Minutes of the Graduate Council May 2, 2017- 3:30 p.m. 227 ... min.pdfMinutes of the Graduate...

Minutes of the Graduate Council May 2, 2017- 3:30 p.m.

227 KSU Student Union

Members present: A. Nutsch, D. Wilcox, D. Dow, G. Brase, G. Morris, H. Wang, J. Suh, J. Kim (Proxy for J. Kwon) K. Koppel, K. Taylor, K. Kramer, L. Wigfall, M. Copple, M. McElroy, M. Krysko, P. Mudrack, P. Payne, R. Dandu (Zoom), R. Collins, S. Reznikoff, S. Dissanayake Members absent: A. Long, C. Stark, C. Boyer, D. Deines, G. Paul, J. Smith, J. Roush, L. Baker, M. Brueseke, O. Prakash, P. Hardwidge, and R. Maghirang Graduate Student Council: D. Lawson and E. Pascoe Graduate School: C. Shanklin, M. Herman, G. Craig, S. Schlender, and K. Taylor Global Campus Representative: E. Stauffer Guests: P. Vardiman and E. Brown Graduate Students: K. Grond, N. Green, S. Emerson, S. Miller, B. Sandhu, and W. Embaye Oncoming Graduate Council Members: T. Mason, J. Liang, S. Eckels, J. Amacharla, M. Kohn, D. Vanlandingham, D. Subramony, D. Norris 1. Opening remarks

CASE Winners

Sam Emerson, doctoral student in Food, Nutrition, Dietetics, and Health

Nicole Green, doctoral student in Biochemistry & Molecular Biophysics

Sarachek Fellowship and Travel Award Recipients

Kirsten Grond, doctoral candidate in Biology, was the recipient of the $17,000 Sarachek Fellowship Award. She will

be relocating to the University of Connecticut for a post-doc position and will use the fellowship to assist with

relocation costs and to support her research project..

Ananda Bandara, doctoral candidate in Plant Pathology, was a recipient of a $1,000 Sarachek travel award.

Nicole Green, doctoral candidate in Biochemistry & Molecular Biophysics, was a recipient of a $1,000 Sarachek

travel award.

University Distinguished Professors Outstanding Graduate Student Award Recipients

Stuart Miller, doctoral candidate in Psychological Sciences.

Bhupinder Sandhu, doctoral candidate in Chemistry.

Weldensie Embaye, doctoral candidate in Agricultural Economics.

2. Minutes of the April 4, 2017 meeting were approved as distributed. http://www.k-state.edu/grad/faculty/graduate-council/agendaminutes/2017_4%20min.pdf

3. Graduate School Actions and Announcements:

Non-Graduate Faculty to Teach Graduate Courses

NAME POSITION DEPARTMENT/PROGRAM

DATE APPROVED BY GRAD SCHOOL

Megan McCoy Instructor Family Studies and Human Services 3/21/17

NAME POSITION DEPARTMENT/PROGRAM

DATE APPROVED BY GRAD SCHOOL

Johann Coetzee Professor & Department Head

Anatomy & Physiology 4/21/2017

David Cook Assistant Professor Plant Pathology 4/11/2017

Berlin Luxelly Londono Renteria Assistant Professor Entomology

3/23/2017

Cynthia Shuman Director Educational Leadership 4/6/2017

http://www.k-state.edu/grad/faculty/graduate-council/agendaminutes/2017_4%20min.pdf

4. Academic Affairs Committee- Dr. Haiyan Wang

Graduate Faculty Nominations:

On behalf of the Academic Affairs Committee, Dr. Wang moved the approval of the Graduate Faculty Associate

nomination and the Graduate Faculty Certification nominations. The motion passed.

Course and curriculum items:

On behalf of the Academic Affairs Committee, Dr. Wang moved the approval of the expedited course changes, expedited course drop and the expedited curriculum changes. The motion passed.

Expedited Course Changes

College Course Number Title Effective Date Page

Agriculture HORT 951 Graduate Seminar Spring 2018 26

Veterinary Medicine CS 740 Topics in Emergency Medicine Fall 2017 26

Veterinary Medicine DMP 712 Veterinary Bacteriology & Mycology Lecture Fall 2017 26

Arts and Science AMETH 650 Seminar in American Ethnic Studies Fall 2017 27

Arts and Science ART 623

Advanced Concepts in New Media and Digital Practice Fall 2017 27

Arts and Science COMM 790

Dialogue, Deliberation, and Public Engagement: Theoretical Foundations Fall 2017 27


Dialogue, Deliberations, and Public Engagement: Core Skills and Strategies Fall 2017 28


Dialogue, Deliberations, and Public Engagement: Capstone Experience Fall 2017 28

Arts and Science GEOL 747 Computational Geophysics Spring 2018 29

Arts and Science GEOL 805 Advanced Igneous and Metamorphic Petrology Fall 2017 29

Arts and Science MC 612 Gender Issues and the Media Fall 2017 29

Arts and Science MUSIC 603 Percussion Pedagogy Summer 2017 30

Arts and Science MUSIC 636 Advanced Woodwind Techniques Summer 2017 30

Arts and Science MUSIC 637 Advanced Brass Techniques Summer 2017 30

Arts and Science MUSIC 638 Concert and Ethnic Percussion Techniques Summer 2017 31

Arts and Science MUSIC 639 Jazz and Marching Percussion Techniques Summer 2017 31

Arts and Science MUSIC 660 Marching Band Techniques Summer 2017 31

Arts and Science MUSIC 675 Arranging for Bands Summer 2017 31

Arts and Science MUSIC 676 Arranging Choral Music Summer 2017 32

Arts and Science MUSIC 680 Advanced Instrumental Rehearsal Techniques Summer 2017 32

Arts and Science MUSIC 681 Advanced Choral Rehearsal Techniques Summer 2017 32

NAME POSITION DEPARTMENT/PROGRAM GRADUATE FACULTY TYPE

PAGE

Michael Schumacher Professor of Practice Educational Leadership

Graduate Faculty Associate

5

Johann Coetzee Professor & Department Head Anatomy & Physiology Certification 8

David Cook Assistant Professor Plant Pathology Certification 11

Yonghui Li Assistant Professor Grain Science and Industry Certification 14

Zhoumeng Lin Assistant Professor Anatomy & Physiology Certification 17

Berlin Luxelly Londono Assistant Professor Entomology Certification 20

Kristopher Silver Research Assistant Professor Entomology Certification 23

Arts and Science MUSIC 685

Organization and Administration of School Music Programs Summer 2017 32

Arts and Science MUSIC 707 History of Wind Bands Summer 2017 33

Arts and Science MUSIC 709 History of School Choral Music Summer 2017 33

Arts and Science MUSIC 791 Advanced Vocal Pedagogy Summer 2017 33

Arts and Science MUSIC 801 Introduction to Graduate Study in Music Summer 2017 33

Arts and Science MUSIC 805 Theories of Music Education Summer 2017 34

Arts and Science MUSIC 807 History and Philosophy of Music Education Summer 2017 34

Arts and Science MUSIC 808 Research in Music Education Summer 2017 34

Arts and Science MUSIC 809 Seminar in Music Education Summer 2017 35

Arts and Science MUSIC 810 Curriculum Development and Learning Assessment Summer 2017 35

Arts and Science MUSIC 813

Improvisational and Composition in Elementary Curriculum Summer 2017 35

Arts and Science MUSIC 858 Advanced Choral Conducting Summer 2017 35

Arts and Science MUSIC 859 Advanced Instrumental Conducting Summer 2017 36

Arts and Science STAT 945 Problems in Statistical Consulting Fall 2017 36

Expedited Course Drop

College Course Number Title Effective Date Page

Arts and Science ENGL 685

Topics in Rhetoric and Composition Fall 2017 36

Expedited Curriculum Changes

College Title Effective Date Page

Education Academic Advising (M.S.) Fall 2017 37

Arts and Science Gender, Women, and Sexuality Studies GC Fall 2017 38

On behalf of the Academic Affairs Committee, Dr. Wang moved the approval of the non-expedited new courses, non-expedited course changes, non-expedited course drops, and the non-expedited curriculum changes. The motion passed.

Non- Expedited New Courses

College

Course Number

Title Effective Date Page

Agriculture AGEC 751 Risk Management Fellows Seminar Spring 2018 42

Agriculture ENTOM 810 Insect Pest Management Spring 2018

42

Education EDSP 615 Manual Communications II Fall 2017

43

Education EDCEP 839 Assessment of Academic Advising Fall 2017

43

Arts and Science MATH 723 Complex Functions Fall 2017

44

Arts and Science SOCIO 838 Sociology of Culture Fall 2017

44

Arts and Science STAT 750 Studies in Probability and Statistics Fall 2017

44

Engineering BAE 675 Molecular Biosensor Technology and Applications Fall 2017

45

Engineering BAE 875 Advanced Molecular Biosensor Technology and Applications Fall 2017

45

Engineering IMSE 808 Systems Engineering Fundamentals Fall 2017

45

Engineering NE 640 Nuclear Reactor Themalhydraulics Fall 2017

46

Business Administration FINAN 623 Financial Modeling Fall 2017

46

Non- Expedited Courses Changes

College

Course Number


Agriculture AGRON 655 Site Specific Agriculture Spring 2018 47

Agriculture AGRON 746 Physical Properties of Soils Spring 2018

47

Agriculture ENTOM 930 Topics in Environmental and Physiological Entomology Spring 2018

48

Agriculture ENTOM 932 Topics in General and Systematic Entomology Spring 2018

48

Agriculture PLPTH 780 Gene Expression Analysis Workshop Spring 2018

49

Agriculture WOEM 620 Human-Wildlife Conflicts Fall 2018

50

Non- Expedited Courses Drops

College

Course Number


Agriculture ENTOM 866 Insect Morphology Spring 2018 50

Agriculture PLPTH 785 Real-time PCR Workshop Spring 2018

51

Non- Expedited Curriculum Changes


Interdisciplinary Master of Public Heath Spring 2018 51

Arts and Science Geographic Information Science Graduate Certificate Fall 2017 57

Arts and Science Applied Mathematics Graduate Certificate Fall 2017 59

Dr. Earl Brown presented an overview of the Teaching English as a Foreign Language Graduate Certificate. On behalf of the Academic Affairs Committee, Dr. Wang moved the approval of the proposed new Graduate Certificate. The motion passed. Dr. Phill Vardiman presented an overview of the proposed Master’s degree in Athletic Training. Dr. Vardiman answered the Council’s questions concerning the proposed program. Dr. Wang moved the approval of the proposed new Master’s degree. The motion passed.

Non- Expedited New Curriculum


Arts and Science Teaching English as a Foreign Language Graduate Certificate(Modern Languages) Fall 2017 61

Human Ecology MS Athletic Training Fall 2020 92

Dean Carol Shanklin announced an administrative change in reporting the Ph.D. in Agricultural Economics. For more than 40 years, Kansas State has been reporting to the Kansas Board of Regents (KBOR) the number of doctoral degrees awarded in Agricultural Economics. The reporting of a separate number of doctoral degrees in Agricultural Economics and Economics was the result of each option having separate CIP Codes. K-State’s current practice is to admit doctoral students interested an emphasis in Agricultural Economics to the Ph.D. in Economics with sub-plan in Agricultural Economics. After discussions with all interested parties, the program has determined that the faculty would like the doctoral program to be consistent with the current KBOR reporting system. Thus, the Registrar’s Office will change the program code to Ph.D. in Agricultural Economics with the same CIP Code as the Master’s in Agriculture Economics. The change will be effective Fall semester 2017. Current doctoral students will be given the option to complete the Ph.D. in Economics with sub-plan of Agricultural Economics or to change to Ph.D. in Agricultural Economics. All current students’ records will be updated this summer to reflect the plan that they choose. Students admitted to the Ph.D. program beginning fall semester will be in the Ph.D. in Agricultural Economics 5. Graduate School Committee on Planning- Dr. Gary Brase, Chair

On behalf of the Committee on Planning, Dr. Brase presented reading one of Chapter 5, Section D.5 Graduate Faculty Associate. There were no comments from the Council.

Reading one: Chapter 5, Section D.5. Graduate Faculty Associate

The purpose of the Graduate Faculty Associate membership category is to permit limited Graduate Faculty membership to exceptional individuals for teaching and/or supervisory committee membership. A Graduate Faculty Associate who posseses specialized training, experience, or certification required for specific teaching or supervisory committee service. Graduate Faculty Associates are not permitted to serve as the major professor of a supervisory committee. Appointment to Graduate Faculty Associate is for a term of three (3) years. At the end of the term, the faculty member may be re-nominated. There is no limit to the number of terms to which a faculty member may be appointed. Nomination to Graduate Faculty Associate must be initiated by the appropriate department, division, program, or equivalent unit, which must provide documentation for a combination of substantial professional expertise, publications or other scholarly contributions to the discipline, advanced training, degrees, certification, or recognized status in the relevant field. It is incumbent upon the administrative unit to describe the teaching and/or supervisory activities of the candidate and provide a rationale regarding the qualifications of the candidate to make significant and necessary contributions to the program. If the candidate is nominated for the purpose of teaching, the nominating unit is expected to provide a list of courses that the candidate will teach, along with detailed justification as to the qualifications the candidate has for teaching those courses. If the candidate is nominated for committee service, detailed justification as to the qualifications the candidate has for serving on the committee(s) must be included. In the event the activities of the individual change within the unit, a new nomination process must be initiated. Nomination guidelines should follow the general procedure described in Chapter 5.A.3 of the Graduate Handbook, and limitations as delineated in Chapter 5.D.6 apply. Rationale:

Confusion has arisen over the role of the Graduate Faculty Associate. Dean Shanklin received a letter asserting that “mentoring of graduate students” as referred to in the Graduate Handbook could include a role as major professor. Section D.5 state that the purpose of the Graduate Faculty Associate is: “for teaching and/or supervisory committee membership.” The role of serving as major professor is not specifically addressed.

6. Graduate Student Affairs Committee- Dr. Abbey Nutsch, Chair

Dr. Nutsch presented an overview of the Student Affair Committees discussion regarding graduate student professional development opportunities. The committee members gathered feedback from their departments. The departmental response was that the departments are not opposed to professional development. They indicated that they are often not aware of the opportunities. The committee discussed possible marketing techniques to assist in notifying students and faculty about upcoming professional development events. It was recommended that the Graduate School begin to use a one-page flyer that is easily shared or printed as well as providing a weekly event email would be very beneficial. The Student Affairs Committee did not meet in April, no new report.

7. Graduate School Committee on Assessment and Review- Dr. Royce Ann Collins, Chair

Dr. Collins reported that Program Review Reports (PRRs) for all of the programs undergoing KBOR full cycle review have been evaluated. Committee feedback is now being compiled and will be distributed to the programs as soon as possible.

8. Graduate Student Council Information- Derek Lawson, President

Executive Committee

o The New Executive Team for 2017-2018 will be: President: Derek Lawson, Ph.D., Personal Financial Planning President-Elect: Emily Pascoe, Ph.D., Apparel, Textiles, & Interior Design Secretary: Heather Love, Ph.D., Marriage & Family Therapy Treasurer: Tebila Nakelse, Ph.D., Agricultural Economics

Professional Development

o The Graduate Student Council awarded 13 Professional Development Certificates this year. If a student attended five or more events they received a certificate.

GSC Travel Awards

The new criteria for travel awards began with yesterday’s deadline (i.e., May 1, 5pm) for July travel Appendix A describes below

Specific Changes to the Travel Award Criteria

a) GSC involvement: This component was added as an incentive for graduate students to benefit from the events hosted by the GSC each year (e.g., Research and the State, K-GRAD, numerous professional development opportunities). Involvement includes, but is not limited to presenting at Research and the State and/or K-GRAD, serving on a GSC committee, serving as a committee chair, serving as a representative and/or liaison on behalf of the GSC and/or Graduate school. Graduate students can also earn points by attending professional development events, monthly general meetings, Research and the State and/or K-Grad events, and/or volunteering at various GSC events. b) Qualitative requirement: The graduate school seeks to raise funds from alumni in the form of scholarship and other national and prestigious travel grants. Alumni are interested in what current graduate students are doing and are keenly interested in updates. This allows for more potential travel grant funds in the future. c) Travel grant tier structure: This was modified to reflect the GSC involvement criteria, qualitative section, as well as greater differentiation based on a number of criteria such as conference location, authorship order, type of presentation, etc.

d) Reimbursement criteria: It has been a standing policy within the GSC executive committee that we re-allocate unclaimed travel funds to students into future months. To facilitate this process, submission length was reduced to ten business days, and reimbursements will only be made for conference registration, lodging, and airfare (or other travel-related expenses). e) Elimination criterion: On months with more qualified applicants than allocated funds, current policy requires us to award students on a “first come, first-serve basis”. Additional screening measures were created to award those students who are nearest to entering the job market to facilitate their ability to network and create better synergy between faculty and graduate students.

o June 1 deadline for August travel

o July 1 deadline for September travel

Health Insurance

o Graduate Student Health Insurance for the Summer 2017 semester is open for registration as of yesterday, May 1 and closes June 30

Please have students review the May 1st Graduate Student Council email for more details.

Other Events o Awards and Recognition Banquet on April 24th; over 150 students were recognized. o The President’s Picnic was Sunday evening (4/30) with approximately 160-175 students attending o For those graduating in May or August -- Grad Bash, sponsored by the Alumni Association, is scheduled

for Thursday, May 4th from 4-6pm on the Johnson Terrace of the Alumni Center Free food, drinks, & live entertainment Door prizes such as football tickets, diploma display & more Guests (i.e., those not graduating in May or August) are $5/pp

o Science Communication Fellowship Program application deadline is Friday, May 5, at 5pm (See 5/1/17

GSC email for more info) 9. Continued Dialogue on Doctoral Candidates Participating in Commencement

Dean Shanklin has received feedback consistent with our previous discussion. Faculty members feel that the current practice is fair. In addition, most faculty members have expressed concern that they would not be available in August if the Graduate School would host an August Hooding Ceremony. 10. University Research and Scholarship- Dr. Michael Herman

NSF Graduate Research Fellowship Program (GRFP) Awardees Victoria Fitzgerald, master’s student in Geology. Diane Collard, senior(undergraduate) in chemical engineering will be taking her award to Purdue University. Jordann Brandner, doctoral student in Psychological Sciences. Robert “Kent” Connell, doctoral student in Biology. Samantha Sharpe, a doctoral student in Biology received honorable mention.

There will be eight NSF GRFs on tenure at K-State in 2017! That is an increase from just three students two years ago.

Supplemental funding grant NSF issued a call for applications for supplemental funding for the GRFP last year. As PI of the K-State GRFP, Dr. Herman worked with a group of faculty and staff as well as educators from Sunset Zoo to propose enhancements to the Sunset Zoo Science Communication Fellow program. . Recently they were notified that their application was approved and they will receive funding. Those involved include: Tom Hallaq, faculty member in Journalism and Mass Communication, Han Yu, Department of English, Megan Miller, Graduate School, Jared Bixby, Curator of Education at Sunset Zoo and Nicole Wade, Education Specialist at Sunset Zoo.

11. Parental Leave Task Force- Professor Gerry Craig

The parental leave task force sent the final report to Dean Shanklin - includes appendices of survey results from graduate programs (received 37 responses) to gather data on how frequently graduate students become new parents. The task force made a recommendation for a one-page application for academic accommodation with a plan of study, as well as an opportunity for programs to apply for a work life grant to cover the cost of covering duties for those graduate students on assistantships who become new parents. The recommendation is that funding for the grant would be: 1/3 program, 1/3 college and 1/3 Graduate School, contingent on available funding.

Expedited Course Change

HORT 951, Graduate Horticulture Seminar

Credits (1)

Student presentations and discussion of

investigational works in the various branches of

horticulture.

When Offered: Fall, Spring

HORT 951, Graduate Horticulture Seminar

Credits (1)

Student presentations and discussion of

investigational works in the various branches

disciplines of horticulture Horticulture and Natural

Resources.

When Offered: Fall, Spring

Repeatable

Rationale: This change will make the course more encompassing for all of these program areas in the department.

Impact: None

Effective Term: Spring 2018

Department of Clinical Sciences

CHANGE: CS 740. Topics in Emergency Medicine. (1) II. Presentation of cases in the ICU or cases that were recently

seen on emergency. Current literature that is relevant to the case will be discussed. Pr.: Third-year standing in

the College of Veterinary Medicine.

TO: CS 740. Topics in Emergency Medicine. (1) I. Presentation of cases in the ICU or cases that were recently

seen on emergency. Current literature that is relevant to the case will be discussed. Pr.: Third-year standing in

the College of Veterinary Medicine and CS 811 “Basic Concepts in Emergency and Critical Care Medicine.”

RATIONALE: This course will now have a prerequisite of CS 811 which is offered in the Spring. So this course needs to be

offered in the Fall.

Impact (i.e. if this impacts another college/unit): None

EFFECTIVE DATE: Fall 2017

Department of Diagnostic Medicine/Pathobiology

CHANGE: DMP 712. Veterinary Bacteriology & Mycology Lecture. (3) I. Morphology, biology and classification of

pathogenic bacteria and fungi and their relation to the causes of disease. Three hours lecture per week. Pr.:

DMP 705.

TO: DMP 812. Veterinary Bacteriology & Mycology Lecture and Lab. (4) I. Morphology, biology and

classification of pathogenic bacteria and fungi and their relation to the causes of disease. Three hours lecture

and one hour lab per week. Pr.: DMP 705.

RATIONALE: This course was originally taught in a combined (lecture and laboratory) format. We divided the lecture and

laboratory in 2012 to accommodate graduate students who need only the lecture part of the course. We

believe the lecture and lab must be together for DVM students as the lab is designed to follow the lecture

topic in a sequential manner.

To meet the needs of graduate students, we intend to offer the lecture part of course with a different course

number (DMP 814). This will avoid any confusion about which course graduate students should take. The

course number is also changed from 700 level to 800 to make the course eligible for graduate and post-DVM

graduate degree requirements

26

Impact (i.e. if this impacts another college/unit):

There is no impact to other units or departments by this change as the course is restricted to DVM students. There is no

similar course in other units or departments in the campus.


American Ethnic Studies

FROM: AMETH 650 – Seminar in American Ethnic Studies. (3) II. A capstone course for seniors enrolled in the American ethnic

studies major. Integrating the learning from all previous courses through the writing of a major research paper and

completion of a multicultural portfolio will be emphasized. Pr.: AMETH 160, AMETH 449, AMETH 450, AMETH 550.

TO: AMETH 650 – Seminar in American Ethnic Studies. (3) II. A capstone course for seniors enrolled in the American ethnic

studies major. Integrating the learning from previous courses through the writing of a major research paper and

completion of a multicultural portfolio will be emphasized. Pr.: AMETH 550.

RATIONALE: For AMETH 650, which is our capstone course, we are requesting to remove 160, 449 (which no longer exists),

and 450. The only prerequisite that will remain will be 550.

IMPACT: None


Art

FROM: ART 623 – Advanced Concepts in New Media and Digital Practice (DX MEDIA). (3) I, II. Studio exploration of advanced

concepts in Digital/Experimental Media artistic practice. May be repeated for up to 9 credit hours. Pr.: ART 575. K-

State 8: None.

TO: ART 623 – Advanced Concepts in New Media and Digital Practice (DX MEDIA). (3) I, II. Studio exploration of advanced

concepts in Digital/Experimental Media artistic practice. May be repeated for up to 9 credit hours. Pr.: ART 523. K-State

8: None.

RATIONALE: We are changing the Art 623 prerequisite from Art 575 (we discontinued this course) to Art 523 (this course

replaces art 575 in our curriculum).

IMPACT: None


Communication Studies

FROM: COMM 790 – Dialogue, Deliberation, and Public Engagement: Theoretical Foundations. (4) I. Explores the conceptual

and theoretical underpinnings of the Dialogue, Deliberation, and Public Engagement field, including group theory, civic

space, and deliberative democracy. Pr.: None. K-State 8: None.

TO: COMM 790 – Dialogue, Deliberation, and Public Engagement: Theoretical Foundations. (3) I. Explores the conceptual

and theoretical underpinnings of the Dialogue, Deliberation, and Public Engagement field, including group theory, civic

space, and deliberative democracy. Pr.: None. K-State 8: None.

27

RATIONALE: Prospective students have noted that the current credit hour distribution for the Dialogue, Deliberation, and

Public Engagement graduate certificate is prohibitive to enrolling, particularly GTAs and students using the University

employee tuition benefit. We are proposing that COMM 790 be changed from a 4 credit hour course to a 3 credit hour

course. We are requesting the same 3 hour credit uniformity for all four DDPE courses (COMM 790, 791, 792, 793).

Course readings and assignments will be adjusted accordingly.

IMPACT: No impact on other departments


FROM: COMM 792 – Dialogue, Deliberation, and Public Engagement: Core Skills and Strategies. (4) II. Instruction in the

assessment of situations and application of theoretical and conceptual frameworks for DDPE to real-world contexts and

scenarios. Pr.: COMM 790 and COMM 791. K-State 8: None.

TO: COMM 792 – Dialogue, Deliberation, and Public Engagement: Core Skills and Strategies. (3) II. Instruction in the

assessment of situations and application of theoretical and conceptual frameworks for DDPE to real-world contexts and

scenarios. Pr.: COMM 790 and COMM 791. K-State 8: None.




course. We are requesting the same 3 hour credit uniformity for all four DDPE courses (COMM 790, 791, 792, 793).




FROM: COMM 793 – Dialogue, Deliberation, and Public Engagement: Capstone Experience. (1) May intersession. Focuses on

the individualized goals, objectives, and interests of the student, designed to integrate insights from the courses on

theoretical foundations, process models, and conceptual frameworks for evaluation and design. Students will meet face-

to-face with national leaders to present their research. Pr.: COMM 790, 791, 792. K-State 8: None.

TO: COMM 793 - Dialogue, Deliberation, and Public Engagement: Capstone Experience. (3) May intersession. Focuses on

the individualized goals, objectives, and interests of the student, designed to integrate insights from the courses on

theoretical foundations, process models, and conceptual frameworks for evaluation and design. Students will meet face-

to-face with national leaders to present their research. Pr.: COMM 790, 791, 792. K-State 8: None.




course. We are requesting the same 3-hour credit uniformity for all four DDPE courses (COMM 790, 791, 792, 793).




28

Geology

FROM: GEOL 747 – Computational Geophysics. (2) II. Computer skills and techniques used in geophysical data processing

and analysis such as linear and nonlinear inversions, forward modeling of gravity, magnetic, and seismic data, seismic

tomography, seismic anisotrophy, and seismic wavy attenuation. Pr.: GEOL 743. K-State 8: None.

TO: GEOL 747 – Numerical Modelling. (3) II. A practical, hands-on introduction to numerical and analytical modeling.

Students take equations that describe diverse physical phenomena and discretizing to produce a numerical solution to

the considered problem. Programming will begin Matlab and continue in C and Fortran. Pr.: GEOL 747. K-State 8:

None.

RATIONALE: The need for quantitative skills in the geosciences is widely recognized as one of the key areas for the future of

geoscience education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraudate-education/). The

Department of Geology is, therefore, working on a number of fronts to increase the quantitative skills of its graduates.

GEOL 747 (Computational Geophysics) has not been offered for many years, because the faculty member who

designed it is no longer with the department. Recent addition of Dr. Claudia Adam to our faculty means that it now

feasible to resurrect and update this course. Dr. Adam’s aim is to broaden the scope of the course to wide disciplines

within geosciences, encompassing modelling phenomena occurring at local to global scale.

IMPACT: No impacts are anticipated on any other department within the university.

EFFECTIVE DATE: Spring 2018

FROM: GEOL 805 – Advanced Igneous and Metamorphic Petrology. (2) I. Field and laboratory study of selected problems in

the origin of igneous and metamorphic rocks. Pr.: GEOL 804.

TO: GEOL 805 – Advanced Igneous and Metamorphic Petrology. (3) I. Explores the geochemical, petrographic, and

petrologic characteristics of the common igneous and metamorphic rocks, building on concepts learned in introductory-

level petrology courses. Pr.: GEOL 503 or equivalent.

RATIONALE: For historical reasons, GEOL 805 (Advanced Igneous and Metamorphic Petrology) is listed as a 2-credit-hour

course. Given our current curriculum, and the range of material we wish to cover in the course, this has proven to be

inconvenient. In 2015, we ran GEOL 805, but added a 1-credit-hour GEOL 790 problems on Advanced Petrography to

accompany it in order to bring the total course activity up to 3 credit hours. We would like to integrate the Advanced

Petrography material into a more comprehensive Advanced Igneous and metamorphic Petrology course that is now 3-

credit hours in scope.

IMPACT: No impacts are anticipated on any other department within the university.

EFFECTIVE DATE: Fall 2017.

Journalism and Mass Communication

FROM: MC 612 – Gender Issues and the Media. (3) I. The portrayal of women and men by the media, and media employment

issues based on gender. Pr.: Junior standing and one course in MC or Women’s Studies. K-State 8: Human Diversity

within the U.S.

TO: MC 612 – Gender, Class, Race, and the Media. (3) I. Historic and current roles media play in creating awareness of

gender, racial, and class issues in society, including bias and stereotyping. Pr.: Junior standing and one course in MC or

Women’s Studies. K-State 8: Human Diversity within the U.S.

RATIONALE: The A.Q. Miller School has had several courses dealing with diversity issues in media and strategic

communications. This course effectively combines those issues into one class, with a new name and a new catalog

29

http://www.jsg.utexas.edu/events/future-of-geoscience-undergraudate-education/

description. It provides insights into the pervasiveness of stereotyping and bias in the media and offers strategies to

avoid them in an effort to become a more informed media consumer and producer of media content.

IMPACT: This should not impact other departments on campus. It is a course that we offer as part of the College of Arts and

Sciences’ new diversity overlay, and it is open to students from across campus.


School of Music, Theatre, and Dance

FROM: MUSIC 603 – Percussion Pedagogy. (2-3) S. Advanced study of percussion instruments and related performance

techniques, teaching methods and responsibilities, organization, and literature.

TO: MUSIC 603 – Percussion Pedagogy. (2-3) Alternate Summers online with one-week on campus. Advanced study of

percussion instruments and related performance techniques, teaching methods and responsibilities, organization, and

literature.

RATIONALE: Reflecting alternate form of delivery for Global Campus.

IMPACT: None

EFFECTIVE DATE: Summer 2017

FROM: MUSIC 636 – Advanced Woodwind Techniques. (2) S. Advanced techniques in the teaching of all woodwind

instruments for music teachers.

TO: MUSIC 636 – Advanced Woodwind Techniques. (2) Alternate summers online with one-week on campus. Advanced

techniques in the teaching of all woodwind instruments for music teachers.


IMPACT: None


FROM: MUSIC 637 – Advanced Brass Techniques. (2) S. Advanced techniques in the teaching of all brass instruments for

music teachers.

TO: MUSIC 637 - Advanced Brass Techniques. (2) Alternate summers online with one-week on campus. Advanced

techniques in the teaching of all brass instruments for music teachers.


IMPACT: None


30

FROM: MUSIC 638 - Concert and Ethnic Percussion Techniques. (2-3) S. Advanced study of percussion performance

techniques commonly associated with concert band and percussion ensemble. As well as percussion techniques

associated with music of other cultures. Note: The three credit-hour option includes additional assignments.

TO: MUSIC 638 – Concert and Ethnic Percussion Techniques. (2-3) Alternate summers online with one-week on campus.

Advanced study of percussion performance techniques commonly associated with concert band and percussion

ensemble. As well as percussion techniques associated with music of other cultures. Note: The three credit-hour option

includes additional assignments.


IMPACT: None


FROM: MUSIC 639 – Jazz and Marching Percussion Techniques. (2-3) S. Advanced study of percussion performance

techniques commonly associated with marching percussion and jazz idioms. Note: The three credit-hour option

includes additional assignments.

TO: MUSIC 639 - Jazz and Marching Percussion Techniques. (2-3) Alternate summers online with one-week on campus.

Advanced study of percussion performance techniques commonly associated with marching percussion and jazz idioms.

Note: The three credit-hour option includes additional assignments.


IMPACT: None


FROM: MUSIC 660 – Marching Band Techniques. (2) I, S. Philosophical and practical purposes of the marching band, and the

skills necessary to design, organize, instruct, and evaluate a marching band show.

TO: MUSIC 660 – Marching Band Techniques. (2) I, odd years; alternate summers online with one-week on campus.

Philosophical and practical purposes of the marching band, and the skills necessary to design, organize, instruct, and

evaluate a marching band show.


IMPACT: None


FROM: MUSIC 675 – Arranging for Bands. (2) II, S. Assessing, evaluating, and applying the basic issues, techniques, and

possibilities inherent in scoring and arranging for various wind band media. Primary attention will be given to concert

and marching bands, but students will also spend time learning about various jazz ensembles and other possible

combinations of wind and percussion instruments.

TO: MUSIC 675 – Arranging for Bands. (2) II, odd years; Alternate summers online with one-week on campus. Assessing,

evaluating, and applying the basic issues, techniques, and possibilities inherent in scoring and arranging for various wind

band media. Primary attention will be given to concert and marching bands, but students will also spend time learning

about various jazz ensembles and other possible combinations of wind and percussion instruments.


31

IMPACT: None


FROM: MUSIC 676 – Arranging Choral Music. (2) S. Examination of basic compositional issues. Application of compositional

techniques. Scoring and arranging for various choral ensembles.

TO: MUSIC 676 – Arranging Choral Music. (2) Alternate summers online with one-week on campus. Examination of basic

compositional issues. Application of compositional techniques. Scoring and arranging for various choral ensembles.


IMPACT: None


FROM: MUSIC 680 - Advanced Instrumental Rehearsal Techniques. (2) II, S. Explore, evaluate, and develop the musical

understanding and skills necessary in leading instrumental ensembles toward significant musical expression through

effective rehearsal techniques.

TO: MUSIC 680 – Advanced Instrumental Rehearsal Techniques. (2) II, Alternate summers online with one-week on

campus. Explore, evaluate, and develop the musical understanding and skills necessary in leading instrumental

ensembles toward significant musical expression through effective rehearsal techniques.


IMPACT: None


FROM: MUSIC 681 – Advanced Choral Rehearsal Techniques. (2) II, S, in alternate years. Explore, evaluate, and develop the

musical understanding and skills necessary in leading choral ensembles toward significant musical expression through

effective rehearsal techniques.

TO: MUSIC 681 – Advanced Choral Rehearsal Techniques. (2) II, Alternate summers online with one-week on campus.

Explore, evaluate, and develop the musical understanding and skills necessary in leading choral ensembles toward

significant musical expression through effective rehearsal techniques.


IMPACT: None


FROM: MUSIC 685 – Organization and Administration of School Music Programs. (2) I, S. Provides models and ideas on

organizing program/teaching to enable the teacher and students to succeed and enjoy the music making process.

Present strategies and philosophies on dealing with administrators, parents, peers, and students will be discussed, as

well as motivation of self and student.

TO: MUSIC 685 – Organization and Administration of School Music Programs. (2) I, odd years; Alternate summers online

with one-week on campus. Provides models and ideas on organizing program/teaching to enable the teacher and

32

students to succeed and enjoy the music making process. Present strategies and philosophies on dealing with

administrators, parents, peers, and students will be discussed, as well as motivation of self and student.


IMPACT: None


FROM: MUSIC 707 – History of Wind Bands. (3) II, S. Development of the wind band medium from the Renaissance to the

present, with focus on the composers and literature.

TO: MUSIC 707 – History of Wind Bands. (3) II, even years alternate summers online with one-week on campus.

Development of the wind band medium from the Renaissance to the present, with focus on the composers and literature.


IMPACT: None


FROM: MUSIC 709 – History of School Choral Music. (3) I, S. Development of choral music in schools with focus on

composers and literature.

TO: MUSIC 709 – History of School Choral Music. (3) I, even years; Alternate summers on line with one-week on campus.

Development of choral music in schools with focus on composers and literature.


IMPACT: None


FROM: MUSIC 791 – Advanced Vocal Pedagogy. (2) I, S. Advanced study of vocal production, exploring the scientific

principles of breathing, resonance, timbre, and other vocal features. Discussion of vocal health and teaching styles.

TO: MUSIC 791 – Advanced Vocal Pedagogy. (2) I, even years; Alternate summers online with one-week on campus.

Advanced study of vocal production, exploring the scientific principles of breathing, resonance, timbre, and other vocal

features. Discussion of vocal health and teaching styles.


IMPACT: None


FROM: MUSIC 801- Introduction to Graduate Study in Music. (2) I, Alternate summers. Library procedures, bibliography,

research methods, and practice in preparing scholarly papers. Note: Required of all graduate students in music. Pr.: At

least 30 hours of music theory and music history.

33

TO: MUSIC 801 – Introduction to Graduate Study in Music. (2) I, Alternate summers online with one-week on campus.

Library procedures, bibliography, research methods, and practice in preparing scholarly papers. Note: Required of all

graduate students in music. Pr.: At least 30 hours of music theory and music history.


IMPACT: None


FROM: MUSIC 805 – Theories of Music Education. (3) I, alternating Summers. A survey of the history of music teaching in the

United States, with emphasis on the relationship of various theories of music, musical perception, and musical cognition

to current practices in teaching music at all levels.

TO: MUSIC 805 – Theories of Music Education. (3) I, even years; Alternate summers online with one-week on campus. A

survey of the history of music teaching in the United States, with emphasis on the relationship of various theories of

music, musical perception, and musical cognition to current practices in teaching music at all levels.


IMPACT: None


FROM: MUSIC 807 – History and Philosophy of Music Education. (3) II, S, in alternating years. The study of history and

philosophy of music education in the U.S.

TO: MUSIC 807 – History and Philosophy of Music Education. (3) II, even years; Alternate summers online with one-week

on campus. The study of history and philosophy of music education in the U.S.


IMPACT: None


FROM: MUSIC 808 – Research in Music Education. (3) I, alternating Summers. An introduction to historical, descriptive, and

experimental research in music education, including a study of techniques for the evaluation of music teaching and

learning.

TO: MUSIC 808 – Research in Music Education. (3) I, odd years; Alternate summers online with one-week on campus. An

introduction to historical, descriptive, and experimental research in music education, including a study of techniques for

the evaluation of music teaching and learning.


IMPACT: None


34

FROM: MUSIC 809 – Seminar in Music Education. (3) I, alternating Summers. Advanced studies of various topics related to

the instrumental, choral, and general music programs in elementary and secondary schools. Note: May be repeated

when topics vary.

TO: MUSIC 809 – Seminar in Music Education. (3) Alternate summers online with one-week on campus. Advanced studies

of various topics related to the instrumental, choral, and general music programs in elementary and secondary schools.

Note: May be repeated when topics vary.


IMPACT: None


FROM: MUSIC 810 – Curriculum Development and Learning Assessment. (3) I, II, S, every other year/ every 3rd summer.

Music 810 focuses on development and implementation of comprehensive music education in K-12 public schools.

Attention is given to sequential scaffolding of content within and across developmental levels, measuring student

outcomes, and options for dissemination. Among factors studies will be evaluation materials, techniques, and design of

reliable and valid measures.

TO: MUSIC 810 – Curriculum Development and Learning Assessment. (3) II, odd years; Alternate summers online with one-

week on campus. Music 810 focuses on development and implementation of comprehensive music education in K-12

public schools. Attention is given to sequential scaffolding of content within and across developmental levels, measuring

student outcomes, and options for dissemination. Among factors studies will be evaluation materials, techniques, and

design of reliable and valid measures.


IMPACT: None


FROM: MUSIC 813 – Improvisational and Composition in Elementary Curriculum. (3) S. Development of pedagogical practices

in the areas of improvisation and composition as appropriate for the elementary music classroom.

TO: MUSIC 813 – Improvisational and Composition in Elementary Curriculum. (3) Alternate summers online with one-week

on campus. Development of pedagogical practices in the areas of improvisation and composition as appropriate for the

elementary music classroom.


IMPACT: None


FROM: MUSIC 858 – Advanced Choral Conducting. (1-2) I, II, S. Exercises and techniques to refine the conducting gesture;

techniques of noted choral conductors; and score study.

TO: MUSIC 858 – Advanced Choral Conducting. (1-2) I, II, Alternate summers online with one-week on campus. Exercises

and techniques to refine the conducting gesture; techniques of noted choral conductors; and score study.


35

IMPACT: None


FROM: MUSIC 859 – Advanced Instrumental Conducting. (1-2) I, II, S. Advanced Instrumental Conducting. Pr.: Music 417 and

consent of instructor.

TO: MUSIC 859 – Advanced Instrumental Conducting. (1-2) I, II, Alternate summers online with one-week on campus.

Advanced Instrumental Conducting. Pr.: Music 417 and consent of instructor.


IMPACT: None


Statistics

FROM: STAT 945 – Problems in Statistical Consulting. (1) I, II. Principles and practices of statistical consulting. Supervised

experience in consultation and consequent research concerning applied statistics and probability associated with on-

campus investigations. Pr.: STAT 720.

TO: STAT 945 – Problems in Statistical Consulting. (1-3) On demand. Principles and practices of statistical consulting.

Supervised experience in consultation and consequent research concerning applied statistics and probability associated

with on-campus investigations. Pr.: STAT 720 and instructor consent.

RATIONALE: Depending on the instructor, the number of students, and the interests of the students, this course may be run

for more than 1 credit. We request flexibility to make it a 1 to 3 credit course. This course is only open to graduate

students majoring in statistics.

IMPACT: None


Expedited Course Drop

English

DROP: ENGL 685 – Topics in Rhetoric and Composition. (3) I, II, S. This course addresses topics not confined to a single

period in a national literature. Specific course content will vary by semester and instructor. It may emphasize cross-

national subjects, literary criticism, the development of a theme or genre over time, new perspectives from social,

intellectual, or cultural studies, or non-traditional texts and topics. Each semester’s offerings will be described more

specifically in university and departmental publications before each enrollment period. The courses require junior

standing and are repeatable with change of subject matter.

RATIONALE: The course has been taken out of our rotation and replaced by another more suited to our curricular needs.

IMPACT: None


36

Expedited Curriculum Changes

Special Education, Counseling and Student Affairs

FROM: TO:

Academic Advising (M.S.)

The Master of Science in Academic Advising is offered through the Special Education, Counseling, and Student Affairs graduate program for advising professionals and future professional advisors seeking to enhance their knowledge and ability to work more effectively with postsecondary students in their academic and career planning. All courses are offered online, which serves graduate students in Kansas and students both across and outside the country.

The program’s conceptual framework emphasizes development of “highly skilled and educated” professional advisors who through their work prepare undergraduates for their future careers. Curricular experiences include interpersonal relations; needs and characteristics of specific groups of students; research methods; learning principles; advising strategies; college student development; career development and multicultural aspects of advising. Students complete 27 hours of core courses and also select one of two 3-credit hour restricted electives.

For more information on Academic Advising, go to global.k-state.edu/education/academic-advising/.

Master’s degree requirements

Core requirements (27 credit hours)

EDCEP 816 - Research Methods in Education Credits: 3

EDCEP 829 - Learning Principles Credits: 3

EDCEP 835 - Foundations of Academic Advising Credits: 3

EDCEP 836 - Interpersonal Relations for Academic Advising Credits: 3

EDCEP 838 - Student Development Theory Credits: 3

EDCEP 851 - Multicultural Aspects of Academic Advising Credits: 3

EDCEP 854 - College Student Athletes Credits: 3

EDCEP 863 - Trends in Career Development Credits: 3

EDSP 853 - College Students with Special Needs Credits: 3

Restricted Elective (3 hours)

Academic Advising (M.S.)

The Master of Science in Academic Advising is offered through the Special Education, Counseling, and Student Affairs graduate program for advising professionals and future professional advisors seeking to enhance their knowledge and ability to work more effectively with postsecondary students in their academic and career planning. All courses are offered online, which serves graduate students in Kansas and students both across and outside the country.

The program’s conceptual framework emphasizes development of “highly skilled and educated” professional advisors who through their work prepare undergraduates for their future careers. Curricular experiences include interpersonal relations; needs and characteristics of specific groups of students; research methods; learning principles; advising strategies; college student development; career development and multicultural aspects of advising. Students complete 27 hours of core courses and also select one of two 3-credit hour restricted electives.

For more information on Academic Advising, go to global.k-state.edu/education/academic-advising/.

Master’s degree requirements

Core requirements (27 credit hours)

EDCEP 816 - Research Methods in Education Credits: 3

EDCEP 829 - Learning Principles Credits: 3

EDCEP 835 - Foundations of Academic Advising Credits: 3

EDCEP 836 - Interpersonal Relations for Academic Advising Credits: 3

EDCEP 838 - Student Development Theory Credits: 3

EDCEP 851 - Multicultural Aspects of Academic Advising Credits: 3

EDCEP 854 - College Student Athletes Credits: 3

EDCEP 863 - Trends in Career Development Credits: 3

EDSP 853 - College Students with Special Needs Credits: 3

Restricted Elective (3 hours)

37

http://catalog.k-state.edu/content.php?catoid=2&navoid=162


http://global.k-state.edu/education/academic-advising/


http://catalog.k-state.edu/preview_program.php?catoid=2&poid=2912





































EDCEP 837 - Administration of Academic Advising Credits: 3

EDCEP 864 - Current Issues in Intercollegiate Athletics Credits: 3

EDCEP 812 – History and Philosophy of Higher Education Credits: 3

EDCEP 839 - Assessment of Academic Advising Credits: 3

EDCEP 864 - Current Issues in Intercollegiate Athletics Credits: 3

IMPACT: None.

RATIONALE: This change was initiated to provide more relevant options for the restricted electives for the graduate students in

the M.S. in Academic Advising.


Gender, Women, and Sexuality Studies Graduate Certificate Program

FROM: TO:

The certificate consists of 12 hours of approved

graduate level courses at the 600 level or above in

gender, women, and sexuality studies.

Core course required (3 hours):

GWSS 810 - Gender: An Interdisciplinary

Overview Credits: 3

Elective courses (choose 9 hours from the

following list of courses)

Courses followed by a subtitle in parentheses vary

and count toward the Gender, Women, and

Sexuality Studies Graduate Certificate only when

offered with the indicated subtitle.

GWSS 605 - Social Change Field-Experience

Credits: 3

GWSS 610 - Capstone in Gender, Women, and

Sexuality Studies Credits: 3

The certificate consists of 12 hours of approved

graduate level courses at the 600 level or above in

gender, women, and sexuality studies.

Core course required (3 hours):

GBWSS 810 - Gender: An Interdisciplinary

Overview Credits: 3

Elective courses (choose 9 hours from the

following list of courses)

Courses followed by a subtitle in parentheses vary

and count toward the Gender, Women, and

Sexuality Studies Graduate Certificate only when

offered with the indicated subtitle.

GWSS 605 - Social Change Field-Experience

Credits: 3

GWSS 610 - Capstone in Gender, Women, and

Sexuality Studies Credits: 3

38









GWSS 700 - Advanced Topics in Gender,

Women, and Sexuality Studies Credits: 1-3

GWSS 784 - Internship in Gender, Women, and

Sexuality Studies Credits: 1-12

GWSS 799 - Independent Study for Graduate

Students or Advanced Undergraduate Students

Credits: 1-3

ANTH 710 - Writing Cultures: Ethnographic

Methods Credits: 3COMM 630 - Special Topics in

Rhetoric and Communication Credits: 3 (Gender

and Communication)

DED 820 - Foundations of Social Justice

Education: Research, Theory, and Practice

Credits: 3

EDLEA 838 - Qualitative Research in Education

Credits: 3

EDACE 750 - Women, Education, and Work

Credits: 2-3

EDCI 735 - Gender Implications for Education

Credits: 3

EDCI 886 - Seminar in Curriculum and Instruction

Credits: 1-18 (Women, Education, and

Leadership)

ENGL 605 - Readings in Medieval Literature

Credits: 3 (The Idea of Work in the Middle Ages)

ENGL 625 - Readings in Eighteenth-Century

British Literature Credits: 3 (Austen, Readings in

18th Century Women, or Restoration Drama, or

Ghosts and Goths)

ENGL 635 - Readings in Twentieth-Century British

Literature Credits: 3 (Bloomsbury Group)

ENGL 650 - Readings in Twentieth-Century

American Literature Credits: 3 (Queer Native

Literatures)

ENGL 655 - Readings in American Ethnic

Literature Credits: 3 (What is African American

Literature? Or Dream Acts: Immigration in Ethnic

Literature)

ENGL 660 - Readings in Major Authors Credits: 3

(The Brontes: Gender and Performance, George

Eliot, Louise Erdrich and Sherman Alexie,

Shakespeare, or Austen and Her Legacy,

GWSS 700 - Advanced Topics in Gender, Women,

and Sexuality Studies Credits: 1-3

GWSS 784 - Internship in Gender, Women, and

Sexuality Studies Credits: 1-12

GWSS 799 - Independent Study for Graduate

Students or Advanced Undergraduate Students

Credits: 1-3

ANTH 710 - Writing Cultures: Ethnographic

Methods Credits: 3

COMM 630 - Special Topics in Rhetoric and

Communication Credits: 3 (Gender and

Communication)

DED 820 - Foundations of Social Justice

Education: Research, Theory, and Practice

Credits: 3

EDLEA 838 - Qualitative Research in Education

Credits: 3

EDACE 750 - Women, Education, and Work

Credits: 2-3

EDCI 735 - Gender Implications for Education

Credits: 3

EDCI 886 - Seminar in Curriculum and Instruction

Credits: 1-18 (Women, Education, and Leadership)

ENGL 605 - Readings in Medieval Literature

Credits: 3 (The Idea of Work in the Middle Ages)

ENGL 625 - Readings in Eighteenth-Century

British Literature Credits: 3 (Austen, Readings in

18th Century Women, or Restoration Drama, or

Ghosts and Goths)

ENGL 635 - Readings in Twentieth-Century British

Literature Credits: 3 (Bloomsbury Group)

ENGL 650 - Readings in Twentieth-Century

American Literature Credits: 3 (Queer Native

Literatures)

ENGL 655 - Readings in American Ethnic

Literature Credits: 3 (What is African American

Literature? Or Dream Acts: Immigration in Ethnic

Literature)

ENGL 660 - Readings in Major Authors Credits: 3

(The Brontes: Gender and Performance, George

Eliot, Louise Erdrich and Sherman Alexie,

Shakespeare, or Austen and Her Legacy,

Whitman, Dickinson, American Indian Literatures,

39

Whitman, Dickinson, American Indian Literatures,

American Gothic, or Louise Erdrich)

ENGL 670 - Topics in British Literature Credits: 3

(Women in the Eighteenth Century)

ENGL 680 - Topics in American Literature Credits:

3 (In the Shadows of American Literature, Latino/a

Literature, or Asian American Literature, or Two-

Spirit Literature) ENGL 685 - Topics in Rhetoric

and Composition Credits: 3 (Feminist Rhetorics)

ENGL 695 - Topics in Literature Credits: 3 (African

American Children’s Literature)

ENGL 705 - Theories of Cultural Studies Credits:

3

ENGL 710 - Studies in a Literary Genre Credits: 3

(Gender and Sexuality in American Indian

Literature, Restoration & Eighteenth Century

Drama, Shakespeare, Children’s Literature,

Romances and Saints’ Lives, or Jane Austen’s

Predecessors: Eighteenth Century Women’s

Novels and Other Writings)

ENGL 720 - Studies in a Major Author Credits: 3

(when offered as The Brontes, Drama,

Shakespeare, or Extreme Shakespeare)

ENGL 725 - Studies in Children's/Young Adult

Literature Credits: 3 (African American Children’s

Literature)

ENGL 730 - Studies in a Literary Period Credits: 3

(Restoration and Eighteenth Century Drama, or

Classic Girls in a Modern Age, Alcott and Twain)

ENGL 740 - Studies in Literary Theory Credits: 3

(African American Literary Theory)

ENGL 755 - Studies in Composition and Rhetoric

Credits: 3 (Power and Persuasion)

ENGL 825 - Seminar in Literature Credits: 3

(Golden Age of Children’s Literature)

ENGL 830 - Seminar in Cultural Studies Credits: 3

(Queer Native Literature, American Feminisms,

US Latino Studies, Victorian Women Writers, or

Literature of Mad Men)

ENGL 840 - Seminar in Composition and Rhetoric

Credits: 3 (Maverick Rhetorics)

FSHS 865 - Human Sexuality Credits: 3

HIST 984 - Topics in American History Credits: 1-

American Gothic, or Louise Erdrich)


(Women in the Eighteenth Century)


(18th Century Women Writers)

ENGL 680 - Topics in American Literature Credits:

3 (In the Shadows of American Literature, Latino/a

Literature, or Asian American Literature, or Two-

Spirit Literature)

ENGL 685 - Topics in Rhetoric and Composition

Credits: 3 (Feminist Rhetorics)

ENGL 695 - Topics in Literature Credits: 3 (African

American Children’s Literature or Innocence and

Experience)

ENGL 705 - Theories of Cultural Studies Credits: 3

ENGL 710 - Studies in a Literary Genre Credits: 3

(Gender and Sexuality in American Indian

Literature, Restoration & Eighteenth Century

Drama, Shakespeare, Children’s Literature,

Romances and Saints’ Lives, or Jane Austen’s

Predecessors: Eighteenth Century Women’s

Novels and Other Writings)

ENGL 720 - Studies in a Major Author Credits: 3

(when offered as The Brontes, Drama,

Shakespeare, or Extreme Shakespeare)

ENGL 725 - Studies in Children's/Young Adult

Literature Credits: 3 (African American Children’s

Literature)

ENGL 730 - Studies in a Literary Period Credits: 3

(Restoration and Eighteenth Century Drama, or

Classic Girls in a Modern Age, Alcott and Twain)

ENGL 740 - Studies in Literary Theory Credits: 3

(African American Literary Theory)

ENGL 755 - Studies in Composition and Rhetoric

Credits: 3 (Power and Persuasion)

ENGL 825 - Seminar in Literature Credits: 3

(Golden Age of Children’s Literature)

ENGL 830 - Seminar in Cultural Studies Credits: 3

(Queer Native Literature, American Feminisms, US

Latino Studies, Victorian Women Writers, or

Literature of Mad Men)

ENGL 840 - Seminar in Composition and Rhetoric

40

3 (Gender in American History, or Gender and

Sexuality in the United States)

MC 612 - Gender Issues and the Media Credits: 3

MFT 869 - Systematic Treatment of Domestic

Violence and Substance Abuse Credits: 2

POLSC 606 - Gender and Politics Credits: 3

POLSC 799 - Pro-Seminar in Political Science

Credits: 3 (Women and Law)

SOCIO 633 - Gender, Power, and Development

Credits: 3

SOCIO 635 - Sociology of Human Trafficking

Credits: 3

SOCIO 665 - Women and Crime Credits: 3

SOCIO 670 - Diversity and Social Interaction in

the Workplace Credits: 3

SOCIO 833 - Gender Differentiation and Inequality

Credits: 3

SOCIO 933 - Gender and Society Credits: 3

THTRE 782 - Women in Theatre Credits: 3

Credits: 3 (Maverick Rhetorics)

FSHS 865 - Human Sexuality Credits: 3

HIST 984 - Topics in American History Credits: 1-3

(Gender in American History, or Gender and

Sexuality in the United States)

MC 612 - Gender Issues and the Media Credits: 3

MFT 869 - Systematic Treatment of Domestic

Violence and Substance Abuse Credits: 2

POLSC 606 - Gender and Politics Credits: 3

POLSC 799 - Pro-Seminar in Political Science

Credits: 3 (Women and Law)

SOCIO 633 - Gender, Power, and Development

Credits: 3

SOCIO 635 - Sociology of Human Trafficking

Credits: 3

SOCIO 665 - Women and Crime Credits: 3

SOCIO 670 - Diversity and Social Interaction in the

Workplace Credits: 3

SOCIO 833 - Gender Differentiation and Inequality

Credits: 3

SOCIO 933 - Gender and Society Credits: 3

THTRE 782 - Women in Theatre Credits: 3

RATIONALE: Faculty voted to approve the addition of two courses, ENGL 670 and ENGL 695, submitted by faculty members

who teach the courses.

IMPACT: Department head of English has been contacted and expresses her support.


41

Non-Expedited New Courses AGEC 751, Risk Management Fellows Seminar

Credits (1)

This course serves as The Center for Risk Management Education and Research Student Fellows seminar course. Students

will conduct a risk management research project.

When Offered: Fall, Spring, Summer

Prerequisite: Junior standing, admitted to the Risk Management Fellows Program, and consent of the instructor.

Repeatable Course

Rationale: For several semesters now, Center for Risk Management Education and Research Student Fellows have been

enrolling in the course AGEC 750 Agricultural Economics and Agribusiness Problems as their seminar course. The Student

Fellows are from various academic disciplines at K-State, and this is a multi-disciplinary program led by the Department and

Agricultural Economics with the Departments of Finance and Industrial and Manufacturing Systems Engineering. Given the

growth in the program and for clarity for students, faculty, and staff, it is appropriate for this course to now have its own

permanent number.

Impact: No impact on other departments.


ENTOM 810, Insect Pest Management

Credits (3)

The theory and practice of Integrated Pest Management (IPM) with an emphasis on pests in agricultural systems. Integrated

concepts include but are not limited to economic thresholds, sampling plans, plant resistance to insects, biological control,

pesticides and resistance management. Case studies from several row-crop systems are used to explore key concepts.

When Offered: Spring, Even Years

Prerequisite: ENTOM 300 or ENTOM 312 or consent of the instructor.

Rationale: This course will provide students with enhanced curriculum to acquire strong quantitative reasoning and analytical

skills in the area of Integrated Pest Management. Course content will follow a “theory-then-practice” delivery structure. One week

will be structured as a discussion around a key topic area within IPM (e.g., biological control, host plant resistance, sampling

method and design, etc.) and the following week will include practice or "hands-on" exercises associated with the topic area

(e.g., experimental design, statistical analyses, data computation, etc.). Content will include IPM examples from outside of

entomology (e.g., plant pathology, weeds, cropping systems or integrated crop management, horticulture) based on student

interest. This format could draw students from other departments (e.g., agronomy, plant pathology, horticulture, grain science,

agricultural economics).

Impact: No impact beyond the College of Agriculture.


42

EDSP 615. Manual Communications II. (3) Offered Based on Need. This course is a continuation in the instruction of American

Sign Language. This will include approximately 400 additional signs. There will be further discussion about the grammar and

syntax of American Sign Language. Research will be conducted in the use of various manual communication systems with

special populations, including aphasic, developmentally disabled, and others. Pre-Requisite: Manual Communications I or

equivalent.

IMPACT: Presented below is an email reply to a request to Dr. Dorothy Durband, Director of the School of Family Studies and

Human Services, for an email supporting the transfer of the course from FSHS to SECSA. The email request and reply were

dated 1/7/15.

Ken,

The purpose of this email is to let you know that I am in support of moving Manual Communications 1 and 2 to Special

Education, Counseling, and Students Affairs. I sincerely hope that the courses will be beneficial to your students. Best wishes in

2015!

Dottie

Dorothy B. Durband, Ph.D.

Director

School of Family Studies and Human Services

College of Human Ecology

Kansas State University

302 Justin Hall

785.532.1472

RATIONALE: Manual Communications II, offered through Global Campus, has been offered by Family Studies and Human

Services (FSHS) in the College of Human Ecology. It is proposed to be transferred as a new course to Special Education,

Counseling, and Student Affairs (SECSA) in the College of Education. Family Studies and Human Services decided it would no

longer offer the course. Based on discussions with SECSA, it was agreed that the course would fit with Special Education.


EDCEP 839. Assessment of Academic Advising. (3) Semesters vary based on need. The role of quality academic advising is key to student success, graduation, and completion as identified in the research and literature on the undergraduate student experience. However, the quality and the effectiveness of the academic advising experiences must be assessed. This course will focus on a review of the foundations of academic advising, the key terms and processes of assessment, and the strategies and processes used to assess academic advising.

IMPACT: None.

RATIONALE: This course is planned to be offered as a restricted elective in the MS in Academic Advising. The content provides

a relevant option for the profession of academic advising.


43

Mathematics

ADD: MATH 723 – Complex Functions. (3) II. Introduction to the theory of analytic functions, designed to prepare students for

the qualifying exams. Holomorphic functions, contour integrals, residue theory, conformal mapping and other topics. 3

hours lecture each week. Pr.: MATH 721 is recommended. K-State 8: None.

RATIONALE: We are adding a course in complex functions at the 700-level to help prepare our graduate students for their

exams.

IMPACT: No impact on other units.


Sociology, Anthropology, and Social Work

ADD: SOCIO 838 – Sociology of Culture. (3) I. Intensive reading and discussion of classical and contemporary works relating

to the study of culture, all those things that render the world around us comprehensible, communicable, and meaningful.

The Focus on collective meaning, the process through which meaning is generated, and the roles collective meanings

play in social life.

RATIONALE: Over the past two or three decades, the sociological interest in culture has increased dramatically. Tremendous

advances have since been made in this field; culture is now a major area of specialization within sociology and attention

to culture now plays a significant role in most sub-fields of sociology has started to impact the discipline as a whole. This

course seeks to recognize this impact and make the sociological study of culture assessable to our graduate students.

IMPACT: This course should not affect other units.


Statistics

ADD: STAT 750 – Studies in Probability and Statistics. (1-4) On demand. Studies of topics in probability, statistics,

experimental design, stochastic processes, or other topics. May be repeated. Pr.: Instructor consent. K-State 8: None.

RATIONALE: This will be a general topics course to change each semester it is offered depending on faculty and student

interests. This course will mirror the structure of Stat 950 except to be accessible to upper level undergraduate students

and graduate students. As the statistics field evolves and new faculty join the program, a general variable credit and

graded topics course is desired for the purpose of educating students on emerging areas or to pilot ideas for new

courses for the standard curriculum. The Stat 950 topics are generally out of reach for most MS students and all

undergraduate students. Stat 799 is a credit/no credit course and often taken by students completing summer

internships off campus as part of I-20 requirements. This course. Stat 750, will be graded and does not overlap with

other existing courses.

IMPACT: No other units are affected. It may be that another program wants to allow this course as an elective for a major(s).


Biological & Agricultural Engineering

ADD: BAE 675. Molecular Biosensor Technology and Applications. (3) Basic concepts of proteins, DNAs and cell technologies,

which are needed for biosensor design, fabrication, application and future aspects. Emphasis on laboratory assays,

engineering fabrication methods, and principles applied in biosensor development for animal and human disease

diagnosis. Requisites: Pre-Req or Co-Req: BAE 445

Typically Offered: Fall

44

Rationale: This course has been offered as a special topics/problems course for the past two years. There were 14 students

from 5 departments enrolled in this class fall semester 2016, making a total of 36 students enrolled for the past two years. This

course will support the biological option of the BSE undergraduate program and other undergraduate students interested in

Bioengineering. This course will cover different aspects of biotechnology and particularly focus on topics and concepts in

biosensors fabrication and engineering principles associated with animal and human health problems.

Impact: Communicated with other departments (ECE, ChemE, and Chem) and no impacts have been identified

Effective: Fall 2017

ADD: BAE 875. Advanced Molecular Biosensor Technology and Applications. (3) Advanced research and study of

bioengineering laboratory assays, engineering fabrication methods, and principles applied in biosensor development for

animal and human disease diagnosis. Requisites: Pre-Req: BAE 445 Not available for students with credit for BAE 675.

Typically Offered: Fall

Rationale: This new course will support the graduate program in BAE in the biological engineering area.

Impact: Communicated with other departments (ECE, ChemE, and Chem) and no impact have been identified.


Industrial Engineering

ADD:

IMSE 808. Systems Engineering Fundamentals. (3)Systems engineering is an interdisciplinary engineering management

process used to develop an integrated, life-cycle balanced set of system solutions that satisfy customer needs. This course

provides the fundamentals of a systems engineering approach to solving complex engineering systems problems. This course

will address systems engineering processes and tools as they relate to the development and life cycle management of complex

systems. Topics included in the course are analyzing customer’s needs, requirements development, systems design,

development and integration, developing technical performance measures, system verification and managing cost, schedule,

and risk in engineering tasks. This course will also introduce reliability, availability and maintainability concepts and their

applicability with complex systems. This course is applicable to all engineering disciplines involved with complex engineering

systems. Requisites: 9 graduate credits from any engineering discipline, B.S. Engineering or Computer Science degree.

Typically Offered: on sufficient demand

Rationale: Systems engineering is an interdisciplinary approach and means to enable the realization of successful, complex

systems. It focuses on defining customer needs and required functionality early in the development cycle, documenting

requirements, then proceeding with design synthesis and system validation while considering the complete problem. As the

complexity of systems increase, the systems engineering discipline provides methods and strategies for handling system

complexity. The fundamental principles of systems engineering have an important role in the education of all engineers,

regardless of their specialty, as well as professionals who work in the systems engineering field. The Industrial and

Manufacturing Systems Engineering department believes that this course would enhance the course offerings in their Industrial

Engineering, Operations Research and Engineering Management graduate programs.

Impact: No impact.


45

Mechanical Engineering

ADD: NE 640. Nuclear Reactor Thermalhydraulics. Engineering principles underlying the design and operation of nuclear power

plant components and systems. Fundamentals of nuclear energy generation, heat transport, and single- and two-phase

flows.

Credits: 3

Note:

Requisites: NE 495, and Co-Req: ME 573

Typically Offered: Spring

UGE Course: No

K-State 8: No

Rationale: The typical curriculum of Nuclear Engineering education comprises of : a) Nuclear Reactor Systems and b) Radiation

and Health Physics. Fundamentals of Nuclear Reactor Systems comprise of Reactor Thermalhydraulics and Reactor Physics.

There is already a course in the catalog to cover Reactor Physics (NE-630) which is offered in Fall semester, but there is no

course to cover Reactor Thermalhydraulics principles. In every Nuclear Engineering undergraduate program, nuclear option or

minor program in United States, Nuclear Reactor Thermalhydraulics is either a compulsory course or technical elective. During

the last three Spring semesters, this course has been offered as a special topics course, and has been able to attract

undergraduate students.

Impact: There are at least two faculty members, ten graduate students and fifteen undergraduate students in Department of

Mechanical and Nuclear Engineering, who are pursuing research related to thermal behavior of Nuclear Reactors. These

research projects are sponsored by Department of Energy and Nuclear Regulatory Commission. Therefore, there is a justified

need of enhancing educational program to improve the capabilities of the students involved in related research.

Most of the Nuclear Engineering jobs in United States or other countries are in the Nuclear Energy Systems. The students can

greatly benefit from this course which is closely connected to design and operation of Nuclear Energy Systems. Department

Head was contacted in Spring 2016, and he was enthusiastic about this course. It is not known if it impacts other unit.


FINAN 623 – Financial Modeling Credits: (3) This course is designed to provide an in-depth knowledge of the use of Excel for use in the corporate finance and equity valuation environment. Topics include: • Use of Excel •Developing Models in Excel • Developing functional understanding of how to use Excel. Requisites Pre-requisites: FINAN 510 and FINAN 520 or FINAN 830 When Offered Fall, Spring Rationale Our Finance Advisory Board members have indicated that our students are in need of application skills, especially in Excel, as they transition to the workplace. This course offers the student an in-depth functionality of Microsoft’s Excel as well as a chance to apply the theoretical finance knowledge gained in prior classes. We have piloted this course for several semesters as a special topics course and the response to the class from both students and employers has been very positive. Effective Date Fall 2017

46

Non-Expedited Courses Changes

AGRON 655, Site Specific Agriculture

Credits (3)

Introduction to spatial analysis and management

of agricultural and environmental resources using

Geographic Information Systems (GIS)

technology. Emphasis on collecting, displaying,

and analyzing spatial or georeferenced soil, crop,

or other land surface data. Two hours lecture, two

hours lab, and one hour by appointment per week.

When Offered: Spring

Recommended prerequisite: AGRON 220 and 305 and GEOG 508.

AGRON 655, Site Specific Agriculture

Credits (3)

Introduction to spatial analysis and management

of agricultural and environmental resources using

Geographic Information Systems (GIS)

technology. Emphasis on collecting, displaying,

and analyzing spatial or georeferenced soil, crop,

or other land surface data. Two hours lecture, two

hours lab, and one hour by appointment per

week.


Recommended prerequisite: AGRON 220 and

305 375 and GEOG 508 and GEOG 605.

Required prerequisite: AGRON 202

Rationale: AGRON 202, Introduction to Precision Ag Software, is a new course that concerns the use of software products

used in precision agriculture. Students should understand this software before taking AGRON 655. The recommended

prerequisite list has been updated to reflect the current content of the course.

Impact: No concerns regarding impacts were expressed at the College of Agriculture Course and Curriculum Committee

meeting on March 10, 2017. The Director of the NRES Secondary Major and the Director of the Geographic Information Science

Certificate, Shawn Hutchinson, supported the proposed changes in an e-mail message of March 3, 2017. Joe Harner,

Department Head of Biological and Agricultural Engineering and the Directors of the Biobased Products and Bioenergy Graduate

Certificate, supported the proposed changes in e-mail messages of March 3 and 13, 2017.


AGRON 746, Physical Properties of Soils

Credits (3)

The properties of soils as affected by their

physical environment, including water content,

water potential, temperature, aeration,

flocculation-dispersion, and soil compaction.

Three hours of recitation a week.


Recommended Prerequisite: AGRON 305.

AGRON 746, Physical Properties of Soils

Environmental Soil Physics

Credits (3)

The properties of soils as affected by their

physical environment, including water content,

water potential, temperature, aeration,

flocculation-dispersion, and soil compaction. A

conceptual and quantitative introductory study of

vadose zone soil physical properties and

processes in relation to the main components of

the hydrologic cycle and the soil surface energy

balance. Three hours of recitation a week.


Recommended Prerequisite: AGRON 305 and

PHYS 113.

47

Rationale: The new title better reflects the content of the course, matches the title of the textbook, and is more parallel with the

course title of AGRON 605, Soil and Environmental Chemistry. The new course description better describes the scope of the

course. The course is now taught by a new instructor who has updated the course to include additional content in soil physics

covered on the Soil Science Fundamentals Exam required for certification as a Professional Soil Scientist by the Soil Science

Society of America.

Impact: No concerns regarding impacts were expressed at the College of Agriculture Course and Curriculum Committee

meeting on March 10, 2017.The Director of the NRES Secondary Major (Shawn Hutchinson via e-mail on 3-3-17) and the

departments of Biological and Agricultural Engineering and the Biobased Products and Bioenergy Graduate Certificate (Joe

Harner via e-mail on 3-3-17), Chemical Engineering (Jim Edgar via e-mail on 3-3-17), Civil Engineering and Geoenvironmental

Engineering Design (David Steward via e-mail on 3-3-17), and the Director of the Air Quality Graduate Certificate (Mo Hosni via

e-mail on 3-3-17) were contacted, and all support the proposed changes.


ENTOM 930, Topics in Environmental and Physiological Entomology

Credits: 1-18 Selected topics for advanced study in insect behavior, biomechanics ecology, genetics, physiology, and related areas. Requisites: Prerequisite: Consent of instructor. Typically Offered Fall, Spring

ENTOM 930, Topics in Environmental and Physiological Entomology

Credits: 1-18 1-9

Selected topics for advanced study in insect

behavior, biomechanics ecology, genetics,

physiology, and related areas. entomology.

Repeatable

Requisites:

Prerequisite: Consent of instructor.

Typically Offered

Fall, Spring

Rationale: Originally ENTOM 930 was intended for special topics in selected areas of environmental and physiological

entomology. This course complemented ENTOM 932, which covered general and systematic entomology. We request

broadening the scope of ENTOM 930 to cover all topics because we are requesting a concurrent change in the title and

description of ENTOM 932 to make it exclusively a teaching experience course.

Impact: This course may be used by the Genetics program if/when topics related to genetics are offered. However, the broader

course title we propose will continue to allow relevant topics to be offered to this program. Dr. Chris Toomajian has been made

aware of this change, and approves (see attached file of our email correspondence in curriculog).


ENTOM 932 - Topics in General and Systematic Entomology

Credits: 1-18 Principles of taxonomy; advanced taxonomy; taxonomy of immature insects; acarology; biological literature; and teaching experience. Requisites: Prerequisite: ENTOM 710 and consent of

ENTOM 932 - Topics in General and Systematic Teaching Experience in Entomology

Credits: 1-181-3

Principles of taxonomy; advanced taxonomy;

taxonomy of immature insects; acarology;

biological literature; and teaching experience.

Teaching experiences for graduate students,

48

instructor. Typically Offered Fall, Spring, on sufficient demand

including classroom instruction, development of

curriculum materials, and other pedagogical

methods.

Requisites:

Prerequisite: ENTOM 710 and Consent of

instructor.

Typically Offered

Fall, Spring, on sufficient demand

Rationale: Originally ENTOM 932 was intended for special topics in general and systematic entomology, including teaching

experience. This course complemented ENTOM 930, which covered environmental and physiological entomology. However, we

are submitting a proposal for ENTOM 930 concurrent with this one to broaden its scope to cover all special topics in entomology.

We wish to change ENTOM 932 to cover only teaching experience. Because this course is only for entomology graduate

students, there is no impact on any other department or college.

Impact: None


PLPTH 780 - Gene Expression Analysis Workshop

Credits: 1 One-week lecture and laboratory on RNA isolation and handling, cDNA preparation, microarray and sequence based gene expression analysis. Requisites: Recommended Prerequisite: One of the following courses: PLPTH 610, AGRON 610, BIOCH 521, BIOCH 522, BIOL 675, BIOL 676. Typically Offered Summer, Intersession

PLPTH 780885 - Gene Expression Analysis Introduction to Genomic Technologies Workshop

Credits: 12

One-week lecture and laboratory on RNA isolation

and handling, cDNA preparation, microarray and

sequence based gene expression analysis.

Lecture and laboratory on the modern techniques

to study genes and genomes.

Repeatable

Requisites:

Recommended Prerequisite: One of the following

courses: PLPTH 610, AGRON 610, BIOCH 521,

BIOCH 522, BIOL 675, BIOL 676, PLPTH 680,

AGRON 680.

Typically Offered

Summer, Intersession

Rationale: The enrollment in the course has been graduate students, so an increase in the course number from 780 to 885

reflects this student population. The increase in credit hours from 1 to 2 better reflects the mix of lecture and lab contact time.

Also, a more general course description will allow the instructor to focus on rapidly changing technologies.

Impact: The Undergraduate Minor in Applied Genomics and Biotech was previously eliminated and is no longer offered.

These courses are currently listed as electives for the Graduate Certificate in Genetics and Genomics. The faculty involved with

this Certificate Program will be proposing changes to the certificate requirements in Fall 2017.


49

WOEM 620 - Human-Wildlife Conflicts

Credits: 4 This course explores the theory and practice of assessing and controlling damage done by wild and feral vertebrate animals, especially mammals and birds. Content covers the philosophical, biological, and practical basis for conducting vertebrate pest control. It includes basic information on use of traps, toxicants, repellents, exclusion and other wildlife control methods. Emphasis is on protecting agricultural crops and livestock, forest resources, and property. Typically Offered Spring

WOEM 620 - Human-Wildlife Conflicts

Credits: 4

This course explores the theory and practice of

assessing and controlling damage done by wild

and feral vertebrate animals, especially mammals

and birds. Content covers the philosophical,

biological, and practical basis for conducting

vertebrate pest control. It includes basic

information on use of traps, toxicants, repellents,

exclusion and other wildlife control methods.

Emphasis is on protecting agricultural crops and

livestock, forest resources, and property.

Prerequisite: BIOL 433

Typically Offered

Spring

Rationale: It will provide prerequisite knowledge about wildlife conservation necessary for the class. Dr. Davis has contacted Dave Rintoul of the Biology Department regarding this prerequisite. There is no other impact outside this department and will not affect current enrollment in BIOL 433.

Impact: No report for undergraduate or graduate catalog

Effective Term: Fall 2018

Non-Expedited Course Drop

ENTOM 866 - Insect Morphology, Credits: 3, Morphology of insects with emphasis on the evolution and functional complexes of structures. Anatomy and structure of internal systems using microdissections and histological techniques. Note: Two one hours lecture, one three hour lab per week. Requisites: Prerequisite: ENTOM 312 and ENTOM 313 or ENTOM 710. Typically Offered Spring, even years

Rationale: ENTOM 866 has had no enrollment for several years and it is unlikely that our graduate students or others will enroll

in the future. In addition, some of the subject matter is covered in currently-offered courses, including ENTOM 710 and ENTOM

875.

Impact: No impact likely. There has been no enrollment in ENTOM 866 for many years. Furthermore, the rationale for our own

graduate students is that they can obtain some of the course content by enrolling in other courses that will continue to be

offered. This option is also available to students in other units and colleges.


50

PLPTH 785 - Real-Time PCR Workshop

Credits: 1 Four half-day lecture and laboratory sessions on real-time PCR primer/probe design, experimentation, and data analysis. Requisites: Prerequisite: One of the following courses: PLPTH 610, AGRON 610, BIOCH 521, BIOCH 522, BIOL 675, BIOL 676. Typically Offered Fall, Summer

Rationale: Content from PLPTH 780 Gene Expression Analysis Workshop and PLPTH 785 Real-Time PCR Workshop will be incorporated into the PLPTH 885 Introduction to Genomic Technologies Workshop course.

The Undergraduate Minor in Applied Genomics and Biotech was previously eliminated and is no longer offered. These courses are currently listed as electives for the Graduate Certificate in Genetics and Genomics. The faculty involved with this Certificate Program will be proposing changes to the certificate requirements in Fall 2017.

Impact: The Undergraduate Minor in Applied Genomics and Biotech was previously eliminated and is no longer offered.

These courses are currently listed as electives for the Graduate Certificate in Genetics and Genomics. The faculty involved with

this Certificate Program will be proposing changes to the certificate requirements in Fall 2017.


Non-Expedited Curriculum Changes

Master of Public Heath

From: To:

Food Safety and Biosecurity

Required courses (4 credit hours):

FDSCI 730 - A Multidisciplinary Overview of Food Safety and Security Credits: 2

FDSCI 731 - Food Protection and Defense–Essential Concepts Credits: 2

Minimum 6 credit hours from the following:

DMP 855 - Disease Detection, Surveillance and Risk Assessment Credits: 3

FDSCI 600 - Food Microbiology Credits: 2

FDSCI 690 - Principles of HACCP and HARPC Credits: 3

FDSCI 750 - Food Toxicants Credits: 2

FDSCI 753 - Risk Assessment for Food, Ag, & Vet Med Credits: 3

FDSCI 791 - Advanced Application of HACCP Principles Credits: 3

Food Safety and Biosecurity






FDSCI 600 - Food Microbiology Credits: 2


FDSCI 750 - Food Toxicants Credits: 2

FDSCI 753 - Risk Assessment for Food, Ag, & Vet Med Credits: 3

FDSCI 791 - Advanced Application of HACCP Principles Credits: 3

51




























DMP 816 - Trade and Agricultural Health Credits: 2

DMP 844 - Global Health Issues Credits: 3


DMP 815 - Multidisciplinary Thought and Presentation Credits: 3

MC 750 - Strategic Health Communication Credits: 3

MC 760 - Communication and Risk Credits: 3

Select remaining courses needed (0-7 credit

hours) from any of the courses listed above or

from the following:

DMP 710 - Introduction to One Health Credits: 2

DMP 806 - Environmental Toxicology Credits: 2

DMP 880 - Problems in Pathobiology (MS) Credits: 1-6

DMP 888 - Globalization, Cooperation, & the Food Trade Credits: 1

FDSCI 601 - Food Microbiology Lab Credits: 2

FDSCI 695 - Quality Assurance of Food Products Credits: 3

FDSCI 751 - Food Laws and the Regulatory Process Credits: 2

FDSCI 820 - Advanced Food Microbiology & Biotechnology Credits: 2

STAT 705 - Regression and Analysis of Variance Credits: 3





AAI 801 – Interdisciplinary Process Credits: 3




Select remaining courses needed (0-7 credit

hours) from any of the courses listed above or

from the following:

DMP 710 - Introduction to One Health Credits:

2


DMP 880 - Problems in Pathobiology (MS) Credits: 1-6


FDSCI 601 - Food Microbiology Lab Credits: 2

FDSCI 695 - Quality Assurance of Food Products Credits: 3

FDSCI 751 - Food Laws and the Regulatory Process Credits: 2

FDSCI 820 - Advanced Food Microbiology & Biotechnology Credits: 2

STAT 705 - Regression and Analysis of Variance

Credits: 3

Infectious Diseases and Zoonoses

6-7 credit hours from the following:

ASI 540 - Principles of Animal Disease Control Credits: 3

BIOL 530 - Pathogenic Microbiology Credits: 3

BIOL 545 - Human Parasitology Credits: 3

BIOL 546 - Human Parasitology Laboratory Credits: 1

BIOL 604 - Biology of the Fungi Credits: 3

BIOL 675 - Genetics of Microorganisms Credits: 3

BIOL 687 - Microbial Ecology Credits: 3

BIOL 730 - General Virology Credits: 3

DMP 712 - Veterinary Bacteriology & Mycology - Lecture Credits: 3

DMP 718 - Veterinary Parasitology Credits: 4

DMP 722 - Veterinary Virology Credits: 3

DMP 860 - Pathogenic Mechanisms Credits: 3

Infectious Diseases and Zoonoses


ASI 540 - Principles of Animal Disease Control Credits: 3

BIOL 530 - Pathogenic Microbiology Credits: 3

BIOL 545 - Human Parasitology Credits: 3

BIOL 546 - Human Parasitology Laboratory Credits: 1

BIOL 604 - Biology of the Fungi Credits: 3

BIOL 675 - Genetics of Microorganisms Credits: 3

BIOL 687 - Microbial Ecology Credits: 3

BIOL 730 - General Virology Credits: 3

DMP 712 - Veterinary Bacteriology & Mycology - Lecture Credits: 3

DMP 718 - Veterinary Parasitology Credits: 4

DMP 722 - Veterinary Virology Credits: 3

DMP 860 - Pathogenic Mechanisms Credits: 3

52



































































BIOL 670 - Immunology Credits: 4

DMP 705 - Principles of Veterinary Immunology Credits: 2

DMP 850 - Immunology of Domestic Animals Credits: 3


BIOL 529 - Fundamentals of Ecology Credits: 3


DMP 770 - Emerging Diseases Credits: 3

DMP 801 - Toxicology Credits: 2





ENTOM 849 - Biology of Disease Vectors of Human and Veterinary Importance Credits: 3




GEOG 508 - Geographic Information Systems I Credits: 4

GEOG 608 - Geographic Information Systems II Credits: 3


DMP 753 - Veterinary Public Health Credits: 2

DMP 830 - Quantitative Analysis in Food Production Veterinary Medicine Credits: 3

DMP 854 - Intermediate Epidemiology Credits: 3


DMP 871 - Molecular Diagnostics of Infectious Diseases Credits: 3

DMP 954 - Advanced Epidemiology Credits: 4


STAT 716 - Nonparametric Statistics Credits: 3

STAT 717 - Categorical Data Analysis Credits: 3

STAT 720 - Design of Experiments Credits: 3

STAT 730 - Multivariate Statistical Methods Credits: 3


BIOL 670 - Immunology Credits: 4

DMP 705 - Principles of Veterinary Immunology Credits: 2

DMP 850 - Immunology of Domestic Animals Credits: 3

DMP 880 – Problems in Pathobiology Credits: 1-6


BIOL 529 - Fundamentals of Ecology Credits: 3


DMP 770 - Emerging Diseases Credits: 3

DMP 801 - Toxicology Credits: 2





ENTOM 849 - Biology of Disease Vectors of Human and Veterinary Importance Credits: 3




GEOG 508 - Geographic Information Systems I Credits: 4

GEOG 608 - Geographic Information Systems II Credits: 3


DMP 753 - Veterinary Public Health Credits: 2

DMP 830 - Quantitative Analysis in Food Production Veterinary Medicine Credits: 3

DMP 854 - Intermediate Epidemiology Credits: 3


DMP 871 - Molecular Diagnostics of Infectious Diseases Credits: 3

DMP 954 - Advanced Epidemiology Credits: 4






53









































































3 credit hours from the following:




Select remaining courses needed (0-4 hours)

from any of the courses listed above.

3 credit hours from the following:





Select remaining courses needed (0-4 hours)

from any of the courses listed above.

Public Health Nutrition


FNDH 600 - Public Health Nutrition Credits: 3

FNDH 820 - Functional Foods for Chronic Disease Prevention Credits: 3

FNDH 844 - Nutritional Epidemiology Credits: 3

FNDH 880 - Graduate Seminar in Human Nutrition Credits: 1


FNDH 620 - Nutrient Metabolism Credits: 3

FNDH 631 - Clinical Nutrition I Credits: 3

FNDH 632 - Clinical Nutrition II Credits: 3

FNDH 635 - Nutrition and Exercise Credits: 3

FNDH 700 - Global Health and Nutrition Credits: 3

FNDH 718 - Physical Health and Aging Credits: 3

FNDH 726 - Nutrition and Wellness Credits: 3

FNDH 735 - Advanced Energy Balance Credits: 3

FNDH 780 - Problems in Human Nutrition Credits: 1-18

FNDH 782 - Topics in Human Nutrition Credits: 1-3

FNDH 800 - Nutrition Education and Communication Credits: 3

FNDH 810 - Advanced Macronutrient Metabolism Credits: 5

FNDH 812 - Advanced Micronutrient Metabolism Credits: 3

FNDH 841 - Consumer Research - Fundamentals Credits: 1

FNDH 862 - Maternal and Child Nutrition Credits: 3

FNDH 891 - Environmental Scanning and Analysis of Current Issues in Dietetics Credits: 3

Public Health Nutrition


FNDH 600 - Public Health Nutrition Credits: 3

FNDH 820 - Functional Foods for Chronic Disease Prevention Credits: 3

FNDH 844 - Nutritional Epidemiology Credits: 3

FNDH 880 - Graduate Seminar in Human Nutrition Credits: 1


FNDH 620 - Nutrient Metabolism Credits: 3

FNDH 631 - Clinical Nutrition I Credits: 3

FNDH 632 - Clinical Nutrition II Credits: 3

FNDH 635 - Nutrition and Exercise Credits: 3

FNDH 700 - Global Health and Nutrition Credits: 3

FNDH 718 - Physical Health and Aging Credits: 3

FNDH 726 - Nutrition and Wellness Credits: 3

FNDH 735 - Advanced Energy Balance Credits: 3

FNDH 780 - Problems in Human Nutrition Credits: 1-18

FNDH 782 - Topics in Human Nutrition Credits: 1-3

FNDH 800 - Nutrition Education and Communication Credits: 3

FNDH 810 - Advanced Macronutrient Metabolism Credits: 5

FNDH 812 - Advanced Micronutrient Metabolism Credits: 3

FNDH 841 - Consumer Research - Fundamentals Credits: 1

FNDH 862 - Maternal and Child Nutrition Credits: 3

FNDH 891 - Environmental Scanning and Analysis of Current Issues in Dietetics Credits: 3

54
































































FSHS 714 - Program Design, Evaluation, and Implementation Credits: 3

KIN 610 - Program Planning and Evaluation Credits: 3

KIN 805 - Physical Activity and Human Behavior Credits: 3



PSYCH 518 - Introduction to Health Psychology Credits: 3

SOCIO 541 - Wealth, Power, and Privilege Credits: 3

SOCIO 570 - Race and Ethnic Relations in the USA Credits: 3


STAT 710 - Sample Survey Methods Credits: 3

STAT 713 - Applied Linear Statistical Models Credits: 3


STAT 717 - Categorical Data Analysis Credits:

3


STAT 725 - Introduction to the SAS Computing Credits: 1




FSHS 714 - Program Design, Evaluation, and Implementation Credits: 3

KIN 610 - Program Planning and Evaluation Credits: 3

KIN 805 - Physical Activity and Human Behavior Credits: 3



PSYCH 518 - Introduction to Health Psychology Credits: 3

SOCIO 541 - Wealth, Power, and Privilege Credits: 3

SOCIO 570 - Race and Ethnic Relations in the USA Credits: 3



STAT 713 - Applied Linear Statistical Models Credits: 3






Public Health Physical Activity


KIN 610 - Program Planning and Evaluation Credits: (3)

KIN 612 - Policy, Built Environment and Physical Activity Credits: (3)

KIN 805 - Physical Activity and Human Behavior Credits: (3)


KIN 600 - Interpersonal Aspects of Physical Activity Credits: (3)

KIN 601 - Cardiorespiratory Exercise Physiology Credits: (3)

KIN 602 - Social Structural Determinants of Physical Activity Credits: (3)

KIN 606 - Topics in the Behavioral Basis of Kinesiology Credits: (1-3)

KIN 614 - Physical Activity Behavior Settings: Youth Sport to Senior Centers Credits: (3)

KIN 625 - Exercise Testing and Prescription Credits: (3)

KIN 635 - Nutrition and Exercise Credits: (3)

Public Health Physical Activity


KIN 610 - Program Planning and Evaluation Credits: (3)

KIN 612 - Policy, Built Environment and Physical Activity Credits: (3)

KIN 805 - Physical Activity and Human Behavior Credits: (3)



KIN 600 - Interpersonal Aspects of Physical Activity Credits: (3)

KIN 601 - Cardiorespiratory Exercise Physiology Credits: (3)

KIN 602 - Social Structural Determinants of Physical Activity Credits: (3)


KIN 614 - Physical Activity Behavior Settings: Youth Sport to Senior Centers Credits: (3)

KIN 625 - Exercise Testing and Prescription Credits: (3)

KIN 635 - Nutrition and Exercise Credits: (3)

55





































































KIN 655 - Individual Physical Activity Promotion Credits: (3)

KIN 797 - Topics in Public Health Physical Activity Behavior Credits: (3)

KIN 815 - Research Methods in Kinesiology Credits: (3)

KIN 851 - Topics in the Physiological Basis of Kinesiology Credits: (1-3)


KIN 896 – Independent Study (instructor permission required Credits (1-3)

FNDH 600 – Public Health Nutrition Credits: (3)

FNDH 844 – Nutritional Epidemiology Credits: (3)


SOC 541 – Wealth, Power & Privilege Credits: (3)

SOC 545 – Sociology of Women Credits: (3)

SOC 570 – Race and Ethnic Relations in the United States Credits: (3)








KIN 655 - Individual Physical Activity Promotion Credits: (3)

KIN 797 - Topics in Public Health Physical Activity Behavior Credits: (3)

KIN 815 - Research Methods in Kinesiology Credits: (3)

KIN 851 - Topics in the Physiological Basis of Kinesiology Credits: (1-3)


KIN 896 – Independent Study (instructor permission required Credits (1-3)

FNDH 600 – Public Health Nutrition Credits: (3)

FNDH 844 – Nutritional Epidemiology Credits: (3)


SOC 541 – Wealth, Power & Privilege Credits: (3)

SOC 545 – Sociology of Women Credits: (3)

SOC 570 – Race and Ethnic Relations in the United States Credits: (3)








Rationale: Review of curriculum for all emphasis areas indicates a need for an additional course that fulfills the communication

competency. Dr. Kastner approved the use of his course (AAI 801 – Interdisciplinary Process) that originates from K-State

Olathe and is available online for students on other campuses (AAI = Applied and Interdisciplinary Studies).

Additionally, a problems course (DMP 880 – Problems in Pathobiology) for the Infectious Diseases/Zoonoses emphasis area

needs to be added to the list of classes.

Impact: Dr. Kastner approved the use of his course. Interdisciplinary faculty approved the changes.


56

































http://olathe.k-state.edu/academics/courses/courses-offered/applied-interdisciplinary/

Geographic Information Science Graduate Certificate

FROM: TO:

The course requirements for the Graduate Certificate in GIScience are shown below. -A minimum of 15 graduate credit hours is required to earn the certificate. A maximum of two geospatial core courses may be waived and replaced with approved electives in cases where students have completed prior coursework for undergraduate credit. A minimum of 12 hours at the 600-level or higher is required. Students must earn a minimum GPA of 3.33 in the geospatial core to earn the certificate.

Prerequisites:

Competence in cartography, thematic mapping, of geodesy, or geomatics (e.g., GEOG 302) Competence in basic statistics (e.g., STAT 320, STAT 330, STAT 350) Competence in object-oriented computer programming (e.g., Python)

Geospatial Core (10 credit hours)

GEOG 508 Geographic Information Systems I (4) GEOG 605 Remote Sensing of the Environment (3) GEOG 608 Geographic Information Systems Il (3)

The course requirements for the Graduate Certificate in GIScience are shown below. -A minimum of 15 graduate credit hours is required to earn the certificate. A maximum of two geospatial core courses may be waived and replaced with approved electives in cases where students have completed prior coursework for undergraduate credit. A minimum of 12 hours at the 600-level or higher is required. Students must earn a minimum GPA of 3.33 in the geospatial core to earn the certificate.

Prerequisites:

Competence in cartography, thematic mapping, geodesy, or geomatics (e.g., GEOG 302) Competence in basic statistics (e.g., STAT 320, STAT 330, STAT 350) Competence in object-oriented computer programming (e.g., Python)

Geospatial Core (10 credit hours)

GEOG 508 Geographic Information Systems I (4) GEOG 605 Remote Sensing of the Environment (3) GEOG 608 Geographic Information Systems Il (3)

Elective courses — Select two (minimum of 6 credit hours):

AGRON 655 Site-Specific Agriculture (3) CE 585 Civil Engineering Project (1-3) CE 752 Advanced Hydrology (3) CE 786 Land Development for Civil Engineers and Planners (3) CIS 501 Software Architecture and Design (3) CIS 560 Database System Concepts (3) CIS 635 Introduction to Computer-based Knowledge Systems (3) CIS 636 Introduction to Computer Graphics (3) GEOG 602 Computer Mapping and Geographic Visualization (3) GEOG 610 Geography Internship (1-3) GEOG 700 Quantitative Analysis in Geography (3) GEOG 705 Thematic Remote Sensing (3) GEOG 706 Biophysical Remote Sensing (3) GEOG 709 Geography Field Research Techniques (23) GEOG 711 Topics in Remote Sensing (3) GEOG 712 Internet GIS and Distributed GIServices (3) GEOG 728 Topics in Programming for Geographic Analysis (3) GEOG 795 Topics in Geographic Information Science (1-3) GEOG 808 Geocomputation (3) GEOG 880 Spatial Data Analysis and Modeling (3) GEOG 890 Advanced Spatial Analysis Techniques (3)

Elective courses — Select two (minimum of 6 credit hours):

AGRON 655 Site-Specific Agriculture (3) BAE 669 Watershed Modeling (3) BAE 869 Advanced Watershed Modeling (3) BIOL 822 Landscape Ecology (4) CE 585 Civil Engineering Project (1-3) CE 752 Advanced Hydrology (3) CE 786 Land Development for Civil Engineers and Planners (3) CE 857 Advanced Civil Engineering Design using GIS (3)

CIS 501 Software Architecture and Design (3) CIS 560 Database System Concepts (3) CIS 635 Introduction to Computer-based Knowledge Systems (3) CIS 636 Introduction to Computer Graphics (3) CIS 736 Computer Graphics (3) CIS 761 Database Management Systems (3) COT 674 Processing Techniques for Low-Altitude Remotely Sensed Data (3) COT 676 Low-Altitude Remote-Sensing Product/Project Development (3) DMP 725 GIS Applications in Animal and Public Health (2) DMP 726 GIS Applications in Animal and Public Health Lab (1) GEOG 602 Computer Mapping and Geographic Visualization (3) GEOG 610 Geography Internship (1-3)

57

GEOG 895 Topics in Spatial Analysis (1-3) LAR 704 Environmental Landscape Planning and Design (5) PLAN 801 Planning Methods 1 (3) PLAN 836 Community Plan Preparation (3) STAT 703 Statistical Methods for Natural Scientists (3) STAT 705 Regression and Analysis of Variance (3)

GEOG 700 Quantitative Analysis in Geography (3) GEOG 705 Thematic Remote Sensing (3) GEOG 706 Biophysical Remote Sensing (3) GEOG 707 Remote Sensing of Water (3) GEOG 709 Geography Field Research Techniques (2-3) GEOG 711 Topics in Remote Sensing (3) GEOG 712 Internet GIS and Distributed GIServices (3) GEOG 728 Topics in Programming for Geographic Analysis (3) GEOG 790 Seminar in Geography (3) GEOG 795 Topics in Geographic Information Science (1-3)

GEOG 808 Geocomputation (3) GEOG 880 Spatial Data Analysis and Modeling (3) GEOG 890 Advanced Spatial Analysis Techniques (3) GEOG 895 Topics in Spatial Analysis (1-3) HORT 820 Quantitative Agricultural Remote Sensing (3)

LAR 704 Environmental Landscape Planning and Design (5)(3)

LAR 580 Planning & Design Intro to GIS (2) MATH 615 Introduction to Digital Image Processing (3) PLAN 801 Planning Methods 1 (3) PLAN 836 Community Plan Preparation (3) STAT 703 Statistical Methods for Natural Scientists (3) STAT 705 Regression and Analysis of Variance (3) STAT 726 Introduction to R Computing I STAT 903 Statistical Methods for Spatial Data (3)

RATIONALE: This is a routine update of the Geographic Information Science Graduate Certificate to reflect recent changes in

course names/numbers and cross-listings, as well as to expand the list of pre-approved elective courses. Potentially

impacted departments were contacted for comment on February 24, 2017.

IMPACT: BAE, BIOL. CE, CIS, COT, DMP, GEOG, HORT, LAR, MATH, STAT.


58

Mathematics

Applied Mathematics Graduate Certificate

FROM:

Core Courses (6 credit hours)

MATH 715 Applied Mathematics I | 3 credits

MATH 716 Applied Mathematics II | 3 credits

Elective Courses (minimum of 6 credit hours)

MATH 615 Introduction to Digital Image

Processing | 3 credits

MATH 635 Dynamics, Chaos, and Fractals | 3

credits

MATH 789 Combinatorial Analysis | 3 credits

IMSE 881 Linear Programming | 3 credits

IMSE 882 Network Flows and Graph Theory | 3

credits

IMSE 884 Integer Programming and

Combinatorial Optimization | 3 credits

IMSE 982 Nonlinear Programming | 3 credits

ECE 840 Computer Engineering Methods for

Analysis, Simulation, and Design | 3 credits

ECE 861 Noise Theory | 3 credits

ECE 963 Signal Detection Theory | 3 credits

ECE 965 Information Theory | 3 credits

CE 803 Numerical and Analytic Techniques for

Engineers | 3 credits

STAT 704 Analysis of Variance | 2 credits

STAT 705 Regression and Correlation Analysis | 2

credits

STAT 710 Sample Survey Methods | 2 credits

STAT 713 Applied Linear Statistical Models | 4

credits

STAT 716 Nonparametric Statistics | 2 credits

STAT 717 Categorical Data Analysis | 3 credits

STAT 720 Design of Experiments | 3 credits .

STAT 722 Experimental Design for Product

Development and Quality Improvement | 3 credits

STAT 730 Multivariate Statistical Methods | 3

credits

STAT 736 Bioassay | 2 credits

STAT 745 Statistical Graphics | 3 credits

TO:

Core Courses (6 credit hours)

MATH 715 Applied Mathematics I | 3 credits

MATH 716 Applied Mathematics II | 3 credits

Elective Courses (minimum of 6 credit hours)

MATH 615 Introduction to Digital Image

Processing | 3 credits

MATH 635 Dynamics, Chaos, and Fractals | 3

credits

MATH 725 The Mathematics of Data and Networks

I

Math 726 The Mathematics of Data and Networks

II

MATH 789 Combinatorial Analysis | 3 credits

MATH 801 Numerical Solution of Differential

Equations I

MATH 802 Numerical Solution of Differential

Equations I

IMSE 881 Linear Programming | 3 credits

IMSE 882 Network Flows and Graph Theory | 3

credits

IMSE 884 Integer Programming and Combinatorial

Optimization | 3 credits

IMSE 982 Nonlinear Programming | 3 credits

ECE 840 Computer Engineering Methods for

Analysis, Simulation, and Design | 3 credits

ECE 861 Noise Theory | 3 credits

ECE 963 Signal Detection Theory | 3 credits

ECE 965 Information Theory | 3 credits

CE 803 Numerical and Analytic Techniques for

Engineers | 3 credits

STAT 704 Analysis of Variance | 2 credits

STAT 705 Regression and Correlation Analysis | 2

credits

STAT 710 Sample Survey Methods | 2 credits

STAT 713 Applied Linear Statistical Models | 4

credits

STAT 716 Nonparametric Statistics | 2 credits

STAT 717 Categorical Data Analysis | 3 credits

STAT 720 Design of Experiments | 3 credits .

STAT 722 Experimental Design for Product

59

RATIONALE: It is proposed here to add elective courses to the curriculum of the Graduate Certificate in Applied Mathematics.

The proposed changes are necessitated by both growth of the Applied Mathematics program at the Department of

Mathematics, and increased interest to the Graduate Certificate in Applied Mathematics from other departments.

IMPACT: The proposed changes have been approved by the departments that offer the courses. Letters of support from the

corresponding departments are attached.


Development and Quality Improvement | 3 credits

STAT 730 Multivariate Statistical Methods | 3

credits

STAT 736 Bioassay | 2 credits

STAT 745 Statistical Graphics | 3 credits

ME 820 Intermediate Topics in Thermal and Fluid

Mechanics (Rational Mechanics of Fluids)

CIS625 Concurrent Software Systems

CIS770 Formal Language Theory

CIS775 Analysis of Algorithms

60

Teaching English as a Foreign Language (TEFL) Graduate Certificate

Document: Page Number:

Appendix D: Curriculum Form 62-63

TEFL Certificate Proposal 64-69

Letter of Support- Socorro Herrera 70-71

Email support- F. Goodson 72-75

TEFL Assessment of Student Learning Plan 76-81

MLANG 770 Mid-term 82-83

MLANG 770 Final Exam 84-85

MLANG 803/804 Peer Teaching Rubric 86-87

MLANG 803/804 Portfolio Rubric 88-89

MLANG 600 Presentations Assessment Rubric 90-91

61

Appendix D: Curriculum Form Kansas State University

(This includes additions, deletions, and changes)

(See below to determine whether this change can go through expedited process)

(Please select one of the boxes below) O Expedited Process includes, but is not limited to: (CANNOT HAVE IMPACT ON OTHER COLLEGES)

Curriculum change ..i. Other minor changes (to be identified and defended by the department).

Non- Expedited Process includes, but is not limited to: ..,. Changing the required number of credits for completion of a program "4. Curriculum change (when this impacts another unit outside the college) '+ Addition or deletion of an academic sub plan or plan (option, specialization, minor, certificate, etc.).

Effective term for requested action: Term Fall Year 2017 Please note the following deadlines: Curriculum Changes effective for: Must be submitted to Faculty Senate Must be approved by

Faculty Senate by: Academic Affairs prior to: Fall 2nd April meeting Spring Summer

2nd September meeting 2nd January meeting

May meeting October meeting February meeting

Please see guidelines in the Kansas Board of Regents (KBOR) policy manual regarding format of new degree program proposals that require KBOR approval (incbu.ing new majors, secondary majors, and minors not within an existing degree program, etc.) http :llivwn;. kansasrege>nts,orgl_policy_clu1pter___ii_ a_ 11ew _acade1rt_ic_ units_ and_prograrns

Rationale: The Department of Modern Languages, working closely with the English Language Program, proposes an 18-hour Graduate Certificate program in Teaching English as a Foreign Language (TEFL), as a natural extension of its existing 3 0-hour MA degree in TEFL.

Impact (i.e. if this impacts another unit)- Statement should include the date when the head of a unit was contacted, and the response or lack of: Three credit hours (1 course) may be taken from other units, as is the case with the already-established MA program in TEFL.

Entire curriculum, curriculum description or admission criteria must be shown below. Be sure to use current catalog information.

Strike through the deleted courses or wording within the curriculum description or admission criteria.

FROM: (Current list of courses for the curriculum, curriculum description, and admission criteria. Be sure to use current catalog information)

Revised 10-16-09, 3-4-14

Underline new courses, edited version of the curriculum description or admission criteria.

TO: To: (Proposed list of courses for the curriculum, curriculum description, and admission criteria.)

' 62

,, ·h,,~.

Please attach additional page(s) if needed.

For Office Use Date approved by Department Faculty:

Proposed list of courses: 1. MLANG 600: Principles of Linguistics 2. MLANG 710: Foreign Language Pedagogy 3. MLANG 770: Theories of SLA 4. MLANG 803: Oral Practicum 5. MLANG 804: Written Practicum 6. Approved elective from, but not limited to, the

following: • a linguistics-oriented graduate seminar numbered

MLANG779 • ENGL 700: Old English • ENGL 757: Studies in Language and Linguistics • ENGL 820: Seminar in Language • ENGL 890: History of the English Language

ANTH 514: Language and Culture • ANTH 523 Topics in Linguistic Anthropology • ANTH 792: Field Methods in Linguistics • PHILO 625: The Philosophy of Language • EDCI 720: ESL/Dual Language Methods • EDCI 731: ESL/Dual Language Linguistics • EDCI 7 42 ESL/Dual Language Assessment • COMM 780: Intercultural Communication

Curriculum description: The Graduate Certificate Program in Teaching English as a Foreign Language is intended for aspiring teachers of English for non-native speakers, as well as for practicing teachers who would like to enhance their skills and credentials. Students will be better prepared to teach English in a wide range of contexts, both abroad and domestically, or to pursue a graduate degree in TEFL or another field within applied linguistics. A total of 18 credit hours are required to complete the certificate program, 15 hours ( 5 courses) of required, core courses, and 3 hours (1 course) of an approved elective course.

Admission criteria: Applicants must hold a BA in a related field (e.g., language, education, etc.) or must be pursuing an MA in a related field. Applicants with a different academic background may, at most, be permitted probationary admission, with stipulations for coursework and/or expectations for performance during the first semester in the program.

Date approved by College Course and Curriculum committee: Date approved by College Faculty (if needed): Date approved by Graduate Council (if needed): Date approved by Faculty Senate (if needed): Date approved by Board of Regents (if needed):

Revised 10-16-09, 3-4-14

'~k'<i,~

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Graduate Certificate Proposal Teaching English as a Foreign Language (TEFL)

Department of Modern Languages and English Language Program Kansas State University

A. Educational Objectives of the Certificate Program The graduate certificate program proposed here is intended for aspiring teachers of English for non-native speakers, as well as for practicing teachers who would like to enhance their skills and credentials. Upon completion of the program, students will be better prepared to teach English in a wide range of contexts, both abroad and domestically, or to pursue a graduate degree in TEFL or another field within applied linguistics. The program requirements generally align with standards for teaching professionals set forth by the Commission on English Language Program Accreditation (available at http://cea-accredit.org/about-cea/standards). Further, the educational objectives of the program are informed by the Mission Statement of the Department of Modern Languages, which (in part), is to “...prepare a linguistically competent and culturally aware citizenry poised to live and work in an increasingly global and diverse society….” The program includes coursework in linguistics, theories of second language acquisition, foreign language pedagogy as well as practical experience within English language classes at K-State. The educational objectives of the program are that students: ● Strengthen their knowledge and usage of English in academic contexts ● Develop a deeper understanding of languages as systems of communication ● Develop knowledge of second language learning theories ● Demonstrate knowledge of foreign language pedagogy approaches ● Apply foreign language pedagogical approaches with adult learners

B. Courses in the Certificate Program This graduate certificate program will consist of five required courses and one approved elective course:

1. MLANG 600: Principles of Linguistics: Language Structure and Language Usage 2. MLANG 710: Foreign Language Pedagogy 3. MLANG 770: Theories of Second Language Acquisition 4. MLANG 803: Practicum in Adult TESL: Oral communication 5. MLANG 804: Practicum in Adult TESL: Written communication 6. Elective course approved by the TEFL Advisor before enrollment

The course descriptions follow: MLANG 600: Principles of Linguistics: Language Structure and Language Usage Introduction to the fundamentals of linguistic analysis, including the sound system (phonetics and phonology), word formation (morphology), sentence formation (syntax), meaning (semantics and pragmatics). Formal and functional (usage-based) perspectives. Application of linguistics to language acquisition theory and to pedagogy. MLANG 710: Foreign Language Pedagogy

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Second and foreign language pedagogical theory is combined with the examination of practical concerns in the teaching of languages, in order to provide future and current instructors with the necessary background for making informed decisions concerning classroom practices. Taught in English. MLANG 770: Theories of Second Language Acquisition Introduction to the major theoretical frameworks of second language acquisition (SLA). Reading, discussion, and analysis of SLA research on a variety of linguistic and learning issues. MLANG 803: Practicum in Adult TESL: Oral communication Provides an overview of current issues and methodology in TESL/TEFL and a foundation for further exploration of techniques used in skill specific areas of oral communication. MLANG 804: Practicum in Adult TESL: Written communication Provides an overview of current issues and methodology in TESL/TEFL and a foundation for further exploration of techniques used in skill specific areas of written communication. One elective course approved by the TEFL Advisor before enrollment Courses that fulfill this elective include, but are not necessarily limited to: ● a linguistics-oriented graduate seminar numbered MLANG 779 ● ENGL 700: Old English ● ENGL 757: Studies in Language and Linguistics ● ENGL 820: Seminar in Language ● ENGL 890: History of the English Language ● ANTH 514: Language and Culture ● ANTH 523: Topics in Linguistic Anthropology ● ANTH 792: Field Methods in Linguistics ● PHILO 625: The Philosophy of Language ● EDCI 720: ESL/Dual Language Methods ● EDCI 731: ESL/Dual Language Linguistics ● EDCI 742: ESL/Dual Language Assessment ● COMM 780: Intercultural Communication

The sequence in which a student will take these six courses is as follows: Fall semester: ● MLANG 600: Principles of Linguistics ● MLANG 710: Foreign Language Pedagogy ● MLANG 803: Oral Practicum

Spring semester: ● MLANG 770: Theories of SLA ● MLANG 804: Written Practicum ● Approved elective

As such, students will only be admitted into the certificate program in Fall Semester, rather than in both Fall and Spring Semesters, as is the case with the already-established MA program in TEFL.

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C. How the Courses Meet the Stated Educational Objectives The five required courses and the one elective course align well with the stated educational objectives. The purpose of MLANG 600 is to introduce students to the scientific study of language and the various subfields with linguistics. A large component of this course is to give students exposure to the ways in which languages across the world, rather than only English, accomplish the task of communication. This is performed through the analysis of sounds, words, sentences, and meaning. MLANG 770 presents a survey of the theories that have spawned from as well as informed the study of the acquisition of second languages, including early theories (e.g., Universal Grammar, Contrastive Analysis, Monitor Model) as well as ones that are more widely adhered to today (cognitive, interactionist, sociocultural and sociolinguistic approaches). MLANG 710 presents a robust review of recent methodological approaches to teaching foreign and second languages and challenges students to define their own teaching philosophy. The focus of this course is on adult learners of foreign and second languages, rather than child and youth learners. The practicum courses, MLANG 803 and MLANG 804, offer the students the opportunity to see firsthand English instruction to non-native speakers and to put into practice the theory and methods they learn in those two courses as well as in other courses in the program. The elective course allows the students to explore a topic of interest related to language and society, the teaching of language, and the English language itself.

D. Need for Certificate Program English is the lingua franca of international business and science, among other fields. The demand for well-trained English language instructors both within the United States and outside of it is high, likely higher than ever. The success of K-State’s English Language Program (ELP) reflects this large need. In the last 10 years, between AY 2005-06 and AY 2014-15, the number of students enrolled in the ELP has more than tripled, from 324 students to 1,036, and the number of student hours has more than quadrupled, from 3,145 student hours to 13,792. Worldwide, more people study English as their second language than any other. The success of the SLA in TEFL MA degree offered since 2007 by Modern Languages also provides evidence of the sustainability of a graduate certificate program in TEFL. During this short time period, 34 students have graduated with the MA in SLA TEFL. Many have returned to their home country to teach, others are now teaching abroad and domestically at universities and adult language programs on four different continents. Additionally, the popularity of the MA program in TEFL among the MA programs offered by the Department of Modern Languages offers evidence that a graduate certificate program would be successful. As of Fall 2015, of the 21 students in the 7 tracks within the MA degree offered by Modern Languages, a third (7 students) are working on the TEFL track. This number is larger than all other tracks, aside from the SLA in Spanish track (8 students).

E. Administration of the Certificate Program Administration for the program is already in place, as the administration of the graduate certificate program will be assumed by the TEFL Advisor of the MA degree program. Supervisory committee membership on the MA degree program comprehensive exam committee rotates annually, with at least one member from the ELP or the Department of English, and the remaining members from MLANG. The exam committee for a given year will serve as the supervisory committee of students in the graduate certificate program. Decisions about admission to the graduate certificate program will be made the larger TEFL committee, which is the case with the already-established MA degree program.

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F. Estimated Budget As the graduate certificate program proposed here is a shortened version of the MA degree program that Modern Languages already offers, there is no foreseen budgetary implications in the beginning. With five graduate certificate students or less, the core courses (5 of the 6) can easily absorb new students. However, if demand for the program grows, decisions on whether to either cap enrollment or split the core courses into several sections will have to be made. The latter decision would have budgetary implications, as an additional faculty member will likely be needed.

G. Associated Faculty Members Earl Brown, Modern Languages Janice McGregor, Modern Languages Laura Valentín-Rivera, Modern Languages Li Yang, Modern Languages Mary Copple, Modern Languages Abby Franchitti, English Language Program Beverley Earles, English Language Program Mary Wood, English Language Program Glenda Leung, Center for Intercultural and Multilingual Advocacy Karin Westman, English Mary Kohn, English Phillip Marzluf, English

H. Program Coordinator Earl K. Brown, PhD Associate Professor of Spanish Director of Graduate Studies Advisor, MA TEFL Program Department of Modern Languages 104 Eisenhower Hall [email protected] 785-532-6760 After Sp17 semester: Mary T. Copple, PhD Associate Professor of Spanish Department of Modern Languages 104 Eisenhower Hall [email protected] 785-532-6760

I. Student Learning Outcomes (SLOs) and Assessment Plan Knowledge Students will:

SLO 1: Demonstrate knowledge of the ways in which English serves as a system of communication, as well as how it is similar to and different from other languages in the world. SLO 2: Distinguish characteristics of second language learning theories and their application to second language teaching.

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Skills Students will:

SLO 3: Demonstrate knowledge of and apply foreign language pedagogical approaches with adult learners of foreign and second languages. SLO 4: Demonstrate proficient use of academic language in extended discourse, whether spoken or written, in English, regardless of first language of students.

Attitudes and Professional Conduct Students will:

SLO 5: Exhibit an awareness of responsibilities (professional integrity, ethical behavior, ability to work with diverse groups of peoples) and engage in professional conduct towards constituent groups which may include students, faculty, staff, or the public.

Assessment Plan The SLOs will be evaluated once per academic year in order to measure the effectiveness of the proposed program. The following table identifies how each SLO relates to the university-wide SLOs for graduate programs, the course or courses in which the SLOs will be evaluated, and the specific assessment instrument that will be used to measure proficiency in that SLO.

Proposed SLO University-wide graduate SLO

Courses in which the SLO will be evaluated

Assessment

SLO 1: Demonstrate knowledge of the ways in which English serves as a system of communication, as well as how it is similar and different from other languages in the world.

Knowledge MLANG 600 Midterm and final exams

SLO 2: Distinguish characteristics of second language learning theories and their application to second language teaching.

Knowledge MLANG 770, 803, 804

Midterm and final exams (770) Final portfolios (803 and 804)

SLO 3: Demonstrate knowledge of and apply foreign language pedagogical approaches with adult learners or foreign and second languages.

Skills MLANG 803, 804

Micro-teach demonstrations in class and 15-min. lessons in ELP classes

SLO 4: Demonstrate proficient use of academic language in extended discourse, whether spoken or written, in English, regardless of first language of students.

Skills MLANG 600

Final paper and accompanying conference-style oral presentation

SLO 5: Exhibit an awareness of Attitudes and MLANG 710 Final project

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responsibilities (professional integrity, ethical behavior, ability to work with diverse groups of peoples) and engage in professional conduct towards constituent groups which may include students, faculty, staff, or the public.

professional conduct

J. Endorsements from Academic Units Impacted by the Certificate Program While the College of Education offers a graduate certificate in Teaching English as a Second Language for Adult Learners (http://coe.k-state.edu/adulted/certificates/teaching-esl-adults.html), the program proposed here is different. One major difference is the mode of transmission. While the College of Education’s program is completed online, the program proposed here is not. This program emphasizes face-to-face interaction that students have with their professors in a brick-and-mortar setting, including the supervised on-site practicum experience with adult learners in a university setting, in the English Language Program, especially in MLANG 803 and MLANG 804. Also, this certificate program includes an emphasis on theoretical approaches to Second Language Acquisition and the subsequent connection of theory with practice in developing and teaching English courses for adults. Lastly, and possibly most importantly, the program proposed here has an international focus, as the use of “foreign language” (rather than “second language”) in the title of the proposed program itself connotes. Drs. Earl Brown and Janice McGregor spoke with Dr. Socorro Herrera on February 10, 2016 about this proposed graduate certificate proposal. Dr. Herrera said that she did not see a conflict, as the audiences for the two programs are different. She mentioned that she would send the response of the College of Education to the appropriate person in the Graduate School in a timely manner.

69

April1,2016

RE:GraduateCertificateProposal:TeachingEnglishasaForeignLanguage(TEFL)

DearDr.Brown,

ThepurposeofthisletteristorespondtoyourTEFL,GraduateCertificateProposal.Asyounote,thisisimportantbecausewearealreadypreparingInternational

educatorsfromanumberofcountriesforenhancedEFLteachingintheirrespectiveschools,alongwithprofessionaldevelopmentforenriched,theory-basedteaching

practices.Infact,wehavetodateprovidedcoursestoover1000in-serviceteachers

fromEcuadorand25pre-serviceteachersfromMexico.Further,wehaveextensivelymetandplannedfuturecourseiterationsforteacherswithMinistriesof

EducationinMexico,Panama,Chile,andCostaRica.Whileeachoftheseprograms

doesnotcurrentlyseektoofferagraduatecertificateordegreefortheirparticipatingeducators,theymaydosointhenearfuture.

Ataglance,Idonotseeamajoroverlapbetweencoursesofferedintheproposed,

TEFL,graduatecertificateandouradulteducationcertificateintheCollegeof

Education(COE).TheproposedprogramoutofModernLanguagesseemstohaveadocumented,linguisticsfocus;whereas,theprogramofferedwithinourCollege

takesamorepedagogicalapproach.

Mymainconcernwillbeinduplicationofsimilarprogrammingparticularlyfor

internationalstudents.However,Ibelievethatthroughongoingcommunicationandcollaboration,wecanmakethiswork.Accordingly,wewouldexpecttobeadvisedof

anyandallfuturechangestocurriculafortheTEFLcertificateandpropose

collaborationtoavoidfutureduplicationofrecruitmenteffortsincountriesseekingservices.

Additionally,Iwouldliketosharethatwearecontemplatingagraduatecertificate

forinternationaleducatorsthatwouldfundamentally,focusonteachingand

learningininternationalsettings.Thecertificatewouldbeofferedonlinewithasummer-intensiveandoncampuscomponent.Ilookforwardtosharingthis

proposalwithyounextfall.

70

Iamalwaysavailabletoscheduleameetingforpurposesofclarification,

collaboration,and/oreffortstoavertduplicationofservices.PleasefeelfreetocontactCIMAtoscheduleatanytime.Shouldyouhaveadditionalquestionsabout

ourTEFLconcerns,ourpositiononthecertificate,oreffortstomonitor/collaboratepleasecontactme,atyourconvenience.

Sincerely,

SocorroHerreraProfessorofCurriculum&Instruction

ExecutiveDirectorofCIMA

CollegeofEducation,KSU

71

Fwd: Proposed new Graduate Certificate

Earl,

See below. You should include these correspondences into the support section of your proposal.

Thanks,

Mike

Begin forwarded message:

From: F Goodson <[email protected]>

Subject: Fwd: Proposed new Graduate Certificate

Date: April 5, 2016 at 9:00:30 AM CDT

To: Michael Herman <[email protected]>

Cc: Socorro Herrera <[email protected]>

Dr. Herman,

I have reviewed the proposed TEFL certificate proposal, and I have shared the proposal with critical members of my department. I support the efforts of the Department of Modern Languages and this

certificate proposal.

tg

F. Todd Goodson

Chair, Department of Curriculum and Instruction


Begin forwarded message:

From: Socorro Herrera <[email protected]>

Subject: Fw: Proposed new Graduate Certificate

Date: April 5, 2016 at 8:53:53 AM CDT

To: F Goodson <[email protected]>

Dr. Goodson,

Let me know how I can help.

Socorro

From: Michael Herman Sent: Tuesday, April 5, 2016 7:37 AM To: Earl Brown Cc: Kate Taylor; Socorro Herrera Subject: Re: Proposed new Graduate Cer�ficate Dr. Brown and Dr. Herrera,

I appreciate the le�er from Dr. Herrera. However, the TEFL cer�ficate proposal really needs to have a statement of support/acknowledgementfrom the head of the department, Dr. Goodson. In addi�on, it would be best if that statement was clear in regard to any overlap of this par�cularproposal and how it could be managed. The current le�er is a bit vague on how “we can make this work”.

Thank you!

Sincerely,

Mike

Michael Herman Associate Dean of the Graduate School 103 Fairchild Hall Kansas State University Manha�an, KS 66506 Office (785) 532‐6191 Fax (785) 532‐2983 [email protected]

Michael Herman

mar 4/5/2016 9:43 AM

Para:Earl Brown <[email protected]>;

72

On Apr 4, 2016, at 3:45 PM, Earl <[email protected]> wrote:

Socorro, Thank you very much for your response and support.

Mike and Kate, Please find a�ached Dr. Herrera's response to MLANG's proposed grad cer�ficate in TEFL. Please let me know if there is anything else.

Best, Earl Brown

Earl K. Brown, PhD Associate Professor of Spanish (Linguis�cs) Director of Graduate Studies Advisor, TEFL MA Program Department of Modern Languages Kansas State University www‐personal.ksu.edu/~ekbrown

________________________________________ De: Socorro Herrera Enviado: sábado, abril 02, 2016 5:46 PM Para: Earl Brown Asunto: Re: Proposed new Graduate Cer�ficate

See a�ached response. Sorry for the delay.

Let's visit soon.

Socorro

________________________________________ From: Earl Brown Sent: Friday, April 1, 2016 10:57 AM To: Socorro Herrera; F Goodson Subject: Re: Proposed new Graduate Cer�ficate

Thank you very much Socorro.

Earl


________________________________________ De: Socorro Herrera Enviado: jueves, marzo 31, 2016 8:41 PM Para: Earl Brown; F Goodson Asunto: Re: Proposed new Graduate Cer�ficate

Hello Earl,

I dra ed a response, but have yet to send it. Let me set up an appointment with Dr. Goodson, share my thoughts and then get back toyou by Monday.

Socorro

________________________________________ From: Earl Brown Sent: Thursday, March 31, 2016 7:27 PM To: Socorro Herrera; F Goodson Subject: RV: Proposed new Graduate Cer�ficate

Hi Socorro,

I'm emailing to see if you've been able to write an endorsement about our graduate cer�ficate proposal in TEFL. Please see the emailconversa�on below between myself and Mike Herman in the Grad School.

Thanks, Earl

73


________________________________________ De: Michael Herman Enviado: jueves, marzo 31, 2016 1:23 PM Para: Earl Brown Cc: Kate Taylor Asunto: Re: Proposed new Graduate Cer�ficate

Earl,

We have not received anything from Dr. Herrera. Dr. Shanklin thinks that Dr. Goodson is the one that needs to provide theendorsement. This is part of developing the proposal, so you should be the one seeking those endorsements. I would make certainnone of the faculty involved in the TESL for Adult Cer�ficate have any issues with this cer�ficate. It will be very important todemonstrate there is not overlap or duplica�on of your proposed cer�ficate and the exis�ng one.

It won’t be possible to have the approvals work through the system to be ready for a Fall 2016 start date.

Mike

On Mar 31, 2016, at 1:15 PM, Earl Brown <[email protected]> wrote:

Dr. Herman,

When Dr. McGregor and I spoke with Socorro Herrera she men�oned that she would write a response/endorsement toour proposal. I assumed that she would/has sent it directly to the grad school, rather than to me. Have you not receivedher endorsement yet? Should I remind her or is this something that the Grad School would be be�er posi�oned to askfor?

It is too op�mis�c to hope for a Fall 2016 start date, at this point?

Thanks, Earl Brown


________________________________________ De: Michael Herman Enviado: jueves, marzo 31, 2016 10:58 AM Para: Earl Brown Cc: Kate Taylor Asunto: Re: Proposed new Graduate Cer�ficate

Hi Earl,

We need to make certain that the College of Educa�on agrees that there is not a conflict with their current TeachingEnglish as a Second Language for Adult Learners Cer�ficate. You need to firm up the endorsements to include relevant Department Head(s). This mightbe Todd Goodson and/or David Thompson. Dr. Herrera should determine which is appropriate and obtain the necessaryendorsements. This should be included in the proposal.

Everything else seems to be in place. I an�cipate that the Graduate Council Assessment and Review Commi�ee will haveques�ons about your assessment plan. There might be a concern about the assessment of using the en�re MLANG 600course (i.e. final exam) to asses SLO1. There might also be a ques�on about the rubric used to evaluate the final project inMLANG 710 to assess SLO5.

I’d be happy to look at it again if you’d like. The next steps would be to begin the course and curriculum approval process. This would start with your department, then the college, etc. Once these approvals have occurred it will be taken up byGraduate Council.

Thanks!

Mike 74

On Mar 28, 2016, at 3:50 PM, Earl Brown <[email protected]> wrote:

Kate and Dr. Herman,

Please find a�ached a PDF file with my department's graduate cer�ficate proposal with the full assessmentplan.

Please let me know if there are any missing parts at this point.

Best, Earl Brown


________________________________________ De: Kate Taylor Enviado: martes, febrero 16, 2016 8:49 AM Para: Earl Brown Asunto: Proposed new Graduate Cer�ficate

Dr. Brown‐ Dr. Herman would like a pdf version of the whole proposal, to include any rubrics as well as the fullAssessment of Student Learning plan (h�p://www.k‐state.edu/grad/faculty/program‐review/New%20Program%20Assessment%20Plan%204‐6‐15.pdf)

Thank you,

Kate A. Taylor Administra�ve Specialist Graduate School 103 Fairchild Hall Kansas State Univiersity 785‐532‐7927 [email protected]

<Proposal_grad_cert_TEFL.pdf>

<Dr. Brown.docx>

75

GraduateSchoolProposedDegreeProgramorCertificate:GraduateCertificateinTeachingEnglishas

aForeignLanguageCollege:ArtsandSciences

AssessmentofStudentLearningPlan

A. College,Department,andDateCollege:ArtsandSciencesDepartment:ModernLanguagesDate:23March2016

B. ContactPerson(s)fortheAssessmentPlanEarlBrown,[email protected]:MaryCopple,[email protected]

C. NameofProposedDegreeProgramorCertificateGraduateCertificateinTeachingEnglishasaForeignLanguage

D. AssessmentofStudentLearningThree-YearPlan

1. StudentLearningOutcome(s)a. List(orattachalist)allthestudentlearningoutcomesfortheprogram.

UponcompletionoftheTEFLGraduateCertificateprogram:Knowledge Students will:

SLO 1: Demonstrate knowledge of the ways in which English serves as a system of communication, as well as how it is similar to and different from other languages in the world. SLO 2: Distinguish characteristics of second language learning theories and their application to second language teaching.

Skills Students will:

SLO 3: Demonstrate knowledge of and apply foreign language pedagogical approaches with adult learners of foreign and second languages. SLO 4: Demonstrate proficient use of academic language in extended discourse, whether spoken or written, in English, regardless of first language of students.

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Attitudes and Professional Conduct Students will:

SLO 5: Exhibit an awareness of responsibilities (professional integrity, ethical behavior, ability to work with diverse groups of peoples) and engage in professional conduct towards constituent groups which may include students, faculty, staff, or the public.

b. Indicateatleastthreeoutcomesontheabovelistthatwillbeassessed

bythefirstmid-cyclereview.SLO 2: Distinguish characteristics of second language learning theories and their application to second language teaching. SLO 3: Demonstrate knowledge of and apply foreign language pedagogical approaches with adult learners of foreign and second languages. SLO 4: Demonstrate proficient use of academic language in extended discourse, whether spoken or written, in English, regardless of first language of students.

Specifytherationaleforselectingtheselearningoutcomes:Theoriesthatattempttodescribetheprocessthatsecondandforeignlanguagelearnersgothroughisafoundationalelementofthisproposedgraduatecertificateprogram.Closelyrelatedistheknowledgeoftechniquesthatinstructorsofsecondandforeignlanguagesneedintheclassroom.Finally,possessinganabilitytouseacademiclanguageisnecessaryforEnglishinstructorstobesuccessful.Forthesereasons,SLOs2,3,and4willbeassessedfirst.RelationshiptoK-StateGraduateStudentOutcomes:

SLO/Required

Courses/experiencesCourseNumber(s)

CourseNumber(s)

CourseNumber(s)

CourseNumber(s)

DegreeprogramSLOs

MLANG600 MLANG710 MLANG770 MLANG803,804

SLO1 XA SLO2 XA XASLO3 X XASLO4 XA X X XSLO5 XA UniversitySLOs(GraduatePrograms)Knowledge XA X XA XASkills XA X XA XAAttitudesandProfessionalConduct

XA

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2. AssessmentStrategies

a. DirectMeasuresSL02willbeassessedinthemidtermandfinalexamsofMLANG770aswellasinthefinalportfoliosofMLANG803andMLANG804.Theexamsrepresentareliablemeasureofstudents'knowledgeofsecondlanguageacquisitiontheorieswhiletheportfoliosdemonstratehowstudentsmightapplythosetheoriesintheclassroom.TheexamsareattachedbelowinAppendixB.Basedontheartefactsmentionedabove,eachinstructorinMLANG770,MLANG803andMLANG804willusethefollowingrubrictoreportthenumberofgraduatecertificatestudentswhofollowintoeachlevelofproficiencywithinSLO2.

Exemplary Proficient Acceptable Unacceptable

SLO 2: Distinguish characteristics of second language learning theories and their application to second language teaching.

Students demonstrate a high degree of understanding of characteristics of each second language learning theory, can clearly explicate the similarities and differences of different strands of theories, choose and apply appropriate theories to teaching practice.

Students demonstrate understanding of characteristics of each second language learning theory, can explicate the similarities and differences of different strands of theories, and apply the theories to teaching practice.

Students demonstrate a moderate degree of understanding of characteristics of each second language learning theory, can explicate the similarities and differences between some learning theories, and apply some theories to teaching practice.

Students demonstrate a low degree of understanding of characteristics of each second language learning theory, cannot explicate the similarities and differences of different strands of learning theories, nor can they apply the theories to teaching practice.

SLO3willbeassessedduringthemicro-teachdemonstrationsstudentsmakeinclassaswellasduringthe15-minutelessonsstudentsgiveseveraltimesthesemesterinanEnglishLanguageProgramclass.Basedontheteachingpresentationsmentionedabove,theinstructor(s)inMLANG803andMLANG804(asofthelast8ormoreyears,thesameinstructorhastaughtboththesecourses)willusethefollowingrubricto

78

reportthenumberofgraduatecertificatestudentsfallingintoeachoftheproficiencylevelswithinSLO3:


SLO 3: Demonstrate knowledge of and apply foreign language pedagogical approaches with adult learners of foreign and second languages.

Students demonstrate an outstanding degree of understanding of current pedagogical and adult learning theories and approaches; confirm mastery of their aptitude through analysis and application of learning theories and approaches to and in a classroom setting.

Students demonstrate an overall understanding of current pedagogical and adult learning theories and approaches; confirm competence of their aptitude through analysis and application of learning theories and approaches to and in a classroom setting.

Students demonstrate a moderate degree of understanding of current pedagogical and adult learning theories and approaches; able to confirm some aptitude through analysis and application of learning theories and approaches to and in a classroom setting.

Students demonstrate a low degree of understanding of current pedagogical and adult learning theories and approaches; unable to confirm their aptitude through analysis and application of learning theories and approaches to and in a classroom setting.

SLO4willbeassessedinthefinalwrittenpaperandaccompanyingconference-styleoralpresentationduringthelastweekofMLANG600.TherubricusedtoassessstudentperformanceduringtheoralpresentationisattachedinAppendixB.Basedontheabove-mentionedartefacts,theinstructorofMLANG600willusethefollowingrubrictoreportthenumberofgraduatecertificatestudentsfallingintoeachlevelofproficiency:


SLO 4: Demonstrate proficient use of academic language in

Students show a native or native-like management of the English

Students show an advanced management of the English language, both

Students can communicate in the English language, both orally and in

Students communicate with difficulty in the English language, both orally and in

79

extended discourse, whether spoken or written, in English, regardless of first language of students.

language, both orally and in written contexts. Additionally, their production reflects a wide and sophisticated scholarly lexicon related to language acquisition and instruction.

orally and in written contexts. In addition, their production reflects an overall high knowledge of scholarly lexicon related to language acquisition and instruction.

written contexts, although with a few errors that reflect interference of their first language (if not English). They use a moderate degree of scholarly lexicon.

written contexts. Their communications are highly obscured by inaccuracies caused by the interference of their first language (if not English). In addition, their scholarly lexicon is very limited.

ItshouldbenotedthelevelofproficiencyoneachofthesethreerubricsthatwillbeconsideredacceptablebytheTEFLAdvisoryCommitteeis“Acceptable”orbetter.Further,itshouldbenotedthatalltheinstructorsofthesecourses(MLANG600,770,803,804)areontheTEFLAdvisoryCommittee.

b. IndirectMeasures

Atthistime,noindirectmeasuresfigureintotheassessmentofthesefirstthreeSLOs,rather,onlydirectmeasuresofstudentworkandperformance,asnotedabove.

c. Numberofstudentsincludedintheassessment

Asthenumberofstudentsintheproposedgraduatecertificateisexpectedtobesmall,allstudentworkandperformancewillbeassessedforthisprogram.

d. TimetableThedatatoassessthelevelofproficiencyofthestudentsineachSLOwillbecollectedeachsemesterforthefirstthreeyears.Asthedatacomesfromassignmentsandassessmentsinspecificcourses,thedatawillbecollectedatthetimesduringeachsemesterinwhichthosespecificassignmentsaredueandwhentheassessmentsareadministered.Theprofessorsofthevariouscourseswillcollectthedataandenterthescoreoneachassignmentorassessmentinapassword-protectedprivateGooglespreadsheetthattheTEFLAdvisorwillhaveaccessto.

3. ResultsandReviewofStudentLearningOutcomesandAssessmentStrategiesa. Describetheprocessthefacultywillfollowtoreviewtheresultsof

assessmentdata.

80

Aftereachsemester,theTEFLAdvisorwillprepareasummaryoftheresultsoftheprevioussemester'sdatacollectioneffortsandpresenttheseresultstotheTEFLCommitteeduringitssemesterlymeeting.RecommendationsforremedyinganydeficienciesinlevelofproficiencyoftheSLOsproposedtobereviewedwillbediscussedandrecommendationswillbesharedwiththeinstructorsofthecoursesinwhichtherearedeficienciesinaparticularSLO.ItshouldbenotedthatalloftheinstructorsforthefivecoursesinwhichtheSLOsaretaughtandassessedarealsomembersoftheTEFLCommittee.

b. Describeanyotherprogramimprovementproceduresthatwillbefollowed(e.g.formativeassessmentsofdeliverymethod,corporateoremployersurveys).NA

AppendixA:AlignmentMatrixPastedaboveinSectionD.1.b.

AppendixB:Rubrics,Surveys,Otherdocumentation

Attachedbelow.

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Name: ______ / 75 pts

MLANG 770

Theories of SLA

Midterm exam

Instructions:

There are three sections in this exam. Students will have one class period (75 minutes) to complete the

exam. Suggested time allocation: Section 1 = 10 minutes, Section 2 = 40 minutes, Section 3 = 25

minutes.

Section 1: Key terms (10 pts)

Match the term in column A with its corresponding description in Column B. Four (4) options in

Column B will not be used.

A B

_____ 1. competence

_____ 2. controlled processing

_____ 3. intake

_____ 4. language faculty

_____ 5. modularity

_____ 6. nurture

_____ 7. parameters

_____ 8. poverty-of-the-stimulus

_____ 9. property theory

_____ 10. transfer

A. a learner’s need for conscious attention to a form

B. a speaker’s linguistic production

C. a speaker’s underlying knowledge of linguistic

system

D. a theory that models the developmental process of

the language system

E. a theory that models the nature of the language

system

F. an innate language module in the brain

G. information that a learner actually processes from

available input

H. language-specific values assigned to universal

structural elements

I. the idea that environmental input is insufficient to

explain acquisition of language system

J. the idea that L1 structures and routines influence

L2 performance

K. the idea that the brain has distinctive mechanisms

related to different types of knowledge

L. the view that humans have an innate predisposition

to learn language

M. the view that language learning is driven by

environmental factors

N. universal structural elements that control the shape

of human languages

Page 1 of 2

82

Section 2: Observations on language learning (40 pts)

Choose two (2) of the following three observations about language learning, and briefly describe how

the listed approaches account for (i.e. explain) or do not account for the observation. Write your

responses on a separate piece of paper, clearly identifying each response.

Observation 1: When learning their L1, children produce forms and utterances that they have never

heard before.

• Behaviorism

• Universal Grammar

• Connectionism

Observation 2: Although learners have been taught or have been exposed to particular forms, they

may not use them correctly in their own production.

• Skill Acquisition Theory

• Processability Theory

• Exemplar Theory

Observation 3: Some features of a language are more difficult (i.e. take longer) for L2 learners to

acquire.

• Contrastive Analysis

• Competition Model

• Error Analysis

Section 3: Essay (25 pts)

Choose one (1) of the following three essays and write a well-argued response. Students should keep

the time limitations in mind and hit the most crucial points. It is not expected that students write

everything they know, but rather the points that most clearly support their argument. Write your essay

on a separate piece of paper.

Essay 1: Some researchers argue that the language-learning process is essentially the process of

recognizing patterns in input and organizing and assigning meaning to those patterns. What theories

are most useful in accounting for this perspective (and why)? What theories are least useful in

accounting for this perspective?

Essay 2: What is interlanguage? What theories explain how it evolves (both internally and externally)?

What types of internal and external changes may occur in interlanguage development?

Essay 3: How are systematicity and variability connected to creativity and routine? In your opinion,

what theory most clearly accounts for these four characteristics of language use? How does that theory

explain these four concepts?

Page 2 of 2

83

Name: ______ / 75 pts

MLANG 770

Theories of SLA

Final exam

Instructions:

There are three sections in this exam. Students will have one hour and fifty minutes to complete the

exam. Suggested time allocation: Section 1 = 15 minutes, Section 2 = 45 minutes, Section 3 = 40

minutes, review answers = 10 minutes.

Section 1: Key terms (10 pts)

Match the term in column A with its corresponding description in Column B. Four options in Column

B will not be used.

A B

_____ 1. perceptual saliency

_____ 2. scaffolding

_____ 3. private speech

_____ 4. foreigner talk

_____ 5. negative evidence

_____ 6. interpersonal competence

_____ 7. self-regulation

_____ 8. inner speech

_____ 9. appropriation

_____ 10. social identity

A. an area of potential development where a learner can only

achieve his potential with the help of an expert

B. verbal guidance provided by an expert to a learner that

allows the learner to express more complex thoughts than he

could do alone

C. complete withdrawal from second language interaction

and a re-assertion of first language identity

D. correction of a non-native L2 utterance

E. guided behavior via collaborative talk, typical of children

F. self-talk primarily used by adults to regulate behavior,

emotions, and thoughts

G. the part of a person’s identity that results from his

membership in a social group

H. self-talk often used by children to experiment with

language and rehearse social situations

I. speech characterized by terms that describe language itself

J. speech characterized by slower rate, stressed key words,

louder volume, and careful articulation

K. term used to describe the adoption of knowledge into

one’s consciousness, generally involving a shift from inter-

mental to intra-mental activity

L. the idea that learning of a linguistic feature occurs as that

particular feature becomes accessible in input (i.e.

convertible to intake) to the learner.

M. knowledge required in order to use L2 in face-to-face

communicative settings

N. autonomous functioning characteristic of mature adults

Page 1 of 2

84

Section 2: Observations on language learning (40 pts)

Choose two of the following three observations about language learning, and briefly describe how the

listed approaches account for (i.e. explain) or do not account for the observation. Students should write

their responses on a separate piece of paper, clearly identifying each response.

Observation 1: Language features (e.g. past tense) tend to develop in stages in L2 learners’ speech.


• Skill Acquisition Theory

• A meaning-based (or functionalist) approach

Observation 2: People tend to speak in a similar fashion to those around them.

• Socioculturalism

• Sociolinguistics

• Exemplar Theory

Observation 3: Most L2 learners do not achieve native-like proficiency while all L1 learners do.

• Connectionism


• Interactionism

Section 3: Essay (25 pts)

Choose one of the following three essays and write a well-argued response.

Hint: Students should keep the time limitations in mind and hit the most crucial points. It is not

expected that students write everything they know, but rather the points that most clearly support their

argument. Students should write their essay on a separate piece of paper.

Essay 1: Learner language is studied using many types of data (think of the research that you read for

your research proposal, the research shared by your classmates in their presentations and the studies we

have discussed in class). Choose three data collection methods and discuss the benefits and limitations

of each method.

Essay 2: One focus of linguistic research is language use (by both learners and native speakers). What

are important aspects of natural language use (both structural and interactional features) and why is it

important to study language use? How does this research help us as researchers understand the SLL

process?

Essay 3: Second Language Learning (SLL) is multi-faceted and no one theory represents every part of

the process. Yet complementary theories exist that could, if combined, explain the following primary

aspects of the SLL process:

a. Representation of language in the brain

b. Input processing

c. Interaction and social context

Select the theories that you find most convincing (and that are complementary) and discuss how

together they explain the three points above.

Page 2 of 2

85

MA TEF/L Practicum: MLANG 803/ 804 Peer Teaching Rubric Dr. Abby Franchitti Name___________________________________________________Date_________Skill_______________________________Level__________

Outstanding

Professional

Adequate

Needs improvement

Ineffective

Comments

Organization _ Instructor has a specific visible objective _ Instructor paces sequence(activity) well _ Timing of activity[(ies] is effective.

_ Instructor has a clear objective _ Instructor paces sequence _Timing of activity[(ies] generally effective.

_ Instructor has an unarticulated objective _ Instructor shows some effort in pacing sequence _Timing of activity[(ies] somewhat effective.

_ Instructor’s objective is neither specific nor visible _ Instructor’s pacing of sequence is uncertain _Timing of activity[(ies] is often ineffective.

_ Instructor has no specific or visible objective _ Instructor does not pace sequence well _Timing of activity[(ies] is ineffective

Planning

_ Instructor has an obvious plan _ Activity meets all targeted class objectives _ Activity is very well adapted to level of class _ Instructor clearly relates activity to current lesson and/or to previously learned material

_ Instructor has a plan _ Activity meets most of the targeted objectives _ Activity is adapted to level of class _ Instructor relates activity to current lesson and/or to previously learned material

_ Instructor has a partial plan _ Activity meets some of the targeted objectives _ Activity is adapted to level of class to a certain degree _ Instructor relates activity to a certain degree to current lesson and/or to previously learned material

_ Instructor’s plan is unclear or incomplete _ Activity meets part of the objectives _ Activity is not quite adapted to level of class _ Instructor’s choice of activity is not quite related to current lesson and/or to previously learned material.

_ Instructor has no plan _ Activity has not met or targeted the objectives _ Activity is not adapted to level of class _ Instructor does not relate activity to current lesson and/or to previously learned material

Teacher/Participant Interaction

_ Instructor offers an ample variety of interaction opportunities (small group, whole class, etc Participants: _ -had ample opportunity to speak _-were always called on in a varied manner _Communication patterns were varied and well thought through _Responses to errors are always appropriate

_ Instructor offers a variety of communication/ interaction types (small group, whole class, etc.) Participants: _ -had frequent opportunity to speak _-were usually called on in a varied manner _Communication patterns were often varied _Responses to errors are appropriate

_ Instructor offers some opportunities for different types of interaction (small group, whole class, etc.) Participants: _ -had occasional opportunities to speak _-were sometimes called on in a varied manner _Communication patterns were varied to some degree _Responses to errors are sometimes appropriate

_ Instructor offers limited opportunities for communication /interaction (small group, whole class, etc.) Participants: _ -had rare opportunities to speak _-were seldom called on in a varied manner _Communication patterns were rarely varied _Responses to errors are rarely appropriate

_ Instructor does not employ various types (small group, whole class, etc.) Participants: _ -had almost no opportunity to speak _-were not called on in a varied manner _Communication patterns were not varied _Responses to errors are not appropriate

86

Updatedafterreview9/29/2014;2/10/15

Outstanding

Professional

Adequate

Needs improvement

Ineffective

Comments

Use of English

_ Instructor models authentic language use (contextualized and natural) _ Instructor uses appropriate language (Register; level ..)

_ Instructor models authentic language use (not all is contextualized and natural) _ Instructor uses appropriate language most of the time (Register; level ..)

_ Instructor models somewhat authentic language use (sometimes contextualized and natural) _ Instructor uses appropriate language part of the time(Register; level ..)

_ Instructor rarely models authentic language (rarely contextualized or natural) _ Instructor rarely uses appropriate language (Register; level ..)

_ Instructor does not model authentic language or language is not contextualized or natural _ Instructor does not use appropriate language (Register; level ..)

Clarity of explanation

_ Introduces activity effectively and innovatively _ Instructor continually models vocabulary/structures to be studied

_ Introduces activity appropriately _ Instructor often models vocabulary/structures to be studied

_ Introduces activity somewhat appropriately _ Instructor sometimes models vocabulary/structures to be studied

_ Introduces activity _ Instructor rarely models vocabulary/structures to be studied

_ Does not introduce activity _ Instructor never models vocabulary/structures to be studied

Non-verbal communication:

_ Eye contact _ Voice level




_ Eye contact _ Voice level Total:

Description of Activity:

87

MLANG803/4 PracticuminOralandWrittenCommunication Semester____20____

Portfolio: Name _______________________________________________ score__________/25

Category 5 4 3-2 1 Choice of contents when appropriate ____/

The collection of material shows visible understanding of conceptual framework.

The collection of material shows some understanding of conceptual framework.

The collection of material shows little visible understanding of conceptual framework.

The collection of material shows no visible understanding of conceptual framework.

Required Components Each element contained is thoroughly developed and explained. ____/

Response includes all components and meets or exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. All attachments and/or additional documents are included, as required.

Response includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. All attachments and/or additional documents are included, as required.

Response is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. Some attachments and additional documents, if required, are missing or unsuitable for the purpose of the assignment.

Response excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are addressed minimally, inadequately, and/or not at all.

Presentation/Organization: ____/

The presentation is done in a very logical pedagogical fashion with overall description of pertinence and contextualization.

The presentation is done in a rather logical pedagogical fashion with a description of pertinence and contextualization.

The presentation is done in a somewhat logical pedagogical fashion with some description of pertinence and contextualization.

The presentation is not done in a logical pedagogical fashion. There is little, if any description of pertinence and contextualization.

Professional terminology: ____/

The appropriate terminology and professional vocabulary is used throughout

The appropriate terminology and professional vocabulary is often used.

The appropriate terminology and professional vocabulary is sometimes used.

The appropriate terminology and professional vocabulary is rarely used.

88

MLANG803/4 PracticuminOralandWrittenCommunication Semester____20____

Journal : . _____/(2)

The entries are made on a regular basis. The entries contain analyses and summaries of readings and discussions. The writing shows professional engagement.

The entries are made on a fairly regular basis. The entries contain some analyses and summaries of material read and discussed. The writing shows some professional engagement.

The entries are made on an irregular basis. The entries contain little analyses and few summaries of material read and discussed. The writing shows limited professional engagement.

The entries are rarely made. The entries contain no analyses and few summaries of material read and discussed. The writing shows no professional engagement.

Reflection paper: See specific rubric

Grading scale:

22 – 25 = A

18 – 21 = B

14 – 17 = C

< 13 = D

Comments:

Portfolio: Name _______________________________________________

89

MLANG 600 – Presentations Assessment Rubric Name: Group:

Group Performance

Quality of abstract (Final Draft) (5)

Organization and selection of materials (7)

Preparation (incl. practice) (5)

Individual Performance

Time Management (5)

Clarity of Expression (8)

Level of Involvement with Audience (5)

MLANG 600 – Presentations Assessment Rubric Name: Group:

Group Performance

Quality of abstract (Final Draft) (5)

Organization and selection of materials (7)

Preparation (incl. practice) (5)

Individual Performance

Time Management (5)

Clarity of Expression (8)

Level of Involvement with Audience (5)

90

MLANG 600 – Literature Review

Group: Exemplary Proficient Acceptable Unacceptable

Introduction of problem/thesis

Problem/thesis formed through the lit review is clearly stated.

Problem/thesis formed through the lit review.

Problem/thesis not made explicitly clear in lit review.

Problem/thesis not formed and not apparent in lit review.

Organization Well organized, demonstrates logical sequencing and structure. Excellent use of transitions.

Well organized, demonstrates mostly logical sequencing and structure. Includes transitions.

Weakly organized, with no logical sequencing or structure. Few transitions.

No organization, sequencing, or structure. No transitions.

Writing Style Writing is crisp, clear, and succinct. Meaning is explicit due to the inclusion of many concrete examples.

Writing is generally clear. Some concrete examples used. Paragraph or sentence structure may be repetitive.

Writing is somewhat clear, but unnecessary words are used. Few concrete examples used. Paragraph/sentence structure repetitive.

Writing is unclear. No concrete examples used.

Conclusions/Reflections Succinct/precise conclusions based on the review made. Problem/ thesis strongly supported. Reflections are detailed and appropriately linked to results.

Conclusions made based on the review. Problem/ thesis supported. Reflections are appropriately linked to results, but lacking in some detail.

Some conclusions based on the review made. Problem/thesis only weakly supported. Reflections are linked to results somewhat.

Conclusions are not made. Problem/thesis not supported. Reflections not linked to results.

Reference List Information is cited appropriately using APA format.

Information is cited using APA format, but with a few errors.

Information is cited with many errors, or list is incomplete

Information is not cited or not included.

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Master of Science in Athletic Training

Document: Page Number:

New Program Proposal 93-102

Program Narrative 103

Curriculum Guide 104-105

5 year Course Sequence 106

Fiscal Summary 107-108

Assessment of Student Learning Plan 109-114

Matrix A 115-116

Appendix B1- Clinical Experience Evaluation 117-125

Appendix B2- Employer Survey 126-132

Appendix B3- Board of Certification 133

Appendix B4- FNDH 775 134

Appendix B5- FNDH 889 135-136

Letter of Support for Faculty Positions 137

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NEW PROGRAM PROPOSAL

Master of Science in Athletic Training BASIC PROGRAM INFORMATION

1. Proposing Institution: Kansas State University 2. Title of Proposed Program: Athletic Training 3. Degree to be offered: Master of Science in Athletic Training 4. Anticipated Date of Implementation: August 2020 5. Responsible Units: College of Human Ecology, Department of Food, Nutrition, Dietetics, and Health 6. Classification of Instruction Program (CIP) Code: 51.0913

PROGRAM PROPOSAL NARRATIVE

1. Centrality to Mission

PROGRAM JUSTIFICATION Given the current state of higher education and healthcare the change from a Bachelor of Science in Athletic Training Professional Program to a Master of Science in Athletic Training Professional Program is not only inevitable, but is necessary for the continued growth of the future clinicians graduating from Kansas State University. Furthermore, on May 20th, 2015 the Athletic Training Strategic Alliance (Board of Certification, Commission on Accreditation of Athletic Training Education, National Athletic Trainers Association, and The National Athletic Trainers Association Foundation) announced that the entry-level Professional Degree that has been offered at the Bachelor’s degree level must transition to the Master of Science degree level prior to the fall term of 2022. (Board of Certification http://www.bocatc.org/news-publication/media-room/11-boc-news/443-official-statement-regarding-professional-degree-change). The Kansas State University Athletic Training Program has a responsibility to ensure and require an educational framework that prepares students to be successful athletic trainers. Professional education must provide the foundation that allows clinicians to adapt to the changing face of healthcare. They must also be positioned as a healthcare provider who significantly improves the health and well-being of their patients and have meaningful, purposeful career paths.

Currently, there are 0 CAATE Accredited Master level Athletic Training Programs in the State of Kansas. There are 14 CAATE accredited Bachelor degree programs in the State of Kansas, one is voluntarily withdrawing its accreditation (Kansas Wesleyan University), and three are on Academic Probation with CAATE (Benedictine College, Mid-America Nazarene University, and Tabor College) http://caate.net/search-for-accredited-program/ . It is anticipated that there will be continued attrition of the 10 remaining Kansas professional programs still in good standing with CAATE, as well as attrition of other institutions from bordering states that are unable or are unwilling to transition their existing AT Programs from the Bachelor level professional degree to the Master level professional Degree. Specifically, of the 10 Kansas CAATE accredited AT Programs in good standing with CAATE, only five institutions have program directors and or clinical coordinators with a terminal degree. Of these 5 programs Kansas State University has the largest reported number of students graduating from their program [Kansas State University 70 (22, 24, 24), Bethany- unknown, Fort Hays State University 16 (Unknown), University of Kansas 39(9, 15, 15) and Wichita State University- 10 (4,5,1)]. Of the remaining schools the number of reported graduates from the program are: Bethel 8 (2,4,2), Emporia State University-13 (4,6,3), Southwestern College- 5 (2,2,1), Sterling College-20 (6,9,5), and Washburn- 21 (6,8,7). (Data as of 4/26/16)

The primary goal of the proposed degree is to continue to provide the highest level of didactic and clinical education for the Athletic Training Students at Kansas State University preparing them for the Board of Certification Exam and providing them with the knowledge and skills necessary to be successful healthcare providers in a variety of settings in the state of Kansas and across the nation. An ancillary goal of the proposed degree change is to continue as a CAATE accredited Athletic Training Program and prepare to meet the Athletic Training Strategic Alliance mandated substantive change from the current Bachelor’s Degree program.

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http://www.bocatc.org/news-publication/media-room/11-boc-news/443-official-statement-regarding-professional-degree-change

http://www.bocatc.org/news-publication/media-room/11-boc-news/443-official-statement-regarding-professional-degree-change

http://caate.net/search-for-accredited-program/

Is the Program Central to the Mission of the Institution? The mission of Kansas State University is to foster excellent teaching, research, and service as well as to develop a highly skilled and educated citizenry necessary to advancing the well-being of Kansas, the nation, and the international community. The university embraces diversity, encourages engagement and is committed to the discovery of knowledge, the education of undergraduate and graduate students, and improvement in the quality of life and standard of living of those we serve. As a comprehensive, research, land-grant institution, Kansas State University dedicates itself to developing human potential, expanding knowledge, enriching cultural expression, and extending its expertise to individuals, businesses, education, and government. The mission of Kansas State University’s College of Human Ecology is to discover, disseminate and apply knowledge to meet basic human needs and improve the human condition. This knowledge advances professions, human services, public policy, business and industry. The mission of the proposed M.S. in Athletic Training is to be nationally recognized in preparing students for employment in professional level athletic training positions in a variety of clinical settings. Providing each student with foundational knowledge, concepts, and skills of a certified athletic trainer as determined by the Athletic Training governing bodies: Board of Certification, Commission on Accrediting Athletic Training Education (CAATE), and the Educational Council.

In particular, the proposed M.S. in Athletic Training is consistent with the thematic goals of K-State 2025:

Theme 1: Research, Scholarly and Creative Activities, and Discovery Create a culture of excellence that results in flourishing, sustainable, and widely recognized research, scholarly and creative activities, and discovery in a variety of disciplines and endeavors that benefit society as a whole. Evidence Based Practice is currently required for all CAATE Accredited Programs. In concert with the transition to a MS degree, CAATE will also be revising and adding additional curriculum standards that each program will be required to meet including research, inter-professional experiences, new clinical skills including: IV insertion, phlebotomy, suturing, casting, dry needling, radiology and ultrasound sonography. Theme 2: Undergraduate Educational Experience Build a connected, diverse, empowered, engaged, participatory culture of learning and excellence that promotes undergraduate student success and prepares students for their professional, community, social, and personal lives. The proposed program includes a 5 year MS degree program that has 3 years of undergraduate curriculum to foundationally prepare students for the graduate portion of the program. This program will engage the students from the moment they step on campus to help prepare them for successful professional pursuits. Theme 3: Graduate Scholarly Experience Advance a culture of excellence that attracts highly talented, diverse graduate students and produces graduates recognized as outstanding in their respective professions. The proposed program will essentially be an advanced model of the existing undergraduate Athletic Training Program. The current undergraduate program has a storied history of attracting highly talented students from diverse backgrounds that graduated Kansas State University to become very respected in their chosen professions. Athletic trainers in all levels of High School, college, university, and professional sports as well as AT’s that have paved the way for future areas such as the industrial and military settings. The purpose of this program is to continue to advance this tradition of excellence and innovation by integrating research opportunities for the students to apply in clinical application to patients in the variety of settings in the community, state, and nation. Theme 4: Engagement, Extension, Outreach, and Service Be a national leader and model for a re-invented and transformed public research land-grant university integrating research, education, and engagement. The proposed program will continue its community engagement through service and will seek out research

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opportunities that will provide evidence and data that can be shared with the state of Kansas. The students will be directly involved in clinical and research experiences at Kansas State University, the local community, the state of Kansas and across the United States.

Theme 5: Faculty and Staff Foster a work environment that encourages creativity, excellence, and high morale in faculty and staff, responds to changing needs, embraces diversity, values communication and collaboration, and is respectful, trusting, fair, and collegial for all. The proposed program will have three tenure track faculty members and one full time instructor effective August 2017. The number of dedicated faculty will promote research and the use of evidence based practice in the education and clinical instruction of its students. The programs mission is to nationally recognized for preparing students as future professionals that will be prepared to work in a variety of new and innovative employment settings. Theme 6: Facilities and Infrastructure Provide facilities and infrastructure that meet our evolving needs at a competitive level with our benchmark institutions and are an asset to recruit and retain quality students, faculty, researchers, and staff. The Athletic Training Program will soon be housed in the Lafene Health Center on the Kansas State University’s Manhattan Campus. This facility provides a geographical advantage for the faculty, staff, and students to increase research collaboration and provide the ability to integrate different medical disciplines into the clinical and didactic curriculum under one roof. This strategic location will provide space for research laboratories, classrooms, faculty offices, and have sufficient space for future growth of the program, as well as the potential for students to develop important interprofessional relationships.

Theme 7: Athletics Strengthen the interconnectivity between intercollegiate athletics and the campus community that prepares our student-athletes for success in school, in sport, and after graduation and benefits our university, community, and state. The proposed program will continue the well-established relationship with the Kansas State University Athletic Department. This continued relationship is based upon a reciprocity of providing opportunities for the students in the program while affording the Athletic Departments staff support needed to provide the increased quality of health care that has been afforded the student athletes throughout this relationship.

2. Student Demand An analysis of the 2014-2015 academic year annual reports showed there were 335 undergraduate programs, 39 master’s degree programs, one degree change pending, and 13 were in the process of changing their degree level. This same analysis showed there were 13,742 students across all levels of accredited programs with 3770 students graduating during the 2014-15 academic year(CAATE, 2016a). These data show an increase in number of graduates and master’s degree programs and a reduction in the number of undergraduate programs compared to the 2013-2014 CAATE report (CAATE, 2015). According to the CAATE, there will be a continued attrition of professional programs across the United States in the coming years (CAATE, 2016a). These changes may occur at institutions that do not support master’s degrees and that are not able to support the associated increase of faculty support from 2 FTE to 3 FTE dedicated to the Athletic Training Program. Currently, the CAATE is reporting there are 331 Undergraduate Professional Programs (4 seeking new accreditation, 11 pending a degree change to MS Degree, 96 on Probation, 10 voluntarily withdrawing their accreditation, and 210 in good standing) and 59 Master’s Degree Professional Programs (8 seeking accreditation, 1 on Probation, 50 in good standing) (CAATE, 2016b). These data indicate a continued trend with decreased numbers of undergraduate programs, and increased numbers in master’s degree programs. Based on previous data (CAATE, 2015, 2016a) the number of students enrolling in and graduating from professional programs will remain at the same level in the

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future. To summarize, it is expected that the demand for admission to accredited programs will increase with a decrease in the supply of professional programs both in Kansas and across the United States. 3. Demands for Graduates. The bureau of Labor Statistics estimates that Athletic Training Employment will increase 21% from 2014 to 2024 nationwide(Bureau of Labor Statistics, 2016). According to the National Athletic Trainers’ Association Career Center there are 564 position vacancies currently available across the United States(Association, 2016). 4. Locational and Comparative Advantages Currently, there are no other professional master’s degree programs in Kansas Board of Regents System (CAATE, 2016b). Below provides a regional comparison of master’s degree programs from institutions in bordering states.

University or College Total Hours

Estimated Total Tuition

Admission Criteria

University of Nebraska Omaha

44 Nebraska Resident $13,816 + Fees Non-Resident $30,668 + Fees

1. Minimum college/university cumulative grade point average (GPA) of 3.0. (2.7 to 2.9 can apply and allowed provisional admission)

2. Minimum Cumulative GRE Score 287 (Verbal + Quantitative

3. Receive grades of “B” or higher in pre-requisite courses. “C” is considered a deficiency.

4. Minimum of 25 hours of observation supervised by a BOC certified athletic trainer.

Oklahoma State University

53 Oklahoma Resident $10,388 + Fees Non-Resident $41,644 + Fees

1. Minimum college/university cumulative grade point average (GPA) of 3.0.

2. GRE N/A 3. Receive grades of “B” or higher in pre-requisite

courses. 4. Minimum of 50 hours of observation

supervised by a BOC certified athletic trainer. 5. Criminal Background Check

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Arkansas 59-61 Arkansas Resident $23,596-$24,796 + Fees Non-Resident $58,263-$61,225 + Fees

1. Minimum college/university cumulative grade point average (GPA) of 3.0. OR an overall undergraduate grade point average between a 2.7 and a 2.99 and a 3.00 on the last 60 credit hours (excluding student teaching) OR if the last 60 hours are not over a 3.00 GPA, a GRE score of 297 on the verbal and quantitative parts of the test

2. GRE score of 297 on the verbal and quantitative parts of the test if the last 60 undergraduate hours are not over a 3.00 GPA

3. Receive grades of “C” or higher in professional and supporting courses that have been completed (at KSU or transfer institution)



51 Kansas Resident $20,182-$20,900 + Fees Non-Resident $45,527-$47,245 + Fees

1. Admission into the Graduate School 2. Minimum GPA of 3.25 for the 5 Year Program

admission or a college/university cumulative GPA of 3.0 at KSU or University Equivalent for the post-bachelorette admission option.

3. GRE Scores required for post-bachelorette candiditates

4. Receive grades of “B” or higher in professional and supporting courses that have been completed (at KSU or transfer institution)


6. Completion of KSU’s or transfer equivalent of Gen Psychology PSYCH 110, STAT 325, BIOL198, Care and Prevention FNDH 320, Human Nutrition FNDH 400, General Physics I with lab PHYS113, Chemistry I with lab CHEM210, Biomechanics KIN 330, Exercise Physiology KIN 335, 8 Hours of Human Anatomy and Lab and Human Physiology and Lab Human Anatomy and Lab BIOL 340 or Human Physiology and Lab KIN 360.

7. Pass a physical examination by a physician that meets the technical standards of the accreditation program.

8. Current American Heart Association Basic Life Support or American Red Cross CPR and AED Certification for the Professional Rescuer

9. Evidence of Immunizations 10. Evidence of TB screening test 11. Official Copy of Transcripts

U of Arkansas Cost calculator http://treasurernet.uark.edu/Estimator.aspx OSU Tulsa http://www.healthsciences.okstate.edu/at/costs.php

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http://treasurernet.uark.edu/Estimator.aspx

http://www.healthsciences.okstate.edu/at/costs.php

UNO http://www.unomaha.edu/accounting-services/cashiering-and-student-accounts/tuition-fees-and-refunds/index Kansas State University http://www.k-state.edu/sfa/costofattendance/gtc.html

The Kansas State University undergraduate Athletic Training Program in the Department of Food, Nutrition, Dietetics, and Health has a rich history of preparing students for successful careers as Athletic Trainers in the work force. The program has been accredited and in good standing with the CAATE since 2004 and has approximately 20 graduates per year. The program is well established with the medical community with preceptors located at clinics, high schools, and physician offices in Manhattan, Riley, Council Grove, and Ft. Riley respectively. The transition of the current program to the proposed master’s degree program will meet the requirements for the CAATE mandated changes and will allow Kansas State University to continue the tradition of developing well prepared, quality athletic trainers to service the needs in Kansas and across the United States.

The proposed program will have 2 admission paths; a 5 year degree admission and a post-bachelorette admission. Once admitted into the proposed master’s degree, the students would be placed into one cohort. The current undergraduate program would stop admitting pre-enrollment students in the fall of 2017 and the last undergraduate athletic training cohort would start the fall of 2018 and would be scheduled for graduation spring 2021. To encourage continued undergraduate enrollment in the College of Human Ecology and Department of Food, Nutrition, Dietetics and Health undergraduate students interested in pursuing athletic training will be advised to enroll in the Nutrition and Health Degree program. This program is designed to fulfill the pre-requisite requirements for application to the Athletic Training Program. This design allows students who are not admitted into the professional phase of the Athletic Training Program to continue in the Nutrition and Health Bachelors of Science degree. It also allows students who elect to withdraw or are not able to continue the MS in Athletic Training Program to reenroll in the Nutrition and Health Bachelors of Science degree. Students that are admitted into the Athletic Training Program will transition to the graduate level and the professional phase of the program in the summer following their third year. Overall, the degree change to the MS in Athletic Training will satisfy the CAATE mandated change for accredited athletic training programs to move to the master degree level. Further, this transition will answer the call of current and future demand by students wanting to pursue athletic training as a career.

5. Student Characteristics Students entering the proposed program will be from a variety of academic backgrounds that have a healthcare focus and who want to become a Certified Athletic Trainer. Students will recruited for admission to the 5 year and post bachelorette admission process. Students wishing to apply for the Athletic Training Professional Program will be required to complete an application (see attached) with proof of the following information. Students who meet the minimum criteria for admission to the MS AT professional program will be required to complete an on-campus interview. Curriculum of the Proposed Program Description of the more important academic objectives The curriculum for the proposed program will provide theoretical and clinical experience in the 5 professional practice domains of Athletic Training: Injury/Illness prevention and wellness protection, clinical evaluation and diagnosis, immediate and emergency care, treatment and rehabilitation, and organizational and professional health and well-being. Range of skills and knowledge future graduates will possess Graduates will use research, innovative methods, and evidence based healthcare practices with their patients in a variety of employment settings such as secondary schools, colleges and universities, hospitals, clinics, industry, military, and the performing arts. Graduates will utilize a variety of techniques and skills integrated in the program for patient care that fall within their scope of practice in the domains of Athletic Training: Injury/Illness prevention and wellness protection, clinical evaluation and diagnosis, immediate and emergency care, treatment and rehabilitation, and organizational and professional health and well-being. Each student will be able to provide

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http://www.unomaha.edu/accounting-services/cashiering-and-student-accounts/tuition-fees-and-refunds/index

http://www.k-state.edu/sfa/costofattendance/gtc.html

patient care for conditions such as emergent, preventive, behavioral (mental health), musculoskeletal, neurological, endocrine, dermatological, cardiovascular, respiratory, gastrointestinal, genitourinary, otolaryngological, ophthalmological, dental, and environmental conditions. Required internships and practica Students will be required to complete six clinical experiences associated with the required practicum courses. Each student will be afforded a variety of clinical experiences in inter-professional settings that provide patient care for patients throughout the lifespan, different sexes, different socioeconomic statuses, varying levels of athletic activity (competitive, recreational, individual, team, high and low intensity and non-sport populations including the military, performing arts, industrial and leisure patients). Each student will be required to complete one immersive clinical experience that provides a full-time day-to-day totality of patient care in that setting. Program Faculty 1. Qualifications Fifteen graduate faculty in the department of Food, Nutrition, Dietetics, and Health have been identified to support the proposed program with 6.15 FTE’s for the program. These positions will be graduate faculty positions, one will start August 2017, and the clinical coordinator position will transition from the undergraduate program to this graduate program by August 2020. Four of the graduate faculty will be considered core faculty. The core faculty will have the following credentials: terminal degree, certified Athletic Trainer, and Licensed Athletic Trainer. The core faculty will not have teaching responsibility outside of the program. The Clinical Coordinator/ Instructor position is a supported instructor line that is required by The CAATE to meet their accreditation standard for administration of the Athletic Training Program. Currently, this position is filled by Morgan Rakestraw, who is pursuing her terminal degree so that she meets the minimum requirements allowing her to continue in this position. If she is unable to serve in this position, a new faculty member will be hired to replace her prior to the start of the proposed MS in Athletic Training Degree in August 2020. The search for the August 2017 faculty position has been completed and a formal offer will be extended prior to May 1, 2017. Eleven supporting faculty (10 FNDH Faculty and 1 Co-Medical Director for the AT Program) will assist in supervision of graduate research for students in their area of expertise. A few areas of interest for prospective students would include Athletic Training, Sports Medicine, Nutrition, Physical Activity, and Sensory Analysis. These specialty areas would allow the students to investigate the patients’ response to various therapeutic interventions and develop best practices for future practitioners. Further, it will help provide evidence to the clinicians about the perceptions of the techniques used, the value of the nutritional interventions, and the resulting change in healing that can occur from the interventions.

CORE FACULTY

NAME TITLE DEPT FTE HIGHEST DEGREE Tenure Status

INSTRUCTIONAL EXPECTATION AND ACADEMIC SPECIALIZATION

Phillip Vardiman Associate Professor, Director FNDH 1.0 PhD Tenured

FNDH857, FNDH653 , FNDH889 and FNDH884

Ryan Thiele Assistant Professor FNDH 1.0 PhD Tenure Track

FNDH885 and FNDH888, FNDH821 and FNDH886, FNDH822

Clinical Coordinator (currently filled by Morgan Rakestraw)

Clinical Coordinator, Instructor FNDH 1.0 PhD

Non-Tenure Track (Graduate Faculty Status)

FNDH652 , FNDH854 and FNDH883 , FNDH855 and FNDH884

AUGUST 2017 HIRE Assistant/Associate Professor FNDH 1.0 PhD Tenure Track

FNDH654, FNDH892, FNDH887 and FNDH858

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SUPPORTING FACULTY

Mark Haub Professor, Dept. Head FNDH .2 PhD Tenured FNDH889

Shawna Jordan

Assistant Professor, Assistant Dean FNDH 0.1 PHD

Non-Tenure Track FNDH889

TBD (August 2017 Hire)

Assistant/ Associate Professor FNDH .2 PhD Tenured FNDH889

TBD (August 2017 Hire)

Assistant/ Associate Professor FNDH .2 PhD Tenured FNDH889

Dr. Trevor Gaskill, MD

C0-Medical Director for Athletic Training Program FNDH .2 PhD

Adjunct Faculty/ Graduate Faculty Status FNDH889

Sara Rosenkrantz Assistant Professor FNDH .25 PhD Tenure Track

FNDH775, FNDH889, FNDH 635

Brian Lindshield Associate Professor FNDH .2 PhD Tenured FNDH880, FNDH889

Edgar Chambers Professor FNDH .2 PhD Tenured FNDH889

Tandalyo Kidd Professor FNDH .2 PhD Tenured FNDH889 Marianne Swaney-Stueve

Research Assistant Professor FNDH .2 PhD

Non-Tenure Track FNDH 889

Jennifer Hanson Assistant Professor FNDH .2 PhD Tenure Track FNDH 720

6.15 FTE

2. Graduate Assistants There will not be any Graduate Assistants responsible for teaching in the program. Academic Support 1. Academic Support Services Advising services for graduate students will be provided by the core faculty members and the department undergraduate advisors for students from Kansas State.

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2. New Academic Support Necessary Sufficient library, audio-visual, and academic computing equipment and resources exist in the department. 3. New Supporting Staff No new support staff will be needed for the proposed program. Continuation of the one part-time staff member and advisor/ instructor position that are working with the AT Program will be necessary. Facilities and Equipment 1. Anticipated Facilities Requirement The future location for the program has sufficient space for research laboratories, classrooms, faculty offices, for future growth of the program. 2. New Equipment There are no new equipment needs for this program. Program Review, Assessment and Accreditation Program Review As an accredited program, it is thoroughly reviewed academically, clinically, and administratively by CAATE on an annual basis and undergoes a re-accreditation every 10 years that includes the completion of a CAATE self-study and on-site evaluation by a 2-3 person CAATE site visit team. The MS in Athletic Training Program has developed its KSU assessment plan to align with the assessment outcomes that are required by CAATE for this accreditation. Student Learning Outcomes

1. Students will effectively communicate during clinical experiences within the medical, patient, and

patient support communities (partners, parents, coaches, and teachers) using professional language

and current technological applications that cultivates diversity and cultural competence. Students

will be assessed by preceptors during their clinical experiences and by their employers following

graduation.

2. Students will demonstrate breadth and depth of knowledge through appropriate application of

patient centered clinical skills derived from original research, the use of inquiry and analysis of

current evidence based research, and critical thinking in the athletic training profession. Students

will be assessed using the disaggregated data from the national level Board of Certification exam.

3. Students will compose written documents (e.g. medical records, reports, manuscripts, papers)

using appropriate medical, scientific and technical writing principles. Students will be assessed

through assigned projects and their final research project.

4. Students will accurately present research-centered activity and outcomes, through scholarly

discourse with a variety of professional and non-professional audiences. Students will be assessed

through their final research project.

5. Students will demonstrate professional behaviors, professional identity, professional conduct and

ethical behavior during clinical experiences that mirror the ethical standards in place for Athletic

Trainers to practice and maintain national certification and state licensure. Students will be

assessed by preceptors during their clinical experiences and by their employers following

graduation. Specialized Accrediting Agency, Institutional Plans for the Accredited Program, and Timeline The Athletic Training Program would continue its accreditation through the Commission on Accreditation of Athletic Training Education. The Athletic Training Undergraduate Program will undergo its next reaccreditation process during the Fall of 2019. After reaccreditation is issued in Fall 2019/ Spring 2020, the program will file an application to the CAATE for Substantive Change to the MS in AT degree in the Spring of 2020. The program would then be

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http://jobs.nata.org/c/search_results.cfm?site%5Fid=14343&msessid=1LNYs

accredited for the remainder of the accreditation cycle for the undergraduate program. Accreditation Costs Annual Accreditation Fee $3000 Site Visit Fee (Fall 2019) $5000 Substantive Change Fee $3000 References Association, N. A. T. (2016). National Athletic Trainers Association Career Center. Retrieved from

http://jobs.nata.org/c/search_results.cfm?site%5Fid=14343&msessid=1LNYs Bureau of Labor Statistics, U. D. o. L. (2016). Occupational Outlook Handbook-Healthcare-Athletic Trainers. 2016-17.

Retrieved from http://www.bls.gov/ooh/healthcare/athletic-trainers.htm CAATE. (2015). 2013-2014 CAATE Analytics Report. Retrieved from http://caate.net/resources-and-additional-

documents/caate-newsletters-eblasts-and-other-releases/ CAATE. (2016a). 2014-2015 CAATE Analytic Report. Retrieved from CAATE: http://caate.net/2014-2015-caate-

analytic-report-now-available/ CAATE. (2016b). Search for Accredited Programs. Retrieved from http://caate.net/search-for-accredited-program/

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http://www.bls.gov/ooh/healthcare/athletic-trainers.htm

http://caate.net/resources-and-additional-documents/caate-newsletters-eblasts-and-other-releases/

http://caate.net/resources-and-additional-documents/caate-newsletters-eblasts-and-other-releases/

http://caate.net/2014-2015-caate-analytic-report-now-available/

http://caate.net/2014-2015-caate-analytic-report-now-available/

http://caate.net/search-for-accredited-program/

The Master of Science in Athletic Training will be a 51 credit degree program. There will be a selective 5 year degree and Post-Baccalaureate degree admission. High School Graduates who are admitted to Kansas State University can apply for pre-enrollment status to the 5 year degree program using the Athletic Training Program Pre-Enrollment Application. This pre-enrollment status will be based upon cumulative high school GPA, composite ACT or SAT Scores (without the writing portion), and scoring of the application. Students will be enrolled in the Department of Food, Nutrition, Dietetics and Health’s Nutrition and Health Degree for their first academic year. All students who are eligible will apply for admission to the Professional Program by submitting a completed application and participating in an on-campus interview in the spring of their first year. Admission to the Professional Athletic Training Program will require a minimum 3.25 GPA, completion/or current enrollment in FNDH 120 and 121 and participation in required 75 observation hours during the FNDH 121 course. A sample program sheet for the 5 year MS degree is attached. Transfer students will need to send official transcripts from all institutions they have earned credit including fall grades and spring classes that they are currently enrolled in. Transfer Credit for FNDH 320 will be based upon review of the course syllabus from the host institution. The Post-Baccalaureate admission will require BA or BS from a college or university, a minimum 3.0 GPA, admission to the graduate school, verified completion of 75 hours of observation of a certified athletic trainer, and verified completion of KSU or TE of the following Pre-requisite courses: Gen Psychology PSYCH 110, STAT 325, BIOL198, Care and Prevention FNDH 320, Human Nutrition FNDH 400, General Physics I with lab PHYS113, Chemistry I with lab CHEM210, Biomechanics KIN 330, Exercise Physiology KIN 335, 8 Hours of Human Anatomy and Lab and Human Physiology and Lab Human Anatomy and Lab BIOL 340 or Human Physiology and Lab KIN 360. ****Course electives must fulfill the Aesthetic Interpretation, Ethical Reasoning and Responsibility, and Historical Perspectives of the K-State 8 General Education Program.

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AT 5 YR MS AT Degree (150 Credits)

General Requirements (51-54 credits)

Expository Writing I ENGL 100 3

Expository Writing II ENGL 200 3

Choose one of the following

Public Speaking 1A COMM 105 2

or

Public Speaking I COMM 106 3

Social Science (9 Credits)

Principles of Macroeconomics ECON 110 3

General Psychology PSYCH 110 3 *

Introduction to Sociology SOCIO 211 3

Humanitites (6 Credits)

Natural and Physical Sciences (20 credit hours)

Complete 12 credit hours in Biological Sciences

Principles of Biology BIOL 198 4 **

Structure of the Human Body BIOL 340 8

or

Anatomy and Physiology KIN 360 8 **

Complete 4 credit hours in Chemistry with lab

Chemistry I CHEM 210 4 **

Complete 4 credit hours in Physics with lab

Physics I PHYS 113 4 **

Quantitative Studies (7-9 Credits)

Complete 4-6 credit hours in Math

College Algebra MATH 100 3

Trigonometry MATH 150 3

or

Analytic Geometry and Calculus I MATH 220 4

Complete 3 credit hours in Statistics

Introduction to Statistics STAT 325 3 *

Integrative Human Ecology Course (1 credits)

Foundations of Human Ecology GNHE 210 1

Professional Studies (24 Credits)

Nutrition Courses(12 Credits)

Introduction to Athletic Training FNDH 120 2

Introduction to Athletic Training FNDH 121 1

Basic Nutrition FNDH 132 3 *

Care and Prevention of Athletic Injury FNDH 320 3 *

Nutrition and Exercise FNDH 635 3

Kinesiology Courses (12 Credits)

Biobehavioral Bases of Physical Activity KIN 220 4

Biomechanics KIN 330 3 *

Physiology of Exercise KIN 335 4 *

Physiology of Exercise Lab KIN 336 1

Unrestricted Electives (21-24 Credits)

Total 99

*Indicates Pre-Requisite

**Indicates Pre-Requisite Course with Lab

Course electives must fulfill the 1. Aesthetic Interpretation, 2. Ethical Reasoning and Responsibility, and 3. Historical Perspectives of the K-State 8 General Education Program.

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MS AT Curriculum

Core Courses General Medical Assessment and Evaluation FNDH 654 3

Emergency Management in Athletic Training FNDH 652 3

Fundamental Methods of Biostatistics STAT 701

or

Introduction to Statistical Methods for Natural Scientists STAT 703 3

Administration in Athletic Training FNDH 857 3

or

Administration of Healthcare Organizations FNDH 720 3

Pharmacology FNDH 653 3

Advanced Athletic Training Laboratory and Clinical Skills FNDH 858 3

Athletic Training Evaluation I FNDH 821 3

Athletic Training Evaluation II FNDH 822 3

Athletic Training Therapeutic Interventions –I FNDH 854 3

Athletic Training Therapeutic Interventions –II FNDH 855 3

Professional Preparation in Athletic Training FNDH 892 3

Research Research Methods in Health Sciences FNDH 775 3

Research Experience in Athletic Training FNDH 889 4

Practica Athletic Training Practicum I FNDH 883 2

Athletic Training Practicum II FNDH 884 2

Athletic Training Practicum III FNDH 885 2

Athletic Training Practicum IV FNDH 886 2

Athletic Training Practicum V FNDH 887 2

Athletic Training Externship Practicum FNDH 888 1

Total 51

Total 150

105

Expository Writing I ENGL 100 3 General Psychology PSYCH 110 3

Principles of Biology BIOL 198 4 Gen. Chem & Lab/Chemistry I CHM 110/111 or 210 4

Basic Nutrition FNDH 132 3 Behavior. Basis of Phys Act KIN 220 4

College Algebra MATH 100 3 Public Speaking I COMM 106 3

Intro Athletic Training FNDH 120 2 Foundations of Human Ecology GNHE 210 1

Intro Athletic Training Lab FNDH 121 1 *Elective ___ __ 3

16 18

Princ of Macroeconomics ECON 110 3 Hum Body BIOL 340 8

Humanities ___ __ 3 OR

Care and Recognition FNDH 320 3 Anat. & Physiology KIN 360 8

Elective ___ __ 3 Expository Writing II ENGL 200 3

Elective ___ __ 3 Humanities ___ __ 3

Introduction to Sociology SOCIO 211 3 14

18

Nutrition and Exercise FNDH 635 3 Introduction to Statistics STAT 325 3

Physiology of Exercise KIN 335 4 Physics I PHYS 113 4

Physiology of Exercise Lab KIN 336 1 Elective ___ __ 3

Biomechanics KIN 330 3 Elective ___ __ 3

Elective ___ __ 3 Elective ___ __ 3

Elective ___ __ 3 16

17

Course electives must fulf ill the 1. Aesthetic Interpretation, 2. Ethical Reasoning and Responsibility, and 3. Historical Perspectives of the K-State 8 General Education Requirements.

Year 1

Year 2

Year 3

Transition from UG to MS Status

Fall

Fall

Spring

Spring

Spring

Fall

General Medical Assessment and Evaluation FNDH 654 3 Athletic Training Therapeutic Interventions I FNDH 854 3 Athletic Training Therapeutic Interventions II FNDH 855 3

Emergency Management FNDH 652 3 Athletic Training Evaluation I FNDH 821 3 Evaluation II FNDH 822 3

Research Methods FNDH 775 3 Pharmacology FNDH 653 3 Practicum II FNDH 884 2

Athletic Training Practicum I FNDH 883 2 Advanced Athletic Training Lab/ Clinical Skills FNDH 858 3

9 hours 11 hours 11 hours

Administration in Athletic Training or HLTH FNDH 857 3 Professional Preparation in Athletic Training FNDH 892 3 Spring Year 2 Professional Program

or Fundamental Methods of Biostatistics STAT 701 3 Research Experience in Athletic Training FNDH 889 4

Administration in Healthcare Organizations FNDH 720 3 or Practicum V FNDH 887 2

Athletic Training Externship Practicum FNDH 888 1 Introduction to Statistical Methods for Natural Sciences STAT 703 3

Practicum III FNDH 885 2 Practicum IV FNDH 886 2

6 hours 8 hours 6 hours

Year 4Summer Year 1 Professional Program Fall Year 1 Professional Program Spring Year 1 Professional Program

Total Credits for Years 4-5 = 51 credits

Total Credits for the 5 Year Masters of Science in Athletic Training = 150 credits

Year 5Summer Year 2 Professional Program Fall Year 2 Professional Program Spring Year 1 Professional Program

106

Fiscal Summary Form – New KSU Biomedical Engineering Degree Program

IMPLEMENTATION YEAR: FY 2020

Fiscal Summary for Proposed Academic Programs

Institution: Kansas State University Proposed Program: Master of Science in Athletic Training

Part I. Anticipated Enrollment

Implementation Year Year 2 Year 3

Full‐Time Part‐Time Full‐Time Part‐Time Full‐Time Part‐Time

A. Full‐time, Part‐time Headcount:

25‐30 0 50‐60 0 50‐60 0

B. Total SCH taken by all students in program

1,275‐1530 2550‐3060 2550‐3060

Part II. Program Cost Projection

A. In implementation year one, list all identifiable General Use costs to the academic unit(s) and how they will be funded. In subsequent years, please include only the additional amount budgeted.

Implementation Year Year 2 Year 3

Base Budget Salaries Current faculty…. New hires…………. Grad Assistants…. Academic Support. Administration..... Total Salaries……….

$216,375 $0 $20,029 $44,000 $8,500 $288,904

$220,703 $0 $40,058 $44,880 $8,670 $314,311

$225,117 $0 $40,058 $45,778 $8,843 $319,796

OOE $10,000 $10,000 $10,000

Total $298,904 $324,311 $329,796

107

Fiscal Summary Form – New KSU Biomedical Engineering Degree Program

Notes: 1. All salaries include a 2% annual pay increase. 2. Salaries for current faculty (Drs. Vardiman, Thiele, and Morgan Rakestraw) and the

Faculty Hire for August 2017 will be transitioned into program costs from the costs of the undergraduate program as it is phase out over time. Year 3 costs reflect the full curriculum transition from the undergraduate program to the graduate program. Refer to the program narrative for information regarding these faculty and their respective time allocations.

3. Graduate assistants are transitioned annually into the program as the courses that require their assistance are offered.

4. Academic support refers to 100% of the full‐time FNDH department academic advisor’s time – a 1.0 FTE commitment.

5. Administration refers to a FTE commitment on behalf of the FNDH staff who will supply administrative support.

6. The $16K of OOE per year is 1/3 of the current FNDH department OOE.

Revised: February, 2017 Approved: _______________________

108

Graduate School Proposed Degree Program or Certificate:

College: Assessment of Student Learning Plan

A. College, Department, and Date

College: Human Ecology Department: Food, Nutrition, Dietetics and Health Date: 1-20-17

B. Contact Person(s) for the Assessment Plan Phillip Vardiman, PhD, LAT, ATC Associate Professor Director, Athletic Training [email protected]

C. Name of Proposed Degree Program or Certificate

Masters of Science- Athletic Training

D. Assessment of Student Learning Three-Year Plan

1. Student Learning Outcomes

1. Students will effectively communicate during clinical experiences within the

medical, patient, and patient support communities (partners, parents, coaches,

and teachers) using professional language and current technological

applications that cultivates diversity and cultural competence. Students will be

assessed by preceptors during their clinical experiences and by their employers

following graduation.

2. Students will demonstrate breadth and depth of knowledge through appropriate

application of patient centered clinical skills derived from original research, the

use of inquiry and analysis of current evidence based research, and critical

thinking in the athletic training profession. Students will be assessed using the

disaggregated data from the national level Board of Certification exam.

3. Students will compose written documents (e.g. medical records, reports,

manuscripts, papers) using appropriate medical, scientific and technical writing

principles. Students will be assessed through assigned projects and their final

research project.

4. Students will accurately present research-centered activity and outcomes,

through scholarly discourse with a variety of professional and non-professional

audiences. Students will be assessed through their final research project.

5. Students will demonstrate professional behaviors, professional identity,

professional conduct and ethical behavior during clinical experiences that

mirror the ethical standards in place for Athletic Trainers to practice and

maintain national certification and state licensure. Students will be assessed by

109

preceptors during their clinical experiences and by their employers following

graduation.

Three outcomes that will be assessed by the first mid-cycle review.







2. Students will demonstrate breadth and depth of knowledge through appropriate

application of patient centered clinical skills and development of original

research grounded in use of inquiry and analysis of current evidence based

research and critical thinking in the athletic training profession. Students will

be assessed using the disaggregated data from the national level Board of

Certification exam.




maintain national certification and state licensure. Students will be assessed by

preceptors during their clinical experiences and by their employers following

graduation.

Rationale for selecting these learning outcomes The three outcomes for assessment by the first mid-cycle review were selected for 1. The timing of the outcomes collection, 2. The importance of continued assessment throughout the student’s matriculation in the program. Each of the outcomes will be measured as part of the student’s preceptor’s evaluation in each of the practicum courses that will be associated with assigned clinical experiences. This will allow the faculty to track the progression and professional growth of each student. Relationship to K-State Graduate Student Outcomes: The outcome measures have been developed as measures that will also be collected as part

of the Committee on Accreditation of Athletic Training Education (CAATE) required

accreditation standards. To maintain an accredited Athletic Training Program in good

standing with CAATE, numerous standards have to be met and outcomes have to be

collected for annual review. The outcome measures #1-#5 have significant overlap into

110

the 3 Graduate School categories of knowledge, skills, and attitudes and professional

conduct.

The knowledge category is specifically addressed in outcome #2 by ensuring that each

student is able to “demonstrate breadth and depth of knowledge through appropriate

application of patient centered clinical skills and development of original research

grounded in use of inquiry and analysis of current evidence based research and critical

thinking in the athletic training profession.” This will be assessed from the disaggregated

data from the National Level Board of Certification Exam that will provide data specific

to the 5 domains of Athletic Training (1. Injury Illness Prevention, 2. Clinical Evaluation

and Diagnosis, 3. Immediate and Emergency Care, 4. Treatment and Rehabilitation and 5.

Organizational and Professional Health and Well-being)

The skills category is addressed in outcome measures #2, #3, and #4 by having the students

demonstrate the application of patient centered clinical skills, and development of original

research grounded in current evidence based research and critical thinking in the athletic

training profession. The students will also need to effectively compose written documents

using appropriate medical and scientific terminology and founded in the use technical

writing principles. The students will be also be responsible for accurately presenting their

research-centered activity and outcomes, through scholarly discourse and professional and

non-professional audiences. These will be assessed during their clinical experiences by

their preceptors and will be further assessed by their employers after graduation. These will

also be assessed in presentation of research centered activity to peers and faculty at a level

ensuring mastery of the information.

The attitude and professional conduct is addressed in outcome #5 by having the students

“demonstrate professional behaviors, professional identity, professional conduct and

ethical behavior during clinical experiences that mirror the ethical standards in place for

Athletic Trainers to practice and maintain national certification and state licensure”. These

foundational behaviors will be assessed during their clinical experiences by their preceptors

and will be further assessed by their employers after graduation.

2. Assessment Strategies







Assessment-

1. Clinical Experience Evaluations will be completed by the student’s

assigned preceptor twice during each Practicum course (one practicum per

semester). The preceptors will complete the evaluation at 3 weeks and at the

end of the clinical assignment. The intent is to show growth during the

111

semester but also show growth throughout the program. FNDH 883, 884, 885,

886, 887, 889.

Students will be compared to students in their cohort and the same evaluation

will be used over time to show growth during the program. (All Students, 3-

week and end of clinical experience, collected by program director from

faculty teaching the course) Appendix B1- Clinical Experience Evaluation

2. Survey - Employer Survey (All Students, 6 months to 1 year post

graduation, collected by program director) Appendix B2- Employer Survey

2. Students will demonstrate breadth and depth of knowledge through

appropriate application of patient centered clinical skills and development of

original research grounded in use of inquiry and analysis of current evidence

based research and critical thinking in the athletic training profession.

Students will be assessed using the disaggregated data from the national level

Board of Certification exam.

Assessment-

1. National Level Board Exam disaggregated data categorized into the 5

domains of Athletic Training (Injury Illness Prevention, Clinical Evaluation

and Diagnosis, Immediate Emergency Care, Treatment and Rehabilitation

Reconditioning, and Organization and Administration. The exam results data

provided by the BOC includes results from the two sections 1. written exam,

that assesses core knowledge and 2. clinical application and critical thinking,

through a simulated practical exam. The practical exam requires the student to

simulate an injury evaluation and treatment techniques that would be

appropriate based upon the given scenario. FNDH [National Athletic

Trainers’ Association Board of Certification (BOC)] (All Students, data given

to program director from BOC) Appendix B3-NATABOC

2. Clinical Experience Evaluations during FNDH 883, 884, 885, 886, 887,

889, (All Students, 3-week and end of clinical experience, collected by

program director from faculty teaching the course) Appendix B1- Clinical

Experience Evaluation

3. Students will compose written documents (e.g. medical records, reports,

manuscripts, papers) using appropriate medical, scientific and technical writing

principles.

1. Project FNDH 775- (All Students, collected by program director from

faculty teaching the course) Appendix B4 Research Proposal

2. Final Research Project FNDH 889 (All Students, data collected by program

director from faculty/ committee) Appendix B5- Final Research Project

4. Students will accurately present research-centered activity and outcomes,

through scholarly discourse with a variety of professional and non-professional

audiences.

112

Assessment


director from faculty/ committee.) Appendix B5- Final Research Project




maintain national certification and state licensure.

1. Clinical Experience Evaluations during FNDH 883, 884, 885, 886, 887, 889

(All Students, 3-week and end of clinical experience, collected by program

director from faculty teaching the course) Appendix B1- Clinical Experience

Evaluation

2. Employer Survey (All Students, 6 months-1 year post graduation, Collected

by the program director) Appendix B2- Employer Survey

Assessment

Direct Measures

1. Clinical Experience Evaluations during FNDH 883, 884, 885, 886, 887,

889, (All Students, 3-week and end of clinical experience, collected by

program director from faculty teaching the course) Appendix B1- Clinical

Experience Evaluation

2. National Level Board Exam disaggregated data categorized into the 5

domains of Athletic Training (Injury Illness Prevention, Clinical Evaluation

and Diagnosis, Immediate Emergency Care, Treatment and Rehabilitation

Reconditioning, and Organization and Administration FNDH 892 [National

Athletic Trainers’ Association Board of Certification (BOC)] (All Students,

data given to program director from BOC) Appendix B3-NATABOC

3. Projects FNDH 775- (All Students, collected by program director from

faculty teaching the course) Appendix B4


director from faculty/ committee) Appendix B5

Indirect Measures 1. Survey - Employer Survey (All Students, 6 months to 1 year post graduation,

collected by program director) Appendix B2- Employer Survey

3. Results and Review of Student Learning Outcomes and Assessment Strategies

113

a. Describe the process the faculty will follow to review the results of assessment data. The program director and the clinical coordinator will collect the artifacts that are listed in the assessment plan. The data from these artifacts will be compiled for the annual aggregate data to produce the assessment report that can be shared with the KSU Assessment Center, the Athletic Training Faculty and Preceptors. This report will provide insights into the achievements and the areas in the curriculum that need improvement.

b. Describe any other program improvement procedures that will be followed (e.g. formative assessments of delivery method, corporate or employer surveys). The two program improvement measures that are currently listed in the assessment plan are the Employer Survey and the results of the BOC exam. The Employer Survey will be sent out 6months to 1 year following graduation to assess foundational measures of clinical preparedness, professional aptitude, and behaviors that align with the National Athletic Trainers’ Association Code of Ethics. Additionally, the program can request the breakdown in scores from the BOC to review areas of the exam that KSU graduates are less proficient in and use this as a way to find methods to prepare our students better for these areas if any.

Appendix A: Alignment Matrix Appendix B: Rubrics, Surveys, Other documentation

114

SLO/Required

Courses/experiences Course

Number(s) Course

Number(s) Course

Number(s) Course

Number(s) Course

Number(s) Course

Number(s) Other Experience Other Experience

Degree program SLOs FNDH 775

FNDH 652, 821, 822, 854,

855

FNDH 857 or FNDH

720

FNDH 892

FNDH 889

FNDH 883,884, 885,886, 887, 888

Employer Survey Board Exam Disaggregated Data

Students will effectively communicate during clinical experiences within the medical, patient, and patient support communities (partners, parents, coaches, and teachers) using professional language and current technological applications that cultivates diversity and cultural competence.

X X A (B1)

A (B2)

Students will demonstrate breadth and depth of knowledge through appropriate application of patient centered clinical skills and development of original research grounded in use of inquiry and analysis of current evidence based research and critical thinking in the athletic training profession.

X A (B3)

A (B1)

A (B3)

Students will compose written documents (e.g. medical records, reports, manuscripts, papers) using appropriate medical, scientific and technical writing principles.

A (B4)

X A (B5)

X

Students will accurately present research-centered activity and outcomes, through scholarly discourse with a variety of professional and non-professional audiences.

X X A (B5)

Students will demonstrate professional behaviors, professional identity, professional conduct and ethical behavior during clinical experiences that mirror the ethical standards in place for Athletic Trainers to practice and maintain national certification and state licensure.

X A (B3)

A (B1)

A (B2)

115

FNDH 775

FNDH 652, 821, 822, 854,

855

FNDH 857 or FNDH

720

FNDH 892

FNDH 889

FNDH 883,884, 885,886, 887, 888

Employer Survey Board Exam Disaggregated Data

University SLOs (Graduate Programs)

Knowledge A (B4)

X X X X A (B1)

A (B2)

A (B3)

Skills X X X A (B3)

A (B4) (B5)

A (B1)

A (B2)

A (B3)

Attitudes and Professional Conduct X X X A (B1)

A (B2)

116

Appendix B1

Scoring- Distinquished 90-100%/100%- Proficient 80-90%/ 100%- Passing 70-79%/ 100%- Not Passing 0-69%/ 100%

117

SLO #5

SLO #5

118

SLO#5

SLO#5

SLO#5

119

SLO #5

120

SLO #1

SLO #1

SLO #1

121

SLO #1

SLO #1

SLO #1

122

SLO #5

SLO #5

SLO #5

123

SLO #1

SLO #5

SLO #5

124

Appendix B2- Employer Survey

‐ Distinguished 90-100/100 ‐ Proficient 80-89/100 ‐ Passing 70-79/100 ‐ Not Passing 0-69/100

Your name (Last, First)

Supervisor for (Athletic Trainer's full name)

How long has this Athletic Trainer been under your supervision?

Years (number only)

Months (number only)

Your years of experience in the supervisor role (number only)

Please rate the following Foundational Professional Behaviors for the Athletic Trainer listed

previously

______ Primacy of Patient - provides best care available and advocates for patients

______ Teamed Approach to Practice - ability to work with others and utilizes unique skills of

others

______ Legal Practice - practices in competent manner and recognizes need for compliance

with laws

______ Ethical Practice - complies with NATA Code of Ethics and BOC Standards of Practice

______ Commitment to Advancing Knowledge - critically examines body of knowledge and uses

evidence based practice

______ Cultural Competence - understands cultural differences and demonstrates behaviors

needed for diverse populations

______ Professionalism - advocates for profession, demonstrates honesty and integrity, and

demonstrates effective communication

Can you rate their ability to communicate with coaches, patients, peers, etc...?

Yes

No

126

Display This Question:

If Can you rate their ability to communicate with coaches, p... Yes Is Selected

Please rate their ability to COMMUNICATE...

______ with coaches

______ with patients

______ with parents

______ with administrators

______ with peers/colleagues

______ with other allied health professionals

127

Can you rate their confidence to make decisions?

Yes

No


If Can you rate their confidence to make decisions? Yes Is Selected

Rate their CONFIDENCE to make decisions and stand by them

______ Confidence

128

Can you rate their independence to work alone?

Yes

No


If Can you rate their independence to work alone? Yes Is Selected

Rate their INDEPENDENCE and ability to work alone

______ Independence

129

Can you rate their initiative to think outside of the box?

Yes

No


If Can you rate their initiative to think outside of the box? Yes Is Selected

Rate their INITIATIVE and ability to 'think outside of the box' to find solutions

______ Initiative

130

Can you rate their ability to learn from mistakes?

Yes

No


If Can you rate their ability to learn from mistakes? Yes Is Selected

Rate their ability to LEARN from mistakes

______ Learn from mistakes

131

Can you rate their work ethic and commitment?

Yes

No


If Can you rate their work ethic and commitment? Yes Is Selected

Rate their WORK ETHIC and commitment to 'get the job done'

______ Work ethic

How well prepared were they for the workforce when they first started?

______ Prepared for workforce

Any comments or suggestions to improve the future graduates from this program?

132

APPENDIX B4 FNDH 775

Research Proposal/ Literature Review ________/100

‐ Distinguished 90‐100/100 ‐ Proficient 80‐89/100 ‐ Passing 70‐79/100 ‐ Not Passing 0‐69/100

Literature Review _______/50 o Paper

Exhaustive review of current literature on topic _______/20 Explanation of current research void _______/5 Explanation of the need for further research _______/5 Clinical relevance to Athletic Training _______/5 Appropriate use of medical terminology _______/5 Well written _______/5 Correct citation formatting _______/5

Proposal Presentation 15 minutes _______/50 o PowerPoint presentation

Time _______/5 Clear and concise _______/5 References _______/5 Statistics _______/5 Pictures, diagrams, visuals, etc _______/5 Flow of information _______/5

134

APPENDIX B5 FNDH 889

Research Project ________/100 points


Presentation 15 minutes _______/40 o PowerPoint presentation

Time _______/10 Clear and concise _______/5 References _______/5 Statistics _______/10 Pictures, diagrams, visuals, etc _______/5 Flow of information _______/5

o Clinical Bottom Line: _______/10

Present the clinical bottom line, PEARLS, and conclusions drawn from their individual programs

Work is unique

Clear instructions for future use

Proper description of why and when of program

Clear PEARL/ tip for clinicians

o Statistical Analysis: _______/20

Appropriate Statistical test

Appropriate Reporting

Good Visual Representation of results

o Handout _______/15 Description/Prescription Cues for patient Warnings need for possible injury Pictures, diagrams, visuals, etc Criteria and instruction for progression Evidence and proper in‐text citations that support the components

Question from other students: ________/5 1. 2. 3.

One question for other students: ________/5 1 2. 3.

Extras ____________

Using original x‐rays, MRIs, visual aids, videos, etc to enhance your presentation

Creativity and originality in rehab exercises

135

Research Paper Research Project ________/100 points


Research Paper _______/20 o Abstract

Clarity _______/5 Formatting _______/5 Results/ Statistics _______/5 Conclusion _______/5

o Literature Review _______/20

o Methods _______/20

Appropriate Format _______/5 Clear description of methods _______/15

o Statistical Analysis: _______/20 Appropriate Statistical test Appropriate Reporting Good Visual Representation of results

o Results and Conclusions _______/20

Appropriate reporting of results _______/10 Appropriate Conclusions from Study _______/10

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