Proposed Degree(s) Title:
MS and PhD in Transnational, Cultural and Community Studies
Proposed CIP Code: 5.0200 Ethnic Studies
Date of Board of Trustees Vote: (BOT meeting date following CASA approval)
Date Letter of Intent submitted to Commissioner: (attach copy of preliminary LOI)
A. Alignment with Institution Mission Priorities.
How does the proposed program align with the institution’s mission priorities?
The MS and PhD programs in Transnational, Cultural and Community Studies (TCCS) directly respond to UMass Boston’s
mission as a public research university with
“a special commitment to urban and global engagement…[a] vibrant, multi-cultural educational
environment…[whose] distinguished scholarship, dedicated teaching, and engaged public service are
mutually reinforcing, creating new knowledge while serving the public good.”1
The proposed graduate programs in TCCS address this mission by drawing on and building upon the university’s long
history of engagement with and inquiry about urban populations in local and transnational contexts – as expressed by
the scholarship of its diverse faculty, the wealth of undergraduate programs in areas related to social justice, urban and
racial/ethnic themes, and the longstanding work of academic programs and research institutes representing the broad
diversity of urban groups. The deep, diverse, multilingual, multicultural research capacities and networks of these units
are unrivaled locally or regionally. Indeed, only one other university in the nation — UCLA — offers the array of
undergraduate academic programs and institutional research assets representing Black, Asian, Latino, and Native
American populations and fields of study that UMass Boston provides. In many ways, the graduate programs in TCCS
offer the link between the current undergraduate experience and the research endeavor of the university’s academic
programs and research institutes, offering pathways for undergraduate students and others to become future
researchers and advanced practitioners. Furthermore, given UMass Boston’s unique institutional status and stature as a
federally recognized Minority Serving Institution (MSI) through its official designation and funding by the US Department
of Education in 2010 as an Asian American Native American Pacific Islander Serving Institution (AANAPISI)— the only
such institution in New England and one of a handful of AANAPISI research universities in the country — the TCCS
programs also align well with the targeted opportunities and resources for research, student support, community
engagement, and professional development that designated Minority Serving Institutions are specifically eligible to
access.
In 2011, the Strategic Planning Implementation Design Team reported to the campus on the steps necessary to
implement the 2010-2025 Strategic Plan for the University.2 The Team recommended the adoption of 5 goals focused
on student success, expansion of academic programs, improvements in the teaching and learning environment,
expansion of the financial resources available to the university and the improvement of the infrastructure that supports
the strategic goals. The proposed Master of Science and PhD programs align with the University’s desire to expand
academic programs –particularly graduate programs. Since the overall strength of graduate programs is enhanced by
complementarities of offerings, the campus has been developing research clusters in areas of strong research activity. In
conjunction with the 2006-2007 report by the Research and Graduate Studies Committee for the Chancellor’s Strategic
Planning Task Force, the area of ethnic studies was identified by consulting researchers from the Battelle Technology
Partnership Practice as an area of mid-to-high level “core research strength”, signaling this as an area of extensive
research focus at UMass Boston;3 it was also one of the few high level core research areas without an existing graduate
1
Strategic Planning Implementation Design Team (2011) Fulfilling the Promise: The Report Of The University Of Massachusetts
Boston Strategic Planning Implementation Design Team. Appendix B: Mission Statement. September 26, 2011.
www.umb.edu/the_university/strategicplan/fulfilling_the_promise/ (Accessed 04/07/2013)
2 Strategic Planning Implementation Design Team (2011)
3 Research and Graduate Studies Committee for the Chancellor’s Strategic Planning Task Force (2007). Vision and Goals for
Enhancing the Research Enterprise at University of Masschusetts Boston. Final Report; Battelle Technology Partnership Practice
1
program to nurture it.4 A cluster in Transnational, Cultural and Community Studies that includes the area of ethnic
studies was developed with an “interdisciplinary social sciences focus involving the systematic study of the history,
society, politics, culture, and economics of subsets of the population with common ethnic and racial characteristics or
common traits and customs” (p. 21). This vision is the focus of the proposed MS and PhD programs in Transnational
Cultural and Community Studies.
The TCCS programs’ perspective –theoretical, methodological and practical- is fresh and far-reaching. From the strong
foundation and consistent trajectory of UMass Boston and its faculty commitments to these themes, the TCCS programs
craft new pathways to the future, recognizing that the transnational dynamics of contemporary urban populations alter
the composition of communities globally, and transform the very understanding of culture, of boundaries and of
citizenship in the wake of technological change and globalization. The programs approach these topics boldly,
embracing transdisciplinary inquiry in ways that echo Provost Winston Langley’s Preface to the report of the
Implementation Design Team:
“an acknowledgement that our traditional disciplinary walls do not work well enough, and that transdisciplinarity (which requires mastering a conceptual language that enables professors and students to
migrate intellectually across disciplinary boundaries) must become routine, in order to integrate into
teaching and learning a fluid, reciprocal relationship between the kinds of research that are called pure
and applied.” (p. 3)
The TCCS programs also address the objective under Goal 1, Advance Student Success and Development that highlights
the campus’ commitment to the retention and success of students. Although the campus goal primarily refers to issues
affecting the retention of undergraduates, the experience of graduate students, particularly students of color, is closely
related. In the TCCS programs, we begin with an assessment of critical skills, such as writing and library research skills,
related to the success of graduate students and offer a Professional Seminar to assure a baseline of skills helpful to
graduate students. We propose to link each student to a faculty advisor/mentor during the student’s first semester in
the programs, to conduct a yearly review of progress by each student, and to flag for special attention key “moments” in
all students’ progress. The design of our curriculum has been influenced by suggestions that emerged from interviews
conducted with current UMass Boston graduate students.
B. Alignment with System Priorities
1. Will this proposed program address a regional/local/state workforce shortage? Explain.
The TCCS programs direct themselves to the preparation of high-level professionals and scholars capable of addressing the
challenges posed by the dimensions and characteristics of global population movements and their impacts on the
individuals and communities in sending and receiving societies involved. The current flow of people to the U.S. is second
only in dimension to that experienced at the turn of the 19th to the 20th Century. According to US Census data reported by
the Migration Policy Institute of Washington DC, in 1890, at the peak of the migration from Europe to the U.S. in the 19 th
and 20th Centuries, 14.8% of the U.S. population were immigrants, the densest representation of foreign born in the
population since data began to be collected in 1850. 5 Nationally, the contemporary growth in this population begins in
1970, when foreign born accounted for only 4% of the population, rising to 13% by 2011, the sharpest consecutive
increase since 1850. New England and particularly Massachusetts are well known for the high proportion of immigrants in
their population. In Massachusetts, the proportion of foreign born in the population rose from 9.4 in 1980 to 19.3 in
2004, with over 172,000 new immigrants arriving between 2000 and 2004. 6 By 2011, in spite of the slow-down in
immigration due to the economic crisis, 14.9% of the population of the state was foreign born, a higher density of
(2006). Research Re-envisioned For The 21st Century. Expanding The Reach Of Scholarship At The University Of Massachusetts
Boston: A Strategic Opportunity Assessment. Cleveland, OH: Batelle Memorial Institute. P. 15.
4 Battelle Technology Partnership Practice (2006), p. 16
5 Number of Immigrants and Immigrants as Percentage of the US Population, 1850 to 2011. Immigration Policy Institute.
http://www.migrationinformation.org/datahub/charts/final.fb.shtml Accessed 3/27/2013.
6 Andrew M. Sum, Johan Uvin, Ishwar Khatiwada and Dana Ansel (2005) The Changing Face of Massachusetts. Northeastern
University: The Center for Labor Market Studies. Accessed 3/27/2013,
http://www.massinc.org/~/media/Files/Mass%20Inc/Research/Full%20Report%20PDF%20files/changing_face_report.ashx
2
immigrants than one finds nationally (13%) and a full 39% of the immigrant population of the state has been in the U.S.
since 2000 or later.7 The growth has been largely concentrated in the Boston area, but there are also large concentrations
along the northern swath from Boston through Lawrence to southern New Hampshire, as well as in the south from Boston
to Providence, and in the west from Boston through Framingham to Worcester.
The origin of the migrants to the region has also changed drastically as the contemporary period of immigration has
evolved. Table 1 presents how the origins of the foreign born have changed in Massachusetts. Unlike the Europeancentric historical flow to the region, which held strong until 1990, the new immigrants are primarily from Latin America
(35.7%) and Asia (29.3%). Most recently, flows from Arab countries and Africa have also increased significantly. These
groups -Latin American (including the Caribbean), Asian, Middle Eastern and African -- are the protagonists of the new
immigration to the U.S., in general, not just here in Massachusetts and New England, and their profiles, realities, and
futures therefore, are at the center of the strategic inquiry and training proposed by the TCCS programs.
Table 1. Origin of Foreign Born Population. MA
1990
2000
2010
Africa
3.9
6.2
8.4
Asia
21.1
26.2
29.3
Europe
43.8
32.2
23.3
Latin America
21.3
30
35.7
North America
9.6
5.3
3
Oceania
.3
.3
.3
Source: U.S. Census, 1990, 2000 and 2010.
The effort of the Commonwealth’s public and private sectors to address the impact of these demographic changes started
slowly but became increasingly aggressive through the first decade of the 21st Century. Legislative initiatives have
promoted the use of interpreters in the courts and in hospitals as well as the use of bilingual ballots. The state has
promoted forceful policy and operational mandates to increase the cultural competence of service providers in critical
state agencies (such as the MA Department of Children and Families), has changed the method of educating immigrant
children and has engaged in one of the country’s first efforts at the integration of immigrants through its Office of
Immigrants and Refugees. There is an increased presence and influence of ethnic media and ethnic oriented marketing
from all sectors.
Not all of these efforts have been successful in improving the situation of these groups or alleviating the pressure felt by
private, state and community organizations to serve them effectively, but these initiatives, as well as the reality of the
presence of immigrant communities throughout the state, have created a demand for professionals and practitioners at
all levels with a deep understanding of the historical and contemporary issues facing diverse populations in transnational
cultural community contexts and capable of acting proactively and effectively in and with these groups and communities.
The demand is most salient in the areas of health care, education, social services and law enforcement but also high in the
areas of communications/media, marketing and financial services.
To date, higher education programs that address these issues at the Master’s and PhD levels are most prevalent in
California and New York, states with large immigrant populations. The TCCS programs will be the first in this state, only
the second one in the region (the other one is in SUNY-Buffalo). We propose to be a program grounded in the experience
and reality of these processes and, as we will explain, engaged in expanding the horizons of inquiry into the lives of
individuals and communities affected by them locally, nationally and globally. The programs will address the growing
need for personnel of all backgrounds –but with a special attention to the shortage of high-level professionals and
scholars from these communities. The areas, opportunities, and needs for such an engine of basic research, applied policy
7
Massachusetts: Social and Demographic Characteristics. Immigration Policy Institute.
http://www.migrationinformation.org/datahub/state.cfm?ID=ma Accessed 3/27/2013.
3
development, and capacity-building within communities as well as the university are obvious, including the achievement
gap in K-12 education; health disparities; immigrant incorporation and citizenship; diasporic entrepreneurship; urban
environmental justice, new majority political empowerment, and other critical areas that will continue to demand the
university’s attention in the coming decades.
2. For undergraduate programs only - With what, if any, other institutions have articulation
agreements been arranged for this program? (attach agreements)
Not Applicable
3. How will the proposed new academic program broaden participation and completion at the
institution by underrepresented and underserved groups?
The TCCS programs support UMass Boston’s goal of broadening the participation by and the success of underrepresented
and underserved groups. First of all, the programs will realize the potential of the existing institutional capacity in the
fields of immigration studies, immigrant studies, racial and ethnic studies, cultural studies, and community studies offering
one of the first graduate programs in these areas in the region. Doing so will attract students interested in these issues,
many of whom will be students of color, immigrant students, students wishing to work in urban areas and international
students. Secondly, the presence of high-level graduate students with expertise in the areas of priority for TCCS will in
turn support the teaching mission across the university, providing role models for undergraduate students, particularly
undergraduate students of color. Specifically, the program aims to prioritize graduate student teaching support for the
programs that have partnered with TCCS – Asian American Studies, Africana Studies, Latino Studies and Native American
Studies. Teaching across affiliated departments will be a strong component of the work of TCCS graduate students.
Finally, the program’s partnership with the Institutes and Centers at UMass Boston will serve as a magnet for highly
qualified faculty and graduate students to come to UMass Boston, attracted by a diverse, vibrant and productive scholarly
community.
C. Overview of Proposed Program
1. Context. Describe the program’s development, as well as its proposed administrative
and operational organizational structure.
a. Program Development
The MS and PhD programs in Transnational Cultural, and Community Studies (TCCS) have been developed by a group of UMass
Boston faculty from across colleges and departments interested in the themes of TCCS. The long-term interest of this faculty
in the development of academic and research capacity at UMass Boston is a reflection of the long standing “urban mission” of
UMass Boston and is evidenced in the presence of an full array of research institutes and undergraduate programs focused on
Asian American, Native American, Latino, and Africana Studies on our campus. The University’s strategically-defined priority
for the development of a research cluster on Transnational Cultural and Community Studies channeled faculty efforts largely
toward the development of these graduate programs, particularly following initial inventories of ethnic studies teaching and
research assets in these areas and exploratory assessments of undergraduate student interests in such graduate programs.
During the succeeding two year development period, over 25 faculty members from departments and programs such as
Africana Studies, American Studies, Anthropology, Asian American Studies, Community Studies, English, Human Services,
Latino Studies, Psychology, Sociology and Women’s Studies representing the Colleges of Liberal Arts, Public and Community
Service and Education and Human Development have participated in framing the theoretical and methodological bases of the
program, developing its curricular structure, and developing the courses for both degree programs. In addition, faculty from
the Institute for Asian American Studies, the Mauricio Gaston Institute for Latino Community Development and Public Policy,
the Institute for New England Native American Studies and the William Monroe Trotter Institute for the Study of Black History
and Culture have been involved in developing their role in the training of graduate students.
Although the proposed MS and PhD programs are built on the campus’ strengths in problem-oriented research focused on
4
racial/ethnic communities and groups, the TCCS program development group has worked to expand and consolidate the vision
and practice of its faculty. This process has entailed discussions within the planning group on key program themes. The first
has focused on the nature, characteristics, dynamics and representations of transnationalism, a primary theoretical basis for
this program. At the center has been the influence of the immigrant experience in relation to culture and communities. The
immigrant experience –at the core a process of rupture and reconstruction- is also now the vehicle through which
transnational relationships are formed and maintained and the canvas upon which the myriad cultural manifestations and
community formations are drawn across the globe. The faculty planning group has developed bibliographies on these issues
and has held many discussions on these topics. The complexity of the questions posed by im/migration, the causes and effects
of racial and ethnic disparities, the consequences of uneven power relations and the need to interact proactively and
effectively with those affected by these phenomena call for the type of analysis that often supersedes the scope of individual
disciplines, moving the faculty to adopt a transdisciplinary approach to both theory and inquiry.8 A similar process of study and
discussion familiarized the faculty with the nature of transdisciplinarity and supported its practice in the development of the
curricula and syllabi. These collaborations and synergies are perhaps most salient in (1) the integration of theoretical
perspectives and methodologies emerging from the humanities and from the social sciences into a coherent program of
instruction in research design and practice and (2) the training and practice in mixed method, interdisciplinary research
approaches.
In the two years since program development began, TCCS has also developed campus-wide opportunities for discussions
about these issues. For example, the program development group collaborated with Latino Studies and other programs in
bringing Jorge Duany, of the University of Puerto Rico, to campus on October 2011 for a series of discussions and
presentations. Duany is a key figure in the emergent theorizing on transnationality and his comparative study of transnational
population movements from the Caribbean to the U.S. has been very well received.9 To continue discussion of
transdisciplinary research approaches, the Office of Research and Sponsored Projects sponsored a Mini Conference on Mixed
Methods and Interdisciplinary Research Practice in November 2012. The conference, which was coordinated by Professor
Rosalyn Negron from the Department of Anthropology and a member of the TCCS planning group, brought to campus H.
Russell Bernard (Emeritus, University of Florida) and Patricia Leavy author of Essentials of Transdisciplinary Research, a key
text on the topic.10
The continuation of this process of study and discussion will be an integral part of faculty orientation and graduate student
training in the TCCS program. The TCCS planning group is committed to welcoming graduate students from across the campus
that are interested in these themes into courses and activities sponsored by the program.
b. Administration and Governance
The TCCS MS and PhD programs are intercollegiate programs that will report directly to the Vice Provost for Research and
Strategic Initiatives and the Dean of Graduate Studies. This will facilitate their ability to draw from faculty resources across the
campus as well as from the university’s research institutes, which also report to the Vice Provost.
The program will have a Director elected by the faculty and appointed by the Vice Provost. The Director will be responsible for
initially implementing the MS program in the Fall of 2015 and the PhD program in Fall 2017. Once both programs have been
implemented and have the expected number of students, the Director will assume operational responsibility for the PhD
Program. A Director of the MS Program, also elected by the faculty and appointed by the Vice Provost, will have day-to-day
operational responsibility for that program.
In addition, the program will form faculty committees in the key areas of governance and program functioning. Each
committee will be chaired by a Core faculty member but will include affiliated faculty as well. The Committees include the:
8
This approach was suggested by UMass Boston’s Associate Provost and Professor of Curriculum Studies Eunsook Hyun whose
exploration of the development of transdisciplinary curricula appears in Eunsook Hyun. "Transdisciplinary higher education
curriculum: a complicated cultural artifact" Research in Higher Education Journal 11 (2011).
9 See J. Duany (2011). Blurred Borders: Transnational Migration between the Hispanic Caribbean and the United States.
University of North Carolina Press
10 P Leavy (2011) Essentials of Transdisciplinary Research. Left Coast Press.
5




Academic Affairs Committee that will focus on curriculum development for both programs as well as the process of study
and discussion required to develop the curriculum; approve new courses and electives and propose yearly course
scheduling; monitor student progress; develop and supervise comprehensive exams, assign advisors to PhD and MS
students, and other academic tasks.
Admissions Committee that will prepare and disseminate recruitment materials, work with the graduate admissions office
in ensuring that files are complete, review applications and admit students. Separate subcommittees will be formed to
manage the admission processes for the MS and PhD programs.
Personnel Committee that will recruit faculty for the program, review annual faculty reports for core faculty and,
collaborate with the home departments in the tenure, promotion and PMYR reviews for its core faculty.
Executive Committee that will be chaired by the TCCS program director and will be made up of the chairs of the standing
governance committees (Academic Affairs, Admissions and Personnel). The Executive Committee will serve in an advisory
capacity to the program director and will oversee the work of the committees and the overall functioning of the programs.
c. Operations
1) Admissions. Both TCCS programs will be full-time programs, although a limited number of part-time students may also
be admitted to each at the discretion of the Admissions Committee and the appropriate Program Director. (Admission
requirements for both programs are detailed in Section 4 below). The TCCS MS Program will admit 20 students each year
beginning in the Fall of 2015. The PhD Program will admit 4 students in the Fall of 2017 and 6 students thereafter. There
will be separate admissions processes for each of the programs although we expect some PhD applicants will come from
the TCCS MS program.
2) On Campus Linkages. TCCS will have integral ties with the undergraduate programs and research institutes that
compose the well known strength of the UMass Boston campus on teaching about and conducting research focused on
racial/ethnic groups and communities. Mutually beneficial relationships have been established with the academic programs
in Africana Studies, Latino Studies and Asian American Studies, which have been part of the TCCS planning group and will
provide faculty for the TCCS graduate programs. TCCS will offer the undergraduate students in these programs a path to
graduate education while PhD students will provide teaching support for these undergraduate programs. The TCCS
programs will also take full advantage of the campus’ research institutes focused on racial ethnic populations –the Institute
for Asian American Studies, the Mauricio Gaston Institute for Latino Community Development and Public Policy, the
Institute for New England Native American Studies and the William Monroe Trotter Institute for the Study of Black History
and Culture-- where PhD students will be able to work on research projects mentored by the research faculty and staff in
these research centers. In terms of research, with the exception of UCLA, no other university in the nation has the
institutional research capacity that UMass Boston brings to this endeavor.
TCCS has also included in its curriculum courses offered by faculty from the College of Education and Human Development,
the College of Public and Community Service and Departments of American Studies, Anthropology, English, Psychology,
Sociology in the College of Arts and Sciences. TCCS has also established relationships with graduate programs such as the
PhD Programs in Public Policy, Sociology and Psychology, and the Master’s Programs in Human Services that will allow TCCS
students to take courses in these programs when space permits and allow students from these programs to take TCCS
courses under the same conditions. These collaborations have been outlined, approved by the corresponding Deans and
will be fully developed in time for the opening of the Master’s program in 2015. (See Appendix 1 for a full description of
the contributions of each of the UMass Boston Colleges. A full description of the curriculum appears in Section 3.) TCCS
will also establish relationships with other undergraduate departments addressing themes prioritized by TCCS for the
purposes of offering faculty in these programs the opportunity to teach, conduct research and mentor graduate TCCS
students.
In addition to these programs, TCCS is also exploring a relationship with the College of Advancing and Professional Studies
in order to offer online some of the Master’s level courses in the curriculum. The objective will be to offer some of the
courses, particularly some of the electives, online as well as to develop specific Master’s level certificates in practice areas.
3) Linkages to programs in other University of Massachusetts Campuses. As part of its development, TCCS has explored
relationships with programs on other campuses of the University of Massachusetts. For example, TCCS and the Law School
at UMass Dartmouth are currently discussing the development of a joint JD/MS or PhD program that would offer TCCS
6
students an additional area of specialization and practice and would provide the Law School with coursework that will
prepare their students to work more effectively in racial/ethnic and immigrant communities. Other resources for TCCS
students include UMass Amherst’s PhD Program in African American Studies with which the Africana Studies Department
has a long-standing relationship and which can offer opportunities for specialized course work for those TCCS PhD students
interested in this area. In addition, the program connects to other areas of the University through the work of the
Institutes. Examples of this are the collaboration of the Gaston Institute with the UMass Medical School on a National
Institute of Health grant focused on training of culturally competent health personnel and its on-going relationship with the
UMass Amherst School of Public Health focused on community health projects in the Western Massachusetts area.
2. Description. What is the intent /purpose of the program? What knowledge and skills
will students acquire? For what careers will graduates be prepared?
The TCCS programs respond to the dramatic changes in the nature of population movements across the world and their
impact on the lives, cultures and communities of both sending and receiving societies. Contemporary processes of
globalization have resulted in population movements similar in size only to those of the late 19th and early 20th Century and
unparalleled in the scope of the nations participating in these flows. Yet, technology has enabled some physically dispersed
populations to transcend boundaries and structures that at one point in time made these flows largely uni-directional and
permanent. Modern globalization and technology accelerate the movements of people across nation-states, highlighting the
linkages between senders and receivers. The result has been the emergence of transnational ties, generally defined as strong
economic, political, social and familial bonds between diasporic and homeland populations and among groups with a common
homeland spread out over multiple diasporic locations. 11 Transformative processes -such as colonization, slavery, annexation
and the forced migration of peoples from across the world, in themselves destabilizing and traumatic ruptures- have shaped
the demographic, social and cultural make up of U.S. and the way Americans view themselves as a nation and in relationships
to others across the world. These processes have been the focus of study in social science and humanities disciplines through
the 20th and 21st Centuries. The phenomena attributed to globalization give evidence of the profound impact of population
movements on the experience and meaning of culture, community, identity, citizenship and other relations between
individuals and societies in both the sending and receiving nation-states. These, too, are a growing focus of attention of
scholars, practitioners and policy-makers.
The MS and PhD Programs in Transnational, Cultural and Community Studies (TCCS) place themselves at the center of these
dynamics and interactions in order to understand with depth the characteristics and impacts of the transnational experience
and to provide students with the intellectual tools and critical practices that will enable them to engage with these
phenomena –be it through scholarship or high level professional work. The PhD program places its inquiry in the intersection
of the local and the global as a reflection of the contemporary experience of “glocalized”12 community, culture, and
institutions. The program addresses the particular experiences of racial/ethnic groups in the US –Native Americans, African
Americans, Latinos/as, Asian Americans and new immigrant groups from Africa, Asia, the Middle East, and this hemisphereinviting comparative perspectives. It engages also with the global forces that transform economies and societies and, in their
path, promote population movements, transform cultures, and “racialize” groups of people, inviting cross-national
comparisons between/among the U.S. and other countries or regions. Moreover, the complexity of the questions posed by
these phenomena requires the transdisciplinary perspective in both theory and applied inquiry that TCCS uniquely provides.
The program aims to train scholars and practitioners capable of understanding these characteristics and dynamics and who,
therefore, will transform that knowledge into effective actions that address the conditions of the communities formed by
these populations in the U.S. and in other areas of the world.
11
For a discussion of the difference between transnational bonds and the ties emerging from international relationships
between nations and multinational activities of global institutions such as the United Nations see A. Portes, “Theoretical
Convergencies: Empirical Evidence in the Study of Immigrant Transnationalism.” International Migration Review, Vol. 37, No. 3,
Transnational Migration: International Perspectives (Fall, 2003), pp. 874-892.
12 “Glocal” is a term attributed to sociologist Barry Wellman who maintains that communities have become “glocalized” and
are simultaneously “local” and “global” as individuals, households, and entities integrate local and long-distance relations and
interactions. See B. Wellman, “Little Boxes, Glocalization, and Networked Individualism.” in Digital Cities II: Computational and
Sociological Approaches, edited by Makoto Tanabe, Peter van den Besselaar, and Toru Ishida. Berlin: Springer-Verlag, 2002.
7
The PhD program will attract students seeking academic careers in the U.S. and abroad as well as high-level professional roles
in U.S. and international foundations, non-profit organizations, governments and private enterprises. Graduates of this
program will be able to:
 Understand the nature of transnational interactions and their effect on particular experiences and contexts in their full
complexity in order to conduct research that is relevant and effective and act upon the conditions affecting groups,
communities and nations.
 Conduct academic research on the themes of TCCS using a variety of approaches to inquiry from the humanities and the
social sciences, with a special emphasis on transdisciplinary, engaged research methodologies.
 Conduct analyses and evaluations of the impact of policies, programs and practices that directly affect the wellbeing and
the quality of life of racial/ethnic groups in the United States and in other areas of the world.
At the Master’s level, the program seeks to attract students aiming to work with these populations in the U.S. or abroad in
various roles: as service providers, community planners, policy advocates, or as staff of community-based organizations,
government agencies, inter-governmental institutions, and non-governmental organizations. The specific knowledge and skills
that the program will impart are the following:
 Understanding of the process of migration, entry and adaptation of contemporary transnational immigrant groups
necessary
o For the planning and development of culturally competent services for these groups
o For the empowerment of these groups to act on their own behalf
o For the appropriate advocacy for policies and political rights for these groups
o For involvement in the work of sustainable, responsible growth and development of transnational projects and
private enterprises
 Understanding of the contribution of identity, culture and representation in the process of transnational adaptation of
individuals and groups and in the development of vibrant transnational communities.
 Understanding of the processes of community formation and development necessary to act in support of the
development of healthy immigrant communities. Specifically, students will learn to conduct community assessments
using a problem-focused, transdisciplinary methodological approach.
 Expert grasp of the processes and methods necessary for working across disciplinary and cultural boundaries to engage
effectively in teams working on problem-centered projects
We expect that most of the Master’s students will work as practitioners following the completion of their program, but some
may use the program as the jumping off point for a PhD in areas such as Psychology, Sociology, Education, Public Policy, as well
as TCCS (see requirements for admissions to TCCS MS and PhD programs below).
3. Curriculum, Requirements.
Attach curriculum outline (see pp. 6,7) and course syllabi. Provide a complete description of the curriculum. Describe
procedures and arrangements for independent work, internship or clinical placement arrangements, if applicable. Describe role
and membership of external advisory committee, if any.
a. Curriculum
The curricula of the TCCS programs are built around two core components: (1) theoretical approaches to specific areas of
transnational culture and community studies; (2) research/methodological approaches to the inquiry about transnational
cultures and communities. The specific courses in each component are listed in Table 2 and described at the end of this
section. Both programs offer opportunities for hands on research experience and a professional seminar focused on areas that
will support their performance as students as well as professionals and scholars. Both programs also offer a set of electives
that provide opportunity for the exploration of specific interests and independent study (Table 3). In addition, PhD students
will focus early on an area of concentration that will allow each student to develop, with the support of a faculty member, a
substantive paper as her/his Master’s thesis that can become part of the portfolio for the comprehensive exams. The
curriculum of both programs appears in Table 4.
The 37-credit TCCS Master’s Program consists of 10 3-credit courses, a 1-credit professional seminar and a 6-credit Master’s
Capstone project. The courses include a combination of theory and research approaches in the study of transnational
8
communities and cultures as well as three electives to be chosen from electives offered in the program or in other graduate
9
Table 2. Curriculum Components13
A. Core Courses
MS
Theory
TCCS 610 Topics in Transnational Cultural and Community Studies
TCCS 611 Migration and Diaspora
TCCS 612 Community Formation and Development
Methods
TCCS 620 Research in Transnational Cultural and Community Studies
TCCS 621/622 Transdisciplinary Research in Practice
TCCS 623 Transdiscipinary Research Methods
TCCS 730/731 Research Practicum or Research Internship
NA
B. Elective Courses
MS
PhD
PhD
Choose 3
Theory Electives
TCCS 710 Globalization and Population Movements
TCCS 711 Culture and Transculturation
TCCS 712 Circuits of Migration
TCCS 713 Identity, Sovereignty, Resistance, and Activism1
Choose 2
TCCS 714 Theories of Colonization, Development and Modernization
NA
TCCS 715 Representation, Media and Technology
2
PSYCLN 742 Social Construction of Self and Identities
Methods Electives
SOCIOL 651 Research Methods2
SOCIOL 652 Analysis of Quantitative Data2
PPOL 609L Qualitative Methods2
PSYCLN 775 Qualitative Methods in Psychological Research2
Choose 3
TCCS 732 Literary Analysis
NA
TCCS 733 Historical Approaches
TCCS 734 Community Based Participatory Research
SOCIOL 655 Evaluation Research2
TCCS 735 Applied Methods of Community Analysis1
Other (open) Electives
HUMSER 603 Race, Ethnicity and Human Services
Choose 2
HUMSER 633 Funding Community Services
from
3
HIST 6XX Themes in Native American History
Open,
TCCS 750 Islam and Muslim Identities1
NA
Theory or
TCCS 751 Seminar on Health Disparities in Transnational and Transcultural Settings1
methods
TCCS 752 Transnational Families1
electives
1
TCCS 755 Arab Identities
NA
Notes:
Courses marked NA are open only to PhD students.
(1) These courses will be offered in subsequent years. Syllabi for these courses are not included with the proposal.
(2) These courses will be available to TCCS students with permission of the instructor.
(3) This course is being submitted for approval of GSC separately by the History Department. Currently taught as Special Topics
and Syllabus is enclosed with this proposal.
13
Syllabi for these courses are included in the proposal except for those noted in italics. Courses in italics will be added in
subsequent years,
10
Table 3. Curriculum of Transnational Cultural and Community Studies
Sem
1
2
3
MS
1. TCCS 610 Topics in Transnational Cultural and Community Studies
2. TCCS 620 Research in TCCS
PhD
1. TCCS 610 Topics in Transnational Cultural and Community Studies
2. TCCS 620 Research in TCCS
3. TCCS 621 Transdisciplinary Research in Practice
4. TCCS 600 Professional Seminar A (1 credit)
5. TCCS 611 Migration and Diaspora
6. TCCS 623 Transdisciplinary Research Methods
3. TCCS 621 Transdisciplinary Research in Practice
4. TCCS 601 Professional Seminar A (1 credit)
5. TCCS 611 Migration and Diaspora
6. TCCS 623 Transdisciplinary Research Methods
7. TCCS 622 Transdisciplinary Research in Practice (TRIP)
7. TCCS 622 Transdisciplinary Research in Practice (TRIP)
8. TCCS 612 Community Formation and Development
9. Open Elective 1
10. Open Elective 2
8. Concentration Elective 1
9. TCCS 612 Community Formation and Development
10. Theory Elective
11. Methods Elective
12. Concentration Elective 2
13. TCCS 702 Professional Seminar B (2 credits)
4
11. Open Elective 3
12- TCCS 698 MS Capstone (6 credits)
14. Theory Elective
15. Methods Elective
16. Open Elective 1
17. TCCS 699 Concentration Project (Directed Study)
18. Methods Elective
5
19. Open Elective 2
20. TCCS 730 Research Practicum
21. TCCS 731 Research Practicum
6
22.TCCS 830 Dissertation Seminar
Comprehensive Exam And Dissertation Proposal
7-10
TCCS 899 Dissertation (12 credits)
Total Number of Courses: 11
Total Number of Credits: 37
Note: Courses shared by both TCCS programs are highlighted in orange.
Total Number of Courses : 22 (not including dissertation)
Total Number of Credits : 75
programs in applied areas (for example, human services planning and management, dispute resolution, community planning,
etc). Master’s students will complete a capstone under the direction of a faculty member. If the MS in TCCS is terminal for
the student a practice-oriented capstone will be recommended. For students going on to their PhD a research-based
capstone will be required. Students will be expected to complete the Master’s program in 4 semesters.
The PhD program consists of 21 3-credit courses, two professional seminars (a first-year seminar for one credit and a second
year seminar for 2 credits) plus a dissertation. In the first three semesters, PhD students take the entry-level courses of the
core strands in theoretical and methodological approaches and participate in the hands-on course in Transdisciplinary
Research in Practice (TRIP). For PhD students, both strands expand significantly in the last three semesters of coursework,
providing the opportunity for three additional courses in the theory strand and 4 additional courses in methods of inquiry. In
addition, PhD students will focus early on an area of concentration consisting of three courses on a particular group,
community or issue that will allow the student to develop a substantive paper as his/her Master’s thesis that can also become
part of the portfolio for the comprehensive exams. Students will also engage in a year-long research practicum, in an
additional set of professional seminars focused on teaching skills, research grant writing and publishing and a dissertation
seminar. PhD students will be expected to prepare and take their comprehensive exams in their third year and advance to
candidacy at the end of the 6th semester, after having an approved dissertation proposal.
b. Brief Descriptions of Courses
1) Courses Shared by MS/PhD programs (course syllabi are attached)

Professional Seminar A (TCCS 600) will be offered for both MS and PhD students in their first semester and will consist
of a series of workshops focused on key skills areas. The need for this course emerged from interviews and discussions
conducted with current UMass Boston graduate students as part of the process of developing this proposal. The focus
11






of Professional Seminar A will be on assessing and supporting skills necessary for a successful graduate experience:
professional and academic writing skills, doing a literature review and using library databases for research. Students
will be given 1 credit for the Professional Seminar.
Topics in Transnational, Cultural and Community Studies (TCCS 610) addresses topics that frame the field. These
include: racialization and racial formation, power and privilege, epistemological exploration, history and contemporary
experience, Interactions and connections between national and transnational contexts. This course will be offered to
both MS and PhD students in their first semester.
Courses on Theoretical Approaches (TTCS 611, 612) to the study of key themes in TCCS critically address theoretical
perspectives emerging from different fields in the humanities and the social sciences that address pertinent topics in
TCCS. Courses on Migration and Diaspora (TCCS 611, Professors Marisol Negron and Aminah Pilgrim) and Community
Formation and Development (TCCS 612, Professor Luis Aponte-Pares) will be required of both MS and PhD students.
Research in TCCS (TCCS 620): introduces research within a TCCS framework. Course topics include: Research &
Personal Empowerment; Historical Perspectives on the Production of Knowledge; Research and Empathetic Practice;
Ethical Research Practice; Creating a Research Question; Concepts, Methods, and Measurement; Expanding the
Methodological Toolkit; Proposal Development. This course accompanies TRIP 1 in the first semester of the programs.
As such, the course content is meant to complement and support students’ work on community-centered projects. The
course takes a unique approach to training in research design, in line with the signature TCCS approach: engaged,
trans-disciplinary research that holistically bridges local and global levels of analyses.
Trans-disciplinary Research Methods (TCCS 623): This course, offered in the second semester of the first year,
provides a transdisciplinary, problem-centered spin on conventional research methods training. Through this course,
students will develop advanced research skills in transdisciplinary methods and approaches, to understand
transdisciplinarity as a research principle, and to examine in-depth the development and application of
transdisciplinary research methods in the arts, humanities and sciences. This course offers students hands-on
experience in transdisciplinary research, with emphasis on developing methodological versatility across multiple levels
of inquiry: 1) self/identity; 2) community/relationships; and 3) global/transnational. This is a team-taught course
dedicated to both social science methodologies (anthropology, sociology, archival research, etc.) and Humanities
approaches (literary analysis, historical analysis, media literacy, film production, etc.), and the emphases will change
depending on the teaching team each year.
Trans-disciplinary Research in Practice (TRIP) 1 & 2 (TCCS 621 & 622, Professor Shirley Tang) This two-semester
course develops research perspectives and skills in transdisciplinary approaches, to understand transdisciplinarity as a
research principle, and to examine in depth the development and application of transdisciplinary research methods in
the Arts, Humanities and Social Sciences whenever it becomes clear that the official field or discipline to which a
definition of research questions/problems/solutions seems to correspond is incapable of responding to the scope of
inquiry or reach of influence. The lead faculty member(s), in consultation with other ethnic studies faculty, field
specialists, experts, community practitioners, and others, identify(ies) key issues for research and then incorporate(s)
these research priorities into the teaching program. TRIP offers students hands-on experience in trans-disciplinary
research, with emphasis on designing and carrying out actual field and/or archival research, applying multidimensional
framework analysis, and identifying forms of data across disciplinary boundaries. Students will work on an individual
and/or collaborative trans-disciplinary research project to apply concepts and skills gained through grounded research
experiences as well as in the Research in TCCS and Trans-disciplinary Methods courses. Students are also expected to
engage in an active dialogue about their yearlong research projects to deepen the transdisciplinary discourse.
Open Electives: In addition to choices within the theory and methods strands (see Table 2) students in both programs
will have choices of electives from courses sponsored by the program and from courses already being taught in the
graduate programs across the university.
Students will have choices for open electives from among graduate certificates and courses offered by other programs.
Individual courses could include courses in the Departments of Human Services (HUMSER-G 603 Race, Ethnicity and
Human Services, HUMSER-G 633 Funding Community Services, Professor Miren Uriarte), History (HIST 6XX Themes in
American Indian History, Professor Josh Reid) as well as courses in other programs such as American Studies, Applied
Linguistics, Applied Sociology, and courses being developed for the new Master’s in Urban Planning. They will also
have the choice to complete graduate certificates which could include for example the certificates in Archives (History
Department) and in Conflict Resolution (Department Of Conflict Resolution, Human Security, And Global Governance)
by meeting the entry requirements of these certificates.
12
In addition, TCCS faculty is currently preparing electives that will be sponsored by the program and will open to
graduate students across campus. They include:
o TCCS 750 Islam and Muslim Identities (Professors Rajini Srikanth, English and Honors Program)
o TCCS 751 Seminar on Health Disparities in Transnational and Transcultural Settings (Professors Idali Torres,
Anthropology and Director of Mauricio Gaston Institute and Eduardo Siquiera, College of Public and Community
Service)
o TCCS 752 Transnational Families (Professor Gonzalo Bacigalupe, College of Education and Human Development)
o TCCS 755 Arab Identities (Professors Rajini Srikanth, English and Honors Program)
2) Courses and Activities for MS Students Only

Master’s Capstone (TCCS 698). The MS Program will require a “capstone project” designed to integrate student
learning from the content and process of the overall TCCS curriculum in relation to a real issue or challenge of the
student’s choice. The project will include an analysis of relevant, critical literature along with the development of an
appropriate, meaningful intervention to address the issue. This intervention may involve, for example, an organizing
initiative, the planning of a program, the design of a training curriculum or the proposal for a research
project. Students will participate in a weekly Capstone Seminar led by a faculty member, and will also be mentored by
a capstone advisor. Those students seeking to go on to a PhD program in the future will be advised to pursue a
research-based capstone project.
The Capstone Seminar provides participants with an opportunity to review and reflect on their work in the TCCS
Master's program and its impact on their current and future professional and personal lives. In sharing their process
and products with each other throughout the semester, students will be able to demonstrate knowledge and
integration of skills, processes, and strategies of transdisciplinary thinking and grounded, local/global, reflective
practice. Capstone projects will be presented by and for seminar participants, together with public audiences, as
appropriate, during the final third of the semester.
3) Courses and Activities for PhD Students Only

Professional Seminar B (TCCS 702) will be offered only for PhD students in their second year and will focus on teaching
skills, publishing, and fundraising, and proposal writing in the academy.
Electives in Theoretical Approaches to the study of key themes in TCCS critically address theoretical perspectives
emerging from different fields in the humanities and the social sciences that address pertinent topics in TCCS. In
addition to the 2 courses required of all students, PhD students will choose an additional two from the following:
TCCS 710 Globalization and Population Movements (Professor Philip Kretsedemas, Sociology),
TCCS 711 Culture and Transculturation (Professor Jorge Capetillo, Sociology)
TCCS 712 Circuits of Migration (Professor Loan Dao, Asian American Studies and Miren Uriarte, MS in Human Services,
CPCS)
TCCS 714 Colonization, Development, and Modernization (Professor Luis Aponte, Community Studies)
TCCS 715 Representation, Media and Technology (Professor Jeff Melnick, American Studies)
TCCS 713 Identity, Sovereignty, Resistance, and Activism (Professor Karen Suyemoto, Clinical Psychology) 14
At least 2 will be taught each year once the PhD program begins.
Research Methods Electives. With input from their advisor, PhD students will select 3 specific research methods
courses (in addition to the courses offered in the MS program).
Doctoral students will choose methods courses based on the research they expect to conduct for their dissertation
from among courses offered in TCCS and in other programs. As much as possible, TCCS will try to utilize courses
already offered on the campus. Methods electives include:
TCCS 732 Literary Analysis (Rajini Srikanth, English and Honors’ Program)
TCCS 733 Historical Approaches (Lynnell Thomas, American Studies)
TCCS 734 Community Based Participatory Research (Loan Dao and Shirley Tang, Asian American Studies)
PPOL 609L Research Design Using Qualitative Methods (Donna Haig-Friedman, Public Policy and Public Affairs and Dir
Center for Social Policy)
PSYCLN 775 Qualitative Methods in Psychological Research (Karen Suyemoto, Psychology Department)


14
These courses will be added in subsequent years and are not presented for review in this proposal.
13




SOCIOL 651 Research Methods (Russell Schutt, Sociology)
SOCIOL 652 Analysis of Quantitative Data (Russell Schutt, Sociology)
SOCIOL 655 Evaluation Research (Charles Drebring, Sociology)
TCCS 735 Methods of Community Analysis (Lorna Rivera, Women’s Studies and Miren Uriarte, CPCS) 15
Practicum in Community Based Research (TCCS 730 & 731) is a yearlong student-led research project offered for PhD
students. Under the guidance of a faculty member, students partner with a state agency, community organization, or
group to conduct a research project needed by the partner. Students work with the organization to develop the
research questions and the methodological approach, they collect and analyze data, involve the partner in the analysis
of the findings and produce a report for the client. Beginning in the Fall of 2013, Professor Mark Warren will be
offering a Policy Planning and Program Development Practicum in the PhD in Public Policy at the McCormack Graduate
School of Policy and Global Studies which will be an option for TCCS students interested in that approach.
Student Designed Concentrations consist of three related courses in one substantive area, the last of which is a
directed study (TCCS 699) leading to a substantive paper on the student’s field of concentration. Students would
select a mentor and together they would design a program of study involving 2 graduate level courses in the student’s
area of concentration and a directed study with the mentor. The student will produce an integrative paper on the
topic that includes a literature review and a set of research questions emerging from the concentrated study of the
topic. Students can choose from TCCS electives, from courses in other graduate programs on campus and, with prior
authorization, from courses in other local universities. The integrative paper developed in the directed study would be
part of the student’s portfolio for the comprehensive exam.
Dissertation Seminar (TTCS 830) is a semester-long course focused on the techniques of developing a successful
dissertation proposal and dissertation. Students select a topic develop researchable questions, choose a specific
transdisciplinary research approach, describe the specific methods to be used, discuss the strengths and weaknesses of
the proposal, and develop a timeline and budget for the research.
The Comprehensive Portfolio is composed of three essays and an oral discussion with a 3-member faculty committee.
The Comprehensive Portfolio should be completed during semesters 5 and 6. The three essays should have the
following foci:
o A comprehensive analytical literature review of a theoretical area that presents specific areas and questions for
future research.
o An essay focused on the student’s chosen concentration that results from an integrative paper developed in the
concentration.
o A transdisciplinary research proposal addressing the research questions developed in the integrative paper or in
the literature review that highlights the research approaches in which the student aims to attain expertise.
The Exam Committee is composed of 3 faculty members, one of whom should be the “mentor” of the concentration.
The other two should be faculty appropriate for the foci described above.
c. Mentoring and Monitoring Student Progress.
Supporting Masters and PhD students through their career at UMass Boston to graduation is an important commitment we
make to all students we admit to the TCCS programs. It is also one of the University’s strategic priorities directed to improve
the success of students at UMass Boston. For this purpose we will develop a program for mentoring and monitoring student
progress that is student-centered, and culturally and developmentally informed and that draws from the best practices in
graduate student recruitment, retention, graduation and professional success in both traditional academic disciplines and
transdisciplinary studies15. At the MS level, incoming students will be assigned an advisor/mentor who will meet with the
15 The
literature on graduate student retention and graduation relevant to the program will include recent work from the
Council on Graduate Education focused on best practices in increasing graduation rates for graduate students; work on
promoting the educational success and professional leadership of undergraduate and graduate students from
underrepresented groups, particularly in STEM and health fields; an emerging literature on advising and mentoring in
transdisciplinary and cultural studies in both academic and applied settings; and transdisciplinary literatures on professional
education for inclusive, collaborative and transformative leadership in promoting inclusive and participatory problem-solving in
emerging fields such as health equity, disaster response, and sustainable development. Key references include: Council of
Graduate Schools (2012), Best Practices, http://www.cgsnet.org/attrition-and-completion; Lothrecchiano, G. (2010).
Complexity leadership in Transdisciplinary (TD) learning environments: a knowledge feedback loop. International Journal of
Transdisciplinary Research, 5(1), 29-63; Pryse, M. (2000). Trans/Feminist Methodology: Bridges to interdisciplinary thinking.
NWSAJ, 12(2), 105-118;Thompson Klein, J. (2008). Education. In G. Hirsch Hadorn et al, Handbook of Transdisciplinary
14
student early in the first semester and work with him/her during the two years of the program. An annual review by the
faculty of all students will identify students needing support and make recommendations for appropriate interventions.
At the PhD level, the program’s mentoring approach will be adapted from the model already established by the Psychology
PhD program at UMass Boston. TCCS will pair in-coming students with a faculty members with research interests in common
who will serve as research mentors and advisors to the students, meeting with them early in their first semester and at least
four times during the academic year. The faculty will conduct a yearly review of academic progress of each doctoral student,
which may resulting in specific recommendations for interventions, if necessary.
The program will engage an experienced, designated faculty member (such as Professor Ester Shapiro16 of the Psychology,
which will include training and mentoring of the faculty on the best practices of mentoring and advising graduate students.
d. Advisory Boards.
The program will develop an Advisory Board representing persons from the academy, non-profits, businesses and government
as well as from key community constituencies. The Advisory Board will be named by the Vice Provost for Research and
Strategic Initiatives and meet twice each year. The Board will:
 Review and provide feedback on the curriculum, in order to assure that it remains relevant;
 Provide suggestions for topics and potential partners for the “hands-on” areas of the curriculum: the MS level TRIP
and Capstone and the PhD level Research Practicum.
 Support the fundraising efforts of the program.
4. Students.
For first year and transfer students, outline requirements for admission and graduation, expected time from
admission to graduation, projected degree completion rates, and transferability of program participants’ credits to other
institutions.
a. Admission Requirements:
Students will be admitted separately to the Master’s and PhD programs; separate committees will handle the admissions
review, as stated earlier. Twenty Master’s students will be admitted for a September start only. Students will be admitted to
the Master’s Program if they meet the following requirements:
 An undergraduate GPA of 3.25 or above
 GRE verbal and quantitative scores in top 25%
 University required TOEFL score for foreign students
 A statement of intent
 A writing sample
 2 letters of recommendation
Four to six students will be admitted each year to the TCCS PhD program. PhD applicants may come directly from their BA or
after completing a MS or MA degree elsewhere. But regardless of the degree attained all PhD applicants will have to
successfully complete the TCCS PhD program at UMass Boston. Courses that clearly relate to those required by the program at
the Master’s level will be considered for transfer upon submission of evidence of course content and grade. University policy
limits the number of transferred courses from external programs to 2 courses (or 6 credits). All credit transfers require
approval of the Graduate Program Director.
The requirements for admission to the PhD program are the following:
 An undergraduate GPA of 3.25 or above
 GRE verbal and quantitative scores in top 25%
 University required TOEFL score for foreign students
 A statement of intent
 A writing sample
Research, Springer; Wright, M., and Schram, L. (2010/2011). Graduate Student Mentoring. Essays on Teaching Excellence,
22(7), 1-6.
16 Professor Shapiro has been involved in developing and evaluating student advising and mentoring processes promoting
educational success and professional leadership for the Clinical Psychology doctoral program, for the College of Management
Emerging Leaders Program, and for undergraduates from underrepresented groups including Latino students, Veterans, and
students with disabilities.
15

3 letters of recommendation
Students completing the MS in TCCS but who had not declared their desire to pursue a PhD in TCCS at the start of their studies
will also be allowed to continue on to their PhD if they meet the following requirements:
 Completion of TCCS MS program courses with a GPA of 3.25
 Completion of the Concentration Project as a MS Capstone
 Grade of pass in comprehensive portfolio
 A letter of recommendation from a faculty member who taught him/her in the TCCS program
 Approval of the Academic Affairs Committee
b. Graduation Requirements and Projected Completion Rates
MS students will complete 37 credit hours including a Master’s capstone. The TCCS Master’s program of study will lead to
completion of the program in 2 years (4 semesters). With yearly individual review, 80% of Master’s students are expected to
complete the program in this timeline. Table 2 above presents the schedule for the completion of the Master’s Program.
PhD students will complete 75 credit hours, including a research practicum, the Comprehensive Portfolio and a Dissertation.
The expectation is that students will complete their coursework in 3 years. They should prepare and complete their
comprehensive portfolio and advance to candidacy at the end of the 6th semester, after having an approved dissertation
proposal. The projection for completing the dissertation is two years. The total time from start to graduation is projected to
be 5 years. Table 2 presents the schedule for the completion of the PhD. We expect that 75% of the students will complete
the program on this timeline. Additional time may be needed by students who decide to enter the PhD program after
completing the MS in TCCS since they will have to complete a Concentration Project.
5. Feasibility.
Complete the Faculty Form that follows itemC-7. Attach vitae for current faculty.
Describe faculty, staffing, library and information technologies, facility (including lab and equipment), fiscal and or other
resources required to implement the proposed program. Distinguish between resources needed and on-hand. Display positions
to be filled with qualifications.
a. Faculty: The TCCS programs will report to the Office of the Vice Provost for Research and Strategic Initiatives and Dean of
Graduate Studies. They will, therefore, be able to reach across departments and colleges to identify and engage faculty
working on the themes relevant to TCCS and involve them in the programs. During the development of the program
proposals, 25 faculty members from across humanities and social science departments in at least 4 of the University’s colleges
have collaborated actively for two years. The program draws from this group to form a faculty dedicated to the program (Core
Faculty) as well as a larger group of faculty affiliated with the program (Affiliated Faculty). Core faculty will be responsible for
the operations of the program, the mentoring of students and teaching many of the core courses. Affiliated faculty members
will teach specific courses for the TCCS programs, mentor some students and provide research and teaching opportunities for
some students.
The Core Faculty consist of:
 6 current faculty members will devote between 25 and 75% of their time teaching in these programs (See Faculty
Form).
 Two full-time faculty members at a senior rank will be hired during between 2013 and 2015. We will search for one
senior member with experience in research in transnational studies and another with strong experience in
transdisciplinary research methodology.
Faculty currently involved with the TCCS programs on a part-time basis will split their responsibilities for teaching between
TCCS and their home departments. Their service requirements will be met solely at TCCS. Specific replacement agreements
with the home departments have been negotiated between the appropriate Deans and the Provost and include at a minimum
course replacement and will take into account the specific situation of the individual faculty member. Course load for Core
faculty in the PhD program will reflect the intensity of the mentoring and supervision required of the work with doctoral
students as well as the service load required of the implementation of two new programs.
16
The Affiliated Faculty will teach specific courses and mentor graduate students. The specific number of affiliated faculty will
adapt to the program needs and grow as the program develops. Course replacement will be offered to departments whose
faculty members teach, mentor or serve on dissertation committees as Affiliated Faculty. The affiliated faculty have all
contributed to the development of the TCCS program and its curriculum but may not be able to leave their home departments
at this time for variety or reasons. (Full listing of Core and Affiliated Faculty appear in the Faculty Form)
b. Staffing. The TCCS program will require a professional staff person with experience in departmental tasks and in
addressing the needs of graduate students. The main responsibilities of this staff person include:
 Supporting the work of the admissions committee (including assisting in the promotion of the programs locally,
nationally and internationally, coordinating with the admissions office and supporting the admissions process of both
programs).
 Handling the paperwork for assistantship assignments,
 Supporting the process of student review conducted by the Academic Affairs Committee by maintaining up-to- date
records on each active student, tracking student outcomes, and assuring the assignment of students to advisors.
 Assisting graduate students with their participation in the program
 Assisting the Program Director and the faculty in fundraising and grant management
 Coordinating events sponsored by the program
c. Graduate Assistantships. All full time doctoral students will be awarded an assistantship covering tuition, fees, health
insurance and a stipend at the rate negotiated by the Graduate Employees Organization (e.g. $16,000/38 weeks for
18.5hrs/week of work in 2012-13). The assistantships will support students for 5 years of study, moving students through both
teaching and research assistantships and requiring 18.5 hours of work for 39 weeks each year. Additional funding for summer
work may be available through extramural funds.
Teaching assistants will be deployed in departments whose faculty is affiliated with the TCCS programs (faculty primarily from
American, Latino, Asian American, Africana, Native American and Community Studies, Community Development,
Anthropology and English and Honors Program). They will also be assigned to support the teaching of the intensive TCCS
yearlong TRIP course. In their first year, TA1s will work with teaching mentors. In the third year (and after taking the teaching
skills seminar that is part of the Professional Seminar) doctoral students will begin teaching their own courses as TA2s, which
earns a slightly higher stipend. RAs will work as research assistants in the Asian American, Gaston, Native American, Social
Policy, Trotter and other Institutes on campus. Beginning in their fourth year, doctoral students will be trained (and strongly
encouraged) to develop and fund their own research projects with the guidance of Institute staff.
Four assistantships will be needed for PhD students in the first year of the program and 6 assistantships will be required for
each new cohort of entering doctoral students after that. Each year, 4 to 5 of the new assistantships will be provided through
University funds. One to two of the new assistantships each year will come from extramural funds sought by TCCS faculty or
the research institutes. In their 4th and 5th years, students will be strongly encouraged and supported in taking partial
responsibility for obtaining their assistantships by funding their own research projects. Once the program is in full operation, it
will reach a stable need for 24 assistantships each year; we project that by that time about 1/4th of the assistantships will be
covered by extramural funds.
A limited number of Master’s level assistantships will also be needed. Students will work as support staff in the program office,
as research assistants in the Institutes or as teaching assistants in youth programs run by UMB programs such as the Institute
for Learning and Teaching.
Travel funds that will enable doctoral students to travel to conferences or conduct data gathering for their own research will
also be required. At the start of the PhD program $1000 will assigned for this purpose increasing to $5,000 when the program
is in full operation.
d. Mentoring and Monitoring Student Progress. TCCS will develop a program for mentoring and monitoring student
progress. The work of the first two years will entail the review of best mentoring and monitoring practices and, in
collaboration with the Committee on Academic Affairs and the programs’ faculty, develop a program appropriate for the
programs’ diverse student population and implement it across the Masters program. In the third year, the program will also
17
be implemented with the in-coming PhD students. The program will likely entail the identification, training and ongoing
support of faculty mentors from Departments across the University, the development of a Mentor’s manual, the assignment of
students to Advisor/Mentors on their first semester in the program, the annual review of student progress and its follow up.
A yearly course release will be provided for this work
e. Library and Information Technology. The Healy Library at UMass Boston has a good collection of books and access to
databases on themes related to TCCS that should suffice for the needs of the Master’s students. For doctoral work, students
and faculty will need full access to the text of articles through JSTOR and other databases to which the library already
subscribes. Additionally, doctoral students will need access to listings of primary data sources available in libraries in the
region and state and city archives. Faculty from the program and Healy Library staff will collaborate in developing these
sources before 2017. In addition, the Boston Library Consortium (BLC), of which UMass Boston is a member, allows access to
all the major academic libraries in the Greater Boston area. Students can easily secure a BLC card from UMass Boston’s Healey
Library.
Beginning in Fall 2017, when PhD students arrive, the program will need computers and software to be housed in the
program’s student office area. Software required will include SAS, Stata, HLM, NVivo, Dedoose, Lexalytics and other voice-totext and text analysis software as it becomes available. This will require a yearly budget of about $8,000 for subscriptions and
licenses.
The program will be an intensive user of Blackboard Learn to support classroom work, facilitate communication as projects are
conducted and in developing online courses at the Master’s level. IT support for the broad use of online instructional facilities
will be required by the program.
f. Offices and Other Space Needs. TCCS has the following space requirements:


By Fall 2015: Office space (3 offices) for the program staff person and for the 2 senior faculty members will be needed. In
addition, a meeting/conference room will be needed for faculty meetings, meetings with students, etc. These should be
as contiguous as possible.
By the Fall of 2017, when the PhD program will begin, TCCS will need a dedicated student office space equipped with
computers and appropriate software. (see some specific requirements in section d) above)
6. Licensure and Accreditation.
Is this program intended to prepare students for licensure? If yes, name licensure
organization and licensing exam. Project student passing rates. What professional or specialized accreditation will be pursued
for the program? Project accreditation timelines.
No professional or specialized accreditation will be pursued
18
7. Program Effectiveness Goals, Objectives, and Assessment.
Complete the Program Goals table. (Please note that this section is intended to focus on overall effectiveness, not student
learning, which is addressed elsewhere.)Linked to each goal should be measurable objectives – such as job placement rates,
faculty additions, facility or programmatic enhancements, etc. – timetable, and, if applicable, strategies for achieving them.
Describe program assessment strategies that will be used to ensure continuing quality, relevance and effectiveness. Include
plans for program review including timetable, use of assessment outcomes, etc .
Goal
1. Increase the number and
capacity of the faculty
dedicated to this program
Table 4. PROGRAM GOALS
(organized according to the timing of execution)
Measurable Objective
Strategy for Achievement
1.1 Solidify arrangements for 5
1.1.1 Name a Personnel Committee for the
faculty members already in
Program
UMB Colleges
1.1.2 Work out specific arrangements for all
faculty responsible for teaching in the program
1.2 Hire 2 faculty members
1.3 Design and Implement the
faculty development program
2. Strengthen staff support
2.1 Hire one new professional
staff
3. Start the MS Program in
TCCS
3.1 Execute recruitment
strategy
4. Develop and implement
student monitoring and
advising program
3.2 Admit MA students aiming
for a yield of 20 enrolled
students
4.1 Retain 80% of students to
graduation
Timetable
2013-2015
2013-2015
1.2.1 Expand Personnel Committee into a Search
Committee for the two faculty members.
1,.2.2 Advertise widely in professional venues
1.2.3 Recruit and conduct 2 national searches.
Review, schedule campus visits, and hire
1.3.1 Personnel Committee leads the planning
for 2-year program of Faculty Development
(FDP)
1.3.2 FDP begins
2.1.1 Advertise internally
2.1.2 Interview candidates
2.1.3 Hire staff person for the program
3.1.1 Organize MS Admissions Committee and
name a chair
3.1.2 Set admission goals and develop strategy
for outreach
3.1.3 Develop recruitment materials such as
brochures and posters
3.1.4 Distribute to UMB undergraduate
programs, similar undergraduate programs in
local universities
3.1.5 Distribute widely among non-profits and
community based organizations in the region
3.1.6 Conduct advertisement in the web
3.1.7 Advertise in publications for professional
organizations such as ASA, APA, Am Studies
Assoc, etc.
3.1.8 Coordinate admissions process with office
of graduate admissions
2013-2015
3.2.1 Convene Admissions Committee
3.2.1 Review applications
3.2.2 Make the selection of 20 top students
4.1.1 Assign an advisor to each incoming MS
student, taking care to match common interest
as possible

Advisor meets with student before the
end of September and at least once/
semester
Spring 2015
4.1.2 institute a yearly student review process
May of each
2013-2015
2013-2015
9/2014
9/2014 –
ongoing
August of
each year
September of
each year
19



6. Assess final readiness for
startup of the PhD program
7. Start the PhD program in
TCCS
6.1 Two senior faculty have
been hired
6.2 One professional staff
member has been hired and
trained
6.3 Stable arrangements with
departments have been
arranged to fully cover program
curriculum
6.4 University commitments for
PhD assistantships are in place
7.1 Develop and Execute
recruitment strategy
7.2 Admit 4 students in first year
and 6 thereafter
8. Expand funding for
graduate assistantships
9. Develop and implement
student monitoring, advising
8.1 Secure external funding for 2
assistantships / year for MS
students
8.2 Secure external funding for
at least 1/3rd of full-time
doctoral students
Retain 80% of students to
graduation
Academic Affairs Committee
schedules review meeting which
includes all faculty who have taught
current students and makes
recommendations for support/
improvement for vulnerable students
Advisors meet with students and
develop a plan to improve
performance
Review plan after 1 semester
4.1.3 Ensure each student has a capstone topic
and advisor by the beginning of the Fall of Year
2
Advisor meets with advisees to review capstone
topic and choice of thesis advisor
6.1-4.1 Conduct self-assessment addressing
each objective.
6.1-4.2 Hold a retreat to discuss implementation
of the PhD program
6.1-4.3 Make decision about startup of PhD
program in Sept 2016
year
May of each
year
December of
each year
September of
Year 2
December of
Year 2
June 2016
Same
Same
7.1.1 Organize PhD Admissions Committee and
name a chair
7.1.2 Set admission goals and develop strategy
for outreach
7.1.3 Develop recruitment materials such as
brochures and posters
7.1.4 Distribute to UMB undergraduate and MS
programs and similar undergraduate programs
in local and national universities
7.1.5 Distribute widely among non-profits and
community based organizations in the region
7.1.6 Conduct advertisement on the web
7.1.7 Advertise in publications for professional
organizations such as ASA, APA, Am Studies
Assoc, etc.
May 2016
7.2.1 Coordinate admissions process with office
of graduate admissions
7.2.2 Review applications
7.2.3 Make the selection of 4 top students in
first year and 6 thereafter.
8.1-2.1 Develop research proposals that include
funding for Master’s and doctoral students
8.1-2.2 Collaborate with UMB Institutes in
proposals that include funding for graduate
students at both levels.
8.1-2.3 Hold yearly fundraising drive in
collaboration with Office for University
Advancement to raise funds for assistantships
and other student support.
9.1. Assign an advisor to each incoming student,
taking care to match common interest as
Fall 2016
June 2016
Summer 2016
Fall 2016
Same
Summer 2016
Same
Spring 2017
Same
5/2015ongoing
5/2017ongoing
9/2015ongoing
August of
each year
20
and mentoring program for
PhD Students
9.1 assigning every student is
assigned an advisor;
possible

Advisor meets with student before the
end of September and at least twice
each semester
9.2 instituting a yearly student
review;
9.2. institute a yearly student review;

Academic Affairs Committee
schedules review meeting. Includes all
faculty who have taught current
students. Makes recommendations
for support/improvement for
vulnerable students

Advisors meet with students and
develop a plan to improve
performance

Review of plan at end of semester
9.3 Identify and train faculty mentors
10. Support the hiring of
PhD graduates.
11. Refine program
standards for both MS and
PhD programs
10.1 Have 100% of PhD
recipients placed in
employment positions or post
doctoral fellowships within 9
months of graduation
11.1 Conduct periodic AQUAD
reviews and adopt
recommendations for change
Ensure that each student schedules
comprehensive exams and has thesis advisor by
the beginning of the Fall of Year 3
Advisor meets with advisees to review
scheduling of and choice of thesis advisor
10.1.1 Develop information about academic
positions in departments likely to hire TCCS
graduates.
10.1.2 Develop information about high level
professional positions for TCCS candidates.
11.1.1 Complete internal and external review of
the program and adjust curriculum accordingly
September of
each year
May of each
year
September
December of
each year
Spring of Year
2
September of
Year 3
Starting in Fall
2017
6/2020
Program Assessment:
Annual Assessment: The TCCS Executive Committee will assess the progress towards the goals and objectives expressed
above each year. In the early years, special attention will be focused on the process of obtaining needed resources, issues
related to the implementation of the curriculum (Academic Affairs Committee), the effectiveness of the marketability and
the success in obtaining the desired admissions yield of the program (Admissions Committees), the retention to completion
of students at both levels (Academic Affairs Committee). (Specific measurements for these are listed above.) A yearly
report will be issued to the Vice Provost for Research and Strategic Initiatives and Dean of Graduate Studies on the progress
on each of the goals. The report will also be shared with the Advisory Committee and the Departments and Institutes that
collaborate actively with the programs.
AQUAD Review: All programs in the University are evaluated every 7 years. The AQUAD Review involves a thorough selfassessment of program operations and outcomes in relationship to program goals. Part of the process is a review by an
external review team composed of members of other UMB departments and of similar programs in other universities. The
review team issues a report that is shared with the program and, after feedback from the program, with the Dean of
Graduate Studies. Recommendations of the AQUAD review will be incorporated into the planning conducted by the
different program committees and the program director.
21
Faculty Form
Summary of Faculty who will teach in the proposed program. Please list full-time faculty first,
alphabetically by last name. Add additional rows as necessary.
See attached file
D. External Review.
Attach the review team report and institutional response.
E. Market Analysis
1. Provide enrollment projections for Years 1-4.
Tables 5 and 6 provide the 4-year enrollment projections for both the TCCS MS and PhD Programs. The Master’s program
will enroll 20 students per year beginning in September 2015. By Year 4 (2017-18) 41 students will be enrolled in the
program. Of these, we project that 38 will be full-time and 3 will be part-time students. The PhD program will admit
students in September 2016; it will admit 4 students in the first two years and 6 thereafter. By 2017-18 (four years from
now, the PhD program will be in its second year with a projected 8 students admitted at that time. By its 4th year (2019-20),
we project that the PhD program will have a total of 20 students; 18 of these will be full-time and 2 part-time students.
Table 5. Program Enrollment Projections, Master’s Program (# of students)
Year 1,
Year 2,
Year 3,
Year 4,
2015-16
2016-17
2017-18
2018-19
New Full Time
20
19
19
19
Continuing Full Time
0
20
19
19
New Part Time
0
1
1
1
Continuing Part Time
0
0
1
2
Totals
20
40
40
41
Table 6. Program Enrollment Projections, PhD Program
Year 0,
Year 0,
Year 1,
Year 2,
Year 3
2015-16
2016-17
2017-18
2018-19
2019-2020
New Full Time
0
0
4
4
Continuing Full Time
0
0
0
4
New Part Time
0
0
0
0
Continuing Part Time
0
0
0
0
Totals
0
0
4
8
Note: The PhD Program will reach its maximum number of students (26) in 2021-22.
5
8
1
0
14
Year 4
2020-2021
5
13
1
1
20
2. Need for graduates.
What is the local/regional/state labor market outlook for graduates of the proposed program?
Include data and data sources that form the basis for need assessment.
MS in TCCS: Graduates of the MS program will likely seek employment in private sector companies, state agencies and
non-profit organizations, many of which may have transnational or global connections. Because the largest number will
most likely be searching for jobs in Massachusetts, we present state labor market data to project the labor market
22
outlook for graduates of the Master’s program in TCCS. Table 7 presents some of the typical occupations for which
graduates from the MS program can aspire. These include community service management and specialists, survey
researchers, market analysts, archivists and others. In most cases, projected growth of the occupation category in the
state is greater that 25%, signaling a healthy growth. Projections from the Bureau of Labor Statistics for similar careers at
the national level for the same period are significantly lower (less than 25% growth) than those projected for the state’s
labor market.
Entry level and median wages for each of these occupations is presented in Table 8. Wages are highest at entry level for
public relations managers, market analysts, community service managers and archivists. Wages for the median public
relations manager, market research analyst and community and social service managers show the most potential for
wage growth.
Table 7. Employment Projections for Occupations Related to TCCS, Master’s Level. Massachusetts
% Change
Employment 2010
Occupational Title
Between 2010
Description
(# of workers)
and 2020
Community and
Provide professional and technical services in health
Social Service
2450
36.3%
care, local government and community organizations.
Specialists
Plan, organize, or coordinate the activities of a social
Community and
service or community organization. Oversee the
Social Service
5470
27.2%
program or organization's budget and policies
Managers
regarding participant involvement, program
requirements, and benefits.
Analyzes market conditions in local, regional, or
national areas to determine potential sales of a
Market Research
11790
46.2%
product or service. May use survey results to create a
Analysts
marketing campaign based on regional preferences and
buying habits.
Plan and direct public relations programs designed to
create and maintain a favorable public image for
Public Relations
employer or client.
2110
23.6%
Managers
Fundraise, plan and direct activities to solicit and
maintain funds for special projects and nonprofit
organizations.
Survey
Design or conduct surveys, supervise interviewers who
500
29.7%
Researchers
conduct the survey.
Appraise, edit, and direct safekeeping of permanent
records and historically valuable documents.
Archivists
240
12.6%
Participate in research activities based on archival
materials.
Source: Massachusetts Executive Office of Labor and Workforce Development (2013) http://lmi2.detma.org/lmi/Occupation_projection_a.asp
Table 8. Employment and Mean Annual Wage by Occupation. MS Level, Massachusetts,
2011
Employment
Entry Level
Occupation
(# of workers)
Wage
Community and Social Service Specialists
2,230
$24,580
Median Annual
Wage
$35,160
Community and Social Service Managers
5,120
$39,610
$58,400
Market Research Analysts
Public Relations Managers
Survey Researchers
Archivists
12,260
2,240
640
210
$41,230
$66,370
$25,190
$38,560
$65,300
$104,200
$37,300
$53,690
Source: Massachusetts Executive Office of Labor and Workforce Development (2013) http://lmi2.detma.org/lmi/lmi_oes_a.asp
23
b) PhD in TCCS. The Graduates of the TCCS PhD program will have several employment options and a national and
international stage on which to execute them. In determining market need for this program, we examined both the
demand for graduates from similar programs and the potential for professional placement of the graduates of this
program. In regards to the first, we found compelling the findings of the University of California at Berkeley: their
study of the demand over the last 10 years for their graduates from the PhD program in ethnic studies compared to
those from other areas of the social sciences concluded that: “Ethnic Studies graduates have consistently experienced
higher placement in research university tenure-track positions than Berkeley’s Social Sciences division as a
whole. From 1999-2003 to 2004-08, Ethnic Studies graduates reported an increase from 50% to 61.9% in placement
of this type compared to the division’s 37.5% and 41.5%.”17
TCCS graduates will also have employment options as directors and managers of national and international
organizations; the labor marker projections for these professions are also presented below. We examined also 12
months of job announcements in The Chronicle of Higher Education and found that in fields as diverse as labor and
employment relations, nursing, global public health, communications, and museum studies, a significant (10%)
percent call for individuals whose research and practice focus on class, race, gender, and offer a transnational and
transcultural perspective. Examples of such positions include several post-doctoral fellowships stressing Asia-Pacific
and Western cultural encounters, Global Thought, global histories, and immigrant populations facing the
“multicultural challenge” in liberal democracies; nursing faculty positions that emphasize transcultural and global
vision; scholars in transnational media studies focusing on Anglophone and Francophone postcolonial societies; film
studies faculty with research and teaching interests in transnational/transcultural Hollywood, or global cinema;
communications researchers studying electronic and material archives to examine how nations use cyberspace to
“create memories” and the relationship between internet use and political power.
1) Projections of Academic Employment. The Bureau of Labor Statistics (BLS) provides an Occupational Outlook for
many occupations, projecting the number of new jobs that will be created over the next ten years (2008-2018)
across the U.S. The BLS provides a job outlook for the occupation “Postsecondary Teachers.” This is the most
prevalent option for graduates of the TCCS PhD program; these positions are available throughout the U.S. The BLS
projections for Postsecondary Teachers are included below in Table 9. The 17% projected increase makes this
position a high growth position.
The BLS subdivides the “Postsecondary Teacher” occupation by subject area, but only provides current information
on positions and wages and does not provide the job outlook for these subfields. The BLS has subfields of “Area,
Ethnic, and Cultural Studies”, “Anthropology and Archaeology”, “History”, “Political Science”, “Social Sciences”, and
“Sociology”. The current employment estimates for Area, Ethnic, and Cultural Studies Postsecondary Teachers are
8,980 positions with a Mean Annual Wage of $76,720. (http://www.bls.gov/oes/current/oes251062.htm). The
employment and mean annual wage for these occupations appears in Table 10. Massachusetts has the second
highest number of positions among all states with a mean wage above the national average.
Table 9. Employment Projections for Post Secondary Teachers, PhD Level, U.S.
Occupational Title
Employment,
Projected Employment,
2010
2020
% Change between 2010-20
(# of workers)
(# of workers)
Postsecondary
1,756,000
2,061,700
17%
Teachers
Source: Bureau of Labor Statistics (2010). Occupational Outlook Handbook 2010-11, Teachers Post-Secondary. Retrieved from
http://www.bls.gov/oco/ocos066.htm#outlook
17
http://ethnicstudies.berkeley.edu/graduate/placements.php
24
Table 10. Employment and Mean Annual Wage by Post Secondary Teaching Occupations. U.S. 2010
Employment, 2010
Occupation (all Post Secondary Teachers)
Mean Annual Wage, 2010
(# of workers)
Area, Ethnic, and Cultural Studies Teachers
8,980
$76,720
Anthropology and Archeology Teachers
5,850
$80,040
History Teachers
Social Sciences Teachers, All Other
Sociology Teachers
23,240
7,410
17,430
$70,860
$85,400
$71,830
Source: Bureau of Labor Statistics http://www.bls.gov/oes/current/oes251062.htm
According to the website h-net.org, a resource for Humanities and Social Sciences, there are currently over 20 open
teaching positions at departments and in programs that TCCS graduates will be qualified to teach in (17 position
posting for American Studies, 3 for African-American Studies, 2 positions in Chicano/a Studies, 1 position in Cultural
Studies) https://www.h-net.org/jobs/home.php ).
The professional associations or accrediting associations for Transnational, Cultural, Community, Ethnic, American,
and Diaspora Studies list the programs that are associated with the organization.
 Transnational, Community, and Diaspora Studies Programs: Using the search term “Community Studies
Program”, there are at least 17 Transnational Studies, 25 Community Studies programs, and 32 Diaspora Studies.
 Cultural Studies Programs: The Association for Cultural Studies lists 24 Cultural Studies programs both domestic
and international. (www.cultstud.org).
 Ethnic Studies Programs: The National Association for Ethnic Studies lists 26 Ethnic Studies programs in the
United States. These programs are primarily undergraduate programs, but there are also several graduate
programs. (www.ethnicstudies.org)
 American Studies Program: According to the American Studies Association, there are currently 261 American
Studies programs and departments both undergraduate and graduate level
(www.theasa.net/publications/grad_programs/page/foreword/).
Listings from these associations, internet search engines, and college directories show that there are conservatively
at least 380 dedicated Transnational, Culture, Community, Ethnic, and Diaspora Studies programs and Centers. While
this list of relevant programs is by no means exhaustive, it demonstrates the substantial number of dedicated
programs. In addition to these dedicated programs and centers, many universities across the United States offer
individual courses in these topics through Anthropology, Economics, Political Science, and Sociology Departments.
This analysis provides a snapshot of the current demand for academic positions in these related fields. These are
growing subject areas with additional programs and dedicated departments emerging around the United States and
abroad thereby increasing future demand for academic positions. This discussion indicates that there is and will likely
be a strong demand for professors in the fields most closely associated with TCCS.
2) Projections for Employment in Public/Private (Non-Academic) Sector Positions: The TCCS program is not only
intending to prepare students for a career in academia, but also to prepare students for careers in the public sector,
in high level public administration positions, in the private and non-profit sector, and as executive directors, policy
analysts, or consultants at companies, centers, or think tanks. Non-academic employment opportunities for
graduates of this program include positions as program directors and executive directors in foundations, research
and program director positions in organizations such as World Bank, USAID, the Pan American Health Organization,
the United Nations, the U.S. State Department, and international non-governmental organizations such as Oxfam
International, Save the Children and Doctors without Borders.
There are BLS occupations that have job outlooks and are related to the non-academic job possibilities. These BLS
Occupations include Top Executives, Anthropologists and Archaeologists, Sociologists and Political Scientists. Table
11 below shows that all of these occupations project growth during this decade and that non-university based
sociologists and anthropologists will experience substantial growth. Wages for top executives in organizations,
domestic and international, as well as positions not for PhD researchers in various areas of the social sciences are
shown in Table 12.
25
Table 11. Employment Projections in Professional Areas Related to TCCS, PhD Level, U.S.
Employment, 2010
Occupational Title
Change, 2010-20
Places of Employment (not academic positions)
(# of workers)
Top non-profit executives develop strategies and policies
to ensure that an organization meets its goals. They plan,
1
Top Executives
101,250
5%
direct, and coordinate operational activities of public or
private-sector organizations.
Anthropologists
Archeologists and anthropologists work for museums, at
and
6100
21%
historic sites, and for government agencies, such as the
Archaeologists
U.S. Department of the Interior’s National Park Service.
Sociologists work in research organizations, state and local
Sociologists
4,900
18%
government, and consulting service firms.
Political scientists work for the federal government, for
Political Scientists
5600
8%
think tanks, nonprofit organizations, political lobbying
groups, and labor organizations.
Sources: Bureau of Labor Statistics (2013). Management http://www.bls.gov/ooh/management/home.htm; Anthropologists, Sociologists and
Political Scientists http://www.bls.gov/ooh/life-physical-and-social-science/home.htm
Note 1: Includes private sector top executives.
Table 12. Median Annual Wage by Occupation. PhD Level, Massachusetts, 2011
Occupation
Median Annual Wage
Top Executives
$101,250
Anthropologists and Archaeologists
$54,230
Sociologists
Political Scientists
$72.360
$107,420
Sources: Bureau of Labor Statistics (2013). Management http://www.bls.gov/ooh/management/home.htm;
Anthropologists, Sociologists and Political Scientists http://www.bls.gov/ooh/life-physical-and-social-science/home.htm
2. Student Demand / Target Market. What is the student market for the proposed program?
Discuss demographics, location, proposed market share, etc. Provide data, e.g., survey results, etc.,
that form the basis for enrollment projections.
The programs that share characteristics with the TCCS programs draw their students from a range of social science and
liberal arts backgrounds. In examining “demand” for the program we looked first at the data available (presented above)
regarding the regional and national “need for graduates” with Masters and PhDs in areas close to TCCS, which was
presented earlier. Then we moved to identify programs in the region that offered these degrees at the undergraduate,
Master’s and PhD levels and the students they attracted to their programs. We found that although there are a number
of Black Studies and African American Studies programs at the undergraduate level at area universities, there are almost
no Master’s and PhD programs focused on Ethnic Studies, Immigration and Diaspora Studies, Community Studies, Latino
Studies and Asian American Studies. We found that existing graduate programs continue to draw students from
traditional or mono-disciplinary degrees such as Anthropology, History, Sociology, and Political Science although a
growing number are increasingly drawing from students with a B.A. in interdisciplinary programs like American Studies,
Cultural Studies, Community Studies, and Ethnic Studies, etc. The distribution of, particularly, Master’s programs is
determined in part by the demand for persons capable of working with, for, and in relationship to increasingly diverse
populations. Our inquiry showed, for example, that states like California, Colorado and Arizona –states with large
populations of immigrants- have by far the largest concentration of programs addressing themes similar to those of TCCS.
The TCCS Master’s Program will have as its target market: (1) students seeking to apply their completed undergraduate
liberal arts education to work with transnational groups and communities, (2) undergraduates in ethnic studies and
similar programs in universities in the region who seek more in depth knowledge in transnational, culture and community
studies, and (3) students seeking a MS program that will prepare them for a PhD in programs with similar themes as
those as TCCS including American Studies, History, Political Science, Public Policy, Sociology, Urban Planning, etc. We
26
expect to attract undergraduate students from UMB programs in ethnic studies, psychology, human services, community
studies, and in the variety of liberal arts disciplines looking to focus on attaining knowledge and experience conducting
research with these populations. We will also seek to attract undergraduates from similar programs in other universities
in the region. Since the MS in TCCS will be the only programs of its type in the region, it is expected to draw 20 students
per year from this large potential pool of students and professionals.
The PhD program encounters a similar context, albeit at the national and international level and with the challenges of
unresolved policy determinations vis-a-vis the immigrant flow and a growing global pressure for international exchange
and transnational relations. The themes addressed by TCCS have currency and significance in the contemporary life of
the nation. As will be discussed below, the proposed program is well positioned to attract high quality students. First of
all, it is one of very few in the East Coast focused on these themes: only the PhD in American Studies at SUNY Buffalo
approaches the breadth of TCCS but it does not enjoy a collaboration similar to the integral relationship between TCCS
and our campus’ well established research institutes and academic units focused on Black/Africana Studies, Latino
Studies, and Asian American Studies, as well as the emerging Native American Research Institute. Although not
exclusively by any means, we understand that the proposed program will be attractive to students from these
backgrounds and we intend to reach out aggressively to these students and provide them with the support to succeed.
We expect that about 1/3 of the admitted doctoral students will be coming from UMass Boston programs. There are
particular Masters programs (e.g. American Studies, Applied Linguistics, Dispute Resolution, Applied Sociology/
Criminology, Human Services, and Family Counseling) that address TCCS themes; however, none of these programs offers
an explicitly transdisciplinary analysis focused on transnational relations. The TCCS PhD program will offer opportunities
for students in those programs desiring a more in-depth treatment of these populations and issues. We expect that 2/3
of the doctoral students will come from U.S. and international universities. . In Section 5 below, we outline the
marketing strategy that will help us reach this goal.
3. Duplication. Identify existing public and private programs/institutions in the region or state that
offer the same or similar programs. Discuss size / enrollment trends for these programs.
a. MS Programs in TCCS areas:
To identify potentially similar Master’s programs, we searched program listings of universities in the region. There are
12 programs with themes akin to TCCS, with focus on ethnic studies. These programs include American Studies, African
American Studies, Black Studies, and area studies programs in Latin American Studies and Asian Studies. We found no
programs at the Master’s level that (1) considered multiple groups as a focus or (2) integrated content in transnational
(or diaspora and immigration) with cultural or community studies. Most mentioned that they were using a
multidisciplinary approach, which most often combined history, literature and some sociologically oriented courses.
Table 13. MS Programs in TCCS
Programs
#
Transnational Studies
0
Cultural Studies
0
Community Studies
0
Diaspora Studies
0
Ethnic Studies
12
b. PhD Programs in TCCS areas: To identify similar PhD programs, we searched listings of graduate programs
nationally and found 46 programs that are somewhat related in mission and purpose to the proposed TCCS program.
Table 14 shows the breakdown by search term. As found in preliminary research, Ethnic and Cultural Studies was the
most common type. Of the programs found in this search, 4 are abroad and the rest are domestic. Within domestic
programs, California has the largest number of programs. Table 15 below lists the distribution of programs found across
nations and, in the U.S., across states.
27
All of the programs included in the search advertise their interdisciplinary approach, using anthropology, economics,
history, language/linguistics, media/visual studies, political science, and sociology. Several of the programs are housed
within their own departments. Many of the programs, especially the University of California programs, place an emphasis
on Critical Theory and Studies as the foundation of the program’s approach.
One difference between the TCCS mission and that of the other programs is TCCS’s goal of producing both academics and
professionals ready to work in the public and private sector. The programs located in Europe (Berlin, Southampton) claim
that they are training both academics and professionals, but most other programs are only intending to train academics
to provide research and teaching in this field.
Table 14. PhD Programs in TCCS
Programs
#
Transnational Studies
6
Cultural Studies
15
Community Studies
3
Diaspora Studies
7
Ethnic Studies
15
Table 15. Location of Existing Programs
US (by State)
Total
AZ
1
CA
11
CT
2
FL
1
IL
2
IN
2
MA
3
MD
2
MI
2
Total US
Canada
Europe
United Kingdom
Grand Total
US (by State)
NC
NJ
NY
OH
PA
TN
TX
VA
Total
2
2
4
1
4
1
1
1
42
1
2
1
46
The programs covered in this search while offering some similarities to the proposed TCCS program, are usually narrower
in their focus. The few programs that promote the breadth of interdisciplinary study are not using transnational studies
as a key focus. Most of the programs are primarily concerned with training students to teach and conduct rigorous
research at universities both domestically and abroad. Very few programs claim that they are educating their students to
work in the public sector.
The most developed and similar programs to the TCCS are:
 State University of New York at Buffalo American Studies PhD: This program is similar to TCCS in the breadth of the
mission. The program differs in its history with the American Indian Studies program, but allows for a focus on
Transnational, Cultural and Diaspora studies. These foci are not the sole mission of the program, but there is room
for students to pursue these fields
 Berlin Transnational PhD: This international program offers an interdisciplinary approach to studying the socio,
economic, and political issues facing populations in a transnational world. This program also aims to prepare
students for careers in academia, the public, and private sectors.
28

UC Berkeley, PhD in Comparative Ethnic Studies: This program has historically been concerned with structurally
marginalized populations in the United States that have been “racialized”, and it has more recently developed
specialization in mixed race studies. The program emphasizes interdisciplinary methods, and diasporic and
transnational studies as a key focus of the research. This program shares a similar theoretical basis as TCCS.
There are three programs in the state that offer doctoral degrees in a field that overlaps slightly with the TCCS program.
In Massachusetts, these include the Afro-American Studies program at UMass Amherst, the Luso-Afro-Brazilian Studies
program at UMass Dartmouth, and the African-American Studies program at Harvard University. All three programs have
a smaller scope than the TCCS program. Additionally, the UMass Amherst and Dartmouth programs, utilize only a cultural
and literary approach as opposed to allowing for transdisciplinary research of these subject areas.
Two newly approved programs on our campus share focus on the themes highlighted in the TCCS programs. The PhD
Program in Applied Linguistic will offer a focus on the broad issues affecting language learning among immigrants and
across cultures. Applied Linguistics is intrinsically a multidisciplinary field and shares that perspective with the TCCS
programs but the TCCS programs offer a broader perspective on the immigrant experience and add the transnational
context. The newly approved PhD in Sociology, which begins to admit students in the Fall of 2013, includes a
concentration in Immigration and Globalization focuses on the development of theory and research on the intersection
of migration and globalization, their gender, political and socioeconomics characteristics and the dynamics of immigrant
incorporation and offers four courses on these themes as part of a broader PhD program in sociology. As with other
programs addressing the theme of immigration from a disciplinary perspective, the key difference between the Sociology
PhD concentration and TCCS is the transdisciplinary theoretical and methodological perspective of the latter. Within our
campus, TCCS also rests heavily in its relationship with the existing racial/ethnic institutes, which will offer TCCS proven
sites for research practice in these themes. In contrast to the Applied Linguistics and the Sociology PhD Programs, the
TCCS PhD program aims to prepare students for both academic and high level professional careers. These initiatives
broaden the capacity of UMass Boston in addressing these themes and we expect that students from the three programs
–as well as other graduate programs across the university- will benefit from the theoretical and research strength these
programs bring to UMass Boston.
Apart from the obvious pricing advantage of public
institutions, what will distinguish the proposed program in the academic marketplace?
4. Competitive Advantage.
By focusing on the transnational aspects of cultural, community, diaspora, and ethnic studies, these programs will be
unique in New England and will sit among a small circle of transnational programs offering a PhD in the world. The
transnational focus of the program will create a clear competitive advantage over American, Cultural, and Community
studies programs, which offer a different theoretical base for their programs. Diaspora programs currently in existence
primarily focus on one diasporic population, limiting the scope of these programs. The TCCS program, by focusing on the
transnational nature of current and diverse populations, offers both a unique view and allows for a wide range of
comparative research areas.
Similarly, the program’s emphasis on transdisciplinary inquiry is also unique. The rigorous, transdisciplinarity of this
program distinguishes it from programs that focus on immigration using strict disciplinary perspectives. Our students will
be well trained in integrative approaches and prepared to address issues in complex transnational cultural community
contexts. Together with the programs’ emphasis on engaged, public scholarship, this perspective will attract students
looking to acquire the intellectual tools, critical practices, and grounded engagements necessary to act proactively and
effectively in relationship to the phenomena posed by contemporary, globalized movements of people –be it through
scholarship or high level professional work. Transdisciplinarity and engaged public scholarship not only align well with
the university’s mission and strategic goals but are also amply supported by the long-term, well recognized and
successful engagement of the faculty of the TCCS programs and the programs’ institute partners in this type of work.
Because of its long-standing mission to serve urban populations, not only in its teaching but also in its research activities,
the campus has today a large number of faculty as well as a well-established institutionalized research capacity to deliver
this program. In terms of faculty, the campus has, for example, the region’s largest representation of Latino and other
faculty working on Latino-related topics including immigration, health disparities, psychology, counseling and human
29
services, education and literacy, community studies, public policy, anthropology and literature. UMass Boston also
claims a vibrant, nationally recognized undergraduate program in Asian American Studies that attracts a large number of
Asian American students from across all the colleges and is increasingly recognized for its transdisciplinary approach. In
2009, UMass Boston was recognized as one of the top 10 colleges and universities in the country for Asian American
students (http://www.apaforprogress.org/best-colleges-aapi-students-umass-boston ).
In the area of research, the three oldest research institutes, all “brand names” in and of themselves (Trotter, Gaston and
Institute for Asian American Studies) offer well-recognized work in applied research and a track record of grant activity in
areas such as educational and health disparities; immigrant integration; and history, community formation and
development.18 Aside from their research and policy work on the issues affecting racial-ethnic groups and communities
in the United States, these centers and individual scholars are already immersed in substantial transnational research and
activities. Examples of such involvement are the work of faculty in Africana Studies and the Trotter Institute in
supporting and shaping Boston’s Haitian community’s response to the 2010 earthquake in Port-au-Prince; the research
and policy work of UMass Boston faculty related to family reunification between Cuban Americans in the U.S. and Cuba;
and trans-local health disparities work in Massachusetts, Puerto Rico and Brazil. 19
Also relevant are the longstanding relations between UMass Boston and Chinese (particularly, Hong Kong), and Japanese
institutions (of note are the growing number of faculty who have active exchanges with Japan) as well as the growing
student population from south and central Asia and the Middle East. UMass Boston also hosts the region’s only Latino
Leadership Opportunity Program, an academic enhancement program for undergraduates focused on social science
research skills. UMass Boston also has a well-established Africana Studies Department, with especially robust
transnational, diasporic programs that connect local communities of African descent with teaching, research, and service
sites in Haiti, Jamaica, West Africa, Cape Verde, and other global settings. .
TCCS will offer a context for these faculty, research centers and students to build and benefit from a powerful program
that will harness this established capacity and bring the study of race and ethnicity on this campus to the “next level.”
UMass Boston is uniquely positioned to offer attractive and successful TCCS Master’s and PhD programs.
Finally, UMass Boston’s federally-recognized institutional status as a Minority-Serving Institution (MSI), due to its formal
designation and multi-year funding as an AANAPISI by the US Department of Education, provides a unique competitive
advantage, not only in terms of national visibility, but also in relation to a variety of federal agencies and foundation
funding streams that provide targeted support specifically for MSIs.
5. Marketing Plan.
Describe the institution's marketing plan, including time lines, for the proposed
program?
The TCCS programs will be marketed using specific outreach strategies for each. We will follow the following steps:
a. Develop marketing material about the program in collaboration with the Graphics Department and the Admissions
Office.
b. Develop an active presence on the web.
1) Website linking to information about and application material for both programs as well as links to the institutes
and other relevant partners on campus and in local communities. The website will be punchy and attractive and
include faculty profiles and links to major publications by faculty that demonstrate their research interests and models
for TCCS research. Eventually, it will also include achievements of current graduate students.
2) Recruit faculty and graduate student bloggers and link their blogs to the program website.
18
For examples of the Institute’s research work see: Institute for Asian American Studies (http://www.iaas.umb.edu/); Mauricio
Gaston Institute for Latino Community Development and Public Policy (http://www.gaston.umb.edu) and William Monroe
Trotter for the Study of Black Culture (http://www.trotter.umb.edu).
19 This work has been supported by The Rockefeller Foundation, The Christopher Reynolds Foundation, The Boston Foundation
and others.
30
c. Reach out to transnational communities and immigrant organizations in the region.
1) As soon as the program is approved, host an informational event for community and organizational leaders from
transnational communities in New England and the Northeast.
2) Conduct an assessment of the issues and questions that are priority for these communities so that these issues can
serve as the basis for the hands-on courses (TRIP and the Practicum)which can serve as the basis for the hands-on
courses (TRIP and the Practicum).
3) Make possible their collaboration in the Advisory Board (described in Section 3), in the recruitment of students, on
research projects, etc.
d) In preparation to the recruitment for the Master’s program:
1) Develop listing of all undergraduate departments in universities in the region with themes akin to TCCS and those
which prepare students for work with people and with communities (BAs in human services, social work, sociology,
planning, etc). Send announcement of opening and information about the program and admissions to those
departments. Send yearly information to these programs.
2) Use listing of transnational community leaders, community organizations and immigrant organizations to send
announcement of opening of and information about the program and admissions to these organizations. Send
information yearly to these organizations and persons.
3) Send announcement of program opening and information about admissions process to potential graduates of
UMass Boston undergraduate departments with themes akin to TCCS and those which prepare students for work
with people and with communities (BA’s in human services, sociology, political science, philosophy, anthropology,
community development, etc). Send information yearly to these organizations and persons.
4) Hold an Open House for undergraduate students who have inquired about the Master’s Program in the Spring of
and every Spring thereafter.
5) Collaborate with Office of International and Transnational Affairs in the recruitment of international students for
the Master’s program
e. In preparation for the recruitment of PhD students:
1) Expand the listing of undergraduate departments in universities with themes akin to TCCS and those which prepare
students for work with people and with communities (BAs in human services, social work, sociology, planning, etc)
to include undergraduate and Master’s program in racial/ethnic studies in other universities across the US. Send
announcement of opening and information about the program and admissions to those departments. Send
information and admissions materials to these universities yearly.
2) Develop a list of racial/ethnic Institutes and research centers across the US, and in Canada, Europe, Latin America,
Asia, Middle East and Africa. Send announcement of opening and information about the program and admissions
to those research centers. Send information and admissions materials to these research centers yearly.
3) Develop a list of universities in Canada, Europe, Latin America, Asia, Middle East and Africa with departments with
themes akin to TCCS. Send announcement of opening and information about the program and admissions to
those departments. Send information and admissions materials to these universities yearly.
4) Announce in program materials and have faculty hold open houses at national conferences of the disciplines
(American Educational Research Association, American Studies Association, American Sociological Association,
Asian American Studies Association, Critical Ethnics Studies Association, Latin American Studies Association,
National Association of Social Workers, National Association of Black Studies, National Association of Hispanic and
Latino Studies, National Council of Black Studies) and the Native American and Indigenous Studies Association.
Program information and admissions materials should be made available.
5) Collaborate with Office of International and Transnational Affairs in the recruitment of international students for
the PhD program
31
F. Budget Projection
a. Budget Narrative. Explain assumptions underlying expense and income projections, e.g.,
instructor status, enrollment projections, field and clinical resources, etc. Describe additional
cost/revenue impacts within the broader departmental/institutional budget.
b. Program Budget. Complete and attach the line item income and expense budget for the
proposed program for the first four years.
(use “UMass New Program Budget Template- BOT and DHE Approval Final.xlsx”)
Budget categories include facilities, library, faculty, staff, field/clinical experiences, revenues
from grants, tuition or other sources, etc. Reallocated funds should specify reallocations from
existing campus resources to support the proposed program, including funds reallocated from
discontinued or downsized programs. Indicate one-time/start-up costs and revenues.
See attached budget spreadsheet
32
GRADUATE PROGRAM CURRICULUM OUTLINE
Graduate Program Curriculum Outline, MS Program in TCCS
(Insert additional rows as necessary.)
Course Number
Major Required (Core) Courses (Total courses required = 9)
Course Title
Credit Hours
TCCS 600
Professional Seminar A
1
TCCS 610
Topics in Transnational Cultural and Community Studies
3
TCCS 620
Research in TCCS
3
TCCS 621
Transdisciplinary Research in Practice A
3
TCCS 622
Transdisciplinary Research in Practice B
3
TCCS 623
Transdisciplinary Methods
3
TCCS 611
Migration and Diaspora
3
TCCS 612
Community Formation and Development
3
TCCS 698
MS Capstone
6
SubTotal # Core Credits Required
28
Other/Elective Course Choices (Total courses required = 3) (attach list as needed)
Open Elective from courses sponsored by TCCS and other UMB
3
graduate programs (See Listing in Table 2 and Table 16)
Open Elective from courses sponsored by TCCS and other UMB
3
graduate programs (See Listing in Table 2 and Table 16)
Open Elective from courses sponsored by TCCS and other UMB
3
graduate programs (See Listing in Table 2 and Table 16)
SubTotal # Elective Credits Required 9
Curriculum Summary
Total number of courses required for the degree
12
Total credit hours required for degree
37
Prerequisite or Other Additional Requirements:
33
GRADUATE PROGRAM CURRICULUM OUTLINE
Graduate Program Curriculum Outline, PhD Program in TCCS
(Insert additional rows as necessary.)
Course Number
Major Required (Core) Courses (Total courses required = 13)
Course Title
Credit Hours
TCCS 602
Professional Seminar A
1
TCCS 610
Topics in Transnational Cultural and Community Studies
3
TCCS 620
Research in TCCS
3
TCCS 621
Transdisciplinary Research in Practice A
3
TCCS 622
Transdisciplinary Research in Practice B
3
TCCS 623
Transdisciplinary Methods
3
TCCS 611
Migration and Diaspora
3
TCCS 612
Community Formation and Development
3
TCCS 702
Professional Seminar B
2
TCCS 730
Research Practicum
3
TCCS 731
Research Practicum
3
TCCS 830
Dissertation Seminar
3
TCCS 899
Dissertation
12
SubTotal # Core Credits Required
TCCS 699
45
Concentration Course Choices (Total courses required = 3) (attach list as needed)
Concentration Course from courses sponsored by TCCS and other
3
UMB graduate programs
Concentration Course from courses sponsored by TCCS and other
3
UMB graduate programs
3
Concentration Project (Directed Study)
SubTotal # Concentration Credits Required
9
Other/Elective Course Choices (Total courses required = 7) (attach list as needed)
TCCS Theory Elective (See Listing in Table 2 and Table 16)
3
TCCS Theory Elective (See Listing in Table 2 and Table 16)
3
Methods Elective (See Listing in Table 2 and Table 16)
3
Methods Elective (See Listing in Table 2 and Table 16)
3
Methods Elective (See Listing in Table 2 and Table 16)
3
Open Elective from courses sponsored by TCCS and other UMB
graduate programs (See Listing in Table 2 and Table 16)
Open Elective from courses sponsored by TCCS and other UMB
graduate programs (See Listing in Table 2 and Table 16)
SubTotal # Elective Credits Required
3
3
21
Curriculum Summary
34
Total number of courses required for the degree
Total credit hours required for degree
22 (not including dissertation, TCCS 899)
75
Prerequisite or Other Additional Requirements:
1. Comprehensive Exam (end of 3rd year)
2. Approved Dissertation Proposal (end of 3rd year)
Table 16. Elective Courses
MS
PhD
Choose 3
Theory Electives
TCCS 710 Globalization and Population Movements
TCCS 711 Culture and Transculturation
TCCS 712 Circuits of Migration
TCCS 713 Identity, Sovereignty, Resistance, and Activism1
Choose 2
TCCS 714 Theories of Colonization, Development and Modernization
NA
TCCS 715 Representation, Media and Technology
2
PSYCLN 742 Social Construction of Self and Identities
Methods Electives
SOCIOL 651 Research Methods2
SOCIOL 652 Analysis of Quantitative Data2
PPOL 609L Qualitative Methods2
PSYCLN 775 Qualitative Methods in Psychological Research2
Choose 3
TCCS 732 Literary Analysis
NA
TCCS 733 Historical Approaches
TCCS 734 Community Based Participatory Research
SOCIOL 655 Evaluation Research2
TCCS 735 Applied Methods of Community Analysis1
Other (open) Electives
HUMSER 603 Race, Ethnicity and Human Services
HUMSER 633 Funding Community Services
Choose 2
HIST 6XX Themes in Native American History3
from
TCCS 750 Islam and Muslim Identities1
NA
Open, Theory
or methods
TCCS 751 Seminar on Health Disparities in Transnational and Transcultural Settings1
electives
TCCS 752 Transnational Families1
TCCS 755 Arab Identities1
NA
Notes:
Courses marked NA are open only to PhD students.
(1) These courses will be offered in subsequent years. Syllabi for these courses are not included with the proposal.
(2) These courses will be available to TCCS students with permission of the instructor.
(3) This course is being submitted for approval of GSC separately by the History Department. Currently taught as Special Topics and Syllabus is enclosed
with this proposal.
35
Appendix 1. Anticipated Contributions to TCCS by CLA, CPCS, CEHD, and Asian American Studies
College of Liberal Arts
A. Participation in existing courses as space is available:
Beginning 2nd year after start of MS
SOCIOL 651 RESEARCH METHODS
SOCIOL 652 ANALYSIS OF QUANTITATIVE DATA
SOCIOL 655 EVALUATION RESEARCH
PSYCLN 775 QUALITATIVE METHODS IN PSYCH RESEARCH
HIST XXX THEMES IN NATIVE AMERICAN HISTORY
Beginning 2nd year after start of PhD
PSYCLN 742 SOCIAL CONSTRUCTION OF SELF AND IDENTITIES
B. TCCS courses taught by CLA faculty:
Africana Studies
TCCS 611 Aminah Pilgrim - Core Course taught annually in the Spring of first year of
implementation of MS program (alternates with Marisol Negron).
American Studies
TCCS 611 Marisol Negron - Core Course taught annually in the Spring of first year of
implementation of MS program (alternates with Aminah Pilgrim).
TCCS 715 Jeff Melnick - Elective course starts second year after implementation of PhD and
every two or three years thereafter.
TCCS 733 Historical Approaches – Lynell Thomas - Elective course starts second year after
implementation of PhD and every two or three years thereafter.
Anthropology
TCCS 623 Rosalyn Negron - Core course taught annually in the Spring (beginning first year of
implementation of MS program)
English
TCCS 750, 755, or 732 – Rajini Srikanth. Elective courses that will rotate. One will be offered
every year or two starting the year after the implementation of the PhD program.
Psychology
Mentoring Program - Ester Shapiro, one course release a year for this work
Sociology
TCCS 711 Jorge Capetillo - Elective course starts second year after implementation of MS
program and taught every two or three years thereafter.
TCCS 710 Phil Kretsedemas - Elective course starts third year after implementation of MS
program and taught every two or three years thereafter.
College of Public and Community Service
A. Participation in existing courses as space is available beginning 2 nd year after start of MS
HUMSER 603 Miren Uriarte Race, Ethnicity and Human Services
HUMSER 633 Miren Uriarte Funding Community Services
36
B. TCCS Courses Taught by CPCS Faculty
TCCS 612 – Luis Aponte Core course offered once/year in the Fall starting with the second year
after the implementation of the MS program
TCCS 714 – Luis Aponte – Elective course starts third year after implementation of PhD program
and taught every two or three years thereafter.
TCCS 620 – Miren Uriarte – Core course offered annually in the Fall starting with the
implementation of the Masters Program
TCCS 735 – Miren Uriarte – Elective course starts second year after implementation of MS
program and taught every two or three years thereafter.
TCCS 830 – Miren Uriarte – Core course offered for the first time in the 4th year of the PhD
program and every year after that.
TCCS 601 – Raul Ybarra – Core course taught annually starting with the implementation of the
MS program
TCCS 751 – Carlos Eduardo Siqueira. Elective course starts third year after implementation of MS
program and taught every two or three years thereafter.
College of Education and Human Development
TCCS Courses Taught by CEHD faculty
TCCS 698- Peter Kiang – Core course starting in the second year of the masters program and
once/year after that
TCCS 621 and 622 – Peter Kiang – Core course taught yearly in Fall and Spring alternating with
Shirley Tang as needed.
TCCS 752 Gonzalo Bacigalupe - Elective course starts third year after implementation of MS
program and taught every two or three years thereafter.
Graduate Studies
TCCS Courses Taught by Asian American Studies
TCCS 610 – Loan Dao – Core course taught once/year in the Fall starting with the
implementation of the masters program
TCCS 734 and 712 – Loan Dao – Elective courses alternating every other year starting with the
second year of the implementation of the MS program
TCCS 621 and 622 – Shirley Tang – Core course taught yearly in Fall and Spring alternating with
Peter Kiang as needed.
37