ATTACHMENT I

PROPOSED ACADEMIC PROGRAMS, ACADEMIC UNITS, AND RESEARCH UNITS FROM THE PREVIOUS YEAR’S LIST THAT SHOULD BE DELETED:

Astrophysics B.S. (approved and implemented)

Bioinformatics B.S. (approved and implemented)

Neuroscience & Behavior B.A./B.S. (approved and implemented)

Plant Sciences B.S. (approved and implemented)

Pre- and Early Modern Studies B.A. (deferred)

Visual and Performance Studies Ph.D. (deferred)

ORGANIZED RESEARCH

None

ATTACHMENT II

PROPOSED DEGREE PROGRAMS, COLLEGES, SCHOOLS AND RESEARCH UNITS THAT SHOULD BE ADDED TO PREVIOUS LIST

DEGREE PROGRAMS

Applied Physics B.S.

Digital Arts & New Media M.F.A.

Ecology and Evolutionary Biology Ph.D.

Education Ed.D. (joint UC/CSU)

Molecular, Cell, and Developmental Biology Ph.D.

Public Humanities M.A.

Web and Internet Engineering M.A.S.

ORGANIZED RESEARCH

None

COLLEGES

College Ten

APPLIED PHYSICS B.S.

Program Name

Applied Physics B.S.

Description and Reason for Proposing It

While formalizing an existing pathway in the major, the aim of the program is to provide an option for students pursuing positions in applied areas, typically technical positions in industry. While most undergraduates receiving the Physics degree will make their careers in applied areas, the present department has been constrained by its small size to focus the undergraduate program almost entirely on preparation for graduate school in physics. The proposed Applied Physics degree will broaden the program to better meet the needs of students.

Relationship to Existing Campus Programs

The proposed Applied Physics major differs from the regular physics major to about the same extent as does the recently approved Astrophysics major. Its course requirements are greater than the Physics or Astrophysics majors by two lower division courses outside the Physics Department (Chemistry 1B and Computer Science 60N). However, since essentially all of the required elective courses for the major can be taken in departments outside Physics, the allowed breadth for the student is at least as great as these present majors.

Critical Role of Proposal Program or Unit in Fulfilling the Campus’s Academic Plan

The present physics major program is unusually heavy in its physics and mathematics requirements, and the applied physics program will be somewhat stronger than average in its emphasis on basic physics. This not only plays to the strength of the department but is appropriate for students entering today’s technology environment, which is characterized by rapid and hard-to-predict change.

The proposed major will contribute to one of the three instructional goals (technology) of the division’s recently submitted long-range plan and is consistent with the department’s and the division’s faculty hiring plans.

Proposed Faculty, Staff, and Facility Requirements

The proposal states that most of the basic elements for the major are already in place. The department has identified that course relief funds would be needed at the outset to provide for appropriate course scheduling, proper advanced lab experiments, and tracking of courses in other disciplines that would be acceptable electives; to advise students; to seek and monitor summer internships; and to run an applied physics seminar series. Additional faculty will be needed to fill out the curriculum as student demand warrants. And the department anticipates that $25,000 will be needed for physics experiments.

Anticipated Funding Strategies to Support New Programs

The proposed costs will be reviewed at the division level before the major proposal is submitted for formal review.

Planned Implementation Date

Assuming approval through the Academic Senate review process, the new major could be available to students beginning in fall 2002.

UC Campuses and Other California Institutions Offering Similar Programs

The only other Applied Physics B.S. program in the UC system is at UC Davis. Irvine and San Diego offer a Physics major with a concentration or pathway in Applied Physics. The department’s research indicates that while physics major programs differ little from school to school, applied physics programs can differ greatly and be “applied” in different areas. As an example, the Davis degree offers seven concentrations within the Applied Physics major. Plans for the Santa Cruz program are more modest, at least at the outset, with the potential for four different areas of focus: electronics, biophysics, physics of materials, and computation.

Job Outlook for Graduates of the Program

While in recent years, the high tech boom made it easy for almost any physics B.S. graduate to find rewarding technical employment, the situation will be more competitive for the foreseeable future. Companies will more selectively seek entry-level employees with relevant skills and with a demonstrated commitment to applied work. According to statistics from the American Institute of Physics, 70% of employed physics B.S. graduates from the class of 1996-97 are in industrial jobs—typical of students from UCSC.

Status of the Proposal

The department submitted their proposal to the dean’s office in late November 2001. It is anticipated that the proposal will be ready to begin the formal review process in winter quarter 2002.

DIGITAL ARTS AND NEW MEDIA M.F.A.

Program Name

Master of Fine Arts in Digital Arts and New Media

Description and Reason for the Degree

This program will serve as a center for innovation and exploration in the study of and application of digital technologies in the arts. The program is designed to fall at the points of intersection of a variety of established disciplines, which include the graphic arts, three-dimensional and environmental arts, music and sound design, film, video, and theater.

Relationship to Existing Campus Programs

The DA/NM program is already part of the Campus Academic Plan. Six FTE have been allocated in advance of the program’s approval. In addition, the Division of the Arts and the School of Engineering have funded a Focused Research Area group, which has organized colloquia and conferences and supported research in the area for the past two years.

Every department in the Arts has been involved in the development of DA/NM and is well informed about DA/NM’s distinctive focus. While department proposals will concentrate on training specialists within the delimited field of their discipline, DA/NM links together artists in many field in collaborative teams that purposefully cross disciplinary lines.

Critical Role of Proposed Program in Fulfilling Campus Academic Plan

Graduate programs are self-evidently critical to the health and success of a state research university. A preliminary proposal, with links to the School of Engineering, has already received conceptual approval in the campus initiative process.

Proposed Faculty, Staff and Facilities Requirements

Six budgeted FTE have been distributed among the participating departments. These should be sufficient faculty resources to cover the programs’ administration, advising, and course requirements at the proposed levels.

DA/NM pushes the boundaries of the existing curriculum and will require the addition of new media to support graduate-level research. An initial investment of $30,000 will begin such a collection. Start-up funds ($6,000 per faculty appointment) will be used to establish the collection. An annual allocation of $20,000 would support the on-going acquisition of serials, monographs, films and other media that delimit and detail this new area of research. Maintenance and expansion of the collection will be within the purview of the Library and its annual allocation.

Computing and equipment costs are expected to be comparable to those in some science/engineering areas. Support funds have already been allocated. First year costs will be significant, requiring an investment of approximately $100,000 above the support funds level. Additionally, we estimate an annual $15,000 unmet need based on a four-year replacement cycle. Both overages will be funded by the Division of Arts and School of Engineering.

Staffing costs are included as part of the Support Funds above.

Anticipated Funding Strategies to Support the Program

Graduate student support will be provided through a combination of quarterly TAships and campus block fellowship allocations. The demand for qualified TAs is very great within the Arts. Currently many of these positions are filled by graduate students outside the arts or by individuals who are not currently enrolled in graduate programs.

The DA/NM program holds the promise of breaking new ground in its field and in establishing UCSC as a center for the digital arts. We anticipate the likelihood of gifts and endowments from regional corporations and individuals in the field.

Planned Implementation Date

Completion of revisions and campus review – 2001-02

Systemwide review – 2002-03

Approval, and recruitment of students – 2003-04

Admission of students -- Fall 2004

UC Campuses and Other California Institutions Offering Similar Programs

Unlike other graduate programs in arts and technology, this program is not geared toward accumulating skills but rather toward developing concepts, ideas and imagination.

A number of graduate programs in the UC system offer digital options within existing programs in the arts (M.F.A.s offered through UCLA, UCSD, UCI, UCB, and UCD art programs allow specialization in video, new genres, and/or computing), usually in the context of developing a fairly broad base of knowledge in studio art. Similarly, CSU-San Jose offers an M.F.A. in Art with a concentration in Digital Media and an MA in Art with a concentration in Multimedia Computing.

Music Composition graduate programs at UCD, UCI, UCB, and UCLA afford M.A. candidates the option of emphasizing electronic music following a thorough exploration of compositional styles and techniques in a historical context. UCSC’s MA in Music Composition and UCSB’s Composition major offer a still greater level of specialization.

The only UC graduate program to cross-disciplinary lines within the arts as does the proposed M.F.A. is UCSB’s Media Arts and Technology M.A./M.S. program. However, both programs are distinct in their focus. MAT recruits and trains visual artists, musicians and computer scientists as specialists while DA/NM will cast a wider net to include top students in all of the arts (including performance based disciplines).

Job Outlooks for Graduates of the Program

Digital artists’ career opportunities are expected to be very good in many related industry sectors. “Interactive digital media employment is not limited to web design firms, game developers, and other interactive digital media companies. It is now embedded within every industry – from health care to finance…”

Status of the Proposal

A proposal will be ready for formal campus review early in 2001-02.

Ecology and Evolutionary Biology Ph.D.

Program Name

Ecology and Evolutionary Biology Ph.D

Description and Reason for Proposing It

The Biology Ph.D. program was established with the Santa Cruz campus in 1966. Prior to 2000, the graduate program was divided internally into two separate pathways, one in Cellular and Developmental Biology and one in Organismal Biology, which reflected a similar division in the Biology faculty. In 2000-2001, the Biology Department formally divided into two new departments: (1) Molecular, Cellular and Developmental Biology (MCD) and, (2) Ecology and Evolutionary Biology (EEB). Consistent with the departmental split, the EE Biology department proposes to formally establish the Ph.D. in Ecology and Evolutionary Biology, which is a continuation of the content of their current graduate studies program. This change is consistent with trends in other major universities, including the University of California.

Relationship to Existing Campus Programs

As this action is chiefly a renaming of an existing program, the program’s relationships remain unchanged. Cooperation with related programs occurs around faculty appointments, academic advising, curriculum, and academic support activities as before.

Critical Role of Proposal Program or Unit in Fulfilling the Campus’s Academic Plan

The biological sciences are central players in science education at UCSC as they are at all higher education institutions. Formally establishing the Ph.D. programs in biological sciences under the more current rubrics of EE Biology and MCD Biology will accurately reflect reality and promote student interest.

Proposed Faculty, Staff, and Facility Requirements

No new resources are required.

Planned Implementation Date

Assuming campus approval, the department would like to make the renamed Ph.D. available to students beginning in 2002-03. The proposal will undergo campus review spring 2002 and Universitywide review summer and fall 2002.

UC Campuses and Other California Institutions Offering Similar Programs

The split of the Biology Department and the request to separate the graduate programs are consistent with a trend in other major universities, including the University of California. While specific degree titles differ among campuses, the split between these two branches of biology is consistent across the system and reflects long-standing differences in research and training between disciplines. Because the programs at Santa Cruz have been operating essentially as separate entities since the inception of the biology graduate program in 1966, we seek approval for the EEB PhD degree graduate program with the recognition that it is in reality an existing program.

Job Outlook for Graduates of the Program

The primary mission of the EE Biology Graduate Program has been and will continue to be the training of research scientists. The degree allows the graduate to enter into a research, development, or teaching career in a specialized field of study. Recent graduates have been in extremely high demand as post-doctoral associates, faculty members, and in agency settings.

Status of the Proposal

The EEB department will be submitting the proposal to the divisional dean by mid-March 2002 for transmittal to the campus administration and Academic Senate to begin the formal review process.

Education Ed.D. (JOINT UC/CSU)

Program Name

Ed.D. in Education leadership

Description and Purpose

The Education Department proposes an Ed.D. program in collaborative leadership for teaching and learning. This program will be a joint program with San Jose State University. The program is designed for educators who are committed to using their knowledge, research, and skills to serve the schools, districts, and K–12 populations that have not been served well. The program will prepare educators who will work with low-income, multilingual, multicultural student populations. Educators will learn to work collaboratively to create environments and situations that will improve educators’ response to the needs of students and families. The course work will draw heavily on restructuring and school reform as well as successful research and practice from a range of educational models in the United States and elsewhere.

The program will be a three-year program with intensive instruction during the summer and weekend instruction during the regular year. The program will attract educators who work in schools and district offices, as well as teacher educators, policy analysts, special-education educators, curriculum instructors, district-office administrators, and community agency workers.

Presently, UC’s Ed.D. programs are too small and geographically limited to meet the state’s needs. In 1998, the doctoral programs across the UC system produced only 152 graduates, almost half at UCLA alone. This program will allow UC to play a more-prominent role in the preparation of leaders for public education in our state.

Relationship to Existing Campus Programs

The strength of the proposed program may be seen in its capacity to draw upon cutting-edge resources, faculty, facilities, and research from both of the campuses. The proposed program design demonstrates a recognition of the strengths that both of California’s public higher education systems can contribute in order to increase leadership capacity, scholar-practitioners and system reform through a program grounded in not only theory to best practice but also best practice to theory. Facilities and staffing resources will be provided in part by SJSU.

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. One of the division’s areas of emphasis is public education. This program will advance this goal considerably.

Proposed Faculty, Staff, and Facilities Requirements

The proposed Ed.D. in Education program will build on the expertise of the existing Education Department faculty. In the campus long-range planning process, the department requested two additional faculty FTE to launch the program.

Staff received for general department growth will absorb the work associated with the Ed.D. program.

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. The campus also received a new NSF grant on information education. 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.

Planned Implementation Date

The department expects to enroll the first cohort of students in 2003–04.

Similar Programs in UC and California

UC has Ed.D. programs at the Irvine, Los Angeles, Davis, and Berkeley campuses, but in 1998 they produced a combined total of only 152 graduates. UCLA produced almost half of those graduates. Most school-level leaders hold doctorates from private institutions. UC’s programs are too small and geographically limited to meet the state’s needs.

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

This program will prepare key decision-makers in the state’s educational system. These leaders will make the decisions that affect the culture and structure of school districts. Surveys conducted by UCSC Extension indicate an overwhelming need for and desire to participate in this program. As a result of recent media attention for the program, faculty at UCSC and SJSU report a large volume of inquiries seeking information about this program.

Status of Proposal

As of December 1, 2001, both UCSC and SJSU have been granted formal permission to negotiate a joint Ed.D. program. Planning for the program is already well underway, with a series of planning meetings scheduled for early 2002. The program will help UC meet its goal of doubling the number of education doctoral graduates within the decade. This collaboration is well underway to develop a program that could admit its first cohort of students in fall 2003.

MOLECULAR, CELL, AND DEVELOPMENTAL BIOLOGY PH.D.

Name of Program

Molecular, Cell, and Developmental Biology Ph.D.

Description and Reason for Proposing It

The Biology Ph.D. program has been in existence since 1966. Prior to 2000, the graduate program was divided into two separate pathways, one in Cellular and Developmental Biology and one in Organismal Biology, which reflected a similar division in the faculty. In 2000, the Biology Department formally separated into two departments: (1) Molecular, Cellular and Developmental Biology (MCD) and, (2) Ecology and Evolutionary Biology (EEB). Consistent with the departmental split, the MCD Biology department proposes to formally establish the Ph.D. in Molecular, Cell and Development Biology, which is a continuation of the content of their current graduate studies program. This change is consistent with trends in other major universities, including the University of California.

Relationship to Existing Campus Programs

Critical Role of Proposal Program or Unit in Fulfilling the Campus’s Academic Plan

Proposed Faculty, Staff, and Facility Requirements

No new resources are required. Resources supporting the Ph.D. in Biology will continue to support the MCD Ph.D.

Planned Implementation Date

UC Campuses and Other California Institutions Offering Similar Programs

The split of the Biology Department and the request to separate the graduate programs are consistent with a trend in other major universities, including the University of California. While specific degree titles differ among campuses, the split between these two branches of biology is consistent across the system and reflects long-standing differences in research and training between disciplines. Because the programs at Santa Cruz have been operating essentially as separate entities since the inception of the graduate program in 1966, we seek approval for the MCD graduate program with the recognition that it is in reality an existing program.

Job Outlook for Graduates of the Program

The degree allows the graduate to enter into a research, development, or teaching career in the field of MCD Biology. The graduate training provided fulfills a need for experienced and skilled molecular biologists both in the academic world and in the biotechnology industry. Graduates of the Ph.D. program are pursuing careers in both sectors.

Status of the Proposal

The MCD department will be submitting the proposal to the divisional dean by mid-March 2002 for transmittal to the campus Academic Senate to begin the formal review process.

PUBLIC HUMANITIES M.A.

Program Name

Public Humanities Master of Arts Program

Description and Reason for Proposing It

This is a professional program whose purpose is to train humanities and related discipline graduates to practice and promote humanistic knowledge in a variety of non-academic environments. This unique program will enroll 30 students per year for a total of 60. The type of students to be served are Masters and PhD graduates interested in utilizing their scholarly skills to pursue a career, other than teaching. The UC system has recently launched a campaign to increase both graduate student enrollments and to start new professional programs. The Public Humanities proposal is a response to this call.

Relationship to Existing Campus Programs

The strength and uniqueness of the Public Humanities program is the product of these factors: a) it leverages and expands on already established programs (History of Consciousness, Literature, Community Studies); b) it draws from recent campus initiatives (Critical Global Studies, Social Documentation Studies, and a Program in social policy); and c) it provides a framework to promote the untapped potential of resources specific to UCSC while integrating them into a management and economics curriculum attuned to the expanding third-sector of the economy. This academic program allows for a novel and optimal use of existing resources (interested faculty, co-teaching of interdisciplinary courses) while filling a gap (lack of professional programs at UCSC) in a creative way (by offering humanists managerial and entrepreneurial skills).

Critical Role of Proposed Program in Fulfilling Campus Academic Plan

A public humanities professional degree at UCSC will be the first of its kind enabling the UC system to be the pioneering institution for providing training required to work effectively in a multi-ethnic, multilingual, and multi-religious society. It will allow humanities knowledge to be practiced and publicized beyond the academia without sacrificing the rigor of scholarship. It provides novel opportunities to pursue humanistic research in new settings. Starting the program on the UCSC campus also benefits from its location near Silicon Valley and regional proximity to the Pacific Rim. Finally, sustained success will set a precedent for establishing more innovative professional programs at UCSC.

Proposed Faculty Staff and Facilities Requirements

Several faculty from both the Humanities and the Social Sciences division are interested in participating in the governance of the program, as well as in offering new core courses and/or teaching courses through its current curriculum.

Anticipated Funding Strategies

The Humanities division plans to hire two new FTE faculty members with proven track records in the humanities and cultural studies, and organizational management and economics, respectively. Additionally, the division will employ a senior administrator and a coordinator to facilitate and supervise the internship part of the program. Proposed housing for the program is Stevenson College and the students will be referred to as Stevenson scholars.

Proposed Faculty, Staff, and Facilities Requirements

The Humanities division will fund a portion of the operating costs of the program in its pilot phase. Foundations are being approached and expected to support the initiating of the program with seed money and matching funds, potential covering all its expenses through the first three years of operation. A certain amount of money per capita, in the form of graduate student financial aid, is expected from the State. After the first five years, it is expected that incoming students and/or their employers will pay for most of the tuition and fees themselves. The usual cost differential between in-state and out-of-state students applies.

Planned Implementation Date

The proposal draft is in the final stages of development. The division plans to submit it for campus review in winter 2002. Final Universitywide approval is anticipated for Spring 2003. The program will be geared to start in the fall academic quarter 2003.

UC Campuses and Other California Institutions Offering Similar Programs

Currently there are no other programs comparable to this program. There are various professional programs both federal and private whose curricula show affinities with the public humanities curriculum but lack its focus and mission. None provides its unique blend of skills; none offers course work with such an intensive internship component.

Job outlooks for Graduates of the Program

The Third Sector in which most of the graduates are expected to seek employment has never been larger. According to Foundation Center statistics the number of personnel in foundations has been growing, together with the need for qualified personnel. The number of staffed foundations rose more than two-thirds since 1990 with the West Coast reporting the highest share of staffed foundations. The growth of the nonprofit sector has not escaped notice from other quarters. It attracts growing interest as a national consulting market. Median salaries for junior consultants in this group for 75K and up.

Status of the Proposal

The proposal will be submitted for campus review Spring 2002.

WEB AND INTERNET ENGINEERING M.A.S.

Program Name

Web and Internet Engineering Master of Advanced Studies (M.A.S.)

Description and Reason for Proposing It

The program is aimed at technical professionals in Silicon Valley seeking a deep understanding of the four primary research disciplines that inform Web and Internet application development: Network Engineering, Software Engineering, Databases and Storage Systems, and Hypermedia. The MAS is intended to be a coursework-only curriculum, offered at times (at night, or on weekends) and in places (Silicon Valley) convenient to working professionals.

Relationship to Existing Campus Programs

The proposed MAS is an inclusive interdisciplinary undertaking. Several programs will contribute to the overall program of study: Computer Science will administer the program, working closely with Computer Engineering. However, the program will rely heavily on existing courses. In addition, the department is undertaking a careful and deliberate examination of the inclusion of specific UCSC Extension courses into the MAS curriculum above and beyond the UCSC-taught coursework. The rationale is to provide focused, technology-centric courses that would enhance the technical skill base of MAS students. While the deep background underlying Web engineering as conveyed by UCSC courses will provide the highest value, offering knowledge that will withstand significant technology change, there is also a need for courses, such as those offered by UCSC Extension, that focus on topics of intense practical value, and are less theoretically oriented. Of course, ensuring the MAS program meets the highest educational standards of the University of California will be a primary consideration when examining any integration of UCSC Extension courses into the MAS degree program.

Critical Role of Proposed Program or Unit in Fulfilling Campus Academic Plan

The MAS in Web and Internet Engineering program will reside under the department of Computer Science, and is part of the School’s long-range academic plan. The fields of study represented in the MAS degree will meet an important need for engineers working in these fields.

Proposed Faculty, Staff and Facility Requirements

The program will be initiated with existing resources and minimal new courses. Faculty additions to the program will result from hiring for the graduate program, and from normal growth in the Computer Science and Computer Engineering 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 2004 subsequent to Universitywide approval.

UC Campuses and Other California Institutions Offering Similar Programs

The MAS in Web and Internet Engineering program would be among the first of its kind in the nation. In the Silicon Valley region, there are three primary institutions granting Masters degrees in addition to UCSC: Stanford, Santa Clara University, and San Jose State University. However none of these offer a degree program synthesizing networking, database and storage systems, software engineering, and hypermedia to meet the needs of Web and Internet Engineers. Additionally, UCSC Extension offers certificate programs in E-Business, Web and Internet Systems Engineering, Database Systems and Concepts, and Software Engineering and Management. We expect to consult with UCSC Extension in areas such as market research, fee setting, and marketing, as well as the possibility of including UCSC Extension courses in the degree program itself.

Job Outlooks for Graduates of the Program

Participants in this program will already, for the most part, hold positions in Silicon Valley. They will bring to these jobs enhanced professional development and innovative practices. There is a strong current job market for graduates of the proposed program, and a strong market projected for the foreseeable future.

Status of the Proposal:

A group of Computer Science faculty has received campus funding to plan and initiate a MAS program. This study is in progress and a formal proposal is anticipated during 2001-2002 academic year.

College Ten

Program Name

College Ten

Description and Reason for Proposing New Program

The division expects to propose the establishment of College Ten, the second new college to be opened on campus in the past year. The college will accommodate projected enrollment growth.

“Social Justice and Community” will be the theme of College Ten. The college curriculum will explore a wide variety of topics ranging from psychological studies of the roots of prejudice, discrimination, and violence against disenfranchised groups to possible community and governmental policies for addressing social, political, and economic inequalities. An enthusiastic advisory group of faculty members shared ideas at a series of meetings in the 2000–01 academic year to inform the provost’s proposed academic program for College Ten. Given the college’s emphasis on community, when the college is fully funded College Ten students will be required to enroll in at least one quarter of field study that emphasizes learning through community service. In addition to fostering community involvement, the service-learning requirement reflects the university’s commitment to the local community and California. Some students will perform their service learning during the summer and at off-campus locations.

The dean of social sciences will oversee College Ten’s academic program, and the associate dean of social sciences will serve as provost. The college core course, Social Justice and Community: A Writing Workshop, will be writing intensive, and the division will request funding to hire writing tutors for all sections of the core course. The division will request funding for other academic staff as well for the remainder of the program.

Types of students to be served

College Ten will be open to all students from all backgrounds. Given its thematic emphasis, students from diverse cultural and economic backgrounds will be especially welcome. We expect that the theme will prove attractive to prospective students in majors such as anthropology, community studies, environmental studies, Latin American and Latino studies, politics, history, and sociology.

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 Ten will accommodate approximately 400 new freshmen and approximately 50 transfer students. Students will be encouraged to get involved in community service and develop their writing skills. Not only will these emphases foster better California citizens, but they are also apt to give students experiences and skills that will benefit them when they are on the job market.

Relationship and Overlap with existing programs

College Ten builds on the existing residential college organization at UC Santa Cruz. College Ten will share many of the features of the other colleges: place of residence for freshmen, 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 Ten that will make it different from other colleges are as follows: As with College Nine, the academic function of the college will fall under the administration of the Division of Social Sciences. Additionally, there are some proposed academic requirements for College Ten students that are different than in the other colleges. They include the following: enrollment in 2-unit workshop during first year (for both freshmen and transfer students) and service learning.

Interactions with related programs.

Given the interdisciplinary nature of the college’s theme as well as its affiliation with the Division of Social Sciences, College Ten will benefit through connections to several existing programs. Several faculty in the social sciences (and other divisions) are doing excellent work related to social justice and community and will serve as college faculty fellows, guest speakers, faculty sponsors of students doing independent study, and course instructors of special college seminars. Additionally, some of the academic programs mentioned previously involve linking College Ten students to faculty and existing departments. Finally, facilitated by the College’s affiliation with the Division of Social Sciences, connections exist 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 Ten will require funding for the following academic staff: instructors of the college courses, writing assistants for all core course sections, a coordinator/faculty sponsor for the field study/service learning program, and a coordinator of academic and co-curricular programs.

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.

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 Ten residence halls are anticipated to open fall 2002. Formal campus wide academic approval is expected during 2001-02. Universitywide and Regental approval is expected 2002-03.

Status of the Proposal

A formal proposal was submitted for campus review February 2002.

ATTACHMENT III

REVISED STATEMENTS FOR PRIOR YEAR SUBMITTALS

DEGREE PROGRAMS

Applied Mathematics and Statistics- M.S./Ph.D.

Bioinformatics M.S./Ph.D.

Biomolecular Engineering M.S./Ph.D.

East Asian Studies B.A.

Education M.A.S.

Education Ph.D. (undergoing Universitywide review)

Electrical Engineering - M.S./Ph.D. (undergoing Universitywide review)

Health Sciences B.S.

Music D.M.A.

Social Documentation M.A.

COLLEGES

College Nine (undergoing Universitywide review)

APPLIED MATHEMATICS AND STATISTICS: MS & PhD

Program Name

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 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 and 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 Masters program and Ph.D. program in AMS, which would be followed by the establishment of a B.S. degree in Applied Mathematics (perhaps offered jointly with the existing Mathematics Board).

The initial scientific foci are: statistics and stochastic processes, dynamics and mechanics (including the numerical techniques used therein), and discrete mathematics. Concentrating in just these areas will allow us to reasonably provide critical mass with an anticipated size of 17 faculty FTE. These areas were specifically chosen because of their historically broad appeal, perceived relevance and need, and potential for collaboration with other departments and with industry.

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. This is especially true in stochastic processes and discrete mathematics, which are used to address areas of system/network performance, computer and network security, coding, compression, etc. Dynamics and mechanics naturally tie in with the physical sciences, and with engineering in areas of robotics and control systems. 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 Electrical Engineering, 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.

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. Campus plans, in cooperation with the Division of Natural Science, are to grow the AMS program to twelve faculty as the corresponding workload grows. The current proposal is to hire faculty in phased recruitments over a three-year period. 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

Proposed timeline:

2002-03: Seek campus wide approval of program

2003-04: Universitywide review and approval

2004-05 Admit first cohort of graduate students

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 non-uniform, 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 first recruitment for the AMS program was initiated in 1996-97, and currently there are 4 faculty. Proposal development has begun. The completed proposals for the M.S. and Ph.D. degree programs are expected to be complete and submitted for campus review in fall-02.

BIOINFORMATICS M.S./Ph.D.

Program Name

Bioinformatics M.S. and Ph.D.

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 provides 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 M.S. and Ph.D. programs build on the Bioinformatics B.S. major initiated Fall 2001. All three programs will be administered under the future Biomolecular Engineering Department. 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 occurred 2000-01. The proposal was transmitted for campus review 2001-02. Assuming on-campus approval, Universitywide review could occur 2002-03. 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 Bioinformatics M.S./Ph.D. proposal was submitted for formal campus senate review winter 2002.

BIOMOLECULAR ENGINEERING – B.S., M.S. and Ph.D.

Program Name

Biomolecular Engineering B.S./M.S./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 Information Systems and Technology 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 members, 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

2002-03: Finalize proposal and engage informal campus review process

2003-04: On-campus review process

2004-05: Submit program proposal for systemwide review

Fall 2005: First cohort of students admitted to the Ph.D. program

Fall 2006: First cohort of students admitted to B.S. and M.S. programs

UC Campuses and Other California Institutions Offering Similar Programs

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 school anticipates forwarding a final proposal for campus review during fall 2003.

EAST ASIAN STUDIES B.A.

Program Name

East Asian Studies B.A.

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-department 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

The proposal was informally reviewed in 1999 and returned to the division with a request for additional clarification on several issues. The program faculty members expect to resubmit a complete proposal and receive approval in winter quarter 2002.

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.

Job Outlooks for graduates

East Asian Studies Majors (who have to date been under "individual majors") have gone to graduate school (Harvard, Berkeley, Chicago, et al) in anticipation of doing advanced academic work. They have also found employment in public service, K-12 education, government, or international finance. It is also common to find employment abroad. Traditionally, employment prospects for East Asian Studies majors fall into these categories. A very high percentage goes on to graduate study.

Status of the Proposal

Program faculty are revising a final draft and anticipate submitting it for formal campus review in 2001-2002.

EDUCATION M.A.S. (Collaboration with Extension)

Program Name

Master of Advanced Studies in Education (M.A.S.)

Description and Purpose

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. Faculty 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 and also addresses campus goals of increasing graduate programs and expanding services to the Silicon Valley.

Proposed Faculty, Staff, and Facilities Requirements

Cohorts 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 courses 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 2002-2003. To date, advance publicity for a prospective program has already generated approximately 6,000 inquiries. The Education Department would launch the program in the quarter immediately following approval if resources permit. Implementation could occur by Fall 2004.

Similar Programs in UC and California

This collaborative effort between UCSC and Extension is unique. The M.A.S. is a new University of California degree announced by President Atkinson in 1998 and targeted to serve working professionals. At this time, only one MAS in leadership in health care organization at UC San Diego, has been approved.

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 Outlooks For Graduates of the Program

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 Education Department expects to submit a proposal to the division by 2002-2003.

EDUCATION PH.D.

Program Name

Education Ph.D.

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 21stcentury. 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. 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 0.75 FTE staff person likely will be hired to support the growing department and doctoral program. In addition, the demand on the current 0.35 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 0.75 FTE computer consultant.

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.

Planned Implementation Date

The campus approved the Ph.D. program in fall 2001 and forwarded it for Universitywide review. With systemwide approval in 2001–02, the program could begin as soon as fall 2002.

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.

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 campus approved the Ph.D. program in fall 2001 and forwarded it for Universitywide review October 2001.

ELECTRICAL ENGINEERING M.S./PH.D.

Program Name

Electrical Engineering M.S. and 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 initiated Fall 2000.

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 graduate program would give engineering greater visibility at UCSC. This visibility and the offering of another choice of engineering field will 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

Faculty resources have been building over the past several years and future commitments are embedded in the School of Engineering academic plans. The Electrical Engineering Department was formally approved April 2000 and during 2001-02 holds ten faculty FTE. We propose to build the department to 21 total faculty by 2010. Recruitments will be in the broad areas of: electronics, communications/electromagnetics, and image processing and control and dynamical systems.

Start-up and one-time costs for the ten new faculty are roughly 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.

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. This financial support will augment existing resources 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 and approval

2001-02: Universitywide review and approval

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

Proposal for the M.S. and Ph.D. degrees was approved on campus Summer 2001 and was submitted for formal Universitywide review September 2001.

HEALTH SCIENCES B.S.

Program Name

Health Sciences B.S.

Description and Reason for Proposing It

The first phase of what may be a broad interdisciplinary health sciences program for the campus provides for a B.S. degree in Health Sciences based in the existing B.S. degree in MCD Biology. The proposal formalizes a pathway currently being taken by many students with interests in this area, especially pre-med students. 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 consultations with the Dean of Humanities and Chair of the Language Program are occurring.

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 separately by divisions before bringing ideas together, hopefully in spring 2002.

Critical Role of Proposal Program or Unit in Fulfilling the Campus’s Academic Plan

Future faculty hires in areas of human biology are consistent with the long-range hiring plan for MCD Biology and the Natural Sciences Division and 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. The division has received a line-item allocation for a year-round professional-level position at 100% time. If the position is exempted from the current campus hiring freeze, a recruitment may begin when the major proposal is submitted to the Academic Senate for formal review. Additional future staffing augmentations would depend on the overall growth in Health Sciences majors and the resulting impact on advising and other departmental services.

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 are integrated into the division’s academic plans.

Planned Implementation Date

Assuming approval through the Academic Senate review process, MCD Biology plans to implement the B.S. degree program 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 is at the informal review stage. It is anticipated that the proposal will be ready for formal review in late winter 2002 or early spring 2002.

MUSIC COMPOSITION D.M.A.

Program Name

Doctor of Musical Arts (D.M.A.) in Music Composition

Description and Reasons for Proposing Program

The proposed D.M.A. in Music is an extension of the existing 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.

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.

Proposed Faculty, Staff and Facilities 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.

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 with shift correspondingly.

Planned Implementation Date

Completion of revisions and formal campus review – 2001-02

Systemwide review – 2002-03

Approval, and recruitment of students – 2003-04

Admission of students - Fall 2004

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 the College Music Society publication indicate that knowledge of computer technologies is a requirement for application.

Status of the Proposal

The revised proposal will be submitted for formal campus review 2001-02.

SOCIAL DOCUMENTATION M.A.

Program Name

Social Documentation Master of Arts

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 offered by the Community Studies Department, 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, $49,000 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. Some of the equipment will be provided through Media Lab upgrades that are already planned and budgeted.

Planned Implementation Date

2001-02 - Formal campus review

2002-03 – Universitywide review

2003-04 – First student cohort

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 Outlooks for Graduates

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 proposal was submitted for informal review fall 2001 and will be re-submitted for formal campus academic senate review winter 2002.

COLLEGE NINE

Program Name

College Nine

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 fresh persons. —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 fresh persons. The course will be a weekly series of guest lectures, student presentations, exercises, and discussions that are centered on 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 one of 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 fresh persons 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 fresh persons, 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 fresh persons and transfer students) and a "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’s academic program is expected officially to open in spring 2002 following Regental approval.

Status of the Proposal

The campus formally approved the college academic program and organizational structure in fall 2001. The proposal was submitted for Universitywide review December 2001 and is scheduled for the Regents March 2002 agenda.

ATTACHMENT IV

ANNOUNCEMENT OF ANY TRANSFER, CONSOLIDATION, DISCONTINUANCE, OR DISESTABLISHMENT ACTIONS UNDER CONSIDERATION

DEGREE PROGRAMS

None