1 Council of Chief Academic Officers
Wednesday, April 15, 2015 9:15 a.m. – 10:00 a.m. or upon adjournment of SCOCAO Kathy Rupp Conference Room 1000 SW Jackson Street, Suite 520 Kansas Board of Regents Topeka, Kansas and reconvene at noon A G E N D A
Page
1. Approve Minutes of March 11, 2015 [Attachment 1] 2
2. New Program Request
a. FHSU - Request for Approval of a Doctor of Nursing Practice (DNP)
(SECOND READING) [Attachment 2] 5
b. KU – Request Approval for a Master of Science in Digital Content Strategy
(FIRST READING) [Attachment 3] 28
3. Program Requests
a. KU - Request Approval to Change the Name of the Humanities and Western Civilization
Program to Humanities [Attachment 4] 34
b. WSU - Request Approval to Rename the Division of Continuing Education to the Office for Workforce, Professional and Community Education [Attachment 5] 35 4. Informational Item
PSU - Change the name of the Adaptive/Functional Special Education K-6, 6-12 Emphasis to High Incidence/Low-Incidence Special Education K-6, 6-12 Emphasis within the Master of Science in Special Education Teaching
5. Discussion
a. KU Law 3+3 Program Proposal – Jeff Vitter [Attachment 6] 36
b. BAASC Discussion Topics [Attachment 7] 39
6. Other Business
AGENDA MATERIALS DUE MEETING DATES LUNCH ROTATION
August 27, 2014 September 17, 2014 FHSU
September 24, 2014 October 15, 2014 KSU
October 29, 2014 November 19, 2014 PSU
November 21, 2014 December 17, 2014 ESU
December 19, 2014 January 14, 2015 WSU
January 21, 2015 February 11, 2015 KU
February 18, 2015 March 11, 2015 KUMC
March 25, 2015 April 15, 2015 WASHBURN U
April 22, 2015 May 20, 2015 FHSU
May 27, 2015 June 17, 2015 KSU
*Please Note: New Program Proposals are to be submitted 4 weeks prior to the next COCAO meeting for review and processing purposes.
2 Attachment 1
Council of Chief Academic Officers
Wednesday, March 11, 2015 9:15 a.m. – 10:00 a.m. Or upon adjournment of SCOCAO Kathy Rupp Conference Room Kansas Board of Regents
MINUTES
The Council of Chief Academic Officers met in the Kathy Rupp Conference Room, Kansas Board of Regents, Topeka, Kansas at 9:15 a.m. on Wednesday, March 11, 2015.
Members Present:
Chris Crawford Interim Provost, FHSU David Cordle, Provost, ESU Jeff Vitter, Provost & EVC, KU Tony Vizzini, Provost, WSU
April Mason, Provost, KSU Robert Klein, VCAA, KUMC
Lynette Olson, Provost, PSU Randy Pembrook, VPAA, WU
Staff Present:
Gary Alexander, Jean Redeker, Jacqueline Johnson, and Karla Wiscombe Others Present:
Sara Rosen, University of Kansas; Ruth Dyer, Kansas State University; Rick Muma, Wichita State
University; David Rintoul, Kansas State University; Andy Anderson, Johnson County Community College; Karla Fisher, Butler County Community College; Troy D. Nordman, Butler County Community College; Kim Krull, Butler County Community College; Noreen Templin, Butler County Community College; Alysia Johnston, Coffeyville Community College; Cindy Hoss, Hutchinson Community College; Shanna Eggers, Emporia State University; Jon Marshall, Allen County Community College; Ananda Jayawardhana, Pittsburg State University; Deatrea Rose, Pittsburg State University; Mehmet Barut, Wichita State University; Danny Welch, University of Kansas Medical Center; and Julie Dainty, Pittsburg State University
Approve Minutes of February 11, 2015
Lynette Olson, moved, and April Mason seconded the motion, to approve the February 11, 2015 minutes. Motion carried unanimously.
New Program Requests
KUMC – Requests Approval for a Master of Science in Cancer Biology KUMC – Requests Approval for a Ph.D. in Cancer Biology
The University of Kansas Medical Center’s requests for approval for a Master of Science in Cancer Biology and a Ph.D. in Cancer Biology are on the agenda for First Reading. If anyone has input/concerns, please send them to Robert Klein prior to the April 15, 2015 meeting.
Program Requests
c. WSU - Request Approval of a New Institute - Institute for Interdisciplinary Creativity d. PSU - Request Approval of a New Minor in Diesel/Heavy Equipment
Jeff Vitter moved, and April Mason seconded the motion, to approve the above listed items a.-b. Motion carried.
3 Informational Items
a. PSU - Change the Name of the Commercial Art Emphasis to the Illustration and Visual Storytelling Emphasis within the Bachelor of Fine Arts
b. ESU - New Concentration in Informatics within the MLS and PhD degrees in the School of Library and Information Management
c. ESU - Librarianship for Children and Young Adults concentration within the MLS degree name change to Youth Services concentration
d. KSU - New Option in the BS in Engineering Technology, Unmanned Aircraft Systems The above items a. – d. are informational items and no action is required.
Math Placement
Gary Alexander and Susan Fish informed the Council about the ongoing work on math placement: Math pathways
Developmental Education Two years of Algebra then Calculus or Carnegie Pathways
o Quantway – quantitative reasoning that will meet the requirement for developmental education while helping students to be quantitatively literate
o Statway - focuses on statistics, data analysis and causal reasoning which combines developmental math with college level statistics – developing skills essential for a growing number of occupations
Transferability is important Discussion followed:
Several Provosts indicated that several alternatives to college algebra have not been as popular with students as expected
Elementary statistics has been more successful than quantitative math CAPP test is half college algebra and half higher math
Student advising at the sophomore level can help place the student in the more appropriate math pathway
Nationally the dialogue is moving to one course versus a series of preparatory courses Tilford Conference Planning Committee
Dr. Ananda Jayawardhana and Ms. Deatrea Rose from Pittsburg State University presented the plans and budget for the October 19 and 20, 2015 Tilford Conference at Pittsburg State University.
2015 Conference Theme: Culturally Responsive Strategies to Champion Diversity Keynote Speakers
o Dr. Mirta Martin, President, Fort Hays State University – “Diversity in the Future of Higher Education”
o Dr. Brenda J. Allen, Associate Vice Chancellor for Diversity and Inclusion and Professor in the Department of Communication, University of Colorado, Denver – “Difference Matters and Pedagogy”
Tentative Budget presented
4 BAASC Discussion Topics
COCAO discussed potential topics for the Board Academic Affairs Standing Committee to discuss: Student Assessment at the BAASC May 20, 2015 meeting
General Education Reform – clarify why institutions periodically revise general education requirements
o Why
o What it means
o How it affects transfer
o Why the institutions have diverse general education requirements
Innovation in Higher Education – pedagogy – accelerated programs – how do you define it – the impact on campus
What are the differences on each campus – what makes each unique – strengths, distinct missions, do not compare the institutions to each other – declare the differences
Seven unique campuses is an advantage for the state o What they are
o Their unique student profiles
o Why this is an advantage for our state
April Mason moved, and David Cordle seconded the motion, to recess until noon.
The Council of Chief Academic Officers reconvened at noon in the Kathy Rupp Conference Room. Other Business
Supreme Court Decision on Same Sex Marriage
April Mason asked the Council to discuss preparation for the Supreme Court’s potential affirmative decision on same sex marriage and how it impacts Kansas Board of Regents benefits coverage of same sex marriage partners.
Discussion followed:
Will additional action be needed to provide full benefits to same sex marriage partners
Human Resource staff should be the ones to process the necessary forms to provide benefits for same sex marriage partners
COCAO will contact Julene Miller, Kansas Board of Regents General Counsel, for advice regarding these benefits
Congratulations
April Mason was one of four Purdue alumnae recognized as a 2015 Distinguished Woman Scholar for her exceptional contributions in her field and impressive leadership.
Conduct on Campus
COCAO indicated each campus monitors the fraternities’ and sororities’ activities. Student newspapers activities were also discussed.
Meeting adjourned at 12:55 p.m.
Sincerely, Tony Vizzini
5 Attachment 2 Request for Approval of a Doctor of Nursing Practice (DNP) (SECOND READING) – FHSU
Summary
Universities may apply for approval of new academic programs following the guidelines in the Kansas Board of Regents Policy Manual. Fort Hays State University has submitted an application for approval of a Doctor of Nursing Practice (DNP). The proposing academic unit has responded to all of the requirements of the program approval process. The University of Kansas Medical Center, Wichita State University, Pittsburg State University and Washburn University have programs utilizing this Classification of Instructional Program (CIP) code. A PDF of the full proposal is available at http://kansasregents.org/academic_affairs/new_program_approval
Background
Criteria Program Summary
1. Program Identification
Doctor of Nursing Practice (DNP) CIP Code: 51.3818
2. Academic Unit Department of Nursing
College of Health and Life Sciences
3. Program Description Fort Hays State University proposes to develop a Doctor of Nursing Practice (DNP). This program is designed to serve as a professional doctorate that will better prepare Advanced Practice Registered Nurses for roles in an increasingly complex
healthcare environment and to meet the emerging advanced practice professional workforce needs throughout the State of Kansas, the region, and the nation. 4. Demand/Need for
the Program
A preliminary report conducted for Fort Hays State University by Eduventures indicates that labor market trends show that the DNP-related jobs will increase nationally by 22% over the next 10 years. In addition, DNP-related jobs will increase in our 5 state region by 28% over the next 10 years. Notably, DNP-related jobs will increase in Kansas by 23% over that same time period. This demand is consistent with the Institute of Medicine recommendation that nursing double the number of current doctoral graduates by 2020 in order meet the needs of the primary care workforce in the United States. This increase will be necessary to meet increasing demand, particularly in underserved rural areas.
Enrollment in the current Master of Science in Nursing (MSN) program has increased 48% in five years, to a current total of 120 graduate students, with a vast majority of these students pursuing the MSN-Family Nurse Practitioner (FNP) degree program. Approximately 110 students apply for admission to the MSN-FNP program per year, with 25% of these students are accepted into the program. It is expected that converting the FNP program to a DNP will transition this application/admission profile to the new DNP program with limited measurable impact on program interest. A survey of current students indicates that 55% would still pursue advanced practice nurse education if the program were to move to a DNP degree program.
According to the Bureau of Labor Statistics, 270 nurse practitioners are presently employed in the non-metropolitan area of Kansas compared to a total of 1,350 nurse practitioners in metropolitan areas of Kansas (Kansas City, Wichita, Topeka, and Lawrence). The mean ratio of nurse practitioners per 1000 people in non-metropolitan Kansas is .70 compared to a mean ratio of 1.00 per 1000 in the
6 metropolitan areas of Kansas. These data indicate a workforce growth need in the non-metropolitan area of Kansas for this occupation. Fort Hays State University is positioned well to address this rural workforce development need with high-paying jobs that will assist in the growth of the Kansas economy.
5. Comparative /Locational Advantage
FHSU’s nursing preparation program, one of the few rural-based in the state, is significant because 89 of 105 Kansas counties are considered rural. Clearly, advanced programs offered by the FHSU nursing department provide direct links to both quality nursing and primary healthcare significantly affecting people in this region. It is imperative our program remain current with national standards, expectations, and state-level demand so that our students are competitively positioned for careers and the citizens in our region maintain access to quality primary healthcare.
The DNP degree program will increase the supply of nursing faculty qualified to provide both nursing instruction and primary healthcare delivery. As the only four-year institution in western Kansas, it is imperative that students can attain the most current level of training aligned with national standards and professional
expectations, and communities are provided access to healthcare services provided by healthcare professionals with the most advanced training and credentials available.
6. Curriculum Fort Hays State University will offer two tracks within the Advanced Practice Nursing major. Both will prepare students for the advanced practice role of a Family Nurse Practitioner. Both tracks will educate students for a terminal degree and prepare the students to sit for state licensure as an APRN. The first track will be the BSN to DNP degree. This degree will consist of 76 credit hours of course work. The second track will be the MSN to DNP degree. This degree will consist of 31 credit hours of course work. Full and part-time schedules will be made available for both tracks.
7. Faculty Profile The Department of Nursing at FHSU consists of 20 full-time equivalent faculty. The academic credentials of these faculty include one with a PhD, three with a DNP, and one with an MD. Two faculty are currently pursuing a DNP while one is in pursuit of a PhD. In addition, the department employs one Clinical Nurse Specialist and three faculty with FNP degrees. Two of these faculty are experts at the masters level with extensive practice experience in the field. As necessity dictates, the department plans to hire two to three additional doctorally prepared faculty.
8. Student Profile The student market for the BSN-DNP program will mirror the current graduate student profile of those who seek FNP education. These students are primarily Kansans, often already practicing in rural, medically under-served areas.
Graduates of the current FNP program tend to continue employment in the State in comparable settings. FNP-DNP students will represent a more diverse background and represent a broader region with the expectation of students from the
contiguous State area seeking advanced education. It is expected that the typical student profile for DNP applicants will change very little from the current student profile.
9. Academic Support While basic library holdings meet the needs of current programming in the Department of Nursing it has been determined in consultation with the dean of Forsyth Library that an estimated $10,000 will be needed to enhance the library
7 resources in order to support the Doctor of Nursing Practice program.
Current staffing levels allow for the proposed program to be successfully implemented. No new support staff is required at this time. Depending upon enrollment growth, however, additional advising and program support positions may be required.
10. Facilities and Equipment
Current available space is sufficient to offer the program. In an effort to provide high quality learning experiences and meet student competency requirements, the Department of Nursing will need to purchase one additional high fidelity simulator. In addition, three computer stations will be needed to instruct students in electronic documentation. The cost of this equipment will be approximately $79,000.
11. Program Review, Assessment, Accreditation
The DNP program will meet all standards for program review, assessment, and accreditation as set forth by the FHSU College of Health and Life Sciences, Fort Hays State University, the Kansas Board of Regents, the Kansas State Board of Nursing, the American Association of Colleges of Nursing and its independent accrediting body, the Commission on Collegiate Nursing Education. Techniques for assessment of students’ learning will include:
Evaluation of clinical expectations and competencies; assessment of outcomes of residency; aggregate performance on national certifying examinations; evaluation of comprehensive written examination; capstone project evaluation; oral defense of capstone project; student, alumni, and employer surveys; graduation rate; placement rate and location.
National accreditation from the Commission on Collegiate Nursing Education (CCNE) will be sought for the DNP degree program at first eligibility (Fall 2017) following Kansas Board of Regents program approval. The DNP degree program will be presented to the Kansas State Board of Nursing for approval in advance of implementation and during the 2015 calendar year.
12. Costs, Financing While there are minor costs associated with library holdings and new equipment, the primary cost of implementation for this program will be creating two new doctoral faculty lines. Over time, two additional DNP or PhD faculty members will be required to meet program demand, as well as additional adjunct demands and professional advising needs. Offering a doctoral program will also require some additional costs related to learning resources. Estimated expense increase will be approximately $250,000 per year. A differential tuition strategy will help offset expenses by generating program-specific revenue per credit hour.
8 CURRICULUM OUTLINE
NEW DEGREE PROPOSALS Kansas Board of Regents I. Identify the new degree:
Doctor of Nursing Practice – BSN to DNP
II. Provide courses required for each student in the major:
Course Name & Number Credit Hours
Core Courses HHP 620 Epidemiology 3
NURS 803 Advanced Health Assessment 3 NURS 803L Advanced Health Assessment Lab 1 NURS 804 Pharmacokentics and Pharmacodynamics 1
NURS 805 Advanced Pharmacology 3
NURS 806 Advanced Pathophysiology 3
NURS 810 Developing Nursing Theories 3 NURS 812 Primary Health and Wellness Promotion 2 NURS 814 Healthcare: Policy/Politics/Organization/Cost 2 NURS 816 Nurse Practitioner Roles in Primary Care 2 NURS 818 Primary Care of Family and Community 2
NURS 821 Primary Care I 3
NURS 825 Primary Care Diagnostics and Procedures 1 NURS 832 Primary Care II: Mgmt. of Complex Problems 3 NURS 835 Primary Care Across the Lifespan 2 NURS 852 Foundations for Doctoral Leader 3 NURS 872 Informatics in Health Care Systems 3 NURS 900 Advanced Nursing Leadership 3 NURS 902 Evaluation and Management in Health Care Systems
3
Research NURS 808 Advanced Statistics 3
NURS 895 Advanced Research 3
NURS 896 Evidence Based Practice and Scholarly Tools 3
9 Practica NURS 819 Primary Care of the Family (1:5) (75 clock
hrs)
1
NURS 824 Primary Care I Preceptorship (1:5) (225 clock hrs)
3
NURS 826 Diagnostic and Procedure Preceptorship (1:5) (75 clock hrs)
1 NURS 834 Primary Care II Preceptorship (1:5) (225 clock hrs)
3
NURS 836 Preceptorship Across the Lifespan (1:5) (150 clock hrs)
2
NURS 911 DNP Scholarly Capstone I (75 clinical hrs) 3 NURS 912 DNP Scholarly Capstone II (75 clinical hrs) 1 NURS 913 DNP Scholarly Capstone III (75 clinical hrs) 2 NURS 915 DNP Residency I (75 clock hrs) 1 NURS 916 DNP Residency II (75 clock hours) 1
10 CURRICULUM OUTLINE
NEW DEGREE PROPOSALS Kansas Board of Regents I. Identify the new degree:
Doctor of Nursing Practice – MSN to DNP
II. Provide courses required for each student in the major:
Course Name & Number Credit Hours
Core Courses HHP 620 Epidemiology 3
NURS 814 Healthcare: Policy/Politics/Organization/Cost 2 NURS 852 Foundations for Doctoral Leader 3 NURS 872 Informatics in Health Care Systems 3 NURS 900 Advanced Nursing Leadership 3 NURS 902 Evaluation and Management in Health Care Systems
3
Research NURS 896 Evidence Based Practice and Scholarly Tools 3
NURS 905 DNP Research Methods 3
Practica NURS 911 DNP Scholarly Capstone I (75 clinical hrs) 3 NURS 912 DNP Scholarly Capstone II (75 clinical hrs) 1 NURS 913 DNP Scholarly Capstone III (75 clinical hrs) 2 NURS 915 DNP Residency I (75 clock hrs) 1 NURS 916 DNP Residency II (75 clock hrs) 1
11 IMPLEMENTATION YEAR FY 2016
Fiscal Summary for Proposed Academic Programs
Institution: Fort Hays State University Proposed Program: Doctor of Nursing Practice
Part I. Anticipated
Enrollment Implementation Year Year 2 Year 3
Full-Time Part-Time Full-Time Part-Time Full-Time Part-Time A. Full-time, Part-time Headcount: 12 12 24 24 36 24 B. Total SCH taken by all students in program 432 864 1116
Part II. Program Cost Projection
A. In implementation year one, list all identifiable General Use costs to the academic unit(s) and how they will be funded. In subsequent years, please include only the additional amount budgeted.
Implementation Year Year 2 Year 3
Base Budget
Salaries $0 $100,000 $230,000
OOE $89,000 $20,000 $20,000
Total $89,000 $120,000 $250,000
Indicate source and amount of funds if other than internal reallocation:
The additional funds necessary in the first year will allow for necessary library resources to be established. Subsequent years will require additional faculty lines (full-time and adjunct), equipment upgrades, and typical OOE funds associated w/ additional faculty lines.
A differential tuition model (to be determined) will help alleviate some of the additional costs associated with the program. Other costs will be managed via internal reallocation of resources along with private funding.
12
NURSING
To: Gary Alexander
Vice President for Academic Affairs, Kansas Board of Regents
Jean Redeker
Senior Director, Academic Affairs, Kansas Board of Regents
From: Christine Hober
Chair, Department of Nursing
Jeff Briggs
Dean, College of Health and Life Sciences
Date: March 24, 2015
This letter is in response to the final report submitted by the Review Team for the Kansas Board of
Regents of the proposed Doctor of Nursing Practice degree at Fort Hays State University. The
team did an extensive review of the Fort Hays State University Department of Nursing, identifying
many strengths, as well as identifying opportunities for improvement. The following responses
align with opportunities identified in the report.
Professional Development/Support:
The College of Health and Life Sciences and the Department of Nursing will continue to provide
ample opportunities for faculty mentoring and professional development. Support will be made
available for faculty to attend professional conferences and participate in other faculty
development activities associated with DNP education. Funds are made available through
departmental, college, and university professional development support processes.
Salary/Workload:
Salaries of Department of Nursing faculty will be analyzed and adjusted using a fair market
analysis process. Salaries will be assessed in comparison to comparable institutions within the
State and region. This process commenced in 2012 with BSN faculty, and will be expanded to
encompass DNP/graduate faculty. Department of Nursing faculty have established an adjusted
workload for doctoral educators to be nine credit hours per fall and spring terms. The assigned
credit hours will be finalized following consultation between the DNP coordinator and the
Department of Nursing Chair. In addition, the department is analyzing advising workload issues
and has proposed the use of a professional advising model for DNP students.
Staffing:
The Department of Nursing currently employs five doctoral level faculty who provide instruction
in the graduate program. In addition, one faculty member will complete her DNP degree in May,
2016, and a second faculty will complete her DNP degree by May, 2017. One faculty member is
13
currently pursuing a PhD in Nursing, and will complete her program in May, 2019. One PhD
faculty member employed in the College of Health and Life Sciences serves as the instructor for
the statistics course. The Department of Nursing is currently interviewing to fill one more doctoral
line with employment to commence fall 2015.
Resources/Technical Support:
The Department of Nursing remains in consultation with the Dean of Forsyth Library to maximize
student access to online resources, including scholarly writing resources and common
doctoral-level research publications in the field. The Vice President of Information Technology is
currently updating faculty technology support services for course materials, which is anticipated to
reduce faculty workload involving the import and exchange of technology within our course
management system.
Outcomes/Assessment:
The capstone projects for DNP students have been modified to enhance the educational focus on
providing translation of evidence into practice. This program outcome has been amended to align
with expected DNP standards. The intent of the capstone project will be to improve patient
outcomes, with an emphasis on the needs of rural areas. Lastly, the Nursing Department is
researching two options for external analysis, including a DNP program consultant by June 2015
and an on-line program evaluation service that evaluates program outcomes using accreditation
standards and community of interest needs.
14 MEMO
To: Jean Marie Redeker
Senior Director of Academic Affairs Kansas Board of Regents
From: Jane S. Martin, PhD, FNP-BC Joan Nelson, DNP, ANP-BC
Nancy Willis-Smith, DNP, FNP-C, WHNP-BC
Date: February 23, 2015
Attached is the final report prepared by the Review Team for the Kansas Board of Regents of the proposed Doctor of Nursing Practice (DNP) degree at Fort Hays State University.
15 This report presents the findings of the Review Team for the Kansas Board of Regents review of the proposed Doctor of Nursing Practice Program at Fort Hays State University (FHSU) based
on a three-day site visit of FHSU. The evaluation team examined a self-study report, performed an on-site evaluation from Feb 18-20, 2015 and met with multiple representatives from the University, College of Health and Life Sciences and the Department of Nursing. Specifically, the team was requested to provide a written assessment of and recommendations for the following areas: program justification and student/graduate demand, curriculum quality, program faculty quality and supply of faculty to support the new program, academic support services, and adequacy of facilities and equipment to support the new program. The Review Team was
requested to submit a written report of their findings and recommendations to the Kansas Board of Regents within 30 days following the site visit.
Introduction
The DNP program at FHSU is being proposed in response to multiple market and program realities. In 2004, the American Association of Colleges of Nursing's (AACN) recommended that all entry-level nurse practitioner educational programs transition from the MSN degree to the DNP degree by the year 2015 (AACN, 2014). This recommendation was echoed by the Kansas
collegiate response in 2015 when they suggested that all MSN advance practice programs transition to doctoral preparation programs (KU, WU, WSU, and PSU).
The Institute of Medicine (10M), in its Future of Nursing report (2010), recommended that the nursing profession double the number of current doctoral graduates by 2020 in order to build a primary care workforce capable of meeting healthcare demands in rural areas. The Affordable Care Act has resulted in primary care workforce demands beyond those envisioned by the 10M in this report.
There is a national shortage of doctorally prepared nursing faculty. In response to this shortage, the Kansas Department of Labor identified a need to raise the number of nursing faculty by nearly 25%. The Review Team members were provided with preparatory materials well in advance of the site visit. These materials included the Kansas Board of Regents Standards for New Programs and the new academic DNP program proposal submitted by FHSU to the Board, as well as the new Degree Request. Other materials reviewed at the time of the visit were the following: DNP Faculty Curriculum Vitae, DNP Program Course Descriptions, proposed Budget for the DNP, DNP Student Handbook, DNP Outcomes Evaluation Materials, and the Evaluation Plan for the MSN program. Additional information reviewed included the University vision and strategic plan, and other materials available on the website.
16 During the visit, the Review Team met with the following in face-to-face meetings: the Leadership of the University (President; Interim Provost; Dean of College and Life Sciences; the Provost's Leadership Council to include the Deans of Business and Entrepreneurship, College of Education and Technology, Forsyth Library, as well as the Director of the CTELT, Assistant Provost and Dean of Strategic Partnerships and Distance Learning and a representative from the Provost's Office and Academic Affairs Marketing); the School of Nursing (the Chair of the Department of Nursing, and seven nursing faculty who teach in undergraduate and/or graduate programs, including the Director of the FNP and proposed DNP program); the Community of Interest (which included 7 current students, and 5 leadership representatives of health organizations that employ graduates of the School of Nursing and serve as clinical sites for current advanced practice nursing students). A list of those interviewed is included as an attachment to this document.
The Review Team was given a tour of the campus and its facilities. A tour of the Department of Nursing building and its office space, simulation center, conference rooms, classrooms, technology area, and student study areas was conducted.
Executive Summary
The Review Team recommends approval of the new Doctor of Nursing Practice (DNP) degree program submitted by FHSU. The program will be the first doctoral program at the institution and have two entry points: a BSN to DNP option as a family nurse practitioner and a Post- Masters option for advanced practice nurses. The DNP program is a transition of the current Master of Science in Nursing program to the doctoral level in response to changing professional standards. The proposed DNP program has strong support across the university at all levels and from the community, and is well-aligned with the mission of FHSU and the Department of Nursing. It also is clear that the program meets the primary care needs of the West Kansas regions.
The Department of Nursing has developed the DNP proposal that addresses the Kansas Board of Regents standards for new programs. The reviewers conclude that there was evidence to support compliance with each of the standards except for standard 3a, which addresses faculty qualifications. However, individual comments related to each standard and reviewer recommendations will be presented below. The reviewer recommendations are directed to the DNP faculty to consider as they implement the new DNP program.
The proposed DNP program would be the fifth DNP program in the state, joining the University of Kansas, Pittsburg State University, Wichita State University, and Washburn University. The DNP at FHSU will continue to be a collaborative program, with the University of Kansas and Pittsburg State faculty sharing teaching of the Family Nurse Practitioner primary courses. The
17 FHSU DNP will have a unique emphasis on rural health, thereby addressing the needs of the
region it serves.
The current graduate family nurse practitioner program at FHSU has far more applicants than it can accept, and its graduates are in high demand by employers. The quality of the current FNP program is supported by its accreditation by the national nursing accreditation organization (CCNE '09) and approval by the Kansas Board of Nursing, and provides a strong foundation for the new DNP. FHSU is capable of supporting the proposed program, and we recommend without reservation that the Kansas Board of Regents approve the proposed Doctor of Nursing Practice Program.
Program Mission
Review of the DNP Handbook reveals that both the overall mission of Fort Hays State University (FHSU) and the mission of the Department of Nursing (DON) focus on provision of accessible quality education to the people of Kansas and linking that community with a broader, global community.
The DNP program has very strong support from the University, including the President, the Provost, the Dean of the Graduate College, and the Deans of other colleges at FHSU. Those interviewed express the need for the program and support the University implementing and funding the program. The fact that FHSU uniquely serves the needs of rural areas in Western Kansas was underscored by multiple stakeholders. There are several DNP programs offered in neighboring states but these programs are either not completely on-line or limited to post-master's DNP programs.
Nursing at FHSU has had a long history of educating undergraduate and graduate nurses from the area who remain in Western Kansas to work after graduation (an overwhelming majority of students are recruited from this region and remain in the area after graduation. Recently, the Kansas Department of Health and Environment (2014) stated that 44 counties west of highway 281 qualified as a Healthcare Professional Shortage Area with either a whole county designation or a low income population designation. The APRN program in the DON addresses the great unmet health care needs of rural western Kansas.
FHSU participates in a collaborative with the University of Kansas and Pittsburg State Universities in which faculty co-teach web-based courses which are available to students at all three universities. In addition, FHSU is in a partnership with Wichita State that provides expertise in advanced health assessment, Wichita State and Pittsburg State have adopted DNP preparation for their APRNs and have amended the courses accordingly. As a member of KAPC, FHSU must subscribe to the
consortium courses in order to stay equivalent with peers in the collaborative. The future of FHSU's FNP program is tied to this collaborative and KAPC has indicated that they will no longer continue to provide the courses in this collaborative beyond the
18 2015-2016 academic year to programs that do not offer the DNP credential. For this reason, it is imperative that FHSU convert the current FNP program to a DNP program.
The Department of Nursing performed a needs assessment to determine the demand from students for the program, as well as demand from employers for the graduates. The assessment revealed strong support for the program and a very high demand for the family nurse practitioner graduates. This was validated through meetings by this evaluation team with current students and stakeholders.
Workforce development recommendations from the state of Kansas also support the need for the program, specifically the need to increase enrollment of prospective nursing faculty by over 25% to meet the demands of nursing education programs.
Strengths:
1. The FHSU strategic plan documents the intent to develop two new doctoral programs, the BSN to DNP and the post-masters DNP. The DNP is consistent with FHSU's designation by the Kansas Board of Regents as a regional institution that delivers programs and services to the Western Kansas region as well as with national initiatives to make the DNP the entry level for practice for advanced practice nurses. 2. There is a history of collaboration with other state nursing programs to deliver graduate nursing education, which will continue at the doctoral level. The University of Kansas and other partnering schools have made continued participation in this consortium by FHSU contingent upon development of a DNP program. FHSU is dependent upon involvement in this consortium to continue to provide FNP education at any level, since faculty abilities are augmented through this partnership.
3. Strong support is voiced from the University for this program, starting at the President and her leadership team and including faculty, students, and external stakeholders who cite the affordability and accessibility for residents of Western Kansas as critically important to meet the health care needs of area residents and educational needs of providers.
Student Demand
Students can enter the DNP program either after having completed a Bachelor of Science in Nursing Degree (BSN to DNP) or after having completed a masters in nursing as an advanced practice nurse. Nationally, over 250 colleges and universities offer DNP education for advanced practice nursing students. Student demand for the MSN-FNP program at FHSU has been
19
strong, and it will be anticipated that enrollment will continue to be strong in the new DNP program. The nursing department at FHSU admitted its final class of MSN-FNPs for spring 2015 and will transition the program out in 2017. The DNP program will admit 12-15 post masters in the summer of2016, then accept a mix of 12-15 BSN to DNP and 12-15 post master's students each year for a total maximum of 30 full-time students. Currently, FHSU supports 110 family nurse practitioner students in the MSN program, though these students are attending part time, with various progression plans. The proposed cohort model will optimize faculty resources and allow for efficient course plans.
Graduate Demand
The demand for graduates will primarily be in the areas below:
• Primary care providers in health systems, rural clinics, federally qualified health centers • Academic positions in associate degree, bachelors, or masters programs in nursing. A preliminary report conducted for FHSU by Eduventures© indicates that labor market trends show that DNP-related jobs will increase nationally by 22% over the next ten years. Notably, DNP-related jobs will increase in Kansas by 23% over the next ten years. This demand is consistent with the IOM recommendation that nursing double the number of current doctoral graduates by 2020 in order meet the needs of the primary care workforce in the United States. This increase will be necessary to meet increasing demand, particularly in underserved rural areas.
Strengths:
1. Program has very strong support from the University, including the President, the Provost, the Dean of the Graduate College, and the Deans of other colleges at FHSU. Those interviewed express the need for the program and support the University implementing and funding the program.
2. Nursing at FHSU has had a long history of educating undergraduate and graduate nurses from the area who remain in Western Kansas to work after graduation. FHSU is the only four-year public Kansas University within a radius of 150 miles or more in their part of Kansas and thus has developed into a multi-purpose regional university.
20 Curriculum
The Doctor of Nursing Practice program, BSN to DNP and the Post-Masters DNP tracks were developed by the graduate nursing faculty with input from the Kansas nursing consortium members. The review of the program curriculum and the DNP program objectives was based on the
accreditation standards of the American Association of Colleges of Nursing (AACN) Essentials for
Doctoral Education for Advanced Nursing Practice and the advanced nursing practice standards of
the National Organization of Nurse Practitioner Faculties (NONPF). These standards will be utilized by CCNE to evaluate the program for accreditation in the future.
The curriculum plan for both options is based on these accreditation and advance nursing practice standards. The DNP program has seven stated outcomes that are congruent with the AACN
Essentials for Doctoral Education for Advance Nursing Practice and also considers the NONPF
competencies for nurse practitioners. The DNP program outcomes are clearly stated and serve as the framework for course and learning outcomes. Teaching and learning strategies are identified in each of the proposed DNP courses. Graduates of the DNP program will be expected to incorporate comprehensive health care in the role of expert clinician and to serve as nursing leaders in the practice of nursing. Further, graduates will possess the skills and knowledge to translate research to practice and to improve patient care in a variety of settings.
The BSN to DNP option will have 76 total credit hours in a four year plan of study. Each course syllabus was reviewed by the team. All syllabi clearly stated the course description, course outcome, assessment methods, required textbooks and assignments. Some of the required coursework will be taught by faculty in the Kansas consortium. The consortium courses are N808 Advanced Statistics, N805 Advanced Pharmacology, N804 Pharmacokinetics & Pharmacodynamics, N821 Primary Care I, and N832 Primary Care II. In addition, N803 Advanced Health Assessment is in a partnership agreement with Wichita State University. This partnership and consortium arrangement is an opportunity for Fort Hays to utilize faculty members from other Universities who have expertise to serve as expert faculty members for their program. The remainder of the courses will be taught by Fort Hays University Department of Nursing faculty. The BSN to DNP option requires doctoral core
courses, clinical foundation courses (advanced patho, pharmacokinetics & pharmacodynamics,
advanced pharmacology and advanced health assessment). In addition, the curriculum includes specialty courses in primary care across the lifespan and each content area has a clinical component. All students will complete a DNP scholarly capstone project along with a DNP residency and
preceptorship in the final semester. The final semester is the culminating experience and is intended to prepare all graduates to implement advance practice skills, work with an interprofessional team and integrate evidence into practice. A focus on rural care is evident throughout the curriculum and in all courses.
The post MSN DNP option has 31 total credit hours in a two year plan of study. Students admitted to the post MSN DNP program will include only master's prepared FNPs. Courses in
21 this option include doctoral core courses, DNP scholarly capstone and practice residency courses. These are the same courses that are in the BSN to DNP program. No unique courses will be offered for the Post MSN DNP student group. Both groups of students will be enrolled in a number of the same core courses, (N 814,852, 872, 896, 900, 902 and HHP620 and the Residency I and II courses). Both groups of students will also take N911, 912 and 913- DNP Scholarly Capstone I, II, and III. The BSN to DNP option requires 1,125 practice hours. Students begin their clinical experiences in the third year, beginning with N836 Preceptorship: Across the Lifespan. Each clinical course syllabi clearly delineates the number of clock hours required for the course using a 1:5 ratio didactic to clinical calculation. Each one of the three Scholarly Project courses include 75 clock hours for students to use to conduct a clinical project. Students in clinical courses will be working with a preceptor in an agency that is self-selected by the student. Clinical sites and schedules for the clinical experiences must be approved by faculty. Face to face and virtual
visits will be made by faculty while students are in their clinical experiences. Syllabi clearly delineate the grading matrix for clinical experiences. Preceptors will serve as an extension of faculty and provide evaluative data but faculty are ultimately responsible for clinical grades. The MSN to DNP option plans to utilize the number of clinical hours that the student completed in their FNP program and subtract these hours from the required 1,125 hours to determine how many hours the student must complete. Post master's students will be required to take N915 and
916, Residency I and II and complete a minimum of75 hours in each course. Students will complete clinical experiences to increase their knowledge and skills in a specialty area and devise their own course goals with faculty approval. These experiences are also done with a preceptor in the clinical site of their choice. There is no special delineation in the courses for students who are already practicing FNPs.
Clinical sites are selected by students with approval by faculty. Nursing faculty and
administration indicated that there has been no problem in the past with students getting their requested sites. Many students in the program are from rural areas that are anxious for the students to remain and work in the area after graduation. The DNP program is deliberately
providing knowledge and skills related to rural areas and the unique needs related to access of care for individuals who live in rural and underserved areas.
Strengths:
1. Collaborative consortium with KU and PSU provides expertise and faculty resources for the DNP program. Faculty from all three programs meet regularly to discuss curriculum and program issues related to FNP practice. 2. The DNP program has a strong emphasis on providing health care services in
22 3. The DNP courses are congruent with the AACN Essentials and clearly mapped in
all courses Opportunities:
1. The review team has concerns that DNP program outcome #3 should be reworded to emphasize clinical scholarship and utilization of methods for evidence based practice to clearly delineate the difference between the DNP and PhD expectations for scholarship.
2. Further development of the scholarly capstone project needs to be done in order to provide a culminating experience for the program. Discussion is underway among the faculty regarding opportunities for students to translate research into practice to improve patient outcomes and enhance the DNP student's professional practice. Faculty should continue to explore opportunities for the scholarly capstone project to articulate the unique needs of the underserved in rural areas.
Faculty
The Review Team met with the majority of the core faculty who will teach in the DNP program. The
Team also met with students currently in the programs who could speak to the learning environment and experiences with the faculty and the program. The team reviewed the curriculum vitae of the faculty who will be teaching in the DNP program, as well as the DNP budget documents.
The Team found the number and qualifications of the core faculty appropriate for the
implementation phase of a quality practice doctorate program and supportive of the FHSU mission. Of the ten listed core DNP faculty, all but three currently have their PhD or DNP or are in progress for a PhD or DNP terminal degree. Both the Dean of College and Life Sciences and the Department Head acknowledged difficulty attracting qualified faculty to FHSU. However, the University and DON have a very effective "Grow Your Own Policy." This is demonstrated through a history of providing tuition assistance and workload adjustments for faculty who teach in the nursing department and pursue doctoral education.
Currently, the Department has ten faculty who will teach in the DNP program. Four of those have terminal degrees in nursing, and two are in school seeking a DNP, one is seeking a PhD in nursing. Two additional faculty will be hired for the DNP program. Seven faculty are advanced practice registered nurses (APRN), five of the faculty are certified Family Nurse Practitioners (one is not
certified) and one Adult Nurse Practitioner. In addition, collaborative faculty from University of
Kansas and Pittsburg State University will teach in the three FNP courses, Primary Care I, II, and III. Faculty experience and education are consistent with CCNE standards and the
23 FNP role. Family nurse practitioner faculty are involved in active clinical practice that supports the program. At this time, there are no plans to hire additional administrative assistants or graduate teaching assistants for the DNP program. There is discussion of hiring adjunct faculty
to either assist teaching in the DNP program or to free other full time faculty from undergraduate demands to devote more time to the DNP program. The Department of Nursing currently has a large number of pre-nursing students whom the faculty advise, as well 120 active BSN students,
500-600 BSN Completion students, and 107 MSN FNP students. The faculty do advising for all of these programs.
The typical workload of FHSU faculty was reported to be approximately twelve hours per semester. The program leadership has developed a workload plan for the nursing faculty that is inclusive of teaching responsibilities across all nursing programs with planned considerations for DNP heavy course requirements, such as a 3 hour adjustment for those directly supervising the capstone projects. The work plan reflects a heavy but acceptable workload for faculty.
Strengths:
1. The KU and PSU faculty who will teach the FNP clinical courses provide resources for the DNP program. The three state schools have weekly conference calls to discuss issues.
2. The University and Department of Nursing support faculty pursuing terminal degrees and clinical practice to maintain current knowledge and skills.
3. The dedication and motivation of the department chair and FNP coordinator are outstanding and their leadership has been instrumental in this endeavor.
Opportunities:
1. The core faculty members for the DNP have four terminally prepared faculty and three additional faculty pursuing doctoral degrees and one open position for a DNP prepared faculty. However, this does not meet the minimum of eight terminally prepared faculty at this time.
2. Continued monitoring of the impact of the DNP program on the workload as it is implemented, in particular the impact of the doctoral projects on faculty workload and the time needed for advising and mentoring doctoral students.
3. To mentor faculty and facilitate their transformation in to their new roles as both terminally prepared faculty and as DNP role models for students and provide adequate professional development opportunities.
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4. To ascertain credentials of all faculty in the DNP program to determine their preparation and acceptability to teach at the doctoral level.
5. Faculty need adequate salaries to attract new faculty and retain current faculty to be competitive with practicing advanced practice nursing salaries.
Academic Support Services
The Review Team met with the Deans of Library Sciences and of College and Life Sciences, the Provost Leadership Council and met with students who commented about their experiences with support services. The Team also toured the campus and the Department of Nursing.
The FHSU campus is pleasant and well-groomed with ease of access among the essential services housed across campus. The Chair of the Nursing Department has adequate classrooms on campus for scheduling.
Nursing Faculty are supported through tuition support and work release time to obtain doctoral degrees to support their teaching in the DNP program. The Center for Teaching Excellence and Learning Technology (CTEL) provides workshops and support for on-line teaching. Nursing faculty expressed a need for increased technological support related to teaching in various on- line platforms within the consortium.
There is a Writing Center through which students can obtain support for writing skills, though this center has undergone recent turnover and revisions. There is an online support program called "SmartThinking". Deans and nursing leadership and faculty were unsure of the ability of these writing support structures to provide adequate support for doctoral students. The University has statistical consultation available for students and faculty.
The Library Services at FHSU provide strong support for the nursing programs, including the new DNP, and no new library materials are indicated. There are many new online learning resources, including large healthcare databases and a strong medical reference system that provide good support for the doctoral and FNP needs. The library cooperates with KU Medical School for resources and routinely provides classes for nursing students on the library services offered. An interlibrary loan program is readily available to FHSU students in order to access materials from any of the Kansas State University system libraries.
Current students report good support from the library as well as from Technology Services. The HELP Desk provides technical support for students from 7 am until ll pm with slightly shortened hours on Sundays. The Nursing programs use Typhon© software for uploading assignments, designing and managing portfolios, and tracking clinical progress, which will facilitate the data management required by accreditation and external funding agencies. Students
25 report that the consortium FNP courses are a value-added aspect of their program, due to the faculty expertise provided, but discuss a few technical glitches with these courses which are offered on slightly different on-line platforms.
Strengths:
1. The University has and is continuing to develop strong academic support resources for faculty and students in areas of research and library, resources. The resources are current and readily available to students.
Opportunities:
1. The review team anticipates a need for increased support for the professional writing expectations needed for a successful DNP program.
2. Department of Nursing faculty will need additional technical support for consortium courses which are often offered on various learning platforms requiring faculty and staff time.
Facilities and Equipment
The Review Team believes the current facilities and equipment are adequate to support the doctoral program based on the information provided by the proposal and the tour of facilities. The current facilities for the Department of Nursing are in excellent repair and create an inviting learning space. The department spaces (faculty and staff offices, labs, classrooms, conference rooms) are adequate in number and furnished tastefully and comfortably for the services they provide. There are numerous classrooms of various sizes to match the needs of the varying programs. All are
equipped with current technology requirements. Computer labs are available that allow computerized testing for even the larger classes. A simulation lab with individual patient rooms, debriefing areas, and skills laboratory are adequate to support the programs. A primary care simulation room is well-equipped to use for health assessment and primary care skills. An additional $400,000 in simulation equipment has been requested by the Department of Nursing. No new simulation or lab equipment will be required for the DNP program beyond current maintenance and updating.
Strengths:
1. The Department of nursing has adequate classroom space, simulation equipment, laboratory and lounge areas for students and faculty. Faculty and staff offices are well equipped.
26
Program Review, Assessment and Accreditation
The Review Team was provided the draft of the DNP Program Evaluation Process and Outcome Measurement tool that has been developed to measure the DNP program outcomes. This document also provides a crosswalk with the AACN Doctoral Essentials and NONPF Competencies. Annual benchmark measures for graduation rates, certification rates, alumni and employer rates, and a number of other measures related to the scholarly projects are planned. In addition, the Department of Nursing Plan for Quality Improvement (DPQI) was reviewed by the team. This provides a timeline for review and an action plan for measures that require follow-up. The 2012-2014 Departmental Outcomes Data report for the FNP program was reviewed. Faculty and nursing indicated that this format and reporting process will be used for the DNP program.
Each course in the DNP program has stated student learning outcomes that will be validated with completion of each course. In addition, data includes formative and summative processes for continuous quality improvement. There are also seven overall DNP program outcomes that will be measured to validate the program's effectiveness. The seven identified DNP program objectives are tied directly to professional standards and competencies established for the FNP and DNP graduate. The Commission on Collegiate Nursing Education (CCNE) is the specialized nursing accrediting agency selected by the DON. The Department Chair will submit a substantive change to CCNE indicating the plans for a BSN to DNP and post MSN to DNP program plans after approval by the Kansas Board of Regents and the Higher Learning Commission. After submission of the substantive change document, CCNE will work with the DON to establish the dates for an on- site accreditation visit. The DON will also present the proposed program to the Kansas Board of Nursing for approval.
The timeline for program accreditation includes receiving all state approvals during the 2015 calendar year and requesting accreditation review from CCNE possibly during the 2016-2017 academic year. Students can be admitted prior to the accreditation visit. Faculty will complete a self-study document and submit 6 weeks prior to the on-site visit. Budgeted costs for the accreditation visit is
approximately $21,500.00. The DON could also request consideration from CCNE for an early accreditation review for all programs (BSN, MSN) to be done along with the DNP visit if this was desired by the University.
Strengths:
1. The current BSN and MSN programs at Fort Hays State University are accredited by the Commission on Collegiate Nursing Education (CCNE) and the Kansas Board of Nursing.
27
3. The DNP program has an established timeline and budget for obtaining approval and accreditation.
Opportunities:
1. Continued work to finalize the systematic plan for evaluation needs to be done. The plan should include assessment of learning outcomes as well as all other identified program outcomes. The University may provide support and assistance for this process in seeking to assure continuous quality improvement for the new DNP program and the Department of Nursing.
28 Attachment 3 Requests Approval for a Master of Science in Digital Content Strategy (FIRST READING) – KU
Summary
Universities may apply for approval of new academic programs following the guidelines in the Kansas Board of Regents Policy Manual. The University of Kansas has submitted an application for approval of a Master of Science in Digital Content Strategy. The proposing academic unit has responded to all of the requirements of the program approval process. No universities have programs utilizing this
Classification of Instructional Program (CIP) code. A PDF of the full proposal is available at http://kansasregents.org/academic_affairs/new_program_approval.
Background
Criteria Program Summary
1. Program Identification Master of Science in Digital Content Strategy CIP: 09.0702
2. Academic Unit School of Journalism and Mass Communications
3. Program Description The degree in Digital Content Strategy is a 30-hour master’s program in gathering, organizing, analyzing, interpreting and displaying digital data and social media information for both general and specialized audiences. The ability to analyze and explain data effectively and to use social media strategically is highly valued in careers of all types today. Interpreting information for broad audiences has long been a central component of journalism. This new program will build on that core skill even as it enhances students’ ability to work with digital data and social media. The program will be taught in cooperation with KU Libraries, with a journalism faculty member and a librarian working together on most courses.
4. Demand/Need for the Program
All forms of communication now have important links to data. That includes reporting, strategic planning, audience analysis, platform analysis, and web analytics, to name a few. As the volume of digital data grows, so does the need for communicators who can interpret this data for audiences, organizations and businesses.
Similarly, communicators and organizations in all sectors need the ability to work in multiple media and to reach out to audiences with social media. Strategic use of social media requires understanding audiences and organizational goals, developing targeted messages and creating flexible plans that combine analytics and creativity.
A 2014 study conducted for the School of Journalism by the Education Advisory Board found a growing demand for employees with skills in digital media analysis and strategy in such areas as educational services, advertising, and communications.
These jobs fall into categories like media specialist; marketing manager; media planner; sales consultant; digital media supervisor; market research analyst; and public relations managers and specialists. Related studies also found demand in areas like consulting, health care and retail companies.
29 Information from the Education Advisory Board’s “Snapshots of Hot Jobs, Skills, and Employers,” also reflects potential for degrees in digital media strategy, data analysis, and social media. According to the organization, data analysis is among the fastest-growing job skill in demand in 16 states including those in our region: Texas, Oklahoma, Kansas, Missouri, Iowa and Illinois.
Finally, The Bureau of Labor Statistics offers several statistics that point to a potential market for this program and to jobs for graduates of the
program. It lists market research analysts and marketing specialists among its fastest growing occupations through 2022, with growth of more than 31 percent. It predicts 10 percent growth in such areas as advertising,
marketing, promotions, and public relations; 17.6 percent growth in survey researchers; and 8 percent growth in media and communication workers, although it predicts a continued decline in traditional media jobs.
5. Comparative /Locational Advantage
No comparable programs at the post-graduate level in digital content strategy, social media strategy and management, or data interpretation and communication exist in the State of Kansas. Nor were comparable
programs found anywhere in the US.
Several universities offer master’s programs online, including Missouri and Nebraska, but most focus on traditional areas such as professional journalism, strategic communication, media studies, and media management. Missouri does offer a degree in interactive media, which touches on some areas similar to this program, but the degree take a traditional academic, research-oriented approach where the focus of this degree is applicable skills. No program in the region offers certificates similar to the ones being proposed as part of the master’s degree. Nationwide, the only programs that appear relevant to this proposal are found on the coasts. Columbia University offers a certificate that is heavily oriented toward computer programming; Cal-Irvine has “specialized study awards” in digital journalism and social media; the University of Oregon offers a master’s major in applied information management; the University of Washington offers a master’s in information management; the
University of Florida offers an online master’s in web design and online communication; North Carolina offers a mostly online master’s in
technology and communication; West Virginia offers an online master’s in digital marketing communications; and the University of Southern
California recently began a new master’s program in communication management.
Again, though, the KU program is unique in its approach and content. 6. Curriculum This 30 hour program will primarily be online; however, the program will
start with a weeklong session on the Lawrence campus. This will serve as an introduction to the program, provide time for students to meet with professors and with fellow students and allow students to learn about library resources. This also provides five days of instructional time for the first required course which has additional online components.
Students will then complete two, 12 hour, online certificate programs in the areas of Social Media Strategy and Data Interpretation and
30 Communication. The Data Interpretation and Communication certificate focuses on data collection (6 hours), data analysis (3 hours), and data visualization and presentation (3 hours). The Social Media Strategy certificate offers 4 courses (3 hours each) in analyzing audiences, social media strategy, law and ethics, and information in context as a way to open new paths to understanding.
Finally, students will complete a capstone course in which they will describe a problem or research questions identified in the first required course, discuss relevant literature and theories, use appropriate research methods, analyze results and propose a solution to their problem or questions. They will present their capstone project, make appropriate revisions based on faculty and student feedback, and then submit their work for final approval. The capstone course is taught as a one-week courses held on the Lawrence Campus with additional online components. 7. Faculty Profile Most courses will be co-taught by one of the seven librarians and one of
the 11 Journalism faculty members listed below. All libraries have a master’s degree at a minimum, and all Journalism faculty have doctorates, unless otherwise noted.
Libraries
R. Scott Hanrath, Assistant Librarian/Assistant Dean, Libraries Information Technology and Discovery Services
Jamene Brooks-Kieffer, Associate Librarian Ada Emmett, Associate Librarian
Julie A. Petr, Associate Librarian Erik T. Radio, Assistant Librarian
Carmen Orth-Alfie, Government Information Services & Engagement Rhonda S. Houser, GIS and Data Specialist
Journalism
Barbara Barnett, PhD, Associate Professor Genelle Belmas, PhD, Associate Professor Scott Reinardy, PhD, Associate Professor Doug Ward, PhD, Associate Professor
Mike Williams, master’s degree, Associate Professor Peter Bobkowski, PhD, Assistant Professor
Yvonne Chen, PhD, Assistant Professor Jon Peters, PhD, Assistant Professor Hyunjin Seo, PhD, Assistant Professor Janet Rose, PhD, Lecturer
Joseph Erba, PhD, Assistant Professor
8. Student Profile This program will be marketed to working professionals in Kansas and surrounding states. Research shows that most students enrolling in online programs choose an institution physically near their home. Our program will include a weeklong in-person session, as well, so location could be a factor. We initially plan to target students in Kansas, Missouri, Oklahoma, Iowa, Nebraska, and Colorado.
We expect the program to be of interest in many types of businesses, though we will initially recruit professionals in such areas as marketing,
31 advertising, public relations, media relations, and media organizations that produce web and social media content. We also see potential in marketing this program to undergraduates, who upon graduation, could complete a master’s degree in a year.
9. Academic Support The academic support need for the program is already in place (advising, library materials, online support, etc.) and no new resources are needed. 10. Facilities and Equipment The Masters degree will be primarily offered online. No additional
facilities or equipment is needed. 11. Program Review,
Assessment, Accreditation
The program will fall under the Journalism School’s existing KBOR and KU Program Review Assessment and the Accrediting Council on Education in Journalism and Mass Communications rubrics.
12. Costs, Financing The program will require no new funding. The School will shift existing resources (primarily allocation of effort) to provide funding.
We are able to do this for three reasons: First, the doctoral program, which started two years ago, has provided additional instructors in the form of GTAs, allowing faculty members to teach these new courses. Second, we will partner with KU Libraries, and librarians will help teach each course. Third, the number of students in our existing master’s program is a fraction of what it once was. That declining enrollment has created a need for this new program.
32 CURRICULUM OUTLINE
NEW DEGREE PROPOSALS Kansas Board of Regents I. Identify the new degree: Master of Science in Digital Content Strategy
II. Provide courses required for each student in the major:
Course Name & Number Credit Hours
Core Courses JOUR 860 Information Insight I_______________ _3_____ JOUR 861 Data Collection I____________________ _3_____ JOUR 862 Data Collection II___________________ _3_____ JOUR 863 Data Analysis________________ _3_____ JOUR 864 Data Visualization and Presentation____ _3_____ JOUR 865 Analyzing Audiences_______________ _3_____ JOUR 866 Social Media Strategy_________ _3_____ JOUR 867 Legal and Ethical Aspects of Information_ _3_____ JOUR 868 Information in Context______________ _3_____ JOUR 869 Information Insight II________________ _3_____
Electives None____________________________________ _______ ___________________________________________ _______ ___________________________________________ _______ ___________________________________________ _______ ___________________________________________ _______ ___________________________________________ _______ ___________________________________________ _______ ___________________________________________ _______ Total 30_
