Graduate Council Agenda
February 2, 2016
3:30 p.m.
127 Leadership Studies Building
1. Opening Remarks
2. Minutes of the December 1, 2015 meeting:
http://www.k-state.edu/grad/faculty/graduate-council/agendaminutes/2015_12%20min.pdf
3. Graduate School Actions and Announcements
Non-Graduate Faculty to Teach Graduate Courses
NAME
POSITION
DEPARTMENT/PROGRAM
Robert Baumann
Instructor
Sean Bridgen
Instructor
JohnElla Holmes
Assistant Professor
History
Special Education, Counseling,
and Student Affairs
Special Education, Counseling,
and Student Affairs
Membership Approvals
NAME
POSITION
DEPARTMENT/PROGRAM
Anserd J. (A.J.) Foster
Assistant Professor
Agronomy
Gregory Newmark
Assistant Professor
Landscape Architecture
Francesco Orsi
Assistant Professor
Geography
Laura Valentin-Rivera
Assistant Professor
Modern Languages
Xiaochen Zhang
Assistant Professor
Journalism and Mass. Comm.
DATE
APPROVED
BY GRAD
SCHOOL
12/21/2015
12/07/2015
12/18/2015
DATE
APPROVED
BY GRAD
SCHOOL
12/03/2015
12/14/2015
12/11/2015
12/18/2015
12/16/2015
1
4. Academic Affairs Committee- Haiyan Wang, Chair
Graduate Faculty Nominations:
NAME
POSITION
DEPARTMENT/PROGRAM
Deandra Cassone
Associate Professor
Natasha Gaudreault
Research Assistant
Professor
Industrial & Manufacturing
Systems Engineering
Michael McIntosh
Susan Moore
Megan Niederwerder
Adjunct Faculty
Research Assistant
Professor
Research Assistant
Professor
Manuel F. ChamorroOrtega
Assistant Professor
C. Gregory Aldrich
Research Associate
Francesco Orsi
Assistant Professor
Diagnostic Medicine Pathobiology
Diagnostic Medicine Pathobiology
Diagnostic Medicine Pathobiology
Diagnostic Medicine Pathobiology
Clinical Sciences
Grain Science & Industry
Geography
GRADUATE
FACULTY
TYPE
PAGE
Membership
4
Membership
Membership
Membership
Membership
7
10
13
16
Membership
&
Certification
19
Certification
22
Certification
26
Course and curriculum issues:
Expedited Course Changes
College
Course
Number
Business
MANGT 652
Constraint Management and Continuous
Improvement
Business
MANGT 690
International Management
Fall 2016
Education
EDCI 779
Primary School Education
Summer 2016
Title
Effective
Date
Page
Fall 2016
29
30
31
Expedited Curriculum changes
Effective
Date
College
Title
Education
Ed.D Educational Leadership
Architectural Engineering & Construction Science and
Management
Architectural Engineering
Fall 2016
Page
31
Fall 2016
33
Non-Expedited New Courses
College
Course
Number
Title
Effective
Date
Arts & Sciences
SPAN 774
Topics in Spanish Translation/ Interpreting
Fall 2016
Page
35
2
Philosophy Portfolio
Graduate Studies in Leadership
Communication
Fall 2016
36
Fall 2016
Fall 2016
COMM 845
Seminar in Leadership Communication
Approaches to Public/ Community
Engagement
36
37
COMM 916
Communication Theories and Engagement
Fall 2016
LEAD 945
Public Problem-Solving
Fall 2016
COMM 945
Public Problem-Solving
Research in Leadership and
Communication
Topics in the Physiological Basis of
Kinesiology
Topics in the Behavioral Basis of
Kinesiology
Fall 2016
37
37
38
38
Fall 2016
38
Fall 2016
39
Fall 2016
39
Data Analytics Capstone
Fall 2016
39
Arts & Sciences
PHILO 681
Arts & Sciences
COMM 814
Arts & Sciences
COMM 815
Arts & Sciences
Arts & Sciences
Arts & Sciences
Arts & Sciences
Arts & Sciences
Human Ecology
Human Ecology
Interdisciplinary
COMM 999
KIN 851
KIN 852
GENBA
894
Fall 2016
Non-Expedited Course Changes
College
Course
Number
Title
Effective
Date
Veterinary Medicine
DMP 885
DMP Veterinary Medicine Elective
Fall 2016
Veterinary Medicine
CS 811
CS Veterinary Medicine Elective
Fall 2016
Page
40
40
Non-Expedited Curriculum changes
College
Title
Effective
Date
Human Ecology
MS Human Nutrition
Fall 2016
Veterinary Medicine
Public Health Nutrition
Fall 2016
Page
41
45
Title
Effective
Date
Page
Online Graduate Certificate-Data Analytics
Fall 2016
49
Non-Expedited New Curriculum
College
Interdisciplinary- Arts &
Sciences, Business,
Engineering, & Global
Campus
5. Graduate Student Affairs Committee- Abbey Nutsch, Chair
6. Graduate School Committee on Planning- Brett DePaola, Chair
7. Graduate School Committee on Assessment and Review- Royce Ann Collins, Chair
8. Graduate Student Council Information- Amanda Martens, President
3
KANSAS STATE I Industrial and Manufacturing Systems Engineering
UNIVERSITY
November 10, 2015
Dr. Carol Shanklin
Dean of the Graduate School
Kansas State University
103 Fairchild Hall
CAMPUS
Dear Dean Shanklin:
I recommend that Dr. Deandra Cassone be admitted to the Kansas State University graduate
faculty. Dr. Cassone joined our faculty in October as a non-tenure track Associate Professor. She
is heading up the delivery of IMSE graduate courses in Olathe. Dr. Cassone earned the Ph.D.
degree from Kansas State University in industrial engineering and has more than 30 years of
professional experience. Her field is generally described as decision sciences.
Dr. Cassone has twelve patents and was named Sprint's "Innovator of the Year." She has
published two journal papers and six books. Dr. Cassone has taught graduate courses as an
adjunct faculty member for the Missouri University of Science and Technology for the past seven
years.
As a member of the Industrial and Manufacturing Systems Engineering faculty, Dr. Cassone will
be expected to conduct research, acquire funding to support her research, to mentor graduate
students, and to teach graduate courses.
The Industrial & Manufacturing Systems Engineering faculty voted 9 to 0 in favor of Dr.
Cassone's admission to the graduate faculty. One faculty member, Dr. ZJ Pei, is currently serving
at NSF and was unavailable to participate in the discussion and vote.
I believe that Dr. Cassone will challenge and inspire her students and that she will work to
develop a sound, well-funded research program. I heartily support her application for graduate
faculty membership.
Please contact me if you require further information.
VMA'~,_, A. I!.~
Bradley A. a er, Ph.D.
Professor a
ead
Ike and Letty Evans Engineering Chair
encl.
2037 Durland Hall, Manhattan, KS 66506-5101
I
(785) 532-5606
I
fax: (785) 532-3738
I
email: imse@ksu.edu
I www.imse.ksu.edu
4
KANSAS STATE
·I
UNIVERSITY
Graduate School
NOMINATION FOR GRADUATE FACULTY
SEL ECT ONE TYPE OF MEMBERSHIP
0Certification to direct doctoral students
(requires Graduate Council approval)
D
Membership (Tenu re track with terminal degree)
Upon departmental nomination, th e Dean of the Graduate School will
appoint the candidate to the graduate faculty.
*See Graduate Handbook Chapter 5, section A.2*
~ Membership (Non-tenure track, adjunct, or no terminal degree;
requires Graduate Council approval)
D Associate Membership (requires Graduate Council approval)
D Teach Qraduate courses D Serve on supervisory committees
Note: Doctoral certification can be sought
when a tenure track faculty member with a
terminal degree is nominated for membership
on the graduate faculty or at any subsequent
time. HOWEVER, a faculty member may not
be nominated for only Certification if they
have not already been nominated for
Membership.
I Department: Industrial and Manufacturing Systems Engg.
Name: Deandra Cassone
I Email: cassoned@mst.edu
Rank: Associate Professor
I Employee ID K0000124462
Is the cand idate's highest degree a term inal degree fo r candidate's field of specialization? ~ Yes
D No
Please record vote information below. Only the graduate faculty members of a department/program may vote on
membership matters . *Two-thirds of eligible graduate faculty in the program must participate in the vote*
**Only certified graduate faculty of the program are
eligible to vote on certification nominations**
ASSOCIATE MEMBERSHIP OR MEMBERSHIP
CERTIFICATION
#ELIGIBLE TO VOTE
10
#ELIGIBLE TO VOTE
YES
9
YES
NO
0
NO
ABSTAIN
0
ABSTAIN
NOT VOTING
1
NOT VOTING
AUTHORIZING SIGNATURE (Dept.
Head or Graduate Program Director): Bradley A. Kramer
By typing or signing your name here, you authorize approval of the nomination and confirm accuracy of voting information.
PLEASE SUBMIT THIS FORM, LETTER OF NOMINATION, AND ONE-PAGE VITA (using Word template or
PDF form) AS A SINGLE PDF TO gradinfo@ksu.edu
• LETTER OF NOMINATION: The department head must submit a letter that states the intended role(s) of the nominee as a
member of the graduate faculty (e.g., teaching graduate level courses, serving on supervisory committees of master's or
doctoral students, directing master's or doctoral students). The letter should also describe the nominee's research or creative
activities and additional qualifications to serve as a member of graduate faculty.
• ONE-PAGE VITA: A one-page vita prepared using the one-page vita Word template or PDF form, which may be accessed at
http://www.k-state.edu/grad/faculty/graduate-council/forms.html , must be submitted
• COMPLETE VITA: Please also submit a complete vita, with peer-reviewed publications clearly designated, as a separate pdf
to gradinfo@ksu.edu
For a nomination processing timeline, go to: http://www.k-state.edu/grad/faculty/graduate-council/forms.html
FOR GRADUATE SCHOOL USE ONLY:
GRADUATE COUNCIL
SUBCOMMITTEE
Approved
Signature:
D
Rejected
D
Approved
SiQnature:
D
Rejected
D
__Committee Agenda
__Graduate Council Agenda
__ Database
__Catalog
_ _ HRIS
__ Letter
5
Deandra Cassone, Ph.D.
Department of Industrial and Manufacturing Systems Engineering
Education:
B.S.
M.S.
Ph.D.
1982
1985
2005
Kansas State University, Industrial Engineering
Kansas State University, Industrial Engineering
Kansas State University, Industrial Engineering
Professional experience: (List current and three most recent positions)
Current:
2015 - present Associate Professor, Department of Industrial and
Manufacturing Systems Engineering, Kansas State
University
Previous:
2008 - 2015
2005 - 2015
1986 - 2005
Adjunct Associate Professor, Department of Engineering
Management and Systems Engineering, Missouri
University of Science and Technology
Management and Subject Matter Expert, Sprint
Director of Business Applications, HTX/IBES Inc.
Selected Refereed Journal Articles/Publications/Significant Works of Scholarly Activity:
(List no more than 5 peer reviewed articles/works completed within the past 5 years that
demonstrate your credentials to teach graduate level courses and guide graduate student
research.)
Tillman, Frank A., Cassone, Deandra T., A Professional's Guide to Decision Science and
Problem Solving: An Integrated Approach for Assessing Issues, Finding Solutions, and Reaching
Corporate Objectives, Upper Saddle River, NJ, Financial Times Press/Pearson Education, Web:
December 1, 2012, Hardcover: February 2012.
Cassone, Deandra T., “A Process to Build New Product Development Cycle Time Predictive Models
Combining Fuzzy Set Theory and Probability Theory,” International Journal of Applied Decision
Sciences, Vol. 3, No. 2 pp. 168 – 183, 2010
Inventory Loss Prediction, U.S. Patent No. 8,332285 (issued December 12, 2012. This patent uses
statistical modeling and analytical techniques to predict telecommunication device losses identified by
internal and external customers.
Order Fulfillment Logistics Workflow, U.S. Patent No. 8,644,983 (issued Feb 4, 2014). This patent
applies the concepts of flexible manufacturing to warehousing to consolidate warehouses and adapt the
warehouse to meet changing customer demand.
Shipping Aggregation in Mobile Phone Order Fulfillment, U.S. Patent No. 8,756,119 B1 (issued Jun 17,
2014. This patent is a repeatable process that is used to identify opportunities for order aggregation in the
warehouse to reduce shipping costs in the telecommunication industry.
6
College of Veterinary Medicine
Department of Diagnostic Medicine/Pathobiology
January 4, 2016
Dr. Carol Shanklin
Dean of the Graduate School
103 Fairchild Hall
CAMPUS
Dear Dr. Shanklin:
Enclosed please find nomination papers and documents in support Dr. Natasha Gauderault’s
appointment as a Member of the Graduate Faculty. Dr. Gauderault was appointed as a Research
Assistant Professor in August of 2015 in the Department of Diagnostic Medicine/Pathobiology.
This is a non-tenure track position. Dr. Gauderault is a Molecular Virologist and will be
working closely with Dr. Bob Rowland’s group. Her intention to become a graduate faculty
member is to serve on supervisory committees of graduate students in the Pathobiology program.
Dr. Gauderault’s curriculum vitae and a ballot were circulated to the Pathobiology Graduate
Group in the week of Dec7, 2015 for members to vote. A total of 50 faculty members with
membership in the Pathobiology Graduate Group were eligible to vote and 36 members voted in
support of her membership, two abstained, two voted no, and 10 ballots were not returned.
Based on the recommendation of the Pathobiology Graduate Group, I would like to request
approval of the nomination of Dr. Natasha Gauderault for membership in Graduate Faculty.
Sincerely,
T. G. Nagaraja
Director of the Graduate Program
CC:
Dr. M. M. Chengappa, Head, DM/P
7
8
NATASHA N. GAUDREAULT, PH.D.
Research Assistant Professor
Department of Diagnostic Medicine/Pathobiology
EDUCATION & TRAINING
Institution & Location
Kansas State University,
Manhattan, KS
University Nebraska-Lincoln,
Lincoln, NE
USDA, Agricultural Research
Service, Manhattan, KS
Degree
Completion
Date
Field of Study
B.Sc.
05/2006
Biology
Ph.D.
05/2011
Molecular biology,
Microbiology
Postdoctoral
Research
Associate
07/2015
Arthropod-Borne Animal
Diseases
POSITIONS & PROFESSIONAL ACTIVITIES
Positions
2011-2015
Postdoctoral Research Associate, USDA, Agricultural Research Service,
Arthropod-Borne Animal Diseases Research Unit, Manhattan, KS,
Supervisor: Dr. W. Wilson
2015-present
Research Assistant Professor, Kansas State University, College of
Veterinary Medicine, Department of Diagnostic Medicine/Pathobiology,
Manhattan, KS, Supervisor: Dr. R. Rowland
JOURNAL PUBLICATIONS
1. Bonto F, Gaudreault NN, Liu Q, Davis AS, Shivanna V, Sunwoo SY, Lang Y, Morozov I,
Ruder M, Drolet B, McVey DS, Ma W, Wilson W, Richt JA. Development of a sheep
challenge model for Rift Valley fever. Virology, Accepted Dec 2015.
2. Wilson WC, Gaudreault NN, Jasperson D, Johnson D, Ostlund E, Chase CL, Ruder MG,
Stallknecht DE. Molecular evolution of American field strains of bluetongue and epizootic
hemorrhagic disease viruses. Vet Ital, Accepted Mar 2015.
3. Gaudreault NN, Indran SV, Bryant PK, Richt JA, Wilson WC, 2015. Comparison of Rift
Valley fever virus replication in North American livestock and wildlife cell lines. Front
Microbiol, 6: 664.
4. Gaudreault NN, Jasperson DC, Dubovi EJ, Johnson DJ, Ostlund EN, Wilson WC, 2015.
Whole genome sequence analysis of circulating Bluetongue virus serotype 11 strains from
the United States including two domestic canine isolates. J Vet Diagn Invest, 27: 442-448.
5. Gaudreault NN, Mayo CE, Jasperson DC, Crossley BM, Breitmeyer RE, Johnson DJ,
Ostlund EN, MacLachlan NJ, Wilson WC, 2014. Whole genome sequencing and
phylogenetic analysis of Bluetongue virus serotype 2 strains isolated in the Americas
including a novel strain from the western United States. J Vet Diagn Invest, 26:553-557.
6. Wilson WC, Bawa B, Drolet BS, Lehiy C, Faburay B, Jasperson DC, Reister L, Gaudreault
NN, Carlson J, Ma W, Morozov I, McVey DS, Richt JA, 2014. Evaluation of lamb and calf
responses to Rift Valley fever MP-12 vaccination. Vet Microbiol, 172:44-50.
9
College of Veterinary Medicine
Department of Diagnostic Medicine/Pathobiology
January 4, 2016
Dr. Carol Shanklin
Dean of the Graduate School
103 Fairchild Hall
CAMPUS
Dear Dr. Shanklin:
Enclosed please find nomination papers and documents in support Dr. Michael T. McIntosh’s
appointment as a Member of the Graduate Faculty. Dr. McIntosh holds a position of Science
Liaison in the USDA Foreign Animal Disease Diagnostic Laboratory, Plum Island Animal
Disease Research Center in New York. He has been an adjunct professor of the Department of
Diagnostic Medicine/Pathobiology since 2011. Dr. McIntosh is a Molecular Virologist and will
be interacting with Dr. Bob Rowland’s, Dr. Benjamin Hause’s and Dr. Juergen Richt’s groups.
The membership will allow Dr. McIntosh to serve on supervisory committees of graduate
students in the Pathobiology program.
Dr. McIntosh’s curriculum vitae and a ballot were circulated to the Pathobiology Graduate
Group in the week of Dec 7, 2015 for members to vote. A total of 50 faculty members with
membership in the Pathobiology Graduate Group were eligible to vote and 38 members voted in
support of his membership, two abstained, none voted no, and 10 ballots were not returned.
Based on the recommendation of the Pathobiology Graduate Group, I would like to request
approval of the nomination of Dr. Michael McIntosh for membership in Graduate Faculty.
Sincerely,
T. G. Nagaraja
Director of the Graduate Program
CC:
Dr. M. M. Chengappa, Head, DM/P
10
11
Michael T. McIntosh
Adjunct Faculty, Department of Diagnostic Medicine/Pathobiology
United States Department of Agriculture (USDA), Animal and Plant Health Inspection Services
Education:
B.S. 1987 The Pennsylvania State University, State College, PA, Molecular and Cellular
Biology
Ph.D. 1995 Medical College of Pennsylvania and Hahnemann University, Philadelphia,
PA, Molecular and Cellular Biology
Professional experience: (List current and three most recent positions)
Current:
2003 - present Science Liaison, USDA Foreign Animal Disease
Diagnostic Laboratory, Plum Island Animal Disease
Research Center, NY
Previous: 2008-2013
Head, Proficiency and Validation Services Section and
Bioforensics, USDA Foreign Animal Disease Diagnostic
Laboratory, Plum Island Animal Disease Research Center,
NY
2004 - 2008
Microbiologist, USDA Foreign Animal Disease Diagnostic
Laboratory, Plum Island Animal Disease Research Center,
NY
Selected Refereed Journal Articles/Publications/Significant Works of Scholarly Activity:
(List no more than 5 peer reviewed articles/works completed within the past 5 years that
demonstrate your credentials to teach graduate level courses and guide graduate student
research.)
Wilson WC, Daniels P, Ostlund EN, Johnson DE, Oberst RD, Hairgrove TB, Mediger J, and
McIntosh MT 2015 Diagnostic Tools for Bluetongue and Epizootic Hemorrhagic Disease
Viruses Applicable to North American Veterinary Diagnosticians. Vector Borne Zoonotic
Dis. 15:364-73.
Grau FR, Schroeder ME, Mulhern EL, McIntosh MT and Bounpheng MA 2015 Detection of
African swine fever, classical swine fever, and foot-and-mouth disease viruses in swine
oral fluids by multiplex reverse transcription real-time polymerase chain reaction. J. Vet.
Diag. Invest. 27:140-9.
Jacques-Simon R, Millien M, Flanagan JK, Shaw J, Moales P, Pinto J, Pyburn D, Gonzalez W,
Ventura A, Lefrancois T, Pradel J, Swenson S, Jenkins-Moore M, Toms D, Erdman M,
Cox L, Bracht AJ, Fabian A, Mohamed FM, Moran K, O’Hearn E, Carrillo C, Mayr G,
White W, Metwally S, McIntosh MT, Deng M. 2013 A field and laboratory investigation
of viral diseases of swine in the Republic of Haiti. J. Swine Health and Production 21:130138.
Ventura A, Gonzalez W, Barrette R, Swenson S, Bracht A, Rowland J, Fabian A, Moran K,
Mohamed F, O'Hearn E, Jenkins-Moore M, Toms D, Shaw J, Morales P, Pyburn D, Carrillo
C, Mayr G, McIntosh M, and Deng M 2013 Virus and Antibody Diagnostics for Swine
Samples of the Dominican Republic Collected in Regions Near the Border to Haiti. ISRN
Virology, 2013, Article ID 425831, 7 pages.
12
College of Veterinary Medicine
Department of Diagnostic Medicine/Pathobiology
January 4, 2016
Dr. Carol Shanklin
Dean of the Graduate School
103 Fairchild Hall
CAMPUS
Dear Dr. Shanklin:
Enclosed please find nomination papers and documents in support Dr. Susan Moore’s
appointment as a Member of the Graduate Faculty. Dr. Moore was appointed as an Assistant
Professor in July of 2015 in the Department of Diagnostic Medicine/Pathobiology. This is a
clinical-track position. Dr. Moore is a Diagnostic Virologist and manages the Rabies
Laboratory in the Veterinary Diagnostic Laboratory. Her intention to become a graduate faculty
member is to mentor graduate students in MS degree and serve on supervisory committees of
graduate students in the Pathobiology program.
Dr. Moore’s curriculum vitae and a ballot were circulated to the Pathobiology Graduate Group in
the week of Dec 7, 2015 for members to vote. A total of 50 faculty members with membership
in the Pathobiology Graduate Group were eligible to vote and 39 members voted in support of
her membership, one abstained, none voted no, and 10 ballots were not returned.
Based on the recommendation of the Pathobiology Graduate Group, I would like to request
approval of the nomination of Dr. Susan Moore for membership in Graduate Faculty.
Sincerely,
T. G. Nagaraja
Director of the Graduate Program
CC:
Dr. M. M. Chengappa, Head, DM/P
13
14
Susan M. Moore, Ph.D., M.S., MT (ASCP) SBB
Department of Diagnostic Medicine Pathobiology
Education:
B.S. 1981
M.S. 2005
Ph.D. 2015
Kansas State University, Medical Technology
Kansas State University, Pathobiology
Kansas State University, Pathobiology
Professional experience: (List current and three most recent positions)
Current:
1/2014-present
Assistant Clinical Professor/Director, Rabies
Laboratory, Department of Diagnostic Medicine Pathobiology/Veterinary
Diagnostic Laboratory, Kansas State University
Previous:
5/2007-12/2013
Research Associate/Technical Supervisor Rabies
Serology, Department of Diagnostic Medicine Pathobiology/Veterinary
Diagnostic Laboratory, Kansas State University
2/2003-5/2007
General Supervisor/Research Assistant, Department of
Diagnostic Medicine Pathobiology/Veterinary Diagnostic Laboratory, Kansas
State University
5/1999-2/2003
Research Assistant, Department of Diagnostic Medicine
Pathobiology/Veterinary Diagnostic Laboratory, Kansas State University
Selected Refereed Journal Articles/Publications/Significant Works of Scholarly Activity: (List
no more than 5 peer reviewed articles/works completed within the past 5 years that
demonstrate your credentials to teach graduate level courses and guide graduate student
research.)
Moore, S and Hanlon, CA. Rabies Specific Antibodies: Measuring Surrogates of Protection Against
a Fatal Disease. PLoS Negl Trop Dis. 2010 Mar 9;4(3):e595. Review.
Malerczyk, C. Selhorst, T., Tordo, N, Moore, S, Müller, T. 2009. Antibodies Induced by Vaccination
with Purified Chick Embryo Cell Culture Vaccine (PCECV) Cross-neutralize Non-Classical Bat
Lyssavirus Strains. Vaccine. 2009 Aug 27;27(39):5320-5. Epub 2009 Jul 16.
Kostense S, Moore S, Companjen A, Bakker AB, Marissen WE, von Eyben R, Weverling GJ,
Hanlon C, Goudsmit: Validation of the rapid fluorescent focus inhibition test for rabies virusneutralizing antibodies in clinical samples. J. Antimicrob Agents Chemother. 2012 Jul;56(7):352430. doi: 10.1128/AAC.06179-11. Epub 2012 Apr 30.
Moore, S. M., Gordon, C. R., Hanlon, C. A. Measures of Rabies Immunity. 3rd Edition. In: A. C.
Jackson, W. H. Wunner (Eds.), Rabies. Academic Press, San Diego, CA, 2013.
Fry TL, Vandalen KK, Shriner SA, Moore SM, Hanlon CA, Vercauteren KC. Humoral immune
response to oral rabies vaccination in raccoon kits: problems and implications. Vaccine. 2013 Jun
10;31(26):2811-5. doi: 10.1016/j.vaccine.2013.04.016. Epub 2013 Apr 18.
15
College of Veterinary Medicine
Department of Diagnostic Medicine/Pathobiology
January 4, 2016
Dr. Carol Shanklin
Dean of the Graduate School
103 Fairchild Hall
CAMPUS
Dear Dr. Shanklin:
Enclosed please find nomination papers and documents in support Dr. Megan Niederwerder’s
appointment as a Member of the Graduate Faculty. Dr. Niederwerder was appointed as an
Assistant Professor in December of 2015 in the Department of Diagnostic
Medicine/Pathobiology. This is a tenure-track position and her primary responsibility will be to
teach Virology course for sophomore DVM students and conduct research on viral diseases of
animals. Her intention to become a graduate faculty member is to mentor graduate students in
MS degree and serve on supervisory committees of graduate students in the Pathobiology
program.
Dr. Niederwerder’s curriculum vitae and a ballot were circulated to the Pathobiology Graduate
Group in the week of Dec 7, 2015 for members to vote. A total of 50 faculty members with
membership in the Pathobiology Graduate Group were eligible to vote and 37 members voted in
support of her membership, one abstained, two voted no, and 10 ballots were not returned.
Based on the recommendation of the Pathobiology Graduate Group, I would like to request
approval of the nomination of Dr. Megan Niederwerder for membership in Graduate Faculty.
Sincerely,
T. G. Nagaraja
Director of the Graduate Program
CC:
Dr. M. M. Chengappa, Head, DM/P
16
17
Megan C. Niederwerder
Department of Diagnostic Medicine/Pathobiology
Education:
B.S.
2005
D.V.M. 2009
Ph.D. 2015
Northwest Missouri State University, Pre-Professional Zoology
Kansas State University College of Veterinary Medicine
Kansas State University, Pathobiology
Professional experience:
Current:
2015 - present
Previous:
2012 - 2015
2011 - 2012
2010 - 2011
Assistant Professor, Department of Diagnostic Medicine/
Pathobiology, Kansas State University, Manhattan, KS
Graduate Research Assistant, Department of Diagnostic
Medicine/Pathobiology, Kansas State University
Associate Veterinarian, Banfield Pet Hospital
Zoological Medicine Intern, Tulsa Zoo & Living Museum
Selected Refereed Journal Articles/Publications/Significant Works of Scholarly Activity:
1. Niederwerder, M.C., C.J. Jaing, J.B. Thissen, A.G. Cino-Ozuna, K.S. McLoughlin, and
R.R.R. Rowland. Microbiome associations in pigs with the best and worst clinical outcomes
following co-infection with porcine reproductive and respiratory syndrome virus (PRRSV) and
porcine circovirus type 2 (PCV2). Vet Microbiol. Submitted 23 November 2015. In review.
2. Niederwerder, M.C., J.C. Nietfeld, J. Bai, L. Peddireddi, B. Breazeale, J. Anderson, M.A.
Kerrigan, B. An, R.D. Oberst, K. Crawford, K.M. Lager, D.M. Madson, R.R.R. Rowland, G.A.
Anderson, and R.A. Hesse. Tissue localization, shedding, virus carriage, antibody response and
aerosol transmission of porcine epidemic diarrhea virus (PEDV) following inoculation of 4
week-old feeder pigs. J Vet Diagn Invest. Submitted 10 November 2015. Reviewed and in
revision.
3. Niederwerder, M.C., B. Bawa, N.V. Serão, B.R. Trible, M.A. Kerrigan, J.K. Lunney, J.C.
Dekkers, and R.R. Rowland. 2015. Vaccination with a porcine reproductive and respiratory
syndrome (PRRS) modified live virus vaccine followed by challenge with PRRS virus and
porcine circovirus type 2 (PCV2) protects against PRRS but enhances PCV2 replication and
pathogenesis compared to results for nonvaccinated cochallenged controls. Clin Vaccine
Immunol. 22(12): 1244-54.
4. Jaing, C.J., J.B. Thissen, S.N. Gardner, K.S. McLoughlin, P.J. Hullinger, N.A. Monday, M.C.
Niederwerder, and R.R. Rowland. 2015. Application of a pathogen microarray for the analysis
of viruses and bacteria in clinical diagnostic samples from pigs. J Vet Diagn Invest. 27(3): 313325.
5. Niederwerder, M.C., I.H. Stalis, G.A. Campbell, and K.A. Backues. 2013. Gastric
pneumatosis with associated eosinophilic gastritis in four black and white ruffed lemurs (Varecia
variegata variegata). J Zoo Wildl Med. 44(1): 79-86.
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Expedited Course Change
Change From:
MANGT 652 – Constraint Management and Continuous Improvement Credits: (3)
The intent of this course is to provide an overview of the application of Theory of Constraints (TOC).
TOC suggests that every process or system has at least one constraint that prevents the operation
from being more efficient. TOC offers methodologies that are specifically developed to identify and
manage constraints to enable the operation to achieve its goals. Students will be taught the skills
required for the identification and management of constraints within an operation system.
Requisites
Prerequisite: MANGT 420, MANGT 421, MANGT 521.
When Offered
Spring
UGE course
No
K-State 8 Empirical and Quantitative Reasoning, Social Sciences
Change to:
MANGT 652 – Constraint Management and Continuous Improvement Credits: (3)
The intent of this course is to provide an overview of the application of Theory of Constraints (TOC).
TOC suggests that every process or system has at least one constraint that prevents the operation
from being more efficient. TOC offers methodologies that are specifically developed to identify and
manage constraints to enable the operation to achieve its goals. Students will be taught the skills
required for the identification and management of constraints within an operation system.
Requisites
Prerequisite: MANGT 420, MANGT 421, MANGT 521.
When Offered
On sufficient demand
UGE course
No
K-State 8 Empirical and Quantitative Reasoning, Social Sciences
Rationale: Updating catalog to make the catalog consistent with the terms in which courses are
actually offered.
Impact on Other Units: None
Effective Date: Fall 2016
29
Change From:
MANGT 690 – International Management Credits: (3)
Examination of business decision parameters and strategy in a multinational context. The influence
of cultural, economic, political, and social differences on decision making and the operation of
American enterprises in the international environment.
Requisites
Prerequisite: FINAN 450, MANGT 420, MKTG 400, or FINAN 710.
When Offered
On sufficient demand
UGE course
No
K-State 8 Global Issues and Perspectives, Social Sciences
Change to:
MANGT 690 – International Management Credits: (3)
Examination of business decision parameters and strategy in a multinational context. The influence
of cultural, economic, political, and social differences on decision making and the operation of
American enterprises in the international environment.
Requisites
Prerequisite: FINAN 450, MANGT 420, MKTG 400, or FINAN 710.
When Offered
Spring
UGE course
No
K-State 8 Global Issues and Perspectives, Social Sciences
Rationale: Updating catalog to make the catalog consistent with the terms in which courses are
actually offered.
Impact on Other Units: None
Effective Date: Fall 2016
30
Curriculum and Instruction
FROM: EDCI 779. Primary School Education. (3) Summer-Dormant. A course for those interested
in the kindergarten and primary school child. Emphasis will be placed on curriculum development,
pertinent research, and innovative practices in early education.
TO: EDCI 779. Primary School Education. (3) Summer. A course for those interested in the
kindergarten and primary school child. Emphasis will be placed on curriculum development,
pertinent research, and innovative practices in early education.
IMPACT: No foreseen impact.
RATIONALE: This is an updating of a dormant course in our department. This update will reflect
current needs in the field. It is to be offered during summer semesters.
EFFECTIVE DATE: Summer 2016
Expedited Curriculum Changes
Educational Leadership
From:
The Doctor of Education (Ed.D.) in
Educational Leadership requires a minimum
of 94 post-baccalaureate, graduate credit
hours. With the approval of the supervisory
committee, up to 30 graduate hours earned as
part of the master’s degree may be used to
satisfy the degree requirements. All courses
are three credit hours unless otherwise noted.
TO:
The Doctor of Education (Ed.D.) in
Educational Leadership requires a minimum
of 94 post-baccalaureate, graduate credit
hours. With the approval of the supervisory
committee, up to 30 graduate hours earned
as part of the master’s degree may be used
to satisfy the degree requirements. All
courses are three credit hours unless
otherwise noted.
Prerequisite: EDCEP 816 Research Methods
in Education (or other approved course
(waived if in MS degree)
A. Foundations (12 credits)
 EDLEA 801 Ethical Dimensions of
A. Foundations (12 credits)
Educational Leadership
 EDLEA 801 Ethical Dimensions of
 EDLEA 810 Historical and
Educational Leadership
Philosophical Analysis of Leadership in
 EDLEA 810 Historical and
Education
Philosophical Analysis of Leadership
 EDLEA 845 Leadership for Diverse
in Education
Populations
 EDLEA 845 Leadership for Diverse
 EDLEA 928 Organizational Theory
Populations
31

EDLEA 928 Organizational Theory
B. Research Courses (12-15 credits)
 EDCEP 816 Research Methods in
Education (or other approved course)
 EDCEP 817 Statistical Methods in
Education (or other approved course)
 EDLEA 838 Qualitative Research in
Education
 Advanced research electives (3-6
credits)
B. Research Courses (15 credits)
 EDCEP 817 Statistical Methods in
Education (or other approved course)
 EDLEA 838 Qualitative Research in
Education
 Advanced research methods
concentration (9 credits)
C. Area of Emphasis (45 credits)
 Transfer from master's degree (30
credits maximum)
 Electives (15 credits, or as approved
by the supervisory committee)
C. Area of Emphasis (45 credits)
 Transfer from master's degree (30
credits maximum)
 Electives (15 credits, or as approved
by the supervisory committee)
D. Clinical Experience (6-9 credits)
 EDLEA 991 Doctoral Internship in
Educational Leadership
D. Clinical Experience (minimum 6 credits)
 EDLEA 991 Doctoral Internship in
Educational Leadership
E. Dissertation Research (16 credits)
 EDLEA 999 Research in Educational
Leadership
E. Dissertation Research (16 credits)
EDLEA 999 Research in Educational
Leadership
IMPACT: No other departments in the college or university are negatively impacted by these
changes.
RATIONALE: This proposal changes the required Ed.D. research methods credits in the
educational leadership degree from a minimum 9 credits to a minimum 15 credits, and changes the
clinical experience credits from 12 credits to 6 minimum credits. The total research-intensive course
credit requirement therefore remains the same, but students will benefit by taking a greater number
of didactic research methods courses.
EFFECTIVE DATE: Fall 2016
32
Architectural Engineering & Construction Science and Management
From:
ACADEMIC STANDARDS
After admission to the Professional Program, students will be subject to the following academic
standards that are more stringent than those for the University.
1. Academic Grade Policy
A letter grade of ‘C’ or better is required for all pre-requisites prior to taking subsequent
professional program courses.
2. Warning of Unsatisfactory Progress
Regardless of the overall g.p.a., a student with any “D” or “F” grade in any term will receive a
“Warning of Unsatisfactory Progress.” This warning will be removed if the student earns “C’s” or
better in at least 12 credit hours of core courses with no “D’s” or “F’s” during the next semester in
residence.
3. Professional Program Probation for Unsatisfactory Progress
Regardless of the overall g.p.a., a student who has received a “Warning of Unsatisfactory
Progress” will be placed on “Professional Program Probation for Unsatisfactory Progress” if
he or she receives a “D” or “F” for any subsequent term, including any summer session.
A student placed on Professional Program Probation may not automatically enroll in any
Department of Architectural Engineering and Construction Science courses.
The student may remain in the Professional Program after the probationary semester provided that
the student has demonstrated the ability and desire to meet the criteria as set forth in the above
paragraphs. The student placed on probation must take the schedule of courses assigned by the
Academic Affairs Committee of the department and achieve a minimum g.p.a. as established by
the Academic Affairs Committee, with no “D” or “F” grades during the “probationary semester” to
be eligible to remain in the Professional Program and to take Professional Program courses.
Any appeal for removal of this probation may be made by filing an appeal form with the
Department Head of Architectural Engineering and Construction Science at least ten calendar
days prior to the first day of the semester. The Department Head may reject any application or
may submit it to the Academic Affairs Committee for consideration. Any and all actions on
applications submitted by the Department Head will be made by the Academic Affairs Committee
of the Department in a hearing in which the student will be interviewed.
4. Dismissal from the Program
If a probationary student meets the requirements to remain in the Professional Program, any
subsequent grade of “D” or “F” during any subsequent term will result in dismissal from the
Professional Program for a period of one semester. During this period, the student cannot enroll in
33
any courses offered by the department. After the one-semester dismissal, the student may be
readmitted to the program with their course schedule and grade point to be earned to be
established by the Academic Affairs/Professional Program Committee of the department. Failure
to meet the academic standards outlined above in any ensuing term or failure to comply with the
academic committee’s direction will result in permanent dismissal from the programs of the
department.
** The warning, probation, and dismissal actions referenced above are departmental actions that are
separate and distinct from Academic Warning and Academic Dismissal as defined by the University
General Catalog. Grades earned during an intersession will not be considered by the Department in
the determination of unsatisfactory academic progress by the department.
Architectural Engineering & Construction Science and Management
To:
ACADEMIC STANDARDS
After admission to the Professional Program, students will be subject to the following academic
standards that are more stringent than those for the University.
1. Academic Grade Policy
A letter grade of ‘C’ or better is required for all pre-requisites prior to taking subsequent
professional program courses. A letter grade of ‘C’ or better is required for all graded departmental
prefix courses applied to the degree program.
2. Warning of Unsatisfactory Progress
Regardless of the overall g.p.a., a student with any “D” or “F” grade in any term will receive a
“Warning of Unsatisfactory Progress.” This warning will be removed if the student earns “C’s” or
better in at least 12 credit hours of core courses with no “D’s” or “F’s” during the next semester in
residence.
3. Professional Program Probation for Unsatisfactory Progress
Regardless of the overall g.p.a., a student who has received a “Warning of Unsatisfactory
Progress” will be placed on “Professional Program Probation for Unsatisfactory Progress” if
he or she receives a “D” or “F” for any subsequent term, including any summer session.
A student placed on Professional Program Probation may not automatically enroll in any
Department of Architectural Engineering and Construction Science courses.
The student may remain in the Professional Program after the probationary semester provided that
the student has demonstrated the ability and desire to meet the criteria as set forth in the above
paragraphs. The student placed on probation must take the schedule of courses assigned by the
Academic Affairs Committee of the department and achieve a minimum g.p.a. as established by
34
the Academic Affairs Committee, with no “D” or “F” grades during the “probationary semester” to
be eligible to remain in the Professional Program and to take Professional Program courses.
Any appeal for removal of this probation may be made by filing an appeal form with the
Department Head of Architectural Engineering and Construction Science at least ten calendar
days prior to the first day of the semester. The Department Head may reject any application or
may submit it to the Academic Affairs Committee for consideration. Any and all actions on
applications submitted by the Department Head will be made by the Academic Affairs Committee
of the Department in a hearing in which the student will be interviewed.
4. Dismissal from the Program
If a probationary student meets the requirements to remain in the Professional Program, any
subsequent grade of “D” or “F” during any subsequent term will result in dismissal from the
Professional Program for a period of one semester. During this period, the student cannot enroll in
any courses offered by the department. After the one-semester dismissal, the student may be
readmitted to the program with their course schedule and grade point to be earned to be
established by the Academic Affairs/Professional Program Committee of the department. Failure
to meet the academic standards outlined above in any ensuing term or failure to comply with the
academic committee’s direction will result in permanent dismissal from the programs of the
department.
** The warning, probation, and dismissal actions referenced above are departmental actions that are
separate and distinct from Academic Warning and Academic Dismissal as defined by the University
General Catalog. Grades earned during an intersession will not be considered by the Department in
the determination of unsatisfactory academic progress by the department.
Impact:
None
Rationale: The philosophy of the Department of Architectural Engineering and Construction Science
is that graduates should be highly competent in the material content for the courses taught within the
degree program prior to entering the professional workplace where these competencies will be
applied. This does not impact any courses taught in departments outside of the Department of
Architectural Engineering and Construction Science.
Effective Date: Fall 2016
Non-Expedited New Course
Modern Languages
ADD: SPAN 774 – Topics in Spanish Translation/Interpreting. (3) Theory, strategies, terminology,
and practice in a designated field between Spanish and English translation and /or interpreting
(fields: healthcare, literary translation, legal, technical and scientific, community interpreting). May
be repeated for credit with a focus on a different topic. Pr.: SPAN 575 or SPAN 771.
35
RATIONALE: This course will complement our general Spanish translation courses with rotating
topics in specialized areas of translation and interpreting. Current faculty members able to
teach this course are Brown, Kanost, Martinez Diente, and Torrico.
IMPACT: None
EFFECTIVE DATE: Fall 2016
Philosophy
ADD: PHILO 681 – Philosophy Portfolio. (0) I, II, S. Students will submit three essays, written over
the course of their undergraduate education, for evaluation. The course will be graded
credit/no credit being given to those who complete the one requirement. Pr.: None. K-State
8: None.
RATIONALE: PHILO 681 is a new course providing a mechanism to force compliance with
assessment activities. To be taken in the last semester of residence by majors, students
enrolled in 681 will submit three essays of their choice for evaluation. The resulting
evaluations will be incorporated into our departmental assessment process. This course will
be taken for 0 credit hours, and graded credit/no credit. Credit will be given to those who
submit three essays (so credit does not depend on the quality of the essay), and required for
graduation, per requested curriculum changes.
IMPACT: None
EFFECTIVE DATE: Fall 2016
Communication Studies
ADD: COMM 814 – Graduate Studies in Leadership Communication. (3) I, II. This course
examines the intersections of community-engaged scholarship and leadership through
practices of relationship, story, strategy, and action. Students are introduced to resources
and opportunities for pursuing public engagement, community-engaged scholarship, and
successful program completion.
RATIONALE: This course will be required of all doctoral students in the Leadership Communication
program in their first term. Students will become oriented with the graduate process
specifically to this program and university. This program is in the proposal process.
NOTE: Cross listed LEAD 814 & AGCOM 814
IMPACT: None
EFFECTIVE DATE: Fall 2016
36
ADD: COMM 815 – Seminar in Leadership Communication. (1) I, II, S. This seminar provides
doctoral students opportunities for collaboration and mentorship with peers, faculty, and
visiting scholars, and exploration of career pathways in public engagement. Note: This is a
repeatable course.
RATIONALE: This course provides an opportunity for students in the Leadership Communication
doctoral program to stay connected to faculty, students, and current research through a
seminar series. Students will be required to take this course at least three semesters. This
program is in the proposal process.
NOTE: Cross listed LEAD 815 & AGCOM 815
IMPACT: None
EFFECTIVE DATE: Fall 2016
ADD: COMM 845 – Approaches to Public/Community Engagement. (3) I, II. An advanced survey
of key concepts and theoretical frameworks associated with deliberative democracy and
public engagement. Focus on theoretical and practical community-engaged scholarship.
RATIONALE: This course provides the foundation for community-engaged scholarship related to
leadership and communication in both theory and practice. This is intended to be part of the
Leadership Communication doctoral program. This program is in the proposal process.
NOTE: Cross listed LEAD 845 & AGCOM 845
IMPACT: History, Sociology, Political Science, and Landscape Architecture, and Regional &
Community Planning were contacted on 9.1.15 and report no reservations with this course
proposal.
EFFECTIVE DATE: Fall 2016
ADD: COMM 916 – Communication Theories and Engagement. (3) I, II. Focus on the
intersections of communication theory and engagement. Evolution of communication
theories. Philosophy and theory pertaining to community-engaged research.
RATIONALE: This course provides foundational communication theories in the context of
engagement. It is being proposed as a course in the Leadership Communication doctoral
program. This program is in the proposal process.
NOTE: Cross listed AGCOM 916
IMPACT: This course does not impact another unit.
EFFECTIVE DATE: Fall 2016
37
ADD: LEAD 945 – Social Science Research for Public Problem Solving (3) I, II. The study of how
social science research and social sector evaluation can be applied to address public
problems, including the identification of public problems and the critique of current evaluation
methods, and applying concepts by developing an evaluation including quantitative and
qualitative analysis in partnership with social sector partners.
RATIONALE: This course is designed for students to understand and practice applied public
problem solving. This is an advanced course being proposed as part of the Leadership
Communication doctoral program. This program is in the proposal process.
NOTE: Cross listed AGCOM 945 & COMM 945
IMPACT: History, Sociology, Political Science, and Landscape Architecture, and Regional &
Community Planning were contacted on 9.1.15 and report no reservations with this course
proposal.
EFFECTIVE DATE: Fall 2016
ADD: COMM 945 – Social Science Research for Public Problem Solving (3) I, II. The study of how
social science research and social sector evaluation can be applied to address public
problems, including the identification of public problems and the critique of current evaluation
methods, and applying concepts by developing an evaluation including quantitative and
qualitative analysis in partnership with social sector partners.
RATIONALE: This course is designed for students to understand and practice applied public
problem solving. This is an advanced course being proposed as part of the Leadership
Communication doctoral program. This program is in the proposal process.
NOTE: Cross listed AGCOM 945 & LEAD 945
IMPACT: History, Sociology, Political Science, and Landscape Architecture, and Regional &
Community Planning were contacted on 9.1.15 and report no reservations with this course
proposal.
EFFECTIVE DATE: Fall 2016
ADD: COMM 999 – Research in Leadership Communication. (1-15) I, II, S. Doctoral research
demonstrates the candidate’s ability to conduct significant original research related to
leadership and communication, to analyze the information obtained from the research, and to
present the results in a dissertation format appropriate to the field.
RATIONALE: This course serves as the research hours for students in the Leadership
Communication doctoral program. This program is in the proposal process.
NOTE: Cross listed LEAD 999 & AGCOM 999
IMPACT: None
EFFECTIVE DATE: Fall 2016
38
Department of Kinesiology
Course Add
KIN 851 Topics in the Physiological Basis of Kinesiology, Credits: (1-3) var.
Study of a selected topic in the physiological basis of kinesiology involving either an
in-depth study or application of theory presented in a related course area.
When Offered: On sufficient demand
Rationale: We want to add a graduate level Topics course to our graduate curriculum in the
physiological basis of kinesiology. This will permit new course offerings to be presented and
improved before seeking a permanent course number.
IMPACT: None.
Effective: Fall 2016
Course Add
KIN 852 Topics in the Behavioral Basis of Kinesiology, Credits: (1-3) var.
Study of a selected topic in the behavioral basis of kinesiology involving either an indepth study or application of theory presented in a related course area.
When Offered: On sufficient demand
Rationale: We want to add a graduate level Topics course to our graduate curriculum in the
behavioral basis of kinesiology. This will permit new course offerings to be presented and improved
before seeking a permanent course number.
IMPACT: None.
Effective: Fall 2016
GENBA 894 Data Analytics Capstone Credits: (3)
This course is a hands-on, project based course completed in cross-disciplinary groups. The
capstone course will require students to work together on projects that will demonstrate their ability
to collaboratively analyze large datasets, provide insight for practical problems and effectively
communicate the resulting insights.
Requisites: Prerequisite: Student admitted in the Graduate Certificate in Data Analytics
When Offered: Summer
Rationale This is a new capstone course being added as a part of the new Graduate Certificate in
Data Analytics.
39
Impact On Other Units Department of Computing and Information Systems, Department of
Statistics, Department of Industrial and Manufacturing Systems Engineering, and the Department of
Mathematics. All departments have been notified.
Effective Date: Fall 2016
Non-Expedited Course Changes
Department of Diagnostic Medicine / Pathobiology
ADD:
DMP 885. DMP Veterinary Medicine Elective. (1-3) I, II. Special topics for
veterinary students in the disciplines offered by the department, including
Immunology, Parasitology, Microbiology, Toxicology, Pathology, Epidemiology,
Biosafety and Biosecurity, among others. Lecture or combination lecture with lab.
Pr: 1st, 2nd, or 3rd year students in Veterinary Medicine
RATIONALE: Veterinary students are required to complete 12 elective credits during years 1-3 of
the curriculum. The purpose of the proposal is to create a single elective course
number that can be used to accommodate any elective topic offered by DMP. The
proposed course would be similar to the current “Topics in DMP" course and AP 780
that allows various topics to be taught using the same course number. This new
course is important to provide flexibility to offer courses on rapidly developing topics
of interest to veterinary students, topics of timely interest and to accommodate
changes in faculty and faculty’s interest.
Impact (i.e. if this impacts another college/unit): These courses are restricted to veterinary
medical students or graduate students on topics that are specific to DMP. Other
CVM unit heads (AP and CS) were contacted on 10/20/2015 and no impacts on these
units were reported or expected.
EFFECTIVE DATE: Fall 2016
Department of Clinical Sciences
ADD:
CS 811. CS Veterinary Medicine Elective. (1-3) I, II. Special topics for veterinary
students in the disciplines offered by the department. Lecture or combination lecture
with lab. Pr: 1st, 2nd, or 3rd year students in Veterinary Medicine
RATIONALE: Veterinary students are required to complete 12 elective credits during years 1-3 of
the curriculum. The purpose of the proposal is to create a single elective course
number that can be used to accommodate any elective topic offered by CS. The
40
proposed course would allow various topics to be taught using the same course
number. This new course is important to provide flexibility to offer courses on rapidly
developing topics of interest to veterinary students, topics of timely interest and to
accommodate changes in faculty and faculty’s interest
Impact (i.e. if this impacts another college/unit): These courses are restricted to veterinary
medical students. Other CVM unit heads (AP and DMP) were contacted on
10/20/2015, and no impacts on these units are expected
EFFECTIVE DATE: Fall 2016
Non-Expedited Curriculum Changes
Department of Human Nutrition
Human Nutrition (M.S.)
MS Nutrition, Dietetics, and Sensory
Sciences
Students entering the Human
Nutrition graduate program are expected to
have a bachelor’s degree from an accredited
institution. Admission to graduate study at
Kansas State University is granted on three
bases: full standing, provisional, or
probational. Recommendations concerning
an applicant’s qualifications and admission
are made to the dean of the Graduate School
by the department. The final decision
regarding admission of an applicant is made
by the dean of the Graduate School.
Students entering the MS Nutrition, Dietetics,
and Sensory Sciences graduate program are
expected to have a bachelor’s degree from
an accredited institution. Admission to
graduate study at Kansas State University is
granted on three bases: full standing,
provisional, or probational.
Recommendations concerning an applicant’s
qualifications and admission are made to the
dean of the Graduate School by the
department. The final decision regarding
admission of an applicant is made by the
dean of the Graduate School.
Admission in full standing requires a
minimum grade point average of 3.0 (B
average) in the last 60 hours of
undergraduate work in an institution whose
requirements for the bachelor’s degree are
equivalent to those of Kansas State
University. Applicants with grade point
averages below 3.0 may be considered for
probational admission provided there is
evidence that the applicant has the ability to
do satisfactory graduate work. HN 400
(Human Nutrition) and HN 413 (Science of
Food), or their equivalents, are required for
Admission in full standing requires a
minimum grade point average of 3.0 (B
average) in the last 60 hours of
undergraduate work in an institution whose
requirements for the bachelor’s degree are
equivalent to those of Kansas State
University. Applicants with grade point
averages below 3.0 may be considered for
probational admission provided there is
evidence that the applicant has the ability to
do satisfactory graduate work. HN 400
(Human Nutrition) and HN 413 (Science of
41
full admission. If you do not have the courses
or their equivalent, you will be admitted
provisionally. Provisional admission may be
granted to applicants who have subject
deficiencies in undergraduate preparation as
mentioned above or if there is uncertainty in
evaluating the transcript. Normally,
deficiencies will be made up by enrolling in
courses for undergraduate credit. Entering
students should have had college algebra,
biology, organic chemistry, a junior/senior
level course in human nutrition, and other
prerequisites for human nutrition courses.
Other admission requirements include a
minimum GRE score of 295 (verbal plus
quantitative, new GRE) or 1,000 (verbal plus
quantitative, old GRE); copies of transcripts;
3 letters of recommendation; application; and
statement of objectives. For international
students, please check the Graduate School
requirements for English proficiency
at http://www.kstate.edu/grad/students/international.html.
Applications are evaluated by the admissions
committee. If the minimum requirements for
admission are met applications are reviewed
by graduate faculty.
A faculty member must agree to be an
applicant’s advisor before a recommendation
can be made to the Graduate School that the
applicant be admitted. The files of all
applicants will be considered for institutional
or departmental awards and graduate
assistantships.
A limited number of 0.5 time teaching (GTA)
and research (GRA) assistantships are
available. In addition, Nina Browning
Fellowships, scholarships and others are
awarded to outstanding students in various
amounts each year.
Food), or their equivalents, are required for
full admission. If you do not have the courses
or their equivalent, you will be admitted
provisionally. Provisional admission may be
granted to applicants who have subject
deficiencies in undergraduate preparation as
mentioned above or if there is uncertainty in
evaluating the transcript. Normally,
deficiencies will be made up by enrolling in
courses for undergraduate credit. Entering
students should have had college algebra,
biology, organic chemistry, a junior/senior
level course in human nutrition, and other
prerequisites for human nutrition courses.
Other admission requirements include a
minimum GRE score of 295 (verbal plus
quantitative, new GRE) or 1,000 (verbal plus
quantitative, old GRE); copies of transcripts;
3 letters of recommendation; application; and
statement of objectives. For international
students, please check the Graduate School
requirements for English proficiency
at http://www.kstate.edu/grad/students/international.html.
Applications are evaluated by the admissions
committee. If the minimum requirements for
admission are met applications are reviewed
by graduate faculty.
A faculty member must agree to be an
applicant’s advisor before a recommendation
can be made to the Graduate School that the
applicant be admitted. The files of all
applicants will be considered for institutional
or departmental awards and graduate
assistantships.
A limited number of 0.5 time teaching (GTA)
and research (GRA) assistantships are
available. In addition, Nina Browning
Fellowships, scholarships and others are
awarded to outstanding students in various
amounts each year.
42
GTAs are appointed for nine months and
GRAs for 9 or 12 months. Graduate
assistants may enroll in 12 credit hours per
semester and 6 credit hours per summer
session. Applications for admission will be
considered for both fall and spring semesters
and summer session.
GTAs are appointed for nine months and
GRAs for 9 or 12 months. Graduate
assistants may enroll in 12 credit hours per
semester and 6 credit hours per summer
session. Applications for admission will be
considered for both fall and spring semesters
and summer session.
Master's degree requirements
Master's degree requirements
The M.S. requires a minimum of 30 credits
for the thesis (6-8 credits), report (2 credits),
and coursework-only options.
The M.S. requires a minimum of 30 credits
for the thesis (6-8 credits), report (2 credits),
and coursework-only options.
Programs of study are developed according
to the interests, backgrounds, and career
goals of the students. In addition to graduate
human nutrition courses and the
requirements listed above, students often
include courses from other departments such
as animal sciences and industry; grain
science and industry; biochemistry;
chemistry; anatomy and physiology;
kinesiology; psychology; biology; statistics,
marketing and business.
Programs of study are developed according
to the interests, backgrounds, and career
goals of the students. In addition to graduate
human nutrition courses and the
requirements listed above, students often
include courses from other departments such
as animal sciences and industry; grain
science and industry; biochemistry;
chemistry; anatomy and physiology;
kinesiology; psychology; biology; statistics,
marketing and business.
Minimum Coursework Requirements
Minimum Coursework Requirements
Required courses:
Required courses:

HN 880 - Graduate Seminar in Human
Nutrition Credits: (1)

HN 880 - Graduate Seminar in Human
Nutrition Credits: (1)


(1 hour required)
HN 898 - Master's Report Credits: (018) Required for report option only


(1 hour required)
HN 898 - Master's Report Credits: (018) Required for report option only


(2 hours)
HN 899 - Master's Thesis Credits: (18) Required for thesis option only


(2 hours)
HN 899 - Master's Thesis Credits: (18) Required for thesis option only


(6-8 hours, minimum 6 hours)
HN 898 or HN 899 is not required for
coursework only option.


(6-8 hours, minimum 6 hours)
HN 898 or HN 899 is not required for
coursework only option.
43
Select 1 course from the following:
Select 1 course from the following:

STAT 701 - Fundamental Methods of
Biostatistics Credits: (3)

STAT 701 - Fundamental Methods of
Biostatistics Credits: (3)

STAT 703 - Introduction to Statistical
Methods for the Sciences Credits: (3)

STAT 703 - Introduction to Statistical
Methods for the Sciences Credits: (3)

STAT 705 - Regression and Analysis
of Variance Credits: (3)

STAT 705 - Regression and Analysis
of Variance Credits: (3)
Additional Requirements
Additional Requirements
Additional HN courses (minimum 3 credits) at
the graduate level are required. The Thesis
Supervisory Committee will determine the
student’s competency requirements and will
work with him/her to select courses that will
meet the requirements. The student’s
Program of Study should be approved by the
Graduate Studies Coordinator (or designee).
Additional HN courses (minimum 3 credits) at
the graduate level are required. The Thesis
Supervisory Committee will determine the
student’s competency requirements and will
work with him/her to select courses that will
meet the requirements. The student’s
Program of Study should be approved by the
Graduate Studies Coordinator (or designee).
Of the minimum 30 credit hours normally
required for the master’s program of study, at
least 18 hours should be at the 700 level and
above, including the thesis/research and the
report/problems hours required by the thesis
and report options.
Of the minimum 30 credit hours normally
required for the master’s program of study, at
least 18 hours should be at the 700 level and
above, including the thesis/research and the
report/problems hours required by the thesis
and report options.
Rationale: The new name will better define the programs within the degree so that the participating
research programs are represented in the title of the degree.
IMPACT: This curriculum change is only in the program name and does not have a direct impact on
the Department of Statistics.
44
Effective: Fall 2016
Masters of Public Health
FROM:
TO:
Public Health Nutrition
Public Health Nutrition (2nd grouping)
(2nd grouping)
(2nd grouping)
6 credit hours from the following:
HN 620 - Nutrient Metabolism Credits: (3)
6-11 credit hours from the following:
HN 631 - Clinical Nutrition I Credits: (3)
HN 620 - Nutrient Metabolism Credits: (3)
HN 632 - Clinical Nutrition II Credits: (3)
HN 631 - Clinical Nutrition I Credits: (3)
HN 635 - Nutrition and Exercise Credits: (3)
HN 632 - Clinical Nutrition II Credits: (3)
HN 718 - Physical Health and Aging Credits:
(3)
HN 635 - Nutrition and Exercise Credits: (3)
HN 726 - Nutrition and Wellness Credits: 3
HN 700 – Global Health and Nutrition Credits:
(3)
HN 735 - Advanced Energy Balance Credits:
(3)
HN 718 - Physical Health and Aging Credits:
(3)
HN 780 - Problems in Human Nutrition Credits:
(1-18)
HN 726 - Nutrition and Wellness Credits: 3
HN 782 - Topics in Human Nutrition Credits:
(1-3)
HN 800 - Nutrition Education and
Communication Credits: (3)
HN 810 - Advanced Macronutrient Metabolism
Credits: (5)
HN 812 - Advanced Micronutrient Metabolism
Credits: (3)
HN 841 - Consumer Research - Fundamentals
Credits: (1)
HN 862 - Maternal and Child Nutrition Credits:
(3)
HN 735 - Advanced Energy Balance Credits:
(3)
HN 780 - Problems in Human Nutrition
Credits: (1-18)
HN 782 - Topics in Human Nutrition Credits:
(1-3)
HN 800 - Nutrition Education and
Communication Credits: (3)
HN 810 - Advanced Macronutrient Metabolism
Credits: (5)
HN 812 - Advanced Micronutrient Metabolism
Credits: (3)
HN 841 - Consumer Research - Fundamentals
Credits: (1)
HN 862 - Maternal and Child Nutrition Credits:
(3)
45
(3rd grouping)
4-6 credit hours from the following:
MC 750 - Strategic Health Communication
Credits: (3)
MC 760 - Communication and Risk Credits: (3)
HN 891 – Environmental Scanning &
Analysis of Current Issues in Dietetics
Credits: (3)
(3rd grouping)
PSYCH 518 - Introduction to Health Psychology
3-9 credit hours from the following:
Credits: (3)
FSHS 714 – Program Design, Evaluation
SOCIO 541 - Wealth, Power, and Privilege
and Implementation Credits: (3)
Credits: (3)
KIN 610 – Program Planning and Evaluation
SOCIO 570 - Race and Ethnic Relations in the
Credits (3)
USA Credits: (3)
KIN 805 – Physical Activity and Human
STAT 705 - Regression and Analysis of
Behavior Credits (3)
Variance Credits: (3)
MC 750 - Strategic Health Communication
STAT 710 - Sample Survey Methods Credits:
Credits: (3)
(3)
MC 760 - Communication and Risk Credits: (3)
STAT 713 - Applied Linear Statistical Models
PSYCH 518 - Introduction to Health
Credits: (3)
Psychology Credits: (3)
STAT 716 - Nonparametric Statistics Credits:
SOCIO 541 - Wealth, Power, and Privilege
(3)
Credits: (3)
STAT 717 - Categorical Data Analysis Credits:
SOCIO 570 - Race and Ethnic Relations in the
(3)
USA Credits: (3)
STAT 720 - Design of Experiments Credits: (3)
STAT 705 - Regression and Analysis of
STAT 725 - Introduction to the SAS Computing Variance Credits: (3)
Credits: (1)
STAT 710 - Sample Survey Methods Credits:
STAT 730 - Multivariate Statistical Methods
(3)
Credits: (3)
STAT 713 - Applied Linear Statistical Models
Credits: (3)
STAT 716 - Nonparametric Statistics Credits:
(3)
STAT 717 - Categorical Data Analysis Credits:
(3)
STAT 720 - Design of Experiments Credits: (3)
Public Health Physical Activity
Required courses (12 credit hours):
STAT 725 - Introduction to the SAS Computing
Credits: (1)
STAT 730 - Multivariate Statistical Methods
Credits: (3)
KIN 610 - Program Planning and Evaluation
Credits: (3)
46
KIN 612 - Policy, Built Environment and
Physical Activity Credits: (3)
Public Health Physical Activity
KIN 801 - Physical Activity: Physiology to Public
Health Impact Credits: (3)
Required courses (9 credit hours):
KIN 805 - Physical Activity and Human
Behavior Credits: (3)
KIN 610 - Program Planning and Evaluation
Credits: (3)
7-10 credit hours from the following:
KIN 612 - Policy, Built Environment and
Physical Activity Credits: (3)
KIN 600 - Interpersonal Aspects of Physical
Activity Credits: (3)
KIN 805 - Physical Activity and Human
Behavior Credits: (3)
KIN 601 - Cardiorespiratory Exercise
Physiology Credits: (3)
7-10 credit hours from the following:
KIN 602 - Social Structural Determinants of
Physical Activity Credits: (3)
KIN 600 - Interpersonal Aspects of Physical
Activity Credits: (3)
KIN 603 - Cardiovascular Exercise Physiology
Credits: (3)
KIN 606 - Topics in the Behavioral Basis of
Kinesiology Credits: (1-3)
KIN 607 - Muscle Exercise Physiology Credits:
(3)
KIN 609 - Environmental Physiology Credits:
(3)
KIN 614 - Physical Activity Behavior Settings:
Youth Sport to Senior Centers Credits: (3)
KIN 625 - Exercise Testing and Prescription
Credits: (3)
KIN 635 - Nutrition and Exercise Credits: (3)
KIN 655 - Individual Physical Activity Promotion
Credits: (3)
KIN 657 - Therapeutic Use of Exercise in the
Treatment of Disease Credits: (3)
KIN 797 - Topics in Public Health Physical
Activity Behavior Credits: (3)
KIN 808 - Social Epidemiology of Physical
Activity Credits: (3)
KIN 815 - Research Methods in Kinesiology
Credits: (3)
MC 750 - Strategic Health Communication
Credits: (3)
KIN 601 - Cardiorespiratory Exercise
Physiology Credits: (3)
KIN 602 - Social Structural Determinants of
Physical Activity Credits: (3)
KIN 603 - Cardiovascular Exercise Physiology
Credits: (3)
KIN 606 - Topics in the Behavioral Basis of
Kinesiology Credits: (1-3)
KIN 607 - Muscle Exercise Physiology Credits:
(3)
KIN 609 - Environmental Physiology Credits:
(3)
KIN 614 - Physical Activity Behavior Settings:
Youth Sport to Senior Centers Credits: (3)
KIN 625 - Exercise Testing and Prescription
Credits: (3)
KIN 635 - Nutrition and Exercise Credits: (3)
KIN 655 - Individual Physical Activity Promotion
Credits: (3)
KIN 657 - Therapeutic Use of Exercise in the
Treatment of Disease Credits: (3)
KIN 797 - Topics in Public Health Physical
Activity Behavior Credits: (3)
KIN 808 - Social Epidemiology of Physical
Activity Credits: (3)
47
STAT 705 - Regression and Analysis of
Variance Credits: (3)
KIN 815 - Research Methods in Kinesiology
Credits: (3)
STAT 710 - Sample Survey Methods Credits:
(3)
KIN 851 – Topics in Physiological Basis of
Kinesiology Credits: (3)
STAT 716 - Nonparametric Statistics Credits:
(3)
KIN 852 – Topics in the Behavioral Bases of
Kinesiology Credits: (3)
STAT 717 - Categorical Data Analysis Credits:
(3)
MC 750 - Strategic Health Communication
Credits: (3)
STAT 720 - Design of Experiments Credits: (3)
STAT 705 - Regression and Analysis of
Variance Credits: (3)
STAT 725 - Introduction to the SAS Computing
Credits: (1)
STAT 730 - Multivariate Statistical Methods
Credits: (3)
STAT 710 - Sample Survey Methods Credits:
(3)
STAT 716 - Nonparametric Statistics Credits:
(3)
STAT 717 - Categorical Data Analysis Credits:
(3)
STAT 720 - Design of Experiments Credits: (3)
STAT 725 - Introduction to the SAS Computing
Credits: (1)
STAT 730 - Multivariate Statistical Methods
Credits: (3)
Rationale: Review of curriculum for Public Health Nutrition and Public Health Physical Activity
emphasis areas (as required by our accrediting agency) revealed some courses that are no long
available or being taught, some courses needed to be moved to a different competency grouping
and the selection of elective courses needed to be updated.
Impact: College of Veterinary Medicine: Diagnostic Medicine and Pathobiology (DMP); College of
Agriculture: Animal Sciences and Industry (Food Science Institute); College of Arts and Sciences:
Statistics (STAT); College of Human Ecology: Human Nutrition (HN), Hospitality Management and
Dietetics (HMD), Kinesiology (KIN) were all contacted and consented to changes.
Effective Date: Fall 2016
48
Graduate School
Proposed Degree Program or Certificate: Data Analytics
College: Arts and Sciences, Business Administration, Engineering and Global
Campus
Assessment of Student Learning Plan
College, Department, and Date
College: Arts and Sciences, Business Administration, Engineering and Global Campus
Department: Management, Marketing, Mathematics, Statistics, Computer Science,
Industrial and Manufacturing Systems Engineering
Date: 11/3/2015
Contact Person(s) for the Assessment Plan
David Stewart, Associate Dean, Global Campus
Shing Chang, Associate Professor, Industrial Engineering
Name of Proposed Degree Program or Certificate
Graduate Certificate in Data Analytics
Assessment of Student Learning Three-Year Plan
Student Learning Outcome(s)
List (or attach a list) all the student learning outcomes for the program.
The program has two broad learning goals with six student learning outcomes upon
the finish of this certificate:
Students will learn to analyze large data sets to provide insight for practical problems
Students will be able to relate patterns shown in the data to real-world situations and
communicate the implications of these patterns to others not involved in the analysis
Learning goal 1 will be assessed with the following SLOs:
SLO 1. Data Preparation: The ability to use of ETL techniques (Extract, Transform &
Loading) for data cleaning and transformation
SLO 2. Model Building: The ability to use various modeling techniques (e.g.,
classification) and algorithms to the data, including feature selection and exploratory data
analysis
SLO 3. Model Evaluation: The ability to use proper model validation (e.g., cross
validation) and evaluation methods and performance metrics (e.g., prediction accuracy)
Learning goal 2 will be assessed with the following SLOs:
SLO 4. Business Understanding: The ability to convert client’s business (or problem
domain) into project requirements
SLO 5. Data Assessment: The ability to acquire data & meta data, to assess data quality
assessment, and provide analysis in terms of data exploration and data visualization
49
SLO 6. Storytelling: The ability to interpret model outputs, develop managerial and
technical implications and express oneself clearly, accurately, and professionally in both
oral and written form
Indicate at least three outcomes on the above list that will be assessed by the
first mid-cycle review.
All student learning outcomes will be assessed in the capstone design course, GENBA
894. Students from both data analytics track and from data science track are expected to
take the capstone design course in the last semester of their study. A mixture of students
from both tracks are chosen to form project groups.
Specify the rationale for selecting these learning outcomes: Since GENBA is offered
every summer and all students need to take this course to earn the proposed
certificate, all SLOs can be assessed in either the final reports or oral presentations.
Relationship to K-State Graduate Student Outcomes: An alignment matrix that maps
the proposed SLOs and the graduate program student learning outcomes in terms of
knowledge, skills, and attitudes and professional conduct is included in Appendix A.
Assessment Strategies
How will each of the learning outcomes be assessed?
Direct Measures (If rubrics will be used to assess any aspect of the student learning
outcomes, the rubrics should be included in Appendix B.)
Group projects will be evaluated by a team of faculty through the capstone projects based
on students’ final report and presentation, as well as team peer and mentor evaluations.
Student learning outcomes as well as professional conduct will be assessed in the final
report and presentation. The rubric utilized for evaluation of these learning objectives is
based on a four-point scale in which 1 is deficient, 2 is acceptable, 3 is proficient, and 4 is
exemplary for all SLOs. Details of rubrics for each SLO can be found in Appendix B.
The expected student performance is that 80% of students should score 2 or better and
50% of students should score 3 or better for each SLO.
Indirect Measures (Any surveys planned used should be in Appendix B.)
The Program Steering Committee will adapt the Global Campus Graduate Survey
(see Appendix B below) that is distributed to graduates of all K-State distance
programs, concentrating on Questions 7-24. Questions that receive 85% response of
“Strongly Agree” and “Agree” will indicate that the program has been successful in
accomplishing its goals in those areas. Questions that receive 50% response of
“Neutral” will indicate the program is acceptable. Questions that receive 25%
response of “Disagree” or “Strongly Disagree” will indicate that the program has not
been successful and requires improvements in those areas.
Number of students included in the assessment (Provide a rationale if you plan to
sample only of subset of the students)
50
Every student who plans to earn the proposed certificate will be assessed since the
capstone design course GENBA 894 is a required course.
Timetable (When will these outcomes be assessed? How will the data be collected?
When will the data be collected? Who will collect the data?)
The student learning outcomes will be collected when students take the capstone
design course GENBA 894. A team of instructors of GENBA 894 will provide direct
assessment for each student learn outcome.
Students upon finishing the proposed certificate program will be given a chance to
respond to a survey that provides the program assessment. The steering committee
will review the survey results, annually most likely in the fall semester.
Results and Review of Student Learning Outcomes and Assessment Strategies
Describe the process the faculty will follow to review the results of assessment data.
Assessment results will be reviewed by the program steering committee annually to
provide academic input for the program. The program steering committee is formed by
faculty from the participating programs and representatives from Global Campus. The
steering committee will meet annually to evaluate the student learning outcomes,
program assessment, and assessment strategies. Since the capstone design course is
planned to be offered in the summer and all assessment is performed in this course, the
preferred steering committee meeting time is in the fall semester. Instructors of the
capstone design course GENBA 894 will provide a summary SLO report at the
conclusion of each offering for the steering committee to review and make
recommendations. The academic home of the proposed certificate will administer and
summarize the survey.
Describe any other program improvement procedures that will be followed (e.g.
formative assessments of delivery method, corporate or employer surveys).
The Program Steering Committee will review surveys and assessments during its
annual meeting and make adjustments in the program accordingly.
51
Appendix A: Alignment Matrix
Student Learning Outcomes
GENBA 894
Number of
Students
Time Table
Knowledge
SLO 2 Model Building
X
All
Every year
SLO 3 Model Evaluation
X
All
Every year
SLO 4 Business Understanding
X
All
Every year
SLO 5 Data Assessment
X
All
Every year
SLO 1 Data Preparation
X
All
Every year
SLO 6 Storytelling
X
All
Every year
Professional Conduct
Behave in a professional and ethical
manner
X
All
Every year
Skills
X means direct measures in assessment.
52
Appendix B: Rubrics, Surveys, Other documentation
1. Deficient
2. Acceptable
3. Proficient
4. Exemplary
SLO 1. Data Preparation: The ability to use of ETL techniques (Extract, Transform & Loading) for data cleaning and transformation
Level of data preparation Reflects unacceptably
skills in written report. low level ability for data
preparation.
Reflects acceptable level of Reflects above average
ability for data preparation. level of ability for data
preparation.
Reflects outstanding
level of ability for data
preparation.
SLO 2 Model Building: The ability to use various modeling techniques (e.g., classification) and algorithms to the data, including feature
selection and exploratory data analysis
Level of model building
Reflects unacceptable
ability reflected in
low level of ability for
written report.
model building.
Reflects acceptable level of Reflects above average
ability for model building.
level of ability for model
building.
Reflects outstanding
level of ability for model
building.
SLO 3. Model Evaluation: The ability to use proper model validation (e.g., cross validation) and evaluation methods and performance
metrics (e.g., prediction accuracy)
Level of model
evaluation ability
reflected in written
report.
Reflects unacceptably
low level of ability for
model evaluation.
Reflects acceptable level of Reflects above average
ability for model evaluation. level of ability for model
evaluation.
Reflects outstanding
level of ability for model
evaluation.
SLO 4. Business Understanding: The ability to convert client’s business (or problem domain) into project requirements
Level of problem
formulation ability
reflected in written
report.
Reflects unacceptably
low level of ability for
problem formulation.
Reflects acceptable level of Reflects above average
Reflects outstanding
ability for problem
level of ability for problem level of ability for problem
formulation.
formulation.
formulation.
SLO 5. Data Assessment: The ability to acquire data & meta data, to assess data quality assessment, and provide analysis in terms of data
exploration and data visualization
Level of Data Assessment Reflects unacceptable
ability reflected in the ability to express oneself
clearly, accurately and
report.
professionally in writing.
Reflects acceptable ability
Reflects above average
to express oneself clearly,
ability to express oneself
accurately and professionally clearly, accurately and
in writing.
professionally in writing.
Reflects outstanding
ability to express oneself
clearly, accurately and
professionally in writing.
SLO 6. Storytelling: The ability to interpret model outputs, develop managerial and technical implications and express oneself clearly,
accurately, and professionally in both oral and written form
Level of result
interpretation skills
reflected in the report.
Reflects unacceptable
ability to interpret project
results correctly.
Level of communications Reflects unacceptable
ability to express oneself
skills reflected in the
clearly, accurately and
report.
professionally in writing.
Reflects acceptable ability
Reflects above average
to interpret project results
ability to interpret project
correctly.
results correctly.
Reflects outstanding
ability to interpret project
results correctly.
Reflects acceptable ability
Reflects above average
to express oneself clearly,
ability to express oneself
accurately and professionally clearly, accurately and
in writing.
professionally in writing.
Reflects outstanding
ability to express oneself
clearly, accurately and
professionally in writing.
53
1. Deficient
2. Acceptable
3. Proficient
4. Exemplary
Reflects acceptable ability
Reflects above average
Reflects outstanding
Level of communications Reflects unacceptable
to orally express oneself
ability to orally express
ability to orally express
skills reflected in oral
ability to orally express
oneself clearly, accurately oneself clearly, accurately
defense.
oneself clearly, accurately clearly, accurately and
professionally.
and professionally.
and professionally.
and professionally.
Attitudes and Professional Conduct: The ability to engage in professional conduct, integrity, and ethical behavior.
Does not honor the
Level of attitude and
professionalism reflected needs and best interests of
the profession or
in the examination.
demonstrate a pattern of
professional behavior such
as, absence, tardiness,
failure to complete tasks,
or academic dishonesty.
Reflects acceptable ability
Consistently and
to honor the needs and best appropriately honors the
interests of the profession or needs and best interests of
demonstrate a pattern of
the profession
professional behavior such as demonstrating a pattern of
promptness, task completion, professional behavior such
maintaining confidentiality, as promptness, task
and academic honesty.
completion, maintaining
confidentiality, and
academic honesty.
Consistently and
appropriately honors the
needs and best interests
of the profession
demonstrating a pattern
of professional behavior
while actively seeks or
leads opportunities to
select or create
appropriate new forums to
become involved the
profession.
54
Global Campus Graduate Survey:
Survey Description:
We are committed to giving our distance/online students an opportunity to share their experiences with K-State
Global Campus and Kansas State University. We appreciate your response to the survey as your feedback is very
important and will be used to improve student services and distance education offerings.
Opening Instructions:
Your answers are voluntary and anonymous. If a question does not apply to you, please check the Did Not Use/NA
button.
Default Question Block
Question 1:
Which program did you complete via distance at Kansas State University?
Bachelor's
Master's
Doctorate
Question 2:
Please select the appropriate Ph.D. degree program(s) from the list below. Select all that apply.
Personal Financial Planning
Other:
Question 3:
Please select the appropriate Master's degree program(s) from the list below. Select all that apply.
Academic Advising
Adult and Continuing Education
Agribusiness
Agricultural Education and Communication (AG*IDEA)
Business Administration, Professional MBA
Chemical Engineering
Civil Engineering
Community Development
Curriculum and Instruction
Curriculum and Instruction, ESL emphasis
Curriculum and Instruction: Digital Teaching and Learning emphasis
Curriculum and Instruction: Educational Computing, Design, and Online Learning emphasis
Curriculum and Instruction; Math emphasis
Curriculum and Instruction; Reading Specialist emphasis
Dietetics
55
Educational Leadership
Electrical Engineering
Engineering Management
Family and Community Services
Food Science
Gerontology
Mechanical Engineering
Merchandising
Nuclear Engineering
Operations Research
Personal Financial Planning
Psychology with an emphasis in Industrial and Organizational Psychology (MIOP)
Software Engineering
Youth Development
Other:
Question 4:
Please select the appropriate Bachelor's degree program(s) from the list below. Select all that apply.
Animal Sciences and Industry
Dietetics
Early Childhood Education
Family Studies & Human Services
Food Science and Industry
General Business
Interdisciplinary Social Science
Nutrition and Health
Technology Management
Other:
Question 5:
Did you also complete a Certificate, Endorsement or Minor program via distance at Kansas State University?
Yes
No
56
Question 6:
Please select the appropriate certificate, endorsement or minor program(s) from the list below. Select all that
apply.
Academic Advising Graduate Certificate
Adult Learning
Advanced Horticulture Graduate Certificate (AG*IDEA)
Applied Statistics Graduate Certificate
Biobased Products and Bioenergy Graduate Certificate (AG*IDEA)
Business Administration Graduate Certificate
Community Engaged Leadership
Conflict Resolution
English as a Second Language (ESL) Endorsement
Financial Therapy
Food Safety and Defense
Food Science
Gerontology
Grassland Management
Horticultural Therapy
Nonviolence Studies
Online Course Design
Organizational Leadership Graduate Certificate
Personal Financial Planning
Primary Texts
Public Administration
Reading Specialist Endorsement
Social Justice Education
Teaching English as a Second Language for Adult Learners
Transportation Engineering Graduate Certificate
Youth Development
Other:
57
Question 7:
Please rate your level of agreement with the following statements regarding your program.
1 - Strongly Agree | 2 - Agree | 3 - Neither Agree nor Disagree
4 - Disagree | 5 - Strongly Disagree | 6 - Did Not Use/N.A.
1
2
3
4
5
6
7.1 Program completion requirements were available and clear.
7.2 Courses were offered on a schedule to allow me to complete my degree in a timely manner.
7.3 Program objectives and/or learning outcomes were clearly articulated.
7.4 Student collaboration was important for my success in the program.
7.5 The program provided me with a rewarding educational experience.
7.6 The program provided me with a challenging educational experience.
7.7 The intellectual environment within the program was stimulating.
7.8 I would recommend this program to others.
58
Question 8:
Please rate your level of agreement with the following statements about your overall experience with faculty in
your major program.
1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree
5 - Strongly Disagree | 6 - Cannot Judge
1
2
3
4
5
6
8.1 Faculty were accessible for assistance.
8.2 Faculty were interested in the personal development of students.
8.3 Faculty were interested in the academic development of students.
8.4 Faculty were interested in the professional development of students.
8.5 Faculty introduced students to a broad range of ideas, perspectives, and worldviews.
8.6 Faculty listened and responded to students regarding student needs, concerns, and
suggestions.
Question 9:
Please rate your level of agreement with the following statements regarding advising during your major program.
1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree
5 - Strongly Disagree | 6 - Cannot Judge
1
2
3
4
5
6
5
6
9.1 I received high-quality advising.
9.2 My adviser responded in a timely manner.
9.3 My adviser was helpful in planning my progression through my program.
9.4 My adviser met my academic needs.
Question 10:
Please rate your level of agreement with the following statements concerning completion of this program.
1 - Strongly Agree | 2 - Agree | 3 - Neither Agree nor Disagree
4 - Disagree | 5 - Strongly Disagree | 6 - Cannot Judge
1
2
3
4
10.1 My knowledge and skills in this field have increased.
10.2 My appreciation and understanding of the responsibilities of professionals in this field have
increased.
10.3 Through completion of this program I am now qualified for the professional positions in this
field that I desire.
Question 11:
Please rate your level of agreement with the following statements in regards to your overall academic program
experience.
1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree
5 - Strongly Disagree
1
2
3
4
5
11.1 Overall, the quality of teaching in my program met my expectations.
11.2 Overall, the quality of the student-to-student relationships in my program met my
expectations.
11.3 Overall, this program met my expectations.
59
Question 12:
Were academic/department staff easily contacted if you had questions related to your academic program or
courses?
Yes
No
Further comments about your response:
Question 13:
Were your questions answered in a timely manner?
Yes
No (please explain your response in the box below)
I have not had any questions
Further comments about your response:
Question 14:
K-State Global Campus utilizes several communication avenues to connect with you and keep you informed. Using
the scale below, please rate your level of satisfaction with the variety of communication avenues used.
1 - Very Satisfied | 2 -Satisfied |
3 - Neither Satisfied nor Dissatisfied | 4 - Dissatisfied |
5 - Very Dissatisfied | 6 - Did Not Use/N.A.
1
2
3
4
5
6
14.1 K-State Global Campus Facebook page
14.2 World Wide Wildcats electronic newsletter
14.3 K-State Global Campus Twitter feed
14.4 K-State Global Campus Linked In
14.5 K-State Global Campus Website
14.6 K-State Global Campus Online chat
14.7 Social media from your academic department
14.8 Email
14.9 Phone
Questions 15:
Were you aware that all these communication avenues existed?
Yes
No
Question 16:
Why did you use the above communication avenues?
60
Question 17:
Using the scale below, please rate your level of agreement with the following statements.
1 - Strongly Agree | 2 - Agree | 3 - Neither Agree nor Disagree
4 - Disagree | 5 - Strongly Disagree | 6 - Did Not Use/N.A.
1
2
3
4
5
6
17.1 The Office of Student Financial Services (loans, scholarships, financial aid) was responsive
to my needs.
17.2 Enrollment through KSIS was an easy process.
17.3 K-State Online was intuitive and easy to use.
17.4 The Information Technology (IT) Help Desk provided adequate technological support and
assistance.
17.5 The resources provided by K-State counseling services and through the University Life Café
website were helpful in maintaining my academic success.
17.6 The Office of Student Life connected me with accurate referrals for academic and personal
problems.
17.7 The Office of the Registrar handled my requests efficiently.
17.8 The K-State Library resources and tools have efficiently helped me with research and
information for classes.
17.9 Career and Employment Services (CES) provided excellent resources for employment
opportunities.
17.10 Student Access Center provided appropriate solutions to meet my needs.
17.11 Non-Traditional and Veterans Student Services staff offered needed support for the unique
set of challenges related to my military requirements.
17.12 K-State Global Campus’ Student and Faculty Services were responsive and provided
excellent service.
17.13 The Writing Center was able to provide guidance for writing better papers.
17.14 I was able to use a tutor through the Tutoring Center and get the academic assistance I
needed.
17.15 I used Powercat Financial Counseling to better understand how to manage my finances
and student loans.
Question 18:
Were you aware of all of these services existed?
Yes
No
Question 19:
Why did you use the above services?
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Question 20:
Please give your opinion on exam services offered through the K-State Global Campus.
1 - Strongly Agree | 2 - Agree | 3 - Neither Agree nor Disagree
4 - Disagree | 5 - Strongly Disagree | 6 - Did Not Use/N.A.
1
2
3
4
5
6
20.1 I received information about exam proctoring in a timely manner.
20.2 It was easy for me to find an acceptable exam proctor in my area.
20.3 My proctor received exams and information in a timely manner allowing me to complete
exams on schedule.
20.4 I found it easy to schedule proctored exams through K-State Global Campus Student and
Faculty Services.
20.5 I found the testing facilities at the K-State Global Campus to be adequate.
20.6 I found the exam staff at K-State Global Campus to be friendly, helpful and accommodating.
Question 21:
Other comments about K-State Global Campus exam administration and testing facilities.
Question 22:
Why did you choose to attend Kansas State University? Please select all that apply.
Recommendation by family
Recommendation by friends
Affordability
Quality of educational opportunities
Athletics
Ranking of programs
Reputation
Scholarship support
Other:
Question 23:
Would you recommend a Kansas State Global Campus course or program to someone else?
Yes
No
Further comments about your response:
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Question 24:
Would you consider taking another online training course or program at K-State if you had further education
needs?
Yes
No
Further comments about your response
Question 23:
How many hours per week were you employed during your academic program?
Not employed
10 hours or fewer per week
11-20 hours per week
21-31 hours per week
32-40 hours per week
More than 40 hours per week
Question 24:
How did your employer support your participation in this program? (Select all that apply.)
My employer did not support my participation
Paid time off
Unpaid time off
Reduced workload
Flexible work schedule
Educational expense reimbursement (Please describe in the comment box.)
Supportive attitude
Other:
Further comments about your response:
Closing Page
Closing Statement:
This concludes the K-State Global Campus Exit Survey. Your time and participation are very much appreciated. As a
new graduate from Kansas State University you will receive a complimentary one-year membership to the K-State
Alumni Association. If you have questions about the K-State Alumni Association call 785-532-6260. Please take
advantage of your membership and continue to stay connected with K-State!
Please click the next button to submit the survey.
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