Proposal #
(Academic Affairs use only)
AY11-603 Proposal #
(College use only)
REQUEST FOR A NEW COURSE
University of Central Oklahoma
Course Subject (Prefix), Number, and Title:
Course
Subject
POL
Recommended
Number
5XX3
Course Title (maximum of 30 characters)
A D V A N C E D
P U B L I C
A D M I N
Course Title: (written out if longer than 30 characters)
ADVANCED PUBLIC ADMINISTRATION
For information regarding CIP codes contact your department chair or visit: http://www.uco.edu/academic-affairs/ir/program_inventory.asp
CIP Code:
44.0401
For graduate courses, please attach a syllabus for this course. (See syllabus requirement policy 2.2.)
Course description as it will appear in the appropriate catalog.
(Please use standard American English including full sentences.)
Course description only. Do not include prerequisites or enrollment restrictions, these should be added under questions 6-12.
Advanced Public Administration is the analysis of contemporary public administration issues and cases related to citizen
participation, decision making, ethics, public health, national defense, bureaucracy, organizational behavior, budgeting and
finance, planning, policy analysis, leadership, privatization, management, and human resources.
Political Science
Department submitting the proposal
5526
Brett Sharp, Ph.D.
Person to contact with questions
Ext. number
Approved by:
Department Chairperson
Date
College Curriculum Committee Chair
Date
Academic Affairs Curriculum or Graduate Council
Date
(Please notify department chair when proposal is forwarded to dean.)
College Dean
Date
(Please notify the department chair when proposal is forwarded to AA.)
Office of Academic Affairs
Academic Affairs Form
April, 2011
Date
Effective term for this new course
(Assigned by the Office of Academic Affairs.)
Functional Review ____________
undergraduate proposals only)
1. Does this course have an undergraduate / graduate counterpart?
X
Yes
No
2. Is this proposal part of a larger submission package including a program change?
X
Yes
No
3. Does this new course affect a teacher preparation program?
Yes
X No
If yes, send copy of proposal to the Associate Dean, College of Education and Professional
Studies for review and provide date the Assoc. Dean was contacted with discussion results.
Note: If yes, completed proposal requires Council on Teacher Education recommendation.
4. Has this course been previously taught as a common course (4910 seminar, 4960 institute, etc.)?
X
Yes
No
If yes, when was the most recent offering?
Spring 2011
5. Does this course affect majors or minors outside the department?
Yes
If yes, provide name(s) of department chair(s) contacted, the dates, and the results
of the discussion.
X No
6. Prerequisite courses:
Example 1: MATH 1213 and (MATH 2165 or MATH 2185) and CHEM 1213
Example 2: (ACCT 2113 and 2213) and (MGMT 3013 or ISOM 3613)
Example 3: 8 hours of biology including BIO 1404
N/A
7. Co-requisite(s):
N/A
Which of the above prerequisite courses, if any, may be taken in the same semester as the proposed new course?
8. Concurrent enrollment:
N/A
Courses that must be taken the same semester. Example: lab courses.
9. Will this course have enrollment restrictions?
Yes
No
If No, go to question 13.
X
10. Specify which major(s) may or may not take this course. Specifying a major, excludes all other majors from enrolling.
Check one:
May
May not
Major Code:
11. Which of the following student classification(s) may enroll in this course?
Graduate
Graduate
Post Baccalaureate
Senior
Junior
Sophomore
Freshman
(2) 19 + hours
(1) 0-18 hours
Check all that apply:
X
X
X
12. Check or list other restrictions for this course.
Admission to Graduate Programs
Admission to Nursing Program
Admission to Teacher Education
Other
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
13. Course objectives: Objectives should be observable, measurable and include scholarly or creative activities to meet the
course level characteristics. Course objectives should also be in line with the course description. (Please refer to instructional
objectives documents at: http://www.uco.edu/academic-affairs/faculty-staff/aacc.asp#FAQ/Helpful%20Hints.)
Upon completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
Describe the historical development of the executive branch of government
in the context of the structures and processes of American government.
Examine how administrative work is influenced by culture, religion,
organizational dynamics, formal rules, professional standards, business and
industry standards, bureaucratic restraints, and democratic norms.
Assess the influence of values conflicts surrounding administrative
decisions.
Critically analyze the current political, social, and economic issues
confronting the American polity.
Evaluate the leadership styles and challenges faced by American presidents
and other political leaders.
Demonstrate the ability to integrate course material on essay questions
and/or short papers.
Evaluate the ways in which the United States government relates with the
world, and is challenged to react to global issues, such as the increasingly
globalizing economy.
Course Detail Information:
14. Contact Hours (per week)
Lecture hours (in class)
3
Lab hours (also studios)
Other (outside activities)
15. Repeatable course.
Number of times this course can be taken for credit.
1
16. Schedule type: (select one only)
X
Activity P.E. (A)
Lab only (B)
Lecture/Lab (C)
Lecture only (L)
Recitation/Lab (R)
Student Teaching (STU)
Studio Art (XSU)
17. List existing course(s) for which this course will be a prerequisite. Adding a “new course” as a
prerequisite to an existing course will likely cause enrollment problems. (Please submit a prerequisite
change form for each course for which this course will serve as a prerequisite.)
N/A
18. What resources, technology or equipment must be acquired to teach this course? List items which
are current (no more than 10 years old) and available to support this course. Also include items, which
must be purchased and estimated cost. (Be specific, e.g., library resources; computer lab; etc.)
N/A
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
NOTE: Please contact the UCO Library regarding library resources for this new course.
19. Names of current faculty qualified to teach this course.
Dr. Brett S. Sharp, Dr. Kenneth Kickham, Dr. Elizabeth Overman
20. Additional faculty (adjunct or full-time) required and specific competencies required to teach this
course:
N/A
21.
Will there be any increase in costs?
Yes
x No
Identify the additional costs associated with this new course. If no costs, explain why not.
The course is already scheduled regularly in the Political Science Department. Also, Chambers
library provides up-to-date access to the required literature.
22.
Identify the source(s) of funds for any additional costs for the new course. i.e., internal
reallocations, special fees from students, etc. If you plan to propose special fees be assessed for this
course, be aware there is a separate approval process for special fees.
N/A
23. Projected enrollment for two academic years:
Semester
Fall
Spring
Summer
24.
X
2012
15
15
Not offered
2013
15
15
Not offered
Using State Regents’ definition of liberal arts and sciences (quoted below), characterize the course
as follows:
Non-liberal arts and sciences
Liberal arts and sciences
“The liberal arts and sciences are defined as those traditional fields of study in the humanities; social and behavioral sciences;
communications; natural and life sciences, mathematics; and the history, literature, and theory of fine arts (music, art, drama,
dance). Courses in these fields whose primary purpose is directed toward specific occupational or professional objectives, or
courses in the arts which rely substantially on studio or performance work are not considered to be liberal arts and sciences for
the purpose of this policy. Courses required for the General Educational Program are not necessarily synonymous or mutually
exclusive with the liberal arts and sciences.” State Regents Policy and Procedures. Chapter 2, Section 5, “Degree
Requirements” part 1, (2). P. II-2-86
25.
Please provide a concise, yet comprehensive, statement that explains the reasons for requesting the
new course. Include documentation or assessment information supporting the specific request (if
possible). Indicate the expected source of student enrollment (majors, minors, programs etc.)
The Department of Political Science has continued to expand offerings in Public Administration at
both the graduate and undergraduate levels in response to student demand. Students are
becoming increasingly pragmatic about the application of their college studies to real world jobs.
Currently local, state, tribal, and federal governments, as well as private firms doing business with
governments, and nonprofit organizations in Oklahoma and beyond are experiencing a sharp
decline in mid-level applicants. An impending generational shift suggests that there are not
enough people in the pipeline with the appropriate credentials in the sectors listed above to fulfill
important positions. This course fulfills the need in the public administration course curricula to
prepare students for these positions. This request is part of a larger proposal requesting a Masters
of Public Administration program.
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
26. Clearly explain how the characteristics of this course meet or exceed those outlined in Course Level
Characteristics. (Copy and paste table from “Course Level Characteristics” document for the appropriate course
level of proposed course. Document may be found on:
http://www.uco.edu/academic-affairs/files/aacc/forms/CLC%20table4_07.pdf.
5000 LEVEL COURSES Course Level
Characteristics
1. It is assumed that students in these courses
have acquired the ability to use verbal and
written communication effectively, to engage in
analytical thought and creative processes, and to
use information and bibliographic sources with
skill.
2. It is assumed that students in these courses
have achieved a significant level of maturity in
the discipline, evidenced by a considerable
background of knowledge.
3. These courses should be more than a mere
extension of undergraduate courses. Rather,
they should be qualitatively different. At a
minimum: Students should be required to
undertake original scholarly/creative activity, or
research. Student should assume greater
responsibility for independently mastering more
of the subject matter. Close working
relationships should exist between instructors
and students to analyze and synthesize course
material.
Academic Affairs Form
April, 2011
Please describe how this course meets this
requirement.
Students will be required to use their already
effectively developed verbal and written
communication skills as they engage in
analytical and creative thought processes and
written assignments. They will further enhance
their abilities to use information and
bibliographic sources when pursuing original
research.
Students will bring their knowledge in the
discipline to bear on the various course topics in
discussions, presentations and a final paper.
Each student will carry out an original scholarly
research project using a methodology they
master in the course. Students will also be
required to exhibit their bibliographic research
skills. In addition, they will develop class
discussion questions around chosen topics and
lead their peers in through examination of the
topics. The instructor will be available to help
the students and shape the intellectual
experience through careful analysis and
synthesis of the material.
Functional Review ____________
undergraduate proposals only)
Political Science 5XX3: Advanced Public Administration
Prerequisite: Graduate Standing
Syllabus for Spring 2011: Wednesdays 7:30-10:15 PM
INSTRUCTOR:
Dr. Brett S. Sharp, Professor of Political Science, has considerable professional and administrative
experience in both state and local government. He received his Ph.D. and Master of Public
Administration from the University of Oklahoma and a Bachelor of Science in Political Science/Public
Affairs with a minor in Religious Studies from Oklahoma State University. He is a past president of the
Oklahoma Chapter of the American Society for Public Administration and currently serves on the
Advisory Board for the Oklahoma State Certified Public Manager Program. Dr. Sharp has served for
the past few years as the founding Director of Leadership Studies at UCO helping to create and
implement UCO’s fast growing Leadership Minor. He has won numerous awards for teaching and
scholarship.
Contact Hours: Mon/Wed/Fri 8:30 -9:00 AM and Wed 7:00-7:30 PM (and by appointment)
Office:
Liberal Arts
Bldg 102-J (in
Political Science
suite)
Email:
bsharp@uco.e
du
Telephone:
(405) 974-5526
(with voice mail)
Web Site:
http://www.libarts.uco.edu/political/faculty/sharp
Fax: (405)
974-3823
Classroom: LAR 120
COURSE DESCRIPTION:
Advanced Public Administration is the analysis of contemporary public administration issues and cases
related to citizen participation, decision making, ethics, public health, national defense, bureaucracy,
organizational behavior, budgeting and finance, planning, policy analysis, leadership, privatization,
management, and human resources.
COURSE OBJECTIVES:
Upon completion of this course, students will be able to:
1.
Describe the historical development of the executive branch of government in the context of the
structures and processes of American government.
2.
Examine how administrative work is influenced by culture, religion, organizational dynamics,
formal rules, professional standards, business and industry standards, bureaucratic restraints, and
democratic norms.
3.
Assess the influence of values conflicts surrounding administrative decisions.
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
4.
5.
6.
7.
Critically analyze the current political, social, and economic issues confronting the American
polity.
Evaluate the leadership styles and challenges faced by American presidents and other political
leaders.
Demonstrate the ability to integrate course material on essay questions and/or short papers.
Evaluate the ways in which the United States government relates with the world, and is
challenged to react to global issues, such as the increasingly globalizing economy.
TEACHING METHODS/LEARNING EXPERIENCES:
This class depends on active student participation and includes several case studies and other in-class
simulations. Classroom questions and discussion are strongly encouraged. Students will participate in
classroom experiences and attend lectures which will orient them to basic concepts and information
concerning the practice of public administration. Students are responsible, through self-study and
reading assignments, to learn relevant administrative concepts and applications. Students will also
present case studies over a variety of public administration issues and review a contemporary book in
administrative theory. The student is responsible for retaining backup copies of all homework
assignments turned in. The student should also be aware that some flexibility is retained in the syllabus
to accommodate invited speakers and other learning opportunities. Students should also regularly check
the professor’s web site and UCO email accounts for any class announcements.
TEXTS
Stillman, Richard J. (2010). Public Administration: Concepts and Cases (9th Ed.). Boston: Houghton
Mifflin Company. [Required]
Scott, Gregory M. & Garrison, Stephen M. (2007). The Political Science Student Writer’s Manual (6th
Ed.). Upper Saddle River, NJ: Prentice-Hall. [Recommended]
Course Schedule - Spring 2011
Week
Topics
Readings/Cases
Jan 12
Introductions/Syllabus & Course
Overview/Why Study Public
Administration?
Schedule Case/Reading Presentations
Jan 19
Evolution of Public Administration
Reading 1.1: The Study of Administration
Reading 1.2: The Study of Public Administration in US
Case Study 1: Blast in Centralia Mine No. 5
Jan 26
Administrative Reform
Reading 2: Weber’s Bureaucracy
Case Study 2: How Kristin Died
Reading 13: Tides of Reform
(pp. 48-75; 372-389)
Feb 2
Systems Theory
Reading 3: Ecology of Public Administration
Case 3: William Robertson Exemplar
Reading 10: Collaboration Processes: Inside Black Box
(pp. 78-95; 283-300)
Feb 9
Leadership Theory/Groupthink
Reading 4: Power and Administration
Case Study 4: The Columbia Accident
Reading 9: Administrative Communication
Video: Challenger Disaster (?)
Feb 16
IGR/Federalism
Environmental Protection
Reading 5: Opportunistic Federalism
Case Study 5: Wichita Confronts Contamination
Reading 8: Muddling Through
Case Study 8: How a City Slowly Drowned
Academic Affairs Form
April, 2011
Assignments
(pp. 1-45)
(pp. 97-115; 239-256)
(pp. 117-144; 210-236)
Functional Review ____________
undergraduate proposals only)
Feb 23
Organizational Theory & Behavior
Organizational Development
Decision Analysis
Reading 6: Mayo’s Hawthorne
Case Study 6: Unbuilding World Trade Center
Reading 7: Inside Public Bureaucracy
Case Study 7: Decision to Go to War in Iraq
(pp. 146-169; 171-207)
Mar 2
Mar 9
Midterm Exam
Midterm Exam Debriefing
Case Study 9: Shooting at Columbine High School
Video: Bowling for Columbine
Mar 16
(pp. 257-280)
Spring Break
Mar 23
Organizational Culture
Case Study 10: Government as Catalyst: Wireless
Reading 11: Public Service Culture
Case Study 11: Who Brought Bernadine Healy Down?
(pp. 301-341)
Mar 30
Public Budgeting
Reading 12: Politics of Public Budget
Case Study 12: Death of Spy Satellite Program
(pp. 343-370)
Apr 6
Social Welfare Policy
Case Study 13: Expectations
Reading 14: Issue Networks
Case Study 14: Reinventing School Lunch
(pp. 391-435)
Apr 13
Public Administration Ethics
Reading 15.1: Nature of Administrative Responsibility
Reading 15.2: Admin Responsibility in Democracy
Case Study 15: Torture and Public Policy
Reading 16: Public Admin Ethics
Case Study 16: George Tenet & Last Great Days of CIA
(pp. 438-492)
Apr 20
Practical Applications
Guest Speakers (?)
Apr 27
Course Wrap-up and Review
Video Case Study (TBA)
Administrative
Leadership Paper
Due
Final Exam - Wednesday, May 4, 7:30-9:20 PM
EVALUATION METHODS AND GRADING
Instructor will determine course grades
using the following scale:
90 -100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
0 - 59 = F
Grading components
include:
Participation
10%
Reading/Case Study
10%
Reading/Case Study
10%
Midterm Exam
20%
Administrative Leadership Paper 25%
Final Exam
25%
CLASS ATTENDANCE & PARTICIPATION
Attendance has its privileges. Class attendance is an important part of succeeding in this class and is
expected of all students. Class time provides an opportunity for you to ask questions, clarify issues, and
deepen your understanding of the concepts covered in the text. If you are absent, you are responsible for
getting any notes, assignments, and schedule changes made on that day. If you come in late, you are
responsible for seeing that the attendance record is correct.
Above and beyond the expected class attendance, students are required to complete the readings
as assigned (see course schedule) prior to the beginning of the class period. Demonstrated mastery
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
of the assigned readings through class discussion is necessary to earn full participation points.
REQUIREMENTS FOR READING REVIEW/CASE STUDY
Each student will select two Readings or Case Studies from the textbook by Stillman (or from handouts
distributed by the instructor) and prepare a 3-5 page summary and analysis of the contents for each.
These reading/case reviews should also include 2-3 questions to be posed to the rest of the class in order
to stimulate class discussion. Each reading/case review will be presented to the rest of the class
according to the schedule as arranged with the instructor. Students are expected to make full use of
visual aids and multimedia. Superior papers and presentations will demonstrate original research to
update the relevant case study.
REQUIREMENTS FOR ADMINISTRATIVE LEADERSHIP PAPER
Write a 20-25 page, double-spaced typewritten report over an issue or situation involving the success or
failure of administrative leadership. A connection with Oklahoma state or local government or
nonprofit sector is preferred, but not required. This paper must properly cite source materials as
appropriate. This paper may take the form of a traditional research paper, but it may also be in the form
of a personal narrative or essay. The paper is due at the beginning of class Wednesday, April 27.
EXAMINATIONS
There will be two exams during the semester. Both exams will be comprised of essay, short answer,
and/or multiple choice questions. The final exam will be comprehensive. Make up examinations will
not be offered except for documented emergencies. Even then, an alternate form of the examination will
likely be substituted. In case of school cancellation due to weather or other reasons during the scheduled
time for the final exam, university policy will be followed in the assigning of grades, which in the past
has included the professor’s best judgment to what the student has earned up until that point. Therefore,
your best interest is to not depend upon the final exam to make up for previously poor grades.
EXTRA CREDIT
Up to five (5) percentage points of the overall total may be earned by attending select events related to
the study or practice of public administration or by attending or participating in the College of Liberal
Arts Student Symposium. Typically, one point will be offered for each event.
Spring 2010 Article/Case Review Schedule
Date
Jan 19
Reading or Case Study
Student Name
Reading 1.1: The Study of Administration
Reading 1.2: The Study of Public Administration in the U.S.
Case Study 1: Blast in Centralia Mine No. 5
Jan 26
Reading 2: Weber’s Bureaucracy
Case Study 2: How Kristen Died
Reading 13: Tides of Reform
Feb 2
Reading 3: Ecology of Public Administration
Case 3: William Robertson Exemplar
Reading 10: Collaboration Processes: Inside the Black Box
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
Feb 9
Reading 4: Power and Administration
Case Study 4: The Columbia Accident
Reading 9: Administrative Communication
Feb 16
Reading 5: Opportunistic Federalism
Case Study 5: Wichita Confronts Contamination
Reading 8: Muddling Through
Case Study 8: How a City Slowly Drowned
Feb 23
Reading 6: Mayo’s Hawthorne
Case Study 6: Unbuilding the World Trade Center
Reading 7: Inside Public Bureaucracy
Case Study 7: Decision to Go to War in Iraq
Mar 9
Case Study 9: Shooting at Colombine High School
Mar 23
Case Study 10: Government as Catalyst: Wireless Internet
Reading 11: Public Service Culture
Case Study 11: Who Brought Bernadine Healy Down?
Mar 30
Reading 12: Politics of Public Budgeting
Case Study 12: Death of a Spy Satellite Program
Apr 6
Case Study 13: Expectations
Reading 14: Issue Networks
Case Study 14: Reinventing School Lunch
Apr 13
Case Study 15: Torture and Public Policy
Case Study 16: George Tenet and the Last Great Days of CIA
Reading 15.1: Nature of Administrative Responsibility
Reading 15.2: Administrative Responsibility in a Democracy
Reading 16: Public Administration Ethics
The Political Science Department is committed to furthering the academic mission, vision, goals,
values, and philosophy of the University community as outlined in its Academic Mission/Vision
2009. See: http://www.uco.edu/academicaffairs/MissionVision2009.pdf
This course directly incorporates the following Transformative Learning Goals:
Discipline Knowledge – of Government/Political Science by a thorough review of the
structures and processes of American government.
Leadership – by examining the leadership styles and challenges faced by American
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
presidents and other political leaders.
Research, Scholarly and Creative Activities – by requiring the critical analysis of
current political, social, and economic issues confronting the American polity, and demonstrating
the written ability to integrate course material on essay questions and/or short papers.
Service Learning and Civic Engagement Activities – by acquiring the knowledge to
become an informed voter, and the motivation to become an active participant in one’s
community.
Global and Cultural Competencies – by examining the ways in which the United States
relates with the world, and is challenged to react to global issues, such as the increasingly
globalizing economy.
ACADEMIC HONESTY
Cheating = Failure (please refer to attached Academic Integrity Statement). Cheating is unacceptable
conduct and will result in an automatic grade of “F” for the course, and be reported to Academic Affairs.
Students are required to do all of the work for this class on their own. Copying answers to exercises or
examinations from anyone constitutes cheating. Allowing another student to copy one’s answers will be
treated as cheating. A student may discuss exercises and case briefs with others before preparing his or
her own answers, but the answers must be each student’s own work product. Consulting with the
instructor about any assignment does not constitute cheating and is encouraged. Please refer to the
discussion of plagiarism in the Academic Integrity Statement attached to the syllabus (see next
page) as well as the Spring 2011 Student Information Sheet and Syllabus Attachment (available at:
http://www.uco.edu/academicaffairs/FORMS/ StudentInfoSheet.pdf).
The Political Science Department of the University of Central Oklahoma is asking all students taking political
science courses to read the following Academic Integrity Statement. Our purpose in doing so is to ensure that all
our students are aware of what is improper academic behavior.
Academic Integrity Statement
As members of the academic community, students are expected to recognize and uphold standards of
intellectual and academic integrity. The Political Science Department expects that its students will conduct
themselves honestly. This means, above all, that students submit for credit work that is the product of their own
efforts. Principles of academic integrity require that all dishonest work be rejected as a basis for academic
credit, and that students refrain from any and all forms of dishonorable conduct in the course of their academic
work.
The examples and definitions given below are intended to clarify the standards by which academic honesty and
integrity is judged. The list is merely illustrative of some of the more common infractions. It is not intended to
be exhaustive. Any question a student has about what constitutes inappropriate behavior should be directed
towards their instructor. The rule of thumb to follow is: If in doubt, ASK!
Definitions and Examples
Plagiarism - Plagiarism is presenting another person’s work as one’s own. Plagiarism includes not only the
exact use of another’s words, word for word, but also the paraphrasing or summarizing of the works of another
person without acknowledgment, including the submitting of another student’s work as one’s own. The student
is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic,
scholarly, or creative indebtedness, and the consequences of violating this responsibility. In case of doubt, give
a citation of the author you are using. Failure to indicate the extent and nature of one's reliance on other sources
is plagiarism. A plagiarized paper will result in a failing grade on the work in question, and perhaps, for the
entire course.
Cheating on Examinations - Cheating on examinations involves giving or receiving unauthorized help before,
during, or after an examination. Examples of unauthorized help include the use of notes, texts, or “crib sheets”
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)
during an examination (unless receiving instructor approval), or sharing information with another student either
during or after an examination.
Falsification - It is a violation of academic honesty to misrepresent material or to fabricate information in an
academic exercise or assignment (e.g. false or misleading citation of sources, the falsification of the results of
experiments or of computer data).
Multiple Submissions - It is a violation of academic honesty to submit substantial portions of the same work for
credit more than once without the explicit consent of the instructor to whom the material is being submitted the
second time.
Academic Affairs Form
April, 2011
Functional Review ____________
undergraduate proposals only)