Minutes of the Graduate Council
February 7, 2012 - 3:30 p.m.: 207 KSU Student Union
Pending approval of March 6, 2012 meeting
Members Present: P. Ackerman, D. Ben-Arieh, L. Brannon, M. Charney, C. Craft, S. Eckels, J. Edgar, D. Higgins,
J. Kim, K. Kramer, T. Melgarejo, D. Mrozek, K. Olibe, D. Renter, T. Salsberry, M. Sellner, W. Schumm, C.
Shoemaker, T. Sonnentag, E. Swilley, K. Taylor, E. Titgemeyer, R. Welti, D. Yetter, J. Yu
Members Absent: S. Alavi, M. Daniels, M. DePaoli, T. Keane, J. Kozar, R. Krishnamoorthi, T. Musch, A. Raef, L.
Tatonetti, L. Williams
Guests: Maurice MacDonald
1. Opening remarks
 Dr. Duane Crawford was introduced as the new Associate Dean for the Graduate School
 Research and the State winners will be traveling to Topeka for the Capitol Graduate Research Summit on
February 16, 2012.
 Graduate Student Research Week: February 13-17, 2012 – Proclamation by Governor Brownback
 Nominations for Alumni Association Awards for Graduate Students
o
Two categories: Service and Leadership, Academics
o
Nomination Deadline: March 9, 2012 www.k-state.edu/awards
2. Minutes of the December 6, 2011 meeting were approved as presented.
3. Graduate School Actions and Announcements
The following appointments for graduate faculty membership were approved by the Dean of the Graduate
School.
Membership
APPROVAL
NAME
POSITION
DEPARTMENT/PROGRAM
DATE BY GRAD
SCHOOL
John Nelson
Peter Tomlinson
Assistant Professor
Assistant Professor
Agronomy
Agronomy
01/06/2012
01/12/2012
The following emergency approvals were given by the Dean of the Graduate School.
Emergency Approvals
NAME
Terry Pfannenstiel
Heather Trangsrud
Jennifer Joslin
POSITION
Assistant Professor
Psychologist
Instructor
DEPARTMENT/PROGRAM
Family Studies & Human Services
Special Education, Counseling & SA
Special Education, Counseling & SA
APPROVAL
DATE BY GRAD
SCHOOL
11/19/2011
11/21/2011
1/3/2012
4. Academic Affairs Committee – Evan Titgemeyer, Chair
On behalf of the Academic Affairs committee, Evan Tigemeyer, chair, proposed approval of the following
members for graduate faculty. The motion passed.
Chardie Baird
Stephen Higgs
Assistant Professor
Professor
Sociology, Anthropology & SW
Diagnostic Medicine/Pathob.
Certification
Certification
John Tatarko
Jennifer Molidor
Soil Scientist
Assistant Professor
Agronomy
Salina Arts, Science & Business
Membership
Membership
Matthew Sanderson
Anandhi Swamy
Mithila Jugulam
Todd White
Assistant Professor
Research Assistant Prof.
Assistant Professor
Assistant Professor
Sociology, Anthropology & SW
Agronomy
Agronomy
Agronomy
Memb. & Cert.
Memb. & Cert.
Memb. & Cert.
Memb. & Cert.
Course and Curriculum Items
On behalf of the Academic Affairs committee, Evan Titgemeyer, chair, proposed to approve the following
course and curriculum changes and additions. The motion passed.
Expedited Course Changes
CHANGE FROM:
CHANGE TO:
FSHS 719 Program Administration and
Management
FSHS 719 Program Administration and
Management
Credits: (3)
Credits: (3)
This course is designed to introduce students to
the development, administration and management
of youth-serving organizations.
This course is designed to introduce students to
the development, administration and management
of youth, family, and community service
organizations.
When Offered
Summer
Components:
LEC: 30
When Offered
Fall, Spring, Summer
Components:
LEC: 25
Rationale: Broaden course description to include
administration and management of family and
community service organizations content, and
offer the course more frequently to meet expected
demand.
Effective Date: Fall 2012
FSHS 862 Marital Interaction
FSHS 862 Interpersonal Relationships
Credits: (3)
Credits: (3)
A study of the dynamics of marital interaction with
emphasis upon the interpersonal relationships and
processes of adjustment..
In-depth examination of interpersonal
relationships, including theoretical perspectives,
research methods, relationship forms, relationship
processes, and how context affects relationships.
When Offered
Fall
Pre-Requisite: FSHS 350 and 550 and consent of
instructor
Components:
LEC: 20
When Offered
Fall
Pre-Requisite: FSHS 350 and 550 or consent of
instructor
Components:
LEC: 25
Rationale: Title change and course description to
broaden FSHS 862 course content to consider nonmarital interpersonal relationships that influence
alternative couple and family formations and
include older adult parent-child relationships.
Change pre-requisite for flexible course sequencing
in new GPIDEA M.S. Degree Program that requires
this course.
Effective Date: Fall 2012
FSHS 864 Clinical Theory and Practice
FSHS 864 Clinical Theory and Practice
Credits: (2)
Credits: (3)
The body of theoretical content underlying the clinical
practice of marriage and family therapy is surrounded in
systems theory. This course is designed to introduce the
student to the foundation of family therapy and provide
a survey of the major schools of family therapy.
The body of theoretical content underlying the clinical
practice of marriage and family therapy is surrounded in
systems theory. This course is designed to introduce the
student to the foundation of family therapy and provide
a survey of the major schools of family therapy.
When Offered
Summer
When Offered
Summer
Rationale: We would like to change the amount of
credits from 2 to 3 hours in order to be able to
have sufficient time to teach our students all of the
most current theories.
Effective Date: Fall 2012
FSHS 870 Principles of MFT III: Child and
Adolescent Therapy
FSHS 870 Couples and Sex Therapy
Credits: (3)
Credits: (2)
Examination of couple processes and clinical
Examination of couple processes and clinical approaches to couple intervention and treatment,
approaches to couple intervention and treatment, including evidence based approaches. The course
including evidence based approaches and a focus on will include a specific focus on contextual and
contextual and systemic dynamics.
systemic dynamics affecting couple relationships as
well as the treatment of couples experiencing
When Offered
difficulties with their own sexuality or with sexual
Summer
functioning in their relationships.
When Offered
Spring
Rationale: We have changed the name of this
course to more accurately match the curriculum
being taught, added one credit hour because sex
therapy content has been added to this course,
and changed the semester offered to better fit the
course sequence of the program.
Effective Date: Fall 2012
FSHS 872 Principles of MFT II: Family
FSHS 872 Family Therapy
Credits: (2)
Credits: (3)
Discussion of the primary theories of Marriage and
Family Therapy which are used in the treatment of
whole families who present themselves for therapy.
Discussion of the primary theories of Marriage and
Family Therapy which are used in the treatment of
whole families who present themselves for therapy.
When Offered
Spring
When Offered
Spring
Rationale: We have changed the name of this
course to more accurately match the curriculum
being taught and one credit hour is being added
because the therapy content has been expanded in
this course.
Effective Date: Fall 2012
FSHS 886 MFT III: Child and Adolescent
FSHS 886 Children and Families
Credits: (2)
Credits: (2)
Discussion of the primary theories of Marriage and
Family Therapy which are used in the treatment of
parents and their children and/or adolescents who
present themselves for therapy.
The course will examine the history of play therapy
including the theories from which play therapy
evolved, attachment theory, the fundamentals of
play therapy, use of assessment with children and
adolescents, sand tray play therapy, use of play
therapy in the family context and special topics.
When Offered
Fall
When Offered
Fall
Rationale: We have changed the name and
description of this course to allow students to
receive information in a way that is
complementary and applicable to the treatment
they provide.
Effective Date: Fall 2012
IMSE 660 Operations Research II. (3) Continuation
of IMSE 560. Topics are: graph optimization,
integer programming, nonlinear programming,
queuing theory.
IMSE 660 Operations Research II. (3) Continuation
of IMSE 560. Topics include: integer programming,
nonlinear programming, Markov chains, and
queuing theory.
Note
Three hours lecture a week.
Note
Three hours lecture a week.
Requisites
Prerequisite: IMSE 560 and STAT 510.
Requisites
Prerequisite: IMSE 560 and STAT 510.
When Offered
Fall, Spring
When Offered
Spring
UGE course
No
UGE course
No
K-State 8
None
K-State 8
None
Rationale: The proposed change to the course
description reflects a reorganization of topics
between IMSE 560 and IMSE 660. The course is
also now offered only in the spring.
Impact: None
Effective Date: Spring 2012
Expedited Curriculum Change
Change:
Master’s in Communication Sciences and Disorders
To update the curriculum in line with course changes
Change From
Master’s in Communication Sciences and Disorders
Change To
Master’s in Communication Sciences and Disorders
The Family Studies and Human Services
department offers a Master of Science degree in
Family Studies and Human Services with a
specialization Communication Sciences and
Disorders. Communication Sciences and Disorders
is an area of professional specialization that
developed out of concern for people with speech,
language, and hearing disorders. The program in
Communication Sciences and Disorders (CSD) has
been an established presence at Kansas State
University for more than 45 years. The goal of the
CSD program is to educate clinicians who are
competent to help children and adults with
difficulties in any aspect of oral and written
communication or swallowing. It is part of the
School of Family Studies and Human Services, a
multidisciplinary department in which sociologists
and psychologists, speech-language pathologists
and audiologists, economists, gerontologists, social
workers, and marriage and family therapists address
the broad social issues affecting the development of
individuals and families.
The Family Studies and Human Services
department offers a Master of Science degree in
Family Studies and Human Services with a
specialization Communication Sciences and
Disorders. Communication Sciences and Disorders
is an area of professional specialization that
developed out of concern for people with speech,
language, and hearing disorders. The program in
Communication Sciences and Disorders (CSD) has
been an established presence at Kansas State
University for more than 45 years. The goal of the
CSD program is to educate clinicians who are
competent to help children and adults with
difficulties in any aspect of oral and written
communication or swallowing. It is part of the
School of Family Studies and Human Services, a
multidisciplinary department in which sociologists
and psychologists, speech-language pathologists
and audiologists, economists, gerontologists, social
workers, and marriage and family therapists address
the broad social issues affecting the development of
individuals and families.
The Master’s degree offered in Communication
Sciences and Disorders at Kansas State University
is focused on speech-language pathology. It is a
full-time, two-year program, starting either in the
summer/fall or spring semesters. The majority
(about 90%) of CSD undergraduate majors
complete the program in 6 semesters (includes 2
summers). The exceptions typically relate to
The Master’s degree offered in Communication
Sciences and Disorders at Kansas State University
is focused on speech-language pathology. It is a
full-time, two-year program, starting either in the
summer/fall or spring semesters. The majority
(about 90%) of CSD undergraduate majors
complete the program in 6 semesters (includes 2
summers). The exceptions typically relate to
students who have deficiencies in their
undergraduate curriculum from another program.
The objectives of this professional education
program are to:
students who have deficiencies in their
undergraduate curriculum from another program.
The objectives of this professional education
program are to:
1. Prepare speech-language pathologists to fill
diverse roles in the broad area of speech-language
pathology and in a variety of professional
environments;
1. Prepare speech-language pathologists to fill
diverse roles in the broad area of speech-language
pathology and in a variety of professional
environments;
2. Provide the student with knowledge about the
changing role of the speech-language pathologists
within our society;
2. Provide the student with knowledge about the
changing role of the speech-language pathologists
within our society;
3. Facilitate an interdisciplinary view of disorders
of human communication;
3. Facilitate an interdisciplinary view of disorders
of human communication;
4. Provide speech-language pathologists with the
coursework and practicum experiences needed to
meet national standards for clinical knowledge and
skills and to earn the Certificate of Clinical
Competence (CCC) awarded by the American
Speech-Language-Hearing Association.
4. Provide speech-language pathologists with the
coursework and practicum experiences needed to
meet national standards for clinical knowledge and
skills and to earn the Certificate of Clinical
Competence (CCC) awarded by the American
Speech-Language-Hearing Association.
Kansas State University is fully accredited by the
North Central Accrediting Association. In addition,
the Master’s-level program in Speech-Language
Pathology at Kansas State University is accredited
by the Council on Academic Accreditation through
the American Speech-Language-Hearing
Association.
Kansas State University is fully accredited by the
North Central Accrediting Association. In addition,
the Master’s-level program in Speech-Language
Pathology at Kansas State University is accredited
by the Council on Academic Accreditation through
the American Speech-Language-Hearing
Association.
Please review the following website to read more
specific information about graduate application
procedures and forms for communication sciences
& disorders: http://www.he.kstate.edu/fshs/programs/grad/csd-grad.php.
Please review the following website to read more
specific information about graduate application
procedures and forms for communication sciences
& disorders: http://www.he.kstate.edu/fshs/programs/grad/csd-grad.php.
Requirements
Requirements
For the Master of Science degree, the following
requirements must be met:
For the Master of Science degree, the following
requirements must be met:
1. Completion of a minimum of 30 graduate credit
hours in academic coursework starting with 2010
spring admits, with additional credits from practica
and externships. (See the section on Required
Graduate Courses for Speech-Language
Pathology.)
2. Completion of two unique externships, typically
full-day placements extending throughout the
1. Completion of a minimum of 30 graduate credit
hours in academic coursework starting with 2010
spring admits, with additional credits from practica
and externships. (See the section on Required
Graduate Courses for Speech-Language
Pathology.)
2. Completion of two unique externships, typically
full-day placements extending throughout the
semester at an approved off-campus site.
3. Completion of a minimum of 400 total clinical
hours (including 375 direct clinical contact hours).
4. Demonstration of clinical competency as judged
by the Program faculty.
semester at an approved off-campus site.
3. Completion of a minimum of 400 total clinical
hours (including 375 direct clinical contact hours).
4. Demonstration of clinical competency as judged
by the Program faculty.
Students selecting the non-thesis option must also
successfully complete the comprehensive written
examination and oral examination if indicated.
Students selecting the non-thesis option must also
successfully complete the comprehensive written
examination and oral examination if indicated.
Students selecting the thesis option must also
complete six hours of thesis credit, design,
implement, and produce a written thesis on a
research topic in accordance with Family Studies &
Human Services guidelines and successfully defend
the thesis in an oral examination.
Students selecting the thesis option must also
complete six hours of thesis credit, design,
implement, and produce a written thesis on a
research topic in accordance with Family Studies &
Human Services guidelines and successfully defend
the thesis in an oral examination.
The graduate curriculum in Communication
Sciences and Disorders prepares students with the
basic course requirements for certification as a
speech-language pathologist by the American
Speech-Language-Hearing Association (ASHA),
and also prepares students to pass the national
examination in speech-language pathology &
audiology (NESPA). The pass rate of KSU
graduates (first try) is 100% since 2004.
The graduate curriculum in Communication
Sciences and Disorders prepares students with the
basic course requirements for certification as a
speech-language pathologist by the American
Speech-Language-Hearing Association (ASHA),
and also prepares students to pass the national
examination in speech-language pathology &
audiology (NESPA). The pass rate of KSU
graduates (first try) is 100% since 2004.
Academic Courses
Academic Courses
FSHS 725 - Augmentative and Alternative
Communication Credits: (2)
FSHS 741 - Fluency Disorders Credits: (3)
FSHS 742 - Language Assessment and Intervention
II Credits: (3)
FSHS 725 - Augmentative and Alternative
Communication Credits: (2)
FSHS 741 - Fluency Disorders Credits: (3)
FSHS 742 - Language Assessment and Intervention
II Credits: (3)
FSHS 744 - Aural Rehabilitation Credits: (2)
FSHS 745 - Neuromotor Speech Disorders Credits:
(3)
FSHS 750 - Voice Disorders Credits: (3)
FSHS 780 - Instrumental Measurement for Clinical
Application Credits: (2)
FSHS 841 - Acquired Language and Cognitive
Disorders Credits: (4)
FSHS 844 - Dysphagia Credits: (3)
FSHS 851 - Professional Issues in Speech-Language
Pathology Credits: (2)
FSHS 897 - Graduate Seminar in Communication
Sciences and Disorders Credits: (1-3)
FSHS 743 – Communication Impairments in
Autism Spectrum Disorders Credits (2)
FSHS 744 - Aural Rehabilitation Credits: (2)
FSHS 745 - Neuromotor Speech Disorders Credits:
(3)
FSHS 748 – Cleft Palate Credits (1)
FSHS 750 - Voice Disorders Credits: (3)
FSHS 780 - Instrumental Measurement for Clinical
Application Credits: (2)
FSHS 841 - Acquired Language and Cognitive
Disorders Credits: (4)
FSHS 844 - Dysphagia Credits: (3)
FSHS 851 - Professional Issues in SpeechLanguage Pathology Credits: (2)
OPTIONAL
FSHS 899 – MS Research in Family Studies and
Human Services Credits: (Var.)
FSHS 897 - Graduate Seminar in Communication
Sciences and Disorders Credits: (1-3)
FSHS 899 – MS Research in Family Studies and
Human Services Credits: (Var.)
Clinical Courses
Clinical Courses
FSHS 705 - Practicum in Speech-Language
Pathology Credits: (1-3)
FSHS 706 - Practicum in Audiology Credits: (1-3)
FSHS 847 - Externship in Speech-Language
Pathology Credits: (3-12)
Clinical Experiences
Clinical Hour Requirements
Specific clinical contact hour requirements for the
Master’s degree are in accordance with the
guidelines for certification as a speech-language
pathologist by the American Speech-LanguageHearing Association (ASHA). (Some of these
requirements may be obtained at the undergraduate
level):
1. 25 clock hours of clinical observation (typically
completed prior to practicum enrollment).
2. A minimum of 375 hours of practicum, including
325 hours at the graduate level.
3. Assignments are made to provide clinical
experiences with individuals across the life span
and with as many types of disorders and differences
as possible.
Practicum in Speech-Language Pathology
& Audiology
All students must complete 25 hours of supervised
observation of clinical service for speech, language,
swallowing, or hearing impairments. (The
requirement of 25 observation hours is typically
fulfilled at the undergraduate level.) Following the
clinical observation experience and the completion
of appropriate coursework, students are assigned
clients at the KSU Speech and Hearing Center.
Graduate students from other institutions must
FSHS 705 - Practicum in Speech-Language
Pathology Credits: (1-3)
FSHS 706 - Practicum in Audiology Credits: (1-3)
FSHS 847 - Externship in Speech-Language
Pathology Credits: (3-12)
Clinical Experiences
Clinical Hour Requirements
Specific clinical contact hour requirements for the
Master’s degree are in accordance with the
guidelines for certification as a speech-language
pathologist by the American Speech-LanguageHearing Association (ASHA). (Some of these
requirements may be obtained at the undergraduate
level):
1. 25 clock hours of clinical observation (typically
completed prior to practicum enrollment).
2. A minimum of 375 hours of practicum, including
325 hours at the graduate level.
3. Assignments are made to provide clinical
experiences with individuals across the life span
and with as many types of disorders and differences
as possible.
Practicum in Speech-Language Pathology
& Audiology
All students must complete 25 hours of supervised
observation of clinical service for speech, language,
swallowing, or hearing impairments. (The
requirement of 25 observation hours is typically
fulfilled at the undergraduate level.) Following the
clinical observation experience and the completion
of appropriate coursework, students are assigned
clients at the KSU Speech and Hearing Center.
Graduate students from other institutions must
provide evidence of any clinical contact hours
signed by their supervisor(s) at the institution where
the hours were obtained. Those supervisors must
hold the CCC in the appropriate area.
provide evidence of any clinical contact hours
signed by their supervisor(s) at the institution where
the hours were obtained. Those supervisors must
hold the CCC in the appropriate area.
Students must complete a minimum of 100 clinical
clock hours at the KSU Speech and Hearing Center,
and the first 25 clock hours of direct clinical
experience will always be completed there, even if
clinical contact hours were obtained earlier at a
different training program. When sufficient clinical
experience has been completed and competency
levels demonstrated, the student may be assigned to
an off-campus practicum site. Students are expected
to enroll in at least two credit hours of practicum
(FSHS 705 or 706) during each semester or term
(summer) of enrollment. Students typically
complete a minimum of 4 on-campus semesters of
practicum prior to externship placements. Clinical
contact hours are counted toward the total number
required (375) only if the student earns a practicum
grade of A or B.
Students must complete a minimum of 100 clinical
clock hours at the KSU Speech and Hearing Center,
and the first 25 clock hours of direct clinical
experience will always be completed there, even if
clinical contact hours were obtained earlier at a
different training program. When sufficient clinical
experience has been completed and competency
levels demonstrated, the student may be assigned to
an off-campus practicum site. Students are expected
to enroll in at least two credit hours of practicum
(FSHS 705 or 706) during each semester or term
(summer) of enrollment. Students typically
complete a minimum of 4 on-campus semesters of
practicum prior to externship placements. Clinical
contact hours are counted toward the total number
required (375) only if the student earns a practicum
grade of A or B.
Externship in Speech-Language Pathology
Externship in Speech-Language Pathology
All students are required by the program to
complete two externships at off-campus sites and
accrue a minimum of 50 clock hours and
appropriate clinical competencies at each site. The
Clinic Director and program faculty must approve
all external placements. For students hoping to
obtain certification from any State Department of
Education, it is highly recommended that one of the
two externships be in a public school setting.
Clinical contact hours will be counted toward the
total number required (375) only if the student
earns a grade of A or B in the externship in which
the hours were accrued. During the semesters that
students are completing externships, they are
expected to enroll for six credit hours (FSHS 847)
unless otherwise approved by the faculty.
All students are required by the program to
complete two externships at off-campus sites and
accrue a minimum of 50 clock hours and
appropriate clinical competencies at each site. The
Clinic Director and program faculty must approve
all external placements. For students hoping to
obtain certification from any State Department of
Education, it is highly recommended that one of the
two externships be in a public school setting.
Clinical contact hours will be counted toward the
total number required (375) only if the student
earns a grade of A or B in the externship in which
the hours were accrued. During the semesters that
students are completing externships, they are
expected to enroll for six credit hours (FSHS 847)
unless otherwise approved by the faculty.
The Clinic Director of the program has negotiated
contracts with several area schools, hospitals, and
rehabilitation centers. All externship supervisors are
licensed speech-language pathologists with their
certificate of clinical competence. At many of the
extern sites, former graduates of the program
supervise current KSU graduate students. Students
should expect to travel or relocate to the
communities where the approved off-campus sites
The Clinic Director of the program has negotiated
contracts with several area schools, hospitals, and
rehabilitation centers. All externship supervisors are
licensed speech-language pathologists with their
certificate of clinical competence. At many of the
extern sites, former graduates of the program
supervise current KSU graduate students. Students
should expect to travel or relocate to the
communities where the approved off-campus sites
are located. Some current and past extern sites
include:
are located. Some current and past extern sites
include:
-Public Schools of Manhattan, Salina, Topeka,
Kansas City and others
-St. Francis Hospital and Medical Center (Topeka)
-Stormont-Vail Hospital (Topeka)
-Geary Community Hospital (Junction City)
-Mercy Regional Health Center (Manhattan)
-Saint Luke’s Hospital of Kansas City
-Saint Luke’s South Hospital (Kansas City)
-Meadowbrook Rehabilitation Hospital (Gardner)
-Children’s Mercy Hospital (Kansas City)
-Kansas Rehabilitation Hospital (Topeka)
-Veterans Administration Hospitals (Kansas City or
Topeka)
-Salina Regional Health Center (Salina)
-Newton Medical Center (Newton)
-Central Kansas Speech Services (McPherson)
-Public Schools of Manhattan, Salina, Topeka,
Kansas City and others
-St. Francis Hospital and Medical Center (Topeka)
-Stormont-Vail Hospital (Topeka)
-Geary Community Hospital (Junction City)
-Mercy Regional Health Center (Manhattan)
-Saint Luke’s Hospital of Kansas City
-Saint Luke’s South Hospital (Kansas City)
-Meadowbrook Rehabilitation Hospital (Gardner)
-Children’s Mercy Hospital (Kansas City)
-Kansas Rehabilitation Hospital (Topeka)
-Veterans Administration Hospitals (Kansas City or
Topeka)
-Salina Regional Health Center (Salina)
-Newton Medical Center (Newton)
-Central Kansas Speech Services (McPherson)
**Graduate students are expected not to hold
daytime jobs during their externships. Graduate
students do not hold a GTA during their externship.
**Graduate students are expected not to hold
daytime jobs during their externships. Graduate
students do not hold a GTA during their externship.
Master's Comprehensive Examinations
Master's Comprehensive Examinations
Graduate students have the option of completing
the non-thesis or thesis option. The non-thesis
option involves a two-part written comprehensive
exam over a maximum period of 5 working days. A
graduate student who selects the thesis option
completes an original research project instead of the
written comprehensive examination. The student
should declare his or her interest in the thesis option
as soon as possible following acceptance into the
graduate program. The CSD handbook at the
program web site provides specific guidelines for
each option (http://www.he.kstate.edu/documents/fshs/csd-programrequirements.pdf).
Graduate students have the option of completing
the non-thesis or thesis option. The non-thesis
option involves a two-part written comprehensive
exam over a maximum period of 5 working days. A
graduate student who selects the thesis option
completes an original research project instead of
the written comprehensive examination. The
student should declare his or her interest in the
thesis option as soon as possible following
acceptance into the graduate program. The CSD
handbook at the program web site provides
specific guidelines for each option
(http://www.he.k-state.edu/documents/fshs/csdprogram-requirements.pdf).
Rationale:
When the two new courses in the proposed curriculum, FSHS 743 and FSHS 748, were sent through for
approval, we neglected to submit the necessary curriculum change proposal. This submission rectifies that omission.
The minimum number of 30 graduate semester hours in academic coursework required for the MS degree has not
changed. FSHS 897, which was previously required (1-3 cr. hrs.), has been replaced by FSHS 743 (2 cr. hrs.) and FSHS
748 (1 cr. hr.), which are required. FSHS 897 will remain as an option, as will FSHS 899.
Effective: Summer 2012
Non-Expedited New Courses
ADD: AGRON 602. Agronomy Capstone Experience. (3) I, II. A culminating learning experience to apply the knowledge
gained by the student in the undergraduate curriculum, to apply the skills of problem-solving and critical thinking, and
to develop the ability to work in teams and participate in civil discourses. Current issues in Agronomy will be discussed
and a team project will be completed. Three hours of seminar a week. Pr.: Senior standing. K-State 8: Ethical Reasoning
and Responsibility; Human Diversity within the U.S.
RATIONALE:
Agronomy undergraduate students complete their major in one of the five options, and often have
different experiences and limited opportunities to interact with their peers. These graduates also enter a work force
that is diverse, with regards to previous work experiences, perspectives, and alternative cropping systems. This capstone
experience will be required by all Agronomy majors in their senior year, with a goal of creating a culminating learning
experience. Students will apply the skills of problem solving and critical thinking and develop the ability to work in teams
and participate in civil discourse. Current issues in Agronomy will be discussed and a team project will be completed.
IMPACT:
No impact on other units.
EFFECTIVE DATE:
Fall 2012
ADD: AGRON 695. Climate Change and Agriculture. (3) II. Impact of climate and climate change on agricultural
systems and soil and water resources at global and regional scales. Discussion on adaptation and mitigation strategies
including economics and policies that affect agriculture. Three hours lecture a week. Pr.: Junior or senior standing. KState 8: Global Issues and Perspectives; Natural and Physical Sciences.
RATIONALE:
Agricultural production systems and soil and water resources are linked to climate, both variability and
change. Projected changes in our climate are expected to impact agriculture and soil and water resources, nationally
and globally. This course will focus on understanding of the impact of climate change on agricultural systems and a
discussion of adaptation and mitigation strategies.
IMPACT:
No impact on other departments.
EFFECTIVE DATE:
Spring 2013
ADD: AGRON 832. Grassland Plant Identification. (2) II. Study of plants that have ecological and/or agricultural
importance in the Great Plains. Emphasis on plant identification, grassland ecosystems, and plant forage value,
palatability, and utilization by both domestic livestock and wildlife. Cultural and historical uses of grassland. Web-based
distance AG*IDEA course. Rec. Pr.: AGRON 501 and BIOL 198 or equivalents.
RATIONALE:
This course will be part of a distance graduate certificate in grassland management offered through
AG*IDEA. Universities involved in instruction will include South Dakota State University, Kansas State University,
University of Nebraska-Lincoln (this course), Oklahoma State University, and North Dakota State University.
IMPACT:
No impact on other departments.
EFFECTIVE DATE:
Fall 2012
ADD: GRSC 645 Pet Food Processing. (4) I, odd numbered years. The course is designed to provide students with an
understanding of pet foods, including food products meant for dogs, cats, pet rodents, pet snakes, ornamental fish,
exotic and captive wild animals, and the various processing technologies that are deployed for their production.
Extrusion, baking, canning, and injection molding technologies will be covered. Other important aspects of pet food
production such as ingredient handling and compounding, quality control, HACCP and sanitation, and packaging will also
be discussed. A concurrent laboratory section will allow students to produce pet foods, visit pet food production
facilities, and personally explore selected topics in depth. Three one-hour lectures and one three-hour lab session per
week. Rec. Pr.: CHM 230, PHYS 114, ASI 318 or HN 132, Junior standing.
RATIONALE:
The Feed Science and Management degree program wishes to add a separate course in Pet Food
Processing. This course will be made available for both on-campus and distance students and will also become a part of
a new Pet Food Processing minor that is being developed in the department.
IMPACT:
No impact on other departments.
EFFECTIVE DATE:
Fall 2012
Course:
CDPLN 624 Community Developer as Community Educator
Catalog Description: A graduate level course on education strategies and tools for use in community
development. This course will develop students’ identities as community educators and
provide knowledge on appropriate methodologies for working with adults in community
settings, as well as develop their creativity and critical thinking skills. Students will
engage in peer-to-peer teaching and critical analysis of community education activities.
Credits:
(3)
When Offered:
Fall, Spring, Summer
K-State 8:
None
Rationale:
This course is a part of the K-State Community Development program’s contribution to the
Great Plains IDEA Community Development program. It provides a critical component in
community engagement that has been missing from the program to date.
Course:
CDPLN 625 Participatory Action Research Methods (PAR)
Catalog Description: A graduate level course to develop participatory action research knowledge and skills
through real-world applications. PAR is a method of collecting information by community
members in collaboration with a researcher that respects, places community central to,
and reflects the experiences and culture of the people most directly impacted by the
issue under consideration.
Credits:
(3)
When Offered:
Fall, Spring, Summer
K-State 8:
None
Rationale:
This course is a part of the K-State Community Development program’s contribution to the
Great Plains IDEA Community Development program. It provides a critical component in
community engagement that has been missing from the program to date.
Course:
PLAN 640 Urban Design and Development
Catalog Description: Review of recent and historical developments of urban form and space, presented
through lecture and discussion. Criteria and methodology for urban design and planning
as well as the role of historic preservation.
Credits:
(3)
Requisites:
PLAN 315
When Offered:
Fall
K-State 8:
Historical Perspectives
Rationale:
Urban Design and Development provides students with an understanding of the urban context
in which they will practice.
Course:
PLAN 665 Planning Professional Internship
Catalog Description: Internship with an approved planning sponsor subject to the approval of the
departmental faculty.
Credits:
(7-9)
Requisites:
PLAN 444
When Offered:
Spring
K-State 8:
None
Rationale:
PLAN 665 provides RCP students with the same opportunity to engage in a professional
practice internship as is afforded all other non-baccalaureate students in our college.
The experience is one option in a semester off-campus intended to expand students’
horizons and prepare them for future practice.
Course:
PLAN 703 Off-Campus Studies
Catalog Description: Off campus studies fulfilled in an approved professional office or in an approved
international studies program.
Credits:
(5)
Requisites:
PLAN 720, PLAN 801, PLAN 803
When Offered:
Spring
K-State 8:
None
Rationale:
PLAN 703 provides RCP students with the same opportunity to study internationally or work in a
professional setting as is afforded all other non-baccalaureate students in our college to
expand students’ horizons and prepare them for future practice.
Course:
PLAN 705 Master’s Project
Catalog Description: Comprehensive application of research and planning through individual studies
approved by the department faculty.
Credits:
(3)
Requisites:
PLAN 897
When Offered:
Spring
K-State 8:
None
Rationale:
This new course number aligns with the Graduate School numbering system for Master’s
Project courses.
Course:
PLAN 720 Infrastructure and Plan Implementation
Catalog Description: Examination of infrastructure systems, the transportation process, land-use, and
development standards; consideration of policy options and strategies; review of
financing options and regulatory requirements associated with the various infrastructure
elements. The course also reviews social and other issues that affect and are affected
by infrastructure related decisions.
Credits:
(3)
Requisites:
PLAN 315
When Offered:
Fall
K-State 8:
None
Rationale:
This new course combines content from three previously required classes (PLAN 721, PLAN
715 and CE 786). This new configuration presents the material in a more relevant and
efficient manner. PLAN 721 and PLAN 715 are being discontinued. CE 786 will be a
Professional Elective.
Course:
PLAN 730 Planning Administration
Catalog Description: Functions of a planning administrator, including city organizational structures and the
role of the planner in city administration and management; budgeting and capital
improvements programming, including a study of the roles that bonds, taxation and
intergovernmental grants play in the financing of various community based activities.
Credits:
(3)
Requisites:
PLAN 315
When Offered:
Fall
K-State 8:
None
Rationale:
This new course combines content from two previously required classes (PLAN 752 and PLAN
820), allowing the material to be presented in a more relevant and efficient manner.
PLAN 752 and PLAN 820 are being discontinued.
ADD:
COT 662. Aviation Management. (3) Fall. Provides the Professional Master of Technology student with the
opportunity to gain a thorough understanding of basic aviation industry management practices in
use today combined with historical perspectives. Includes case study analysis.
RATIONALE:
This course can be readily adapted to various segments of the aviation industry in accordance with
individual student interest area. Further, it provides flexibility to the PMT curriculum for the
aviation student in a relevant study area.
IMPACT:
No impact on any other department.
CONTACT:
Kurt Barnhart (785-826-2972 or kurtb@sal.ksu.edu)
EFFECTIVE DATE:
Fall 2012.
FSHS 784 Foundations and Principals of Family and Community Services
Credits: (3)
An introduction to the field of family studies and related professions that involve working with
individuals and families in communities.
When Offered
Fall, Spring, Summer
Rationale This course is one of five new courses proposed to implement a new M.S. in Family and Community Services
degree program with the Great Plains Interactive Distance Education Alliance. Department of Defense requested
U.S.D.A. and Alliance cooperation to enhance online educational opportunities for military service members and their
families. This course also enhances the FSHS graduate curriculum area as basic orientation for new family studies
graduate students.
Impact:
None
Effective Date: Fall 2012
ADD NEW COURSE
FSHS 785 Family Dynamics
Credits: (3)
An examination of theories of family function and dysfunction, techniques of assessment, and models
of family interventions.
When Offered
Fall, Spring, Summer
Rationale This course is one of five new courses proposed to implement a new M.S. in Family and Community Services
degree program with the Great Plains Interactive Distance Education Alliance. Department of Defense requested
U.S.D.A. and Alliance cooperation to enhance online educational opportunities for military service members and their
families. This course also enhances the FSHS graduate curriculum in family studies; it adds new content for family and
community services career preparation.
Impact:
None
Effective Date: Fall 2012
ADD NEW COURSE
FSHS 786 Lifespan Development
Credits: (3)
Human development from both lifespan and bio-ecological perspectives focusing on major theories of
development and current research on micro-macro relationship.
When Offered
Fall, Spring, Summer
Rationale This course is one of five new courses proposed to implement a new M.S. in Family and Community Services
degree program with the Great Plains Interactive Distance Education Alliance. Department of Defense requested
U.S.D.A. and Alliance cooperation to enhance online educational opportunities for military service members and their
families. This course also enhances the FSHS graduate curriculum in life span development and adds new content for
family and community services career preparation.
Impact: None
Effective Date: Fall 2012
ADD NEW COURSE
FSHS 787 Resilience in Families
Credits: (3)
Exploration of resilience approaches to the study of families and human develoment across the life
cycle.
When Offered :Fall, Spring, Summer
Rationale This course is one of five new courses proposed to implement a new M.S. in Family and Community Services
degree program with the Great Plains Interactive Distance Education Alliance. Department of Defense requested
U.S.D.A. and Alliance cooperation to enhance online educational opportunities for military service members and their
families. This course also enhances the FSHS graduate curriculum area of family studies; it adds new content for family
and community services career preparation.
Impact: None
Effective Date: Fall 2012
ADD NEW COURSE
FSHS 791 Parenting Education
Credits: (3)
An examination of theories, models, methods, research, and skills related to parenting and parent
education.
When Offered
Fall, Spring, Summer
Rationale This course is one of five new courses proposed to implement a new M.S. in Family and Community Services
degree program with the Great Plains Interactive Distance Education Alliance. Department of Defense requested
U.S.D.A. and Alliance cooperation to enhance online educational opportunities for military service members and their
families. This course also enhances the FSHS graduate curriculum in early childhood education and adds new content for
family and community services career preparation.
Impact: None
Effective Date: Fall 2012
Non-Expedited Curriculum Changes
Department of Architecture
(Master of Architecture Program)
Effective Date:
Fall 2012
Impact on Other Units: None
Rationale:
Computing in the curriculum is currently addressed by a single required course – ARCH 472 – and it carries the
burden of introducing students to a very broad set of technologies and skillsets. The new courses spread out the
course content over a longer period of time. Three new courses (ARCH 274, ARCH 373, and ARCH 374) are being
created to take this course’s place.
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 Program
Environmental Design Program
First Semester
First Semester
COMM 105
Public Speaking IA
2
COMM 105
Public Speaking IA
2
ENVD 201
Environmental Design Studio I
4
ENVD 201
Environmental Design Studio I
4
ENVD 203
Survey of the Design Professions
1
ENVD 203
Survey of the Design Professions
1
ENVD 250
History of the Designed Environment I
3
ENVD 250
History of the Designed Environment I
3
MATH 100
College Algebra
3
MATH 100
College Algebra
3
*General Electives
3
*General Electives
3
16
Second Semester
16
Second Semester
ENGL 100
Expository Writing I
3
ENGL 100
Expository Writing I
3
ENVD 202
Environmental Design Studio II
4
ENVD 202
Environmental Design Studio II
4
ENVD 251
History of the Designed Environment II
3
ENVD 251
History of the Designed Environment II
3
PHYS 115
Descriptive Physics
5
PHYS 115
Descriptive Physics
5
15
15
Architecture Program
Architecture Program
Third Semester
Third Semester
ARCH 248
Fundamentals of Architectural Technology
3
ARCH 248
Fundamentals of Architectural Technology
3
ARCH 302
Architectural Design Studio I
5
ARCH 302
Architectural Design Studio I
5
ARCH 348
Structural Systems in Architecture I
3
ARCH 348
Structural Systems in Architecture I
3
ARCH 350
History of the Designed Environment III
3
*General Elective
3
ARCH 350
History of the Designed Environment III
3
*General Elective
3
17
Fourth Semester
17
Fourth Semester
ARCH 304
Architectural Design Studio II
5
ARCH 304
Architectural Design Studio II
5
ARCH 325
Environmental Design and Society
3
ARCH 325
Environmental Design and Society
3
ARCH 347
Structural Systems in Architecture I
4
ARCH 347
Structural Systems in Architecture I
4
ARCH 413
Environmental Systems in Architecture I
4
ARCH 413
Environmental Systems in Architecture I
4
ARCH 274
Digital Architecture I
1
16
Supplemental Study
*General Electives
17
Supplemental Study
7
Fifth Semester
*General Electives
7
Fifth Semester
ARCH 403
Architectural Design Studio III
5
ARCH 403
Architectural Design Studio III
5
ARCH 433
Building Construction Systems in Architecture
3
ARCH 433
Building Construction Systems in Architecture
3
ARCH 448
Structural Systems in Architecture II
4
ARCH 448
Structural Systems in Architecture II
4
ARCH 472
Computing in Architecture
3
ARCH 373
Digital Architecture II
1
*General Elective
3
*General Elective
3
18
Sixth Semester
16
Sixth Semester
ARCH 404
Architectural Design Studio IV
5
ARCH 404
Architectural Design Studio IV
5
ARCH 514
Environmental Systems in Architecture II
3
ARCH 514
Environmental Systems in Architecture II
3
LAR 500
Site Planning and Design
3
LAR 500
Site Planning and Design
3
*General Electives
6
*General Electives
6
Digital Architecture III
1
ARCH 374
17
18
Seventh Semester
Seventh Semester
ARCH 515
Environmental Systems in Architecture III
3
ARCH 515
Environmental Systems in Architecture III
3
ARCH 605
Architectural Design Studio V
5
ARCH 605
Architectural Design Studio V
5
ARCH 650
Architectural Programming
3
ARCH 650
Architectural Programming
3
**Planning Elective
3
**Planning Elective
3
*General Elective
3
*General Elective
3
17
Eight Semester
ARCH 606
17
Eight Semester
Architectural Design Studio VI
5
**Professional Support Electives
9
ARCH 606
Architectural Design Studio VI
5
**Professional Support Electives
9
or
or
ARCH 505
Architectural Internship, Part A
9
ARCH 505
Architectural Internship, Part A
9
ARCH 506
Architectural Internship, Part B
3
ARCH 506
Architectural Internship, Part B
3
ARCH 507
Architectural Internship, Part C
2
ARCH 507
Architectural Internship, Part C
2
14
Ninth Semester
14
Ninth Semester
ARCH 805
Project Programming
2
ARCH 805
Project Programming
2
ARCH 806
Architecture Design Studio VII
5
ARCH 806
Architecture Design Studio VII
5
**Architecture Seminar
3
**Architecture Seminar
3
**Architecture Seminar
3
**Architecture Seminar
3
**Professional Support elective
3
**Professional Support elective
3
16
Tenth Semester
16
Tenth Semester
ARCH 807
Architectural Design Studio VIII
5
ARCH 807
Architectural 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
*General Elective
3
*General Elective
3
17
17
Undergraduate Hours
140
Undergraduate Hours
140
Graduate Hours
30
Graduate Hours
30
Total MARCH Degree Requirement
170
Total MARCH Degree Requirement
170
* 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#cred_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#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 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.
^ Courses marked with ^ are pending approval by Faculty Senate. Courses
listed in Bold type in the 5th year represent those hours required within the
Graduate program.
^ Courses marked with ^ are pending approval by Faculty Senate. Courses
listed in Bold type in the 5th year represent those hours required within the
Graduate program.
The K-State 8 General Education areas are covered by courses required in the
Architecture curriculum. Information about the K-State 8 is available at
http://www.k-state.edu/kstate8/index_isis.htm and in the university catalog.
The K-State 8 General Education areas are covered by courses required in the
Architecture curriculum. Information about the K-State 8 is available at
http://www.k-state.edu/kstate8/index_isis.htm and in the university catalog.
Department of Landscape Architecture/Regional and Community Planning
(Non-Baccalaureate Master of Regional & Community Planning)
Effective Date: Fall 2012
Impact on Other Units: Civil Engineering-no longer requiring CE 786 in the ninth semester.
Rationale:
Changes to the Non-Baccalaureate MRCP curriculum are a result of:
1 A need to align the non-baccalaureate MRCP track with the other non-baccalaureate program tracks in the
college, providing NB MRCP students with opportunities to study abroad or complete an extended internship.
2
Providing a MRCP Program of Study credit hour requirement that is similar to the other Program of Study
requirements in the college.
3
Updating course delivery to meet accreditation standards and contemporary planning practice.
4
Making minor adjustments to the electives and some course numbering errors.
5
Changes needed to re-number and re-name courses to align with the Graduate School numbering system.
Courses in Bold are Graduate level.
FROM: (Current list of courses for the curriculum,
curriculum description, and admission criteria.)
First Semester
ENVD 203
Survey of the Design Professions
MATH 100
College Algebra
COMM 105
Public Speaking 1A
Humanities/Design Elective
Social Science/History Elective
Social Science/Sociology Elective
Second Semester
ENGL 100
Expository Writing I
Humanities/Design Elective
Social Science/History Elective
*General Elective
Natural Science Elective with Lab
Third Semester
PLAN 315
Introduction to City Planning
LAR 440
Prb/Natural Systems & Site Analysis
Humanities Elective
Social Science/History Elective
Social Science/Economics Elective
Fourth Semester
LAR 322
Environmental Issues & Ethics
ENGL 200
Expository Writing II
PLAN 616
Seminar in Planning
STAT ***
Statistics Elective
Literature/Communications Elective
Social Science/Geography Elective
Fifth Semester
GEOG 302
Cartography/Thematic Mapping
PLAN 660
Community Development Planning
PLAN 745
Urban Design & Preservation Theory
Natural Science Elective
Social Science/Political Science Elective
Sixth Semester
GEOG 508
Introduction to GIS
LAR 500
Site Planning and Design
PLAN 650
Housing & Development Programs
PLAN 748
Urban Visual Analysis
PLAN 655 or
Land Development Planning
PLAN 661
Community Development Workshop
TO: (Proposed list of courses for the curriculum,
curriculum description, and admission criteria.)
First Semester
1
ENVD 203
Survey of the Design Professions
3
MATH 100
College Algebra
2
COMM 105
Public Speaking 1A
3
Humanities/Design Elective
3
Social Science/History Elective
3
Social Science/Sociology Elective
15
Second Semester
3
ENGL 100
Expository Writing I
3
Humanities/Design Electives
3
Natural Science Elective with Lab
3
*General Elective
4
16
Third Semester
3
PLAN 315
Introduction to City Planning
3
PLAN 316
Planning Principles Seminar
3
PLAN 510
Tech Module
3
LAR 420
Natural Systems & Site Analysis
3
Social Science/Economics Elective
15
*General Elective
3
3
1
3
3
3
16
3
3
3
3
3
15
3
3
3
3
3
3
Fourth Semester
PLAN 415
World Cities
LAR 322
Environmental Issues & Ethics
ENGL 200
Expository Writing II
STAT
Statistics Elective
Social Science/Geography Elective
*General Elective
Fifth Semester
PLAN 640
Urban Design and Development
PLAN 660
Community Development Planning
LAR 704
Env Landscape Planning and Design
Natural Science Elective
Social Science/Political Science Elective
Sixth Semester
PLAN 650
Housing & Development Programs
PLAN 655
Land Development Planning
LAR 500
Site Planning and Design
PLAN 010
Planning Field Trip
**Professional Electives
1
3
2
3
3
3
15
3
6
4
3
16
3
2
1
4
3
3
16
3
3
3
3
3
3
18
3
3
5
3
3
17
3
3
3
0
6
15
Design/Resource Elective
Seventh Semester
PLAN 801
Planning Methods I
PLAN 803
Community Research Methods
*General Elective
Graduate Elective
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
Ninth Semester
PLAN 753
Planning Law
PLAN 820
Planning Administration
CE 786
Land Development for CE & Planners
PLAN 897
Proposal Writing
Graduate Elective
General Elective
Tenth Semester
PLAN 815
Planning Theory, Ethics & Practice
PLAN 836
Community Plan Preparation
PLAN 898 or
Master’s Project and Report
PLAN 899
Research in Planning
Graduate Elective
Undergraduate Hours
Graduate Hours
Total MRCP Degree Requirement
3
15
3
3
4
6
16
3
3
3
3
3
15
3
3
3
1-3
3
3
15-16
3
3
2
3
3
11-12
102
48
150
*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.
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.kstate.edu/kstate8 and in the university catalog.
Courses listed in bold type represent those hours required within
the graduate program. Total credit hours required for graduate
school program of study = 48.
Seventh Semester
PLAN 720
Infrastructure & Plan Implementation
PLAN 801
Planning Methods I
PLAN 803
Community Research Methods
Professional Elective
PLAN 444
Internship Planning Seminar
Eighth Semester***
PLAN 703
Off Campus Studies
Professional Electives
+PLAN 897
Proposal Writing
Ninth Semester
PLAN 730
Planning Administration
PLAN 753
Planning Law
PLAN 897
Proposal Writing
Professional Elective
+PLAN 899
Research in Planning
3
3
3
3
1
13
5
7-9
2
12-16
3
3
3
3
3
12-15
Tenth Semester
PLAN 815
Planning Theory, Ethics & Practice
PLAN 836
Community Plan Preparation
or PLAN 705 Master’s Project
PLAN 898
Master’s Report
Professional Elective
+PLAN 899
Research in Planning
3
3
2
3
3
9-11
Undergraduate Hours
112
Graduate Hours
35
Total MRCP Degree Requirement
147
*A minimum of nine (9) 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.
**Professional Electives in the sixth semester must include 6
undergraduate credit hours of PLAN courses.
***Eighth semester: Two distinct study opportunities are offered
during this semester, each requiring 14 credit hours. The study
abroad and internship options have course requirements that
substitute for the 9 professional elective credit requirements.
All students will complete either a Master’s Report or a Master’s
Thesis.
+If a student elects the thesis option, PLAN 897 Proposal
Writing will be taken during the eighth semester for 2 credit
hours. This course is completed by advance arrangement. PLAN
897 students work independently to develop their thesis proposal
with their major professor’s supervision. PLAN 899 Research in
Planning will be taken in the ninth semester in place of PLAN
897 and in the tenth semester in place of PLAN 705, PLAN 898
and the professional elective.
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.kstate.edu/kstate8 and in the university catalog.
Courses listed in bold type represent those hours required within
the graduate program. Total credit hours required for Graduate
School program of study = 35.
Department of Landscape Architecture/Regional and Community Planning
(Post-Baccalaureate Master of Regional & Community Planning)
Effective Date: Fall 2012
Impact on Other Units: Civil Engineering-No longer requiring CE 786 in the third semester.
Rationale:
Changes to the Post-Baccalaureate MRCP curriculum are a result of:
1 Providing a MRCP Program of Study credit hour requirement that is similar to the other Program of Study
requirements in the college.
2
Updating course delivery to meet accreditation standards and contemporary planning practice.
3
Making minor adjustments to the electives and some course numbering errors.
4
Changes needed to re-number and re-name courses to align with the Graduate School numbering system.
FROM: (Current list of courses for the curriculum,
TO: (Proposed list of courses for the curriculum,
curriculum description, and admission criteria.)
curriculum description, and admission criteria.)
First Semester
PLAN 715
Planning Principles
PLAN 801
Planning Methods I
PLAN 803
Community Research Methods
Graduate Elective
3
3
3
3
12
Second Semester
PLAN 721
Infrastructure Planning & Finance
PLAN 752
Physical Process of Plan Implement
PLAN 802
Planning Methods II
GEOG 508
Introduction to GIS
Third Semester
PLAN 753
Planning Law
PLAN 820
Planning Administration
CE 786
Land Development for CE & Planners
PLAN 897
Proposal Writing
Graduate Elective
Fourth Semester
PLAN 815
Planning Theory, Ethics & Practice
PLAN 836
Community Plan Preparation
PLAN 898 or
Master’s Project and Report
PLAN 899
Research in Planning
Graduate Elective
Total MRCP Degree Requirement
3
3
3
3
12
3
3
3
1-3
3
13-15
3
3
2
3
3
11-12
48
(International Students will be required to complete an additional 1 cr hr of
Internship in Planning)
A program of study must be filed by all graduate students pursuing a
master’s degree. The program of study is a planning document developed
by the student, the major professor, and the supervisory committee, which
outlines the course work that the student must complete in order to
develop adequate expertise in “planning” and be awarded the MRCP
degree.
During the last semester of study, students will be required to complete
either a comprehensive examination and to submit a specialization paper
in their area of expertise according to program guidelines or complete a
master’s report (2 credit hours) or thesis (6 credit hours) and provide an
oral defense of the research. One (1) credit hour of PLAN 880, Topics in
Planning, under their major professor, is awarded for the specialization
First Semester
PLAN 315
PLAN 316
PLAN 801
PLAN 803
Introduction to City Planning
Planning Principles Seminar
Planning Methods I
Community Research Methods
Professional Elective
Second Semester
PLAN 650
Housing & Development Programs
PLAN 655
Land Development Planning
LAR 500
Site Planning and Design
PLAN 010
Planning Field Trip
*Professional Electives
+PLAN 897
Proposal Writing
Third Semester
PLAN 720
PLAN 730
PLAN 753
PLAN 897
+PLAN 899
Infrastructure & Plan Implementation
Planning Administration
Planning Law
Proposal Writing
Professional Elective
Research in Planning
Fourth Semester
PLAN 815
Planning Theory, Ethics & Practice
PLAN 836
Community Plan Preparation
or PLAN 705
Master’s Project
PLAN 898
Master’s Report
Professional Elective
+PLAN 899
Research in Planning
3
2
3
3
3
14
3
3
3
0
6
2
15-17
3
3
3
3
3
3
15
3
3
2
3
3
9-11
Undergraduate Hours
20
Graduate Hours
35
Total MRCP Degree Requirement
55
All students will complete either a Master’s Report or a Master’s
Thesis.
+If a student elects the thesis option, PLAN 897 Proposal
Writing will be taken during the second semester for 2 credit
hours. This course is completed by advance arrangement. PLAN
897 students work independently to develop their thesis proposal
with their major professor’s supervision. PLAN 899 Research in
Planning will be taken in the third semester in place of PLAN 897
and in the fourth semester in place of PLAN 705, PLAN 898 and
the professional elective.
*Professional Electives in the second semester must include 6
paper. No credit is given for the Comprehensive Examination per
graduate school guidelines. Students will be expected to discuss their
specialization paper with their designated committee at the completion of
the Comprehensive Exam session. Work on the specialization
paper/Master’s Report/Thesis usually begins in the third semester to
ensure timely completion. Students completing a thesis will enroll in 3
credit hours PLAN 897 and 3 credit hours PLAN 899 to complete their
6credit hours of thesis research. One (1) credit hour of PLAN 880, Topics
in Planning, under their major professor, is awarded for the specialization
paper. No credit is given for the Comprehensive Examination per
graduate school guidelines. Students will be expected to discuss their
specialization paper with their designated committee at the completion of
the Comprehensive Exam session. At various times throughout the
program, students will be given mini-components of a traditional
comprehensive exam to determine progress in synthesizing concepts and
methods. The Analysis Diagnostic will be administered at the completion
of PLAN 802 for the purpose of insuring a good grasp of the use and
interpretation of analytical techniques developed in the methods /
computer applications sequence of courses.
undergraduate credit hours of PLAN courses.
Courses listed in bold type represent those hours required within
the graduate program. Total credit hours required for Graduate
School program of study = 35.
Professional Master of Technology (MPMT)
30 Hours Required
Common Core Courses (19 – 21 credit hours)
COT 701
COT 702
COT 781
MANGT 810
MANGT 820
STAT 703
Advanced Technical Communication
Applied Research Skills and Methods
Capstone Experience for Professional
Master of Technology
Operations Management and Analysis
Behavioral Management Theory
Statistical Methods for Natural Sciences
Proposed Professional Master of Technology (MPMT)
30 Hours Required
3
3
4-6
3
3
3
Elective Courses (9 – 11 credit hours)
COT 632
COT 650
COT 661
COT 713
COT 720
COT 721
COT 731
COT 792
COT 799
ECON 640
IMSE 680
RF Technology
3
Analytical and Computational Tools for
Engineering Technology
3
Airport Planning and Management
3
Advanced Aviation Safety Management
3
Application of Lean Six Sigma Methods
3
Reliability Centered Maintenance of Plant
Equipment
3
Applied Electromagnetics
3
Problems in Master of Technology
1-3
Special Topics in Professional Master of
Technology
1-3
Industrial Organization and Public Policy
3
Quantitative Problem Solving Techniques 3
Common Core Courses (19 – 21 credit hours)
COT 701
COT 702
COT 781
MANGT 810
MANGT 820
STAT 703
Advanced Technical Communication
Applied Research Skills and Methods
Capstone Experience for Professional
Master of Technology
Operations Management and Analysis
Behavioral Management Theory
Statistical Methods for Natural Sciences
3
3
4-6
3
3
3
Elective Courses (9 – 11 credit hours)
COT 632
RF Technology
3
COT 650
Analytical and Computational Tools for
Engineering Technology
3
COT 662
Aviation Management
3
COT 713
Advanced Aviation Safety Management
3
COT 720
Application of Lean Six Sigma Methods
3
COT 721
Reliability Centered Maintenance of Plant
Equipment
3
COT 731
Applied Electromagnetics
3
COT 792
Problems in Master of Technology
1-3
COT 799
Special Topics in Professional Master of Technology
1-3
ECON 640
Industrial Organization and Public Policy
3
IMSE 680
Quantitative Problem Solving Techniques
3
RATIONALE:
To more appropriately align the aviation elective course content with the desired degree focus for
aviation students. This course will broaden the appeal of the aviation portion of the PMT
degree. The existing course (COT 661) is too narrowly focused for the majority of students.
IMPACT:
No impact on any other department.
EFFECTIVE DATE:
Fall 2012
Life-Span Human Development
Change From
Change To
M.S. Life-Span Human Development
M.S. Life-Span Human Development
The Family Studies and Human Services department
offers a Master of Science degree in Family Studies and
Human Services with a specialization in life span human
development. The life span human development M.S.
specialization is concerned with the growth and
development of the individual, the varying contexts of
human development, and the processes underlying
development throughout the life cycle. The continuous
and systematic changes in the behavior of individuals,
and the processes underlying these developmental
changes across the life span, are of primary interest.
Consideration is given to the ways in which varying and
changing ecological contexts, both large and small,
influence human development. In the School of Family
Studies and Human Services, we are particularly
interested in the influences of family context and family
relations on the course of development. Further,
consistent with the orientations and goals of our
applied perspective, this specialization is concerned
with identifying factors which may foster and enhance
development and optimize growth over the life span.
Overall, the life span human development specialization
provides students with opportunities to study
developmental processes and transitions from
conception to death, the many factors influencing the
course and direction of development, and implications
of these for research, applied programs and social
policy.
The Family Studies and Human Services department
offers a Master of Science degree in Family Studies and
Human Services with a specialization in life span human
development. The life span human development M.S.
specialization is concerned with the growth and
development of the individual, the varying contexts of
human development, and the processes underlying
development throughout the life cycle. The continuous
and systematic changes in the behavior of individuals,
and the processes underlying these developmental
changes across the life span, are of primary interest.
Consideration is given to the ways in which varying and
changing ecological contexts, both large and small,
influence human development. In the School of Family
Studies and Human Services, we are particularly
interested in the influences of family context and family
relations on the course of development. Further,
consistent with the orientations and goals of our
applied perspective, this specialization is concerned
with identifying factors which may foster and enhance
development and optimize growth over the life span.
Overall, the life span human development specialization
provides students with opportunities to study
developmental processes and transitions from
conception to death, the many factors influencing the
course and direction of development, and implications
of these for research, applied programs and social
policy.
A minimum of 30 hours of graduate course work is
required for this M.S. degree.
A minimum of 36 hours of graduate course work is
required for this M.S. degree.
REQUIRED COURSES
REQUIRED CORE COURSES
FSHS 810 Child Development
3
FSHS 845 Adult Development and Aging
FSHS 850 Family Studies
3
3
FSHS 888 Research Methods
Human Development:
FSHS 810 Child Development
3
FSHS 815 Infant Behavior & Development
3
FSHS 820 Theories of Human Development
3
FSHS 822 Transitions to Adulthood
3
FSHS 845 Adult Development and Aging
3
3
RECOMMENDED ELECTIVE COURSES
ARCH 720 Environment and Behavior
3
ARCH 730 Environment and Aging
3
Research Methodology:
EDACE 782 Educational Gerontology
3
FSHS 888 Research Methods
FSHS 708 Topics in Family Studies and Human Services
3
FSHS 815 Infant Behavior and Development
21 - 22
3
STAT 702 Statistical Methods for the Social Sciences
-Or-
3
STAT 704 Analysis of Variance
2
Rationale: This program revision increases course hour requirements (from 30 to 36 hours) by moving coursework from the elected
category (FSHS 815 Infant Behavior and Development, FSHS 820 Theories of Human Development, FSHS 822 Transitions to
Adulthood) to required status. This will ensure that students study theories of human development and developmental processes
across the entire life-span. Additionally, a graduate level course in statistics or qualitative methodology will be required to prepare
students for thesis research, and strengthen their skills in interpretation and application of presented research. Students select
appropriate courses in “Context and Processes” supporting their area of focus. Three new courses have been added to this list (FSHS
700, 713 and 723 as well as moving FSHS 850 from the “core” to the “Context and Processes” category.
Impact: The Department of Statistics and the Department of Sociology have been contacted and have no objection.
Possibly 2-4 students per year may be added to the current demand for the courses.
EFFECTIVE DATE: Fall 2012
Marriage and Family Therapy
CHANGE FROM:
CHANGE TO:
Marriage and Family Therapy (M.S.)
Family Studies and Human Services offers a
Master of Science degree in Family Studies and
Human Services with a specialization in marriage
and family therapy. The marriage and family
therapy M.S. specialization prepares professionals
to conduct and evaluate therapy with marital and
family groups. Students pursue programs of study
that include course work in human development,
family studies, marital and family therapy, and
research methods. The M.S. specialization in
marriage and family therapy is accredited by the
Commission on Accreditation for Marriage and
Family Therapy Education.
Marriage and Family Therapy (M.S.)
Family Studies and Human Services offers a
Master of Science degree in Family Studies and
Human Services with a specialization in marriage
and family therapy. The marriage and family
therapy M.S. specialization prepares professionals
to conduct and evaluate therapy with marital and
family groups. Students pursue programs of study
that include course work in human development,
family studies, marital and family therapy, and
research methods. The M.S. specialization in
marriage and family therapy is accredited by the
Commission on Accreditation for Marriage and
Family Therapy Education.
Requirements
Requirements
The M.S. degree in Marriage and Family Therapy
requires a 60 semester hours of graduate work.
Most students complete the program in three years.
Students have up to five years to complete the
program.
The M.S. degree in Marriage and Family Therapy
requires a 57 semester hours of graduate work.
Most students complete the program in three years.
Students have up to five years to complete the
program.
Theoretical Foundations of Marital and Family
Therapy (7 credits)
Theoretical Foundations of Marital and Family
Therapy (7 credits)
FSHS 853 - Family Systems in Cultural
Context (2)
FSHS 864 - Clinical Theory and Practice (2)
FSHS 823- Personal Integration (1)
FSHS 867 - Pre-Practicum in Marriage and
FSHS 853 - Family Systems in Cultural
Context (2)
FSHS 864 - Clinical Theory and Practice (3)
FSHS 867 - Pre-Practicum in Marriage and
Family
Therapy I (1)
FSHS 868 - Pre-Practicum in Marriage and
Family Therapy II (1)
Assessment and Treatment in Marital and
Family Therapy (17 Credits)
FSHS 805 – Brief Solution-Focused Therapy
(1)
FSHS 866 - Sex Therapy (3)
FSHS 869 – Systemic Treatment of Domestic
Violence and Substance Abuse (2)
FSHS 870 – Principles of MFT 1: Couples (2)
FSHS 872 – Principles of MFT II: Family (2)
FSHS 886 – Principles of MFT III: Child and
Adolescent Family Therapy (2)
FSHS 877 - Individual and Family Assessment
(2)
FSHS 879 - Systemic Assessment and
Treatment of Psychopathology (3)
Family Studies and Human Services (9-15
Credits)
Family Therapy I (1)
FSHS 868 - Pre-Practicum in Marriage and
Family Therapy II (1)
Assessment and Treatment in Marital and
Family Therapy (19 credits)
FSHS 805 – Brief Solution-Focused Therapy
(1)
FSHS 869 –Systemic Treatment of Domestic
Violence and Substance Abuse (2)
FSHS 870 - Couples and Sex Therapy (3)
FSHS 872 - Family Therapy (3)
FSHS 886– Experiential Approaches to
Working with Children and Families (2)
FSHS 896 – Advanced Family Therapy (3)
FSHS 877 - Individual and Family Assessment
(2)
FSHS 879 - Systemic Assessment and
Treatment of Psychopathology (3)
Family Studies and Human Services (6-12
credits)
FSHS 852 - Contemporary Family Theories (3)
FSHS 852 - Contemporary Family Theories
(3)
FSHS 865 - Human Sexuality (3)
One of the Following Options:
FSHS 820 - Theories of Human
Development (3)
OR
FSHS 810 - Child Development (3) AND
FSHS 822 - Transition to Adulthood (3)
AND
FSHS 845 - Adult Development and Aging
(3)
OR
FSHS 865 - Human Sexuality (3)
One of the Following Options
FSHS 820 – Theories of Human
Development (3)
OR
FSHS 810 - Child Development (3) AND
FSHS 822 - Transition to Adulthood (3)
AND
FSHS 845 - Adult Development and Aging
(3)
Ethics and Professional Studies (3 credits)
Ethics and Professional Studies (3 Credits)
FSHS 878 - Professional Studies in Family
Therapy (3)
FSHS 878 - Professional Studies in Family
Therapy (3)
Research Methodology (6 credits)
Research Methodology (3 Credits)
FSHS 888 - Research Methods in FSHS I (3)
Supervised Clinical Practice (15 Credits)
FSHS 888 - Research Methods in FSHS I (3)
One of the Following Options
FSHS 806 – Statistical Methods in Family
Studies
and Human Services I (3)
Minimum of three continuous 3 credit hours of
Practica (FSHS 885) over a 12-month period,
including summers; must accumulate 500 client
contact hours and 100 hours of supervision from
faculty. Fifty per cent of supervision hours from
faculty must be based on "raw" data (live or
video).
FSHS 885 - Practicum in Marriage and Family
Therapy (3)
Electives (various)
Students that choose to complete the clinical
project (see below) are required to complete 4
elective credit hours.
End of Program Requirements (6 credits)
Pass a comprehensive written examination on
marriage and family therapy
Complete, with committee approval, one of the
following written documents:
A Thesis (requiring 6 hours of FSHS 899)
OR
A Clinical Specialization Paper
(requiring 2 hours of FSHS 889 plus
4 elective credit hours)
Pass an oral examination with emphasis on the
written document.
OR
FSHS 902- Qualitative Research Methods in
FSHS (3)
OR
FSHS 893 – Program Evaluation in Human
Services (3)
OR
SOCIO 824- Qualitative Methodology (3)
OR
PSYCH 802 – Quantitative Methods in
Psychology (3)
OR
EDCEP 817 – Statistical Methods in Education
(3)
Supervised Clinical Practice (12-18 credits)
Minimum of four continuous 3 credit hours of
Practica (FSHS 885) over a 12-month period,
including summers; must accumulate 500 client
contact hours and 100 hours of supervision from
faculty. Fifty per cent of supervision hours from
faculty must be based on "raw" data (live or video).
FSHS 885 - Practicum in Marriage and Family
Therapy (3)
Electives (various)
Students that choose to complete the clinical
project (see below) are required to complete 2
elective credit hours.
End of Program Requirements (4-6 credit)
Pass a comprehensive written examination on
marriage and family therapy
Complete, with committee approval, one of the
following written documents:
A Thesis (requiring 6 hours of FSHS 899)
OR
A Clinical Project (requiring 2 hours of
FSHS 889 plus 2 elective credit hours)
Pass an oral examination with emphasis on the
written document.
Rationale: The primary change we made in our curriculum was to add one additional research methods course to make
our students more competitive for PhD programs and to support them in their ability to complete a thesis. To enable us
to add more research methods to our curriculum, we gave students the option of taking one of two Family Studies
courses. Neither of these courses are required for licensure or accreditation. In addition, we identified a need to
combine the couple’s therapy course with the sex therapy course to allow students to receive information in a way that
is complementary and applicable to the treatment they provide. We also identified a need to add an advanced family
therapy course which will focus on evidence-based treatment.
EFFECTIVE DATE: Fall 2012
IMPACT ON OTHER UNITS: Departments of Sociology, Anthropology and Social Work; Psychology; and Special
Education, Counseling and Student Affairs have been contacted and have no objections.
Marriage and Family Therapy
Change From
Marriage and Family Therapy (Ph.D)
The Family Studies and Human Services department
participates in the Ph.D. degree program awarded from
the College of Human Ecology with a specialization in
Marriage and Family Therapy. The mission of the
marriage and family therapy doctoral specialization is
to prepare students to be excellent clinicians,
supervisors, educators, and researchers working in a
variety of academic and/or clinical settings. Students
pursue programs of study that include course work in
human development, family studies, marital and family
therapy, statistics, and research methods. The Ph.D.
specialization in marriage and family therapy is
accredited by the Commission on Accreditation for
Marriage and Family Therapy Education (COAMFTE).
Change To
Marriage and Family Therapy (Ph.D)
The Family Studies and Human Services department
participates in the Ph.D. degree program awarded from
the College of Human Ecology with a specialization in
Marriage and Family Therapy. The mission of the
marriage and family therapy doctoral specialization is to
prepare students to be excellent clinicians, supervisors,
educators, and researchers working in a variety of
academic and/or clinical settings. Students pursue
programs of study that include course work in human
development, family studies, marital and family therapy,
statistics, and research methods. The Ph.D. specialization
in marriage and family therapy is accredited by the
Commission on Accreditation for Marriage and Family
Therapy Education (COAMFTE).
Program Requirements
Program Requirements
This curriculum for the Ph.D. in MFT follows
COAMFTE guidelines. It assumes students have
completed the requirements for the COAMFTE
Master’s-Level Standard Curriculum. Where that is not
the case, students must complete the equivalent of any
deficiencies. Most students complete the program in
four years. Students have seven years to complete the
program. A minimum of 90 credits is required. No more
than 30 credit hours from a masters degree may be
applied to fulfill PhD requirements.
This curriculum for the Ph.D. in MFT follows
COAMFTE guidelines. It assumes students have
completed the requirements for the COAMFTE Master’sLevel Standard Curriculum. Where that is not the case,
students must complete the equivalent of any deficiencies.
Most students complete the program in four years.
Students have seven years to complete the program. A
minimum of 90 credits is required. No more than 30
credit hours from a masters degree may be applied to
fulfill PhD requirements.
Theoretical Foundations of Marital and Family
Therapy (3 hours)
FSHS 987 – Advanced Clinical Theory (3)
Assessment and Treatment in Marital and Family
Therapy (3 hours)
Assessment and Treatment in Marital and Family
Therapy (3 hours)
FSHS – 970 Clinical Specialization in MFT (3)
FSHS 970 - Clinical Specialization in MFT (3)
Family Studies and Human Services (3 hours)
Family Studies and Human Services (6 hours)
FSHS 894 – Readings in Family and Human Services (3)
FSHS 950 – Advanced Family Theory (3)
FSHS 950 – Advanced Family Theory (3)
Supervision of MFT (9 hours)
Supervision of MFT (9 hours)
FSHS 984 - Supervision of Marriage and Family
Therapy (3)
FSHS 986 – Practicum in Supervision of Marriage and
Family Therapy (6)
FSHS 984 – Supervision of Marriage and Family Therapy
(3)
FSHS 986 - Practicum in Supervision of Marriage and
Family Therapy (6)
Research Methods (49 hours)
Research Methods (49 hours)
FSHS 892 – Practicum in Human Development
Research (3)
FSHS 902 – Qualitative Research Methods in FSHS (3)
At least 3 additional credit hours in research
design/methods/skills beyond FSHS 888 or its
equivalent
FSHS 983 – Marriage and Family Therapy Research
(3)
FSHS 892 – Practicum in Human Development Research
(3)
FSHS 902 – Qualitative Research Methods in FSHS (3)
FSHS 910 - Topics in Marriage and Family Therapy
(1-3) Required to be taken twice
FSHS 983 – Marriage and Family Therapy Research (3)
Rationale: We identified a need to add courses in topics in marriage and family therapy and a course in readings in family and
human services, in order to keep students abreast in cutting edge knowledge and methods. The topics courses and the readings
course will vary based on what the faculty deem the most important topics. We are also eliminating the requirement for a basic
graduate level statistics course and making a comparable course required as a pre-requisite for admission to the PhD program.
Impact: None
EFFECTIVE DATE: Fall 2012
Master of Public Health Program
FROM: Select from one of these five areas. Contact the MPH Program Director for a list of electives in each area.
TO:

Food safety and biosecurity

Infectious diseases and zoonoses

Public health nutrition

Public health nutrition and physical activity

Public health physical activity
Select from one of these five four areas. The 22 credit hours required for each emphasis area are listed below.

Food safety and biosecurity

Infectious diseases and zoonoses

Public health nutrition

Public health nutrition and physical activity

Public health physical activity
Food Safety and Biosecurity
In addition to the core courses (14 or 16 hours) and field experience (6 hours) or thesis research and field experience (9
hours), students must complete credit hours from the Food Safety and Biosecurity emphasis area as outlined below to fulfill
the 42 credit hour requirement for the MPH degree. Substitutions may be approved by the major professor, supervisory
committee, and the MPH Program director.
1.
Complete the following required courses (2 courses; 4 hours):

FDSCI 730
Multidisciplinary Overview of Food safety and Security (2)

FDSCI 731
Food Protection and Defense – Essential Concepts (2)
2.
3.
4.
5.
6.
7.
Select 1 courses (2-4 hours) from the following:

FDSCI 600
Microbiology of Food (3) OR FDSCI 607 Food Microbiology (4)

FDSCI 750
Food Toxicants (2) OR FDSCI 915 Food Toxicology (2)
Select 1 course (2-3 hours) from the following:

FDSCI 690
Principles of HACCP (2)

FDSCI 791
Advanced Applications of HACCP Principles (3)
Select 1 course (3 hours) from the following:

DMP 845
Food Safety Risk Analysis (3)

DMP 855
Disease Detection, Surveillance, and Risk Assessment (3)
Select 1-3 courses (3-6 hours) from the following:

DMP 816
Trade and Agricultural Health(2)

DMP 844
Global Health Issues (3)

DMP 875
Food Safety, Trade, Law, and Regulation (3)

DMP 835
Food Safety Policy and Politics (3)

DMP 888
Globalization, Cooperation, and Food Trade (1)
Select 1 course (3 hours) from the following:

DMP 858
Food Safety Culture and Communication (3)

DMP 815
Multidisciplinary Thought and Presentation (3)

MC 750
Health Communication Campaigns (3)

MC 760
Risk Communication (3)
Select any remaining courses needed (0-4 hours) from any of the courses listed above or from this list of
acceptable electives below:

DMP 880
Scholarship in a Busy Age (2)

FDSCI 501
Food Chemistry (3)

FDSCI 695
Quality Assurance of Food Products (3)

FDSCI 727
Chemical Methods of Food Analysis (2)

FDSCI 728
Physical Methods of Food Analysis (2)

FDSCI 751
Food Laws and the Regulatory Process (2)

FDSCI 753
Risk Assessment for Food, Ag, & Vet Med (3)

FDSCI 810
Fermented Foods (2)

FDSCI 815
Advanced Food Chemistry (3)

FDSCI 820
Advanced Food Microbiology & Biotechnology (2)

AGEC 710
Comparative Food and Agriculture Systems (3)

AGEC 805
Agricultural Marketing (3)

AGEC 810
Price, Income, and Trade Policies in Agriculture (3)

STAT 704
Analysis of Variance (3)

STAT 705
Regression and Correlation Analyses (3)
Infectious Diseases and Zoonoses
In addition to the core courses (14 or 16 hours) and field experience (6 hours) or thesis research and field experience (9
hours), students must complete credit hours from the Infectious Diseases and Zoonoses emphasis area as outlined below to
fulfill the 42 credit hour requirement for the MPH degree. Substitutions may be approved by the major professor,
supervisory committee, and the MPH Program director.
1.
Select 2-3 courses (6-7 hours) from the following:

BIOL 604
Biology of Fungi (3)

BIOL 530
Pathogenic Microbiology (3)

BIOL 675
Genetics of Microorganisms (3)

BIOL 545
Human Parasitology (3)

BIOL 546
Human Parasitology Laboratory (1)

BIOL 687
Microbial Ecology (3)

BIOL 730
General Virology (3)

ASI 540
Principles of Animal Disease Control (3)

DMP 712
Veterinary Bacteriology and Mycology (lecture (3))

DMP 718
Veterinary Parasitology (DVM students only) (4)

DMP 860
Pathogenic Mechanisms (alternate years) (3)

DMP 722
Veterinary Virology (DVM students only) (3)
2.
3.
4.
Select 1 course (3-4 hours) from the following:

DMP 850
Domestic Animal Immunology (3)

BIOL 670
Immunology (4) (may take associated lab BIOL 671Immunology Laboratory (2))

DMP 705
Principles of Veterinary Immunology (DVM stds only) (3)
Select 1-3 courses (3-6 hours) from the following:

DMP 844

ENTOM 849 Biology of Disease Vectors (3)

GEOG 508
Geographic Information Systems I (3)

GEOG 708
Geographic Information Systems II (3)

BIOL 529
Fundamentals of Ecology (3)

DMP 801
Toxicology (2)

DMP 770
Fundamental Concepts in Emerging Pathogenic Disease (3)

FDSCI 690
Principles of HACCP (online (2))

FDSCI 730
Overview of Food Safety and Security (2)

FDSCI 731
Food Protection and Defense - Essential Concepts (2)

DMP 816
Trade & Agricultural Health (online) (2)

DMP 888
Globalization, Cooperation & the Food Trade (1)
Global Health Issues (online) (3)
Select 1-3 courses (3-6 hours) from the following:

DMP 855
Disease Detection, Surveillance and Risk Assessment (3)

DMP 830
Quantitative Analysis (3)

DMP 871
Molecular Diagnostics of Infectious Diseases (3)

STAT 704
Analysis of Variance (2)

STAT 705
Regression and Correlation Analysis (2)

STAT 716*
Non-parametric Statistics (2)

STAT 730*
Multivariate Statistical Methods (3)

DMP 753
Veterinary Public Health (DVM students only) (2)

DMP 854
Intermediate Epidemiology (3)
5.
6.

STAT 717*
Categorical Data Analysis (3)

STAT 720*
Design of Experiments (3)

DMP 954*
Advanced Epidemiology (3)
Note: *Prerequisites beyond STAT 701
Select 1 courses (3 hours) from the following:

MC 750
Health Communication Campaigns (alternate yrs) (3)

MC 760
Risk Communication (alternate years) (3)

DMP 815
Multidisciplinary Thought and Presentation (3)
Select any remaining courses needed (0-4 hours) from any of the courses listed above.
Public Health Nutrition
In addition to the core courses (14 or 16 hours) and field experience (6 hours) or thesis research and field experience (9
hours), students must complete credit hours from the Public Health Nutrition emphasis area as outlined below to fulfill the
42 credit hour requirement for the MPH degree. Substitutions may be approved by the major professor, supervisory
committee, and the MPH Program director.
1.
2.
Complete the required courses (4 courses; 10 hours):

HN 600 Public Health Nutrition (3)

HN 844 Nutritional Epidemiology (3)

HN 820 Functional Foods for Chronic Disease Prevention (3)

HN 880 Graduate Seminar in Human Nutrition (1)
Select 2-3 courses (6 hours) from the following:

HN 620 Nutrient Metabolism (3)

HN 631 Clinical Nutrition I (2)

HN 632 Clinical Nutrition II (3)

HN 635 Nutrition and Exercise (3)

HN 718 Physical Health and Aging (3)

HN 726 Nutrition and Wellness (3)

HN 735 Advanced Energy Balance (3)

HN 780 Problems in Nutrition (1-2)
3.

HN 782 Topics in Human Nutrition (1-3)

HN 800 Nutrition Education and Communication (3)

HN 810 Advanced Macronutrient Metabolism (5)

HN 812 Advanced Micronutrient Metabolism (3)

HN 841 Consumer Response Evaluation (3)

HN 862 Maternal and Child Nutrition (3)
Select 2-3 courses (4-6 hours) from the list of acceptable electives below:

MC 750
Health Communication Campaigns (alternate yrs) (3)

MC 760
Risk Communication (alternate years) (3)

PSYCH 518 Introduction to Health Psychology (3)

SOCIO 541 Wealth, Power and Privilege (3)

SOCIO 570 Race and Ethnic Relations in the USA (3)

STAT 704
Analysis of Variance (2)

STAT 705
Regression and Correlation Analysis (2)

STAT 710
Sample Survey Methods (2)

STAT 713
Applied Linear Stat Models (2)

STAT 716
Non-parametric Statistics (2)

STAT 717
Categorical Data Analysis (3)

STAT 720
Design Experiments (3)

STAT 725
Intro to SAS Computing (1)

STAT 730
Multivariate Statistical Methods (3)
Public Health Physical Activity
In addition to the core courses (14 or 16 hours) and field experience (6 hours) or thesis research and field experience (9
hours), students must complete credit hours from Public Health Physical Activity emphasis area as outlined below to fulfill
the 42 credit hour requirement for the MPH degree. Substitutions may be approved by the major professor, supervisory
committee, and the MPH Program director.
1.
Complete the following required courses (2 courses; 6 hours):
2.
3.
4.

KIN 830
Public Health Physical Activity (3)

KIN 800
Advanced Physiology of Exercise (3)
Complete 1 course (3 hours) from the list below:

KIN 610
Program Planning and Evaluation (3)

KIN 805
Physical Activity and Human Behavior (3)
Select 1 course (3 hours) from the list below:

KIN 612
Built Environment and Physical Activity (3)

MC 750
Health Communication Campaigns (3)
Select 3-5 courses (8-10 hours) from the list above or below:

KIN 600
Psychology of Physical Activity (3)

KIN 601
Cardiorespiratory Exercise Physiology (3)

KIN 602
Gender in Sport and Exercise (3)

KIN 603
Cardiovascular Exercise Physiology (3)

KIN 606
Topics in the Behavioral Basis of Kinesiology (3)


KIN 607
KIN 609
Topics in Muscle Exercise Physiology (3)
Environmental Physiology (3)

KIN 625
Exercise Testing and Prescription (3)

KIN 635
Nutrition and Exercise (3)

KIN 655
Fitness Promotion (3)

KIN 657
Therapeutic Use of Exercise in the Treatment of Disease (3)

KIN 797
Topics: Public Health Physical Activity Behavior (3)

KIN 808
Social Epidemiology of Physical Activity (3)

KIN 815
Research Methods in Kinesiology (3)

STAT 704
Analysis of Variance (2)

STAT 705
Regression and Correlation Analysis (2)

STAT 710
Sample Survey Methods (2)

STAT 713
Applied Linear Stat Models (2)

STAT 716
Non-parametric Statistics (2)

STAT 717
Categorical Data Analysis (3)

STAT 720
Design Experiments (3)

STAT 725
Intro to SAS Computing (1)

STAT 730
Multivariate Statistical Methods (3)
RATIONALE: The Master of Public Health is a 42-semester hour professional degree. We are in the process of seeking
accreditation from the Council on Education for Public Health (CEPH). Each emphasis area must be distinctively
different from the others. CEPH strongly suggested that we review the courses allowed for the emphasis area and
map each course to the emphasis area competencies and list highly recommended electives.
EFFECTIVE DATE:
Fall 2012
Non-Expedited Curriculum Drop
Department of Landscape Architecture/Regional and Community Planning
Drop: Community Planning and Development Graduate Certificate
Effective Date: Fall 2012
Impact on Other Units: None
Rationale:
Changes to the Community Planning and Development Graduate Certificate curriculum are a result of:
1 The decision to remove the certificate program from our list of offerings. The certificate program is being dissolved
to avoid potential misrepresentation of credentials to students and their future employers. Completion of the
certificate program inappropriately implies sufficient preparation for employment as a city and regional planning
professional.
FROM: (Current list of courses for the curriculum, curriculum
TO: (Proposed list of courses for the curriculum, curriculum
description, and admission criteria.)
Contact: Jayna Elsasser
E-mail: jayna@ksu.edu
Home Page: http://capd.ksu.edu/larcp/academics
description, and admission criteria.)
The Department of Landscape Architecture/Regional and
Community Planning offers a graduate certificate in community
planning and development for graduate students in curricula
other than planning. The intent of this certificate program is to
encourage or improve professional knowledge of community
planning and development issues. Students are required to
complete 15 credit hours of planning courses with a cumulative
GPA of 3.0 and no grade lower than a “B” in any course applied
to the certificate program requirements.
Certification requirements
Graduate students in other disciplines are encouraged to seek
entry into the Graduate Certificate program in Community
Planning and Development if an interest in planning exists. The
certificate is administered by the Graduate School in consultation
with the Department / Program, and operates in a manner similar
to the undergraduate minor. The intent of the Certificate program
is to encourage or improve the graduate students’ professional
knowledge of community planning and development issues. The
basic requirements for the Graduate Certificate in Community
Planning are as follows:
Core requirements:
Successful completion of the following courses with a grade of
“B” or better.
PLAN 715 - Planning Principles Credits: (3)
(Waived if prior completion of PLAN 315 Intro to Planning with “B” or
better)
PLAN 752 - Physical Processes of Plan Implementation Credits: (3)
Planning elective course requirements:
Successful completion of an additional 9 credit hours of the
following planning courses (unless an external elective option is
elected by the student) with grades of “B” or better completes the
Graduate Certificate in Community Planning and Development:
PLAN 633 - Computer Applications in Planning III Credits: (1)
PLAN 650 - Housing and Development Programs Credits: (3)
PLAN 655 - Land Development Planning Credits: (3)
PLAN 660 - Community Development Planning Credits: (3)
PLAN 661 - Community Development Workshop Credits: (Var.)
PLAN 699 - Special Studies in Planning Credits: (1-3)
PLAN 616 - Seminar in Planning Credits: (1-3)
PLAN 721 - Infrastructure Planning and Financing Credits: (3)
PLAN 731 - Solid Waste Planning and Management Credits: (1-3)
PLAN 740 - Small Community and Rural Area Planning Credits: (3)
PLAN 745 - Urban Design and Preservation Planning Theory Credits: (3)
PLAN 746 - Urban Design and Preservation Studio Credits: (4)
PLAN 747 - Urban Design and Preservation Field Study Credits: (1-3)
PLAN 748 - Urban Visual Analysis Credits: (3)
PLAN 753 - Planning Law Credits: (3)
PLAN 765 - Growth Management Credits: (3)
PLAN 803 - Community Research Methods Credits: (3)
PLAN 815 - Planning Theory, Ethics and Practice Credits: (3)
PLAN 820 - Planning Administration Credits: (3)
External elective options:
The Graduate Certificate in Community Planning and
Development program recognizes the value of planning related
course work offered in other degree programs, thus successful
completion of 3 credit hours of planning related course work with
a “B” grade or better from the following listing, above the 500
level if external to the student’s home department, or above the
600 level within the student’s home department, would be
considered an acceptable substitute for one of the courses listed
in the planning elective area above. Several such courses above
the 800 level exist in the Department of Architecture as well, and
can be applied towards the Certificate in Community Planning
and Development.
ARCH 656 - Preservation Documentation, Credits: (3)
ARCH 657 - Preservation Principles Credits: (3)
ARCH 703 - Environmental Aesthetics Credits: (3)
ARCH 720 - Environment and Behavior Credits: (3)
ARCH 730 - Environment and Aging Credits: (3)
ARCH 780 - Development Analysis Credits: (3)
CE 572 - Highway Engineering, Planning and Management Credits: (3)
CE 786 - Land Development for Civil Engineers and Planners Credits: (3)
ECON 555 - Urban and Regional Economics Credits: (3)
FINAN 552 - Real Estate Credits: (3)
GEOG 508 - Geographic Information Systems I Credits: (3)
GEOG 705 - Remote Sensing of the Environment Credits: (3)
GEOG 708 - Geographic Information Systems II Credits: (3)
GEOG 750 - Urban Geography Credits: (3)
LAR 500 - Site Planning and Design Credits: (3)
LAR 646 - Community Planning and Design Credits: (5)
LAR 648 - Landscape Architecture Specialization Studio Credits: (Var.)
LAR 704 - Environmental Landscape Planning and Design Credits: (5)
LAR 759 - Landscape Resource Evaluation Credits: (3)
POLSC 618 - Urban Politics Credits: (3)
POLSC 620 - State and Local Government Credits: (3)
SOCIO 531 - Urban Sociology Credits: (3)
Criteria for Admission and Enrollment Procedures for the
Graduate Certificate in Community Planning and Development:
Graduate Students enrolled at KSU may apply for admission to
the Graduate Certificate program by contacting the departmental
office.
Completion of requirements:
The student will be expected to notify the departmental office of
graduation status the semester prior to planned graduation from
their program. The staff will notify the Graduate School of
completion of all requirements for the Graduate Certificate in
Community Planning and Development, and the Graduate
School will insure the proper notation on the student’s official
transcript. The Certificate will be awarded concurrent with the
student’s graduate degree.
Contact for information on the graduate certificate in community
planning and development:
Students interested in the Graduate Certificate in Community
Planning and Development should contact the Department of
Landscape Architecture/Regional and Community Planning,
College of Architecture, Planning, and Design, phone (785) 5325961. Specific questions may be directed to the Director of the
Graduate Program in Regional and Community Planning.
New Graduate Curriculum(s)
Department of Agronomy
New Program Proposal
Basic Program Information
1. Proposing Institution: Kansas State University, as a partner in the AG*IDEA distance education consortium
including University of Nebraska-Lincoln, South Dakota State University, Oklahoma State University, North
Dakota State University, and Iowa State University
2. Title of proposed program: Graduate Certificate in Grassland Management
3. Degree to be offered: Graduate Certificate
4. Anticipated date of implementation: Fall 2012
5. Responsible department(s): Agronomy
Program Proposal Narrative
Introduction: The purpose of this program is to provide current and future grassland professionals (i.e., managers,
advisors, and conservationists) and others with distance education opportunities that lead to a graduate certificate in
grassland management. Grasslands (including rangelands, pasturelands, and haylands) are the principle land resource
type in the Great Plains, comprising more than 50% of the land surface area. The major use of the regions’ grasslands is
livestock grazing. The beef cattle industry is prominent in the Great Plains, making up more than 50% of the US beef
cow inventory. Grasslands in the region are also critically important for providing wildlife habitat, recreation, high
quality water and air, and other environmental services. Grasslands represent a fundamental resource of the region that
determines the environmental and economic future of the Great Plains states. Many of the managers or advisors on these
grasslands have B.S. degrees in natural resources or agriculture and want to develop further their expertise in grassland
management through university programs. However, constraints associated with their work schedule and responsibilities
limit their ability to pursue conventional on-campus coursework and graduate degrees. The Grassland Management
Online Certificate Program was developed with the needs of these professionals in mind as well as other students
interested in distance education opportunities. This program will be offered through AG*IDEA of the Great Plains
Interactive Distance Education Alliance.
The target audiences for the graduate certificate in Grassland Management are:
•
Farm/ranch managers
•
Co-op managers
•
Veterinarians
•
Ag chemical applicators
•
Farm media
•
Teachers – vocational and science
•
Military – army and corps of engineers
•
Government workers in agricultural-related fields
•
Environmental consultants
•
Current science-oriented undergraduate students
•
Career changers
•
B.S. graduates that want more knowledge
•
Current science-oriented graduate students
•
Extension educators that need to move up in career
A. A statement of the educational objectives of the certificate program:
The Grassland Management Graduate Certificate is an individually-designed program requiring a minimum of 12credits of graduate coursework in agronomy/range science. Specific learning objectives are:
1. Graduates will be able to effectively use oral and written communications to convey knowledge of grassland
management.
2. Graduates will demonstrate high level of analytical and critical thinking skills to enable problem solving in
grassland management.
3. Graduates are expected to demonstrate quantitative skills including field sampling and data interpretation for
effective analysis and management of natural resources.
4. Graduates will demonstrate knowledge of ecological principles as a foundation for understanding and applying
principles of natural resource management.
5. Graduates will express satisfaction with their academic preparation and will obtain careers in grassland
management.
B. List of courses associated with the Grassland Management Graduate Certificate:
Students will be required to take seven credit hours of core courses, and at least five hours of elective credits to earn
the 12-credit certificate. Students will work with their academic advisor to develop a plan of study most beneficial to
the student. Coursework may be transferred in on a case-by-case basis with the approval of the student’s advisor.
Note that all courses already exist and are currently offered at the participating institutions. Additional elective
courses may be added or developed over time.
Required Core Courses:
•
AGRON 660 Grassland Monitoring and Assessment (2-credits, KSU; on campus and distance course)
Vegetation sampling techniques used in rangeland research and for grassland monitoring and assessment. Use of
statistics for sampling, analysis, and presentation of data.
•
AGRON 682 Grassland Fire Ecology (3-credits, SDSU distance course)
The course is designed to describe the ecological effects of fire on grassland ecosystems. It also provides insight
into the history of fires, the people who use them and why, the parts of a fire, how fires behave in relation to
fuel and weather, and the conducting and safety of prescribed burns.
•
AGRON 832 Grassland Plant Identification (2-credits, UNL distance course)
Study of plants that have ecological and/or agricultural importance in the Great Plains. Emphasis on plant
identification, grassland ecosystems, and plant forage value, palatability, and utilization by both domestic
livestock and wildlife. Cultural and historical uses of grassland.
Elective Courses:
•
AGRON 662 Rangeland Watershed Management (3-credits, NDSU distance course)
Study of the management of physical/biological settings and processes along with human activities on water and
watersheds considering preventative and restorative strategies in a natural resource rangeland setting.
or
•
ATM 661 Watershed Management (3-credits, KSU; on campus)
Principles of watershed sources, fate, and transport of pollutants, with focus on issues of the prairie
agroecosystem. Impacts of watershed protection and restoration strategies on water and environmental quality.
Application of computer models.
•
AGRON 781 Ecology of Invasive Species (3-credits, OSU distance course)
Ecological principles and their application to invasive species. Discussion of population, community and
ecosystem level characteristics affecting a wide variety of invasive plant and animal species. Discussions will
include current global consequences and governmental policies/programs designed to limit the spread of
invasives.
•
AGRON 821 Principles of Forage Quality (3-credits, UNL distance course)
The course provides an indepth study of the chemical characteristics of forage components and the interactions
with ruminant physiology and digestion that influence forage feeding value and the laboratory procedures used
to evaluate forages for grazing livestock. Students should have knowledge of the basic principles of chemistry,
ruminant nutrition, and plant physiology so that they can develop an understanding of the chemical
characteristics of forages and how they affect the value of forages to grazing livestock.
C. Statement of how the courses associated with the certificate will meet the stated educational objective
The educational objectives, re-stated below will be addressed as follows:
1. Graduates will be able to effectively use oral and written communications to convey knowledge of grassland
management.
•
Effective communication embedded in all courses.
2. Graduates will demonstrate high level of analytical and critical thinking skills to enable problem solving in
grassland management.
•
Assessed in each course
3. Graduates are expected to demonstrate quantitative skills including field sampling and data interpretation for
effective analysis and management of natural resources.
•
Specifically addressed in AGRON 660 Grassland Monitoring and Assessment
4. Graduates will demonstrate knowledge of ecological principles as a foundation for understanding and applying
principles of natural resource management.
•
Ecological principles addressed in AGRON 682 Grassland Fire Ecology, AGRON 662 Rangeland
Watershed Management, and AGRON 781 Ecology of Invasive Species
5. Graduates will express satisfaction with their academic preparation and will obtain careers in grassland
management.
•
Survey will be conducted after certificate completion to assess satisfaction with program and career track.
D. Statement of the need for the proposed certificate
A survey that was specifically designed to identify future high-priority educational needs in the food and agricultural
sciences system was conducted by the Institute for Academic Alliances, Kansas State University, in 2004. This
employer survey was distributed via email to over 300 agricultural employers in the U.S. Interviews were conducted
with 5 employers. There were 92 responses to the survey. The purpose of the survey was to determine the current
and emerging needs of the agricultural workforce. Grassland Management was one of the eight programs identified.
The following table represents a market scan of Grasslands/Rangeland or Agronomy distance education programs
across the U.S. completed by Great Plains IDEA.
University /
School
Program Name
Program
Type
Degree
Calculated
Credit
Hour Cost
Program
Cost
Overall
Cost
(includes
# Credits
or Units
fees)
Grassland and Range Management
Colorado
State
University
Master of
Science in Rangeland
Ecosystem Science
distance
M.S.
429
12,870
12,890
30
Montana
State
University
Master of
Science in Animal and
Range Sciences
(emphasis in Range
Science)
distance
M.S.
821
821
24,630
30
North
Carolina
State
University
Master of Soil
Science
distance
M.S.S.
451
16,236
16,236
36
North Dakota
State
University
Master of
Science in Range
Sciences
on
campus
M.S.
690
20,700
20,700
30
Oklahoma
State
University
Master of
Science in Natural
Resources Ecology
and Management
(specialization in
Rangeland Ecology &
Management)
on
campus
M.S.
602
18,060
18,060
30
Oregon
State
University
Master of
Agriculture
(specialization in
Ecology of Rangelands
and Range
Improvement)
on
campus
M.S.
622
18,660
18,660
30
Texas A&M
University
Master of
Agriculture (MAgr) in
Rangeland Ecology
and Management
on
campus
M.Ag.
621
22,356
22,356
36
University of
Idaho
Master of
Science in Rangeland
Ecology and
Management
on
campus
M.S.
849
25,470
25,470
30
Agronomy
Texas A&M
MS in Agriculture
distance
M.Ag.
739
26,596
26,626
36
University of
Tennessee
at Martin
MS in Agriculture
and Natural Resource
System Management
distance
M.S.
425
15,300
15,300
36
Washington
State
University
Master of
Science in Agriculture
distance
M.S.
621
18,630
18,630
30
The majority of existing programs in this area are on-campus programs and those that are offered through distance
education are full Masters Degrees. Apparently there are no graduate certificates in Grassland Management
currently available via distance.
E. Description of the certificate program’s administration
Administrative oversight of the certificate program will exist within the Department of Agronomy with close
partnerships with staff of AG*IDEA and the Division of Continuing Education. Within Agronomy, a program
coordinator will have primary responsibility for administering the program, with support of the Graduate Program
Coordinator for admissions decisions.
To gain admission, students will be approved for admission by the Department of Agronomy Graduate Program
Coordinator. Students will apply directly to the Graduate Program Coordinator; the Graduate Program Coordinator
will forward applications to the Grassland Management program coordinator for advisor assignment and 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. For international students a score of at least 600 (paper-based
test) or 100 (IBT-internet-based test) on the TOEFL will be required.
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 3-credit 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
A.
B.
Headcount
Total SCH taken by
all students in program
Implementation Year
Year 2
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
0
3
0
7
0
10
21
Year 3
38
81
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 Agronomy.
G. Names of faculty associated with or contributing to the certificate program
Faculty instructors and qualifications
Name: Walter H. Fick, Ph.D
Rank or Title: Associate Professor
Department: Department of Agronomy
Institution: Kansas State University
Teaching and Research Experience:
Research: Rangeland Brush and Weed Control
Teaching: Grassland Monitoring & Assessment
Name: Karen R. Hickman, Ph.D
Rank or Title: Professor
Department: Dept. of Natural Resource Ecology and Management
Institution: Oklahoma State University
Teaching and Research Experience:
Research: Effect of Management Practices on Invasive Species
Teaching: Ecology of Invasive Species
Name: Jack E. Norland, Ph.D
Rank or Title: Assistant Professor
Department: School of Natural Resource Sciences
Institution: North Dakota State University
Teaching and Research Expertise:
Research: Restoration Ecology, Remote Sensing
Teaching: Rangeland Watershed Management
Name: Walter Schacht, Ph.D
Rank or Title: Professor
Department: Department of Agronomy and Horticulture
Institution: University of Nebraska‐Lincoln
Teaching and Research Experience:
Research: Grassland Ecology and Management
Teaching: Principles of Forage Quality
Name: Alexander J. Smart
Rank or Title: Associate Professor
Department: Department of Animal and Range Sciences
Institution: South Dakota State University
Teaching and Research Expertise:
Research: Rangeland Ecology, Grazing Management, Forage Seedling Establishment
Teaching: Grassland Fire Ecology
Name: James Stubbendieck, Ph.D
Rank or Title: Professor
Department: Agronomy and Horticulture Department
Institution: University of Nebraska‐Lincoln
Teaching and Research Experience:
Research: Ecology and Restoration of Grassland Vegetation
Teaching: Grassland Plant Identification
H. Current Coordinator of Program
Walter H. Fick, Associate Professor
Department of Agronomy
3016 C Throckmorton Hall
Manhattan, KS 66506-5506
785/532-7223
whfick@ksu.edu
I. Student Learning Outcomes and Assessment of the Program
Student learning outcomes for the Grassland Management Graduate Certificate program include the student’s ability
to:
1. Effectively use oral and written communications to convey knowledge of grassland management.
2. Demonstrate high level of analytical and critical thinking skills to enable problem solving in grassland
management.
3. Demonstrate quantitative skills including field sampling and data interpretation for effective analysis and
management of natural resources.
4. Demonstrate knowledge of ecological principles as a foundation for understanding and applying principles of
natural resource management.
5. Express satisfaction with their academic preparation and obtain careers in grassland management.
There will be two levels of program evaluation. The first will be course evaluations at the end of each course using
online surveys. The second level of evaluation will be conducted as exit interviews immediately after a student
finishes the Certificate and again 12 months later. The exit interviews will be used to gauge immediate satisfaction
with the Certificate Program and to determine if students feel there are other programmatic needs. The survey 12
months after completion of the Certificate will provide feedback from the students about how the program satisfies
their professional needs, and will track changes in employment resulting from the Certificate.
Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):
University-wide SLOs (Graduate Programs)
Program SLOs
1. Oral and
written
communication
2. Analytical and
critical thinking
3. Quantitative
skills and data
interpretation
4. Knowledge of
ecological
principles
5. Satisfaction
and career
Knowledge
Skills
Attitudes and Professional
Conduct
X
X
X
X
X
X
X
Program SLO
is conceptually
different from
university
SLOs
The rubric used to evaluate the program is listed below:
A. Primary expected
student learning outcomes
1. Graduates will be able to effectively
use oral and written communications to
convey knowledge of grassland
management.
B. Methods that will be used to
assess each outcome
C. Timeline for use of
method
Method 1A: We will evaluate samples of
writing assignments and essay exam questions
(Appendix A) in all courses.
Annually
Method 1B: We will evaluate samples of oral
presentations in select courses using the rubric
in Appendix B.
Annually
2. Graduates will demonstrate high
level of analytical and critical thinking
skills to enable problem solving in
grassland management.
2A. Course embedded assessments will be
used to evaluate analytical skills used by
students in discipline specific courses.
Instructors of each course will use a rubric
(Appendix C) to evaluate this outcome.
Annually
Based on rubric scores:
> 60% of students will score ≥4
> 90% of students will score ≥3
100% of students will score ≥2
2B. Course embedded assessments will be
used to evaluate critical thinking skills used by
students in discipline specific courses.
Instructors of each course will use a critical
thinking skill rubric (Appendix D) to evaluate
this outcome.
3. Graduates are expected to
demonstrate quantitative skills
including field sampling and data
interpretation for effective analysis and
management of natural resources.
Method 3A. Course embedded assessments
will be used to evaluate quantitative skills
including field sampling and data
interpretation for effective analysis and
management of grasslands. Instructors of each
course will use an evaluation of quantitative
skills rubric (Appendix C) to evaluate this
outcome.
Method 4A: Course embedded assessments
will be used to evaluate student’s knowledge
of ecological principles as a foundation for
understanding and applying principles of
natural resource management. Instructors of
Grassland Fire Ecology and Ecology of
Invasive Species will use the same rubric
(Appendix E) to evaluate this outcome. The
majority of students will exhibit a level of
achievement of 3 or greater.
Based on rubric scores:
> 60% of students will score ≥4
> 90% of students will score ≥3
100% of students will score ≥2
4. Graduates will demonstrate
knowledge of ecological principles as a
foundation for understanding and
applying principles of natural resource
management.
Based on rubric scores:
> 60% of students will score ≥4
> 90% of students will score ≥3
100% of students will score ≥2
5. Graduates will express satisfaction
with their academic preparation and
will obtain careers in grassland
management.
Method 5A: Alumni will be surveyed 1 year
after completing the Certificate to determine
percentage of alumni successfully obtaining a
permanent job or increasing their appointment
within their organization.
Annually
Biannually
Appendix A: Writing Skills Rubric.
Score
Characteristics
Content
Organization
5
Style
Topic is clearly stated and well developed; details/wording is
accurate, specific, appropriate for the topic & audience, with no
digressions; evidence of effective, clear thinking; completely
accomplishes the goals of the assignment
Paragraphs are clearly focused and organized around a central theme;
clear beginnings and endings; appropriate, coherent sequences and
sequence markers; follows specified format
Word choice appropriate for the task; precise, vivid vocabulary;
concise; variety of sentence types; consistent and appropriate point of
view and tone
Standard grammar, spelling, punctuation; no interference with
comprehension or writer's credibility
Mechanics
Exhibits some characteristics of ―3‖ and some characteristics of ―5‖
4
Content
Topic is evident; some supporting detail; wording is generally clear;
reflects understanding of topic and audience; generally accomplishes
goals of the assignment
Organization
Most paragraphs are focused; discernible beginning and ending
paragraphs; some sequence markers; partially follows specified
format
Style
Generally appropriate word choice; variety in vocabulary and
sentence types; somewhat concise; appropriate point of view and
tone
Mechanics
Some non-standard grammar, spelling, and punctuation; errors do not
generally interfere with comprehension or writer's credibility
3
Exhibits some characteristics of ―1‖ and some characteristics of ―3‖
2
1
Content
Topic is poorly developed; support is only vague or general; ideas
are trite; wording is unclear, simplistic; reflects lack of understanding
of topic and audience; minimally accomplishes goals of the
assignment
Organization
Style
Mechanics
Most paragraphs are rambling and unfocused; no clear beginning or
ending; inappropriate or missing sequence markers; ignores specified
format
Inappropriate or inaccurate word choice; repetitive words and
sentence types; not concise; inappropriate or inconsistent point of
view and tone
Frequent non-standard grammar, spelling, punctuation interferes with
comprehension and writer's credibility
Appendix B: Rubric for evaluating oral communication skills
Level of Achievement
Skill
5
4
3
2
1
Content/
Language
Content is well developed and
appropriate for the topic and
audience; language/word
choice is accurate, specific, and
appropriate; little or limited use
of colloquialisms; clearly
defined audience; consistent
point of view and tone; sources
of information are well
documented; completely
accomplishes the goal of the
assignment
Content is generally appropriate,
some supporting detail;
language/word choice generally
reflects understanding of topic and
audience; some inappropriate
colloquialisms; “audience” is not
consistent; some inconsistencies in
point of view and tone; some
ineffective documentation;
generally accomplishes goal of the
assignment
Content generally does not
address the topic or is not
appropriate for the audience;
major ideas not developed;
vague language, inappropriate
use of colloquialisms;
inconsistencies in point of view
and tone; information is
inadequately documented;
minimally accomplishes the goal
of the assignment
Organization
Topic/thesis is clearly stated;
argument proceeds in an
orderly and identifiable manner
with appropriate sequences and
sequence markers
Topic is evident, though not clearly
stated; argument proceeds in a
discernible manner with some
sequence markers
Topic is unclear or poorly
identified; little evidence of
sequence or sequence markers
Presentation
Skills
Presentation audible to all; no
excess verbiage (“you know,”
“um”); eye contact with all
parts of the audience;
establishes rapport with
audience; physical movements,
gestures, enunciation
compatible with audience and
setting; dress is appropriate for
the setting; effective use of
visual aids
Visual Aids
Appropriate for the audience,
purpose, and setting; easy to
see, effectively incorporated
into the presentation;
appropriate information; no
distracting “eye candy”
(movement, graphics,)
Exhibits
some
characteristics
of “5”
and
some
characteristics
of “3”
Presentation generally audible;
some excess verbiage; uneven eye
contact; establishes some rapport
with the audience; gestures and
physical movements somewhat
“wooden”; dress is generally
appropriate; visual aids not
smoothly incorporated into
presentation
Generally appropriate for the
audience, purpose, and setting;
some parts difficult to see or
interpret; complement the
presentation; most information is
appropriate; little distracting “eye
candy”
Exhibits
some
characteristics
of “3”
and
some
characteristics
of “1”
Much of the presentation is hard
to hear; much excess verbiage;
lack of appropriate eye contact;
makes little effort to establish
rapport with audience;
inappropriate dress or physical
movements; incorporation of
visual aids detracts from rather
than adds to the presentation
Lacks visual aids or aids are
inappropriate for audience,
purpose, and setting; difficult to
see or interpret; contain
inappropriate information;
distracting design, movement
Questions
from the
Audience
Announces when questions will
be taken; listens to questions
carefully without interrupting;
involves the audience by
repeating the question as
necessary and addressing the
answer to the audience;
answers completely and
concisely; when appropriate,
checks to be sure question has
been addressed satisfactorily;
“Assumes” a question period
rather than announcing one;
listens to the question but may
interrupt before the questioner
finishes; sometimes responds only
to the questioner instead of
involving the audience; answers
are generally satisfactory but may
be long-winded or only address
part of the question; does not
always check to be sure answer
was adequate.
Does not ask audience for
questions; shows poor listening
skills (misinterprets questions,
interrupts); does not repeat
questions for the audience or
address the response to the
audience; some answers are
incomplete, wordy, or off the
topic of the question; does not
check adequacy of answer
Appendix C: Rubric for assessing student quantitative skills.
Skill
Level of Achievement
5
4
3
2
1
The student
indicates an
understanding
of the concept
of multiple
methodologies
for solving
problems and
selects an
appropriate
methodology.
The student
indicates some
understanding
of the concept
of multiple
methodologies
for solving
problems and
selects the
appropriate
method.
The student
indicates a lack
of
understanding
of the concept
of multiple
methodologies
for solving
problems and
selects an
inappropriate
method.
Apply
appropriate
methodologies.
Correctly
applies the
appropriate
methodology
for the
problem.
Applies the
appropriate
methodology
for the
problem but
with some
errors.
Incorrectly
applies the
appropriate
methodology
for the
problem.
Interpret and
synthesize
information
and ideas.
Synthesizes
information
and ideas (i.e.
evidence,
statements,
graphics, and
questions) very
well
Select scientific
and other
appropriate
methodologies
Exhibits some
characteristics
of 5 and 3
Synthesizes
information
and ideas (i.e.
evidence,
statements,
graphics, and
questions)
adequately
Exhibits some
characteristics
of 3 and 1
Fails to
synthesize
information
and ideas (i.e.
evidence,
statements,
graphics, and
questions)
Appendix D: Rubric for assessing student critical thinking.
Skill
Level of Achievement
5
4
3
2
1
Analyze key
information,
questions, and
problems.
Analyzes
information
clearly and
precisely
Analyzes some
information
competently
Is unable to
analyze
information,
questions, and
problems, or
does so
superficially
Evaluates
information,
arguments or
problems.
Evaluates with
insight and
analyzes
alternative
points of view
Evaluates
material
competently
and identifies
or offers
alternative
points of view
Is unable to
evaluate
material or
does so
superficially
and does not
recognize
alternative
points of view
Interpret and
synthesize
information
and ideas.
Synthesizes
information
and ideas (i.e.
evidence,
statements,
graphics, and
questions) very
well
Exhibits some
characteristics
of 5 and 3
Synthesizes
information
and ideas (i.e.
evidence,
statements,
graphics, and
questions)
adequately
Exhibits some
characteristics
of 3 and 1
Fails to
synthesize
information
and ideas (i.e.
evidence,
statements,
graphics, and
questions)
Appendix E: Rubric for assessing student foundations of knowledge for understanding and applying principles of natural
resource management
Skill
Level of Achievement
5
Illustrates
knowledge and
understanding
of ecological
principles
Generally
exhibits
excellent
knowledge and
understanding
4
3
Sometimes
exhibits correct
knowledge and
understanding
2
1
Rarely or never
exhibits correct
knowledge
Exhibits
knowledge of
appropriate
management
practices
Generally
exhibits
appropriate
management
practices
Sometimes
exhibits
appropriate
management
practices
Rarely or never
exhibits
appropriate
management
practices
Uses key
terminology
when
discussing
natural
resource
management
Consistently
uses correct
terminology in
discussion
Inconsistently
uses correct
terminology in
discussion
Never uses
correct
terminology in
discussion
Employs
correct
quantitative
measures
when assessing
natural
resource
management
Generally uses
correct
quantitative
measures
when assessing
natural
resource
management
Sometimes
uses correct
quantitative
measures
when assessing
natural
resource
management
Rarely or never
uses correct
quantitative
measures
when assessing
natural
resource
management
Applies
appropriate
management
practices to
meet objective
Generally
applies
appropriate
management
practices to
meet objective
Exhibits some
characteristics
of 5 and 3
Sometimes
applies
appropriate
management
practices to
meet objective
Exhibits some
characteristics
of 3 and 1
Rarely or never
applies
appropriate
management
practices to
meet objective
What is the program’s process for using assessment results to improve student learning?
The K-State specific data (course evaluations, exit interviews, and surveys) for students completing a Graduate Certificate
in Grassland Management through K-State will be shared and discussed with the Agronomy course and curriculum
committee 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.
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. Endorsements
Letters of endorsement from the Department of Agronomy and the College of Agriculture are attached.
Master of Science in
Family and Community Services
New Degree Proposal
Kansas State University
School of Family Studies and Human Services
1/09/12
New Degree Request—Kansas State University
Criteria
1. Program
Identification
2.
Academic Unit
3.
Program
description
4.
Demand/Need
for
the program
5. Comparative/
Locational
Advantage
6. Curriculum
7.
Faculty Profile
8.
Student Profile
Program Summary
C.I.P. Code 19.0707 Family and Community Services
School of Family Studies and Human Services
The School is adding an M.S. degree program in Family and Community Services, to be offered as an interinstitutional online program sponsored by the Great Plains Interactive Distance Education Alliance (GPIDEA).
The degree is uniquely concerned with understanding families and the development, evaluation, and management
of program services to them in community context. This new program is designed to create better online
educational opportunities for family and community science professionals such as Extension agents and for
spouses in military service families. The proposed M.S. degree in Family and Community Services will prepare
graduates for individual and family services professions that are similar to some positions in social work but
distinct from counseling positions. KSU does not offer an M.S. in Social Work. Our M.S. specializations in
Family Studies and Human Services do not provide the courses needed to train family and community service
professionals who must develop, evaluate, and manage programs that support children, youth, and family
development worldwide.
The new M.S. program will provide better applied human services professional training in Kansas and at partner
institutions. None of the consortium members has the resources to offer a degree program that is focused on
developing, evaluating, and managing family and community services entirely at their own university. The specific
impetus for this new consortium effort was provided by U.S.D.A. (in partnership with the Department of Defense)
to enhance online graduate educational opportunities for spouses of military service members and active-duty
personnel. A good estimate is that there are 78,000 spouses of officers or enlisted personnel aged 26-35 with a
bachelor’s degree who may be eligible for the proposed degree program. There are about 400 active duty service
members or spouses in Kansas with those same characteristics and 1200 more in partner university States. The
Bureau of Labor Statistics projection for 2018 indicates a need for 34,000 new social and community services
managers. In 2008 the Department of Defense employed over 2000 social service professionals and projected
hiring about 800 more by 2012. Online delivery will assist military family members who are not able to attend
graduate school in a traditional setting prepare to meet the national and military demand for social service
professionals. Cooperative Extension agents with family and consumer science program responsibilities will also
prefer the new graduate program for improving their professional credentials.
Kansas State University’s M.S. degree in Family and Community Services will be offered online. The courses will be
taught by an inter-institutional team of faculty from Kansas State University, Michigan State University, University of
Missouri, University of Nebraska, Oklahoma State University, and South Dakota State University. Of the more than
sixty online M.S. degrees in relevant fields, fewer than ten of the institutions involved are research universities that
offer graduate education in family studies and human services and only four are in the central United States. Proven
demand for GPIDEA M.S. specializations at Kansas State University (e.g. Youth Development, and Family Financial
Planning) provides evidence that Kansas State and our partner universities have a comparative advantage.
The curriculum requires ten three-credit core courses that focus on understanding families and individual
development and for developing, evaluating, and managing services to families in community context. Two threecredit elective courses will provide capstone experiences to prepare a written case study for a final oral
examination. Six of the ten required courses will be taught primarily by partner institutions; none of those courses
are currently offered by our School.
The program is supported by six current Ph.D. faculty members at Kansas State University involved in teaching
and mentoring graduate students, and by eleven additional Ph.D. faculty members from five partner universities in
the inter-institutional program. Core faculty members at Kansas State University include the following:
Esther Maddux, Ph.D., (Coordinator) Professor of Family Studies and Human Services (FSHS)
Maurice MacDonald, Ph.D., Professor, FSHS
Melinda Markham, Ph.D., Assistant Professor, FSHS
Charlotte Olsen, Ph.D. Professor, FSHS and Extension
Walter Schumm, Ph.D., Professor, FSHS
Kelly Welch, Ph.D., Assistant Professor, FSHS
Baccalaureate graduates of family and consumer science, social work, and psychology programs who are not able
to attend traditional graduate programs will be the target demographic with a special emphasis on spouses of
military service members and Cooperative Extension agents.
9.
Academic
Support
10.
Facilities and
Equipment
The academic support for the program will be provided by the GPIDEA staff located at Kansas State University
for admissions inquiries, admissions to the program, and support for on-line communications and technology
concerns. Professor Esther Maddux will serve as coordinator for the degree program, teach core courses to advise
new graduate students, organize supervisory committees and guide students for development of competencies to
prepare their case study for final oral examinations. Five other FSHS faculty members will teach core and elective
courses or serve on supervisory committees. The library contains adequate resources to support this new program.
In addition, M.S. students will have access to academic computing resources with minimal additional costs to the
School.
Anticipated facilities requirements
As all the courses will be offered by distance learning technology, no new facilities will be required. Office space
for the School’s faculty participants and academic support staff are available in the School’s existing areas.
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
support a high quality program.
11. Program
Review,
Assessment,
Accreditation
12. Costs,
Financing
Technology needs
The College of Human Ecology currently possesses the network, server and online support services necessary for
the new program. Online course delivery protocols adopted by the GPIDEA consortium will be met using existing
software and hardware capabilities. No additional technology will be required beyond routine software updates
and licensing currently supported by the School’s operating expense budget.
The School of Family Studies and Human Services faculty will participate in the Kansas Board or Regents review
following its eight-year review cycle. The most recent School review will be completed in 2011. The School will
participate in the next Graduate School mid-cycle review in four years for formal introspection and peer feedback.
The assessment plan is presented in the attached narrative and Appendix K. There are no specialized accrediting
agencies for this program.
The projected costs of the degree in family and community services will be covered by internal reallocation and
tuition revenue during the first three years of the program (AY 2013-2015). In the fourth or fifth year enrollment
will be sufficient to generate tuition revenue to support all program costs. A fiscal summary is attached.
CURRICULUM OUTLINE
NEW DEGREE PROPOSAL
Kansas Board of Regents
I.
Identify the new degree: M.S. in Family and Community Services.
II
Provide courses required for each student in the major:
Ten Core Courses (each is 3 credit hours)
FSHS 784 Foundations and Principles of Family and Community Services
FSHS 825 Family Resource Management
FSHS 785 Family Dynamics
FSHS 786 Lifespan Development
FSHS 862 Interpersonal Relationships
FSHS 787 Resilience in Families
FSHS 719 Program Administration and Management
FSHS 714 Program Design, Evaluation, and Implementation
FSHS 791 Parenting Education
FSHS 763 Crises Across the Lifespan
Two Elective Courses (choice of two courses, 3 credit hours each)
FSHS 675 Field Study in Family Economics
FSHS 700 Problems in Family Studies and Human Services
FSHS 708 Topics in Family Studies and Human Services
FSHS 724 The Army Family
FSHS 759 Foundations of Trauma and Traumatic Stress
FSHS 765 Military Personal Finance
FSHS 871 Family Life Education Foundation and Methods
FSHS 899 MS Research in Family Studies and Human Services
Practica
None required, but FSHS 675 Field Study, FSHS 700 Problems, and FSHS 708
topics will support practicum and internship experiences as determined by the student and
committee
Total Credits: 36
IMPLEMENTATION YEAR
FY 2013
Fiscal Summary for Proposed Academic Programs
Institution: Kansas State University
Proposed Program: M.S. Degree in Family and Community Services
Part I.
Anticipated
Enrollment
Implementation Year
Full-Time
Part-Time
5
KSU
5
Elsewhere
A. Full-time, Parttime Headcount:
B. Total SCH taken
by all students
in program*
30 KSU
30 Elsewhere
Year 2
Full-Time
Part-Time
Year 3
Full-Time
8
KSU
10
Elsewhere
48 KSU
60 Elsewhere
Part-Time
10
KSU
25
Elsewhere
60 KSU
150 GPIDEA
Part II. Program Cost Projection
A. In implementation year one, list all identifiable General Use costs to the academic unit(s) and
how they will be funded. In subsequent years, please include only the additional amount
budgeted.
Implementation Year
Year 2
Year 3
$41,500
$1,000
$10,500
Supplies, Marketing
, Travel
$6,000
$1,000
$1,000
Total
$47,500
$2,000
$11,500
Base Budget
Salaries
*All students at two three-credit courses per semester, with Kansas State teaching three or four courses per year.
Indicate source and amount of funds if other than internal reallocation:
Program Generated Tuition Revenue: $89,435.
Approved: ________________
Form Revised: September 2003
Expenditures for M.S. in Family and Community Services, for BOR Fiscal Summary
Year I
41,500
Year II
42,500
Year III
53,000
2,000
2,000
2,000
Travel
2 Trips-GPIDEA
Marketing Travel
2,000
2,000
2,000
3,000
2,000
4,000
$ Annual Total
47,500
49,500
61,000
Salaries* subtotal
(rounded)
Supplies
Notes
Software, PC
maintenance
Travel for
GPIDEA meetings
and marketing
3 yr. cost is
$158,000**
*Twelve-month salaries for coordinator/instructor at 20% time, secretarial support at 5% time, and admissions
coordination staff support at 10% time. Other instructor salaries specified as one month salary if teaching a
course in-load during academic year (~11% time, academic year). Summer salaries include benefits for ninemonth employees.
**Internal reallocation will support coordination and instruction, secretarial and admissions support ($74,510
reallocated internally); tuition revenue needed to cover total three year cost is $83,490. Projected tuition
revenue during first three years is $89,435. When GPIDEA consortium total enrollment reaches 50 part-time
students (which could occur during year 4) the tuition revenue received by Kansas State University will be
sufficient to pay for all salaries, supplies, and travel costs. When 25 part-time students are enrolled at Kansas
State (assumes 60 students total), the revenue received from DCE by the School will be sufficient to cover the
annual costs of instruction, the faculty coordinator, and secretarial support. (The GPIDEA Institute for
Academic Alliances will continue to contribute 10% time of a staff person for admissions coordination support.)
New Degree Request – Kansas State University
Basic Program Information
Proposing Institution: Kansas State University
Title of Proposed Program: Masters Degree in Family and Community Services
Degree to be offered: Master of Science in Family and Community Services
Anticipated date of implementation: Spring 2013.
Responsible departments(s): School of Family Studies and Human Services.
Center for Education Statistics (CIP) code associated with the program: 19.0707
Program Proposal Narrative
Introduction
The School of Family Studies and Human Services proposes to add an M.S. degree in Family and Community
Services. This internet based degree will be an inter-institutional program with instructional support provided by
Kansas State University, Michigan State University, University of Missouri, University of Nebraska, Oklahoma
State University, and South Dakota State University. The program curriculum was developed by an interinstitutional team of graduate faculty members from these universities. Students at Kansas State University will be
admitted to graduate study at KSU, enroll in all courses at KSU and will graduate from KSU. This inter-institutional
program will expand the reach of the Kansas State University graduate faculty in family studies and human services
and will be sponsored by the Great Plains Interactive Distance Education Alliance. The U.S. Department of
Agriculture requested that the Alliance develop this program to meet the educational needs of military service
members and their spouses. Cooperative Extension agents with family and consumer science program
responsibilities and others who seek graduate education for careers managing individual and family service
programs will also prefer the new graduate program for improving their professional credentials.
A. Program Need and Student Characteristics
1. Centrality to Institutional Mission
The Kansas State University mission commits to being responsive to a rapidly changing world and the aspirations of
an increasingly diverse society, to extending expertise to individuals, business education, and government, to prepare
students for successful employment or advanced studies: enriching the lives of the citizens of Kansas by extending
to them opportunities to engage in life-long learning and to benefit from the results of research. Recent rapid change
has involved the U.S. military services in multiple deployments and the expansion of the military presence in
Kansas, which affect families and communities profoundly.
This internet based program supports the needs of K-State alumni and other Kansas citizens and residents employed
by the military services and in human services for Kansas families and communities. The online delivery system in
partnership with GPIDEA universities who all offer high-quality graduate education programs in family studies and
human services will enable professionals who are place bound and working full time to acquire advanced study
without relocating geographically. This professional degree program will serve employees in one of the most
important support functions for the military service and enhance the professional competencies of human service
professionals worldwide. Courses in this program are designed to provide students a foundation for understanding
family resources, dynamics, and interpersonal relationships that influence individual development across the lifespan
with an emphasis on factors that promote resilience. Compared to existing degree programs at Kansas State and for
our partner universities, the program is distinctive in its emphasis on the development of theories and practices to
lead, manage, and evaluate the delivery of programs to support individuals and families in community context.
The proposed M.S. degree in Family and Community Services will prepare graduates for individual and family
services professions that are similar to some positions in social work but distinct from counseling positions. Upperlevel positions in social work or counseling require M.S. degrees in Social Work, Counseling Psychology, or Marital
and Family Therapy. Kansas State University does not offer an M.S. in Social Work. The university’s M.S. in
Psychology program does not include a concentration in counseling psychology. Our School offers both an M.S.
and Ph.D. in Marital and Family Therapy, but those specializations require extensive observation for clinical training
and do not provide content for developing and managing family service programs. The School’s M.S. specialization
in Family Studies and Human Services includes the option for an emphasis in Family Life Education, but the courses
for the emphasis are not sufficient to train family and community service professionals who must develop, evaluate,
and manage a broad range of human service programs.
Only one of the courses that constitute the Family Life Education emphasis will be required for the proposed new
M.S. degree (i.e., program evaluation). The core coursework for our Family Studies and Human Services M.S.
specialization also includes a course that will be required for the new M.S. in Family and Community Services
degree (family resource management), as well as a course that will be an elective (family life education foundation
and methods). Two additional courses we currently offer will be required (program administration and management
from the online M.S. specialization in Youth Development, and a graduate certificate in Conflict Resolution course
on crises across the lifespan). Our partner universities will teach six more required courses for the new M.S. degree:
foundations and principles of family and community services; family dynamics; lifespan development; interpersonal
relationships; resilience in families; and parenting education.
2. Student Demand
More than 3.5 million people make up our U.S. military services including 1.4 million active duty members, 1.1.
million reserves, and over 800,00 DoD civilian personnel. More than half (55 percent) of all active duty personnel
are married, and nearly half (49 percent) of reserve personnel are married. A primary target group for the proposed
M.S. degree consists of the spouses of active duty military officers and enlisted personnel who have a Bachelor’s
degree. The Department of Defense Military Spouse Education and Career Opportunities Program (SECO) offers
assistance with career exploration, education, and training for eligible spouses. The SECO education component
provides financial assistance via MyCareer Advancement Account support. In April, 2011 the SECO Program
officer reported that seven of the top ten occupations selected by spouses receiving financial support for their
education from the military services MyCareer Advancement Account were health and human services careers,
followed by K-12 Education, and Business (accounting or administrative services). As explained below there is
growing demand for human service professionals, some of which provide health assistance.
There are over 63,000 spouses of active duty officers aged 26-35 and over 15,000 enlisted personnel aged 26-35
with an advanced degree (above Bachelor’s) who are married. (Department of Defense Demographics Report,
2010). Active duty members may also pursue online training to prepare for employment after separation from active
duty or upon retirement from the military. In 2010, 5500 officers and nearly 67,000 enlisted men separated from
active duty. Based on their respective percentages with Bachelor’s degrees, of those who separated about 2500
officers and 2800 enlisted men would be eligible to apply for M.S. degree programs. Similarly for non-disability
related retirements we estimate there were 3200 officers and 900 enlisted men in 2010 with a Bachelor’s degree.
Hence considering age, education, and marital status of current military service members a good estimate is that
there are 78,000 spouses in the degree program target group. In 2010 approximately 9900 active duty personnel
separated or retired with education sufficient to pursue an M.S. degree. The proposed online Master of Science
degree program in family and community services will offer those military spouses the ability to obtain graduate
education wherever they live, and provide active duty personnel an advanced degree option they would not have
otherwise.
In 2010 there were 26,133 active duty military service members in Kansas, and 11, 719 members of the selected
reserves lived in Kansas. (DoD Demographics Report, 2010, pp. 27 and 90).
Approximately 7500 National Guard personnel serve the State of Kansas with Army Guard headquarters at Topeka,
Wichita, Hutchinson, and Salina. The Air National Guard’s two groups are at McConnell AFB in Wichita and
Forbes Field at Topeka. Considering the six states for the GPIDEA consortium for the proposed program, Kansas
has the greatest number of active duty service members, followed by Oklahoma with 24,449 and Missouri with
16,192. Altogether in Nebraska, South Dakota, and Michigan there are another 10, 797 active duty service
members. Within Kansas and based on national percentages married with a bachelors’ degree and aged 26-35, it is
estimated that around 400 active service members or their spouses would be in the target audience. For Oklahoma,
Missouri and other partner states, the same type of estimation implies another 1200 active duty military personnel or
their spouses who would be eligible and likely to learn about the new degree program.
For Kansas and the States of our consortium partners, the new online degree program also creates the opportunity for
Cooperative Extension agents with family and community services program responsibilities to obtain more specific
training to support the management and implementation aspects of community service development. In Kansas
alone, there are 50 county Extension agents with family and community sciences program responsibilities.
3. Demand for Graduates
The 2010 Kansas Board of Regents Program Review Report for the School of Family Studies and Human Services
documents that 70% of bachelors’ graduates and about half of masters’ graduates remain in the State of Kansas to
provide service to its citizens. For the most recent year data was available, 72% of family studies and human
services graduates found employment within a year and 18% pursued further education immediately after
graduating.
There are 1.6 million persons employed as individual and family service professionals in the United States (Bureau
of Labor Statistics Career Guide to Industries, 2011). The individual and family services industry as a whole is
expected to grow 48 percent by 2018, which makes it one of the fastest growing industries in the economy.
(Professionals in the industry include social workers, and counselors. As noted above, the proposed M.S. degree in
Family and Community Services will prepare graduates for individual and family services jobs that are similar to
some positions in social work but are distinct from counseling positions.) The demand for individual and family
service professionals who are not employed in social work and counseling positions will increase as the entire
industry grows. The Bureau of Labor Statistics projects a need for 87,460 more individual and family services
professionals by 2018, of which 34,000 will be social and community services managers for a 23% increase in
management positions and a 45% increase in positions at entry social and human service assistant levels (Table 2,
BLS Career Guide to Industries 2011 http://data.bls.gov/cgi-bin/print.pl/oco/cg/cts040.htm).
The Department of Defense employed 1,997 social service professionals in 2008 (576 were hired during 2007 and
2008), and projected hiring 816 more by 2012 (see Department of Defense http:
//data.wherethejobsare.org/wtja/agency/10). The demand for human service professionals with expertise in family
support has expanded within the military services in response to the stresses of multiple deployments, traumatic
stress upon returning from deployment, and the impact of multiple relocations by military families. Military families
live in communities worldwide with varying levels and types of support services that require better management and
the application of the most current research-based knowledge to support individual and family development.
Service centers that support families at all active military bases provide financial assistance, relocation services, a
program for families with a special needs member (including special education, and medical services), individual
and family counseling, new parent support, and mobilization and deployment assistance. Children, youth, and
school services are also supported at child development centers, youth centers, and by school liaison officers.
Locational and comparative advantages
Based on an internet search originally conducted by GPIDEA (which was validated by the Division of Continuing
Education in November, 2011) there are over sixty online M.S. degree programs offered by educational institutions
that prepare graduates in relevant fields (e.g. organizational and human resources development, social work,
marriage and family therapy, and family studies). Fewer than ten of the institutions involved are research
universities that offer graduate education in family studies and human services and only four are in the central
United States. Proven demand for GPIDEA degrees in existing M.S. programs at Kansas State University provides
evidence that the reputation of Kansas State and our partner universities provides a comparative advantage. For
example, the FSHS Youth Development GPIDEA M.S. program began in Summer 2007 with 61 distinct students
enrolled in courses, and by Spring 2011 there were 104 distinct students enrolled in courses. During its history
Youth Development has graduated 130 students with M.S. degrees and certificates. In Fall 2010 Kansas State had
38 Youth Development students actively enrolled. This comparison is relevant because the Youth Development
program was developed to serve professionals with bachelor’s degrees in family and consumer sciences, psychology,
social work, or sociology; and the majority of Youth Development students are employed in family and consumer
science professions, mainly serving youth populations. Additionally, the GPIDEA M.S. degree program in Family
Financial Planning had 161 distinct students enrolled in courses during Fall 2010, and during its history this program
has graduated 222 students with master’s degrees and certificates.
.
Because the proposed M.S. in Family and Community Services incorporates training to serve families including
adolescents, and to develop programs to enhance family resources, we expect that some applicants for the new
degree program would have otherwise applied for the existing Youth Development and Family Financial Planning
specializations, but it is difficult to estimate how many. The Chairs of the academic departments in the program
have approved their graduate faculty’s participation in the consortium, and they are all confident that the new
program will not seriously disrupt the demand for existing GPIDEA M.S. specializations.
4. Student characteristics
Standards required by the Kansas State University Graduate School and the School of Family Studies and Human
Services will be used for any student who seeks admission to this inter-institutional program. These standards
include 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, excellent references from three people knowledgeable of the applicant’s professional
qualifications, and a statement of objectives that demonstrates that the program is an appropriate match with the
applicant’s aspirations. Admission is not contingent upon having a specific type of undergraduate degree; however
academic background in the behavioral social sciences is desired. Applicants should also have proficiency in the
microcomputer operations necessary to complete web-based distance education. 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 U.S. college or university, have an outstanding undergraduate record, have
the demonstrated ability to do graduate work, and provide evidence of language sufficient for the pursuit of a
graduate degree.
B. Curriculum of the Proposed Program
Upon successful completion of the Master of Science degree program in Family and Community Services, the
students will be able to:
1. Demonstrate a research-based perspective to understand individual, family, interpersonal and community
dynamics across the lifespan.
2. Demonstrate knowledge and skills related to the design, implementation, and sustainability of family and
community service programs.
3. Demonstrate essential knowledge and skills for leadership and management of family and community
service programs.
All courses will be taught at least once every two years; Foundation and Principles of Families and Community
Services will be offered twice each year. The program does not require an M.S. Thesis or Project. It will involve an
oral examination of a written case study that is developed in two ―capstone‖ elective courses and which applies core
course content for theories, research, design, implementation, evaluation, and management skills.
Students will be required to complete 36 credit hours including the ten core courses and choice of two elective
courses listed below:
Required Core Courses
FSHS 784: Foundations and Principles of Family and Community Services (3)
An introduction to the field of family studies and related professions that involve working with
families and communities.
FSHS 825:
Family Resource Management (3)
Survey of current personal finance and family resource management literature to provide an
overview of current consumer finance research from multiple perspectives.
FSHS 785:
Family Dynamics (3)
An examination of theories of family function and dysfunction, techniques of assessment, and
models of family intervention.
FSHS 786:
Lifespan Development (3)
Human development from both lifespan and bio-ecological perspectives focusing on major theories
of development and current research on micro-macro relationship.
FSHS 862:
Interpersonal Relationships (3)
In-depth examination of interpersonal relationships, including theoretical perspectives, research
methods, relationship forms, relationship processes, and how context affects relationships.
FSHS 787:
Resilience in Families (3)
Exploration of resilience approaches to the study of families and human development across the life
cycle.
FSHS 719:
Program Administration and Management (3)
This course is designed to introduce students to the development, administration, and management of
youth, family, and community service organizations.
FSHS 714:
Program Design, Evaluation, and Implementation (3)
This course is an overview of the program development process and outcome evaluation of
community, children, and family programs. Modes of outcome scholarship and their implications for
community-based programs are discussed. Students will develop knowledge through participating in
a community project. .
FSHS 791:
Parenting Education (3)
An examination of theories, models, research, and skills related to parenting and parent education.
FSHS 763:
Crises Across the Lifespan (3)
The purpose of this course is to provide students with resources related to managing stress and
coping with crises across the lifespan that can be utilized in both their own lives and the lives of
those families they serve. Students will be introduced to the bio psychosocial nature of stress;
methods of coping with stress, anxiety, and conflict; models of effective family functioning in the
presence of stress and crises; and the current literature on how families cope with a variety of life
transitions and crises.
Recommended Elective Courses (choice of two capstone courses)
FSHS 675: Field Study in Family Economics (3)
Supervised experiences in financial planning, financial counseling, community action, or consumer
services.
FSHS 700:
Problems in Family Studies and Human Services (3)
Independent study on aspects of human development and family studies.
FSHS 708:
Topics in Family Studies and Human Services (3)
Review of recent research and theory related to exploration of methods and family and interpersonal
processes.
FSHS 724:
The Army Family (3)
Study of the culture and complexities of the contemporary Army family, and the issues related to
community-based support and service to Army family members.
FSHS 759:
Foundations of Trauma and Traumatic Stress (3)
Review of theoretical and historical concept of trauma, including posttraumatic stress disorder and
other forms of traumatic events and stressors; examination of trauma reactions, effects of stressful
events, and treatment of trauma.
FSHS 765:
Military Personal Finance (3)
Overview of topics relevant to the financial planning process that address the unique needs,
terminology, benefits, and resources that impact military service members and their families.
FSHS 871: Family Life Education Foundation and Methods (3)
Understanding of the field of Family Life Education, including professional responsibilities for working effectively
with individuals and families in preventative, educational, outreach, or consultative settings.
Three-Year Course Schedule for GPIDEA M.S. in Family and Community Services (Kansas State course
instructors in italics)
Spring 2013
FSHS 784 Foundations
Kelly Welch Kansas State
FSHS 825 Resource Management
Esther Maddux Kansas State
FSHS 719
Summer 2013
FSHS 714 Program Design…Evaluation
Walter Schumm Kansas State
FSHS 786 Lifespan Development
Ann Daniels South Dakota State
FSHS 765 (Elective) Military Personal Finance
Esther Maddux Kansas State
Administration and Management
Julia Miller Michigan State
763 Crises Across Lifespan
Kami Schwerdtfeger Oklahoma State
Fall 2013
FSHS 784 Foundations
Rochelle Dalla Nebraska
FSHS 785 Family Dynamics
David Schramm Missouri
FSHS 825 Resource Management
Karina Shreffler Oklahoma State
FSHS 724 (Elective) The Army Family
Charlotte Olsen Kansas State
Spring 2014
FSHS 862 Interpersonal
Relationships
Cody Hollist Nebraska
FSHS 791 Parent Education
Kathy Stansbury Michigan State
FSHS 675 (Elective)
Family Economics
Field Study
Esther Maddux
Kansas State
Fall 2014
FSHS 784 Foundations
Ann Daniels South Dakota State
Spring 2014
FSHS 784 Foundations
Kelly Welch Kansas State
FSHS 825 Resource
Management
Karina Shreffler Oklahoma State
FSHS 765 (Elective)
Military
Personal Finance
Esther Maddux
Kansas State
FSHS 719 Administration and
Management
Julia Miller Michigan State
763 Crises Across Lifespan
Kami Schwerdtfeger Oklahoma State
Summer 2014
FSHS 871 (Elective) Family Life Education
Melinda Markham Kansas State
FSHS 708 (Elective) Topics: Family
Communication
Kelly Welch Kansas State
FSHS 787 Family Resilience
Larry Ganong Missouri
Summer 2015
FSHS 714 Program
Design…Evaluation
W. Schumm Kansas State
FSHS 786 Lifespan Development
Cynthia Reeser Missouri
FSHS 724 (Elective) The Army Family
Charlotte Olsen
Kansas State
C. Faculty
Program Faculty and Qualifications
There are currently 32 graduate faculty members in the Kansas State University School of Family Studies and
Human Services. Six of these faculty members are Ph.D.s providing instruction and curriculum leadership for the
inter-institutional graduate M.S. degree program in family and community services. In addition, eleven graduate
faculty members from five partner universities are participants in the inter-institutional program, which is being led
by Professor Maurice MacDonald of Kansas State University and Professor Lawrence Ganong of the University of
Missouri. Each of these faculty members will teach one or more courses in the inter-institutional internet-based
program.
Kansas State University
Esther Maddux, Program Coordinator
Family Studies and Human Services
Kansas State University
Ph.D. received from Purdue University
Professor Maddux teaches family financial planning and family resource management courses in the School of
Family Studies and Human Services M.S. program at Kansas State University. Dr. Maddux’s scholarship includes
research and practice related to financial problems of families and individuals, with a particular emphasis on
addiction-related behaviors.
Maurice MacDonald
Family Studies and Human Services
Kansas State University
Ph.D. received from University of Michigan
Professor MacDonald is Director of the School of Family Studies and Human Services. His area of research
includes family economics, including financial aspects of family well-being and the economics of aging. Dr.
MacDonald is also Director of Scholarship and Research for the College of Human Ecology.
Melinda Markham
Family Studies and Human Services
Kansas State University
Ph.D. received from the University of Missouri
Dr. Markham teaches family studies and family life education and consultation courses in the School of Family
Studies and Human Services M.S. program at Kansas State University. Dr. Markham’s scholarship includes the
experience of co-parenting post-divorce and effects for couples’ and children’s well-being. Dr. Markham currently
teaches the School’s Family Life Education Foundations and Methods course.
Charlotte Olsen
Family Studies and Human Services
Kansas State University
Ph.D. received from Kansas State University
Professor Olsen is an Extension family and consumer science specialist and she leads a family development program
focus team that includes Kansas Extension agents. Her research interests include healthy interpersonal relationships,
and family life education for rural families. She teaches a course on The Army Family and serves on program of
studies committees for the GPIDEA Youth Development program.
Walter Schumm
Family Studies and Human Services
Kansas State University
Ph.D. received from Purdue University
Professor Schumm teaches courses on program design and evaluation, research methods, and marriage preparation
and enrichment. His research interests include the influence of couples’ relationships on child well-being, and the
appropriate application of statistical methods to evaluate policies and interventions affecting family structure and
functioning.
Kelly Welch
Family Studies and Human Services
Kansas State University
Ph.D. received from Kansas State University
Dr. Welch teaches courses on family relationships and gender roles, family communications, adolescence, lifespan
development, and death and the family. She is an expert in online course instruction, and has received numerous
teaching awards. Her publications include textbooks for undergraduates on human development, sexuality, and
gender roles.
Michigan State University
Barbara Ames
Human Development and Family Studies
Michigan State University
Ph.D. received from Kansas State University
Dr. Ames teaches courses on methods of teaching adults, marriage and family, management and decision-making,
and work behavior in families. Her research interests have focused on older adults, women, work, and health in a
community context.
Julia Miller
Human Development and Family Studies
Michigan State University
Ph.D. received from University of Maryland
Professor Miller’s research, teaching, and outreach interests include assessing and contributing to the diversity of
families and the workforce, the quality of life of homeless families and children, and violence against women and
children. Formerly she was Dean of Human Ecology at Michigan State University.
Kathy Stansbury
Human Development and Family Studies
Michigan State University
Ph.D. received from University of California-Los Angeles
Associate Professor Stansbury focuses her teaching and research on the effects of mother-child relationships on the
development of phsysiological and behavioral stress responses, and on the development of emotion regulation in
normally-developing children.
University of Missouri
Lawrence H. Ganong
Human Development and Family Studies
University of Missouri-Columbia
Ph.D. received from University of Missouri
Professor Ganong is co-chair of Human Development and Family Studies at the University of Missouri. He teaches
family dynamics and intervention, and topics courses on the health of family members. His research program has
focused on post-divorce families, especially stepfamilies and what stepfamily members do to develop satisfying and
effective relationships.
Cynthia Reeser
Human Development and Family Studies
University of Missouri-Columbia
Ph.D. received from University of Kentucky
Dr. Reeser’s research and teaching interests include human development across the lifespan, the effect of public
policies on individuals and families, and cross-cultural aspects of families. Her research is focused on factors at the
community, state, and national levels that support or impede family needs as well as those interventions that make a
difference.
David Schramm
Human Development and Family Studies
University of Missouri-Columbia
Ph.D. received from Auburn University
Dr. David Schramm is a State Extension Specialist and Assistant Professor. His research interests focus on couple
and family relational processes, parenting and marriage education, and factors predicting marital quality. He has
taught foundations of family studies, family dynamics and intervention, and couples and marital relationships in
child welfare. He is co-director for a 1.2M$ healthy relationship and marriage education training project.
University of Nebraska-Lincoln
Cody Hollist
Child Youth and Family Studies
University of Nebraska-Lincoln
Ph.D. received from Brigham Young University
Dr. Hollist teaches family therapy courses, with an emphasis on adolescents and families. His research interests
include multicultural families, and methods to improve family functioning for families with adolescents.
Rochelle L. Dalla
Child Youth and Family Studies
University of Nebraska-Lincoln
Ph.D. from the University of Arizona
Dr. Dalla teaches courses on family science and youth development. Her research foci include Native American
teenage mothers, rural Latina immigrants, and sexual behavior among adolescents and women.
Oklahoma State University
Karina Shreffler
Human Development and Family Science
Oklahoma State University
Ph. D. received from Pennsylvania State University
Dr. Shreffler teaches courses on research methods, adulthood and aging, critical issues in family science, families
and work, the family: a world perspective, and issues in family science. Dr. Shreffler’s scholarship has focused on
family demography, particularly childbearing trends and intentions; work and family; reproductive health issues and
disparities; and survey research methodology.
Kami Schwerdtfeger
Human Development and Family Science
Oklahoma State University
Ph.D. received from Texas Tech University in 2007
Dr. Schwerdtfeger teaches course on coping with family crises, theoretical models of marriage and family therapy,
systems theory, and research methods. Her scholarship has focused on the systemic dynamics and intergenerational
transmission of trauma, the systemic factors of posttraumatic growth and resiliency, women’s mental health and
childbearing issues, and marriage and family therapy outreach and outcomes in rural settings.
South Dakota State University
Ann Michelle Daniels
Counseling and Human Development
South Dakota State University
Ph.D. from Kansas State University
Dr. Daniels’ teaching and research interests focus on child and youth development, discipline, stress reduction, and
parent-child relationships. She is an Extension specialist and has developed programs for parenting education and
other topics on family life education.
D. Facilities and Equipment
1. Anticipated facilities required
As this is an on-line program there will be minimal demands on campus facilities and equipment.
2. New equipment required
Assuming a routine/replacement schedule, existing computer resources should support the program adequately.
E. Program review, assessment and accreditation
1. Evaluation and/or review processes
The curriculum will be monitored to assure that students are fulfilling program requirements. Program assessment
will occur at each of the partner universities with oversight and support from the GPIDEA board. A centralized
online system of identifying and recording outcomes of student learning will be developed.
The School of Family Studies and Human Services faculty will participate in the Kansas Board or Regents review
following its eight-year review cycle. The most recent School review will be completed in 2011. The School will
participate in the next Graduate School mid-cycle review in four years for formal introspection and peer feedback.
2. Measuring student outcomes
Program outcome 1: Demonstrate a research-based perspective to understand individual, family, interpersonal and
community dynamics across the lifespan. Measure: Rubric to assess students’ performance levels on a written case
study for the oral examination that is developed in their elective courses and which applies research-based corecourse theories and methods to understand families in community context.
Program outcome 2: Demonstrate knowledge and skills related to the design, implementation, and sustainability of
family and community service programs. Measure: Rubric to assess student’s performance levels on a written case
study for the oral examination that is developed in their elective courses and which applies core course program
design, implementation, and sustainability skills.
Program outcome 3: Demonstrate essential knowledge and skills for leadership and management of family and
community service programs. Measure: Rubric to assess students’ performance levels on a written case study for
the oral examination that is developed in their elective courses and which applies core course leadership and
management concepts and skills.
3. Program accreditation
There is no specialized accrediting body for family studies and community services. All partner universities are
regionally accredited.
_____________________________________________________________________________________________
5. Graduate Student Affairs Committee – Steven Eckels, Chairs
 No action items to report.
6. Graduate School Committee on Planning – Sue Williams, Chair
 Graduate School Strategic Planning Process to Engage Graduate Faculty & Students
o Committee will be focusing on the quality student experience with the release of a survey to K-State
students by the University of Oklahoma and an AXIO survey to K-State faculty.
7. Graduate School Committee on Assessment and Review – Dr. Duane Crawford
The following assessment plans were approved by the committee at the January 24th meeting.
 Graduate Certificate in Grassland Management
 M.S. Family and Community Services
8. Graduate Student Council Information – Matt Sellner, President
 The Graduate Student Council is currently developing ideas to separate themselves from the Student
Government Association.
 Angela Hayes is now the graduate contact for Career and Employment Services.
 Judges are needed for the March 8 Research Summit in the Union. Contact Megan Miller if you are
interested.
 Graduate students can walk in to the Writing Center on Tuesdays from 6:00-8:00 p.m. for guidance.
9. University Research and Scholarship
 No items to report.
10. Other business
 A discussion was started on clarifying the intent of Graduate Handbook, Chapter 5.A.1
o Comments will now be given to Academic Affairs for feedback.
11. Graduate Fellowship Announcements
 KSURF Doctoral Research Scholarship
o Deadline: April 17, 2012 http://www.k-state.edu/grad/ksurf/
 Alvin and Rosa Lee Sarachek Pre-doctoral Fellowship and Travel Awards in Molecular Biology
o Deadline: March 1, 2012 http://www.k-state.edu/grad/sarachek/
12. Graduate School Calendar of Events: December – February and March
February
2/1 Graduate Student Council travel grant application deadline for Spring (March 1-June 30) travel
2/6 Graduate Student Council Meeting (12:00 pm – Waters 137)
2/7 Graduate Council Meeting (3:30 pm – 5:00 pm - Union Staterooms)
2/10 Deadline to submit graduate faculty nominations and course and curriculum changes for March Graduate
Council Meeting
2/15 ETDR and Graduation Deadlines Open Forum (2:00-4:00 Leadership Studies building- Town Hall)
2/21 Committee on Student Affairs (11:00-12:00 – 102 Fairchild Hall)
Committee on Assessment & Review (3:00-4:00 – 102 Fairchild Hall)
2/22 Academic Affairs Committee (10:00-11:00 – 102 Fairchild Hall)
2/24 Committee on Planning (10:00-11:00 – 102 Fairchild Hall)
March
3/1 Submission Deadline to complete iSIS Graduation Application for May Graduation
3/6 Graduate Council Meeting (3:30 pm – 5:00 pm - Union 212)
3/6 ETDR and Graduation Deadlines Open Forum (10:00-11:00 ETDR, 3:00-4:00 Deadlines Forum)
Leadership Studies building- Town Hall)
3/7 Graduate Student Council Meeting (12:00 – 1:00 pm – Union 213)
3/8 K-State Research Forum (2nd floor Union – 8:00-5:00 pm)
3/10 Deadline to submit graduate faculty nominations and course and curriculum changes for April Graduate
Council Meeting
3/13 Committee on Student Affairs (11:00-12:00 – 102 Fairchild Hall)
Committee on Assessment & Review (3:00-4:00 – 102 Fairchild Hall)
3/15 Academic Affairs Committee (3:00-4:00 – 102 Fairchild Hall)
3/16 Committee on Planning (10:00-11:00 – 102 Fairchild Hall)
- For a current list of Graduate School events, please see our website at:
http://www.k-state.edu/grad/forms/2011-2012%20calendar.pdf
Next Graduate Council meeting: March 6, 2012 (3:30 p.m. – Union 212)