Institutional Tracking No. FY2014-15 #1
UCC-15-014
Date of Proposal Submission: Fall 2014
Institution Submitting Proposal: University of Idaho
Name of College, School, or Division: College of Science
Name of Department(s) or Area(s): Bioinformatics and Computational Biology Graduate Program
Program Identification for Proposed New, Modified, or Discontinued Program:
Title: Bioinformatics and Computational Biology
Degree:
Method of Delivery:
CIP code (consult IR /Registrar)
Proposed Starting Date:
Graduate Certificate
Traditional face to face / classroom
26.1103
Summer 2015
Indicate if the program is: x Regional Responsibility Statewide Responsibility
Indicate whether this request is either of the following: x New Program (minor/option/emphasis or certificate) Discontinuance of an Existing Program/Option
New Off-Campus Instructional Program Consolidation of an Existing Program
New Instructional/Research Unit
Contract Program/Collaborative
Expansion of an Existing Program
Other
College Dean (Institution) Date Vice President for Research (as applicable)
Date
Graduate Dean (as applicable) Date State Administrator, SDPTE
(as applicable)
Date
Date Chief Fiscal Officer (Institution)
Chief Academic Officer (Institution)
President
Date
Date
Academic Affairs Program Manager
Chief Academic Officer, OSBE
SBOE/OSBE Approval
Date
Date
Date
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Before completing this form, refer to Board Policy Section III.G., Program Approval and Discontinuance .
This proposal form must be completed for the creation of each new program and each program discontinuation. All questions must be answered.
1. Describe the nature of the request.
Will this program/option be related or tied to other programs on campus? Please identify any existing program, option that this program will replace. If this is request to discontinue an existing program, provide the rationale for the discontinuance. Indicate the year and semester in which the last cohort of students was admitted and the final term the college will offer the program.
Describe the teach-out plans for continuing students.
This certificate is tied to the Bioinformatics and Computational Biology (BCB) Graduate Program.
It extends the offerings of that program by providing graduate students who are getting their graduate degrees in other areas with recognition for taking core courses of the BCB curriculum.
2. List the objectives of the program.
The objectives should address specific needs (industry) the program will meet. They should also identify the expected student learning outcomes and achievements. This question is not applicable to requests for discontinuance.
There is a large and growing demand for graduates with training in bioinformatics and computational biology. This certificate will allow formal recognition for graduate students outside the
BCB Graduate Program who have a strong foundation in bioinformatics and computational biology.
Graduates with this certificate will have a broad foundational understanding in areas vital to the biotechnology industry, the medical sciences, and conservation biology.
Broad learning outcomes for the program:
Graduates with a certificate in BCB will
1) have augmented their understanding in bioinformatics, mathematics, and computational sciences, and
2) have the capability to participate in interdisciplinary research and industry projects.
Specific student learning outcomes and achievements:
Graduates with a certificate in BCB will also
1) learn a common ‘ language ’ that allows those with a background in one of the BCB disciplines to communicate and collaborate in interdisciplinary projects with colleagues from other disciplines (for example a graduate with a biology focus will be able to collaborate with mathematicians/statisticians, or computational scientist, and vice versa).
2) be able to explain BCB concepts to people with widely varying backgrounds, from professionals in other fields to lay people.
Direct measure: Review of coursework and grades in the three core courses and one focus course.
The BCB External Advisory Board recommended this certificate program during the first external program review in October 2013.
3. Briefly describe how the institution will ensure the quality of the program (i.e., program review).
Will the program require specialized accreditation (it is not necessary to address regional accreditation)? If so, please identify the agency and explain why you do or do not plan to seek accreditation. This question is not
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applicable to requests for discontinuance.
We will use the current assessment mechanisms for the BCB Graduate Program for this certificate program. Certificate awardees will complete an exit survey and an interview with the BCB director or other designee. Evaluation of this certificate will be part of the annual IBEST external and internal review process, as is the current BCB degree program.
There is no formal accreditation mechanism for bioinformatics and computational biology, and in any case certificate programs are rarely accredited.
4. List new courses that will be added to curriculum specific for this program.
Indicate number, title, and credit hour value for each course. Please include course descriptions for new and/or changes to courses.
Attach a Scope and Sequence, SDPTE Form Attachment B, for professional-technical
education requests.
This question is not applicable to requests for discontinuance.
None.
5. Please provide the program completion requirements and attach to this proposal as Appendix
A. This question is not applicable to requests for discontinuance.
Credit hours required in major: /
Credit hours required in minor: /
Credit hours in institutional general education or core curriculum: /
Credit hours in required electives:
Total credit hours required for completion:
12
12
6. Identify similar programs offered within Idaho or in the region by other colleges/universities.
If the proposed request is similar to another state program, provide a rationale for the duplication. Institutions do not need to complete this section for PTE programs. This question is not applicable to requests for discontinuance.
Boise State University and Idaho State University offer some courses in bioinformatics. All
Idaho institutions participating in the Idaho INBRE Bioinformatics Core offer bioinformatics modules in disciplinary undergraduate courses (INBRE is the NIH Idea Network for Biomedical
Research Excellence). Idaho State University and Boise State University are planning a joint undergraduate degree in bioinformatics as part of the Idaho INBRE renewal. However, none of these offer a graduate certificate in bioinformatics. Only the University of Idaho Bioinformatics and
Computational Biology program offers a graduate degree in this area.
According to the International Society for Computational Biology (https://www.iscb.org/iscbdegree-certificate-programs) there are only nine Bioinformatics certificate programs in the United
States. The only one west of the Mississippi is from the Fred Hutchinson Institute at the University of Washington.
Degrees/Certificates offered by school/college or program(s) within disciplinary area under review
Institution and
Degree name
Level
Specializations within the discipline
(to reflect a national perspective)
Specializations offered within the degree at the institution
BSU None
CSI None
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CWI
EITC
None
None
None ISU
LCSC
NIC
None
None
UI Graduate Bioinformatics and
Computational Biology
Bioinformatics and
Computational Biology
7. Describe the methodology for determining enrollment projections . If a survey of student interest was conducted, attach a copy of the survey instrument with a summary of results as Appendix B . This question is not applicable to requests for discontinuance .
Examination of the professional career and education resources listed by the International
Society for Computational Biology (http://www.iscb.org); the Bioinformatics Organization
(http://www.bioinformatics.org); and the AAAS (http://jobs.sciencecareers.org).
Demand for BCB graduates remains strong, with every student who seeks a job finding one, usually in academic, governmental, or industrial research.
The University of Illinois Is the only established certificate program in the United States that is associated with a bioinformatics graduate program, and it awards about 35 certificates per year.
Other certificate programs are very small (0-5 awards per year), most likely because they are very recent (most were established only in the last 3 years) or they are unaffiliated with a bioinformatics graduate program (University of Washington graduates 2, for example).
Positions for bioinformatics scientists remain a strong growth area in the United States economy, with salaries beginning at $75,000 per year on average. This certificate is a value added proposition for graduates in non-bioinformatics disciplines. So there are no reliable data on how significant this enhancement to a specific degree will be.
Non-BCB students who enroll in any of the three BCB core courses required for this certificate
(see Appendix A) will likely continue to obtain the certificate. Currently, these three core courses already attract non-BCB students from several non-BCB disciplines in the College of Science
(CoS), College of Agriculture and Life Sciences (CALS), College of Natural Resources (CNR), and the College of Engineering (CEN). These courses routinely have non-BCB enrollments of 5-20 students. We anticipate that some students who currently only take one or two of these courses will add the remainder in order to receive this certificate at minimal additional effort. We also anticipate that students in the life sciences will recognize the value of a certificate in BCB as part of their existing disciplinary training in increasing their competitiveness in the job market.
8. Enrollment and Graduates.
Provide a realistic estimate of enrollment at the time of program implementation and over three year period based on availability of students meeting the criteria referenced above. Include parttime and full-time (i.e., number of majors or other relevant data) by institution for the proposed program, last three years beginning with the current year and the previous two years. Also, indicate the number of graduates and graduation rates.
We anticipate average enrollment up to 10 students per year from COS, CALS, CNR, and CEN in the first three years and possibly up to 15 in later years as the certificate becomes well known throughout campus.
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Since there is currently no BCB Certificate program in the state of Idaho, we entered ‘0’ in the
Table below for all other institutions.
Discontinuations.
Using the chart below include part-time and full-time (i.e., number of majors or other relevant data) by institution for the proposed discontinuation, last three years beginning with the current year and previous two years. Indicate how many students are currently enrolled in the program for the previous two years to include number of graduates and graduation rates.
N/A
Institution Relevant Enrollment Data
BSU
Current Year 1
Previous
0 0
Year 2
Previous
0 0
Number of Graduates
Current Year 1
Previous
0
Year 2
Previous
0 0
Graduate
Rate
CSI
0 0 0 0 0 0 0
CWI
0 0 0 0 0 0 0
EITC
0 0 0 0 0 0 0
ISU
0 0 0 0 0 0 0
LCSC
0 0 0 0 0 0 0
NIC
0 0 0 0 0 0 0
UI 5 7 10
0 0 0 0
9. Will this program reduce enrollments in other programs at your institution?
If so, please explain.
No. This is a certificate to encourage graduate students to broaden their bio-computational understanding by rewarding graduates with a certificate for completion of the three BCB core courses and one elective (see Appendix A). We anticipate that graduate students in disciplinary graduate programs such as computer science, biology, natural resources, animal and veterinary sciences and many more will be interested in the certificate, but these students will remain in their disciplinary programs.
10. Provide verification of state workforce needs such as job titles requiring this degree.
Include
State and National Department of Labor research on employment potential. This question is not applicable to requests for discontinuance .
Using the chart below, indicate the total projected job openings (including growth and replacement demands in your regional area, the state, and nation. Job openings should represent positions that require graduation from a program such as the one proposed. Data should be derived from a source that can be validated and must be no more than two years old. T his question is not applicable to requests for discontinuance .
This certificate is a value added proposition for existing graduate degrees, and so the projected job openings for graduates in those degrees is the only valid measure of this statistic. Such degrees include, but are not limited to: Animal Sciences; Biochemistry; Biological and Agricultural Engineering;
Biology; Computer Science; Ecology and Conservation Biology; Environmental Science; Fire Ecology and Management; Fishery, Forest and Wildlife Resources; Food and Plant Sciences; Mathematics;
Microbiology; Molecular Biology; Statistics. The proposed certificate would enhance the employment prospects for students in all these areas. Thus since this is just a 12-credit certificate, and not a
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degree, it is currently not possible to project job openings.
Year 1 Year 2
Region
Year 3 Total
State
Nation a. Describe the methodology used to determine the projected job openings. If a survey of employment needs was used, please attach a copy of the survey instrument with a summary of results as
Appendix C.
Since this is a 12-credit certificate that will be added at no cost, and not a degree, it is currently not possible to project job openings for those who obtain this certificate. b. Describe how the proposed change will act to stimulate the state economy by advancing the field, providing research results, etc.
See above. c. Is the program primarily intended to meet needs other than employment needs, if so, please provide a brief rationale.
No
11. Will any type of distance education technology be utilized in the delivery of the program on your main campus or to remote sites? Please describe . This question is not applicable to requests for discontinuance.
Distance learning may be employed at a later date but is not part of the current plan.
12. Describe how this request is consistent with the State Board of Education's strategic plan and institution’s role and mission . This question is not applicable to requests for discontinuance.
The creation of this certificate is consistent with the SBOE’s strategic plan Goal 2 (Critical Thinking and Innovation), which states: “The educational system will provide an environment for the development of new ideas, and practical and theoretical knowledge to foster the development of individuals who are entrepreneurial, broadminded, think critically, and are creative.
Objective A: Critical Thinking, Innovation and Creativity – Increase research and development of new ideas into solutions that benefit society.”
The BCB certificate will broaden the training of disciplinary graduate students, foster critical thinking, allow them to participate in cutting edge interdisciplinary research and other projects, and improve their attractiveness to potential employers.
In addition, the BCB certificate is consistent with the SBOE ’s Goal 3 (Effective and Efficient
Delivery Systems), because the certificate allows students formal documentation of critical research skills without duplication of teaching effort within disciplinary graduate programs.
13. D escribe how this request fits with the institution’s vision and/or strategic plan . This question is not applicable to requests for discontinuance.
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Goals of Institution Strategic Mission Proposed Program Plans to Achieve the Goal
Enable student success in a rapidly changing world.
Encourage and formally document training in
Enable faculty, student, and staff engagement in interdisciplinary scholarship and creative activity.
bioinformatics and computational biology for UI graduate students; this will provide skills for which there is a large and growing demand.
The BCB certificate will greatly broaden access to interdisciplinary training in BCB for non-BCB students and faculty and thus foster novel research collaborations within the university, state, and worldwide.
14. Is the proposed program in your institution’s Five-Year plan? Indicate below . This question is not applicable to requests for discontinuance.
Yes No x
If not on your institution’s Five-Year plan, provide a justification for adding the program.
The proposed certificate program is consistent with Goal 1 of the 2011-2015 Strategic Plan:
Teaching and Learning; in particular, Objective A: “Build adaptable, integrative curricula and pedagogies ”, strategy 5 : “Expand opportunities for professional education”.
The proposed certificate would formally document valuable training and skills for students in a broad array of disciplines. The certificate does not require new resources, as it relies on the currently established courses already offered in the BCB program.
15. Explain how students are going to learn about this program and where students are going to be recruited from (i.e., within institution, out-of-state, internationally).
For request to discontinue program, how will continuing students be advised of impending changes and consulted about options or alternatives for attaining their educational goals?
We will use the same mechanisms we currently use to advertise our highly successful BCB program. These include: on-campus announcements; announcements in relevant classes; modifications to the BCB website, other UI webpages and course catalog. Offsite we will expand the current BCB web presence; present fliers at appropriate national meetings. Word of mouth will also continue to be an important advertising mechanism, since our BCB alumni now hold faculty, postdoctoral, and research scientist positions at many different universities, governmental agencies, and corporations.
16. Program Resource Requirements. Using the Excel spreadsheet provided by the Office of the State Board of Education, provide a realistic estimate of costs needed for the overall program. This should only include the additional costs that will be incurred and not current costs. Include both the reallocation of existing resources and anticipated or requested new resources. Second and third year estimates should be in constant dollars. If the program is contract related, explain the fiscal sources and the year-to-year commitment from the contracting agency(ies) or party(ies). Provide an explanation of the fiscal impact of the proposed discontinuance to include impacts to faculty (i.e., salary savings, re-assignments).
Since no new courses will be offered and administration of the certificate is expected to be minimal, we do not require additional resources to establish and maintain this certificate program.
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Program Completion Requirements
In order to complete the BCB certification program students must take a total of 12 credits of coursework from the BCB curriculum.

Nine of the credits must come from the three BCB core courses (3 credits each):
CS 515
Biol 522
Math 563
Computational Biology
Molecular Evolution
Mathematical Genetics

The remaining 3 credits must be obtained by taking one of the courses in the list below, but it must be a course in an area different than the student’s disciplinary focus. This fourth course will have to be approved by the BCB director or other members of the BCB
Governing Board:
BCB 510
BCB 511
CS 511
CS 512
CS 570
CS 572
CS 576
Biol 421
Biol 444
Biol 456
Biol 545
Biol 547
Computational Science for Biologists
Applied Bioinformatics
Parallel Programming
Parallel Algorithms
Artificial Intelligence
Evolutionary Computation
Data Mining Topics and Techniques
Advanced Evolution/Population Dynamics
Genomics
Computer Skills for Biologists
Principals of Systematic Biology
Virology
Biol 548
Biol 585
Biol 587
Math 428
Math 451
Evolutionary Ecology
Prokaryotic Molecular Biology
Eukaryotic Molecular Biology
Numerical Methods
Probability Theory
Math 452
Math 538
Phys 533
Stat 519
Stat 565
Mathematical Statistics
Stochastic Models
MMBB 541 Biochemistry
MMBB 588 Genetic Engineering
Statistical Thermodynamics
Multivariate Analysis
Computer Intensive Methods
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