1
Minutes of the Graduate Council
October 4, 2011 - 3:30 p.m.
Pending approval of November 1, 2011 Meeting
Members Present: P. Ackerman, D. Ben-Arieh, L. Brannon, C. Craft, S. Eckels, J. Edgar, D. Higgins, J. Kim, J.
Kozar (proxy), R. Krishnamoorthi, M. Martinez-Ortiz, D. Mrozek, T. Musch, W. Schumm, S. Siepl-Coates (proxy),
E. Swilley, K. Taylor, E. Titgemeyer, R. Welti, D. Yetter
Members Absent: S. Alavi, M. Daniels, T. Keane, K. Kramer, T. Melgarejo, K. Olibe, A. Raef, D. Renter, T.
Salsberry, C. Shoemaker, L. Tatonetti, L. Susan Williams, J. Yu
Guests: K. Boone, E. Maddux
1. Opening remarks
No action items
2. Minutes of the September 6, 2011 meeting were approved as presented.
3. Graduate School Actions and Announcements
The following appointments for non-graduate faculty to teach graduate courses and graduate faculty memberships
were approved by the Dean of the Graduate School.
Emergency Approvals
NAME
Shelley Aistrup
Quinten Lynn
Stephanie Morris
Donna Menke
Terry Musser
Dorothy Nelson
Andy Howe
LuAnn Hoover
Alessandro Quartiroli
Beth Shanholtzer
Celeste Cook
POSITION
Adjunct Asst. Professor
Psychologist
Psychologist
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
DEPARTMENT/PROGRAM
Educational Leadership
Special Education, Counseling & SA
Special Education, Counseling & SA
Special Education, Counseling & SA
Special Education, Counseling & SA
Special Education, Counseling & SA
Special Education, Counseling & SA
Family Studies & Human Services
Special Education, Counseling & SA
Family Studies & Human Services
Apparel, Textiles and Interior Design
APPROVAL
DATE BY GRAD
SCHOOL
5/18/2011
5/10/2011
6/27/2011
7/21/2011
7/21/2011
7/27/2011
7/27/2011
7/29/2011
8/8/2011
8/10/2011
8/23/2011
2
Membership
NAME
Ping Lo
Soo-Hye Han
Sara Riforgiate
Amber Vennum
Jared Durtschi
Lauri Baker
Ji Hye Kang
Jason Ellis
Necia Chronister
Roman Fedorov
Nathan Albin
POSITION
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
APPROVAL
DATE BY GRAD
SCHOOL
DEPARTMENT/PROGRAM
Chemistry
CSTD
CSTD
Family Studies & Human Services
Family Studies & Human Services
Communications
Apparel, Textiles and Interior Design
Communications
Modern Languages
Mathematics
Mathematics
8/18/2011
8/17/2011
8/17/2011
9/6/2011
9/6/2011
9/2/2011
9/2/2011
9/2/2011
9/2/2011
9/13/2011
9/13/2011
4. Academic Affairs Committee – Evan Titgemeyer, Chair
On behalf of the Academic Affairs Committee, Evan Titgemeyer, chair, proposed approval of the following faculty
members for graduate faculty. The motion passed.
Alessandro Quartiroli
Instructor
Spec Ed, Counseling & SA
GRADUATE
FACULTY TYPE
Non-Graduate
Janis Crow
Weston Opitz
Kenneth Prusa
Jennifer Velenga
Neal Dittmer
Instructor
Adjunct Asst Professor
Adjunct Professor
Assistant Professor
Research Asst. Professor
Marketing
Entomology
Human Nutrition
CSTD
Biochemistry
Membership
Membership
Membership
Membership
Membership
Michael Krysko
Stella Lee
Heather McCrea
Dorith Rotenberg
Ping Li
Lauri Baker
Jason Ellis
Sabri Ciftci
Om Prakash
Timothy Durrett
Nathan Albin
Roman Fedorov
Assistant Professor
Assistant Professor
Associate Professor
Research Asst Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Professor
Assistant Professor
Assistant Professor
Assistant Professor
History
Biology
History
Plant Pathology
Chemistry
Communications
Communications
Political Science
Division of Biochemistry
Division of Biochemistry
Mathematics
Mathematics
Certification
Certification
Certification
Certification
Certification
Certification
Certification
Certification
Certification
Certification
Certification
Certification
Bradley Olson
Michael Veerman
Assistant Professor
Assistant Professor
Biology
Biology
Memb. & Cert.
Memb. & Cert.
NAME
POSITION
DEPARTMENT/PROGRAM
3
Course and Curriculum Items
On behalf of the Academic Affairs Committee, Evan Titgemeyer, chair, proposed to approve the following course changes and
additions. The motion passed.
Expedited Course Changes
College
Architecture
Veterinary Medicine
Veterinary Medicine
Veterinary Medicine
Veterinary Medicine
Veterinary Medicine
Veterinary Medicine
Course
Number
LAR 897
CS 611
CS 709
CS 711
CS 729
CS 757
CS 859
Title
Proposal Writing
Cow-Calf Health Systems
Medicine I
Medicine II
Veterinary Surgery I
Equine Lameness I
Clinical Sciences Seminar
Effective
Date
Fall 2011
Spring 2012
Spring 2012
Spring 2012
Fall 2012
Spring 2012
Spring 2012
Expedited Curriculum Change
College
Architecture
Architecture
Architecture
Architecture
Course
Number
Architecture
Title
Master of Architecture
Master of Interior Arch & Product Design
Non-Bacc. Master of Landscape Arch.
Post-Bacc Master of Landscape Arch.
Non-Bacc. Master of Regional & Comm
Planning
Effective
Date
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Expedited Drop Curriculum
College
Course
Number
Veterinary Medicine
Title
Feedlot Production Management
Certificate
Effective
Date
Fall 2011
Non-Expedited New Courses
College
Architecture
Archiitecture
Veterinary Medicine
Course
Number
ARCH 347
ARCH 448
CS 831
Veterinary Medicine
CS 791
Veterinary Medicine
CS 792
Title
Structural Systems in Architecture I
Structural Systems in Architecture II
Veterinary Ultrasonography
Veterinary Implications of Animal
Behavior
Advanced Topics in Veterinary Soft Tissue
Surgery
Effective
Date
Spring 2012
Spring 2012
Fall 2012
Spring 2012
Spring 2012
Non-Expedited Curriculum Changes
College
Human Ecology
Architecture
Course
Number
Title
Personal Financial Planning Certificate
Masters of Architecture
Effective
Date
Spring 2012
Spring 2012
4
Veterinary Medicine
Veterinary Biomedical Sciences Master’s
Non-Expedited New Curriculum
College
Course
Number
Human Ecology
Agriculture
Agriculture
Title
Financial and Housing Counseling
Certificate
Masters in Agricultural Education and
Communication
Advanced Horticulture Certificate
Effective
Date
Spring 2012
Spring 2012
Spring 2012
5. Graduate Student Affairs Committee – Steven Eckels, Chairs
The committee is currently reviewing several handbook policies to clarify intentions of the policies. It is the hope
of the committee to have items available for first reading at the next Graduate Council meeting.
6. Graduate School Committee on Planning – Sue Williams, Chair
The committee has been charged with creating a Graduate School Strategic Plan in alignment with the K-State
2025 vision. The University wide strategic plan was recently released and the committee will be working on best
solutions to engage graduate faculty and students in the process. Committee members have received assignments
and a finalized plan will be distributed to the council by end of the spring 2012 semester.
7. Graduate School Committee on Assessment and Review – Kevin Lease, Liaison
The following assessment plans were approved by the committee:
 Masters in Agricultural Education and Communication
 Financial and Housing Counseling Graduate Certificate
 Advanced Horticulture Graduate Certificate
8. Graduate Student Council Information – Matt Sellner, President
-On October 1st the Graduate Student Council hosted a tailgate party prior to the Baylor/K-State football game;
preliminary numbers show this event was a big success.
-The Reorganization committee recently met to begin the planning process of separating the Graduate Student
Council from the Student Government Association. Future meetings will include various faculty and students
from across campus to create a proposal for the Provost.
-The Graduate Student Council will be co-sponsoring a movie with the Union Program Council on November 8 at
8:00 p.m. in the Union Ballroom.
9. University Research and Scholarship
No items to report
10. Other business
11. Graduate Fellowship Announcements
- DHS Career Development Fellowship Awards in Zoonotic and Animal Disease Defense
Deadline: 5:00 p.m. November 15, 2011 http://fazd.tamu.edu
12. Graduate School Calendar of Events (196-198)
10/4
Graduate Council Meeting (3:30 – 5:00 pm – Union 212)
10/6
ETDR Overview (10:00 – 11:00 am – Leadership Studies Building)
5
10/6
Open Forum for Graduation Deadlines (3:30 – 4:30 pm – Leadership Studies Building)
10/10 Deadline to submit graduate faculty nominations and course and curriculum changes for November
Graduate Council Meeting
10/14 Graduate Student Mixer (7:30 – 9:30 pm – McCain Theater)
10/31 “Research and the State” graduate student poster session
(8:00 -5:00 pm – Union Main & West Ballroom)
- For a current list of Graduate School events, please see our website at:
http://www.k-state.edu/grad/gshome/calendar.pdf.
Next Graduate Council meeting: November 1, 2011 (3:30 p.m. – Union Staterooms)
cc: Academic Deans and Directors
Departments (please post)
6
Non-Baccalaureate Master of Landscape Architecture Program
EXPEDITED Graduate Course Changes (numbered 600-999)
Effective Date for all changes: Spring 2012
Department of Landscape Architecture/Regional and Community Planning
Course Credits Change
From:
LAR 897 Proposal Writing
Exploration of procedures of planning, design, scheduling, organization, and
management of a landscape architecture research project.
Credits:
Requisites:
When Offered:
To:
LAR 897 Proposal Writing
Exploration of procedures of planning, design, scheduling, organization, and
management of a landscape architecture research project.
Credits:
Requisites:
When Offered:
Rationale:
(3)
Pr.: LAR 725, ARCH 725 or EDCEP 816
Fall, Spring
(2)
Pr.: LAR 725, ARCH 725 or EDCEP 816
Fall, Spring
This corrects an error made in our most recent curriculum changes that are
effective Fall 2011.
7
EXPEDITED COURSE CHANGES
Department of Clinical Sciences
CHANGE:
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.
TO:
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, growth, nutrition,
pharmaceutical management, and reproduction.
RATIONALE:
This course focuses on animal health and management during the cow-calf phase of beef
production. Goals include gaining an understanding of managing groups of animals for
optimum health and economic outcomes. The main focus of the course is development of
knowledge and aptitude related to enhancing production from the cow-calf operation.
Students will develop an understanding of current management practices in the areas of
health, growth, nutrition, pharmaceutical management, and reproduction. The class is not
meant to encompass all available information on these topics, but rather provide a
baseline of information and enhance critical thinking skills necessary for further learning.
EFFECTIVE DATE:
Spring 2012
CHANGE:
CS 709. Medicine I. (4) I. Consideration of medical and pathophysiologic aspects of
diseases affecting the musculoskeletal, respiratory, cardiovascular special senses,
nervous hemic and lymphatic systems. Four hours lecture a week. Pr.: Third-year
standing in the College of Veterinary Medicine.
TO:
CS 709. Medicine I. (4) I. Consideration of medical and pathophysiologic aspects of
diseases affecting the urinary, endocrine, integumentary, respiratory, hemic, and
neuromuscular systems. Four 1-hour lectures per week. Pr.: Third-year standing in the
College of Veterinary Medicine.
RATIONALE:
As part of the restructuring of the CVM curriculum the course topics have been rearranged to correspond with the new semester in which it is being taught.
EFFECTIVE DATE:
Spring 2012
CHANGE:
CS 711. Medicine II. (4) II. Consideration of the medical and pathophysiological aspects
of diseases affecting the gastrointestinal, endocrine, urinary, and integumentary systems.
Four hours lecture a week. Pr.: Third-year standing in the College of Veterinary Medicine.
TO:
CS 711. Medicine II. (4) II. Consideration of the medical and pathophysiological aspects
of diseases affecting the gastrointestinal, cardiovascular, and ophthalmic systems,
oncology, and dentistry. Four 1-hour lectures per week. Pr.: Third-year standing in the
College of Veterinary Medicine.
RATIONALE:
As part of the restructuring of the CVM curriculum the course topics have been rearranged to correspond with the new semester in which it is being taught.
EFFECTIVE DATE:
Spring 2012
8
EXPEDITED COURSE CHANGES
Department of Clinical Sciences
CHANGE:
CS 729. Veterinary Surgery I. (5) I. Introduction to the basics of veterinary anesthesia,
surgical techniques, and patient management by a systems design. Problems common
to all species of domestic animals will be presented to provide foundations of surgical
knowledge and experience. Four hours lec and 1 lab per week. Pr.: Third-year standing
in College of Vet Med.
TO:
CS 729. Veterinary Surgery I. (5) I. Introduction to the basics of veterinary anesthesia,
surgical techniques, and patient management by a systems design. Problems common
to all species of domestic animals will be presented to provide foundations of surgical
knowledge and experience. Four hours lec and 1 lab per week. Pr.: Satisfactory
completion of all required second year veterinary courses.
RATIONALE:
The course pre-requisite language has been modified.
EFFECTIVE DATE:
Fall 2012
CHANGE:
CS 757. Equine Lameness I. (1) II. Lameness examination and diagnosis and the first
half of a review of specific lameness processes will be presented. 12 lectures, 3 labs.
Pr: Fourth-year standing in the College of Veterinary Medicine.
TO:
CS 757. Equine Lameness I. (1) II. Lectures will cover common causes of lameness
emphasizing specific portions of the lameness exam providing the foundation for
diagnosis and treatment of specific equine musculoskeletal diseases. Students will
perform lameness exams including diagnostic imaging to correctly diagnose the
“unknown lameness” and prescribe appropriate therapeutic options. 12 lectures, 3 labs.
Pr: Satisfactory completion of all required second year veterinary courses.
RATIONALE:
To add additional information to the course description and to change the pre-requisite.
EFFECTIVE DATE:
Spring 2012
CHANGE:
CS 859. Clinical Sciences Seminar. (1) I, II. A required seminar for all house officers
and graduate students in the Department of Surgery and Medicine. One-hour conference
weekly. May re-enroll for total maximum of two credits. Pr.: Consent of department head
(I, II, S)
TO:
CS 859. Clinical Sciences Seminar. (1) I, II. A seminar for all house officers and all
Clinical Sciences graduate students. One-hour seminar presentations each week. May
re-enroll for total maximum of two credits.
RATIONALE:
To provide graduate students experience with seminar presentations.
EFFECTIVE DATE:
Spring 2012
3
9
DEPARTMENT OF ARCHITECTURE
EXPEDITED Curriculum Change
Effective Date for Changes:
Spring 2012
Master of Architecture Program
Rationale:
This change in wording on the curri culum guide is necessary due to the change
from University General E ducation requirements to the new K-State 8 program.
All K-State 8 General Educ ation areas are covered by courses required in the
Architecture curriculum.
10
EXPEDITED CURRICULUM CHANGES TO THE DEPARTMENT OF ARCHITECTURE—EFFECTIVE
Spring 2012
Courses in Bold are for the Graduate level program.
From:
To:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
Environmental Design Studies Program
Environmental Design Studies Program
FIRST SEMESTER
ENVD 201
Environ. Design Studio I
MATH 100
College Algebra
ENVD 250
Hist. of Designed Environment I
ENVD 203
Survey of Design Professions
COMM 105
Public Speaking 1A
*University Gen. Ed. Elective
FIRST SEMESTER
4
ENVD 201 Environ. Design Studio I
4
3
MATH 100 College Algebra
3
3
ENVD 250 Hist. of Designed Environment I
3
1
ENVD 203 Survey of Design Professions
1
2
COMM 105 Public Speaking 1A
2
3
*General Elective
3
16
16
____________________________________________________________________________________________________
SECOND SEMESTER
ENVD 202
Environ. Design Studio II
PHYS 115
Descriptive Physics
ENVD 251
Hist. of Designed Environment II
ENGL 100
Expository Writing I
SECOND SEMESTER
4
ENVD 202 Environ. Design Studio II
4
5
PHYS 115
Descriptive Physics
5
3
ENVD 251 Hist. of Designed Environment II
3
3
ENGL 100 Expository Writing I
3
15
15
____________________________________________________________________________________________________
Architecture Program
Architecture Program
THIRD SEMESTER
ARCH 302
Architectural Design Studio I
ARCH 248
Fund. Of Arch. Technology
ARCH 348
Structural Sys. in Arch. I
ARCH 350
Hist. of Designed Environment III
*University Gen. Ed. Elective
5
3
3
3
3
17
THIRD SEMESTER
ARCH 302 Architectural Design Studio I
ARCH 248 Fund. Of Arch. Technology
ARCH 348 Structural Sys. in Arch. I
ARCH 350 Hist. of Designed Environment III
*General Elective
5
3
3
3
3
17
SUPPLEMENTAL STUDY
SUPPLEMENTAL STUDY
***D
istributed Electives
6
*General Electives
6
____________________________________________________________________________________________________
FOURTH SEMESTER
ARCH 304
Architectural Design Studio II
ARCH 325
Environmental Design & Society
ARCH 413
Environmental Systems in Arch. I
ARCH 449
Structural Systems in Architecture II
ENGL 200
Expository Writing 2
FOURTH SEMESTER
5
ARCH 304 Architectural Design Studio III
5
3
ARCH 325 Environmental Design & Society
3
4
ARCH 413 Environmental Systems in Arch. I
4
3
ARCH 449 Structural Systems in Architecture II
3
3
ENGL 200 Expository Writing 2
3
18
18
____________________________________________________________________________________________________
FIFTH SEMESTER
ARCH 403
Architectural Design Studio III
ARCH 433
Building Construction Systems in Arch
ARCH 452
Structural Systems in Architecture II
ARCH 472
Computing in Architecture
*University General Ed. Elective(300+)
FIFTH SEMESTER
5
ARCH 403 Architectural Design Studio III
5
3
ARCH 433 Building Construction Systems in Arch
3
3
ARCH 452 Structural Systems in Architecture III
3
3
ARCH 472 Computing in Architecture
3
3
*General Elective
3
17
17
____________________________________________________________________________________________________
SIXTH SEMESTER
ARCH 404
Architectural Design Studio IV
ARCH 453
Structural Systems in Architecture IV
ARCH 514
Environmental Systems in Arch. II
LAR
500
Site Planning and Design
*University General Ed. Elective
SIXTH SEMESTER
5
ARCH 404 Architectural Design Studio IV
5
3
ARCH 453 Structural Systems in Architecture IV
3
3
ARCH 514 Environmental Systems in Arch. II
3
3
LAR
500 Site Planning and Design
3
3
*General Elective
3
17
17
____________________________________________________________________________________________________
From:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
To:
11
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
SEVENTH SEMESTER
ARCH 605
Architectural Design Studio V
ARCH 515
Environmental Systems in Arch III
ARCH 650
Architectural Programming
**Pl
anning Elective
*University General Ed. Elective
SEVENTH SEMESTER
5
ARCH 605 Architectural Design Studio V
5
3
ARCH 515 Environmental Systems in Arch III
3
3
ARCH 650
Architectural Programming
3
3
**Planning Elective
3
3
*General Elective
3
17
17
____________________________________________________________________________________________________
EIGHTH SEMESTER
EIGHTH SEMESTER
ARCH 606
**Profess
ADS VI (On-campus, KCDC or Study Abroad) 5
ARCH 606 ADS VI (On-campus, KCDC or Study Abroad) 5
ional Support Electives
9
**Professional Support Electives
9
14
14
OR
OR
ARCH 505
Arch. Internship Part A
9
ARCH 505 Arch. Internship Part A
9
ARCH 506
Arch. Internship Part B
3
ARCH 506 Arch. Internship Part B
3
ARCH 507
Arch. Internship Part C
2
ARCH 507 Arch. Internship Part C
2
14
14
____________________________________________________________________________________________________
NINTH SEMESTER
ARCH 806
Arch, Design Studio VII
ARCH 805
Project Programming
**Architecture Seminar
**Architecture Seminar
**Professional Support Elective
NINTH SEMESTER
5
ARCH 806 Arch. Design Studio VII
5
3
ARCH 805 Project Programming
3
3
**Architecture Seminar
3
3
**Architecture Seminar
3
3
**Professional Support Elective
3
16
16
____________________________________________________________________________________________________
TENTH SEMESTER
TENTH SEMESTER
ARCH 807
Arch. Design Studio VIII
5
ARCH 807 Arch. Design Studio VIII
5
ARCH 808
Architectural Design Communication 3
ARCH 808 Architectural Design Communication 3
ARCH 853
Professional Practice
3
ARCH 853 Professional Practice
3
**Professional Support Elective
3
**Professional Support Elective
3
*University General Ed. Elective (300+) 3
*General Elective
3
17
17
____________________________________________________________________________________________________
•A minimum of eighteen (18) University General Education (UGE) elective
credits must be taken, of which at least six (6) must be in courses numbered 300
or above. Of these eighteen (18) UGE credits, three (3) credits may be taken
within the College of Architecture, Planning, and Design. None, however, can
be in a student’s major field. No more than two (2) UGE courses may be taken
in a single discipline. UGE courses must be taken at KSU. Transfer credits may
reduce the number of lower level UGE courses required. Students who
participate in study abroad programs approved by KSU will meet UGE credit at
the 300 level upon successful completion of the program. Further information
about these policies is available at http://www.capd.ksu.edu/currentstudents/policies/university-general-education-expectations-pertaining-to-alldepartments and http://www.k-state.edu/uge/aboutuge/policies.htm
**The M.Arch degree requires twenty-four (24) hours of professional support
electives. Of these 24 credits, at least three (3) hours must be planning elective
credits, and at least six (6) hours must be architecture seminar credits as defined
in the advising handbook. In addition, nine (9) of the twenty-four (24) credits
must be taken in support of the student’s area of concentration as defined in the
advising handbook. These nine (9) hours may include credits taken to fulfill the
planning and seminar requirements.
***Distributed electives must be taken outside the College of Architecture,
Planning, and Design. They may be taken any time prior to or during the
Architecture program and may include KSU approved AP, IB, CLEP and transfer
credits.
th
Courses listed in Bold type in the 5 year represent those hours required within
the Graduate Program.
*A minimum of twenty-four (24) general elective credits must be taken outside of
the College of Architecture, Planning and Design. General electives may be
taken in pursuit of a minor. They may be taken any time prior to or during the
Architecture program and may include KSU approved AP, IB, CLEP and transfer
credit. General electives may include KSU approved extracurricular work as
allowed by university regulations; see http://catalog.kstate.edu/content.php?catoid=13&navoid=1410&returnto=search#cred_for_extr.
Students may not count more than three (3) total hours of recreation credits
toward graduation.
** The M.Arch degree requires twenty-four (24) hours of professional support
(PSE) electives, twelve (12) for undergraduate credit and twelve (12) for
graduate credit. Of the undergraduate credits, at least three (3) hours must be
planning elective credits; the other nine (9) are usually fulfilled in the 8th
semester as part of the 4th year study options. At least six (6) hours of the
graduate level PSE must be architecture seminars. See the M. Arch Handbook
for further details. Students may not count more than three (3) total hours of
department approved extracurricular PSE credits (such as Oz, NOMAS, Plot
Club etc.) toward graduation.
The K-State 8 Gen eral Education areas are covered by courses required i n the
Architecture curri culum. Info rmation about the K-S tate 8 is av ailable at
http://www.k-state.edu/kstate8/index_isis.htm and in the university catalog.
Courses listed in Bold type in the 5th year represent those hours required within
the Graduate program.
12
DEPARTMENT OF INTERIOR ARCHITECTURE & PRODUCT DESIGN
EXPEDITED Graduate Curriculum Change
Effective Date for changes: Spring 2012
Master of Interior Architecture & Product Design
Rationale:
The Depar tment of Architecture is ch anging their St ructures course sequence from
ARCH 348 – Structural Systems in Arch
itecture I (3) and ARCH 449 – Structural
Systems in Architecture II (3) to ARCH 347 – Structural S ystems in Architecture I (4)
and ARCH 448 – Structural Systems in Ar
chitecture II (4), re: Department of
Architecture Non-Expedited Proposal sent out August 26, 2011. The D epartment of
Interior Architecture and Product Design cu rriculum currently incl udes the ARCH 348
and ARCH 449 courses and will also adopt the new course changes ARCH 347 and
ARCH 448 into the I APD c urriculum. Due to this c hange and in order to maintain
curriculum standards, general elective requirements had to be altered.
EXPEDITED Graduate Curriculum Change
Effective Date for changes: Spring 2012
Master of Interior Architecture & Product Design
Rationale:
This change in wording on the curriculum guide is necessary due to the change from
University General Education requirements to the new K-State 8 program. All K-State 8
General Education areas are covered by courses required in the Interior Architecture &
Product Design curriculum.
EXPEDITED CURRICULUM CHANGES TO THE MASTERS OF INTERIOR ARCHITECTURE & PRODUCT DESIGN PROGRAM—
13
EFFECTIVE SPRING 2012
Courses in Bold are indicate Graduate level courses.
From:
To:
ENVIRONMENTAL DESIGN STUDIES PROGRAM
ENVIRONMENTAL DESIGN STUDIES PROGRAM
FIRST SEMESTER
FIRS
ENVD 201
Environ Design Studio I
MATH 100
College Algebra 3
ENVD 250
History of Design Environ I
ENVD 203
Survey of Design Professions
COMM 105
Public Speaking 1A
University Gen. Ed. Elective
SECOND SEMESTER
SECOND
ENVD 202
Environ Design Studio II
PHYS 115
Descriptive Physics
ENVD 251
History of Design Environ II
ENGL 100
Expository Writing I
4
MAT
3
1
2
3
16
SEMESTER
ENVD 202
Environ Design Studio II
PHYS 115
Descriptive Physics
ENVD 251
History of Design Environ II
ENGL 100
Expository Writing I
4
5
3
3
15
IAPD PROFESSIONAL PROGRAM
THIRD SEMESTER
TH
IAPD
307
IAPD Design Studio I
ARCH 348
Structural Systems in Arch I
IAPD
248
Fund Arch Tech
ARCH 350
History of Design Environ III
IAPD
430
Visual Communication
FOURTH SEMESTER
FOURT
IAPD
320
IAPD Design Studio II
ARCH 413
Environ Systems in Arch I
ARCH 449
Structural Systems in Arch II
IAPD
456
Theory of Product Design
University Gen. Ed. Elective
FIFTH SEMESTER
FIFT
IAPD
435
IAPD Design Studio III
IAPD
409
Materials and Finishes
IAPD
410
IAPD Microcomputer
ARCH 433
Bldg Const Systems in Arch
ENGL 200
Expository Writing II
SIXTH SEMESTER
SIX
IAPD
440
IAPD Design Studio IV
IAPD
407
Design Workshop I
IAPD
412
Design Workshop I Studio
ARCH 514
Environ Systems in Arch II
IAPD
628
Bldg Const Systems IA
IAPD
625
Lighting in IAPD
664
665
IAPD Summer Internship
IAPD Summer Internship Report
IAPD
668
OR
Summer Study Abroad
406
OR
University Gen. Ed. Elective
Problems IAPD
IAPD
4
3
1
2
3
16
4
5
3
3
15
IAPD PROFESSIONAL PROGRAM
IRD SEMESTER
IAPD
307
IAPD Design Studio I
ENGL 200
Expository Writing II
IAPD
248
Fund Arch Tech
ARCH 350
History of Design Environ III
IAPD 430
Visual Communication
5
3
3
3
2
16
5
4
3
2
3
17
IAPD
ARCH
ARCH
IAPD
H SEMESTER
320
IAPD Design Studio II
413
Environ Systems in Arch I
347
Structural Systems in Arch I
456
Theory of Product Design
General Elective
H SEMESTER
IAPD
435
IAPD Design Studio III
IAPD
409
Materials and Finishes
IAPD
410
IAPD Microcomputer
ARCH 433
Bldg Const Systems in Arch
ARCH 448
Structural Systems in Arch II
5
3
3
3
3
17
TH SEMESTER
IAPD
440
IAPD Design Studio IV
IAPD
407
Design Workshop I
IAPD
412
Design Workshop I Studio
ARCH 514
Environ Systems in Arch II
IAPD
628
Bldg Const Systems IA
IAPD
625
Lighting in IAPD
5
3
1
3
3
3
18
SUMMER OPTION
SUMMER
One of these three options to be completed
after the 6th or 8th semester
IAPD
IAPD
T SEMESTER
ENVD 201
Environ Design Studio I
H 100
College Algebra 3
ENVD 250
History of Design Environ I
ENVD 203
Survey of Design Professions
COMM 105
Public Speaking 1A
General Elective
5
3
3
3
2
16
5
4
4
2
3
18
5
3
3
3
4
18
5
3
1
3
3
3
18
OPTION
One of these three options to be completed
after the 6th or 8th semester
6
1
7
IAPD
IAPD
664
665
IAPD Summer Internship
IAPD Summer Internship Report
1-7
7
IAPD
668
OR
Summer Study Abroad
406
OR
General Electives
Problems IAPD
6*
1
7
IAPD
6
1
7
1-7
7
6*
1
7
SEVENTH SEMESTER
SEVENT
IAPD
801 IAPD Design Studio V
ARCH 515 Environ Systems in Arch III
IAPD
802 Design Workshop II
IAPD
803 Design Workshop II Studio
IAPD
811 Design Research
IAPD
416 History of Furniture
EIGHTH SEMESTER
EIGH
On Campus or Study Abroad
IAPD
606 IAPD Design Studio VI
University Gen. Ed. Electives
OR
IAPD
IAPD
644 IAPD Internship
645 IAPD Internship Report
NINTH SEMESTER
NINT
IAPD
810 IAPD Capstone Design Studio
IAPD
813 Furniture Des Workshop Studio
IAPD
814 Furniture Des Workshop
IAPD
815 Advanced Studio Programming
University Gen. Ed. Electives
5
3
3
1
2
3
17
IAPD
ARCH
IAPD
IAPD
IAPD
IAPD
H SEMESTER
801 IAPD Design Studio V
515 Environ Systems in Arch III
802 Design Workshop II
803 Design Workshop II Studio
811 Design Research
416 History of Furniture
14
TH SEMESTER
On Campus or Study Abroad
IAPD
606 IAPD Design Studio VI
General Electives
5
9
14
OR
9
5
14
IAPD
IAPD
644 IAPD Internship
645 IAPD Internship Report
H SEMESTER
IAPD
810 IAPD Capstone Design Studio
IAPD
813 Furniture Des Workshop Studio
IAPD
814 Furniture Des Workshop
IAPD
815 Advanced Studio Programming
General Electives
5
1
3
2
6
17
5
3
3
1
2
3
17
5
9
14
9
5
14
5
1
3
2
4
15
TENTH SEMESTER
TE
IAPD
822 Advanced Product Design Studio
6
NTH SEMESTER
IAPD
822 Advanced Product Design Studio
6
IAPD
823 Advanced IA Design Studio
6
IAPD
823 Advanced IA Design Studio
6
IAPD
IAPD
IAPD
824 Advanced Furniture Studio
853 Professional Practice
391 Topics in Contmp Dsgn Sem
University Gen. Ed. Electives
6
3
3
3
15
IAPD
IAPD
IAPD
824 Advanced Furniture Studio
853 Professional Practice
391 Topics in Contmp Dsgn Sem
General Electives
6
3
3
3
15
Or
Or
Or
Or
*A total of 18 credit hours of General Electives is required for graduation.
The K-State 8 General Education areas are covered by courses required
in the Interior Architecture and Product Design curriculum. Information
about the K-State 8 is available on the web and in the university catalog.
The K-State 8 General Education areas are covered by courses required
in the Interior Architecture and Product Design curriculum. Information
about the K-State 8 is available on the web and in the university catalog.
Students may not count more than three (3) total hours of recreation
credits toward graduation.
Students may not count more than three (3) total hours of recreation
credits toward graduation.
THE CURRICULUM IS SUBJECT TO REGULAR REVIEW AND
REVISION.
THE CURRICULUM IS SUBJECT TO REGULAR REVIEW AND
REVISION.
IMPORTANT NOTES: Students who first enroll in Summer 2011 or
later must meet the requirements of the K-State 8 General Education
Program.
IMPORTANT NOTES: Students who first enroll in Summer 2011 or
later must meet the requirements of the K-State 8 General Education
Program.
Students who began their programs of study in earlier terms under
the University General Education (UGE) program may complete their
degrees with UGE requirements or may choose to move to the KState 8. Students should check with their academic advisors to
determine which choice would be better. To switch, students must
consult with their academic advisors.
Students who began their programs of study in earlier terms under
the University General Education (UGE) program may complete their
degrees with UGE requirements or may choose to move to the KState 8. Students should check with their academic advisors to
determine which choice would be better. To switch, students must
consult with their academic advisors.
Students who are readmitted in Summer 2011 and later will be
designated as meeting the K-State 8 by the Office of Admissions.
Deans’ offices can make an exception for the readmitted student who
has completed UGE or who would prefer to complete UGE
requirements.
Students who are readmitted in Summer 2011 and later will be
designated as meeting the K-State 8 by the Office of Admissions.
Deans’ offices can make an exception for the readmitted student who
has completed UGE or who would prefer to complete UGE
requirements.
Total hours required for the First Professional Masters in IAPD
Graduate Program (169 credit hours)
Total hours required for the First Professional Masters in IAPD
Graduate Program (169 credit hours)
15
Non-Baccalaureate Master of Landscape Architecture Program
EXPEDITED Curriculum Changes
Effective Date for all changes: Spring 2012
Department of Landscape Architecture/Regional and Community Planning
Rationale:
Changes to the Non-Baccalaureate MLA curriculum are a result of:
1) Changes to the University General Education program.
2) Updated wording on curriculum guide.
3) Corrected error on most recent curriculum changes.
16
EXPEDITED COURSE & CURRICULUM CHANGES TO THE NON-BACCALAUREATE MASTER OF
LANDSCAPE ARCHITECTURE—EFFECTIVE SPRING 2012
Courses in Bold are for the Graduate level program.
From:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
To:
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
FIRST SEMESTER
ENVD 201
Environmental Design Studio I
MATH 100
College Algebra
ENVD 250
History of Designed Environment I
ENVD 203
Survey of Design Professions
COMM 105
Public Speaking 1A
*University Gen. Ed. Elective
FIRST SEMESTER
4
ENVD 201 Environmental Design Studio I
4
3
MATH 100 College Algebra
3
3
ENVD 250 History of Designed Environment I
3
1
ENVD 203 Survey of Design Professions
1
2
COMM 105 Public Speaking 1A
2
3
*General Elective
3
16
16
____________________________________________________________________________________________________
SECOND SEMESTER
ENVD 202
Environmental Design Studio II
PHYS 115
Descriptive Physics
ENVD 251
Hist. of Designed Environment II
ENGL 100
Expository Writing I
SECOND SEMESTER
4
ENVD 202 Environmental Design Studio II
4
5
PHYS 115
Descriptive Physics
5
3
ENVD 251 Hist. of Designed Environment II
3
3
ENGL 100 Expository Writing I
3
15
15
____________________________________________________________________________________________________
THIRD SEMESTER
LAR
220
Site Design Studio I
LAR
310
Design Graphics & Visual Thinking
LAR
420
Natural Systems & Site Analysis
LAR
433
History & Theory of Land. Arch.
LAR
510
Technical Module 1
HORT 374
Woody Plant Materials I
THIRD SEMESTER
4
LAR
220 Site Design Studio I
4
2
LAR
310 Design Graphics & Visual Thinking
2
4
LAR
420 Natural Systems & Site Analysis
4
3
LAR
433 History & Theory of Land. Arch.
3
1
LAR
510 Technical Module 1
1
3
HORT 374 Woody Plant Materials I
3
17
17
____________________________________________________________________________________________________
FOURTH SEMESTER
LAR
320
Site Design Studio II
LAR
248
Land. Arch. Materials & Methods
LAR
322
Environmental Issues & Ethics
LAR
520
Technical Module II
**Science course with lab
FOURTH SEMESTER
5
LAR
320 Site Design Studio II
5
3
LAR
248 Land. Arch. Materials & Methods
3
3
LAR
322 Environmental Issues & Ethics
3
1
LAR
520 Technical Module II
1
4
Science course with lab
4
16
16
____________________________________________________________________________________________________
FIFTH SEMESTER
LAR
410
Planting Design Studio
LAR
438
Design Implementation I
PLAN 315
Introduction to City Planning (UGE)
LAR
530
Technical Module III
ENGL 200
Expository Writing
FIFTH SEMESTER
5
LAR
410 Planting Design Studio
5
4
LAR
438 Design Implementation I
4
3
PLAN 315 Introduction to City Planning
3
2
LAR
530 Technical Module III
2
3
ENGL 200 Expository Writing II
3
17
17
____________________________________________________________________________________________________
SIXTH SEMESTER
LAR
442
Site Planning & Design Studio
LAR
439
Design Implementation II
LAR
501
Land. Arch. Seminar I
LAR
540
Technical Module IV
LAR
010
Landscape Architecture Field Trip
*University General Ed. Elective
SIXTH SEMESTER
5
LAR
442 Site Planning & Design Studio
5
4
LAR
439 Design Implementation II
4
2
LAR
501 Land. Arch. Seminar I
2
1
LAR
540 Technical Module IV
1
0
LAR
010 Landscape Architecture Field Trip
0
6
*General Elective
6
18
18
____________________________________________________________________________________________________
From:
To:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
17
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
SUMMER STUDY
LAR
646
Community Planning and Design
LAR
650
Land. Arch. Seminar II
SUMMER STUDY
5
LAR
646 Community Planning and Design
5
2
LAR
650 Land. Arch. Seminar II
2
7
7
____________________________________________________________________________________________________
SEVENTH SEMESTER
LAR
648
Specialization Studio
LAR
444
Internship Planning Seminar
LAR
725
Land. Arch. Research Methods
LAR
750
Land. Arch. Seminar III
LAR
550
Technical Module V
SEVENTH SEMESTER
5
LAR
648 Specialization Studio
5
1
LAR
444 Internship Planning Seminar
1
3
LAR
725 Land. Arch. Research Methods
3
2
LAR
750 Land. Arch. Seminar III
2
2
LAR
550 Technical Module V
2
18
13
____________________________________________________________________________________________________
EIGHTH SEMESTER
LAR
703
Off Campus Studio
+
Professional Electives
5
9
EIGHTH SEMESTER**
LAR
703 Off Campus Studio
Professional Electives
+LAR 897 Proposal Writing
5
9
2
14
14-16
____________________________________________________________________________________________________
NINTH SEMESTER
NINTH SEMESTER
LAR
704
Env Landscape Planning and Design 5
LAR
704 Env Landscape Planning and Design 5
LAR
645
Professional Internship Report
1
LAR
645 Professional Internship Report
1
LAR
700
Project Programming
3
LAR
700 Project Programming
3
&
or
Professional Elective
3
+LAR 899 Research in Landscape Architecture
3
LAR
899
Research in Landscape Architecture 3
Professional Elective
3
*University General Ed. Elective
3
*General Elective
3
15
15
____________________________________________________________________________________________________
TENTH SEMESTER
LAR
705
Master’s Project
3
&LAR 898
Master’s Report
2
orLAR 899
Research in Landscape Architecture 3
LAR
745
Professional Practice
3
LAR
560
Technical Module VI
1
*University General Ed. Elective
3
10-12
TENTH SEMESTER
LAR
745 Professional Practice
3
LAR
560 Technical Module VI
1
*General Elective
3
LAR
705 Master’s Project
3
& LAR 898 Master’s Report
2
or
+LAR 899 Research in Landscape Architecture
3
10-12
___________________________________________________________________________________________________________________________________
Undergraduate Hours
124
Undergraduate Hours
124
Graduate Hours
36
Graduate Hours
36
Total MLA Degree Requirement
160
Total MLA Degree Requirement
160
*Program includes 18 hours of university general education electives as required
by the university. A current listing of UGE electives can be found on the website.
**Eighth semester: Two distinct study opportunities are offered during this
semester, each requiring 14 credit hours. The study abroad and the internship
options have course requirements that substitute for the 9 professional elective
credit requirements.
+ If a student elects the thesis option, LAR 897 Proposal Writing will be taken
during the eighth semester, and LAR 899 MLA Research will be taken in the ninth
semester in place of LAR 700 and in the tenth semester in place of LAR 705.
If the internship option is not selected during the eighth semester, a summer
internship is required before graduation.
A current listing of UGE electives can be found on the website. Students who
participate in study abroad programs approved by K‐State will fulfill the 6‐hour
UGE credit at the 300 level upon successful completion of the study abroad
program.
The K‐State 8 General Education areas are covered by courses required in the
Landscape Architecture curriculum. Information about the K‐State 8 is available at
http://www.k‐state.edu/kstate8 and in the university catalog.
*A minimum of fifteen (15) general elective credits must be taken. General electives
may be taken in pursuit of a minor. They may be taken any time prior to or during the
Landscape Architecture program and may include KSU approved AP, IB, CLEP and
transfer credit. Students may not count more than three (3) total hours of recreation
credits toward graduation.
**Eighth semester: Two distinct study opportunities are offered during this semester,
each requiring 14 credit hours. The study abroad and the internship options have
course requirements that substitute for the 9 professional elective credit requirements. If
the internship option is not selected during the eighth semester, a summer internship is
required before graduation.
+ If a student elects the thesis option, LAR 897 Proposal Writing will be taken during the
eighth semester for 2 credit hours. This course is completed by advance arrangement.
LAR 897 students work independently to develop their thesis proposal with their major
professor’s supervision. LAR 899 Research in Landscape Architecture will be taken in the
ninth semester in place of LAR 700 and in the tenth semester in place of LAR 705 and
LAR 898.
Courses listed in bold type represent those hours required within the graduate program.
Total credit hours required for Graduate School Program of Study = 36.
18
Post-Baccalaureate Master of Landscape Architecture Program
EXPEDITED Curriculum Changes
Effective Date for all changes: Spring 2012
Department of Landscape Architecture/Regional and Community Planning
Rationale:
Changes to the Post-Baccalaureate MLA curriculum are a result of:
1) Updated wording on curriculum guide.
2) Corrected error on most recent curriculum changes.
19
EXPEDITED CURRICULUM CHANGES TO THE POST-BACCALAUREATE MASTER OF LANDSCAPE
ARCHITECTURE—EFFECTIVE SPRING 2012
Courses in Bold are for the Graduate level program.
From:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
To:
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
FIRST SEMESTER
LAR
220
Site Design Studio I
LAR
310
Design Graphics & Visual Thinking
LAR
420
Natural Systems & Site Analysis
LAR
433
History & Theory of Land. Arch.
LAR
510
Technical Module 1
FIRST SEMESTER
4
LAR
220 Site Design Studio I
4
2
LAR
310 Design Graphics & Visual Thinking
2
4
LAR
420 Natural Systems & Site Analysis
4
3
LAR
433 History & Theory of Land. Arch.
3
1
LAR
510 Technical Module 1
1
14
14
____________________________________________________________________________________________________
SECOND SEMESTER
LAR
442
Site Planning & Design Studio
LAR
248
Land. Arch. Materials & Methods
LAR
322
Environmental Issues & Ethics
LAR
501
Land. Arch. Seminar I
LAR
520
Technical Module II
LAR
010
LA Field Trip
SECOND SEMESTER
5
LAR
442 Site Planning & Design Studio
5
3
LAR
248 Land. Arch. Materials & Methods
3
3
LAR
322 Environmental Issues & Ethics
3
2
LAR
501 Land. Arch. Seminar I
2
3
LAR
520 Technical Module II
3
0
LAR
010 LA Field Trip
0
14
14
____________________________________________________________________________________________________
SUMMER STUDY
LAR
646
Community Planning and Design
LAR
650
Land. Arch. Seminar II
SUMMER STUDY
5
LAR
646 Community Planning and Design
5
2
LAR
650 Land. Arch. Seminar II
2
7
7
____________________________________________________________________________________________________
THIRD SEMESTER
LAR
410
Planting Design Studio
LAR
438
Design Implementation I
HORT 374
Woody Plant Materials I
LAR
530
Technical Module III
LAR
725
LA Research Methods
THIRD SEMESTER
5
LAR
410 Planting Design Studio
5
4
LAR
438 Design Implementation I
4
3
HORT 374 Woody Plant Materials I
3
2
LAR
530 Technical Module III
2
3
LAR
725 LA Research Methods
3
17
17
____________________________________________________________________________________________________
FOURTH SEMESTER
LAR
439
Design Implementation II
LAR
704
Env. Landscape Planning & Design
LAR
540
Technical Module IV
Professional Elective
LAR
897
Proposal Writing
FOURTH SEMESTER
4
LAR
439 Design Implementation II
4
5
LAR
704 Env Landscape Planning and Design 5
1
LAR
540 Technical Module IV
1
3
Professional Elective
3
3
+LAR 897 Proposal Writing
2
16
13-15
____________________________________________________________________________________________________
FIFTH SEMESTER
LAR
648
Specialization Studio
LAR
750
Land. Arch. Seminar III
LAR
700
Project Programming
or LAR 899
Research in Landscape Architecture
LAR
550
Technical Module V
FIFTH SEMESTER
5
LAR
648 Specialization Studio
5
2
LAR
750 Land. Arch. Seminar III
2
3
LAR
700 Project Programming
3
3
or +LAR 899 Research in Landscape Architecture
3
2
LAR
550 Technical Module V
2
12
12
____________________________________________________________________________________________________
From:
To:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
20
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
SIXTH SEMESTER
LAR
705
Master’s Project
LAR
898
Master’s Report
orLAR 899
Research in Landscape Architecture
LAR
745
Professional Practice
LAR
560
Technical Module VI
3
2
3
3
1
11
SIXTH SEMESTER
LAR
745 Professional Practice
LAR
560 Technical Module VI
LAR
705 Master’s Project
& LAR 898 Master’s Report
or
+LAR 899 Research in Landscape Architecture
3
1
3
2
3
7-9
____________________________________________________________________________________________________
Undergraduate Hours Graduate Hours Total MLA Degree Requirement 50 36 86 Undergraduate Hours Graduate Hours Total MLA Degree Requirement 50 36 86 + If a student elects the thesis option, LAR 897 Proposal Writing will be taken during the fourth semester for 2 credit hours. This course is completed by advance arrangement. LAR 897 students work independently to develop their thesis proposal with their major professor’s supervision. LAR 899 Research in Landscape Architecture will be taken in both the fifth semester in place of LAR 700 and in the sixth semester in place of LAR 705 and LAR 898. *An internship is recommended for students in the post‐baccalaureate program (typically in the summer between the fourth and fifth semesters.) If an internship is completed, LAR 645 Professional Internship Report is suggested during the fifth semester. LAR 645 can be used as a professional elective and may be included on your program of study for 1‐2 credit hours. Courses listed in bold type represent those hours required within the graduate program. Total credit hours required for Graduate School Program of Study = 36. 21
Non-Baccalaureate Master of Regional and Community Planning Program
EXPEDITED Curriculum Changes
Effective Date for all changes: Spring 2012
Department of Landscape Architecture/Regional and Community Planning
Rationale:
Changes to the Non-Baccalaureate MRCP curriculum are a result of:
1) Changes to the University General Education program.
2) Updated wording on curriculum guide.
22
EXPEDITED CURRICULUM CHANGES TO THE NON-BACCALAUREATE MASTER OF REGIONAL &
COMMUNITY PLANNING—EFFECTIVE Spring 2012
Courses in Bold are for the Graduate level program.
From:
To:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
FIRST SEMESTER
ENVD 203
Survey of Design Professions
MATH 100
College Algebra
COMM 105
Public Speaking 1A
Huma
nities/Design Elective
Social Science/History Elective
Social Science/Sociology Elective
FIRST SEMESTER
1
ENVD 203 Survey of Design Professions
1
3
MATH 100
College Algebra
3
2
COMM 105 Public Speaking 1A
2
3
Humanities/Design Elective
3
3
Social Science/History Elective
3
3
Social Science/Sociology Elective
3
15
15
____________________________________________________________________________________________________
SECOND SEMESTER
ENGL 100
Expository Writing I
Huma
nities/Design Elective
Social Science/History Elective
Und
ergraduate Elective
Natural Science Elective with Lab
SECOND SEMESTER
3
ENGL 100 Expository Writing I
3
3
Humanities/Design Elective
3
3
Social Science/History Elective
3
3
*General Elective
3
4
Natural Science Elective with Lab
4
16
16
____________________________________________________________________________________________________
THIRD SEMESTER
PLAN 315
Introduction to City Planning
LAR
440
Prb/Natural Systems & Site Analysis
Huma
nities/Design Elective
Social Science/History Elective
Social Science/Economics Elective
THIRD SEMESTER
3
PLAN 315 Introduction to City Planning
3
3
LAR
440 Prb/Natural Systems & Site Analysis
3
3
Humanities/Design Elective
3
3
Social Science/History Elective
3
3
Social Science/Economics Elective
3
15
15
____________________________________________________________________________________________________
FOURTH SEMESTER
LAR
322
Environmental Issues & Ethics
ENGL 200
Expository Writing
PLAN 616
Seminar in Planning
STAT ***
Statistics Elective
Literatur
e/Communications Elective
Socia
l Science/Geography Elective
FOURTH SEMESTER
3
LAR
322 Environmental Issues & Ethics
3
3
ENGL 200 Expository Writing
3
1
PLAN 616 Seminar in Planning
1
3
STAT ***
Statistics Elective
3
3
Literature/Communications Elective
3
3
Social Science/Geography Elective
3
16
16
____________________________________________________________________________________________________
FIFTH SEMESTER
FIFTH SEMESTER
GEOG 302
Cartography/Thematic Mapping
3
GEOG 302
Cartography/Thematic Mapping
3
PLAN 660
Community Development Planning
3
PLAN 660 Community Development Planning
3
PLAN 745
Urban Design & Preservation Theory
3
PLAN 745 Urban Design & Preservation Theory
3
Natural Science Elective
3
Natural Science Elective
3
Social Science/Political Science Elective 3
Social Science/Political Science Elective 3
15
15
____________________________________________________________________________________________________
SIXTH SEMESTER
GEOG 508
Introduction to GIS
LAR
500
Site Planning and Design
PLAN 650
Housing & Development Programs
PLAN 748
Urban Visual Analysis
3
3
3
3
SIXTH SEMESTER
GEOG 508 Introduction to GIS
LAR
500 Site Planning and Design
PLAN 650 Housing & Development Programs
PLAN 748 Urban Visual Analysis
3
3
3
3
PLAN
3
PLAN
3
or
or
665
PLAN 661
Desig
Land Development Planning
Community Development Workshop
n/Resource Elective
or
or
665
Land Development Planning
3
PLAN 661 Community Development Workshop
3
3
Design/Resource Elective
3
15
15
____________________________________________________________________________________________________
From:
(Current list of courses for the curriculum, curriculum description, and
admission criteria.)
To:
23
(Proposed list of courses for the curriculum, curriculum description and
admission criteria)
____________________________________________________________________________________________________
SEVENTH SEMESTER
PLAN 801
Planning Methods I
PLAN 803
Community Research Methods
Und
ergraduate Elective
Graduate Elective
SEVENTH SEMESTER
3
PLAN 801 Planning Methods I
3
3
PLAN 803 Community Research Methods
3
4
*General Elective
4
6
Graduate Elective
6
16
16
____________________________________________________________________________________________________
EIGHTH SEMESTER
PLAN 752
Physical Process of Plan Implement
PLAN 802
Planning Methods II
PLAN 721
Infrastructure Planning & Finance
FINAN 552
Real Estate
Graduate Elective
EIGHTH SEMESTER
3
PLAN 752 Physical Process of Plan Implement
3
3
PLAN 802 Planning Methods II
3
3
PLAN 721 Infrastructure Planning & Finance
3
3
FINAN 552
Real Estate
3
3
Graduate Elective
3
15
15
____________________________________________________________________________________________________
NINTH SEMESTER
NINTH SEMESTER
PLAN 753
Planning Law
3
PLAN 753 Planning Law
3
PLAN 820
Planning Administration
3
PLAN 820 Planning Administration
3
CE
786
Land Development for CE & Planners 3
CE
786 Land Development for CE & Planners 3
PLAN 897
Proposal Writing
1-3
PLAN 897 Proposal Writing
1-3
Graduate Elective
3
Graduate Elective
3
Undergraduate Elective
3
*General Elective
3
16-18
16-18
____________________________________________________________________________________________________
TENTH SEMESTER
TENTH SEMESTER
PLAN 815
Planning Theory, Ethics & Practice 3
PLAN 815 Planning Theory, Ethics & Practice
3
PLAN 836
Community Plan Preparation
3
PLAN 836 Community Plan Preparation
3
PLAN 898
Master’s Project and Report
2
PLAN 898 Master’s Project and Report
2
or
or
PLAN 899
Research in Planning
3
PLAN 899 Research in Planning
3
Graduate Elective
3
Graduate Elective
3
11-12
11-12
____________________________________________________________________________________________________
Undergraduate Hours 102 Undergraduate Hours 102 Graduate Hours 48 Graduate Hours 48 Total MRCP Degree Requirement 150 Total MRCP Degree Requirement 150 *At least 18 credit hours of the undergraduate electives must be university general education (UGE) elective credits, of which at least 6 must be in courses numbered 300 or above. Of these 18 UGE credits, 3 must be taken within the College of Architecture, Planning and Design. None, however, can be in the student’s major field. No more than 2 UGE courses may be taken in a single discipline. UGE courses must be taken at K‐State. Transfer credits may reduce the number of lower level UGE courses required (see sliding scale at http://www.k‐state.edu/uge/aboutuge/policies.htm#transcredit). Students who participate in study abroad programs approved by K‐State will meet UGE credit at the 300 level upon successful completion of the program. *A minimum of ten (10) general elective credits must be taken. General electives may be taken in pursuit of a minor. They may be taken any time prior to or during the Regional and Community Planning program and may include KSU approved AP, IB, CLEP and transfer credit. Students may not count more than three (3) total hours of recreation credits toward graduation. There are numerous other elective courses offered in the various colleges which support the planning professions and are acceptable as electives on an interest and case by case basis, with the approval of the planning faculty. Courses listed in bold type represent those hours required within the graduate program. Total credit hours required for Graduate School Program of Study = 48. During the Sixth Semester, the student will apply for graduate school admission in the Master’s of Regional and Community Planning program, and the seventh through tenth semesters in the Non‐Baccalaureate MRCP program will be similar to that of the Post Baccalaureate MRCP program described below, with the following exceptions. Students who have taken PLAN 315 (Introduction to Planning) will not be required to take the PLAN 715 (Planning Principles and Process), and the Non‐Baccalaureate students will have additional elective courses to include on their programs of study, for a minimum of 14‐15 credit hours per semester. (Post‐Baccalaureate MRCP students will average 12 credit hours per semester.) The K‐State 8 General Education areas are covered by courses required in the Regional and Community Planning curriculum. Information about the K‐State 8 is available at http://www.k‐state.edu/kstate8 and in the university catalog. 24
Departments of Clinical Sciences & Diagnostic Medicine/Pathobiology
DROP:
Feedlot Production Management Certificate Program. There is a growing need for
health professionals to have a knowledge base in management practices relating to
nutrition, animal health, environmental and regulatory issues, and the data
management associated with the operation of cattle confinement feeding facilities. To
meet this need, a certificate program in feedlot production management has been
developed within the Clinical Sciences graduate program. The program is a joint
venture of regional cattle producers, private industries, and academic and research
units at Kansas State University, and it is designed to train students to manage a
modern confinement feeding facility.
The primary function of the certificate program is to prepare graduates for a career in
feedlot production management while encouraging interdisciplinary educational
experiences. The courses selected for the program are consistent with program
objectives. They are intended to expand a student’s educational and career
background with an understanding of the interdisciplinary nature of feedlot
management by demonstrating the interrelationship of business administration,
veterinary medicine, and livestock nutrition in the feeding industry. We anticipate that
the scientific and medical training of veterinarians, coupled with specialized knowledge
of feedlot production management, will place certificate holders in a unique position to
work with producers to develop cost-efficient programs that provide high quality, safe
food products.
Students successfully completing the certificate program must acquire 14 graduate
credits.
CORE COURSES:

CS 818 - Supplemental Clinical Small Animal Orthopedic Surgery Credits: (3)

DMP 830 - Quantitative Analysis in Food Production Veterinary Medicine Credits: (3)
ELECTIVE COURSES:

ASI 684 - Nutrition of Feedlot Cattle Credits: (1)

CS 818 - Supplemental Clinical Small Animal Orthopedic Surgery Credits: (3)

UN-GPVEC Beef Production Management and Health Consulting

UN-GPVEC Beef Production and Financial Management
RATIONALE: No longer offering Feedlot Certificate Program. Some courses may be dropped
associated with the certificate program. Course drop forms will be used. Some courses will
continue to be taught but not through the feedlot program.
25
DEPARTMENT OF ARCHITECTURE
NON-EXPEDITED Graduate Course Addition
Effective Date for changes: Spring 2012
Master of Architecture
Add:
ARCH 347 - Structural Systems in Architecture I
Introduction to structu re as a buildi ng syst em. Overview of contemporary
structural systems and their components, including wood, timber, steel, concrete,
masonry, a nd hybrid s tructures. Discussion of building code requirements for
structure, g eneral guidelines for building str
uctures, in cluding ap propriate
application, and methods for schematic estimation of stru ctural membe r sizing.
Basic understanding of how gravity and lateral forces are propagated through a
structural frame from load to building foundation.
Note: Three hours lecture, two hours laboratory per week. Note: This course replaces ARCH 348 and ARCH 449. Credits:
Requisites: Pr.:
When Offered:
K-State 8:
Natural
Rationale:
(4)
PHYS 113 or 115, MATH 100 or higher, ARCH
248, and a dmission to a professional progra m in the
college.
Spring
Empirical and Quantitative Reasoning
and Physical Sciences
This course is designed to allow our curriculum to respond to the changing role of
structures in archite ctural ideatio n and practice, a s we ll as corre sponding
objectives of the various accred iting board s related t o the teaching and
profession of architecture. This cour se is the first of a two c ourse sequence that
will provide an integrated approach to building structural
systems, tailored to
address the objectives of co-requisite courses - significan tly, second and third
year design studios. A RCH 348 a nd ARCH 4 49 will remain on the books until
students currently enrolled in this curriculum have completed this sequence.
26
DEPARTMENT OF ARCHITECTURE
NON-EXPEDITED Graduate Course Addition
Effective Date for changes: Spring 2012
Master of Architecture
Add:
ARCH 448 – Structural Systems in Architecture II
Instruction in the quantitative analysis of structural systems and the forces they
resist, proceeding from the design loads associated with buildings through the
reactions of particular structural elements. Overview of material strengths and
other properties of specific structural systems. Instruction in structural system
sizing, by hand calculation and computer analysis.
Note: Three hours of lecture, two hours laboratory per week.
Note: This course replaces ARCH 452 and ARCH 453.
Credits:
Requisites:
When Offered:
K-State 8:
Natural
Rationale:
(4)
Pr.:
ARCH 347 and admission to a professional
program in the college.
Fall
Empirical and Quantitative Reasoning
and Physical Sciences
This course is designed to allow our curriculum to respond to the changing role of
structures in archite ctural ideatio n and practice, a s we ll as corre sponding
objectives of the various accred iting board s related t o the teaching and
profession of architecture. This cour se is the se cond of a two course sequence
that will provide an integrated approach to buil ding structural systems, tailored to
address the objectives of co-requisite courses - significan tly, second and third
year design studios. A RCH 452 a nd ARCH 4 53 will remain on the books until
students currently enrolled in this curriculum have completed this sequence.
NON-EXPEDITED Graduate Curriculum Change
Effective Date for changes: Spring 2012
Master of Architecture
Rationale:
Increase in General Elective requi rements in the supplemental study from s ix
credit hours to seven credit hours and in sixth semester from three credit hours to
six credit hours, due t o NAAB accreditation standards and changes in the
structures sequence.
27
School of Family Studies and Human Services
CHANGE:
Personal Financial Planning (PFP) Graduate Certificate
CHANGE FROM:
CHANGE TO:
FSHS 624 Fundamentals of Family Financial Planning
(3)
FSHS 760 Families, Employment Benefits, &
Retirement Planning (3)
FSHS 762 Investing for the Family’s Future (3)
FSHS 764 Estate Planning for Families (3)
FSHS 766 Insurance Planning for Families (3)
FSHS 772 Personal Income Taxation (3)
FSHS 760 Families, Employment Benefits, &
Retirement Planning (3)
FSHS 762 Investing for the Family’s Future (3)
FSHS 764 Estate Planning for Families (3)
FSHS 766 Insurance Planning for Families (3)
FSHS 772 Personal Income Taxation (3)
FSHS 836 Financial Planning Case Studies (3)
Rationale: The CFP Board of Standards, Inc. is the regulatory organization that grants the
CFP® certification. The CFP Board has recently changed the education requirements that qualify
a candidate to sit for the CFP Board’s CFP® Certification Examination. Beginning January
2012, candidates will be required to complete a financial plan development course that includes
the development of a written financial plan and an oral presentation of the financial plan. The
Personal Financial Planning (PFP) Graduate Certificate does not currently include this course as
a requirement. The purpose of this change in the Personal Financial Planning Graduate
Certificate is to delete FSHS 624 Fundamentals of Financial Planning and replace it with FSHS
836 Financial Planning Case Studies, which already exists. This change will bring the GPIDEA
PFP Graduate Certificate into compliance with the CFP Board of Standards, Inc. academic
requirements.
Effective Date: Spring 2012
Impact: None
6
28
NON-EXPEDITED CURRICULUM CHANGES TO THE MASTERS OF ARCHITECTURE PROGRAM—EFFECTIVE SPRING 2012
Courses in Bold are for the Graduate level program.
From:
(Current list of courses for the curriculum, curriculum
description, and admission criteria.)
To:
(Proposed list of courses for the curriculum, curriculum
description and admission criteria)
___________________________________________________________________________________________________
Environmental Design Studies Program
Environmental Design Studies Program
FIRST SEMESTER
ENVD 201
Environ. Design Studio I
MATH 100
College Algebra
ENVD 250
Hist. of Designed Environment I
ENVD 203
Survey of Design Professions
COMM 105
Public Speaking 1A
*Gener
al Elective
FIRST SEMESTER
4
ENVD 201 Environ. Design Studio I
3
MATH 100 College Algebra
3
ENVD 250 Hist. of Designed Environment I
1
ENVD 203 Survey of Design Professions
2
COMM 105 Public Speaking 1A
3
*General Elective
16
___________________________________________________________________________________________________
SECOND SEMESTER
ENVD 202
Environ. Design Studio II
PHYS 115
Descriptive Physics
ENVD 251
Hist. of Designed Environment II
ENGL 100
Expository Writing I
SECOND SEMESTER
4
ENVD 202 Environ. Design Studio II
5
PHYS 115
Descriptive Physics
3
ENVD 251 Hist. of Designed Environment II
3
ENGL 100 Expository Writing I
15
___________________________________________________________________________________________________
Architecture Program
THIRD SEMESTER
ARCH 302
Architectural Design Studio I
ARCH 248
Fund. Of Arch. Technology
ARCH 348
Structural Sys. in Arch. I
ARCH 350
Hist. of Designed Environment III
*Gener
al Elective
4
3
3
1
2
3
16
4
5
3
3
15
Architecture Program
5
3
3
3
3
17
THIRD SEMESTER
ARCH 302 Architectural Design Studio I
ARCH 248 Fund. Of Arch. Technology
ENGL 200 Expository Writing 2
ARCH 350 Hist. of Designed Environment III
*General Elective
5
3
3
3
3
17
SUPPLEMENTAL STUDY
SUPPLEMENTAL STUDY
*Gener
al Electives
6
*General Elective
7
___________________________________________________________________________________________________
FOURTH SEMESTER
ARCH 304
Architectural Design Studio II
ARCH 325
Environmental Design & Society
ARCH 413
Environmental Systems in Arch. I
ARCH 449
Structural Systems in Architecture II
ENGL 200
Expository Writing 2
FOURTH SEMESTER
5
ARCH 304 Architectural Design Studio III
3
ARCH 325 Environmental Design & Society
4
ARCH 413 Environmental Systems in Arch. I
3
ARCH 347 Structural Systems in Architecture I
3
18
___________________________________________________________________________________________________
FIFTH SEMESTER
FIFTH SEMESTER
ARCH 403
Architectural Design Studio III
5
ARCH 403 Architectural Design Studio III
ARCH 433
Building Construction Systems in Arch 3
ARCH 433 Building Construction Systems in Arch
ARCH 452
Structural Systems in Architecture III
3
ARCH 448 Structural Systems in Architecture II
ARCH 472
Computing in Architecture
3
ARCH 472 Computing in Architecture
*Gener
al Elective
3
*General Elective
17
___________________________________________________________________________________________________
SIXTH SEMESTER
ARCH 404
Architectural Design Studio IV
ARCH 453
Structural Systems in Architecture IV
ARCH 514
Environmental Systems in Arch. II
LAR
500
Site Planning and Design
*Gener
al Elective
SIXTH SEMESTER
5
ARCH 404 Architectural Design Studio IV
3
ARCH 514 Environmental Systems in Arch. II
3
LAR
500 Site Planning and Design
3
*General Elective
3
17
___________________________________________________________________________________________________
5
3
4
4
16
5
3
4
3
3
18
5
3
3
6
17
29
From:
(Current list of courses for the curriculum, curriculum
description, and admission criteria.)
To:
(Proposed list of courses for the curriculum, curriculum
description and admission criteria)
___________________________________________________________________________________________________
SEVENTH SEMESTER
ARCH 605
Architectural Design Studio V
ARCH 515
Environmental Systems in Arch III
ARCH 650
Architectural Programming
**Pl
anning Elective
*Gener
al Elective
SEVENTH SEMESTER
5
ARCH 605 Architectural Design Studio V
3
ARCH 515 Environmental Systems in Arch III
3
ARCH 650
Architectural Programming
3
**Planning Elective
3
*General Elective
17
___________________________________________________________________________________________________
EIGHTH SEMESTER
ARCH 606
**Profess
ADS VI (On-campus, KCDC or Study Abroad) 5
ional Support Electives
505
506
507
OR
Arch. Internship Part A
Arch. Internship Part B
Arch. Internship Part C
EIGHTH SEMESTER
9
14
ARCH
606
ADS VI (On-campus, KCDC or Study Abroad) 5
**Professional Support Electives
OR
9
ARCH 505 Arch. Internship Part A
3
ARCH 506 Arch. Internship Part B
2
ARCH 507 Arch. Internship Part C
14
___________________________________________________________________________________________________
ARCH
ARCH
ARCH
5
3
3
3
3
17
NINTH SEMESTER
ARCH 806
Arch, Design Studio VII
ARCH 805
Project Programming
**Architecture Seminar
**Architecture Seminar
**Professional Support Elective
9
14
9
3
2
14
NINTH SEMESTER
5
ARCH 806 Arch. Design Studio VII
2
ARCH 805 Project Programming
3
**Architecture Seminar
3
**Architecture Seminar
3
**Professional Support Elective
16
___________________________________________________________________________________________________
5
2
3
3
3
16
TENTH SEMESTER
TENTH SEMESTER
ARCH 807
Arch. Design Studio VIII
5
ARCH 807 Arch. Design Studio VIII
ARCH 808
Architectural Design Communication 3
ARCH 808 Architectural Design Communication
ARCH 853
Professional Practice
3
ARCH 853 Professional Practice
**Professional Support Elective
3
**Professional Support Elective
*Gener
al Elective
3
*General Elective
17
___________________________________________________________________________________________________
5
3
3
3
3
17
*A minimum of twenty-four (24) general elective credits must be
taken outside of the College of Architecture, Planning and Design.
General electives may be taken in pursuit of a minor. They may be
taken any time prior to or during the Architecture program and may
include KSU approved AP, IB, CLEP and transfer credit. General
electives may include KSU approved extracurricular work as
allowed by university regulations; see http://catalog.kstate.edu/content.php?catoid=13&navoid=1410&returnto=search#cr
ed_for_extr. Students may not count more than three (3) total hours
of recreation credits toward graduation.
*A minimum of twenty-eight (28) general elective credits must be
taken outside of the College of Architecture, Planning and Design.
General electives may be taken in pursuit of a minor. They may be
taken any time prior to or during the Architecture program and may
include KSU approved AP, IB, CLEP and transfer credit. General
electives may include KSU approved extracurricular work as
allowed by university regulations; see http://catalog.kstate.edu/content.php?catoid=13&navoid=1410&returnto=search#cr
ed_for_extr. Students may not count more than three (3) total hours
of recreation credits toward graduation.
** The M.Arch degree requires twenty-four (24) hours of
professional support (PSE) electives, twelve (12) for undergraduate
credit and twelve (12) for graduate credit. Of the undergraduate
credits, at least three (3) hours must be planning elective credits;
the other nine (9) are usually fulfilled in the 8th semester as part of
th
the 4 year study options. At least six (6) hours of the graduate
level PSE must be architecture seminars. See the M. Arch
Handbook for further details. Students may not count more than
three (3) total hours of department approved extracurricular PSE
credits (such as Oz, NOMAS, Plot Club etc.) toward graduation.
**The M.Arch degree requires twenty-four (24) hours of professional
support (PSE) electives, twelve (12) for undergraduate credit and
twelve (12) for graduate credit. Of the undergraduate credits, at least
three (3) hours must be planning elective credits; the other nine (9)
th
are usually fulfilled in the 8th semester as part of the 4 year study
options. At least six (6) hours of the graduate level PSE must be
architecture seminars. See the M. Arch Handbook for further details.
Students may not count more than three (3) total hours of
department approved extracurricular PSE credits (such as Oz,
NOMAS, Plot Club etc.) toward graduation.
The K-Stat e 8 General Education areas a re co vered b y course s
required in the Architecture curr iculum. Information about the KState 8 is available at http:// www.k-state.edu/kstate8/index_isis.htm
The K-State 8 General Education areas are c overed b y cou rses
required in the Architecture curriculum. Information about the K-State
8 is availab le at http:// www.k-state.edu/kstate8/index_isis.htm and in
30
and in the university catalog.
the university catalog.
th
Courses listed in Bold type in the 5 year represent those hours
required within the Graduate program.
th
Courses listed in Bold type in the 5 year represent those hours
required within the Graduate program.
31
Non-Expedited
GRADUATE Curriculum Change
COLLEGE OF VETERINARY MEDICINE
Veterinary Medicine
Veterinary Biomedical Sciences
Veterinary Biomedical Science
(M.S.)
The Masters of Veterinary Biomedical Science
Degree is a College of Veterinary Medicine based program leading to an MS degree.
Graduate study may be inter-disciplinary or
focused in one of the three participating
disciplines: Anatomy & Physiology; Clinical
Sciences; Pathobiology. Each student’s
program will be designed by his/her
supervisory committee to support the
student’s thesis project, educational and
career goals.
Admission
To be admitted with full standing, the
applicant must have either an average of B or
better in the junior and senior undergraduate
years or a veterinary medical degree from an
approved institution. Adequate
undergraduate preparation in the proposed
field is essential. Applicants must complete a
minimum of 30 hours of credit, which
includes 6 to 12 hours of research credit. A
student who has less than a B average, based
on individual merit, may be admitted on
probationary status. Full standing is attained
automatically upon completion of at least 9
hours of course work for graduate credit with
grade of B or better and upon the removal of
any deficiency which was specified at the time
of admission. International students must
have a health certificate, demonstrated
evidence of financial support if not support
by a departmental assistantship and
Veterinary Biomedical
Sciences Master’s Degree
Program
The Veterinary Biomedical Sciences (VBS)
program is a College of Veterinary Medicinebased program leading to a Master‟s (MS) degree.
This program is governed by the rules and
regulations adopted by the University Graduate
Faculty and the Graduate Council as set forth in
the Graduate Faculty Handbook and by additional
program policies established by the Graduate
Faculty in the College of Veterinary Medicine.
GENERAL PROGRAM
INFORMATION
Areas of Emphasis
Three Areas of Emphasis have been established
within the Veterinary Biomedical Sciences
program: Anatomy and Physiology, Clinical
Sciences, and Pathobiology. Information about
each Area of Emphasis can be found below.
Credit Requirements
A minimum of 30 semester hours of credit is
required for completion of the Veterinary
Biomedical Sciences MS Degree.
Regular MS Students
Students with a bachelor‟s degree must complete
a minimum of 30 semester hours of credit.
Dual-Degree DVM/MS Students
Students with a bachelor's degree who are
concurrently pursuing the DVM degree at Kansas
State University may apply up to 12 hours of credit
from relevant courses in the veterinary curriculum
toward both the DVM degree and the 30 semester
hours of credit required for the MS degree
provided that the grades in these courses are
consistent with Graduate School requirements.
The specific courses from the veterinary medicine
degree transcript for which credits are being
9
32
acceptable scores on the Test of English as a
Foreign Language (TOEFL).
Students applying to the disciplines of
Anatomy and Physiology and Pathobiology
are encouraged to have completed
undergraduate coursework in areas such as
animal science, microbiology, biology,
biochemistry/pharmacology, genetics and
claimed must be listed on the program of study
under the transfer credit(s) section.
Post DVM Students
Students with a veterinary medicine degree may
apply up to 12 hours of credit from the veterinary
medicine degree transcript toward the 30
semester hours of credit required for the MS
degree provided that the grades are consistent
with Graduate School requirements and the
courses are relevant to the program of study.
food science with training in biology and
Program Options and Research Credits
biochemistry being especially important.
The Veterinary Biomedical Sciences MS degree
program offers three different academic plans:
Students admitted to the discipline of Clinical
Sciences have typically completed a doctor of
veterinary medicine degree or its equivalent.
Applicants currently enrolled in the
professional veterinary curriculum or those
holding a baccalaureate degree will be
considered on an individual basis.
Application for Admission
Applications are considered on a regular
basis either as positions become available in
research programs within each department or
early in the calendar year for admission for
the fall semester. Teaching and research
assistantships are awarded on the basis of
merit and availability, using the same criteria
used for admission decisions. All students
offered admission are considered for financial
Thesis
As part of the degree program requirements the
student will complete 6-12 credit hours of research
and will write and defend a thesis as the
culminating experience for the degree.
Report
As part of the degree program requirements the
student will complete 2 credit hours of a specified
research project or a specified problem in the
major field. The student will write and submit a
report on the research project or identified
problem as the culminating experience for the
degree.
Non-Thesis/Non-Report (coursework)
The student‟s degree program will consist of
course work only, but will include evidence of
scholarly efforts, such as term papers, as
determined by the committee. This option is not
available in the Clinical Sciences Area of
Emphasis.
support.
Admission Requirements
Application information is available either
from the Graduate School, Office of Associate
Dean for Research and Graduate Programs,
College of Veterinary Medicine or the CCVM
graduate program heads. Applications should
be made by February 1st for admission to the
program in a fall semester.
Master's degree requirements
Requirements for graduate admission, credit
requirements and continued enrollment in
In order to be considered for admission in the
Veterinary Biomedical Sciences, the applicant
must FIRST identify, contact, and be accepted by
a graduate faculty member within one of the three
areas of emphasis: Anatomy and Physiology,
Clinical Sciences or Pathobiology. Once the
student has been accepted by a graduate faculty
mentor, the student should submit application
materials as follows to the Director of the
Veterinary Biomedical Sciences MS program, 106
Coles Hall.
- Online application to Graduate School
- Statement of Objectives
- Official transcripts of all college
coursework completed
10
33
- GRE scores
- Three letters of recommendation
the Master’s degree programs in the College
of Veterinary Medicine are in accordance with
those of the Graduate School at Kansas State
University. The GRE is required for all three
disciplines. A minimum of 30 semester hours
of credit including 6 to 12 semester hours of
thesis research credit are required. Additional
requirements: Anatomy & Physiology requires
2 Seminar presentations (AP803); Clinical
Sciences requires 1-2 Seminar presentations
(CD 859); Pathobiology requires 2 Seminar
presentations (DMP 870). Applicants with a
bachelor’s degree who are concurrently
pursuing a DVM degree may apply 12 hours
from relevant courses towards both the
Master’s and DVM degrees. Only two 500level courses (6 hours total) may be used for
an M.S. degree. A significant majority of
course work (at least 60 per cent) should be
International applicants must also submit the
following:
- TOEFL scores
- Affidavit of Financial Support form
Applications will be considered on a rolling basis
and admission will follow deadlines set forth by the
Kansas State University Graduate School.
AREAS of EMPHASIS
Anatomy and Physiology Area of
Emphasis
Link heading to: http://catalog.k-
state.edu/content.php?catoid=2&navoid=110
The Anatomy and Physiology Area of Emphasis is
administered by the Graduate Faculty and
Ancillary Graduate Faculty in the Department of
Anatomy and Physiology.
at the 700 level or higher. Only 3 hours of
Description
problems or individualized study may apply
The primary goal of graduate study in the
Anatomy and Physiology Area of Emphasis is to
prepare students for academic positions in various
health science-related institutions such as
Colleges of Veterinary Medicine and Schools of
Medicine and Dentistry, as well as positions in
industry and agribusiness. Epithelial physiology,
stem cell biology and cancer, cardiopulmonary
physiology, immunophysiology, neuroscience and
pharmacology are major themes of research in the
department. Specific areas of interest include cell
signaling, epithelial cell solute transport,
comparative exercise physiology, food animal
immunophysiology, molecular biology of
membranes, mechanisms of stress phenomena,
molecular genetics and gene mapping, neural
control of cardiovascular function, and
pathophysiology of microcirculation. Research
laboratories are equipped with state-of-the-art
facilities, equipment, and instruments to provide
excellent opportunities for basic and applied
research. Adjunct faculty members from other
departments comprise a strong ancillary support
group.
toward the M.S. degree. Successful
completion of a final oral or comprehensive
written examination, or both, is required of
all master’s degree candidates. The final
examination is administered by the
supervisory committee and may include
defense of the thesis and/or a testing of the
student’s understanding of the field of study.
Subject to the approval of the graduate
discipline, the candidate may choose one of
the following program options: (1) a
minimum of 30 semester hours of graduate
credit including a master’s thesis of 6 to 12
semester hours; (2) a minimum of 30
semester hours of graduate credit including a
written report of 2 semester hours either of
research or of problem work on a topic in the
major field; or (3) a minimum of 30 semester
hours of graduate credit in course work only,
but including evidence of scholarly effort
such as term papers or production of creative
Course Requirements
Anatomy and Physiology Seminar (AP 803) for
two semesters. (1 credit hour per semester)
Additional courses according to the desires of the
11
34
work, as determined by the student’s
supervisory committee. Decisions on each
option will be made by the student’s
supervisory committee in consultation and
approval by the student’s advisor.
A graduate student may be denied continued
enrollment in the university in case of: i)
failure to satisfy conditions necessary for
removal of probationary status, ii)
accumulation of 6 or more semester hours of
work with grades less than B, or grade point
average less than 3.0, iii) demonstrable lack
student, the major professor and the student‟s
supervisory committee.
Seminar Requirements
The student will present two seminars in addition
to his or her oral defense/examination. The
seminars will provide partial fulfillment of the
course requirements for Anatomy and Physiology
Seminar (AP 803).
Clinical Sciences Area of
Emphasis
Link heading to: http://catalog.k-
state.edu/content.php?catoid=2&navoid=121
requirements, iv) failure to acquire mastery of
The Clinical Sciences Area of Emphasis is
administered by the Graduate Faculty in the
Department of Clinical Sciences.
the methodology and content of one’s field
Description
of diligence in meeting published degree
sufficient to complete a successful thesis.
The primary goal of graduate study in the
Clinical Sciences Area of Emphasis is to
Before the end of the second semester of
graduate study, the student must file with the prepare students for careers in teaching,
research, or service in a clinical specialty area
Graduate School a “program of study” that
serves as a planning document. The student’s or research and development program.
Training in planning research projects and
program of study is prepared with the
writing research proposals provides students
assistance of a supervisory committee
consisting of the major advisor and two other the ability to function with teams of scientists
from the fields of biomedical and clinical
graduate faculty members. The program is
sciences. The student's experience in
subject to the approval of the dean of the
teaching and literature study will form the
Graduate School upon recommendation of
basis for development of future teaching and
the student’s supervisory committee and the
research programs within his or her
Director of Graduate Studies. The program
discipline. After completing graduate work
may be modified on further recommendation
the student will be better prepared to
of the supervisory committee and the
conduct research both independently and as
approval of the graduate dean.
a team member. The department, along with
the Veterinary Medical Teaching Hospital, has
Successful completion of a final oral
modern facilities and equipment for both
examination or comprehensive written
basic and applied studies.
examination, or both, shall be required of all
master’s degree candidates, the specific form
being determined by individual programs.
The final examination is administered by the
student’s supervisory committee and may
include a defense of the thesis or report, an
interpretation of other scholarly products, or
The Clinical Sciences area of emphasis for the
Veterinary Biomedical Science master’s
program can include graduate students, dualdegree students enrolled in the professional
curriculum of the Veterinary College at
Kansas State University, or concurrent
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35
a testing of the student’s understanding of
residency-graduate programs.
the field(s) of study. The option for the final
examination must be approved by the
Course requirements
student’s supervisory committee and his/her
A minimum of 3 hours of credit in a statistics
course.
major professor.
If a student’s program of study includes any
course credits more than six years old at the
time the student is about to complete all
degree requirements, the final master’s
examination will normally include an
examination over the body of course work
listed on the program of study. The form and
content of this competency examination is
determined by each master’s program, which
may impose additional requirements for
revalidating the student’s competency in the
supporting course work. Exceptions to this
policy may be sought from the Dean of the
Graduate School in a master’s program for
which such a revalidation examination may
be inappropriate.
Clinical Sciences Seminar (CS 859 or another
seminar course as approved by the supervisory
committee) for a minimum of one semester.
Additional courses according to the desires of the
student, the major professor and the student‟s
supervisory committee.
Seminar Requirements
The student will present a minimum of 1 seminar
in addition to his or her oral defense/examination.
The seminar will provide partial fulfillment of the
course requirements for Clinical Sciences Seminar
(CS 859 or another seminar course as approved
by the supervisory committee).
Off Campus Research
In selected cases a student may conduct
extensive research and training off campus. These
activities must be approved by the candidate‟s
supervisory committee in advance.
All theses, reports and dissertations will be
submitted electronically. Guidelines and
templates for electronic submission are
available on the Graduate School website at
www.k-state.edu/grad/etdr/index.htm. An
ETDR submission fee of $100 will be added
to the student’s university account. This fee
replaces the previous binding fee and
printing costs. If the student wants personal
bound copies of the thesis, the process for
that can be found at http://www.kstate.edu/grad/etdr/bound.htm.
Pathobiology Area of Emphasis
Link header to: http://catalog.k-
state.edu/content.php?catoid=2&navoid=155
The Pathobiology Area of Emphasis is
administered by the Graduate Faculty and
Ancillary/Adjunct Graduate Faculty in the
Department of Diagnostic Medicine/Pathobiology.
Description
The primary goal of graduate study in the
Pathobiology Area of Emphasis is to prepare
students for careers in teaching, research, or
service in academic institutions, industries, or in
state and federal agencies. The graduate study in
Pathobiology is an interdepartmental and
interdisciplinary program with faculty involved in
the study of the epidemiology, diagnosis,
pathogenesis, and prevention/control of infectious,
metabolic, and parasitic diseases of animals and
humans. In addition, the program has faculty with
expertise in topics related to food safety and
security, public health and zoonosis, and cancer
biology. Opportunities exist to work towards the
Master‟s degree in the areas of bacterial and viral
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36
pathogenesis, clinical and anatomic pathology,
epidemiology, immunology, parasitology,
toxicology, cancer biology, and food safety and
security. The Pathobiology graduate program is
sufficiently diverse to provide the critical mass and
cross-disciplinary interactions necessary to offer
high quality graduate training, yet focused to avoid
dilution of resources and conflicts with other
graduate programs. The scope and flexibility of
the graduate program are notable strengths.
Research laboratories are equipped with state-ofthe-art facilities, equipment, and instruments to
provide excellent opportunities for basic and
applied research. The Diagnostic Laboratory,
housed in the department, is fully accredited by
the American Association of Veterinary Diagnostic
Laboratory Diagnosticians. The Diagnostic
Laboratory is internationally recognized for its
diagnostic capabilities for many important
diseases of food and companion animals.
Laboratories and support staff address all aspects
of diagnosis from necropsy and histopathology,
clinical pathology, serology, toxicology and
detection of infectious agents.
Course Requirements
Pathobiology Seminar (DMP 870) for two
semesters (1 credit hour per semester). One of
the seminar courses, with the permission of the
student‟s supervisory committee, could be taken
from a different program or department.
Additional courses according to the desires of the
student, the major professor and the student‟s
supervisory committee.
Seminar Requirements
The student will present two seminars in addition
to his or her oral defense/examination. The
seminars will provide partial fulfillment of the
course requirements for Pathobiology Seminar
(DMP 870).
Rationale: Because of the inherent academic and research diversity in the three participating disciplines
(Anatomy & Physiology, Clinical Sciences, and Pathobiology) in the Veterinary Biomedical Sciences
Master‟s degree program, the creation of programmatic subunits will provide an administrative
mechanism insuring that diplomas and transcripts more accurately reflect the student‟s graduate
coursework and research emphasis, which in turn will better reflect their graduate school experience to
potential employers. Subunits should be created for each of the Areas of Emphasis (Anatomy &
Physiology, Clinical Sciences, and Pathobiology) so that the transcript and diploma will both list the
degree: Veterinary Biomedical Sciences MS and the subunit: (specific Area of Emphasis).
Effective Date: Summer 2012
Impact: This program is administered completely within the College of Veterinary Medicine. This change
will not impact any departments or colleges outside the College of Veterinary Medicine.
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37
NON-EXPEDITED COURSE CHANGES
Department of Clinical Sciences
ADD:
CS 831. Veterinary Ultrasonography. (1) I. Course content will be delivered both as
online seminars via KSOL and case-based discussions. The physics, basic principles of
use, and common artifacts of ultrasound will be covered as it relates to veterinary
diagnostic imaging. Ultrasound imaging of the thorax (non-cardiac), abdomen,
musculoskeletal system, and other areas (eye, thyroid/parathyroid) will be covered,
predominantly in small animals. The course will cover both normal and pathologic
rd
ultrasound findings. Pr.: CS715 Radiology, 3 year standing in the College of Veterinary
Medicine or graduate student on the Manhattan campus of Kansas State University.
RATIONALE:
Ultrasound imaging in veterinary practice is common. Only two lectures in the CS715
course are dedicated to ultrasound imaging. This elective course is intended to expand
the students understanding of basic ultrasonography through online materials with an
emphasis on video clips and images.
EFFECTIVE DATE:
Fall 2012
38
NON-EXPEDITED COURSE CHANGES
Department of Clinical Sciences
ADD:
CS 791. Veterinary Implications of Animal Behavior. (1) II. Introduction to the
behavior of different species of domestic animals: normal and abormal behavior, clinical
disorders, separation anxiety, identification of dominant breeds, communication,
st
nd
rd
socialization and reproductive behavior. Pr.: 1 , 2 , or 3 year student standing in the
College of Veterinary Medicine.
RATIONALE:
Behavior topics in Veterinary Medicine are continuing to grow as it has been seen in
scientific meetings and journals. Students often ask for more tools to understand large
and small animal behavior to provide a better approach for clinical handling and
treatment. Currently, some of the behavioral related problems are treated using
pharmacological approach based on the related neurophysiological impairment. Outside
speakers will be invited to share their specific expertise.
IMPACT:
Dr. Lily Edwards, ASI, states no conflict because the course is offered only to veterinary
students.
EFFECTIVE DATE:
Spring 2012
ADD:
CS 792. Advanced Topics in Veterinary Soft Tissue Surgery. (1) II. Technical and
intellectual lectures will cover aspects of soft tissue surgery. Technical lectures will
include: instrument handling, hand ties, suture material, stapling devices and surgical
lasers. Intellectual lectures will include: surgical approaches to the body cavities, intraoperative complications and post-operative management. 12 lectures, 3 labs. Pr:
Satisfactory completion of all required second year veterinary courses.
RATIONALE:
This course is designed to provide the professional student with additional information
and experience in the discipline of veterinary surgery. Students interested in surgical
internships and residency should strongly consider taking this elective.
EFFECTIVE DATE:
Spring 2012
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39
Financial and Housing Counseling (FHC) Graduate Certificate
New Certificate Program Application
A.
Educational objectives of the certificate program
Rationale:
The Financial and Housing Counseling (FHC) Graduate Certificate is designed for students who
want graduate coursework that meets the educational requirement to sit for the Accredited
Financial Counselor (AFC) and Certified Housing Counselor (CHC) certification examinations.
To qualify for the certificate, students must be admitted to the certificate option and take the
necessary coursework.
The Great Plains IDEA has recently received a grant from USDA and the Department of Defense
(DoD) entitled the University Passport Program (UPP) to provide high quality on-line academic
programs for professionals who work with military families and for military personnel or family
members preparing for such work. This proposed certificate will package some of the courses
that currently exist in the GPIDEA Family Financial Planning Master’s Degree program into a
Certificate Program that will develop a student’s financial and housing counseling skills. This
Certificate is designed to support the UPP program but not limited to the military population. It
is applicable to a broad array of financial and housing counseling careers.
This grant will provide distance education to train professionals to reach and empower service
members and spouses with the tools and information they need to develop individual strategies to
address their financial challenges, meet their financial goals, and place them on the path to
financial freedom.
Through a Memorandum of Understanding with the Association for Financial Planning and
Counseling Education (AFCPE), students will be able to sit for the Accredited Financial
Counselor (AFC) examination or the Certified Housing Counselor (CHC) examination. By
taking FSHS 624, Fundamentals of Financial Planning, and FSHS 756, Financial Counseling,
students will be able to sit for the Accredited Financial Counselor (AFC examination). By taking
FSHS 624, FSHS 756, and FSHS 758, Housing and Real Estate, students will be able to sit for
the Certified Housing Counselor (CHC) examination.
Eighteen credits of coursework are required to be completed to receive the certificate in
Financial and Housing Counseling. The courses are offered through the GPIDEA each semester.
All of the classes currently exist in the GPIDEA as part of the Family Financial Planning
Master’s Degree program except for one which is being created. FSHS 765, Military Personal
Financial Readiness is being created to be offered in January 2012. FSHS 765 will be offered
Fall, Spring, and Summer Semester each year.
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Eight Great Plains IDEA institutions participate in the graduate program in Financial Planning.
These institutions are as follows.
 Iowa State University
entered 1998
 Kansas State University
entered 1998
 Montana State University
entered 2000
 North Dakota State University
entered 1998
 Oklahoma State University
entered 2000
 South Dakota State University
entered 1998
 University of Nebraska
entered 1998
 University of Missouri-Columbia
entered 2006
B.
COURSES REQUIRED FOR EACH STUDENT IN THE CERTIFICATE:
Core Courses:
Electives:
Course Name & Number
Credit Hours
FSHS 624 Fundamentals of Family
Financial Planning
3
FSHS 709 Public Policy & Economic Well-Being
3
FSHS 756 Financial Counseling
3
FSHS 758 Housing/Real Estate
3
Choose two of the following
FSHS 675 Field Study in Family Economics
3
(Practicum; elective, one, three hour course)
(This class will be strongly encouraged for students
who do not have counseling experience.)
FSHS 760 Families, Employment Benefits,
& Retirement Planning
3
FSHS 762 Investing for the Family’s Future
3
FSHS 764 Estate Planning for Families
3
FSHS 765 Military Personal Financial Readiness
(New class to be taught beginning Spring 2012)
3
FSHS 766 Insurance Planning for Families
3
FSHS 772 Personal Income Taxation
3
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41
FSHS 850 Family Studies
3
Total: 18
Family Financial Planning Graduate Course Descriptions and Course Objectives
Required (These four classes are required).
FSHS 624 Fundamentals of Family Financial Planning: Issues and concepts related to the
overall financial planning process, and establishing client-planner relationships. Services
provided, documentation required and client and CFP licensee responsibilities are explored.
Competencies related to gathering of client data, determining goals and expectations, and
assessing the client's financial status by analyzing and evaluating data are developed. Emerging
issues and the role of ethics in financial planning are an integral part of the course.
FSHS 709 Public Policy and Family Economic Well Being: This course will cover the major
issues relative to the economics of families including household production, and human capital
development. It will also cover the economics of crises, public policy and family life cycle
spending, saving and borrowing. A theoretical and research perspective will be used to
illuminate the concepts in the course. New and emerging issues in the field of family economics
will be emphasized. Special attention will be given to the role of ethics in family economic
issues throughout the course.
FSHS 756 Financial Counseling: Theory and research regarding the interactive process
between the client and the practitioner, including communication techniques, motivation and
esteem building, the counseling environment, ethics, and methods of data intake, verification,
and analysis. Other topics include legal issues, compensation, uses of technology to identify
resources, information management, and current or emerging issues.
FSHS 758 Housing and Real Estate: The role of housing and real estate in the family
financial planning process, including taxation, mortgages, financial calculations, legal concerns,
and ethical issues related to home ownership and real estate investments. Emphasis on emerging
issues in the context of housing and real estate.
Electives (Students choose two of the following).
FSHS 675 Field Study in Family Economics: The objective of this class is to provide you an
opportunity to integrate and apply the knowledge, skills, and attitudes learned in the classroom to
actual professional practice. It is expected that students will have met prerequisite competencies
in financial and housing counseling so they can gradually be given responsibilities similar to
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those they will experience in financial education or the financial counseling and planning
services industry.
Practicum requirements are worked out on an individual basis between the student and the
Practicum supervisor. Possibilities include participating in an internship, researching and writing
a paper for publication, developing a program or project approved by the supervisor, teaching
classes approved by the supervisor, taking additional classes that are approved, or participating
in a guided independent study with professor.
FSHS 760 Families, Employment Benefits & Retirement Planning: Micro and macro
considerations in retirement planning for individuals and families will be covered. Included is a
survey of various types of retirement plans, ethical consideration in providing retirement
planning services, assessing and forecasting financial needs in retirement, integration of
retirement plans with government benefits, and current research and theory in the field. Case
studies will provide experience in retirement planning needs analysis.
FSHS 762 Personal Income Taxation: In-depth information of income tax practices and
procedures including tax regulations, tax return preparation, the tax audit process, the appeals
process, preparation for an administrative or judicial forum, and ethical considerations of
taxation. New and emerging issues related to taxation will be covered. Family / individual case
studies provide practice in applying and analyzing tax information and recommending
appropriate tax strategies.
FSHS 764 Estate Planning for Families: Fundamentals of the estate planning process,
including estate settlement, estate and gift taxes, property ownership and transfer, and powers of
appointment will be studied. Tools and techniques used in implementing an effective estate plan,
ethical considerations in providing estate planning services, and new and emerging issues in the
field will be explored. Case studies will provide experience in developing estate plans suitable
for varied family forms.
FSHS 765 Military Personal Financial Readiness: The ability to manage personal finances is
challenging for many members of the Armed Forces. Personal financial problems have become
a growing problem that can impact mission readiness of the service member. The purpose of this
class is to train financial planners and counselors to help military service and family members
effectively deal with financial issues. This course gives an overview of the topics relevant to the
financial planning process. The course adapts the topics to address the unique needs of and
resources available to military service members and their families. Topics covered are: status of
service member; financial readiness; financial management; recordkeeping; cash flow
management; risk management; credit and debt management; savings, education planning, and
investment management; tax management; retirement management; estate management; and
special topics.
FSHS 766 Insurance Planning for Families: An in-depth study of risk management concepts,
tools, and strategies for individuals and families, including: life insurance; property and casualty
insurance; liability insurance; accident, disability, health, and long-term care insurance; and
government-subsidized programs. Current and emerging issues, as well as ethical consideration,
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43
relative to risk management will be discussed. Case studies will provide experience in selecting
insurance products suitable for individuals and families.
FSHS 772 Investing for the Family's Future: An in-depth study of investment options for families,
this course will include common stocks, fixed income securities, convertible securities, and related
choices. Relationship between investment options and employee/employer benefit plan choices will be
studied. Current and emerging issues, and ethics will be an integral part of the course.
FSHS 850 Family Studies FSHS 850: Research and theory relative to family functioning
throughout the life cycle will be studied, especially financial decision making during crisis and
conflict. Emphasis will be given to factors that shape family values, attitudes, and behaviors
from a multi-cultural perspective. New and emerging issues critical to family functioning will be
addressed.
C.
HOW COURSES MEET STATED OBJECTIVES
Through a Memorandum of Understanding with the Association for Financial Planning and
Counseling Education (AFCPE), students will be able to sit for the Accredited Financial
Counselor (AFC) examination or the Certified Housing Counselor (CHC) examination upon
completion of the required courses in the FHC Certificate Program. By taking FSHS 624 and
FSHS 756, students will be able to sit for the Accredited Financial Counselor (AFC
examination). By taking FSHS 624, FSHS 756, and FSHS 758, students will be able to sit for
the Certified Housing Counselor (CHC) examination. The students do not need a Master’s
Degree to sit for these two examinations. All of the classes currently exist except for one for one
which is being created. FSHS 765, Military Personal Financial Readiness is being created to be
offered in January 2012.
D.
STATEMENT OF NEED
More than 3.5 million people make up our U.S. military forces including 1.4 million active duty
members, 1.1 million Reserves, and over 800,000 DoD civilian personnel. When family
members are combined with active duty and reserve forces, there are 3.24 million active duty
and family members, and 1.95 million reserve members and family members. More than half
(55 percent) of all active duty personnel are married. Nearly half (49.8) percent of reserve
personnel are married. As of June 2008, there were 1.8 million deployments. The service
member left behind a family member in over 1 million of those deployments. The GPIDEA UPP
program in partnership with USDA and the Department of Defense (DoD) has the infrastructure
in place to serve this population worldwide with K-State On-line. Source: Military One Source
(January 2009). Report of the 2nd Quadrennial Quality of Life Review (pp,11-12). Washington,
D.C. Office of the Deputy Under Secretary of Defense Military Community & Family Policy.
The Department of Defense believes that the ability of military service and family members to
manage finances in a responsible manner is critical to execute the military mission. Thus the
development of a work force to provide financial counseling, planning, and education to military
service and family members is identified as a need from DOD and USDA. DOD has specifically
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44
requested the financial and housing curriculum as part of the UPP grant. It is estimated that there
will be an increase in enrollment of at least 30 students per year. All classes will be offered each
semester to accommodate the increase in the number of students. The GPIDEA Family
Financial Planning faculty team met in June 2010 and November 2010. The team developed a
plan to meet the increased demand for students, submitted the plan, and received approval at
each institution to add the classes needed to meet the projected demand. The course timetable
was revised to add the classes to accommodate the additional students. The program will be selfsustaining with resources generated from enrollments in classes.
E. Certificate program’s administration
The administration of the program is conducted in accordance with the policies and procedures
established by the Great Plains IDEA. The Great Plains IDEA Policies and Procedures Manual is
available through the Dean’s office of each participating institution or online at
http://www.gpidea.org/alliance/ResourceCenter/P&PHandbook.pdf.
The Relationship Between the Financial Planning Program and the Participating Institutions
The Financial Planning program and each of the program courses have been approved at each
institution participating as a degree or certificate granting entity. In that sense, the program, as
approved, belongs to the institution and not the consortium or participating institutions. The
consortium exists to facilitate the sharing of coursework and the pursuit of innovative program
ideas in an age of diminishing resources. The consortium is not a degree granting entity.
Admissions. Prospective students are admitted to the program through a participating degreegranting institution. Prospective students are applicants to that degree- or certificate-granting
institution, so they must follow the unique application procedures for that particular institution.
The institution is responsible for ensuring that admissions to the program are handled according
to institutional policies and procedures. Each admitting institution must provide prospective
students with clear, complete information about the Financial Planning program and their
institution’s admissions procedures. The Alliance website contains links to the admissions web
pages of each participating institution. Campus Coordinators assist prospective students
throughout the admissions process.
Admitting institutions must obtain signed acknowledgment forms from individuals applying for
admission to the programs. By signing this form, students will acknowledge that they have been
informed that student information will be shared among institutions participating in the program.
For a student outside the program requesting to take a Financial Planning program course from
any institution other than the home institution, the Campus Coordinator will ensure that the
student completes the acknowledgment form as a condition of enrollment in the course.
Acknowledgment forms are available for downloading on the Great Plains IDEA website at
http://www.gpidea.org/alliance/ResourceCenter/StudentAcknowledgementForm.pdf. The
Campus Coordinator at the student’s home institution will keep the original signed
acknowledgment form on file.
Verification of Program Completion. When applying to the institution for enrollment in the
program, students declare their intention to pursue a master’s degree or certificate. Students
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45
follow the policies and procedures of their home institution in documenting their program
requirements and completion of those requirements.
Advising. The admitting institution is responsible for providing adequate advising for each
student enrolled in the program at that institution.
Program Personnel
Alliance Program Liaison to a Program Initiative or Academic Program. The Alliance Board
appoints at least one Administrative Liaison from among the board to advise and support the
Financial Planning Faculty and to ensure that the faculty adheres to the policies and procedures
established by the Great Plains IDEA. The Administrative Liaison supports the program faculty
in curriculum construction, course development, teaching assignments and rotations, and any
other applicable Great Plains IDEA policies and procedures and bylaws.
Specifically the liaison prepares and presents the annual program report to the board, assures that
the faculty handbook is updated, monitors the learning outcome assessments, and oversees
program administration. Additional responsibilities include:
 Manage implementation of the program business plan.
 Address issues of program administration.
 Plan program marketing initiatives.
Faculty Program Chair. The program faculty selects a Faculty Program Chair from the Financial
Planning faculty across the participating institutions, and organizes a leadership succession plan.
The Faculty Program Chair is responsible for leading the faculty in the development of the
Program Initiative business plan, the curriculum development, course titles and schedule of
offerings. The Program Initiative/Academic Faculty Program Chair shall work in conjunction
with the Administrative Liaison to the Board of Directors of the Alliance.
The responsibility of the Faculty Program Chair includes the following:
 Act as point of first contact for the Administrative Liaison to the Financial Planning
program.
 Facilitate curriculum development and changes.
 Manage course rotation.
 Schedule faculty meetings as determined in this manual.
 Prepare agendas for faculty meetings and meetings of the Institutional
Representatives.
 Coordinate faculty work related to student learning outcomes and assessments of
student satisfaction.
 Coordinate CFP Board Registration renewal process every three years.
.
Institutional Representative. Each participating institution has one faculty member designated as
the coordinator of the program for that institution. Each institution determines how that person is
selected to fulfill these responsibilities. Responsibilities of the Institutional Representative
include the following:
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46






Coordinate the program at the institution.
Represent the faculty at that institution at inter-institutional faculty meetings.
Keep institution links to CFP Board and Great Plains IDEA website up-to-date.
Oversee student admissions, matriculation, and program completion.
Market the program to prospective students.
Other responsibilities as defined by the institution.
Campus Coordinator. The Campus Coordinator is the person of “first contact” at the institution
for students interested in programs offered by the Great Plains IDEA at that institution. The
Campus Coordinator should be knowledgeable about the website, the courses offered at that
institution and at other institutions for each program, the application for admission procedures,
and other frequently asked questions regarding the Alliance’s policies and procedures. The
Campus Coordinator must work closely with the Institutional Representative to the Alliance and
with key personnel at her/his home institution, i.e. Great Plains IDEA board member, department
head (or appropriate academic administrator), registrar, graduate dean, and extended
studies/continuing education personnel, and shall be familiar with the Great Plains IDEA student
database and revenue transfer policies.
Responsibilities of the Campus Coordinator include the following:
 Website maintenance,
 Recruitment and communication with prospective students,
 Assisting admitted students,
 Student and course data management,
 Budgeting and accounting for Great Plains IDEA revenues and expenses,
 Report preparation,
 General implementation of Great Plains IDEA Academic Program(s) - working with
faculty and appropriate university administrators, i.e. graduate school, continuing
education, registrar’s office, information systems office, computing center, collegelevel administrators, department head/chair, etc. to implement Great Plains IDEA
academic programs and resolve problems,
 Recommending changes and improvements.
Program Faculty. Program faculty are those teaching any one of the required Financial
Planning courses. Faculty must be approved as graduate faculty appropriate at their home
institution. Adjunct faculty may serve as teaching faculty if they have the qualifications to be
approved to teach graduate courses at their home institution (degree status, experience, etc.).
Responsibilities of program faculty include the following:
 Develop, edit, amend, and review the curriculum.
 Monitor the quality of course delivery and to recommend changes when and where
needed.
 Adhere to the professional integrity expected at their home institution in teaching and
serving students
 Serve as advisors to the students enrolled at their home institution and evaluate
student transcripts for equivalencies.
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47






Design courses that accomplish the course objectives approved by Financial Planning
faculty and each participating institution.
Teach program coursework.
Provide students with opportunities to evaluate courses using Student Learning
Outcomes and commonly accepted assessment practices.
Advise students.
Attend the annual Financial Planning faculty meeting.
Assist in the promotion of the Financial Planning program.
According to Great Plains IDEA bylaws, instructors in the Financial Planning program are
faculty of their home institution and participate in the Great Plains IDEA Financial Planning
program.
Meetings
Annual Faculty Meeting: The Faculty Program Chair will schedule and organize, in consultation
with the Administrative Liaison, one annual faculty meeting. This meeting is typically held in the
fall of each academic year, at the same time and location as the Association for Financial
Counseling and Planning Education (AFCPE) annual meeting. The Faculty Program Chair will
give notice in writing or via e-mail to each faculty member at least 30 days in advance of the
meeting. It is expected that all program faculty attend this annual meeting.
Conference Calls: The Great Plains IDEA Lead Institution will support conference calls to
conduct affairs between the annual face-to-face meetings.
Special Meetings: The Faculty Program Chair, in consultation with the Administrative Liaison
and/or other Financial Planning faculty, shall determine when special meetings are to be called.
Special meetings of Institutional Representatives or of the Financial Planning faculty may be
held. The Faculty Program Chair will give notice in writing or via e-mail to each Institutional
Representative at least 30 days in advance of the meeting. In no cases should a special meeting
be held in which decisions will be made that affect the content, structure, or general
administration of the program without a proper notice of the meeting being given to all
institutions participating in the Financial Planning program. Special meetings may be held in
person or through telecommunications.
F. ESTIMATED BUDGET TO SUPPORT THE CERTIFICATE PROGRAM:
Kansas State University Portion of Budget – Tuition generates all funds to cover program
expenses.
GPIDEA Campus Coordinator
K-State Faculty Member
Supplies/equipment
Total
$19,285.00 salary and fringe benefits for .25 FTE
$27,452.78 salary and fringe benefits for .25 FTE (plus $321
per student for student enrollment above 30)
$1,000.00 per year
$47,737.78
14
48
G. THE NAMES OF THE FACULTY ASSOCIATED WITH OR CONTRIBUTING TO
THE CERTIFICATE PROGRAM, EITHER BY TEACHING ONE OR MORE OF THE
COURSES ASSOCIATED WITH THE PROGRAM OR PARTICIPATING IN THE
DESIGN OF THE CURRICULUM.
Iowa State University
Kansas State University
Montana State University
North Dakota State University
Oklahoma State University
South Dakota State University
University of Nebraska
University of Missouri-Columbia
Dr. Pat Swanson, GPIDEA PFP Faculty Chair
Dr. Esther Maddux
Dr. Deborah Haynes
Dr. Margaret Fitzgerald
Dr. Sissy Osteen
Dr. Kathryn Morrison
Dr. Sheran Cramer
Dr. Robert Weagley
H. THE NAME AND ADDRESS OF THE FACULTY MEMBER DESIGNATED AS THE
COORDINATOR OF THE PROGRAM:
Dr. Esther Maddux
Kansas State University
Family Studies and Human Services
313 Justin Hall
Manhattan, KS 66506
I. STUDENT LEARNING OUTCOMES AND ASSESSMENT PLAN FOR THE
PROGRAM:
According to the Policies and Procedures governing the operations of the Great Plains IDEA
Board of Directors, the Financial Planning program must be evaluated annually. This evaluation
must include assessments of student learning outcomes, student retention, and student and
faculty satisfaction. Both formative and summative assessments must be included in the
evaluation.
The following assessments are implemented by the program.
Assessment
Intake
survey
When
Administered
After formal
admission to the
program, prior to
completing the
first semester of
Who is responsible
for administering
Campus
Coordinator
15
Who is responsible
for collecting &
archiving
Campus
Coordinator collects
and archives. A
copy is sent to the
Faculty Program
49
coursework
Chair for discussion
in the annual faculty
meeting
Campus
Coordinator collects
and archives. A
copy is sent to the
Faculty Program
Chair for discussion
in the annual faculty
meeting.
Exit survey
On completion of
program
Campus
Coordinator
Alumni
survey
One year after
completion of the
program
Campus
Coordinator
Campus
Coordinator collects
and archives. A
copy is sent to the
Faculty Program
Chair for discussion
in the annual faculty
meeting.
Annual
faculty
evaluation
of the
program
Toward the end
of each academic
year. May be
administered at
the annual faculty
meeting.
Faculty Program
Chair
Program Liaison
Information collected should include:
1. Course evaluations
2. Student Learning Outcomes and evaluations
3. Other program assessments
Student Learning Outcomes
1.
Knowledge: Students will demonstrate a depth of knowledge and apply the
methods of inquiry in financial and housing counseling. They will demonstrate a breadth
of knowledge across their discipline. Student outcomes associated with this SLO are
listed below.
a.
Understand the fundamentals of the financial planning process.
b.
Calculate and interpret the time value of money.
16
50
c.
2.
3.
4.
5.
6.
Complete a cash flow statement, net worth statement, and debt
management plan. Complete an executive summary that outlines
recommendations for increasing income and reducing, as well as action
steps and a timetable for completing the repayment plan.
d.
Compile a portfolio of community resources that may be available for
those experiencing financial distress
e.
Understand fundamentals of the financial counseling process and develop
skills to motivate positive financial behaviors by using effective financial
counseling, planning and education interventions.
f.
Demonstrate comprehensive knowledge of vocabulary and theories
associated with family economics and understand how national economy
and government policy impact family economic well-being.
g.
Describe the financial, valuation, lending, taxation, legal, policy, and
ethical issues related to landlord/tenant relations, home ownership, and
real estate investments .
h.
Develop skills in writing a debt management plan for a client and
present it to the class.
Critical Thinking: Students will be able to gather and interpret information,
respond and adapt to changing situations, make complex decisions, solve
problems, and evaluate actions. They will apply knowledge to help others meet
challenges and resolve problems. They will develop a cash flow statement, net
worth statement, and debt management plan to help clients in financial distress.
Communication: Students develop and refine written and oral communication
skills so they will be able to communicate clearly and effectively.
Diversity: Students will demonstrate awareness, understanding, and skills
necessary to live and work in a diverse world by working in multidisciplinary and
diverse teams.
Ownership for learning: Students will develop skills to enable them to become
and remain well life-long learners, to retrieve and manage information
appropriately, to open their mind to differing world views, and consider revising
their views when warranted. They will be introduced to professional gropus and
activities.
Personal and Professional Development: Students will be introduced to
professional ethical standards, participate in experiences to demonstrate personal
and social responsibility, provide leadership in interactions with peers, and work
effectively as team members. They will learn and demonstrate leadership skills.
They will demonstrate standards of ethical conduct which adhere to the Code of
Ethics and Professional Responsibility developed by the Certified Financial
Planner Board of Standards. They will obtain an understanding of 21st Century
technologies.
17
51
Student Learning Assessment
The following student learning outcomes will be assessed.
1.
Knowledge: Students will demonstrate a depth of knowledge and apply the
methods of inquiry in financial and housing counseling. They will demonstrate a breadth
of knowledge across their discipline. Student outcomes associated with this SLO are
listed below.
a.
Understand the fundamentals of the financial planning process.
b.
Calculate and interpret the time value of money.
c.
Complete a cash flow statement, net worth statement, and debt
management plan. Complete an executive summary that outlines
recommendations for increasing income and reducing, as well as action
steps and a timetable for completing the repayment plan.
d.
Compile a portfolio of community resources that may be available for
those experiencing financial distress
e.
Understand fundamentals of the financial counseling process and develop
skills to motivate positive financial behaviors by using effective financial
counseling, planning and education interventions.
f.
Demonstrate comprehensive knowledge of vocabulary and theories
associated with family economics and understand how national economy
and government policy impact family economic well-being.
g.
Describe the financial, valuation, lending, taxation, legal, policy, and
ethical issues related to landlord/tenant relations, home ownership, and
real estate investments .
h.
Develop skills in writing a debt management plan for a client and
present it to the class.
2.
Critical Thinking: Students will be able to gather and interpret information,
respond and adapt to changing situations, make complex decisions, solve
problems, and evaluate actions. They will apply knowledge to help others meet
challenges and resolve problems. They will develop a cash flow statement, net
worth statement, and debt management plan to help clients in financial distress.
3.
Communication: Students develop and refine written and oral communication
skills so they will be able to communicate clearly and effectively.
The following direct measures will be used to assessed student learning outcomes.
SLO 1
SLO 1. Develop knowledge of financial and housing counseling content
Measure: Each student will complete at least four exams that are given in FSHS 624
Fundamentals of Family Financial Planning, FSHS 709 Public Policy & Economic Well-Being,
FSHS 756 Financial Counseling, and FSHS 758 Housing/Real Estate. It is expected that 80% of
students will receive a score of 80% or better on each exam in each course.
18
52
SLO 2 & SLO 3.
SLO 2. Gather, interpret, suggest recommendations for solving financial problems;
SLO 3. Submit written debt management plan and present using K-State on-line technology.
Submit a portfolio of community resources.
Measure: Each student will submit a written debt management plan and portfolio of community
resources and present it using appropriate K-State on-line technology. A rubric will be used to
assess the written debt management plan and portfolio of community resources.
SLO 1, SLO 2, SLO 3.
SLO 1. Develop knowledge of family financial planning content
SLO 2. Gather, interpret, suggest recommendations for solving financial problems;
SLO 3. Submit written comprehensive financial plan and present it orally using technology.
Measure: Successful completion of the AFC or CHC exam by 75% of the students who have the
goal of completing the exam. Approximately 50% of the students may choose to take the exam.
Data is collected every time the courses are taught. Faculty review assessment results annually.
Exams results in individual classes are discussed with students when they are returned to the
students. The written debt management plan and community resource portfolio assignment
results are discussed with the student at the completion of the 756 Financial Counseling class.
The GPIDEA Family Financial Planning Faculty meet at least once annually to review
enrollments and address issues of concern. The syllabus for each class is reviewed by all faculty
at least once every five years or when AFCPE changes the topic list due to changes in job task
analysis reviews. The assessment outcomes will be assessed annually at the GPIDEA Family
Financial Planning Faculty meeting. The faculty will use the following items to assess the
program: 1. feedback from class exams, 2. feedback from the written debt management plan
and community resource portfolio assignment, 3. faculty evaluations, 4. non-solicited student
feedback, and 5. results from the assessment. This information will be used to review the class
content and revise the course content when there are indications that adjustments are needed.
J. ENDORSEMENTS FROM THOSE ACADEMIC UNITS (INCLUDING EXTENSION)
WHOSE STUDENTS, COURSES, OR PROGRAMS COULD BE IMPACTED BY THE
CREATION OF THE NEW GRADUATE CERTIFICATE.
The Financial and Housing Counseling Graduate Certificate is being proposed to be offered by
Kansas State University in cooperation with the seven other member institutions in the GPIDEA
Consortium. The Financial and Housing Counseling Graduate Certificate offers content area that
has been determined to be needed by the Department of Defense in cooperation with USDA to
support development of a work force to provide financial counseling, planning, and education to
military service and family members. The Department of Defense believes that personal
financial readiness is critical to execute the military mission. This curriculum has been
specifically requested by the Department of Defense.
19
53
Appendix I
Graduate Certificate in Financial and Housing Counseling (FHC)
Assessment of Student Learning Plan
Kansas State University
A. College, Department, and Date
College:
Human Ecology
Department:
Family Studies and Human Services – Personal Financial Planning
Date:
March 27, 2011
B. Contact Person(s) for the Assessment Plans
Estoria (Esther) M. Maddux, Professor and Extension Specialist, Personal Financial Planning
C. Degree Program
Graduate Certificate in Financial and Housing Counseling
D. 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.
1.
Knowledge: Students will demonstrate a depth of knowledge and apply the
methods of inquiry in financial and housing counseling. They will demonstrate a breadth
of knowledge across their discipline. Student outcomes associated with this SLO are
listed below.
a.
Understand the fundamentals of the financial planning process.
b.
Calculate and interpret the time value of money.
20
54
c.
Complete a cash flow statement, net worth statement, and debt
management plan. Complete an executive summary that outlines
recommendations for increasing income and reducing, as well as action
steps and a timetable for completing the repayment plan.
d.
Compile a portfolio of community resources that may be available for
those experiencing financial distress
e.
Understand fundamentals of the financial counseling process and develop
skills to motivate positive financial behaviors by using effective financial
counseling, planning and education interventions.
f.
Demonstrate comprehensive knowledge of vocabulary and theories
associated with family economics and understand how national economy
and government policy impact family economic well-being.
g.
Describe the financial, valuation, lending, taxation, legal, policy, and
ethical issues related to landlord/tenant relations, home ownership, and
real estate investments .
h.
Develop skills in writing a debt management plan for a client and
present it to the class.
2.
Critical Thinking: Students will be able to gather and interpret information,
respond and adapt to changing situations, make complex decisions, solve
problems, and evaluate actions. They will apply knowledge to help others meet
challenges and resolve problems. They will develop a cash flow statement, net
worth statement, and debt management plan to help clients in financial distress.
3.
Communication: Students develop and refine written and oral communication
skills so they will be able to communicate clearly and effectively.
4.
Diversity: Students will demonstrate awareness, understanding, and
skills necessary to live and work in a diverse world by working in
multidisciplinary and diverse teams.
5.
Ownership for learning: Students will develop skills to enable them to become
and remain well life-long learners, to retrieve and manage information
appropriately, to open their mind to differing world views, and consider revising
their views when warranted. They will be introduced to professional gropus and
activities.
6.
Personal and Professional Development: Students will be introduced to
professional ethical standards, participate in experiences to demonstrate personal
21
55
and social responsibility, provide leadership in interactions with peers, and work
effectively as team members. They will learn and demonstrate leadership skills.
They will demonstrate standards of ethical conduct which adhere to the Code of
Ethics and Professional Responsibility developed by the Certified Financial
Planner Board of Standards. They will obtain an understanding of 21st Century
technologies.
b. Identify outcomes that will be assessed in the first three years of the plan.
[List at least 2-5 learning outcomes that will be assessed by the unit over the next three
years. Each unit will select which of its learning outcomes to assess.]
1.
Knowledge: Students will demonstrate a depth of knowledge and apply the methods of
inquiry in financial and housing counseling. They will demonstrate a breadth of
knowledge across their discipline. Student outcomes associated with this SLO are listed
below.
a.
Understand the fundamentals of the financial planning process.
b.
Calculate and interpret the time value of money.
c.
Complete a cash flow statement, net worth statement, and debt
management plan. Complete an executive summary that outlines
recommendations for increasing income and reducing, as well as action
steps and a timetable for completing the repayment plan.
d.
Compile a portfolio of community resources that may be available for
those experiencing financial distress
e.
Understand fundamentals of the financial counseling process and develop
skills to motivate positive financial behaviors by using effective financial
counseling, planning and education interventions.
f.
Demonstrate comprehensive knowledge of vocabulary and theories
associated with family economics and understand how national economy
and government policy impact family economic well-being.
g.
Describe the financial, valuation, lending, taxation, legal, policy, and
ethical issues related to landlord/tenant relations, home ownership, and
real estate investments .
h.
Develop skills in writing a debt management plan for a client and
present it to the class.
22
56
2.
Critical Thinking: Students will be able to gather and interpret information, respond
and adapt to changing situations, make complex decisions, solve problems, and evaluate
actions. They will apply knowledge to help others meet challenges and resolve problems.
They will develop cash flow statements, net worth statements, and debt management
plans to assist financially distressed clients in improve their financial condition.
3.
Communication: Students develop and refine communication skills so they will be able
to communicate clearly and effectively. Students will present a written debt management
plan to the class and submit a portfolio of community resources for assisting financially
distressed clients.
Special rationale for selecting these learning outcomes (optional):
[If applicable, provide a brief rationale for the learning outcomes that were selected]
These learning outcomes were selected because these are the competencies required to qualify to
sit for the Accredited Financial Counselor (AFC) or Certified Housing Counselor (CHC)
examination.
Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that
apply):
Program SLOs
1. Develop
x
knowledge of
financial and
housing
counseling
content
2. Gather,
x
interpret, suggest
recommendations
for solving
financial
problems
3. Submit written x
debt management
plan and present
University-wide SLOs (Graduate Programs)
Knowledge
Skills
Attitudes and Professional
Conduct
X
X
X
X
x
X
23
Program SLO is
conceptually
different from
university SLOs
57
to class. Submit
portfolio of
community
resources.
2. How will the learning outcomes be assessed? What groups will be included in the
assessment?
[Briefly describe the assessment tools, measures, or forms of evidence that will be
utilized to demonstrate students’ accomplishment of the learning outcomes selected in the
three-year plan. Also indicate whether each measure is direct or indirect. If you are
unsure, then write “Unsure of measurement type”. There is an expectation that half of
the assessment methods/measures will be direct measures of student learning (see
Measures, Rubrics, & Tools for Assessing Student Learning Outcomes on the APR
website for examples of direct and indirect measures).]
Direct Measures:
SLO 1
SLO 1. Develop knowledge of financial and housing counseling content
Measure: Each student will complete at least four exams that are given in FSHS 624
Fundamentals of Family Financial Planning, FSHS 709 Public Policy & Economic Well-Being,
FSHS 756 Financial Counseling, and FSHS 758 Housing/Real Estate. It is expected that 80% of
students will receive a score of 80% or better on each exam in each course.
SLO 2 & SLO 3.
SLO 2. Gather, interpret, suggest recommendations for solving financial problems;
SLO 3. Submit written written debt management plan and present it using K-State on-line
technology. Submit a portfolio of community resources.
Measure: Each student will submit a written debt management plan and portfolio of community
resources and present it using appropriate K-State on-line technology. A rubric will be used to
assess the written debt management plan and portfolio of community resources.
SLO 1,2,3.
SLO 1. Develop knowledge of financial and housing counseling content
24
58
SLO 2. Gather, interpret, suggest recommendations for solving financial problems;
SLO 3. Submit written debt management plan and present it orally using K-State on-line
technology. Submit a portfolio of community resources.
Measure: Successful completion of the AFC or CHC exam by 75% of the students who have the
goal of completing the exam. Approximately 50% of the students may choose to take the exam.
3. When will these outcomes be assessed? When and in what format will the results of the
assessment be discussed?
[Briefly describe the timeframe over which your unit will conduct the assessment of the
learning outcomes selected for the three-year plan. For example, provide a layout of the
semesters or years (e.g., year 1, year 2, and year 3), list which outcomes will be assessed,
and which semester/year the results will be discussed and used to improve student
learning (e.g., discussed with faculty, advisory boards, students, etc.]
Data is collected every time the courses are taught. Faculty review assessment results
annually.
Exams results in individual classes are discussed with students when they are returned to the
students. The written debt management plan and community resource portfolio assignment
results are discussed with the student at the completion of the 756 Financial Counseling
class.
The GPIDEA Family Financial Planning Faculty meet at least once annually to review
enrollments and address issues of concern. The syllabus for each class is reviewed by all
faculty at least once every five years or when AFCPE changes the topic list due to changes in
job task analysis reviews. The assessment outcomes will be assessed annually at the
GPIDEA Family Financial Planning Faculty meeting.
4. What is the unit’s process for using assessment results to improve student learning?
[Briefly describe your process for using assessment data to improve student learning.]
The Family Financial Planning Faculty meet to discuss the family financial planning
graduate programs at least annually and will continue to do this. The faculty will use the
following items to assess the program: 1. feedback from class exams, 2. feedback from
the written debt management plan and community resource portfolio assignment, 3.
faculty evaluations, 4. non-solicited student feedback, and 5. results from the
25
59
assessment. This information will be used to review the class content and revise the
course content when there are indications that adjustments are needed.
26
60
Appendix II
Financial and Housing Counseling Rubric Chart
Student Learning Outcomes (SLO)
Level 3 Performance
Level 2 Performance
Level 1 Performance
1. Knowledge: Students will demonstrate a
depth of knowledge and apply the methods
of inquiry in financial and housing
counseling. They will demonstrate a breadth
of knowledge across the discipline. Student
learning outcomes associated with this SLO
are listed below
a. Understand fundamentals of the financial
planning process
Is aware of historical and current principles and
trends in the financial and housing counseling
discipline; reads and is familiar with the
content of literature that is relevant; is open to
developing knowledge and receiving feedback
to grow professional core competencies
b.Calculate and interpret time value of money
Demonstrates knowledge of time value of
money concepts, executes calculations by hand,
calculator, and/or spreadsheet correctly; and
interprets calculations correctly
Is not aware of historical and current principles
and trends in the financial and housing
counseling discipline; is not familiar with
financial and housing counseling literature; is
closed to developing knowledge and receive
feedback to grow professional core
competencies
Is unable to demonstrate knowledge of
fundamental financial planning principles and
is unable to apply them to solve various
financial problems that may be experienced by
clients
Is unable to demonstrate knowledge of time
value of money concepts, execute calculations
by hand, calculator, and/or spreadsheet
correctly; and interpret calculations correctly
c. Complete a cash flow statement, net worth
statement, and/or debt management plan.
Complete an executive summary that outlines
recommendations for increasing income and
reducing debt, as well as action steps and a
timetable for completing the repayment plan.
d. Become aware of and compile a portfolio of
community resources for referring financially
distressed clients to the appropriate resource to
assist in resolving problems
Demonstrates knowledge of composition of and
is able to create and populate cash flow, net
worth, and debt inventory worksheets to
analyze a client’s financial situation
e. Understand fundamentals of the financial
counseling process and develop skills to
motivate clients to use positive financial
behaviors by using effective financial
counseling, planning and education
interventions
Demonstrates knowledge of fundamentals of
the financial counseling process and is able to
apply appropriate counseling skills and
interventions to engage with a client to be able
to motivate the client to use positive financial
behaviors to achieve desired financial outcomes
Has some knowledge of historical and current
principles and trends in the financial and
housing counseling discipline; is somewhat
familiar with financial and housing counseling
literature; is somewhat open to developing
knowledge and receive feedback to grow
professional core competencies
Is able to demonstrate knowledge of
fundamental financial planning principles and
apply them to solve various financial problems
that may be experienced by clients sometimes
or when prompted
Is able to demonstrate knowledge of time value
of money concepts, execute calculations by
hand, calculator, and/or spreadsheet correctly;
and interpret calculations correctly sometimes
or when prompted
Is able to demonstrate knowledge of
composition of and is able to create and
populate cash flow, net worth, and debt
inventory worksheets to analyze a client’s
financial situation sometimes or when
prompted
Is able to demonstrate knowledge and ability to
conduct a survey and compile a list of a broad
array of community resources into a portfolio;
the portfolio is designed to be used as a guide
to refer financially distressed clients to
appropriate resources in community;
Community list includes name of contact
person, contact information, services provided;
method of entry to receive resources. The list
of community resources is partially reflective
of available resources
Demonstrates knowledge of fundamentals of
the financial counseling process and is able to
apply appropriate counseling skills and
interventions to engage with a client to be able
to motivate the client to use positive financial
behaviors to achieve desired financial outcomes
sometimes or when prompted
Demonstrates understanding of fundamental
financial planning principles and is able to
apply them to solve various financial problems
that may be experienced by clients
Demonstrates knowledge and ability to conduct
a survey and compile a thorough and complete
list of a broad array of community resources
into a portfolio; the portfolio is designed to be
used as a guide to refer financially distressed
clients to appropriate resources in community;
Community list includes name of contact
person, contact information, services provided;
method of entry to receive resources
27
Is unable to demonstrate knowledge of
composition of and is unable to create and
populate cash flow, net worth, and debt
inventory worksheets to analyze a client’s
financial situation
Is unable to identify resources in community
for referring financially distressed clients; does
not compile community resource list or list is
inadequate reflection of available resources
Is unable to demonstrates knowledge of
fundamentals of the financial counseling
process and ability to apply appropriate
counseling skills and interventions to engage
with a client to be able to motivate the client to
use positive financial behaviors to achieve
desired financial outcomes
61
f. Demonstrate comprehensive knowledge of
vocabulary and theories associated with
family economics and understand how
national economy and government policy
impact family economic well-being
g. Describe the financial, valuation, lending,
taxation, legal, policy and ethical issues
related to landlord/tenant relations, home
ownership, and real estate investments
h. Develop skills in working with a client to
collaboratively create a cash flow, net worth,
and debt inventory; write a financial
management plan; and present the plan to the
client so the client can achieve positive
financial outcomes.
2. Critical thinking
Students will be able to gather and interpret
information, respond and adapt to changing
situations, make complex decisions, solve
problems, and evaluate actions. Students will
create written cash flow statement, net worth
statement, and credit/debt inventory to assess
client financial situation, create debt
management plan recommendations and
suggestions for positive action strategies for
client to consider and enact best solution to
achieve positive cash flow and reduce or
eliminate debt to improve financial condition
Demonstrates creative synthesis in applying
knowledge of vocabulary and theories
associated with family economics, the national
economy and government policy to explain
how they impact family economic-well being
Demonstrates ability to master financial,
valuation, lending, taxation, legal, policy, and
ethical knowledge to be able to successfully
resolve issues related to landlord/tenant
relations, home ownership, and real estate
investments.
Fully capable of forming a relationship with a
client to collaboratively create a cash flow, net
worth and debt inventory; write a financial
management plan, and present the plan to the
client so the client can use the information as a
guide to take positive action steps to achieve
positive financial outcomes.
Articulates ideas clearly and concisely;
organizes written material in a logical sequence
to enhance the reader’s comprehension; uses
visuals to support points to explain, interpret,
and assess information; written plan is
presented neatly and professionally; grammar
and spelling are correct; graphics are in proper
format; uses good professional writing style;
conforms to prescribed format if specified
Is able to demonstrate knowledge of vocabulary
and theories associated with family economics,
the national economy and government policy to
explain how they impact family economic wellbeing sometimes or when prompted
Is able to demonstrate knowledge of financial,
valuation, lending, taxation, legal, policy, and
ethical knowledge to be able to resolve issues
related to landlord/tenant relations, home
ownership, and real estate investments
sometimes or when prompted.
Has ideas about and may be able to form a
relationship with a client to create a cash flow,
net worth and debt inventory; write a financial
management plan and present the plan to the
client so the client can use the information as a
guide to take positive action steps to achieve
positive financial outcomes.
Articulates ideas, but writing is disjointed,
superfluous or difficult to follow; content is
generally organized well, but sections and subsections are not identified clearly. Uses
graphics but only in a few instances are they
applied to support, explain or interpret
information; work is not neatly presented
throughout; one or two spelling/grammar errors
per page; graphics are present but flawed,
mislabeled, and contain inaccurate data; style is
informal or inappropriate, jargon is used,
improper voice, tense; prescribed format is only
followed in some portions of the project.
28
Is unable to demonstrate knowledge of
vocabulary and theories associated with family
economics, the national economy and
government policy to explain how they impact
family economic well-being
Is unable to demonstrate knowledge of
financial, valuation, lending, taxation, legal,
policy, and ethical knowledge to be able to
successfully resolve issues related to
landlord/tenant relations, home ownership, and
real estate investments.
Is unable to form a viable relationship with a
client to design and present a plan that a client
can use to achieve positive financial outcomes
Content rambles, points made are only
understood with repeated reading, key points
are not organized; little or no structure or
organization; graphics are used but no reference
is made to them or no graphics are used at all;
work is not presented neatly; spelling/grammar
errors present throughout more than 1/3 of
project; writing style is inappropriate for
audience and/or assignment; prescribed format
is not followed.
62
3. Communication
Students develop and refine communication
skills so they will be able to communicate
clearly and effectively. Students will present a
written debt management plan and
recommendations for financially distressed
family and submit a portfolio of community
resources for assisting financially distressed
families to the class using on-line
video/audio/text technology
Plans and delivers an oral presentation
effectively; applies the principle of (tell them)
3; well organized; presentation has enough
detail appropriate and technical content for the
time constraint and the audience; Presents well
mechanically – makes eye contact, easily heard,
speaks comfortably with minimal prompts; no
distracting nervous habits, uses proper
grammar; uses visual aides effectively; presents
professional appearance; listens carefully and
responds to questions appropriately; is able to
explain and interpret results for various
audiences and purposes
Presents key elements of an oral presentation
adequately, but “tell them” not clearly applied;
presentation has excessive or insufficient detail
for time allowed or level of audience; has
minor or moderate difficulties with the
mechanical aspects of presentation – eye
contact is sporadic, occasionally difficult to
hear or understand speaking, overuses prompts
or does not use prompts enough – occasionally
stumbles or loses place; appears to have
memorized presentation, occasionally blocks
screen, some nervous habits (um, ah, clicking
pointer, etc.); occasionally uses an
inappropriate style of English-too
conversational; visual aides have minor or
moderate errors or are not always clearly
visible; appearance is too casual for the
circumstances; sometimes misunderstands
questions, does not respond appropriately to the
audience, or has some trouble answering
question.
29
Presentation is poorly organized, e.g. no clear
introduction or summary of talk is presented;
presentation is inappropriately short or
excessively long; omits key points during
presentation; major difficulties with the
mechanical aspects of the presentation – no eye
contact, difficult to hear or understand
speaking, reads from prepared script, blocks the
screen, distracting nervous habits (um, ah,
clicking pointer, etc.); uses poor English,
multiple slides are unclear or
incomprehensible; does not listen carefully to
questions, does not provide an appropriate
answer, or is unable to answer questions about
presentation materials.
63
Master of Science in
Agricultural Education and
Communication
New Degree Proposal
Kansas State University Department of Communications
9/22/2011
New Degree Request – Kansas State University
Criteria
64
Program Summary
1.
Program Identification
(CIP code)
01.0899
2.
Academic Unit
Department of Communications
3.
Program Description
The Master of Science in Agricultural Education and Communication
offers professionals in the fields of agricultural education, agricultural
communications, extension education, and related fields with opportunities
to broaden their knowledge in theory and research with the intended
purpose of informing practice while at the same time expanding their
technical competence. The degree offers a master’s thesis option with 30
total credit hours and a master’s report option with 32 total credits. The
curriculum entails a core of courses in research methods, and the
philosophical contexts and theoretical foundations of the respective fields
of interest. In addition, students pursuing the thesis option supplement this
core with coursework in data analysis and thesis research while students
pursuing the report option complete a creative component. The balance of
coursework in the thesis option includes 12 hours of elective courses while
report option students complete 22 hours of electives. All students select
elective courses and design independent research and creative components
with the supervision of a graduate committee.
4.
Demand/Need for the
Program
An online survey using Dillman’s Tailored Design Method, was conducted
in June of 2010 to determine a preliminary estimate of demand for the
program. All Kansas Agricultural Education instructors (n = 169), Kansas
State University Agricultural Communication Alumni (n = 195), and all
KSRE Extension personnel (n = 50) were the sample for the survey. Of
the 414 professionals surveyed, a total of 149 responses were received
resulting in a 36% response. Seventy-five percent of the respondents
reported they would likely enroll in the program. This number equates the
demand of the program to provide 47 students enrolling within the first
three years and an increased enrollment to 58 in the first four years of the
program. This potential enrollment exceeds the standard by 150 percent
for a master’s degree level program 3-year enrollment expectation.
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5.
Comparative
/Locational Advantage
Upon approval, this would be the only Kansas graduate program targeting
the nearly 600 professionals in agricultural education, extension education
and agricultural Communication professionals in the state. No other
programs exist that target this specific population in the other Regents
institutions. Other programs exist in education and in communication that
provide master’s level instruction, but they do not target this specific
population with its unique needs. Therefore, the location of this program
at Kansas State University within the College of Agriculture and the
Department of Communications provides the faculty expertise and the
commitment to this population of individuals. Furthermore, prospective
graduate students in agricultural communication and extension education
routinely seek graduate degrees in other states rather than pursuing study
in other areas within the state. The proposed program would enable
Kansas State University to serve a large pool of potential graduate students
who currently satisfy their needs for graduate education in other states at
institutions such as Oklahoma State University, the University of Florida,
Texas Tech University and the University of Arkansas.
6.
Curriculum
Core Courses
Categories for core courses include: Research Methods, Thesis/Report,
Statistics/ Data Analysis & Interpretation, Philosophical Context, and
Theoretical Foundations in the discipline (see Appendix 1 for listing of the
courses). This will comprise 15 hours of course work for those choosing
the thesis option and 10 hours of course work for students choosing the
project option.
Elective Courses
Elective hours will be selected by the student, and his/her graduate
supervisory committee to best satisfy the professional development needs
of the individual and to meet his/her intended goals for the graduate
degree. Students will be strongly encouraged to expand their course
selection to include courses from both the agricultural education and
agricultural communication theoretical underpinnings in order to broaden
their personal skill set to include pedagogy and message development and
delivery. Electives will comprise 12 hours for students selecting the thesis
option and 22 hours for individuals selecting the project option.
No internships or practica are required for the program. Most of the
potential students for this program will be practicing professionals in their
respective occupations of extension educator, agricultural education
teacher, or individuals employed in the agricultural communication
profession.
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7.
Faculty Profile
This proposed degree program requires no additional costs or requirements
in terms of faculty. The faculty required to operate the program are
currently in place both at Kansas State University and via our membership
in the Great Plains Ag IDEA Consortium.
The Department of Communications currently employs five tenure-track
faculty who are graduate faculty and hold terminal degrees. One of these
faculty members holds the rank of Full Professor, while two are currently
at the Associate Professor rank and two hold the Assistant Professor rank.
Core faculty members at Kansas State University include the following:
Lauri Baker, Ph.D., Assistant Professor, Agricultural Communication and
Journalism (recently nominated for graduate facuty status)
Kristina Boone, Ph.D., Professor, Agricultural Communication and
Journalism
Jason Ellis, Ph.D., Assistant Professor, Agricultural Communication and
Journalism (recently nominated for graduate faculty status)
Steven Harbstreit, Ph.D., Associate Professor, Agricultural Education
Shannon Washburn, Ph.D., Associate Professor, Agricultural Education
8.
Student Profile
Currently approximately 180 agriculture teachers provide instruction in
168 high school programs in the state of Kansas. In addition, there are 232
Cooperative Extension agents with a focus on providing education in
agriculture and youth development to the citizens of Kansas. There are 169
Kansas State University Agricultural Communications alumni. These
three groups, agricultural education teachers, extension agents, and
agricultural Communication professionals are the central student
population to be targeted by the proposed degree. Additional populations
of students, who possess no undergraduate degree in agricultural
communication or agricultural education, would like to receive a master’s
degree in order to enhance their employability. These groups of students
would take undergraduate leveling courses in addition to the graduate
program of study made possible by this proposed program.
Continued professional growth is central to success for employees in
agricultural communication, agricultural education and extension
education and this program will provide the framework for their
professional development. In addition, there are numerous individuals
involved in the communication of information about agriculture to both
targeted audiences and the general public in Kansas. These groups make
up the potential population and clientele for this program.
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67
9.
Academic Support
The academic support for the program will be provided by the faculty in
the Department of Communications and a support staff person to handle
the communication for enrollment procedures, scheduling meetings, and
arranging for final project presentations/thesis defense, etc. Recently, an
academic support staff position has been reorganized to generate
additional time for prompt and efficient administration of the program.
Some faculty are currently advising a number of M. S. students in
Curriculum and Instruction due to academic appointments in the College
of Education. When the program grows to the potential identified in the
needs assessment, additional faculty time will be required for advisement
and additional graduate records support staff will be needed to manage the
program. The library currently contains adequate resources to effectively
support this new program. No additional materials are required beyond
normal additions. In addition, M.S. students will have access to academic
computing resources with minimal additional costs to the department.
The responsibilities associated with coordinating graduate programs in the
Department of Communications will be appointed by the Department
Head. A current faculty member – Shannon Washburn will serve as the
initial Graduate Programs coordinator. Specific duties of the Graduate
Program Coordinator will include the following:

Provide overall program leadership

Oversee the work of the academic support person as related to
graduate program needs

Serve as the primary liaison between the program and the
Graduate School, the College of Agriculture, Ag IDEA faculty and
administrative staff, Great Plains IDEA administrators, and other
college and university entities involved with the management of
graduate programs

Partner with the academic support staff in the initial
communication with prospective students

Coordinate efforts to promote the program to applicable target
audiences

Address prospective student questions regarding the application
and admission process and consistently communicate with
applicants on the status of their application materials

Lead faculty in admission decisions according to the admission
criteria and deadlines outlined in this proposal

Direct the support staff in maintaining student files and tracking
degree progress

Work with graduate faculty to ensure that program and student
assessments are completed in a timely manner and that committees
uphold the quality program standards outlined in this proposal
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68
10. Facilities and
Equipment
Anticipated facilities requirements
As the majority of new courses will be offered by distance learning
technology, no new facilities other than those currently in existence will be
required. Departmentally controlled classroom space in Umberger 317
and Waters Annex 104B will be sufficient for delivering the additional
courses that are offered in a face to face format. Office space for the two
graduate assistant positions to conduct research and teaching preparation is
available in current departmentally controlled areas in the Umberger
basement with minimum renovation/costs needed.
New equipment required
No new equipment other than routine replacements will be required to
offer this program. The internet infrastructure exists to adequately support
this program and teaching equipment and facilities are adequate to provide
a high quality program.
Technology needs
The Department of Communications currently possesses the network,
server, and online support services necessary for this new program. The
department currently provides this support for the College of Agriculture
and the State Cooperative Extension Service.
Funds from a USDA outreach grant secured by Lauri Baker will enable the
Department to purchase two site licenses for the Camtasia software for
development of online course materials using a narrated PowerPoint
format which will be coupled with the K-State Online format for online
assessment instruments, group discussions, etc. Online course delivery
protocols adopted by the Great Plains Ag IDEA consortium will be met
using existing software and hardware capabilities. No additional
technology will be required to support this proposed program beyond
routine software updates and licensing and hardware updates currently
built into the departmental academic budget
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69
11. Program Review,
Assessment,
Accreditation –
formal assessment
plan.
Program Review
In order to provide a meaningful and focused self-assessment of the
program’s attainment of goals, future planning, success in meeting the
needs of students, faculty and the Board of Regents; the M.S. in
Agricultural Education and Communication program will participate
in the Kansas Board of Regents review following an eight year review
cycle. The Board of Regents’ review of the department’s
undergraduate programs occurred during the 2010-2011 academic
year, so it would be logical that both the new graduate review and the
next undergraduate review be scheduled for the 2018-19 academic
year. This review will be conducted in accordance with the review
protocols adopted by Kansas State University for all Board of Regents
Reviews. In addition, the program will participate in the Kansas State
University Graduate School mid-cycle review on a four year rotation
for further formal introspection and peer feedback. Furthermore, the
graduate program coordinator will lead annual departmental faculty
reviews of the data generated by the multiple steps outlined in the
Program Assessment Process below. These annual departmental
reviews will be conducted with a focus on attainment of student
learning outcomes, course quality, needs for curricular revision, and to
address both student and external stakeholder needs of the program.
Finally, the graduate program coordinator is a Consortium Degree
Steering Committee member together with a representative of each
contributing member institution in the Great Plains Ag*IDEA
consortium. This steering committee conducts monthly conference
calls for the purpose of joint planning, review of individual course
quality and quantity, troubleshooting course delivery, enrollment etc.,
and to simply maintain open dialog to ensure consortium expectations
are held high and consistently met or exceeded.
Assessment Process
M. S. in Agricultural Education and Communication students are required to
self-assess their knowledge, skills and dispositions upon admission to the
program, at the mid-point of the program (completion of 12 hours), and as
they exit the program. The purpose of these surveys is to document student
growth throughout the program and to assist with program evaluation
focused on continuous improvement of the M. S. in Agricultural Education
and Communication. In addition, advisors and committee members are
required to complete a final examination rubric prior to signing the M. S.
ballot at program completion.
M. S. Graduate Admission Survey
The M. S. in Agricultural Education and Communication requires that each
newly admitted student access the Agricultural Education and
Communication Graduate Admission Survey online and complete it upon
admission to the program. An email will be sent providing directions for
accessing, completing, and submitting the Graduate Admission Survey
during the first semester of coursework.
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70
11. Continued
M. S. Midpoint Self-Assessment Survey
The M. S. in Agricultural Education and Communication requires that
each student access and complete the M. S. Midpoint Self-Assessment
Survey upon completing 12 hours of M. S. coursework. An email will be
sent providing directions for accessing, completing, and submitting the
Midpoint Self-Assessment Survey at this transition point. Students must
make an appointment with their advisor at program mid-point to verify
program progress.
Midpoint Checklist for Advisor
At the mid-point of each M. S. student’s program, the advisor will submit
a checklist to assure that each student is making adequate progress toward
program completion. Items include narrative statements in response to
Student Learning Outcomes, verification of a filed Program of Study, and
an unofficial transcript of course grades. Students must make an
appointment with their advisor to ensure this mid-point progress report is
completed regarding their progress in the program.
M. S. Final Examination Rubric
The M. S. in Agricultural Education and Communication requires
advisors and committee members jointly to complete the M. S. Final
Examination Rubric prior to signing the M. S. ballot. The purpose of the
rubric is to evaluate student performance throughout the program while
utilizing the resulting data for program improvement.
M. S. Graduate Exit Survey
The M. S. in Agricultural Education and Communication requires that
each student access and complete the M. S. Graduate Exit Survey prior to
their scheduled Final Examination/Master’s Project/Thesis. As soon as the
Final Examination is scheduled, an email will be sent providing directions
for accessing, completing, and submitting the M. S. Survey prior to final
program completion.
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12. Costs, Financing
As a result of a reorganization of scheduled undergraduate course
offerings in the department, the recent addition of an instructor line to the
Department of Communication faculty team, the recent hire of two new
tenure line faculty, and the reorganization of a current academic support
personnel position, no additional faculty or resources will be necessary to
implement the program. Specifically, these organizational changes have
been made with a focus on enabling the department to expand its emphasis
to encompass a graduate degree. Five undergraduate courses in
Agricultural Education which had historically been offered twice per year
have been moved to the Fall semester only and one undergraduate course
that had been offered twice per year has been moved to the Spring
semester only for increased efficiency and to open faculty scheduling to
offer graduate course work. In addition, utilizing Student Credit Hour
generated fee increases, an Instructor level position has been added to the
Agricultural Education faculty team during the Fall 2011 semester in order
that tenure-track faculty could add graduate coursework to their load.
With the recent departure of two Agricultural Communications and
Journalism faculty at the Assistant Professor and Instructor ranks, the
Department has been able to convert the Instructor position to an Assistant
Professor position thereby enabling the Summer 2011 start dates of Dr.
Lauri Baker and Dr. Jason Ellis, thereby enabling the program to double
the number of graduate faculty in Agricultural Communications and
Journalism. These two new hires were approved for Graduate faculty
membership in the Fall 2011 semester. Finally, the recent transition of
employment in an academic support personnel position has facilitated the
Department in re-configuring this position to include academic support for
a graduate program. All of these changes which have occurred over the
past six months reflect the Department’s commitment to implementing our
Strategic plan by expanding graduate programming without requesting
additional faculty resources within a challenging budgetary context.
Costs for student recruitment will be derived from existing Departmental
and College recruitment allocations.
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72
CURRICULUM OUTLINE
NEW DEGREE PROPOSALS
Kansas Board of Regents
I.
Identify the new degree:
Master of Science in Agricultural Education and Communication
II.
Provide courses required for each student in the major:
Credit
Hours
(Thesis
Option)
Course Name & Number
Credit
Hours
(Project
Option)
EDCEP 816 – Research Methods
3
3
OR EDLEA 838 – Qual Research in Educ.
3
3
OR SOCIO 824 – Qualitative Methodology
3
3
EDSEC 620 – Hist. & Phil of Career & Tech Ed
3
3
OR AGED 830 – Hist. & Phil of Land Grant
3
3
AGED 840 – Adv. Theory & Meth of Tchg Ag
3
3
OR AGCOM 844 – Theory of Ag. Comm.
3
3
AGED 810 – Soc. Data Anlysis in Ag Comm/Ed
3
0
Electives
To be determined by student and committee
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22
Research
AGED 899 – Master’s Thesis
6
0
OR AGED 890 – Master’s Project
0
1
None Required
0
0
30
32
Core
Courses
Practica
Total
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73
IMPLEMENTATION YEAR
FY __2012______
Fiscal Summary for Proposed Academic Programs
Institution Kansas State University
Proposed Program: M.S. in Agricultural Education and Communications
Part I.
Anticipated
Enrollment
Implementation Year
A. Full-time,
Part-time
Headcount:
B. Total SCH
taken by all
students in
program
Year 2
Year 3
Full-Time
PartTime
FullTime
PartTime
FullTime
PartTime
3
20
8
30
8
30
174
320
320
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
Base Budget
Salaries
Year 2
258,672
OOE
7,526
Total
266,198
Year 3
29,744
Indicate source and amount of funds if other than internal reallocation:
Approved: ________________
Form Revised: September 2003
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74
New Degree Request – Kansas State University
Basic Program Information
Proposing Institution: Kansas State University
Title of Proposed Program: Agricultural Education and Communication
Degree(s) to be offered: Master of Science in Agricultural Education and
Communication
Anticipated Date of Implementation: Summer 2012
Responsible Department: Department of Communication
Center of Education Statistics Code:
Program Proposal Narrative
A.
Program Need and Student Characteristics:
The mission of Kansas State University is to “foster excellent teaching, research, and
service that develop a highly skilled and educated citizenry necessary to advancing the
well-being of Kansas, the nation, and the international community. The university
embraces diversity, encourages engagement and is committed to the discovery of
knowledge, the education of undergraduate and graduate students, and improvement in
the quality of life and standard of living of those we serve.” This proposed Master of
Science degree in Agricultural Education and Communication fits the mission of
discovery of knowledge, the education of graduate students and the improvement in the
quality of life for those we serve. Graduates of this program will include professionals
charged with educating the public regarding the breadth and depth of the agricultural
industry and those responsible for communicating that information to specific audiences
in the agricultural industry as well as the general public. These are central issues directly
tied to the mission of Kansas State University.
With a new administration in place at Kansas State, our goals for 2025 have placed an
increased emphasis upon research and graduate education which will move Kansas State
University into the top 50 research institutions in the U.S. This proposed program, with
its innovativeness and flexibility, has the potential to assist the university in expanding
the graduate student population with the addition of a new program. In addition it is
anticipated that approximately one-third of the students served in the program will pursue
thesis research and the remaining students will be engaged in action research through
non-thesis projects. These students will assist the University in addressing the 2025 goal
by creating an opportunity for graduate level research and scholarship not currently
available to students or faculty in the existing Agricultural Education or Agricultural
Communications and Journalism programs.
Currently approximately 180 agriculture teachers provide instruction in 168 high school
programs in the state of Kansas. In addition, there are 232 Cooperative Extension agents
with a focus on providing education in agriculture and youth development to the citizens
of Kansas. There are 169 Kansas State University Agricultural Communications alumni.
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These three groups, agricultural education teachers, extension agents, and agricultural
Communication professionals are the central student population to be targeted by the
proposed degree. Additional populations of students, who possess no undergraduate
degree in agricultural communication or agricultural education, would like to receive a
Master’s degree in order to enhance their employability. These groups of students would
take undergraduate leveling courses in addition to the graduate program of study made
possible by this proposed program.
Continued professional growth is central to success for employees in agricultural
communication, agricultural education and extension education and this program will
provide the framework for their professional development. In addition, there are
numerous individuals involved in the communication of information about agriculture to
both targeted audiences and the general public in Kansas. These groups make up the
potential population and clientele for this program.
Upon approval, this would be the only Kansas graduate program targeting the nearly 600
professionals in agricultural education, extension education and agricultural
Communication professionals in the state. No other programs exist that target this
specific population in the other Regents institutions. Other programs exist in education
and in communication that provide Master’s level instruction, but they do not target this
specific population with its unique needs. Therefore, the location of this program at
Kansas State University within the College of Agriculture and the Department of
Communications provides the faculty expertise and the commitment to this population of
individuals. Furthermore, prospective graduate students in agricultural communication
and extension education routinely seek graduate degrees in other states rather than
pursuing study in other areas within the state. The proposed program would enable
Kansas State University to serve a large pool of potential graduate students who currently
satisfy their needs for graduate education in other states at institutions such as Oklahoma
State University, the University of Florida, Texas Tech University and the University of
Arkansas.
The Master of Science in Agricultural Education and Communication would not be
competitive with, but rather complimentary to the current Master’s Programs in
Journalism and Mass Communication and in Communication Studies or the Master of
Science in Curriculum and Instruction. Elective courses have been requested for addition
to the program of study for the proposed degree from Journalism and Mass
Communication, Communication Studies, English and Horticulture. No courses were
recommended by the Journalism and Mass Communication faculty or by the
Communication Studies faculty.
Similar programs exist at Land Grant institutions in neighboring states: University of
Missouri, University of Arkansas, and Oklahoma State University. These institutions,
other Land Grant Universities, and Kansas State University cooperate in an agricultural
distance education consortium (Ag IDEA). The proposed program would utilize the Ag
IDEA partnership to expand course offerings for students while keeping a focus on
efficient use of limited resources. In so doing, program inputs would be maximized by
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76
enabling current faculty members to specialize in their contribution to the IDEA
consortium while increasing class sizes by serving students in graduate programs outside
the state of Kansas. Furthermore, prospective students of this program would have the
benefit of receiving graduate coursework from the experts within their respective fields at
other institutions without the complications that arise from attempting to transfer
graduate coursework to Kansas State. Partner institutions who have agreed to share in
this AG IDEA Program include the following:










University of Arkansas
California State University –
Chico
Clemson University
University of Georgia
University of Missouri
Montana State University
North Carolina State University
The Ohio State University
Oklahoma State University
Texas Tech University
An online survey using Dillman’s Tailored Design Method, was conducted in June of
2010 to determine a preliminary estimate of demand for the program. All Kansas
Agricultural Education instructors (n = 169), Kansas State University Agricultural
Communication Alumni (n = 195), and all KSRE Extension personnel (n = 50) were the
sample for the survey. Of the 414 professionals surveyed, a total of 149 responses were
received resulting in a 36% response. Seventy-five percent of the respondents reported
they would likely enroll in the program. This number equates the demand of the program
to provide 47 students enrolling within the first three years and an increased enrollment to
58 in the first four years of the program. This potential enrollment exceeds the standard
by 150 percent for a Master’s degree level program 3-year enrollment expectation.
Further data analysis showed 72 percent of the respondents preferred to take coursework
online. These results indicate the target audience will respond positively to the
asynchronous distance delivery design of this Master’s degree using the Ag IDEA
courses and will likely provide great demand for the program. Furthermore, the Ag
IDEA consortium will enable the program to serve similar audiences across state lines
providing a larger pool of potential students.
Demographic characteristics of the respondents showed the typical prospective student is
female (52.70%), has been in their current position under 10 years (67.22%), lives greater
than 50 miles from Manhattan, Kansas (67.27%), and is under 35 years of age (65.57%).
The potential outcome for the respondents will equate to upward mobility in their current
organizations, higher salaries, and the ability to move into managerial or administrative
positions.
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Admission Guidelines
Admission deadlines for guaranteed review of applications are October 1 for spring
admission, March 1 for summer admission and May 1 for fall admission. Applications
received after the deadline are not guaranteed to be reviewed until the following review
period. Admission to the Master of Science degree program in Agricultural Education
and Communication requires the following:
1. For graduates from colleges and universities in the United States
a. A bachelor's degree from a college or university accredited by the cognizant
regional accrediting agency.
b. Grade point average (GPA) of 3.0 or higher on a 4.0 scale in the last 60 hours of
coursework. This GPA is based only on courses graded on a multi-level scale,
usually A, B, C, D, F.
c. For students who do not meet the above stated GPA requirement, an alternative
would be a combined verbal/quantitative score of 1,000 or higher on the Graduate
Record Examination for tests taken before August 1, 2011 OR a combined
verbal/quantitative score of 210 or higher on the Graduate Record Examination
for tests taken after August 1, 2011.
d. Recommendation letters from three people knowledgeable of the applicant's
professional qualifications.
e. A statement of purpose for pursuing the Master’s degree
2. For graduates of foreign colleges and universities
All international students admitted must demonstrate the same level of achievement as
U.S. students. That is, they must hold a degree from an established institution comparable
to a college or university in the United States, have an outstanding undergraduate record,
have the demonstrated ability to do graduate work, and provide evidence of language
proficiency sufficient for the pursuit of a graduate degree. Admission may be denied to
students from technical schools, which may provide excellent training in special areas,
but do not offer degrees equivalent to those of colleges and universities. International
students are also required to provide recommendation letters from three people
knowledgeable of the applicant’s professional qualifications and a statement of purpose
for pursing the Master’s degree.
Each international applicant whose native language is not English must demonstrate
competence in the English language by achieving a satisfactory score (defined below) on
the Test of English as a Foreign Language (TOEFL), the International English Language
Testing System (IELTS) and Pearson Test of English (PTE). The TOEFL, IELTS or PTE
is required to ensure that the student’s progress toward a degree is not jeopardized by
language barriers. The TOEFL (K-State TOEFL school code 6334) is offered several
times a year throughout the world by the Educational Testing Service, Princeton, New
Jersey. International applicants are advised to take the TOEFL as early as possible to
avoid delays in the processing of their applications for admission. An applicant who has
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78
received a degree in the last two years from a United States college or university is
exempt from this requirement.
English Proficiency Requirements




Applicants who are submitting IBT TOEFL (Internet based) scores must have a
minimum total score of 79 with no part score below 20 on the reading, listening,
and writing sections.
Applicants who are submitting paper-based TOEFL (PBT) test scores must have a
minimum total score of 550 with no part score below 55 on reading or listening
sections and a TWE (Test of Written English) score of 5.0 or higher.
Applicants who are submitting an IELTS score must have a minimum total score
of 6.5 with part scores of 6.5 or higher on the reading, listening, and writing
sections.
Applicants who are submitting a Pearson Test of English (PTE) score must have a
minimum total score of 58 with part scores of 58 or higher.
Applicants who do not meet the scores specified above must meet the following criteria
during the first semester of enrollment in order to satisfy the English proficiency
requirement:

Applicants with one or two low part scores (14-19 IBT, 48-54 PBT, 5.0-6.4
IELTS , or 47-57 PTE) must successfully complete one or more of the specified
classes based on the section of the examination that is below the minimum (20
IBT; 55 on reading or listening sections and a TWE of less than 5.0 on PBT; 6.5
IELTS; 58 PTE):
o DAS 176 – Reading Skills
o DAS 177 – Written Communication
o DAS 178 – Listening Skills
Waivers will not be approved.

Applicants with three part scores below 20 IBT, 55 PBT, 6.5 IELTS, or 58 PTE
are required to take the English Proficiency Test (EPT) and successfully complete
the English course(s) specified on their EPT score reports. Waivers will not be
approved.

Applicants with any one score below 14 IBT, 48 PBT, 5.0 IELTS, or 47 PTE
must take the English Proficiency Test and successfully complete full time
intensive English. Waivers will not be approved.
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B.
Curriculum of the Proposed Program
The curriculum is designed to meet the needs of Agricultural Communication
Professionals, Cooperative Extension Agents, and Secondary Agricultural Education
teachers. These disciplines often are housed in the same departments across the nation
because of their theoretical and practical synergies. While the similarities in practical
application are strong, the differences in theoretical underpinnings make graduate studies
particularly complimentary. Communication draws theory heavily from sociology and to
a lesser extent from psychology while education pulls more heavily from
psychology. The end purposes of agricultural education are focused on the accurate and
effective pedagogical delivery of agricultural messages in formal and informal
educational settings such as secondary school-based programs, cooperative extension
agencies and community based/non-profit approaches to expanding agricultural literacy
among the general public. Agricultural communication is focused on development of
messaging systems that result in internalization of messages and often persuasion. In
practical application, agricultural educators work alongside agricultural communicators
through campaigns and in local settings. In international settings, particularly in
developing countries, the practical applications of these fields are even more closely
intertwined. The curriculum of the proposed program is designed to enable current and
future professionals in these fields to cross-train with their peers in both fields. A copy
of the proposed curriculum is provided as Appendix 1. The Student Learning Outcomes
(objectives) for the proposed Master’s program follow.
Student Learning Outcomes
1. KNOWLEDGE
a. Research and Scholarship
Demonstrate knowledge of research methodology and data interpretation within the
behavioral sciences of Agricultural Education and Communication.
b. Philosophical Context
Demonstrate knowledge of philosophical issues currently being debated in the behavioral
sciences of Agricultural Education and Communication as well as the philosophical
underpinnings of these fields.
c. Theoretical Foundations
Demonstrate knowledge of the theoretical foundations underlying the students’
professional career in the behavioral sciences of Agricultural Education and
Communication.
2. SKILLS
a. Critical Thinking
Demonstrate the ability to interpret information, think critically, analyze and solve
problems, make complex decisions, and evaluate actions.
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b. Communication
Demonstrate effective use of communication skills for specific audiences.
c. Technology
Demonstrate the ability to use technology appropriately in Agricultural Education and
Communication.
3. ATTITUDES AND PROFESSIONAL CONDUCT
a. Personal and Professional Development
Demonstrate a commitment to continued learning, growth, and scholarly activity.
b. Collaboration, Leadership, and Service
Demonstrate a commitment to work collaboratively with others in their professional role,
provide leadership in interactions with peers, and contribute service to their profession.
c. Ethical Behavior
Recognize and address ethical behavior within their professions.
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Required Coursework
The curriculum will consist of a common core of courses and elective courses chosen to
meet the needs of the individual student. Options include either a thesis (30 hours of
course work) or project (32 hours of coursework).
Core Courses
Categories for core courses include: Research Methods, Thesis/Report, Statistics/ Data
Analysis & Interpretation, Philosophical Context, and Theoretical Foundations in the
discipline (see Appendix 1 for listing of the courses). This will comprise 15 hours of
course work for those choosing the thesis option and 10 hours of course work for students
choosing the project option.
Elective Courses
Elective hours will be selected by the student, and his/her graduate supervisory
committee to best satisfy the professional development needs of the individual and in
order to meet their intended goals for the graduate degree. Students will be strongly
encouraged to expand their course selection to include courses from both the agricultural
education and agricultural communication theoretical underpinnings in order to broaden
their personal skill set to include pedagogy and message development and delivery.
Electives will comprise 12 hours for students selecting the thesis option and 22 hours for
individuals selecting the project option.
No internships or practica are required for the program. Most of the potential students for
this program will be practicing professionals in their respective occupations of extension
educator, agricultural education teacher, or individuals employed in the agricultural
communication profession.
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C.
Program Faculty
This proposed degree program requires no additional costs or requirements in terms of
faculty. The faculty required to operate the program are currently in place both at Kansas
State University and via our membership in Great Plains Ag IDEA.
As a result of a reorganization of scheduled undergraduate course offerings in the
department, the recent addition of an instructor line to the Department of Communication
faculty team, the recent hire of two new tenure line faculty, and the reorganization of a
current academic support personnel position, no additional faculty or resources will be
necessary to implement the program. Specifically, these organizational changes have
been made with a focus on enabling the department to expand its emphasis to encompass
a graduate degree. Five undergraduate courses in Agricultural Education which had
historically been offered twice per year have been moved to the Fall semester only and
one undergraduate course that had been offered twice per year has been moved to the
Spring semester only for increased efficiency and to open faculty scheduling to offer
graduate course work. In addition, the College of Agriculture has recently funded an
Instructor level position for addition to the Agricultural Education faculty team during the
Fall 2011 semester in order that tenure-track faculty could add graduate coursework to
their loads. With the recent departure of two Agricultural Communications and
Journalism faculty at the Assistant Professor and Instructor ranks, the Department has
been able to convert the Instructor position to an Assistant Professor position, enabling
the Summer 2011 start dates of Dr. Lauri Baker and Dr. Jason Ellis, and allowing the
program to double the number of graduate faculty in Agricultural Communications and
Journalism. These two new hires were approved for Graduate faculty membership in the
Fall 2011 semester. Finally, the recent transition of employment in an academic support
personnel position has facilitated the Department in re-configuring this position to
include academic support for a graduate program. All of these changes which have
occurred over the past six months reflect the Department’s commitment to implementing
our Strategic plan by expanding graduate programming without requesting additional
faculty resources within a challenging budgetary context.
The Department of Communications currently employs five tenure-track faculty who are
graduate faculty and hold terminal degrees. One of these faculty members holds the rank
of Full Professor, while two are currently at the Associate Professor rank and two hold
the Assistant Professor rank.
Core faculty members at Kansas State University include the following:
Lauri Baker, Ph.D., Assistant Professor, Agricultural Communication and Journalism
Kristina Boone, Ph.D., Professor, Agricultural Communication and Journalism
Jason Ellis, Ph.D., Assistant Professor, Agricultural Communication and Journalism
Steven Harbstreit, Ph.D., Associate Professor, Agricultural Education
Shannon Washburn, Ph.D., Associate Professor, Agricultural Education
In addition, the following faculty members will be contributing members of the program
by virtue of their alliance with the Great Plains Ag IDEA Consortium:
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University of Arkansas
Leslie Edgar, Assistant Professor, Agricultural Communication
Donna Graham, Professor, Agricultural Education
Don Johnson, Professor, Agricultural Education
Jefferson Miller, Associate Professor, Agricultural Communication
George Wardlow, Professor, Agricultural Education
California State University – Chico
Mollie Aschenbrenner, Assistant Professor, Agricultural Education
Clemson University
Tom Dobbins, Professor, Agricultural Education
University of Georgia
Dennis Duncan, Associate Professor, Agricultural Education
Nick Fuhrman, Assistant Professor, Extension Education
Diana King, Assistant Professor, Agricultural Education
Chris Morgan, Assistant Professor, Agricultural Communication
Jason Peake, Assistant Professor, Agricultural Education
University of Missouri
Anna Ball, Associate Professor, Agricultural Education
Tracy Kitchel, Associate Professor, Agricultural Education
Jon Simonsen, Assistant Professor, Agricultural Education
Montana State University
Martin Frick, Professor, Agricultural Education
Shannon Arnold, Assistant Professor, Agricultural Education
North Carolina State University
Barry Croom, Associate Professor, Agricultural Education
Jim Flowers, Professor, Agricultural Education
Jay Jayaretne, Assistant Professor, Extension Education
Mark Kistler, Assistant Professor, Extension Education
Gary Moore, Professor, Agricultural Education
Wendy Warner, Assistant Professor, Agricultural Education
Beth Wilson, Associate Professor, Agricultural Education
Ohio State University
Jamie Cano, Associate Professor, Agricultural Education
Emily Rhoades, Assistant Professor, Agricultural Communication
Suzie Whittington, Associate Professor, Agricultural Education
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Oklahoma State University
Cindy Blackwell, Assistant Professor, Agricultural Communication
Dwayne Cartmell, Associate Professor, Agricultural Communication
Craig Edwards, Professor, Agricultural Education
Kathleen Kelsey, Professor, Agricultural Education
Shane Robinson, Assistant Professor, Agricultural Education
Shelly Peper Sitton, Professor, Agricultural Communication
Rob Terry, Professor, Agricultural Education
Bill Weeks, Professor, Agricultural Education
Texas Tech University
Cindy Akers, Associate Professor, Agricultural Communication
Scott Burris, Assistant Professor, Agricultural Education
David Doerfert, Professor, Agricultural Communication
Erica Irlbeck, Assistant Professor, Agricultural Communication
David Lawver, Professor, Agricultural Education
Courtney Meyers, Assistant Professor, Agricultural Communication
Jon Ulmer, Assistant Professor, Agricultural Education
Graduate Assistants
Currently, two graduate assistantships exist in the Department – one to assist with
undergraduate course delivery and faculty research in Agricultural Education and one to
assist with undergraduate course delivery and faculty research in Agricultural
Communications and Journalism. These assistantships are awarded on a competitive
application and interview basis to students with the requisite industry and academic
ability to be productive in assisting faculty with course delivery and research demands.
Because the majority of anticipated students in the proposed program are practitioners
with full time employment, it is anticipated that demand for graduate assistantships will
be low. Therefore, no additional graduate assistantship needs are anticipated at this time.
D.
Academic Support
The academic support for the program will be provided by the faculty in the Department
of Communications and a support staff person to handle the communication for
enrollment procedures, scheduling meetings, and arranging for final project
presentations/thesis defense, etc. Recently, an academic support staff position has been
reorganized to generate additional time for prompt and efficient administration of the
program. Some faculty are currently advising a number of M. S. students in Curriculum
and Instruction due to academic appointments in the College of Education. When the
program grows to the potential identified in the needs assessment, additional faculty time
will be required for advisement and additional graduate records support staff will be
needed to manage the program. As support staff needs grow (projected by program year
three, internal funding sources will be reallocated to make an additional support staff
hire. The library currently contains adequate resources to effectively support this new
program. No additional materials are required beyond normal additions. In addition,
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85
M.S. students will have access to academic computing resources with minimal additional
costs to the department.
The responsibilities associated with coordinating graduate programs in the Department of
Communications will be appointed by the Department Head. A current faculty member –
Shannon Washburn will serve as the initial Graduate Programs coordinator. Specific
duties of the Graduate Program Coordinator will include the following:
 Provide overall program leadership
 Oversee the work of the academic support person as related to graduate program
needs
 Serve as the primary liaison between the program and the Graduate School, the
College of Agriculture, Ag IDEA faculty and administrative staff, Great Plains
IDEA administrators, and other college and university entities involved with the
management of graduate programs
 Partner with the academic support staff in the initial communication with
prospective students
 Coordinate efforts to promote the program to applicable target audiences
 Address prospective student questions regarding the application and admission
process and consistently communicate with applicants on the status of their
application materials
 Lead faculty in admission decisions according to the admission criteria and
deadlines outlined in this proposal
 Direct the support staff in maintaining student files and tracking degree progress
 Work with graduate faculty to ensure that program and student assessments are
completed in a timely manner and that committees uphold the quality program
standards outlined in this proposal
E.
Facilities and Equipment
Anticipated facilities requirements
As the majority of new courses will be offered by distance learning technology, no new
facilities other than those currently in existence will be required. Departmentally
controlled classroom space in Umberger 317 and Waters Annex 104B will be sufficient
for delivering the additional courses that are offered in a face to face format. Office
space for the two graduate assistant positions to conduct research and teaching
preparation is available in current departmentally controlled areas in the Umberger
basement with minimum renovation/costs needed.
New equipment required
No new equipment other than routine replacements will be required to offer this program.
The internet infrastructure exists to adequately support this program and teaching
equipment and facilities are adequate to provide a high quality program.
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Technology needs
The Department of Communications currently possesses the network, server, and online
support services necessary for this new program. The department currently provides this
support for the College of Agriculture and the State Cooperative Extension Service.
Funds from a USDA outreach grant secured by Lauri Baker will enable the Department
to purchase two site licenses for the Camtasia software for development of online course
materials using a narrated PowerPoint format which will be coupled with the K-State
Online format for online assessment instruments, group discussions, etc. Online course
delivery protocols adopted by the Great Plains Ag IDEA consortium will be met using
existing software and hardware capabilities. No additional technology will be required to
support this proposed program beyond routine software updates and licensing and
hardware updates currently built into the departmental academic budget.
F.
Program Review, Assessment, and Accreditation
Program Review
In order to provide a meaningful and focused self-assessment of the program’s attainment
of goals, future planning, success in meeting the needs of students, faculty and the Board
of Regents; the M.S. in Agricultural Education and Communication program will
participate in the Kansas Board of Regents review following an eight year review cycle.
The Board of Regents’ review of the department’s undergraduate programs occurred
during the 2010-2011 academic year, so it would be logical that both the new graduate
review and the next undergraduate review be scheduled for the 2018-19 academic year.
This review will be conducted in accordance with the review protocols adopted by
Kansas State University for all Board of Regents Reviews. In addition, the program will
participate in the Kansas State University Graduate School mid-cycle review on a four
year rotation for further formal introspection and peer feedback. Furthermore, the
graduate program coordinator will lead annual departmental faculty reviews of the data
generated by the multiple steps outlined in the Program Assessment Process below.
These annual departmental reviews will be conducted with a focus on attainment of
student learning outcomes, course quality, needs for curricular revision, and to address
both student and external stakeholder needs of the program. Finally, the graduate
program coordinator is a Consortium Degree Steering Committee member together with
a representative of each contributing member institution in the Great Plains Ag*IDEA
consortium. This steering committee conducts monthly conference calls for the purpose
of joint planning, review of individual course quality and quantity, troubleshooting
course delivery, enrollment etc., and to simply maintain open dialog to ensure consortium
expectations are held high and consistently met or exceeded.
Program Assessment Process
M. S. in Agricultural Education and Communication students are required to self-assess their
knowledge, skills and dispositions upon admission to the program, at the mid-point of the
program (completion of 12 hours), and as they exit the program. The purpose of these surveys is
to document student growth throughout the program and to assist with program evaluation
focused on continuous improvement of the M. S. in Agricultural Education and Communication.
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In addition, advisors and committee members are required to complete a final examination rubric
prior to signing the M. S. ballot at program completion.
M. S. Graduate Admission Survey
The M. S. in Agricultural Education and Communication requires that each newly admitted
student access the Agricultural Education and Communication Graduate Admission Survey
online and complete it upon admission to the program. An email will be sent providing directions
for accessing, completing, and submitting the Graduate Admission Survey during the first
semester of coursework.
M. S. Midpoint Self-Assessment Survey
The M. S. in Agricultural Education and Communication requires that each student access and
complete the M. S. Midpoint Self-Assessment Survey upon completing 12 hours of M. S.
coursework. An email will be sent providing directions for accessing, completing, and
submitting the Midpoint Self-Assessment Survey at this transition point. Students must make an
appointment with their advisor at program mid-point to verify program progress.
Midpoint Checklist for Advisor
At the mid-point of each M. S. student’s program, the advisor will submit a checklist to assure
that each student is making adequate progress toward program completion. Items include
narrative statements in response to Student Learning Outcomes, verification of a filed Program
of Study, and an unofficial transcript of course grades. Students must make an appointment with
their advisor to ensure this mid-point progress report is completed regarding their progress in the
program.
M. S. Final Examination Rubric
The M. S. in Agricultural Education and Communication requires advisors and committee
members jointly to complete the M. S. Final Examination Rubric prior to signing the M. S.
ballot. The purpose of the rubric is to evaluate student performance throughout the program
while utilizing the resulting data for program improvement.
M. S. Graduate Exit Survey
The M. S. in Agricultural Education and Communication requires that each student access and
complete the M. S. Graduate Exit Survey prior to their scheduled Final Examination/Master’s
Project/Thesis. As soon as the Final Examination is scheduled, an email will be sent providing
directions for accessing, completing, and submitting the M. S. Survey prior to final program
completion.
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The following Student Learning Outcomes listed previously will be utilized to assess the
program’s effectiveness.
1. KNOWLEDGE
a. Research and Scholarship
Demonstrate knowledge of research methodology and data interpretation of the
behavioral sciences of Agricultural Education and Communication.
b. Philosophical Context
Demonstrate knowledge of philosophical issues currently being debated in the behavioral
sciences of Agricultural Education and Communication.
c. Theoretical Foundations
Demonstrate knowledge of the theoretical foundations underlying the students’
professional career in the behavioral sciences of Agricultural Education and
Communication.
2. SKILLS
a. Critical Thinking
Demonstrate the ability to interpret information, think critically, analyze and solve
problems, make complex decisions, and evaluate actions.
b. Communication
Demonstrate effective use of communication skills for specific audiences.
c. Technology
Demonstrate the ability to use technology appropriately in Agriculture and Natural
Resources.
3. ATTITUDES AND PROFESSIONAL CONDUCT
a. Personal and Professional Development
Demonstrate a commitment to continued learning, growth, and scholarly activity.
b. Collaboration, Leadership, and Service
Demonstrate a commitment to work collaboratively with others in their professional role,
provide leadership in interactions with peers, and contribute service to their profession.
c. Ethical Behavior
Recognize and address ethical behavior within their professions of Agricultural
Education and Communication.
Institution's Plans Regarding Program Accreditation
There are no current plans to seek program accreditation as none are available related to
this degree program.
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Appendices
Appendix 1 ...................................Proposed Curriculum
Appendix 2 ...................................Departmental letters of consent on course enrollment
Appendix 3 ...................................Graduate Deans Agreement – Great Plains IDEA
Appendix 4 ...................................Appendix K – Collaborative Program/Degree
Procedures
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Appendix 1
CURRICULUM OUTLINE
NEW DEGREE PROPOSALS
Kansas Board of Regents
Proposed Master of Science in Agricultural Education and Communication
Thesis
Option
18
3
3
3
3
6
0
12
30
Project
Option
10
3
3
3
0
0
1
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32
A. Research Methods (Choose One of the Following)
EDCEP 816 - Research Methods
EDLEA 838 - Qualitative Research in Education
SOCIO 824 - Qualitative Methodology
3
3
B. Philosophical Context (Choose One of the Following)
EDSEC 620 - History & Philosophy of Career and Technical Education
AGED 830 - History and Leadership of the Land Grant
3
3
C. Theoretical Foundation (Choose One of the Following)
AGED 840 – Advanced Theory and Methods of Teaching Agriculture
AGCOM 844 - Theory of Agricultural Communication
3
3
D. Data Analysis & Interpretation
AGED 810 – Social Data Analysis in Communication & Agricultural
Education
3
0
E1. Thesis Research
AGED 899 - Master’s Thesis
6
0
E2. Creative Component
AGED 890 - Master’s Project
0
1
Course
Course Requirement Overview
A. Research Methods
B. Philosophical Context (see below)
C. Theoretical Foundation (see below)
D. Statistics/Data Analysis & Interpretation
E1. Thesis Research
E2. Creative Component
Elective Courses
Total Hours
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12
AGCOM 610
Electives
Crisis Communication
AGCOM 712
Environmental Communication
AGCOM 810
Scientific Communication
AGED 615
AGED 621
Laboratory and Safety Techniques in Teaching
Agriculture
Program Planning in Agricultural Education
AGED 704
Extension Organization and Programs
AGED 705
AGED 706
Organization Problems in Teaching Agricultural
Mechanics
Principles of Teaching Adults in Extension
AGED 734
Practicum in Agriculture-Related Occupations
AGED 736
Practicum in Extension Education
AGED 786
Topics in Agricultural Education
AGED 823
Agricultural Education for Beginning Teachers
AGED 824
AGED 850
Young Farmer and Adult Farmer Education in
Agriculture
Curriculum Development in Agriculture I
AGED 852
Curriculum Development in Agriculture II
AGED 855
Field Studies in Agricultural Education
AGED 858
ENGL 510
Program Planning and Evaluation in Agricultural
and Extension Education
Management of Volunteers in Agricultural and
Extension Education
Introduction to Professional Writing
ENGL 759
Studies in Technical Communication
RRES 635
Methods of Environmental Interpretation
RRES 640
Advanced Environmental Interpretation
AGED 859
Note: Additional elective courses available subject
to approval by the student’s graduate committee
28
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92
Appendix 2
29
93
30
94
31
95
32
96
33
97
34
98
35
99
36
100
Appendix 3
37
101
38
102
Appendix 4
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APPENDIX K
COLLABORATIVE PROGRAM/DEGREE PROCEDURES
Proposals for collaborative programs/degrees must include the following and should be
limited to two pages:
(a) A brief description of the nature of the collaboration and the benefits to Kansas
AG*IDEA, an affiliate of the Great Plains IDEA is a national consortium of Land Grant
Universities offering programs and courses in agricultural disciplines. Participating member
institutions have the opportunity to share courses with students at other institutions and to
provide their own students with access to faculty expertise beyond their “home” institution.
The resulting benefit to Kansas State University students is a larger pool of potential courses
from which to choose, greater flexibility in scheduling needed courses, and access to a
broader pool of faculty expertise for course instruction. In addition, the consortium provides
the option for students to complete their entire degree in an asynchronous online format in
order to serve a broader potential student population.
In addition, participation in the consortium enables the Department of Communications to
provide Kansas State University graduate students with the option to complete a Master of
Science in Agricultural Education and Communication in a much more efficient manner than
if every course were offered by Kansas State University faculty. Not only does this enable
faculty to make efficient use of their instructional time, by teaching courses with potential for
larger enrollments, but also it enables faculty members to contribute fewer total courses to
the degree program. Furthermore, the consortium also enables faculty to focus on their
respective areas of expertise in the graduate courses they contribute to the consortium.
The AG*IDEA structure mandates that all consortium courses have a “local” course title and
course number regardless of the “offering” institution. A local campus coordinator is
charged with cross-referencing every offered consortium course with the course number
offered on their respective campus. This course management responsibility is coordinated
through a shared online program called ExpanSIS which serves as the enrollment portal for
students as well as the home for grade posting and other academic processes. These
protocols enable Kansas State University students to complete every course for their degree
with a Kansas State University course name and number. This prevents students from
barriers created by the more traditional means of transferring courses. Member institutions
charge a uniform tuition for all AG*IDEA courses and Graduate Deans and administrators of
all member institutions have adopted a formal agreement of this structure.
(b) List of partners in the collaboration and degrees/certificates (if any) to be conferred by
each partner
The following institutions will collaborate on the delivery of the proposed Master of Science
in Agricultural Education and Communication:
 University of Arkansas
 Montana State University
 California State University – Chico
 North Carolina State University
 Clemson University
 The Ohio State University
 University of Georgia
 Oklahoma State University
 University of Missouri
 Texas Tech University
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(c)
Description of faculty load and faculty compensation for each partner
Faculty load and faculty compensation for each partner institution are at the discretion of the
partner institution and are not mandated by the consortium. As per Great Plains IDEA
Consortium policy, tuition dollars are distributed in the following manner:
The institution that is offering the course to the Consortium receives 75% of the tuition
generated. The institutional home for the student enrolled in a course offered by another
member institution receives 12.5% of that students’ tuition. The AG*IDEA consortium
receives 12.5% of the tuition generated for all courses. Restated, courses taught by Kansas
State University would result in 87.5% of the tuition generated for all Kansas State
University students enrolled and 12.5% of the tuition generated for all non-Kansas State
University students enrolled. Courses in which Kansas State University students enroll that
are taught by other member institutions would result 12.5% of the tuition generated by each
Kansas State University student.
(d) Tuition/fees for each partner
The agreed upon common price for the 2011-12 academic year is $465 per graduate credit
hour. This is the tuition to be charged by each member institution for consortium courses as
per AG*IDEA Consortium Policy. This fee includes instruction and examinations only.
Books, student travel, and other course materials are not included. Participation in the
AG*IDEA consortium requires that all students be admitted to one of the partner universities.
Each university has their own application fee. No other course fees are assessed as per the
agreement of the member institutions.
(e)
Description of student support services provided by each partner
(1) Academic Advising
(2) Financial Aid
(3) Access to facilities
(4) Transcripting procedures
Due to the nature of the AG*IDEA agreements, every student who applies for admission to
the proposed degree at Kansas State University would be considered a Kansas State
University graduate student. For each student pursuing the degree at Kansas State
University, 100% of their transcripted courses would be Kansas State University courses
with a Kansas State University faculty member of record. Therefore, each member
institution is responsible for all student support services to the students pursuing the degree at
their institution. All Kansas State University students will be served by a Kansas State
University Academic Advisor, their Financial Aid services would be provided by Kansas
State University, they would have the same access to Kansas State University facilities as
any other Kansas State University graduate student, and their entire degree program would be
transcripted by Kansas State University, therefore, they would follow the same transcripting
procedures.
(f) Plans for joint use of facilities
There are no plans for joint use of facilities.
(g) Plans for joint purchase and/or maintenance of facilities (1-19-05)
There are no plans for joint purchase or maintenance of facilities.
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106
107
108
109
110
111
112
113
114
115
116
117
118
119
Master of Science in
Agricultural Education and
Communication
New Degree Proposal – Assessment Plan
Kansas State University Department of Communications
9/19/2011
120
M.S. in Agricultural Education and Communication
Assessment Plan
Department of Communications
Program Review, Assessment, and Accreditation
Program Review
In order to provide a meaningful and focused self-assessment of the program’s attainment
of goals, future planning, success in meeting the needs of students, faculty and the Board
of Regents; the M.S. in Agricultural Education and Communication program will
participate in the Kansas Board of Regents review following an eight year review cycle.
The Board of Regents’ review of the department’s undergraduate programs occurred
during the 2010-2011 academic year, so it would be logical that both the new graduate
review and the next undergraduate review be scheduled for the 2018-19 academic year.
This review will be conducted in accordance with the review protocols adopted by
Kansas State University for all Board of Regents Reviews. In addition, the program will
participate in the Kansas State University Graduate School mid-cycle review on a four
year rotation for further formal introspection and peer feedback. Furthermore, the
graduate program coordinator will lead annual departmental faculty reviews of the data
generated by the multiple steps outlined in the Program Assessment Process below.
These annual departmental reviews will be conducted with a focus on attainment of
student learning outcomes, course quality, needs for curricular revision, and to address
both student and external stakeholder needs of the program. Finally, the graduate
program coordinator is a Consortium Degree Steering Committee member together with
a representative of each contributing member institution in the Great Plains Ag*IDEA
consortium. This steering committee conducts monthly conference calls for the purpose
of joint planning, review of individual course quality and quantity, troubleshooting
course delivery, enrollment etc., and to simply maintain open dialog to ensure consortium
expectations are held high and consistently met or exceeded.
Assessment Process
M. S. in Agricultural Education and Communication students are required to self-assess their
knowledge, skills and dispositions upon admission to the program, at the mid-point of the
program (completion of 12 hours), and as they exit the program. The purpose of these surveys is
to document student growth throughout the program and to assist with program evaluation
focused on continuous improvement of the M. S. in Agricultural Education and Communication.
In addition, advisors and committee members are required to complete a final examination rubric
prior to signing the M. S. ballot at program completion.
Data will be collected each semester for all students that complete the program. A target average
score of 2.5 on a 4-point scale on the M.S. Final Examination Rubric has been established by the
faculty to be the level of achievement necessary for successful completion. Data will be
summarized each year in May and reviewed by the faculty. The faculty will annually utilize this
data to determine if changes/improvements need to be made to the program.
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121
M. S. Graduate Admission Survey
The M. S. in Agricultural Education and Communication requires that each newly admitted
student access the Agricultural Education and Communication Graduate Admission Survey
online and complete it upon admission to the program. An email will be sent providing directions
for accessing, completing, and submitting the Graduate Admission Survey during the first
semester of coursework. (See attached document)
M. S. Midpoint Self-Assessment Survey
The M. S. in Agricultural Education and Communication requires that each student access and
complete the M. S. Midpoint Self-Assessment Survey upon completing 12 hours of M. S.
coursework. An email will be sent providing directions for accessing, completing, and
submitting the Midpoint Self-Assessment Survey at this transition point. Students must make an
appointment with their advisor at program mid-point to verify program progress. (See attached
document)
Midpoint Checklist for Advisor
At the mid-point of each M. S. student’s program, the advisor will submit a checklist to assure
that each student is making adequate progress toward program completion. Items include
narrative statements in response to Student Learning Outcomes, verification of a filed Program
of Study, and an unofficial transcript of course grades. Students must make an appointment with
their advisor to ensure this mid-point progress report is completed regarding their progress in the
program. (See attached document)
M. S. Final Examination Rubric
The M. S. in Agricultural Education and Communication requires advisors and committee
members jointly to complete the M. S. Final Examination Rubric prior to signing the M. S.
ballot. The purpose of the rubric is to evaluate student performance throughout the program
while utilizing the resulting data for program improvement.
M. S. Graduate Exit Survey
The M. S. in Agricultural Education and Communication requires that each student access and
complete the M. S. Graduate Exit Survey prior to their scheduled Final Examination/Master’s
Project/Thesis. As soon as the Final Examination is scheduled, an email will be sent providing
directions for accessing, completing, and submitting the M. S. Survey prior to final program
completion. (See attached document)
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122
The following Student Learning Outcomes listed previously will be utilized to assess the
program’s effectiveness.
1. KNOWLEDGE
a. Research and Scholarship
Demonstrate knowledge of research methodology and data interpretation of the
behavioral sciences of Agricultural Education and Communication.
b. Philosophical Context
Demonstrate knowledge of philosophical issues currently being debated in the behavioral
sciences of Agricultural Education and Communication.
c. Theoretical Foundations
Demonstrate knowledge of the theoretical foundations underlying the students’
professional career in the behavioral sciences of Agricultural Education and
Communication.
2. SKILLS
a. Critical Thinking
Demonstrate the ability to interpret information, think critically, analyze and solve
problems, make complex decisions, and evaluate actions.
b. Communication
Demonstrate effective use of communication skills for specific audiences.
c. Technology
Demonstrate the ability to use technology appropriately in Agriculture and Natural
Resources.
3. ATTITUDES AND PROFESSIONAL CONDUCT
a. Personal and Professional Development
Demonstrate a commitment to continued learning, growth, and scholarly activity.
b. Collaboration, Leadership, and Service
Demonstrate a commitment to work collaboratively with others in their professional role,
provide leadership in interactions with peers, and contribute service to their profession.
c. Ethical Behavior
Recognize and address ethical behavior within their professions of Agricultural
Education and Communication.
3
123
Institution's Plans Regarding Program Accreditation
There are no current plans to seek program accreditation as none are available related to
this degree program.
4
124
Checklist for Responsibilities and Assessment in the
M. S. Program in Agricultural Education and Communications
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Apply for admission to the degree program.
Receive an official letter of acceptance from the Graduate School.
Access the Student Learning Outcomes of the MS in Agricultural Education
and Communications to provide the projected outcomes from your program
participation.
Create an e-id (K-State email address) to be used throughout the program.
( http://eid.k-state.edu )
Complete the M. S. Graduate Admission Survey for Agricultural Education
and Communications
Contact the advisor assigned to you for an initial program planning
appointment.
File a Program of Study (including names of committee members)
before/after completing 9 hours of coursework
(http://www.k-state.edu/grad/gscurrent/guideforms/index.htm )
After 12 hours of coursework, complete the Midpoint
Self-Assessment Survey for Agricultural Education and Communications
After 12 hours of coursework, make an appointment with your advisor
so he/she may fill out a Midpoint Checklist for Advisor verifying that you
have filed a program of study and are making adequate progress on your
program.
During your final semester, enroll in any final course(s) and
AGED 890 Masters Project or AGED 899 Masters Thesis.
Meet with your advisor to file an Approval to Schedule Final
Examination form on a date preapproved by committee members.
(http://www.k-state.edu/grad/gscurrent/guideforms/masters.htm)
Submit a Program/Committee Change form if necessary.
Prior to your Final Examination ( project/thesis), access and complete the
M.S. in Agricultural Education and Communications Program Completion
Survey
Present your Program Project or Thesis at your scheduled final examination
through a PowerPoint presentation
At your Final Examination, your committee will complete the MS. Program
Completion Rubric to assess your overall program performance.
Complete the Graduate School Exit Survey, complete all requirements for
graduation, and pay graduation fees.
Receive the M. S. in Agricultural Education and Communications degree.
5
125
Kansas State University  Department of Communications
M.S. in Agricultural Education and Communication
Graduate Admission Survey
The purpose of this survey is to gather information for the Department of Communications in the College of
Agriculture. Providing this information will assist the program in helping you reach the Student Learning Outcomes
and your professional goals in your program.
The survey consists of two parts:
1.
2.
General information on your professional background which includes teaching, diversity, technology
experiences as well as awareness of professional dispositions;
Graduate Admission Self-Assessment Survey based on specific Student Learning Outcomes as you enter
an advanced program.
PART ONE: Professional Background
Education/Teaching Experience:
1.
Are you currently employed in the educational field?
Yes
2.
No
Indicate your current professional status by selecting one of the following categories.
Cooperative Extension
4-H Youth Agent
Ag Communications Professional
Teacher - Secondary
Teacher - Community College
Teacher - University
3.
How many years of experience do you have?
0 yrs
1-5 yrs.
6-10 yrs
11-15 yrs.
Over 15 yrs.
Experience with Diverse Populations:
Diversity may be defined as “Differences among groups of people and individuals based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical areas.”
4.
To what degree have you worked professionally with each of the following diverse populations?
Ethnicity
Race
Socioeconomic Status
Gender
Exceptionalities
Language
Religion
Sexual Orientation
Never
Never
Never
Never
Never
Never
Never
Never
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
6
Often
Often
Often
Often
Often
Often
Often
Often
Frequently
Frequently
Frequently
Frequently
Frequently
Frequently
Frequently
Frequently
126
Geographical Areas
5.
Never
Seldom
Often
Frequently
To what extent are you prepared to work with each of the following diverse populations?
Ethnicity
Race
Socioeconomic Status
Gender
Exceptionalities
Language
Religion
Sexual Orientation
Geographical Areas
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Basic
Basic
Basic
Basic
Basic
Basic
Basic
Basic
Basic
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Experience with technology:
6.
How would you evaluate yourself in your integration of technology in your field?
Unsatisfactory
7.
Basic
Proficient
Distinguished
To what extent to you utilize the following technologies in your field and potentially in your upcoming
graduate program?
Document camera (e.g. Elmo, Eiki)
Unsatisfactory
Basic
Proficient
Distinguished
Computer projection device (e.g. LCD
projector)
Unsatisfactory
Basic
Proficient
Distinguished
Hand-held technologies (e.g. PDA,
MP3, calculator, electronic response
system)
Unsatisfactory
Basic
Proficient
Distinguished
Office Suite software (e.g. word
processing, spreadsheet, presentation
software)
Unsatisfactory
Basic
Proficient
Distinguished
Asynchronous and synchronous
communication methods (e.g. chat
room, message board, email, Wimba)
Unsatisfactory
Basic
Proficient
Distinguished
Critical evaluation tools for electronic
resources (ability to evaluate and
utilize websites, etc.)
Unsatisfactory
Basic
Proficient
Distinguished
Research tools available through
Kansas State library resources (e.g.
electronic databases quantitative and
qualitative data analysis programs)
Unsatisfactory
Basic
Proficient
Distinguished
7
127
Kansas State University  Department of Communications
M.S. in Agricultural Education and Communication
PART TWO: Student Learning Outcome Self-Assessment Survey
The M.S. in Agricultural Education and Communications builds its program on the foundation of ten Student
Learning Outcomes in the areas of Knowledge, Skills, and Attitudes and Professional Conduct (Dispositions). In
order to determine your level of proficiency for each outcome as you enter the program, we request a selfassessment of your level of performance for each Student Learning Outcome. You will also be evaluated on these
Student Learning Outcomes by your advisor and committee members when you complete the program.
Be assured that your response has no impact on your final evaluation or grades throughout the program. We
simply want to determine your Knowledge, Skills, and Professional Attitudes and Dispositions as you enter the
program, and later your growth at program completion.
Directions: Read each expected Student Learning Outcome and select your current level of proficiency for each
outcome upon admissions into the program.
1.
KNOWLEDGE
1a. Research and Scholarship. To what degree do you possess knowledge of research methodology and
data interpretation within the behavioral sciences of Agricultural Education and Communication?
Uncertain
Basic
Proficient
Distinguished
1b. Philosophical Context. To what degree do you possess knowledge of philosophical issues currently
being debated in the behavioral sciences of Agricultural Education and Communication?
Uncertain
Basic
Proficient
Distinguished
1c. Theoretical Foundations. To what degree do you possess knowledge of the theoretical foundations
underlying the students’ professional career in the behavioral sciences of Agricultural Education and
Communication?
Uncertain
2.
Basic
Proficient
Distinguished
SKILLS
2a. Critical Thinking. To what degree do you demonstrate the ability to interpret information, think
critically, analyze and solve problems, make complex decisions, and evaluate actions?
Uncertain
Basic
Proficient
Distinguished
2b. Communication. To what degree do you demonstrate effective use of communication skills and
modalities?
Uncertain
Basic
Proficient
Distinguished
2c. Technology. To what degree do you demonstrate the ability to use technology to promote student
learning?
Uncertain
Basic
Proficient
8
Distinguished
128
3.
ATTITUDES AND PROFESSIONAL CONDUCT (DISPOSITIONS)
3a. Personnel and Professional Development. To what degree to you demonstrate a commitment to
continued learning, growth, and scholarly activity?
Uncertain
Basic
Proficient
Distinguished
3b. Collaboration, Leadership, and Service. To what degree do you demonstrate a commitment to work
collaboratively with others in your profession role, provide leadership in interactions with peers, and
contribute service to the profession?
Uncertain
Basic
Proficient
Distinguished
3c. Ethical and Caring Behavior. To what degree do you recognize and address moral and ethical
responsibilities within your profession and practice professional ethics?
Uncertain
Basic
Proficient
9
Distinguished
129
MID-POINT CHECKLIST FOR ADVISOR
M. S. in Agricultural Education and Communications
(Completion of 12 hrs)
The completion of 12 hours of coursework toward the M. S. in Curriculum &
Instruction is considered a mid-point in the program. This is a checklist for you to ensure
that your MS student is making progress toward completing the program,
Please indicate ( X ) below to confirm the submission and the approval of each of
the following mid-point criteria for continuing in the program:
1. _____ Narrative statements in response to Student Learning Outcomes questions.
2. _____ Student demonstrates adequate progress toward degree completion.
3. _____ Program of Study filed with the Graduate School
4. _____ Plans and basic concepts are outlined and are in place for completion of the
M.S. Project or Thesis
5. _____ Unofficial transcript of grades for first 12 hours of graduate coursework.
Comments: (Is the student making adequate progress toward the Knowledge, Skills, and
Professional Dispositions in the M. S. in Agricultural Education and Communication
program?)
Advisor: Forward this form to the Graduate Program Coordinator, Dr. Shannon G.
Washburn, 112 Umberger Hall, Department of Communications, Kansas State
University
10
130
Kansas State University  Department of Communications
M.S. in Agricultural Education and Communication
Graduate Exit Survey
The purpose of this survey is to evaluate your growth in your program. This evaluation will guide the Office of
Graduate Studies and your specific advanced program (M.S.) toward program improvement.
The survey consists of two parts:
1.
2.
Growth in experiences with diversity, technology, and professional dispositions;
Final self-assessment based on specific Student Learning Outcomes as you complete an advanced
program.
PART ONE: Diversity/Technology/Dispositions
Experience with Diverse Populations:
Diversity may be defined as “Differences among groups of people and individuals based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical areas.”
1.
To what degree have you worked professionally with each of the following diverse populations while you
were in the program?
Ethnicity
Race
Socioeconomic Status
Gender
Exceptionalities
Language
Religion
Sexual Orientation
Geographical Areas
2.
Never
Never
Never
Never
Never
Never
Never
Never
Never
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Seldom
Often
Often
Often
Often
Often
Often
Often
Often
Often
Frequently
Frequently
Frequently
Frequently
Frequently
Frequently
Frequently
Frequently
Frequently
To what extent are you prepared to work with each of the following diverse populations as you complete
the program?
Ethnicity
Race
Socioeconomic Status
Gender
Exceptionalities
Language
Religion
Sexual Orientation
Geographical Areas
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Basic
Basic
Basic
Basic
Basic
Basic
Basic
Basic
Basic
11
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
Distinguished
131
Experience with technology:
3.
How would you evaluate yourself in your integration of technology?
Unsatisfactory
4.
Basic
Proficient
Distinguished
To what extent are you prepared to work with the following technologies as you complete the program?
Document camera (e.g. Elmo, Eiki)
Unsatisfactory
Basic
Proficient
Distinguished
Computer projection device (e.g.
LCD projector)
Unsatisfactory
Basic
Proficient
Distinguished
Hand-held technologies (e.g. PDA,
MP3, calculator, electronic
response system)
Unsatisfactory
Basic
Proficient
Distinguished
Office Suite software (e.g. word
processing, spreadsheet,
presentation software)
Unsatisfactory
Basic
Proficient
Distinguished
Asynchronous and synchronous
communication methods (e.g. chat
room, message board, email,
Wimba)
Unsatisfactory
Basic
Proficient
Distinguished
Critical evaluation tools for
electronic resources (ability to
evaluate and utilize websites, etc.)
Unsatisfactory
Basic
Proficient
Distinguished
Research tools available through
Kansas State library resources (e.g.
electronic databases quantitative
and qualitative data analysis
programs)
Unsatisfactory
Basic
Proficient
Distinguished
12
132
Kansas State University  Department of Communications
M.S. in Agricultural Education and Communication
PART TWO: Student Learning Outcome Self-Assessment Survey
The M.S. in Agricultural Education and Communications builds its program on the foundation of ten Student
Learning Outcomes in the areas of Knowledge, Skills, and Attitudes and Professional Conduct (Dispositions). In
order to determine your level of proficiency for each outcome at your mid-point in the program, we request a selfassessment of your level of performance for each Student Learning Outcome. You will also be evaluated on these
Student Learning Outcomes by your advisor and committee members when you complete the program.
Be assured that your response has no impact on your final evaluation or grades throughout the program. We
simply want to determine your Knowledge, Skills, and Professional Attitudes and Dispositions as you enter the
program, and later your growth at program completion.
Directions: Read each expected Student Learning Outcome and select your current level of proficiency for each
outcome upon admissions into the program.
1.
KNOWLEDGE
1a. Research and Scholarship. To what degree do you possess knowledge of research methodology and
data interpretation within the behavioral sciences of Agricultural Education and Communication?
Uncertain
Basic
Proficient
Distinguished
1b. Philosophical Context. To what degree do you possess knowledge of philosophical issues currently
being debated in the behavioral sciences of Agricultural Education and Communication?
Uncertain
Basic
Proficient
Distinguished
1c. Theoretical Foundations. To what degree do you possess knowledge of the theoretical foundations
underlying the students’ professional career in the behavioral sciences of Agricultural Education and
Communication?
Uncertain
Basic
Proficient
Distinguished
Please enter any comments or suggestions about KNOWLEDGE below:
2.
SKILLS
2a. Critical Thinking. To what degree do you demonstrate the ability to interpret information, think
critically, analyze and solve problems, make complex decisions, and evaluate actions?
Uncertain
Basic
Proficient
Distinguished
2b. Communication. To what degree do you demonstrate effective use of communication skills and
modalities?
Uncertain
Basic
Proficient
13
Distinguished
133
2c. Technology. To what degree do you demonstrate the ability to use technology to promote student
learning?
Uncertain
Basic
Proficient
Distinguished
Please enter any comments or suggestions about SKILLS below:
3.
ATTITUDES AND PROFESSIONAL CONDUCT (DISPOSITIONS)
3a. Personnel and Professional Development. To what degree to you demonstrate a commitment to
continued learning, growth, and scholarly activity?
Uncertain
Basic
Proficient
Distinguished
3b. Collaboration, Leadership, and Service. To what degree do you demonstrate a commitment to work
collaboratively with others in your profession role, provide leadership in interactions with peers, and
contribute service to the profession?
Uncertain
Basic
Proficient
Distinguished
3c. Ethical and Caring Behavior. To what degree do you recognize and address moral and ethical
responsibilities within your profession and practice professional ethics?
Uncertain
Basic
Proficient
Distinguished
Please enter any comments or suggestions about DISPOSITIONS below:
Please enter any overall comments relating to the M.S. in AGRICULTURAL EDUCATION AND
COMMUNICATIONS program below:
14
134
Kansas State University
Department of Communications
College of Agriculture
M.S. in Agricultural Education and Communications
M.S. Final Examination
Final Examination / Masters Completion Rubric
M.S. in Agricultural Education and Communications
Kansas State University
Directions to Committee: Select the rubric description for each Student Learning
Outcome that best reflects the quality of the Masters Completion Portfolio
documentation/presentation.
15
135
1. KNOWLEDGE
1
Unsatisfactory
2
Basic
3
Proficient
4
Distinguished
Theoretical
Foundations:
Demonstrates
knowledge of the
foundations of the
discipline.
Reflects minimal
knowledge of
foundations,
principles, and
issues
Reflects basic
knowledge of
foundations,
principles, and
issues.
Reflects
thorough
knowledge of
foundations,
principles, and
issues.
Reflects an
optimal
knowledge of
foundations,
principles, and
issues.
Research and
Scholarship:
Demonstrate
knowledge of
research
methodology.
Reflects minimal
knowledge of
research
methods in
interpretation of
published
research.
Reflects basic
knowledge of
research
methods in
interpretation of
published
research.
Reflects
thorough
knowledge of
research
methods in
interpretation of
published
research.
Reflects optimal
knowledge of
research methods
in interpretation
of published
research.
Theoretical
Foundations:
Demonstrate
Foundational
knowledge of
Agricultural
Education &
Communications as
related to the
student’s
professional goals.
Reflects minimal
knowledge of the
theoretical
foundations of
the selected area
of agricultural
education and
communication.
Reflects basic
knowledge of the
theoretical
foundations of
the selected area
of agricultural
education and
communication.
Reflects
thorough
knowledge of the
theoretical
foundations of
the selected area
of agricultural
education and
communication.
Reflects optimal
knowledge of the
theoretical
foundations of the
selected area of
agricultural
education and
communication.
Additional Comments:
16
136
2. SKILLS
1
Unsatisfactory
Critical Thinking:
Demonstrate the
ability to interpret
information, think
critically, analyze and
solve problems, make
complex decisions, and
evaluate actions.
Communication:
Demonstrate effective
use of a variety of
communication skills
and modalities.
Technology:
Demonstrate the
ability to use
technology
Provides
minimal
examples of
critical thinking,
problem solving,
decision making,
and reflective
evaluation.
Demonstrates
minimal
communication
skills through
oral, written, and
visual
communication.
Provides
minimal
examples of use
of technology.
2
Basic
3
Proficient
4
Distinguished
Provides
Provides
general
specific
Provides optimal
examples of
examples of
examples of
critical thinking, critical thinking, critical thinking,
problem
problem
problem solving,
solving, decision solving, decision decision making,
making, and
making, and
and reflective
reflective
reflective
evaluation.
evaluation.
evaluation.
Demonstrates
Demonstrates
Demonstrates
basic
strong
optimal
communication communication
communication
skills through
skills through
skills through
oral, written,
oral, written,
oral, written, and
and visual
and visual
visual
communication. communication.
communication.
Provides
Provides basic
Provides optimal
meaningful
examples of use
examples of use of
examples of use
of technology.
technology.
of technology.
Additional Comments:
17
137
3. ATTITUDES AND PROFESSIONAL CONDUCT
1
2
Unsatisfactory
Basic
Personal and
Reveals minimal
Reveals basic
Professional
plan for
plan for
Development:
continued
continued
Demonstrate a
professional
professional
commitment to
development
development
continued learning,
beyond the MS
beyond the MS
growth, and
degree.
degree.
scholarly activity.
Collaboration,
Leadership, and
Service:
Provides
Provides basic
Demonstrate a
minimal
examples of
commitment to
examples of
professional
work collaboratively
professional
collaboration,
with others in their
collaboration,
leadership, or
professional role,
leadership, or
service/commitm
provide leadership
service/commit
ent to the
in interactions with
ment to the
profession.
peers, and
profession.
contribute service to
the profession.
Ethical Behavior:
Indicates
Recognize and
Indicates basic
minimal
address moral and
concern or
concern or
ethical
interest in moral
interest in moral
responsibilities
and ethical
and ethical
within their
responsibilities
responsibilities
profession and
within the
within the
practice
profession.
profession.
professional ethics.
Additional Comments:
18
3
Proficient
4
Distinguished
Reveals specific
plan for continued
professional
development
beyond the MS
degree.
Reveals optimal
plan for
continued
professional
development
beyond the MS
degree.
Provides specific
examples of
professional
collaboration,
leadership, or
service/commitm
ent to the
profession.
Provides optimal
examples of
professional
collaboration,
leadership, or
service/commitm
ent to the
profession.
Indicates specific
concern or
interest in moral
and ethical
responsibilities
within the
profession.
Indicates optimal
concern or
interest in moral
and ethical
responsibilities
within the
profession.
138
ALIGNMENT MATRIX: M.S. Agricultural Education and Communication


Place an “X” for courses or experiences in which students have the opportunity to learn the outcome
(coursework, other program requirements).
Place an “A” for courses or experiences in which student performance is used for program level
assessment of the outcome. (assignments in courses, evaluation of final thesis, report, dissertation)
Research
Theoretical
Philosophical
Methods
Foundations
Context Core
Core
Core
Courses
Courses
Courses
University & Degree program
SLOs
KNOWLEDGE:
a. Research & Scholarship
KNOWLEDGE:
b. Philosophical Context
KNOWLEDGE:
c. Theoretical Foundations
SKILLS:
a. Critical Thinking
SKILLS:
b. Communication
SKILLS:
c. Technology
ATTITUDES & PROFESSIONAL
CONDUCT:
a. Personal and Professional
Development
ATTITUDES & PROFESSIONAL
CONDUCT:
b. Collaboration, Leadership, and
Service
ATTITUDES & PROFESSIONAL
CONDUCT:
c. Ethical Behavior
X
X
X
X
Thesis or
Project
Option
Core
Courses
Elective
Courses
A
X
A
X
X
X
A
X
X
X
A
X
X
X
A
X
X
X
A
X
X
X
A
X
X
X
A
X
X
X
A
X
19
139
New Program Proposal
Basic Program Information
1. Proposing Institution: Kansas State University, as a partner in the HORT
AG*IDEA distance education consortium including University of NebraskaLincoln, North Carolina State University, and Texas Tech University
2. Title of proposed program: Graduate Certificate in Advanced Horticulture
3. Degree to be offered: Graduate Certificate
4. Anticipated date of implementation: Spring 2012
5. Responsible department(s): Horticulture, Forestry, and Recreation Resources
1
140
Program Proposal Narrative
Introduction: Increasingly, universities offering horticulture programs have had to
consolidate their resources and eliminate their breadth in programming. Given the
diversity in horticulture ranging from vegetable and fruit production to floral, nursery
crops and landscape management, the resulting degree programs across the nation
each have developed certain focal areas of expertise. A unique opportunity for
collaborating exists between these institutions to access these pockets of excellence
without having to dramatically increase faculty and facilities. Previous distance
education experience by the cooperating institutions has proven that there is a demand
for graduate level horticulture certificates offered via distance. Through the AG*IDEA
(Agriculture Interactive Distance Education Alliance), many of these potential needs can
be met.
This document proposes a graduate-level certificate in Advanced Horticulture at Kansas
State University as a partner of Hort AG*IDEA (www.agidea.org <Horticulture>).
Though the Horticulture AG*IDEA consortium has proposed three graduate certificates
in horticulture (Advanced Horticulture; Floriculture and Nursery Production
Management; and Ornamentals, Landscape and Turf), K-State is proposing to adopt
only the Advanced Horticulture Graduate Certificate at this time. Discussions with
departmental faculty and administration of the College of Agriculture Academic
Programs Office led to this decision because there is significant overlap in coursework
requirements between the three certificate programs, so adopting the certificate in
Advanced Horticulture became the action of choice because of its flexibility and breadth
of application. This certificate would be available to students entirely by distance or by
a combination of on-campus and distance courses to address the range of needs of
diverse target audiences.
Partnering universities who are offering one or more of the certificates through their
institution and who are committed to providing the majority of course offerings are KState, the University of Nebraska-Lincoln, North Carolina State University, and Texas
Tech University. Additional institutions that have actively participated in the planning
process and may offer one or more of the certificates in the future include the University
of Kentucky, Iowa State University, Mississippi State University, and North Dakota State
University.
The distance-only students who are targeted for this graduate certificate are students
with an undergraduate degree who are interested in or in need of advanced instruction
across the broad field of horticulture. Potential audiences include
• Advanced master gardeners who have a B.S. in a plant science discipline
• Employees of horticulture industries, including golf course superintendents,
landscape designers, and production managers
• Vocational agriculture teachers
• Extension agents
2
141
The on-campus students who are targeted for this graduate certificate (and could
complete any combination of on-campus and distance coursework) are seeking a
graduate degree in another department at K-State, such as Entomology, Plant
Pathology, Biology, Landscape Architecture, or Regional and Community Planning, but
desire a strong underpinning in Horticulture because of research or career focus. This
would support interdisciplinary educational experiences in Horticulture. The proposed
graduate certificate in horticulture is parallel to the graduate certificate in Entomology
that is currently offered by that department
(http://www.entomology.ksu.edu/DesktopDefault.aspx?tabid=100).
A. A statement of the educational objectives of the certificate program:
Because of the diversity of subject matter and learner interest, the Advanced
Horticulture Graduate Certificate is an individually-designed program of 12-credits of
graduate coursework in horticultural science. Therefore, the educational objective of
the program is broad, yet specific enough to be assessed within the context of an
individual student‟s program:
Provide advanced understanding of the physiological processes that govern plant
reproduction, growth and/or development within the practical context of the cultural and
business practices applied in a horticultural discipline.
B. List of courses associated with the Advanced Horticulture Graduate
Certificate:
Students, upon consultation with their advisors, will select a minimum of 12-credits of
coursework from graduate courses available through Hort AG*IDEA and Kansas State
University. Note that all courses already exist and are currently offered at the
participating institutions. The Hort AG*IDEA courses that are listed have been
submitted for addition to the KSU catalog. At least one course with a basis in
horticultural crop physiology (Group A) should be included in the Certificate Completion
Plan for the certificate.
Courses with a ‘basis in horticultural crop physiology’ (Group A) include:
 HORT 706 Turfgrass Science (3-credits, KSU; on-campus and being developed
as a distance course)
Water, temperature, light, soil, and management stresses affecting turfgrass growth; cultural practices
that reduce injury.

HORT 800 Horticultural Physiology (3-credits, KSU; on-campus course)

HORT 815 Plant Nutrition and Nutrient Management (3-credits, UNL and NCSU;
distance course)
Discussions of recent advances in horticultural crop plant physiology, including improvements in
horticultural crops resulting from applications of molecular biology and biotechnology.
Focuses on the macro and micronutrient elements and their function in the growth and development of
plants. Emphasis will be placed on the roles of single elements, interactions/balances between elements,
and nutrient deficiency/toxicity symptoms as they affect the physiology of the whole plant and
management of nutrient applications. The relationships between crop nutrition and production and
environmental considerations (yield, drought, temperature, pests) will be explored.
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
AGRON 820 Plant Water Relations (3-credits; KSU, on-campus course; TTU,
distance course)
Properties of water, terminology in plant and soil water relations, environmental aspects of plant-water
relations, soils as a water reservoir, water as a plant component, water movement through the plant,
special aspects of transpiration, development and significance of internal water deficits, drought
resistance mechanisms, water consumption by crop plants.

HORT 960 Environmental Plant Stress (3-credits, KSU; on-campus course)
Physiological, biochemical and morphological factors involved in stress development and resistance will
be discussed.
Courses that provide ‘practical context of the cultural and business practices
applied in a horticultural discipline’ include:
 HORT 600 Herbaceous Ornamental Plant Production (2 credits, KSU; oncampus course)
The principles and commercial practices for producing annual and herbaceous perennial landscape
plants from seed and cuttings. Analysis of crop production costs will be emphasized.

HORT 625 Floral Crops Production and Handling (2 credits, KSU; on-campus
and distance course)
Principles and commercial practices for producing floral potted crops and cut flowers emphasizing the
physical responses of plants to their environment and postharvest physiology will be covered. Required
prerequisite: Principles of Horticultural Science or the equivalent.

HORT 630 General Viticulture (3 credits, NCSU; distance course)

HORT 640 Pr/Water Issues in Lawn and Landscape (3 credits, KSU; distance
course)
Focus is on aspects of grapes, from vine anatomy to final products produced from them. Includes
cultivars, propagation, canopy management, diseases, weed control, physiology, anatomy, irrigation,
wine production, climates and soils. .
Critical water issues related to irrigation in urbanizing watersheds, with an emphasis on water quality and
quantity will be examined. Factors impacting water scarcity and quality will be discussed. Understanding
the interrelatedness of correct irrigation practices and water quality/quantity, and will equip students to
protect water resources.

HORT 695 Introduction to Permaculture (3 credits, NCSU; distance course)

HORT 710 Plant Cell, Tissue and Organ Culture (3 credits, KSU; on-campus
course)
Exploration of a thinking/design methodology that seeks to provide for the physical needs of humans,
including food, water, shelter, energy, etc. while doing so in an environmentally-friendly, sustainable
manner. Three hours lecture a week.
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 organculture for crop improvement will be explained. The variety of tissue-culture techniques will be highlighted.
Selected readings and practical tissue culture projects will be required.

HORT 715 Advanced Interiorscaping (3 credits, TTU; distance course)

HORT 720 Environmental Nursery Production (3 credits, NCSU; distance course)
Focus is the physiological principles and industry practices in the production, moving, care, and
maintenance of interior plants. This course will provide students the career tools to design, install and
maintain inerior plantscapes through knowledge of interior plant physiology, care and maintenance.
Cultural practices used with nursery production will be presented with focus on the adoption of best
management practices, conservation of resources, scientific research-based investigations related to
nursery cultural practices, potential risks to nursery personnel, and off-site movement of air-borne
materials and effluents to surrounding areas and public watersheds.
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
HORT 760 Business Management for Horticultural Enterprises (3 credits, UNL;
distance course)
Focus is on developing a detailed business plan for the service, design and production businesses in
horticulture that incorporates considerations of start-up capitalization, insurance, investments, legal
accounting and employee compensation. Strategic decision-making and aspects of a horticulture firms
that are unique to its industries, such as product seasonality and perishability, will be discussed.

HORT 775 Plant Breeding Methods (3 credits, NCSU; distance course)
Focus is on introductory plant breeding principles with emphasis on traditional methods of developing
improved cultivars of cross-pollinated, self-pollinated, and asexually-propagated horticultural crops, and
the genetic principles on which breeding methods are based. The course provides a general background
in all areas of plant breeding as a foundation for mastering more complex breeding principles.
Summary of courses available in the „Graduate Certificate in Advanced Horticulture‟
program.
Course Number (Cr) Course Name
Group A – 3 credits minimum
HORT 706 (3)
Turfgrass Science
Institution(s)
Delivery Method
K-State
Horticultural Physiology
Plant Nutrition and Nutrient
Management
HORT 960 (3)
Environmental Plant Stress
AGRON 820 (3)
Plant Water Relations
AGRON 820 (3)
Plant Water Relations
Group B – up to 9 credits
HORT 600 (2)
Herbaceous Ornamental
Plant Production
HORT 625 (2)
Floral Crops Production
and Handling
HORT 630 (3)
General Viticulture
HORT 640 (3)
Pr/Water Issues in the
Lawn and Landscape
HORT 695 (3)
Introduction to
Permaculture
HORT 710 (3)
Plant Cell, Tissue and
Organ Culture
HORT 715 (3)
Advanced Interiorscaping
HORT 720 (3)
Environmental Nursery
Production
HORT 760 (3)
Business Management for
Horticulture Enterprises
HORT 775 (3)
Plant Breeding Methods in
Horticulture
K-State
UNL, NCSU
On-campus and
distance
On-campus
Distance
K-State
K-State
TTU
On-campus
On-campus
Distance
K-State
On-campus
K-State
NCSU
KSU
On-campus and
distance
Distance
Distance
NCSU
Distance
KSU
On-campus
TTU
NCSU
Distance
Distance
UNL
Distance
NCSU
Distance
HORT 800 (3)
HORT 815 (3)
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C. Statement of how the courses associated with the certificate will meet the
stated educational objective
The educational objective, re-stated below, has two components: 1) advanced
understanding of plant physiological processes, and 2) advanced understanding, within
a practical or applied horticultural context, of cultural and/or business practices.
Provide advanced understanding of the physiological processes that govern plant
reproduction, growth and/or development within the practical context of the cultural and
business practices applied in a horticultural discipline.
The courses associated with the certificate are grouped according to these two
components. Group A (above) includes those courses that focus heavily on
physiological processes, and the remaining courses provide practical or applied context
within a horticultural discipline.
D. Statement of the need for the proposed certificate
A market scan of currently operating graduate distance education programs in
horticulture in the U.S. was completed by Great Plains IDEA. Following are the results:
University/School
Program Name
Degree
North Carolina
State University
Texas Tech
Graduate Certificate in
Horticultural Sciences
Master of Science in
Horticulture
Master of Science in
Natural Resources
and Environmental
Sciences (emphasis
on Horticulture)
Master of Science in
Agricultural and Life
Sciences
University of
Illinois
Virginia Tech
Overall
Cost
(includes
fees)
$6,765
# Credits
or Units
Certificate
Calculated
Credit
Hour
Cost
$451
M.S.
$539
$19,392
36
M.S.
$354
$11,328
32
M.S.
$886
$26,565
30
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Following is an excerpt about demand for the distance-only Advanced Horticulture
Certificate from the Hort AG*IDEA Business Plan:
“Between 2007 and 2010, Ms. Cathy Dickinson at UNL received and responded to 59
inquiries regarding online master's degree programs and/or graduate‐level courses in
horticulture and turf management. Of those 59 inquiries, 54 were received in the
three‐year period, 2007‐2009, for an average of 18 inquiries per year. North Carolina
State University logs 20 to 25 requests for information for the graduate certificates or
Masters in Horticulture via distance education each year with approximately 10 of these
students enrolling in a program. Of the 54 inquiries for UNL programs, 8 individuals
went on to be admitted to online master's degree programs (MAS/MAg or M.S. in
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Agronomy) or enrolled in graduate courses on a non-degree‐seeking basis. All of these
students would have enrolled in an online M.S. in Horticulture degree program had it
been available to them, and all will be interested in the expanded list of courses
available through the certificate program. There are an additional 5 master's students,
who are either recent graduates or about to graduate, would have enrolled in an online
M.S. in Horticulture degree program had it been available to them. In addition, an
informal count of students contacting the Department of Plant and Soil Science at Texas
Tech University regarding online graduate level horticulture courses indicates about 30
students a semester or 60 students a year are interested in additional information on the
distance horticulture options. Of these students roughly half enroll in a degree or
certificate program. The online horticulture M.S. at Texas Tech is the most rapidly
growing program in the Department of Plant and Soil Science and accounts for 30 M.S.
and 5 certificate students at this time.”
Therefore, Hort AG*IDEA anticipates a program size of 5 to 10 students per institution
per year. At K-State, we anticipate that the number of students actively engaged in
pursuing an Graduate Certificate in Advanced Horticulture will probably be about 5
students at a time, with up to 10 students taking classes offered through Hort
AG*IDEA‟s course share, which our participation in the Certificate program facilitates.
E. Description of the certificate program’s administration
Administrative oversight of the certificate program will exist within the HFRR department
with close partnerships with staff of AG*IDEA and the Division of Continuing Education.
Within HFRR, a program coordinator will have primary responsibility for administering
the program, with support of the Graduate Programs Director and Graduate Committee
for admissions decisions.
To gain admission, students will be approved for admission by the HFRR department
Graduate Committee. Students will apply directly to the Graduate Programs Director;
the director will forward to the HFRR program coordinator and 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; or concurrent enrollment in a graduate degree program at KSU or an accredited
university. Applicants should have proficiency in the computer operations necessary to
complete web-based distance courses.
To ensure that a student‟s progress towards Certificate completion is not jeopardized by
a language barrier, international applicants whose native language is not English must
demonstrate competence in the English language by achieving a satisfactory score on
the Test of English as a Foreign Language (TOEFL; internet-based exams must have a
minimum total score of 79 with no part score below 20 on the reading, listening and
writing sections; paper-based exams must have a minimum total score of 550 with no
part score below 55 on reading or listening sections and a TWE score of 5.0 or higher),
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the International English Language Testing System (IELTS; minimum total score of 6.5
with part scores of 6.5 or higher on the reading, listening, and writing sections), or
Pearson Test of English (PTE; minimum total score of 58 with part scores of 58 or
higher). An applicant who has received a degree in the last two years from a United
States college or university is exempt from this requirement.
F. Estimated budget to support the certificate program
K-State Budget
AG*IDEA tuition is set at $445 per graduate credit hour, as agreed upon by the member
institutions. The teaching institution receives 75% of the tuition, the university providing
the student receives 12.5% of the tuition, and the consortium receives 12.5% of the
tuition to fund administrative expenses. Therefore, if K-State both teaches the course
and provides the student, return per credit hour is $389 or $1,167 for a 3-credit course;
if K-State only teaches the course, the return per credit hour is $334 or $1,002 for a 3credit course; and if K-State only provides the student, the return per credit hour is $56
or $168 for a 3-credit course. No additional course fees are allowed via the AG*IDEA
tuition agreement.
Part I. Anticipated
Enrollment
Implementation
Year
Full-time Part-time
0
3
9
Year 2
Full-time
0
15
Year 3
Part-time Full-time
5
0
21
Part-time
7
A. Headcount
B. Total SCH 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.
This program may be somewhat unique in that there are no costs associated with
implementing it that are not already covered in the tuition generated. That is, the
distance courses will generate revenue that will support the administration of the
program and supplement faculty pay for instructors. On-campus courses are already
taught, and the program would enhance enrollment in low-enrollment graduate courses.
The combination of consortium courses and on-campus courses optimizes course
offerings for K-State graduate students at no additional cost to HFRR.
G. Names of faculty associated with or contributing to the certificate program
Faculty instructors and qualifications
Name: Dale Bremer, Ph.D
Rank or Title: Associate Professor
Department: Dept. of Horticulture, Forestry, and Recreation Resources
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Institution: Kansas State University
Teaching and Research Experience:
Research: water conservation and trace‐gas fluxes between turf and the atmosphere
Teaching: Water Issues in the Lawn and Landscape (lead instructor)
Name: Steve Keeley, Ph.D
Rank or Title: Associate Professor
Department: Dept. of Horticulture, Forestry, and Recreation Resources
Institution: Kansas State University
Teaching and Research Experience:
Research: turfgrass nutrition and stress physiology
Teaching: Water Issues in the Lawn and Landscape (co-instructor), Turfgrass Science
Name: Helen Kraus, Ph.D
Rank or Title: Professor
Department: Department of Horticulture Science
Institution: NC State University
Teaching and Research Expertise:
Research: irrigation and fertilizer management of container‐grown nursery crops
Teaching: Environmental Nursery Management
Name: Dave Lambe
Rank or Title: Professor of Practice
Department: Department of Agronomy and Horticulture
Institution: University of Nebraska‐Lincoln
Teaching and Research Experience:
Research: marketing capabilities of woody ornamentals and grasses and
entrepreneurship education.
Teaching: Business Management for Horticultural Enterprises.
Name: Cynthia McKenney, Ed.D
Rank or Title Professor of Horticulture
Department: Department of Plant and Soil Science
Institution: Texas Tech University
Teaching and Research Expertise:
Research: Water conserving landscapes, native plant improvement an alternative uses
for native plants.
Teaching: Advanced Interiorscaping
Name: Ellen Paparozzi, Ph.D
Rank or Title: Professor
Department: Agronomy and Horticulture Department
Institution: University of Nebraska‐Lincoln
Teaching and Research Experience:
Research: Research methods that involve the growing of floricultural and ornamental
plants, and the execution complex plant nutritional experiments and train
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undergraduate and graduate students in sectioning and embedding plant material for
light and fluorescence microscopy.
Teaching: Plant Nutrition and Nutrient Management
Name: Sunghun Park, Ph.D.
Rank or Title: Assistant Professor
Department: Horticulture, Forestry, and Recreation Resources
Institution: Kansas State University
Teaching and Research Expertise:
Research: Molecular transformation, tissue culture
Teaching: Plant Cell, Tissue and Organ Culture
Name: Channa Rajashekar, Ph.D.
Rank or Title: Professor
Department: Dept. of Horticulture, Forestry, and Recreation Resources
Institution: Kansas State University
Teaching and Research Experience:
Research: Plant stress physiology, phytochemicals
Teaching: Horticultural Crop Physiology, Plant Stress Physiology
Name: Sara Elizabeth Spayd, Ph.D
Rank or Title: Extension Viticulture Specialist/Professor
Department: Department of Horticulture Science
Institution: NC State University
Teaching and Research Experience:
Research: cultivars evaluation and cultural practices of bunch grapes to optimize fruit
quality.
Teaching: General Viticulture
Name: Kimberly A. Williams, Ph.D
Rank or Title: Professor
Department: Dept. of Horticulture, Forestry, and Recreation Resources
Institution: Kansas State University
Teaching and Research Expertise:
Research: crop production in protected environments, water and nutrient management
during greenhouse production, and floriculture crops
Teaching: Herbaceous Ornamental Crop Production, Floral Crops Production and
Handling
H. Current Coordinator of Program
Kimberly A. Williams, Professor, Horticulture
K-State Dept. Horticulture, Forestry, and Rec. Res.
2021 Throckmorton Hall
Manhattan, KS 66506-5506
785/532-1434
kwilliam@ksu.edu
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I.
Student Learning Outcomes and Assessment of the Program
Student learning outcomes for the Advanced Horticulture Graduate Certificate program
include the student‟s ability to attain:
1. A fundamental understanding of the basic plant physiology associated with crops
under horticultural production.
2. A proficiency in advanced principles and practices in horticultural production.
The assessment of whether learning outcomes have been met is difficult to accomplish
because of the breadth and flexibility of the program‟s curriculum. Therefore, an
individualized approach to student assessment will be used. When a student begins the
certificate program, they will identify an Area of Focus within Horticulture through
conversation with the Program Administrator, such as floral crops production, fruit crops
production, landscape management, turf management, etc. A series of 5 short-answer
questions relating to the general physiology of horticulture crops plus 5 short-answer
questions relating specifically to their chosen Area of Focus will be administered prior to
the student taking their first course of the certificate program. The physiology questions
will be the same for all students of the program; the Area of Focus questions will be
designed for each student of the program based on their personal goals. The same
assessment instrument will be administered again upon the student‟s completion of the
program. The student‟s answers at both time points will be graded with the same rubric,
and change in scores will be noted. Over time, this data will reveal which Areas of
Focus are strongest and whether the learning outcomes are being met via gain in
student performance. Data will be shared and discussed with the HFRR graduate
teaching faculty every 3 years and the assessment plan will be adjusted.
The common assessment questions would evaluate knowledge of content covered in
any of the required „Group A‟ courses. An example of the type of general physiology of
horticulture question that may be used in a pre- and post-test, with responses graded
via rubric, is as follows:
“Outline at least four metabolic functions of the essential plant nutrient potassium in
[insert horticultural crop of student’s interest]. Assuming conditions of potassium
deficiency and drought stress, explain how fertilization with a soluble potassium nutrient
source will immediately impact the crop’s metabolic function.”
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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. Proficiency
in plant
physiology
2. Proficiency
in advanced
principles and
practices of
horticultural
production
How will the learning outcomes be assessed? What groups will be included in the
assessment?
SLO
1. Proficiency in plant
physiology
2. Proficiency in
advanced principles and
practices of horticultural
production and/or
business
Direct Assessment
Method
Pre- and post-program
assessment instrument
will include the same 5
physiology-related
questions for all students
Target score at endprogram: > 85%
Indirect Assessment
Measure
Exit interview with the KSU
program director and
completion of a self
assessment survey asking
students their confidence in
knowledge gain associated
with this SLO
Who will be Assessed?
Pre- and post-program
assessment instrument
will include 5
individualized questions
for the student‟s Area of
Focus; the same
instrument will be
administered at the
beginning and end of the
Certificate program
Target score at endprogram: > 85%
Exit interview with the KSU
program director and
completion of a self
assessment survey asking
students their confidence in
knowledge gain associated
with this SLO
All students enrolled in
Certificate program at
beginning and completion of
the program
All students enrolled in
Certificate program at
beginning and completion of
the program
What is the program’s process for using assessment results to improve student
learning?
The K-State specific data (pre- and post-test of short-answer questions for students
completed a Graduate Certificate in Advanced Horticulture through K-State) will be
shared and discussed with the HFRR graduate teaching faculty every 3 years and the
instructional and assessment plans will be adjusted as needed. This assessment will
be conducted for both on-campus and distance students who participate in the K-State
Graduate Certificate.
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A representative from each of the contributing institutions participates in monthly
conference calls with all members of the alliance, so the general program data will be
shared and discussed in this forum. Program assessment is a part of the annual report
of the program to the AG*IDEA Board of Directors and is discussed by the participants
yearly.
J. Program Performance Objectives
As per the Hort AG*IDEA business plan, the Advanced Horticulture Graduate Certificate
program will be evaluated based on the program‟s ability to 1) recruit and retain
students, and 2) the time required to complete the Certificate program. The level to
which students meet the program‟s learning outcomes is addressed within institution
and for K-State is described in Section I above.
To meet Hort Ag*IDEA‟s program performance objectives, data will be collected from a
number of sources, including:
1. Student demographics. These will include student numbers, retention, and time to
complete a Certificate.
2. Periodic student surveys. Students will be asked to complete two surveys that will
help evaluate program effectiveness and perceived learning. One survey will be
conducted as they enter the Certificate program and a second after they complete the
Certificate.
Program performance targets for the first five years of the program:
1. Student numbers should increase by 15% each year.
2. Student retention rate should be >85%.
3. Average time to complete a Certificate should be < three years.
4. At least 75% of students will achieve a B grade or better in key coursework related to
student learning outcomes.
5. At least 85% of students will agree that their coursework has made them better able
to communicate horticultural principles with others in their field.
6. At least 85% of students will agree that their coursework has made them better
prepared to solve problems they might encounter in the work place.
K. Endorsements
Letters of endorsement from HFRR and the College of Agriculture are attached.
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