March 5, 2001
Julius
Zelmanowitz
Vice Provost –
Academic Initiatives
Office of the
President
1111Franklin
Street, 4th. Floor
Oakland, CA
94607-5200
Dear Julius:
RE: Five-Year List of Proposed New Degrees
and Research Initiatives
In response to your
December 15, 2000 request for an updated list of proposed academic programs,
academic units, and research units envisioned for establishment on the Santa
Cruz campus within the next five years (2001-2006), I have enclosed the
following information:
ATTACHMENT
I List of proposed academic programs, academic
units, and research units from the previous year’s list that should be deleted.
ATTACHMENT
II Brief descriptions of proposed academic programs,
schools, and colleges, and research units to be added to the five-year plan.
ATTACHMENT
III Revised statements for prior year
submittals.
ATTACHMENT
IV Announcement of any transfer, consolidation,
discontinuance, or disestablishment actions under consideration.
The proposed
programs included represent a deliberate expansion of degree offerings
consistent with our plans for expanding the breadth of undergraduate, graduate
and professional offerings on the Santa Cruz campus. The Academic Senate committees on Planning and Budget,
Educational Policy, Research, and the Graduate Council have reviewed the
Five-Year List.
Please note the
East Asian Studies B.A. proposal has not been approved and make appropriate
correction to the systemwide list.
Electronic copies of the program summaries will be submitted to Suzanne
Klausner per your request. If you
require additional information, please contact me at (831) 459-2327 or Academic
Planning Director Kathleen Dettman at (831) 459-2081.
Sincerely,
George
S. Brown
Vice
Provost, Academic Affairs
PROPOSED
ACADEMIC PROGRAMS, ACADEMIC UNITS, AND RESEARCH UNITS FROM THE PREVIOUS YEAR’S
LIST THAT SHOULD BE DELETED:
DEGREE
PROGRAMS
Classical
Studies B.A. (approved and implemented)
Ecology
& Evolution B.S. (approved and implemented)
Italian
Studies B.A. (approved and implemented)
Music
Composition and Analysis Ph.D. (reconfigured as NEW D.M.A.)
Philosophy
M.A./Ph.D. (approved and implemented)
Politics
M.A./Ph.D. (approved and implemented)
ORGANIZED RESEARCH
Institute
for Geophysics and Planetary Physics – MRU (branch) (approved and implemented)
PROPOSED DEGREE
PROGRAMS, COLLEGES, SCHOOLS AND RESEARCH UNITS THAT SHOULD BE ADDED TO
PREVIOUS LIST
DEGREE
PROGRAMS
Neuroscience & Behavior B.A./B.S.
ORGANIZED RESEARCH
Center for Biomolecular
Science & Engineering – ORU
Internet &
Data-Intensive Systems Research - ORU
COLLEGES
Description and Reason for Proposing It
The Astrophysics major is an enhancement of the Astrophysics pathway now available to Physics majors. It is essentially a degree in Physics, which is tuned specifically for Astrophysics. As there is no undergraduate major in Astronomy, the proposed major would attract undergraduates interested in astronomy and give them access to one of the best astronomy departments in the country.
Relationship
to Existing Campus Programs
The program
will reside in and be administered by the Physics Department, with additional
support from the Astronomy Department.
A new astrophysics laboratory and new opportunities for studying topics
of astrophysics at the upper-division level through electives and independent
research projects will forge new relationships and collaborations between the
Departments of Physics and Astronomy.
As home to UCO Lick and one of the most distinguished astrophysics graduate and research programs in the country, undergraduates have been disappointed to learn there is no formal undergraduate degree program in astronomy or astrophysics. The proposed major should be attractive to students and provide a distinctive undergraduate experience.
The curriculum can be met with existing courses, with the exception of Physics 135, an observational laboratory to be offered once annually. Divisional funds will support the new course initially, to be covered later by the Department with future hiring.
The Department and the Division will cost-share for the equipment needed (telescope). Divisional facilities staff are securing estimates for the cost of siting the telescope on campus.
No additional staffing is required to undertake this major.
Assuming formal approval and subsequent publication in the General Catalog or other official Registrar’s Office publication, Physics plans to implement the Astrophysics B.S. degree program in 2002-03.
UCB and UCLA are the only UC campuses offering an Astrophysics major. Berkeley’s program is offered through the Astronomy Department, while L.A.’s program is offered through the Department of Physics and Astronomy. UCI offers a Physics degree with a specialization in Astronomy. The main feature unique to the Santa Cruz program is the required astrophysics thesis.
CSU programs at Northridge and San Francisco offer programs with significant astrophysics components, thought neither program matches the rigor and versatility of the proposed UCSC degree.
Job opportunities for graduates of the new program will be similar to those of other Physics graduates, but with the extra experience of having applied the general concepts they learned as Physics majors to understanding the world around us. Astrophysicists are attractive hires for jobs where intuition and creative thinking are required as well as experimentation and computation.
Specific opportunities involve the industrial and scientific complex built around the U.S. space program. The U.S. government alone plans to spend in excess of $4 billion in the next decade on new astronomical instrumentation. In addition, a significant fraction of students will pursue graduate degrees in Astronomy and Astrophysics in order to work in academia, national laboratories, space/science firms, the computer and financial sectors, or become professional astronomers.
The proposal is being submitted to the Dean of Natural Sciences for analysis.
Description and Reason for Proposing It
Over the last several years, the prominence of both the bioinformatics field and our bioinformatics research has dramatically grown. Students entering the graduate program with bioinformatics emphasis frequently have gaps in their education in areas with which they have not experience. The depth of the required mathematics, computer, and science demands that his foundation knowledge be spread over several years. Without an undergraduate major in bioinformatics, this can be quite difficult. The bioinformatics BS provides a clear definition of the undergraduate background needed for this important field.
Relationship to
Existing Campus Programs
Like the graduate program, the bioinformatics BS is an extremely inclusive interdisciplinary undertaking. Several programs contribute to the overall program of study: Biology, Chemistry and Biochemistry, Computer Science, and Applied Math and Statistics. However, the program relies almost entirely on existing courses.
Critical Role of
Proposed Program or Unit in Fulfilling Campus Academic Plan
The undergraduate bioinformatics program will reside under the planned department of biomolecular engineering, an important part of the School’s long-range academic plan. The fields of study represented in the BME department will meet an important need for engineers educated in these fields.
Proposed Faculty,
Staff and Facility Requirements
The program will be initiated with existing resources and minimal new courses. In the next 2-3 years, enrollments should reach a level that will impact our advising and administrative staff levels, but workload and divisional allocations will address these needs. Faculty additions to the program will result from hiring for the graduate program, and from normal growth in the Computer Engineering and Computer Science departments.
Anticipated Funding
Strategies to Support New Programs
As mentioned above, workload and divisional allocations will support the program’s growth and development, and the program will benefit from the resources available via the graduate program.
Planned
Implementation Date
Since the program requires no initial resources and the courses are in place or have been proposed, the department anticipates initiating the program Fall 2001.
UC Campuses and Other California Institutions Offering Similar Programs
The known biochemical and biotechnology engineering programs include the large diversified programs of MIT, Pennsylvania State, and Worcester Polytechnic, as well as smaller programs at UC campus at Berkeley, Irvine, and Riverside.
Job Outlooks for
Graduates of the Program
Job opportunities for graduates of the program are at least that of the classical engineering fields. In addition, those students who go on to complete graduate study in the field of bioinformatics are in great demand. The undergraduate degree mostly serves to prepare students for graduate study.
Status of the
Proposal:
The B.S. proposal
was transmitted for academic senate review January 23, 2001.
The Education
Department proposes to mount a program in both Santa Cruz and Santa Clara
counties to support further development of effective practitioners who can lead
their schools and districts in improving teaching and learning. In addition to serving the K–12 teaching
profession, this program will enhance the Education Department at UCSC. The program will provide a means of
advancement for teachers who have served as mentors in the M.A. in Education
program. At the same time, the program
will recruit new mentor teachers who share the values and pedagogical
principles that form the heart of the program.
In addition, some teachers who complete the Master of Advanced Studies
program will continue their studies through the proposed new Ph.D. program.
Relationship
to Existing Campus Programs
The program will be organized in conjunction with UCSC Extension. While Extension will administer the program, the UCSC faculty, with assistance from a lecturer pool, will decide issues concerning admissions, academic planning, and teaching.
Role
of Program in Divisional Academic Plan
The Division of Social
Sciences seeks to create new knowledge and to use it to solve pressing societal
problems. As we explained in our
divisional six-year plan, department research and teaching initiatives meet the
challenges of a multicultural society, foster international political and
economic cooperation, advance environmental science and public policy, and
improve K–12 education. The Master of
Advanced Studies in Education program will advance several of these goals.
Proposed
Faculty, Staff, and Facilities Requirements
Groups of 20 to 25 students
would be formed at appropriate sites in both Santa Cruz and Santa Clara
counties; thus, the staffing implications of this new degree are
considerable. By year two, the program
would require a total of 12 course equivalents per year. Ideally, Education Department faculty,
supported by a lecturer pool or other associate faculty, would perform a
substantial portion of the teaching.
Funding from UCSC Extension fees could support part of the workload
needs.
Anticipated
Funding Strategies
Fees from UCSC
Extension would partially fund the program.
Growth funds are another potential funding source. The Education Department has not fully
analyzed the possible need for additional faculty. Since lecturers would teach some courses, fees from Extension might
fund lecturer salaries and eliminate a need for additional faculty.
Planned
Implementation Date
Education expects to
complete a proposal for the Master of Advanced Studies by the end of the winter
2001 quarter. Assuming campus approval
during 2001-02 and systemwide approval 2002-03, the earliest start date is Fall
2003.
Similar
Programs in UC and California
This collaborative
effort between UCSC and Extension is unique.
Given our geographic service area, we are poised to meet the needs of
professional educators in several surrounding counties, from Santa Clara County
and the Silicon Valley to Monterey and San Benito counties.
Job
Outlook
Graduates of this
program will return to their school districts and public-school administrative
positions, where they will provide leadership and initiate action-research
activities. By bringing evidence of
previous and continued professional development and innovative practice to the
program, graduates of this program will enhance their knowledge and skills as educators,
increase their teaching expertise in a specific content area, develop expertise
relevant to student individual inquiry, or gain expertise in staff development
and mentoring and/or educational reform.
Status of
Proposal
The department intends
to transmit the proposal for formal campus review this academic year.
Description and Reason for Proposing It
The first
phase of what may be a broad interdisciplinary health sciences program for the
campus provides for B.S. and B.A. degrees in Health Sciences based in the
existing B.S. and B.A. degrees in MCD Biology.
The proposal formalizes a pathway currently being taken by many students
with interests in this area. Reports
from the Admissions Office indicate that a pre-med program would be a very
significant draw for potential students.
Approximately 80% of the UCSC students admitted to medical school last
year had experience at another four-year institution, suggesting that other
institutions do a much better job of preparing students for careers in
medicine.
Relationship
to Existing Campus Programs
As stated
above, this program formalizes an existing pathway in Biology. The addition of a conversational Spanish
language requirement will affect the Language Program, and consultation with
the Dean of Humanities is being scheduled.
Since many
students outside the Natural Sciences Division are interested in studies and
careers in human health, interdisciplinary and interdivisional opportunities
abound. As envisioned by the MCD
Biology faculty at this early stage, students would obtain rigorous training in
human biology while pursuing studies in other areas such as Anthropology,
Sociology, Community Studies, Philosophy, Psychology, Women’s Studies, etc. Such degree programs would be conceptually
similar to combined majors offered by Environmental Studies and other
departments.
Prospects for
broadening the emphasis of the program beyond pre-med are promising and are
being explored.
Critical
Role of Proposal Program or Unit in Fulfilling the Campus’s Academic Plan
Future
faculty hires in areas of human biology will be consistent with the long-range
hiring plan for MCD Biology and will fit well with the research plans
developing in Biomolecular Science and Engineering (Human Genome Project).
Proposed
Faculty, Staff, and Facility Requirements
No new
faculty are required in order to launch the program. Future faculty hires with expertise in human biology, already
identified in the department’s academic plans, will be able to provide
additional support for the program.
The one new staff position needed at the outset is an Internship Coordinator. This would be a year-round professional-level position at 100% time. Additional future staffing augmentations would depend on the overall growth in Health Sciences majors and the resulting impact on advising and other departmental services. Internship needs for departments which might participate in the future are yet to be determined.
No new facilities
will be required beyond office space for the Internship Coordinator and office
and lab space for new faculty hires.
Future growth will require space and start-up funding which will be
integrated into the division’s academic plans.
Planned
Implementation Date
Assuming approval through the campus formal process, MCD Biology plans to implement the B.S. and B.A. degree programs in 2002-03.
UC
Campuses and Other California Institutions Offering Similar Programs
No other UC campus offers a Health Sciences major, though most if not all have identified pre-med pathways. Stanford offers a Human Biology major, which was reviewed as background to preparing the Health Sciences draft proposal. The CSU system offers health sciences degree programs at 12 campuses, including San Jose, Hayward, and San Francisco. These are heavily interdisciplinary and focus on community development, public health policy, and health care management. In fact, San Jose State reports that most of their pre-med students major in Biological Science with a concentration in Molecular Biology or Systems Physiology or major in Biochemistry.
Job
Outlook for Graduates of the Program
Health care
is one of the most rapidly expanding sectors of both the U.S. economy and the
federal research budget. Future careers
data and research from the U.S. Department of Labor, the Federal Bureau of
Labor Statistics, and the California State Department of Education all indicate
significant growth in medicine, physical therapy, nursing and other professional
health science careers. According to
the Occupational Outlook Handbook, approximately 14% of all wage and salary
jobs created between 1998 and 2008 will be in the health services. The OOH further states that 12 out of 30
occupations projected to grow the fastest are concentrated in the health
services. In addition, health care
social workers who work with patients and families are in demand now and
projected to be in even greater demand in the future.
Status of
the Proposal
A draft proposal is complete and will be discussed with divisional deans by early January 2001. The department intends to submit a final proposal for formal campus review this academic year.
Description and Reasons for Proposing Program
The proposed D.M.A. in Music is an extension of the Music M.A. program. Established in 1988, the M.A. emphasizes the interaction of performance and scholarship, whether the student is involved as a composer, a conductor, a performer, or a musicologist. The D.M.A. will develop the musician-scholar who displays a high level of mastery in a professional medium and is equipped with scholarly research skills.
The education of a composer requires a thorough grounding in the cultural and historical context of music, ample opportunity to exercise and expand the creative impulse, careful tutoring in the process of evaluating and refining the work, and training in the use of the ever-expanding panoply of tools and the trade. This program will address these goals with a mixture of general classroom instruction, specialized seminars, but primarily with individual tutoring.
Judging by the many inquiries we receive annually regarding our graduate program, the number and quality of graduate applicants would be significantly enhanced by the addition of the D.M.A. Many prospective students note that they prefer to enroll in a program where they can complete their entire graduate education rather than having to transfer to another university after the master's degree.
Relationship to Existing Campus Programs and Mission
The music M.A. and D.M.A. will interlock in several respects: 1) the D.M.A. curriculum will build on that of the master's program; 2) existing facilities and equipment will service both programs; and 3) the same faculty will teach the requirements of both curricula.
In addition, we foresee collaborative efforts with these UCSC programs: computer engineering, psychology, anthropology, linguistics, theater arts, philosophy, and foreign languages.
Critical Role of Proposed Program or Unit in Fulfilling
Campus Academic Plan
Development of the Music doctoral program is a natural extension of the existing M.A. program. Its implementation will help fulfill a long-standing campus aspiration to establish a more comprehensive constellation of distinctive and high quality graduate programs which extend across a broader array of disciplines.
New Staff and Facility Requirements
No new teaching space will be required for the D.M.A. program. Office facilities for graduate students are already included in the allocation of spaces in the Music Building. Operational costs are not expected to increase above current levels, except an additional ten hours per week of office staff time. One additional faculty FTE in support of the D.M.A. is desirable but not required for the success of the proposed D.M.A. program.
We expect to provide a combination of fellowship allocations, TAships and/or Associate-In teaching positions for graduate students with funding currently assigned to the Department. Ideally, we hope to receive additional fellowship support at a rate similar to other doctoral programs at UCSC.
For purposes of comparison, Stanford has approximately the same number of ladder faculty as UCSC and successfully sustains an undergraduate major, a master's program, and doctoral degrees in composition and musicology. UCD, with fewer ladder faculty than UCSC, offers an undergraduate major, a master's program, and a Ph.D. in composition, musicology, or conducting.
Anticipated Funding Strategies to Support New Program
Resources are essentially already in place. As D.M.A. enrollment increases the M.A. enrollment will decrease and support will shift correspondingly.
Planned Implementation Date
As soon as approval is received, the program will be announced in the hope of attracting applications for the 2003-04 academic year. The Department anticipates that some of their present M.A. students will apply to continue in this program.
UC Campuses and Other California Institutions Offering
Similar Programs
This program will join other strong composition programs throughout the state. UCLA, USC, UCSD, UCSB, UCB, and UCD all offer a Ph.D. in composition. Stanford offers a D.M.A. in composition. However, few individual faculty from these departments are known to take algorithmic and computer-assisted approaches to the creation of musical structure. The systematic approach we propose has not yet been undertaken elsewhere.
Job Outlook for Graduates of the Program
Positions for composers with expertise in computer music are increasingly common, especially for candidates who are proven teachers. Approximately one-half of the job descriptions posted in a recent College Music Society publication indicate that knowledge of computer technologies is a requirement for application.
Status of the Proposal
The proposal has undergone Office of the President review and comment in the guise of a Ph.D. proposal. The revised D.M.A. proposal has been sent to the Dean of Graduate Studies and the Chair of the Graduate Council for review and comment. The Graduate Council returned it to the department February 22, 2001 with recommendations for revisions and resubmittal as a new proposal requiring comprehensive review.
NEUROSCIENCE
AND BEHAVIOR B.A./B.S.
Description and Reason for Proposing It
The
Departments of MCD Biology and EE Biology are jointly proposing a new major in
Neuroscience and Behavior to replace the current Psychobiology B.A. major which
will be disestablished. The new major
will replace and modernize the current Psychobiology major, therefore
attracting new students as majors and new faculty as affiliates with the
program. The Neuroscience and Behavior
major will provide a more rigorous program than the current Psychobiology major
and better prepare students for graduate work in neuroscience and/or behavior
as well as for employment in the biotechnology and behavioral science fields.
Relationship
to Existing Campus Programs
The curriculum
for the major is built upon the common biological sciences core curriculum,
including calculus, general and organic chemistry, physics and introductory
biology. Additional core courses are
included as appropriate for the discipline:
statistics and introduction to psychobiology. The major requires an upper-division core of biochemistry,
genetics, cell biology, neuroscience and behavioral ecology. Most of the courses listed are currently
offered; some new courses are also proposed, based on departmental faculty
hiring priorities and projected courses from current faculty.
Neuroscience is an active and growing field within the Biological Sciences, providing new understanding of the behavior of organisms. The new major will promote neuroscience and behavioral research on campus, helping to further the research interests of faculty in these fields and to promote the overall advancement of knowledge in neuroscience and behavior.
No new faculty are required in order to launch the program. Since the major replaces the current Psychobiology B.A., faculty are in place and all the required courses are currently offered. Future faculty hires are anticipated in the areas of neuroscience and behavior, but these are based on existing plans and priorities for faculty recruitment. In fact, the major will provide a platform for these new hires.
No new staffing or facility requirements are needed, beyond the usual space and start-up funding associated with future faculty hires.
Assuming formal approval and subsequent publication in the General Catalog, Biological Sciences plans to implement the B.S. and B.A. degree programs in 2001-02.
There are similar majors at four other UC campuses: San Diego offers an Animal Physiology and Neuroscience B.S. major; Riverside offers a Neuroscience major (B.A. or B.S., replacing their Psychobiology major in fall 1998); Davis offers a Neurobiology, Physiology and Behavior B.S.; and Los Angeles offers a Psychobiology B.S. No similar programs were identified at any of the nearby CSU campuses.
The Neuroscience and Behavior major will fill an important need at UCSC and in California as research in neuroscience and behavior is instrumental to development of the pharmaceutical and biotechnology industries. As noted above, the enhanced and more rigorous program will better prepare students for graduate school in neuroscience and/or behavior and for employment in the biotechnology and behavioral science fields.
The proposal was submitted for formal campus review February 6, 2001. Following central administration analysis, it is likely to be transmitted for senate review this academic year.
Description and Reason for Proposing It
The proposed
major will formalize, clarify and solidify the existing “Plant Sciences
Concentration” in Biological Sciences.
The major will provide a sound, fundamental background in plant science
with the option to focus on one of several areas of specialization. After completing the core courses, students
can proceed in one of several directions.
Students can study more in-depth molecular biology courses to prepare
for graduate work or for work in the biotech field. Further studies in plant ecology, tropical ecology or restoration
biology could lead to careers such as naturalist or resource ecologist or to
graduate work. Lastly students who are
interested in applied areas such as horticulture and/or conventional or sustainable
agriculture would be able to obtain a strong background in plant sciences while
also pursing applied courses such as integrated pest management, plant
pathology and agroecology.
Relationship
to Existing Campus Programs
EE Biology has current strengths in plant evolution, plant population biology, and plant community ecology. Recent hires have greatly expanded the set of faculty teaching plant-related courses at UCSC. MCD Biology faculty have strengths in plant physiology and molecular biology. A replacement for a plant molecular biologist is currently high on the priority list for MCD Biology.
The new major would bear the same relationship to the current Biology major as does the Marine Biology major, i.e., helping students to focus their plan of study and to graduate with the credential and skills they need to go on in plant-science related fields.
Environmental Studies has strengths in agroecology and conservation biology. Many of the courses in this major are relevant to plant sciences, such as agroecology, restoration ecology, ethnobotany, and plant physiological ecology. The existing Environmental Studies major, however, requires a breadth of courses in the social and natural sciences, and thus differs significantly from the proposed Plant Science major.
The consolidation and restructuring of existing resources will form an infrastructure and cohesiveness among faculty in three departments who have already demonstrated a keen interest in working cooperatively. With such a framework in place, the ability to recognize, define, and articulate the needs for future faculty positions in plant-related fields will be further enhanced. With the addition of new faculty, the program will, in turn, be further strengthened. The new major would also coincide with and support the current programmatic changes occurring at the Arboretum and would result in more effective use of campus resources such as the Biology greenhouses and the UCSC Natural Reserve.
No new faculty are required in order to launch the program. Long-term funding should be sought from the Biological Sciences for an instructor for Bio 168/L (Systematic Botany) and from the Environmental Studies Department for an instructor for ES 162/L (Plant Physiological Ecology).
The existing administrative and lab staff are adequate to formalize this former concentration into a new major. Existing facilities and equipment are sufficient.
Assuming formal approval and subsequent publication in the General Catalog, Biological Sciences plans to implement the Plant Science B.S. degree program in 2001-02.
The majority of other campuses have plant majors as a standard offering. This would bring UCSC in line with these other campuses, e.g., Berkeley, Los Angeles, Davis, and Riverside. The major will maintain the identity of plants as a field of study on this campus and reaffirm UCSC’s status as a leader in plant science.
Students will be prepared to pursue careers as botanists and plant scientists for governmental agencies (USDA, PLM, EPA, USGS, USFS, NPS, California State Parks, California State Fish and Wildlife Service, etc.) and for non-profit organizations (TNC, Elkhorn Slough Foundation, etc.); forestry, plant molecular biologists in industry, environmental horticulture, agricultural systems and agroecology, landscaping, environmental consulting, etc.
In addition, a portion of graduates will pursue advanced degrees in plant molecular biology, plant physiology, or plant ecology.
The proposal
was submitted for campus review February 26, 2001. Following central administration analysis, it is likely to
be transmitted for senate review this academic year.
Description and Purpose
A social scientist performing social
documentation uses visual, audio, or print media to express people’s lives and
cultures, working and living conditions, and efforts to improve their
lives. Students in this program will
analyze social problems and then learn to collect and present documentary
material. Documentary material may be
used to effect social change. Master’s
students will produce films, videos, oral histories, audio productions,
photographic essays, historic presentations, Internet or digital programs, or
written ethnographies. Graduates will
learn to produce original social analyses and present them effectively.
The department has identified a number of graduates in community studies, sociology, anthropology, Latin American studies, American studies, and journalism who are seeking advanced training either in community-oriented field study or to incorporate academic research into visual, image-based, and publicly accessible products. Presently, entry into the world of professional social documentation is haphazard, as personal contacts and chance, as opposed to proven competence, often guide students’ opportunities to enter the profession. Students typically begin by serving as unpaid assistants or interns on projects. This program will attempt to provide a better path into this field.
The program in social documentation also will serve students in film, video, photography, and journalism programs in UC and state universities. These fields are popular; indeed, practical media courses at UCSC are oversubscribed. The training opportunities that the master’s program in social documentation will provide likely will attract some of these students.
The program will serve the needs of the state, and society, for social analyses that are more detailed and significant than most current, deadline-driven media analyses.
Relationship to Existing Campus Programs
The master’s program in social documentation will build on the expertise of the Community Studies Department faculty, who have considerable experience in social documentation in their own research.
Importantly, the program will use the existing Social Sciences Media Lab. Undergraduate students already use the lab heavily for an undergraduate course in social documentation. If the program is approved, equipment upgrades will be necessary to support the graduate program.
Students will select approved elective courses in the American Studies, Anthropology, Art, Art History, Education, History, History of Consciousness, Psychology, Sociology, and Film and Digital Media departments.
Role of Program in Divisional Academic Plan
Faculty members in the Division of Social Sciences study the functioning of society. The division seeks to create new knowledge and to use it to solve pressing societal problems. As we explained in our divisional six-year plan, department research and teaching initiatives meet the challenges of a multicultural society, foster international political and economic cooperation, advance environmental science and public policy, and improve K–12 education.
The program in social documentation will advance our understanding of our multicultural society. Students will analyze problems, then document and present them effectively to influence public policy.
Proposed Faculty, Staff, and Facilities Requirements
Existing Community Studies faculty will teach in the new program. In addition, we project a need to hire two additional faculty, plus a director. The director may be a faculty member as well. We also expect to hire some visiting faculty, including distinguished professionals. We do not anticipate a need to hire additional department staff.
We estimate a cost of $31,515 for library materials, $56,400 for computing, and $237,182 for video, photographic, and audio equipment. Existing Media Lab staff would oversee the equipment.
By the fifth year, the program would enroll 16 to 24 students.
Anticipated Funding Strategies
To fund the program, the division expects to use growth funds along with existing funding sources for equipment replacement.
Planned Implementation Date
Community Studies anticipates hiring the first faculty member on July 1, 2002. Following campus approval in 2001-02 and systemwide approval 2002-03, the first cohort of students could arrive in fall 2003. The department would reach its first year of steady-state operation in 2006–07.
Similar Programs in UC and California
No UC campuses have a graduate program in social documentation.
Some M.A. and M.F.A. programs in communications, communication studies, and visual arts share some aims of the proposed UCSC program. UCLA has a film and television department. UCSD has a B.A. and Ph.D. program in communication. UCSD does not have a master’s program, nor does UCSD emphasize documentation of everyday or communal life. UCSB has a public historical studies path in history, but the program does not study film and video tools.
Stanford offers a master’s degree in documentary film. USC offers a master’s degree and Ph.D. in cinema and television. These programs focus on technology and technique, rather than social-scientific analysis and methodology.
Job opportunities exist in public and commercial television and radio, photography, and education, as well as other fields. Community Studies expects the communications and media industry to continue growing in the next decade.
Status of Proposal
The department and division anticipate sending a final proposal for formal campus review this academic year.
CENTER FOR BIOMOLECULAR SCIENCE AND ENGINEERING - ORU
Description and Reason for Proposing It
This is a joint ORU proposal being developed by the School of Engineering and the Division of Natural Sciences. The Center for Biomolecular Science and Engineering (CBSE) will be the umbrella organization for an interdisciplinary research and education program at UCSC. This program is intended to meet the challenges of the post-genomic era, ushered in by the completion of the Human Genome Project, which was first conceptualized at UCSC. The Human Genome Project presents a unique opportunity to establish new scientific disciplines and academic departments at research universities. The development and application of technologies that enable an in depth analysis of the human genome requires a new blend of computational analysis, micromechanical robotics, microfluidics, bioelectronic chips, imaging, and new structural and functional genomics methods. The proposed interdisciplinary Center emphasizes these and supporting basic science areas, and will enable UCSC to make major contributions to the post-genomic effort, building on the vision of the UCSC scientists who first recognized the power of sequencing the human genome.
Relationship to Existing Campus Programs
This is possibly the most inclusive interdisciplinary undertaking UCSC has ever considered. Several programs contribute to the overall program of research and study: Biology, Chemistry and Biochemistry, Computer Science, Computer Engineering, Environmental Toxicology, and Applied Math and Statistics. Formal campus affiliates of the program include the Center for the Molecular Biology of RNA, and the Department of Environmental Toxicology. The RNA Center researches how RNA molecules carry out their diverse functions. It fosters an interdisciplinary environment in which the molecular structures and biological functions of RNA are explored. Collaborative projects between the CBSE and the RNA Center will lead to an understanding of the function of many newly identified genes. Substantial inroads in environmental health are likely through the affiliation of UCSC’s Department of Environmental Toxicology. The potential benefits of evaluating patterns of changes in gene expression in response to treatments, such as toxicant exposures, may yield important insights into cellular responses to exposures, including elucidation of mechanisms of toxicity and/or compensation. This may in turn lead to a better understanding of sensitive populations, and the important roles that environmental agents play in the etiology of disease.
Critical
Role of Proposed Program or Unit in Fulfilling Campus Academic Plan
The CBSE is a logical and timely addition to the UCSC campus for several reasons. First, UCSC has recently been invited to join the international public Human Genome Project by applying our computational methods to locate the genes in the first draft of the genome. With the impending completion of the human genome, the CBSE’s involvement in the project will bring to the campus the excitement of this great project and the deserved recognition of our research and educational accomplishments. Second, UCSC scientists possess a wealth of expertise in relevant research areas. Third, the biotechnology industry is experiencing a need for scientists in the areas of computer science/engineering and the biological/biochemical sciences. Finally, our proximity to Silicon Valley will allow the campus to foster important industrial ties and contribute to the high demand for our academic programs.
Proposed Faculty, Staff and Facility
Requirements
There are currently 38 UCSC faculty from several departments who are members of the CBSE. The proposal seeks to establish a core of faculty (including existing and new faculty) whose expertise will lead to the development of new technologies for understanding the genome. A combination of strengths in the underlying technical aspects is critical: this means outstanding new faculty and facilities devoted to the methods of structural biology, functional genomics, micro-engineering and computation.
The addition of 16 new faculty over a period of 4 years is proposed; 8 will be hired into the School of Engineering and 8 into the Division of Natural Sciences. Many faculty will obtain joint appointments with the Department of Biomolecular Engineering once it has been established, in keeping with the interdisciplinary nature of the program.
Biomolecular engineering requires specialized laboratory space for both teaching and research. Two types of laboratory space are necessary – wet/dry lab space for the Natural Sciences and engineering faculty hires, and dry computer labs for the computational faculty hires. Space in the Physical Sciences Building, Sinsheimer Labs, and released space in Baskin Engineering (Environmental Toxicology and Science Communications) are requested for the new program.
Planned Implementation Date
It is expected that the proposal to establish the Center for Biomolecular Science and Engineering will be submitted to the campus for review by Fall 2001, with formal implementation to proceed upon approval.
UC Campuses and Other California Institutions
Offering Similar Programs
A number of institutions in California offer programs in biotechnology/ Bioengineering: Caltech, Claremont College, Stanford, UC Berkeley, UC Davis, UC Irvine, UC Los Angeles, UC San Diego, UC San Francisco, and USC. Locally, the approach at UC Santa Cruz differs from that being taken by UCSF and UCB in that they are building on an existing joint department of Bioengineering. While the UCSF/Berkeley program has an historical focus on large-scale medical engineering applications such as MRI imaging, UCSC strengths are in key post-genomic disciplines such as bioinformatics and others. The focus of Stanford’s program is less clear; they will be working to establish a new interdisciplinary program from a broad array of existing disciplines within medicine, science, and engineering. The timing of this proposal, right after the creation of the new engineering school, and UCSC’s excellent track record for interdisciplinary work provide the foundation to build a strong and unique program at Santa Cruz.
Job Outlooks for Graduates of the Program
Sixty-five leaders of biotechnology firms in the Silicon Valley were surveyed to solicit their assessments of the job market for graduates of the proposed program. These discussions have yielded numerous expressions of support for the Center and for the proposed masters degree program in bioinformatics. Without exception, the respondents described a strong current job market for graduates of the proposed program, and projected a strong market for the foreseeable future. This confirms the exceptionally high demand for personnel with solid academic preparation in biomolecular engineering, as is also evident from the many inquiries we receive from human resources people, and the multiple job offers our student receive.
Status of the Proposal
The proposal to establish the Center for Biomolecular Science and Engineering is currently in development and will be submitted to the campus for review during the 2001-02 academic year.
INTERNET & DATA-INTENSIVE SYSTEMS
RESEARCH INSTITUTE (IDISRI) ORU
Description and Reason for Proposing It
This initiative proposes the creation of an
Organized Research Unit (ORU) to advance research related to the Internet and
computer systems, especially data-intensive systems. The ORU is to be composed of Research Centers, each focusing on
an area of systems or networking, supporting technologies, or on applications
related to the Internet and data-intensive systems. The ORU will provide the
organizational and management structure to support large and interdisciplinary
research projects. It will also facilitate the sharing of resources and staff
(especially computing and networking) and the interactions and cooperation with
industry, as well as engaging in research in applications of the emerging
capabilities of the Internet to such exciting areas as distance education,
telecollaboration and telecommuting.
Relationship to Existing Campus Programs
Faculty from departments outside of the SOE will take part in specific research projects, but the research carried out by the IDISRI ORU will be specific to engineering.
Critical Role of Proposed Program or Unit in Fulfilling Campus Academic
Plan
The ORU will aid in promoting the School’s growth and development through increasing our visibility among sponsoring agencies and industry members. As a vehicle for improving and expanding the School’s sponsored research, the IDISRI ORU plays a critical role.
Proposed Faculty, Staff and Facility Requirements
It seeks resources for the operation of the ORU, and for the creation of the Center for Storage and Databases within this ORU. The resources requested for this ORU, via this initiative, include funds for staff, operations, and graduate student researchers. The staff, GSR and operational funding are requested for an initial three years. To achieve faculty participants, the Institute hopes to accelerate the allocation of resources to departments with significant workload growth (initially Computer Science). In the first year, the Center for Storage and Databases hopes to receive three positions for the Computer Science Department, one each in the areas of file systems, databases, and magnetics. These areas are critical to the research agenda in establishing a Center for Storage Systems and Databases, and will not be covered by current and projected hiring using faculty positions allocated via workload growth, nor from the positions allocated for development of new programs under “Phase II” of the School of Engineering expansion. The resource requests will be matched by commitments of funds and additional faculty FTE of the School of Engineering to support these new research directions.
Anticipated Funding Strategies to Support New Programs
Engineering was awarded seed funding to support operating expenses for the first three years of the ORU. In addition, former Dean Patrick Mantey committed private gift funding to fund the remainder of the ORU’s operating expenses for the first three years. Long term funding for the IDISRI and Center for Biomolecular Science and Engineering ORU’s will be addressed by Dean Kang and the ORU Directors over the next year. It is anticipated that some portion of the School’s opportunity fund allocation will be directed to support the ORU’s, but other sources are also under discussion including income from industry affiliates programs and increased donor support. It is further supported by the promising Governor’s response to the Berkeley-Davis-Santa Cruz CISI CITRIS proposal, which has a strong possibility of being funded in 2001-02. The CITRIS activity will be a significant research activity under the IDISRI ORU.
Planned Implementation Date
As soon as possible following proposal of the ORU, probably 2001-02.
UC Campuses and Other California Institutions Offering Similar Programs
The IDISRI ORU is unique to the Baskin SOE.
Job Outlooks for Graduates of the Program
N/A.
Status of the Proposal
A proposal is currently in progress and campus review is planned for Spring 2001.
Description and Reason for Proposing New Program
College Nine is the first new residential college at UC Santa Cruz since 1972. It is designed to help accommodate the increased enrollment on the UCSC campus. Consistent with the other colleges, College Nine will have a distinctive academic and co-curricular theme, "International and Global Perspectives." The theme addresses the complementary themes of diversity, regionalism, and globalism in the modern world.
Purpose and distinctive features—The college system at UCSC is designed to provide entering students with a small community for shared learning. By living in the same residence hall and partly sharing in their curriculum, students are more readily able to form intellectual and social bonds with one another. Moreover, the college is a context for creating and facilitating opportunities for faculty and students to interact.
While retaining many of the successful features of other colleges, College Nine will invoke a new model for colleges at UC Santa Cruz. College Nine will have a direct affiliation with the Social Sciences Division. An Associate Dean of Social Sciences will serve as the Provost of the college. This person will be appointed by and report directly to the Dean of the Division. The College Nine academic program will draw especially upon the expertise and resources of faculty and departments in the social sciences. The interdisciplinary theme of "International and Global Perspectives" addresses contemporary issues that cut across several disciplines in the social sciences including economics, anthropology, sociology, environmental studies, and politics.
The major components of the College Nine curriculum will include the following:
1. Core course for entering freshpersons. —In the first-quarter frosh core course, "A World of Possibilities," students will be exposed both to the diversities of peoples across the world as well as the increasing interconnections being brought about through computers, media, travel, and global economies. The core course will emphasize developing the students' writing at the outset of their entry into college. The sections of the course either will be taught by writing instructors or will include trained writing assistants. The core course emphasis on writing through revision will lay the foundation for subsequent writing courses in the students' general education requirements.
2. Two-unit course for frosh and transfer students. —To continue students' intellectual and social engagement in the college, a two-unit workshop course, "Exploring the World of Possibilities," will be required during the winter quarter for freshpersons. The course will be a weekly series of guest lectures, student presentations, exercises, and discussions that are centered around the college's theme. Additionally, transfer students will be required to enroll in a similar two-unit course during the fall quarter (or during the winter if they are winter transfers). In this way, transfer students will be given an intellectual and social link to the college and its theme.
3. Introductory General Education course in the Social Sciences. —To help link students to ladder-rank faculty, College Nine students will be required to satisfy one of their two required introduction to social sciences courses from an approved list of options. This list includes courses taught by top instructors on topics pertinent to the college's theme of international and global issues. Moreover, arrangements with the instructors will be sought to provide sections of the courses for College Nine students.
4. "College Nine Experience" requirement. —To encourage students' exploration of hand-on experiences, there will be a "College Nine Experience" requirement. By the end of their junior year, College Nine students are required to have spent at least one-quarter (5 academic credits) in one of the following: education abroad, a foreign language course, or service learning.
5. Optional honors tracks. —College Nine students will have the option of applying to different honors tracks. College Honors may be attained for those students who meet a minimum academic standing and pursue on eof the following options for a minimum of three quarters (15 academic units): (1) senior thesis research, (2) service learning, (3) education abroad and foreign language. One underlying goal of honors program will be to encourage students to pursue a program of study that enriches their learning. Second, the honors program will be a way to get students closely involved with one or more ladder faculty. Finally, these programs can promote students' academic and future career success.
Types of students to be served—College Nine will be open to all students from all backgrounds. Given its thematic emphasis on international and global issues, students from diverse cultural and economic backgrounds will be especially welcome. We expect that the theme will prove especially attractive to prospective students in majors such as anthropology, economics, environmental studies, politics, history, and sociology. However, we also believe the college's theme is relevant for all students who are growing up in today's increasingly interconnected world.
Meeting special needs of the state—UCSC will be meeting the education needs of the state by expanding to accommodate additional students. Each year, College Nine will accommodate approximately 400 new freshpersons and approximately 50 transfer students. Moreover, the College Nine thematic focus can help orient students to the increasing cultural diversity and global economy that is affects California. Students will be encouraged to study abroad, get involved in community service, participate in research opportunities, and develop their writing skills. Not only will these emphases foster better California citizens, they are also apt to give students experiences and skills that will benefit them when they are on the job market.
Relationship to Existing Campus Programs
Overlap with existing programs. As described above, College Nine builds on the existing residential college organization at UC Santa Cruz. College Nine will share many of the features of the other colleges: place of residence for freshpersons, a college "core course" related to the college's academic theme, and the source for academic advising and monitoring throughout the student's enrollment at the university.
New programs. Some of the distinctive features of College Nine that will make it different from other colleges are as follows: The academic function of the college will fall under the administration of the Division of Social Sciences. Additionally, there are some academic requirements for College Nine students that are different than in the other colleges. They include the following: enrollment in 2-unit workshop during first year (for both freshpersons and transfer students), requirement to satisfy one of the General Education Introduction to Social Sciences courses from a list of approved classes related to college's theme, and "College Nine Experience" requirement (one quarter in either education abroad, a foreign language course, or service learning). Additionally different honors tracks will be optional for College Nine students. Interdisciplinary senior seminars are also planned.
Interactions with related programs. Given the interdisciplinary nature of the college's theme as well as its affiliation with the Social Sciences Division, College Nine will benefit through connections to several existing programs. Several faculty in the Social Sciences (and other Divisions) are doing excellent work related to international and global issues, and will serve as College Faculty Fellows, guest speakers, faculty sponsors of students doing independent study, as well as course instructors of special college seminars. Additionally, some of the academic programs mentioned previously involve linking College Nine students to faculty and existing departments. Finally, facilitated by the College's affiliation with the Social Sciences Division, there are connections to existing research institutes (Chicano and Latino Research Center; the Center for Social Justice, Tolerance, and Community; and the Center for Global, International, and Regional Studies).
Proposed Faculty, Staff, and Facilities Requirements
Academic Administrative staff: The Associate Dean/Provost and the Academic Preceptor have already been hired. Assistant Preceptors and other support staff will need to be hired.
Faculty: Instructors for the college courses will need to be hired. Current ladder-rank faculty will be recruited to sponsor students in independent studies and optional college seminars.
Needed Support: College Nine will require funding for the following academic staff: instructors of the college courses, writing assistants for all core course sections, and a coordinator/faculty sponsor for the field study/service learning program.
Academic Facilities: Offices for the Associate Dean/Provost and the Academic Preceptor are already established. There are no offices yet for assistant preceptors. Presumably, these offices will be become available in the office spaces currently being used by the Graduate Division (but originally targeted for the college). Additionally, offices for core course faculty are needed. College Nine could use classroom or meeting spaces under its control.
Anticipated Funding Strategies to Support New Programs
In the short-term, the college will require state funding. Donor funding is a long-term goal to support special programs.
Planned Implementation Date
College Nine is expected to officially take status beginning January 2002. Students admitted after this date will be subject to the academic requirements for the college.
College Nine unofficially started on July 1, 2000. Student apartments opened in the fall 2000 quarter and were housed by transfer students and returning UCSC students. Students were given a College Nine affiliation for academic advising and monitoring.
The College Nine residence hall is scheduled to open in the fall 2001 quarter. The residence hall will house the first College Nine freshperson class. During the fall, these students will enroll in the college core course, which is planned to satisfy one of the campus's General Education requirements ("Topical" course requirement in Social Sciences).
Status of the Proposal
We expect the proposal to be submitted in the 2000–01 academic year.
REVISED
STATEMENTS FOR PRIOR YEAR SUBMITTALS
DEGREE PROGRAMS
Applied Mathematics and Statistics- M.S./Ph.D.
Biomolecular Engineering M.S./Ph.D.
Electrical Engineering - M.S./Ph.D.
Visual and Performance Studies Ph.D.
APPLIED
MATHEMATICS AND STATISTICS- M.S. and PH.D.
Description and Reason for Proposing It
There has long been much interest
at UCSC in developing some form of an Applied Mathematics program. In consultation with faculty both at UCSC
and nationally, the idea of such a program has received strong support. Development of an Applied Mathematics
Statistics Department (AMS) is needed at Santa Cruz, and has the potential to
benefit a broad constituency of faculty and students. Initially we plan to develop a Master’s program and Ph.D. program
in AMS, which would be followed by the establishment of a B.S. degree in
Applied Mathematics (offered jointly with the existing Mathematics Department).
The initial scientific focus will
be in dynamics and mechanics, including the numerical techniques used therein,
and statistics and stochastic processes.
Concentrating in just two areas will allow us to reasonably provide
critical mass in both. These areas were
specifically chosen because of their historically broad appeal, perceived need,
and potential for collaboration with other departments.
Relationship to Existing Campus Programs
Interest in the applications of
mathematics remains high at both UCSC and the outside community. The goal of the AMS program will be to bring
the disciplines closer through the development and use of common mathematical
techniques, and to provide a glue between the quantitatively oriented
departments that is felt to be lacking at UCSC.
The proposed program would have a strong
synergy with the existing Computer Engineering and Computer Science
departments, as well as with the proposed Electrical Engineering program. Dynamics and mechanics naturally tie in with
the physical sciences and engineering.
Additionally, there has been a long-standing need for more fluid
dynamics on campus, as there are natural connections with Ocean Sciences, Earth
Sciences, Astronomy and Astrophysics, as well as the present Mathematics
Department. Numerical methods similarly
tie in well with many departments across campus. Planned hires in fluid dynamics would provide much needed
expertise to the campus. A hire in
nonlinear dynamics and/or wave dynamics would build on our reputation in
nonlinear dynamics, which remains a magnet for high quality graduate
students. Nonlinear dynamics has
“infiltrated” many areas of science, especially those dealing with more complex
systems. We may expect collaborations
with the biological, economic and environmental sciences. Finally, control theory has strong links
with electrical engineering. A
complementary hire has been planned in the current Electrical Engineering
program proposal, either in applications of control theory or a very closely
related area like robotics. This will,
along with existing faculty, provide an immediate critical mass in this area,
to the benefit of all participating departments.
Critical Role of
Proposed Program or Unit in Fulfilling Campus Academic Plan
The campus academic plan calls for the development of
professionals who can address the complex problems facing us today and in the
future. Such applied and professional
programs are relatively rare on the Santa Cruz campus. Together with the existing programs in
Computer Engineering, Computer Science, and the proposed Electrical Engineering
program, the AMS program will give potential students an attractive set of
choices among applied and engineering programs. The development of these programs will contribute to the vision
of the recently established School of Engineering.
Proposed Faculty,
Staff and Facility Requirements
There is currently a substantial number of UCSC faculty who
would be able to contribute to the teaching needs of the AMS program, and/or
could be affiliated with the department “below the line”. A critical mass of six new faculty will be
necessary to establish a full AMS program, which will include both
undergraduate and graduate degree programs.
The current proposal is to hire faculty in phased recruitments in the
following areas: two FTE in dynamics,
two FTE in statistics, one FTE in fluid dynamics, and one FTE in control
theory. Space needs are modest and can
be met within the existing Applied Sciences Building, without the need for
additional construction.
Anticipated Funding
Strategies to Support New Program
The Office of the President has committed $2M in one-time
forward funding to offset the initial costs associated with launching this
program (and Electrical Engineering).
Permanent funding will come from anticipated enrollment growth funds. The further development of partnerships with
industry, business, and the community will provide additional support for
graduate students. Faculty office and
other space requirements will be addressed through renovations to existing
space in the Applied Sciences Building.
Planned
Implementation Date
2000-01: Finalize
M.S. and Ph.D. proposal
2001-02: Submit
proposal for campus review
2002-03: Seek systemwide approval of program
2003-04: Admit first
cohort
2004-05: First cohort enrolled
The program currently has three faculty members and is
recruiting in the 2000-01 cycle for two additional assistant professors. Assuming recruitment success, the faculty
will concentrate on developing curricula and program proposals in 2001-02 and
expect to enroll the first cohort of graduate students Fall 2002.
UC Campuses and Other
California Institutions Offering Similar Programs
Various other UC campuses have applied mathematics or
engineering science activities in one form or another, but there is little
uniformity in the actual implementation, and no campus has an explicitly
designated “Department of Applied (and/or Engineering) Mathematics”. At universities elsewhere, the situation is
similarly nonuniform, although many universities do have successful “Applied
Mathematics Departments” (MIT, Brown, CalTech and Northwestern are a few
examples). The absence of an applied
mathematics department within the UC system coupled with the evident success of
such programs elsewhere, and the continuing demand for computational scientists
and engineers argues well for the establishment of an AMS program at UCSC. Such a program would indeed be filling a
niche not met at other UC campuses.
Job Outlooks for
Graduates of the Program
The demand for applied mathematicians and computational
scientists continues to be strong.
Experience at other campuses indicate that graduates trained in the
application of mathematical techniques are required to address industrial
problems from automobile manufacturing through aerodynamics to finance. Northwestern University reports that all
graduates in Applied and Engineering Science have been able to get appropriate
jobs in recent years. Dependent on their
area of emphasis, graduates can be expected to obtain jobs in such diverse areas
as: aerospace industry, automotive
design, computer industry, environmental engineering, electrical engineering,
ocean/atmospheric science, petroleum industry, telecommunications, robotics,
manufacturing, government and finance.
Status of the Proposal
The division anticipates
submitting the final proposal for campus review during the 2001-02 academic
year.
Description and Reason for Proposing It
Currently, many students who are obtaining
degrees in computer science, computer engineering, biology, chemistry and
biochemistry, physics, and applied mathematics and statistics do not have the
necessary breadth to function immediately in the genomics and biomolecular
engineering field. This means that they must undergo substantial new training
upon accepting a job in industry. The bioinformatics degree seeks to
“cross-train” biomolecular engineers and provide a skilled intellectual
resource for the biotechnology industry, and academicians to train future
scientists.
Relationship to Existing Campus Programs
This is possibly the most
inclusive interdisciplinary undertaking UCSC has ever considered. Several
programs contribute to the overall program of study: Biology, Chemistry and
Biochemistry, Computer Science, and Applied Math and Statistics. Graduate
seminar course electives can also include courses in Computer Engineering.
Critical Role of Proposed Program or Unit in Fulfilling Campus Academic
Plan
The professional master’s degree
program, followed by a bachelor’s and a doctorate degree program, will later
form the Biomolecular Engineering (BME) Department. BME is included in the
School of Engineering’s mid-range academic plan for immediate implementation.
The field of biomolecular study has a major concentration in San Francisco
(“Biotech Bay”), and high industry demand for scientists with the comprehensive
background offered by this program.
Proposed Faculty, Staff and Facility Requirements
The program proposes the addition
of 16 new faculty over a period of 4 years; 8 will be hired into the School of
Engineering (the same 8 faculty planned for Biomolecular Engineering) and 8
into the Division of Natural Sciences. Many faculty hired early on will obtain
joint appointments with the Department of Biomolecular Engineering once it has
been established, in keeping with the interdisciplinary nature of the program.
A combination of strengths in the underlying technical aspects is critical:
this means outstanding new faculty and facilities devoted to the methods of
structural biology, functional genomics, micro-engineering and computation.
Biomolecular engineering is a
scientific field that requires specialized laboratory space for both teaching
and research. We will need two types of laboratory space – wet/dry lab space
for the Natural Sciences and engineering faculty hires, and dry computer labs
for the computational faculty hires. Space in the Physical Sciences Building,
Sinsheimer Labs, and released space in Baskin Engineering (Etox and Science
Communications) are requested for the new program.
Planned Implementation Date
The first faculty recruitments
are planned for 2000-01. Following
campus and systemwide approval, the first student cohort could likely enroll
2003-04.
UC Campuses and Other California Institutions Offering Similar Programs
The known biochemical and
biotechnology engineering programs include the large diversified programs of
MIT, Pennsylvania State, and Worcester Polytechnic, as well as smaller programs
at UC campus at Berkeley, Irvine, and Riverside.
Job Outlooks for Graduates of the Program
Sixty-five leaders of
biotechnology firms in the Silicon Valley were surveyed to solicit their
assessments of the job market for graduates of the proposed professional
master’s degree in bioinformatics. We also invited comments regarding the
quality of the proposed program. Without exception, the respondents described a
strong current job market for graduates of the proposed program, and projected
a strong market for the foreseeable future. This confirms the exceptionally
high demand for personnel with solid academic preparation in biomolecular
engineering, as is also evident from the many inquiries we receive from human
resources people, and the multiple job offers our student receive. There was
overwhelming approval of the proposed bioinformatics program.
Status of the Proposal
The division anticipates
forwarding a final proposal for campus review during the 2000-01 academic year.
BIOMOLECULAR ENGINEERING - M.S. and Ph.D.
Description and
Reason for Proposing It
A Biomolecular Engineering program is proposed which will
offer a five-year combined B.S./M.S. degree and a Ph.D. Students in the combined degree program will
receive solid preparation in chemical engineering with substantial background
in biochemistry, molecular biology, and biology. This balanced program of study is designed to prepare graduates
for a career in the general area of biomolecular engineering. At the Ph.D. level, candidates will pursue
advanced study and research in a variety of specializations, but all will
demonstrate a sound foundation in engineering and the biological sciences.
The proposed program in Biomolecular Engineering is for a
broad research and education program at UCSC to meet the challenges of the
post-genomic era, ushered in by the completion of the Human Genome Project and
the related projects for other model organisms. The driving technology in the era will be a blend of the major
technological advances of the latter part of this century: computers and
biotechnology. UCSC’s location, in
close proximity to many of the world’s leading industrial centers in both
computers and biotech, provides a unique opportunity for this program and can
serve to position UCSC’s School of Engineering as a leading center of research
and teaching in this area of explosive growth.
Relationship to
Existing Campus Programs
The broad focus of the Biomolecular Engineering program
would be on the interface between molecular biology, micro and computer engineering,
computer science and mechanical (electromechanical) engineering. Biomolecular engineering methods are
strikingly interdisciplinary. To
maintain an interdisciplinary approach, the department will have strong ties
with the other engineering departments and with units on the UCSC campus
involved in genomics and structural biology.
This includes the RNA Center and the Laboratory for the Study of
Biomolecules and the departments that include them, through which course
offerings and degree programs, shared equipment and laboratory space, as well
as academic research collaborations can be coordinated.
Critical Role of
Proposed Program or Unit in Fulfilling Campus Academic Plan
Biomolecular Engineering, along with the Software
Engineering program and the Engineering Management program, serves to meet the
needs of industry and the State of California.
These programs will enable UCSC to attract capable students and train
them to play important roles in the emerging technologies of the 21st
century. Together with the other
programs in the Jack Baskin School of Engineering, UCSC will be in a unique
position to fully exploit Santa Cruz’s location as the UC for Silicon Valley.
Proposed Faculty,
Staff and Facility Requirements
Part of the program’s uniqueness stems from the emphasis on
both chemical engineering and biological science. While the biological science foundation already exists at UCSC,
there will be a need to hire chemical engineering faculty. When mature, the program will contain nine
faculty, including four-five chemical engineers. The Department of Biomolecular Engineering will need a full
complement of staff to coordinate the graduate and undergraduate programs. A final count of three staff to support the
department is anticipated.
Biotechnology is a scientific field that requires
specialized laboratory space in which bioreactors, fermentors, separation
equipment and control mechanisms are available for both teaching and
research. A facility of 5,000-10,000
square feet is envisioned.
Anticipated Funding
Strategies to Support New Program
This program has not yet been fully costed, but it appears
feasible to develop this laboratory as a joint effort between the industry and
the university, along the lines of the facilities developed at MIT and Penn
State, which evolved with the support of an industrial consortium.
Planned
Implementation Date
2000-01: Finalize proposal and engage campus
review process
2001-02: On-campus review process
2002-03: Submit program proposal for systemwide
review
Fall 2003: First
cohort of students admitted to the Ph.D. program
Fall 2004: First
cohort of students admitted to B.S. and M.S. programs
UC Campuses and Other
California Institutions Offering Similar Programs
The known biochemical and biotechnology engineering programs
include the large diversified programs of MIT, Pennsylvania State, and
Worcester Polytechnic, as well as smaller programs at UC campus at Berkeley,
Irvine, and Riverside.
The proposed UCSC Department of Molecular
Biotechnology-Engineering is unusual in two significant respects. First, the proposed combined BS/MS degree
program is unique in that the great majority of institutions offer
biotechnology engineering only at the graduate level. Industries needing BS or MS level engineers have usually been
forced to recruit persons with degrees in chemical engineering who have not
been adequately trained in the biological and biochemical disciplines. Second, the campus is in a unique situation
to create a program without the restrictions imposed by rigid pre-existing
curricula, permitting us to provide the mixture of engineering and biological
disciplines that industry considers most desirable.
Job Outlooks for
Graduates of the Program
In researching the viability of a biotechnology program at
UCSC, estimates of industry demand have been formed mainly on the basis of
interviews with management and engineers.
A steady demand was perceived for engineers in the biomolecular
field. The field is young, but has been
characterized by intensive research and development resulting in a backlog of
potential products. Adapting research
discoveries to production levels represents an engineering challenge that is
the province of biomolecular engineering.
The Molecular Biotechnology-Engineering program is specifically designed
to address this issue.
Status of the
Proposal
The division anticipates forwarding a final proposal for campus review during the 2000-01 academic year.
Description and Reason for Proposing It
The East Asian Studies major, a version of which exists at every UC campus except UCSC as well as at all comparable institutions, is primarily aimed at students who combine intensive and advanced language study in Chinese or Japanese with core-work in the relevant areas across a range of the disciplines. California’s large Asian-American population, and California’s cultural, educational, and business ties with East Asia, makes the lack of this major particular acute. The major is centered on fluency-level coursework in language, a substantial history component, and opportunity for focused work in established disciplines such as art history, history, literature, or anthropology. It requires comparative work, as well as a substantial number of courses (3) in pre-twentieth-century subject matter, the latter being one of the major’s distinctive features.
Relationship to Existing Campus Programs
The East Asian Studies Committee has existed for
25 years. There has been a minor for many years. The major was regularized in
1995 for students wanting an East Asian Studies independent major. For the last
few years, five to eight students a year have elected the EAS independent
major. Since advanced language study
constitutes the core of the major, we feel it is appropriate that staff support
continue to be located in the Language Program, as it has been for some
years. Primary departments with courses
in the major are history, literature, art history, and anthropology, with
additional offerings in politics, history of consciousness, sociology, and
American studies. UCSC’s faculty in
Chinese and Japanese area studies are internationally known, both in their
respective disciplines and as area studies scholars. The recently established
track in East Asian History in the History Department’s graduate program--one
in which several off-board faculty participate—has been singularly successful
in attracting excellent students.
Critical Role of Proposed Program in Fulfilling Campus
Academic Plan
This would serve students, diversity aims, and the cross-disciplinary curricula as advocated in the Millennium Committee report.
Proposed Faculty Staff and Facilities Requirements/
Anticipated Funding Strategies
No additional needs envisioned. We estimate that the major will grow to about 15 students per year over the next 3 or 4 years.
Planned Implementation Date
We are ready to begin immediately following campus approval.
UC Campuses and Other California Institutions Offering Similar
Programs
As stated above, every UC campus has either an East Asian Studies major, or separate Japanese and Chinese studies majors. For California at the present time, to NOT have this major sends a certain signal to the students.
Status of the Proposal
The division anticipates submitting the proposal for formal approval within the 2000-01 academic year.
Description
and Purpose
Graduate education
must take the lead in developing programs that prepare faculty, researchers,
and policy-makers to meet the economic and social challenges of the 21st century. California’s K–12 student population is
becoming increasingly diverse. In the
1993–94 school year, out of 5.2 million K–12 students, more than 1.2 million,
representing over 130 languages and cultures, had limited English
proficiency. Currently, these students
are underrepresented in high school advanced-placement classes, undergraduate
and graduate programs, and the professions.
If allowed to continue, this situation will present serious social and
economic problems into the 21st century by institutionalizing a
majority-minority underclass that will not have had access to scientific and
technical education. To respond to this
challenge, educational leaders must have expertise in subject matter content
and pedagogy and also understand the influences of language, culture, and
society on teaching and learning. The
traditional graduate program in education does not attempt to prepare such experts. Rather, it prepares specialists — for
example, in mathematics, pedagogy, bilingual education, or educational
anthropology. The Education Department
intends to take a new approach and develop a Ph.D. in Education program that
prepares experts who can integrate disciplinary, pedagogical, and social
science knowledge in instructional and research programs.
The Ph.D. will provide students with an excellent grounding in the varieties of interdisciplinary theorizing, research methods, and applications needed to advance the study of learning and teaching for diverse populations. The courses and research experiences will be closely related to practice in K–12 classrooms with student populations from diverse cultural and linguistic communities.
Relationship
to Existing Campus Programs
This new program
builds on existing coursework in Education and other disciplines. Because of the interdisciplinary backgrounds
of the Education faculty, the program will be connected to disciplines such as
linguistics, anthropology, sociology, philosophy, psychology, cognitive
science, mathematics, and the natural sciences.
Role
of Program in Divisional Academic Plan
The division seeks to
create new knowledge and to use it to solve pressing societal problems. As we explained in our divisional six-year
plan, department research and teaching initiatives meet the challenges of a
multicultural society, foster international political and economic cooperation,
advance environmental science and public policy, and improve K–12
education. The Ph.D. program will
advance several of these goals.
Proposed
Faculty, Staff, and Facilities Requirements
The proposed Ph.D. in Education program will build on the expertise of the existing Education Department faculty. The core faculty needed to launch the Ph.D. program are now in place, and our current schedule of faculty recruitments is designed to support the program. These recruitments have been planned to meet the needs of both the Ph.D. program and the growing M.A. in Education teacher-preparation program. The department plans to grow its faculty from 11 FTE in 2000 to 18 FTE by academic year 2005–06 to support M.A. enrollment of 244 and Ph.D. enrollment of 32–40 by academic year 2004–05.
By year three of the program, a .75 FTE staff person likely will be hired to support the growing department and doctoral program. In addition, the demand on the current .35 FTE computer consultant will grow, and by the inception of the doctoral program sometime between 2002 and 2004, the program will require, at a minimum, a .75 FTE computer consultant.
The space for
facilities, library acquisitions, computing, and equipment required to begin
the program is in place. At present,
the department fills all assigned space and will need to grow into larger
quarters in the next few years. The
division and department have discussed future plans for housing the department,
including the space needs for the new doctoral program. At present, the Education Department is
primarily housed in Crown College with some research space, departmental
projects, and student office/computer space in other locations.
Anticipated
Funding Strategies
The Education
Department faculty is extremely successful in securing extramural funds, an
important source of potential support for the program and its graduate
students. In two cases, initial grants
have begun two national centers at UCSC.
The UCSC New Teacher Center and the Center for Research on Education,
Diversity and Excellence (CREDE) are nationally recognized projects that
support the work that is the primary focus of the department. In addition, senior faculty Trish Stoddart
(LASERS), Margaret Gibson (PEERS), and Lucinda Pease-Alvarez (UC LINKS) have
grants that are well respected, leading-edge projects at UCSC. Junior faculty Judit Moschkovich, Judith
Scott, and Doris Ash bring projects in mathematics, reading, and science,
respectively, that are both timely and important to the field of education.
The department
submitted a revised proposal to the division in December 2000. The campus should review the proposal in
winter and spring 2001. Assuming
systemwide approval in 2001–02, the program could admit students for the fall
2003 quarter.
Similar
Programs in UC and California
The Ph.D. in Education will be unique in the UC system and throughout the United States. Ph.D. programs in Education on the Berkeley, Davis, and Santa Barbara campuses and at Stanford University offer specializations in language, educational psychology, science, mathematics, and technology, but they do not attempt to integrate these disciplines.
UC Santa Cruz is unique because it serves the Central California region, an area not largely served by other institutions of higher education. This geographical region could serve an estimated 25,000 professional educators. A large pool of potential graduate students exists in our geographic area.
Job
Outlook
Graduates of this
program will be experts in a discipline such as mathematics, science, or
literacy and also in theory, research, and policy relating to the education of
cultural and linguistic minority students.
Such expertise is rare, and our graduates will be highly competitive for
positions in CSU and UC programs of teacher education, in state and national
governmental policy offices, in private foundations and universities, and in
corporate educational centers. Our
graduates will be on the leading edge of emerging knowledge of the challenges
brought on by diversity affecting school districts, state and national policy
departments, university faculties, and teacher education programs. Employment
projections within UC and CSU indicate growth in the hiring of new faculty over
the next decade and beyond. Within CSU
alone, approximately 4,500–5,000 new faculty hires will occur, primarily due to
the retirement of existing faculty.
Approximately 14 percent of those new hires will be in the field of
education. Within the UC system, 500 or
more retirements should occur each year.
Status of
Proposal
The proposal was
submitted for campus review January 28, 2001.
Following central administration analysis, it is likely to be
transmitted for senate review this academic year.
ELECTRICAL ENGINEERING
M.S./Ph.D.
Description and
Reason for Proposing It
Electrical Engineering is the next logical step in the
development of engineering at UCSC, an idea that has been long supported on the
campus. The most recent external review
of the existing Computer Engineering Department pointed out the need for
Electrical Engineering to complement the vigorous research programs in Computer
Engineering. An undergraduate program
was approved last year and initiated this fall.
The general areas of emphasis proposed for the Electrical
Engineering program are: analog electronics,
communications (including signal and image processing), and control and
dynamical systems. These cover a set of
important areas in electrical engineering, with exciting research
opportunities, expected opportunities for funding, and which match the needs of
industry. They will provide focus for a
strong graduate and research program.
Relationship to
Existing Campus Programs
Research interactions of faculty in the Electrical
Engineering program would be expected to be particularly strong with faculty in
the Computer Engineering Department.
Computer Engineering is recognized for its excellence in VSLI/CAD; both
this research and graduate program are hindered by the lack of electrical
engineering colleagues in the area of analog electronics and electronic
devices. Similarly, the current
strength CE has developed in computer communications would be significantly
enhanced. It is also expected that
research interactions would be strong with faculty from the proposed Applied
Mathematics and Statistics program and other programs in the Natural Sciences,
especially those with significant interests in electronic instrumentation and
systems.
Critical Role of
Proposed Program or Unit in Fulfilling Campus Academic Plan
Another engineering major would give engineering greater
visibility at UCSC. This visibility and
the offering of another choice of engineering major would attract more
engineering students to the campus -- students whose interests and expected socio-economic
background would improve campus diversity.
Additionally, a cornerstone of the campus academic planning effort has
been to capitalize on the opportunities afforded by the local environment. The Electrical Engineering program would
provide synergy with environmental programs at UCSC and in the Monterey Bay
region. The topics of instrumentation,
electronics and dynamical system modeling are critical to the plans for the
development of UC’s presence at Fort Ord, as they are integral components of
environmental measurement, monitoring and modeling.
Proposed Faculty,
Staff and Facility Requirements
Currently there are six Computer Engineering faculty who
would be affiliated with the Electrical Engineering program and could
contribute to teaching needs as the program develops. We propose to hire ten new faculty in phased recruitments in the
following areas: four FTE in the broad
area of electronics, three FTE in communications/electromagnetics, and three
FTE in the areas of image processing and control and dynamical systems. The campus has recruited four faculty and is
in the process of recruiting an additional five faculty in 1998-99.
Start-up and one-time costs for the ten new faculty are
estimated at $1,000,000. Ongoing yearly
costs are estimated at $400,000 per year.
The space requirements are modest and can be met in the Applied Sciences
Building, but will require remodeling estimated at $2,692,000.
Anticipated Funding
Strategies to Support New Program
The Office of the President has committed $2M in one-time
forward funding to offset the initial costs associated with launching this
program (and AMS). Permanent funding
will come from anticipated enrollment growth funding. The establishment of the Jack Baskin School of Engineering has
furthered development of partnerships with industry, business, and the
community, and resulted in generous gifts of support. This support will augment existing support for graduate students
and facilities development. Faculty
office and other space requirements will be addressed through renovations to
existing space in the Applied Sciences Building.
Planned
Implementation Date
2000-01: Campus review of proposal
2001-02: Obtain systemwide approval of program
2002-03: Admit first student cohort
UC Campuses and Other
California Institutions Offering Similar Programs
All schools of engineering have programs in electrical
engineering; however, various UC and other studies continue to identify the
need for more electrical engineers.
Because electrical engineering is so impacted at other campuses, the
programs are very selective and competitive.
The proposed program for UCSC would be unique in that it chooses to
focus in three areas: analog electronics,
communications; and dynamical systems.
Even more unique will be the synergy it is expected to form with
existing UCSC programs and its potential to become a major component of
regional collaboration related to environmental research.
Job Outlook for
Graduates of the Program
Employment prospects for graduates of the proposed
Electrical Engineering program are excellent.
Various job surveys show a strong demand for these graduates, and
various career advisors project continued strong growth in employment
opportunities in the electronics, communications and computer fields. The prospects for students with graduate
degrees in electrical engineering are at least as good as for the undergraduate
degree recipients. Employment
opportunities for Ph.D. graduates in electrical engineering are among the best
for Ph.D. recipients. Some find
positions in academia, but the majority are hired by industry.
Status of the
Proposal
Proposals for the M.S. and Ph.D. degrees were submitted for
formal senate review October 30, 2000.
VISUAL AND PERFORMANCE STUDIES Ph.D.
(Previously submitted as Visual and Performative Studies – name change)
Program Name
Ph.D. in Visual and Performance Studies
Description and Reason for the Degree
A program of graduate study that responds to the inclusive and intersecting spheres of sound, sight, and movement as categories of critical inquiry. Historicizing the junctions between visual and performative studies brings a vital new area of study into focus, concentrating on the key theoretical aspects of these fields in conjunction with the most up-to-date artistic and ritual practices.
Relationship to Existing Campus Programs
While this program is unique in its integration of disciplines, expertise from across campus will contribute to the overall curriculum. Faculty from Art History, Theater Arts, Literature, History, Music, Anthropology, and Film and Digital Media have designed the foundation seminars and they will teach for this program.
Critical Role of Proposed Program in Fulfilling Campus Academic Plan
Over the past six years, various groups in the UC system have addressed the need for a graduate program in the growing intellectual area of Visual Culture. None of these earlier initiatives have thus far resulted in the establishment of a degree program.
Proposed Faculty, Staff and Facilities Requirements
The present proposal requests four faculty FTE in year 1, expanding to six FTE by year 2. Additionally, contractual agreements would be necessary between the divisions and the departments of participating faculty to assure their continuity in the program. Administratively, the proposal requests one full-time staff FTE in year 1 and an additional full-time staff FTE by year 3. The co-directors and full-time faculty would have full-year research assistants chosen from the graduate students in the program. Graduate students are also requested to staff a program archive. It is proposed that space at Porter College be dedicated to offices and an archive space.
Anticipated Funding Strategies to Support the Program
The program has significant funding needs to staff this program and provide support for graduate students. Funding strategies have yet to be discussed at length.
Planned Implementation Date
Completion of revisions and campus review – 2000-01/02
Systemwide review – 2001-02/03
Approval, and recruitment of students -- 2003
Admission of students -- Fall 2003
UC Campuses and Other California Institutions Offering
Similar Programs
No other Ph.D. program in either Visual Culture or Performance
Studies is offered in the UC system or on the west coast. A graduate program in Rhetoric and Film at
UC Berkeley addresses some areas covered by this program but has no
anthropological emphasis nor comparable focus on performance and the visual. UC Riverside’s program in Dance History and
Theory is focused discretely on dance and dance theory. The History of Consciousness program at UCSC
does not deal primarily or comprehensively with visual and performative culture
issues.
Job Outlooks for Graduates of the Program
Graduates of the program will be able to teach in the
growing disciplinary areas of performance studies, cultural studies, visual
studies (including art history, theater, dance, and literature). Furthermore, the credential is of increasing
importance in institutions such as historical, anthropological, and art
museums; theater and dance presenting organizations; art direction, documentary
and ethnographic film making, dramaturgy, etc.
Status of the Proposal
The division anticipates forwarding the proposal for formal campus review this academic year.
ANNOUNCEMENT
OF ANY TRANSFER, CONSOLIDATION, DISCONTINUANCE, OR DISESTABLISHMENT ACTIONS
UNDER CONSIDERATION
DEGREE
PROGRAMS
Psychobiology B.A. will be disestablished when the
Neuroscience and Behavior B.A./B.S. is approved.