ATTACHMENT I

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

East Asian Studies B.A. (deferred)

Health Sciences B.S. (approved)

Education Ph.D. (approved)

Electrical Engineering M.S./Ph.D. (approved)

Public Humanities M.A. (deferred)

ORGANIZED RESEARCH

None

COLLEGES

College Nine (approved)

ATTACHMENT II

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

DEGREE PROGRAMS

Biomolecular Engineering B.S.

Comparative United States Studies Ph.D.

Feminist Studies Ph.D.

Film and Digital Media M.F.A./Ph.D.

Social Policy and Public Advocacy M.A.

Software Engineering M.S./Ph.D.

Visual Culture Ph.D.

ORGANIZED RESEARCH

None

COLLEGES

None

BIOMOLECULAR ENGINEERING B.S.

Description of and Reasons for Establishment

This program will provide students with a new breed of engineering courses and their associated labs (e.g. “Applications in Biomolecular Engineering”, “Biochip Technologies”, “Microfluidics”, and “Microrobotics”), in addition to substantial background in biochemistry, molecular biology, and biology. The program represents a broad, interdisciplinary research and education paradigm designed to meet the challenges of the post-genomic era, ushered in by the completion of the Human Genome Project and genomes of other model organisms. The driving technologies will be a blend of the major technological advances of the latter part of the 20th century: computers and biotechnology. UCSC’s leadership in both of these areas, as well as its location, in close proximity to many of the world’s industrial leaders in computers and biotechnology, provide a unique opportunity and can serve to position the UCSC Baskin School of Engineering as a leading center of research and teaching in this area of critical importance.

Relationship to Existing Campus Programs, Units, and Mission

The proposed program will consist of a combination of new courses, mostly from the School of Engineering, combined with appropriate existing courses, mainly from the Division of Natural Sciences. Certain new and existing courses will be cross-listed between departments. Facilities, equipment, faculty and staff will be shared due to the variety of courses that will comprise the curriculum. No existing campus programs or units will be discontinued due to this program. The program is highlighted in the School of Engineering’s Long Range Plan dated December 2001. The plan was met with favorable review at the campus level, indicating a general agreement with the proposed new programs.

Resources

Existing resources for this program include 4 Engineering faculty members, several Natural Sciences faculty teaching relevant background courses; the courses themselves and the classrooms and laboratories utilized by these courses; as well as many relevant periodicals and books in the Science and Engineering Library. Ten new faculty FTE are expected by 2010; 12-15 new undergraduate courses will be developed; four 1000 sf laboratory classrooms will be needed; staff (1-3 FTE) will be needed to coordinate the curriculum and support the faculty, students, and laboratory courses; funds will be needed for laboratory equipment and renovation; teaching assistants (TAs) and reader/tutors will be needed to assist with larger classes; the library may need additional funds for a few new periodicals.

These new resources will be incremental. Resources needed for the first five years: 1-2 new faculty per year; 2-3 new courses the first two years, then 1 new course per year thereafter; 1 administrative staff right away and 1-2 added as enrollments and available courses increase; funds to outfit the new teaching labs, according to existing alterations schedules (estimated minimally at $25,000 per workstation, 12 workstations per lab, plus any additional room infrastructure costs); TAs and reader/tutors needed as enrollments grow, gradually increasing to approximately 20 TA positions and 12 reader/tutor positions; library funds may require supplementation as new faculty are hired and new courses are developed.

Funding

Major sources of funding include divisional support and campus support through enrollment growth, as well as funds provided through two School of Engineering Alterations Projects. The School of Engineering is engaged in strategic planning to best utilize its resources to allow high priority program development in a manner that will minimally impact existing program growth. Substantial support is also expected for research and training from federal agencies, private foundations, and industry ties.

At department maturity, the 13 state-funded BME faculty are projected to attract approximately $4.5M in award funding annually. The Howard Hughes Medical Institute (which funds one of the BME faculty) and large, multi-PI project grants are expected to earn approximately $4-$5M per year. Based on the breakdown of the current awards to BME faculty, it is estimated that the $9M will translate to $7M in direct costs and $2M in indirect. The BME program will also benefit from ties with multi-campus organizations such as the Institute for Quantitative Biomedical Research (QB3) and the UC System-Wide Bioengineering Institute of California (a proposed MRU headquartered at UCSD), both of which support distance-learning and intercampus collaborative education efforts. Both Institutes are fostering ties with industry to assist in financing their endeavors.

Students

In the year of commencement (projected 2005), 10 - 20 undergraduate majors are expected. Majors will increase to 80 -100 at steady state, expected to be reached within 5 years. The program may have a slight negative impact on the number of bioinformatics, biology, and electrical engineering majors, however the surging popularity of all of these disciplines is expected to override any perceived competition between the programs.

Employment Implications

Graduates of this program will be prepared for careers in several exciting areas of industry (including biomedical biotechnology, environmental bioengineering, and biomaterials science) as well as for further advancement in academia.

UC Campuses and Other California Institutions With Similar Offerings

UC Berkeley, UC Irvine, UC San Diego and Stanford offer BS programs in Bioengineering or Biomedical Engineering. Only the Berkeley and Stanford campuses are capable of meeting the needs of the San Francisco Bay Area. These programs have more of a biomedical/biomechanical slant than the proposed UCSC program, which will have more of a molecular-level focus.

Anticipated Campus Review and Implementation Dates

2003-04 preliminary planning and consultations

2004-05 formal campus review

2005-06 first student majors enroll

Current Status

This program is currently in the conceptual stage; a formal written proposal does not exist.

Campus Contact Person

At this time, the best contact person is Professor David Deamer, interim Chair of the proposed BME Dept; ; 831.459.5158 (phone); 831.459.4828 (fax), deamer@soe.ucsc.edu.

COMPARATIVE UNITED STATES STUDIES Ph.D.

Description of and Reasons for Establishment (or Disestablishment)

The objectives of the graduate program in Comparative United States Studies Graduate Program (CUSSP) are to: 1) to provide students and professors with dynamic and rigorous training in multi-disciplinary scholarship on the study of the United States; and 2) to serve as a resource for public and private institutions who aim to expand their understanding of the United States in its past, present and future forms.

This graduate group on the United States is global in scope and comparative in approach. By this we mean that although we focus distinctly on the United States, we understand the U.S. to be a nation that has important global dimensions and to be a nation that is also critically defined by its multi-national, immigrant based citizenry. This comparative and global approach represents a new approach to the study of the United States. It will also represent an innovation in the field of ‘American Studies’ of which CUSSP is a part. “American Studies” when practiced from this perspective, will fundamentally define the United States as an international, multi-national, multi-racial and ethnic nation with cultural, technological and economic global significance. This new approach accounts, in part, for our decision to use “United States” over the more commonly used “America” in our program title. We believe, based on our research, that this will be the first Comparative U.S. Studies Ph.D. program in the country.

Our three primary areas of study will be defined by the following three research clusters: Expressive Practices and Media Studies; Nation, Diaspora and Borderlands, and Democracy, Law and Public Life. These three areas of exploration make room for a wide variety of research projects with several axes of concern. CUSSP will thus represent something new and distinctive in the study of American life, and as such should be able to attract a distinguished group of graduate students and make a major contribution to the intellectual life of UC Santa Cruz.

Relationship to Existing Campus Programs, Units, and Mission

CUSSP builds on existing programs and establishes a new endeavor at the same time. At this point, the interdisciplinary study of the United States takes places in several existing departments, but no single department or program is dedicated exclusively to this area of research and graduate programming. Our program will bring in new faculty who study the United States and will bring existing faculty into synergistic relation across several departments and three divisions (e.g., Humanities, Social Sciences and the Arts Divisions).

CUSSP will offer new courses and will share courses with many departments and programs on campus. In addition, some of the core CUSSP faculty will be drawn from existing departments. Levels of existing faculty participation in CUSSP will be based on department and faculty interest and needs.

CUSSP will offer new courses as well as share existing courses taught by existing faculty and will work closely with the current undergraduate American Studies program, especially in relation to TA support and with other graduate programs, perhaps offering students a parenthetical notation and other cross-curriculum exchanges. CUSSP is expected to enhance interdepartmental graduate student and faculty exchanges, dialogue and research.

Although housed in the Humanities Division, the program/group will function trans-divisionally, in support of campus initiatives articulated in the Millennium Report, for interdisciplinary graduate programs with cooperative relationships across departments and divisions. Such strong interactions among departments have long been a hallmark of UCSC and with CUSSP these more extensive departmental and divisional exchanges will be brought to bear on the field of American Studies.

Resources

The Humanities Division has agreed to provide three FTE as well as physical space for new CUSSP faculty, administrative support funds and administration offices. The program will require a full-time administrative assistant (level III). In addition to the 3 FTE, annual funds needed for faculty participation buyouts of existing faculty will need to be determined more specifically, based on final decisions regarding types of faculty participation. It appears that these buyout costs should total approximately $50,000 annually. As new hires are secured, this buyout budget will be proportionately reduced. The projected annual budget for events, lectures, honoraria, and office supplies is projected to cost an additional $50,000. To augment considerable current McHenry holdings, we will be able to allocate library start-up fund at the normal rate of $6,000 per faculty FTE for each of the three permanent CUSSP appointments, for a total of $18,000. Costs for additional journals should be minimal, as several relevant journals are already part of the holdings. Computing costs are still being calculated, but we expect them to be commensurate with existing/start-up budgets for humanities and social science related programs. Equipment costs are likely to include video, tv, digital, and other media related equipment and are still be calculated. A rough estimate is a start-up cost of $20,000.

Rough Estimate of New Resources Required:

Year 1 Year 2 Year 3 Year 4 Year 5

Buyout Funds $50,000 $42,000 $34,000 $34,000 $34,000

Equipment $10,000 $10,000 -------- $5,000 $5,000

Events, etc. $20,000 $25,000 $30,000 $30,000 $30,000

FTE $55,000 $55,000 $55,000 ------- -------

Totals: $135,000 $130,000 $119,000 $69,000 $69,000

Funding

These resources will be funded primarily by the Humanities Division, with some additional funds possibly provided by the Social Sciences Division and Arts Division. We expect the establishment of CUSSP to contribute to the campus wide mission of expanding graduate programs, and do not for see any trade-offs beyond those associated with any new growth.

Students

Years 2004-05 through 2011-12	04-05	05-06	06-07	07-08	08-09	09-10	10-11	11-12
# first-year students	5	5	5	5	5	5	5	5
Total # of students	5	10	14	17	21	23	25	25

(These figures as calculated above anticipate likely attrition and graduation rates.)

Employment Implications

Currently there are approximately 30-40 jobs listed in the Career Network job listings under fields directly related to CUSSP. Jobs in American Studies, Ethnic Studies, American Culture, Media and Popular Culture, and many other fields are jobs for which CUSSP students will be especially qualified.

UC Campuses and Other California Institutions With Similar Offerings

As of this point, there are extremely few American Studies Ph.D. programs in the western region of the Unites States, and even fewer within the State of California and none in the University of California system. Aside from a new program recently launched at the University of Southern California, there is only one, small Ph.D. program in American Studies on the west coast, at Washington State University. An American Studies Ph.D. program has recently been established at the University of Southern California that borrows heavily from existing Ethnic Studies program curriculums. CUSSP does not employ this curriculum model and is therefore significantly different from ethnic studies programs within the University of California and California State campuses.

Anticipated Campus Review and Implementation Dates

Spring 2003 Formal Campus Review

2003-2004 Formal Off Campus Review

2004-2005 Advertise and Admissions

2005-2006 First Students Enroll

Current Status

A full draft of the proposal is currently under review and should be ready for formal campus consideration as early as January 2003.

Campus Contact Person

Professor Tricia Rose, Department of American Studies is leading the proposal’s development and has primary responsibility for the program implementation.

Name: Professor Tricia Rose

Department: Department of American Studies

Address: 1156 High Street; 335 Oakes College

Telephone: 831.459.5145

Email: trose@ucsc.edu

FEMINIST STUDIES Ph.D.

Description of and Reasons for Establishment

The proposal is to add a graduate program that builds upon the strengths of an already well-established and highly successful undergraduate Program in Women's Studies and Feminist Studies Organized Research Unit, which is currently being re-established as the Institute for Advanced Feminist Studies. The Ph.D. program has two main objectives: first, to provide teachers and scholars with a rigorous training in feminist methods and scholarship; and second, to serve the needs of other professionals in areas such as public policy or law.

Relationship to Existing Campus Programs, Units, and Mission

The Ph.D. program in Feminist Studies will complement and contribute to graduate programs in other UCSC departments. A number of graduate programs in the Humanities and Social Sciences have concentrations or tracks in feminist scholarship. These include the departments of History, History of Consciousness, Literature, Anthropology, Psychology, and Sociology. Students from these departments have enrolled in the interdisciplinary graduate courses that the Women's Studies department has offered for the last seven years. The Ph.D. program in Feminist Studies will offer a broader range of courses that can contribute to the training of graduate students in other departments. It will also provide a center for graduate students across departments and divisions who could benefit from a forum in which to share their research interests on feminist issues.

This proposal has been included in the campus ten-year academic plan, as part of the Humanities Division's ten year plan . The planning process began in 2000-2001 and was completed in 2001-2002.

Resources

Estimated faculty FTE: 1 senior hire (2002-2003); 1 junior hire (after 2003, probably 2005)

Estimated additional library acquisition costs: None

Estimated additional computing costs: For faculty, start-up funds usually available. For graduate students serving as TA’s, may need modest assistance from the Division to provide access to computers and printers.

Estimated Staff FTE : Current part-time Administrative Assistant to full-time (ASAP); 1 additional staff FTE (2004-2005)

Estimated Space Needs: additional space for a full administrative office, and up to 400 square feet of space for faculty and teaching assistants' offices. With the projected plans for a new Humanities/Social Science building these needs should be easily accommodated within current plans.

New Courses: 1) Feminist Studies 200 - 201-202 (First year proseminar in Feminist Theories, Methods, and History to be team-taught. 2) Feminist Studies 203 (First year seminar in feminist pedagogy). 3) Feminist Studies 204 (A group independent study course, collaborative research cluster)

Funding

A key advantage to this program is that it maximizes utilization of existing resources while minimizing need for additional financial outlays. By drawing on an excellent group of faculty presently at UCSC, a new graduate program can be mounted with optimal faculty resources with some additional but modest FTE allocation for program senior leadership and administration. The department is developing a fund-raising campaign and already has established the 21st Century Feminist Scholarship Endowment Fund.

Students

The Feminist Studies Graduate Program would begin modestly, admitting into the doctoral program an estimated 5 students the first year and 7 students each year the 2nd through 5th years. An estimated 25% of these students will opt to graduate at the end of two years with a Master's degree.

Employment Implications

The past few years of the academic job market have demonstrated a clear and sustained growth in the number of women's studies jobs available. There is increasing demand for teachers of Women's Studies and Critical Gender Studies at both the two-year and four-year college levels, as well as in the growing number of graduate programs in Women's Studies.

The UCSC program is also uniquely situated to provide intellectual training in policy and non-governmental research, to name a few select areas, and is thus capable of meeting the new demand for professionals with Women's Studies degrees in public and private sector agencies. As policy-making organizations, state institutions, and businesses continue to confront issues of diversity in the workplace and beyond, the demand will grow for scholars, activists, and consultants with experience and expertise in areas such as gender equity, international women's issues, multiculturalism, women's health, family planning, and women's education.

UC Campuses and Other California Institutions With Similar Offerings

The only other Ph.D. program in Women's Studies in the University of California system is at UCLA. The proposed program in Feminist Studies at UCSC should not conflict with the program at UCLA because of location, context, and focus. Cooperative work between the two programs is expected.

Anticipated Campus Review and Implementation Dates

2002-03 formal campus review

end of academic year 2004-05 formal off-campus review

summer, early fall 2003 advertise and admissions

2004-05 first student majors enroll

Current Status

The proposal has been submitted to the Dean of Humanities for review.

Campus Contact Person

Bettina Aptheker,, Chair, Women’s Studies Department

UC Santa Cruz, 1156 High Street, Santa Cruz, CA 95064

831 459-2116, email: bettinaf@cats.ucsc.edu

FILM AND DIGITAL MEDIA M.F.A./Ph.D.

Description and Reasons for Establishment:

The Film & Digital Media graduate program prepares practitioners and scholars of media art with a critical understanding of the technological world and provides them with knowledge and understanding of art forms like cinema, television, video art and digital media. It will investigate the relationship between moving image media and cultural change, looking at how diverse forms like cinema, video and computer technologies function across a range of historical and global contexts.

The M.F.A. program emphasizes visual media praxis and the mastery of relevant technologies in the context of project-based seminars. The doctoral program prepares scholars and professionals within a larger historical framework of cultural and technological change.

Relationship to Existing Campus Programs, Units, and Mission

This program takes up the challenge of the Millennium Report by incorporating new media technologies into the on-going scholarship on older related forms of moving image media. By looking at media art in global and historical perspective, the program will also support the campus’s drive for greater curricular diversity and inter-disciplinarity.

F&DM already has strong ties to the History of Consciousness doctoral program. Most of F&DM’s current teaching assistants come from HistCon. Many HistCon students have taken F&DM graduate seminars and many F&DM faculty serve on doctoral dissertation committees within that department. We expect these productive associations to continue.

The proposed M.F.A. in Digital Arts and New Media is an interdisciplinary inter-divisional program that will incorporate faculty and curriculum from Art, Art History, Music, Theater, and Computer Engineering, as well as F&DM. While the two programs share an interest in new media, this one area of overlap does not define either program.

The proposed Masters degree in Social Documentation offers the possibility of collaboration with graduate studies in F&DM although the emphasis of each program remains distinct. Social Documentation stresses community activism rather than artistic practice.

Resources

The complete faculty of F&DM will be involved in teaching graduate courses. The core curriculum will reflect the research strengths of the current faculty as well as other faculty on campus whose participation is anticipated (including faculty from Literature, History of Consciousness, Latin American and Latino Studies, Art History, Sociology, and American Studies).

We are in the process of building a new digital media computing lab and implementing servers devoted to faculty and student projects in digital media. In addition, several campus-wide computing labs provide digital media workstations and are available to our students. We do not anticipate additional needs for media equipment as a direct result of the formation of the graduate program.

We expect staff needs to grow due to the rapid growth of the undergraduate program. No new staff positions, beyond those for anticipated growth, will be required to mount the graduate program. We do anticipate the need for 10 new Graduate Research Assistantships and 10 new Graduate Fellowships per year.

Funding

In the division’s recent long-range plan, we projected the faculty to be 20 budgeted FTE by 2010-11. No additional FTE beyond this anticipated growth will be required to mount the graduate program.

The current McHenry Library collection is well poised for a graduate program in F&DM. Existing funding and acquisitions policies will serve the curriculum well and we anticipate no need for additional resources to support graduate education.

Students

In the first year, we expect 5-8 students will be admitted per year until we reach a sustainable total of 15-20 graduate students.

A graduate program in F&DM will have a desirable impact on our undergraduate program by creating a pool of graduate students trained in our discipline which will significantly improve the quality of instruction in discussion sections and small-group settings. In addition, advanced undergraduates may be permitted to take some graduate seminars, enhancing their opportunities for in-depth study.

Employment Implications

Demand is rapidly growing within the academic job market for media scholars with knowledge of film and/or digital art-making practice. Nearly one-third of the academic positions advertised by the Society for Cinema Studies asked for graduates with film- or video-making experience or MFA graduates with theoretical and historical background. Outside academe, there are opportunities in the art world, commercial entertainment industry, in Silicon Valley, and in public intellectual life where informed critique of our moving image culture is ever more necessary.

UC Campuses and Other California Institutions Offering Similar Offerings

Several doctoral programs in the state focus on a historical and theoretical study of film and television, usually with little consideration of related forms like video installation, virtual reality, and the internet-media that we believe must be studied in inter-relation. UCB’s Ph.D. in Rhetoric, UCI’s Ph.D. in Visual Studies, UCLA’s Ph.D. in Film and Television, UCSD’s Ph.D. in Communication, USC’s Ph.D. in Critical Studies offer little or no opportunity for creative production, and therefore do not duplicate the program we are proposing.

Anticipated Campus Review and Implementation Dates

Formal campus review – 2002-03

System-wide review – 2003-04

Approval, and recruitment of students – 2004-05

Admission of students -- Fall 2005

Current Status

The proposal had been submitted to the division for informal review. It has been returned to the department for revisions prior to campus review.

Campus Contact Person

Professor of Film & Digital Media Margaret Morse, Porter Faculty Services, mem@cats.ucsc.edu, phone: 831-459-2315, fax: 831-459-3535.

SOCIAL POLICY AND PUBLIC ADVOCACY M.A.

Description of and Reasons for Establishment

Faculty in the Division of Social Sciences are developing a proposal for an interdisciplinary master’s program in social policy and public advocacy. The proposed program will educate students to “solve problems in society, rather than to manage them.” It will occupy a niche unfulfilled by traditional policy programs, which some faculty believe do not adequately prepare students for the challenges of grappling with the problems of our own era. The need now is to teach students not only how to evaluate policies or to analyze policy alternatives, as most conventional policy programs do, but also how to think creatively about new problems. In addition, the program will be designed to address the needs of an underserved public-policy sector — non-governmental organizations and non-profit agencies — that, in turn, serves an underserved population. Social justice will be a broad theme of the new program.

Relationship to Existing Campus Programs, Units, and Mission

Policy considerations influence the curriculum in many departments in the Division of Social Sciences. Nonetheless, the campus does not have a degree program in policy, so this program will represent a new initiative for the campus. The program will draw upon curriculum from, and faculty in, several departments in the Division of Social Sciences.

Resources

We project a need to hire five or six faculty FTE for the new program, plus the space and support associated with the new faculty. In addition, at least 25 existing faculty have expressed an interest in teaching in the program. The program will require one staff member to coordinate admissions and curriculum scheduling. We expect to hire the faculty within the first two years of the program.

Funding

The division expects to use growth funds to support the new program. The division will not divert resources that are necessary to support programs in other departments.

Students

At steady state, the program would admit 25 to 30 students each year and enroll 50 to 60 students total. The division plans have not progressed to the point of identifying the number of students to be enrolled each year during the early years of the program.

Employment Implications

At this point in our planning, we have not yet conducted a detailed review of the job market. However, policy students find jobs in government, non-profit organizations, universities, and research institutes.

UC Campuses and Other California Institutions with Similar Offerings

Other universities have policy programs, but no other UC or California institution has a program as focused on social policy and public advocacy as this program.

Anticipated Campus Review and Implementation Dates

The division does not have a definite target date for starting the program. It is not likely to begin before fall 2006 or fall 2007. A proposal is not likely to emerge before the 2004–05 academic year.

Current Status

The proposal is under consideration by faculty in the division, but a formal proposal has not been developed yet. A proposal is not likely to come forward until the 2004–05 academic year at the earliest.

Campus Contact Person

Due to uncertainty about resources, the dean of social sciences has not yet appointed a faculty member to lead the program development. Questions about the program should be directed to Martin M. Chemers, Dean, Division of Social Sciences, 1156 High Street, Santa Cruz CA 95064, mchemers@zzyx.ucsc.edu, 831-459-3212, 831-459-3661 (fax).

SOFTWARE ENGINEERING M.S. Ph.D.

Description and Reason for Establishment

At this point, the Computer Science Department is actively considering whether to develop graduate programs in Software Engineering. No program specifics exist at this time.

Relationship to Existing Campus Programs, Units and Mission

The MS and PhD in Software Engineering programs are part of the School’s long-range academic plan. The fields of study represented in these degrees could meet an important need for engineers working in these fields. In addition, the Software Engineering program could be a key initiative in the Silicon Valley Center. It will also play a role in the School’s planned INIST ORU.

Resources

The Computer Science ten-year plan calls for additional hiring of faculty with a specialization in Software Engineering, with a cohort of at least 6 by 2010-11 in CS. Faculty additions to the program will result from normal growth in the Computer Science department. In addition, it is anticipated that there could be related faculty in Information Systems and Technology Management (ISTM) and in Computer Engineering (CE) who will work closely with the Software Engineering program. It is expected that SE will also have research-supported adjunct faculty. Faculty office and research space has been planned as part of the CS department 10 year plan. New offices will be located in the E2 building, as well as in the Silicon Valley Center.

Funding

As mentioned above, workload and divisional allocations will support the program’s growth and development, along with research-supported visitors and adjunct faculty.

Students

We anticipate that once the Software Engineering major is available, a subset of the undergraduate CS majors (perhaps 30%) will become majors. Since several of the courses required for the SE major will be CS courses, there should be a small impact on enrollments in CS.

Employment Implications

Because of the campus' proximity to Silicon Valley, the job outlook is excellent. There is a strong current job market for graduates of the proposed programs, and a strong market projected for the foreseeable future.

UC Campuses and Other California Institutions Offering Similar Programs

This has yet to be determined.

Anticipated Campus Review and Implementation Date

It is expected that the earliest date that the department anticipates initiating the program would be Fall 2004.

Current Status

The CS Faculty is engaging in preliminary discussion of how formal graduate degree programs in Software Engineering might be built upon existing departmental strengths and initiatives

Campus Contact Person

Assistant Professor Jim Whitehead, Computer Science Department, Baskin Engineering,

ejw@soe.ucsc.edu, (831-459-1227) (FAX: 831-459-4829)

VISUAL CULTURE Ph.D.

Description and Reason for Establishment

Graduate Studies in Visual Culture offers students the opportunity to conduct advanced research in the history, form, creation, reception, and meaning of visual signs and practices. Courses will examine a variety of media, from fine arts to popular imagery, from architectural environments to material culture, as well as the institutions and discourses that give rise to, authorize, and affect their creation and interpretation.

Analytic techniques developed in the discipline of art history have done much to explain how works of art and cultural artifacts both derive from and constitute particular visual regimes. However, these techniques, as well as the concept of “art” itself, are culturally specific and can be conceptually limiting. Consequently, the methods used to interpret and analyze the diverse array of objects, practices, institutions, and discourses that constitute our arena of study will incorporate approaches drawn from several disciplines, including art history, cultural anthropology, history, literary studies and cultural studies. Framing graduate studies within the rubric of Visual Culture will allow students to develop research projects that encompass a broad range of cultural practices and contemporary visual forms from an interdisciplinary perspective.

Relationship to Existing Campus Programs

Graduate Studies in Visual Culture will be formed as a graduate group in order to draw on the talents of scholars across the UC Santa Cruz campus including members of the faculty in Anthropology, History, Literature, Sociology, American Studies, Women’s Studies, and History of Consciousness, among others. The program will include the participation of all department members, as well as faculty from other academic divisions who share a commitment to the critical study of art and visual culture. What is desired is a multiplicity of voices that can articulate a wide range of theoretical approaches to core issues.

This proposal can be viewed as a permutation of the old Visual and Performance Studies Ph.D. that had been circulated informally on campus. Support for an interdisciplinary Ph.D. was identified as a priority of the Arts Division in long-range planning documents.

Resources

We currently have an exceptional group of faculty on the campus who do advanced work in this area. The core curriculum will be taught by faculty on a rotating basis. The core themes reflect the research strengths of the current faculty as well as the interests of other faculty on campus whose participation in the graduate group is anticipated.

We anticipate the need for an additional departmental staff person. Most resources from faculty to library materials are in place. Graduate student (office/research) space considerations will be necessary. These may be addressed with release space at Porter, the new McHenry Library addition, and/or the new University Museum projects.

Funding

In the recent External Review, the division supported a full complement of 16 faculty in the History of Art and Visual Culture Department (i.e., the addition of 6 more faculty) by 2010-11). The development of this program will help determine the next set of FTE hires. It may well be appropriate to make cluster hires that take into account specified culture areas, historical periods, and areas of specialization or theoretical approaches.

Students

We expect our undergraduate enrollment to realign with expected graduate enrollment, ultimately set at 10% divisionally. Majors should not be negatively affected by realignment of resources to the graduate program. In fact, we expect enhancement of the undergraduate experience by the addition of qualified graduate students. Division plans project 8 initial students with 30 at buildout.

Employment Implications

Graduate students will be eligible to apply for jobs in a variety of fields. Some of our students will enter departments of Art History, bringing with them new analytic techniques and a revised conception of art practice that locates the art object within a larger framework of visual cultural signs. Other graduate students may enter the fields of visual or cultural Anthropology if their work involves innovative intersections between fieldwork and the analysis of images or objects. Our students will also find a home in departments of American Studies, Science Studies, or Women’s Studies where there is an increasing interest in the way history, science, and gender have been shaped by visual discourses. In addition to these fields of study, there are a growing number of departments and centers designed specifically for the study of visual culture where our students may carry on their research or teaching after they receive their graduate degree.

Our graduate students will also be able to secure employment in a variety of non-academic institutions such as museums, the film and television industries or in the private sector where expertise in the study of visual culture is highly sought after. We therefore are confident that our students will be quite competitive in both academic and non-academic markets.

UC Campuses and Other California Institutions Offering Similar Programs

This program of study does not replicate the more traditional approaches to the study of Art History that are already available at UCLA, UC Santa Barbara or UC Berkeley, yet it offers an approach to the study of visual culture that other UC campuses are beginning to explore. Our program is probably most closely akin to the Program in Visual Studies on the UC Irvine campus. However, this program combines art history, media studies and film studies whereas our program will exist in parallel to the currently proposed Film Studies Ph.D. program.

Anticipated Campus Review and Implementation Dates

Completion of revisions and campus review – 2003-04

System-wide review – 2004-05

Approval, and recruitment of students – 2005-06

Admission of students -- Fall 2006

Current Status

A proposal will be ready for informal division review early in 2003-04.

Campus Contact Person

Associate Professor and Department Chair Carolyn Dean, History of Art and Visual Culture Department, Porter Faculty Services, csdean@cats.ucsc.edu, phone: 831-459-3119, fax: 831-459-3535.

ATTACHMENT III

REVISED STATEMENTS FOR PRIOR YEAR SUBMITTALS

DEGREE PROGRAMS

Applied Physics B.S.

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

Bioinformatics M.S./Ph.D. (undergoing Universitywide review)

Biomolecular Engineering M.S./Ph.D.

Digital Arts and New Media M.F.A. (undergoing Universitywide review)

Ecology & Evolutionary Biology Ph.D.

Education Ed.D.

Education M.A.S.

Molecular, Cell & Developmental Biology Ph.D.

Music D.M.A.

Social Documentation M.A.

Web & Internet Engineering M.A.S.

COLLEGES

College Ten (undergoing Universitywide review)

APPLIED PHYSICS B.S.

Description of and Reasons for Establishment

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, Units, and Mission

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.

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.

Resources

The basic elements for an Applied Physics major are already in place with the present Physics major. Adequate faculty resources are available now, though an additional $10,000-15,000 is needed to purchase experiments. Either divisional or departmental funds will cover those costs. No central funds will be requested.

The department will expand its elective offerings with the addition of new faculty, according to the division’s long-range plan. The timing of those faculty hires is unknown as the division and campus consider how to meet the impending and significant budget reductions. However, the major is viable within existing faculty resources.

Funding

The modest monies needed for lab experiments will be funded from divisional or departmental resources.

Students

The department anticipates approximately 25 Applied Physics majors per year at steady state. Numbers are not known for program commencement, though there is strong interest among students who take Physics 10 (Overview of Physics), aimed at first-year students considering Physics major.

Employment Implications

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.

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 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.

Anticipated Campus Review and Implementation Dates

Assuming approval through the Academic Senate review process, the new major could be available to students beginning in fall 2003.

Current Status

The proposal is being reviewed by departments that will be affected by the proposed curriculum. It should be ready for submission to the Vice Provost for Academic Affairs in December 2002 or January 2003.

Campus Contact Person

David Dorfan, Chair of the Physics Department, is the contact person for specific information about the proposed program. His mail stop is SCIPP, email is dorfan@scipp, telephone extension is (831) 459-2235, and fax number (831) 459-3043.

APPLIED MATHEMATICS AND STATISTICS: MS and PhD

Description and Reason for Establishment:

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 Masters and Ph.D. programs in AMS, which would be followed by the establishment of B.S. degrees in Statistics and in Applied Mathematics (perhaps offered jointly with the existing Mathematics department).

The initial scientific foci are dynamic mathematical modeling of complex natural processes (including discrete mathematics, mechanics, fluid dynamics, and numerical analysis) and Bayesian statistical analysis (including stochastic processes). 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, Units and Mission

Interest in the applications of mathematics and statistics remains high both at UCSC and in the outside community. The goal of the AMS program will be to bring the disciplines closer through the development and use of common mathematical and statistical techniques, and to provide applied service teaching for quantitatively-oriented departments throughout the campus.

The proposed program would have a strong synergy with the existing Computer Engineering, Computer Science, and Electrical Engineering Departments, as well as with the proposed program in Biomolecular Engineering. This is especially true in stochastic processes and discrete mathematics, which are used to address areas such as system/network performance, computer and network security, coding, and compression.

Dynamics and mechanics naturally tie in with the physical sciences and 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 with the present Mathematics Department. Numerical methods tie in well with many departments across campus. Nonlinear dynamics has infiltrated many areas of science, especially those dealing with more complex systems, including the biological, economic and environmental sciences. Finally, control theory has strong links with electrical engineering.

Resources

The AMS 10-year plan calls for additional hiring of faculty, up to 17 total, by 2010-11, split evenly between Statistics and Applied Mathematics. Faculty office and research space is also part of the long-range plan.

Funding

Permanent funding will come from anticipated workload and divisional allocations. Research-supported visitors and adjunct faculty may bring additional funds. The further development of partnerships with industry, business, and the community will provide additional support for graduate students.

Students

There are already a small number (4-5) who have enrolled in the Computer Science graduate program while waiting to transfer to the AMS graduate program when it opens. We would estimate that there will be 10 students in the first official cohort of graduate students, and that the eventual size of the program at steady state will be 70-80 students, divided between statistics and applied mathematics.

Employment Implications:

The demand for applied mathematicians, statisticians, and other computational scientists is strong. Dependent on their area of emphasis, graduates can be expected to obtain jobs in such diverse areas as the aerospace industry, automotive design, the computer industry, environmental engineering, electrical engineering, the ocean and atmospheric sciences, the petroleum industry, telecommunications, robotics, manufacturing, government, finance, and bioinformatics.

UC Campuses and Other California Institutions Offering Similar Programs:

Various other UC campuses have applied mathematics, statistics, and/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 Mathematics and Statistics." Cal Tech University also has a successful separate Applied Mathematics Department. The novelty of the AMS graduate program is that, perhaps alone among U.S. graduate programs, it will train quantitative scientists who develop a deep understanding both of applied mathematical modeling and statistical analysis. The absence of a joint applied mathematics and statistics department within the UC system, coupled with the continuing demand for computational scientists and engineers, argues strongly for the establishment of an AMS program at UCSC. Such a program would clearly be filling a niche not met at other UC campuses.

Anticipated Campus Review and Implementation Date:

During the 2002-03 academic year, we will seek system wide approval of our graduate program. The department anticipates initiating its graduate programs (at the earliest) by accepting applications in Fall 2003 for an entering first cohort of students in Fall 2004.

Current Status:

The AMS faculty is currently engaged in detailed discussion of how to structure formal graduate degree programs. The completed proposals for the M.S. and Ph.D. degree programs are expected to be submitted for campus review in spring 2003.

Campus Contact Person:

David Draper, Professor and Chair, Applied Mathematics and Statistics, Baskin Engineering, draper@ams.ucsc.edu, (831) 459-1295 or (831) 459-4829 FAX.

BIOINFORMATICS M.S. and Ph.D.

Description of and Reasons for Establishment

UC Santa Cruz is known internationally in the field of bioinformatics for pioneering work on applications of hidden Markov models to biological sequence data, for the development of software and hardware for sequence analysis, and for its many contributions to the Human Genome Project. In order to take advantage of it’s unique competitiveness in this area, UCSC proposes a first-rate program of study in bioinformatics, with emphasis on molecular biology, biochemistry, mathematics and computer science.

The Graduate Program in Bioinformatics is an interdisciplinary, interdivisional program offering courses of study leading to the Master of Science (MS) and Doctor of Philosophy (PhD) degrees. A masters thesis is required for the MS program, while the PhD program requires a doctoral dissertation. The core courses are offered from the School of Engineering departments of Computer Science (2 courses), and Applied Mathematics and Statistics (a proposed department; 1 course), and the Division of Natural Sciences departments of Molecular, Cellular and Developmental Biology (1 course), and Chemistry and Biochemistry (2 courses). The suggested electives are offered from the above departments as well as the Computer Engineering department.

Relationship to Existing Campus Programs, Units, and Mission

This program will build upon the university’s commitment to interdisciplinary research and teaching, and on the existing first-rate programs in the Baskin School of Engineering (SoE) and the Division of Natural Sciences. Many of the faculty involved in this proposal have already work effectively in interdisciplinary teams, as evidenced by the multiple interdivisional project grants they have received. Approval of program will ensure that this effort is harnessed to create an exceptional training program and first-rate research environment.

Resources

The faculty and staff planned for the future Biomolecular Engineering department will directly support the Bioinformatics Graduate program. The target number of faculty for the new department is 14 by 2010-11. Four existing SoE faculty will join the department upon its inception. A group of seven Program Faculty from several departments across the two divisions has been appointed to administer the program, including an initial Program Chair. A total of 4 administrative staff are planned. The BME Department has already been assigned a Management Services Officer, and a search for an Assistant Manager is underway. Classroom, seminar room and lab facility needs in the near future can be met with existing infrastructure. As the program grows additional facilities will be needed, particularly bioinformatics research laboratories for each of the incoming faculty. These needs are included in the School of Engineering space planning.

Funding

Major sources of funding include divisional support and campus support through enrollment growth, as well as funds provided through two SoE Alterations Projects. SoE is engaged in strategic planning to best utilize its resources to allow high priority program development in a manner that will minimally impact existing program growth. Substantial support is also expected for research and training from federal agencies, private foundations, and industry ties. At department maturity, the 13 state-funded BME faculty are projected to attract approximately $4.5M in award funding annually. The Howard Hughes Medical Institute (which funds one of the BME faculty) and large, multi-PI project grants are expected to provide approximately $4-$5M per year. It is estimated that the $9M will translate to $7M in direct costs and $2M in indirect. The BME program will also benefit from ties with multi-campus organizations such as the Institute for Quantitative Biomedical Research (QB3) and the UC System-Wide Bioengineering Institute of California (a proposed MRU headquartered at UCSD), both of which support distance-learning and intercampus collaborative education efforts.

Planned Implementation Date

The first faculty recruitments occurred 2000-01. The proposal was transmitted for campus review 2001-02 and is now undergoing Universitywide review. Following systemwide approval, the first student cohort could likely enroll 2003-04.

Students

In the year of commencement, we expect to enroll approximately 10 new students (roughly half MS and half PhD). We also expect most of the existing 26 graduate students (9 MS and 17 PhD) specializing in bioinformatics from another program (mainly Computer Science, CS) to transfer to the this program. At steady state within 3-4 years, 45 PhD and 40 MS students are expected. Since most students who apply to this program would otherwise have applied to the CS program, there will be a slight negative impact on the CS applicant pool (in 2001-02, 14% of the CS applicant pool were interested in bioinformtics). This is not expected to negatively impact CS enrollments however, due to the large size of the applicant pool.

Employment Implications

The strong job market and its anticipated growth are clearly indicated by a variety of sources, including: a January 1, 2001 article in Chemical & Engineering News entitled The Hottest Job in Town (

http://pubs.acs.org/hotartcl/cenear/jan012001/7901empl.html ); our own employer survey in which all respondents described a strong current job market and projected a strong market for the foreseeable future; the focus of major funding agencies (such as NSF, NIH and private foundations) towards bioinformatics; and the Sloan report on hiring patterns (http://www.sloan.org/programs/scitech_page1.shtml). This report makes a very strong case for future job growth and demand for bioinformatics programs.

UC Campuses and Other California Institutions With Similar Offerings

There are a number of related programs at other California institutions, including Stanford, UCSF, UC Berkeley, UC Irvine, UCLA, USC, the Keck Graduate Institute, UC Davis, and UCSD, although they vary widely in the actual degree being offered and in their basic focus. Many of these programs have a biomedical or bioengineering focus, such as Stanford, UCSF, Berkeley, and Irvine. UC Irvine, UCLA, USC, UC Davis, and UCSD programs offer specializations that are similar to our proposed program, but only UCSD offers the PhD degree in Bioinformatics (this was recently approved). Our emphasis is on bioinformatics at the molecular level (DNA and protein) as opposed to programs that emphasize biomedical and clinical data analysis.

Anticipated Campus Review and Implementation Dates

2001-02 formal campus review

2002-03 formal off-campus review

2003-04 advertise and admissions

2003-04 first student majors enroll

Current Status

The Bioinformatics MS/PhD proposal is undergoing University-wide review.

Campus Contact Person

At this time, the best contact person is Professor Kevin karplus, Chair of the Bioinformatics Program Faculty; :karplus@soe.ucsc.edu" ; 831.459.4250 (phone); 831.459.4828 (fax).

BIOMOLECULAR ENGINEERING M.S./Ph.D.

Description of and Reasons for Establishment

Students will pursue advanced study and research in a variety of specializations based on a new breed of engineering courses and their associated labs, while obtaining a sound foundation in engineering and the biological sciences. Expected course titles include “Introduction to Nanotechnology”, “Molecular Devices”, and “Protein Engineering” among others. The program represents a broad, interdisciplinary research and education paradigm designed to meet the challenges of the post-genomic era, ushered in by the completion of the Human Genome Project and genomes of other model organisms. The driving technologies will be a blend of the major technological advances of the latter part of the 20th century: computers and biotechnology. UCSC’s leadership in both of these areas, as well as its location, in close proximity to many of the world’s industrial leaders in computers and biotechnology, provide a unique opportunity and can serve to position the UCSC Baskin School of Engineering as a leading center of research and teaching in this area of critical importance.

Relationship to Existing Campus Programs, Units, and Mission

The proposed program will consist of a combination of new courses, mostly from the School of Engineering, combined with appropriate existing courses, mainly from the Division of Natural Sciences. Certain new and existing courses will be cross-listed between departments (for example BIO 210, a course on microarrays, is taught by an engineering faculty member and will also be listed as BME 230). Facilities, equipment, faculty and staff will be shared due to the variety of courses that will comprise the curriculum. No existing campus programs or units will be discontinued due to this program. The program is highlighted in the School of Engineering’s Long Range Plan dated December 2001. The plan was met with favorable review at the campus level, indicating a general agreement with the proposed new programs.

Resources

Existing resources for this program include 4 Engineering faculty members, several Natural Sciences faculty teaching relevant background courses; the courses themselves and the classrooms and laboratories utilized by these courses; as well as many relevant periodicals and books in the Science and Engineering Library. Ten new faculty FTE are expected by 2010; 8-10 new graduate courses will be developed; staff (1-3 FTE) will be needed to coordinate the curriculum and support the faculty, and students; funds will be needed for teaching assistants (TAs) and reader/tutors to assist with undergraduate classes; the library may need additional funds for a few new periodicals. These new resources will be incremental.

Resources needed for the first five years: 1-2 new faculty per year; 2-3 new courses the first two years, then 1 new course per year thereafter; 1 administrative staff right away and 1-2 added as enrollments and available courses increase; TAs and reader/tutors needed as enrollments grow, gradually increasing to approximately 20 TA positions and 12 reader/tutor positions; library funds may require supplementation as new faculty are hired and new courses are developed.

Funding

Students

In the year of commencement (projected 2006), 7 PhD and 3 MS students are expected. At steady state, within 4-5 years, 20 PhD and 10 MS students are expected. The program may have a slight negative impact on the number of bioinformatics, biology, and electrical engineering graduate headcounts, however the surging popularity of all of these disciplines is expected to override any perceived competition between the programs.

Employment Implications

UC Campuses and Other California Institutions With Similar Offerings

UC Berkeley, UC Irvine, UC San Diego and Stanford offer graduate programs in Bioengineering or Biomedical Engineering. Only the Berkeley and Stanford campuses are capable of meeting the needs of the San Francisco Bay Area. These programs have more of a biomedical/biomechanical slant than the proposed UCSC program, which will have more of a molecular-level focus.

Anticipated Campus Review and Implementation Dates

2002-03 preliminary planning and consultations

2003-04 formal campus review

2004-05 formal off-campus review

2005-06 advertise and admissions

2006-07 first student majors enroll

Current Status

This program is currently in the conceptual stage; a formal written proposal does not exist.

Campus Contact Person

At this time, the best contact person is Professor David Deamer, interim Chair of the proposed BME Dept; deamer@soe.ucsc.edu; 831.459.5158 (phone); 831.459.4828 (fax)

DIGITAL ARTS AND NEW MEDIA M.F.A.

Description and Reasons for Establishment

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, Units, and Mission

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 are 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.

Resources

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. The Division of Arts and School of Engineering will fund both overages.

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

Funding

Graduate student support will be provided through a combination of quarterly TAships and campus block fellowship allocations. The demand for qualified TAs is 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.

Students

We estimate a first year cohort of 18 students, growing to a steady-state total of 36 students by the second year. There will be no effect on major enrollments since there is no associated undergraduate program.

Employment Implications

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…”

UC Campuses and Other California Institutions Offering Similar Offerings

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 a 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 Computer Music 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).

Anticipated Implementation Dates

System-wide review – 2002-03

Approval, and recruitment of students – 2003-04

Admission of students -- Fall 2004

Current Status

The completed proposal has been submitted for formal UCOP and CCGA review.

Campus Contact Person

Professor of Theater Arts, James Bierman, Theater Arts Complex, lope@cats.ucsc.edu, phone: 831-459-2174, fax: 831-459-3552.

ECOLOGY AND EVOLUTIONARY BIOLOGY PH.D.

Description of and Reasons for Establishment

The Graduate Program in Biology 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 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, Units, and Mission

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.

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.

Resources

No new resources are required.

Funding

There are no funding issues as no new resources are required.

Students

Renaming the program will have little or no impact on the number of students enrolled in the program.

Employment Implications

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.

UC Campuses and Other California Institutions With 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 EEB graduate program with the recognition that it is in reality an existing program.

Anticipated Campus Review and Implementation Date

Campus review is underway. According to the current guidelines and instructions for the Five-Year List, we can anticipate the first enrollments for the newly titled degree in fall 2006.

Current Status

The proposal is currently under review by the Graduate Council.

Campus Contact Person

Pete Raimondi, Professor of Ecology and Evolutionary Biology, is the contact person for specific information about the proposal. His mail stop is Long Marine Lab, email is raimondi@biology, and telephone extension is 831/459-5674.

EDUCATION Ed.D. (JOINT UC/CSU)

Description of and Reasons for Establishment

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 and CSU, Monterey Bay. 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 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, curriculum developers, 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, Units, and Mission

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.

Resources

The proposed Ed.D. in Education program will build on the expertise of the existing Education Department faculty. The department proposes that UCSC will hire one faculty member in 2003–04, the year preceding the first year of the program, and one faculty member in 2004–05. CSU Monterey Bay will be on the same hiring schedule, and San Jose State will hire two faculty in 2003–04 and one in 2004–05.

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.

Funding

The division expects to use funding from the central administration to support the new program. The division will not divert resources that are necessary to support programs in other departments.

Students

The projected number of students in the steady state will be 72. The steady state will occur in the program’s third year. Each year, the department will admit 24 students.

Employment Implications

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.

UC Campuses and Other California Institutions with Similar Offerings

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.

Anticipated Campus Review and Implementation Dates

As of December 1, 2001, both UCSC and SJSU were granted permission to negotiate a joint Ed.D. program. Planning for the program is already well underway, with a proposal expected during 2002–03 and a starting date of fall 2004.

Current Status

The proposal is under development in the Education Department, with a proposal expected in 2002–03.

Campus Contact Person

Rodney T. Ogawa, Professor of Education, Crown Faculty Services, 1156 High Street, Santa Cruz CA 95064, rtogawa@cats.ucsc.edu, 831-459-3672, 831-459-4618 (fax).

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

Description of and Reasons for Establishment

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 learning and teaching. 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 either the new PhD or the soon-to-be proposed new Joint Ed.D. programs.

Relationship to Existing Campus Programs, Units, and Mission

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.

Resources

Cohorts of 15 to 20 students would be formed at appropriate sites in both Santa Cruz and Santa Clara counties and would complete the program in two years of part-time study. In the first year, there would be one cohort; in the second year and thereafter, two cohorts (total of 30 to 40 students) would be involved. Education Department faculty, supported by a lecturer pool or other associate faculty, would perform a substantial portion of the teaching. In the first year, the program could be mounted with existing resources, but by year two, when the program would involve a total of 12 course equivalents per year, the department may need one additional faculty member. Funding from UCSC Extension fees could support part of these workload needs. The only further additional resources needed would be approval of two to three new courses.

Funding

The division expects to use growth funds and UCSC Extension fees to support the new program. The division will not divert resources that are necessary to support programs in other departments.

Students

Cohorts of 15 to 20 students would be formed at appropriate sites in both Santa Cruz and Santa Clara counties and complete the program in two years of part-time study. In the first year, there would be one cohort; in the second year and thereafter, there would be two cohorts (total 30–40 students).

Employment Implications

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.

UC Campuses and Other California Institutions with Similar Offerings

This collaborative effort between UCSC and Extension is unique. Given our geographic service area, we are poised to meet the needs of professional educators in several surrounding counties, from Santa Clara County and the Silicon Valley to Monterey and San Benito counties.

Anticipated Campus Review and Implementation Dates

Education expects to complete a proposal for the Master of Advanced Studies in 2002–03. 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.

Current Status

The proposal is under development in the Education Department, with a proposal expected in 2002–03.

Campus Contact Person

Gordon Wells, Professor of Education, Crown Faculty Services, 1156 High Street, Santa Cruz CA 95064, gwells@ucsc.edu, 831-459-4701, 831-459-4618 (fax).

Molecular, Cell and Developmental Biology Ph.D.

Description of and Reasons for Establishment

The Graduate Program in Biology 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, Units, and Mission

Resources

No new resources are required.

Funding

There are no funding issues as no new resources are required.

Students

Renaming the program will have little or no impact on the number of students enrolled in the program.

Employment Implications

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.

UC Campuses and Other California Institutions With 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 Biology graduate program with the recognition that it is in reality an existing program.

Anticipated Campus Review and Implementation Date

Campus review is underway. According to the current guidelines and instructions for the Five-Year List, we can anticipate the first enrollments for the newly titled degree in fall 2006.

Current Status

The proposal is currently under review by the Graduate Council.

Campus Contact Person

Doug Kellogg, Associate Professor of Molecular, Cell and Developmental Biology, is the contact person for specific information about the proposal. His mail stop is MCD Biology, email is kellogg@biology, and telephone extension is(831)459-5578.

MUSIC` D.M.A.

Description and Reasons for Establishment

The proposed D.M.A. in Music is an extension of the Music M.A. program. Established in 1988, the M.A. emphasizes the interaction of performance and scholarship, whether the student is involved as a composer, a conductor, a performer, or a musicologist. The D.M.A. will develop the musician-scholar who displays a high level of mastery in a professional medium and is equipped with scholarly research skills.

The education of a composer requires a thorough grounding in the cultural and historical context of music, ample opportunity to exercise and expand the creative impulse, careful tutoring in the process of evaluating and refining the work, and training in the use of the ever-expanding panoply of tools and the trade. This program will address these goals with a mixture of general classroom instruction, specialized seminars, but primarily with individual tutoring.

Relationship to Existing Campus Programs, Units, 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.

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.

Resources

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. This position is currently being recruited.

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.

Funding

Resources are essentially already in place. As D.M.A. enrollment increases the M.A. enrollment will decrease and resource support will correspondingly shift.

Students

The proposal calls for reducing the number of Master’s students on a one-for-one basis as the number of D.M.A. students grows. This serves to maintain the total number of graduate students in Music. The program projects admitting two students per year. Twenty total graduate students are expected, 14 in the MA, 6 in the Ph.D.

Employment Implications

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.

UC Campuses and Other California Institutions with Similar Offerings

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.

Anticipated Campus Review and Implementation Dates

Campuswide review – 2002-03

Systemwide review – 2003-04

Approval, and recruitment of students – 2003-04

Admission of students -- Fall 2004

Current Status

The completed proposal has been submitted for formal campus review.

Campus Contact Person

Professor of Music and Porter Provost David Evan Jones, Porter College, dej@cats.ucsc.edu, phone: 831-459-2564, fax: 831-459-2569.

SOCIAL DOCUMENTATION M.A.

Description of and Reasons for Establishment

Students in this program will analyze social problems and then learn to collect and present documentary material. Master’s students will produce films, videos, oral histories, audio productions, photographic essays, historic presentations, Internet or digital programs, or written ethnographies. This program will attempt to provide a clear career path into the field of professional social documentation.

Relationship to Existing Campus Programs, Units, and Mission

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.

The program will use the existing Social Sciences Media Lab.

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.

Resources

Existing Community Studies faculty will teach in the new program. In addition, we project a need to hire three additional faculty, one of whom can take on the role of graduate program director. We also expect to hire some visiting faculty, including distinguished professionals. Additional departmental staffing needs will be modest.

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.

Funding

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. The department has also committed to a vigorous program of fundraising to help support certain aspects of the program. The division will not divert resources that are necessary to support programs in other departments.

Students

The program will begin with six to eight students. In 2009–10, it will reach a steady state of 16 to 24 students.

Employment Implications

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 rapidly in the next decade.

UC Campuses and Other California Institutions with Similar Offerings

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 community life. UCSB has a public historical studies path in history, but the program does not study film and video training.

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.

Anticipated Campus Review and Implementation Dates

The proposal is in the final stages of review on campus. Community Studies plans for the first cohort of students to arrive in fall 2004. The department would reach its first year of steady-state operation in 2009–10.

Current Status

The program is under review on campus in the Academic Senate.

Campus Contact Person

Mary Beth Pudup, Chair and Associate Professor, Community Studies Department, College Eight Faculty Services, 1156 High Street, Santa Cruz CA 95064, pudup@ucsc.edu, 831-459-2003, 831-459-3518 (fax).

WEB AND INTERNET ENGINEERING M.A.S.

Description and Reason for Establishment

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, Units and Mission

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.

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.

Resources

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.

Funding

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.

Students

This degree is aimed at computer professionals who will be primarily taking courses while working in professional careers. We estimate that approximately 20 graduate students per year will be enrolled in this program, and that the enrollment should reach steady state within three years of the launch of the program.

Employment Implications

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.

UC Campuses and Other California Institutions Offering Similar Programs

The MAS in Web and Internet Engineering program is that it 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.

Anticipated Campus Review and Implementation Dates

Since the program requires no initial resources and the courses are in place or have been proposed, the department anticipates initiating the program Fall 2005.

Current Status

A group of CS Faculty has received campus funding to plan and initiate a MAS program. A preliminary proposal draft has been developed, and is being reviewed by members of the CS and Computer Engineering faculty. A final determination on whether to proceed with the degree program, and a final proposal, are expected by the end of the 2002/03 academic year.

Campus Contact Person

Assistant Professor Jim Whitehead, Computer Science Department, Baskin Engineering, ejw@soe.ucsc.edu, (831-459-1227) (FAX: 831-459-4829)

College Ten

Description of and Reason for Establishment

The division proposed 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.

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.

Relationship to Existing Campus Programs, Units, and Mission

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).

Resources

Academic administrative staff have been hired. Instructors for the college courses have been hired. Current ladder-rank faculty will be recruited to sponsor students in independent studies and optional college seminars. Facilities and equipment have been allocated.

Funding

The college was funded using state funds, registration fees, and housing funds.

Students

The college will enroll approximately 400 new freshmen students and 200 new advanced students per year.

Employment Implications

Not applicable.

UC Campuses and Other Institutions with Similar Offerings

Not applicable.

Anticipated Campus Review and Implementation Dates

In fall 2002, the campus sent the proposal for review off campus. We expect the academic program of College Ten to be approved and implemented during 2002–03.

Current Status

The proposal is under review at UCOP.

Campus Contact Person

Campbell Leaper, Provost, College Nine, 1156 High Street, Santa Cruz CA 95064, cam@zzyx.ucsc.edu, 831-459-3214, 831-459-3159 (fax).

ATTACHMENT IV

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

DEGREE PROGRAMS

None