Minutes of the Graduate Council
November 1, 2011 - 3:30 p.m.
Pending approval of December 6, 2011 Meeting
Members Present: P. Ackerman, D. Ben-Arieh, L. Brannon, M. Charney, C. Craft, M. DePaoli, S. Eckels, J. Edgar, J.
Kim, K. Kramer, R. Krishnamoorthi, D. Renter, T. Salsberry, C. Shoemaker, E. Swilley, K. Taylor, E. Titgemeyer, R.
Welti, L. Williams, D. Yetter, J. Yu
Members Absent: S. Alavi, M. Daniels, D. Higgins, T. Keane, J. Kozar, T. Melgarejo, D. Mrozek, T. Musch, K.
Olibe, A. Raef, L. Tatonetti
Guests: C. Polson, D. Youngman
1. Opening remarks
- The new Graduate School website launched in October, all faculty are encouraged to look at the site and update
any previous bookmarks or links that no longer work within their department.
- The Revised GRE Exam was released in August 2011 and all departments who require GRE scores are asked to
review the current score reporting schedule dates listed on the GRE website.
2. Minutes of the October 4, 2011 meeting were approved as presented.
3. Graduate School Actions and Announcements
The following appointments for graduate faculty memberships were approved by the Dean of the Graduate
School.
Membership
APPROVAL
NAME
POSITION
DEPARTMENT/PROGRAM
DATE BY GRAD
SCHOOL
Leilei Shen
Philippe Belley
Anson Ho
Haijun Kang
Eleanor Sayre
Jeremy Schmit
Cameron Leader-Picone
Caroline M Tushabe
Peri da Silva
Kathy Ankerson
Amy Betz
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Professor
Assistant Professor
Economics
Economics
Economics
Educational Leadership
Physics
Physics
English
Women’s Studies
Economics
Interior Architecture & Product Design
Mechanical & Nuclear Engineering
9/16/2011
9/16/2011
9/15/2011
9/21/2011
9/21/2011
9/21/2011
9/28/2011
9/28/2011
9/15/2011
9/15/2011
9/15/2011
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.
Anindita Das
Bradley Langer
Adjunct Asst. Professor
Assistant Professor
Family Studies & Human Serv.
Modern Languages
GRADUATE
FACULTY TYPE
Non-Graduate
Non-Graduate
Anna Hiller
Melinda Cro
Sara Luly
Nicholas Krehbiel
Phillip Ugorowski
Peggy Honey
Assistant Professor
Assistant Professor
Assistant Professor
Research Associate
Research Asst. Professor
Associate Professor
Modern Languages
Modern Languages
Modern Languages
Graduate School
Mechanical & Nuclear Eng.
Apparel, Textiles & Int. Design
Associate
Associate
Associate
Associate
Associate
Associate
Loubna Tazi
Amanda Morales
Tonnie Martinez
Lee Cohnstaedt
Research Asst. Professor
Assistant Professor
Assistant Professor
Adjunct Asst. Professor
Division of Biology
Curriculum & Instruction
Curriculum & Instruction
Entomology
Membership
Membership
Membership
Membership
Peri da Silva
Amy Betz
Kathy Ankerson
Sherrie Martinie
Assistant Professor
Assistant Professor
Professor
Assistant Professor
Economics
Mechanical & Nuclear Eng.
Interior Arch & Prod. Design
Curriculum & Instruction
Certification
Certification
Certification
Certification
Kun Chen
Assistant Professor
Statistics
Memb. & Cert.
NAME
POSITION
DEPARTMENT/PROGRAM
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
Human Ecology
Human Ecology
Course
Number
GERON 600
GERON 605
Human Ecology
GERON 610
Human Ecology
Human Ecology
Human Ecology
Human Ecology
GERON 615
GERON 620
GERON 725
GERON 775
Title
Seminar in Gerontology
Practicum in Gerontology
Seminar in Long-Term Care
Administration
Long-Term Care Administration
Internship
Problems in Gerontology
Topics in Gerontology
Perspectives in Gerontology
Effective
Date
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Human Ecology
GERON 776
Human Ecology
Human Ecology
Human Ecology
Arts and Science
Arts and Science
Arts and Science
GERON 777
GERON 778
GERON 779
BIOCH 950
ENGL 662
ENGL 762
Arts and Science
Arts and Science
Arts and Science
GEOG 702
MUSIC 670
MUSIC 680
Program Evaluation and Research
Methods in Gerontology
Public Policy: Economic and Social
Impacts on Older Adults
Aging and the Family
Professional Seminar in Gerontology
Enzyme Chemistry
Playwriting
Advanced Playwriting
Computer Mapping & Geographic
Visualization
Advanced Studies in Music Education
Advanced Rehearsal Techniques
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Expedited Drop Course
College
Arts and Science
Course
Number
BIOL 899
Arts and Science
Arts and Science
KIN 630
KIN 700
Arts and Science
Arts and Science
Arts and Science
Arts and Science
KIN 718
MUSIC 601
MUSIC 620
MUSIC 711
Title
Master’s Research in Microbiology
Design and Analysis of Exercise and Sport
Equipment
Physical Culture in the Western World
Cinematographic and Videographic
Analysis of Human Movement
Western Music Before 1750
Music Calligraphy and Score Preparation
Practical Composition and Arranging
Effective
Date
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Non-Expedited New Courses
College
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Arts and Science
Course
Number
BIOL 808
ENGL 756
ENGL 758
ENGL 769
MC 750
MUSIC 810
MUSIC 821
MUSIC 822
MUSIC 823
MUSIC 824
MUSIC 825
Title
Mechanisms of Eukaryotic Gene
Regulation
Business Communication
Scientific Communication
Creative Writing Workshop/Special Topic
Strategic Health Communication
Curriculum Development and Learning
Assessment
Piano Pedagogy
Piano Pedagogy II
Supervised Teaching in Piano
Half Recital in Piano
Lecture Recital in Piano
Effective
Date
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Fall 2012
Summer
2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Non-Expedited Curriculum Changes
College
Course
Number
Arts and Science
Arts and Science
Title
Geographic Information Science Graduate
Certificate
Master of Music
Effective
Date
Spring 2012
Spring 2012
Non-Expedited New Curriculum
College
Course
Number
Graduate School
Title
Graduate Certificate in Homeland
Security
Effective
Date
Spring 2012
5. Graduate Student Affairs Committee – Steven Eckels, Chairs
The committee is currently reviewing the handbook to clarify intentions of a few current 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 is currently continuing discussion on the Graduate School’s strategic planning process to engage
graduate faculty and students. This mission will come together in the form of a full proposed strategic plan for the
purpose of K-State 2025 themes. The proposal will come to the Graduate Council during the spring semester,.
7. Graduate School Committee on Assessment and Review – Kevin Lease, Liaison
No action items to report.
8. Graduate Student Council Information – Matt Sellner, President
- The Executive committee of the Graduate Student Council met with the vice president of Finance to gather ideas
on raising money for travel grants and other student council needs.
- “Research and the State” was held on October 31; the winners will represent K-State at the Capitol Graduate
Research Summit in Topeka on February 16, 2012.
- Spring research forum information is now posted on the Graduate School website under Graduate Student
Council and “Research Forums.”
9. University Research and Scholarship
- Dr. Guikema recently returned from the National Science Foundation and reported that K-State took top prize in
two of three competitions conducted.
- Distinguished Graduate Faculty recipient Frank White conducted a presentation in the Little Theatre on
November 3 titled “A Plant Pathogen Turns on the World.”
10. Other business
2011-2012 Commerce Bank Distinguished Graduate Faculty recipients are Dr. Neil Phillips, English and Dr. ZJ
Pei, Industrial and Manufacturing Systems Engineering.
11. Graduate Fellowship Announcements
No items to report.
12. Graduate School Calendar of Events
11/1 Deadline to submit “Approval to Schedule Final Examination” to the Graduate School to have your name
appear in the December commencement program.
11/1 Graduate Council Meeting (3:30 – 5:00 pm – Union Staterooms)
11/7 Graduate Student Council Meeting (12:00 – 1:00 pm – Union 209)
11/10 Deadline to submit graduate faculty nominations and course and curriculum changes for December
Graduate Council Meeting
11/15 Graduate Council Committee on Assessment & Review (3:00 p.m. – 102 Fairchild Hall)
11/16 Graduate Council Student Affairs Committee Meeting (1:00 p.m. – Union 205)
11/16 Graduate Council Academic Affairs Committee (11:00 a.m. – 102 Fairchild Hall)
11/16 Graduate Council Committee on Planning (2:30 p.m. – 102 Fairchild Hall)
11/29 Deadline to participate in Fall Commencement.
•
Online registration to participate in commencement must be completed. Beginning in late
November, commencement information and the web address to register online to participate in
commencement will be sent to those students whose Approval to Schedule Final Examination form has
been received in the Graduate School.
•
To officially graduate in December 2011, your final examination ballot and the final copy of the
electronic dissertation or master’s level thesis/report must be in the Graduate School.
11/29 Deadline for Doctoral and MFA Degree Candidates Only: All requirements must be completed,
including submission of your final examination ballot and final submission of your electronic
dissertation (doctoral students only) to participate in Fall Commencement.
11/29 New Graduate Faculty Orientation (10:00 am-12:00 pm – Union Room 209)
- 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)
Expedited Course Changes
Department of Center on Aging
Course Changes:
Course
Number
Course Title
Change term offering
FROM:
Change term
offering TO:
GERON 600
GERON 605
GERON 610
Seminar in Gerontology
Practicum in Gerontology
Seminar in Long-Term Care
Administration
Spring
Fall, Spring
January Intersession
GERON 615
Long-Term Care Administration
Internship
Problems in Gerontology
Topics in Gerontology
Perspectives in Gerontology
Fall, Spring
Fall, Spring, Summer
January Intersession,
Fall of odd numbered
years
Fall, Spring, Summer
GERON 620
GERON 725
GERON 775
GERON 776
GERON 777
GERON 778
GERON 779
Program Evaluation and Research
Methods in Gerontology
Public Policy: Economic and Social
Impacts on Older Adults
Aging and the Family
Professional Seminar in
Gerontology
Fall, Spring, Summer
Fall, Spring, Summer, on
sufficient demand
Fall, Spring, Summer, on
sufficient demand
Fall, Spring, Summer, on
sufficient demand
Fall, Spring, Summer, on
sufficient demand
Fall, Spring, Summer, on
sufficient demand
Fall, Spring, Summer
Fall, Spring
Fall, Summer
Spring
Fall
Spring
Summer
Rationale: “Term offered” information in course catalogs do not match current offerings. Requested
changes will provide accurate course offering information.
Effective Date:
Spring 2012
FROM
TO
BIOCH 950 – Enzyme Chemistry.
(3) II, odd years. The following properties of
enzymes are considered: structure, specificity,
atalytic power, mechanism of action,
ultienzyme complexes, kinetics, regulation,
nd pacemaker properties in multienzyme
ystems. Pr.: BIOCH 765.
BIOCH 950- Advanced Topics in Protein
Science.
(3) II, even years. Advances in protein
biochemistry, including protein structure
determination, dynamics, folding, stability,
enzyme mechanism and regulation.
PR: BIOCH 765, BIOCH 790.
RATIONALE:
The new course name and description will
better reflect the scope of the course, which
will include enzymes, but also other classes of
proteins and will emphasize recent major
advances in the protein science field. The
course will now be offered in the spring
semester of even years, instead of odd years.
IMPACT:
None
EFFECTIVE DATE:
ENGL 662 – Playwriting. (3) I, II.
Theoretical study and practical application of
techniques of playwriting with regard to plot,
characters, and production; emphasis on the
one-act form. Cross listed with THTRE 662.
Spring 2012
ENGL 662 – Playwriting. (3) I, II.
Theoretical study and practical application of
techniques of playwriting with regard to plot,
characters, and production; emphasis on the
one-act form.
RATIONALE:
We propose no longer
cross-listing ENGL 662 and THTRE 662. The
courses are no longer comparable. Therefore
we wish to delete “Cross-listed THTRE 662”
from the description of the course. We have
consulted with Theatre, who supports the
change.
IMPACT:
Theatre
EFFECTIVE DATE:
Spring 2012
ENGL 762 – Advanced Playwriting. (3)
I, II, S. Further study in the writing of
drama; emphasis on problems of writing
the full-length play. Note: May be
repeated for a total of 9 hours credit by
qualified students. Cross-listed: THTRE
762. Repeat for Credit: Checked –
Student may reenroll to accumulate
additional credit. Pr: ENGL 562.
ENGL 762 - Advanced Playwriting. (3) I, II,
S. Further study in the writing of drama;
emphasis on problems of writing the fulllength play. Pr.: ENGL 662.
RATIONALE:
We propose no longer
cross-listing ENGL 762 and THTRE 762. The
courses are no longer comparable. Therefore
we wish to delete “Cross-listed THTRE 762”
from the description of the course. In addition,
we change the pre-requisite of ENGL 562 to
ENGL 662, since ENGL 562 no longer exists,
and we do not allow the class to be repeated for
additional credit.
IMPACT:
Theatre
EFFECTIVE DATE:
GEOG 702 – Computer Mapping &
Geographic Visualization. (3) II.
Basic cartographic principles, advanced
methods for representing spatial data, and
practical applications of thematic maps,
animated and Internet-based maps, and
geographic visualization techniques. Students
will prepare a series of maps and visualization
products using modern cartographic and
illustrationsoftware. Pr: GEOG 302.
Spring 2012
GEOG 702 – Computer Mapping &
Geographic Visualization. (3) II. Basic
cartographic principles, advanced methods for
representing spatial data, approaches for
exploratory spatial data analysis, and practical
applications of thematic maps, animated and
Internet-based maps, and geographic
visualization techniques. Students will prepare
a series of maps and visualization products
using modern geographic information system
and illustration software. Pr: GEOG 508.
RATIONALE:
Proficiency with
geographic information system software and
related data manipulation methods – beyond
basic mapping – has grown in importance for
implementing a variety of geographic
visualization techniques and exploratory spatial
data analysis methods. This change, which
includes a slight modification to the course
description, replaces GEOG 302 (Cartography
& Thematic Mapping) with GEOG 508
(Geographic Information Systems I) as the sole
pre-requisite.
IMPACT:
None
EFFECTIVE DATE: Spring 2012
MUSIC 670 – Advanced Studies in Music
Education. (2) I, II. Advanced
undergraduate studies of various topics related
to the teaching of music in grades K-12. Pr.:
Admission to teacher education and junior
standing in music.
MUSIC 670 – Advanced Studies in Music
Education. (2) I, II. Advanced instructional
methods and technologies related to the
teaching of music in grades preK-12,
implemented through field experiences. Pr.:
Admission to teacher education and junior
standing in music.
RATIONALE:
This revised course
description is more appropriate for current
content.
IMPACT:
College of Education
EFFECTIVE DATE:
MUSIC 680 – Advanced Rehearsal
Techniques. (2) II, S. Explore, evaluate, and
develop the musical understanding and skills
necessary in leading instrumental ensembles
toward significant musical expression through
effective rehearsal techniques. Pr.: Admission
by audition.
Spring 2012
MUSIC 680 – Advanced Instrumental
Rehearsal Techniques. (2) II, S. Explore,
evaluate, and develop the musical
understanding and skills necessary in leading
instrumental ensembles toward significant
musical expression through effective rehearsal
techniques. Pr.: Admission by audition.
RATIONALE:
The revision of the name
is more appropriate.
IMPACT:
None
EFFECTIVE DATE:
Spring 2012
______________________________________________________________________________
Expedited Drop Course
Biology
DROP:
BIOL 899 – Master’s Research in Microbiology. (1-9) I, II, S.
RATIONALE:
The Master’s program in microbiology was dropped several years ago but
this course was not deleted from the Graduate School catalog. This is to correct
that oversight.
IMPACT:
None
EFFECTIVE DATE:
Spring 2012
Kinesiology
DROP:
KIN 630 – Design and Analysis of Exercise and Sport Equipment. (3) On
sufficient demand. Design and analysis of equipment used in selected sports and
equipment used in both resistive and aerobic exercise. Relevant biomechanical
and physiological principles will be reviewed and applied to evaluate the quality
and effectiveness of equipment now available on the open market and to consider
potential improvements in design. Pr.: A grade of C or higher in KIN 310, 330,
& 335.
RATIONALE:
This course has not been taught for several years and we do not intend to
offer it in the future.
EFFECTIVE DATE:
Spring 2012
DROP:
KIN 700 – Physical Culture in the Western World. (3) I. A seminar on selected
topics in the historical and philosophical foundations of physical culture in
western civilization. Pr.: Three hours of Western Heritage.
RATIONALE:
This course has not been taught for several years and we do not intend to
offer it in the future.
EFFECTIVE DATE:
Spring 2012
DROP:
KIN 718 – Cinematographic and Videographic Analysis of Human Movement.
(3) On sufficient demand. Techniques and instrumentation for the analysis of
overt human movement using film, videotape, and other imaging techniques. Pr.:
KIN 250 and KIN 330.
RATIONALE:
This course has not been taught for several years and we do not intend to
offer it in the future.
EFFECTIVE DATE:
Spring 2012
Music
DROP:
MUSIC 601 – Western Music before 1750. (3) II, alternate summer. A survey of
the development of Western music from early Greek civilization to 1750. Pr.:
Music 398 and 406.
RATIONALE:
IMPACT:
This course no longer serves any curricular purpose.
None
EFFECTIVE DATE:
Spring 2012
DROP:
MUSIC 620 – Music Calligraphy and Score Preparation. (2) On sufficient
demand. Tools and procedures for professional preparation of music manuscript
in facsimile editions. Computer applications for typesetting and music
publishing. Pr.: Music 201.
RATIONALE:
IMPACT:
This course no longer serves any curricular purpose.
None
EFFECTIVE DATE:
DROP:
MUSIC 711 – Practical Composition and Arranging. (2) On sufficient demand.
Explanation of styles and techniques applicable to contemporary commercial
music. Practical arranging for the stage band. Pr.: Music 213 or consent of
instructor.
RATIONALE:
IMPACT:
Spring 2012
This course no longer serves any curricular purpose.
None
EFFECTIVE DATE:
Spring 2012
______________________________________________________________________________
Non-Expedited New Courses
Biology
ADD:
BIOL 808 – Mechanisms of Eukaryotic Gene Regulation. (2) II. Examines
important concepts in the mechanisms of gene regulation at the molecular level.
Focuses on gene regulation in eukaryotes at the level of transcription, splicing and
translation and on RNA’s diverse roles. Composed of a lecture (1 hr) covering
important concepts and a student recitation (1 hr) of scientific articles. Pr.:
BIOCH 765 and BIOL 541 or BIOL 705, or BIOL 707.
RATIONALE:
Molecular biology forms the basis of applied bioscience including
medicine and biotechnology. Understanding the mechanism of gene expression
and its regulation is a vital component of molecular biology. This course
emphasizes the understanding from the perspectives of biochemical and structural
biology and thereby complements the core courses of the Molecular, Cellular and
Developmental Biology program of Division of Biology.
IMPACT:
None
EFFECTIVE DATE:
Spring 2012
English
ADD:
ENGL 756 – Business Communication. (3) I, II, S. A writing-intensive course
intended for advanced undergraduate students, graduate students, and working
professionals in business. Pr.: ENGL 200 or 210 or 415 or 417 or 516 or graduate
standing.
RATIONALE:
ENGL 756 will meet the needs of students enrolled in professional degree
programs, particularly students enrolled in M.A. degree programs, including
Business Administration, Accountancy, and Agribusiness. A pilot course for
Food Science, offered under the rubric course ENGL 604 “Expository Writing
Workshop,” has seen steady and increasing enrollment, and it should now be
offered under a dedicated course and title. ENGL 756 may be offered face-toface or online, since many of these students have professional commitments and
face scheduling and commuting constraints.
IMPACT:
Dr. Charlie Griffin, Head of CSTD, has reviewed the proposed course and
supports its creation.
EFFECTIVE DATE:
Spring 2012
ADD:
ENGL 758 – Scientific Communication. (3) I, II, S. A writing-intensive course
intended for advanced undergraduate students, graduate students and working
professionals in science. Pr.: ENGL 200 or 210 or 415 or 417 or 516 or graduate
standing.
RATIONALE:
ENGL 758 will meet the needs of students enrolled in professional degree
programs, particularly students enrolled in M.A, degree programs, including Food
Science and Agribusiness. A pilot course for Food Science, offered under the
rubric course ENGL 604 “Expository Writing Workshop,” has seen steady and
increasing enrollment, and it should now be offered under a dedicated course and
title. ENGL 758 may be offered face-to-face or online, since many of these
students have professional commitments and face scheduling and consulting
constraints.
IMPACT:
Dr. Charlie Griffin, Head of CSTD, has reviewed the proposed course and
supports its creation.
EFFECTIVE DATE:
Spring 2012
ADD:
ENGL 769 – Creative Writing Workshop/Special Topic. (3) I, II, S. Special
topics vary. Repeatable with change of topic. Pr: Instructor permission.
RATIONALE:
ENGL 769 will allow for time- and focus-specific courses in creative
writing at the advanced level. The course will serve a parallel function to that of
ENGL 469 Special Topics in Creative Writing at the undergraduate/introductory
level and will enrich the offerings available to advanced undergraduate and
graduate students.
IMPACT:
None
EFFECTIVE DATE:
Spring 2012
Journalism and Mass Communication
ADD:
MC 750 – Strategic Health Communication. (3) II. The role of effective
communication through mass media and other communication strategies in health
promotion and behavior change. Includes the theories and strategies used to
promote public health messages, services or products for multicultural audiences,
with a focus on human, environment and animal health. Legal, ethical issues and
gender issues in health communication will be given special attention. Pr.:
Graduate standing, or instructor permission with a 2.5 GPA.
RATIONALE:
This class represents a component of our graduate program’s new focus in
health and strategic communications, and has been successfully offered under the
trial number MC 740 Colloquium in Mass Communications. The class is already
listed in the degree plan of the interdisciplinary Public Health graduate degree,
and when it was offered in the Spring 2011 semester, the class drew students from
Public Health, Kinesiology, Family studies, Nutrition, Psychology,
Communication Studies and , of course, our own students from Journalism and
Mass Communications. The class represents the research interests of some JMC
faculty members who have published extensively in this field.
IMPACT:
We have checked with the two most likely affected degree programs on campus:
Agricultural Communications (currently an undergraduate-only program) and
Communication Studies. Steve Harbstreit, the curriculum coordinator for Ag
Comm, and Charles Griffin, the department head in Communication Studies, have
both consulted their respective faculties, and both report that there are no
objections.
EFFECTIVE DATE:
Fall 2012
Music
ADD:
MUSIC 810 – Curriculum Development and Learning Assessment. (3) I, II, S,
Every other year/every 3rd summer. Music 810 focuses on development and
implementation of comprehensive music education in K-12 public schools.
Attention is given to sequential scaffolding of content within and across
developmental levels, measuring student outcomes, and options for dissemination.
Among factors studied will be evaluation materials, techniques, and design of
reliable and valid measures.
RATIONALE:
This course will complete the content offerings for the Master of Music in
Music Education and the Ph.D. Music Education cognate.
IMPACT:
None
EFFECTIVE DATE:
Summer 2012
ADD:
MUSIC 821 – Piano Pedagogy I. (3) I. Piano Pedagogy I focuses on how to
teach and perform a broad spectrum of intermediate piano repertoire.
RATIONALE:
IMPACT:
This course is added to meet accreditation standards.
None
EFFECTIVE DATE:
ADD:
MUSIC 822 – Piano Pedagogy II. (3) II. Piano Pedagogy II teaches students how
to teach and perform selected advances-level piano repertoire by notable
composers for the instrument.
RATIONALE:
IMPACT:
This course is added to meet accreditation standards.
None
EFFECTIVE DATE:
ADD:
This course is added to meet accreditation standards.
None
EFFECTIVE DATE:
ADD:
This course is added to meet accreditation standards.
None
EFFECTIVE DATE:
ADD:
Fall 2012
MUSIC 825 – Lecture Recital in Piano. (1) I, II. Students will present a lecturerecital that will be a musically-illustrated presentation on some aspect if piano
pedagogy.
RATIONALE:
IMPACT:
Fall 2012
MUSIC 824 – Half Recital in Piano. (1) I, II. Students will present a 30 minute
recital demonstrating proficiencies as defined by the instructor.
RATIONALE:
IMPACT:
Fall 2012
MUSIC 823 – Supervised Teaching in Piano. (2) I, II. Students will be observed
by the instructor and classmates teaching lessons and provide feedback and
commentary in a masterclass format.
RATIONALE:
IMPACT:
Fall 2012
This course is added to meet accreditation standards.
None
EFFECTIVE DATE:
Fall 2012
Non-Expedited Curriculum Change
Geographic Information Science Graduate Certificate
FROM:
TO:
Elective courses – select two (minimum of 6 credit
hours)
Elective courses – select two (minimum of 6 credit
hours)
In addition to the Geospatial Core courses, students
enrolled in the Graduate Certificate on GIScience program
must tale a minimum of 6 additional credit hours of
electives consisting of courses in intermediate/advanced
GIScience or application courses with a major emphasis
on the use of geospatial technologies. Elective
requirements may be satisfied from the following course
list or, in some instances, be met through special topics or
independent study courses with significant geospatial
content (must be approved by the certificate coordinator).
In addition to the Geospatial Core courses, students
enrolled in the Graduate Certificate on GIScience program
must tale a minimum of 6 additional credit hours of
electives consisting of courses in intermediate/advanced
GIScience or application courses with a major emphasis
on the use of geospatial technologies. Elective
requirements may be satisfied from the following course
list or, in some instances, be met through special topics or
independent study courses with significant geospatial
content (must be approved by the certificate coordinator).












AGRON 655 – Site Specific Agriculture Credits:
(3)
CE 585 – Civil Engineering Project Credits: (13)
CIS 501 – Software Architecture and Design
Credits: (3)
CIS 560 – Database System Concepts Credits:
(3)
CIS 635 – Introduction to Computer-Based
Knowledge Systems Credits: (3)
CIS 636 – Introduction to Computer Graphics
Credits: (3)
GENAG 582 – Natural Resources/Environmental
Science Project (NRES) Credits: (3)
GEOG 610 – Geography Internship Credits:
(Var.)
GEOG 700 – Quantitative Analysis in Geography
Credits: (3)
GEOG 702 – Computer Mapping and Geographic
Visualization Credits: (3)
GEOG 711 – Topics in Remote Sensing Credits:
(3)
GEOL 560 – Field Methods Credits: (3)
















AGRON 655 – Site Specific Agriculture Credits:
(3)
CE 585 – Civil Engineering Project Credits: (13)
CIS 501 – Software Architecture and Design
Credits: (3)
CIS 560 – Database System Concepts Credits:
(3)
CIS 635 – Introduction to Computer-Based
Knowledge Systems Credits: (3)
CIS 636 – Introduction to Computer Graphics
Credits: (3)
DAS/DEN/GENAG 582 – Natural
Resources/Environmental Science Project
(NRES) Credits: (3)
GENAG 582 – Natural Resources/Environmental
Science Project (NRES) Credits: (3)
GEOG 610 – Geography Internship Credits:
(Var.)
GEOG 700 – Quantitative Analysis in Geography
Credits: (3)
GEOG 702 – Computer Mapping and Geographic
Visualization Credits: (3)
GEOG 711 – Topics in Remote Sensing Credits:
(3)
GEOG 795 – Topics in Geographic Information
Science Credits: (3)
GEOG 808 – Geocomputation Credits: (3)
GEOG 880 – Spatial Data Analysis and Modeling
Credits: (3)
GEOG 895 – Topics in Spatial Analysis Credits:
(3)
GEOL 560 – Field Methods Credits: (3)

RATIONALE:
This is a routine addition of courses that meet the program’s elective
requirement. A number of new courses are now offered that were not available
when the certificate was originally approved.
IMPACT:
None
EFFECTIVE DATE:
Spring 2012
Master of Music
FROM:
Performance with pedagogy emphasis
TO:
Piano pedagogy emphasis
Differs from the performance specialization in the
following:
Major field
Major field
6 hours individual instruction; 3 hours Methods and
Materials (MUSIC 828), including supervised practice
teaching; 3 hours of MUSIC 805.
MUSIC 805 – Theories of Music Education
Credits: (3)
Master’s report (recital)
Should the student choose to write program notes
(option a), these should include discussion of the
pedagogical problems and values of the works. Should
the student choose to present a lecture recital (option b),
this should be a musically illustrated presentation on
some aspect of pedagogy in his or her field.
In place of a master’s recital, the student may write a
master’s report in the field of pedagogy. The student
choosing this option will also play the equivalent of a
half recital for the faculty if his or her performance
division and advisory committee.
Theory and history-literature 11-12 hours, including
Music 702: Style Analysis and at least one seminar
course or MUSIC 767: Topics in American Music.



History options include: 530, 531, 532, 570,
601, 650, 707, 766, 803, 807, 830, 832, 834,
836, 837.
Theory options include: 615, 616, 620, 675,
711, 714, 802, 804, 857.
Literature options include: 704, 705, 706, 707,
708, 737, 738, 740.
Master’s report (recital), (2 credit hours)
All graduate students majoring in performance will
perform a full recital of not less than one hour. The
program for the recital must be approved by the
student’s advisory committee, and the advisory
committee will judge the recital. All solo literature
(including concertos) will be played from memory,
unless the advisory committee grants an exception in
recognition of unusual circumstances.
6 hours individual instruction and the
following courses:
MUSIC 821 – Piano Pedagogy I Credits: (3)
MUSIC 822 – Piano Pedagogy II Credits: (3)
MUSIC 823 – Supervised Teaching in Piano
Credits: (2)
MUSIC 824 – Half Recital in Piano Credits:
(1)
MUSIC 825 – Lecture-recital in Piano
Credits: (1)
Master’s report (recital)
In place of a master’s recital and report, all
students will present a lecture–recital that will
be musically-illustrated presentation on some
aspect of piano pedagogy.
History – literature
Major field
12 hours minimum including at least 9 hours from the
following:






MUSIC 709 – History of School Choral Music
Credits: (3)
MUSIC 830 – Seminar in Medieval and
Renaissance Music Credits: (3)
MUSIC 832 – Seminar in Baroque Music
Credits: (3)
MUSIC 834 – Seminar in Classical Music
Credits: (3)
MUSIC 836 – Seminar in Romantic Music
Credits: (3)
MUSIC 837 – Seminar in 20th Century Music
Credits: (3)
RATIONALE:
This change reflects current expectations and current courses available for
students.
IMPACT:
None
EFFECTIVE DATE:
Spring 2012
Master's report, (2 credit hours)
Master's report, (2 credit hours)
With the approval of the student’s advisory
committee and the graduate faculty of the area
concerned, the requirements may be satisfied by
one of the following:
With the approval of the student’s advisory
committee and the graduate faculty of the area
concerned, the requirements may be satisfied by
one of the following:
1. A scholarly paper on some aspect of the
student’s major area of teaching;
2. An original composition of acceptable
proportions, with an accompanying report;
3. A recital on the student’s major
instrument, the recital to be given under
the conditions listed under the
performance major;
4. Six additional semester hours of graduate
courses in music education and/or
advanced courses related field, (e.g., art,
drama, education, philosophy, psychology,
statistics, etc.).
1. A scholarly paper on some aspect of the
student’s major area of teaching;
2. Scholarly paper that includes detailed
analysis of performance literature,
rehearsal plans, and performance
documentation in the student’s major
area of teaching
3. Additional semester hours of graduate
courses in music education and/or
advanced courses related field totaling to
36 or more credit hours.
Final examination
Final examination
The purpose of the final examination is to
expose required learnings from your graduate
program of study and should include questions
from the three general areas: the candidate’s
major field, history-literature, and theory. The
candidate will be expected to demonstrate a
breadth of knowledge in the field of music
covered in their course work. The final
examination for the master of music degree
consists of either a written examination of four
questions to be answered within a four hour
period of time or an oral defense of their
master’s recital/report/thesis. The responsibility
for evaluating the examination lies with the
candidate’s supervisory committee. Although
focused on the program of study, the candidate
will be expected to demonstrate a breadth of
knowledge in the field of music beyond that
covered in course work, as well as the ability to
relate his or her special area to other areas. The
responsibility for evaluating the examination
lies with the candidate’s supervisory committee.
The purpose of the final examination is to
expose required learning from your graduate
program of study and includes content from the
three general areas: the candidate’s major field,
history-literature, and theory. The candidate will
be expected to demonstrate a breadth of
knowledge in the field of music covered in their
course work. The final examination for the
master of music degree consists of either a
written examination of four questions to be
answered within a four hour period of time, a
written examination of questions completed at
home by the candidate, or an oral defense of
their master’s recital/report/thesis. The
responsibility for evaluating the examination
lies with the candidate’s supervisory committee.
Although focused on the program of study, the
candidate will be expected to demonstrate a
breadth of knowledge in the field of music
beyond that covered in course work, as well as
the ability to relate his or her special area to
other areas. The responsibility for evaluating the
examination lies with the candidate’s
supervisory committee.
For choral conducting students:

MUSIC 708 - Choral Literature Credits:
(3)
For choral conducting students:


RATIONALE:
students.
IMPACT:
MUSIC 708 - Choral Literature Credits:
(3)
MUSIC 709 – History of School Choral
Music Credits: (3)
This change reflects current expectations and current courses available for
None
EFFECTIVE DATE:
Spring 2012
Non-Expedited New Curriculum
New Program Proposal
Basic Program Information
1. Proposing institution: Kansas State University
2. Title of proposed program: Graduate Certificate in Homeland Security
3. Degree to be offered: Graduate Certificate in Homeland Security
4. Anticipated date of implementation: Spring 2012
5. Responsible department(s): Graduate School
Proposal Narrative
Introduction
Events in the world since September 11, 2001 transformed the demands for policy
development, planning, preparedness, response and recovery across a broad spectrum of
our society involving intergovernmental organizations, military, law enforcement, public
health and first responders. Homeland security studies as an emerging field of study
connects broad sectors of our society and requires a firm foundation of advanced education
for professionals involved in the various homeland security disciplines. This graduate
certificate proposal describes the interdisciplinary graduate certificate program
educational goals and supporting curriculum as derived from the consolidated inputs of
regional homeland security leaders, professionals and practitioners, concerned public and
private organizations, and faculty members from K-State and the U.S. Army Command and
General Staff College (CGSC). Also contributing were representatives from various
government organizations and agencies including the Department of Homeland Security
(DHS), Federal Emergency Management Agency (FEMA), the Department of Defense (DoD),
and state and local government.
Development of this proposed homeland security graduate certificate program
began in 2008 in response to the growing demand for quality, effective and viable
homeland security educational programs to address the educational needs of homeland
security leaders and professionals throughout the Midwest. The resultant graduate
certificate program will directly contribute to this emerging academic field of study by
augmenting homeland security professionals’ experience-based knowledge with academic
study of the key concepts and organizing principles relevant to the field. Furthermore, it
integrates the specialized expertise from both Kansas State University (K-State) and the
U.S. Army Command and General Staff College (CGSC), while building upon an already wellestablished history of collaboration that began in 1989.
Given CGSC’s increased emphasis on homeland security, and K-State’s increasingly
significant national presence and expertise relating to homeland security education and
research, the leadership of CGSC contacted K-State leadership regarding a partnership that
could lead to a graduate certificate program. Combining CGSC’s expertise in civil-military
and interagency operations with K-State’s specialized expertise in homeland security
education and research in such areas as food protection and defense, information and
systems assurance and agriculture and biosecurity enabled developers to create a uniquely
robust homeland security graduate certificate program. Furthermore, by integrating both
military and civilian homeland security professionals in classes, the program will provide
students an opportunity to develop the interagency coordination skills and relationships
that will serve them well in current and future homeland security or emergency
management situations. While the proposed graduate certificate program will be offered
by Kansas State University, it is expected that resources will also be drawn from CGSC
including, but not limited to, CGSC faculty experts serving as course lecturers or course
instructors (for those who have K-State associate graduate faculty membership).
The K-State/CGSC collaboration initiated an extensive, three-step curriculum
development process unmatched by any other existing academic program in homeland
security. The proposed graduate certificate program consists of four required courses that
were developed based on feedback gathered from 125 homeland security leaders,
stakeholders and practitioners attending the 2008 Homeland Security Educational Needs
Analysis Workshop co-sponsored by K-State and CGSC (for detailed description see Polson,
et.al, 2010). Feedback obtained from focus groups and written questionnaires shaped the
core course content that was then matched against existing homeland security education
standards suggested by the Homeland Security and Defense Education Consortium
(HSDEC), the Department of Defense and the Naval Post Graduate School’s Center for
Homeland Defense and Security. The four core courses were developed to meet the
expressed regional needs and achieve the recommended homeland security educational
standards. The developed courses were then examined and validated by homeland
security experts to ensure the courses achieved this purpose. A homeland security
advisory committee comprising ten homeland security experts was jointly selected by KState and CGSC to examine the core course syllabi in depth. These members were selected
based on their experience in key, senior leadership positions associated with homeland
security, homeland defense, or emergency management. Advisory Committee Members
include the following:
1. LTG (Ret) Joe Inge, former Deputy Commander U.S. Northern Command.
2. LTG (Ret) Rich Keller, Board Member, U.S. Army Command and Staff College
Foundation; former Chief of Staff, U.S. European Command.
3. MG (Ret) Greg Gardner, Supervisory Protective Security Advisor, U.S.
Department of Homeland Security; former Kansas Adjutant General (1999 –
2003).
4. Maj. Gen. Lee Tafanelli, The Adjutant General of Kansas; former Program
Coordinator, National Agricultural Biosecurity Center, Kansas State University.
5. MG James Hoyer, The Adjutant General, West Virginia.
6. Dr. Chris King, Dean of Academics, U.S. Army Command and General Staff
College; subject matter expert on cleanup of hazardous wastes.
7. Dr. Shaun Kennedy, Director of the National Center for Food Protection and
Defense (DHS Center of Excellence), University of Minnesota.
8. Mr. Ted Strickler, Executive Director, Col. Arthur D. Simons Center for the Study
of Interagency Cooperation; career Foreign Service Officer.
9. Mr. Monte Strait, former Special Agent in Charge, Kansas City Field Office,
Federal Bureau of Investigation (2006-2009).
10. Mr. Bert Tussing, Center for Strategic Leadership, U.S. Army War College; Senior
Fellow, George Washington University’s Homeland Security Policy Institute;
Senior Fellow and Adjunct Faculty Member, Long Island University’s Homeland
Security Management Institute.
To ensure feedback was secured from a broad base of professionals, another five
independent curriculum reviewers representing diverse components of homeland security
(i.e. public and mental health, critical infrastructure, non-governmental agencies) were
invited to review the proposed curriculum to ensure that the education needs for their
respective areas were also met by the proposed curriculum. The following representatives
acted as independent curriculum reviewers:
1. Mr. Dan Hay, Infrastructure Coordinator, Kansas Homeland Security
2. Mr. Larry Kettlewell, Chief Information Security Office, State of Kansas
3. Mr. Mike McNulty, Center for Public Health Preparedness, Kansas Department of
Health and Environment
4. Mr. Tom Pletcher, COMCARE Clinical Director (community mental health
program)
5. Ms. Dee Smith, Salvation Army Emergency Disaster Services (non-governmental)
These two groups provided written feedback via surveys and also participated in an indepth telephone interview conducted after all survey results had been analyzed. Finally, in
2011 a follow-on homeland security symposium was sponsored by K-State and CGSC with
many of the 2008 workshop attendees present. Symposium participants were asked to
complete a written survey seeking their inputs regarding homeland security education.
Specifically, they were asked to identify what they believed to be core professional
competencies required by everyone involved in delivering homeland security and to
describe emerging trends that they believed may change the challenges of homeland
security professionals. Upon review of the course syllabi, it was determined that the
examination of these trends had been incorporated into the courses.
Kansas State is contributing significantly to homeland security through its nationally
recognized education and research programs. The proposed graduate certificate program
integrates these and related capabilities into a quality, broad-based program that prepares
homeland security professionals for the wide spectrum of roles, responsibilities and
challenges they face in the complex homeland security environment.
A. Statement of the Educational Objectives of the Certificate Program
The proposed homeland security graduate certificate program provides experiences
that ensure homeland security professionals will acquire knowledge, develop skills, and
establish beliefs and attitudes in the following core areas:

Demonstrate knowledge and skills of the interdisciplinary nature of Homeland
Security functions, organizational structures and operations of public and
private agencies.

Identify and analyze homeland security threats in order to forecast the risks,
types, and orders of magnitude of homeland security threats most likely to
confront the private and public entities and the American people.

Develop plans, policies, procedures, and protocols to allow seamless agency
integration from prevention to incident response scenarios in compliance with
Homeland Security Presidential Directives and National Strategy for Homeland
Security.

Demonstrate graduate level writing abilities.

Demonstrate the ability to collaborate and work effectively in teams.

Articulate and recognize ethical responsibilities of professionals in Homeland
Security.
B. Certificate Program Courses
The Graduate Certificate in Homeland Security consists of 12 credit hours in
required courses:

GRAD 850 Foundations of Homeland Security – 3 Credit Hours

GRAD 851 Homeland Security Threats - 3 Credit Hours

GRAD 852 Organizations Amid Crisis – 3 Credit Hours

GRAD 853 Homeland Security Processes and Management – 3 Credit Hours
Course Descriptions
GRAD 850 Foundations of Homeland Security
This introductory course provides the foundational framework for the Homeland Security
program and surveys the major policies, practices, concepts, and challenges confronting
practitioners in Homeland Security. Topics include an overview of threats to homeland
security and an introduction to the roles, functions, and policies of organizations and
government structures at the federal, tribal, state, and local levels. The National Response
Framework (NRF) and National Incident Management System (NIMS) are studied.
GRAD 851 Homeland Security Threats
Students will understand the various types of disasters, methodologies of disaster
recovery, and roles and responsibilities of Federal, State, and local government. It will
address the impact of disasters, including acts of terrorism, to include economic, physical,
emotional, and psychological effects. Students will understand how disasters affect society,
risk mitigation strategies, and how the levels of government coordinate to address disaster
impacts.
GRAD 852 Organizations Amid Crisis
The fundamental concepts and subject areas necessary for an organization to address in
preparing for catastrophic emergency events and other events encountered by
organizations as a result of homeland security are examined. It outlines the organization
and practical steps required to develop an effective crisis response plan. The relationships
between private and public service organizations, including governmental, nonprofit, and
hybrid types are studied.
GRAD 853 Homeland Security Processes and Management
Students will understand strategic, political, legal, and organizational challenges associated
with the defense of the U.S. homeland, efforts that are under way to meet these challenges,
and possible policy options. Intergovernmental responsibilities and relationships of local,
state, and federal agencies in an “all-hazards” approach to disasters are emphasized. Major
policy and regulatory issues of emergency management, including the role of the military in
response to disaster operations, are examined.
C. Statement of How the Courses are Associated with the Certificate
Each of the four courses were developed specifically for the graduate certificate
program in homeland security. Members of the K-State interdisciplinary homeland
security team and a CGSC faculty member currently teaching elective hours in the CGSC
homeland security track were responsible for outlining content to be addressed in each of
the four courses. The content selected was shaped by the feedback gathered at the 2008
Homeland Security Needs Analysis Workshop through participant focus groups and
written surveys. Nationally and regionally recognized homeland security experts serving
as members of the homeland security advisory board and as independent curriculum
reviewers were responsible for determining whether the course syllabi successfully
integrated the fourteen core common areas identified at the 2008 needs analysis
workshop. This ensured that the graduate certificate program contained a fundamental
homeland security “core” needed by all students. It was also determined that the critical
areas of homeland security education, as identified by Supinski (2009) and the Naval
Postgraduate School Center for Homeland Defense and Security (2009) were also
addressed. These included (a) administering homeland security, (b) the private sector and
homeland security, (c) terrorism: causes and consequences, (d) strategic communications,
(e) emergency management, (f) research and analysis, (g) critical infrastructure, (h)
strategic planning, (i) law and policy, and (j) intelligence, and technology. Thus, the
comprehensive validation of course syllabi by recognized homeland security experts
clearly shows that the courses achieve the graduate certificate program purpose: to
provide students with a comprehensive, broad, and holistic understanding of the principles
of homeland security.
D. Statement of Need
Currently, educational opportunities for homeland security professionals in the
Midwest are limited. The Center for Homeland Defense and Security’s University and
Agency Partnership Initiative website currently lists 321 homeland security-related
programs in the United States, including undergraduate and graduate programs delivered
in face-to-face, online, and blended modes. However, only 14 schools in the Midwest offer
graduate certificate or masters degree programs (see Table 1). Of these, only 4 are
research universities classified as high or very high research activity institutions as
designated by the Carnegie Foundation. For many prospective students, the only
reasonable option is to attend an online program without direct face-to-face interaction
with faculty and other students. A regional program for which face-to-face instruction is
the primary delivery mode will provide an appealing alternative to current online options.
Table 1. Midwest Schools Offering Graduate Certificate or Master’s Degree Programs
School
City, State
North Dakota State Universitya
Fargo, ND
Purdue University,a
Homeland Security Institute
West Lafayette, IN
University of Minnesotaa
Minneapolis, MN
University of Illinois at Chicagoa
Chicago, IL
Adler School of Professional
Psychology
Chicago, IL
Benedictine University
Lisle, IL
Capella University
Minneapolis, MN
Park University
Parkville, MO
Siena Heights University
Adrian, MI
Southwestern College
Wichita, KS
University of Findlay
Findlay, OH
Upper Iowa University
Fayette, IA
Webster University
St. Louis, MO
Western Illinois University
Macomb, IL
Program
Master of Arts Emergency Management (F2F)
Master of Arts Criminal Justice (F2F)
Area of Specialization in Homeland Security (includes 2
graduate-level homeland security courses plus
electives in the student’s major area) (F2F)
Master of Science in Security Technologies (F2F)
Certificate in Emergency Management and Continuity
Planning (Online)
Master of Arts in Police Psychology (Blended)
Masters in Public Health with a Concentration in
Disaster Management (Online)
Master of Science in Public Safety with Emergency
Management Specialization (Online)
Master in Public Administration with a concentration in
Disaster & Emergency Management (F2F or Online)
Certificate in Public Administration, Disaster and
Emergency Management (F2F or Online)
Master of Arts in Homeland Security (F2F)
Master of Arts in Emergency Management (F2F)
Master of Arts in Nuclear Power (F2F)
Master of Science in Security Administration (Online)
Masters in Environmental, Safety and Health
Management (F2F)
Graduate Certificate in Emergency Management and
Safety and Health Management (F2F)
Master of Public Administration with Homeland
Security Emphasis (Online)
Master of Arts in Business and Organizational Security
Management (Online)
Graduate Courses in Public Health Preparedness (F2F)
Note: Table includes graduate certificate and masters degree programs offered by schools in the
Midwest region including the states of MI, OH, IL, IN, MO, MN, IA, WI, ND, SD, NE, and KS. (Source:
CHDS UAPI Website at http://www.chds.us/?partners/institutions accessed on September 11,
2011)
a Research
University/Very High Research Activity (Source: Carnegie Foundation for the
Advancement of Teaching Website at http://www.carnegiefoundation.org/ accessed on September
11, 2011)
The proposed homeland security graduate certificate will be marketed to two
specific audiences: regional homeland security professionals as well as military officers
attending the U.S. Army Command and General Staff College (CGSC). Annually
approximately 1400 individuals attend CGSC, many of whom will complete graduate
degrees. The students consistently report the desire to pursue graduate coursework from
a civilian educational institution rather than pursuing the Master’s of Military Arts and
Sciences which can be attained while attending CGSC. Besides K-State, two other
institutions are approved by the installation to offer graduate programs on post. Currently
there are no graduate certificate programs offered nor is there a program focusing
specifically on homeland security despite the fact that many students have expressed an
interest in such a program. This has not been overlooked by the leadership of CGSC who
strongly believes the nation’s homeland security can be enhanced by providing
opportunities for homeland security professionals to study alongside military members
responsible for homeland defense and civil support. It was this belief that provided the
impetus for CGSC to seek a partnership with K-State in providing a homeland security
graduate certificate program. Few, if any, homeland security graduate programs in the U.S.
have had the opportunity to integrate the expertise of both a civilian and military
institution in such a complementary manner.
When a randomly selected group of CGSC students were asked to respond to an
electronic survey distributed by the CGSC Quality Assurance Office about their interest in
pursuing a homeland security graduate certificate program, over 46% indicated they
definitely would have been interested; another 31 percent indicated they would have
possibly been interested. Thirty-four percent indicated they were considering a career in
some area of homeland security upon separation from the military and another 49%
suggested they were considering this as a potential career pursuit. When asked if a degree
in homeland security would enhance their employability, 48% indicated that they believed
that it would; another 32% reported it possibly could impact their employment
opportunities. These responses support the viability of offering a homeland security
graduate certificate program on post.
In order to meet the end goal of our partnership with CGSC for this graduate
certificate in homeland security, namely to have military officers taking course alongside
homeland security professionals, it will also be marketed to regional homeland security
professionals. The two homeland security events sponsored by K-State and CGSC at Ft.
Leavenworth had over 100 homeland security professionals present with no marketing
efforts beyond individual letters sent to potential attendees . Their survey feedback clearly
indicated there was a strong support for the proposed graduate certificate program and
that there was unmet educational need for the program amongst homeland security
professionals.
Although Table 1 indicates that Upper Iowa University, an approved Ft.
Leavenworth on-post education provider, has a master’s degree in public administration
with a homeland security emphasis, they do not offer any graduate programs at their Ft.
Leavenworth site. Park University offers a masters degree and a graduate certificate in
publication administration with a focus on disaster and emergency management; however,
the university is not an approved on-post educational provider. Although Park University
is located in close proximity to Ft. Leavenworth, its program is narrowly focused on
emergency management and safety and health management and would not meet the
academic needs of many homeland security professionals nor would it be easily accessible
for a CGSC student to attend. Given that these two university programs are unavailable for
on-post enrollments and that they appeal to a specialized segment of homeland security
providers, there remains a strong need in the homeland security community for the
proposed K-State graduate certificate program which will initially be offered at Ft.
Leavenworth.
E. Description of the Certificate Program Administration
As with other graduate certificate programs, the proposed interdisciplinary
graduate certificate program will be administered by the Graduate School of Kansas State
University, and, as such, will be monitored on a regular basis in the same manner as other
graduate and graduate certificate programs.
Administrative oversight of the certificate program will be provided by Dr. Cheryl
Polson, K-State’s Ft. Leavenworth Graduate Program and Outreach Director. The
Homeland Security Graduate Certificate Coordinator, Dr. Nicholas Krehbiel (Research
Associate, Graduate School), will have primary responsibility for administering the
program, to include program marketing, oversight of student admissions, academic
advising and portfolio review. This will be in coordination with the support of the
interdisciplinary Advisory Council listed in Section G.
To gain admission, students will complete the online Graduate Application form
requesting admission to the Homeland Security graduate certificate as a
non-degree
student. The Graduate School will forward the application to the Graduate Certificate
Coordinator. The Certificate Coordinator will then form an Admissions Committee that
will screen applications for admission as non-degree students and then forward to the
Graduate School recommendations for admission. Admission requires evidence of a
bachelor’s degree from an accredited university with a grade point average above 3.0 on a
4.0 scale in the last 60 hours of formal course work.
Students who are currently admitted to a graduate degree will also complete the
online Graduate School application for admission to the Homeland Security graduate
certificate program. Students must be in good academic standing and have a minimum 3.0
grade point average to be considered for admission. The same admission process as
described above will be used to admit these students.
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), the
International English Language Testing System (IELTS; minimum total score of 6.5 with
part scores of 6.5 or higher on 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
Income*:
Year 1
Year 2
Year 3
Students
10
15
20
Tuition Fee
431.50
431.50
431.50
Admin Fee
100.00
100.00
100.00
Cr Hrs/Yr
12
12
12
Total
63,780.00
95,670.00
127,560.00
*In addition to tuition and fees funds are available from a sub-contract from the Command
and General Staff College Foundation, Inc. that paid for the development of the curriculum
and the Foundation Course and the faculty salary for the first two courses to be offered.
These funds are available for the first six months of the graduate certificate program.
Expenses:
Tuition and an administrative fee will generate the revenue required to fund
program expenses. Faculty salaries will be paid through tuition; the administrative fee will
be used fund the salary for the Certificate Coordinator and to cover all expenses related to
program administration, promotion, advising and assessment.
G. Names of Faculty Associated With or Contributing to the Certificate Program
This graduate certificate program proposal reflects the efforts of an
interdisciplinary Advisory Council comprised of K-State and Ft. Leavenworth personnel
including the following individuals:

Dr. Cheryl Polson, Ft. Leavenworth Graduate Program and Outreach Director and
Associate Dean of the Graudate School, Professor, College of Education

Dr. Nicholas Krehbiel, Research Associate, Graduate School

Dr. Curtis Kastner, Director, Food Science Institute, Professor, Department of
Animal Sciences and Industry

Dr. Abbey Nutsch, Assistant Professor, Food Safey and Security, Department of
Animal Sciences and Industry

Dr. Gurdip Singh, Department Head and Professor, Computing and Information
Science

Dr. Craig Stapley, Director of the Security Studies Graduate Program, Assistant
Professor, Political Science

Craig Beardsley, Program Administrator, National Agricultural Biosecurity
Center

Charlie Griffin, Assistant Research Professor, School of Family Studies and
Human Services
The following individuals from Ft. Leavenworth, who also maintain K-State graduate
faculty status, were also involved in the course development and refinement:

Dr. Tom Cioppa, Deputy Director, Training and Doctrine Command Analysis
Center, Ft. Leavenworth, KS (retired)

Dr. John Persyn, Assistant Professor, U.S. Army Command and General Staff
College
The majority of the individuals listed above have had extensive involvement in the
homeland security graduate certificate curriculum development process. All but two were
involved in the 2008 homeland security needs analysis workshop and the 2011 homeland
security symposium and the development of core course content.
Collectively the K-State team members created the course development plan for the
Foundations of Homeland Security course. This web-based course (the only one of the
four) will consist of captured lectures from campus-based homeland security experts, CGSC
faculty, faculty from Ft. Leavenworth’s School of Advanced Military Studies, and homeland
security professionals. While the Graduate Certificate Coordinator will be responsible for
overall management, assessment, and grading within the Foundations course, various
subject matter experts and interdisciplinary team members will contribute reading
assignments, lecture content, and assessment measures for each of the seven course
content areas. For example, Dr. Nutsch will contribute to the Agriculture and Food Safety
emphasis; Craig Beardsley, along with guest speakers, will contribute to the Policies,
Strategies and Legal Issues; and Dr. Singh will contribute to the emphasis area on
Information Management and Cyber Security. In instances where a content area includes
military-specific topics (i.e. policies, strategies and legal issues), Ft. Leavenworth-based
experts will also provide lectures and/or other course content. In this way, the program
will model the interdisciplinary nature of the homeland security operational setting in
which military and civilian interagency partners work together and communicate
effectively with each other.
The three remaining courses will be taught by faculty who have K-State graduate
faculty status. As indicated earlier, except for the web-based course, this program will
initially be offered face-to-face at Ft. Leavenworth, which means it is highly likely we will
want to use the expertise of our Ft. Leavenworth faculty who have K-State graduate faculty
membership. In addition to the two Ft. Leavenworth faculty members who assisted in the
course development, Dr. Dan Cox, who is an associate professor of political science with the
School of Advanced Military Studies at Ft. Leavenworth, also has K-State graduate faculty
membership. He has previous experience teaching homeland security courses in a civilian
institution and clearly understands the interface between the military and civilian
homeland security professionals. The inclusion of these Ft. Leavenworth faculty adds a
unique dimension to the K-State Homeland Security Graduate Certificate Program that
distinguishes it from other civilian-only, military-only, and single-agency focused
programs. As a result, students in this program will gain a depth of understanding about
homeland security interagency operations unrivaled by their peers in other homeland
security graduate programs.
H. Program Coordinator
As previously discussed, the Certificate Coordinator will be Dr. Nicholas Krehbiel
who is employed as a Research Associate in the Graduate School working on the Command
and General College Foundation, Inc. Homeland Security Program Development Grant.
I. Student Learning Outcomes and Assessment Plan for the Program
This section provides an overview of the assessment plan and student learning
outcomes. A comprehensive Homeland Security Graduate Certificate Program Assessment
Plan, containing the Student Learning Outcome Alignment Matrix and Assessment Rubrics,
is attached. The assessment plan has already been approved by the Graduate Council.
Student Learning Outcomes
The Homeland Security Graduate Certificate Program provides experiences that
ensure Homeland Security professionals will acquire knowledge, develop skills, and
establish beliefs and attitudes in the following core areas:
Knowledge & Skills
1. Demonstrate knowledge and skills of the interdisciplinary nature of Homeland
Security functions, organizational structures and operations of public and private
agencies.
2. Identify and analyze homeland security threats in order to forecast the risks, types,
and orders of magnitude of homeland security threats most likely to confront the
private and public entities and the American people.
3. Develop plans, policies, procedures, and protocols to allow seamless agency
integration from prevention to incident response scenarios in compliance with
Homeland Security Presidential Directives and National Strategy for Homeland
Security.
Skills
4. Demonstrate graduate level writing abilities.
5. Demonstrate ability to collaborate and work effectively in teams.
Attitudes and Professional Conduct
6. Articulate and recognize ethical responsibilities of professionals in Homeland Security.
Assessment Strategies
Course objectives will be aligned with each Student Learning Objective (SLO) by the
instructors.
Direct Measures
Students in the Homeland Security Graduate Certificate Program will be required to
compile a portfolio of artifacts which document their learning throughout the program and
illustrate achievement of the SLOs.
Examples of standard written assignments in each course:

Homeland Security Threats: The 20-25 page research paper on topic of choice.

Foundations of Homeland Security : Final Exam and Final paper

Homeland Security Processes and Management: 1) Paper on legal or policy
implications on homeland security processes and management 2) Paper on
communications, intelligence, or critical infrastructure implications on
homeland security process and management.

Organizations Amid Crisis: Final Paper and Final Exam
Examples of standard group assignments:
 Homeland Security Processes and Management: Group presentations
All learning outcomes will be assessed through two components of the portfolio.
The first component consists of artifacts to demonstrate satisfaction of the SLO from
courses completed (assignments contained within the courses). The second component is a
narrative summarizing the student’s evidence of knowledge, skills, and attitudes related to
the field. A rubric for assessing each component of the portfolio will be used. Rubric is
Appendix B of the Assessment Plan.
Portfolio
Students will select two artifacts which they believe addresses learning outcomes 1,
2, 3, 4 and 6. SLO5 should be addressed with group papers or presentations, and copies of
the completed teamwork rubrics. Students should also include teamwork rubric feedback
from peers and faculty using the Teamwork Rubric (Appendix C of the Assessment Plan).
Students will write a reflection paper articulating how they believe these artifacts fulfill the
student learning outcomes and any additional information they believe demonstrates their
accomplishing all the SLOs (1-6). Portfolios will be due at least four weeks prior to
program completion.
The portfolios will be evaluated by the Certificate Coordinator, in consultation with
course instructors, based on the Portfolio rubric (Appendix B of the Assessment Plan). The
portfolio will be reviewed in total to address all SLOs.
Indirect Measures
All students will complete a self-assessment survey (Appendix D of the Assessment
Plan) of their progress in the acquisition of knowledge, skills, and attitudes. Survey will be
created using Axio and an email distribution for those completing the certificate program
will be created each semester with reminder emails set at every 3 days.
Student Sample
All students completing a certificate and submitting a portfolio will be included in
the program assessment process. Scores from the rubrics will be compiled for the academic
year and reported by the total group and by disaggregated groups (as appropriate).
Timetable
Data from each of the measures will be compiled at the conclusion of each semester
in an aggregated format (results for all students for that year). Data will be reported and
reviewed at a regularly scheduled interdisciplinary team meeting early in the fall. Should
numbers of students be sufficient to disaggregate, possible meaningful categories will be
considered (e.g. admission criteria, location). All homeland security faculty members
involved in the certificate program will review the results and make recommendations for
program revisions.
Post Completion Surveys
A follow-up survey will be created and sent to certificate program completers one
year and three years after program completion to assess the usefulness of the degree
components to professional practice.
Results and Review of Assessment Strategies
Data will be collected each semester students conclude the certificate program from
the completed portfolio rubrics and the students’ self-assessment surveys. Each SLO will
be analyzed by score on rubrics. The SLO will be deemed as achieved if the average rate is
at least 3.0 in a 4.0 system. A course objective alignment matrix (demonstrating how each
course objective is a subset of one of the SLOs) will be prepared by the instructors to
ensure that all courses are in alignment with SLOs. Faculty will review this matrix along
with portfolio and student self-assessment ratings to make sure all SLOs are being properly
addressed within the curriculum. If the average rating on any SLO is found to be below the
set standard of 3.0, then the faculty will analyze the content of courses where the SLO is
addressed and implement adjustments to the curriculum.
The follow-up survey will be used to assess whether the curriculum is meeting the
needs of the workforce. This survey data will be reviewed annually with the
interdisciplinary faculty team. If the program is found to be missing major issues with the
professional practice, then instructors will review the program in detail from admission
standards through curriculum. The faculty will research other homeland security graduate
certificate programs for comparison data as well as the proposed standards currently
under development by the Homeland Security and Defense Education Consortium
Association. The program will be modified as determined necessary by the faculty.
J. Endorsements
The administrators of the Master's of Art in Security Studies program were sent the above
proposal on September 16th to seek their feedback regarding the proposal and were given
until September 28th to provide their feedback and none was received.
References
Carnegie Foundation. (2011). Carnegie Foundation for the Advancement of Teaching.
Retrieved September 11, 2011, from http://www.carnegiefoundation.org/
Center for Homeland Defense and Security. (2009, June 11-12). Undergraduate curriculum:
Recommended areas of focus [PowerPoint slides]. Proceedings of the University and
Agency Partnership Initiative, Naval Postgraduate School, Monterey, CA.
Center for Homeland Defense and Security. (2011). Colleges and Universities Offering
Homeland Security Programs. Retrieved September 11, 2011, from
http://www.chds.us/?partners/institutions
Polson, C. J., Persyn, J. M., & Cupp, O. S. (2010). Partnership in progress: A model for
development of a collaborative Homeland Protection Graduate Degree Program.
Homeland Security Affairs, VI(2). Retrieved from
https://www.hsaj.org/?article=6.2.3
Supinski, S. (2009). Homeland security education: The current state. Lecture. Naval
Postgraduate School. Monterey, CA. Retrieved from
http://www.chds.us/?player&id=906