (i.e. students in a different geographic area) from existing programs? YES

If yes, please explain. Because students do not have to be enrolled in a degree program to earn the certificates, we anticipate that the program will be attractive to community members with a passion for creating theatre. There is no other comparable program in our service region or in the state.

The current program, existing as a concentration in the English B.A., is limiting in that students must be English majors. The certificate programs proposed will be attractive to students pursuing degrees in a wide variety of disciplines. Skills in creativity, critical thinking, communication, and problem solving are sought by employers in every field.

The program will offer a more specialized and applied program of study than the minor in Theatre.

There is a vibrant theatre community in Madison County, and community theatres across our service region, many led by individuals who are passionate about making theatre, and eager for knowledge. The certificate structure would allow them to gain skills and training, and apply these in creating theatre in their communities while pursuing the certificate.

c. Is access to existing programs limited? YES If yes, please explain. There are no similar programs in the state. At EKU access to the concentration in theatre is currently

limited because study of theatre necessitates advanced study in English. This formulation involves 57

hours to obtain the degree. By removing the English content, the certificate structure will better target

students’ interests in either performance or design/technology, and allow students to increase the

marketability of their degree by choosing a primary course of study that suits their interests.


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d. Is the excess demand for existing similar programs? If yes, please explain. Currently, there is no similar program at EKU or in the state of Kentucky.

e. Will there be collaboration between the proposed program and existing programs? YES Please explain the collaborative arrangement with existing programs.

Please explain why there is no proposed collaboration with existing programs. The Certificate programs will create vibrant live theatre productions on campus. These productions

enhance the cultural life and cultural competency of the entire EKU campus and regional community. The

productions generated by the students in the program are frequently used to enhance curriculum in

English and Honors coursework, among others. In addition, Theatre faculty collaborate with faculty in

other programs to engage the campus community in dialogue and para‐theatrical presentations

associated with productions. For instance, we’ve partnered with the Green Dot and Women and Gender

Studies Programs to facilitate discussions around consent and violence, with English faculty members to

dramatic literature and the process of bringing it to life in English and Literature classes. Faculty and

students also collaborate and with faculty and students from a variety of disciplines who request

discussions or workshops to enrich their students’ experience of the productions, or to assist in the

creation of classroom drama in non‐Theatre classes.

The Certificates will also support the work of students in Apparel Merchandising and Design, providing

opportunities for them to complete their required internship experience, and to complete required

coursework through the costume design and construction courses.

The Certificates would enhance essential skills in text analysis, communication, and self‐presentation for

students seeking careers in any field where public image is important, e.g., law, broadcasting, journalism,

communications, business, public relations, psychology, and medicine. The Certificate in Design and

Theatre Technology enhances skills in text analysis, communication, and problem solving, with an

emphasis on skills in visual communication using the tools of technical theatre. Students seeking careers

in fields such as communications, visual art, digital media, technology, and construction will find their

skills enhanced by study of Theatre Design and Technology.

D. Advance Practice Doctorates – Not Applicable.

1. Does the curriculum include a clinical or experiential component?

a. List and discuss the nature and appropriateness of available clinical sites. b. Are there official agreements with clinical sites?

i. Supply letters of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

2. Describe how the doctorate builds upon the reputation and resources of the existing master’s degree program in the field.

3. Explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new doctoral program.

4. Explain the impact of the proposed program on undergraduate education at the institution. Within the explanation, note specifically if new undergraduate courses in the field will be needed.

5. Provide evidence that funding for the program will not impair funding of any existing program at any other public university.

E. Cost and Funding of the Proposed Program

1. Estimate the level of new and existing resources that will be required to implement and sustain the

program using the spreadsheet below.


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Summary information: The current budget for the Theatre concentration is listed under “reallocation,” with the expection that a significant portion of funds would be reallocated to the General Fund to offset budget shortfalls. All estimates use data from the program review data sheets. The figures below include the following: Reallocation: Existing Theatre budget Tuition estimate (annualized) based on actual revenues Expenses: Salary and fringe for the following:

o Coordinator/faculty member o Additional faculty member (eliminate two lines, create new line to secure faculty member qualified to serve new

programs) o 50% of ERTP faculty member with 8% fringe (2-year ERTP, would need to replace with part-time instruction o Senior Office Associate, reduced to 10-month contract

Current operating budget, offset with anticipated revenues (including ticket price increase) Modest estimate of part-time costs for productions Reduction in recurring costs for program: $159,904 A. Funding Sources, by year of program 1st Year 2nd Year 3rd Year 4th Year 5th Year

Total Resources Available from Federal Sources New Existing

Narrative Explanation/Justification

Total Resources Available from Other Non‐State Sources Existing

11,500

12,000

12,000

13,000

13,500

This number represents earned income from ticket sales to Theatre productions.

State Resources New Existing


Internal Reallocation Existing Faculty lines, operating budget, and part‐time instructional expenditures

$455,674

Narrative Explanation/Justification: The source and process of allocation and reallocation should be detailed, including an analysis of the impact of the reduction on existing programs and/or organization units. The certificate programs will replace the current English B.A. with Concentration in Theatre. Funding is initially shared with current program, and reallocated as students in current program are taught‐out.

Student Tuition

307,000 250,000 220,000 250,00 260,000


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Narrative Explanation/Justification: Describe the impact of this program on enrollment, tuition, and fees. Currently, the Theatre program has 45 majors enrolled, more than half of whom have fewer than 60 credit hours. Many of these majors will elect to choose to graduate under the current program, but will generate tuition while taking many of the same classes as students of enrolled in the new Certificates. An initial drop in tuition generated will occur as students transition out from the existing program and recruitment to the Certificates begins to show results. The revenue does not capture the intangible value of theatre to the institution, in terms of attracting students interested in participating in production without pursuing a credential, the contribution to campus culture, and the value of the community outreach efforts in promoting a positive image of EKU.

TOTAL 774,174 774,174 774,174 774,174 774,174

A. Breakdown of Budget Expenses/Requirements 1st Year 2nd Year 3rd Year 4th Year 5th Year

Staff:

Executive, administrative, and managerial Existing

41,830 41,830 41,830 41,830 41,830

Other Professional New Existing

20,000 20,000 20,000 20,000 20,000

Faculty Existing

211,940 211,940

211,940 211,940 211,940

Graduate Assistants (if master’s or doctorate) New Existing

Student Employees New Existing

Narrative Explanation/Justification These costs represent a reduction in the current budget for the department, as the certificate eliminates one full time faculty position. One faculty member is taking the enhanced retirement plan. 50% of his salary remains in the budget to cover anticipated part‐time costs. Administrative costs are lowered by converting a 12‐month position to a 10‐month position. The line “Other Professional” is staffing to supervise the shop and assist in executing design for production.

Equipment and Instructional Materials New Existing


Library New Existing


Contractual Services New Existing


Academic and/or Student Services New


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Existing


Other Support Services New Existing


Faculty Development New Existing


Assessment New Existing


Student Space and Equipment (if doctorate) New Existing


Faculty Space and Equipment (if doctorate) New Existing


Other Existing

22,000 22,000 22,000 22,000 22,000

The Theatre program has an operating budget to produce theatre productions as applied experience for Theatre students, support and enrichment for other programs, and cultural enrichment for the University. These funds pay for materials for set, costumes, lights, props, scripts, and performance royalties.

TOTAL 295,770 295,770 295,770 295,770 295770

PART II 1. For a new program, provide the catalog description as being proposed.

Certificates in Theatre Performance and in Theatre Design and Technology provide opportunities for developing skills in

a discipline of Theatre. Students in both certificates pursue a common core curriculum of basic acting, theory, and

Stagecraft, and specialized courses in their primary interest area.

The Certificates embed applied experiences in making theatre, supported through EKU’s production program and/or

external internship or employment opportunities. The experiential structure of the curriculum allows students to

develop specialized skills by pursuing production and performance opportunities in their specific areas of interest.

Page 198, 2016‐17 Undergraduate Catalog

Certificate in Theatre Performance: THE 135 (Gen ed. Element 3A), THE 235, THE 110, THE 200 (2) or THE 210 or THE 300, THE 150 or THE 285, THE 341 4 hours from among THE 130 (1), THE 330 (1), THE 348 (1), THE 349 (1) 2‐3 hours of Theatre electives from among THE 100 (Gen Ed. 3A), THE 130/330 (1), THE 150, THE 200 (2), THE 210, THE 220, THE 285, THE 300, THE 310, THE 311, THE 320, THE 335, 348, THE 385, THE 390 (Gen Ed. 3A or E‐3B), THE 391 (Gen Ed. 3A or E‐3B), THE 490 (1‐3), THE 499 (1‐3).


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Total Curriculum Requirements……………………………..24 Hours Certificate in Theatre Design and Technology: THE 135 (Gen ed. Element 3A), THE 110, THE 200 (2) or THE 210 or THE 220, THE 300, THE 310 or THE 311 or THE 320, THE 341, 4 hours from among THE 130 (1), THE 330 (1), THE 349 (1) 2‐3 hours of Theatre electives from among THE 100 (Gen Ed. 3A), THE 130/330 (1), THE 150, THE, 200, THE 210, THE 220 (2), THE 285, THE 300, THE 335, 348 (1), 349 (1), THE 385, THE 390 (Gen Ed. 3A or E‐3B), THE 391 (Gen Ed. 3A or E‐3B), THE 490 (1‐3), THE 499 (1‐3). Total Curriculum Requirements……………………………..24 Hours

2. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions.

3. For a suspended program, provide the current program requirements as shown in catalog. List any options and/or minors affected by the program’s suspension.


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THE Certificates Alana Ghent/Rose Perrine Page 1 of 1

THEATER CERTIFICATES Theater Performance & Theatre Design and Technology

Program Learning Objectives

1. Students will analyze dramatic texts. Assessed in THE 341 via assignments

2. Student will demonstrate creative problem solving skills transferable to the workplace. Assessed in THE 330 via reflective journaling

3. Students will demonstrate excellent collaboration and communication skills in teamwork

with peers. Assessed in THE 135 & 341 via peer evaluations 4. Students will demonstrate technical competencies in performance, design, or theatre

technology. Assessed in THE 330 via final project grade

CURRICULUM MAP: PERFORMANCE

Courses Objective 1 Analyze Texts

Objective 2 Problem Solving

Objective 3 Collaboration/Com

Objective 4 Tech Competency

THE 110 THE 130 THE 135 THE 235 THE 200/210/300 THE 150/285 THE 330 THE 341 THE 348 THE 349

CURRICULUM MAP: DESIGN AND TECHNOLOGY

Courses Objective 1 Analyze Texts

Objective 2 Problem Solving

Objective 3 Collaboration/Com

Objective 4 Tech Competency

THE 110 THE 130 THE 135 THE 200/210/220 THE 300 THE 310/311/320 THE 150/285 THE 330 THE 341 THE 349


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Typewritten Text

- Minor in Cybersecurity and Intelligence


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Curriculum Change Form (Present only one proposed curriculum change per form)

(Complete only the section(s) applicable.) Part I (Check one) Department Name Computer Science New Course (Parts II, IV) College Science Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title x New Minor (Part III) *Program Title Minor in Cybersecurity and Intelligence Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information

relevant to the proposal. If Certificate, indicate Long-Term (University) or Short-Term (Departmental)

Proposal Approved by: Date Date Departmental Committee 11/2/16 Council on Academic Affairs College Curriculum Committee 11/28/16 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* NA___________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Create a new minor to meet student and industry demands.

A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2017


B. The justification for this action: The program is the result of a collaboration between the Computer Science faculty and the Homeland Security faculty. It provides students with digital forensic analysis skills which is strongly demanded by the industry. Also, completion of the program will qualify for the students to be eligible for the IC CAE (Intelligence Community Center for Academic. Excellence) Scholars program, which gives them a hiring preference if they apply for jobs in the federal intelligence community agencies.

C. The projected cost (or savings) of this proposal is as follows: Personnel Impact:

There will be no new courses. All courses are taught on a regular basis.

Operating Expenses Impact:

n/a

Equipment/Physical Facility Needs:

n/a

Library Resources:

n/a


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Typewritten Text

1/19/17

McGeeR

Typewritten Text

pending

McGeeR

Typewritten Text

2/6/17

Part III. Recording Data for Revised or Suspended Program 1. For a revised program, provide the current program requirements using strikethrough for deletions and

underlines for additions. 2. For a suspended program, provide the current program requirements as shown in catalog. List any options

and/or minors affected by the program’s suspension.

Revised* Program Text (*Use strikethrough for deletions and underlines for additions.)

Minor in Cybersecurity and Intelligence

Minor in Cybersecurity and Intelligence………………………………………………………………………21 Credits A student may minor in Cybersecurity and Intelligence by completing HLS 401, HLS 402, HLS 403, INF 321, INF 322, and two courses from CIS 320, CIS 325, CSC 332, CSC 520, CSC 542, CSC 548, INF 307, INF 314, or INF 318.


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Curriculum Map: Minor in Cybersecurity and Intelligence

Student Outcome: An ability to collect and analyze digital evidence.

Courses Student Outcome

HLS 401 I

HLS 402 I

HLS 403 I, R

Two courses

from CIS 320,

325, CSC 322,

542, 547, 548,

INF 307, 314,

318

I

INF 321 I, R

INF 322 E, A A=Assessment Point E=Emphasize I=Introduce R=Reinforce


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- Minor in Game Content Design


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Computer Science New Course (Parts II, IV) College Science Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title x New Minor (Part III) *Program Title Minor in Game Content Design Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 11/2/16 Council on Academic Affairs College Curriculum Committee 11/28/16 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* NA__________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Create a new minor to meet student and industry demands and create an interdisciplinary nature needed to produce competitive graduates in the game asset creation field.



B. The justification for this action: The current minor is not accessible for students not already majoring in computer science. This has created a lack of demand for the minor. Instead, we have redesigned the major to meet a major demand for content creators in the industry.


Personnel Impact:

All courses are already offered in existing programs, except INF130, 330, and 430 (which are already offered as special topics courses.)


n/a


n/a

Library Resources:


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Minor in Game Content Design

Minor in Game Content Design………………………………………………………………………………20 credit hoursA student may minor in Game Content Design by completing INF 130, CSC 140, MUS 290 (2), INF 330, BEM 353W, INF 430, and one of ART 100, INF120 or ENG 306.


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Curriculum Map: Minor in Game Content Design

Student Outcome: An ability to evaluate and generate multimedia content.

Courses Student Outcome

INF 130 I

CSC 140 I

MUS 290 I

ART 100,

INF120 or

ENG 306

I

CSC 330 R

BEM 353W, R

INF 430 E, A A=Assessment Point E=Emphasize I=Introduce R=Reinforce


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New Academic Program or Major Academic Program Modification Proposal Form

COVER PAGE Date:

(Check one) _x__ New Program ____Major Program Modification

Department Name: Computer Science

College of Science

PROGRAM INFORMATION

Program Name/Title MFA in GAME DESIGN

Program Types

____Major ____Certificate

____Collaborative____Joint _x__Single Institution

____Technical____Occupational ____Vocational

Degree Level

____Associate ____Bachelor _x__Master ____Doctorate ____Advanced Practice Doctorate

CIP Code: __50.0411 _____ (see http://nces.ed.gov/ipeds/cipcode/Default.aspx?v=55)

Proposed Implementation Date: Fall 2017

APPROVALS

Yes No Date Comments

Departmental Committee X 9/23/2015

College Curriculum Committee X 03/21/2015

General Education Committee* NA

Teacher Education Committee* NA

Graduate Council* X 04/29/2015

Council on Academic Affairs X 5/19/16

Faculty Senate

Board of Regents

Council on Postsecondary Education

SACS (via Provost Office)

A new academic program is a program not previously offered at an institution or one that was previously offered but has been suspended for five or more years or has been closed. Major academic program modifications refer to significant changes in the program’s purpose and curriculum such that a different CIP code more accurately describes the revised program. Separation of an academic program into two programs and the combination of two existing programs into one program constitute major academic program modifications.


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Program Proposal

PART I A. Centrality to the Institution’s Mission and Consistency with State’s Goals

1. Provide a brief description of the program. Describe concentration (if master’s)

This graduate program in game design is a two year program that focuses on the study of design and development of games. Students in the program will learn Game Design, Game Production, Writing, Technical Art, and Media Composition. Graduates from the program will be employed in industry as game designers, developers, artists, producers, scholars, and critics.

2. List the objectives of the proposed program. These objectives should deal with the specific institutional and societal needs that this program will address.

a. The first objective of the proposed program is to prepare our students to develop and publish games in entertainment, education, and other serious contexts.

b. The second objective is to increase the competitiveness of our students in the worldwide video game industry. Through practice, mentoring, and networking our students will create and publish games and be prepared to work in the highly completive industry.

c. The third objective is to promote a culture of game design and expression using electronic delivery. Providing master’s level game design instruction will lead to new opportunities for graduates in our service region (and beyond) to develop new methods for creative expression. Basing the delivery of this content on the Internet will greatly expand the audience of the work.

d. The fourth object is to encourage economic growth through entrepreneurial efforts. These forms of expression (video games, apps, etc…) will have a direct economic impact on our region by allowing our students to sell their products through existing app stores.

3. Explain how the objectives support the institutional mission and strategic priorities, the statewide postsecondary

education strategic agenda, and the statewide strategic implementation plan.

The proposed program is consistent with EKU’s mission as a school of opportunity to foster personal

growth and prepare students to contribute to success and vitality of their communities, the

Commonwealth, and the world. While providing access, equal opportunity, dignity, respect, and

inclusion for all people, as integral to a learning environment in which intellectual creativity and

diversity thrives.


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1: Fostering Personal Growth: The program will prepare students for careers in game design by providing a comprehensive curriculum on the foundations of theory of game design while requiring students to continually practice designing games in studios. Extensive team‐based learning and studio work, finally culminating in a published game title, will prepare our students for seamless transition into both large and small sectors of the game industry. By combining innovative team‐based learning and practice with real‐world economic incentives, we propose to position EKU as a premier university in game education. Students will work on teams with other students from diverse backgrounds.

2: Preparing Students to Contribute: Being the only graduate degree program in game development in

the state, the program will meet a need for formal training in the rapidly growing markets related to

games. The program will directly address the stewardship of place by allowing our students to better

themselves economically while expressing their ideas and opinions through games and interactive

media. Students will release their games for public sale and graduate with at least one game for sale in

multiple markets. Graduates will be prepared to work at existing studio, start their own studios, and

teach game design at the P‐16 levels. Game development is the largest single sector of the

entertainment industry, yet, there are no professional degrees related to the subject in the state.

3: Providing an accessible and inclusive environment for creative and diverse expression: To develop a

successful game, its designer must be able given the opportunity to express their ideas without fear of

discrimination or censorship. To give students practice of working in an inclusive environment they will

analyze and critique existing games, create new games, and work to effectively communicate their ideas

to the player. We seek to extend the success of our undergraduate concentration in interactive

multimedia (Kentucky’s first game design focused degree) with a Master’s degree that will attract a

more diverse set of students while providing extensive training and practice in game design through this

proposed terminal degree.

The proposed program also supports the statewide postsecondary education strategic agenda. By

providing students with assistance to publish games developed during their final year of coursework,

our students releasing a successful game will receive income at graduation from sales of their game.

This provides both “institution and student incentives to increase high‐quality degree production and

completion rates” (4.2). Our program will “Promote student engagement, undergraduate research,

internships, and other educational opportunities that improve the quality of the student experience,

develop leaders, and lead to success after graduation” (4.6) by giving students real‐world game

production experience. Due to the interdisciplinary nature of game design, our students will collaborate

with numerous with various STEM disciplines as well as others supporting 6.5. This program will

specifically seek to “foster an innovative, creative, and entrepreneurial culture” (6.6) in our students.

We will also work with independent game developers in our region supporting 7.1.


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B. Program Quality and Student Success

1. What are the intended student learning outcomes of the proposed program?

Students completing this program will demonstrate the ability to: 1. Use game engines and game development tools to complete the development of a game and all

its assets; 2. Develop prototypes to test gameplay mechanics; 3. Write complete game design documentation 4. Define and implement a feasible production schedule and costs for a game; 5. Develop sports, tabletop and other non‐digital games 6. Develop digital games on various deployments from installations to handheld and consoles. 7. Evaluate performance of design patterns in games; 8. Use software packages to measure game performance and player skill; 9. Write valid critique of game design choices;

2. Identify both the direct and indirect methods by which the intended student learning outcomes will be assessed. a. Students will be assessed using three courses (INF 711, INF712, INF810). b. Exit assessment tools will be used to measure student success. c. Post-graduation Production: Alumni will be surveyed on the new games they have developed, economic

impact the titles released, and other activities such as teaching and community-involvement will be addressed.

3. How will the program support or be supported by other programs within the institution?

a. This program will directly support the BS in Computer Science concentration in Interactive Multimedia. MFA students will serve as lab instructors and graders in undergraduate courses(CSC140, CSC315, CSC316, CSC491) as well as engage in activities, such as game jams, with our undergraduate students. This concentration now has over 100 students enrolled, and by adding GAs with game design expertise we will be able to increase the number of sections offered in the undergraduate courses.

4. Will this program replace or enhance any existing program(s) or tracks, concentrations, or specializations within an

existing program? Yes or No No.

5. Will this be a distance learning program? No. If so, please indicate the anticipated percentage of the program for each of the following (can total more than 100%). _____Online _____Hybrid _____ITV _____Offered at a site other than Richmond

6. Will this program utilize alternative learning formats (e.g. distance learning, technology‐enhanced instruction, evening/weekend classes, accelerated courses)? No.

If yes, please check all that apply.


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_____Courses that combine various modes of interaction, such as face‐to‐face, videoconferencing, audio‐conferencing, mail, telephone, fax, e‐mail, interactive television, or World Wide Web? _____Technology‐enhanced instruction _x___Evening/weekend/early morning classes _____Accelerated courses _____Instruction at nontraditional locations, such as employer worksite _____Courses with multiple entry, exit, and reentry points _____Courses with “rolling” entrance and completion times, based on self‐pacing _____Modularized courses

7. Are new or additional faculty needed? Please provide a plan to ensure that appropriate faculty resources are available, either within the institution or externally, to support the program.

Note whether they will be part‐time or full‐time. A new full‐time faculty member will be needed at the start of this program to teach key aspects of the program in game design. This faculty member will initially be responsible for teaching all sections of INF 711 and INF 811. This individual will also be responsible for teaching some sections of INF 810 and INF 712. This first faculty position will be filled by an individual with extensive industry experience. During the 3rd year of the program we request another full‐time faculty position which will be needed as studio classes increase in size and of facilitate offering special topic courses. This faculty member will have extensive academic experience in game design. Both faculty members will mentor students and maintain a close connection with local and global industry.

C. Program Demand/Unnecessary Duplication

1. Provide justification and evidence to support the need and demand for this proposed program. Include any data on student demand; career opportunities at the local, state, and national levels; and any changes or trends in the discipline(s) that necessitate a new program.

Kentucky has seen tremendous growth in the game development sector in just the past 5 years, there are now over 20 developers in the state and this number is growing rapidly. Moreover, the barriers for entry are very low. An individual, spending less than $1000 can publish a game for sale on Apple’s App Store, Google’s Play Store, and Amazon’s Appstore and nearly instantly start receiving revenue from sales of those apps. However, publishing a game that people want to purchase and play take knowledge and practice. We have surveyed 41 individuals (current students, alumni, and independent game developers), 20 of the respondents reported positively when asked if they would enroll in a MFA in Game Design at EKU.

The video game industry has seen tremendous growth and new sectors such as independent game development have led to new opportunities in the field. CNN Money/Payscale ranked “video game designer” as 2 out of 100 best jobs in America in 2015. The Median pay is $79,900 and there is an estimated 10‐year job growth of 19%. As also reported in the same story, “The industry is relatively new, so it's still a very innovative field." (http://money.cnn.com/gallery/pf/2015/01/27/best‐jobs‐2015/2.html) On September 1st, 2015, Forbes columnist Bernard Marr called gamification a technology trend that will make or break many careers: “Gamification is going to move into more and more realms of our life not so much because it’s the hot new thing, but because it’s psychologically proven to work. Companies like Microsoft are using gamification to motivate their sales force, while other entities are using it in education and personal development. The opportunities in this arena are growing all the time.”(


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http://www.forbes.com/sites/bernardmarr/2015/09/01/7‐technology‐trends‐that‐will‐make‐or‐break‐many‐careers/?utm_campaign=ForbesTech&utm_source=TWITTER&utm_medium=social&utm_channel=Technology&linkId=16729449) As more companies look to apply the motivating factors of games to other areas outside of entertainment, students with game design experience will be able to move to these different markets without retraining. Companies focused on healthcare, insurance, human resources, and education are all investing heavily on building game design expertise.

2. Specify any distinctive qualities of the program.

This program will apply a cohort based admission policy where applicants will be chosen based on academic

excellence and existing skill sets. It is crucial that students work on teams to develop games and experience the

intricacies of team work in a game development environment. For the last year of the program, we will also

propose introducing a residential incubator program utilizing a new dorm with high‐speed internet access.

This program will be the first in the nation that will require students to release a game for sale at the end of the 4th

semester of study. We will provide staff support to students, through a new business development manager, who

will have extensive industry experience in marketing and releasing games. The game industry is highly

competitive, but also flooded with candidates without real‐world experience. By giving our students a released

title on their portfolio, we can give them a great advantage over the competition while also giving them an

opportunity to receive revenue at the time of graduation. Therefore, our graduates will have the choice of

working for themselves as an entrepreneurial independent game developer or apply for positions in other studios.

EKU will continue to take the lead in Kentucky’s higher education game design programs. This includes working

closely with local independent game designers. In May 2015, over 15 developers from around the region came to

campus for an all‐day exhibition of games and developer meetup. We are the only school in the region hosting this

type of activity and it puts any new program we develop at a great advantage.

3. Are there existing programs in the state? No.

a. Does the proposed the proposed program differ from existing programs? If yes, please explain.

b. Does the proposed program serve a different student population (i.e. students in a different geographic area) from existing programs?

If yes, please explain. c. Is access to existing programs limited?

If yes, please explain. d. Is the excess demand for existing similar programs?

If yes, please explain. e. Will there be collaboration between the proposed program and existing programs? Yes.

Please explain the collaborative arrangement with existing programs. Graduate Assistants in the MFA program will serve as instructors and graders in the undergraduate BS in computer science concentration courses in interactive multimedia.


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D. Cost and Funding of the Proposed Program

1. Estimate the level of new and existing resources that will be required to implement and sustain the program using

the spreadsheet below. A. Funding Sources, by year of program 1st Year 2nd Year 3rd Year 4th Year 5th Year

Total Resources Available from Federal Sources New Existing


Total Resources Available from Other Non‐State Sources New Existing

0 0

0 0

$25,000 0

$62,500 0

$100,000 0

Narrative Explanation/Justification: Games developed as team projects in INF 812 (Game Design Thesis) will be published through the EKU Gaming Institute. Per agreement, EKU will participate in a 50/50 revenue sharing with student developers. Assuming an average 33,333 purchases of each game at $1 (assume 70% of total sales will return due to app store agreements), at the beginning of the 3rd year, with 3 student games will be released. This would lead to 66,667 total downloads for 1st year of a game’s release. We assume that games will sell an average of 33,333 for the 1st 2 years of release and half of the previous year’s amount for the rest of its commercial life.

State Resources New Existing


Internal Allocation Internal Reallocation

Narrative Explanation/Justification: The source and process of allocation and reallocation should be detailed, including an analysis of the impact of the reduction on existing programs and/or organization units.

Student Tuition New Existing

$90,000 0

$225,000 0

$270,000 0

$270,000 0

$315,000 0

Narrative Explanation/Justification: Describe the impact of this program on enrollment, tuition, and fees. In a very conservative estimate, we anticipate 10 new graduate students the first year this program is offered. We estimate 15 new

graduate students for years 2, 3, and 4 and the fifth year we anticipate 20 new students. We feel that 20 students per year is

attainable, but we would not expect this number to continue to increase. However, with 40 on‐campus students in an established

program, we would begin development of a completely online MFA program.

TOTAL $90,000

$225,000

$295,000

$332,500

$415,000

A. Breakdown of Budget Expenses/Requirements 1st Year 2nd Year 3rd Year 4th Year 5th Year

Staff:

Executive, administrative, and managerial


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New Existing

0 0

0 0

0 0

0 0

0 0

Other Professional New Fringe Existing Fringe

$55,000 $38,280 0 0

$55,825 $38,854 0 0

$56,662 $39,437 0 0

$57,512 $40,028 0 0

$58.375 $40,629 0 0

Faculty New Fringe Existing Fringe

$60,000 $20,040 0 0

$60,900 $20,340 0 0

$121,814 $40,685 0 0

$123,641 $41,296 0 0

$125,496 $41,916 0 0

Graduate Assistants (if master’s or doctorate) New Existing

$56,000 0

$112,000 0

$112,000 0

$112,000 0

$134,400 0

Student Employees New Existing

0 0

0 0

0 0

0 0

0 0

Narrative Explanation/Justification At the start of the proposed program, we request one new faculty member with expertise in game design, one business development manager with extensive industry experience to lead publishing student developed games, and 5 GAs (for each incoming class) that will assist with instruction and grading of undergraduate game development courses and facilitating use of game design labs and studios. At the start of the 3rd year, another faculty position is request to provide additional expertise in additional areas of game development. In the 5th year, we increase the GA’s to 7 in the incoming class when the estimated enrollment reaches 40.

Equipment and Instructional Materials New Existing

0 0

0 0

0 0

0 0

0 0

Narrative Explanation/Justification Extensive capital equipment support for our BS degree has created a pool of technology that is sufficient to sustain this proposed program during its first 5 years.

Library New Existing

$5000 0

$5000 0

$5000 0

$5000 0

$5000 0

Narrative Explanation/Justification We will request funds for access to the GDC Vault. This is a video archive containing 20 years of presentations from industry leaders.

Contractual Services New Existing


Academic and/or Student Services New Existing


Other Support Services New Existing



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Faculty Development New Existing

$4,000 0

$4,000 0

$6,000 0

$6,000 0

$6,000 0

Narrative Explanation/Justification Due to the necessity in game design to keep close to the community of game developers, we request development funds for the new staff and faculty positions support to travel to the Game Developers Conference in San Francisco, CA each year.

Assessment New Existing

0 0

1000 0

1000 0

1000 0

1000 0

Narrative Explanation/Justification Materials needed for exit assessments needed to assess student learning outcomes.

Student Space and Equipment (if doctorate) New Existing


Faculty Space and Equipment (if doctorate) New Existing

2,500 0

0 0

2,500 0

0 0

0 0


We request that each faculty will receive a new workstation for their design work and testing of new games. Other New Existing


TOTAL $240,820 $297,919 $385,098 $386,477 $354,499


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PART II

1. For a new program, provide the catalog description as being proposed.

MASTER OF FINE ARTS (MFA) Game Design CIP Code 50.0411 I. GENERAL INFORMATION The Department of Computer Science offers the Master of Fine Arts degree in Game Design as a two-year program that focuses on the study of design and development of games. Program Objectives The objectives of the Master of Fine Arts degree in Game Design are: 1. To provide a terminal degree in game design to professionals from diverse academic backgrounds 2. To improve the technical skills of professionals. 3. To improve the business skills of computing professionals, especially those in contracting positions. 4. To teach the analysis and design skills needed to make wise technical choices. 5. To provide in‐depth studies in specific areas of game design such as education, health, and business. 6. To provide capable game industry consultants in areas such as design, development, art, and production. 7. To provide capable scholars and critics. 8. To provide teachers for universities, community colleges, technical and K‐12 schools. 9. To teach legal, social, and ethical issues related to game design.

II. ADMISSION REQUIREMENTS Applicants to the MFA in Game Design are required to submit a portfolio of work highlighting their specific skill set. The portfolio will also include a two-page statement of purpose that addresses the applicant’s reasons for applying. Due to the collaborative nature of game design, students will be accepted as a cohort. Therefore students will be chosen to create a balanced cohort based on skill-set and demonstrated work. Applicants should also have completed an undergraduate bachelor’s degree. To be eligible for a clear admission to graduate standing applicants must have (1) a baccalaureate degree from an accredited institution with minimum grade point average (GPA) of 2.75 overall, or 3.0 on the last 60 semester hours of the baccalaureate program, and (2) satisfactory scores on GRE or GMAT. The expected satisfactory scores are: 295 or higher on the sum of Verbal and Quantitative scores with a score of 149 or higher on Quantitative portion of the GRE or 150 or higher on the Verbal and 4.0 or higher on the Analytical Writing components of the Graduate Record Examination. The committee reserves the right to waive certain departmental requirements in the event that a portfolio is exceptional.


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III. PROGRAM REQUIREMENTS

Students must complete 45 graduate hours* in the program as outlined below.

* Some graduate level courses may require undergraduate courses as prerequisites.

Core Courses.................................................................. 33 hours INF 711, INF 712, INF 810, INF 811(6), INF 812(6), INF 812(6), PSY 730 Supporting Electives…………………………………..12 hours Internship……………………………………………….3 hours INF 849(3) Exit Requirement GRD 85x………………………………………………..0 hours Total Curriculum Requirements ............................ ...... 45 hours

ELECTIVES Select 12 hours of electives from the following: CSC 730, 741, 746, 750, 755, CRJ 823, EMS 810, ENG 702, PHE 822, 848, PSY 790


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Curriculum Map:

Students completing this program will demonstrate the ability to: 1. Use game engines and game development tools to complete the development of a game and all

its assets; 2. Develop prototypes to test gameplay mechanics; 3. Write complete game design documentation 4. Define and implement a feasible production schedule and costs for a game; 5. Develop sports, tabletop and other non‐digital games 6. Develop digital games on various deployments from installations to handheld and consoles. 7. Evaluate performance of design patterns in games; 8. Use software packages to measure game performance and player skill; 9. Write valid critique of game design choices;

1 2 3 4 5 6 7 8 9

INF 711

I I I I I I I

INF 712

R I I I

INF 810

R R,A E,A R E R E, A

INF 811

E E R E E,A R,A E,A R

INF 812

E E, A R R R,A E

INF 813

R,A R,A R R R

PSY 730

R R R

INF 849

R R R R R

A=Assessment Point E=Emphasize I=Introduce R=Reinforce


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Special Education New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Communication Disorders (B.S.) Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 1/19/2017 Council on Academic Affairs College Curriculum Committee 2/21/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* 3/7/17 EFFECTIVE ACADEMIC TERM*** Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.


A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) To increase the number of hours required for admission to undergraduate program to 40 hours A. 2. Proposed Effective Academic Term: (Example: Fall 2016) Fall 2017 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) N/A

B. The justification for this action: At present, students may apply for admission after completing 27 hours and meeting minimum GPA and ACT requirements. Prior to admission, students are expected to complete 12-21 hours of supporting coursework. The admission deadline is February 14th. Upon admission, students complete two years of full-time study involving a scripted sequence of coursework beginning the following Fall semester. While students who are accepted to the program with 27-39 completed hours can complete the program in two years, program completion often entails summer study and enrolling in 18 hours of coursework throughout the 2 year period. This is overly burdensome for students and may make it difficult for students to maintain a competitive GPA for graduate admission. Thus, the number of hours required for admission should be increased to 40.


Personnel Impact: There are not projected costs or savings of this proposal relative to personnel.

Operating Expenses Impact: There are not projected costs or saving of this proposal relative to operating expenses. Equipment/Physical Facility Needs: There are not projected costs or savings of this proposal relative to equipment/physical facility needs. Library Resources: There are not projected costs or savings of this proposal relative to library resources.

V.1.26.16 CAA for Board of Regents

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Part III. Recording Data for Revised or Suspended Program


2. For a suspended program, provide the current program requirements as shown in catalog. List any concentrations and/or minors affected by the program’s suspension.


Bachelor of Science (B.S.) COMMUNICATION DISORDERS CIP Code: 51.0204 Any student who is accepted by Eastern Kentucky University’s Admissions Office may declare their major as

communication disorders (CD). The student will be assigned to a program advisor and will be classified as a “Pre-CD” major. However, a Pre-CD status does not guarantee admission into the CD undergraduate program. Pre-CD majors will be restricted to enrollment in the following major CDS courses: CDS 275 and 360. To apply for admission to the CD undergraduate program, students must meet the following minimum criteria: (1) at least 27 40 credit hours earned on 100-level courses or higher, (2) at least a 3.0 GPA on a 4.0 scale, (3) at least a 21 composite score on the ACT, and (4) pass a speech/language/hearing screening. The CD Program requires a state criminal history background check approved* by the College of Education as a condition of admission. Under certain circumstances, a national criminal background check may be required as a condition of admission. Once admitted to the CD program, the student must earn a grade of “C” or higher in all CDS courses and supporting coursework. Transfer students do not have to be enrolled in university courses at the time of submitting an application for admission. The CD program admits 30 new undergraduate students each year. Applicants are ranked by the GPA x ACT composite score. The most qualified applicants are admitted. Application forms are available from Wallace 245 or visit the CD program website at cd.eku.edu; telephone (859) 622-4442. Completed applications and all required documentation must be submitted by February 14 to the CD Program Coordinator.

It should be noted that enrollment in the graduate program in Communication Disorders is also limited. Admission into the undergraduate program does not guarantee admission into the graduate program. Refer to the Graduate Catalog for information on admission to the graduate program.

An additional state criminal background check approved* by the College of Education is required prior to beginning CDS 374 or may be required at additional points in the program. Under certain circumstances, a national criminal background check may be required prior to beginning CDS 374. Students must purchase professional liability insurance prior to enrollment in CDS 374, 474, and 541. Further, that insurance coverage must be maintained throughout enrollment in these courses. *“Approved” is a formal review process of the criminal records report. Violations will be referred to the Professional Education Admission Committee. Any misrepresentation of facts, by omission or addition, may result in the denial of admission to the Communication Disorders Program or enrollment in CDS 374.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Special Education New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Communication Disorders (B.S.) Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 12/8/2016 Council on Academic Affairs College Curriculum Committee 1/17/2017 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* 2/7/17 EFFECTIVE ACADEMIC TERM*** Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.


A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) To add a criminal background check as a contingency of admission and prior to enrollment in CDS 374 A. 2. Proposed Effective Academic Term: (Example: Fall 2016) Fall 2017 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) N/A

B. The justification for this action: Students admitted to the Communication Disorders undergraduate program are required to complete CDS 372, 374, and 474. Each of these classes require students to provide direct intervention services to clients in the EKU Speech-Language-Hearing Clinic. In an effort to protect the consumers of services provided, a criminal background check should be added as a contingency of admission and prior to enrollment in CDS 374.


Personnel Impact: There are not projected costs or savings of this proposal relative to personnel.

Operating Expenses Impact: There are not projected costs or saving of this proposal relative to operating expenses. Equipment/Physical Facility Needs: There are not projected costs or savings of this proposal relative to equipment/physical facility needs. Library Resources: There are not projected costs or savings of this proposal relative to library resources.


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Part II. Recording Data for New, Revised, or Dropped Course (For a new required course, complete a separate request for the appropriate program revisions.)

1. For a new course, provide the catalog text. 2. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions

and underlines for additions. 3. For a dropped course, provide the current catalog text.

New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.)





Bachelor of Science (B.S.) COMMUNICATION DISORDERS CIP Code: 51.0204 Any student who is accepted by Eastern Kentucky University’s Admissions Office may declare their major as

communication disorders (CD). The student will be assigned to a program advisor and will be classified as a “Pre-CD” major. However, a Pre-CD status does not guarantee admission into the CD undergraduate program. Pre-CD majors will be restricted to enrollment in the following major CDS courses: CDS 275 and 360. To apply for admission to the CD undergraduate program, students must meet the following minimum criteria: (1) at least 27 credit hours earned on 100-level courses or higher, (2) at least a 3.0 GPA on a 4.0 scale, (3) at least a 21 composite score on the ACT, and (4) pass a speech/language/hearing screening. The CD Program requires a state criminal history background check approved* by the College of Education as a condition of admission. Under certain circumstances, a national criminal background check may be required as a condition of admission. Once admitted to the CD program, the student must earn a grade of “C” or higher in CDS 275 or equivalent transferred course before registering for any CDS courses in the major requirements. Transfer students do not have to be enrolled in university courses at the time of submitting an application for admission. The CD program admits 30 new undergraduate students each year. Applicants are ranked by the GPA x ACT composite score. The most qualified applicants are admitted. Application forms are available from Wallace 245 or visit the CD program website at cd.eku.edu; telephone (859) 622-4442.Completed applications and all required documentation must be submitted by February 14 to the CD Program Coordinator.

It should be noted that enrollment in the graduate program in Communication Disorders is also limited. Admission into the undergraduate program does not guarantee admission into the graduate program. Refer to the Graduate Catalog for information on admission to the graduate program.

An additional state criminal background check approved* by the College of Education is required prior to beginning CDS 374 or may be required at additional points in the program. Under certain circumstances, a national criminal background check may be required prior to beginning CDS 374. Students must purchase professional liability insurance prior to enrollment in CDS 374, 474, and 541. Further, that insurance coverage must be maintained throughout enrollment in these courses. *“Approved” is a formal review process of the criminal records report. Violations will be referred to the Professional Education Admission Committee. Any misrepresentation of facts, by omission or addition, may result in the denial of admission to the Communication Disorders Program or enrollment in CDS 374.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Special Education New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Special Education / Teaching Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 1/19/17 Council on Academic Affairs College Curriculum Committee 2/21/17 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.



Changes to the program are necessary due to course number revisions. There is one change in credit total for middle grade area of emphasis. A. 2. Proposed Effective Academic Term: (Example: Fall 2016)

Fall 2017 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) 500 level version of these courses will remain unchanged. The renumbered undergraduate courses will substitute for students who have a 500 level course in their planner.

B. The justification for this action: The Department of Special Education has been asked to renumber 500 level courses that appear in undergraduate course plans as required courses. It is not the intent of 500 level courses to be taken by all students, rather in rare occasions for advanced undergrads who would benefit from experiencing taking a course along with graduate students. We have adjusted the SLO’s for the newly numbered undergraduate versions of these courses to more closely match appropriate undergraduate expectations.


Personnel Impact: NA

Operating Expenses Impact: NA

Equipment/Physical Facility Needs: NA

Library Resources: NA


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Bachelor of Science (B.S.) SPECIAL EDUCATION/TEACHING

CIP CODE: 13.1001 UNIVERSITY GRADUATION REQUIREMENTS •General Education..................................................36 hours •Student Success Seminar (EDO 100; waived for transfers with 30+ hrs.).................................................................1 hour •Wellness.................................................................3 hours •Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category) •Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories) •ACCT – Special Education Teaching majors will fulfill ACCT with CED 499. (Credit hours may be incorporated into Major or Supporting requirements) Total Hours University Graduation Requirements ….40 hours MAJOR REQUIREMENTS Students must see their advisor early in the program. LBD Core Courses................................................... 15 hours SED 260, 356, 375, 545 445, and 578 305. Professional Education Requirements................... 35 hours EDC 300, EDF 203, 219; SED 104, 530 270*, 576 350*, 590 390*, EMS 300W; and 11 credit hours of Clinical Experiences: CED 100(0), 200(0), 300(0.5), 400(0.5), 450(1), 499(9). *SED 530 270 = EDF 204; SED 576 350 = EDF 413; SED 590 390 = EMS 490. Concentrations: (select one) LBD-Elementary Core Courses......................4127 hours ELE 101 or 102, 201, 420(1),421(2), 422(2), 423(2), 424(2); ELE 475, EME 301 or MAE 302, 313; LIB 301. Elementary Supporting Course Requirements ................ 18 hours Social Science: (ᴳElement 5A and 5B): HIS 102 or HON 312W; POL 101 English: (ᴳElement 3B):ENG 210, 210W, 211, 211W, 212, 212W, HON 306W or 308W; ENG 303; EME 552 or ENG 410 Sciences/Engineering: BIO 102 (ᴳElement 4), GLY 102 (ᴳElement 4), CHE/PHY 104, and EDC 314 Mathematics: MAT 112 (ᴳElement 2), MAE 201, and MAE 202. ᴳ = Course also satisfies a General Education element. Hours are counted only within the 40 hr. General Education requirement above. LBD-Middle Grade Education (5-9)..............9 hours EMG 445 or 445W; 447; and three hours from EMG 491, 492, 493, or 494 (associated with area of emphasis). Supporting Course Requirements: Middle Grade Supporting and Area of Emphasis Requirements: (5-9) Supporting Courses............................. 9 hours MAE 201, 202, and EME 301 or MAE 302. Area of Emphasis.................................18-23 22hours Candidates seeking middle grade (5-9) certification must select one area of emphasis from the following list and complete the specified courses: English and Communications, Mathematics, Science, Social Studies. (See options list under Middle Grade Education (5- 9) for a list of courses and block statements. Some emphasis courses are also General Education courses and therefore will count in both areas, reducing total hours to degree.) TOTAL HOURS TO COMPLETE DEGREE………..124-132 hours


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LBD/ELE update 10/2016

Revised 10/14/2016

LBD/ELE Dual Certification Four‐Year Plan

FRESHMAN YEAR SOPHOMORE YEAR JUNIOR YEAR SENIOR YEAR

First Semester First Semester First Semester First Semester EDO 100 ………………………………..…… 1 EDF 203 …………………………………...….3 CED 100 ………………………………..… …0 SED 104………………………..………..….. 3 Gen. Ed. E‐1A (ENG 101 or 105).…. 3 Gen. Ed. E‐2 (MAT 112)...……….. …. 3 Gen. Ed. E‐4A (BIO 102).…………….. 3 TOTAL ……………………………………..…16

EDF 219…..……………………………….3 CED 200…………….…………….…......0 SED 578 305…………………………..….3 MAE 201 ………………….….…………. 3 Gen. Ed. 5A (HIS 102)…….……..….3 Gen. Ed. 3A ……………..…………….…3 ELE 201………………………………….…3 TOTAL …………………………………… 18

EMS 300W.………………..…….…. 3 CED 300 …………………………… 0.5 SED 356…………………...…………. 3 EDC 300……………………………….3 SED 530 270…………………….….3 SED 260……………………….………. 3 TOTAL ……………….…………… 15.5

ELE 420………………………….. ...1 ELE 475 (reading diagnosis)..3 ELE 421 (Math)..……..………... 2 ELE 422 (ELA)………….……..…..2 ELE 423 (SS)…………….………….2 ELE 424 (Science)…….……......2 SED 375………..……………………3 CED 450……………………….….…1 TOTAL ……………..……………….16

Second Semester

Second Semester

Second Semester

Second Semester

Gen. Ed. E‐1B (ENG 102)………..….. 3 Gen. Ed. E‐1C (CMS 100/210).…… 3 Gen. Ed. 4B (GLY 102)…………………3 Gen. Ed 6A ( ASL 101)………..……….3 ELE 101 or 102…………………………...3 Gen. Ed 6B…………….…………..………3 TOTAL ………………….……………….… 18

MAE 202.………………………………….3 CHE/PHY 104..….………….……….... 3 Gen. Ed. 5B (POL 101).……………..3 EDC 314…………………..…….……….. 3 Gen. Ed. 3B……………………..………. 3 ENG 303……………………………………3 TOTAL ..………………………………... 18

EME 313 ……………………………. 3 EME 552/ENG 410..…….….…..3 EME 301……………………….….…3 CED 400 ………………….……... 0.5 SED 576 350..….…….….……….. 3 SED 590 390………..……………..3 LIB 301…………………...….……..3 TOTAL …………………..…..…. 18.5

CED 499 ………………….…...…..9 SED 545 445………………..……3 TOTAL ……………………………..12

LBD/ELE Dual Cert Total=132


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Child and Family Studies B.S. ‐

Interdisciplinary Early Childhood Education


First Semester First Semester First Semester First Semester

HSO 100 1 ENG 210, 210W or 21 3 CDF 405 3.00 FCS 400 3

CDF 132 3 CMS 100 3 BIO 102 or GEO 2103.00 SED 436 3

ENG 101 or 105 3 CDF 246 3 SED 352 3.00 CDF 544 3

CDF 203 3 SED 104 3 OTS 515 3.00 CED 450 1

MAT 105 or higher 3 CDS 360 3 EMS 300 3.00 ELE 519 3

CED 100 GE E5B 3 CED 300 0.50 SED 518 3

EDF 204 2

Total 15 Total 18 Total 15.50 Total 16


Second Semester Second Semester Second Semester Second Semester

ENG 102 3 CDF 437 3 EDF 413 3.00 CDF 499 12

CDF 235 3 Gen. Ed. E‐4B 3 CED 400 0.50

CED 200 CDF 327s 3 SED 590 3.00

Gen Ed. E‐5A 3 Gen Ed. E‐6 3 NSC 500 3.00

Gen. Ed. E‐3A 3 SWK 456 or 440 3 CDF 310 3.00

CDF 236 3 CDF 424 3 CDF 363 3.00


Semester One 15.00

Semester Two 15.00

Semester Three 18.00

Semester Four 18.00

Semester Five 15.50

Semester Six 15.50

Semester Seven 16.00

Semester Eight 12.00

Total Hours 125.00


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Baccalaureate & Graduate Nursing New Course (Parts II, IV) College Health Science Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Masters of Science of Nursing Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 8/24/2016 Council on Academic Affairs College Curriculum Committee 11/2/2016 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* 11/17/2016 *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: 1. Editorial changes to General Information and Admission Requirements 2. Rural Health Family Nurse Practitioner Concentration: decrease the total number of credit hours for the

practicum requirements from 15 to 14, which in turn decreases the total number of credit hours for the program track from 33 to 32; and decreases the total MSN degree with concentration requirements from 41-48 hours to 41-47 hours.

3. Rural Psychiatric Mental Health Nurse Practitioner Concentration: Editorial changes

4. Nursing Administration Concentration: move NSC 837 from the list of practicum courses to the list of core courses resulting in an increase in credit hours of core courses from 9 to 12 and decrease in practicum hours from 15 to 12 (total hours remain the same).

A. 2. Proposed Effective Academic Term: Fall 2017

A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) N/A


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B. The justification for this action:

A.1. 1. These editorial changes better reflect the current language used with students during the admission process and what is in the MSN handbook. 2. The FNP concentration has a total of 810 clock hours for clinical. NSC 800 Practicum clinical is 50 clock hours per credit hour for 9 credit hours and NSC 876 Internship clinical is 60 clock hours per credit hour for 6 credit hours. The FNP concentration would like to decrease the credit hours for the NSC 876 Internship to 5 from 6 credit hours which will decrease the overall clock hours for the FNP concentration from 810 to 750. The MSN FNP concentration has the highest number of total clinical hours for FNP programs throughout the Kentucky and surrounding states. The FNP faculty and e-campus advisors have data to support that applicants are not selecting our program due to the increase number of clinical hours. The MSN FNP concentration has been unable to recruit some of EKU BSN graduates to the MSN FNP concentration, due to the program number of clinical hours. 3. Editorial changes to remove wording of clock hours and indicate hours in NSC 800 4. NSC 837 does not require any practicum or clinical clock hours as do the others, this is just a core course and should be listed as such. This increases the total number of credit hours to 12 for the core courses and decreases the total credit hours to 12 for the practicum courses. The overall MSN Administration program total credit hours do not change and remain at 26 hours. NSC 802 variable credit hours needs to be indicated. *Please note, program mapping not included because there are no changes in the SLO’s or Program Map.



Operating Expenses Impact: None

Equipment/Physical Facility Needs: None

Library Resources: None





MASTER OF SCIENCE IN NURSING (M.S.N.) CIP Code: 51.3801

I. GENERAL INFORMATION The Department of Baccalaureate and Graduate Nursing offers the Master of Science in Nursing degree. The program is designed to allow nurses with a baccalaureate degree to prepare for rural health advanced or advanced practice roles. Master’s degree concentrations available include Rural Health Family Nurse Practitioner, Rural Psychiatric Mental Health Nurse Practitioner, and the Nursing Administration Concentration. Graduates of the M.S.N. program will have specific competencies related to rural health nursing practice either as a Rural Health Family Nurse Practitioner, Rural Psychiatric Mental Health Nurse Practitioner, or as A a Nursing Administrator. Advanced Nursing Practice Outcomes include: 1. Demonstrate the synthesis of expert knowledge for advanced nursing practice in diverse populations. 2. Evaluate nursing and interprofessional theory and evidence-based practice for their contributions to advanced

nursing practice and professional role development. 3. Provide leadership in the appraisal and improvement of healthcare and healthcare delivery. 4. Use systematic methods to design, implement, and evaluate evidence-based advanced nursing practice. 5. Participate in organizational and political systems to influence healthcare and healthcare delivery.


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6. Communicate, collaborate, and consult with clients, nurses, and other professionals to meet healthcare needs of individuals and populations.

7. Actively demonstrate the advanced nursing practice role. 8. Integrate ethical and legal principles in advanced nursing practice. II. ADMISSION REQUIREMENTS In addition to meeting the requirements of the Graduate School, the minimum requirements for admission to the program include 1) a baccalaureate degree in nursing from a nationally accredited program, 2) RN license from an approved state that is free and unrestricted, meaning that it has not been subject to reprimand, revocation, probation, suspension, restriction, limitation, disciplinary action, discretionary review/hearing or encumbrance nor had any type of complaint filed against it, 3) an undergraduate GPA of at least 3.0 (4.0 scale) cumulative, 4) a three hour graduate or undergraduate course in statistics with a grade of “C” or higher. Admission is competitive and limited to available space. In addition to the above criteria, consideration is also given to the applicants’ professional work experience, the applicant’s statement of Personal and Professional Objectives goal statement, submitted with the Graduate School application, and also with the department application, the three required professional references submitted with the Graduate School application. and the rural nature of the site identified for matriculation or proposed for future practice. Please refer to the Department of Baccalaureate and Graduate Nursing website at http://www.onlinenursingprograms.eku.edu for specific information on the application process for admission and progression plans for study. or contact the department at (859) 622-7927 For the Rural Health Family Nurse Practitioner Concentration contact 859-622-2517. For the Rural Psychiatric Mental Health Nurse Practitioner Concentration and the Nursing Administration Concentration contact 859-622-7927. Progression Policy — To progress, MSN students must achieve a grade of “B” or higher in all of the prerequisite courses. students must complete all required course work with a grade of “B” or higher and must complete any pre-requisite courses before advancing to the next course. Refer to the course descriptions in this Catalog for specifics. When a student is given permission to repeat a practicum course, the student must also enroll in the co-requisite hours of NSC 800 or 802, whichever is applicable. III. MSN PROGRAM REQUIREMENTS MSN Core Courses............................................................15 hours

NSC 840, 842, 890, 892, and MPH 855. Concentrations (select one): A. Rural Health Family Nurse Practitioner....................33 32 hours

Advanced Practice Core Courses...............................9 hours NSC 830, 832, 834

Practicum Courses.............................................15 14 hours

NSC 870, 872, 874, 876

Clinical Clock Hours Requirement.....................9 hours NSC 800

B. Rural Psychiatric Mental Health Nurse Practitioner.............31 hours

Advanced Practice Core Courses.......................9 hours NSC 830, 832, 834

Practicum Courses.............................................15 hours

NSC 880, 881, 882, 884, 886.

Clinical Clock Hours Requirement....................7 hours NSC 800

C. Nursing Administration............................................................26 hours

Nursing Administration Core Courses...............9 12 hours


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NSC 854, 856, 858, 837

Practicum Courses.............................................15 12 hours NSC 837, 850, 852, 860, 862.

Clinical Clock Hours Requirement...................2 hours

NSC 802 MSN Exit Requirement.......................................................0 hours

GRD 888b Comprehensive Examination — Candidates are required to pass an oral comprehensive examination (GRD 888b) of their program of study. MSN Degree with Concentration Total Requirements .................................................... 41-48 41-47 hours*


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Exercise and Sport Science New Course (Parts II, IV) College Health Science Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title M.S. in Athletic Training Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 9/16/2016 Council on Academic Affairs College Curriculum Committee 12/7/2016 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* 12/6/2016 *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: 1. Decrease the total credit hours of the program from 63 credit hours to 59 credit hours. 2. Lower the admission GPA Requirement 3. Editorial changes to reflect current accreditation.


A. 3. Effective date of suspended programs for currently enrolled students: N/A



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1. Three changes are proposed. The first is a proposed decrease in credit hours. This change was recommended by the Graduate Council after a review of several course curricular changes. The Graduate Council recommended the program evaluate the number of clinical hours required during several practicums and to equalize the number of credits offered based on the number of hours required. After review of these practicum courses within the program, we proposed a decrease in credits for ATR 801 and ATR 804 from 3 credit hours each to 1 credit hour each. CAA approved these course revision 11/17/2016. The current proposed program changes will bring the catalog in alignment with these changes.

2. The second proposed change is to decrease the admissions GPA requirement from 2.75 to 2.5. This aligns with the current Graduate School GPA requirement and will provide students that have done well in the program’s pre-requisite courses but struggled (or are locked into an undergraduate GPA) in undergraduate programs to apply to the program. Previous admissions cycle included applications from applicants below the 2.75 cumulative GPA requirement that have succeeded in pre-requisite courses and would be good candidates for the program.

3 The third change is editorial in nature only and revises the wording about a pending accreditation process that has since been completed. The program submitted and was approved for a substantive change in degree through our accrediting agency and therefore, our accreditation extends to the MS in AT degree. Editorial changes reflect our current accreditation.

*Please note that the proposed changes do not change the curricular map from the original submitted with this program. Mapping of all 285 education outcomes is completed on our accreditation reporting website (e-accred) and can be shared as requested.


Personnel Impact: No new faculty will be needed for these changes. Faculty loads and assignments will be re-adjusted as needed.

Operating Expenses Impact: None.

Equipment/Physical Facility Needs: None.

Library Resources: None.






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MASTER OF SCIENCE (M.S.)

Athletic Training Pg. 82, 2016-17 Graduate Catalog

I. GENERAL INFORMATION MS in Athletic Training Description Eastern Kentucky University (EKU) offers the Professional Master’s Degree in Athletic Training (MS in AT). Any student who has completed a bachelor’s degree from EKU or a regionally accredited four-year institution, and has completed the prerequisite courses and admission requirements listed below is eligible for consideration for admission to the EKU MS in AT. Currently, we do not require a specific undergraduate degree for program admission, but a strong background in basic sciences is desirable.

The MS in AT is a full-time, 2-year program including summers, that provides athletic training students with an effective blend of evidence-based didactic information, clinical experiences for skill and theory integration, and exposure to a variety of practice settings for athletic trainers. The EKU AT program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE) and therefore may lead to certification as an Athletic Trainer through the Board of Certification (BOC). thoroughly addresses compliance with CAATE accreditation standards, from which the EKU MS in AT Program is seeking accreditation, and Board of Certification (BOC) requirements. Please check the AT Program website and the Centralized Athletic Training Application Services (ATCAS) website for the most current and up-to-date information for any programmatic or curriculum changes. Mission Statement

The primary mission of the Eastern Kentucky University Masters in Athletic Training is to educate each student about the theoretical and clinical skills necessary to work effectively with the physiological and biomechanical aspects of injury and illness with regard to patients. Depending on the student’s personal and professional goals,

they are presented with didactic and clinical experiences that will allow them to be able to exercise sound ethical judgment, achieve satisfying careers, and make positive contributions to their communities and the athletic training profession. In addition, the AT program guides the student on the journey to become a lifelong learner through obligatory professional continuing education. Program Objectives and Goals

As a graduate-level academic program, the integration of research evidence into didactic and clinical instruction is a defining characteristic of the EKU AT Program. Rather than simply teaching students how to perform clinical procedures, the curriculum is designed to facilitate development of the critical thinking and clinical decision-making skills that characterize high-quality healthcare.

All aspects of the EKU AT program are designed to conform to the accreditation guidelines of the Commission on Accreditation of Athletic Training Education which the program is currently seeking accreditation from. The development of foundational professional knowledge and clinical skills over a two-year period which includes the summer sessions prepares the student for successful completion of the Board of Certification (BOC) examination. The program provides exposure to advanced clinical concepts and professional issues that facilitate further professional development into the future. A primary objective of the EKU AT program is to prepare athletic training students to ultimately become master clinicians and professional leaders, which is why the current program includes multiple immersive 30 to 60 hour a week semester long clinical experiences including the last two semester culminating in a semester long Field Experiences and the Field Experience II in AT


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capstone experience where the student integrates all their knowledge, skills and abilities in an immersion real work semester experience. Specific Student learning outcomes for the EKU MS in AT Program include the following: Development of critical thinking skills that will guide future clinical practice and foster commitment to lifelong continuing education. Provision of classroom instruction that emphasizes scientific foundations for clinical theories and evidence-based clinical decision making as they relate to entry level competencies. Provision of clinical education experiences that develop entry level clinical Knowledge, Skills and Abilities (KSA’s) in AT. Cultivation of a strong commitment to a high standard of ethical conduct and professional excellence. Promotion of student professionalism in appearance, demeanor and clinical practice. • Development of the ability to effectively communicate with both written and oral presentations. • Development of the ability to effectively utilize technology in athletic training for injury surveillance. • Facilitation of student understanding of the athletic trainer’s evolving role within the U.S. health care delivery system. • Empowerment of students to assume leadership roles while in the program to develop future athletic training professionals who are involved professional in the leadership of the profession. II. ADMISSION REQUIREMENTS Applicants to EKU’s MS in AT program must complete the necessary pre-requisites, the application to the program and successfully complete admission into EKU’s Graduate School. Application to the program will occur through a centralized application portal, ATCAS (www.caate.net/apply-now/), provided by the CAATE. The deadlines for application submission are outlined on the program website (www.athletictraining.eku.edu). In addition to these application requirements, students admitted into the program that enroll will be required to purchase clinical uniform(s) and supplies prior to starting the first clinical (see website for cost and details). Though not required, it is recommended that students applying for the program visit campus and attend 1 of 2 scheduled Open Houses. Dates of these Open Houses will be listed on the website and students that have started application to the program will be sent invitations directly though any interested students are welcome to attend. ADMISSION PREREQUISITES 1. Program Prerequisite Courses: - Basic Anatomy (3) and Human Physiology (3) or A & P I (3hrs) and A & P II (3hrs) - Exercise Physiology (3hrs) - Biomechanics or Kinesiology (3hrs) - Statistics (3hrs) - Strength & Conditioning (3hrs) - Medical Terminology (3hrs) - Intro to Psychology (3hrs) - Intro to Athletic Training or Care & Prevention of Athletic Injuries (2 to 3 hrs)

2. Undergraduate Cumulative GPA 2.75 2.50 and a 3.0 GPA in Prerequisite Courses 3. 50 Hours of documented clinical observation/experience under an ATC obtained within 2 years prior to program application. Hours must have been obtained under an ATC.


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Hours under the supervision of a physical therapist DO NOT count unless the individual is dual credentialed as an ATC and the hours were obtained in a traditional athletic training facility or field setting, not in an outpatient physical therapy clinic.

4. GRE with Recommended scores of 144 on verbal and quantitative sections. Applicants with cumulative undergraduate GPAs of 3.0 or higher, or 3.25 or higher in their last 60 hours of undergraduate work are exempt from the GRE Completion of a College of Health Science Required Criminal Record Background Check (see ATCAS online application for more details) 5. Current CPR/AED Certification for the Healthcare Professional (AHA preferred) 6. Current First Aid Certification or Equivalent (i.e. EMT-B licensed in KY) MS in AT ADMISSION APPLICATION Proof of the prerequisites listed above and additional application materials will all be submitted via ATCAS (www.caate. net/apply-now/) or Verified Credentials, which will be accessed through ATCAS. Detailed submission instructions for the process, requirements and documents are outlined within these services. In addition, applicants must also apply to the Graduate School at EKU. More information about the application, required application materials and the selection process are outlined in the MS in AT Program Handbook and website, which can be found at www.athletictraining.eku.edu. III. PROGRAM REQUIREMENTS A description of post-acceptance requirements as well as the MS in AT Program’s policies and procedures can be found in the MS in AT Program Handbook and website, which is posted at www.athletictraining.eku.edu. MS in AT Program Requirements ATR Core Courses.............................................................45 41 hours

ATR 800, 801(1), 802, 803, 804(1), 808, 810 (2), 811, 812, 812L(1) 813, 813L(1) 822(2), 822L(1), 825(1), 832(2), 832L(1), 833, 842, 843(1).

Field Experience – Internship – Capstone Course.........18 hours ATR 805 (9), and ATR 806 (9).

TOTAL PROGRAM HOURS...........................................63 59 hours IV. EXIT REQUIREMENTS Completion of Field Experience Report & Presentation and registering for and attempting the Board of Certification Exam


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Family & Consumer Sciences New Course (Parts II, IV) College Health Sciences Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Bachelor of Science (B.S.) Child & Family Studies Program Suspension (Part III) __X_ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 12/5/2016 Council on Academic Affairs College Curriculum Committee 12/7/2016 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* 2/7/2017 EFFECTIVE ACADEMIC TERM*** Graduate Council* ___NA_______________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)


1) Move the following courses to the Child & Family Studies Core: CDF 437, 424, NFA 201 or 317; Change hours from 15 to 21‐24

2) From the Concentrations do the following: a. Child Development: Remove CDF 437; Change hours from 39 to 42 to 36 to 39 b. Family Studies: Remove CDF 424, 437; Change requirement on CDF 441 from “or” to “and”; Change hours

from 30 to 27 c. IECE: Remove CDF 406, CDS 525, SED 530 & 590; Add CDF 544; Remove asterisk on SED 352; Change hours

from 36 to 27 d. Remove the wording regarding Professional Education Requirements

3) From Supporting Course Requirements do the following: a. Child Development: Remove NFA 201 or 317, Remove PSY 200, 250, 317, 577; Change hours from 9‐15 to

12 b. Family Studies: Remove NFA 201 or 317; Add SWK 440; Change requirement on SWK 457 from “or” to

“and”; Add HEA 345 c. IECE: Remove SED 104, CDF 437, & PSY 577; Remove wording “hours from the following” to require ELE

519; NSC 500; OTS 515; SWK 440 or 456; Change hours from 9 to 12 d. Remove the wording regarding satisfaction of General Education

4) Professional Education Requirements: a. Change hours from 3 to 2 for EDF 204 b. Add EDF 413; CDF 544; SED 104; SED 590 c. Change clinical hours from 12 to 11

5) Decrease free electives: a. Child Development from 8‐ 7 to 5‐11 b. Family Studies from 26‐29 to 14‐17 hours

6) Change total hours to complete degree to 120‐128



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B. The justification for this action: Requested changes to the Child and Family Studies program are a result of required changes to teacher education within the professional core. These changes will affect all three concentrations in Child and Family Studies. Also, as of fall 2016 the IECE concentration is no longer shared between Special Education and Child & Family Studies but is now housed solely within the Child and Family Studies program. This has resulted in an opportunity to make further changes that will strengthen the program.

1) As stated above, with IECE solely residing in CDF this presents the opportunity to expand the CDF core. Nine additional credit hours have been moved into the program core.

2) To expand the CDF core, courses must be moved from the individual concentrations to the core. a. CDF 437 is moving to the program core b. CDF 424 and 437 is moving to the program core. CDF 441 will no longer be an option but a requirement. The

course, Adulthood and Aging, should be required for a degree that focus on a “cradle to grave” curriculum. c. CDF 406 is being dropped from the IECE curriculum and replaced with CDF 544 to satisfy Teacher Education

requirements. CDS 525 and SED 530 arw being removed from the curriculum. Course content and Teacher Education Key Assessment are addressed in CDF 363 and EDF 204 respectfully. The asterisk needs to be removed from SED 352, it no longer fulfills a requirement in the teacher education professional core.

3) Changes to Wellness and again to the Teacher Education professional core and IECE has resulted in an opportunity to “clean up” the supporting course requirements and make positive content changes.

a. NFA 317 has moved to the CDF core; Removal of the psychology courses come at a recommendation from Dr. Brubaker, Chair of Psychology.

b. NFA 317 has moved to the CDF core; The requirement of SWK 440 and 457 will provide family studies students with additional content on addictions and meeting the needs of older adults. This is important to graduates as they work with children and families who are struggling with addictions and with the aging population. HEA 345 will provide additional content in drug abuse.

c. SED 104 is moving to the teacher education professional core. CDF 437 is moving to the CDF core. Remove PSY 577, due to prerequisites. Require ELE 519, NSC 500, and OTS 515. It was necessary to make the courses a supporting course option in 2014 due to changes required to be aligned with Special Education, however with the new changes IECE students can once again take courses necessary for an Interdisciplinary education. Teachers of children birth to five need this content knowledge to work with other professionals and with families.

4) Professional Education (IECE concentration only) a. EDF 204 is a 2 hour course not a 3‐hour course b. Add EDF 413, CDF 544, SED 104, and SED 590 to satisfy the EPSB requirements and Key Assessments. c. Eliminate one hour of clinical requirements as required by the College of Education.

5) The changes above require changes to free electives for Child Development and Family Studies 6) The changes above require changes to the total number of hours required to complete a degree.








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Bachelor of Science (B.S.)

CHILD AND FAMILY STUDIES CIP Code: 19.0701

UNIVERSITY GRADUATION REQUIREMENTS

• General Education ..............................................36 hours • Student Success Seminar (HSO 100; waived or transfers with 30+ hrs.) .............................................................1 hour • Wellness(courses may meet both wellness & major requirements) .....................................................3 hours • Writing Intensive Course (Hrs. incorporated into Major/Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/Supporting/Gen Ed/Free Electives categories) • ACCT- Early Childhood Development CDF 450; Family Studies CDF 443; Interdisciplinary Early Childhood Education CED 499 (These courses are included in the Major totals) Total Hours University Graduation Requirements ... 40 hours

Core Courses...........................................................15 21-24 hours CDF 132, 235*, 236, 327S, 424, 437; NFA 201 (Wellness) or 317, and FCS 400W. *Course meets Professional Education Requirements. Concentrations: [May include substantial practicum hours, as mandated by program accrediting bodies.] Child Development ......................................39-42 36-39 hours CDF 203, 246, 310, 363, 399 (3-6), 405, 406, 437, 450(9)**, 538, and 547. Family Studies.................................................30 27 hours CDF 232, 243, 331, 424, 437, 443(9)**, and 538; CDF 342 or and 441. Interdisciplinary Early Childhood................36 27 hours CDF 246, 310, 363, 405, 406, 544 CDS 360, 525, SED 352* , 436, 518, 530, and 590*. *Course meets Professional Education Requirements. **CDF 443 and 450 are 9 credit hour courses and require a 3.0 GPA in major requirements prior to enrolling. Supporting Course Requirements: Child Development..........................................9-15 12 hours NFA 201 (Wellness) or 317; SED 518; and nine hours from the following: NSC 500, OTS 515; PSY 200 (Element 5B), 250, 317, 577, SWK 440, or 456. Family Studies.................................................6-9 15 hours FRM 352; NFA 201 (Wellness) or 317; SWK 440, and or 456, 457; HEA 345. Interdisciplinary Early Childhood................9 12 hours


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SED 104 (ᴳ Element 6); select 9 hours from the following: CDF 437, ELE 519, NSC 500, OTS 515; PSY 577, SWK 440 or 456. ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above. Professional Education Requirements..................23 hours 25 hours Interdisciplinary Early Childhood Concentration only: CDF 203*, CDF 235*c; EDF 204 (2), EMS 300W; EDF 413; CDF 544* c; SED 104, (GElement 6), SED 590, and 1211 credit hours of Clinical Experiences: CED 100(0.0.), 200(0.0.), 300(0.5), 400(0.5), 450(1), 499(9). *CDF 203=EDF 203; CDF 235=EDF 219; SED 590=EMS 490; c=Course also satisfies Core or Concentration requirements ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hours in General Education. (Students must follow admission requirements for professional education. See College of Education, section regarding teacher admission and certification.) Free Electives Child Development...........................................8-17 5-11 hours Family Studies..................................................26-29 14-17 hours Interdisciplinary Early Childhood.....................0 hours TOTAL HOURS TO COMPLETE DEGREE.....120-123 120-128 hours


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Child and Family Studies B.S. ‐

Interdisciplinary Early Childhood Education



HSO 100 1 ENG 210, 210W or 2113 CDF 405 3.00 FCS 400 3

CDF 132 3 CMS 100 3 BIO 102 or GEO 210 3.00 SED 436 3

ENG 101 or 105 3 CDF 246 3 SED 352 3.00 CDF 544 3

CDF 203 3 SED 104 3 OTS 515 3.00 CED 450 1

Gen Ed. E‐2 3 CDS 360 3 EMS 300 3.00 ELE 519 3

CED 100 0 GE E5B 3 CED 300 0.50 SED 518 3

EDF 204 2




ENG 102 3 CDF 437 3 EDF 413 3.00 CDF 499 12

CDF 235 3 Gen Ed. E‐4B 3 CED 400 0.50

CED 200 0 CDF 327S 3 SED 590 3.00

Gen Ed. E‐5A 3 Gen Ed. E‐6 3 NSC 500 3.00

Gen Ed. E‐3A 3 SWK 456 or 440 3 CDF 310 3.00

CDF 236 3 CDF 424 3 CDF 363 3.00



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CHILD AND FAMILY STUDIES B.S. FAMILY STUDIES



GSO 100 1 Gen Ed. E‐2 3 Elective 3 Wellness 3Gen. Ed. 1A 3 Gen Ed. E‐5A 3 Elective 3 Elective 3CDF 132 3 Gen Ed. E‐4A 3 CDF 441 3 SWK 440 3Elective 3 Gen Ed. 6 3 FRM 352 3 FCS 400W 3Elective 3 CDF 232 3 SWK 457 3 CDF 538 3

Elective 3 CDF 456 3

Total 13 Total 15 Total 18 Total 18FRESHMAN YEAR SOPHOMORE YEAR JUNIOR YEAR SENIOR YEAR


Gen Ed. E1B 3 Gen Ed. E‐4B 3 Elective 3 CDF 443 9Gen Ed. E‐1C 3 Gen Ed. E‐5A 3 HEA 345 3 CDF 424 3Gen Ed. E‐3A 3 Gen Ed. 5B 3 CDF 342 3 CDF 437 3CDF 235 3 CDF 243 3 NFA 317 or 201 3CDF 236 3 CDF 327S 3 CDF 331 3

Elective 3Total 15 Total 15 Total 18 Total 15


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B.S. Child and Family Studies

Child Development


First Semester hrs. First Semester hrs. First Semester hrs. First Semester hrs.

HSO 100 1 Gen. Ed. E‐2 3 CDF 424 3 CDF 399 3

Gen Ed. E‐1A 3 Gen. Ed. E-3B 3 CDF 363 3 CDF 406 3

CDF 203 3 Gen. Ed. E-4A 3 CDF 437 3 CDF 547 3

CDF 132 3 CDF 246 3 SED 518 3 Supporting 3

Elective 2 NFA 317 or 201 3 Supporting 3 Elective 3

SED 104 3

Total 15 Total 15 Total 15 Total 15


Second Semester hrs. Second Semester hrs. Second Semester hrs. Second Semester hrs.

Gen. Ed. E-1B 3 Gen .Ed. E-4B 3 CDF 399 3 CDF 450 9

Gen Ed. E‐1C 3 Gen. Ed. E‐5A 3 CDF 405 3 CDF 538 3

Gen Ed. E‐3A 3 Gen. Ed. E‐5B 3 FCS 400W 3 Supporting 3

CDF 235 3 CDf 310 3 Gen .Ed. 6 3

CDF 236 3 CDF 327s 3 Elective 3



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2.1a 1. D

escribe Basic Needs an

d

Individual W

ell‐Being

2.1a 2. Promote Individual W

ell‐Being

by Assisting Individuals in M

eeting

Basic Needs

2.1a 3. Identify Types of Families &

Their Strengths

2.1a 4. A

ssist Families in

Utilizing Their

Strengths

2.1a 5. D

evelop Advocacy Strategies

Based

on Community Needs

Assessment

2.1b 1. Illustrate Awareness of the

Family's Relationship to Other

I nstitutions

2.1b 2. A

nalyze Effects on Individual

and Fam

ily Life Using the Ecological

Model

2.1b 3. D

escribe M

ajor Stages and

Tran

sitions in Developmen

t Through

the Lifespan

2.1b 4. A

pply knowledge of Life

Course Developmen

t to Identify

Needs & Enhance W

ell‐Being

2.1c 1. A

ssist Individuals, Fam

ilies,

Communities in Selecting & Applying

Problem‐Solving Strategies

2.1c 2. A

nalyze Effects of

Globalization on Individuals, Fam

ilies,

and/or Communities

2.1c 3. U

nderstand W

ays that

Resource Utilization Affects Current

and Future Gen

erations

2.1c 4. Explain Efficacy of Various

Technologies Related to Quality of Life

2.1c 5. D

emonstrate Awareness of

Factors Affecting Health & W

ellness

CDF 132 Introduction to the Family 1,4 1 1,4 1,4 1,4 1 1

CDF 235 Child Development: Conception‐Eight Years 1 1,4 1 1,4 1,4

CDF 236 Interaction and Guidance 1 2 1,4 2

CDF 327S Family Involvement with Young Children 2,4 2 2,4 1 2 2,4 2,4 2

CDF 424 Diversity Awareness for Professional Practice 3

FCS 400W Ethics and Advocacy 4

NFA 201 or 317 Nutrition 1

CDF 437 Family Stress and Resilience 3 3 3 3 3 3 3 3

CDF 203 Philosophical & Historical Foundations of the EC Professional 1 1

CDF 246 Creative Activities and Materials for Young Children 2

CDF 310 Observation and Assessment in ECE 2 2 2 2

CDF 363 Early Childhood Literacy 2 2 2

CDF 399 Early Childhood Practicum 2,4 2 2 2

CDF 405 Program Planning for Infants and Toddlers 2 3 3 3 2

CDF 406 Program Planning for Preschool Children 3 3 3 3 3

CDF 450 Early Childhood Practicum 3 3 3 3 3 3 3 3

CDF 538 Research Analysis in Child and Family Studies 3 3 3 3

CDF 547 Organization and Administration of Early Childhood Programs 3 3 3

CDF 232 Identity and Sexuality 1 1 1 1 1

CDF 243 Introduction to Family Life Programs 2

CDF 331 Marriage and Intimate Relationships 2 2 2 2 2

CDF 342 Child and Adolescent Development 1 1,4 1 1 1

CDF 441 Family Dynamics in Adulthood and Aging 3 3 2,4

CDF 443 Family Studies Practicum 3 3,4 3 3 3 3 3

CDF 538 Research Analysis in Child and Family Studies 3 3 3 3

Child and Family Studies (B.S.)

Program's Curriculum Objective Map

1‐ introduce learning goals

(update or initial reflection)

2‐ Reinforced learning goals

3 ‐ Mastered learning goals

4‐ Assessed learning goals

(assignments, etc.)

CORE REQUIREMENTS

FAMILY STUDIES CONCENTRATION

CHILD DEVELOPMENT CONCENTRATIONS


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2.1a 1. D

escribe Basic Needs an

d

Individual W

ell‐Being

2.1a 2. Promote Individual W

ell‐Being

by Assisting Individuals in M

eeting

Basic Needs

2.1a 3. Identify Types of Families &

Their Strengths

2.1a 4. A

ssist Families in

Utilizing Their

Strengths

2.1a 5. D

evelop Advocacy Strategies

Based

on Community Needs

Assessment

2.1b 1. Illustrate Awareness of the

Family's Relationship to Other

I nstitutions

2.1b 2. A

nalyze Effects on Individual

and Fam

ily Life Using the Ecological

Model

2.1b 3. D

escribe M

ajor Stages and

Tran

sitions in Developmen

t Through

the Lifespan

2.1b 4. A

pply knowledge of Life

Course Developmen

t to Identify

Needs & Enhance W

ell‐Being

2.1c 1. A

ssist Individuals, Fam

ilies,

Communities in Selecting & Applying

Problem‐Solving Strategies

2.1c 2. A

nalyze Effects of

Globalization on Individuals, Fam

ilies,

and/or Communities

2.1c 3. U

nderstand W

ays that

Resource Utilization Affects Current

and Future Gen

erations

2.1c 4. Explain Efficacy of Various

Technologies Related to Quality of Life

2.1c 5. D

emonstrate Awareness of

Factors Affecting Health & W

ellnessChild and Family Studies (B.S.)

Program's Curriculum Objective Map

1‐ introduce learning goals

(update or initial reflection)

2‐ Reinforced learning goals

3 ‐ Mastered learning goals

4‐ Assessed learning goals

(assignments, etc.)

CDF 246 Creative Activities and Materials for Young Children 2

CDF 310 Observation and Assessment in ECE 2 2 2 2

CDF 363 Early Childhood Literacy 2 2 2

CDF 405 Program Planning for Infants and Toddlers 2 3 3 3 2

CDF 544 Early Childhood Development and Program Planning 3 3 3 3 3

CDS 360 Normal Speech and Language Development 1 1

SED 352 Special Education Early Childhood Assessment 2

SED 436 Early Intervention Programming 2

SED 518 Special Education in Early Childhood 2

INTERDISCIPLINARY EARLY CHILDHOOD CONCENTRATION


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Health Promotion & Administration New Course (Parts II, IV) College Health Sciences Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Minor in Community Health Education (Non-Teaching) Program Suspension (Part III) _X__ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 01/27/2017 Council on Academic Affairs College Curriculum Committee 03/01/2017 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* NA____________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: Revise the name of the minor from Minor in Community Health Education (Non-Teaching) to Minor in Public Health, and reduce the number of hours in the minor from 30 to 18.



B. The justification for this action: The name change reflects alignment with the major (Public Health) and makes the minor more marketable. The reduction in hours bring this minor in alignment with many other minors at the university, making it a more feasible option for students interested in public health.


Personnel Impact: No impact





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Minor in Community Health Education (Non-Teaching) Public Health Minor Requirements.........................................................30 18 hours

HEA 290, 315, 316, 320, 350, 455, 460, 480W, 490, and three six hours from HEA 315, 345, 350, 375 or 592; 380, 410, 455, 460, 490, 591, 593, EHS 280.


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Minor in Public Health

Curriculum Map

Public Health Core Competencies HE

A 2

90

HE

A 3

16

HE

A 3

20

HE

A 4

80W

HE

A 3

15

HE

A 3

45

HE

A 3

50

HE

A 3

75

HE

A 5

92

HE

A 3

80

HE

A 4

10

HE

A 4

55

HE

A 4

60

HE

A 4

90

HE

A 5

91

HE

A 5

93

EH

S 2

80

Examine Relationships Among Behavioral, Environmental, & Genetic Factors That Enhance/Compromise Health R R R P

Examine Factors That Influence the Learning Process R R

Design Instruments to Collect Data P

Interpret Results of the Evaluation/ Research R R P P RIdentify, Develop Variety of Communication Strategies/Techniques P R R

Identify Roles of Public Health in Addressing the needs of vulnerable populations and health disparities P R

Community Health Education Concentration Competencies

HE

A 2

90

HE

A 3

16

HE

A 3

20

HE

A 4

80W

HE

A 3

15

HE

A 3

45

HE

A 3

50

HE

A 3

75

HE

A 5

92

HE

A 3

80

HE

A 4

10

HE

A 4

55

HE

A 4

60

HE

A 4

90

HE

A 5

91

HE

A 5

93

EH

S 2

80

Assess Needs, Assets, and Capacity for Health Education R R R P P P R R R R R P P P P R R

Plan Health Education P R R P R R P P P P P

Implement Health Education P R R R P P P P R PConduct Evaluation and Research related to Health Education R R R P R R P R R R P P R R

Administer and Manage Health Education P R R R R R R R R

Serve as a Health Education Resource Person P P P P R R R R P P P R R RCommunicate and advocate for Health and Health Education P P R R R P R R P P P P P R P R

Demonstrate appropriate critical and creative thinking P P P P R P R P P P P P P P P P R

Demonstrate effective communication skills P P P P P P P P P P R P P P P R

P=Primary; R=Reinforcing


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(Check one) Department Name Occupational Science and Occupational Therapy

New Course (Parts II, IV) College College of Health Sciences



New Minor (Part III) Program Title MS Transition Program


X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 10/4/2016 Council on Academic Affairs 2/16/17




Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)


1. Remove OTS 499 as an offered course 2. OTS 499 replaced by OTS 311, 312, 401

3. Change existing transition to MS Pathway to a Post Baccalaureate 2nd degree pathway



B. The justification for this action: 1. OTS 499 is a six-credit class. This makes it a heavily weighted, high risk class for student success. MS Transition students are separated from the Occupational Science students by taking this class, which leaves them without true representation at faculty meetings, curriculum subcommittee meetings and other meetings as well as making it difficult for them to participate in the student associations. This negatively impacts their professional identity development. Integrating the MS Transition students into more OS courses will also increase the diversity of the OS student group. 2. Content that existed in OTS 499 is covered in OTS 311, OTS 312, and OTS 401.

3. This change adds 3 hours to current curriculum, thus making it eligible for a post baccalaureate 2nd degree pathway


Personnel Impact: no new faculty will be needed for these changes. Faculty loads and assignments will be readjusted as needed Operating Expenses Impact: None




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(Undergraduate Catalog, 2016-17, page 162)

MS Transition Program

The Transition to Master’s Program is an undergraduate program designed to prepare students who have completed a bachelor’s degree, in something other than Occupational Science, for entrance into the MS in Occupational Therapy program.

This transition program is a one year, undergraduate post-baccalaureate program consisting of the following courses: BIO 271, 371, OTS 362, 422, 430, 478W.

Admission to the MS Transition Program is competitive and acceptance to EKU undergraduate admissions does NOT mean acceptance into the MS Transition Program. If accepted as a candidate for the prerequisite transition year, students must be enrolled in all Fall transition courses (as an undergraduate) by July 1st of each year. To be eligible to take transition-year courses, students must be accepted as a potential student for the MS degree. If selected as a potential student you are guaranteed a place in the MS in Occupational Therapy program if you maintain a GPA of 3.0, complete all prerequisite courses with a “C” or better and are accepted by the graduate school. For more details refer to the EKU Occupational Therapy departmental website.

New catalog text indicated below should be placed after the B.S. Occupational Science degree section on page 162 of the Undergraduate Catalog.

Bachelor of Science (B.S.)

OCCUPATIONAL SCIENCE

Post-Baccalaureate 2nd Degree Pathway

[Transition Program to the MS in OT Program]

CIP Code: 51.2306

This competitive pathway is designed to prepare students who have completed a Bachelor’s degree in a discipline other than Occupational Science for entrance into the entry level Master of Science in Occupational Therapy program. It is a one year post-baccalaureate program leading to a second Bachelor of Science degree in Occupational Science.


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*NOTE: The following catalog language below, indicated by blue text, is currently included in the 2016-17 Graduate Catalog and should be added to the 2017-18 Undergraduate Catalog as part of the Post-Baccalaureate 2nd Degree Pathway language.

Admission Requirements

1. Bachelor’s degree in a discipline other than Occupational Science from a regionally accredited university.

2. “C” or better in all prerequisite coursework: Human Anatomy, Human Physiology, Psychology, and Statistics.

3. 3.0 GPA on the most recent 60 hours of coursework (prerequisites to the transition year not included in the most recent 60 hours will be added in the calculation of GPA) or a 3.0 overall undergraduate GPA (all hours attempted in the semester in which the 60th hour occurs will be counted) determined by May 1st program application deadline.

4. Health Science Reasoning Test (HSRT) Overall Target Score of 15. In addition, applicants who do not have a cumulative GPA of 3.0 or higher must also complete the GRE to satisfy the admission requirements of the Graduate School.

5. Three letters of recommendation.

Specific Criteria

Students should apply through the undergraduate school and the Department of Occupational Science and Occupational Therapy by May 1st. Prerequisite course work must be completed by the end of the Spring semester of the application year. Students may be requested to submit a course description of prerequisite course work with the application. Students will be admitted on a competitive basis using a weighted matrix.

Students accepted into the Transition program are required to take a year of undergraduate courses prior to beginning Master of Science course work. Students who are accepted into the Transition program must be enrolled in Fall semester transition year courses by July 1st and may continue on into the Master of Science program after completing the transition year courses, if they maintain a GPA of 3.0 during the transition year, complete all transition year courses with a “C” or better and are accepted by the Graduate School. Students will apply to the Graduate


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School during the transition year of course work. The deadline for application to the Graduate School is February 1st.

UNIVERSITY GRADUATION REQUIREMENTS • General Education .............................................WAIVED • Student Success Seminar ..................................WAIVED • Writing Intensive Course ..................................WAIVED • ACCT - will fulfill the ACCT with OTS 402S (Credit hours are incorporated into Major requirements below.)

MAJOR REQUIREMENTS Core Courses ................................................................30 hours

BIO 271, 371; OTS 311, 312, 362, 401, 402S, 422, 430 and 478W. TOTAL HOURS TO COMPLETE DEGREE ..........30 hours


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12

34

56

78

910

Apply knowledge of occupational

science to analyze self and others as

occupational beings to promote

health and wellness.

Analyze the dynamics of context and

occupation across the lifespan.

Demonstrate the use of varied types

of reasoning required of health

professionals.

Analyze the purpose and demonstrate

the methods of scholarly inquiry.

Examine dimensions of diversity.

Assess how diversity influences

occupational opportunity and

participation of individuals,

populations and organizations.

Evaluate communication skills and

abilities using the ideas and language

of occupational science.

Demonstrate observation and

interview skills.

Synthesize knowledge of societal

health concerns and professional

responsibilities.

Appraise actions as a student,

advocate, educator, leader and

researcher.

OTS 3

01

Practicu

m I: C

oncep

t s1,4

1,4

1,4

1,4

1,4

1,4

1,4

OTS 3

02

Practicu

m II: Life N

arratives2,4

2,4

2,4

2,4

2,4

2,4

OTS 3

11

Self as Occu

patio

nal B

eing

1,4

1,4

2,4

1,4

2,4

OTS 3

12

Occu

patio

n by D

esign2,4

2,4

2,4

2,4

2,4

2,4

OTS 3

13

Occu

patio

n in

Context.

2,4

2,4

2,4

2,4

1,4

2,4

1,4

OTS 3

35

Professio

nal D

ynam

ics2,4

2,4

2,4

2,4

2,4

OTS 3

62

Human

Motio

n fo

r Occu

patio

n2,4

2,4

OTS 4

01

Practicu

m III:D

iversity2,4

2,4

2,4

2,4

2,4

2,4

2,4

2,4

2,4

2,4

OTS 4

02S

Practicu

m IV

: Advocacy &

Research

3,4

2,4

2,4

3,4

2,4

3,4

2,4

2,4

3,4

OTS 4

21

Occu

patio

n Acro

ss the Lifesp

an3,4

2,4

2,4

2,4

2,4

2,4

OTS 4

22

Impact o

f Conditio

ns o

n Occ.

1,4

2,4

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Substantial Curriculum Change Form Part I (Check one) Department Name Recreation and Park Administration New Course (Parts II, IV) College Health Sciences Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Bachelor of Science (B.S.) Recreation and Park

Administration Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 10/21/2016 Council on Academic Affairs College Curriculum Committee 2/1/2017 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* 2/24/2017 *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.


A. 1. Specific action requested: To add an accelerated pathway 3+2 Dual Degree BS in Recreation and Park Administration A. 2. Proposed Effective Academic Term: Fall 2017 A. 3. Effective date of suspended programs for currently enrolled students: N/A

B. The justification for this action: This selective pathway will allow undergraduate students of proven academic ability to get their bachelor’s degree in Recreation and Park Administration and the Master of Science degree in Recreation and Park Administration in five years, a savings of one year over the typical 4-plus-2 years if the two degrees are pursued sequentially.


Personnel Impact: N/A

Operating Expenses Impact: N/A

Equipment/Physical Facility Needs: N/A

Library Resources: N/A


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New or Revised* Program Text (*Use strikethrough for deletions and underlines for additions.)

Bachelor of Science (B.S.) & Master of Science (M.S.)

Recreation and Park Administration Accelerated 3+2 Dual Degree Program

Students may apply for admission to the Accelerated 3+2 Duel Degree program in their junior or senior year. Students are able to complete their B.S. degree and M.S. degree within 5 calendar years because of the accelerated curriculum and because 9 semester hours of 700-level graduate coursework will apply to both the undergraduate B.S. degree and the graduate M.S. degree. Only undergraduate students of proven academic ability will be considered for the program. Entrance requirements for the 3+2 must adhere to the same requirements for the M.S. Recreation and Park Administration Program in the Graduate Catalog, except entrance examinations (e.g. GRE) are not required for the 3+2 program. Students must fulfill all graduation requirements listed below. Students admitted into the program will remain coded as undergraduate until fulfilling their BS requirements. Students admitted into the 3+2 program must complete the Recreation And Park Administration BS degree with a minimum 3.0 GPA to be allowed to proceed with graduate program coursework.

Admission Requirements: Students interested in this option must satisfy all of the following conditions: 1. Junior or Senior standing 2. Overall grade point average (GPA) of at least 3.0 at the time of admission to the 3+2 program 3. Approval from department and Graduate School (see the form at http://gradschool.eku.edu/graduate-school-forms) 4. Must maintain an overall undergraduate and graduate grade point average (GPA) of at least 3.0 to continue in the 3+2 program.

Program Requirements Students in 3+2 Accelerated Dual Degree program must complete the listed Recreation And Park Administration B.S. program requirements along with the same requirements for the Recreation And Park Administration M.S. Program (presented in the Graduate Catalog: listing at http://gradschool.eku.edu/graduate-catalog). Nine (9) credit hours of 700-level graduate coursework (REC 716, REC 730, and REC 790) are applicable to the undergraduate degree.

UNIVERSITY GRADUATION REQUIREMENTS • General Education ………………..........………………………………………………………………………….............36 • Student Success Seminar (HSO 100; waived for transfers with 30+ hrs.)..............................................................1 • Wellness…...………….……....……………………………………………………………………………………..…........3 • Writing Intensive Course (hrs. incorporated into Major/Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/Supporting/Gen Ed/Free Electives categories) • ACCT - Recreation And Park Administration majors will fulfill ACCT with REC 463 or 473 (credit hours are incorporated into Major or Supporting requirements) Total hours University Graduation Requirements.......................................................................................................40 MAJOR REQUIREMENTS Core Courses..............................................................................................................................................................50 REC 101 (1), 102, 163 (1), 190(1), 200, 263 (2), 290, 311, 350, 401, 406, 410, 450W, 460, 463(12), 790.

Natural Resources Recreation Management Concentration.......................................... ..........................................10 REC 180 (1), 380, 716, 730 Recreation Management and Programming Concentration......................................................................................12 REC 225, 280, REC 716, REC 730 Supporting Courses requirements: CMS 210(Element 1C)........................................................................................0 Free Electives........................................................................................................................................................18-20


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TOTAL HOURS TO COMPLETE B.S. DEGREE.........................................................................................120 hours

M.S. RECREATION AND PARK ADMINISTRATION MAJOR REQUIREMENTS Recreation And Park Administration Core Requirements ...............................................................................18 hours a. REC 801, 809, 825, 830, 840, & 850 Supporting Courses Requirements....................................................................................................................9 hours REC 716, REC 730, REC 790, GRD 887e (0) Elective ...................,……………….…………………………………….................................................................3 hours Exit Requirement GRD 887e…………………………………………………………………………………………………………………..0 hours Total Requirements...........................................................................................................................................30 hours EXIT REQUIREMENTS Thesis – a thesis is optional in this degree program. Comprehensive Examination – A comprehensive examination is required (GRD 887e).

Required to be submitted with 3+2 program proposals is a Two-Year Course Scheduling Plan for eligible courses (REC 716, REC 730 and REC 790). Below is the scheduling plan: Fall REC 716 REC 790 Winter REC 790 Summer REC 730


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DepartmentofRecreation&ParkAdministrationAcceleratedPathway3+2CurriculumMapping

ProgramLevelSLO 101 102 163 180 190 200 225 263 280 290 311 350 380 401

Theory&Foundations I I I I I/R I I/R I/R I/R

CriticalThinking I I/R I I/R I/R R

Communication I I I I I/R I/R I R I R

ProgramPlanning I I I I/R /R I/R I 1/R I/R I/R

Administration I I I I I R I/R I/R

ProgramLevelSLO 406 410 450 460 463 716 730 790

Theory&Foundations I/R R R I/R R I I/R I/R

CriticalThinking R R R R R I/R R I/R

Communication I/R I/R R R R I/R R R

ProgramPlanning I/R I I/R R R I/R I/R R

Administration I/R I I/R I/R R I R R


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Bachelor of Science (B.S.) Master of Science (M.S.)


Natural Resources Recreation Managment Concentration


First Semester First Semester First Semester First SemesterHSO 1 Gen Ed. 3B 3 Gen Ed. 5A 3 Gen Ed. 6 3

Wellness 3 Gen Ed. 4 3 REC 350 3 REC 410 3

Gen Ed. 1A 3 REC 200 3 REC 380 3 REC 460 3

REC 101 1 REC 290 3 Elective 3 REC 716 3

REC 102 3 Elective 3 Elective 3 REC 450W 3

REC 163 1

Elective 2



Second Semester Second Semester Second Semester Second SemesterGen Ed. 1B 3 Gen Ed. 4 3 Gen Ed 5B 3 REC 463 12Gen Ed E 2 3 REC 263 2 Gen Ed 6 3

Gen Ed. 3A 3 REC 311 3 REC 401 3

REC 180 1 CMS 210 3 REC 406 3

REC 190 1 Elective 3 REC 790 3

Elective 3 Elective 3


JUNIOR Year

Summer Term

REC 730 3


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Bachelor of Science (B.S.) Master of Science (M.S.)


Recreation Management and Programming Concentration


First Semester First Semester First Semester First SemesterHSO 100 1 Gen Ed. 3B 3 Gen Ed. 5A 3 Gen Ed. 6 3

Wellness 3 Gen Ed. 4 3 REC 350 3 REC 460 3

Gen Ed. 1A 3 REC 311 3 REC 406 3 REC 480 3

REC 101 1 REC 290 3 REC 410 3 REC 716 3

REC 102 3 Elective 3 Elective 3 REC 450W 3

REC 163 1

REC 190 1



Second Semester Second Semester Second Semester Second SemesterGen Ed. 1B 3 Gen Ed. 4 3 Gen Ed 5B 3 REC 463 12Gen Ed E2 3 REC 225 3 Gen Ed 6 3

Gen Ed. 3A 3 REC 280 3 REC 401 3

REC 263 2 CMS 210 3 REC 790 3

REC 200 3 Elective 3 Elective 3

Elective 3 Elective 3


JUNIOR Year

Summer Term

REC 730 3


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communications New Course (Parts II, IV) College Letters, Arts, & Social Sciences Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Minor in Broadcasting & Electronic Media Program Suspension (Part III)


∗ Provide only the information relevant to the proposal.


Proposal Approved by: Date Date Departmental Committee 12/14/16 Council on Academic Affairs College Curriculum Committee 1/23/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** FALL 2017 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise program description to reflect changes in Communications course and prefix changes



B. The justification for this action: Communications revised course offerings as well as revised several course prefixes. This caused a ripple effect throughout several programs in the departments.







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Minor in Broadcasting and Electronic Media Requirements................................................................23 hours Courses required for a minor in broadcasting and electronic media are BEM 240, 295 (4), 300, 375, 491(1); and nine hours selected from BEM 343 (1-3) 395 (4), 398 (1-3), 410, 425, or COM BEM 471. Courses counted toward a major may not be counted toward the minor in broadcasting and electronic media. Substitute courses will be selected by the student and the departmental advisor.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communications New Course (Parts II, IV) College Letters, Arts, & Social Sciences Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Minor in Broadcast News Program Suspension (Part III)















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Minor in Broadcast Multimedia News Requirements...............................................23 hours Courses required for a minor in broadcast Multimedia News are BEM 240, 295 (4), 301, 401, 491(1 2); COM 405 and eight six hours from BEM 203, 300, 302 (1-3), 343 (1-3), 395 (4), 402; or COM 415. Courses counted toward the major may not be counted toward the minor in broadcast Multimedia News. Substitute courses will be selected by the student and the departmental advisor.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communications New Course (Parts II, IV) College Letters, Arts, & Social Sciences Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Minor in Public Relations Program Suspension (Part III)















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MINOR IN PUBLIC RELATIONS Requirements.................................................................21 hours

Courses required for a minor in public relations are BEM 375; COM BEM 200 or 200W, 201; PUB 320 or BEM 320, 375, 380, and 475. Courses counted toward a major may not be counted toward the minor in public relations. Substitute courses will be selected by the student and the departmental advisor.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communication Studies

New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Minor in Visual Media Program Suspension (Part III)




Proposal Approved by: Date Date Departmental Committee 12/15/17 Council on Academic Affairs College Curriculum Committee 2/27/17 Faculty Senate** General Education Committee* n/a Board of Regents** Teacher Education Committee* n/a EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* n/a

*If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.

Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revisions to course listings under this minor



B. The justification for this action: Broadcasting and Electronic Media (BEM) Broadcast News Concentration and Journalism (JOU) are merging and course prefixes are changing. Therefore, the minor needs to be updated to reflect these changes.


Personnel Impact: Existing personnel will staff this course.





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1. For a new course, provide the catalog text.2. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions

and underlines for additions.3. For a dropped course, provide the current catalog text.



underlines for additions.2. For a suspended program, provide the current program requirements as shown in catalog. List any

concentrations and/or minors affected by the program’s suspension.


MINORS Minor in Visual Media

Requirements……………………………………………………………………18 hours Courses required for a minor in visual media are BEM 295(4), 395(4), 491(1), COM 325, JOU BEM 320 or PUB 320, and JOU BEM 325, and BEM 412. Courses counted toward a major may not be counted toward the minor in visual media. Substitute courses will be selected by the student and the departmental advisor.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communication New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Broadcasting and Electronic Media Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 12/15/16 Council on Academic Affairs College Curriculum Committee 1/23/17 Faculty Senate** General Education Committee* n/a Board of Regents** Teacher Education Committee* n/a EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* n/a *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise BEM core, rename Broadcast News Concentration and merge program with former Journalism program, rename General Concentration to BEM Concentration and revise course listings, revise some Film Concentration course listings.



B. The justification for this action: Broadcasting and Electronic Media (BEM) Is revising its core courses. Broadcast News Concentration and Journalism (JOU) are merging creating a new concentration Multimedia News. This merger resulted in three concentrations relevant to emerging media markets.


Personnel Impact: Current personnel will assume necessary roles to launch programs. Adjunct faculty will be needed to replace lost lecturer line.



Library Resources: Sufficient


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Program Objectives Broadcasting and Electronic Media

Graduates of the Broadcasting and Electronic Media program pursue careers in the media industry broadcasting/film industry. Students in the General BEM Concentration must demonstrate excellence in their ability to produce, direct, write, perform, manage, and to create commercials, public service announcements, sports programs, promotional videos, music videos, and entertainment programs for television, the Internet or other platforms and edit either audio or video material to create a variety of projects. Students in the Film Techniques and Technology Concentration must demonstrate excellence in writing, visualizing, shooting, editing, and cinematic story telling. Students in the Multimedia News Concentration must demonstrate excellence in gathering information, writing, news production, and visual storytelling that meets accepted journalistic standards using a variety of visual platforms. Students will use cross-platform skills within journalistic standards and present news and commentary to a diverse audience. Our objectives are to train students for a variety of fields including traditional and emerging media, businesses and corporations, government public information, advocacy groups, and non-profit organizations. They will develop an understanding of the meaning of First Amendment freedom in the United States, and the social, political and ethical responsibilities they will have as professionals.


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Bachelor of Arts (B.A.) Broadcasting and Electronic Media CIP Code: 09.07012

UNIVERSITY GRADUATION REQUIREMENTS • General Education ….......................................36 hours • Student Success Seminar (waived for transfers with 30+ hrs.).............................1 hour • Wellness.............................................................3 hours • Writing Intensive Course (Hrs. incorporated into Major/Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/Supporting/Gen Ed/Free Electives categories) • ACCT - Broadcast and Electronic Media majors will fulfill ACCT with BEM 491(2) and at least one hour from BEM 343(1), 349(1), or 398(1). (Credit hours are incorporated into program requirements below.)

Total Hours University Graduation Requirements....40 hours

MAJOR REQUIREMENTS College Requirements: BTS 300 (CR only, no hours) and BTS 400 (CR only, no hours).

Supporting Course Requirement..................................0 hours CMS 210 (Gen. Ed. E-IC [OC]. ) ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above. Core Courses...................................................................20 23 hours

BEM 202, 240, 295 (4), 300, 301 or 375 or 353W, 320, 370(4) or 395(4), 405, 425, 343(1) or 349(1) or 398(1), and 491(2).

Concentrations: General Broadcasting and Electronic Media...............................1918 hours

BEM 300 425; three hours selected from: BEM 203, 301, or 375, or 353W or COM 325/325S or 330; 13 12 hours from BEM 203, 301, 305W, 343(1), 349(1), 353W, 375, 395(4), 396, 398(1), 400, 401, 402, 415, 495(4), 499, CMS 250, 300, 420, 425, COM BEM 201, 300, 301, 320I(1), 325/325S, 330, 405, 415, 420, 425, 430, 445, 453, 471, JOU 325, JOU 320 or PUB 320, JOU 412 or PUB 412, PUB 375, 380.

Multimedia Broadcast News..........................................................21 23 hours COM 405, BEM 203, 300, 301, 305W, 349(2), 401, 402, 412, 415 and nine hours from BEM

375, 425, 495 (4), COM 300, 330, 415, 420, 430, JOU 320 or PUB 320, JOU 412 or PUB 412, PUB 375. Film Techniques & Technology.................................23 hours

BEM 350, 351, 352, 353W, 370 (4), 425, 495 (4). Supporting Course Requirement..................................0G hours COM 200 or 200W(ᴳElement 5B and CMS 210 (Gen. Ed. E-IC [OC]. ) ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above. Exit Requirement: GSD 300 CR only, no hours). Free Electives.............................................................37-41 34-39 hours TOTAL HOURS TO COMPLETE DEGREE…………... 120 hours


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communication New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Communication Studies Program Suspension (Part III) _X__ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 12-14-16 Council on Academic Affairs College Curriculum Committee 1/23/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017Graduate Council* NA_______________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Change “College Requirements” to “Exit Requirements” for the Communication Studies major and add GSD 300 as one of the requirement alternatives. Revise prefix for COM 200 to BEM 200




• Due to the Department of Communication’s move from CBT to CLASS, BTS 300 and BTS 400 are no longer degree requirements for this major. The title change from “College Requirement” to “Exit Requirement” accommodates this move.

• This change adds a new course GSD 300 to the Exit Requirements toward the Communication Studies major. GSD 300 was created to replace BTS 300.

• COM 200 prefix revised to BEM 200 for redesigned BEM Program


Personnel Impact: Current faculty will provide experiences GSD 300 with no increase in faculty load.

Operating Expenses Impact: none


Library Resources:


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Bachelor of Arts (B.A.) COMMUNICATION STUDIES

CIP Code 09.0901


• General Education ….......................................36 hours

• Student Success Seminar (BTO 100; waived for transfers with 30+ hrs.)................................1 hour

• Wellness.............................................................3 hours

• Writing Intensive Course (Hrs. incorporated into Major/Supporting/Gen Ed/Free Electives category)

• Upper division courses (42 hrs. distributed throughout Major/Supporting/Gen Ed/Free Electives categories)

• ACCT - Communication majors will fulfill ACCT with CMS 495. (Credit hours are incorporated into program requirements below.)

Total Hours University Graduation Requirements....40 hours

MAJOR REQUIREMENTS College Requirement: BTS 300 (CR only, no hours) and BTS 400 (CR only, no hours). Core Courses...................................................................37 hours COM BEM 200 and CMS 100, 200, 205 or 205W, 210, 250, 305, 310, 325, 335, 349(1), 410, 495 and three hours from CMS 320, 380, 490, 499 or one course listed in the alternate concentration. (CMS 100 and 210 are required for the B.A. Communication Studies degree. Therefore, as there is no other Gen. Ed. 1C course appropriate for this major, CMS 100 will be used to satisfy Element 1C.) Concentrations: Interpersonal Communication ……………………15 hours CMS 353, 375, 400, 435, and 445. Integrated Organizational Communication...……18 hours CMS 350 and CMS 420 or 450; CCT 201 or CMS 300; PUB 375, PUB 425; and MGT 301. Free Electives...........................................................25-28 hours Exit Requirement GSD 300 (0) TOTAL HOURS TO COMPLETE DEGREE..........120 hours


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communication New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Public Relations Program Suspension (Part III) _X__ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 12-14-16 Council on Academic Affairs College Curriculum Committee 1/23/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** FALL 2017 Graduate Council* _____NA_________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Change “College Requirements” to “Exit Requirements” for the Public Relations major and add GSD 300 to replace BTS 300 & 400. Revise course prefixes/numbers resulting from redesign of JOU and BEM programs.




• Due to the Department of Communication’s move from CBT to CLASS, BTS 300 and BTS 400 are no longer degree requirements for this major. The title change from “College Requirement” to “Exit Requirement” accommodates this move.

• This change adds a new course GSD 300 Exit Requirement: Communication to the Exit Requirements toward the Public Relations major. GSD 300 was created to replace BTS 300/BTS 400

• The course prefix/number revisions result from redesign of JOU and BEM programs.


Personnel Impact: NONE. Current faculty will provide experiences for GSD 300 with no increase in load



Library Resources:


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Bachelor of Arts (B.A.)

PUBLIC RELATIONS CIP Code 09.0902

UNIVERSITY GRADUATION REQUIREMENTS • General Education ................................................... 36 hours

• Student Success Seminar ........................................ 1 hour (waived for transfers with 30+ hrs.)

• Wellness .................................................................. 3 hours

• Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category)

• Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories)

• ACCT - Public Relations majors will fulfill ACCT with PUB 490 or 490S. (Credit hours are incorporated into program requirements below.)

Total Hours University Graduation Requirements ... 40 hours

MAJOR REQUIREMENTS College Requirements: BTS 300 (CR only, no hours) and BTS 400 (CR only, no hours).

Core Courses ................................................................48 hours

BEM 295(4), COM 201 BEM 203, 305W, and 405; CMS 305 or COM 420; ECO 130 or 230 or 231; JOU305 or 305W; MKT 301, PUB 412 or JOU BEM 412, PUB 320 or BEM 320, 375, 380, 410 or 410S, 470 (1) or 349(1); PUB 475; PUB 490 or 490S; PUB 491(1), and 425.

Electives ................................................................6 hours Six hours from: BEM 415, 325, COM 325 or 325S, 390, 400, 415, 425, JOU 325, PUB 385 or 385S, 400, 415S, 480, 499, 520, or MGT 301.

Supporting Course Requirements ..............................3 hours COM BEM 200 or 200W; one of the following, any of which will fulfill ᴳElement 5B : ANT 120, POL 100S, POL 101, PSY 200, PSY 200W, SOC 131. ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hour General Education requirement above.

Free Electives ................................................................23 hours

Exit Requirement: GSD 300 (0)

TOTAL HOURS TO COMPLETE DEGREE .........120 hours


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(Complete only the section(s) applicable.) Part I (Check one) Department Name English & Theatre New Course (Parts II, IV) College College of Letters, Arts & Social Sciences Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Bachelor of Arts (B.A.) ENGLISH Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 02/07/2017 Council on Academic Affairs College Curriculum Committee 2/27/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Redesign and streamline the English major to reduce barriers to entry, increase flexibility for majors to choose a focus within the discipline, and reduce the hours to graduation. The Theatre concentration and minor have already been replaced by a certificate program. We will remove the other concentrations, and merge the sub-disciplines into one unified curriculum. The new major will require 21 hours of common courses and 18 hours of electives that allow majors to focus their studies on literature, creative writing, or technical writing.



B. The justification for this action: Having separate concentrations in literature, creative writing, and technical writing fractured our curriculum into small programs that were less efficient when measured by the new University metrics. By reducing hours, creating a smaller list of core requirements, and allowing more flexibility for students to create individual paths to graduation, we are making the program much less rigid so that students will not have trouble finding the right course at the right time. As a result of the change, our majors will gain a broader understanding of all the sub-disciplines within English, which will lead to a better understanding of the variety of careers open to them. They will form a larger learning community and learn a larger repertoire of skills. These changes should help the program grow, as the new program will be easier to enter into and more adaptable to individual interests.



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Personnel Impact: None, because the new major can be taught by existing faculty for the near future. ENG 302 is being replaced by ENG 310, and our four literature surveys are being replaced by three new surveys, and the same faculty can teach the new courses as taught the old. The other course offerings in English will remain the same, but with less rigid requirements for majors. This should make it easier to schedule and staff the right courses at the right time. In the long run, the new division of literature surveys may require more faculty with an early British literature specialty, but for the foreseeable future we can teach every course.


Equipment/Physical Facility Needs: none

Library Resources: none


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BACHELOR OF ARTS (B.A.) ENGLISH

CIP Code: 23.0101 Upon completion of an English degree with a Literature concentration, graduates will demonstrate knowledge and competency in one of three sub-disciplines, while also gaining a broad awareness of the scope of English studies. Students focusing on literature will: 1) demonstrate a clear sense of the chronological and thematic development of British and American literature, familiarity with canonical writers and works of the age, and a more specialized knowledge in various genres, periods, authors, and literary trends; 2) be prepared for post-baccalaureate professional lives; 3) demonstrate the ability to think, speak, and write more effectively as literary critics. Upon completion of an English degree with a Creative Writing concentration, graduates Students focusing on creative writing will: 1) write a publishable work, critical or creative, and submit it through traditional means/e-submissions; 2) possess knowledge of appropriate writers, the history, pedagogies/theories/genres, 3) possess knowledge of and apply basic research methods in their works, creative or critical, as well as use these skills to research the literary/popular marketplace. Upon completion of the English degree with a Technical Writing concentration, graduates Students focusing on technical writing will: 1) produce various types of technical documents required in the workplace that reflect knowledge of audience, purpose, clarity, and precision; 2) demonstrate competence with hardware/software expected of technical/professional writers. UNIVERSITY GRADUATION REQUIREMENTS

• General Education................................................36 hours. • Orientation Course ...............................................1 hour. (waived for transfers with 30+ hrs.) • Wellness...............................................................3 hours. • Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories) • ACCT - English majors will fulfill ACCT with: ENG 491(Technical Writing Concentrations), 490 (Creative Writing

Concentrations), or 492 (Literature Concentrations ), or THE 495 (Theatre Concentrations). ENG 490 or 491 or 492. (Credit hours may be incorporated into Major or Supporting requirements)

Total University Graduation Requirements............40 hours MAJOR REQUIREMENTS Core Courses ..............................................................9 21 hours

ENG 301, 302, and 474. (ENG 302 should be taken before enrolling in upper level literature courses - with exception of ENG 350, 351, 352, and 353). ENG 310, 311, 312, 313, 410, 474, and 490 or 491 or 492.

Concentrations: Literature............................................................39 hours ENG 350, 351, 352, 353, 410, and 492; 3 hrs from: ENG 360, 361, 362, 363, 364, 365, 366 or 367; 3 hrs from: THE 100, 110, 135, 150, 220, 320, 390, 391, or 430; a minimum of 15 hrs upper division literature: 3 hrs British, 3 hrs American, 9 hrs


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at the 400 and 500 level. Creative Writing.................................................30 hours ENG 350, 351, 352, 353, 410, 490, and a minimum of 12 hours selected from: ENG 306, 406, 407, 408, 409, 420, 502, 503, 504, or one course from the Technical Writing Technical Writing...............................................30 hours ENG 300 or 300S; ENG 350, 351, 352, 353, 400, 410, 420, 491, and 3 hrs from ENG 306, 406, 409, 500, 502, or 510. Theatre ................................................................48 hours ENG 335 or 335W; ENG 430, THE 110, 130/330(4), 135, 150, 200(2), 210, 220, 235, 341, 390, 391, and 495(1); THE 285(2) or 385(2); THE 300, and 3 hrs from: THE 310, 311 or 320.

Supporting Course Requirements: Creative Writing.................................................6 hours Select 6 hrs (with no more than 3 hrs from each prefix) from: CIS 212, CMS 320, 350, COM 201, INF 104, JOU 305, or 307. Technical Writing...............................................12 hours Select 12 hrs from: ART 152, BEM 375, CCT 302, 570, CIS 212, CMS 250, 300, 320, 350, COM 320, CSC 160, 177, 190, GCM 211, 217, 255, 316, 317, 355 or INF 104

English Electives………………………………………18 hours ENG courses, including at least 9 hours at the 400 or 500 level Free Electives..............................................................25-35 hours 41 hours

TOTAL HOURS TO COMPLETE DEGREE ........120 hours


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English Major Curriculum Map English Major Student Learning Outcomes SLO 1: Students will use critical and creative thinking. SLO 2: Students will communicate effectively. SLO 3: Students who focus on creative writing will demonstrate mastery of at least one creative

genre, as well as the ability to synthesize workshop criticism, to apply that criticism in the development of a personal aesthetic, and to present work in public settings.

SLO 4: Students who focus on literary studies will demonstrate knowledge of the canonical works of American and British literature and their cultural, aesthetic, and critical contexts.

SLO 5: Students who focus on technical writing will use technology to create well-designed, audience-appropriate documents.

• ENG 300 and ENG 306 are not part of the core for all majors, but 300 is a prerequisite

for the technical writing capstone (ENG 491), and ENG 306 (with at least 3 other creative writing credits) are prerequisites for the creative writing capstone (ENG 490)

• ENG 310, the gateway course, will advise students of these prerequisites and the need to plan ahead if a student wants to focus on creative writing or technical writing.

Program-level SLO ENG 310 ENG 311 ENG 312 ENG 313 ENG 300 ENG 306

SLO 1 I R R R

SLO 2 I R R R

SLO 3 I R R R R

SLO 4 I R R R

SLO 5 I R

Program-level SLO ENG 410 ENG 474 ENG 490 ENG 491 ENG 492

SLO 1 R R R R R

SLO 2 R R R R R

SLO 3 R R

SLO 4 R R

SLO 5 R R


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Government and Economics New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title BA Globalization and International Affairs Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)




A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise B.A. in Globalization and International Affairs



B. The justification for this action: Update program to reflect revision of International Studies Minor (revised to Globalization and International Affairs Minor), add courses that align with program objectives, and remove courses no longer offered.


Personnel Impact: None. The only program-specific course is ECO 490 which is already taught by ECO faculty and remains unchanged in the revised program.



Library Resources:


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Bachelor of Arts (B.A.) GLOBALIZATION AND INTERNATIONAL AFFAIRS

CIP Code: 30.2001 The intent of the Globalization and International Affairs (GLO) major is to create an interdisciplinary major that focuses on the nature of globalization and its impacts on individuals, communities, regions, and nations, and to assist in broadening the international horizons of EKU students. The program will graduate culturally aware students who are comfortable in a variety of international public-sector, private-sector, and non-profit positions. GLO students will possess an enhanced awareness of worldwide economic and political events and will be able to assess their impacts on international affairs. Upon completion of the GLO degree, graduates will be able to: (1) analyze cultural, economic, geographical, historical, political and social forces affecting globalization, (2) identify factors which impede or encourage globalization, (3) evaluate the impacts of increasing globalization on individuals, communities, regions, and nations, (4) integrate globalization ideas and concepts from the various disciplines into a unified whole, and (5) compete well for international positions or for domestic positions requiring international expertise. UNIVERSITY GRADUATION REQUIREMENTS • General Education ................................................36 hours • Student Success Seminar (ASO 100; waived for transfers with 30+ hrs.) .....................................1 hour • Wellness ...............................................................3 hours • Writing Intensive Course (hours incorporated into Major/ Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories) • ACCT - Globalization and International Affairs majors will fulfill ACCT with GLO 490. (Credit hours may be incorporated into Major or Supporting requirements.) Total hours University graduation requirements .................................................40 hours MAJOR REQUIREMENTS A minimum grade of “C” is required in all courses counted toward this major. Core Courses: Foundation Coursework ....................................9 24 hours Complete 9 hours from the following list: ANT 120 or 200; ECO 231, GEO 100, or POL 212. Major Courses ....................................................15 hours And complete 15 hours from the following list: ECO 394, GEO 302 or 322, GLO 490, HIS 370, and POL 220. Major Electives ...................................................12 hours Choose Complete four courses from the following list, with no more than two having the same course prefix: CMS 375, ECO 340, 395 or 395W, ENG 360, FCC 220, 222, 226, 227, FIN 330, GBU 201, GEO 302, 347, HEA 310, HIS 300B, 300C, 305, 321, 322, 324, 330, 332, 336, 337, 339, 343, 345, 350, 357, 363, 365, 374, 376, 379, 380, 384, 385, 386, 413, MGT 430, MKT 400, POL 310, 312, 314, 315, 316, 318, 319, 321, 325, 327, 410, 412, 415, 451, REL 301, 301W, 315, 320, 335, 340, 345, 350, 355, 360, SOC 425, or various (with prior approval) “special topics” and seminar courses offered by individual departments.

Supporting Course Requirements ............................0-2 hours

ECO 230 (ᴳElement 5B); HIS 147 (ᴳElement 5A); MAT 110 or higher or STA 215112 (ᴳElement 2) or higher; and up to 6 hours of one foreign language (ᴳElement 6) or Study Abroad. Students may split this requirement by using 3 credits of Study Abroad and 3 credits of foreign language. ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above. If zero hours are listed then all course hours will count with General Education.

Free Electives ..............................................................42-44 hours



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GLOBALIZATION AND INTERNATIONAL AFFAIRS MAJOR & MINOR

PROGRAM-LEVEL LEARNING OBJECTIVES 1. Students should demonstrate the capacity to engage in critical thinking by applying their knowledge of the various aspects of

globalization and international affairs to issues of public policy and to problems faced by decision makers in the private sector. A. Students will integrate knowledge of different cultures, experiences, and perspectives, through language, cultural, and

aesthetic exploration. B. Students will analyze/integrate globalization, mobility, interdependence, and conflict in historical, economic, and

political contexts.

2. Students should demonstrate the capacity to communicate effectively with academic and community audiences. A. Students will demonstrate the ability to use a foreign language in daily activities in culturally and contextually

appropriate ways. AND/OR B. Students will engage in daily activities in the host country in culturally and contextually appropriate ways.

3. Students should demonstrate knowledge of current events and world affairs in the bi-directional impacts of globalization and world events upon each other. A. Students will integrate knowledge of different cultures, experiences, and perspectives, through language, cultural, and

aesthetic exploration. B. Students will analyze/integrate globalization, mobility, interdependence, and conflict in historical, economic, and

political contexts.

4. Students will value diverse traditions as reflected in aesthetic, intellectual, philosophical, religious, and cultural artifacts.


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B.A. GLOBALIZATION AND INTERNATIONAL AFFAIRS CURRICULUM MAP

Required Courses

Objective 1A

Objective 1B Objective 2A Objective 2B Objective 3A Objective 3B Objective 4

ANT 120/200 1 1 1 1 1 1 1 ECO 230 1 1 1 1 ECO 231 1 1 1 1 ECO 394 2, 4 2, 4 2, 4 2, 4 GEO 100 1 1 1 1 1 GEO 302/322 2 2 2 2 2 2 2 GLO 490 2, 4 2, 4 2, 4 2, 4 2, 4 2, 4 2, 4 HIS 147 1 1 1 1 1 1 1 HIS 370 2 2 2 2 2 2 2 MAT/STA POL 212 1 1 1 1 1 1 1 POL 220 1 1 1 1 1 1 1 Study Abroad/Lang

1 1 1 1 1 1 1

Minor GLOBALIZATION AND INTERNATIONAL AFFAIRS CURRICULUM MAP

Required Courses

Objective 1A

Objective 1B Objective 2A Objective 2B Objective 3A Objective 3B Objective 4

ANT 120/200 1 1 1 1 1 1 1 ECO 231 1 1 1 1 ECO 394 2, 4 2, 4 2, 4 2, 4 GEO 100 1 1 1 1 1 GEO 302/322 2 2 2 2 2 2 2 HIS 370 2 2 2 2 2 2 2 POL 212 1 1 1 1 1 1 1 POL 220 1 1 1 1 1 1 1


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Government and Economics New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Bachelor of Arts (B.A.) Political Science Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 10/24/2016 Council on Academic Affairs College Curriculum Committee 2/27/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.



Revise the core course requirements for the major, introducing a subfield distributional requirement for upper division courses and eliminating the major diversity requirement. A. 2. Proposed Effective Academic Term: (Example: Fall 2016)

Fall 2017 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable)


The primary rationale for the proposed change is to ensure that Political Science majors have breadth in their upper-division coursework, that their exposure to subfields in the discipline is not limited to introductory courses. Students are currently able to fulfill major requirements with only taking introductory courses in various subfields and then taking all upper-division elective hours in a given subfield. So, for example, there are students who take 15 hours of upper-division course all in American Politics. This approach is rather inconsistent with the nature of political science as a discipline, especially its focus on understanding interactions between countries and the politics of other areas of the world. The proposed change would also bring the curriculum more in line with political science curriculum of many other peer institutions. Because the subfield distribution requirement would mean students are necessarily enrolled in courses that include attention to a variety of themes related to diversity, the proposed change also eliminates the major's diversity requirement. Even with the subfield distribution requirement, students would still have 6 additional upper-division elective hours that they could use to pursue specific areas of interest and develop “concentrations.”


Personnel Impact: The proposed curriculum change will require the department to offer sufficient POL subfield electives to allow students to graduate at a timely rate. However, this should not require any personnel changes because the courses can all be staffed by current faculty lines and using the current schedule rotations.


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BACHELOR OF ARTS (B.A.) POLITICAL SCIENCE

CIP Code: 45.1001 UNIVERSITY GRADUATION REQUIREMENTS

• General Education .....................................................36 hrs. • Orientation Course (waived for transfers with 30+ hrs.).....1 hr. • Wellness............................................................ 3 hrs. • Writing Intensive Course (Hrs. incorporated into Major/Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/Supporting/Gen Ed/Free Electives

categories) • ACCT – Political Science majors will take POL 400W or an alternate program-approved undergraduate

research project if necessary. (Credit hours may be incorporated into Major or Supporting requirements) Total Hours University Graduation Requirements......40 hours MAJOR REQUIREMENTS Core Courses.....................................................................36 hours

POL 101, 212, 220, 250, 280, 370 or 374, 400W. An additional 12 hours of POL courses, all of which must be numbered 300 or above. No more than six hours of POL courses numbered 300 or above may be taken prior to completing POL 280. Diversity Requirement: 3 hours from POL 345, 346, 347, 356, 373, 376, 446, 464, or an appropriate POL course approved by the Chair. An additional 15 hours of POL courses, all of which must be numbered 300 or above, with a minimum of three hours each in three of the following four areas: • American Politics: POL 331, 332, 333, 340, 341, 342, 343, 345, 347, 360, 370, 373, 374, 376, 377, 440, 460, 463, 464,

533, or 565. • Comparative Politics: POL 310, 312, 314, 315, 316, 318, 319, 346, or 412. • International Relations: POL 321, 325, 327, 415, 451, or 521. • Political Philosophy: POL 356, 357, 551, 552W, or 553W.

No more than 6 hours of POL 349 may be applied toward major requirements. Free Electives.....................................................................44 hours TOTAL HOURS TO COMPLETE DEGREE.............120 hours


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POL 101 Introduction to American Government 1, 4 1, 4 1, 4POL 212 Introduction to Comparative Politics 1, 4 1, 4 1, 4POL 220 Introduction to World Politics 1, 4 1, 4 1, 4POL 250 Introduction to Political Philosophy 1, 4 1, 4 1, 4POL 280 Research and Writing in Political Science 1, 4 1, 4 1, 4POL 370 Introduction to Public Administration 2,4 2,4 2,4POL 374 Introduction to Public Policy 2 2 2

POL 400W Capstone Course in Political Science 3, 4 3, 4 3, 4

POL 100 Principles of Politics and Government 1,4 1,4 1,4POL 300 Contemporary Political Problems: ______ 2 2 2POL 301 Citizens’ Assembly (CACTUS): ______ 2 2 2POL 310 Latin American Governments 2 2 2POL 312 Politics in China 2 2 2POL 314 Politics of South Asia 2 2 2POL 315 European Politics 2 2 2POL 316 Politics in Russia 2 2 2POL 318 Politics of the Middle East 2 2 2POL 319 Canadian Politics 2 2 2POL 321 American Foreign Policy 2 2 2POL 325 Global Security 2 2 2POL 327 International Law and Organization 2 2 2POL 331 Urban Politics 2 2 2POL 332 Kentucky Government and Politics 2 2 2POL 333 American State and Local Government 2 2 2POL 340 Political Parties and Interest Groups 2 2 2POL 341 The U.S. Congress 2 2 2POL 342 The American Presidency 2 2 2POL 345 Minority Group Politics 2 2 2POL 346 Religion and Politics in the World 2 2 2POL 347 Politics and Religion in the U.S. 2 2 2POL 349 Applied Learning in Political Science 2 2 2POL 356 African American Political Thought 2 2 2POL 370 Introduction to Public Administration 2,4 2,4 2,4POL 373 Politics of Development in Appalachia 2 2 2POL 374 Introduction to Public Policy 2 2 2POL 376 Public Human Resources 2 2 2POL 377 Public Budgeting 2 2 2POL 405 Special Topics in Political Science 2 2 2POL 410 Studies in Comparative Government and Politics 2 2 2POL 412 Politics of Mexico 2 2 2

Political Science (BA)Program's Curriculum Objective Map

1- introduce learning goals (update or initial reflection) 2- Reinforced learning goals3 - Mastered learning goals 4- Assessed learning goals

(assignments, etc.)

CORE REQUIREMENTS

Elective


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POL 415 Terrorism and Political Violence 2 2 2POL 421 The U.S. and Latin America 2 2 2POL 434 Campaigns and Elections 2 2 2POL 440 Public Opinion & Voting Behavior 2 2 2POL 446 The Politics of Sex 2 2 2POL 460 Law and Society 2 2 2POL 463 Constitutional Politics 2 2 2POL 464 Law and Politics of Civil Liberties 2 2 2POL 466A Mock Trial 2 2 2POL 466B Mock Trial 2 2 2POL 490 Independent Work in Political Science 2 2 2POL 495 Practicum in Political Science 2 2 2POL 495A Practicum in American Political Process 2 2 2POL 495B Practicum in Comparative Politics and International Relations 2 2 2POL 496A Washington Internship 2 2 2POL 496B Washington Seminar 2 2 2POL 496C Washington Forum 2 2 2POL 497 Kentucky Administrative Intern Program 2 2 2POL 497A Internship in State Government 2 2 2

POL 497B Selected Topics in Administration of Kentucky State Government 2 2 2POL 498 Kentucky Legislative Internship Program 2 2 2POL 498A Legislative Internship 2 2 2POL 498B Selected Topics in Kentucky Legislative Process 2 2 2POL 498C Legislative Forum 2 2 2POL 499 Canadian Parliamentary Internship 2 2 2POL 533 Seminar In State and Local Politics 2 2 2POL 551 Classical Political Theory 2 2 2

POL 551W Classical Political Theory 2 2 2POL 552 Modern Political Theory 2 2 2

POL 552W Modern Political Theory 2 2 2POL 553 Contemporary Political Theory 2 2 2

POL 553W Contemporary Political Theory 2 2 2POL 565 Administrative Law 2 2 2


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Interdisciplinary Programs New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title Minor in International Studies Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)




A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) 1.Rename Minor in International Studies to Minor in Globalization and International Affairs 2. Revise curriculum. 3. Move minor from Interdisciplinary Programs to the Department of Government and Economics



B. The justification for this action: The International Studies Minor is a stand-alone minor and significantly overlaps with the B.A. in Globalization and International Affairs. To better utilize resources and attract more students, we propose the minor be revised to a Minor in Globalization and International Affairs, and administered by the Department of Government and Economics. The proposed revision alters less than 50% of the current program.


Personnel Impact: None. All courses are offered by other programs and not taught exclusively for this minor.



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MOVE from Undergraduate Catalog--Interdisciplinary Programs--to Government and Economics

Minor in International Studies Globalization and International Affairs

The globalization of the economy, increased cross-cultural relations, instantaneous reporting from world-wide media outlets, cross-border ecological crises, and political transformations are all making international studies more important in this rapidly changing world. As such, the international studies minor encourages students to begin thinking and acting within a global perspective, in order to meet these current challenges. Courses in the minor deal with topics as diverse as the relations of the United States with other countries, critical language studies, international economics, cultures and religions of Latin America or Asia. The minor consists of 18 credit hours across a number of disciplines, providing a broad-based, general exposure to international issues through a solid set of three core courses. A commitment to foreign language and/or international experience is an integral part of the minor. A wide range of electives rounds off the minor. MISSION To offer an interdisciplinary academic minor that promotes global citizenship through coursework integrating comparative studies, the transnational effects of policies, laws and traditions, and cultural immersion experiences.

Core Courses........................................................................6 hours Six Complete 3 credit hours from among the following courses: GEO 100, POL 212, HIS 370, POL 220, GEO 322. ANT 120 or 200, ECO 231, GEO 100, POL 212; and complete 3 hours from the following courses: ECO 394, GEO 302 or 322, HIS 370, POL 220 Study Abroad or Foreign Language..................................6 hours Six credit hours from either a Study Abroad course (through Eastern Kentucky University or another accredited university, with credit transferred back to EKU), or six credit hours of foreign language at or above the 200 level. Students may split this requirement by taking 3 credit hours of Study Abroad and 3 credit hours of a foreign language at or above the 200 level.

Electives................................................................................6 12 hours

Six credit hours from among the following courses (Note: Many of these courses, including all College of Business upper division courses have prerequisites): Complete four courses from the following list, with no more than two having the same course prefix:

Study Abroad (ᴳElement 6), 200-level or higher foreign language (ᴳElement 6), ANT 120, CMS 375, COM 300, ECO 340, 394, 395 or 395W, ENG 360, FCC 220, 222, 226, 227, FIN 330, GBU 201, GEO 302, 322, 347, HEA 310, HIS 147, 300B, 300C, 305, 321, 322, 324, 330, 332, 336, 337, 339, 343, 345, 350, 357, 363, 365, 370, 374, 376, 379, 380, 384, 385, 386, 413, HUM 300, 350, 360, MGT 430, MKT 400, PHI 330, POL 310, 312, 314, 315, 316, 318, 319, 325, 327, 410, 415, 451, 495B, REL 301, 301W, 335, 340, 345, 350, 355, 360, SOC 425, or various (with prior approval) “special topics” and seminar courses offered by individual departments

Total Curriculum Requirement.......................................18 hours


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Psychology New Course (Parts II, IV) College Letters, Arts, & Social Sciences Course Revision (Parts II, IV) ∗Course Prefix & Number Hybrid Course (“S,” “W”) ∗Course Title (full title±) New Minor (Part III) ∗Program Title B. S. Psychology Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 11/2/2016 Council on Academic Affairs College Curriculum Committee 1/23/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall, 2017 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) 1. Add Cooperative Learning (PSY 349) as Capstone option and ACCT 2. Add PSY 419 as ACCT for Psychology major and remove PSY 401 as ACCT and Capstone for Psychology 3. Change PSY 530 to PSY 322 in the B.S. in Psychology

A. 2. Proposed Effective Academic Term: (Example: Fall 2016) Fall, 2017


B. The justification for this action: 1. We would like to encourage more of our majors to complete a CoOp, so we are adding it as an option for

Capstone. Currently, if students complete a concentration, there is no place in their major curriculum for CoOp, and CoOp is the most valuable career preparation tool available to students.

2. PSY 419 has replaced PSY 401, and PSY 401 is no longer offered. The Psychology major curriculum needs to be adjusted to reflect this change.

3. PSY 530 is being changed to PSY 322 because there is no need for a graduate level section of this course. The Psychology major curriculum needs to be adjusted to reflect this change.


Personnel Impact: All of these changes are accommodated in existing faculty teaching loads.




Part II. Recording Data for New, Revised, or Dropped Course

(For a new required course, complete a separate request for the appropriate program revisions.)


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Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) UNIVERSITY GRADUATION REQUIREMENTS

• General Education................................................36 hours

• Student Success Seminar (GSD 101; waived for transfers with 30+ hrs.)...............................................................3 hours

• Wellness...............................................................3 hours

• Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category)

• Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories)

• ACCT – Psychology majors will fulfill ACCT with PSY 349 (3 Credits) or 400 or 401 419 or 579 (Credit hours may be incorporated into Major or Supporting requirements)


MAJOR REQUIREMENTS

A minimum grade of “C” is required in all courses counted toward the major.

Core Courses ..............................................................34 hours

PSY 200; PSY 250 or 250W; PSY 258; PSY 309(4) or 309W(4); PSY 310 , 499(0), and at least 3 hours from each of the following areas:

•Biological Bases of Behavior: PSY 311, 315, or 315L (students in the Substance Abuse or Brain and Cognitive Science Concentrations must select 311 for this group)

• Cognition/Learning: PSY 317/317L, 322, or 333., or 530

• Developmental: PSY 312, 314, or 316 (students in the Child and Family Psychology must select 312; students in the

Psychology of the Workplace Concentration must select either 314 or 316)

• Social/Personality: PSY 300, 305, or 308 (students in the Substance Abuse, Autism Spectrum, Forensic, or Workplace

Concentrations must select 308 in this area)

• Skills: PSY 318, 319, 399, 405, 406, 490, or 590 (Students in the Substance Abuse Concentration must select 490; students

in the Child and Family Concentration must select 406; students in the Workplace Concentration must select 405)

• Capstone: 349 (3 hours), 400, 401, 419, or 579

Concentrations (Students may choose one or more concentrations. Those who do not choose one will be placed in the General Concentration.):

Psychology (General).........................................9 hours

9 hours of psychology electives. At least 3 hours must be numbered 400 or above. (PSY 280, 402 and 403 may not be used as a psychology elective.)

Substance Abuse.................................................12 hours

PSY 305, 405, 406, and 429

Developmental Disabilities/Autism

Spectrum Disorders...........................................12 hours

PSY 312, 406, 408; PSY 477 or 577.

Forensic Psychology...........................................12 hours

PSY 300, 305, 314, and 566.

Child and Family Psychology ...........................12 hours

PSY 314, 405, 408, and one of the following: 318, 321, or 377.

Psychology of the Workplace ............................12 hours

PSY 300, 305, 319, and 590.

Brain and Cognitive Sciences............................15-16 hours

PSY 315, 317, and 413; one of the following: PSY 322, 333, 530, or approved 497/597; one of the following: BIO 171, 301,

371, CSC 160, MAT 234(4) or 234H (4), or PHI 352.

Psychiatric Rehabilitation.................................15 hours

PSY 337; 349 or 403; 405, 429, and 437.

Free Electives......................................................28-35 hours



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Bachelor of Science (B.S.) PSYCHOLOGY CIP Code: 42.0101

Psychology Undergraduate Program Goals

Alignment with Course-Level Student Learning Outcomes (SLOs) 2016-2017

Course Goal 1 Critical

Reading

Goal 2 Content

Goal 3 Information

Literacy

Goal 4 Interpersonal Competency

Goal 5 Professional Development

PSY 200-Introduction to Psychology I PSY 250-Information Literacy B B B PSY 258-Career Development in Psychology B B B B PSY 280-Life Span Development I I PSY 300-Social Psychology B R PSY 305-Psychology of Personality R R I I PSY 308-Abnormal Psychology B B B B PSY 309-Statistics-Research Methods I B B B PSY 310-Statistics-Research Methods II I R R PSY 311-Physiological Psychology B I PSY 312-Infant and Child Development B B B B PSY 314-Adolescent and Adult Development B B PSY 315-Sensation and Perception R R R PSY 316-Aging and Senescence B R B I PSY 317-Cognitive Psychology B B B PSY 318-Introduction to School Psychology I B PSY 319-Psychology of Work B B PSY 320-Health Psychology I I PSY 321-Psych Persp of Parenting B I B PSY 330- ABA Assessment and Measurement

I B B

PSY 333-Comparative Psychology B PSY 349-Applied Learning in Psychology R R R PSY 350-Animal Enrichment I I PSY 377-Psychology of Adoption B R PSY 397- Topics in Psychology B B PSY 399-Research Development Skills R R I PSY 400-Senior Seminar R R R PSY 402-Independent Work in Psychology B B B B B PSY 403-Practicum in Psychology B B B PSY 405-Introd to Interviewing/Therapy B B B B B

PSY 406-Introduction to Behavior Therapy B B B B B PSY 408-Child Psychopathology R R R B PSY 409-Experiential Learning in Psychology B B B PSY 413-Mind and Brain R R R PSY 414-Political Psychology B B B PSY 415-Multicultural Psychology B B PSY 419-Research Development Skills II R R R R PSY 420-Psychology of Women and Gender B B B B PSY 429-Psych Persp on Substance Abuse I B PSY 430-ABA Ethics and Intervention I B B PSY 458-Grad School Prep I R R PSY 466-Forensic Psychology R R PSY 476-Psychology of Trauma R I R R PSY 477-Intellectual Disabilities I R PSY 490-Clinical Psychology B B B B B PSY 497-Adv. Topics in Psychology B B PSY 499-Senior Exit Course in Psych R PSY 501-Applied Behavior Analysis I B B PSY 510-Publishing Empirical Research R I PSY 530-Cognitive Development R I R PSY 566-Advanced Forensic Psychology R I R R PSY 577-The Autism Spectrum I I PSY 579-History of Psychology R R PSY 590-Tests and Measurements R R PSY 597- Adv. Adv. Topics in Psychology B B


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Psychology New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Autism Spectrum Disorders Certificate Program Suspension (Part III) (University) __X_ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 10/5/2016 Council on Academic Affairs College Curriculum Committee 10/24/16 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* _11/18/16_____________

*If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) 1.) Add CDS 897 as an option for the capstone course requirement. 2.) Substitute SED 898 for SED 897 as an option for the capstone course requirement. 3.) Add SED 730 as an alternative to SED 790 for students who have previously taken SED 590

A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2017 A. 3. Effective date of suspended programs for currently enrolled students:


We would like to update the interdisciplinary Autism Certificate Program requirements to offer the most appropriate capstone and special education class options possible for CDS and SED students enrolled the autism certificate program. The proposed updates reflect clarity for the student and practices used by advisors through the use of course substitution forms.


Personnel Impact: The courses added are part of existing faculty teaching loads, and spaces for students completing the Autism Certificate are available in these courses.



Library Resources: Adequate


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The program section goes just below the section on Master of Science and Specialist in Psychology

Autism Spectrum Disorder Certificate

The Autism Spectrum Disorder Certificate provides integrated multidisciplinary training in autism and related disorders. Participation is limited to students enrolled in graduate degree programs in Psychology, Occupational Therapy, Communication Disorders, and Special Education. Admission to one of the designated graduate degree programs does not guarantee admission to the certificate program. Post-degree students with graduate degrees in one of these fields will also be considered, although the focus of the certificate is on pre-service training. Students seeking admission to the certificate program should contact their graduate program advisor for information. A total of 18 credit hours is required for candidates for the Autism Spectrum Disorder Certificate, including 1 course in each of the four participating disciplines (Psychology, Occupational Therapy, Communication Disorders, and Special Education), one discipline-specific practicum in autism spectrum disorders, and a capstone course in autism spectrum disorders. OTS 863………………………………………..…………………………………………………….3 hours PSY 777…………………………………………………………….………………………………..3 hours CDS 867 or CDS 878 or CDS 720……………………………………………………………….….3 hours SED 790 or SED 730 (for students who have previously taken SED 590)…………. ……………...3 hours OTS 831 (2 hours)* or PSY 838 or PSY 843 or CDS 874 or SED 897……………………………..3 hours OTS 846 (4 hours)* or CDS 899 or PSY 887 or CDS 898 or CDS 897 SED 897 or SED 898 or PSY 898 or PSY 899A or CDS 899 or PSY 896 or PSY 990 ………………….. …………………..3 hours Total Course Requirements…………………………………………………………………………18 hours Comprehensive Examination: In addition to the exit requirements for their degree, candidates for the certificate will be required to successfully complete an oral examination on Autism Spectrum Disorders and register for GRD 858n *OTS 831 must be paired with OTS 846 to equal 6 hours


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Autism Endorsement Program Competencies and Curriculum Map


Autism Specific Courses and Competencies Each course is 3 credit hours

Intro to Autism Spectrum Disorders PSY 777

Topics in Language Disorders/Communication CDS 867, 878, or 720

Occupation for Persons with Autism OTS 863

Practicum in Autism Spectrum Disorders OTS 831 or PSY 838 or PSY 843 or CDS 874 or SED 897

Behavioral/ Assistive Technology Strategies in Autism SED 790 (ABA) Or SED 730

Capstone In ASD OTS 846 or CDS 899, 898, 897, or 899 or SED 898 or PSY 887, 898, 899A, 896, or 990

Basic Information about ASD

•

Understanding Neurobiological Theories/Aspects of ASD

•

•

Positive Behavior Supports

• • • • • •

Diagnosis and Assessment in Autism Spectrum Disorders

• •

Functional Behavior Assessment

• • • • •

Applied Behavior Analysis Methodology

• • • •

Best Practices Interventions/Supports in ASD through lifespan

• • •

Evaluating Alternative Therapies

• •

Person-Centered Planning • • • Visual and Structural Supports

• • • •

Assistive Technology and Augmentative Communication

• •

Functional Communication Development

• • •

Social Teaching and Supports

• • • • •

Sensory Supports

• • •

Develop a comprehensive Positive Behavior Support plan

• • •

Apply knowledge and skills in discipline

• • • • • •

Family Concerns • • • Vocational Planning and Supports in ASD

• • •


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These tables show courses in each discipline that contain content relevant to the autism endorsement program that students will take in addition to the above courses as a part of their major course of study.

Psychology

Administering, Interpreting, Report Writing Psychological Tests

Psy 824

Biological Bases of Behavior

Psy 853

Psychological Interventions

Psy 850, 857, 860, 871

Psychological Diagnosis Psy 841, 846, 857

Psychological Professional Ethical Practices

Psy 820

Program Evaluation/ Outcome Assessment

Psy 820, 846

Human Social-Emotional and Cognitive Development Theories and Principles

Psy 847, 857


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Occupational Therapy

Evaluate occupational performance using appropriate standardized and nonstandardized assessment tools

OTS 830, 831, 832

Use evaluation findings to develop occupation-based intervention plans and strategies

OTS 830, 831, 832

Provide development, remediation, and compensation for physical, cognitive, perceptual, sensory, neuromuscular, and behavioral skills

OTS 830, 831, 832

Modify environments (e.g., home, work, school, community) and adapt processes

OTS 830, 831, 832

Design, fabricate, apply, fit, and train in assistive technologies and devices used to enhance occupational performance

OTS 830, 831, 832

Monitor, and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention

OTS 830, 831, 832

Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services.

OTS 830, 831, 832

Practice ethical decision making in professional interactions, client interventions, and employment settings.

OTS 830, 831, 832

OTS 864, 865, and 866 are offered as electives to occupational therapy graduate students.


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Communication Disorders

Formal and informal assessment of communication disorders

CDS 863, 873, 874, 875, 876, 877, 878, 898

Oral and written communication of assessment and treatment data

CDS 863, 873, 874, 875, 876, 877, 878, 898

Devise and implement evidence-based treatment program for any communication disorder

CDS 863, 873, 874, 875, 876, 877, 898

Collaborate and co-treat with professionals and family within Scope of Practice

CDS 863, 873, 874, 875, 876, 877, 878, 898

Demonstrate professionalism and ethical behavior

CDS 863, 873, 874, 875, 876, 877, 878, 898

Utilize technology in assessment and treatment

CDS 720, 863, 873, 874, 875, 876, 877, 878, 898

Evaluate program effectiveness and client outcomes

CDS 863, 873, 874, 875, 876, 877, 898

Provide services to culturally and linguistically diverse populations

CDS 863, 873, 874, 875, 876, 877, 878, 898


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Special Education

Laws, policies, and ethical principles regarding behavior management, planning, and implementation

SED 775, 810, 778, 790, 897

Evidence-based practices validated for specific characteristics of learners and settings

SED 775, 856, 790, 897

Use strategies to facilitate maintenance and generalization of skills across learning environments

SED 790, 897

Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs

SED 856, 793, 897, 790

Use research-supported methods for academic and non-academic instruction of individuals with disabilities

SED 897, 856, 790, 778

Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities

SED 790, 778, 897

Modify learning environments to manage behaviors

SED 778, 790, 897

Use performance data and information from all stakeholders to make or suggest modifications in learning environments

SED 775, 793, 778, 790, 897

Use effective and varied behavior management strategies

SED 778, 790, 897

Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional needs

SED 778, 790, 897

Use functional assessments to develop intervention plans

SED 778, 790, 897

Use task analysis SED 790, 897


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Psychology New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Industrial/Organizational Psychology Program Suspension (Part III) Masters Program x Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 2/1/17 Council on Academic Affairs College Curriculum Committee 2/27/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* 2/24/17 *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise I/O Masters Program.


A. 3. Effective date of suspended programs for currently enrolled students: There are currently four students in the on-campus program; they will be accommodated either by continued teaching of current courses or substitution of equivalent courses.

B. The justification for this action: On-campus program is being eliminated and a revised program is being created for eCampus. Credit hours are being reduced to 36 from 49. New courses are being created to ensure that all competencies recommended by The Society for Industrial and Organizational Psychology (SIOP) are addressed within the 36-hr structure. SIOP is the major professional organization for the field (a division of the American Psychological Association). At this time there are no accreditation standards for I/O Programs, but SIOP sets expectations for learning competencies.


Personnel Impact: none. Existing faculty will teach courses.



Library Resources:


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MASTER OF SCIENCE (M.S.) Industrial and Organizational Psychology

CIP Code: 42.2804 A total of 49 credit hours is required of candidates for the Master of Science in Industrial and Organizational Psychology. In addition to 37 hours of required courses, 3 credit hours of either thesis or an approved elective and 6 credit hours of practicum are required. Another 3 credit hours of electives are chosen after consultation with the program coordinator in light of the student’s academic and professional goals. Psychological Foundations ...............................................19 hours

PSY 790, 820, 826, 837, 862, 868, and 898 or approved elective. Industrial and Organizational Psychology Core.............................................................21 hours PSY 844, 870, 872, 873, 874, 875, 876. Practicum .............................................................................6 hours PSY 843. Electives**............................................................................3 hours Exit Requirements...............................................................0 hours GRD 857l, 858l Total Requirements ...........................................................49 hours **Courses from other disciplines such as general business, economics, management, marketing, political science, health education, and loss prevention and safety may be suitable as electives. Electives must be approved by the program coordinator, the student’s graduate committee, and the relevant department before the courses are taken. Exit Requirements: (1) Comprehensive Examinations: Students in the Industrial and Organizational Psychology Program must register for written and oral comprehensive examinations in their area of study (GRD 857l & GRD 858l (0 credit hours)), and must pass both of these examinations

(2) Thesis Defense: Students in the Industrial and Organizational Psychology Program who chose to conduct a thesis must register for an oral defense GRD 858q (0 credit hours) and pass the oral defense.

The successful completion of 36 credit hours is required of candidates for the Master of Science in Industrial and Organizational Psychology. In addition to 33 hours of required courses, 3 credit hours of practicum are required.

Industrial and Organizational Psychology Core.............................................................21 hours PSY 804, 807, 808, 809, 873, 874, 875. Research Methods.......................................................6 hours PSY 805, 806. Consulting and Professional Skills..............................6 hours PSY 810, 811. Practicum .............................................................................3 hours PSY 812. Total Requirements ...........................................................36 hours


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Industrial-Organizational Psychology M.S. Program Curriculum Map

Program SLOsSIOP Education &Training Guidelines In

tro

I-O

(P

SY

80

4)

Qu

anti

tati

ve R

M

(PS

Y 8

05)

Ap

plie

d R

M (

PS

Y

806)

Wo

rk A

nal

ysis

(P

SY

807

)O

rg P

sy (

PS

Y

873)

Org

Dev

(P

SY

87

4)

Tra

inin

g (

PS

Y

875)

Sel

ecti

on

(P

SY

80

8)

Per

f M

gm

t (P

SY

80

9)

Pro

f D

ev (

811)

Co

nsu

l & B

us

Ski

lls (

PS

Y 8

10)

Pra

ctic

um

(C

apst

on

e) (

PS

Y

812)

PSLO 1: Students will develop a basic understanding of general psychology, including acquired or learned bases of behavior, social/cultural/systemic basis of

PSLO1-1

Understanding of general psychology, including acquired or learned bases of behavior, social/cultural/systemic basis of behavior, and individual or unique basis of behavior

1. Fields of psychology, History and systems of psychology I I I I

PSLO 2: Students will develop knowledge & skills of research designs, methodologies, and statistical techniques, and apply these skills in a variety of

settings.

PSLO2-1Knowledge of research designs, methodologies, and statistical techniques

5. Research methods; 6. Statistical methods/data analysis I I

PSLO2-2

Skill in applying knowledge of research designs, methodologies, and statistical techniques in a variety of settings

5. Research methods; 6. Statistical methods/data analysis I I

PSLO 3: Students will develop knowledge & skills of theory, research, and applications of industrial psychology topics such as employee selection, criterion theory and development, job analysis,

performance appraisal, and human resources training and development, and apply these skills in various

settings.


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PSLO3-1Knowledge of theory, research, and applications of employee selection

22. Personnel recruitment, selection, and placement; 12. Individual assessment; 13. Individual differences I I

PSLO3-2Knowledge of theory, research, and applications of criterion theory and development

9. Criterion theory and development I I I I I I

PSLO3-3Knowledge of theory, research, and applications of job analysis

15. Job/task/work analysis/Competency modeling and classification I I

PSLO3-4Knowledge of theory, research, and applications of performance appraisal

21. Performance appraisal/management; 12. Individual assessment; 13. Individual differences I I

PSLO3-5Knowledge of theory, research, and applications of training and development

23. Training: Theory, delivery, program design, and evaluation I I

PSLO3-6Knowledge of theory, research, and applications of job evaluation and compensation

14. Job evaluation and compensation I

PSLO3-7Skill in applying knowledge of Industrial Psychology in a variety of settings R R RPSLO 4: Students will develop knowledge & skills of

theory, history, research, and applications of organizational psychology topics such as worker

motivation, employee attitudes, work teams/groups, leadership, organizational change and development,

and organizational climate and culture, and apply these skills in various settings.

PSLO4-1Knowledge of theory, research, and applications of of worker motivation 24. Work motivation I I

PSLO4-2Knowledge & skills of theory, history, research, and applications of employee attitudes

7. Attitude theory, measurement, and change I I

PSLO4-3Knowledge of theory, research, and applications of work teams/groups 10. Groups and teams I I

PSLO4-4Knowledge of theory, research, and applications of leadership 17. Leadership and management I I

PSLO4-5Knowledge of theory, research, and applications of organizational change and development

19. Organization development; 20. Organization theory I I

PSLO4-6Knowledge of theory, research, and applications of organizational climate and culture

19. Organization development; 20. Organization theory I I

PSLO4-7Knowledge of theory, research, and applications of occupational health and safety

18. Occupational health and safety I


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PSLO4-8Skill in applying knowledge of Organizational Psychology in a variety of settings R R R

PSLO 5: Students will develop skills that are necessary for functioning as a professional in diverse

situations.PSLO5-1 Knowledge and skills in consulting 4. Professional skills I I RPSLO5-2 Knowledge and skills in critical reading 4. Professional skills I I RPSLO5-3 Knowledge and skills in critical thinking 4. Professional skills I I RPSLO5-4 Knowledge and skills in practical problem-solving 4. Professional skills I I R

PSLO5-5

Knowledge and skills in communication (business writing, academic writing, presentation, interpersonal communication) 4. Professional skills I I R

PSLO 6: Students will develop an understanding of the ethical, legal, and diversity issues related to the

practice of applied psychology.

PSLO6-1Understanding of the legal issues related to the practice of applied psychology

1. Ethical, legal, diversity, andinternational issues I I I R

PSLO6-2Understanding of the ethical issues related to the practice of applied psychology

1. Ethical, legal, diversity, andinternational issues I I I R

PSLO6-3Sensitivity to and awareness of social and cultural diversity in the workplace

1. Ethical, legal, diversity, andinternational issues I I R


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Proposal and Feasibility Plan

Online Master of Industrial-Organizational (I-O) Psychology

Degree

Department of Psychology

College of Letters, Arts, and Social Sciences

January 2017


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Program Name: Industrial-Organizational (I-O) Psychology

Degrees Offered: Master of Science

Department and College: College of Letters, Arts, and Social Sciences

Program Coordinator: Jaime Henning, Ph.D.

Proposed Launch Date (12-18 months after final program approval): Fall 2017

1. General Program Information a. What are the program outcomes – how will students benefit from the degree? b. Why is the department interested in making the program available online? c. Is this a new program? If not, how long has it been offered on-campus? d. If available on-campus, what is the student enrollment for the past three years? e. Will it be offered online and on-campus; or online only? f. What other titles might the program be known as at EKU or other schools?

2. Viability Assessment

a. Detail evidence of a sufficient level of faculty support for the program. b. Discuss the Curriculum’s Suitability for Online Learning

i. What are the program admission requirements? ii. If a graduate-level program, is it open to a variety of undergraduate

majors; or limited to specific undergrad backgrounds? iii. How many credit hours are required? (Please include a copy of the

curriculum as an appendix item.) iv. Are there tracks or concentrations available within the degree? What are

they? v. Are there supporting courses required outside of the program’s

department? What are they? vi. Are there any on-campus requirements? If so, what are they? vii. Has the department identified any courses that would have challenges

moving to an online delivery? What are they? viii. Is a there a co-op, clinical or practicum required for program completion?

If so, please describe. How will it be facilitated for online students? c. Program Growth

i. What is the potential for growth of the program? ii. How does the department plan to accommodate this growth? iii. Are there additional faculty needs at this time? iv. What is the department’s plan to ensure continuous improvement?

3. Market and Demand for Program

a. Program Audience i. Is there a new audience or identified potential students the department

wants to reach? What is it?


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ii. Is this program appropriate for those who want to begin a career in the field (entry-level); or does it support advancement in their current field?

iii. What is the program’s ideal student? Are they working in specific fields/jobs? What certificates or degrees do they already hold? What are their career and higher education goals? What professional associations are they members of?

b. Potential Marketing Outlets i. List any professional associations or groups that would be interested in

this degree program. ii. List any industry-specific websites or publications? iii. Other Opportunities?

c. Competitive Analysis i. Provide a comprehensive comparison of other universities offering similar

degrees online. ii. Identify at least the top three competitors. iii. How is EKU’s program different or better than the competition?

4. Complete Three-Year Academic Pathway a. Three-year course development schedule

i. Major Courses ii. Supporting Courses

b. Academic pathway to degree i. Major Courses ii. Supporting Courses

5. Three Year Budget a. Estimated Revenue

i. Students ii. Hours

b. All Expenses i. Development Costs ii. Faculty cost for teaching iii. Staff iv. Educational materials v. 20% Cost Recovery

6. Plan to Secure Program Startup Resources-narrative 7. Commitment to the E-Campus Model 8. Exit Strategy

______________________________________________________________________

Department Chair Date

________________________________________________________________________

Dean of College Date


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1. GENERAL PROGRAM INFORMATION

a. What are the program outcomes – how will students benefit from the degree?

The mission of the Master of Science degree program in Industrial and Organizational Psychology is to

offer graduate education which provides advanced study in the behavioral science of psychology,

generally, and in industrial and organizational psychology, specifically. The scientist-practitioner program

prepares high-quality professionals with a foundation in theories, methods, and research findings of basic

and applied psychology and with the skills to effectively apply this knowledge in private and public sector

organizations. Graduates are trained to work in various activities for improving an organization’s

effectiveness, to conduct research and be sophisticated consumers of research, and to pursue doctoral

level training.

To accomplish the mission, the objectives of the program are:

1. Students will develop a basic understanding of general psychology, including acquired or learned bases

of behavior, social/cultural/systemic basis of behavior, and individual or unique basis of behavior.

2. Students will develop knowledge and skills of research designs, methodologies, and statistical

techniques, and apply these skills in a variety of settings.

3. Students will develop knowledge and skills of theory, research, and applications of industrial

psychology topics such as employee selection, criterion theory and development, job analysis,

performance appraisal, human resources training and development, and job evaluation and

compensation, and apply these skills in various settings.

4. Students will develop knowledge and skills of theory, history, research, and applications of

organizational psychology topics such as worker motivation, employee attitudes, work teams/groups,

leadership, organizational change and development, and organizational climate and culture, and

occupational health psychology, and apply these skills in various settings.

5. Students will develop skills that are necessary for functioning as a professional in diverse situations,

including knowledge and skills in consulting, critical reading, critical thinking, project management,

practical problem solving, and communication (business writing, academic writing, presenting, and

interpersonal communication.

6. Students will develop an understanding of the ethical, legal, and diversity issues related to the practice

of applied psychology.

b. Why is the department interested in making the program available online?

The department is interested in making the program available online in order to improve recruitment and

increase the number of program graduates. An online program is likely to appeal to individuals currently

working in the field who are interested in advancement opportunities but cannot attend graduate school

full-time or on campus. An online program will also provide greater accessibility to individuals in rural

areas, those with dependent care responsibilities, and other non-traditional students. Furthermore, a

market research analysis conducted by EAB (Market Research Brief: Market Demand for an Online MS in


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I-O Psychology Program, Analysis of Peer Programming and Regional Employer Demand) and prepared for

leadership at EKU, presents a positive outlook for an online I-O Psychology Master’s program at EKU.

c. Is this a new program? If not, how long has it been offered on-campus?

The program has been offered on campus since 2000. Due to the nature of the changes (reduction of

credit hours needed for graduation, revision of curriculum) for the online program, the program is being

proposed as a substantially revised program.

d. If available on-campus, what is the student enrollment for the past three years?

Student enrollment from 2013 – 2016 was 15 students.

e. Will it be offered online and on-campus; or online only?

The program will be offered online only and the on-campus program will no longer accept new students.

Courses for the current on-campus students will be offered on a “teach-out” basis.

f. What other titles might the program be known as at EKU or other schools?

Organizational Psychology; Applied Psychology

2. VIABILITY ASSESSMENT

a. Faculty Support

The department currently has three full-time core I-O faculty who administer the on-campus I-O

Master’s program. The full-time faculty all hold Doctoral degrees in the field and have experience

developing and teaching online courses at the undergraduate and graduate levels.

b. Discuss the Curriculum’s Suitability for Online Learning

i. What are the program admission requirements?

The admission requirements for the proposed program include:

Graduation from an accredited institution with a bachelor’s degree.

A minimum of two undergraduate psychology courses including statistics and one upper division psychology course [comparable courses in relevant disciplines (e.g., Business) will be considered].*

An undergraduate grade point average (GPA) of 2.75, and 3.0 overall in the last 60 hours of the bachelor’s program.

Targeted Graduate Record Examination (GRE) scores of 149 or above on the Verbal section and 144 or above on the Quantitative section.

Two (2) letters of recommendation providing evidence of academic potential from persons familiar with the applicant’s academic or employment experience.

A statement of career goals and objectives demonstrating academic potential and appropriate interests.


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Students who fail to meet the targeted GPA or GRE scores specified above may be granted a probationary admission. The minimum condition for transfer from probationary admission status to clear admission status is the successful completion of at least nine hours of graduate course work with a grade point average of at least 3.0 and with no more than one grade, regardless of the number of course credit hours, of “C” or lower. Students must be removed from probationary admission prior to registering in any course work beyond an initial 12 hours.

*Students lacking the minimum courses can complete this requirement by enrolling in PSY 309

(Statistics-Research Methods I) and/or an upper division PSY course while beginning the M.S.

program through the Psychology Department’s undergraduate online degree program.

ii. If a graduate-level program, is it open to a variety of undergraduate majors; or limited to specific

undergrad backgrounds?

The graduate program would be open to a variety of undergraduate majors including Business majors.

However, as reported by EAB, students who have completed pre-requisite coursework in psychology

and statistics perform better in master’s-level I-O Psychology programs.

iii. How many credit hours are required? (Please include a copy of the curriculum as an appendix item.)

The online program would require completion of 36 hours. A copy of the curriculum can be found in

Appendix A.

iv. Are there tracks or concentrations available within the degree? What are they?

There are no tracks or separate concentrations available within the degree, however the program

provides a focus on Consulting Skills and Professional Development. This goal will be met through the

completion of three specific courses (Consulting and Business Skills, Professional Development,

Practicum in I-O Psychology), in addition to course assignments designed to facilitate applied skills and

career development.

v. Are there supporting courses required outside of the program’s department? What are they?

No courses will be required outside of the Psychology Department.

vi. Are there any on-campus requirements? If so, what are they?

The online program would not include on-campus requirements.

vii. Has the department identified any courses that would have challenges moving to an online delivery?

What are they?

The in-person program requires two semesters of practicum to complete the program. The instructor

supervision requirement of a practicum course may be challenging to translate into an online delivery

format. Steps to overcome this challenge are described in the following response (Viability

Assessment, b, viii).


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viii. Is a there a co-op, clinical or practicum required for program completion? If so, please describe.

How will it be facilitated for online students?

The online program will require students to complete PSY 812: Practicum in I-O Psychology. Several

steps will be taken in order to facilitate the practicum for online students. First, given the applied and

skill-based nature of practicum, the pre-requisites/co-requisites for this course include PSY 805

(Quantitative Research Methods), PSY 806 (Applied Research Methods), PSY 810 (Consulting and

Business Skills), and PSY 811 (Professional Development).

Students will be required to begin developing a proposal for their practicum project in PSY 810. The

practicum project must be approved by the instructor supervising the project. The project must meet

high-quality academic standards of presentation, organization, documentation, analysis, and

substance, and should contribute to the student’s professional development. Thus, it is strongly

recommended that the Practicum Project focuses on a real-world problem or policy which is analyzed

and critically evaluated using theory and research to guide practice and implementation. If a student is

unable to secure a project, data will be available for simulated projects.

The Practicum Project will require the approval of the faculty supervisor, and will also be read and

approved by a second faculty member. Most students will complete their projects during one

semester of PSY 812 (3 credits). In case the project is not complete, the faculty supervisor may assign

the student with an incomplete and an incomplete contract will be filled out and signed by the student

and supervisor.

c. Program Growth

i. What is the potential for growth of the program?

The EAB reports that between the second half of 2013 and the first half of 2016, the number of job postings in the region for master’s level I-O psychology professionals increased 25 percent. EAB also reports the Bureau of Labor Statistics (BLS) projected the employment of I-O psychologists to increase 14 percent between 2014 and 2024. BLS also ranked I-O Psychology as the fastest growing occupation in the U.S. between now and 2022. According to the EAB report, “The BLS anticipates the employment of “human resources managers” will increase nine percent. The BLS expects master’s-level I-O psychology professionals will experience strong competition for jobs in the future, despite predicted employment growth. While many occupations for I-O psychology professionals do not require a graduate degree, candidates who hold a master’s-level degree will experience a competitive advantage in the hiring process.”

This regional and national data places an online I-O Psychology program at EKU in a position of high potential demand and growth.

The flexibility of the program will increase the pool of potential students from that of the in-person program, widening the target population to students of different life and career stages. We receive numerous inquiries from full-time working professionals regarding the availability of a part-time or online program.

Additionally, several of our courses are currently included as supporting courses in the M.S. in Applied

Engineering and Technology Management and the M.S. in Career and Technical Education programs at


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EKU. Both of these programs already include numerous online learning opportunities for their

students. The availability of our classes in an online format will likely increase the number of students

in these programs who enroll in our courses to complete their degree requirements.

ii. How does the department plan to accommodate this growth?

The department will accommodate growth through the use of the facilitator model, developing a pool

of qualified facilitators and allowing for the management of program growth without an immediate

need for additional full-time faculty. Flexibility in core faculty teaching loads (e.g., no longer teaching

in-person I-O MS program courses after Spring 2018) will also assist in accommodating program

growth. The hiring of adjunct/additional faculty will be addressed as necessary and as warranted by

program growth.

iii. Are there additional faculty needs at this time?

At this time, the proposed program would require one adjunct faculty member, with the need for

additional adjunct faculty likely in the future (dependent on course demand of our project-based

courses). The need for additional full-time faculty would be dependent on program growth.

iv. What is the department’s plan to ensure continuous improvement?

Similar to the in-person program, faculty will collect program assessment data, including exit and

alumni survey data, and course/instructor/facilitator evaluations (disseminated to Course Instructors,

Facilitators, Coordinators, Department Chair, Dean, and Director of Distance Education).

Case study assessments will be included in coursework in the Introduction to I-O Psychology Course

(taken within the first year of the program) and the Practicum Course (taken within the last year of the

program) as means of a pre-post instruction assessment. Other methods will be developed to assess

progress towards meeting program Student Learning Outcomes. Additionally, the program faculty will

continue to ensure the program curriculum meets guidelines for graduate education and training set

forth by the Society for Industrial and Organizational Psychology (SIOP).

The program coordinator will also work with the Marketing Specialist, Enrollment Advisor, and Director

of Distance Education to regularly review program recruitment and retention data in order to make

ongoing program and marketing improvements.

3. Market and Demand for Program

a. Program Audience

i. Is there a new audience or identified potential students the department wants to reach? What is it?

The program faculty seek to reach individuals who are currently working in the field of human

resources, organizational development, or talent management and seeking advancement

opportunities. Additionally, the program will appeal to individuals who would like to obtain an entry-

level or internship position upon graduation from an undergraduate degree program, while pursuing

an advanced degree.


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ii. Is this program appropriate for those who want to begin a career in the field (entry-level); or does it

support advancement in their current field?

Although the structure of the program may be more appealing to individuals currently working in the

field (due to limited ability to attend full-time, in-person classes), the program curriculum is

appropriate for both those students wanting to begin a career in the field and those seeking

advancement in the field. The curriculum follows the guidelines for graduate training developed by

The Society for Industrial and Organizational Psychology (SIOP). With its focus on consulting skills and

professional/career development, students will gain knowledge and skills necessary for both obtaining

an entry-level position in the field and advancement in one’s current field.

A list of job titles of EKU in-person program graduates, in addition to typical job titles of those with

advanced degrees in I-O Psychology, can be found in Appendix B.

iii. What is the program’s ideal student? Are they working in specific fields/jobs? What certificates or

degrees do they already hold? What are their career and higher education goals? What professional

associations are they members of?

The ideal student holds an undergraduate degree in psychology or has completed some coursework in

psychology and statistics. Individuals currently working in the field of Human Resources or

Organization Development would be a good fit for the program. Career goals of the ideal student

include seeking their first job in the field or seeking to advance after 2 – 5 years in the field. Higher

education goals include reinforcing/developing an appreciation of the scientist-practitioner model and

the ability to consume scientific research and engage in evidence-based practice. The ideal student is

(or will become) a member of the Society for Human Resource Management (SHRM) and the Society

for Industrial and Organizational Psychology (SIOP), however neither membership would be required

for program completion.

b. Potential Marketing Outlets

i. List any professional associations or groups that would be interested in this degree program.

The Society for Industrial-Organizational Psychology (SIOP) and Kentucky Chapters of the Society for

Human Resource Management (SHRM) would be interested in this degree program.

ii. List any industry-specific websites or publications?

The Society for Industrial-Organizational Psychology (SIOP) website provides a searchable database

with program details of I-O graduate programs. The Society for Human Resource Management (SHRM)

publishes “HR Magazine” which may be a potential marketing outlet.

iii. Other Opportunities?

Career fairs at local universities and private schools are another potential marketing outlet.

Additionally, Human Resources departments at local organizations serve as a potential marketing

outlet. EAB reports that local human resources professionals compose a large portion of enrollment in

the programs profiled in their analysis. Local SHRM Chapter meetings also provide a great opportunity

to engage with professionals in the field.


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c. Competitive Analysis

i. Provide a comprehensive comparison of other universities offering similar degrees online.

The Society for Industrial and Organizational Psychology (SIOP) maintains a database with information

about graduate-level training in Industrial-Organizational Psychology. A total of 21 fully online

Master’s programs in the U.S. are found in the database. There is no other 100% online I-O

psychology graduate program (Master’s or Doctoral level) in Kentucky. The closest program is in

Tennessee (Austin Peay State University).

School State Cost (per credit)

Required Credits

Time to completion (month)

Delivery format

Enrollment Note

Colorado State Universitya

Colorado $713.00 38 24 Online 45 (FT)

Kansas State Universitya

Kansas $566.60 38 30 Online 48 (FT) Two week residency requirement for two summers

University of Hartfordb

Connecticut $515.00 36 12 (FT) to 24 (PT)

Online, On-campus

11 (FT), 47 (PT) a

Keiser Universityb

Florida $682.89 36 18 to 24 Online 50

National Louis Universityb

Illinois $744.00 36 20 Online 3

Missouri University of Science and Technologyb

Missouri $1230.35 40 20 (full-time) to 44 (part-time)

Online, Hybrid, or On-campus

25 On-campus thesis defense

Austin Peay State Universitya

Tennessee $519.00 (in-state) $699.00 (out-of-state)

34 30 Online 11 (FT)

Eastern Kentucky University Proposed Program

Kentucky $500.00 - $650.00

36 12 to 36 Online

Note. a Program information was retrieved from SIOP database and program website. b Program

information was retrieved from Market Research Brief prepared by EAB.


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ii. Identify at least the top three competitors.

The top three competitors are Master’s in I-O Psychology programs at Colorado State University,

Kansas State University, and University of Hartford. The online programs offered by Colorado State

University and Kansas State University are often cited in SIOP publications. Both programs also offer

on-campus Ph.D. programs. Students are primarily enrolled in these programs as full-time. University

of Hartford’s online program is similar to EKU’s proposed program in terms of its curriculum (36

hours, Capstone project) and enrollment type (part-time).

iii. How is EKU’s program different or better than the competition?

EKU’s proposed program is unique in the region and provides flexibility for prospective students.

There are fifteen other on-campus Master’s program in the region (2 in Kentucky, 3 in Indiana, 8 in

Ohio, and 2 in Tennessee). In addition to offering all courses fully online (with no residency

requirement, rolling admissions, and options to complete the program full-time (12 months – 24

months) or part-time (36 months) will help attract recent graduates as well as professionals in the

field.

4. Complete Three-Year Academic Pathway

a. Three-year course development schedule

A proposed three-year course development schedule can be found in Appendix C. The calendar

displays all of the courses included in the curriculum, and lists the faculty member/instructor

tentatively assigned to design and deliver the course. The sequencing of courses has been designed

so that current faculty resources can be used most effectively and efficiently.

i. Major Courses

All courses in the curriculum are considered major courses and are required to complete the degree.

ii. Supporting Courses

No supporting courses are required.

b. Academic pathway to degree

Sample 12-month (“Fast-track”), 24-month, and 36-month academic pathways are provided in

Appendix D. Although we realize many students may start down one path (e.g., 24-month) and

complete the program on another (36-month or longer), we think it is useful to demonstrate what

the academic pathways for these different options may look like.

i. Major Courses

As all courses (36 hours) in the curriculum are required for completion of the degree, and to ensure

as many possible entry points into the program as possible, the only pre-requisite for program

courses is “departmental approval.” This requirement will be used for tracking course enrollment of

students completing other programs at EKU who wish to use I-O program courses as supporting

courses. The only exception to this is PSY 812: Practicum in I-O Psychology. Given the applied and


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skill-based nature of a practicum course, the pre-requisites/co-requisites for this course includes PSY

805 (Quantitative Research Methods), PSY 806 (Applied Research Methods), PSY 810 (Consulting and

Business Skills), and PSY 811 (Professional Development).

ii. Supporting Courses

No supporting courses are required.

5. Three Year Budget

a. Estimated Revenue

i. Students

ii. Hours

b. All Expenses

i. Development Costs

ii. Faculty cost for teaching

iii. Staff

iv. Educational materials

v. 20% Cost Recovery

6. Plan to Secure Program Startup Resources-narrative

7. Commitment to the E-Campus Model

The online I-O Psychology Master’s Program agrees to abide by the policies and procedures prescribed by

EKU’s e-Campus Learning Model. We are committed to the course development process described in the

model, including the use of Quality Matters, the use of a facilitator model, compliance with student

eligibility requirements, and faculty and facilitator compensation guidelines.

8. Exit Strategy

In the event that enrollments do not meet expectations, the online degree program can be phased out. The

courses needed for e-Campus students to graduate would continue to be offered on a “teach-out” basis

beyond program discontinuation without a significant drain on faculty resources.


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Appendix A

Industrial-Organizational Psychology M.S. Online Program Curriculum

PSY 804 Introduction to I-O Psychology. (3) A. Prerequisite: departmental approval. Introduction to

psychological theories and procedures applied to work. Topics include personnel psychology,

organizational psychology, and ethical and legal concerns related to the practice of I-O psychology.

PSY 805 Quantitative Research Methods. (3) A. Prerequisite: departmental approval. Principles and

techniques of scientific observation, control, and analysis in psychology. Evaluation of research designs

and their implementation in professional settings.

PSY 806 Applied Research Methods. (3) A. Prerequisite: departmental approval. Application of research

methods, data analysis techniques, and reporting pertaining to the field of Industrial-Organizational

psychology.

PSY 873 Organizational Psychology. (3) A. Prerequisite: departmental approval. Examination of research,

theory, and applications in organizational psychology. Topics include commitment, involvement,

satisfaction, power, conflict, motivation, leadership, quality of work life, group/team processes, and

organizational structure.

PSY 874 Organization Change and Development. (3) A. Prerequisite: departmental approval. Analysis of

psychological theory, research and practice pertaining to organization change and development including

the change process, culture, interventions, evaluation, consulting, and legal/ethical concerns.

PSY 875 Training and Development. (3) A. Prerequisite: departmental approval. Graduate level survey of

psychological theory, research, and practice utilized in the training and development of human resources

in the workplace.

PSY 807 Work Analysis. (3) A. Prerequisite: departmental approval. Psychological principles and

techniques involved in job analysis, competency modeling, and job evaluation.

PSY 808 Selection. (3) A. Prerequisite: departmental approval. Psychological theory, research, and

practice pertaining to the personnel selection of human resources in the workplace.

PSY 809 Performance Management. (3) A. Prerequisite: departmental approval. Psychological theory,

research, and practice pertaining to the performance appraisal and performance management of human

resources in the workplace.

PSY 810 Consulting and Business Skills. (3) A. Prerequisite: departmental approval. Developing consulting

skills including proposal development, project management, process improvement, contracting, conflict

resolution, and networking.

PSY 811 Professional Development. (3) A. Prerequisite: departmental approval. Developing personal

effectiveness including skills in writing, communication, facilitating, leading, and career development.

PSY 812 Practicum in I-O Psychology. (3) A. Prerequisite and/or co-requisite: PSY 805, PSY 806, PSY 810,

PSY 811. Practicum in I-O Psychology. Supervised practice in applied settings. Participation with an

approved agency varies with the student’s experience.


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Appendix B

Job Titles of EKU I-O Program Graduates and I-O Professionals

Job Titles, EKU I-O Program Graduates

Assessment & Development Specialist

Assessment & Evaluation Coordinator

Associate Consultant, Talent Solutions

Compensation & Benefits Director

Corporate HR Analyst

Corporate Wellness Professional

Director of Assessment, Data, & Operations

Director of Grants & Special Research Projects

Director of HR

Director of Institutional Effectiveness/ Institutional Research

Director of Training

Director, Student Outreach

Employee Development Specialist

Employment Specialist

Health & Safety Manager

HR Analyst

HR Business Partner, Union Relations

HR Consultant

HR Generalist

HR Manager

HR Specialist

HRIS Specialist

HR Manager, Workforce Analytics

Implementation Manager, Compensation

Organizational Development & Talen Management Professional

Organizational Development Manager

People Development Lead

Personnel Psychologist

Program and Business Operations Manager

Retention Specialist

Senior Corporate HR Manager

Senior Manager of Talent Analytics and Diversity

Talent Acquisition Specialist

Training & Development Team Leader

Job Titles (provided by SIOP)

President, Vice President, Director, Staff Member, Manager, Principal, Consultant of:

Organizational Development

Organization Effectiveness

Talent Management

Management Development

Workforce Insights

Human Resources

Human Resources Research

Employee Relations

Training & Development

Leadership Development

Selection Systems

Evaluation & Assessment

Testing Programs

Leadership Research

Applied Behavioral Research

Optimization

Leadership

Learning & Performance

Career Planning

Full, Associate, Assistant Professor of:

Industrial and/or Organizational Psychology

Work Psychology

Management

Organizational Behavior Other titles include:

Research Analyst (I-O Psychology)

Behavioral Analyst

Behavioral Scientist

Talent Management Specialist

Executive Coach

Leadership Coach

Employment Testing Professional

Testing Specialist

Assessment & Selection Specialist

Employment Law Expert


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Appendix C

Three-Year Course Development Schedule

PSYC MS I-O Calendar Fall 2017-2020

Fall A 2017

Sub Course # Course Title Credits Weeks Instructor Course Type

PSY 804 Introduction to I-O Psychology 3 8 Henning

Fall B 2017


PSY 805 Quantitative Research Methods 3 8 Palmer

Spring A 2018


PSY 873 Organizational Psychology 3 8 Henning

Spring B 2018


PSY 807 Work Analysis 3 8 Palmer

Summer A 2018


PSY 809 Performance Management 3 6 Nakai

Summer B 2018


PSY 875 Training and Development 3 6 Palmer


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Fall A 2018




PSY 808 Selection 3 8 Nakai

Fall B 2018



PSY 874 Organization Change and Development 3 8 Henning

PSY 810 Consulting and Business Skills 3 8 Nakai

Spring A 2019




PSY 811 Professional Development 3 8 Palmer

Spring B 2019



PSY 806 Applied Research Methods 3 8 Nakai

PSY 812 Practicum in I-O Psychology 3 8 Rotates

Summer A 2019



Summer B 2019




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Fall A 2019




PSY 808 Selection 3 8 Nakai

Fall B 2019


PSY 874 Organization Change and Development 3 8 Henning

PSY 810 Consulting and Business Skills 3 8 Nakai

Spring A 2020




PSY 811 Professional Development 3 8 Palmer

Spring B 2020



PSY 806 Applied Research Methods 3 8 Nakai

PSY 812 Practicum in I-O Psychology 3 8 Rotates

Summer A 2020



Summer B 2020




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Appendix D

I-O M.S. Sample Schedules

Fast Track (Fall start)

Term Fall Spring Summer

Session A B A B A B

Course PSY 804 PSY 805 PSY 873 PSY 807 PSY 809 PSY 875

PSY 808 PSY 874 PSY 811 PSY 806

PSY 810 PSY 812

CR hr 15 15 6

24 Months

Year 1


Session A B A B A B


PSY 810 PSY 806

CR hr 9 9 6

Year 2


Session A B A B A B

Course PSY 808 PSY 874 PSY 811 PSY 812

PSY 875* PSY 809*

CR hr 6 - 9 6 - 9

36 Months (Fall Start)

Year 1


Session A B A B A B


CR hr 6 6 6

Year 2


Session A B A B A B


CR hr 6 6


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Year 3


Session A B A B A B

Course PSY 875* PSY 810 PSY 809* PSY 812

CR hr 3 - 6 3 - 6

36 Months (Spring start)

Year 1


Session A B A B A B


CR hr 6 6

Year 2


Session A B A B A B


CR hr 6 6

Year 3


Session A B A B A B

Course PSY 808 PSY 810 PSY 809* PSY 812

CR hr 6 3 - 6


Session A B A B A B

Course PSY 875* PSY 874

CR hr 3 - 6


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Biological Sciences New Course (Parts II, IV) College Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title B.S. Biology Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 9 / 21/ 2016 Council on Academic Affairs College Curriculum Committee 1/26/17 Faculty Senate** General Education Committee* N/A Board of Regents** Teacher Education Committee* 2/7/2017 EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* N/A *If Applicable (Type NA if not applicable.)A **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Add Biology Teaching Concentration




The new Biology Teaching concentration replaces the Biology Teaching major which is simultaneously being suspended.


Personnel Impact: None anticipated. All courses in the new concentration are currently offered within existing programs. BIO courses for the concentration are already offered as core course in the Biology and Biomedical Sciences majors. Professional education courses are currently offered for students in a variety of teaching majors. The reorganization of our program as a concentration will not alter the number or qualifications of faculty necessary to offer the courses in the new concentration.

Operating Expenses Impact: None.

Equipment/Physical Facility Needs: Current equipment/physical facilities adequate

Library Resources: Current library resources adequate


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2/16/17

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3/6/17

Bachelor of Science (B.S.) BIOLOGY


General Education.................................................................................................................................. 36 hours Student Success Seminar ........................................................................................................................ 1 hour

(SCO 100; waived for transfers with 30+ hrs.) Wellness................................................................................................................................................... 3 hours Writing Intensive Course (hrs. incorporated into Major/Supporting/ Gen Ed/Free Electives category) Upper division courses (42 hrs. distributed throughout Major/Supporting/ Gen Ed/Free Electives categories) ACCT - Biology majors will fulfill ACCT with one of the following: BIO 320, 349, 598, HON 420 with a

thesis topic approved by the Biology department, a program-approved leadership experience, or a program-approved study abroad experience. (Credit hours are incorporated into program requirements below.)

Total Hours University Graduation Requirements .................................................................................40 hours MAJOR REQUIREMENTS Core Courses .....................................................................................................................................................29 hours

BIO 111(4), 112(4), 315(4), 316(4), 318(4), 319(4), 320(4), and 495(1). Concentrations: (Must select at least one; courses used for one concentration may not count toward another

concentration.) Aquatic Biology ...................................................................................................................................15 hours BIO 525, 542, 557, 558, and one course from BIO 556, 561, or GLY 315. Botany .............................................................................................................................................15-16 hours BIO 335, 521(4), 598 (Must enroll for at least 2 cr.hrs.), and two courses from BIO 522, 525, 536, 599 (Must enroll for 3 cr. hrs.). General Biology....................................................................................................................................12 hours Choose 12 hours from the following: any 300, 400, or 500 level BIO, CHE, or PHY course not included in Biology Core or from which Biology majors are not excluded, CHE 362/362L(4), or PHY 132(5) or PHY 202(5). Students applying to graduate school are strongly advised to include CHE 362/362L(4) and PHY 132(5) or 202(5) as part of the 12 hours Biology Teaching…………………………………………………………….……………….………..3 hours BIO 348

Supporting Course Requirements: All options (except Biology Teaching)............................................................................................14-16 hoursCHE 111/111L (4) (ᴳElement 4), 112/112L (4), 361/361L (4); MAT 234(4) (ᴳElement 2) or 234H(4) (ᴳElement 2), or 211(ᴳElement 2); PHY 131(5) (GElement 4) or 201(5) (GElement 4); STA 215 or STA 270(4). (ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above.) Biology Teaching……………………………………………………..……………………..…..21 – 26 hours (must also complete all Professional Education Requirements) CHE 111/111L (4) (ᴳElement 4), 112/112L (4), 361/361L (4); CHE 362/362L (4); MAT 120(ᴳElement 2), 122(5) (ᴳElement 2), 211 (ᴳElement 2), 234(4), or 234H(4) (ᴳElement 2); PHY 131(5) or 201(5) (GElement 4); STA 215 or STA 270(4); PHY 132 (5) or PHY 202 (5) or GLY 108 (ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above.) Professional Education Requirements...............................................................................................37 hours EDC 300, EDF 203, 204(2), 219, 413; SED 104 (ᴳElement 6), EMS 300W, 490, 474; ESE 561 and 11 credit hours of Clinical Experiences: CED 100(0.0), 200(0.0), 300(0.5), 400(0.5), 450(1), 499(9). ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hours in General Education


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Free Electives..........................................................................................................................23-25 hours 0 – 28 hours TOTAL HOURS TO COMPLETE DEGREE ...................................................................................120 - 135 hours


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Department of Biological Sciences, Eastern Kentucky University Curriculum map (Spring 2016) B.S. Biology ‐ Biology Teaching

Student Learning Outcomes (SLOs): Upon successful completion of this program, graduates will be able to:

1) understand evolution, information flow, structure and function, transfer of energy and matter, and systems within the subdisciplines of biology

2) apply the process of science 3) collaborate with other disciplines and understand the relationship between science and society

Key: I = introduces outcome; R = reinforced and opportunity to practice; M = mastery at the senior or exit level; A = assesses evidence collected

SLO 1 SLO 2 SLO 3

Course (s) Title/description

Core Requirements

BIO 111 Cell and Molecular Biology I, A I, A

BIO 112 Ecology and evolution I, A I, A I

BIO 315 Genetics R, M

BIO 316 Ecology R R

BIO 318 General Botany R R R

BIO 319 General Zoology R R

BIO 320 Principles of Microbiology M

BIO 495 Evolutionary Theory and Application R M R

Biology Teaching Concentration:

BIO 348 Vertebrate Physiology M R,M M


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Biological Sciences New Course (Parts II, IV) College Science Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Wildlife Management B.S. Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)




A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise the Wildlife Management Degree curriculum so that students have the opportunity to pursue one of two concentrations, i.e., Game Management Concentration, Conservation Management Concentration.



V.1.26.16


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Faculty who teach and advise in the Wildlife Management degree program have noted a shift in the career objectives of students majoring in the program. Most of the students express a desire to obtain a wildlife degree so that they can obtain employment in state and federal agencies and work in consumptive-oriented programs, i.e., hunting and fishing-related activities, offered by those agencies. However, there are an increasing number of students interested in obtaining a wildlife degree so that they can work with agencies and non-governmental groups in programs that have a biodiversity management or non-consumptive focus, e.g., nongame programs (work with animals not hunted or trapped), threatened and endangered species programs, wildlife rehabilitation). The proposed changes in the current Wildlife Management degree program will:

(a) maintain the core of classes needed to meet the requirements to be certified by The Wildlife Society (TWS, the professional organization of wildlife biologists). Being a TWS certified wildlife biologist, or being able to meet the requirements to be certified, is a job application requirement for most state fish and wildlife agencies across the country, e.g., a person must be a certified wildlife biologist or meet the requirements for certification before they can apply for a biologist’s position with the Kentucky Department of Fish and Wildlife Resources); and

(b) provide an opportunity to strengthen the academic background, and employability, of students who wish to pursue a consumptive-oriented or non-consumptive oriented position with state and federal agencies or in the private sector (e.g., zoos, Nature Conservancy, Audubon Society).


Personnel Impact: None anticipated. Some of the courses used to be special topics courses, so those instructors are already in place.

Operating Expenses Impact: None anticipated

Equipment/Physical Facility Needs: Current equipment/physical facilities adequate

Library Resources: Current library resources adequate


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underlines for additions. 2. For a suspended program, provide the current program requirements as shown in catalog. List any

concentrations and/or minors affected by the program’s suspension.


BACHELOR OF SCIENCE (B.S.) WILDLIFE MANAGEMENT


General Education……………………………………………………………………………..36 hours Student Success Seminar………………………………………………………………..…….1 hour (SCO 100; waived for transfers with 30+ hours) Wellness……………………………………………………………………………………..…..3 hours Writing Intensive Course (hrs. incorporated into Major/Supporting/Gen Ed/Free

Electives category) Upper division courses (42 hrs. distributed throughout Major/Supporting/Gen

Ed/Free Electives categories) ACCT-Wildlife Management majors will fulfill ACCT with one of the following:

BIO 349, WLD 489W, HON 420 with a program-approved thesis topic, a program-approved service-learning course, a program-approved undergraduate scholarly or creative activity, or a program-approved study abroad experience. (Credit hours are incorporated into program requirements below.) Total Hours University Graduation Requirements………………………………………....40 hours MAJOR REQUIREMENTS Core Courses…………………………………………………………………………………….……..5956 hours BIO 111(4), 112(4), 316(4), 318(4), 319(4), 335, 495(1), 532, 557; 558 or 561; two courses from BIO 553, 554, 556; WLD 380 or GEO 325S; WLD 381, 382W(4), 489W, 585, 586(4). Supporting Course Requirements……………………………………………………….……..14 14-16 hours AGR 215 (AGR 216 not required), CHE 101/101L(4) (GElement 4), 102/102L(4); MAT 120 (GElement 2) or 211 (GElement 2) or 234(4) (GElement 2) or 234H (GElement 2); GEO 210 (GElement 4), 353; STA 215 (GElement 2) or 270 (4) (GElement 2). G = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above. Concentration Requirements (must select at least one; courses used for one concentration may not count toward another concentration): Game Management……………………………………………………………………………….……9 hours AGR 115(2); WLD 583, 584(4) Conservation Management….……………………………………………………………………….9 hours BIO 520 and two courses from GEO 325, GEO 453, WLD 587 Free Electives…………………………………………………………………………………….6-7 2-4 hours TOTAL HOURS TO COMPLETE DEGREE………………………………………………….…….120 hours


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CURRICULUM GUIDE Department of Biological Sciences Wildlife Management, B.S. (Conservation Management Concentration) 521 Lancaster Ave. 2017-2018 349 Moore Building Website: www.biology.eku.edu Richmond, KY 40475 Richmond, KY 40475 Email Contact: [email protected] 859-622-1531

Produced by the College of Science 2017-18

The schedule below is an EXAMPLE of how you can arrange your class schedule.

Please consult your advisor for specific changes that may need to be made.

Fall Semester Spring Semester

Freshman Year

SCO 100B BIO 112 G CHE 101 (fulfills Gen. Ed. 4) CHE 101L G GEO 210 (fulfills Gen. Ed. 4) Gen. Ed. 1A (ENG 101)

1 4 3 1 3 3

BIO 111 CHE 102 CHE 102L G MAT 120, 211, 234 or 234H

(fulfills Gen. Ed. 2) Gen. Ed. 1B (ENG 102)

4 3 1

3-4

3

TOTAL 15 TOTAL 14-15

Sophomore Year

AGR 215 (AGR 216 Lab not required) BIO 318 GEO 353 STA 215 or 270 Gen. Ed. 1C (Oral Comm.)

3 4 3

3-4 3

BIO 316 BIO 319 ‡ GEO 325, 453, or WLD 587 Gen. Ed. 3A (Arts) Gen. Ed. 6 (Diversity)

4 4 3 3 3

TOTAL 16-17 TOTAL 17

Junior Year

†BIO 553, 554, or 556 WLD 381 WLD 382 Gen. Ed. 5A (History) Gen. Ed. 6 (Diversity)

3 3 4 3 3

BIO 335 BIO 558 or 561 WLD 585 Gen. Ed. 3B (Humanities) Gen. Ed. 5B (Soc. & Behav. Sci.) Free Elective

3 3 3 3 3

0-1

TOTAL 16 TOTAL 15-16

Senior Year

BIO 495 BIO 532 BIO 557 ‡ GEO 325, 453, or WLD 587 Free Elective

1 3 3 3

2-3

BIO 520 †BIO 553, 554, or 556 WLD 489W WLD 586

3 3 3 4

TOTAL 12-13 TOTAL 13

TOTAL HOURS TO DEGREE COMPLETION 120

Course Number

Course Name

GENERAL EDUCATION & UNIVERSITY REQUIREMENTS (37)

SCO 100B Student Success Seminar in Biology (1)

CORE COURSE REQUIREMENTS (56) BIO 111 BIO 112 BIO 316 BIO 318 BIO 319 BIO 335 BIO 495 BIO 532 BIO 557 WLD 381 WLD 382 WLD 489W WLD 585 WLD 586 BIO 558 or BIO 561

Cell and Molecular Biology (4) Ecology and Evolution (4) Ecology (4) Botany (4) Zoology (4) Plant Systematics (3) Evolutionary Application & Theory (1) Conservation Biology (3) Ichthyology (3) Principles of Wildlife Management (3) Wildlife Population Analysis (4) Wildlife Research & Writing (3) Wildlife Resource Policy & Admin. (3) Wetland Wildlife Management (4) Freshwater Ecology (3) Fisheries Biology (3)

†PLUS SIX (6) HOURS selected from:

BIO 553 BIO 554 * BIO 556

Mammalogy (3) Ornithology (3) Herpetology (3)

CONSERVATION MANAGEMENT CONCENTRATION REQUIREMENTS (9) BIO 520 Invasive Species Management (3) ‡PLUS SIX (6) HOURS selected from:

GEO 325 GEO 453 WLD 587

Enviornmental Land Use Planning (3) Advanced Geographic Information

Systems (3) Urban Wildlife Management (3)

SUPPORTING COURSE REQUIREMENTS (14 -16)

AGR 215 G CHE 101 CHE 101L CHE 102 CHE 102L G MAT 120 or G * MAT 211 or G MAT 234 or G MAT 234H G GEO 210 * GEO 353 G STA 215 or G * STA 270

Principles of Soils (3) Introductory Chemistry I (3) Introductory Chemistry Lab I (1) Introductory Chemistry II (3) Introductory Chemistry Lab II (1) Trigonometry (3) Calculus with App. for Science (3) Calculus I (4) Honors Calculus I (4) Intro. to Physical Geography (3) Geographic Information Systems (3) Intro. to Statistical Reasoning (3) Applied Statistics I (4)

Bracketed items must be taken concurrently.

FREE ELECTIVES (2-4)

G Denotes that 3 credit hours from this course are/can be

applied to fulfill a Gen. Ed. requirement.

* PREREQUISITES: Consult with your advisor and/or the University catalog regarding prerequisites for upper division BIO and WLD courses. ENG 102 and/or 105; GEO 210; GLY 107, 108, 109, 172, and/or 304; MAT 105; STA 215 and/or 270; WLD 381 and/or 382W.

Upper division courses: All students are required to have a minimum of 42 hrs. upper division (300 level or above) courses distributed throughout Major/Supporting/Gen Ed/Free Electives categories.

Refer to the University Catalog at http://www.catalogs.eku.edu/ regarding University and General

Education Requirements. All baccalaureate degree seeking students who enter the University are required to successfully complete one writing intensive course following completion of the ENG 102, ENG 105, or HON 102/103. Writing intensive courses are designated with the suffix “W” following the

course prefix and number (e.g. HUM 300W).

Applied Critical & Creative Thinking (ACCT) Requirement: Wildlife Management majors will fulfill ACCT with one of the following: BIO 349, 489, 514, HON 420 with a program-approved thesis topic, a

program-approved service-learning course, a program-approved undergraduate scholarly or creative activity, or a program-approved study abroad experience. (Credit hours are incorporated into program requirements.)


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- Wildlife Management B.S. Concentrations: Game Mgmt., Conservation Mgmt.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Computer Science New Course (Parts II, IV) College Science Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Certificate in Productivity, Innovation, and

Technology Program Suspension (Part III) x Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 02/08/2017 Council on Academic Affairs College Curriculum Committee 2/27/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise certificate requirements to add more elective courses to the certificate program and re-name the certificate.



B. The justification for this action: The revision will provide students with more courses to choose to satisfy the certificate requirements. Also, online programs (e-campus) requested a title change.


Personnel Impact: n/a

Operating Expenses Impact: n/a

Equipment/Physical Facility Needs: n/a

Library Resources: n/a


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Certificate in Productivity, Innovation, and Technology Informatics Requirements ................................................................. 12 hours A student may qualify for a Certificate in Productivity, Innovation & Technology Informatics by completing INF 104 or CIS 212; INF 307 or CCT 304S; INF 314; and three additional semester hours from INF 105, 120, 123, 130, 301, or 318 or 330, or CSC 140.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Computer Science New Course (Parts II, IV) College College of Science Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Associate of Arts in General Studies Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee Council on Academic Affairs College Curriculum Committee NA Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Add a concentration in Informatics to the AA in General Studies degree



B. The justification for this action: The committee for adult completer degrees has identified Informatics as an attractive option for students. Computer science currently has no offerings for the AGS or BGS. All of the courses are already part of minors and certificate programs and most are offered online already.


Personnel Impact: None, courses are already being taught and sections have room for growth.

Operating Expenses Impact: Some e-campus expense if Campus 2 courses are set up.


Library Resources:


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UNIVERSITY GRADUATION REQUIREMENTS General Education ................................................36 hours

Standard General Education program (Elements 1-6

inclusive, per Section Four of this Catalog). Student Success Seminar (GSD 101; waived for transfers with

24+ hours) ....................................................................3 hours

Total Hours University Graduation Requirements........39 hours

MAJOR REQUIREMENTS

Students should refer to their DegreeWorks audit for General Education course selections.

Students should consult with an advisor to choose an appropriate General Education math course.

AGS students must earn a cumulative GPA of 2.0 on all work earned at EKU, as well as an overall GPA of 2.0 on combined transfer and EKU graded coursework.

AGS students must complete at least 15 semester hours at EKU.

AGS students must complete an approved 12-hour emphasis with an overall 2.0 GPA within an individual college beyond the General Education requirement.

Core Courses......................................................................12 hours

Courses are within an individual College and exclusive of general education requirements. One of the concentrations below may be used to fufill this requirement

Optional Departmental Concentration............................12 hours

Students may select a concentration of interest (see list below). Students with a declared departmental concentration will be advised by faculty of that department and will be officially affiliated with that department. The A.G.S. concentration will be reflected on the student’s transcript.

General Studies Exit Requirement (GSD 250).................0 hours

Free Electives ......................................................9 hours

TOTAL HOURS TO COMPLETE DEGREE................60 hours

(Precise degree requirements will vary based upon concentration selected and student’s specific orientation course needs.)

OPTIONAL A.G.S. CONCENTRATIONS

The following concentrations are available in the Associate of Arts in General Studies degree program:

Informatics Concentration......................12 hours

INF 104 or CIS 212; INF 307, 314, 318. Completion of this concentration also fulfills requirements for the Certificate in Informatics. Students

must formally declare their intention to earn the certificate before it can be awarded.

*Pre-requisite of CCT 270 required for CCT 304S.


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(Check one) Department Name Computer Science

New Course (Parts II, IV) College Science



New Minor (Part III) Program Title BS in Computer Science


x Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 02/08/2017 Council on Academic Affairs




Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.



Revise major requirements to reflect the curriculum changes of many other courses and to add some new courses to the course requirements and correct catalog errors.


Fall 2017



Some curriculum changes in the past do not reflect in the program description, including new courses offered by CS and other departments. The revision will make the program consistent with those curriculum changes, and embed new CS courses in the program.







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UNIVERSITY GRADUATION REQUIREMENTS • General Education................................................... 36 hours • Student Success Seminar ........................................ 1 hour (waived for transfers with 30+hrs.) • Wellness.................................................................. 3 hours • Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories) • ACCT - Computer Science majors will fulfill ACCT with CSC 349, 440, 491, 549, or 495 with a program-approved

topic. (Credit hours may be incorporated into Major or Supporting requirements) Total Hours University Graduation Requirements ... 40 hours MAJOR REQUIREMENTS Core Courses ...........................................................25 hours CSC 1851, 1901, 191, 195, 310, 313, and 340; CSC 308 or 309; CSC 499 (1). and 1 credit hour of CSC 494, 495, 496, or INF 495. Concentrations: Computer Science (General)..........................24 25 hours (Accredited by the Computer Science Accreditation Commission of ABET, http://www.abet.org) CSC 311, 320, 360, 400, 440, 460, 541, and 545; and 1 credit hour of CSC 494, 495, or 496. 1 course from: CSC 300, 315, 316, 332, 350, 390, 425, 490, 491, 507, 520, 538, 540, 544, 546, 547, 548, 550 and (if not used in the core) 308, 309. Computer Technology.....................................18 22 hours CSC 360, 440, 460, 545, 3 hours of CSC 3492 , ; CSC 330 or 544; 1 course from: CSC 300, 309, 311, 315, 316, 320, 332, 350, 390, 400, 425, 490, 491, 507, 520, 538, 540, 541, 542, 544, 545, 546, 547, 548, 550 and (if not used in the core or the concentration) 308, 309, 330, 544; and 1 credit hour of CSC 494, 495, or 496. Bioinformatics.................................................9 10 hours Three courses from the following: CSC 309, 311, 3204., 440, 520, 544, or 545; and 1 credit hour of CSC 494, 495, or 496. Interactive Multimedia...................................21 22hours CSC 140, 315, 316, 491, 550, one of 520 or 555, and 1 course from: CSC 300, 309, 311, 313, 320, 330, 332, 350, 360, 390, 400, 425, 440, 460, 490, 507, 538, 540, 541, 542, 544, 545, 546, 547, 548 and (if not used in the core) 308, 309; and 1 credit hour of CSC 494, 495, or 496. Computer Forensics and Security .................24 hours CSC 332, 360, 400, 520, 542, 547, 548, and 549.


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Computer Science B.S. CIP Code: 11.0101

Statistical Computing .....................................9 13 hours CSC 311, 320, 544, and 545; and 1 credit hour of CSC 494, 495, or 496. Supporting Course Requirements: Computer Science (General) ...........................23-27 hours EET 252; MAT 234(4) (ᴳElement 2), or 234H(4)(ᴳElement 2), MAT 239, 244(4) or 244H(4); STA 270(4) (ᴳElement 2). Choose one of the following sequences:

a) BIO 111(4) (ᴳElement 4), 112(4) b) CHE 111/111L(4) (ᴳElement 4), 112/112L(4) c) GLY 108 (ᴳElement 4), and 109 d) PHY 201(5) (ᴳElement 4), PHY 202(5)

And Choose 2 courses from a, b, c, or d not taken as part of the sequence. two additional courses from the preceding list. Computer Technology.....................................24-25 hours EET 252; NET 302, 303, and 343; NET 344 or 395; NET 354, 403, 454; and one course from the following: MAT 234(4) (ᴳElement 2), 234H(4)(ᴳElement 2), or 211 (ᴳElement 2) Bioinformatics.................................................48 46 hours BIO 111(4) (ᴳElement 4) or 112(4) (ᴳElement 4); BIO 315(4)3 , 331; BIO 531(4), or 531S(4); BIO 533, and 3 hours of BIO 598; CHE 111/111L(4) (ᴳElement 4), 112/112L(4), 361/361L(4), and 362/362L(4); CHE 430/432(4) or 431/432(4); MAT 234(4)(ᴳElement 2) or 234H(4) (ᴳElement 2); MAT 565, STA 270 (4) (ᴳElement 2), and 320 340. Interactive Multimedia...................................30-33 31 hours COM BEM 200 (GElement 5B), EET 252, MUS 290(2), PHY 201(5) (ᴳElement 4), STA 270 (4), and two courses from ART 200 (ᴳElement 3A), and either ARH 390 or 391; MAT 234(4)(ᴳElement 2) or 234H(4)(ᴳElement 2); MAT 239, 244(4) or 244H(4); one course from ART 100, TEC 190, or GCM 313; one of the following sequences: a) MKT 301, 310 401, or b) MGT 301, 465, or c) GEO 3534, 453 Computer Forensics and Security .................31-32 hours FOR 301, 401, INF 318, 321, 322, NET 303, 354, 454, and STA 270(4); MAT 234(4)(ᴳElement 2) or 234H(4)(ᴳElement 2); choose two courses from the following: BIO 111(4) (ᴳElement 4), CHE 111/111L(4) (ᴳElement 4), and PHY 201(5) (ᴳElement 4); 3 credit hours of CSC 349 or INF 495. One course selected from: CIS 320, 325, PLS 316, 416, or SEC 350. Statistical Computing .....................................32-33 33-36 hours MAT 234(4)(ᴳElement 2) or 234H(4)(ᴳElement 2); MAT 244(4) or 244H(4); STA 270(4), 320 340, 375, 380, 575, 580, 585, and one of the following sequences:

a) AEM 202 and (332, 336, or 506); b) BIO 315(4)3 , 533; c) ECO 230, 231 (ᴳElement 5B) ECO 320, 420; d) INS 370 and (372, 374, or 378); e) STA 520, 521.

ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above. Free Electives...........................................................0-14 2-12 hours TOTAL HOURS TO COMPLETE DEGREE .....120 hours 1 CSC 185 will be waived for students with a 25 ACT or 590 SAT. In this case the course will be replaced by three additional hours of free electives. Students without a 25 ACT or 590 SAT will be advised to take CSC 165 or 170 as preparation for CSC 185 and 190. 2 Under special circumstances, a student may seek an administrative waiver of the CSC 349 requirement from the Computer Science Curriculum Committee and the department chair. Waiver recipients are required to complete three semester hours of additional course work approved by the Computer Science Curriculum Committee. 3 BIO 315 has a prerequisite of BIO 111 or 112. 4 GEO 353 has a pre-requisite of one course from: AGR 216, GEO 100, 210, 220, GLY102, 107, or 108.


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Bioinformatics Concentration

Courses Student Outcomes

A B C E BI1 BI2

*CSC 185 I

*CSC 190 I I I

CSC 191 R R I I

CSC 195 R

CSC 308

or 309 R, A

CSC 310 E, A E

CSC 311 R R

CSC 313 R

CSC 320 E,A E

CSC 340 R E, A E E, A

CSC 440 E E, A

CSC 494 E E

CSC 495 E E

CSC 496 E E

CSC 499 E

CSC 520 R E

CSC 544 R E

CSC 545 R R

BIO 111 or

112

I I

BIO 315 R R BIO 331 R R

BIO 531 or

BIO 531S

E E

BIO 533 E E BIO 598 A,E A, E

CHE 111/111L I I CHE 112/112L I I CHE 361/361L R R CHE 362/362L R R CHE 430/432

or

CHE 431/432

R R

**ETS Test A


*Students who do not satisfy the prerequisites of the course could take CSC 170 to satisfy the prerequisite requirements.


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**ETS field test relating to algorithms, theory, computer math, computer organization, and architecture.

Computer forensics and Security Concentration

Courses Student Learning Outcomes

A B C E FS1 FS2 FS3 FS4 FS5

*CSC 185 I

*CSC 190 I I I

CSC 191 R R I I

CSC 195 R

CSC 308

or 309

R, A I

CSC 310 E, A E

CSC 313 R

CSC 332 R R R

CSC 340 R E, A E E, A R

CSC 360 R R

CSC 400 R,A R

CSC 499 E

CSC 520 R R R

CSC 542 R R E,A R CSC 547 R R, A E R CSC 548 R R E,A R CSC 549 E,A E,A E, A E E,A E,A FOR 301 I

FOR 401 R INF 318 R

INF 321 I I I INF 322 R R,A I

**ETS Test A


*Students who do not satisfy the prerequisites of the course could take CSC 170 to satisfy the prerequisite requirements. **ETS field test relating to algorithms, theory, computer math, computer organization, and architecture.


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General Concentration

Courses Student Outcomes (ABET)

A B C D E F G H I J K

*CSC 185 I

*CSC 190 I I I

CSC 191 R R I I I CSC 195 R

CSC 308

or 309 R, A I I I I

R

CSC 310 E, A E I R, A CSC 311 R R I R, A CSC 313 R I I

CSC 320 E,A E R

CSC 340 R E, A E R E, A R I R R R

CSC 360 R R

CSC 400 R,A R

CSC 440 E E, A E E E E, A E, A R, A E, A E, A CSC 460 R R, A

CSC 494 E E

CSC 495 E E

CSC 496 E E

CSC 499 E

CSC 541 R R

CSC 545 R R R,A R, A E, A R, A

**ETS

Test A

Exit

Interview A



Interactive Multimedia Concentration


A B C E IM1 IM2 IM3 IM4 IM5

CSC 140 I I I I *CSC 185 I


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*CSC 190 I I I

CSC 191 R R I I I

CSC 195 R

CSC 308

or 309 R, A R R

CSC 310 E, A E R

CSC 313 R

CSC 315 E, A R CSC 316 E,A E,A R CSC 340 R E, A E E,A R R R CSC 491 R R R E, A E,A CSC 494 E E

CSC 495 E E

CSC 496 E E

CSC 499 E

CSC 520 or

555

R

CSC 550 R

**ETS Test A



Statistical Computing Concentration


A B C E ST1

*CSC 185 I I *CSC 190 I I I

CSC 191 R R I I

CSC 195 R

CSC 308

or 309 R, A

CSC 310 E, A E

CSC 311 R R

CSC 313 R

CSC 320 E,A E


CSC 494 E E

CSC 495 E E


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CSC 496 E E

CSC 499 E

CSC 544 R

CSC 545 R R

STA 270 A,R STA 340 A,E STA 375 E STA 380 E STA 575 E STA 580 E STA 585 E

**ETS Test A



Technology Concentration


A B C E TE1

*CSC 185 I

*CSC 190 I I I

CSC 191 R R I I

CSC 195 R

CSC 308

or 309 R, A

CSC 310 E, A E

CSC 313 R

CSC 330 E


CSC 349 R R R R

CSC 360 R

CSC 400 R

CSC 440 E E, A

CSC 460 R R,A CSC 494 E E

CSC 495 E E

CSC 496 E E


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CSC 499 E

CSC 544 R

CSC 545 R R

EET 252 I NET 302 I NET 303 R NET 343 R NET 344

Or NET 395

R

NET 354 E NET 403 R NET 454 E

**ETS Test A




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(Complete only the section(s) applicable.) Part I (Check one) Department Name Geosciences New Course (Parts II, IV) College Science Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title BA Geography Program Suspension (Part III)

x Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 9-30-2016 Council on Academic Affairs College Curriculum Committee 11/28/2016 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.


A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) To change title of the program from BA Geography to BS Geographic Information Science; to change CIP code; to revise the degree program to address specific market demands and job skills needed in Kentucky. A. 2. Proposed Effective Academic Term: (Example: Fall 2016) Fall 2017 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) NA

B. The justification for this action: These changes are being made in consultation with the Vice Provost and the Assistant Vice President of Institutional Effectiveness & Institutional Research. Beginning in 2006 with the hire of our first GIS specialist, the BA Geography program at EKU has been transforming from a predominantly social science degree program to a predominantly natural science degree program with a robust focus on geospatial techniques. In several stepwise program revisions, we have slowly diminished the role of cultural geography in the program and strengthened the role of environmentally-relevant, physical geography courses and courses in geospatial techniques. As a result, the program is now more consistent with other BS programs in the natural sciences than with BA programs in the social sciences. Therefore, we seek to change our degree program designation from BA to BS. In 2010, the National Center for Education Statistics revised the CIP codes for geography (CIP 45), converting CIP 45.0702 from Cartography to GIS. With the evolution of the degree program described above, the new designation for CIP 45.0702 more closely aligns with the currently proposed degree program than the historical CIP code of 45.0701 that is designated for traditional geography degree programs.


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In Fall 2013, Geosciences developed a new, forward-looking strategic plan that included the transformation of the BA Geography program into a program that would better align with market demands for students with geography skills. The department’s strong relationship with the Kentucky Association of Mapping Professionals and our recent alumni led to the creation of an advisory board that indicated a growing demand for graduates with a solid foundation in geographic knowledge as well as strong skills in geospatial techniques. The program was designed with input and guidance from the primary employers of our proposed graduates, who defined for us the knowledge and skills that they seek in their potential employees. By partnering with these members of the professional community, we have developed a revised curriculum that directly speaks to the current and future needs of our graduates’ employers.


Personnel Impact: Currently, the Department of Geosciences has 5 full-time faculty with advanced degrees in geography who are needed to support the BS Geographic Information Science program. Two faculty with formal expertise in geographic information systems and remote sensing form the foundational core of our curriculum. The other three faculty members contribute expertise in geosciences in areas such as spatial statistics, physical geography, and meteorology. As part of our planned transition to the BS Geographic Information Science program, and outlined by our departmental strategic plan, these faculty members have undergone professional development over the past four years to enhance their professional skills in geospatial technology and online teaching and learning to support the curricular needs in geographic information science. Analysis of enrollment growth at other universities with BS Geographic Information Science degree programs strongly suggests that student demand for such a program is high and will grow rapidly. To prepare to provide increased capacity for curriculum needs (a problem we have already faced with the growth of the university certificate in Geographic Information Systems), we have also provided support for one mid-career geosciences faculty member to gain competency in gap areas of geographic information science (digital elevation mapping, photogrammetry), and have included geospatial techniques as a requirement for employment of our two most recent geosciences faculty members, thus increasing capacity to necessary levels to meet short-term projected demand for the program.

With the narrowing of focus from the more traditional BA Geography program to the revised BS Geographic Information Science degree program, we will be able to remove 9 geosciences courses from the EKU course catalog. With this reduction of courses, we will be able to absorb the loss of 1 full time lecturer, mandated by the Board of Regents, and we can reduce or redistribute general education courses from approximately 5 part-time geosciences instructors to the full-time geosciences faculty (including our remaining lecturer). Based on current teaching loads for the terminated lecturer and part-time instructors, this reduction of courses and redistribution of teaching assignments can result in an annual savings of approximately $100,000 in salaries (and benefits, where existing) for the part-time and full-time faculty.

Operating Expenses Impact: The revised degree program utilizes courses currently associated with the BA Geography degree program and a thriving GIS Certificate, so there are no added expenses associated with developing and offering new courses. Many of the upper-level GEO and GLY courses used in the degree program are not currently at full capacity, so there will be no need to open additional sections of courses. Equipment/Physical Facility Needs: With the completion of the NSB Phase II, the equipment and facility needs have already been programmed into that funded project. Since the BS Geographic Information Science degree program was already in development at the time of planning, the department has revised its equipment needs as a result of that strategic decision, and therefore we expect no new equipment beyond that already planned will be needed. Library Resources: The open access to Library Express for all students and faculty allows our faculty to access up-to-date scholarly articles related to the topic of geographic information science without the library having to acquire additional journal subscriptions, therefore there are no library costs to revise this degree program.


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Bachelor of Arts in Geography Science in Geographic Information Science Geography is a wide-ranging academic discipline that strives to understand and interpret spatial patterns

and relationships, and apply that information to address local and global issues. Geography as a discipline integrates knowledge and skills in three major areas - the natural world, human and social interactions, and spatial and statistical techniques – to gain a holistic perspective on the world around us and humanity’s interaction with and impact on the natural world. Students in the Geography program will gain geographic knowledge and skills through a comprehensive, innovative and modern curriculum that allows for all types of intellectual exploration and opportunities for all students to develop professionally through applied research that they disseminate to the geographic community and active participation in professional organizations’ annual conferences. A bachelor’s degree in geography provides marketable skills and the broad perspectives on environment and society that enable graduates to move beyond entry-level positions in a variety of settings and careers. Geography also provides a sound foundation for students who plan to enter graduate work in a variety of fields, from geography to other social and natural sciences, law, government, and medicine.

The digitization of geographic data, and the wide availability of portable, low-cost technology that utilizes spatial data (smart phones, unmanned aerial vehicles (“drones”), OnStar), has created a booming demand for geographic information. The proliferation and availability of satellite data, and increasing global competition have fueled the hunger for geographic information from businesses, governments and government agencies, and private citizens. Apps and games that make use of altered or virtual reality rely on up-to-date, accurate geographic data to function. As a result, the need for qualified geographic information scientists and mapping professionals is larger than the current supply of these professionals, and employment for these professions is increasing at rates much higher than national rates for other STEM fields.

The B.S. Geographic Information Science program prepares students for graduate study or for employment in the field of geospatial techniques, as well as in fields where geospatial techniques are used to solve problems of importance to businesses, communities, and society. The program provides a foundation of geographic knowledge in introductory coursework through which data of geographic relevance can be understood, analyzed and interpreted; foundational skills in spatial data collection and interpretation in core coursework; and advanced knowledge and skills in geographic information science. Through internships, independent research opportunities, service learning opportunities within our curriculum, applied collaborative projects with other departments on EKU’s campus and entities within our service region, students will be well poised to use their geographic information science knowledge and skills in a variety of careers, and engage our community beyond the campus of EKU in using geographic


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information science to assess issues of concern to these communities and provide possible solutions to their concerns.

The B.S. Geographic Information Science program is designed with intentional flexibility that allows for the completion of two degree programs or the addition of relevant minor and certificate programs. The integration of multiple programs will prepare students to be more successful in joining the workforce in disciplines such as geology, anthropology, homeland security, intelligence studies, and wildlife management, just to name a few. Most job postings in these areas require geographic information science skills as a prerequisite for gaining employment, and geographic information is, by nature, an interdisciplinary area of study that is utilized in a variety of careers spanning all six of EKU’s Colleges.

BACHELOR OF ARTSSCIENCE (B.AS.)

GEOGRAPHY GEOGRAPHIC INFORMATION SCIENCE CIP Code: 45.07012


• General Education ……………………….......................................................................36 hours • Orientation Course (waived for transfers with 30+ hrs.)……………………….………....1 hour • Wellness………………………………………………………………….……...…….....3 hours • Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives

categories) • ACCT – Geography Geographic information science majors will fulfill ACCT with GEO 490 GEO

349, 349 A-N, 498, GLY 349, 349 A-N, 498, or 499 (Credit hours may be incorporated into Major or Supporting requirements)

Total Hours University Graduation Requirements……………………………………...40 37 hours MAJOR REQUIREMENTS Core Courses………………....................................................................................................24 21 hours

GEO 100 and 110; GEO 210 or GLY 108; GEO 220, 351, 353, 453, 455, 456, and 490458. Geography Major Electives………………...........................................................................18 hours

Introductory Geoscience Laboratory (6 hours) Select two courses from: GEO 110, 210, GLY 104, 107, 108, 109.

At least 15 hours must be at upper division level. Up to 6 hours may be selected from the following: GLY 303, 315, 351, 408, 482, 512, and 535. Majors are strongly encouraged to select their GEO elective hours and free elective hours in consultation with an advisor.

Upper Division Major Electives Choose 12 hours from the following: GEO 302, 315, 321, 325 or 325S, 349, 349 A-N, 435, 450, 501, GLY 303, 315, 349, 349 A-N, 351, 408, 410, 451, 498, 535, CIS 335, CON 320, 321.

Capstone Course……………………………………………………………………………..3 hours Choose from: GEO 349, 349 A-N, 498, GLY 349, 349 A-N, 498, 499

Supporting Course Requirements………………………………………………………….6-7 hours STA 215, 270, or MAT 120; ENG 300 or 300S; CSC 160 or 174

Free Electives…………......………………......................................................................…..38 34-35 hours TOTAL HOURS TO COMPLETE DEGREE......................................................................120 hours


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B.S. Geographic Information Science ‐ Curriculum Map I = Introduced, R = Reinforced Course roles in the curriculum:

CORE = CORE COURSE CAP = GEOSCIENCE CAPSTONE

LAB = INTRODUCTORY GEOSCIENCE LABORATORY

El = ELECTIVE

SC = SUPPORTING COURSE

Course Role SLO 1: Spatial thinking SLO 2: Critical thinking, problem solving and

communication SLO 3: Geospatial technologies

Understand and describe physical, human, cultural, and environmental processes across multiple scales of analysis.

Analyze spatial information in order to identify and explain patterns, relationships, and trends.

Demonstrate critical thinking and independent problem solving capabilities.

Identify research problems and design research questions based on scientific methods of inquiry.

Evaluate potential solutions to spatial problems.

Create high‐quality maps, oral presentations, and research papers to effectively communicate ideas.

Apply a variety of geospatial computer software applications to visualize and analyze spatial data.

Collect and process geographic data using technical, quantitative, and field‐based methods.

GEO 100: Regions and Nations of the World

CORE I I

GEO 110: Environmental Geography

LAB I I I

GEO 210: Introduction to Physical Geography

LAB I I I

GEO 302: Global Environmental Problems

EL R R R I I

GEO 315: Meteorology EL R R R I GEO 321: Urban Geography

EL

GEO 325/325S: Environmental Land Use Planning

EL

*GEO 349: Applied Learning in Geography

CAP/EL R R


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*GEO 349 A‐N: Cooperative Study: Geography

CAP/EL R R

GEO 351: Geographic Data and Techniques

CORE R R R R I

GEO 353: Geographic Information Systems

CORE R R I I I I

GEO 435: Biogeography EL R R R I I GEO 450: Field Studies EL GEO 453: Advanced GIS CORE R R R R R R R GEO 455: GIS Cartography CORE R R R I I I I GEO 456: Remote Sensing CORE R R R I I I GEO 458: Advanced Geographic Imagery

CORE R R R R R R

*GEO 498: Research Project in Geography

CAP R R R I I R R R

*GEO 501: Advanced Geography: _____

EL R R R R R R R

GLY 104: The World Ocean LAB I I GLY 107: Gold and Diamonds

LAB I I


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GLY 108: Plate Tectonics: The Active Earth

LAB I I

GLY 109: Great Moments in Earth History

LAB I I

GLY 303: Environmental Geoscience

EL R R I

GLY 315: Hydrology EL R I I *GLY 349: Applied Learning in Geology

CAP/EL R R

*GLY 349: A‐N Cooperative Study: Geology

CAP/EL R R

GLY 351: Field Methods EL R I I I I GLY 408: Process Geomorphology

EL R R R

GLY 410: Structural Geology

EL I R R R

GLY 451: Field Camp EL R R R R *GLY 498: Capstone Project in Geology

CAP/EL R R R R R

*GLY 499: Senior Thesis CAP R R R R R R GLY 535: Hydrogeology EL R R R CIS 335: Data Base Management

EL R R R


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CON 320: Construction Surveying

EL R I R

CON 321: Boundary Surveying

EL R R R

STA 270: Applied Statistics I (3) and STA 270L: Lab for Applied Stats I (1), or MAT 120 Trigonometry (3)

SC R R

ENG 300 or ENG 300S: Technical and Professional Writing

SC R I

CSC 160: Intro Programming or CSC 174: Intro Programming for Science/Eng (3)

SC I I I

* = COURSE CONTENT, THUS SLOs COVERED, MAY VARY


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Physics and Astronomy New Course (Parts II, IV) College Science Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title Physics (B.S.) Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 12/1/2016, 1/12/17 Council on Academic Affairs College Curriculum Committee 1/19/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* 2/7/17 EFFECTIVE ACADEMIC TERM*** Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Require PHY 456 for General Physics majors and add Physics Teaching concentration



B. The justification for this action: We now consider PHY 456, which is Statistical and Thermal Physics, to be part of the core that General Physics majors should be required to take. The course will replace one of the core physics electives. The physics teaching was previously its own degree. It will be dropped and added as a concentration to BS physics.







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1. For a new course, provide the catalog text. 2. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions and underlines for additions. 3. For a dropped course, provide the current catalog text.



1. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 2. For a suspended program, provide the current program requirements as shown in catalog. List any concentrations and/or minors affected

by the program’s suspension.


Bachelor of Science (B.S.) PHYSICS

CIP Code: 40.0801 Program Objectives Upon completion of this program the graduate will: 1) be able to apply mathematics to analyze problems in Physics; 2) be able to use fundamental physical results, such as conservation laws, to study physical systems; 3) be able to analyze important processes occurring in physical systems. Additionally, graduates of this program will 1) be prepared for employment in Physics or a related field in the public or private sector; 2) be prepared for admission to a graduate program in Physics or a related field. 3) be prepared to take and pass the Praxis exam in Physics; and physics teaching majors will be prepared to teach Physics in a secondary school.


• General Education................................................... 36 hours

• Student Success Seminar ........................................ 1 hour • (ASO SCO 100; waived for transfers with 30+ hrs.) • Wellness .................................................................. 3 hours

• Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories) • ACCT – (Credit hours may be incorporated into Major or Supporting requirements.) Physics majors will select one of the following: CED 499, PHY 349, 349A-N, 406, 406W, 410, 470, HON 420, a program-approved Leadership experience, or a program-approved Study Abroad.


MAJOR REQUIREMENTS Core Courses ................................................................28 21 hours

PHY 201(5), and 202(5), 211(4); PHY 302 or 302W(4); PHY 310, PHY 406 or 406W, 460 (4); At the discretion of the chair, PHY 131 may be substituted for PHY 201 and for teaching majors PHY 132 may be substituted for 202.

Concentrations: Physics (General) .................................................1523 hours

PHY 310; 421, 422, 456 (4), 460 (4), 470 and 3 6 credit hours from any PHY course numbered 300 and above, except PHY 506.

Engineering Physics.............................................16 20 hours

EET 252, PHY 221, 310, 315(4), 375, 460 (4), and 3 credit hours from: CSC 300, EET 253, 257, 350, PHY 303, 402, 410(1-6), 411(1-6), 412(1-6), or STA 270 (4).

Physics Teaching………………………………...9 hours

AST 135, and 335; and 3 credit hours from PHY courses numbered 300 and above

Supporting Course Requirements .(General Physics).............................20 hours

CHE 111/111L(4)(GElement4), 112/112L(4); CSC 174 or 190 (or any departmentally approved programming language course); MAT 234*(4)(GElement 2) or 234H*(4) (GElement 2); MAT 244(4) or 244H(4); MAT 254(4) or 254H(4); MAT 353.


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Supporting Course Requirements .( Engineering Physics).............................23 hours

CHE 111/111L(4)(GElement4), 112/112L(4); CSC 174 or 190 (or any departmentally approved programming language course); EET 252, MAT 234*(4)(GElement 2) or 234H*(4) (GElement 2); MAT 244(4) or 244H(4); MAT 254(4) or 254H(4); MAT 353.

Supporting Course Requirements (Physics Teaching) ............................... 10 hours

BIO 100(GElement 4) or 102(GElement 4); CHE 111/111L(4) (GElement 4), and 112/112L(4); MAT 234*(4) (GElement 2) or 234H*(4)(GElement 2); MAT 244(4) or 244H(4).

*A preparatory course (MAT 122) in mathematics may be required before admission to MAT 234. G = Course also satis es a General Education element. Hours are included within the 36 hr. General Education requirement above. Note that a max of 3 credit hours from one course may be applied each to any Gen. Ed. element.

Professional Education Requirements (Physics teaching majors only) ........................ 37 hours

EDC 300, EDF 203, 204(2), 219, 413, EMS 300W, 474, 490, ESE 561, SED 104 (GElement 6), and 12 credit hours of Clinical Experiences: CED 100(0), 200(0), 300(0.5), 400(0.5), 450(1), 499(9).

Free Electives**............................................................6-20 hours

TOTAL HOURS TO COMPLETE DEGREE………………….120

** students who are interested in Medical Physics graduate programs are encouraged to take EHS 510 as a free elective.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Honors Program New Course (Parts II, IV) College n/a (direct report to Provost) Course Revision (Parts II, IV) Course Prefix & Number n/a Hybrid Course (“S,” “W”) Course Title (full title±) n/a New Minor (Part III) Program Title Honors Core Curriculum Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 1-27-17 Council on Academic Affairs College Curriculum Committee 1-27-17 Faculty Senate** General Education Committee* 1-31-17 Board of Regents** Teacher Education Committee* EFFECTIVE ACADEMIC TERM*** Graduate Council* *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Remove the Honors Core curriculum track as an option for Honors Program students


A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) n/a

B. The justification for this action: In the five years since we implemented it, the “Honors Core” curricular option has been chosen by only a very small handful of our incoming first-year honors students. Over the past two years, in fact, precisely zero of our total of 238 incoming first-year honors students have chosen this curricular option. Clearly, our other curricular option (“Honors Flex”) is the superior option. For administrative clarity and efficiency, we have decided that it is best simply to eliminate the “Honors Core” option.


Personnel Impact:



Library Resources:


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EKU Honors Curriculum

Students enter the EKU Honors Program under one of three two curriculum tracks. Students entering EKU Honors in their first semester the fall of their first year of college will complete either the Honors Flex or the Honors Core curriculum. Students who enter their first semester of college with six or more credit hours of AP, IB, or dual credit, or those students who declare certain majors, will be placed in the Honors Flex curriculum. Students entering their first semester of college with fewer than six credit hours of prior coursework or who are not declaring an applicable major will be placed in the Honors Core curriculum. Honors Program advisors will assist students in making this distinction. The Honors Flex curriculum requires 25 hours of Honors coursework, designed to complement the credits the student is bringing into EKU. The Honors Core curriculum requires 34 hours of Honors coursework and allows students to complete their General Education and University Requirements (excluding the Wellness requirement) in six fewer hours than other students. Both curriculum tracks begin with Honors Seminar (HON 100) and Honors Rhetoric (HON 102/103) and end with the Honors Thesis (HON 420).

Students entering EKU Honors as a currently enrolled EKU student or as a transfer student are placed in the Current & Transfer curriculum track. This requires 18 hours of Honors coursework, designed to complement the credits the student has already completed, and also ends with the Honors Thesis (HON 420).

All Honors Program students will receive an Honors advisor in addition to their major advisor, who will assist students in creating individualized plans as to how they will fulfill their general education, university, and EKU Honors requirements.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Health Promotion & Administration New Course (Parts II, IV) College Health Sciences Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Minor in School Health, P‐12 (Teaching) X Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 2/21/2017 Council on Academic Affairs College Curriculum Committee 03/01/2017 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* 3/7/2017 EFFECTIVE ACADEMIC TERM*** Graduate Council* __NA________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Discontinue the Minor in School Health, P-12 Teaching.


A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) Not Applicable as there are no students enrolled in this minor.

B. The justification for this action: Enrollment in this minor has been zero for more than 5 consecutive years.


Personnel Impact: No impact





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Minor in School Health, P‐12 (Teaching) Minor Requirements.........................................................30 hours

HEA 202, 290, 315, 320, 345, 375 or 592; NFA 201, EHS 280, EME 586, and three hours from HEA 380, 455, 480W, 590, 591, or 593.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communication Studies

New Course (Parts II, IV) College CLASS Course Revision (Parts II, IV) *Course Prefix & NumberHybrid Course (“S,” “W”) *Course TitleNew Minor (Part III) *Program Title Advertising Minor

X Program Suspension (Part III) _ __ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 2.8.17 Council on Academic Affairs College Curriculum Committee 2/27/17 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* ______NA_____________

*If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.

Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Suspend the Advertising Minor.


A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) Fall 2020


• Due to decreased enrollment and available supporting courses, the Advertising Minor is to be suspended.





Library Resources:


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1. For a new course, provide the catalog text.2. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions

and underlines for additions.3. For a dropped course, provide the current catalog text.



underlines for additions.2. For a suspended program, provide the current program requirements as shown in catalog. List any options


Revised* Program Text

(*Use strikethrough for deletions and underlines for additions.) Department

of Communication Studies

Minor in Advertising

Minor in Advertising Requirements.....................................................................21 hours Courses required for a minor in advertising are COM 325, 425, 471, JOU 320 or PUB 320, MKT 301, 320, and COM 490 or MKT 426. Three hours of COM/MKT courses taken to fulfill requirements for another major may be counted toward the advertising minor.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Communication New Course (Parts II, IV) College Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title AGS Concentrations - Journalism x Program Suspension (Part III) X Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 1.9.17 Council on Academic Affairs College Curriculum Committee Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2017 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise AGS Concentrations in Department of Communication – Suspend Journalism Concentration



B. The justification for this action: Revisions of programs in Communication necessitate revisions to AGS Concentrations





Library Resources:


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From Page 195 Undergraduate Catalog

Broadcasting and electronic Media concentration in the associate of general studies degree

See page 77 of this Catalog for the Broadcasting and Electronic Media Concentration requirements listed in the Associate of General Studies degree section.

journalism concentration in the associate of general studies degree

See page 77 of this Catalog for the Journalism Concentration requirements listed in the Associate of General Studies degree section.

From Page 77 Undergraduate Catalog

Broadcasting and Electronic Media Concentration....................................................................12 hours

BEM 295(4), six hours from BEM 301 or 353W or 375, and two hours from BEM 349(1) or 398(1), or 491(1)

Journalism Concentration................................................12 hours

COM 201; JOU 310, 320; one elective from: JOU 305, JOU 325, or JOU 401.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Biological Sciences New Course (Parts II, IV) College Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title B.S. Biology Teaching X Program Suspension (Part III) Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee Sept. 21, 2016 Council on Academic Affairs College Curriculum Committee 1/19/17 Faculty Senate** General Education Committee* N/A Board of Regents** Teacher Education Committee* EFFECTIVE ACADEMIC TERM*** Graduate Council* N/A *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Suspend B.S Biology Teaching


A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) Spring 2021

B. The justification for this action: Specialization in Biology Teaching will be offered as a new concentration within the existing Biology major. This will streamline administration of, and reporting on, the program.


Personnel Impact: None anticipated





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College of Science


Bachelor of science (B.S.) BIOLOGY/TEACHING


General Education .................................................................................................................. 36 hours

Student Success Seminar ........................................................................................................... 1 hour (ASO 100; waived for transfers with 30+ hrs.)

Wellness ................................................................................................................................... 3 hours Writing Intensive Course (hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives

category) Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives

categories) ACCT - Biology Teaching majors will fulfill ACCT with CED 499. (Credit hours are incorporated

into Professional Education requirements below.) Total Hours University Graduation Requirements ......................................................................40 hours Major Requirements ........................................................................................................................33 hours

BIO 111(4), 112(4), 315(4), 316(4), 318(4), 319(4), and 320(4); BIO 328(4) or 348(4); BIO 495(1). Strongly recommended: completion of a minor outside of Biology.

Supporting Course Requirements ....................................................................................... .....21-26 hours CHE111/111L(4) (ᴳElement 4), 112/112L(4) (ᴳElement 4), 361/361L(4), and 362/362L(4); MAT 112 (ᴳElement 2), 114 (ᴳElement 2), 122(5) (ᴳElement 2), 211 (ᴳElement 2), 234(4), or 234H(4) (ᴳElement 2); PHY 131(5) (ᴳElement 4) or 201(5) (ᴳElement 4); PHY 132(5), 202(5), or GLY 108(GElement 4); STA 215 (GElement 2) or 270(4) (ᴳElement 2). ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above.

Professional Education Requirements ...........................................................................................37 hours EDF 203, 204(2), 219, 413, EMS 300W, 474, 490, ESE 561, SED 104 (ᴳElement 6), 402(2), and 12 credit hours of Clinical Experiences: CED 100(0.5), 200(0.5), 300(0.5), 400(0.5), 450(1), 499(9). ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hours in General Education.

TOTAL HOURS TO COMPLETE DEGREE ………………………………………….....131-136 hours


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Computer Science New Course (Parts II, IV) College Science Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Minor in Interactive Multimedia x Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee 11/2/16 Council on Academic Affairs College Curriculum Committee 11/28/16 Faculty Senate** General Education Committee* NA Board of Regents** Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Graduate Council* NA__________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Suspend Minor in Interactive Multimedia



B. The justification for this action: The current minor is not accessible for students not already majoring in computer science. This has created a lack of demand for the minor. We will suspend the current minor and introduce a new minor to meet a major demand for content creators in the industry.







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Minor in Interactive Multimedia A student may minor in Interactive Multimedia by completing CSC 140, 185, 190, 191, 308, 315 and one of GEO 353, ART 100

or TEC 190.


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(Complete only the section(s) applicable.) Part I (Check one) Department Name Physics and Astronomy New Course (Parts II, IV) College Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course (“S,” “W”) Course Title (full title±) New Minor (Part III) Program Title B.S. Physics Teaching X Program Suspension (Part III) Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental)



Proposal Approved by: Date Date Departmental Committee 1/12/17 Council on Academic Affairs College Curriculum Committee 1/19/17 Faculty Senate** General Education Committee* N/A Board of Regents** Teacher Education Committee* 2/7/17 EFFECTIVE ACADEMIC TERM*** Graduate Council* N/A *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Suspend B.S Physics Teaching



B. The justification for this action: Specialization in Physics Teaching will be offered as a new concentration within the existing Physics major. This will streamline administration of, and reporting on, the program.


Personnel Impact: None anticipated





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College of Science

Part II. Recording Data for New, Revised, or Dropped Course (For a new required course, complete a separate request for the appropriate

program revisions.)







Bachelor of Science (B.S.) PHYSICS/TEACHING CIP Code: 13.1329 Program Objectives Upon completion of this program the graduate will: 1) be able to apply mathematics to analyze problems in Physics; 2) be able to use fundamental physical results, such as conservation laws, to study physical systems; 3) be able to analyze important processes occurring in physical systems. Additionally, graduates of this program will: 1) be prepared to take and pass the Praxis exam in Physics; 2) be prepared to teach Physics in a secondary school. UNIVERSITY GRADUATION REQUIREMENTS • General Education ................................................... 36 hours • Student Success Seminar ........................................ 1 hour (ASO 100; waived for transfers with 30+ hrs.) • Wellness .................................................................. 3 hours • Writing Intensive Course (Hrs. incorporated into Major/ Supporting/Gen Ed/Free Electives category) • Upper division courses (42 hrs. distributed throughout Major/ Supporting/Gen Ed/Free Electives categories) • ACCT – Physics Teaching majors will select one of the following: ESE 499, PHY 406, 406W, 410, 470, 349, 349A-N, HON 420 with a program approved thesis topic, a program-approved leadership experience, or a program-approved Study Abroad experience. (Credit hours may be incorporated into Major or Supporting requirements.) Total Hours University Graduation Requirements ... 40 hours MAJOR REQUIREMENTS Core Courses ................................................................. 30 hours AST 135, and 335; PHY 201(5) or 131(5); PHY 202(5) or 132(5); PHY 211(4), and 10 credit hours from PHY courses numbered 300 and above. Supporting Course Requirements ............................... 10 hours BIO 100(ᴳElement 4) or 102(ᴳElement 4); CHE 111/111L(4) (ᴳElement 4), and 112/112L(4); MAT 234*(4) (ᴳElement 2) or 234H*(4)(ᴳElement 2); MAT 244(4) or 244H(4). Professional Education Requirements ........................ 37 hours EDF 203, 204(2), 219, 413, EMS 300W, 474, 490, ESE 561, SED 104 (ᴳElement 6), 402(2); and 12 credit hours of Clinical Experiences: CED 100(0.5), 200(0.5), 300(0.5), 400(0.5), 450(1), 499(9). *A preparatory course (MAT 122) in mathematics may be required before admission to MAT 234. ᴳ = Course also satisfies a General Education element. Hours are included within the 36 hr. General Education requirement above. Free Electives ................................................................. 3 hours TOTAL HOURS TO COMPLETE DEGREE ........... 120 hours


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TO: Council on Academic Affairs

FROM: Tina Davis, University Registrar

RE: Cambridge International AS & A Level Exams

DATE: March 23, 2017, ACTION ITEM

“Students we have who have taken Cambridge International A‐Levels do very well at our campus. They are very well‐prepared for our curriculum and we find that they have a lot of confidence, but also that they have a good, deep subject knowledge, [and] the ability to think critically and well.”

Stuart Schnill, Dean of Admissions, Massachusetts Institute of Technology (MIT)

Exam Background

Cambridge International Advanced Subsidiary Levels (AS Levels) and Cambridge International Advanced

Levels (A Levels) constitute a set of internationally recognized, challenging, college‐level classes for high

school students. These subject‐based qualifications are usually taken in the final two years of high

school.

Offered since 1951 these qualifications are administered by Cambridge International Examinations, a

part of the University of Cambridge. The A Level exams are offered in over 9,000 schools in 160

countries. These exams are internationally benchmarked and the Advanced International Certificate of

Education (AICE) level are considered as college equivalents. More details can be found at

http://www.cie.org.uk/

There are no A Level or AS Level multiple choice exams, instead they are written exams where each

student is expected to demonstrate knowledge through thinking logically and presenting ordered and

coherent arguments and explanations of in‐depth subject content.

These exams are well known and utilized internationally and are gaining wide recognition in high schools

and universities in the United States where over 550 schools recognize these exams for matriculation

and/or academic credit. Specifically there is a high concentrations of high schools in southern Florida

which utilize Cambridge International curricula and administer AS and A Level exam to all of their

students. In Kentucky Fairdale High School in Louisville offers its better students the Cambridge

International Examination Program.

In Kentucky students taking Cambridge Advanced examinations may earn supplemental awards under

the Kentucky Educational Excellence Scholarship (KEES) program depending upon their scores.

A Sample of US Universities Awarding Academic Credit for CAIE AS and A Levels:

Murray State – grants each A Level 6 cr. hrs. University of Kentucky– recognized for matriculation purposes University of Louisville – recognized for matriculation purposes California: 50 different universities/college – UC system, award 8 cr.hrs. for A levels, grade A,B,C Florida: 56 different universities/colleges – award up to 45 cr. hrs. for grade of E or higher Miami University

Massachusetts Institute of Technology

University of Iowa

Yale University

University of Virginia

University of Washington

Virginia Tech


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Faculty Senate Reviewed as Information, 4/3/17

Examples of A‐Level Subject Areas: University of California system grants 8 semester units of credit for appropriate A Level scores in each of the following subjects:

Accounting History

Afrikaans Marathi

Arabic Marine Science

Art and Design Mathematics

Biology Mathematics ‐ Further

Chemistry Music

Chinese Physics

Classical Studies Portuguese

Computing Psychology

Economics Putonghua

English ‐ Language Sociology

English ‐ Literature Spanish

French Tamil

Geography Telugu

German Urdu

Hindi Urdu ‐ Pakistan only

* Please note that this is not a complete list, only a sample of the most frequent exam subject results UC has received in the past.

PROPOSED EKU CATALOG LANGUAGE. Catalog P. 59 Credit by Exam, cont.

b) Cambridge International Examinations (CIE) ‐ AS & A Level Exams EKU recognizes the rigorous pre‐college courses administered through the Cambridge Advanced International Certificate of Education (AICE) Diploma program, and awards academic credit to admitted active EKU students, per the following table of CIE AS‐level & A‐level subject groups and scores. An official certifying AICE transcript is required. For more details on CIE exams, please refer to www.testing.eku.edu. Following recommendations of professional international accreditor evaluations, EKU awards 3‐4 credit hours for AS‐level exams with a grade of C or above, and 6‐8 semester hours of EKU credit may be given for scores of C or above on any A‐Level exam. CIE Subject Group AS & A‐Level (Note that credit may be considered for other subject tests by contacting the Testing Office).

List of subject areas, and EKU course equivalents, as reviewed and approved by academic departments


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I. Recommended Enhanced Retirement Transition Program Participants (ERTPs) for

2017-2019

II. Issue

The primary purpose of the Enhanced Retirement Transition Program (ERTP) is to

provide an appropriate career transition for experienced professionals. Another

significant purpose is to assist academic planners as they more effectively

reallocate resources to meet program objectives and student needs in an

increasingly dynamic environment.

III. Background

This program was presented to the Board of Regents in October 2016 as an

addendum to Policy 4.6.9, Retirement Transition Program, and as part of the plans

for the reallocation process. ERTP applications will be approved only when they

are in the best interest of the University, and have the approval of the Department

Chair, the College Dean, the Provost and Vice president for Academic Affairs, and

the President.

IV. Alternatives

To not approve the proposed faculty for the ERTP.


Based upon the approval of the respective Deans and the Provost, the President

recommends that the Board of Regents approve the individuals requesting ERTP

during 2017-2019.

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Enhanced Retirement Transition Program (ERTP) 2017-2019

Name Department Time Frame

Business & Technology

Anthony W. Adams Applied Engineering & Technology 2017-2018

2018-2019

Jeffery B. Kilgore Applied Engineering & Technology 2017-2018

2018-2019

Education

Robert B. Biggin, Jr. Educational Leadership & Policy Studies 2017-2018

2018-2019

Tamara Cranfill Special Education 2017-2018

2018-2019

Susan K. Mahanna-Boden Special Education 2017-2018

2018-2019

Kim A. Naugle Counseling & Educational Psychology 2017-2018

2018-2019

Health Sciences

Susan H. Kipp Family & Consumer Sciences 2017-2018

2018-2019

Carol W. Patrick Family & Consumer Sciences 2017-2018

2018-2019

Phil Campbell Clinical Laboratory Science 2017-2018

2018-2019

Justice & Safety

Michael W. Collier Safety & Security 2017-2018

James L. Pharr Fire Protection & Paramedicine Sciences 2017-2018

2018-2019

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Enhanced Retirement Transition Program (ERTP) 2017-2019

Name Department Time Frame

Letters, Arts & Social Sciences

Thomas H. Appleton, Jr. History 2017-2018

2018-2019

Jeffrey Boord-Dill English & Theatre 2017-2018

2018-2019

Linda C. Wimberly Government & Economics 2017-2018

2018-2019

Science

Patrick J. Costello Mathematics & Statistics 2017-2018

Stewart S. Farrar Geosciences 2017-2018

2018-2019

Kirk E. Jones Mathematics & Statistics 2017-2018

2018-2019

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I. Approve Recommendations for Promotion and Tenure

II. Issue

The recommendation for promotion and/or tenure for 2017 – 2018

III. Background and Press

Eastern Kentucky University, as a matter of principle, complies with the

American Association of University Professors and the Association of American

Colleges and Universities ”1940 Statement of Principles on Academic

Freedom and Tenure.” The AAUP and AAC&U statement addresses policy and

procedural expectations for a wide variety of institutions of higher education.

With this statement in mind, EKU shall establish specific, objective criteria

and processes by which tenure and promotion decisions will be made. EKU’s

policy ensures that criteria and processes are clearly articulated and

published and are available to all persons in the university community.

EKU’s policy for tenure and promotion respects the uniqueness of disciplines

within the University and provides for appropriate professional flexibility at

college and department levels.

IV. Alternatives

None


Based on recommendations by the department, college, and Provost, the

President recommends approval.

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Promotion and Tenure for 2017 – 2018

College of Business & Technology

Tenure Department

Dr. Anthony Lamanna Applied Engineering & Technology

Dr. Qian Xiao Management, Marketing, & International Business

Promotion to Associate Professor

Dr. Qian Xiao Management, Marketing, & International Business

College of Education

Tenure

Dr. Kellie Ellis Special Education

Dr. Timothy Forde Curriculum & Instruction

Dr. Ernest Luke McClees, Jr. Model Lab

Promotion to Assistant Professor

Dr. Ernest Luke McClees, Jr. Model Lab


Dr. Laura Clarke Special Education

Dr. Timothy Forde Curriculum & Instruction

Promotion to Full Professor

Dr. Richard Day Curriculum & Instruction

Dr. Ginni Fair Curriculum & Instruction

Dr. Diana Porter Curriculum & Instruction

Dr. Daniel Roush American Sign Language & Interpreter Education

College of Health Sciences

Tenure

Dr. Alison Connell Baccalaureate & Graduate Nursing

Dr. Ismail El-Amouri Environmental Health Science-Clinical Lab Science

Dr. Matthew Sabin Exercise & Sport Science


Dr. Michael Bradley Recreation & Park Administration


Dr. Phyllis Bryden Health Promotion & Administration

Dr. Eric Fuchs Exercise & Sport Science

Dr. Gina Purdue Baccalaureate & Graduate Nursing

College of Justice & Safety

Tenure

Dr. Avi Brisman Criminal Justice

Dr. Judah Schept Criminal Justice

Dr. Tyler Wall Criminal Justice


Dr. Earl Blair Safety & Security

Mr. Bill Young Fire Protection & Paramedicine Sciences

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Dr. Kristie Blevins Criminal Justice

College of Letters, Arts, & Social Sciences

Tenure

Dr. Christine Carucci School of Music

Dr. Anne Cizmar Government & Economics

Dr. Cynthia Harter Government & Economics

Dr. Yoshie Nakai Psychology

Dr. Jill Parrott English & Theatre

Dr. Erin Presley English & Theatre

Dr. Ilona Szekely Art & Design

Dr. Mina Yazdani History


Dr. Christine Carucci School of Music

Dr. Anne Cizmar Government & Economics

Dr. Cynthia Harter Government & Economics

Dr. Matthew Howell Government & Economics

Dr. Yoshie Nakai Psychology

Dr. Lawrence Nelson School of Music

Dr. Erin Presley English & Theatre

Dr. Brent Shannon English & Theatre

Dr. Ilona Szekely Art & Design

Dr. Mina Yazdani History


Dr. Jaime Henning Psychology

Dr. Laura Newhart Philosophy & Religion

Dr. Caroline Reid Anthropology, Sociology, & Social Work

Dr. Joseph Van Fleet School of Music

College of Science

Tenure

Dr. Jeffrey Neugebauer Mathematics & Statistics

Dr. Donghui Quan Chemistry

Dr. Steve Szabo Mathematics & Statistics

Dr. Kelly Watson Geosciences


Dr. Lindsay Calderon Biological Sciences

Dr. Donghui Quan Chemistry

Dr. Steve Szabo Mathematics & Statistics

Dr. Kelly Watson Geosciences


Dr. Lisa Kay Mathematics & Statistics

Dr. George Landon Computer Science

Libraries

Promotion to Associate University Librarian

Ms. Linda Sizemore EKU Libraries

Ms. Sarah Richardson EKU Libraries

Promotion to University Librarian

Mr. Brad Marcum EKU Libraries

Ms. Deborah Whalen EKU Libraries

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I. Recommended Sabbatical Program Participant for 2017-2018

II. Issue

The primary purpose of the Sabbatical Program is to permit time for faculty

members who have demonstrated an above average ability in teaching,

scholarly/creative, and service activities to investigate avenues for improving

academic quality in the pursuit of excellence. This time enables faculty

members to pursue scholarly/creative activities that will strengthen teaching,

scholarship/creativity, service and/or any combination therein at the

department, college, library, or university levels.

III. Background

This revised program was approved by the Board of Regents in December,

2003. Sabbaticals will be approved only when they are in the best interest of

the University, and have the approval of the Department Chair, the College

Dean, the Provost and Vice President for Academic Affairs and the President.

IV. Alternatives

To not approve the proposed faculty member for the Sabbatical Program.


Based upon the approval of the respective Dean and the Provost, the

President recommends that the Board of Regents approve the individual

requesting Sabbatical for the fiscal year 2017-2018.

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Recommended 2017-2018 Sabbatical Leave

Name Department Timeframe

Lana Carnes Management, Marketing, & Fall 2017-Spring 2018,

International Business Half Leave, Full Pay

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I. Faculty Emeritus Nominations for 2016-2017

II. Issue

Nominations for faculty emeritus status for retiring faculty members

III. Background

Retiring faculty meeting specific criteria are nominated by the retiree’s

immediate supervisor in the academic unit in which he/she is completing

service. The nominations are submitted to the Provost and Vice President for

Academic Affairs for review and recommendations. Approved nominations are

presented to the President for submission to the Board of Regents for final

action.

IV. Alternatives

Not to approve Faculty Emeritus Nominees.


Based upon approval of the Provost and Vice President for Academic Affairs,

the President recommends approval of the nominations for Faculty Emeritus.

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Recommendations for Faculty Emeritus

College of Business & Technology

Theodore J. Lloyd School of Applied Arts & Technology

Marlow J. Marchant School of Applied Arts & Technology

College of Education

Samuel Hinton Curriculum & Instruction

Michael Martin Curriculum & Instruction

Muriel Stockburger Educational Leadership & Counselor Education

Sue Strong Educational Leadership & Counselor Education

Sue Mahanna-Boden Special Education

College of Health Sciences

Susan Kipp Family & Consumer Sciences

Carol Patrick Family & Consumer Sciences

Carolyn Harvey Environmental Health Sciences

Anne Shordike Occupational Science & Occupational Therapy

College of Justice & Safety

John Curra Justice Studies

Preston Elrod Justice Studies

Ken Tunnell Justice Studies

College of Letters, Arts, & Social Sciences

Paula Kristofik English & Theatre

Sally Martin English & Theatre

College of Science

Paul Cupp Biological Sciences

Robert Frederick Biological Sciences

David Zurick Geosciences

Patrick Costello Mathematics & Statistics

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Board of Regents

Regular Quarterly Meeting

Agenda

April 24, 2017


10:30 a.m.

I. Call to Order

II. Presentation by Staff Council (Stephanie King, Chair of Staff Council)

III. Information Items


1. Student Life, Discipline & Athletics (Lewis Diaz)

2. Institutional Advancement & Honors (Craig King)

3. Audit & Compliance (Alan Long)

4. Finance & Planning (Janet Craig)

5. Executive & Academic Affairs (Craig Turner)

B. Additional Reports to the Board

1. Craig Turner, Chair

2. Collin Potter, SGA President

3. Shirley O’Brien, Faculty Senate Chair

4. Stephanie King, Staff Council Chair

5. Michael Benson, President

IV. Action Items

A. Consent Agenda

i. Approval of the Minutes for the Full Board Meeting on January 30, 2017

(Craig Turner) ....................................................................................................................... 271






(Janna Vice) .......................................................................................................................... 259




ix. Approval of the University external auditor ............................................................................ 8





F. Update re Department of Criminal Justice Training Buildings (Barry Poynter)

G. Discussion and/or action on the Administrative Review of the President (Richard Day)

V. Executive Session

VI. New Business

VII. Other Business

VIII. Adjournment

Minutes of a Regularly Scheduled Meeting


Board of Regents

January 30, 2017


Call to Order

A regular quarterly meeting of the Eastern Kentucky University Board of Regents

convened at 11:20 a.m. on January 30, 2017 In the Perkins Building, Quads A-B at Eastern

Kentucky University, Richmond, Kentucky. Mr. Craig Turner, Chair of the Board, presided. Mr.

Turner noted the presence of a quorum. The following members were present:

Present:

Ms. Janet Craig

Mr. Alan Long

Mr. Bryan Makinen

Ms. Collin Potter

Dr. Richard Day

Mr. Lewis Diaz

Mr. Craig Turner

Ms. Holly Wiedemann

Mr. Vasu Vasudevan

Absent:

Mr. Craig King

Ms. Nancy Collins

Other persons present at the meeting were:

Dr. Michael Benson, President

Dr. Janna Vice, Provost & Senior Vice President of Academic Affairs

Dr. Laurie Carter, Executive Vice President & University Counsel

Mr. Barry Poynter, Vice President for Finance & Administration

Mr. Stephen Lochmueller, Director of Athletics

Dr. David McFaddin, Vice President for Engagement, Reg’l Stewardship, and Gov’t Relations

Mr. Nick Perlick, Vice President for Development & Alumni Relations

Mr. Jeremy Raines, Executive Assistant to the President and Board of Regents

Ms. Dana Fohl, Deputy University Counsel & Secretary to the Board of Regents

Members of the faculty & staff

Members of the media

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Public Safety Presentation

The Board of Regents meeting was hosted by EKU Public Safety. A copy of the

presentation is incorporated by reference herein and a copy is included with the official record of

these minutes.

Information Items



Committee Chair Lewis Diaz reported that the Student Life, Discipline & Athletics

Committee met this morning. The Committee heard presentations from Athletics, the Executive

Vice President, and Admissions. There is a lot of interesting activity going on here on campus.

Recently, the University undertook an enrollment summit to continue to look at growth. Athletics

is looking at gender equity, and the formal plan will be available in near future.


Proxy Committee Chair Alan Long reported that the Institutional Advancement and Honors

committee met this morning. The Committee heard a presentation from Nick Perlick in the

Development office. The outlook is very positive. University Development has a lot of momentum

and had another record year.


Committee Chair Alan Long reported that the Audit and Compliance Committee met this

morning, approved the minutes, and adjourned.


Committee Chair Janet Craig reported that the Finance and Planning Committee met and

approved minutes. The Committee also heard a presentation on Barry Poynter on current status

of financial affairs at the University and a presentation on general bond resolution for up to 75

million authority for the new Rec Center, Powell Student Union renovations, the second pedway

across the bypass, and other miscellaneous items. The Committee recommends approval to the

board.


Mr. Craig Turner, Chair of the Executive & Academic Affairs Committee, stated the

committee met this morning. The Committee approve four (4) action items from personnel to

Page 272

sabbatical. The Committee received reports from Dr. Carter, Dr. Vice, and Dr. McFaddin. It was

a very informative session.

Additional Reports to the Board

Mr. Craig Turner, Chair

The Chairman gave the following report:

In a quick review of 2016, I would sum it up as the year of surprises and challenges. We

have a new governor with new challenges and surprises stemming from that election. He was

focused on fixing the pension system, which resulted in budget cuts across the state and Kentucky

higher education. We held numerous meetings on campus with faculty, staff, SGA, and the board

to address these issues. At the end of the year, we had large number of board meetings. I want to

thank the board for all the time they put in to this. It was not their expectation when they got on

this board, but they all accepted the role graciously. We ended the year with a forum of faculty

put together by Regent Richard Day. Regent Janet Craig, Vice Chair Alan Long and I attended.

We’ll look for a more defined agenda than the first time, but the first round set a good tone.

2017 brings us to another new administration. We will continue to evaluate our programs

and student success to meet the needs of performance-based funding. This will be the year of

performance-based funding. The main focus of this year will be our ability to adapt to it. It will be

critical for the success of the University, both immediately and in the future. We needs to continue

to look at enrollment, higher graduation rates, retention, etc. Recently, an Enrollment Summit took

place, spearheaded by Dr. Carter and her staff. The Enrollment Summit was outstanding. I have

spent a lot of time stressing the impact performance-based funding, and I hope the Summit helped

to shed further light on that.

We have to have the right attitude moving forward. Katie LeDeckey is a 19 year old gold

medal winner. She got interviewed and she said (paraphrasing), “Most people go in and train to

pace themselves then kick it in and put in all they have into it. My style is really simple about how

I gauge my success. When I hit the water, I go 100% the entire time. When I get done, if I have

energy left, then I didn’t do my best.” We have to attack this performance-based funding issue

really hard. We have all the abilities. The people in this room will make this happen. 2017 will

be a challenging year. We will work together and get to the goal line. EKU will continue. We will

remain successful and be better than ever.

Mr. Collin Potter, SGA President

Mr. Collin Potter, the current SGA President, delivered the following report:

Student Government Association

SGA will be taking students to Frankfort on January 13 for the Rally for Higher

Education hosted by the Kentucky Board of Student Body Presidents. Attendees will

meet with Representative Wesley Morgan and hear from Kentucky officials and fellow

students. Sebastian Torres, EKU Student, will be representing EKU as a student speaker.

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SGA will be hosting the second EKU Diversity Summit on April 22. Those interested in

attending or presenting should contact the SGA Director of Diversity, Ivonne Gonzalez,

at [email protected].

Student Senate

Student Senate is currently reviewing the SGA constitution and bylaws. Potential changes

may be brought before the Board of Regents before the end of this semester.

Student Activities Council

Student Activities Council will be hosting seven campus wide weekend movie nights and

three cultural education dinners along with the annual Safe Sex Bingo and concert.

Instead of the President’s Ball, Student Activities Council will be hosting a campus wide

field day.

Over 1,200 students attended the Midnight Breakfast event in December that was catered

by Bob Evans.

Shirley O’Brien, Faculty Senate Chair

Dr. Shirley O’Brien, Chair of the Faculty Senate, delivered the following report:

Good afternoon. I am pleased to be able to share an update from the faculty. First off,

thank you for including us in the Enrollment Summit – an informative day, where it reinforced

how we partner and work together. We have many practices in place that with continued

discussions, can move our institution forward. Our shared roles in recruitment and retention are

complementary and are intertwined. The use of High Impact Teaching Strategies require increased

faculty time for enhanced student engagement. I believe with the overlay between academics and

student success, we are working together to meet enrollment initiatives. It is a collaborative effort.

Faculty experienced trepidation with the tone of comments in December 2016 about our

work processes. We must recognize that academic policy and process does not have the same fluid

speed as business practices. Faculty are a deliberate, disciplined analytical group, asking questions

(it’s our nature), questioning of data, to form evaluative outcomes. Our values reinforce the EKU

mission as a school of opportunity, a belief in a liberal arts/general education foundation. It’s our

ideology. As a senate we support both faculty and student learning interests for excellence in

education, one of our four pillars in the EKU strategic plan. As a faculty we share a willingness

to participate in program review and look forward to our ongoing shared role in the process. We

acknowledge the need to work collaboratively on academic affairs-based solutions for success.

Some sharing of things that are working:

EKU has hired a Faculty/ Staff Ombuds – Ms. Joan Beck. We are excited to have her here,

and have appreciated the collaboration with administration and staff in the hiring process.

In the spirit of shared governance, faculty have participated in Provost Search statement

revision, LMS Sandboxing, better integrating Faculty Welfare into future benefit discussions, and

a meeting with select members of BoR in December about the climate of faculty concerns. That

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meeting originated from the idea of a faculty member that serves on the Executive Committee,

organized by Regent Day. As faculty, we are getting ready for exploring how we can contribute

more effectively to the discussion of Performance Based Funding.

I believe in our faculty. We can and will rise to the challenges of the current landscape.

Our path may look different. But our goals are the same – for the success of a vibrant university

here at EKU.

Ms. Ann Cotton, Staff Council President

Ms. Ann Cotton, President of Staff Council, delivered the following report:

Chair Turner, President Benson and Board of Regents, thank you for allowing me to

present to you today regarding our new Staff Council initiatives.

First of all Happy New Year! The New Year always brings change to Staff Council; we

have membership, and officer elections in January, which presents a Council that is ready to go

and serve the University. Next time the Board of Regents’ meets, someone else will be making

this report to you. I have enjoyed being the Chair of Staff Council, and additionally enjoyed

updating the Board on the progress and happenings of Staff Council for this past year. Thank you

for allowing me to make these presentations to you.

2016 brought about challenges and changes, some positive and some difficult. Staff

Council was more involved this year with campus activities, lending support to Homecoming

activities, being members of important committees to help make decisions for the future of our

University, participating in policy drafting committees, and participating in interview processes.

Staff Council did have difficult experiences, and challenging communications. They found most

difficulties were remaining transparent with information and communication. Staff Council was

able to put a positive spin on some hard issues, which is what we tried to accomplish. We would

come together to talk about issues at hand, and how we could come across as one voice, that was

strong and reassuring. I must say with FSLA policy changes, employee Insurance

changes…meaning less coverage on medical care, while costing more, and departmental

restructuring…leading to some employees losing their jobs, it became hard and stressful for all of

us. Additional budgetary cuts imposed on EKU, took more money out of employees personal cost

of living budgets, and we were approached with employees being concerned about the future.

However, with changes of this caliber, many EKU employees started putting on their

‘thinking caps’, which bred new ideas about how to continue offering first notch opportunities to

our EKU students. Staff Council asked others to help rethink and research how we could tighten

our belts a little bit more without suffocation. I was happy to receive each and every suggestion

that was sent, and will be passing these along.

Staff Council is excited that President Benson will be meeting with our Council quarterly,

to keep the ideas flowing, the transparency going, and giving Staff Council more of an opportunity

to be that conduit between the Administration, and our constituents. This will be a great chance to

ask questions, and get answers presented in an open session. Additionally, Sarah Pitt will be

attending the Staff Council meetings to answer Human Resource type questions and concerns, so

that our Council can remain “In the Know”. For Staff Council to be successful in its representation,

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we must remain transparent and report new initiatives that our employees expect to hear. Thank

you both for making this commitment.

Another positive addition is hiring our Ombud, Joan Beck, to serve staff and faculty alike.

This brings a simpler, less formal procedure to have your voice heard if the need should arise. This

hopefully will allow a meeting of the minds, in a confidential setting, with an easier, simpler

working solution for all involved. I was on the Ombud Search Committee, and find Joan to be very

competent, and was impressed by her knowledge and demeanor.

As I wrap up, I must commend all Staff Council members for 2016 for remaining focused

and positive, for never complaining about serving in hard times, and for continuing to look ahead

to better times. There are several here in attendance, and I would like to thank them for supporting

me as Chair, and for supporting the employees at EKU. As I heard President Benson state at our

last Staff Council meeting, “Even in our tough times we are still very blessed to be at EKU, and

every single person, no matter what their job is, or the title they hold, is needed in order for EKU

to be truly successful.” Go Colonels!

I will be happy to take any questions at this time.

Dr. Michael Benson, President

Dr. Michael Benson, President, delivered the following remarks:

George Washington Carver said the following, “Start where you are, with what you have.

Make something of it and never be satisfied.”

We must look forward with a glass half full. As we sat through the Enrollment Summit, I

was so impressed by the competency on display that I’m surrounded with on a daily basis. The

faculty, staff and students are all so good. If you are worried about our future, you don’t need to

be. We have quality people, and we are headed in the right direction.

The visit for SACS-COC is coming up. They will be here February 21-23.

Ryan Green and his crew, together with David, Barry, Emily and Tanlee, have worked

together to approach performance-based funding. As you know, there are some allowances for

mandated programs. For a time, we did not have any mandated programs, expect a carve out for

CFA. CPE has now said that since Model Lab has been on our campus since 1904, it has now

been taken out of the allocable resources line, and it is now a mandated program. We are working

with CPE on the applicable square footage. I want to commend David McFaddin. He has really

hunkered down and paid close attention to the calculus on this. There were some November

surprises with changes to the formula that really threw a wrench in things. The Million Dollar

swing came as a result of the square footage changes and the carve out for Model had not happened.

We hope the weightings issues is not fully resolved. There are six (6) new CPE board members,

all appointed by this current governor, which will obviously impact things.

All in all, it is a great time to be a Colonel. We have a positive year ahead of us.

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Presentation by Bluegrass Community Health Center

Dr. Steve Wrightson made a presentation regarding the Bluegrass Community Health

Center. A copy of the presentation is incorporated herein and a copy of the presentation is included

with the official copy of these minutes.

Action Items

A. Consent Agenda

Mr. Turner presented to the full Board the following items on the Consent Agenda for

approval:

A. Consent Agenda

i. Approval of the Minutes for the Full Board Meeting on October 24, 2016, and

Special-Called Meeting on December 5, 2016

ii. Personnel Actions

iii. Report from the Council on Academic Affairs

(Program Revisions & Academic Requirements)

iv. Recommended Sabbatical Program Participants for 2017-2018

The consent agenda items come before the Board upon motions from their committees by

committee vote. The motion was seconded by Bryan Makinen to approve the consent agenda

items. The motion passed by voice vote.

B. General Bond Resolution for 2017 Series

The motion to approve the General Bond Resolution for the 2017 series is on the floor,

having been brought forth by approval by the Finance Committee. The motion was seconded by

Alan Long. The roll was called and the following regents’ vote “aye”: Janet Craig, Richard Day,

Alan Long, Bryan Makinen, Collin Potter, Craig Turner, Holly Wiedemann. The following

regents were absent: Craig King, Nancy Collins and Ramakrishna “Vasu” Vasudevan. Regent

Lewis Diaz recused himself due to a partner in his law firm being involved in the bond work.

Executive Session:

Mr. Turner entertained a motion pursuant to KRS 61.815 to enter closed session for the

purposes stated in KRS 61.810(1)(c), regarding discussions of potential or pending litigation

against the University. A motion was made to go into executive session by Alan Long. The motion

was seconded by Janet Craig. The motion passed by voice vote, and the Board, thereby, convened

in closed, executive session at 1:14 p.m.

A motion was made by Alan Long to come out of executive session and return to the open

session of the Board of Regents meeting. The motion was seconded Janet Craig. The motion

passed by voice vote and the Board of Regents thereby returned to open session at 2:54 p.m.

Chairman Turner noted that no action was taken in executive session and only discussed

those issues appropriate in closed session.

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New Business

The Board took up the election of officers for the new calendar year.

Janet Craig made a motion that the slate of officers be as follows: Craig Turner, Chair;

Alan Long, Vice Chair; Barry Poynter, Treasurer; and Dana Fohl, Secretary.

The motion was seconded by Richard Day. The motion passed by voice vote.

Adjournment

There being no further business, Mr. Turner requested a motion to adjourn. A motion was

made by Holly Wiedemann to adjourn the meeting. The motion was seconded by Alan Long. The

motion passed by voice vote. The meeting of the Board of Regents was thereby adjourned at 3:00

p.m.

____________________________

Dana Fohl, Secretary Date

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Documents

AGENDA Eastern Kentucky University Board of Regents … Eastern Kentucky University Board of Regents Quarterly Meeting April 24, 2017