Minutes of the Graduate Council
April 7, 2009
As approved by the Graduate Council, May 5, 2009
Members present: K. Adhikari, S. Bossmann, R. Collins, B. DePaola, M. Donnelly, T. Easton, J. Fliter,
S. Garimella, C. Griffin, D. Gruenbacher, S. Haar, L. Hoag, J. Katz, J. Keller, C. Moore, J. Reese, B.
Rowland, B. Schultz, G. Shroyer, J. Steichen, K. Taylor, F. White
Members absent: S. Brown, F. Burrack, K. Dillard, J. Faubion, K. Getty, D. Goodin, M. Hossain, M.
Kaff, V. Krstic, M. Linville, R. Schaeffer, M. Zolkiewski
Graduate School staff present: S. Fox, J. Guikema, S. Schlender, C. Shanklin
Guests: B. Prince, C. Shoemaker, D. Youngman
1) Opening remarks
Carol Shanklin announced that a majority of the action items were placed on the consent agenda to
allow council members to attend the Distinguished Graduate Faculty Lectures Series presented by
Elizabeth Dodd at 4:00 pm in the Big 12 room of the K-State Union.
2) Graduate School Actions and Announcements
Appointments for Graduate Faculty Membership
Name
Kim Hiller-Connell
Position
Assistant Professor
Hyung-Chan Kim
Assistant Professor
Department/Program
Apparel, Textiles &
Interior Design
Apparel, Textiles &
Interior Design
Date approved
by Graduate School
3/23/09
3/23/09
3) Approval of Consent Agenda
A motion was made to approve the Consent Agenda. The motion passed.
The following items were approved:
A) Minutes of the February 3, 2009 meeting.
B) Academic Affair Committee
Graduate faculty issues:
Membership
Position
Michael Cates
Professor
Dwight Tolar
Instructor
Hari Upadhyaya
Adjunct Professor
Department/Program
Diagnostic Medicine/Pathobiology
Communication Studies,
Theatre and Dance
Agronomy
Larry West
Zhanguo Xin
Adjunct Professor
Adjunct Faculty
Agronomy
Agronomy
Membership and Certification
Humberto Blanco
Assistant Professor
Juergen Richt
Professor
H. Morgan Scott
Professor
Agronomy
Diagnostic Medicine/Pathobiology
Diagnostic Medicine/Pathobiology
Certification
Scott Staggenborg
Agronomy
Professor
Graduate Faculty Associate
Thomas Cioppa
Adjunct Assistant Professor Special Education, Counseling,
& Student Affairs
James Martin
Adjunct Assistant Professor Educational Leadership
Andrew J. Wefald
Assistant Professor
Psychology
Course and curriculum issues:
Expedited Course Changes:
Current Course Description
AP 700. Gross Anatomy I. (6) I. Gross dissection
of the dog with comparative aspects of the cat. Three
hours lec. and nine hours lab a week. Pr.: First-year
standing in College of Veterinary Medicine.
Proposed Course Description
AP 700. Gross Anatomy I. (5) I. Gross dissection of the
dog with comparative aspects of the cat. Two hours lec.
and nine hours lab a week. Pr.: First-year standing in
College of Veterinary Medicine or consent of the
instructor.
AP 737. Vet Physiology I. (6) I. Function of the
AP 737. Vet Physiology I. (5) I. Function of the animal
animal body at the cellular level, including nerve and body at the cellular level, including nerve and muscle
muscle function. Basic pathophysiological
function. Basic pathophysiological mechanisms will be
mechanisms will be emphasized and correlated with emphasized and correlated with clinical topics. Five hours
clinical topics. Five hours lec, three hours lab a
lec./wk. Pr.: First-year standing in College of Veterinary
week. Pr.: First-year standing in College of
Medicine or consent of instructor.
Veterinary Medicine or consent of instructor.
AP 747. Vet Physiology II. (7) II. Function of the AP 747. Vet Physiology II. (6) II. Function of the
cardiovascular, endocrine, respiratory, renal, and
cardiovascular, endocrine, respiratory, renal, digestive, and
reproductive systems of domestic animals with
reproductive systems of domestic animals with emphasis
emphasis on physiologic control mechanisms,
on physiologic control mechanisms, interrelationships of
interrelationships of body systems, and criteria for
body systems, and criteria for evaluating animal health.
evaluating animal health. Five hours lec. and six
Five hours lec. and three hours lab a week. Pr.: AP 737.
hours lab a week. Pr.: AP 737.
CHE 626. Bioseparations (2) II, in even years.
CHE 626. Bioseparations. (3) II, in even years Study of
Study of separations important in food and
separations important in food and biochemical engineering
biochemical engineering such as leaching, extraction, such as leaching, extraction, expression, absorption, ion
expression, absorption, ion exchange, filtration,
exchange, filtration, centrifugation, membrane separation,
centrifugation, membrane separation, and
and chromatographic separations. Three hours rec. a
chromatographic separations. Two hours rec. a
week. Pr: CHE 531 or BAE 545.
week. Pr: CHE 531 or BAE 575.
2
Current Course Description
FDSCI 600. Microbiology of Food. (2) I, II, S. This
course deals with the isolation, identification,
enumeration, and characterization of bacteria, yeasts,
molds and other microbes associated with foods and
food processing. Effects of physical and chemical
agents on micro-organisms will be studied.
Microbiological problems in food spoilage, food
preservation, food fermentation, and food-borne
diseases will be discussed. This is a Web-based
lecture course intended for off-campus distance
education students. Pr.:
BIOL 455.
FDSCI 725. Food Analysis. (3) I, II. Principles,
methods, and techniques necessary for quantitative,
instrumental, physical, and chemical analyses of food
and food products for off- campus students using an
audio/video taped format. The analytical principles
will be related to standards and regulations for food
processing. Two hours lec. and three hours lab a
week. Rec. Pr.: FDSCI 501.
GRSC 901. Starch Chemistry and Technology. (2)
II, Even Years. Chemical and physical properties of
cereal and legume starches. Isolation, structure, assay
methods, and properties in solution. Methods of
modifying starches for industrial use, including
chemical, physical, and enzymic modification. Three
hours lec. a week. Rec. Pr.: BIOCH 521, GRSC 602.
Proposed Course Description
FDSCI 600. Microbiology of Food. (2) I, II, S. This
course deals with the isolation, identification, enumeration,
and characterization of bacteria, yeasts, molds and other
microbes associated with foods and food processing.
Effects of physical and chemical
agents on micro-organisms will be studied.
Microbiological problems in food spoilage,
food preservation, food fermentation, and food-borne
diseases will be discussed. This is a Web-based lecture
course intended for off-campus distance education
students. Rec. Pr.: BIOL 455.
GRSC 902. Carbohydrates in Food. (2) II, Odd
Years. Structure and properties of food
carbohydrates, including sugars, oligosaccharides,
and polysaccharides, and methods of their
modification and analysis. Three hours lec. a week.
Rec. Pr.: CHEM 350 or BIOCH 521.
GRSC 905. Enzyme Applications. (2) I. Theories
of enzyme action and function;
commercial methods of manufacture and industrial
uses, with special emphasis on the
role of enzymes in the food industries. Two hours
lec. a week. Rec. Pr.: BIOCH 521 and
522.
GRSC 902. Carbohydrates in Food. (3) II, Odd Years.
Structure and properties of food carbohydrates, including
sugars, oligosaccharides, and polysaccharides, and
methods of their modification and analysis. Three hours
lec. a week. Rec. Pr.: CHEM 350 or BIOCH 521.
FDSCI 725. Food Analysis. (3) I, II. Principles, methods,
and techniques necessary for quantitative,
instrumental, physical, and chemical analyses of food and
food products for off-campus students using an
audio/video taped format. The analytical principles will be
related to standards and regulations for food
processing. Rec. Pr.: FDSCI 501.
GRSC 901. Starch Chemistry and Technology. (3) II,
Even Years. Chemical and physical properties of cereal
and legume starches. Isolation, structure, assay methods,
and properties in solution. Methods of modifying starches
for industrial use, including chemical, physical, and
enzymic modification. Three
hours lec. a week. Rec. Pr.: BIOCH 521, GRSC 602.
GRSC 905 Enzyme and Bioprocessing Applications (3)
I. The course explores the applications of enzymes and
microbial cultures in the bioprocessing industry, including
food, feed, industrial chemicals and biofuels; and major
microbial pathways for product
synthesis including a clear understanding of enzyme and
microbial kinetics at an advanced level. Three one-hour
lectures per week. Rec. Pre.: GRSC 820 or
GRSC 740/BAE 740 or BIOCH 755.
3
Current Course Description
GRSC 915. Advanced Cereal Chemistry. (3) II.
The chemistry of cereal components at the molecular
level. The role and interactions of the various
constituents, their functionality in producing an end
product, and their influence on nutritional properties.
Three hours lec. a week. Rec. Pr.: BIOCH 521 and
522.
NE 612. Principles of Radiation Detection (3) I.
Operating principles and general properties of
devices used in the detection and characterization of
ionizing radiation. Fundamental methods of data
interpretation and presentation. Two hours rec. and
three hours lab. a week. Pr: NE 495
NE 690. Radiation Protection and Shielding. (3)
II. Basic concepts of radiation protection, doses,
associated risks, and exposure limits. Properties of
natural and other radiation sources, and evaluation of
internal and external doses. Techniques for shield
design including ray, point kernel, and transport
theories for both neutrons and gamma rays. Three
hours rec. a week. Pr: NE 495
RRES 635. Methods of Environmental
Interpretation. (3) II. This course focuses on
principles and techniques necessary to communicate
environmental and cultural values to visitors in park
areas. The philosophy, theory, design, and
application of interpretive media to communicate
information about the
environment is studied. Two hours rec. and three
hours lab a week. Field trips required.
PLPTH 905. Ecology and Epidemiology of Plant
Pathogens. (2) I, in even-numbered years.
Experimental and theoretical approaches to the study
of plant disease ecology in agricultural and natural
systems. Three hours lec. a week. Pr.: A course in
Statistics, a course in Calculus, and one of the
following: PLPTH 500, PLPTH 730, PLPTH 835,
PLPTH 840, PLPTH 845, or a course in Ecology.
MC 865 Seminar in Mass Communication Law
(3) II Analysis of mass communications freedoms
and limitations is such areas defamation, privacy,
copyright, censorship, obscenity, and advertising and
electronic media regulation. Pr: Graduate Standing
Proposed Course Description
GRSC 915. Advanced Cereal Chemistry. (3) I. The
chemistry of cereal components at the molecular
level. The role and interactions of the various constituents,
their functionality in producing an end
product, and their influence on nutritional properties.
Three hours lec. a week. Rec. Pr.: BIOCH 521 and
522.
NE 612. Principles of Radiation Detection (3) II.
Operating principles and general properties of devices
used in the detection and characterization of ionizing
radiation. Fundamental methods of data interpretation and
presentation. Two hours rec. and three hours lab. a week.
Pr: NE 495
NE 690. Radiation Protection and Shielding. (3) I. Basic
concepts of radiation protection, doses, associated risks,
and exposure limits. Properties of natural and other
radiation sources, and evaluation of internal and external
doses. Techniques for shield design including ray, point
kernel, and transport theories for both neutrons and
gamma rays. Three hours rec. a week. Pr: NE 495
RRES 635. Methods of Environmental Interpretation.
(3) I. This course focuses on principles and techniques
necessary to communicate environmental and cultural
values to visitors in park areas. The philosophy, theory,
design, and application of interpretive media to
communicate information about the environment is
studied. Two hours rec. and three hours lab a week. Field
trips required.
PLPTH 905. Ecology and Epidemiology of Plant
Pathogens. (3) I, in even-numbered years. Experimental
and theoretical approaches to the study of plant disease
ecology in agricultural and natural systems. Three hours
lec. a week. Pr.: A course in Statistics, a course in
Calculus, and one of the following: PLPTH 500, PLPTH
730, PLPTH 835, PLPTH 840, PLPTH 845, or a course in
Ecology.
MC 745. Seminar in Mass Communication Law. (3) II
Analysis of mass communications freedoms and
limitations is such areas defamation, privacy, copyright,
censorship, obscenity, and advertising and electronic
media regulation. Pr: Graduate Standing
4
Expedited Drop Courses:
AP 715. Veterinary Comparative Embryology. (1) I. An overview of developmental anatomy as it
relates to clinically important developmental defects and/or normal structure and function of common
domestic animals. Pr.: First-year standing in the DVM degree program.
AP 720. Veterinary Neuroscience. (2) II, S. Study of the normal neuroanatomy, neurophysiology and
introductory neuropharmacology of the central nervous system of common domestic mammals. Pr.:
First-year standing in the College of Veterinary Medicine or BIOL 505 or equiv.
CS 743. Grand Rounds I. (1) II. An introduction into veterinary medical problem identification and
solving. Emphasis will be on integration of normal anatomy and physiology knowledge and
identification of abnormal findings. Pr.: First-year standing in the College of Veterinary Medicine.
PLPTH 911. Plant Tissue Culture and Regeneration. (3) II, in odd-numbered years. Plant tissue
culture principles, techniques, and applications, with emphasis on plant regeneration from protoplasts
and the use and potential of this procedure for crop improvement through genetic engineering.
Research-level skills in this area will be taught.
5
Non-Expedited New Courses:
ACCTG 890. Seminars in Professional Accounting. (Var.) I, II. Master of Accountancy students are
required to take this seminar course during two regular semesters (Fall and Spring). The course will
cover current topics relevant to Professional Accountants in both public and private practice. Seminars
are designed to improve students technical accounting knowledge and professional skills and abilities.
Seminars will be led by a variety of faculty and practicing accountants. As part of the class, students
will be expected to complete written and oral assignments and may be assessed on their technical, oral,
written, critical thinking, interpersonal and other skills. Students should enroll for one credit hour in the
first semester they complete the seminar and two credit hours during the second semester they complete
the seminar.
AGED 786. Topics in Agricultural Education. (1-3) I, II, S. Examination of current topics in
agricultural education. Varied specialized topics will be offered so course may be repeated.
AP 730. Cross-Course Integration I. (1) I. Vertical and horizontal integration among semester
courses to improve student cognitive retention and understanding of core content. Structure-function
relationships will be emphasized to faciliate student assimilation and provide clinical relevance to basic
science content. Pr.: First-year standing in the College of Veterinary Medicine or consent of instructor.
AP 740. Cross-Course Integration II. (1) II. Vertical and horizontal integration within and between
semester courses to improve student cognitive retention and understanding of core content. Structurefunction relationships will be emphasized to faciliate student assimilation and provide clinical relevance
to basic science content. Pr.: AP 730 or consent of instructor.
AP 780. Electives in Anatomy & Physiology. (1-3)
I. Elective course work. Topics: Veterinary Medical Language Cognates and Etymology; Special
Interest Anatomy for Veterinary Students; History of Veterinary Medicine; Practical Use and
Interpretation of Veterinary Scientific Literature. Pr.: Professional veterinary student standing or
consent of instructor.
II. Elective course work. Topics: Three Dimensional Imaging Anatomy of the Dog; Special Interest
Anatomy for Veterinary Students; Veterinary Neuroscience; Behavior of Domestic Animals;
Comparative Embryology. Pr.: Professional veterinary student standing or consent of instructor.
S. Elective course work. Topics: Special Interest Anatomy for Veterinary Students; Veterinary
Medical Language Cognates and Etymology. Pr.: Professional veterinary student standing or consent
of instructor.
CS 611. Cow-Calf Health Systems. (2) II. Management of animal well-being and efficient
production in a cow-calf system. Includes the areas of health, marketing, growth, nutrition, economics,
pharmaceutical management, genetics, and reproduction.
6
CS 777. Practicing Veterinary Medicine in a Multicultural Society. (1) I, II. Diversity in the
broadest sense of the word (cultural, racial, sexual, gender, age, religious, etc.) will be explored in the
context of the practice of veterinary medicine. Understanding diversity issues can positively affect the
bottom line of nearly every veterinary practice. Pr.: First, second or third year standing in the College
of Veterinary Medicine.
CS 778. The Basics of Bovine Theriogenology. (1) 1, II. This class is designed to provide students
enrolled in the veterinary curriculum a very practical knowledge base regarding bovine reproduction.
Pr.: First, second or third year standing in the College of Veterinary Medicine.
ECE 715. Electroacoustics (3) I Basic principles of sound; modeling of, and analogous circuits for,
mechanical and acoustical systems; microphones and loudspeakers; Thiele-Small parameters; the
analysis and design of, and measurements on, common loudspeaker systems and crossover networks.
Projects involve the design, simulation, construction and performance-testing of a complete
loudspeaker-and-enclosure system. Two hours lec. and three hours lab a week. Pr.: ECE 511.
ECE 722. Audio Engineering (3) II Solid-state and hollow-state analog electronics applicable to
high-fidelity audio. Emphasis is on the analysis, design and construction of audio amplifiers. Projects
include design, implementation, and performance-evaluation of a reference-quality audio power
amplifier. Two hours lec. and three hours lab a week. Pr.: ECE 525. Recommended: ECE 526.
ECE 724. Analog Electronics (3) II Analysis, design, and evaluation of BJT and CMOS operational
amplifiers. Core topics include frequency compensation and closed-loop stability, slew-rate
optimization, wide-bandwidth design, low-noise design, and macromodeling for simulation. Three
hours lec. a week. Pr. ECE 502, ECE 526
ECE 760. Wireless Communications (3) II This course exposes seniors and first year graduate
students to important physical layer concepts in wireless communications. Topics include: cellular
architecture, large scale and small scale fading channel models, diversity receivers, DS-CDMA
transmitter and receiver design, multi-user detection, multi-carrier CDMA and OFDM performance
analysis. Three hours lec. a week. Pr. ECE 660
HORT 710. Plant Cell, Tissue and Organ Culture. (3) II. Course will cover the principles and
laboratory exercises that demonstrate major concepts and practical techniques in plant cell, tissue and
organ culture. The history and use of plant cell-, tissue-, and organ- culture for crop improvement will
be explained. The variety of tissueculture techniques will be highlighted. Selected readings and practical
tissue culture projects will be required. Two hours lecture and three hours lab per week. Rec. Pr.:
HORT 350.
HORT 910. Advances in Plant Cell Culture. (2) II. Course will cover current topics in plant cell
culture, applications and commercial practices, with emphasis on plant genetic improvement. Researchlevel skills in this area will be taught. Two hours lecture a week Odd years. Rec. Pr.: HORT 710.
MANGT 870. Managing Animal Health Organizations (3) Relevant theoretical concepts will be
drawn from strategic management, management of change, human resource management, and the
management of innovation to provide an intellectual grounding for understanding industry dynamics
and the analysis of contemporary managerial challenges and issues for organizations in the animal
health industry. Special emphasis will be given to proposing strategic solutions to solve major problems
that companies face in the animal health corridor.
7
Graduate Curriculum Changes
Agricultural Economics
FROM:
Ph.D. Agricultural Economics
Program (current)
Topic Area
Credit Hours
Economic Theory
ECON 735
Mathematical Economics
ECON 940
Advanced Microeconomic Theory I
ECON 945
Advanced Microeconomic Theory II
ECON 805
Income and Employment Theory I
ECON 905
Income and Employment Theory II
and select one of the following: ECON 801, ECON 823
ECON 832, ECON 860, ECON 890, ECON 915, ECON 920, ECON 925,
ECON 927, ECON 947, ECON 948, ECON 955, or ECON 981
18
3
3
3
3
3
3
Research Methodology
ECON 930
Econometrics II
AGEC 901
Research Methods in Economics
AGEC 936
Quantitative Topics in Agricultural Economics
and select one of the following:
STAT 770
Theory of Statistics I
STAT 771
Theory of Statistics II
ECON 890
Time Series Econometrics
ECON 890
Microeconomics Panel Data Econometrics
12
3
3
3
3
3
3
3
Additional Required Agricultural Economics Courses
AGEC 905 Agricultural Demand and Price Analysis
AGEC 923 Economics of Agricultural Production
6
3
3
General Electives* (700 level and higher)
* Includes the following M.S. level course prerequisites
ECON 830
Econometrics I
AGEC 712
Optimization Techniques for Agricultural Economics
AGEC 823
Production Economics II
AGEC 805
Agricultural Marketing
STAT 706
Basic Elements of Statistical Theory
24
3
3
3
3
3
60 Total Course Hours
30 Dissertation Hours
90 Total Credit Hours
The following courses developed for the Masters of Agribusiness are not allowed on a student’s program of study:
AGEC 700, AGEC 701, AGEC 713, AGEC 720, AGEC 730, AGEC 760, AGEC 761, and AGEC 770.
8
Ph.D. Agricultural Economics
Specialty Areas (current)
Agribusiness
FINAN 815
MANGT 820
MKTIB 810
AGEC 890
ECON 925
Managerial Finance I
Behavioral Management Theory
Marketing Concepts and Research
Advanced Food and Agribusiness Management
Location of Economics Activites (may be replaced with ECON 947 or 948)
Community and Regional Economics
ECON 832
Public Sector Analysis
ECON 925
Location of Economic Activities
ECON 955
Theory and Methods of Regional Economic Analysis
SOCIO 832 Sociology of Community
AGEC 955
Advanced Topics in Community and Regional Economics
International Development
ECON 860
Growth and Development Theories
AGEC 815
International Agricultural Development
AGEC 816
Farming Systems Approach to Sustainable Development
SOCIO 824 Qualitative Methodology
Natural Resources
AGEC 825
Natural Resource Policy
AGEC 925
Advanced Resource and Environmental Economics
ECON 947
Industrial Organization (may be replaced with IMSE 983)
Price Analysis/Marketing
AGEC 905
Agricultural Demand and Price Analysis
AGEC 936
Quantitative Topics in Agricultural Economics
STAT 730
Multivariate Statistical Methods (may be replaced with STAT 880)
AGEC 810
Price and Income Policies for Agriculture (may be replaced with MKTIB 810)
Trade
AGEC 840
ECON 981
Econ 947
International Markets and Agricultural Trade
International Trade Theory and Policy
Industrial Organization (may be replaced with AGEC 810)
Production/Farm Management/Finance
AGEC 923
Economics of Agricultural Production
AGEC 812
Advanced Farm Economics (may be replaced with FINAN 815)
Select 2 from the following list: AGEC 936, IMSE 864, IMSE 982, IMSE 983, IMSE 830, IMSE
991 or EECE 870
9
TO:
Ph.D. Agricultural Economics
Program (proposed)
Topic Area
Credit Hours
Economic Theory
ECON 735
Mathematical Economics
ECON 940
Advanced Microeconomic Theory I
ECON 945
Advanced Microeconomic Theory II
ECON 805
Income and Employment Theory I
ECON 905
Income and Employment Theory II
and select one of the following: ECON 801, ECON 823
ECON 832, ECON 860, ECON 890, ECON 915, ECON 920, ECON 925,
ECON 927, ECON 947, ECON 948, ECON 955, or ECON 981
18
3
3
3
3
3
3
Research Methodology
ECON 930
Econometrics II
AGEC 901
Research Methods in Economics
AGEC 936
Quantitative Topics in Agricultural Economics
and select one of the following:
STAT 770
Theory of Statistics I
STAT 771
Theory of Statistics II
ECON 890
Time Series Econometrics
ECON 890
Microeconomics Panel Data Econometrics
12
3
3
3
3
3
3
3
Additional Required Agricultural Economics Courses
AGEC 905 Agricultural Demand and Price Analysis
AGEC 923 Economics of Agricultural Production
6
3
3
Specialty Area
6
General Electives* (700 level and higher)
* Must include the following M.S. level courses or their equivalent
ECON 830
Econometrics I
AGEC 712
Optimization Techniques for Agricultural Economics
AGEC 823
Production Economics II
AGEC 805
Agricultural Marketing
STAT 706
Basic Elements of Statistical Theory
18
3
3
3
3
3
60 Total Course Hours
30 Dissertation Hours
90 Total Credit Hours
The following courses developed for the Masters of Agribusiness are not allowed on a student’s program of study:
AGEC 700, AGEC 701, AGEC 713, AGEC 720, AGEC 730, AGEC 760, AGEC 761, and AGEC 770.
10
Ph.D. Agricultural Economics
Specialty Areas (proposed)
Agribusiness (two of the following with at least one from AGEC 880 or AGEC 890)
AGEC 890
Advanced Food and Agribusiness Management
AGEC 880
Agribusiness Industry Structures
FINAN 815
Managerial Finance I
MANGT 820
Behavioral Management Theory
MKTG 810
Marketing Concepts and Research
ECON 947
Industrial Organization*
Community and Regional Economics (two of the following)
ECON 832
Public Sector Analysis*
ECON 925
Location of Economic Activities*
ECON 955
Theory and Methods of Regional Economic Analysis*
SOCIO 832
Sociology of Community
AGEC 955
Advanced Topics in Community and Regional Economics
International Development/Trade/Policy (two of the following)
AGEC 815
International Agricultural Development
AGEC 840
International Markets and Agricultural Trade
AGEC 810
Price and Income Policies for Agriculture
ECON 860
Growth and Development Theories*
ECON 981
International Trade Theory and Policy*
Natural Resources
AGEC 825
Natural Resource Policy
AGEC 925
Advanced Resource and Environmental Economics
Price Analysis/Marketing
AGEC 810
Price and Income Policies for Agriculture, or
AGEC 880
Agribusiness Industry Structures
and one of the following
STAT 730
Multivariate Statistical Methods
STAT 880
Time Series Analysis
ECON 890
Time Series Econometrics or Panel Data Econometrics*
Production/Farm Management/Finance
AGEC 812
Advanced Farm Economics (may be replaced with FINAN 815)
and one of the following
IMSE 864, IMSE 982, IMSE 983, IMSE 830, IMSE 991 or EECE 870
Students are encouraged to consult with their advisor(s) about additional courses to enhance their training in a field.
Alternative specialties, or variances to those described above, may be designed by a student’s supervisory committee
with the approval of the graduate committee.
*No course can be used to meet both a specialty and a core program requirement
11
Non-Expedited Proposal
Changes to the Master of Accountancy Program
Rationale:
The Master of Accountancy program is being changed to require all students to complete
a 3-hour professional seminar that will serve to introduce current topics in the profession
and allow students to practice critical thinking skills and communication skills
(interpersonal, formal written and formal verbal) and integrate topics from a variety of
courses. To accommodate this course which will address important skills and knowledge
and meet the graduate school requirement for a culminating experience, 3 hours of
electives will be eliminated from the program.
Impact (i.e. if this impacts another unit):
This change should have minimal impact on other programs. By eliminating three hours
of electives, some courses taken by Master of Accountancy students as electives may
see minimal reductions in enrollment. This will amount to 3 hours per year x
approximately 50 students, or 150 hours of reduced SCH spread over electives
throughout the College of Business and other Colleges. However, students are still
required to take 6 hours of electives within the College of Business and 6 hours of
electives outside of the College of Business.
Effective:
Fall 2009
Revised Master of Accountancy Assessment Plan
The revision in the Master of Accounting program will provide a culminating experience in the Master of Accountancy
program, as required by the Graduate School, and it will also allow us to streamline our procedures for assessment.
The following are the learning objectives of the Master of Accountancy program, and their proposed means of
assessment, under the new program:
Objective
1. An in-depth understanding or expertise in at least
one of the following areas of study: 1) financial
accounting/auditing, 2) taxation, 3) enterprise
information systems or 4) managerial
accounting/controllership.
2. An ability to analyze ambiguous accounting
problems.
3. An ability to contribute during team-based, problemsolving activities.
4. An ability to make persuasive presentations that
reveal strong written and oral communication skills.
Assessment
Final project questions will be designed to allow
students to demonstrate knowledge in a variety of
these areas. As a result, every student graduating
from the Master of Accountancy program will be
assessed, using a rubric, on their ability to
demonstrate expertise in relevant areas both based
on their portfolio and their written report.
Every student’s final report will be assessed using a
rubric.
This objective will continue to be assessed in courses
in the program using a rubric applied to a sample of
students on a yearly basis.
Every student’s final presentation will be assessed by
at least two faculty members using a rubric.
While assessment is typically not based on course grades, this course has been specifically designed to assess these
skills, asking students to integrate information not only from the seminar, but also from their other courses. Therefore, we
believe that using course grades in the seminar is an appropriate means for program assessment. Summaries of student
performance each semester on each grading rubric point for each objective will be prepared and distributed to faculty to
provide feedback for use in the entire program.
12
FROM: (Current list of courses for the
curriculum, curriculum description, and
admission criteria.)
TO: To: (Proposed list of courses for the
curriculum, curriculum description, and
admission criteria.)
Required Course
Required Courses
ACCTG 731 - Advanced Financial Reporting
Credits: (3)
ACCTG 731 - Advanced Financial Reporting
Credits: (3)
ACCTG 890 – Seminars in Professional
Accounting Credits: (3)
Accounting Electives (12 credit hours)
You may select your accounting electives based
on one of the following four accounting specialty
areas: (1) Financial Accounting and Auditing, (2)
Management Accounting/Controllership (3)
Taxation or (4) Enterprise Information Systems,
but a specialty area is not required.
ACCTG 832 - Advanced Auditing Credits: (3)
ACCTG 833 - Corporate Taxation Credits: (3)
ACCTG 834 - Partnership Taxation Credits: (3)
ACCTG 835 - Advanced Management Accounting
Credits: (3)
ACCTG 844 - Design of Accounting and Business
Information Processes Credits: (3)
ACCTG 845 - International Accounting Credits: (3)
ACCTG 884 - Enterprise Information Systems
Assurance Credits: (3)
Business Electives (6 to 9 credit hours)
These courses may be selected from nonaccounting courses numbered 800 or above within
the College of Business Administration. There are
12 current available electives from which to
choose.
Non-Business Electives (6 to 9 credit hours)
These courses may be selected from courses
numbered 500 or above outside the College of
Business Administration. A maximum of six credit
hours at the 500-level may be used. The balance
must be 600-level or above.
Accounting Electives (12 credit hours)
You may select your accounting electives based on
one of the following four accounting specialty
areas: (1) Financial Accounting and Auditing, (2)
Management Accounting/Controllership (3)
Taxation or (4) Enterprise Information Systems, but
a specialty area is not required.
ACCTG 832 - Advanced Auditing Credits: (3)
ACCTG 833 - Corporate Taxation Credits: (3)
ACCTG 834 - Partnership Taxation Credits: (3)
ACCTG 835 - Advanced Management Accounting
Credits: (3)
ACCTG 844 - Design of Accounting and Business
Information Processes Credits: (3)
ACCTG 845 - International Accounting Credits: (3)
ACCTG 884 - Enterprise Information Systems
Assurance Credits: (3)
Business Electives (6 credit hours)
These courses may be selected from nonaccounting courses numbered 800 or above within
the College of Business Administration. There are
12 current available electives from which to
choose.
Non-Business Electives (6 credit hours)
These courses may be selected from courses
numbered 500 or above outside the College of
Business Administration.
13
C) Graduate School Committee on Planning
Second Reading. Changes to the Graduate Handbook, Chapter 6, Graduate Council
Constitution, By-Laws, and Procedures – Section B – By-Laws of the Graduate Council - B.1
Graduate Council Membership from Academic Areas:
The Graduate Faculty is organized into Academic Areas for the purposes of electing representatives to
the Graduate Council. These Academic Areas, which form constituencies for representation to
Graduate Council, will ensure that educational and scholarly diversity between disciplines is
represented in all Graduate Council deliberations. These areas, and the graduate programs and
academic units assigned to each, are:
Applied Natural Sciences: Agronomy; Animal Sciences and Industry; Clinical Sciences;
Entomology; Grain Science and Industry; Horticulture, Forestry and Recreation Resources;
Human Nutrition; and Plant Pathology.
Arts and Humanities: Architecture; Art; Communication Studies, Theatre and Dance;
English; History; Interior Architecture and Product Design; Landscape Architecture/Regional
and Community Planning; Library; Modern Languages; Music; and Philosophy.; and Speech
Communication, Theatre and Dance.
Basic Natural Sciences: Anatomy and Physiology; Biochemistry; Biology; Chemistry;
Diagnostic Medicine/Pathobiology; Geology; Kinesiology; and Physics.
Business and Education: Accounting; Counseling and Educational Psychology; Arts,
Sciences, and Business*; Educational Leadership; Elementary Education; Finance;
Management; Marketing; Secondary Education; and Special Education, Counseling, and
Student Affairs.
Mathematical and Engineering Sciences: Architectural Engineering and Construction
Science; Aviation Technology*; Biological and Agricultural Engineering; Chemical
Engineering; Civil Engineering; Computing and Information Sciences; Electrical and
Computer Engineering; Engineering Technology*; Industrial and Manufacturing Systems
Engineering; Mathematics; Mechanical and Nuclear Engineering; and Statistics.
Social Sciences: Agricultural Communications; Agricultural Economics; Apparel, Textiles,
and Interior Design; Communications; Economics; Family Studies and Human Services;
Geography; Hotel, Restaurant, Institution Hospitality Management and Dietetics; Journalism
and Mass Communications; Political Science; Psychology; and Sociology, Anthropology and
Social Work; and Women’s Studies.
*College of Technology and Aviation (Salina Campus)
14
Second Reading. Changes to the Graduate Handbook, Chapter 6, Graduate Council
Constitution, By-Laws, and Procedures – Section B – By-Laws of the Graduate Council - B.2.
Graduate Council Membership from Colleges
The Graduate Faculty members also have membership in colleges. The following colleges shall have
representation on Graduate Council:
College of Agriculture
College of Architecture, Planning & Design
College of Arts & Sciences
College of Business Administration
College of Education
College of Engineering
College of Human Ecology
College of Technology and Aviation
College of Veterinary Medicine
Since graduate education is often interdisciplinary, faculty members may participate in more than one
graduate program. For purposes of election and service to Graduate Council, Graduate Faculty
members will have a primary program or departmental affiliation, and a primary membership in a
college.
Second Reading. Changes to the Graduate Handbook, Chapter 2, The Master’s Degree – Section
C – The Program of Study:
Every master's student must file with the Graduate School a Program of Study, a formal list of the
courses the student intends to take to fulfill the requirements of the degree. The program of study
should consist solely of courses directly related to the master's degree. Full-time students must file their
programs before the end of their second semester of graduate study, and part-time students must do so
upon the completion of 9 credit hours. The student should prepare the program of study in consultation
with the supervisory committee, all members of which must indicate their approval by signing the
Program of Study form provided by the Graduate School. The head of the academic unit must then
endorse the Program of Study and forward it to the Dean of the Graduate School, whose approval must
be received within the first two semesters of graduate work. Subsequent changes in the program of
study require approval of all members of the supervisory committee, and if changes are made, a
Program/Committee Change form should be submitted to the Graduate School before graduation.
General guidelines for preparing a program of study posted on the Graduate School website should be
followed when preparing a program of study.
15
Second Reading. Changes to the Graduate Handbook, Chapter 3, The Doctoral Degree – Section
C – The Program of Study:
Every doctoral student must file with the Graduate School a Program of Study, a formal list of the
courses the student intends to take to fulfill the requirements of the degree. The program of study
should consist solely of courses directly related to the doctorate. Full-time students must file their
programs before the end of their second semester of graduate study, and part-time students must do so
upon the completion of 9 credit hours. The student should prepare the program of study in consultation
with the supervisory committee, all members of which must indicate their approval by signing the
Program of Study form provided by the Graduate School. The head of the academic unit must then
endorse the Program of Study and forward it to the Dean of the Graduate School, whose approval must
be received within the first two semesters of graduate work. Subsequent changes in the program of
study require approval of all members of the supervisory committee, and if changes are made, a
Program/Committee Change form should be submitted to the Graduate School before graduation.
General guidelines for preparing a program of study posted on the Graduate School website should be
followed when preparing a program of study.
16
Second Reading. Changes to the Graduate Handbook, Chapter 3, The Doctoral Degree – Section
D – Courses - D.6 Transfer of Credit:
a. General conditions: Kansas State University accepts toward a doctoral degree graduate credit
from another institution only under the following general conditions:
1. The other institution is accredited by the cognizant regional accrediting association to
offer graduate degree programs appropriate to the level of the credit to be transferred;
2. The credit is fully acceptable to the other institution in satisfaction of its own advanced
degree requirements; and
3. The credit is applicable to the student's program of study for an advanced degree at
Kansas State University.
b. Master's degrees: Students who hold a master's degree may request transfer of up to 30 hours of
that degree toward a doctoral degree. The number of hours accepted depends on the relevance
of the course work to a doctoral degree. Students with a master's degree in an area different
from that in which they intend to seek a doctoral degree may expect to transfer far fewer than
the maximum 30 hours allowed.
c. Other credit: Students may also request to apply graduate credit earned at other accredited
institutions toward a doctorate at Kansas State University under the following limitations:
1. Students who have not earned a master's degree may ask to transfer up to 10 hours of
master's or doctoral-level work taken elsewhere. A graduate program may request
additional credit be transferred for students in their doctoral program. Graduate
programs granted such an exemption to the normal transfer limit, will present evidence
of quality of the students' programs of study during periodic program reviews.
2. Students who have transferred credit from a master's degree (up to the maximum of 30
hours allowed) may normally ask to apply up to 10 more hours of transfer credit for
doctoral-level work. These hours must represent credit earned beyond a master's
degree, even when the master's program included more than 30 hours. A graduate
program may request additional credit be transferred for students in their doctoral
program. Graduate programs granted such an exemption to the normal transfer limit
will present evidence of quality of the students' programs of study during periodic
program reviews.
3. Courses with the grade of C or lower are not acceptable for transfer unless they already
form part of the candidate's master's degree received at another college or university.
4. Credits that were earned more than seven six years prior to the semester in which the
program of study is approved cannot be transferred.
17
D) Graduate School Committee on Assessment and Review
The following Graduate Certificate Assessment Plans were approved at the 3/24/09 meeting:
- Graduate Certificate in the Management of Animal Health Related Organizations
- Graduate Certificate Program in Biobased Products and Bioenergy
- Graduate Certificate in Horticultural Therapy
E) Graduate Student Council Information
- Travel Grant Deadline: April 15, 2009 (July 1st – October 31st travel period)
F) Graduate School Calendar of Events
- New Graduate Faculty Orientation: April 8th – 2:00-3:30 pm – KSU Union 206
- New Graduate Program Directors/Contact Staff Orientation: April 8th – 3:30-5:00 pm – KSU
Union 206
18
4)
Consideration of Discussion Agenda
On behalf of the Academic Affairs Committee, Todd Easton, chair, proposed to approve the
following curriculum additions. The motion passed.
Non-Expedited New Curriculum:
Graduate Certificate in the Management of
Animal Health Related Organizations
Educational Objectives:
The Graduate Certificate in the Management of Animal Health Related Organizations (GCMAHRO)
program provides an opportunity for individuals to gain business skills and advanced business knowledge
about management without having to participate in a full time, two-year MBA program. Students will learn
how to use applied skills and attain an understanding of the basic functional areas of business and how
each contributes to an effective business organization in the context of the animal health industry. The
purpose of the certificate is to improve the effectiveness of companies in the animal health industry by
educating employees and preparing them to take on more responsibilities and expand their career
opportunities. The lead course will focus on the managerial challenges and dynamics of the animal health
industry. This will be followed by business functional area courses that draw on examples from a range of
industries. The certificate program will end with a detailed project that is based on a practical need in the
employing organization. Students will propose strategic business strategies that will result in improved
effectiveness for their company and make a formal presentation to their sponsoring organization.
Proposed Course Sequence:
The GCMAHRO program will consist of 16-credit hours and is designed to be flexible to the demands of
working professionals. A foundation course and a capstone course are required of all students. Students
also select a total of three additional courses from a menu of five course electives. The students should
take the foundation course (MANGT 870: Managing Animal Health Organizations), beginning the
program. MANGT 870 will be will be presented in a mixed format with both online and several face-to-face
class sessions. This will focus on the unique demands and managerial challenges of the animal health
industry. Students can take the three elective business tool online courses before, concurrently or
following the foundation course. Two of the three electives courses should be completed prior to enrolling
in the capstone course (GENBA 890), and the third elective course can be taken concurrently with
GENBA 890. The final capstone course (GENBA 890: Business Practicum), is also presented in a format
that includes both online and several face-to-face class sessions. All elective tool courses must be started
before enrolling in this course. The capstone practicum course will use advanced marketing research
techniques and advanced managerial strategies to address real business problems and create budgeted
strategic solutions for a company in the animal health industry.
The five courses that will comprise the certificate are as follows:
Required Foundation Course:
• MANGT 870 – Managing Animal Health Organizations (Face-to-face & online format) (3 credits)
Business Tools Elective Courses (Select three courses from these five online courses):
• ACCTG 810. Accounting Concepts and Analysis (3 credits) (Fall)
• FINAN 815. Managerial Finance I (3 credits) (Spring)
• MKTG 810. Marketing Concepts and Research (3 credits) (Spring)
• MANGT 810. Operations Management and Analysis (3 credits) (Spring)
• MANGT 820. Behavioral Management Theory (3 credits) (Fall)
Required Capstone Course:
• GENBA 890. Business Practicum (Both face-to-face and online format) (4 credits)
Beginning the Program:
• MANGT 870. Managing Animal Health Organizations (3) (Spring)
Relevant theoretical concepts will be drawn from strategic management, management of change,
human resource management, and the management of innovation to provide an intellectual
grounding for understanding industry dynamics and the analysis of contemporary managerial
challenges and issues for organizations in the animal health industry. Special emphasis will be
given to proposing strategic solutions to solve major problems that companies face in the
animal health corridor.
19
Select three of the following elective courses:
• ACCTG 810. Accounting Concepts and Analysis. (3) I. A study of the nature of business
transactions; identifying relevant economic events for reporting; determining the most appropriate
financial measures for those events; and analyzing the effects of those events on firm
performance and financial condition. Pr.: MATH 205 or instructor permission.
• FINAN 815. Managerial Finance I. (3) II. Introduction to the process of value creation.
Development of an understanding of the environment in which firms operate, including a
discussion of financial markets and institutions and valuation of financial assets. Provides a
working knowledge of the financial system and analytical tools for decision making. Pr.: ACCTG
810 or instructor permission.
• MKTG 810. Marketing Concepts and Research. (3) II. Presents marketing concepts and
marketing research concepts at the graduate level. Emphasis is directed toward managerial
strategy development using marketing theories and applied marketing research techniques. Pr.:
MATH 205 or 220 or instructor permission.
• MANGT 810. Operations Management and Analysis. (3) II. The study of the role of operations
systems in the provision of value for the customer. Operations systems design, capacity
determination, resource requirements planning and control, theory of constraints, supply chain
management, quality management and control and project management are discussed and
analyzed. Pr.: STAT 351 or STAT 702.
• MANGT 820. Behavioral Management Theory. (3) I, S. An in-depth analysis of the development
of the behavioral bases of individual and group behavior in business, governmental, educational,
and other organizations with emphasis on current research literature and applications. Pr.: Open
only to students in graduate business degree or certificate programs or with permission of the
instructor.
At End of Certificate Program:
GENBA 890. Business Practicum (4) The practicum is a means of demonstrating the interconnections
between „theory” and “practice”. By conducting a practicum project, executive students demonstrate the
ability to apply concepts and ideas from their study of business to a practical matter of concern to their
employing organization and business within that organization.
How the Proposed Course Sequence Meets Program Objectives:
With basic courses available in the four functional business areas, accounting, finance, marketing, and
management, breadth of coverage in the basic areas of business will be offered with the understanding
and practice of business skills. The emphasis in the two required courses on solving business problems
and taking advantage of business opportunities that companies face in the animal health industry will
customize the certificate program for executives employed in companies in the animal health corridor.
Resource Implications:
There are no negative resource implications for the College of Business Administration since the courses
will be taught in an overload format.
Entrance Criteria:
(1) Applicant must submit an online application as non-degree student.
(2) Applicant must have minimum of 3.0 advanced undergraduate GPA (advanced GPA is calculated
using the last 60 credit hours) with undergraduate degree OR minimum of 3.0 graduate GPA.
NOTES:
* Courses taken under this Certificate program may be applied to the Graduate Certificate of
Business Administration or to the MBA program upon application and acceptance into the MBA
program.
* The certificate program student must file his/her intent for the “Certificate” with the CBA
Graduate Studies Office prior to the enrollment in the Business Practicum.
20
Maintenance Criteria:
Certificate program students must maintain a 3.0 cumulative GPA. If the student‟s GPA falls below a 3.0,
he/she will be dismissed from the certificate program. The student may reapply to the program after
retaking the recommended courses needed to improve the cumulative GPA. Course retakes must be
approved by the CBA Director of Graduate Studies and the Graduate school. The student must also meet
other graduate school requirements for a retake of a course included in the certificate program.
Statement of Need:
The certificate program will offer the KSU CBA an opportunity to be involved at the K-State's Beef Cattle
Institute and to serve companies in the animal health corridor. The Beef Cattle Institute was created by a
Targeted Excellence Initiative. The mission of the Beef Cattle Institute is to conduct research, teach
courses (on campus and online) and internationally deliver outreach on these core issues to serve the
beef cattle industry. It organizes faculty with related expertise to move forward with a range of animal
health related research and educational initiatives.
There are many business, research, and education opportunities to partner and grow this region by
combining the expertise of the faculty in the CBA and with the support of the faculty associated with the
Beef Cattle Institute. The certificate program brings K-State's expertise to the animal health corridor to
focus on commercially viable applied research and technology discovery in animal health, food safety and
security, and other relevant areas.
The Beef Cattle Institute and the CBA in partnership will provide a gateway to K-State's broad capabilities
and resources on the Manhattan campus. Underlying all these areas of technology discovery and
commercialization is education and workforce development in the animal health and nutrition industry.
Animal health corridor companies account for nearly 34 percent of total sales in the $16.8 billion global
animal health market. More than 120 companies are located in a region stretching from Manhattan, Kan.,
to Columbia, Mo., provide product development, manufacturing, distribution or support services to the
industry, employing more than 5,000 people, including 500 researchers. They range from industry giants
like Bayer HealthCare's Animal Health Division, maker of such things as industry-leading flea medication
Advantage and Advantix, to specialty firms like Crest Flavor Co., which produces pet food additives. Four
of the world's top 10 animal health companies are either based in the area or use Kansas City as their
U.S. headquarters, including Bayer, Boehringer Ingelheim Vetmedica, Fort Dodge Animal Health and
Intervet Inc.
This certificate program will serve the educational needs for business administration and the Beef Cattle
Institute that is strongly desired by organizations in the Animal Health Corridor. Two recent studies of
several thousand veterinarians and a study of sales representatives in the animal health corridor industry
indicate there is strong demand for the type of educational experience encompassed in the certificate
program. Faculty associated with the Beef Cattle Institute will serve as guest instructors in Mangt870 and
Genba890 as well as provide consultation to faculty teaching other courses of the certificate. The director
of the Beef Cattle Institute will also provide assistance with the marketing of the certificate to organizations
having employee training needs consistent with the student learning objectives of the certificate.
Target Markets:
(1)
(2)
An outreach to individuals currently employed in the veterinary profession, Animal Health
Corridor organizations, or supply chain organizations related to the animal health
industry. Graduate business courses give those employed in these organizations a
graduate level exposure to basic business functions and skills as well as a program that
is customized to their industry.
Graduate students on-campus in other programs who are unable to enroll in on-campus
classes because of a lack of space.
Certificate Administration:
Dr. Jeff Katz, Associate Dean and Director of Graduate Studies
107 Calvin Hall
KSU CAMPUS
He will be responsible for admissions processing and student advising.
21
Graduate Faculty Members Contributing to the Program:
Kevin Gwinner, Professor of Marketing
Bruce Prince, Professor of Management
David Andrus, Professor of Marketing
Eric Higgins, Associate Professor of Finance
John Morris, Assistant Professor of Accounting
Brian Niehoff, Professor of Management
Chwen Sheu, Professor of Management
Requested Effective Date:
Fall 2009
Delivery Method:
The program will be delivered using a combination of online learning experiences and limited face-to face
classroom experiences. The classroom experience for MANGT 870 and GENBA 890 will be on-line and/or
on campus on two Saturdays. The two Saturday class periods will each last five hours. The remaining 40
hours of equivalent contact time for GENBA 890 and 27.5 contact hours for MANGT 870 will be conducted
online from the KSU campus. The courses will be taught on an overload basis by the aforementioned
faculty.
Role of DCE in the Certificate Program:
DCE will help market the program to companies in the animal health corridor and to veterinarians. DCE
will also fund course modification costs for existing courses and the development costs for the new
courses, and manage student enrollment and interface with KSOL.
22
Template
Certificate Program
Assessment of Student Learning Plan
Kansas State University
X
Check the box if your program’s student learning outcomes have been modified since
November 2003. If so, please email (apr@ksu.edu) or attach a hard copy to this
document. (SLOs are attached at end of this Assessment Plan)
A. College, Department, and Date
College:
Department:
Date:
College of Business Administration
Graduate Studies
January 1, 2009
B. Contact Person(s) for the Assessment Plans
Jeff Katz, Director of Graduate Studies
C. Certificate Program
Graduate Certificate in the Management of Animal Health Related Organizations
D. Assessment of Student Learning Three-Year Plan
1. Student Learning Outcome(s)
Demonstrate an understanding of the functional areas of business and how each contributes to
an effective business organization in the context of companies in the animal health corridor.
Apply knowledge of business to the identification and analysis of a company problem to improve
the effectiveness of the organization.
Relationships to K-State Student Learning Outcomes (inserts the program SLOs and check all that apply):
Program
SLOs
Understanding
of functional
areas of
business
Applying
knowledge of
business to
improve
company
performance
University-wide SLOs (Graduate Programs)
Knowledge
Skills
Attitudes and Professional
Conduct
XX
XX
23
Program SLO is
conceptually
different from
university SLOs
2. How will the learning outcomes be assessed? What groups will be included in the assessment?
Direct
Learning
Outcomes
General knowledge
of functional areas of
business and
managerial
challenges of the
animal health
industry
Applying knowledge
of business to
improve the
effectiveness of a
company
3.
Indirect
Who will be Assessed?
Written
analyses of
course cases
Survey of
students
completing
the certificate
All certificate students in
MANGT 870, Managing
Animal Health Organizations
and functional area courses
Selected assignments in
courses and capstone
practicum project
Satisfaction survey
All certificate students in
GENBA 890, Business
Practicum:
When will these outcomes be assessed? When and in what format will the results of the assessment be
discussed?
Learning
Outcomes
General knowledge of functional
areas of business and managerial
challenges of the animal health
industry
2009 and 2010
Applying knowledge of business to
improve the effectiveness of a
company in the context of the animal
health industry
1,Develop course
assignments
2.Identify direct
measures for student
performance in rubric
form
3.Identify practicum
assignments
1. Develop business
cases
2.Identify direct
measures in rubric
form
2010 and
2011
Administer
cases, measure
student
performance and
compare with
rubric
Baseline
Administer
selected course
assignments and
assessment of
final project in
certificate
program
A baseline will be developed
and discussed with faculty
teaching the certificate
courses.
A baseline rubric for learning
outcomes will be developed
and discussed with faculty
teaching the certificate
courses.
.
4. What is the unit’s process for using assessment results to improve student learning?
Learning
Outcomes
General knowledge of
Functional areas of
business and
managerial challenges
of the animal health
industry
Applying knowledge of
business to improve
the effectiveness of a
company in the
context of the animal
health industry
Improvement Plan
The college maintains an active Graduate Studies Committee of faculty
teaching courses in the certificate program. Data from the assessment
processes (direct and indirect) will be summarized and discussed at the
summer committee meeting. Changes to the certificate curriculum,
course content, and assessment processes will be discussed with plans
for implementation during the following year.
24
Student Learning Outcomes
Graduate Programs
College of Business Administration
Graduate Certificate in Organizational Leadership
It is expected that students with a Graduate Certificate in Organizational Leadership will have
the following:
Demonstrate an understanding of the functional areas of business and how each contributes to an
effective business organization in the context of companies in the animal health corridor.
Apply knowledge of business to the identification and analysis of a company problem to improve
the effectiveness of the organization.
25
New Graduate Curriculum(s)
Horticulture, Forestry and Recreation Resources
New Program Proposal
Basic Program Information
1. Proposing Institution: Kansas State University
2. Title of proposed program: Graduate Certificate in Horticultural Therapy
3. Degree to be offered: Graduate Certificate
4. Anticipated date of implementation: Fall 2009
5. Responsible department(s): Horticulture, Forestry, and Recreation Resources
26
Program Proposal Narrative
This proposal responds to the need for graduate-level horticultural therapy practitioner training to keep
pace in the allied-therapy health field; the increasing number of requests for a horticultural therapy
curriculum offered via distance education; an international and national demand to K-State for
educational opportunities in horticultural therapy; and the strategic prioritization efforts of the Department
of Horticulture, Forestry, and Recreation Resources and the College of Agriculture.
Horticultural therapy is a method in which a trained Horticultural Therapist uses live plants and the
growing environment to heal and rehabilitate people. There are four essential elements in the practice of
horticultural therapy: 1) a defined treatment procedure that focuses on horticultural or gardening
activities; 2) a client with a diagnosed problem who is in treatment for that problem; 3) a treatment goal
that can be measured and evaluated, and; 4) a trained professional to deliver the treatment. Treatment
goals in horticultural therapy programs typically target social, psychological, physical, and cognitive
health outcomes. Horticultural therapy practitioners often time work as private consultants that work with
a variety of client groups and settings while others are directly hired by one institution. From a recent
survey of registered horticultural therapists, the most common settings for horticultural therapy programs
were vocational training centers, rehabilitation hospitals, nursing homes, botanic gardens, veteran’s
facilities, hospice, alcohol treatment centers and cancer treatment centers.
Horticultural therapy is considered a complimentary therapy along with physicians, psychiatrists,
psychologists, occupational therapists, physical therapists, behavioral specialists, vocational skills
instructors, and others. Thus horticultural therapy practitioners must be experts on the medical and
psychological benefits of gardening and facilitating improvement of the patients’ physical, social, and
mental well-being.
A. Educational Objectives
Upon completing the graduate certificate program in horticultural therapy students will
• Be able to explain the delivery models and systems used in settings where horticultural therapy is
currently practiced and where it is emerging as a service
• Have achieved entry-level competence through a combination of academic and fieldwork
education
• Be prepared to articulate and apply horticultural therapy theory and evidence-based evaluations
and interventions to achieve expected outcomes
• Be prepared to be a lifelong learner and keep current with evidence-based professional practice
• Uphold the ethical standards, values, and attitudes of the horticultural therapy profession
• Understand the distinct roles and responsibilities of the horticultural therapist
• Be prepared to advocate as a professional for the horticultural therapy services offered and for the
recipients of those services
• Be prepared to be an effective consumer of the latest research and knowledge bases that support
practice and contribute to the growth and dissemination of research and knowledge
B. Certificate Program Courses
The Graduate Certificate in Horticultural Therapy consists of 16 credit hours in required
courses.
Required courses:
HORT 750 Orientation to Horticultural Therapy 1 cr
HORT 751 Human Issues in Horticultural Therapy 3 cr
HORT 752 Horticulture in Horticultural Therapy 3 cr
HORT 753 Clinical Skills in HT 6 cr
HORT 755 Practicum in Horticultural Therapy 3 cr
27
COURSE DESCRIPTIONS
HORT 750 Orientation to Horticultural Therapy 1cr (Fall, Spring)
This course will introduce students to online delivery methods, graduate level research, writing
and technology skills, create a community of practice, and introduce students to the profession of
horticultural therapy.
HORT 751 Human Issues in Horticultural Therapy 3cr (Fall, Spring)
This course will explore human issues in horticulture generally, and human issues in horticultural
therapy specifically. Consideration of selected topics and issues such as people-plant relationship
theories, horticultural therapy as a specialized allied health field, health-care gardens and their
use, societal impacts on horticultural therapy, and research issues. Provides students with a
knowledge and understanding of the literature in horticultural therapy and develops an
appreciation of the interrelationships involved in this multidisciplinary area.
HORT 752 Horticulture in Horticultural Therapy 3cr (Spring)
Application of horticulture principles and practices in therapeutic settings; considerations for
greenhouse systems operations and management in therapeutic settings; landscape maintenance,
fruit and vegetable gardening, and production horticulture as part of a therapeutic program; and
plant propagation for production and therapy.
HORT 753 Clinical Skills in Horticultural Therapy 6cr (Summer through Fall)
This course begins summer semester, concludes fall semester, and requires two 5-day on-site
experiences. Development of horticultural therapy skills and methodology is presented through
real-life case studies. New developments and applications of gardening or horticultural activities
for special populations will be emphasized. Procedures for management of horticultural therapy
programs, designing therapeutic or rehabilitation activities, and evaluation methods will be
discussed. Instruction, practice, and evaluation of clinical skills with population groups typically
served through horticultural therapy. Pr.: HORT 751.
HORT 755 Practicum in Horticultural Therapy 3cr (Fall, Spring)
The practicum is a means of demonstrating the interconnections between ‘theory’ and ‘practice’.
By conducting a practicum project, students demonstrate the ability to apply concepts and ideas
from their study of horticultural therapy to a specific population or setting. Pr.: HORT 752,
HORT 753
C. Meeting the Educational Objectives
The educational objectives will be achieved through program content that will include:
• Foundational content: prerequisite coursework in the behavioral and horticultural sciences
• Basic tenets of horticultural therapy: the history and philosophical base of the profession; the
application of horticulture as therapy in various settings and with various population groups; the
role of horticulture in the promotion of health and the prevention of disease and disability; client
and facility assessment to formulate an intervention plan (HORT 751, HORT 753)
• Horticultural therapy theoretical perspectives: describe theories that underlie the practice of
horticultural therapy; compare and contrast models of practice; how to use theories and models in
horticultural therapy evaluation and intervention (HORT 751)
• Screening, evaluation, and referral: the use of standardized and non-standardized screening and
assessment tools to determine the need of horticultural therapy intervention; the selection of
appropriate assessment tools based on client needs and contextual factors; procedures and
protocols when administering assessments; factors that might bias assessment results, such as
culture, disability status, and situational variables; documentation procedures to adhere to facility,
local, state, federal, and reimbursement agencies (HORT 753, HORT 755)
• Formulation and implementation of an intervention plan: the use of evaluation findings based on
appropriate theoretical approaches, models of practice, and frames of reference to develop
28
•
•
•
horticulture-based intervention plans and strategies based on the stated needs of the client as well
as data gathered during the evaluation process in collaboration with the client and others (HORT
752, HORT 753, HORT 755)
Context of service delivery: the differentiation among the contexts of health care, education,
community, and social systems as they relate to the practice of horticultural therapy; the current
policy issues and social, economic, political, geographic, and demographic factors that influence
the contexts for practice of horticultural therapy; the role and responsibility of the practitioner to
address changes in service delivery policies to effect changes in the system, and to identify
opportunities in emerging practice areas; the trends in models of service delivery and their
potential effect on the practice of horticultural therapy (HORT 750, HORT 751, HORT 753)
Management of horticultural therapy services: how the various practice settings (e.g. medical
institutions, school systems, community systems) affect the delivery of horticultural therapy
services; the impact of contextual factors on the management and delivery of horticultural therapy
services; how to plan, develop, organize, and market the delivery of services (HORT 753, HORT
755)
Research: the importance of research, scholarly activities, and the continued development of a
body of knowledge relevant to the profession of horticultural therapy; how to locate, understand,
and evaluate information, including the quality of research evidence; the use of research literature
to make evidence-based decisions; how to understand and critique the validity of research studies,
including designs (both quantitative and qualitative) and methodologies (HORT 750, HORT 751)
D. Program Need
a. Student Demand
There are several indicators in support of student interest in this program.
Beginning in 1991, the first distance education course in horticultural therapy was offered at K-State.
HORT 780, a one-credit course, was taught as a series of 15 videotape lectures. Since this first distance
education course, there have been continued requests for more horticultural therapy distance education
offerings. Currently there are four courses offered via distance education: HORT 256, Human
Dimensions of Horticulture; HORT 525, Horticulture for Special Populations; HORT 640, Problems in
Horticulture/Horticulture Therapy; and HORT 880, Topics in Horticulture/Horticulture Therapy. With
little to no marketing, enrollment in the distance education courses since the 2003-2004 academic year
has averaged 33 students per year; HORT 256 has averaged 20 students; HORT 525 6 students; HORT
640 5 students; and HORT 880 3 students (see table below). HORT 525 and HORT 640 are available for
undergraduate or graduate credit with 33-35% of students enrolling for graduate credit (see table below).
These enrollment numbers show that Distance Education is an important component of the HT program.
A large percentage of students are non-traditional, involved with family or employment situations and
unable to relocate to Manhattan, Kansas.
Enrollment in Horticultural Therapy Distance Education Courses
Course
2003-2004
2004-2005
2005-2006
2006-2007
HORT 256
HORT 525
HORT 640
HORT 880
28
12
6
4
17
6
2
3
15
3
7
1
21
4
5
(not offered)
Total
81
25
20
8
Graduate Enrollment in Horticultural Therapy Distance Education Courses
Course
2003-2004
2004-2005
2005-2006
2006-2007
3
2
3
2
HORT 525
0
2
3
2
HORT 640
4
3
1
(not offered)
HORT 880
29
4 year
average
20
6
5
3
Total
10
7
8
Saved email communication from perspective students to Shoemaker demonstrates the interest in
graduate education and distance learning opportunities. All inquiries were for graduate education, the
majority of the inquiries were for information on a Masters program, and almost half also asked if there
were distance learning opportunities.
Email inquiries about graduate education received by Shoemaker
Year
Inquiries about a
Inquiries about a Ph.D. Inquiries about distance learning
M.S.
25
4
10
2007 - 2008
Since 2001, 14 students have worked in the area of horticultural therapy for their M.S. in the HFRR
campus-based program. Of those students, 8 of them wanted to learn how to be a horticultural therapy
practitioner and none of them have continued in a Ph.D. program. If a graduate-level practitioner training
program had been available, 8 of the 14 would have chosen that option over our current research-based
M.S. program. It is not known how many of them would have preferred a distance education graduate
program.
The American Horticultural Therapy Associations new professional registration criterion requires college
accredited horticultural therapy instruction. Currently, most individuals receive their horticultural therapy
instruction through certificate programs at public gardens or not-for-profit institutes. This creates a new
demand for college credit horticultural therapy instruction.
The campus-based BS in horticultural therapy was discontinued due to consistent low enrollment. The
department currently offers campus-based horticultural therapy specializations at the undergraduate and
graduate level. Enrollment for the undergraduate horticultural therapy specialization continues to be low.
The typical HT student is a non-traditional student, may be a career-changer, is typically place-bound,
and usually has at least one higher-education degree (AHTA Board research, Chicago Botanic Garden
market research). These characteristics of our primary student body explain why they are not likely to or
are not able to move to Manhattan to participate in our campus-based undergraduate program but are
highly likely to participate in a distance-education graduate program.
b. Demand for Graduates
The dramatic changes in the health care field over the past ten years, primarily the shift to managed care,
have influenced the profession of horticultural therapy and other allied therapy professions such as art
therapy, music therapy, and occupational therapy. A study of these allied therapy professions by the
AHTA Professional Standard Task Force in 2004 determined that the current registration process offered
by AHTA would not be considered adequate by insurance companies and the educational standards were
very sub-standard in today’s marketplace. As a result, AHTA has focused on raising the educational and
competency requirements for registered clinicians. Starting in fall 2008, a bachelor’s degree and a
minimum number of college credits in three subject areas [horticultural therapy (9 credits), horticulture
(12 credits), and human services (12 credits)], will be required. The biggest challenge with these new
standards for registration will be obtaining the college credit requirement in horticultural therapy. There
are very few universities currently offering coursework in horticultural therapy and only K-State offers
courses via distance education.
c. Locational and comparative advantages
Currently there are no other comparable programs in the State of Kansas or the nation.
The AHTA web site lists two other universities offering an option in horticultural therapy at the
undergraduate level (Rutgers University and University of Maine – Orono) and two university certificate
programs at the undergraduate level. All of these are campus-based programs.
30
E. Administrative Structure
Administrative oversight of the certificate program will exist within the HFRR department with a close
partnership with the Division of Continuing Education. Within HFRR, a program coordinator
(Shoemaker) will have primary responsibility for administering the program, with support of the Graduate
Committee for admissions decisions.
To gain admission, students will be approved for admission by the HFRR department Graduate
Committee and by the Graduate School. Students will apply directly to the graduate certificate
coordinator, the coordinator will forward to the HFRR department Graduate Committee for approval of
recommendations for admission, and then forward to the Graduate School recommendations for
admission.
Admission requires evidence of completion of a bachelor’s degree from an accredited university with a
grade point average above 3.0 on a 4.0 scale in the junior and senior years; two years of professional work
experience; and college course work in horticulture (minimum of three courses), health and human
services (minimum of two courses in subjects such as psychology and human development), and
statistics. Applicants should have proficiency in the computer operations necessary to complete webbased distance courses. For international students a score of at least 600 (paper-based test) or 100 (IBTinternet-based test) on the TOEFL will be required.
31
F. Budget
Part I. Anticipated
Enrollment
Implementation Year
Year 2
Year 3
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Headcount
20
35
40
Total SCH
245
300
350
taken by all students
in program
Part II. Program Cost Projection
A.
In implementation year one, list all identifiable General Use costs to the academic unit(s) and
how they will be funded. In subsequent years, please include only the additional amount budgeted.
Implementation Year
Year 2
Year 3
A.
B.
Base Budget:
Salaries
OOE
Total
--$14,636--
--$--
--$30,000--
--$600---$15,236--
--$29,000---$29,000--
--$25,000---$55,000--
Implementation Year: The needs in the first year will be met with
• budgeted salary and operating expense lines of existing faculty (internal reallocation is not
indicated above)
• Revenue of $83,801 from:
o $15, 236 in grant funds to be used for course development has been awarded from the
Division of Continuing Education
o Tuition and fees to HFRR @ $177/credit hour = $43,365
o HORT 753 Materials fee @ $210/credit hour = $25,200
Year 2: The needs in the second year will be met with
• budgeted salary and operating expense lines of existing faculty (internal reallocation is not
indicated above)
• Revenue of $82,200 from:
o Tuition and fees to HFRR @ $186/credit hour = $55,800
o HORT 753 Materials fee @ $220/credit hour = $26,400
Year 3: The needs in the third year will be met with
• budgeted salary and operating expense lines of existing faculty (internal reallocation is not
indicated above)
• Revenue of $95,970 from:
o Tuition and fees to HFRR @ $195/credit hour = $68,250
o HORT 753 Materials fee @ $231/credit hour = $27,720
32
Projected Revenue
Begin Fall 2009
Projected
Year 1
Credits
Enrollment
SCH
Dept. Revenuez
DCE Grant
$15,236
Summer
HORT 750
1
10
10
1,770
Fall
HORT 751
3
10
30
5,310
(10
Students)
HORT 750
1
10
10
1,770
Spring
HORT 751
3
10
30
5,310
(10 new
HORT
752
3
15
45
7,965
Students)
HORT 753
6
20
120
21,240
Summer
Materials feey
20
25,200
Total
245
$83,801
Year 2
HORT 750
1
10
10
1,860
Fall
3
10
30
5,580
(10 new HORT 751
Students)
HORT 750
1
5
5
930
Spring
HORT 751
3
5
15
2,790
(5 new
3
20
60
11,160
Students) HORT 752
HORT 755
3
20
60
11,160
HORT 753
6
20
120
22,320
Summer
Materials fee
20
26,400
10 students graduate
Total
300
$82,200
Year 3
HORT 750
1
10
10
1,195
Fall
HORT 751
3
10
30
5,850
(10 new
2
15
30
5,850
students) HORT 898
5 students graduate
HORT 750
1
10
10
1,195
Spring
HORT 751
3
10
30
5,850
(5 new
3
20
60
11,700
Students) HORT 752
HORT 755
3
20
60
11,700
HORT 753
6
20
120
23,400
Summer
Materials fee
20
27,720
10 students graduate
Total
350
$ 95,970
3-Year Total
$261,971
z
2009-2010 tuition @ $431/credit hour, $107/credit hour tuition + $70/credit hour department fee =
$177/credit hour to department
2010-2011 tuition @ 452/credit hour (5% increase) = $186/credit hour to department
2011-2012 tuition @ 475/credit hour (5% increase) = $195/credit hour to department
y
materials fee for additional costs associated with the on-site clinical training component of HORT 753
such as transportation, food, program supplies, this is based on a budget provided by the Chicago Botanic
Garden, a likely training site for HORT 753; Year 1 @ of $210/credit hour; Year 2 @ $220 (5%
increase); Year 3 @ $231 (5% increase)
33
Projected Expenses
2009
Year 1
Expenses
.10 FTE
Davis
.70 FTE
Shoemaker
.15 FTE
Williams
Faculty salary and benefits are budgeted lines of existing faculty
$14,636
Graduate Assistant for course developmentx
600
Travel for HORT 753 planningz
Total
$15,236
Year 2
.10 FTE
Davis
.70 FTE
Shoemaker
.15 FTE
Williams
Faculty salary and benefits are budgeted lines of existing faculty
4,000
Travel for HORT 753 2 trips, 5 days each
25,000
HORT 753 site fees $1,250/studenty
Total
$29,000
Year 3
.10 FTE
Davis
.70 FTE
Shoemaker
.15 FTE
Williams
.50 FTE
30,000
GTA
25,000
HORT 753 site fees $1,250/student
Total
$55,000
Expenses – 3 year total
99,236
Revenue – 3 year total
261,971
Net
162,735
x
Division of Continuing Education grant funded
y
Based on budget prepared by Chicago Botanic Garden, a likely training site for HORT 753
34
G. Faculty
Core Faculty
Three HFRR faculty will serve as the core faculty in the program. All are tenured, two are full
professors, and all are graduate faculty.
Greg Davis, Ph.D., Associate Professor of Landscape Horticulture will serve as co-instructor for
HORT 752 and a student advisor
Candice Shoemaker, Ph.D., Professor of Horticulture and Human Health will serve as faculty
coordinator for the program, and instructor for HORT 750, 751, 753, and 755
Kim Williams, Ph.D., Professor of Floriculture will serve as co-instructor for HORT 752 and a
student advisor
H. Faculty Coordinator for the Certificate Program
Candice Shoemaker, Ph.D., Professor of Horticulture and Human Health
Department of Horticulture, Forestry, and Recreation Resources
2021 Throckmorton
Manhattan, KS 66506
I. Student Learning Outcomes and Assessment Plan
a.
List all of the student learning outcomes for the program.
Upon completing the Graduate Certificate in Horticultural Therapy students will
1. Be able to explain the delivery models and systems used in settings where horticultural
therapy is currently practiced and where it is emerging as a service
2. Have achieved entry-level competence through a combination of academic and fieldwork
education
3. Be prepared to articulate and apply horticultural therapy theory and evidence-based
evaluations and interventions to achieve expected outcomes
4. Be prepared to be a lifelong learner and keep current with evidence-based professional
practice
5. Uphold the ethical standards, values, and attitudes of the horticultural therapy profession
6. Understand the distinct roles and responsibilities of the horticultural therapist
7. Be prepared to advocate as a professional for the horticultural therapy services offered
and for the recipients of those services
8. Be prepared to be an effective consumer of the latest research and knowledge bases that
support practice and contribute to the growth and dissemination of research and
knowledge
35
b.
Identify outcomes that will be assessed in the first three years of the plan.
SLOs #1, 2, 3 and 6 will be assessed in the first three years of the program.
Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):
Program
SLOs
University-wide SLOs (Graduate Programs)
Knowledge
Skills
Attitudes and Professional
Conduct
Program SLO is
conceptually
different from
university SLOs
1. HT Delivery
Models &
Services
2. Entry level
competence
3. Evidencebased HT
programming
4. Roles and
Responsibilities
c.
How will the learning outcomes be assessed? What groups will be included in the
assessment?
SLO
1. Be able to explain the
delivery models and
systems used in settings
where horticultural
therapy is currently
practiced and where it is
emerging as a service
2. Have achieved entrylevel competence
through a combination of
academic and fieldwork
education
Direct Assessment
Method
Final exam questions will
be included in each of the
required courses to
assess this SLO
Midterm and final
evaluation of practitioner
performance during
practicum (HORT 755).
Scoring rubrics will be
used for this assessment
(in development).
Indirect Assessment
Measure
Exit interview with the
program director and
completion of a self
assessment survey asking
students their confidence in
performing each of the
SLOs (in development).
Fieldwork supervisor
evaluation.
Self-assessment of
implementation of
horticultural therapy
program.
Who will be Assessed?
All students enrolled in
course
All students upon
completion of the certificate
program
All students enrolled in
HORT 755
All students upon
completion of the certificate
program
Exit interview with the
program director and
completion of a self
assessment survey asking
students their confidence in
performing each of the
SLOs (in development).
3. Be prepared to
articulate and apply
horticultural therapy
theory and evidencebased evaluations and
interventions to achieve
expected outcomes
Final exam questions will
be included in HORT 751
and HORT 753
Midterm and final
evaluation of practitioner
performance during
practicum (HORT 755).
Scoring rubrics will be
Fieldwork supervisor
evaluation.
Self-assessment of
implementation of
horticultural therapy
program.
Exit interview with the
36
All students enrolled in
HORT 751, HORT 753, and
HORT 755
All students upon
completion of the certificate
program
used for this assessment
(in development).
6. Understand the
distinct roles and
responsibilities of the
horticultural therapist
Final exam questions will
be included in HORT 751
and HORT 753
Midterm and final
evaluation of practitioner
performance during
practicum (HORT 755).
Scoring rubrics will be
used for this assessment
(in development).
d.
program director and
completion of a self
assessment survey asking
students their confidence in
performing each of the
SLOs (in development).
Fieldwork supervisor
evaluation.
Self-assessment of
implementation of
horticultural therapy
program.
All students enrolled in
HORT 751, HORT 753, and
HORT 755
All students upon
completion of the certificate
program
Exit interview with the
program director and
completion of a self
assessment survey asking
students their confidence in
performing each of the
SLOs (in development).
When will these outcomes be assessed? When and in what format will the results of
the assessment be discussed?
SLO
1. Be able to explain the delivery
models and systems used in settings
where horticultural therapy is
currently practiced and where it is
emerging as a service
2. Have achieved entry-level
competence through a combination
of academic and fieldwork education
3. Be prepared to articulate and
apply horticultural therapy theory and
evidence-based evaluations and
interventions to achieve expected
outcomes
6. Understand the distinct roles and
responsibilities of the horticultural
therapist
Timetable for Assessment
Fall 2009
Spring/Fall 2010
Spring/Fall 2011
Baseline Created
3-year baseline created for all exams
Exit interview and self-assessment
developed Fall/Spring 2009-2010
Rubrics, practicum self-assessment,
and fieldwork supervisor evaluation
form developed Fall/Spring 20092010
Pilot test 2010 and create a baseline
2011
Pilot test 2010 and create a baseline
2011
Exit interview and self-assessment
developed Fall/Spring 2009-2010
Fall 2009
Spring/Fall 2010
Spring/Fall 2011
Pilot test 2010 and create a baseline
2011
3-year baseline created for all exams
Rubrics, practicum self-assessment,
and fieldwork supervisor evaluation
form developed Fall/Spring 20092010
Pilot test 2010 and create a baseline
2011
Exit interview and self-assessment
developed Fall/Spring 2009-2010
Fall 2009
Spring/Fall 2010
Spring/Fall 2011
Pilot test 2010 and create a baseline
2011
3-year baseline created for all exams
Rubrics, practicum self-assessment,
and fieldwork supervisor evaluation
form developed Fall/Spring 20092010
Pilot test 2010 and create a baseline
2011
Exit interview and self-assessment
developed Fall/Spring 2009-2010
Pilot test 2010 and create a baseline
2011
37
Faculty will meet once each semester to assess the tools designed to assess the SLOs. Student scores will
be examined and a baseline set. Survey results of students completing the program will be reviewed.
Appropriate adjustments to the courses will be made as warranted.
e.
What is the unit’s process for using assessment results to improve student learning?
The program faculty will work together to prepare the assessment rubrics, student exit survey, and field
supervisor evaluation form. Since this is a new program, assessment will be viewed as “standard
operating protocol” rather than an additional administrative requirement. Thus, assessment results will
be the guide for understanding and improving student learning as we implement and build this program.
At each semester meeting that will focus on assessment results, the program faculty will consider the
results in the context of the full curriculum as well as within the courses intended to target specific SLOs.
J. Endorsements
Letters of endorsement from HFRR, the College of Agriculture, and the Division of Continuing
Education are attached.
38
Appendix D: Curriculum Form
Kansas State University
(This includes additions, deletions, and changes)
Proposed Graduate Certificate Program in
Biobased Products and Bioenergy
Department: Chemical Engineering
Dept Head Signature:
Date:
Contact person(s) for this proposal: John R. Schlup, Department of Chemical Engineering
Department: Agronomy
Dept Head Signature:
Date:
Department: Biological and Agricultural Engineering
Dept Head Signature:
Date:
Department: Grain Science and Industry
Dept Head Signature:
Date:
Effective term for requested action:
Please note the following deadlines:
Curriculum Changes effective for:
Fall
Spring
Summer
Term Fall
Year 2009
Must be submitted to Faculty Senate
Academic Affairs prior to:
2nd April meeting
2nd September meeting
2nd January meeting
Must be approved by
Faculty Senate by:
May meeting
October meeting
February meeting
Please see guidelines in the complete manual regarding format of new degree program proposals that require
BOR approval (including new majors, secondary majors, and minors not within an existing degree program, etc.)
Rationale: Chemical feedstocks, materials, and fuels derived from biomass have received increasing
emphasis nationally and are seen as being very desirable from a number of standpoints. Private industry
now actively recruits individuals with specific training in bioprocessing and biobased materials. With the
interest in green chemistry and in sustainability increasing along with the escalation of crude oil prices
during 2008, emphasis on the utilization of biomass for energy and materials can only continue to
increase. This rapidly expanding industry has a growing need for a trained workforce. This Graduate
Certificate Program is designed to identify students’ focus in their graduate training as well as provide
post-baccalaureate educational opportunities for industry practitioners for whom a full graduate degree
program is not appropriate at that point in their career.
The term “ biobased products and bioenergy” has been selected for several reasons. The subject area is
quite diverse, ranging from genetics to process engineering; there are numerous and significant common
themes throughout the topic. It would, therefore, be beneficial to select a name for the certificate program
that clearly identifies the general subject area but which does not paint too small of a picture when
someone has their initial contact with the program. There are research groups now on-campus that
encompass biopower, biobased transportation fuels, and biobased products. “Biobased products and
bioenergy” provides an accurate description of this diversity and provides a framework for current and
future research and educational activities in this field. Potential students can develop a truly
interdisciplinary background in a specific area, and yet the certificate will permit any given individual to
tailor their program of study to their specific interests. Lastly, biobased products and bioenergy will allow
companies to better identify the scope of the program proposed more easily than with more specific titles
such as bioprocessing, biobased materials, biofuels, etc.
39
Impact (i.e. if this impacts another unit):
This subject is, by its very nature, interdisciplinary; in fact, it was for this very reason that the graduate
certificate route was chosen. Courses have been selected from several departments. The administration
of the program will be through the Graduate School with an advisory committee comprised of graduate
faculty from participating departments. For approval processes at this time, the four departments above
comprising the initial advisory committee have been included with subsequent approval by the faculty of
the Colleges of Agriculture and Engineering.
Entire curriculum, curriculum description or admission criteria must be shown below.
Strike through the deleted courses or wording within the curriculum description or admission
criteria. Underline new courses, edited version of the curriculum description or admission
criteria.
FROM:
TO:
This is a new graduate
certificate program that is being
proposed. Thus, no prior
curriculum or other
programmatic information
exists.
Educational Objectives of the Proposed Certificate
Program
The graduate certificate being proposed will establish an
interdisciplinary program of study that will:
1. ensure participating students receive a broad
education in several disciplines which comprise
biobased products and bioenergy,
2. increase student awareness of the potential of
biobased resources as fuels and industrial raw
materials,
3. provide a paradigm shift in student awareness away
from petroleum-based materials to the utilization of
renewable resources for fuels and chemical
feedstocks,
4. identify a formal set of courses in biobased products
and bioenergy for graduate students and industrial
practitioners, and
5. provide a documented course of study for students
preferring a freestanding certificate program.
Structure of the Proposed Graduate Certificate
Program in Biobased Products and Bioenergy
The graduate certificate program proposed will consist of a minimum of
fifteen (15) credit hours of coursework selected from a series of
courses approved by the Biobased Products and Bioenergy Certificate
Committee (BPBCC). Each student will be required to complete at
least one of the courses below, each of which includes content from
more than one of the designated subject areas. In the case of students
pursuing a graduate degree, the course cannot be selected from a
student’s primary academic department.
⇒ Crop Improvement and Biotechnology (AGRON 630)
⇒ Cropping Systems (AGRON 640)
⇒ Novel Uses of Renewable Biopolymers (GRSC 825)
⇒ Biochemical Engineering (CHE 715) or Biological Process
40
Engineering (BAE 545) or Fundamentals of Bioprocessing
(GRSC 745)
Each student will also be required to complete a variable (2 - 3) credit
hour seminar/special topics course in which the students will be placed
into multidisciplinary teams. This exercise is intended to provide a
“capstone” experience. The nature of the problem will vary, including
(but not limited to) design of an interdisciplinary, multi-investigator
research proposition, an industrial problem taken from the “real world,”
development of an extensive case study, or a product/process design
experience. Each team will select from a list of interdisciplinary topics
provided by either participating faculty or an industrial collaborator
through the BPBCC. The faculty providing the problem will serve as
the team’s advisor. The BPBCC will assist in finding a faculty advisor
in the situation where an industrial collaborator may be involved. The
faculty advisor will be responsible for determining the number of credit
hours and awarding the grade. The teams will prepare a formal written
report documenting their work at the end of the semester. While it is
envisioned that a specific course co-listed amongst participating
departments will be developed, several courses currently exist which
can be utilized at this time to meet this requirement, including AGRON
600 (Crop Problems), AGRON 910 (Topics in Plant Breeding),
AGRON 930 (Topics in Plant Genetics), BAE 620 (Problems in
Agricultural Engineering), BAE 820 (Topics in Agricultural
Engineering), CHE 802 (Selected Topics in Materials Science), CHE
805 (Selected Topics in Biochemical Engineering), GSI 790 (Grain
Science Problem), and GSI 910 (Topics in Grain Science).
The remaining coursework is to be selected from at least three of the
following four subject areas: plant science, plant/crop production,
processing, and utilization. Sufficient courses currently exist at KSU to
deliver several courses in each of these subject areas; a list of courses
from which students will select their coursework for this certificate
program follows. The subject areas associated with the courses listed
is given in the table at the end of this document. New courses will be
added to support this program as appropriate. Courses must be taken
from a minimum of three different academic departments to complete
this graduate certificate program. The four courses above (AGRON
630, GRSC 825, CHE 715, and BAE 545) count towards the subject
area and academic department requirements while also serving as the
primary required course.
Students will submit a proposed list of courses to be used in meeting
the requirements for the certificate of graduate studies to the
coordinator of the biobased products and bioenergy certificate program
with the program of study being formally approved by the BPBCC.
In addition, each student will participate in an exit interview with a
member of the BPBCC at the completion of his or her certificate
program.
List of the Courses Associated with the Certificate
Existing courses proposed for inclusion in the biobased products and
bioenergy graduate certificate program are listed below. This approved
course list will be actively reviewed by the BPBCC and will be modified
as needed. The course list is expected to be dynamic due to the
changing availability and content of courses, new emphases within the
topic area, and new developments within the subject area.
A table relating each of the courses with the four designated subject
41
areas is provided in Appendix I. The course descriptions are provided
in Appendix II.
Course Title
Course Number
1. Crop Improvement and Biotechnology
AGRON 630
2. Cropping Systems
AGRON 640
3. Crop Physiology
4. Forage Management and Utilization
AGRON 840
AGRON 550
5. Applications of Nutrient Management
AGRON 625
6. Site Specific Agriculture
AGRON 655
7. Physical Properties of Soils
AGRON 746
8. Plant Physiology
BIOL 500
9. Advanced Plant Physiology I
BIOL 800
10. Advanced Plant Physiology II
BIOL 801
11. Biotechnology
AGRON 610
PLPTH 610
12. Plant Genetics
AGRON 770
13. Recombinant DNA Laboratory I
BIOCH 767
14. Recombinant DNA Laboratory II
BIOCH 767
15. Molecular Genetics Laboratory
BIOL 676
16. Plant Molecular Biology
PLPTH 880
17. Introduction to Genomic Bioinformatics
PLPTH 890
18. Physical Studies of Biomacromolecules
BIOCH 590
19. Biochemistry I
BIOCH 755
20. Biochemistry II
BIOCH 765
21. Materials Chemistry
CHM 820
22. Biological Process Engineering
BAE 545
23. Fundamentals of Bioprocessing
GRSC 745
24. Cereal Science
GRSC 602
25. Starch Chemistry and Technology
GRSC 901
26. Polymer Science and Engineering
CHE 656
27. Novel Uses of Renewable Biopolymers
28. Processing of Composite Materials
29. Physical Properties of Cereal Polymers
GRSC 825
CHE 648
GRSC 830
30. Surface Phenomena
CHE 682
31. Energy & Biofuel Engineering
BAE 650
32. Biomaterials Processing
BAE 740/GRSC 740
33. Bioseparations
CHE 626
34. Biochemical Engineering
CHE 715
35. Extrusion Processing in the Food &
Feed
42
GRSC 720
Certificate Program Administration
As with other graduate certificate programs, the proposed graduate
certificate in Biobased Products and Bioenergy will be administered by
the Graduate School of Kansas State University, and, as such, will be
monitored on a regular basis in the same manner as other graduate
and graduate certificate programs. The Graduate School, according to
established procedures, must approve all changes proposed in the
future for the certificate of graduate studies being proposed.
The
Biobased
Products
and
Bioenergy
Certificate
Committee
(BPBCC) will be comprised of representatives from each participating
department. Initial participants are the Departments of Agronomy,
Biological and Agricultural Engineering, Chemical Engineering, and
Grain Science and Industry. Representation will broaden as other
departments express an interest in assisting with program
coordination.
The BPBCC will review the biobased products and bioenergy
certificate program annually. They will have the authority to approve
modifications to the list of acceptable courses and to forward changes
in the graduate certificate program to the Graduate School. This group
will also approve each student’s program of study for the graduate
certificate program and their selection of a capstone design
experience.
Estimated Budget to Support the Certificate Program
The proposed certificate program has been designed to build upon
existing research and teaching efforts related to biobased resources.
The program as currently designed does not require new courses or
faculty for implementation. Course enrollments are not expected to
increase to the point that new sections will be required since many of
the graduate students active in this area are already enrolling in these
classes; thus, new sections of courses are not anticipated.
Therefore, there is no budget request for implementation of this
graduate certificate.
Faculty Associated With or Contributing to the
Certificate Program
The faculty involved in teaching the necessary courses will vary from
semester to semester. In addition, the students will have the option of
selected their coursework from the list of courses above. Given these
two facts, providing supporting documentation on the faculty potentially
involved would become unmanageable very quickly. Thus, the focus
here is on the BPBCC, which will provide direct oversight of the
proposed certificate program. Abbreviated current curriculum vitae are
submitted in Appendix III for the graduate faculty who will initially serve
on this Committee as they will be the individuals providing program
governance. The current members of the BPBCC are listed below.
⇒
⇒
⇒
⇒
Susan Sun (Grain Science and Industry)
John R. Schlup (Chemical Engineering)
Scott Staggenborg (Agronomy)
Donghai Wang (Biological and Agricultural Engineering)
Program Coordinator
The program coordinator will be selected each year from among
43
current members of the BPBCC. During the initial year following
approval of the graduate certificate, Dr. John R. Schlup will serve in
this capacity.
Student Learning Outcomes and Assessment Plan
While the student learning outcomes and assessment plan are
described below, these subjects are detailed in the requested format in
Appendix IV.
The participants in the Biobased Products and Bioenergy graduate
certificate program will have diverse academic backgrounds and most
likely widely varying academic and career goals. Therefore, the
program itself centers on designing an individualized program of study
from a menu of courses. The student learning outcomes, thus, do not
focus on specific topics, but rather on integration of existing course
content in a manner to meet student needs in this very interdisciplinary
field.
Student Learning Outcomes:
1.
Broad education in several disciplines integral to
biobased products and bioenergy.
2.
Demonstrated ability to utilize biobased and other
renewable resources as energy sources and industrial
raw materials as opposed to petroleum-based
feedstocks.
3.
Demonstrated ability to integrate the subject areas
identified above in their understanding and
implementation of biobased products and bioenergy.
No new courses are being proposed, and, as existing courses, each is
a part of the assessment process within their respective departments.
Thus, learning outcomes will not be identified with each course. The
selection of the courses ensures that the required subject areas are
available to and accessed by the students; the structure of the
program ensures exposure of the students to the necessary
disciplines. Each of the choices for a student’s required (foundational)
course provides a basis for understanding renewable resources as
feedstocks instead of petrochemicals.
The Assessment Alignment Matrix for the University-wide SLOs for
KSU graduate programs can be found in Appendix IV, the
Student Learning Outcomes and Assessment.
Assessment Methods for Each Outcome
Assessment will focus on the ability of the student to integrate course
material and to implement that material in addressing issues related to
biobased products and bioenergy.
Broad education in several disciplines integral to biobased
products and bioenergy
•
Completion of an approved (by BPBCC) program of
study meeting subject matter criteria (direct measure).
•
The BPBCC will administer an exit survey to each
student at the completion of their program (indirect
measure).
Demonstrated ability to utilize biobased and other renewable
44
resources as energy sources and industrial raw materials as
opposed to petroleum-based feedstocks
•
Review of the student’s multidisciplinary team project
resulting from participation in the seminar course
(direct measure).
•
The BPBCC will administer an exit survey to each
student at the completion of their program (indirect
measure).
Demonstrated ability to integrate the subject areas identified
above in their understanding and implementation of
biobased products and bioenergy
•
Review of the student’s multidisciplinary team project
resulting from participation in the seminar course
(direct measure).
•
The BPBCC will administer an exit survey to each
student at the completion of their program (indirect
measure).
It should be noted that the essence of the assessment process centers
on the student’s multidisciplinary team project resulting from
participation in the seminar course. This provides a very direct
measure, similar to that of a portfolio. These assessments will be
implemented from the outset of the program. A rubric will be
developed for review of the products of the multidisciplinary team
projects. The rubric will be designed to provide a specific, quantitative
measure of the project portfolio, thus enhancing the team project’s
effectiveness as a direct measure of the student learner outcomes.
The assessed outcomes will be reviewed annually by the BPBCC.
The recommendations based upon this review will be utilized for
modifications of the graduate certificate including, but not limited to,
inclusion of courses within the program, program requirements,
desired outcomes, and appropriateness of assessment tools.
Endorsements
Endorsement letters from departments with courses included in the
lists above but which are not currently represented on the BPBCC can
be found in Appendix V. Communications from the Dean’s Offices of
the Colleges involved acknowledging participation by departments
within their colleges are found in Appendix VI.
45
Appendix I
Table Indicating Relationships between Courses and Designated Subject Areas
Course Title
Course Number Credit Plant
Hours Science
1. Crop Improvement and Biotechnology
AGRON 630
3
2. Cropping Systems
AGRON 640
3
3. Crop Physiology
AGRON 840
3
4. Forage Management and Utilization
AGRON 550
3
XXX
5. Applications of Nutrient Management
AGRON 625
3
XXX
6. Site Specific Agriculture
AGRON 655
3
XXX
7. Physical Properties of Soils
AGRON 746
3
XXX
8. Plant Physiology
BIOL 500
4
XXX
9. Advanced Plant Physiology I
BIOL 800
3
XXX
10. Advanced Plant Physiology II
BIOL 801
3
XXX
AGRON 610
3
XXX
PLPTH 610
3
XXX
12. Plant Genetics
AGRON 770
3
XXX
13. Recombinant DNA Laboratory I
BIOCH 766
2
XXX
14. Recombinant DNA Laboratory II
BIOCH 767
2
15. Molecular Genetics Laboratory
BIOL 676
3
XXX
16. Plant Molecular Biology
PLPTH 880
3
XXX
17. Introduction to Genomic Bioinformatics
PLPTH 890
4
XXX
18. Physical Studies of Biomacromolecules
BIOCH 590
3
XXX
11. Biotechnology
46
XXX
Plant/Crop Processing Utilization
Production
XXX
XXX
XXX
XXX
XXX
3&3
XXX
XXX
19. Biochemistry I
BIOCH 755
20. Biochemistry II
BIOCH 765
21. Materials Chemistry
CHEM 820
3
22. Biological Process Engineering
BAE 545
3
23. Fundamentals of Bioprocessing
GRSC 745
3
24. Cereal Science
GRSC 602
3
25. Starch Chemistry and Technology
GRSC 901
2
XXX
XXX
26. Polymer Science and Engineering
CHE 656
3
XXX
XXX
GRSC 825
2
XXX
XXX
CHE 648
3
XXX
XXX
GRSC 830
3
30. Surface Phenomena
CHE 682
2
XXX
XXX
31. Energy and Biofuel Engineering
BAE 650
3
XXX
XXX
XXX
XXX
27. Novel Uses of Renewable Biopolymers
28. Processing of Composite Materials
29. Physical Properties of Cereal Polymers
32. Biomaterials Processing
XXX
BAE 740/GRSC
740
XXX
XXX
XXX
XXX
XXX
XXX
XXX
33. Bioseparations
CHE 626
2
XXX
34. Biochemical Engineering
CHE 715
3
XXX
GRSC 720
4
XXX
35. Extrusion Processing in the Food & Feed
47
XXX
XXX
Appendix II
Titles and Course Descriptions of the Proposed Coursework
AGRON 630. Crop Improvement and Biotechnology. (3) II. Techniques in basic plant
breeding and biotechnology used to genetically improve crops and procedures to
increase, distribute, and maintain breeding stocks and varieties. Two lec. and one
two-hour lab a week. Rec. Pr.: AGRON 220 and ASI 500.
AGRON 640. Cropping Systems. (3) I. Principles for developing and managing cropping
systems in the Great Plains for the efficient use of natural resources, primarily water.
Emphasis on dryland cropping systems, management of crop rotations, and the
plant/soil/environment interaction. Includes the efficient use of natural resources via
an understanding of yield limiting factors, impact of crop rotations and cultural
practices, climate, plant growth, and development. Three hours rec. a week. Rec. Pr.:
AGRON 375.
AGRON 840 - Crop Physiology (3) II, in odd years. Principles of nitrogen metabolism,
mineral nutrition, photosynthesis, growth substances, and hardiness applied to crop
production. Three hours rec. a week. Rec. Pr.: BIOL 500.
AGRON 550 - Forage Management and Utilization. (3) II. Production and utilization of
forage crops. Development of forage programs for livestock production, including
pasture and stored forages. Note Three hours rec. a week. Pr.: AGRON 220 and
junior standing.
AGRON 625 - Applications of Nutrient Management. (3) I..Principles for developing plant
nutrient management programs in the Great Plains. Topics include assessing crop
nutrient needs, making fertilizer recommendations, applying application technology
and products to enhance nutrient use efficiency, using sensing technology to assess
in-season nutrient needs, quality control functions, and the use of waste products as
nutrient sources. Note Three hours lec. a week. Rec. Pr.: AGRON 375
AGRON 655 - Site Specific Agriculture. (3) II. Introduction to spatial analysis and
management of agricultural and environmental resources using Geographic
Information Systems (GIS) technology. Emphasis on collecting, displaying, and
analyzing spatial or georeferenced soil, crop, or other land surface data. Two hours
lecture, two hours lab, and one hour by appointment per week. Rec. Pr.: AGRON 220
and 305 and GEOG 508.
AGRON 746 - Physical Properties of Soils. (3) II. The properties of soils as affected by their
physical environment, including water content, water potential, temperature, aeration,
flocculation-dispersion, and soil compaction. Three hours of recitation a week. Rec.
Pr.: AGRON 305.
BIOL 500. Plant Physiology. (4) I. Detailed consideration of physiological processes of
higher plants. Three hours lec. and three hours lab a week. Pr.: BIOL 201 or 210; and
a course in organic chemistry.
BIOL 800. Advanced Plant Physiology I. (3) II, in even years. Modern concepts and research
in plant physiology. Respiration, photosynthesis, and water relations of plants. Pr.: An
introductory plant physiology course or general biochemistry.
48
BIOL 801. Advanced Plant Physiology II. (3) II, in odd years. Modern concepts and research
in plant physiology. Mineral nutrition, translocation, growth, and development of
plants. Pr.: An introductory plant physiology course or general biochemistry.
Previous enrollment in BIOL 800 is not required.
AGRON 610. Biotechnology. (3). II, in odd years. The use of biotechnology and molecular
genetic approaches in plant and animal sciences. Emphasis is on the use of molecular
techniques for plant and animal improvement. Three hours lec. a week. Pr.: ASI 500.
Cross-referenced as PLPTH 610.
PLPTH 610. Biotechnology. (3) II, in odd years. The use of biotechnology and molecular
genetic approaches in plant and animal sciences. Emphasis is on the use of molecular
techniques for plant and animal improvement. Two hr. lecture per week. Pr.: ASI 500.
Cross referenced as AGRON 610.
AGRON 770. Plant Genetics. (3) I. Concepts and application of basic genetic principles in
higher plants. Probability, linkage, chromosome aberrations, aneuploidy analysis,
gene transfer in wide crosses, tissue culture and crop improvement, and genetics of
disease resistance. Three hours rec. a week. Pr.: ASI 500.
BIOCH 766. Recombinant DNA Laboratory I. (1) II. Biochemical manipulation of nucleic
acids. Isolation and restriction enzyme characterization of plasmid DNA, ligation of
DNA fragments to vector DNA, polymerase chain reaction, Southern blot analysis,
DNA sequencing and analysis. Two three-hour labs per week. Meets first half of
semester. Pr.: BIOCH 522.
BIOCH 767. Recombinant DNA Laboratory II. (1) II. Approaches to study RNA and
proteins using recombinant DNA techniques. RNA extraction and affinity isolation of
mRNA, Northern blot analysis, cDNA library construction and screening, bacterial or
eukaryotic expression systems, purification and characterization of recombinant
proteins, site-directed mutagenesis. Two three-hour labs per week. Meets second half
of semester. Pr.: BIOCH 522.
BIOL 676. Molecular Genetics Laboratory. (3) I. An advanced course in the techniques of
molecular genetics and recombinant DNA technology. Emphasis will be placed on
successful completion of a project that will involve several methods in modern
molecular genetics. Some typical methods used in the course include mutagenesis,
characterization of mutants, polymerase chain reaction, molecular cloning, and DNA
sequencing. One-hour lec. And two three-hour labs. Pr.: BIOL 675 or concurrent
enrollment.
PLPTH 880. Plant Molecular Biology. (3) II, in even-numbered years. A study of plant genes
and genome organization, plant gene expression and regulation, and functional
analysis of plant genes. Three hrs lecture a week. Pr.: BIOCH 521, PLPTH 505, or
BIOL 541.
PLPTH 890. Introduction to Genomic Bioinformatics. (4) I, in odd years. Tools and methods
for computational analysis of genomic and related data. Three hours lec. and two
hours lab per week. Pr.: BIOCH 521 or equivalent, STAT 703 or equivalent, BIOL
450 or equivalent.
BIOCH 590. Physical Studies of Biomacromolecules. (3) II. A lecture course providing an
overview of the concepts and techniques of physical science as they are applied to
study the structure and function of biomacromolecules, such as proteins and DNA.
49
The applications discussed will range from those utilizing classical equilibrium
thermodynamics to spectroscopic methods such as mass spectrometry, circular
dichroism (CD), and nuclear magnetic resonance (NMR). Pr.: CHM 500 or equiv.,
and MATH 220 and 221, or equiv., and PHYS 113 and 114, or equiv.
BIOCH 755. Biochemistry I. (3) I. An introduction to physical methods, kinetics, and
thermodynamics of biochemical reactions and bioenergetics, chemistry of proteins
and amino acids, carbohydrate chemistry, and metabolism. BIOCH 755 and 765 are
for students interested in a two-semester comprehensive coverage of biochemistry.
For a one-semester course, enroll in BIOCH 521. Pr.: *Chemical analysis, one year of
organic chemistry, differential and integral calculus.
BIOCH 765. Biochemistry II. (3) II. Continuation of BIOCH 755; lipid chemistry and
metabolism, amino acid metabolism, nutrition, nucleic acid chemistry and
metabolism, integration of biochemical pathways and metabolic control mechanisms.
Pr.: *BIOCH 755.
CHM 820. Materials Chemistry. (3) II. Concepts of materials chemistry developed from an
understanding of the chemical composition and structure of materials, and their
relationship to the properties of matter. Students will be introduced to the structures
and composition of materials and the diverse range of materials, including metals,
metal clusters, semiconductors, nanomaterials, supramolecular materials, sol-gel
materials, liquid crystals, glasses, polymers and composites. Pr.: Consent of
instructor.
BAE 545. Biological Process Engineering. (3) I. Analysis and design of biological and
agricultural processes. Three hours rec. a week. Pr. or conc.: CHE 320 or ME 571.
GRSC 745. Fundamentals of Bioprocessing. (3) II. This course is designed for students who
desire a clear understanding of bioprocessing principles as applied to the emerging
bio-based industry. This course covers the fundamentals of mass and energy balances,
fluid dynamics, heat and mass transfer, as applied to bioprocessing. The microbial
growth, kinetics and fermenter operation will be covered in detail. Fundamentals of
downstream operation as applicable to bioprocessing will be covered in this course.
Industrial bioprocessing case studies that involve the integration of the course
contents will be discussed. Three hours lec. per week. Rec. Pr. MATH 205 or 220,
PHYS 113 or 115, and BIOCH 265 or CHM 210.
GRSC 602. Cereal Science. (3) I, II. The characteristics of cereals, legumes, their
components, and their processing to foods. Three hours lec. a week. Pr.: BIOCH 265.
GRSC 901. Starch Chemistry and Technology. (2) II, in even years. Chemical and physical
properties of cereal and legume starches. Isolation, structure, assay methods, and
properties in solution. Methods of modifying starches for industrial use, including
chemical, physical, and enzymatic modification. Pr.: BIOCH 521, GRSC 602.
CHE 656. Polymer Science and Engineering. (3) I, in even numbered years. An introduction
to polymeric materials, including chemistry, structure and formation; physical states
and transitions; and, basic physical and mechanical properties. Three hours rec. a
week. Pr.: CHM 531.
GRSC 825. Novel Uses of Renewable Biopolymers. (2) I. Teach existing value-added
technology of cereal polymers, and explore new processes and utilization in non-
50
traditional food/feed and in non-food/feed. Two hours lec. a week. Pr.: BIOCH 521
and PHYS 115.
CHE 648. Processing of Composite Materials. (3) I, II. Principles of composite materials,
including ceramic, metal, and polymer matrix composites; properties and processing
of fibers; role of interfaces in composites; basic concepts in mechanics, failure, and
testing of composite materials. Three hours lec. a week. Pr.: CHE 350 or 352.
GRSC 830. Physical Properties of Cereal Polymers. (3) II, in even years. Physical properties
of cereal polymers include physical attributes, rheological, mechanical, thermal,
electrical, and optical properties. Thermal analysis methods will be taught. Thermal
analysis include glass transition, gelatinization, denaturation, and thermal softening
and settings of cereal polymers. Rheological properties associated with these thermal
transitions will be discussed. Applications of thermal analysis in cereal chemistry,
processing, and product quality control will be discussed. Two hours lecture and
discussion, and two hour lab. PR.: GRSC 602.
CHE 682. Surface Phenomena. (2) I, II, S. Principles and applications of interfacial
phenomena, including capillarity, colloids, porosity, adsorption, and catalysis. Two
hours rec. a week. Pr.: CHE 520.
BAE 545. Biological Process Engineering. (3) I, Application of basic science and
engineering fundamentals for the analysis and design of biological and agricultural
processes. Three hours rec. a week. Pr. or conc.: CHE 530 or ME 571.
BAE 650. Energy & Biofuel Engineering. (3) II. Energy use and production in agriculture
and related industries. Energetics of primary production, including crop energy
conversion. Energy and material balances of biomass energy production and
processing systems, including energy embodied in fertilizers and pesticides. Review
of the role of fossil fuels in agricultural and forestry operations, including
opportunities for energy conservation. Impact of alternative fuels on internal
combustion engine emissions. Three hours lecture a week. Pr. or conc.: ME 513.
BAE 740. Biomaterials Processing. (3) I, in even years. Technologies of bio-based material
processing including starch extraction (wet milling), plant oil extraction and refining,
plant protein extraction and processing, cellulose processing, biofuel production,
chemicals bioconversion, and drying technologies or biomaterials. Course is crosslisted with GRSC 740. Three hours rec. a week. Pr.: BAE 500 or BAE 575 or GRSC
602.
GRSC 740 - Biomaterials Processing. (3) I, in even years. This course is designed for
students who are interested in plant biomaterials processing. This course will teach
technologies of biobased materials processing including starch extraction (wet
milling), plant oil extraction and refining, plant protein extraction and processing,
cellulose processing, biofuel production, chemicals bioconversion, and drying
technologies of biomaterials. Three hrs. lec. a week. Pr.: BAE 575 or GRSC 602.
Cross-listed with BAE 740
CHE 626. Bioseparations. (2) II, in even years. Study of separations important in food and
biochemical engineering such as leaching, extraction, expression, absorption, ion
exchange, filtration, centrifugation, membrane separation, and chromatographic
separations. Two hours rec. a week. Pr.: CHE 531 or AGE 575.
51
CHE 715. Biochemical Engineering. (3) I. The analysis and design of biochemical
processing systems with emphasis on fermentation kinetics, continuous
fermentations, aeration, agitation, scale up, sterilization, and control. Three hours rec.
a week. Pr. or conc.: CHE 550.
GRSC 720. Extrusion Processing in the Food and Feed Industries. (4) I. The course is
designed to provide the student with an understanding of extrusion technology and
the ability to apply it to product development and production through a "hands-on"
approach. Major emphasis is on laboratory exercises in which students will operate
pilot scale extrusion equipment to produce readily-recognizable commercial products
such as cheese curls, breakfast cereals, pasta, pet food, etc. Emphasis will also be
placed on process and product development, analysis, and problem- solving
techniques. Three hours lec. and three hours lab a week. Pr.: STAT 320 and GRSC
602.
52
Appendix III
Abbreviated Resumes for Faculty Associated with or Contributing to
the Graduate Certificate Program
JOHN R. SCHLUP, PHD
Professor, Department of Chemical Engineering
Kansas State University
1037 Durland Hall, Manhattan, Kansas, 66506-5102
Telephone 785 532-4319
Email: jrsch@ksu.edu
Education
Kansas State University
BS
Chemistry
1974
Kansas State University
BS
Chemical Engineering
1975
California Institute of Technology
PhD
Chemical Engineering
1981
Appointments
1995 – Present
Professor, Chemical Engineering, Kansas State University
2006 – Present
Director, Undergraduate Programs, Chemical Engineering, Kansas State
1989 - 1995
Associate Professor of Chemical Engineering, Kansas State University
1983 – 1989
Assistant Professor of Chemical Engineering, Kansas State University
1981 – 1983
Senior Chemical Engineer, Corning Glass Works, R&D Division, Corning, NY
Selected Recent Publications
ƒ
“The Influence of Surface Hydroxyls on Catalyzed Tetrakis(dimethylamino) ethylene
Chemiluminescence,” Chien-Chang Huang, Keith L. Hohn and John R. Schlup. Submitted to the
Journal of Physical Chemistry.
ƒ
“Catalytic Deoxygenation of Fatty Acids: Conversion of Oleic Acid in the Presence of ZnO and
ZSM-5,” Amol More, John R. Schlup, and Keith L. Hohn. Submitted for publication in Biomass and
Bioenergy.
ƒ
“In-situ IR Investigation of Activation and Catalytic Ignition of Methane over Rh/Al2O3 Catalysts,” C.
Cao, A. Bourane, J. R. Schlup, and K. L. Hohn. Appl. Catal A – General 344(1) (2008) pp. 78 – 87.
ƒ
“Assessment of Sustainability-Potential: Hierarchical Approach,” L. T. Fan, T. Zhang, J. Liu, J. R.
Schlup, P. A. Seib, F. Friedler, and B. Bertok. Industrial & Engineering Chemistry Research.46
(2007) pp. 4506 – 4516.
ƒ
“Energy Consumption vs. Energy Requirement,” L. T. Fan, T. Zhang, and J. R. Schlup. Accepted
for publication in Chemical Engineering Education. 40 (2006) pp. 132 - 138.
Synergistic Activities
Research Leadership:
Member of the internal advisory board for the Biobased and
Industrial Value Added Program (BIVAP) (Manhattan, KS).
Participant with planning process for the Sun Grant Initiative,
South Central Region
Educational Leadership:
Lead faculty member for developing a secondary major in
biological engineering and currently chair of the governing board
for the secondary major in Biological Engineering. Lead faculty
member in developing a graduate certificate in biomass
technologies currently in the process of approval at Kansas State
University. Currently part of the leadership team exploring multi-
53
institutional collaboration related to interdisciplinary programs in
Biobased Materials Science and Engineering.
Presentations:
Delivered ten (10) invited, sixty-three oral (64), and twenty (21)
poster presentations in various settings
Sessions Organized:
Conference Chair, Conference on Creating Value for Biobased
Resources: Moving Beyond Petroleum, November, 2002.
Individual and Panel Reviews for:
American Association for the Advancement of Science (AAAS),
Agricultural Experiment Station (KSU), Office of Biorenewables
Programs (Iowa State Univ.), NSF and USDA
Papers Reviewed for:
Chemistry of Materials, Chemical Engineering Education,
Composites: Part A, and Journal of the American Institute of
Chemical Engineers
Collaborators & Other Affiliations
Collaborators and Co-Editor (within Previous 5 Years)
ƒ Dr. L. T. Fan
Kansas State University
ƒ Dr. Keith Hohn
Kansas State University
ƒ Dr. Ron Madl
Biobased and Industrial Value Added Program, Kansas State
University
Graduate Students Advised Total = 18
PhD: Fang Meng, Zongwei Shen, LiSheng Xu, Jing Zeng
MS:
Amol A. More, D. A. Spieker, Mark H. Wilson, Robert A. Johnson, Shing Sung, H.K. Liaw,
J.S. Waters, B.S. Sywe, Y.Y. Chiu, M.A. Reichwein, N.C. Rigas, C.N. Christodoulou, M.C.
Collins, B.L. Angell
Graduate and Postgraduate Advisors
Dr. Robert Dr. Robert W. Vaughan (deceased) and Dr. W. Henry Weinberg
54
Scott Staggenborg
Professor
Cropping Systems
30% T, 70% R
Professional Experience:
2008 – present, Professor, Department of Agronomy, Kansas State University
2004-2008, Associate Professor, Department of Agronomy, Kansas State University
2004-2001. Associate Professor, Northeast Area Extension, Kansas State University
2001-1995. Assistant Professor, Northeast Area Extension, Kansas State University
1993-1995. Assistant Professor-Extension (temporary), Dep. of Agricultural & Biological
Engineering – Clemson University, Clemson, SC.
Education:
Ph.D., 1993. Texas Tech University (agronomy).
M.S., 1990. Kansas State University (agronomy).
B.S., 1988. Kansas State University (agronomy).
Professional Societies:
American Society of Agronomy.
Crop Science Society of America.
Gamma Sigma Delta
Professional Interests and Responsibilities:
Cropping Systems teaching and research, Technology and Site Specific Management
research and teaching. Management of the KSU Weather Data Library.
Teaching/Graduate Student Advising (2004 – present):
Courses Taught:
AGRON 640, Cropping Systems, 3 credits, annually
AGRON 655, Site Specific Management, 3 credits, annually
Undergraduate and Graduate Students Advised:
Average 10 undergraduate students each semester; 4 M.S. students completed, currently advising
4 M.S. students and 2 Ph. D. students.
Awards (2000 - present):
2000 Syngenta Crop Protection Award – American Society of Agronomy
Significant Committee/Professional Service (2000 – present):
Associate Editor, AgronomyJournal of Environmental Quality, 2008 to present
Board Member, Sorghum Improvement Conference of North America. 2003 to present
Technical Editor, Crop Management Journal, 2004-2007
Extramural Funding Received (2000 – present):
Total Funding Received: $1.7million
55
Selected Funded Research Projects:
Staggenborg, S.A., L. McKinney, D.Wang, and P. Vadlani. U. S. Dept of Agriculture/Energy.
Pelletizing forages to increase cellulosic ethanol production: Proof of concept
justification. 2007. $659,000.
Roozeboom, K.L., W.F. Heer, J.D. Holman, V.L. Martin, S.A. Staggenborg, M.J. Stamm.
Establishing winter canola on the southern Great Plains. U.S. Dept. of Agriculture. 2007.
$24,816.
Staggenborg, S.A. and D. Mengel. Development of rice production recommendations in Kansas.
Venturia BioScience. May 1, 2007 to April 30, 2009. $46,720.
Staggenborg, S.A., and S.R. Duncan. Yield and risk assessment and support for the inclusion of
cotton as a limited water use alternative over the Ogallala Aquifer. National Cotton
Foundation. July 1, 2007 to June 30, 2008. $5,000.
Wang, D., R. Madl, S.A. Staggenborg, M. Woolverton. Developing a comprehensive
understanding and utilization of sorghum stover and brown midrib forage sorghum for
ethanol production. Sun Grant Biofuel Initiative (U.S. DOT). July 1, 2007 to June 30
2009. $70,000.
Rooney, W., Y. Blumenthal, G.A. Peterson, B. Bean, J. Marsalis, R. Kochenower, D. Bellmer,
R. Huhnke, S. A. Staggenborg, and D. Wang. Evaluation of Sweet Sorghum Hybrids as a
Bioenergy Feedstock--Germplasm Development, Agronomic Practices, and Conversion
Efficiency. Sun Grant Biofuel Initiative (U.S. DOT). July 1, 2007 to June 30, 2010.
$125,000.
Roozeboom, K., W. Heer, S.A. Staggenborg, M. Stamm, J. Holman. Establishing winter canola
on the southern Great Plains. U.S. Canola Association. July 1, 2007 to June 30, 2008.
$24,816.
Staggenborg, S.A., C.W. Rice, A. Schlegel, J. Holman. Biofuel production from annual and
perennial crops in Kansas. ICM. July 1, 2007 to June 30, 2009. $81,760.
Wang, D., M. Tunistra, S.A. Staggenborg, C.W. Rice. Development and utilization of sorghum
as feedstock for biofuel production. Kansas Grain Sorghum Commission. July 1, 2007 to
June 30 2008. $30,000.
Staggenborg, S.A. Improving our understanding of the mechanism of grain sorghum drought
tolerance. Kansas Grain Sorghum Commission. July 1, 2007 to June 30 2008. $8,000.
Prasad. P.V., S.A. Staggenborg, D. Mengel, T Kastens. Integrated soil, water, nutrient and crop
management strategies productivity in sorghum and millet based cropping systems.
International Sorghum and Millet Improvement (INTSORMIL). July 1, 2007 to
September 29, 2011. $348,500.
Staggenborg, S.A. Evaluating biofuel feedstock cropping and forage systems to maintain soil
quality, reduce erosion and maximize water use efficiency. U.S. Dept. of AgricultureOgallala Initiative. October 1, 2007 to September 31, 2008.$8,000.
Publications (2000 – present):
Refereed: 10 Extension bulletins: 20
12
Selected Publications (2000 – present):
Abstracts/proceedings: 39
Invited presentations:
Evert, S.J. S.A. Staggenborg, and B.L.S. Olsen. 2008. Soil temperature and planting depth
effects on tef emergence. J. of Agron. and Crop Sci. In Press.
Epler, M.G., and S.A. Staggenborg. Soybean yield and yield component response to plant
56
density in narrow row systems. Crop Mgmt CM-2008-0925-01-RS.
Staggenborg, S.A., W.B. Gordon, K.C. Dhuyvetter. 2008. Grain sorghum and corn comparisons:
Yield, economic and environmental responses. Agron. J. 100:1600-1604.
Carignano, M., S.A. Staggenborg, and J.P. Shroyer. 2008. Management practices to minimize tan
spot in continuous wheat. Agron. J. 100:145-153.
Staggenborg, S.A., M. Carignano, and L. Haag. 2007. Predicting soil pH and buffer pH with a
real-time sensor. Agron. J. 99:854-861.
Staggenborg, S.A. and R.L. Vanderlip. 2005. Crop simulation models can be used as dryland
cropping systems research tools. Agron. J. 97:378-384.
Staggenborg, S.A., R.K. Taylor, and L.D. Maddux. 2004. Effect of planter speed and seed
firmers on corn stand establishment. Applied Engineering in Agriculture 20:573-580.
Deines, S.R., J.A. Dille, E.L. Blinka, D.L. Regehr, and S.A. Staggenborg. 2004. Common
sunflower (Helianthus annuu) and shattercane (Sorghum bicolor) interference in corn.
Weed Sci. 52:976-983.
Staggenborg, S.A., D.A. Whitney, D.L. Fjell, and J.P. Shroyer. 2002. Seed and Nitrogen Rates
needed to Optimize Winter Wheat Yields following Two Summer Crops. Agron. J.
95:253-259.
Issacs, N.E., R.K. Taylor, S.A. Staggenborg, M.D. Schrock, and D.F. Leikam. 2002. Using cone
index data to explain yield variation within a field. Agric. Engin. Int.: the CIGR Journal of
Scientific Research and Development. Manuscript PM 02 004. Vol
57
Susan X. Sun
Professor, Department of Grain Science and Industry, Bio-Materials & Technology Lab, Kansas
State University, Manhattan, KS 66506, Tel: (785)532-4077; E-mail: xss@ksu.edu
Relevant Work History
01/07 to present
07/04 to present
07/01 to 06/04
01/96 to 06/01
12/82 to 08/89
Director, Center for Biobased Polymers By Design, Kansas State Univ.,
Manhattan, KS
Professor, Grain Science & Industry, Kansas State Univ., Manhattan, KS
Associate Prof., Grain Science &Industry, Kansas State Univ., Manhattan, KS
Assistant Prof., Grain Science & Industry, Kansas State Univ., Manhattan, KS
Lecturer, Bio. & Agric. Engineering, Northeast Agricultural University, China
Technical Experience
•
Technical Panel Manager, Biobased Products and Bioenergy USDA National Research
Initiative, 2004, 2005
Commercialization Experience
USDA Small business funds Phase I and II on Biodegradable and edible feed packaging
containers. The green containers were commercialized by Ridley Block Operations.
(http://www.crystalyx.com/biobarrel)
Biobased Adhesives, industrial sponsored projects, the technology has been patent and field test
will be conducted, and scale up process of the soy protein based binder will be conducted.
Work with various companies on biochemicals and polymers including Dow Chemicals (Rohm
and Haas), Franklin International, Georgia Pacific Resin, Inc., H.B. Fuller, Foseco Metallurgicl
Inc., and Wrigley.
Project Management Experience
•
Project leader, Affordable adhesives derived from optimum soybean varieties. DOE, $5 M,
2002-2005.
Program leader, Biomaterials By Design, KSU Targeted Excellence Project.20 4-2008
•
Educational Attainment
Northeast Agricultural University, China; Bio. & Agric. Engineering, B.S., 1982
Northeast Agricultural University, China; Bio. & Agric. Engineering, M.S., 1986
University of Illinois at Champaign, IL; Bio. & Agric. Engineering Ph.D., 1993
Texas A&M University, College Station, TX; Bio. & Agric. Engineering Postdoc, 1993-95
Honors and Recognitions
•
•
•
•
Outstanding Food Scientist Award, Institute of Food Technology Society, KSU Chapter
2008.
Outstanding Senior Scientist Award, American Research Scientist Sigma Xi, KSU Chapter
2007.
Longjiang Outstanding Scholar Award, Heilongjiang Province, China, 2006.
ADVANCE CAP Award, NSF, KSU, 2006.
58
Other
•
•
DOE Panel, Identification of Industrial Crops for Biofuel and Bioproducts, 2002
Associate Editor, J. of Biobased Materials and Bioenergy and Cereal Chemistry; Scientific
Societies
Selected recent publications (out of 115)
1. X. S. Sun, D. Wang, L. Zhang, X. Mo, L. Zhu, D. Boyle. Morphology and Phase Separation
of Hydrophobic Clusters of Soy Globular Protein Polymers, Macromolecular Bioscience
2008, 8:295-303.
2. X. Mo, Y. Hiromasa, A. Al-Rawi, M. Warner, T. Iwamoto, T. Rahman, X. S. Sun and J. M.
Tomich. Design of Bio-Based 11- Residue Adhesive Peptides with Different Properties:
Induced Secondary Structure in the Absence of Water. Biophysical J 2008, 94: 1807-1817.
3. Acioli-Moura, R., and X. S. Sun. 2008. Thermal degradation and physical aging of
poly(lactic acid) and its blends with starch. Polymer Engineering and Science DOI 2008,
10.1002.pen.21019, 829-836.
4. Zhang, L., and X. S. Sun. Effects of sodium bisulfite on soybean glycinin protein. J.
Agriculture and Food Chemistry 2008 (in press)
5. L. Zhu and X. S. Sun, Adhesion Performance of Amino Groups (ε-NH2) of Soybean
Glycinin Proteins. J. Biobased Materials and Bioenergy 2007, 1 (1): 64-70.
6. X. Shen, M. Robyn, X. Mo, S J. Frazier, T. Iwamoto, J. M. Tomich and X. S. Sun, Adhesion
and Structure Properties of Protein Nanomaterials Containing Hydrophobic-Charged Amino
Acids. J. Nanoscience and Nanotechnology 2006, 6: 837-844.
7. P.R. Wool and X. S. Sun, 2005, Biobased Polymers and Composites, Elsevier Science
publisher, MA USA.
8. J. Zhang, and X. S. Sun. Mechanical properties of poly(lactic acid)/starch composites
compatibilized by maleic anhydride. Biomacromolecules 2004, 5: 1446-1451.
9. J. Zhang and X. S. Sun, Mechanical properties and crystallization behavior of poly(lactic
acid) blended with dendritic hyperbranched polymer, Polymer International 2004, 53: 716722.
10. J. Zhang and X. S. Sun, Physical characterization of coupled poly(lactic acitd) /starch/maleic
anhydride blends
59
BIOGRAPHICAL SKETCH
Donghai Wang
PROFESSIONAL PREPARATION
Northeast Agricultural Univ. (China), Bio. & Agric. Engineering, B.S., 1982.
Univ. of Illinois (Urbana, IL), Bio. & Agric. Engineering, M. S., 1994.
Texas A&M Univ. (College Station, TX), Bio. & Agric. Engineering, Ph.D., 1997.
USDA-GMPRC (Manhattan, KS), Postdoc, 1997-1999.
APPOINTMENTS
07/07 to present, Associate Professor, Kansas State Univ., Manhattan, KS.
10/00 to 06/07, Assistant Professor, Kansas State Univ., Manhattan, KS.
08/99 to 09/00, Project Manager, Kansas Advanced Technologies, Inc., Manhattan, KS.
10/97 to 07/99, Postdoctoral Research Associate, USDA-GMPRC, Manhattan, KS.
12/82 to 01/90, Instructor and Lecturer, Northeast Agricultural Univ., China.
SELECTED RECENT PUBLICATIONS
(i) Most Closely Related
[1] D.Y. Corredor, J.M. Salazar, K.L. Hohn, S. Bean, B. Bean, D. Wang, Evaluation and
characterization of forage sorghum as feedstock for fermentable sugar production, Applied
Biochemistry and Biotechnology (Published online July 31, 2008).
[2] D.Y. Corredor, X.S. Sun, J.M. Salazar, K.L. Hohn, D. Wang, Enzymatic hydrolysis of
soybean hull using dilute acid and steam explosion pretreatments. Biobasedd Materials and
BioEnerngy 2 (1) (2008) 51-56.
[3] Y. Zheng, Z. Pan, R. Zhang, D. Wang, B. Jenkin, Non-ionic Surfactants and Non-Catalytic
Protein Treatment on Enzymatic Hydrolysis of Pretreated Creeping Wild Ryegrass, Applied
Biochemistry and Biotechnology 146 (1-3) (2008) 221-248.
[4] D. Wang, S. Bean, J. McLaren, P. Seib, R. Madl, M. Tuinstra, M. Lenz, X. Wu, R. Zhao,
Grain Sorghum is a Viable Feedstock for Ethanol Production, J. of Industrial Microbiology &
Biotechnology 35 (5) (2008) 313-320.
[5] D. Corredor, S.R. Bean, D. Wang, Pretreatment and enzymatic hydrolysis of sorghum fiber,
Cereal Chemistry 84 (1) (2007) 61-66.
(ii) Other
[1] R. Zhao, S.R. Bean, B.P. Loerger, D. Wang, D.L. Boyle, Impact of mashing on sorghum
proteins and its relationship to ethanol fermentation. J. Agriculture and Foods and Chemistry
56 (3) (2008) 946-953.
[2] Y. Zheng, Z. Pan, R. Zhang, J. Labavitch, D. Wang, S. Teter, B. Jenkins, Evaluation of
Different Biomass Materials as Feedstock for Fermentable Sugar Production, Applied
Biochemistry and Biotechnology 136-140 (1-12) (2007) 423-436.
[3] X. Wu, R. Zhao, S.R. Bean, P.A. Seib, J.S. McLaren, R.L. Modl, M. Tuinstra , M. C. Lenz, D.
Wang, Factors impacting ethanol production from grain sorghum in dry-grind process.
Cereal Chemistry 84 (2) (2007) 130-136.
[4] X. Wu, R. Zhao, D. Wang, S.R. Bean, P.A. Seib, M. Tuinstra, M. Campbell, A. O’Brien,
Effects of amylose amylopectin ratio, corn protein and corn fiber contents on ethanol
production, Cereal Chemistry 83 (5) (2006) 569-575.
[5] D.Y. Corredor, S.R. Bean, T. Schober, D. Wang, Effect of decorticating sorghum on ethanol
production and composition of DDGS, Cereal Chemistry 83 (1) (2006) 17-21.
60
SYNERGISTIC ACTIVITIES
• Professional Society: Associate editor of Transactions of the ASABE and Applied
Engineering in Agriculture.
• Research Leadership: Research leader of Sorghum Utilization Group, Center for Sorghum
Improvement, KSU; Research leader of Bioenergy Research and Development Group,
Center for Sustainable Energy, KSU.
• Presentations: Delivered more than 40 presentations at national and international
conferences.
• Papers reviewed for: J. Cereal Science, Cereal Chem., Oil Chem., Transaction of the
ASABE, Bioresource Technology, J. Agric. & Food Chem., J. Biosystems Engineering, J.
Applied Biochemistry and Biotechnology, Biotechnology and Bioengineering, etc.
• Conducted major projects: “Sorghum as viable renewable resource for biofuels and biobased products (USDA-NRI), “Develop comprehensive understanding and utilization of
sorghum stover and brown midrib forage sorghum for ethanol production” (DOT-Sun
Grant), Processing genetically engineered biomass to obtain optimal enzymatic digestion of
cell wall polysaccharides in cellulosic biofuel production (NSF STTR subaward), and
Sorghum fermentation quality (USDA) as PI; Pelleting forage to increase cellulosic ethanol
production: Proof of concept justification (USDA/DOE), Evaluation of sweet sorghum
hybrids as a bioenergy feedstock-germplasm development, agronomic practices, and
conversion efficiency (DOT-Sun Grant), and Affordable and durable biobased adhesives for
wood veneer applications (USDA) as co-PI.
COLLABORATORS AND CO-EDITORS
(i) Collaborators and Co-Editors
S.R. Bean, USDA-ARS-GMPRC, Manhattan, KS;
D. Hays and B. Rooney, Texas A & M Univ., College Station, TX;
J.S. McLaren, StathKirn Inc., Chesterfield, MO;
J. Wilson, USDA-ARS-UGA, Tifton, GA;
J. Pederson, USDA-ARS Lincoln, NE;
K. Pappan, Edenspace, Manhattan, KS;
P.A. Seib, S.X. Sun, K. Hohn, S. Staggenborg, ZJ.Pei, R. Madl, Y. Shi, J. Yu, Y. Wen, and
R. Nelson, Kansas State Univ., Manhattan, KS
(ii) Graduate Advisors and Postdoctoral Sponsors
M.S. Advisor: Dr. Steve R. Eckhoff, Univ. of Illinois,
Urbana, IL
Ph. D. Advisor: Dr. Ronald Lacey, Texas A&M Univ., College Station, TX
Postdoctoral Advisor: Dr. Floyd E. Dowell, USDA-ARS-GMPRC, Manhattan, KS
(iii) Thesis Advisor and Postgraduate-Scholar Sponsor (total # of students advised =11)
Ph.D. Students: X. Zhan (Professor, Jiannan Univ., China); Y. Wang (Postdoc, Kansas
State Univ.); D. Corredor (Edenspace System, Inc.), R. Zhao (Professor, Henan Univ. of
Technology, China), K. Theerarattanoon, S. Yan, N. Li, and F. Xu.
M.S. Students: D. Corredor (Edenspace System, Inc), L. Pena, and L. Liu.
Post-doctoral Researchers and visiting scholars: G. Yang (Shanghai Univ. of
Technology, China); X. Wu, Y. Wang, and D. Hao (Kansas State Univ.);
61
Appendix IV
Student Learning Outcomes and Assessment Plan in Format
Requested by Office of Assessment
Proposed Graduate Certificate
Biobased Products and Bioenergy
Assessment of Student Learning Plan
Kansas State University
College, Department, and Date
College:
Graduate School
Department:
Interdisciplinary graduate certificate program. Initial participating departments include
agronomy, biological & agricultural engineering, chemical engineering, and grain science
& industry
Date:
March 17, 2009
Contact Person(s) for the Assessment Plans
Dr. John R. Schlup, Professor, Department of Chemical Engineering
Degree Program
Graduate Certificate in Biobased Products and Bioenergy
Assessment of Student Learning Three-Year Plan
1. Student Learning Outcome(s)
a. List (or attach a list) all of the student learning outcomes for the program.
The student learner outcomes for the graduate certificate being proposed are
1.
Broad education in several disciplines integral to biobased products and bioenergy.
2.
Demonstrated ability to utilize biobased and other renewable resources as energy
sources and industrial raw materials as opposed to petroleum-based feedstocks.
3.
Demonstrated ability to integrate the subject areas identified above in their
understanding and implementation of biobased products and bioenergy.
b. Identify outcomes that will be assessed in the first three years of the plan.
Over the next three years, all three of the learner outcomes above will be assessed.
Special rationale for selecting these learning outcomes (optional):
The participants in the Biobased Products and Bioenergy graduate certificate program will have
diverse academic backgrounds and most likely widely varying academic and career goals. Therefore, the
program itself centers on designing an individualized program of study from a menu of courses. The
student learning outcomes, thus, do not focus on specific topics or courses, but rather on integration of
course content in a manner that meets student needs in this very interdisciplinary field. Thus, the
outcomes above focus on the student’s abilities to integrate content from various disciplines to address
interdisciplinary problems.
No new courses are being proposed, and, as existing courses, each is a part of the assessment
process within their respective departments. Thus, additional learning outcomes will not be identified with
each course. The selection of the courses ensures that the required subject areas are available to and
accessed by the students; the structure of the program ensures exposure of the students to the
62
necessary disciplines. Each of the choices for a student’s required (foundational) course provides a basis
for understanding renewable resources as feedstocks instead of petrochemicals.
Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):
Graduate Certificate Program in Biobased Products and Bioenergy
Program SLOs
Selection from
four designated
courses
Electives
X
1.
Broad education
in several
disciplines
X
2.
Ability to utilize
biobased and
other renewable
resources
X
Ability to integrate
the subject areas
X
3.
Multidisciplinary
Team Experience
Program of
Study
Exit
Survey
X, A
A
X, A
A
X, A
A
University
Graduate SLOs
Knowledge
X
X
X
X
A
Skills
X
X
X
X
A
X
Attitudes and
Professional Conduct
X: will gain experience
A
A: will be assessed
2. How will the learning outcomes be assessed? What groups will be included in the assessment?
Assessment will focus on the ability of the student to integrate course material and to implement that
material in addressing issues related to biobased products and bioenergy.
Broad education in several disciplines integral to biobased products and bioenergy
•
Completion of an approved (by BPBCC) program of study which meets subject matter
criteria (direct measure).
•
The BPBCC will administer an exit survey to each student at the completion of their
program (indirect measure).
Demonstrated ability to utilize biobased and other renewable resources as energy sources and
industrial raw materials as opposed to petroleum-based feedstocks
•
Review of the student’s multidisciplinary team project resulting from participation in the
seminar course (direct measure).
•
The BPBCC will administer an exit survey to each student at the completion of their
program (indirect measure).
Demonstrated ability to integrate the subject areas identified above in their understanding and
implementation of biobased products and bioenergy
•
Review of the student’s multidisciplinary team project resulting from participation in the
seminar course (direct measure).
•
The BPBCC will administer an exit survey to each student at the completion of their
program (indirect measure).
63
3. When will these outcomes be assessed? When and in what format will the results of the
assessment be discussed?
It should be noted that the essence of the assessment process centers on the student’s
multidisciplinary team project resulting from participation in the seminar course. This provides a very
direct measure, similar to that of a portfolio. These assessments will be implemented from the outset of
the program. The assessments themselves will be performed at the end of each semester following
completion of the capstone experience seminar courses. The product of the design experience (written
materials stored electronically along with the materials from a final presentation) will be stored on a CD.
This material will be assessed as well by a rubric developed for these course materials so that a direct,
quantifiable measure of the work is available in addition to the electronic portfolio itself.
In addition, upon completion of the graduate certificate, each student will undergo an exit interview.
The BPBCC will design the instrument and will be responsible for performing the exit interviews.
4. What is the unit’s process for using assessment results to improve student learning?
The assessed outcomes will be reviewed annually by the BPBCC before the start of the fall semester
of the academic year based upon the electronic portfolio and exit interview of each student graduating in
the previous academic year. The recommendations based upon this review will be utilized for
modifications of the graduate certificate including, but not limited to, inclusion of courses within the
program, program requirements, desired outcomes, and appropriateness of assessment tools.
64
Appendix V
Endorsements from Other Academic Units
Email Response Received from Dr. Michael Kanost, Head
Department of Biochemistry
From: <kanost@ksu.edu>
To: "John R. Schlup" <jrsch@ksu.edu>
Subject: Re: I need your assistance please
Date: Wednesday, January 07, 2009 11:03 AM
John,
This is to confirm that are aware of our inclusion of biochemistry
courses in the graduate certificate program on Biobased
Products and Bioenergy and that I approve of their inclusion.
Mike Kanost
65
66
Email Response Received from Dr. Eric Maatta, Head
Department of Chemistry
From: "John R. Schlup" <jrsch@ksu.edu>
To: "Eric Maatta" <eam@ksu.edu>
Subject: Re: Biobased Products and Bioenergy certificate
Date: Monday, January 05, 2009 12:47 PM
Eric Maatta wrote:
> John >
> The Chemistry Department supports the inclusion of CHM 820 Materials
> Chemistry as an elective for this certificate program.
>
> I also strongly encourage you and your colleagues to consider adding
> CHM 766 Green Chemistry to the list. This is a relatively new course
> that has been developed by Prof. Chris Levy, and is open to anyone
> with graduate standing in Chemical Engineering.
>
> I've attached a copy of the 2008 CHM 766 syllabus, along with its
> Course and Curriculum form.
>
> Eric
67
68
Appendix VI
Endorsements from the Dean’s Offices of the Colleges Involved
Email Response Received from Dr. Don Boggs, Associate Dean
College of Agriculture
John,
I have conferred with the department heads in Agronomy, Grain Science and Industry and Plant Pathology and all
have indicated support for the Biobased Products and Bioenergy Graduate Certificate Program. Given the support of
these departments, I am pleased to add the support of the College of Agriculture to this important interdisciplinary
program. Best wishes in completing the approval process.
Don Boggs
Associate Dean
69
70
Email Response Received from Dr. Joseph A. Aistrup, Associate Dean
College of Arts and Sciences
John,
I have conferred with the Arts and Sciences department heads and all have
indicated support for the Biobased Products and Bioenergy Graduate
Certificate Program. Given the support of these departments, I am pleased to
add the support of the College of Arts and Sciences to this new
interdisciplinary program.
Best wishes,
Joe
Joseph A. Aistrup
Associate Dean
College of Arts and Sciences
117 C Eisenhower Hall
Kansas State University
Manhattan, KS 66506
785-532-6900 (Office) 785-532-7004 (Fax)
jaistrup@ksu.edu
Www.k-state.edu/polsci/
71
Appendix IV
Student Learning Outcomes and Assessment Plan in Format
Requested by Office of Assessment
Proposed Graduate Certificate
Biobased Products and Bioenergy
Assessment of Student Learning Plan
Kansas State University
College, Department, and Date
College:
Graduate School
Department:
Interdisciplinary graduate certificate program. Initial participating departments include
agronomy, biological & agricultural engineering, chemical engineering, and grain science
& industry
Date:
March 17, 2009
Contact Person(s) for the Assessment Plans
Dr. John R. Schlup, Professor, Department of Chemical Engineering
Degree Program
Graduate Certificate in Biobased Products and Bioenergy
Assessment of Student Learning Three-Year Plan
1. Student Learning Outcome(s)
a. List (or attach a list) all of the student learning outcomes for the program.
The student learner outcomes for the graduate certificate being proposed are
1.
Broad education in several disciplines integral to biobased products and bioenergy.
2.
Demonstrated ability to utilize biobased and other renewable resources as energy
sources and industrial raw materials as opposed to petroleum-based feedstocks.
3.
Demonstrated ability to integrate the subject areas identified above in their
understanding and implementation of biobased products and bioenergy.
b. Identify outcomes that will be assessed in the first three years of the plan.
Over the next three years, all three of the learner outcomes above will be assessed.
Special rationale for selecting these learning outcomes (optional):
The participants in the Biobased Products and Bioenergy graduate certificate program will have
diverse academic backgrounds and most likely widely varying academic and career goals. Therefore, the
program itself centers on designing an individualized program of study from a menu of courses. The
student learning outcomes, thus, do not focus on specific topics or courses, but rather on integration of
course content in a manner that meets student needs in this very interdisciplinary field. Thus, the
outcomes above focus on the student’s abilities to integrate content from various disciplines to address
interdisciplinary problems.
No new courses are being proposed, and, as existing courses, each is a part of the assessment
process within their respective departments. Thus, additional learning outcomes will not be identified with
each course. The selection of the courses ensures that the required subject areas are available to and
accessed by the students; the structure of the program ensures exposure of the students to the
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necessary disciplines. Each of the choices for a student’s required (foundational) course provides a basis
for understanding renewable resources as feedstocks instead of petrochemicals.
Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):
Graduate Certificate Program in Biobased Products and Bioenergy
Program SLOs
Selection from
four designated
courses
Electives
X
1.
Broad education
in several
disciplines
X
2.
Ability to utilize
biobased and
other renewable
resources
X
Ability to integrate
the subject areas
X
3.
Multidisciplinary
Team Experience
Program of
Study
Exit
Survey
X, A
A
X, A
A
X, A
A
University
Graduate SLOs
Knowledge
X
X
X
X
A
Skills
X
X
X
X
A
X
Attitudes and
Professional Conduct
X: will gain experience
A
A: will be assessed
2. How will the learning outcomes be assessed? What groups will be included in the assessment?
Assessment will focus on the ability of the student to integrate course material and to implement that
material in addressing issues related to biobased products and bioenergy.
Broad education in several disciplines integral to biobased products and bioenergy
•
Completion of an approved (by BPBCC) program of study which meets subject matter
criteria (direct measure).
•
The BPBCC will administer an exit survey to each student at the completion of their
program (indirect measure).
Demonstrated ability to utilize biobased and other renewable resources as energy sources and
industrial raw materials as opposed to petroleum-based feedstocks
•
Review of the student’s multidisciplinary team project resulting from participation in the
seminar course (direct measure).
•
The BPBCC will administer an exit survey to each student at the completion of their
program (indirect measure).
Demonstrated ability to integrate the subject areas identified above in their understanding and
implementation of biobased products and bioenergy
•
Review of the student’s multidisciplinary team project resulting from participation in the
seminar course (direct measure).
•
The BPBCC will administer an exit survey to each student at the completion of their
program (indirect measure).
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3. When will these outcomes be assessed? When and in what format will the results of the
assessment be discussed?
It should be noted that the essence of the assessment process centers on the student’s
multidisciplinary team project resulting from participation in the seminar course. This provides a very
direct measure, similar to that of a portfolio. These assessments will be implemented from the outset of
the program. The assessments themselves will be performed at the end of each semester following
completion of the capstone experience seminar courses. The product of the design experience (written
materials stored electronically along with the materials from a final presentation) will be stored on a CD.
This material will be assessed as well by a rubric developed for these course materials so that a direct,
quantifiable measure of the work is available in addition to the electronic portfolio itself.
In addition, upon completion of the graduate certificate, each student will undergo an exit interview.
The BPBCC will design the instrument and will be responsible for performing the exit interviews.
4. What is the unit’s process for using assessment results to improve student learning?
The assessed outcomes will be reviewed annually by the BPBCC before the start of the fall semester
of the academic year based upon the electronic portfolio and exit interview of each student graduating in
the previous academic year. The recommendations based upon this review will be utilized for
modifications of the graduate certificate including, but not limited to, inclusion of courses within the
program, program requirements, desired outcomes, and appropriateness of assessment tools.
The meeting adjourned at 3:45 pm.
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