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

(1)

(2)

(3)

ATTACHMENT I

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

DEGREE PROGRAMS STATUS

Bioengineering B.S. approved

Computer Science: Computer Game Design B.S. approved (renamed from Computer Game Engineering)

Music Ph.D. approved

Performance Practice M.F.A. withdrawn

Statistics & Stochastic Modeling M.S./Ph.D. approved

ORGANIZED RESEARCH

None

COLLEGES AND SCHOOLS

(4)

ATTACHMENT II

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

Applied Mathematics B.S. departmental review

Applied Mathematics & Stochastic Modeling M.S./Ph.D. departmental review

Jewish Studies B.A. departmental review

Mechatronic Engineering B.S. departmental review

ORGANIZED RESEARCH

None

(5)

APPLIED MATHEMATICS B.S.

Description of and Reasons for Anticipated Action

The AMS Department is jointly composed of two groups of faculty: an Applied

Mathematics Group and a Statistics Group. The founding vision of the AMS Department included a novel fusion concept, in which --- in addition to the traditional model in which applied mathematicians and statisticians each work separately on problems in their disciplines --- these two groups of researchers also work together on problems that can only be solved by bringing together skills from the two separate disciplines. Any list of major challenges in science and engineering in the 21st century would be replete with problems of this type: problems in which there is a substantial component of

deterministic applied mathematical modeling (typically with systems of ordinary or partial differential equations to model processes that unfold dynamically in time and/or space) and also a substantial component of statistical and stochastic modeling (which brings the machinery of probability, statistical inference and decision theory to bear on the problem). There is a pressing need for undergraduates whose primary emphasis is in Applied Mathematics but who also gain additional in-depth exposure to concepts, theories, methods and applications in statistics and stochastic modeling; the AMS Department is ideally placed to provide undergraduate majors and minors with this training.

Relationship to Existing Campus Programs, Units and Mission

(1) The Department of Mathematics in the Division of Physical and Biological Sciences currently administers an undergraduate program in (pure) Mathematics. This program has a completely different emphasis and intention than the undergraduate major/minor in Applied Mathematics: pure mathematics undergraduate students focus upon

understanding of existing mathematical theories and methods so that they will be prepared in future work or study to extend the frontiers of the discipline of mathematics itself, whereas Applied Mathematics undergraduate students will focus upon the use of existing mathematical theories and methods to solve applied problems in specific non-mathematical disciplinary areas (such as astrophysical and geophysical fluid dynamics, control theory, and mathematical biology). Both types of mathematical undergraduate study are crucial to the training mission and forward outlook of the UCSC campus and the UC system in general. (2) An undergraduate degree program in applied mathematics has been part of the School of Engineering vision for the AMS Department for at least the past six years.

Resources and Funding

(1) The AMS Department already includes five faculty whose main professional identification is in applied mathematics, and a sixth faculty member is being recruited into the Applied Mathematics Group in 2006-07. Subject to overall budgetary resources, the SoE has committed to a hiring plan for AMS that will involve the Applied

Mathematics Group reaching eight faculty by 2010-11. With the need to teach courses both (a) for the planned graduate program in Applied Mathematics and Stochastic

Modeling and (b) in support of the campus-wide lower-division effort in service teaching in mathematics, it will not be possible to launch the undergraduate major/minor in

(6)

Applied Mathematics until eight Applied Mathematics faculty are in residence in AMS. (2) The AMS Department is currently staffed with one Department Manager and one Assistant Department Manager (each shared between three SoE Departments), and the SoE is supported by six undergraduate advising staff. As the Applied Mathematics major/minor and the AMS Department grow, additional staffing commensurate with Department and undergraduate program sizes may be needed. (3) The current provisions of (a) materials and supplies and (b) space for the AMS Department by the SoE are adequate; all that will be required for the undergraduate major/minor in Applied Mathematics is continued growth of the existing SoE support in these categories commensurate with faculty and undergraduate program size. (4) Undergraduates majoring or minoring in Applied Mathematics will take a number of computing

laboratory courses and will make normal use of the campus library facilities. The existing campus provision for computing labs and libraries is adequate to launch the

undergraduate major/minor in Applied Mathematics; all that will be required for this program once it is launched is continued growth of the existing campus support in these categories commensurate with undergraduate program size. (5) No specialized facilities will be required for this program.

Students

(1) There will be substantial demand for the undergraduate major/minor in Applied Mathematics: once it is established, some students will major in Applied Mathematics, some will double-major in Applied

Mathematics and another field such as Chemistry, Computer Engineering, Computer Science, Mathematics, MCD Biology, or Physics; and some students now majoring in these and other fields will minor in Applied Mathematics. In steady state we anticipate that 25-50 students will graduate each year having majored in Applied Mathematics, another 25-75 students will graduate each year having double-majored in Applied

Mathematics and another field, and another 25-75 students will graduate each year with a minor in Applied Mathematics. (2) This will increase enrollments correspondingly in courses in other Departments such as those listed above.

Employment Implications

Based on the strong demand for qualified applied mathematicians, graduates of the major/minor in Applied Mathematics would be well placed to go on to graduate study and would also be highly employable in academia, government and industry; relevant job placement statistics and forecasts are available at many websites, including

careeroverview.com/math-careers.html, siam.org and nationalacademies.org.

UC Campuses and Other California Institutions With Similar Offerings

All UC campuses and many other major California universities have undergraduate programs in (pure) Mathematics, and some of these institutions also have undergraduate programs in Applied Mathematics. The UCSC program will be distinctive in encouraging its undergraduate majors and minors to take advantage of the fusion character of the AMS Department by gaining additional exposure to concepts, theories, methods and applications in statistics and stochastic modeling.

(7)

Anticipated Campus Review and Implementation Dates, and

As mentioned above, the AMS Department will not have sufficient faculty in the Applied Mathematics Group to teach all of the required and elective courses for the major/minor in Applied Mathematics until 2010-11. The proposal for the creation of this major/minor will therefore not be brought to the campus until 2008-09, with review and approval by the end of the academic year 2009-10, and the planned year for first enrolling

undergraduate students in the major/minor in Applied Mathematics would therefore likely be 2010-11.

Current Status

The program proposal is currently under development.

Campus Contact Person

Professor David Draper; Chair, Department of

Applied Mathematics and Statistics; Baskin School of Engineering; University of California; 1156 High Street; Santa Cruz CA 95064; campus mail-stop SoE2; [email protected]; phone (831) 459-1295; fax (831) 459-4829.

APPLIED MATHEMATICS AND STOCHASTIC MODELING M.S./PH.D. Description of and Reasons for Anticipated Action

The AMS Department, which is jointly composed of two groups of faculty -- an Applied Mathematics Group and a Statistics Group -- currently administers a graduate degree program in Statistics and Stochastic Modeling (SSM). As part of the UCSC campus review of the SSM program, both the Graduate Council (GC) and the Committee on Planning and Budget (CPB) strongly urged the AMS Department to also begin offering graduate degrees in Applied Mathematics at the earliest opportunity. The founding vision of the AMS Department included a novel fusion concept, in which -- in addition to the traditional model in which applied mathematicians and statisticians each work separately on problems in their disciplines -- these two groups of researchers also work together on problems that can only be solved by bringing together skills from the two separate disciplines. Any list of major challenges in science and engineering in the 21st century would be replete with problems of this type: problems in which there is a substantial component of deterministic applied mathematical modeling (typically with systems of ordinary or partial differential equations to model processes that unfold dynamically in time and/or space) and also a substantial component of statistical and stochastic modeling (which brings the machinery of probability, statistical inference and decision theory to bear on the problem). The SSM graduate program trains students to think from both the applied mathematical and the statistical/stochastic modeling points of view, with an emphasis on the latter; the AMSM graduate program will also train students to think from both points of view, but with an emphasis on the former. Graduates of the AMSM

program will mainly identify themselves professionally as applied mathematicians but will also have the extra advantage of solid graduate-level exposure to concepts, theories, methods and applications in statistics and stochastic modeling.

(8)

Originally we envisioned a single graduate program administered by the AMS

Department with two tracks, one in SSM and one in AMSM, but upon further reflection it seems preferable for AMS to run two parallel graduate programs instead, so that

graduates of each program will be clearly identified professionally (through the name of the graduate degree they have earned) with the discipline that is their main emphasis.

Relationship to Existing Campus Programs, Units and Mission

(1) The Department of Mathematics in the Division of Physical and Biological Sciences currently administers graduate programs in (pure) Mathematics. These programs have a completely different emphasis and intention than the AMSM program: pure mathematics graduate students focus upon the creation of new mathematical theories and methods in an effort to extend the frontiers of the discipline of mathematics itself, whereas AMSM graduate students will focus upon the use of existing theories and methods to solve applied problems in specific non-mathematical disciplinary areas (such as astrophysical and geophysical fluid dynamics, control theory, and mathematical biology). Both types of mathematical graduate study are crucial to the research vigor and forward outlook of the UCSC campus and the UC system in general. (2) Graduate degree programs permitting all faculty in the AMS Department to work with M.S. and Ph.D. students have been part of the School of Engineering academic planning for at least the past six years. The SSM program permits faculty in the Statistics Group within AMS to supervise graduate students; as noted above, both the UCSC GC and CPB have urged the AMS Department to create a graduate program in applied mathematics as soon as possible, so that faculty in the Applied Mathematics Group within AMS will also be able to supervise graduate students.

Resources and Funding

(1) The AMS Department already includes five faculty whose main professional identification is in applied mathematics, and a sixth faculty member is being recruited into the Applied Mathematics Group in 2006-07. Subject to overall budgetary resources, the SoE has committed to a hiring plan for AMS that will involve the Applied

Mathematics Group reaching eight faculty by 2010-11. Six faculty members are already sufficient to launch the AMSM graduate program, but eight or more faculty will be needed to ensure its national and international prominence in steady state. (2) The AMS Department is currently staffed with one Department Manager and one Assistant

Department Manager (each shared between three SoE Departments), and the SSM program is supported by one Graduate Advisor (also shared between three SoE Departments). As the SSM and AMSM programs and the AMS Department grow, additional staffing commensurate with Department and graduate program sizes may be needed. (3) SSM graduate students are currently supported with a mixture of teaching assistantships (TA quarters) and Graduate Student Researcher (GSR) appointments; AMSM students will be supported similarly. Current AMS enrollments (supporting TA quarters) and grant and contract funding for AMS faculty are already sufficient to support 2.5 graduate students per faculty member, and anticipated enrollment increases for AMS and maintenance or growth of the grant and contract funding portfolio for AMS faculty will be sufficient to support 2.5-3.0 graduate students per faculty member in steady state. (4) The current provisions of (a) materials and supplies and (b) space for the AMS

(9)

Department by the SoE are adequate; all that will be required for the AMSM program is continued growth of the existing SoE support in these categories commensurate with faculty and graduate program size. (5) AMS faculty have been successful in providing desktop, laptop and/or work-station computing facilities for SSM graduate students from grant/contract and Department funds, and it is anticipated that AMS faculty will be equally successful in this regard in support of the AMSM program; all that will be required for the AMSM program is a continuation of the existing central technical support (hardware, software and personnel) by the SoE commensurate with faculty and graduate program size. (6) The existing library provision of electronic journals is adequate, and the campus policy of supplying all new faculty members with $5k of library support for books and other non-subscription library resources is also adequate; all that will be required for the AMSM program is continued growth of the existing campus support in this category commensurate with faculty and graduate program size. (7) No specialized facilities will be required for the AMSM program.

Students

(1) With eight faculty in the Applied Mathematics Group by 2010-11 and a support ratio of 2.5-3.0 graduate students per faculty member, the AMSM program is expected to support 20--24 graduate students by 2010--11, and these numbers will increase in a manner proportional to faculty size with continued growth of the AMS Department beyond 2010-11. (2) Each of the AMSM graduate students would take three graduate courses per year in each of their first two years of study, and would take one to three courses per year in subsequent years. The AMS Department already offers 11 graduate courses in applied mathematics and 11 in statistics and stochastic modeling on a yearly or biennial basis; AMSM graduate students would increase enrollments in these courses, and would do so in addition to a lesser extent in courses in other Departments such as Astronomy and Astrophysics, Computer Engineering, Mathematics, and MCD Biology.

Based on the success of SSM graduates and the strong demand for qualified applied mathematicians, AMSM graduates would be highly employable in academia, government and industry; relevant job placement statistics and forecasts are available at many

websites, including careeroverview.com/math-careers.html, siam.org and

nationalacademies.org. AMSM graduates will be in especially high demand because of their additional exposure to concepts, theories, methods and applications in statistics and stochastic modeling.

All UC campuses and many other major California universities

have graduate programs in (pure) Mathematics, and some of these institutions also have graduate programs in Applied Mathematics, but none of them has a fusion graduate program in Applied Mathematics and Stochastic Modeling.

Anticipated Campus Review and Implementation Dates

(1) The proposal will be ready for campus review in the winter or spring of 2007. If it receives speedy UCSC approval, it could be reviewed by CCGA in the fall of 2007 and

(10)

could be approved by December 2007; if the process takes longer, final approval would likely occur sometime later in the academic year 2007--08. The planned year for first enrolling AMSM graduate students would therefore likely be 2008--09; under any reasonable scenario students would certainly be enrolling in the AMSM program no later than 2009--10.

Current Status

The program proposal is currently under Department development.

Professor David Draper; Chair, Department of Applied Mathematics and Statistics; Baskin School of Engineering; University of California; 1156 High Street; Santa Cruz CA 95064; campus mailstop SoE2; [email protected]; phone (831) 459-1295; fax (831) 459-4829.

JEWISH STUDIES B.A.

Description of, and Reason for Establishment:

Jewish Studies at Santa Cruz emphasizes the diasporic and transnational aspects of Jewish culture, in its interactions with other cultures, as it has shaped and been shaped by them. This interdisciplinary major provides students with a broad knowledge of Jewish thought, literature, art, and history and their relationship to other traditions, as well as the necessary linguistic competence in Hebrew for the study of Jewish culture. The dynamic history of Jewish culture spans over three thousand years as a continuous, self-reflecting civilization that has responded to eras and empires from the ancient to the modern. This pattern of reflection and response has led to cultural innovation and institutional

initiatives that have made Jewish culture one of the major sources of a wide range of contemporary cultural practices from religion to intellectual and professional pursuits. The Santa Cruz program engages the spectrum of Jewish responses to the culture, history, and thought of classical, medieval, and modern civilizations, while emphasizing the modern situation. We offer courses in Jewish cultural media that deal with literary, philosophical, artistic, scientific, communal, urban, and social experiences and discourses — and the concomitant impact of the history of this Jewish work on the civilizations in which it has been embedded.

Emphasizing modernity as we do does not mean a focus only on Europe or North America; the major is intended to speak to modernity as a global phenomenon, dealing with sites throughout the world where Jews have formed communities, including, of course, modern Israel, which at once incorporates the cultural diversity of the diaspora and generates its own distinctive culture(s). Moreover, the many diasporic centers of cultural, social, and political achievement provide a multicultural, comparative dimension; transnationalism is constantly in tension with local habits. Similarly, the transformational role of Jewish women in modern Jewish culture reveals the complexities of the tension between centripetal and centrifugal forces, indicating the importance of a comparative perspective.

(11)

Relationship to Existing Campus Programs, Units, and Mission

The Jewish Studies major expands on the current minor in Jewish Studies. More faculty will join faculty members from Literature, Languages, History, Women’s Studies, History of Art & Visual Culture, and Philosophy who currently share Jewish Studies courses and symposia with their departments. No existing campus programs will be changed or discontinued as a result of this major. Rather, they will reinforce and be reinforced by the major in Jewish Studies. The proposed major will have three concentrations: modern Jewish culture, Jewish classical texts, and the Holocaust.

The Jewish Studies program was part of the Division of Humanities Ten-Year Plan dated December 2001. It has demonstrated significant student demand for the subject matter and considerable faculty expertise and interest. The plan suggests that Jewish Studies should achieve administrative autonomy within ten years.

Resources

Current Resources: Eight faculty members (Peter Kenez, Barbara Epstein, Bruce

Thompson, Tammi Rossman-Benjamin, Catherine Soussloff, Dan Selden, Gildas Hamel, and Murray Baumgarten) currently offer at least one course every year. Margaret Brose, currently the director of the UCEAP in Italy will return to UCSC next year and plans to teach one course a year for Jewish Studies. We have also had regular course offerings through the Music Department in aspects of Jewish Music for the last three years; these are currently being offered by Avi Tchamni. At least one course in the Hebrew Bible is offered every year, and we regularly bring distinguished scholars to teach in their specialties as well as participate in our on-going Research Colloquia.

There is a .5 FTE staff person, TA support, general library support plus three library endowments and office space with computer and telephone. One literature graduate student— Warren Hoffman — completed his PhD; another, George Bloom, received his M.A. and is now working toward a PhD in Jewish Studies and Comparative Literature at Stanford. Two history graduate students Amanda Jenkins and Kelly Feinstein —

currently work on aspects of Jewish Studies. We are currently recruiting a faculty position in Ancient Jewish History.

The Helen Diller Family Endowment of $1.5million supports visiting scholars, especially visiting Israeli scholars. We have just received the third three-year Koret Foundation grant to help develop the Jewish Studies major. This $150,000 grant follows the earlier $99,000 grant and includes a $10,000/year component for graduate fellowships and a component for library development. The program has also been supported by other individual donations. In our early years IHR supported our research colloquium and international conferences, beginning with “Latin American Jewish Writers and Film-Makers,” “Translating Jewish Texts,” “Translating Paul Celan,” and “Rethinking

Antisemitism: the Holocaust and the Contemporary World.” We also received a $195,454 grant for an NEH Institute, which was held this past summer in Venice, on “Venice, the Jews, and Italian Culture: Historical Eras and Cultural Representations,” directed by Shaul Bassi and Murray Baumgarten.

(12)

A new faculty appointment is funded by the division. We anticipate that further appointments will be supported by a combination of foundation support and state funding.

Students:

For the last three years we have averaged 11 students opting for the minor in Jewish Studies, and we anticipate a similar number will chose the undergraduate Jewish Studies major. Currently there are four students developing their own independent Jewish Studies major; we have averaged three indendent Jewish Studies majors for several years. We anticipate program commencement in 2007-8. Steady State of up to 25 majors is anticipated by 2011. Little impact on existing programs is anticipated.

Graduates in Jewish Studies and Jewish Thought and Culture are in great demand for teaching and research positions in Jewish studies and for Jewish communal service institutions, including community centers and congregations.

UC Campuses and Other Northern California Institutions With Similar Offerings

Stanford has the most important program at present, with 19 fully funded graduate students and 5 full-time faculty in Jewish Studies and another 12 in related departments. Stanford offers a B.A. and a Ph.D. UCSD and UCLA have parallel programs; the Graduate Theological Union, which is affiliated with UCB, offers only the Ph.D. UCB has started an undergraduate minor as has Davis, and both are developing an

undergraduate major. San Francisco State has a B.A. program. Although there are other publicly funded Jewish Studies majors in the greater San Francisco Bay area, none of them emphasize the diasporic and transnational aspects of Jewish culture, nor do they have as their emphasis ours on modern Jewish Studies.

Fall 2006 Preliminary planning and consultations; proposal preparation Winter 2007 Completion of proposal; formal campus review

Fall 2007 First student majors enroll

Current Status

The proposal has undergone informal review, and now awaits completion and submission for formal review.

Murray Baumgarten, Professor of English and Comparative Literature Kresge College, Department of Literature

[email protected], telephone 459-2566 and fax is 459-4872.

MECHATRONIC ENGINEERING B.S. Description of and Reasons for Establishment

(13)

Mechatronics, defined as the combination of mechanical (“mecha”) and electronics (“tronics”) is an area that is growing in importance and increasing in popularity as a field of study around the world. Indeed, the use of microcontrollers as components in everyday devices is a trend that will only increase as the cost of computation drops with Moore’s law. While most departments in Mechatronics are currently in universities outside the USA (Canada, Australia, Turkey, etc.), several departments within the USA offer Mechatronics as a specialization of either mechanical or electrical engineering.

Mechatronics is an exciting area, with tendrils of research reaching into many synergistic applications with other departments. For instance, Robust software structures become increasingly important in real world reactive systems, and combine traditional Computer Science with Mechatronics. Another example is using statistical signal processing (EE) in sensor fusion and estimation to create low-cost sensor suites suitable for Mechatronic systems.

Students are naturally drawn to the area, as it combines many of the disciplines normally taught in electrical, computer, and mechanical engineering, as well as computer science. Robotics, applied control, analog and digital circuit design, statics and dynamics, and embedded software and hardware all fall within the Mechatronics umbrella.

At UCSC, we can easily re-cast a group of faculty as an interdisciplinary Mechatronics group. Several of the faculty from AMS, TIM, CS, EE, and CE could work together and with a few additional classes, offer a coherent curriculum and course of research. While creating a Mechanical Engineering department from scratch would be very difficult in terms of faculty hires and curriculum changes, a Mechatronic Engineering program can be created with relatively few large scale maneuvers.

The proposed program will consist of a combination of new courses combined with appropriate existing courses, mostly from the School of Engineering. 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 expected to have an administrative home in the Department of Computer Engineering. The program may lead to a Mechanical Engineering program in 8-10 years.

Resources

Existing resources for this program include 3 primary faculty (Dunbar and Elkaim in CE; Cortes in AMS), 5 associated faculty (Mantey in CE; Akella, Musacchio and Ross in ISTM; Wiberg (Emeritus) in EE), and 3-4 faculty hires planned in Computer Engineering in the next 5 years. The program would in many ways be an undergraduate counterpart to the planned graduate emphasis in Autonomous Systems.

Funding

Current sources of funding include divisional support and campus support

(14)

Research Center (UARC) in collaboration with NASA Ames. Substantial support for research and training from federal agencies, private foundations, and industry ties is actively being pursued.

Students

In three years, we estimate that a steady-state range of 20-40 undergraduate students per year will be enrolled in this program.

Graduates of this program will be prepared for careers in

several exciting areas of industry (including aerospace, computer hardware, and robotics broadly applied), as well as for further advancement in academia.

UC does not yet offer a BS in Mechatronic Engineering. CSU Chico has an accredited program.

2007-08, 2009-10, 20011-12: Faculty hiring in autonomous systems 2008-09 Undergraduate degree proposal for campus review.

Current Status

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

Richard Hughey, Professor and Chair, Department of

(15)

ATTACHMENT III

REVISED STATEMENTS FOR PRIOR YEAR SUBMITTALS

Autonomous Systems M.S./Ph.D. departmental review

Biology B.A./Education minor departmental review

Biomolecular Engineering M.S./Ph.D. departmental review

Coastal Policy M.S. departmental review

(renamed from Coastal & Marine Policy)

Comparative U.S. Studies Ph.D. departmental review

Engineering M.Eng. departmental review

Feminist Studies Ph.D. departmental review

Film and Digital Media Ph.D. UC review

Latin American & Latino Studies Ph.D. departmental review Planetary Sciences M.S./Ph.D. departmental review Remote Sensing/Geographic Information Systems M.S. departmental review

Software Engineering M.S./Ph.D. departmental review

Technology & Information Management M.S./Ph.D. departmental review

Visual Art M.F.A. departmental review

Visual Studies Ph.D. pending UC review

(16)

AUTONOMOUS SYSTEMS M.S./PH.D. Description of and Reasons for Establishment

The graduate Autonomous Systems (AS) program provides training in dynamical systems theory and control, coupled with intensive study of their applications in science and engineering. A new set of engineering courses and their associated labs (e.g.

“Modern and Robust Control, I and II”, “Applied Feedback Control”, “Introduction to Mechatronics”, and “Adaptive and Optimal Control”) will be provided, in addition to the needed background courses in dynamical systems theory. The program represents a broad, interdisciplinary research and education paradigm designed to meet the challenges of designing and implementing an increasing number of automated and intelligent

systems technologies in the 21st century (e.g., robotic assisted living and planetary rover technologies). The current faculty has expertise in state-of-the-art control theory and computational tools, embedded multisensor technologies, and applications ranging from mobile sensor networks to large-scale telescopes. All of these contribute to the large potential for future interdisciplinary, systems theory-based collaborations within the UCSC Baskin School of Engineering, as well as with the relevant departments in the Division of Physical and Biological Sciences, and the Division of Social Sciences.

The proposed program will consist of a combination of new courses combined with appropriate existing courses, mostly from the School of Engineering. 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 expected to become a graduate group, offering M.S. and Ph.D. degrees, with an administrative home in the Department of Computer Engineering.

Resources

Existing resources for this program include 3 primary faculty (Dunbar and Elkaim in CE; Cortes in AMS), and 5 associated faculty (Mantey in CE; Akella, Musacchio and Ross in ISTM; Wiberg (Emeritus) in EE). Faculty additions to the program will result from hiring for the graduate program, and from normal growth in the Computer Engineering and other departments. Of most critical need is the presense of a senior primary faculty member, a top recruitment priority of Computer Engineering. At the planned rate of growth, it is unlikely this individual will be in place before 2008-9, and so a program proposal is planned for 2008-9.

Funding

Current sources of funding include divisional support and campus support through enrollment growth, as well as funds provided through the University Affiliated Research Center (UARC) in collaboration with NASA Ames. Substantial support for research and training from federal agencies, private foundations, and industry ties is actively being pursued.

(17)

In three years, we estimate that a steady-state range of 8-12 graduate students per year will be enrolled in this program. Students will primarily enroll in the Computer Engineering graduate program until such a time as a graduate group is formed.

Graduates of this program will be prepared for careers in several exciting areas of industry (including aerospace, information systems management, and robotics broadly applied) as well as for further advancement in academia.

UC Santa Barbara, UC Berkeley, UC San Diego, UC Los Angeles, USC, Caltech and Stanford all offer graduate research in areas of autonomous systems. The UCSC graduate AS program would be the only one with primary faculty in Computer Engineering and Applied Math and Statistics Departments, enabling unique perspectives and approaches to autonomous systems research within California academic institutions. Additionally, autonomous systems related research within the ISTM department will strengthen the role of UCSC in the Center for Information Technology Research in the Interest of Society (CITRIS).

2005-06 continued UARC research, more graduate courses added 2006-07 continued planning and consultations

2007-08 continued planning and consultations

2008-09 proposal for a graduate group or for restructuring existing programs to accommodate Autonomous Systems graduate curriculum. Formal campus review.

Current Status

This program is currently in the conceptual stage; a formal written proposal does not exist. Major revision of existing courses in autonomous systems and launching of new graduate courses (2005-6) and an undergraduate specialization track (2006-7) is complete.

Richard Hughey, Professor and Chair, Department of Computer Engineering; [email protected]; 831.459.2939 (phone); 831.459.4829 (fax).

BIOLOGY B.A./EDUCATION MINOR Description of and Reasons for Establishment

The joint major/minor in Biology and Education is intended for students who wish to teach biology in California high schools. Benefits are anticipated for both K-12 schools and for higher education as grade school and high school science teachers can be better prepared, thus improving preparation and potential success rates for college students.

(18)

Students will complete the requirements for both the Biology major and Education minor, including a five-unit field study in Education. Students will gain additional experience working with schools

either in a classroom or in an informal science education setting such as a museum, aquarium, etc.

The proposed major differs from other Biology majors in several respects. First, six rather than seven upper division Biology courses are required, keeping the overall credit load within an acceptable range. In addition, the upper division course in Education (185C: Introduction to Teaching in the Content Area—Science) is required. The further difference is that students are required to take a three-course concentration in a science area outside of Biology, such as Physics, Ocean Sciences, Astronomy and Astrophysics, Earth Sciences, or Chemistry and Biochemistry.

The proposed major will advance the Education Department’s efforts to enhance and stabilize the Education Minor. By combining the minor with a major in Biology, the Education Department will provide a model for preparing teachers with expertise in an important subject matter. In addition, the proposed major will engage students, who intend to pursue careers in education, in their study of education throughout their undergraduate studies.

Resources

The basic elements for the major/minor are in place. The required and elective courses are available now. Modest enrollment increases are anticipated and will be supported within the existing curriculum planning model.

The major is viable within existing faculty resources.

Funding

At this time, additional funding needs are unclear but expected to be limited. They will be met within existing divisional and/or departmental resources.

Students

It is estimated that 40-50 students will choose the Biology/Education major/minor. Potentially, this will retain Biology majors, who currently change majors to pursue their interest in education. Conversely, it will lower the number of students majoring in disciplines such as psychology and sociology which attract students interested in pursuing careers in education.

Employment of Graduates

The Occupational Outlook Handbook characterizes job opportunities for teachers over the next 10 years as excellent, attributable mostly to the large number of teachers

expected to retire. Although employment of preschool, kindergarten, elementary, middle, and secondary school teachers is expected to increase at a pace consistent with all

(19)

occupations, a large proportion will be eligible to retire by 2011, creating many vacancies particularly at the secondary school level.

States in the South and West—particularly California, Texas, Arizona, and Georgia—will experience large enrollment increases, while states in the Northeast and Midwest may experience declines. Currently, many school districts have difficulty hiring qualified teachers in some subject areas including science and math.

UC Campuses and Other California Institutions Offering Similar Programs

The proposed major will be unique in the UC and CSU systems. Biology majors exist at every UC campus, but not in combination with an Education minor or with an emphasis on teaching science.

As originally envisioned, the major/minor could be ready for Senate review during winter or early spring 2008 and available to students in fall 2008.

Current Status

The proposal is under consideration by faculty from the MCD Biology, EE Biology, and Education Departments.

Rod Ogawa, Professor and Chair of the Education Department, is the contact person for specific information about the proposed program. His mail stop is Crown College, email is [email protected], and extension is 9-3672.

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.

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

(20)

Division of Physical and Biological 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 Physical and Biological 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

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 2009), 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

(21)

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.

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 tenure-track and research-level academic positions at a growing number of prestigious institutions.

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.

2007-08 preliminary planning and consultations 2008-09 formal campus review

2009-10 formal off-campus review 2010-11 advertise and admissions 2011-12 first student majors enroll

Current Status

At this time, the best contact person is Professor Phillip Berman, Chair of the Biomolecular Engineering Department; [email protected]; 831.459.3529 (phone); 831.459.4482 (fax)

COASTAL POLICY M.S.

Description of and Reasons for Establishment

This interdisciplinary program will focus on understanding marine science as well as management, socio-economics, government/law, and communications in order to provide the leadership needed to develop and implement rational and sustainable ocean policy and management for the 21st century. The program will offer a core set of courses in the diverse and relevant disciplines so that all students acquire the fundamental skills

necessary to become effective practitioners, but will also offer more focused courses tailored to specific career objectives or directions.

While the need exists for such a program, no UC campus has developed a program. UCSC is home to a large and diverse group of marine science faculty, related research

(22)

units including the Institute of Marine Sciences, affiliated scientists working on policy-related marine issues from a scientific and often policy-oriented perspective, and has collaborative programs and cooperative agreements with five co-located state and federal agency programs directly involved in marine or coastal management and policy. And UCSC is located in the middle of the nation’s largest national marine sanctuary, providing valuable mentors, internships, and opportunities not found elsewhere. A program located at Santa Cruz offers both the professional expertise and the research infrastructure to provide a rich intellectual and practical learning environment for students.

Instruction and research in environmental sciences is one of the three areas of emphasis for present and future initiatives in the Division of Physical and Biological Sciences, along with biomedical/health sciences and technology. The proposed program crosses disciplinary and divisional lines and will build on the strengths of several departments and two academic divisions to further enhance the campus’s reputation in marine sciences and environmental studies.

Resources

The current cadre of marine science faculty (about 46 faculty from 7 departments) can provide the physical and biological sciences course work needed for the program. At this time, it is anticipated that up to three new faculty FTE would be needed at the outset to cover the core courses of the program; many potential electives are offered already. Graduate student support, some level of administrative support, and a modest amount of space will also be needed.

Funding

Discussions continue between the Social Sciences and Physical and Biological Sciences Divisions regarding funding and FTE allocation.

Students

At the outset, the program would serve approximately 8-10 students. As student and faculty interest grows along with program reputation, internship opportunities, etc., the program could expand to 20-25 students in several years.

Employment of Graduates

There is a market for professionals with both scientific and management/policy training for positions in marine agencies, natural resource leadership and management at both the state and federal levels, legislatures and legislative bodies (especially policy

development), public education and outreach with non-governmental organizations, university-based research groups, and governmental research institutions.

UC Campuses and Other California Institutions Offering Similar Programs

As stated above, this program would be unique in the UC system. UCSB’s Bren School of Environmental Science and Management offers a Master’s of Environmental Science and Management addressing scientific and socio-economic issues related to coastal

(23)

marine ecosystems and a Ph.D. program geared to future research professors. Berkeley’s M.S. and Ph.D. degrees in Environmental Science, Policy and Management focuses on addressing environmental problems of major social and political impact. Irvine’s M.S. and Ph.D. degrees in Environmental Health Science and Policy emphasize public health and the environment.

There are 12 U.S. universities that provide graduate degrees in marine policy, marine affairs, or marine resource management. All offer master’s degrees, and three offer Ph.D. programs (University of Delaware, University of Rhode Island, and East Carolina

University). CSU Monterey Bay admitted their first cohort of 12 students into the

Coastal and Watershed Science & Policy M.S. program in fall 2006. CSU Monterey Bay, Oregon State University and the University of Washington are the only west-coast

universities that offer programs.

Campus review is expected fall 2006. According to the current guidelines and

instructions for the Five-Year List, we can anticipate the first enrollments in fall 2009-10.

Current Status

The proposal was developed under Gary Griggs’ direction. It is currently in draft form and is being discussed by the Social Sciences Dean and Environmental Studies

Department Chair.

Gary Griggs, Director of the Institute of Marine Sciences and Professor of Earth

Sciences, is the contact person for specific information about the proposed program. His mail stop is Ocean Sciences, email is [email protected], and extension is 9-5006.

COMPARATIVE UNITED STATES STUDIES PH.D. Description of and Reasons for Establishment

The objectives of the graduate program in Comparative United States Studies Graduate Program (CUSSP) are to: 1) provide students and professors with dynamic and rigorous training in multi-disciplinary scholarship on the study of the United States; and 2) 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

(24)

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.

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 place 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 (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 principal 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 American Studies Department within 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 hopes to provide three FTE as well as physical space for new CUSSP faculty, administrative support funds and administration offices within the American Studies Department. The program will share a full-time Administrative Assistant III with the American Studies Department. The current staffing formula of a total of 1.42 FTE will be adjusted upward to 2 FTE, the standard staffing for departments with graduate programs. In addition to the 3 faculty 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 $42,000 annually for the first three years. 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 $7,500 per year. To augment considerable current McHenry holdings, we will

(25)

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. In addition, library staff suggest an increase in the base materials budget of $16,479. 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.

Rough Estimate of New Resources Required

Year 1 Year 2 Year 3 Year 4 Year 5

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

Events, etc. $7,500 $7,500 $7,500 $7,500 $7,500

Faculty FTE $55,000 $55,000 $55,000

Library Start up $6,000 $6,000 $6,000 Staff Salalry &

benefits

$23,750 $23,750 $23,750 $23,750 $23,750 Totals: $134,250 $134,250 $134,250 $65,250 $65,250

Funding These resources will be funded primarily by the Humanities Division, with additional funds 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 2009-010 through 2016-17 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 # first-year students 5 5 5 5 5 5 5 5 Total # of students 5 10 15 20 25 30 30 35 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.

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.

(26)

Winter 08 Formal Campus Review Spring 08-Winter 09 Formal Off Campus Review Winter – Spring 10 Advertise and Admissions 2010-2011 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 2007.

Eric Porter, Associate Professor Department Department of American Studies Address:

1156 High Street; Humanities Academic Services Telephone: 831.459.5287 Email: [email protected]

ENGINEERING M.Eng.

Description of and Reasons for Establishment

A project-oriented MEng degree that could be completed within a 12-month time from full time or within two years on a part-time basis is proposed. The curriculum would consist of courses and a project (not a thesis). A project based curriculum would offer more connection between students and faculty than a course oriented program, and would encourage more industry/university interaction as well since projects could be sponsored by industry.

The existence of this program would fit in well with the TIM program and the possibility of a UCSC School of Management centered at the Silicon Valley Center. UCSC has established the SVC headquartered at the NASA-Ames Park in Mountain View and SoE is committed to developing academic programs at that location. A video link to be established between the Ames site and the Santa Cruz campus would allow students to take courses at both locations.

Such a program would be attractive not only to students that work in the valley, but could be used as a recruiting tool for undergraduates. Students could get more advanced

technical training in their 5th year; and at the end of five years would have two degrees, a BS and a MEng.

Resources

The courses we need to offer for a MEng program would be the same that we want to teach for our MS/PhD program. Thus, we would have to bootstrap our way to develop a new program. We anticipate that a MEng program will attract a significant number of students so that we would be in a position to get the additional resources to allow courses to be taught.

(27)

Major sources of funding include divisional support and campus support.

Students

There are significant numbers of students enrolled in graduate courses in EE at UCSC who work in Silicon Valley. The ability to take courses at both the SVC and the main UCSC campus would be attractive to many students.

Graduates of this program will be prepared for high tech careers in the Silicon Valley and the South Bay region. At present there is a large demand for students with skills in analog circuit design, nanotechnology and bio-devices.

UC Campuses and Other California Institutions with Similar Offerings

Currently there is no equivalent project-based professional degree offered at a Silicon Valley educational institution.

2006-07 preliminary planning and consultations 2006-07 formal campus review

2007-08 advertise and admissions 2008-09 first student majors enroll

Current Status

At this time, the best contact person is Professor M. Isaacson, Chair EE Dept; [email protected]; 831.459.1722 (phone)

FEMINIST STUDIES PH.D.

Description of and Reasons for Establishment

The proposed Feminist Studies Ph.D. Program is designed to foreground transnational analyses that move beyond traditional notions of the international and the comparative, to formulate problem-based research methodologies, and to develop an institutional

structure that situates the formation of knowledge within a collaborative learning

environment. This program builds upon the strengths of an already well-established and highly successful undergraduate program in Feminist Studies. A graduate parenthetical notation in Feminist Studies that involves seven cooperating departments has been in place since 1992. As of June 2006, thirty-eight students have graduated and forty-three students are currently in the Parenthetical. Progression to a Ph.D. program is the natural next step, especially in light of the establishment of the Institute for Advanced Feminist Research within the Humanities Division. The Ph.D. program has two main objectives: first, to provide teachers and scholars with a rigorous training in feminist methods and

(28)

scholarship; and second, to serve the needs of other professionals in areas such as public policy and human rights research.

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, Politics, Psychology, and Sociology. Students from these departments have enrolled in the interdisciplinary graduate courses that the Feminist Studies

department has offered for the last twelve 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 forum for graduate students across departments and divisions in which to share their feminist research interests. This proposal has been included in the campus ten-year academic plan, as part of the

Humanities Division’s ten-year plan. The ten-year planning process began in 2000-2001 and it is anticipated that it will be completed at the end of 2006-2007. Final internal campus reviewsof the Ph.D. program proposalare anticipated to be completed in Winter 2007 for UC-wide review in Spring/Summer 2007.

Resources

Estimated faculty FTE: Current faculty FTE of seven is sufficient for getting the program started; eight would be the sustainable minimum. Additional FTE required for optimal build-out: three – one in 2007-2008, one in 2008-2009, one in 2010-2011 (years may vary). Preferred rank: two Associate to Full, one Assistant (subject to negotiation and divisional priorities).

Estimated additional library acquisition costs: Sustainable minimum: $15,000 (in faculty up funds); additional costs anticipated as faculty are added (normal Divisional start-up allocations should be sufficient).

Estimated additional computing costs: For faculty, start-up funds usually available. For graduate students the program would need assistance from the Division to provide access to computers and printers in the amount of $7,490-$7,990.

Estimated Staff FTE: The department will need one additional staff FTE to launch and administer the graduate program.

Estimated Space Needs: Space needs for faculty and staff are accounted for in the new Humanities/Social Sciences building. The department will need an additional 350-370 square feet for graduate computing lab/commons and an additional 450-470 square feet to house the Feminist Studies Library.

New Courses: Feminist Theories, Feminist Methodologies, Disciplining Knowledge; Culture, Power Politics; Technologies of Modernity; History and Memory (200-202A-D); Feminist Pedagogies (203); Group Independent Study (296); Independent Study (297);

(29)

Collaborative Research (297F - two units, one hour per week); Group Dissertation Research (298); Dissertation Research (299).

Funding

A key advantage to this program is that it maximizes the use of existing resources while minimizing the need for additional financial outlays. By drawing on an excellent group of faculty currently at UCSC, a new Ph.D. program can be mounted now, though it would benefit from some additional but modest FTE allocation for program leadership and administration. A letter of funding support from the Dean of Graduate Studies has committed resources for graduate student support. The Department is developing a fundraising campaign and has already established the 21st Century Feminist Scholarship Endowment Fund. Students The Feminist Studies Ph.D. Program will admit five to seven students into the doctoral program per year. At maturity, there will be

approximately 25 students in the program.

The past few years of the academic job market have demonstrated a clear and sustained growth in the number of feminist studies jobs available. There is increasing demand for teachers of feminist 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/gender/feminist 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 or feminist 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 feminist issues, multiculturalism, women’s health, family planning, and women’s education.

The only other Ph.D. program in feminist studies in the University of California system is at UCLA. The proposed Ph.D. in feminist studies at UCSC should not conflict with the program at UCLAbecause of location, context, and focus. Cooperative work between the two programs is expected.

2006-2007 campus review Spring-Summer 2007 off-campus review Fall 2007 advertise and admissions 2008-2009 first students matriculate

Current Status

The proposal is being re-submitted to the Dean of Humanities and to the Vice Provost for Academic Affairs, and revisions were completed in response to queries and concerns. The proposal has also been submitted to the Chair of the Graduate Council for review;